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    Rubrics for

    Enhancing

    P rofessional P ractice : a f ramework for t eaching

    Te rubrics in this document are rom Enhancing Professional Practice: A Framework for Teaching, 2nd ed . by Charlotte Danielson (Alexandria, Va: ASCD, 2007). 2007 by ASCD. All Rights Reserved. Used with permission.No part o this work may be reproduced or transmitted in any orm or by any means without permission rom ASCD.

    Please visit ASCDs website or these additional Framework or eaching resources:

    ASCD eacher Efectiveness Suite powered by iObservation in partnership with Learning Sciences International Publications, DVDs, and electronic products PD In Focus online application Meet the Author Charlotte Danielson

    Enhancing

    http://www.ascd.org/publications/books/106034.aspxhttp://www.ascd.org/http://www.ascd.org/professional-development/teacher-effectiveness-suite.aspxhttp://www.ascd.org/publications/books/109047/chapters/[email protected]://www.ascd.org/professional-development/pdif/channels-and-experts.aspxhttp://www.ascd.org/Publications/Authors/Charlotte-Danielson.aspx?id=30981306001&nvid=a8b1http://www.ascd.org/Publications/Authors/Charlotte-Danielson.aspx?id=30981306001&nvid=a8b1http://www.ascd.org/professional-development/pdif/channels-and-experts.aspxhttp://www.ascd.org/publications/books/109047/chapters/[email protected]://www.ascd.org/professional-development/teacher-effectiveness-suite.aspxhttp://www.ascd.org/http://www.ascd.org/publications/books/106034.aspx
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    2007 by ASCD. All Rights Reserved. 1No part o this work may b e reproduced or transmitted in any orm or by any means without p ermission rom ASCD.

    DOMAIN 1: PLANNING AND PREPARATION

    Component 1a: Demonstrating Knowledge of Content and PedagogyElements: Knowledge of content and the structure of the discipline Knowledge of prerequisite relationships Knowledge of content-related pedagogy

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Knowledge of contentand the structure of the discipline

    In planning and practice,teacher makes content errorsor does not correct errorsmade by students.

    Teacher is familiar with theimportant concepts in thediscipline but may display lack of awareness of how theseconcepts relate to one

    another.

    Teacher displays solid knowl-edge of the important con-cepts in the discipline andhow these relate to oneanother.

    Teacher displays extensiveknowledge of the importantconcepts in the discipline andhow these relate both toone another and to other

    disciplines.

    Knowledgeof prerequisiterelationships

    Teachers plans and practicedisplay little understanding of prerequisite relationshipsimportant to student learningof the content.

    Teachers plans and practiceindicate some awareness of prerequisite relationships,although such knowledge maybe inaccurate or incomplete.

    Teachers plans and practicereflect accurate understand-ing of prerequisite relation-ships among topics andconcepts.

    Teachers plans and practicesreflect understanding of pre-requisite relationships amongtopics and concepts and alink to necessary cognitivestructures by students toensure understanding.

    Knowledge of content-related pedagogy

    Teacher displays little or nounderstanding of the range of pedagogical approaches suit-able to student learning of the content.

    Teachers plans and practicereflect a limited range of ped-agogical approaches or someapproaches that are not suit-able to the discipline or tothe students.

    Teachers plans and practicereflect familiarity with a widerange of effective pedagogicalapproaches in the discipline.

    Teachers plans and practicereflect familiarity with a widerange of effective pedagogicalapproaches in the discipline,anticipating studentmisconceptions.

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    2007 by ASCD. All Rights Reserved. 2No part o this work may b e reproduced or transmitted in any orm or by any means without p ermission rom ASCD.

    DOMAIN 1: PLANNING AND PREPARATIONComponent 1b: Demonstrating Knowledge of Students

    Elements: Knowledge of child and adolescent development Knowledge of the learning process Knowledge of students skills, knowledge, and language proficiency

    Knowledge of students interests and cultural heritage Knowledge of students special needs

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Knowledge of child andadolescent development

    Teacher displays little or noknowledge of the develop-mental characteristics of theage group.

    Teacher displays partialknowledge of the develop-mental characteristics of theage group.

    Teacher displays accurateunderstanding of the typicaldevelopmental characteristicsof the age group, as well as

    exceptions to the generalpatterns.

    In addition to accurateknowledge of the typicaldevelopmental characteristicsof the age group and excep-

    tions to the general patterns,teacher displays knowledge of the extent to which individualstudents follow the generalpatterns.

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    2007 by ASCD. All Rights Reserved. 3No part o this work may b e reproduced or transmitted in any orm or by any means without p ermission rom ASCD.

    DOMAIN 1: PLANNING AND PREPARATIONComponent 1b: Demonstrating Knowledge of Students (continued)

    Elements: Knowledge of child and adolescent development Knowledge of the learning process Knowledge of students skills, knowledge, and language proficiency

    Knowledge of students interests and cultural heritage Knowledge of students special needs

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Knowledge of thelearning process

    Teacher sees no value inunderstanding how studentslearn and does not seek suchinformation.

    Teacher recognizes the valueof knowing how studentslearn, but this knowledge islimited or outdated.

    Teachers knowledge of howstudents learn is accurate andcurrent.Teacher applies thisknowledge to the class as a

    whole and to groups of students.

