Tabitha Grossman, Jeanne Burns, Shayne Spalten, Erin O'Hara This panel features education officials from three different states sharing state-level perspectives around issues of measuring and rewarding educator effectiveness. Chaired by Tabitha Grossman, the panel includes presentations by Jeanne Burns, Shayne Spalten, and Erin O'Hara, as well as a panel discussion and audience questions.

Dr. Camilla Benbow, Dean of Vanderbilt University's Peabody College, introduces Jim Mahoney, Executive Director of Battelle for Kids. Dr. Mahoney provides a keynote address on the importance of strategic compensation.

Sabrina Laine, Jason Kamras, Drew Gitomer, Peter Davies, Tony Bagshaw Chaired by Sabrina Laine, this panel includes presentations on various models for evaluating educator effectiveness, and offers thought-provoking discussion of the policy considerations with model development. The panel includes presentations by Jason Kamras, Drew Gitomer, Peter Davies, and Tony Bagshaw, as well as a panel discussion and audience questions.

Dale Ballou, John Tyler, Sara Ray Stoelinga, Robert Rothman, Lynn Holdheide, Daniel Reschly This panel, chaired by Dale Ballou, includes presentations from researchers examining questions related to evaluating or rewarding teacher effectiveness. The panel includes presentations by John Tyler, Sara Ray Stoelinga, Robert Rothman, Lynn Holdheide, and Daniel Reschly, as well as discussion of areas for future research. Audience questions are also included.

Brad Jupp, Gary Gordon, Alex Kurtz, Punita Dani-Thurman, Joann Taylor Chaired by Brad Jupp, this panel includes presentations of innovative programs and strategies that build cultures of performance in schools. Presentations are offered by Gary Gordon, Alex Kurz, Punita Dani-Thurman, and Joann Taylor. A panel discussion, as well as audience questions, are also featured.

Report summarizes six steps that research and experience from across sectors--including government agencies, nonprofit organizations, and for-profit companies--show are critical for designing and outstanding performance measurement system.

by The National Consensus Panel, Charter School Quality Consortium, June 2008

The charter school idea is based on a simple, compelling bargain: greater autonomy in exchange for greater accountability for student achievement. This report describes a "common core" of academic quality indicators, measures, metrics and benchmark comparisons to be used by charters nationwide that will enable charter school leaders to fulfill the promise of the charter movement and maximize its success.

Bill and Melinda Gates Foundation
The MET Project (Measures of Effective Teaching) analyzes the effectiveness of the Danielson Framework for Teaching and explains why the teacher has the greatest impact on student learning than any other factor like class size, or environmental factors.

Educational Impact
This short video clip features Charlotte Danielson speaking directly to her framework and the impact it has had on teaching. The clip features real time teaching and evidence collection from Danielson.

Charlotte Danielson
Written in June 2009, Charlotte Danielson expounds on the importance of effective teaching practices and evaluation. In this article from the ASCD June 2009, Volume 66, Danielson asserts that teaching is a craft that is improved in active learning. She outlines the four domains in which teachers function, Planning and Preparation, Instruction, Classroom Environment and Professional Responsibilities. This article is a taste from Danielson of a revolutionary way to look at good instruction and bring it to the next level for the career teacher.

Michael Toth, CEO Learning Sciences International
Research tells us that the role of the teacher is the single greatest factor on student learning. (Sanders, et al) |Research also tells that one of the greatest factors central office can contribute is to maintain a singular focus on improving instruction. (Marzano and Waters, 2009)

Drs. Marzano & Reeves
Dr. Marzano and Dr. Reeves, working with iObservation, show how they have linked the Art and Science of Teaching Causal Teacher Evaluation Model and the Leadership Performance Matrix for an integrated approach to teacher and principal growth, development and evaluation.

The New Teacher Project
How establishing a rigorous evaluation process can help schools differentiate teacher performance and drive key human capital decisions.

The New Teacher Project
Everyone agrees that teacher evaluations are broken. |So how can we fix them? This guide proposes |six design standards that any rigorous and fair |evaluation system should meet. It offers states and |school districts a blueprint for better evaluations that |can help every teacher thrive in the classroom- |and give every student the best chance at success.

National Education Association
Calling for high quality teacher evaluation systems, high quality teacher accountability systems and defining the role of the Association in developing, implementing and enforcing such systems.

The Council of Chief State School Officers
The Council of Chief State School Officers (CCSSO), through its Interstate Teacher Assessment and Support |Consortium (InTASC), is pleased to offer this set of model core teaching standards that outline what teachers should |know and be able to do to ensure every K-12 student reaches the goal of being ready to enter college or the |workforce in today's world. These standards outline the common principles and foundations of teaching practice that |cut across all subject areas and grade levels and that are necessary to improve student achievement.

