A Framework for Teaching Components of Professional Practice Classroom Teacher Domain 1: Planning and Preparation 1a. Demonstrating knowledge of content and pedagogy knowledge of content and the structure of the discipline knowledge of prerequisite relationships knowledge of content-related pedagogy 1b. Demonstrating knowledge of students knowledge of child and adolescent development knowledge of the learning process knowledge of students’ skills, knowledge and language proficiency knowledge of students’ interests and cultural heritage knowledge of students’ special 1c. Setting instructional outcomes value, sequence and alignment clarity balance suitability for diverse learners 1d. Demonstrating knowledge of resources resources for classroom use resources to extend content knowledge and pedagogy resources for students 1e. Designing coherent instruction learning activities instructional materials and resources instructional groups lesson and unit structure 1f. Designing student assessments congruence with instructional outcomes criteria and standards design of formative assessments Domain 2: Classroom Environment 2a. Creating an environment of respect and rapport teacher interaction with students student interactions with one another 2b. Establishing a culture for learning importance of the content expectations for learning and achievement student pride in work 2c. Managing classroom procedures management of instructional groups management of transitions management of materials and supplies performance of non-instructional duties supervision of volunteers and paraprofessionals 2d. Managing student behavior expectations monitoring of student behavior responses to student misbehavior 2e. Organizing physical safety and accessibility arrangement of furniture and use of physical resources Domain 4: Professional Responsibilities 4a. Reflecting on Teaching accuracy use in future teaching 4b. Maintaining accurate records student completion of assignments student progress in learning non-instructional records 4c. Communicating with families information the instructional program information about individual students engagement of families in the instructional program 4d. Participating in a professional community relationships with colleagues involvement in a culture of professional inquiry service to school participation in school and district projects 4e. Growing and developing professionally enhancement of content knowledge and pedagogical skill receptivity to feedback from colleagues service to profession 4f. Demonstrating professionalism integrity and ethical conduct service to students advocacy decision making Domain 3: Instruction 3a. Communicating with students expectations for learning directions and procedures explanations of content use of oral and written language 3b. Using questioning and discussion techniques quality of questions discussion techniques student participation 3c. Engaging students in learning activities and assignments grouping of students instructional materials and resources structure and pacing 3d. Using assessment in instruction assessment criteria monitoring of student learning feedback to students student self-assessment and monitoring of progress 3e. Demonstrating flexibility and responsiveness lesson adjustment response to students persistence
Domain 2: The Classroom Environment Components Ineffective Developing Effective Highly Effective 2a: Creating an environment of respect and rapport Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural backgrounds, and developmental levels. Interactions are characterized by sarcasm, put- downs, or conflict. Teacher does not deal with disrespectful behavior. Patterns of classroom interactions, both between the teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students’ ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another. Teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral: conveying neither warmth nor conflict. Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages, of the students. Students exhibit respect for the teacher. Interactions among students are generally polite and respectful. Teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but impersonal. Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students.as individuals. Students exhibit respect for the teacher and contribute to high levels of civility among all members of the class. The net result of interactions is that of connections with students as individuals Evidence
2b: Establishing a culture for learning The classroom culture is characterized by a lack of teacher or student commitment to learning, and/or little or no investment of student energy into the task at hand. Hard work is not expected or valued. Medium to low expectations for student achievement are the norm with high expectations for learning reserved for only one or two students. The classroom culture is characterized by little commitment to learning by teacher or students. The teacher appears to be only through the motions, and students indicate that they are interested in completion of a task, rather than quality.” The teacher conveys that student success is the result of natural ability rather than hard work; high expectations for learning are reserved for those students thought to have a natural aptitude for the subject. The classroom culture is a cognitively busy where learning is valued by all with high expectations for learning the norm for most students. The teacher conveys that with hard work students can be successful; students understand their role as learners and consistently expend effort to learn. Classroom interactions support learning and hard work. The classroom culture is a cognitively vibrant characterized by a shared belief in the importance of learning. The teacher conveys high expectations for learning by all students and insists on hard work; students assume responsibility for high quality by initiating improvements, making revisions, adding detail and/or helping peers. Evidence Components Ineffective Developing Effective Highly Effective 2c: Managing classroom procedures Much instructional time is lost due to inefficient classroom routines and procedures. There is little or no evidence of the teacher managing instructional groups, transitions, and/or the handling of materials and supplies effectively. There is little evidence that students know or follow established routines. Some instructional time is lost due to only partially effective classroom routines and procedures. The teacher’s management of instructional groups, transitions, and/or the handling of materials and supplies is inconsistent, leading to some disruption of learning. With regular guidance and prompting, students follow established routines. There is little loss of instructional time due to effective classroom routines and procedures. The teacher’s management of instructional groups and/or the handling of materials and supplies are consistently successful. With minimal guidance and prompting, students follow established classroom routines. Instructional time is maximized due to efficient classroom routines and procedures. Students contribute to the management of instructional groups, transitions, and/or the handling of materials and supplies. Routines are well understood and may be initiated by students. Evidence
