SB Feb12 7edanielson

Danielson’s Framework for Teaching
2007 Edition
Framework for Teaching
Domain 1: Planning and Preparation
Component 1a. Demonstrating Knowledge of Content and Pedagogy
Elements:
 Knowledge of content and the structure of the discipline
 Knowledge of prerequisite relationships
 Knowledge of content-related pedagogy
Evidence:
Levels of Performance:
Unsatisfactory Basic Proficient Distinguished
teacher’s plans and practice The teacher’s plans and The teacher’s plans and The teacher’s plans and
display little knowledge of the practice reflect some practice reflect solid practice reflect extensive
content, prerequisite awareness of the important knowledge of the content, knowledge of the content and
relationships between concepts in the discipline, prerequisite relationships the structure of the discipline.
different aspects of the prerequisite relationships between important The teacher actively builds
content, or the instructional between them, and instructional concepts, and the on knowledge of
practices specific to that practices specific to that instructional practices prerequisites and
discipline discipline. specific to that discipline. misconceptions when
describing instruction or
seeking causes for student
misunderstanding.
Component 1b. Demonstrating Knowledge of Students

Elements:
 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
Evidence:
The teachers demonstrates The teacher indicates the The teacher actively seeks The teacher actively seeks
little or no knowledge of importance of understanding knowledge of students’ knowledge of students’
students’ backgrounds, students’ backgrounds, backgrounds, cultures, backgrounds, cultures, skills,
cultures, skills, language cultures, skills, language skills, language proficiency, language proficiency, interests,
proficiency, interests, and proficiency, interests, and interests, and special and special needs from a
special needs, and does not special needs, and attains this needs, and attains this variety of sources, and attains
seek such understanding. knowledge for the class as a knowledge for groups of this knowledge for individual
whole. students. students.
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Component 1c. Setting Instructional Outcomes
Elements:
 Value, sequence, and alignment
 Clarity
 Balance
 Suitability for diverse learners
Evidence:
Instructional outcomes are Instructional outcomes are of Instructional outcomes are Instructional outcomes are
unsuitable for students, moderate rigor and are stated as goals reflecting stated as goals that can be
represent trivial or low-level suitable for some students, but high-level learning and assessed, reflecting
learning, or are stated only as consist of a combination of curriculum standards. They rigorous learning and
activities. They do not permit activities and goals, some of are suitable for most curriculum standards. They
viable methods of assessment. which permit viable methods of students in the class, represent different types of
assessment. They reflect more represent different types of content, offer opportunities
than one type of learning, but learning, and can be for both coordination and
the teacher makes no attempt assessed. The outcomes integration, and take into
at coordination or integration. reflect opportunities for account of the needs of
coordination. individual students.
Component 1d. Demonstrating Knowledge of Resources

Elements:
 Resources for classroom use
 Resources to extend content knowledge and pedagogy
 Resources for students
Evidence:
The teacher demonstrates little The teacher demonstrates The teacher is fully aware of The teacher seeks out
or no familiarity with resources some familiarity with the resources available resources in and beyond the
to enhance won knowledge, to resources available through through the school or district school or district in
use in teaching, or for students the school or district to to enhance own knowledge, professional organizations,
who need them. The teacher enhance own knowledge, to to use in teaching, or for on the Internet, and in the
does not seek such use in teaching, or for students who need them. community to enhance own
knowledge. students who need then. The knowledge, to use in
teacher does not seek to teaching, and for students
extend such knowledge. who need them.

Component 1e. Designing Coherent Instruction
Elements:
 Learning Activities
 Instructional materials and resources
 Instructional groups
Evidence:
The series of learning The series of learning The teacher coordinates The teacher coordinates
experiences is poorly aligned experiences demonstrates knowledge of content, of knowledge of content, of
with the instructional partial alignment with students, and of resources to students, and of resources, to
outcomes and does not instructional outcomes, and design a series of learning design a series of learning
represent a coherent some of the experiences experiences aligned to experiences aligned to
structure. The experiences are likely to engage instructional outcomes and instructional outcomes,
are suitable for only some students in significant suitable for groups of differentiated where appropriate
students. learning. The lesson or unit students. The lesson or unit to make them suitable to all
has a recognizable has a clear structure and is students and likely to engage
structure and reflects likely to engage students in them in significant learning. The
partial knowledge of significant learning. lesson or unit structure is clear
students and resources. and allows for different
pathways according to student
needs.
Component 1f. Designing Student Assessments

