The Impact of Classroom Observations and Collaborative Feedback on Evaluation of Teacher Performance, Based on the Danielson Framework For Teaching
The Impact of Classroom Observations and Collaborative Feedback on Evaluation of Teacher Performance, Based on the Danielson Framework For Teaching

Author: Christine L. Hofer

Publisher:

Published: 2016

Total Pages: 123

ISBN-13:

DOWNLOAD EBOOK

ABSTRACT THE IMPACT OF CLASSROOM OBSERVATIONS AND COLLABORATIVE FEEDBACK ON EVALUATION OF TEACHER PERFORMANCE, BASED ON THE DANIELSON FRAMEWORK FOR TEACHING by CHRISTINE L. HOFER December 2016 Advisor: Dr. Thomas Edwards Major: Education Degree: Doctor of Philosophy Teacher evaluation systems in Michigan are undergoing major reforms driven by recent legislation at both the federal and state levels. Multiple teacher observations, as well as student achievement data, are now required to be a major indicator of teacher effectiveness for evaluative purposes. The reformed system is high-stakes, as employment decisions such as layoffs and termination rest squarely on evaluation results. Implementation has been fast, and school districts throughout the state are working to understand the new requirements, and to implement them fairly and with fidelity. Many districts are utilizing Charlotte Danielson0́9s Framework for Teaching (2007) as a rubric to measure teacher quality against components of effective teaching. This study begins by contrasting the ideals and beliefs behind the push for teacher accountability to the viewpoints of educational leaders and current research on best practices in education. Analysis of a school district that has implemented Danielson's Framework for Teaching for four years will be will be used to determine the impact it has had on teacher performance. A vital component of the process involves feedback conversations. The elements of collaboration that are linked to improvement in teacher performance are examined, and some of the barriers to implementing a successful system are identified. Keywords: evaluation, teacher, Michigan, union, reform, education, best practices, effective teaching, coaching, classroom observations, Framework for Teaching.

The Framework for Teaching Evaluation Instrument, 2013 Edition
The Framework for Teaching Evaluation Instrument, 2013 Edition

Author: Charlotte Danielson

Publisher:

Published: 2013

Total Pages: 109

ISBN-13: 9780615747002

DOWNLOAD EBOOK

The framework for teaching document is an evolving instrument, but the core concepts and architecture (domains, components, and elements) have remained the same.Major concepts of the Common Core State Standards are included. For example, deep conceptual understanding, the importance of student intellectual engagement, and the precise use of language have always been at the foundation of the Framework for Teaching, but are more clearly articulated in this edition.The language has been tightened to increase ease of use and accuracy in assessment.Many of the enhancements to the Framework are located in the possible examples, rather than in the rubric language or critical attributes for each level of performance.

Better Feedback for Better Teaching
Better Feedback for Better Teaching

Author: Jeff Archer

Publisher: John Wiley & Sons

Published: 2016-03-28

Total Pages: 417

ISBN-13: 1118701968

DOWNLOAD EBOOK

A practical, research-based guide for ensuring trustworthy classroom observations that provide teachers with meaningful feedback Better Feedback for Better Teaching is an essential resource for school, district, and state, leaders committed to high-quality classroom observations. This practical guide outlines the knowledge and skills classroom observers need to identify and help develop effective teaching, and explains how leaders can best facilitate the development of classroom observers. The best way to ensure high quality instruction in every classroom is to provide teachers with accurate, constructive feedback on practices proven to enhance student learning. Skilled classroom observers help teachers do their best work, so that they can guide students to their greatest potential. Better Feedback for Better Teaching provides helpful, reliable strategies from leading experts and practitioners involved in the Measures of Effective Teaching (MET) project, which carried out one of the largest, most influential studies of classroom observations to date. Among the many topics covered, Better Feedback for Better Teaching describes how to: Build a shared vision of effective teacher feedback among observers Ensure a common understanding of a classroom observation tool Train observers to collect objective evidence from a lesson, efficiently and free of bias Leverage data to improve how observers are trained and supported This comprehensive resource includes helpful starting points, as well as tips to refine techniques and address new challenges. Each section combines clear explanations of key ideas with concrete, adaptable examples and strategies. Self-assessments are included to help you quickly rank current needs and find the most relevant solutions. Filled with valuable, practical tools, Better Feedback for Better Teaching helps educators cultivate high-quality classroom observations that improve teaching and learning.

