Applying Danielson's Framework for Teaching to …iaase.org/.../Keynote_1...Framework_for_Teaching_uid9102012522542.pdfThink about the essential qualities or characteristics of a highly

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What are your priorities for developing/implementing a Performance Evaluation Process? Think about the essential qualities or characteristics of a highly effective performance evaluation process. What would make a Performance Evaluation Process “worth it”…being both meaningful and manageable (M&M)? Write a few notes, and then share your list of essential priorities for a Performance Evaluation Process with an “elbow” partner. Notes: With your elbow partner divide the following reading, Gathering Feedback for Teaching (p. 3) and, A District’s Performance Evaluation Plan Beliefs and Commitments (p. 4). As partners, discuss how these two documents match your own beliefs and commitments for making performance evaluation meaningful and manageable?

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Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains

The MET Project Policy and Practice Brief January 2012

The January MET 2012 Study findings specifically looked at the role of classroom observations in teacher evaluation. Based upon the findings of the MET study, the following policy recommendations and aligned study findings are provided:

Policy Recommendation Aligned Study Finding Choose an observation instrument that sets clear expectations, That means defining a set of teaching competencies and providing specific examples of the different performance levels of each. Many such instruments are already available and will be improving over time. Lengthy lists of vaguely described competencies are not sufficient.

• All five instruments used in the study were positively associated with student achievement gains: Framework for Teaching-FfT (Charlotte Danielson of the Danielson Group), Classroom Assessment Scoring System-CLASS (Robert Pianta – University of Virginia), Protocol for Language Arts Teaching Observations – PLATO (Pam Grossman at Stanford); Mathematical Quality of Instruction – MQI (Heather Hill at Harvard), and UTEACH Teacher Observation Protocol (Michael Marder – University of Texas-Austin)

Require observers to demonstrate accuracy before they rate teacher practice. Teachers need to know that observers can apply an observation instrument accurately and fairly- before performing their first observation. Good training is not enough. Observers should be expected to demonstrate their ability to generate accurate observations and should be recertified periodically.

• Teachers who more effectively demonstrated the types of practices emphasized in the instruments had greater student achievement gains than other teachers.

When high-stakes decisions are being made, multiple observations are necessary. A single observation cannot meet a standard of reliable measurement of a teaching. Averaging scores over multiple lessons can reduce the influence of an atypical lesson.

• In the study, the same teacher was often rated differently depending on who did the observation and which lesson was being observed. The influence of an atypical lesson and unusual observer judgment was reduced with multiple lessons and observers.

• Observations alone, even with averaged scores from multiple observations were not as reliable or predictive of a teacher’s student achievement gains as combined observations with student feedback and achievement gains on state tests

Combine observations with student achievement gains and student feedback. The combination of classroom observations, student feedback, and student achievement carries three advantages over any measure by itself and is a better predictor of a teacher’s effectiveness that graduate degrees or years of teaching experience.

• In the study, the use of three types of measures to assess teacher effectiveness (a) increased the ability to predict if a teacher would have positive students outcomes in the future, (b) it improved reliability of measuring teacher’s effectiveness, and (c) it provided diagnostic feedback that the teacher could use to improve.

• The study suggests that in grades and subjects where student achievement gains are not measured, classroom observations should be combined with student feedback surveys.

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A School District’s Performance Evaluation Plan Beliefs and Commitments

Beliefs Aligned Commitments

This School District believes that the Performance Evaluation Process must support…

In order to embed these Performance Evaluation Process beliefs into ongoing professional practice, this School District commits to…

An Objective, Clear Process with well defined standards and levels of performance that are understood by evaluators and Teachers/Specialists.

• Creating an instrument that is viewed as supportive that includes clearly defined measures

• Helping Teachers/Specialists and evaluators to understand the process and expectations

Clearly Defined, Consistent Procedures for accurately and reliably documenting and measuring performance based on multiple sources of evidence across educational settings. The procedures should promote professional learning based on multiple observations and conversations focused on teaching/specialist practice and student learning.

