PJ Caposey

Changing School Culture Through the

Danielson Framework for Teaching

PJ Caposey

Superintendent

@MCUSDSupepcaposey@mail.meridian223.org

Author

MEETING NORMS

Start and end on time; Family rule – we can argue

internally, but united externally; Speak with one voice

outside these meetings; leave egos at the door,

confrontation is our friend (including when you

challenge my ideas!!) as long as you disagree with ideas,

not individuals – always perform a check-in and a check-

out

I pledge . . . .

• I will enter the meeting with a positive attitude.• Instead of waiting for someone to make the meeting

interesting, I will make it interesting myself.• I will focus on helping others instead of judging them.• I will prepare ahead of time in order to add value to the

meeting.• I will challenge myself to learn something meaningful

during the meeting.• I will try to build a positive relationship with someone in

the room.• I will put away my SmartPhone and close my laptop unless

it is directly pertinent to the topic at-hand.

Outcomes

• Bolster basic skills and knowledge

• Insight on how to maximize

impact of time in classrooms

• Learn a de-coding process

• Develop more effective

questioning strategies

• Evaluate current systems for

providing written and verbal feedback

Poll 1

Name PositionExperience with DanielsonBiggest success working with another adult in schools

A little about you . . .

THE GOLDEN CIRCLE

OF TEACHER EVALUATION?

How do I actually complete an observation/evaluation?

Four Choices

• Narrative (old-school)

• Checklist

• Data collection

• Combination – targeted observation

OBSERVATION

EVALUATION

My teachers say Danielson still leaves room for

administrator subjectivity and it is not fair because their jobs depend on it? How can I answer that?

I heard that this was never intended to be an evaluation tool – it was a professional performance guide written by a teacher for teachers. Is that true?

For a teacher to be excellent/distinguished it is dependent upon how the kids react to what teachers teach

Do you think that is fair? How would you explain it to your staff?

RESPONSIBILITY

No single drop of water thinks it is responsible for the flood.

De-code the framework into…

tangible

actionable

strategies

for observation

and coaching

purposes

‘Chunk-able’

A B C D

9

Most of teacher's questions/prompts are of high quality and support the lesson objectives, with adequate time for students to respond. A variety or series of questions/prompts are used to challenge students cognitively, and advance

high level thinking and discourse. Teacher creates a genuine discussion among students,

stepping aside when appropriate. Teacher successfully engages all students in the

discussion, employing a range of strategies to ensure that all students are heard.

The EXTENT to which someone does

something matters!!

Most of teacher's questions/prompts are of high quality and support the lesson objectives,

with adequate time for students to respond.

WHAT WOULD THE TEACHER BE DOING?

Most of teacher's questions/prompts are of high quality and support the lesson objectives,

with adequate time for students to respond.

WHAT WOULD THE STUDENTS BE DOING?

Most of teacher's questions/prompts are of high quality and support the lesson objectives,

with adequate time for students to respond.

TO WHAT EXTENT? FOR EXAMPLE, WHAT DOES MOST MEAN, WHAT DOES HIGH QUALITY

MEAN?

POLL 3

Less than 25%

Between 26-50%

Between 51-75%

76% or higher

What percentage of staff would decode the framework in the same manner without training?

1) Repeatable for multiple components and for multiple ratings

2) Allows for self-assessment

3) Allows for personalization of PD

Goal: Leverage the Pre-

Conference Opportunity

What is an example of a typical pre-conference question and does it provide you an opportunity

to cause growth?

Tell me what I will see in your classroom?

Tell me how you chose what to teach and tell me how you came to

the decision to teach it the way you will

Why did you decide to teach it that way? Do you

choose differently for different lessons?

Improving the pre-

conference

PJ Caposey

Superintendent

@MCUSDSupepcaposey@mail.meridian223.org

Author

Outcomes

• Bolster basic skills and knowledge

• Insight on how to maximize

impact of time in classrooms

• Learn a de-coding process

• Develop more effective

questioning strategies

• Evaluate current systems for

providing written and verbal feedback