1. Lifelong learning for both educators and students.
The Danielson Teacher Evaluation Model: A Panel Discussion of Rapid City’s Five Year Process
Lifelong learning for both educators and students.

3. Panel Members:
Facilitator: Katie Bray Panel Members: Jocelyn Hafner, Assistant Principal, Stevens High School Rod Haugen, Principal, South Park Elementary School Danny Janklow, Principal, Horace Mann Elementary School John Julius, Principal, Stevens High School Dr. Tim Mitchell, Superintendent, Rapid City Area Schools Valerie Nefzger, Principal, North Middle School Rick Owen, Principal, Pinedale Elementary School Shannon Schaeffers, Principal, Grandview Elementary School Deborah Warr, Principal, Knollwood Elementary School
Introduce panel members.

4. LEARNING TARGET CRITERIA FOR SUCCESS
To share the various applications of the Danielson model for teacher evaluation in the Rapid City Area Schools.
CRITERIA FOR SUCCESS
Participants gain a better understanding of the application of the Danielson model.

5. REACHING COMMON GROUND “Why We Chose the Danielson Model”
The Danielson model more effectively merges the two goals of evaluation and facilitates a collaborative and reflective growth process for teachers and administrators.
1. Professional Development
Accountability

6. PURPOSES FOR EVALUATION Student Achievement Cost Savings
Assist in making employment decisions
Student Achievement
Cost Savings
When we are able to retain rather than release a teacher through an evaluation process, districts make gains in student achievement and save money.
A study completed in California indicated that a new teacher negatively impacts student achievement by as much as 5% in national median test scores in both reading and math (Public Policy, 2002).
The cost of teachers leaving the profession varies from district to district. The National Commission on Teaching and America’s Future (NCTAF, 2008) estimated that the costs associated with teacher attrition in a non-urban school to be as high as $12,000.

7. 4 DOMAINS Domain 1: Planning and Professional Practice
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
From: Danielson, Charlotte. (1996). Enhancing Professional
Practice, A Framework for Teaching (ASCD).

8. DURABIILTY/FLEXIBILITY OF THE MODEL The Panel Discussion
Question 1: Each of the 4 domains has 5-6 components with several elements within each component. How do you determine which components to address? x

9. Question 2: The Danielson model lends itself to both a check-list and narrative format. Shannon, will you lead the discussion on the benefits of using a narrative approach.?

10. Question 3: Reflection and self-assessment are critical
components of the model. In the district’s Teacher Evaluation Manual, we talk about pre and post conferencing. Rod, would you discuss how you set up and facilitate the process.

11. Rapid City Area Schools
PRE-CONFERENCE GUIDE
Rapid City Area Schools
Name_____________________________
Administrator_______________________
Date of Pre-Conference______________
Date/Time of Observation_____________
Grade Level/Curriculum Area Observed _____________________________________
1. Briefly describe the students in this class, including those with special needs. (Component 1b)
6. What difficulties do students typically experience in this area, and how do you plan to anticipate these difficulties? (Component 1a)
2. Briefly describe the classroom environment. (Component 2b)
7. What instructional materials or other resources, if any, will you use? (Attach sample materials you will be using in the lesson.) (Component 1d)
3. What is your learning target for the lesson? What do you want the students to learn?
(Component 1c)
8. How do you plan to assess student achievement of the goals? What procedures will you use? (Attach any tests or performance tasks, with rubrics or scoring guides.) (Component 1f)
4. How do these objectives support the district’s curriculum and the content standards?
9. How do you plan to use the results of the assessment?
5. How do you plan to engage students in the content? What will you do? What will the students do? (Component 3c)
10. What is your criteria for success?
Teacher comments:
Administrator comments:

12. OBSERVATION REFLECTION GUIDE Name Grade/Subject Observation Date Time
Post Conference Date Time
As I reflect on the lesson, to what extent were students productively engaged? (Components 4a, 1e, 3c).
Did the students learn what I intended? Was the criteria for success met? How do I know?
Did I alter my objectives or instructional plan as I taught the lesson? If so, why? (Components 1e and 3e)
If I had the opportunity to teach this lesson again to this same group of students what would I do differently? Why? (Components 4a).
What district opportunities have you participated in to support you with this lesson?
Describe how you keep communication open with parents?
How do you contribute to our school and district outside of your classroom?
Adapted from: Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development; and Danielson, C., & McGreal, T. L. (2000). Teacher evaluation to enhance professional practice. Princeton, NJ: Educational Testing Service.

