Is Danielson or Marzano Right for You?

SRI & ETTC

The Richard Stockton College of NJ

Monday May 21, 2012

Presented by:

George Sharpe, Ed.D.

Assistant Professor of EducationNorma Boakes,

Ed.D.Associate Professor of Education

Danielson Framework

Workshop Goals• Understand why Danielson Framework

was selected as one of 5 state-approved teacher evaluation models

• Gain an understanding of the research-base of the Danielson Framework

• Develop an understanding of the four core domains of the Danielson that embody the art of teaching

What are schools choosing?

NJ Teacher Evaluation Pilot Program (EE4NJ) & federal School Improvement Grant (SIG)–Danielson-• 6 of 10 pilot districts of EE4NJ• 7 of 8 schools in SIG–Stronge- 1–Marzano- 1–McREL-2–Focal Point- 1

*Reported in October 2011 NJEA Review

Why have teacher evaluation?We’ve been evaluating teachers as part of our duties

for a long time. Beyond the fact that it is mandated by the state why do it? As an administrator, why is evaluating teachers important to your school?

Take a moment to write reasons that

come to mind.

Ensure Quality Teaching

Danielson’s “Framework for Teachers”:• Defines what good teaching looks like and consists

of • Provides a common language among professionals • Structure that recognizes and respects the

complexities of teaching but provides a simple layout for conversations about teaching

• Versatility for all levels of expertise and experience

Promotes Professional Development

Danielson’s “Framework for Teachers”:• Provides a forum for discussion about teaching• Focuses on collaboration between evaluator and

teacher• Encourages the teacher to self-reflect and

evaluate“No matter how good a lesson is, we can always

make it better.” (Danielson)

Correlation to National Frameworks

• Interstate New Teacher Assessment and Support Consortium (INTASC)

• National Council for Accreditation of Teacher Evaluation (NCATE)

• National Board for Professional Teaching Standards (NBTS)

• New Jersey Professional Standards for Teachers (NJPST)

Danielson and the Praxis III• Praxis III is used by 6 states to assess actual teaching skills

and classroom performance as part of the initial teacher licensure process

• Danielson worked with ETS to help prepare and validate the Praxis III

• Research to create the Praxis III took seven years, multiple pilot studies, and involved thousands of educators

• Danielson designed the training program used by assessors• By nature, this system must fair, highly accurate, and

reliable

Danielson & the MET Project• Large scale research study, called Measures

of Effective Teaching Project, launched in 2009 by the Bill & Melissa Gates Foundation

• Tests the reliability and validity of ways of using a combination of different instruments to measure teacher effectiveness

• Evaluated over 13,000 classroom lessons using multiple teacher evaluation methods including the Danielson Framework

Other facts worth knowing…• The Framework has been shown to be a

predictor of student learning according to research from the University of Chicago Consortium on School Research

• Implemented in over 16 states• Approved teacher evaluation tool in many

states including New York, Ohio, Pennsylvania, & Washington

• It is important for students to develop “deep, conceptual understanding”

• Developing high levels of understanding requires effective models of instruction

• Decisions made in the classroom are “purposeful”.

• Teaching is a profession.

Underlying Assumptions of the Framework

Features of the Framework• Comprehensive- The Framework describes “all

teaching”• Based on large body of sound educational

research• There’s no “gotcha” factor. Teachers know what

and how they are evaluated.• The framework allows for all types of teaching

situations.• The complexity of teaching is captured within a

clear set of themes• No one approach to teaching is focused upon.

The “Wow” Factor

Think of when you observed an excellent teacher in the classroom or a professional context.

What would you see or hear that made you think this teacher was excellent at their profession?

What would make you think I want my child in this teacher’s class or this is what I like to see in my school?

Write one trait on each post-it note. Can you come up with 5-7 major traits?

Clip from ABC News- What Makes Great Teachers featured 2-26-2010

The Framework for Professional Practice

• Domain I- Planning• Domain II- The Classroom Environment• Domain III- Instruction• Domain IV- Professional Responsibilities• Common Themes

– Equity– Cultural Competence– High Expectations– Developmental Appropriateness– Attention to Individual Students (Special Needs)– Appropriate Use of Technology

Framework for Specialists• Specialists include:– School nurses– Psychologists– Library or media specialists– Instructional specialists

• Caution- This does not include physical education, art, music, or special education teachers

• A specialists job typically involves some aspects of teaching but differs from a classroom teacher

• Framework is adjusted to capture “delivery of service”

• Domains similar in structure and format

Domain 1: Planning and Preparation

• Demonstrating knowledge of content and pedagogy

• Demonstrating knowledge of students• Setting instructional outcomes• Demonstrating knowledge of resources• Designing coherent instruction• Designing student assessments

“Domain 1 describes the critical behind-the-scenes work of organizing classroom instruction.”

