Educator Evaluation Plan including Student Growth

Observation Documentation Form B

 Formal
 Informal

Educator: _______________________________________ School: __________________________
Department/Grade Level(s): _________________________ Subject(s): ________________________
Evaluator: _______________________________________ Date: ____________________________

Observable Components

Domain 2 Domain 3

Environment Instruction/Service Delivery

2a - Creating an Environment of Respect and Rapport 3a - Communicating with Students

2b - Establishing a Culture for Learning* 3b - Using Questioning and Discussion Techniques

2c - Managing Classroom Procedures 3c - Engaging Students in Learning*

2d - Managing Student Behavior 3d - Using Assessment in Instruction

2e - Organizing Physical Space 3e - Demonstrating Flexibility and Responsiveness

Time Actions and Statements/Questions by Educator and Students Component

What’s Working: **All four boxes below must be filled out upon completion.**
Areas for Growth/Reflection Opportunities:

Educator’s Next Steps: Evaluator’s Next Steps:

Educator’s Signature: ______________________________ Date: ____________________________
Evaluator’s Signature: ______________________________ Date: ____________________________

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Reflective Conversation Form C

(To be submitted to evaluator at least 1 day prior to the Reflective Conversation Meeting)

Educator: _______________________________________ School: __________________________
Department/Grade Level(s): _________________________ Subject(s): ________________________
Evaluator: _______________________________________ Date: ____________________________

Conversation Components Observable Components

Domain 1 Domain 4 Domain 2 Domain 3

Planning and Preparation Professional Responsibilities Environment Instruction

1a - Demonstrating Knowledge of 4a - Reflection on Teaching 2a - Creating an Environment of 3a - Communicating with

Content and Pedagogy 4b - Maintaining Accurate Records Respect and Rapport Students

1b - Demonstrating Knowledge of 4c - Communicating with Families 2b - Establishing a Culture for 3b - Using Questioning and

Students 4d - Participating in a Professional Learning* Discussion Techniques

1c - Setting Instructional Outcomes Community* 2c - Managing Classroom 3c - Engaging Students in

1d - Demonstrating Knowledge of 4e - Growing and Developing Procedures Learning*

Resources Professionally 2d - Managing Student Behavior 3d - Using Assessment in

1e - Designing Coherent 4f - Showing Professionalism 2e - Organizing Physical Space Instruction

Instruction* 3e - Demonstrating Flexibility and

1f - Designing Student Assessments Responsiveness

Guiding Questions for Discussion Between Educator and Evaluator:

(Additional questions may arise during the planning conference)
 Briefly describe the students in your class. What have you learned about your students this year that
has gone into planning for this lesson? (1b)
 How do you think the lesson went? How do you feel about the lesson? Was it effective? How do you
know? What evidence do you have that your lesson was successful? (artifacts of student work) (4a)
 To what extent did your classroom procedures and environment contribute to student learning? (2a, 2b,
2c)
 What went well in this lesson that you will incorporate in future lessons? What did not go well that you
do not plan to use again? What did you learn from this lesson that will help you? (4a, 4e)
 What would you like to share about the lesson you have taught? (1e, 3c, 3d)

Page 52

Framework for Teaching

Domain 1 – Planning and Preparation Domain 2 – Classroom Environment
1a: Demonstrating Knowledge of Content and Pedagogy 2a: Creating an Environment of Respect and Rapport

 Knowledge of content and the structure of the discipline  Teacher interaction with students
 Knowledge of prerequisite relationships  Student interactions with other students
 Knowledge of content-related pedagogy 2b: Establishing a Culture for Learning*
1b: Demonstrating Knowledge of Students  Importance of the content
 Knowledge of child and adolescent development  Expectations for learning and achievement
 Knowledge of the learning process  Student pride in work
 Knowledge of students’ skills, knowledge, and language 2c: Managing Classroom Procedures
 Management of instructional groups
proficiency  Management of transitions
 Knowledge of students’ interests and cultural heritage  Management of materials and supplies
 Knowledge of students’ special needs  Performance of non-instructional duties
1c: Setting Instructional Outcomes  Supervision of volunteers and paraprofessionals
 Value, sequence, and alignment 2d: Managing Student Behavior
 Clarity  Expectations
 Balance  Monitoring of student behavior
 Suitability for diverse learners  Response to student misbehavior
1d: Demonstrating Knowledge of Resources 2e: Organizing Physical Space
 Resources for classroom use  Safety and accessibility
 Resources to extend content knowledge and pedagogy
 Resources for students  Arrangement of furniture and use of physical resources
1e: Designing Coherent Instruction*
Domain 3 – Instruction
 Learning activities 3a: Communicating with Students
 Instructional materials and resources
 Instructional groups  Expectations for learning
 Lesson and unit structure  Directions and procedures
1f: Designing Student Assessments  Explanations of content
 Congruence with instructional outcomes  Use of oral and written language
 Criteria and standards 3b: Using Questioning and Discussion Techniques
 Design of formative assessments  Quality of questions
 Use for planning  Discussion techniques
 Student participation
Domain 4 – Professional Responsibilities 3c: Engaging Students in Learning*
4a: Reflecting on Teaching  Activities and assignments
 Instructional materials and resources
 Accuracy  Grouping of students
 Use in future teaching  Structure and pacing
4b: Maintaining Accurate Records 3d: Using Assessment in Instruction
 Assessment criteria
 Student completion of assignments  Monitoring of student learning
 Student progress in learning  Feedback to students
 Non-instructional records  Student self-assessment and monitoring of progress
4c: Communicating with Families 3e: Demonstrating Flexibility and Responsiveness
 Information about the instructional program  Lesson adjustment
 Information about individual students  Response to students
 Engagement of families in the instructional program
4d: Participating in a Professional Community*  Persistence
 Relationships with colleagues
 Involvement in a culture of professional inquiry *Anchor component
 Service to the school
 Participation in school and district projects
4e: Growing and Developing Professionally

 Enhancement of content knowledge and pedagogical skills
 Receptivity to feedback from colleagues
 Service to the profession
4f: Showing Professionalism
 Integrity and ethical conduct
 Service to students
 Advocacy
 Decision making

 Compliance with school and district regulations

Page 53

Formative Conversations/Su
Domain 1 for Educators – P

Component Unsatisfactory Needs Improvem

1a (Unsatisfactory) (Basic)
Demonstrating
Knowledge of In planning and practice, the teacher The teacher is familiar with the
Content and makes content errors or does not correct concepts in the discipline but d
Pedagogy errors made by students. The teacher lack of awareness of how thes
displays little understanding of relate to one another. The teac
prerequisite knowledge important to indicates some awareness of
student learning of the content. The prerequisite learning, although
teacher displays little or no knowledge may be inaccurate
understanding of the range of incomplete. The teacher’s plan
pedagogical approaches suitable to practice reflect a limited range
student learning of the content. pedagogical approaches to the
or to the students.

Critical  The teacher makes content errors.  The teacher’s understanding
Attributes discipline is rudimentary.
 The teacher does not consider
prerequisite relationships when  The teacher’s knowledge of
planning. prerequisite relationships is
or incomplete.
 The teacher’s plans use inappropriate
strategies for the discipline.  Lesson and unit plans use li
instructional strategies, and
not suitable to the content.

Possible  The teacher says, “The official  The teacher plans lessons o
Examples perimeter independently of o
language of Brazil is Spanish, just like another, without linking the c
other South American countries.” together.
 The teacher says, “I don’t understand
 The teacher plans to forge a
why the math book has decimals in the a lesson on addition with reg
same unit as fractions.” even though some students
fully grasped place value.
 The teacher has his students copy
 The teacher always plans th
dictionary definitions each week to routine to study spelling: pre
Monday, copy the words five
help them learn to spell difficult words. each on Tuesday and Wedn
 And others… test on Friday.

 And others…

ummative Conference Form:
Planning and Preparation

ment Proficient Excellent
(Proficient) (Distinguished)
e important
displays a The teacher displays solid knowledge of The teacher displays extensive
se concepts the important concepts in the discipline knowledge of the important concepts in
cher and how these relate to one another. The the discipline and how these relate both
teacher demonstrates accurate to one another and to other disciplines.
h such understanding of prerequisite The teacher demonstrates understanding
or relationships among topics. The of prerequisite relationships among
ns and teacher’s plans and practice reflect topics and concepts and understands the
of familiarity with a wide range of effective link to necessary cognitive structures that
e discipline pedagogical approaches in the subject. ensure student understanding. The
teacher’s plans and practice reflect
g of the  The teacher can identify important familiarity with a wide range of effective
concepts of the discipline and their pedagogical approaches in the discipline
inaccurate relationships to one another. and the ability to anticipate student
misconceptions.
imited  The teacher provides clear  The teacher cites intra- and
some are explanations of the content.
interdisciplinary content relationships.
on area and  The teacher answers students’  The teacher’s plans demonstrate
one questions accurately and provides
concepts feedback that furthers their learning. awareness of possible student
misconceptions and how they can be
ahead with  Instructional strategies in unit and addressed.
grouping, lesson plans are entirely suitable to the  The teacher’s plans reflect recent
have not content. developments in content-related
pedagogy
he same  The teacher’s plan for area and
etest on perimeter invites students to determine  In a unit on 19th-century literature, the
e times the shape that will yield the largest teacher incorporates information about
nesday, area for a given perimeter. the history of the same period.

 The teacher has realized her students  Before beginning a unit on the solar
are not sure how to use a protractor, system, the teacher surveys the
and so she plans to have them students on their beliefs about why it is
practice that skill before introducing hotter in the summer than in the
the activity on angle measurement. winter.

 The teacher plans to expand a unit on  And others…
civics by having students simulate a
court trial.

 And others…

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1b The teacher displays minimal The teacher displays generally
Demonstrating understanding of how students learn— knowledge of how students lear
Knowledge of their varied approaches to learn
Students and little knowledge of their varied knowledge and skills, special ne
and interests and cultural herita
Critical approaches to learning, knowledge and may apply this knowledge not to
Attributes individual students but to the cla
skills, special needs, and interests and whole.
Possible cultural heritages—and does not
Examples
indicate that such knowledge is

valuable.

