This document discusses teacher evaluation and the Danielson Framework for Teaching. It provides an overview of the framework, which includes 4 domains that describe teaching responsibilities: planning and preparation, classroom environment, instruction, and professional responsibilities. Participants in teacher evaluation training will learn about the domains and how to assess teaching performance based on these descriptions. The document outlines activities for teachers to analyze classroom examples, discuss key themes, and practice evaluating teaching performance at different levels based on the framework. The goal is for teachers to understand and apply the Danielson model in self-reflection and evaluation.

1. Teacher Evaluation in Lawrence
Stay focused on the focus
Andrew Zuckerman
@azuck1
August 26, 2013
http://goo.gl/YBX3v3
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Created for the use of Lawrence Township Public Schools

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4. Teacher Quality…
• ....“is the single most important factor in a
student’s achievement”
Linda Darling Hammond
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5. We are Good…. but,
• How good is good enough?
• Good enough at what?
• How do we know?
• Who decides
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6. Teaching Standards
• Mutually agreed upon descriptions of behaviors
that, if done repeatedly and in combination with
each other, cause LEARNING to happen
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7. Outcomes for All Participants
By the end of the trainings, you will be able to:
• Demonstrate your knowledge of the domains in
Danielson’s Framework for Teaching by
connecting classroom examples to the
appropriate domain
• Explain the levels of performance and their use
in assessment of and reflection on professional
practice.
• Understand the use of Danielson’s Framework
for Teaching in your setting
(teacher, counselor, CST, etc)
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10. The Wisdom of Practice
• If you were to walk into a classroom, what might
you see or hear there (from the students as well
as the teacher) that would cause you to think
that you were in the presence of an expert?
• What would make you think “Oh, this is good, if
I had a child this age, this is the class I would
hope for.”
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11. The Wisdom of Practice
• Brainstorm 3-4 ideas- one idea on a piece of
paper
• Get up, find a partner from another table
▫ Introduce yourselves (if you don’t know one
another)
▫ Find another partner from another table
▫ Continue until you have 10-12 ideas
• Charlotte Danielson’s
A Framework for Teaching
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13. Framework
• Domain
▫ Component
 Elements
• Domain 1- Planning and Preparation
▫ Component 1a- Demonstrating Knowledge of
Content and Pedagogy
 Element- Knowledge of prerequisite relationships
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14. Plan
TEACHApply
Reflect
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16. The Domains
• Domain 1: Planning and Preparation
• Domain 2: The classroom Environment
• Domain 3: Instruction
• Domain 4: Professional Responsibilities
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17. With your “elbow” table partner
• Each pair takes one of the domains
• Read over the description on your handout
• Highlight key words
• Be prepared to discuss the reviewed domain
with the group
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18. Consider…
• Is one of the domains more important than the
other? Why?
• Is one of the domains of particular importance
to beginning teachers? Explain
• Do teachers perform the tasks described in the
domains in any particular sequence within a
domain or overall? If so, what is that sequence?
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19. What are some common themes you
have identified in your discussions?
• 5 Minute Table Discussion
▫ Think about the common themes
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20. Common Themes
• Equity
• Cultural Sensitivity
• High Expectations
• Developmental Appropriateness
• Accommodating Individual Needs
• Appropriate use of Technology
• Student Assumption of Responsibility
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22. Card Sort-Domains
• Quickly look over the cards you have been given
• Note that the cards are color coded and one
color represents each of the 4 domains
• As a group, assign a domain to each color (note
words which will give you hints)
• When everyone is finished, share with the whole
group
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23. The Domains
• Domain 1: Planning and Preparation
• Domain 2: The classroom Environment
• Domain 3: Instruction
• Domain 4: Professional Responsibilities
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25. Card Sort Directions
• For each card
▫ For each card, determine its
domain, component, and element
▫ Write this information on a sticky note and place
on each card
(Example: 2a: Respect and Rapport- student to
teacher)
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26. Card Sort- expert group
• At the direction of your facilitator, put the cards
back together in Domain Groups
• Partners take a set of cards from one Domain
• Proceed to the expert table designated by the
facilitator.
• Read your examples to the group
• Check your answers with the answer key
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28. • Unsatisfactory: Teaching shows evidence of
not understanding the concepts underlying the
component
▫ May represent practice that requires intervention
• Basic: Teaching shows evidence of knowledge
and skills related to teaching- but inconsistent
performance due to lack of experience
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29. • Proficient: Teaching shows evidence of
thorough knowledge of all aspects of the
profession. Students are engaged in learning.
This is
successful, accomplished, professional, and
effective teaching.
• Distinguished: Classroom functions as a
community of learners with student assumption
of responsibility for learning
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30. With your “elbow” table partner
• Each pair takes the rubric for one of the domains
• Read over the assigned rubric in your handout
• Highlight key words
• Be prepared to make a short presentation to
your group on the rubric for your domain
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31. Levels of Performance
Unsatisfactory Basic Proficient Distinguished
Not
No
Not clear
Unaware
Does not respond
Poor
Not Congruent
Some
Attempts to
Limited
Moderate
Uneven
Inconsistent
Rudimentary
Consistent
High quality
Timely
Accurate
Appropriate
Clear
Effective
High Expectations
All students
Highly effective
Entirely
appropriate
Adapted for
individual
students
Fully aligned
Extensive
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32. Assessing Evidence
• Equally distribute the words provided to your
group
• Place the word(s) in the category that you think
it falls under
▫ Developing, Proficient, Accomplished, &
Distinguished
 Refer to handout or the descriptions of the levels of
performance on pages 41 and 42 in Enhancing
Professional Practice: A Framework for Teaching
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33. Questions to Ponder
• Can a teacher demonstrate different levels of
performance within one component?
▫ Can you give an example?
• Consider one pair of behaviors that express different
degrees or different types. How might the evidence
change at different levels of performance?
▫ I.e. Why is a distinction made between a teacher
making global suggestions and a teacher making
specific suggestions about strategies to improve a
lesson?
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34. Evaluation
• Please complete the evaluation with the
remaining time.
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