Teacher Evaluation Training

Using Charlotte Danielson’s Framework participants will…

o Examine and understand the culture of learning of the teacher evaluation system.

• Importance of Content

• Expectations for Learning and Achievement

• Student Pride in Work

• Refers to atmosphere in classroom that reflects the importance of work by students and teacher. It describes the look and general tone of the classroom. It is characterized by cognitive energy in the importance of the content with high expectations for all students.

Proficient Distinguished

Teacher enthusiasm for content Shares learning goals with

students and explains importance and purpose

Reinforces importance with charts and posters

Teacher provides opportunities for students to choose their own projects and methods for demonstrating their learning

• Students indicate learning goal and explain why it is important

• Teacher enthusiasm for learning• Students post high quality work

on bulletin board• Students make posters that

convey positive learning expectations

• Students show individualism and creativity in demonstrating their learning

• How do you convey the sense to your students that the work they are doing in classroom is important?– Relate to students lives– Relate to real world examples/experiences– Relate to career choices

• What strategies do you use to reinforce and cultivate curiosity?– What if…– Allow students to express opinions– Allow students to have a choice in projects and

or activities

Proficient Distinguished

Teacher shares learning outcomes with the students

Sets high standards for students

Discusses importance and significance of content

Shares personal experiences related to topic

Attributes student success to hard work and effort

• Teacher holds students accountable for high expectations

• Models high expectations for all students

• Students attribute their success to hard work and effort

• How do you recognize high levels of student achievement in your class? – Rewards– Certificates– Wall of Fame– Wall of Honor– Newsletter– School Announcements

• How do you or have you conveyed high expectations to students when they do not believe it? – Show students improvements they have made– Praising the hard work and effort of the students– Communicating with parents

• Effective– Students turn in all

work– Students engaged

in work– Students giving

best effort

• Highly Effective– Students encouraged

to take risks– Students continually

ask questions– Students help each

other– Students reflect on

own work

• What evidence do you have that your students take pride in their work?– Students redoing/revising work– Students asking questions for deeper

understanding– Students helping each other– Students turning in high quality work

• Peer Review• I Blew it card

– Allows students to take risks and try something new. Students can redo, limit how many a student may use

What will I try? How did it go? What will I do differently next time?

• Think about something you will try in your classroom, after doing it, complete this reflection chart on the strategy and what you can do next time.