• Providing teachers/specialists with electronic access to the procedures and tools

• Developing a clearly defined, differentiated process that includes procedures, timelines, and tools

• Utilizing multiple measures for determining proficiency (eg. artifacts, informal and formal observations, professional conversations)

• Professionally and consistently following the established procedures

Teacher/Specialist Growth and Professional Development by recognizing the differentiated needs of individual teachers/specialists by providing ample opportunity for shared input, reflection, ongoing support, and training, and supporting the improvement of instruction throughout the different stages of a Teacher/Specialist’s career.

• The Evaluator and Teacher/Specialist having ongoing communication regarding teaching and professional strengths, areas of needed improvement and professional next steps

• Providing time for Professional Learning Communities to meet on a regular basis in order to improve instructional practices that support student learning

• Providing for all Teachers/Specialists a range of professional supports to be utilized as appropriate

• Providing professional development opportunities within and outside of the district

Self-Reflection, which contributes to the continuous growth and development of a Teacher/Specialist’s ongoing practice.

• Providing time for self assessment and reflection on professional practice

• Establishing opportunities to share and discuss reflections with peers and evaluators

• Embedding reflective practices and tools into the overall school culture and the protocols of professional learning

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Framework for Teaching Components of Professional Practice (Danielson, 1996, 2007, 2011)

Domain 1: Planning and Preparation 1a. Demonstrating knowledge of content and pedagogy

! knowledge of content and the structure of the discipline ! knowledge of prerequisite relationships ! knowledge of content-related pedagogy

1b. Demonstrating knowledge of students ! knowledge of child and adolescent development ! knowledge of the learning process ! knowledge of students’ skills, knowledge and language

proficiency ! knowledge of students’ interests and cultural heritage ! knowledge of students’ special needs

1c. Setting instructional outcomes ! value, sequence and alignment ! clarity ! balance ! suitability for diverse learners

1d. Demonstrating knowledge of resources ! resources for classroom use ! resources to extend content knowledge and pedagogy ! resources for students

1e. Designing coherent instruction ! learning activities ! instructional materials and resources ! instructional groups ! lesson and unit structure

1f. Designing student assessments ! congruence with instructional outcomes ! criteria and standards ! design of formative assessments ! use of planning

Domain 2: Classroom Environment 2a. Creating an environment of respect and rapport

! teacher interaction with students ! student interactions with one another

2b. Establishing a culture for learning ! importance of the content ! expectations for learning and achievement ! student pride in work

2c. Managing classroom procedures ! management of instructional groups ! management of transitions ! management of materials and supplies ! performance of non-instructional duties ! supervision of volunteers and paraprofessionals

2d. Managing student behavior ! expectations ! monitoring of student behavior ! responses to student misbehavior

2e. Organizing physical space ! safety and accessibility ! arrangement of furniture and use of physical resources

Domain 4: Professional Responsibilities 4a. Reflecting on Teaching

! accuracy ! use in future teaching

4b. Maintaining accurate records ! student completion of assignments ! student progress in learning ! non-instructional records

4c. Communicating with families ! information about the instructional program ! information about individual students ! engagement of families in the instructional program

4d. Participating in a professional community ! relationships with colleagues ! involvement in a culture of professional inquiry ! service to school ! participation in school and district projects

4e. Growing and developing professionally ! enhancement of content knowledge and pedagogical skill ! receptivity to feedback from colleagues ! service to profession

4f. Demonstrating professionalism ! integrity and ethical conduct ! service to students ! advocacy ! decision making ! compliance with school and district regulations

Domain 3: Instruction 3a. Communicating with students

! expectations for learning ! directions and procedures ! explanations of content ! use of oral and written language

3b. Using questioning and discussion techniques ! quality of questions ! discussion techniques ! student participation

