Rubrics for

Enhancing Professional Practice: a framework for teaching

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

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Enhancing

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DOMAIN 1: PLANNING AND PREPARATIONComponent 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

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Knowledge of contentand the structure of the discipline

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

Teacher is familiar with theimportant concepts in thediscipline but may display lackof awareness of how theseconcepts relate to oneanother.

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

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

Knowledge of prerequisite relationships

Teacher’s plans and practicedisplay little understanding ofprerequisite relationshipsimportant to student learningof the content.

Teacher’s plans and practiceindicate some awareness ofprerequisite relationships,although such knowledge maybe inaccurate or incomplete.

Teacher’s plans and practicereflect accurate understand-ing of prerequisite relation-ships among topics andconcepts.

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

Knowledge of content-related pedagogy

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

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

Teacher’s plans and practicereflect familiarity with a widerange of effective pedagogicalapproaches in the discipline.

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

T H E F R A M E W O R K F O R P R O F E S S I O N A L P R A C T I C E 4 7

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performances, make home visits, or attend events in thecommunity.

A teacher’s knowledge of students varies, of necessity,depending on the teaching assignment. A high school music orphysical education teacher who interacts with 400 students aweek confronts a different challenge than that of the kinder-garten teacher with a class of 19 children. It is only reasonablethat the extent of their knowledge of students is correspond-ingly different. However, even the teacher with 400 studentsinteracts with each one as an individual and can engage inongoing efforts to understand the various factors that shapetheir world.

Demonstration

Teachers demonstrate their knowledge of students in theclassroom orally and in writing. They can describe their stu-dents and what those students bring with them to the class-room. Their knowledge of students is evident in theinstructional plans they create and in their interaction with stu-dents in the classroom. But because a teacher’s knowledge ofstudents is typically far greater than that which is demonstratedin any single unit or lesson plan, it’s desirable for teachers tohave the opportunity to describe this understanding. (SeeFigure 4.2.)

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

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

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

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Knowledge of child andadolescent development

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

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

Teacher displays accurateunderstanding of the typicaldevelopmental characteristicsof the age group, as well asexceptions to the generalpatterns.

In addition to accurateknowledge of the typicaldevelopmental characteristicsof the age group and excep-tions to the general patterns,teacher displays knowledge ofthe extent to which individualstudents follow the generalpatterns.

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5 0 E N H A N C I N G P R O F E S S I O N A L P R A C T I C E : A F R A M E W O R K F O R T E A C H I N G

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

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

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

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Knowledge of thelearning process

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

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

Teacher’s knowledge of howstudents learn is accurate andcurrent.Teacher applies thisknowledge to the class as awhole and to groups ofstudents.

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

Knowledge of students’skills, knowledge, and language proficiency

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

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

Teacher recognizes the valueof understanding students’skills, knowledge, and languageproficiency and displays thisknowledge for groups ofstudents.

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

Knowledge of students’interests and culturalheritage

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

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

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

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

Knowledge of students’special needs

Teacher displays little or nounderstanding of students’special learning or medicalneeds or why such knowledgeis important.

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

Teacher is aware of students’special learning and medicalneeds.

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

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5 4 E N H A N C I N G P R O F E S S I O N A L P R A C T I C E : A F R A M E W O R K F O R T E A C H I N G

DOMAIN 1: PLANNING AND PREPARATIONComponent 1c: Setting Instructional Outcomes

Elements: Value, sequence, and alignment • Clarity • Balance • Suitability for diverse learners

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Value, sequence,and alignment

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

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

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

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

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

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

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

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

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

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

Outcomes reflect severaldifferent types of learningand opportunities forcoordination.

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

Suitability for diverselearners

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

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

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

Outcomes are based on acomprehensive assessment ofstudent learning and take intoaccount the varying needs ofindividual students or groups.

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5 6 E N H A N C I N G P R O F E S S I O N A L P R A C T I C E : A F R A M E W O R K F O R T E A C H I N G

DOMAIN 1: PLANNING AND PREPARATIONComponent 1d: Demonstrating Knowledge of Resources

Elements: Resources for classroom use • Resources to extend content knowledge and pedagogy • Resources for students

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Resources for classroom use

Teacher is unaware ofresources for classroom useavailable through the schoolor district.

