whps intructional framework 8 30 13 revised
DESCRIPTION
WHPS Intructional Framework 8 30 13 revisedTRANSCRIPT
102 Revised 8.30.13
Classroom Environment
The Classroom Environment focus area has four (4) indicators of performance. For each indicator, exemplars of practice
have been provided and, where applicable, student behaviors, outcomes and/or products have been suggested. Finally a
list of teacher dispositions has been provided in support of the types of habits and patterns associated with establishing a
quality classroom environment for learning.
Dispositions Safety-oriented, respectful, professional, nurturing, caring, responsive, culturally-sensitive, fair, honest,
reflective, flexible, analytical, non-judgmental
Focus Area: Classroom Environment
Indicators Level 1 Level 2 Level 3 Level 4
A. Teacher creates an
environment that is safe
and conducive to
learning.
Teacher does not
effectively address
negative student behavior,
which interferes with the
learning, safety or well-
being of others.
Teacher inconsistently
addresses student
behavior, which impacts
the learning, safety or well-
being of others.
Teacher actively
addresses and
promotes student
behaviors that
supports a
positive learning
environment.
Teacher and students
actively and consistently
promote behavior that
supports a positive learning
environment.
Exemplars The teacher acknowledges, promotes, and models responsible and respectful behaviors, corrects irresponsible and
inappropriate behaviors and sets up clear rules/norms. The teacher promotes safety and respect in the classroom
so that learning is accessible to all students including those with special needs.
The teacher manages movement, manages attention, manages rules/norms, and sets up high expectations for all
the students.
The teacher interacts with students, supports student diversity, and reinforces positive interaction among students.
Student Behaviors,
Outcomes, and
Products
The students exhibit respect for the teacher and contribute to high levels of civility among all members of the class.
The students respect rules/norms to promote safety in the classroom.
The students assume responsibility for high quality learning by initiating improvements, making revisions, adding
details, and/or helping peers. Routines are well understood and may be initiated by the students. The students
interact with one another and the teacher.
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Focus Area: Classroom Environment
Indicators Level 1 Level 2 Level 3 Level 4
B. Teacher models and
promotes an atmosphere of
respect and responsibility
for self, others and
property.
Teacher provides little or
no evidence of modeling
an atmosphere of respect
and responsibility for self,
others and property.
Teacher provides some
evidence of modeling an
atmosphere of respect
and responsibility for self,
others and property.
Teacher-to-student and student-to- student interactions frequently demonstrate respect and responsibility for self, others, and property and sensitivity to students’ diversity and levels of development.
Teacher-to-student and
student-to-student
interactions consistently
demonstrate respect and
responsibility for self, others
and property, and sensitivity
to students’ diversity and
levels of development.
Teacher establishes a
classroom community that
does not promote risk-
taking and learning.
Teacher establishes a
classroom community that
inconsistently promotes
risk-taking and learning.
Teacher establishes a
classroom community that
frequently promotes
appropriate social skills to
support risk-taking and
learning.
Teacher establishes a
classroom community that
consistently promotes
appropriate social skills to
support risk-taking and
learning.
Exemplars
The teacher promotes safety and respect in the classroom so that learning is accessible to all students including those with special needs. Students share ideas openly. Students listen to one another and engage in discourse about the learning tasks. Students provide feedback to one another about their work. Student Behaviors,
Outcomes, and
Products
Students respect established rules and norms in the classroom. Students act in ways that promote safety in the
classroom.
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Focus Area: Classroom Environment
Indicators Level 1 Level 2 Level 3 Level 4
C. Teacher maximizes the
amount of time spent on
learning by effectively
managing procedures and
routines.
Teacher rarely uses
learning time effectively.
Teacher
inconsistently uses
learning time
effectively.
Teacher frequently
maximizes learning time.
Teacher consistently
maximizes learning time.
No evidence of rules,
routines, expectations and
procedures.
Some rules, routines and
procedures are
established but are
Implemented inconsistently.
