| DANIELSON'S FRAMEWORK FOR TEACHING |
| DOMAIN 1: PLANNING AND PREPARATION |
| Component 1a: Demonstrating Knowledge of Content and Pedagogy |
| Knowledge of content * Knowledge of prerequisite relationships
* Knowledge of content-related pedagogy |
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LEVEL OF
PERFORMANCE |
| ELEMENT |
UNSATISFACTORY |
BASIC |
PROFICIENT |
DISTINGUISHED |
| Knowledge
of Content |
Teacher makes
content errors or does not correct content errors students make. |
Teacher
displays basic content knowledge but cannot articulate connections with other
parts of the discipline or with other disciplines. |
Teacher
displays solid content knowledge and makes connections between the content
and other parts of the discipline and other disciplines. |
Teacher
displays extensive content knowledge, with evidence of continuing pursuit of
such knowledge. |
| Knowledge
of Prerequisite Relationships |
Teacher displays
little understanding of prerequisite knowledge important for student learning
of the content. |
Teacher
indicates some awareness of prerequisite learning, although such knowledge
may be incomplete or inaccurate. |
Teacher's
plans and practices reflect understanding of prerequisite relationships among
topics and concepts. |
Teacher
actively builds on knowledge of prerequisite relationships when describing
instruction or seeking causes for student misunderstanding. |
| Knowledge of Content-Related Pedagogy |
Teacher displays
little understanding of pedagogical issues involved in student learning of
the content. |
Teacher
displays basic pedagogical knowledge but does not anticipate student
misconceptions. |
Pedagogical
practices reflect current research on best pedagogical practice within the
discipline but without anticipating student misconceptions. |
Teacher
displays continuing search for best practice and anticipates student
misconceptions. |
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| Component 1b: Demonstrating Knowledge of Students |
| Knowledge of characteristics (intellectual,
social and emotional) of age group * Knowledge of students' varied approaches
to learning * Knowledge of students' skills & knowledge * Knowledge of
students' interests and cultural heritage |
| ELEMENT |
UNSATISFACTORY |
BASIC |
PROFICIENT |
DISTINGUISHED |
| Knowledge
of Characteristics of Age Group |
Teacher
displays minimal knowledge of developmental characteristics of age group. |
Teacher
displays generally accurate knowledge of developmental characteristics of age
group. |
Teacher
displays generally thorough understanding of typical developmental
characteristics of age group as well as exceptions to general patterns. |
Teacher
displays knowledge of typical developmental characteristics of age group,
exceptions to the patterns and the extent to which each student follows the
patterns. |
| Knowledge
of Students' Varied Approaches to Learning |
Teacher is
unfamiliar with the different approaches to learning that students exhibit
such as learning styles, modalities, and different "intelligences." |
Teacher
displays general understanding of the different approaches to learning that
students exhibit. |
Teacher
displays solid understanding of the different approaches to learning that
different students exhibit. |
Teacher
uses, where appropriate, knowledge of students' varied approaches to learning
in instructional planning. |
| Knowledge
of Students' Skills and Knowledge |
Teacher displays
little knowledge of students' skills and knowledge and does not indicate that
such knowledge is valuable. |
Teacher
recognizes the value of understanding students' skills and knowledge but
displays this knowledge for the class only as a whole. |
Teacher
displays knowledge of students' skills and knowledge for groups of students
and recognizes the value of this knowledge. |
Teacher
displays knowledge of students' skills and knowledge for each student,
including those with special needs. |
| Knowledge
of Students' Interests and Cultural Heritage |
Teacher displays
little knowledge of students' interests or cultural heritage and does not
indicate that such knowledge is valuable. |
Teacher
recognizes the value of understanding students' interests or cultural
heritage only for the class as a whole, but displays this knowledge and does
not indicate that such knowledge is valuable. |
Teacher
displays knowledge of students'
interests and cultural heritage of groups of students and recognizes
the value of this knowledge. |
Teacher
displays knowledge of the interests and cultural heritage of each student. |
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Danielson's rubric, page 1 |
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| DOMAIN 1: PLANNING AND PREPARATION |
| Component 1c: Selecting Instructional Goals |
| Goals represent high expectations for students;
and reflect important learning & conceptual understanding, curriculum
standards, and frameworks * Goals are clearly stated as student learning and
permit sound assessment * Goals reflect needs of all students in a class *
Goals represent opportunities for different types of learning -- for example,
thinking as well as knowledge -- and coordination or integration within or
across disciplines |
| ELEMENT |
UNSATISFACTORY |
BASIC |
PROFICIENT |
DISTINGUISHED |
| Value |
Goals are not