3c. Engaging students in learning ! activities and assignments ! grouping of students ! instructional materials and resources ! structure and pacing

3d. Using assessment in instruction ! assessment criteria ! monitoring of student learning ! feedback to students ! student self-assessment and monitoring of progress

3e. Demonstrating flexibility and responsiveness ! lesson adjustment ! response to students ! persistence


Crosswalk of 2010 Illinois Professional Teaching Standards and 2011 Danielson Framework for Teaching Illinois Standard

Description of Teacher Performance – Guiding Definition

Framework Component

Description of Teacher Performance – Components

#1 Teaching Diverse Students

The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.

1b 1d 1e 1f 2a 2b 3a 3c 4c

Demonstrating knowledge of students Demonstrating knowledge of resources Designing coherent instruction Designing student assessments Creating an environment of respect and rapport Establishing a culture for learning Communicating with students Engaging students in learning Communicating with families

#2 Content Area and Pedagogical Knowledge

The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.

1a 1b 1c 1d 1e 3a 3b 3c 3e

Demonstrating knowledge of content/pedagogy Demonstrating knowledge of students Selecting instructional goals Demonstrating knowledge of resources Designing coherent instruction Communicating with students Using questioning and discussion techniques Engaging students in learning Demonstrating flexibility and responsiveness

#3 Planning for Differentiated Instruction

The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.

1a 1b 1c 1d 1e 1f 4d

Demonstrating knowledge of content/pedagogy Demonstrating knowledge of students Setting instructional outcomes Demonstrating knowledge of resources Designing coherent instruction Designing student assessments Participating in a professional community

#4 Learning Environment

The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting.

2a 2b 2c 2d 2e 3d

Creating an environment of respect and rapport Establishing a culture for learning Managing classroom procedures Managing student behavior Organizing physical space Using assessment in instruction

#5 Instructional Delivery

The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to

1c 1d 1e 3a 3b

Setting instructional outcomes Demonstrating knowledge of resources Designing coherent instruction Communicating with students Using questioning and discussion techniques

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enhance learning for each student.

3c 3d 3e

Engaging students in learning Using assessment in instruction Demonstrating flexibility and responsiveness

#6 Reading, Writing, and Oral Communication

The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.

1a 1b 1c 1d 1e 1f 3a 3b 3c 3d 3e 4d

Demonstrating knowledge of content/pedagogy Demonstrating knowledge of students Selecting instructional goals Demonstrating knowledge of resources Designing coherent instruction Designing student assessments Communicating with students Using questioning and discussion techniques Engaging students in learning Using assessment in instruction Demonstrating flexibility and responsiveness Participating in a professional community

#7 Assessment

The competent teacher understands and uses appropriate formative and summative assessments for determining students needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each students.

1b 1f 3d 3e 4a 4b 4c 4d

Demonstrating knowledge of students Assessing student learning Providing feedback to students Demonstrating flexibility and responsiveness Reflecting on teaching Maintaining accurate records Communicating with families Participating in a professional community

#8 Collaborative Relationships

The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members.

1b 1e 1f 3c 3d 4a 4b 4c 4d 4e 4f

Demonstrating knowledge of students Designing coherent instruction Assessing student learning Engaging students in learning Providing feedback to students Reflecting on teaching Maintaining accurate records Communicating with families Participating in a professional community Growing and developing professionally Showing professionalism

#9 Professionalism, Leadership, and Advocacy

The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.

4a 4c 4d 4e 4f

Reflecting on teaching Communicating with families Participating in a professional community Growing an developing professionally Showing professionalism

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Framework for Teaching Domain Levels of Performance Unsatisfactory Needs Improvement (Basic) Proficient Excellent (Distinguished)

Domain 1: Planning and Preparation

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Domain 2: Classroom Environment

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Domain 3: Instruction :/,1*4(172/"7,"()'*'(1&*7C&5"8D"

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Domain 4: Professional Responsibilities

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Danielson, C. (2007). Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: Association for Supervision and Curriculum Development


A Sample of PERFORMANCE EVALUATION RATING LEVELS & DEFINITIONS These Performance Evaluation rating levels and definitions are included in this plan to support teacher self-reflection, inform and structure professional conversations, and suggest areas for further professional growth.

