1
EL 5623 Module 2 | 2026 Latest Update with Complete Solution-
Western Connecticut State University
Teacher Observation and Evaluation/Appraisal
American College of Education
EL 5623 Developing Teachers
Dr. Donaldson
January 22, 2026
In order to ensure effective teaching is taking place and students are making academic
progress, it is necessary to conduct teacher evaluations. One article states, “the main purpose of
teacher evaluations is to enhance teachers’ pedagogical skills with the goal of improving student
achievement” (James, 2021, para. 4). Administrators should fairly conduct evaluations that are
clearly explained to teachers. Administrators should also provide clear, consistent, and useful
feedback to foster growth and a willingness from teachers to learn, make changes, and seek out
support, as needed in order to provide for the needs of their students and help them become
successful. Another article states, “multiple studies demonstrate that students benefit
academically from sophisticated teacher evaluation systems that marry structured classroom
observations of a teacher’s performance with high-quality feedback” (Grissom et al., 2021, p.
, 2
60).
New York provides administrators with a variety of rubrics that they can use to observe
and evaluate teachers. One of the most widely used rubrics that administrators utilize in New
York is the Danielson’s Framework for Teaching to evaluate and observe teachers. The
Danielson Framework is a research-based model. It contains four domains, Planning and
Preparation, Classroom Environment, Instruction, and Professional Responsibilities, and 22
components (Rubrics, n.d.). The administration at my school, Grand Concourse Academy
(GCA), utilizes the Danielson’s Framework for Teaching as well to observe and evaluate
teachers. The process entails conducting three observations during the school year. The
observations are conducted by grade-level supervisors. They use the Danielson rubric to observe
and score teachers. Before every observation, a Google document is sent to each teacher to
choose a date for their pre-observation meeting, observation, and post-observation meeting.
During the pre-observation meeting, the supervisor and teacher discuss the lesson plan and the
lesson that will be presented, the goals of the lesson, and any adjustments that might need to be
done in order for the teacher to perform well in their observation. They also review the Danielson
rubric, which describes clear descriptions and examples of what an evaluator is looking for from
a teacher during an observation. About a week later, the observation takes place. Within a few
days, the supervisor and teacher will meet for a post-observation conference to discuss the
lesson, its outcomes, concerns, and the teacher will be given an opportunity to reflect and express
their thoughts on their delivery of instruction and if they met their goals for the lesson. The
supervisor and teacher will review the results of the Danielson rubric. The rubric helps
administrators provide detailed feedback and helps teachers clearly understand their areas of
strength and weakness. Additionally, by utilizing the Danielson rubric, administrators are able to
identify teachers who may need additional support and which teachers are showing competency
in their teaching practices.
, 3
3rd Grade ELA
Technique 7: Tally Marks
Interactions with students initialed by teacher
Teacher: Mrs. Barbee Lesson: Main Idea Observer: Laura Rizzi
Students are grouped together at desks. Teacher is at the front of the classroom.
Direct Instruction II
Guided Instruction IIIIII
Individual Instruction II
Helping/Assisting IIII IIII II
Observing III
Analysis
The lesson was very well organized. Mrs. Barbee was prepared with the materials on the
board and in buckets at the center of each group of desks. Her classroom was neat and inviting.
From the beginning of the lesson, the students were attentive and they were focused on Mrs.
Barbee, which allowed her to quickly begin her lesson on main idea using a nonfiction text. The
students were seated at their desks in groups and actively participated in the lesson.