 The teacher does not understand  The teacher cites developme
child development characteristics and theory but does not seek to in
has unrealistic expectations for it into lesson planning.
students.
 The teacher is aware of the d
 The teacher does not try to ascertain ability levels in the class but t
varied ability levels among students in teach to the “whole group.”
the class.
 The teacher recognizes that s
 The teacher is not aware of students’ have different interests and c
interests or cultural heritages. backgrounds but rarely draws
contributions or differentiates
 The teacher takes no responsibility to materials to accommodate th
learn about students’ medical or differences.
learning disabilities.
 The teacher is aware of medi
issues and learning disabilitie
some students but does not s
understand the implications o
knowledge.

 The lesson plan includes a teacher  The teacher’s lesson plan ha
presentation for an entire 30-minute same assignment for the enti
period to a group of 7-year-olds.
in spite of the fact that one ac
 The teacher plans to give her ELL
students the same writing assignment beyond the reach of some stu
she gives the rest of the class.
 In the unit on Mexico, the tea
 The teacher plans to teach his class
Christmas carols, despite the fact that not incorporated perspectives
he has four religions represented
among his students. the three Mexican-American

 And others… in the class.

 Lesson plans make only perip
reference to students’ interes

 The teacher knows that some
students have IEPs, but they’
long that she hasn’t read them

 And others…

accurate The teacher understands the active The teacher understands the active
rn and of nature of student learning and attains nature of student learning and acquires
ning, information about levels of development information about levels of development
eeds, for groups of students. The teacher also for individual students. The teacher also
ages, yet purposefully acquires knowledge from systematically acquires knowledge from
o several sources about groups of several sources about individual
ass as a students’ varied approaches to learning, students’ varied approaches to learning,
knowledge and skills, special needs, knowledge and skills, special needs,
ental and interests and cultural heritages. and interests and cultural heritages.
ntegrate  The teacher uses ongoing methods to
 The teacher knows, for groups of
different students, their levels of cognitive assess students’ skill levels and
tends to development. designs instruction accordingly.
 The teacher seeks out information
students  The teacher is aware of the different from all students about their cultural
cultural cultural groups in the class. heritages.
s on their  The teacher maintains a system of
s  The teacher has a good idea of the updated student records and
hose range of interests of students in the incorporates medical and/or learning
class. needs into lesson plans.
ical
es with  The teacher has identified “high,”  The teacher plans his lesson with
seek to “medium,” and “low” groups of three different follow-up activities,
of that students within the class. designed to meet the varied ability
levels of his students.
as the  The teacher is well informed about
ire class students’ cultural heritages and  The teacher plans to provide multiple
ctivity is incorporates this knowledge in lesson project options; each student will
udents. planning. select the project that best meets his
acher has or her individual approach to learning.
s from  The teacher is aware of the special
children needs represented by students in the  The teacher encourages students to
class. be aware of their individual reading
pheral levels and make independent reading
sts.  The teacher creates an assessment of choices that will be challenging but
e of her students’ levels of cognitive not too difficult.
y’re so development.
m yet.  The teacher attends the local Mexican
 The teacher examines previous years’ Heritage Day, meeting several of his
cumulative folders to ascertain the students’ extended family members.
proficiency levels of groups of
students in the class.  The teacher regularly creates adapted
assessment materials for several
 The teacher administers a student students with learning disabilities.
interest survey at the beginning of the
school year.  And others…

 The teacher plans activities using his
knowledge of students’ interests.

 The teacher knows that five of her
students are in the Garden Club; she
plans to have them discuss
horticulture as part of the next biology
lesson.

 The teacher realizes that not all of his
students are Christian, and so he
plans to read a Hanukkah story in
December.

 The teacher plans to ask her Spanish-
speaking students to discuss their
ancestry as part of their social studies
unit on South America.

 And others…

Page 55

1c The outcomes represent low Outcomes represent moderatel
Setting Instructional expectations for students and lack of expectations and rigor. Some re
Outcomes rigor, and not all of these outcomes important learning in the discipl
reflect important learning in the consist of a combination of outc
Critical discipline. They are stated as student and activities. Outcomes reflect
Attributes activities, rather than as outcomes for types of learning, but the teache
learning. Outcomes reflect only one type made no effort at coordination o
of learning and only one discipline or integration. Outcomes, based o
strand and are suitable for only some assessments of student learnin
students suitable for most of the students
class.
 Outcomes lack rigor.
 Outcomes do not represent important  Outcomes represent a mixtur
expectations and rigor.
learning in the discipline.
 Outcomes are not clear or are stated  Some outcomes reflect impor
learning in the discipline.
as activities.
 Outcomes are not suitable for many  Outcomes are suitable for mo
class.
students in the class.

Possible  A learning outcome for a fourth-grade  Outcomes consist of understa
Examples class is to make a poster illustrating a the relationship between add
poem. multiplication and memorizing

 All the outcomes for a ninth-grade  The reading outcomes are wr
history class are based on the needs of the “middle” gro
demonstrating factual knowledge. mind; however, the advanced
students are bored, and som
 The topic of the social studies unit level students are struggling.
involves the concept of revolutions,
but the teacher expects his students  Most of the English Language
to remember only the important dates outcomes are based on narra
of battles.
 And others…
 Despite the presence of a number of
ELL students in the class, the
outcomes state that all writing must
be grammatically correct.

 None of the science outcomes deals
with the students’ reading,
understanding, or interpretation of the
text.

 And others…

ly high Most outcomes represent rigorous and All outcomes represent high-level
eflect important learning in the discipline and learning in the discipline. They are clear,
line and are clear, are written in the form of are written in the form of student
comes student learning, and suggest viable learning, and permit viable methods of
t several methods of assessment. Outcomes assessment. Outcomes reflect several
er has reflect several different types of learning different types of learning and, where
or and opportunities for coordination, and appropriate, represent both coordination
on global they are differentiated, in whatever way and integration. Outcomes are
ng, are is needed, for different groups of differentiated, in whatever way is
s in the students. needed, for individual students.

re of low  Outcomes represent high  The teacher’s plans reference
rtant expectations and rigor. curricular frameworks or blueprints to
ost of the ensure accurate sequencing.
 Outcomes are related to “big ideas” of
anding the discipline.  The teacher connects outcomes to
dition and previous and future learning.
g facts.  Outcomes are written in terms of what
ritten with students will learn rather than do.  Outcomes are differentiated to
oup in encourage individual students to take
d  Outcomes represent a range of types: educational risks.
factual knowledge, conceptual
e lower- understanding, reasoning, social  The teacher encourages his students
. interaction, management, and to set their own goals; he provides
e Arts communication. them a taxonomy of challenge verbs
ative. to help them strive to meet the
 Outcomes, differentiated where teacher’s higher expectations of them.
necessary, are suitable to groups of
students in the class.  Students will develop a concept map
that links previous learning goals to
 One of the learning outcomes is for those they are currently working on.
students to “appreciate the aesthetics
of 18th-century English poetry.”  Some students identify additional
learning.
 The outcomes for the history unit
include some factual information, as  The teacher reviews the project
well as a comparison of the expectations and modifies some goals
perspectives of different groups in the to be in line with students’ IEP
run-up to the Revolutionary War. objectives.

 The learning outcomes include  One of the outcomes for a social
students defending their interpretation studies unit addresses students
of the story with citations from the analyzing the speech of a political
text. candidate for accuracy and logical
consistency.
 And others…
 And others…

Page 56

1d The teacher is unaware of resources to The teacher displays some aw
Demonstrating
Knowledge of assist student learning beyond materials resources beyond those provid
Resources
provided by the school or district, nor is school or district for classroom
Critical for extending one’s professiona
Attributes the teacher aware of resources for
expanding one’s own professional skill. does not seek to expand this k
Possible
Examples  The teacher uses only district-provided  The teacher uses materials
materials, even when more variety school library but does not s
would assist some students. beyond the school for resou

 The teacher does not seek out  The teacher participates in c
resources available to expand her own area workshops offered by t
skill. but does not pursue other pr
development.
 Although the teacher is aware of some
student needs, he does not inquire  The teacher locates materia
about possible resources. resources for students that a
available through the school
not pursue any other avenue

 For their unit on China, the students  For a unit on ocean life, the
really needs more books, bu
find all of their information in the school library has only three
borrow. He does not seek ou
district-supplied textbook. from the public library.

 The teacher is not sure how to teach  The teacher knows she shou
fractions but doesn’t know how he’s more about literacy developm
the school offered only one
expected to learn it by himself. professional development da
 A student says, “It’s too bad we can’t year.

go to the nature center when we’re  The teacher thinks his stude
doing our unit on the environment.” benefit from hearing about h
safety from a professional; h
 In the literacy classroom, the teacher the school nurse to visit his c

has provided only narrative works.  In the second-grade math cl
 And others… teacher misuses base 10 blo
showing students how to rep
numbers.

 And others…

wareness of The teacher displays awareness of The teacher’s knowledge of resources for
ded by the resources beyond those provided by the classroom use and for extending one’s
m use and school or district, including those on the professional skill is extensive, including
nal skill but Internet, for classroom use and for those available through the school or
knowledge. extending one’s professional skill, and district, in the community, through
seeks out such resources. professional organizations and
in the universities, and on the Internet.
search  Texts are at varied levels.  Texts are matched to student skill
urces.  Texts are supplemented by guest
content- level.
the school speakers and field experiences.  The teacher has ongoing relationships
rofessional  The teacher facilitates the use of
with colleges and universities that
als and Internet resources. support student learning.
are  Resources are multidisciplinary.  The teacher maintains a log of
l but does  The teacher expands her knowledge resources for student reference.
es.  The teacher pursues apprenticeships
through professional learning groups to increase discipline knowledge.
teacher and organizations.  The teacher facilitates student contact
ut the  The teacher pursues options offered with resources outside the classroom.
e for him to by universities.
ut others  The teacher provides lists of resources  The teacher is not happy with the out-
outside the classroom for students to of-date textbook; his students will
uld learn draw on. critique it and write their own material
ment, but for social studies.
 The teacher provides her fifth graders
ay last a range of nonfiction texts about the  The teacher spends the summer at
American Revolution so that Dow Chemical learning more about
ents would regardless of their reading level, all current research so that she can
health students can participate in the expand her knowledge base for
he contacts discussion of important concepts. teaching chemistry.
classroom.
lass, the  The teacher takes an online course on  The teacher matches students in her
ocks in literature to expand her knowledge of Family and Consumer Science class
present great American writers. with local businesses; the students
spend time shadowing employees to
 The ELA lesson includes a wide range understand how their classroom skills
of narrative and informational reading might be used on the job.
materials.
 And others…
 The teacher distributes a list of
summer reading materials that will
help prepare his eighth graders’
transition to high school.

