1. The Danielson Framework

2. Learning Target
I will be be able to identify to others the value of the classroom teacher, the Domains of the Danielson framework and the role the framework plays in the evaluation process

3. Performance Evaluation Reform Act (2010)
Requires districts to use a performance evaluation system that assess teachers’ and principals’ professional skills and incorporate measures of student growth. 4 category rating system: Excellent Proficient Needs Improvement Unsatisfactory The performance evaluation system that PTHS is using is based on the Danielson Framework for Teaching.

4. Why Danielson? Aligned to state teaching standards
Provides a comprehensive description of what teachers “do” on a daily basis
Recognizes and respects the complexity of teaching captured with a clear set of themes
Allows for all types of teaching situations, ensuring there is not gotcha opportunities
Research-based and validated
Provides a common language among professionals
Creates opportunities for open discussions about teaching, collaboration, while encouraging staff to self-reflect and evaluate themselves
Versatility for all levels of expertise & experience

5. Rivers (1999)
Can varying sequences of teacher quality vary student chances of passing a high stakes test?
Rivers (1999) followed students from 4th through 9th grade from two large urban districts.
Students were grouped into quartiles on the basis of achievement on the 4th grade standardized test.
Math teachers were identified for grades 5-8 and were linked to effectiveness levels (Low, Avg, High), based on their success in facilitating value-added achievement with a prior group of students.
Do these quality distinctions apply to another cohort of students and offer reliable information about how a student will do on a high stakes in the future?

6. Probability of Passing High School Exam based on Sequence of Teacher Effectiveness Experienced

7. Activity
Overview:
In this activity, you will brainstorm aspects of effective teaching and become familiar with Danielson’s Framework for Teaching as a tool to support improved practice.

8. Activity
Outcome:
You will understand the logic and structure of Danielson’s Framework for Teaching and the alignment between Danielson’s domains and the aspects of effective teaching they have identified, through your own experience.

9. Activity Guiding Questions:
If you were to walk into a classroom, what might you see or hear there (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert?
What are some of the key aspects of effective teaching?
What would make you think: “Oh, this is good; if I had a child this age, this is the class I would hope for.”
Utilizing post-it notes (1 per aspect), write down key aspects of what you see in a high quality classroom, with a high quality teacher.

10. Activity
Now with a group of 4 – 5, share your post-its and sort them into groups of related items. Please label each group with one category heading.

11. Activity
One member from each group share your categories and present some of the brainstormed ideas included in each one.
As groups share, please think about similarities and differences do you see between the groups’ work?
What patterns do you notice?

12. 22 Components Clustered into 4 Domains of Teaching Responsibility
1 – Planning and Preparation
2 – The Classroom Environment
3 - Instruction
4 - Responsibilities
Each of the 22 components describe a distinct aspect of a domain; 2-5 elements describe a specific feature of a component. 76 elements in total.

13. 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
Each of the 22 components describe a distinct aspect of a domain; 2-5 elements describe a specific feature of a component. 76 elements in total.

14. PTHS Evaluation scale
The following has been taken from our PTHS evaluation tool, describing what “excellent” looks like for each component of Domain 1.

15. 1a: Demonstrating Knowledge of Content and Pedagogy
Excellent: The teacher’s plans and practice reflect extensive knowledge of the content and the structure of the discipline. The teacher actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding.

16. 1b: Demonstrating Knowledge of Students
Excellent: The teacher actively seeks knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for groups and individual students.

17. 1c: Setting Instructional Outcomes
Excellent: All instructional outcomes represent high-level learning in the discipline, reflecting rigorous learning and curriculum standards. They are clear, are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent both coordination and integration. Outcomes are differentiated, in whatever way is needed, for individual students.

18. 1d: Demonstrating Knowledge of Resources
Excellent: The teacher’s knowledge of resources for classroom use and for extending one’s professional skill is extensive, including those available through the school or district, in the community, through professional organizations and universities, and on the Internet.

19. 1e: Designing Coherent Instruction
Excellent: The sequence of learning activities follows a coherent sequence, is aligned to instructional goals, and is designed to engage students in high-level cognitive activity. These are appropriately differentiated for individual learners. Instructional groups are varied appropriately, with some opportunity for student choice.

20. 1f: Designing Student Assessments
Excellent: All the instructional outcomes may be assessed by the proposed assessment plan, with clear criteria for assessing student work. The plan contains evidence of student contribution to its development. Assessment methodologies have been adapted for individual students as the need has arisen. The approach to using formative assessment is well designed and includes student as well as teacher use of the assessment information.