2d: Managing Student Behavior There appear to be no established standards of conduct, and little or no teacher monitoring of student behavior. Students challenge the standards of conduct. Response to students’ misbehavior is repressive, or disrespectful of student dignity. Standards of conduct appear to have been established, but their implementation is inconsistent. Teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior. There is inconsistent implementation of the standards of conduct. Student behavior is generally appropriate. 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 that of other students against standards of conduct. Teachers’ monitoring of student behavior is subtle and preventive. Teacher’s response to student misbehavior is sensitive to individual student needs, and respects students. Evidence
Domain 4: Professional Responsibilities Components Ineffective Developing Effective Highly Effective 4a: Reflecting on Teaching Teacher does not know whether a lesson was effective or achieved its instructional outcomes, or teacher profoundly misjudges the success of a lesson. Teacher has no suggestions for how a lesson be improved. Teacher has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional outcomes were met. Teacher makes general suggestions about how a lesson could be improved. Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. Teacher makes a few specific suggestions of what could be tried another time the lesson is taught. Teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoire of skills, teacher offers specific alternative actions, complete with the probable success of different courses of action. Evidence 4b: Maintaining Accurate Records Teacher’s system for maintaining information on student completion of assignments and student progress in learning is nonexistent or in disarray. Teacher’s records for non-instructional activities are in disarray, resulting in errors and confusion. Teacher’s system for maintaining information on student completion of assignments and student progress in learning is rudimentary and only partially effective. Teacher’s records for non-instructional activities are adequate, but require frequent monitoring to errors. Teacher’s system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records, is fully effective. Teacher’s system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records, is effective. Students contribute information and participate in maintaining the records.
Evidence Components Ineffective Developing Effective Highly Effective 4c: Communicating with Families Teacher communication with families, about the instructional program, or about individual students, is sporadic or culturally inappropriate. Teacher makes no attempt to engage families in the instructional program. Teacher makes sporadic attempts to communicate with families about the instructional program and about the progress of individual students but does not attempt to engage families in the instructional program. But communications are one-way and not always appropriate to the cultural norms of those families. Teacher communicates frequently with families about the instructional program and conveys information about individual student progress. Teacher makes some attempts to engage families in the instructional program; as appropriate Information to families is conveyed in a culturally appropriate manner. Teacher’s communication with families is frequent and sensitive to cultural traditions, with students contributing to the communication. Response to family concerns is handled with professional and cultural sensitivity. Teacher’s efforts to engage families in the instructional program are frequent and successful. Evidence
4d: Participating in a Professional Community Teacher’s relationships with colleagues are negative or Teacher avoids participation in a professional culture of inquiry, resisting opportunities to become involved. Teacher avoids becoming involved in school events or school and district projects. Teacher maintains cordial relationships with colleagues to fulfill duties that the school or district requires. Teacher becomes involved in the school’s culture of professional inquiry when invited to do so. Teacher participates in school events and school and district projects when specifically asked. Relationships with colleagues are characterized by mutual support and cooperation; teacher actively participates in a culture of professional inquiry. Teacher volunteers to participate in school events and in school and district projects, making a substantial contribution. Relationships with colleagues are characterized by mutual support and cooperation, with the teacher taking initiative in assuming leadership among the faculty. Teacher takes a leadership role in promoting a culture of professional inquiry. Teacher volunteers to participate in school events and district projects, making a substantial contribution, and assuming a leadership role in at least one aspect of school or district life. Evidence
Components Ineffective Developing Effective Highly Effective 4e: Growing and Developing Professionally Teacher engages in no professional development activities to enhance knowledge or skill. Teacher resists feedback on teaching performance from either supervisors or more experienced colleagues. Teacher makes no effort to share knowledge with others or to assume professional responsibilities. Teacher participates in professional activities to a limited extent when they are convenient. Teacher accepts, with some reluctance, feedback on teaching performance from both supervisors and professional colleagues. Teacher finds limited ways to contribute to the profession Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. Teacher welcomes feedback from colleagues when made by supervisors or when opportunities arise through professional collaboration. Teacher participates actively in assisting other educators Teacher out opportunities for professional development and makes a systematic effort to conduct action research. Teacher seeks out feedback on teaching from both supervisors and colleagues. Teacher initiates important activities to contribute to the profession. Evidence