The Danielson FrameworkEmmanuel AndreOwings Mills High SchoolFall 2013

Why is this happening? The Danielson Framework, as it is being

implemented in BCPS, is intended to increase objectivity and consistency from school to school within our system.

Why is this a good thing?Teaching is an extremely complex activity, this framework is useful in laying out the various areas of competence in which professional teachers need to develop expertise. (www.andrews.edu)

This means that it measure the WHOLE teacher, not just the person that is seen 4 times a year. It is a much more authentic reflection of what you do every day.

What does it look like?- 4 Domains

- 4 Tiers of Evaluation

- Clear Expectations

Danielson Group 2012

Components

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

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

Workbook page 3

Performance Levels

Then Unsatisfactory

Satisfactory

Now Ineffective

Effective Developing

Effective

Highly Effective

In each domain, we will be rated as…

How will this affect me?Qualitative50%

Performance in the 4 domains. Everything

discussed so far.

Quantitative 50%

Student learning outcomes(SLOs)

School progress index

State testing data

Student Learning Outcomes (SLO) SLOs are a way to measure student growth by

establishing learning goals Used for a wide variety of teaching assignments Adaptable Can measure individual, group or school

performance Good instructional practice

Essential Components of SLOs

Level of objectiveStudent population

includedTimeframe for

evaluating progress toward the objective

Assessment used to measure progress

Assessment baselineExpected student

growthStrategies for achieving

growth

School Index Achievement

State testing results Gap

Gap between lowest and highest subgroups Growth/College and Career Readiness

Percent of students making one year’s growth/Graduation Rate/Career Attainment/Attendance

Formal ObservationsNew Pre- Observation ToolNew Post Observation ToolNew Formal Observation ToolAligned to Framework for

Teaching

New Evaluation Cycle 3 year cycle

2 formative years Formal observation and informal observation data Professional Growth Plan evidence Rating from last summative year and narrative Student Learning Outcome evidence

1 summative year 3 years of Observation Evidence 3 years of Student Learning Outcome data School Performance Index data State Testing data

Activity In order to better understand the

Qualitative portion of the evaluation we will now take part in an activity focused on the Formal Observation Rubric. If not already, split into 8 groups Open the envelope given to you Define the component in your own words Respond to the scenario as a teacher at

every level (Ineffective-Highly Effective) Use the rubric to help you.

Gallery Walk Post your posters around the room Using the ½ sheets of paper take notes

on the traits of highly effective teachers vs. those of ineffective teachers