the framework for teaching evaluation...

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The Framework for TeachingEvaluation Instrument

DOMAIN 4Professional Responsibilities

Professional Responsibilities

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4a REFLECTING ON TEACHING 4a Reflecting on Teaching

Reflecting on teaching encompasses the teacher’s thinking that follows any instructionalevent—an analysis of the many decisions made both in planning and implementation of a les-son. By considering these elements in light of the impact they had on student learning,teachers can determine where to focus their efforts in making revisions and what aspects ofthe instruction they will continue in future lessons. Teachers may reflect on their practicethrough collegial conversations, journal writing, examining student work, informal observationsand conversations with students, or simply thinking about their teaching. Reflecting with accu-racy, specificity, and ability to use what has been learned in future teaching is a learned skill;mentors, coaches, and supervisors can help teachers acquire and develop the skill of reflect-ing on teaching through supportive and deep questioning. Over time, this way of thinking andanalyzing instruction through the lens of student learning becomes a habit of mind, leading toimprovement in teaching and learning. Elements of component 4a:

AccuracyAs teachers gain experience, their reflections on practice become more accurate, correspon-ding to the assessments that would be given by an external and unbiased observer. Not onlyare the reflections accurate, but teachers can provide specific examples from the lesson tosupport their judgments.

Use in future teachingIn order for the potential of reflection to improve teaching to be fully realized, teachers mustuse their reflections to make adjustments in their practice. As their experience and expertiseincreases, teachers draw on an ever-increasing repertoire of strategies to inform these plans.

Indicators:• Accurate reflections on a lesson• Citations of adjustments to practice, drawing on a repertoire of strategies

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4a Reflecting on Teaching—Possible Examples

Unsatisfactory Basic Proficient DistinguishedDespite evidence tothe contrary, theteachers says, “Mystudents did great onthat lesson!”

The teacher says:“That was awful; Iwish I knew what todo!”

At the end of the les-son the teacher says,“I guess that wentokay.”

The teacher says: “Iguess I’ll try X nexttime.”

The teacher says: “Iwasn’t pleased withthe level of engage-ment of thestudents.”

The teacher’s journalindicates severalpossible lessonimprovements.

The teacher says: “Ithink that lessonworked pretty well,although I was disap-pointed in how thegroup at the backtable performed.”

In conversation withcolleagues, theteacher considers dif-ferent groupstrategies for improv-ing a lesson.

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4a REFLECTING ON TEACHING

The teacher considers the lesson but drawsincorrect conclusions about itseffectiveness.

The teacher makes no suggestions forimprovement.

The teacher has a general sense ofwhether or not instructional practices wereeffective.

The teacher offers general modifications forfuture instruction.

Teacher does not know whether a lessonwas effective or achieved its instructionaloutcomes, or he/she profoundly misjudgesthe success of a lesson.

Teacher has no suggestions for how a les-son could be improved.

Teacher has a generally accurate impres-sion of a lesson’s effectiveness and theextent to which instructional outcomes weremet.

Teacher makes general suggestions abouthow a lesson could be improved.

Critical Attributes

UNSATISFACTORY BASIC

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The teacher accurately assesses the effective-ness of instructional activities used.

The teacher identifies specific ways in which alesson might be improved.

In addition to the characteristics of “proficient”:

Teacher’s assessment of the lesson is thought-ful and includes specific indicators ofeffectiveness.

Teacher’s suggestions for improvement drawon an extensive repertoire.

Teacher makes an accurate assessment of alesson’s effectiveness and the extent to whichit achieved its instructional outcomes and cancite general references to support thejudgment.

Teacher makes a few specific suggestions ofwhat could be tried another time the lesson istaught.

Teacher makes a thoughtful and accurateassessment of a lesson’s effectiveness and theextent to which it achieved its instructional out-comes, citing many specific examples from thelesson and weighing the relative strengths ofeach.

Drawing on an extensive repertoire of skills,teacher offers specific alternative actions, com-plete with the probable success of differentcourses of action.