Sources of evidence-

*lesson plan*preconference

*activities or assignments

• Content and structure of discipline• Prerequisite relationships• Content-related pedagogy

• Child & adolescent development• Learning process

• Students’ skills, language proficiency• Students’ interest & heritage• Students’ special needs

• Value, sequence, alignment• Clarity & balance

• Suitability for diverse learners• For classroom use

• To extend content & pedagogy• For students

• Learning activities• Instructional materials/resources

• Instructional groups• Lesson and unit structure

• Congruence w/inst. outcomes• Criteria and standards

• Design of formative assessments• Use for planning

Domain 2: The Classroom Environment• Creating an environment of respect and rapport• Establishing a culture for learning• Managing classroom procedures• Managing student behavior• Organizing physical space

“The components of Domain 2

establish a comfortable and

respectful classroom

environment that cultivates a

culture for learning and creates

a safe place for risk taking.

Sources of evidence-*classroom interactions

*interviews with or surveys of students

• Teacher interaction w/students• Student interaction w/students• Importance of content• Expectations for learning & achievement

• Student pride in work• Mgmt of groups

• Mgmt of transitions• Mgmt of supplies & materials

• Performance of non-instructional duties• Supv of volunteers/paraprof

• Expectations• Monitoring of student behavior• Response to student misbehavior• Safety and accessibility• Arrangement of furniture and use of

physical resources

Domain 3: Instruction• Communicating with students• Using questioning and discussion techniques• Engaging students in learning• Using assessment in instruction• Demonstrating flexibility and responsiveness

Domain 3 contains the

components that are at the

essential heart of teaching- the

actual engagement of students in content.

Sources of evidence-*classroom interactions

*observation*samples of student

work

• Expectations for learning• Directions and procedures• Explanations of content

• Use of written and oral language

• Quality of questions• Discussion techniques• Student participations

• Activities and assignments• Grouping of students

• Instructional materials & resources• Structure and pacing

• Assessment criteria• Monitoring of student learning

• Feedback to students• Student self assessment & monitoring of

progress

• Lesson adjustment• Response to students

• Persistence

Domain 4: Professional Responsibilities

• Reflecting on teaching• Maintaining accurate records• Communicating with families• Participating in a professional

community• Growing and developing

professionally• Showing professionalism

“The components of Domain 4…

encompass the roles assumed

outside of and in addition to

those in the classroom with

students.”

Sources of evidence-*teacher interaction

w/others*documentation in

logs or portfolio

• Accuracy• Use in future teaching• Student completion of assignments• Student progress in learning• Non-instructional records• Information about instructional program

• Information about individual students• Engagement of families in instructional program

• Relationship w/colleagues• Involvement in culture of professional inquiry

• Service to school• Participation in school & district projects

• Enhancement of content knowledge & pedagogical skills• Receptivity to feedback from colleagues

• Service to the profession• Integrity & ethical conduct

• Service to students• Advocacy

• Decision making• Compliance w/school and district regulations

Common Themes• Equity• Cultural competency & sensitivity• High expectations• Developmental appropriateness• Attention to individual students– Special needs– ESL

• Appropriate use of technology• Student assumption of responsibility

Domain 1 Domain 2

Domain 3Domain 4

Common themes

2011 Revised Edition of Danielson

• Revised language within components to be more precise

• Critical attributes or observable teacher/student behaviors or actions added within each component and level of performance

• Possible teaching examples listed within each component and level of performance

NEW

Evidence of Teaching

• Evidence refers to artifacts, actions or statements, and decisions made by the teacher

• Evidence is used as the foundation of the judgment of teaching

• Evidence comes in many forms and is determined by your school district

Sources of Evidence• Formal observation– 3 stages- pre, observation, and post-conference

• Informal observation– Abbreviated visit– Unannounced w/informal conversation

– Teaching artifacts– Planning documentation– Forms of communication, etc

Direct Observation

Artifacts

Evidence of Student Learning

• Framework explains what teachers can do- input

• Indirect evidence is also considered important to judge student learning- output– Results of state-mandated tests– Student and parent surveys– Teaching artifacts- units, lessons, assessments,

communications to parents, etc.

Formal Observation

• Pre-conference or “planning conference”– Teacher interview– Review of documents– Discussion of procedure/process

• Observation – Gathering of evidence

• Post-conference or “reflection conference”– Teacher lesson reflection– Discussion w/teacher

Preconference• Purpose- chance for the teacher to discuss

their planning process/skills• Things to consider– Give teachers questions in advance to review– Have teachers bring copies of written materials for

lesson– Review the teacher’s lesson prior to the

conference• Seen as core part of evaluating Domain 1

Documenting Evidence

• Evidence is statements, actions, or behaviors• Evidence can include artifacts prepared by the

teacher, students, or others• Evidence is NOT personal opinion or bias. It is

selected through the observer’s and/or teachers’ use of professional judgment

A Quick Quiz- Evidence or Opinion?• The class was out of control• All but 2 students participated in the

exercise.• The students didn’t understand

expectations.• The teacher stopped to review

instructions when the teacher saw that students were of-task.

• The students were engaged in the lesson.

Let’s see how a pre-conference might look. Remember much of Domain 1 is captured here.

