One size does not fit all: a concurrent analysis of the framework for teaching and the Classroom Strategies Assessment System

The present study examined the concurrent validity between two different classroom observational assessments, the Danielson Framework for Teaching (FFT: Danielson 2013) and the Classroom Strategies Assessment System (CSAS; Reddy & Dudek 2014). Twenty-four administrators from 8 high-poverty charter schools conducted 324 annual teacher evaluations for 221 Kindergarten through 12th grade teachers across three school years. Pearson correlations were computed between each measure's calculated summative scores. Small to medium positive and two negative correlations (i.e., CSAS Vague Directives and Behavior Corrective Feedback) were found between FFT Domains 2 (Classroom Environment) and 3 (Instruction) and CSAS Strategy Counts. Negative medium to large correlations were found between FFT Domains 2 and 3 and CSAS Strategy Rating scale discrepancy scores. Overall, findings revealed that the FFT and CSAS scores offer conceptually similar and dissimilar constructs, and yield complementary information for educator evaluation practices. Implications for research, practice, and policy are presented.