How Does Inquiry Relate to the Danielson Teaching Framework?

Classroom observations are still king in a teacher's final professional evaluation. While education policymakers continue to debate the how much to weigh multiple measurements (student feedback and student growth scores, for example), I thought I'd take a look at the five strategies we promote at Inquiry Partners to see how well they relate to the four domains of one of the most ubiquitous teaching evaluation frameworks in the US (Charlotte Danielson's Teaching Framework). Here's what I found: Inquiry Strategies w/ Connections to the Danielson Teaching Framework

Strategy #1: Get Personal How well does the teacher build relevant, meaningful connections to student lives into the curriculum? How does the teacher create ‘emotional bonds’ between teacher-students, students-students and students-content? Domain 1.d: Demonstrating Knowledge of Resources Domain 3.a: Communicating with Students Domain 3.d: Demonstrating Flexibility and Responsiveness

Strategy #2: Ask More; Talk Less Who is doing most of the thinking and talking? Is the cognitive demand placed primarily on the students? Domain 1.e: Designing Coherent Instruction Domain 2.b: Establishing a Culture for Learning Domain 3.b: Using Questioning and Discussion Techniques

Strategy #3: Encourage Evidence How are students being asked to access, evaluate and use text/evidence to support their thinking? Domain 3.d: Using Assessment in Instruction

Strategy #4: Maintain Neutrality Do students feel comfortable taking risks with their ideas? How do the teacher and students react to misunderstandings or misconceptions and how does this contribute to a respectful, intellectually risk-taking environment? Domain 2.a: Creating an Environment of Respect and Rapport

Strategy # 5: Extend Thinking Time How has the teacher built in time for students to share their thinking? How do teachers best challenge you to think? How do your teachers best capture and hold your attention? Domain 3.c: Engaging Students in Learning