Performance Criteria Rubric With Attributes and Examples

Performance Criteria Rubric with Attributes and Examples
Domain 1: Planning and Preparation

1a: In order to guide student learning, teachers must have command of the subjects they teach. They must know which concepts and skills are central to a
Demonstrating discipline, and which are peripheral; they must know how the discipline has evolved into the 21st century, incorporating such issues as global awareness
Knowledge of and cultural diversity, as appropriate. Accomplished teachers understand the internal relationships within the disciplines they teach, knowing which
Content and
concepts and skills are prerequisite to the understanding of others. They are also aware of typical student misconceptions in the discipline and work to
Pedagogy
dispel them. But knowledge of the content is not sufficient; in advancing student understanding, teachers are familiar with the particularly pedagogical
approaches best suited to each discipline.
The elements of component 1a are:
Knowledge of content and the structure of the discipline
Every discipline has a dominant structure, with smaller components or strands, central concepts and skills
Knowledge of prerequisite relationships
Some disciplines, for example mathematics, have important prerequisites; experienced teachers know what these are and how to use them in
designing lessons and units.
Knowledge of content-related pedagogy
Different disciplines have signature pedagogies that have evolved over time and found to be most effective in teaching.
Indicators include:
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
Inter-disciplinary connections in plans and practice
University of Arkansas Teacher Education Performance Criteria with Attributes and Examples 2012 1
Based upon Criteria Framework, Teachscape, 2011
Unsatisfactory Basic Proficient Distinguished
1a: Teachers plans and practice Teachers plans and practice Teachers plans and practice Teachers plans and practice reflect
Demonstrating display little knowledge of the reflect some awareness of the reflect solid knowledge of the extensive knowledge of the content
Knowledge of content, prerequisite important concepts in the content, prerequisite relations and of the structure of the discipline.
relationships between different discipline, prerequisite relations between important concepts and Teacher actively builds on knowledge
Content and
aspects of the content, or of the between them and of the of the instructional practices of prerequisites and misconceptions
Pedagogy instructional practices specific to instructional practices specific to specific to that discipline. when describing instruction or
that discipline. that discipline. seeking causes for student
misunderstanding.
Critical Attributes Teacher makes content errors. Teacher is familiar with the The teacher can identify In addition to the characteristics of
Teacher does not consider discipline but does not see important concepts of the proficient,
prerequisite relationships conceptual relationships. discipline, and their Teacher cites intra- and
when planning. Teachers knowledge of relationships to one another. interdisciplinary content
Teachers plans use prerequisite relationships is The teacher consistently relationships.
inappropriate strategies for inaccurate or incomplete. provides clear explanations Teacher is proactive in
the discipline. Lesson and unit plans use of the content. uncovering student
limited instructional The teacher answers student misconceptions and addressing
strategies and some are not questions accurately and them before proceeding.
be suitable to the content. provides feedback that
furthers their learning.
The teacher seeks out
content-related professional
development.
Possible Examples The teacher says, The The teacher plans lessons The teachers plan for area In a unit on 19th century
official language of Brazil on area and perimeter and perimeter invites literature, the teacher
is Spanish, just like other independently of one students to determine the incorporates information about
South American countries. another, without linking the shape that will yield the the history of the same period.
The teacher says, I dont concepts together. largest area for a given Before beginning a unit on the
understand why the math The teacher plans to forge perimeter. solar system, the teacher surveys
book has decimals in the ahead with a lesson on The teacher realized her the class on their beliefs as to
same unit as fractions. addition with regrouping, students are not sure how to why it is hotter in the summer
The teacher has students even though some students use a compass, so she plans than in the winter.
copy dictionary definitions have not fully grasped to practice that before
each week to help his place value. introducing the activity on
students learn to spell The teacher always plans angle measurement.
difficult words. the same routine to study The teacher plans to expand
spelling: pre-test on a unit on civics by having
Monday, copy the words 5 students simulate a court
times each on Tuesday and trial.
Wednesday; test on Friday.

1b: Teachers dont teach content in the abstract; they teach it to students. In order to ensure student learning, therefore, teachers must not only know their
Demonstrating content and its related pedagogy, but the students to whom they wish to teach that content. In ensuring student learning, teachers must appreciate what
Knowledge of recent research in cognitive psychology has confirmed: namely that students learn through active intellectual engagement with content. While there are
Students
patterns 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 the teacher needs to uncover in order to plan appropriate learning activities. In addition, students have lives beyond
school, lives that include athletic and musical pursuits, activities in their neighborhoods, and family and cultural traditions. Students whose first language
is not English, as well as students with other special needs must be considered when planning lessons and identifying resources that will ensure their
understanding.
The elements of component 1b are:
Knowledge of child and adolescent development
Children learn differently at different stages of their lives
Knowledge of the learning process
Learning requires active intellectual engagement
Knowledge of students skills, knowledge, and language proficiency
Childrens lives beyond school influence their learning
Knowledge of students interest and cultural heritage
Childrens backgrounds influence their learning
Knowledge of students special needs
Children do not all develop in a typical fashion
Indicators include:
Teacher gathers formal and informal information about students for use in planning instruction
Teacher learns student interests and needs for use in planning
Teacher participation in community cultural events
Teacher-designed opportunities for families
1b: Teacher demonstrates little or no Teacher indicates the importance Teacher actively seeks knowledge of Teacher actively seeks knowledge
Demonstrating knowledge of students of understanding students students backgrounds, cultures, of students backgrounds, cultures,
Knowledge of backgrounds, cultures, skills, backgrounds, cultures, skills, skills, language proficiency, skills, language proficiency,
language proficiency, interests, language proficiency, interests, interests, and special needs, and interests, and special needs from a
Students
and special needs, and does not and special needs, and attains attains this knowledge for groups of variety of sources, and attains this
seek such understanding. this knowledge for the class as a students. knowledge for individual students.
whole.
Critical Attributes Teacher does not understand Teacher cites developmental The teacher knows, for groups of In addition to the characteristics of
child development theory, but does not seek to students, their levels of cognitive proficient,
characteristics and has integrate it into lesson development The teacher uses ongoing methods
unrealistic expectations for planning. The teacher is aware of the different to assess students skill levels
students. Teacher is aware of the different cultural groups in the class. and designs instruction
Teacher does not try to ascertain ability levels in the class, but The teacher has a good idea of the accordingly.
varied ability levels among tends to teach to the whole range of interests of students in The teacher seeks out information
students in the class. group. the class. about their cultural heritage
Teacher is not aware of student The teacher recognizes that The teacher has identified high, from all students.
interests or cultural children have different medium, and low groups of The teacher maintains a system of
heritages. interests and cultural students within the class. updated student records and
Teacher takes no responsibility backgrounds, but rarely The teacher is well-informed about incorporates medical and/or
to learn about students draws on their contributions students cultural heritage and learning needs into lesson
medical or learning or differentiates materials to incorporates this knowledge in plans.
disabilities. accommodate those lesson planning.
differences. The teacher is aware of the special
The teacher is aware of medical needs represented by students in
issues and learning the class.
disabilities with some
students, but does not seek to
understand the implications
of that knowledge.
Possible Examples The lesson plan includes a The teachers lesson plan has The teacher creates an assessment of The teacher plans his lesson with
teacher presentation for an the same assignment for the students levels of cognitive three different follow-up
entire 30 minute period to a entire class, in spite of the development. activities, designed to meet the
group of 7-year olds. fact that one activity is The teacher examines students varied ability levels of his
The teacher plans to give her beyond the reach of some previous years folders to students.
ELL students the same students. ascertain the proficiency levels of The teacher plans to provide
writing assignment she gives In the unit on Mexico, the groups of students in the class, multiple project options;
the rest of the class. teacher has not incorporated The teacher administers a student students will self-select the
The teacher plans to teach his perspectives from the three interest survey at the beginning of project that best meets their
class Christmas carols, Mexican-American children the school year. individual approach to
despite the fact that he has in the class. The teacher plans activities based on learning.
four religions represented Lesson plans make only student interests. The teacher encourages students to
amongst his students. peripheral reference to The teacher knows that five of her be aware of their individual
students interests. The students are in the Garden Club; reading levels and make
teacher knows that some of she plans to have them discuss independent reading choices
her students have IEPs but horticulture as part of the next that will be challenging, but
theyre so long, she hasnt biology lesson. not too difficult.
read them yet. The teacher realizes that not all of The teacher attended the local
his students are Christian, so he Mexican heritage day, meeting
plans to read a Hanukah story in several of his students
December. extended family members.
The teacher plans to ask her The teacher regularly creates
Spanish-speaking students to adapted assessment materials
discuss their ancestry as part of for several students with
their Social Studies unit studying learning disabilities.
South America.
1c:Setting Teaching is a purposeful activity; even the most imaginative activities are directed towards certain desired learning. Therefore, establishing instructional
Instructional outcomes entails identifying exactly what students will be expected to learn; the outcomes do not describe what students will do, but what they will
Outcomes learn. The instructional outcomes should reflect important learning and must lend themselves to various forms of assessment so that all students are able
to demonstrate their understanding of the content. Insofar as the outcomes determine the instructional activities, the resources used, their suitability for
diverse learners, and the methods of assessment 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 communication strategies. In addition, some learning outcomes refer to dispositions; its important not only for students to learn to
read, but educators also hope that they will like to read. In addition, experienced teachers are able to link their learning outcomes with others both within
their discipline and in other disciplines.
The elements of component 1c are:
Value, sequence, and alignment
Students must be able to build their understanding of important ideas from concept to concept
Clarity
Outcomes must refer to what students will learn, not what they will do, and must permit viable methods of assessment
Balance
Outcomes should reflect different types of learning: such as knowledge, conceptual understanding, and thinking skills
Suitability for diverse students
Outcomes must be appropriate for all students in the class
Indicators include:
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
Permit assessment of student attainment
Differentiated for students of varied readiness
1c: Instructional outcomes are Instructional outcomes are of Instructional outcomes are stated as Instructional outcomes are stated
Setting Instructional unsuitable for students, represent moderate rigor and are suitable goals reflecting high-level learning as goals that can be assessed,
Outcomes trivial or low-level learning, or for some students, but consist of and curriculum standards. They are reflecting rigorous learning and
are stated only as activities. They a combination of activities and suitable for most students in the curriculum standards. They
do not permit viable methods of goals, some of which permit class, represent different types of represent different types of
assessment. viable methods of assessment. learning, and are capable of content, offer opportunities for
They reflect more than one type assessment. The outcomes reflect both coordination and
of learning, but teacher makes no opportunities for coordination. integration, and take account of
attempt at coordination or the needs of individual students.
integration.
Critical Attributes Outcomes lack rigor. Outcomes represent a mixture of Outcomes represent high In addition to the characteristics
Outcomes do not represent low expectations and rigor. expectations and rigor. of proficient,
important learning in the Some outcomes reflect important Outcomes are related to big Teacher plans reference
discipline. learning in the discipline. ideas of the discipline. curricular frameworks or
Outcomes are not clear or are Outcomes are suitable for most Outcomes are written in terms of blueprints to ensure accurate
stated as activities. of the class. what students will learn rather sequencing.
Outcomes are not suitable for than do. Teacher connects outcomes to
many students in the class. Outcomes represent a range of previous and future learning
outcomes: factual, conceptual Outcomes are differentiated to
understanding, reasoning, encourage individual
social, management, students to take educational
communication. risks.
Outcomes are suitable to groups of
students in the class,
differentiated where necessary.
Possible Examples A learning outcome for a fourth Outcomes consist of One of the learning outcomes is for The teacher encourages his
grade class is to make a understanding the students to appreciate the students to set their own
poster illustrating a poem. relationship between addition aesthetics of 18th century goals; he provides them
All the outcomes for a ninth and multiplication and English poetry. taxonomy of challenge verbs
grade history class are memorizing facts. The outcomes for the history unit to help them strive for higher
factual knowledge. The outcomes are written with include some factual expectations.
The topic of the social studies the needs of the middle information, as well as a Students will develop a concept
unit involves the concept of group in mind; however, the comparison of the perspectives map that links previous
revolutions but the teacher advanced students are bored, of different groups in the run-up learning goals to those they
only expects his students to and some lower level students to the Revolutionary War. are currently working on.
remember the important struggle. The teacher reviews the project Some students identify
dates of battles. expectations and modifies some additional learning.
Despite having a number of ELL goals to be in line with students
students in the class, the IEP objectives.
outcomes state that all
writing must be correct.
1d: Demonstrating Student learning is enhanced by a teachers skillful use of resources; some of these are provided by the school as official materials; others are secured
Knowledge of by teachers through their own initiative. Resources fall into several different categories: those used in the classroom by students, those available beyond
Resources the classroom walls to enhance student learning, resources for teachers to further their own professional knowledge and skill, and resources that can
provide noninstructional assistance to students. Teachers recognize the importance of discretion in the selection of resources, selecting those that align
directly with the learning outcomes and which will be of most use to the students. Accomplished teachers also ensure that the selection of materials and
resources is appropriately challenging for every student; texts, for example, are available at various reading levels to make sure all students can access
the content and successfully demonstrate understanding of the learning outcomes. Furthermore, expert teachers look beyond the school for resources to
bring their subjects to life and to assist students who need help in both their academic and non-academic lives.
The elements of component 1d are:

