The authors investigated whether Danielson’s Framework for Teaching (FFT) is a tool which encourages instruction that adequately responds to the needs of students with learning disabilities.07 Aug 2022
Do teacher evaluation tools benefit all students?
April 27, 2022
Key Takeaway: This article highlights whether the use of a teacher evaluation tool encourages instruction that responds to the needs of students with learning disabilities. The authors suggest a tool that cultivates the teaching of skills to learners in sequences to allow for practice and reflection, consequently leading to mastery, and the inclusion of direct and explicit instruction to allow educators to react and adapt to the individual learner’s needs as they progress through their learning journey. —Frankie Garbutt
Danielson’s Framework for Teaching
“All teachers are evaluated using the same tool, regardless of the teacher’s role, suggesting that the instructional approach supported by one tool would meet the needs of all students,” say Hannah Morris- Matthews, Kristabel Stark and Nathan Jones (Boston University), Mary Brownell ( University of Florida) and Courtney Bell (Educational Testing Service, Princeton) in this Journal of Learning Disabilities article. The authors investigated whether Danielson’s Framework for Teaching (FFT) is a teacher evaluation tool which encourages instruction that adequately responds to the needs of students with learning disabilities.
Review of the Literature
The use of observation tools, to evaluate teacher practices and identify professional development needs, can be “agnostic and universal,” thus creating the assumption that one instructional approach benefits all learners. The academics rooted their research in the Load Reduction Theory (LRI) because previous studies suggest that students with learning disabilities benefit from direct and explicit instruction. LRI practices “avoid overburdening the working memory, and facilitate productive interaction between long-term and working memory.” This is achieved through using the pillars of LRI teaching practices (intensive, explicit, systematic and individualized instruction) in order to support learners with cognitive disabilities.
The study addressed two questions:
1. What assumptions about instructional quality are present in Danielson’s FFT?
2. To what extent does Danielson’ FFT make practices associated with LRI visible?
The methodology of the study looked at the language of the observation tool due to its role in “defining, evaluating and developing good teaching.” Their analysis found that practices that reduce cognitive load are rare and instead favour practices which are student-driven and focused on making sense of complex content. They concluded that “observers using FFT would direct these teachers to practices that would likely serve as barriers to equitable and efficient learning opportunities.”
Nonetheless, the limitations of this study were acknowledged as it had not investigated “how FFT might operate in practice” because the analysis “does not provide insight into the ways that raters make use of the tool.” Moreover, the focus “foregrounds the needs of students whose disability influences cognitive processing,” and thus, “does not explicitly speak to the needs of all students with disabilities.” Consequently, it was suggested that further research is required into how the framework is used as a whole and not just segments of the teacher evaluation tool. The authors suggest that future researchers “query how observers use and make sense of the rubrics to better understand the processes through which they arrive at ratings and determine directions for professional development.”
The conclusion was that FFT as an instrument “may not be an appropriate mechanism through which to support a continuum of effective instruction for students with learning disabilities and other struggling learners.” The researchers proposed to root observation tools in the cognitive load theory, recognising the need for a diverse tool box with practices that can respond to learners’ needs.
Morris-Mathews, H., Stark, K. R., Jones, N. D., Brownell, M. T., & Bell, C. A. (2020). Danielson’s Framework for Teaching: Convergence and Divergence With Conceptions of Effectiveness in Special Education. Journal of Learning Disabilities, 54(1), 66–78. https://doi.org/10.1177/0022219420941804
Summary By: Frankie Garbutt- Frankie believes that the MARIO Framework encourages students to become reflective, independent learners who progress at their own rate.