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Twenty-five Areas for
the Principal to Observe Utilizing the Danielson
Framework
Why the Danielson Framework?
The Framework for Teaching, created by Charlotte Danielson, is a comprehensive and coherent system of evaluation consisting of four domains. It identifies those aspects of a teacher’s responsibilities that have been documented as promoting improved student learning. Teachers who receive higher ratings on their evaluation where the Framework for Teaching is utilized produce greater gains in student test scores.
Domain 1: Planning and Preparation
• 1a Demonstrating Knowledge of Content and Pedagogy
• 1b Demonstrating Knowledge of Students
• 1c Setting Instructional Outcomes
• 1d Demonstrating Knowledge of
Resources
• 1e Designing Coherent Instruction
• 1f Designing Student Assessments
Domain 2: Classroom Environment
• 2a Creating an Environment of Respect and Rapport
• 2b Establishing a Culture for Learning
• 2c Managing Classroom Procedures
• 2d Managing Student Behavior
• 2e Organizing Physical Space
Domain 3: Instruction
• 3a Communicating With Students
• 3b Using Questioning and Discussion Techniques
• 3c Engaging Students in Learning
• 3d Using Assessment in Instruction
• 3e Demonstrating Flexibility and Responsiveness
Domain 4: Professional Responsibilities
• 4a Reflecting on Teaching• 4b Maintaining Accurate
Records• 4c Communicating with Families• 4d Participating in the Professional Community• 4e Growing and Developing Professionally• 4f Showing Professionalism•
The 25 Areas to Observe
• Applying the observation of the domains to the classroom.
The Rubric for Evaluating Each Area
Grading Rubric
Superior
4
Satisfactory
3
Needs Improvement
2
Unacceptable
1Area addressed is
very evident and
done well in an
ongoing manner.
Area addressed is
evident and done
well frequently.
Area addressed is
sometimes evident.
Area addressed is
generally not evident.
#1 The Lesson Plan
• The lesson plan was well-developed, easy to follow, and attentive to the Common Core Standards.
• Domain 1: Planning and Preparation
#2 Classroom Management
• Effective management strategies are employed that foster a safe atmosphere of trust & respect.
• Domain 2: Classroom Environment
#3 Classroom Climate
• Students were relaxed & comfortable, demonstrating a good rapport & respect for the students.
• Domain 2: Classroom Environment
#4 Enthusiasm
• The teacher radiated a personal enthusiasm, positive attitude, & poise that make learning enjoyable.
• Domain 2: Classroom Environment
• Domain 4: Professional Responsibilities
#5 Questioning
• The teacher posed higher order thinking questions that focused the students’ attention and challenged their thinking.
• Domain 1: Planning and Preparation
• Domain 3: Instruction
#6 Expectations
• Expectations & procedures were clearly stated with proper modeling & followed through appropriately.
• Domain 2: Classroom Environment
• Domain 3: Instruction
#7 Encouragement
• The teacher reinforced students with numerous words of encouragement.
• Domain 2: Classroom Environment
• Domain 3: Instruction
#8 Student Engagement
• Student activities were engaging, moving along at a comfortable pace.
• Domain 1: Planning and Preparation
• Domain 3: Instruction
#9 Communicating Ideas
• . Students had opportunities to talk together and discuss ideas presented.
• Domain 1: Planning and Preparation
• Domain 3: Instruction
#10 With-it-ness
• The teacher was fully aware of student behavior and took appropriate action as necessary.
• Domain 2: Classroom Environment
#11 Effective Explanations
• Explanations and ideas are presented effectively & assist students in completing tasks successfully.
• Domain 1: Planning and Preparation
• Domain 3: Instruction
#12 Student Interest
• . Interest is created through variety, novelty, humor, or relevancy.
• Domain 1: Planning and Preparation
• Domain 3: Instruction
#13 Opportunities for Movement
• The lesson included activities that created movement by students.
• Domain 1: Planning and Preparation
• Domain 2: Classroom Environment
• Domain 3: Instruction
#14 Principles of Learning
• Lesson appealed to the various ways students process information, addressing principles of learning.
• Domain 1: Planning and Preparation
• Domain 3: Instruction
#15 Students’ Focus
• Students were focused and on task during the lesson.
• Domain 2: Classroom Environment
• Domain 3: Instruction
#16 Proximity Control
• The teacher circulated among the students providing assistance as needed.
• Domain 2: Classroom Environment
• Domain 3: Instruction
#17 Ease of Presentation
• The teacher demonstrated a comfort and flexibility in presenting the lesson.
• Domain 1: Planning and Preparation
• Domain 3: Instruction
• Domain 4: Professional Responsibilities
#18 Content Knowledge
• The teacher exhibited strong content knowledge & helped students to make connections to the content.
• Domain 1: Planning and Preparation
• Domain 3: Instruction
#19 Voice Inflection
• The teacher’s voice inflection is effective in keeping the students’ attention.
• Domain 2: Classroom Environment
• Domain 3: Instruction
• Domain 4: Professional Responsibilities
#20 Assessment
• Assessment was ongoing via the use of questions and /or written responses.
• Domain 1: Planning and Preparation
• Domain 3: Instruction
• Domain 4: Professional Responsibilities
#21 Visuals
• Visuals/electronic media were effectively incorporated into the lesson.
• Domain 1: Planning and Preparation
• Domain 3: Instruction
#22 Lesson Flow
• Activities listed in the lesson plan were incorporated with ease.
• Domain 1: Planning and Preparation
• Domain 3: Instruction
#23 Inclusive Practices
• Accommodations were provided to students needing greater assistance.
• Domain 1: Planning and Preparation
• Domain 3: Instruction
#24 Appropriate Assignments
• The teacher assigned meaningful seatwork/assignments that provided a moderate degree of challenge.
• Domain 1: Planning and Preparation
• Domain 3: Instruction
#25 Assessment of Learning
• . “Every student response” activities are implemented through think-pair-share, individual white boards, group discussion,etc.
• Domain 1: Planning and Preparation
• Domain 2: Classroom Environment
• Domain 3: Instruction
Conclusion• When the previously presented areas are
addressed by the teacher and evaluated by the administrator, the opportunities for meaningful teaching and learning are enhanced. This increases the probability of learning and higher achievement by the students in the class.
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