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The Framework for TeachingEvaluation Instrument2011 Edition

by Charlotte Danielson

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The Framework for TeachingEvaluation Instrument

Charlotte Danielson

The Danielson Group12 Gordon Way • Princeton, NJ 08540Phone: (609) 848-8714 • Fax (609) 482-4712Web site: www.danielsongroup.org • E-mail: [email protected]

Copyright ©2011 The Danielson GroupAll rights reserved. First edition 2011. Cover art and design by Corinne Gordon Hite.ISBN: 978-0615597829

The Framework for Teaching Evaluation Instrument (2011) is available in a PDF format from theDanielson Group website. Any educator may download this file and use the print version in his orher own setting.

However, The Framework for Teaching Evaluation Instrument (2011) is made available for use byeducators in print format only. The Framework for Teaching Evaluation Instrument (2011) may notbe incorporated into any third party software system. The Danielson Group has entered into anexclusive agreement with Teachscape for the digital rights to publish and distribute software prod-ucts based upon The Framework for Teaching Evaluation Instrument (2011). Acceptance of thisdocument constitutes agreement not to: (i) copy, modify, translate, or create derivative works fromthe instrument; (ii) load, integrate or incorporate any portions of the instrument with any other pub-lication, software, database or other content or work; (iii) transfer the instrument to any third partyfor commercial use; or (iv) remove or alter any notices in the instrument. The Framework forTeaching Evaluation Instrument (2011) is provided on an as-is basis and no warranties areexpressed or implied.


Contents:

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ivDomain 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Domain 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Domain 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Domain 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

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The Framework for Teaching identifies those aspects of a teacher's responsibilities thathave been documented through empirical studies and theoretical research as promotingimproved student learning. Although not the only possible description of practice, theseresponsibilities seek to define what teachers should know and be able to do in the exercise oftheir profession.

The 1996 EditionEnhancing Professional Practice: A Framework for Teaching was first published by ASCD in

1996. It built on the research compiled by ETS in its development of Praxis III: Classroom Per-formance Assessments, an observation-based evaluation of first-year teachers that is used forthe purpose of licensing. The Framework extended this work (examining current research) tocapture the skills of teaching required not only by novice teachers but by experiencedpractitioners as well.

The Framework quickly found wide acceptance by teachers, administrators, policymakers,and academics as a comprehensive description of good teaching, including levels of perform-ance: unsatisfactory, basic, proficient, and distinguished for each of its 22 components.

The 2007 EditionThe 2007 edition of The Framework, also published by ASCD as Enhancing Professional

Practice: A Framework for Teaching, incorporated several important enhancements, reflectingfindings from the previous decade. Most importantly, it incorporated educational research thathad been conducted since 1996, fully described in the appendix, The Research Foundation.Moreover, the 2007 edition included frameworks for nonclassroom specialist positions, such asschool librarians, nurses, and counselors. These individuals, while typically part of the teacherbargaining unit in a school district, have very different responsibilities from those of classroomteachers. Therefore, they need their own frameworks, tailored to the details of their work. Theseframeworks were written to reflect the recommendations of their professional organizations,such as the American Association of School Librarians, but organized according to the samestructure as that of The Framework for Teaching: Planning and Preparation, The Environment,Delivery of Service (the equivalent of Instruction), and Professional Responsibilities.

The 2007 edition of The Framework for Teaching retained the architecture of the 1996 edi-tion; in both cases, the complex work of teaching is divided into 4 domains and 22components. Furthermore, each component is composed of several smaller elements, whichserve to further define the component. A few of the components were renamed: 1c (“SelectingInstructional Goals”) was changed to “Setting Instructional Outcomes”; 1f (“Assessing StudentLearning”) was revised to “Designing Student Assessments”; 3a (“Communicating Clearly andAccurately”) was changed to “Communicating with Students”; and 3d (“Providing Feedback toStudents”) was altered to “Using Assessment in Instruction.” In Domain 4, 4d (“Contributing tothe School and District”) was changed to “Participating in a Professional Community.” Of theserevisions, most were simple changes in language done for the sake of clarity. In the case of 4d,for example, the original name, “Contributing to the School and District,” implied to some peo-ple that it was an additional responsibility, not integral to the work of teaching, whereas thenew name, “Participating in a Professional Community,” suggests that it is an essential profes-sional obligation.

However, the revisions to 1f and 3d were significant: the 2007 edition clearly assigned thedesign of student assessments (1f) to Domain 1 (“Planning and Preparation),” and 3d (“UsingAssessment in Instruction”) is clearly part of teaching. These distinctions were not as clear inthe 1996 edition.

INTRODUCTION Introduction

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The 2011 EditionIn 2009, the Bill and Melinda Gates Foundation embarked on the large research project

“Measures of Effective Teaching (MET),” which entailed the video capture of over 23,000 les-sons, analyzed according to five observation protocols, with the results of those analyses(together with other measures) correlated to value-added measures of student learning. Theaim of the study was to determine which aspects of a teacher’s practice were most highly cor-related with high levels of student progress.

The Framework for Teaching was one of the models selected for this study, which,because of its size, entailed the (online) training and certification of hundreds of observers forthe purpose of rating the quality of teaching in the lessons. In order to fulfill this obligation, itbecame necessary to supply additional tools to aid in the training of observers, so that theycould make accurate and consistent judgments about teaching practice as demonstrated inthe large numbers of videotaped lessons.

The tools required were of several types:

• Rubric language tighter even than that of the 2007 edition of The Framework forTeaching. Furthermore, the levels of performance in the 2011 revision are writ-ten at the component, rather than the element, level. While providing less detail,the component level rubrics capture all the essential information from those atthe element level and far easier to use in evaluation than are those at theelement level.

• “Critical attributes” for each level of performance for each component. Thesecritical attributes provide essential guidance for observers in distinguishingbetween practice at adjacent levels of performance. They are of enormous valuein training and in the actual work of observation and evaluation.

• Possible examples for each level of performance for each component. Theseexamples serve to illustrate the meanings of the rubric language. However, theyshould be regarded for what they are: possible examples. They are not intendedto describe all the possible ways in which a certain level of performance mightbe demonstrated in the classroom; those are, of necessity, particular to eachgrade and subject. The possible examples simply serve to illustrate what prac-tice can look like in a range of settings.

These enhancements to The Framework for Teaching, while created in response to thedemands of the MET study, have turned out to be valuable additions to the instrument in all itsapplications. Practitioners have found that the enhancements not only make it easier to deter-ine the level of performance reflected in a classroom for each component of The Frameworkbut also contribute to judgments both more accurate and more worthy of confidence. As thestakes in teacher evaluation become higher, this increased accuracy is absolutely essential.

It should be noted that there are absolutely no changes to the architecture of The Frame-work for Teaching in the 2011 to the 2007 edition: it contains the same 4 domains, the same22 components, and all of the same elements. Therefore, those educators who have investedresources in learning the language of the 2007 edition will find nothing to confuse them. Theyshould expect to discover that the additional tools, added initially in response to the demandsof a large research project, assist them in the challenging work of applying the framework toactual classroom teaching.

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DOMAIN 1

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DOMAIN 1Planning and Preparation

Planning and

Preparation

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1a Knowledge of Content and PedagogyIn order to guide student learning, accomplished teachers have command of the subjects

they teach. They must know which concepts and skills are central to a discipline, and whichare peripheral; they must know how the discipline has evolved into the 21st century, incorpo-rating such issues as global awareness and cultural diversity, as appropriate. Accomplishedteachers understand the internal relationships within the disciplines they teach, knowing whichconcepts and skills are prerequisite to the understanding of others. They are also aware of typ-ical student misconceptions in the discipline and work to dispel them. But knowledge of thecontent is not sufficient; in advancing student understanding, teachers are familiar with the par-ticularly pedagogical approaches best suited to each discipline. Elements of component 1a:

Knowledge of content and the structure of the disciplineEvery discipline has a dominant structure, with smaller components or strands as well as cen-tral concepts and skills.

Knowledge of prerequisite relationshipsSome disciplines, for example mathematics, have important prerequisites; experienced teach-ers know what these are and how to use them in designing lessons and units.

Knowledge of content-related pedagogyDifferent disciplines have “signature pedagogies” that have evolved over time and have beenfound to be most effective in teaching.Indicators:• Lesson and unit plans that reflect important concepts in the discipline• Lesson and unit plans that accommodate prerequisite relationships among concepts and

skills• Clear and accurate classroom explanations• Accurate answers to student questions• Feedback to students that furthers learning• Interdisciplinary connections in plans and practice

1a KNOWLEDGE OF CONTENT AND PEDAGOGY

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1a Knowledge of Content and Pedagogy—Possible Examples

Unsatisfactory Basic Proficient DistinguishedThe teacher says,“The official languageof Brazil is Spanish,just like other SouthAmerican countries.”

The teacher says, “Idon’t understand whythe math book hasdecimals in the sameunit as fractions.”

The teacher has stu-dents copy dictionarydefinitions each weekto help his studentslearn to spell difficultwords.

The teacher plans les-sons on area andperimeter independ-ently of one another,without linking theconcepts together.

The teacher plans toforge ahead with alesson on additionwith regrouping, eventhough some studentshave not fully graspedplace value.

The teacher alwaysplans the same rou-tine to study spelling:pretest on Monday,copy the words 5times each on Tues-day and Wednesday,test on Friday.

The teacher’s plan forarea and perimeter in-vites students to de-termine the shapethat will yield thelargest area for agiven perimeter.

The teacher realizedher students are notsure how to use acompass, so sheplans to practice thatbefore introducing theactivity on anglemeasurement.

The teacher plans toexpand a unit oncivics by having stu-dents simulate a courttrial.

In a unit on 19th-century literature, theteacher incorporatesinformation about thehistory of the sameperiod.

Before beginning aunit on the solar sys-tem, the teacher sur-veys the class on theirbeliefs about why it ishotter in the summerthan in the winter.

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In planning and practice, teacher makescontent errors or does not correct errorsmade by students.

Teacher’s plans and practice display littleunderstanding of prerequisite relationshipsimportant to student’s learning of thecontent.

Teacher displays little or no understandingof the range of pedagogical approachessuitable to student’s learning of the content.

Teacher is familiar with the important con-cepts in the discipline but displays lack ofawareness of how these concepts relate toone another.

Teacher’s plans and practice indicate someawareness of prerequisite relationships,although such knowledge may be inaccu-rate or incomplete.

Teacher’s plans and practice reflect a lim-ited range of pedagogical approaches tothe discipline or to the students.

Critical Attributes

Teacher makes content errors.

Teacher does not consider prerequisiterelationships when planning.

Teacher’s plans use inappropriatestrategies for the discipline

Teacher is familiar with the discipline butdoes not see conceptual relationships.

Teacher’s knowledge of prerequisite rela-tionships is inaccurate or incomplete.

Lesson and unit plans use limited instruc-tional strategies, and some may not besuitable to the content.

UNSATISFACTORY BASIC1a KNOWLEDGE OF CONTENT AND PEDAGOGY

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Teacher displays solid knowledge of the impor-tant concepts in the discipline and the waysthey relate to one another.

Teacher’s plans and practice reflect accurateunderstanding of prerequisite relationshipsamong topics and concepts.

Teacher’s plans and practice reflect familiaritywith a wide range of effective pedagogicalapproaches in the discipline.

Teacher displays extensive knowledge of theimportant concepts in the discipline and theways they relate both to one another and toother disciplines.

Teacher’s plans and practice reflectunderstanding of prerequisite relationshipsamong topics and concepts and provide a linkto necessary cognitive structures needed bystudents to ensure understanding.

Teacher’s plans and practice reflect familiaritywith a wide range of effective pedagogicalapproaches in the discipline, anticipating stu-dent misconceptions.

The teacher can identify important concepts ofthe discipline and their relationships to oneanother.

The teacher consistently provides clear expla-nations of the content.

The teacher answers student questions accu-rately and provides feedback that furthers theirlearning.

The teacher seeks out content-related profes-sional development.

