THE FRAMEWORK

FOR TEACHING
A GUIDE FOR REFLECTION, OBSERVATION, AND CONVERSATION

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DOMAIN 1 DOMAIN 2
PLANNING AND LEARNING
PREPARATION ENVIRONMENTS
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R
DOMAIN 4 DOMAIN 3
PRINCIPLED LEARNING
D

TEACHING EXPERIENCES

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©Charlotte
CharlotteDanielson
Danielson2022
2021 | www.danielsongroup.org

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DOMAIN 1
PL ANNING &
A
PREPARATION
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 T HE FR A M EWOR K FOR TE AC H IN G

D OM A I N 1

D O MAIN 1
PL ANNI N G & PRE PA RATION
The components in Domain 1: Planning & Preparation describe how teachers organize instruction
for student learning. It is difficult to overstate the importance of planning and preparation. One
could argue that a teacher’s role is not so much to teach as it is to arrange for learning. That is,
a teacher’s essential responsibility is to prepare for learning activities such that students learn
important content and develop skills, mindsets, and habits to be successful in school and beyond.

Planning and preparation involves

understanding the curriculum and knowing DOMAIN 1 COMPONENTS

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the students in order to adapt to meet their
individual needs. In some cases, teachers 1a Applying Knowledge of Content and
must take on significant responsibility for the Pedagogy
design of learning experiences, either creating 1b Knowing and Valuing Students
lessons and units from scratch or building from
materials and resources they find. Ideally though, 1c Setting Instructional Outcomes

PL A N N I N G & PREPA RAT IO N

teachers have access to high-quality resources 1d Using Resources Effectively
and instructional materials that have been
1e Planning Coherent Instruction
designed by curriculum experts and provide
a solid foundation and jumping off point for 1f Designing and Analyzing Assessments
planning and preparation.
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D

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The work of preparing to teach a lesson or unit is at the core of professional planning and
preparation. Though teachers may ultimately deliver instruction alone, their planning and
preparation is always enhanced by collaboration with colleagues. Furthermore, thorough
preparation considers students’ academic, social, and emotional needs and development, as well
as their contexts, and it is grounded in a strong, culturally responsive curriculum. Even the best
materials require more than following a script or carrying out other people’s instructional designs.
Teachers must themselves intellectually engage with the curriculum, demonstrating qualities of
critical judgment and discernment, to understand its features and design and make thoughtful
adjustments for the students in front of them – who change from year to year and period to period.

Teachers who excel in Domain 1: Planning & Preparation organize instruction that reflects an

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understanding of the disciplines they teach—the important concepts and principles within that
content, and how the different elements relate to one another and to those in other disciplines.
They understand their students—what they know and are able to do within the discipline, as well
as their race, culture, ethnicity, background, and interests. They prepare for instruction that sets
high expectations for every student, includes sound assessment methods, and expertly structures
lessons to support all students’ engagement with content. Importantly, they also consider the why
of their disciplines, helping students grapple with big questions and relate their learning to their
own purpose in life.
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D

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D O MAIN 1
Unsatisfactory Basic Proficient Distinguished
1a The teacher lacks The teacher’s The teacher’s The teacher’s
sufficient knowledge of understanding of understanding of understanding of
Applying
content and pedagogy content and pedagogy content and pedagogy content and pedagogy
Knowledge of to support student partially supports supports student fosters deeper learning,
Content and learning of the content. student learning of the learning of the content. student agency, and
Pedagogy content. intellectual dispositions
such as curiosity,
reasoning, and
reflection.

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1b The teacher lacks The teacher’s The teacher’s The teacher’s knowledge
sufficient knowledge knowledge of students’ knowledge of students of students is
Knowing
of students to support identities, as well supports learning and extensive and fosters
and Valuing student learning or as their strengths development, and student learning and
Students development. and needs, partially enables the teacher development to support
supports learning and to build upon student academic and personal
development. assets. success.

PL A N N I N G & PREPA RAT IO N

1c Instructional outcomes Instructional outcomes Instructional outcomes Instructional outcomes
are not identified, are are moderately rigorous are rigorous and represent high-level
Setting
not rigorous, or are and are appropriate for appropriate for students. learning of important
Instructional inappropriate. most students in the content and support
Outcomes class. student autonomy,
curiosity, and
intellectual risk-taking.

1d
Using
Resources
Effectively
A
The teacher is not
aware of, or does
not appropriately
or effectively use,
instructional
materials and other
resources to support
student learning and
development.
The teacher understands
and uses instructional
materials and other
resources to support
student learning and
development, but these
resources represent only
a narrow band of what is
available.
The teacher’s knowledge
of instructional
materials and
other resources
leads to discerning
choices to support
student learning and
development.
The teacher makes
deliberate decisions in
the use of instructional
materials and other
resources to meet
individual student
needs and support
student autonomy
and intellectual
engagement.
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1e The design of learning Learning experiences Learning experiences Learning experiences
experiences does are somewhat coherent are challenging and prioritize the needs of
Planning
not support student in structure, within and engaging; they are individual students,
Coherent engagement with across lessons, partially designed to meet the ensure all students
Instruction important content. supporting students needs of students in the can meet the intended
to meet the intended class. outcomes, and support
outcomes. student assumption
of responsibility for
learning.
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1f There is no plan for Assessments will Assessments are Students will have
assessment, or the partially help the teacher planned throughout the the opportunity to
Designing
assessments will not know that students have instructional process demonstrate mastery
and Analyzing provide evidence that learned or are learning and provide timely and of content and analyze
Assessments students have learned the intended outcomes. valuable information to their own progress
the intended outcomes. teachers and students. through multiple,
flexible assessments.

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1a A PPLYING K NOWL E DGE OF CONTEN T AN D PEDAGOGY

As they prepare for and guide student learning,

accomplished teachers demonstrate disciplinary ELEMENTS OF SUCCESS
expertise–command of the content and curriculum
they teach. They understand the internal relationships
within disciplines, knowing which concepts and Disciplinary Expertise
Teachers have deep knowledge of
skills are central, peripheral, and prerequisite to the
the disciplines they teach, including
understanding of others. Their knowledge includes structures, central concepts and
awareness of typical student misconceptions and skills, prerequisite relationships,
how to leverage or dispel them. Teachers must also be and methods of inquiry.

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familiar with the particular pedagogical approaches
best suited to each discipline and choose which is the Pedagogical Content Knowledge
Teachers make content accessible
most suitable in different learning contexts to advance
to students by understanding
student understanding. Strong instructional materials and addressing preconceptions,
and curricular resources can be a significant support to presenting ideas in comprehensible
teachers in this area. When the curriculum is designed and powerful ways, and thoughtfully
by experts and those selecting it have assured that implementing the most effective
the content is accurate and reflects high standards pedagogical approaches.
of pedagogy, the curriculum itself can provide an
Knowledge of Interdisciplinary
opportunity for teachers to continue developing their Relationships and Skills
knowledge of content and pedagogy. Teachers make interdisciplinary
The term “content” includes, of course, far more connections to scaffold learning,
than factual information or skills, and mastery of support engagement, and build
essential knowledge and skills
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particular content, while a central goal for students,
is not the only goal. When teachers apply their
knowledge of interdisciplinary relationships, they
that cross disciplines and support
student learning in multiple
contexts.
support students’ transfer of knowledge and skills
in a wide variety of contexts and for a variety of
purposes. By understanding how the content to be learned and methods of inquiry specific to that
discipline may vary from different cultural points of view and can be informed by multiple ways of
knowing, teachers further support student understanding and mindsets for learning. This type of
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understanding is key to making the content accessible to students and guiding their learning of
specific concepts, but it goes beyond that. Teachers who deeply understand content and pedagogy
know which approaches, concepts, and lines of inquiry are likely to interest students. Student
interest then yields greater understanding and potentially inspires a sense of purpose that can
help them succeed in the classroom and beyond.

Considerations
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- How do teachers’ plans and presentations of content reflect understanding of prerequisite

relationships among topics and concepts within the discipline?
- What are some ways teachers present content and utilize discipline-specific learning
strategies to support deeper understanding?
- In what ways do teachers help students make connections between disciplines or develop
cross-disciplinary skills?

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Unsatisfactory Basic Proficient Distinguished

The teacher lacks The teachers’ The teachers’ The teachers’

sufficient knowledge of understanding of understanding of understanding of
content and pedagogy content and pedagogy content and pedagogy content and pedagogy
to support student partially supports supports student fosters deeper learning,
learning of the content. student learning of the learning of the content. student agency, and
content. intellectual dispositions
such as curiosity,

1 a Ap p l yi n g Kn ow l ed ge o f Co n ten t a n d Peda gogy

reasoning, and
reflection.

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Disciplinary Expertise
Planning and preparation Planning and preparation Planning and preparation Planning and preparation
include content errors indicate partial reflect solid understanding reflect extensive knowledge
or demonstrate a lack understanding of the of content and the of important concepts
of understanding of the central concepts of the structure of the discipline and how they relate to
content. discipline and their being taught. one another, as well as
relationship to one another. recent developments in the
discipline.

Pedagogical Content Knowledge

CRITICAL ATTRIBUTE S

Lesson and unit plans Lesson and unit plans Lesson and unit plans In lessons and units
lack consideration for include Instructional include a variety planned or adapted,
prerequisite knowledge strategies and of strategies and instructional strategies
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and possible student
misconceptions.
representations of
content that are partially
suitable and show
some consideration for
prerequisite knowledge
representations of
content appropriate to the
discipline, use a range of
pedagogical approaches,
and demonstrate
and representations of
content are chosen wisely
and explicitly for their
suitability to the content
and their ability to foster
important to student understanding of high-levels of intellectual
learning of the content. prerequisite relationships engagement, skill
among topics and development, and critical
concepts. thinking.
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Knowledge of Interdisciplinary Relationships and Skills
No interdisciplinary Plans and preparation Plans and preparation Lessons and units planned
relationships are identified cite some relevant demonstrate knowledge or adapted focus on
in plans or preparation. connections to concepts of interdisciplinary connecting concepts
in other disciplines and to relationships and skills to other disciplines,
skills that transfer across and their real-world prioritizing skills that
disciplines. application. transfer across disciplines
and emphasizing real-
world applications of these
concepts and skills.
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1b K N OWING AND VALU ING STUD ENTS

To maximize learning, teachers must be able to make

the curriculum accessible to each and every learner. ELEMENTS OF SUCCESS
Successful teachers are consistently guided by who
their students are and who they hope to become,
which means they understand, honor, and leverage Respect for Students’ Identities
students’ intersecting identities–including their Students’ lived experiences
racial, cultural, religious, and gender identities, among and funds of knowledge are the
others. They support student success by affirming foundation for the development
the dignity of students and their lived experiences. of identity, purpose, intellect, and
Teachers must also develop understanding of character.

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students’ current knowledge and skills in order Understanding of Students’ Current
to plan successful learning experiences. However, Knowledge and Skills
teachers’ knowledge of students must extend beyond Learning experiences reflect what
understanding their familiarity with content or their students bring and are designed
academic skills to include their social, emotional, with their current knowledge and
and personality strengths. While there are patterns in skills in mind.
human development for different age groups, students
learn in individual ways and bring varied experiences Knowledge of Whole Child
and identities to learning. Teachers must also rely on Development
their knowledge of students when they apply their Students’ cognitive, physical, social,
understanding of the learning process and learning and emotional development are all
differences when planning and preparing. addressed in the design of learning
environments and experiences
Teachers need to spend significant time and effort to promote student success and
throughout the year learning about their students, autonomy.
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their lives outside of school, their wellbeing, and
other assets and needs in relation to learning and
development. Successful teachers value the fact that
students come to school with a wealth of knowledge,
Knowledge of the Learning Process
and Learning Differences
Learning requires active intellectual
experience, and skills. Students’ experiences outside engagement and appropriate
of formal education (with family and friends, through support aligned to students’
faith communities, in their jobs and activities) build individual differences and needs.
knowledge, encourage curiosity, and communicate
shared norms and values, including mindsets about
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learning. It is essential that teachers value and partner
with students’ families and communities. Doing so allows them to leverage the assets students
bring from their out-of-school lives to the in-school learning experience in pursuit of academic and
personal development that ultimately contribute to individual and societal flourishing.

Considerations

- In what ways are students’ identities and cultures incorporated and reflected in learning
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experiences and environments?

- How do teachers use their understanding of students’ prior knowledge and experience to
support individual learning?
- How are students’ academic, social, and emotional assets leveraged to promote student
success?
- In what ways are teachers’ knowledge of the learning process and learning differences
reflected in planning and preparation?

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Unsatisfactory Basic Proficient Distinguished

The teacher lacks The teacher’s The teacher’s The teacher’s knowledge
sufficient knowledge knowledge of students’ knowledge of students of students is
of students to support identities, as well supports learning and extensive and fosters
student learning or as their strengths development, and student learning and
development. and needs partially enables the teacher development to support
supports learning and to build upon student academic and personal
development. assets. success.

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Respect for Students’ Identities
The teacher is not aware of The teacher applies The teacher successfully The teacher recognizes
or pays little attention to knowledge of students’ incorporates knowledge of and appreciates students’
students’ race, culture, or race, culture, and students’ race, culture, and race, culture, and unique

1 b Kn ow i n g a n d Va l u i n g S t u dents
identity. identities to planning and identities into planning identities, designing
preparation with limited and preparation. culturally responsive
success. and affirming learning
experiences with them in
mind.

Understanding of Students’ Current Knowledge and Skills

The teacher does not try The teacher’s The teacher’s The teacher’s deep
to ascertain information understanding of students’ understanding of students’ understanding of each
about students’ varied varied knowledge and skill levels of knowledge and student’s knowledge,
prior knowledge, skills, or levels, as well as mindsets skill, as well as their skills, and mindsets
CRITICAL ATTRIBUTE S

mindsets.
A related to learning, is
applied with limited
success.
mindsets about learning,
is applied successfully in
planning and preparation.
ensures that students
receive appropriate
scaffolds when necessary,
meet rigorous outcomes,
and are challenged to do
their best work.

Knowledge of Whole Child Development

The teacher does not attend The teacher’s The teacher’s The teacher deeply
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to or have understanding of understanding of students’ understanding of students’ understands and
students’ cognitive, social, cognitive, social, emotional, cognitive, social, emotional, integrates students’
emotional, and character and character development and character development cognitive, social, emotional,
development. is addressed in planning is successfully and character development
and preparation with incorporated into planning to model and teach habits
limited success. and preparation. and mindsets that promote
student assumption of
responsibility.
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Knowledge of the Learning Process and Learning Differences

The teacher displays The teacher has limited The teacher’s accurate In lessons planned or
insufficient understanding understanding of the understanding of how adapted, the teacher uses
of how students learn and learning process and students learn and learn extensive knowledge of
develop in general or of of individual learning differently is evident in the learning process and
individual differences for differences. planning and preparation. learning differences to
students in the class. design experiences that are
engaging and successful.

