By David Medina, Special to The Hartford Guardian
HARTFORD – Beginning with the next academic year, Hartford Public Schools will join a small but growing number of districts in the nation to implement a new, more effective and meaningful teacher evaluation system that promises to inspire teachers to do their best and to increase student achievement.
A 19-member committee of principals, teachers, central office administrators and officials of the Hartford Federation of Teachers reached agreement on the system in March after 18 months of dialogue and planning.
Officials said the most appealing feature of the system is that it measures a teacher’s performance on a consistent and quantifiable standard, leaving little room for subjective judgments. Everyone is on the same page around expectations of quality. Each teacher’s professional development, moreover, is then individually tailored to what the evaluation records as needing improvement.
The agreement between teachers and administrators is seen as a remarkably achievement.
“We will continue to develop as an employer of choice where top educators want
to be part of our community, part of our system of schools,” said Superintendent Christina M. Kishimoto. “The bottom line is to make everyone a better educator for students.”
The new evaluation system comes just weeks after the Connecticut Board of Education established conceptual guidelines for teacher evaluations statewide. Under those guidelines, student achievement would account for 45 percent of a teacher’s evaluation and test scores would account for half of student achievement.
“I’ve never seen a concerted effort in a district this size to make sure that people
are standardized and consistent in terms of teacher evaluations,” said Hartford Public
Schools Chief Talent Officer Jennifer Allen, who chaired the Committee on Instructional
Excellence that recommended the system. “If we’re really going to improve student
achievement, we have to be able to identify good practices and push for better and best
practices.”
The system, also known as the “Framework for Teaching”, was designed by internationally recognized teaching expert Charlotte Danielson and is made available exclusively through Teachscape, an online provider of professional development products. The Hartford Board of Education recently approved a $940,753 contract with Teachscape to phase in the system over three years.
The Danielson Framework is currently being used in the New York City, Chicago, Los Angeles and Pittsburgh school systems and in many small schools districts. Hartford is the first school district in Connecticut to use it. The framework has been approved as a default model in the states of Delaware, Arizona, Wisconsin, Illinois, South Dakota, Indiana and Pennsylvania. New York State, New Jersey, Florida, Washington, Oklahoma and Oregon have also approved it as one of several teacher
evaluation tools that districts can adopt.
Online and in-person training for school administrators, who must pass a certification test in the proper use of the system, will run through the remainder of spring and summer. A nucleus of 35 teachers will also be trained and will be responsible for turning around that training to their peers. The online training includes videos of bad, good and best teaching practices.
The Danielson system divides 21 specific and measurable teaching practices into four main categories or domains: Planning and Preparation (i.e. demonstrating knowledge of content); Classroom Environment (i.e. establishing a culture for learning); Instruction (i.e. using questioning and discussion techniques); and Professional Responsibilities (i.e. communicating with families).
Corinne M. Clark, Hartford’s 2010 Teacher of the Year and a member of the Committee on Instructional Excellence, gave the Danielson Framework a ringing endorsement.
“While the team was in the process of selecting an evaluation tool, I took the Danielson Framework home for review,” Ms. Clark said. “I have been using its strategies ever since and I have noticed a drastic change in my classroom conversation as well as in student written responses. I believe this rubric will aid all of us in becoming the best educators we can be through constant reflection and personal growth.”
The Danielson Framework, implemented in Chicago Public Schools in 2008, was the subject of an extensive study in 2011 by the Consortium on Chicago School Research at The University of Chicago Urban Education Institute. The study found that the framework not only improved learning, but was widely accepted as a fair and reliable measure of teaching ability.
Students showed the greatest growth in test scores in classrooms where teachers received the highest ratings and groups of trained experts who observed the same lesson tended to give the teacher identical ratings.
“I am very happy that teachers, principals and administrators were able to work collaboratively over 18 months to come up with a solution,” said Hartford Federation of Teachers President Andrea Johnson. “The other thing I’m happy about is that administrators are all going to be tested and calibrated, which will make for much fairer evaluations.
I especially want to congratulate the Hartford Board of Education members, who read about the system, talked about it and eventually agreed to go along with it.”