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!"#$"%&"'()*+,-..&+"$/()*$%0&%-1(( Applying Danielson's Framework for Teaching to “Illinois-Style” Teacher and Specialist Evaluation Practices! ( ( ( 2$%&/&0$0-3(45(( (

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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.

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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 fairlybefore 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.

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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.

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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.

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

Aligned Commitments 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.

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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.

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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.

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

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Creating an instrument that is viewed as supportive that includes clearly defined measures Helping Teachers/Specialists and evaluators to understand the process and expectations

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 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 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

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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

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

Description of Teacher Performance – Guiding Definition

#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.

#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.

#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.

#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.

#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

Framework Component

Description of Teacher Performance – Components

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

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 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 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 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 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. #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.

#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.

#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.

#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.

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

Engaging students in learning Using assessment in instruction Demonstrating flexibility and responsiveness 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 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 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 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 Domain 1: Planning and Preparation

Domain 2: Classroom Environment

Domain 3: Instruction

Domain 4: Professional Responsibilities

Needs Improvement (Basic)

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