 And others…

Page 57

1e Learning activities are poorly aligned with Some of the learning activities
Designing Coherent the instructional outcomes, do not follow materials are aligned with the
Instruction an organized progression, are not instructional outcomes and rep
designed to engage students in active moderate cognitive challenge,
Critical intellectual activity, and have unrealistic no differentiation for different s
Attributes time allocations. Instructional groups are Instructional groups partially su
not suitable to the activities and offer no activities, with some variety. Th
variety. or unit has a recognizable stru
the progression of activities is
 Learning activities are boring and/or with only some reasonable tim
not well aligned to the instructional allocations.
goals.
 Learning activities are mode
 Materials are not engaging or do not challenging.
meet instructional outcomes.
 Learning resources are suita
 Instructional groups do not support there is limited variety.
learning.
 Instructional groups are rand
 Lesson plans are not structured or they only partially support ob
sequenced and are unrealistic in their
expectations.  Lesson structure is uneven o
unrealistic about time expec

Possible  After his ninth graders have  After a mini-lesson, the teac
Examples memorized the parts of the to have the whole class play
microscope, the teacher plans to have reinforce the skill she taught
them fill in a worksheet.
 The teacher finds an atlas to
 The teacher plans to use a 15-year-old supplemental resource durin
textbook as the sole resource for a unit geography unit.
on communism.
 The teacher always lets stud
 The teacher organizes her class in select a working group beca
rows, seating the students behave better when they can
alphabetically; she plans to have whom to sit with.
students work all year in groups of four
based on where they are sitting.  The teacher’s lesson plans a
formatted, but the timing for
 The teacher’s lesson plans are written activities is too short to actua
on sticky notes in his gradebook; they the concepts thoroughly.
indicate: lecture, activity, or test, along
with page numbers in the text.  The plan for the ELA lesson
only passing attention to stu
 And others… citing evidence from the text
interpretation of the short sto

 And others…

and Most of the learning activities are aligned The sequence of learning activities
with the instructional outcomes and follows a coherent sequence, is aligned
present follow an organized progression suitable to instructional goals, and is designed to
but with to groups of students. The learning engage students in high-level cognitive
students. activities have reasonable time activity. These are appropriately
upport the allocations; they represent significant differentiated for individual learners.
he lesson cognitive challenge, with some Instructional groups are varied
ucture; but differentiation for different groups of appropriately, with some opportunity for
uneven, students and varied use of instructional student choice.
me groups.

erately  Learning activities are matched to  Activities permit student choice.
instructional outcomes.  Learning experiences connect to other
able, but
 Activities provide opportunity for disciplines.
dom, or higher-level thinking.  The teacher provides a variety of
bjectives.
or may be  The teacher provides a variety of appropriately challenging resources
ctations. appropriately challenging materials that are differentiated for students in
and resources. the class.
cher plans  Lesson plans differentiate for individual
y a game to  Instructional student groups are student needs.
t. organized thoughtfully to maximize
o use as a learning and build on students’  The teacher’s unit on ecosystems lists
ng the strengths. a variety of challenging activities in a
menu; the students choose those that
dents self-  The plan for the lesson or unit is well suit their approach to learning.
ause they structured, with reasonable time
an choose allocations.  While completing their projects, the
students will have access to a wide
are well  The teacher reviews her learning variety of resources that the teacher
many activities with a reference to high-level has coded by reading level so that
ally cover “action verbs” and rewrites some of the students can make the best selections.
activities to increase the challenge
n includes level.  After the cooperative group lesson, the
udents’ students will reflect on their
t for their  The teacher creates a list of historical participation and make suggestions.
ory. fiction titles that will expand her
students’ knowledge of the age of  The lesson plan clearly indicates the
exploration. concepts taught in the last few
lessons; the teacher plans for his
 The teacher plans for students to students to link the current lesson
complete a project in small groups; he outcomes to those they previously
carefully selects group members by learned.
their reading level and learning style.
 The teacher has contributed to a
 The teacher reviews lesson plans with curriculum map that organizes the ELA
her principal; they are well structured, Common Core State Standards in
with pacing times and activities clearly tenth grade into a coherent curriculum.
indicated.
 And others…
 The fourth-grade math unit plan
focuses on the key concepts for that
level.

 And others…

Page 58

1f Assessment procedures are not Assessment procedures are pa
Designing Student congruent with instructional outcomes congruent with instructional ou
Assessments and lack criteria by which student Assessment criteria and stand
performance will be assessed. The been developed, but they are n
teacher has no plan to incorporate The teacher’s approach to usin
formative assessment in the lesson or formative assessment is rudim
unit. including only some of the inst
outcomes.

Critical  Assessments do not match  Only some of the instruction
Attributes instructional outcomes. outcomes are addressed in
planned assessments.
Possible  Assessments lack criteria.
Examples  No formative assessments have been  Assessment criteria are vag
 Plans refer to the use of form
designed.
 Assessment results do not affect future assessments, but they are n
developed.
plans.  Assessment results are use
lesson plans for the whole c
individual students.

 The teacher marks papers on the  The district goal for the unit
is for students to understand
foundation of the U.S. Constitution
geopolitical relationships; the
mostly on grammar and punctuation;
plans to have the students m
for every mistake, the grade drops
all the country capitals and r
from an A to a B, a B to a C, etc.
 The teacher says, “What’s the  The plan indicates that the te
pause to “check for understa
difference between formative
does not specify a clear proc
assessment and the test I give at the
end of the unit?” accomplishing that goal.
 The teacher says, “The district gave  A student asks, “If half the c

me this entire curriculum to teach, so I passed the test, why are we
just have to keep moving.” reviewing the material again
 And others…  And others…

artially All the instructional outcomes may be All the instructional outcomes may be
utcomes. assessed by the proposed assessment assessed by the proposed assessment
dards have plan; assessment methodologies may plan, with clear criteria for assessing
not clear. have been adapted for groups of student work. The plan contains
ng students. Assessment criteria and evidence of student contribution to its
mentary, standards are clear. The teacher has a development. Assessment
tructional well-developed strategy for using methodologies have been adapted for
formative assessment and has designed individual students as the need has
nal particular approaches to be used. arisen. The approach to using formative
the assessment is well designed and
 All the learning outcomes have a includes student as well as teacher use
gue. method for assessment. of the assessment information.
mative
not fully  Assessment types match learning  Assessments provide opportunities for
expectations. student choice.
ed to design
class, not  Plans indicate modified assessments  Students participate in designing
when they are necessary for some assessments for their own work.
on Europe students.
d  Teacher-designed assessments are
e teacher  Assessment criteria are clearly written. authentic, with real-world application
memorize  Plans include formative assessments as appropriate.
rivers.
eacher will to use during instruction.  Students develop rubrics according to
anding” but  Lesson plans indicate possible teacher-specified learning objectives.
cess for
adjustments based on formative  Students are actively involved in
class assessment data. collecting information from formative
e all  The teacher knows that his students assessments and provide input.
n?” will have to write a persuasive essay
on the state assessment; he plans to  To teach persuasive writing, the
provide them with experiences teacher plans to have his class
developing persuasive writing as research and write to the principal on
preparation. an issue that is important to the
 The teacher has worked on a writing students: the use of cell phones in
rubric for her research assessment; class.
she has drawn on multiple sources to
be sure the levels of expectation will  The students will write a rubric for their
be clearly defined. final project on the benefits of solar
 The teacher creates a short energy; the teacher has shown them
questionnaire to distribute to his several sample rubrics, and they will
students at the end of class; using refer to those as they create a rubric of
their responses, he will organize the their own.
students into different groups during
the next lesson’s activities.  After the lesson the teacher plans to
 Employing the formative assessment ask students to rate their
of the previous morning’s project, the understanding on a scale of 1 to 5; the
teacher plans to have five students students know that their rating will
work on a more challenging one while indicate their activity for the next
she works with six other students to lesson.
reinforce the previous morning’s
concept.  The teacher has developed a routine
 And others… for her class; students know that if they
are struggling with a math concept,
they sit in a small group with her
during workshop time.

 And others…

Page 59

Domain 1 Planning & Preparation Documentation:

Domain 1 What’s Working: D

Domain 1 Areas for Growth/Reflection Opportunities:

Page 60

Formative Conversations/Su
Domain 2 for Educators –

Component Unsatisfactory Needs Improvem

2a (Unsatisfactory) (Basic)
Creating an
Environment of Patterns of classroom interactions, both Patterns of classroom interaction
Respect and Rapport between teacher and students and among between teacher and students a
students, are mostly negative, students, are generally appropria
Critical Attributes inappropriate, or insensitive to students’ reflect occasional inconsistencie
ages, cultural backgrounds, and favoritism, and disregard for stud
Possible developmental levels. Student interactions cultures, and developmental leve
Examples are characterized by sarcasm, put-downs, Students rarely demonstrate disr
or conflict. The teacher does not deal with one another. The teacher attemp
disrespectful behavior. respond to disrespectful behavio
uneven results. The net result of
interactions is neutral, conveying
warmth nor conflict.

 The teacher is disrespectful toward  The quality of interactions betw
students or insensitive to students’ ages, teacher and students, or amon
cultural backgrounds, and developmental is uneven, with occasional dis
levels. insensitivity.

 Students’ body language indicates  The teacher attempts to respo
feelings of hurt, discomfort, or insecurity. disrespectful behavior among
with uneven results.
 The teacher displays no familiarity with,
or caring about, individual students.  The teacher attempts to make
connections with individual stu
 The teacher disregards disrespectful student reactions indicate that
interactions among students. attempts are not entirely succe

 A student slumps in his chair following a  Students attend passively to th
comment by the teacher. but tend to talk, pass notes, et

 Students roll their eyes at a classmate’s other students are talking.
idea; the teacher does not respond.
 A few students do not engage
 Many students talk when the teacher and in the classroom, even when p
other students are talking; the teacher
does not correct them. in small groups.

