Development History
Initial Development
Some of the most significant and challenging Design Team work was that of the Teacher Effectiveness Design Team. When discussing the Framework to be used in DPS, the Design Team placed high priority on several aspects:
- ELL-focused, urban lens
- Teacher AND student behaviors
- Meaningfully differentiated performance of teachers
- Comprehensive but manageable
The Design Team looked at various national frameworks and observation tools:
- Charlotte Danielson’s Framework of Effective Teaching
- Classroom Assessment Scoring System (CLASS)
- Teacher Advancement Program (TAP)
- Quality Urban Classrooms (QUC)
- The Denver Teacher Residency Framework for Educational Equity
In the end, the Design Team recommended that DPS develop our own Framework based on the best components of each tool and aligned to their specific understanding of teacher effectiveness in DPS. The resulting DPS Framework for Effective Teaching is a homegrown, practitioner-designed tool that pulls from research-based tools used locally and nationally.
Framework Refinement
Spring 2011 Pilot and Framework Revisions
The Framework for Effective Teaching was the foundational tool used in over 1400 classroom observations and feedback conversations during the 16 school spring 2011 LEAP pilot. Teachers and principals in the 16 pilot schools provided extensive feedback on the Framework which was carefully assessed by the LEAP project team and McREL, a third-party program evaluator.
In May/June 2011, the DPS Framework for Effective Teaching was revised based on pilot feedback, alignment to Common Core State Standards, and alignment to the DPS English Language Acquisition program. The most noticeable change was the addition of three new indicators focused on English Language Aquisition (ELA): two of these indicators to be observed in ELA-E and ELA-S classrooms and the third to be observed in ELA-S classrooms.
The new indicators emphasize and support effective practice for English Language Learners across the district, which constitute more than 40% of our student population and apply to over 2600 designated ELA-E and ELA-S teachers.
2011-12 LEAP Pilot and Framework Revisions
The 2011-12 Framework for Effective Teaching has been used in multiple observations with over 3800 teachers in this year's LEAP pilot. Feedback, collected in many ways, has been very consistent:
2011-122 Framework Feedback Themes
Keep the Same
|
Suggested Revisions |
| Maintain DPS values |
Framework is too long |
| Continue to articulate the high expectations of teaching |
Framework is too repetitive |
| Be sure it's inclusive of quality instruction for ALL kids |
Technology Indicator is difficult to observe consistently |
| |
Unsure when to apply ELA indicator |
| |
Culturally Responsive Education lacks clarity |
This feedback was studied carefully and guided the following refinements to the Framework for Effective Teaching in the spring of 2012:
- Learning Environment Domain Consolidated: From 6 to 4 Indicators
- Instruction Domain Consolidated: From 6 to 2 Expectations
- Integration of Indicators/Expectations: Technology, ELA, and 21st Century Skills
- New Indicator: Instructional methodology and pacing
- Addition of Icons: Alignment to Planning Guides
- More Explicit About Culturally Responsive Education: Aligned to DPS values & Efforts
See the revised Framework for 2012-13.