Educator Effectiveness Domains 2 & 3

Julie Rollins
Saint Marys University of Minnesota
Schools of Graduate and Professional Programs
EDUW 699 Independent Study
2 credits
Martha Kronholm, Advisor
Summer 2014



















My current teaching position is teaching Communication Arts in sixth grade at one of the
five elementary schools in the Marshfield School District. The Marshfield School District has
adopted the Charlotte Danielsons Framework for Teaching model as the format to evaluate
Educator Effectiveness. Because this model is being used as the form of evaluating me as a
teacher, I felt very strongly about learning more about what it is, what it means, and how it will
affect me and my students. This goal address the Wisconsin Teacher Standards #5 Teachers
know how to manage a classroom and #9 Teachers are able to evaluate themselves.
The Framework for Teaching is organized into four domains: Planning and Preparation,
The Classroom Environment, Professional Responsibilities, and Instruction. It also specifically
defines and describe four levels of performance (unsatisfactory, basic, proficient, and
distinguished) of a teachers practice within each of the domains. I have chosen two of the four
domains to focus my study on for this independent study process. Domain 2 focuses on the
classroom environment and Domain 3 focuses on instruction.
Domain 2, The Classroom Environment includes five specific elements: respect and
rapport, a culture for learning, classroom procedures, student behavior, and physical space.
Managing positive and supportive relationships with students and between students is an
important skill of teaching. One important indicator of respect and rapport is how the teacher
responds to students and how students treat one another. In a respectful environment, all
students feel comfortable to take risks and valued as a part of the classroom community.
Indicators of an environment of respect and rapport are active listening, acknowledgment of
students lives outside of the classroom, positive words and actions, politeness and
encouragement, and fairness. A culture for learning refers to an atmosphere that shows the
importance of education and the work that students do. Students recognize the importance of
hard work and show perseverance in what they do. There are high expectations, and students
rise to meet those expectations. The classroom is a working environment, yet students are joyful
and take pride in their work. Indicators of a culture for learning are expectations and recognition
of effort and high-quality work and student belief in the importance of what is being taught. A
smoothly functioning classroom is established with routines and procedures that are effective and
efficient. An effective classroom has a sense that the class could run itself; procedures are in
place and the students know them well. Teachers manage transitions, materials and supplies,
daily routines, and instructional groups effectively. Indicators of a well-managed classroom are
little or no loss of instructional class time and students knowing what to do, when to do it, and
how to do it efficiently. Managing student behavior is a skill that an effective educator can carry
out in an orderly and productive manner without being an authoritarian. The rules and the
consequences are clearly defined, and students know the expectations of the classroom.
Indicators of managing student behavior are a clear set of expectations posted in the classroom,
preventive action, absence of misbehavior, and reinforcement of positive behaviors. The use of
physical space to promote student learning is a characteristic of an effective educator. The
environment must be safe and accessible for all students. Indicators of an organized classroom
are pleasant and inviting atmosphere, arrangements suitable for learning, and effective use of
classroom resources.
Domain 3, Instruction includes five specific elements: communicating with students,
using questioning and discussion techniques, engaged learning, assessments in instruction, and
flexibility and responsiveness. An effective educator communicates with students in a clear,
precise, error-free, and academic language. Directions and explanations and communicated
clearly and with a purpose. Indicators of effective communication with students are clear
directions and procedures, absence of errors, and correct use of language. Using the instruction
strategy of asking questions and discussion will deepen student understanding of the content of a
lesson. High quality questions promote student connections with the concepts. Effective
teachers ask questions that promote student thinking. Engaging all students in discussion is an
essential strategy to promote student learning. Indicators of quality question and discussion
techniques are questions of high cognitive thinking, questions with multiple approaches,
discussion with the teacher stepping out of the central role, and high levels of student
participation. Engaging students in learning is when the students are minds-on. The activity
or assignment is the center of the students focus. The teacher uses cooperative groups to engage
the students most effectively. The structure and pace of the lesson meets the needs of the
students, keeps them engaged, and allows for reflection and closure. Indicators of an effective
student learning environment are enthusiasm, interest, high level thinking, motivation, and an
active working classroom. Assessment of student learning is an important part of teaching.
Formative assessments allow the teacher to get a quick check of student understanding
throughout the lesson. These assessments are a part of the learning. It is essential that students
know what is expected of them and what they can expect on the final summative assessment. An
effective educator monitors student understanding of the concepts in the lesson throughout the
entire lesson rather than simply at the end of a lesson. Indicators of properly using assessments
in the classroom are the teacher constantly monitoring student learning and providing feedback
and the students assessing their own understanding based on the given learning targets.
Demonstrating flexibility and responsiveness refers to the skill of making adjustments to a lesson
when there is a need for change. Taking advantage of a teachable moment or quickly
implementing a re-teaching lesson if needed are examples of responsiveness. Indicators of
flexibility and responsiveness are incorporating students interest and current events into a
lesson, taking advantage of a teachable moment, or adjusting instruction in response to student
understanding or lack of student understanding.
After reflecting on my classroom environment, I chose two specific elements of each
domain to focus on improving. The areas of Domain 2 were creating an environment of respect
and rapport and managing classroom procedures. The areas of Domain 3 were using questioning
and discussion techniques and engaging students in learning. I planned to develop and
implement the concept of Morning Meeting. Making some of the general classroom procedure
more defined and clear was another goal that I set for my classroom. A habit of my teaching was
to ask the class are there any questions at the end of a lesson. Therefore, my plan was to
change how I check understanding at the end of the lesson with a more effective questioning
technique. And finally, I decided to add warm-up activities and closure activities to my daily
lesson.
I spent a good amount of time researching ideas and reading comments about the concept
of Morning Meeting. The Morning Meeting is a practice that is designed to set the tone for
learning, establish trust between students and teacher as well as among the students, encourage
collaboration, and motivate students. The Morning Meeting includes greeting, sharing, group
activity, and news/announcements. I used the ideas I learned from several resources and
developed a plan of action for implementing the Morning Meeting in my classroom. Students
responded positively to this practice. Students enjoyed the opportunity to share news with their
peers and participate in activities that require teamwork. I was able to conduct Morning Meeting
at least once a week; in the future I plan to make it part of my routine twice a week. It would
work well for my teaching situation to have a meeting on Monday to share weekend happenings
and kick-start the week and on Friday as a time to reflect and meet about how the week went.
Morning Meeting helped create a sense of community within my classroom; there seemed to be
stronger connections between the students and a greater level of trust overall.
A few of the classroom procedures that I made more clear and defined were an area of
hand-in baskets clearly labeled for each class period so that the students knew exactly where to
turn in their papers. I created charts and posters to display specific classroom expectations and
procedures for using the computer, printer, and other classroom supplies. These clearly showed
students what the routines of my classroom are; students found these charts and posters to be
quite helpful. If students had a question, they could look to the charts first to try to find an
answer. I also incorporated a variety of attention grabbers in order to more efficiently gather the
attention of my students. I taught them and used attention grabbers with a teacher signal word
and student response such as pop.corn or classyes or hocus pocuseverybody focus.
These were very effective in quickly getting the classs attention. Students even had a good time
with creating their own attention grabber for us to use.
Warm-up activities proved to be a great way to start class as students entered my room.
There would be a Daily Warm-Up where students would answer questions related to reading,
grammar, vocabulary, spelling, and editing skills. These questions gave students a focus as soon
as they walked into my classroom; the questions introduced a topic of the days lesson or
reviewed concepts we had been talking about. These warm-up questions were also used as a
quick formative assessment. If I saw students struggling with certain concepts or types of
questions, I would review it in class or ask more questions about it from a different perspective.
I also made sure to end each lesson with a quick closure activity-type of question rather than
asking are there any questions. Examples of the closure activities that I used are turning to a
partner and naming the steps of the plotline, writing a complex sentence using their own name on
a slip of paper to turn in as they leave the classroom, orally answering a given question such as
why did the author have the main character react in that way, and writing the answer to the
question on the board in their notebooks to be discussed at the beginning of class the next day.
Students were much more involved with this type of questioning at the end of a lesson. Every
once in a while I catch myself wanting to ask are there any questions, and I have to stop and
think of a more productive and effective transition and end to the lesson.
This independent study process allowed me to reflect on my classroom and how I can
make it more effective. I was able to learn a great deal about the specific elements of the four
domains of the Charlotte Danielsons Framework for Teaching model. My learning will be of
great benefit as the Marshfield School District moves forward with this teacher evaluation
format. I identified specific areas that I needed to improve and made the appropriate changes. I
will continue to evaluate my own classroom environment, procedures and routines, and methods
of instruction to strive for achieving the highest levels of an effective educator.



