The Danielson Framework and Your Evaluation AK Teaching

The Danielson Framework and Your Evaluation AK Teaching Standard DP_8 c: Engages in Instructional Development Activities Danielson Domain 4 e: Growing and Developing Professionally

Tonight’s Goals: To facilitate an understanding of the Danielson Framework, process, and purpose To build your confidence for engaging in instructional dialogue about the Framework To consider the evaluation process as a tool to promote moving forward professionally To provide an opportunity for you to identify evidence and artifacts in your own practice

Learning Piece 1 The Danielson Framework tool simply defines what teachers should know and be able to do in the exercise of their profession. The complex art of teaching is divided into 22 components clustered into the 4 domains. Each component defines a distinct aspect of a domain. Framework, process and purpose

Framework, process and purpose Tally Here:

Confidence Examples of evidence: Use your Framework handout to help you tally the evidence into the correct domain. The teacher greets students by name as they enter the class or during the lesson. 5/27 students have finished an assignment early—the teacher assigns a follow-up activity. The teacher has decided to participate in the Expansion Forum on Blackboard and applies their learning professionally. The teacher creates a list of historical fiction novels that will expand her students’ knowledge of the age of exploration. 1 2 3 4

Model Evaluation Process 1. Pre- Conference Training 2. Self-Reflection Conference 3. Classroom Walk-Throughs 4. Informal Observations 5. Pre - Observation Conference 6. Formal Observation 7. Post observation Conference 8. Summative Evaluation Conference Framework, process and purpose

Basic Justify Some Connects General Partially Limited Correct Regularly Accurate Attempts Specific Rudimentary Cooperation Proficient Clearly Uneven Scaffolded Singular Self-assessment Inefficient Actively participates Effective Challenging Adequate Minimal Professional inquiry Engages Ineffective Attempts Partially Rarely Referenced Culturally-sensitive Enhances Contributes Confidence

Model Evaluation Process 1. Pre- Conference Training 2. Self-Reflection Conference 3. Classroom Walk-Throughs 4. Informal Observations 5. Pre - Observation Conference 6. Formal Observation 7. Post observation Conference 8. Summative Evaluation Conference Moving forward professionally

Goal Check of Learning Piece 1 Ø To facilitate an understanding of the Danielson Framework, process, and purpose Ø To build your confidence for engaging in instructional dialogue about the Framework Ø To consider the evaluation process as a tool to promote moving forward professionally

Learning Piece 2 To facilitate an understanding of the Danielson Framework, process, and purpose To build your confidence for engaging in instructional dialogue about the Framework To consider the evaluation process as a tool to promote moving forward professionally Ø To provide an opportunity for you to identify evidence and artifacts in your own practice

Evidence from YOUR practice: Your evidence Use the A tool to type in what’s happening in your classroom. Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments

Skills in Domain 1 are demonstrated primarily through the plans that teachers prepare to guide their teaching…Planning is about design. --Charlotte Danielson

Evidence from YOUR practice: Your evidence Use the A tool to type in what’s happening in your classroom. Domain 2: Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space

Domain 2 for you!

Evidence from YOUR practice: Your evidence Use the A tool to type in what’s happening in your classroom. Domain 3: Instruction Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness

Domain 3: Instruction E = Expectations N = New knowledge G = Grouping A = Assessment G = Graphic organizers E = Everyone

Evidence from YOUR practice: Your evidence Use the A tool to type in what’s happening in your classroom. Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in the Professional Community Growing and Developing Professionally Showing Professionalism

Domain 4: Professional Responsibilities Are you able to assess the effectiveness of your work and take steps to improve it?

Goal Check of Learning Piece 2 To provide an opportunity for you to identify evidence and artifacts in your own practice