Teaching and Learning Framework - Los Angeles Unified School District - Los Angeles Unified ...
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DRAFT SY 2012-2013
Released 6/2012
Los Angeles Unified School District
Teaching and Learning
Framework
Human Resources Division – Educator Development and Support
Revised April 2021
Developed by TLS, Inc. Based on the work of Charlotte Danielson. 2007 0Revised April 2021
Human Resources Division – Educator Development and Support
333 South Beaudry Avenue, 14th Floor
Los Angeles, CA 90017
Telephone: (213) 241-3444
TABLE OF CONTENTS
PREFACE: LAUSD TEACHING AND LEARNING FRAMEWORK .................................................................................................................................................................................. 2
FOCUS ELEMENTS FOR EDUCATOR DEVELOPMENT AND SUPPORT: TEACHERS .................................................................................................................................................... 3
FOCUS ELEMENTS FOR EDUCATOR DEVELOPMENT AND SUPPORT: NON-CLASSROOM TEACHERS …………………………………………..……………………..……………4
STANDARD 1: PLANNING AND PREPARATION ....................................................................................................................................................................................................... 5
COMPONENT 1A: DEMONSTRATING KNOWLEDGE OF CONTENT AND PEDAGOGY ................................................................................................................................................................ 6
COMPONENT 1B: DEMONSTRATING KNOWLEDGE OF STUDENTS ........................................................................................................................................................................................ 7
COMPONENT 1C: ESTABLISHING INSTRUCTIONAL OUTCOMES............................................................................................................................................................................................ 9
COMPONENT 1D: DESIGNING COHERENT INSTRUCTION ................................................................................................................................................................................................. 10
COMPONENT 1E: DESIGNING STUDENT ASSESSMENT ..................................................................................................................................................................................................... 12
STANDARD 2: THE CLASSROOM ENVIRONMENT ................................................................................................................................................................................................... 14
COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT ..................................................................................................................................................................... 15
COMPONENT 2B: ESTABLISHING A CULTURE FOR LEARNING............................................................................................................................................................................................ 16
COMPONENT 2C: MANAGING CLASSROOM PROCEDURES .............................................................................................................................................................................................. 18
COMPONENT 2D: MANAGING STUDENT BEHAVIOR ....................................................................................................................................................................................................... 20
STANDARD 3: DELIVERY OF INSTRUCTION ............................................................................................................................................................................................................ 21
COMPONENT 3A: COMMUNICATING WITH STUDENTS .................................................................................................................................................................................................... 22
COMPONENT 3B: USING QUESTIONING AND DISCUSSION TECHNIQUES ............................................................................................................................................................................ 24
COMPONENT 3C: STRUCTURES TO ENGAGE STUDENTS IN LEARNING ................................................................................................................................................................................ 25
COMPONENT 3D: USING ASSESSMENT IN INSTRUCTION TO ADVANCE STUDENT LEARNING .................................................................................................................................................. 27
COMPONENT 3E: DEMONSTRATING FLEXIBILITY AND RESPONSIVENESS ............................................................................................................................................................................. 29
STANDARD 4: ADDITIONAL PROFESSIONAL RESPONSIBILITIES ............................................................................................................................................................................ 31
COMPONENT 4A: MAINTAINING ACCURATE RECORDS .................................................................................................................................................................................................. 31
COMPONENT 4B: COMMUNICATING WITH FAMILIES ....................................................................................................................................................................................................... 32
COMPONENT 4C: DEMONSTRATING PROFESSIONALISM.................................................................................................................................................................................................. 33
STANDARD 5: PROFESSIONAL GROWTH ................................................................................................................................................................................................................ 34
COMPONENT 5A: REFLECTING ON PRACTICE ................................................................................................................................................................................................................ 35
COMPONENT 5B: PARTICIPATING IN A PROFESSIONAL COMMUNITY ................................................................................................................................................................................ 37
1Revised April 2021
PREFACE: LAUSD Teaching and Learning Framework
PURPOSE
The LAUSD Teaching and Learning Framework (TLF) describes clear expectations for effective teaching, identifying exemplary practices that will enable us to meet our goal of all
youth achieving. The LAUSD serves over 600,000 students from diverse cultural and linguistic backgrounds and with unique learning needs. The TLF highlights the researched-based
strategies that have been proven to be effective in meeting the needs of our diverse learners including English Learners, Students with Special Needs and Students with Disabilities.
The TLF describes teaching practices that will help to prepare all students to be successful and productive 21st Century learners. This focus on 21st Century Skills not only directly
aligns with the implementation of the instructional standards but also prepares all of our students to be college prepared and career ready. The Framework also embeds the four
LAUSD Social Emotional Learning (SEL) competencies: Growth Mindset; Self-Efficacy; Self-Management and Social Awareness in an effort to support the needs of the whole child. As
the foundation for instructional practices in LAUSD, the TLF also acts as a guide for teachers to analyze, reflect upon and improve their practice independently, with colleagues,
and/or with their administrator as part of the classroom teacher evaluation process, Educator Development and Support: Teachers (EDST), and the non-classroom teacher evaluation
process, Educator Development and Support: Non-Classroom Teachers (EDSNCT).
EVIDENCE COLLECTION PROCESS
In order to analyze teaching practice, evidence of a teacher’s practice must be assessed against the Teaching and Learning Framework. This evidence is collected using a variety of
strategies including classroom observation, professional conversations, and artifacts. This diversified evidence collection process helps to ensure that teachers’ feedback, growth and
development, and evaluation are informed by a variety of sources including students, administrators, and teachers themselves. Administrators are trained to collect and analyze
evidence using these strategies to ensure that evidence is appropriately aligned to the TLF, is representative of the teacher’s practice, and is free of bias. The evidence collection
source for each element in the TLF is indicated by an abbreviation located below the name of each element.
