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Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
Charlotte Danielson Group Six
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Charlotte Danielson Group Six

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  • 1. Charlotte DanielsonTeacher Evaluation
    Kate Dill, Joseph Lombardo,
    Tara Palvino
    Group 6
  • 2. An effective system of teacher evaluation accomplishes two things:IT ENSURES QUALITY TEACHING & IT PROMOTES PROFESSIONAL LEARNING
  • 3. The quality of teachingis the single most important determinant of student learning.A school district’s system of teacher evaluation is the method by which it ensures that teaching is of high quality. Therefore, the system developed for teacher evaluation must have certain characteristics..........
  • 4. The Teacher Evaluation System must be:● Rigorous ● Valid ● Reliable● DefensibleIt must also be grounded in a research-based and accepted definition of good teaching.
  • 5. Teacher Self-Reflection
    When teachers engage in self-assessment, reflection on practice, and professional conversation, they become more thoughtful and analytic about their work, and are in a position to improve their teaching.
  • 6. Evaluators
    Evaluators can contribute to teachers’ professional learning through the use of in-depth reflective questions.
    By shifting the focus of evaluation from “inspection” to “collaborative reflection” educators can ensure the maximum benefit from the evaluation activities.
  • 7. Teachers learn best by applying clear standards of practice and by engaging in active learning.
  • 8. The Four Domains of the Framework for Teaching
    Charlotte Danielson’s Framework for Teaching divides teaching into four domains. Each domain has its own specific criteria that should be considered by evaluators.
  • 9. The Domains
    Domain 1: Planning and Preparation
    Domain 2: The Classroom Environment
    Domain 3: Instruction
    Domain 4: Further Professional Responsibilities
  • 10. Domain 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 instruction1f: Designing student assessments 
  • 11. Domain 2: Classroom Environment  2a: Creating an environment of respect and rapport  2b: Establishing a culture for learning  2c: Managing classroom procedures  2d: Managing student behavior2e: Organizing physical space
  • 12. Domain 3: Instruction  3a: Communicating with students  3b: Using questioning and discussion techniques  3c: Engaging students in learning  3d: Using assessment in instruction3e: Demonstrating flexibility and responsiveness  
  • 13. Domain 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 professionally4f: Showing professionalism 
  • 14. What follows on the next two slides is an example of the performance levels for the elements in one component:
    Using questioning and discussion techniques.
  • 15. Looking at the element of student participation, for example, a teacher can clearly see what teaching practices are considered………. ~Unsatisfactory (a few students dominate the discussion); ~Basic (teacher attempts to engage all students in the discussion but with limited success); ~Proficient (teacher successfully engages all students in the discussion); ~Distinguished (students themselves ensure that all voices are heard in the discussion).
  • 16.
  • 17. Features of The Framework for Teaching
    • Comprehensive
    • 18. Grounded in research
    • 19. Public
    • 20. Generic
    • 21. Coherent in structure
    • 22. Independent of any particular teaching methodology
  • WHAT IS GOOD TEACHING?
  • 23. As part of defining good teaching, it is important to establish the relative importance of the different criteria.Are they all equally important?orAre they all equally important in all settings? 
  • 24. Some might be more important for the elementary teacher, others for the content specialist at the secondary level.  In addition, educators must determine what it looks like at different levels of performance.
    Specifically, what does good teaching look like when it is done well?
  • 25. How can the framework help guide ongoing teacher learning?
    For each component and element of the framework, specific levels of performance describe a continuum of teaching, from unsatisfactory to distinguished.
    When looking at the criteria and each element associated with it, a teacher can clearly see what teaching practices are considered unsatisfactory, basic, proficient, and distinguished.
  • 26. Any definition of good teaching rests on certain assumptions. Those of the Framework for Teaching concern the active nature of student learning and the consequent need for teachers to offer lessons that enlist students' natural curiosity and drive for learning.
  • 27. Common Themes
    Equity
    Cultural sensitivity
    High expectations
    Developmental appropriateness
    Accommodating individual needs
    Appropriate use of technology
    Student Assumption of responsibility
  • 28. General Evaluation Procedures
    Observations of practice
    Conferences
    Samples of student work
    (with student and teacher analysis)
    Teacher artifacts
  • 29. Benefits of Any Framework for Teaching
    Common language
    Development of shared understandings
    Self-assessment and reflection on practice
    Structured professional conversation
  • 30. Summary of Framework for Teaching
    * A research-based definition of good teaching
    * A roadmap to, and for navigating through, the complex territory of teaching
    * A framework for novice-level practitioners, through accomplished teaching
  • 31. Teacher Evaluation Systems
  • 32. Teacher evaluation systems are comprised of three major components:
    a clear definition of good teaching (the “what”)
    fair and reliable methods to elicit evidence of good teaching (the “how”)
    trained evaluators who can make consistent judgments based on evidence
  • 33. Teacher Evaluation Common Characteristics
    Differentiated procedures for novices and experienced teachers. Typically, teachers new to the profession and/or to a school district, receive more intensive support and supervision than do experienced teachers.
