Cohort Facilitation Guide

Classroom Communication

5 hr stand-alone

This facilitation guide is designed for those leading cohort groups who are taking or have taken Danielson PD modules through Pennsylvania’s PD Center. Please be encouraged to steer your cohort group toward discussion that is most appropriate for your particular environment and needs.

In the table below, you will find guiding or essential questions related to the module content and applications in the left-hand column, and potential discussion points in the right-hand column. The last column of the table shares Pennsylvania-specific resources that might be of use or interest to the cohort group. At the end of this guide, you will find the alignment(s) between Danielson’s Framework for Teaching and this module as well as correlations to the Framework for Leadership, should any groups wish to explore those connections further.

Guiding Questions / Possible/Guiding Responses
How does communicating clear expectations support student achievement? / ·  Clearly understood classroom routines save valuable for instructional explanations.
·  Safe and non-threatening classrooms are promoted with the communication of clear expectations.
How can clear directions facilitate students working productively without direct teacher supervision? / ·  Teachers plan the wording and sequence of important instructions in order to deliver a clear message.
·  Explicit directions enable high achieving students to work with optimal independence.
·  Teachers model instructions, guide purposeful student talk, and present opportunities for practice in preparation for independent student learning.
How does vivid language help to explain content, clarify limits, and facilitate student choice? / ·  Figurative language serves to engage and entertain students.
·  Gender-neutral language includes boys and girls equally.
·  The teacher is a role model for correct usage of formal language.
·  Teachers scaffold instructions in order to incrementally extend students’ limits.
·  Clear explanations help students to make choices by identifying relevant, authentic connections.
What PA-specific online resources are available that will support effective uses of language? / ·  PDE SAS Tools
·  PA Keys article - 10 Tips for Involving Families through Internet-Based Communication
·  PaTTAN
·  Guiding Questions between Principals and Teachers (p. 7, 3a) http://www.portal.state.pa.us/portal/portal/server.pt/document/1375073/guiding_questions_-_principals___teachers_pdf
·  Strategic Discussions between Principals and Teachers (p. 6, 3a) http://static.pdesas.org/content/documents/Guiding%20Questions%20For%20Learning%20Support%20Teachers.pdf

Primary alignment between Classroom Communication and the Framework for Teaching:

·  3a: Communicating with Students

Correlations between Classroom Communication and the Framework for Leadership:

·  1c: Builds a Collaborative and Empowering Work Environment

·  2d: Establishes and Implements Expectations for Students and Staff

·  2e: Communicates Effectively and Strategically

·  2f: Manages Conflict Constructively

·  2g: Ensures School Safety

·  3a: Leads School Improvement Initiatives

·  3b: Aligns Curricula, Instruction, and Assessments

·  3c: Implements High Quality Instruction

·  3d: Sets High Expectations for All Students

·  3e: Maximizes Instructional Time

* Modified from Guiding Questions: Conversations Between Principals and Teachers © Pennsylvania Department of Education, 2013.

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