Elements:
 Congruence with instructional outcomes
 Criteria and standards
 Design of formative assessments
 Use for planning
Evidence:
The teacher’s plan for The teacher’s plan for The teacher’s plan for student The teacher’s plan for student
assessing student learning student assessment is assessment is aligned with assessment is fully aligned with
contains no clear criteria or partially aligned with the the instructional outcomes, the instructional outcomes, with
standards, is poorly aligned instructional outcomes uses clear criteria, and is clear criteria and standards that
with the instructional without clear criteria, and appropriate to the needs of show evidence of student
outcomes, or is inappropriate inappropriate for a least students. The teacher intends contribution to their
for many students. The some students. The to use assessment results to development. Assessment
results of assessment have teacher intends to use plan for future instruction for methodologies may have been
minimal impact on the design assessment results to plan groups of students. adapted for individuals, and the
of future instruction. for future instruction for the teacher intends to use
class as a whole. assessment results to plan
future instruction for individual
students.

Domain 1 - Strengths:
Domain 1 - Areas for Improvement:
Signature of Teacher _________________________________________________
Signature of Administrator _________________________________________________

Type of Observation:
 Self Assessment  Announced
 Formal Observation  Unannounced
 Informal Observation
Domain 2: Classroom Environment

Component 2a. Creating an Environment of Respect and Rapport: Supportive relationships and interactions between
teacher and students and among students.
Elements:
 Teacher interaction with students
 Student interactions with other students
Teacher and Student Evidence Collected in the Classroom:
Patterns of classroom Patterns of classroom Teacher-student Classroom interactions
interactions, both between the interactions, both between interactions are friendly and among the teacher and
teacher and students and the teacher and students demonstrate general caring individual students are
among students, are and among students, are and respect. Such highly respectful,
negative, inappropriate, or generally appropriate but interactions are appropriate reflecting genuine warmth
insensitive to students’ ages, may reflect occasional to the ages, developmental and caring and sensitivity
cultural backgrounds, and inconsistencies, favoritism, levels, and cultures of the to students’ ages,
developmental levels. and disregard for students’ students. Students exhibit cultures, and levels of
Interactions are characterized ages, cultures, and respect for the teacher. development. Students
by sarcasm, put-downs, or developmental levels. Interactions among exhibit respect for the
conflict. Teacher does not Students rarely demonstrate students are generally teacher and contribute to
respond to disrespectful respect for one another. polite. maintain high levels of
behavior. Teacher attempts to civility among members of
respond to disrespectful the class.
behavior, with uneven
results.
Critical Attributes:
 Teacher uses disrespectful  The quality of interactions  Talk between teacher In addition to the
talk toward students. between teacher and students and students and among characteristics of “proficient,”
 Student body language or among students is uneven, students is uniformly  Teacher demonstrates
indicates feelings of hurt or with occasional disrespect. respectful. knowledge and caring
insecurity.  Teacher attempts to respond  Teacher makes about individual students’
 Teacher does not address to disrespectful behavior, with connections with lives beyond school.
disrespectful interactions uneven results. individual students.  The teacher’s response to a
among students.  Teacher attempts to make  Students exhibit respect student’s incorrect
 Teacher displays no connections with individual for the teacher. response respects the
familiarity with or caring students, but student  During the lesson, the student’s dignity.
about individual students’ reactions indicate that the teacher offers  When necessary, students
interests or personalities. efforts are not successful. encouragement to correct one another in their
 Students use disrespectful students as they struggle conduct toward classmates.
talk toward one another with with complex learning.
no response from the This may be 2b,
teacher. expectations.

Component 2b. Establishing a Culture for Learning: The atmosphere in the classroom that reflects high expectations and the
importance of the work undertaken by both students and teacher.
Elements:
 Importance of the content
 Expectations for learning and achievement
 Student pride in work
The classroom culture is The classroom culture is The classroom culture is a The classroom culture is
characterized by a lack of characterized by little cognitively busy place characterized by a shared belief
the teacher or student commitment to the learning by where learning is valued by in the importance of the
commitment to the learning the teacher or student. all. Students understand learning. Instructional
and/or little or no investment Student engagement in the their role as learner and outcomes, activities, and
of student energy into the task at hand is inconsistent. consistently expend effort assignments convey high
task at hand. Learning is not The teacher appear to be only to learn by engaging in the expectations for all students.
expected or valued. “going through the motions, task at hand. Instructional Classroom interactions may
and students indicate that they outcomes, activities, and extend learning. Students
are interested in completion of assignments convey high assume responsibility for high
a task, rather than quality.” expectations for most quality work by initiating
students. Classroom improvements, making
interactions support revisions, adding detail, and/or
learning. helping peers. High
expectations are internalized by
students.
 The teacher conveys that  The teacher’s energy for the  The teacher In addition to the characteristics
the reasons for the work work is half-hearted or communicates the of “proficient,”
are external. unsuccessful at enlisting importance of the work
 The teacher conveys to at student energy. and expectations that all  The teacher communicates a
least some students that  The teacher conveys only students can be genuine passion for the
the work is too challenging modest expectations. successful in it. subject.
for them.  The teacher trivializes some  Student work and  Students indicate that they
 The teacher trivializes the of the learning goals and conduct during a lesson are not satisfied unless they
learning goals and assignments. indicate commitment to have complete understanding.
assignments.  Students comply with the high quality.  Student questions and
 Students exhibit little or no teacher’s expectations for  The teacher comments indicate a desire to
pride in their work. learning, but don’t indicate demonstrates a high understand the concepts
commitment on their own regard for student rather than, for example,
initiative for the work. abilities. simply learning a procedure
 Most students indicate that  The teacher emphasizes for getting the correct answer.
they are looking for an “easy the role of hard work in  Students recognize the efforts
path.” student learning. of their classmates.
 The teacher expects  Students take initiative in
student effort and improving the quality of their
recognizes it. work.
 The students put forth
good effort to complete
work of high quality.

