The 2013 Instrument, The Framework for Teaching by Charlotte Danielson

Teacher Evaluation: Postings and Assurances

Per MCL 380.1249: Beginning with the 2016-2017 school year, a school district, intermediate school district, or public school academy shall post on its public website specific information about the evaluation tool(s) used for its performance evaluation system for teachers. Complete language (including requirements) for MCL 380.1249 can be found here. The contents of this documents are compliant with the law laid forth, specifically pertaining to The Framework for Teaching by Charlotte Danielson.

Research Base for the Evaluation Framework, Instrument, and Process [Section 1249(3)(a)]

First  published  by  ASCD  in  1996,  Enhancing  Professional  Practice:  A  Framework  for  Teaching  was  an   outgrowth  of  the  research  compiled  by  Educational  Testing  Service  (ETS)  for  the  development  of  Praxis  III:   Classroom  Performance  Assessments,  an  observation-­‐based  evaluation  of  first-­‐year  teachers  used  for  the   purpose  of  licensing.  The  Framework  extended  this  work  by  examining  current  research  to  capture  the  skills   of  teaching  required  not  only  by  novice  teachers  but  by  experienced  practitioners  as  well.     Each  component  of  the  Framework  for  Teaching  has  been  validated  by  the  Measures  of  Effective  Teaching   (MET)  study.  The  Framework  for  Teaching  has  been  found  to  have  predictive  validity.  Further  research   around  the  FfT  can  be  found  on  The  Danielson  Group’s  website.  See  the  Chicago  and  Cincinnati  studies.    

Identification and Qualifications of the Author(s) [Section 1249(3)(b)]

The  Framework  for  Teaching  was  developed  by  Charlotte  Danielson,  a  recognized  expert  in  the  area  of   teacher  effectiveness.  Her  work  focuses  on  the  use  of  a  framework,  a  clear  description  of  practice,  to   promote  professional  conversations  and  learning.  She  advises  State  Education  Departments  and  National   Ministries  and  Departments  of  Education,  both  in  the  United  States  and  overseas.     Charlotte  Danielson  graduated  from  Cornell  with  a  degree  in  history,  and  earned  her  master’s  in  philosophy,   politics  and  economics  at  Oxford  University.  In  1978,  she  earned  another  master’s  from  Rutgers  in   educational  administration  and  supervision.  After  college,  she  worked  as  a  junior  economist  in  think  tanks   and  policy  organizations.  While  working  in  Washington,  D.C.,  she  got  to  know  some  of  the  children  living  on   her  inner-­‐city  block  –  and  that’s  what  motivated  her  to  choose  teaching  over  economics.  She  obtained  her   teaching  credentials  and  worked  her  way  up  the  spectrum  from  teacher  to  curriculum  director,  then  on  to   staff  developer  and  program  designer  in  several  different  locations,  including  ETS  in  Princeton.  She  has   developed  and  trained  extensively  in  the  areas  of  teacher  observation  and  assessments.      

Evidence of Reliability, Validity, and Efficacy [Section 1249(3)(c)]

Evaluation Framework and Rubric [Section 1249(3)(d)]

Description of Process for Conducting Classroom Observations, Collecting Evidence, Conducting Evaluation Conferences, Developing Performance Ratings, and Developing Performance Improvement Plans [Section 1249(3)(e)]

An  evaluation  process  is  determined  by  local  guidelines  and  decisions.  The  Danielson  Group  trains  observers   to  collect  non-­‐biased,  quality  evidence  that  is  aligned  to  FfT  components.  Observers,  working  jointly  with   teachers,  examine  the  evidence  against  critical  attributes  that  distinguish  levels  of  performance.  This   collaborative  process  supports  the  determination  of  a  rating  based  on  the  preponderance  of  evidence.  The   Danielson  Group  promotes  the  use  of  evidence  in  collaborative  pre-­‐  and  post-­‐observation  conferences   focused  on  growth.     The  Danielson  Group  offers  training  in  facilitating  evidence-­‐based  conversations  to  support  the  development   of  reflective  practice  and  professional  development  plans,  encouraging  focused  action  and  peer-­‐to-­‐peer   learning.  Our  process  is  based  on  research  that  points  to  the  importance  of  evaluator  training.  

Description of Plan for Providing Evaluators and Observers with Training [Section 1249(3)(f)]

The  Danielson  Group  specializes  in  full-­‐day,  on-­‐site  training.  We  will  also  lead  distance  or  remote  consultation   and  follow-­‐up  webinars  with  large  or  small  groups.  All  offerings  can  be  customized  to  address  gaps  and   needs.  We  also  organize  regional  conferences  and  encourage  school  districts  to  pool  resources  and  work   together  to  arrange  ongoing  professional  learning.  We  are  available  for  keynote  talks  and  large  group   overviews  as  well.  Via  email  and  phone,  we  remain  available  to  Framework  adopters.     To  respond  to  scheduling  and  budget  considerations,  The  Danielson  Group  offers  a  number  of  training   sequences.  Clients  contact  The  DG;  we  assess  needs  and  discuss  possible  plans;  clients  propose  training   dates;  and  then  we  draft  an  agreement  for  review.  A  member  of  our  national  team  of  experienced   consultants  will  contact  the  client  to  enhance  their  understanding  of  district  needs  and  to  individualize  the   training  design  as  appropriate.     Free  resources  can  be  found  on  The  Danielson  Group  website: