Danielson 2013 Rubric Adapted to New York Department of Education Framework for Teaching Components

Table of Contents

Introduction ..................................................................................................................... 1

Domain 1: Planning and Preparation ............................................................................ 6

Domain 2: The Classroom Environment .................................................................... 18

Domain 3: Instruction ................................................................................................... 28

Domain 4: Professional Responsibilities ................................................................... 43

Danielson 2013 Rubric—Adapted to New York Department of Education Framework for Teaching Components Page 1

Introduction

The Framework for Teaching identifies those aspects of a teacher’s responsibilities that have been documented through empirical studies and theoretical research as promoting improved student learning. While the Framework is not the only possible description of practice, these responsibilities seek to define what teachers should know and be able to do in the exercise of their profession.

The 1996 Edition First published by ASCD in 1996, Enhancing Professional Practice: A Framework for Teaching was an outgrowth of the research compiled by Educational Testing Service (ETS) for the development of Praxis III: Classroom Performance Assessments, an observation-based evaluation of first-year teachers used for the purpose of licensing. The Framework extended this work by examining current research to capture the skills of teaching required not only by novice teachers but by experienced practitioners as well.

The Framework quickly found wide acceptance by teachers, administrators, policymakers, and academics as a comprehensive description of good teaching, including levels of performance—unsatisfactory, basic, proficient, and distinguished—for each of its 22 components.

The 2007 Edition The 2007 edition of the Framework, also published by ASCD as Enhancing Professional Practice: A Framework for Teaching, incorporated several important enhancements. Most importantly, it reflected educational research that had been conducted since 1996; this was fully described in its Appendix, “The Research Foundation.” Moreover, the 2007 edition included frameworks for non-classroom specialist positions, such as school librarians, nurses, and counselors. These individuals, while typically part of the teacher bargaining unit in a school district, have very different responsibilities from those of classroom teachers. Therefore, they need their own frameworks, tailored to the details of their work. These frameworks were written to reflect the recommendations of their professional organizations, such as the American Association of School Librarians, but organized according to the same structure as that of the Framework for Teaching: Planning and Preparation, The Environment, Delivery of Service (the equivalent of Instruction), and Professional Responsibilities.

The 2007 edition of the Framework for Teaching retained the architecture of the 1996 edition; in both cases, the complex work of teaching is divided into 4 domains and 22 components. Furthermore, each component is composed of several smaller elements, which serve to further define the component. A few of the components were renamed:

• 1c: “Selecting Instructional Goals” was changed to “Setting Instructional Outcomes.” • 1f: “Assessing Student Learning” was revised to “Designing Student Assessments.” • 3a: “Communicating Clearly and Accurately” was revised to “Communicating with Students.” • 3d: “Providing Feedback to Students” was altered to “Using Assessment in Instruction.” • 4d: “Contributing to the School and District” was changed to “Participating in a Professional

Community.”

Most of these revisions were simple clarifications to the language. In the case of 4d, for example, the original name implied to some people that “Contributing to the School and District” was an additional responsibility, not integral to the work of teaching; whereas the new name, “Participating in a Professional Community,” suggests that it is an essential professional obligation.

Danielson 2013 Rubric—Adapted to New York Department of Education Framework for Teaching Components Page 2

However, the revisions to 1f and 3d were significant: the 2007 edition clearly assigned the design of student assessments (1f) to Domain 1: Planning and Preparation, and 3d: Using Assessment in Instruction to Domain 3: Instruction. These distinctions were not as apparent in the 1996 edition.

The 2011 Edition In 2009, the Bill and Melinda Gates Foundation embarked on the large research project, Measures of Effective Teaching (MET), which entailed the video capture of over 23,000 lessons, analyzed according to five observation protocols, with the results of those analyses (together with other measures) correlated to value-added measures of student learning. The aim of the study was to determine which aspects of a teacher’s practice were most highly correlated with high levels of student progress.

The Framework for Teaching was one of the models selected for this large-scale study, which involved the (online) training and certification of hundreds of observers for the purpose of rating the quality of teaching in the lessons. In order to fulfill this obligation, it became necessary to supply additional tools to aid in the training of observers, so that they could make accurate and consistent judgments about teaching practice as demonstrated in the large numbers of videotaped lessons. The following additional tools included:

• Rubric language tighter even than that of the 2007 edition of the Framework for Teaching. Furthermore, the levels of performance in the 2011 revision are written at the component, rather than the element, level. While providing less detail, the component-level rubrics capture all the essential information from those at the element level and are far easier to use in evaluation than are those at the element level.

• “Critical attributes” for each level of performance for each component. These critical attributes provide essential guidance for observers in distinguishing between practice at adjacent levels of performance. They are of enormous value in training and in the actual work of observation and evaluation.

• Possible examples for each level of performance for each component. These examples serve to illustrate the meanings of the rubric language. However, they should be regarded for what they are: possible examples. They are not intended to describe all the possible ways in which a certain level of performance might be demonstrated in the classroom; those are, of necessity, particular to each grade and subject. The possible examples simply serve to illustrate what practice might look like in a range of settings.

These enhancements to the Framework for Teaching, while created in response to the demands of the MET study, turned out to be valuable additions to the instrument in all its applications. Practitioners found that the enhancements not only made it easier to determine the level of performance reflected in a classroom for each component of the Framework, but also contributed to judgments that are more accurate and more worthy of confidence. As the stakes in teacher evaluation become higher, this increased accuracy is absolutely essential.

As with the 2007 edition, there were absolutely no changes to the architecture of the 2011 edition. Therefore, those educators who invested resources in learning the language of the 2007 edition simply gained additional tools to help them in the challenging work of applying the Framework to actual classroom teaching.

The 2013 Edition The principal reason for releasing the 2013 edition of The Framework for Teaching Evaluation Instrument was to respond to the instructional implications of the Common Core State Standards

Danielson 2013 Rubric—Adapted to New York Department of Education Framework for Teaching Components Page 3

(CCSS). Since the CCSS have been adopted in the vast majority of states, it seemed to make sense to explore what these would mean in the classroom.

The CCSS, when fully implemented, will have a profound effect on education in America. They envision, for literacy and mathematics initially, deep engagement by students with important concepts, skills, and perspectives. They emphasize active, rather than passive, learning by students. In all areas, they place a premium on deep conceptual understanding, thinking and reasoning, and the skill of argumentation (students taking a position and supporting it with logic and evidence).

In particular, the CCSS advocate specific recommendations in different curricular areas:

• In ELA and literacy in all fields, a close reading of text and a greater emphasis on nonfiction works in addition to fiction

• In mathematics, a focus on the principal topics in each grade level, with growing fluency and skill in the application of mathematical concepts

To the extent that the CCSS deal with what students should learn in school so they will be prepared for college and careers, the biggest implications are in the areas of curriculum and assessment. Educators and policymakers must revise their curricula and their classroom and district assessments, and must locate instructional materials to support the new learning.

But teachers will also have to acquire new instructional skills in order to bring the CCSS to life for their students. Teaching for deep conceptual understanding, for argumentation, and for logical reasoning have not, after all, been high priorities in most school districts or preparation programs. In most classrooms, students don’t take an active role in their own learning, nor do they (respectfully) challenge the thinking of their classmates. All of this will represent a major departure, and therefore a major challenge, for many teachers.

But educators who are familiar with the Framework for Teaching will recognize much in the philosophy of the CCSS that is similar to the underlying concepts of the Framework. After all, the centerpiece of the Framework is student engagement, which is defined not as “busy” or “on task,” but as “intellectually active.” Learning activities for students may be “hands-on,” but they should always be “minds-on.” Furthermore, the hallmark of distinguished-level practice in the Framework is that teachers have been able to create a community of learners, in which students assume a large part of the responsibility for the success of a lesson; they make suggestions, initiate improvements, monitor their own learning against clear standards, and serve as resources to one another.

However, despite a deep shared philosophy of teaching and learning between the CCSS and the Framework, there are some specific additions that can be made to the rubric language to bring it into complete alignment; those have been added, particularly in the following domains:

• Domain 1—1c: Setting Instructional Outcomes, 1e: Designing Coherent Instruction, and 1f: Designing Student Assessments

• Domain 3—3a: Communicating with Students, 3b: Using Questioning and Discussion Techniques, 3c: Engaging Students in Learning, and 3d: Using Assessment in Instruction

But because the Framework is a generic instrument, applying to all disciplines, and the CCSS are discipline specific, many of the enhancements to the Framework are located in the possible examples, rather than in the rubric language or critical attributes for each level of performance.

Attentive readers who are deeply familiar with the Framework may notice some slight modifications to the language of the rubrics themselves; this has been done, as in previous revisions, in the interests of clarity. Teaching is highly complex work, and describing it is also challenging; as we receive feedback on confusing words and phrases, we try to improve the wording to minimize ambiguity. But educators who have become familiar with the 2011 version of the Framework, who “speak that

Danielson 2013 Rubric—Adapted to New York Department of Education Framework for Teaching Components Page 4

language” and may have completed the online training and assessment program produced by Teachscape, should know that none of the revisions would alter the assessments of teaching represented in the videotaped lessons.

The Focused 2013 Edition From the beginning, the Framework for Teaching has been valued as a means of capturing a holistic picture of teaching practice, both inside the classroom (Domains 2 and 3) and outside the classroom (Domains 1 and 4). At the same time, some districts and local education agencies (LEAs) prioritize, for evaluation purposes, those aspects of practice that are observable in the classroom, while placing less emphasis on teaching responsibilities that occur outside the classroom.

To help such organizations focus their assessments on the components of classroom teaching in Domains 2 and 3, the Framework for Teaching Focused Evaluation Instrument, 2013 Edition, was developed. As with the 2011 and 2013 editions of the instrument, this instrument does not alter the architecture of the Framework in any way but vastly simplifies the rubrics for Domain 1 (Planning and Preparation) and Domain 4 (Professional Responsibilities). The 12 individual components for these two domains have been removed so that observers need only determine one score for each domain. The rubrics for Domains 2 and 3 in the Focused 2013 Edition are identical to those of the original 2013 edition of the Evaluation Instrument.

There are two primary reasons this instrument allows for more straightforward evaluations that emphasize classroom evidence:

• As a complete instrument, the Framework for Teaching has been validated by research; however, the specific components in Domains 1 and 4 were not included in these studies and therefore not validated, so attaining accuracy in assessing these areas of teaching may be more challenging.

• With 12 components in Domains 1 and 4 (compared to 10 components in Domains 2 and 3), observers may spend a disproportionate amount of time scoring Domains 1 and 4 when Domains 2 and 3 may be a larger part of the overall evaluation score.

The Framework for Teaching Evaluation Instrument, 2013 Edition, continues to be a practical tool for districts and LEAs that wish to assess all aspects of planning and professional responsibilities along with classroom teaching. The Framework for Teaching Focused Evaluation Instrument, 2013 Edition, provides an additional option for streamlined observations that focus on classroom practice.

Danielson 2013 Rubric—Adapted to New York Department of Education Framework for Teaching Components Page 5

The Four Domains Descriptions of the four domains are presented in the table below.

Domain Description

1. Planning & Preparation

Effective teachers plan and prepare for lessons using their extensive knowledge of the content area, the relationships among different strands within the content and between the subject and other disciplines, and their students’ prior understanding of the subject. Instructional outcomes are clear, represent important learning in the subject, and are aligned to the curriculum. The instructional design includes learning activities that are well sequenced and require all students to think, problem solve, inquire, and defend conjectures and opinions. Effective teachers design formative assessments to monitor learning, and they provide the information needed to differentiate instruction. Measures of student learning align with the curriculum, enabling students to demonstrate their understanding in more than one way.

