The Wisconsin Educator Effectiveness System provides a performance-based evaluation that leads to improved student learning by supporting the continuous improvement of educator practice and is intended to ensure that educators receive quality data to identify and inform individual areas of: 1) strength; 2) needed improvement; and 3) ongoing support for professional growth. The primary evaluation instrument is based on the Danielson Framework for Teaching

A detailed process manual for teachers has been published by DPI, and can be found here: WI Educator Effectiveness System.

Our EES Process/Timelines document outlines the Educator Effectiveness process in McFarland School District, including information distinguishing between summary and supporting years, as well as timelines for completing all necessary documents.

McFarland School District will use Canvas or Google Classroom to organize all Educator Effectiveness documents. If you are not a member of a Canvas or Google Classroom Educator Effectiveness Educator Effectiveness, contact your building administrator or Emily Kintzer

The Danielson Framework for Teaching is a research-based set of components of instruction, aligned to the INTASC standards, and grounded in a constructivist view of learning and teaching. The complex activity of teaching is divided into 22 components (and 76 smaller elements) clustered into four domains of teaching responsibility:

• Domain 1: Planning and Preparation
  • 1a Demonstrating Knowledge of Content and Pedagogy
  • 1b Demonstrating Knowledge of Students
  • 1c Setting Instructional Outcomes
  • 1d Demonstrating Knowledge of Resources
  • 1e Designing Coherent Instruction
  • 1f Designing Student Assessments
• Domain 2: Classroom environment
  • 2a Creating an Environment of Respect and Rapport
  • 2b Establishing a Culture for Learning
  • 2c Managing Classroom Procedures
  • 2d Managing Student Behavior
  • 2e Organizing Physical Space
• Domain 3: Instruction
  • 3a Communicating with Students
  • 3b Using Questioning and Discussion Techniques
  • 3c Engaging Students in Learning
  • 3d Using Assessment in Instruction
  • 3e Demonstrating Flexibility and Responsiveness
• Domain 4: Professional Responsibilities
  • 4a Reflecting on Teaching
  • 4b Maintaining Accurate Records
  • 4c Communicating with Families
  • 4d Participating in the Professional Community
  • 4e Growing and Developing Professionally
  • 4f Showing Professionalism
     

Rubric for Observable Components

What artifacts (evidence) do I need to collect?

Evidence for Domains 2 & 3 are collected by your evaluator during observations each year of the cycle. Collecting artifacts related to Domains 2 and 3 is the primary responsibility of the evaluator. Teachers may opt to collect artifacts related to Domains 2 & 3, but this is completely optional.

McFarland does not require a minimum number of items per component in Domains 1 and 4, but teachers may upload evidence if they would like to highlight performance.  If an evaluator needs more information they may request an artifact to help gain a better understanding of a teacher's practice in relation to a component and/or indicator.

What should I collect?

Information on sources of evidence may be found in our Possible Artifacts for Danielson Domains One and Four document and our Teacher's Evidence (Artifacts) Sources document.

WI Educator Effectiveness System
DPI Process Manual and Forms
DPI Online Training

Contact your building administrator if you have more questions. You can also contact Emily Kintzer in the District Office.