    Teacher displays extensive andsubtle understanding of howstudents learn and applies thisknowledge to individual

    students.

    Knowledge of studentsskills, knowledge, andlanguage proficiency

    Teacher displays little or noknowledge of students skills,knowledge, and language pro-ficiency and does not indicatethat such knowledge isvaluable.

    Teacher recognizes the valueof understanding studentsskills, knowledge,and languageproficiency but displays thisknowledge only for the classas a whole.

    Teacher recognizes the valueof understanding studentsskills, knowledge,and languageproficiency and displays thisknowledge for groups of students.

    Teacher displays understandingof individual students skills,knowledge, and language profi-ciency and has a strategy formaintaining such information.

    Knowledge of studentsinterests and culturalheritage

    Teacher displays little or noknowledge of students inter-ests or cultural heritage anddoes not indicate that suchknowledge is valuable.

    Teacher recognizes the valueof understanding studentsinterests and cultural heritagebut displays this knowledgeonly for the class as a whole.

    Teacher recognizes the valueof understanding studentsinterests and cultural heritageand displays this knowledgefor groups of students.

    Teacher recognizes the valueof understanding studentsinterests and cultural heritageand displays this knowledgefor individual students.

    Knowledge of studentsspecial needs

    Teacher displays little or nounderstanding of studentsspecial learning or medicalneeds or why such knowledgeis important.

    Teacher displays awareness of the importance of knowingstudents special learning ormedical needs, but suchknowledge may be incompleteor inaccurate.

    Teacher is aware of studentsspecial learning and medicalneeds.

    Teacher possesses informa-tion about each studentslearning and medical needs,collecting such informationfrom a variety of sources.

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    2007 by ASCD. All Rights Reserved. 4No part o this work may b e reproduced or transmitted in any orm or by any means without p ermission rom ASCD.

    DOMAIN 1: PLANNING AND PREPARATION

    Component 1c: Setting Instructional OutcomesElements: Value, sequence,and alignment Clarity Balance Suitability for diverse learners

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Value, sequence,and alignment

    Outcomes represent lowexpectations for students andlack of rigor. They do notreflect important learning inthe discipline or a connection

    to a sequence of learning.

    Outcomes represent moder-ately high expectations andrigor. Some reflect importantlearning in the discipline andat least some connection to a

    sequence of learning.

    Most outcomes representhigh expectations and rigorand important learning in thediscipline. They are connectedto a sequence of learning.

    All outcomes represent highexpectations and rigor andimportant learning in the dis-cipline. They are connected toa sequence of learning both in

    the discipline and in relateddisciplines.

    Clarity Outcomes are either notclear or are stated as activi-ties, not as student learning.Outcomes do not permitviable methods of assessment.

    Outcomes are only moderatelyclear or consist of a combina-tion of outcomes and activities.Some outcomes do not permitviable methods of assessment.

    All the instructional outcomesare clear, written in the formof student learning. Mostsuggest viable methods of assessment.

    All the outcomes are clear,written in the form of studentlearning, and permit viablemethods of assessment.

    Balance Outcomes reflect only onetype of learning and only onediscipline or strand.

    Outcomes reflect severaltypes of learning, but teacherhas made no attempt at coor-dination or integration.

    Outcomes reflect severaldifferent types of learningand opportunities forcoordination.

    Where appropriate, outcomesreflect several different typesof learning and opportunitiesfor both coordination andintegration.

    Suitability for diverselearners

    Outcomes are not suitablefor the class or are not basedon any assessment of studentneeds.

    Most of the outcomes aresuitable for most of the stu-dents in the class based onglobal assessments of studentlearning.

    Most of the outcomes aresuitable for all students in theclass and are based on evi-dence of student proficiency.However, the needs of someindividual students may not beaccommodated.

    Outcomes are based on acomprehensive assessment of student learning and take intoaccount the varying needs of individual students or groups.

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    2007 by ASCD. All Rights Reserved. 5No part o this work may b e reproduced or transmitted in any orm or by any means without p ermission rom ASCD.

    DOMAIN 1: PLANNING AND PREPARATION

    Component 1d: Demonstrating Knowledge of ResourcesElements: Resources for classroom use Resources to extend content knowledge and pedagogy Resources for students

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Resources forclassroom use

    Teacher is unaware of resources for classroom useavailable through the schoolor district.

    Teacher displays awareness of resources available for class-room use through the schoolor district but no knowledgeof resources available more

    broadly.

    Teacher displays awareness of resources available for class-room use through the schoolor district and some familiar-ity with resources external

    to the school and on theInternet.

    Teachers knowledge of resources for classroom useis extensive, including thoseavailable through the schoolor district, in the community,

    through professional organiza-tions and universities, and onthe Internet.

    Resources to extendcontent knowledgeand pedagogy

    Teacher is unaware of resources to enhance contentand pedagogical knowledgeavailable through the schoolor district.

    Teacher displays awareness of resources to enhance contentand pedagogical knowledgeavailable through the school ordistrict but no knowledge of resources available morebroadly.

    Teacher displays awareness of resources to enhance contentand pedagogical knowledgeavailable through the schoolor district and some familiar-ity with resources externalto the school and on theInternet.

    Teachers knowledge of resources to enhance contentand pedagogical knowledge isextensive, including thoseavailable through the schoolor district, in the community,through professional organiza-tions and universities, and on

    the Internet.