In addition to the characteristics of “proficient”:

Teacher cites intra- and interdisciplinary con-tent relationships.

Teacher is proactive in uncovering student mis-conceptions and addressing them beforeproceeding.

PROFICIENT DISTINGUISHED

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1b Demonstrating Knowledge of StudentsTeachers don’t teach content in the abstract; they teach it to students. In order to ensure stu-

dent learning, therefore, teachers must know not only their subject content and its relatedpedagogy but the students to whom they wish to teach that content. In ensuring student learn-ing, teachers must appreciate what recent research in cognitive psychology has confirmed:namely, that students learn through active intellectual engagement with content. While there arepatterns in cognitive, social, and emotional developmental stages typical of different age groups,students learn in their individual ways and may come with gaps or misconceptions that theteacher needs to uncover in order to plan appropriate learning activities. In addition, studentshave lives beyond school, lives that include athletic and musical pursuits, activities in their neigh-borhoods, and family and cultural traditions. Students whose first language is not English, aswell as students with other special needs, must be considered when planning lessons and iden-tifying resources that will ensure their understanding. Elements of component 1b:

Knowledge of child and adolescent developmentChildren learn differently at different stages of their lives.

Knowledge of the learning processLearning requires active intellectual engagement.

Knowledge of students’ skills, knowledge, and language proficiencyChildren’s lives beyond school influence their learning.

Knowledge of students’ interest and cultural heritageChildren’s backgrounds influence their learning.

Knowledge of students’ special needsChildren do not all develop in a typical fashion.Indicators:• Formal and informal information about students gathered by teacher for use in planning

instruction• Student interests and needs learned and used by teacher in planning• Teacher participation in community cultural events• Teacher-designed opportunities for families to share heritage• Teacher-created database of students with special needs available for teacher use

1b DEMONSTRATING KNOWLEDGE OF STUDENTS

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1b Demonstrating Knowledge of Students—Possible Examples

Unsatisfactory Basic Proficient Distinguished

The lesson plan in-cludes a teacher pres-entation for an entire30-minute period to agroup of 7-year-olds.

The teacher plans togive her ELL studentsthe same writing as-signment she givesthe rest of the class.

The teacher plans toteach his class Christ-mas carols, despitethe fact that he hasfour religions repre-sented among his stu-dents.

The teacher‘s lessonplan has the same as-signment for the en-tire class, in spite ofthe fact that one activ-ity is beyond thereach of some stu-dents.

In the unit on Mexico,the teacher has notincorporated perspec-tives from the threeMexican-Americanchildren in the class.

Lesson plans makeonly peripheral refer-ence to students’ in-terests.

The teacher knowsthat some of her stu-dents have IEPs, butthey’re so long thatshe hasn’t read themyet.

The teacher createsan assessment of stu-dents’ levels of cogni-tive development.

The teacher examinesprevious year’s cumu-lative folders to ascer-tain the proficiencylevels of groups ofstudents in the class.

The teacher adminis-ters a student interestsurvey at the begin-ning of the schoolyear.

The teacher plans ac-tivities based on stu-dent-interest.

The teacher knowsthat five of her stu-dents are in the Gar-den Club; she plansto have them discusshorticulture as part ofthe next biology les-son.

The teacher realizesthat not all of his stu-dents are Christianand so he plans toread a Hanukkahstory in December.

The teacher plans toask her Spanish-speaking students todiscuss their ancestryas part of their socialstudies unit on SouthAmerica.

The teacher plans hislesson with three dif-ferent follow-up activi-ties, designed to meetthe varied ability lev-els of his students.

The teacher plans toprovide multiple proj-ect options; studentswill self-select theproject that bestmeets their individualapproach to learning.

The teacher encour-ages students to beaware of their individ-ual reading levels andmake independentreading choices thatwill be challenging,but not too difficult.

The teacher attendsthe local Mexican her-itage day, meetingseveral of his stu-dents’ extended fami-lies.

The teacher regularlycreates adapted as-sessment materialsfor several studentswith learning disabili-ties.

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Teacher does not understand child devel-opment characteristics and has unrealisticexpectations for students.

Teacher does not try to ascertain variedability levels among students in the class.

Teacher is not aware of student interests orcultural heritages.

Teacher takes no responsibility to learnabout students’ medical or learningdisabilities.

Teacher cites developmental theory butdoes not seek to integrate it into lessonplanning.

Teacher is aware of the different ability lev-els in the class but tends to teach to the“whole group.”

The teacher recognizes that children havedifferent interests and cultural backgroundsbut rarely draws on their contributions ordifferentiates materials to accommodatethose differences.

The teacher is aware of medical issues andlearning disabilities with some students butdoes not seek to understand theimplications of that knowledge.

Teacher demonstrates little or nounderstanding of how students learn andlittle knowledge of students’ backgrounds,cultures, skills, language proficiency, inter-ests, and special needs and does not seeksuch understanding.

Teacher indicates the importance of under-standing how students learn and thestudents’ backgrounds, cultures, skills, lan-guage proficiency, interests, and specialneeds, and attains this knowledge aboutthe class as a whole.

UNSATISFACTORY BASIC

Critical Attributes

1b DEMONSTRATING KNOWLEDGE OF STUDENTS

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The teacher knows, for groups of students,their levels of cognitive development.

The teacher is aware of the different culturalgroups in the class.

The teacher has a good idea of the range ofinterests of students in the class.

The teacher has identified “high,” “medium,”and “low” groups of students within the class.

The teacher is well informed about students’cultural heritage and incorporates this knowl-edge in lesson planning.

The teacher is aware of the special needs rep-resented by students in the class.


The teacher uses ongoing methods to assessstudents’ skill levels and designs instructionaccordingly.

The teacher seeks out information about theircultural heritage from all students.

The teacher maintains a system of updatedstudent records and incorporates medicaland/or learning needs into lesson plans.

Teacher understands the active nature of stu-dent learning and attains information aboutlevels of development for groups of students.

The teacher also purposefully seeks knowledgefrom several sources of students’ backgrounds,cultures, skills, language proficiency, interests,and special needs and attains this knowledgeabout groups of students.

Teacher actively seeks knowledge of students’levels of development and their backgrounds,cultures, skills, language proficiency, interests,and special needs from a variety of sources.This information is acquired for individual stu-dents.


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1c Setting Instructional OutcomesTeaching is a purposeful activity; even the most imaginative activities are directed towards

certain desired learning. Therefore, establishing instructional outcomes entails identifyingexactly what students will be expected to learn; the outcomes describe not what students willdo but what they will learn. The instructional outcomes should reflect important learning andmust lend themselves to various forms of assessment so that all students are able to demon-strate their understanding of the content. Insofar as the outcomes determine the instructionalactivities, the resources used, their suitability for diverse learners, and the methods of assess-ment employed, they hold a central place in Domain 1.

Learning outcomes are of a number of different types: factual and procedural knowledge,conceptual understanding, thinking and reasoning skills, and collaborative and communicationstrategies. In addition, some learning outcomes refer to dispositions; not only is it important forstudents to learn to read, but educators also hope that they will like to read. In addition, experi-enced teachers are able to link their learning outcomes with others both within their disciplineand in other disciplines. Elements of component 1c:

Value, sequence, and alignmentStudents must be able to build their understanding of important ideas from concept to concept.

ClarityOutcomes must refer to what students will learn, not what they will do, and must permit viablemethods of assessment.

BalanceOutcomes should reflect different types of learning, such as knowledge, conceptualunderstanding, and thinking skills.

Suitability for diverse studentsOutcomes must be appropriate for all students in the class.Indicators:• Outcomes of a challenging cognitive level• Statements of student learning, not student activity• Outcomes central to the discipline and related to those in other disciplines• Assessment of student attainment• Outcomes differentiated for students of varied ability

1c SETTING INSTRUCTIONAL OUTCOMES

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1c Setting Instructional Outcomes—Possible Examples


A learning outcomefor a fourth-gradeclass is to make aposter illustrating apoem.

All the outcomes for aninth-grade historyclass are factualknowledge.

The topic of the socialstudies unit involvesthe concept of revolu-tions, but the teacherexpects his studentsto remember only theimportant dates ofbattles.

Though there are anumber of ELL stu-dents in the class, theoutcomes state thatall writing must begrammatically correct.

Outcomes consist ofunderstanding the re-lationship betweenaddition and multipli-cation and memoriz-ing facts.

The outcomes arewritten with the needsof the “middle” groupin mind; however, theadvanced studentsare bored, and somelower-level are stu-dents struggling.

One of the learningoutcomes is for stu-dents to appreciatethe aesthetics of 18th-century English po-etry.

The outcomes for thehistory unit includesome factual informa-tion, as well as a com-parison of the per-spectives of differentgroups in the eventsleading to the Revolu-tionary War.

The teacher reviewsthe project expecta-tions and modifiessome goals to be inline with students’ IEPobjectives.

The teacher encour-ages his students toset their own goals;he provides them ataxonomy of chal-lenge verbs to helpthem strive for higherexpectations.

Students will developa concept map thatlinks previous learninggoals to those theyare currently workingon.

Some students iden-tify additional learn-ing.

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Outcomes lack rigor.

Outcomes do not represent importantlearning in the discipline.

Outcomes are not clear or are stated asactivities.

Outcomes are not suitable for manystudents in the class.

Outcomes represent a mixture of lowexpectations and rigor.

Some outcomes reflect important learningin the discipline.

Outcomes are suitable for most of theclass.

Outcomes represent low expectations for students and lack of rigor, and not all of them reflect important learning in the discipline.

Outcomes are stated as activities ratherthan as student learning.

Outcomes reflect only one type of learningand only one discipline or strand and aresuitable for only some students.

Outcomes represent moderately highexpectations and rigor.

Some reflect important learning in the disci-pline and consist of a combination ofoutcomes and activities.

Outcomes reflect several types of learning,but teacher has made no attempt at coordi-nation or integration.

Most of the outcomes are suitable for mostof the students in the class in accordancewith global assessments of student learning.

Critical Attributes

UNSATISFACTORY BASIC1c SETTING INSTRUCTIONAL OUTCOMES

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Outcomes represent high expectations andrigor.

Outcomes are related to the “big ideas” of thediscipline.

Outcomes are written in terms of whatstudents will learn rather than do.

Outcomes represent a range: factual, concep-tual understanding, reasoning, social,management, communication.

Outcomes are suitable to groups of students inthe class and are differentiated where neces-sary.


Teacher plans make reference to curricularframeworks or blueprints to ensure accuratesequencing.

Teacher connects outcomes to previous andfuture learning.

Outcomes are differentiated to encourage indi-vidual students to take educational risks.

Most outcomes represent rigorous and impor-tant learning in the discipline.

All the instructional outcomes are clear, arewritten in the form of student learning, andsuggest viable methods of assessment.

Outcomes reflect several different types oflearning and opportunities for coordination.

Outcomes take into account the varying needsof groups of students.

All outcomes represent rigorous and importantlearning in the discipline.

The outcomes are clear, are written in the formof student learning, and permit viable methodsof assessment.

Outcomes reflect several different types oflearning and, where appropriate, representopportunities for both coordination andintegration.

Outcomes take into account the varying needsof individual students.


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1d Demonstrating Knowledge of ResourcesStudent learning is enhanced by a teacher’s skillful use of resources; some of these are

provided by the school as “official” materials; others are secured by teachers through theirown initiative. Resources fall into several different categories: those used in the classroom bystudents, those available beyond the classroom walls to enhance student learning, those forteachers to further their own professional knowledge and skill, and those that can providenoninstructional assistance to students. Teachers recognize the importance of discretion inthe selection of resources, choosing those that align directly with the learning outcomes andthat will be of most use to the students. Accomplished teachers also ensure that the selectionof materials and resources is appropriately challenging for every student; texts, for example,are available at various reading levels to guarantee all students access to the content andsuccessfully demonstrate understanding of the learning outcomes. Furthermore, expert teach-ers look beyond the school for resources to bring their subjects to life and to assist studentswho need help in both their academic and nonacademic lives. Elements of component 1d:

Resources for classroom useMaterials align with learning outcomes.

