Chapter 4: Teacher Evaluation—Performance Frameworks

In this chapter Charlotte Danielson provides a framework for districts in the development of evaluations that focus on teacher actions (or inputs). Danielson writes that a system focused on inputs has two purposes: (1) to ensure quality teachers and (2) create opportunities for professional learning. Danielson points out that some people might see these two purposes at odds, but she argues when a system is developed that includes self-assessment, reflection, and professional conversation both purposes can be achieved.

The first step in this process is to define “good teaching”. A definition must incorporate three components: (1) knowledge from research on best practices, (2) a professional view of teaching, and (3) clear performance standards. First, Danielson writes, “it must be possible to claim that the skills and educational practices embedded in the definition will, if followed, result in enhanced student learning (61).” The development of research-based definitions of “good teaching” (or leadership) can begin by referencing Hattie’s text Visible Learning, which is a meta-analysis of 800 educational research projects to identify those practices that have the greatest impact on student learning. Second, the definition should respect the complexity of teaching and classroom decision-making and allow teachers to demonstrate these skills during their evaluation. Third, any good definition will have a set of performance standards. The performance standards show where a teacher is expected to be and also create opportunities to describe for a teacher, in clear language, where their practice is now.

With a definition of “good teaching” and valid procedures and instruments (described in more detail in Danielson’s chapter) the evaluation system can serve the dual purpose of ensuring quality teachers and creating opportunities for professional learning. A system that is designed with a specific standard (“good teaching”) and clear performance standards is ideal for identifying gaps between where a teacher is currently and where the school expects that teacher to perform. What’s more, with professional supports the teacher has a clear understanding of what it is going to take (in terms of performance and professional development) to meet that standard.

Danielson writes that this approach to evaluating inputs can be combined with a system that uses value-added data to evaluate output.