Component 2c. Managing Classroom Procedures: Routines and procedures to ensure the smooth operation of the
classroom to maximize instructional time.
Elements:
 Management of instructional groups
 Management of transitions
 Management of materials and supplies
 Performance of non-instructional duties
 Supervision of volunteers and paraprofessionals
Much instructional time is lost Some instructional time is lost There is little loss of Instructional time is
due to inefficient classroom due to only partially effective instructional time due to maximized due to efficient
routines and procedures. There classroom routines and effective classroom routines classroom routines and
is little or no evidence of the procedures. The teacher’s and procedures. The procedures. Students
teacher managing instructional management of instructional teacher’s management of contribute to the
groups, transitions, and/or the groups, transitions, and/or the instructional groups and/or management of
handling of materials and handling of materials and the handling of materials instructional groups,
supplies. There is little supplies is inconsistent, and supplies is consistent. transitions, and/or the
evidence that students know or leading to disruption of the With minimal guidance and handling of materials and
follow established routines. learning. With regular prompting, students follow supplies. Routines are well
guidance and prompting, established classroom understood and engaged in
students follow established routines. consistently by students.
routines.
 Students not working with the  Procedures for transitions,  The students work In addition to the
teacher are disruptive to the materials, and non- productively in small characteristics of
class. instructional duties seem to group work. “proficient,”
 Non-instructional duties, such have been established, but  The teacher has  Students take the initiative
as taking attendance, their operation is rough. established time-saving with their classmates to
consume much time.  Small groups are only procedures for non- ensure that their time is
 There are no established partially engaged while not instructional activities. used productively.
procedures for distributing and working directly with the  Routines for distribution  Students ensure that
collecting materials. teacher. and collection of materials transitions are
 Procedures are confused or and supplies work accomplished smoothly.
chaotic. efficiently.  Students take initiative in
 Volunteers and  Volunteers and distributing and collecting
paraprofessionals appear paraprofessionals have materials efficiently.
confused as to what they are clearly defined roles.  Paraprofessionals and
supposed to be doing. volunteers take initiative
in improving learning
opportunities for students.

Component 2d. Managing Student Behavior: Clear standards of conduct, understood by students, to ensure an orderly and
productive learning environment.
Elements:
 Expectations
 Monitoring of student behavior
 Resonse to student misbehavior
There is little or no teacher Teacher tries, with uneven Student behavior is Student behavior is entirely
monitoring of student behavior. results, to monitor student generally appropriate. The appropriate. Students take
Response to students’ behavior and respond to teacher monitors student an active role in monitoring
misbehavior is repressive or student misbehavior. There behavior against standards their own behavior and that of
disrespectful of student dignity. is inconsistent of conduct. Teacher other students against
Students challenge the implementation of the response to student standards of conduct. The
standards of conduct. standards of conduct. misbehavior is consistent, teacher’s monitoring of
appropriate, and respectful student behavior is subtle
to students. and preventive. The
teacher’s response to student
misbehavior is sensitive to
individual student needs.
 The classroom environment  The teacher attempts to  Students can describe the In addition to the
is chaotic, with no apparent maintain order in the standards of conduct. characteristics of “proficient,”
standards of conduct. classroom but with uneven  Upon a non-verbal signal
 The teacher does not monitor success. from the teacher, students  Students can explain the
student behavior.  Classroom rules are correct their behavior. reasons for the different
 Some students violate posted, but neither teacher  Teacher continually standards of conduct and
classroom rules, without nor students refer to them. monitors student behavior. how they reflect students’
apparent teacher awareness  Teacher attempts to keep own priorities.
or consequences. track of student behavior,  The teacher monitors
 When the teacher notices but with no apparent student behavior without
student misbehavior, s/he system. speaking – just moving
appears helpless to do  The teacher’s response to about.
anything about it. student misbehavior is  Students respectfully
inconsistent: sometimes intervene as appropriate
very harsh, other times with classmates to ensure
lenient. compliance with standards
of conduct.

