1. Introduction to Framework for Teaching Classroom Observations
Understanding Hawaii's Educator Effectiveness System
Introduction to Framework for Teaching Classroom Observations
Educator Effectiveness
System Training
The classroom observation component on which we will be focusing is the Charlotte Danielson Observation Framework. Inherent with an observation framework are standards for teacher practice. As you know, HIDOE has adopted the INTASC teacher standards as measured by the Danielson Observation Framework. With Danielson there is clear definition of effective teacher practice and formal guidance on how to observe these practices as they occur in the classroom.
A little background on the model - Charlotte Danielson is an internationally-recognized expert in the area of teacher effectiveness, specializing in the design of teacher evaluation systems that, while ensuring teacher quality, also promote professional learning. She advises State Education Departments and National Ministries and Departments of Education, both in the United States and overseas. The Danielson Framework is being utilized by schools, districts and states across the country and is seen as one of the top options for research-based observation, feedback and evaluation tools for teachers.

2. The EES Uses Multiple Measures
Teacher Practice
Student Growth and Learning
Hawaii Growth Model
Student Learning Objectives
Classroom Observations
Core Professionalism
Tripod Student Survey
Working Portfolio (non-classroom)
Educator Effectiveness Data
Components in focus:
As you may be aware, Hawaii’s Educator Effectiveness system is comprised of 5 measures for classroom teachers: The Hawaii Growth Model, Student Learning Objectives, Tripod Student Surveys, Classroom Observations, and Core Professionalism. Since non-classroom teachers do not have classes that can be observed, they complete a working portfolio instead.
The EES uses multiple measures to gage teacher effectiveness, creating a 360-degree picture of each classroom teacher’s performance based on student perspectives, teacher perspectives, administrative perspectives, and student achievement results. This approach is grounded in research about best practices for educator evaluation, like the Gates Family Foundation’s Measures of Effective Teaching study, and is being implemented in school districts and states across the country.
In this section we will be focusing on Classroom Observations.
Improved Student Outcomes
11/16/2018

3. Danielson Observation Framework
Understanding Hawaii's Educator Effectiveness System
Danielson Observation Framework
The Danielson Framework for Teaching is organized into Four (4) Domains.
Each domain contains 5-6 components totaling 22 components
Each component is divided into elements that further describe the distinct aspects and characteristics of each component.
The Framework for Teaching is a research-based set of components of instruction, aligned to the INTASC standards, and grounded in a constructivist view of learning and teaching. The complex activity of teaching is divided into 22 components (and 76 smaller elements) clustered into four domains of teaching responsibility.
The Framework for Teaching along with the observation protocols are grounded in solid research. Just this year, the journal Educational Leadership published a report that cited that the Danielson Framework is associated with improved student learning after being subjected to a number of studies such as the Gates Measures of Effective Teaching and the Consortium of Chicago School Research.

4. Understanding Hawaii's Educator Effectiveness System
Domains
D1: Plan/Prep
Demonstrating Knowledge of Content and Pedagogy
Demonstrating Knowledge of Students
Setting Instructional Outcomes
Demonstrating Knowledge of Resources
Designing Coherent Instruction
Designing Student Assessments
D2: Classroom Environment
Creating an Environment of Respect and Rapport
Establishing a Culture for Learning
Managing Classroom Procedures
Managing Student Behavior
Organizing Physical Space
D3: Instruction
Communicating With Students
Using Questioning and Discussion
Techniques
Engaging Students in Learning
Using Assessment in Instruction
Demonstrating Flexibility and Responsiveness
D4: Professional Responsibilities
Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Participating in a Professional Community
Growing and Developing Professionally
Showing Professionalism
Based on feedback from the first 18 schools in the pilot, HIDOE is exploring Domains 2 & 3 (Classroom Environment & Instruction) for observation. The intent is to clearly bring into focus what is happening in the classroom.

5. Understanding Hawaii's Educator Effectiveness System
Selected Components
D2: 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 Physical Space
D3: Instruction
3a Communicating with Students
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
3e Demonstrating Flexibility and Responsiveness
Within these 10 components, HIDOE has further identified 5 observable priority components for observation feedback and performance rating.