Resources to extend content knowledge and pedagogyMaterials are available to further teachers’ professional knowledge.

Resources for studentsMaterials are appropriately challenging.Indicators:• District-provided materials• A range of texts• Guest speakers• Internet resources• Materials provided by professional organizations• Teachers participating in continuing professional education courses or professional groups• Community resources

1d DEMONSTRATING KNOWLEDGE OF RESOURCES

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1d Demonstrating Knowledge of Resources—Possible Examples


For their unit onChina, the studentsacquired all of their in-formation from thedistrict-supplied text-book.

Mr. J is not sure howto teach fractions butdoesn’t know howhe’s expected to learnit by himself.

A student says, “It’stoo bad we can’t go tothe nature centerwhen we’re doing ourunit on the environ-ment.”

For a unit on oceanlife, the teacher reallyneeds more books,but the school libraryhas only has three forhim to borrow.

The teacher knowsshe should learn moreabout teaching liter-acy, but the school of-fered only one profes-sional developmentday last year.

The teacher thinks hisstudents would bene-fit from hearing abouthealth safety from aprofessional; he con-tacts the school nurseto visit his classroom.

The teacher providesher 5th graders arange of nonfictiontexts about the Ameri-can Revolution; nomatter their readinglevel, all students canparticipate in the dis-cussion of importantconcepts.

The teacher took anonline course on liter-ature to expand herknowledge of greatAmerican writers.

The teacher distrib-utes a list of summerreading materials thatwould help preparehis 8th graders’ transi-tion to high school.

The teacher is nothappy with the out-of-date textbook; his stu-dents will critique itand write their owntext for social studies.

The teacher spendsthe summer at DowChemical learningmore about currentresearch so that shecan expand herknowledge base forteaching chemistry.

The teacher matchesstudents in her Familyand Consumer Sci-ence class with localbusinesses; the stu-dents spend timeshadowing employeesto understand howtheir classroom skillsmight be used on thejob.

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The teacher uses only district-providedmaterials, even when more variety wouldassist some students.

The teacher does not seek out resourcesavailable to expand his or her own skill.

Although aware of some student needs, theteacher does not inquire about possibleresources.

The teacher uses materials in the schoollibrary but does not search beyond theschool for resources.

The teacher participates in content-areaworkshops offered by the school but doesnot pursue other professional development.

The teacher locates materials andresources for students that are availablethrough the school but does not pursue anyother avenues.

Teacher is unaware of school or districtresources for classroom use, for the expan-sion of his or her own knowledge, or forstudents.

Teacher displays basic awareness ofschool or district resources available forclassroom use, for the expansion of his orher own knowledge, and for students, butno knowledge of resources available morebroadly.


Critical Attributes

1d DEMONSTRATING KNOWLEDGE OF RESOURCES

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Texts are at varied levels.

Texts are supplemented by guest speakersand field experiences.

Teacher facilitates Internet resources.

Resources are multidisciplinary.

Teacher expands knowledge with professionallearning groups and organizations.

Teacher pursues options offered byuniversities.

Teacher provides lists of resources outside theclass for students to draw on.


Texts are matched to student skill level.

The teacher has ongoing relationship with col-leges and universities that support studentlearning.

The teacher maintains log of resources for stu-dent reference.

The teacher pursues apprenticeships toincrease discipline knowledge

The teacher facilitates student contact withresources outside the classroom.

Teacher displays awareness of resources—notonly through the school and district but alsothrough sources external to the school and onthe Internet—available for classroom use, forthe expansion of his or her own knowledge,and for students.

Teacher displays extensive knowledge ofresources—not only through the school anddistrict but also in the community, through pro-fessional organizations and universities, andon the Internet—for classroom use, for theexpansion of his or her own knowledge, andfor students.


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1e Designing Coherent InstructionDesigning coherent instruction is the heart of planning, reflecting the teacher’s knowledge of

content and the students in the class, the intended outcomes of instruction, and the availableresources. Such planning requires that educators have a clear understanding of the state, dis-trict, and school expectations for student learning, and the skill to translate these into a coherentplan. It also requires that teachers understand the characteristics of the students they teach andthe active nature of student learning. Educators must determine how best to sequence instruc-tion in a way that will advance student learning through the required content. It further requiresthe thoughtful construction of lessons that contain cognitively engaging learning activities, theincorporation of appropriate resources and materials, and the intentional grouping of students.Proficient practice in this component recognizes that a well-designed instruction plan addressesthe learning needs of various groups of students; one size does not fit all. At the distinguishedlevel the teacher plans instruction that takes into account the specific learning needs of eachstudent and solicits ideas from students on how best to structure the learning. This plan forimplementation is then manifested in Domain 3. Elements of component 1e:

Learning activitiesInstruction is designed to engage students and advance their learning through the content.

Instructional materials and resourcesMaterials and resources are appropriate to the learning needs of the students.

Instructional groupsGroups are intentionally organized to support student learning.

Lesson and unit structureOrganization is clear and sequenced to advance students’ learning.Indicators:• Lessons that support instructional outcomes and reflect important concepts• Instructional maps that indicate relationships to prior learning• Activities that represent high-level thinking• Opportunities for student choice• The use of varied resources• Thoughtfully planned learning groups• Structured lesson plans

1e DESIGNING COHERENT INSTRUCTION

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1e Designing Coherent Instruction—Possible Examples


The teacher plans tohave his 9th graderscolor in the worksheetafter memorizing theparts of the micro-scope.

Despite having a text-book that is 15 yearsold, the teacher plansto use that as the soleresource for his com-munism unit.

The teacher organ-izes her class in rows,seating the studentsalphabetically; sheplans to have stu-dents work all year ingroups of four se-lected on the basis ofwhere they are sitting.

The teacher’s lessonplans are written onsticky notes in hisgrade book; they indi-cate lecture, activity,or test.

After the minilesson,the teacher plans tohave the whole classplay a game to rein-force the skill shetaught.

The teacher hasfound an atlas to useas a supplemental re-source during the ge-ography unit.

The teacher alwayslets students selecttheir own workinggroups because theybehave better whenthey can choosewhom they want to sit with.

The teacher’s lessonplans are nicely for-matted, but the timingfor many activities istoo short to actuallycover the conceptsthoroughly.

The teacher reviewsher learning activitieswith a reference tohigh-level “actionverbs” and rewritessome of the activitiesto increase the chal-lenge level.

The teacher creates alist of historical fictiontitles that will expandher students’ knowl-edge of the age of ex-ploration.

The teacher plans forstudents to completeprojects in smallgroups; he carefullyselects group mem-bers based on theirability level and learn-ing style.

The teacher reviewslesson plans with herprincipal; they are wellstructured with pacingtimes and activitiesclearly indicated.

The teacher’s unit onecosystems lists a va-riety of high level ac-tivities in a menu; stu-dents choose thosethat suit their ap-proach to learning.

While completing theirprojects, the teacher’sstudents will have ac-cess to a wide varietyof resources that shehas coded by readinglevel so they canmake the best selec-tions.

After the cooperativegroup lesson, stu-dents will reflect ontheir participation andmake suggestions fornew group arrange-ments in the future.

The lesson planclearly indicates theconcepts taught in thelast few lessons; theteacher plans for hisstudents to link thecurrent lesson’s out-comes to those theypreviously learned.

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Learning activities are boring and/or notwell aligned to the instructional goals.

Materials are not engaging or do not meetinstructional outcomes.

Instructional groups do not support learning.

Lesson plans are not structured orsequenced and are unrealistic in theirexpectations.

Learning activities are moderatelychallenging.

Learning resources are suitable, but thereis limited variety.

Instructional groups are random or onlypartially support objectives.

Lesson structure is uneven or may be unre-alistic in terms of time expectations.

The series of learning experiences is poorlyaligned with the instructional outcomes anddoes not represent a coherent structure.

The activities are not designed to engagestudents in active intellectual activity andhave unrealistic time allocations.Instructional groups do not support theinstructional outcomes and offer no variety.

Some of the learning activities and materi-als are suitable to the instructionaloutcomes and represent a moderate cogni-tive challenge but with no differentiation fordifferent students. Instructional groups par-tially support the instructional outcomes,with an effort by the teacher at providingsome variety.

The lesson or unit has a recognizablestructure; the progression of activities isuneven, with most time allocations reason-able.


Critical Attributes

1e DESIGNING COHERENT INSTRUCTION

21

Learning activities are matched to instructionaloutcomes.

Activities provide opportunity for higher-levelthinking.

Teacher provides a variety of appropriatelychallenging materials and resources.

Instructional student groups are organizedthoughtfully to maximize learning and build onstudent strengths.

The plan for the lesson or unit is wellstructured, with reasonable time allocations.


Activities permit student choice.

Learning experiences connect to otherdisciplines.

Teacher provides a variety of appropriatelychallenging resources that are differentiatedfor students in the class.

Lesson plans differentiate for individual studentneeds.

Teacher coordinates knowledge of content, ofstudents, and of resources, to design a seriesof learning experiences aligned to instructionaloutcomes and suitable to groups of students.

The learning activities have reasonable timeallocations; they represent significant cognitivechallenge, with some differentiation for differ-ent groups of students.

The lesson or unit has a clear structure, withappropriate and varied use of instructionalgroups.

Plans represent the coordination of in-depthcontent knowledge, understanding of differentstudents’ needs, and available resources(including technology), resulting in a series oflearning activities designed to engage studentsin high-level cognitive activity.

Learning activities are differentiated appropri-ately for individual learners. Instructionalgroups are varied appropriately with someopportunity for student choice.

The lesson’s or unit’s structure is clear andallows for different pathways according todiverse student needs.


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1f Designing Student AssessmentsGood teaching requires both assessment of learning and assessment for learning. Assess-

ments of learning ensure that teachers know that students have learned the intendedoutcomes. These assessments must be designed in such a manner that they provide evidenceof the full range of learning outcomes; that is, to assess reasoning skills and factualknowledge, different methods are needed. Furthermore, such assessments may need to beadapted to the particular needs of individual students; an ESL student, for example, may needan alternative method of assessment to allow demonstration of understanding. Assessment forlearning enables a teacher to incorporate assessments directly into the instructional process,and to modify or adapt instruction as needed to ensure student understanding. Such assess-ments, although used during instruction, must be designed as part of the planning process.Such formative assessment strategies are ongoing and may be used by both teachers and stu-dents to monitor progress towards the understanding the learning outcomes. Elements ofcomponent 1f:

Congruence with instructional outcomesAssessments must match learning expectations.

Criteria and standardsExpectations must be clearly defined.

Design of formative assessmentsAssessments for learning must be planned as part of the instructional process.

Use for planningResults of assessment guide future planning.Indicators:• Lesson plans indicating correspondence between assessments and instructional outcomes• Assessment types suitable to the style of outcome• Variety of performance opportunities for students• Modified assessments available for individual students as needed• Expectations clearly written, with descriptors for each level of performance• Formative assessments designed to inform minute-to-minute decision making by the

teacher during instruction

1f DESIGNING STUDENT ASSESSMENTS

23

1f Designing Student Assessments—Possible Examples


The teacher markspapers on the founda-tion of the U.S. consti-tution on the basis ofgrammar and punctu-ation; for every mis-take, the grade dropsfrom an A to a B, a Bto a C, etc.

After the studentspresent their researchon globalization, theteacher tells themtheir letter grade.When students askhow he has arrived atthe grade, he re-sponds, “After allthese years in educa-tion, I just know whatgrade to give.”

The teacher says,“What’s the differencebetween formative as-sessment and the testI give at the end of theunit?”

The teacher says,“The district gave methis entire curriculumto teach, so I justhave to keep moving.”

The district goal forthe Europe unit is forstudents to under-stand geopolitical re-lationships. Theteacher plans to havethe students memo-rize all the countrycapitals and rivers.

The teacher’s stu-dents receive theirtests back; each oneis simply marked witha letter grade at thetop.

The plan indicatesthat the teacher willpause to “check forunderstanding” butwithout a clear indica-tion of how that is tobe done.

