Professional Growth and Evaluation: Teacher Evaluations

Seattle Public Schools has redesigned its teacher evaluation system so that all teachers know exactly what is expected of them. The new system gives teachers an overall performance rating of either innovative, proficient, basic or unsatisfactory.

For teachers, the evaluation ratings are based on the Charlotte Danielson Framework for Teaching, a four-leveled rating system (Innovative, Proficient, Basic and Unsatisfactory). Principals and assistant principals observe teachers and assess performance in the four domains of the Danielson framework: Planning and Preparation; Classroom Environment; Instruction; and Professional Responsibilities.

In 2010, the Washington State Legislature passed a law that requires each school district in the state to establish a new evaluation system, including the four-leveled rating, by 2013. Since the teacher contract was up for renewal in 2010, Seattle Public Schools and the Seattle Education Association negotiated development of an evaluation framework to implement the new law beginning in the 2010-2011 school year. The Danielson Framework was mutually agreed upon by Seattle Public Schools and the Seattle Education Association to help strengthen every employee in their practice. 

The Four Domains of the Danielson Framework

• Demonstrating Knowledge of Content and Pedagogy
• Demonstrating Knowledge of Students
• Setting Instructional Outcomes
• Demonstrating Knowledge of Resources
• Designing Coherent Instruction
• Designing Student Assessments

This domain describes how a teacher organizes and designs instruction. The components address all aspects of instructional planning, such as understanding of content; understanding of the principles, practice and profession of teaching; and understanding of student needs.

Classroom Environment
The second domain, Classroom Environment, consists of:

• Creating an Environment of Respect and Rapport
• Establishing a Culture for Learning
• Managing Classroom Procedures
• Managing Student Behavior
• Organizing Physical Space

The components of this domain set the stage for learning. Teachers create a learning environment through positive interpersonal interactions, efficient routines and procedures, clear and consistent standards of conduct, and a safe physical environment that supports the learning purposes.

Instruction
The third domain, Instruction, consists of:

• Communicating with Students
• Using Questioning and Discussion Techniques
• Engaging Students in Learning
• Using Assessment in Instruction
• Demonstrating Flexibility and Responsiveness

These are the things most people associate with the core functions of a teacher. This domain focuses on the actual process a teacher goes through when guiding their students through a lesson. It looks at areas like how a teacher engages their students in learning; how a teacher sets learning expectations; and how assessments are used to drive instruction.

Professional Responsibilities
The fourth domain, Professional Responsibilities, consists of:

• Reflecting on Teaching
• Maintaining Accurate Records
• Communicating with Families
• Participating in a Professional Community
• Growing and Developing Professionally
• Showing Professionalism

This domain focuses on what it means to be a true professional educator.  It includes self reflection, communication and professional development. This domain considers how teachers reflect on their teaching to determine what worked well and what didn’t, and how to improve; how well they are communicating with students’ families; and what they are doing to continue to grow and develop in their profession.

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