2. Classroom Environment

Effective teachers organize their classrooms so that all students can learn. They maximize instructional time and foster respectful interactions with and among students, ensuring that students find the classroom a safe place to take intellectual risks. Students themselves make a substantive contribution to the effective functioning of the class by assisting with classroom procedures, ensuring effective use of physical space, and supporting the learning of classmates. Students and teachers work in ways that demonstrate their belief that hard work will result in higher levels of learning. Student behavior is consistently appropriate, and the teacher’s handling of infractions is subtle, preventive, and respectful of students’ dignity.

3. Instruction In the classrooms of accomplished teachers, all students are highly engaged in learning. They make significant contributions to the success of the class through participation in high-level discussions and active involvement in their learning and the learning of others. Teacher explanations are clear and invite student intellectual engagement. The teacher’s feedback is specific to learning goals and rubrics and offers concrete suggestions for improvement. As a result, students understand their progress in learning the content and can explain the learning goals and what they need to do in order to improve. Effective teachers recognize their responsibility for student learning and make adjustments, as needed, to ensure student success.

4. Professional Responsibilities

Accomplished teachers have high ethical standards and a deep sense of professionalism, focused on improving their own teaching and supporting the ongoing learning of colleagues. Their record-keeping systems are efficient and effective, and they communicate with families clearly, frequently, and with cultural sensitivity. Accomplished teachers assume leadership roles in both school and LEA projects, and they engage in a wide range of professional development activities to strengthen their practice. Reflection on their own teaching results in ideas for improvement that are shared across professional learning communities and contribute to improving the practice of all.

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

6

Dom

ain

1: P

lann

ing

and

Pre

para

tion

C

ompo

nent

1a:

D

emon

stra

ting

Kno

wle

dge

of C

onte

nt a

nd P

edag

ogy

In

ord

er to

gui

de s

tude

nt le

arni

ng, t

each

ers

mus

t hav

e co

mm

and

of th

e su

bjec

ts th

ey te

ach.

The

y m

ust k

now

whi

ch c

once

pts

and

skill

s ar

e ce

ntra

l to

a di

scip

line

and

whi

ch a

re p

erip

hera

l; th

ey m

ust k

now

how

the

disc

iplin

e ha

s ev

olve

d in

to th

e 21

st c

entu

ry,

inco

rpor

atin

g is

sues

suc

h as

glo

bal a

war

enes

s an

d cu

ltura

l div

ersi

ty. A

ccom

plis

hed

teac

hers

und

erst

and

the

inte

rnal

rela

tions

hips

w

ithin

the

disc

iplin

es th

ey te

ach,

kno

win

g w

hich

con

cept

s an

d sk

ills

are

prer

equi

site

to th

e un

ders

tand

ing

of o

ther

s. T

hey

are

also

aw

are

of ty

pica

l stu

dent

mis

conc

eptio

ns in

the

disc

iplin

e an

d w

ork

to d

ispe

l the

m. B

ut k

now

ledg

e of

the

cont

ent i

s no

t suf

ficie

nt; i

n ad

vanc

ing

stud

ent u

nder

stan

ding

, tea

cher

s m

ust b

e fa

mili

ar w

ith th

e pa

rticu

larly

ped

agog

ical

app

roac

hes

best

sui

ted

to e

ach

disc

iplin

e.

The

elem

ents

of c

ompo

nent

1a

are:

•

Kno

wle

dge

of c

onte

nt a

nd th

e st

ruct

ure

of th

e di

scip

line

Eve

ry d

isci

plin

e ha

s a

dom

inan

t stru

ctur

e, w

ith s

mal

ler c

ompo

nent

s or

stra

nds,

as

wel

l as

cent

ral c

once

pts

and

skill

s.

• K

now

ledg

e of

pre

requ

isite

rela

tions

hips

S

ome

disc

iplin

es—

for e

xam

ple,

mat

hem

atic

s—ha

ve im

porta

nt p

rere

quis

ites;

exp

erie

nced

teac

hers

kno

w w

hat t

hese

are

and

how

to u

se

them

in d

esig

ning

less

ons

and

units

. •

Kno

wle

dge

of c

onte

nt-r

elat

ed p

edag

ogy

Diff

eren

t dis

cipl

ines

hav

e “s

igna

ture

ped

agog

ies”

that

hav

e ev

olve

d ov

er ti

me

and

been

fo

und

to b

e m

ost e

ffect

ive

in te

achi

ng.

Indi

cato

rs in

clud

e:

• Le

sson

and

uni

t pla

ns th

at re

flect

impo

rtant

con

cept

s in

the

disc

iplin

e •

Less

on a

nd u

nit p

lans

that

acc

omm

odat

e pr

ereq

uisi

te re

latio

nshi

ps a

mon

g co

ncep

ts a

nd s

kills

•

Cle

ar a

nd a

ccur

ate

clas

sroo

m e

xpla

natio

ns

• A

ccur

ate

answ

ers

to s

tude

nts’

que

stio

ns

• Fe

edba

ck to

stu

dent

s th

at fu

rther

s le

arni

ng

• In

terd

isci

plin

ary

conn

ectio

ns in

pla

ns a

nd p

ract

ice

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

7

In

effe

ctiv

e D

evel

opin

g E

ffec

tive

Hig

hly

Eff

ectiv

e 1a

: D

emon

stra

ting

Kno

wle

dge

of

Con

tent

and

P

edag

ogy

In p

lann

ing

and

prac

tice,

the

teac

her m

akes

con

tent

er

rors

or d

oes

not c

orre

ct

erro

rs m

ade

by s

tude

nts.

Th

e te

ache

r dis

play

s lit

tle

unde

rsta

ndin

g of

pr

ereq

uisi

te k

now

ledg

e im

porta

nt to

stu

dent

lear

ning

of

the

cont

ent.

The

teac

her

disp

lays

littl

e or

no

unde

rsta

ndin

g of

the

rang

e of

ped

agog

ical

app

roac

hes

suita

ble

to s

tude

nt le

arni

ng

of th

e co

nten

t.

The

teac

her

is fa

mili

ar w

ith th

e im

port

ant c

once

pts

in th

e di

scip

line

but d

ispl

ays

a la

ck o

f aw

aren

ess

of

how

thes

e co

ncep

ts r

elat

e to

one

an

othe

r. T

he te

ache

r in

dica

tes

som

e aw

aren

ess

of p

rere

quis

ite

lear

ning

, alth

ough

suc

h kn

owle

dge

may

be

inac

cura

te

or in

com

plet

e. T

he te

ache

r’s p

lans

an

d pr

actic

e

refle

ct a

lim

ited

rang

e of

pe

dago

gica

l app

roac

hes

to th

e di

scip

line

or to

the

stud

ents

.

The

teac

her

disp

lays

sol

id

know

ledg

e of

the

impo

rtan

t co

ncep

ts in

the

disc

iplin

e an

d ho

w

thes

e re

late

to o

ne a

noth

er. T

he

teac

her

dem

onst

rate

s ac

cura

te

unde

rsta

ndin

g of

pre

requ

isite

re

latio

nshi

ps a

mon

g to

pics

. The

te

ache

r’s p

lans

and

pra

ctic

e re

flect

fa

mili

arity

with

a w

ide

rang

e of

ef

fect

ive

peda

gogi

cal a

ppro

ache

s in

th

e su

bjec

t.

The

teac

her d

ispl

ays

exte

nsiv

e kn

owle

dge

of th

e

impo

rtant

con

cept

s in

the

disc

iplin

e an

d ho

w th

ese

re

late

bot

h to

one

ano

ther

and

to o

ther

di

scip

lines

. The

teac

her d

emon

stra

tes

unde

rsta

ndin

g of

pre

requ

isite

re

latio

nshi

ps a

mon

g to

pics

and

con

cept

s an

d un

ders

tand

s th

e lin

k to

nec

essa

ry

cogn

itive

stru

ctur

es th

at e

nsur

e st

uden

t un

ders

tand

ing.

The

teac

her’s

pla

ns a

nd

prac

tice

refle

ct fa

mili

arity

with

a w

ide

rang

e of

ef

fect

ive

peda

gogi

cal a

ppro

ache

s in

the

disc

iplin

e an

d th

e ab

ility

to a

ntic

ipat

e st

uden

t mis

conc

eptio

ns.

Cri

tical

A

ttri

bute

s •

The

teac

her m

akes

co

nten

t err

ors.

•

The

teac

her d

oes

not

cons

ider

pre

requ

isite

re

latio

nshi

ps w

hen

plan

ning

. •

The

teac

her’s

pla

ns u

se

inap

prop

riate

stra

tegi

es fo

r th

e di

scip

line.

• Th

e te

ache

r’s u

nder

stan

ding

of t

he

disc

iplin

e is

rudi

men

tary

. •

The

teac

her’s

kno

wle

dge

of

prer

equi

site

rela

tions

hips

is

inac

cura

te o

r inc

ompl

ete.

•

Less

on a

nd u

nit p

lans

use

lim

ited

inst

ruct

iona

l str

ateg

ies,

and

som

e ar

e no

t sui

tabl

e to

the

cont

ent.

• Th

e te

ache

r can

iden

tify

impo

rtant

co

ncep

ts o

f the

dis

cipl

ine

and

thei

r re

latio

nshi

ps to

one

ano

ther

. •

The

teac

her p

rovi

des

clea

r ex

plan

atio

ns o

f the

con

tent

. •

The

teac

her a

nsw

ers

stud

ents

’ qu

estio

ns a

ccur

atel

y an

d pr

ovid

es

feed

back

that

furth

ers

thei

r le

arni

ng.

• In

stru

ctio

nal s

trate

gies

in u

nit a

nd

less

on p

lans

are

ent

irely

sui

tabl

e to

th

e co

nten

t.

• Th

e te

ache

r cite

s in

tra- a

nd

inte

rdis

cipl

inar

y co

nten

t rel

atio

nshi

ps.

• Th

e te

ache

r’s p

lans

dem

onst

rate

aw

aren

ess

of p

ossi

ble

stud

ent

mis

conc

eptio

ns a

nd h

ow th

ey c

an b

e ad

dres

sed.

•

The

teac

her’s

pla

ns re

flect

rece

nt

deve

lopm

ents

in c

onte

nt-r

elat

ed

peda

gogy

.

Pos

sibl

e E

xam

ples

•

The

teac

her s

ays,

“The

of

ficia

l lan

guag

e of

Bra

zil

is S

pani

sh, j

ust l

ike

othe

r S

outh

Am

eric

an

coun

tries

.” •

The

teac

her s

ays,

“I d

on’t

unde

rsta

nd w

hy th

e m

ath

book

has

dec

imal

s in

the

sam

e un

it as

frac

tions

.” •

The

teac

her h

as h

is

stud

ents

cop

y di

ctio

nary

de

finiti

ons

each

wee

k to

he

lp th

em le

arn

to s

pell

diffi

cult

wor

ds.

