Making the Most of
Teacher Evaluation
Charlotte Danielson
charlotte_danielson@hotmail.com
Making the Most of Teacher Evaluation,
Charlotte Danielson
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Purposes of Teacher Evaluation
 Quality Assurance
 Professional Learning
Making the Most of Teacher Evaluation, Charlotte
Danielson
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A Flawed System
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Outdated, limited, evaluative criteria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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Teacher Evaluation System
How
What
 Evaluative Criteria
 Procedures
 Levels of Performance
 Instruments
 Weighting
 Personnel
 Score Combining
 Timelines
 Standard Setting
 Due Process
Process for Deciding
Training for Evaluators
Professional Development for Teachers
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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
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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
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Danielson
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Questioning and
Discussion
What is the evidence?
Respect
and
Rapport
Evidence
•Accurate and unbiased
•Relevant
•Representative of the total
Interpretation
Judgment
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Danielson
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Domain 2:The Classroom Environment
2a: Creating an Environment of Respect and Rapport
Figure 4.2b
DOMAIN 2: THE CLASSROOM ENVIRONMENT
COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT
Elements:
Teacher interaction with students Student interaction with one another
L
E V E L
O F
P
ELEMENT
UNSATISFACTORY
BASIC
Teacher
Interaction
with Students
Teacher interaction with at least
some students is negative,
demeaning, sarcastic, or
inappropriate to the age or culture
of the students. Students exhibit
disrespect for the teacher.
Student
Interactions
with one
another
Student interactions are
characterized by conflict,
sarcasm, or put-downs.
Teacher-student interactions are
generally appropriate but may
reflect occasional inconsistencies,
favoritism, or disregard for
students’ cultures. Students exhibit
only minimal respect for the
teacher.
Students do not demonstrate
disrespect for one another.
E R F O R M A N C E
PROFICIENT
Teacher-student interactions are
friendly and demonstrate general
caring and respect. Such
interactions are appropriate to the
age and cultures of the students.
Students exhibit respect for the
teacher.
Student interactions are generally
polite and respectful.
Making the Most of Teacher Evaluation, Charlotte
Danielson
DISTINGUISHED
Teacher’s interactions with
students reflect genuine respect
and caring, for individuals as well
as groups of students. Students
appear to trust the teacher with
sensitive information.
Students demonstrate genuine
caring for one another and monitor
one another’s treatment of peers,
correcting classmates respectfully
when needed.
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General Evaluation Procedures
 Observations of practice
 Conferences
 Samples of student work, with analysis
 Teacher artifacts
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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
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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
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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
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Danielson
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The Two Presumptions
 The presumption of competence
 The presumption of continuing learning
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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
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Danielson
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Experienced Teacher Procedures
(Self-directed Professional Inquiry)
 Conduct self-assessment
 Set a professional goal, with evaluator, reflecting
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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
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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
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Danielson
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