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Lesson Observation Form with RubricUse the Comments section at the bottom to document NOTES, STRENGTHS, GOALS
1a:
Demonstrating
Knowledge of Content
and Pedagogy
Unsatisfactory
In planning and practice, the teachermakes content errors or does notcorrect errors made by students. The teacher displays littleunderstanding of prerequisiteknowledge important to studentlearning of the content. The teacherdisplays little or no understanding ofthe range of pedagogicalapproaches suitable to studentlearning of the content.
Basic
The teacher is familiar with theimportant concepts in the disciplinebut displays a lack of awareness ofhow these concepts relate to oneanother. The teacher indicatessome awarness of prerequisitelearning, although such knowledgemay be inaccurate or incomplete. The teacher's plans and practicereflect a limited range ofpedagogical approaches to thediscipline or to the students.
Proficient
The teacher displays solidknowledge of the important conceptsin the discipline and how these relateto one another. The teacherdemonstrates accurateunderstanding of prerequisiterelationships among topics. Theteacher's plans and practice reflectfamiliarity with a wide range ofeffective pedagogical approaches inthe subject.
Distinguished
The teacher displays extensiveknowledge of the important conceptsin the discipline and how these relateboth to one another and to otherdisciplines. The teacherdemonstrates understanding ofprerequisite relationships amongtopics and concepts andunderstands the link to necessarycognitive structures that ensurestudent understanding. Theteacher's plans and practice reflectfamiliarity with a wide range ofeffective pedagogical approaches inthe discipline and the ability toanticipate student misconceptions.
N/A
No Description
Domain 1: Planning andPreparation
1b:
Demonstrating
Knowledge of Students
Unsatisfactory
The teacher displays minimalunderstanding of how students learn—and little knowledge of their variedapproaches to learning, knowledgeand skills, special needs, andinterests and cultural heritages—anddoes not indicate that suchknowledge is valuable.
Basic
The teacher displays generallyaccurate knowledge of how studentslearn and of their varied approachesto learning, knowledge and skills,special needs, and interests andcultural heritages, yet may apply thisknowledge not to individual studentsbut to the class as a whole.
Proficient
The teacher understands the activenature of student learning and attainsinformation about levels ofdevelopment for groups of students.The teacher also purposefullyacquires knowledge from severalsources about groups of students’varied approaches to learning,knowledge and skills, special needs,and interests and cultural heritages.
Distinguished
The teacher understands the activenature of student learning andacquires information about levels ofdevelopment for individual students.The teacher also systematicallyacquires knowledge from severalsources about individual students’varied approaches to learning,knowledge and skills, special needs,and interests and cultural heritages.
N/A
No Description
1c: Setting
Instructional Outcomes
Unsatisfactory
The outcomes represent lowexpectations for students and lack ofrigor, and not all of these outcomesreflect important learning in thediscipline. They are stated asstudent activities, rather than asoutcomes for learning. Outcomesreflect only one type of learning andonly one discipline or strand and aresuitable for only some students.
Basic
Outcomes represent moderatelyhigh expectations and rigor. Somereflect important learning in thediscipline and consist of acombination of outcomes andactivities. Outcomes reflect severaltypes of learning, but teacher hasmade no effort at coordination orintegration. Outcomes, based onglobal assessments of studentlearning, are suitable for most of thestudents in the class.
Proficient
Most outcomes represent rigorousand important learning in thediscipline and are clear, are writtenin the form of student learning, andsuggest viable methods ofassessment. Outcomes reflectseveral different types of learningand opportunities for coordination,and they are differentiated, inwhatever way is needed, for differentgroups of students.
Distinguished
All outcomes represent highlevellearning in the discipline. They areclear, are written in the form ofstudent learning, and permit viablemethods of assessment. Outcomesreflect several different types oflearning and, where appropriate,represent both coordination andintegration. Outcomes aredifferentiated, in whatever way isneeded, for individual students.
N/A
No Description
Domain 1: Planning andPreparation
Domain 1: Planning andPreparation
1d:
Demonstrating
Knowledge of
Resources
Unsatisfactory
The teacher is unaware of resourcesto assist student learning beyondmaterials provided by the school ordistrict, nor is the teacher aware ofresources for expanding one’s ownprofessional skill.
