1. Mary Weck, Ed. D Danielson Group Member
Using the Framework for teaching to support Effective Teacher Evaluation
Mary Weck, Ed. D
Danielson Group Member

2. Domain Focus
Domain 1 – Planning and Preparation
What a teacher knows and does in preparation for teaching.
Domain 2 – The Classroom Environment
All aspects of teaching that lead to a culture for learning in the classroom.
Domain 4 – Professional Responsibilities
Professional responsibilities and behavior in and out of the classroom.
Domain 3 – Instruction
What a teacher does to engage students in learning.
Mention that the framework is laid out in this fashion to represent the cyclical nature of teacher’s work.
D34_Tenured Pilot 2010 2

3. Framework Vocabulary - p. 3
4 Domains
22 Components
76 Elements
Guts of the framework starts on page 44
Refer back to pp 3 and 4 for outline
The book breaks down the domains to the element level within each component. That makes 76 individual rubrics. For most districts there is a framework with a component level set of rubrics that makes the use of the framework more manageable 22 pieces rather than 76. This version is not included in the book, but is available through us for district use.
Page 41 for breakdown at the Domain level
D34_Tenured Pilot 2010 3

4. Priorities of the FfT 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.
Provide an example of a continuum of practice from basic to distinguished in writing / essay assignment.
Basic: feedback is grade only, praise, lacks specifics, is not useful to “move learning forward”
Proficient: Feedback causes students to engage cognitively with the work… provides specific directions for improvement; e.g. a teacher uses editing marks in the margin and requires students to peer correct / find - fix – revise errors using the margin edits as a guide. A teacher places numbers at the top of the essay indicating which elements of a school-wide rubric are not yet proficient, and then requires the student to find those errors, revised them, and make the appropriate corrections (elements of self-assessment present)
Distinguished – the teacher incorporates all strategies at the proficient level, and has student editors in the class. After the revisions are made, students review their revisions with the class editors, and the paper is ONLY submitted to the teacher after the edits as signed-off by the peer editors (writing workshop model)

5. Initial Teaching Certification National Board Certification
A Framework for a career…
Novice
Initial Teaching Certification
Master Teacher
National Board Certification
Look at Roman numeral vii
FFT comes from 2 bodies of research and is intended to describe teacher development throughout a career
It is a good reference tool helps you identify specific aspects as well as big picture issues
D34_Tenured Pilot 2010 5

6. Levels of Performance
Ask participants to look down the Unsatisfactory column of several rubrics and identify some words that they see in the language. Share the definition of unsatisfactory after they have called out a few words. Do the same with each level. The definitions will appear one at a time. 6
D34_Tenured Pilot 2010 6

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

8. 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

9. 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.

10. 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)

11. 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)

12. 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

13. 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

14. Evaluation Process Basis for evaluation
Quality of work – Standards of Practice
Student progress
Professionalism
Plan for gathering data
Processes and procedures for gathering information about quality of work
Procedures for gathering information about student progress
Information about professionalism
End result
Rating
Direction for professional growth
Determination of Employment
Money
Other

15. Evaluators Role Basis for evaluation – Knowledge of the Standards
Evaluators must understand the Framework
Evaluators must have a focus on constructing meaning through cognitive engagement
Evaluators must be able to identify appropriate data (evidence) to paint an accurate picture of educators work
Plan for gathering data – Fidelity to Process
Evaluator must understand the process including it’s intent or purpose.
Evaluator must follow process with fidelity, engaging the educator in discussion along the way
Evaluator must maintain consistency and fairness from educator to educator
End result – Quality of the Product
Evaluator must align evidence to appropriate component
Evaluator must level evidence accurately
Evaluator must have sufficient evidence to support rating
Evaluator must have skill in engaging educator in conversation around level and direction for future

16. 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