Teacher Evaluation in Early Childhood

Classrooms:Using the Danielson Framework for Observing and

Growing Teacher Practice

Lisa Hood, Ph.D. Debra Kasperski, NBCT

Center for the Study of Education PolicyIllinois State University

• Setting the Context for the Work

• Connect to the PreK-3 Danielson Validation Project

• Connect to the Danielson Framework and PreK-3

  

Questions/Feedback 

Agenda

How Many of You…?

• Evaluate teachers?• Are a teacher who is evaluated? • Use the Danielson Framework for Teaching?• Use another teacher evaluation tool?

Setting the Context

•Performance Evaluation Reform Act of 2010 (PERA): Legislative Requirements

•Concern from the field about the misalignment between early childhood programs and K-12

•Concern about the use of the Danielson Framework in early childhood classrooms (particularly PreK & K)

Project Work to Date

• September 2012 – Present: EC stakeholders developed early learning examples for the 2013 rubric

• June 2014 – Present: Conducting the PreK-3 Danielson Validation Study & data analysis

• October 2015: Training for EC principals, directors, and teachers through IL Principals Association and The Center

• Late Fall: Final research report• September – December 2015: Exploring need for EC videos to

support training and professional development

Connecting to the Research…

White Paper

Handout

White Paper

Handout

Study Participants• 7 Districts

– 4 Early Learning Centers– 7 Schools– 1 Community-Based Center– North (3), Central (2), Southern (3); Urban (1), Rural (2), Small

Urban/Big Town (5)• 26 Teachers(14 PreK, 12 Elementary)• Internal Observers:

– 1 Teacher Leader– 2 PreK Coordinators– 9 Principals

• External Observers– PreK-3 administration and teaching experience– Previous evaluation experience using the Danielson Framework

Students per Grade (n=620)

Student Ethnicity (N=548)

Special Education (N=191)

Lunch Status (N=268)

Validation Study Purpose• To study whether the Danielson Framework is a valid and

reliable tool for evaluating teachers in early childhood classrooms.

• To study whether the framework provides accurate and reliable data that PreK-3rd grade teachers and their supervisors can use to – identify strengths and areas for growth;– use that data to engage in professional conversations, coaching,

and targeted PD to promote teachers’ growth.• To develop training and resources that support EC teachers

and their supervisors in their use of the Framework and implement their teacher evaluation system.

HandoutHandout

Validating the Framework

• Quantitative Measures– Student assessment scores—is there a correlation

between the observation data and student growth on assessments? If not, what does it tell us about the Framework or the assessments?

– Evaluator and external observer evidence comparisons—is there a discrepancy in the critical attributes identified as a result of the evidence collected between the evaluator and the external observer? If not, where are the discrepancies?

Validating the Framework

• Qualitative Study – Qualitative analysis of the observation data

• Alignment to component, specific/descriptive data, alignment to critical attributes

– Interviews, focus groups, document analysis• Collect data on how the Framework is used by evaluators

and PreK-3 teachers to identify strengths and weaknesses in professional practice and support professional development

• Where are there challenges, misuses, or misinterpretations?• What training and resources are need to support the

Framework’s use and to support a useful and effective teacher evaluation process?

Danielson Framework for Teaching

Overview

Assumptions and Features of the Danielson Framework

• Constructivist: teacher and student working together to engage learning

• Teaching is purposeful: teachers make choices based on instructional goals

• Comprehensive & coherent: focused on entire teaching process (in the classroom and out)

• Generic: common features of teaching regardless of grade level or setting

• Aligned with research and teaching standards• Public: accessible to teachers; advises book studies and discussions

to modify language to fit context• Cycle of Inquiry and professional growth (PTRA cycle)• Independent of a particular teaching methodology

4 Domains4 Domains

22 Components22 Components

76 Elements76 Elements

Framework Vocabulary

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Framework Domains

Domain 3 – Instruction

What a teacher does to engage students in

learning.

Domain 4 – Professional Responsibilities

Professional responsibilities and

behavior in/out of the classroom.

Domain 2 – The Classroom Environment

All aspects of teaching that lead to a culture for learning in

the classroom.

Domain 1 – Planning and Preparation

What a teacher knows and does in

preparation for teaching.

SmartCard Handout

SmartCard Handout

The Danielson Framework for Teaching

CollaborativeObservation

Process

PTRA within the Collaborative Process

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• Unsatisfactory – Professional practice shows evidence of not understanding the concepts underlying the component - may represent practice that is harmful - requires intervention

• Needs Improvement (Basic)– Professional practice shows evidence of knowledge and skills related to concepts underlying the component- but inconsistent performance due to lack of experience, expertise, or commitment

Levels of Performance

23

• Proficient – Professional practice shows evidence of thorough knowledge of concepts underlying the component. This is successful, accomplished, and effective professional practice.