Component 2e. Organizing Physical Space: A safe physical environment, in which the furniture is arranged to support the
learning activities.
Elements:
 Safety and accessibility
 Arrangement of furniture and use of physical resources
The physical environment is The classroom is safe, and The classroom is safe, and The classroom is safe, and
unsafe or some students don’t essential learning is learning is accessible to all learning is accessible to all
have access to learning. accessible to most students; the teacher ensures students including those with
There is poor alignment students; the teacher’s use that the physical arrangement special needs. The teacher
between the arrangement of of physical resources, is appropriate to the learning makes effective use of physical
furniture and resources, including computer activities. Teacher makes resources, including computer
including computer technology, is moderately effective use of physical technology. The teacher
technology, and the lesson effective. The teacher may resources, including ensures that the physical
activities. attempt to modify the computer technology. arrangement is appropriate to
physical arrangement to the learning activities.
suit learning activities, with Students contribute to the use
partial success. or adaptation of the physical
environment to advance
learning.
 There are physical hazards  The physical environment  The classroom is safe, and In addition to the characteristics
in the classroom, is safe, and most all students are able to see of “proficient,”
endangering student safety. students can see and and hear.
 Some students can’t see or hear.  The classroom is arranged  Modifications are made to the
hear the teacher or see the  The physical environment to support the instructional physical environment to
board. is not an impediment to goals and learning accommodate students with
 Available technology is not learning, but does not activities. special needs.
being used, even if its use enhance it.  The teacher makes  There is perfect alignment
would enhance the lesson.  The teacher makes appropriate use of available between the goals of the
limited use of available technology. lesson and the physical
technology and other environment.
resources.  Students take the initiative to
adjust the physical
environment.
 Teacher makes extensive and
imaginative use of available
resources and technology.


Type of Observation:
 Self Assessment  Announced
 Formal Observation  Unannounced
 Informal Observation
Domain 3: Instruction
Component 3a. Communication with Students: Clear statement of learning outcomes, directions for class activities, and explanations of
concepts. Rich and imaginative use of language.
Elements:
 Expectations for learning
 Directions and procedures
 Explanations of content
 Use of oral and written language
The instructional purpose of the Teacher’s attempt to explain The instructional purpose of the lesson The teacher links the instructional
lesson is unclear to students and the instructional purpose has is clearly communicated to students, purpose of the lesson to student
the directions and procedures are only limited success, and/or including where it is situated within interests; the directions and
confusing. The teacher’s directions and procedures broader learning; directions and procedures are clear and
explanation of the content contains must be clarified after initial procedures are explained clearly. anticipate possible student
major errors. The teacher’s student confusion. Teacher’s Teacher’s explanation of content is misunderstanding. Teacher’s
spoken or written language explanation of the content may clear and accurate and connects with explanation of content is thorough
contains errors of grammar or contain minor errors. Some students’ knowledge and experience. and clear, developing conceptual
syntax. Vocabulary is portions are clear; other Teacher’s spoken and written language understandings. Students
inappropriate, vague, or used portions are difficult to follow. is clear and correct. Vocabulary is contribute to explaining concepts
incorrectly, leaving students Teacher’s spoken language is appropriate to the students’ ages and to their classmates. The
confused. correct; however, vocabulary interests. teacher’s spoken and written
is limited or not appropriate to language is expressive, and the
the students’ ages or teacher finds opportunities to
backgrounds. extend students’ vocabularies
 At no time during the lesson  The teacher refers in  The teacher states clearly, at some In addition to the characteristics
does the teacher convey to the passing to what the point during the lesson, what the of “proficient,”
students what they will be students will be learning, students are learning.
learning. or it is written on the board  When asked by an observer, students  The teacher points out possible
 Students indicate through their with no elaboration or can state what they are learning. areas of misunderstanding.
questions that they are explanation.  Students engage with the learning  The teacher explains content
confused as to the learning  The teacher clarifies the task, indicating that they understand clearly, using metaphors and
task. learning task so students what they are to do. analogies to bring content to
 The teacher makes a serious are able to complete it.  The teacher models the process to be life.
content error that will affect  The teacher makes no followed.  All students seem to
students’ understanding of the serious content errors,  The teacher checks for student understand the presentation.
lesson. although may make a understanding of the learning task.  The teacher invites students to
 Students indicate through body minor error.  The teacher makes no content errors. explain the content to the class,
language or questions that they  Vocabulary and usage are  The teacher’s explanation of content or to classmates.
don’t understand the content correct but unimaginative. is clear and invites student  The teacher uses rich
being presented.  Vocabulary may be too participation and thinking. language, offering brief
 The teacher’s communications advanced or juvenile for  Vocabulary and usage are correct vocabulary lessons where
include errors of vocabulary or the students. and completely suited to the lesson. appropriate.
usage.  Vocabulary is appropriate to the
 Vocabulary is inappropriate to students’ ages and levels of
the age or culture of the development.
students.