valuable and represent low expectations or no conceptual understanding for
students. Goals do not reflect important learning. |
Goals are
moderately valuable in either their expectations or conceptual understanding
for students and in importance of learning. |
Goals are
valuable in their level of expectations, conceptual understanding, and
importance of learning. |
Not only are the
goals are valuable, but teacher can also clearly articulate how goals
establish high expectations and relate to curriculum frameworks and
standards. |
| Clarity |
Goals are either
not clear or are stated as student activities. Goals do not permit viable
methods of assessment. |
Goals are
moderately clear or include a combination of goals and activities. Some goals
do not permit viable methods of assessment. |
Most of the
goals are clear but may include a few activities. Most permit viable methods
of assessment. |
All of the goals
are clear, written in the form of student learning, and permit viable methods
of assessment. |
| Suitability
for Diverse Students |
Goals are not
suitable for the class. |
Most of the
goals are suitable for most students in the class. |
All of the goals
are suitable for most students in the class. |
Goals take into
account the varying learning needs of individual students or groups. |
| Balance |
Goals reflect
only one type of learning and one discipline or strand. |
Goals reflect
several types of learning but no effort at coordination or integration. |
Goals reflect
several different types of learning and opportunities for integration |
Goals reflect
student initiative in establishing important learning, |
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| Component 1d: Demonstrating Knowledge of Resources |
| Resources for teaching * Resources for students |
| ELEMENT |
UNSATISFACTORY |
BASIC |
PROFICIENT |
DISTINGUISHED |
| Resources
for Teaching |
Teacher is
unaware of resources available through the school or district. |
Teacher displays
limited awareness of resources available through the school or district. |
Teacher is fully
aware of resources available through the school or district. |
In addition to
being aware of school and district resources, teacher actively seeks other
materials to enhance instruction, for example from professional organizations
or through the community. |
| Resources
for Students |
Teacher is
unaware of resources available to assist students who need them. |
Teacher displays
limited awareness of resources available through the school or district. |
Teacher is fully
aware of all resources available through the school or district and knows how
to gain access for students. |
In addition to
being aware of school and district resources, teacher is aware of additional
resources available through the community. |
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Danielson's rubric, page 2 |
| DOMAIN 1: PLANNING AND PREPARATION |
| Component 1e: Designing Coherent Instruction |
| Learning activities * Instructional materials and
resources * Instructional groups * Lesson and unit structure |
| ELEMENT |
UNSATISFACTORY |
BASIC |
PROFICIENT |
DISTINGUISHED |
| Learning
activities |
Learning
activities are not suitable to students or instructional goals. They do not
follow an organized progression and do not reflect recent professional
research. |
Only some of the
learning activities are suitable to students or instructional goals.
Progression of activities in the unit is uneven, and only some activities
reflect recent professional research. |
Most of the
learning activities are suitable to students and instructional goals.
Progression of activities in the unit is fairly uneven, and most activities reflect recent
professional research. |
Learning
activities are highly relevant to students and instructional goals. They
progress coherently, producing a unified whole and reflecting recent
professional research. |
| Instructional
Materials and Resources |
Materials and
resources do not support the instructional goals or engage students in
meaningful learning. |
Some of the
materials and resources do not support the instructional goals, and some
engage students in meaningful learning. |
All materials
and resources support the instructional goals, and most engage students in
meaningful learning. |
All materials
and resources support the instructional goals, and most engage students in
meaningful learning. There is evidence of student participation in selecting
or adapting materials. |
| Instructional
Groups |
Instructional
groups do not support the instructional goals and offer no variety. |
Instructional
groups are inconsistent in suitability
to the instructional goals and offer minimal variety. |
Instructional
groups are varied and appropriate to the different instructional goals. |
Instructional
groups are varied, as appropriate to the different instructional goals. There
is evidence of student choice in selecting different patterns of
instructional groups. |
| Lesson
and Unit Structure |
The lesson or
unit has no clearly defined structure, or the structure is chaotic. Time
allocations are unrealistic. |
The lesson or
unit has a recognizable structure, although the structure is not uniformly
maintained throughout. Most time allocations are reasonable. |
The lesson or
unit has a clearly defined structure that activities are organized around.