PROFICIENT DISTINGUISHED

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4b MAINTAINING ACCURATE RECORDS 4b Maintaining Accurate Records

An essential responsibility of professional educators is keeping accurate records of bothinstructional and noninstructional events. This record keeping includes student completion ofassignments, student progress in learning, and records of noninstructional activities that arepart of the day-to-day functions in a school setting, including such things as the return ofsigned permission slips for a field trip and money for school pictures. Proficiency in this compo-nent is vital, because these records inform interactions with students and parents and allowteachers to monitor learning and adjust instruction accordingly. The methods of keepingrecords vary as much as the type of information that is being recorded. For example, recordsof formal assessments may be recorded electronically with the use of spreadsheets and data-bases, that allow for item analysis and individualized instruction. A less formal means ofkeeping track of student progress may include anecdotal notes that are kept in student folders.Elements of component 4b:

Student completion of assignmentsMost teachers, particularly at the secondary level, need to keep track of student completion ofassignments, including not only whether the assignments were actually completed, butstudents’ success in completing them.

Student progress in learningIn order to plan instruction, teachers need to know where each student “is” in his or her learn-ing. This information may be collected formally or informally, but must be updated frequently.

Non-instructional recordsNon-instructional records encompass all the details of school life for which records must bemaintained, particularly if they involve money. Examples are such things as knowing which stu-dents have returned their permissions slips for a field trip, or which students have paid for theirschool pictures.Indicators:• Routines and systems that track student completion of assignments• Systems of information regarding student progress against instructional outcomes• Processes of maintaining accurate noninstructional records

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4b Maintaining Accurate Records—Possible Examples

Unsatisfactory Basic Proficient DistinguishedA student says, “I’msure I turned in thatassignment, but theteacher lost it!”

The teacher says, “Imisplaced the writingsamples for my class,but it doesn’t matter—I know what the stu-dents would havescored.”

On the morning of thefield trip, the teacherdiscovers that fivestudents have neverturned in their permis-sion slips.

A student says, “Iwasn’t in school to-day, and my teacher’swebsite is out of date,so I don’t know whatthe assignments are!”

The teacher says:“I’ve got all thesenotes about how thekids are doing; Ishould put them intothe system, but I justdon’t have time.”

On the morning of thefield trip, the teacherfrantically searches allthe drawers in thedesk for the permis-sion slips and findsthem just before thebell rings.

The teacher creates alink on the class web-site that students canaccess to check onany missing assign-ments.

The teacher’s gradebook records studentprogress towardlearning goals.

The teacher creates aspreadsheet for track-ing which studentshave paid for theirschool pictures.

A student from eachteam maintains thedatabase of currentand missing assign-ments for the team.

When asked abouttheir progress in aclass, a studentproudly shows herdata file and can ex-plain how the docu-ments indicate herprogress towardlearning goals.

When they bring intheir permission slipsfor a field trip, stu-dents add their owninformation to thedatabase.

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4b MAINTAINING ACCURATE RECORDS

There is no system for either instructionalor noninstructional records.

The record-keeping systems are in disarrayso as to provide incorrect or confusinginformation.

The teacher has a process for recordingcompletion of student work. However, it isout of date or does not permit students togain access to the information.

The teacher’s process for tracking studentprogress is cumbersome to use.

The teacher has a process for trackingsome, but not all, noninstructional informa-tion, and it may contain some errors.

Teacher’s system for maintaining informa-tion on student completion of assignmentsand student progress in learning is nonex-istent or in disarray.

Teacher’s records for noninstructional activ-ities are in disarray, resulting in errors andconfusion.

Teacher’s system for maintaining informa-tion on student completion of assignmentsand student progress in learning isrudimentary and only partially effective.

Teacher’s records for noninstructional activ-ities are adequate but require frequentmonitoring to avoid errors.

Critical Attributes


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The teacher’s process for recording studentwork completion is efficient and effective; stu-dents have access to information aboutcompleted and/or missing assignments.

The teacher has an efficient and effectiveprocess for recording student attainment oflearning goals; students are able to see howthey’re progressing.

The teacher’s process for recording non-instructional information is both efficient andeffective.


Students contribute to and maintain recordsindicating completed and overdue workassignments.

Students both contribute to and maintain datafiles indicating their own progress in learning.

Students contribute to maintaining noninstruc-tional records for the class.

Teacher’s system for maintaining informationon student completion of assignments, studentprogress in learning, and noninstructionalrecords is fully effective.

Teacher’s system for maintaining informationon student completion of assignments, studentprogress in learning, and noninstructionalrecords is fully effective.

Students contribute information and participatein maintaining the records.