Classroom observations (CO) are the cornerstone of EDST, providing an opportunity for teachers to demonstrate their instructional practice in order to receive feedback that will
support their professional growth and development. Classroom observations include any classroom visits that take place as part of effective support practices in schools.
Professional conversations (PC) include the Initial Planning Conference, the Pre-Observation and Post-Observation Conferences that are part of the EDST formal observation
cycle and the observation of practice cycle in EDSNCT; they can also include additional meetings where the teacher and administrator discuss evidence of the teacher’s practice or
reflect on the teacher’s progress.
Artifacts (A) can include sample student work, lesson plans, unit plans, sample assessments, department meeting agendas, parent call logs, or any other type of documentation that
provides evidence of a teacher’s practice for a given element in the Teaching and Learning Framework.
KEY TERMS
21st Century Skills refer to the following “super skills” as identified in the Common Core State Standards:
Communication: Sharing thoughts, questions, ideas and solutions
Collaboration: Working together to reach a goal - putting talent, expertise, and intelligence to work
Critical Thinking: Looking at problems in a new way, linking learning across subjects and disciplines
Creativity: Trying new approaches, innovating and inventing
LAUSD’s SEL Competencies (https://achieve.lausd.net/socialemotionallearning):
Growth Mindset: The belief that one’s abilities can grow with effort
Self-Efficacy: The belief in one’s own ability to succeed in achieving an outcome or reaching a goal
Self-Management: The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations
Social Awareness: The ability to take the perspective of and emphasize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior,
and to recognize family, school, and community resources.
2Human Resources Division – Educator Development and Support
333 S Beaudry Ave, 14th Floor
Los Angeles, CA 90017
Telephone: (213) 241-3444 Revised March 2021
LAUSD TEACHING AND LEARNING FRAMEWORK Focus Elements for Classroom Teachers (EDST)
STANDARD 1: PLANNING AND PREPARATION STANDARD 2: CLASSROOM ENVIRONMENT
a. Demonstrating Knowledge of Content and Pedagogy a. Creating an Environment of Respect and Rapport
1. Knowledge of Content and the Structure of the Discipline 1. Teacher Interaction with Students
2. Knowledge of Content-Related Pedagogy 2. Student Interactions with One Another
b. Demonstrating Knowledge of Students 3. Academic Climate
1. Awareness of Students’ Skills, Knowledge, and Language Proficiency b. Establishing a Culture for Learning
2. Knowledge of How Children, Adolescents, and Adults Learn 1. Importance of the Content
3. Knowledge of Students’ Special Needs 2. Expectations for Learning and Achievement
4. Knowledge of Students’ Interests and Cultural Heritage 3. Student Ownership of their Work
c. Establishing Instructional Outcomes 4. Physical Environment
1. Value, Sequence, Alignment, and Clarity c. Managing Classroom Procedures
2. Suitability for Diverse Learners 1.Management of Routines, Procedures, and Transitions
d. Designing Coherent Instruction 2. Management of Materials and Supplies
1.Standards-Based Learning Activities 3. Performance of Non-Instructional Duties
2. Instructional Materials, Technology, and Resources 4. Management of Parent Leaders, other Volunteers and
3. Purposeful Instructional Groups Paraprofessionals
4. Lesson and Unit Structure d. Managing Student Behavior
e. Designing Student Assessment 1. Expectations for Behavior
1. Aligns with Instructional Outcomes 2. Monitoring and Responding to Student Behavior
2. Planning Assessment Criteria
3. Design of Formative Assessments
4. Analysis and Use of Assessment Data for Planning
STANDARD 5: PROFESSIONAL GROWTH STANDARD 3: DELIVERY OF INSTRUCTION
a. Reflecting on Practice a. Communicating with Students
1. Accurate Reflection 1.Communicating the Purpose of the Lesson
2. Use of Reflection to Inform Future Instruction 2. Directions and Procedures
3. Selection of Professional Development Based on Reflection and Data 3. Delivery of Content
4. Implementation of New Learning from Professional Development 4.Use of Academic Language
b. Participating in a Professional Community b. Using Questioning and Discussion Techniques
1. Relationships with Colleagues 1. Quality and Purpose of Questions
2. Promotes a Culture of Professional Inquiry and Collaboration* 2.Discussion Techniques and Student Participation
c. Structures to Engage Students in Learning
STANDARD 4: ADDITIONAL PROFESSIONAL RESPONSIBILITIES 1.Standards-Based Projects, Activities, and Assignments
a. Maintaining Accurate Records 2.Purposeful and Productive Instructional Groups
1. Tracks Progress Towards Identified Learning Outcomes 3. Selection and Use of Available Instructional Materials,
2. Tracks Completion of Student Assignments in Support of Student Technology, and Resources
Learning 4. Structure and Pacing
3. Manages Non-Instructional Records d. Using Assessment in Instruction to Advance Student
4. Submits Records on Time Learning
b. Communicating with Families 1. Assessment Criteria
1. Information About the Instructional Program 2. Monitoring of Student Learning
2. Information About Individual Students 3. Feedback to Students
4. Student Self-Assessment and Monitoring of Progress
3. Engagement of Families in the Instructional Program*
e. Demonstrating Flexibility and Responsiveness
c. Demonstrating Professionalism
1. Responds and Adjusts to Meet Student Needs
1. Ethical Conduct and Compliance with School, District, State, and
2. Persistence
Federal Regulations
2. Advocacy for Students
3. Decision-Making
Highlighted elements are the Focus Elements for the EDST process.
Highlighted elements are the unified Focus Elements for the EDST process.
