(Schools with toxic cultures) lack a clear
sense of purpose, have norms that enforce
inertia, blame students for lack of
progress, discourage collaboration, and
have hostile relations between staff. Such
schools are not healthy places to be.
Peterson, 'Positive or negative?'
Journal of Staff Development, 23(3).
The vision is, first, that the school will be a
community, a place full of adults and
youngsters who care about, look after, and
root for one another and who work together
for the good of the whole, in times of need
and times of celebration. Every member of a
community holds some responsibility for the
welfare of every other and for the welfare of
the community as a whole.
Assess the culture in your building.
of Value to
must speak to
The evaluation process leads to
professional growth (makes you a
better teacher) which then in turn leads
to a higher evaluation rating for you in
the future. The goal is to improve so
that we can better serve kids – not to
improve so that we can achieve a higher
1.Change is learning – loaded with uncertainty.
2.Change is a journey, not a blue print.
3.Problems are our friends.
4.Change is resource hungry.
5.Change requires the power to manage it.
6.Change is systemic
7.All large scale change is implemented locally.
Danielson is too subjective
for an evaluation or to have
my job depend on it . . .
I heard that this was never intended to be
an evaluation tool – it was a professional
performance guide written by a teacher
for teachers. Is that true?
For a teacher to be
excellent/distinguished it is dependent
upon how the kids react to what teachers
Do you think that is fair?
How would you explain it to your staff?
It looks like Domains 2 and 3 are when
kids are present.
Do you think those should be
counted as more important?
No single drop of water
thinks it is responsible
for the flood.
How can we as
this tool from an
instrument to a
• Evaluation is stressful
• evaluación es estresante
• المجهدة هو التقييم
• avaliação é estressante
• Auswertung ist stressig
Evaluation becomes even more
stressful when we do not speak
the same language – Danielson
provides us this opportunity
De-code the framework into…
2013 Framework is available
for free, but not the element
Is this clear?
Teacher displays solid
knowledge of the important
concepts in the discipline
and how these relate to one
of the content
to that discipline
The teacher's plans and practice reflect solid
knowledge of the content, prerequisite relationships
between important concepts, and the instructional
practices specific to that discipline
• Ask Component Specific Questions First
– Focus on modifiers - “Solid knowledge”
– Turn Danielson-speak in to real language
• Ask Domain Specific Questions Last
• (DOMAIN 1 and 4 questions different than 2 and 3)
– What does tangible evidence look like?
– What does evidence over multiple observations
Determine if Clause is Clear Enough Without
• Domain 1, Component C
– Instructional outcomes are stated as goals
reflecting high-level learning and curriculum
standards. They are suitable for most students in
the class, represent different types of learning,
and can be assessed. The outcomes reflect
opportunities for coordination.
IF yes, move on to questions.
IF no, move on to element rubrics.
Domain 1, Component C – Clause 1
• Instructional outcomes are stated as goals reflecting high-
level learning and curriculum standards
– Component specific
• What does stated as goals mean?
• Where are they stated as goals?
• What is high-level learning?
• What curriculum standards?
• Do all goals have to meet standard?
– Domain specific
• How do I provide evidence of this?
• Can this be seen in my classroom over time with multiple visits? If so,
same amount of
• List of bullet-pointed items outlining Proficient
and/or Distinguished Behavior
• Translation from Danielson to something
locally created and locally important
Plan for assessment
Creating a Common Definition for
Domain 1, Component F
Teacher’s Plan for Student
Assessment is Aligned with
plan for future
instruction Plan for assessment
appropriate for age
and skill level
Less than 25%
76% or higher
What percentage of staff would decode the
framework in the same manner without training?