Observation and Evaluation
using the Framework for
Teaching
WELCOME!
Elaine Phillips
www.danielsongroup.org
Sumter County Schools June 2 & 3, 2011
1
“Of all the factors that contribute to student
learning, the quality of teaching is the single
most important. This research validates what
every parent (and many students) already knows:
if they want to really understand complex
subject matter, or to find it interesting and
engaging, there is no substitute for high-quality
teaching. Furthermore, the one system in place
in most schools to ensure the quality of teaching
is the teacher evaluation system.”
Charlotte Danielson, 2006
Sumter County Schools June 2 & 3, 2011
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Workshop Objectives
• Understand the priorities of the Framework
• Deepen understanding of Framework
components and levels of performance
• Hone observation skills to focus
• Evidence collection
• Alignment of evidence with components
• Scoring level of practice based on evidence
• Begin to establish inter-rater reliability of evaluator
interpretations and judgments of teaching practice
• Collaborate with colleagues
Sumter County Schools June 2 & 3, 2011
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Agenda Day 1
• Teaching Scenarios: Quick Review
•
Evaluation and The Nature of Bias
•
Evaluation and Evidence vs Opinion
•
Priorities of Framework
•
Observation: Engagement in Learning
•
Observation Cycle #1: Lesson Plan/Pre Conf –
Observation – Reflection/Post Conf
•
Closure
Sumter County Schools June 2 & 3, 2011
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A Framework for Teaching:
Components of Professional Practice
Domain 1: Planning and Preparation
a.
b.
c.
d.
e.
f.
Domain 2: The Classroom Environment
Demonstrating knowledge of content and PLAN
a.Creating an environment of respect and
pedagogy
rapport
Demonstrating knowledge of students
b.Establishing a culture for learning
Selecting instructional outcomes
c.Managing classroom procedures
Demonstrating knowledge of resources
d.Managing student behavior
Designing coherent instruction
e.Organizing physical space
Designing student assessment
APPLY
TEACH
Domain 4: Professional Responsibilities Domain 3: Instruction
a. Reflecting on teaching
a.Communicating with students
b. Maintaining accurate records
b.Using questioning and discussion techniques
c. Communicating with families
c.Engaging students in learning
d. Participating in a professional community
d.Using Assessment in Instruction
e. Growing and developing professionallyREFLECT
e.Demonstrating flexibility and responsiveness
f. Demonstrating professionalism
Sumter County Schools June 2 & 3, 2011
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Teaching Scenarios
• With your “home group”, read and
discuss each scenario and determine
• The Domain it represents
• The Component and Element (s) within the
domain
• Attach a Post-it Note to each card with your
answer.
• If time permits, discuss the level of performance
Sumter County Schools June 2 & 3, 2011
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Sumter County Essential Components
• Domain 1
• Domain 2
•
1c: Setting Instructional Outcomes
•
2b: Establishing a Culture for Learning
•
1e: Designing Coherent Instruction
•
2d: Managing Student Behavior
• Domain 4
• Domain 3
•
4b: Maintaining Accurate Records
•
3a: Communicating with Students
•
4c: Communicating with Families
•
3b: Using Questioning and Discussion
•
4d: Participating in a Professional
•
Techniques
Community
•
3c: Engaging Students in Learning
4e: Growing and Developing
•
3d: Using Assessment in Instruction
Professionally
Sumter County Schools June 2 & 3, 2011
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Principles governing a revised
evaluation system…
 Foundation is research-based definition of good
teaching, A Framework for Teaching
o Orientation of teachers is prerequisite
o Observation must be augmented by other sources of
evidence
o Training for observers should include evidence
collection, interpretation and assessment using
components of the framework
o Since so much rests on the outcome of any
observation, it is critical that the observation yields a
picture of teaching that is fair, reliable and valid.
Danielson & McGreal, 2000
Sumter County Schools June 2 & 3, 2011
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• Fairness
• Reliability
• Validity
Sumter County Schools June 2 & 3, 2011
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Bias
Definition:
Attaching positive or negative meaning to elements
in our environment based on personal or societal
influences that shape our thinking.
A biased judgment is based on outside influences
and is not necessarily related to a teacher’s
effectiveness.
• Example: “Mrs. T does so much for the school,
she is an excellent teacher. “
The actual classroom evidence may
not support the rating of the teacher
as “excellent.”
Sumter County Schools June 2 & 3, 2011
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Threats to evaluator accuracy
• Assessor bias
• Leniency
• Central Tendency
• “Halo” or “Horns” Effect
Sumter County Schools June 2 & 3, 2011
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Evidence
• Evidence is a factual reporting of
events. It may include teacher and
student words and actions. It may also
include artifacts prepared by the
teacher, students or others. Evidence
is selected using professional
judgment by the observer and/or the
teacher. It is not clouded with personal
opinion or biases.
Sumter County Schools June 2 & 3, 2011
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The Evidence Cycle
COLLECT
DATA
(Evidence)
Interpret:
Clarify
SORT TO
ALIGN
WITH YOUR
FRAMEWORK
Conclusions
NO!
Impact on learning…
Support needed…
Sumter County Schools June 2 & 3, 2011
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Types of Observation
Evidence
• Verbatim scripting of teacher or student comments:
“Could one person from each table collect materials?”
