Observation and Evaluation
Scott Johnson
Coordinator of Special Programs and Services
Monroe #1 BOCES
Fairport, NY
What do you currently know about the
Observation and Evaluation Process?
What types of language have you seen in
formal observations?
Evidence Based
Observations
Hallmark
Vs.
Evidence Based
“Your lesson was great!”
District Process?
What do you use or what have you seen
that informs you about your districts’
observation and evaluation process?
Monroe #1 BOCES has adopted
the Charlotte Danielson
Framework for Teaching.
Every profession establishes a
language of practice, one that
captures the important concepts and
understandings shared by members
of the profession. Similarly, a
framework for teaching offers
educators a means of communicating
about excellence.
-Enhancing Professional Practice: A Framework for Teaching, Charlotte Danielson, page 5.
A framework for professional
practice (that) can be used for a
wide range of purposes, from
meeting novices’ needs to
enhancing veterans’ skills.
-Enhancing Professional Practice: A Framework for Teaching, Charlotte Danielson, page 2.
Using a Framework
“The framework aims to describe all of
teaching, in all its complexity. It is
comprehensive, referring not only to
what occurs in the classroom but also
what happens behind the scenes and
beyond the classroom walls.”
Danielson, Page 19
Based on Research…
“To the greatest extent possible, the
framework for teaching is grounded
in a body of research that seeks to
identify principles of effective
practice and classroom organization.”
Danielson, Page 20
Publicly Known
“One of the main principles of the
framework for teaching is that it is
publicly known. The framework has no
“gotcha” mentality behind it.”
Danielson, page 21.
Danielson’s Domains
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
Does this cover all aspects of
teaching?
Domain 1 describes:
• “how a teacher organizes the content … and
instruction… that the students are to learn.”
Page 26
• “skills (that) are demonstrated primarily through
the teachers plans
• how they make decisions
• the success of their plans as implemented in the
classroom.”
Page 27
Domain 1:
Planning and Preparation
1A: Demonstrating Knowledge of Content and
Pedagogy
1B: Demonstrating Knowledge of Students
1C: Setting Instructional Outcomes
1D: Demonstrating Knowledge of Resources
1E: Designing Coherent Instruction
1F: Designing Student Assessments
Types of Evidence for Domain 1
1E, Designing Coherent Instruction
The elements of the instructional design are fully
suitable, rigorous, coherent, support the outcomes, and
are reasonable. This is evidenced throughout the lesson
and lesson plan. The lesson objective stated, "this
lesson introduces students to the elements of a story
that is read aloud. Students begin by watching teacher
explain a story map to organize the story elements."
During the observed lesson, Ms. Smith explained about
story elements and asked questions from a previous
story to introduce the concept. Ms. Smith asked
questions such as "who was the most important
character?" Throughout the lesson, Ms. Smith
reinforced the elements of a story with examples from
the reading. She concluded the lesson with a "retell"
that required the students to recall these elements.
Types of Evidence for Domain 1
1E, Designing Coherent Instruction:
The elements of the instructional design are fully
suitable, rigorous, coherent, support the outcomes,
and are differentiated with reasonable time
allocations. This is evidenced by the essential question
and the link to the state standards. The essential
question, "How do you keep score on an archery
target?" is a skill that is fundamental to the activity
being taught. It is linked to standard 1 which states
that students will have the necessary knowledge and
skills to establish and maintain physical fitness and
participate in physical activity. This lesson specifically
aims at providing the necessary knowledge and skills
to participate. A review of previous learning was also
discussed.
Elements Described in
Domain 2
• Setting a comfortable and respectful classroom
environment that cultivates a culture for learning
• Creating a safe place for risk taking.
• Creating an atmosphere that is business like, with
non-instructional routines and procedures handled
efficiently;
• Student behavior is cooperative and nondisruptive;
• The physical environment is supportive of the
stated instructional purposes.”
Page 28
When students remember
their teachers years later, it
is often for the teacher’s
skill in Domain 2.
Page 28
Domain 2:
The Classroom Environment
2A: Creating an Environment of
Respect and Rapport
2B: Establishing a Culture of Learning
2C: Managing Classroom Procedures
2D: Managing Student Behaviors
2E: Organizing Physical Space
Types of Evidence for
Domain 2
2E, Organizing the Physical Space:
The physical environment is safe, and learning is accessible to
all. This lesson took place in two learning environments. In
the first, the students walked to the gym with Mr. Smith,
where they performed their cardiovascular warm up. Mr.
