This document outlines Dr. Richard Voltz's protocol for teacher supervision and evaluation using the Danielson Model. The objectives are to collect and analyze data related to teaching domains, and use coaching strategies to improve instruction. The protocol involves 6 steps: 1) focusing observations on relevant domains; 2) gaining teacher buy-in; 3) changing the evaluation focus to student learning; 4) increasing observations; 5) emphasizing reflection; and 6) knowing when to take on coaching, mentoring, or directive roles. Key aspects include involving teachers, focusing on improvement not ratings, observing students more than teachers, and using reflective conversations after observations to set goals. The goal is to improve teaching through meaningful evaluation processes.

1. Teacher Supervision Advanced
Training in the Danielson Model
AAC #1193
Dr. Richard Voltz
IASA Associate Director

2. Objectives
• Participants will be able to…
– Collect data related to the Danielson Frameworks
for Teaching (FFT)
– Analyze artifacts and teacher supplied data related
to FFT Domains 1 & 4
– Use “coaching strategies” to improve teaching and
instruction as result of the data collection for FFT

3. http://illinoisasa.wikispaces.com/home

4. http://richvoltz.edublogs.org.

6. Coaching
• Teacher has successful experience.
• Teacher is rated an effective teacher.
• Teacher wants to improve.

7. Mentoring
• New teacher.
• Teacher with a major change in subject and/or
grade level.

8. Directing (Telling)
• Teacher has been rated “Needs Improvement”
or “Unsatisfactory” in any
Domain/Component
• Teacher is unwilling to participate in either 4a.
“Reflection on Teaching” or 4d. “Professional
Learning Community”

9. New Teacher Evaluation Paradigm
• Evidence Gathering
• Teacher Reflection
• Conferencing
– Coaching
– Mentoring
– Directing
• Professional Growth Plans

10. • Evaluator must conduct formal
and informal observations —
•including pre-observation meeting to
review lesson plan,
•and post-observation meeting with
self-reflection
•and evaluator feedback (including
relevant evidence).

12. Dr. Voltz’s Evaluation Protocol
6 Steps To Success

13. Step 1
Concentrate on the correct
Domain/Component

14. 22 : 10 : 8 : 1 or is it 1 : 8 : 10 : 22?
Refer to Dr. Voltz’s Leadership Blog article on this
subject at http://richvoltz.edublogs.org/

18. Teaching Strategies

20. Student repeating…

21. Student adding on…

22. Silent Signal…

23. Opportunity to revise my thinking…

24. Whole class response…

25. Say it in hand…say it out loud…

26. Turn and talk…
Explain what and why…

27. Student teaches…

28. Reflection & Closure

29. I think…

30. It’s Minds On – Not Hands On

31. Learning – not Doing

32. Look for “Engaged Learning”
evidence only

35. Danielson: “Students learn because
of what they do not because of
what the teacher does.”

36. How will teacher’s
demonstrate this so
the evaluator
knows?

37. When a teacher is
engaged in a
teacher centered
activity how can
the evaluator
record evidence of
student
engagement?

38. Evidence Is…
• What the teacher says and does…
• What the students say and do…
• Can it be counted?
• Can it be timed?
• Can it be factually summarized?