UNSATISFACTORY

Professional practice at the Unsatisfactory Level shows evidence of not understanding the concepts underlying individual components of the Framework. This level of practice is ineffective and inefficient and may represent practice that is harmful to student learning progress, professional learning environment or individual teaching practice. This level requires immediate intervention.

NEEDS IMPROVEMENT

(BASIC)

Professional practice at the Needs Improvement (Basic) Level shows evidence of knowledge and skills of the Framework required to practice, but performance is inconsistent over a period of time due to lack of experience, expertise, and/or commitment. This level may be considered minimally competent for teachers early in their careers but insufficient for more experienced teachers. This level requires specific support at both the non-tenured and tenured level of teaching.

PROFICIENT

Professional practice at the Proficient level shows evidence of thorough knowledge of all aspects of the profession. This is successful, accomplished, professional and effective practice. Teachers at this level thoroughly know academic content and curriculum design/development, their students, and have a wide range of professional practices and approaches. Teaching at this level utilizes a broad repertoire of strategies and activities to support student learning. At this level, teaching is strengthen and expanded through purposeful, collaborative sharing and learning with colleagues and ongoing self-reflection and ongoing professional improvement.

EXCELLENT

(DISTINGUISHED)

Professional practice at the Excellent (Distinguished) level is that of a master professional whose practices operate at a qualitatively different level from those of other professional peers. Teaching practice as this level shows evidence of learning that is student directed, where students assume responsibility for their learning by making substantial contributions throughout the instructional process. Ongoing, reflective teaching is demonstrated through the highest level of expertise and commitment to all students’ learning, professional challenging growth, and collaborative leadership.

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A Sample of a PERFORMANCE EVALUATION RATING PROCESS

Operating Principles Domain Ratings in THIS SCHOOL DISTRICT Professional Evaluation Plan

• Excellent (Distinguished) – Excellent ratings in at least half of the components of the domain, with the remaining components rated no lower than Proficient.

• Proficient – No more than one component rated Needs Improvement, with the remaining components rated at Proficient or higher.

• Needs Improvement (Basic)– More than one component rated Needs Improvement, with the remaining components rated as Proficient or higher.

• Unsatisfactory - Any component rated as Unsatisfactory. Overall Ratings in THIS SCHOOL DISTRICT Professional Evaluation Plan

• Excellent (Distinguished) – Excellent rating in at least two or more of the domains, with the remaining domains rated as Proficient.

• Proficient – No more than one domain rated Needs Improvement, with the remaining domains rated at Proficient or higher.

• Needs Improvement (Basic) – More than one domain rated Needs Improvement, with the remaining domains rated as Proficient or higher.

• Unsatisfactory - Any domain rated Unsatisfactory. Non-Tenured Teacher Contract Renewal - Each non-tenured teacher will receive a Performance Evaluation rating each year and a recommendation for renewal or non-renewal of his/her contract. ! Non-tenured teachers in year two, three, and four must receive a final Performance

Evaluation rating of Proficient or higher in two of the last three years, with year four being a Performance Evaluation rating of Proficient or higher.

! A non-tenured teacher who receives a Performance Evaluation rating of Excellent (Distinguished) the first three years of non-tenured status is eligible for early tenure.

Tenured Teachers are expected to maintain a Performance Evaluation rating of Proficient or higher. ! If a Tenured Teacher receives Performance Evaluation Rating of Needs Improvement, a

Professional Development Plan (PDP) will be developed within 30 school days of receiving the Needs Improvement rating and will implement the PDP within a time period determined by the district. The teacher must receive a Performance Evaluation rating of Proficient or higher to be reinstated to the tenured two-year evaluation cycle.