 Some students refuse to work with other  Students applaud halfheartedl
students. a classmate’s presentation to

 The teacher does not call students by  The teacher says, “Don’t talk t
their names. your classmates,” but the stud

 And others… her shoulders.
 And others…

ummative Conference Form:
– Classroom Environment

ment Proficient Excellent

ns, both (Proficient) (Distinguished)
and among
ate but may Teacher-student interactions are friendly Classroom interactions between the teacher
es, and demonstrate general caring and and students and among students are
dents’ ages, respect. Such interactions are appropriate highly respectful, reflecting genuine warmth,
els. to the ages, cultures, and developmental caring, and sensitivity to students as
respect for levels of the students. Interactions among individuals. Students exhibit respect for the
pts to students are generally polite and respectful, teacher and contribute to high levels of
or, with and students exhibit respect for the teacher. civility among all members of the class. The
f the The teacher responds successfully to net result is an environment where all
g neither disrespectful behavior among students. The students feel valued and are comfortable
net result of the interactions is polite, taking intellectual risks.
ween respectful, and business-like, though
ng students, students may be somewhat cautious about  The teacher demonstrates knowledge
srespect or taking intellectual risks. and caring about individual students’ lives
beyond the class and school.
ond to  Talk between the teacher and students
students, and among students is uniformly  There is no disrespectful behavior among
respectful. students.
e
udents, but  The teacher successfully responds to  When necessary, students respectfully
t these disrespectful behavior among students. correct one another.
essful.
 Students participate willingly but may be  Students participate without fear of put-
he teacher, somewhat hesitant to offer their ideas in downs or ridicule from either the teacher
tc. when front of classmates. or other students.

e with others  The teacher makes general connections  The teacher respects and encourages
put together with individual students. students’ efforts.

ly following  Students exhibit respect for the teacher.  The teacher inquires about a student’s
the class. soccer game last weekend (or
that way to  The teacher greets students by name as extracurricular activities or hobbies).
dent shrugs they enter the class or during the lesson.
 Students say “Shhh” to classmates who
 The teacher gets on the same level with are talking while the teacher or another
students, kneeling, for instance, beside a student is speaking.
student working at a desk.
 Students clap enthusiastically for one
 Students attend fully to what the teacher another’s presentations for a job well
is saying. done.

 Students wait for classmates to finish  The teacher says, “That’s an interesting
speaking before beginning to talk. idea, Josh, but you’re forgetting…”

 Students applaud politely following a  A student questions a classmate, “Didn’t
classmate’s presentation to the class. you mean ________ ?” and the
classmate reflects and responds, “Oh,
 Students help each other and accept help maybe you are right!”
from each other.
 And others…
 The teacher and students use courtesies
such as “please,” “thank you,” and
“excuse me.”

 The teacher says, “Don’t talk that way to
your classmates,” and the insults stop.

 And others…

Page 61

2b The classroom culture is characterized The classroom culture is charac
Establishing a by a lack of teacher or student
Culture for Learning commitment to learning, and/ or little or by little commitment to learning
no investment of student energy in the teacher or students. The teache
Critical task at hand. Hard work and the precise appears to be only “going throu
Attributes use of language are not expected or motions,” and students indicate
valued. Medium to low expectations for are interested in the completion
Possible student achievement are the norm, with
Examples high expectations for learning reserved rather than the quality of the wo
for only one or two students.
teacher conveys that student su
 The teacher conveys that there is little the result of natural ability rathe
or no purpose for the work, or that the
reasons for doing it are due to hard work and refers only in pas
external factors.
the precise use of language. Hig
 The teacher conveys to at least some expectations for learning are res
students that the work is too
challenging for them. for those students thought to ha

 Students exhibit little or no pride in natural aptitude for the subject.
their work.  The teacher’s energy for the

 Students use language incorrectly; neutral, neither indicating a h
the teacher does not correct them. of commitment nor ascribing

 The teacher tells students that they’re to do the work to external forc
doing a lesson because it’s in the
book or is district-mandated.  The teacher conveys high
expectations for only some st
 The teacher says to a student, “Why
don’t you try this easier problem?”  Students exhibit a limited com
to complete the work on their
 Students turn in sloppy or incomplete many students indicate that t
work. looking for an “easy path.”

 Many students don’t engage in an  The teacher’s primary concer
assigned task, and yet the teacher appears to be to complete the
ignores their behavior. hand.

 Students have not completed their  The teacher urges, but does
homework; the teacher does not insist, that students use preci
respond.
language.
 And others…  The teacher says, “Let’s get t

this.”
 The teacher says, “I think mo

will be able to do this.”

 Students consult with one an
determine how to fill in a work
without challenging one anoth
thinking.

 The teacher does not encour
students who are struggling.

 Only some students get right
after an assignment is given

entering the room.
 And others…

cterized The classroom culture is a place where The classroom culture is a cognitively
g by the learning is valued by all; high busy place, characterized by a shared
er expectations for both learning and hard belief in the importance of learning. The
ugh the work are the norm for most students. teacher conveys high expectations for
e that they Students understand their role as learning for all students and insists on
n of a task learners and consistently expend effort hard work; students assume
ork. The to learn. Classroom interactions support responsibility for high quality by initiating
uccess is learning, hard work, and the precise use improvements, making revisions, adding
er than of language. detail, and/or assisting peers in their
ssing to precise use of language.

gh
served
ave a

work is  The teacher communicates the  The teacher communicates passion
high level importance of the content and the for the subject.
conviction that with hard work all
the need students can master the material.  The teacher conveys the satisfaction
ces. that accompanies a deep
 The teacher demonstrates a high understanding of complex content.
tudents. regard for students’ abilities.
mmitment  Students indicate through their
r own;  The teacher conveys an expectation questions and comments a desire to
hey are of high levels of student effort. understand the content.

rn  Students expend good effort to  Students assist their classmates in
e task at complete work of high quality. understanding the content.

 The teacher insists on precise use of  Students take initiative in improving
language by students. the quality of their work.

not  Students correct one another in their
ise use of language.

through  The teacher says, “This is important;  The teacher says, “It’s really fun to
you’ll need to speak grammatical
ost of you English when you apply for a job.” find the patterns for factoring
polynomials.”
nother to  The teacher says, “This idea is really  A student says, “I don’t really
ksheet, important! It’s central to our understand why it’s better to solve this
her’s understanding of history.” problem that way.”

rage  The teacher says, “Let’s work on this  A student asks a classmate to explain
together; it’s hard, but you all will be a concept or procedure since he didn’t
to work able to do it well.” quite follow the teacher’s explanation.
or after
 The teacher hands a paper back to a  Students question one another on
student, saying, “I know you can do a
better job on this.” The student answers.

accepts it without complaint.  A student asks the teacher for

 Students get to work right away when permission to redo a piece of work

an assignment is given or after since she now sees how it could be

entering the room. strengthened.
 And others…  And others…

Page 62

2c Much instructional time is lost due to Some instructional time is lost
Managing Classroom inefficient classroom routines and partially effective classroom ro
Procedures procedures. There is little or no evidence procedures. The teacher’s man
of the teacher’s management of of instructional groups and tran
Critical instructional groups and transitions handling of materials and supp
Attributes and/or handling of materials and supplies both, are inconsistent, leading
effectively. There is little evidence that disruption of learning. With reg
Possible students know or follow established guidance and prompting, stude
Examples routines, or that volunteers and established routines, and volun
paraprofessionals have clearly defined paraprofessionals perform thei
tasks.
 Students not working directly
 Students not working with the teacher teacher are only partially eng
are not productively engaged.
 Procedures for transitions se
 Transitions are disorganized, with have been established, but t
much loss of instructional time. operation is not smooth.

 There do not appear to be any  There appear to be establish
established procedures for distributing routines for distribution and
and collecting materials. of materials, but students ar
about how to carry them out
 A considerable amount of time is spent
off task because of unclear  Classroom routines function
procedures.  Volunteers and paraprofessi

 Volunteers and paraprofessionals require frequent supervision
have no defined role and/or are idle
much of the time.  Some students not working
teacher are off task.
 When moving into small groups,
students ask questions about where  Transition between large- an
they are supposed to go, whether they group activities requires five
should take their chairs, etc. but is accomplished.

 There are long lines for materials and  Students ask what they are
supplies. materials are being distribute
collected.
 Distributing or collecting supplies is
time consuming.  Students ask clarifying ques
about procedures.
 Students bump into one another when
lining up or sharpening pencils.  Taking attendance is not full
routinized; students are idle
 At the beginning of the lesson, roll- teacher fills out the attendan
taking consumes much time and
students are not working on anything.  And others…

 And others…

due to There is little loss of instructional time Instructional time is maximized due to
outines and due to effective classroom routines and efficient and seamless classroom
nagement procedures. The teacher’s management routines and procedures. Students take
nsitions, or of instructional groups and transitions, or initiative in the management of
plies, or handling of materials and supplies, or instructional groups and transitions,
both, are consistently successful. With and/or the handling of materials and
to some minimal guidance and prompting, supplies. Routines are well understood
gular students follow established classroom and may be initiated by students.
ents follow routines, and volunteers and Volunteers and paraprofessionals make
nteers and paraprofessionals contribute to the class. an independent contribution to the class.
ir duties.

y with the  Students are productively engaged  With minimal prompting by the
ngaged. during small-group or independent teacher, students ensure that their
eem to work. time is used productively.
their
 Transitions between large- and small-  Students take initiative in distributing
hed group activities are smooth. and collecting materials efficiently.
collection
re confused  Routines for distribution and collection  Students themselves ensure that
t. of materials and supplies work transitions and other routines are
n unevenly. efficiently. accomplished smoothly.
ionals
n.  Classroom routines function smoothly.  Volunteers and paraprofessionals take
 Volunteers and paraprofessionals work initiative in their work in the class.

with minimal supervision.

with the  In small-group work, students have  Students redirect classmates in small
established roles; they listen to one groups not working directly with the
nd small- another, summarizing different views, teacher to be more efficient in their
e minutes etc. work.

to do when  Students move directly between large-  A student reminds classmates of the
ed or and small-group activities. roles that they are to play within the
group.
stions  Students get started on an activity
while the teacher takes attendance.  A student redirects a classmate to the
ly table he should be at following a
while the  The teacher has an established timing transition.
nce form. device, such as counting down, to
signal students to return to their desks.  Students propose an improved
attention signal.
 The teacher has an established
attention signal, such as raising a hand  Students independently check
or dimming the lights. themselves into class on the
attendance board.
 One member of each small group
collects materials for the table.  And others…

 There is an established color-coded
system indicating where materials
should be stored.

 Cleanup at the end of a lesson is fast
and efficient.