Basic
The teacher displays someawareness of resources beyondthose provided by the school ordistrict for classroom use and forextending one’s professional skill butdoes not seek to expand thisknowledge.
Proficient
The teacher displays awareness ofresources beyond those provided bythe school or district, including thoseon the Internet, for classroom useand for extending one’s professionalskill, and seeks out such resources.
Distinguished
The teacher's knowledge ofresources for classroom use and forextending one’s professional skill isextensive, including those availablethrough the school or district, in thecommunity, through professionalorganizations and universities, andon the Internet.
N/A
No Description
1e: Designing
Coherent Instruction
Unsatisfactory
Learning activities are poorly alignedwith the instructional outcomes, donot follow an organized progression,are not designed to engage studentsin active intellectual activity, andhave unrealistic time allocations.Instructional groups are not suitableto the activities and offer no variety.
Basic
Some of the learning activities andmaterials are aligned with theinstructional outcomes and representmoderate cognitive challenge, butwith no differentiation for differentstudents. Instructional groupspartially support the activities, withsome variety. The lesson or unit hasa recognizable structure; but theprogression of activities is uneven,with only some reasonable timeallocations.
Proficient
Most of the learning activities arealigned with the instructionaloutcomes and follow an organizedprogression suitable to groups ofstudents. The learning activities havereasonable time allocations; theyrepresent significant cognitivechallenge, with some differentiationfor different groups of students andvaried use of instructional groups.
Distinguished
The sequence of learning activitiesfollows a coherent sequence, isaligned to instructional goals, and isdesigned to engage students in highlevel cognitive activity. These areappropriately differentiated forindividual learners. Instructionalgroups are varied appropriately, withsome opportunity for student choice.
N/A
No Description
Domain 1: Planning andPreparation
Domain 1: Planning andPreparation
1f: Designing
Student Assessments
Unsatisfactory
Assessment procedures are notcongruent with instructionaloutcomes and lack criteria by whichstudent performance will beassessed. The teacher has no planto incorporate formative assessmentin the lesson or unit.
Basic
Assessment procedures are partiallycongruent with instructionaloutcomes. Assessment criteria andstandards have been developed, butthey are not clear. The teacher’sapproach to using formativeassessment is rudimentary, includingonly some of the instructionaloutcomes.
Proficient
All the instructional outcomes maybe assessed by the proposedassessment plan; assessmentmethodologies may have beenadapted for groups of students.Assessment criteria and standardsare clear. The teacher has a welldeveloped strategy for usingformative assessment and hasdesigned particular approaches tobe used.
Distinguished
All the instructional outcomes may beassessed by the proposedassessment plan, with clear criteriafor assessing student work. The plancontains evidence of studentcontribution to its development.Assessment methodologies havebeen adapted for individual studentsas the need has arisen. Theapproach to using formativeassessment is well designed andincludes student as well as teacheruse of the assessment information.
N/A
No Description
Domain 1: Planning andPreparation
2a: Creating
an Environment of
Respect and Rapport
Unsatisfactory
Patterns of classroom interactions,both between teacher and studentsand among students, are mostlynegative, inappropriate, orinsensitive to students’ ages, culturalbackgrounds, and developmentallevels. Student interactions arecharacterized by sarcasm, putdowns, or conflict. The teacher doesnot deal with disrespectful behavior.
Basic
Patterns of classroom interactions,both between teacher and studentsand among students, are generallyappropriate but may reflectoccasional inconsistencies,favoritism, and disregard forstudents’ ages, cultures, anddevelopmental levels. Studentsrarely demonstrate disrespect forone another. The teacher attempts torespond to disrespectful behavior,with uneven results. The net result ofthe interactions is neutral, conveyingneither warmth nor conflict.
Proficient
Teacherstudent interactions arefriendly and demonstrate generalcaring and respect. Suchinteractions are appropriate to theages, cultures, and developmentallevels of the students. Interactionsamong students are generally politeand respectful, and students exhibitrespect for the teacher. The teacherresponds successfully todisrespectful behavior amongstudents. The net result of theinteractions is polite, respectful, andbusinesslike, though students maybe somewhat cautious about takingintellectual risks.
Distinguished
Classroom interactions betweenteacher and students and amongstudents are highly respectful,reflecting genuine warmth, caring,and sensitivity to students asindividuals. Students exhibit respectfor the teacher and contribute to highlevels of civility among all membersof the class. The net result is anenvironment where all students feelvalued and are comfortable takingintellectual risks.