13. DURABIILTY/FLEXIBILITY OF THE MODEL The Panel Discussion
Question 4: Learning targets and formative assessments have been a focus of our staff development process for the past three years. Danny, how have you incorporated both of these elements into the evaluation process?

14. Effective Sharing of Learning Targets and Criteria for Success
Walk-Through Tool
Effective Sharing of Learning Targets and Criteria for Success
Teacher:
Date:
Observation of the Teacher The teacher communicates learning targets and criteria for success/elements of quality and also uses strategies to assess students’ understanding of these elements.
Teacher communicates the learning target and criteria for success/elements of quality with students (oral, written, display, demonstration, modeling).
Teacher uses a strategy to help students understand the learning target and criteria for success/elements of quality (questioning, planning and envisioning, using examples, using rubrics).
The learning target indicated what students will understand or be able to do, was specific, and can be observed or measured.
Conversation with the teacher about how the learning targets and criteria for success were shared:
Conversation with Students
Students can explain their intended learning and their understanding of the criteria for success/elements of quality.
When asked What are you learning in this lesson? Students responded:
(Look for students expressing a clear, accurate, and specific description of the learning.)
When asked Are you doing well on this task? How do you know? Students responded:
(Look for students expressing specific strategies for assessing the quality of their work.)
Conclusions and Next Steps
Analyzing the Walk-Through and Planning for the Teacher’s Growth
Conclusions about the quality, consistency, and effect of the ways the teacher shares the learning targets and criteria for success:
Specific next steps or goals for the teacher:
Strategies to help the teacher become more effective at sharing learning targets and success criteria:
Ways to have a short, focused, collaborative conversation to promote the teacher’s growth:

15. Classroom Walk-Through Effective Sharing of Learning Targets and Criteria for Success
Observations of Teachers: Evidence that the teacher communicates learning targets and the criteria for success and also uses strategies to assess students’ understanding of these elements:
The learning target indicated what students will understand or be able to do, was specific, and can be observed or measured.
Comments:
How did the teacher communicate the learning target and criteria for success/elements of quality with students? (Examples include oral, written, display, demonstration, modeling.)
What strategy did the teacher use to help students understand the learning targets and the criteria for success/elements of quality?
Used questioning
Helped students plan and envision their learning or work
Used examples to discuss elements of quality
Used a rubric or checklist
Other
Ask the teacher: In this lesson, how did you share the learning targets and criteria for success with your students?
Record the response.

16. Conversations with Students: Evidence that students can explain their intended learning and their understanding of the criteria for success/knowing what quality looks like:
Students were asked What are you learning in this lesson? Their responses indicated:
Students described what they were doing (We are writing papers).
Students described their learning in general terms (We are learning to be strong writers).
Students provide a clear and accurate description of what they are learning (We are learning the three elements necessary in persuasive writing).
Students were asked Are you doing well on this task? How do you know? Their responses indicated:
Students cannot describe the criteria for success/elements of quality (I’ll know when I see my grade).
Students describe a general strategy for assessing the quality of their work (If I follow directions; If I do my best).
Students describe specific strategies for assessing the quality of their work (I use the rubric; I look at the examples).

17. Question 5: Valerie, Please share some of the ways you have incorporated the walk-through process as a formative assessment.

19. Question 6: Danielson addresses the importance of peer mentoring
Question 6: Danielson addresses the importance of peer mentoring. Jocelyn, would you address the mentoring program you implemented at Stevens High School?