Time allocations are reasonable. |
The lesson's or
unit's structure is clear and allows for different pathways according to
student needs. |
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| Component 1f: Assessing Student Learning |
| Congruence with instructional goals * Criteria and
standards * Use for planning |
| ELEMENT |
UNSATISFACTORY |
BASIC |
PROFICIENT |
DISTINGUISHED |
| Congruence
with instructional goals |
Content and
methods of assessment lack congruence with instructional goals. |
Some of the
instructional goals are assessed through the proposed approach, but many are
not. |
All of the
instructional goals are assessed through the proposed plan, but the approach
is more suitable to some goals than others.. |
The proposed
approach to assessment is completely congruent with the instructional goals,
both in content and process. |
| Criteria
and Standards |
The proposed
approach contains no clear criteria or standards |
Assessment
criteria and standards have been developed, but they are either not clear or
have not been clearly communicated to students. |
Assessment
criteria and standards are clear and have been clearly communicated to
students. |
Assessment
criteria and standards are clear and have been clearly communicated to
students. There is evidence that students contributed to the development of
the criteria and standards. |
| Use for
Planning |
The assessment
results affect planning for theses students only minimally. |
Teacher uses
assessment results to plan for the class as a whole. |
Teacher uses
assessment results to plan for individuals and groups of students. |
Students are
aware of how they are meeting the established standards and participate in
planning the next steps. |
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Danielson's rubric, page 3 |
| DOMAIN 2: THE CLASSROOM ENVIRONMENT |
| Component 2a: Creating an Environment of Respect and Rapport |
| Teacher interactions with students * Student interaction |
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LEVEL OF
PERFORMANCE |
| ELEMENT |
UNSATISFACTORY |
BASIC |
PROFICIENT |
DISTINGUISHED |
| Teacher
Interaction with Students |
Teacher
interaction with at least some students is negative, demeaning, sarcastic, or
inappropriate to their age or culture of the students. Students exhibit
disrespect for teacher. |
Teacher-student
interactions are generally appropriate, but may reflect occasional
inconsistencies, favoritism, or disregard for students' culture. Students
exhibit only minimal respect for teacher. |
Teacher-student
interactions are friendly and demonstrate general warmth, caring, and
respect., Such interactions are appropriate to developmental and cultural
norms. Students exhibit respect for teacher. |
Teacher
demonstrates genuine caring and respect for individual students. Student
exhibit respect for teacher as an individual, beyond that for the role. |
| Student
Interactions |
Student
interactions are characterized by conflict, sarcasm, or put-downs. |
Students
do not demonstrate negative behavior toward one another., |
Student
interactions are generally polite and respectful. |
Students
demonstrate genuine caring for one another as individuals and as students. |
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| Component 2b: Establishing a Culture for Learning |
| Importance of the content * Student pride in work
* Expectations for learning and achievement |
| ELEMENT |
UNSATISFACTORY |
BASIC |
PROFICIENT |
DISTINGUISHED |
| Importance
of the Content |
Teacher or
students convey a negative attitude toward the content, suggesting that the
content is not important or is mandated by others. |
Teacher
communicates importance of the work but with little convictions and only
minimal apparent buy-in by the students. |
Teacher conveys
genuine enthusiasm for the subject, and students demonstrate consistent
commitment to its value. |
Students
demonstrate through their active participation, curiosity, and attention to
detail that they value the content's importance. |
| Student
Pride in Work |
Students
demonstrate little or no pride in their work. They seem to be motivated by
the desire to complete a task rather than do high-quality work. |
Students
minimally accept the responsibility to "do good work" but invest
little of their energy in the quality of their work. |
Students accept
teacher insistence on work of high quality and demonstrate pride in that
work. |
Students take
obvious pride in their work and initiate improvements in it, for example, by
revising drafts in their own initiative, helping peers, and ensuring that
high-quality work is displayed. |
| Expectations
for Learning and Achievement |
Instructional
goals and activities, interactions, and the classroom environment convey only
modest expectations for student achievement. |
Instructional
goals and activities, interactions, and the classroom environment convey
inconsistent expectations for student achievement. |
Instructional
goals and activities, interactions, and the classroom environment convey high
expectations for student achievement. |
Both students
and teacher establish and maintain through planning of learning activities,
interactions, and the classroom environment conveys high expectations for the
learning of all students. |