    Multi-year evaluation cycles for experienced teachers.  In many new systems, experienced teachers are formally evaluated only every three, four, or even five years.  In the other years they engage in self-directed professional growth, frequently with colleagues in a study group.
    Required activities that promote professional learning.  Whether discussing an observed lesson, or analyzing student work, or selecting samples of family communication to include in a professional portfolio, teachers engage in activities, as part of the evaluation process, that engage them in reflection and conversation about their practice.  To the maximum extent possible, these activities also represent a “natural harvest” (to borrow a concept from the National Board) of teachers’ work; that is, what they do for their evaluation is not extra work.
  • 34. The “What”
    What do good teachers do? 
    To what extent is what good teachers do the same or different in different contexts (such as second grade or high school biology)? 
    It is first essential to determine what constitutes acceptable practice. 
  • 35. The “How”
    In order to ensure a valid evaluation system, it is necessary that all the criteria identified as contributing to good practice be capable of being demonstrated.  
    The “how” includes a number of items, ranging from the general procedures (possibly differentiated for novices and experienced teachers), the timelines, the personnel involved, and the specific forms and procedures used.  All these should be clear to everyone involved, and implemented in an equitable manner. 
  • 36. The “How”Teacher Evaluations
    “Using student performance to evaluate teacher skill is fraught, in all cases, with challenges.  Students themselves vary tremendously in what they bring to the setting, and some of these factors are beyond the control of the teacher, and even the school. 
    Furthermore, valid assessments of important student learning are not always available, and certainly for not all areas of the curriculum. 
    But if designed carefully, with appropriate measures of growth (assessments before and following a year’s instruction, for example), the systems can be fair to teachers, and can include information central to the work of teaching, namely, student learning.”
  • 37. The “How”Teacher Evaluations
    “Evaluation processes must allow for reasonable judgments to be made regarding the quality of teaching, and there must be procedures to offer intensive assistance, if needed, to teachers who are struggling to perform adequately. 
    And, if performance is not at least minimally acceptable, after assistance has been provided and all the requirements of due process have been followed, there must be manageable procedures for termination.”
  • 38. The “How” Teacher EvaluationsTaking An Active Role
    “There is room in most procedures for teacher evaluation for the teachers themselves to assume an active role in the process.  They do not need to be completely passive. 
    In a traditional system, it is the administrators who do the lion’s share of the work: they conduct observations, they take notes, they write up their notes, they meet with the teacher to provide feedback on the lesson.”
  • 39. The “How” Teacher EvaluationsTaking An Active Role
    However, in many newer systems, it is the teachers who take an active role. 
    They explain what they are trying to accomplish in the lesson; following the lesson, they interpret the events that took place and provide contextual information. 
    And, if teachers submit artifacts from their practice, they describe these, and interpret them against the levels of performance.
  • 40. The “How” Teacher EvaluationsTaking An Active Role
    “When teachers assume an active role in the processes of their evaluation, when they are asked to reflect on the success of an observed lesson, when they are asked to analyze student work, they actually become more skilled and more thoughtful as a result of these activities.”
  • 41. Trained Evaluators
    Those making evaluative judgments must be adequately trained so their judgments are accurate, consistent, and based on evidence. 
  • 42. Trained EvaluatorsThe training of evaluators has several important elements.
  • 43. Trained Evaluators
    First, they must be able to recognize examples of the evaluative criteria in action. 
    Next, the evidence for some aspect of teaching must be interpreted against the evaluative criteria. 
    Lastly, the evaluator must make a judgment about the teacher’s performance, linking the interpretations to the descriptions of levels of performance. 
    In addition, evaluator training should also include attention to the skills of reflective conversation and providing constructive feedback.
  • 44. Summary
    Educators must be clear about what they are evaluating, and must communicate this to those being evaluated (the “what” of the evaluation process, what constitutes good teaching.)  If possible, this definition of teaching should be formulated jointly by both teachers and evaluators.
    Procedures for documenting all aspects of performance must be clear and clearly understood by all involved (the “how” of the evaluation process.)
    Those evaluating performance must be adequately trained to be able to make consistent judgments about teaching.
  • 45. Conclusion
    For many years, educators have agreed that the fundamental purposes of teacher evaluation are both quality assurance and professional development. Previous evaluation systems, however, have largely failed to achieve either goal: Evaluation is either neglected altogether or conducted in a highly negative environment with low levels of trust.
    Educators are designing the new systems, however, so that educators can have it all. Their systems respect the principles of assessment design in which evidence is captured for each of the evaluative criteria. In addition, because of the methodologies used—portfolios, study group collaborations, teachers' explaining their own practices—the new systems promote teachers' reflection and professional growth.

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