The Intended learning outcomes for this learning module are as follows:

1. Teachers will be able to name each domain in the Danielson Framework and summarize the big ideas associated.  
2. Teachers will be able to explain how the Danielson Framework components stand out in their teaching. 
3. Teachers will be able to list 2-3 tools they can use to curate evidence to support one of the Danielson Framework components.   
4. Teacher will be able communicate how equity fits into the Danielson Framework.
5. Teachers will be able to assign a evaluation rating and give a rational why. 

The overarching goal for this learning module is for you, teachers new to our district, to interact with the Danielson Evaluation model so that you can become more familiar with the different domains and components. I hope this learning module is able to give you an opportunity to engage with the Danielson Framwork through CGScholar. By interacting with eachother and the Framework on a virtual, highly-peer driven platform, I hope you will complete the module having a clearer understanding of Danielson and the evaulation process can be even more meaningful.

There is an opotunrity to comment on the domain/topic for each section. This will be graded using the comment rubric. There is also an oportunity to create an update where you share your strageties and tools that you are using the classroom. This will be graded using the update rubric. 

Please take THIS SURVEY prior to moving forward with the learning module. 

Domain 1 focuses on teacher planning and preparation. The evidence for this domain is typically collected during the pre-observation meeting. It is thought that if a teacher is ready for the lesson and understands the students needs, they will be better able to engage students in learning material. Domain 1 is split up into 6 components as seen in the image below. 

Fig 1, Danielson, C. (2007). Enhancing professional practice a framework for teaching (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development. ​

Each component within domain 1 focuses on different elements as discussed in the YouTube video below. Watch from :43 to 5:16. 

^{YouTube. (2013). Teacher Effectiveness Domain 1. YouTube. Retrieved September 26, 2021, from https://www.youtube.com/watch?v=bIy3uEXHqEo.}

There are different ways to curate evidence to support your work within each component of domain 1. "Skills in domain 1 are demonstrated primarily through the plans that teachers prepare to guide their teaching, by how they describe the decisions they make, and ultimately through the success of their plans as implemented in the classroom" (Danielson, 2007). Some examples include unit plans that is coherent and the development of concepts follow a sequence of learning experiences that pushes students from simple to complex (Danielson, 2007). 

Teacher Comment: Which component in this domain do you think is most important and why? 

Teacher Update: Share a tool or strategy you use to curate evidence for one the components in domain 1. Explain what it is, how it works and why you chose it. 

Domain 2 focuses on the classroom environment and is one of two domains the evaluator focuses on when they are observing in your classroom. If the teacher creates a safe learning environment that runs smoothly, students will be able to best engage with the learning material. A student who feels unsafe, distracted or unsure will be uncomfortable taking intellectual risks and, in turn, is unable to fully interact with the learning material. Domain two consists of 5 components as seen in the image below. 

Fig 2, Danielson, C. (2007). Enhancing professional practice a framework for teaching (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.

Each component in domain 2 focuses on different elements as discussed in the YouTube video below. Please watch from 2:35 to 31:53. 

_{Schulz, Julie. (2015, Jan 18). Danilson domain 2 [Video]. Youtube. https://www.youtube.com/watch?v=MdGTO-z5eeM}

There are different ways to demonstrate your work within each component of domain 2. "The components of Domain 2 establish a comfortable and respectful classroom environment that cultivates a culture for learning and creates a safe place for risk-taking" (Danielson, 2007). Some examples I have observed in the teachers I work with include asking students about their lives outside of school, encourage students to hang the work they are proud of up in the classroom or post it on the class website for others in the class to see, involving students with classroom management procedures using class jobs or moving desks around to support different types of learning.  

Teacher Comment: Which component in this domain do you think makes the most impact in your classroom and why do you think that?

Teacher Update: Share a tool or strategy you use to satisfy one of the components in domain 2. Explain what it is, how it works and why you chose it.

