Teacher Evaluation System
Design
using the Danielson Framework for Teaching
Dr. Carl Atkinson
Atkinson@DanielsonGroup.org
Carl2277@Gmail.com
Purposes of Teacher Evaluation
Quality
Assurance
Professional
Learning
Critical Elements of a Successful Teacher Evaluation System
Teacher Professional Development
Evaluator Training and Certification
Instruments and Procedures
Clear Definition of Good Teaching
and Levels of Performance
Domain 1
Planning and Preparation
Domain 2
Classroom Environment
1a
1b
1c
1d
1e
1f
2a
2b
2c
2d
2e
Demonstrating Knowledge of Content & Pedagogy
Demonstrating Knowledge of Students
Setting Instructional Outcomes
Demonstrating Knowledge of Resources
Designing Coherent Instruction
Designing Student Assessment
Creating an Environment of Respect & Rapport
Creating a Culture of Learning
Managing Classroom Procedures
Managing Student Behavior
Managing Physical Space
The Danielson Framework for Teaching
Domain 4
Professional Responsibilities
Domain 3
Instruction
4a
4b
4c
4d
4e
4f
3a
3b
3c
3d
3e
Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Participating in a Professional Community
Growing and Developing Professionally
Showing Professionalism
Communicating with Students
Using Questioning and Discussion Techniques
Engaging Students in Learning
Using Assessment in Instruction
Demonstrating Flexibility & Responsiveness
Levels of Performance
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
Lack of
Unsafe
Harmful
Unclear
Unaware
Poor
Unsuitable
Inconsistently
Partial
Generally
Attempts
Awareness
Moderate
Minimal
Consistent
Frequent
Successful
Appropriate
Clear
Positive
Smooth
Solid
Seamless
Subtle
Skillful
Preventative
Leadership
Students
TEACHER
DIRECTED
SUCCESS
STUDENT
DIRECTED
SUCCESS
Observation is initiated
Pre-conference
Observation is conducted
Observer analyzes observation notes
Post-conference
Traditional
Observation
Model
Teacher
Reflection
Postconference
(reflection)
Observation
is initiated
Collaborative
Observation
Cycle
Analysis by
teacher AND
observer
Preconference
(planning)
Observation
(Evidence
collection)
Evidence is
organized
and shared
Observation
is initiated
Postconference
(reflection)
Collaborative
Observation
Cycle
Analysis by
teacher AND
observer
Preconference
(planning)
Observation
(Evidence
collection)
Evidence is
organized
and shared
“full”
observation
Focused
“look for”
walk thru
Evidence
collection
walk thru
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 viceversa)
Why Choose the Danielson Framework for Teaching?
Alignment
with NJ
Professional
Teaching
Standards
Compatible
with
Common
Core
Standards
Every
component is
researchbased
Validated by
the Chicago
and MET
research
Critical Elements of a Successful Teacher Evaluation System
Clear Definition of Good Teaching
(WHAT)
Instruments and Procedures
(HOW)
Training and Certification
of Evaluators
Professional Development
for Teachers
Training
Tools
Danielson Group Pricing
Product
Cost
Danielson Framework for Teaching Evaluation
Instrument (2011)
$0 (yes, really)
Enhancing Professional Practice: A Framework for
Teaching (2007)
$18.50-$27.95/book
Customized to meet district needs,
blended (online + face-to-face) options available
$2850/day*
+actual travel expenses
Full day sessions
*volume discounts apply for 10+ dates
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