* Evidence of teacher practice for this element may be collected for Contributions to School Community.Human Resources Division – Educator Development and Support
333 S Beaudry Ave, 14th Floor
Los Angeles, CA 90017
Telephone: (213) 241-3444 Revised March 2021
LAUSD TEACHING AND LEARNING FRAMEWORK Focus Elements for Non-Classroom Teachers (EDSNCT)
STANDARD 1: PLANNING AND PREPARATION STANDARD 2: CLASSROOM ENVIRONMENT
a. Demonstrating Knowledge of Content and Pedagogy a. Creating an Environment of Respect and Rapport
1. Knowledge of Content and the Structure of the Discipline 1. Teacher Interaction with Students
2. Knowledge of Content-Related Pedagogy 2. Student Interactions with One Another
b. Demonstrating Knowledge of Students 3. Classroom Climate
1. Awareness of Students’ Skills, Knowledge, and Language Proficiency b. Establishing a Culture for Learning
2. Knowledge of How Children, Adolescents, and Adults Learn 1. Importance of the Content
3. Knowledge of Students’ Special Needs 2. Expectations for Learning and Achievement
4. Knowledge of Students’ Interests and Cultural Heritage 3. Student Ownership of their Work
c. Establishing Instructional Outcomes 4. Physical Environment
1. Value, Sequence, Alignment, and Clarity c. Managing Classroom Procedures
2. Suitability for Diverse Learners 1. Management of Routines, Procedures, and Transitions
d. Designing Coherent Instruction 2. Management of Materials and Supplies
1. Standards-Based Learning Activities 3. Performance of Non-Instructional Duties
2. Instructional Materials, Technology, and Resources 4. Management of Parent Leaders, other Volunteers and
3. Purposeful Instructional Groups Paraprofessionals
4. Lesson and Unit Structure d. Managing Student Behavior
e. Designing Student Assessment 1. Expectations for Behavior
1. Aligns with Instructional Outcomes 2. Monitoring and Responding to Student Behavior
2. Planning Assessment Criteria
3. Design of Formative Assessments
4. Analysis and Use of Assessment Data for Planning
STANDARD 5: PROFESSIONAL GROWTH STANDARD 3: DELIVERY OF INSTRUCTION
a. Reflecting on Practice a. Communicating with Students
1. Accurate Reflection 1. Communicating the Purpose of the Lesson
2. Use of Reflection to Inform Future Instruction 2. Directions and Procedures
3. Selection of Professional Development Based on Reflection and 3. Delivery of Content
Data 4. Use of Academic Language
4. Implementation of New Learning from Professional Development b. Using Questioning and Discussion Techniques
b. Participating in a Professional Community 1. Quality and Purpose of Questions
1. Relationships with Colleagues 2. Discussion Techniques and Student Participation
2. Promotes a Culture of Professional Inquiry and Collaboration c. Structures to Engage Students in Learning
1. Standards-Based Projects, Activities, and Assignments
STANDARD 4: ADDITIONAL PROFESSIONAL RESPONSIBILITIES 2. Purposeful and Productive Instructional Groups
a. Maintaining Accurate Records 3. Selection and Use of Available Instructional Materials,
1. Tracks Progress Towards Identified Learning Outcomes Technology, and Resources
2. Tracks Completion of Student Assignments in Support of Student 4. Structure and Pacing
Learning d. Using Assessment in Instruction to Advance Student
3. Manages Non-Instructional Records Learning
4. Submits Records on Time 1. Assessment Criteria
b. Communicating with Families 2. Monitoring of Student Learning
1. Information About the Instructional Program 3. Feedback to Students
2. Information About Individual Students 4. Student Self-Assessment and Monitoring of Progress
3. Engagement of Families in the Instructional Program e. Demonstrating Flexibility and Responsiveness
c. Demonstrating Professionalism 1. Responds and Adjusts to Meet Student Needs
1. Ethical Conduct and Compliance with School, District, State, and 2. Persistence
Federal Regulations
2. Advocacy for Students
3. Decision-Making
Highlighted Elements are identified as the Focus Elements for EDSNCT
District Unified Focus Elements for EDSNCTRevised April 2021 Standard 1: Planning and Preparation CO: Classroom Observation; PC: Professional Conversation; A: Artifacts 5 Developed by TLS, Inc. Based on the work of Charlotte Danielson, 2007
Revised April 2021
Standard 1: Planning and Preparation
Component 1a: Demonstrating Knowledge of Content and Pedagogy
Teachers must have sufficient command of the subject to guide student learning and they must also know how their content fits into a larger context. Since every discipline has its own
approach to instruction, teachers need to tailor their pedagogy to their content. Knowledge of content and pedagogy is not stagnant, but evolves over time and requires on-going,
collaborative learning to support 21st Century Skills and learners.
Elements Ineffective Developing Effective Highly Effective
Practice Practice Practice Practice
1a1. Knowledge of Content Teacher makes content Teacher articulates a basic Teacher articulates knowledge of Teacher articulates advanced
and the Structure of the errors or the teacher’s plan knowledge of the grade level the concepts in the discipline knowledge of the concepts in the
Discipline does not articulate sufficient concepts in the discipline. through the development of discipline through the development
Knows the discipline and how the knowledge of the content Teacher demonstrates limited essential understandings and big of essential understandings and
subjects within the discipline relate and standards. connections across grade ideas that are aligned to the big ideas that are aligned to
integrate with one another [e.g., levels. standards. Teacher demonstrates standards across disciplines.
understanding how algebra, geometry,
and trigonometry are related in knowledge of the progression of Teacher demonstrates knowledge
mathematics]. the content standards within and of the progression of the content
across adjacent grade levels. standards within and across
PC, A multiple grade levels and
disciplines.