Classroom rules, routines
and procedures are
established and
consistently
implemented
Classroom rules, routines
and procedures that
promote student self-control
are clearly established and
consistently implemented by
teachers and students
Exemplars The teacher manages movement, manages attention, manages rules/norms and sets up high expectations for all
students.
Student Behaviors,
Outcomes, and
Products
Students assume responsibility for high quality learning by initiating improvements, making revisions, adding
details and/or helping peers. Routines are well understood and may be initiated by students. Students are on
task and following teacher directions. Students complete tasks assigned.
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Focus Area: Classroom Environment
Indicators Level 1 Level 2 Level 3 Level 4
D. Teacher promotes
student engagement by
providing opportunities to
participate and interact
productively.
Teacher rarely promotes
student engagement.
Teacher
inconsistently
promotes student
engagement.
The teacher frequently
promotes productive
student engagement by
providing opportunities for
students to participate in
the learning process.
The teacher consistently
promotes productive student
engagement by providing
varied opportunities for
students to participate in the
learning process.
Little or no evidence
exists of productive
student participation
and interaction.
Some evidence of
productive student
participation and
interaction is
identified.
Students participate actively in the learning tasks and engage in discourse with one another.
Students frequently interact with one another to complete learning tasks
Exemplars The teacher interacts with students, supports student diversity, and reinforces positive interaction among students.
Student Behaviors,
Outcomes, and
Products
The students interact with other students and teacher.
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Planning and Preparation
The Planning and Preparation focus area has five (5) indicators of performance. For each indicator, exemplars of practice
have been provided and, where applicable, student behaviors, outcomes and/or products have been suggested. Finally a
list of teacher dispositions has been provided in support of the types of habits and patterns associated with planning
classroom instruction for learning.
Dispositions Strategic, reflective, intuitive, flexible, adaptive progressive, culturally sensitive, knowledgeable, organized, responsible,
detail-oriented, diagnostic, analytical, student-centered, creative, open-minded, student-centered, insightful,
innovative, resourceful, confident
Focus Area: Planning and Preparation
Indicators Level 1 Level 2 Level 3 Level 4
A. Teacher designs
instruction based on
existing district curriculum
guides.
Teacher’s planning process
does not reflect the use of
existing curriculum guides
to design instruction.
Teacher’s planning
process occasionally
reflects the use of existing
curriculum guides to
design instruction.
Teacher’s planning
process typically reflects
the use of existing
curriculum guides to
design instruction.
Teacher’s planning process
consistently directly aligns
with existing curriculum
guides to design instruction.
Exemplars Teacher develops and implements strategies and resources targeted to individual needs consistent with CCSS and district standards.
Student Behaviors, Outcomes, and Products
High levels of student engagement throughout the lesson. Students successfully meet lesson objectives.
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Focus Area: Planning and Preparation (cont.)
Indicators Level 1 Level 2 Level 3 Level 4
B. Teacher designs
lessons that meet the
needs of all learners by
planning differentiated
learning tasks.
Teacher does not design
lessons that meet the
needs of all learners by
planning differentiated
learning tasks.
Teacher occasionally
designs lessons that meet
the needs of all learners by
planning differentiated
learning tasks.
Teacher designs lessons
that meet the needs of all
learners by planning
differentiated learning
tasks.
Teacher consistently
designs lessons that meet
the needs of all learners by
planning differentiated
learning tasks.
There is no evidence of the
teacher’s knowledge of
students’ background
knowledge, interests and
individual learning needs.
There is minimal evidence
of the teacher’s knowledge
of students’ background
knowledge, interests and
individual learning needs.
There is evidence of the
teacher’s knowledge of
students’ background
knowledge, interests and
individual learning needs.
There is substantial
evidence of the teacher’s
knowledge of students’
background knowledge,
interests and individual
learning needs.
Exemplars Teacher differentiates based on multiple sources of data and resources, and opportunities for students to be
assessed and demonstrate mastery in non-traditional ways.