Domain 3 focuses on instruction and is the second of two domains the evaluator focuses on when they are observing in your classroom. "Domain 3... is the heart of teaching- the actual engagement of students in content" (Danielson, 2007). Domain 3 is where the plans created in domain 1 are put into action. This is when teachers have the opportunity to enhance student knowledge about the content they are teaching. Domain 3 is broken up into 5 components as seen in the image below. 

Fig 3, Danielson, C. (2007). Enhancing professional practice a framework for teaching (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development. ​

Please watch the YouTube video below that goes over the components and some tips for how to incorporate them in your classroom. Watch until 8:40. 

^{Kulak, B. (2016). Domain 3 With Dave and Brian. YouTube/Domain 3 With Dave and Brian. Retrieved September 29, 2021, from https://www.youtube.com/watch?v=OoIRUzLrfB0.}

The Cyber Sisters have created a podcast about tools, mostly edtech, and strategies that help teachers be more successful in the classroom. They make sure to connect each episode to a Danielson domain. Season 1 episode 6 focuses on Actively Learn which is an edtech tool that supports the teacher with instruction. Click on the audio to listen to an excerpt below. Make sure to check out their podcast at this link: https://www.bulbapp.com/u/episode-1-welcome. They have episodes with ideas connected to all 4 Danelison domains.

Keefe, A. & Sattler, E. (Hosts). (202, Feb 4). Actively Learn with Hollie Woodward (No. 6) [audio podcast episode] In the Cyber Sisters. https://castbox.fm/channel/The-Cyber-Sisters-Podcast-id2476901?country=us

Teacher Comment: Which component in this domain do you think helps students master knowledge objectives? Share why you think this? 

Teacher Update: Share a tool or strategy you use to satisfy one of the components in domain 3. Explain what it is, how it works and why you chose it.

Domain 4 is all about professional responsibility. Domain 4 focuses on roles outside of the classroom that positively impact the teacher's role in the classroom. In our district, this is mainly accomplished through post-observation meetings and domain 4 input forms. By demonstrating professional responsibility, you are demonstrating that you are committed to the enhancement of the teaching profession, student's experience in your spaces, the school you are working in, etc. Domain 4 is made up of 6 components as seen in the image below. 

Fig 4, Danielson, C. (2007). Enhancing professional practice a framework for teaching (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development. ​

Please watch the YouTube video below which breaks down the components in domain 4. Watch from :53 to 4:51.

_{HenryCurrInstr. (2013, September 9). Teacher Effectiveness Domain 4 [Video]. YouTube. https://www.youtube.com/watch?v=1V9l05zAnn0}

Evidence in domain 4 is demonstrated through interactions with peers, students, families, administrators, the school community, the educational community and beyong. Check out THIS PINTEREST board with lots of ideas for domain 4. 

Teacher Comment: Which component in this domain do you believe most leads to professional growth? Discuss why you think this and why professional growth is important. 

Teacher Update: Share a tool or strategy you use to satisfy one of the components in domain 4.  Explain what it is, how it works and why you chose it.

The Danielson Framework does not do a great job explicitly citing evidence of equitable practices within its description of components or ratings. A teacher could potentially be considered excellent without ever having to talk about equitable practices or discuss issues of race (and other -isms) in their classroom and the larger school. This is no longer acceptable and we believe it needs to change. 

Since there is not a structure in place within our district that facilitates these equitable discussions within the evaluation cycle, we have created an equity action goal for new teachers to begin to think about and work.  The hope is as this structure becomes commonplace, we can remove the extra step of creating the action goal and solely focus on equity within each domain and component of the framework. 

The document below is what will be used to create the equity action goal. Take note on pages 2-6 which explicitly shows how the goals relate to the components within the framework. 

D219 PAR Equity Action Goal

Teacher Comment: Which component in the framework do you think lends itself most to equitable practices? Discuss why you think this. 

Teacher Update: Pick a framework, look at the components and the elements embedded in it and decide how the elements and/or indicators ("lookfors") can be updates to include Culturally Respnsive Teaching practices. Share in an update what it might look like. Talk about which domain and component chose as well as what your updated elements and/or indicators would be. 

