The Danielson Learning Community

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The Danielson Learning Community

Promoting Teacher Effectiveness and Professional Learning

We invite you to join the discussion on a Framework for Teaching.  

Through this community we seek to help our members advance their understanding and application of Charlotte Danielson's concepts in the educational community.

 

 

Members: 206
Latest Activity: Apr 12

Discussion Forum

Carol Ann Tomlinson on What Evaluation Should Be

Started by Michael Keany Nov 24, 2012. 0 Replies

Carol Ann Tomlinson on What Evaluation Should Be(Originally titled “The Evaluation of My Dreams”) In this Educational Leadership article, differentiation guru Carol Ann Tomlinson describes her “dream…Continue

Charlotte Danielson Enhances Framework for Teaching with New Evaluation Instrument

Started by Michael Keany Apr 17, 2012. 0 Replies

FOR IMMEDIATE RELEASEContact: Kati Elliott KEH Communications410-975-9638kati@kehcomm.comBrian K. Fawkes Teachscape 415-369-3131 brian.fawkes@teachscape.comCharlotte Danielson Enhances Framework for…Continue

Rubric Development

Started by Dr. Lynnda M. Nadien. Last reply by Judy Dodge Dec 21, 2011. 2 Replies

I have been to several trainings related to the rubric development for the new APPR--We have heard the acronym-- HEDI Highly Effective, Effective, Developing and Ineffectiveand then we have been…Continue

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Comment by Joan Fretz on February 11, 2013 at 1:25pm

You are most welcome.  I think its important to use the Framework in the humane and supportive way that was the original intent.  My experience leads me to believe strongly that we can positively influence the choices our students and teachers make, and help them become highly skilled,  if we think outside of the rubric boxes and don't take everything too literally.  Examples are just that....examples.  

Comment by Marguerite Clarkson on February 11, 2013 at 1:14pm
Thank you very much. You have given me ideas for our conversation.
Comment by Joan Fretz on February 10, 2013 at 3:53pm

Our Huntington Schools administrators also did the online Teachscape certification program.  Although I like the concept of having the group watch the same video,  we found many of the teaching videos to be of lower quality than what we typically see in our classrooms.  We found it was more beneficial to watch other videos together, then score and discuss them as a group.

I agree that the Danielson Framework is very helpful and after one year of use, our teachers are much more comfortable with using it to help them plan effective lessons.  The Framework was not intended to be used to evaluate teachers, and our District's requirement that we give an overall "score" for each observation makes the teacher more defensive and less interested in partaking in a collegial, self-reflective discussion.  Of course, if this was not tied to scoring them on the APPR, they would be less defensive.

Lastly,  I'd like to add that there are critically important, observable teacher behaviors in all four domains that result in the student being intrinsically motivated and that intentionally contributes to the student developing a positive self-concept.  That is not made clear in the Framework.  It is possible and important to identify for our teachers how they can promote motivation, effort, a sense of competence, relatedness and autonomy, in every single competency in the Framework.  A superficial reference is made to some of these concepts, but without the depth that is needed in order to truly be Highly Effective.

Some administrators take the critical attributes and examples too literally and do not consider other things, like well established self-concept and self-determination theories, which provide deeper insights into how a teacher can truly influence a student's motivation, effort and choice of behavior.  Contact me if you want more information.

Comment by Tim O. Mains on February 10, 2013 at 3:19pm

In Rochester we are using the updated Danielson framework through teachscape.  The teachscape company offered a "certification" program that we had all of our Building Administrators complete.  They watched videos that explicated the elements on the rubric and then took an on-line assessment to become :certified." 

 

I think that this has helped with greater interrater reliability, but I would say that continued and regular effort will be required to mainitain a common interpretatiobn of the rubric.  I encourge administrators to complete several informal observations anually with other admin, followed by a joint debrief to ensure that we are all interpreting the rubric in a common fashion.

 

The rubric is very helpful,. but it is dense and (like any rubric) only as good as the common understanding that you develop when you apply and anchor work examples to the rubric.

Comment by Marguerite Clarkson on February 8, 2013 at 4:21pm

A year has past since the last post. We are using Danielson for the APPR this year, and I am wondering if those ahead of me have experience to share. How was your first year?

Comment by Dr. Timothy Mundell on December 11, 2012 at 8:11am

Using the Danielson model in combination with the concept of "evidence-based" data enriches the conversation about practice.  The rubric provides clearly defined parameters for each level of instructional quality, and serves as entry points for coaching types of conversations about instruciton and planning.  We have found Domain 4 useful in opening dialogue regarding facets of teaching which go beyond the classroom and instruction specifically.  When framed effectivley, the opennes of the dialogue contributes to an atmosphere of trust and growth. 

