A new study by WestEd researchers looks at the validity of ratings from the Charlotte Danielson Framework for Teaching, a very popular classroom observation instrument often used in teacher evaluation systems.
The study is small in scope, examining the framework’s use in just one district (Nevada’s Washoe County, which we profiled a few years ago for its work in implementing the Common Core.) Its purpose was to determine whether the ratings differentiate among teachers, measure distinct areas of teaching practice, and link to teacher effectiveness.
The data cover 713 Washoe elementary, middle, and high school teachers (both tenured and non-tenured) who were observed on all twenty-two components of the Danielson instrument in the 2012–13 school year. The instrument covers four domains: planning and preparation, classroom environment, instruction, and professional responsibilities. Each domain has five or six components that roll up into a single four-point rating for the domain (from ineffective to highly effective).
Key findings: Ratings showed at least 90 percent of teachers were rated effective or highly effective on nearly every one of the twenty-two components, with “effective” the most common rating. So principals tend to use the ratings to discriminate between effective and highly effective teachers but...