• Excellent (Distinguished) – Professional practice shows evidence of thorough knowledge of concepts at highest level of expertise and commitment. Professional practice provides leadership and facilitation for others in this professional area. Classroom evidence is based upon student assumption of responsibility for learning.

Levels of Performance

Framework for Teaching Levels of Performance

• Teacher-Directed Success

• Collaborative Learning

• Teacher-Directed Success

• Collaborative Learning

• Student-Directed Success

• Collaborative Leadership

• Student-Directed Success

• Collaborative Leadership

UNSATISFACTORY Level 1

NEEDS IMPROVEMENT

Level 2PROFICIENT

Level 3EXCELLENT

Level 4

• New or Developing

• Focused Mentoring or Coaching

• New or Developing

• Focused Mentoring or Coaching

• Below Licensing Standard

• “Cease and Desist”

• Below Licensing Standard

• “Cease and Desist”

Experience, Expertise and Commitment

Questions?

Do you have any…

Comments?

Connecting to the Research…

White Paper

Handout

White Paper

Handout

EC Validation Research Fact #1

After reviewing the rating results from EC Validation Research Study, several Framework components were found to have consistently lower teaching scores by both internal and external evaluators OR to have a large variance in rating agreement between internal and external raters (67% or less agreement). What are these high-focus components?

Inter-Rater Reliabilities (67% average)

Graph 1: Internal and External Domain Agreement

100%

70% 64% 68%

50%

0% Domain 1 Domain 2 Domain 3

Inter-Rater Reliabilities

Component 1f: Designing Student Assessments 67%

Component 1e: Designing Coherent Instructions 75%

Component 1d: Demonstrating Knowledge of Resources 50%

Component 1c: Setting Instructional Outcomes 56%

Component 1b: Demonstrating Knowledge of Students

Component 1a: Demonstrating Knowledge of Content and Pedagogy

78%

92%

0% 50% 100%

Graph 2: Overall Internal and External Evaluator Agreement, Domain 1

Inter-Rater Reliabilities

Graph 3: Overall Internal and External Evaluator Agreement, Domain 2

Component 2e: Organizing Physical Space 78%

Component 2d: Managing Student Behavior 72%

Component 2c: Managing Classroom Procedures 69%

Component 2b: Establishing a Culture for Learning 45%

Component 2a: Creating an Environment of Respect and Rapport 54%

0% 50% 100%

Graph 4: Overall Internal and External Evaluator Agreement, Domain 3

Inter-Rater Reliabilities

Component 3e: Demonstrating Flexibility and Responsiveness 58%

Component 3d: Using Assessment in Instruction 42%

Component 3c: Engaging Students in Learning 81%

Component 3b: Using Questioning and Discussion Techniques 69%

Component 3a: Communicating with Students 77%

0% 50% 100%

1c Selecting Instructional Outcomes

1d Demonstrating Knowledge of Resources

1f Designing Student Assessments

2a Creating an Environment of Respect and Rapport

2b Establishing a Culture for Learning

3d Using Assessment in Instruction

3e Demonstrating Flexibility and Responsiveness

Questions?

Others…?

What are your thoughts…

Surprises?

EC Validation Research Fact #2

1. The planning conference for the PreK-3 classroom observations is essential

1. Discuss the intentionality of the learning environment2. Situate the learning within the planned curriculum3. Ask about the differentiated learning needs of the

students 4. Recognize the special role of play-based learning

strategies and curriculum (lesson planning is unique)5. Utilize teaching expertise when collecting data for

Domain 1 – listen and ask questions

EC Validation Research Fact #3

2. Specific and descriptive evidence is key for more accurate and reliable feedback in all Domains but in Domain 2 and 3…

A.Tighter correspondence between evidence and critical attributes

B.Create “a story” of the teaching and learning process through descriptive evidence

EC Validation Research Fact #4

3. Learning environments in EC classroom is an essential learning tool (Domain 2)A. Intentional links between standards, outcomes, and learning environment

1) Academics and other domains (e.g., social-emotional, language, physical)

B.Interactions between the teacher and students is essential

1) Teacher-child proximity, respect, demonstrate interest

EC Validation Research Fact #5

4. EC teachers and administrators have difficulty with the following:• Identifying measurable outcomes •Planning for and describing formative authentic assessments•Implementing and observing formative authentic assessments

Are you ready to be an evaluator?

Activity MaterialsActivity

Materials

QUESTIONS/SUGGESTIONS/FEEDBACK…QUESTIONS/SUGGESTIONS/FEEDBACK…

Have a great school year

supporting early childhood

teaching & student learning!

Best of Luck…Lisa & Debbie!

Additional Questions? Contact Lisa Hood: lhood@ilstu.edu

http://teecc.illinoisstate.edu/