UDL and
Teacher
Evaluation
Dr. Katie Novak
UDL Planning:
You want your learners to explore the Dolomitis. In this session, you
will design a lesson about the region that can be assessed through the
four lenses of the Danielson Framework focused on your
grade/subject matter.
Hotel ADLER DOLOMITI in Val Gardena
How Can You Make the Dolomites Meaningful?
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Activate Background Knowledge
Highlight Big Ideas
Guide visualization
Illustrate through multiple media
UDL and Teacher Evaluation
Domain 1: Planning and Preparation
Danielson Framework
Demonstrating knowledge of
content and pedagogy
UDL Implications
The two types of standards –
What will students know and
what product will they create?
Demonstrating knowledge of
students
Setting instructional outcomes Standards-based
Demonstrating knowledge of
resources
Designing coherent instruction Standards-based
Designing student assessments Standards-based
UDL and Teacher Evaluation
Domain 2: Classroom Environment
Danielson Framework
Creating an environment of
respect and rapport
Establishing a culture for
learning
Managing classroom
procedures
Managing student behavior
Organizing physical space
UDL Guidelines
Foster collaboration and
community – how will students
work together
Using the Guidelines to create
a learning culture
Provide options for selfregulation (i,e, respect forms)
UDL and Teacher Evaluation
Domain 3: Instruction
Danielson Framework
Communicating with students
Using questioning and
discussion techniques
Engaging students in learning
Using assessment in
instruction
Demonstrating flexibility and
responsiveness
UDL Guidelines
Sharing standards and
Guidelines – Anyon study
What questions would prompt
students to delve into region?
Provide multiple means of
engagement by considering the
Zone of Proximal Development
Formative? Summative?
Vygotsky’s Zone of Proximal Development
Activator: Think about a team, group,
or clique you were a part of in
elementary school/high school.
What were some of the defining
qualities of this group?
What “look” did you need to have?
What unique values did the group
have?
How did you learn about these “rules?”
Social Constructivism & Engagement
The engagement guidelines are built upon
the social constructivist approach to
learning.
Learning takes place in and through activity
with other people.
Knowledge is only meaningful and useful if
it can be used as a tool for further activity.
Learning is active and constructive and
must be in the “zone of proximal
development.”
Students are engaged in
the zone
Lower limit: what student
can achieve independently
with ease = boredom.
Upper limit: what a student
cannot achieve = anxiety.
 UDL Curriculum should
fall somewhere in the
middle. Provide
scaffolding so students
can achieve a level that
will challenge them.
UDL and Teacher Evaluation
Domain 4: Professional Responsibilities
Danielson Framework
Reflecting on teaching
Maintaining accurate records
Communicating with families
Participating in the
professional community
Growing and developing
professionally
Showing professionalism
UDL Implications
Model self-assessment and
reflection (i.e, the reflection
ticket-out)
Sharing your knowledge of
UDL!
Learn more about UDL!
The Long & Short
Differentiate the ways that
students can express what
they know
Be Flexible! and Reflect