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4c COMMUNICATING WITH FAMILIES 4c Communicating with Families

Although the ability of families to participate in their child’s learning varies widely due toother family or job obligations, it is the responsibility of teachers to provide opportunities forthem to both understand the instructional program and their child’s progress. Teachers estab-lish relationships with families by communicating to them about both the instructional programand about individual students, and they invite families to be part of the educational processitself. The level of family participation and involvement tends to be greater at the elementarylevel, when young children are just beginning school. However, the importance of regular com-munication with families of adolescents cannot be overstated. A teacher’s effort tocommunicate with families conveys an essential caring on the part of the teacher, a quality val-ued by families of students of all ages. Elements of component 4c:

Information about the instructional programFrequent information is provided to families, as appropriate, about the instructional program.

Information about individual studentsFrequent information is provided to families, as appropriate, about students’ individualprogress.

Engagement of families in the instructional programSuccessful and frequent engagement opportunities are offered to families so that they can par-ticipate in the learning activities.Indicators:• Frequent and culturally appropriate information sent home regarding the instructional

program and student progress• Two-way communication between the teacher and families• Frequent opportunities for families to engage in the learning process

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4c Communicating with Families—Possible Examples

Unsatisfactory Basic Proficient DistinguishedA parent says, “I’d liketo know what my kidis working on atschool!”

A parent says, “I wishI knew somethingabout my child’sprogress before thereport card comesout.”

A parent says, “I won-der why we never seeany school work comehome.”

A parent says, “I re-ceived the districtpamphlet on the read-ing program, but Iwonder how it’s beingtaught in my child’sclass.”

A parent says, “Iemailed the teacherabout my child’sstruggles with math,but all I got back wasa note saying thathe’s doing fine.”

Weekly quizzes aresent home for par-ent/guardian signa-ture.

The teacher sendsweekly newsletterhome to families, in-cluding advance noticeabout homework as-signments, currentclass activities, com-munity and/or schoolprojects, field trips, etc.

The teacher creates amonthly progress re-port, which is senthome for each student.

The teacher sendshome a project thatasks students to inter-view a family memberabout growing up dur-ing the 1970s.

Students create mate-rials for back-to-school night that out-line the approach forlearning science.

Student daily reflec-tion log describeslearning and goeshome each week for aresponse from a par-ent or guardian.

Students design aproject on chartingfamily use of plastics.

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4c COMMUNICATING WITH FAMILIES

Little or no information regarding theinstructional program is available toparents.

Families are unaware of their children’sprogress.

Family engagement activities are lacking.

Communication is culturally inappropriate.

School or district-created materials aboutthe instructional program are sent home.

Infrequent or incomplete information is senthome by teachers about the instructionalprogram.

Teacher maintains school-required gradebook but does little else to inform familiesabout student progress.

Teacher communications are sometimesinappropriate to families’ cultural norms.

Teacher communication with families—about the instructional program, aboutindividual students—is sporadic or cultur-ally inappropriate.

Teacher makes no attempt to engage fami-lies in the instructional program.

Teacher makes sporadic attempts to com-municate with families about theinstructional program and about theprogress of individual students but does notattempt to engage families in theinstructional program. Communications areone-way and not always appropriate to thecultural norms of those families.

Critical Attributes


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Information about the instructional program isavailable on a regular basis.

The teacher sends information about studentprogress home on a regular basis.

Teacher develops activities designed tosuccessfully engage families in their children’slearning, as appropriate.


On a regular basis, students develop materialsto inform their families about the instructionalprogram.

Students maintain accurate records about theirindividual learning progress and frequentlyshare this information with families.

Students contribute to regular and ongoingprojects designed to engage families in thelearning process.

Teacher communicates frequently with familiesabout the instructional program and conveysinformation about individual student progress.

Teacher makes some attempts to engage fami-lies in the instructional program.

Information to families is conveyed in a cultur-ally appropriate manner.

Teacher’s communication with families is fre-quent and sensitive to cultural traditions, withstudents contributing to the communication.

Response to family concerns is handled withprofessional and cultural sensitivity.

Teacher’s efforts to engage families in theinstructional program are frequent andsuccessful.


