The Danielson Framework for Teacher Evaluation and Student Assessment

Abstract

Empathy and care, rooted in aesthetics, are important dispositions to be enacted and taught in all classrooms, but especially in art. Engrossment, the cognitive effort to gain information, informs and builds empathy. Both allow students to gain knowledge, take on other perspectives, and revise their understanding of the world enhancing the meaning of their artwork. Art educators must prioritize social-emotional learning, empathy, engrossment, and care in meaningful ways. In addition to explicit teaching, modeling's educative role cannot be ignored. It can also be observed for evaluation purposes. The Danielson Framework speaks to engrossment, empathy, and care when assessing for respect and rapport between teachers and students. However, their existing expectations, knowing student names and making small talk about extracurriculars, do not capture the high level of authentic empathetic engagement that many art educators practice. Two exemplary teachers' engrossed practices and effects on student learning will be shared as unique examples. Perceiving and being able to articulate this exceptional level of respect and rapport, often inherent to the art education classroom due to engrossment, care, and empathy's connection to aesthetics, is important for the assessment of secondary art educators' teaching practice and as advocacy for the field.