 And others…

Page 63

2d There appear to be no established Standards of conduct appear t
Managing Student standards of conduct, or students been established, but their
Behavior challenge them. There is little or no implementation is inconsistent.
teacher tries, with uneven resu
Critical teacher monitoring of student behavior, monitor student behavior and r
Attributes and response to students’ misbehavior is student misbehavior.
repressive or disrespectful of student
Possible dignity.
Examples
 The classroom environment is chaotic,  The teacher attempts to mai
with no standards of conduct evident. in the classroom, referring to

 The teacher does not monitor student classroom rules, but with un
behavior.
success.
 Some students disrupt the classroom,
without apparent teacher awareness or  The teacher attempts to kee
with an ineffective response.
student behavior, but with no
 themselves, with no attempt by the system.
teacher to silence them.  The teacher’s response to s
misbehavior is inconsistent:
 An object flies through the air,
apparently without the teacher’s sometimes harsh, other time
notice.
 Classroom rules are posted,
 Students are running around the room, neither the teacher nor the s
resulting in chaos. refer to them.

 Students use their phones and other  The teacher repeatedly asks
electronic devices; the teacher doesn’t to take their seats; some ign
attempt to stop them.
 To one student: “Where’s yo
 And others… pass? Go to the office.” To a
“You don’t have a late pass?
and take your seat; you’ve m
enough already.”

 And others...

to have Student behavior is generally Student behavior is entirely appropriate.
appropriate. The teacher monitors Students take an active role in monitoring
. The student behavior against established their own behavior and/or that of other
ults, to standards of conduct. Teacher response students against standards of conduct.
respond to to student misbehavior is consistent, Teacher monitoring of student behavior
proportionate, and respectful to students is subtle and preventive. The teacher’s
intain order and is effective. response to student misbehavior is
o sensitive to individual student needs and
neven  Standards of conduct appear to have respects students’ dignity.
been established and implemented
ep track of successfully.  Student behavior is entirely
o apparent appropriate; any student misbehavior
 Overall, student behavior is generally is very minor and swiftly handled.
student appropriate.
 The teacher silently and subtly
es lenient.  The teacher frequently monitors monitors student behavior.
, but student behavior.
students  Students respectfully intervene with
 The teacher’s response to student classmates at appropriate moments to
s students misbehavior is effective. ensure compliance with standards of
nore her. conduct.
our late  Upon a nonverbal signal from the
another: teacher, students correct their  A student suggests a revision to one of
? Come in behavior. the classroom rules.
missed
 The teacher moves to every section of  The teacher notices that some
the classroom, keeping a close eye on students are talking among
student behavior. themselves and without a word moves
nearer to them; the talking stops.
 The teacher gives a student a “hard
look,” and the student stops talking to  The teacher speaks privately to a
his neighbor. student about misbehavior.

 And others…  A student reminds her classmates of
the class rule about chewing gum.

 And others

Page 64

2e The classroom environment is unsafe, or The classroom is safe, and ess
Organizing Physical learning is not accessible to many. There learning is accessible to most s
Space is poor alignment between the The teacher makes modest us
arrangement of furniture and resources, physical resources, including c
including computer technology, and the technology. The teacher attem
lesson activities. adjust the classroom furniture
lesson or, if necessary, to adju
lesson to the furniture, but with
effectiveness.

Critical  There are physical hazards in the  The physical environment is
Attributes classroom, endangering student most students can see and h
safety. teacher or see the board.

 Many students can’t see or hear the  The physical environment is
teacher or see the board. impediment to learning but d
enhance it.
 Available technology is not being used
even if it is available and its use would  The teacher makes limited u
enhance the lesson. available technology and oth
resources.

Possible  There are electrical cords running  The teacher ensures that da
Examples around the classroom. chemicals are stored safely.

 There is a pole in the middle of the  The classroom desks remain
room; some students can’t see the semicircles, requiring studen
around their classmates dur
board. group work.

 A whiteboard is in the classroom, but it  The teacher tries to use a co
is facing the wall. illustrate a concept but requi
several attempts to make the
 And others… demonstration work.

 And others…

sential The classroom is safe, and students The classroom environment is safe, and
students. have equal access to learning activities; learning is accessible to all students,
se of the teacher ensures that the furniture including those with special needs. The
computer arrangement is appropriate to the teacher makes effective use of physical
mpts to learning activities and uses physical resources, including computer
for a resources, including computer technology. The teacher ensures that the
ust the technology, effectively. physical arrangement is appropriate to
h limited the learning activities. Students
 The classroom is safe, and all students contribute to the use or adaptation of the
s safe, and are able to see and hear the teacher or physical environment to advance
hear the see the board. learning.

s not an  The classroom is arranged to support  Modifications are made to the physical
does not the instructional goals and learning environment to accommodate students
activities. with special needs.
use of
her  The teacher makes appropriate use of  There is total alignment between the
available technology. learning activities and the physical
angerous environment.
.  There are established guidelines
n in two concerning where backpacks are left  Students take the initiative to adjust
nts to lean during class to keep the pathways the physical environment.
ring small- clear; students comply.
 The teacher and students make
omputer to  Desks are moved together so that extensive and imaginative use of
ires students can work in small groups, or available technology.
he desks are moved into a circle for a
class discussion.  Students ask if they can shift the
furniture to better suit small-group
 The use of an Internet connection work or discussion.
extends the lesson.
 A student closes the door to shut out
 And others… noise in the corridor or lowers a blind
to block the sun from a classmate’s
eyes.

 A student suggests an application of
the whiteboard for an activity.

 And others…

Page 65

Domain 2 Classroom Environment Documentation:
Domain 2 What’s Working:

Domain 2 Areas for Growth/Reflection Opportunities:

Page 66

Formative Conversations/Su
Domain 3 for Educa

Component Unsatisfactory Needs Improvem

3a (Unsatisfactory) (Basic)
Communicating with
Students The instructional purpose of the lesson is unclear to The teacher’s attempt to explain the instr
students, and the directions and procedures are purpose has only limited success, and/or
Critical Attributes confusing. The teacher’s explanation of the content
contains major errors and does not include any and procedures must be clarified after in
Possible Examples explanation of strategies students might use. The confusion. The teacher’s explanation of t
teacher’s spoken or written language contains errors of
grammar or syntax. The teacher’s academic may contain minor errors; some portions
vocabulary is inappropriate, vague, or used incorrectly, others difficult to follow. The teacher’s ex
leaving students confused.
does not invite students to engage intelle

understand strategies they might use wh
independently. The teacher’s spoken lan
correct but uses vocabulary that is either
fully appropriate to the students’ ages or
The teacher rarely takes opportunities to

academic vocabulary.

 At no time during the lesson does the teacher  The teacher provides little elaboration
convey to students what they will be learning.
explanation about what the students w
 Students indicate through body language or
questions that they don’t understand the content learning.
being presented.  The teacher’s explanation of the cont

 The teacher makes a serious content error that will a monologue, with minimal participati
affect students’ understanding of the lesson.
intellectual engagement by students.
 Students indicate through their questions that they
are confused about the learning task.  The teacher makes no serious conten

 The teacher’s communications include errors of may make minor ones.
vocabulary or usage or imprecise use of academic  The teacher’s explanations of content
language.
procedural, with no indication of how
 The teacher’s vocabulary is inappropriate to the age
or culture of the students. think strategically.

 A student asks, “What are we supposed to be  The teacher must clarify the learning
doing?” but the teacher ignores the question.
students can complete it.
 The teacher states that to add fractions they must  The teacher’s vocabulary and usage
have the same numerator.
unimaginative.
 Students have a quizzical look on their faces; some
may withdraw from the lesson.  When the teacher attempts to explain

 Students become disruptive or talk among vocabulary, it is only partially success
themselves in an effort to follow the lesson.  The teacher’s vocabulary is too advan

 The teacher uses technical terms without explaining juvenile, for students.
their meanings.  The teacher mispronounces “_______
 The teacher says, “And oh, by the wa
 The teacher says “ain’t.”
 And others… going to factor polynomials.”
 A student asks, “What are we suppos

doing?” and the teacher clarifies the t
 A student asks, “What do I write here

complete a task.
 The teacher says, “Watch me while I

to _______,” asking students only to l

 A number of students do not seem to

the explanation.
 Students are inattentive during the tea

explanation of content.
 Students’ use of academic vocabulary
 And others…

ummative Conference Form:
ators – Instruction

ment Proficient Excellent

ructional (Proficient) (Distinguished)
r directions
nitial student The instructional purpose of the lesson is clearly The teacher links the instructional purpose of the
the content communicated to students, including where it is lesson to the larger curriculum; the directions and
s are clear, situated within broader learning; directions and procedures are clear and anticipate possible student
xplanation procedures are explained clearly and may be modeled. misunderstanding. The teacher’s explanation of
ectually or to The teacher’s explanation of content is scaffolded, content is thorough and clear, developing conceptual
hen working clear, and accurate and connects with students’ understanding through clear scaffolding and
nguage is knowledge and experience. During the explanation of connecting with students’ interests. Students contribute
r limited or not content, the teacher focuses, as appropriate, on to extending the content by explaining concepts to their
backgrounds. strategies students can use when working classmates and suggesting strategies that might be
o explain independently and invites student intellectual used. The teacher’s spoken and written language is
engagement. The teacher’s spoken and written expressive, and the teacher finds opportunities to
n or language is clear and correct and is suitable to extend students’ vocabularies, both within the
will be students’ ages and interests. The teacher’s use of discipline and for more general use. Students
academic vocabulary is precise and serves to extend contribute to the correct use of academic vocabulary.
tent consists of student understanding.
on or  If asked, students are able to explain what they are
 The teacher states clearly, at some point during the learning and where it fits into the larger curriculum
nt errors but lesson, what the students will be learning. context.

t are purely  The teacher’s explanation of content is clear and  The teacher explains content clearly and
students can invites student participation and thinking. imaginatively, using metaphors and analogies to
bring content to life.
task so  The teacher makes no content errors.
 The teacher describes specific strategies students  The teacher points out possible areas for
are correct but misunderstanding.
might use, inviting students to interpret them in the
n academic context of what they’re learning.  The teacher invites students to explain the content
sful.  Students engage with the learning task, indicating to their classmates.
nced, or too that they understand what they are to do.
 If appropriate, the teacher models the process to be  Students suggest other strategies they might use in
_.” followed in the task. approaching a challenge or analysis.
ay, today we’re  The teacher’s vocabulary and usage are correct
and entirely suited to the lesson, including, where  The teacher uses rich language, offering brief
sed to be appropriate, explanations of academic vocabulary. vocabulary lessons where appropriate, both for
task.  The teacher’s vocabulary is appropriate to students’ general vocabulary and for the discipline.
e?” in order to ages and levels of development.
 Students use academic language correctly.
show you how  The teacher says, “By the end of today’s lesson
listen. you’re all going to be able to factor different types of  The teacher says, “Here’s a spot where some
be following polynomials.” students have difficulty; be sure to read it carefully.”

