Thomas_ Teaching Framework Essay Final
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Feb 20, 2024
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Reflective Essay - Teaching Framework
Donald E. Thomas Arkansas State University
ELCI 7083 - Supervision and Evaluation of Teaching
Dr. Lee-Ann Oros
January 17, 2024
Charlotte Danielson and her book titled, The Handbook for Enhancing Professional Practice is quick to examine the practice of teaching and provides an important framework to professionals in the field of education. Charlotte looks to create an understanding of what effective and solid teaching really needs to be. Self-reflection of quality are we doing enough as educators; is continued growth for teachers being achieved in evaluating their performance. The array of elements of Charlotte Danielson and her framework are professionally written, organized, and ensure great assistance for the evaluators while focusing on growth of educators and being on the same team, working together to ensure continued growth and sustained and future success.
Summarization-Chapter 1:
The evidence of teaching is covered in the first chapter. An instructor or teacher is required to provide evidence that reflects the skills necessary in the realms of teaching. This evidence can be accomplished with observation or examination of artifacts that a teacher provides. Teachers being able to interact with students while engaged in classroom activity is an example of direct observation. Direct observation when also conducting conference before and after off the best examples for providing such evidence for Domain 1: Planning and Preparation, Domain 2: Classrooms Environment, and Domain 3: Instruction. The preconference allows the instructor or teacher the opportunity to display skills of planning. Next is the opportunity to provide evidence in instruction with artifacts. Artifacts can be a
great option for displaying needed evidence in different scenarios of teaching. Artifacts demonstrate a teacher's ability and proficiency in Domain 1- Planning and Preparation, as well as
Domain 4-Professional Responsibilities.
Direct observation can only do so much in providing evidence while artifacts are needed is providing the evaluator the proof or evidence to Domain 3: Instruction and demonstration that teachers can do their job as instructors. Next is standardized testing and how this form can be viewed as proper evidence while not always reflecting a teacher's true ability to be effective in the instruction. Not all academic realms are attached to a standardized test and will not consistently reflect the effectiveness of every teacher. The opportunity to work together as the evaluator and evaluated (teacher) in finding relevant and supportive evidence can be great for present and future opportunity in teacher evaluations.
Lastly: chapter 1 covers formal and informal observation. Charlotte Danielson characterizes the types of evidence. Formal and Informal both are characterized types of evidence and both Announced and Unannounced. Formal announced is a classroom observation that requires the least amount of time and Informal Unannounced is a classroom observation lasting for any length of time (Danielson, 2008, Pg 9 fig 1.2). Each has positives and negatives as an evaluation tool. Announced provides the evaluator
a solid lesson plan when unannounced can provide a great day-to-day classroom layout. Charlotte Danielson closes out chapter 1 by emphasizing the importance of consistency and ensuring such consistency with training. It is important that, when possible, teachers, administrators and coaches participate in training together (Danielson, 2008, Pg 9 fig 1.2).
Summarization-Chapter 2:
Chapter 2 looks at the need to promote professional learning. Trust in administration is often low and power structures are not evenly distributed. So often the principal's opinion trumps
that of others not allowing teachers to always trust administrators. Administrators must trust teachers as teachers must trust teachers with openness' and honesty. Teachers must believe administration persons are knowledgeable and consistent in encounters with teachers, remain
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transparent, with both teacher and administration remaining confident in what they say will stay in-house and not public knowledge. Admitting mistakes, protecting against vulnerability as new teachers such as not being confident in approaching administration for a student acting up. Working in a trusting environment means people feel safe, secure that others are truthful, that it is ok to show vulnerabilities, a trusting environment, where issues are open, and teachers are not feeling more vulnerable than necessary (Danielson, 2008, Pg 22). Ensuring these elements are met, teachers will grow professionally and become much more effective as community leaders.
