A Framework for Teaching
Promoting Professional Learning and
Teacher Quality
B H S A D M I N I S T R AT I O N
“BACK TO BASICS – THIS IS OUR TIME”
PA R T I
Today’s Agenda
Teachers Are Like Gardeners
 Defining Effective Practice: A Framework for
Teaching – Charlotte Danielson
 Standards Aligned System (SAS)
 Danielson Group
Teaching Makes the Difference
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“The most important factor
affecting student learning is
the teacher….. an influence
many times greater than
poverty or per-pupil
expenditures.”
Sanders, Wright and Horn 1997
“The effect of increases in
teacher quality swamps the
impact of any other
educational investment,
such as reductions in class
size.”
Goldhaber, 2009
A Road Map….
Because teaching is complex, it is helpful to
have a road map through the territory, structured
around a shared understanding of teaching.
Charlotte Danielson
Defining Effective Practice
In order to create the conditions for
improved teaching, one must first
define it. Without such a definition of
good practice, educators are, in effect,
wandering in a swamp.
Charlotte Danielson
A Framework for Teaching:
Components of Professional Practice
Domain 1: Planning and Preparation
Domain 2: The Classroom
a. Demonstrating knowledge of content
Environment
and pedagogy
PLANa. Creating an environment of respect
b. Demonstrating knowledge of students
and rapport
c. Setting instructional outcomes
b. Establishing a culture for learning
d. Demonstrating knowledge of resources c. Managing classroom procedures
e. Designing coherent
instruction
d. Managing
student behavior
TEACH
APPLY
f. Designing student assessments
e. Organizing physical space
Domain 4: Professional
Domain 3: Instruction
Responsibilities
a. Communicating with students
a. Reflecting on teaching
b. Using questioning and discussion
b. Maintaining accurate records
techniques
REFLECT
c. Communicating with families
c. Engaging students in learning
d. Participating in a professional
d. Using assessment in instruction
Community
e. Demonstrating flexibility and
e. Growing and developing professionally
responsiveness
f. Demonstrating professionalism
Danielson 2007
SAS / Danielson Group websites
 Charlotte Danielson domain rubrics
 Danielson Group
SIX “Pros” for Teacher Evaluation
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1.
System is based upon a defensible definition of
teaching
2.
Procedures are differentiated
3.
Evidence anchors the process
4.
Promotes teacher learning
5.
Transparency
6.
Inner-Rater Reliability
Final Comments
9
Deck of Cards
A Framework for Teaching
Promoting Professional Learning and
Teacher Quality
B H S A D M I N I S T R AT I O N
“BACK TO BASICS – THIS IS OUR TIME”
PA R T I I
Agenda
 Elements of Effective Teacher Evaluation
 New Teacher Evaluation System
 Teacher Self-Assessment rubrics
 Professional Growth Meetings
Charlotte Danielson Resources
 Charlotte Danielson domain rubrics
 Danielson Group
Performance Levels: Key Words
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Unsatisfactory
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Basic
Proficient
Distinguished
Performance Levels: Key Words
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Unsatisfactory
Basic
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Proficient
Distinguished
Levels of cognition and constructivist learning increase
Performance Levels: Key Words
15
Unsatisfactory
Basic
Proficient
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Consistent
Frequent
Successful
Appropriate
Clear
Positive
Smooth
Most
Distinguished
Levels of cognition and constructivist learning increase
Performance Levels: Key Words
16
Teacher-directed
success!
Student-directed
success!
Unsatisfactory
Basic
Proficient
Distinguished
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Consistent
Frequent
Successful
Appropriate
Clear
Positive
Smooth
Most
Seamless
Solid
Subtle
Skillful
Preventative
Leadership
STUDENTS
Always
Levels of cognition and constructivist learning increase
Danielson’s Levels of Performance
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Unsatisfactory
The teacher does not yet appear to understand the concepts underlying the component. Working on the
fundamental practices associated with the standards will enable the teacher to grow and develop in this
area.
Basic
The teacher appears to understand the concepts underlying the component and attempts to implement its
standards. But implementation is sporadic, intermittent, or otherwise not entirely successful. Additional
reading, discussion, visiting classrooms of other experienced teachers will enable the teacher to become
proficient in this area.
Proficient
The teacher clearly understands the concepts underlying the component and implements it well. Most
experienced, capable teachers will regard themselves and be regarded by others as performing at this
level.
Distinguished
Teachers at this level are master teachers and contribute to the field, both in and outside their school.
Their classrooms operate at a qualitatively different level, consisting of a community of learners, with
students highly motivated, engaged and assuming considerable responsibility for their own learning.
Using the Levels of Performance
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What are some ways teachers  Lesson planning
can use the levels of
 Self assessment
performance to promote their
 Developing professional
learning and growth?
learning goals
 Reflecting on teaching
and learning
 Talking about teaching
FAQ’S: PA New Teacher Evaluation
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What is PSEA’s role in developing the new system?
PSEA has been a highly vocal presence on this committee and has been particularly active
in advocating for a system that is valid, reliable, and fair.
What specific measures of “student growth” will be a part of the new system?
PDE envisions a menu of several measures that could be used to measure “student
achievement and growth,” depending upon individual teachers’ grade level and content
area assignment.
How much will “student growth” count in a final teacher evaluation?
Department and legislature seem to be gravitating toward counting multiple measures of
student achievement and growth as up to 50 percent of a teacher’s individual evaluation
result, but no final decision has been made.
What will happen to other PDE-approved teacher evaluation systems once the new system is
developed?
PSEA anticipates that the new system will replace current PDE evaluation forms 426, 427
and 428 systems.
Evidence: JUST THE FACTS!
Evidence is a factual reporting of events. It may
include teacher and student actions and behaviors. It
may also include artifacts prepared by the teacher or
students. It is not clouded with personal opinion or
bias.
BHS Updated Walkthrough Look-Fors
Instructional Delivery: What is the teacher doing?

