Evaluating teachers' effectiveness is a crucial task for school administrators. The evaluation method that stands out is the Danielson Framework, a comprehensive tool for assessing teaching practices. Additionally, the Clinical Supervision process provides an objectives-based, formative model that fosters improvement. This blog post explores the combined use of the Danielson Framework and Clinical Supervision to enhance teacher development.
The Danielson Framework: Evaluating Teaching Effectiveness
The Danielson Framework, developed by Charlotte Danielson, recognizes the complexity of teaching and encompasses planning, preparation, reflection, and collaboration (Roegman et al., 2016). Divided into four domains—planning and preparation, classroom environment, instruction, and professional responsibilities—the framework evaluates teachers' performance in various components.
Planning and Preparation: This domain focuses on how teachers organize content to facilitate student success. Implementing differentiated instruction allows for personalized learning tailored to individual student needs, strengths, weaknesses, and interests.
Classroom Environment: Evaluating the classroom setup, this domain examines how teachers promote engagement and a conducive learning environment. Strategies such as flexible seating arrangements and peer learning opportunities contribute to student-centered classrooms.
Instruction: This domain assesses instructional methods, emphasizing the importance of selecting approaches that align with student achievement. A student-centered instructional model allows students to choose activities, assignments, and learning experiences, prioritizing individualized learning.
Professional Responsibilities: This domain evaluates teachers' commitment to professional growth outside the classroom and organizational skills. Teachers should actively maintain accurate records, communicate effectively with students, and extend communication to parents.
Clinical Supervision: Fostering Teacher Improvement
Clinical Supervision offers a systematic approach to teacher evaluation and improvement. It involves five steps: pre-observation conference, classroom observation, analysis of the lesson, post-observation conference, and post-observation analysis (Gray & Smith, 2007). During the observation, administrators or evaluators take anecdotal notes, which provide valuable feedback on lesson effectiveness and areas for development.
Anecdotal notes capture crucial elements such as learning objectives, teaching strategies, resources, and evaluation plans. These records help administrators and evaluators track events and information during the observation, facilitating constructive post-observation conferences. The notes serve as evidence, ensuring honest conversations about the lesson's effectiveness and areas for improvement.
Enhancing Teacher Development:
School administrators can benefit from utilizing the Danielson Framework and Clinical Supervision will be essential. Professional development programs can focus on these methodologies to assist teachers in self-reflecting on their instructional practices. Refresher courses and deeper insights into the Danielson Framework and Clinical Supervision can help seasoned teachers refine their skills and further develop as educators.
Combining the Danielson Framework and Clinical Supervision ensures objective and constructive feedback through anecdotal notes. By utilizing these methodologies and offering targeted professional development, school administrators can empower teachers to continuously grow and excel in their profession.
References: Close, K., Amrein-Beardsley, A., & Collins, C. (2020). Putting teacher evaluation systems on the map: An overview of state’s teacher evaluation systems post–Every Student Succeeds Act. Education Policy Analysis Archives, 28(58). https://doi.org/10.14507/epaa.28.5252
Gray, D. L., & Smith, A. E. (2007). Case studies in 21st-century school administration: Addressing challenges for educational leadership. Sage Publications.
Roegman, R., Goodwin, A. L., Reed, R., & Scott-McLaughlin, R. M. (2016). Unpacking the data: an analysis of the use of Danielson's (2007) framework for professional practice in a teaching residency program. Educational Assessment, Evaluation and Accountability, 28(2), 111–137. https://doi.org/10.1007/s11092-015-9228-3