N/A
No Description
Domain 2: TheClassroom Environment
2b:
Establishing a Culture
for Learning
Unsatisfactory
The classroom culture ischaracterized by a lack of teacher orstudent commitment to learning,and/or little or no investment ofstudent energy in the task at hand.Hard work and the precise use oflanguage are not expected orvalued. Medium to low expectationsfor student achievement are thenorm, with high expectations forlearning reserved for only one or twostudents.
Basic
The classroom culture ischaracterized by little commitment tolearning by the teacher or students.The teacher appears to be only“going through the motions,” andstudents indicate that they areinterested in the completion of a taskrather than the quality of the work.The teacher conveys that studentsuccess is the result of natural abilityrather than hard work, and refers onlyin passing to the precise use oflanguage. High expectations forlearning are reserved for thosestudents thought to have a naturalaptitude for the subject.
Proficient
The classroom culture is a placewhere learning is valued by all; highexpectations for both learning andhard work are the norm for moststudents. Students understand theirrole as learners and consistentlyexpend effort to learn. Classroominteractions support learning, hardwork, and the precise use oflanguage.
Distinguished
The classroom culture is acognitively busy place, characterizedby a shared belief in the importanceof learning. The teacher conveys highexpectations for learning for allstudents and insists on hard work;students assume responsibility forhigh quality by initiatingimprovements, making revisions,adding detail, and/or assisting peersin their precise use of language.
N/A
No Description
Domain 2: TheClassroom Environment
2c: Managing
Classroom Procedures
Unsatisfactory
Much instructional time is lost due toinefficient classroom routines andprocedures. There is little or noevidence of the teacher’s managinginstructional groups and transitionsand/or handling of materials andsupplies effectively. There is littleevidence that students know orfollow established routines, or thatvolunteers or paraprofessionals haveclearly defined tasks.
Basic
Some instructional time is lost due topartially effective classroom routinesand procedures. The teacher’smanagement of instructional groupsand transitions, or handling ofmaterials and supplies, or both, areinconsistent, leading to somedisruption of learning. With regularguidance and prompting, studentsfollow established routines andvolunteers and paraprofessionalsperform their duties.
Proficient
There is little loss of instructionaltime due to effective classroomroutines and procedures. Theteacher’s management ofinstructional groups and transitions,or handling of materials andsupplies, or both, are consistentlysuccessful. With minimal guidanceand prompting, students followestablished classroom routines andvolunteers and paraprofessionalscontribute to the class.
Distinguished
Instructional time is maximized dueto efficient and seamless classroomroutines and procedures. Studentstake initiative in the management ofinstructional groups and transitions,and/or the handling of materials andsupplies. Routines are wellunderstood and may be initiated bystudents. Volunteers andparaprofessionals make anindependent contribution to theclass.
N/A
No Description
2d: Managing
Student Behavior
Unsatisfactory
There appear to be no establishedstandards of conduct, or studentschallenge them. There is little or noteacher monitoring of studentbehavior, and response to students’misbehavior is repressive ordisrespectful of student dignity.
Basic
Standards of conduct appear tohave been established, but theirimplementation is inconsistent. Theteacher tries, with uneven results, tomonitor student behavior andrespond to student misbehavior.
Proficient
Student behavior is generallyappropriate. The teacher monitorsstudent behavior against establishedstandards of conduct. Teacherresponse to student misbehavior isconsistent, proportionate, andrespectful to students and iseffective.
Distinguished
Student behavior is entirelyappropriate. Students take an activerole in monitoring their own behaviorand/ or that of other students againststandards of conduct. Teachermonitoring of student behavior issubtle and preventive. The teacher’sresponse to student misbehavior issensitive to individual student needsand respects students’ dignity.
N/A
No Description
Domain 2: TheClassroom Environment
Domain 2: TheClassroom Environment
2e: Organizing
Physical Space
Unsatisfactory
The classroom environment isunsafe, or learning is not accessibleto many. There is poor alignmentbetween the arrangement of furnitureand resources, including computertechnology, and the lesson activities.
Basic
The classroom is safe, and essentiallearning is accessible to moststudents. The teacher makesmodest use of physical resources,including computer technology. Theteacher attempts to adjust theclassroom furniture for a lesson or, ifnecessary, to adjust the lesson to thefurniture, but with limitedeffectiveness.