• A

nd o

ther

s…

• Th

e te

ache

r pla

ns le

sson

s on

are

a an

d pe

rimet

er in

depe

nden

tly o

f one

an

othe

r, w

ithou

t lin

king

the

conc

epts

toge

ther

. •

The

teac

her p

lans

to fo

rge

ahea

d w

ith a

less

on o

n ad

ditio

n w

ith

regr

oupi

ng, e

ven

thou

gh s

ome

stud

ents

hav

e no

t ful

ly g

rasp

ed

plac

e va

lue.

•

The

teac

her a

lway

s pl

ans

the

sam

e ro

utin

e to

stu

dy s

pelli

ng: p

rete

st o

n M

onda

y, c

opy

the

wor

ds fi

ve ti

mes

ea

ch o

n Tu

esda

y an

d W

edne

sday

, te

ston

Frid

ay.

• A

nd o

ther

s…

• Th

e te

ache

r’s p

lan

for a

rea

and

perim

eter

invi

tes

stud

ents

to

dete

rmin

e th

e sh

ape

that

will

yie

ld

the

larg

est a

rea

for a

giv

en

perim

eter

. •

The

teac

her h

as re

aliz

ed h

er

stud

ents

are

not

sur

e ho

w to

use

a

com

pass

, and

so

she

plan

s to

hav

e th

em p

ract

ice

that

ski

ll be

fore

in

trodu

cing

the

activ

ity o

n an

gle

mea

sure

men

t. •

The

teac

her p

lans

to e

xpan

d a

unit

on c

ivic

s by

hav

ing

stud

ents

si

mul

ate

a co

urt t

rial.

• A

nd o

ther

s…

• In

a u

nit o

n 19

th-c

entu

ry li

tera

ture

, the

te

ache

r inc

orpo

rate

s in

form

atio

n ab

out

the

hist

ory

of th

e sa

me

perio

d.

• B

efor

e be

ginn

ing

a un

it on

the

sola

r sy

stem

, the

teac

her s

urve

ys th

e st

uden

ts o

n th

eir b

elie

fs a

bout

why

it is

ho

tter i

n th

e su

mm

er th

an in

the

win

ter.

• A

nd o

ther

s…

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

8

C

ompo

nent

1b:

D

emon

stra

ting

Kno

wle

dge

of S

tude

nts

Te

ache

rs d

on’t

teac

h co

nten

t in

the

abst

ract

; the

y te

ach

it to

stu

dent

s. In

ord

er to

ens

ure

stud

ent l

earn

ing,

ther

efor

e, te

ache

rs m

ust

know

not

onl

y th

eir c

onte

nt a

nd it

s re

late

d pe

dago

gy b

ut a

lso

the

stud

ents

to w

hom

they

wis

h to

teac

h th

at c

onte

nt. I

n en

surin

g st

uden

t lea

rnin

g, te

ache

rs m

ust a

ppre

ciat

e w

hat r

ecen

t res

earc

h in

cog

nitiv

e ps

ycho

logy

has

con

firm

ed, n

amel

y, th

at s

tude

nts

lear

n th

roug

h ac

tive

inte

llect

ual e

ngag

emen

t with

con

tent

. Whi

le th

ere

are

patte

rns

in c

ogni

tive,

soc

ial,

and

emot

iona

l dev

elop

men

tal

stag

es ty

pica

l of d

iffer

ent a

ge g

roup

s, s

tude

nts

lear

n in

thei

r ind

ivid

ual w

ays

and

may

hav

e ga

ps o

r mis

conc

eptio

ns th

at th

e te

ache

r ne

eds

to u

ncov

er in

ord

er to

pla

n ap

prop

riate

lear

ning

act

iviti

es. I

n ad

ditio

n, s

tude

nts

have

live

s be

yond

sch

ool—

lives

that

incl

ude

athl

etic

and

mus

ical

pur

suits

, act

iviti

es in

thei

r nei

ghbo

rhoo

ds, a

nd fa

mily

and

cul

tura

l tra

ditio

ns. S

tude

nts

who

se fi

rst l

angu

age

is n

ot

Eng

lish,

as

wel

l as

stud

ents

with

oth

er s

peci

al n

eeds

, mus

t be

cons

ider

ed w

hen

a te

ache

r is

plan

ning

less

ons

and

iden

tifyi

ng

reso

urce

s to

ens

ure

that

all

stud

ents

will

be

able

to le

arn.

The

elem

ents

of c

ompo

nent

1b

are:

•

Kno

wle

dge

of c

hild

and

ado

lesc

ent d

evel

opm

ent

Chi

ldre

n le

arn

diffe

rent

ly a

t diff

eren

t sta

ges

of th

eir l

ives

. •

Kno

wle

dge

of th

e le

arni

ng p

roce

ss

Lear

ning

requ

ires

activ

e in

telle

ctua

l eng

agem

ent.

• K

now

ledg

e of

stu

dent

s’ s

kills

, kno

wle

dge,

and

lang

uage

pro

ficie

ncy

Wha

t stu

dent

s ar

e ab

le to

lear

n at

any

giv

en ti

me

is in

fluen

ced

by th

eir l

evel

of k

now

ledg

e an

d sk

ill.

• K

now

ledg

e of

stu

dent

s’ in

tere

sts

and

cultu

ral h

erita

ge

Chi

ldre

n’s

back

grou

nds

influ

ence

thei

r lea

rnin

g.

• K

now

ledg

e of

stu

dent

s’ s

peci

al n

eeds

C

hild

ren

do n

ot a

ll de

velo

p in

a ty

pica

l fas

hion

.

Indi

cato

rs in

clud

e:

• Fo

rmal

and

info

rmal

info

rmat

ion

abou

t stu

dent

s ga

ther

ed b

y th

e te

ache

r for

use

in

pla

nnin

g in

stru

ctio

n •

Stu

dent

inte

rest

s an

d ne

eds

lear

ned

by th

e te

ache

r for

use

in p

lann

ing

• Te

ache

r par

ticip

atio

n in

com

mun

ity c

ultu

ral e

vent

s •

Teac

her-

desi

gned

opp

ortu

nitie

s fo

r fam

ilies

to s

hare

thei

r her

itage

s •

Dat

abas

e of

stu

dent

s w

ith s

peci

al n

eeds

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

9

In

effe

ctiv

e D

evel

opin

g E

ffec

tive

Hig

hly

Eff

ectiv

e 1b

: D

emon

stra

ting

Kno

wle

dge

of

Stu

dent

s

The

teac

her d

ispl

ays

min

imal

un

ders

tand

ing

of h

ow

stud

ents

lear

n—an

d lit

tle

know

ledg

e of

thei

r var

ied

appr

oach

es to

lear

ning

, kn

owle

dge

and

skill

s, s

peci

al

need

s, a

nd in

tere

sts

and

cultu

ral h

erita

ges—

and

does

no

t ind

icat

e th

at s

uch

know

ledg

e is

val

uabl

e.

The

teac

her d

ispl

ays

gene

rally

ac

cura

te k

now

ledg

e of

how

st

uden

ts le

arn

and

of th

eir v

arie

d ap

proa

ches

to le

arni

ng, k

now

ledg

e an

d sk

ills,

spe

cial

nee

ds, a

nd

inte

rest

s an

d cu

ltura

l her

itage

s, y

et

may

app

ly th

is k

now

ledg

e no

t to

indi

vidu

al s

tude

nts

but t

o th

e cl

ass

as a

who

le.

The

teac

her u

nder

stan

ds th

e ac

tive

natu

re

of s

tude

nt le

arni

ng a

nd a

ttain

s in

form

atio

n ab

out l

evel

s of

dev

elop

men

t for

gro

ups

of

stud

ents

. The

teac

her a

lso

purp

osef

ully

ac

quire

s kn

owle

dge

from

sev

eral

sou

rces

ab

out g

roup

s of

stu

dent

s’ v

arie

d ap

proa

ches

to le

arni

ng, k

now

ledg

e an

d sk

ills,

spe

cial

nee

ds, a

nd in

tere

sts

and

cultu

ral h

erita

ges.

The

teac

her u

nder

stan

ds th

e ac

tive

natu

re o

f stu

dent

lear

ning

and

acq

uire

s in

form

atio

n ab

out l

evel

s of

dev

elop

men

t fo

r ind

ivid

ual s

tude

nts.

The

teac

her a

lso

syst

emat

ical

ly a

cqui

res

know

ledg

e fro

m

seve

ral s

ourc

es a

bout

indi

vidu

al s

tude

nts’

va

ried

appr

oach

es to

lear

ning

, kno

wle

dge

and

skill

s, s

peci

al n

eeds

, and

inte

rest

s an

d cu

ltura

l her

itage

s.

Cri

tical

A

ttri

bute

s •

The

teac

her d

oes

not

unde

rsta

nd c

hild

de

velo

pmen

t cha

ract

eris

tics

and

has

unre

alis

tic

expe

ctat

ions

for s

tude

nts.

•

The

teac

her d

oes

not t

ry to

as

certa

in v

arie

d ab

ility

le

vels

am

ong

stud

ents

in

the

clas

s.

• Th

e te

ache

r is

not a

war

e of

st

uden

ts’ i

nter

ests

or

cultu

ral h

erita

ges.

•

The

teac

her t

akes

no

resp

onsi

bilit

y to

lear

n ab

out

stud

ents

’ med

ical

or

lear

ning

dis

abili

ties.

• Th

e te

ache

r cite

s de

velo

pmen

tal

theo

ry b

ut d

oes

not s

eek

to

inte

grat

e it

into

less

on p

lann

ing.

•

The

teac

her i

s aw

are

of th

e di

ffere

nt a

bilit

y le

vels

in th

e cl

ass

but t

ends

to te

ach

to th

e “w

hole

gr

oup.

” •

The

teac

her r

ecog

nize

s th

at

stud

ents

hav

e di

ffere

nt in

tere

sts

and

cultu

ral b

ackg

roun

ds b

ut

rare

ly d

raw

s on

thei

r con

tribu

tions

or

diff

eren

tiate

s m

ater

ials

to

acco

mm

odat

e th

ose

diffe

renc

es.

• Th

e te

ache

r is

awar

e of

med

ical

is

sues

and

lear

ning

dis

abili

ties

with

som

e st

uden

ts b

ut d

oes

not

seek

to u

nder

stan

d th

e im

plic

atio

ns o

f tha

t kno

wle

dge.

• Th

e te

ache

r kno

ws,

for g

roup

s of

st

uden

ts, t

heir

leve

ls o

f cog

nitiv

e de

velo

pmen

t. •

The

teac

her i

s aw

are

of th

e di

ffere

nt

cultu

ral g

roup

s in

the

clas

s.

• Th

e te

ache

r has

a g

ood

idea

of t

he ra

nge

of in

tere

sts

of s

tude

nts

in th

e cl

ass.

•

The

teac

her h

as id

entif

ied

“hig

h,”

“med

ium

,” an

d “lo

w” g

roup

s of

stu

dent

s w

ithin

the

clas

s.

• Th

e te

ache

r is

wel

l inf

orm

ed a

bout

st

uden

ts’ c

ultu

ral h

erita

ges

and

inco

rpor

ates

this

kno

wle

dge

in le

sson

pl

anni

ng.

• Th

e te

ache

r is

awar

e of

the

spec

ial n

eeds

re

pres

ente

d by

stu

dent

s in

the

clas

s.

• Th

e te

ache

r use

s on

goin

g m

etho

ds to

as

sess

stu

dent

s’ s

kill

leve

ls a

nd d

esig

ns

inst

ruct

ion

acco

rdin

gly.