Summarization-Chapter 3:
Chapter 3 examines the need and use of the framework within teacher and preparation also within the realm of undergraduate and graduate levels of education. Education for teachers in preparation needs to include clinical practice, observation of seasoned teachers and experience
as a student teacher. Self-assessment when added to the above opportunities will prepare future teachers for a career in education. The framework in areas recruitment, hiring, reviewing resumes and the obstacles a new teacher faces without being afforded to put prior teaching experience on a resume. Hiring officials need to remain open minded about how a potential hire has acquired such skills. The importance of standardizing the interview by providing the same questions to interviewees. The candidate must answer a series of questions while administration or a selection committee to determine if a teacher will be a good fit for their school. Closing out chapter 3; teachers will undergo mentoring with an experienced seasoned teacher if possible. Helping and guiding, providing resources that aid the new teacher in becoming not only acclimated but comfortable with their new position. The importance of mentors needing good understanding of their role, while also using the framework for teaching in
the class. The framework being used as a guide in developing professional goals and the needs
for their appointed school. Summarization-Chapter 4:
Chapter 4 covers the use of the framework of teaching for teacher evaluations, that the process is necessary for monitoring and evaluating teachers and their performance as teachers and the means to promote and encourage professional growth. Explanation of the three tracks or paths of a teacher evaluation by with teachers are assigned to, based no experience and tenure. Track 1 is Novice/nontenured teachers is detailed though evaluation of teachers. Track 2 evaluations are designed for the more tenured and experienced educator. Track 2 has two categories of evolution; comprehensive and Self-Directed Professional Inquiry. The focus of seasoned teachers taking time to go through a comprehensive evaluation and proving required skills in being an effective teacher. Track 3 is dedicated to the seasoned, experienced teacher who might require more help, an Assistance Plan due to deficiencies in one's ability in the classroom. The level of performance that triggers track 3 must be decided by each individual school district (Danielson, 2008, Pg 49). When not used in the correct manner, problems can arise in the evaluation process and the evaluator must ensure the teacher understands and properly interprets the framework for teaching
is needed to ensure the best results are presented in the evaluation process. Summarization-Chapter 5:
In closing, Charlotte Danielson examines the use of the framework for self-directed professional inquiry. The self-directed inquiry has a goal for educators to concentrate on areas of professional growth and potentially identify areas in which they can improve as teachers. The steps discussed include self-assessment, action planning, carrying out the plan, setting proper goals, reflection, and sharing results with colleagues.
Self-assessment is for the teacher to identify areas that they feel they grow. Goals are set at 1 to 3 with a significant amount of learning. Goals can be set by school districts and can be stacked on top of the individual goals. The characteristics of good goals help in professional growth such as being related to the teacher's responsibility, not be a part of everyday teaching responsibilities, and that the goal needs to be something of importance to the teacher (Danielson, 2008, Pg 61).
Self-Directed Professional Inquiry
Domain 1:
As a teacher only within my third year, I am continually evaluating my planning and preparation more than any other area. I am proficient as an art teacher in planning with solid knowledge of art content. Concepts specific to the world of art are deep and I try to take time not
only in reflection but obtaining new concepts to build upon my lessons and ensure a deep library of art will be available at any given time. Domain 2: The classroom Environment certainly requires improvement. My ability to control the classroom was poor my first year but has steadily improved with great advice and support from both fellow teachers and administration. In establishing a culture for learning, proficiency is had in large part to being an art teacher and having the ability to engage with students in art and not having many of the restrictions that other teachers in the district have. Managing classroom Procedures is proficient in my honest evaluation. I focus on time spent as each class is only 40 minutes. My prior day preparation is a focus before leaving school and returning home.
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Domain 3:
Instruction is a mix between Needs Improvement and Proficient. Engaging students in the
art class is extremely important for both techniques of the project at hand and the evaluation of students understanding of key terms and relating to everyday life is a focus. I focus on assessment in both student feedback and watching the understanding of art processes and asking key terms and understanding by means of test are not a method I believe is important in the art class. Domain 4:
Professional Responsibilities and reflecting on my teaching are an everyday thing. I fear failure as a teacher in my evaluation or simple day to day interaction with administration. My fear centers around the “new” teacher, I am being watched more than a seasoned teacher. Records, communication with families, participation in a professional community, growing and developing, and showing professionalism can always have room for improvement. I
often watch and observe fellow teachers in their interactions with staff, parents, and students. A mental file is in place on do’s and do not. Showing professionalism is necessary, proficient if not perfect. As a veteran of the United States Air Force going on 19 years, professionalism is embedded into a soldier's brain, heart, and spirit and has served me well in teaching up this point.
Future Impact:
Ten years from now, I anticipate being an administrator that is seen as a leader and well respected for my knowledge both inside and outside of the classroom. Applying Charlotte Danielson’s framework for teaching as a guide in evaluating my teachers will help avoid pitfalls of unnecessary language in evaluations that can confuse teachers and have no true positive impact. Plain and simple is the focus as I lead a staff to success.
The impact and importance of teamwork will be a major emphasis in my administration duties in ten years and beyond. Having everyone vested in our students energized, moral driven and professional will be another focus for myself. My goal will be to have teachers wanting to improve and grow, having an in-depth understanding of what is being asked of them as teachers, and a school culture that benefits our ultimate prize, our students. In conclusion, I believe that the use of Charlotte Danielson’s framework remains an excellent and rich resource for current and future teachers and administrators alike; in gaining an understanding of what teaching and teaching well can look like. Teamwork between all regardless of position, how to conduct a proper evaluation, one's self-assessment and being open minded on improvements and developing a stronger professional growth is finely summed up in these five chapters.
Reference:
Danielson, C. (2008). The Handbook for Enhancing Professional Practice
. Association of Supervision and Curriculum Development (ASCD). https://bookshelf.vitalsource.com/books/106035E4
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