• Non-evaluative statements of observed teacher or
student behavior:
The teacher stands by the door, greeting students as
they enter.
• Numeric information about time, student participation,
resource use, etc.:
Three students of the eighteen offer nearly all of the comments during
discussion.
• An observed aspect of the environment:
The assignment is on the board for students to do while roll is taken.
Sumter County Schools June 2 & 3, 2011
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Priorities of the FfT-Based Rubrics
• Cognitive Engagement
• Constructivist Learning
The LEARNING is done by the
LEARNER!
Sumter County Schools June 2 & 3, 2011
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Levels of Performance
• Unsatisfactory / Requires Attention –
Teaching shows evidence of not
understanding the concepts underlying
the component - may represent
practice that is harmful - requires
intervention
• Basic / Developing– Teaching shows
evidence of knowledge and skills
related to teaching - but inconsistent
performance
Sumter County Schools June 2 & 3, 2011
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Levels of Performance
• Effective / 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.
• Highly Effective / Exemplary– Classroom
functions as a community of learners
with student assumption of responsibility
for learning.
Sumter County Schools June 2 & 3, 2011
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Classroom Observation
 Collect evidence from Lesson Plan.
• Collect evidence from Pre-Conference (add to
D1 notes) and Observation (D2 &3).
• Self-check questions (next slide!)
• Discuss your evidence with partner.
• Develop questions you would pose to the
teacher.
Sumter County Schools June 2 & 3, 2011
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Self – Check Questions
• Record of Evidence:
− Have I recorded only facts?
− Is my evidence relevant to the criteria?
− Have I quantified words such as few, some, and
most?
− Have I used quotation marks when I have quoted the
teacher / student?
− Does my selection / documentation of evidence
indicate personal / professional preferences? Have I
included opinions?
− Have I made inferences or drawn conclusions too
soon?
Sumter County Schools June 2 & 3, 2011
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Observation and Evaluation
using the Framework for
Teaching
Day 2
Elaine Phillips
www.danielsongroup.org
Sumter County Schools June 2 & 3, 2011
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Agenda Day 2
• Closer look at Levels of Performance
• Observation Cycle #2: Lesson Plan –
Observation – Assessment
• Domain 4: Professional Responsibilities
• Observation Cycle #3 Independent
• Next Steps/ Closure
Sumter County Schools June 2 & 3, 2011
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Observation Process Scoring
Rubric
Sumter County Schools June 2 & 3, 2011
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Key Words
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
established but uneven
efficient and effective
specific examples
students contribute to
maintenance
nonexistent
smooth
individualized
trivial learning
students formulate many of
the high level questions
inappropriate
partial knowledge
highly accurate
whole class
groups of students
Sumter County Schools June 2 & 3, 2011
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2d: Managing
There is no evidence that
It appears that the teacher has
Standards of conduct appear to be
Standards of conduct are clear, with evidence
student
standards of conduct have
made an effort to establish
clear to students, and the teacher
of student participation in setting them.
behavior
been established, and little
standards of conduct for students.
monitors student behavior against
Teacher’s monitoring of student behavior is
or no teacher monitoring of
Teacher tries, with uneven results,
those standards. Teacher response
subtle and preventive, and teacher’s response
student behavior. Response
to monitor student behavior and
to student misbehavior is
to student misbehavior is sensitive to
to student misbehavior is
respond to student misbehavior.
appropriate and respects the
individual student needs. Students take an
students’ dignity.
active role in monitoring the standards of
repressive, or disrespectful
of student dignity.
behavior.
Evidence: To bring class tog. after song, T raises hand, all Ss become quiet and raise hands. T “I hear lots of
talking, and I know you are a little riled up coming from music.” (waits for Ss to settle down, raises hand.) Three
minutes into lesson: T requests “ best active listening position”. Again raises hand. T asks one S to change his pin
on Behavior Chart (“no more playing”). In voc/reading, one S stands up and keeps flipping his book open. Ss put
science books away , making noise. T “I’m waiting for a table that is ready.”. T ”Put them away and stop making
noise.” T asks second S to change behavior clip. After circles are done, T raises hand. As T is asking about each
of 10 photos, some Ss are talking, grabbing photos, or playing with string. (2:52) One S appears w/ head down, two
others come over to him, T asks, what happened…then continues on. T “Everyone is working hard, so that is 3
chips in the jar.” Ss at two tables continuously talk during ‘quiet’ seat work. T “There is a lot of talking, but no
one is done”…S says “I’m done”. And T goes over and questions him. Ss rush to door when bell rings.
Rules Posted.
Sumter County Schools June 2 & 3, 2011
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Domain 4: Professional
Responsibilities
• 4a: Reflecting on Teaching
• **4b: Maintaining Accurate Records
• **4c: Communicating with Families
• **4d: Participating in a Professional
Community
• **4e: Growing and Developing Professionally
• 4f: Demonstrating Professionalism
Sumter County Schools June 2 & 3, 2011
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THE CYCLE
Collecting evidence
Interpreting the evidence
Assessing using levels of performance
Providing feedback to support teacher
growth
Sumter County Schools June 2 & 3, 2011
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Contact Information
Elaine Phillips
612.940.9264
phillipsde247@msn.com
www.danielsongroup.org
Sumter County Schools June 2 & 3, 2011
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