•

The

teac

her s

eeks

out

info

rmat

ion

from

al

l stu

dent

s ab

out t

heir

cultu

ral

herit

ages

. •

The

teac

her m

aint

ains

a s

yste

m o

f up

date

d st

uden

t rec

ords

and

in

corp

orat

es m

edic

al a

nd/o

r lea

rnin

g ne

eds

into

less

on p

lans

.

Pos

sibl

e E

xam

ples

•

The

less

on p

lan

incl

udes

a

teac

her p

rese

ntat

ion

for a

n en

tire

30-m

inut

e pe

riod

to a

gr

oup

of 7

-yea

r-ol

ds.

• Th

e te

ache

r pla

ns to

giv

e he

r ELL

stu

dent

s th

e sa

me

w

ritin

g as

sign

men

t she

gi

ves

the

rest

of t

he c

lass

. •

The

teac

her p

lans

to te

ach

his

clas

s C

hris

tmas

car

ols,

de

spite

the

fact

that

he

has

four

relig

ions

rep

rese

nted

am

ong

his

stud

ents

. •

And

oth

ers…

• Th

e te

ache

r’s le

sson

pla

n ha

s th

e sa

me

assi

gnm

ent f

or th

e en

tire

clas

s in

spi

te o

f the

fac

t th

at o

ne a

ctiv

ity is

bey

ond

the

reac

h of

som

e st

uden

ts.

• In

the

unit

on M

exic

o, th

e te

ache

r has

not

inc

orpo

rate

d pe

rspe

ctiv

es fr

om th

e th

ree

M

exic

an-A

mer

ican

chi

ldre

n in

th

e cl

ass.

•

Less

on p

lans

mak

e on

ly

perip

hera

l ref

eren

ce to

stu

dent

s’

inte

rest

s.

• Th

e te

ache

r kno

ws

that

som

e of

he

r stu

dent

s h

ave

IEP

s, b

ut

they

’re s

o lo

ng th

at s

he h

asn’

t re

ad th

em y

et.

• A

nd o

ther

s…

• Th

e te

ache

r cre

ates

an

asse

ssm

ent o

f st

uden

ts’

leve

ls o

f cog

nitiv

e de

velo

pmen

t. •

The

teac

her e

xam

ines

pre

viou

s ye

ars’

cu

mul

ativ

e fo

lder

s to

asc

erta

in th

e pr

ofic

ienc

y le

vels

of g

roup

s o

f stu

dent

s in

th

e cl

ass.

•

The

teac

her a

dmin

iste

rs a

stu

dent

inte

rest

su

rvey

at

the

begi

nnin

g of

the

scho

ol

year

. •

The

teac

her p

lans

act

iviti

es u

sing

his

kn

owle

dge

of s

tude

nts’

inte

rest

s.

• Th

e te

ache

r kno

ws

that

five

of h

er

stud

ents

are

in t

he G

arde

n C

lub;

she

pl

ans

to h

ave

them

dis

cuss

hor

ticul

ture

as

par

t of t

he n

ext b

iolo

gy le

sson

. •

The

teac

her r

ealiz

es th

at n

ot a

ll of

his

st

uden

ts a

re C

hris

tian,

and

so

he p

lans

to

read

a H

anuk

kah

stor

y in

Dec

embe

r. •

The

teac

her p

lans

to a

sk h

er S

pani

sh-

spea

king

stu

dent

s to

dis

cuss

thei

r an

cest

ry a

s pa

rt of

thei

r so

cial

stu

dies

un

it on

Sou

th A

mer

ica.

•

And

oth

ers…

• Th

e te

ache

r pla

ns h

is le

sson

with

thre

e di

ffere

nt f

ollo

w-u

p ac

tiviti

es, d

esig

ned

to m

eet t

he v

arie

d a

bilit

y le

vels

of h

is

stud

ents

. •

The

teac

her p

lans

to p

rovi

de m

ultip

le

proj

ect

optio

ns; e

ach

stud

ent w

ill s

elec

t th

e pr

ojec

t tha

t be

st m

eets

his

or h

er

indi

vidu

al a

ppro

ach

to le

arni

ng.

• Th

e te

ache

r enc

oura

ges

stud

ents

to b

e aw

are

of t

heir

indi

vidu

al re

adin

g le

vels

an

d m

ake

inde

pend

ent r

eadi

ng c

hoic

es

that

will

be

cha

lleng

ing

but n

ot to

o di

fficu

lt.

• Th

e te

ache

r atte

nds

the

loca

l Mex

ican

he

ritag

e d

ay, m

eetin

g se

vera

l of h

is

stud

ents

’ ext

ende

d fa

mily

mem

bers

. •

The

teac

her r

egul

arly

cre

ates

ada

pted

as

sess

men

t m

ater

ials

for s

ever

al

stud

ents

with

lear

ning

dis

abili

ties.

•

And

oth

ers…

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

10

Com

pone

nt 1

c:

Setti

ng In

stru

ctio

nal O

utco

mes

Teac

hing

is a

pur

pose

ful a

ctiv

ity; e

ven

the

mos

t im

agin

ativ

e ac

tiviti

es a

re d

irect

ed to

war

d ce

rtain

des

ired

lear

ning

. The

refo

re,

esta

blis

hing

inst

ruct

iona

l out

com

es e

ntai

ls id

entif

ying

exa

ctly

wha

t stu

dent

s w

ill b

e ex

pect

ed to

lear

n; th

e ou

tcom

es d

escr

ibe

not w

hat

stud

ents

will

do,

but

wha

t the

y w

ill learn.

The

inst

ruct

iona

l out

com

es s

houl

d re

flect

impo

rtant

lear

ning

and

mus

t len

d th

emse

lves

to

vario

us fo

rms

of a

sses

smen

t thr

ough

whi

ch a

ll st

uden

ts w

ill b

e ab

le to

dem

onst

rate

thei

r und

erst

andi

ng o

f the

con

tent

. Ins

ofar

as

the

outc

omes

det

erm

ine

the

inst

ruct

iona

l act

iviti

es, t

he re

sour

ces

used

, the

ir su

itabi

lity

for d

iver

se le

arne

rs, a

nd th

e m

etho

ds o

f as

sess

men

t em

ploy

ed, t

hey

hold

a c

entra

l pla

ce in

dom

ain

1.

Lear

ning

out

com

es m

ay b

e of

a n

umbe

r of d

iffer

ent t

ypes

: fac

tual

and

pro

cedu

ral k

now

ledg

e, c

once

ptua

l und

erst

andi

ng, t

hink

ing

and

reas

onin

g sk

ills,

and

col

labo

rativ

e an

d co

mm

unic

atio

n st

rate

gies

. In

addi

tion,

som

e le

arni

ng o

utco

mes

refe

r to

disp

ositi

ons;

it’s

im

porta

nt n

ot o

nly

that

stu

dent

s le

arn

to re

ad b

ut a

lso,

edu

cato

rs h

ope,

that

they

will

like

to re

ad. I

n ad

ditio

n, e

xper

ienc

ed te

ache

rs

are

able

to li

nk th

eir l

earn

ing

outc

omes

with

out

com

es b

oth

with

in th

eir d

isci

plin

e an

d in

oth

er d

isci

plin

es.

The

elem

ents

of c

ompo

nent

1c

are:

•

Val

ue, s

eque

nce,

and

alig

nmen

t O

utco

mes

repr

esen

t sig

nific

ant l

earn

ing

in th

e di

scip

line

refle

ctin

g, w

here

app

ropr

iate

, the

C

omm

on C

ore

Sta

te S

tand

ards

. •

Cla

rity

Out

com

es m

ust r

efer

to w

hat s

tude

nts

will

lear

n, n

ot w

hat t

hey

will

do,

and

mus

t per

mit

viab

le m

etho

ds o

f ass

essm

ent.

• B

alan

ce

Out

com

es s

houl

d re

flect

diff

eren

t typ

es o

f lea

rnin

g, s

uch

as k

now

ledg

e, c

once

ptua

l un

ders

tand

ing,

and

thin

king

ski

lls.

• S

uita

bilit

y fo

r div

erse

stu

dent

s O

utco

mes

mus

t be

appr

opria

te fo

r all

stud

ents

in th

e cl

ass.

Indi

cato

rs in

clud

e:

• O

utco

mes

of a

cha

lleng

ing

cogn

itive

leve

l •

Sta

tem

ents

of s

tude

nt le

arni

ng, n

ot s

tude

nt a

ctiv

ity

• O

utco

mes

cen

tral t

o th

e di

scip

line

and

rela

ted

to th

ose

in o

ther

dis

cipl

ines

•

Out

com

es p

erm

ittin

g as

sess

men

t of s

tude

nt a

ttain

men

t •

Out

com

es d

iffer

entia

ted

for s

tude

nts

of v

arie

d ab

ility

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

11

In

effe

ctiv

e D

evel

opin

g E

ffec

tive

Hig

hly

Eff

ectiv

e 1c

: Set

ting

Inst

ruct

iona

l O

utco

mes

The

outc

omes

repr

esen

t low

ex

pect

atio

ns fo

r stu

dent

s an

d la

ck o

f rig

or, a

nd n

ot a

ll of

thes

e ou

tcom

es re

flect

impo

rtant

le

arni

ng in

the

disc

iplin

e. T

hey

are

stat

ed a

s st

uden

t act

iviti

es,

rath

er th

an a

s ou

tcom

es fo

r le

arni

ng. O

utco

mes

refle

ct o

nly

one

type

of l

earn

ing

and

only

on

e di

scip

line

or s

trand

and

are

su

itabl

e fo

r onl

y so

me

stud

ents

.

Out

com

es re

pres

ent m

oder

atel

y hi

gh e

xpec

tatio

ns a

nd ri

gor.

Som

e re

flect

impo

rtant

lear

ning

in th

e di

scip

line

and

cons

ist o

f a

com

bina

tion

of o

utco

mes

and

ac

tiviti

es. O

utco

mes

refle

ct s

ever

al

type

s of

lear

ning

, but

the

teac

her

has

mad

e no

effo

rt at

coo

rdin

atio

n or

inte

grat

ion.

Out

com

es, b

ased

on

glo

bal a

sses

smen

ts o

f stu

dent

le

arni

ng, a

re s

uita

ble

for m

ost o

f th

e st

uden

ts in

the

clas

s.

Mos

t out

com

es re

pres

ent r

igor

ous

and

impo

rtant

lear

ning

in th

e di

scip

line

and

are

clea

r, ar

e w

ritte

n in

th

e fo

rm o

f stu

dent

lear

ning

, and

su

gges

t via

ble

met

hods

of

asse

ssm

ent.

Out

com

es re

flect

se

vera

l diff

eren

t typ

es o

f lea

rnin

g an

d op

portu

nitie

s fo

r coo

rdin

atio

n, a

nd

they

are

diff

eren

tiate

d, in

wha

teve

r w

ay is

nee

ded,

for d

iffer

ent g

roup

s of

st

uden

ts.

All

outc

omes

repr

esen

t hig

h-le

vel

lear

ning

in th

e di

scip

line.

The

y ar

e cl

ear,

are

writ

ten

in th

e fo

rm o

f stu

dent

le

arni

ng, a

nd p

erm

it vi

able

met

hods

of

asse

ssm

ent.

Out

com

es re

flect

sev

eral

di

ffere

nt ty

pes

of le

arni

ng a

nd, w

here

ap

prop

riate

, rep

rese

nt b

oth

coor

dina

tion

and

inte

grat

ion.

