This document provides an overview of using the Danielson Framework for Teaching to change school culture through analyzing the current culture, decoding the framework, creating an evaluation system, and encouraging personal professional development. It discusses assessing culture, defining expectations through meaningful conversations and distributed leadership. It also addresses creating an observation process to support teacher growth through personal PD plans and establishing an appropriate environment to facilitate change. The goal is to improve teaching and learning by changing school culture through a shared understanding and application of the Danielson Framework.

1. WIFI CODE
• 040114

2. PJ Caposey
Changing School
Culture Through the
Danielson Framework
for Teaching

3. PJ Caposey
Assistant Superintendent/
Principal (@principalpc)
Author

5. BIG IDEAS
• Analyze Culture
• De-code the Framework
• Create a system
• Encourage Personal PD

8. Poll 1
How would you assess your level of confidence
using the Danielson model tool?
Novice, Beginner, Moderate, Experienced
Poll 1

9. You’re FIRED!!
You’re Fired

10. Pages 3
and 4

11. Culture: Character

12. Pg 5
A. Healthy Cultures?
B. Toxic Cultures?

13. (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).
Toxic

14. 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.
Roland Barth

15. POLL 2
Toxic
Unhealthy
Neutral
Positive
Healthy
Assess the culture in your building.

16. MISSION & VISION

19. MISSION VISION
Purpose Goal
Timeless Timely
Calling Branding

20. Questions?

21. Define
Expectations
Meaningful
Conversations
Actively
Lead PD
Distribute
Leadership
Relationship
Perspective
Power of
Evaluation
SUPPORTING
PROFESSIONALS
Page
6

22. Talk the Same Language

24. What conversation
has someone had
with you that has
influenced your
professional
growth?

29. Questions?

30. MEET

34. Structured
Opportunity
to Become
Better at
Your Job
OR
Assessment
of Value to
the
Organization

36. Evaluation
must speak to
answer of
question,
“Why
Teach?”

38. OVERARCHING GOAL
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
rating.

39. CHANGE
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.
(Fullan)

40. Page 7

41. Danielson is too subjective
for an evaluation or to have
my job depend on it . . .

42. 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?

43. For a teacher to be
excellent/distinguished it is dependent
upon how the kids react to what teachers
teach
Do you think that is fair?
How would you explain it to your staff?

44. It looks like Domains 2 and 3 are when
kids are present.
Do you think those should be
counted as more important?

47. RESPONSIBILITY
No single drop of water
thinks it is responsible
for the flood.

48. How can we as
leaders facilitate
the
transformation of
this tool from an
evaluation
instrument to a
culture changing
instrument?

49. • 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

50. De-code the framework into…
tangible
actionable
strategies
for
observation
and
coaching
purposes

51. Element
Rubrics
Clause
by
Clause
Scripted
?s

53. Element Rubrics
2013 Framework is available
for free, but not the element
rubrics
Is this clear?
Teacher displays solid
knowledge of the important
concepts in the discipline
and how these relate to one
another.

55. Prerequisite
relationships
between
important
concepts
The teacher's
plans and
practice reflect
solid knowledge
of the content
And the
instructional
practices specific
to that discipline
Generally,
each clause
reflects an
element

57. 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
look like?

58. Do all 3

59. Step 1:
Determine if Clause is Clear Enough Without
Element Rubric
• 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.

60. 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,
how?
Will all
components have
same amount of
questions or
clauses?

61. Critical Attributes
• List of bullet-pointed items outlining Proficient
and/or Distinguished Behavior
– Specific
– Common
– Collaboratively-formed
• Translation from Danielson to something
locally created and locally important

63. ARTIFACTS11

67. Questions?

68. Plan for assessment
provides multiple
opportunities for
success
Plan for
assessment
uses clear
criteria
Creating a Common Definition for
Domain 1, Component F
Teacher’s Plan for Student
Assessment is Aligned with
Instructional Goals
Assessment
results impact
plan for future
instruction Plan for assessment
appropriate for age
and skill level

70. POLL 3
Less than 25%
Between 26-50%
Between 51-75%
76% or higher
What percentage of staff would decode the
framework in the same manner without training?

71. ‘Chunk-able’
A B C D
9

73. Given the description of proficient
practice, what is the first step you
would work through with your staff?
11

74. 1) Repeatable for
multiple
components
and for
multiple ratings
2) Allows for self-
assessment
3) Allows for
personalization
of PD

75. Questions?

76. Goal: Develop
Observation
Process and Plan
to Support
Teacher Growth

79. Something
out of
whack?
Pages
15 + 16

81. Should
observations be
scheduled or
impromptu?
Why?

87. What are the elements that
need to be included in the plan?

88. Questions?

89. Facilitate Creation of
Personal PD Plan For
Every Teacher

90. As a group, can we name all five elements of a high
quality plan?
20

95. 21

97. Poll 4 – SMART Goals
1.) Student attendance will improve in
comparison to the average of the last two
years for the 2013-14 school year.
21
True
False…If False, Why?

98. Poll 5 – SMART Goals
2.) I will rate higher on the Danielson
Framework in 2014 than I did in 2013.
21
True
False…If False, Why?

99. Poll 6 – SMART Goals
3.) 80 percent of students will pass each
assessment of the 2013-14 school year
with a 71 percent or higher.
21
True
False…If False, Why?

100. Poll 7 – SMART Goals
4.)100 percent of high school Juniors will
earn a 24 or above on the ACT test given
the Spring of the 11th grade year in 2014.
21
True
False…If False, Why?

101. Poll 8 – SMART Goals
5.) In 2019, Happy High School will have 17
Advanced Placement Courses available for
students to take.
True
False…If False, Why?21

102. WE MUST CHANGE!!

103. Establish the
Appropriate Environment

108. You must now help others
have better understanding
– this must be paid forward

109. Questions?

110. Re-Cap
Analyze Culture
De-code the Framework
Create a system
Encourage
Personal PD

114. o n e p e r s o n w i t h a
b e l i e f
i s e q u a l t o a
f o r c e o f n i n e t y - n i n e
w h o h a v e o n l y
i n t e r e s t .

115. Everything was made up by people that
were no smarter than you

116. PJ Caposey
Assistant Superintendent/
Principal
pcaposey@mail.meridian223.org
Author