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Specific considerations for teachers and supervisors using Charlotte Danielson's 2013 Framework for Teaching (FfT)

Danielson’s 2013 Framework for Teaching (FfT) was created as an overarching framework that describes the commonalities in every classroom—those aspects of teaching that are common across grades, disciplines, and students’ backgrounds. These specific considerations documents support teachers and their school leaders through the use of reflective questioning, an essential component of enhancing effective instruction in NYC public schools. These specific considerations documents are not separate rubrics for teachers in the content areas specified in the documents, nor are they to be used as checklists in classroom observations. Each FfT component’s “Rationale,” “Performance Levels,” “Critical Attributes,” and many of the “Possible Examples” are relevant to teachers across grades and content areas and should be used by school leaders when considering evidence of each component. These documents only seek to present additional context to consider, keeping in mind that not every question will be applicable depending upon the students’ need and context. 

Included Resources

In this 35-45 minute professional learning activity, participants explore different ways to use the Specific Considerations resources and identify strategies to strengthen teacher practice and improve student outcomes for educators working with ELLs, Students with Disabilities, and in the Arts.

This template supports teachers in applying the component focus questions in the Specific Considerations documents when reflecting on their instructional practice. This tool can be used with the Specific Considerations for Teachers of Students with Disabilities, Specific Considerations for Teachers of English Language Learners documents as well as the Specific Considerations for Teachers of Dance, Music, Theater, and Visual Arts documents.

New York State’s Education Law 3012-d requires that lead evaluators have appropriate guidance regarding specific considerations in evaluating teachers of English Language Learners (ELLs). Also, many school leaders and teachers have requested additional support in using Danielson's 2013 Framework for Teaching (FfT) rubric in classrooms in which student characteristics, subject content, or program models may differ significantly from other courses or subjects. In response, this document offers specific considerations for school leaders and teachers of ELLs through component-aligned questions (for each of the Framework's 22 components). These questions may be discussed when providing feedback, engaging in pre- and post-observations, and planning next steps; they are not to be used for evaluating teacher practice. In addition, these questions can be used by teachers voluntarily as a resource to guide their thinking as they plan and reflect on their instructional practice in how they are meeting the needs of ELLs.

New York State’s Education Law 3012-d requires that lead evaluators have appropriate guidance regarding specific considerations in evaluating teachers of students with disabilities (SWDs). Also, many school leaders and teachers have requested additional support in using Danielson's 2013 Framework for Teaching (FfT) rubric in classrooms in which student characteristics, subject content, or program models may differ significantly from other courses or subjects. In response, this document offers specific considerations for school leaders and teachers of students with disabilities through component-aligned questions (For each of the Framework's 22 components). These questions may be discussed when providing feedback, engaging in pre- and post-observations, and planning next steps; they are not to be used for evaluating teacher practice. In addition, these questions can be used by teachers voluntarily as a resource to guide their thinking as they plan

Danielson’s 2013 Framework for Teaching (FfT) was created as an overarching framework that describes the commonalities in every classroom—those aspects of teaching that are common across grades, disciplines, and students’ backgrounds. Thus, the FfT is appropriate for use with and by teachers of the arts. Many school leaders and teachers have requested additional support in using the FfT in classrooms in which student characteristics, subject content, or program models may differ significantly from other courses or subjects. In response, this document offers specific considerations for school leaders and visual arts teachers through component-aligned questions. These questions may be discussed when providing feedback, engaging in pre- and post-observations, and planning next steps; they are not to be used for evaluating teacher practice. In addition, these questions can be used by teachers voluntarily as a resource to guide their thinking as they plan and reflect on their instructional practice in how they are meeting the needs of their students.

Danielson’s 2013 Framework for Teaching (FfT) was created as an overarching framework that describes the commonalities in every classroom—those aspects of teaching that are common across grades, disciplines, and students’ backgrounds. Thus, the FfT is appropriate for use with and by teachers of the arts. Many school leaders and teachers have requested additional support in using the FfT in classrooms in which student characteristics, subject content, or program models may differ significantly from other courses or subjects. In response, this document offers specific considerations for school leaders and music teachers through component-aligned questions. These questions may be discussed when providing feedback, engaging in pre- and post-observations, and planning next steps; they are not to be used for evaluating teacher practice. In addition, these questions can be used by teachers voluntarily as a resource to guide their thinking as they plan and reflect on their instructional practice in how they are meeting the needs of their students.

