Teacher Evaluation Essay

Essay On Evaluation Of Teaching
The Evaluation of Teaching Methods In US Universities Even the smartest students have certain
classes that they cannot focus in, no matter how hard they try. Everyone knows that no one is
exactly the same; for example, identical twins may look identical at first glance, if you look more
closely, you will notice differences between the two. This basic concept applies to teachers and
professors too. Every teacher has a different teaching method, some people may think that the
teaching methods are the same, but it is slightly different. This difference may be due to the
different subjects that the teachers are teaching or just the difference in personalities and teaching
styles that each teacher has. These differences greatly affect students' performances in numerous of
ways that one could not possibly think of. I had observed in several of my classes to compare and
contrast different teaching styles from my professors and the students' behaviors depending on the
subject and the professors. The classes that I have observed include General Chemistry 1, Calculus
2 and Asian Behaviors and Thought (ABT). Two of these classes are the main subjects with the last
one is a general education class in order to see the differences better and if there are any
similarities. Calculus 2 and ABT are both classroom based courses. I chose to observe General
Chemistry 1 because unlike the other two classes, this class is a lecture, which means there is no
doubt that the teaching methods of the
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Evaluation Of A Teacher Interview Essay
Teacher Interview Summary
I had the pleasure of interviewing Mrs. Elisabeth Brantley who is the Special Education Lead
Teacher at Yorktown Elementary School, Yorktown, VA. She has 23 years teaching experience in
the field of Special Education. Mrs. Brantley is sincere and I would describe her as a winning,
warrior/advocate when it comes to meeting the needs of the students she serves. It is obvious that
she implements many of the strategies used in our text. When teaching, it is important to have a
strong educational team when searching for methods to ensure student success. Mrs. Brantley knows
her students well, and as stated by Ackerman (2011), "a teacher who gets to know his or her students
will recognize where assistance can be found and will be creative in utilizing the help of others.
Though challenging, positive, intentional, effective, and explicit instruction is modeled regularly so
student achievement is the result.
Interview Questions
1.What is your approach to classroom management?
"I believe it is important to create an environment that fosters learning. Kids learn when they can
focus their energy and behaviors on their lessons. It is my responsibility to create that environment
and to provide structure, routines and clear expectations. When students believe they are valued and
important, and have an environment that encourages productive, positive behavior, there are few
behavior problems. '
2.Under what circumstances would you refer a student

Evaluation Of Teacher 's Performance Essay
Criticism may be a very helpful tactic in regards to art education. Evaluation of teacher's
performance is used in order to sensitize educators to possibilities that they may have never
considered before. To give a few examples, these possibilities may include more positive or effective
ways of teaching, or brining their attention to certain aspects of their pedagogy that may have
unwanted implications on their students. The article by Robin R. Alexander does not immediately
proceed by explaining the details and procedures of evaluating educators. Instead, he begins by
giving an extended criticism that applies to much of the art education in the country. Robin
Alexander evaluates the fact that there is very little research and practice on teaching art history in
high schools. While studio courses has been long established, art history is not commonly offered,
though It may serve as a good basis for studio courses. Once the importance of an art history course
has been established, the methodology of how the research evaluation was conducted. The author
noted that he visited three upper–class Californian high schools where art history courses were
offered. First there would be a period of observation followed by analytically writing a critique.
There were four formal properties that had been focused on: curriculum organization (how the
content was planned), pedagogy (teaching and learning methods), range of material being taught
(either temporally or geographically), and

Evaluation And Observation Of A Teacher Essay
As a teacher, you have the responsibility to ensure that students are absorbing information
presented and observation is a vital aspect to this. The purpose of teachers is fundamentally the
same as leaders, to provide direction and motivation while operating to accomplish the mission, in
this case to educate. One goal of teacher supervision is instructional improvement. This perspective
is reinforced when Nolan and Hoover (2008) wrote "the purpose of supervision is to promote
individual teacher growth beyond the teacher's current level of performance" (p. 8). Supervision is
more involved than just an evaluation and observation of a teacher 's practice. Supervision, as
perceived by administrators, is a multi–faceted area with many responsibilities and many variables
within any given daily situation. If we view supervision as a service, it is difficult to see how
supervisors can maintain rapport with teachers if teachers perceive them as people who control their
destinies. For supervision to be successful, teachers want, or wish for the services of the supervisor
and value the trusting relationship that exists between them. Teachers need to feel the supervisor is
there to serve them and to help them become more effective teachers (Olivia and Pawlas, 2004).
During the pre–observation conference, I made sure that the meeting was a joint reflective effort and
was conversational in nature. Going to each of their classroom, I found the atmosphere was upbeat
and I expressed my

