I am interested to hear what portions of Danielson's evaluation rubric are being used to provide feedback to teachers during observation.  I am in a charter school, and am incorporating language, targeting teachers new to the profession, to shape their growth.

The Pennsylvania teacher evaluation system (rating form) is based on the Danielson framework, PDE 426 available on the state department of ed. web site. A newer evaluation is expected to be rolled out in a few weeks.

I'm using the components in Domain's 1, 2 and 3 for feedback to teachers on observations. (2011 version of Danielson's Framework as posted on NYSED.gov site.)  Teachers complete a lesson plan form and a pre-observation form which provides the observer with information about planning and preparation.  To prepare teachers for their first observation using this framework,  I met with them and showed them the rubrics, so they could feel more comfortable about what was expected for Effective or Highly Effective ratings.  My staff was very appreciative of the opportunity to digest the rubrics and get a sense of what we'd be looking for.  My goal is to find evidence in their lessons of as many of the components as I can, to support their efforts and confidence.  I usually find two or three competencies that could be improved, and we talk in the post observation conference about how those areas could be further developed.  Using the competencies as a frame, provides the teacher with specifics to reflect on after the lesson.  The teachers fill out a reflection sheet prior to our post observation conference.  I begin this session by letting them tell me what they thought about the lesson and what changes they might like to make for the future.  They usually target some of the same issues that I noted and we brainstorm what might help.

It's important to find a teacher's strengths and acknowledge them in an observation, setting the stage for a trusting relationship and open ears for your suggestions.

My personal interest is in identifying teacher behaviors that promote intrinsic motivation and effort in students.  I am developing a chart of behaviors that align well with the Danielson Framework and are supported by research in motivation and effort, and self-determination, perception and self-concept theories.  I'm discovering that there are intentionally positive teacher behaviors that promote motivation and connect to nearly every competency in the Framework.  

I will be sharing this information in workshops at WS BOCES,  and grad courses in the near future. Feel free to contact me at jrfretz@optonline.net if this is of interest to you...or keep the conversation rolling here.....

Joan

I am using Domains 1, 2, 3 for the HEDI ratings.  Under Domain 4, teachers can earn 5% for doing an Individual Learning Plan, 5% for reflecting on the prior year's ILP as a basis for formulating one for the next year, and 10% for a professional portfolio that contains evidence of the Components.  This will be on a bi-modal basis--you get the points or you don't.  That will give teachers 20 points to start towards the 60 required.

We are doing staff development on Danielson Frameworks with our staff.  As I turn key I learn more and more about them. We want the staff to become familiar with the rubrics. We have done a lot of hands on training with the teachers. They seem to like this so they can get comfortable with the rubrics.

Ms. Fretz, did you first train your staff on the components and how to demonstrate them in their teaching?

I introduced my staff to the component list in an introductory meeting.  We then picked a few components to look at more carefully, by reading the rubric in the Teachscape version, which includes critical attributes and examples.  The rubric gives them a better idea about what we would be looking for in an effective lesson.  My approach is to build my teachers' confidence that there is a great deal of evidence in their work that they are indeed demonstrating the competencies.  Teachers need to understand that we may not see every component in every lesson and they need not try to accomplish that.  When I meet individually with a teacher in a pre-observation conference,  we talk about the competencies that their plan includes.  They identify an area of development they are focusing on.  In the post observation conference, I find the teachers to be very reflective and willing to identify components that they think could have been addressed more effectively, as well as those they felt were done effectively.  It's important to be willing to delve into the components with examples from their own work.  Talking about their past lessons and the strengths in certain components that you have already seen evidence of,  encourages teachers that they are on the right track.  They are then more open to suggestions for other areas to work on.  It's important not to use the framework as a "gotcha" chart.  Rather,  the rubrics can help an observer and a teacher to come to an agreement as to the level of proficiency demonstrated during a lesson.  In summary, rather than telling teachers in general,  how to demonstrate the competencies in their teaching,  I believe it is more effective to ask them to keep certain competencies in mind when they plan their lesson, and then talk about the competencies using examples from their lesson, when you discuss it.