6. Understanding Hawaii's Educator Effectiveness System
Selected Components
D2: Classroom Environment
2b Establishing a Culture for Learning
2d Managing Student Behavior
D3: Instruction
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
The selected components represent the areas for which there are connections to the initiatives of the Hawaii Department of Education including formative assessment and assessment for learning, data teams, and the Proactive Student Support Project.
<However, as this is a pilot phase, the Department is depending us, in addition to others (e.g. feedback from other complex areas, OCISS, etc) to let them know if focusing on these components is actually improving teacher performance and student performance. If not, there is an opportunity for us to look at other components of the framework that may be a better fit for our needs.>

7. Understanding Hawaii's Educator Effectiveness System
Levels of performance
Distinguished
Proficient
Basic
Observers need to acquire a number of skills to conduct fair and reliable observations of teaching. The Danielson Framework relies on observers capturing objective evidence of what is happening in the classroom. In other words, taking specific and detailed notes, devoid of judgment of what the teacher is doing and what students are doing. Another way of saying this is that observers write down what they see and hear without interpretation, opinion or bias.
The next task for an observer is to interpret evidence against levels of performance. Again, the collection happens through scripting literal notes whether the event or detail recorded was good or bad. The question then, is for the observer to ask of what happened, “What does this mean?” And, the way to answer is to use the Danielson Observation rubric to identify the summary that best captures from the rubric what the observer saw.
Unsatisfactory

8. Understanding Hawaii's Educator Effectiveness System
Observation Process
Preparation
Planning Conference (20-30 min)
Observation (30-45 min)
Reflection Conference (20-30 min)
To take a step back, it is important to identify how these observations look from start to finish. There are 4 main components when structuring the Danielson observation:
Preparation – this includes scheduling the observation, communicating what will happen and when
Planning Conference – this activity is a protocol-driven conversation utilizing questions from the Framework that orient the observer for the lesson in advance
Observation – during the observation it is critical that the observer is scripting literal notes which are free from bias or opinion
Reflection Conference – the reflection conference is a structured dialogue geared towards engaging teachers to consider how they can strengthen their practice.

9. Danielson Rubric Activity
Understanding Hawaii's Educator Effectiveness System
Danielson Rubric Activity
Look at the rubrics for components 2d & 3d
Select one of the components
Share with a partner your impressions of the Critical Attributes, Examples and Elements.
What practices are described that are part of your regular routine?
How could you use this as a roadmap for continually improve your craft? What could you implement tomorrow?
Read slide.
Have participants summarize their conversations for the group (based on available time).
Consider the question – “How does your familiarity with the rubric assist you in engaging in the Framework? Is it strong enough for you to perform self assessments?”
The rubric can be accessed here:

10. Using the Danielson Rubric
Understanding Hawaii's Educator Effectiveness System
Using the Danielson Rubric
Classroom Observation Rubric developed from Danielson’s Enhancing Professional Practice
Rubric can be used as a walkthrough, an informal observation, or formal observation.
Observers gather and sort narrative observation data according to the five (5) chosen components. Based upon the data, and a conversation with the teacher, the component is rated using the descriptive levels of performance.
A few notes about the rubric:
A great resource for the rubric and the Framework is Danielson’s textbook Enhancing Professional Practice
Observers can use the rubric as a walkthrough, informal or formal observation tool. For the purposes of the EES, only a formal observation should be entered into PDE3
Again, there is the emphasis on recording OBJECTIVE evidence based on the 5 components which drives the professional conversation with the teacher.
Now think through – What type of training is necessary for observers to receive in order for them to effectively use the rubric?

11. Strengths & Challenges
Understanding Hawaii's Educator Effectiveness System
Strengths & Challenges
Strengths
Common Language
Development of shared understandings
Self assessment & reflection
Protocol driven professional conversation
Challenges
Time consuming
Change in culture
Transition to a new system is challenging
Feedback cycle does not perfectly fit within an evaluation structure
No model is perfect, and, there are positive elements and challenges. First let’s talk about the strengths:
Danielson provides a common language for schools and practitioners around the elements of effective instruction – what it should look like, what observers should see, and what teachers should do
The use of this common language develops shared understandings between observer and the observed as to what was seen and how it coordinates with a rating
The rubric drives a clear pathway for self assessment against elements, attributes and examples
Danielson provides a basis for structuring critical conversations around practice and effectiveness that are expected – not questions or discussion topics that are unfamiliar to observer or teacher
Now for the challenges:
For observer and teacher the process is time consuming in an environment where time is very limited.
This process overall represents a shift in practice and for schools and administrators. The expectation is that each teacher will be observed once a semester. Regardless if it is a small elementary or a large high school, this expectation will demand a time commitment by administrators to be in classrooms more often than is the norm. Additionally, a new language, new protocols and new processes bring new ways of interacting both between colleagues and as a whole.
Any transition to a new system is challenging, and Danielson, because of the time commitment is especially so.
Last, Danielson is well-suited for performance review – feedback and coaching. However, many states, districts and schools are using Danielson as a measure of performance evaluation. Danielson is meant to be a formative measure as opposed to summative and the professional dialogue around practice is critical for driving improvement for teachers at all levels.

12. Understanding Hawaii's Educator Effectiveness System
PDE3 Observation Tool
Understanding Hawaii's Educator Effectiveness System
Finally, the PDE3 Observation tool is the interface by which observer and teacher communicate outside of scheduled conferences. In PDE3 a teacher can provide a description of the lesson to be observed, view the observer’s notes from the observation tagged by component as well as notes from the post observation conference.