    Resources for students Teacher is unaware of resources for students avail-able through the school ordistrict.

    Teacher displays awareness of resources for students avail-able through the school ordistrict but no knowledge of resources available morebroadly.

    Teacher displays awareness of resources for students avail-able through the school ordistrict and some familiaritywith resources external tothe school and on theInternet.

    Teachers knowledge of resources for students isextensive, including thoseavailable through the schoolor district, in the community,and on the Internet.

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    2007 by ASCD. All Rights Reserved. 6No part o this work may b e reproduced or transmitted in any orm or by any means without p ermission rom ASCD.

    DOMAIN 1: PLANNING AND PREPARATION

    Component 1e: Designing Coherent InstructionElements: Learning activities Instructional materials and resources Instructional groups Lesson and unit structure

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Learning activities Learning activities are notsuitable to students or toinstructional outcomes andare not designed to engagestudents in active intellectual

    activity.

    Only some of the learningactivities are suitable to stu-dents or to the instructionaloutcomes. Some represent amoderate cognitive challenge,

    but with no differentiation fordifferent students.

    All of the learning activitiesare suitable to students or tothe instructional outcomes,and most represent significantcognitive challenge, with some

    differentiation for differentgroups of students.

    Learning activities are highlysuitable to diverse learners andsupport the instructional out-comes.They are all designedto engage students in high-level

    cognitive activity and are differ-entiated, as appropriate, forindividual learners.

    Instructional materialsand resources

    Materials and resources arenot suitable for students anddo not support the instruc-tional outcomes or engagestudents in meaningfullearning.

    Some of the materials andresources are suitable to stu-dents, support the instructionaloutcomes, and engage studentsin meaningful learning.

    All of the materials andresources are suitable to stu-dents, support the instruc-tional outcomes, and aredesigned to engage students inmeaningful learning.

    All of the materials andresources are suitable to stu-dents, support the instruc-tional outcomes, and aredesigned to engage students inmeaningful learning.There isevidence of appropriate use of technology and of studentparticipation in selecting oradapting materials.

    Instructional groups Instructional groups do notsupport the instructional out-comes and offer no variety.

    Instructional groups partiallysupport the instructional out-comes, with an effort at pro-viding some variety.

    Instructional groups are variedas appropriate to the studentsand the different instructionaloutcomes.

    Instructional groups are variedas appropriate to the studentsand the different instructionaloutcomes.There is evidenceof student choice in selectingthe different patterns of instructional groups.

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    2007 by ASCD. All Rights Reserved. 7No part o this work may b e reproduced or transmitted in any orm or by any means without p ermission rom ASCD.

    DOMAIN 1: PLANNING AND PREPARATION

    Component 1e: Designing Coherent Instruction (continued)Elements: Learning activities Instructional materials and resources Instructional groups Lesson and unit structure

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Lesson and unitstructure

    The lesson or unit has noclearly defined structure, orthe structure is chaotic. Activ-ities do not follow an organ-ized progression, and time

    allocations are unrealistic.

    The lesson or unit has a rec-ognizable structure, althoughthe structure is not uniformlymaintained throughout. Pro-gression of activities is uneven,

    with most time allocationsreasonable.

    The lesson or unit has aclearly defined structurearound which activities areorganized. Progression of activities is even, with reason-

    able time allocations.

    The lessons or units struc-ture is clear and allows for dif-ferent pathways according todiverse student needs.Theprogression of activities is

    highly coherent.

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    2007 by ASCD. All Rights Reserved. 8No part o this work may b e reproduced or transmitted in any orm or by any means without p ermission rom ASCD.

    DOMAIN 1: PLANNING AND PREPARATION

    Component 1f: Designing Student AssessmentsElements: Congruence with instructional outcomes Criteria and standards Design of formative assessments Use for planning

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Congruence withinstructionaloutcomes

    Assessment procedures arenot congruent with instruc-tional outcomes.

    Some of the instructional out-comes are assessed throughthe proposed approach, butmany are not.

    All the instructional outcomesare assessed through theapproach to assessment;assessment methodologies mayhave been adapted for groupsof students.

    Proposed approach to assess-ment is fully aligned with theinstructional outcomes in bothcontent and process.Assess-ment methodologies have beenadapted for individual students,as needed.

    Criteria andstandards

    Proposed approach containsno criteria or standards.

    Assessment criteria and stan-dards have been developed,butthey are not clear.

    Assessment criteria andstandards are clear.

    Assessment criteria andstandards are clear; there isevidence that the students con-tributed to their development.

    Design of formativeassessments

    Teacher has no plan to incor-porate formative assessment inthe lesson or unit.

    Approach to the use of forma-tive assessment is rudimentary,including only some of theinstructional outcomes.

    Teacher has a well-developedstrategy to using formativeassessment and has designedparticular approaches to be

    used.

    Approach to using formativeassessment is well designedand includes student as well asteacher use of the assessment

    information.Use for planning Teacher has no plans to use

    assessment results in designingfuture instruction.

    Teacher plans to use assess-ment results to plan for futureinstruction for the class as awhole.

    Teacher plans to use assess-ment results to plan for futureinstruction for groups of students.

    Teacher plans to use assess-ment results to plan futureinstruction for individualstudents.

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    2007 by ASCD. All Rights Reserved. 9No part o this work may b e reproduced or transmitted in any orm or by any means without p ermission rom ASCD.

