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Making the Most of Teacher Evaluation. Charlotte Danielson [email protected] Purposes of Teacher Evaluation. Quality Assurance Professional Learning. A Flawed System. Outdated, limited, evaluative criteria Few shared beliefs about good teaching

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Making the Most of Teacher Evaluation

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Making the most of teacher evaluation l.jpg

Making the Most of Teacher Evaluation

Charlotte Danielson

[email protected]

Making the Most of Teacher Evaluation, Charlotte Danielson


Purposes of teacher evaluation l.jpg

Purposes of Teacher Evaluation

  • Quality Assurance

  • Professional Learning

Making the Most of Teacher Evaluation, Charlotte Danielson


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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  • Outdated, limited, evaluative criteria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


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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


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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


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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


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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


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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


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Domain 2:The Classroom Environment2a: Creating an Environment of Respect andRapport

Making the Most of Teacher Evaluation, Charlotte Danielson


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General Evaluation Procedures

  • Observations of practice

  • Conferences

  • Samples of student work, with analysis

  • Teacher artifacts

Making the Most of Teacher Evaluation, Charlotte Danielson


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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


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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


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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


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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


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The Two Presumptions

  • The presumption of competence

  • The presumption of continuing learning

Making the Most of Teacher Evaluation, Charlotte Danielson


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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


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Experienced Teacher Procedures (Comprehensive Evaluation)

  • Initial conference, if possible

  • Observations of practice

  • Artifact conference

  • Evaluation decision

Making the Most of Teacher Evaluation, Charlotte Danielson


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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


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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


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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


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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


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