After analyzing the observation tool, it was noted that there was little direct and
individual instruction, however, there was quite a bit of guided instruction, which was done very
well. The students knew when to begin work when she utilized the word “prowl” and this
allowed her the opportunity to quietly walk around the classroom, make observations, and
provide assistance to individual students and groups. There was no need for redirection or
repetition of directions. The students worked very well together and independently. The students
did not call out and raised their hands to respond to questions. This shows that Mrs. Barbee has
excellent classroom management and the students respect their teacher. However, I feel that she
EL 5623 Module 2 | 2026 Latest Update with Complete Solution-
Western Connecticut State University
Teacher Observation and Evaluation/Appraisal
American College of Education
EL 5623 Developing Teachers
Dr. Donaldson
January 22, 2026
In order to ensure effective teaching is taking place and students are making academic
progress, it is necessary to conduct teacher evaluations. One article states, “the main purpose of
teacher evaluations is to enhance teachers’ pedagogical skills with the goal of improving student
achievement” (James, 2021, para. 4). Administrators should fairly conduct evaluations that are
clearly explained to teachers. Administrators should also provide clear, consistent, and useful
feedback to foster growth and a willingness from teachers to learn, make changes, and seek out
support, as needed in order to provide for the needs of their students and help them become
successful. Another article states, “multiple studies demonstrate that students benefit
academically from sophisticated teacher evaluation systems that marry structured classroom
observations of a teacher’s performance with high-quality feedback” (Grissom et al., 2021, p.
, 2
60).
New York provides administrators with a variety of rubrics that they can use to observe
and evaluate teachers. One of the most widely used rubrics that administrators utilize in New
York is the Danielson’s Framework for Teaching to evaluate and observe teachers. The
Danielson Framework is a research-based model. It contains four domains, Planning and
Preparation, Classroom Environment, Instruction, and Professional Responsibilities, and 22
components (Rubrics, n.d.). The administration at my school, Grand Concourse Academy
(GCA), utilizes the Danielson’s Framework for Teaching as well to observe and evaluate
teachers. The process entails conducting three observations during the school year. The
observations are conducted by grade-level supervisors. They use the Danielson rubric to observe
and score teachers. Before every observation, a Google document is sent to each teacher to
choose a date for their pre-observation meeting, observation, and post-observation meeting.
During the pre-observation meeting, the supervisor and teacher discuss the lesson plan and the
lesson that will be presented, the goals of the lesson, and any adjustments that might need to be
done in order for the teacher to perform well in their observation. They also review the Danielson
rubric, which describes clear descriptions and examples of what an evaluator is looking for from
a teacher during an observation. About a week later, the observation takes place. Within a few
days, the supervisor and teacher will meet for a post-observation conference to discuss the
lesson, its outcomes, concerns, and the teacher will be given an opportunity to reflect and express
their thoughts on their delivery of instruction and if they met their goals for the lesson. The
supervisor and teacher will review the results of the Danielson rubric. The rubric helps
administrators provide detailed feedback and helps teachers clearly understand their areas of
strength and weakness. Additionally, by utilizing the Danielson rubric, administrators are able to
identify teachers who may need additional support and which teachers are showing competency
in their teaching practices.
, 3
3rd Grade ELA
Technique 7: Tally Marks
Interactions with students initialed by teacher
Teacher: Mrs. Barbee Lesson: Main Idea Observer: Laura Rizzi
Students are grouped together at desks. Teacher is at the front of the classroom.
Direct Instruction II
Guided Instruction IIIIII
Individual Instruction II
Helping/Assisting IIII IIII II
Observing III
Analysis
The lesson was very well organized. Mrs. Barbee was prepared with the materials on the
board and in buckets at the center of each group of desks. Her classroom was neat and inviting.
From the beginning of the lesson, the students were attentive and they were focused on Mrs.
Barbee, which allowed her to quickly begin her lesson on main idea using a nonfiction text. The
students were seated at their desks in groups and actively participated in the lesson.
After analyzing the observation tool, it was noted that there was little direct and
individual instruction, however, there was quite a bit of guided instruction, which was done very
well. The students knew when to begin work when she utilized the word “prowl” and this
allowed her the opportunity to quietly walk around the classroom, make observations, and
provide assistance to individual students and groups. There was no need for redirection or
repetition of directions. The students worked very well together and independently. The students
did not call out and raised their hands to respond to questions. This shows that Mrs. Barbee has
excellent classroom management and the students respect their teacher. However, I feel that she