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4d PARTICIPATING IN A PROFESSIONAL COMMUNITY 4d Participating in a Professional Community

Schools are, first of all, environments to promote the learning of students. But in promotingstudent learning, teachers must work with their colleagues to share strategies, plan jointefforts, and plan for the success of individual students. Schools are, in other words,professional organizations for teachers—organizations whose full potential is realized onlywhen teachers regard themselves as members of a professional community. This community ischaracterized by mutual support and respect and by recognition of the responsibility of allteachers to be constantly seeking ways to improve their practice and to contribute to the life ofthe school. Inevitably, teachers’ duties extend beyond the doors of their classrooms andinclude activities related to the entire school and/or larger district. These activities include suchthings as school and district curriculum committees or engagement with the parent-teacherorganization. With experience, teachers assume leadership roles in these activities. Elementsof component 4d:

Relationships with colleaguesTeachers maintain a professional collegial relationship that encourages sharing, planning andworking together toward improved instructional skill and student success.

Involvement in a culture of professional inquiryTeachers contribute to and participate in a learning community that supports and respects itsmembers’ efforts to improve practice.

Service to the schoolTeachers’ efforts move beyond classroom duties by to contributing to school initiatives andprojects.

Participation in school and district projectsTeachers contribute to and support larger school and district projects designed to improve theprofessional community.Indicators:• Regular teacher participation with colleagues to share and plan for student success• Regular teacher participation in professional courses or communities that emphasize

improving practice• Regular teacher participation in school initiatives• Regular teacher participation and support of community initiatives

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4d Participating in a Professional Community—Possible Examples

Unsatisfactory Basic Proficient Distinguished

The teacher doesn’tshare test-takingstrategies with his col-leagues. He figuresthat if his students dowell, it will make himlook good.

The teacher does notattend PLC meetings.

The teacher does notattend any schoolfunction after the dis-missal bell.

The teacher says, “Iwork from 8:30 to3:30 and not a minutemore. I won’t serve onany district committeeunless they get me asubstitute to cover myclass.”

The teacher is politebut never shares anyinstructional materi-als with his gradepartners.

The teacher attendsPLC meetings onlywhen reminded by hersupervisor.

The principal says, “Iwish I didn’t have toask the teacher to“volunteer” every timewe need someone tochaperone the dance.

The teacher con-tributes to the districtliteracy committeeonly when requestedto so by the principal.

The principal remarksthat the teacher’s stu-dents have been no-ticeably successfulsince her teacherteam has been focus-ing on instructionalstrategies during theirteam meetings.

The teacher has de-cided to take some ofthe free MIT coursesonline and to sharehis learning with col-leagues.

The basketball coachis usually willing tochaperone the 9thgrade dance becauseshe knows all of herplayers will be there.

The teacher enthusi-astically representsthe school during thedistrict social studiesreview and brings hersubstantial knowledgeof U.S. history to thecourse-writing team.

The teacher leads the“mentor” group, de-voted to supportingteachers during theirfirst years in the pro-fession.

The teacher hosts abook study group thatmeets monthly; heguides the bookchoices so that thegroup can focus ontopics that will en-hance their skills.

The teacher leads theschool’s annual“Olympics” day, whichinvolves all studentsand faculty in athleticevents.

The teacher leads theschool district’s well-ness committee,which involves health-care and nutritionspecialists from thecommunity.

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4d PARTICIPATING IN A PROFESSIONAL COMMUNITY

The teacher’s relationship with colleaguesis characterized by negativity or combative-ness.

The teacher purposefully avoids contribut-ing to activities promoting professionalinquiry.

The teacher avoids involvement in schoolactivities and school district and communityprojects.

The teacher has pleasant relationship withcolleagues.

When invited, the teacher participates inactivities related to professional inquiry.

When asked, the teacher participates inschool activities, as well as school districtand community projects.

Teacher’s relationships with colleagues arenegative or self-serving.

Teacher avoids participation in aprofessional culture of inquiry, resistingopportunities to become involved.

Teacher avoids becoming involved inschool events or school and districtprojects.

Teacher maintains cordial relationships withcolleagues to fulfill duties that the school ordistrict requires.

Teacher becomes involved in the school’sculture of professional inquiry when invitedto do so.

Teacher participates in school events andschool and district projects whenspecifically asked to do so.

Critical Attributes


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The teacher has supportive and collaborativerelationships with colleagues.

The teacher regularly participates in activitiesrelated to professional inquiry.

The teacher frequently volunteers toparticipate in school activities, as well asschool district and community projects.