A student says, “If halfthe class passed thetest, why are we allreviewing the materialagain?”

Mr. K knows that hisstudents will write apersuasive essay onthe state assessment;he plans to have themwrite a variety of per-suasive essays aspreparation.

Ms. M has worked ona writing rubric for herresearch assessment;she has drawn onmultiple sources to besure the levels of ex-pectation are clearlydefined.

Mr. C creates a shortquestionnaire to dis-tribute to his studentsat the end of class; onthe basis of their re-sponses, he will or-ganize them into dif-ferent groups duringthe next lesson’s ac-tivities.

Based on the previ-ous morning’s forma-tive assessment,Ms. D plans to have 5students to work on amore challenging proj-ect while she workswith 6 other studentsto reinforce the con-cept.

To teach persuasivewriting, Ms. H plans tohave her class re-search and write tothe principal on an is-sue that is importantto the students: theuse of cell phones inclass.

Mr. J’s students willwrite a rubric for theirfinal project on thebenefits of solar en-ergy; Mr. J has shownthem several samplerubrics, and they willrefer to those as theycreate a rubric of theirown.

After the lesson Mr. Lasks students to ratetheir understandingon a scale of 1 to 5;the students knowthat their rating will in-dicate their activity forthe next lesson.

Mrs. T has developeda routine for her class:students know that ifthey are strugglingwith a math concept,they will sit in a smallgroup with her duringworkshop time.

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Assessments do not match instructionaloutcomes.

Assessments have no criteria.

No formative assessments have beendesigned.

Assessment results do not affect futureplans.

Only some of the instructional outcomesare addressed in the planned assessments.

Assessment criteria are vague.

Plans refer to the use of formative assess-ments, but they are not fully developed.

Assessment results are used to design les-son plans for the whole class, not individualstudents.

Assessment procedures are not congruentwith instructional outcomes; the proposedapproach contains no criteria or standards.

Teacher has no plan to incorporate forma-tive assessment in the lesson or unit norany plan to use assessment results indesigning future instruction.

Some of the instructional outcomes areassessed through the proposed approach,but others are not.

Assessment criteria and standards havebeen developed, but they are not clear.

Approach to the use of formativeassessment is rudimentary, including onlysome of the instructional outcomes.

Teacher intends to use assessment resultsto plan for future instruction for the class asa whole.

Critical Attributes

UNSATISFACTORY BASIC1f DESIGNING STUDENT ASSESSMENTS

25

All the learning outcomes have a method forassessment.

Assessment types match learningexpectations.

Plans indicate modified assessments for somestudents as needed.

Assessment criteria are clearly written.

Plans include formative assessments to useduring instruction.

Lesson plans indicate possible adjustmentsbased on formative assessment data.


Assessments provide opportunities for studentchoice.

Students participate in designing assessmentsfor their own work.

Teacher-designed assessments are authenticwith real-world application, as appropriate.

Students develop rubrics according to teacher-specified learning objectives.

Students are actively involved in collectinginformation from formative assessments andprovide input.

Teacher’s plan for student assessment isaligned with the instructional outcomes;assessment methodologies may have beenadapted for groups of students.

Assessment criteria and standards are clear.Teacher has a well-developed strategy forusing formative assessment and has designedparticular approaches to be used.

Teacher intends to use assessment results toplan for future instruction for groups ofstudents.

Teacher’s plan for student assessment is fullyaligned with the instructional outcomes andhas clear criteria and standards that show evi-dence of student contribution to theirdevelopment.

Assessment methodologies have beenadapted for individual students, as needed.

The approach to using formative assessmentis well designed and includes student as wellas teacher use of the assessment information.Teacher intends to use assessment results toplan future instruction for individual students.


26

DOMAIN 2

27


DOMAIN 2The Classroom Environment

The Classroom

Environment

28

2a Creating an Environment of Respect and RapportAn essential skill of teaching is that of managing relationships with students and ensuring

that those among students are positive and supportive. Teachers create an environment ofrespect and rapport in their classrooms by the ways they interact with students and by theinteraction they encourage and cultivate among students. An important aspect of respect andrapport relates to how the teacher responds to students and how students are permitted totreat one another. Patterns of interactions are critical to the overall tone of the class. In arespectful environment, all students feel valued and safe. Elements of component 2a:

Teacher interactions with students, including both words and actions A teacher’s interactions with students set the tone for the classroom. Through theirinteractions, teachers convey that they are interested in and care about their students.

Student interactions with other students, including both words and actions As important as a teacher’s treatment of students is, how students are treated by theirclassmates is arguably even more important to students. At its worst, poor treatment causesstudents to feel rejected by their peers. At its best, positive interaction among students is mutu-ally supportive and create an emotionally healthy school environment. Teachers model andteach students how to engage in respectful interactions with one another and acknowledgerespectful interactions among students.

Indicators:• Respectful talk and turn taking• Respect for students’ background and life outside the classroom• Teacher and student body language • Physical proximity• Warmth and caring • Politeness • Encouragement • Active listening• Fairness

2a CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT

29

2a Creating an Environment of Respect and Rapport—Possible Examples

Unsatisfactory Basic Proficient DistinguishedA student slumps inhis/her chair followinga comment by theteacher.

Students roll theireyes at a classmate’sidea; the teacher doesnot respond.

Many students talkwhen the teacher andother students aretalking; the teacherdoes not correctthem.

Some students refuseto work with other stu-dents.

Teacher does not callstudents by theirnames.

Students attend pas-sively to the teacher,but tend to talk, passnotes, etc. when otherstudents are talking.

A few students do notengage with others inthe classroom, evenwhen put together insmall groups.

Students applaudhalfheartedly followinga classmate’s presen-tation to the class.

Teacher says: “Don’ttalk that way to yourclassmates,” but stu-dent shrugs his/hershoulders.

Teacher greets stu-dents by name asthey enter the class orduring the lesson.

The teacher gets onthe same level withstudents, kneeling, forexample, beside astudent working at adesk.

Students attend fullyto what the teacher issaying.

Students wait forclassmates to finishspeaking before be-ginning to talk.

Students applaud po-litely following a class-mate’s presentation tothe class.

Students help eachother and accept helpfrom each other.

Teacher and studentsuse courtesies suchas “please,” “thankyou,” “excuse me.”

Teacher says: “Don’ttalk that way to yourclassmates,” and theinsults stop.

Teacher inquiresabout a student’s soc-cer game last week-end (or extracurricularactivities or hobbies).

Students hush class-mates causing a dis-traction while theteacher or anotherstudent is speaking.

Students clap enthusi-astically after one an-other’s presentationsfor a job well done.

The teacher says:“That’s an interestingidea, Josh, but you’reforgetting ...”

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Patterns of classroom interactions, bothbetween the teacher and students andamong students, are mostly negative, inap-propriate, or insensitive to students’ ages,cultural backgrounds, and developmentallevels. Interactions are characterized bysarcasm, put-downs, or conflict.

Teacher does not deal with disrespectfulbehavior.

Patterns of classroom interactions, bothbetween the teacher and students andamong students, are generally appropriatebut may reflect occasional inconsistencies,favoritism, and disregard for students’ ages,cultures, and developmental levels.

Students rarely demonstrate disrespect forone another.

Teacher attempts to respond to disrespect-ful behavior, with uneven results. The netresult of the interactions is neutral, convey-ing neither warmth nor conflict.

Teacher uses disrespectful talk towardsstudents; student’s body languageindicates feelings of hurt or insecurity.

Students use disrespectful talk towards oneanother with no response from the teacher.

Teacher displays no familiarity with or car-ing about individual students’ interests orpersonalities.

The quality of interactions between teacherand students, or among students, isuneven, with occasional disrespect.

Teacher attempts to respond to disrespect-ful behavior among students, with unevenresults.

Teacher attempts to make connections withindividual students, but student reactionsindicate that the efforts are not completelysuccessful or are unusual.

2a CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT

Critical Attributes


31

Teacher-student interactions are friendly anddemonstrate general caring and respect. Suchinteractions are appropriate to the ages of thestudents.

Students exhibit respect for the teacher. Inter-actions among students are generally politeand respectful.

Teacher responds successfully to disrespectfulbehavior among students. The net result of theinteractions is polite and respectful, but imper-sonal.

Classroom interactions among the teacher andindividual students are highly respectful,reflecting genuine warmth and caring and sen-sitivity to students as individuals.

Students exhibit respect for the teacher andcontribute to high levels of civil interactionbetween all members of the class. The netresult of interactions is that of connections withstudents as individuals.

Talk between teacher and students and amongstudents is uniformly respectful.

Teacher responds to disrespectful behavioramong students.

Teacher makes superficial connections withindividual students.


Teacher demonstrates knowledge and caringabout individual students’ lives beyond school.

When necessary, students correct one anotherin their conduct toward classmates.

There is no disrespectful behavior among stu-dents.

The teacher’s response to a student’s incorrectresponse respects the student’s dignity.


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2b Establishing a Culture for LearningA “culture for learning” refers to the atmosphere in the classroom that reflects the

educational importance of the work undertaken by both students and teacher. It describes thenorms that govern the interactions among individuals about the activities and assignments, thevalue of hard work and perseverance, and the general tone of the class. The classroom ischaracterized by high cognitive energy and by a sense that what is happening there is impor-tant and that it is essential to get it right. There are high expectations for all students. Theclassroom is a place where the teacher and students value learning and hard work. Elementsof component 2b:

Importance of the content and of learning In a classroom with a strong culture for learning, teachers convey the educational value ofwhat the students are learning.

Expectations for learning and achievement In classrooms with robust cultures for learning, all students receive the message that while thework is challenging, they are capable of success if they are prepared to work hard.

Student pride in workWhen students are convinced of their capabilities, they are willing to devote energy to the taskat hand, and they take pride in their accomplishments. This pride is reflected in theirinteractions with classmates and with the teacher.Indicators:• Belief in the value of the work• High expectations, supported through both verbal and nonverbal behaviors • Expectation and recognition of quality• Expectation and recognition of effort and persistence• Confidence in students’ ability evident in teacher’s and students’ language and behaviors • Expectation for all students to participate

2b ESTABLISHING A CULTURE FOR LEARNING

33

2b Establishing a Culture for Learning—Possible Examples

Unsatisfactory Basic Proficient DistinguishedThe teacher tells stu-dents that they’re do-ing a lesson becauseit’s on the test, in thebook, or mandated bythe district.

Teacher says to a stu-dent: “Why don’t youtry this easier prob-lem?”

Students turn insloppy or incompletework.

Students don’t en-gage in work, and theteacher ignores it.

Students have notcompleted theirhomework, and theteacher does not re-spond.

Almost all of the activ-ities are busy work.

Teacher says: “Let’sget through this.”

Teacher says: “I thinkmost of you will beable to do this.”

Students consult withone another to deter-mine how to fill out aworksheet but do notencourage each otherto question theirideas.

Teacher does not en-courage students whoare struggling.

Only some studentsget down to work afteran assignment isgiven or after enteringthe room.

Teacher says: “This isimportant; you’ll needto speak grammaticalEnglish when you ap-ply for a job.”

Teacher says: “Thisidea is really impor-tant! It’s central to ourunderstanding of his-tory.”

Teacher says: “Let’swork on this together:it’s hard, but you allwill be able to do itwell.”

Teacher hands a pa-per back to a student,saying, “I know youcan do a better job onthis.” The student ac-cepts the commentwithout complaint.

Students get down towork right away whenan assignment isgiven or after enteringthe room.

The teacher says: “It’sreally fun to find thepatterns for factoringpolynomials.”

Student asks a class-mate to explain a con-cept or proceduresince s/he didn’t quitefollow the teacher’sexplanation.

Students questionone another on an-swers.

Student asks theteacher whether s/hecan redo a piece ofwork since s/he nowsees how it could bestrengthened.

Students work evenwhen the teacher isn’tworking with them ordirecting their efforts.

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The teacher conveys that the reasons forthe work are external or trivializes thelearning goals and assignments.

The teacher conveys to at least some stu-dents that the work is too challenging forthem.