! If a Tenured Teacher receives a Performance Evaluation rating of Unsatisfactory, a Remediation Plan (RP) will be developed with 30 calendar days of receiving the Unsatisfactory rating and will implement the RP within a 90 school day period (unless shortened by contractual agreement). The teacher must receive a Performance Evaluation rating of Proficient or higher to be reinstated to the tenured two-year evaluation cycle.

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EVALUATION CYCLES FOR TENURED AND NON-TENURED

The Performance Evaluation plan shall provide for an evaluation at least once every two years of each teacher in contractual continued service (i.e., tenured); however, a tenured teacher who has obtained a “needs improvement” or “unsatisfactory” rating on the previous year’s evaluation shall be evaluated in the next school year after receiving that rating.

The plan shall provide for an evaluation at least once every year of each teacher not in contractual continued service (i.e., non-tenured). The specific requirements for Tenured and Non-Tenured are provided below:

TEACHER EVALUATION CYCLE REQUIREMENTS: TENURED

Tenured

Who Tenured – Proficient/Excellent Rating All tenured Teachers who receive a rating of Proficient or Excellent

Tenured – Needs Improvement Rating All tenured Teachers who receive a rating of Needs Improvement

Tenured – Unsatisfactory Rating All tenured Teachers who receive a rating of Unsatisfactory

What ! Written Notification at the start of the school term that includes 1) copy of professional practice rubric, 2) summary of operating procedures for assigning performance evaluation rating, and 3) summary of district procedures for professional development or remediation

! Clearly defined expectations as outlined in the teacher evaluation plan and district determined IPTS-Aligned Teaching Evaluation Framework

! Ongoing conversations based upon evidence gathered by both Teacher and Evaluator (e.g., Data Logs, reflection forms, lesson planning, student work, formal and informal observations)

! A minimum of two (2)

! Written Notification at the start of the school term that includes 1) copy of professional practice rubric, 2) summary of operating procedures for assigning performance evaluation rating, and 3) summary of district procedures for professional development or remediation



! A minimum of three (3) observations shall be required each evaluation cycle, of which two (2) must be a formal




! A minimum of three (3) observations shall be required each evaluation cycle, of which two (2) must be a formal

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observations shall be required each evaluation cycle, of which one (1) must be a formal observation (formal observations include both a pre-and-post observation conference)

! Identification of strengths and weaknesses based upon formative feedback, planning and reflecting conversations, as well as attendance and subject competency when determining a Summative Evaluation Rating

observation (formal observations include both a pre-and-post observation conference)


! A Professional Development Plan (PDP) must be developed within thirty (30) school days after a Summative Rating of “Needs Improvement”

! The Needs Improvement cycle does not have a minimum or maximum timeframe

! A PDP is developed by the Evaluator in consultation with the Teacher and takes into account the Teacher’s ongoing professional responsibilities including his/her regular assignments

! The PDP includes evidence of progress/achievement of goal as well as supports that the district will provide to address the performance areas needing improvement

! If the Teacher has corrected the performance areas and receives a rating of “proficient” or “excellent”, he or she is returned to the regular evaluation cycle [PERA 2010].

observation (formal observations include both a pre-and-post observation conference)


! A Remediation Plan must be developed within thirty (30) days after a summative rating of Unsatisfactory

! A remediation period of ninety (90) school days is provided unless a shorter period is provided by the local collective bargaining agreement

! If, at the conclusion of the remediation period, the Teacher has not corrected the performance deficiencies, the Teacher is subject to dismissal

! If the Teacher has corrected the performance deficiencies and receives a rating of “proficient” or “excellent”, he or she is returned to the regular appraisal cycle

! Nothing in the Remediation Plan should be construed as preventing immediate dismissal of a Teacher for deficiencies deemed irremediable or for actions that injure or endanger the health or person of students in the classroom or school environment

