Danielsonʻs Framework for Teaching - The FFT is an evolving instructional resource that provides a roadmap for effective teaching. It outlines 22 components and 76 elements organized into Four Domains of Teaching Responsibility: Planning & Preparation, Classroom Environment, Instruction, and Professional Responsibilities. Over time, the FFT has evolved to reflect new learning in the field and meet the needs of today's classrooms and students.

Classroom Observation - Classroom observation is an act of watching a teacher’s performance in their classroom or learning environment. Classroom observations serve as a way of recording and measuring teacher behavior and mastery by systematically watching and recording their actions and behaviors as well as the actions and behaviors of students. There are two basic types of observations, the first of which is when a school administrator watches a teacher’s performance as a part of a formal job performance evaluation at a regularly scheduled interval (often annually), and in Hawaiʻi itʻs part of the Educator Effectiveness System (EES) (*optional enrichment). The second type is an observation performed by a teacher’s peer or peers, instructional specialist, or coach with the stated goal of providing the teacher with relevant feedback based on their interactions with students and their execution of teaching methods with the primary goal of making improvements in their classroom management and instructional techniques or as an opportunity to learn from an expert and incorporate strategies, activities, and practices. Typically, new or pre-service teachers who participate in classroom observations stand to benefit the most from the process. However, experienced teachers can benefit from the feedback and insights gained through observation as well as provide another perspective on their performance that may shed light on techniques that they are using improperly or not at all. Classroom observation can be as brief as a few minutes or as long as an entire school day or more.

Keeping it real. (*optional enrichment)

Considering future professional expectations

As a teacher in the DOE classroom, our professionalism is evaluated according to the following teaching components of DANIELSON FRAMEWORK FOR TEACHING

Domain 1: Planning and Preparation

1a Demonstrating Knowledge of Content and Pedagogy

1b Demonstrating Knowledge of Students

1c Setting Instructional Outcomes

1d Demonstrating Knowledge of Resources

1e Designing Coherent Instruction

1f Designing Student Assessments

Domain 2: Classroom Environment

2a Creating an Environment of Respect and Rapport

2b Establishing a Culture for Learning

2c Managing Classroom Procedures

2d Managing Student Behavior

2e Organizing Physical Space

Domain 3: Instruction

3a Communicating with Students

3b Using Questioning and Discussion Techniques

3c Engaging Students in Learning

3d Using Assessment in Instruction

3e Demonstrating Flexibility and Responsiveness

Domain 4: Professional Responsibilities

4a Reflecting on Teaching

4b Maintaining Accurate Records

4c Communicating with Families

4d Participating in a Professional Community

4e Growing and Developing Professionally

4f Showing Professionalism

Danielson's framework is a common professional teaching framework for observing teachers' classroom practice. It is well-known by educational professionals, educational researchers, classroom teachers, and school administrators in the State of Hawaiʻi. In this class, we highlight components of this framework in accordance with values put forth by the Hawaii Department of Education (HIDOE). So, it makes sense to become familiar with it to the best of your abilities.

The five components used in the DOE for your instructional observation and evaluations are:

2b Developing Classroom Culture - Teachers should ensure that students value learning and know the expectations, including learning targets, outcomes, and evaluative measures. Additionally, teachers should work to support students in developing into quality learners, including effort, commitment, initiative, evaluation, accuracy, and accountability.

2d Behavior Management - Teachers are responsible for setting norms and behavioral expectations. Additionally, teachers prevent, monitor, and respond to student behaviors appropriately and effectively.

3b Questioning and Discussion - Teachers should use various questioning techniques to encourage critical and well-reasoned thinking. Rigorous and challenging questions deepen students' comprehension of a topic and support their achievement of learning goals. Quality questions are the foundation of meaningful student participation and dialogue.

3c Student Engagement - Teachers are responsible for creating a learning environment where students actively seek knowledge, skills, and experiences. This can be encouraged by designing effective and challenging instruction, managing scaffolding, chunking, and timing of instructional activities, providing meaningful and diverse instructional materials, and creating diverse opportunities for interpersonal and intrapersonal engagement.

3d Assessing Student Learning - Teachers need to know whether or not students are learning to develop insight into whether or not the instruction is effective or needs to be adjusted. Having clear learning targets, assessment criteria, and instruction designed to reach those targets is essential in this process. Additionally, teachers should monitor student progress in learning tasks and providing meaningful and timely feedback

Keep it real. This is the deal.

Teacher #1 - It's REALLY fun some days and REALLY hard other days, but mostly, it's REALLY rewarding.

I'm at school an hour before school starts so I can be ready, and I do a volunteer math assistance program. Staff meetings, grade-level meetings, coaching, additional assistance programs may keep a teacher after school as well.

Depending on the subject area, the marking time varies. I teach subjects that have me grading pretty much every evening for about an hour or so. The planning for the next day, assignments to create, etc. probably take up most of my time.

I've been teaching for 25 years and still find it so rewarding most days. (although, there are days when I drag butt home and just want to crawl into bed)”

Teacher #2 - I just started teaching a few months ago but I can already tell you this: being a teacher is one of the hardest, most frustrating, and most tiring jobs you could ever have. That being said, it is also the best job in the world. You have your good days and your bad days. When a lesson goes well, you'll come home feeling like you're on top of the world. When a lesson flops, you'll probably be pretty upset with yourself. To be very honest, there have been times when I've gone home and felt like crying. At the end of the day though, I absolutely love what I do. Even though my students can be frustrating, I love each and every one of them. I've found that the tiniest things they say or do can really make my day and I love knowing I'm an influential person in their lives.

As far as time spent at school, I usually like to get there about 20 minutes or so before the students do. Sometimes there will be staff meetings after school and occasionally we have in-service days where we spend the school day in meetings.

If this is something you think you want to do, try it out! See if you could sit in on some classes to observe how things work. And good luck!

Give yourself a note of gratitude. You have achieved.