Out

com

es a

re

diffe

rent

iate

d, in

wha

teve

r way

is

need

ed, f

or in

divi

dual

stu

dent

s.

Crit

ical

A

ttrib

utes

•

Out

com

es la

ck ri

gor.

• O

utco

mes

do

not r

epre

sent

im

porta

nt le

arni

ng in

the

disc

iplin

e.

• O

utco

mes

are

not

cle

ar o

r are

st

ated

as

activ

ities

. •

Out

com

es a

re n

ot s

uita

ble

for

man

y st

uden

ts in

the

clas

s.

• O

utco

mes

repr

esen

t a m

ixtu

re o

f lo

w e

xpec

tatio

ns a

nd ri

gor.

• S

ome

outc

omes

refle

ct im

porta

nt

lear

ning

in th

e di

scip

line.

•

Out

com

es a

re s

uita

ble

for m

ost

of th

e cl

ass.

• O

utco

mes

repr

esen

t hig

h ex

pect

atio

ns a

nd ri

gor.

• O

utco

mes

are

rela

ted

to “b

ig id

eas”

of

the

disc

iplin

e.

• O

utco

mes

are

writ

ten

in te

rms

of

wha

t stu

dent

s w

ill le

arn

rath

er th

an

do.

• O

utco

mes

repr

esen

t a ra

nge

of

type

s: fa

ctua

l kno

wle

dge,

co

ncep

tual

und

erst

andi

ng,

reas

onin

g, s

ocia

l int

erac

tion,

m

anag

emen

t, an

d co

mm

unic

atio

n.

• O

utco

mes

, diff

eren

tiate

d w

here

ne

cess

ary,

are

sui

tabl

e to

gro

ups

of

stud

ents

in th

e cl

ass.

• Th

e te

ache

r’s p

lans

refe

renc

e cu

rric

ular

fram

ewor

ks o

r blu

eprin

ts to

en

sure

acc

urat

e se

quen

cing

. •

The

teac

her c

onne

cts

outc

omes

to

prev

ious

and

futu

re le

arni

ng.

• O

utco

mes

are

diff

eren

tiate

d to

en

cour

age

indi

vidu

al s

tude

nts

to ta

ke

educ

atio

nal r

isks

.

Poss

ible

Ex

ampl

es

• A

lear

ning

out

com

e fo

r a

four

th-g

rade

cla

ss is

to m

ake

a po

ster

illu

stra

ting

a po

em.

• A

ll th

e ou

tcom

es fo

r a n

inth

-gr

ade

hist

ory

clas

s ar

e ba

sed

on d

emon

stra

ting

fact

ual

know

ledg

e.

• Th

e to

pic

of th

e so

cial

stu

dies

un

it in

volv

es th

e co

ncep

t of

revo

lutio

ns, b

ut th

e te

ache

r ex

pect

s hi

s st

uden

ts to

re

mem

ber o

nly

the

impo

rtant

da

tes

of b

attle

s.

• D

espi

te th

e pr

esen

ce o

f a

num

ber o

f ELL

stu

dent

s in

the

clas

s, th

e ou

tcom

es s

tate

that

al

l writ

ing

mus

t be

gram

mat

ical

ly c

orre

ct.

• N

one

of th

e sc

ienc

e ou

tcom

es

deal

s w

ith th

e st

uden

ts’

read

ing,

und

erst

andi

ng, o

r in

terp

reta

tion

of th

e te

xt.

• A

nd o

ther

s…

• O

utco

mes

con

sist

of

unde

rsta

ndin

g th

e re

latio

nshi

p be

twee

n ad

ditio

n an

d m

ultip

licat

ion

and

mem

oriz

ing

fact

s.

• Th

e re

adin

g ou

tcom

es a

re

writ

ten

with

the

need

s of

the

“mid

dle”

gro

up in

min

d; h

owev

er,

the

adva

nced

stu

dent

s ar

e bo

red,

and

som

e lo

wer

-leve

l st

uden

ts a

re s

trugg

ling.

•

Mos

t of t

he E

nglis

h La

ngua

ge

Arts

out

com

es a

re b

ased

on

narr

ativ

e.

• A

nd o

ther

s…

• O

ne o

f the

lear

ning

out

com

es is

for

stud

ents

to “a

ppre

ciat

e th

e ae

sthe

tics

of 1

8th-

cent

ury

Eng

lish

poet

ry.”

• Th

e ou

tcom

es fo

r the

his

tory

uni

t in

clud

e so

me

fact

ual i

nfor

mat

ion,

as

wel

l as

a co

mpa

rison

of t

he

pers

pect

ives

of d

iffer

ent g

roup

s in

th

e ru

n-up

to th

e R

evol

utio

nary

W

ar.

• Th

e le

arni

ng o

utco

mes

incl

ude

stud

ents

def

endi

ng th

eir

inte

rpre

tatio

n of

the

stor

y w

ith

cita

tions

from

the

text

. •

And

oth

ers…

• Th

e te

ache

r enc

oura

ges

his

stud

ents

to

set

thei

r ow

n go

als;

he

prov

ides

th

em a

taxo

nom

y of

cha

lleng

e ve

rbs

to

help

them

stri

ve to

mee

t the

teac

her’s

hi

gher

exp

ecta

tions

of t

hem

. •

Stu

dent

s w

ill d

evel

op a

con

cept

map

th

at li

nks

prev

ious

lear

ning

goa

ls to

th

ose

they

are

cur

rent

ly w

orki

ng o

n.

• S

ome

stud

ents

iden

tify

addi

tiona

l le

arni

ng.

• Th

e te

ache

r rev

iew

s th

e pr

ojec

t ex

pect

atio

ns a

nd m

odifi

es s

ome

goal

s to

be

in li

ne w

ith s

tude

nts’

IEP

ob

ject

ives

. •

One

of t

he o

utco

mes

for a

soc

ial

stud

ies

unit

addr

esse

s st

uden

ts

anal

yzin

g th

e sp

eech

of a

pol

itica

l ca

ndid

ate

for a

ccur

acy

and

logi

cal

cons

iste

ncy.

•

And

oth

ers…

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

12

Com

pone

nt 1

d:

Dem

onst

ratin

g K

now

ledg

e of

Res

ourc

es

S

tude

nt le

arni

ng is

enh

ance

d by

a te

ache

r’s s

killf

ul u

se o

f res

ourc

es. S

ome

of th

ese

are

prov

ided

by

the

scho

ol a

s “o

ffici

al” m

ater

ials

; ot

hers

are

sec

ured

by

teac

hers

thro

ugh

thei

r ow

n in

itiat

ive.

Res

ourc

es fa

ll in

to s

ever

al d

iffer

ent c

ateg

orie

s: th

ose

used

in th

e cl

assr

oom

by

stud

ents

, tho

se a

vaila

ble

beyo

nd th

e cl

assr

oom

wal

ls to

enh

ance

stu

dent

lear

ning

, res

ourc

es fo

r tea

cher

s to

furth

er

thei

r ow

n pr

ofes

sion

al k

now

ledg

e an

d sk

ill, a

nd re

sour

ces

that

can

pro

vide

non

inst

ruct

iona

l ass

ista

nce

to s

tude

nts.

Tea

cher

s re

cogn

ize

the

impo

rtanc

e of

dis

cret

ion

in th

e se

lect

ion

of re

sour

ces,

sel

ectin

g th

ose

that

alig

n di

rect

ly w

ith th

e le

arni

ng o

utco

mes

and

w

ill b

e of

mos

t use

to th

e st

uden

ts. A

ccom

plis

hed

teac

hers

als

o en

sure

that

the

sele

ctio

n of

mat

eria

ls a

nd re

sour

ces

is a

ppro

pria

tely

ch

alle

ngin

g fo

r eve

ry s

tude

nt; t

exts

, for

exa

mpl

e, a

re a

vaila

ble

at v

ario

us re

adin

g le

vels

to m

ake

sure

all

stud

ents

can

gai

n fu

ll ac

cess

to

the

cont

ent a

nd s

ucce

ssfu

lly d

emon

stra

te u

nder

stan

ding

of t

he le

arni

ng o

utco

mes

. Fur

ther

mor

e, e

xper

t tea

cher

s lo

ok b

eyon

d th

e sc

hool

for r

esou

rces

to b

ring

thei

r sub

ject

s to

life

and

to a

ssis

t stu

dent

s w

ho n

eed

help

in b

oth

thei

r aca

dem

ic a

nd n

onac

adem

ic li

ves.

The

elem

ents

of c

ompo

nent

1d

are:

•

Res

ourc

es fo

r cla

ssro

om u

se

Mat

eria

ls m

ust a

lign

with

lear

ning

out

com

es.

• R

esou

rces

to e

xten

d co

nten

t kno

wle

dge

and

peda

gogy

M

ater

ials

that

can

furth

er te

ache

rs’ p

rofe

ssio

nal k

now

ledg

e m

ust b

e av

aila

ble.

•

Res

ourc

es fo

r stu

dent

s M

ater

ials

mus

t be

appr

opria

tely

cha

lleng

ing.

Indi

cato

rs in

clud

e:

• M

ater

ials

pro

vide

d by

the

dist

rict

• M

ater

ials

pro

vide

d by

pro

fess

iona

l org

aniz

atio

ns

• A

rang

e of

text

s •

Inte

rnet

reso

urce

s •

Com

mun

ity re

sour

ces

• O

ngoi

ng p

artic

ipat

ion

by th

e te

ache

r in

prof

essi

onal

edu

catio

n co

urse

s or

pro

fess

iona

l gro

ups

•

Gue

st s

peak

ers

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

13

In

effe

ctiv

e D

evel

opin

g E

ffec

tive

Hig

hly

Eff

ectiv

e 1d

: D

emon

stra

ting

Kno

wle

dge

of

Res

ourc

es

The

teac

her i

s un

awar

e of

re

sour

ces

to a

ssis

t stu

dent

le

arni

ng b

eyon

d m

ater

ials

pr

ovid

ed b

y th

e sc

hool

or

dist

rict,

nor i

s th

e te

ache

r aw

are

of re

sour

ces

for

expa

ndin

g on

e’s

own

prof

essi

onal

ski

ll.

The

teac

her d

ispl

ays

som

e aw

aren

ess

of re

sour

ces

beyo

nd

thos

e pr

ovid

ed b

y th

e sc

hool

or

dist

rict f

or c

lass

room

use

and

for

exte

ndin

g on

e’s

prof

essi

onal

ski

ll bu

t do

es n

ot s

eek

to e

xpan

d th

is

know

ledg

e.

The

teac

her d

ispl

ays

awar

enes

s of

re

sour

ces

beyo

nd th

ose

prov

ided

by

the

scho

ol o

r dis

trict

, inc

ludi

ng th

ose

on th

e In

tern

et, f

or c

lass

room

use

an

d fo

r ext

endi

ng o

ne’s

pro

fess

iona

l sk

ill, a

nd s

eeks

out

suc

h re

sour

ces.

The

teac

her’s

kno

wle

dge

of re

sour

ces

for c

lass

room

use

and

for e

xten

ding

on

e’s

prof

essi

onal

ski

ll is

ext

ensi

ve,

incl

udin

g th

ose

avai

labl

e th

roug

h th

e sc

hool

or d

istri

ct, i

n th

e co

mm

unity

, th

roug

h pr

ofes

sion

al o

rgan

izat

ions

and

un

iver

sitie

s, a

nd o

n th

e In

tern

et.