Proficient
The classroom is safe, and studentshave equal access to learningactivities; the teacher ensures thatthe furniture arrangement isappropriate to the learning activitiesand uses physical resources,including computer technology,effectively.
Distinguished
The classroom environment is safe,and learning is accessible to allstudents, including those with specialneeds. The teacher makes effectiveuse of physical resources, includingcomputer technology. The teacherensures that the physicalarrangement is appropriate to thelearning activities. Studentscontribute to the use or adaptation ofthe physical environment to advancelearning.
N/A
No Description
Domain 2: TheClassroom Environment
3a:
Communicating with
Students
Unsatisfactory
The instructional purpose of thelesson is unclear to students, and thedirections and procedures areconfusing. The teacher’s explanationof the content contains major errorsand does not include any explanationof strategies students might use. Theteacher’s spoken or written languagecontains errors of grammar orsyntax. The teacher’s academicvocabulary is inappropriate, vague,or used incorrectly, leaving studentsconfused.
Basic
The teacher's attempt to explain theinstructional purpose has only limitedsuccess, and/or directions andprocedures must be clarified afterinitial student confusion. Theteacher’s explanation of the contentmay contain minor errors; someportions are clear, others difficult tofollow. The teacher’s explanationdoes not invite students to engageintellectually or to understandstrategies they might use whenworking independently. Theteacher’s spoken language iscorrect but uses vocabulary that iseither limited or not fully appropriateto the students’ ages orbackgrounds. The teacher rarelytakes opportunities to explainacademic vocabulary
Proficient
The instructional purpose of thelesson is clearly communicated tostudents, including where it issituated within broader learning;directions and procedures areexplained clearly and may bemodeled. The teacher’s explanationof content is scaffolded, clear, andaccurate and connects with students’knowledge and experience. Duringthe explanation of content, theteacher focuses, as appropriate, onstrategies students can use whenworking independently and invitesstudent intellectual engagement. Theteacher’s spoken and writtenlanguage is clear and correct and issuitable to students’ ages andinterests. The teacher’s use ofacademic vocabulary is precise andserves to extend studentunderstanding.
Distinguished
The teacher links the instructionalpurpose of the lesson to the largercurriculum; the directions andprocedures are clear and anticipatepossible student misunderstanding.The teacher’s explanation of contentis thorough and clear, developingconceptual understanding throughclear scaffolding and connecting withstudents’ interests. Studentscontribute to extending the content byexplaining concepts to theirclassmates and suggestingstrategies that might be used. Theteacher’s spoken and writtenlanguage is expressive, and theteacher finds opportunities to extendstudents’ vocabularies, both withinthe discipline and for more generaluse. Students contribute to thecorrect use of academic vocabulary.
N/A
No Description
Domain 3: Instruction
3b: Using
Questioning and
Discussion
Techniques
Unsatisfactory
The teacher’s questions are of lowcognitive challenge, with singlecorrect responses, and are asked inrapid succession. Interactionbetween the teacher and students ispredominantly recitation style, withthe teacher mediating all questionsand answers; the teacher accepts allcontributions without asking studentsto explain their reasoning. Only a fewstudents participate in thediscussion.
Basic
The teacher’s questions leadstudents through a single path ofinquiry, with answers seeminglydetermined in advance. Alternatively,the teacher attempts to ask somequestions designed to engagestudents in thinking, but only a fewstudents are involved. The teacherattempts to engage all students inthe discussion, to encourage them torespond to one another, and toexplain their thinking, with unevenresults.
Proficient
While the teacher may use somelowlevel questions, he posesquestions designed to promotestudent thinking and understanding.The teacher creates a genuinediscussion among students,providing adequate time for studentsto respond and stepping aside whendoing so is appropriate. The teacherchallenges students to justify theirthinking and successfully engagesmost students in the discussion,employing a range of strategies toensure that most students are heard.
Distinguished
The teacher uses a variety or seriesof questions or prompts to challengestudents cognitively, advance highlevel thinking and discourse, andpromote metacognition. Studentsformulate many questions, initiatetopics, challenge one another’sthinking, and make unsolicitedcontributions. Students themselvesensure that all voices are heard inthe discussion.