20. Stevens High School
Jocelyn Hafner
Assistant Principal
To: John Keating
From: J. Hafner
Date: January 12, 2011
Re: Classroom Visit
During my observation of your period 1 Shakespeare 101 class, I was in your classroom for 4 minutes.
As I entered the room, you were discussing word choice by providing students with examples, as well as asking students to provide examples. While questioning students, I noticed you allowed a student to not answer a question. What types of strategies can you utilize to engage all students in the question/answer sessions?
You transitioned into your next activity by announcing that you would discuss Shakespeare as someone who writes something very interesting. Students responded by groaning. You informed students you understood they look forward to Shakespeare like they look forward to a root canal. Next, you did impressions of famous actors, such as John Wayne reciting lines from Shakespearean plays. Your use of humor allows you to be effective in the instructional process. With a good laugh, you are able to get things back on track in the classroom.
While reading out loud to students, you demonstrated reading fluency. All students appeared to be engaged and reacted positively to the reading.
Next, you stood on your desk and asked students why you would perform such a task. One student answered, “To feel taller.” You explained that your expectation is for students to look at things in a different way. You then asked students to”see for themselves.” Students complied by lining up and standing and jumping off your desk one-by-one. While students were completing the action, you explained that while they read, you didn’t want them to simply consider what the author thinks; you also wanted them to consider what they (the students) think. Although a creative approach, safety is a concern. What other approach could you utilize to make a similar point?
At the bell, you informed students of an additional assignment: students needed to compose an original poem, which they would deliver to the entire class. If you were to define the criteria for success in regard to the poem assignment, what would that look like?

21. DURABIILTY/FLEXIBILITY OF THE MODEL The Panel Discussion
Question 7: Many of us have also taken Dr. Ed Porthan’s class on Educational Leadership which focuses on evaluations. John, how have you incorporated the learnings from Dr. Porthan’s class into the Danielson model and your evaluation process?

22. Question 8: Rick, how you have addressed the state content standards within the context of the model?

23. Weekly Grade Level Meeting Log
Members:___________________________ ____________________________________
___________________________ ____________________________________
Weekly Grade Level Meeting Log
Grade 3
TARGETED STANDARDS: TODAY’S DATE: _________________
Reading
Standard Students can determine and utilize organizational features of text.
3.R.5.1
Standard Students can choose reference materials to locate information.
3.R.5.2
Standard Students can collect information from two reference materials.
3.R.5.3
Math
Standard Students are able to identify and explain the relationship between repeated addition and multiplication
3.A.1.1
Standard Students are able to identify and apply special properties of 0 and 1 with respect to arithmetic operations
3. A (addition, subtraction, and multiplication).
Standard Students are able to use the relationship between multiplication and division to solve division problems and
3. A.3.1 check results.

24. TARGETED GOALS FOR THIS WEEK:
Math Reading
INTEGRATED STUDIES FOCUS:
(List to be given to Marilyn and Joni)
OTHER CURRICULIM TOPICS
(Could include Word Work/Study, Writing, Testing etc…)

25. DURABIILTY/FLEXIBILITY OF THE MODEL The Panel Discussion
Question 9: We have spent the majority of our time talking about evaluations as a formative assessment for growth. Deb, how do you use progressive discipline within the Danielson model?