21. Word cloud for Excellent in Domain 1

22. 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 Physical Space
Each of the 22 components describe a distinct aspect of a domain; 2-5 elements describe a specific feature of a component. 76 elements in total.

23. 2a: Creating an environment of respect and rapport
Excellent: Classroom interactions between teacher and students and among students are highly respectful, caring, and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civility among all members of the class. The net result is an environment where all students feel valued and are comfortable taking intellectual risks.

24. 2b: Establishing a culture for learning
Excellent: The classroom culture is a cognitively busy place, characterized by a shared belief in the importance of learning. The teacher conveys high expectations for learning for all students and insists on hard work; students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or assisting peers in their precise use of language.

25. 2c: Managing Classroom Procedures
Excellent: Instructional time is maximized due to efficient and seamless classroom routines and procedures. Students take initiative in the management of instructional groups and transitions, and/or the handling of materials and supplies. Routines are well understood and may be initiated by students.

26. 2d: Managing Student Behavior
Excellent: Student behavior is appropriate. Students take an active role in monitoring their own behavior and/or that of other students against standards of conduct. Teacher monitoring of student behavior is subtle and preventive. The teacher’s response to student misbehavior is sensitive to individual student needs and respects students’ dignity.

27. 2e: Organizing Physical Space
Excellent: The classroom environment is safe, and learning is accessible to all students, including those with special needs. The teacher makes effective use of physical resources, including technology. The teacher ensures that the physical arrangement is appropriate to the learning activities. Students inquire or contribute to the use or adaptation of technology or physical environment to advance learning.

28. Word cloud for Excellent in Domain 2

29. 3 - 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
Each of the 22 components describe a distinct aspect of a domain; 2-5 elements describe a specific feature of a component. 76 elements in total.

30. 3a: Communicating with students
Excellent: The teacher links the instructional purpose of the lesson to the larger curriculum; the directions and procedures are clear and anticipate possible student misunderstanding. The teacher’s explanation of content is thorough and clear, developing conceptual understanding through clear scaffolding and connecting with students’ interests. Students contribute to extending the content by explaining concepts to their classmates and suggesting strategies that might be used. The teacher’s spoken and written language is expressive, and the teacher finds opportunities to extend students’ vocabularies, both within the discipline and for more general use. Students contribute to the correct use of academic vocabulary.

31. 3b: Using Questioning and Discussion Techniques
Excellent: The teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition. Students formulate many questions, initiate topics, challenge one another’s thinking, and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.

32. 3c: Engaging Students in Learning
Excellent: Virtually all students are intellectually engaged in challenging content through well-designed learning tasks and activities that require complex thinking by students. The teacher provides suitable scaffolding and challenges students to explain their thinking. There is evidence of some student initiation of inquiry and student contributions to the exploration of important content; students may serve as resources for one another. The lesson has a clearly defined structure, and the pacing of the lesson provides students the time needed not only to intellectually engage with and reflect upon their learning but also to consolidate their understanding.

33. 3d: Using Assessment in Instruction
Excellent: Assessment is fully integrated into instruction, through extensive use of formative assessment. Students are aware of the assessment criteria. There is evidence that they have contributed to the assessment criteria, when appropriate. Questions and assessments are used regularly to diagnose evidence of learning by individual students. A variety of forms of feedback, from both teacher and peers, is accurate and specific and advances learning. Students self- assess and monitor their own progress. The teacher successfully differentiates instruction to address individual students’ misunderstandings.

34. 3e: Demonstrating flexibility and responsiveness
Excellent: The teacher seizes an opportunity to enhance learning on a spontaneous event or students’ interests, or successfully adjusts and differentiates instruction to address individual student misunderstandings. Using an extensive repertoire of instructional strategies and soliciting additional resources from the school or community, the teacher persists in seeking effective approaches for students who need help.

35. Word cloud for Excellent in Domain 3

36. 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
Each of the 22 components describe a distinct aspect of a domain; 2-5 elements describe a specific feature of a component. 76 elements in total.

37. 4a: Reflecting on Teaching
Excellent: Teacher’s reflection on the lesson is thoughtful and accurate, citing specific evidence. Teacher draws on an extensive repertoire to suggest alternative strategies and predicting the likely success of each.

38. 4b: Maintaining Accurate Records
Excellent: The teacher’s system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records is fully effective. Students contribute information and participate in maintaining the records.

