Danielson’s Framework for Teaching: Convergence and Divergence With Conceptions of Effectiveness in Special Education

Danielson’s Framework for Teaching (FFT) is currently used in more than 20 states to inform teacher evaluation and professional learning. To investigate whether FFT promotes instruction that appropriately responds to the needs of students with learning disabilities, we conduct a systematic content analysis of the instructional approach emphasized in the FFT’s Instructional Domain (Domain 3) of Danielson’s FFT. We frame our study using cognitive load theory and research regarding effective instruction for students with disabilities. We end by discussing implications regarding the evaluation and development of effective teaching for students with learning disabilities.

The effect of utilizing danielson framework for teaching on teachers' perceptions of effective teaching

Inconsistent definitions of effective teachers and teaching among teachers and diverse classroom observation tools that supervisors of instructions use can have a negative impact on the instructional supervision process. The goal of this study was to address such issues by examining teachers’ perceptions of effective teaching behaviors and qualities before and after implementing the Danielson Framework for Teaching at a school in Beirut. The purpose was to create common understanding of the concepts of effective teachers and teaching among school stakeholders. The study addressed two research questions: (a) What are the perceptions of teachers regarding the qualities and behaviors of effective teachers before implementing the Danielson Framework for Teaching? (b) How did these perceptions differ after implementing Danielson’s framework? A mixed-methods approach combining quantitative and qualitative methodologies in a triangulation design was followed using a survey and a focus group interview respectively. A purposive sample of forty-one teachers (N=41) completed the survey, and seven teachers (N=7) participated in a focus group interview. Quantitative data results showed that the familiarity with Danielson’s framework generated more agreement among the participants on the elements of effective teaching as compared to the data before implementation. Qualitative data results revealed a shared understanding of the importance of having good classroom management and planning for instruction as elements of good teaching. Other themes emerged such as engaging students in the learning process and having professional responsibilities, but the participants showed less shared agreement on the importance of these. However, after implementing the framework, the qualitative and quantitative findings were more aligned: the theme, “engaging students in the learning process”, gained significance, and agreement increased among teachers on the importance of the four domains of Danielson’s framework for effective teaching. The findings of this study were compatible with the literature to a great extent. This study is the first to examine the effect of implementing Danielson’s framework on teachers’ perceptions of effective teaching in Lebanon. Further research to replicate and expand the findings of this study is recommended. Implications for practice include recommendations for school principals to develop a shared understanding of the qualities of effective teachers through implementing Danielson’s framework for professional development.