26. Progressive Discipline
Common Steps
Oral Warning/Conference
Written Warning
Letter of Reprimand
Unsatisfactory Evaluation ---***Plan of Assistance
Suspension with/without pay
Dismissal

27. CONFERENCE REVIEW PURPOSE:
This form is to be used as an aid in providing a more accurate record of employment performance in the Rapid City Area Schools, and will complement the evaluation process. It should be utilized whenever a conference is held to either compliment a staff member or to discuss a problem or concern.
A copy of this conference review has been placed in your personnel file.  You may prepare a written response, which will also be included.
PLAN OF ASSISTANCE:
Targeted Domains
Circle components identified by evaluator with teacher input. Refer to Rubrics for Levels of Performance
for sample descriptions.
DOMAIN 1 – Planning and Preparation DOMAIN 2 – Classroom Environment
Components: Components:
a. Demonstrating knowledge of content and pedagogy a. Creating environment of respect and rapport
b. Demonstrating knowledge of students b. Establishing a culture for learning
c. Selecting instructional goals c. Managing classroom procedures
d. Demonstrating knowledge of resources d. Managing student behavior
e. Designing coherent instruction e. Organizing physical space
f. Assessing student learning
DOMAIN 3 – Instruction DOMAIN 4 – Professional Responsibilities
Components: Components:
a. Communicating clearly and accurately a. Reflecting on teaching
b. Using questioning and discussion techniques b. Maintaining accurate records
c. Engaging students in learning c. Communicating
d. Providing feedback to students d. Growing and developing professionally
e. Demonstrating flexibility and responsiveness

28. Domain 1- Planning and Preparation
OBJECTIVE(S):
The objective of this plan of assistance is to ensure the expectations ________________for at Knollwood Elementary ____________________was suspended from her position in _________of this year for ________________. It is the goal of this plan for ________________to have a successful completion of school year.
Domain 1- Planning and Preparation
Demonstrating knowledge of content and pedagogy.
________________ will follow curriculum goals as set by the Rapid City Area School District. She will teach all classes that she is assigned to teach and fulfill all duties assigned to her.
ASSISTANCE PLAN:
Objective One:
_______________ will follow curriculum goals as set by the Rapid City Area School District. She will teach all classes that she is assigned to teach and fulfill all duties assigned to her.
Plan:
_______ will teach all classes that she is assigned to teach in each building.
_______ will visit two other classrooms two afternoons next year to help her with planning and scheduling.
Timeline:
Immediately
AVAILABLE RESOURCES:
Objective One:
_________ will be given a copy of her schedules as soon as they are available.
_________ will utilize two hours of early release time on Wednesday’s to plan and prepare for lessons.
MEASURING PROGRESS:
Objective One:
Progress will be measured by weekly lesson plans submitted to building administrators.

29. __ Recommend for Continued Employment with Qualifications
As we want ______ to be successful, we are willing to help her with any of the above objectives as well as provide resources. ___________ will be placed on a continued employment with qualifications for the school year. _________ will meet monthly with her building administrator to monitor her progress. If a lack of progress is documented, it may result in any of the following:
__ Recommend for Continued Employment with Qualifications
__ Recommended for Non-Renewal
__ Recommended for Termination
DATE OF REVIEW:
Monthly beginning in the school year.
Signing shall not imply agreement by the staff member to the conference review but merely indicates that the information has been discussed.
_____________________________ ________________ ______________________
(Evaluatee) (Date) (Evaluator)
COMPLETE IN TRIPLICATE: One copy for administrator, one for staff member and the original for the Director of Personnel.
RCAS Form
Revised 7/88
Revised 7/90
Revised 9/92
Revised 8/95
Revised 8/96
FOLLOW-UP CONFERENCE
Yes X No
Date

30. LEARNING IS OUR WORK
The first question in increasing productivity in knowledge work has to be, “What is the task?”

31. LEARNING IS OUR WORK
“The best way to improve a school or district is by developing the people within it!!”

32. LEARNING IS OUR WORK
“Educational change depends on what teachers do and think-it is as simple and complex as that.”Fullan

33. BUILDING CAPACITY
Fullan (2006) defined capacity building as an action based and powerful strategy that increases the collective efficacy of a group to improve student learning through new knowledge, enhanced resources, and greater motivation on the part of people working individually and together.

34. BUILDING CAPACITY
To create conditions for people to succeed by helping people find meaning, increase their skill development, and their personal satisfaction while they make contributions that simultaneously fulfill their goals and the goals of the organization.