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1c S ET T I NG INST R U CT IONA L OUTCOM ES

Teaching is a purposeful activity; even the most

imaginative activities are directed toward desired ELEMENTS OF SUCCESS
learning. Therefore, setting instructional outcomes
entails understanding and specifying exactly what
students will be expected to learn and how they will Value and Relevance
Instructional outcomes represent
learn, not just what students will do while learning.
ambitious learning of important
The instructional outcomes should reflect important content and meaningful
learning. The alignment of outcomes to grade-level opportunities to support student
standards is essential to support ambitious instruction learning and development.

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and high expectations for each and every student.
Students should understand what they are learning, as Alignment to Grade-Level
Standards
well as how they will learn and be able to demonstrate
Instructional outcomes reflect
their understanding of the content and skills. While appropriate grade-level standards
academic content and development is obviously a and communicate high expectations
priority in school, outcomes should incorporate other for each student.
aspects of student development, including their social
and emotional development and habits and mindsets to Clarity of Purpose
Instructional outcomes clearly
support learning.
define what will be learned, why it
Ideally teachers use high-quality instructional materials is important, and how students will
as a starting point for setting outcomes. Whether develop and demonstrate mastery of
teachers begin with the objectives stated in the content and skills.
curriculum or develop their own based on the standards Integration of Multiple Aspects of
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of the discipline, they must specify the appropriate
learning for a given class on a given day and ensure
learning experiences are goal-directed and designed to
Student Development
Instructional outcomes integrate
academic and social-emotional
development to complement and
achieve certain well-defined purposes. It is through the
articulation of instructional outcomes that the teacher build on one another.
clarifies these purposes; outcomes should be clear and
describe what it is that students are intended to learn
as a result of a learning experience. In classrooms organized as a community of learners, teachers
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also engage students in refining these outcomes, frequently in ways intended to extend their
learning beyond the established curriculum.

Considerations

- In what ways do instructional outcomes reflect the most relevant and valuable learning for
students?
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- In what ways do instructional outcomes align with grade-level standards to ensure

ambitious instruction for all students?
- How are clear, specific instructional outcomes used to define the purpose of learning
experiences?
- What are some examples of teachers integrating academic and developmental goals to
extend student learning?

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Unsatisfactory Basic Proficient Distinguished

Instructional outcomes Instructional outcomes Instructional outcomes Instructional outcomes

are not identified, are are moderately rigorous are rigorous and represent high-level
not rigorous, or are and are appropriate for appropriate for learning of important
inappropriate. most students in the students. content and support
class. student autonomy,
curiosity, and
intellectual risk-taking.

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Value and Relevance
Instructional outcomes are Instructional outcomes are Instructional outcomes are Instructional outcomes
not relevant or meaningful somewhat relevant and mostly relevant and reflect consistently reflect
or do not reflect important partially reflect important important learning and important, meaningful,

1 c S ett i n g In s t ru c t i o n a l Ou tco m e s
learning. learning and development. development. and relevant learning that
requires critical thinking.

Alignment to Grade-Level Standards

Instructional outcomes Instructional outcomes Instructional outcomes Instructional outcomes
do not reflect grade-level partially reflect grade-level mostly reflect grade-level consistently reflect
CRITICAL ATTRIBUTE S

standards. standards. standards. grade-level standards that

challenge all students in
the class and encourage
A intellectual risk taking.

Clarity of Purpose
Instructional outcomes are Instructional outcomes Instructional outcomes are Instructional outcomes
unclear or are stated as are somewhat clear and mostly clear and specific, are uniformly clear and
activities. partially describe what likely to ensure that specific and support
students will learn. students understand what students to extend their
they will learn and how. learning.
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Integration of Multiple Aspects of Student Development
Instructional outcomes Instructional outcomes Instructional outcomes Instructional outcomes
do not reflect a range of target different types represent a range of high- integrate academic, social-
purposes. of outcomes beyond priority, developmentally emotional, and character
academic knowledge and appropriate purposes, development goals rather
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skills with partial success. including academic, social- than treating them
emotional, and character separately.
development goals.

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1d U S I N G R E SO U R C E S E FFECTIVELY

Using resources to support students’ learning and

development is part of every teacher’s responsibility; ELEMENTS OF SUCCESS
these resources include items and services available
both through and beyond the school. High-quality
instructional materials, including curricular resources Instructional Materials
Teachers utilize high-quality
adopted by schools and districts, serve as the primary
instructional materials to ensure
foundation for academic support. These materials access to rigorous content and
and teachers’ understanding of them are key to support specific student needs,
ensuring successful learning. Adopted curricula furthering engagement and mastery.

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often include or recommend resources beyond the
texts provided, and teachers may even need to further Technology and Digital Resources
Technological and digital resources
supplement those resources to address the needs of
support personalized instruction,
learners. Supplemental resources may be simple or equitable learning, engagement,
complex, and may include physical objects, such as exploration, connection, and student
math manipulatives or models or science laboratory development.
equipment; and a variety of other texts, such as maps,
primary source materials, or trade books. Supports for Students
Teachers seek and provide additional
Technology and digital resources are an essential aligned resources and supports
component of instruction and can provide additional that make content and curriculum
opportunities for students to learn and grow. Online materials accessible to students
platforms cannot replace a skilled teacher and should and address their individual needs.
not simply be a substitute for non-digital resources
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(e.g., a PDF version of a workbook), but a digitally-rich
environment can provide students with opportunities to expand knowledge and practice the skills
they are learning.
Beyond foundational materials, accomplished teachers access supports for students to meet
their social, emotional, and academic needs. Such resources might be opportunities outside of
the school provided by other organizations and community members. These often include human
resources in the form of experts who provide special services, such as an instructional aide to help
a student with a hearing impairment or resource room assistance for elementary students with
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learning differences. Some outside resources help academic learning, such as tutoring services.
Others meet nonacademic needs—mentoring programs, for example, for students who have
experienced trauma. As teachers gain skill and experience, they realize that they can enrich their
students’ experiences by locating supplemental supports that can help them better achieve their
instructional purposes. This dexterity, reinforced by an awareness of what is available, is a mark of
an expert.
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Considerations

- How do teachers effectively use instructional materials to meet the needs of individual
students and enhance intellectual engagement?
- In what ways do technology and digital resources enhance personalization, connection,
exploration, and intellectual engagement?
- What are some ways teachers provide resources and supports for students that increase
accessibility and promote student agency?

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Unsatisfactory Basic Proficient Distinguished

The teacher is not The teacher The teacher’s knowledge The teacher makes
aware of, or does understands and of instructional deliberate decisions in
not appropriately uses instructional materials and other the use of instructional
or effectively materials and other resources leads to materials and other
use instructional resources to support discerning choices to resources to meet
materials and other student learning and support learning and individual student
resources to support development, but these development. needs and support
student learning and resources represent only student autonomy
development. a narrow band of what is and intellectual

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available. engagement.
Instructional Materials
When instructional When instructional When instructional When instructional
materials are provided, materials are provided, materials are provided, the materials are provided, the
the teacher does not use the teacher implements teacher’s understanding teacher uses them wisely,

1 d U s i n g R es o u rces Effec t i vely

or learn to effectively them with some of the materials supports integrating other resources
implement them. success, develops some appropriate choices based if appropriate, to support
understanding of their on the specific needs of each student’s mastery of
When instructional features and design, and students that increase outcomes, further learning
materials are not is sometimes able to the effectiveness of the and development, deep
provided, the teacher recognize and adjust for curriculum. intellectual engagement,
uses inappropriate or gaps or deficiencies in the and autonomy.
ineffective materials of materials. When instructional
their own choosing that materials are not When instructional
do not support rigorous When instructional provided, the teacher materials are not provided,
instruction or engagement. materials are not provided, relies on a strong core the teacher identifies
the teacher selects and set of instructional a strong core set of
A uses materials that materials aligned to instructional materials
CR ITICAL ATTRIBUTE S

are partially aligned to rigorous standards and and uses them wisely,
standards to serve as the makes choices based integrating other resources
core of instruction and on the specific needs of if appropriate to support
support student learning students that increase each student’s mastery of
and development. the effectiveness of those outcomes, further learning
materials. and development, and deep
intellectual engagement.
Technology and Digital Resources
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The teacher does not The teacher uses Technology and other Technology and other
appropriately access technology and accesses digital resources are used digital resources support
digital resources to support digital resources that effectively to support intellectual engagement,
student learning and partially support student equitable student learning personalized instructional
development. learning but may be and exploration, as pathways for student
primarily a substitution for well as connection and learning and development.
other resources. development.

Supports for Students

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The teacher does not The teacher seeks some The teacher provides Resources and supports
inquire about or seek additional resources resources and supports provided or suggested
out resources to support and supports aligned to aligned to students’ by the teacher promote
individual student needs. the individual needs of individual needs and student agency and
students. learning differences, increase efficacy in
allowing each student to utilizing resources to
access the curriculum support their own learning
and meet the learning and development.
outcomes.

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1e PL A N NING COHE R E NT INSTRUCTI ON

The teacher’s knowledge of the content, students,

and resources all come together to enhance student ELEMENTS OF SUCCESS
learning of instructional outcomes through the design
and implementation of instructional plans. A critical
feature of instructional design is coherence; that is, Tasks and Activities
Tasks and activities are specifically
the different elements of the plan—the outcomes,
matched to learning outcomes,
activities, materials, methods, and grouping of encourage higher-level thinking
students—all support one another. Even in classrooms and student agency, and create
where students assume considerable responsibility for authentic opportunities to engage

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their learning, the teacher establishes the framework with meaningful content.
for investigations through tasks and activities. The
Flexible Learning
important question to be answered is this: “How will
Multiple strategies and approaches
students learn?” There are many options, of course. are tailored to individual student
They could work—either alone or together—to solve a needs to create the appropriate level
problem, participate in a class discussion, or reflect in of challenge and support for each
their journals on new information. The list is endless, student.
and skilled teachers draw on high-quality materials
Student Collaboration
and their own extensive repertoire when making these
Student groups are an essential
decisions. component of learning and
When teachers have access to well-designed development, and are organized
instructional materials, much of the work of unit thoughtfully to maximize
and lesson design has been done by the materials’ opportunities and build on students’
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developers; indeed, this is one of the principal benefits
of using such materials. However, it would be a
mistake to conclude that in such cases teachers play
strengths.
Structure and Flow
Lesson and unit plans are well
no role at all in planning coherent instruction, which structured and flow from one to the
is, after all, more complex than simply implementing next to support student learning and
a plan. A curriculum serves as a starting point in development.
preparing for coherent instruction but does not ensure
student learning. Excellent teachers adapt curriculum
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to meet the needs of the students who are in front of them without compromising their high
expectations. Opportunities for flexible learning and thoughtful collaboration are additional
elements to consider in planning. The teacher, whether designing or adjusting the structure and
flow of learning experiences, plays a critical role in arranging for learners to do the learning.

Considerations

- In what ways do aligned tasks and activities provide opportunities for students to
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meaningfully engage with content?

- What are some ways that individualized strategies and approaches are used to support
student success?
- How do teachers plan thoughtfully organized instructional groups that will build on
students’ strengths, encourage dialogue, and foster collaboration?
- How are lessons and learning experiences arranged and structured to build upon and
enhance student learning and autonomy?

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 T HE FR A M EWOR K FOR TE AC H IN G

Unsatisfactory Basic Proficient Distinguished

The design of learning Learning experiences Learning experiences Learning experiences

experiences does are somewhat coherent are challenging and prioritize the needs of
not support student in structure, within and engaging; they are individual students,
engagement with across lessons, partially designed to meet the ensure all students
important content. supporting students needs of students in can meet the intended
to meet the intended the class. outcomes, and support
outcomes. student assumption
of responsibility for
learning.

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Tasks and Activities
Tasks and activities are Tasks and activities are Tasks and activities are Tasks and activities
uninteresting to students, partially aligned to the aligned with learning encourage student agency

1 e P l a n n i n g Co h eren t In s t ru c t ion
do not challenge them, instructional outcomes outcomes and provide and create authentic
and/or do not align to and represent a modest opportunities for higher- opportunities to engage
instructional outcomes. level of intellectual level thinking. with meaningful content.
challenge.

Flexible Learning
There is only a single There are multiple ways Multiple strategies and Lessons provide
approach or activity for students to learn the approaches are tailored opportunities for students
CRITICAL ATTRIBUTE S

planned for students to content and a variety of to the needs of various to engage beyond the
learn the content. strategies are used with students to accelerate and content of the lesson;
A some success during the
lesson.
support their success. and, when appropriate,
the teacher works with
students to co-design
learning experiences.

Student Collaboration
Student groupings are not Students are in groups Instructional groups are Collaboration through
used or do not support that are only partially organized thoughtfully teacher-designed
learning. appropriate to the learning to maximize learning and student-chosen
activities or goals. and build on students’ instructional groups is an
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strengths. essential component of
learning and development.

Structure and Flow

Plans for learning are Plans for learning are Plans for learning are well Plans for learning are well
not well structured or partially well-structured structured and have a flow structured and have a flow
sequenced. but may not be realistic that allows for student that supports student
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about time expectations. learning and reflection. autonomy in the learning

process.

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1f DE S I G NING AND ANALY ZI NG ASSESSM ENTS
Assessment plays a critical role in learning and serves
as a powerful instructional tool for teachers. It has two
related, though distinct, primary uses: assessment of
ELEMENTS OF SUCCESS
learning and assessment for learning. In either case,
there must be congruence with instructional outcomes
Congruence with Instructional
as well as clear criteria for measuring success. The
Outcomes
first purpose, assessment of learning (or summative
Aligned assessments provide
assessment) is used to determine that students have,
accurate, clear evidence and
in fact, achieved the instructional outcomes. Teachers
allow for the analysis of student
realize the full power of assessment when they include
understanding and mastery of

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assessments for learning (or formative assessments)
instructional outcomes.
in their planning. Formative assessments are designed
to provide information to both students and teachers Criteria and Standards
on progress and to guide next steps. One hallmark of Criteria and standards for
a great curriculum is that it includes multiple, varied assessment are appropriate and
approaches to formative assessment: standard “checks aligned, clearly communicated,
for understanding” that give quick snapshots of student and whenever possible have been
progress, specific questions that require written developed with student input.
responses, or questions to ask while conferencing with
Planning Formative Assessments
students. These assessments become opportunities
Teachers plan formative
for students to develop intellectual virtues such as
assessments to monitor student
autonomy, critical thinking, reflection, tenacity, and
progress toward instructional
humility.
outcomes, make needed
Analysis and application of data from both types adjustments, and support students
of assessment are key components of high-quality to monitor their own learning.
A
curricula and effective instruction. For assessment to
yield useful information, teachers must give careful
attention to student responses both during and after
Analysis and Application
Teachers consistently use
assessment data to direct planning
instruction. Gathering assessment information can
and preparation and to support
sometimes be an informal process—done, for example,
individualized student instruction.
during a class discussion. When it is gathered more
systematically, such as through an assignment or
performance task, it is essential for teachers to examine
and analyze the student work, to determine what has not yet been learned. In addition, this
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analysis provides important information to teachers regarding their instructional techniques. After
examining student work, they may conclude, “That approach didn’t work!” This process of analysis
and application of new understanding makes assessment a critical connection between planning
and implementation. The instructional decisions described throughout Domain 1 are based in large
part on the analysis of data derived from a variety of assessments.

