UNDERSTANDING THE� DANIELSON FRAMEWORK� FOR TEACHER EVALUATION IN �ADAPTED PHYSICAL EDUCATION
Tammy Prentiss, Assistant Director
&
Tara McCarthy, Adapted Physical Educator
Cooperative Association for Special Education (CASE)
AGENDA FOR THE PRESENTATION
GENERAL INFORMATION AND NOTES
WHY DANIELSON?
WHY DANIELSON CONT….
CASE EVALUATION COMMITTEE
ASSESSMENT TYPES �AS DEFINED BY PERA
Type 1 | Type 2 | Type 3 |
An assessment that measures a certain group of students in the same manner with the same potential assessment items, is scored by a non-district entity, and is widely administered beyond Illinois | An assessment developed or adapted and approved by the school district and used on a district wide basis that is given by all teachers in a given grade or subject area | An assessment that is rigorous, aligned with the course’s curriculum and that the evaluator and teacher determine measures student learning |
Examples: PE teachers will NEVER have a Type 1 Assessment | Example: Curriculum tests, Common Assessments, assessment designed by textbook publishers TGMD/Fitness Gram/Peabody/Physical Best | Examples: Teacher created assessments, Rubrics IEP Goals – has not been determined yet |
STUDENT GROWTH REQUIREMENTS FOR TEACHERS
Growth Measure #1 Type 1 or Type 2 |
Growth Measure #2 Type 3 |
EXAMPLES OF TYPE 2 �TEXTBOOK PUBLISHERS
TYPE 2 �TEXTBOOK ASSESSMENT
EXAMPLE OF TYPE 2 �TEXTBOOK�ASSESSMENT��
DISTRICT WIDE COMMON ASSESSMENTS�EXAMPLE OF TYPE 2
EXAMPLE OF TYPE 3�TEACHER CREATED ASSESSMENTS
TEACHER MADE CHECKLISTS�EXAMPLE OF A TYPE 3
DOMAINS AND COMPONENTS
DOMAIN RATINGS
LEVELS OF PERFORMANCE OVERVIEW
Distinguished/Excellent This is the teacher that goes ABOVE AND BEYOND. These actions can occur at the building, district, or cooperative level | Professional practice at the Distinguished/Excellent Level is that of a master Educator whose expertise is at a qualitatively higher level than those of other professional peers. Professional practice at this level shows evidence of contributing towards the goals of the school community. Ongoing, reflective practice is demonstrated through purposeful collaboration, self-reflection and the assumption of a leadership role in a professional and/or a school community. |
Proficient This is an EXCELLENT Employee Tenured Licensed Staff Expectation | Professional practice at the Proficient Level shows evidence of thorough knowledge of all aspects of the profession. This is successful, accomplished, professional and effective practice. Educators at this level thoroughly know and demonstrate: solid knowledge of content, student development, professional resources, and evidence-based strategies to facilitate learning. At this level, practice is strengthened and expanded through ongoing and purposeful collaboration, self-reflection, and professional development |
LEVELS OF PERFORMANCE OVERVIEW
Basic/Needs Improvement A professional Development Plan will be developed within 30 days if their overall summative rating is here. | Professional practice at the Needs Improvement Level shows evidence of knowledge and skills of the Framework required to practice, but performance is inconsistent over a period of time due to lack of experience, expertise, and/or commitment. This level may be considered minimally competent for Educators early in their careers, but insufficient for more experienced Educators. This level requires specific support at both the non-tenured and tenured levels. Tenured Educators at this level will be required to participate in the development of a state-mandated Professional Development Plan. |
Unsatisfactory A remediation Plan will be developed within 30 days of this overall rating | Professional practice at the Unsatisfactory Level shows evidence of not understanding the concepts and underlying individual components of the Framework. This level of practice is ineffective and inefficient, and may represent practice that is harmful to student learning progress, professional learning environment or individual professional practice. This level requires immediate intervention. Tenured Educators at this level will be provided with a state-mandated Remediation Plan. |
DOMAIN 1�PLANNING AND PREPARATION
DOMAIN 2�THE CLASSROOM ENVIRONMENT
DOMAIN 3�INSTRUCTION/DELIVERY OF SERVICES
DOMAIN 4�PROFESSIONAL RESPONSIBILITIES
CASE SUMMATIVE RATING FORM �(BY ROLE)�DOMAIN 1
CASE SUMMATIVE RATING FORM �(BY ROLE)�DOMAIN 2
CASE SUMMATIVE RATING FORM �(BY ROLE)�DOMAIN 3
CASE SUMMATIVE RATING FORM �(BY ROLE)�DOMAIN 4
OPERATING PRINCIPLES
CASE SUMMATIVE RATING FORM
REFERENCES AND WEBSITES