39. What about
Domain 1
(Planning & Preparation)
and
Domain IV
(Professional Responsibilities)?

40. Step 2
Get Buy-In On The Process

41. Involve teacher
leaders on all
training and
discussion
concerning
teacher
evaluation.

42. Concentrate on Improving
Teaching Not Rating Teaching

43. Couple teacher
evaluation with
professional
development

44. Dr. Tignor’s Idea

46. Step 3
Change the Focus

47. First Observe the Student
Then The Teacher

48. Step 4
Observe
More

49. Teacher evaluation based on infrequent,
announced classroom visits is
inaccurate, ineffective, and dishonest.

50. No more…

52. Increased observations

53. Teacher
evaluations
typically look
like this...

54. Each teacher teaches 900 lessons per
year, 1,800 for two years

55. Instead it
should
look like
this.

56. It needs to look more like a Gallop Poll,
random and 10 times per cycle.

57. In other words, it will
like this...

58. 10 Observations
per cycle
1. Sept. 2013 – Informal
Informal (3c. Engaging
Students in Learning)
2. Nov. 2013 – Informal
(3b. Questioning &
Discussion)
3. Informal (3a.
Communicating with
Students)
4. Dec. 2013 – Informal
(3d. Using Assessment
In Instruction)
5. March 2014 –May
2014 – Formal
6. August 2014 –
Informal (2a. Respect
& Rapport)
7. October 2014 – (2b.
Establishing a Culture
for Learning)
8. January 2015 Informal
(2c. Managing
Classroom Procedures)
9. March 2015 – Informal
(2d. Managing Student
Behavior)
10. April 2015 – Formal

59. Step 5
“Reflection is
Key”

60. The problem
is...

61. After each observation the
administrator needs to
REFLECT with the teacher

62. Does the
teacher
engage
in
reflection
about his/her
teaching?

63. We learn by
thinking
about what
we do.

64. Reflective Conversations are the
most important part of the teacher
evaluation process.

65. Discuss and practice writing
reflection questions.

66. Reflective questions

67. “If you had a chance to
do it over, would you do
it the same or
differently?”

68. • What do you want students to
know and be able to do?
• How will you know if students
know and are able to do it?
• What will you do with
students who do not get it?
• What will you do with
students who already know
it?

69. Step 6
Know When to Play
the Proper Role

70. When to Coach?
When to Mentor?
When to Tell?

71. Dr. Voltz Teacher Evaluation Timeline
Review
SMART
Goal(s)
Four
Domain 3
Informal
Observation
s
First Formal
Observation
Four
Domain 2
Informal
Observation
s
First
Summative
Evaluation
Conduct
Reflective
Conversation
and set
SMART goals
Second
Formal
Observation
Conduct
Reflective
Conversation
and set
SMART
Goals
Final
Summative
Evaluation

72. Hold all teacher evaluation process
meetings in the teacher’s classroom

73. Evaluator needs to sit/stand in the
classroom to see the eyes of the
students

74. Step 1
Review of previous SMART goals

75. Step 2
Conduct four focused Domain 3
informal observations

76. Step 3
Conduct one formal observation

77. Pre-
Observation
Formal
Observation
Teacher and
Evaluator
analyze
Domains 2 &
3
Evaluator asks
reflection
questions
Summative
Evaluation
including
SMART goals

78. Step 4
Teacher reviews status on SMART goals

79. Step 5
Conduct four focused Domain 2
informal observations

80. Step 6
Conduct second formal observation

81. Difficult Conversations

82. Coaching Strategies

83. Listen Deeply
• What is the primary area the teacher wants to
improve?
• What has the teacher done in the past in an
attempt to solve the issue? What was the
outcome of these attempts?
• In what area do you as an evaluator think the
teacher needs to improve.

84. Listen for Commitment
• What does the teacher want? (coaching,
advice, feedback, etc…)
• Why is the teacher asking for coaching at this
time? Is it just because of the evaluation
process? Does the teacher really want to
improve?
• What does the teacher want to happen?
• What commitment do you hear from the
teacher?

85. Clarify the Facts
• Separate facts from interpretation and share your
observations of the teaching.
• Are there areas needing improvement?
• What does the teacher need to know?
• What is getting in the way?
• What has the person done to resolve their own
deficiencies?
• What is your evidence of the person trying to
improve?

86. Generate Possible Solutions
• What are some solutions?
• What could be done differently?

87. Design an Action Plan
• What specific action(s) is the teacher willing to
make?
• By when?
• What support is needed?
• Put this in SMART goal format.
• Follow-up.

88. Leader As Coach
• Are you a good listener?
• Do you ask more questions than give answers?
• Are you patient with the individuals’ problems
or do you jump in to solve before you have
even heard the whole story?
• Do you give regular feedback to the teacher?

89. For additional information
contact:
Dr. Richard Voltz
rvoltz@iasaedu.org
217-741-0466
http://richvoltz.edublogs.org