Cri

tical

A

ttri

bute

s •

The

teac

her u

ses

only

di

stric

t-pro

vide

d m

ater

ials

, ev

en w

hen

mor

e va

riety

w

ould

ass

ist s

ome

stud

ents

. •

The

teac

her d

oes

not s

eek

out r

esou

rces

ava

ilabl

e to

ex

pand

her

ow

n sk

ill.

• A

lthou

gh th

e te

ache

r is

awar

e of

som

e st

uden

t ne

eds,

he

does

not

inqu

ire

abou

t pos

sibl

e re

sour

ces.

• Th

e te

ache

r use

s m

ater

ials

in th

e sc

hool

libr

ary

but d

oes

not s

earc

h be

yond

the

scho

ol fo

r res

ourc

es.

• Th

e te

ache

r par

ticip

ates

in c

onte

nt-

area

wor

ksho

ps o

ffere

d by

the

scho

ol b

ut d

oes

not p

ursu

e ot

her

prof

essi

onal

dev

elop

men

t. •

The

teac

her l

ocat

es m

ater

ials

and

re

sour

ces

for s

tude

nts

that

are

av

aila

ble

thro

ugh

the

scho

ol b

ut

does

not

pur

sue

any

othe

r av

enue

s.

• Te

xts

are

at v

arie

d le

vels

. •

Text

s ar

e su

pple

men

ted

by g

uest

sp

eake

rs a

nd fi

eld

expe

rienc

es.

• Th

e te

ache

r fac

ilita

tes

the

use

of

Inte

rnet

reso

urce

s.

• R

esou

rces

are

mul

tidis

cipl

inar

y.

• Th

e te

ache

r exp

ands

her

kn

owle

dge

thro

ugh

prof

essi

onal

le

arni

ng g

roup

s an

d or

gani

zatio

ns.

• Th

e te

ache

r pur

sues

opt

ions

of

fere

d by

uni

vers

ities

. •

The

teac

her p

rovi

des

lists

of

reso

urce

s ou

tsid

e th

e cl

assr

oom

fo

r stu

dent

s to

dra

w o

n.

• Te

xts

are

mat

ched

to s

tude

nt s

kill

leve

l. •

The

teac

her h

as o

ngoi

ng re

latio

nshi

ps

with

col

lege

s an

d un

iver

sitie

s th

at

supp

ort s

tude

nt le

arni

ng.

• Th

e te

ache

r mai

ntai

ns a

log

of

reso

urce

s fo

r stu

dent

refe

renc

e.

• Th

e te

ache

r pur

sues

app

rent

ices

hips

to

incr

ease

dis

cipl

ine

know

ledg

e.

• Th

e te

ache

r fac

ilita

tes

stud

ent c

onta

ct

with

reso

urce

s ou

tsid

e th

e cl

assr

oom

.

Pos

sibl

e E

xam

ples

•

For t

heir

unit

on C

hina

, the

st

uden

ts fi

nd a

ll of

thei

r in

form

atio

n in

the

dist

rict-

supp

lied

text

book

. •

The

teac

her i

s no

t sur

e ho

w to

teac

h fra

ctio

ns b

ut

does

n’t k

now

how

he’

s ex

pect

ed to

lear

n it

by

him

self.

•

A s

tude

nt s

ays,

“It’s

too

bad

we

can’

t go

to th

e na

ture

cen

ter w

hen

we’

re

doin

g ou

r uni

t on

the

envi

ronm

ent.”

•

In th

e lit

erac

y cl

assr

oom

, th

e te

ache

r has

pro

vide

d on

ly n

arra

tive

wor

ks.

• A

nd o

ther

s…

• Fo

r a u

nit o

n oc

ean

life,

the

teac

her

real

ly n

eeds

mor

e bo

oks,

but

the

scho

ol li

brar

y ha

s on

ly th

ree

for

him

to b

orro

w. H

e do

es n

ot s

eek

out o

ther

s fro

m th

e pu

blic

libr

ary.

•

The

teac

her k

now

s sh

e sh

ould

le

arn

mor

e ab

out l

itera

cy

deve

lopm

ent,

but t

he s

choo

l of

fere

d on

ly o

ne p

rofe

ssio

nal

deve

lopm

ent d

ay la

st y

ear.

• Th

e te

ache

r thi

nks

his

stud

ents

w

ould

ben

efit

from

hea

ring

abou

t he

alth

saf

ety

from

a p

rofe

ssio

nal;

he c

onta

cts

the

scho

ol n

urse

to

visi

t his

cla

ssro

om.

• In

the

seco

nd-g

rade

mat

h cl

ass,

th

e te

ache

r mis

uses

bas

e 10

bl

ocks

in s

how

ing

stud

ents

how

to

repr

esen

t num

bers

. •

And

oth

ers…

• Th

e te

ache

r pro

vide

s he

r fift

h gr

ader

s a

rang

e of

non

fictio

n te

xts

abou

t the

Am

eric

an R

evol

utio

n so

th

at re

gard

less

of t

heir

read

ing

leve

l, al

l stu

dent

s ca

n pa

rtici

pate

in

the

disc

ussi

on o

f im

porta

nt

conc

epts

. •

The

teac

her t

akes

an

onlin

e co

urse

on

lite

ratu

re to

exp

and

her

know

ledg

e of

gre

at A

mer

ican

w

riter

s.

• Th

e E

LA le

sson

incl

udes

a w

ide

rang

e of

nar

rativ

e an

d in

form

atio

nal r

eadi

ng m

ater

ials

. •

The

teac

her d

istri

bute

s a

list o

f su

mm

er re

adin

g m

ater

ials

that

will

he

lp p

repa

re h

is e

ight

h gr

ader

s’

trans

ition

to h

igh

scho

ol.

• A

nd o

ther

s…

• Th

e te

ache

r is

not h

appy

with

the

out-

of-d

ate

text

book

; his

stu

dent

s w

ill

criti

que

it an

d w

rite

thei

r ow

n m

ater

ial

for s

ocia

l stu

dies

. •

The

teac

her s

pend

s th

e su

mm

er a

t D

ow C

hem

ical

lear

ning

mor

e ab

out

curr

ent r

esea

rch

so th

at s

he c

an

expa

nd h

er k

now

ledg

e ba

se fo

r te

achi

ng c

hem

istry

. •

The

teac

her m

atch

es s

tude

nts

in h

er

Fam

ily a

nd C

onsu

mer

Sci

ence

cla

ss

with

loca

l bus

ines

ses;

the

stud

ents

sp

end

time

shad

owin

g em

ploy

ees

to

unde

rsta

nd h

ow th

eir c

lass

room

ski

lls

mig

ht b

e us

ed o

n th

e jo

b.

• A

nd o

ther

s…

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

14

Com

pone

nt 1

e:

Des

igni

ng C

oher

ent I

nstr

uctio

n

Des

igni

ng c

oher

ent i

nstru

ctio

n is

the

hear

t of p

lann

ing,

refle

ctin

g th

e te

ache

r’s k

now

ledg

e of

con

tent

and

of t

he s

tude

nts

in th

e cl

ass,

th

e in

tend

ed o

utco

mes

of i

nstru

ctio

n, a

nd th

e av

aila

ble

reso

urce

s. S

uch

plan

ning

requ

ires

that

edu

cato

rs h

ave

a cl

ear u

nder

stan

ding

of

the

stat

e, d

istri

ct, a

nd s

choo

l exp

ecta

tions

for s

tude

nt le

arni

ng a

nd th

e sk

ill to

tran

slat

e th

ese

into

a c

oher

ent p

lan.

It a

lso

requ

ires

that

teac

hers

und

erst

and

the

char

acte

ristic

s of

the

stud

ents

they

teac

h an

d th

e ac

tive

natu

re o

f stu

dent

lear

ning

. Edu

cato

rs m

ust

dete

rmin

e ho

w b

est t

o se

quen

ce in

stru

ctio

n in

a w

ay th

at w

ill a

dvan

ce s

tude

nt le

arni

ng th

roug

h th

e re

quire

d co

nten

t. Fu

rther

mor

e,

such

pla

nnin

g re

quire

s th

e th

ough

tful c

onst

ruct

ion

of le

sson

s th

at c

onta

in c

ogni

tivel

y en

gagi

ng le

arni

ng a

ctiv

ities

, the

inco

rpor

atio

n of

ap

prop

riate

reso

urce

s an

d m

ater

ials

, and

the

inte

ntio

nal g

roup

ing

of s

tude

nts.

Pro

ficie

nt p

ract

ice

in th

is c

ompo

nent

reco

gniz

es th

at a

w

ell-d

esig

ned

inst

ruct

ion

plan

add

ress

es th

e le

arni

ng n

eeds

of v

ario

us g

roup

s of

stu

dent

s; o

ne s

ize

does

not

fit a

ll. A

t the

di

stin

guis

hed

leve

l, th

e te

ache

r pla

ns in

stru

ctio

n th

at ta

kes

into

acc

ount

the

spec

ific

lear

ning

nee

ds o

f eac

h st

uden

t and

sol

icits

idea

s fro

m s

tude

nts

on h

ow b

est t

o st

ruct

ure

the

lear

ning

. Thi

s pl

an is

then

impl

emen

ted

in d

omai

n 3.

The

elem

ents

of c

ompo

nent

1e

are:

•

Lear

ning

act

iviti

es

Inst

ruct

ion

is d

esig

ned

to e

ngag

e st

uden

ts a

nd a

dvan

ce th

em th

roug

h th

e co

nten

t. •

Inst

ruct

iona

l mat

eria

ls a

nd re

sour

ces

Aid

s to

inst

ruct

ion

are

appr

opria

te to

the

lear

ning

nee

ds o

f the

stu

dent

s.

• In

stru

ctio

nal g

roup

s Te

ache

rs in

tent

iona

lly o

rgan

ize

inst

ruct

iona

l gro

ups

to s

uppo

rt st

uden

t lea

rnin

g.

• Le

sson

and

uni

t stru

ctur

e Te

ache

rs p

rodu

ce c

lear

and

seq

uenc

ed le

sson

and

uni

t stru

ctur

es to

adv

ance

stu

dent

lear

ning

.

Indi

cato

rs in

clud

e:

• Le

sson

s th

at s

uppo

rt in

stru

ctio

nal o

utco

mes

and

refle

ct im

porta

nt c

once

pts

• In

stru

ctio

nal m

aps

that

indi

cate

rela

tions

hips

to p

rior l

earn

ing

• A

ctiv

ities

that

repr

esen

t hig

h-le

vel t

hink

ing

• O

ppor

tuni

ties

for s

tude

nt c

hoic

e •

Use

of v

arie

d re

sour

ces

• Th

ough

tfully

pla

nned

lear

ning

gro

ups

• S

truct

ured

less

on p

lans

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

15

In

effe

ctiv

e D

evel

opin

g E

ffec

tive

Hig

hly

Eff

ectiv

e 1e

: D

esig

ning

C

oher

ent

Inst

ruct

ion

Lear

ning

act

iviti

es a

re p

oorly

al

igne

d w

ith th

e in

stru

ctio

nal

outc

omes

, do

not f

ollo

w a

n or

gani

zed

prog

ress

ion,

are

no

t des

igne

d to

eng

age

stud

ents

in a

ctiv

e in

telle

ctua

l ac

tivity

, and

hav

e un

real

istic

tim

e al

loca

tions

. Ins

truct

iona

l gr

oups

are

not

sui

tabl

e to

the

activ

ities

and

offe

r no

varie

ty.

