The document provides an overview of The Framework for Teaching (FFT) which is used to evaluate teacher performance. It discusses the four domains of teaching practice and their components. It also describes how the FFT can be used for teacher evaluation, development, and improving instruction. Performance level rubrics are used to measure teacher performance on a scale from unsatisfactory to distinguished. Evidence from observations, not opinions, is used to determine performance levels.
22. Performance Levels: Key Words Unsatisfactory Basic Proficient Distinguished Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None
23. Performance Levels: Key Words Levels of cognition/constructivist learning increase Unsatisfactory Basic Proficient Distinguished Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some
24. Performance Levels: Key Words Levels of cognition/constructivist learning increase Unsatisfactory Basic Proficient Distinguished Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some Consistent Frequent Successful Appropriate Clear Positive Smooth Most
25. Performance Levels: Key Words Student-directed Levels of cognition/constructivist learning increase Unsatisfactory Basic Proficient Distinguished Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some Consistent Frequent Successful Appropriate Clear Positive Smooth Most Seamless Solid Subtle Skillful Preventative Leadership STUDENTS Always
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Notes de l'éditeur
Gather ideas from the group as to norms
Table group conversations. One or two ideas from each group
Handout FFT Placemat Card
Table group conversations. One or two ideas from each group
D34_Tenured Pilot 2010 Show book look at your books show wiki space
D34_Tenured Pilot 2010 Guts of the framework starts on page 44 Refer back to pp 3 and 4 for outline The book breaks down the domains to the element level within each component. That makes 76 individual rubrics. For most districts there is a framework with a component level set of rubrics that makes the use of the framework more manageable 22 pieces rather than 76. This version is not included in the book, but is available through us for district use. Page 41 for breakdown at the Domain level
Look at the rubrics at your table and with your table group highlight the differences that distinguish each level
Each of the 22 standards or components have levels of performance that describe the quality of teaching.
Table talk with a thought partner about ways you can use the framework to grow.
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