Building Educator Expertise
with the Framework for Teaching
Danielson Group Conference
March 17-18, 2015
Portland State University, Portland, Oregon
Learn how the Framework for Teaching unifies the
(complex) work of teachers and administrators
Portland, Oregon
The Building Educator Expertise
Conference explores the Danielson
Framework for Teaching, a
research-based instructional
model that defines effective
teaching.
The most important role of a
teacher, administrator, or peer
coach is that of instructional
Charlotte Danielson
leader. To be an effective
instructional leader requires deep
knowledge of what constitutes good teaching, the skills to
identify it when you see it, and the ability to collaborate
with colleagues to build reflection, practice, and expertise
over time.
How to register
You can register online at:
www.danielsongroup.org/connect/conferences
Hear from Charlotte Danielson about the latest research
connecting the Common Core to the Framework for
Teaching. Plus learn her new thinking about the 6 big
ideas of best practice integrated across the Framework
components.
Sponsor
Whether you’re new to the Framework for Teaching, or
looking for more in-depth knowledge, this conference has
content appropriate for every educator. On Day 1 of the
conference, choose from a series of 1 ½ hour sessions and
hear from many Framework experts and implementers.
On Day 2, choose one of the full-day workshops to extend
your skills for applying Framework concepts in your role
back home.
The Danielson Group is proud to partner with
Portland State University for the Building
Educator Expertise Conference. Each year, students at Oregon’s largest and most comprehensive school of education master the skills
and develop the tools to teach and counsel
others. We are deeply entwined in the work
lives of Oregon’s educators and counselors,
who rely on the school to advance their
careers and further hone their talents.
Graduate School of Education
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Building Educator Expertise
with the Framework for Teaching
How to Register
Register at www.danielsongroup.org/connect/conferences
Use a purchase order or credit card to pay the 2-day conference registration fee of $310, which includes continental breakfast and lunch each
day.
Anne Babina
Kristine Deni
Dr. Kate Dickson
Conference Materials
As a registered attendee, you can download all the conference session
materials. Registered participants will receive an e-mail notification
with a link to conference materials approximately two weeks prior to
the conference.
Travel and lodging
Hotel Reservations
Participants are responsible for their own lodging. Please do not make
your hotel reservation until you have registered for the conference.
The following hotels are within walking distance of Portland State
University:
• Hilton Portland and Executive Tower
• Hotel Lućia
Danielson Group staff
and consultants have
extensive backgrounds
in education, along
with a deep level
of Framework
understanding.
Collectively, they have
conducted more than
Joanie Peterson
Dr. Jorie Ellis
Sue Presler
1600 workshops and
consulting service
days since 2012. Each
consultant has been
Lynn Sawyer
Phyllis Unebasami
Karyn Wright
personally selected by
Charlotte Danielson
and is required to participate in ongoing professional
development provided by Charlotte Danielson and the
Danielson Group.
• Portland Hotel Monaco
• University Place Hotel and Conference Center
Registration Cancellation
• Hotel Modera If you have a paid registration but are unable to attend, contact us no later
than 14 calendar days prior to the start of the event to request a refund.
There is a $50 processing fee for cancellations. Cancellations less than 14
calendar days prior to the event are not eligible for a refund. At any time,
however, you may “transfer” your registration to a substitute attendee. We
require authorization in an email from you for such transfers. The Danielson
Group will keep the fee from the original registrant as payment for the
substitute. You and your substitute are responsible for any financial arrangements regarding the transfer.
Parking
Hourly parking areas are provided in various locations throughout the
Portland State University campus such as Parking Structure One at
SW 6th & Harrison or Parking Structure Three at 1631 SW 12th. Street
parking around the University is an option and is managed by the City
of Portland. Read more details about parking options at PSU at http://
www.pdx.edu/transportation/hourly-visitor-parking.
Conference Cancellation
Travel
Participants are responsible for their own transportation. Please do
not purchase nonrefundable airline tickets unless you have received a
confirmation e-mail from the Danielson Group. If you do not receive a
confirmation e-mail within two weeks of submitting your registration,
please call 609-848-8714 to confirm your registration.
The Danielson Group reserves the right to
cancel the conference. In the unlikely event
of a cancellation, you will be notified and
will receive a full refund of your registration
fee. The Danielson Group is not responsible for any other expenses you may
incur for a cancelled event.