Resources for classroom use
Materials that align with learning outcomes
Resources to extend content knowledge and pedagogy
Those that can further teachers professional knowledge
Resources for students:
Materials that are appropriately challenging
Indicators include:
District provided materials
Range of texts
Guest speakers
Internet resources
Materials provided by professional organizations
Teacher continuing professional education courses or professional groups
Community resources
1d: Teacher demonstrates little or no Teacher demonstrates some Teacher is fully aware of the Teacher seeks out resources in and
Demonstrating familiarity with resources to familiarity with resources resources available through the beyond the school or district in
Knowledge of enhance own knowledge, to use in available through the school or school or district to enhance own professional organizations, on the
teaching, or for students who need district to enhance own knowledge, to use in teaching, or Internet, and in the community to
Resources
them. Teacher does not seek such knowledge, to use in teaching, or for students who need them. enhance own knowledge, to use in
knowledge for students who need them. teaching, and for students who need
Teacher does not seek to extend them.
such knowledge
Critical Attributes The teacher only uses district- The teacher uses materials in the Texts are at varied levels. In addition to the characteristics of
provided materials, even when school library, but does not Texts are supplemented by guest proficient,
more variety would assist search beyond the school for speakers and field experiences. Texts are matched to student skill
some students. resources. Teacher facilitates Internet level.
The teacher does not seek out The teacher participates in resources. The teacher has ongoing
resources available to expand content-area workshops Resources are multi-disciplinary. relationship with colleges and
his/her own skill. offered by the school, but Teacher expands knowledge with universities that support student
Although aware of some student does not pursue other professional learning groups learning.
needs, the teacher does not professional development. and organizations. The teacher maintains log of
inquire about possible The teacher locates materials Teacher pursues options offered resources for student reference.
resources. and resources for students by universities. The teacher pursues apprenticeships
that are available through the Teacher provides lists of resources to increase discipline knowledge.
school, but does not pursue outside the class for students to The teacher facilitates student
any other avenues. draw on. contact with resources outside the
classroom.
Possible Examples For their unit on China, the For a unit on ocean life; the The teacher provides her 5th The teacher is not happy with the
students accessed all of their teacher really needs more graders a range of non-fiction out-of-date textbook; his students
information from the district- books, but the school library texts about the American will critique it and write their
supplied textbook. only has three for him to Revolution; no matter their own text for social studies.
Mr. J is not sure how to teach borrow. reading level, all students can The teacher spends the summer at
fractions, but doesnt know The teacher knows she should participate in the discussion of Dow Chemical learning more
how hes expected to learn it learn more about teaching important concepts. about current research so she can
by himself. literacy, but the school only The teacher took an online course expand her knowledge base for
A student says, Its too bad we offered one professional on Literature to expand her teaching Chemistry.
cant go to the nature center development day last year. knowledge of great American The teacher matches students in her
when were doing our unit on The teacher thinks his students writers. Family and Consumer Science
the environment. would benefit from hearing The teacher distributes a list of class with local businesses; the
about health safety from a summer reading materials that students spend time shadowing
professional; he contacts the would help prepare his 8th employees to understand how
school nurse to visit graders transition to high their classroom might be used on
school. the job.

1e: Designing Designing coherent instruction is the heart of planning, reflecting the teachers knowledge of content and the students in the class, the intended outcomes
Coherent Instruction of instruction, and the available resources. Such planning requires that educators have a clear understanding of the state, district, and school expectations
for student learning, and the skill to translate these into a coherent plan. It also requires that teachers understand the characteristics of the students they
teach and the active nature of student learning. Educators must determine how best to sequence instruction in a way that will advance student learning
through the required content. It requires the thoughtful construction of lessons that contain cognitively engaging learning activities, the incorporation of
appropriate resources and materials, and the intentional grouping of students. Proficient practice in this component recognizes that a well-designed
instruction plan addresses the learning needs of various groups of students; one size does not fit all. At the distinguished level the teacher plans
instruction that takes into account the specific learning needs of each student and solicits ideas from students on how best to structure the learning. This
plan is then implemented in Domain 3.
The elements of component 1e are:

Learning activities
Instruction designed to engage students and advance them through the content
Instructional materials and resources
Appropriate to the learning needs of the students
Instructional groups
Intentionally organized to support student learning
Lesson and unit structure
Clear and sequenced to advance students learning
Indicators include:
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 plan
1e: The series of learning experiences The series of learning Teacher coordinates knowledge Teacher coordinates knowledge of
Designing Coherent are poorly aligned with the experiences demonstrates partial of content, of students, and of content, of students, and of
Instruction instructional outcomes and do not alignment with instructional resources, to design a series of resources, to design a series of
represent a coherent structure. outcomes, some of which are learning experiences aligned to learning experiences aligned to
They are suitable for only some likely to engage students in instructional outcomes and instructional outcomes,
students. significant learning. The lesson suitable to groups of students. differentiated where appropriate
or unit has a recognizable The lesson or unit has a clear to make them suitable to all
structure and reflects partial structure and is likely to engage students and likely to engage
knowledge of students and students in significant learning. them in significant learning. The
resources. lesson or units structure is clear
and allows for different pathways
according to student needs.
Critical Attributes Learning activities are boring Learning activities are Learning activities are In addition to the characteristics
and/or not well aligned to the moderately challenging. matched to instructional of proficient,
instructional goals. Learning resources are outcomes. Activities permit student
Materials are not engaging or do suitable, but there is limited Activities provide choice.
not meet instructional variety. opportunity for higher-level Learning experiences
outcomes. Instructional groups are thinking. connect to other disciplines.
Instructional groups do not random or only partially Teacher provides a variety Teacher provides a variety of
support learning. support objectives. of appropriately appropriately challenging
Lesson plans are not structured or Lesson structure is uneven challenging materials and resources that are
sequenced and are unrealistic or may be unrealistic in resources. differentiated for students in
in their expectations. terms of time expectations. Instructional student groups the class.
are organized thoughtfully Lesson plans differentiate for
to maximize learning and individual student needs.
build on student strengths.
The plan for the lesson or
unit is well structured, with
reasonable time
allocations.
Possible Examples After memorizing the parts of After the mini-lesson, the The teacher reviews her The teachers unit on
the microscope, the teacher teacher plans to have the learning activities with a ecosystems lists a variety of
plans to have his 9th graders whole class play a game to reference to high level high level activities in a
color in the worksheet. reinforce the skill she action verbs and rewrites menu; students choose those
Despite having a textbook taught. some of the activities to that suit their approach to
that was 15 years old, the The teacher found an atlas increase the challenge learning.
teacher plans to use that as to use as a supplemental level. While completing their
the sole resource for his resource during the The teacher creates a list of projects, the teachers
Communism unit. geography unit. historical fiction titles that students will have access to
The teacher organizes her The teacher always lets will expand her students a wide variety of resources
class in rows, seating the students self-select their knowledge of the age of that she has coded by
students alphabetically; she working groups because exploration. reading level so they can
plans to have students work they behave better when The teacher plans for make the best selections.
all year in groups of four they can choose who they students to complete After the cooperative group
based on where they are want to sit with. projects in small groups; he lesson, students will reflect
sitting. The teachers lesson plans carefully selects group on their participation and
The teachers lesson plans are nicely formatted, but members based on their make suggestions for new
are written on sticky notes in the timing for many readiness level and group arrangements in the
his grade book; they indicate activities is too short to learning style. future.
lecture, activity, or test. actually cover the concepts The teacher reviews lesson The lesson plan clearly
thoroughly. plans with her principal; indicates the concepts taught
they are well structured in the last few lessons; the
with pacing times and teacher plans for his
activities clearly indicated. students to link the current
lesson outcomes to those
they previously learned.
1f: Designing Good teaching requires both assessment of learning and assessment for learning. Assessments of learning ensure that teachers know that students have
Student Assessment learned the intended outcomes. These assessments must be designed in such a manner that they provide evidence of the full range of learning outcomes;
that is, different methods are needed to assess reasoning skills than for factual knowledge. Furthermore, such assessments may need to be adapted to the
particular needs of individual students; an ESL student, for example, may need an alternative method of assessment to allow demonstration of
understanding. Assessment for learning enables a teacher to incorporate assessments directly into the instructional process, and to modify or adapt
instruction as needed to ensure student understanding. Such assessments, 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 students to monitor progress towards the understanding
the learning outcomes.
The elements of component 1e are:

Congruence with instructional outcomes
Assessments must match learning expectations
Criteria and standards
Expectations must be clearly defined
Design of formative assessments
Assessments for learning must be planned as part of the instructional process
Use for planning
Results of assessment guide future planning
Indicators include:
Lesson plans indicate correspondence between assessments and instructional outcomes
Assessment types are suitable to the style of outcome
Variety of performance opportunities for students
Modified assessments are available for individual students as needed
Expectations clearly written with descriptors for each level of performance
Formative assessments are designed to inform minute-to-minute decision-making by the teacher during instruction
Unsatisfactory
Basic
Proficient
Distinguished
1f:
Designing Student Assessments
Teachers plan for assessing student learning contains no clear criteria or standards, is poorly aligned with the instructional outcomes, or is inappropriate to many students. The
results of assessment have minimal impact on the design of future instruction.
Teachers plan for student assessment is partially aligned with the instructional outcomes, without clear criteria, and inappropriate for at least some students. Teacher intends to use
assessment results to plan for future instruction for the class as a whole.
Teachers plan for student assessment is aligned with the instructional outcomes, using clear criteria, is appropriate to the needs of students. Teacher intends to use assessment
results to plan for future instruction for groups of students.
Teachers plan for student assessment is fully aligned with the instructional outcomes, with clear criteria and standards that show evidence of student contribution to their
development. Assessment methodologies may have been adapted for individuals, and the teacher intends to use assessment results to plan future instruction for individual students.
Critical Attributes
Assessments do not match instructional outcomes.

