Our Partners

For the past seven years, the DG has helped our teachers and administrators have a deeper understanding of the domains, components, and elements of the Framework. Professional learning, organization-specific certification and re-certification, as well as calibration sessions provided by the DG enabled our staff to deepen skills such as understanding bias, collect evidence, implement Framework rubrics, and provide feedback for teacher growth. These timely conversations with campus administrators responsible for conducting teacher evaluations continue leading to increased objectivity, support, and practical value to our classroom observations.

Vimenti Charter School school leaders and teachers began working with the Danielson Group (DG) in February 2021. In collaboration with Vimenti, our team of experts provides strategic planning and learning sessions to deepen understanding of the Framework for Teaching (FFT). Work with this partner includes providing support for classroom materials development, coaching, classroom walkthroughs, and co-observations. Our partnership fortifies teachers so they can meet and surpass the school’s  identified areas of growth, report on progress, and make their own recommendations for the next academic year. With the evolving needs of the school, we have provided remote learning opportunities for both the leadership team and teachers around goal setting. Since the beginning of our partnership, we’ve been amazed to see the school add educators as it burgeons from two grades to four.

South Orange-Maplewood schools deepened their relationship with the Danielson Group (DG) in 2019.  In partnership with South Orange-Maplewood, the DG has assists the district in refining and resetting their understanding of the original intent of the Framework for Teaching (FFT) and its practice rubrics. Collaborating with district leaders and teachers, the DG has provided facilitated workshops and trainings, instructional webinars, coaching, and strategic planning. Our partnership with the district involves working with elementary, middle, and high school teachers and administrators to create and advise on a strategy for the district’s unique needs. The DG’s work with the central office leadership team and K-12 school leaders empowers  the district to bring their instructional improvement focus back to coaching, support, and building trust with school leaders and teachers.

Pace Center for Girls and the Danielson Group (DG) began our joint work through a partnership beginning in June 2021. Working with the Pace Center for Girls, the DG team has helped educators learn and use  a common language for examining teacher practice and gain a deeper understanding of the Framework for Teaching (FFT). Our cooperative relationship involves working with teachers to apply the structure and benefits of the Framework of Teaching (FFT) and the Framework Clusters in a learning environment. With the help of DG facilitated trainings, teachers are able to perceive the elements of effective teaching in a positive light. 

Division Scolaire became a Danielson Group (DG) partner in March 2021. At this consortium of schools, our Assistant Director of Partnerships facilitates trainings to introduce the Framework for Teaching (FFT) and engage in joint work to develop a deeper understanding of the FFT within the school and among the community of educators.  With school leaders and teachers, our team conducted classroom observations, provided feedback, and helped to make reflection on implementation possible.  Collectively, the Danielson Group and Division Scolaire educators determined next steps for best practices of hoDivision scolaire franco-manitobaine became a Danielson Group (DG) partner in March 2019. At this consortium of schools, our Assistant Director of Partnerships facilitates trainings to introduce the Framework for Teaching (FFT) and engage in joint work to develop a deeper understanding of the FFT within the school and among the community of educators. With school leaders and teachers, our Assistant Director conducted classroom observations, provided feedback, and helped to make reflection on implementation possible. Collectively, the Danielson Group and Division scolaire franco-manitobaine educators determined next steps for best practices. Next steps include providing administrators with additional information regarding continual utilization of the FFT, including ways to hold growth-focused conversations with teachers. The intended outcome of these conversations is to ensure student success for all students in all schools.

Concept Schools became a Danielson Group (DG) partner in June 2020. Together with educators, our team introduced the Framework for Teaching (FFT) and continues to facilitate trainings to develop a deeper understanding of the Framework and its common language for instruction. The DG works closely with school leaders to introduce effective observation skills and initiates coaching conversations for administrators in the district. Through our partnership, we aid Concept Schools’  response to school year shifts and changes through the deepened understanding of how to use the FFT as a guide in the remote and hybrid environment. At Concept Schools, we help focus schoolwide instructional improvements efforts through implementation support and strategy planning.

Howard University Middle School began working with the Danielson Group (DG) as a partner in 2019.  With administrators and teachers at the middle school, the DG has introduced strategies from the Framework for Teaching (FFT) within the mathematics department. Our team has facilitated trainings to develop a deeper understanding of the Framework and its common language for instruction to assist in administration assessment, classroom observation, and qualitative synthesis of insights, trends, opportunities, and needs. At Howard University Middle School, the DG is introducing coaching using our guidelines and trainings for effective professional learning communities (PLCs). Focusing on the department and school’s unique needs, our team of experts have aided in the educators’ mission of instructional improvement strategies.

Our 10+ years of partnership with Prince George’s County Public Schools has been one of our longest and largest working with a school district serving over 130.000 students . Our partnership continues to remain steadfast and has evolved each year as the needs of the district have changed. Over the term of our partnership, the DG team has provided foundational training on the Framework for Teaching (FFT) for administrators and teachers, supported educators county wide in using the FFT for teacher observation, reflection, and feedback, used the Framework to support the work of coaches and mentors, and helped to build local capacity to incorporate the Framework in other district initiatives. Through ongoing communication and outreach, the DG and PGCPS have forged a partnership that adjusts and aligns to district priorities as the years progress. Our overarching goal is to work hand-in-hand to improve teacher practice and positively impact student learning. 

We are pleased to be currently working with PGCPS on two very exciting projects. First, we are collaborating with a team of PGCPS educators to create a resource library for teachers aligned to the components of the Framework for Teaching. Our second big multi-year project is the result of a grant awarded by the US. Department of Education to jointly plan and implement programming to support teachers in literacy instruction for multilingual learners.

The Danielson Group (DG) began our partnership with the state of Maryland’s Juvenile Services Education System (JSES) in 2020. Our partnership with JSES presented a unique challenge in that it tested the flexibility and relevancy  of the Framework for Teaching in a non-traditional classroom setting.  The state of Maryland chose the DG team because of its extensive experience working within systems to support multiple aspects of teacher learning, development, and evaluation. The system adopted the Framework for Teaching (FFT), and our team of experts has provided full support over the course of three years to ensure successful implementation. Working with teachers and school administrators, we contributed guidance and support in the use of the FFT for coaching and evaluation. During the first year of the project, we worked extensively with system leadership to ensure that implementation is aligned to their goals and supports their specific context and needs.

Florida, Oregon, and Connecticut

Through a federal Education and Innovation Research grant received by American Institutes for Research, we are engaged in a project to refine and scale the Professional Learning with Impact program, which we developed in partnership with Learning Forward. The program was developed in partnership with Learning Forward and is a comprehensive approach to problem-based inquiry for teacher teams. The program combines Learning Forward’s Teacher Learning Teams model and our approach to collaborative observation and coaching using the Framework Clusters. The participating school districts include one of the largest in the country, a rural school district, and a diverse, mid-sized district.