Teaching and Learning Framework - Los Angeles Unified School District - Los Angeles Unified ...

 
Teaching and Learning Framework - Los Angeles Unified School District - Los Angeles Unified ...
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                0
Revised 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

                                                                                                                                                                                                                                                         1
Revised 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.
                                                                                                                                                                                          2
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 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 EDSNCT
Revised 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, 2007
Revised 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, 2007
Revised 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, 2007
Revised 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, 2007
Revised 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, 2007
Revised 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, 2007
Revised 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, 2007
Revised 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, 2007
Revised April 2021

Standard 2:
The Classroom Environment

                            14
Revised 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. 2007
Revised 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. 2007
Revised 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. 2007
Revised 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. 2007
Revised 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. 2007
Revised 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
Developed by TLS, Inc. Based on the work of Charlotte Danielson. 2007
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