Teacher Evaluation System Design

1. Teacher Evaluation System Design using the Danielson Framework for Teaching Dr. Carl Atkinson Atkinson@DanielsonGroup.org Carl2277@Gmail.com

2. Purposes of Teacher Evaluation Quality Assurance Professional Learning

3. Critical Elements of a Successful Teacher Evaluation System

4. Domain 1 Planning and Preparation Domain 2 Classroom Environment Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space Domain 1 Planning and Preparation 1a Demonstrating Knowledge of Content & Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessment Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space The Danielson Framework for Teaching Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness Domain 4 Professional Responsibilities Domain 4 Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism Domain 3 Instruction

5. Levels of Performance UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Lack ofUnsafeHarmfulUnclearUnawarePoorUnsuitable InconsistentlyPartialGenerallyAttemptsAwarenessModerateMinimal ConsistentFrequentSuccessfulAppropriateClearPositiveSmooth SolidSeamlessSubtleSkillfulPreventativeLeadershipStudents TEACHER DIRECTED SUCCESS STUDENT DIRECTED SUCCESS

7. Traditional Observation Model

8. CollaborativeObservation Cycle

9. CollaborativeObservation Cycle

11. There is a strong relationship between observation ratings and VAM (CCSR) • Findings: • Ratings explained a significant portion of variation in VAM in reading and math • Relationship stronger in reading than in math • Teachers with high observation ratings had high VAMs (and vice-versa)

12. Why Choose the Danielson Framework for Teaching?

13. Critical Elements of a Successful Teacher Evaluation System

15. The Complexity of Teaching “After 30 years of doing such work, I have concluded that classroom teaching … is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented. ..The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster” Lee Shulman, The Wisdom of Practice