Teacher Evaluation to Enhance Professional Practice

By Charlotte Danielson; Thomas L. McGreal | Go to book overview

Preamble to Chapters 8–10: The Structural Framework for Designing the Evaluation System

Chapters 1–7 have provided the background to help you understand and justify the need for and the shape of new designs for teacher evaluation systems. We are proposing that teacher evaluation be based on a research-based set of teaching standards. Teacher evaluation should be built around a range of sources of data and information, allowing teachers to demonstrate their mastery of the standards. In addition, teacher evaluation should provide opportunities for teachers at different stages to be involved in different processes and activities. Finally, teacher evaluation should be heavily focused on the formative aspects of evaluation, using staffdirected activities for the purpose of promoting professional learning.

To accomplish these desired outcomes, the majority of school districts that are redesigning their evaluation program use a basic threetrack model as their framework. Figure 8.1 (p. 79) provides an example of the three-track model used in the East Grand Rapids, Michigan, School District.

This overview of the proposed evaluation program will serve as the organizational framework for Chapter 8 (Track I—Initial Staff Development, or the Beginning Teacher Program Track), Chapter 9 (Track II—The Professional Development Track), and Chapter 10 (Track III—The Teacher Assistance Track). In addition, some state departments of education have been engaged in the redesign of their systems for teacher evaluation. For example, Delaware plans to pilot a new system in September 2000, with full implementation in September 2001. This new system is based on the ASCD book Enhancing Professional Practice: A Framework for Teaching (Danielson, 1996) and includes provision for three tracks: novice teachers, experienced teachers, and teachers needing intensive assistance. Figure 8.1a (p. 80) summarizes its provisions.

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