    DOMAIN 2:THE CLASSROOM ENVIRONMENT

    Component 2a: Creating an Environment of Respect and RapportElements: Teacher interaction with students Student interactions with other students

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Teacher interaction with students

    Teacher interaction with atleast some students is nega-tive,demeaning, sarcastic, orinappropriate to the age orculture of the students. Stu-dents exhibit disrespect forthe teacher.

    Teacher-student interactionsare generally appropriate butmay reflect occasional incon-sistencies, favoritism,or disre-gard for students cultures.Students exhibit only minimalrespect for the teacher.

    Teacher-student interactionsare friendly and demonstrategeneral caring and respect.Such interactions are appropri-ate to the age and cultures of the students.Students exhibitrespect for the teacher.

    Teacher interactions with stu-dents reflect genuine respectand caring for individuals aswell as groups of students.Students appear to trust theteacher with sensitiveinformation.

    Student interactions with other students

    Student interactions are char-acterized by conflict, sarcasm,or put-downs.

    Students do not demonstratedisrespect for one another.

    Student interactions are gener-ally polite and respectful.

    Students demonstrate genuinecaring for one another andmonitor one anothers treat-ment of peers,correcting class-mates respectfully when needed.

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    2007 by ASCD. All Rights Reserved. 10No part o this work may b e reproduced or transmitted in any orm or by any means without p ermission rom ASCD.

    DOMAIN 2: THE CLASSROOM ENVIRONMENT

    Component 2b: Establishing a Culture for LearningElements: Importance of the content Expectations for learning and achievement Student pride in work

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Importance of the content

    Teacher or students convey anegative attitude toward thecontent, suggesting that it isnot important or has beenmandated by others.

    Teacher communicates impor-tance of the work but withlittle conviction and only mini-mal apparent buy-in by thestudents.

    Teacher conveys genuineenthusiasm for the content,and students demonstrateconsistent commitment toits value.

    Students demonstrate throughtheir active participation,curiosity,and taking initiativethat they value the importanceof the content.

    Expectations forlearning andachievement

    Instructional outcomes, activi-ties and assignments, and class-room interactions convey lowexpectations for at least somestudents.

    Instructional outcomes, activitiesand assignments, and classroominteractions convey only modestexpectations for student learn-ing and achievement.

    Instructional outcomes, activi-ties and assignments, and class-room interactions convey highexpectations for moststudents.

    Instructional outcomes, activitiesand assignments, and classroominteractions convey high expec-tations for all students. Studentsappear to have internalized theseexpectations.

    Student pridein work

    Students demonstrate little orno pride in their work. Theyseem to be motivated by thedesire to complete a task

    rather than to do high-qualitywork.

    Students minimally accept theresponsibility to do good work but invest little of their energyinto its quality.

    Students accept the teachersinsistence on work of highquality and demonstrate pridein that work.

    Students demonstrate attentionto detail and take obvious pridein their work, initiating improve-ments in it by, for example, revis-

    ing drafts on their own orhelping peers.

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    2007 by ASCD. All Rights Reserved. 11No part o this work may b e reproduced or transmitted in any orm or by any means without p ermission rom ASCD.

    DOMAIN 2: THE CLASSROOM ENVIRONMENTComponent 2c: Managing Classroom Procedures

    Elements: Management of instructional groups Management of transitions Management of materials and supplies

    Performance of noninstructional duties Supervision of volunteers and paraprofessionals

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Managementof instructionalgroups

    Students not working with theteacher are not productivelyengaged in learning.

    Students in only some groupsare productively engaged inlearning while unsupervised bythe teacher.

    Small-group work is well organ-ized, and most students are pro-ductively engaged in learningwhile unsupervised by theteacher.

    Small-group work is well organ-ized, and students are produc-tively engaged at all times, withstudents assuming responsibilityfor productivity.

    Managementof transitions

    Transitions are chaotic,withmuch time lost between activi-ties or lesson segments.

    Only some transitions are effi-cient, resulting in some loss of instructional time.

    Transitions occur smoothly, withlittle loss of instructional time.

    Transitions are seamless, withstudents assuming responsibilityin ensuring their efficientoperation.

    Managementof materialsand supplies

    Materials and supplies arehandled inefficiently, resulting insignificant loss of instructionaltime.

    Routines for handling materialsand supplies function moderatelywell, but with some loss of instructional time.

    Routines for handling materialsand supplies occur smoothly,with little loss of instructionaltime.

    Routines for handling materialsand supplies are seamless, withstudents assuming some respon-sibility for smooth operation.

    Performance of noninstructionalduties

    Considerable instructional timeis lost in performing noninstruc-tional duties.

    Systems for performing nonin-structional duties are only fairlyefficient, resulting in some loss of instructional time.

    Efficient systems for performingnoninstructional duties are inplace, resulting in minimal lossof instructional time.

    Systems for performing nonin-structional duties are well estab-lished,with students assumingconsiderable responsibility forefficient operation.

    Supervision of volunteers andparaprofessionals

    Volunteers and paraprofession-als have no clearly definedduties and are idle most of the time.

    Volunteers and paraprofessionalsare productively engaged duringportions of class time butrequire frequent supervision.

    Volunteers and paraprofession-als are productively and inde-pendently engaged during theentire class.

