Services

 Workshops and Services

The Danielson Group provides professional development opportunities to states, districts, and schools that:

  • advance the understanding and application of Charlotte Danielson’s concepts in the educational community
  • connect those concepts to other areas of knowledge, and
  • enhance the professional practice of educators to positively impact student learning

The Danielson Group consists of consultants of the highest caliber and experience in educational practice, leadership, and research. We provide a wide array of professional development and consulting services to clients across the United States and abroad.

+-Introduction to the Framework for Teaching

The Introduction to the Framework for Teaching workshop is a one-day session that provides an understanding of the structure, architecture, and vocabulary of the Danielson Framework for Teaching. Participants develop awareness of the different levels of performance and how to use the rubrics to analyze teaching practice. Special emphasis is placed on component 3c: Engaging Students in Learning.

 

+-Observation Skills

Observation Skills training is a 1-2-day workshop that builds on participants’ knowledge of the Framework and applies it to developing skills around a collaborative observation process. Observation skills sessions focus on understanding the issue of bias, collecting low-inference evidence during an observation, interpreting evidence against the levels of performance, and differentiated coaching conversations to support teaching growth.

Prerequisite: Introduction to the Framework for Teaching

+-Deeper Understanding of the Framework for Teaching

After experience working with the Framework, those who wish to continue professional development often schedule a one-day Deeper Understanding session. This workshop allows for further exploration into the components and rubrics that guide instructional improvement. Activities may include: looking at the relationships between domains and the common themes of the Framework, and using the Framework to observe recorded lessons.

Prerequisite: Introduction to the Framework for Teaching

+-Component-Focused Workshops

Student Engagement Workshop 

Engaging Students in Learning is the heart of The Framework for Teaching. But what does student engagement look like in a classroom? How can we tell if students are really “minds on” task or only “time on” task? How do we determine what curriculum will truly engage students? And, finally, what strategies will promote student engagement with important content? Teachers will come away from the workshop with a new focus on what student learning is all about and how to achieve it in their classrooms.

Prerequisite: Introduction to The Framework for Teaching Workshop or equivalent experience at the discretion of The Danielson Group

Assessment in Instruction 

Assessment in Instruction is a 1 or 2-day workshop distinguishing “assessment for learning” from “assessment of learning” using The Framework for Teaching. “It is one thing to decide what’s worth learning and what we want students to learn in school; it’s quite another matter to ascertain that students have, in fact, learned it” (Danielson 2010). Participants will be actively engaged in learning by deepening their understanding of how to plan and use formative assessment and provide meaningful feedback to students, how to use summative assessments, analyzing student work, and how to build student independence through student self and peer assessment.

Prerequisite: Introduction to The Framework for Teaching Workshop or equivalent experience at the discretion of The Danielson Group

+-The Framework for Teaching in Special Education Settings

Introduction to the Framework for Teaching in Special Education Settings

This workshop provides an understanding of the structure, architecture, and vocabulary of the Danielson Framework for Teaching using exemplars from special education settings.

Participants develop awareness of the different levels of performance across a variety of disability categories while learning how to use the rubrics to analyze professional practice. Special emphasis is placed on supporting the application of Universal Design for Learning (UDL) in order to enhance attention to component 3c: Engaging Students in Learning. Specialized materials such as Special Education Scenarios written for each component and level of performance, help participants understand, “What would this look like in a special education setting

Observation Skills in Special Education Settings

The 1-2 day Observation Skills for Special Education Settings workshops build on participants’ knowledge of the Framework and applies it to developing skills around a collaborative observation process. Observation Skills sessions focus on understanding the issue of bias, collecting low-inference evidence during an observation, the interpretation of evidence against the levels of performance, and differentiated observer coaching conversations for teacher support. Materials are customized to reflect students in a variety of disability categories and educational

Prerequisite: Introduction to the Framework for Teaching in Special Education  Settings

A Deeper Understanding of The Framework for Teaching in Special Education

Those who wish to continue professional development often schedule a one-day Deeper Understanding session after experiencing an Introduction workshop to understand the language and structure of the Framework. This workshop uses examples from special education settings to further explore the components and rubrics that guide instructional improvement. Activities include looking at the common themes of the Framework and how key principles and practices of special education align to the Framework.

Prerequisite: Introduction to the Framework for Teaching or Introduction to the Framework for Teaching in Special Education

+-Learning-Focused Conversations

Learning Focused Conversations sessions require participants to have the textbook: Learning-focused Supervision: Developing Professional Expertise in Standards-Driven Systems, available from www.MiraVia.com.

Learning-Focused Conversations: Quality Feedback to Promote Learning

The value of the Framework increases with learning-focused implementation. In this workshop, participants learn how to use structures and tools to conduct conversations, and to use data to analyze professional practice and determine areas and directions for growth. The Learning-Focused Conversations model developed by Laura Lipton and Bruce Wellman links these conversation skills to the components of the Framework for Teaching.