Students exhibit little or no pride in theirwork.

Class time is devoted more to socializingthan to learning.

Teacher’s energy for the work is neutral,indicating neither indicating a high level ofcommitment nor “blowing it off.”

The teacher conveys high expectations foronly some students.

Students comply with the teacher’s expec-tations for learning, but they don’t indicatecommitment on their own initiative for thework.

Many students indicate that they are look-ing for an “easy path.”

The classroom culture is characterized by alack of teacher or student commitment tolearning and/or little or no investment ofstudent energy into the task at hand. Hardwork is not expected or valued.

Medium or low expectations for studentachievement are the norm, with highexpectations for learning reserved for onlyone or two students.

The classroom culture is characterized bylittle commitment to learning by teacher orstudents.

The teacher appears to be only goingthrough the motions, and students indicatethat they are interested in completion of atask, rather than quality.

The teacher conveys that student successis the result of natural ability rather thanhard work; high expectations for learningare reserved for those students thought tohave a natural aptitude for the subject.

Critical Attributes

UNSATISFACTORY BASIC2b ESTABLISHING A CULTURE FOR LEARNING

35

The teacher communicates the importance oflearning and the assurance that with hard workall students can be successful in it.

The teacher demonstrates a high regard forstudent abilities.

Teacher conveys an expectation of high levelsof student effort.

Students expend good effort to complete workof high quality.


The teacher communicates a genuine passionfor the subject.

Students indicate that they are not satisfiedunless they have complete understanding.

Student questions and comments indicate adesire to understand the content rather than,for example, simply learn a procedure for get-ting the correct answer.

Students recognize the efforts of theirclassmates.

Students take initiative in improving the qualityof their work.

The classroom culture is a cognitively busyplace where learning is valued by all, with highexpectations for learning being the norm formost students.

The teacher conveys that with hard work stu-dents can be successful.

Students understand their role as learners andconsistently expend effort to learn.

Classroom interactions support learning andhard work.

The classroom culture is a cognitively vibrantplace, characterized by a shared belief in theimportance of learning.

The teacher conveys high expectations forlearning by all students and insists on hardwork.

Students assume responsibility for high qualityby initiating improvements, making revisions,adding detail, and/or helping peers.


2c MANAGING CLASSROOM PROCEDURES

36

2c Managing Classroom ProceduresA smoothly functioning classroom is a prerequisite to good instruction and high levels of

student engagement. Teachers establish and monitor routines and procedures for the smoothoperation of the classroom and the efficient use of time. Hallmarks of a well-managedclassroom are that instructional groups are used effectively, noninstructional tasks arecompleted efficiently, and transitions between activities and management of materials and sup-plies are skillfully done in order to maintain momentum and maximize instructional time. Theestablishment of efficient routines, and success in teaching students to employ them, may beinferred from the sense that the class “runs itself.” Elements of component 2c:

Management of instructional groupsTeachers help students to develop the skills to work purposefully and cooperatively in groups,with little supervision from the teacher.

Management of transitionsMany lessons engage students in different types of activities—large-group, small-group, inde-pendent work. Little time should be lost as students move from one activity to another;students know the “drill” and execute it seamlessly.

Management of materials and supplies Experienced teachers have all necessary materials at hand and have taught students to imple-ment routines for distribution and collection of materials with a minimum of disruption to theflow of instruction.

Performance of non-instructional dutiesOverall, little instructional time is lost in activities such as taking attendance, recording thelunch count, or the return of permission slips for a class trip.Indicators:• Smooth functioning of all routines• Little or no loss of instructional time• Students playing an important role in carrying out the routines• Students knowing what to do, where to move

37

2c Managing Classroom Procedures—Possible Examples


When moving intosmall groups, stu-dents are confusedabout where they aresupposed to go,whether they shouldtake their chairs, etc.

There are long linesfor materials and sup-plies, or distributingsupplies is time con-suming.

Students bump intoone another lining upor sharpening pencils.

Roll taking consumesmuch time at the be-ginning of the lesson,and students are notworking on anythingduring the process.

Most students askwhat they are to do orlook around for cluesfrom others.

Some students notworking with theteacher are not pro-ductively engaged inlearning.

Transitions betweenlarge- and small-group activities arerough, but they areaccomplished.

Students are not surewhat to do when ma-terials are being dis-tributed or collected.

Students ask someclarifying questionsabout procedures.

The attendance orlunch count con-sumes more time thanit would need if theprocedure were moreroutinized.

Students get startedon an activity whilethe teacher takes at-tendance.

Students movesmoothly betweenlarge- and small-group activities.

The teacher has anestablished timing de-vice, such as countingdown to signal stu-dents to return to theirdesks.

Teacher has an estab-lished attention signal,such as raising ahand, or dimming thelights.

One member of eachsmall group collectsmaterials for the table.

There is an estab-lished color-codedsystem indicatingwhere materialsshould be stored.

In small-group work,students have estab-lished roles, they lis-ten to one another,summarize differentviews, etc.

Cleanup at the end ofa lesson is fast andefficient.

Students redirectclassmates in smallgroups not working di-rectly with the teacherto be more efficient intheir work.

A student remindsclassmates of theroles that they are toplay within the group.

A student redirects aclassmate to the tables/he should be at fol-lowing a transition.

Students propose animproved attentionsignal.

Students independ-ently check them-selves into class onthe attendance board.

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Much instructional time is lost through inef-ficient classroom routines and procedures.

There is little or no evidence that theteacher is managing instructional groups,transitions, and/or the handling of materialsand supplies effectively.

There is little evidence that students knowor follow established routines.

Some instructional time is lost through onlypartially effective classroom routines andprocedures.

The teacher’s management of instructionalgroups, transitions, and/or the handling ofmaterials and supplies is inconsistent, theresult being some disruption of learning.

With regular guidance and prompting, stu-dents follow established routines.

Students not working with the teacher arenot productively engaged or are disruptiveto the class.

There are no established procedures fordistributing and collecting materials.

Procedures for other activities are confusedor chaotic.

Small groups are only partially engagedwhile not working directly with the teacher.

Procedures for transitions and for distribu-tion/collection of materials seem to havebeen established, but their operation isrough.

Classroom routines function unevenly.

Critical Attributes

UNSATISFACTORY BASIC2c MANAGING CLASSROOM PROCEDURES

39

There is little loss of instructional time becauseof effective classroom routines andprocedures.

The teacher’s management of instructionalgroups and the handling of materials and sup-plies are consistently successful.

With minimal guidance and prompting,students follow established classroomroutines.

Instructional time is maximized because of effi-cient classroom routines and procedures.

Students contribute to the management ofinstructional groups, transitions, and the han-dling of materials and supplies.

Routines are well understood and may be initi-ated by students.

The students are productively engaged duringsmall-group work.

Transitions between large- and small-groupactivities are smooth.

Routines for distribution and collection of mate-rials and supplies work efficiently.

Classroom routines function smoothly.


Students take the initiative with theirclassmates to ensure that their time is usedproductively.

Students themselves ensure that transitionsand other routines are accomplished smoothly.

Students take initiative in distributing and col-lecting materials efficiently.


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2d Managing Student BehaviorIn order for students to be able to engage deeply with content, the classroom environment

must be orderly; the atmosphere must feel businesslike and productive, without being authori-tarian. In a productive classroom, standards of conduct are clear to students; they know whatthey are permitted to do and what they can expect of their classmates. Even when their behav-ior is being corrected, students feel respected; their dignity is not undermined. Skilled teachersregard positive student behavior not as an end in itself, but as a prerequisite to high levels ofengagement in content. Elements of component 2d:

ExpectationsIt is clear, either from what the teacher says, or by inference from student actions, that expec-tations for student conduct have been established and that they are being implemented.

Monitoring of student behaviorExperienced teachers seem to have eyes in the backs of their heads; they are attuned towhat’s happening in the classroom and can move subtly to help students, when necessary, re-engage with the content being addressed in the lesson. At a high level, such monitoring ispreventive and subtle and thus a challenging to observe.

Response to student misbehaviorEven experienced teachers find that their students occasionally violate one or another of theagreed-upon standards of conduct; how the teacher responds to such infractions is an impor-tant mark of the teacher’s skill. Accomplished teachers try to understand why students areconducting themselves in such a manner (are they unsure of the content, are they trying toimpress their friends?) and respond in such a way that they respect the dignity of the student.The best responses are those that address misbehavior early in an episode, although doing sois not always possible.Indicators:• Clear standards of conduct, possibly posted, and possibly referred to during a lesson• Absence of acrimony between teacher and students concerning behavior• Teacher awareness of student conduct• Preventive action when needed by the teacher• Fairness• Absence of misbehavior• Reinforcement of positive behavior

2d MANAGING STUDENT BEHAVIOR

41

2d Managing Student Behavior—Possible Examples

Unsatisfactory Basic Proficient DistinguishedStudents are talkingamong themselves,with no attempt by theteacher to silencethem.

An object flies throughthe air, withoutteacher notice.

Students are runningaround the room, theresult being a chaoticenvironment.

Their phones andother electronics dis-tract students, but theteacher does nothing.

Classroom rules areposted, but neitherteacher nor studentsrefer to them.

The teacher repeat-edly asks students totake their seats; theyignore him/her.

Teacher says to onestudent: “Where’syour late pass? Go tothe office.” To another:“You don’t have a latepass? Come in andtake your seat; you’vemissed enough al-ready.”

Upon a nonverbal sig-nal from the teacher,students correct theirbehavior.

The teacher moves toevery section of theclassroom, keeping aclose eye on studentbehavior.

The teacher gives astudent a hard look,and the student stopstalking to his/herneighbor.

A student suggests arevision in one of theclassroom rules.

The teacher noticesthat some studentsare talking amongthemselves and with-out a word movesnearer to them; thetalking stops.

The teacher asks tospeak to a student pri-vately about misbe-havior.

A student remindshis/her classmates ofthe class rule aboutchewing gum.

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The classroom environment is chaotic, withno apparent standards of conduct.

The teacher does not monitor studentbehavior.

Some students violate classroom rules,without apparent teacher awareness.

When the teacher notices studentmisbehavior, s/he appears helpless to doanything about it.

Teacher attempts to maintain order in theclassroom but with uneven success; stan-dards of conduct, if they exist, are notevident.

Teacher attempts to keep track of studentbehavior, but with no apparent system.

The teacher’s response to student misbe-havior is inconsistent, at times very harsh,other times lenient.

There appear to be no establishedstandards of conduct and little or noteacher monitoring of student behavior.

Students challenge the standards ofconduct.

Response to students’ misbehavior isrepressive or disrespectful of student dignity.

Standards of conduct appear to have beenestablished, but their implementation isinconsistent.

Teacher tries, with uneven results, to moni-tor student behavior and respond to studentmisbehavior.

There is inconsistent implementation of thestandards of conduct.

2d MANAGING STUDENT BEHAVIOR

Critical Attributes


Standards of conduct appear to have beenestablished.

Student behavior is generally appropriate.

The teacher frequently monitors studentbehavior.

Teacher’s response to student misbehavior iseffective.

Teacher acknowledges good behavior.


Student behavior is entirely appropriate; thereno evidence of student misbehavior.

The teacher monitors student behavior withoutspeaking – just moving about.

Students respectfully intervene as appropriatewith classmates to ensure compliance withstandards of conduct.

Student behavior is generally appropriate.

The teacher monitors student behavior againstestablished standards of conduct.

Teacher response to student misbehavior isconsistent, proportionate, respectful tostudents, and effective.

Student behavior is entirely appropriate.

Students take an active role in monitoring theirown behavior and that of other studentsagainst standards of conduct.

Teachers’ monitoring of student behavior issubtle and preventive.

Teacher’s response to student misbehavior issensitive to individual student needs andrespects students’ dignity.