N/A
No Description
Domain 3: Instruction
3c: Engaging
Students in Learning
Unsatisfactory
The learning tasks/ activities,materials and, resources are poorlyaligned with the instructionaloutcomes, or require only roteresponses, with only one approachpossible. The groupings of studentsare unsuitable to the activities. Thelesson has no clearly definedstructure, or the pace of the lesson istoo slow or rushed.
Basic
The learning tasks and activities arepartially aligned with the instructionaloutcomes but require only minimalthinking by students and littleopportunity for them to explain theirthinking, allowing most students tobe passive or merely compliant. Thegroupings of students aremoderately suitable to the activities.The lesson has a recognizablestructure; however, the pacing of thelesson may not provide students thetime needed to be intellectuallyengaged or may be so slow thatmany students have a considerableamount of “down time.”
Proficient
The learning tasks and activities arefully aligned with the instructionaloutcomes and are designed tochallenge student thinking, invitingstudents to make their thinkingvisible. This technique results inactive intellectual engagement bymost students with important andchallenging content and with teacherscaffolding to support thatengagement. The groupings ofstudents are suitable to the activities.The lesson has a clearly definedstructure, and the pacing of thelesson is appropriate, providingmost students the time needed to beintellectually engaged.
Distinguished
Virtually all students are intellectuallyengaged in challenging contentthrough welldesigned learning tasksand activities that require complexthinking by students. The teacherprovides suitable scaffolding andchallenges students to explain theirthinking. There is evidence of somestudent initiation of inquiry andstudent contributions to theexploration of important content;students may serve as resources forone another. The lesson has a clearlydefined structure, and the pacing ofthe lesson provides students the timeneeded not only to intellectuallyengage with and reflect upon theirlearning but also to consolidate theirunderstanding.
N/A
No Description
Domain 3: Instruction
3d: Using
Assessment in
Instruction
Unsatisfactory
Students do not appear to be awareof the assessment criteria, and thereis little or no monitoring of studentlearning; feedback is absent or ofpoor quality. Students do not engagein self or peer assessment.
Basic
Students appear to be only partiallyaware of the assessment criteria,and the teacher monitors studentlearning for the class as a whole.Questions and assessments arerarely used to diagnose evidence oflearning. Feedback to students isgeneral, and few students assesstheir own work.
Proficient
Students appear to be aware of theassessment criteria, and the teachermonitors student learning for groupsof students. Questions andassessments are regularly used todiagnose evidence of learning.Teacher feedback to groups ofstudents is accurate and specific;some students engage in selfassessment.
Distinguished
Assessment is fully integrated intoinstruction, through extensive use offormative assessment. Studentsappear to be aware of, and there issome evidence that they havecontributed to, the assessmentcriteria. Questions and assessmentsare used regularly to diagnoseevidence of learning by individualstudents. A variety of forms offeedback, from both teacher andpeers, is accurate and specific andadvances learning. Students selfassess and monitor their ownprogress. The teacher successfullydifferentiates instruction to addressindividual students’misunderstandings.
N/A
No Description
Domain 3: Instruction
3e:
Demonstrating
Flexibility and
Responsiveness
Unsatisfactory
The teacher ignores students’questions; when students havedifficulty learning, the teacher blamesthem or their home environment fortheir lack of success. The teachermakes no attempt to adjust thelesson even when students don’tunderstand the content.
Basic
The teacher accepts responsibilityfor the success of all students buthas only a limited repertoire ofstrategies to use. Adjustment of thelesson in response to assessment isminimal or ineffective.
Proficient
The teacher successfullyaccommodates students’ questionsand interests. Drawing on a broadrepertoire of strategies, the teacherpersists in seeking approaches forstudents who have difficulty learning.If impromptu measures are needed,the teacher makes a minoradjustment to the lesson and doesso smoothly.
Distinguished
The teacher seizes an opportunity toenhance learning, building ona spontaneous event or students’interests, or successfully adjustsand differentiates instruction toaddress individual studentmisunderstandings. Using anextensive repertoire of instructionalstrategies and soliciting additionalresources from the school orcommunity, the teacher persistsin seeking effective approaches forstudents who need help.
N/A
No Description
Domain 3: Instruction
4a. Reflecting
on Teaching
Unsatisfactory
The teacher does not know whethera lesson was effective or achievedits instructional outcomes, orthe teacher profoundly misjudges thesuccess of a lesson. The teacherhas no suggestions for how a lessoncould be improved.