1a2. Knowledge of Content- Teacher’s plan displays little Teacher’s plan reflects limited Teacher’s plan reflects intentional Teacher’s plan reflects intentional
Related Pedagogy or no understanding of pedagogical approaches or selection of effective research- selection of effective research-
appropriate pedagogical some approaches that are not based pedagogical approaches based pedagogical approaches,
Uses pedagogical content knowledge to
plan instruction in the particular subject approaches suitable to the suitable to the essential in the discipline and is appropriate for the essential
area. essential understandings understandings and big ideas appropriate for the essential understanding and big ideas
and big ideas that should addressed in the lesson. understandings and big ideas addressed in the lesson. Teacher
PC, A be addressed in the lesson. Teacher’s plan incorporates addressed in the lesson. Teacher plans appropriate use of
limited connections to 21st plans appropriate use of technology, and 21st Century Skills.
Century Skills. technology and of 21st Century Teacher anticipates students’
Skills. Teacher anticipates misunderstandings and plans how
students’ misunderstandings. to address them.
EDST Focus Element
CO: Classroom Observation; PC: Professional Conversation; A: Artifacts 6
Developed by TLS, Inc. Based on the work of Charlotte Danielson, 2007Revised April 2021
Standard 1: Planning and Preparation
Component 1b: Demonstrating Knowledge of Students
It is not enough for teachers to know and understand childhood or adolescent developmental norms, teachers must also know their students: their strengths and weaknesses, their
interests, their readiness levels and skill sets, their language proficiency, and the outside influences, including exposure to trauma, that affect their social emotional learning: family
dynamics, cultural customs, and socio-economics.
Elements Ineffective Developing Effective Highly Effective
Practice Practice Practice Practice
Teacher’s plan tracks individuals’
1b1. Awareness of Students’ Teacher’s plan articulates Teacher’s plan articulates the Teacher’s plan tracks learners’
skills, knowledge, and language
Skills, Knowledge, and little or no awareness of value of tracking learners’ skills, knowledge, and language
proficiency. Teacher articulates
Language Proficiency learners’ skills, knowledge, skills, knowledge, and proficiency. Teacher articulates
knowledge of the class/group as a
and language proficiency, language proficiency, but knowledge of the class/group as a
Uses information about students’ whole and disaggregates data for
academic strengths and needs in and/or does not indicate applies this knowledge in whole and disaggregates data for
planning. learner subgroups and individuals
that such knowledge is planning only for the subgroups of learners or
PC, A in order to determine progress for
valuable. class/group as a whole. individuals in order to determine
each learner and to plan instruction
EDST Focus Element progress and to plan instruction
and intervention.
EDSNCT Focus Element and intervention.
Teacher’s plans articulate current
1b2. Knowledge of How Teacher’s plans articulate Teacher’s plans articulate Teacher’s plans articulate current
and accurate knowledge of how
Children, Adolescents, or little or no knowledge of some knowledge of the and accurate knowledge of how
students/participants learn,
Adults Learn the developmental developmental characteristics students/participants learn,
reflecting an understanding of the
characteristics of the age of the age group and their reflecting an understanding of the
Plans lessons based on current, proven typical developmental
research regarding how students learn. group, the social emotional social emotional needs. typical developmental
characteristics of the age group,
PC, A needs, or of how these Teacher applies this characteristics of the age group,
including their social emotional
students/participants learn. knowledge in planning for including their social emotional
needs, and how 21st Century Skills
the class/group as a whole. needs, and how 21st Century Skills
apply. Teacher applies this
EDSNCT Focus Element apply. Teacher applies this
knowledge in planning for the
knowledge in planning for the
class/group as a whole, for
class/group as a whole and for
subgroups of learners and
subgroups of learner.
individuals.
CO: Classroom Observation; PC: Professional Conversation; A: Artifacts 7
Developed by TLS, Inc. Based on the work of Charlotte Danielson, 2007Revised April 2021
Elements Ineffective Developing Effective Highly Effective
Practice Practice Practice Practice
1b3. Knowledge of Students’ Teacher displays little or no Teacher possesses information Teacher possesses information Teacher possesses information
Special Needs awareness of the about students’ learning and about students’ learning and about each student’s learning and
importance of knowing medical needs. medical needs and applies this medical needs, collecting such
Knows which students have special needs
and plans instruction to accommodate students’ special learning or knowledge when planning. information from a variety of
for those needs. medical needs, and such sources, as appropriate, and
PC, A knowledge may be applies this knowledge when
incomplete or inaccurate. planning.
1b4. Knowledge of
Teacher displays little or Teacher displays little or no Teacher recognizes the value of Teacher recognizes the value of
Students’ Interests and
no knowledge of students’ knowledge of students’ understanding students’ interests, understanding students’ interests,
Cultural Heritage
Uses students’ interests and cultural interests, or social interests, or social awareness and demonstrates social demonstrates social awareness of
heritage to plan instruction that will awareness of cultural of cultural heritage and does awareness of their cultural their family and cultural heritage,
engage students. heritage and does not not indicate that such heritage and displays this and displays this knowledge for
PC, A indicate that such knowledge is valuable. knowledge for student subgroups. individual students.
knowledge is valuable.
CO: Classroom Observation; PC: Professional Conversation; A: Artifacts 8
Developed by TLS, Inc. Based on the work of Charlotte Danielson, 2007Revised April 2021
Standard 1: Planning and Preparation
Component 1c: Establishing Instructional Outcomes
Teaching is goal-directed and designed to achieve certain well-defined purposes. It is through the articulation of instructional outcomes that the teacher describes these purposes.
The outcomes should be clear and related to what it is that the students are intended to learn as a consequence of instruction. 21st Century outcomes must be included, as students
must also learn essential skills such as critical thinking, problem solving, communication and collaboration. Teacher collaboration strengthens this process.
