The Frameworks for Teaching evaluates teachers while ensuring teacher quality and promoting professional learning. Danielson spoke of how important it is for an evaluation to be grounded on evidence of a teacher’s quality in multiple areas of teaching. She point out that, “Without such grounding, (in evidence) impressions of teachers’ skills are based entirely on the observer 's’ own idiosyncratic views of teaching and their understandings of what has occurred and what those events mean” (Danielson, 2008). There are two types of evidence, observation and artifacts, are collected during the Frameworks for Teaching evaluation process. The observation evidence is still a key component to collect information of how well a teacher engages students
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Danielson states that “It is essential that all educators recognize that the work of professional learning never ends; it is a career-long endeavor” (Danielson, 2008). It is important in this evaluation process that teachers understand that it is not to say that they are lacking in their teaching practice. In this ever changing field education this evaluation process allows educators to look for ways that they could become more skilled. For administrators to help develop the culture of inquiry there must be things in place, trust, competence, consistency, confidentiality, admitting mistakes, and vulnerability. When these things are in place it will help self-assessment, reflection, collaboration and conversation happen. Self-assessment is essential in promoting teacher learning. The best way to improve in the future is to learn from your past. Teachers must evaluate their teaching then pursue conversations with other professionals where multiple angles can emerge on a situation. This will in turn allow teachers to grow in their teaching practices. The Frameworks for Teaching allows these two steps to happen. During the post conference teachers are able to reflect on their teaching and then able to have a professional conversation with their evaluator finding strengths but also finding new ways that they can become a better …show more content…
She feels like the quality of teaching is the most important part to student success. The problem is that most administrators don’t focus enough time on making sure that the teaching is of high quality. Danielson also states that “without an agreed-upon description of practice, most evaluators apply their own private, idiosyncratic views of teaching” (Danielson, 2008). She makes the point that in most forms of evaluations the two essential purposes, ensuring teacher quality and professional learning, are in conflict with each other. The form that Danielson suggest combines the two essential purposes instead of putting them at conflict. The Framework for Teaching a designed where evaluators can assess whether there is a high level of teaching by using profession conversations, self-assessment, and reflection. Danielson describes that the design of the evaluation system she is describing makes the difference. Many have tried to add professional learning to other types of evaluation programs but only seem to halfway meet the purpose. She describes that the design of techniques are factor that makes her system different to meet both
Danielson states that “It is essential that all educators recognize that the work of professional learning never ends; it is a career-long endeavor” (Danielson, 2008). It is important in this evaluation process that teachers understand that it is not to say that they are lacking in their teaching practice. In this ever changing field education this evaluation process allows educators to look for ways that they could become more skilled. For administrators to help develop the culture of inquiry there must be things in place, trust, competence, consistency, confidentiality, admitting mistakes, and vulnerability. When these things are in place it will help self-assessment, reflection, collaboration and conversation happen. Self-assessment is essential in promoting teacher learning. The best way to improve in the future is to learn from your past. Teachers must evaluate their teaching then pursue conversations with other professionals where multiple angles can emerge on a situation. This will in turn allow teachers to grow in their teaching practices. The Frameworks for Teaching allows these two steps to happen. During the post conference teachers are able to reflect on their teaching and then able to have a professional conversation with their evaluator finding strengths but also finding new ways that they can become a better …show more content…
She feels like the quality of teaching is the most important part to student success. The problem is that most administrators don’t focus enough time on making sure that the teaching is of high quality. Danielson also states that “without an agreed-upon description of practice, most evaluators apply their own private, idiosyncratic views of teaching” (Danielson, 2008). She makes the point that in most forms of evaluations the two essential purposes, ensuring teacher quality and professional learning, are in conflict with each other. The form that Danielson suggest combines the two essential purposes instead of putting them at conflict. The Framework for Teaching a designed where evaluators can assess whether there is a high level of teaching by using profession conversations, self-assessment, and reflection. Danielson describes that the design of the evaluation system she is describing makes the difference. Many have tried to add professional learning to other types of evaluation programs but only seem to halfway meet the purpose. She describes that the design of techniques are factor that makes her system different to meet both