Danielson’s 2013 Framework for Teaching (FfT) was created as an overarching framework that describes the commonalities in every classroom—those aspects of teaching that are common across grades, disciplines, and students’ backgrounds. Thus, the FfT is appropriate for use with and by teachers of the arts. Many school leaders and teachers have requested additional support in using the FfT in classrooms in which student characteristics, subject content, or program models may differ significantly from other courses or subjects. In response, this document offers specific considerations for school leaders and dance teachers through component-aligned questions. These questions may be discussed when providing feedback, engaging in pre- and post-observations, and planning next steps; they are not to be used for evaluating teacher practice. In addition, these questions can be used by teachers voluntarily as a resource to guide their thinking as they plan and reflect on their instructional practice in how they are meeting the needs of their students.

Danielson’s 2013 Framework for Teaching (FfT) was created as an overarching framework that describes the commonalities in every classroom—those aspects of teaching that are common across grades, disciplines, and students’ backgrounds. Thus, the FfT is appropriate for use with and by teachers of the arts. Many school leaders and teachers have requested additional support in using the FfT in classrooms in which student characteristics, subject content, or program models may differ significantly from other courses or subjects. In response, this document offers specific considerations for school leaders and theater teachers through component-aligned questions. These questions may be discussed when providing feedback, engaging in pre- and post-observations, and planning next steps; they are not to be used for evaluating teacher practice. In addition, these questions can be used by teachers voluntarily as a resource to guide their thinking as they plan and reflect on their instructional practice in how they are meeting the needs of their students.

Danielson’s 2013 Framework for Teaching (FfT) was created as an overarching framework that describes the commonalities in every classroom—those aspects of teaching that are common across grades, disciplines, and students’ backgrounds. Thus, the FfT is appropriate for use with and by teachers of physical education. Many school leaders and teachers have requested additional support in using the FfT in classrooms in which student characteristics, subject content, or program models may differ significantly from other courses or subjects. In response, this document offers specific considerations for school leaders and teachers of physical education through component-aligned questions. These questions may be discussed when providing feedback, engaging in pre- and post-observations, and planning next steps; they are not to be used for evaluating teacher practice. In addition, these questions can be used by teachers voluntarily as a resource to guide their thinking as they plan and reflect on their instructional practice in how they are meeting the needs of their students.

Danielson’s 2013 Framework for Teaching (FfT) was created as an overarching framework that describes the commonalities in every classroom—those aspects of teaching that are common across grades, disciplines, and students’ backgrounds. Thus, the FfT is appropriate for use with and by teachers of CTE. Many school leaders and teachers have requested additional support in using the FfT in classrooms in which student characteristics, subject content, or program models may differ significantly from other courses or subjects. In response, this document offers specific considerations for school leaders and teachers of students in CTE programs of study through component-aligned questions. These questions may be discussed when providing feedback, engaging in pre- and post-observations, and planning next steps; they are not to be used for evaluating teacher practice. In addition, these questions can be used by teachers voluntarily as a resource to guide their thinking as they plan and reflect on their instructional practice in how they are meeting the needs of their students.

Standards:
Danielson Framework for Teaching 1a: Demonstrating Knowledge of Content and PedagogyDanielson Framework for Teaching 1b: Demonstrating Knowledge of StudentsDanielson Framework for Teaching 1c: Setting Instructional OutcomesDanielson Framework for Teaching 1d: Demonstrating Knowledge of ResourcesDanielson Framework for Teaching 1e: Designing Coherent InstructionDanielson Framework for Teaching 2a: Creating an Environment of Respect and RapportDanielson Framework for Teaching 2b: Establishing a Culture for LearningDanielson Framework for Teaching 2c: Managing Classroom ProceduresDanielson Framework for Teaching 2d: Managing Student BehaviorDanielson Framework for Teaching 2e: Organizing Physical SpaceDanielson Framework for Teaching 3a: Communicating with StudentsDanielson Framework for Teaching 3b: Using Questioning and Discussion TechniqueDanielson Framework for Teaching 3c: Engaging Students in LearningDanielson Framework for Teaching 3d: Using Assessment in InstructionDanielson Framework for Teaching 3e: Demonstrating Flexibility and ResponsivenessDanielson Framework for Teaching 4a: Reflecting on TeachingDanielson Framework for Teaching 4b: Maintaining Accurate RecordsDanielson Framework for Teaching 4c: Communicating with FamiliesDanielson Framework for Teaching 4d: Participating in the Professional CommunityDanielson Framework for Teaching 4e: Growing and Developing ProfessionallyDanielson Framework for Teaching 4f: Showing Professionalism
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