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Danielson's rubric, page 4 |
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| DOMAIN 2: THE CLASSROOM ENVIRONMENT |
| Component 2c: Managing Classroom Procedure |
| Management of instructional groups * Management
of transitions * Management of materials and supplies * Performance of
noninstructional duties * Supervision of volunteers and paraprofessionals |
| ELEMENT |
UNSATISFACTORY |
BASIC |
PROFICIENT |
DISTINGUISHED |
| Management
of Instructional Groups |
Teacher or
students convey a negative attitude toward the content, suggesting that the
content is not important or is mandated by others. |
Teacher
communicates importance of the work but with little convictions and only
minimal apparent buy-in by the students. |
Teacher conveys
genuine enthusiasm for the subject, and students demonstrate consistent
commitment to its value. |
Students
demonstrate through their active participation, curiosity, and attention to
detail that they value the content's importance. |
| Management
of Transitions |
Students
demonstrate little or no pride in their work. They seem to be motivated by
the desire to complete a task rather than do high-quality work. |
Students
minimally accept the responsibility to "do good work" but invest
little of their energy in the quality of their work. |
Students accept
teacher insistence on work of high quality and demonstrate pride in that
work. |
Students take
obvious pride in their work and initiate improvements in it, for example, by
revising drafts in their own initiative, helping peers, and ensuring that
high-quality work is displayed. |
| Management
of Materials and Supplies |
Instructional
goals and activities, interactions, and the classroom environment convey only
modest expectations for student achievement. |
Instructional
goals and activities, interactions, and the classroom environment convey
inconsistent expectations for student achievement. |
Instructional
goals and activities, interactions, and the classroom environment convey high
expectations for student achievement. |
Both students
and teacher establish and maintain through planning of learning activities,
interactions, and the classroom environment conveys high expectations for the
learning of all students. |
| Performance
of Non-instructional Duties |
Students demonstrate little or
no pride in their work. They seem to be motivated by the desire to complete a
task rather than do high-quality work. |
Students minimally accept the
responsibility to "do good work" but invest little of their energy
in the quality of their work. |
Students accept teacher
insistence on work of high quality and demonstrate pride in that work. |
Students take obvious pride in
their work and initiate improvements in it, for example, by revising drafts
in their own initiative, helping peers, and ensuring that high-quality work
is displayed. |
| Supervision
of Volunteers and Para-professionals |
Instructional
goals and activities, interactions, and the classroom environment convey only
modest expectations for student achievement. |
Instructional
goals and activities, interactions, and the classroom environment convey
inconsistent expectations for student achievement. |
Instructional
goals and activities, interactions, and the classroom environment convey high
expectations for student achievement. |
Both students
and teacher establish and maintain through planning of learning activities,
interactions, and the classroom environment conveys high expectations for the
learning of all students. |
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| Component 2d: Managing Student Behavior |
| Safety and arrangement of furniture *
Accessibility to learning and use of physical resources |
| Expectations |
No standards of
conduct appear to have been established, or students are confused as to what
the standards are. |
Standards of
conduct appear to have been established for most situations, and most
students seem to understand them. |
standards of
conduct are clear to all students. |
Standards of
conduct are clear to all students and appear to have been developed with
student participation. |
| Monitoring
of Student Behavior |
Student behavior is not
monitored, and teacher is unaware of what students are doing. |
Teacher is generally aware of
student behavior but may miss the activities of some students. |
Teacher is alert to student
behavior at all times. |
Monitoring by teacher is subtle
and preventive. Students monitor their own an their peers' behavior,
correcting one another respectfully. |
| Response
to Student Misbehavior |
Teacher does
not respond to the student's misbehavior, or the response is inconsistent,
overly repressive, or does not respect the student's dignity. |
Teacher
attempts to respond to student misbehavior but with uneven results, or no
serious disruptive behavior occurs. |
Teacher
response to misbehavior is appropriate and successful and respects the
student's dignity, or student behavior is generally appropriate. |
Teacher
response to misbehavior is highly effective and sensitive to students'
individual needs, or student behavior is entirely appropriate. |
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Danielson's rubric, page 5 |
| DOMAIN 2: THE CLASSROOM ENVIRONMENT |
| Component 2e: Organizing Physical Space |
