Introduction to . . .

Teacher Evaluation System

Teacher Effectiveness

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Wisdom of PracticeWisdom of Practice

What are the qualities of teaching most tightly tied to student learning?

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A Framework for TeachingA Framework for TeachingCharlotte DanielsonCharlotte Danielson

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•National Board for Professional Teaching Standards

•Praxis III Teaching Performance Assessments

•State Teaching Standards

The DomainsThe Domains

1. Planning and Preparation

1. The Classroom Environment

2. Instruction

3. Professional Responsibilities04/18/23 4

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A Framework for Teaching:Components of Professional Practice

Domain 4: Professional Responsibilitiesa. Reflecting on Teachingb. Maintaining Accurate Recordsc. Communicating with Familiesd. Participating in a Professional Communitye. Growing and Developing Professionallyf. Showing Professionalism

Domain 3: Instructiona. Communicating with Studentsb. Using Questioning and Discussion Techniquesc. Engaging Students in Learningd. Using Assessment in Instructione. Demonstrating Flexibility and

Responsiveness

Domain 1: Planning and Preparationa. Demonstrating Knowledge of Content and Pedagogyb. Demonstrating Knowledge of Studentsc. Setting Instructional Outcomesd. Demonstrating Knowledge of Resourcese. Designing Coherent Instructionf. Designing Student Assessments

Domain 2: The Classroom Environmenta. Creating an Environment of Respect

and Rapportb. Establishing a Culture for Learningc. Managing Classroom Proceduresd. Managing Student Behaviore. Organizing Physical Space

Off Stage

On Stage

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Features of A Framework for TeachingFeatures of A Framework for Teaching

• Generic: applies to all grade levels, content areas

• Not a checklist• Not prescriptive: tells the “what” of

teaching, not “how”• Comprehensive: not just what we can see• Inclusive: Novice to Master teacher

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Domain 1: Planning and PreparationDomain 1: Planning and Preparation

1a: Demonstrating Knowledge of Content and Pedagogy

1b: Demonstrating Knowledge of Students

1c: Setting Instructional Outcomes

1d: Demonstrating Knowledge of Resources

1e: Designing Coherent Instruction

1f: Designing Student Assessments

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Domain 4: Professional Responsibilities

4a: Reflecting on Teaching

4b: Maintaining Accurate Records

4c: Communicating with Families

4d: Participating in a Professional Community

4e: Growing and Developing Professionally

4f: Showing Professionalism

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Domain 2:The Classroom Environment

2a: Creating an Environment of Respect and Rapport

2b: Establishing a Culture for Learning

2c: Managing Classroom Procedures

2d: Managing Student Behavior

2e: Organizing the Physical Space

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3a: Communicating with Students

3b: Using Questioning and Discussion Techniques

3c: Engaging Students in Learning

3d: Using Assessment During Instruction

3e: Demonstrating Flexibility and Responsiveness

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Domain 3: Instruction

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A Framework for Teaching:Components of Professional Practice

Domain 4: Professional Responsibilitiesa. Reflecting on Teachingb. Maintaining Accurate Recordsc. Communicating with Familiesd. Participating in a Professional Communitye. Growing and Developing Professionallyf. Showing Professionalism

Domain 3: Instructiona. Communicating with Studentsb. Using Questioning and Discussion Techniquesc. Engaging Students in Learningd. Using Assessment in Instructione. Demonstrating Flexibility and

Responsiveness

Domain 1: Planning and Preparationa. Demonstrating Knowledge of Content and Pedagogyb. Demonstrating Knowledge of Studentsc. Setting Instructional Outcomesd. Demonstrating Knowledge of Resourcese. Designing Coherent Instructionf. Designing Student Assessments

Domain 2: The Classroom Environmenta. Creating an Environment of Respect

and Rapportb. Establishing a Culture for Learningc. Managing Classroom Proceduresd. Managing Student Behaviore. Organizing Physical Space

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The Card SortThe Card Sort

• Identify– Domain– Component

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Domain 2: Classroom Environment

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Conclusions About the Levels of Conclusions About the Levels of PerformancePerformance

• Failing: Potential for harm

• Needs Improvement: Inconsistent, novice

• Proficient: Consistent, competent

• Distinguished: Unusually excellent, no one “lives” here permanently in all components

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Benefits of Using a Framework Benefits of Using a Framework for Teachingfor Teaching

• Common Language• Similarity of vision for teaching that improves

teaching: the qualities of the distinguished level• Greater validity and reliability potential for

teacher evaluation• Changes in novice thinking• Opportunities for collaboration

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Teacher completes Step #1: Lesson Plan in advance and sends to evaluator two days in advance of planning conference

Teacher and Evaluator meet to discuss the upcoming lesson framed around question stems.

Step # 1: Pre-Observation(Focused on Domains 1 & 4)

BeforeObservation

BeforeObservation

Evaluator arrives 5 minutes prior to beginning of lesson to ‘walk the walls’ (D2)  

Types of Observation Evidence: Scripting of Teacher or Student comments Descriptions of Teacher and Student behaviors Numeric information Environment

Remember: Collect evidence from Students – “What are you learning?; Is what you’re doing hard in a good way? Non-negotiable - Record observation on standard form Optional – May use T-charts, seating charts, or similar templates to record relative numeric data (tally marks) Evaluator does NOT retype observation

Step # 2: Observation(Focused on Domains 1,2, & 3)

DuringObservation

DuringObservation

Teacher and Evaluator do not need to meet in Step #3. With prerequisite training, the Teacher can engage in

Step #3 independently or with the support of a coach.

Evaluator provides Teacher with completed observation form from Step #2.

Teacher is provided with an opportunity to add evidence to the observation form that may have been overlooked by Evaluator

Teacher returns the observation form to Evaluator with their additions Teacher completes the self-assessment rubric (he/she may highlight

phrases in multiple levels of the same component) and returns back to Evaluator prior to the post-teaching conference

Evaluator highlights or checks ONLY the areas on the self-assessment with which he/she agrees

Step # 3: Preparing for the Post-Conference

(Focused on Domains 1,2, 3, & 4)

AfterObservation

AfterObservation

Teacher meets with Evaluator to reflect on lesson - Evidence not required for each D4 component for this one lesson

Evaluator notes components of agreement and then invites teacher to take the lead in discussing the other components.

Components are collaboratively rated. Evaluator is the “rater of record” in the event of non-agreement. Evidence is the basis.

Conversation Stems: Comment on the evidence for . . . Let’s look at the rubric for . . . Tell me more about …. What’s the backstory for . . . Let’s look at the language that was highlighted here…talk about the evidence for that in this lesson

Step # 4: Post-Teaching Collaborative Assessment

(Focused on Domains 1,2, 3, & 4)

AfterObservation

AfterObservation

• During the Post Observation Conference – an area of focus is determined

• Plan of action determined• Walkthrough is conducted to monitor and

provide feedback on the actions being taken to reach goals.

• Teacher given a copy of the evidence by the end of the day

Step # 5: Walk-Through(Focused on agreed upon area of concentration)

AfterObservation

AfterObservation

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The Wisdom of Practice reflects “good teaching”.

The Danielson Framework defines “good teaching”.

Research supports the Danielson Framework.

Practicing the Danielson Framework is “good teaching”

Do you demonstrate “good teaching”?

Remember….The Wisdom of Practice