    Volunteers and paraprofessionalsmake a substantive contributionto the classroom environment.

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    2007 by ASCD. All Rights Reserved. 12No part o this work may b e reproduced or transmitted in any orm or by any means without p ermission rom ASCD.

    DOMAIN 2: THE CLASSROOM ENVIRONMENT

    Component 2d: Managing Student BehaviorElements: Expectations Monitoring of student behavior Response to student misbehavior

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Expectations No standards of conductappear to have been estab-lished, or students areconfused as to what thestandards are.

    Standards of conduct appearto have been established, andmost students seem to under-stand them.

    Standards of conduct are clearto all students.

    Standards of conduct are clearto all students and appear tohave been developed withstudent participation.

    Monitoring of student behavior

    Student behavior is not moni-tored, and teacher is unawareof what the students aredoing.

    Teacher is generally aware of student behavior but may missthe activities of some students.

    Teacher is alert to studentbehavior at all times.

    Monitoring by teacher is subtleand preventive. Students moni-tor their own and their peersbehavior, correcting one anotherrespectfully.

    Response to studentmisbehavior

    Teacher does not respond tomisbehavior, or the response isinconsistent, is overly repres-sive, or does not respect thestudents dignity.

    Teacher attempts to respond tostudent misbehavior but withuneven results,or there are nomajor infractions of the rules.

    Teacher response to misbehav-ior is appropriate and success-ful and respects the studentsdignity,or student behavior isgenerally appropriate.

    Teacher response to misbehav-ior is highly effective and sensi-tive to students individualneeds, or student behavior isentirely appropriate.

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    2007 by ASCD. All Rights Reserved. 13No part o this work may b e reproduced or transmitted in any orm or by any means without p ermission rom ASCD.

    DOMAIN 2: THE CLASSROOM ENVIRONMENT

    Component 2e: Organizing Physical SpaceElements: Safety and accessibility Arrangement of furniture and use of physical resources

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Safety andaccessibility

    The classroom is unsafe, orlearning is not accessible tosome students.

    The classroom is safe, and atleast essential learning isaccessible to most students.

    The classroom is safe, andlearning is equally accessible toall students.

    The classroom is safe, and stu-dents themselves ensure thatall learning is equally accessibleto all students.

    Arrangement of furniture and useof physical resources

    The furniture arrangement hin-ders the learning activities, orthe teacher makes poor use of physical resources.

    Teacher uses physical resourcesadequately.The furniture maybe adjusted for a lesson, butwith limited effectiveness.

    Teacher uses physicalresources skillfully, and thefurniture arrangement is aresource for learning activities.

    Both teacher and students usephysical resources easily andskillfully, and students adjust thefurniture to advance theirlearning.

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    2007 by ASCD. All Rights Reserved. 14No part o this work may b e reproduced or transmitted in any orm or by any means without p ermission rom ASCD.

    DOMAIN 3: INSTRUCTIONComponent 3a: Communicating with Students

    Elements: Expectations for learning Directions and procedures Explanations of content Use of oral and written language

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Expectationsfor learning

    Teachers purpose in a lesson orunit is unclear to students.

    Teacher attempts to explain theinstructional purpose, with lim-ited success.

    Teachers purpose for the les-son or unit is clear, includingwhere it is situated withinbroader learning.

    Teacher makes the purpose of the lesson or unit clear, includingwhere it is situated withinbroader learning, linking thatpurpose to student interests.

    Directions andprocedures

    Teachers directions and proce-dures are confusing to students.

    Teachers directions and proce-dures are clarified after initialstudent confusion.

    Teachers directions and proce-dures are clear to students.

    Teachers directions and proce-dures are clear to students andanticipate possible studentmisunderstanding.

    Explanationsof content

    Teachers explanation of thecontent is unclear or confusingor uses inappropriate language.

    Teachers explanation of thecontent is uneven; some is doneskillfully, but other portions aredifficult to follow.

    Teachers explanation of contentis appropriate and connectswith students knowledge andexperience.

    Teachers explanation of contentis imaginative and connects withstudents knowledge and experi-ence.Students contribute toexplaining concepts to theirpeers.

    Use of oral and written language

    Teachers spoken language isinaudible, or written language isillegible. Spoken or written lan-guage contains errors of gram-mar or syntax. Vocabulary maybe inappropriate,vague, or usedincorrectly, leaving studentsconfused.

    Teachers spoken language isaudible, and written language islegible. Both are used correctlyand conform to standardEnglish.Vocabulary is correctbut limited or is not appropri-ate to the students ages orbackgrounds.

    Teachers spoken and writtenlanguage is clear and correctand conforms to standardEnglish. Vocabulary is appropri-ate to the students ages andinterests.

    Teachers spoken and writtenlanguage is correct and conformsto standard English. It is alsoexpressive, with well-chosenvocabulary that enriches the les-son.Teacher finds opportunitiesto extend students vocabularies.

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    2007 by ASCD. All Rights Reserved. 15No part o this work may b e reproduced or transmitted in any orm or by any means without p ermission rom ASCD.

    DOMAIN 3: INSTRUCTIONComponent 3b: Using Questioning and Discussion Techniques

    Elements: Quality of questions Discussion techniques Student participation

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Quality of questions Teachers questions are virtu-ally all of poor quality, with lowcognitive challenge and singlecorrect responses, and theyare asked in rapid succession.