39. 4c: Communicating with Families
Excellent: The teacher communicates frequently with families in a sensitive manner, with students contributing to the communication. The teacher responds to family concerns with professionalism and sensitivity. The teacher’s efforts to engage families in the instructional program are frequent.

40. 4d: Participating in a Professional Community
Excellent: The teacher’s relationships with colleagues are characterized by mutual support and cooperation. Teacher makes a substantial contribution to the professional community, to school and district events and projects, and assumes a leadership role among the faculty.

41. 4e: Growing and Developing Professionally
Excellent: The teacher seeks out opportunities for professional development and makes a systematic effort to implement strategies learned. The teacher solicits feedback on practice from both supervisors and colleagues. The teacher participates actively in assisting other educators and looks for ways to contribute to the profession.

42. 4f: Showing Professionalism
Excellent: The teacher can be counted on to hold the highest standards of honesty, integrity, and confidentiality and takes a leadership role with colleagues. The teacher is highly proactive in serving students, seeking out resources when needed. The teacher makes a concerted effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally underserved, are honored in the school. The teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. The teacher complies fully with school and district regulations, taking a leadership role with colleagues.

43. Word cloud for Excellent in Domain 4

44. 22 Components Clustered into 4 Domains of Teaching Responsibility
1 – Planning and Preparation
2 – The Classroom Environment
3 - Instruction
4 – Professional Responsibilities
Component
1a: Demonstrating Knowledge of Content and Pedagogy
2a: Creating an Environment of Respect and Rapport
3a: Communicating with Students
4a: Reflecting on Teaching
1b: Demonstrating Knowledge of Students
2b: Establishing a Culture for Learning
3b: Using Questioning and Discussion Techniques
4b: Maintaining Accurate Records
1c: Setting Instructional Outcomes
2c: Managing Classroom Procedures
3c: Engaging Students in Learning
4c: Communicating with Families
1d: Demonstrating Knowledge of Resources
2d: Managing Student Behavior
3d: Using Assessment in Instruction
4d: Participating in a Professional Community
1e: Designing Coherent Instruction
2e: Organizing Physical Space
3e: Demonstrating Flexibility and Responsiveness
4e; Growing and Developing Professionally
1f: Designing Student Outcomes
4f: Showing Professionalism
Each of the 22 components describe a distinct aspect of a domain; 2-5 elements describe a specific feature of a component. 76 elements in total.

45. 2 – The Classroom Environment
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
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 Physical Space
3 - 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
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

46. Evaluation tool
On the handout provided, you can see the new evaluation tool that we will use here. Please take a moment to read through some of the components and identify the differences between the four levels. Do you see any patterns?

47. Digging Into the Domains – Common Themes
Equity
Cultural sensitivity
High expectations
Developmental appropriateness
Accommodating individual needs
Appropriate use of technology
Student Assumption of responsibility

48. Activity -
At your table, assign each member (can be more than one if the numbers don’t work out), to a common theme. Looking through the elements (use slide 27), which items would your common theme fall under (could be multiple)
Please write down the Domain, the component and the element
Example: Planning and Preparation - 1a: Demonstrating Knowledge of Content and Pedagogy – Content Pedagogy)
Theme Reminder: Equity, Cultural sensitivity, High expectations, Developmental appropriateness, Accommodating individual needs, Appropriate use of technology, Student Assumption of responsibility

49. Equity
Valued Invited and encouraged to participate Given feedback Expected to work to their potential (w/o) preconceived ideas about abilities) 3a

50. Cultural Sensitivity
Recognizing different cultures of students Learning about students’ backgrounds Lesson is prepared and presented to suit varied cultures
1B, 2D, 4C

51. High Expectations
Belief that all students are capable of high levels of learning Awareness of expectations on students in classroom Establishing a culture of hard work and persistence
2B, 3A,

52. Developmentally Appropriate
Awareness of students’ abilities based on such things as:
age of students
previous knowledge
subject being taught
1B, 1C

53. Attention to Individual Students
Awareness of each individual students needs
Designing lessons to meet a variety of levels of ability
Sensitivity to any special accommodations needs
Special needs
ESL
etc
3c, 3e

54. Appropriate Use of Technology
Appropriate Use of Technology Knowledge of instructional technologies Use of technology in all aspects of teaching (planning, act of teaching, and reflection Willingness to learn technologies to enhance own learning or instruction
3c, 1f, 1d

55. Student Assumption of Responsibility
Allowing students opportunity to take responsibility for their own learning. Planning so students have chance to give input Conducting lessons where students have some say in what they are doing and how they do it Establishing a “learning community
2/1