acher’s  In the course of a presentation of content, the  The teacher asks a student to explain the task to
teacher asks students, “Can anyone think of an other students.
y is imprecise. example of that?”
 When clarification about the learning task is
 The teacher uses a board or projection device for needed, a student offers it to classmates.
task directions so that students can refer to it
without requiring the teacher’s attention.  The teacher, in explaining the westward movement
in U.S. history, invites students to consider that
 The teacher says, “When you’re trying to solve a historical period from the point of view of the Native
math problem like this, you might think of a similar, Peoples.
but simpler, problem you’ve done in the past and
see whether the same approach would work.”  The teacher asks, “Who would like to explain this
idea to us?”
 The teacher explains passive solar energy by
inviting students to think about the temperature in a  A student asks, “Is this another way we could think
closed car on a cold, but sunny, day or about the about analogies?”
water in a hose that has been sitting in the sun.
 A student explains an academic term to classmates.
 The teacher uses a Venn diagram to illustrate the  The teacher pauses during an explanation of the
distinctions between a republic and a democracy.
civil rights movement to remind students that the
 And others… prefix in- as in inequality means “not” and that the
prefix un- also means the same thing.
 A student says to a classmate, “I think that side of
the triangle is called the hypotenuse.”
 And others…

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3b The teacher’s questions are of low The teacher’s questions lead st
Using Questioning cognitive challenge, with single correct through a single path of inquiry,
and Discussion responses, and are asked in rapid answers seemingly determined
Techniques succession. Interaction between the advance. Alternatively, the teac
teacher and students is predominantly attempts to ask some questions
Critical recitation style, with the teacher designed to engage students in
Attributes mediating all questions and answers; but only a few students are invo
the teacher accepts all contributions The teacher attempts to engage
without asking students to explain their students in the discussion, to en
reasoning. Only a few students them to respond to one another
participate in the discussion. explain their thinking, with unev
results.

 Questions are rapid-fire and  The teacher frames some qu
convergent, with a single correct designed to promote student
answer. but many have a single corre
answer, and the teacher calls
 Questions do not invite student students quickly.
thinking.
 The teacher invites students
 All discussion is between the teacher respond directly to one anoth
and students; students are not invited ideas, but few students respo
to speak directly to one another.
 The teacher calls on many st
 The teacher does not ask students to but only a small number actu
explain their thinking. participate in the discussion.

 Only a few students dominate the  The teacher asks students to
discussion. their reasoning, but only som
students attempt to do so.

Possible  All questions are of the “recitation”  Many questions are of the “re
Examples type, such as “What is 3 x 4?” type, such as “How many me

 The teacher asks a question for which the House of Representatives
the answer is on the board; students there?”
 The teacher asks, “Who has
respond by reading it. about this?” The usual three s

 The teacher calls only on students offer comments.
who have their hands up.  The teacher asks, “Maria, can

 A student responds to a question with comment on Ian’s idea?” but

wrong information, and the teacher does not respond or makes a
doesn’t follow up.
 And others… comment directly to the teach

 The teacher asks a student to

his reasoning for why 13 is a

number but does not follow u

the student falters.
 And others…

tudents While the teacher may use some low- The teacher uses a variety or series of
, with level questions, he poses questions questions or prompts to challenge
in designed to promote student thinking students cognitively, advance high-level
cher and understanding. The teacher creates thinking and discourse, and promote
s a genuine discussion among students, metacognition. Students formulate many
n thinking, providing adequate time for students to questions, initiate topics, challenge one
olved. respond and stepping aside when doing another’s thinking, and make unsolicited
e all so is appropriate. The teacher contributions. Students themselves
ncourage challenges students to justify their ensure that all voices are heard in the
r, and to thinking and successfully engages most discussion.
ven students in the discussion, employing a
range of strategies to ensure that most  Students initiate higher-order
uestions students are heard. questions.
thinking,
 The teacher uses open-ended  The teacher builds on and uses
ect questions, inviting students to think student responses to questions in
s on and/or offer multiple possible order to deepen student
answers. understanding.
to
her’s  The teacher makes effective use of  Students extend the discussion,
ond. wait time. enriching it.
tudents,
ually  Discussions enable students to talk to  Students invite comments from their
one another without ongoing classmates during a discussion and
o explain mediation by teacher. challenge one another’s thinking.
me
 The teacher calls on most students,  Virtually all students are engaged in
ecitation” even those who don’t initially the discussion.
embers of volunteer.
s are  A student asks, “How many ways are
 Many students actively engage in the there to get this answer?”
an idea discussion.
students  A student says to a classmate, “I don’t
 The teacher asks students to justify think I agree with you on this,
n you their reasoning, and most attempt to because…”
Maria do so.
a  A student asks of other students,
her.  The teacher asks, “What might have “Does anyone have another idea how
o explain happened if the colonists had not we might figure this out?”
prime prevailed in the American war for
up when independence?”  A student asks, “What if…?”
 And others…
 The teacher uses the plural form in
asking questions, such as “What are
some things you think might
contribute to ________?”

 The teacher asks, “Maria, can you
comment on Ian’s idea?” and Maria
responds directly to Ian.

 The teacher poses a question, asking
every student to write a brief response
and then share it with a partner,
before inviting a few to offer their
ideas to the entire class.

 The teacher asks students when they
have formulated an answer to the
question “Why do you think Huck Finn
did ________?” to find the reason in
the text and to explain their thinking to
a neighbor.

 And others…

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3c The learning tasks/activities, materials, and The learning tasks and activities a
Engaging Students in resources are poorly aligned with the partially aligned with the instructio
Learning instructional outcomes, or require only rote outcomes but require only minima
responses, with only one approach by students and little opportunity f
possible. The groupings of students are to explain their thinking, allowing m
unsuitable to the activities. The lesson has students to be passive or merely c
no clearly defined structure, or the pace of The groupings of students are mo
the lesson is too slow or rushed. suitable to the activities. The lesso
recognizable structure; however,
pacing of the lesson may not prov
students the time needed to be
intellectually engaged or may be s
that many students have a consid
amount of “downtime.”

Critical Attributes  Few students are intellectually engaged  Some students are intellectuall
in the lesson. engaged in the lesson.
Possible
Examples  Learning tasks/activities and materials  Learning tasks are a mix of tho
require only recall or have a single requiring thinking and those req
correct response or method. recall.

 Instructional materials used are  Student engagement with the c
unsuitable to the lesson and/or the largely passive; the learning co
students. primarily of facts or procedures

 The lesson drags or is rushed.  The materials and resources ar
 Only one type of instructional group is aligned to the lesson objectives

used (whole group, small groups) when  Few of the materials and resou
variety would promote more student require student thinking or ask
engagement. to explain their thinking.

 Most students disregard the assignment  The pacing of the lesson is une
given by the teacher; it appears to be suitable in parts but rushed or d
much too difficult for them. in others.

 Students fill out the lesson worksheet by  The instructional groupings use
copying words from the board. partially appropriate to the activ

 Students are using math manipulative  Students in only three of the fiv
materials in a rote activity. groups are figuring out an answ
assigned problem; the others s
 The teacher lectures for 45 minutes. unsure how they should procee
 Most students don’t have time to
 Students are asked to fill in a w
complete the assignment; the teacher following an established proced
moves on in the lesson.
 And others…  There is a recognizable beginn
middle, and end to the lesson.

 The teacher lectures for 20 min
provides 15 minutes for the stu
write an essay; not all students
to complete it.

 And others…

are The learning tasks and activities are fully Virtually all students are intellectually
onal aligned with the instructional outcomes and engaged in challenging content through
al thinking are designed to challenge student thinking, well-designed learning tasks and activities
for them inviting students to make their thinking that require complex thinking by students.
most visible. This technique results in active The teacher provides suitable scaffolding
compliant. intellectual engagement by most students and challenges students to explain their
oderately with important and challenging content and thinking. There is evidence of some
on has a with teacher scaffolding to support that student initiation of inquiry and student
the engagement. The groupings of students contributions to the exploration of important
vide are suitable to the activities. The lesson content; students may serve as resources
has a clearly defined structure, and the for one another. The lesson has a clearly
so slow pacing of the lesson is appropriate, defined structure, and the pacing of the
derable providing most students the time needed to lesson provides students the time needed
be intellectually engaged. not only to intellectually engage with and
ly reflect upon their learning but also to
 Most students are intellectually engaged consolidate their understanding.
ose in the lesson.
quiring  Virtually all students are intellectually
 Most learning tasks have multiple correct engaged in the lesson.
content is responses or approaches and/or
onsists encourage higher-order thinking.  Lesson activities require high-level
s. student thinking and explanations of
re partially  Students are invited to explain their their thinking.
s. thinking as part of completing tasks.
urces  Students take initiative to adapt the
students  Materials and resources support the lesson by (1) modifying a learning task
learning goals and require intellectual to make it more meaningful or relevant
even— engagement, as appropriate. to their needs, (2) suggesting
dragging modifications to the grouping patterns
 The pacing of the lesson provides used, and/or (3) suggesting
ed are students the time needed to be modifications or additions to the
vities. intellectually engaged. materials being used.
ve small
wer to the  The teacher uses groupings that are  Students have an opportunity for
seem to be suitable to the lesson activities. reflection and closure on the lesson to
ed. consolidate their understanding.
worksheet,  Five students (out of 27) have finished
dure. an assignment early and begin talking  Students are asked to write an essay in
ning, among themselves; the teacher assigns the style of Hemingway and to describe
a follow-up activity. which aspects of his style they have
nutes and incorporated.
udents to  Students are asked to formulate a
s are able hypothesis about what might happen if  Students determine which of several
the American voting system allowed for tools—e.g., a protractor, spreadsheet, or
the direct election of presidents and to graphing calculator—would be most
explain their reasoning. suitable to solve a math problem.

 Students are given a task to do  A student asks whether they might
independently, then to discuss with a remain in their small groups to complete
table group, followed by a reporting from another section of the activity, rather
each table. than work independently.