    Teachers questions are a com-bination of low and high qual-ity,posed in rapid succession.Only some invite a thoughtfulresponse.

    Most of the teachers ques-tions are of high quality.Ade-quate time is provided forstudents to respond.

    Teachers questions are of uni-formly high quality, with ade-quate time for students torespond. Students formulatemany questions.

    Discussiontechniques

    Interaction between teacherand students is predominantlyrecitation style, with theteacher mediating all questionsand answers.

    Teacher makes some attemptto engage students in genuinediscussion rather than recita-tion, with uneven results.

    Teacher creates a genuine dis-cussion among students, step-ping aside when appropriate.

    Students assume considerableresponsibility for the success of the discussion,initiating topicsand making unsolicitedcontributions.

    Student participation A few students dominate thediscussion.

    Teacher attempts to engage allstudents in the discussion,butwith only limited success.

    Teacher successfully engages allstudents in the discussion.

    Students themselves ensurethat all voices are heard in thediscussion.

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    DOMAIN 3: INSTRUCTIONComponent 3c: Engaging Students in Learning

    Elements: Activities and assignments Grouping of students Instructional materials and resources Structure and pacing

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Activities andassignments

    Activities and assignments areinappropriate for students ageor background. Students are notmentally engaged in them.

    Activities and assignments areappropriate to some studentsand engage them mentally,butothers are not engaged.

    Most activities and assignmentsare appropriate to students, andalmost all students are cogni-tively engaged in exploringcontent.

    All students are cognitivelyengaged in the activities andassignments in their explorationof content.Students initiate oradapt activities and projects toenhance their understanding.

    Grouping of students

    Instructional groups are inap-propriate to the students or tothe instructional outcomes.

    Instructional groups are only par-tially appropriate to the studentsor only moderately successful inadvancing the instructional out-comes of the lesson.

    Instructional groups are produc-tive and fully appropriate to thestudents or to the instructionalpurposes of the lesson.

    Instructional groups are produc-tive and fully appropriate to thestudents or to the instructionalpurposes of the lesson. Studentstake the initiative to influencethe formation or adjustment of instructional groups.

    Instructionalmaterials andresources

    Instructional materials andresources are unsuitable to theinstructional purposes or donot engage students mentally.

    Instructional materials andresources are only partially suit-able to the instructional pur-poses, or students are onlypartially mentally engaged withthem.

    Instructional materials andresources are suitable to theinstructional purposes andengage students mentally.

    Instructional materials andresources are suitable to theinstructional purposes andengage students mentally.Stu-dents initiate the choice, adapta-tion, or creation of materials toenhance their learning.

    Structure andpacing

    The lesson has no clearlydefined structure,or the paceof the lesson is too slow orrushed, or both.

    The lesson has a recognizablestructure, although it is not uni-formly maintained throughoutthe lesson. Pacing of the lesson isinconsistent.

    The lesson has a clearly definedstructure around which theactivities are organized. Pacingof the lesson is generallyappropriate.

    The lessons structure is highlycoherent, allowing for reflectionand closure. Pacing of the lessonis appropriate for all students.

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    DOMAIN 3: INSTRUCTIONComponent 3d: Using Assessment in Instruction

    Elements: Assessment criteria Monitoring of student learning Feedback to students Student self-assessment and monitoring of progress

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Assessmentcriteria

    Students are not aware of thecriteria and performance stan-dards by which their work willbe evaluated.

    Students know some of thecriteria and performance stan-dards by which their work willbe evaluated.

    Students are fully aware of thecriteria and performance stan-dards by which their work willbe evaluated.

    Students are fully aware of thecriteria and performance stan-dards by which their work willbe evaluated and have con-tributed to the development of the criteria.

    Monitoring of student learning

    Teacher does not monitor stu-dent learning in the curriculum.

    Teacher monitors the progressof the class as a whole but elicitsno diagnostic information.

    Teacher monitors the progressof groups of students in thecurriculum, making limited useof diagnostic prompts to elicitinformation.

    Teacher actively and systemati-cally elicits diagnostic informa-tion from individual studentsregarding their understandingand monitors the progress of individual students.

    Feedback tostudents

    Teachers feedback to studentsis of poor quality and not pro-vided in a timely manner.

    Teachers feedback to students isuneven, and its timeliness isinconsistent.

    Teachers feedback to studentsis timely and of consistentlyhigh quality.

    Teachers feedback to students istimely and of consistently highquality, and students make use of the feedback in their learning.

    Student self-assessment andmonitoring of progress

    Students do not engage in self-assessment or monitoring of progress.

    Students occasionally assess thequality of their own work againstthe assessment criteria and per-formance standards.

    Students frequently assess andmonitor the quality of theirown work against the assess-ment criteria and performancestandards.

    Students not only frequentlyassess and monitor the quality of their own work against theassessment criteria and perform-ance standards but also makeactive use of that information intheir learning.

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    DOMAIN 3: INSTRUCTIONComponent 3e: Demonstrating Flexibility and Responsiveness

    Elements: Lesson adjustment Response to students Persistence

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Lesson adjustment Teacher adheres rigidly to aninstructional plan, even when achange is clearly needed.

    Teacher attempts to adjust alesson when needed, with onlypartially successful results.