Joan

I am currently training all the teachers at my school in the Danielson Framework.  We are having rich discussions about what "Great Teaching" looks like and how it can be measured.  However, I am having resistance from some teachers who want there to be more student accountability and behaviors in the framework. I explained that this s a research-based framework for TEACHING, and therefore that is what we will focus on this year.  

That's interesting, Christina.  When we talk about expectations for teachers, the teachers very often want to address student expectations.  I try to explain the Framework as a set of teacher behaviors that research has shown will influence positive student responses - promoting increased interest, effort and positive behavioral choices.  I believe many teachers don't realize how their behavior, choice of language or response to students sends messages to students such as "I know you are able and can do this work," or,  "I doubt your ability."  You have to dig deep into the competencies to find some of the connections to motivational theories.  I've tried to link the teacher behaviors to three important needs for promoting intrinsic motivation:  autonomy (the opportunity for choice in learning,) competence, and relatedness.  There are many links to theses goals in the planning of lessons, the climate in the classroom that the teacher creates, and the instructional pedagogy.  I've come to realize that many teachers are so focused on creating their lesson, they are not paying close enough attention to the student's response to the lesson.  Taking the students' perspective in the classroom, I think, is key to effective teaching.  So, instead of focusing on how we can control student behavior or force effort,  I'm working towards showing teachers how what they do will influence what a student thinks about his or her ability in that class, and consequently, their choice of positive or negative behavior and level of effort and interest.

Just some thoughts...

Joan

Just joined and grateful to be part of the Learning Community; looking forward to many interesting and targeted comments that will also inform my own learning of Danielson Framework!

New Danielson Teacher Competency Workshops:

"Shaping Intentional Practice Through the Danielson Framework: 

How Highly Effective Teachers Promote Intrinsic Motivation"

Feb. 7 and March 6, 4:00 - 6:30 PM

This workshop is offered in two parts, Feb. 7th and March 6th.  Feel free to join us for either or both sessions.  We'll be identifying what teachers can do to create the conditions that inspire students to take charge of their own learning, choose challenge, value effort and persist in the face of obstacles.  In these workshops, 

• We'll learn about self-determination theory and how to insure students experience autonomy, competence and relatedness in the classroom.  
• We'll hear real high school students explain what teaching behaviors helped or hindered their motivation and effort in school, and
• We'll link each of these teaching behaviors to competencies in the Danielson "Framework for Teaching."

These workshops are designed for all educators.  Our goal is to create an intentional practice to help all school adults and students to realize their potential.

The full description of the workshop and registration information may be found through the following link http://www.wsboces.org/library/pdfs/iss2453.pdf 

Hope to see you there!  Feel free to contact me for further information at jrfretz@optonline.net

Joan

Here is the workshop description from My Learning Plan:

39. Shaping Intentional Practice Through the Danielson Framework: How Highly Effective Teachers Promote Intrinsic Motivation - Pt II is March 6, 2012 Sponsored By: Professional Development   Educators often ask the question, “How can we motivate students?” According to Edward Deci, the more accurate question is, “How can teachers create the conditions within which students will motivate themselves?” The most beneficial type of motivation is intrinsic. When someone is intrinsically motivated, they will participate in an activity for its own sake: “for the reward that is inherent in the activity itself.”  If we truly want students to realize their potential and love learning, we need to provide them with an environment that inspires them to take charge of their learning, choose challenge, value effort and persist in the face of obstacles. How can teachers create these conditions? By learning from the experts, of course. Through video chats with student “experts,” we’ll learn about key teaching competencies that helped or hindered their motivation and effort in school. Then, to better understand why these teaching behaviors were influential, we’ll explore the work of four fascinating researchers in self-concept and motivation. Their wisdom will provide us with a framework – an intentional practice for achieving our goal. Finally, each effective teaching behavior will be correlated to a teaching competency in Danielson’s “Framework for Teaching.”  Whether we are focusing on the components of a teacher’s planning skills, classroom environment, instructional practices or professional responsibilities, every teaching skill can have a positive impact on a student’s self-concept and motivation to learn. It is our goal to delve deeper into the meaning of each competency and its beneficial practice, so that we, and our students, will realize our potential. workshop flyer: http://www.wsboces.org/library/pdfs/iss2453.pdf     Date(s): Feb 7 - Mar 6  4:00 - 6:30 PM

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.

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.

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. 

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?

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.

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.