Student Behaviors,
Outcomes, and
Products
Authentic artifacts that reflect higher levels of student understanding
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Focus Area: Planning and Preparation (cont.)
Indicators Level 1 Level 2 Level 3 Level 4
C. Teacher plans
meaningful and
ongoing
assessments that
measure student
understanding and
mastery.
Teacher does not plan
assessments that
measure student
understanding and
mastery.
Teacher
occasionally plans
meaningful
assessments that
measure student
understanding and
mastery.
Teacher plans
meaningful
assessments that
measure student
understanding and
mastery.
Teacher consistently
plans and
incorporates
meaningful, ongoing
assessments that
measure student
understanding and
mastery.
Exemplars Teacher designs assessment opportunities based on student choice, student self-assessment, use of rubrics, in-the-
moment checking for understanding, and use of formative and summative aligned with standards based instruction.
Student Behaviors,
Outcomes, and
Products
Higher levels of student mastery.
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Focus Area: Planning and Preparation (cont.)
Indicators Level 1 Level 2 Level 3 Level 4
D. Teacher plans lessons
with multiple opportunities
for student engagement
using multimodal
methodology and
communication.
Teacher does not plan
lessons with multiple
opportunities for student
engagement.
Teacher occasionally plans
lessons with multiple
opportunities for student
engagement.
Teacher typically plans
lessons with multiple
opportunities for student
engagement using
multimodal methodology
and communication.
Teacher consistently plans
lessons with multiple
opportunities for student
engagement using
multimodal methodology
and communication.
Exemplars Teacher designs inquiry based lessons with opportunities for student choice, the use of diverse instructional
modalities and multiple resources.
Student Behaviors,
Outcomes, and
Products
Higher levels of student engagement, responsibility for work, and demonstration of mastery.
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Focus Area: Planning and Preparation (cont.)
Indicators Level 1 Level 2 Level 3 Level 4
E. Teacher plans lessons
with relevant context (e. g.,
thematic units, real-world
connections, cross-
curricular, global or current
events).
Teacher does not plan for
contextual learning and
lessons are frequently
isolated from any context.
Teacher occasionally plans
to promote student
curiosity and
understanding of the
context (e.g., thematic,
real-world connections,
cross-curricular, global or
current events).
Teacher plans to promote
student curiosity and
application of learning
within a context (e.g.,
thematic, real-world
connections, cross-
curricular, global or current
events).
Teacher consistently plans
to promote student
curiosity and application of
learning within a context
(e.g., thematic, real-world
connections, cross-
curricular, global or current
events).
Exemplars Teacher designs lessons implementing culturally relevant approaches, opportunities to demonstrate global
relevance, use of developmental contexts that promote deeper student engagement, and research using diverse
technology integration.
Student Behaviors,
Outcomes, and
Products
Student artifacts that reflect an appreciation of a broader world view, creative approaches to demonstrating
learning, and the ability to apply knowledge to relevant life experiences.
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Instructional Practice
The Instructional Practice focus area has seven (7) indicators of performance. For each indicator, exemplars of practice
have been provided and, where applicable, student behaviors, outcomes and/or products have been suggested. Finally a
list of teacher dispositions has been provided in support of the types of habits and patterns associated with quality
instruction for learning.
Dispositions Reflective, analytical, metacognitive, respect for diversity, strategic, thoughtful, flexible, organized, thoughtful, intuitive,
supportive, high expectations for all, attentive to detail, thoroughness, organized, diagnostic and prescriptive,
advocacy, experimental, innovative, forward-thinking, technologically savvy, diagnostic, responsive, high expectations,
student-centered, rapport-building
Focus Area: Instructional Practice
Indicator Level 1 Level 2 Level 3 Level 4
A. Teacher sets and
communicates clear and
rigorous expectations for
learning.
Teacher rarely sets and
communicates
expectations for learning
that are clear to students.
Expectations are
frequently confusing
and/or inappropriate for
the students’
developmental levels.