Component 3b. Using Questioning and Discussion Techniques: Use of questioning and discussion to deepen student
understanding, and invite students to formulate hypotheses, make connections, or challenge previously held views.
Elements:
 Quality of questions
 Discussion techniques
 Student participation
The teacher’s The teacher’s Most of the teacher’s The teacher’s
questions/prompts are questions/prompts are a questions/prompts are of high questions/prompts are of
poorly aligned with lesson combination of low and quality and support the lesson uniformly high quality and
outcomes, with low high quality, some related objectives, with adequate time for fully support the lesson
cognitive challenge, single to the lesson objectives students to respond. A variety or outcomes, with adequate time
correct responses, and and of moderate cognitive series of questions/prompts are for students to respond. A
asked in rapid succession. challenge inviting a used to challenge students variety or series of
Interaction between teacher thoughtful response. The cognitively, and advance high-level questions/prompts are used
and students is teacher attempts to thinking and discourse. The to challenge students
predominantly recitation engage all students in the teacher creates a genuine cognitively, advance high-
style, with the teacher discussion and to discussion among students, level thinking and discourse,
mediating all questions and encourage them to stepping aside when appropriate. and promote meta-cognition.
answers. A few students respond to one another, The teacher successfully engages Students formulate many
dominate the discussion. with uneven results. all students in the discussion, questions, initiate topics, and
employing a range of strategies to make unsolicited
ensure that all students are heard. contributions. Students
themselves ensure that all
voices are heard in the
discussion.
 Questions are rapid-fire  Questions are a mix of  Most questions are open- In addition to the
and convergent, with a higher-order and ended, inviting students to think. characteristics of “proficient,”
single correct answer. questions with a single  Most questions have multiple
 Questions do not invite correct answer. possible answers.  Students initiate higher-
student thinking.  Some questions are  Questions are related to the order questions.
 Many questions are unrelated to the learning lesson objectives.  Students extend the
unrelated to the lesson outcomes.  The teacher makes effective discussion, enriching it.
outcomes.  The teacher invites use of wait time.  Students invite comments
 All discussion is between students to respond  Discussions enable students to from their classmates
teacher and students; directly to one another’s talk to one another, without during a discussion.
students are not invited ideas, but few students continual mediation by the
to speak directly to one respond. teacher.
another.  The teacher calls on  The teacher calls on all
 The teacher only calls on many students, but only students, even those who don’t
students who have their a small number actually initially volunteer.
hands up. participate in the  All students actively engage in
discussion. the discussion.

