Observations and Evaluations
Are you wondering how the new observation and evaluation procedures will impact you? In our interview with Assistant Superintendent Cheryl Dyer by First Vice President Mauria Kunkel you will find illuminating answers to the questions we are hearing most form our members.
Old v. New Danielson Model…an easy transition?
You might be wondering how our Old Danielson evaluation based model compares to the ‘New’ Danielson model. So did we! Watch what Mrs. Dyer had to say…
Danielson Every Class Every Day?
The Danielson framework is a tool for teachers of all ability levels to use in continual professional development. If you were to walk into a classroom, what might you see or hear there (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert? What would make you think: “Oh, this is good; if I had a child this age, this is the class I would hope for.”
Observation Feedback: Promoting Professional Development
There is another–and arguably more important–purpose of teacher evaluation: to promote professional learning. A commitment to professional learning is important, not because teaching is of poor quality and must be “fixed,” but rather because teaching is so hard that we can always improve it. No matter how good a lesson is, we can always make it better. Just as in other professions, every teacher has the responsibility to be involved in a career-long quest to improve practice.
Co-Teaching…Training Our Evaluators
Co-teachers will not be a observed simultaneously by a single administrator at this time to allow for skill development using the framework. Members of the Danielson Group have trained hundreds of evaluators, our findings have been somewhat humbling; even after training, most observers require multiple opportunities to practice using the framework effectively and to calibrate their judgments with others. Evaluators need to be able to assess accurately, provide meaningful feedback, and engage teachers in productive conversations about practice. Most administrator preparation programs don’t teach such skills; administrators must acquire them on the job.
Domains in Observations and Evaluations
2B or not 2B that is just one component of a domain, watch the video to learn what we found out about domains in your observations 4U!
The interview video below discusses how professional responsibilities are they included in your annual evaluations?
Archive Party…Providing Additional Evidence
In the classic observation and evaluation scenario, the administrator is doing all the work; the teacher is completely passive. It’s not surprising teachers don’t find the process valuable or supportive of their learning. If we want to design teacher evaluation systems that teachers find meaningful and from which they can learn, we must use processes that not only are rigorous, valid, and reliable, but also engage teachers in those activities that promote learning—namely self-assessment, reflection on practice, and professional conversation.
The renewed focus on the observations as a learning experience. Changing the process of being observed from an event to a discussion which leads to professional development.
Collaboration on implementation has improved communication.
Thanks to Mrs. Cheryl Dyer for devoting the time necessary to bring this interview to the member of the B-REA.