Considerations
D

- What are some ways that students are given opportunities to demonstrate their
understanding of content?
- How are clear assessment criteria and standards developed and understood by students?
- How do teachers design formative assessments that allow for adjustments to instruction
and support student agency?
- How is assessment data analyzed and applied to inform instructional decision-making?

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 T HE FR A M EWOR K FOR TE AC H IN G

Unsatisfactory Basic Proficient Distinguished

There is no plan for Assessments will Assessments are Students will have
assessment or the partially help the planned throughout the the opportunity to
assessments will not teacher determine instructional process demonstrate mastery
provide evidence that whether students have and provide timely and of content, set goals,
students have learned learned or are learning valuable information to and analyze their own
the intended outcomes. the intended outcomes. teachers and feedback progress through
to students. multiple, flexible
assessments.

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Congruence with Instructional Outcomes

1 f D es i gn i n g a n d A n a l yz i n g As s es sm e nts
Assessments are not Assessments are partially Assessments will fully and Students have varied and
aligned to the instructional aligned to instructional fairly provide evidence of multiple opportunities
outcomes. outcomes but may not student understanding to demonstrate
assess them completely. of the content and mastery of outcomes;
mastery of outcomes, as assessments allow for
well as reveal specific the analysis of student
misunderstandings. misunderstandings,
revealing how and why
the misunderstanding
occurred.
Criteria and Standards
CRITICAL ATTRIBUTE S

Assessments lack Assessment criteria and Assessment criteria and Assessment criteria and
criteria by which student standards have been standards are established, standards are clear, and
performance can be developed, but they are clear, and fully understood students have contributed
A
accurately assessed. unclear or too vague. by students. to their development.

Planning Formative Assessments

There are no formative Some formative Formative assessments will Formative assessments
assessments planned. assessments are give an accurate picture will provide accurate and
planned and will give a of student learning, and timely information to
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partially accurate picture plans for lessons indicate teachers and students,
of student learning possible adjustments allowing students to
throughout the lesson. based on formative adjust course with minimal
assessment data. teacher guidance.

Analysis and Application

Assessment results are not Assessment results are Assessment results from Assessment results
relevant or used for future used in future planning for prior lessons and units consistently drive planning
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planning. some students, groups of are a key tool used by the and preparation to inform
students, or the class as a teacher in planning future instructional decision
whole. instruction. making and instructional
pathways for students.

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 FT
DOMAIN 2
LEARNING
A
ENVIRONMENTS
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D

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 T HE FR A M EWOR K FOR TE AC H IN G

D OM A I N 2

D O MAIN 2
L E AR NI N G E NVI RON M E N TS

The components of Domain 2: Learning Environments describe conditions and qualities of

environments that are conducive to learning and support student success. These aspects
of teaching are not associated with the learning of any particular content but rather support
the understanding of all content and attend to the social-emotional needs of students. The
components of Domain 2 center on establishing a safe and respectful classroom environment
and require explicit attention and responsiveness to the individual identities of students, such
as race and culture, and the values of the broader community the school serves. Fostering an

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inviting culture for learning that focuses on student wellbeing, encourages academic risk-taking,
and promotes habits and mindsets that support student success is the ultimate goal of these
components.
Learning environments should be supportive and challenging. Though what this looks like and how
it is established varies, the components of Domain 2 describe common attributes that enhance
student success in the context of school, including intentional non-instructional routines and
procedures, positive student relationships and behaviors, and spaces that support instructional

L EA RN I N G ENVI RO N ME N TS
purposes. When students remember their favorite teachers years later, their memories are often
connected to the components and elements of Domain 2. They recall the empathy and caring
A
R
D

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teachers demonstrated, their high expectations
for achievement, and their commitment to DOMAIN 2 COMPONENTS
students’ well-being. Students feel safe with
these teachers and know they can count 2a Cultivating Respectful and Affirming
on them to be fair, equitable, honest, and Environments
compassionate. Successful teachers know their
2b Fostering a Culture for Learning
natural authority with students is grounded in
their knowledge and expertise rather than in 2c Maintaining Purposeful Environments
their role alone. They recognize that their role
2d Supporting Positive Student Behavior
and their interactions with students are also
situated within a larger societal context, so they

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2e Organizing Spaces for Learning
carefully reflect upon their own identity and
biases to better connect with students.
Teachers who excel in Domain 2: Learning Environments also create an atmosphere of excitement
about the importance of learning, significance of the content, and the capacity of their students
to master the materials. They are themselves curious, care deeply about their subject, and invite
students to share the journey of learning. These teachers affirm their students’ humanity: their
culture, histories, interests, concerns, intellectual potential, and sense of purpose. They take
into account the individual identities and brilliance of each student when planning and leading
learning. Respectful and challenging learning environments support not only the development
of intellectual skills and traits (e.g., autonomy, curiosity, academic tenacity, and reflection) but
also social and emotional ones (e.g., self-regulation) that are essential to the development of
the whole child, including identity and purpose development, social awareness and relationship
skills, and responsible decision-making. Excellent teachers support students as they develop
A
and practice compassion, empathy, honesty, respect for others, wisdom, courage, and a sense of
justice. Through the environment, they help students learn the importance of dialogue, civility,
responsibility, collaboration, and community.
R
D

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 T HE FR A M EWOR K FOR TE AC H IN G

D O MAIN 2
Unsatisfactory Basic Proficient Distinguished
2a Students do not feel Learning environments Learning environments Students play an
safe and valued; are partially are characterized by active role in creating
Cultivating
learning environments characterized by positive developmental learning environments
Respectful are characterized by caring and respectful relationships that are characterized by a sense
and Affirming negativity, disrespect, interactions. intentionally nurtured of community, where

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Environments inappropriateness, and celebrated. each member feels safe,
insensitivity, and/or valued, and connected.
unresolved conflict.

2b The culture of the class The culture of the class The culture of the Students play an active
is not conducive to is partially conducive class is characterized role in establishing a
Fostering a
learning and does not to learning and by high expectations culture that consistently
Culture for support development. development. and supports fosters dialogue,
Learning students’ learning and reflection, and growth,

L EA RN I N G ENVI RO N ME N TS
development. allowing all students to
experience success.

2c Student learning Classroom routines and Shared routines and Students have a voice
and development are procedures, established efficient procedures and play an active
Maintaining
hindered by a lack of or managed primarily by are largely student- role in designing and
Purposeful routines or inefficient the teacher and taught directed and maximize adjusting routines and
Environments
A classroom procedures. explicitly to students,
support opportunities
for student learning and
development.
opportunities for
student learning and
development.
procedures that actively
create a respectful
learning environment
and support the growth
of each community
member.

2d There is little evidence Positive behaviors are Students display Students consistently
of explicit modeling, modeled by the teacher positive behaviors, and independently
Supporting
instruction, or guidance and occasionally taught which are modeled by display positive
Positive related to positive explicitly. teachers and reinforced behaviors and seek
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Student student behaviors. to promote reflection opportunities to build
Behavior and recalibration rather a better classroom
than compliance. community.

2e Learning spaces are Learning spaces are Learning spaces are Learning spaces
unsafe, inaccessible, safe and accessible; thoughtfully designed are thoughtfully
Organizing
and/or not conducive the arrangement to address the needs co-designed and
Spaces for to learning and and use of resources of individual learners modified as needed by
Learning development. partially support within the context of members of the learning
student learning and shared experiences. community to address
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development. the needs of individuals

and create collaborative,
joyful spaces for all to
learn and grow.

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2a CU LT IVAT ING R E SPECT FUL AN D AFFI RM I N G ENVI RON M EN TS
Co-creating an environment with students built
on respect is a critical element of a teacher’s skill ELEMENTS OF SUCCESS
in promoting social and emotional wellbeing and
students’ academic success. In any context, students Positive Relationships
need to experience safe, supportive, and challenging Teacher-student and student-
learning environments where each of them is valued, student interactions demonstrate
feels like a full member of the community, and is caring and respect and honor the
supported to take academic and intellectual risks. An dignity of each member of the
environment of respect and rapport is essential for community.
learning and development to occur.

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Sense of Belonging
Positive relationships between teachers and students Teachers and students co-create
and among students provide a foundation for a community that reflects their
collaborative learning. The nature of learning in today’s unique collective identity and
interests as a class while honoring
classrooms is inherently social. When intentional
individual identities.
relationships form the foundation of a respectful
environment that honors the dignity of each student, Cultural Responsiveness
students feel a sense of belonging in the classroom Ways of interacting in the classroom
community. Teaching depends, fundamentally, on the are culturally responsive, and
quality of relationships among individuals, which are they are supported by teachers’
built through and reflected in classroom activities own cultural competence and
and practices. For instance, the way in which teachers understanding of societal dynamics
and their impact on learning
engage students in a discussion or an activity speaks
environments.
volumes about the extent to which they value their
A
students as individuals.
Classroom environments that support learning for each
student are co-created with them and characterized
Positive Conflict Resolution
A clear and culturally competent
approach to conflict resolution
has been established and is used
by cultural responsiveness and responsibility; they effectively to resolve conflict and
reflect, honor, and sustain shared values and individual restore trust.
identities. Even in the most respectful classrooms, as
in all human endeavors, conflict is likely to arise, and
positive conflict resolution is a key aspect of maintaining an environment of respect and rapport,
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as well as repairing harm and restoring justice when necessary. Co-establishing these community
agreements or classroom norms for interaction and conflict resolution is as important as
establishing standards of conduct or routines for activities such as sharpening pencils—aspects
of creating a learning community that experienced teachers focus much attention on at the outset
of a school year.

Considerations
D

- How have teachers intentionally nurtured relationships with and among students?
- What evidence indicates that the students feel a sense of shared identity while also feeling
celebrated as individuals?
- In what ways do teachers demonstrate cultural competence in creating an inclusive learning
environment?
- What are some ways that teachers maintain a positive and respectful rapport while
addressing and resolving student conflicts?

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 T HE FR A M EWOR K FOR TE AC H IN G

Unsatisfactory Basic Proficient Distinguished

Students do not feel Learning environments Learning environments Students play an

safe and valued; are partially are characterized by active role in creating
learning environments characterized by positive developmental learning environments
are characterized by caring and respectful relationships that are characterized by a sense
negativity, disrespect, interactions. intentionally nurtured of community, where
inappropriateness, and celebrated. each member feels safe,

2 a Cul t i va t i n g R es p ec t fu l a n d A ff i rmi n g Enviro nm ents

insensitivity, and/or valued, and connected.
unresolved conflict.

Positive Relationships

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Classroom interactions, Classroom interactions, Classroom interactions, Patterns of interacting
both between the both between the teacher both between the teacher in the classroom are
teacher and students and students and and students and among culturally responsive; the
and among students, among students, are students, demonstrate teacher’s own cultural
are frequently negative, inconsistently caring caring and respect that competence and critical
uncaring, inappropriate, and respectful, but form honors students’ identities, consciousness foster
or insensitive to a foundation for positive race, and cultural positive relationships
students’ identities and relationships to develop. background. and students take an
developmental levels. active role in developing
and sustaining positive
relationships.

Sense of Belonging
Some students’ verbal or Verbal and nonverbal Verbal and nonverbal Student participation
nonverbal communication communication indicates participation indicates indicates they are co-
CRITICAL ATTRIBUTE S

A
indicates that they feel
isolated, insecure, or not
part of the classroom
community.
that many students
feel part of a classroom
community that welcomes
and honors their
most students participate
in a class community that
reflects their collective
identity while honoring
creating a community
that reflects their unique
collective identity and
interests as a class while
individual identity. individual variations. honoring individual
identity.

Cultural Responsiveness

Learning environments do Learning environments Learning environments Students have helped

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not reflect the individual reflect and honor some reflect elements of create a unique identity
racial and cultural elements of students’ students’ racial and for their class that
identities of students. individual and shared cultural identities while includes all, celebrates
racial and cultural recognizing, addressing, each individual’s racial
identities. and honoring differences and cultural identity,
between students’ and honors diversity, and
teachers’ unique identities. acknowledges and
addresses racial and
cultural dynamics at play
in the environment.
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Positive Conflict Resolution

Conflict and disrespectful Conflict and disrespectful A clear and culturally Students in the class are
interactions occur in the interactions are addressed competent approach to responsible for resolving
classroom and are neither by the teacher, with conflict resolution has conflict and actively follow
addressed nor resolved. uneven results. been established and is established processes or
used effectively to resolve norms for resolving conflict
conflict and restore trust. and restoring trust.

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2b FO STE R ING A CU LTU R E FOR LEARNI N G

“A culture for learning” refers to an atmosphere in the

learning environment that reflects the importance of ELEMENTS OF SUCCESS
the work undertaken by both students and teachers.
It describes the norms that govern the interactions Purpose and Motivation
among individuals about the activities and Teachers and students share an
assignments, the value of hard work and perseverance, overarching dedication to both
and the general tone of the class. Ideally, this culture content mastery and personal
supports meaningful engagement and dialogue, growth.
joyful inquiry, rigorous learning, and reflection. Dispositions for Learning

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Purpose and motivation are evident and shared by Teachers model, encourage,
teachers and students in a classroom with rigorous explicitly teach, and reinforce
and joyful learning at its center. There is a clear sense curiosity, critical thinking,
of dedication to learning; both content mastery and reasoning, and reflection to support
personal growth are valued. As part of a culture for student success and their social,
learning, emphasis is placed on dispositions (e.g., emotional, and academic growth.
compassion, curiosity, critical thinking, reasoning, Student Agency and Pride in Work
and reflection) that support student success and their Students make informed choices,
social, emotional, and academic development. These devote energy to learning, take pride
dispositions are modeled, encouraged, and explicitly in their accomplishments, and
taught and reinforced. actively suggest ways to make the
classroom more joyful, rigorous, and
Learning in successful classrooms is not just dictated purposeful.
or directed by the teacher but is characterized by
Support and Perseverance
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student agency and autonomy; students have choices
and assume responsibility for their own learning. A
strong culture for learning rests on high expectations
accompanied by support. When a strong culture
Teachers and students encourage
one another to persevere and use
strategies to support each other
through challenging work.
for learning has been established, other aspects of
teaching become easier and more rewarding. Students
view the classroom as a space for connecting and engaging; they assume responsibility for their
learning, they persevere through challenges, and they have confidence in their abilities. Students
come to recognize important academic learning, and the intellectual challenges that accompany
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it, as rewarding. When they master complex material, they enjoy the satisfaction that comes only
from demonstrating competence in important and demanding work. Without the components of a
culture for learning in place, high-level learning is unlikely to occur.