Teacher displays awareness ofresources available for class-room use through the schoolor district but no knowledgeof resources available morebroadly.

Teacher displays awareness ofresources available for class-room use through the schoolor district and some familiar-ity with resources externalto the school and on theInternet.

Teacher’s knowledge ofresources for classroom useis extensive, including thoseavailable through the schoolor district, in the community,through professional organiza-tions and universities, and onthe Internet.

Resources to extendcontent knowledge and pedagogy

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

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

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

Teacher’s knowledge ofresources to enhance contentand pedagogical knowledge isextensive, including thoseavailable through the schoolor district, in the community,through professional organiza-tions and universities, and onthe Internet.

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

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

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

Teacher’s knowledge ofresources for students isextensive, including thoseavailable through the schoolor district, in the community,and on the Internet.

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6 0 E N H A N C I N G P R O F E S S I O N A L P R A C T I C E : A F R A M E W O R K F O R T E A C H I N G

DOMAIN 1: PLANNING AND PREPARATIONComponent 1e: Designing Coherent Instruction

Elements: Learning activities • Instructional materials and resources • Instructional groups • Lesson and unit structure

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

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

Only some of the learningactivities are suitable to stu-dents or to the instructionaloutcomes. Some represent amoderate cognitive challenge,but with no differentiation fordifferent students.

All of the learning activitiesare suitable to students or tothe instructional outcomes,and most represent significantcognitive challenge, with somedifferentiation for differentgroups of students.

Learning activities are highlysuitable to diverse learners andsupport the instructional out-comes. They are all designedto engage students in high-levelcognitive activity and are differ-entiated, as appropriate, forindividual learners.

Instructional materialsand resources

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

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

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

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

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

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

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

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

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collaboration skills. Clearly, no single approach is suitable forall these outcomes. A simple factual test may be appropriatefor the factual knowledge but other approaches are necessaryto assess conceptual understanding, data analysis, communica-tion of findings, and collaboration skills. And if possible,assessment methodologies should reflect authentic, real-worldapplications of knowledge and understanding. Although notalways possible, such authenticity motivates students and pro-vides teachers with excellent insight into student learning.

A well-designed approach is clear about how student workwill be evaluated. Again, this requirement is relatively easy with atest in which questions have a single right answer, studentresponses can be counted, and percentages calculated. But evenwhen assessing students’ factual knowledge, asking students to

explain a concept in their own words provides much richerinformation than asking them to simply select a definition from alist of options. Furthermore, for more complex instructional out-comes and for responses that don’t yield a single correct answer,part of designing an assessment is to determine a scoring systemor a rubric for evaluating student work. For example, an instruc-tional outcome might state, “Students will write a descriptiveessay.” For the goal to be meaningful, a teacher needs to specifythe length and organization of the essay, the importance ofmechanics, and use of language. The criteria, in other words,define the important characteristics of a successful response.

Such a rubric not only identifies the criteria of an accept-able response but also establishes standards of performance. Inother words, it answers the question “How good is good

T H E F R A M E W O R K F O R P R O F E S S I O N A L P R A C T I C E 6 1

DOMAIN 1: PLANNING AND PREPARATIONComponent 1e: Designing Coherent Instruction (continued)

Elements: Learning activities • Instructional materials and resources • Instructional groups • Lesson and unit structure

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Lesson and unitstructure

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

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

The lesson or unit has aclearly defined structurearound which activities areorganized. Progression ofactivities is even, with reason-able time allocations.

The lesson’s or unit’s struc-ture is clear and allows for dif-ferent pathways according todiverse student needs.Theprogression of activities ishighly coherent.

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T H E F R A M E W O R K F O R P R O F E S S I O N A L P R A C T I C E 6 3

DOMAIN 1: PLANNING AND PREPARATIONComponent 1f: Designing Student Assessments

Elements: Congruence with instructional outcomes • Criteria and standards • Design of formative assessments • Use for planning

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Congruence withinstructional outcomes

Assessment procedures arenot congruent with instruc-tional outcomes.