| Safety and arrangement of furniture *
Accessibility to learning and use of physical resources |
| ELEMENT |
UNSATISFACTORY |
BASIC |
PROFICIENT |
DISTINGUISHED |
| Safety
and Arrangement of Furniture |
The classroom is
unsafe, or the furniture arrangement is not suited to the lesson activities,
or both. |
The classroom is
safe, and classroom furniture is adjusted for a lesson, or if necessary, a
lesson, or if necessary, a lesson is adjusted to the furniture, but with
limited effectiveness. |
The classroom is
safe, and the furniture arrangement is a resource for learning activities. |
The classroom is
safe, and students adjust the furniture to advance their own purpose in
learning. |
| Accessibility
to Learning and Use of Physical Resources |
Teacher uses
physical resources poorly, or learning is not accessible to some students. |
Teacher uses
physical resources adequately, and at least essential learning is accessible
to all students. |
Teacher uses
physical resources skillfully, and all learning is equally accessible to all
students. |
Both teacher and
students use physical resources optimally, and students ensure that all
learning is equally accessible to all students. |
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| DOMAIN 3: INSTRUCTION |
| Component 3a: Communicating Clearly and Accurately |
| Directions and procedures * Oral and written
language |
| ELEMENT |
UNSATISFACTORY |
BASIC |
PROFICIENT |
DISTINGUISHED |
| Directions
and Procedures |
Teacher
directions and procedures are confusing to students. |
Teacher
directions and procedures are clarified after initial student confusion or
are excessively detailed. |
Teacher
directions and procedures are clear to students and contain an appropriate
level of detail. |
Teacher
directions and procedures are clear to students and anticipate possible
student misunderstanding. |
| Oral and
Written Language |
Teacher's spoken
language is inaudible, or written language is inaudible, or written language
is illegible. Spoken or written language may contain many grammar and syntax
errors. Vocabulary may be inappropriate, vague, or used incorrectly, leaving
students confused. |
Teacher's spoken
language is audible, and written language is legible. Both are used
correctly. Vocabulary is correct but limited or is not appropriate to
students' ages or backgrounds. |
Teacher's spoken
language and written language is clear and correct. Vocabulary is appropriate
to students' age and interest. |
Teacher's spoken
and written language is correct and expressive, with well-chosen vocabulary
that enriches the lesson. |
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| Component 3b: Using Questioning and Discussion Techniques |
| Quality of questions * Discussion techniques *
Student participation |
| ELEMENT |
UNSATISFACTORY |
BASIC |
PROFICIENT |
DISTINGUISHED |
| Quality
of Questions |
Teacher's
questions are virtually all of poor quality. |
Teacher's
questions are a combination of low and high quality. Only some invite a
response. |
Most of
teacher's questions are of high quality. Adequate time is available for
students to respond. |
Teacher's
questions are of uniformly high quality, with adequate time for students to
respond. Students formulate many questions. |
| Discussion
Techniques |
Interaction
between teacher and students is predominately recitation style, with teacher
mediating all questions and answers. |
Teacher makes
some attempt to engage students in a true discussion with uneven results. |
Classroom
interaction represents true discussion, with teacher stepping, when
appropriate, to the side. |
Students assume
considerable responsibility for the success of the discussion, initiating
topics and making unsolicited contributions. |
| Student
Participation |
Only a few students participate
in the discussion. |
Teacher attempts to engage all
students in the discussion, but with only limited success. |
Teacher successfully engages all
students in the discussion. |
Students themselves ensure that
all voices are heard in the discussion. |
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Danielson's rubric, page 6 |
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| DOMAIN 3: INSTRUCTION |
| Component 3c: Engaging Students in Learning |
| Representation of content * Activities and
assignments * Grouping of students * Instructional materials and resources *
Structure and pacing |
| ELEMENT |
UNSATISFACTORY |
BASIC |
PROFICIENT |
DISTINGUISHED |
| Representation
of Content |
Representation
of content is inappropriate and unclear or uses poor examples and analogies. |
Representation
of content is inconsistent in quality. Some is done skillfully, with good
examples; other portions are difficult to follow. |
Representation
of content is appropriate and links well with students' knowledge and
experiences. |
Representation
of content is appropriate and links well with students' knowledge and
experience. Students contribute to representation of content. |
| Activities
and Assignments |
Activities and
assignments are inappropriate for students in terms of their age or
backgrounds. Students are not engaged mentally. |
Some activities
and assignments are appropriate to students and engage them mentally, but
others do not. |
Most activities
and assignments are appropriate to students.