Component 3c. Engaging Students in Learning: Learning activities that enable students to be intellectually active in
exploring important and challenging content and engage in high-level thinking.
Elements:
 Activities and assignments
 Grouping of students
 Instructional materials and resources
 Structure and pacing
The learning activities, The various elements of the The various elements of the The various elements of the lesson are
materials, resources, lesson are partially aligned with lesson are well-aligned with the well-aligned with the instructional
instructional groups, and the instructional outcomes, with instructional outcomes, are outcomes and individual needs of the
technology are poorly aligned minimal consideration of the suitable to the students’ learners. The lesson is entirely suitable to
with the instructional students’ development stage. development, and facilitate the students’ development, and facilitates
outcomes, are unsuitable to Instruction does not facilitate students in constructing all students in constructing knowledge.
the students’ developmental students constructing knowledge. Learning activities, Learning activities, materials, resources,
stage, or do not require knowledge, allowing some materials, resources, technology, and instructional grouping are
students to think. The lesson students to be passive or technology, and instructional complementary, resulting in active
has no clearly defined compliant. Learning activities, grouping are complementary, intellectual engagement by each student
structure, or the pace of the materials, resources, resulting in active intellectual in important and challenging content. The
lesson is too slow or rushed. technology, and instructional engagement by groups of lesson has a clearly defined structure, and
Few students are intellectually grouping only partially engage students with important and the pacing of the lesson provides students
engaged. students with the content. The challenging content. The the time needed to intellectually engage
lesson has a recognized lesson has a clearly defined with and reflect upon their learning, and to
structure; however the pacing of structure, and the pacing of the consolidate their understanding. Students
the lesson may not provide lesson is appropriate, providing have choice in how they complete tasks
students the time needed to most students the time needed and may serve as resources for one
intellectually engage with their to intellectually engage with another.
learning. their learning.
 Learning tasks require only  Learning tasks are a mix of  Most learning tasks demand In addition to the characteristics of
recall or have a single those requiring thinking and higher-order thinking “proficient,”
correct response or recall.  Learning tasks have multiple
method.  Students have no choice in correct responses or  Students have choice in how they
 The materials used ask how they complete tasks. approaches. complete tasks.
students only to perform  The instructional groups  There is a productive mix of  Students modify a learning task to
rote tasks. partially serve the different types of groupings, make it more meaningful or relevant to
 Only one type of instructional purpose. suitable to the lesson their needs.
instructional group is used  The materials and resources objectives.  Students suggest modifications to the
(whole group, small groups) are partially aligned to the  Materials and resources grouping patterns used.
when variety would better lesson objectives, only some support the learning goals  Students suggest modifications or
serve the instructional of them requiring student and students’ cultures. additions to the materials being used.
purpose. thinking.  The lesson has a clear  Students have an opportunity for
 Instructional materials used  There is a discernible structure. reflection and closure on the lesson.
are unsuitable to the lesson structure to the lesson, but  Most students are  All students are highly engaged in the
and/or the students. it’s not completely intellectually engaged in the lesson.
 The materials used clash successful. lesson.
with students’ cultures.  Some students are
 Few students are engaged intellectually engaged in the
in the lesson. lesson.

Component 3d. Using Assessment in Instruction: Use of formative assessment for teachers to keep their fingers on the
pulse of a lesson, monitor student understanding, and, where appropriate, engage students in self-assessment and monitoring
of learning.
Elements:
 Assessment criteria
 Monitoring of student learning
 Feedback to students
 Student self-assessment and monitoring of progress
Assessment or monitoring of Assessment is Assessment is regularly used Assessment is fully integrated into
student learning is absent or occasionally used to during instruction, through the instruction, through student
minimal. Feedback is support instruction, monitoring of progress of involvement in establishing the
absent or of poor quality. through some monitoring learning by teacher and/or assessment criteria. Students self-
There is no attempt to adjust of progress of learning students, resulting in assess and monitor their progress.
the lesson as a result of by teacher and/or accurate, specific feedback A variety of feedback, from both the
assessment. Students are students. Feedback to that advances learning. teacher and peers, is accurate,
not aware of the assessment students is inaccurate or Students are aware of the specific, and advances learning.
criteria and do not engage in unspecific, and students assessment criteria. Students are aware of and may
self-assessment. are only partially aware Questions/Prompts/ contribute to the assessment
of the assessment Assessments are used to criteria. Questions/Prompts/
criteria used to evaluate diagnose evidence of Assessments are used regularly to
their work. Questions/ learning, and adjustment to diagnose evidence of learning, and
Prompts/Assessments instruction is made to address instruction is adjusted and
are not used to diagnose student misunderstandings. differentiated to address individual
evidence of learning. student misunderstandings.
 The teacher gives no  The teacher requests  The teacher monitors In addition to the characteristics of
indication of what high- global indications of student learning through a “proficient,”
quality work looks like. student understanding. variety of means, including
 Assessment is used only  Feedback to students using specifically formulated  There is evidence that students
for grading. is not uniformly questions to elicit evidence have helped establish evaluation
 The teacher makes no specific, not oriented of student understanding, criteria.
effort to determine whether toward future for at least groups of  Teacher monitoring of student
students understand the improvement of work. students. understanding is sophisticated
lesson.  The teacher makes  Feedback includes specific and continuous: the teacher is
 Feedback is only global. only minor attempts to and timely guidance on how constantly “taking the pulse” of
 The teacher does not ask engage students in students can improve their the class.
students to evaluate their self- or peer- performance.  The teacher makes frequent use
own or classmates’ work. assessment.  The teacher elicits evidence of strategies to elicit information
of individual student about individual student
understanding once during understanding.
the lesson.  Feedback to students is obtained
 Students are invited to from many sources, including
assess their own work and other students.
make improvements.  Students monitor their own
understanding, either on their own
initiative or as a result of tasks set
by the teacher.