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Building Educator Expertise
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Day 1 Conference Sessions
Day 1 Conference Session Descriptions*
Schedule
11
8:00–9:00
Registration and continental breakfast
9:00–10:00
Opening keynote by Charlotte Danielson
10:15–11:45 Concurrent sessions
11:45–12:45Lunch
Concurrent sessions
2:15–2:30Break
2:30–4:00
Karyn Wright, Henderson, NV
In this session, participants will have the opportunity
to discover classroom implications of the collaborative
observation cycle. By viewing classroom videos,
participants will collect evidence, align the evidence to the
components of domains two and three of the Framework
for Teaching, and discuss ways to use the data collected to
encourage teacher growth and learning. Strategies will be
shared for supporting administrators and teachers in this
collaborative effort to improve teacher practice that will in
turn increase student learning.
10:00–10:15Break
12:45–2:15
Getting Teacher Evaluation Right: Supporting
Teachers’ Professional Growth using the FfT
Concurrent Sessions
12
Idaho
Implementing the Framework beyond K-12
Christine Linder, Idaho State University, Pocatello,
The Framework for Teaching has become an integral
component in Idaho’s educator preparation program.
Candidates are assessed on all 22 components and develop
a professional learning plan in order to be recommended
for initial licensure. One innovative university even
conducts evaluations of faculty and provides professional
development in student engagement throughout its
colleges using the Framework for Teaching. The seamless
integration of performance standards from pre-service
to in-service has created greater coherence across the
professional continuum. Come hear our story.
* Session facilitators are subject to change
Day 2 Full-Day Workshops
Schedule
8:00-9:00
Registration and continental breakfast
9:00-12:00Workshops
12:00-1:00
Lunch and keynote by Charlotte Danielson
1:00-3:30
Workshops continue
3:45-4:15
Closing wrap-up Charlotte Danielson
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Building Educator Expertise
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Day 1 Conference Session Descriptions
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Using Teacher Leadership in the Evaluation
Process: Roles and Responsibilities
Chelsi Sholty, Human Resources Director, Kristin Becker,
District Mentor Teacher and School Improvement Coach,
Kristy Heller and Liz Postlewait, Teacher Leaders, Lincoln
County Schools, OR
In this session, you will learn about the Lincoln County
School District’s process of implementing the Danielson
Framework for Teaching as the district’s evaluation tool
through the leadership of teacher leaders in each of the
district’s schools. The process for ongoing calibration and
professional development of teacher leaders will also be
shared. Join us as we share the collaborative relationship
between the human resource director, principals, and
teacher leaders that continues to move the school
district toward fully trained and calibrated teachers and
administrators. 14
The Danielson
Framework for Teaching
and Universal Design for
Learning: A Crosswalk
Kris Deni, Pennington, NJ
Both the Universal Design for
Learning framework (UDL) and
the Danielson Framework for
Teaching (FfT) offer guidance to
educators on how to support ALL
their students in becoming expert
learners.
15
Quality Tier 1 Instruction Using the Danielson
Framework as a Professional Growth Model
Anne Babina, Glendale, AZ
The Framework may be used for many purposes, but its
full value is realized in professional growth conversations
among practitioners. This session will provide a brief
overview of the Framework for Teaching and how it can
be used to develop a collaborative observation process to
improve teaching and learning within the RTI model.
16
Using Artifacts for Effective Teacher Evaluation:
Assembling a “Natural Harvest”
Lynn Sawyer, Sparks, NV
There are many important aspects of teaching that happen
behind the scenes, or are not obvious during a classroom
observation. Both teachers and supervisors can gain
insight by examining a collection of items that help to
demonstrate the teacher’s skill in
these hard-to-see teaching actions
such as analyzing student work,
communicating with parents, or
participating in a professional
community. This session focuses
on assembling the “natural
harvest” of what teachers already
do (rather than asking them to
produce additional work), and
choosing which items have the
most value for showcasing the
teacher’s skills.
The Crosswalk between the UDL and Danielson FfT
frameworks has grown out of a need among UDL experts
in the field. As teachers strengthen their practices by
infusing the principles of UDL in their work, their
performance within the Danielson FfT will improve. The
purpose of this session is to offer support that explicitly
provides teachers with the critical connections they need
to enhance their planning, instruction, and professional
practice.
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Building Educator Expertise
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Day 1 Conference Session Descriptions
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Collaborative Coaching using the Framework
for Teaching: Inter-visitations, Walk-throughs,
and Instructional Rounds
Lynn Sawyer, Sparks, NV and Anne Babina, Glendale, AZ
In addition to formal, planned observations which typically
include pre- and post-observation conferences, there are
several other useful models for classroom visitations. These
other protocols give supervisors opportunities to provide
ongoing substantive and supportive feedback, and continue
the dialogue about teaching. This session will present
options for these less formal protocols as ways to transform
previously meaningless rituals of supervision into powerful
processes for thinking and talking about instructional
excellence.
