Danielson Teacher Evaluation Model

Video Transcription

Hi. My name is Ashley, and today's lesson is titled Danielson Teacher Evaluation Model. In today's lesson, we'll find out how the Danielson teacher evaluation model originated, and we'll look at the purpose of the model. Then, we'll look at the features of the Danielson teacher evaluation model.

How did the Danielson teacher evaluation model originate? The Danielson teacher evaluation model was developed by Charlotte Danielson, founder of the Danielson Group. She has an array of teaching, curriculum, evaluation, and research experience in education. The model was established in order to set boundaries for effective teacher practices. The model is aligned with the Interstate Teacher Assessment and Support Consortium standards, which were developed by the Council of Chief State School Officers in 2011.

In 2013, the Danielson model was updated to include Common Core state standard's instructional shifts and findings from the measures of Effective Teaching Project. The model is also based on the constructivist teaching philosophy, and it includes four domains and 22 components and 76 more elements. It's one of the most widely used evaluation models used by states and districts. The first school I ever taught at was one that use that Danielson teacher evaluation model.

What is the purpose of the Danielson model? Danielson established the teacher evaluation model in order to set standards for professional dialogue in order to improve teaching practices. It provides structure for the district's mentoring, coaching, professional development, and teacher evaluation processes. So I assume that before, there probably was not much of a process for evaluation. But now it's more structured with this model, and the steps are more clearly identified.

Now let's look at the features of the Danielson teacher evaluation model. The model is broken down into the following four domains and 22 components. Domain one is planning and preparation. These components involve the planning and research and knowledge that goes into creating a lesson. Domain two, classroom environment, involves the classroom atmosphere and classroom management. Domain three, instruction. This area focuses on the delivery of instruction. And domain four, professional responsibilities, this is the area that focuses on growing and improving in the profession.

Let's say teacher A conducts conferences with parents after the first grading period. This teacher is demonstrating domain one, planning and preparation, by demonstrating knowledge of student and knowledge of content and pedagogy. In a teacher/parent conference, a teacher must have data on the student to provide to the parent. The teacher must also have knowledge of the content that is being taught to give the parent an idea of the topics their child is studying in the classroom and strategies that are appropriate for the particular age group.

This teacher is also addressing domain four, professional responsibilities, by communicating with families. Through teacher/parent conferences, the teacher is staying in communication with the child's family. Now let's take a look at teacher B. Teacher B gives ample wait time to a particular student after asking a question, even though some students are becoming restless waiting on their classmate. The teacher encourages the student to take his time and praises him for thoughtfully thinking about the question.

The teacher is addressing domain two, classroom environment, by creating an environment of respect and rapport. The teacher does this by letting the other students know that they must respect their peers and not rush him as he thinks. The teacher's also building rapport with the student by making him feel comfortable, though he has not shared his answer yet. The teacher's also establishing a cultural learning by showing students it's important to think carefully about your response to show what you have learned.

Lastly, domain three, instruction, is being addressed by demonstrating flexibility and responsiveness. Teacher B is being flexible and giving wait time and allowing the student to process the question fully, instead of rushing onto the next student or the next piece of information.

Let's recap what we have discussed in today's lesson. The Danielson teacher evaluation model was developed by Charlotte Danielson in order to provide structure for the district's mentoring, coaching, professional development, and teacher evaluation processes. The model consists of four domains-- planning preparation, classroom environment, instruction, and professional responsibilities-- along with 22 elements.

As we bring the lesson to a close, review the purpose and domains of the Danielson teacher evaluation model and the areas you may want to focus on. For more information on how to apply what you've learned in this video, please view the Additional Resources section that accompanies this video presentation. The Additional Resources section includes hyperlinks useful for applications and the course material, including a brief description of each resource.