Assessments have no criteria.
No formative assessments have been designed.
Assessment results do not affect future plans.
Only some of the instructional outcomes are addressed in the planned assessments.
Assessment criteria are vague.
Plans refer to the use of formative assessments, but they are not fully developed.
Assessment results are used to design lesson plans for the whole class, not individual students.
All the learning outcomes have a method for assessment.
Assessment types match learning expectations.
Plans indicate modified assessments for some students as needed.
Assessment criteria are clearly written.
Plans include formative assessments to use during instruction.
Lesson plans indicate possible adjustments based on formative assessment data.
In addition to the characteristics of proficient,
Assessments provide opportunities for student choice.
Students participate in designing assessments for their own work.
Teacher-designed assessments are authentic with real-world application, as appropriate.
Students develop rubrics according to teacher-specified learning objectives.
Students are actively involved in collecting information from formative assessments and provide input.
Possible Examples
The teacher marks papers on the foundation of the U.S. constitution based on grammar and punctuation; for every mistake, the grade drops from an A to a B, B to a C, etc.
After the students present their research on Globalization, the teacher tells them their letter grade; when students asked how he arrived at the grade, he responds, After all
these years in education, I just know what grade to give.
The teacher says, Whats the difference between formative assessment and the test I give at the end of the unit?
The teacher says, The district gave me this entire curriculum to teach, so I just have to keep moving.
The district goal for the Europe unit is for students to understand geopolitical
relationships; the teacher
plans to have the students memorize all the country capitals and rivers.
The teachers students received their tests back; each one was simply marked with a letter grade at the top.
The plan indicates that the teacher will pause to check for understanding but without a clear process of how that will be done.
A student says, If half the class passed the test, why are we all reviewing the material again?
Mr. K knows that his students will write a persuasive essay on the state assessment; he plans to provide them with experiences developing persuasive writing as preparation.
Ms. M worked on a writing rubric for her research assessment; she drew on multiple sources to be sure the levels of expectation were clearly defined.
Mr. C creates a short questionnaire to distribute to his students at the end of class; based on their responses, he will organize them into different groups during the next
lessons activities.
Based on the previous mornings formative assessment, Ms. D plans to have five students to work on a more challenging project, while she works with 6 other students to
reinforce the concept.
To teach persuasive writing, Ms. H plans to have her class research and write to the principal on an issue that is important to the students: the use of cell phones in class.
Mr. Js students will write a rubric for their final project on the benefits of solar energy; Mr. J has shown them several sample rubrics and they will refer to those as they
create a rubric of their own.
After the lesson Mr. L asks students to rate their understanding on a scale of 1 to 5; the students know that their rating will indicate their activity for the next lesson.
Mrs. T has developed a routine for her class; students know that if they are struggling with a math concept, they sit in a small group with the teacher during workshop time.
Domain 2: The 2a: Creating an Environment of Respect and Rapport
Classroom
Environment
2a: Creating an An essential skill of teaching is that of managing relationships with students and ensuring that those among students are positive and supportive.
environment of Teachers create an environment of respect and rapport in their classrooms by the ways they interact with students and by the interaction they encourage
respect and rapport and cultivate among students. An important aspect of respect and rapport relates to how the teacher responds to students and how students are permitted
to treat one another. Patterns of interactions are critical to the overall tone of the class. In a respectful environment, all students feel valued and safe.
The elements of component 2a are listed below and are evaluated:
Teacher interactions with students, including both words and actions
A teachers interactions with students set the tone for the classroom. Through their interactions, 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 teachers treatment of students is, how students are treated by their classmates is arguably even more important to students.
At its worst, poor treatment causes students to feel rejected by their peers. At its best, positive interactions among students are mutually
supportive and create an emotionally healthy school environment. Teachers model and teach students how to engage in respectful interactions
with one another and acknowledge respectful interactions among students.
Indicators include:
Respectful talk and turn taking
Respect for students background and lives outside of the classroom
Teacher and student body language
Physical proximity
Warmth and caring
Politeness
Encouragement
Active listening
Fairness
2a: Negativity, insensitivity to cultural Interactions, both between the Civility and respect characterize Students play an important role in
Creating an backgrounds, sarcasm, and put- teacher and students and among interactions, between teacher and ensuring positive interactions
environment of downs characterize interactions students, reflect only occasional students and among students. among students. Relationships
both between teacher and insensitivity or lack of These reflect general caring, and between teacher and individual
respect and
students, and among students. responsiveness to cultural or are appropriate to the cultural students are highly respectful,
rapport developmental differences and developmental differences reflecting sensitivity to students
among students. among groups of students. cultures and levels of
development.
Critical Attributes Teacherusesdisrespectful Thequalityofinteractions Talkbetweenteacherand In addition to the characteristics
talktowardsstudents. betweenteacherand studentsandamong of proficient,
Studentbodylanguage students,oramong studentsisuniformly Teacherdemonstrates
indicatesfeelingsofhurtor students,isuneven,with respectful. knowledgeandcaringabout
insecurity. occasionaldisrespect. Teacherrespondsto individualstudentslives
Studentsusedisrespectful Teacherattemptsto disrespectfulbehavior beyondschool.
talktowardsoneanother respondtodisrespectful amongstudents. Whennecessary,students
withnoresponsefromthe behavioramongstudents, Teachermakessuperficial correctoneanotherintheir
teacher. withunevenresults. connectionswithindividual conducttowardsclassmates.
Teacherdisplaysno Teacherattemptstomake students. Thereisnodisrespectful
familiaritywithorcaring connectionswithindividual behavioramongstudents.
aboutindividualstudents students,butstudent Theteachersresponsetoa
interestsorpersonalities. reactionsindicatethatthe studentsincorrectresponse
effortsarenotcompletely respectsthestudents
successfulorareunusual. dignity.
Possible Examples Astudentslumpsinhis/her Studentsattendpassivelyto Teachergreetsstudentsby Teacherinquiresabouta
chairfollowingacomment theteacher,buttendtotalk, nameastheyentertheclass studentssoccergamelast
bytheteacher. passnotes,etc.whenother orduringthelesson. weekend(orextracurricular
Studentsrolltheireyesata studentsaretalking. Theteachergetsonthe activitiesorhobbies).
classmatesidea;theteacher Afewstudentsdonot samelevelwithstudents, StudentssayShhhto
doesnotrespond. engagewithothersinthe suchaskneelingbesidea classmateswhiletheteacher
Manystudentstalkwhenthe classroom,evenwhenput studentworkingatadesk. oranotherstudentis
teacherandotherstudents togetherinsmallgroups. Studentsattendfullyto speaking.
aretalking;theteacherdoes Studentsapplaudhalf whattheteacherissaying. Studentsclap
notcorrectthem. heartedlyfollowinga Studentswaitfor enthusiasticallyforone
Somestudentsrefusetowork classmatespresentationto classmatestofinish anotherspresentationsfora
withotherstudents. theclass. speakingbeforebeginning jobwelldone.
Teacherdoesnotcall TeachersaysDonttalk totalk. Theteachersays:Thatsan
Studentsapplaudpolitely
studentsbytheirnames. thatwaytoyour followingaclassmates interestingidea,Josh,but
classmates,butstudent presentationtotheclass. youreforgetting....
shrugshis/hershoulders Studentshelpeachother
andaccepthelpfromeach
other.
Teacherandstudentsuse
courtesiessuchas
please/thankyou,excuse
me.
TeachersaysDonttalk
thatwaytoyour
classmates,andtheinsults
stop.
Component 2b: Establishing a Culture for Learning
2b: Establishing a A culture for learning refers to the atmosphere in the classroom that reflects the educational importance of the work undertaken by both students and
culture for learning teacher. It describes the norms that govern the interactions among individuals about the activities and assignments, the value of hard work and
perseverance, and the general tone of the class. The classroom is characterized by high cognitive energy, by a sense that what is happening there is
important, and that it is essential to get it right. There are high expectations for all students. The classroom is a place where the teacher and students value
learning and hard work.
Elements of component 2b are:
Importance of the content and of learning
In a classroom with a strong culture for learning, teachers convey the educational value of what the students are learning.
Expectations for learning and achievement
In classrooms with robust cultures for learning, all students receive the message that, while the work is challenging, they are capable of
achieving it if they are prepared to work hard.
Student pride in work
When students are convinced of their capabilities, they are willing to devote energy to the task at hand, and they take pride in their
accomplishments. This pride is reflected in their interactions with classmates and with the teacher.
Indicators include:
Belief in the value of the work
Expectations are high and supported through both verbal and nonverbal behaviors
Quality is expected and recognized
Effort and persistence are expected and recognized
Confidence in ability is evidenced by teacher and students language and behaviors
Expectation for all students to participate
2b: Teacher displays little or no Teachers attempt to create a The classroom culture is High levels of student energy and
Establishing a energy, and conveys low culture for learning is only positive, and is characterized by teacher passion for the subject
culture for learning expectations for student partially successful, with both high expectations for most create a culture for learning in
achievement. The students teacher and students appear to be students, genuine commitment to which both students and teacher
themselves show little or no pride only going through the the work by both teacher and share a belief in the importance of
in their work. motions. Teacher displays students, with students the subject, and all students hold
minimal commitment to the demonstrating pride in their themselves to high standards of
work and only moderate work. performance, initiating
expectations for student improvements to their work.
achievement. Students
themselves display little pride in
their work.
Critical Attributes Theteacherconveysthatthe Teachersenergyforthe Theteachercommunicates In addition to the characteristics

reasonsfortheworkare workisneutral:indicating theimportanceoflearning, of proficient,
externalortrivializesthe neitherahighlevelof andthatwithhardworkall Theteachercommunicatesa
learninggoalsand commitmentnorblowing studentscanbesuccessful genuinepassionforthe
assignments. itoff. init. subject.
Theteacherconveystoat Theteacherconveyshigh Theteacherdemonstratesa Studentsindicatethatthey
leastsomestudentsthatthe expectationsforonlysome highregardforstudent arenotsatisfiedunlessthey
workistoochallengingfor students. abilities. havecomplete
them. Studentscomplywiththe Teacherconveysan understanding.
Studentsexhibitlittleorno teachersexpectationsfor expectationofhighlevelsof Studentquestionsand
prideintheirwork. learning,butdontindicate studenteffort. commentsindicateadesire
commitmentontheirown tounderstandthecontent,
Classtimeisdevotedmoreto Studentsexpendgoodeffort
socializingthantolearning initiativeforthework. ratherthan,forexample,
tocompleteworkofhigh
Manystudentsindicatethat simplylearningaprocedure
quality.
theyarelookingforan forgettingthecorrect
easypath. answer.
Studentsrecognizethe
effortsoftheirclassmates.
Studentstakeinitiativein
improvingthequalityof
theirwork.
Possible Examples Theteachertellsstudents Teachersays:Letsget Teachersays:Thisis TheteachersaysItsreally
thattheyredoingalesson throughthis. important;youllneedto funtofindthepatternsfor
becauseitsonthetest,in Teachersays:Ithinkmost speakgrammaticalEnglish factoringpolynomials.
thebook,orisdistrict ofyouwillbeabletodo whenyouapplyforajob. Studentasksaclassmateto
directed. this. Teachersays:Thisideais explainaconceptor
Teachersaystoastudent: Studentsconsultwithone reallyimportant!Its proceduresinces/hedidnt
Whydontyoutrythis anothertodeterminehow centraltoour quitefollowtheteachers
easierproblem? tofillinaworksheet, understandingofhistory. explanation.
Studentsturninsloppyor withoutchallenging Teachersays:Letswork Studentsquestiononeanother
incompletework. classmatesthinking. onthistogether:itshard, onanswers.
Studentsdontengagein Teacherdoesnot butyouallwillbeableto Studentaskstheteacher
workandtheteacherignores encouragestudentswhoare doitwell. whethers/hecanredoa
it. struggling. Teacherhandsapaper pieceofworksinces/henow
seeshowitcouldbe
Studentshavenotcompleted Somestudentsgettowork backtoastudent,sayingI
theirhomeworkandthe knowyoucandoabetter strengthened.
afteranassignmentisgiven
teacherdoesnotrespond. orafterenteringtheroom. jobonthis.Thestudent Studentsworkevenwhenthe
Almostalloftheactivities acceptsitwithout teacherisntworkingwith
arebusywork. complaint. themordirectingtheir
Studentsgetrighttowork efforts.
rightawaywhenan
assignmentisgivenorafter
enteringtheroom.
Component 2c: Managing Classroom Procedures
2c: Managing A smoothly functioning classroom is a prerequisite to good instruction and high levels of student engagement. Teachers establish and monitor routines and
Classroom procedures for the smooth operation of the classroom and the efficient use of time. Hallmarks of a well-managed classroom are that instructional groups
Procedures are used effectively, non-instructional tasks are completed efficiently, and transitions between activities and management of materials and supplies are
skillfully done in order to maintain momentum and maximize instructional time. The establishment of efficient routines, and teaching students to employ
them, may be inferred from the sense that the class runs itself.
Elements of Component 2c are:
Management of instructional groups
Teachers help students to develop the skills to work purposefully and cooperatively in groups, with little supervision from the teacher
Management of transitions
Many lessons engage students in different types of activities large group, small group, independent work. Its important that little time is
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 to hand, and have taught students to implement routines for distribution and collection
of materials with a minimum of disruption to the flow of instruction
Performance of non-instructional duties
Overall, little instructional time is lost in activities such as taking attendance, recording the lunch count, or the return of permission slips
for a class trip.
Indicators include:
Smooth functioning of all routines
Little or no loss of instructional time
Students playing an important role in carrying out the routines
Students know what to do, where to move
2c: Much instructional time is lost due Some instructional time is lost Little instructional time is lost Students contribute to the
Managing to inefficient classroom routines due to only partially effective due to classroom routines and seamless operation of classroom
Classroom and procedures, for transitions, classroom routines and procedures, for transitions, routines and procedures, for
handling of supplies, and procedures, for transitions, handling of supplies, and transitions, handling of supplies,
Procedures
performance of non-instructional handling of supplies, and performance of non-instructional and performance of non-
duties. performance of non-instructional duties, which occur smoothly. instructional duties.
duties.
Critical Attributes Students not working with Small groups are only The students are In addition to the characteristics
the teacher are disruptive to partially engaged while not productively engaged of proficient,
the class. working directly with the during small group work. Students take the initiative
There are no established teacher. Transitions between large with their classmates to
procedures for distributing Procedures for transitions, and small group activities ensure that their time is used
and collecting materials. and distribution/collection are smooth. productively.
Procedures for other of materials, seem to have Routines for distribution Students themselves ensure
activities are confused or been established, but their and collection of materials that transitions and other
chaotic. operation is rough. and supplies work routines are accomplished
Classroom routines function efficiently. smoothly.
unevenly. Classroom routines Students take initiative in
function smoothly. distributing and collecting
materials efficiently.
Possible Examples Whenmovingintosmall Somestudentsnotworking Studentsgetstartedonan Studentsredirectclassmates