22
Teacher Preparation: Preparing the Next
Generation of Teachers
Dr. Randy Hitz, Dean, School of Education, Portland State
University; Charlotte Danielson, Danielson Group LLC; and
Laura Gutmann, SCALE
Participants are invited to engage in a dynamic round
table conversation hosted by Portland State University’s
Dean, Randy Hitz with special guests Charlotte Danielson,
author of “Framework for Teaching”, and Laura Gutmann
from SCALE to discuss how teacher preparation programs
are changing to better prepare teacher candidates ready
for today’s classrooms. This session will explore the new
roles, relationships, and accountability required for teacher
preparation programs to successfully prepare candidates
to be effective teachers in diverse classrooms. The
session will cover the challenges and opportunities for
transforming teacher preparation as programs align
INTASC Standards, revise curricula, implement new
assessments (for example, edTPA,) and integrate effective
teaching rubrics (Framework for Teaching) into the
programs.
23
Observing the Special Education Classroom:
Tools and Techniques for Supervisors
Linda Eastlund, Clackamas ESD, OR
In this session, you
will learn about tools
that help provide
clarity and specificity
to your supervision
of special education
teachers and service
providers. Standards
of proficient practice
that are based on
understandings about the nature of learning and how to
promote it, the purposeful nature of serving children with
special needs, and the elements of professionalism unique
to the field of special education will be shared. Intended
for principals, program supervisors and special education
administrators, you will learn strategies for delivering
constructive feedback that fuels professional growth.
24
Talk about Teaching: Effective Communication
and Conferencing Skills
Karyn Wright, Henderson, NV
According to Charlotte Danielson, “An important
mechanism to promote teacher learning…is that of
conversation. Through focused and occasionally structured
conversation, teachers are encouraged to think deeply
about their work, to reflect on their approaches and
student responses.” In this session, participants will
have the opportunity to discuss and practice the skills of
effective communication. Three
different categories of professional
conversations will be explored:
formal reflective conversations,
coaching conversations,
and informal professional
conversations.
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Building Educator Expertise
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Day 1 Conference Session Descriptions
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Hiring the Best: How to use the Framework for
Finding, Interviewing, Hiring and Mentoring
Teachers
Joanie Peterson, Ontario, OR
exploring one of the key elements in 3a, Expectations for
Learning, to know how to effectively communicate to
students what are they learning and what they will be doing
in a lesson.
Teaching is one of the few professions in which novices
must assume the same responsibilities as veterans – a
daunting task! In this session, you will learn how the
Framework for Teaching can provide the foundation for
all of the district’s recruitment, hiring, mentoring and
coaching programs. By connecting the framework to these
processes, teachers become thoughtful practitioners who
successfully support student learning as they grow from
novices to veterans.
26
Using Data from Teacher Practice in
Professional Learning Communities
Phyllis Unebasami, Division Director, and Liezl Alcantara,
Educational Program Analyst at Kamehameha Schools
Office for Educator Growth and Development, Honolulu, HI
Drawing from data housed within a performance
management and evaluation system, we will explore
the role standards of practice play in describing and
analyzing teaching. In this interactive session, attendees
will be invited to generate recommendations based on the
analysis, using experience and expertise in working with
the Danielson Framework with leadership, observers, and
teachers. Initial findings from the project team will also be
shared.
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Communicating Expectations for Learning with
Students
Jorie Ellis, Portland, OR
On any given day or in any given hour, the first and
arguably the most important questions a teacher must be
able to answer are, “What do I want my students to learn? When they leave here at the end of the day or the week,
what will they know or be able to do, that they don’t know
or can’t do now?” Participants will spend this session
32
Attracting, Valuing and Retaining Effective
Teachers
Phyllis Unebasami, Kaneohe, HI
Over the past decade, so much of educational reform is
compliance-driven, missing the influential factors that will
provide sustainable educational improvement for student
learning and accelerate the effectiveness of educators. Join
us in an inquiry-based, interactive session to learn how to
use the anchors of the Danielson Framework, data, and
educator wisdom to create a new vision based on shared
goals and agreements. You will
explore how to use national and
international models for teacher
effectiveness to inspire systems
improvement conversations, and
develop a working model of the
current system and challenges
within your district. Connect
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Building Educator Expertise
with the Framework for Teaching
Day 1 Conference Session Descriptions
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Culturally Responsive Pedagogy for Teacher
Professional Learning and Evaluation
Charlene Williams, Assistant Superintendent, Portland
Public Schools and Portland Public Schools teachers and
school leaders
In today’s multicultural classrooms, no one teaching
method will engage all learners. Relating the content you
teach to the cultural identity of your students builds a
foundation for higher levels of motivation and learning. In this session, Portland Public Schools will present their
work in supporting equitable education for ALL students
by integrating culturally responsive pedagogy as a key
part of their teacher professional learning and evaluation
system.
