Welcome to . . .Welcome to . . .

Doing Teacher Evaluation Right: 5 Critical Elements

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Observation-based Observation-based Assessment:Assessment:Process Process and and EvidenceEvidence

1. Pre-Observation: D1, D4

2. Observation: D1, D2, D3

3. Post-Teaching: D1, D2, D3, D4

4. Collaborative Assessment: D1, D2, D3, D4

Standard Lesson Plan with components of D1

Standard Evidence Collection Doc, shared w/teacher

Teacher Self-Assessment: Rubrics and

addition/correction of evidence

Evaluator Rubric and Teacher Self-Assessment

Rubric: Teacher leads

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Types of Observation Types of Observation EvidenceEvidence Verbatim scripting of teacher or student

comments: “Could one person from each table collect materials?”

Descriptions of observed teacher or student behavior:The teacher stands by the door, greeting students as

they enter.

Numeric information about time, student participation, resource use, etc.:Three students of the eighteen offer nearly all of the comments during discussion.

An observed aspect of the environment:The assignment is on the board for students to do while roll is taken.

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2.2-A

Building Evaluator Building Evaluator ReliabilityReliability

Reliability refers to similarity of conclusion/consistency

Consistency is a function of consensus-building activities

Evaluators must practice consensus building activities regularly

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Compare your evidence.Compare your evidence.

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Assess the LessonAssess the Lesson

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Who Collects/Provides Evidence?

Both teacher and evaluator

Evaluation is not done TO you; it is done with you and for

you

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Observation-based Observation-based Assessment:Assessment:Process Process and and EvidenceEvidence

1. Pre-Observation: D1, D4

2. Observation: D1, D2, D3

3. Post-Teaching: D1, D2, D3, D4

4. Collaborative Assessment: D1, D2, D3, D4

Standard Lesson Plan with components of D1

Standard Evidence Collection Doc, shared w/teacher

Teacher Self-Assessment: Rubrics and

addition/correction of evidence

Evaluator Rubric and Teacher Self-Assessment

Rubric: Teacher leads

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The Purpose of the PostThe Purpose of the PostTo discuss the components of

difference (not yet marked by observer)

To elicit any evidence that still remains to be added about the lesson

To arrive at an assessment on the rubric for components of difference.

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Words NOT to Use in the PostWords NOT to Use in the Post

DefendProveArgueConvince

Avoid language that suggests opposition of that might bring about a defensive response

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Language for the PostLanguage for the PostSay more about. . . Comment on the evidence for. . .Let’s look at the rubric for. . . What is the best match for. . .What’s the backstory for. . .

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Overarching QuestionOverarching Question

Who does the thinking? Therefore, who does the learning and growing?

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5 “Rules” for 5 “Rules” for Teacher EvaluationTeacher Evaluation

1. Defensible definition of teaching2. Differentiation of evaluative

processes3. Evidence-driven process4. Teacher learning integral5. Transparency

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Rule # 4Rule # 4

Conduct evaluations in such a way that they produce

teacher learning.

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Professional LearningProfessional Learning

“Learning is done by the learner; it is mental WORK.”

- Charlotte Danielson

Who does the mental work in your evaluation process? (Overarching

Question)

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The Nature of ProfessionalThe Nature of Professional Learning: Mental Work for Learning: Mental Work for TeachersTeachers

Reflection on practiceCollaborationSelf-assessmentSelf-directed inquiry (action

research)Feedback based upon

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““Narrative-Free” Narrative-Free” EvaluationEvaluationThe rubric contains the narrative

Select the language that matches the evidence

The teacher participates in language selection

The highlighter is the toolA summative domain statement is optional

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Supporting Teachers Supporting Teachers CorrectlyCorrectly

Directive Collaborative Non-Directive

From evaluator to teacher

Back and forth From teacher to evaluator

Immoral, illegal, dangerous, clueless

Both have ideas to contribute

The teacher deserves to take the lead

Drowning Swimming Championship Swimming

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5 “Rules” for 5 “Rules” for Teacher EvaluationTeacher Evaluation

1. Defensible definition of teaching2. Differentiation of evaluative

processes3. Evidence-driven process4. Teacher learning integral5. Transparency

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Rule # 5: Rule # 5: TransparencyTransparency

Teachers must learn the rubrics and the process.

How might this happen in your setting?

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Involving All Involving All StakeholdersStakeholders

Many teacher evaluation systems fail due to resistance

that comes from the perception that the evaluation

system resulted from the secret efforts of an elite few.

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Notification is NOT Notification is NOT CommunicationCommunication

Communication is two-way, not one-way

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5 “Rules” for 5 “Rules” for Teacher EvaluationTeacher Evaluation

1. Defensible definition of teaching2. Differentiation of evaluative

processes3. Evidence-driven process4. Teacher learning integral5. Transparency

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Today’s Goals: Participants Today’s Goals: Participants

will learn . .will learn . . Deeper meanings of the Framework for

Teaching

The nature of differentiated teacher evaluation

How to collect accurate evidence of teaching and use it, with rubrics, to assess performance

How to conduct teacher evaluation appropriately

How to make changes in teacher evaluation that reduce suspicion and distrust

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Dr. Paula M. BevanDr. Paula M. Bevanpbevan@penn.compbevan@penn.com814/371-1118 814/371-1118

The Danielson Groupwww.danielsongroup.org

04/18/23 PBevan, D.ED