Charlotte Danielson is a puppet. Charlotte Danielson has built a fence between herself and the misuse of her teacher evaluation scholarship. I call it scholarship rather than research because there is little hard evidence that her system works to improve teaching. Even so, CorpEd has paid the Danielson Group millions to use her materials to create a ridiculous rubric for high stakes teacher evaluations, even as Danielson publicly decries when asked by Chelsea Clinton the use of teacher evaluations for high stakes purposes.
Perhaps when Danielson is named as a litigant in the lawsuits that are brewing over CorpEd's crackpot schemes to evaluate teachers, then she will have a bit more to say publicly on the subject. As teacher Brandon suggests in the following post, she could save her reputation, perhaps, if she were to do the honest thing, rather than the most lucrative one.
This commentary is f rom Polite on Society : The currents of education are turbulent and ever changing. Unfortunately, there is a powerful storm brewing , and many wonder if these current tides bring poor tidings for education and educators.
Programs and theories have never seemed so powerful, all encompassing and engrossing, or downright damaging as they have in the past ten years or so, since the passing of the No Child Left Behind Act and have laid the heavy burden of standardized testing as the ultimate measure of teaching and learning upon the profession and calling of teaching.
While I could speak until I drop about the absurdity of standardized assessment as the heavy indicator in learning, what is equally—if not more baffling—is the way in which teachers are handled and currently evaluated according to new systems across the country. Within hours after an arbitrator mandated use of the Danielson teacher evaluation system, New York City school administrators received a page booklet explaining how to implement the rubrics next fall.
Teachers will receive six hours of professional development so they know what to expect, not so they know how to be successful. Teachers are being told that while there is no official lesson plan design, they better follow the recommended one if they expect to pass the evaluations. Administrators are instructed how to race in and out of rooms and punch codes into an IPad with evaluations actually completed in cyberspace by an algorithm.
Teachers will fail when supervisors do not see things that took place before or after they entered the room, if lesson plans do not touch on all twenty-two dimensions, or when teachers adjust their lessons to take into account student responses. Teachers expect to be evaluated harshly. In December, the New York Daily News reported that the Danielson rubric, while still unofficial, was being used to rate teachers unsatisfactory.
This year there also appears to be an informal quota system for the granting of tenure. Teachers recommended for tenure by building administrators are being denied by central administration, which suggests how low the opinions of building based administrators are valued. As I have written repeatedly in other posts , there are useful educational goals established by the Common Core standards. But unless the standards are separated from the high-stakes testing of students and the evaluation of teachers and schools they will become an albatross around the neck of education and a legitimate target for outrage from rightwing state governments, frustrated parents, and furious teachers, and they will never be achieved.
Social studies educator, Hofstra University, my opinions, of course, are my own. News U. Politics Joe Biden Congress Extremism.
Special Projects Highline. HuffPost Personal Video Horoscopes. Our Work. Why do state education agencies, school districts, networks, schools, universities, and national ministries partner with the Danielson Group? We help them Strengthen professional practice by supporting and empowering educators in their pursuit of excellence. Elevate great teaching by developing knowledge and resources to transform practice based on evidence and need.
Inspire a shift toward growth by redesigning professional learning systems to prioritize teacher learning and continuous improvement. Contact Us. How are each of the domains of the Framework for Teaching assessed? How can teacher performance be fairly assessed by evaluators who are not experts in the subject the teacher is teaching? Why is training for both teachers and evaluators important?
Why should evaluators be certified? How can this be done? Expand All Questions about observations of classroom practice. How many observations should there be? How many observers should observe teachers?
How long should the observation be? Should observations be announced or unannounced? What is the collaborative observation cycle? A classroom observation, for an entire lesson or class period.
The observer takes notes, recording only evidence, and not making any interpretations or judgment of that evidence. If applicable, a single piece of evidence may be assigned to more than one component both teacher and observer determine which level of performance they believe is represented by the evidence for each component, and why they think that.
A recommended technique is for each individual to use a highlighter either on paper or electronically on the rubric to represent the words that best characterize the evidence for each component a post observation reflection conference in which the teacher and observer compare their interpretations of the evidence for each component, and together decide the appropriate level of performance for each component.
Can evidence be collected on all the components in Domains 2 and 3? How should "no or insufficient evidence" be handled? What do you recommend for the observation of teachers who teach multiple subjects elementary or many sections secondary? Should videos of teaching be used in the evaluation of teachers?
Video can also be used in teacher evaluation, in several different ways: As a tool for observers to maintain their accuracy. Observers can look at the video of a class, and compare, with one another, the evidence they collect for the different components, and how they interpret that evidence against the levels of performance.
When used in this manner, that video should not be used as part of the evaluation of the teacher, but only for ongoing training and calibration of observers.
A videotape of that same lesson can also be viewed by another trained and certified observer even in a remote location as another pair of eyes on the same events. What is the role of technology in observations of teaching? Expand All Questions about the evaluation of Domains 1 and 4. How do teachers demonstrate their skill in Domains 1 and 4? What artifacts should teachers collect to demonstrate their skill in Domains 1 and 4?
How often should Domains 1 and 4 be evaluated? Expand All Questions about making evaluative judgments based on observation data and examination of artifacts. How can assessments from multiple observations and artifacts be combined in a single rating for each of the components in the Framework for Teaching? How can the evidence from observations and artifacts be used to evaluate a teacher? That is, how can the assessments of the teacher's practice be converted to an evaluation of the teacher?
How can evaluations about teacher practice, based on the Framework for Teaching, be combined with other measures of teacher effectiveness? Expand All Questions about Resources. Are both the and Framework for Teaching Evaluation Instruments available electronically?
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