Teacher inconsistently
sets and communicates
expectations. Some
confusion exists.
Some confusion may
exist.Clarification is
necessary and
frequently provided.
Teacher sets rigorous
expectations for learning
that are clear to students.
Teacher’s oral, written, and
nonverbal communication
is clear, and appropriate to
students’ diversity and
levels of development.
Teacher consistently set
rigorous expectations for
learning that are clearly
communicated to students.
Teacher’s oral, written,
and nonverbal
communication is
consistently clear and
appropriate to students’
diversity and levels of
development.
Teacher proactively
anticipates possible
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student misconceptions.
Exemplars Teacher communicates objectives clearly and explicitly.
Teacher refers to objectives/expectations throughout the lesson.
Teachers makes connections between objectives, essential questions and real world expressions.
Student Behaviors,
Outcomes, and
Products
Students can articulate the objective and purpose of the lesson.
Students follow the expectations and complete the learning tasks successfully.
Focus Area: Instructional Practice (cont.)
Indicator Level 1 Level 2 Level 3 Level 4
B. Teacher employs a
variety of evidence-based
strategies to enable all
students to apply and
construct new learning.
Teacher employs
predominantly one
evidence-based
instructional
strategy.
Teacher employs a
limited number of
evidence-based
instructional strategies.
Teacher employs a variety
of effective, evidence-
based instructional
strategies.
Teacher seamlessly and
responsively employs a
wide variety of highly
effective, evidence-
based instructional
strategies.
Exemplars Teacher designs lesson that include multiple evidence-based strategies and culturally relevant practices. Teachers give students opportunities to process new information and skills utilizing a variety of methods and strategies in alignment with the content and the individual student’s needs. The teacher implements a variety of strategies that respond to the individual needs of the students
Student Behaviors,
Outcomes, and
Products
Students experience challenge and engage in purposeful activities.
Students demonstrate learning as a result of the teacher’s use of effective evidence-based strategies.
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Focus Area: Instructional Practice (cont.)
Indicator Level 1 Level 2 Level 3 Level 4
C. Teacher uses
differentiated instruction
and interventions to
support the diverse needs
of students.
Teacher does not
differentiated instruction,
and consideration is not
given to individual
students’ needs, interests,
or learning styles.
Teacher uses limited
differentiated instruction,
and gives some
consideration to individual
students’ needs, interests,
or learning styles.
Teacher frequently
provides differentiated
instruction based on
students’ individual
learning needs, interests,
and learning styles.
Teacher consistently
provides differentiated
instruction based on
students’ individual learning
needs, interests, and
learning styles.
Exemplars Teacher designs lesson from the start utilizing multiple representations of the task, multiple forms of expression
and multiple forms of engagement.
Teacher offers students multiple entry points into a learning experience.
Differentiation occurs because there is a need based on the student’s ability to complete tasks. This is evidenced by multiple entry points and pathways to access learning material. Teacher provides scaffolding for students.
Teacher makes appropriate use of support staff and other available resources (time, space, materials, technology) Students groupings are flexible and purposeful
Student Behaviors,
Outcomes, and
Products
Students are engaged in work that is purposeful and appropriately matched to learning needs. Students utilize a variety of resources. Students are engaged in learning activities based on needs, learning modality, interests, and/or abilities, and learning objectives/goals. Students are engaged in rigorous tasks at all levels. Students work and artifacts are differentiated based on needs and interests.
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Focus Area: Instructional Practice (cont.)
Indicator Level 1 Level 2 Level 3 Level 4
D. Teacher monitors
student learning and
adjusts instructional
strategies and pacing, as
needed, in response to
student performance and
engagement.
Teacher’s monitoring is
limited to student task
completion and/or
behavior. Teacher rarely
adjusts instruction relative
to student performance
and engagement.
Teacher’s monitoring of
learning is focused on
whole group
understanding. Teacher
makes few adjustments to
instruction in response to
student performance and
engagement.
Teacher monitors student
learning and adjusts
instruction in response to
student performance and
engagement.
