I look forward to the next twelve days of guest-blogging with Michael Lopez. I will begin with some thoughts about the Danielson Framework for Teaching and its assumptions about student responsibility. A question for readers: is an “engaged” student one who starts projects, initiates groups, and selects materials? Or do you have other definitions of engagement?
The Danielson Framework (created by Charlotte Danielson, an education policy adviser and consultant) is now the standard teacher evaluation rubric in New York City and hundreds of other districts around the country. It will be used with a point scale, Danielson’s discomfort notwithstanding. (She told Peter DeWitt in an interview, “In general, I don’t like numbers of any kind. Teaching is enormously complex work and it is very hard to just reduce it to a number of any kind. However, it’s important to capture, in a short-hand manner, the relative skills of different teachers, so I suppose numbers or ratings of some kind – are inevitable.”)
As reading material, the Framework generally preens my feathers instead of ruffling them (though the two are not necessarily at odds). It consists of 22 components, which are distributed across four domains: Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. The explanatory text fills in some of the subtleties and caveats. As a rubric, though, it affects not my feathers but my gut; some of its key premises seem shaky at best. For instance, it assumes that student “engagement” is essential to learning and that students manifest such engagement overtly through initiative and leadership. The first part makes sense; how can you learn unless you put some effort into it? It is the second part that leaves me uneasy.
Let us consider the Framework’s third domain, “Instruction,” and the domain’s third component, “Engaging Students in Learning.” [Read more...]