USING THE FRAMEWORK FOR TEACHING TO SUPPORT EFFECTIVE TEACHER EVALUATION

Mary Weck, Ed. DDanielson Group Member

Domain Focus

Domain 3 – Instruction

What a teacher does to engage

students in learning.

Domain 4 – Professional Responsibilities

Professional responsibilities and behavior in and out of the classroom.

Domain 2 – The Classroom Environment

All aspects of teaching that lead

to a culture for learning in the

classroom.

Domain 1 – Planning and Preparation

What a teacher knows and does in

preparation for teaching.

4 Domains

22 Components

76 Elements

Framework Vocabulary - p. 3

Cognitive Engagement “Proficient” = students must be

engaged cognitively. “Distinguished” = cognition, meta-

cognition, and student ownership of their learning.

Constructivist Learning Proficient practice must have

evidence of learning experiences designed to facilitate students construction of knowledge.

Priorities of the FfT

A FrameworkFramework for a career…• NoviceNovice

Initial Teaching Certification

• Master TeacherNational Board Certification

6

Levels of Performance

Levels of Performance

Unsatisfactory – Teaching shows evidence of not understanding the concepts underlying the component - may represent practice that is harmful - requires intervention

Levels of Performance

Unsatisfactory – Teaching shows evidence of not understanding the concepts underlying the component - may represent practice that is harmful - requires intervention

Basic – Teaching shows evidence of knowledge and skills related to teaching - but inconsistent performance due to lack of experience

Levels of Performance

Proficient - Teaching shows evidence of thorough knowledge of all aspects of the profession. Students are engaged in learning. This is successful, accomplished, professional, and effective teaching.

Levels of Performance

Proficient - Teaching shows evidence of thorough knowledge of all aspects of the profession. Students are engaged in learning. This is successful, accomplished, professional, and effective teaching.

Distinguished – Classroom functions as a community of learners with student assumption of responsibility for learning. (Based on research for NBPTS)

Evaluation as an intervention to improve student achievement ESEA views teacher evaluation as an

intervention to improve student achievement

“Addressing gaps in access to teacher quality is the most critical element of a successful education reform agenda….students whose initial achievement levels are comparable have vastly different academic outcomes as a result of the sequence of teachers to which they are assigned… ” (Peske, Haycock, 2006)

RESEARCH FINDINGS: Cincinnati’s Use of the Framework for Teaching

Teachers have substantial effect on student achievement

Correlation between evaluation using the FFT and student achievement

Evaluation using the FFT found: Unsatisfactory and basic: students had lower gains

than expected (based on test scores from previous years)

Proficient: students made expected gains Distinguished: students made positive gains

IDENTIFYING EFFECTIVE CLASSROOM PRACTICES USING STUDENT ACHIEVEMENT DATA , National Bureau of Economic Research, 2010

Therefore…

…. Quality teaching = improved student learning

ESEA / RTTT emphasizes teacher evaluation models that emphasize feedback to improve learning and growth, and the use of research based criteria to assess teacher effectiveness

Evaluation Process

Evaluators Role

Considerations

Differentiation for career stages Novice Experienced Needing assistance

Role of collaboration in teacher growth Examination of the culture for learning in

the district and the schools Importance of a focus on cognitive

engagement from “top” down Being clear about expectations