    Teacher makes a minor adjust-ment to a lesson, and theadjustment occurs smoothly.

    Teacher successfully makes amajor adjustment to a lessonwhen needed.

    Response to students Teacher ignores or brushesaside students questions orinterests.

    Teacher attempts to accommo-date students questions orinterests, although the pacing of the lesson is disrupted.

    Teacher successfully accommo-dates students questions orinterests.

    Teacher seizes a major opportu-nity to enhance learning,buildingon student interests or a spon-taneous event.

    Persistence When a student has difficultylearning, the teacher eithergives up or blames the studentor the students homeenvironment.

    Teacher accepts responsibilityfor the success of all studentsbut has only a limited reper-toire of instructional strategiesto draw on.

    Teacher persists in seekingapproaches for students whohave difficulty learning, drawingon a broad repertoire of strategies.

    Teacher persists in seekingeffective approaches for stu-dents who need help, using anextensive repertoire of strate-gies and soliciting additionalresources from the school.

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    DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

    Component 4a: Reflecting on TeachingElements: Accuracy Use in future teaching

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Accuracy Teacher does not knowwhether a lesson was effectiveor achieved its instructionaloutcomes, or teacher pro-

    foundly misjudges the successof a lesson.

    Teacher has a generally accu-rate impression of a lessonseffectiveness and the extent towhich instructional outcomes

    were met.

    Teacher makes an accurateassessment of a lessons effec-tiveness and the extent towhich it achieved its instruc-

    tional outcomes and can citegeneral references to supportthe judgment.

    Teacher makes a thoughtful andaccurate assessment of a les-sons effectiveness and theextent to which it achieved its

    instructional outcomes, citingmany specific examples fromthe lesson and weighing therelative strengths of each.

    Use in futureteaching

    Teacher has no suggestionsfor how a lesson could beimproved another time thelesson is taught.

    Teacher makes general sugges-tions about how a lesson couldbe improved another time thelesson is taught.

    Teacher makes a few specificsuggestions of what could betried another time the lessonis taught.

    Drawing on an extensive reper-toire of skills, teacher offersspecific alternative actions, com-plete with the probable successof different courses of action.

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    DOMAIN 4: PROFESSIONAL RESPONSIBILITIESComponent 4b: Maintaining Accurate Records

    Elements: Student completion of assignments Student progress in learning Noninstructional records

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Student completionof assignments

    Teachers system for maintain-ing information on studentcompletion of assignments is indisarray.

    Teachers system for maintain-ing information on studentcompletion of assignments isrudimentary and only partiallyeffective.

    Teachers system for maintain-ing information on studentcompletion of assignments isfully effective.

    Teachers system for maintain-ing information on studentcompletion of assignments isfully effective. Students partici-pate in maintaining the records.

    Student progressin learning

    Teacher has no system formaintaining information onstudent progress in learning, orthe system is in disarray.

    Teachers system for maintaininginformation on studentprogress in learning is rudimen-tary and only partially effective.

    Teachers system for maintain-ing information on studentprogress in learning is fullyeffective.

    Teachers system for maintaininginformation on student progressin learning is fully effective. Stu-dents contribute informationand participate in interpretingthe records.

    Noninstructionalrecords

    Teachers records for non-instructional activities are indisarray, resulting in errorsand confusion.

    Teachers records for non-instructional activities are ade-quate, but they require frequentmonitoring to avoid errors.

    Teachers system for maintain-ing information on noninstruc-tional activities is fullyeffective.

    Teachers system for maintaininginformation on noninstructionalactivities is highly effective, andstudents contribute to itsmaintenance.

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    DOMAIN 4: PROFESSIONAL RESPONSIBILITIESComponent 4c: Communicating with Families

    Elements: Information about the instructional program Information about individual students Engagement of families in the instructional program

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Information aboutthe instructionalprogram

    Teacher provides little or noinformation about the instruc-tional program to families.

    Teacher participates in theschools activities for familycommunication but offers littleadditional information.

    Teacher provides frequentinformation to families, asappropriate, about the instruc-tional program.

    Teacher provides frequentinformation to families, asappropriate, about theinstructional program.Students participate in pre-paring materials for theirfamilies.

    Information aboutindividual students

    Teacher provides minimalinformation to families aboutindividual students, or thecommunication is inappro-priate to the cultures of thefamilies.Teacher does notrespond,or responds insensi-tively, to family concerns aboutstudents.

    Teacher adheres to the schoolsrequired procedures forcommunicating with families.Responses to family concernsare minimal or may reflectoccasional insensitivity tocultural norms.

    Teacher communicates withfamilies about studentsprogress on a regular basis,respecting cultural norms, andis available as needed torespond to family concerns.

    Teacher provides information tofamilies frequently on studentprogress,with students con-tributing to the design of thesystem. Response to familyconcerns is handled with greatprofessional and culturalsensitivity.

    Engagement of families in theinstructionalprogram

    Teacher makes no attempt toengage families in the instruc-tional program,or such effortsare inappropriate.

    Teacher makes modest andpartially successful attempts toengage families in the instruc-tional program.

    Teachers efforts to engagefamilies in the instructionalprogram are frequent andsuccessful.

    Teachers efforts to engagefamilies in the instructionalprogram are frequent andsuccessful. Students contributeideas for projects that couldbe enhanced by familyparticipation.

