CPS Framework for Teaching Self-Assessment Guide Domain 1: Planning and Preparation

This guide is intended to assist you in reflecting on your planning and preparation for a lesson or unit of study using the Framework for Teaching. Heres how to get started: Identify a lesson or unit to reflect on. Select one or two components of focus. Read through the probes and record evidence on Form 5B about your performance. Determine a level of performance for the component(s) you chose. Brainstorm next steps you can take to enhance your performance and (or) talk to your colleagues about.

Component 1a: Demonstrating Knowledge of Content and Pedagogy 1. How did I identify the learning targets for this lesson or unit before teaching? 2. What strategies did I use to assist students in understanding the meaning of the learning targets? 3. What did I do to keep current on the content knowledge? Component 1b: Demonstrating Knowledge of Students 1. How did I identify what each student knew and what each student needed to learn next? 2. How did I measure and monitor growth of students? 3. In what ways did I differentiate instruction? Component 1c: Selecting Instructional Outcomes 1. List examples of rigorous instructional outcomes I set. 2. List examples of how I integrated among disciplines. 3. List examples of learning outcomes written in terms of what students learned that allowed for valid methods of assessment. Component 1d: Demonstrating Knowledge of Resources 1. What resources did I access to enhance my instruction of learning targets? 2. How did I apply skills, tools, strategies and other resources from staff development to instruction? 3. What resources did I provide for students to investigate independently? Component 1e: Designing Coherent Instruction 1. How did I use data to guide instructional planning? 2. List examples of mentally engaging differentiated activities I used. 3. Identify the materials and resources I used to meaningfully engage students in the learning. Component 1f: Designing Student Assessment 1. List examples of formative assessments I utilized to provide students with feedback on what they knew and what they still needed to know. 2. How did I ensure clarity on assessment criteria and standards? 3. How did I use assessment results?

FORM 5B: FRAMEWORK FEEDBACK FORM

Teachers plans and practice display little knowledge of the content, prerequisite relationships between different aspects of the content, or of the instructional practices specific to that discipline.

Teachers plans and practice reflect some awareness of the important concepts in the discipline, prerequisite relations between them and of the instructional practices specific to that discipline.

Teachers plans and practice reflect solid knowledge of the content, prerequisite relations between important concepts and of the instructional practices specific to that discipline.

Teachers plans and practice reflect extensive knowledge of the content and of the structure of the discipline. Teacher actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding.

Evidence

1b: Demonstrating knowledge of students

Teacher demonstrates little or no knowledge of or respect for students backgrounds, cultures, skills, language proficiency, interests, and special needs, and does not seek such understanding.

Teacher indicates the importance of understanding and respecting students backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for the class as a whole.

Teacher actively shows respect for and seeks knowledge of students backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for groups of students.

Teacher actively shows respect for and seeks knowledge of students backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources, and attains this knowledge for individual students.

Evidence

1c: Setting instructional outcomes

Instructional outcomes are unsuitable for students, represent trivial or low-level learning, or are stated only as activities. They do not permit viable methods of assessment.

Instructional outcomes are of moderate rigor and are suitable for some students, but consist of a combination of activities and goals, some of which permit viable methods of assessment. They reflect more than one type of learning, but teacher makes no attempt at coordination or integration.

Instructional outcomes are stated as goals reflecting high-level learning and curriculum standards. They are suitable for most students in the class, represent different types of learning, and are capable of assessment. The outcomes reflect opportunities for coordination.

Instructional outcomes are stated as goals that can be assessed, reflecting rigorous learning and curriculum standards. They represent different types of content, offer opportunities for both coordination and integration, and take account of the needs of individual students.

Evidence

NOTE: The CPS Framework for Teaching has been adapted, with permission, from Charlotte Danielsons Framework for Teaching.

FINAL 9/2/2008

FORM 5B: FRAMEWORK FEEDBACK FORM

Teacher demonstrates little or no familiarity with resources, including appropriate technology to enhance own knowledge, to use in teaching, or for students who need them. Teacher does not seek such knowledge.

Teacher demonstrates some familiarity with resources, including appropriate technology available through the school or district to enhance own knowledge, to use in teaching, or for students who need them. Teacher does not seek to extend such knowledge.

Teacher is aware of the resources, including appropriate technology available through the school or district to enhance own knowledge, to use in teaching, or for students who need them.

Teacher seeks out resources, including appropriate technology in and beyond the school or district in professional organizations, on the Internet, and in the community to enhance own knowledge, to use in teaching, and for students who need them.

Evidence

1e: Designing coherent instruction Use of appropriate of data

The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. It is suitable for only some students.

The series of learning experiences demonstrates partial alignment with instructional outcomes, some of which are likely to engage students in significant learning. The lesson or unit has a recognizable structure and reflects partial knowledge of students and resources.

Teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes and suitable to groups of students. The lesson or unit has a clear structure and is likely to engage students in significant learning.

Teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes, differentiated where appropriate to make them suitable to all students and likely to engage them in significant learning. The lesson or units structure is clear and allows for different pathways according to student needs.

Evidence

1f: Designing student assessment

Teachers approach to assessing student learning contains no clear criteria or standards, lacks congruence with the instructional goals, or is inappropriate to many students. Teacher has no plans to use assessment results in designing future instruction.

Teachers plan for student assessment is partially aligned with the instructional goals, without clear criteria, and is inappropriate for at least some students. Teacher plans to use assessment results to plan for future instruction for the class as a whole.

Teachers plan for student assessment is aligned with the instructional goals, using clear criteria, and is appropriate to the needs of students. Teacher uses assessment results to plan for future instruction for groups of students.

Teachers plan for student assessment is fully aligned with the instructional goals, with clear criteria and standards that show evidence of student participation in their development. Assessment methodologies may have been adapted for individuals, and the teacher uses assessment results to plan future instruction for individual students.

Evidence

NOTE: The CPS Framework for Teaching has been adapted, with permission, from Charlotte Danielsons Framework for Teaching.

FINAL 9/2/2008