"When teachers possess the wisdom and resilience to adopt a reflective and objective view of their
own practice, they also have the vital ingredients for enhancing their classroom practice.'' (Jones et
al. 2006: 45).
The learning gained over the module has been invaluable to my teaching practice, making me more
effective, improving and developing my performance aiding CPD and PDP, recognising weakness
and strengths, and assisting me in learning through self reflection and action. (Jones et al. 2006: i).
The first phase of the module was a purposeful introduction to the context of the teacher in the
teaching environment. Through learning about the role and responsibilities of the teacher, knowing
your learner, and diagnostic...show more content...
The educational theory was the most interesting part of the learning since it explained a lot about my
previous experience in education and how it will inform my teaching.
Practice as a result of undertaking the module. I aim to develop the theory in these three ways.
Firstly I have been diagnostically assessing my students in a more formal way using questionnaires
at different stages in the semester, this is to get to know the learners, to improve my role as a
teacher, to enable me to write session plans based on them and to write differentiation into the
sessions.
Secondly I have been closely observing other teachers, this is invaluable to see how much I have to
learn, I have been adding their techniques to my session plans as best practice examples .
Thirdly the educational teaching theory has been in valuable, this has allowed me to use
differentiation for the first time within session plans. I am having a little difficulty with this
technique but I am aware of this and am working at strengthening this area of technique. Blooms
taxonomy is excellent for writing session plans and for assessment to which can be used to support
the further development of learners. It is cohesive when used together with Kolb's learner types and
styles for differentiation and for resources.
In conclusion, overriding is that during my teaching prior to this course, I realise that I have

Qualities of an Effective Teacher
What it means to be an effective teacher
Introduction
An effective teacher is someone who increases the understanding of a pupil. Effective teaching is the
ability of providing instructions to students of varying abilities while incorporating instructional
objectives and assessing the effective education form of students. In the evaluation of performance,
efficiency on the lesson plan and technique of delivery forms form part of the criteria taken into
consideration. The teacher's practices that ensure the higher level of assessment and active
participation are most successful. This outdo all the factors, such as size of the class,
socioeconomic conditions and gender (Sullivan 2001). The most significant aspect that gears a
student to perform well is the teachers details of classroom practices as demonstrated in one of the
video links "Pre–primary: Science –> Mini Beasts". They must have sufficient familiarity with the
techniques and methods associated with their career and must certify that the pupil learning must
develop over the course of the year (Sullivan 2001). Majorly presumed methods of quantifying
teacher effectiveness include pupils work, teacher's assessments, and lesson plans. An effective
teacher employs creativity in the classroom. It is both necessary to the student and teacher.
Creativity involves qualities like imagination, originality, and self–expression. The teacher should
encourage the use of imagination as implied in the video footage. Imagination

This paper will analyze the strengths and weaknesses of the Teacher Keys Effectiveness System
(TKES) from the perspective of a future school leader. As a future leader the main point is to
understand the purpose of TKES, which is to increase achievement for all students, identify areas of
strength and growth for teachers and individualize professional growth based on specific results or
needs. Strengths of TKES observation instrument The Teacher Keys Effectiveness System uses
numerous data sources to engage teachers and continually provide feedback. As with anything new,
the evaluation process will become more comfortable once you attend training, review the handbook
and practice using the rubrics to rate teacher performance. TKES allows educators to evaluate
themselves using specific, detailed standards. It also provides feedback on what administrators view
as each educator's strengths as well as areas that could be improved upon to better impact student
learning and achievement. Weaknesses of TKES observation instrument I think for TKES making
sure all teachers are trained and understand the process. Strengths of performance standards and
associated rubrics The strengths for the associated rubrics help the teacher continually facilitates
students' engagement in metacognitive learning, higher–order thinking skills, and application of
learning in current and relevant ways. To be rated exemplary you must continually seek ways to
serve as role models or teacher leaders.

