1. Debunking Danielson
A look inside a pilot school’s
experience with the framework
Kristin Crowley and Emily Giblin
Bronx Green Middle School (11X326)
New York City Public Schools

2. Agenda for the session
• Expectations and questions
 Burning thoughts and protocol for the session
• Review of state law
 What is it and how does it effect teachers and
administrators?
• Low inference observations
 How they are done? What they look and feel
like? How can take it back to your schools?
• Questions and answers
 What are you thinking? What can you share?
• Resources and support – creating a PLN
 PLN definition and next steps

3. Danielson – Charlotte Danielson
Is an educational consultant who has created a
framework for effective teaching.
• Her framework includes;
 4 domains
 22 competencies
 272 strands
• New York City has chosen to look at 3 domains and within
them – 6 competencies;
Designing Coherent Instruction
Engaging Students in Learning
Establishing a Culture for Learning
Managing Student Behavior
Asking Questions and Discussion Techniques
Using Assessment in Instruction,

4. New York State Law 3012-c
• NY State Education Law (Section 3012‐c)
requires all districts in the state to implement a
new teacher evaluation system.
Teacher Evaluation System (100%)
Measures of Teacher Competencies Measures of Student Learning
(60%) (40%)
Classroom Observation Student Growth Local Measures
(and other measures such as student Measures (20%)
feedback) (20%)

5. What State law 3012-c looks like in a
school – Teacher Effectiveness
Measures of Teacher Competencies
(60%)
Classroom Observation School-Defined Option
(50-60%) (0-10%)
• Frequent classroom • School can determine a
observations by school custom measure to include in
leaders to assess teachers’ the evaluation framework
professional skills, behavior • Examples include, additional
and knowledge aligned to Danielson competencies,
modified Danielson rubric or positive contribution to
other network selected, school and/or community,
centrally approved rubric student feedback

6. What State law 3012-c looks like
in a school – Student Learning
Measures of Student Learning
(40%)
Local Measures Student Growth Measures
(20%) (20%)
•Depending on grade & • For grades 4-8 ELA & Math,
subject, teachers will teacher growth scores on
pilot performance task state tests
assessments, computer • For other grades with a
adaptive assessments, state test, growth
group measures, or measures/ goals based
common assessments upon those assessments
• For other grades, one of
the local measure options
Note: Measures of student learning are required for all schools. Some schools have applied to create
rigorous student assessments via a Variance Option, replacing the pilot’s common assessments
(except state tests and Regents Exams, which must be used for all grades/subjects where available.)

7. Noticings in state policy
1. Measures of students learning for all teachers. All
classroom teachers must have measures of student
learning.
2. Multiple student assessments. While state policy allows
for one assessment of student growth for the full 40% of
the evaluation, we believe multiple assessments are
important for a valid, reliable, and useful teacher
development & evaluation system.
3. Same measure for every grade and subject. Teachers
in the same grade and subject should have the same
measure of student learning to support comparability and
fairness.
4. Practices to support reliability and validity of
assessments. Teachers cannot score assessments for
which they have a “vested interest.” Students cannot see
assessments prior to their administration.

8. So how does this translate into
the classroom?
In a very short
• Its two fold – period of time in
our school –
Danielson has
• First is observations made an impact on
teacher
 More frequently questioning,
student
 More feedback engagement and
 More talking between staff staff development
and administration
• Second is new ways to assess student learning
 In school assessments become more valid
 State tests are not the “be all end all”

9. PLN…building one

10. So what does an observation
look like?
• Observations are low-inference. They are what
you see and hear in the moment.
 In other words, record what you see and hear
(evidence), not your interpretation of your
observation (inference).
 For partial periods observations they provide an
observer a snapshot of what is happening in the
classroom for part of the period.
 For full period observations they provide an
observer a full picture of what is going on in the
classroom.

11. Sooooo…lets do one!!!

12. PLN – building one
• A PLN is a personal learning network
 As the world becomes smaller through
technology, connecting and linking to people
who share common interests and philosophies
becomes easier
 It is also a great way share and gather
resources.
 Finding me!
• Twitter - @bgmscoach
• Email – crowley.kristin@gmail.com
• Website – theteachablemoments.wordpress.com