Making the Most of Teacher Evaluation

1. Making the Most of Teacher Evaluation Charlotte Danielson charlotte_danielson@hotmail.com Making the Most of Teacher Evaluation, Charlotte Danielson

2. Purposes of Teacher Evaluation • Quality Assurance • Professional Learning Making the Most of Teacher Evaluation, Charlotte Danielson

3. A Flawed System • Outdated, limited, evaluative criteria • Few shared beliefs about good teaching • Inconsistency among evaluators • Hierarchical, one-way communication • Same procedures for novices and experienced professionals • Limited evaluator expertise • Based only on classroom observation • Requires lots of time • Negative culture surrounding evaluation Making the Most of Teacher Evaluation, Charlotte Danielson

4. What Evaluative Criteria Levels of Performance Weighting Score Combining Standard Setting Teacher Evaluation System How • Procedures • Instruments • Personnel • Timelines • Due Process Process for Deciding Training for Evaluators Professional Development for Teachers Making the Most of Teacher Evaluation, Charlotte Danielson

5. A Blueprint for Teacher Evaluation • Clear definition of teaching (the “what”) • Instruments and procedures that provide evidence of teaching (the “how”) • Trained evaluators who can make consistent judgments based on evidence • Process for teachers to understand the evaluative criteria • Process for making final judgment Making the Most of Teacher Evaluation, Charlotte Danielson

6. Hallmarks of a Genuine Profession • Knowledge base, grounded in research • Knowledge shared by a community of professionals • Professional knowledge is implemented at the intersection of theory and practice • Professionals exercise autonomy and judgment • Practice is influenced by both technical and moral judgment Making the Most of Teacher Evaluation, Charlotte Danielson

7. The Nature of Professional Learning • Trust • Self-assessment and self-directed inquiry • Reflection on practice • Collaboration and conversation • A community of learners Making the Most of Teacher Evaluation, Charlotte Danielson

8. Questioning and Discussion Respect and Rapport What is the evidence? • Evidence • Accurate and unbiased • Relevant • Representative of the total Interpretation Judgment Making the Most of Teacher Evaluation, Charlotte Danielson

9. Domain 2:The Classroom Environment2a: Creating an Environment of Respect andRapport Making the Most of Teacher Evaluation, Charlotte Danielson

10. General Evaluation Procedures • Observations of practice • Conferences • Samples of student work, with analysis • Teacher artifacts Making the Most of Teacher Evaluation, Charlotte Danielson

11. The Evaluation System • Track 1: Probationary or non-tenured teachers • Track 2: Experienced teachers, with continuing status • Track 3: Experienced teachers encountering difficulty Making the Most of Teacher Evaluation, Charlotte Danielson

12. Track 1: Probationary Teacher Evaluation • A critical decision, for both the teacher and the district • Should be consistent with, but separate from, the mentoring program Making the Most of Teacher Evaluation, Charlotte Danielson

13. Probationary Teacher Procedures • The same each year, or progressive? • Observations of teaching- how many?- announced or unannounced?- conferences before and after observations- consider “extended” observations • Examination of artifacts- to provide evidence of skill in non-observed areas • Evaluation decision Making the Most of Teacher Evaluation, Charlotte Danielson

14. Track 2: Experienced Teacher Evaluation • Designed as a professional model • Teachers demonstrate their skill in all the evaluative criteria Making the Most of Teacher Evaluation, Charlotte Danielson

15. The Two Presumptions • The presumption of competence • The presumption of continuing learning Making the Most of Teacher Evaluation, Charlotte Danielson

16. Experienced Teacher System • Multi-year cycle • Comprehensive evaluation- every 2-4 years • Self-directed professional inquiry in the “other” years Making the Most of Teacher Evaluation, Charlotte Danielson

17. Experienced Teacher Procedures (Comprehensive Evaluation) • Initial conference, if possible • Observations of practice • Artifact conference • Evaluation decision Making the Most of Teacher Evaluation, Charlotte Danielson

18. Recommended Artifacts for Experienced Teachers • Unit plan, including student assessment • Instructional artifact or assignment from the unit • Samples of student work, with teacher comments • Commentary • Examples of record-keeping • Examples of communication with families • Evidence of contributions to school, profession • Evidence of professional growth • Evidence of student learning Making the Most of Teacher Evaluation, Charlotte Danielson

19. Experienced Teacher Procedures (Self-directed Professional Inquiry) • Conduct self-assessment • Set a professional goal, with evaluator, reflecting own learning and application to practice • Prepare a professional growth plan • Work on plan, in study groups if possible • Participate in interim conference with evaluator • Participate in reflection/closure conference with evaluator • Share findings with colleagues Making the Most of Teacher Evaluation, Charlotte Danielson

20. The Instruments and Procedures • Taken together, they document all the evaluative criteria • They represent a “natural harvest” of a teacher’s work • The timelines and workload are reasonable, for teachers and evaluators • They promote professional learning Making the Most of Teacher Evaluation, Charlotte Danielson

21. Track 3: Experienced Teachers: Intensive Assistance • Signifies performance below standard: a “heads up” • Must determine what “triggers” in and out • Flexible duration • Designed for support and assistance • Customized to the situation • Three phases: awareness, assistance, disciplinary Making the Most of Teacher Evaluation, Charlotte Danielson