Component 3e. Demonstrating Flexibility and Responsiveness: Awareness and use of teachable moments to make minor
and major adjustments to a lesson, and to incorporate student interests and questions into classroom activities.
Elements:
 Lesson adjustment
 Response to students
 Persistence
The teacher adheres to the The teacher attempts to The teacher promotes the The teacher seizes an
instruction plan in spite of modify the lesson when successful learning of all opportunity to enhance
evidence of poor student needed and to respond to students, making minor learning, building on a
understanding or students’ lack student questions and adjustments as needed to spontaneous event or student
of interest. The teacher interests, with moderate instruction plans and interests, or successfully
ignores student questions; success. The teacher accommodating student makes a major adjustment to a
when students experience accepts responsibility for questions, needs, and lesson when needed. Teacher
difficulty, the teacher blames student success, but has interests. The teacher persists persists in seeking effective
the students or their home only a limited repertoire of in seeking approaches for approaches for students who
environment. strategies to draw upon. students who have difficulty need help, using an extensive
learning, drawing on a broad repertoire of instructional
repertoire of strategies. strategies and soliciting
additional resources from the
school or community.
 The teacher ignores  The teacher’s efforts to  The teacher successfully In addition to the
indications of student modify the lesson are makes a minor modification characteristics of “proficient,”
boredom or lack of only partially successful. to the lesson.
understanding.  The teacher makes  The teacher incorporates  The teacher successfully
 The teacher brushes aside perfunctory attempts to students’ interests and executes a major lesson
student questions. incorporate student questions into the heart of readjustment when needed.
 The teacher makes no questions and interests the lesson.  The teacher seizes on a
attempt to incorporate student into the lesson.  The teacher conveys to teachable moment to
interests into the lesson.  The teacher conveys to students that s/he has other enhance a lesson.
 The teacher conveys to students a level of approaches to try when the  The teacher conveys to
students that when they have responsibility for their students experience students that s/he won’t
difficulty learning, it is their learning, but uncertainty difficulty. consider a lesson “finished”
fault. as to how to assist them.  In reflecting on practice, the until every student
 In reflecting on practice, the  In reflecting on practice, teacher cites multiple understands, and that s/he
teacher does not indicate that the teacher indicates the approaches undertaken to has a broad range of
it is important to reach all desire to reach all reach students having approaches to use.
students. students, but does not difficulty.  In reflecting on practice, the
suggest strategies to do teacher can cite others in the
so. school and beyond who s/he
has contacted for assistance
in reaching some students.


Domain 4: Professional Responsibilities
Component 4a. Reflecting on Teaching
Elements:
 Accuracy
 Use in future teaching
Evidence:
The teacher does not The teacher provides a partially The teacher provides an The teacher’s reflection on
accurately assess the accurate and objective accurate and objective the lesson is thoughtful and
effectiveness of the lesson description of the lesson but description of the lesson, accurate, citing specific
and has no ideas about how does not cite specific evidence. citing specific evidence. evidence. The teacher draws
the lesson could be improved. The teacher makes only general The teacher makes some on an extensive repertoire to
suggestions as to how the specific suggestions as to suggest alternative strategies
lesson might be improved. how the lesson might be and predicts the likely
improved. success of each.
Component 4b. Maintaining Accurate Records

Elements:
 Student completion of assignments
 Student progress in learning
 Non-instructional records
Evidence:
The teacher’s systems for The teacher’s systems for The teacher’s systems for The teacher’s systems for
maintaining both maintaining both instructional maintaining both maintaining both instructional
instructional and and noninstructional records instructional and and noninstructional records
noninstructional records are are rudimentary and only noninstructional records are accurate, efficient, and
either nonexistent or in partially effective. are accurate, efficient, and effective, and students
disarray, resulting in errors effective. contribute to its maintenance.
and confusion.
Copyright 2007 ASCD. All Rights Reserved. Digitized in iObservation.

Component 4c. Communicating with Families
Elements:
 Information about the instructional program
 Information about individual students
 Engagement of families in the instructional program
Evidence:
The teacher’s communication The teacher adheres to school The teacher communicates The teacher’s
with families about the procedures for communicating frequently with families and communication with families
instructional program or about with families and makes successfully engages them is frequent and sensitive to
individual students is sporadic modest attempts to engage in the instructional program. cultural traditions; students
or culturally inappropriate. The families in the instructional Information to families about participate in the
teacher makes no attempt to program. But communications individual students is communication. The
engage families in the are not always appropriate to conveyed in a culturally teacher successfully
instructional program. the cultures of those families. appropriate manner. engages families in the
instructional program, as
appropriate.
Component 4d. Participating in a Professional Learning Community

Elements:
 Relationship with colleagues
 Involvement in a culture of professional inquiry
 Service to the school
 Participation in school and district projects
Evidence:
The teacher avoids The teacher becomes The teacher participates The teacher makes a
participating in a professional involved in the professional actively in the professional substantial contribution to the
community or in school and community and in school and community and in school professional community and
district events and projects; district events and projects and district events and to school and district events
relationships with colleagues when specifically asked; projects, and maintains and projects, and assumes a
are negative or self serving. relationships with colleagues positive and productive leadership role among the
are cordial. relationships with faculty.
colleagues.