Element Ineffective Developing Effective Highly Effective
Practice Practice Practice Practice
1c1. Value, Sequence Instructional outcomes are Instructional outcomes are unclear Most instructional outcomes are All instructional outcomes are
Alignment, and Clarity either not stated, or are or consist of a combination of clearly stated, represent high clearly stated in terms of student
Clear outcomes that are stated as activities, rather outcomes and activities, expectations and rigor, focus on learning outcomes, represent high
important to the discipline are than as student learning. representing moderately high important grade level content expectations and rigor, focus on
essential, as is a sequence of Outcomes represent low expectations and rigor. Learning standards and academic important grade level content
learning and alignment to
national, state, and/or local expectations for students expectations are aligned with language objectives, reinforce standards and academic
standards. and lack of rigor. They do important grade level content social emotional learning skills, language objectives, reinforce
not reflect important standards, include language and suggest viable methods of social emotional learning skills,
PC, A learning in the content area, objectives, reinforce social assessment. They are connected and permit viable methods of
nor do they include emotional learning skills, and to a sequence of learning and assessment. They are connected
language objectives, some outcomes suggest viable align with 21st Century Skills. to a sequence of learning both in
reinforce social emotional methods of assessment. There is the discipline and across
learning skills, or a at least some connection to a disciplines and align with 21st
connection to a sequence of sequence of learning and to 21st Century Skills.
learning, or suggest viable Century Skills.
methods of assessment.
1c2. Suitability for Instructional outcomes are Most instructional outcomes are Most of the outcomes are Outcomes are based on a
Diverse Learners not suitable for the class or suitable for most of the students suitable for all students in the comprehensive assessment of
Outcomes are planned so that are not based on any in the class based on global class and are based on multiple student learning and social
they are appropriate for all assessment of student assessments of student learning assessments of student learning emotional competencies and take
students in the class. learning or social emotional and social emotional and social emotional into account the varying needs of
competencies. competencies. competencies. individual students or subgroups.
PC, A
CO: Classroom Observation; PC: Professional Conversation; A: Artifacts 9
Developed by TLS, Inc. Based on the work of Charlotte Danielson, 2007Revised April 2021
Standard 1: Planning and Preparation
Component 1d: Designing Coherent Instruction
Teachers translate instructional outcomes into learning experiences for students through the design of instruction. Even in classrooms where students assume considerable responsibility
for their learning, teachers must design instruction that is coherent and balanced between careful planning and flexibility in execution. Teachers design instruction that reflects the
needs of 21st Century learners and include opportunities to collaborate, innovate, create and solve problems using high-level cognitive processes, communication tools and media.
Teachers should plan collaboratively to strengthen the design process. Skilled teachers have knowledge of a variety of resources and are constantly adding these to their repertoire;
they persistently search for appropriate 21st Century resources that can inform their teaching. They effectively incorporate these tools in varied contexts for a variety of purposes.
Elements Ineffective Developing Effective Highly Effective
Practice Practice Practice Practice
1d1. Standards-Based Learning activities are not Some of the learning activities All of the learning activities are All of the learning activities are
Learning Activities designed to cognitively are designed to cognitively relevant, designed to cognitively relevant, designed to cognitively
Activities are designed to engage engage students or they engage students and are engage students, are aligned to engage students, are aligned to
students in cognitively challenging are not aligned with aligned to the instructional the instructional standards and the instructional standards, and
work that is aligned to the standards. instructional standards. standards. Some represent a represent awareness of 21st reflect 21st Century Skills.
PC, A moderate cognitive challenge Century Skills. Learning activities Learning activities are
and there is some are differentiated as appropriate differentiated, as appropriate,
differentiation to meet the to meet the needs of diverse to meet the needs of individual
needs of diverse student student subgroups. learners.
EDST Focus Element subgroups.
1d2. Instructional Teacher is unaware of Teacher displays some Teacher displays awareness of Teacher’s knowledge of
Materials, Technology, and resources for classroom use awareness of resources resources available for classroom resources for classroom use is
Resources or materials and resources available for classroom use. use through a variety of sources. extensive. All materials and
Resources in the plan promote high are not suitable for Some materials, technology, All materials and resources resources selected for instruction
levels of learning and student students, do not support the and resources are suitable to selected for instruction are are suitable for students,
engagement in the classroom instructional outcomes, do students, support the suitable for students, support the support the instructional
environment.
not support cultural instructional outcomes, cultural instructional outcomes, cultural outcomes, cultural relevance and
PC, A
relevance and relevance and responsiveness, relevance and responsiveness, responsiveness, and are
responsiveness, nor do they and engage students in and are designed to engage designed to engage students in
engage students in meaningful learning. students in meaningful learning, meaningful learning, including
meaningful learning. including the appropriate use of the appropriate use of
technology. technology. Students participate
in selecting or adapting
materials.
CO: Classroom Observation; PC: Professional Conversation; A: Artifacts 10
Developed by TLS, Inc. Based on the work of Charlotte Danielson, 2007Revised April 2021
Elements Ineffective Developing Effective Highly Effective
Practice Practice Practice Practice
1d3. Purposeful Instructional groups do not Instructional groups partially Instructional groups are Instructional groups are
Instructional Groups support the instructional support the instructional purposefully designed to meet purposefully designed to meet
Groups are purposefully designed to outcomes. outcomes. students’ needs and are based on students’ needs and are based
enhance student cognitive instructional outcomes. on instructional outcomes.
engagement. Groups promote effective
PC, A student interaction and offer
student choice.
1d4. Lesson and Unit The lesson or unit has no The lesson or unit has a The lesson or unit has a clearly The lesson or unit structure is
Structure clearly defined structure, or recognizable structure, defined, logical structure around clear and logical, allowing for
The lesson/unit is logically designed the structure is chaotic. although the structure is not which activities are organized, different pathways according to
to allow students sufficient time to Activities do not follow an uniformly maintained and which anticipates student diverse student needs,
achieve the learning outcomes. organized progression, and throughout. Progression of difficulties or confusion. anticipating student
PC, A time allocations are activities is uneven; most time Progression of activities is even, misconceptions, the social
unrealistic. allocations are reasonable. with reasonable time allocations. emotional learning skills and the
needs of 21st Century learners.