All students are cognitively engaged in them. |
All students are
cognitively engaged in the activities and assignments in their exploration of
content. Student initiate or adapt activities and projects to enhance
understanding. |
| Grouping
of Students |
Instructional groups are
inappropriate to the students or to the instructional goals. |
Instructional groups are only
partially appropriate to the students or moderately successful in advancing
the instructional goals of a lesson. |
Instructional groups are
productive and fully appropriate to the students or the instructional goals
of a lesson. |
Instructional groups are
productive and fully appropriate to the instructional goals of a lesson.
Students take initiative to influence instructional groups to advance their
understanding. |
| Instructional Materials and Resources |
Instructional
materials and resources are unsuitable to the instructional goals or do not
engage students mentally. |
Instructional
materials and resources are partially suitable to the instructional goals, or
students' level of mental engagement is moderate. |
Instructional
materials and resources are suitable to the instructional goals, and engage
students mentally. |
Instructional
materials and resources are suitable to the instructional goals, and engage
students mentally. Students initiate the choice, adaptation, or creation of
materials to enhance their own purposes. |
| Structure
and Pacing |
The lesson has no clearly
defined structure, or the pacing of the lesson is too slow or rushed, or
both. |
The lesson has a recognizable
structure, although it is not uniformly maintained throughout the lesson.
Pacing of the lesson is inconsistent. |
The lesson has a clearly defined
structure around which the activities are organized. Pacing of the lesson is
consistent. |
The lesson's structure is highly
coherent, allowing for reflection and closure as appropriate. Pacing of the
lesson is appropriate for all students. |
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| Component 3d: Providing Feedback to Students |
| Quality: accurate, substantive, constructive, and
specific * Timeliness |
| ELEMENT |
UNSATISFACTORY |
BASIC |
PROFICIENT |
DISTINGUISHED |
| Quality:
Accurate, Substantive, Constructive, and Specific |
Feedback is
either not provided or is of uniformly poor quality. |
Feedback is
inconsistent in quality. Some elements of high quality are present; others
are not. |
Feedback is
consistently high quality. |
Feedback is
consistently high quality. Provision is made for students to use feedback in
their learning. |
| Timeliness |
Feedback is not
provided in a timely manner. |
Timeliness of
feedback is inconsistent. |
Feedback is
consistently provided in a timely manner. |
Feedback is
consistently provided in a timely manner. Students make prompt use of the
feedback in their learning. |
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Danielson's rubric, page 7 |
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| DOMAIN 3: INSTRUCTION |
| Component 3e: Demonstrating Flexibility and Responsiveness |
| Lesson Adjustment * Response to students *
Persistence |
| ELEMENT |
UNSATISFACTORY |
BASIC |
PROFICIENT |
DISTINGUISHED |
| Lesson
Adjustment |
Teacher adheres
rigidly to an instructional plan, even when a change will clearly improve a
lesson. |
Teacher attempts
to adjust a lesson, with mixed results. |
Teacher makes a
minor adjustment to a lesson, and the adjustment occurs smoothly. |
Teacher
successfully makes a major adjustment to a lesson. |
| Response
to Students |
Teacher ignores
or brushes aside students' questions or interests. |
Teacher attempts
to accommodate students' questions or interests. The effects on the coherence
of a lesson are uneven. |
Teacher
successfully accommodates students' questions or interests. |
Teacher seizes a
major opportunity to enhance learning building on a spontaneous event. |
| Persistence |
When a student has difficulty
learning, the teacher either gives up or blames the student for the student's
lack of success. |
Teacher accepts responsibility
for the success of all students but has only a limited repertoire of
instructional strategies to use. |
Teacher persists in seeking
approaches for students who have difficulty learning, possessing a moderate
repertoire of strategies. |
Teacher persists in seeking
effective approaches for students who need help, using an extensive
repertoire of strategies and soliciting additional resources from the school. |
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| DOMAIN 4: PROFESSIONAL RESPONSIBILITIES |
| Component 4a: Reflecting on Teaching |
| Accuracy * Use in future teaching |
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LEVEL OF
PERFORMANCE |
