The Four Components Of The Danielson Model
In addition, the Danielson Framework includes twenty-two components to the evaluation process and 76 subcomponents to help make the expectations and observable behaviors as precise and clear as possible. The components are research-based to align with the appropriate expectations to instruction. The components are also aligned to the Interstate Teacher Assessment and Support Consortium standards, and grounded in a constructivist view of learning and teaching (Whiteman, Shi, & Plucker, 2011). An effective piece to the Danielson Framework is that the evaluative comments are much easier for teachers to understand what their rating stands for. For example, the four categories to describe teacher attainment include unsatisfactory, basic, proficient,
…show more content…
However, those have been looked at as accepted ways of measuring and evaluating a teacher’s effectiveness. Reinventing different types of systems will really make a difference, so that everyone in school benefits and teachers and administrators can actually make improvements and learn from the system. For example, a type of evaluation that appears effective is known as the Toledo Peer Assessment and Review (PAR) model (Darling-Hammond, 2014, p. 5). The (PAR) model is a labor-management breakthrough that introduced intensive mentoring and peer evaluation for both novice teachers and struggling veterans, and ensured serious decisions for tenure and continuations. The (PAR) approach is an established evaluation system with a strong research base as well (Mathis, 2014). Another system, is the Greenwich, Connecticut model where there is also teacher goal-setting and continuous feedback which involves teachers in collecting evidence about their practice and student learning. Research shows that student gains are most pronounced where teachers have longevity and work as a team. Collaborative learning among teachers will do more to support student achievement than dozens of the most elaborate ranking systems ever could (Darling-Hammond, 2014,
However, those have been looked at as accepted ways of measuring and evaluating a teacher’s effectiveness. Reinventing different types of systems will really make a difference, so that everyone in school benefits and teachers and administrators can actually make improvements and learn from the system. For example, a type of evaluation that appears effective is known as the Toledo Peer Assessment and Review (PAR) model (Darling-Hammond, 2014, p. 5). The (PAR) model is a labor-management breakthrough that introduced intensive mentoring and peer evaluation for both novice teachers and struggling veterans, and ensured serious decisions for tenure and continuations. The (PAR) approach is an established evaluation system with a strong research base as well (Mathis, 2014). Another system, is the Greenwich, Connecticut model where there is also teacher goal-setting and continuous feedback which involves teachers in collecting evidence about their practice and student learning. Research shows that student gains are most pronounced where teachers have longevity and work as a team. Collaborative learning among teachers will do more to support student achievement than dozens of the most elaborate ranking systems ever could (Darling-Hammond, 2014,