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

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

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

Criteria andstandards

Proposed approach containsno criteria or standards.

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

Assessment criteria andstandards are clear.

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

Design of formativeassessments

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

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

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

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

Use for planning Teacher has no plans to useassessment results in designingfuture instruction.

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

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

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

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learning community that no experienced teacher would over-look at the outset of a school year. Patterns of student interac-tion are critical to the overall tone of a class. So although it istrue that students observe many models of how people treatone another (some of them negative), promoting positive inter-actions among students is a critical aspect of teaching. As AnnaQuindlen put it in a commencement address in 2002: “Peoplewill forget what you said. They will forget what you did. Butthey will never forget how you made them feel.”

Demonstration

Teachers demonstrate skill in establishing an environmentof respect and rapport through their words and actions in theclassroom. Occasionally, interaction with a student, or studentinteractions with one another, may require that a teacher offeran explanation so that an observer can fully understand theteacher’s actions. Such explanations can take place in a discus-sion following the class. (See Figure 4.7.)

6 6 E N H A N C I N G P R O F E S S I O N A L P R A C T I C E : A F R A M E W O R K F O R T E A C H I N G

DOMAIN 2:THE CLASSROOM ENVIRONMENTComponent 2a: Creating an Environment of Respect and Rapport

Elements: Teacher interaction with students • Student interactions with other students

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Teacher interactionwith students

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

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

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

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

Student interactionswith other students

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

Students do not demonstratedisrespect for one another.

Student interactions are gener-ally polite and respectful.

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

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one teacher, after all, and there are lots of students. What is toprevent them from “ganging up” on the teacher and simplyrefusing to cooperate? It is the loss of control—or the failure toever establish control—that causes novice educators the great-est anxiety.

Their concern is well founded; a smoothly functioningclassroom is a prerequisite to good instruction. The bestinstructional techniques are worthless in a chaotic environment.Therefore, teachers find that they must develop procedures forthe smooth operation of the classroom and the efficient use of

T H E F R A M E W O R K F O R P R O F E S S I O N A L P R A C T I C E 6 9

DOMAIN 2: THE CLASSROOM ENVIRONMENTComponent 2b: Establishing a Culture for Learning

Elements: Importance of the content • Expectations for learning and achievement • Student pride in work

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Importance of the content

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

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

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

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

Expectations forlearning andachievement

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

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

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

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

Student pride in work

Students demonstrate little orno pride in their work. Theyseem to be motivated by thedesire to complete a taskrather than to do high-qualitywork.

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

Students accept the teacher’sinsistence on work of highquality and demonstrate pridein that work.

Students demonstrate attentionto detail and take obvious pridein their work, initiating improve-ments in it by, for example, revis-ing drafts on their own orhelping peers.

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7 2 E N H A N C I N G P R O F E S S I O N A L P R A C T I C E : A F R A M E W O R K F O R T E A C H I N G

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

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

Performance of noninstructional duties • Supervision of volunteers and paraprofessionals

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Management of instructionalgroups

Students not working with theteacher are not productivelyengaged in learning.

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

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

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

Management of transitions

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

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

Transitions occur smoothly, withlittle loss of instructional time.

Transitions are seamless, withstudents assuming responsibilityin ensuring their efficientoperation.

Management of materials and supplies

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

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

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

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

Performance ofnoninstructionalduties

Considerable instructional timeis lost in performing noninstruc-tional duties.

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

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

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

Supervision ofvolunteers andparaprofessionals

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

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

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

Volunteers and paraprofessionalsmake a substantive contributionto the classroom environment.

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7 4 E N H A N C I N G P R O F E S S I O N A L P R A C T I C E : A F R A M E W O R K F O R T E A C H I N G

DOMAIN 2: THE CLASSROOM ENVIRONMENTComponent 2d: Managing Student Behavior

Elements: Expectations • Monitoring of student behavior • Response to student misbehavior

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

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

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

Standards of conduct are clearto all students.

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

Monitoring of student behavior

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

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

Teacher is alert to studentbehavior at all times.