There are 4 different ratings that can be given to teachers for each component. In or district, we use unsatisfactory, improvement necessary, proficient and excellent. While these are different than what Danielson uses, the ratings mean the same thing.   

An unsatisfactory rating means that there is either little to no evidence of the component or that there is negative evidence in a component. For example in component 3c (engaging students in learning) an unsatisfactory rating would be described as:

The learning tasks/activities, materials, and resources are poorly aligned with the instructional outcomes, or require only rote responses, with only one approach possible. The grouping of students are unsuitable to the activites. The lesson has no clearly defined structure, or the pace of the lesson is too slow or rushed (Danielson, 2014).

An improvement necessary rating means that while thre is some evidence of the component or a mix of positive and negative evidence in a component. This is seen many times in new teacher evaulations and one or two improvement needed is not grounds for being let go. It is an opportuntunity for the teacher to focus on the areas and grow in their practice. For example in component 3c (engaging students in learning) an improvement necessary rating would be described as:

The learning tasks and activities are partially aligned with the instructional outcomes but require only minimal thinking by students and little opportunity for them to explain their thinking, allowing most students to be passive or mearley compliant. The groupings of students are moderately suitable to the activities. The lesson has a recognizable structure; however, the pacing of the lsesson may not provide studetns the time needed to be intellectually engaged or may be so slow that studetns have a considerable amout of "downtime" (Danielson, 2014). 

A proficient rating means that things are overall positive in the given component. The teacher is solid in thier knowledge, understanding and actions in that component. This is where the vast majority of teachers lay on the scale. It is an okay place to be. For example in compnent 3c (engaging students in learning) a proficient rating would be described as:

The learning tasks and activities are fully aligned with the instructional outcomes and are designed to challenge student thinking, inviting students to make thier thinking visible. This technique results in active intellectual engagement by most students with important and challenging content and with teacher scaffolding to support that engagement. The groupings of students are suitable to the activities. The lesson is appropriate, providing most students the time needed to be intellectually engaged (Danielson, 2014).

An excellent rating means that the teacher is going above and beyond in a given component to include students in each step of the process. You will notice that the main difference between proficient and excellent is that in excellent the students lead, manage, discuss, question, etc much more than the teacher does. The teacher's role is more of a coach who guides students to explore and practice allowing for them to take the lead. For example in component 3c (engaging students in learning) an excellent rating would be described as: 

Virtually all students are intellectually engaged in challenging content through well-designed learning tasks and activities that require complex thinking by the students. The teacher provides scaffolding and challenges students to explain their thinking. There is evidence of some student initiation of inquiry and student contribution to the exploration of important content; studnts may serve as resources for one another. The lesson has a clearly defined structure, and the pacing of the lesson provides students the time needed not only to intellectually engage with and reflect upon their leanring but also to consolidate their understanding (Danielson, 2014).

View the entire rubric and rating descriptions for each component in the evaluation instrument below. 

Danielson, C. (2013). The framework for teaching: Evaluation instrument. Teachscape.

Additional resources for review: 

• https://danielsongroup.org/framework
• https://www.isbe.net/Pages/Educator-Evaluations.aspx

PEER REVIEWED PROJECT 

This is your opportunity to put all of your learning into action. Go and observe a peer's class. Write down notes while you are there that correlate with domains 2 and 3. Use that evidence to decide on an approparite rating for each component within domains 2 and 3. Then explain why the evidence supports the rating. 

Think about it like a claim, evidence, warrant essay. Your rating is your claim, you notes are your evidence and your explanation why is the warrant. Your work will be reviewed by your peers prior to submitting. Your work will be reviewed using the rubric created for this assignment. 
 

Teacher Comment: Imagine Danielson was not a thing and you were hired to create a system of evaluation for teachers. What would your system look like, what would make a good teacher, how would that differ from a great teacher?