Teachers Evaluation System Thesis
CAVITE STATE UNIVERSITY CAVITE CITY CAMPUS
TEACHERS EVALUATION SYSTEM
(CVSU CCC–TES)
Undergraduate Thesis
Submitted to the faculty of the
Department of Communication and Information Technology
Cavite State University
Cavite City Campus
Cavite City
In partial fulfillment
Of the requirements for the degree
Bachelor of Science in Information Technology
EUGENE ALLISON
CHRISTOPHER GANCAYCO
NIГ‘A NORISA C. MARANGA
MELANIE MONTEFALCON
March 2014
INTRODUCTION
Teacher's evaluation is an annual process that a management of a certain university is conducting
with the participation of their randomly selected students in the purpose of knowing if their
professors are doing the teaching protocols that was established by the...show more content...
It will provide the students the opportunity to practice their rights and for the management to
lessen the consume time in doing the process. It will also help the researchers and other IT
students to gain information in using different PL's to enhance the system as well as to enhance
their skills in designing and creating a useful system. Furthermore, it will also help the researchers
to enhance their expertise and to provide innovation of technology. This study will also be useful
for other people specially those who are involved in the same line of expertise or those who are
facing the same problem to develop their own or an innovation of this study.
Time and place of the study
This study will be conducted at Cavite State university– Cavite City Campus from June to October
2012. The other conducted researches that are related to the study were implemented at Cavite State
University Cavite City Campus.

Scope and limitation
This study involves the creation of a system called Teacher's Evaluation System or TES. This
system is intended for the management to answer their problems with regards to their teacher's
evaluation process. The evaluators can assess their professors easily by just clicking the mouse. The
system will be capable of finishing the process in the minimum approximate time. The system
contains some features such as; it will automatically rate scores of the finalist based

Evaluation Of A Teacher Performance
Title
Over the last decade, the United States has fallen behind in world education rankings while other
first world countries have improved. The call for education reform in America is greater now than
ever before. However, unlike previous reform, experts are looking at how teacher performance is
evaluated rather than making evaluation more frequent (Ripley). Traditionally, teacher performance
is evaluated based on student test–score improvement, principle sit–in evaluations, and, in some
cases, an analysis by an outside observer. This evaluation alone doesn 't provide a reliable
representation of a teacher 's performance throughout the school year. Recent research shows a more
accurate evaluation can be made from what students have to say about their teachers. Since students
spend countless hours with their teacher, they have reliable insight very useful for an evaluation. A
teacher performance survey is distributed during class to gather student intuition. Teacher assessment
is made based on the results of this survey. I believe student surveys are beneficial to the learning
process and should be used to evaluate teacher performance.
In America, not enough information is considered when evaluating our educators. Current
evaluations involve assessing teacher performance in the classroom and analyzing student
performance on standardized tests. To assess teacher performance, a principle takes notes during a
sit–in on a teacher 's class. This may only happen once a

The Supervision And Evaluation Of Teachers
Introduction "There is an unequivocal correlation between student achievement and teacher quality."
Direct supervision and evaluation of teachers should effectively address teacher quality, and thereby
effect student learning and achievement. Bret Range, an associate professor of educational
leadership at the University of Wyoming has written two papers and maintains a blog related to
teacher supervision. His research indicates, "the key to teacher development lies within well–planned
teacher supervisory activities." The focus of this paper is to analyze the supervision and evaluation
of teachers at my Catholic school, and suggest a model program that better meets the needs of all
teachers, regardless of their years in service. My experience teaching at the same school over the
last 15 years indicates that supervision and evaluation of teachers is either a perfunctory task, or
designed as a "gotcha" activity. In either case, there is never the expectation that the teacher and the
administrator will collaborate to ensure teacher professional development, and no one would call it a
meaningful process. Research shows that teachers do not become better teachers based on passive
participation in an evaluation process they do not value. Charlotte Danielson (2010) argues that
professional growth occurs only when teachers engage in "self–assessment, reflection on practice
and professional conversation." (p. 38). The professional development of teachers is more important
now than

Evaluation Of A Teacher Student Relationship
Linda Albert (2012) mentions for students to experience a strong sense of belonging in school, they
must satisfy Cooperative Discipline's "Three Cs". The Three Cs are Capable, Connect, and
Contribute. "Three factors affect students' ability to satisfy the Three Cs in the classroom: the
quality of the teacher–student relationship; the strength of the classroom climate for success; and the
appropriateness of the classroom structure" (Albert, 2012). The best way to satisfy the Three Cs
through the use of encouragement strategies. If we are positive and encouraging, "people do better
when they feel better, and that which people perceive affects the way they feel. For example, if you
receive a compliment, then a positive feeling emerges" (Marshall, 2005). The first C is helping
students feel Capable. When students feel good about themselves they have fulfilled the feeling of
capable. As teachers, Linda Albert mentioned different encouragement techniques to help students
reach their full potential. Linda made her techniques into five major strategies: make mistakes okay,
build confidence, focus on past successes, make learning tangible, and recognize achievement. I
make sure I implement her strategies into my classroom. For instance, I show students that I make
mistakes all the time and it is okay if they do to. Also I tell the students if they mistake in the lab,
that "it's okay, that's why I am here to help you". To build confidence, I make sure I focus on their
improvements

