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Answer the question below:

“What is one insight you gained from last week's session on Part 1 of the Danielson Framework?”

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Introduction to Danielson Framework For Teaching for New Teachers | WeTeachNYC

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Are you ready to learn about effective teaching practices and make a lasting impact on your students? Join us for this in-depth video presentation exploring the Danielson Framework for Teaching. This course will enable you …

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One insight I gained from last week’s session on Part 1 of the Danielson Framework (Planning and Preparation) is how important it is to truly understand students before planning instruction. It’s not just about knowing the content, but also about knowing students’ backgrounds, learning styles, interests, and readiness levels. That understanding directly shapes how effective a lesson will be. It made me realize that strong teaching is based on how well you plan and take the time to think about all your students and their needs. This includes anticipating possible misconceptions or thinking about different ways to present material which can make a big difference in how well students grasp the content. It also connects to being more intentional with differentiation, rather than trying to adjust in the moment. The biggest takeaway for me is that thoughtful, student-centered planning sets the foundation for everything else that happens in the classroom.

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Part 1 of the Danielson's Framework refers to “Planning and Preparation” which is the domain that describes how teachers plan and organize instruction for student learning in the classroom. One insight I obtained from learning about this domain is that teaching involves more than just delivering a well written lesson or activity. Teachers must really understand the content, but most importantly, they must plan instruction with each students’ needs in mind. This means that teachers design lessons and learning experiences that consider each students’ social, academic, emotional, cultural and language needs. Additionally, teachers must set clear outcomes for their students and provide the necessary materials and tools to enhance their participation and to help them meet the desired outcomes. The key learning from this part is that teaching should be thoroughly planned and intentional. Understanding what children know, how they learn best, and examining how well they respond to instruction are all key elements of effective teaching.

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One insight that I gained from last week's session on Danielson's framework is that structure is key. Planning and preparing for children everyday is important, we are what shapes their learning. Implementing different techniques with children keeps them engaged and feel safe to make decisions. Some children are more hands on, auditory, or visual learners, which is why we as educators need to be diverse with our lessons and materials. Supporting children early on can shift their learning as well as for teachers who can learn to better their instructional teaching.

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A key lesson I learned from last week's Part One of the Danielson Framework is that planning involves intentionally designing learning experiences around students' needs rather than merely creating activities. Domain one emphasizes that before instruction begins, teachers need to thoroughly understand their subject matter, get to know their students, and establish clear learning goals. I realized that for teachers to effectively monitor and adjust learning, successful planning also requires aligning assessments with instruction. This taught me that good preparation helps ensure all students participate in meaningful and engaging learning.

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Clear and Attainable Criteria for students 

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Chelsea Eagle- Danielson Framework Warm Up

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Chelsea Eagle- Danielson Framework Warm Up

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One insight I gained from last weeks session of part 1 of the Danielson Framework is how we should effectively assess our students in order to monitor our students learning. The goal for teachers is to help our students understand and achieve the learning goal. We want or students to learn skills to guide them in finding, explaining and producing answers. I liked that I was able to assess myself on how I use CLD ;Visual prompts, sentence frames and other resources to help students understand the learning objectives (such as using rubrics w/ visuals, scaffolding, feedback (teacher and students)).

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One insight I gained for Part 1 of the Danielson Framework ( planning and preparation) is that in order for teachers to deliver a successful lesson, they must not only prepare and know the material, they must also create lessons with the needs of their students in mind. Teachers must get to truly know their students, their backgrounds, the learning styles that work best for them, and any materials or manipulatives needed for their success. This will ensure a successful lesson where students are able to learn to the best of their abilities.

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One insight I gained from learning about the Danielson Framework is how much intentional planning and reflection go into creating a strong learning environment, especially in early childhood settings. As a preschool teacher, it helped me realize that what may look like simple play is actually deeply purposeful when it is thoughtfully planned and aligned with clear goals. The framework emphasizes the importance of knowing my students as individuals, creating a warm and responsive classroom environment, and using observation to guide instruction. This resonates with me because in preschool, building relationships and supporting social-emotional development are just as important as academic learning. My students are 3 years old, and the first couple of months at school are spent building a solid social-emotional foundation, so that students feel safe and secure, are curious, take risks, and are more open to learning. It also reminds me to be more reflective in my practice, which I did not do in my first year of teaching. I relied heavily on my director's triannual feedback, and looking back, I realized she did not know much about what was happening in my classroom (I was never observed, my planbook was never reviewed, materials were rarely checked, etc.). Now, I make time each week to reflect on what worked, what didn’t, and how I can adjust to better support each child’s growth. The Danielson framework supports me in becoming a more intentional teacher because I used to put out materials I thought would catch students' eyes or keep them engaged, but now I consider which skills students will develop, how the materials support diverse learners, and whether learning is happening. The framework reinforces that effective teaching is not just about activities, but about being intentional, responsive, and continuously improving.