Charlotte Danielson Framework

Summarizing the Handbook

Charlotte Danielson’s The Handbook for Enhancing Professional Practice: Using the Framework for Teaching in Your School provides an exemplary explanation for what teacher evaluations should look like in schools and what they can and should accomplish for schools and teachers alike. The textbook’s first chapter focuses on teacher evidence. While it is essential for all involved to have a clear definition of what good teaching actually is, it is also essential to require evidence of good teaching in order to accurately describe a teacher’s skill according to Danielson’s Framework for Teaching’s (FFT) domains and components. Without such evidence, the evaluation could be entirely the evaluator’s judgments, which runs
First, the framework can be used to assist teachers-in-training, and it provides several forms to help with this. In order to structure teacher preparation programs, teacher educators can use the Teacher Preparation Audit form to identify the practical skills, themes, and theoretical perspectives addressed in the framework, and then ensure that these are covered in their courses. The framework can also help with clinical practice. The teachers-in-training can use the framework’s Clinical Observations Notes form while observing experienced teachers to help them summarize and discuss what they saw. The Teaching Interview form can help teachers-in-training talk with experienced teachers about what they observed and reveal the thinking behind their decisions. There is also a Teacher Lesson Reflection form that student teachers can self-assess with, and Informal Classroom Observation, Formal Classroom Observation, and Formal Observation Summary forms that the cooperating teachers can provide feedback on. All of these forms and activities can help with the training in the framework for teaching. Soon-to-be teachers can get valuable experience with observations, collection and interpretation of evidence, and reflective experiences, all which will strengthen their teaching
It is evident that I believe I am stronger in two of the four areas, those being Domains 2 and 4, which deal with the classroom environment and professional responsibilities. In both of these domains, I scored myself to be mostly “distinguished”. While I know the “distinguished” level is not easily attained, I do feel this is where I have really poured a lot of my own time and effort into the last several years, so it makes sense to me that I believe I have reached this level. Because I work in a high poverty school, and I have a large student to teacher ratio of 24:1 with no paraprofessional help or aids, having an organized classroom, having strong classroom management skills, and expecting a respectful, caring classroom where all types of students can learn has always been important to me. In fact this was the first area I chose to fix when I was a novice teacher and not so good at any of it! Over the years I have been able to hone my skills and find which strategies work best with my students and for me. Often times I have been asked to help novice teachers at our school with these same