Reflective evaluation
In this essay I will examine and reflect on my experiences during the teacher training course. I will
analyse the impact of learning about teaching is having whilst working with students and needing to
switch to a different mindset in order affectively teach the students. I will explore how I feel about
what I am learning and what influence it is having on me and my approach to teaching, using my
reflective journal to look back on lessons and what I have been learning about as well as the
experiences I have had due to my learning. Over the past three months there has been a lot of
information to digest, new terminologies and concepts to get my head round. This has been
challenging but also enjoyable, learning about the roles and responsibilities of a teacher, the
standards set by the Education and Training Foundation as well as getting to know your students,
which is something that I hadn't thought too much about prior to becoming a trainee teacher. I have
learnt the importance of getting to know my learners using initial and diagnostic assessments, this
enables me to gain a deeper understanding of the student's needs and therefore helps them achieve
their goals. The use of learning outcomes has taken me a while to grasp but over time I have gained
an appreciation for the benefits they can give to a lesson, giving structure and direction from the
outset as well as clearly presenting specific outcomes to the students. In the lead up to doing the
micro

Eda 551 Research Paper
Running Head: A STICKY AFFAIR: EVALUATING TEACHERS
A STICKY AFFAIR: EVALUATING TEACHERS
Daniel De Jesus
EDA 551
Grand Canyon University
March 23, 2011
ii) Responding to Parent's Letter
(1) Formal Response 123 Lincoln Ave
Orange, NJ 07050
October 26, 2010
Mrs. Robertson
250 Central Ave
Orange, NJ 07050 Dear Mrs. Robertson:
I write this letter to completely reassure you that we are taking the concerns you brought up with the
utmost seriousness that they deserve. As a matter of fact, we have investigated the matter the last
couple of days to ascertain the facts and events of what happened in Ms. Paulson's Computer
Technology Class on Monday during the third period. There were 27 students...show more content...
Furthermore, considering the letter mentioned the parent going to the media as a result of the
incident, it is important to show swift action and resolve in dealing with this issue in an effort to
show how both parental concerns and the reputation of our school as an educational institution are
seriously addressed and taken into account.
One understands that Ms. Paully Paulson is a non–tenured staff member who has not been around
our school for much longer than a year on this type of setting. At the same time, inexperience and
lack of familiarity with certain skills and techniques to deal with classroom management cannot
be the only issue that needs to be addressed in this incident. The way pictures of a pornographic
nature were able to be shown in a classroom setting is a very serious issue that one hopes never
has to occur again. Based on the past evaluation of Ms. Paully Paulson, it has been shown that she
has had difficulty with classroom management in the past, and the couple of times I have dropped
in to check on her work this certainly appears to continue being the case, as oftentimes she was
overly focused on individual instruction and some kids were not properly supervised on a
consistent basis. I will bring these concerns to her to make sure that Ms. Paulson receives adequate

Student Evaluation of Educators Essay examples
Different opinions arise when it comes to whom is supposed to evaluate teachers' performances as
they educate students. Although teachers have had the proper education necessary to execute
education in a classroom, some lack skills to present material which students can fully comprehend.
In an effort to help students grasp learning material, the idea of students evaluating and grading their
teacher's performance has been suggested. This idea would be helpful to teachers who need views
on how to reach slower students and whom welcome helpful criticism. However, the entire
evaluation should not be based solely on students opinions. Teacher evaluations should not be done
solely by students. However, if students filled out 10% of a teacher...show more content...
Younger students are immature and tend to judge teachers based on the teacher's behavior and how
much the student likes the teacher. Unfortunately, student evaluations also could increase the
leniency teachers would allow in homework and other assignments decreasing education. Students
are not trained to evaluate their teachers. They do not have the expertise that professional evaluators
do. A current teacher evaluation includes: teacher interviews; which include a conference,
competency testing; which is used for hiring and certifying teachers, classroom observation; which is
highly used, student ratings; which are collected easily, peer review, student achievement, and
self–evaluation. Students have their own school work that places them under stress; they do not
need to have to worry about these different types of evaluations that they have to review and study to
understand in order to complete them. Much preparation would be required to complete a teacher
evaluation, meanwhile, students have their own responsibilities. The time that would be allotted
during a school day is not enough time to prepare for teacher evaluations. Teachers would be taking
time out of class to complete an evaluation lesson, this would take time out of necessary learning.
Joan Barrett, a ERIC author, stresses "that an effective evaluation program needs trained evaluators,
administrative staff allocated for evaluation time, a staff development program for teachers, and

