Beyond Danielson: Helping Teachers Own Their Growth Between Evaluations

Outline

0:10–0:20 | The HTPD Framework Overview

Content:
Introduce the Hierarchy of Teacher Professional Development (HTPD) and its seven developmental levels. Describe how the framework supports growth for every teacher, from new hires to master practitioners, and aligns administrators, coaches, and teachers under one shared language.

Engagement:
Participants use their workbook to fill in the seven HTPD levels on a visual pyramid and jot short notes about the purpose of each one.

Process:
Workbook-based interaction every few minutes keeps participants active and reinforces the developmental nature of the framework.

0:20–0:30 | The Indicators That Build Consistency

Content:
Distribute the HTPD Level Indicators for General Education Teachers. Explain how clear indicators reduce subjectivity, build confidence in feedback, and make growth measurable.

Tell participants that differentiated versions for special education and special area teachers are available for free at PrincipalForbes.com.

Engagement:
After participants skim the indicators, share:
“At my school, our goal is for every teacher to grow to at least Level 5. Imagine what it would mean for student learning if all teachers in your school were at Level 5 or higher.”

Invite them to think–pair–share around this idea:
“What would change for your students, your staff, and your leadership work if that were true?”

Process:
Participants think quietly, discuss with a partner, and note ideas in their workbook. The conversation builds shared vision and investment.

0:30–0:40 | The Self-Assessment and Teacher Ownership

Content:
Show several sample questions from the HTPD Teacher Self-Assessment. Explain how teachers use it to identify their current level and choose their next steps. This self-assessment shifts ownership to the teacher and creates transparency between teacher, coach, and administrator.

Engagement:
Participants complete a short matching activity in their workbook, identifying which level a few sample self-assessment items represent.

Process:
Guided practice followed by brief facilitator explanation. Workbook interaction every 5 to 7 minutes.

0:40–0:50 | The Full Cycle: Classroom Visit → Feedback → Support

Content:
Describe how the HTPD connects classroom visits, feedback, and coaching in a way that builds teacher ownership and alignment across roles.

- The teacher reflects and identifies growth goals using the self-assessment.

- The principal provides feedback on progress toward those goals after each classroom visit.

- The coach provides instructional support connected to those goals.

Clarify that in many schools, classroom visits are tied to schoolwide initiatives such as engagement or rigor. These are valuable but can miss the mark when they are not connected to what individual teachers need to grow. The HTPD keeps classroom visits aligned to teacher goals so the work feels relevant, personal, and purposeful.

Engagement:
Participants complete a diagram in the workbook showing the three-step cycle and note where their current process aligns or does not align with this approach.

Process:
Workbook completion followed by short facilitator reflection and discussion on how aligning visits to teacher goals increases ownership and instructional growth.

0:50–1:00 | Why the HTPD Works When Other Systems Don’t

Content:
Highlight what happens in schools without a structured growth framework: inconsistent feedback, reactive coaching, evaluation-driven culture, one-size-fits-all PD, and uneven student outcomes.
Position the HTPD as the solution that replaces confusion with clarity and builds capacity across all levels of staff.

Engagement:
Participants complete a short checklist in the workbook: “Which of these challenges exist in your school?”
Close with: “When teachers succeed, students succeed. The HTPD is how we make that happen.”

Process:
Individual reflection followed by facilitator synthesis and closing remarks.

Engagement Frequency and Tactics:

- Workbook interaction approximately every 5 to 7 minutes

- Structured think–pair–share conversations

- Visuals of the HTPD levels and feedback cycle projected throughout

- Facilitator storytelling and examples from real schools

- Focused, time-efficient engagement without open mic discussions

Outcomes

After this session, participants will be able to:

Differentiate between evaluative frameworks such as Danielson and growth frameworks like the HTPD, understanding how each serves a distinct purpose.

Use the HTPD to align classroom visits, feedback, and coaching to each teacher’s developmental level and self-identified goals.

Apply a shared language for teacher growth that complements evaluation systems and strengthens teacher ownership, autonomy, and trust.

Supporting research

Forbes, S. J. (2025). The Seven Levels of Teacher Growth: A Practical Guide to the Hierarchy of Teacher Professional Development (HTPD) for Instructional Coaches. PrincipalForbes.com.

Forbes, S. J. (2023). The Guiding Principal: When Teachers Succeed, Students Succeed. PrincipalForbes.com.

Jackson, R. (2019). Never Underestimate Your Teachers: Instructional Leadership for Excellence in Every Classroom. ASCD.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report

Hattie, J. (2015). Visible Learning into Action: International Case Studies of Impact. Routledge.

Reeves, D. (2017). From Leading to Succeeding: The Seven Elements of Effective Leadership in Education. Solution Tree.

Fullan, M. (2019). Nuance: Why Some Leaders Succeed and Others Fail. Corwin.