Making the Most of Teacher Evaluation, Charlotte Danielson

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Making the Most ofTeacher Evaluation

Charlotte Danielson

charlotte_danielson@hotmail.com

www.danielsongroup.org

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Purposes of Teacher Evaluation

Quality Assurance

Professional Learning

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What Evaluative Criteria

Levels of Performance

Weighting

Score Combining

Standard Setting

Teacher Evaluation SystemTeacher Evaluation System

How Procedures

Instruments

Personnel

Timelines

Due Process

Process for DecidingTraining for EvaluatorsProfessional Development for Teachers

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A Blueprint for Teacher Evaluation

Clear definition of teaching (the “what”) Instruments and procedures that provide

evidence of teaching (the “how”) Trained evaluators who can make consistent

judgments based on evidence Process for teachers to understand the

evaluative criteria Process for making final judgment

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The Domains

Domain 1: Planning and Preparation

Domain 2: The Classroom Environment

Domain 3: Instruction

Domain 4: Professional Responsibilities

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The Framework for TeachingSecond Edition

Domain 3: Instruction•Communicating With Students•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and Responsiveness

Domain 1: Planning and Preparation•Demonstrating Knowledge of Content

and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments

Domain 2: The Classroom Environment•Creating an Environment of Respect

and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space

Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing Professionalism

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The Nature of Professional Learning

Trust

Self-assessment and self-directed inquiry

Reflection on practice

Collaboration and conversation

A community of learners

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Judgment

Evidence

•Accurate and unbiased

•Relevant

•Representative of the total

Respect and

Rapport

Questioning and Discussion

Interpretation

What is the evidence?

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The Classroom Environment

L E V E L O F P E R F O R M A N C E

ELEMENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Teacher Interaction with Students

Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for teacher.

Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for teacher.

Teacher-student interactions are friendly and demonstrate general warmth, caring, and respect. Such interactions are appropriate to developmental and cultural norms. Students exhibit respect for teacher.

Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher as an individual, beyond that for the role.

Student Interaction

Student interactions are characterized by conflict, sarcasm, or put-downs.

Students do not demonstrate negative behavior toward one another.

Student interactions are generally polite and respectful.

Students demonstrate genuine caring for one another as individuals and as students.

DOMAIN 2: THE CLASSROOM ENVIRONMENT COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT

Elements: Teacher interaction with students Student interaction

Figure 6.7

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General Evaluation Procedures

Observations of practice

Conferences

Samples of student work, with analysis

Teacher artifacts

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The Evaluation System

Track 1: Probationary or non-tenured teachers

Track 2: Experienced teachers, with continuing status

Track 3: Experienced teachers encountering difficulty

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Experienced Teacher System

Multi-year cycle

Comprehensive evaluation- every 2-4 years

Self-directed professional inquiry in the “other” years

Challenges of Implementation

Understanding by educators of the importance of teacher evaluation, and of the evaluation procedures

Skill on the part of evaluators in making consistent judgments based on evidence

Time to engage in meaningful professional conversations.

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