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44

2e Organizing Physical SpaceThe use of the physical environment to promote student learning is a hallmark of an experi-

enced teacher. Its use varies, of course, with the age of the students: in a primary classroom,centers and reading corners may structure class activities, while with older students, the posi-tion of chairs and desks can facilitate, or inhibit, rich discussion. Naturally, classrooms must besafe (no dangling wires or dangerous traffic patterns), and all students must be able to see andhear what’s going on so they can participate actively. Both the teacher and students makeeffective use of computer (and other) technology. Elements of component 2e:

Safety and accessibilityPhysical safety is a primary consideration of all teachers; no learning can occur if students areunsafe or if they don’t have access to the board or other learning resources.

Arrangement of furniture and use of physical resourcesBoth the physical arrangement of a classroom and the available resources provide opportuni-ties for teachers to advance learning; when these are skillfully used, students can engage withthe content in a productive manner. At the highest levels of performance, the studentsthemselves contribute to the physical environment.Indicators:• Pleasant, inviting atmosphere• Safe environment• Accessibility for all students• Furniture arrangement suitable for the learning activities• Effective use of physical resources, including computer technology, by both teacher and

students

2e ORGANIZING PHYSICAL SPACE

45

2e Organizing Physical Space—Possible Examples

Unsatisfactory Basic Proficient DistinguishedThere are electricalcords placed in un-safe locations aroundthe classroom.

There is a pole in themiddle of the room;some students can’tsee the board.

A white board is in theclassroom, but it isfacing the wall, indi-cating that it is rarely,if ever, used.

The teacher ensuresthat dangerous chem-icals are stored safely.

The classroom desksremain in two semicir-cles, even though theactivity for smallgroups would be bet-ter served by movingthe desks to make ta-bles for a portion ofthe lesson.

The teacher tries touse a computer to il-lustrate a concept butrequires several at-tempts to make itwork.

There are establishedguidelines concerningwhere backpacks areleft during class tokeep the pathwaysclear; students comply.

Desks are moved tomake tables so stu-dents can work to-gether, or in a circlefor a class discussion.

The use of an Internetconnection enrichesthe lesson.

Students ask whetherthey can shift the fur-niture to better suitthe differing needs ofsmall-group work andlarge-group discus-sion.

A student closes thedoor to shut out noisein the corridor or low-ers a blind to blockthe sun from a class-mate’s eyes.

A student suggests anapplication of thewhite board for an ac-tivity.

46

There are physical hazards in theclassroom, endangering student safety.

Many students can’t see or hear theteacher or the board.

Available technology is not being used,even if its use would enhance the lesson.

The physical environment is safe, and moststudents can see and hear.

The physical environment is not an impedi-ment to learning but does not enhance it.

The teacher makes limited use of availabletechnology and other resources.

The physical environment is unsafe, ormany students don’t have access tolearning resources.

There is poor coordination between the les-son activities and the arrangement offurniture and resources, including computertechnology.

The classroom is safe, and essential learn-ing is accessible to most students.

The teacher’s use of physical resources,including computer technology, ismoderately effective.

Teacher makes some attempt to modify thephysical arrangement to suit learning activi-ties, with partial success.

2e ORGANIZING PHYSICAL SPACE

Critical Attributes


47

The classroom is safe, and all students areable to see and hear.

The classroom is arranged to support theinstructional goals and learning activities.

The teacher makes appropriate use ofavailable technology.


Modifications are made to the physicalenvironment to accommodate students withspecial needs.

There is total alignment between the goals ofthe lesson and the physical environment.

Students take the initiative to adjust the physi-cal environment.

Teachers and students make extensive andimaginative use of available technology.

The classroom is safe, and learning is accessi-ble to all students; teacher ensures that thephysical arrangement is appropriate to thelearning activities.

Teacher makes effective use of physicalresources, including computer technology.

The classroom is safe, and learning is accessi-ble to all students, including those with specialneeds.

Teacher makes effective use of physicalresources, including computer technology. Theteacher ensures that the physical arrangementis appropriate to the learning activities.

Students contribute to the use or adaptation ofthe physical environment to advance learning.


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DOMAIN 3

49


DOMAIN 3Instruction

Instruction

50

3a COMMUNICATING WITH STUDENTS 3a Communicating with Students

Teachers communicate with students for several independent, but related, purposes. First,they convey that teaching and learning are purposeful activities; they make that purpose clearto students. They also provide clear directions for classroom activities, so that students knowwhat it is that they are to do. When teachers present concepts and information, those presen-tations are made with accuracy, clarity, and imagination; when expanding upon the topic isappropriate to the lesson, skilled teachers embellish their explanations with analogies ormetaphors, linking them to students’ interests and prior knowledge. Teachers occasionallywithhold information from students (for example in an inquiry-based science lesson) to encour-age them to think on their own, but what information they do convey is accurate and reflectsdeep understanding. And the teacher’s use of language is vivid, rich, and error free, affordingthe opportunity for students to hear language well used and to extend their own vocabularies.Teacher presents complex concepts in ways that provide scaffolding and access to students.Elements of component 3a:

Expectations for learningThe goals for learning are communicated clearly to students. Even if goals are not conveyed atthe outset of a lesson (for example, an inquiry-based lesson in science), by the end of the les-son students are clear about what they have been learning.

Directions and proceduresStudents are clear about what they are expected to do during a lesson, particularly if they areworking independently or with classmates, without direct teacher supervision. The directionsfor the lesson activities may be provided orally, in writing, or in some combination of the two.

Explanations of contentSkilled teachers, when explaining concepts to students, use vivid language and imaginativeanalogies and metaphors, connecting explanations to students’ interests and lives beyondschool. The explanations are clear, with appropriate scaffolding, and, when opportunity arises,anticipate possible student misconceptions.

Use of oral and written languageFor many students, their teachers’ use of language represents their best model of both accu-rate syntax and a rich vocabulary; these models enable students to emulate such language,making their own more precise and expressive.Indicators:• Clarity of the purpose of the lesson • Clear directions and procedures specific to the lesson activities• Absence of content errors and clear explanations of concepts• Students comprehension of content • Correct and imaginative use of language

51

3a Communicating with Students—Possible Examples

Unsatisfactory Basic Proficient DistinguishedA student asks: “Whatare we supposed tobe doing?” but theteacher ignores thequestion.

The teacher statesthat to add fractionsthey must have thesame numerator.

Students have aquizzical look on theirfaces; some may with-draw from the lesson.

Students become dis-ruptive, or talk amongthemselves in an effortto follow the lesson.

The teacher usestechnical terms withan elementary classwithout explainingtheir meanings.

The teacher tends tosay “ain’t.”

The teacher mispro-nounces some com-mon words.

The teacher says:“And oh, by the way,today we’re going tofactor polynomials.”

A student asks: “Whatare we supposed tobe doing?” and theteacher clarifies thetask.

Students ask, “Whatdo I write here?” in or-der to complete atask.

Having asked stu-dents only to listen,the teacher says:“Watch me while Ishow you how to …”

A number of studentsdo not seem to be fol-lowing the explanation.

Students are inatten-tive during theteacher’s explanationof content.

The teacher says, “Bythe end of today’s les-son, you’re all goingto be able to factor dif-ferent types of polyno-mials.”

In the course of apresentation of con-tent, the teacher asksstudents: “Can any-one think of an exam-ple of that?”

The teacher uses aboard or projectiondevice so studentscan refer to it withoutrequiring the teacher’sattention.

The teacher says:“Here’s a spot wheresome students havedifficulty ... be sure toread it carefully.”

The teacher asks astudent to explain thetask to other students.

When help is needed,a student offers clarifi-cation about thelearning task to class-mates.

The teacher explainspassive solar energyby inviting students tothink about the tem-perature in a closedcar on a cold butsunny day or by thewater in a hose thathas been sitting in thesun.

The teacher says:“Who would like to ex-plain this idea to us?”

The teacher pausesduring an explanationof the civil rightsmovement to remindstudents that the pre-fix “in,” as in “inequal-ity,” means “not” andthat the prefix “un”means the samething.

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3a COMMUNICATING WITH STUDENTS

The instructional purpose of the lesson isunclear to students, and the directions andprocedures are confusing.

The teacher’s explanation of the contentcontains major errors.

The teacher’s spoken or written languagecontains errors of grammar or syntax.

The teacher’s vocabulary is inappropriate,vague, or used incorrectly, leaving studentsconfused.

The teacher’s attempt to explain the instruc-tional purpose has only limited success,and/or directions and procedures must beclarified after initial student confusion.

The teacher’s explanation of the contentmay contain minor errors; some portionsare clear; other portions are difficult tofollow.

The teacher’s explanation consists of amonologue, with no invitation to thestudents for intellectual engagement.

Teacher’s spoken language is correct; how-ever, his or her vocabulary is limited, or notfully appropriate to the students’ ages orbackgrounds.

At no time during the lesson does theteacher convey to the students what theywill be learning.

Students indicate through their questionsthat they are confused about the learningtask.

The teacher makes a serious content errorthat will affect students’ understanding ofthe lesson.

Students indicate through body language orquestions that they don’t understand thecontent being presented.

Teacher’s communications include errors ofvocabulary or usage.

The teacher’s vocabulary is inappropriateto the age or culture of the students.

The teacher refers in passing to what thestudents will be learning, or has written it onthe board with no elaboration orexplanation.

The teacher must clarify the learning taskso that students can complete it.

The teacher makes no serious contenterrors but may make a minor error.

The teacher’s explanation of the contentconsists of a monologue or is purely proce-dural, with minimal participation by students.

Vocabulary and usage are correct butunimaginative.

Vocabulary is too advanced or too juvenilefor the students.

Critical Attributes


53

The teacher clearly communicates instructionalpurpose of the lesson, including where it is sit-uated within broader learning, and explainsprocedures and directions clearly.

Teacher’s explanation of content is well scaf-folded, clear and accurate, and connects withstudents’ knowledge and experience.

During the explanation of content, the teacherinvites student intellectual engagement.

Teacher’s spoken and written language is clearand correct and uses vocabulary appropriateto the students’ ages and interests.

The teacher links the instructional purpose ofthe lesson to student interests; the directionsand procedures are clear and anticipate possi-ble student misunderstanding.

The teacher’s explanation of content isthorough and clear, developing conceptualunderstanding through artful scaffolding andconnecting with students’ interests.

Students contribute to extending the contentand help explain concepts to their classmates.

The teacher’s spoken and written language isexpressive, and the teacher finds opportunitiesto extend students’ vocabularies.

The teacher states clearly, at some point dur-ing the lesson, what the students will belearning.

If the tactic is appropriate, the teacher modelsthe process to be followed in the task.

Students engage with the learning task,indicating that they understand what they areto do.

The teacher makes no content errors.

The teacher’s explanation of content is clearand invites student participation and thinking.

The teacher’s vocabulary and usage are cor-rect and completely suited to the lesson.

The teacher’s vocabulary is appropriate to thestudents’ ages and levels of development.


The teacher points out possible areas for mis-understanding.

Teacher explains content clearly and imagina-tively, using metaphors and analogies to bringcontent to life.

All students seem to understand the presenta-tion.

The teacher invites students to explain thecontent to the class or to classmates.

Teacher uses rich language, offering briefvocabulary lessons where appropriate.


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3b QUESTIONING AND DISCUSSION TECHNIQUES 3b Questioning and Discussion Techniques

Questioning and discussion are the only instructional strategies specifically referred to in theframework for teaching; this fact reflects their central importance to teachers’ practice. But in theframework it is important that questioning and discussion are used as techniques to deepen stu-dent understanding are being used rather than serving as recitation or a verbal quiz. Goodteachers use divergent as well as convergent questions, framed in such a way that they invitestudents to formulate hypotheses, make connections, or challenge previously held views. Stu-dents’ responses to questions are valued; effective teachers are especially adept at respondingto and building upon student responses and making use of their ideas. High-quality questionsencourage students to make connections among concepts or events previously believed to beunrelated, and arrive at new understandings of complex material. Effective teachers also posequestions for which they do not know the answers. Even when a question has a limited numberof correct responses, the question, being nonformulaic, is likely to promote thinking by students.Class discussions are animated, engaging all students in important issues and in using theirown language to deepen and extend their understanding. These discussions may be based onquestions formulated by the students themselves.

