Danielson Framework:
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domain 2
2b. Establishing a Culture for Learning
Dance is a team effort that requires each participant’s dedication and commitment to being present during class, rehearsal, and performance. At the beginning of each year I will provide students with a contract that must be signed by themselves and a parent/guardian. This parent, student, and teacher contract is a written agreement made between the three parties that outlines specific objectives and goals for the school year. This written document acts as a way to communicate my expectations with regards to course requirements, performance dates, learning goals, and student conduct. By signing this contract, students are ensuring that they understand what is required of them for the duration of the dance course.
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2d. Managing Student Behavior
As a dance educator, I strive to find balance in regards to management and engagement in my dance classroom. By simultaneously establishing clear rules alongside open and friendly interactions, my students learn the true value of work in my classroom. This comprehensive classroom management plan was developed for a high school classroom and is characteristic of Danielson Domain 2.
Here is a behavior chart that I crafted and utilized for an elementary after-school dance program. A collective behavior chart requires students to recognize and take ownership over their misbehavior, moving the clothespins down themselves when directed by the instructor.
2e. Organizing Physical Space
Pictured to the right is the classroom map of the space that I was teaching in for the after school Cultural Arts and Recreation Enrichment (CARE) program at Elizabeth Avenue School in Franklin, NJ. Since dance class was held in the gymnasium it was crucial that I acknowledged possible obstacles in order to provide students with a safe space to move.