Basic
The teacher has a generally accurateimpression of a lesson’seffectiveness and the extent towhich instructional outcomes weremet. The teacher makes generalsuggestions about how a lessoncould be improved.
Proficient
The teacher makes an accurateassessment of alesson’s effectiveness and the extentto which it achieved its instructionaloutcomes and can cite generalreferences to support the judgment.The teacher makes a few specificsuggestions of what could be triedanother time the lesson is taught.
Distinguished
The teacher makes a thoughtful andaccurate assessment of a lesson’seffectiveness and the extent to whichit achieved its instructionaloutcomes, citing many specificexamples from the lesson andweighing the relative strengths ofeach. Drawing on an extensiverepertoire of skills, the teacher offersspecific alternative actions, completewith the probable successof different courses of action.
N/A
No Description
4b.
Maintaining Accurate
Records
Unsatisfactory
The teacher’s system for maintaininginformation on student completion ofassignments and student progress inlearning is nonexistent or in disarray.The teacher’s records fornoninstructional activities are indisarray, the result being errors andconfusion.
Basic
The teacher’s system for maintaininginformation on student completion ofassignments and student progress inlearning is rudimentary and onlypartially effective. The teacher’srecords for noninstructional activitiesare adequate but inefficient and,unless given frequent oversight bythe teacher, prone to errors.
Proficient
The teacher’s system for maintaininginformation on student completion ofassignments, student progressin learning, and noninstructionalrecords is fully effective.
Distinguished
The teacher’s system for maintaininginformation on student completion ofassignments, student progress inlearning, and noninstructionalrecords is fully effective. Studentscontribute information andparticipate in maintaining therecords.
N/A
No Description
Domain 4: ProfessionalResponsibilities
Domain 4: ProfessionalResponsibilities
4c.
Communicating with
Families
Unsatisfactory
The teacher provides littleinformation about the instructionalprogram to families; theteacher’s communication aboutstudents’ progress is minimal. Theteacher does not respond, orresponds insensitively, to parentalconcerns.
Basic
The teacher makes sporadicattempts to communicate withfamilies about the instructionalprogram and about the progress ofindividual students but doesnot attempt to engage families in theinstructional program. Moreover, thecommunication that does take placemay not be culturally sensitive tothose families.
Proficient
The teacher provides frequent andappropriate information to familiesabout the instructional program andconveys information aboutindividual student progress in aculturally sensitive manner.The teacher makes some attemptsto engage families inthe instructional program.
Distinguished
The teacher communicatesfrequently with families in a culturallysensitive manner, with studentscontributing to thecommunication. The teacherresponds to family concernswith professional and culturalsensitivity. The teacher’s effortsto engage families in the instructionalprogram are frequentand successful.
N/A
No Description
Domain 4: ProfessionalResponsibilities
4d.
Participating in the
Professional
Community
Unsatisfactory
The teacher’s relationships withcolleagues are negative or selfserving. The teacher avoidsparticipation in a professional cultureof inquiry, resisting opportunitiesto become involved. The teacheravoids becoming involved in schoolevents or school and districtprojects.
Basic
The teacher maintains cordialrelationships with colleagues to fulfillduties that the school ordistrict requires. The teacherparticipates in the school’s culture ofprofessional inquiry when invited todo so. The teacher participates inschool events and school and districtprojects when specifically asked.
Proficient
The teacher’s relationships withcolleagues are characterized bymutual support and cooperation;the teacher actively participates in aculture of professional inquiry. Theteacher volunteers to participate inschool events and in school anddistrict projects, makinga substantial contribution.
Distinguished
The teacher’s relationships withcolleagues are characterized bymutual support and cooperation, withthe teacher taking initiative inassuming leadership among thefaculty. The teacher takes aleadership role in promoting a cultureof professional inquiry. The teachervolunteers to participate in schoolevents and district projects, makinga substantial contributionand assuming a leadership role in atleast one aspect of school or districtlife.
N/A
No Description
Domain 4: ProfessionalResponsibilities
4e. Growing
and Developing
Professionally
Unsatisfactory
The teacher engages in noprofessional development activitiesto enhance knowledge or skill. Theteacher resists feedback onteaching performance fromeither supervisors or moreexperienced colleagues. Theteacher makes no effort to shareknowledge with others or to assumeprofessional responsibilities.
