Classroom Case Study

Finals: Evaluations -

• Assignment - Course Evaluation

• Assignment - Self Evaluation of Professionalism

• Approximate Time Commitment - 1-2 hour

Finals: Classroom Case Study -

• Assignment - Case Study of Classroom

• Approximate Time Commitment - 5-10 hours; depending on option and opportunity.

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). 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.

How can we analyze another teachers classroom in such a way that it will inform and improve our practice?

Keeping it real.

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

So, it makes sense to become familiar with it to the best of your abilities.

There are four parts to this final assessment.

• Part 1: Observation and Analysis of Physical and Social Space (100 points)

• Part 2: Interview Analysis (50 points)

• Part 3: Analysis of Danielson’s Components of Effective Practice (100 points)

• Part 4: Reflection (50 points)

There are two options for this assessment. HIDOE employees and school-based professionals may choose either option. If you are NOT a HIDOE employee or school-based professional, you must complete option 2.

1. Case Study in a Classroom - HIDOE employees or school-based professionals currently working in a classroom - ED 285 Field Experience Assessment - Case Study of a Classroom

2. Video Observation and Case Study of a Classroom - Non-HIDOE employee or Choice - ED 285 Field Experience Alternative Assessment - Case Study of a Classroom (Video Assessment)

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!

On to the next course!