Time Log for Master Level Independent Study
Educator Effectiveness Domains 2 & 3

Hours Description of Activity
4 hours attending professional development workshops presented by
the Marshfield School District

4 hours attending in-service and PLC meetings to spend time learning
and discussing Educator Effectiveness

8 hours familiarizing myself with Domains 2 & 3 of the Danielson
Model and reflecting on & evaluating my own classroom based
on the specific components of the domains

12 hours researching for suggestions and ideas and making the changes
to routines and procedures in my classroom to improve my
classroom environment

12 hours researching for suggestions and ideas to better manage student
behaviors in my classroom and making the changes to improve
my classroom environment

25 hours researching, planning, and implementing in each lesson a
warm-up activity to introduce the concept of a lesson and
closure activity to allow students to self-check their
understanding as well as be a quick formative assessment for
me to check student understanding of the concepts of the lesson

25 hours researching, planning, and implementing the concept of
Morning Meeting with my homeroom students each week

6 hours reflecting on the changes made to my classroom environment
to determine which were effective changes and what changes
still need to be made

4 hours pre-evaluation and post-evaluation time spent meeting with
principal related to Educator Effectiveness evaluation as well
as a self-evaluation with the descriptors of the Domains 2 & 3









Find the common nouns..
1. Dylan and Shelby bought a puppy yesterday from the pound.
2. The family cannot think of a good name for their pet.
3. Shelby wanted to name the dog Bubbles and get its collar inscribed.
4. Dylan thought of naming it Bear because it looks like a bear.
5. Finally, their mother offered them an alternative; she chose the name
Dash because the puppy loves to run and play.












Grammar Warm-Up

SPELLING SPOTLIGHT Warm-Up


Which word is spelled correctly?

1. afraide afraid afriad

2. aginst against against

3. although allthough althogh

4. anceint ancient anchienct

5. angel angle angeel

6. anser answer answere







Match each literary device with its definition:

1) antagonist A. a person, a place, or an object that stands
2) protagonist for something other than itself
3) character B. one of the characters is telling the story
4) first person point of view C. the hero of the story
5) third person point of view D. author/narrator is telling the story
6) symbolism E. the force fighting against the hero
F. the people, animals, or imaginary creature
who take part in the action of the story

READING REVIEW
WARM-UP