Diagnostic Classroom Observation
Diagnostic Classroom Observation

Author: Nicole Saginor

Publisher: Corwin Press

Published: 2008-05-29

Total Pages: 401

ISBN-13: 1412955130

DOWNLOAD EBOOK

"The best educators are the best learners. It's all about teaching, learning, and feedback, and this book brings common sense to common practice." --Raymond J. McNulty, Senior Vice President International Center for Leadership in Education "At last, a diagnostic classroom observation tool that moves beyond generic criteria for examining teaching and learning. This is a must-have resource for teachers, administrators, and professional developers who want to look beyond the veneer of 'best practice' and use evidence-based, content-focused criteria to get to the heart of deep, conceptual teaching and learning." --Page Keeley, Senior Program Director Maine Mathematics and Science Alliance A complete instructional leadership system for improving classroom practice! Providing effective classroom evaluation is a critical function of authentic instructional leadership. Diagnostic classroom observation (DCO) is a research-based system that helps principals and other supervisors carry out classroom observations and evaluations to support effective teaching practices. Developed in collaboration with NWREL and the Vermont Institutes, the DCO model covers the entire supervision process, from preconference analysis to postconference follow-up, and includes protocols for observing math, science, and literacy instruction. Program users can determine classroom quality and student engagement by evaluating four critical aspects of instructional practice: lesson planning, lesson implementation, lesson content, and classroom culture. Additionally, the author supplies readers with: - Classroom observation forms to help identify instructor strengths and weaknesses - Scoring forms to assist with the final evaluation and review process - Real-world vignettes that clearly illustrate key indicators of quality teaching - Methods for matching student learning assessments with appropriate instructional strategies - Guidance for introducing DCO into any school or school district Diagnostic Classroom Observation offers principals and teacher leaders a thoroughly tested and validated classroom observation system that improves instructional performance and enhances student learning.

Improving Teaching through Observation and Feedback
Improving Teaching through Observation and Feedback

Author: Alyson L. Lavigne

Publisher: Routledge

Published: 2015-02-11

Total Pages: 173

ISBN-13: 1317692268

DOWNLOAD EBOOK

In response to Race to the Top, schools nationwide are rapidly overhauling their teacher evaluation processes. Often forced to develop and implement these programs without adequate extra-institutional support or relevant experience, already-taxed administrators need accessible and practical resources. Improving Teaching through Observation and Feedback brings cutting-edge research and years of practical experience directly to those who need them. In five concise chapters, Thomas Good and Alyson Lavigne briefly outline the history of RttT and then move quickly and authoritatively to a discussion of best practices. This book is a perfect resource for administrators reworking their processes for new evaluation guidelines.

Collaborative Observation
Collaborative Observation

Author: Karen H. Peters

Publisher: Corwin

Published: 1999-03-30

Total Pages: 152

ISBN-13:

DOWNLOAD EBOOK

Shows how to `do′ collaborative observation. The authors have written the book for two audiences; school leaders who are working to establish a viable reform programme that will improve student performance through the redesign of classroom instruction; and colleges of education, which prepare teachers and administrators. It is an excellent resource for central office administrators in charge of staff development, curriculum and, as well as for principals, lead or mentor teachers and professors of teacher education.

Gathering Feedback for Teaching
Gathering Feedback for Teaching

Author: Bill & Melinda Gates Foundation

Publisher:

Published: 2012

Total Pages: 68

ISBN-13:

DOWNLOAD EBOOK

Research has long been clear that teachers matter more to student learning than any other in-school factor. Improving the quality of teaching is critical to student success. Yet only recently have many states and districts begun to take seriously the importance of evaluating teacher performance and providing teachers with the feedback they need to improve their practice. The MET project is working with nearly 3,000 teacher-volunteers in public schools across the country to improve teacher evaluation and feedback. MET project researchers are investigating a number of alternative approaches to identifying effective teaching: systematic classroom observations; surveys collecting confidential student feedback; a new assessment of teachers' pedagogical content knowledge; and different measures of student achievement. In this report, the authors investigate the properties of the following five instruments for classroom observation: (1) Framework for Teaching (or FFT, developed by Charlotte Danielson of the Danielson Group); (2) Classroom Assessment Scoring System (or CLASS, developed by Robert Pianta, Karen La Paro, and Bridget Hamre at the University of Virginia); (3) Protocol for Language Arts Teaching Observations (or PLATO, developed by Pam Grossman at Stanford University); (4) Mathematical Quality of Instruction (or MQI, developed by Heather Hill of Harvard University); and (5) UTeach Teacher Observation Protocol (or UTOP, developed by Michael Marder and Candace Walkington at the University of Texas-Austin). (Contains 11 figures and 16 endnotes.) [For related reports, see "Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains. Research Paper. MET Project" (ED540960) and "Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains. Policy and Practice Summary. MET Project" (ED540961).].

