Name: D.T.G.S.S
Uploaded: 2024-02-25
Duration: 3 min 35 s
Description: The D.T.G.S.S. What It Is and Why It Is important.

[Audio] The D.T.G.S.S. What It Is and Why It Is important. 

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[Audio] In simple terms DTGSS is the Delaware teacher classroom observation framework. It allows teachers to receive feedback for growth and support from an observation of their quality of teaching. It provides them an assessment of both their strengths and weaknesses. The framework is broken up into 3 performance areas. Each Performance area is follow with an essential question.. 

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The Delaware Teacher Classroom Observation Framework is a tool used for coaching and development. Administrators and teachers use the D.T.G.S.S. to align expectations for what high quality-teaching and learning looks like. The observer uses the framework to guide the collection of evidence from classroom observations to access the quality of teaching in both strengths and areas of growth.

These Performance Areas Are: Learning Environment      A. To what extent does the classroom environment support all students to learn? 2.   Engagement in Learning      A. To what extent does the instruction support and engage all students? Maximizing Learning      A.  To what extent do all students retain and apply their learning with productive struggle?

The observation framework is divided into 3 Performance Area that describe the major elements of a successful classroom. Each Performance area is accompanied by an Essential question.

[Audio] The essential questions are used as guides for the observer to focus on 3 indicators. These indicators describe the performance are at 4 levels and are defined by several descriptors. Descriptors are . The descriptors are put there for the observer to assess how the teacher and students would see in the classroom, during instruction, at each of the 4 performance levels. The observer collect the evidence based of the assessment that was provided by the descriptors of those indicators for feedback to support teacher growth and development.. 

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Essential questions are there as guides for the observer to focus on 3 Indicators. The Indicators describe the Performance Area at 4 levels of performances. They are defined by several Descriptors. The descriptors are put there for the observer to assess how the teacher and students would see in the classroom, during instruction, at each of the 4 performance levels. The observer collect the evidence based of the assessment that was provided by the descriptors of those indicators for feedback to support teacher growth and development.

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[Audio] Why is it used? The DTGSS Provides Teachers with opportunities to receive ongoing feedback and support for professional growth and student learning goals.
The D.T.G.S.S. was designed to use ongoing observation, feedback, and support to drive teacher growth. In D.T.G.S.S, teachers consistently reflect on current practice as well as set new goals for improvement that benefits both students and teachers. 

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The D.T.G.S.S. was designed to use ongoing observation, feedback, and support to drive teacher growth. In D.T.G.S.S, teachers consistently reflect on current practice as well as set new goals for improvement that benefits students and teachers

Provides Teachers with opportunities to receive ongoing feedback and support for professional growth and student learning goals

[Audio] Four Performance Areas drive D.T.G.S.S.
Each Performance area outlines a key element of teaching and learning that is critical to student success.. 

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Four Performance Areas drive D.T.G.S.S. Each Performance area outlines a key element of teaching and learning that is critical to student success.
 Performance Area 4- Includes both professional growth goals for teachers as well as student learning goals.

[Audio] Performance Area #1 Learning Environment: To what extent does the classroom environment support all students to learn?
Indicator 1.1 Structures for Learning
Covers the following
Routines and procedures
Behavior expectations
Instructional time
Student Behavior. 

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[image] Photo of paint brush mixing colors on a palette

[image] Performance Area #1
Learning Environment:
To what extent does the classroom environment
support all students to learn?
1.1 Structures for Learning
•Routines and procedures
•Behavior expectations
•Instructional time
•Student Behavior
1.2 Positive Classroom Climate
•Classroom Interactions
•Ownership and responsibility
•Student perseverance
1.3 Equitable Access
•Expectations for learning and achievement
•Variety of tools and/or materials
•Opportunities
•Consideration of interests/perspectives
•Relationships and connections
•Cultural differences
Performance Area #2
Engagement in Learning:
To what extent does the instruction
support and engage all students?
2.1 Objectives for Learning
•Aligned and student-friendly
•Accessible, communicated, and revisited
•Understood by students
•Criteria for success
2.2 Learning Experiences
•Aligned and sequenced
•Teacher and student led
•Processing time
•Balance of content input and process
•Activating and summarizing learning
•Use of explanatory devices
2.3 Checks for Understanding and
Feedback
•Monitoring progress and adjusting
instruction
•Opportunities for demonstrating learning
•Student self-assessment
•Feedback to students
Performance Area #3
Maximizing Learning:
To what extent do students retain and apply their
learning?
3.1 Rigorous Assignments
•Alignment to objective, content, and
learner
•Relevant and meaningful
•Differentiated and supported
•Application of content
3.2 Questioning and Discussion
•Alignment to objective, content, and
learner
•Continuum from simple to complex
(concrete to abstract)
•Wait time, prompting, and scaffolds
•Robust and support engagement
3.3 Academic Language and Vocabulary
•Teacher models
•Explicitly taught
•Authentic and rigorous
•Students use to explain and elaborate
thinking

[Audio] Above is an example of indicator and descriptors. 

