1. Is Danielson or Marzano Right for You?
The Richard Stockton College of NJ
SRI & ETTC
Monday May 21, 2012
Presented by:
Norma Boakes, Ed.D.
Associate Professor of Education
George Sharpe, Ed.D.
Assistant Professor of Education

2. Danielson Framework Workshop Goals
Understand why Danielson Framework was selected as one of 5 state-approved teacher evaluation models
Gain an understanding of the research-base of the Danielson Framework
Develop an understanding of the four core domains of the Danielson that embody the art of teaching

3. What are schools choosing?
NJ Teacher Evaluation Pilot Program (EE4NJ) & federal School Improvement Grant (SIG)
Danielson-
6 of 10 pilot districts of EE4NJ
7 of 8 schools in SIG
Stronge- 1
Marzano- 1
McREL-2
Focal Point- 1
*Reported in October 2011 NJEA Review

4. Why have teacher evaluation?
We’ve been evaluating teachers as part of our duties for a long time. Beyond the fact that it is mandated by the state why do it? As an administrator, why is evaluating teachers important to your school?
Take a moment to write reasons that come to mind.
Accountability
Enhancing the teaching profession
Ensure high quality instruction
Increase likelihood of student improvement…
Slide leads to enhancing quality teaching &
Promoting professional development

5. Ensure Quality Teaching
Danielson’s “Framework for Teachers”:
Defines what good teaching looks like and consists of
Provides a common language among professionals
Structure that recognizes and respects the complexities of teaching but provides a simple layout for conversations about teaching
Versatility for all levels of expertise and experience
good overview video that includes commentary of principals
speaks to how framework was designed and what teachers think of it

6. Promotes Professional Development
Danielson’s “Framework for Teachers”:
Provides a forum for discussion about teaching
Focuses on collaboration between evaluator and teacher
Encourages the teacher to self-reflect and evaluate
“No matter how good a lesson is, we can always make it better.” (Danielson)
Video points- includes administration from Prince George County & a teacher from Chicago
-Focus on continual improvement
-Allows to collect and analyze evidence of teacher practices
-Promotes and ensures teacher quality
-Promotes professional learning community and growth

7. Correlation to National Frameworks
Interstate New Teacher Assessment and Support Consortium (INTASC)
National Council for Accreditation of Teacher Evaluation (NCATE)
National Board for Professional Teaching Standards (NBTS)
New Jersey Professional Standards for Teachers (NJPST)

8. Danielson and the Praxis III
Praxis III is used by 6 states to assess actual teaching skills and classroom performance as part of the initial teacher licensure process
Danielson worked with ETS to help prepare and validate the Praxis III
Research to create the Praxis III took seven years, multiple pilot studies, and involved thousands of educators
Danielson designed the training program used by assessors
By nature, this system must fair, highly accurate, and reliable
Key words- legally defensible

9. Danielson & the MET Project
Large scale research study, called Measures of Effective Teaching Project, launched in 2009 by the Bill & Melissa Gates Foundation
Tests the reliability and validity of ways of using a combination of different instruments to measure teacher effectiveness
Evaluated over 13,000 classroom lessons using multiple teacher evaluation methods including the Danielson Framework

10. Other facts worth knowing…
The Framework has been shown to be a predictor of student learning according to research from the University of Chicago Consortium on School Research
Implemented in over 16 states
Approved teacher evaluation tool in many states including New York, Ohio, Pennsylvania, & Washington
UCCSR-

11. Underlying Assumptions of the Framework
It is important for students to develop “deep, conceptual understanding”
Developing high levels of understanding requires effective models of instruction
Decisions made in the classroom are “purposeful”.
Teaching is a profession.

12. Features of the Framework
Comprehensive- The Framework describes “all teaching”
Based on large body of sound educational research
There’s no “gotcha” factor. Teachers know what and how they are evaluated.
The framework allows for all types of teaching situations.
The complexity of teaching is captured within a clear set of themes
No one approach to teaching is focused upon.