The teacher takes a leadership role in promot-ing activities related to professional inquiry.

The teacher regularly contributes to and over-sees events that positively impact school life.

The teacher regularly contributes to andserves as head of significant school districtand community projects.

Teacher’s relationships with colleagues arecharacterized by mutual support and coopera-tion; teacher actively participates in a culture ofprofessional inquiry.

Teacher volunteers to participate in schoolevents and in school and district projects, mak-ing a substantial contribution.

Teacher’s relationships with colleagues arecharacterized by mutual support and coopera-tion, with the teacher taking initiative inassuming leadership among the faculty.

Teacher takes a leadership role in promoting aculture of professional inquiry.

Teacher volunteers to participate in schoolevents and district projects making a substantialcontribution, and assuming a leadership role inat least one aspect of school or district life.


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4e GROWING AND DEVELOPING PROFESSIONALLY 4e Growing and Developing Professionally

As in other professions, the complexity of teaching requires continued growth and develop-ment in order to remain current. Conscientiousness about continuing to stay informed andincreasing their skills allows teachers to become ever more effective and to exerciseleadership among their colleagues. The academic disciplines themselves evolve, and educa-tors constantly refine their understanding of how to engage students in learning; thus growth incontent, pedagogy, and information technology are essential to good teaching. Networking withcolleagues through such activities as joint planning, study groups, and lesson study providesopportunities for teachers to learn from one another. These activities allow for job-embeddedprofessional development. In addition, professional educators increase their effectiveness inthe classroom by belonging to professional organizations, reading professional journals,attending educational conferences, and taking university classes. As they gain experience andexpertise, educators find ways to contribute to their colleagues and to the profession. Elementsof component 4e:

Enhancement of content knowledge and pedagogical skillTeachers remain current by taking courses, reading professional literature, and remaining cur-rent on the evolution of thinking regarding instruction.

Receptivity to feedback from colleaguesTeachers actively pursue networks that provide collegial support and feedback.

Service to the professionTeachers are active in professional organizations so that they can continually improve theirpersonal practice and provide leadership and support to colleagues.Indicators:• Frequent teacher attendance in courses and workshops; regular academic reading• Participation in learning networks with colleagues; regular sharing of feedback• Participation in professional organizations supporting academic inquiry

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4e Growing and Developing Professionally—Possible Examples


The teacher nevertakes continuing edu-cation courses, eventhough the creditswould increase hissalary.

The teacher enduresthe principal’s annualobservations in herclassroom, knowingthat if she waits longenough, the principalwill eventually leaveand she will simplydiscard the feedbackform.

Despite teaching highschool honors mathe-matics, the teacherdeclines to join NCTMbecause it costs toomuch and makes toomany demands onmembers’ time.

The teacher politelyattends district work-shops and profes-sional developmentdays but doesn’tmake much use of thematerials received.

The teacher listens tohis principal’s feed-back after a lessonbut isn’t sure that therecommendations re-ally apply in his situa-tion.

The teacher joins thelocal chapter of theAmerican Library As-sociation because shefeels might benefitfrom the free book—but otherwise doesn’tfeel it’s worth much ofher time.

The teacher eagerlyattends the schooldistrict optional sum-mer workshops, find-ing them to be awealth of instructionalstrategies he can useduring the schoolyear.

The teacher enjoysher principal’s weeklywalk-through visitsbecause they alwayslead to a valuable in-formal discussion dur-ing lunch the next day.

The teacher joins ascience educationpartnership and findsthat it provides himaccess to resourcesfor his classroom thattruly benefit his stu-dents’ conceptual un-derstanding.

The teacher’s princi-pal rarely spends timeobserving in herclassroom. Therefore,she has initiated anaction research proj-ect in order to im-prove her own instruc-tion.

The teacher is work-ing on a particular in-structional strategyand asks his col-leagues to observe inhis classroom in orderto provide objectivefeedback on hisprogress.

The teacher founds alocal organization de-voted to literacy edu-cation; her leadershiphas inspired teachersin the community towork on several cur-riculum and instruc-tion projects.

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4e GROWING AND DEVELOPING PROFESSIONALLY

The teacher is not involved in any activitythat might enhance knowledge or skill.

The teacher purposefully resists discussingperformance with supervisors orcolleagues.

The teacher ignores invitations to join pro-fessional organizations or attendconferences.