groups,studentsare withtheteacherarenot activitywhiletheteacher insmallgroupsnotworking
confusedastowherethey productivelyengagedin takesattendance. directlywiththeteacherto
aresupposedtogo,whether learning. Studentsmovesmoothly bemoreefficientintheir
theyshouldtaketheirchairs, Transitionsbetweenlarge betweenlargeandsmall work.
etc. andsmallgroupactivities groupactivities. Astudentreminds
Therearelonglinesfor areroughbuttheyare Theteacherhasan classmatesoftherolesthat
materialsandsuppliesor accomplished. establishedtimingdevice, theyaretoplaywithinthe
distributingsuppliesistime Studentsarenotsurewhat suchascountingdown,to group.
consuming. todowhenmaterialsare signalstudentstoreturnto Astudentredirectsa
Studentsbumpintoone beingdistributedor theirdesks. classmatetothetables/he
anotherliningupor collected. Teacherhasanestablished shouldbeatfollowinga
sharpeningpencils. Studentsasksome attentionsignal,suchas transition.
Rolltakingconsumesmuch
clarifyingquestionsabout raisingahand,ordimming Studentsproposean
timeatthebeginningofthe
procedures thelights. improvedattentionsignal.
lessonandstudentsarenot Theattendanceorlunch Onememberofeachsmall Studentsindependently
workingonanything. countconsumesmoretime groupcollectsmaterialsfor checkthemselvesintoclass
Moststudentsaskwhatthey thanitwouldneedifthe thetable. ontheattendanceboard.
aretodoorlookaroundfor procedureweremore Thereisanestablished
cluesfromothers. routinized. colorcodedsystem
indicatingwherematerials
shouldbestored.
Insmallgroupwork,
studentshaveestablished
roles,theylistentoone
another,summarizeg
differentviews,etc.
Cleanupattheendofa
lessonisfastandefficient.
Component 2c: Managing Student Behavior
2d: Managing In order for students to be able to engage deeply with content, the classroom environment must be orderly; the atmosphere must feel business-like and
Student Behavior productive, without being authoritarian. In a productive classroom, standards of conduct are clear to students; they know what they are permitted to do,
and what they can expect of their classmates. Even when their behavior is being corrected, students feel respected; their dignity is not undermined. Skilled
teachers regard positive student behavior not as an end in itself, but as a prerequisite to high levels of engagement in content.
Elements of Component 2d are:

Expectations
It is clear, either from what the teacher says, or by inference from student actions, that expectations for student conduct have been established
and that they are being implemented
Monitoring of student behavior
Experienced teachers seem to have eyes in the backs of their heads; they are attuned to whats 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 is preventive
and subtle, which makes it challenging to observe
Response to student misbehavior
Even experienced teachers find that their students occasionally violate one or another of the agreed-upon standards of conduct; how the teacher
responds to such infractions is an important mark of the teachers skill. Accomplished teachers try to understand why students are conducting
themselves in such a manner (are they unsure of the content? Are they trying to impress 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 this is not always
possible.
Indicators include:
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: There is no evidence that standards It appears that the teacher has Standards of conduct appear to Standards of conduct are clear,
Managing Student of conduct have been established, made an effort to establish be clear to students, and the with evidence of student
Behavior and little or no teacher monitoring standards of conduct for teacher monitors student participation in setting them.
of student behavior. Response to students. Teacher tries, with behavior against those standards. Teachers monitoring of student
student misbehavior is repressive, uneven results, to monitor Teacher response to student behavior is subtle and preventive,
or disrespectful of student dignity. student behavior and respond to misbehavior is appropriate and and teachers response to student
student misbehavior. respects the students dignity. misbehavior is sensitive to
individual student needs. Students
take an active role in monitoring
the standards of behavior.
Critical Attributes The classroom environment is Teacher attempts to Standards of conduct appear In addition to the characteristics
chaotic, with no apparent maintain order in the to have been established. of proficient,
standards of conduct. classroom but with uneven Student behavior is generally Student behavior is entirely
The teacher does not monitor success; standards of appropriate. appropriate; no evidence of
student behavior. conduct, if they exist, are The teacher frequently student misbehavior.
Some students violate classroom not evident. monitors student behavior. The teacher monitors student
rules, without apparent Teacher attempts to keep Teachers response to student behavior without speaking
teacher awareness. track of student behavior, misbehavior is effective. just moving about.
When the teacher notices but with no apparent Students respectfully intervene
Teacher acknowledges good
student misbehavior, s/he system. as appropriate with
behavior.
The teachers response to classmates to ensures
appears helpless to do
anything about it. student misbehavior is compliance with standards
inconsistent: sometimes of conduct.
very harsh; other times
lenient.
Possible Examples Studentsaretalkingamong Classroomrulesareposted, Uponanonverbalsignal Astudentsuggestsarevision
themselves,withnoattemptby butneitherteachernor fromtheteacher,students inoneoftheclassroom
theteachertosilencethem. studentsreferstothem. correcttheirbehavior. rules.
Anobjectfliesthroughtheair Theteacherrepeatedlyasks Theteachermovestoevery Theteachernoticesthatsome
withoutapparentteacher studentstotaketheirseats; sectionoftheclassroom, studentsaretalkingamong
notice. theyignorehim/her. keepingacloseeyeon themselves,andwithouta
Studentsarerunningaroundthe Toonestudent:Wheres studentbehavior. word,movesnearertothem;
room,resultinginachaotic yourlatepass?Gotothe Theteachergivesastudenta thetalkingstops.
environment. office.Toanother:You hardlook,andthe Theteacheraskstospeaktoa
Theirphonesandother donthavealatepass? studentstopstalkingto studentprivatelyabout
electronicsdistractstudents Comeinandtakeyourseat; his/herneighbor. misbehavior.
andotherelectronicsdistract youvemissedenough Astudentremindshis/her
studentsandteacherdoesnt already. classmatesoftheclassrule
doanything. aboutchewinggum.
Component 2e: Organizing Physical Space

2e: Organizing The use of the physical environment to promote student learning is a hallmark of an experienced teacher. Its use varies, of course, with the age of the
Physical Space students: in a primary classroom, centers and reading corners may structure class activities, while with older students, the position of chairs and desks can
facilitate, or inhibit, rich discussion. Naturally, classrooms must be safe (no dangling wires or dangerous traffic patterns), and all students must be able to
see and hear whats going on so they can participate actively. Both the teacher and students make effective use of computer (and other) technology.
Elements of this component are:

Safety and accessibility
Physical safety is a primary consideration of all teachers; no learning can occur if students are unsafe or if they dont have access to the board
or other learning resources.
Arrangement of furniture and use of physical resources.
Both the physical arrangement of a classroom and the available resources provide opportunities for teachers to advance learning; when these
are skillfully used students can engage with the content in a productive manner. At the highest levels of performance, the students themselves
contribute to the physical environment.
Indicators include:
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: The physical environment is The classroom is safe, and The classroom is safe, and The classroom is safe, and the
Organizing unsafe, or some students dont have essential learning is accessible to learning is accessible to all physical environment ensures the
Physical Space access to learning. There is poor most students, and the teachers students; teacher ensures that learning of all students, including
alignment between the physical use of physical resources, the physical arrangement is those with special needs.
arrangement and the lesson including computer technology, is appropriate to the learning Students contribute to the use or
activities. moderately effective. Teacher may activities. Teacher makes adaptation of the physical
attempt to modify the physical effective use of physical environment to advance learning.
arrangement to suit learning resources, including computer Technology is used skillfully, as
activities, with partial success. technology. appropriate to the lesson.
Critical Attributes There are physical hazards in The physical environment is The classroom is safe, and In addition to the characteristics
the classroom, endangering safe, and most students can all students are able to of proficient,
student safety. see and hear. see and hear. Modifications are made to the
Many students cant see or hear The physical environment is The classroom is arranged physical environment to
the teacher or the board. not an impediment to to support the accommodate students with
Available technology is not learning, but does not instructional goals and special needs.
being used, even if available enhance it. learning activities. There is total alignment
and its use would enhance the The teacher makes limited The teacher makes between the goals of the
lesson. use of available technology appropriate use of lesson and the physical
and other resources. available technology. environment.
Students take the initiative to
adjust the physical
environment.
Teachers and students make
extensive and imaginative
use of available technology
Possible Examples Thereareelectricalcords Theteacherensuresthat Thereareestablished Studentsaskiftheycanshift
runningaroundthe dangerouschemicalsare guidelinesconcerning thefurnituretobettersuit
classroom. storedsafely. wherebackpacksareleft smallgroupwork,or
Thereisapoleinthemiddleof Theclassroomdesksremainin duringclasstokeepthe discussion.
theroom;somestudentscant twosemicircles,eventhough pathwaysclear;students Astudentclosesthedoorto
seetheboard. theactivityforsmallgroups comply. shutoutnoiseinthe
Awhiteboardisinthe wouldbebetterservedby Desksaremovedtomake corridor,orlowersablind
classroom,butitisfacingthe movingthedeskstomake tablessostudentscan toblockthesunfroma
wall,indicatingthatitis tablesforaportionofthe worktogether,orina classmateseyes.
rarely,ifever,used. lesson. circleforaclass Astudentsuggestsan
Theteachertriestouse discussion. applicationofthewhite
computertoillustratea TheuseofanInternet boardforanactivity.
concept,butrequiresseveral connectionenrichesthe
attemptstomakeitwork. lesson.
Domain 3: 3a: Communicating with Students
Instruction
3a: Communicating Teachers communicate with students for several independent, but related, purposes. First, they convey that teaching and learning are purposeful activities;
with Students they make that purpose clear to students. They also provide clear directions for classroom activities, so students know what it is that they are to do. When
they present concepts and information, those presentations are made with accuracy, clarity and imagination; where appropriate to the lesson, skilled
teachers embellish their explanations with analogies or metaphors, linking them to students interests and prior knowledge. Teachers occasionally withhold
information from students (for example in an inquiry science lesson) to encourage them to think on their own, but what information they do convey is
accurate and reflects deep understanding. And the teachers use of language is vivid, rich, and error free, affording the 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 are:

