The Danielson
Framework
Emmanuel Andre
Owings Mills High School
Fall 2013
Why is this happening?
 The
Danielson Framework, as it is being
implemented in BCPS, is intended to
increase objectivity and consistency from
school to school within our system.
Why is this a good thing?
Teaching is an extremely complex activity,
this framework is useful in laying out the
various areas of competence in which
professional teachers need to develop
expertise. (www.andrews.edu)
This means that it measure the WHOLE
teacher, not just the person that is seen 4
times a year. It is a much more authentic
reflection of what you do every day.
What does it look like?
- 4 Domains
- 4 Tiers of
Evaluation
- Clear
Expectations
Components
Danielson Group 2012
Domain 1: Planning and Preparation
•Demonstrating Knowledge of Content
and Pedagogy
•Demonstrating Knowledge of Students
•Setting Instructional Outcomes
•Demonstrating Knowledge of Resources
•Designing Coherent Instruction
•Designing Student Assessments
Domain 2: The Classroom Environment
•Creating an Environment of Respect
and Rapport
•Establishing a Culture for Learning
•Managing Classroom Procedures
•Managing Student Behavior
•Organizing Physical Space
Domain 4: Professional Responsibilities
•Reflecting on Teaching
•Maintaining Accurate Records
•Communicating with Families
•Participating in a Professional
Community
•Growing and Developing Professionally
•Showing Professionalism
Domain 3: Instruction
•Communicating with Students
•Using Questioning and Discussion
Techniques
•Engaging Students in Learning
•Using Assessment in Instruction
•Demonstrating Flexibility and
Responsiveness
Workbook page 3
Performance Levels
In each domain, we will be rated as…
Then
 Unsatisfactory
 Satisfactory
Now

Ineffective

Effective Developing

Effective

Highly Effective
How will this affect me?
Qualitative 50%
 Performance
4 domains.

in the
Everything discussed
so far.
Quantitative 50%
 Student
learning
outcomes(SLOs)
 School progress
index
 State testing data
Student Learning Outcomes
(SLO)
 SLOs
are a way to measure student growth by
establishing learning goals
 Used for a wide variety of teaching assignments
 Adaptable
 Can measure individual, group or school
performance
 Good instructional practice
Essential Components of SLOs
 Level
of objective
 Student population
included
 Timeframe for
evaluating progress
toward the objective
 Assessment used to
measure progress
 Assessment
baseline
 Expected student
growth
 Strategies for achieving
growth
School Index
 Achievement

State testing results
 Gap

Gap between lowest and highest subgroups
 Growth/College

and Career Readiness
Percent of students making one year’s
growth/Graduation Rate/Career
Attainment/Attendance
Formal Observations
New
Pre- Observation Tool
New Post Observation Tool
New Formal Observation Tool
Aligned to Framework for
Teaching
New Evaluation Cycle
3
year cycle
2
formative years




1




Formal observation and informal observation data
Professional Growth Plan evidence
Rating from last summative year and narrative
Student Learning Outcome evidence
summative year
3 years of Observation Evidence
3 years of Student Learning Outcome data
School Performance Index data
State Testing data
Activity

In order to better understand the Qualitative
portion of the evaluation we will now take
part in an activity focused on the Formal
Observation Rubric.




If not already, split into 8 groups
Open the envelope given to you
Define the component in your own words
Respond to the scenario as a teacher at every
level (Ineffective-Highly Effective)

Use the rubric to help you.
Gallery Walk
 Post
your posters around the room
 Using the ½ sheets of paper take notes on
the traits of highly effective teachers vs.
those of ineffective teachers