Considerations
D

- How do the teacher and students demonstrate their dedication to content mastery and
personal growth?
- What evidence indicates that teachers have explicitly modeled and taught the skills that
allow students to successfully pursue learning?
- In what ways do students demonstrate their agency in the classroom?
- What are some ways that students and teachers support and demonstrate perseverance
through difficult work?

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Unsatisfactory Basic Proficient Distinguished

The culture of the class The culture of the class The culture of the Students play an active
is not conducive to is somewhat conducive class is characterized role in establishing a
learning and does not to learning and by high expectations culture that consistently
support development. development. and supports fosters dialogue,
students’ learning and reflection, and growth,
development. allowing all students to
experience success.

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Purpose and Motivation
There is little or no sense The teacher communicates The teacher and students The teacher and students
of purpose for the work or the importance of content, demonstrate a belief in display dedication to

2 b Fo s teri n g a Cu l t u re fo r Lea rni n g

the reasons for doing it are the ultimate purpose of the importance of learning learning the content and a
external demands. learning, and the value of and personal growth that sense of purpose for their
personal growth with some motivates them to succeed learning; both content
success. and flourish. mastery and personal
growth are valued by the
teacher and students.

Dispositions for Learning

Student curiosity is Student curiosity, critical Curiosity, critical thinking, Student curiosity, critical
ignored or discouraged; thinking, reasoning, and reasoning, and reflection thinking, reasoning, and
CRITICAL ATTRIBUTE S

students are not asked to reflection are occasionally are encouraged and reflection are clearly

and reflect.
A
think critically or to reason encouraged. intentionally developed. evident in the classroom
and have a direct impact
on instruction, student
learning, and development.

Student Agency and Pride in Work

Students have little or Students are given some Students have multiple Students clearly exercise
no agency in learning opportunities to exercise opportunities to exercise autonomy in their learning
experiences or classroom agency, though they may agency, and autonomy is and actively suggest ways
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life. not be taken up or may be intentionally developed to make the classroom
infrequent. and celebrated. more joyful, rigorous, and
purposeful.

Support and Perseverance

The teacher conveys that Confidence, resilience, Confidence, resilience, Students encourage one
the work is too challenging persistence, and teamwork persistence, and another to persevere and
for all or some of the are encouraged, promoting teamwork that support use strategies to support
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students or that they lack a conviction that with hard student perseverance are each other through
the perseverance to work and perseverance all intentionally developed challenging work.
succeed; students are students can master the and celebrated.
allowed or expected to quit. content.

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2c MA I N TAINING PU R P OSEFUL ENVI RON M EN TS

Teaching is a complex activity, and learning spaces are

complex ecosystems that can be supported through ELEMENTS OF SUCCESS
the design of routines and procedures to support a
purposeful environment. Though effective routines and Productive Collaboration
procedures can (and should) take on a variety of forms, Collaboration is modeled, taught,
establishing and maintaining them is essential to the and reinforced so that students
success of a classroom community. Because teachers’ work purposefully and cooperatively
goals for students include intellectual engagement, in groups, to support one another’s
collaboration, and autonomy–and because there are success.

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often 30 students with them at a time - thoughtful
Student Autonomy and Responsibility
routines and procedures can help all members of the
Routines support student
classroom community act with purpose. assumption of responsibility and
Routines and procedures are not established for the the development of skills, habits,
sake of control; rather, they intentionally support and mindsets that promote student
other aspects of learning and development. For autonomy.
instance, routines for purposeful collaboration are Equitable Access to Resources and
modeled, taught, and reinforced so that students Supports
work cooperatively within the classroom community Resources and supports are
to support one another’s success. Other routines deployed efficiently, effectively,
support student autonomy and responsibility and and equitably for the benefit of all
the development of skills, habits, and mindsets that students.
promote student success. Routines and procedures
Non-Instructional Tasks
can also establish equitable access to resources and
Teachers complete non-instructional
A
supports. Finally, though sometimes less obviously,
non-instructional tasks must also be handled
efficiently to focus time and energy on learning.
tasks with little to no loss of
instructional time or disruption to
lesson delivery.
As with other components of instruction, it is important
to remember that routines and procedures are not
established in a vacuum but must reflect the students and their needs. Teachers committed
to valuing and affirming students are especially thoughtful about the routines and procedures
and the ways in which they are chosen, established, and maintained. They look to their students,
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families, the school, and community to learn more about how shared norms and values can be
reflected in the classroom’s routines. Routines and procedures that are “effective” because they
are efficient or suggest choice where none exists, may not always honor the dignity of students
and, in the end, may not actually be effective at all.

Considerations

- In what ways do teachers thoughtfully and purposefully teach and utilize collaboration in the
D

classroom?
- What evidence indicates that classroom procedures that support student responsibility and
autonomy have been taught and are responsive to students’ needs?
- How do teachers distribute resources and supports in a way that ensures equitable access
for all students?
- How do teachers complete non-instructional tasks so that they do not take away from
instructional time?

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Unsatisfactory Basic Proficient Distinguished

Student learning Classroom routines and Shared routines and Students have a voice
and development are procedures, established efficient procedures and play an active
hindered by a lack of or managed primarily are largely student- role in designing and
routines or inefficient by the teacher, support directed and maximize adjusting routines and
classroom procedures. opportunities for opportunities for procedures that actively
student learning and student learning and create a respectful
development. development. learning environment
and support the growth
of each community

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member.

2c Ma i n t a i n i n g P u rp o s efu l Env i ro nm ents

Productive Collaboration
Students are not Students are somewhat Students are productively Students play an active role
productively engaged engaged in group work. engaged during small in ensuring their time in
during group work. group work, working groups is used purposefully
purposefully and and meets their individual
collaboratively with their and group needs.
peers.

Student Autonomy and Responsibility

Routines do not support Routines and procedures Routines and procedures Students take
student autonomy partially support student allow students to operate responsibility for routines
or assumption of autonomy and assumption autonomously and take and procedures and
A
CRITICAL ATTRIBUTE S

responsibility. of responsibility. responsibility for their take initiative to suggest

learning. adjustments that would
further support their
learning and development.

Equitable Access to Resources and Supports

Resources and supports Resources and supports Resources and supports Resources and supports
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are not deployed efficiently, are managed somewhat are deployed efficiently are deployed equitably;
effectively, or equitably. efficiently and effectively, and effectively; all students take initiative
though students may not students are able to in accessing resources
have equitable access. access what they need. and identifying additional
supports they need.

Non-Instructional Tasks
Non-instructional tasks Non-instructional tasks Most non-instructional Non-instructional
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are not completed or are completed with some tasks are completed tasks are completed
completed inefficiently, efficiency, but instructional efficiently, with little loss of seamlessly with no loss of
resulting in loss of time is lost. instructional time. instructional time.
instructional time or
potential danger to
students.

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2d S UPP O RT ING P O SIT IVE STUD EN T BEH AVI OR

In order for learning to occur and for students to feel

safe and valued, teachers must attend to supporting ELEMENTS OF SUCCESS
a climate of respectful behavior in ways that affirm
the dignity of each student. Learning is not supported Expectations for the Learning
in an environment characterized by disengagement, Community
apathy, resistance, or bullying. At the same time, the Students play an active role in
aim of the effective teacher is not to control students establishing and maintaining
or use authority or punitive approaches to eliminate expectations for the learning
“misbehavior,” but rather to support motivation, community with regular

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compassion, and other positive behaviors within the opportunities for critical reflection
classroom. Purposeful classroom rules and norms - both individually and as a group.
alongside engaging instruction - combine to support Modeling and Teaching Habits of
an optimal learning environment that allows students Character
to grow and thrive. Teachers model, explicitly teach,
and reinforce habits that promote
Classrooms, no matter what form they take, are learning, ethical behavior, and
crowded and busy places. Successful learning citizenship.
environments have established expectations
Self-Monitoring and Collective
to support the common good that are culturally
Responsibility
responsive and reflect shared norms and values. Within Students successfully monitor their
these environments, it is the teacher’s responsibility to own behavior, attend to their impact
support students by modeling and teaching habits of on other students, and appropriately
character (such as compassion and respect) that lead support one another.
A
to high-quality learning environments and ultimately
help students to act ethically in a variety of settings.
Excellent teachers do not simply dictate and then reinforce positive behavior; they work with
students to promote them by encouraging self-monitoring, reflection, and collective responsibility.
While ground rules for expected behavior are important, teachers who excel in “classroom
management” focus on fostering positive behavior that ultimately results in purposeful self-
management as students develop the dispositions and traits they need to make good choices
and successfully navigate a variety of contexts. They help students develop and maintain shared
R
norms and expectations, provide opportunities for students to reflect on their interactions with
one another, and approach student behavior with community-mindedness–the idea that building
a better classroom community is a shared endeavor.

Considerations
D

- In what ways do students demonstrate that clear expectations have been established with
their active and continued input?
- What are some ways that teachers model and teach habits of character that develop positive
behavior in students?
- What evidence indicates that students monitor and reflect on their behavior and the impact
it has on their classmates and their learning?

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 T HE FR A M EWOR K FOR TE AC H IN G

Unsatisfactory Basic Proficient Distinguished

There is little evidence Positive behavior is Students display Students consistently

of explicit modeling, modeled by the teacher positive behaviors, and independently
instruction, or guidance and occasionally taught which are modeled by display positive

FT
related to positive explicitly. teachers and reinforced behaviors and seek
student behavior. to promote reflection opportunities to build

2d S up p o r t i n g Po s i t i ve S t u den t Behavior
and recalibration rather a better classroom
than compliance. community.

Expectations for the Learning Community

There are no clear There are expectations Expectations have been Students play an active
expectations and/or established to promote successfully established role in establishing and
negative behavior is not positive behavior but with and agreed upon. maintaining expectations,
addressed. uneven success. with regular opportunities
for critical reflection both
individually and as a group.
CRITICAL ATTRIBUTE S

A
Modeling and Teaching Habits of Character
There is no explicit
modeling or teaching of
Habits of character are
modeled or taught but with
Habits of character are
modeled, explicitly taught,
Students take initiative
in explicitly discussing
habits of character. uneven success. and reinforced to promote and reinforcing habits of
learning, ethical behavior, character that contribute
and citizenship. to a safe and productive
learning environment.
R
Self-Monitoring and Collective Responsibiilty
Students take no The teacher encourages Students successfully Students successfully
responsibility for their students to monitor their monitor their own behavior monitor their own
own behavior and do not own and one another’s and attend to their impact behavior and appropriately
display awareness of their behavior and emphasizes on other students. support one another in
impact on others. collective responsibility but demonstrating positive
with uneven success. behavior.
D

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2e O R G A NIZ ING SPAC E S FOR LEARN I NG

What constitutes a classroom space is evolving

rapidly and may be different from school to school or ELEMENTS OF SUCCESS
teacher to teacher. Some teachers teach in a standard
classroom, some travel from classroom to classroom, Safety and Accessibility
some teach primarily online, and others teach in a gym The learning space is safe and
or on a stage. Regardless, teachers are responsible accessible to all students and is
for working with their students to create a joyful modified if necessary by students or
environment that promotes learning. As part of the teachers to accommodate individual
work of organizing the space, teachers must attend student needs.

FT
to safety and equitable accessibility for all students. Design for Learning and Development
Beyond this necessity, excellent teachers prioritize The learning space is thoughtfully
design for learning and development. In other words, designed and adjusted as
their classes are not simply arranged for efficiency or necessary to support and facilitate
based on personal preferences but are thoughtfully learning activities.
designed to support learning and the work that Co-Creation and Shared Ownership
students do with one another. Students play a role in the design
Though arrangement of objects and resources may and adjustment of the learning
space and demonstrate a sense
vary greatly from space to space, the best spaces for
of ownership through appropriate
learning reflect shared ownership - a space where participation and interaction.
all members of the community feel safe, belong, and
can learn. When a classroom is a true community
of learners, students themselves become involved in the creation of a beautiful and joyful
A
environment and take initiative in ensuring it meets their needs. They may, for example, plan a
display of work, move furniture to facilitate a group project, or shift supplies to improve traffic
flow. They may lower the shades to block the sun from a classmate’s eyes or shut the door to keep
out hall noise. It is their space, and they make it work to promote learning. Naturally, such student
involvement can only occur when the teacher cultivates and encourages student participation in
establishing the environment as a shared space from the outset.
R
Considerations

- How do teachers and students modify the learning space as needed to make sure it is safe
and accessible?
- What evidence indicates that the learning space has been designed specifically to suit and
support the content and the students?
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- In what ways is student input applied to create a sense of shared ownership over the
learning space?

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 T HE FR A M EWOR K FOR TE AC H IN G

Unsatisfactory Basic Proficient Distinguished

Learning spaces are Learning spaces are Learning spaces are Learning spaces
unsafe, inaccessible, safe and accessible; thoughtfully designed are thoughtfully
and/or not conducive the arrangement to address the needs co-designed and

FT
to learning and and use of resources of individual learners modified as needed by
development. partially supports within the context of members of the learning
student learning and shared experiences. community to address
development. the needs of individuals
and create collaborative,

2e Orga n i z i n g S pa ces fo r Lea rni n g

joyful spaces for all to
learn and grow.