The teacher participates in professionalactivities when they are required or whenprovided by the school district.

The teacher reluctantly accepts feedbackfrom supervisors and colleagues.

The teacher contributes in a limited fashionto educational professional organizations.

Teacher engages in no professional devel-opment activities to enhance knowledge orskill.

Teacher resists feedback on teaching per-formance from either supervisors or moreexperienced colleagues.

Teacher makes no effort to shareknowledge with others or to assume profes-sional responsibilities.

Teacher participates in professional activi-ties to a limited extent when they areconvenient.

Teacher accepts, with some reluctance,feedback on teaching performance fromboth supervisors and colleagues.

Teacher finds limited ways to contribute tothe profession.

Critical Attributes


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The teacher seeks regular opportunities forcontinued professional development.

The teacher welcomes colleagues and super-visors into the classroom for the purpose ofgaining insight from their feedback.

The teacher actively participates inprofessional organizations designed tocontribute to the profession.


The teacher seeks regular opportunities forcontinued professional development, includinginitiating action research.

The teacher actively seeks feedback fromsupervisors and colleagues.

The teacher takes an active leadership role inprofessional organizations in order tocontribute to the teaching profession.

Teacher seeks out opportunities forprofessional development to enhance contentknowledge and pedagogical skill.

Teacher welcomes feedback fromcolleagues—either when made by supervisorsor when opportunities arise throughprofessional collaboration.

Teacher participates actively in assisting othereducators.

Teacher seeks out opportunities forprofessional development and makes asystematic effort to conduct action research.

Teacher seeks out feedback on teaching fromboth supervisors and colleagues.

Teacher initiates important activities tocontribute to the profession.


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4f SHOWING PROFESSIONALISM 4f Showing Professionalism

Expert teachers demonstrate professionalism in service both to students and to the profes-sion. Teaching at the highest levels of performance in this component is student focused,putting students first, regardless of how this sense of priority might challenge long-heldassumptions, past practices, or simply what is easier or more convenient for teachers. Accom-plished teachers have a strong moral compass and are guided by what is in the best interest ofstudents. Such educators display professionalism in a number of ways. For example, they con-duct their interactions with colleagues with honesty and integrity. They know their students’needs and seek out resources in order to step in and provide help that may extend beyond theclassroom. Teachers advocate for their students in ways that might challenge traditional viewsand the educational establishment, seeking greater flexibility in the ways school rules and poli-cies are applied. These dedicated educators also display their professionalism in the waysthey approach problem solving and decision making, with student needs in mind. Finally,teachers consistently adhere to school and district policies and procedures but are willing towork to improve those that may be outdated or ineffective. Elements of component 4f:

Integrity and ethical conductTeachers act with integrity and honesty.

Service to studentsTeachers put students first in all considerations of their practice.

AdvocacyTeachers support their students’ best interests, even in the face of traditional practice orbeliefs.

Decision makingTeachers solve problems with students’ needs as a priority.

Compliance with school and district regulationsTeachers adhere to policies and procedures.Indicators:• Teacher having a reputation as someone who can be trusted and often being sought as a

sounding board• Teacher frequently reminding participants during committee or planning work that students

are the highest priority• Teacher supporting students, even in the face of difficult situations or conflicting policies• Teacher challenging existing practice in order to put students first• Teacher consistently fulfilling school district mandates regarding policies and procedures

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4f Showing Professionalism—Possible Examples


The teacher makessome errors whenmarking the last com-mon assessment butdoesn’t tell his col-leagues.The teacher does notrealize that three ofher neediest studentsarrive at school anhour early everymorning because theirmother can’t affordday care.The teacher fails tonotice that one of herkindergartners is oftenill, looks malnour-ished, and frequentlyhas bruises on herarms and legs.When one of his col-leagues goes homesuddenly because ofillness, the teacherpretends to have ameeting so that hewon’t have to share inthe coverage respon-sibilities.The teacher does notfile her students’ writ-ing samples in theirdistrict cum folders;doing so is time con-suming, and shewants to leave earlyfor summer break.