Expectations for learning
The goals for learning are communicated clearly to students. Even if not conveyed at the outset of a lesson (for example, an inquiry lesson in
science) by the end of the lesson students are clear about what they have been learning.
Directions for activities
Students are clear about what they are expected to do during a lesson, particularly if students are working independently or with classmates
without direct teacher supervision. These directions for the lesson activities may be provided orally, in writing, or in some combination of the
two.
Explanations of content
Skilled teachers, when explaining concepts to students, use vivid language and imaginative analogies and metaphors, connecting explanations
to students interests and lives beyond school. The explanations are clear, with appropriate scaffolding, and, where appropriate, anticipate
possible student misconceptions.
Use of oral and written language
For many students, their teachers use of language represents their best model of both accurate syntax and a rich vocabulary; these models
enable students to emulate such language, making their own more precise and expressive.
Indicators include:
Clarity of lesson purpose
Clear directions and procedures specific to the lesson activities
Absence of content errors and clear explanations of concepts
Students understand the content
Correct and imaginative use of language
3a: Expectations for learning, Expectations for learning, Expectations for learning, Expectations for learning,
Communicating directions and procedures, and directions and procedures, and directions and procedures, and directions and procedures, and
with Students explanations of content are unclear explanations of content are explanations of content are clear explanations of content are clear
or confusing to students. Teachers clarified after initial confusion; to students. Communications are to students. Teachers oral and
use of language contains errors or is teachers use of language is appropriate to students cultures written communication is clear
inappropriate to students cultures correct but may not be and levels of development and expressive, appropriate to
or levels of development. completely appropriate to students cultures and levels of
students cultures or levels of development, and anticipates
development. possible student misconceptions.
Critical Attributes At no time during the lesson The teacher refers in The teacher states clearly, at In addition to the characteristics
does the teacher convey to the passing to what the students some point during the of proficient,
students what they will be will be learning, or it is lesson, what the students The teacher points out possible
learning. written on the board with will be learning. areas for misunderstanding.
Students indicate through their no If appropriate, the teacher Teacher explains content
questions that they are elaboration or explanation. models the process to be clearly and imaginatively,
confused as to the learning Teacher must clarify the followed in the task. using metaphors and
task. learning task so students Students engage with the analogies to bring content to
The teacher makes a serious can complete it. learning task, indicating life.
The teacher makes no
content error that will affect that they understand what All students seem to
serious content errors,
students understanding of the they are to do. understand the presentation.
although may make a minor
lesson. The teacher makes no content The teacher invites students to
error.
Students indicate through body errors. explain the content to the
The teachers explanation
language or questions that Teachers explanation of class, or to classmates.
of the content consists of a
they dont understand the content is clear, and invites Teacher uses rich language,
monologue or is purely
content being presented. student participation and offering brief vocabulary
procedural with minimal
Teachers communications thinking. lessons where appropriate.
participation by students.
include errors of vocabulary Vocabulary and usage are Vocabulary and usage are
or usage. correct but unimaginative. correct and completely
Vocabulary is inappropriate to Vocabulary is too advanced suited to the lesson.
the age or culture of the or juvenile for the students. Vocabulary is appropriate to
students. the students ages and
levels of development.
Possible Examples Astudentasks:Whatarewe Theteachermispronounces Bytheendoftodayslesson, Theteachersays:Heresa
supposedtobedoing?but ... youreallgoingtobeable spotwheresomestudents
theteacherignoresthe Theteachersays:Andoh, tofactordifferenttypesof havedifficulty:besureto
question. bytheway,todaywere polynomials. readitcarefully.
Theteacherstatesthattoadd
fractions,theymusthavethe goingtofactor Inthecourseofa Theteacherasksastudentto
samenumerator. polynomials. presentationofcontent,the explainthetasktoother
Studentshaveaquizzicallook Astudentasks:Whatarewe teacherasksofstudents: students.
ontheirfaces;somemay supposedtobedoing?and Cananyonethinkofan Whenneeded,astudentoffers
withdrawfromthelesson. theteacherclarifiesthe exampleofthat? clarificationaboutthe
Studentsbecomedisruptive,or task. Theteacherusesaboardor learningtasktoclassmates.
talkamongthemselvesinan StudentsaskWhatdoIwrite projectiondeviceso Theteacherexplainspassive
efforttofollowthelesson. here?inordertocomplete studentscanrefertoit solarenergybyinviting
Theteacherusestechnicalterms atask. withoutrequiringthe studentstothinkaboutthe
withanelementaryclass
Theteachersays:Watchme teachersattention. temperatureinaclosedcar
withoutexplainingtheir
whileIshowyouhowto onacold,butsunny,day,or
meanings.
.withstudentaskedonly bythewaterinahosethat
Theteachersaysaint.
tolisten. hasbeensittinginthesun.
Anumberofstudentsdonot Theteachersays:Why
seemtobefollowingthe wouldliketoexplainthis
explanation. ideatous?
Studentsareinattentive Theteacherpausesduringan
duringtheteachers explanationofthecivil
explanationofcontent. rightsmovementtoremind
studentsthattheprefixin
asininequalitymeans
not.Theprefixunalso
meansthesamething.
Component 3b: Using Questioning and Discussion Techniques
3b: Using Questioning and discussion are the only instructional strategies specifically referred to in the framework for teaching; this reflects their central importance
Questioning and to teachers practice. But in the framework, it is important that questioning and discussion are used as techniques to deepen student understanding, rather
Discussion than serving as recitation, or a verbal quiz. Good teachers use divergent as well as convergent questions, framed in such a way that they invite students
Techniques
to formulate hypotheses, make connections, or challenge previously held views. Students responses to questions are valued; effective teachers are
especially adept at responding to and building on student responses and making use of their ideas. High quality questions encourage students to make
connections among concepts or events previously believed to be unrelated, and arrive at new understandings of complex material. Effective teachers also
pose questions for which they do not know the answers. Even when a question has a limited number of correct responses, the question, being non-
formulaic, is likely to promote thinking by students. Class discussions are animated, engaging all students in important issues and in using their own
language to deepen and extend their understanding. They may be based around questions formulated by the students themselves.
Not all questions must be at a high cognitive level in order for a teachers performance to be rated at a high level; that is, when exploring a topic, a teacher
might begin with a series of questions of low cognitive challenge to provide a review, or to ensure that everyone in the class is on board. Furthermore, if
questions are at a high level, but only a few students participate in the discussion, the teachers performance on the component cannot be judged to be at a
high level. 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 as part of this component.
In order for students to formulate high-level questions, they must have learned how to do this. Therefore, high-level questions from students, either in the
full class, or in small group discussions, provide evidence that these skills have been taught.

Quality of questions/prompts
Questions of high quality cause students to think and reflect, to deepen their understanding, and to test their ideas against those of their
classmates. When teachers ask questions of high quality, they ask only a few of them, and they provide students with sufficient time to think
about their response, 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 may be helpful for the purpose of establishing
the facts of an historical event, for example, but they should not be confused with the use of questioning to deepen students understanding.
Discussion techniques
Effective teachers promote learning through discussion. Some teachers report that we discussed x when what they mean is that I said x.
That is, some teachers confuse discussion with explanation of content; as important as that is, its not discussion. Rather, in a true discussion, a
teacher poses a question, and invites all students views to be heard, and enabling students to engage in discussion directly with one another, not
always mediated by the teacher.
Student participation
In some classes a few students tend to dominate the discussion, other students, recognizing this pattern, hold back their contributions. Teacher
uses a range of techniques to ensure that all students contribute to the discussion, and enlist the assistance of students to ensure this outcome.
Indicators include:
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 with the teacher stepping out of the central, mediating role
High levels of student participation in discussion
3b: Teachers questions are low-level Some of the teachers Most of the teachers questions elicit a Questions reflect high
Using or inappropriate, eliciting limited questions elicit a thoughtful thoughtful response, and the teacher expectations and are culturally
Questioning and student participation, and recitation response, but most are low- allows sufficient time for students to and developmentally appropriate.
rather than discussion. level, posed in rapid answer. All students participate in the Students formulate many of the
Discussion
succession. Teacher attempts discussion, with the teacher stepping high-level questions and ensure
Techniques to engage all students in the aside when appropriate. that all voices are heard.
discussion are only partially
successful.
Critical Attributes Questions are rapid-fire, and Teacher frames some Teacher uses open-ended questions, In addition to the characteristics
convergent, with a single questions designed to inviting students to think and/or of proficient,
correct answer. promote student thinking, have multiple possible answers. Students initiate higher-order
Questions do not invite student but only a few students The teacher makes effective use of questions.
thinking. are involved. wait time. Students extend the discussion,
All discussion is between The teacher invites The teacher builds on uses student enriching it.
teacher and students; students students to respond responses to questions effectively. Students invite comments from
are not invited to speak directly to one anothers Discussions enable students to talk their classmates during a
directly to one another. ideas, but few students to one another, without ongoing discussion.
A few students dominate the respond. mediation by the teacher.
Teacher calls on many
discussion. The teacher calls on most students,
students, but only a small
even those who dont initially
number actually
volunteer.
participate in the
Many students actively engage in the
discussion.
discussion.
Possible Examples Allquestionsareofthe Manyquestionsareofthe Theteacherasks:Whatmighthave A student asks How
recitationtype,suchas recitationtype,suchas happenedifthecolonistshadnot many ways are there
Whatis3x4? Howmanymembersof prevailedintheAmericanwarfor to get this answer?
Theteacherasksaquestionfor theHouseof independence? A student says to a
whichtheanswerisonthe Representativesare Theteacherusespluraltheformin classmate: I dont
board;studentsrespondby there? askingquestions,suchas:What think
readingit. Theteacherasks:Who I agree with you on
aresomethingsyouthinkmight
Theteacheronlycallson this, because.
hasanideaaboutthis? contributeto?
studentswhohavetheirhands A student asks of other
butthesamethree Theteacherasks:Michael,canyou
up. students: Does
studentsoffercomments. commentonMarysidea?and
anyone have another
Theteacherasks: MichaelrespondsdirectlytoMary.
idea as to how we
Michael,canyou Theteacherasksaquestionandasks might figure this out?
commentonMarys everystudenttowriteabrief A student asks What
idea?butMichaeldoes response,thensharewitha
notrespond,ormakesa partnerbeforeinvitingafewto if?
commentdirectlytothe offertheirideastotheentireclass.
teacher.
Component 3c: Engaging Students in Learning

3c: Engaging Student engagement in learning is the centerpiece of the framework for teaching; all other components contribute to it. When students are engaged in
Students in Learning learning, they are not merely busy, nor are they only on task. Rather, they are intellectually active in learning important and challenging content. The
critical distinction between a classroom in which students are compliant and busy, and one in which they are engaged, is that in the latter students are
developing their understanding through what they do. That is, they are engaged in discussion, debate, answering what if? questions, discovering
patterns, and the like. They may be selecting their work from a range of (teacher arranged) choices, and making important contributions to the intellectual
life of the class. Such activities dont typically consume an entire lesson, but they are essential components of engagement.
A lesson in which students are engaged usually has a discernible structure: a beginning, a middle, and an end, with scaffolding provided by the teacher or
by the activities themselves. Student tasks are organized to provide cognitive challenge, and then students are encouraged to reflect on what they have
done and what they have learned. That is, there is closure to the lesson, in which students derive the important learning from their own actions. A critical
question for an observer in determining the degree of student engagement is What are the students being asked to do? If the answer to that question is
that they are filling in blanks on a worksheet, 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 attention to the students and what they are doing. The best evidence
for student engagement is what students are saying and doing as a consequence of what the teacher does, or has done, or has planned.
Elements of Component 3c are:

Activities and assignments
The activities and assignments are the centerpiece of student engagement, since they determine what it is that students are asked to do. Activities and
assignments that promote learning are aligned with the goals of the lesson, and require student thinking that emphasizes depth over breadth, and that
may allow students to exercise some choice.
Grouping of students
How students are grouped for instruction is one of the many decisions teachers make every day. There are many options; students of similar
background and skill may be clustered together, or the more advanced students may be spread around into the different groups. Alternatively, a
teacher might permit students to select their own groups, or they could be formed randomly.
Instructional materials and resources
The instructional materials a teacher selects to use in the classroom can have an enormous impact on students experience. While some teachers are
obliged to use a school or districts officially sanctioned materials, many teacher use these selectively or supplement them with others 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 pacing
No 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 experienced teacher. And since much of student learning results from their reflection on what they have done, a well-designed
lesson includes time for reflection and closure.
Indicators include:
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 are 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

3c: Activities and assignments, Activities and assignments, Activities and assignments, Students are highly intellectually
Engaging Students materials, and groupings of materials, and groupings of materials, and groupings of engaged throughout the lesson in
in Learning students are inappropriate to the students are partially appropriate students are fully appropriate to significant learning, and make
instructional outcomes, or students to the instructional outcomes, or material contributions to the
the instructional outcomes, and
cultures or levels of understanding, students cultures or levels of activities, student groupings, and
resulting in little intellectual understanding, resulting in students cultures and levels of materials. The lesson is adapted as
engagement. The lesson has no moderate intellectual understanding. All students are needed to the needs of
structure or is poorly paced. engagement. The lesson has a engaged in work of a high level individuals, and the structure and
recognizable structure but is not of rigor. The lessons structure is pacing allow for student reflection
fully maintained. coherent, with appropriate pace. and closure.
Critical Attributes Few students are Some students are Most students are In addition to the characteristics
intellectually intellectually engaged intellectually engaged of proficient,
engaged in the lesson. in the lesson. in the lesson. Virtually all students
Learning tasks require Learning tasks are a Learning tasks have are highly engaged in
only recall or have a mix of those requiring multiple correct the lesson.
single correct response thinking and recall. responses or Students take initiative
or method. Student engagement approaches and/or to modify a learning
The materials used ask with the content is demand higher-order task to make it more
students only to largely passive, thinking. meaningful or relevant
perform rote tasks. learning primarily Students have some to their needs.
Only one type of facts or procedures. choice in how they Students suggest
instructional group is Students have no complete learning modifications to the
used (whole group, choice in how they tasks. grouping patterns
small groups) when complete tasks. There is a mix of used.
variety would better The teacher uses different types of Students have
serve the instructional different instructional groupings, suitable to extensive choice in
purpose. groupings; these are the lesson objectives. how they complete
Instructional materials partially successful in Materials and tasks.
used are unsuitable to achieving the lesson resources support the Students suggest
the lesson and/or the objectives. learning goals and modifications or
students. The materials and require intellectual additions to the
The lesson drags, or is resources are partially engagement, as materials being used.
rushed. aligned to the lesson appropriate. Students have an
objectives, only some The pacing of the opportunity for
of them demanding lesson provides reflection and closure
student thinking. students the time on the lesson to
The pacing of the needed to be consolidate their
lesson is uneven; intellectually understanding.
suitable in parts, but engaged.
rushed or dragging in
others.
Possible Examples Studentsareabletofilloutthe Studentsareaskedtofillina Studentsareaskedto Students are asked to
lessonworksheetwithout worksheet,followingan formulateahypothesis write an essay in the
understandingwhatits establishedprocedure. aboutwhatmighthappenif style of Hemmingway.
askingthemtodo. Thereisarecognizable theAmericanvotingsystem A student asks
Thelessondrags,orfeels beginning,middle,andend allowedforthedirect whether they might
rushed. tothelesson. electionofpresidents. remain in their small
Studentscompletebusywork Partsofthelessonhavea Studentsaregivenataskto groups to complete
activities. suitablepace;otherparts doindependently,thento another section of the
discusswithatablegroup, activity, rather than
dragorfeelrushed.
followedbyareportout work independently.
Students identify or
fromeachtable.
create their own
Thereisaclearbeginning,
learning materials.
middle,andendtothe
Students summarize
lesson. their learning from the
Thelessonisneitherrushed lesson.
nordrags.
Component 3d: Using Assessment in Instruction
3d: Using Assessment of student learning plays an important role in instruction; no longer does it signal the end of instruction; it is now recognized to be an integral
Assessment in part of instruction. While assessment of learning has always been and will continue to be an important aspect of teaching (its important for teachers to
Instruction know whether students have learned what they intend) 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 their finger on the pulse of a lesson, monitoring student
understanding and, where appropriate, offering feedback to students. Of course, a teachers actions in monitoring student learning, while it may
superficially look the same as monitoring student behavior, has a fundamentally different purpose. When a teacher is monitoring behavior, he/she is alert
to students who may be passing notes, or bothering their neighbors; when teachers monitor student learning, they look carefully at what students are
writing, or listen carefully to the questions students ask, in order to gauge whether they require additional activity or explanation in order to grasp the
content. In each case, the teacher may be circulating in the room, but his/her purpose in doing do is quite different in the two situations.
Similarly, on the surface, questions asked of students for the purpose of monitoring learning, are fundamentally different from those used to build
understanding; in the former, teachers are alert to students revealed misconceptions, whereas in the latter the questions are designed to explore
relationships, or deepen understanding. Indeed, for the purpose of monitoring, many teachers create questions specifically to elicit the extent of student
understanding, and use techniques (such as exit tickets) to ascertain the degree of understanding of every student in the class. Indeed, encouraging students
(and actually teaching them the necessary skills) of monitoring their own learning against clear standards is demonstrated by teachers at high levels of
performance. In this component. But as important as monitoring of student learning and providing feedback to students are, however, they are greatly
strengthened by a teachers skill in making mid-course corrections when needed, seizing on a teachable moment.
Elements of Component 3d are:

