Evaluating Teacher Performance: Getting it Right

1. Evaluating Teacher Performance: Getting it Right CPRE Annual Conference November 21-23, 2002 Charlotte Danielson charlotte_danielson@hotmail.com

2. Requirements of a System • Clarifying the Purpose • Defining Good Teaching • Deciding the Role of Impact on Student Learning • Determining Evidence of Teaching • Establishing Clear Procedures • Ensuring Equity and Access

3. Clarifying the Purpose • Attracting the “best and the brightest” • Ensuring the quality of entry-level teachers • Ensuring the quality of all teachers • Structuring professional learning for teachers • Supporting a career ladder for teachers • Rewarding excellent teachers

4. Defining Good Teaching • The evaluative criteria • Levels of performance • Examples of performance at different levels • Weighting of evaluative criteria

5. The Framework for Teaching: The Domains • Domain 1: Planning and Preparation • Domain 2: The Classroom Environment • Domain 3: Instruction • Domain 4: Professional Responsibilities

6. Demonstrating knowledge of content and pedagogy Demonstrating knowledge of students Selecting instructional goals Demonstrating knowledge of resources Designing coherent instruction Assessing student learning Creating an environment of respect and rapport Establishing a culture for learning Managing classroom procedures Managing student behavior Organizing physical space Communicating clearly and accurately Using questioning and discussion techniques Engaging students in learning Providing feedback to students Demonstrating flexibility and responsiveness Reflecting on teaching Maintaining accurate records Communicating with families Contributing to the school and district Growing and developing professionally Showing professionalism The Framework for Teaching: The Components

7. Levels of Performance for 3b: Questioning and Discussion Skills

8. Deciding the Role of Impact on Student Learning • For the public, a “no-brainer” • Poor measures of what is important • Alignment to curriculum and instruction • Limitations of mean test scores: out-of-school influences on student learning • Concepts of value-added, patterns • Attributing learning to individual teachers

9. Determining Evidence of Teaching • Aligned with evaluative criteria • Representative of total performance • Represent a “natural harvest” of teachers’ work: not overly-burdensome • Promote professional learning

10. Possible Sources of Evidence • Observations of practice • Unit and lesson plans • Samples of student assessments • Analyses of student work • Professional artifacts

11. Establishing Clear Procedures • Quantity of evidence: how many observations, lesson or unit plans, examples of record-keeping, etc. • Timelines • Personnel • Procedure for decision-making and standard-setting

12. Ensuring Equity and Access • All teachers understand the evaluative criteria and how to demonstrate their skill • Teachers have the opportunity to improve their performance • Training program for assessors ensures consistent judgments based on evidence • The context of teaching does not affect performance