56. 22 Components Clustered into 4 Domains of Teaching Responsibility
1 – Planning and Preparation
2 – The Classroom Environment
3 - Instruction
4 – Professional Responsibilities
Component
1a: Demonstrating Knowledge of Content and Pedagogy
2a: Creating an Environment of Respect and Rapport
3a: Communicating with Students
4a: Reflecting on Teaching
1b: Demonstrating Knowledge of Students
2b: Establishing a Culture for Learning
3b: Using Questioning and Discussion Techniques
4b: Maintaining Accurate Records
1c: Setting Instructional Outcomes
2c: Managing Classroom Procedures
3c: Engaging Students in Learning
4c: Communicating with Families
1d: Demonstrating Knowledge of Resources
2d: Managing Student Behavior
3d: Using Assessment in Instruction
4d: Participating in a Professional Community
1e: Designing Coherent Instruction
2e: Organizing Physical Space
3e: Demonstrating Flexibility and Responsiveness
4e; Growing and Developing Professionally
1f: Designing Student Outcomes
4f: Showing Professionalism
Each of the 22 components describe a distinct aspect of a domain; 2-5 elements describe a specific feature of a component. 76 elements in total.
The Observation Process focuses on the components that are observable and scorable only while the teacher is teaching. These 8 components are indicated above. The other components of the FFT can be scored not by watching the teacher teach, but by examining the teacher’s work and behavior outside of the classroom
Domains 2 and 3 include observable classroom practice
8 Components covered in the Training, Practice Videos, and Proficiency Test

57. Activity
On the handout, you will see several different types of examples of evidence. Work with someone near you to identify which domain & component each example would fall under.

58. Binders Binder for artifacts Brainstorm your list
Share your lists and weaknesses

59. Steps to Ensuring A Quality Evaluation Process
The “What” is clearly defined
The standards and expectations we have for each student are clearly laid out for both staff and students to understand
The “How” is clearly supported
Staff are provided access to resources (instruments and procedures) that help provide evidence of their teaching
Trained Evaluators
All evaluators are certified in the process, helping to ensure consistent judgments based on evidence
Teacher PD (Today and Future Opportunities)
Staff have an opportunity to learn about the standards, the evaluation criteria, and the thinking behind the framework
A process for making the final decisions

60. Observer Training – Material Access
Over 15 hours of training content
Over hours of training content
including12 online learning modules and
more than 100 master scored videos

61. with Framework Components
How It Works
effective observation from planning through post-observation conference 4
Summarize
and Report 1
Schedule an
Observation 2
Collect Evidence 3
Align Feedback
with Framework Components
Make an appointment for an observation, teacher accepts appointment, sends relevant artifacts and completes observation forms
Conduct live observation taking evidentiary notes
Connect the evidence to components of an evaluation framework
Examine artifacts such as lesson plans, pre-observation forms and student work, score the evidence based on the rubric’s scoring scale
Debrief with teacher, discussing observations, evidence and recommendation, teacher and observer arrive at agreement on final rating and the observation is finalized and locked to prevent future editing
As a principal this is how Reflect Live would work for me:
I schedule teacher’s observation using the calendaring tools built-in to the Reflect live software.
Point out that I can also do an unscheduled observation with Reflect Live
At the appointed time, I arrive at the teacher’s classroom with my table or laptop and conduct my observation, taking extensive notes about different evidences I see throughout the teacher’s instructional period.
Prior to my visit the teacher has filled our the pre-observation reflection form and submitted her lesson plan using the Reflect Live system
Following the observation I evaluate the evidence I’ve collected during my live observation, along with other artifacts and documents submitted by the teacher such as her lesson plan, some samples of student work and pre/post observation reflection forms – all the documents are stored electronically and I access them all through Reflect Live. After analyzing the teaching evidence I’ve observed and the documents and teaching artifacts I score the teacher’s practice on my district’s adopted evaluation form.
As part of the scoring process, the teacher self-scores themselves against the framework. As part of their self-evaluation they have access to the digital observer notes I’ve taken during my live classroom observation.
After completing my evaluation of the teacher’s performance, the teacher and I debrief in-person. We discuss the strengths and areas of growth that I’ve identified and that the teacher has identified. When questions arise we can both look at my observation notes, stored electronically. Finally we agree on the recommendations and score from this observation and finalize the review in the software. Once the review is finalized it is locked and cannot be changed by the principal or teacher.