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

Response to studentmisbehavior

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

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

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

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

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7 6 E N H A N C I N G P R O F E S S I O N A L P R A C T I C E : A F R A M E W O R K F O R T E A C H I N G

DOMAIN 2: THE CLASSROOM ENVIRONMENTComponent 2e: Organizing Physical Space

Elements: Safety and accessibility • Arrangement of furniture and use of physical resources

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Safety andaccessibility

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

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

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

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

Arrangement of furniture and use of physical resources

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

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

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

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

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8 0 E N H A N C I N G P R O F E S S I O N A L P R A C T I C E : A F R A M E W O R K F O R T E A C H I N G

DOMAIN 3: INSTRUCTIONComponent 3a: Communicating with Students

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

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Expectations for learning

Teacher’s purpose in a lesson orunit is unclear to students.

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

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

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

Directions andprocedures

Teacher’s directions and proce-dures are confusing to students.

Teacher’s directions and proce-dures are clarified after initialstudent confusion.

Teacher’s directions and proce-dures are clear to students.

Teacher’s directions and proce-dures are clear to students andanticipate possible studentmisunderstanding.

Explanations of content

Teacher’s explanation of thecontent is unclear or confusingor uses inappropriate language.

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

Teacher’s explanation of contentis appropriate and connectswith students’ knowledge andexperience.

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

Use of oral andwritten language

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

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

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

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

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planned in advance, however, and will be part of planningdocuments. (See Figure 4.13.)

COMPONENT 3C: ENGAGING STUDENTS IN LEARNING

Rationale and Explanation

If one component of the framework for teaching can claimto be the most important, it is student engagement. Engaging

students in learning is the raison d’être of schools; it is throughactive engagement that students learn complex content. All therest of the framework is in the service of student engagement,from planning and preparation, to establishing a supportiveenvironment, to reflecting on classroom events. Lack ofengagement is generally easy to spot, manifesting itself whenstudents doodle on their notebooks, pass notes, or gaze outthe window. Occasionally, lack of engagement takes moreaggressive forms, creating serious discipline problems. Of

8 2 E N H A N C I N G P R O F E S S I O N A L P R A C T I C E : A F R A M E W O R K F O R T E A C H I N G

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

Elements: Quality of questions • Discussion techniques • Student participation

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

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

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

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

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

Discussion techniques

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

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

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

Students assume considerableresponsibility for the success ofthe discussion, initiating topicsand making unsolicited contributions.

Student participation A few students dominate thediscussion.

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

Teacher successfully engages allstudents in the discussion.

Students themselves ensurethat all voices are heard in thediscussion.

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T H E F R A M E W O R K F O R P R O F E S S I O N A L P R A C T I C E 8 5

DOMAIN 3: INSTRUCTIONComponent 3c: Engaging Students in Learning

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

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Activities andassignments

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

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

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

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

Grouping of students

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

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

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

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

Instructional materials andresources

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

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

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

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

Structure and pacing

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

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

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

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

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T H E F R A M E W O R K F O R P R O F E S S I O N A L P R A C T I C E 8 9

DOMAIN 3: INSTRUCTIONComponent 3d: Using Assessment in Instruction

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

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Assessment criteria

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

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

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

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

Monitoring of student learning

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

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

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

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

Feedback tostudents

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

Teacher’s feedback to students isuneven, and its timeliness isinconsistent.

Teacher’s feedback to studentsis timely and of consistentlyhigh quality.

Teacher’s feedback to students istimely and of consistently highquality, and students make use ofthe feedback in their learning.

Student self-assessment andmonitoring ofprogress

Students do not engage in self-assessment or monitoring ofprogress.

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

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

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

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course, in many lessons, no such opportunities arise. Theirabsence is not necessarily a sign of rigidity; rather, it may sim-

ply reflect either successful planning or a lack of opportunity.(See Figure 4.16.)

T H E F R A M E W O R K F O R P R O F E S S I O N A L P R A C T I C E 9 1

DOMAIN 3: INSTRUCTIONComponent 3e: Demonstrating Flexibility and Responsiveness

Elements: Lesson adjustment • Response to students • Persistence

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

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

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

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

Teacher successfully makes amajor adjustment to a lessonwhen needed.