The progression of activities is
highly coherent with
appropriate time allocations.
CO: Classroom Observation; PC: Professional Conversation; A: Artifacts 11
Developed by TLS, Inc. Based on the work of Charlotte Danielson, 2007Revised April 2021
Standard 1: Planning and Preparation
Component 1e: Designing Student Assessment
Teachers plan and design lessons that reflect an understanding of their disciplines including an understanding of instructional standards, concepts, and principles. Teachers value each
discipline and the relationships between disciplines, designing on-going formative assessments that measure student progress. Teachers use multiple measures to demonstrate student
growth over time. Teachers should engage in collaborate design and analysis of assessments to strengthen assessment systems and to ensure equitable assessments for students.
Element Ineffective Developing Effective Highly Effective
Practice Practice Practice Practice
1e1. Aligns with Formal and informal Some of the instructional All the instructional outcomes All formal and informal
Instructional Outcomes assessments are not aligned outcomes are aligned with the are aligned with purposefully assessments are purposefully
with instructional outcomes. formal and informal selected formal and informal selected and tightly aligned with
Assessments are purposefully and
tightly aligned to the learning assessments, but many are not. assessments; assessment the instructional outcomes, in both
outcomes. methodologies may have content and process. Assessment
PC, A been adapted for student methodologies may have been
subgroups. adapted for individual students.
1e2. Planning Assessment Teacher has not developed Teacher has developed criteria Teacher has developed Teacher has developed criteria
Criteria criteria by which student by which student learning will criteria by which levels of by which levels of student
learning will be assessed. be assessed. student learning will be learning will be assessed.
Criteria for the assessments are clear
and reflect outcomes being taught. assessed. Teacher has Teacher has planned how criteria
PC, A planned how criteria will be will be communicated and how
communicated to students. students will demonstrate their
understanding of the criteria.
EDST Focus Element Criteria may include student
contributions.
1e3. Design of Formative Teacher has no plan to Formative assessments are Formative assessments are Formative assessments are
Assessments incorporate formative designed to highlight student purposefully designed to purposefully designed to
assessment in the lesson or strengths and gaps related to determine student strengths determine student strengths and
Formative assessments are
purposefully designed to determine unit. some content, skills or and gaps in content gaps in content knowledge, skills
student strengths and gaps in content standards. knowledge, skills, and/or and mastery of standards, and
knowledge. mastery of standards. includes student as well as
PC, A teacher use of the assessment
information.
CO: Classroom Observation; PC: Professional Conversation; A: Artifacts 12
Developed by TLS, Inc. Based on the work of Charlotte Danielson, 2007Revised April 2021
Element Ineffective Developing Effective Highly Effective
Practice Practice Practice Practice
1e4. Analysis and Use of Teacher rarely and/or Teacher inconsistently uses Teacher consistently uses Teacher consistently uses multiple
Assessment Data for ineffectively uses multiple multiple measures of growth multiple measures of growth measures of growth for learners
Planning measures of growth for for learners including both for learners including both including both formative and
learners including formative formative and summative data formative and summative summative data including
Teacher uses assessment data to
determine next steps in instruction. and summative data that that include learners’ work to data that include learners’ learners’ work to demonstrate a
PC, A may include learners’ work, demonstrate participant work to demonstrate high level of participant learning.
to demonstrate participant learning. Teacher analyzes and participant learning. Teacher Teacher disaggregates and
learning. Teacher does not uses some assessment data to analyzes and uses assessment analyzes assessment data and
analyze or use assessment plan for future instruction for data to plan future instruction uses information to plan future
EDSNCT Focus Element data to design future the class/group as a whole. for subgroups of learners, instruction for individuals,
instruction. including re-teaching and re- including re-teaching and re-
assessment if necessary. assessment if necessary.
CO: Classroom Observation; PC: Professional Conversation; A: Artifacts 13
Developed by TLS, Inc. Based on the work of Charlotte Danielson, 2007Revised April 2021
Standard 2:
The Classroom Environment
14Revised April 2021
Standard 2: The Classroom Environment
Component 2a: Creating an Environment of Respect and Rapport
Teaching depends, fundamentally, on the quality of relationships among individuals. When teachers strive to engage students in a discussion or an activity, their
interactions with them speak volumes about the extent to which they value students as people and teach them to manage their thoughts and behaviors, empathize with
and understand the perspective of others.
Element Ineffective Developing Effective Highly Effective
Practice Practice Practice Practice
2a1. Teacher Interaction Teacher interaction Teacher-student Teacher-student Teacher’s interactions with students reflect
with Students with at least some interactions are generally interactions are friendly respect, caring, and cultural
Teacher interacts with students in a students is negative, appropriate but may and demonstrate caring understanding, for individuals as well as
way that projects respect and demeaning, sarcastic, reflect occasional and respect for the class groups of students. Students demonstrate
creates a safe and supportive or inappropriate to inconsistencies, favoritism, as a whole. Such self-management and self-efficacy and
learning environment.
the age, culture of the or disregard for students’ interactions are appear to trust the teacher with sensitive
CO
students. Student self- cultures. Student self- appropriate to the age, information and have a mutual respect
management and management and self- and cultures of the and open dialogue in a variety of
self-efficacy are not efficacy are inconsistently students. Student self- contexts.
nurtured. Students nurtured. Students exhibit management and self-
exhibit disrespect for only minimal respect for efficacy are consistently
the teacher. the teacher. nurtured. Students exhibit
respect for the teacher.
