The Impact Of Classroom Observations And Collaborative Feedback On Evaluation Of Teacher Performance Based On The Danielson Framework For Teaching
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The Impact of Classroom Observations and Collaborative Feedback on Evaluation of Teacher Performance, Based on the Danielson Framework For Teaching
ABSTRACT THE IMPACT OF CLASSROOM OBSERVATIONS AND COLLABORATIVE FEEDBACK ON EVALUATION OF TEACHER PERFORMANCE, BASED ON THE DANIELSON FRAMEWORK FOR TEACHING by CHRISTINE L. HOFER December 2016 Advisor: Dr. Thomas Edwards Major: Education Degree: Doctor of Philosophy Teacher evaluation systems in Michigan are undergoing major reforms driven by recent legislation at both the federal and state levels. Multiple teacher observations, as well as student achievement data, are now required to be a major indicator of teacher effectiveness for evaluative purposes. The reformed system is high-stakes, as employment decisions such as layoffs and termination rest squarely on evaluation results. Implementation has been fast, and school districts throughout the state are working to understand the new requirements, and to implement them fairly and with fidelity. Many districts are utilizing Charlotte Danielson0́9s Framework for Teaching (2007) as a rubric to measure teacher quality against components of effective teaching. This study begins by contrasting the ideals and beliefs behind the push for teacher accountability to the viewpoints of educational leaders and current research on best practices in education. Analysis of a school district that has implemented Danielson's Framework for Teaching for four years will be will be used to determine the impact it has had on teacher performance. A vital component of the process involves feedback conversations. The elements of collaboration that are linked to improvement in teacher performance are examined, and some of the barriers to implementing a successful system are identified. Keywords: evaluation, teacher, Michigan, union, reform, education, best practices, effective teaching, coaching, classroom observations, Framework for Teaching.
Research Handbook on Classroom Observation
Author: Sean Kelly
language: en
Publisher: Edward Elgar Publishing
Release Date: 2025-03-12
This comprehensive Research Handbook offers cutting-edge insights into classroom observation systems for teacher evaluation and professional development, with an emphasis on both applied and discovery-oriented inquiry.
GET Feedback
“A powerful and rich resource of great ideas that will move the debates about feedback into the most worthwhile areas." —John Hattie, PhD, University of Melbourne, Victoria, Australia Perfect for special education teacher preparation faculty, coordinators, and administrators, GET Feedbackprovides examples, activities, and support for integrating and aligning feedback instruction, demonstrating the importance of putting the adult learner, as the feedback recipient, at the center of every feedback opportunity. Written in an approachable, easy-to-read format, this text is the first book to specifically examine feedback for adult learners. Drs. Martha D. Elford, Heather Haynes Smith, and Susanne James use the G.E.T. Model (give, exhibit, teach) to provide structure for feedback through four domains: specificity, immediacy, purposefulness, and constructiveness. GET Feedback combines Adult Learning Theory with education research to provide a comprehensive, integrated framework to teach feedback in special education teacher preparation. This text will improve how special education teacher educators “GET” feedback across courses and programs.