Enhancing Teacher Effectiveness
Initiative using The Danielson Model
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A New Way of Doing Business
 Legislative Mandate
 Teacher evaluation – Charlotte Danielson
 Principal Evaluation – Doug Reeves
 Peer Evaluator
 Value-Added Model (VAM)
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Federal Grant- Race to the Top
SBHC applied for and received federal funds (+$2
million)
 A requirement of the grant includes development of a
performance appraisal system based upon a growth
model for teachers and administrators and a system of
compensation based upon student achievement data
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Senate Bill 736 – Student Success Act
(1012.33/1012.34 FS) - Requires all school districts
in Florida to implement research-based models of
performance evaluation and include a system of
performance pay.
And, most importantly…..

The “Ten Year Rule”
It takes approximately ten years or 10,000 hours of
deliberate practice to reach expert status.
 Number of years of experience is not necessarily a
predictor of performance.
 Teachers progress through various stages on the way
to becoming expert

 Factors include:
 Motivation
 Focused Feedback
 Focused Practice
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2011-12 – implement teacher and school
administrator performance appraisal system
2014 – Pay teachers and school administrators
based upon performance appraisal system and
student achievement data. (based upon 2013-14
data)
1.
2.
3.
Ensuring quality of
teaching and
effectiveness of
practices.
Promoting teacher
growth and learning.
Improving student
growth and
achievement.
1.
2.
3.
4.
Rigorous
Valid
Reliable
Defensible

Four Domains
1. Planning and Preparation
2. The Classroom Environment
3. Instruction
4. Professional Responsibilities
Domains 2 and 3 are “onstage” domains and are
weighted more than 1 and 4 (Danielson
research)
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Knowing the content and understanding what
we teach.
Knowing the students (demographic
information, academic background, special
needs, etc)
Understanding instructional materials and
resources
Understanding instructional design and
assessment
Time
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Standards for Conduct are clear and routine
No loss of instructional time
Respectful interactions among students and
teacher
Physical environment supports learning
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Students are engaged
High quality activities and assignments
Higher order questioning techniques
Use of feedback and formative assessment
Teacher Flexibility - Use of “Plan B” when
necessary
Differentiates instruction
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High Ethical Standards
Professionalism
Reflection on Instruction
Regular attendance
Accurate Record Keeping
Frequent communication with families
Participation in school events
Professional Development
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Teacher provides a formative self-assessment
Pre-conference-respond to a variety of written
questions regarding the lesson to be observed
and to determine the range of ability within the
classroom
Observe the lesson-collect/script evidence
only; not opinion, interpretation, or emotion
Post Conference-reflection; determine strengths
and areas of development; make
recommendations where appropriate
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Support for First Year Teachers and New to
District; and Teachers in Need of Development
Frequent, formative feedback ; 3-4 “pop-ins”
per semester
One Formal observation per semester (two per
year) with Pre and Post Conferences
20% of Summative Evaluation
Content Area Specialists, District Resource
Teachers, others (outside experts)
Professional Service Contract (PSC), Continuing
Contract (CC) Teachers and Teachers with 4+
years of experience
• One formal observation per year by school
administrator (may conduct additional
observations if needed)
• 2-3 informal observations (walk-throughs,
formative) per year
•
Performance Appraisal Ratings
 All Administrators and Peer
Evaluators Certified by
Cambridge Education
 Must use rubric and evidence
 Insures Inter-rater Reliability
 Does not promote “rater-bias”
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Planning – Unit planning; the big picture; developing
prompts and activities that require students to use
analysis, synthesis and evaluation
Student engagement – student work, relevancy, focus
on deep meaning; use higher order questioning
techniques
Communication with families – newsletters, phone
logs, emails, etc.
Professional Growth – attendance log of professional
development activities, workshop or conferences;
reflection
Participation in a professional learning community
(PLC) or action research project, log of school-wide or
district committee service
Highly Effective- meets stringent criteria in
rubric; “elite” group of teachers; should have
school-wide impact
 Effective – classroom impact and rating that
encompasses most teachers
 Needs Improvement- developing skills and
willing to improve practices
 Ineffective – Little to no evidence of practices
that impact student learning
(refer to generic ratings in Guidelines)

The difference between
the predicted performance
and the actual
performance represents
the value added by the
teacher’s instruction.
350
300
250
200
150
100
50
0
Student
The predicted performance
represents the level of
performance the student is
expected to demonstrate after
statistically accounting for
factors through a value-added
model.
Prior Performance
Current Performance
Predicted Performance
Category I Teacher - FCAT
Student
Achievement VAM Score 50%
Adminstrator
25%
Peer 20%
Teacher 5%
Category II Teacher - FCAT
Student Achievement VAM Score 50%
Administrator 45%
Teacher - Self 5%
Category I Non-FCAT
Student Achievement
District Assessment
40%
Student Achievement
School VAM 10%
Administrator 25%
Peer 20%
Category II Non-FCAT
Student Achievement
District Assessment 40%
Student Achievement
School VAM 10%
Administrator 45%
Teacher 5%
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State Growth Model – Value-Added covariance
FCAT
End of Course Exams
SAT 10 for 2011-12 only; district selected
assessment after 2011-12
IPDP – collaborative/conversations with
principal (pre-post?)
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Student Achievement Goal
Performance Appraisal (Instructional Practices) Goal
Prescriptive Professional Development