Danielson’s Framework for Teaching (2011) Correlation to Special Education High Leverage Practices Danielson Framework High Leverage Practices for SPED Comments DOMAIN 1: Planning and Preparation 1a Demonstrating Knowledge of HLP 4 Indicators: Content and Pedagogy Use multiple sources of information to Lesson and unit plans that reflect important • Content knowledge develop a comprehensive understanding concepts in the discipline • Prerequisite relationships of a student’s strengths and needs. Lesson and unit plans that accommodate • Content pedagogy prerequisite relationships among concepts and skills Clear and accurate classroom explanations Accurate answers to student questions Feedback to students that furthers learning Interdisciplinary connections in plans and practice 1b Demonstrating Knowledge of HLP 13 Indicators: Students Adapt curriculum tasks and materials for Formal and informal information about • Child development specific learning goals. students gathered by teacher for use in • Learning process HLP 4 planning instruction • Special needs Use multiple sources of information to Student interests and needs learned and used • Student skills, knowledge, and develop a comprehensive understanding by teacher in planning proficiency of a student’s strengths and needs. Teacher participation in community cultural • Interests and cultural heritage HPL 10 events Conduct functional behavioral Teacher-designed opportunities for families to assessments to develop individual share heritage student behavior plans. Teacher-created database of students with special needs available for teacher use 1c Setting Instructional Outcomes HLP 11 Indicators: • Value, sequence, and alignment Identify and prioritize long and short- Outcomes of a challenging cognitive level • Clarity term learning goals. Statements of student learning, not student • Balance HLP 6 activity • Suitability for diverse learners Use student assessment data, analyze Outcomes central to the discipline and related instructional practices, and make to those in other disciplines necessary adjustments that improve Assessment of student attainment student outcomes. Outcomes differentiated for students of varied ability Danielson’s Framework for Teaching (2011) Correlation to Special Education High Leverage Practices Danielson Framework High Leverage Practices for SPED Comments DOMAIN 1: Planning and Preparation 1d Demonstrating Knowledge of HLP 13 Indicators: Resources Adapt curriculum tasks and materials for District-provided materials • For classroom specific learning goals. A range of texts • To extend content knowledge HLP 4 Guest speakers • Resources for students Use multiple sources of information to Internet resources develop a comprehensive understanding Materials provided by professional of a student’s strengths and needs. organizations Teachers participating in continuing professional education courses or professional groups Community resources 1e Designing Coherent Instruction HLP 12 Indicators: • Learning activities Systemically design instruction toward a Lessons that support instructional outcomes • Instructional materials and specific learning goal. and reflect important concepts resources HLP 13 Instructional maps that indicate relationships • Instructional groups Adapt curriculum tasks and materials for to prior learning • Lesson and unit structure specific learning goals. Activities that represent high-level thinking HLP 15 Opportunities for student choice Provide scaffolded supports. The use of varied resources Thoughtfully planned learning groups Structured lesson plans 1f Designing Student Assessments HLP 13 Indicators: • Congruence with instructional Adapt curriculum tasks and materials for Lesson plans indicating correspondence outcomes specific learning goals. between assessments and instructional • Criteria and standards HLP 6 outcomes • Design of formative assessments Use student assessment data, analyze Assessment types suitable to the style of • Use for future planning instructional practices, and make outcome necessary adjustments that improve Variety of performance opportunities for student outcomes. students Modified assessments available for individual students as needed Danielson’s Framework for Teaching (2011) Correlation to Special Education High Leverage Practices Danielson Framework High Leverage Practices for SPED Comments DOMAIN 1: Planning and Preparation HPL 10 Conduct functional behavioral Expectations clearly written, with descriptors assessments to develop individual for each level of performance student behavior plans. Formative assessments designed to inform minute-to-minute decision making by the teacher during instruction Danielson Framework High Leverage Practices for