follow established routines. With regular guidance and prompting, students follow established routines. students follow established classroom routines. well understood and may be initiated by students. 3.D2b Establishes a culture for learning. (Danielson 2b) The classroom culture is characterized by low expectations for student learning; little or no investment of teacher and/or student energy in the task at hand. The classroom culture is characterized by a lack of high expectations for student learning. The teacher appears to primarily be interested in the completion tasks rather than the quality of the work. The classroom culture is a place where learning is valued by teacher and students; High expectations for both learning and hard work are the norm. Students understand their role as learners and consistently expend effort to learn. The classroom culture is a cognitively busy place, characterized by a shared belief in the importance of learning. The teacher conveys high expectations for learning for all students. Students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or assisting peers. 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment 3.D2d Manages student behavior. (Danielson 2d) There appear to be no established standards of conduct, or students challenge them. There is little or no teacher monitoring of student behavior, and response to students’ misbehavior is repressive or disrespectful of student dignity. Standards of conduct appear to have been established, but their implementation is inconsistent. The teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior. Student behavior is generally The teacher monitors student behavior against established standards of conduct. Teacher response to student misbehavior is consistent, proportionate, and respectful to students and is effective. Student behavior is entirely appropriate. Students take an active role in monitoring their own behavior and/or that of other students against standards of conduct. Teacher monitoring of student behavior is subtle and preventive. The teacher’s response to student misbehavior is sensitive to individual student needs and respects students’ dignity. 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment
4j Knows the content one will be certified to teach, including major concepts critical to the discipline(s). Displays inadequate knowledge of the content he or she will be certified to teach, including major concepts critical to the discipline(s). Displays limited knowledge of the content he or she will be certified to teach, including major concepts critical to the discipline(s). Displays adequate knowledge of the content he or she will be certified to teach, including major concepts critical to the discipline(s). Displays thorough knowledge of the content he or she will be certified to teach, including major concepts critical to the discipline(s). 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment Comments: APPLICATION OF CONTENT. The teacher understands how to connect concepts and use differing perspectives to engage pupils in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Indicators 1—Minimal 2—Basic 3—Proficient 4—Advanced Midterm Score Final Score 5b Engages learners in applying content knowledge to real world problems or “big ideas”/interdisciplinary themes (e.g., environment, justice). No reference to real world problems or big ideas. Teacher identifies real world problems or big ideas and may elicit student responses. Teacher identifies and facilitates student engagement with real world problems or big ideas. Teacher frequently provides opportunities for students to identify and apply content to real world problems or big ideas. 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment 5d Engages learners in challenging assumptions and creative problem solving in local and global contexts. Provides no opportunities for students to challenge assumptions or engage in problem solving. Teacher sometimes challenges assumptions and engages students in problem solving. Teacher challenges assumptions and engages students in problem solving. Teacher frequently provides opportunities for students to challenge assumptions and engage in problem solving. 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment 5h Develops and implements supports for learner literacy development across content areas. No content literacy support is evident. Some planning for content literacy support with minimal implementation. Some planning for content literacy support and some implementation evident. Consistent planning for content literacy support and consistent implementation evident. 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment
7b Selects and uses materials and learning activities that are relevant to students’ sociocultural backgrounds. Materials and learning activities are not relevant to students’ sociocultural backgrounds. Materials and learning activities are superficially relevant to students’ sociocultural backgrounds. Materials and learning activities are relevant to students’ sociocultural backgrounds. Materials and learning activities are meaningful and consistently relevant to students’ sociocultural backgrounds. 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment 7e Plans collaboratively with support professionals who have specialized expertise (special educators, related service providers, language learning specialists, librarians, specialists) to design effective learning experiences. No evidence of collaborative planning for instruction. Teacher participates in collaborative planning with classroom teachers to design effective learning experiences. Teacher participates in collaborative planning with additional support professionals to design effective learning experiences. Teacher takes initiative to collaboratively plan with additional support professionals to design effective learning experiences that meet student needs. 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment Comments: INSTRUCTIONAL STRATEGIES. The teacher understands and uses a variety of instructional strategies to encourage pupils to develop a deep understanding of content areas and their connections, and to develop skills to apply knowledge in a meaningful way. Indicators 1—Minimal 2—Basic 3—Proficient 4—Advanced Midterm Score Final Score 8b Engages learners in assessing their progress. (Danielson 3d) Students are not aware of assessment criteria and do not self-assess. Students appear to be only partially aware of the assessment criteria and students rarely Students are aware of assessment criteria before beginning assessment tasks and students sometimes Students are aware of and have contributed to assessment criteria, and frequently self-assess and monitor their own progress. 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment 8b2 Monitors student learning in the context of individual, small group, and whole class settings and adjusts instruction accordingly. Teacher stands in one place in room, minimal, has no awareness of student understanding, no checks for student understanding, or rigid adherence to lesson plan. Limited movement around room, lack of awareness of student understanding in small group or individual work, generic checks for understanding to the Targeted movement around room with awareness of whole group, small group and individual understanding, meaningful checks for Purposeful movement around room with continuous awareness of whole group, small group and individual understanding, consistent meaningful 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment
impact the way students experience school. references to support claims. as theoretical and research perspectives to provide support or raise additional questions. Comments: LEADERSHIP AND COLLABORATION. The teacher seeks appropriate leadership roles and opportunity in order to take responsibility for pupil learning, to collaborate with pupils, their families, educators, and the community, and to advance the profession. Indicators 1—Minimal 2—Basic 3—Proficient 4—Advanced Midterm Score Final Score 10b Works with other school professionals to plan and jointly facilitate learning on how to meet diverse needs of learners. (Danielson 4d) Teacher avoids participation in a professional culture of inquiry, resisting opportunities to become involved. The teacher avoids becoming involved in school events or projects. Teacher participates in the school’s culture of professional inquiry when invited to do so. The teacher participates in school events and projects when specifically asked. Teacher actively participates in a culture of professional inquiry. The teacher volunteers to participate in school events and projects, making a substantial contribution. The teacher volunteers to participate in school events and projects, making a substantial contribution and assuming a leadership role in at least one aspect of school or district life. 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment 10d Works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement. (Danielson 4c) No evidence of communication with families. Teacher makes sporadic attempts to communicate with families or communication may not be culturally sensitive to those families. Teacher communicates regularly with families in a culturally sensitive manner. Teacher communicates frequently with families in a culturally sensitive manner, with students contributing to the communication. 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment Comments: Indicators 1—Minimal 2—Basic 3—Proficient Midterm Score Final Score MU Professionalism #1: Teacher consistently arrives to school, events, and/or appointments on time and prepared. Arrives late Still preparing when school day begins Excessive absences Does not communicate and/or send plans Most often punctual but some tardiness Sometimes still preparing when school day begins Some absences, but communicates and sends Consistently punctual Ready to teach Strong attendance Communicates professionally about appointments and attendance 3 2 1 No basis for judgment 3 2 1 No basis for judgment