In this tutorial, we'll learn about the Danielson Framework and the role it can play in collaborative professional development. We'll begin by examining the background of Danielson's framework. We'll then identify its purpose, and I'll share with you the components that make up the Danielson framework. Finally, I'll show you what the Danielson framework might look like in the context of a sample professional development plan. Let's get started.
Let's begin with some background. We know that professional teaching standards are embedded in most of the teacher evaluation models that are used today. And one of the most widely used models is the Danielson framework. The Danielson framework was developed by Charlotte Danielson, who is the founder of the Danielson Group.
Danielson is an educator with a tremendous amount of experience in teaching, and curriculum design, and evaluation, and in research in education. And her purpose in developing the framework was to develop some very clear parameters that would help us to define what effective teaching looks like, a vast number of districts and even entire states across the United States have either adopted the framework in its entirety or adapted it. So that makes it one of the most widely used evaluation models in the United States.
But it is important to note that Danielson herself has stated that the Danielson framework is not really intended to be seen as a teacher evaluation model. It consists of much, much more than that. And so, though you will see that there are some schools or districts that will pull out just the observation and evaluation tools and will refer to this as a teacher evaluation model, that's not really honoring the original intent or the original purpose of the Danielson framework.
And so as we go through and discuss here the components of the framework, just be mindful of the fact that, in some cases, it has been adapted to fit the needs of a particular school or district or even entire state. So it may look different in those contexts, but we are going to examine the Danielson framework as Danielson designed it.
The Danielson framework was designed in alignment with the InTASC standards. Those are the standards from the Interstate Teacher Assessment and Support Consortium. And these standards were developed by the Council of Chief State School Officers and published in 2011. So the Danielson framework has been aligned to those standards. And also, the framework is based in a constructivist philosophy of education.
A 2013 update to the framework included alignment to the instructional shifts in the Common Core State Standards. And also, this update is reflective of the findings from the Measures of Effective Teaching Project.
The Danielson framework contains 22 components in four different domains-- planning and preparation, classroom environment, instruction, and professional responsibilities. In just a few moments, I will actually share all of those components with you. But first, let's discuss the purpose of the Danielson framework.
The framework is intended to inspire professional dialogue on the topic of our professional practices with the overall intent of improving both teaching and learning. And to guide the processes of professional development, coaching, mentoring, and teacher evaluation. So, again, that evaluation component is there, but it is not meant to be a standalone. It is meant to be used within the context of the entire framework and in conjunction with all of these other pieces, as well.
So let's take a look at these individual components of the Danielson framework. The first domain of the framework is planning and preparation. The components in this domain include demonstrating knowledge of content and pedagogy. Demonstrating knowledge of students. Setting instructional outcomes. Demonstrating knowledge of resources. Designing coherent instruction. And designing student assessments.
The second domain is classroom environment. The components in this domain include creating an environment of respect and rapport. Establishing a culture for learning. Managing classroom procedures. Managing student behavior. And organizing physical space.
In the third domain-- instruction-- the components include communicating with students. Using questioning and discussion techniques. Engaging students in learning. Using assessment in instruction. And demonstrating flexibility and responsiveness.
The fourth and final domain of the Danielson framework is professional responsibilities. The components in this domain include reflecting on teaching. Maintaining accurate records. Communicating with families. Participating in the professional community. Growing and developing professionally. And showing professionalism.
So let's take a look at a couple of sample professional growth or development plans in which the involved teachers could be using the Danielson framework as a guide. Let's first look at a plan that is framed in terms of a district goal, a site goal, and an individual goal.
In this plan the, district goal is to implement competency-based instruction. This is aligned with component 1c of the Danielson framework-- setting instructional outcomes. Identifying outcomes and targets for learning is an important part of competency-based instruction.
The site goal in this plan is to establish a culture and climate of learning. This goal is aligned with several components from the Danielson framework, including 2b-- establishing a culture for learning, 2d-- managing student behavior, and 4c-- communicating with families. All of these elements would be important parts of establishing this culture and climate of learning. So by keeping in mind those three components of the Danielson framework, the involved parties can really tighten their focus as they work together towards meeting this site goal.
Finally, in this sample plan, the individual goal is to improve the use of formative assessment. Components from the Danielson framework that might be especially relevant here would include 1f-- designing student assessments and 3d-- using assessment in instruction.
Next, let's consider a professional growth plan that is framed in the context of peer coaching. This peer coaching plan is going to be focused on two instructional goals and one classroom management goal. The first instructional goal in the peer coaching plan is to use effective questioning techniques. Remember in the context of peer coaching, the two coaches are going to be observing each other and providing feedback on the progress towards meeting all of these different goals.
So when working towards this first instructional goal, the peer coaches might refer to element 3b from the Danielson framework-- using questioning and discussion techniques. They may also consider component 3e-- demonstrating flexibility and responsiveness.
The second instructional goal in this peer coaching plan is using examples and resources that are aligned with student interests. Components from the Danielson framework that might be especially relevant here would include component 1b-- demonstrating knowledge of students, 1d-- demonstrating knowledge of resources, and component 2a-- creating an environment of respect and rapport. Because we know that when we do employ examples and resources that demonstrate to students that we are taking their interests into account, that does help to build that really important element of rapport in the classroom.
Finally, for the classroom management goal of reducing distractions and increasing engagement, component 2c might be especially relevant-- managing classroom procedures.
There's one more component of the Danielson framework that really would be relevant to the entire peer coaching process, and that is component 4a-- reflecting teaching. In order for peer coaching to be an effective process, there needs to be that element of critical self-reflection and also reflecting on what you have observed in your partner's classroom. So that you can have the valuable discourse that is necessary to bring about the desired changes that we want to see as a result of the peer coaching relationship.
Now it's your tread to stop and reflect. Consider the teacher evaluation model that is currently implemented in your school or district. Can you identify components of the Danielson framework that have been integrated into that model?
To dive a little deeper and learn how to apply this information, be sure to check out the Additional Resources section associated with this video. This is where you'll find links targeted toward helping you discover more ways to apply this course material. Thanks for watching. Have a great day.
(00:00 - 00:30) Introduction
(00:31 - 03:25) Background of the Danielson Framework
(03:26 - 04:02) Purpose of the Danielson Framework
(04:03 - 05:36) Components of the Danielson Framework
(05:37 - 09:29) Sample Plans
(09:30 - 10:00) Stop and Reflect
Teacher Evaluation to Enhance Professional Practice
This is an OverDrive link to Charlotte Danielson's text on teacher evaluation and professional development. Using your library card, you can access the complete text.
https://www.overdrive.com/media/225643/teacher-evaluation-to-enhance-professional-practice