Component 4e. Growing and Developing Professionally
Elements:
 Enhancement of content knowledge and pedagogical skill
 Receptivity to feedback from colleagues
 Service to the profession
Evidence:
The teacher does not The teacher participates in The teacher seeks out The teacher actively pursues
participate in professional professional development opportunities for professional professional development
development activities and activities that are development based on an opportunities and initiates
makes no effort to share convenient or are required, individual assessment of activities to contribute to the
knowledge with colleagues. and makes limited need and actively shares profession. In addition, the
The teacher is resistant to contributions to the expertise with others. The teacher seeks feedback from
feedback from supervisors or profession. The teacher teacher welcomes feedback supervisors and colleagues.
colleagues. accepts, with some from supervisors and
reluctance, feedback from colleagues.
supervisors and
colleagues.
Component 4f. Showing Professionalism

Elements:
 Integrity and ethical conduct
 Service to students
 Advocacy
 Decision making
 Compliance with school and district regulations
Evidence:
The teacher has little sense of The teacher is honest and The teacher displays a high The teacher is proactive and
ethics and professionalism well intentioned in serving level of ethics and assumes a leadership role in
and contributes to practices students and contributing to professionalism in dealings making sure that school
that are self-serving or decisions in the school, but with both students and practices and procedures
harmful to students. The the teacher’s attempts to colleagues and complies fully ensure that all students,
teacher fails to comply with serve students are limited. and voluntarily with school particularly those traditionally
school and district regulations The teacher complies and district regulations. underserved, are honored in
and timelines. minimally with school and the school. The teacher
district regulations, doing displays the highest standards
just enough to get by. of ethical conduct and takes a
leadership role in seeing that
colleagues comply with school
and district.



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Danielson’s Framework for Teaching

Component 1b. Demonstrating Knowledge of Students

Copyright 2007, ASCD. All Rights Reserved. Digitized in iObservation.

Component 1d. Demonstrating Knowledge of Resources

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Component 1f. Designing Student Assessments

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Domain 1 - Areas for Improvement:

Signature of Teacher _________________________________________________

Signature of Administrator _________________________________________________

Copyright 2007, ASCD. All Rights Reserved. Digitized in iObservation.

Domain 2: Classroom Environment

Copyright 2007, ASCD. All Rights Reserved. Digitized in iObservation.

Copyright 2007, ASCD. All Rights Reserved. Digitized in iObservation.

Copyright 2007, ASCD. All Rights Reserved. Digitized in iObservation.

Copyright 2007, ASCD. All Rights Reserved. Digitized in iObservation.

Copyright 2007, ASCD. All Rights Reserved. Digitized in iObservation.

Domain 2 - Areas for Improvement:

Signature of Teacher _________________________________________________

Signature of Administrator _________________________________________________

Copyright 2007, ASCD. All Rights Reserved. Digitized in iObservation.

Copyright 2007, ASCD. All Rights Reserved. Digitized in iObservation.

Copyright 2007, ASCD. All Rights Reserved. Digitized in iObservation.

Copyright 2007, ASCD. All Rights Reserved. Digitized in iObservation.

Teacher and Student Evidence Collected in the Classroom:

Copyright 2007, ASCD. All Rights Reserved. Digitized in iObservation.

Copyright 2007, ASCD. All Rights Reserved. Digitized in iObservation.

Domain 3 - Areas for Improvement:

Signature of Teacher _________________________________________________

Signature of Administrator _________________________________________________

Copyright 2007, ASCD. All Rights Reserved. Digitized in iObservation.

Component 4b. Maintaining Accurate Records

Copyright 2007 ASCD. All Rights Reserved. Digitized in iObservation.

Component 4d. Participating in a Professional Learning Community

Copyright 2007 ASCD. All Rights Reserved. Digitized in iObservation.

Component 4f. Showing Professionalism

Copyright 2007 ASCD. All Rights Reserved. Digitized in iObservation.

Domain 4 - Areas for Improvement:

Signature of Teacher _________________________________________________

Signature of Administrator _________________________________________________

Copyright 2007 ASCD. All Rights Reserved. Digitized in iObservation.

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