Assessment Criteria
It is essential that students know the criteria for assessment. At its highest level, students themselves have had a hand in articulating the criteria for,
for example, a clear oral presentation.
Monitoring of student learning
A teachers skill in eliciting evidence of student understanding is one of the true marks of expertise. This is not a hit-or-miss effort, but is planned
carefully in advance. But even after carefully planning, monitoring of student learning must be woven seamlessly into the lesson, using a variety of
techniques.
Feedback to students
Feedback on learning is an essential element of a rich instructional environment; without it, students are constantly guessing as to how they are
doing, and how their work can be improved. Valuable feedback must be timely, constructive, and substantive, and provide students the guidance they
need to improve their performance.
Student self-assessment and monitoring of progress
The culmination of student assumption of responsibility for their learning is when they monitor their own learning, and take appropriate action. Of
course, they can only do this if the criteria for learning are clear and if they have been taught the skills of checking their work against clear criteria.
Indicators include:
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
Teacher adjusting instruction in response to evidence of student understanding (or lack of it)

3d: Assessment is not used in Assessment is occasionally used Assessment is regularly used in Assessment is used in a
Using Assessment instruction, either through students in instruction, through some instruction, through self- sophisticated manner in
in Instruction awareness of the assessment monitoring of progress of assessment by students, instruction, through student
criteria, monitoring of progress by monitoring of progress of
learning by teacher and/or involvement in establishing the
teacher or students, or through learning by teacher and/or
feedback to students. students. Feedback to students is students, and through high assessment criteria, self-
uneven, and students are aware quality feedback to students. assessment by students and
of only some of the assessment Students are fully aware of the monitoring of progress by both
criteria used to evaluate their assessment criteria used to students and teachers, and high
work. evaluate their work. quality feedback to students from
a variety of sources.
Critical Attributes The teacher gives no There is little Students indicate that In addition to the characteristics
indication of what high evidence that the they clearly of proficient,
quality work looks like. students understand understand the There is evidence that
The teacher makes no how their work will be characteristics of high students have helped
effort to determine evaluated. quality work. establish the
whether students Teacher monitors The teacher elicits evaluation criteria.
understand the lesson. understanding evidence of student Teacher monitoring of
Feedback is only through a single understanding during student understanding
global. method, or without the lesson Students is sophisticated and
The teacher does not eliciting evidence of are invited to assess continuous: the
ask students to understanding from their own work and teacher is constantly
evaluate their own or all students. make improvements. taking the pulse of
classmates work. Teacher requests Feedback includes
global indications of specific and timely the class.
student guidance for at least Teacher makes
understanding. groups of students. frequent use of
Feedback to students The teacher attempts strategies to elicit
is not uniformly to engage students in information about
specific, not oriented self- or peer- individual student
towards future assessment. understanding.
improvement of work. When necessary, the Feedback to students
The teacher makes teacher makes is specific and timely,
only minor attempts adjustments to the and is provided from
to engage students in lesson to enhance many sources,
self or peer- understanding by including other
assessment. groups of students. students.
The teachers Students monitor their
attempts to adjust the own understanding,
lesson are partially either on their own
successful. initiative or as a result
of tasks set by the
teacher.
The teachers
adjustments to the
lesson are designed to
assist individual
students.
Possible Examples Astudentasks:Howisthis Teacherasks:Doesanyone Theteachercirculatesduring The teacher reminds

assignmentgoingtobe haveaquestion? smallgrouporindependent students of the
graded? Whenastudentcompletesa work,offeringsuggestions characteristics of high-
AstudentasksDoesthisquiz problemontheboard,the togroupsofstudents. quality work (the
counttowardsmygrade? teachercorrectsthe Theteacherusesspecifically assessment criteria),
Theteacherforgesaheadwitha studentsworkwithout formulatedquestiontoelicit suggesting that the
presentationwithoutchecking explainingwhy. evidenceofstudent students themselves
forunderstanding. helped develop them.
Theteacher,afterreceivinga understanding.
Theteachersays:goodjob, While students are
correctresponsefromone Theteacherasksstudentsto
everyone. working, the teacher
student,continues,without lookovertheirpapersto
circulates providing
ascertainingwhetherall correcttheirerrors.
substantive feedback
studentsunderstandthe
to individual students.
concept.
The teacher uses
popsicle sticks or exit
tickets to elicit
evidence of individual
student understanding.
Students offer
feedback to their
classmates on their
work.
Students evaluate a
piece of their writing
against the writing
rubric and confer with
the teacher about how
it could be improved.
Component 3e: Demonstrating Flexibility and Responsiveness
3e: Demonstrating Flexibility and responsiveness refer to a teachers skill in making adjustments in a lesson to respond to changing conditions. When a lesson is well
Flexibility and planned, there may be no need for changes during the course of the lesson itself. Shifting the approach in mid-stream is not always necessary; in fact, with
Responsiveness experience comes skill in accurately predicting how a lesson will go, and being prepared for different possible scenarios. But even the most skilled, and
best prepared, teachers will on occasion find that either a lesson is not going as they would like, or that a teachable moment has presented itself. They are
ready for such situations. Furthermore, teachers who are committed to the learning of all students persist in their attempts to engage them in learning, even
when confronted with initial setbacks.
Elements of component 3e are:
Lesson adjustment
Experienced teachers are able to make both minor and (when needed) major adjustments to a lesson, a mid-course correction. Such adjustments
depend on a teachers store of alternate instructional strategies, and the confidence to make a shift when needed.
Response to students
Occasionally during a lesson an unexpected event will occur which presents a true teachable moment. It is a mark of considerable teacher skill to
be able to capitalize on such opportunities.
Persistence
Committed teachers dont give up easily; when students encounter difficulty in learning (which all do at some point) these teachers seek alternate
approaches to help their students be successful. In these efforts, teachers display a keen sense of efficacy.
Indicators include:
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
3e: Teacher adheres to the instruction Teacher attempts to modify the Teacher promotes the successful Teacher seizes an opportunity to
Demonstrating plan, even when a change would lesson when needed and to learning of all students, making enhance learning, building on a
Flexibility and improve the lesson or of students respond to student questions, adjustments as needed to spontaneous event or student
lack of interest. Teacher brushes
Responsiveness with moderate success. Teacher instruction plans and interests. Teacher ensures the
aside student questions; when
students experience difficulty, the accepts responsibility for student accommodating student success of all students, using an
teacher blames the students or their success, but has only a limited questions, needs and interests. extensive repertoire of
home environment. repertoire of strategies to draw instructional strategies.
upon.
Critical Attributes Teacher ignores Teachers efforts to Teacher successfully In addition to the characteristics
indications of student modify the lesson are makes a minor of proficient,
boredom or lack of only partially modification to the Teacher successfully
understanding. successful. lesson. executes a major
Teacher brushes aside Teacher makes Teacher incorporates lesson readjustment
student questions. perfunctory attempts students interests when needed.
Teacher makes no to incorporate student and questions into the Teacher seizes on a
attempt to incorporate questions and heart of the lesson. teachable moment to
student interests into interests into the The teacher conveys enhance a lesson.
the lesson. lesson. to students that she The teacher conveys
The teacher conveys to The teacher conveys has other approaches to students that he
students that when they to students a level of to try when the wont consider a
have difficulty learning, responsibility for their students experience lesson finished until
it is their fault. learning, but difficulty. every student
In reflecting on practice, uncertainty as to how In reflecting on understands, and that
the teacher does not to assist them. practice, the teacher he has a broad range
indicate that it is In reflecting on cites multiple of approaches to use.
important to reach all practice, the teacher approaches In reflecting on
students. indicates the desire to undertaken to reach practice, the teacher
reach all students, but students having can cite others in the
does not suggest difficulty. school and beyond
strategies to do so. who she has contacted
for assistance in
reaching some
students. The
teachers adjustments
to the lesson are
designed to assist
individual students.
Possible Examples Theteachersays:Wedont Theteachersays:Illtryto Theteachersays:Thatsan The teacher stops in

havetimeforthattoday. thinkofanotherwayto interestingidea;letssee mid-stream in a
Theteachermakesnoattemptto comeatthisandgetbackto howitfits. lesson, and says: This
adjustthelessonbasedon you. Theteacherillustratesa activity doesnt seem
studentconfusion. Theteachersays:Irealize principleofgoodwritingto to be working! Heres
Theteachersays:Ifyoudjust noteveryoneunderstands astudentusinghisinterest another way Id like
payattention,youcould this,butwecantspendany inbasketballascontext. you to try it.
understandthis. moretimeonit. Theteachersays:Letstry The teacher
incorporates the
Theteacherrearrangesthe thisway,andthenuses
schools upcoming
waythestudentsare anotherapproach.
championship game
groupedinanattemptto
into an explanation of
helpstudentsunderstand
averages.
thelesson.
The teacher says: If
we have to come back
to this tomorrow, we
will; its really
important that you
understand it.
Domain 4 Professional Responsibilities
4a: Reflecting on Reflecting on teaching encompasses the teachers thinking that follows any instructional event, an analysis of the many decisions made both in planning
Teaching and implementation of a lesson. 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 of the instruction they will continue in future lessons. Teachers may reflect on their practice through
collegial conversations, journal writing, examining student work, informal observations and conversations with students, or simply thinking about their
teaching. Reflecting with accuracy, 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 reflecting on teaching through supportive and deep questioning. Over time, this way of
thinking and analyzing instruction through the lens of student learning becomes a habit of mind, leading to improvement in teaching and learning.
Elements of component 4a are:

Accuracy
As teachers gain experience, their reflections on practice become more accurate, corresponding to the assessments that would be given by an
external and unbiased observer. Not only are the reflections accurate, but teachers can provide specific examples from the lesson to support
their judgments.
Use in future teaching
In order for the potential of reflection to improve teaching to be fully realized, teachers must use their reflections to make adjustments in their
practice. As their experience and expertise increases, teachers draw on an ever-increasing repertoire of strategies to inform these plans.
Indicators include:
Accurate reflections on a lesson
Citations of adjustments to practice, drawing on a repertoire of strategies
4a: Teacher does not accurately assess Teacher provides a partially Teacher provides an accurate and Teachers reflection on the lesson
Reflecting on the effectiveness of the lesson, and accurate and objective objective description of the is thoughtful and accurate, citeing
Teaching has no ideas about how the lesson description of the lesson, but lesson, citing specific evidence. specific evidence. Teacher draws
does not cite specific evidence.
could be improved. Teacher makes some specific on an extensive repertoire to
Teacher makes only general
suggestions as to how the lesson suggestions as to how the lesson suggest alternative strategies and
might be improved. might be improved. predicting the likely success of
each.
Critical Attributes The teacher considers the The teacher has a general The teacher accurately In addition to the characteristics
lesson but draws incorrect sense of whether or not assesses the effectiveness of of proficient,
conclusions about its instructional practices were instructional activities used. Teachers assessment of the
effectiveness. effective. The teacher identifies lesson is thoughtful, and
The teacher makes no The teacher offers general specific ways in which a includes specific indicators
suggestions for improvement. modifications for future lesson might be improved. of effectiveness.
instruction. Teachers suggestions for
improvement draw on an
extensive repertoire.
Possible Examples Despiteevidencetothe Attheendofthelessonthe Theteachersays;Iwasnt Theteachersays:Ithink
contrary,theteacherssays, teachersays,Iguessthat pleasedwiththelevelof thatlessonworkedpretty
Mystudentsdidgreatonthat wentokay. engagementofthe well,althoughIwas
lesson! Theteachersays:Iguess students. disappointedinhowthe
Theteachersays:Thatwas Illtryxnexttime. Theteachersjournal groupatthebacktable
awful;IwishIknewwhatto indicatesseveralpossible performed.
do! lessonimprovements. Inconversationwith
colleagues,theteacher
considersdifferentgroup
strategiesforimprovinga
lesson.
Component 4b: Maintaining Accurate Records
4b: Maintaining An essential responsibility of professional educators is keeping accurate records of both instructional and non-instructional events. This includes student
Accurate Records completion of assignments, student progress in learning, and records of non-instructional activities that are part of the day-to-day functions in a school
setting, including such things as the return of signed permission slips for a field trip and money for school pictures. Proficiency in this component is vital,
as these records inform interactions with students and parents, and allow teachers to monitor learning and adjust instruction accordingly. The methods of
keeping records vary as much as the type of information that is being recorded. For example, records of formal assessments may be recorded
electronically, using spreadsheets and databases, allowing for item analysis and individualized instruction. A less formal means of keeping track of student
progress may include anecdotal notes that are kept in student folders.