Posted learning objectives and activities

Whole class instruction- Lecturing, Explaining

Higher order questions

Knowledge/Comprehension questions

Appropriate wait-time for student responses

Modeling

Guided Practice

Checking for understanding

Sustaining student feedback

Seamless transition from one topic to another

Closure: Student Centered
Student Engagement: What are the students doing?

Percent engaged with instruction

Following teacher directions

Responding to teacher questions

Actively participating in activities or discussion

Working in groups or with partners

Working alone, silently to complete tasks

Writing open-ended responses

Completing a worksheet

Listening to teacher

Student presentations

Using technology or media
5501 Formal Observation Language
 Category I: Personality = Domain 4 Professional Responsibilities
 Category II: Preparation = Domain 1 Planning and Preparation
 Category III: Technique = Domain 3 Instruction
 Category IV: Pupil Reaction = Domain 2 Classroom Environment
Teacher Self-Assessment and Professional Growth Plan
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This plan is recommended so that teachers as professionals understand their
areas of strengths and areas for improvement.
The following procedures are recommended for teacher self-assessment:
1. Review of the Framework for Effective Teaching that will be utilized for evaluation
of performance.
2. Rate your performance for each element in the four domains using the rubrics of the
framework. (Framework Rubrics)
3. Identify areas of strength.
4. Identify areas of performance where there is recognition of need for improvement.
5. Make an analysis of the reasons for needed improvement.
6. Identify 1 specific goals per domain that would result in an improved
performance.
7. Danielson Self-Reflection Rubrics / Growth Plan (Common I drive)
Professional Growth Plan Meeting
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Purpose:
Allow the teacher and the principal to become oriented to the evaluation process.
Provide the teacher and the administrator with the opportunity to discuss the
teacher’s effectiveness in terms of the framework.
Engage in professional dialogue and trust development.
The following are meeting procedures and guidelines:
1. The teacher and administrator review the evaluation cycle.
2. Teacher and administrator discuss the teacher’s understanding and
effectiveness in terms of the Framework for Effective Teaching.
3. The teacher will share his/her performance goals. Suggestions and direction
will be given in terms of the framework and teacher growth.
4. Evaluation activities are discussed and scheduled.
5. The Professional Growth Plan Meeting form is completed and signed.
Professional Growth Calendar
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Domain 1
September / October
• Professional Development
• PG meetings
• Walkthroughs
November / December
• Professional Development
• PG meetings
• Walkthroughs
January / March
• Professional Development
• PG meetings
• Walkthroughs
April / May
• Professional Development
• PG meetings
• Walkthroughs
Planning and Preparation
Domain 2:
Classroom Environment
Domain 3:
Instruction
Domain 4:
Professional Responsibilities
Thank You
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Questions???