Response to students Teacher ignores or brushesaside students’ questions orinterests.

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

Teacher successfully accommo-dates students’ questions orinterests.

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

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

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

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

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

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COMPONENT 4B: MAINTAINING ACCURATE RECORDS

Rationale and Explanation

One consequence of the complexity of teaching is theneed for teachers to keep accurate records of routine class-room events, of student progress, of noninstructional matters.In fact, many teachers bemoan all the “paperwork” that is an

integral part of their job. However, it is clearly essential;although not an inherent part of interaction with students, suchrecords inform those interactions and enable teachers torespond to individual needs. A mark of truly experienced andexpert teachers is that they have made their record keeping aroutine procedure that no longer requires much extra effort.When teachers make assignments, particularly those with

9 4 E N H A N C I N G P R O F E S S I O N A L P R A C T I C E : A F R A M E W O R K F O R T E A C H I N G

DOMAIN 4: PROFESSIONAL RESPONSIBILITIESComponent 4a: Reflecting on Teaching

Elements: Accuracy • Use in future teaching

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Accuracy Teacher does not knowwhether a lesson was effectiveor achieved its instructionaloutcomes, or teacher pro-foundly misjudges the successof a lesson.

Teacher has a generally accu-rate impression of a lesson’seffectiveness and the extent towhich instructional outcomeswere met.

Teacher makes an accurateassessment of a lesson’s effec-tiveness and the extent towhich it achieved its instruc-tional outcomes and can citegeneral references to supportthe judgment.

Teacher makes a thoughtful andaccurate assessment of a les-son’s effectiveness and theextent to which it achieved itsinstructional outcomes, citingmany specific examples fromthe lesson and weighing therelative strengths of each.

Use in future teaching

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

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

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

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

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upcoming school and classroom events. Such publicationscan also be a vehicle to recognize exemplary student workor to call attention to a visitor to the class. Students themselves,of course, will frequently be able to contribute to suchcommunications.

In some communities, parents—possibly because of theirown negative school experiences—are reluctant to come to the

school. For them, the school may represent an unfamiliar andunwelcoming culture. Alternatively, they may have young chil-dren at home, with the added complication of arranging childcare. In these situations, the school, and possibly individualteachers, must undertake a program of deliberate outreach, car-ried out with sensitivity and goodwill. And it may be necessaryto arrange, during back-to-school-night activities, a babysitting

T H E F R A M E W O R K F O R P R O F E S S I O N A L P R A C T I C E 9 7

DOMAIN 4: PROFESSIONAL RESPONSIBILITIESComponent 4b: Maintaining Accurate Records

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

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Student completionof assignments

Teacher’s system for maintain-ing information on studentcompletion of assignments is indisarray.

Teacher’s system for maintain-ing information on studentcompletion of assignments isrudimentary and only partiallyeffective.

Teacher’s system for maintain-ing information on studentcompletion of assignments isfully effective.

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

Student progress in learning

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

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

Teacher’s system for maintain-ing information on studentprogress in learning is fullyeffective.

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

Noninstructionalrecords

Teacher’s records for non-instructional activities are indisarray, resulting in errorsand confusion.

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

Teacher’s system for maintain-ing information on noninstruc-tional activities is fullyeffective.

Teacher’s system for maintaininginformation on noninstructionalactivities is highly effective, andstudents contribute to itsmaintenance.

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1 0 0 E N H A N C I N G P R O F E S S I O N A L P R A C T I C E : A F R A M E W O R K F O R T E A C H I N G

DOMAIN 4: PROFESSIONAL RESPONSIBILITIESComponent 4c: Communicating with Families

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

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Information aboutthe instructionalprogram

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

Teacher participates in theschool’s activities for familycommunication but offers littleadditional information.

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

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

Information aboutindividual students

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

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

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

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

Engagement offamilies in theinstructionalprogram

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

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

Teacher’s efforts to engagefamilies in the instructionalprogram are frequent andsuccessful.

