Welcome.

I'm Trisha Fyfe, and in today's video lesson, we'll look at the lesson titled Danielson Teacher Evaluation

Model. As we learn about this topic, we will work towards one main learning objective, and we'll answer the
following question in this video lesson. What are the background, purpose, and domains of the Danielson Teacher

Evaluation Framework?

First we will explore the Danielson Teacher Evaluation Model, a model that's developed around the Interstate

Teacher Assessment and Support Consortium Standards, a set of standards created by the Council of Chief State

School Officers in 2011. In 2013, the Danielson Model was revamped, and this was to include Common Core

State Standards Instructional Shifts and findings from the Measures of Effective Teaching-- MET-- Project.
Charlotte Danielson, founder of the Danielson Group, created this fantastic model. Not only does Danielson have

a great deal of experience and background in education, but she also has a great deal of teaching, curriculum,

evaluation, and research experience, all of this in education. Danielson aimed to develop parameters that were
clear and defined and effective teaching practices.

Constructivist teaching philosophy is the framework for Danielson Teacher Evaluation Model. This is a model

that's made up of 22 different components and 76 elements, all grouped into four different domains. The use of
the Danielson Model for evaluation is widespread today. Many states have adapted this model or currently use it

in their districts. In fact, it's one of the most widely used models for evaluation in the United States.

Let's look at the components of the Danielson Teacher Evaluation Model. Remember this model is broken down

into the following four domains and 22 components. Here's domain 1, Planning and Preparation. And the
elements listed in this domain are 1a, demonstrating knowledge of content and pedagogy, b, demonstrating
knowledge of students, c, setting instructional outcomes, d, demonstrating knowledge of resources, e, designing

coherent instruction, and f, designing student assessments.

Domain 2 is Classroom Environment, and you can see here that the elements listed are creating an environment

of respect and rapport, establishing a culture for learning, managing classroom procedures, managing student

behavior, and organizing physical space. Domain 3 focuses on Instruction, and the elements here are
communicating with students, using questioning and discussion techniques, engaging students in learning, using

assessment and instruction, and demonstrating flexibility and responsiveness. The fourth domain is Professional

Responsibilities, and the elements include reflecting on teaching, maintaining accurate records, communicating
with families, participating in the professional community, growing and developing professionally, and showing

professionalism.

Let's look at some examples of this model in use. The first example we will consider is a teacher that's leading a
classroom meeting with her students. She's gathered her third grade students together in a circle and they're

having a class discussion on what it looks like to be a good member of a group. They're going to be working on

some group activities here shortly. In this particular activity, the teacher's really hitting on each of the four domains
of Danielson.

For example, in domain 1, Planning and Preparing, she's focusing on element 1b, demonstrating knowledge of

students. She may know this is what her students need, or she may be learning more about her students here.

She also touches on element 2a, creating an environment of respect and rapport, and 2c, managing classroom

procedures. These both fall into domain 2, Classroom Environment.

In domain 3, Instruction, she's using element 3b, using questioning and discussion techniques, as well as 3c,

engaging students in learning. Finally from the last domain, number 4, Professional Responsibilities, she could be
using element number four, reflecting on teaching. By using discussion and questioning techniques as well as

observing during this class meeting this teacher's able to self-reflect at the same time.

Let's look at another example. For this example, we'll consider a teacher that has set up stations for her students
to use during a math lesson on perimeter and area of squares and rectangles. At each station, there's an activity

for that group of students to complete. One is an independent activity, one is a hands-on activity with different

materials to measure with, and the last station is a virtual manipulative program to explore together as a group.

The students have been grouped intentionally with students of various abilities in each group. Let's look at the

domains that are connected here in this activity.

In domain 1, Planning and Preparing, element 1a is used here. Demonstrating knowledge of content and
pedagogy. The teacher has grouped the students in an intentional way and uses various learning materials that

are appropriate for the content. In domain 2, Classroom Environment, the teacher touches on element 2b,

establishing a culture for learning.

In domain 3, Instruction, this teacher uses element 3c, engaging students in learning with various stations. And

also 3d, using assessment and instruction. Some of the stations will give this teacher feedback needed to move
forward appropriately. Because there are several different tasks, they should be able to assess all students.

Finally, in domain 4, this teacher uses element 4e, growing and developing professionally. Using stations and

intentional grouping is not only pedagogically appropriate, but it's also something this teacher has been working

on for professional development.

Let's talk about what we learned today. In this video lesson we answered the question, what are the background,
purpose, and domains of the Danielson Teacher Evaluation Framework? We looked at Danielson's Teacher
Evaluation Model and all four domains and 22 elements within. Then we looked at two specific examples of

teachers, and I showed you where the domains and elements from Danielson's Model fit into each example.

Now that you're more familiar with these concepts, let's reflect. Think of a teaching situation that you can apply

some of the elements from Danielson's Evaluation Model to. How easy or hard was it to find evidence in these
four domains?

Thanks for joining me today in discussing the lesson Danielson Teacher Evaluation Model. I hope you found value

in this video lesson and the ideas we talked about as far as Danielson's Teacher Evaluation Model. Make sure you

study up on Danielson's Teacher Evaluation Model, especially if it's one that's used in your own district. To dive a

little deeper and learn how to apply this information, be sure to check out the Additional Resources section that's

associated with this video. This is where you'll find links targeted toward helping you discover more ways to apply
this course material.