Teacher evaluations have been and continue to be under scrutiny. Major reform efforts are taking
place to improve the process. Traditional teacher evaluations are no longer considered satisfactory.
Such evaluations typically occur one or two times a year and are administered, in most cases, by
the school principal. There are many reasons why traditional teacher evaluations are looked down
upon. One of the reasons is because of the fact they are done so infrequently. Very little can be
observed regarding the teaching and learning processes (O'Donovan, 2011). This can lead to a very
unfair representation of a teacher's performance since much of what a teacher can do, cannot be
observed in one or two observations. It is also...show more content...
Rubrics can be a powerful tool because they provide evaluators with a focus which assists in the
implementation of uniform evaluations (Milanowski, 2011). As a result, evaluations are much more
reliable and valid. It's not enough, however, to have and use a rubric; an evaluator must be explicitly
trained in their use and in the recognition of various levels of performance (Milanowski, 2011). If
used correctly, rubrics will provide teachers with specific feedback regarding their practice and an
administrator or evaluator can provide support, in the form of coaching, resources, or professional
development, as needed. The use of rubrics makes evaluations less judgmental, like traditional
evaluations, and assists in helping teachers better meet the needs of their students. Rubrics, although
extremely important, are not the only factor in effective formal evaluations. As stated earlier,
traditional classroom observations occur one or two times a year. To promote reliability, it is
recommended that they occur with more frequency. An optimal evaluation would involve four to
five formal classroom observations per year (Milanowski, 2011). Traditional classroom evaluations
have, furthermore, been done solely by the building administrator. Multiple trained observers
(teacher leaders, outside consultants, and content experts), however,

Teacher evaluation is one of many responsibilities required of administrators in a school setting, but
it is an important one. Teachers know that providing their students with meaningful feedback
improves student learning. Similarly, administrators who provide teachers with meaningful feedback
improve the professional practice of those teachers. According to Better Feedback for Better
Teaching (2016), "Evidence is the basis of fair evaluation and meaningful feedback" (p. 128).
Evidence might include teacher and student questions, responses, behaviors, and statements (p. 129).
Evidence should be nonjudgmental, specific, and not include a statement of the administrator's
interpretation of the evidence. According to the Danielson group, feedback should remain true to the
facts of the lesson, void of stereotypes, opinions, bias or interpretations, and evidence collected
should be aligned to the components of the Danielson Framework (p. 1). The Coeur d' Alene School
District's Policy 5340 outlines the district's teacher evaluation process and procedure, documentation
requirements, deadlines, and procedures for improvement (p. 1–5). The process begins with a
pre–conference to identify the areas of focus during the observation (p. 3). Next, a formal
observation is conducted that includes walkthroughs and at least one uninterrupted classroom
observation of no less than twenty minutes (p. 3). At least one uninterrupted observation must be
prearranged, and at least

Evaluation And Assessment Of A Teacher
A teacher should become an expert in their chosen subject, as the role of the teacher is to pass on
essential skills and knowledge to their learners. Your learners will look to seek knowledge in the
chosen subject and it is your responsibility to make sure that all your learners' individual needs are
being meet from the information that you are passing to them and they are learning, this can be
checked by continuous evaluation and assessment.
The role of a teacher can be broken down into various stages taken from the Teacher Training Cycle.
Stage 1 identifying the needs of your learners. This may also include feedback or self–assessment
from the evaluation and assessment stage so you can look to improve on what you have
previously done, and if something did or didn't work. You are identifying the needs for all
individual learners to make sure all are learning and everybody's needs are met and covered.
Stage 2 is the Design stage and this can be where you will be holding your class, at what time will
you be holding your class, the duration of the lessons, what equipment you may and anything else
that you may think will add value to a class and for your learners to get the maximum from attending.
Stage 3 delivering the training, you cannot deliver an affective stage 3 if you have not prepared
yourself properly and followed stage's 1 and 2. The delivery is all about how you share your
knowledge with your learners and you need to make it as affective as possible so