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    DOMAIN 4: PROFESSIONAL RESPONSIBILITIESComponent 4d: Participating in a Professional Community

    Elements: Relationships with colleagues Involvement in a culture of professional inquiry Service to the school Participation in school and district projects

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Relationships withcolleagues

    Teachers relationships withcolleagues are negative orself-serving.

    Teacher maintains cordial rela-tionships with colleagues tofulfill duties that the school ordistrict requires.

    Relationships with colleaguesare characterized by mutualsupport and cooperation.

    Relationships with colleaguesare characterized by mutualsupport and cooperation.Teacher takes initiative inassuming leadership amongthe faculty.

    Involvementin a culture of professionalinquiry

    Teacher avoids participation ina culture of inquiry, resistingopportunities to becomeinvolved.

    Teacher becomes involved inthe schools culture of inquirywhen invited to do so.

    Teacher actively participates ina culture of professionalinquiry.

    Teacher takes a leadership rolein promoting a culture of pro-fessional inquiry.

    Service tothe school

    Teacher avoids becominginvolved in school events.

    Teacher participates in schoolevents when specifically asked.

    Teacher volunteers to partici-pate in school events, making asubstantial contribution.

    Teacher volunteers to partici-pate in school events, making asubstantial contribution, andassumes a leadership role in at

    least one aspect of school life.

    Participation inschool and districtprojects

    Teacher avoids becominginvolved in school and districtprojects.

    Teacher participates in schooland district projects whenspecifically asked.

    Teacher volunteers to partici-pate in school and districtprojects, making a substantialcontribution.

    Teacher volunteers to partici-pate in school and district proj-ects, making a substantialcontribution, and assumes aleadership role in a majorschool or district project.

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    DOMAIN 4: PROFESSIONAL RESPONSIBILITIESComponent 4e: Growing and Developing Professionally

    Elements: Enhancement of content knowledge and pedagogical skill Receptivity to feedback from colleagues Service to the profession

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Enhancement of content knowledgeand pedagogical skill

    Teacher engages in no profes-sional development activitiesto enhance knowledge or skill.

    Teacher participates in pro-fessional activities to a limitedextent when they areconvenient.

    Teacher seeks out opportuni-ties for professional develop-ment to enhance contentknowledge and pedagogicalskill.

    Teacher seeks out opportuni-ties for professional develop-ment and makes a systematiceffort to conduct actionresearch.

    Receptivity tofeedback fromcolleagues

    Teacher resists feedback onteaching performance fromeither supervisors or moreexperienced colleagues.

    Teacher accepts, with somereluctance, feedback on teachingperformance from both super-visors and professionalcolleagues.

    Teacher welcomes feedback from colleagues when made bysupervisors or when opportu-nities arise through profes-sional collaboration.

    Teacher seeks out feedback onteaching from both supervisorsand colleagues.

    Service to theprofession

    Teacher makes no effort toshare knowledge with othersor to assume professionalresponsibilities.

    Teacher finds limited ways tocontribute to the profession.

    Teacher participates actively inassisting other educators.

    Teacher initiates importantactivities to contribute to theprofession.

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    DOMAIN 4: PROFESSIONAL RESPONSIBILITIESComponent 4f: Showing Professionalism

    Elements: Integrity and ethical conduct Service to students Advocacy Decision making Compliance with school and district regulations

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Integrity andethical conduct

    Teacher displays dishonesty ininteractions with colleagues,students, and the public.

    Teacher is honest in interac-tions with colleagues, stu-dents, and the public.

    Teacher displays high stan-dards of honesty, integrity, andconfidentiality in interactionswith colleagues, students, andthe public.

    Teacher can be counted on tohold the highest standards of honesty, integrity,and confi-dentiality and takes a leader-ship role with colleagues.

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    DOMAIN 4: PROFESSIONAL RESPONSIBILITIESComponent 4f: Showing Professionalism (continued)

    Elements: Integrity and ethical conduct Service to students Advocacy Decision making Compliance with school and district regulations

    ELEMENT

    L E V E L O F P E R F O R M A N C E

    UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

    Service to students Teacher is not alert to stu-dents needs.

    Teachers attempts to servestudents are inconsistent.

    Teacher is active in servingstudents.

    Teacher is highly proactive inserving students, seeking outresources when needed.

    Advocacy Teacher contributes to school

    practices that result in somestudents being ill served bythe school.

    Teacher does not knowingly

    contribute to some studentsbeing ill served by the school.

    Teacher works to ensure that

    all students receive a fairopportunity to succeed.

    Teacher makes a concerted

    effort to challenge negativeattitudes or practices toensure that all students, par-ticularly those traditionallyunderserved, are honored inthe school.

    Decision making Teacher makes decisions andrecommendations based onself-serving interests.

    Teachers decisions and rec-ommendations are based onlimited though genuinely pro-fessional considerations.

    Teacher maintains an openmind and participates in teamor departmental decisionmaking.

    Teacher takes a leadershiprole in team or departmentaldecision making and helpsensure that such decisions arebased on the highest profes-sional standards.

    Compliance with schooland district regulations

    Teacher does not complywith school and districtregulations.

    Teacher complies minimallywith school and district regu-lations, doing just enough toget by.

    Teacher complies fullywith school and districtregulations.

    Teacher complies fully withschool and district regula-tions, taking a leadership rolewith colleagues.

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