making the most of teacher evaluation, charlotte danielson 1 making the most of teacher evaluation...
TRANSCRIPT
Making the Most of Teacher Evaluation, Charlotte Danielson
1
Making the Most of Teacher Evaluation
Charlotte Danielson
Making the Most of Teacher Evaluation, Charlotte Danielson
2
Purposes of Teacher Evaluation
Quality Assurance
Professional Learning
Making the Most of Teacher Evaluation, Charlotte Danielson
3
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Outdated, limited, evaluative criteria Few shared beliefs about good teaching Inconsistency among evaluators Hierarchical, one-way communication Same procedures for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
4
What Evaluative Criteria
Levels of Performance
Weighting
Score Combining
Standard Setting
Teacher Evaluation SystemTeacher Evaluation System
How Procedures
Instruments
Personnel
Timelines
Due Process
Process for DecidingTraining for EvaluatorsProfessional Development for Teachers
Making the Most of Teacher Evaluation, Charlotte Danielson
5
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
6
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
7
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
8
Judgment
Evidence
•Accurate and unbiased
•Relevant
•Representative of the total
Respect and
Rapport
Questioning and Discussion
Interpretation
What is the evidence?
Making the Most of Teacher Evaluation, Charlotte Danielson
9
Domain 2:The Classroom Environment2a: Creating an Environment of Respect and Rapport
L E V E L O F P E R F O R M A N C E
ELEMENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED
Teacher Interaction with Students
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.
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.
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.
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.
Student Interactions with one another
Student interactions are characterized by conflict, sarcasm, or put-downs.
Students do not demonstrate disrespect for one another.
Student interactions are generally polite and respectful.
Students demonstrate genuine caring for one another and monitor one another’s treatment of peers, correcting classmates respectfully when needed.
DOMAIN 2: THE CLASSROOM ENVIRONMENT COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT
Elements: Teacher interaction with students Student interaction with one another
Figure 4.2b
Making the Most of Teacher Evaluation, Charlotte Danielson
10
General Evaluation Procedures
Observations of practice
Conferences
Samples of student work, with analysis
Teacher artifacts
Making the Most of Teacher Evaluation, Charlotte Danielson
11
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
12
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
13
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
14
Track 2: Experienced Teacher Evaluation
Designed as a professional model
Teachers demonstrate their skill in all the evaluative criteria
Making the Most of Teacher Evaluation, Charlotte Danielson
15
The Two Presumptions
The presumption of competence
The presumption of continuing learning
Making the Most of Teacher Evaluation, Charlotte Danielson
16
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
17
Experienced Teacher Procedures (Comprehensive Evaluation)
Initial conference, if possible
Observations of practice
Artifact conference
Evaluation decision
Making the Most of Teacher Evaluation, Charlotte Danielson
18
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
19
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
20
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
21
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