The teacher says, “Ihave always knownmy grade partner tobe truthful. If shecalled in sick, then Ibelieve her.”The teacher, consid-ering staying late tohelp some of her stu-dents in after-schoolday care, realizes do-ing so would conflictwith her gym classand decides againststaying.The teacher notices astudent struggling inhis class and sends aquick e-mail to thecounselor. When hedoesn’t get a re-sponse, he assumesthe problem has beentaken care of.When her grade part-ner goes out on ma-ternity leave, theteacher says, “Hello”and “Welcome” to thesubstitute but doesnot offer any furtherassistance.The teacher keeps hisdistrict-required gradebook up to date, butenters exactly theminimum number ofassignments specifiedby his departmentchair.

The teacher is trustedby his grade partners;they share informationwith him, confident itwill not be repeatedinappropriately.Despite her lack ofknowledge aboutdance, the teacherforms a dance club ather high school tomeet the high interestlevel of her minoritystudents who cannotafford lessons. The teacher noticessome speech delaysin a few of her youngstudents; she calls inthe speech therapistto do a few sessionsin her classroom andprovide feedback onfurther steps.The English depart-ment chair says, “I ap-preciate when Jim at-tends our after-schoolmeetings; he alwayscontributes somethingmeaningful to the dis-cussion.The teacher learnsthe district’s new on-line curriculum map-ping system and en-ters all of her courses.

When the new teacherhas trouble under-standing directionsfrom the principal, sheimmediately goes tothe colleague who shecan rely on for expertadvice and completediscretion.After the school’s in-tramural basketballprogram is discontin-ued, the teacher findssome former student-athletes to come inand work with his stu-dents, who have cometo love the after-schoolsessions.The teacher enliststhe help of her princi-pal when she realizesthat a colleague hasbeen making dis-paraging commentsabout some disadvan-taged students.The math departmentlooks forward to theirweekly meetings; theirleader, the teacher isalways seeking newinstructional strategiesand resources forthem to discuss.When the districtadopts a new Web-based grading pro-gram, the teacherlearns it inside and outso that she can assisther colleagues with itsimplementation.

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4f SHOWING PROFESSIONALISM

Teacher is dishonest.

Teacher does not notice the needs of stu-dents.

The teacher engages in practices that areself-serving.

The teacher willfully rejects school districtregulations.

Teacher is honest.

Teacher notices the needs of students butis inconsistent in addressing them.

Teacher does not notice that some schoolpractices result in poor conditions for stu-dents.

Teacher makes decisions professionally buton a limited basis.

Teacher complies with school district regu-lations.

Teacher displays dishonesty in interactionswith colleagues, students, and the public.

Teacher is not alert to students’ needs andcontributes to school practices that result insome students’ being ill served by theschool.

Teacher makes decisions and recommen-dations based on self-serving interests.Teacher does not comply with school anddistrict regulations.

Teacher is honest in interactions with col-leagues, students, and the public.

Teacher attempts, though inconsistently, toserve students. Teacher does notknowingly contribute to some students’being ill served by the school.

Teacher’s decisions and recommendationsare based on limited but genuinely profes-sional considerations.

Teacher complies minimally with schooland district regulations, doing just enoughto get by.

Critical Attributes


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Teacher is honest and known for having highstandards of integrity.

Teacher actively addresses student needs.

Teacher actively works to provide opportunitiesfor student success.

Teacher willingly participates in team anddepartmental decision making.

Teacher complies completely with school dis-trict regulations.


Teacher is considered a leader in terms of hon-esty, integrity, and confidentiality.

Teacher is highly proactive in serving students.

Teacher makes a concerted effort to ensurethat opportunities are available for all studentsto be successful.

Teacher takes a leadership role in team anddepartmental decision making.

Teacher takes a leadership role regardingschool district regulations.

Teacher displays high standards of honesty,integrity, and confidentiality in interactions withcolleagues, students, and the public.

Teacher is active in serving students, workingto ensure that all students receive a fair oppor-tunity to succeed.

Teacher maintains an open mind in team ordepartmental decision making.

Teacher complies fully with school and districtregulations.

Teacher takes a leadership role withcolleagues and can be counted on to hold tothe highest standards of honesty, integrity, andconfidentiality.

Teacher is highly proactive in serving students,seeking out resources when needed. Teachermakes a concerted effort to challenge negativeattitudes or practices to ensure that allstudents, particularly those traditionally under-served, are honored in the school.

Teacher takes a leadership role in team ordepartmental decision making and helpsensure that such decisions are based on thehighest professional standards.

Teacher complies fully with school and districtregulations, taking a leadership role with col-leagues.


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