Richard Halverson Carolyn Kelley Steven Kimball University of Wisconsin-Madison
This study examines how local school leaders make sense of complex programs designed to |evaluate teachers and teaching. New standards-based teacher evaluation policies promise to |provide school leaders and teachers with a common framework that can serve as a basis for |improving teaching and learning in schools (Danielson & McGreal, 2000; Odden & Kelley, |2002). However, implementation research suggests that the ways in which local actors make |sense of and use such policies determines the nature of the changes that actually occur in |schools (Desimone, 2002; Spillane, Reiser, & Reimer, 2002). In this paper, case studies of |schools in a large school district are used to examine school-level implementation of a |standards-based teacher evaluation system. Specifically, we examine the ways in which |school and district leaders emphasize and select from the many features of a teacher |evaluation framework in the implementation process. We then discuss the ways in which key |features of the process were co-opted, ignored, or adapted in accordance with school context, |and we point to how the resulting teacher evaluation practices help to create conditions for |more substantive conversations about reforming teaching practice.

Thomas Toch
Among the many strategies for improving public school teaching-performance pay, alternative certification, licensing exams, and professional practice schools-reformers have long neglected a potentially powerful one: teacher evaluations. Through their focus on the quality of teaching, teacher evaluations are at the very center of the education enterprise and can be catalysts for teacher and school improvement.

Dr. Robert Marzano
The Marzano Teacher Evaluation Model is founded on both historical studies and contemporary research to offer the most inclusive look at teacher effectiveness and development of expertise.

United States Department of Education
Effective Teachers and Leaders, Teacher and Leader Innovation Fund, Teacher and Leader Pathways

Written in June 2009, Charlotte Danielson expounds on the importance of effective teaching practices and evaluation. In this article from the ASCD June 2009, Volume 66, Danielson asserts that teaching is a craft that is improved in active learning. She outlines the four domains in which teachers function, Planning and Preparation, Instruction, Classroom Environment and

"In this article, Danielson reviews some of the most recently-developed (or revised) systems of teacher evaluation and shares certain important characteristics: | | Differentiated procedures for novices and experienced teachers. Typically, teachers new to the profession and/or to a school district, receive more intensive support and supervision than do experienced teachers. | Multi-year evaluation cycles for experienced teachers. In many new systems, experienced teachers are formally evaluated only every three, four, or even five years. In the other years they engage in self-directed professional growth, frequently with colleagues in a study group. | Required activities that promote professional learning. Whether discussing an observed lesson, or analyzing student work, or selecting samples of family communication to include in a professional portfolio, teachers engage in activities, as part of the evaluation process, that engage them in reflection and conversation about their practice. To the maximum extent possible, these activities also represent a ""natural harvest"" (to borrow a concept from the National Board) of teachers' work; that is, what they do for their evaluation is not extra work. |"

Written in June 2009, Charlotte Danielson expounds on the importance of effective teaching practices and evaluation. In this article from the ASCD June 2009, Volume 66, Danielson asserts that teaching is a craft that is improved in active learning. She outlines the four domains in which teachers function, Planning and Preparation, Instruction, Classroom Environment and

In this article, Danielson reviews some of the most recently-developed (or revised) systems of teacher evaluation and shares certain important characteristics: | | Differentiated procedures for novices and experienced teachers. Typically, teachers new to the profession and/or to a school district, receive more intensive support and supervision than do experienced teachers. | Multi-year evaluation cycles for experienced teachers. In many new systems, experienced teachers are formally evaluated only every three, four, or even five years. In the other years they engage in self-directed professional growth, frequently with colleagues in a study group. | Required activities that promote professional learning. Whether discussing an observed lesson, or analyzing student work, or selecting samples of family communication to include in a professional portfolio, teachers engage in activities, as part of the evaluation process, that engage them in reflection and conversation about their practice. To the maximum extent possible, these activities also represent a "natural harvest" (to borrow a concept from the National Board) of teachers' work; that is, what they do for their evaluation is not extra work. |

Charlotte Danielson

Published in the Virginia Journal of Education, March, 2007 |Professional restlessness leads to what some teachers have described as a leadership "itch;" the desire to reach out beyond their own classrooms. In virtually every school and school district, there are teachers who have become skilled in their work with students, for whom the daily work with students is not the challenge in was in the first few years. However, while the profession of teaching is never fully mastered, while teachers never fully exhaust the potential of their work with students, these individuals seek additional challenges and opportunities to extend their reach. Some teachers want to influence more students than those whom they teach directly each year. This article talks about the possibilities of teacher leadership while remaining in the classroom.