Preferred prerequisite: Introduction to the Framework for Teaching and Observation Skills I & II

Learning Focused Conversations: Assessing and Developing Professional Practice Using the Framework for Teaching

Participants develop the skills and confidence for engaging in both directive and nondirective conversations in which the components of the Danielson Framework for Teaching are the focal points for expanding the teacher’s instructional repertoire through evidence-based conversations. Participants explore planning and reflecting templates that structure focused, thoughtful engagement about professional practice. They acquire practical strategies for navigating across a Continuum of Interaction moving between 1) calibrating—framing expectations, clarifying standards and articulating success criteria, 2) consulting—sharing expertise and providing technical assistance, 3) collaborating—shared planning and problem solving, and 4) coaching—a nonjudgmental interaction which supports reflection and develops professional capacity.) Applying and moving flexibly between these four stances enables educators to maintain productive collegial relationships that use data to clarify expectations and examine gaps in performance.

Prerequisite: Learning-Focused Conversations: Quality Feedback to Promote Learning

Learning Focused Conversations: Structures and Tools for Learning-focused Conversations

This workshop builds on content from the “Assessing and Developing Professional Practice Using the Framework for Teaching” workshop. Applying the templates for planning and reflecting, participants learn ways to maintain momentum and extend teachers’ thinking. Participants acquire verbal and nonverbal skills for guiding conversations that increase teachers’ readiness and abilities to think deeply about the instructional choices they are making and how these affect their students’ learning. They learn to apply patterns of pausing, paraphrasing, and inquiring to establish goals, appraise present performance levels, and help teachers reflect on student learning and their own teaching practices.

Prerequisite: Learning Focused Conversations: Assessing and Developing Professional Practice Using the Framework for Teaching

+-Ongoing Support for Observers/Evaluators

Collaborative Peer Observations 

Collaborative Peer Observations create powerful opportunities for colleagues to learn and think together about their professional practice through non-judgmental, non-evaluative classroom visits. The Framework for Teaching provides the tools for analysis and reflection on classroom practice in order to support teacher growth and learning, both individually and collectively. This 1 to 2-day workshop will focus on purposes and processes, strategies and tools, and learning-focused conversations.

Prerequisite: Observation Skills I

Walkthroughs/Paired Observations 

Paired Observations allow an observer to work alongside a Danielson Group coach and to receive input on the quality of evidence collected and its alignment to Framework for Teaching components. Consultants will monitor for bias and high inference evidence and encourage the observer to look at the preponderance of evidence before determining a level of performance. Consultants can also guide school leaders in rating instructional artifacts.

Additional Support for Observers/Evaluators

Districts desiring to continue professional development around the Framework for their observers/evaluators can pursue customized offerings from the Danielson Group:

  • Calibration Training and Practicum: supportive consultation that may combine paired/small group observation with debriefs, observation data analysis, and development planning based on observation data.
  • Analysis of written observations followed by feedback and re-training as necessary

+-Danielson Mentoring Program

A mentoring program can build strong relationships and promote knowledge sharing that will help teachers successfully navigate the first years of their practice. If teachers can experience success early on, they are more likely to remain on the job longer than five years.

A research review of 15 empirical studies (Ingersoll, 2011) showed that structured support for new teachers has a positive effect on student achievement, teaching practice, and teacher retention:

  • Students of beginning teachers who participated in a mentoring program had higher scores, or gains, on academic achievement tests.
  • Beginning teachers who participated in a mentoring program performed better at various aspects of teaching, such as developing workable lesson plans, using effective student questioning practices, differentiating learning, maintaining a positive classroom atmosphere, and demonstrating successful classroom management.
  • Beginning teachers who participated in some kind of induction had higher job satisfaction, commitment, or retention.

The Danielson Mentoring Program consists of a series of four face-to-face, all-day workshops, and three 120–minute e-learning sessions. Mentors will increase their knowledge, skills, strategies, and resources related to the concepts embodied in the three mentoring Principles over the course of the program. The program is aligned to effective teaching practices as defined by Charlotte Danielson’s Framework for Teaching and provides a systematic approach to creating and sustaining a culture for continuous improvement of teaching practice. It addresses the classroom research that emphasizes the importance of every student having access to effective teaching.

The program is designed with time between the face-to-face sessions to maximize the learning experience, build upon previous learning, and share mentoring experiences. The structure of the Mentoring for Teaching Effectiveness program is presented in the diagram below:

Day 1 Workshop

Day 2 Workshop e-learning Session 1 Day 3 Workshop Day 4 Workshop e-learning Session 2 e-learning Colloquium

Consecutive Days

Consecutive Days

For more details, download the Mentoring for Teaching Effectiveness program overview.

Contact The Danielson Group for additional information: contact@danielsongroup.org

“I now have a treasure chest of new learning along with accompanying resources.”

-Participant

+-Designing Successful Observation Systems

Designing a Successful Observation System

The Danielson Framework for Teaching provides the essential foundational criteria on which to build a successful system of teacher evaluation. However, a number of decisions must be made once the Framework for Teaching is adopted, including:

  • What will be the overall structure of your evaluation system?
  • Who will serve as observers and evaluators and how will they be sufficiently trained and certified?
  • Will you conduct a pilot? What are the advantages and disadvantages?
  • How will you plan for implementation?

