Enhancing Professional Practice: A
Framework for Teaching
Where do you fit?
• Draw a picture or a design of anything you wish using each
symbol shown below: the TRIANGLE, the SQUARE, the
CIRCLE, and the SQUIGGLE. Draw each of the symbols one
time and also draw one symbol two times.
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We are attracted to shapes that
mirror our personalities
A square…
thrives in a stable environment with clear
directions on what to do; is conservative and
likes things orderly; if given a task, will work
on it until it is finished, even if it is repetitious
and cumbersome; thinks logically, sequentially
and collects data; has trouble making decisions;
is an organizer
But if the square becomes a rectangle….
you are a leader, decisive and able to focus on
a goal. You enjoy learning new things and are
confident about your opinions. You are the only
shape who is not frozen
3
A circle….
is a people person; has no hard edges; is the shape
with the most empathy, perception, and
consideration for others; always makes sure people
communicate and there is harmony; listens
and communicates well; is a harmonizer
A triangle….
is a leader; is decisive and able to focus on a goal; gets
motivated by the accomplishment; looks at big-long term
issues but might forget the details
4
A squiggle …
is off the wall and creative; feels best doing new
and different things; gets bored with regularity;
when given a task, comes up with bright, new
ideas; dislikes the mundane and gets bored easily;
is an innovator
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Who am I teaching?
are always working towards something in a logical, systematic way
are creative, extroverted, and intuitive; reach out to others but are
not always dependable
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EE4NJ Teacher Evaluation System Goals
The NJDOE’s goals for a teacher evaluation system are to
improve the effectiveness of all educators in New Jersey’s
schools by
• establishing a universal vision of highly effective teaching practice
based on a common language and clear expectations
• implementing teacher practice measures that yield accurate and
differentiated levels of performance
• providing teachers with targeted professional development
opportunities aligned to assessment and feedback to support their
growth
• recognizing excellence, helping novice teachers and helping those
experiencing difficulty
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Key Elements of an Effective Evaluation
System
• Annual teacher evaluations based on standards of effective teaching
practices
• Every teacher, regardless of experience, deserves meaningful feedback
on teaching performance each year
• Multiple measures of teaching performance and student
performance
• With student academic progress/growth as a key measure
• Four summative rating categories that clearly differentiate levels of
performance; used in the summative (annual) evaluation only
• highly effective, effective, partially effective, ineffective
• A link from the evaluation to professional development that meets
the needs of educators at all levels of practice
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Pilot District Observation Requirements
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External evaluator: must be appropriately trained and certified or demonstrated proof of mastery; must not be
working in the school where he is observing
Pilot Student Achievement Components
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Student Growth Percentile
(SGP)
• Method to measure student growth from one year to the next
• Year 1 students are grouped with those who scored in the
same range as they did
• In year 2 their progress is evaluated by comparing it to how
others in their previous year’s group scored– higher, lower, or
stayed the same
• Video http://survey.pcgus.com/njgrowth/player.html
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Pilot District Requirements for Summative
Evaluation
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Additional Questions
• How will Special Education teachers, specifically ICS teachers
be evaluated?
• How will specialists be evaluated?
• Will our lesson plans change as a result of this new evaluation
model?
• How formal will the reflection process be?
• Will teachers have input before the evaluation is written?
• Can I have a “do-over”?
• How can subjects without state tests show student growth?
• How does this affect tenure?
• How often will the committee report back to the faculty?
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Timeline
 January , 2013
Teaching practice instrument
 November, 2012
District Evaluation Advisory
Committee (DEAC)
Communicate for evaluation activities
 ASAP (ongoing)
 Ongoing
community
Establish awareness & support from the
 January, 2013
Create & maintain webpage about evaluation
January-August, 2013
Test and refine observation frameworks and
rubrics for full implementation September
2013
June, 2013
Thoroughly train teachers on the
teacher practice instruments
August, 2013
Thoroughly train observers to ensure
fair and consistent application of the
instruments
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What to expect
MANASQUAN PUBLIC SCHOOLS
CLASSROOM OBSERVATION REPORT
TEACHER:
SUBJECT/GRADE:
EVALUATED BY:
EVALUATION DATE:
STATUS: Tenured


NARRATIVE:
SUMMARY

Planning and Preparation includes comprehensive understanding of the content to be taught,
knowledge of the student’s background, and designing instruction and assessment.
Classroom Environment

The
addresses the teacher’s skills in establishing an environment conducive to
learning, including both the physical and interpersonal aspects of the environment.

Instruction is concerned with the teacher’s skills in engaging students in learning the content, and includes the
wide range of instructional strategies that enable students to learn.

Professional Responsibilities is concerned with the teacher’s demonstration of his/her commitment
to high ethical and professional standards and efforts to improve his/her practice.
YES
Lesson Plans:
A. Consistently Submitted For Review
B. Appropriate Format & Content


NO


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Take a break!
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The Evaluation Instrument
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The Framework
In this framework, the complex
activity of teaching is clustered into
four domains of teaching
responsibility and divided into 22
components of professional
practice which is broken down into
72 smaller units.
(Danielson, 2007)
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Framework Vocabulary
4 Domains
22 Components
76 Elements
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Evaluating Classroom
Environment
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Domain 2: Classroom Environment
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Reference pp. 32-39 in the Rubric Packet or p. 69 in Enhancing Professional Practice
Evaluating Instruction
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Domain 3: Instruction
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Reference pp. 54-57 in Rubric packet or p. 82 in Enhancing Professional Practice
What does good teaching look like?
1
Caci
Gillmett
Morris
Zdanowicz
Van Pelt
Villano
7
Waldeyer
Elms
Price
Moore
Kooklin
Fenchel
2
Caravella
Harvey
Davidson
Kopec
Bilodeau
Certo
8
Hillman
Gilbert
Lomas
Buckley
Read
Mura
3
Treney
Mawn
Abraham
Driscoll
Basaman
Harper
9
Onorato
Hoffman
Martucci
J. Freda
Voskian
Radzinsky
4
Gordon
Battaglia
Weisert
Fagen
Grandinetti
Eldridge
10
Fenlon
Minutoli
Glenn
Schwartz
Valentine
Tellone
5
Marden
Heeter
Boss
Hawryluk
Hallion
Hyland
11
Buss
Roach
Pappa
Lee
Wasnesky
Santucci
6
McKenzie
O’Connor
Lobosco
Kackos
Kenny
Kozic
12
M. Freda
Apostolou
DeMuro
Crowning
Januario
Puryear
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What does good teaching look like?
During a highly effective lesson, what would you as the observer
see and hear?
The teacher….
The students….
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Where does it fit?
Domain 1
Preparation & Planning
Domain 2
The Classroom Environment
Domain 4
Professional Responsibilities
Domain 3
Instruction
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BREAK
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Exit Card
• List 3 things you learned from this
workshop that helped you have a
better understanding of the
evaluation process
• List 2 questions or concerns you still
have about the process that we
should address
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