1. Making the Most of Teacher Evaluation,
Charlotte Danielson
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Making the Most of
Teacher Evaluation
Charlotte Danielson
charlotte_danielson@hotmail.com
www.danielsongroup.org

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Danielson
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Purposes of Teacher Evaluation
 Quality Assurance
 Professional Learning

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Danielson
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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

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Danielson
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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

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Danielson
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The Domains
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities

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Danielson
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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

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Danielson
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The Nature of Professional Learning
 Trust
 Self-assessment and self-directed inquiry
 Reflection on practice
 Collaboration and conversation
 A community of learners

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Danielson
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Judgment
Evidence
•Accurate and unbiased
•Relevant
•Representative of the total
Respect
and
Rapport
Questioning and
Discussion
Interpretation
What is the evidence?

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Danielson
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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

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Danielson
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General Evaluation Procedures
 Observations of practice
 Conferences
 Samples of student work, with analysis
 Teacher artifacts

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Danielson
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The Evaluation System
 Track 1: Probationary or non-tenured
teachers
 Track 2: Experienced teachers, with
continuing status
 Track 3: Experienced teachers encountering
difficulty

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Danielson
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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.
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Danielson
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