Safety and Accessibility

The space endangers The space is generally safe The space is safe and Modifications are made
student safety or is not and accessible with some accessible to all students. to the environment as
accessible to all students. issues that need to be necessary by students and
addressed. teachers to accommodate
individual needs.
A
CRITICAL ATTRIBUTE S

Design for Learning and Development

The design of the space is The design of the space The design of the space The design of the space
an impediment to learning is not an impediment supports student learning optimizes learning and
and development. to learning but does not and development and is development and is
enhance it. appropriate for the goals appropriately adjusted
and activities. to align to goals and
activities.
R
Co-Creation and Shared Ownership
Students do not help create Students have some voice Students have a voice Students take initiative
or arrange the space for in creating the space in creating the space in designing the space,
learning and demonstrate and demonstrate some and demonstrate shared demonstrate a sense
little pride or ownership in ownership of it. ownership of it. of pride and ownership,
the space. and adjust the space as
necessary to create a
more beautiful and joyful
environment.
D

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 FT
DOMAIN 3
LEARNING
A
EXPERIENCES
R
D

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D OM A I N 3

D O MAIN 3
L E AR NI N G EXPE RI E N C ES

The components of Domain 3: Learning

Experiences describe the engagement of DOMAIN 3 COMPONENTS
students in learning experiences and reflect
the primary mission of schools: enhancing 3a Communicating About Purpose and
student learning and growth. These components Content
are unified through a vision of students
3b Using Questioning and Discussion
developing complex understanding, achieving

FT
goals, cultivating purpose, and participating Techniques
in a community of learners. The components 3c Engaging Students in Learning
of the other domains provide a foundation for
purposeful, engaging, and successful learning 3d Using Assessment for Learning
experiences. In many ways, success in Domain 3 3e Responding Flexibly to Student Needs
is the direct result of success in Domains 1 and 2
in particular. Teachers prepare experiences that

L EA RN I N G EXPERI EN CES
are grounded in deep understanding of the content, aligned with appropriate standards, designed
to engage students in important work, and planned or adapted with the goals, strengths, needs, and
lives of each student in mind. Learning experiences can only be consistently successful for each
student when the environment, nurtured by the teacher in collaboration with students, is a space
where students are affirmed and challenged.
A
R
D

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During effective learning experiences, students are engaged in meaningful work, which carries
significance beyond the next test and can provide skills and knowledge necessary for answering
significant questions or contributing to important projects. Their engagement is relevant and
meaningful to them as individuals. Teachers use practices and take actions that not only advance
student learning, but also affirm the humanity of their students. Through learning experiences,
successful teachers build on students’ strengths and assets, support the ongoing development
of intellectual habits and mindsets (such as curiosity, reasoning, and reflection), encourage
the development and pursuit of individual and collective purposes, and further strengthen
motivation, confidence, and perseverance. Such teachers prepare and support students to assume
responsibility for their own learning, and the student initiative they expect motivates students to
excel. The work undertaken through experiences in the learning community is real and significant;
it is important to students as well as to teachers.

FT
Teachers who excel in the components of Domain 3: Learning Experiences have finely honed
instructional skills. Their work in the classroom is fluid and flexible; they can shift easily from
one approach to another when the situation demands it. They seamlessly incorporate ideas and
concepts from other parts of the curriculum into their explanations, relating, for example, what
the students have just learned to previous learning or real-world experience. Their questions probe
student thinking and serve to extend understanding. They monitor understanding and are attentive
to different students in the class and the degree to which the students are thoughtfully engaged;
when they observe inattention or struggle, they make adjustments. And above all, the most
successful teachers teach, model, and coach their students to take responsibility for and ownership
of their own learning. When this is the case, students are the ones asking questions, maintaining
the momentum of discussions, suggesting alternative approaches and new lines of inquiry, and
consistently monitoring their own progress.
A
R
D

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 T HE FR A M EWOR K FOR TE AC H IN G

D O MAIN 3
Unsatisfactory Basic Proficient Distinguished
3a Communication about Communication about Communication about Communication about
purpose and content purpose and content purpose and content is purpose and content
Communicating
is unclear or confusing is mostly clear and accurate and clear to is rich, nuanced, and
About Purpose and hinders student accurate; it partially students; it supports relevant to students
and Content learning. supports learning. their active engagement inviting them to think
in learning experiences critically and contribute

FT
and models effective intellectually; it
use of language. encourages curiosity
and supports student
autonomy.

3b Questioning and Questioning and Questioning and Students intentionally

discussion are absent, discussion, primarily discussion, framed or use questioning and
Using
low-level, or do not framed and led by led by the teacher and discussion to develop
Questioning support learning and the teacher, are students, effectively their own and others’
and Discussion development. used to support support critical thinking, reasoning

L EA RN I N G EXPERI EN CES
Techniques student learning and thinking, reasoning, and skills, and habits of
development. reflection. reflection.

3c Learning experiences Learning experiences Learning experiences Students take initiative

do not require active partially engage support curiosity to increase the
Engaging
intellectual engagement students intellectually; and exploration and challenge or complexity
Students in by students. the activities require encourage higher-order of learning experiences;
Learning
A students to do some
thinking.
thinking; students
engage in multiple ways
and represent their
ideas and responses
through multiple means.
they think critically
about a variety of issues
and offer solutions; and
they make suggestions
for modifications that
increase meaning and
relevance.

3d Formative assessment Formative assessment The teacher and Students take initiative
is not used during partially supports students use formative to analyze their own
Using
instruction or is student learning and assessments to progress against a
Assessment for
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not aligned to the development. elicit evidence of clear standard in
Learning instructional purpose of understanding, analyze order to achieve the
the lesson. progress, and provide outcome and identify
constructive feedback. new opportunities and
challenges.

3e The teacher makes no The teacher makes The teacher’s Based on self-
adjustments to learning some adjustments to adjustments and monitoring and
Responding
experiences, even when learning experiences responsiveness lead to reflection, students
Flexibly to warranted, and is not and is responsive to deeper understanding voice their needs, ask
Student Needs responsive to student student needs with for students and/or new questions, and make
D

needs. partial success. learning experiences. suggestions that

lead to adjustments
and modifications or
spark new learning
opportunities.

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3a CO MMU NICAT ING ABOUT PURPOSE AND CONTEN T

Teachers communicate with students constantly and for

a variety of purposes. While any communication with or ELEMENTS OF SUCCESS
between students has a direct connection to many of the
components of learning environments, communication Purpose for Learning and Criteria
related to the purposes of learning, the expectations for for Success
activities, and the content itself are essential aspects of Teachers communicate the goals
instruction that support (or hinder) students’ intellectual and objectives of learning activities
engagement and academic success. and outline an instructional pathway
for students to meet the established
Successful teachers consistently and effectively

FT
criteria for success.
communicate that learning is a purposeful activity
and make the goals and objectives of specific learning Specific Expectations
Student actions during each step
experiences clear to students. They emphasize the
of learning activities are clearly
purpose of these goals, both in relation to the larger and effectively communicated with
curriculum and students’ own interests and purposes, specific expectations articulated
and communicate the why behind the goals in a way and reinforced throughout.
that makes them meaningful and relevant. Effective
teachers also explain how students will learn and what it Explanations of Content
Content knowledge is scaffolded
will look like when they are successful. Specific learning
and presented in multiple, engaging
activities require clear directions and expectations so ways with frequent, integrated
that students can engage successfully. Constructivist checks for student understanding.
teachers often facilitate experiences that guide students
to develop insights and discover underlying principles Use of Academic Language
Verbal and written content-related
A
or ideas on their own. In such cases, there may initially
be more focus on explaining how students will engage
rather than exactly what they will learn, but explaining
the insights and learning that develop as a result of these
language used by teachers and
students is academically rigorous,
accurate, and subject and grade
appropriate.
experiences is critical work for students and teachers.
When teachers present concepts and information, they
do so accurately and clearly, using precise, academic language. They often do so imaginatively as
well, embellishing their descriptions, using multiple means of representation to explain content,
R
employing analogies or metaphors to support understanding, and linking the content to students’
own lives and prior knowledge. They use vivid, rich, and appropriate academic language and support
and encourage students to do the same.

Considerations

- How do students connect to the purpose and value of learning to grow both academically and
D

personally?
- What are some ways that students show that they understand the expectations associated
with learning activities and the process of learning?
- How do students demonstrate that content has been explained in a way that enhances their
understanding?
- In what ways do teachers and students use rigorous and accurate academic language to
build content knowledge?

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 T HE FR A M EWOR K FOR TE AC H IN G

Unsatisfactory Basic Proficient Distinguished

Communication about Communication about Communication about Communication about

purpose and content purpose and content purpose and content is purpose and content
is unclear or confusing is mostly clear and accurate and clear to is rich, nuanced, and
and hinders student accurate; it partially students; it supports relevant to students
learning. supports learning. their active engagement inviting them to think
in learning experiences critically and contribute
and models effective intellectually; it
use of language. encourages curiosity
and supports student

3 a Com m u n i ca t i n g A b o u t P u rp o s e a n d Content
autonomy.

FT
Purpose for Learning and Criteria for Success
The teacher does not The teacher partially The teacher clearly explains Students are able to
convey to students what explains the purpose of what students will be explain the purpose and
they will be learning. learning but with little learning and why, how it value of what they are
elaboration or specificity. is situated within broader learning and connect it to
purposes, how they will broader purposes, both
learn it, and what success within the curriculum and
will look like. their own lives.

Specific Expectations
The teacher’s unclear or Expectations for the The teacher clearly explains The teacher and students
incomplete explanation learning activities are and models, if appropriate, anticipate and address
of the learning activities somewhat clear to the learning activities, possible challenges
CRITICAL ATTRIBUTE S

hinders student students. consistently supporting within the learning

engagement.
A and reinforcing student
engagement.
activities; students use or
suggest other strategies,
approaches, or processes
for learning.

Explanations of Content

The teacher makes The teacher makes minor The teacher’s explanations Students discuss and
significant content errors content errors or provides of content are accurate, explain content clearly
R
or fails to provide clear explanations of the appropriately scaffolded, and precisely; their
explanations, affecting content that are somewhat and relevant to the communication about
student understanding of confusing and only invite experiences of students; content and its application
the content. minimal participation or content is explained in demonstrate critical
engagement by students. multiple, engaging ways thinking, curiosity, and
to support conceptual understanding of its
understanding. purpose and relevance.

Use of Academic Language

D

The teacher’s The teacher’s use of The teacher’s content- Rich and rigorous
communications include academic language is specific language and language and vocabulary
incorrect or imprecise use generally correct but may vocabulary are accurate, are consistently and
of academic language. need further explanation or academically rigorous, and effectively used by the
be too simplistic to support well-suited to students teacher and students.
student learning. and lessons, providing a
model to support student
development.

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3b U S I N G Q U E ST IONING AND D I SCUSSI ON TECHN I QUES

Questioning and discussion, when used effectively

during learning experiences, engage students in ELEMENTS OF SUCCESS
the exploration of content and deepen student
understanding. Before teachers have mastered the Critical Thinking and Deeper
skill of questioning and discussion, the questions they Learning
ask are often quick, low-level questions with one right Questions and discussions require
answer that only elicit responses from a few students critical thinking, have multiple
or lead to discussions between the teacher and one answers, and are used to deepen
student at a time. Skillful teachers frame questions that student understanding of content,

FT
have multiple answers and invite students to formulate themselves, and the larger world.
hypotheses, make connections, or challenge previously Reasoning and Reflection
held views. They are especially adept at valuing students’ Questions and discussions
responses, building on them, and making use of their challenge students to reason, reflect
ideas to help students arrive at new understandings of on learning, justify their thinking,
complex material. and generate ideas for future inquiry.

When a strong culture for learning and a respectful, safe Student Participation
environment are present, classroom discussions engage Students demonstrate curiosity
and engage one another through
all students in important issues, provide opportunities
questions and dialogue, challenging
for critical thinking, deepen and extend understanding, each other’s thinking with respect
and promote the use of precise language. Discussions and humility.
may be based on questions formulated by the teacher
or the students. Through questioning and discussion
A
during learning experiences, students are challenged to explain and justify their reasoning,
citing specific text or other evidence, and are given opportunities to reflect on learning. Skills and
dispositions related to critical thinking, logical reasoning, and reflection are critical to all disciplines
and essential to student success in school and beyond.
In the most successful discussions, all students are engaged. A few students do not dominate the
conversation, nor is it a back-and-forth between a teacher and students. Rather, all students are
drawn into the conversation because members of the classroom community seek the perspective of
all students, and all voices are heard. While successful teachers are adept at asking questions that
R
lead to fruitful and purposeful discussions, they have also established routines, created safe spaces
with their students, and taught and modeled skills that allow them to gradually move from the
center to the side so students can maintain the momentum.

Considerations
D

- How do students demonstrate that questioning and discussion is helping them to think
critically and deepen their understanding?
- How does questioning and discussion challenge students to justify their reasoning and
reflect on their learning?
- In what ways do students respectfully and productively engage each other in dialogue?

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 T HE FR A M EWOR K FOR TE AC H IN G

Unsatisfactory Basic Proficient Distinguished

Questioning and Questioning and Questioning and Students intentionally

discussion are absent or discussion, primarily discussion, framed or use questioning and

3 b U s i n g Qu es t i o n i n g a n d Di s cu s s i o n Technique s
do not support learning framed and led by led by the teacher and discussion to develop

FT
and development. the teacher, are students, effectively their own and others’
used to support support critical thinking, reasoning
student learning and thinking, reasoning, and skills, and habits of
development. reflection. reflection.

Critical Thinking and Deeper Learning

Questioning and The teacher frames Open-ended and higher- Students initiate higher-
discussion do not invite questions to promote level questions and order questions and
student thinking, are of low critical thinking and deeper genuine discussions extend discussions with
cognitive challenge, and understanding but with allow students to think confidence, applying
often have a single correct uneven success. critically and offer multiple and developing critical
response. perspectives, challenging thinking, curiosity, and
them to deepen deeper understanding.
understanding.
CRITICAL ATTRIBUTE S

A
Reasoning and Reflection
Questioning and
discussion do not invite or
Questioning and
discussion invite students
Through questioning and
discussion, students have
Students use questions
and discussions to
require students to explain to explain their thinking the opportunity to reason, challenge one another’s
their thinking. and reflect on their reflect on learning, and thinking with respect and
learning, but students are justify their thinking, and humility, successfully
only somewhat successful successfully do so. justify their reasoning, and
at doing so. collaboratively generate
new ideas and lines of
inquiry.
R
Student Participation
Questions and discussions The teacher calls on The teacher successfully Students formulate
are between teacher and many students or invites engages students in questions, initiate
select students; students them to respond directly discussion; students discussion, and assume
do not engage in dialogue to one another, but only actively participate and ask responsibility for ensuring
with one another or ask some students answer questions of one another. that all voices are heard.
each other questions. or participate in the
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discussion.

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3c E N G AG ING STU DE NTS IN LEARN I NG

Ultimately, teachers are responsible for the learning

and development of students, which requires students’ ELEMENTS OF SUCCESS
active, intellectual engagement in learning experiences.
When teachers arrange for ambitious instruction with
Rich Learning Experiences
each of their students in mind and cultivate safe,
Students demonstrate agency and
supportive, and challenging learning environments, the
critical thinking in completion
conditions exist for this type of engagement to occur.
of tasks and activities that
As such, all other components of the Framework for
require high levels of intellectual
Teaching contribute to this one, and many have referred
to it as the “heart” of the Framework. This designation engagement.