Not all questions must be at a high cognitive level in order for a teacher’s performance to berated at a high level; that is, when exploring a topic, a teacher might begin with a series of ques-tions of low cognitive challenge to provide a review, or to ensure that everyone in the class is“on board.” Furthermore, if the questions are at a high level, but only a few students participatein the discussion, the teacher’s performance on the component cannot be judged to be at a highlevel. In addition, in lessons involving students in small-group work, the quality of the students’questions and discussion in their small groups may be considered part of this component.

In order for students to formulate high-level questions, they must have learned how to do so.Therefore, high-level questions from students, either in the full class, or in small group discus-sions, provide evidence that these skills have been taught. Elements of component 3b:

Quality of questions/promptsQuestions of high quality cause students to think and reflect, to deepen their understanding, andto test their ideas against those of their classmates. When teachers ask questions of high qual-ity, they ask only a few of them, and provide students with sufficient time to think about theirresponse to reflect on the comments of their classmates, and to deepen their understanding.Occasionally, for the purposes of review, teachers ask students a series of (usually low-level)questions in a type of verbal quiz. This strategy may be helpful for the purpose of establishingthe facts of a historical event, for example, but should not be confused with the use of question-ing to deepen students’ understanding.

Discussion techniquesEffective teachers promote learning through discussion. Some teachers report, “We discussedx” when what they mean is “I said x.” That is, some teachers confuse discussion with explana-tion of content; as important as that is, it’s not discussion. Rather, in a true discussion, a teacherposes a question and invites all students’ views to be heard, enabling students to engage in dis-cussion directly with one another, not always mediated by the teacher.

Student participationIn some classes a few students tend to dominate the discussion; other students, recognizing thispattern, hold back their contributions. Teacher uses a range of techniques to ensure that all stu-dents contribute to the discussion and enlists the assistance of students to ensure this outcome.Indicators:• Questions of high cognitive challenge, formulated by both students and teacher• Questions with multiple correct answers, or multiple approaches even when there is a single

correct response• Effective use of student responses and ideas• Discussion in which the teacher steps out of the central, mediating role• High levels of student participation in discussion

55

3b Questioning and Discussion Techniques—Possible Examples

Unsatisfactory Basic Proficient DistinguishedAll questions are of the“recitation” type, suchas “What is 3 x 4?”

The teacher asks aquestion for which theanswer is on theboard; students re-spond by reading it.

The teacher calls onlyupon students whohave their hands up.

Many questions are ofthe “recitation” type,such as “How manymembers of theHouse of Representa-tives are there?”

The teacher asks:“Who has an ideaabout this?” but onlythe usual three stu-dents offer comments.

The teacher asks:“Michael, can youcomment on Mary’sidea?” but Michaeldoes not respond ormakes a comment di-rectly to the teacher.

The teacher asks:“What might have hap-pened if the colonistshad not prevailed inthe American war forindependence?”

The teacher uses theplural the form in ask-ing questions, such as“What are somethings you think mightcontribute to . . . ?”

The teacher asks:“Michael, can youcomment on Mary’sidea?” and Michaelresponds directly toMary.

After posing a ques-tion and asking eachof the students towrite a brief responseand then share it witha partner, the teacherinvites a few to offertheir ideas to the en-tire class.

A student asks, “Howmany ways are thereto get this answer?”

A student says to aclassmate: “I don’tthink I agree with youon this, because . . . ”

A student asks ofother students: “Doesanyone have anotheridea how we mightfigure this out?”

A student asks, “Whatif . . . ?”

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3b QUESTIONING AND DISCUSSION TECHNIQUES

Questions are rapid-fire, and convergent,with a single correct answer.

Questions do not invite student thinking.

All discussion is between teacher and stu-dents; students are not invited to speakdirectly to one another.

A few students dominate the discussion.

Teacher frames some questions designedto promote student thinking, but only asmall number of students are involved.

The teacher invites students to responddirectly to one another’s ideas, but few stu-dents respond.

Teacher calls on many students, but only afew actually participate in the discussion.

Teacher’s questions are of low cognitivechallenge, require single correct responses,and are asked in rapid succession.

Interaction between teacher and students ispredominantly recitation style, with theteacher mediating all questions andanswers.

A few students dominate the discussion.

Teacher’s questions lead students througha single path of inquiry, with answers seem-ingly determined in advance.

Alternatively, the teacher attempts to framesome questions designed to promote stu-dent thinking and understanding, but only afew students are involved.

Teacher attempts to engage all students inthe discussion and to encourage them torespond to one another, but with unevenresults.

Critical Attributes


57

Teacher uses open-ended questions, invitingstudents to think and/or offer multiple possibleanswers.

The teacher makes effective use of wait time.

The teacher effectively builds on studentresponses to questions.

Discussions enable students to talk to oneanother without ongoing mediation by theteacher.

The teacher calls on most students, eventhose who don’t initially volunteer.

Many students actively engage in thediscussion.


Students initiate higher-order questions.

Students extend the discussion, enriching it.

Students invite comments from theirclassmates during a discussion.

Although the teacher may use some low-levelquestions, he or she asks the students ques-tions designed to promote thinking andunderstanding.

Teacher creates a genuine discussion amongstudents, providing adequate time forstudents to respond and stepping aside whenappropriate.

Teacher successfully engages most studentsin the discussion, employing a range of strate-gies to ensure that most students are heard.

Teacher uses a variety or series of questionsor prompts to challenge students cognitively,advance high-level thinking and discourse, andpromote metacognition.

Students formulate many questions, initiatetopics, and make unsolicited contributions.

Students themselves ensure that all voices areheard in the discussion.


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3c ENGAGING STUDENTS IN LEARNING 3c Engaging Students in Learning

Student engagement in learning is the centerpiece of the framework for teaching; all othercomponents contribute to it. When students are engaged in learning, they are not merely “busy,”nor are they only “on task.” Rather, they are intellectually active in learning important and chal-lenging content. The critical distinction between a classroom in which students are compliantand busy and one in which they are engaged is that in the latter students are developing theirunderstanding through what they do. That is, they are engaged in discussing, debating, answer-ing “what if?” questions, discovering patterns, and the like. They may be selecting their workfrom a range of (teacher-arranged) choices and making important contributions to the intellec-tual life of the class. Such activities don’t typically consume an entire lesson, but they areessential components of engagement.

A lesson in which students are engaged usually has a discernible structure: a beginning, amiddle, and an end, with scaffolding provided by the teacher or by the activities themselves.The teacher organizes student tasks to provide cognitive challenge and then encouragesstudents to reflect on what they have done and what they have learned. That is, the lesson hasclosure, in which students derive the important learning from their own actions. A critical ques-tion for an observer in determining the degree of student engagement is “What are the studentsbeing asked to do?” If the answer to that question is that they are filling in blanks on aworksheet or performing a rote procedure, they are unlikely to be cognitively engaged.

In observing a lesson it is essential not only to watch the teacher but also to pay close atten-tion to the students and what they are doing. The best evidence for student engagement is whatstudents are saying and doing as a consequence of what the teacher does, or has done, or hasplanned. Elements of component 3c : Activities and assignmentsThe activities and assignments are the centerpiece of student engagement, since theydetermine what it is that students are asked to do. Activities and assignments that promotelearning are aligned with the goals of the lesson, and require student thinking that both empha-sizes depth over breadth and that may allow students to exercise some choice.Grouping of studentsHow students are grouped for instruction is one of the many decisions teachers make everyday. There are many options: students of similar background and skill may be clusteredtogether, or the more advanced students may be spread around into the different groups. Alter-natively, a teacher might permit students to select their own groups or to form them randomly.Instructional materials and resourcesThe instructional materials a teacher selects to use in the classroom can have an enormousimpact on students’ experience. Although some teachers are obliged to use a school or district’sofficially sanctioned materials, many teacher use these selectively or supplement them with oth-ers of their choosing that are better suited to engaging students in deep learning—for example,the use of primary source materials in social studies.Structure and pacingNo one, whether adults or students, likes to be either bored or rushed in completing a task.Keeping things moving, within a well-defined structure, is one of the marks of an experiencedteacher. And since much of students’ learning results from their reflection on what they havedone, a well-designed lesson includes time for reflection and closure.Indicators:• Activities aligned with the goals of the lesson• Student enthusiasm, interest, thinking, problem-solving, etc.• Learning tasks that require high-level student thinking and are aligned with lesson objectives• Students highly motivated to work on all tasks and persistent even when the tasks are

challenging• Students actively “working,” rather than watching while their teacher “works”• Suitable pacing of the lesson: neither dragging nor rushed, with time for closure and student

reflection

59

3c Engaging Students in Learning—Possible Examples

Unsatisfactory Basic Proficient DistinguishedStudents are able tofill out the lessonworksheet withoutfully understandingwhat it’s asking themto do.

The lesson drags orfeels rushed.

Students complete“busy work” activities.

Students are asked tofill in a worksheet, fol-lowing an establishedprocedure.

There is a recogniza-ble beginning, middle,and end to the lesson.

Parts of the lessonhave a suitable pace;other parts drag orfeel rushed.

Students are asked toformulate a hypothe-sis about what mighthappen if the Ameri-can voting system al-lowed for the directelection of presidents.

Students are given atask to do independ-ently, then to discusswith a table group,and then to report outfrom each table.

There is a clear be-ginning, middle, andend to the lesson.

The lesson neitherrushes nor drags.

Students are asked towrite an essay “in thestyle of Hemingway.”

A student askswhether they mightremain in their smallgroups to completeanother section of theactivity, rather thanwork independently.

Students identify orcreate their ownlearning materials.

Students summarizetheir learning from thelesson.

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3c ENGAGING STUDENTS IN LEARNING

Few students are intellectually engaged inthe lesson.

Learning tasks require only recall or have asingle correct response or method.

The materials used ask students to performonly rote tasks.

Only one type of instructional group is used(whole group, small groups) when varietywould better serve the instructionalpurpose.

Instructional materials used are unsuitableto the lesson and/or the students.

The lesson drags or is rushed.

Some students are intellectually engaged inthe lesson.

Learning tasks are a mix of those requiringthinking and recall.

Students are in large part passivelyengaged with the content, learning primarilyfacts or procedures.

Students have no choice in how they com-plete tasks.

The teacher uses different instructionalgroupings; these are partially successful inachieving the lesson objectives.

The materials and resources are partiallyaligned to the lesson objectives and only insome cases demand student thinking.

The pacing of the lesson is uneven—suitable in parts, but rushed or dragging inothers.

The learning tasks and activities, materials,resources, instructional groups andtechnology are poorly aligned with theinstructional outcomes or require only roteresponses.

The pace of the lesson is too slow or toorushed.

Few students are intellectually engaged orinterested.

The learning tasks and activities arepartially aligned with the instructional out-comes but require only minimal thinking bystudents, allowing most to be passive ormerely compliant.

The pacing of the lesson may not providestudents the time needed to be intellectu-ally engaged.

Critical Attributes


61

Most students are intellectually engaged in thelesson.

Learning tasks have multiple correctresponses or approaches and/or demandhigher-order thinking.

Students have some choice in how they com-plete learning tasks.

There is a mix of different types of groupings,suitable to the lesson objectives.

Materials and resources support the learninggoals and require intellectual engagement, asappropriate.

The pacing of the lesson provides students thetime needed to be intellectually engaged.


Virtually all students are highly engaged in thelesson.

Students take initiative to modify a learningtask to make it more meaningful or relevant totheir needs

Students suggest modifications to the groupingpatterns used.

Students have extensive choice in how theycomplete tasks.

Students suggest modifications or additions tothe materials being used.

Students have an opportunity for both reflec-tion and closure after the lesson to consolidatetheir understanding.

The learning tasks and activities are alignedwith the instructional outcomes and designedto challenge student thinking, the result beingthat most students display active intellectualengagement with important and challengingcontent and are supported in that engagementby teacher scaffolding.

The pacing of the lesson is appropriate, provid-ing most students the time needed to beintellectually engaged.

Virtually all students are intellectually engagedin challenging content through well-designedlearning tasks and suitable scaffolding by theteacher and fully aligned with the instructionaloutcomes.

