USING THE FRAMEWORK FOR
TEACHING TO SUPPORT
EFFECTIVE TEACHER EVALUATION
Mary Weck, Ed. D
Danielson Group Member
Domain Focus
Domain 1 – Planning and
Preparation
Domain 2 – The Classroom
Environment
What a teacher knows
All aspects of
and does in
teaching that lead to a
preparation for
culture for learning in
the classroom.
teaching.
Domain 4 – Professional
Responsibilities
Professional
responsibilities and
behavior in and out of
the classroom.
Domain 3 – Instruction
What a teacher does
to engage students in
learning.
Framework Vocabulary - p. 3
4 Domains
22 Components
76 Elements
Priorities of the FfT


Cognitive Engagement
 “Proficient” = students must be engaged
cognitively.
 “Distinguished” = cognition, meta-cognition,
and student ownership of their learning.
Constructivist Learning
 Proficient practice must have evidence of
learning experiences designed to facilitate
students construction of knowledge.
A Framework for a career…
• Novice
Initial Teaching Certification
• Master Teacher
National Board Certification
Levels of Performance
6
Levels of Performance
Unsatisfactory – Teaching shows evidence of not
understanding the concepts underlying the
component - may represent practice that is harmful
- requires intervention
Levels of Performance
Unsatisfactory – Teaching shows evidence of not
understanding the concepts underlying the
component - may represent practice that is harmful
- requires intervention
Basic – Teaching shows evidence of knowledge and
skills related to teaching - but inconsistent
performance due to lack of experience
Levels of Performance
Proficient - Teaching shows evidence of thorough
knowledge of all aspects of the profession.
Students are engaged in learning. This is successful,
accomplished, professional, and effective teaching.
Levels of Performance


Proficient - Teaching shows evidence of thorough
knowledge of all aspects of the profession.
Students are engaged in learning. This is successful,
accomplished, professional, and effective teaching.
Distinguished – Classroom functions as a community
of learners with student assumption of responsibility
for learning. (Based on research for NBPTS)
Evaluation as an intervention to
improve student achievement
ESEA views teacher evaluation as an intervention to
improve student achievement
“Addressing gaps in access to teacher quality is the most
critical element of a successful education reform
agenda….students whose initial achievement levels
are comparable have vastly different academic
outcomes as a result of the sequence of teachers to
which they are assigned… ” (Peske, Haycock, 2006)

RESEARCH FINDINGS:
Cincinnati’s Use of the Framework for Teaching



Teachers have substantial effect on student achievement
Correlation between evaluation using the FFT and student
achievement
Evaluation using the FFT found:
 Unsatisfactory and basic: students had lower gains than
expected (based on test scores from previous years)
 Proficient: students made expected gains
 Distinguished: students made positive gains
IDENTIFYING EFFECTIVE CLASSROOM PRACTICES USING STUDENT ACHIEVEMENT
DATA , National Bureau of Economic Research, 2010
Therefore…

…. Quality teaching = improved student learning

ESEA / RTTT emphasizes teacher evaluation models that
emphasize feedback to improve learning and growth, and the
use of research based criteria to assess teacher effectiveness
Evaluation Process
Basis for
evaluation
• Quality of
work –
Standards of
Practice
• Student
progress
• Professionalism
Plan for gathering
data
• Processes and
procedures for
gathering
information
about quality
of work
• Procedures for
gathering
information
about student
progress
• Information
about
professionalism
End result
• Rating
• Direction for
professional
growth
• Determination
of Employment
• Money
• Other
Evaluators Role
Basis for evaluation –
Knowledge of the
Standards
• Evaluators must
understand the
Framework
• Evaluators must
have a focus on
constructing
meaning through
cognitive
engagement
• Evaluators must be
able to identify
appropriate data
(evidence) to paint
an accurate picture
of educators work
Plan for gathering
data – Fidelity to
Process
• Evaluator must
understand the
process including it’s
intent or purpose.
• Evaluator must
follow process with
fidelity, engaging
the educator in
discussion along the
way
• Evaluator must
maintain consistency
and fairness from
educator to
educator
End result – Quality of
the Product
• Evaluator must align
evidence to
appropriate
component
• Evaluator must level
evidence accurately
• Evaluator must have
sufficient evidence
to support rating
• Evaluator must have
skill in engaging
educator in
conversation around
level and direction
for future
Considerations

Differentiation for career stages
Novice
 Experienced
 Needing assistance





Role of collaboration in teacher growth
Examination of the culture for learning in the district
and the schools
Importance of a focus on cognitive engagement from
“top” down
Being clear about expectations