FT
reinforces the fundamental principles and constructivist Collaboration and Teamwork
foundation of the Framework, especially the idea that it Student collaboration is a key
is the learner who does the learning. component of learning and
True engagement is present when students are engagement, and students take
intellectually active and emotionally invested in learning initiative to collaborate in new or
important and challenging content, not simply when unplanned ways that further their
they are “busy” or “on task.” The critical distinction learning and make it more engaging
between experiences in which students are compliant and meaningful.
and those in which they are engaged is that in the Use of Instructional Materials and
latter, students are developing their understanding Resources
through rich learning experiences, collaboration and Instructional materials and
teamwork, and thinking and reflection. They are not resources are used effectively to
simply completing an assignment or passively receiving support intellectual engagement
content. When students engage at a deeper level, they and deep learning of the content.
are encouraged to be curious, supported to assume
A
responsibility for their learning, and motivated to
increase the challenge, complexity, and relevance of
learning experiences themselves.
Opportunities for Thinking and
Reflection
Individual lessons, activities, and
tasks, as well as instructional
Successful teachers provide multiple ways for students pathways, have multiple and
to engage with the content and represent their ideas. effective opportunities to
Even so, engaging learning experiences typically have think, reflect, and consolidate
a discernible, coherent structure that teachers have understanding.
carefully prepared. Tasks and activities provide cognitive
R
challenge and students are encouraged to reflect on
what they have learned. That is, the experience has closure, in which teachers encourage students
to derive the important learning from the tasks, discussion, or materials. The best evidence of
engagement is not what teachers are saying or doing (or even what they have planned) but what
students are saying and doing as a result.

Considerations

- How do students demonstrate agency in making learning tasks more engaging and
D

meaningful?
- What are some ways that teachers ensure that student collaboration is utilized to deepen
understanding and further learning?
- In what ways are instructional materials and resources used to support deep learning by all
students?
- What evidence indicates that the lesson is structured to allow students multiple meaningful
opportunities to think and consolidate understanding?

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 T HE FR A M EWOR K FOR TE AC H IN G

Unsatisfactory Basic Proficient Distinguished

Learning experiences Learning experiences Learning experiences Students take initiative

do not require active partially engage support curiosity to increase the
intellectual engagement students intellectually; and exploration and challenge or complexity
by students. the activities require encourage higher-order of learning experiences
students to do some thinking; students and make suggestions
thinking. engage in multiple ways for modifications that
and represent their ideas increase meaning and
and responses through relevance.
multiple means.

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Rich Learning Experiences
Tasks are inappropriate for Students are partially All students engage in Through choices provided
students in the class, many engaged in tasks that activities that support by the teacher or their own
students are not engaged require thinking as agency and require critical initiative, students modify

3c En ga gi n g S t u d en t s i n Lea rnin g
in them, or they may only opposed to only recall; thinking; tasks require learning tasks to make
require recall or use a some tasks have multiple high levels of intellectual them more meaningful or
single approach. correct responses or engagement and students challenging.
approaches. explain their thinking.

Collaboration and Teamwork

Students do not collaborate, Students collaborate Student collaboration Students take initiative
they do not engage with one during the lesson in ways is a key component of to collaborate in new or
another effectively, and/or that are mostly suitable learning and engagement unplanned ways that
instructional groupings are to the activities and in the class, instructional further their learning; they
inappropriate for the task. outcomes and partially groupings are strategically actively serve as resources
support learning for each arranged to support for one another and focus
A student; they work well learning and engagement, on making their learning
CRITICAL ATTRIBUTE S

together during group and effective teamwork more engaging and

activities. is explicitly taught and meaningful.
celebrated.

Use of Instructional Materials and Resources

Instructional materials Instructional materials Instructional materials Students take initiative

and resources are not used and resources are used and resources are used in using instructional
correctly or effectively by the students with effectively to support materials and resources
by the students, are not some success to support intellectual engagement by adapting them
R
supportive of their learning, learning, and students have and deep learning of the appropriately for their
and/or are not equitably equitable access to them. content; they are varied own needs; they suggest
available. and used to support modifications or additions
equitable access to the to make them more
content. relevant or challenging.

Opportunities for Thinking and Reflection

The pace of the lesson is The pacing of the lesson The pacing of the lesson Through opportunities
too slow or is rushed, or provides opportunities supports high levels of provided by the teacher
D

opportunities for thought for some thought and intellectual engagement or their own initiative,
and reflection are poorly reflection, allowing and deeper learning; students demonstrate
implemented; students do students to engage and students have multiple autonomy and effective use
not have time to reflect or develop understanding. and effective opportunities of strategies for reflection;
consolidate understanding. to think, reflect, and they are able to identify
consolidate understanding. and advocate for their own
need to engage in further
processing or reflection
in order to consolidate
understanding and solidify
new learning.

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3d U S I N G ASSE SSME NT FOR LEARN I NG

While assessments of learning are essential and have

often been more heavily emphasized by policymakers, ELEMENTS OF SUCCESS
teachers have long known that assessment for learning
is a powerful and important tool. Assessment is an Clear Standards for Success
integral part of learning experiences themselves, not Collaborative goals, the
just a signal of the end of a lesson, unit, or course. characteristics of high-quality
Summative assessment has always been and will work, and the criteria established
continue to be an important aspect of teaching, as evidence of success are clear to
allowing teachers, students, and their families to students and those supporting them.

FT
know whether students have learned and progressed Monitoring Student Understanding
toward their goals. But when formative assessment Teachers and students are
is a key component of learning experiences, teachers constantly monitoring learning and
and students are able to gauge whether they have making use of specific strategies to
learned the content or mastered skills, as well as where elicit evidence of understanding.
they are on the path to meeting their learning goals, Timely, Constructive Feedback
making them ultimately more likely to be successful in High-quality feedback comes from
achieving their purposes. many sources, including students;
it is specific and focused on
Assessment for learning provides essential feedback
improvement.
to students and teachers on successes and challenges.
Successful teachers are constantly monitoring student
progress, and also encouraging and supporting students to monitor their own understanding. In
order for assessment during learning to provide useful feedback, there must be standards and
A
criteria for success that are aligned to the goals and clear to students and those supporting them.
Successful opportunities to assess learning, no matter their form (they may be formal or informal,
planned or organic), allow teachers to determine the degree of understanding of every student
in the class and for each student to monitor their own learning against clear standards and
collaborative goals determined by both students and teachers.
In the most successful learning experiences, feedback comes from a variety of sources (including
other students). It is specific, useful, timely, and focused on improvement or further learning. While
it may prioritize addressing gaps or misunderstandings, it should also provide encouragement
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and identify strengths that students can leverage in this or future challenges.

Considerations
D

- In what ways do teachers establish and clearly communicate the standards for high-quality
work?
- What evidence indicates that students monitor their own understanding to analyze their
progress toward learning goals?
- How do students receive and utilize high quality feedback to advance their learning?

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 T HE FR A M EWOR K FOR TE AC H IN G

Unsatisfactory Basic Proficient Distinguished

Formative assessment Formative assessment The teacher and Students take initiative
is not used during partially supports students use formative to analyze their own
instruction or is student learning and assessments to progress against a
not aligned to the development. elicit evidence of clear standard in

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instructional purpose of understanding, analyze order to achieve the
the lesson. progress, and provide outcome and identify
constructive feedback. new opportunities and
challenges.

3d U s i n g As s es s m en t fo r Lea rni n g
Clear Standards for Success
The teacher does not Students partially The standards of high- Students and those who
share assessment criteria, understand how they will quality work and success support them have an
describe what high-quality know they are progressing are clear to students and active voice in establishing
work looks like, or explain successfully and how their provide the opportunity for standards for success that
how students will know work will be evaluated. self-assessment. are relevant and ambitious;
they are successful. they clearly understand
how their progress is being
assessed.
A
C RITICAL ATTRIBUTE S

Monitoring Student Understanding

The teacher does not The teacher’s attempts The teacher uses questions Students take initiative
determine whether to monitor student and assessments to elicit to monitor their
students are progressing understanding and support accurate evidence of own understanding
toward mastery of the self-assessment are student understanding through planned
goals and provides no limited or only partially and models strategies for tasks, assessments,
structured opportunities effective. self-assessment, allowing and strategies of self-
for students to monitor students to successfully assessment to understand
their own progress. analyze their own progress their progress, make
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toward goals. adjustments, and identify
new or alternative
pathways and goals.

Timely, Constructive Feedback

Students receive no The teacher provides some Students receive timely, Students make decisions
feedback, or the only feedback, but the feedback constructive feedback from and assume responsibility
feedback given is global or is unclear or not oriented the teacher or others that for their learning using
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for only a few students. toward improvement or advances learning. high-quality, improvement-
mastery. focused feedback from
many sources.

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3e R ES PONDING FL EXIBLY TO STUD EN T N EED S

Teaching is an incredibly complex and demanding

activity that requires ongoing, often consequential ELEMENTS OF SUCCESS
decision-making. In the course of learning experiences,
teachers are making decisions almost constantly. Evidence-Based Adjustments
These decisions might include whether to shift When appropriate, teachers use
approach (or not) based on evidence of student their expertise to alter or replace
engagement; how to respond to and build upon student pre-planned activities based on
inquiries; what to do when one, some, or all students students’ understanding, questions,
are struggling; and how to acknowledge students’ and interests.

FT
emotional wellbeing or respond to events in their lives, Receptiveness and Responsiveness
communities, or the broader society. While some of Teachers are open to and capitalize
these decisions might be made in advance, successful upon unexpected student actions,
teachers are particularly skilled in making adjustments questions, and internal and external
during the course of learning experiences in response events; they encourage and support
to changing conditions. students to pursue new learning and
opportunities on their own.
With experience, teachers develop skills in accurately
predicting how a lesson will go and being prepared for Determination and Persistence
Teachers are committed to efficacy,
different possible scenarios. However, even the most
even when students encounter
skilled, and best prepared, teachers will occasionally difficulty in learning, and pursue
find either that a lesson is not proceeding as they would alternative approaches when
like or that students are encountering unanticipated necessary to help students be
difficulties. Additionally, student inquiries or successful.
A
unanticipated events might create new and unexpected
learning opportunities that are worth pursuing in the
moment. In either case, successful teachers are able to make both minor and (at times) major
adjustments to better address the needs of students and ensure their success. Such adjustments
are supported by teachers’ expertise, confidence, and sense of efficacy.
When teachers demonstrate flexibility and responsiveness, they also model mindsets and skills
for their students. For instance, committed teachers don’t give up easily. Their determination
and persistence in supporting students who encounter difficulties or experience failure has a
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direct impact on students’ own mindsets and the culture for learning in the classroom. A learning
experience, even one that goes according to plan, will include moments of struggle, and the
determination of students and teachers and the adjustments they make during those times
further their success.

Considerations
D

- What evidence indicates that teachers make real-time adjustments to learning activities to
suit students’ individual needs?
- In what ways do teachers incorporate students’ questions and interests into the learning
experience to deepen understanding and support curiosity?
- What are some ways that teachers and students demonstrate a commitment to success
when they experience difficulties?

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 T HE FR A M EWOR K FOR TE AC H IN G

Unsatisfactory Basic Proficient Distinguished

The teacher makes no The teacher makes The teacher’s Based on self-
adjustments to learning some adjustments to adjustments and monitoring and
experiences, even when learning experiences responsiveness lead to reflection, students

FT
warranted, and is not and is responsive to deeper understanding voice their needs, ask
responsive to student student needs with for students and/or new questions, and make

3 e R es p o n d i n g Fl ex i b l y to S t u den t Ne e ds
needs. partial success. learning experiences. suggestions that
lead to adjustments
and modifications or
spark new learning
opportunities.

Evidence-Based Adjustments
The teacher does not The teacher attempts to The teacher effectively Students voice their
recognize, or ignores, adjust learning experiences adjusts learning needs and assume
evidence of low based on evidence but is experiences based on responsibility for their
engagement or lack of only partially successful. real-time evidence and own learning by making
student understanding. students’ individual and necessary adjustments to
specific needs. the learning experiences
with the support and
A encouragement of the
teacher.
C RIT ICAL ATTRIBU TES

Receptiveness and Responsiveness

The teacher brushes aside The teacher attempts to The teacher incorporates Students identify new
or does not fully address incorporate students’ students’ interests and learning opportunities
students’ questions or questions and respond questions into learning and take the initiative to
difficulties. to their interests but only experiences to deepen pursue them on their own,
minimally or with limited understanding and with their peers, or with
success. encourage curiosity and the support of the teacher
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autonomy. or others in the school and
beyond.

Determination and Persistence

The teacher does The teacher conveys Drawing on a broad Students demonstrate
not convey a level of responsibility and repertoire of strategies, the determination and
responsibility for student commitment to efficacy teacher persists in seeking persistence when they
learning and success or but lacks certainty or is alternative approaches and experience difficulties; they
D

is uncertain about how to only partially successful pathways when students seek and receive effective
assist students. in responding to student experience difficulty. support from the teacher
difficulties. and others.

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 FT
DOMAIN 4
PRINCIPLED
A
TEACHING
R
D

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D OM A I N 4

D O MAIN 4
PR I NC I PL E D T E AC H I N G

The components of Domain 4: Principled Teaching capture and reflect the practices of educators
that extend beyond their classrooms and the learning experiences they facilitate. These activities
are critical to preserving and enhancing the profession and to the success of students. Teaching is
a purpose-driven profession. It is a calling. Those who take up the work have a lasting and profound
impact on the lives of students. Their purpose, and the purpose of education more broadly, is
not solely to impart academic knowledge; it is the intellectual and moral development of human
beings who will themselves flourish and help create a just society.

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Dedication to this work is revealed through a teacher’s ongoing, deliberate process of growth
and evolution, their contributions to the school community, and their ongoing partnerships with
the families and communities with whom they work. Their actions in these areas are directly
connected to the components in other domains, such as knowing and valuing their students and
providing safe and supportive environments that promote each student’s learning and personal
development.

PRI N C I PL ED TEAC H I N G
For teachers, success relies on an ability to reflect, recognize, and analyze strengths and
opportunities. More importantly, the collective impact of teachers depends on their ability and
A
R
D

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desire to learn and grow, their resilience
and determination, and the strength of their DOMAIN 4 COMPONENTS
character. They ultimately measure their
success by the success of students - each one 4a Engaging in Reflective Practice
- and especially the success of those whose
4b Documenting Student Progress
identities and potential have not yet been
affirmed or realized in schools. 4c Engaging Families and Communities
Like students (and all human beings), teachers 4d Contributing to School Community
are on a journey of personal development and and Culture
discovery. This journey is fueled by curiosity
4e Growing and Developing Professionally

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and compassion; it requires creativity,
resourcefulness, humility, leadership, and 4f Acting in Service of Students
wisdom. As it relates to the work of teaching,
this journey centers around students, their lives,
their families, and their purpose.
The components in this domain emphasize what it means to be a full member of the teaching
profession, to serve students, and to be dedicated to the collective values and goals of the school
and the community it serves. Teachers who excel in Domain 4: Principled Teaching are highly
regarded by colleagues and parents. They serve students’ best interests and those of the larger
community, and they are active in professional organizations in school, the district, and beyond.
They are known as dependable educators who go beyond the technical requirements of their
jobs and contribute to the general well-being of the institutions of which they are a part, which
sometimes means they question and work to change those institutions.
A
At its best and at its core, teaching is an act of service and moral leadership rooted in an ethic of
care and focused on the success of each and every student.
R
D

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D O MAIN 4
Unsatisfactory Basic Proficient Distinguished
4a The teacher does not The teacher’s The teacher’s reflective The teacher consistently
appear to engage in reflective practice practice, based on engages in reflective
Engaging in consideration of evidence
reflective practice leads to some practice based on multiple
Reflective or misjudges the accurate assessment of student learning and sources of evidence that
Practice success of instruction. of student success of development, leads to an results in the exploration of
instruction but does accurate assessment of new ideas and approaches
not follow through the success of instruction focused on supporting
with analysis and and results in specific students who need it most.
changes to practice. changes and adjustments.

