Making the Most of Teacher Evaluation

Charlotte Danielson [email protected]

Making the Most of Teacher Evaluation, Charlotte Danielson 1

Purposes of Teacher Evaluation

 Quality Assurance  Professional Learning Making the Most of Teacher Evaluation, Charlotte Danielson 2

A Flawed System

 Outdated, limited, evaluative criteria  Few shared beliefs about good teaching  Inconsistency among evaluators  Hierarchical, one-way communication  Same procedures for novices and experienced professionals  Limited evaluator expertise  Based only on classroom observation  Requires lots of time  Negative culture surrounding evaluation Making the Most of Teacher Evaluation, Charlotte Danielson 3

Teacher Evaluation System

What

    

Evaluative Criteria Levels of Performance Weighting Score Combining Standard Setting How

    

Procedures Instruments Personnel Timelines Due Process

Process for Deciding Training for Evaluators Professional Development for Teachers Making the Most of Teacher Evaluation, Charlotte Danielson 4

A Blueprint for Teacher Evaluation

 Clear definition of teaching (the “what”)  Instruments and procedures that provide evidence of teaching (the “how”)  Trained evaluators who can make consistent judgments based on evidence  Process for teachers to understand the evaluative criteria  Process for making final judgment Making the Most of Teacher Evaluation, Charlotte Danielson 5

Hallmarks of a Genuine Profession

 Knowledge base, grounded in research  Knowledge shared by a community of professionals  Professional knowledge is implemented at the intersection of theory and practice  Professionals exercise autonomy and judgment  Practice is influenced by both technical and moral judgment Making the Most of Teacher Evaluation, Charlotte Danielson 6

The Nature of Professional Learning

 Trust  Self-assessment and self-directed inquiry  Reflection on practice  Collaboration and conversation  A community of learners Making the Most of Teacher Evaluation, Charlotte Danielson 7

What is the evidence?

Questioning and Discussion

Evidence •

Accurate and unbiased

•

Relevant

•

Representative of the total

Interpretation

Respect and Rapport

Making the Most of Teacher Evaluation, Charlotte Danielson Judgment 8

Domain 2:The Classroom Environment

2a: Creating an Environment of Respect and Rapport

Figure 4.2b D OMAIN 2: THE CLASSROOM ENVIRONMENT C OMPONENT 2 A : C REATING AN E NVIRONMENT OF R ESPECT AND R APPORT

Elements:  Student interaction

with one another

E LEMENT Teacher Interaction with Students Student Interactions with one another U NSATISFACTORY Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for the teacher. Student interactions are characterized by conflict, sarcasm, or put-downs. L E V E L O F P B ASIC Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for the teacher. Students do not demonstrate disrespect for one another. E R F O R M A N C E P ROFICIENT Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher. Student interactions are generally polite and respectful. D ISTINGUISHED Teacher’s interactions with students reflect genuine respect and caring, for individuals as well as groups of students. Students appear to trust the teacher with sensitive information. Students demonstrate genuine caring for one another and monitor one another’s treatment of peers, correcting classmates respectfully when needed. Making the Most of Teacher Evaluation, Charlotte Danielson 9

General Evaluation Procedures

 Observations of practice  Conferences  Samples of student work, with analysis  Teacher artifacts Making the Most of Teacher Evaluation, Charlotte Danielson 10

The Evaluation System

 Track 1: Probationary or non-tenured teachers  Track 2: Experienced teachers, with continuing status  Track 3: Experienced teachers encountering difficulty Making the Most of Teacher Evaluation, Charlotte Danielson 11

Track 1: Probationary Teacher Evaluation

 A critical decision, for both the teacher and the district  Should be consistent with, but separate from, the mentoring program Making the Most of Teacher Evaluation, Charlotte Danielson 12

Probationary Teacher Procedures

 The same each year, or progressive?

 Observations of teaching - how many?

- announced or unannounced?

- conferences before and after observations consider “extended” observations  Examination of artifacts - to provide evidence of skill in non-observed areas  Evaluation decision Making the Most of Teacher Evaluation, Charlotte Danielson 13

Track 2: Experienced Teacher Evaluation

 Designed as a

professional

model  Teachers demonstrate their skill in

all

evaluative criteria the Making the Most of Teacher Evaluation, Charlotte Danielson 14

The Two Presumptions

 The presumption of competence  The presumption of continuing learning Making the Most of Teacher Evaluation, Charlotte Danielson 15

Experienced Teacher System

 Multi-year cycle  Comprehensive evaluation - every 2-4 years  Self-directed professional inquiry in the “other” years Making the Most of Teacher Evaluation, Charlotte Danielson 16

Experienced Teacher Procedures (Comprehensive Evaluation)

 Initial conference, if possible  Observations of practice  Artifact conference  Evaluation decision Making the Most of Teacher Evaluation, Charlotte Danielson 17

Recommended Artifacts for Experienced Teachers

 Unit plan, including student assessment  Instructional artifact or assignment from the unit  Samples of student work, with teacher comments  Commentary  Examples of record-keeping  Examples of communication with families  Evidence of contributions to school, profession  Evidence of professional growth  Evidence of student learning Making the Most of Teacher Evaluation, Charlotte Danielson 18

Experienced Teacher Procedures (Self-directed Professional Inquiry)

 Conduct self-assessment  Set a professional goal, with evaluator, reflecting own learning and application to practice  Prepare a professional growth plan  Work on plan, in study groups if possible  Participate in interim conference with evaluator  Participate in reflection/closure conference with evaluator  Share findings with colleagues Making the Most of Teacher Evaluation, Charlotte Danielson 19

The Instruments and Procedures

 Taken together, they document all the evaluative criteria  They represent a “natural harvest” of a teacher’s work  The timelines and workload are reasonable, for teachers and evaluators  They promote professional learning Making the Most of Teacher Evaluation, Charlotte Danielson 20

Track 3: Experienced Teachers: Intensive Assistance

 Signifies performance below standard: a “heads up”  Must determine what “triggers” in and out  Flexible duration  Designed for support and assistance  Customized to the situation  Three phases: awareness, assistance, disciplinary Making the Most of Teacher Evaluation, Charlotte Danielson 21