Teacher consistently
monitors student learning
and efficiently adjusts
instruction in response to
student performance and
engagement.
Exemplars Teacher routinely checks for understanding during instruction utilizing a variety of methods and strategies.
Teacher individually coaches students to redirect instruction based on the students’ performance.
Teacher utilizes data based measures to track student progress.
Student Behaviors,
Outcomes, and
Products
Students frequently ask questions and offer solutions. Students demonstrate persistence, effort and task
completion.
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Focus Area: Instructional Practice (cont.)
Indicator Level 1 Level 2 Level 3 Level 4
E. Teacher incorporates
available technological
and digital resources to
promote learning as
appropriate.
Teacher uses available
technology as a non-
instructional tool.
Students have limited
opportunity for interaction
with technology.
No technology was used
to enhance the lesson.
Teacher facilitates the use
of available technology to
help students access,
organize, and present
information.
Teacher facilitates the use
of available technology to
help students evaluate,
analyze, interpret and
communicate information
in order to demonstrate
and apply learning.
Teacher incorporates
student-centered use of
technology to engage
learners in critical thinking
activities that promote
cooperative problem
solving, creativity and
innovation.
Exemplars Teacher utilizes technology and digital resources strategically during lessons. Technology is used as a resource to support a purposeful skill or process (e.g., higher order thinking, Bloom’s Taxonomy or Webb’s Depth of Knowledge). Teacher acts as a model exploring and using new technology. Teacher incorporates both low tech and high tech digital resources as part of the classroom experience for students. Teacher provides students with specific opportunities to express their learning using technology.
Student Behaviors,
Outcomes, and
Products
Students access and use a range of technological and digital resources to organize and present information. Students with different levels of experience with or exposure to technology outside of school experience equitable access to technology. Students demonstrate independence and efficacy in their use of technology resources. Transfer of agency from teacher to students is evidenced b y the way students utilize technology resources during their learning.
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Focus Area: Instructional Practice (cont.)
Indicator Level 1 Level 2 Level 3 Level 4
F. Teacher provides
constructive feedback to
students during instruction
to improve performance.
Teacher provides limited
and/or inaccurate
feedback.
Feedback discourages
creativity and/or
discourages risk taking.
Teacher occasionally
provides feedback to
students about the quality
of their work. Feedback is
mostly general.
Teacher provides
constructive feedback to
students about the quality
of their work. Feedback
promotes active risk-
taking.
Teacher consistently provides ongoing, specific and accurate feedback to students about the quality of their work that promotes risk-taking and enhances their learning.
Exemplars Teacher routinely provides students with feedback that is specific, concrete and related to the target objectives.
Teacher provides feedback to students in a timely manner.
Student Behaviors,
Outcomes, and
Products
Students make changes to their work that reflects feedback received. Students demonstrate growth over time.
Students produce work that aligns with criteria and/or exemplars
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Focus Area: Instructional Practice (cont.)
Indicator Level 1 Level 2 Level 3 Level 4
G. Teacher promotes
engagement through
shared responsibility for
the learning process.
Teacher provides limited
active learning
opportunities. Instruction is
primarily teacher driven.
Teacher sometimes
provides active, student-
centered learning
activities. Teacher
provides occasional
opportunities for students
to take responsibility for
their learning.
Teacher provides active,
student-centered learning
activities. Teacher
provides regular
opportunities for students
to take responsibility for
their learning.
Teacher consistently
provides active, student-
centered learning
activities. Teacher
provides ample
opportunities for students
to take responsibility for
their learning.
Exemplars Teacher designs lessons that invite active participation. Teacher provides multiple opportunities for students to
interact and engage in discourse with one another about learning tasks and lesson content. Teacher provides
scaffolding for students that promotes active student engagement and independence. Teacher provides
students with choice of learning activities aligned to learning outcomes.