The Role Of Teacher Evaluation
The role of teacher evaluation is a current topic in education discussions. Teacher evaluation is a tool
that has been influential for a long time in United States history. Teacher evaluation is a powerful
tool in education which means that the old and current systems need to be reformed to make a
newer system as efficient as possible. Consequently, teacher evaluation has been reformed over many
centuries in the United States. During the late 18th century there were hardly any instances of what
may seem to appear as attempts to truly evaluate the way teachers perform and act. Forms of teacher
evaluation did not appear in education until the end of the first half of the 20th century; therefore,
there has been a tremendous amount of time for changes in teacher evaluations to arise (Shinkfield
& Stufflebeam, 1995). For example, according to Anthony J. Shinkfield and D.L. Stufflebeam, "The
first coordinated, nationwide attempt to assess teachers, and reward them accordingly, occurred in
England during the late Victorian era which was called payment by results" (Shinkfield &
Stufflebeam, 1995, p.11). This meant that if students who attended government funded boarding
schools were able to grasp concepts of basic learning, then a teacher would see his or her income
increase in value (Shinkfield & Stufflebeam, 1995). Therefore, teacher evaluation at the time related
to the particular amount of income a teacher would be expected to make (Shinkfield & Stufflebeam,
1995). This meant

Teacher Evaluation Essay
In 2009, the Race to the Top education initiative used federal grants to incentivize states to enact
rigorous teaching reforms in K–12 education. The Every Student Succeeds Act (ESSA) of 2015 built
off the progress of this reform by urging states to explicitly define and improve teacher quality
assessments. Today, states are tasked with identifying the goals and components of an effective,
evidenced–based teacher assessment system. Attracting high–quality novice teachers, retaining and
rewarding effective veteran teachers, and improving developing teachers constitute the three main
goals of a rigorous an effective teacher evaluation system.
BACKGROUND_______________________________________________________________ A
principal rating...show more content...
However, standards–based observations create a rigorous, objective, and measurable rubric for
educators to evaluate the quality of teacher performance: unsatisfactory, basic, proficient, and
distinguished. These clear observation scales limit subjective bias given that it is clearly defined
assessment rubric. However, accountability measures linked to a "limited sample of instruction can
potentially effect reliability" and increase educational budget costs for administrative evaluation To
that end, a teacher's instructional performance does not correlate with student achievement nor does
it measure other qualities, such as "soft–skills". The value–added test provides an objective measure
of assessment, emphasizing growth over proficiency. A teacher assessment system which uses
value–added measurements captures a holistic evaluation of a teacher's performance. Meanwhile, a
proficiency–based test demonstrates a student's ability to meet a benchmark on one test–an isolated
measure. Value–added measures recognize the need for growth for all students, regardless of
knowledge or skill. However, "a system based only on value–added measures would not be helpful
for identifying the most effective teachers in a district." It is difficult to institute a common
benchmark for value–added performance, given that student achievement across a district varies and
scores are highly unpredictable from year to year. Additionally, students'

The Danielson Framework For Teaching
The Danielson framework for teaching is described by the Danielson group as "a research–based set
of components of instruction, aligned to the INTASC standards, and grounded in a constructivist
view of learning and teaching. The complex activity of teaching is divided into 22 components (and
76 smaller elements) clustered into four domains of teaching responsibility" Each component defines
a different aspects of its respective domain. Levels of teaching evaluation tools provide rubrics that
describe each component and provide a tactic for improving teaching. The Danielson group also
states that "the framework may be used as the foundation of a school or district's mentoring,
coaching, professional development, and teacher evaluation processes, thus linking all those
activities together and helping teachers become more thoughtful practitioners." In 2013 the
Englewood public school system adopted the Danielson framework to evaluate teachers. Prior to the
Danielson framework teachers we evaluated through a district created evaluation system. The change
to the Danielson evaluation too was very tumultuous as the administrator as well as the teachers had
to become acclimated to the new method. Unlike the previous measurement tool Danielson divided
teaching practice into four domains. Each domain address different aspects of teaching practice that
once achieved is supposed to resulting in more effective teaching and higher student academic
achievement. Each domain has a level

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