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

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T H E F R A M E W O R K F O R P R O F E S S I O N A L P R A C T I C E 1 0 3

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

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

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Relationships withcolleagues

Teacher’s relationships withcolleagues are negative or self-serving.

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

Relationships with colleaguesare characterized by mutualsupport and cooperation.

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

Involvement in a culture of professional inquiry

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

Teacher becomes involved inthe school’s culture of inquirywhen invited to do so.

Teacher actively participates ina culture of professionalinquiry.

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

Service to the school

Teacher avoids becominginvolved in school events.

Teacher participates in schoolevents when specifically asked.

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

Teacher volunteers to partici-pate in school events, making asubstantial contribution, andassumes a leadership role in atleast one aspect of school life.

Participation inschool and districtprojects

Teacher avoids becominginvolved in school and districtprojects.

Teacher participates in schooland district projects whenspecifically asked.

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

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

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Demonstration

Teachers demonstrate their commitment to ongoing profes-sional learning through the activities they undertake. Thesemay be recorded on a log. The benefit of keeping such a

record is that it invites teachers to reflect on how they haveused the new knowledge in their teaching. Such a log can, andshould, include informal as well as formal activities—for exam-ple, observing colleagues or participating in a project with aprofessor at a local university. (See Figure 4.21.)

T H E F R A M E W O R K F O R P R O F E S S I O N A L P R A C T I C E 1 0 5

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

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

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Enhancement ofcontent knowledgeand pedagogical skill

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

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

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

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

Receptivity to feedback from colleagues

Teacher resists feedback onteaching performance fromeither supervisors or moreexperienced colleagues.

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

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

Teacher seeks out feedback onteaching from both supervisorsand colleagues.

Service to the profession

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

Teacher finds limited ways tocontribute to the profession.

Teacher participates actively inassisting other educators.

Teacher initiates importantactivities to contribute to theprofession.

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concerned teacher will seek greater flexibility to enable thestudent to reengage with the school.

Furthermore, highly professional teachers demonstrate acommitment to professional standards in problem solving anddecision making. Professional educators maintain an openmind and are willing to attempt new approaches to old prob-lems, even if in the short run they are inconvenienced. Theybase their judgments and recommendations on hard informa-tion rather than on hearsay and tradition. They strive to use thebest data available to support action. Their recommendationsare never merely self-serving; they operate with the best inter-ests of the school, and in particular the students, in mind. Thejudgments of professional educators with respect to challengingissues such as students’ freedom of speech in, for example, theschool newspaper, or questions of student privacy in their

lockers, are motivated by a search for the proper balancebetween conflicting interests, never solely by the dictates oftradition.

Lastly, professional educators comply with school and dis-trict regulations and procedures, such as those related to punc-tuality, dress code, completion of reports, and the like. Andwhen they hear their colleagues complain about the regula-tions, they use their influence to convince their colleagues ofthe value of the rules, or they work with their colleagues andadministrators, to replace the regulations with other, morereasonable ones.

Demonstration

Teachers display their professional ethics in daily interac-tions with students and colleagues. (See Figure 4.22.)

T H E F R A M E W O R K F O R P R O F E S S I O N A L P R A C T I C E 1 0 7

DOMAIN 4: PROFESSIONAL RESPONSIBILITIESComponent 4f: Showing Professionalism

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

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Integrity and ethical conduct

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

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

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

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

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1 0 8 E N H A N C I N G P R O F E S S I O N A L P R A C T I C E : A F R A M E W O R K F O R T E A C H I N G

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

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

ELEMENT

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

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

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

Teacher’s attempts to servestudents are inconsistent.

Teacher is active in servingstudents.

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

Advocacy Teacher contributes to schoolpractices that result in somestudents being ill served bythe school.

Teacher does not knowinglycontribute to some studentsbeing ill served by the school.

Teacher works to ensure thatall students receive a fairopportunity to succeed.

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

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

Teacher’s decisions and rec-ommendations are based onlimited though genuinely pro-fessional considerations.

Teacher maintains an openmind and participates in teamor departmental decisionmaking.

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

Compliance with schooland district regulations

Teacher does not complywith school and districtregulations.

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

Teacher complies fully with school and districtregulations.

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

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