 Students are asked to create different  Students identify or create their own
representations of a large number using learning materials.
a variety of manipulative materials.
 Students summarize their learning from
 The lesson is neither rushed nor does it the lesson.
drag.
 And others…
 And others…

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3d Students do not appear to be aware of Students appear to be only par
Using Assessment in the assessment criteria, and there is little aware of the assessment criter
Instruction or no monitoring of student learning; teacher monitors student learn
feedback is absent or of poor quality. class as a whole. Questions an
Students do not engage in self- or peer assessments are rarely used to
assessment. evidence of learning. Feedbac
students is general, and few st
assess their own work.

Critical  The teacher gives no indication of  There is little evidence that t
Attributes what high-quality work looks like. students understand how the
will be evaluated.
 The teacher makes no effort to
determine whether students  The teacher monitors unders
understand the lesson. through a single method, or
eliciting evidence of underst
 Students receive no feedback, or from students.
feedback is global or directed to only
one student.  Feedback to students is vag
oriented toward future impro
 The teacher does not ask students to work.
evaluate their own or classmates’
work.  The teacher makes only min
attempts to engage students
peer assessment.

Possible  A student asks, “How is this  The teacher asks, “Does any
Examples assignment going to be graded?” a question?”

 A student asks, “Is this the right way to  When a student completes a
solve this problem?” but receives no
on the board, the teacher co
information from the teacher. student’s work without expla
 The teacher says, “Good job
 The teacher forges ahead with a everyone.”

presentation without checking for  The teacher, after receiving

understanding. response from one student,

 After the students present their without ascertaining whethe

research on globalization, the teacher students understand the con

tells them their letter grade; when  The students receive their te

students ask how he arrived at the each one is simply marked w
grade, the teacher responds, “After all
grade at the top.
these years in education, I just know  And others…
what grade to give.”
 And others…

artially Students appear to be aware of the Assessment is fully integrated into
ria, and the assessment criteria, and the teacher instruction, through extensive use of
ning for the monitors student learning for groups of formative assessment. Students appear
nd students. Questions and assessments to be aware of, and there is some
o diagnose are regularly used to diagnose evidence evidence that they have contributed to,
ck to of learning. Teacher feedback to groups the assessment criteria. Questions and
tudents of students is accurate and specific; assessments are used regularly to
some students engage in self- diagnose evidence of learning by
the assessment. individual students. A variety of forms of
eir work feedback, from both teacher and peers,
 The teacher makes the standards of is accurate and specific and advances
standing high-quality work clear to students. learning. Students self-assess and
without monitor their own progress. The teacher
tanding  The teacher elicits evidence of student successfully differentiates instruction to
understanding. address individual students’
gue and not misunderstandings.
ovement of  Students are invited to assess their
own work and make improvements;  Students indicate that they clearly
nor most of them do so. understand the characteristics of high-
s in self- or quality work, and there is evidence that
 Feedback includes specific and timely students have helped establish the
nyone have guidance, at least for groups of evaluation criteria.
students.
a problem  The teacher is constantly “taking the
orrects the  The teacher circulates during small- pulse” of the class; monitoring of
aining why. group or independent work, offering student understanding is sophisticated
b, suggestions to students. and continuous and makes use of
strategies to elicit information about
a correct  The teacher uses specifically individual student understanding.
continues formulated questions to elicit evidence
er other of student understanding.  Students monitor their own
ncept. understanding, either on their own
ests back;  The teacher asks students to look over initiative or as a result of tasks set by
with a letter their papers to correct their errors; the teacher.
most of them engage in this task.
 High-quality feedback comes from
 And others… many sources, including students; it is
specific and focused on improvement.

 The teacher reminds students of the
characteristics of high-quality work,
observing that the students
themselves helped develop them.

 While students are working, the
teacher circulates, providing specific
feedback to individual students.

 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.

 And others…

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3e The teacher ignores students’ questions; The teacher accepts responsibi
Demonstrating when students have difficulty learning, the success of all students but h
Flexibility and the teacher blames them or their home a limited repertoire of strategies
Responsiveness Adjustment of the lesson in resp
environment for their lack of success. assessment is minimal or ineffe
The teacher makes no attempt to adjust
the lesson even when students don’t
understand the content.

Critical  The teacher ignores indications of  The teacher makes perfuncto
Attributes attempts to incorporate stude
student boredom or lack of
Possible questions and interests into t
Examples understanding.
 The teacher brushes aside students’ lesson.

questions.  The teacher conveys to stude
level of responsibility for their
 The teacher conveys to students that but also his uncertainty abou

when they have difficulty learning, it is assist them.

their fault.  In reflecting on practice, the t
indicates the desire to reach
 In reflecting on practice, the teacher students but does not sugges

does not indicate that it is important to strategies for doing so.
 The teacher’s attempts to adj
reach all students.
lesson are partially successfu
 The teacher makes no attempt to
 The teacher says, “I’ll try to th
adjust the lesson in response to another way to come at this a
back to you.”
student confusion.
 The teacher says, “We don’t have  The teacher says, “I realize n
everyone understands this, b
time for that today.” can’t spend any more time on
 The teacher says, “If you’d just pay
 The teacher rearranges the w
attention, you could understand this.” students are grouped in an a

 When a student asks the teacher to help students understand the

explain a mathematical procedure the strategy is partially succe
again, the teacher says, “Just do the  And others…
homework assignment; you’ll get it
then.”
 And others…

ility for The teacher successfully The teacher seizes an opportunity to
has only accommodates students’ questions and
s to use. interests. Drawing on a broad repertoire enhance learning, building on a
ponse to of strategies, the teacher persists in spontaneous event or students’
ective. seeking approaches for students who
have difficulty learning. If impromptu interests, or successfully adjusts and
ory measures are needed, the teacher
ents’ makes a minor adjustment to the lesson differentiates instruction to address
the and does so smoothly. individual student misunderstandings.

ents a  The teacher incorporates students’ Using an extensive repertoire of
r learning interests and questions into the heart
ut how to of the lesson. instructional strategies and soliciting
additional resources from the school or
teacher  The teacher conveys to students that
all she has other approaches to try when community, the teacher persists in
st the students experience difficulty.
seeking effective approaches for
just the  In reflecting on practice, the teacher students who need help.
ul. cites multiple approaches undertaken
hink of to reach students having difficulty.  The teacher seizes on a teachable
and get moment to enhance a lesson.
 When improvising becomes
not necessary, the teacher makes  The teacher conveys to students that
but we adjustments to the lesson. she won’t consider a lesson “finished”
n it.”
way the  The teacher says, “That’s an until every student understands and
attempt to interesting idea; let’s see how it fits.”
e lesson; that she has a broad range of
essful.  The teacher illustrates a principle of approaches to use.
good writing to a student, using his
interest in basketball as context.  In reflecting on practice, the teacher
can cite others in the school and
 The teacher says, “This seems to be
more difficult for you than I expected; beyond whom he has contacted for
let’s try this way,” and then uses assistance in reaching some students.
another approach.  The teacher’s adjustments to the
lesson, when they are needed, are
 And others…
designed to assist individual students.

 The teacher stops a lesson midstream
and says, “This activity doesn’t seem
to be working. Here’s another way I’d
like you to try it.”

 The teacher incorporates the school’s
upcoming championship game into an

explanation of averages.
 The teacher says, “If we have to come

back to this tomorrow, we will; it’s

really important that you understand
it.”

 And others...

Page 71

Domain 3 Instruction Documentation:
Domain 3 What’s Working:

Domain 3 Areas for Growth/Reflection Opportunities:

Page 72

Formative Conversations/Su
Domain 4 for Educators – Pr

Component Unsatisfactory Needs Improvem

4a (Unsatisfactory) (Basic)
Reflection on
Teaching The teacher does not know whether a The teacher has a generally ac
lesson was effective or achieved its impression of a lesson’s effect
instructional outcomes, or the teacher and the extent to which instruc
profoundly misjudges the success of a outcomes were met. The teach
lesson. The teacher has no suggestions general suggestions about how
for how a lesson could be improved. could be improved.

Critical  The teacher considers the lesson but  The teacher has a general s
Attributes draws incorrect conclusions about its whether or not instructional p
effectiveness. were effective.
Possible
Examples  The teacher makes no suggestions for  The teacher offers general
improvement. modifications for future instru

 Despite evidence to the contrary, the  At the end of the lesson, the
teacher says, “My students did great says, “I guess that went oka
on that lesson!”
 The teacher says, “I guess I
 The teacher says, “That was awful; I _______ next time.”
wish I knew what to do!”
 And others…
 And others…

ummative Conference Form:
rofessional Responsibilities

ment Proficient Excellent
(Proficient)
ccurate (Distinguished)
tiveness The teacher makes an accurate
ctional assessment of a lesson’s effectiveness The teacher makes a thoughtful and
her makes and the extent to which it achieved its accurate assessment of a lesson’s
w a lesson instructional outcomes and can cite effectiveness and the extent to which it
general references to support the achieved its instructional outcomes,
sense of judgment. The teacher makes a few citing many specific examples from the
practices specific suggestions of what could be lesson and weighing the relative
tried another time the lesson is taught. strengths of each. Drawing on an
uction. extensive repertoire of skills, the teacher
e teacher  The teacher accurately assesses the offers specific alternative actions,
ay.” effectiveness of instructional activities complete with the probable success of
I’ll try used. different courses of action.
 The teacher’s assessment of the
 The teacher identifies specific ways in
which a lesson might be improved. lesson is thoughtful and includes
specific indicators of effectiveness.
 The teacher says, “I wasn’t pleased  The teacher’s suggestions for
with the level of engagement of the improvement draw on an extensive
students.” repertoire.
 The teacher says, “I think that lesson
 The teacher’s journal indicates several worked pretty well, although I was
possible lesson improvements. disappointed in how the group at the
back table performed.”
 And others…
 In conversation with colleagues, the
teacher considers strategies for
grouping students differently to
improve a lesson.

 And others…

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4b The teacher’s system for maintaining The teacher’s system for main
Maintaining Accurate information on student completion of information on student comple
Records assignments and student progress in assignments and student prog
learning is nonexistent or in disarray. The learning is rudimentary and on
Critical teacher’s records for non-instructional effective. The teacher’s record
Attributes activities are in disarray, the result being instructional activities are adeq
errors and confusion. inefficient and, unless given fre
Possible oversight by the teacher, prone
Examples  There is no system for either
instructional or non-instructional  The teacher has a process f
records. recording student work comp
However, it may be out of da
 Record-keeping systems are in not permit students to acces
disarray and provide incorrect or information.
confusing information.
 The teacher’s process for tra
student progress is cumbers
use.

