Comment

Comment by Michael Keany on April 21, 2014 at 11:30am

Jim:

Yes, you can just click on +Discussion on he group’s homepage and cut and paste your document.  I’m sure the entire group would be interested.

Comment by Dr. Jim Nichols on April 21, 2014 at 9:26am

I have been using the Danielson framework for several years as the required text for our Student Teaching Seminar. It provides excellent focus for goal setting and reflection on student teaching performance. I have created a highly effective self assessment/PIP instrument using Danielson,which I would be glad to share. Is there a way to upload to the DLC?

Comment by Joan Fretz on February 11, 2013 at 1:25pm

You are most welcome.  I think its important to use the Framework in the humane and supportive way that was the original intent.  My experience leads me to believe strongly that we can positively influence the choices our students and teachers make, and help them become highly skilled,  if we think outside of the rubric boxes and don't take everything too literally.  Examples are just that....examples.  

Comment by Marguerite Clarkson on February 11, 2013 at 1:14pm

Thank you very much. You have given me ideas for our conversation.

Comment by Joan Fretz on February 10, 2013 at 3:53pm

Our Huntington Schools administrators also did the online Teachscape certification program.  Although I like the concept of having the group watch the same video,  we found many of the teaching videos to be of lower quality than what we typically see in our classrooms.  We found it was more beneficial to watch other videos together, then score and discuss them as a group.

I agree that the Danielson Framework is very helpful and after one year of use, our teachers are much more comfortable with using it to help them plan effective lessons.  The Framework was not intended to be used to evaluate teachers, and our District's requirement that we give an overall "score" for each observation makes the teacher more defensive and less interested in partaking in a collegial, self-reflective discussion.  Of course, if this was not tied to scoring them on the APPR, they would be less defensive.

Lastly,  I'd like to add that there are critically important, observable teacher behaviors in all four domains that result in the student being intrinsically motivated and that intentionally contributes to the student developing a positive self-concept.  That is not made clear in the Framework.  It is possible and important to identify for our teachers how they can promote motivation, effort, a sense of competence, relatedness and autonomy, in every single competency in the Framework.  A superficial reference is made to some of these concepts, but without the depth that is needed in order to truly be Highly Effective.

Some administrators take the critical attributes and examples too literally and do not consider other things, like well established self-concept and self-determination theories, which provide deeper insights into how a teacher can truly influence a student's motivation, effort and choice of behavior.  Contact me if you want more information.

Comment by Tim O. Mains on February 10, 2013 at 3:19pm

In Rochester we are using the updated Danielson framework through teachscape.  The teachscape company offered a "certification" program that we had all of our Building Administrators complete.  They watched videos that explicated the elements on the rubric and then took an on-line assessment to become :certified." 

 

I think that this has helped with greater interrater reliability, but I would say that continued and regular effort will be required to mainitain a common interpretatiobn of the rubric.  I encourge administrators to complete several informal observations anually with other admin, followed by a joint debrief to ensure that we are all interpreting the rubric in a common fashion.

 

The rubric is very helpful,. but it is dense and (like any rubric) only as good as the common understanding that you develop when you apply and anchor work examples to the rubric.

Comment by Marguerite Clarkson on February 8, 2013 at 4:21pm

A year has past since the last post. We are using Danielson for the APPR this year, and I am wondering if those ahead of me have experience to share. How was your first year?

Comment by Dr. Timothy Mundell on December 11, 2012 at 8:11am

Using the Danielson model in combination with the concept of "evidence-based" data enriches the conversation about practice.  The rubric provides clearly defined parameters for each level of instructional quality, and serves as entry points for coaching types of conversations about instruciton and planning.  We have found Domain 4 useful in opening dialogue regarding facets of teaching which go beyond the classroom and instruction specifically.  When framed effectivley, the opennes of the dialogue contributes to an atmosphere of trust and growth. 

Comment by Jason Frederick Bletzinger on November 25, 2012 at 4:47pm

Our district has created a hybrid of the Danielson framework with the Indiana RISE framework. Although I would rather go straight Danielson, I do appreciate the fact that the focus through this teacher evaluation framework is on evidence-based practices. Focusing in the evidence gets directly at the quality of learning being implemented in the classroom. The evidence allows for deeper conversations regarding student learning and what specific desirable and undesirable evidence impacts student learning.

Comment by Kevin Smith on February 16, 2012 at 2:56pm

One powerful component of the Danielson rubrics, now the Teachscape rubrics, is the emphasis on evidence and artifacts. Rather than making assumptions about the quality of instruction, Danielson calls for a focused look at student work, student behavior, and teacher behavior. Focusing on artifacts allows evaluators to ask questions about instructional decision making and pushes teachers to evaluate and reflect on their own choices. In the five years I have been using the framework, and I still feel like a novice, I have had many very powerful conversations where teachers have looked at evidence from their lessons and provided very powerful reflections that served as the basis for changing and improving their practice.

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