Comment by Jason Frederick Bletzinger on November 25, 2012 at 4:47pm

Our district has created a hybrid of the Danielson framework with the Indiana RISE framework. Although I would rather go straight Danielson, I do appreciate the fact that the focus through this teacher evaluation framework is on evidence-based practices. Focusing in the evidence gets directly at the quality of learning being implemented in the classroom. The evidence allows for deeper conversations regarding student learning and what specific desirable and undesirable evidence impacts student learning.

Comment by Kevin Smith on February 16, 2012 at 2:56pm

One powerful component of the Danielson rubrics, now the Teachscape rubrics, is the emphasis on evidence and artifacts. Rather than making assumptions about the quality of instruction, Danielson calls for a focused look at student work, student behavior, and teacher behavior. Focusing on artifacts allows evaluators to ask questions about instructional decision making and pushes teachers to evaluate and reflect on their own choices. In the five years I have been using the framework, and I still feel like a novice, I have had many very powerful conversations where teachers have looked at evidence from their lessons and provided very powerful reflections that served as the basis for changing and improving their practice.

Comment by Joan Fretz on January 2, 2012 at 11:06am
I'd be honored to have you join me at my new workshops that link the Danielson Framework to teaching behaviors which promote intrinsic motivation.  Hope you'll consider joining this "in person" conversation at Western Suffolk BOCES in February or March.  See below for details.
New Danielson Teacher Competency Workshops:
"Shaping Intentional Practice Through the Danielson Framework: 
How Highly Effective Teachers Promote Intrinsic Motivation"
Feb. 7 and March 6, 4:00 - 6:30 PM
This workshop is offered in two parts, Feb. 7th and March 6th.  Feel free to join us for either or both sessions.  We'll be identifying what teachers can do to create the conditions that inspire students to take charge of their own learning, choose challenge, value effort and persist in the face of obstacles.  In these workshops, 
  • We'll learn about self-determination theory and how to insure students experience autonomy, competence and relatedness in the classroom.  
  • We'll hear real high school students explain what teaching behaviors helped or hindered their motivation and effort in school, and
  • We'll link each of these teaching behaviors to competencies in the Danielson "Framework for Teaching."
These workshops are designed for all educators.  Our goal is to create an intentional practice to help all school adults and students to realize their potential.
The full description of the workshop and registration information may be found through the following link http://www.wsboces.org/library/pdfs/iss2453.pdf 
Hope to see you there!  Feel free to contact me for further information at jrfretz@optonline.net
Joan
Here is the workshop description from My Learning Plan:
39.

Shaping Intentional Practice Through the Danielson Framework: How Highly Effective Teachers Promote Intrinsic Motivation - Pt II is March 6, 2012
Sponsored By: Professional Development
  Educators often ask the question, “How can we motivate students?” According to Edward Deci, the more accurate question is, “How can teachers create the conditions within which students will motivate themselves?” The most beneficial type of motivation is intrinsic. When someone is intrinsically motivated, they will participate in an activity for its own sake: “for the reward that is inherent in the activity itself.”

 If we truly want students to realize their potential and love learning, we need to provide them with an environment that inspires them to take charge of their learning, choose challenge, value effort and persist in the face of obstacles. How can teachers create these conditions? By learning from the experts, of course. Through video chats with student “experts,” we’ll learn about key teaching competencies that helped or hindered their motivation and effort in school. Then, to better understand why these teaching behaviors were influential, we’ll explore the work of four fascinating researchers in self-concept and motivation. Their wisdom will provide us with a framework – an intentional practice for achieving our goal. Finally, each effective teaching behavior will be correlated to a teaching competency in Danielson’s “Framework for Teaching.” 

Whether we are focusing on the components of a teacher’s planning skills, classroom environment, instructional practices or professional responsibilities, every teaching skill can have a positive impact on a student’s self-concept and motivation to learn. It is our goal to delve deeper into the meaning of each competency and its beneficial practice, so that we, and our students, will realize our potential. workshop flyer: http://www.wsboces.org/library/pdfs/iss2453.pdf  
 
Date(s): Feb 7 - Mar 6  4:00 - 6:30 PM
Comment by Blanche Cuevas Ramos on January 2, 2012 at 9:31am

Just joined and grateful to be part of the Learning Community; looking forward to many interesting and targeted comments that will also inform my own learning of Danielson Framework!

 

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