1. Teacher Supervision Advanced
Training in the Danielson Model
Dr. Richard Voltz
IASA Associate Director
• Participants will be able to…
– Collect data related to the Danielson Frameworks
for Teaching (FFT)
– Analyze artifacts and teacher supplied data related
to FFT Domains 1 & 4
– Use “coaching strategies” to improve teaching and
instruction as result of the data collection for FFT
• Teacher has successful experience.
• Teacher is rated an effective teacher.
• Teacher wants to improve.
• New teacher.
• Teacher with a major change in subject and/or
7. Directing (Telling)
• Teacher has been rated “Needs Improvement”
or “Unsatisfactory” in any
• Teacher is unwilling to participate in either 4a.
“Reflection on Teaching” or 4d. “Professional
9. • Evaluator must conduct formal
and informal observations —
•including pre-observation meeting to
review lesson plan,
•and post-observation meeting with
•and evaluator feedback (including
10. Dr. Voltz’s Evaluation Protocol
6 Steps To Success
11. Step 1
Concentrate on the correct
12. 22 : 10 : 8 : 1 or is it 1 : 8 : 10 : 22?
Refer to Dr. Voltz’s Leadership Blog article on this
subject at http://richvoltz.edublogs.org/
13. Teaching Strategies
14. Student repeating…
15. Student adding on…
16. Silent Signal…
17. Opportunity to revise my thinking…
18. Whole class response…
19. Say it in hand…say it out loud…
20. Turn and talk…
Explain what and why…
21. Student teaches…
22. Reflection & Closure
23. I think…
24. It’s Minds On – Not Hands On
25. Learning – not Doing
26. Look for “Engaged Learning”
27. Danielson: “Students learn because
of what they do not because of
what the teacher does.”
28. How will teacher’s
demonstrate this so
29. When a teacher is
engaged in a
activity how can
record evidence of
30. Evidence Is…
• What the teacher says and does…
• What the students say and do…
• Can it be counted?
• Can it be timed?
• Can it be factually summarized?
31. What about
(Planning & Preparation)
32. Step 2
Get Buy-In On The Process
33. Involve teacher
leaders on all
34. Concentrate on Improving
Teaching Not Rating Teaching
35. Couple teacher
36. Dr. Tignor’s Idea
37. Step 3
Change the Focus
38. First Observe the Student
Then The Teacher
39. Step 4
40. Teacher evaluation based on infrequent,
announced classroom visits is
inaccurate, ineffective, and dishonest.
41. No more…
42. Increased observations
44. Each teacher teaches 900 lessons per
year, 1,800 for two years
45. Instead it
46. It needs to look more like a Gallop Poll,
random and 10 times per cycle.
47. In other words, it will
48. 10 Observations
1. Sept. 2013 – Informal
Informal (3c. Engaging
Students in Learning)
2. Nov. 2013 – Informal
(3b. Questioning &
3. Informal (3a.
4. Dec. 2013 – Informal
(3d. Using Assessment
5. March 2014 –May
2014 – Formal
6. August 2014 –
Informal (2a. Respect
7. October 2014 – (2b.
Establishing a Culture
8. January 2015 Informal
9. March 2015 – Informal
(2d. Managing Student
10. April 2015 – Formal
49. Step 5
50. The problem
51. After each observation the
administrator needs to
REFLECT with the teacher
52. Does the
53. We learn by
54. Reflective Conversations are the
most important part of the teacher
55. Discuss and practice writing
56. Reflective questions
57. “If you had a chance to
do it over, would you do
it the same or
58. • What do you want students to
know and be able to do?
• How will you know if students
know and are able to do it?
• What will you do with
students who do not get it?
• What will you do with
students who already know
59. Step 6
Know When to Play
the Proper Role
60. When to Coach?
When to Mentor?
When to Tell?
61. Dr. Voltz Teacher Evaluation Timeline
62. Hold all teacher evaluation process
meetings in the teacher’s classroom
63. Evaluator needs to sit/stand in the
classroom to see the eyes of the
64. Step 1
Review of previous SMART goals
65. Step 2
Conduct four focused Domain 3
69. Step 5
Conduct four focused Domain 2
70. Step 6
Conduct second formal observation
71. Difficult Conversations
72. Coaching Strategies
73. Listen Deeply
• What is the primary area the teacher wants to
• What has the teacher done in the past in an
attempt to solve the issue? What was the
outcome of these attempts?
• In what area do you as an evaluator think the
teacher needs to improve.
74. Listen for Commitment
• What does the teacher want? (coaching,
advice, feedback, etc…)
• Why is the teacher asking for coaching at this
time? Is it just because of the evaluation
process? Does the teacher really want to
• What does the teacher want to happen?
• What commitment do you hear from the
75. Clarify the Facts
• Separate facts from interpretation and share your
observations of the teaching.
• Are there areas needing improvement?
• What does the teacher need to know?
• What is getting in the way?
• What has the person done to resolve their own
• What is your evidence of the person trying to
76. Generate Possible Solutions
• What are some solutions?
• What could be done differently?
77. Design an Action Plan
• What specific action(s) is the teacher willing to
• By when?
• What support is needed?
• Put this in SMART goal format.
78. Leader As Coach
• Are you a good listener?
• Do you ask more questions than give answers?
• Are you patient with the individuals’ problems
or do you jump in to solve before you have
even heard the whole story?
• Do you give regular feedback to the teacher?
79. For additional information
Dr. Richard Voltz