Som

e of

the

lear

ning

act

iviti

es a

nd

mat

eria

ls a

re a

ligne

d w

ith th

e in

stru

ctio

nal o

utco

mes

and

repr

esen

t m

oder

ate

cogn

itive

cha

lleng

e, b

ut

with

no

diffe

rent

iatio

n fo

r diff

eren

t st

uden

ts. I

nstru

ctio

nal g

roup

s pa

rtial

ly

supp

ort t

he a

ctiv

ities

, with

som

e va

riety

. The

less

on o

r uni

t has

a

reco

gniz

able

stru

ctur

e; b

ut th

e pr

ogre

ssio

n of

act

iviti

es is

une

ven,

w

ith o

nly

som

e re

ason

able

tim

e al

loca

tions

Mos

t of t

he le

arni

ng a

ctiv

ities

are

al

igne

d w

ith th

e in

stru

ctio

nal

outc

omes

and

follo

w a

n or

gani

zed

prog

ress

ion

suita

ble

to g

roup

s of

st

uden

ts. T

he le

arni

ng a

ctiv

ities

hav

e re

ason

able

tim

e al

loca

tions

; the

y re

pres

ent s

igni

fican

t cog

nitiv

e ch

alle

nge,

with

som

e di

ffere

ntia

tion

for d

iffer

ent g

roup

s of

stu

dent

s an

d va

ried

use

of in

stru

ctio

nal g

roup

s.

The

sequ

ence

of l

earn

ing

activ

ities

fo

llow

s a

cohe

rent

seq

uenc

e, is

alig

ned

to in

stru

ctio

nal g

oals

, and

is d

esig

ned

to

enga

ge s

tude

nts

in h

igh-

leve

l cog

nitiv

e ac

tivity

. The

se a

re a

ppro

pria

tely

di

ffere

ntia

ted

for i

ndiv

idua

l lea

rner

s.

Inst

ruct

iona

l gro

ups

are

varie

d ap

prop

riate

ly, w

ith s

ome

oppo

rtuni

ty fo

r st

uden

t cho

ice

Cri

tical

A

ttri

bute

s •

Lear

ning

act

iviti

es a

re

borin

g an

d/or

not

wel

l al

igne

d to

the

inst

ruct

iona

l go

als.

•

Mat

eria

ls a

re n

ot e

ngag

ing

or d

o no

t mee

t ins

truct

iona

l ou

tcom

es

• In

stru

ctio

nal g

roup

s do

not

su

ppor

t lea

rnin

g •

Less

on p

lans

are

not

st

ruct

ured

or s

eque

nced

an

d ar

e un

real

istic

in th

eir

expe

catio

ns.

• Le

arni

ng a

ctiv

ities

are

mod

erat

ely

chal

leng

ing.

•

Lear

ning

reso

urce

s ar

e su

itabl

e, b

ut

ther

e is

lim

ited

varie

ty.

• In

stru

ctio

nal g

roup

s ar

e ra

ndom

, or

they

onl

y pa

rtial

ly s

uppo

rt ob

ject

ives

. •

Less

on s

truct

ure

is u

neve

n or

may

be

unr

ealis

tic a

bout

tim

e ex

pect

atio

ns.

• Le

arni

ng a

ctiv

ities

are

mat

ched

to

inst

ruct

iona

l out

com

es.

• A

ctiv

ities

pro

vide

opp

ortu

nity

for

high

er-le

vel t

hink

ing.

•

The

teac

her p

rovi

des

a va

riety

of

appr

opria

tely

cha

lleng

ing

mat

eria

ls

and

reso

urce

s.

• In

stru

ctio

nal s

tude

nt g

roup

s ar

e or

gani

zed

thou

ghtfu

lly to

max

imiz

e le

arni

ng a

nd b

uild

on

stud

ents

’ st

reng

ths.

•

The

plan

for t

he le

sson

or u

nit i

s w

ell s

truct

ured

, with

reas

onab

le

time

allo

catio

ns.

• A

ctiv

ities

per

mit

stud

ent c

hoic

e.

• Le

arni

ng e

xper

ienc

es c

onne

ct to

oth

er

disc

iplin

es.

• Th

e te

ache

r pro

vide

s a

varie

ty o

f ap

prop

riate

ly c

halle

ngin

g re

sour

ces

that

are

diff

eren

tiate

d fo

r stu

dent

s in

th

e cl

ass.

•

Less

on p

lans

diff

eren

tiate

for i

ndiv

idua

l st

uden

t nee

ds.

Pos

sibl

e E

xam

ples

•

Afte

r his

nin

th g

rade

rs

have

mem

oriz

ed th

e pa

rts

of th

e m

icro

scop

e, th

e te

ache

r pla

ns to

hav

e th

em

fill i

n a

wor

kshe

et.

• Th

e te

ache

r pla

ns to

use

a

15-y

ear-

old

text

book

as

the

sole

reso

urce

for a

uni

t on

com

mun

ism

. •

The

teac

her o

rgan

izes

her

cl

ass

in ro

ws,

sea

ting

the

stud

ents

alp

habe

tical

ly;

she

plan

s to

hav

e st

uden

ts

wor

k al

l yea

r in

grou

ps o

f fo

ur b

ased

on

whe

re th

ey

are

sitti

ng.

• Th

e te

ache

r’s le

sson

pla

ns

are

writ

ten

on s

ticky

not

es

in h

is g

rade

book

; the

y in

dica

te: l

ectu

re, a

ctiv

ity, o

r te

xt, a

long

with

pag

e nu

mbe

rs in

the

text

. •

And

oth

ers…

• A

fter a

min

i-les

son,

the

teac

her

plan

s to

hav

e th

e w

hole

cla

ss p

lay

a ga

me

to re

info

rce

the

skill

she

ta

ught

. •

The

teac

her f

inds

an

atla

s to

use

as

a su

pple

men

tal r

esou

rce

durin

g th

e ge

ogra

phy

unit.

•

The

teac

her a

lway

s le

ts s

tude

nts

self-

sele

ct a

wor

king

gro

up b

ecau

se

they

beh

ave

bette

r whe

n th

ey c

an

choo

se w

hom

to s

it w

ith.

• Th

e te

ache

r’s le

sson

pla

ns a

re w

ell

form

atte

d, b

ut th

e tim

ing

for m

any

activ

ities

is to

o sh

ort t

o ac

tual

ly

cove

r the

con

cept

s th

orou

ghly

. •

The

plan

for t

he E

LA le

sson

in

clud

es o

nly

pass

ing

atte

ntio

n to

st

uden

ts’ c

iting

evi

denc

e fro

m th

e te

xt fo

r the

ir in

terp

reta

tion

of th

e sh

ort s

tory

. •

And

oth

ers…

• Th

e te

ache

r rev

iew

s he

r lea

rnin

g ac

tiviti

es w

ith a

refe

renc

e to

hig

h-le

vel “

actio

n ve

rbs”

and

rew

rites

so

me

of th

e ac

tiviti

es to

incr

ease

th

e ch

alle

nge

leve

l. •

The

teac

her c

reat

es a

list

of

hist

oric

al fi

ctio

n tit

les

that

will

ex

pand

her

stu

dent

s’ k

now

ledg

e of

th

e ag

e of

exp

lora

tion.

•

The

teac

her p

lans

for s

tude

nts

to

com

plet

e a

proj

ect i

n sm

all g

roup

s;

he c

aref

ully

sel

ects

gro

up m

embe

rs

by th

eir r

eadi

ng le

vel a

nd le

arni

ng

styl

e.

• Th

e te

ache

r rev

iew

s le

sson

pla

ns

with

her

prin

cipa

l; th

ey a

re w

ell

stru

ctur

ed, w

ith p

acin

g tim

es a

nd

activ

ities

cle

arly

indi

cate

d.

• Th

e fo

urth

-gra

de m

ath

unit

plan

fo

cuse

s on

the

key

conc

epts

for t

hat

leve

l. •

And

oth

ers.

..

• Th

e te

ache

r’s u

nit o

n ec

osys

tem

s lis

ts

a va

riety

of c

halle

ngin

g ac

tiviti

es in

a

men

u; th

e st

uden

ts c

hoos

e th

ose

that

su

it th

eir a

ppro

ach

to le

arni

ng.

• W

hile

com

plet

ing

thei

r pro

ject

s, th

e st

uden

ts w

ill h

ave

acce

ss to

a w

ide

varie

ty o

f res

ourc

es th

at th

e te

ache

r ha

s co

ded

by re

adin

g le

vel s

o th

at

stud

ents

can

mak

e th

e be

st s

elec

tions

. •

Afte

r the

coo

pera

tive

grou

p le

sson

, the

st

uden

ts w

ill re

flect

on

thei

r pa

rtici

patio

n an

d m

ake

sugg

estio

ns.

• Th

e le

sson

pla

n cl

early

indi

cate

s th

e co

ncep

ts ta

ught

in th

e la

st fe

w le

sson

s;

the

teac

her p

lans

for h

is s

tude

nts

to li

nk

the

curr

ent l

esso

n ou

tcom

es to

thos

e th

ey p

revi

ousl

y le

arne

d.

• Th

e te

ache

r has

con

tribu

ted

to a

cu

rric

ulum

map

that

org

aniz

es th

e E

LA

Com

mon

Cor

e S

tate

Sta

ndar

ds in

tent

h gr

ade

into

a c

oher

ent c

urric

ulum

. •

And

oth

ers.

..

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

16

C

ompo

nent

1f:

D

esig

ning

Stu

dent

Ass

essm

ents

Goo

d te

achi

ng re

quire

s bo

th a

sses

smen

t of l

earn

ing

and

asse

ssm

ent for

lear

ning

. Ass

essm

ents

of l

earn

ing

ensu

re th

at te

ache

rs

know

that

stu

dent

s ha

ve le

arne

d th

e in

tend

ed o

utco

mes

. The

se a

sses

smen

ts m

ust b

e de

sign

ed in

suc

h a

man

ner t

hat t

hey

prov

ide

evid

ence

of t

he fu

ll ra

nge

of le

arni

ng o

utco

mes

; tha

t is,

the

met

hods

nee

ded

to a

sses

s re

ason

ing

skill

s ar

e di

ffere

nt fr

om th

ose

for

fact

ual k

now

ledg

e. F

urth

erm

ore,

suc

h as

sess

men

ts m

ay n

eed

to b

e ad

apte

d to

the

parti

cula

r nee

ds o

f ind

ivid

ual s

tude

nts;

an

ES

L st

uden

t, fo

r exa

mpl

e, m

ay n

eed

an a

ltern

ativ

e m

etho

d of

ass

essm

ent t

o al

low

dem

onst

ratio

n of

und

erst

andi

ng. A

sses

smen

t for

le

arni

ng e

nabl

es a

teac

her t

o in

corp

orat

e as

sess

men

ts d

irect

ly in

to th

e in

stru

ctio

nal p

roce

ss a

nd to

mod

ify o

r ada

pt in

stru

ctio

n as

ne

eded

to e

nsur

e st

uden

t und

erst

andi

ng. S

uch

asse

ssm

ents

, alth

ough

use

d du

ring

inst

ruct

ion,

mus

t be

desi

gned

as

part

of th

e pl

anni

ng p

roce

ss. T

hese

form

ativ

e as

sess

men

t stra

tegi

es a

re o

ngoi

ng a

nd m

ay b

e us

ed b

y bo

th te

ache

rs a

nd s

tude

nts

to m

onito

r pr

ogre

ss to

war

d un

ders

tand

ing

the

lear

ning

out

com

es.

