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Teacher evaluation short introduction

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  • 1. Making the Most of Teacher Evaluation, Charlotte Danielson 1 Making the Most of Teacher Evaluation Charlotte Danielson charlotte_danielson@hotmail.com www.danielsongroup.org
  • 2. Making the Most of Teacher Evaluation, Charlotte Danielson 2 Purposes of Teacher Evaluation  Quality Assurance  Professional Learning
  • 3. Making the Most of Teacher Evaluation, Charlotte Danielson 3 What  Evaluative Criteria  Levels of Performance  Weighting  Score Combining  Standard Setting Teacher Evaluation SystemTeacher Evaluation System How  Procedures  Instruments  Personnel  Timelines  Due Process Process for Deciding Training for EvaluatorsProfessional Development for Teachers
  • 4. Making the Most of Teacher Evaluation, Charlotte Danielson 4 A Blueprint for Teacher Evaluation  Clear definition of teaching (the “what”)  Instruments and procedures that provide evidence of teaching (the “how”)  Trained evaluators who can make consistent judgments based on evidence  Process for teachers to understand the evaluative criteria  Process for making final judgment
  • 5. Making the Most of Teacher Evaluation, Charlotte Danielson 5 The Domains Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities
  • 6. Making the Most of Teacher Evaluation, Charlotte Danielson 6 The Framework for Teaching Second Edition 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 Domain 4: Professional Responsibilities •Reflecting on Teaching •Maintaining Accurate Records •Communicating with Families •Participating in a Professional Community •Growing and Developing Professionally •Showing Professionalism
  • 7. Making the Most of Teacher Evaluation, Charlotte Danielson 7 The Nature of Professional Learning  Trust  Self-assessment and self-directed inquiry  Reflection on practice  Collaboration and conversation  A community of learners
  • 8. Making the Most of Teacher Evaluation, Charlotte Danielson 8 Judgment Evidence •Accurate and unbiased •Relevant •Representative of the total Respect and Rapport Questioning and Discussion Interpretation What is the evidence?
  • 9. Making the Most of Teacher Evaluation, Charlotte Danielson 9 The Classroom Environment L E V E L O F P E R F O R M A N C E ELEMENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Teacher Interaction with Students Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for teacher. Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for teacher. Teacher-student interactions are friendly and demonstrate general warmth, caring, and respect. Such interactions are appropriate to developmental and cultural norms. Students exhibit respect for teacher. Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher as an individual, beyond that for the role. Student Interaction Student interactions are characterized by conflict, sarcasm, or put-downs. Students do not demonstrate negative behavior toward one another. Student interactions are generally polite and respectful. Students demonstrate genuine caring for one another as individuals and as students. DOMAIN 2: THE CLASSROOM ENVIRONMENT COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT Elements: Teacher interaction with studentsStudent interaction Figure 6.7
  • 10. Making the Most of Teacher Evaluation, Charlotte Danielson 10 General Evaluation Procedures  Observations of practice  Conferences  Samples of student work, with analysis  Teacher artifacts
  • 11. Making the Most of Teacher Evaluation, Charlotte Danielson 11 The Evaluation System  Track 1: Probationary or non-tenured teachers  Track 2: Experienced teachers, with continuing status  Track 3: Experienced teachers encountering difficulty
  • 12. Making the Most of Teacher Evaluation, Charlotte Danielson 12 Experienced Teacher System  Multi-year cycle  Comprehensive evaluation - every 2-4 years  Self-directed professional inquiry in the “other” years
  • 13. Challenges of Implementation  Understanding by educators of the importance of teacher evaluation, and of the evaluation procedures  Skill on the part of evaluators in making consistent judgments based on evidence  Time to engage in meaningful professional conversations. Making the Most of Teacher Evaluation, Charlotte Danielson 13