Performance Evaluation

Biennial No minimum or maximum timeframe specified by Illinois

School Code Section 24A-5

As specified by Illinois School Code Section 24A-5

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TEACHER EVALUATION CYCLE REQUIRMENTS: NON-TENURED Non-Tenured

Who Years 1-3 Non-Tenured All first through third year non-tenured Teachers

Year 4 Non-Tenured All fourth year non-tenured Teachers

What ! Written Notification at the start of the school term that includes 1) copy of professional practice rubric, 2) summary of operating procedures for assigning performance evaluation rating, and 3) summary of district procedures for professional development or remediation



! A minimum of three (3) observations shall be required each school year, of which two (2) must be formal observations (formal observations include both a pre-and-post observation conference)


! Non-tenured Teachers in two (2) out of the last three (3) years of non-tenured status must have a summative rating of “proficient” or “excellent”

! Non-tenured Teachers that have summative ratings of “excellent” during first three year are eligible for early tenure




! A minimum of three (3) observations shall be required each school year, of which two (2) must be formal observations (formal observations include both a pre-and-post observation conference)


! Non-tenured Teachers in fourth (4) year of non-tenured status must have a summative rating of “proficient” or “excellent”

Performance Evaluation

Annual Annual

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THE FORMAL AND INFORMAL OBSERVATION PROCESS

Observation Process Steps

Formal Observation Informal Observation

PreConference

Teacher submits in advance of conference a written lesson or unit plan and/or other evidence of planning for instruction to be

observed; Evaluator will discuss and make

recommendations for areas of focus during the observation

No PreConference requirements are defined

Observation of

Professional Practice

Observation of the teacher his or her classroom for a minimum of 45 minutes

OR Observation of a complete lesson

OR Observation during an entire class period

No Observation requirements are defined

Documentation

of Professional

Practice

Evidence collected and feedback is

provided in writing (electronic or paper)

Evidence collected to date that may result in either a “needs

improvement” or unsatisfactory” performance evaluation rating, needs to be clarified with the

teacher.

Evidence and feedback are

provided either orally or in writing (electronic or paper), but can only be considered in determining the

summative rating if documented in writing

Evidence collected to date that may

result in either a “needs improvement” or unsatisfactory” performance evaluation rating, needs to be clarified with the

teacher. PostConference

Evaluator shall meet with the Teacher to discuss evidence

collected and provide feedback. Teacher may provide additional information or explanation about

the lesson presented.

Evaluator must provide the Teacher an opportunity to have an

in-person discussion following observation

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Applying Danielson’s Framework to “Illinois-Style” Teacher and Specialist Evaluation Practices

Priority Teacher/Specialist Evaluation Priority Already Addressed

Teacher/Specialist Evaluation Priority Needs to be Addressed

The “Why” Priority of Teacher Evaluation • Based upon National/State Policy

Recommendations • Based upon current research of best

practice • Based upon District Beliefs &

Supported through Aligned Commitment

Next Steps: The “What” Priority of Teacher Evaluation • Alignment to Professional Standards

of Practice • Commonly Understood Levels of

Performance • Consistent, Transparent Teaching

Expectations for Performance Evaluation Rating

Next Steps:

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Priority Teacher/Specialist Evaluation Priority Already Addressed

Teacher/Specialist Evaluation Priority Needs to be Addressed

The “How” Priority of Teacher Evaluation • Based upon multiple sources of

Evidence of Practice • Differentiated for teachers at

varying levels of experience and expertise

• Procedures and forms aligned to teaching or specialist framework

• Encourages collaboration between evaluator and educator

Next Steps:

Documents

Applying Danielson's Framework for Teaching to …iaase.org/.../Keynote_1...Framework_for_Teaching_uid9102012522542.pdfThink about the essential qualities or characteristics of a highly