34
Best Practices in 3d: Formative Assessment for
Student AND Teacher Learning
Anne Babina, Glendale, AZ
This session explores the essential question: How do we
know students have learned what we intended? Add to
your repertoire of formative assessment techniques and
feedback strategies and approaches to student self- and
peer-assessment. Experience their interconnections
throughout the planning and implementation of effective
lessons.
35
Beyond Evaluation: How to Use Educator
Evaluations to Drive Systemic Change
Kate Barker, elementary principal, Stephanie Myhre,
Educator Effectiveness Grant Manager, Sharon Webster,
assistant high school principal, and Leah Starkovich,
Student Achievement Specialist, David Douglas School
District, OR
Oregon has put a renewed emphasis on measuring
educator effectiveness through a rigorous evaluation
system aligned to professional learning. Come learn
how to move the Framework beyond evaluation into
professional learning and shared leadership. Make your
evaluation rubric the language of instruction, growth,
and improvement in your district. Hear how David
Douglas School District uses the Oregon Framework and
the Danielson Framework together to drive growth for
professional practice and student growth.
36
Implementing the Framework with Integrity to
Impact Student Learning
Tausha Krohn, teacher, Diane Hardin, elementary principal,
Parma School District, Idaho
In this session we will share our implementation process
using the Framework for Teaching as a model for
evaluation over the last several years. We will discuss
safeguards to maintain integrity of the Framework as a
growth model and integrity to the evaluative process for
both educators and administrators. We will highlight ways
in which teachers feel our implementation has helped
them improve their teaching practice and how in turn it
has affected student learning as it is aligned with Common
Core Standards.
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Building Educator Expertise
with the Framework for Teaching
Day 2 Conference Full-Day Workshop Descriptions
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Student Engagement: The Heart of the
Framework
Jorie Ellis, Portland, OR and Karyn Wright, Henderson, NV
In this session, participants will explore the reasons why
intellectual engagement is critical to student learning.
Opportunities will be provided for participants to
develop an understanding and description of “minds
on” engagement by experiencing it, through analysis
of activities, observing classroom video segments, and
analyzing and modifying classroom activities designed for
student engagement.
42
Introduction to the Framework for Teaching in
Special Education
Kris Deni, Pennington, NJ and Joanie Peterson, Ontario, OR
Learn the structure, architecture, and vocabulary of the
Danielson Framework for Teaching using exemplars
from special education settings. Participants will develop
awareness of the levels of performance across a variety
of disability categories while learning how to use the
rubrics to analyze professional practice. Special emphasis
is placed on supporting the application of Universal
Design for Learning (UDL) in order to enhance attention
to component 3c: Engaging Students in Learning. Special
Education Scenarios written for each component and level
of performance help participants understand, “What would
this look like in a special education setting?”
43
Observation Skills Training
Phyllis Unebasami, Kaneohe, HI and Sue Presler,
Omaha, NE
Educational leaders and teachers are important catalysts
for shaping and creating structures and practices for
student learning. Collaborative processes to collect and
analyze data play an important role in advancing teacher
effectiveness. Learn how to build capacity in collecting
observation data using classroom videos and the Danielson
Framework, collaboratively analyze data with teachers,
and provide constructive feedback leading to professional
growth and reflection to improve professional practices.
44
Learning Focused Supervision: An Introduction
to the Model
Lynn Sawyer, Sparks, NV and Melissa Linton, Kasilof, AK
Learning-focused supervision employs skills for guiding
conversations that increase teachers’ abilities to think
deeply about their instructional practices and how their
choices affect student learning. This introductory session
introduces a Continuum of Interactions---coaching,
collaborating, consulting, and calibrating---a range of
options that fit the teacher’s present context and areas
of focus and help them become more self-directed. The
session will highlight key communication skills and
conversation structures that skilled supervisors employ to
maintain productive collegial relationships that are growth
producing and learning-focused for novice to more expert
teachers. (Model developed by Laura Lipton and Bruce
Wellman)
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The Framework for Teaching Meets the
Common Core
Kate Dickson, Portland, OR
This session is a deeper dive into Charlotte Danielson’s
latest work on the Framework and how the six Framework
Clusters “Big Ideas” advance effective Common Core
teaching practices. These clusters describe the skills
demonstrated by accomplished teachers in promoting
high levels of student student performance. Participants
will gain strategies and tools for collaborative professional
learning through peer coaching and observation for: 1) Clarity of Instructional Purpose and Accuracy of
Content; 2) Safe, Respectful, Supportive, and Challenging
Learning Environment; 3)
Classroom Management; 4)
Student Intellectual Engagement;
5) Successful Learning by All
Students; and 6) Professionalism. In this session participants will
gain a deeper understanding of
the Framework for Teaching and
how the Framework supports
effective instructional practices
when teaching the Common Core.
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