13. The “Wow” Factor
Think of when you observed an excellent teacher in the classroom or a professional context. What would you see or hear that made you think this teacher was excellent at their profession? What would make you think I want my child in this teacher’s class or this is what I like to see in my school?
Give directions for the “sticky notes”: INDIVIDUALLY
1 sticky-note per observation
Record 6-16 observations
Part II : Talk with table mates and clump like observations
Individually:
Have participants list 5-7 traits they may observe in the classroom of an expert.
List one observation per “post-it” note.
Table groups:
Have participants compare the traits on their post-it notes, and group those together that are similar.
Whole group:
Introduce the four domains, have participant divide a sheet of newsprint into four quadrants, labeling each quadrant with one of the domains.
Please label domains in a clockwise fashion (domains 1 and 4 on the left of the paper, domains 2 and 3 on the right.
Place their post-its in the appropriate domain.
Write one trait on each post-it note. Can you come up with 5-7 major traits?

14. Clip from ABC News- What Makes Great Teachers featured 2-26-2010
Features characteristics of great teachers
Not- outgoing personalities, MA, teaching experience
Is-
-Making sure all students keep up
-Not being afraid to change a lesson
-Setting high goals
Clip from ABC News- What Makes Great Teachers featured

15. The Framework for Professional Practice
Domain I- Planning
Domain II- The Classroom Environment
Domain III- Instruction
Domain IV- Professional Responsibilities
Common Themes
Equity
Cultural Competence
High Expectations
Developmental Appropriateness
Attention to Individual Students (Special Needs)
Appropriate Use of Technology

16. Framework for Specialists
Specialists include:
School nurses
Psychologists
Library or media specialists
Instructional specialists
Caution- This does not include physical education, art, music, or special education teachers
A specialists job typically involves some aspects of teaching but differs from a classroom teacher
Framework is adjusted to capture “delivery of service”
Domains similar in structure and format
Domains- Planning & preparation, The Environment, Delivery of Service, and Professional Responsibilities

17. Domain 1: Planning and Preparation
“Domain 1 describes the critical behind-the-scenes work of organizing classroom instruction.”
Demonstrating knowledge of content and pedagogy
Demonstrating knowledge of students
Setting instructional outcomes
Demonstrating knowledge of resources
Designing coherent instruction
Designing student assessments
Congruence w/inst. outcomes
Criteria and standards
Design of formative assessments
Use for planning
Content and structure of discipline
Prerequisite relationships
Content-related pedagogy
Child & adolescent development
Learning process
Students’ skills, language proficiency
Students’ interest & heritage
Students’ special needs
Sources of evidence-
*lesson plan
*preconference
*activities or assignments
Value, sequence, alignment
Clarity & balance
Suitability for diverse learners
For classroom use
To extend content & pedagogy
For students
Learning activities
Instructional materials/resources
Instructional groups
Lesson and unit structure

18. 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
Teacher interaction w/students
Student interaction w/students
Importance of content
Expectations for learning & achievement
Student pride in work
Mgmt of groups
Mgmt of transitions
Mgmt of supplies & materials
Performance of non-instructional duties
Supv of volunteers/paraprof
Expectations
Monitoring of student behavior
Response to student misbehavior
Sources of evidence-
*classroom interactions
*interviews with or surveys of students
Safety and accessibility
Arrangement of furniture and use of physical resources
“The components of Domain 2 establish a comfortable and respectful classroom environment that cultivates a culture for learning and creates a safe place for risk taking.

19. Domain 3: Instruction Communicating with students
Using questioning and discussion techniques
Engaging students in learning
Using assessment in instruction
Demonstrating flexibility and responsiveness
Expectations for learning
Directions and procedures
Explanations of content
Use of written and oral language
Quality of questions
Discussion techniques
Student participations
Activities and assignments
Grouping of students
Instructional materials & resources
Structure and pacing
Assessment criteria
Monitoring of student learning
Feedback to students
Student self assessment & monitoring of progress
Lesson adjustment
Response to students
Persistence
Domain 3 contains the components that are at the essential heart of teaching- the actual engagement of students in content.
Sources of evidence-
*classroom interactions
*observation
*samples of student work