Student Behaviors,
Outcomes, and
Products
Students engage in collaboration and/or discourse throughout the lesson. Students interact frequently with each other
and the teacher. Students participate actively throughout the lesson in a variety of ways. Students engage in self-
assessment of their work. Students produce work that aligns with criteria and/or exemplars. Students work in pairs
and groups to design, define and refine their learning products based on teacher input. Students are actively
engaged and held accountable for their contributions. Students take on appropriate leadership roles in the
classroom.
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Assessment
The Assessment focus area has five (5) indicators of performance. For each indicator, exemplars of practice have been
provided and, where applicable, student behaviors, outcomes and/or products have been suggested. Finally a list of
teacher dispositions has been provided in support of the types of habits and patterns associated with the development
and implementation of quality assessment for learning.
Dispositions Advocacy, interpretive, evaluative, encouraging, diagnostic, prescriptive
Focus Area: Assessment
Indicators Level 1 Level 2 Level 3 Level 4
A. Teacher uses a
comprehensive variety of
formative and summative
assessments that align with
the learning objectives and
inform instruction.
Teacher does not use a
variety of formative
and/or summative
assessments. Teacher
relies on a single
assessment or no
assessment occurs.
Teacher occasionally
uses formative and/or
summative
assessments that align
with learning objectives
and inform instruction.
Teacher routinely uses
formative and
summative
assessments that align
with learning objectives
and inform instruction.
Teacher consistently
uses a variety of
formative and summative
assessments that align
with the learning
objectives and inform
instruction.
Exemplars Teacher includes formative and summative assessment tasks as part of the learning experience. Teacher provides a range of alternative means aligned with the learning objectives by which students may demonstrate their understanding. Teacher offer students choices of ways to represent new learning through varied tasks and activities. Teacher’s use of a variety of formative and summative assessments is evidenced in his/her lesson and pre-conference. Teacher monitors and adjusts instruction summatively based on assessment data and results.
Student Behaviors,
Outcomes, and
Products
All students are assessed. Students demonstrate growth, student focus on performance and learning
over grades, strengthening communication among all stakeholders
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Focus Area: Assessment (cont.)
Indicators Level 1 Level 2 Level 3 Level 4
B. Teacher uses a variety
of alternative formative
and summative
assessments to
differentiate for the
diverse ways that
students demonstrate
their learning.
Teacher does not use
a variety of
alternative
assessments to
differentiate for the
diverse ways that
students demonstrate
their learning.
Teacher occasionally
uses alternative formative
and summative
assessments to
differentiate for the
diverse ways that
students demonstrate
their learning.
Teacher uses a variety of
alternative formative and
summative
assessments to
differentiate for the
diverse ways that
students demonstrate
their learning.
Teacher consistently
uses a variety of
alternative formative and
summative assessments
to differentiate for the
diverse ways that
students demonstrate
their learning.
Exemplars Teacher provides accommodations and modifications to meet individual learners’ needs. Teacher provides a range of alternative means by which students may demonstrate their understanding. Teacher provides students with choices of activities by which to represent new learning. Teacher differentiates content, products and processes as for assessment, including providing options for students to show learning in multiple modalities or with varied media, scaffolding or cueing students to demonstrate knowledge or skills, and utilizing record-keeping and data collection techniques that capture multiple forms of evidence of what students have learned.;
Student Behaviors,
Outcomes, and
Products
Students have the opportunity to show their learning about a variety of content in a variety of ways, using a variety of modalities. Students feel all assessments are fair and within reach.
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Focus Area: Assessment (cont.)
Indicators Level 1 Level 2 Level 3 Level 4
C. Teacher uses rubrics
and/or assessment tools
to guide student
reflection, to improve
student performance, and
to promote responsibility
for their learning.
Teacher does not use
rubrics and/or
assessment tools for
student reflection.
Teacher
occasionally uses
rubrics and/or
assessment tools for
student reflection.
Teacher uses rubrics
and/or assessment tools
to guide student
reflection, to improve
student performance, and
to promote responsibility
for their learning.
