Frameworks Domain 4

Component

Reflecting on Teaching

Teacher's reflection on the lesson is highly accurate and perceptive, citing specific examples. Teacher draws on an extensive repertoire to suggest alternative strategies.

Teacher reflects accurately on the lesson, citing general characteristics and makes some specific suggestions about how it might be improved.

Teacher's reflection on the lesson is generally accurate, and teacher makes global suggestions as to how it might be improved.

Teacher does not reflect accurately on the lesson or propose ideas as to how it might be improved.

Element

Accuracy

• teacher makes a thoughtful and accurate assessment of a lesson's effectiveness and the extent to which it achieved its goals

• teacher makes an accurate assessment of a lesson's effectiveness and the extent to which it achieved its goals

• teacher has generally inaccurate impression of a lesson's effectiveness and the extent to which instruction goals were met

• teacher does not know if a lesson was effective or achieved its goals, or profoundly misjudges the success of a lesson

Use in Future Teaching

• drawing on an extensive repertoire of skills, the teacher offers specific

• teacher makes a few specific suggestions of what he may try another time

• teacher makes general suggestions about how a lesson may be improved

• teacher has no suggestions for how a lesson may be improved another time

Component

Maintaining Accurate Records

Teacher's system for maintaining accurate records is efficient and effective, and students contribute to its maintenance.

Teacher's system for maintaining accurate records is efficient and effective.

Teacher's system for maintaining accurate records is rudimentary and only partially effective.

Teacher has no system for maintaining accurate records, resulting in errors and confusion.

Element

Student Completion of Assignments

• teacher's system for maintaining information on student completion is fully effective
• students participate in the maintenance of records

• 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 rudimentary and only partially effective

• teacher's system for maintaining information on student completion of assignments is in disarray

Student Progress in Learning

• teacher's system for maintaining information on student progress in learning is fully effective
• students contribute information and interpretation of the records

• 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 rudimentary and partially effective

• teacher has no system for maintaining information on student progress in learning, or the system is in disarray

Noninstructional Records

• teacher's system for maintaining information on noninstructional activities is highly effective
• students contribute to its maintenance

• teacher's system for maintaining information on noninstructional activities is fully effective

• teacher's system for maintaining information on noninstructional activities are adequate, but they require frequent monitoring to avoid error

• teacher's system for maintaining information on noninstructional activities are in disarray, resulting in errors and confusion

Component

Communicating with Families

Teacher communicates frequently and sensitively with families and successfully engages them in the instruction program; students participate in communicating with families.

Teacher communicates frequently with families and successfully engages them in the instruction program.

Teacher complies with school procedures for communicating with families and makes an effort to engage families in the instruction program.

Teacher provides little or no information to families and makes no attempt to engage them in the instruction program.

Element

Information about the Instructional Program

• teacher provides frequent information to parents, as appropriate, about the instructional program
• students participate in preparing materials for their families

• teacher provides frequent information to parents, as appropriate, about the instructional program

• teacher participates in the school's activities for parent communication but offers little additional information

• teacher provides little information about the instructional program to families

Information about Individual Students

• teacher provides information to parents frequently on both positive and negative aspects of student progress
• response to parent concerns is handled with great sensitivity

• teacher communicates with parents about students' progress on a regular basis and is available as needed to respond to parent concerns

• teacher adheres to the school's required procedures for communicating to parents. responses to parent concerns are minimal

• teacher provides minimal information to parents and does not respond or responds insensitively to parent concerns about students

Engagement of Families in the Instructional Program

• 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

• teacher's efforts to engage families in the instructional program are frequent and successful

• teacher makes modest and inconsistently successful attempts to engage families in the instructional program

• teacher makes no attempt to engage families in the instructional program, or such attempts are inappropriate

Component

Contributing to the School and District

Teacher makes a substantial contribution to school and district events and projects, assuming leadership with colleagues.

Teacher participates actively in school and district projects, and maintains positive relationships with colleagues.

Teachers' relationships with colleagues are cordial, and teacher participates in school and district events and projects when specifically requested.

Teacher's relationships with colleagues are negative or self-serving, and teacher avoids being involved in school and district projects.

Element

Relationships with Colleagues

• support and cooperation characterize relationships with colleagues
• teacher takes initiative in assuming leadership among the faculty

• support and cooperation characterize relationships with colleagues

• teacher maintains cordial relationships with colleagues to fulfill the duties that the school or district requires

• teacher's relationships with colleagues are negative or self-serving

Service to the School

• teacher volunteers to participate in school events, making a substantial contribution, and assumes a leadership role in at least some aspect of school life

• teacher volunteers to participate in school events, making a substantial contribution

• teacher participates in school events when specifically asked

• teacher avoids becoming involved in school events

Participation in School and District Projects

• teacher volunteers to participate in school and district projects, making a substantial contribution, and assumes a leadership role in a major school or district program

• teacher volunteers to participate in school and district projects, making a substantial contribution

• teacher participates in school and district projects when specifically asked

• teacher avoids becoming involved in school and district projects

Component

Growing and Developing Professionally

Teacher makes a substantial contribution to the profession through such activities as action research and mentoring new teachers, and actively pursues professional development.

Teacher participates actively in professional development activities and contributes to the profession.

Teacher's participation in professional development activities is limited to those that are convenient.

Teacher does not participate in professional development activities, even when such activities are clearly needed for the development of teaching skills.

Element

Enhancement of Content Knowledge and Pedagogical Skill

• teacher seeks out opportunities for professional development and makes a systematic attempt to conduct action research in his classroom

• teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill

• teacher participates in professional activities to a limited extent when they are convenient

• teacher engages in no professional development activities to enhance knowledge or skill

Service to the Profession

• teacher initiates important activities to contribute to the profession, such as mentoring new teachers, writing articles for publication, and making presentations

• teacher participates actively in assisting other educators

• teacher finds limited ways to contribute to the profession

• teacher makes no effort to share knowledge with others or to assume professional responsibilities

Component

Showing Professionalism

Teacher assumes a leadership position in ensuring that school practices and procedures ensure that all students, particularly those traditionally underserved, are honored in the school.

Teacher makes genuine and successful efforts to ensure that all students are well served by the school.

Teacher's attempts to serve students based on the best information are genuine but inconsistent.

Teacher's sense of professionalism is low, and teacher contributes to practices that are self-serving or harmful to students.

Element

Services to Students

• teacher is highly proactive in serving students, seeking out resources when necessary

• teacher is moderately active in serving students

• teacher's attempts to serve students are inconsistent

• teacher is not alert to students' needs

Advocacy

• teacher makes a particular effort to challenge negative attitudes and helps ensure that all students, particularly those traditionally undeserved, are honored in the school

• teacher works within the context of a particular team or department to ensure that all students receive a fail opportunity to succeed

• teacher does not knowingly contribute to some students being ill served by the school

• teacher contributes to school practices that result in some students being ill served by the school

Decision Making

• teacher takes a leadership role in team or department decision making and helps ensure that such decisions are based on the highest professional standards

• teacher maintains an open mind and participates in team or departmental decision making

• teacher's decisions are based on limited though genuinely professional considerations

• teacher makes decisions based on self-serving interests