SPED Comments DOMAIN 2: The Classroom Environment 2a Creating an Environment of Respect HLP 7 Indicators: and Rapport Establish a consistent, organized, and Respectful talk and turn taking • Teacher interaction with students respectful learning environment. Respect for students’ background and life • Student interaction with students HLP 9 outside the classroom Teach Social Skills Teacher and student body language Physical proximity Warmth and caring Politeness Encouragement Active listening Fairness 2b Establishing a Culture for Learning HLP 21 Indicators: • Importance of content Teach students to maintain and High expectations, supported through both • Expectations for learning and generalize new learning across time and verbal and nonverbal behaviors achievement settings. Expectation and recognition of quality • Student pride in work HLP 22 Expectation and recognition of effort and Provide positive and constructive persistence feedback to guide students’ learning and Confidence in students’ ability evident in behavior. teacher’s and students’ language and HLP 7 behaviors Establish a consistent, organized, and Expectation for all students to participate respectful learning environment. Danielson’s Framework for Teaching (2011) Correlation to Special Education High Leverage Practices Danielson Framework High Leverage Practices for SPED Comments DOMAIN 2: The Classroom Environment HLP 8 Provide positive and constructive feedback to guide students’ learning and behavior. 2c Managing Classroom Procedures HLP 7 Indicators: • Instructional groups Establish a consistent, organized, and Smooth functioning of all routines • Transitions respectful learning environment Little or no loss of instructional time • Materials and supplies Students playing an important role in carrying • Performance of Classroom out the routines Routines-non instructional duties Students knowing what to do, where to move • Supervision of volunteers and paraprofessionals 2d Managing Student Behavior HLP 7 Indicators: • Expectations Establish a consistent, organized, and Clear standards of conduct, possibly posted, • Monitoring student behavior respectful learning environment. and possibly referred to during a lesson • Response to student misbehavior HLP 8 Absence of acrimony between teacher and Provide positive and constructive students concerning behavior feedback to guide students’ learning and Teacher awareness of student conduct behavior. Preventive action when needed by the teacher HLP 9 Fairness Teach Social Skills Absence of misbehavior HPL 10 Reinforcement of positive behavior Conduct functional behavioral assessments to develop individual student behavior plans. 2e Organizing Physical Space HLP 19 Indicators: • Safety and accessibility Use assistive and instructional Pleasant, inviting atmosphere • Arrangement of furniture and technologies. Safe environment resources Accessibility for all students • Effective use of resources including Furniture arrangement suitable for the learning technology for both teacher and activities students Danielson’s Framework for Teaching (2011) Correlation to Special Education High Leverage Practices Danielson Framework High Leverage Practices for SPED Comments DOMAIN 2: The Classroom Environment Effective use of physical resources, including computer technology, by both teacher and students Danielson Framework High Leverage Practices for SPED Comments DOMAIN 3: Instruction 3a Communicating With Students HLP 14 Indicators: • Expectations for learning Teach cognitive and metacognitive Clarity of the purpose of the lesson • Directions and procedures strategies to support learning and Clear directions and procedures specific to the • Explanations of content independence. lesson activities • Use of oral and written language HLP 16 Absence of content errors and clear Use explicit instruction. explanations of concepts HLP 20 Students comprehension of content Provide Intensive Instruction. Correct and imaginative use of language 3b Using Questioning and Discussion HLP 16 Indicators: Techniques Teachers make content, skills, and Questions of high cognitive challenge, at the • Quality of questions/prompts concepts explicit by showing and telling student’s level of learning • Discussion techniques students what to do or think while solving Questions with multiple correct answers, or • Student participation problems. multiple approaches even when there is a single correct response Effective use of student responses and ideas 3c Engaging Students in Learning HLP 14 Indicators: • Activities and assignments Teach cognitive and metacognitive Activities aligned with the goals of the lesson • Grouping of students strategies to support learning and Student enthusiasm, interest, thinking,