4b There is no system for The teacher The teacher documents Students monitor progress
documenting student documents some student progress toward toward mastery and their
Documenting

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progress or the aspects of student mastery, focusing on the own attainment of learning
Student system is ineffective progress, in a manner attainment of learning and development goals;
Progress at communicating that is accessible to and developmental goals; they regularly analyze and
progress to students students and families. students have access to discuss their progress
and families. and engage in reflection with the teacher and their
on their progress. families.

4c The teacher does not The teacher makes The teacher engages The teacher’s frequent and
engage students’ some efforts to students’ families ongoing engagement of
Engaging
families or the engage families and and communities in a families and communities

PRI N C I PL ED TEAC H I N G
Families and community, engages communities and respectful and culturally demonstrates a clear
Communities them infrequently, does so in a respectful responsive manner, value for the role they
or does so manner. making information play in student learning
disrespectfully. readily available and and is focused on forging
inviting participation in partnerships that further
the intellectual life of the the academic and personal
classroom. success of each and every
student.

4d
Contributing
to School
A The teacher is not an
active member of the
school community or
contributes negatively
The teacher makes
some contributions
to the school
culture, supporting
The teacher takes
initiative in contributing
to and leading events,
programs, or activities
The teacher takes a
leadership role in defining,
modeling, and holding self
and peers accountable to
Community to the culture of professional learning that further the culture the values and intellectual
and Culture learning and values of and upholding the of learning in the school life of the school, leading
the school. values of the school. and brings the values of with an emphasis on
the school to life through meeting the needs of
modeling and positive students and families.
action.
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4e The teacher does not The teacher engages The teacher directs The teacher appropriately
engage in professional in professional their own professional exercises autonomy to
Growing and inquiry and learning
inquiry or learning inquiry and learning direct professional learning
Developing focused on developing focused on developing in collaboration for themselves and their
Professionally knowledge, skills, and knowledge, skills, and with colleagues peers, taking a leadership
mindsets, or does so mindsets individually and demonstrates role in the school, setting
reluctantly. and with colleagues curiosity and energy direction, and supporting
that is typically for professional colleagues to engage in
arranged or directed conversations and growth inquiry and innovation.
focused on developing
by others.
knowledge, skills, and
D

mindsets.

4f The teacher acts The teacher acts The teacher models The teacher is a leader in
unethically and does ethically and attempts high standards of the school in defining and
Acting in upholding high standards
not understand the to make deliberate ethical practice and
Service of needs of students or decisions in the best wise decision-making of ethical practice and
Students make decisions in interest of students, on behalf of students, modeling wise decision-
their best interest. families, and families, and colleagues. making that honors the
colleagues. inherent worth and dignity
of each and every student
and prioritizes their needs.

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4a E N G AG ING IN R E FL ECT IVE PRACTI CE

The ability to engage in reflective practice that leads

to professional growth and student success is an ELEMENTS OF SUCCESS
essential aspect of teaching. While teachers often
reflect on and analyze a single learning experience (or
series of them), they also engage in self-assessment Self-Assessment of Teaching
Teachers use evidence from
and reflection more generally about their practice.
activities and assessments to
Reflection is a process of thinking, reviewing, looking at identify the impact of different
evidence, identifying strengths and opportunities, and elements of practice on student
seeking new knowledge and new perspectives that can learning and evaluate the success of

FT
enhance practice. learning experiences.
Teachers who engage successfully in reflection focus Analysis and Discovery
on their impact on student learning. This includes Based on their self-assessment,
attention not only to the specific events or activities teachers consider alternative
that occur during learning but also to their own beliefs, approaches or perspectives,
mindsets, and aspects of their own identities that question their own ideas or beliefs,
may influence the experience of students. By analyzing and learn new ways to further
results of student assessments, examining a lesson advance student learning.
they record, receiving feedback from colleagues, or by Application and Continuous
a variety of other means, teachers work to determine Improvement
where to focus their efforts in making adjustments, Teachers demonstrate commitment
learn from their challenges, and build on their to the success of all students by
successes. Reflection may occur in conversation with planning, practicing, and trying
new approaches to enhance their
A
colleagues, by keeping a journal or written record of
reflections, and by engaging in the process of thinking
about - and acting on - what they observe and are able
to learn on their own.
teaching based on their assessment
and analysis.

Reflection is a habit and mindset that teachers use in a variety of contexts, including their
personal lives. It’s a disposition that they also work to encourage and build in students. That
said, reflection on teaching is a process that teachers acquire and develop over time. Reflecting
with accuracy and specificity, and being able to apply new learning to future interactions, is a
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skill that should be supported by mentors, coaches, instructional leaders, and colleagues. Over
time, reflective practice becomes a habit of mind, a way of thinking critically about and analyzing
teaching through the lens of student success leading to improvements in teaching and better
outcomes for students.

Considerations
D

- How do teachers utilize multiple sources of evidence to analyze their practice and the
effectiveness of their instruction?
- What evidence indicates that teachers utilize the results of self-assessment to guide the
purposeful acquisition of new knowledge and skills?
- In what ways do teachers utilize self-reflection and new ideas to demonstrate a personal
commitment to continuous improvement?

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 T HE FR A M EWOR K FOR TE AC H IN G

Unsatisfactory Basic Proficient Distinguished

The teacher does not The teacher’s reflective The teacher’s reflective The teacher consistently
appear to engage in practice leads to some practice, based on engages in reflective
reflective practice, accurate assessment consideration of practice that leads to a
does not know whether of student success of evidence of student thorough and accurate
students achieved instruction but does learning and assessment of the
the outcomes, or not follow through with development, leads to success of instruction,
misjudges the success analysis and changes to an accurate assessment exploration of new ideas

FT
of instruction. practice. of the success of and approaches, and
instruction and results ongoing changes to
in specific changes and practices and mindsets
adjustments. focused on supporting

4 a En ga gi n g i n R efl ec t i ve Pra c ti ce
students who need it
most.
Self-Assessment of Teaching
The teacher does not reflect The teacher has a partially The teacher draws on The teacher’s assessment
on experiences or draws accurate but incomplete evidence from the lesson, of the lesson is based
inaccurate or incomplete sense about whether or including student work, to on multiple sources
conclusions about their not instructional practices assess the effectiveness of evidence, leads to a
success. were successful or had the of specific elements of thoughtful and accurate
desired impact on student instruction and their analysis of practice, and
learning and development. impact on student learning addresses the specific
and development. impact of the design or
A execution of elements of
instruction on student
learning and development.
C RI T ICAL ATTRIBUTE S

Analysis and Discovery

The teacher does not The teacher analyzes some The teacher analyzes the The teacher critically
or is unable to analyze aspects of their practice impact of their own actions analyzes the impact
their impact on student but may not consider and beliefs on student of practices, values,
success and/or makes no alternative approaches, learning, learns about and beliefs on student
suggestions for growth or recognize the impact of alternative perspectives learning and consistently
R
improvement. their own mindsets or and approaches, and focuses on acquiring new
beliefs, and/or be willing begins to build new knowledge and skills
to explore new strategies knowledge and skills that to enhance learning,
or ideas. enhance learning. prioritizing improvement
for students who need it
the most.
Application and Continuous Improvement
The teacher does not Based on reflection, the Based on reflection, Based on reflection, the
plan for or consider teacher has some plans the teacher considers teacher focuses on the best
D

opportunities to improve for future action that will multiple paths forward; course of action for student
practice. better support student communicates a success, demonstrates
learning and development. commitment to the perseverance in the face
success of all students; of challenges, implements
and plans, practices, and new ideas and strategies
implements improvements. and continues to reflect on
and analyze the results.

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4b DO CU ME NT ING STU DE NT PROGRESS

While effective teachers keep detailed records of

completion of assignments, grades on assessments, ELEMENTS OF SUCCESS
or even daily participation or notes about the well-
being of students, they also focus their documentation
of student progress on just that–where students Student Progress Toward Mastery
The teacher documents student
are in relation to their goals, which may or may not
progress toward learning and
be readily apparent from their grades. Importantly, developmental goals and shares
this information about where each student “is” in information with students, parents,
their learning trajectory must be accessible to and and educational collaborators.

FT
understood by students themselves and those who
support them: their families, caregivers, and other Shared Ownership
With support from teachers,
educators.
students utilize resources to
Simply giving access to an online grading system or monitor their progress toward
sending home progress reports is not sufficient to learning and developmental goals
build shared ownership of student progress. Successful and regularly analyze and discuss
teachers engage students themselves and their families their progress with teachers and
in setting goals, tracking progress toward them, and caregivers.
celebrating their attainment. In many cases, teachers Maintaining Reliable Records
do important work to ensure that students and their The teacher consistently gathers,
families fully understand what different grades, scores, updates, and shares data that is
or designations mean. For instance, designations accurate, accessible, and clear to
such as “below grade level” or more specific ways of students and families.
A
documenting reading level may be generally understood
by students, but it’s essential that teachers share more
than just this basic information and do so in a way that affirms students rather than operating
from a deficit mindset.
True success in this component occurs when students are fully able to describe their own
progress in detail–not just to the teacher but to their families as well. They take ownership of and
demonstrate pride in their accomplishments. They also recognize and learn from their failures or
challenges. Ultimately, they assume responsibility for their progress with the teacher serving as
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their guide.

Considerations

- What evidence indicates that there is a clear system used by students and teachers to track
D

mastery of learning goals?

- How do teachers, students, and those that support them share responsibility and ownership
of student progress?
- In what ways do teachers ensure that records are created and maintained in a reliable,
accurate, and accessible fashion?

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Unsatisfactory Basic Proficient Distinguished

There is no system for The teacher documents The teacher documents Students monitor
documenting student some aspects of student and celebrates student progress toward
progress, the system progress in a manner progress toward mastery and their own
is ineffective and that is accessible to mastery, focusing on the attainment of learning
inefficient, or it does students and those who attainment of learning and development
not provide relevant support them. and developmental goals; they analyze and
information to students goals; students and discuss their progress

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and those who support those who support them with the teacher and
them. engage in reflection on those who support
their progress. them.

4b Do cu m en t i n g S t u d en t Pro gre ss
Student Progress Toward Mastery
The teacher does not The teacher tracks student There is a clear system Students are consistently
adequately track student progress toward mastery for tracking progress aware of their own progress
progress or the approach is but it is not comprehensive toward mastery and the toward mastery of their
not focused on mastery or or may not be useful to teacher communicates goals; they are able to
aligned to goals. students and those who understandable and useful identify, reflect on, and
support them. information to students and discuss their strengths
those who support them. and needs based on clear
evidence of progress.
CRITICAL ATTRIBUTE S

Shared Ownership
A
The teacher does not
engage students or those
who support them in
The teacher makes
attempts to engage
students and those who
The teacher engages
students and those who
support them in setting
Students and those who
support them are engaged
as full partners in setting
setting, understanding, support them in identifying and monitoring their goals, monitoring progress,
or monitoring progress goals and monitoring progress toward their and evaluating and
toward goals. progress toward them, with goals; students play an celebrating success.
partial success. active role in analyzing and
celebrating their success.
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Maintaining Reliable Records
The teacher does not The teacher has systems The teacher has accurate The teacher’s systems
have systems for tracking for tracking student and accessible systems for are consistently accurate
student learning or other learning and other records tracking student learning and effective; as
records, or the systems are that are accessible to and other records; they use appropriate, students
inaccurate, confusing, or students and those who these systems efficiently contribute information and
inaccessible. support them, but they are and effectively. participate in maintaining
partially inaccurate or may reliable evidence of their
not be comprehensive. learning and other records.
D

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4c E N G AG ING FAMIL IE S AND COM M UNI TI ES

Successful teachers recognize that their success,

which comes from their students’ success, requires the ELEMENTS OF SUCCESS
engagement of families and the communities in which
they work. Schools have too often, though certainly not
always, been seen as separate from the families and Respect and Cultural Competence
Teachers interact with families
communities they serve. Deficit notions of families and
and the community in ways that
communities have too often done harm to students and respect their values and cultural
hindered their success. Certainly, students’ families rely backgrounds.
on the school and teachers in it to meet their students’

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needs and help them achieve their individual goals and Community Values
purposes, and their levels of engagement may vary for Learning experiences and
environments are extensions of the
a host of different reasons. However, it is essential that
community and uphold its values,
teachers operate with a mindset that views families creating a shared vision of student
and other members of the community as co-teachers, success.
partners, and resources.
Instructional Program
Understanding the cultural backgrounds and values of Established structures and
students and their families is essential, especially when processes keep families informed
there is a difference between those values or cultures about the instructional program and
and a teacher’s own. When families feel unwelcome provide opportunities for input and
or excluded from the learning community, when their feedback.
students do not receive the support they need, or when Engagement in Learning
their cultures and identities are viewed as deficits rather Experiences
A
than assets, success for each student is not possible.
Teachers who respectfully and fully engage families
and the community in ways that value and honor their
humanity and create a shared commitment to student
Teachers connect students’ out-
of-school learning and lives to
their efforts in school and take the
lead in forming partnerships and
success are engaging in efforts that can have lasting relationships to strengthen those
effects and far-reaching influence. connections.

There are many ways to engage families and various

purposes for that engagement. Effective teachers partner with families in creating learning
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environments and building a community of learners. They ensure that families know about and
understand the instructional program. They invite parents to engage in learning experiences.
Ultimately, they make families part of the learning community and view their partnership as
essential to meeting the needs of their students.

Considerations
D

- In what ways do teacher interactions demonstrate their respect for the values of students’
families and local community?
- How is the vision for student success shaped and informed by the values of the community?
- What evidence indicates that structures are in place and consistently utilized to keep
families informed and collect their input and feedback?
- How do teachers connect to students’ lived experiences to tailor and deepen engagement in
learning experiences?

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Unsatisfactory Basic Proficient Distinguished

The teacher does not The teacher makes The teacher engages The teacher’s
engage students’ some efforts to students’ families frequent and ongoing
families or the engage families and and communities in a engagement of families
community, engages communities and respectful and culturally and communities
them infrequently, or does so in a respectful responsive manner, demonstrates a clear
does so disrespectfully. manner. making information value for the role they
readily available and play in student learning
inviting participation and is focused on
in the intellectual life of forging partnerships
that further the

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the classroom. academic and personal
success of each and
every student.