Basic
The teacher participates to a limitedextent in professional activities whenthey are convenient. The teacherengages in a limited way withcolleagues and supervisors inprofessional conversation aboutpractice, including some feedbackon teaching performance.The teacher finds limited ways toassist other teachers and contributeto the profession.
Proficient
The teacher seeks out opportunitiesfor professional development toenhance content knowledgeand pedagogical skill. The teacheractively engages with colleaguesand supervisors in professionalconversation about practice,including feedback about practice.The teacher participates actively inassisting other educators and looksfor ways to contribute to theprofession.
Distinguished
The teacher seeks out opportunitiesfor professional development andmakes a systematic effort to conductaction research. The teacher solicitsfeedback on practice fromboth supervisors and colleagues.The teacher initiatesimportant activities to contribute tothe profession.
N/A
No Description
Domain 4: ProfessionalResponsibilities
Outcomes Linked to Criteria
Criterion: 1a: Demonstrating Knowledge of Content and Pedagogy
No linked outcomes.
4f. Showing
Professionalism
Unsatisfactory
The teacher displays dishonesty ininteractions with colleagues,students, and the public. Theteacher is not alert to students’needs and contributes to schoolpractices that result in somestudents’ being ill served by theschool. The teacher makesdecisions and recommendationsthat are based on selfservinginterests. The teacher does notcomply with school and districtregulations.
Basic
The teacher is honest in interactionswith colleagues, students, and thepublic. The teacher’s attempts toserve students are inconsistent, andunknowingly contributes to somestudents being ill served by theschool. The teacher’s decisions andrecommendations are basedon limited though genuinelyprofessional considerations. Theteacher must be reminded bysupervisors about complying withschool and district regulations.
Proficient
The teacher displays high standardsof honesty, integrity, andconfidentiality in interactions withcolleagues, students, and the public.The teacher is active inserving students, working to ensurethat all students receive a fairopportunity to succeed. The teachermaintains an open mind in team ordepartmental decision making. Theteacher complies fully with schooland district regulations.
Distinguished
The teacher can be counted on tohold the highest standards ofhonesty, integrity, and confidentialityand takes a leadership role withcolleagues. The teacher is highlyproactive in serving students,seeking out resources when needed.The teacher makes a concertedeffort to challenge negativeattitudes or practices to ensure thatall students, particularlythose traditionally underserved, arehonored in the school. The teachertakes a leadership role in team ordepartmental decision making andhelps ensure that such decisions arebased on the highest professionalstandards. The teacher complies fullywith school and district regulations,taking a leadership rolewith colleagues.
N/A
No Description
Domain 4: ProfessionalResponsibilities
Criterion: 1b: Demonstrating Knowledge of Students
No linked outcomes.
Criterion: 1c: Setting Instructional Outcomes
No linked outcomes.
Criterion: 1d: Demonstrating Knowledge of Resources
No linked outcomes.
Criterion: 1e: Designing Coherent Instruction
No linked outcomes.
Criterion: 1f: Designing Student Assessments
No linked outcomes.
Criterion: 2a: Creating an Environment of Respect and Rapport
No linked outcomes.
Criterion: 2b: Establishing a Culture for Learning
No linked outcomes.
Criterion: 2c: Managing Classroom Procedures
No linked outcomes.
Criterion: 2d: Managing Student Behavior
No linked outcomes.
Criterion: 2e: Organizing Physical Space
No linked outcomes.
Criterion: 3a: Communicating with Students
No linked outcomes.
Criterion: 3b: Using Questioning and Discussion Techniques
No linked outcomes.
Criterion: 3c: Engaging Students in Learning
No linked outcomes.
Criterion: 3d: Using Assessment in Instruction
No linked outcomes.
Criterion: 3e: Demonstrating Flexibility and Responsiveness
No linked outcomes.
Criterion: 4a. Reflecting on Teaching
No linked outcomes.
Criterion: 4b. Maintaining Accurate Records
No linked outcomes.
Criterion: 4c. Communicating with Families
No linked outcomes.
Criterion: 4d. Participating in the Professional Community
No linked outcomes.
Criterion: 4e. Growing and Developing Professionally
No linked outcomes.
Criterion: 4f. Showing Professionalism
No linked outcomes.
