The Framework for Teaching

Classroom Teacher

ELEMENTS & INDICATORS

Domain 1: Planning and Preparation

1a Knowledge of Content and Pedagogy
Elements:

Knowledge of content and the structure of the discipline

Knowledge of prerequisite relationships

Knowledge of content-related pedagogy

1b Demonstrating Knowledge of Students

Elements:

Knowledge of child and adolescent development

Knowledge of the learning process

Knowledge of students skills, knowledge, and language proficiency

Knowledge of students interest and cultural heritage

Knowledge of students special needs

1c Setting Instructional Outcomes
Elements:

Value, sequence, and alignment

Clarity

Balance

Suitability for diverse students

1d Knowledge of Resources
Elements:

Resources for classroom use

Resources to extend content knowledge and pedagogy

Resources for student

1e Designing Coherent Instruction
Elements:

Learning activities

Instructional materials and resources

Instructional groups

Lesson and unit structure

1f Designing Student Assessments
Elements:

Congruence with instructional outcomes

Criteria and standards

Design of formative assessments

Use for planning

Indicators:

Lesson and unit plans that reflect important concepts in the discipline

Lesson and unit plans that accommodate prerequisite relationships among concepts and skills

Clear and accurate classroom explanations

Accurate answers to student questions; Feedback to students that furthers learning

Interdisciplinary connections in plans and practice

Indicators:

Formal and informal information about students gathered by teacher for use in planning instruction

Student interest and needs learned and used by teacher in planning

Teacher participation in community cultural events

Teacher-designed opportunities for families to share heritage

Indicators:

Outcomes of a challenging cognitive level

Statement of student learning, not student activity

Outcomes central to the discipline and related to those in other disciplines

Assessment of student attainment

Outcomes differentiated for students of varied ability

Indicators:

District-provided materials; Materials provided by professional organizations

A range of texts; Guest speakers; Internet resources; Community resources

Teachers participating in continuing professional education courses or professional groups

Indicators:

Lessons that support instructional outcomes and reflect important concepts

Instructional maps that indicate relationships to prior learning

Activities that represent high-level thinking

Opportunities for student choice; The use of varied resources

Thoughtfully planned learning groups structured lesson plans

Indicators:

Lesson plans indicating correspondence between assessments and instructional outcomes

Assessment types suitable to the style of outcome; Variety of performance opportunities for students

Modified assessments available for individual students as needed

Expectations clearly written, with descriptors for each level of performance

Formative assessments designed to inform minute-to-minute decision making by the teacher during
instruction

Domain 2: The Classroom Environment

2a Environment of Respect and Rapport
Elements:

Teacher interactions with students, including both words and

actions

Student interactions with other students, including both words and

actions

2b Establishing a Culture for Learning

Elements:

Importance of content and learning

Expectations for learning and achievement

Student pride in work

2c Managing Classroom Procedures

Elements:

Management of instructional groups

Management of transitions

Management of materials and supplies

Performance of non-instructional duties

2d Managing Student Behavior
Elements:

Expectations

Monitoring of student behavior

Response to student misbehavior

2e Organizing Physical Space

Elements:

Safety and accessibility

Arrangement of furniture and use of physical resources

Indicators:

Respectful talk and turn taking

Respect for students background and life outside the classroom

Teacher and student body language

Physical proximity

Warmth and caring

Politeness

Encouragement

Active listening

Fairness
Indicators:

Belief in the value of work

High expectations, supported through both verbal and nonverbal behaviors

Expectation and recognition of quality

Expectation and recognition of effort and persistence

Confidence in student

Ability evident in teachers and students language and behaviors

Expectation for all students to participate

Indicators:

Smooth functioning of all routines

Little or no loss of instructional time

Students playing an important role in carrying out the routines

Students knowing what to do, where to move

Indicators:

Clear standards of conduct, possibly posted, and possibly referred to during a lesson

Absence of acrimony between teacher and students concerning behavior

Teacher awareness of student conduct

Preventive action when needed by the teacher

Fairness

Absence of misbehavior

Reinforcement of positive behavior

Indicators:

Pleasant, inviting atmosphere

Safe environment

Accessibility for all students

Domain 3: Instruction
3a Communicating with Students
Elements:

Expectations for learning

Directions and procedures

Explanations of content

Use of oral and written language

3b Questioning and Discussion Techniques
Elements:

Quality of questions and prompts

Discussion techniques

Student participation

3c Engaging Students in Learning

Elements:

Activities and assignments

Grouping of students

Instructional materials and resources

Structure and pacing

Furniture arrangement suitable for the learning activities

Effective use of physical resources, including computer technology, by both teacher and students

Indicators:

Clarity of the purpose of the lesson

Clear directions and procedures specific to the lesson activities

Absence of content errors and clear explanations of concepts

Students comprehension of content

Correct and imaginative use of language

Indicators:

Questions of high cognitive challenge, formulated by both students and teacher

Questions with multiple correct answers, or multiple approaches even when there is a single correct
response

Effective use of student responses and ideas

Discussion in which the teacher steps out of the central, mediating role

High levels of student participation in discussion

Indicators:

Activities aligned with the goals of the lesson

Student enthusiasm, interest, thinking, problem-solving, etc.

Learning tasks that require high-level student thinking and are aligned with lesson objectives

Students highly motivated to work on all tasks and persistent even when the tasks are challenging

Students actively working, rather than watching while their teacher works

Suitable pacing of the lesson: neither dragging nor rushed, with time for closure and student reflection

3d Using Assessment in Instruction

Elements:

Assessment criteria

Monitoring of student learning

Feedback to students

Student self-assessment and monitoring of progress

3e Demonstrating Flexibility and Responsiveness

Indicators:

Teacher paying close attention to evidence of student understanding

Teacher posing specifically created questions to elicit evidence of student understanding

Teacher circulating to monitor student learning and to offer feedback

Students assessing their own work against established criteria

Elements:

Lesson adjustment

Response to students

Persistence

Indicators:

Incorporation of student interests and events of the day into a lesson

Visible adjustment in the face of student lack of understanding

Teacher seizing on a teachable moment

Domain 4: Professional Responsiblities

4a Reflecting on Teaching
Elements:

Accuracy

Use in future teaching

4b Maintaining Accurate Records
Elements:

Student completion of assignments

Student progress in learning

Non-instructional records
4c Communicating with Families
Elements:

Information about the instructional program

Information about individual students

Engagement of families in the instructional program

4d Participating in a Professional Community
Elements:

Relationships with colleagues

Involvement in a culture of professional inquiry

Service to the school

Participation in school and district projects

4e Growing and Developing Professionally
Elements:

Enhancement of content knowledge and pedagogical skill

Receptivity to feedback from colleagues

Service to the profession

4f Showing Professionalism
Elements:

Integrity and ethical conduct

Service to students

Advocacy

Decision making

Compliance with school and district regulations

Indicators:

Accurate reflections on a lesson

Citations of adjustments to practice, drawing on a repertoire of strategies

Indicators:

Routines and systems that track student completion of assignments

Systems of information regarding student progress against instructional outcomes

Processes of maintaining accurate non-instructional records

Indicators:

Frequent and culturally appropriate information sent home regarding the instructional program and
student progress

Two-way communication between the teacher and families

Frequent opportunities for families to engage in the learning process

Indicators:

Regular teacher participation with colleagues to share and plan for student success

Regular teacher participation in professional courses or communities that emphasize improving

practice

Regular teacher participation in school initiatives

Regular teacher participation and support of community initiatives

Indicators:

Frequent teacher attendance in courses and workshops; regular academic reading

Participation in learning networks with colleagues; regular sharing of feedback

Participation in professional organizations supporting academic inquiry

Indicators:

Teacher having a reputation as someone who can be trusted and often being sought as a sounding
board

Teacher frequently reminding participants during committee or planning work that students are the
highest priority

Teacher supporting students, even in the face of difficult situations or conflicting policies

Teacher challenging existing practice in order to put students first

Teacher consistently fulfilling school district mandates regarding policies and procedures