Smith had the gym clear of equipment so that they students
could run around the gym in an orderly fashion. The
students then went back to the classroom to utilize the wii.
Mr. Smith had the wii set up in the back of the room before
the class began. There was adequate space for the students
to utilize the system. If the original lesson had taken place,
Mr. Smith also had archery targets that would have been
utilized in the gym. Adequate space would have been given
for the students to safely participate.
Types of Evidence for Domain 2
2C, Managing Classroom Procedures
The routines, procedures, and transitions are established
and function smoothly, with most students productively
on-task and little waste of instructional time. This was
evidenced throughout the lesson but most notably during
the work time portion of the lesson. At one point, the
students were to work individually on writing a song.
During this time, some students would receive support
from an aide or teacher, but all students remained on
task for the 10 minutes that was allotted to them. Ms.
Martz did not have to redirect students back to the task,
but instead offered them encouragement throughout.
When the students finished their work, they moved back
to their seats without direction.
Domain 3
“Domain 3 contains the components
that are at the essential heart of
teaching – the actual engagement of
students in content.”
The implementation of the plans.
Page 29
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 and
Responsiveness
Types of Evidence for
Domain 3
3E, Demonstrating Flexibility and Responsiveness
Mr. Smith makes smooth, minor lesson adjustment,
successfully accommodates students' questions' and
persists in seeking approaches for students who have
difficulty learning. This was evident from the start of the
lesson as Mr. Smith only had 2 students present on this day.
The original plan was to have the students work in the gym
at archery and hitting targets. However, Mr. Smith decided
to utilize the Nintendo Wii game "Wii Sports Resort" which
includes an archery game. The students were excited about
utilizing the wii. The same "skills" were still being taught
(keeping score and arm position when shooting.)
Types of Evidence for Domain 3
3C, Engaging Students in Learning
Students' intellectual involvement with the content
is consistently maintained due to appropriate
activities. This was observed throughout the
lesson. The students actively participated in
answering questions, offered extra definitions,
explored topics not on the lesson plan (fiction vs.
non fiction), and took part in the "re-tell" at the
end of the lesson. Furthermore, the students
were observed smiling and giggling throughout the
lesson, evidence of their enjoyment.
Types of Evidence for Domain 3
3D, Using Assessment in Instruction
The students know some of the criteria/
performance standards and use them occasionally
to assess their work against them. Mr. Smith
would offer support to students that were
struggling with a skill. A demonstration was always
given but no formal assessment was completed
during the class. Students were observed making
corrections to the skill after hearing feedback
from Mr. Smith. There was no means for the
students to assess themselves (self assessment).
Domain 4
The components of Domain 4 are
associated with being a true
professional educator; they
encompass the roles assumed outside
of and in addition to those in the
classroom with students.
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
Types of Evidence for
Domain 4
4D, Participating in a Professional Community
Ms. Smith relationships with colleagues is
characterized by mutual support and cooperation
and include active participation in school events.
Ms. Smith has assumed the responsibility of
karaoke, graduation, and several other events at
Creekside. Ms. Smith continues to offer supports
to students and gives her own time to positively
promote the Creekside program.
Rubric:
Levels of Performance
•
•
•
•
Unsatisfactory
Basic
Proficient
Distinguished
Unsatisfactory
A non-swimmer who is thrown into the deep
end and begins to drown.
Basic
A swimmer who is thrown into the deep end,
but can only manage to keep their head
above water by dog paddle.
Proficient
A swimmer that knows different strokes and
when to appropriately use them.
Distinguished
A competitive swimmer refining their strokes.
Pathwise
Along with the Charlotte Danielson
Model, BOCES has also worked with
Jim Collins (not the Good to Great
Jim Collins) and developed
worksheets to assist with the
Observation Process. We refer this
as “Pathwise”.
Forms
• Original Forms\Pathwise FOP
Reflection.doc (rubric and reflection)
Domain’s 1 and 4
Documentation
Original Forms\Domain 1 and 4 Planning
Evidence1.pdf
Implementation
Training and supporting staff is key!
As mentioned earlier, this is a public
process. Nothing is hidden from
staff members.
Staff Meeting
On opening day we reviewed the
rubrics and all associated documents.
Staff members highlighted the “key”
words within each rubric.
1 on 1 Meetings
Informal Observations
Visits
Discussions
Scott Johnson
Coordinator of Special Programs and Services
Monroe #1 BOCES
Fairport, NY 14580
585-249-7227
scott_johnson@boces.monroe.edu