2a2. Student Interactions Student interactions Student interactions are Student interactions are Students demonstrate empathy by caring
with One Another are characterized by usually appropriate but consistently polite, for one another and monitoring one
Students interact with one another conflict, sarcasm, or may reflect occasional respectful, and another’s treatment of peers, correcting
in a respectful, polite manner that put-downs, or lack of displays of disrespect or a demonstrate empathy for classmates respectfully when needed, and
promotes a positive learning empathy. lack of empathy from a others. assuming and demonstrating personal
environment for all students.
few students. responsibility and self-management.
CO
2a3. Academic Climate Students do not freely Some students demonstrate Students demonstrate a Students demonstrate a growth mindset by
The classroom environment is safe share their ideas or a growth mindset and growth mindset by freely freely sharing their ideas, opinions or
and supportive; risk-taking is opinions or freely share their ideas or sharing their ideas or academic struggles and taking risks in
encouraged, students freely demonstrate a growth opinions. opinions and taking risks learning.
contribute their ideas, and student
mistakes are treated as learning mindset. in learning.
opportunities, never with ridicule.
Risk-taking and mistakes Student and teacher mistakes are treated
CO Student mistakes may receive unpredictable Student mistakes are as learning opportunities by the teacher
be ridiculed by the responses from the teacher treated as learning and students.
teacher or other or other students. opportunities by the
EDST Focus Element students. teacher.
CO: Classroom Observation; PC: Professional Conversation; A: Artifacts 15
Developed by TLS, Inc. Based on the work of Charlotte Danielson. 2007Revised April 2021
Standard 2: The Classroom Environment
Component 2b: Establishing a Culture for Learning
A “culture for learning” refers to the atmosphere in the classroom that reflects the importance of the work undertaken by both students and teacher. It describes the
norms that govern the interactions among individuals about the activities and assignments, the look of the classroom, and the general “tone” of the class. A culture for
learning implies high expectations for all students, ensuring that classrooms are cognitively busy places that nurture and support a growth mindset and self-efficacy. As a
result, both students and teachers see the content as important, and students take obvious pride in their work and are eager to share with others.
Element Ineffective Developing Effective Highly Effective
Practice Practice Practice Practice
2b1. Importance of the Teacher conveys a Teacher communicates Teacher conveys enthusiasm Students demonstrate through their
Content negative attitude toward importance of the work but for the content, and students active participation, curiosity, and
Teacher links content to students’ the content, suggesting with little conviction or with value the importance of the taking initiative that they value the
lives, essential questions, or long- that it is not important or minimal links to real-world content. Teacher links content content’s importance. Teacher and
term goals. has been mandated by application. Only some to students’ lives, essential students link content to real-world
CO others. Teacher makes no students value the questions, or long-term applications, essential questions, and
attempt to link content to importance of the content. goals. long-range goals. Teacher and students
students’ lives or essential make content culturally relevant and
questions. applicable to students’ lives.
2b2. Expectations for The classroom The classroom environment The classroom environment The classroom environment conveys a
Learning and environment conveys a conveys a culture of modest conveys a culture of high culture of high expectations.
Achievement culture of low expectations. Instructional expectations. Instructional Instructional outcomes, activities,
The culture of the classroom expectations. Instructional outcomes, activities, outcomes, activities, assignments, and classroom interactions
reflects clear and high outcomes, activities, assignments, and classroom assignments, and classroom convey high expectations for all
expectations about what is assignments, and interactions lack interactions convey high students. Students appear to have
expected of students in order for
them to learn and achieve. classroom interactions appropriate challenge and expectations for all students. internalized these expectations.
CO lack challenge and support. Teacher Teacher demonstrates clear Students set their own goals and monitor
support. Overall learning demonstrates uneven and high expectations about their own progress toward achieving
expectations are not expectations regarding what is expected of students mastery of standards. There is a
made clear to students, which students can learn in order for them to learn celebration of growth and achieving
or are not linked to and achieve. Overall and achieve, including personal bests for students and the
standards. learning expectations are effort. Overall learning teacher. Overall learning expectations
either unclear to students or expectations are clear to all are clear to all students and consistently
inconsistently related to students and consistently related to standards.
standards. related to standards.
CO: Classroom Observation; PC: Professional Conversation; A: Artifacts 16
Developed by TLS, Inc. Based on the work of Charlotte Danielson. 2007Revised April 2021
Element Ineffective Developing Effective Highly Effective
Practice Practice Practice Practice
2b3. Student Ownership Students demonstrate no Students demonstrate little Students accept Students demonstrate attention to detail
of Their Work ownership of their work. ownership of their work. responsibility for doing high and take obvious ownership of their
Students demonstrate ownership Students are uninterested Completion of the task is quality work and work, initiating improvements in it by,
of their work and share their in their work. more important than the demonstrate ownership of for example, revising drafts on their
learning with others. quality of the work. the assigned work. own or helping peers.
CO
2b4. Physical The classroom is unsafe. The classroom is safe, but The classroom is safe and The classroom is safe and organized to
Environment The physical environment not organized to support organized to support student support student learning and
The classroom is designed to impedes student learning, student learning and learning and collaboration. collaboration. Both teacher and
ensure safety and promote or teacher makes little or collaboration. The teacher The teacher uses the physical students use the physical environment
students learning. no use of resources to occasionally uses the environment to provide purposefully to access instructional
CO support student learning physical environment, but access to instructional resources and display evidence of
or collaboration. with limited effect on resources and display student learning.
student learning or evidence of student learning.
collaboration.