Teacher consistently
uses rubrics and/or
assessment tools to
guide student reflection,
to improve student
performance, and to
promote responsibility for
their learning.
Exemplars Teacher routinely creates rubrics a part of the lesson design to accompany learning tasks. Teacher routinely uses rubrics connected to learning objectives to invite student self-assessment.
Student Behaviors,
Outcomes, and
Products
Student has growth mindset and knows what is expected. He/she tries to meet expectations. Students frequently engage in self-evaluation of their work.
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Focus Area: Assessment (cont.)
Indicators Level 1 Level 2 Level 3 Level 4
D. Teacher collaborates
with colleagues to review
and interpret assessment
data to monitor and
adjust instruction.
Teacher does not
collaborate with
colleagues to review
assessment data.
Teacher occasionally
collaborates with
colleagues to review and
report required
assessment data to
monitor and adjust
instruction.
Teacher collaborates with
colleagues to review and
interpret assessment
data to monitor and
adjust Instruction to meet
the needs of individual
learners.
Teacher proactively
shares and interprets
multiple sources of
student data with
colleagues to improve
individual student
performance and monitor
and adjust instruction to
meet the needs of
individual learners.
Exemplars Routinely reviews data in collaboration with others. Teacher reviews multiple sources of data pertaining to student performance in a curricular area. Teacher uses data as the basis for planning and modifying instruction. Teacher sets objectives for students based on data.
Student Behaviors,
Outcomes, and
Products
Students feel successful.
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Focus Area: Assessment (cont.)
Indicators Level 1 Level 2 Level 3 Level 4
E. Teacher provides
specific, constructive,
and timely feedback to
students and families to
reinforce and improve
student learning.
Teacher does not provide
constructive feedback to
students and families to
improve student learning.
Teacher provides general
and/or untimely feedback
to students and families
to improve student
learning.
Teacher
communicates
specific, constructive,
and timely feedback to
students and families to
reinforce and improve
student learning.
Teacher proactively
communicates specific,
constructive, and timely
feedback to students and
families to reinforce and
improve student learning.
Exemplars Teacher reviews assessments immediately. Results of assessments are communicated to students in a specific and timely manner to promote progress.
Student Behaviors,
Outcomes, and
Products
Student always know how and when to improve. Parents know when performance changes (positive and
negative)
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Professional Responsibilities The Professional Responsibilities focus area has five (5) indicators of performance. For each indicator, exemplars of
practice have been provided and, where applicable, student behaviors, outcomes and/or products have been suggested.
Furthermore, a list of teacher dispositions has been provided in support of the types of habits and patterns associated with
professional practice and ethical behavior.
Dispositions Continuous/active learner, communicates with professional decorum, strong verbal skills, good intra/inter
personal skills, curious, flexible, confident, self-awareness, risk taker, proactive learner, honest, flexible to
learning
Focus Area: Professional Responsibilities
Indicators Level 1 Level 2 Level 3 Level 4
A. Teacher conducts self as
a professional in accordance
with CT Code of
Responsibility for Educators
and district policy.
Teacher does not comply
with state/district policy
and engages in activities
that are not in the best
interest of students.
Teacher inconsistently
complies with
state/district policy and
inconsistently engages in
activities that are not in
the best interest of
students.
Teacher exhibits a high
level of ethics and
professionalism in
compliance with district
policy and frequently
engages in activities that
are in the best interest of
students.
Teacher consistently
exhibits the highest
ethical standards in
compliance with
state/district policy and
consistently engages in
activities that are in the
best interest of students.
Exemplars Teacher maintains appropriate boundaries among parents, students and colleagues.
Teacher demonstrates respect for ethnicity and cultural differences.
Teacher demonstrates respect for student and family confidentiality.
Teacher uses technology in an ethical manner.
Student Behaviors,
Outcomes, and
Products
Students display appropriate use of technology
Student/teacher dialogues are respectful.
Students maintain appropriate boundaries with teachers and other students.
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Focus Area: Professional Responsibilities (cont.)
