Post on 03-Jan-2016
The Danielson FrameworkEmmanuel AndreOwings Mills High SchoolFall 2013
Why is this happening? The Danielson Framework, as it is being
implemented in BCPS, is intended to increase objectivity and consistency from school to school within our system.
Why is this a good thing?Teaching is an extremely complex activity, this framework is useful in laying out the various areas of competence in which professional teachers need to develop expertise. (www.andrews.edu)
This means that it measure the WHOLE teacher, not just the person that is seen 4 times a year. It is a much more authentic reflection of what you do every day.
What does it look like?- 4 Domains
- 4 Tiers of Evaluation
- Clear Expectations
Danielson Group 2012
Components
Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing Professionalism
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
Workbook page 3
Performance Levels
Then Unsatisfactory
Satisfactory
Now Ineffective
Effective Developing
Effective
Highly Effective
In each domain, we will be rated as…
How will this affect me?Qualitative50%
Performance in the 4 domains. Everything
discussed so far.
Quantitative 50%
Student learning outcomes(SLOs)
School progress index
State testing data
Student Learning Outcomes (SLO) SLOs are a way to measure student growth by
establishing learning goals Used for a wide variety of teaching assignments Adaptable Can measure individual, group or school
performance Good instructional practice
Essential Components of SLOs
Level of objectiveStudent population
includedTimeframe for
evaluating progress toward the objective
Assessment used to measure progress
Assessment baselineExpected student
growthStrategies for achieving
growth
School Index Achievement
State testing results Gap
Gap between lowest and highest subgroups Growth/College and Career Readiness
Percent of students making one year’s growth/Graduation Rate/Career Attainment/Attendance
Formal ObservationsNew Pre- Observation ToolNew Post Observation ToolNew Formal Observation ToolAligned to Framework for
Teaching
New Evaluation Cycle 3 year cycle
2 formative years Formal observation and informal observation data Professional Growth Plan evidence Rating from last summative year and narrative Student Learning Outcome evidence
1 summative year 3 years of Observation Evidence 3 years of Student Learning Outcome data School Performance Index data State Testing data
Activity In order to better understand the
Qualitative portion of the evaluation we will now take part in an activity focused on the Formal Observation Rubric. If not already, split into 8 groups Open the envelope given to you Define the component in your own words Respond to the scenario as a teacher at
every level (Ineffective-Highly Effective) Use the rubric to help you.
Gallery Walk Post your posters around the room Using the ½ sheets of paper take notes
on the traits of highly effective teachers vs. those of ineffective teachers