CO: Classroom Observation; PC: Professional Conversation; A: Artifacts 17
Developed by TLS, Inc. Based on the work of Charlotte Danielson. 2007Revised April 2021
Standard 2: The Classroom Environment
Component 2c: Managing Classroom Procedures
A smoothly functioning classroom is a prerequisite to good instruction. Teachers must develop procedures for the smooth operation of the classroom and the efficient use
of time. One of the marks of effective teachers is that they can take the time required to establish routines and procedures at the outset of the school year. It is also
important for teachers to manage transitions efficiently. Effective teachers make efficient use of time when managing non-instructional tasks such as taking attendance,
collecting or checking homework, writing passes, etc., and are familiar with and successfully execute school emergency procedures.
Element Ineffective Developing Effective Highly Effective
Practice Practice Practice Practice
2c1. Management of Transitions result in much time Some transitions result in loss Transitions occur with little loss Transitions occur with little to no
Routines, Procedures, and being lost between activities of instructional time. Students of instructional time. Teacher loss of instructional time. Students
Transitions or lesson segments. Students require specific direction prompts students to use initiate and efficiently use routines
Routines, procedures, and transitions do not appear to know what and oversight from the efficient routines with minimal and procedures appropriate to
are managed in such a way that there is expected for specific teacher in order to execute direction. the task, transition, or grouping
is little to no loss of instructional time. routines or transitions. routines and transitions. structure.
CO
EDST Focus Element
2c2. Management of Materials and supplies are Some materials are Materials are prepared and Materials are prepared and
Materials and Supplies handled inefficiently or have prepared in advance, but gathered in advance of the gathered in advance of the lesson.
Materials and supplies are not been prepared in there is some loss of lesson. Routines for handling Routines for effectively using a
distributed/available to students in a advance, resulting in instructional time while the materials and supplies occur variety of tools/media and
way that does not interrupt significant loss of instructional teacher accesses or gathers smoothly, with little loss of handling materials and supplies
instructional time.
time. materials or supplies. instructional time. Students are seamless, with students
CO
Routines for handling assume responsibility when assuming some responsibility for
materials and supplies directed by the teacher. smooth operation.
function moderately well, but
with some loss of instructional
time.
2c3. Performance of Non- Considerable instructional Systems for performing non- Efficient systems for Systems for performing non-
Instructional Duties time is lost in performing non- instructional duties are only performing non-instructional instructional duties are well
Any non-instructional duties are instructional duties. fairly efficient, resulting in duties are in place, resulting established, with students
performed while students are engaged some loss of instructional in minimal loss of instructional assuming considerable
in productive work. time. time. responsibility for efficient
CO operation.
CO: Classroom Observation; PC: Professional Conversation; A: Artifacts 18
Developed by TLS, Inc. Based on the work of Charlotte Danielson. 2007Revised April 2021
Element Ineffective Developing Effective Highly Effective
Practice Practice Practice Practice
2c4. Management of Parent Parent leaders, volunteers Parent leaders, volunteers Teacher provides parent Teacher provides parent leaders,
Leaders, other Volunteers and/or paraprofessionals and/or paraprofessionals leaders, volunteers and/or volunteers and/or
and Paraprofessionals have few clearly defined are productively engaged paraprofessionals with clear paraprofessionals with clear
Volunteers and/or paraprofessionals duties and are idle most of during portions of class time direction regarding tasks and direction regarding tasks in
have clear roles that promote student the time. but require frequent that they are productively advance of the class; they are
learning. direction from teacher. and independently engaged productively and independently
CO during the entire class. engaged during the entire class
and make a substantive
EDSNCT Focus Element contribution to the classroom
environment.
CO: Classroom Observation; PC: Professional Conversation; A: Artifacts 19
Developed by TLS, Inc. Based on the work of Charlotte Danielson. 2007Revised April 2021
Standard 2: The Classroom Environment
Component 2d: Managing Student Behavior
A key to efficient and respectful management of student behavior lies in agreed upon standards of conduct and clear consequences for overstepping boundaries.
Effective teachers successfully enlist students in both setting and maintaining standards of conduct. Active participation in setting the rules of the classroom contributes to
students’ feelings of safety in class. In a well-managed classroom, students themselves will be able to explain and uphold and self-manage the agreed-upon standards
of conduct.
Element Ineffective Developing Effective Highly Effective
Practice Practice Practice Practice
2d1. Expectations for No standards of conduct Standards of conduct Standards of conduct are Standards of conduct are clear
Behavior appear to have been appear to have been clear to all students and to all students and parents and
Expectations for behavior are clear to
established, or students are established, and most parents. Teacher always appear to have been
all students and parents. confused as to what the students seem to models expectations for developed with student
CO standards are. Teacher understand them. Teacher self-management and participation. Teacher and
does not model usually models social awareness. students always model
expectations, self- expectations, self- expectations self-management
management or social management or social and social awareness.
awareness. awareness.
2d2. Monitoring and Student behavior hinders Some student behavior may Student behavior generally Student behavior supports
Responding to Student learning. Teacher does not hinder learning. Teacher is supports learning. Teacher learning. Teacher reinforces
Behavior monitor student behavior, or generally aware of student reinforces positive positive behaviors when
The teacher monitors and responds to teacher responds in a way behavior and occasionally behaviors when appropriate. Teacher’s
behaviors in a way that maintains that does not produce acknowledges appropriate appropriate. If misbehavior response to misbehavior is
student dignity and does not disrupt desirable results. behaviors. Teacher attempts occurs, teacher has a clear sensitive to students’ individual
learning.
Appropriate behaviors are to respond to student and consistent system for needs. Students monitor their
CO
not acknowledged. Teacher misbehavior but with uneven addressing negative own and their peers’ behavior.
does not respond to results. behavior or rule-breaking
misbehavior, or the that respects the student’s
response is inconsistent, dignity. Teacher’s response
overly repressive, or does to misbehavior produces
EDST Focus Element not respect the student’s desired results.
dignity.
CO: Classroom Observation; PC: Professional Conversation; A: Artifacts 20
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