Student completion of assignments
Mostteachers,particularlyatthesecondarylevel,needtokeeptrackofstudentcompletionofassignments,includingnotonlywhetherthe
assignmentswereactuallycompleted,butstudentssuccessincompletingthem.
Student progress in learning
Inordertoplaninstruction,teachersneedtoknowwhereeachstudentisinhisorherlearning.Thisinformationmaybecollectedformally
orinformally,butmustbeupdatedfrequently.
Non-instructional records
Noninstructionalrecordsencompassallthedetailsofschoollifeforwhichrecordsmustbemaintained,particularlyiftheyinvolvemoney.
Examplesaresuchthingsasknowingwhichstudentshavereturnedtheirpermissionsslipsforafieldtrip,orwhichstudentshavepaidfortheir
schoolpictures.
Indicators include:
Routines and systems that track student completion of assignments
Systems of information regarding student progress against instructional outcomes
Processes of maintaining accurate non-instructional records
4b: Teachers systems for maintaining Teachers systems for maintaining Teachers systems for Students contribute to the
Maintaining both instructional and non- both instructional and non- maintaining both instructional maintenance of the systems for
Accurate instructional records are either instructional records are rudimentary and non-instructional records are maintaining both instructional and
and only partially successful.
Records non-existent or in disarray, accurate, efficient and non-instructional records, which
resulting in errors and confusion. successful. are accurate, efficient and
successful
Critical Attributes Absence of a system for either The teacher has a process for The teachers process for In addition to the characteristics
instructional or non- recording student work recording student work of proficient,
instructional records. completion. However, it may be completion is efficient and Students contribute to and
Record-keeping systems that out-of-date or does not permit effective; students have maintain records indicating
are in disarray so as to students to access the access to information about completed and outstanding
provide incorrect or information. completed and/or missing work assignments.
confusing information. The teachers process for assignments. Students contribute to and
tracking student progress is The teacher has an efficient maintain data files
cumbersome to use. and effective process for indicating their own
The teacher has a process for recording student progress in learning.
tracking some non-instructional attainment of learning Students contribute to
information, but not all, or it goals; students are able to maintaining non-
may contain some errors. see how theyre instructional records for the
progressing. class.
The teachers process for
recording non-instructional
information is both efficient
and effective.
Possible Examples Astudentsays,ImsureI Astudentsays,Iwasntin Theteachercreatesalink Astudentfromeachteam
turnedinthatassignment, schooltoday,andmyteachers ontheclasswebsitewhich maintainsthedatabaseof
buttheteacherlostit! websiteisoutofdate,soIdont studentscanaccessto currentandmissing
Theteachersays,I knowwhattheassignments checkonanymissing assignmentsfortheteam.
misplacedthewriting are! assignments. Whenaskedabouttheir
samplesformyclassbutit Theteachersays:Ivegotall Theteachersgradebook progressinaclass,astudent
doesntmatterIknow thesenotesabouthowthekids recordsstudentprogress proudlyshowsherdatafile
whatthestudentswould aredoing;Ishouldputthem towardlearninggoals. andcanexplainhowthe
havescored. intothesystembutIjustdont Theteachercreatesa documentsindicateher
Onthemorningofthefield havetime. spreadsheetfortracking progresstowardlearning
trip,theteacherdiscovers Onthemorningofthefieldtrip, whichstudentshavepaid goals.
thatfivestudentsnever theteacherfranticallysearches fortheirschoolpictures. Whentheybringintheir
turnedintheirpermission allthedrawersinthedesk permissionslipsforafield
slips. lookingforthepermissionslips trip,studentsaddtheirown
andfindsthemjustbeforethe informationtothedatabase.
bellrings.
Component 4c: Communicating with Families
4c: Communicating Although the ability of families to participate in their childs learning varies widely due to other family or job obligations, it is the responsibility of
with Families teachers to provide opportunities for them to both understand the instructional program and their childs progress. Teachers establish relationships with
families by communicating to them about the instructional program, about individual students and they invite them to be part of the educational process
itself. The level of family participation and involvement tends to be greater at the elementary level, when young children are just beginning school.
However, the importance of regular communication with families of adolescents cannot be overstated. A teachers effort to communicate with families
conveys an essential caring on the part of the teacher, valued by families of students of all ages.
Elements of component 4c are:

Information about the instructional program
Frequent information in provided to families, as appropriate, about the instructional program
Information about individual students
Frequent information in provided to families, as appropriate, about students individual progress
Engagement of families in the instructional program
Successful and frequent engagement opportunities are offered to families so they can participate in the learning activities
Indicators include:
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
4c: Teacher communication with Teacher adheres to school Teacher communicates frequently Teachers communication with
Communicating families, about the instructional procedures for communicating with families and successfully families is frequent and sensitive
with Families program, or about individual with families and makes modest engages them in the instructional to cultural traditions; students
attempts to engage families in the
students, is sporadic or culturally program. Information to families participate in the communication.
instructional program. But
inappropriate. Teacher makes no communications are not always about individual students is Teacher successfully engages
attempt to engage families in the appropriate to the cultures of those conveyed in a culturally families in the instructional
instructional program. families. appropriate manner. program; as appropriate.
Critical Attributes Little or no information School or district-created Information about the In addition to the characteristics
regarding instructional materials about the instructional program is of proficient,
program available to parents. instructional program are available on a regular basis. On a regular basis, students
Families are unaware of their sent home. The teacher sends develop materials to inform
childrens progress. Infrequent or incomplete information about student their families about the
Lack of family engagement information sent home by progress home on a regular instructional program.
activities. teachers about the basis. Students maintain accurate
Culturally inappropriate instructional program. Teacher develops activities records about their
communication. Teacher maintains school- designed to successfully individual learning progress
required grade book but does engage families in their and frequently share this
little else to inform families childrens learning, as information with families.
about student progress. appropriate. Students contribute to
Teacher communications are regular and ongoing projects
sometimes inappropriate to designed to engage families
families cultural norms. in the learning process.
Possible Examples Aparentsays,Idliketo Aparentsays,Ireceived Theteachersendsweekly Studentscreatematerialsfor
knowwhatmykidisworking thedistrictpamphletonthe newsletterhometofamilies, BacktoSchoolnightthat
onatschool! readingprogram,butI includinginformationthat outlinetheapproachfor
Aparentsays,IwishIknew wonderhowitsbeingtaught precedeshomework,current learningscience.
somethingaboutmychilds inmychildsclass. classactivities,community Studentdailyreflectionlog
progressbeforethereport Aparentsays,Iemailedthe and/orschoolprojects,field describeslearningandgo
cardcomesout. teacheraboutmychilds trips,etc. homeeachweekfora
Aparentsays,Iwonder struggleswithmath,butallI Theteachercreatedmonthly responsefromaparentor
whyweneverseeanyschool gotbackwasanotesaying progressreportsenthome guardian.
workcomehome. thathesdoingfine. foreachstudent. Studentsdesignaprojecton
Weeklyquizzesaresenthome Theteachersendshomea chartingfamilyuseof
forparent/guardian projectthatasksstudentsto plastics.
signature. interviewafamilymember
aboutgrowingupduringthe
1950s.
Component 4d: Participating in a Professional Community

4d: Participating in Schools are, first of all, environments to promote the learning of students. But in promoting student learning, teachers must work with their colleagues to
a Professional share strategies, plan joint efforts, and plan for the success of individual students. Schools are, in other words, professional organizations for teachers, with
Community their full potential realized only when teachers regard themselves as members of a professional community. This community is characterized by mutual
support and respect, and recognition of the responsibility of all teachers to be constantly seeking ways to improve their practice and to contribute to the life
of the school. Inevitably, teachers duties extend beyond the doors of their classrooms and include activities related to the entire school and/or larger
district. These activities include such things as school and district curriculum committees, or engagement with the parent teacher organization. With
experience, teachers assume leadership roles in these activities.
Elements of component 4d are:

Relationships with colleagues
Teachers maintain a professional collegial relationship that encourages sharing, planning and working together toward improved instructional
skill and student success
Involvement in a culture of professional inquiry
Teachers contribute to and participate in a learning community that supports and respects its members efforts to improve practice
Service to the school
Teachers efforts move beyond classroom duties by to contributing to school initiatives and projects
Participation in school and district projects
Teachers contribute to and support larger school and district projects designed to improve the professional community
Indicators include:
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
4d: Teacher avoids participating in a Teacher becomes involved in the Teacher participates actively the Teacher makes a substantial
Participating in a professional community or in professional community and in professional community, and in contribution to the professional
Professional school and district events and school and district events and school and district events and community, to school and district
projects; relationships with
Community projects when specifically asked; projects, and maintains positive events and projects, and assumes a
colleagues are negative or self-
serving, relationships with colleagues are and productive relationships with leadership role among the faculty.
cordial. colleagues.
Critical Attributes The teachers relationship with The teacher has pleasant The teacher has supportive In addition to the characteristics
colleagues is characterized relationship with colleagues. and collaborative of proficient,
by negativity or When invited, the teacher relationships with The teacher takes a
combativeness. participates in activities colleagues. leadership role in promoting
The teacher purposefully related to professional The teacher regularly activities related to
avoids contributing to inquiry. participates in activities professional inquiry.
activities promoting When asked, the teacher related to professional The teacher regularly
professional inquiry. participates in school inquiry. contributes to and leads
The teacher avoids activities, and school district The teacher frequently events that positively impact
involvement in school and community projects. volunteers to participate in school life.
activities and school district school events and school The teacher regularly
and community projects. district and community contributes to and leads
projects. significant school district and
community projects.
Possible Examples Theteacherdoesntsharetest Theteacherispolite,butnever Theprincipalremarksthatthe Theteacherleadsthe
takingstrategieswithhis sharesanyinstructional teachersstudentshavebeen mentorteachergroupat
colleagues.Hefiguresthatif materialswithhisgrade noticeablysuccessfulsince school,devotedtosupporting
hisstudentsdowell,itwill partners. herteacherteamhasbeen newteachersduringtheir
makehimlookgood. TheteacheronlyattendsPLC focusingoninstructional firstyearsofteaching.
Theteacherdoesnotattend meetingswhenremindedby strategiesduringtheirteam Theteacherhostsabookstudy
PLCmeetings. hersupervisor. meetings. groupthatmeetsmonthly;he
Theteacherdoesnotattend Theprincipalsays,IwishI Theteacherhasdecidedtotake guidesthebookchoicesso
anyschoolfunctionafterthe didnthavetoasktheteacher someofthefreeMITcourses thatthegroupcanfocuson
dismissalbell. tovolunteereverytimewe onlineandtosharehis topicsthatwillenhancetheir
Theteachersays,Iworkfrom needsomeonetochaperone learningwithcolleagues. skills.
8:30to3:30andnota thedance. Thebasketballcoachisusually Theteacherleadstheschools
minutemoreIwontserve Theteacheronlycontributesto willingtochaperonethe9th annualOlympicsday,
onanydistrictcommittee thedistrictLiteracy gradedancebecauseshe involvingallstudentsand
unlesstheygetmea committeewhenrequestedby knowsallofherplayerswill facultyinathleticevents.
substitutetocovermyclass. theprincipal. bethere. Theteacherleadstheschool
Theteacherenthusiastically districtwellnesscommittee,
representstheschoolduring involvinghealthcareand
thedistrictSocialStudies nutritionspecialistsfromthe
reviewandbringsher community.
substantialknowledgeofU.S.
historytothecoursewriting
team.
Component 4e: Growing and Developing Professionally
4e: Growing and As in other professions, the complexity of teaching requires continued growth and development, in order to remain current. Continuing to stay informed
Developing and increasing their skills allows teachers to become ever more effective and to exercise leadership among their colleagues. The academic disciplines
Professionally themselves evolve, and educators constantly refine their understanding of how to engage students in learning; thus growth in content, pedagogy, and
information technology are essential to good teaching. Networking with colleague through such activities as joint planning, study groups, and lesson study
provide opportunities for teachers to learn from one another. These activities allow for job embedded professional development. In addition, professional
educators increase their effectiveness in the classroom by belonging to professional organizations, reading professional journals, attending educational
conferences, and taking university classes. As they gain experience and expertise, educators find ways to contribute to their colleagues and to the
profession.
Elements of component 4e are:
Enhancement of content knowledge and pedagogical skill
Teachers remain current by taking courses, reading professional literature, and remaining current on the evolution of thinking regarding
instruction
Receptivity to feedback from colleagues
Teachers actively pursue networks that provide collegial support and feedback
Service to the profession
Teachers are active in professional organizations serving to enhance their personal practice and so they can provide leadership and support to
colleagues
Indicators include:
Frequent teacher attendance in courses and workshops; regular academic reading
Participation in learning networks with colleagues; feedback freely shared
Participation in professional organizations supporting academic inquiry
4e: Teacher does not participate in Teacher participates in Teacher seeks out opportunities Teacher actively pursues
Growing and professional development professional development for professional development professional development
Developing activities, and makes no effort to activities that are convenient or are based on an individual assessment opportunities, and initiates
share knowledge with colleagues.
Professionally required, and makes limited of need, and actively shares activities to contribute to the
Teacher is resistant to feedback
from supervisors or colleagues. contributions to the profession. expertise with others. Teacher profession In addition, teacher
Teacher accepts, with some welcomes feedback from seeks out feedback from
reluctance, feedback from supervisors and colleagues. supervisors and colleagues.
supervisors and colleagues.
Critical Attributes The teacher is not involved in The teacher participates in The teacher seeks regular In addition to the characteristics
any activity that might professional activities when opportunities for continued of proficient,
enhance knowledge or skill. required or when provided by professional development. The teacher seeks regular
The teacher purposefully the school district. The teacher welcomes opportunities for continued
resists discussing The teacher reluctantly colleagues and supervisors in professional development,
performance with accepts feedback from the classroom for the including initiating action
supervisors or colleagues. supervisors and colleagues. purposes of gaining insight research.
The teacher ignores The teacher contributes in a from their feedback. The teacher actively seeks
invitations to join limited fashion to The teacher actively feedback from supervisors
professional organizations or educational professional participates in professional and colleagues.
attending conferences. organizations. organizations designed to The teacher takes an active
contribute to the profession. leadership role in
professional organizations in
order to contribute to the
teaching profession.
Possible Examples Theteachernevertakes Theteacherpolitelyattends Theteachereagerlyattends Theteachersprincipal
continuingeducation districtworkshopsand theschooldistrictoptional rarelyspendstimeobserving
courses,eventhoughthe professionaldevelopment summerworkshopsfinding inherclassroom.Therefore,
creditswouldincreasehis days,butdoesntmakemuch themtobeawealthof shehasinitiatedanaction
salary. useofthematerialsreceived. instructionalstrategieshe researchprojectinorderto
Theteacherenduresthe Theteacherlistenstohis canuseduringtheschool improveherowninstruction.
principalsannual principalsfeedbackaftera year. Theteacherisworkingona
observationsinher lesson,butisntsurethatthe Theteacherenjoysher particularinstructional
classroom,knowingthatif recommendationsreally principalsweeklywalk strategyandaskshis
shewaitslongenough,the applyinhissituation. throughvisitsbecausethey colleaguestoobserveinhis
principalwilleventually Theteacherjoinsthelocal alwaysleadtoavaluable classroominorderto
leaveandshecansimply chapteroftheAmerican informaldiscussionduring provideobjectivefeedback
discardthefeedbackform. LibraryAssociationbecause lunchthenextday. onhisprogress.
Despiteteachinghighschool shemightbenefitfromthe TheteacherjoinedaScience Theteacherfoundedalocal
honorsmathematics,the freebooksbutotherwise EducationPartnershipand organizationdevotedto
teacherdeclinestojoin doesntfeelitsworthtoo findsthatitprovideshim LiteracyEducation;her
NCTMbecauseitcoststoo muchofhertime. accesstoresourcesforhis leadershiphasinspired
muchandmakestoomany classroomthattrulybenefit teachersinthecommunityto
demandsonteacherstime. hisstudentsconceptual workonseveralcurriculum
understanding. andinstructionprojects.
Component 4f: Showing Professionalism
4f: Showing Expert teachers demonstrate professionalism in both service to students as well as to the profession. Teaching at the highest levels of performance in this
Professionalism component is student focused, putting students first, regardless of how this might challenge long-held assumptions, past practice or simply what is easier
or more convenient for teachers. Accomplished teachers have a strong moral compass and are guided by what is in the best interest of students.
Professionalism is displayed in a number of ways. For example, interactions with colleagues are conducted with honesty and integrity. Student needs are
known and teachers access resources to step in and provide help that may extend beyond the classroom. Teachers advocate for their students in ways that
might challenge traditional views and the educational establishment, seeking greater flexibility in the ways school rules and policies are applied.
Professionalism is also displayed in the ways teachers 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 to work to improve those that may be outdated or ineffective.
Elements of component 4f are:
Integrity and ethical conduct
Teachers act with integrity and honesty
Service to students
Teachers put students first in all considerations of their practice
Advocacy
Teachers support their students best interests, even in the face of traditional practice or beliefs
Decision-making
Teachers solve problems with students needs as a priority
Compliance with school and district regulations
Teachers adhere to policies and procedures
Indicators include:
Teacher has a reputation as someone who can be trusted and is often sought as a sounding board
During committee or planning work, teacher frequently reminds participants that the students are the utmost priority
Teacher will support students, even in the face of difficult situations or conflicting policies
Teachers challenge existing practice in order to put students first
Teacher consistently fulfills school district mandates regarding policies and procedures
4f: Teacher has little sense of ethics Teacher is honest and well- Teacher displays a high level of Teacher is proactive and assumes a
Showing and professionalism, and intentioned in serving students and ethics and professionalism in leadership role in ensuring the
Professionalism contributes to practices that are contributing to decisions in the dealings with both students and highest ethical standards, and
seeing that school practices and
self-serving or harmful to school, but teachers attempts to colleagues, and complies fully and
procedures ensure that all students,
students. Teacher fails to comply serve students are limited. Teacher voluntarily with school and district particularly those traditionally
with school and district complies minimally with school regulations. Teacher complies underserved, are honored in the
regulations and timelines. and district regulations, doing just fully with school and district school. Teacher takes a leadership
enough to get by. regulations. role in seeing that colleagues
comply with school and district
regulations.
Critical Attributes Teacher is dishonest. Teacher is honest. Teacher is honest and known In addition to the characteristics
Teacher does not notice the Teacher notices the needs of for having high standards of of proficient,
needs of students. students, but is inconsistent integrity. Teacher is considered a
The teacher engages in in addressing them. Teacher actively addresses leader in terms of honesty,
practices that are self- Teacher does not notice that student needs. integrity, and confidentiality.
serving. some school practices result Teacher actively works to Teacher is highly proactive in
The teacher willfully rejects in poor conditions for provide opportunities for serving students.
school district regulations. students. student success. Teacher makes a concerted
Teacher makes decisions Teacher willingly effort to ensure opportunities
professionally, but on a participates in team and are available for all students
limited basis. departmental decision- to be successful.
Teacher complies with school making. Teacher takes a leadership
district regulations. Teacher complies completely role in team and
with school district departmental decision-
regulations. making.
Teacher takes a leadership
role regarding school district
regulations.
Possible Examples Theteachermakessome Theteachersays,Ihave Theteacheristrustedbyhis Whenayoungteacherhas
errorswhenmarkingthelast alwaysknownmygrade gradepartners;theyshare troubleunderstanding
commonassessmentbut partnertobetruthful.Ifshe informationwithhim, directionsfromtheprincipal,
doesnttellhiscolleagues. calledinsick,thenIbelieve confidentitwillnotbe sheimmediatelygoestothe
Theteacherdoesnotrealize her. repeatedinappropriately. teacherwhomsheknowscan
thatthreeofherneediest Theteacherconsiders Despiteherlackof bereliedonforexpertadvice
studentsarrivedatschoolan stayinglatetohelpsomeof knowledgeaboutdancethe andcompletediscretion.
hourearlyeverymorning herstudentsinafterschool teacherformsadanceclubat Aftertheschoolsintramural
becausetheirmothercant daycare,butrealizesit herhighschooltomeetthe basketballprogramis
afforddaycare. conflictswithhergymclass highinterestlevelofher discontinued,theteacher
Theteacherfailstonotice soshedecidesagainstit. minoritystudentswhocannot findssomeformerstudent
thatoneofher Theteachernoticesastudent affordlessons. athletestocomeinandwork
Kindergartnersisoftenill, strugglinginhisclassand Theteachernoticessome withhisstudentswhohave
looksmalnourished,and sendsaquickemailtothe speechdelaysinafewofher cometolovetheafterschool
frequentlyhasbruisesonher counselor.Whenhedoesnt youngstudents;shecallsin sessions.
armsandlegs. getaresponse,heassumesit thespeechtherapisttodoa Theteacherenliststhehelp
Whenonehiscolleagues hasbeentakencareof. fewsessionsinherclassroom ofherprincipalwhenshe
goeshomesuddenlydueto Whenhergradepartnergoes andprovidefeedbackon realizesthatacolleaguewas
illness,theteacherpretends outonmaternityleave,the furthersteps. makingdisparaging
tohaveameetingsothathe teachersaid,Helloand TheEnglishdepartment commentsaboutsome
wonthavetoshareinthe Welcometohersubstitute, chairsays,Iappreciate disadvantagedstudents.
coverageresponsibilities. butdoesnotofferanyfurther when....attendsourafter Themathdepartmentlooks
Theteacherdoesnotfileher assistance. schoolmeetingshealways forwardtotheirweekly
studentswritingsamplesin Theteacherkeepshis contributessomething meetings;theirleader,the
theirdistrictcumfolders;it districtrequiredgradebook meaningfultothediscussion. teacherisalwaysseeking
istimeconsumingandshe uptodate,butentersexactly Theteacherlearnsthe newinstructionalstrategies
wantstoleaveearlyfor theminimumnumberof districtsnewonline andresourcesforthemto
summerbreak. assignmentsspecifiedbyhis curriculummappingsystem discuss.
departmentchair. andwritesinallofher Whenthedistrictadoptsa
courses. newwebbasedgrading
program,theteacherlearned
itinsideandoutsothatshe
couldassisthercolleagues
withimplementation.

Performance Criteria Rubric With Attributes and Examples

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Performance Criteria Rubric With Attributes and Examples

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Performance Criteria Rubric with Attributes and Examples

Domain 1: Planning and Preparation

Domain 1: Planning and Preparation

The elements of component 1d are:

Domain 1: Planning and Preparation

The elements of component 1e are:

The elements of component 1e are:

Designing Student Assessments

Assessments do not match instructional outcomes.

In addition to the characteristics of proficient,

Critical Attributes Theteacherconveysthatthe Teachersenergyforthe Theteachercommunicates In addition to the characteristics

Possible Examples Whenmovingintosmall Somestudentsnotworking Studentsgetstartedonan Studentsredirectclassmates

Elements of Component 2d are:

Component 2e: Organizing Physical Space

Elements of this component are:

Elements of Component 3a are:

Elements of component 3b are:

Component 3c: Engaging Students in Learning

Elements of Component 3c are:

Unsatisfactory Basic Proficient Distinguished

Elements of Component 3d are:

Unsatisfactory Basic Proficient Distinguished

Possible Examples Astudentasks:Howisthis Teacherasks:Doesanyone Theteachercirculatesduring The teacher reminds

Possible Examples Theteachersays:Wedont Theteachersays:Illtryto Theteachersays:Thatsan The teacher stops in

Elements of component 4a are:

Elements of component 4b are:

Elements of component 4c are:

Component 4d: Participating in a Professional Community

Elements of component 4d are:

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