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Indicator 1.1: Structures for Learning                            Level 1       Level 2                             Level 3        Level 4            Routines, procedures, and behavior expectations                     are not taught                     are not clearly communicated, causing loss of instructional time Student behavior                  detracts from others’ learning                  is not addressed

[Audio] In this slide we see how a teacher can get a level 3 or 4 in the DTGSS some quick things for learning environment are Make sure student-teacher interactions are positives Make sure students are engaged.
Make sure students understand Routines, Procedures and norms Students understand and engage others to follow appropriate behavior, procedures, and rules
Students can encourage and help others in the learning process
Create a diverse Learning Environment Make sure to use explicit instruction and making sure the learning is student centered are all great choices.
If you look at the slide you can see some more things that can help you achieve a higher level.. 

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Assignments are:   aligned to the standards & lesson’s objective, matched to students and content, and therefore are cognitively challenging.  Assignments provide students the opportunity to: self evaluate, reflect and share their problem-solving strategies and/or new ideas.  • Students can self-select from options in assignments. • Students can apply content by developing possible solutions addressing local or global issues, and/or develop creative approaches.  • Students engage in accountable talk* to challenge thinking, push for evidence, and/or refine assignments. • Students initiate class discussions and peer collaboration

Lesson objectives   • Students make connections between what they are currently learning to previous learning and/or to content in other disciplines.  Students are able to articulate what they are learning and why it is important for them to know.  Criteria for success:  • is aligned to the objective  • is communicated and explained to students prior to beginning an assignment Students are provided opportunities to progress at different learning rates

Make sure student-teacher interactions are positives  Make sure students are engaged. Make sure students understand Routines, Procedures and norms  Students understand and engage others to follow appropriate  behavior, procedures, and rules Students can encourage and help others in the learning process Create a diverse Learning Environment

D.T.G.S.S

The D T G S S  What It Is and Why It Is important

avatar

In simple terms D-T-G-S-S is the Delaware teacher classroom observation framework. It allows teachers to receive feedback for growth and support from an observation of their quality of teaching. It provides them an assessment of both their strengths and weaknesses.
     The framework is broken up into 3 performance areas. Each Performance area is follow with an essential question.

The essential questions are used as guides for the observer to focus on 3 indicators. These indicators describe the performance are at 4 levels and are defined by several descriptors.
        Descriptors are . The descriptors are put there for the observer to assess how the teacher and students would see in the classroom
 during instruction
 at each of the 4 performance levels. The observer collect the evidence based of the assessment that was provided by the descriptors of those indicators for feedback to support teacher growth and development.

Why is it used? The DTGSS Provides Teachers with opportunities to receive ongoing feedback and support for professional growth and student learning goals.
The D T G S S  was designed to use ongoing observation
 feedback
 and support to drive teacher growth. In D T G S S
 teachers consistently reflect on current practice as well as set new goals for improvement that benefits both students and teachers

Four Performance Areas drive D T G S S 
Each Performance area outlines a key element of teaching and learning that is critical to student success.

Performance Area #1 Learning Environment: To what extent does the classroom environment support all students to learn?
Indicator 1.1 Structures for Learning
Covers the following
Routines and procedures
Behavior expectations
Instructional time
Student Behavior

Above is an example of indicator and descriptors

In this slide we see how a teacher can get a level 3 or 4 in the D-T-G-S-S some quick things for learning environment are Make sure student-teacher interactions are positives 
Make sure students are engaged.
Make sure students understand Routines
 Procedures and norms Students understand and engage others to follow appropriate  behavior
 procedures
 and rules
Students can encourage and help others in the learning process
Create a diverse Learning Environment Make sure to use explicit instruction and making sure the learning is student centered are all great choices.
If you look at the slide you can see some more things that can help you achieve a higher level.

D.T.G.S.S

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