| ELEMENT |
UNSATISFACTORY |
BASIC |
PROFICIENT |
DISTINGUISHED |
| Accuracy |
Teacher does not
know if a lesson was effective or achieved its goals, or profoundly misjudges
the success of a lesson. |
Teacher
has a generally accurate impression of a lesson's effectiveness and the
extent to which instructional goals were met. |
Teacher
makes an accurate assessment of a lesson's effectiveness and the extent to
which it achieved its goals and can cite general references to support the
judgment. |
Teacher
makes a thoughtful and accurate assessment of a lesson's effectiveness and
the extent to which it achieved its goals, citing many specific examples from
the lesson and weighing the relative strength of each. |
| Use in
Future Teaching |
Teacher has no
suggestions for how a lesson may be improved another time. |
Teacher
makes general suggestions about how a lesson may be improved. |
Teacher
makes a few specific suggestions of what he/she may try another time. |
Drawing
on an extensive repertoire of skills, the teacher offers specific alternative
actions, complete with probable successes of different approaches. |
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Danielson's rubric, page 8 |
| Component 4b: Maintaining Accurate Records |
| Information about the instructional program *
Information about individual students * Engagement of families in the
instructional program |
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LEVEL OF
PERFORMANCE |
| ELEMENT |
UNSATISFACTORY |
BASIC |
PROFICIENT |
DISTINGUISHED |
| Student
Completion of Assignments |
Teacher's system
for maintaining information on student completion of assignments is in
disarray. |
Teacher's system
for maintaining information on student completion of assignments is
rudimentary and only partially effective. |
Teacher's system
for maintaining information on student completion of assignments is fully
effective. |
Teacher's system
for maintaining information on student completion of assignments is fully
effective. Students participate in the maintenance of records. |
| Student
Progress in Learning |
Teacher has no
system for maintaining information on student progress in learning, or the
system is in disarray. |
Teacher's system
for maintaining information on student progress in learning is rudimentary
and partially effective. |
Teacher's system
for maintaining information on student progress in learning is effective. |
Teacher's system
for maintaining information on student progress in learning is fully
effective. Students contribute information and interpretation of the records. |
| Noninstructional
Records |
Teacher's records for
noninstructional activities are in disarray, resulting in errors and
confusion. |
Teacher's records for
noninstructional activities are adequate, but they require frequent
monitoring to avoid error. |
Teacher's system for maintaining
records on noninstructional activities is fully effective. |
Teacher's system for maintaining
records on noninstructional activities is highly effective, and students
contribute to its maintenance. |
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| Component 4c: Communicating with Families |
| Student completion of assignments * Student
progress in learning * Noninstructional records |
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LEVEL OF
PERFORMANCE |
| ELEMENT |
UNSATISFACTORY |
BASIC |
PROFICIENT |
DISTINGUISHED |
| Information
About the Instructional Program |
Teacher provides
little information about the instructional program to families. |
Teacher
participates in the school's activities for parent communication but offers
little additional information. |
Teacher
provides frequent information to parents, as appropriate, about the
instructional program. |
Teacher
provides frequent information to parents, as appropriate, about the
instructional program. Students participate in preparing materials for their
families. |
| Information
About Individual Students |
Teacher provides
minimal information to parents and does not respond or responds insensitively
to parent concerns about students, |
Teacher adheres
to the school's required procedures for communicating to parents. Responses
to parent concerns are minimal. |
Teacher
communicates with parents about students'[ progress on a regular basis and is
available as needed to respond to parent concerns. |
Teacher provides
information to parents on both positive and negative aspects of student
progress. Response to parent concerns is handled with great sensitivity. |
| Engagement
of Families in the Instructional Program |
Teacher makes no attempt to
engage families in the instructional program, or such attempts are
inappropriate. |
Teacher makes modest and