Classroom Observation
Classroom Observation

Author: Matt O'Leary

Publisher: Routledge

Published: 2020-05-12

Total Pages: 239

ISBN-13: 1317246446

DOWNLOAD EBOOK

Building on recent changes and debates surrounding the use of observation, this fully updated second edition of Classroom Observation explores the role of lesson observation in the preparation, assessment and professional learning of teachers, lecturers and educators at all levels and across all educational organisations. Offering practical guidance and detailed insights on an aspect of training that is a source of anxiety for many teachers, this thought-provoking book offers a critical analysis of the place, role and nature of lesson observation in the lives of education professionals. Updated to incorporate the latest research, policy and practical developments on observation, this new edition also includes greater coverage of research and developments in the field of observation beyond the UK. Enabling readers to use observation as a lens for understanding, informing and improving teaching and learning, and equipping them with structured frameworks for applying observation, this book includes sections on: Teacher autonomy and professional identity Performance management, professional standards and accountability Peer observation, self-observation and critical reflection Educational assessment and evaluation Peer-based models of observation Using digital technology to inform learning. Written for all student and practising teachers as well as teacher educators and those engaged in educational research, Classroom Observation is an essential introduction to how we observe, why we observe, and how it can be best used to improve teaching and learning.

Enhancing Professional Practice
Enhancing Professional Practice

Author: Charlotte Danielson

Publisher: ASCD

Published: 2007-02-08

Total Pages: 211

ISBN-13: 1416614206

DOWNLOAD EBOOK

The framework for teaching is a research-based set of components of instruction that are grounded in a constructivist view of learning and teaching. The framework may be used for many purposes, but its full value is realized as the foundation for professional conversations among practitioners as they seek to enhance their skill in the complex task of teaching. The framework may be used as the foundation of a school's or district's recruitment and hiring, mentoring, coaching, professional development, and teacher evaluation processes, thus linking all those activities together and helping teachers become more thoughtful practitioners. The actions teachers can take to improve student learning are clearly identified and fall under four domains of teaching responsibility: Planning and Preparation, the School Environment, Instruction, and Professional Responsibilities. Within the domains are 22 components and 76 descriptive elements that further refine our understanding of what teaching is all about. The framework defines four levels of performance (Unsatisfactory, Basic, Proficient, and Distinguished) for each element, providing a valuable tool that all teachers can use. This second edition has been revised and updated and also includes frameworks for school specialists, such as school nurses, counselors, library and media specialists, and instructional coaches. Comprehensive, clear, and applicable to teaching across the K-12 spectrum, the framework for teaching described in this book is based on the PRAXIS III: Classroom Performance Assessment criteria developed by Educational Testing Service and is compatible with INTASC standards.

Reclaiming Lesson Observation
Reclaiming Lesson Observation

Author: Matt O'Leary

Publisher: Routledge

Published: 2016-09-19

Total Pages: 263

ISBN-13: 1317221133

DOWNLOAD EBOOK

Reclaiming Lesson Observation explores the latest practice, thinking and research in lesson observation, putting teacher learning at its heart. Illustrated throughout with practical examples from a range of education settings, each chapter contains a rich variety of state-of-the-art, evidence-based case studies to demonstrate how new approaches to observation can be applied in practice. The book is split into four easily accessible parts: making the transition to ungraded models of lesson observation recent research studies in lesson observation peer observation, coaching and mentoring innovations in observing classroom practice. With a carefully chosen team of contributors, from senior leaders and managers to classroom practitioners and education researchers, this book provides an informed perspective on how to maximise the use of observation, and most importantly, implement proven successful schemes to improve the quality of teaching in the classroom. Reclaiming Lesson Observation is for all practising educators who want to break free from the constraints of performative lesson observation to redefine and reclaim it as a powerful tool for teacher growth, on which to build sustainable, collaborative communities of teacher learning.