20. Domain 4: Professional Responsibilities
“The components of Domain 4…encompass the roles assumed outside of and in addition to those in the classroom with students.”
Reflecting on teaching
Maintaining accurate records
Communicating with families
Participating in a professional community
Growing and developing professionally
Showing professionalism
Accuracy
Use in future teaching
Student completion of assignments
Student progress in learning
Non-instructional records
Information about instructional program
Information about individual students
Engagement of families in instructional program
Sources of evidence-
*teacher interaction w/others
*documentation in logs or portfolio
Relationship w/colleagues
Involvement in culture of professional inquiry
Service to school
Participation in school & district projects
Enhancement of content knowledge & pedagogical skills
Receptivity to feedback from colleagues
Service to the profession
Integrity & ethical conduct
Service to students
Advocacy
Decision making
Compliance w/school and district regulations

21. Common Themes Equity Cultural competency & sensitivity
High expectations
Developmental appropriateness
Attention to individual students
Special needs
ESL
Appropriate use of technology
Student assumption of responsibility

22. Domain 1
Domain 2
Common themes
Domain 4
Domain 3

23. 2011 Revised Edition of Danielson
NEW
2011 Revised Edition of Danielson
Revised language within components to be more precise
Critical attributes or observable teacher/student behaviors or actions added within each component and level of performance
Possible teaching examples listed within each component and level of performance
Viewable copy at:

24. Evidence of Teaching
Evidence refers to artifacts, actions or statements, and decisions made by the teacher
Evidence is used as the foundation of the judgment of teaching
Evidence comes in many forms and is determined by your school district

25. Sources of Evidence Direct Observation Artifacts Formal observation
3 stages- pre, observation, and post-conference
Informal observation
Abbreviated visit
Unannounced w/informal conversation
Teaching artifacts
Planning documentation
Forms of communication, etc
Direct Observation
Artifacts

26. Evidence of Student Learning
Framework explains what teachers can do- input
Indirect evidence is also considered important to judge student learning- output
Results of state-mandated tests
Student and parent surveys
Teaching artifacts- units, lessons, assessments, communications to parents, etc.
p.4 of Handbook

27. Formal Observation Pre-conference or “planning conference” Observation
Teacher interview
Review of documents
Discussion of procedure/process
Observation
Gathering of evidence
Post-conference or “reflection conference”
Teacher lesson reflection
Discussion w/teacher

28. Preconference
Purpose- chance for the teacher to discuss their planning process/skills
Things to consider
Give teachers questions in advance to review
Have teachers bring copies of written materials for lesson
Review the teacher’s lesson prior to the conference
Seen as core part of evaluating Domain 1

29. Documenting Evidence Evidence is statements, actions, or behaviors
Evidence can include artifacts prepared by the teacher, students, or others
Evidence is NOT personal opinion or bias. It is selected through the observer’s and/or teachers’ use of professional judgment

30. A Quick Quiz- Evidence or Opinion?
The class was out of control
All but 2 students participated in the exercise.
The students didn’t understand expectations.
The teacher stopped to review instructions when the teacher saw that students were of-task.
The students were engaged in the lesson.

31. Let’s see how a pre-conference might look
Let’s see how a pre-conference might look. Remember much of Domain 1 is captured here.
Listen for evidence of planning from the teacher
Write down evidence gathered from the planning conference using the Planning Conference Handout

32. Classroom Observation
Focuses on Domains 2 & 3
One observation may not capture every component- over time a teacher should demonstrate them all**
Observer should
Focus on evidence/facts and avoid interpretation or opinion (adj/adv.)
Be familiar w/components so they are recognized during lesson
Note what teacher says/does as well as questions, statements, actions (verbal/non verbal)
Recommended to give teacher notes after visit- helps w/transparency
**Schools sometimes chose a focus within the Domains versus trying to document all components within the Framework.

33. As you watch the brief video clip, write down evidence that you note as it applies to the components of
Domain 2 & 3
It takes time to be familiar with the components. Focus on differentiating between D2 & D3

34. Share evidence you have collected with colleagues at your table.
Discuss domain & component matches. Use the Classroom Observation Record Handout to organize thoughts.
Was it evidence or opinion?
Be prepared to share with the group.
Avoid “rushing to judgment” – we only saw a brief sample of the class. The observation is part of the picture, but the planning, reflection, etc. would complete the picture, and those domains need to be included before any conclusion would be formed.