4 c En ga gi n g Fa mi l i es a n d Co mmunities
Respect and Cultural Competence
The teacher is unable The teacher’s efforts The teacher engages The teacher, students, and
to engage families or to engage families and families and communities families partner together
does so in ways that communities are respectful with respect and cultural to support student success
are disrespectful or and demonstrate some awareness, learning and in a manner that honors
demonstrate bias. cultural awareness and a affirming their values and the contributions of all and
commitment to learn more. cultural backgrounds. focuses on meeting the
needs of students.

Community Values
A
The teacher does not take
the values of families into
The teacher makes some
efforts to engage families
The teacher engages
families in co-creating
The teacher, students, and
families partner together
C RI T ICAL ATTRIBUTE S

account when planning and communities in elements of the learning to establish a learning
learning experiences contributing to the ethos community that reflect community that honors
or designing learning and values of the learning the values of the larger the ethos and values of all
environments. community. community. members.

Instructional Program
R
Little or no information The teacher shares basic The teacher frequently The teacher partners with
about the standards, information about the shares accessible, families to ensure that
curriculum, or learning standards, curriculum, informative updates about everyone who supports
expectations is available to or learning expectations; the standards, curriculum, students understands
parents. the information is limited, and/or learning the instructional program
inaccessible, or incomplete. expectations and seeks and has opportunities to
input from families. engage thoughtfully in its
development.

Engagement in Learning Experiences

D

The teacher provides no The teacher invites families The teacher includes The teacher views and
opportunities for families to engage in learning families/caregivers in incorporates families
to engage in learning experiences with students learning experiences by as essential partners in
experiences with students. but with limited success. creating opportunities for learning experiences.
them to support students
and engage in the learning
community.

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4d CO N TR IBUT ING TO SC HOOL COM M UN I TY AND CULTURE

Schools are, first and foremost, environments to

promote the learning and development of students. In ELEMENTS OF SUCCESS
order for a school’s vision of success for students to
be achieved, teachers must work collaboratively and
engage together in inquiry regarding effective practice. Relational Trust and
Collaborative Spirit
Their efficacy as a community is essential for the
Teachers develop strong
success of the school as a whole and that of individual relationships with students and
students. The full potential of a school community colleagues that support professional
is realized only when teachers regard themselves as learning, collaboration, mutual trust,

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members of and leaders in a learning organization. and student success.
This type of community is characterized by mutual
Culture of Inquiry and Innovation
support and respect, as well as by the recognition that
Teachers contribute to the culture
all teachers have the responsibility to seek ways to of the school by modeling school
improve their practice and contribute to the life and values, helping to identify underlying
values of the school. problems, and taking positive action
A key component of the intellectual life of the school toward their solution.
is collaborative inquiry. By identifying problems of Service to the School
practice, student needs, and areas of investigation, Teachers extend their influence
teachers are able to support one another, develop beyond their classrooms by leading
solutions, and engage in innovation that leads to and contributing to school events,
student success. Through an ongoing process focused projects, and initiatives.
on improvement, teachers observe one another and
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provide feedback, participate in professional learning
communities, study curricular materials together, and analyze student outcomes and assessment
data across the school. When collaborative inquiry is implemented successfully, teachers solve
problems and grow collectively in their pursuit of excellence.
Inevitably, teachers’ involvement in and contributions to the community and culture of the
school also extend beyond what might typically be considered their instructional practice. These
contributions have an important impact on the life of the school and include activities such as
parent-teacher organizations, school or district committees, and school social or cultural events.
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While each teacher’s contributions may differ (as may school or district expectations), successful
educators are committed to enhancing the culture of the entire school.

Considerations

- What evidence indicates that teachers have developed strong relationships that build
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relational trust with students and colleagues?

- In what ways do teachers model a culture of thoughtful, generative professional inquiry?
- What are some ways that teachers lead in developing and implementing school events,
projects, and initiatives for students and colleagues?

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 T HE FR A M EWOR K FOR TE AC H IN G

Unsatisfactory Basic Proficient Distinguished

The teacher is not an The teacher makes The teacher takes The teacher takes
active member of the modest contributions initiative in contributing a leadership role in
school community or to the school culture, to and leading events, defining, modeling,

4 d Con t ri b u t i n g to S ch o o l Co mmu n i ty an d Cul ture

contributes negatively supporting professional programs, or activities and holding self and
to the culture of learning and upholding that further the culture peers accountable

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learning and values of the values of the school. of learning in the school to the values and
the school. and bring the values intellectual life of the
of the school to life school, leading with an
through modeling and emphasis on meeting
positive action. the needs of students
and families.

Relational Trust and Collaborative Spirit

The teacher’s relationships The teacher has cordial The teacher has supportive The teacher actively builds
with colleagues are relationships with and collaborative relational trust with
characterized by negativity colleagues but may not relationships with colleagues and models
or combativeness. have established many colleagues that are built on collaboration focused on
trusting or collaborative mutual respect and trust. student success.
relationships with
colleagues.
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C RITICAL ATTRIBU TES

Culture of Inquiry and Innovation

The teacher avoids The teacher participates in The teacher regularly and The teacher takes
activities promoting professional inquiry with actively participates in and a leadership role in
professional inquiry or only colleagues when invited contributes thoughtfully to promoting and ensuring
participates when required, to do so and occasionally professional inquiry. the success of professional
making few or negative contributes to their inquiry, modeling and
contributions. success. supporting a culture of
inquiry across the school.
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Service to the School
The teacher avoids The teacher participates in The teacher makes a The teacher takes a
involvement in school school events, projects, and substantial contribution leadership role in events,
events, projects, and initiatives as expected. to school events, projects, projects, and initiatives
initiatives. and initiatives. that contribute to the
overall success of the
school.
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4e G R OWING AND DEVE LOPI NG PROFESSI ON ALLY

As is the case in other professions, the complexity of

teaching requires continuous growth and development. ELEMENTS OF SUCCESS
By continuing to stay informed, enhancing their skills,
and further developing their cultural competence,
teachers become ever more effective and grow as leaders Curiosity and Autonomy
Teachers identify personal and
in their schools. Successful teachers approach growth
professional growth areas and
and development with a spirit of curiosity–seeking to independently seek opportunities to
learn more about their disciplines as knowledge evolves, develop and refine their knowledge.
refining their skills around student engagement, and

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learning the newest strategies and technology, among Developing Cultural Competence
other things. They also continuously seek to develop Teachers seek knowledge regarding
the students and community they
their understanding of the students and communities
serve and apply findings to their
they serve. practice and development of the
Engaging in collaborative inquiry with colleagues is one school culture.
key practice that supports growth and development. Enhancing Knowledge and Skills
This engagement may occur through department Teachers work to deepen content
or team meetings, study groups, lesson study, or and pedagogical knowledge and
other structures. In addition, educators increase exchange new learning with
their effectiveness in the classroom by participating colleagues.
in opportunities for learning through professional Seeking and Acting on Feedback
organizations, online courses, educational conferences, Teachers seek opportunities to
or formally continuing their education through receive and provide feedback
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university coursework.
Those who have experienced its power recognize that
instructional coaching and mentoring are fundamental
and work collaboratively and
constructively to utilize feedback
effectively.
components of professional growth and development.
When teachers seek and act on advice and feedback, they are able to refine their own knowledge
and skills, become more adept at reflecting on their own practice, and ultimately are better
able to meet the needs of their students. Feedback, whether formal or informal, is essential in
understanding and analyzing classroom success and opportunities for improvement. As they gain
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more experience and expertise through practices such as collaborative inquiry and instructional
coaching, successful teachers find additional ways to contribute to the success of their colleagues
by taking on leadership roles.

Considerations

- What evidence indicates that teachers respect cultural differences and work to develop and
demonstrate cultural competence?
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- How do teachers identify opportunities for growth to help them better meet the needs of
students?
- In what ways do teachers demonstrate initiative toward refining their skills and content
knowledge?
- What are some ways that teachers show a commitment to seeking and utilizing high-quality
feedback?

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 T HE FR A M EWOR K FOR TE AC H IN G

Unsatisfactory Basic Proficient Distinguished

The teacher does not The teacher engages The teacher directs The teacher
engage in professional in professional inquiry their own professional appropriately exercises
inquiry or learning and learning focused on inquiry and learning autonomy to direct
focused on developing developing knowledge, in collaboration professional learning
knowledge, skills, and skills, and mindsets with colleagues for themselves and their
mindsets, or does so individually and with and demonstrates colleagues, taking a
reluctantly. colleagues that is often curiosity and energy leadership role in the
determined or directed for professional school, setting direction,
by others. conversations and and supporting
growth focused on colleagues to engage in

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developing knowledge, inquiry and innovation.

4 e Grow i n g a n d Devel o p i n g Pro fess io nally

skills, and mindsets.

Curiosity and Autonomy

The teacher demonstrates The teacher engages The teacher regularly seeks The teacher takes a
little or no interest in in recommended and out and identifies high- leadership role in the
professional learning available professional quality opportunities to school, directing their own
and takes no initiative to learning opportunities grow and learn, identifying and others’ learning as
improve. and takes some initiative problems of practice appropriate based on an
in seeking additional or areas of inquiry that inquiry-driven approach
opportunities for inform individual and that prioritizes the needs of
professional growth. collaborative learning students.
opportunities.

Developing Cultural Competence

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The teacher demonstrates
little or no cultural
The teacher has some
cultural knowledge, is
The teacher accepts
and respects cultural
The teacher demonstrates
cultural competence, is
C RIT ICAL ATTRIBU TES

knowledge or awareness developing understanding differences and actively continually assessing

and/or assigns negative of the values and beliefs seeks to understand and developing their own
value to cultural of other cultures, and is the influence of culture, knowledge and skills, and
differences. beginning to engage in the bias, and inequities on leads others in the school
reflective work necessary students’ success. community to develop new
to become more culturally approaches that value
competent. differences and address
inequities.
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Enhancing Knowledge and Skills
The teacher does not stay The teacher engages The teacher takes The teacher is an
current on content and in activities designed initiative in deepening expert and leader in
pedagogical knowledge. specifically strengthen content knowledge understanding and
content and pedagogical and understanding the continuously improving
knowledge and deeper curriculum individually and refining their
understanding of and in collaboration with knowledge of content,
curriculum. colleagues. pedagogy, and curriculum.
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Seeking and Acting on Feedback

The teacher resists The teacher invites, The teacher invites The teacher takes a
discussing feedback on accepts, and acts on feedback from colleagues, leadership role in the
their practice or ignores feedback given by plays an active role in the school in supporting a
feedback that is given. colleagues. analysis of practice, and culture of growth and
works collaboratively to modeling a process for
understand and act on seeking, providing, and
feedback. acting on feedback.

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4f ACT I N G IN SE R VIC E OF STUD EN TS

Accomplished teachers demonstrate a commitment

to the success of all students by acting ethically and ELEMENTS OF SUCCESS
taking deliberate action on their behalf. They have
a strong moral compass and are guided by the best
interest of each student. They display this commitment Acting with Care, Honesty,
and Integrity
in a number of ways. For example, they conduct
Teachers consistently model care,
interactions with colleagues in a manner notable for honesty, and integrity in interactions
honesty and integrity. Furthermore, they know their with students, families, and
students’ needs and can readily access resources that colleagues.

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may extend beyond the classroom. Seeking greater
flexibility in how school rules and policies are applied, Ethical Decision-Making
Teachers make wise decisions,
expert teachers advocate for their students in ways that
especially under challenging
might challenge traditional views and the educational circumstances, that are in the
establishment when current policies or procedures are best interest of students and their
out of line with community values or have not served families.
students equitably.
Advocacy
Promoting excellence means not only that teachers Teachers are active advocates
focus on best practices and their ongoing learning and for students, their families, and
development, it also means that they recognize and colleagues and lead in taking action
call attention to practices that are not supportive of on their behalf.
learning and development for any student. When even
one student feels unsafe or excluded from the learning
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community, does not have the support they need to meet the outcomes, feels their self-confidence
shaken or their love of learning stifled, excellent teachers work to address these issues and make
excellence possible for each student. They view the cultures and identities of students as assets
rather than deficits and hold high expectations for them all. They act out of a firm commitment to
the idea that excellence only for some is not excellence at all.
In many ways, distinguished practice in all of the previous components of the Framework for
Teaching is the best evidence of distinguished practice in this component. Ultimately, it reflects
the ideal that teaching is work that matters. It requires critical thinking, curiosity, courage,
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autonomy, resourcefulness, gratitude, and compassion. Above all it requires the wisdom to make
decisions in the best interest of students, especially in challenging situations.

Considerations

- What evidence indicates that teachers model care, honesty, and integrity and take the lead
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in developing and encouraging others to develop these qualities?

- In what ways do teachers ensure that the decisions they make are in the best interest of
students, families, and colleagues?
- How do teachers model and take the lead in advocating for students, families, and
colleagues?

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 T HE FR A M EWOR K FOR TE AC H IN G

Unsatisfactory Basic Proficient Distinguished

The teacher acts The teacher acts The teacher models The teacher is a leader
unethically and does not ethically and attempts high standards of in the school in defining
understand the needs to make deliberate ethical practice and upholding high
of students or make decisions in the best and wise decision standards of ethical
decisions in their best interest of students, making on behalf of practice and modeling
interest. families, and students, families, and wise decision-making

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colleagues. colleagues. that honors the inherent
worth and dignity of
each and every student
and prioritizes their
needs.

4f Ac t i n g i n S er v i ce o f S t u d en ts
Acting with Care, Honesty, and Integrity
The teacher’s actions are The teacher acts honestly The teacher is known for The teacher is a leader in
uncaring or dishonest. and with care and integrity. and looked to as a model of the school in modeling
care, honesty, and integrity. and upholding care,
honesty, and integrity,
and encourages students
and teachers to seek
opportunities to develop
these qualities.
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Ethical Decision-Making
CR ITICAL ATTRIBUTE S

The teacher makes unwise, The teacher seeks to make The teacher makes wise, The teacher is a leader in
rushed, or heated decisions wise, discerning decisions discerning decisions in the the school in modeling and
or makes decisions that in the best interest of best interest of students upholding wise decision
are self-serving. students and engages even under challenging making that is in the
other stakeholders in circumstances or when best interest of students,
these decisions whenever priorities or values collide. families, and colleagues,
possible or practical. and supports students
and colleagues to develop
their capacity to be more
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discerning.

Advocacy
The teacher fails to act The teacher addresses the The teacher is an advocate The teacher serves as a
on behalf of students needs of students through for all students in and model of advocacy for
when deliberate action is their actions but may do beyond the classroom, students and acts as
warranted. so inconsistently or with taking deliberate action a leader in the school,
partial success. on their behalf that aligns identifying and working
with the school’s and to change policies and
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community’s values, even practices that do not align

when it may not be popular with community values
or comply with policy. or may cause harm to
students.

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