 The teacher has a process f
some, but not all, non-instru
information, and it may cont
errors.

 A student says, “I’m sure I turned in  A student says, “I wasn’t in s
today, and my teacher’s web
that assignment, but the teacher lost of date, so I don’t know wha
it!” assignments are!”
 The teacher says, “I misplaced the
 The teacher says, “I’ve got a
writing samples for my class, but it
doesn’t matter—I know what the notes about how the kids are
students would have scored.”
should put them into the sys
 On the morning of the field trip, the just don’t have time.”

teacher discovers that five students  On the morning of the field t

never turned in their permission slips. teacher frantically searches
 And others…
drawers in the desk looking

permission slips and finds th

before the bell rings.
 And others…

ntaining The teacher’s system for maintaining The teacher’s system for maintaining
etion of information on student completion of information on student completion of
gress in assignments, student progress in assignments, student progress in
nly partially learning, and non-instructional records is learning, and non-instructional records is
ds for non- fully effective. fully effective. Students contribute
quate but information and participate in maintaining
equent  The teacher’s process for recording the records.
e to errors. completion of student work is efficient
for and effective; students have access to  Students contribute to and maintain
pletion. information about completed and/or records indicating completed and
ate or may missing assignments. outstanding work assignments.
ss the
 The teacher has an efficient and  Students contribute to and maintain
acking effective process for recording student data files indicating their own progress
some to attainment of learning goals; students in learning.
are able to see how they’re
for tracking progressing.  Students contribute to maintaining
uctional non-instructional records for the class.
 The teacher’s process for recording
ain some non-instructional information is both  A student from each team maintains
efficient and effective. the database of current and missing
school assignments for the team.
bsite is out  On the class website, the teacher
at the creates a link that students can access  When asked about her progress in a
to check on any missing assignments. class, a student proudly shows her
all these portfolio of work and can explain how
e doing; I  The teacher’s gradebook records the documents indicate her progress
stem, but I student progress toward learning toward learning goals.
goals.
trip, the  When they bring in their permission
all the  The teacher creates a spreadsheet for slips for a field trip, students add their
for the tracking which students have paid for own information to the database.
hem just their school pictures.
 And others…
 And others…

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4c The teacher provides little information The teacher makes sporadic a
Communicating with about the instructional program to
Families families; the teacher’s communication communicate with families abo
about students’ progress is minimal. The instructional program and abou
Critical teacher does not respond, or responds
Attributes insensitively, to parental concerns. progress of individual students

Possible  Little or no information regarding the not attempt to engage families
Examples instructional program is available to instructional program. Moreove
parents.
communication that does take
 Families are unaware of their
children’s progress. not be culturally sensitive to th
families.
 Family engagement activities are
lacking.  School- or district-created m
about the instructional progr
 There is some culturally inappropriate
communication. sent home.

 A parent says, “I’d like to know what  The teacher sends home inf
my kid is working on at school.” incomplete information abou

 A parent says, “I wish I could know instructional program.
something about my child’s progress
before the report card comes out.”  The teacher maintains a sch
required gradebook but does
 A parent says, “I wonder why we never
see any schoolwork come home.” to inform families about stud

 And others… progress.
 Some of the teacher’s comm

are inappropriate to families
norms.
 A parent says, “I received th
pamphlet on the reading pro
wonder how it’s being taugh
child’s class.”
 A parent says, “I emailed the
about my child’s struggles w

but all I got back was a note
that he’s doing fine.”

 The teacher sends home we
quizzes for parent or guardia

signature.
 And others…

attempts to The teacher provides frequent and The teacher communicates frequently
out the appropriate information to families about with families in a culturally sensitive
ut the the instructional program and conveys manner, with students contributing to the
s but does information about individual student communication. The teacher responds to
s in the progress in a culturally sensitive manner. family concerns with professional and
er, the The teacher makes some attempts to cultural sensitivity. The teacher’s efforts
place may engage families in the instructional to engage families in the instructional
hose program. program are frequent and successful.

materials  The teacher regularly makes  Students regularly develop materials to
ram are information about the instructional inform their families about the
program available. instructional program.
frequent or
ut the  The teacher regularly sends home  Students maintain accurate records
information about student progress. about their individual learning progress
hool- and frequently share this information
es little else  The teacher develops activities with families.
dent designed to engage families
successfully and appropriately in their  Students contribute to regular and
munications children’s learning. ongoing projects designed to engage
s’ cultural families in the learning process.
 Most of the teacher’s communications
he district are appropriate to families’ cultural  All of the teacher’s communications
ogram, but I norms. are highly sensitive to families’ cultural
ht in my norms.
 The teacher sends a weekly newsletter
e teacher home to families that describes current  Students create materials for Back-to-
with math, class activities, community and/or School Night that outline the approach
e saying school projects, field trips, etc. for learning science.

eekly  The teacher creates a monthly  Each student’s daily reflection log
an progress report, which is sent home for describes what she or he is learning,
each student. and the log goes home each week for
review by a parent or guardian.
 The teacher sends home a project that
asks students to interview a family  Students design a project on charting
member about growing up during the their family’s use of plastics.
1950s.
 And others…
 And others…

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4d The teacher’s relationships with The teacher maintains cordial
Participating in a colleagues are negative or self-serving. relationships with colleagues to
Professional The teacher avoids participation in a duties that the school or distric
Community professional culture of inquiry, resisting The teacher participates in the
opportunities to become involved. The culture of professional inquiry w
teacher avoids becoming involved in invited to do so. The teacher p
school events or school and district in school events and school an
projects. projects when specifically aske

Critical  The teacher’s relationships with  The teacher has cordial rela
Attributes colleagues are characterized by with colleagues.
negativity or combativeness.
Possible  When invited, the teacher pa
Examples  The teacher purposefully avoids in activities related to profes
contributing to activities promoting inquiry.
professional inquiry.
 When asked, the teacher pa
 The teacher avoids involvement in in school activities, as well a
school activities and district and and community projects.
community projects.
 The teacher is polite but seld
 The teacher doesn’t share test-taking shares any instructional mat
strategies with his colleagues. He his grade partners.
figures that if his students do well, he
will look good.  The teacher attends PLC me
only when reminded by her s
 The teacher does not attend PLC
meetings.  The principal says, “I wish I
to ask the teacher to ‘volunte
 The teacher does not attend any time we need someone to ch
school functions after the dismissal the dance.”
bell.
 The teacher contributes to th
 The teacher says, “I work from 8:30 to literacy committee only when
3:30 and not a minute more. I won’t requested to do so by the pr
serve on any district committee unless
they get me a substitute to cover my  And others…
class.”

 And others…

o fulfill The teacher’s relationships with The teacher’s relationships with
ct requires. colleagues are characterized by mutual colleagues are characterized by mutual
e school’s support and cooperation; the teacher support and cooperation, with the
when actively participates in a culture of teacher taking initiative in assuming
participates professional inquiry. The teacher leadership among the faculty. The
nd district volunteers to participate in school events teacher takes a leadership role in
ed. and in school and district projects, promoting a culture of professional
making a substantial contribution. inquiry. The teacher volunteers to
ationships participate in school events and district
 The teacher has supportive and projects, making a substantial
articipates collaborative relationships with contribution and assuming a leadership
ssional colleagues. role in at least one aspect of school or
district life.
articipates  The teacher regularly participates in
as district activities related to professional  The teacher takes a leadership role in
inquiry. promoting activities related to
dom professional inquiry.
terials with  The teacher frequently volunteers to
participate in school events and school  The teacher regularly contributes to
eetings district and community projects. and leads events that positively impact
supervisor. school life.
didn’t have  The principal remarks that the
eer’ every teacher’s students have been  The teacher regularly contributes to
haperone noticeably successful since her and leads significant district and
teacher team has been focusing on community projects.
he district instructional strategies during its
n meetings.  The teacher leads the group of mentor
rincipal. teachers at school, which is devoted to
 The teacher has decided to take some supporting teachers during their first
free MIT courses online and to share years of teaching.
his learning with colleagues.
 The teacher hosts a book study group
 The basketball coach is usually willing that meets monthly; he guides the
to chaperone the ninth-grade dance book choices so that the group can
because she knows all of her players focus on topics that will enhance their
will be there. skills.

 The teacher enthusiastically  The teacher leads the annual
represents the school during the “Olympics” day, thereby involving the
district social studies review and brings entire student body and faculty in
his substantial knowledge of U.S. athletic events.
history to the course writing team.
 The teacher leads the district wellness
 And others… committee, and involves healthcare
and nutrition specialists from the
community.

 And others…

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4e The teacher engages in no professional The teacher participates to a li
Growing and development activities to enhance extent in professional activities
Developing knowledge or skill. The teacher resists they are convenient. The teach
Professionally feedback on teaching performance from engages in a limited way with c
either supervisors or more experienced and supervisors in professiona
Critical colleagues. The teacher makes no effort conversation about practice, in
Attributes to share knowledge with others or to some feedback on teaching
assume professional responsibilities. performance. The teacher find
Possible ways to assist other teachers a
Examples  The teacher is not involved in any contribute to the profession.
activity that might enhance knowledge
or skill.  The teacher participates in
professional activities when
 The teacher purposefully resists required or provided by the d
discussing performance with
supervisors or colleagues.  The teacher reluctantly acce
feedback from supervisors a
 The teacher ignores invitations to join colleagues.
professional organizations or attend
conferences.  The teacher contributes in a
fashion to professional orga

 The teacher never takes continuing  The teacher politely attends
education courses, even though the
credits would increase his salary. workshops and professional
development days but doesn
 The teacher endures the principal’s
annual observations in her classroom, much use of the materials re
knowing that if she waits long enough,  The teacher listens to his pri
the principal will eventually leave and
she will be able to simply discard the feedback after a lesson but i
feedback form.
that the recommendations re
 Despite teaching high school honors
mathematics, the teacher declines to in his situation.
join NCTM because it costs too much
and makes too many demands on  The teacher joins the local c
members’ time.
the American Library Associ
 And others…
because she might benefit fr
free books—but otherwise d
it’s worth much of her time.
 And others…