35. Preparing for the post-conference
Write a brief summary (few paragraphs) recording major events of lesson based on formal observation notes such that a non-observer would get sense of what was observed
Match observation notes to the components within each of the domains & write samples of evidence observed down
Highlight words/phrases within levels of performance that best characterize the lesson
Guide participants through the first couple domains using our notes within the formal classroom observation form

36. Post-Observation Conference or “Reflection Conference”
Conversation designed to promote teacher thinking and growth
Provides perspective on Domain 4
Encouraged to have the teacher self-assess in preparation for this conference
Chance to “compare notes” and identify strengths/areas for improvement
Discussion should include a written summary that captures views of both parties

37. Informal observations
Unannounced observation of teaching
Last about 5-10 minutes
May be used as evidence in a teacher’s evaluation (depends on negotiated contract)
Danielson’s suggested procedure
Take notes on lesson (see informal observation form)
(Opt) Leave note for teacher w/brief supportive comment about lesson
Speak w/teacher briefly after to have a professional conversation about aspects seen
If form used, note relevant aspects observed in domains

38. Levels of Performance 4 Levels within each of the Domains & Components
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Levels represent the performance of teaching not of teachers
It is natural for teachers to move among ratings
Higher levels reflect experience as well as expertise
Most effective when multiple measures are used before determining a level of performance

39. Levels of Performance Descriptors
Unsatisfactory (1)
The teacher does not yet appear to understand the concepts underlying the component. Working on the fundamental practices associated with the elements will enable the teacher to grow and develop in this area.
Basic (2)
The teacher appears to understand the concepts underlying the component and attempts to implement its elements. But implementation is sporadic, intermittent, or otherwise not entirely successful. Additional reading, discussion, visiting classrooms of other teachers, and experience will enable the teacher to become proficient in this area.
Proficient (3)
The teacher clearly understands the concepts underlying the component and implements it well. Most experienced, capable teachers will regard themselves and be regarded by others as performing at this level.
Distinguished (4)
Teachers at this level are considered “master teachers” and make a contribution to the field, both in and outside their school. Their classroom seems to run itself and offers a highly engaging and motivational environment.

40. Preparing to assign levels
Training is core for evaluators to determine levels of performance
Ratings can be assigned as part of each evaluation and/or at the end of the school year
Teachers can self-reflect and determine ratings as part of the process
Some elements are not best judged by observation
Note the need to “norm” and importance of interrater reliability

41. What’s next if you choose Danielson?
Spend more time learning and understanding the Framework
Domains, components, & sub-components
Documenting evidence during observation
Judging levels of performance
Consider the forms of evidence your school will use to judge teacher performance in the four domains
Develop the format and structure of yearly evaluation

42. References
Danielson, C. (2011). It’s your evaluation: Collaborating to improve teacher practice. In NJEA Review, pp
Danielson, C. & Dwyer, C. (1995). How Praxis III supports beginning teachers. In Educational Leadership, 52(6), pp
PR Newswire (March 27, 2012). Charlotte Danielson enhances framework for teaching with new evaluation instrument.

43. Enhancing Professional Practice- A Framework for Teaching (2nd Edition) by Charlotte Danielson **Handbook for Enhancing Professional Practice- Using the Framework for Teaching in your School by Charlotte Danielson **Enhancing Professional Practice Series DVD by ASCD Look at the “Danielson” stack
Resources

44. Comparison of Teacher Evaluation Models
National Comprehensive Center for Teacher Quality: Improving Instruction Through Effective Teacher Evaluation
Teacher Evaluation: Assessing Principals’ Perceptions in the State of New Jersey
Danielson (
Marzano (
McRel (
Stronge (
TAP (
NJEA Review. October 2011 (pp 24-27) and November 2011 (pp 22-26) editions

45. Thank you for your participation in this workshop arranged by SRI-ETTC.