The Danielson Group provides consultation to support schools and districts in this complex and challenging work.  Consultation typically includes an initial general planning meeting with a task force, followed by monthly meetings held during the course of a school year. However, we are also available for single day sessions with targeted outcomes.

Specialist Rubrics 

Designing observation tools locally allows for stakeholders to give input and define expectations for non-classroom roles. A Danielson Group consultant can help guide conversations, checking for characteristics critical to quality rubric development. Among other factors, the work group will look at the extent to which the tool measures what it intends to measure, the relationship among the dimensions of the rubric, the connection to national and/or state standards, and how well the language used will lead to the collection of important, non-interpretive evidence and a fair judgment.

+-Customized Training

Customized Training

The Danielson Group can create and deliver customized training workshops related to The Framework for Teaching that focus on specific growth areas identified by a school or district. Site-specific curricula not only help you address local needs, but also foster a community of intellectual inquiry. Such inquiry often helps strengthen a school’s culture, since it can be seen as a bottom-up rather than a top-down initiative.

+-Additional Services

Large-Group Presentations 

A Framework Keynote of 60 to 90 minutes with a Q&A segment will promote a community of inquiry and can be customized to focus on deeper understanding of the framework as a tool for ongoing reflection on practice or on specific components. A Keynote is not interactive training, but a prompt for conversation and targeted professional development.

A Framework Overview of 60 to 90 minutes with a Q&A segment will provide a high level look at the features of The Framework for Teaching and related research. It can be useful at the beginning of an implementation plan, to introduce The Framework to all stakeholders and to foster a collaborative environment.

Higher Education 

College and University Teacher Education Programs are invited to partner with The Danielson Group in supporting a continuum of focused study, reflection, and refinement of skill around The Framework for Teaching. Danielson Group workshops and consultation can include updating coursework as well as training program staff, supervising and cooperating educators, and teacher candidates. The Danielson Group can assist teacher preparation programs with meeting national requirements.

Regional Conferences 

The Danielson Group sponsors regional conferences, which offer learning opportunities with Danielson Group consultants and Framework adopters. If you would like to host a regional conference, then please CONTACT US.

+-Course Catalog

In addition to the training and consultation services described on this page and in our BROCHURE, The Danielson Group is developing courses for learning about the Framework using alternative delivery models. Check out our COURSE CATALOG.

To assist you in the planning and pricing of a workshop tailored for you, please contact us.

"Danielson’s Framework for Teaching has been a revelation to me; the best analogy I can offer is that the Framework is like having voice-guided GPS to direct you to a destination, when before you might have only had a destination name and an outdated road map."

Pre-Service Teacher, May 2016

“[The consultant] gave the best PD I have seen in 15 years of teaching, and was the first to explain [the] Danielson [Framework] in a human way. Bravo.”

A teacher, June 2015

“I am so impressed with the Danielson Group consultants. They are all so real. Your trainers helped make [proficient] teaching stronger and steered [basic teaching] toward increasing effectiveness.” 

A principal, June 2015

"Due to your consultant's seamless and meaningful transitions, knowledge of content, and rapport with the audience, the room was alive with energy and it made us all feel ready to begin the year off with success."

"Never before have I seen a group of seasoned educators like your consultants master the art of communicating with an audience with varied levels of expertise and interests. The two days that I spent with your team, I walked away with a desire to use the rubric to truly enhance my own practice."

"I left with a renewed look at the rubric, thinking that the rubric is the Great Equalizer! We can ALL enhance our practice by using it as a tool and a roadmap to produce students who think and are ready for college and careers. THANK YOU!"

"Your consultants' presence and organization of the day will not only impact the new teachers that attended, but will make the year alive for a vast number of students this year."

"Our workshop focused on calibration and inter-rater agreement training, so it was directly aligned to our individual and collective work with teacher performance evaluation.  With new administrators on the team, this type of training is critical."

"We were highly impressed with our Danielson Group consultant and the workshop. We have nothing but positive things to share. Staff have been emailing us, thanking us. This is the most worthwhile presentation we've been to in a while."

"The workshop you provided was hands-on, interesting, practical, and respectful of time limits. I heard more positive feedback about this workshop from staff than I have about any other."

"We wanted to let you know how much we appreciated the flexibility and professionalism that your consultant provided in our unique context. It helped us to keep on track with our schedule at a critical time. For that we are truly grateful."

"Your consultant presented a perfectly differentiated learning experience for all our principals. They were highly engaged, as demonstrated by on-topic conversations using academic language, completion of tasks requiring evidence identification, and note taking and 'grading' during classroom videos of teaching."

"Our school principals said the Framework observation training was the best training they had ever had, including the training provided when earning their Master’s degrees."

"I have a principal who was so excited about the breakthrough work with her staff in special education. I am already getting my money back!"

"My concern about the extra time it would take to implement the Framework successfully was not accurate. It took about the same amount of time as our prior evaluation system, and the benefits in professional growth and increased student achievement were more than worth it."

"I want to truly thank you for the brilliant job that you did with our training. I got such positive feedback from the team. They feel re-energized and like they have a direction and new tools to do the job."