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NNPS Teacher Performance Assessment System The Framework.

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Presentation on theme: "NNPS Teacher Performance Assessment System The Framework."— Presentation transcript:

1 NNPS Teacher Performance Assessment System The Framework

2 What is the Framework?   A description of what teachers should know and be able to do as determined by the research of Charlotte Danielson   The documented aspects of teacher responsibility that promote student learning   A definition of what good teaching is

3 What does the Framework include?   What occurs in the classroom   What occurs outside the classroom   What occurs in the teacher’s head   Interactions with students, staff, and community

4 What is not included?   A checklist   A particular style or program

5 Why the Framework?   Strong research base   Roadmap for novices and guidance for veterans   Continuous improvement   Focused attention on substance

6 What is its research base?   Madeline Hunter   Praxis   National Board for Professional Teaching Standards   Other teaching standards eg.INTASC and NCATE

7 Standardized (expected in all classrooms) AND Dependent on context (how it looks in my classroom)

8 The Language of the Framework Domains : Broad areas of teacher responsibility (4) Components : Defining factors of each domain (23) Elements : Activities that bring meaning to the components (69)

9 The Domains Domain 1 Designing Knowledge Work Domain 2 Creating a Safe and Orderly Environment for Knowledge Work Domain 3 Facilitating Knowledge Work Domain 4 Professional and Leadership Responsibilities

10 Domain 1   Content organization   Deep understanding of subject, strategies, and students   Appropriate for goals and students   Coherence   Assessment of progress

11 Domain 2   Environment and culture   Interactions-teacher and student   Grounded in knowledge, not role

12 Domain 3 student engagement

13 Domain 4   Reflection   Professional responsibilities   Advocacy   A bigger picture

14 Rubrics define the work Allow for more objective judgments Describe the range of performance Encourage continuous improvement Reduce ambiguity

15 Levels of Performance Unsatisfactory Doing harm to students Basic Doing no harm but adding no value Proficient Adding value that results in most learning Distinguished All learning as self-directed learners

16 Need more information? Ask   Your mentor   Your administrator   Kathleen Pietrasanta, Innovation & Development or   Deborah Richardson, Innovation & Development or


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