Charlotte Danielson's Framework For Teaching Case Study

The purpose of this report is to propose change within an organization and evaluate 1) Knowledge, 2) Skills, and 3) Dispositions as they apply to the change process. This report is structured in a fashion to allow a school to reflect on how it provides teaching and learning

One thing that is a for certain in education is changes will take place. Education mirrors the world we live in, and that is, change is inevitable. However, this process is not always accepted by the entire staff of a school and may be found burdensome to others. As a teacher leader, when certain changes in the school take place regarding a rule, the entire staff needs to come together to ensure the rule is being implemented and enforced. One such change that is happening at my school is the once a week mandatory meeting of all PLC teams. The decision to implement mandatory PLC meetings did not go over well with all teachers. When a school makes a rule or policy change, there are parts of the organization, such as the political, human resource, and cultural perspective that feel the effect.

This is very different from what supervision has been in the past. I plan to use this approach to help me to develop a successful school atmosphere, where teachers and administrators collaborate and reflect in order to best meet the needs of students. This will guide the professional development and staff meetings at my school. It will also guide how I evaluate and communicate with teachers. I believe this approach is very balances and can help make a school equally

Educational leadership has changed and evolved through the years as a result of dramatic changes in the school culture, student demographics, environment, science, technology, and economy. Given the complexity and unpredictability of the demanding challenges to educate all children, prospective school leaders may find it desirable to define their own beliefs about instructional supervision and evaluation as they prepare for the rigor of school leadership practice. While enacting supervision, a supervisor is guided by certain values, assumptions, beliefs, and opinions that support the purpose and process of supervision (Sergiovanni & Starratt, 2006). This can be described as the supervisor’s

Also, I plan to observe the classroom using the Pre-Set assessment tool to observe teacher child-interaction. Additionally, I will use the tool called ASQ-SE completed by the parents. These tools will help to assess the program’s current practices. The time required to gather the data will be two months. We will set up the interview and assessment dates within that time frame. After, gathering the data we will need time to assess and discuss the information gathered. After, gathering the information we will collaborate and generate a plan. This will ensure that we are working towards one

Initially and still relatively concrete in thought, I sincerely felt that the leadership within the school hierarchy started with the principal and branched down all the way to the core teachers, specialists, and support staff, establishing that whatever the aims and jurisdictions set forth by the principal overtly shaped the nature of a school’s approach to reform and learning expectations. Additionally, teachers were expected to operate in their specific roles to advance those expectations set forth in large school staff meetings that planned

Teacher Collaboration measures the degree to which teachers engage in constructive dialogue that furthers the educational vision of the school.

During my second preclinical experience at Westview Hills Middle School, I learned the importance of cooperation and collaboration among teachers at a school. I was able to observe team and department meetings during this experience. It became clear that it is important for teachers to work together in order to provide a positive atmosphere at a school and in a specific department. Although it became obvious that personalities and teaching styles were different throughout the school, the teachers still acted professionally and used each other as resources in

In this paper, I will reflect on my new knowledge and skills that I have acquired regarding teacher leadership, supportive communication and collaboration. I will also reflect on practical application of these skills, such as assessing the needs, problems or issues, and creating the action plan to address the issues. In the end, I will define how teacher leadership can positively affect student learning and achievement.

METHOD The study is descriptive, qualitative research on teachers as they attempted to meet new standards. Specifically it is a case study of an elementary school faculty, done in an attempt to

Administrators and teachers must work together to develop the PLC plan addressing the needs of their students. This means administrators need to trust teachers and allow them to work in a way that is autonomous from leadership. Delegating more responsibilities to staff was a way of creating a more knowledgeable community that could cope with the diversity of demands created by schools moving from being relatively simple organizations to highly complex ones. It was also recognized as in accord with the rhetoric of distributed leadership recommended as a strategy for school improvement and raising pupil attainment (Bolam et al. 2005, Webb, et al.

The Framework for Teaching by Charlotte Danielson has been developed through research as a guideline for current and future teacher’s professional responsibilities in and out of the classroom. Districts throughout the country are using this framework to assess and guide their teachers to build successful methods of planning and preparations, setting up the classroom environment, instruction and professional responsibilities. Each of these domains builds off of each other to form a successful learning environment. Domain 3 focuses more specifically on instruction using communication, discussions, engagement, assessments and flexibility.

In any collaborative environment, an open-line of communication is a critical factor. Communication is a two way interaction of listening and speaking in turn. One speaks while the other listens for true comprehension is a key factor. One must get an understanding before the vision can be implemented within any leadership role. The presence of collaboration in schools are the result of principals, educators, parents, and administrative leadership in working as a team. The purpose of this essay is to explain the importance of teacher leadership, the principal 's role in developing teacher leaders, and their connection to the development of a collaborative culture in schools.

Anderson, S. (Fall 1997). Understanding teacher change: Revisiting the Concerns Based Adoption Model. Curriculum Inquiry, 27(3), pp. 331-368. Retrieved December 2, 2006 from EBSCO Host, AN 9710272126.

Collaboration between teachers is a key component to professional development that will lead to higher student achievement. There is a need for schools to set up time for teachers to be able to collaborate together. This allows for teachers to help each other, matchup content, teach each other new and best practices, troubleshoot student issues just to name a few of the areas that collaboration time can help foster within a school. The key is to build time for teachers to be able to collaborate during the school day or week. This collaboration time needs to be between grade levels, departments, and cross curricular when needed. For many schools this is an afterthought to the school schedule or a fleeting thought after the master schedule is completed. A principal needs to keep an open mind to any strategy that will enable the teachers to be able to collaborate for the good of the students and the school.