Indicators Level 1 Level 2 Level 3 Level 4
B. Teacher collaborates
with colleagues in a
professional
community.
Teacher rarely participates
in the professional
community and
demonstrates little
commitment to
collaborate with
colleagues.
Teacher inconsistently
participates in the
professional community
and shows a developing
commitment to
collaborating with
colleagues.
Teacher frequently
contributes to the
professional
community and
collaborates
productively with
colleagues.
Teacher consistently
contributes to the
professional
community, and
proactively seeks
opportunities to
collaborate with
Exemplars Teacher actively participates and shares materials and ideas during collaborative meetings.
Teacher demonstrates open-mindedness towards colleague feedback.
Student
Behaviors/Outcome
s/Products
Student shows a consistent increase in academic growth.
125 Revised 8.30.13
Focus Area: Professional Responsibilities (cont.)
Indicators Level 1 Level 2 Level 3 Level 4
C. Teacher engages in
professional
growth/development and
reflection to enhance
teaching and student
learning.
Teacher rarely reflects on
instructional practice, uses
feedback, or engages in
professional growth.
Teacher inconsistently
reflects on instructional
practice, occasionally uses
feedback, and participates
in some professional
growth opportunities.
Teacher frequently reflects
on instructional practice,
uses feedback, and
participates in
opportunities for
professional growth.
Teacher consistently and
proactively reflects on
instructional practices,
incorporates feedback,
and seeks opportunities
for professional growth to
improve instructional
practice.
Exemplars Teacher attends and/or presents at workshops and conferences
Teacher utilizes new learnings acquired during professional development opportunities
Teacher seeks opportunities to share practice and student work with colleagues
Teacher aligns future professional development with their growth needs
Teacher demonstrates a growth mindset in receiving constructive feedback
Student Behaviors,
Outcomes, and
Products
Student shows high engagement during lessons
Student produces dynamic work product
Student displays high quality of work
126 Revised 8.30.13
Focus Area: Professional Responsibilities (cont.)
Indicators Level 1 Level 2 Level 3 Level 4
D. Teacher communicates
with families to promote
positive home- school
relationships.
Teacher rarely
attempts to inform
and involve families
in the educational
program.
Teacher inconsistently attempts to
inform and involve families in the
educational program beyond
required contacts.
Teacher frequently
communicates with and
involves families in the
educational program,
often by using more than
one method of
communication.
Teacher consistently
employs a variety of
methods to involve and
inform families in the
educational program and
create a partnership
between the school and
families.
Exemplars Teacher aligns method of communication with family needs
Teacher uses district and building resources to support communication with family
Teacher communicates academic, behavioral and emotional feedback to family about child.
Teacher provides strategies for parents to support student learning
Student Behaviors,
Outcomes/, and
Products
Student shows a higher level of trust between student/teacher resulting in student higher risk taking
Student accepts instructional assistance from teachers
Student displays a higher achievement
Student displays a decrease in adverse behaviors
Student displays an Increase in student/teacher communication
127 Revised 8.30.13
Focus Area: Professional Responsibilities (cont.)
Indicators Level 1 Level 2 Level 3 Level 4
E. Teacher exhibits
sensitivity and respect for
cultural, social, economic
and learning diversity.
Teacher demonstrates
limited sensitivity of
cultural, social, economic
and learning diversity
through interactions or
instruction.
Teacher demonstrates
some sensitivity to and
respect for cultural, social,
economic and learning
diversity through
interactions and
instruction.
Teacher demonstrates
sensitivity to and respect
for most cultural, social,
economic and learning
diversity through
interactions and
instruction.
Teacher consistently
demonstrates a high level
of knowledge, sensitivity,
and respect for cultural,
social, economic and
learning diversity through
interactions and
instruction.
Exemplars Teacher uses language or words that avoid demonstrates
Teacher acknowledges and address their personal biases
Student Behaviors,
Outcomes, and
Products
Student feels comfortable to take risks.