In addition, there is evidence of some studentinitiation of inquiry and of student contributionto the exploration of important content.

The pacing of the lesson provides students thetime needed to intellectually engage with andreflect upon their learning and to consolidatetheir understanding.

Students may have some choice in how theycomplete tasks and may serve as resourcesfor one another.


3d USING ASSESSMENT IN INSTRUCTION

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3d Using Assessment in InstructionAssessment of student learning plays an important role in instruction; no longer does it sig-

nal the end of instruction; it is now recognized to be an integral part of instruction. Whileassessment of learning has always been and will continue to be an important aspect of teach-ing (it’s important for teachers to know whether students have learned what was intended),assessment for learning has increasingly come to play an important role in classroom practice.And in order to assess student learning for the purposes of instruction, teachers must have a“finger on the pulse” of a lesson, monitoring student understanding and, where appropriate,offering feedback to students.

Of course, a teacher’s monitoring of student learning, though the action may superficiallyappear to be the same as that of monitoring student behavior, has a fundamentally differentpurpose in each case. When teachers are monitoring behavior, they are alert to students whomay be passing notes, or bothering their neighbors; when teachers are monitoring studentlearning, they look carefully at what students are writing, or listen carefully to the questions stu-dents ask, in order to gauge whether they require additional activity or explanation in order tograsp the content. In each case, the teacher may be circulating in the room, but his/herpurpose in doing so is quite different in the two situations.

Similarly, on the surface, questions asked of students for the purpose of monitoring learningare fundamentally different from those used to build understanding; in the former, teachers arealert to students’ revealed misconceptions, whereas in the latter the questions are designed toexplore relationships or deepen understanding. For the purpose of monitoring, many teacherscreate questions specifically to determine the extent of student understanding and usetechniques (such as exit tickets) to ascertain the degree of understanding of every student inthe class. Indeed, encouraging students (and actually teaching them the necessary skills) ofmonitoring their own learning against clear standards is demonstrated by teachers at high lev-els of performance. In this component. Elements of component 3d:

Assessment criteriaIt is essential that students know the criteria for assessment. At its highest level, students them-selves have had a hand in articulating the criteria for, for example, a clear oral presentation.

Monitoring of student learningA teacher’s skill in eliciting evidence of student understanding is one of the true marks ofexpertise. This is not a hit-or-miss effort but one planned carefully in advance. Even after care-ful planning, however, the teacher must weave monitoring of student learning seamlessly intothe lesson, using a variety of techniques.

Feedback to studentsFeedback on learning is an essential element of a rich instructional environment; without it,students are constantly guessing about how they are doing, and how their work can beimproved. Valuable feedback must be timely, constructive, and substantive and providestudents the guidance they need to improve their performance.

Student self-assessment and monitoring of progressThe culmination of students’ assuming responsibility for their learning is when they monitortheir own learning and take appropriate action. Of course, they can do these things only if thecriteria for learning are clear and they have been taught the skills of checking their workagainst clear criteria.Indicators:• Teacher paying close attention to evidence of student understanding• Teacher posing specifically created questions to elicit evidence of student understanding• Teacher circulating to monitor student learning and to offer feedback• Students assessing their own work against established criteria

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3d Using Assessment in Instruction—Possible Examples


A student asks, “Howis this assignment go-ing to be graded?”

A student asks, “Doesthis quiz count to-wards my grade?”

The teacher forgesahead with a presen-tation without check-ing for understanding.

The teacher says:“Good job, everyone.”

Teacher asks: “Doesanyone have a ques-tion?”

When a student com-pletes a problem onthe board, the teachercorrects the student’swork without explain-ing why.

The teacher, after re-ceiving a correct re-sponse from one stu-dent, continues withoutascertaining whetherall students under-stand the concept.

The teacher circulatesduring small group orindependent work, of-fering suggestions togroups of students.

The teacher uses aspecifically formulatedquestion to elicit evi-dence of student un-derstanding.

The teacher asks stu-dents to look overtheir papers to correcttheir errors.

The teacher remindsstudents of the char-acteristics of high-quality work (the as-sessment criteria),suggesting that thestudents themselveshelped develop them.

While students areworking, the teachercirculates, providingsubstantive feedbackto individual students.

The teacher uses exittickets to elicit evi-dence of individual stu-dent understanding.

Students offer feed-back to their class-mates on their work.

Students evaluate apiece of their writingagainst the writingrubric and confer withthe teacher about howit could be improved.

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3d USING ASSESSMENT IN INSTRUCTION

The teacher gives no indication of whathigh-quality work looks like.

The teacher makes no effort to determinewhether students understand the lesson.

Feedback is only global.

The teacher does not ask students to eval-uate their own or classmates’ work.

There is little evidence that the studentsunderstand how their work will beevaluated.

Teacher monitors understanding through asingle method, or without eliciting evidenceof understanding from all students.

Teacher requests global indications of stu-dent understanding.

Feedback to students is not uniformly spe-cific and not oriented towards futureimprovement of work.

The teacher makes only minor attempts toengage students in self-assessment orpeer assessment.

There is little or no assessment or monitor-ing of student learning; feedback is absentor of poor quality.

Students do not appear to be aware of theassessment criteria and do not engage inself-assessment.

Assessment is used sporadically byteacher and/or students to support instruc-tion through some monitoring of progress inlearning.

Feedback to students is general, studentsappear to be only partially aware of theassessment criteria used to evaluate theirwork, and few assess their own work.

Questions, prompts, and assessments arerarely used to diagnose evidence of learning.

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Students indicate that they clearly understandthe characteristics of high-quality work.

The teacher elicits evidence of student under-standing during the lesson. Students areinvited to assess their own work and makeimprovements.

Feedback includes specific and timelyguidance, at least for groups of students.

The teacher attempts to engage students inself-assessment or peer assessment.


There is evidence that students have helpedestablish the evaluation criteria.

Teacher monitoring of student understanding issophisticated and continuous: the teacher isconstantly “taking the pulse” of the class.

Teacher makes frequent use of strategies toelicit information about individual studentunderstanding.

Feedback to students is specific and timely,and is provided from many sources includingother students.

Students monitor their own understanding,either on their own initiative or as a result oftasks set by the teacher.

Assessment is used regularly by teacherand/or students during the lesson throughmonitoring of learning progress and results inaccurate, specific feedback that advanceslearning.

Students appear to be aware of theassessment criteria; some of them engage inself-assessment.

Questions, prompts, assessments are used todiagnose evidence of learning.

Assessment is fully integrated into instructionthrough extensive use of formativeassessment.

Students appear to be aware of, and there issome evidence that they have contributed to,the assessment criteria.

Students self-assess and monitor theirprogress.

A variety of feedback, from both their teacherand their peers, is accurate, specific, andadvances learning.

Questions, prompts, assessments are usedregularly to diagnose evidence of learning byindividual students.


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3e DEMONSTRATING FLEXIBILITY AND RESPONSIVENESS 3e Demonstrating Flexibility and Responsiveness

“Flexibility and responsiveness” refers to a teacher’s skill in making adjustments in a lessonto respond to changing conditions. When a lesson is well planned, there may be no need forchanges during the course of the lesson itself. Shifting the approach in midstream is notalways necessary; in fact, with experience comes skill in accurately predicting how a lessonwill go and readiness for different possible scenarios. But even the most-skilled and best-pre-pared teachers will on occasion find that either a lesson is not going as they would like or thata teachable moment has presented itself. They are ready to respond to such situations.Furthermore, teachers who are committed to the learning of all students persist in theirattempts to engage each student in learning, even when confronted with initial setbacks. Ele-ments of component 3e:

Lesson adjustmentExperienced teachers are able to make both minor and (when needed) major adjustments to alesson, a mid-course correction. Such adjustments depend on a teacher’s store of alternateinstructional strategies and his or her confidence to make a shift when needed.

Response to studentsOccasionally during a lesson an unexpected event will occur which presents a true teachablemoment. It is a mark of considerable teacher skill to be able to capitalize on such opportunities.

PersistenceCommitted teachers don’t give up easily; when students encounter difficulty in learning (whichall do at some point) these teachers seek alternate approaches to help their students be suc-cessful. In these efforts, teachers display a keen sense of efficacy.Indicators:• Incorporation of student interests and events of the day into a lesson• Visible adjustment in the face of student lack of understanding• Teacher seizing on a teachable moment

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3e Demonstrating Flexibility and Responsiveness—Possible Examples

Unsatisfactory Basic Proficient DistinguishedThe teacher says:“We don’t have timefor that today.”

The teacher makes noattempt to adjust thelesson when studentsappear confused.

The teacher says: “Ifyou’d just pay atten-tion, you could under-stand this.”

The teacher says: “I’lltry to think of anotherway to come at thisand get back to you.”

The teacher says: “Irealize not everyoneunderstands this, butwe can’t spend anymore time on it.”

The teacher re-arranges the way thestudents are groupedin an attempt to helpstudents understandthe lesson.

The teacher says:“That’s an interestingidea; let’s see how itfits.”

The teacher illustratesa principle of goodwriting to a studentusing his interest inbasketball as context.

The teacher says:”Let’s try this way andthen uses another ap-proach.”

The teacher stops inmidstream in a les-son, and says: “Thisactivity doesn’t seemto be working! Here’sanother way I’d likeyou to try it.”

The teacher incorpo-rates the school’s up-coming championshipgame into an explana-tion of averages.

The teacher says: “Ifwe have to comeback to this tomorrow,we will; it’s really im-portant that you un-derstand it.”

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3e DEMONSTRATING FLEXIBILITY AND RESPONSIVENESS

Teacher ignores indications of studentboredom or lack of understanding.

Teacher brushes aside student questions.

Teacher makes no attempt to incorporatestudent interests into the lesson.

The teacher conveys to students that whenthey have difficulty learning it is their fault.

In reflecting on practice, the teacher doesnot indicate that it is important to reach allstudents.

Teacher’s efforts to modify the lesson areonly partially successful.

Teacher makes perfunctory attempts toincorporate student questions and interestsinto the lesson.

The teacher conveys a sense to students oftheir own responsibility for their learning butis uncertain about how to assist them.

In reflecting on practice, the teacherindicates the desire to reach all studentsbut does not suggest strategies to do so.

Teacher adheres to the instruction plan inspite of evidence of poor studentunderstanding or lack of interest.

Teacher ignores student questions; whenstudents experience difficulty, the teacherblames the students or their home environ-ment.

Teacher attempts to modify the lessonwhen needed and to respond to studentquestions and interests, with moderate suc-cess.

Teacher accepts responsibility for studentsuccess but has only a limited repertoire ofstrategies to draw upon.

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When necessary, the teacher makesadjustments to the lesson to enhance under-standing by groups of students.

Teacher incorporates students’ interests andquestions into the heart of the lesson.

The teacher conveys to students that s/he hasother approaches to try when the studentsexperience difficulty.

In reflecting on practice, the teacher cites mul-tiple approaches undertaken to reach studentshaving difficulty.


The teacher’s adjustments to the lesson aredesigned to assist individual students.

Teacher seizes on a teachable moment toenhance a lesson.

The teacher conveys to students that s/hewon’t consider a lesson “finished” until everystudent understands and that s/he has a broadrange of approaches to use.

In reflecting on practice, the teacher can citeothers in the school and beyond whom s/hehas contacted for assistance in reaching somestudents.

Teacher promotes the successful learning of allstudents, making minor adjustments asneeded to instruction plans and accommodat-ing student questions, needs, and interests.

Drawing on a broad repertoire of strategies,the teacher persists in seeking approaches forstudents who have difficulty learning.

Teacher seizes an opportunity to enhancelearning, building on a spontaneous event orstudent interests, or successfully adjusts anddifferentiates instruction to address individualstudent misunderstandings.

Teacher persists in seeking effectiveapproaches for students who need help, usingan extensive repertoire of instructional strate-gies and soliciting additional resources fromthe school or community.


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DOMAIN 4

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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.

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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.


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.


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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.

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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.

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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


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.

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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.

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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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