• Listen for evidence of planning from the teacher• Write down evidence

gathered from the planning conference using the Planning Conference Handout

Classroom Observation• Focuses on Domains 2 & 3• One observation may not capture every component-

over time a teacher should demonstrate them all**• Observer should– Focus on evidence/facts and avoid interpretation or

opinion (adj/adv.)– Be familiar w/components so they are recognized

during lesson– Note what teacher says/does as well as questions,

statements, actions (verbal/non verbal)• Recommended to give teacher notes after visit- helps

w/transparency

As you watch the brief video clip, write down evidence that you note as it applies to the components ofDomain 2 & 3

It takes time to be familiar

with the components.

Focus on differentiating between D2 &

D3

Share evidence you have collected with colleagues at your table. •Discuss domain & component matches. Use the Classroom Observation Record Handout to organize thoughts.•Was it evidence or opinion?Be prepared to share with the group.

Preparing for the post-conference

• Write a brief summary (few paragraphs) recording major events of lesson based on formal observation notes such that a non-observer would get sense of what was observed

• Match observation notes to the components within each of the domains & write samples of evidence observed down

• Highlight words/phrases within levels of performance that best characterize the lesson

Post-Observation Conference or “Reflection Conference”

• Conversation designed to promote teacher thinking and growth

• Provides perspective on Domain 4• Encouraged to have the teacher self-assess in

preparation for this conference• Chance to “compare notes” and identify

strengths/areas for improvement• Discussion should include a written summary

that captures views of both parties

Informal observations• Unannounced observation of teaching• Last about 5-10 minutes• May be used as evidence in a teacher’s evaluation

(depends on negotiated contract)• Danielson’s suggested procedure– Take notes on lesson (see informal observation form)– (Opt) Leave note for teacher w/brief supportive comment

about lesson– Speak w/teacher briefly after to have a professional

conversation about aspects seen– If form used, note relevant aspects observed in domains

Levels of Performance

• Levels represent the performance of teaching not of teachers

• It is natural for teachers to move among ratings • Higher levels reflect experience as well as expertise• Most effective when multiple measures are used

before determining a level of performance

• 4 Levels within each of the Domains & Components• Unsatisfactory (1)• Basic (2)• Proficient (3)• Distinguished (4)

Levels of Performance DescriptorsUnsatisfactory (1)The teacher does not yet appear to understand the concepts underlying the

component. Working on the fundamental practices associated with the elements will enable the teacher to grow and develop in this area.

Basic (2)The teacher appears to understand the concepts underlying the component and

attempts to implement its elements. But implementation is sporadic, intermittent, or otherwise not entirely successful. Additional reading, discussion, visiting classrooms of other teachers, and experience will enable the teacher to become proficient in this area.

Proficient (3)The teacher clearly understands the concepts underlying the component and

implements it well. Most experienced, capable teachers will regard themselves and be regarded by others as performing at this level.

Distinguished (4)Teachers at this level are considered “master teachers” and make a contribution to

the field, both in and outside their school. Their classroom seems to run itself and offers a highly engaging and motivational environment.

Preparing to assign levels

• Training is core for evaluators to determine levels of performance

• Ratings can be assigned as part of each evaluation and/or at the end of the school year

• Teachers can self-reflect and determine ratings as part of the process

• Some elements are not best judged by observation

What’s next if you choose Danielson?• Spend more time learning and understanding the

Framework– Domains, components, & sub-components– Documenting evidence during observation– Judging levels of performance

• Consider the forms of evidence your school will use to judge teacher performance in the four domains

• Develop the format and structure of yearly evaluation

References• Danielson, C. (2011). It’s your evaluation:

Collaborating to improve teacher practice. In NJEA Review, pp.24-27.

• Danielson, C. & Dwyer, C. (1995). How Praxis III supports beginning teachers. In Educational Leadership, 52(6), pp.66-67.

• PR Newswire (March 27, 2012). Charlotte Danielson enhances framework for teaching with new evaluation instrument.

Enhancing Professional Practice- A Framework for Teaching (2nd Edition) by Charlotte Danielson**Handbook for Enhancing Professional Practice- Using the Framework for Teaching in your School by Charlotte Danielson**Enhancing Professional Practice Series DVD by ASCDwww.delicious.com/nboakes- Look at the “Danielson” stack

Resources

44

Comparison of Teacher Evaluation Models• National Comprehensive Center for Teacher Quality: Improving

Instruction Through Effective Teacher Evaluation• http://www.tqsource.org/publications/February2008Brief.pdf• Teacher Evaluation: Assessing Principals’ Perceptions in the State of New

Jersey • http://scholar.google.com/scholar?hl=en&q=comparison+of+danielson+

marzano+and+mcrel+teacher+evaluation+models&btnG=Search&as_sdt=0%2C31&as_ylo=&as_vis=1

• Danielson (www.danielsongroup.org) • Marzano (www.marzanoevaluation.com) • McRel (www.mcrel.org/evalsystems) • Stronge (

http://education.wm.edu/facultystaffprofiles/james-stronge.php) • TAP (http://www.mff.org/about/lmilken.taf) • NJEA Review. October 2011 (pp 24-27) and November 2011 (pp 22-26)

editions

Thank you for your participation in

this workshop arranged by SRI-ETTC.