Making the Most of Teacher Evaluation, Charlotte Danielson 1 Making the Most of Teacher Evaluation Charlotte Danielson

Making the Most of Teacher Evaluation, Charlotte Danielson 2 Purposes of Teacher Evaluation Quality Assurance Professional Learning

Making the Most of Teacher Evaluation, Charlotte Danielson 3 A Flawed System Outdated, limited, evaluative criteria Few shared beliefs about good teaching Inconsistency among evaluators Hierarchical, one-way communication Same procedures for novices and experienced professionals Limited evaluator expertise Based only on classroom observation Requires lots of time Negative culture surrounding evaluation

Making the Most of Teacher Evaluation, Charlotte Danielson 4 What Evaluative Criteria Levels of Performance Weighting Score Combining Standard Setting Teacher Evaluation System How Procedures Instruments Personnel Timelines Due Process Process for Deciding Training for Evaluators Professional Development for Teachers

Making the Most of Teacher Evaluation, Charlotte Danielson 5 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

Making the Most of Teacher Evaluation, Charlotte Danielson 6 Hallmarks of a Genuine Profession Knowledge base, grounded in research Knowledge shared by a community of professionals Professional knowledge is implemented at the intersection of theory and practice Professionals exercise autonomy and judgment Practice is influenced by both technical and moral judgment

Making the Most of Teacher Evaluation, Charlotte Danielson 7 The Nature of Professional Learning Trust Self-assessment and self-directed inquiry Reflection on practice Collaboration and conversation A community of learners

Making the Most of Teacher Evaluation, Charlotte Danielson 8 Judgment Evidence Accurate and unbiased Relevant Representative of the total Respect and Rapport Questioning and Discussion Interpretation What is the evidence?

Making the Most of Teacher Evaluation, Charlotte Danielson 9 Domain 2:The Classroom Environment 2a: Creating an Environment of Respect and Rapport

Making the Most of Teacher Evaluation, Charlotte Danielson 10 General Evaluation Procedures Observations of practice Conferences Samples of student work, with analysis Teacher artifacts

Making the Most of Teacher Evaluation, Charlotte Danielson 11 The Evaluation System Track 1: Probationary or non-tenured teachers Track 2: Experienced teachers, with continuing status Track 3: Experienced teachers encountering difficulty

Making the Most of Teacher Evaluation, Charlotte Danielson 12 Track 1: Probationary Teacher Evaluation A critical decision, for both the teacher and the district Should be consistent with, but separate from, the mentoring program

Making the Most of Teacher Evaluation, Charlotte Danielson 13 Probationary Teacher Procedures The same each year, or progressive? Observations of teaching - how many? - announced or unannounced? - conferences before and after observations - consider “extended” observations Examination of artifacts - to provide evidence of skill in non-observed areas Evaluation decision

Making the Most of Teacher Evaluation, Charlotte Danielson 14 Track 2: Experienced Teacher Evaluation Designed as a professional model Teachers demonstrate their skill in all the evaluative criteria

Making the Most of Teacher Evaluation, Charlotte Danielson 15 The Two Presumptions The presumption of competence The presumption of continuing learning

Making the Most of Teacher Evaluation, Charlotte Danielson 16 Experienced Teacher System Multi-year cycle Comprehensive evaluation - every 2-4 years Self-directed professional inquiry in the “other” years

Making the Most of Teacher Evaluation, Charlotte Danielson 17 Experienced Teacher Procedures (Comprehensive Evaluation) Initial conference, if possible Observations of practice Artifact conference Evaluation decision

Making the Most of Teacher Evaluation, Charlotte Danielson 18 Recommended Artifacts for Experienced Teachers Unit plan, including student assessment Instructional artifact or assignment from the unit Samples of student work, with teacher comments Commentary Examples of record-keeping Examples of communication with families Evidence of contributions to school, profession Evidence of professional growth Evidence of student learning

Making the Most of Teacher Evaluation, Charlotte Danielson 19 Experienced Teacher Procedures (Self-directed Professional Inquiry) Conduct self-assessment Set a professional goal, with evaluator, reflecting own learning and application to practice Prepare a professional growth plan Work on plan, in study groups if possible Participate in interim conference with evaluator Participate in reflection/closure conference with evaluator Share findings with colleagues

Making the Most of Teacher Evaluation, Charlotte Danielson 20 The Instruments and Procedures Taken together, they document all the evaluative criteria They represent a “natural harvest” of a teacher’s work The timelines and workload are reasonable, for teachers and evaluators They promote professional learning

Making the Most of Teacher Evaluation, Charlotte Danielson 21 Track 3: Experienced Teachers: Intensive Assistance Signifies performance below standard: a “heads up” Must determine what “triggers” in and out Flexible duration Designed for support and assistance Customized to the situation Three phases: awareness, assistance, disciplinary