inconsistently successful attempts to engage families in the instructional
program. |
Teacher's efforts to engage
families in the instructional program are frequent and successful. |
Teacher's efforts to engage
families in the instructional program are frequent and successful. Students
contribute ideas for projects that will be enhanced by family participation. |
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Danielson's rubric, page 9 |
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| Component 4d: Contributing to the School and District |
| Relationships with colleagues * Service to the
school * Participation in school and district projects |
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LEVEL OF
PERFORMANCE |
| ELEMENT |
UNSATISFACTORY |
BASIC |
PROFICIENT |
DISTINGUISHED |
| Relationships
with Colleagues |
Teacher's
relationships with colleagues are negative or self-serving. |
Teacher
maintains cordial relationships with colleagues to fulfill the duties that
the school or district requires. |
Support and
cooperation characterize relationships with colleagues. |
Support and
cooperation characterize relationships with colleagues. Teacher takes
initiative in assuming leadership among the faculty. |
| Service
to the School |
Teacher avoids
becoming involved in school events. |
Teacher
participates in school events when specifically asked. |
Teacher
volunteers to participate in school events, making a substantial
contribution. |
Teacher
volunteers to participate in school events, making a substantial
contribution, and assumes a leadership role in at least some aspects of
school life. |
| Participation
in School and District Projects |
Teacher avoids becoming involved
in school and district projects. |
Teacher participates in school
and district projects when
specifically asked. |
Teacher volunteers to
participate in school and district projects, making a substantial
contribution. |
Teacher volunteers to
participate in school and district projects, making a substantial
contribution, and assumes a leadership role in a major school or district
project. |
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| Component 4e: Growing and Developing Professionally |
| Enhancement of content knowledge and pedagogical
skill * Service to the profession |
| ELEMENT |
UNSATISFACTORY |
BASIC |
PROFICIENT |
DISTINGUISHED |
| Enhancement
of Content Knowledge and Pedagogical Skill |
Teacher engages
in no professional development activities to enhance knowledge or skill. |
Teacher
participates in professional activities to a limited extent when they are
convenient. |
Teacher seeks
out opportunities for professional development to enhance knowledge and pedagogical
skill. |
Teacher seeks
out opportunities for professional development and makes a systematic attempt
to conduct action research in her/his classroom. |
| Service
to the Profession |
Teacher makes no
effort to share knowledge with others or to assume professional
responsibilities, |
Teacher finds
limited ways to contribute to the profession. |
Teacher
participates actively in assisting other educators. |
Teacher
initiates important activities to contribute to the profession, such as
mentoring new teachers, writing articles for publication, and making
presentations. |
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| Component 4f: Showing Professionalism |
| Service to students * Advocacy * Decision making |
| ELEMENT |
UNSATISFACTORY |
BASIC |
PROFICIENT |
DISTINGUISHED |
| Service
to Students |
Teacher to not
alert to students' needs. |
Teacher's
attempts to serve students are inconsistent. |
Teacher is
moderately active in serving students. |
Teacher is
highly proactive in serving students, seeking out resources when necessary. |
| Advocacy |
Teacher
contributes to school practices that results in some students being ill
served by the school. |
Teacher does not
knowingly contribute to some students
being ill served by the school. |
Teacher works
within the context of a particular team or department to ensure that all
students receive a fair opportunity to succeed. |
Teacher makes a
particular effort to challenge negative attitudes and helps ensure that all
students, particularly those traditionally underserved, are honored in the
school. |
| Decision
Making |
Teacher makes decisions based on
self-serving interests. |
Teacher's decisions are based on
limited though genuinely professionally considerations. |
Teacher maintains an open mind
and participates in team or departmental decision making. |
Teacher takes a leadership role
in team or departmental decision making and helps ensure that such decisions
are based on the highest professional standards. |
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Danielson's rubric, page 10 |