The

elem

ents

of c

ompo

nent

1f a

re:

• C

ongr

uenc

e w

ith in

stru

ctio

nal o

utco

mes

A

sses

smen

ts m

ust m

atch

lear

ning

exp

ecta

tions

. •

Crit

eria

and

sta

ndar

ds

Exp

ecta

tions

mus

t be

clea

rly d

efin

ed.

• D

esig

n of

form

ativ

e as

sess

men

ts

Ass

essm

ents

for l

earn

ing

mus

t be

plan

ned

as p

art o

f the

inst

ruct

iona

l pro

cess

. •

Use

for p

lann

ing

Res

ults

of a

sses

smen

t gui

de fu

ture

pla

nnin

g.

Indi

cato

rs in

clud

e:

• Le

sson

pla

ns in

dica

ting

corr

espo

nden

ce b

etw

een

asse

ssm

ents

and

inst

ruct

iona

l out

com

es

• A

sses

smen

t typ

es s

uita

ble

to th

e st

yle

of o

utco

me

• V

arie

ty o

f per

form

ance

opp

ortu

nitie

s fo

r stu

dent

s •

Mod

ified

ass

essm

ents

ava

ilabl

e fo

r ind

ivid

ual s

tude

nts

as n

eede

d •

Exp

ecta

tions

cle

arly

writ

ten

with

des

crip

tors

for e

ach

leve

l of p

erfo

rman

ce

• Fo

rmat

ive

asse

ssm

ents

des

igne

d to

info

rm m

inut

e-to

-min

ute

deci

sion

mak

ing

by th

e te

ache

r dur

ing

inst

ruct

ion

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

17

In

effe

ctiv

e D

evel

opin

g E

ffec

tive

Hig

hly

Eff

ectiv

e 1f

: Des

igni

ng

Stu

dent

A

sses

smen

ts

Ass

essm

ent p

roce

dure

s ar

e no

t con

grue

nt w

ith

inst

ruct

iona

l out

com

es a

nd

lack

crit

eria

by

whi

ch s

tude

nt

perfo

rman

ce w

ill b

e as

sess

ed. T

he te

ache

r has

no

pla

n to

inco

rpor

ate

form

ativ

e as

sess

men

t in

the

less

on o

r uni

t.

Ass

essm

ent p

roce

dure

s ar

e pa

rtial

ly

cong

ruen

t with

inst

ruct

iona

l ou

tcom

es. A

sses

smen

t crit

eria

and

st

anda

rds

have

bee

n de

velo

ped,

but

th

ey a

re n

ot c

lear

. The

teac

her’s

ap

proa

ch to

usi

ng fo

rmat

ive

asse

ssm

ent i

s ru

dim

enta

ry, i

nclu

ding

on

ly s

ome

of th

e in

stru

ctio

nal

outc

omes

.

All

the

inst

ruct

iona

l out

com

es m

ay b

e as

sess

ed b

y th

e pr

opos

ed a

sses

smen

t pl

an; a

sses

smen

t met

hodo

logi

es m

ay

have

bee

n ad

apte

d fo

r gro

ups

of

stud

ents

. Ass

essm

ent c

riter

ia a

nd

stan

dard

s ar

e cl

ear.

The

teac

her h

as a

w

ell-d

evel

oped

stra

tegy

for u

sing

fo

rmat

ive

asse

ssm

ent a

nd h

as d

esig

ned

parti

cula

r app

roac

hes

to b

e us

ed.

All

the

inst

ruct

iona

l out

com

es m

ay

be a

sses

sed

by th

e pr

opos

ed

asse

ssm

ent p

lan,

with

cle

ar c

riter

ia

for a

sses

sing

stu

dent

wor

k. T

he

plan

con

tain

s ev

iden

ce o

f stu

dent

co

ntrib

utio

n to

its

deve

lopm

ent.

Ass

essm

ent m

etho

dolo

gies

hav

e be

en a

dapt

ed fo

r ind

ivid

ual s

tude

nts

as th

e ne

ed h

as a

risen

. The

ap

proa

ch to

usi

ng fo

rmat

ive

asse

ssm

ent i

s w

ell d

esig

ned

and

incl

udes

stu

dent

as

wel

l as

teac

her

use

of th

e as

sess

men

t inf

orm

atio

n.

Cri

tical

A

ttri

bute

s •

Ass

essm

ents

do

not m

atch

in

stru

ctio

nal o

utco

mes

. •

Ass

essm

ents

lack

crit

eria

. •

No

form

ativ

e as

sess

men

ts

have

bee

n de

sign

ed.

• A

sses

smen

t res

ults

do

not

affe

ct fu

ture

pla

ns.

• O

nly

som

e of

the

inst

ruct

iona

l ou

tcom

es a

re a

ddre

ssed

in th

e pl

anne

d as

sess

men

ts.

• A

sses

smen

t crit

eria

are

vag

ue.

• P

lans

refe

r to

the

use

of fo

rmat

ive

asse

ssm

ents

, but

they

are

not

fully

de

velo

ped.

•

Ass

essm

ent r

esul

ts a

re u

sed

to

desi

gn le

sson

pla

ns fo

r the

who

le

clas

s, n

ot in

divi

dual

stu

dent

s.

• A

ll th

e le

arni

ng o

utco

mes

hav

e a

met

hod

for a

sses

smen

t. •

Ass

essm

ent t

ypes

mat

ch le

arni

ng

expe

ctat

ions

. •

Pla

ns in

dica

te m

odifi

ed a

sses

smen

ts

whe

n th

ey a

re n

eces

sary

for s

ome

stud

ents

. •

Ass

essm

ent c

riter

ia a

re c

lear

ly w

ritte

n.

• P

lans

incl

ude

form

ativ

e as

sess

men

ts

to u

se d

urin

g in

stru

ctio

n.

• Le

sson

pla

ns in

dica

te p

ossi

ble

adju

stm

ents

bas

ed o

n fo

rmat

ive

asse

ssm

ent d

ata.

• A

sses

smen

ts p

rovi

de o

ppor

tuni

ties

for s

tude

nt c

hoic

e.

• S

tude

nts

parti

cipa

te in

des

igni

ng

asse

ssm

ents

for t

heir

own

wor

k.

• Te

ache

r-de

sign

ed a

sses

smen

ts a

re

auth

entic

, with

real

-wor

ld

appl

icat

ion

as a

ppro

pria

te.

• S

tude

nts

deve

lop

rubr

ics

acco

rdin

g to

teac

her-

spec

ified

lear

ning

ob

ject

ives

. •

Stu

dent

s ar

e ac

tivel

y in

volv

ed in

co

llect

ing

info

rmat

ion

from

form

ativ

e as

sess

men

ts a

nd p

rovi

de in

put.

Pos

sibl

e E

xam

ples

•

The

teac

her m

arks

pap

ers

on th

e fo

unda

tion

of th

e U

.S. C

onst

itutio

n m

ostly

on

gra

mm

ar a

nd

punc

tuat

ion;

for e

very

m

ista

ke, t

he g

rade

dro

ps

from

an

A to

a B

, a B

to a

C

, etc

. •

The

teac

her s

ays,

“Wha

t’s

the

diffe

renc

e be

twee

n fo

rmat

ive

asse

ssm

ent a

nd

the

test

I gi

ve a

t the

end

of

the

unit?

” •

The

teac

her s

ays,

“The

di

stric

t gav

e m

e th

is e

ntire

cu

rric

ulum

to te

ach,

so

I ju

st h

ave

to k

eep

mov

ing.

” •

And

oth

ers…

• T

he d

istr

ict g

oal f

or th

e un

it on

E

urop

e is

for

stud

ents

to

unde

rsta

nd g

eopo

litic

al

rela

tions

hips

; the

teac

her

plan

s to

ha

ve th

e st

uden

ts m

emor

ize

all t

he

coun

try

capi

tals

and

riv

ers.

•

The

pla

n in

dica

tes

that

the

teac

her

will

pau

se to

“ch

eck

for

unde

rsta

ndin

g” b

ut d

oes

not

spec

ify a

cle

ar p

roce

ss fo

r ac

com

plis

hing

that

goa

l. •

A s

tude

nt a

sks,

“If

half

the

clas

s pa

ssed

the

test

, why

are

we

all

revi

ewin

g th

e m

ater

ial a

gain

?”

• A

nd o

ther

s…

• Th

e te

ache

r kno

ws

that

his

stu

dent

s w

ill h

ave

to w

rite

a pe

rsua

sive

ess

ay

on th

e st

ate

asse

ssm

ent;

he p

lans

to

prov

ide

them

with

exp

erie

nces

de

velo

ping

per

suas

ive

writ

ing

as

prep

arat

ion.

•

The

teac

her h

as w

orke

d on

a w

ritin

g ru

bric

for h

er re

sear

ch a

sses

smen

t; sh

e ha

s dr

awn

on m

ultip

le s

ourc

es to

be

sur

e th

e le

vels

of e

xpec

tatio

n w

ill

be c

lear

ly d

efin

ed.

• Th

e te

ache

r cre

ates

a s

hort

ques

tionn

aire

to d

istri

bute

to h

is

stud

ents

at t

he e

nd o

f cla

ss; u

sing

th

eir r

espo

nses

, he

will

org

aniz

e th

e st

uden

ts in

to d

iffer

ent g

roup

s du

ring

the

next

less

on’s

act

iviti

es.

• E

mpl

oyin

g th

e fo

rmat

ive

asse

ssm

ent

of th

e pr

evio

us m

orni

ng’s

pro

ject

, the

te

ache

r pla

ns to

hav

e fiv

e st

uden

ts

wor

k on

a m

ore

chal

leng

ing

one

whi

le

she

wor

ks w

ith s

ix o

ther

stu

dent

s to

re

info

rce

the

prev

ious

mor

ning

’s

conc

ept.

• A

nd o

ther

s…

• To

teac

h pe

rsua

sive

writ

ing,

the

teac

her p

lans

to h

ave

his

clas

s re

sear

ch a

nd w

rite

to th

e pr

inci

pal

on a

n is

sue

that

is im

porta

nt to

the

stud

ents

: the

use

of c

ell p

hone

s in

cl

ass.

•

The

stud

ents

will

writ

e a

rubr

ic fo

r th

eir f

inal

pro

ject

on

the

bene

fits

of

sola

r ene

rgy;

the

teac

her h

as

show

n th

em s

ever

al s

ampl

e ru

bric

s,

and

they

will

refe

r to

thos

e as

they

cr

eate

a ru

bric

of t

heir

own.

•

Afte

r the

less

on th

e te

ache

r pla

ns to

as

k st

uden

ts to

rate

thei

r un

ders

tand

ing

on a

sca

le o

f 1 to

5;

the

stud

ents

kno

w th

at th

eir r

atin

g w

ill in

dica

te th

eir a

ctiv

ity fo

r the

nex

t le

sson

. •

The

teac

her h

as d

evel

oped

a

rout

ine

for h

er c

lass

; stu

dent

s kn

ow

that

if th

ey a

re s

trugg

ling

with

a

mat

h co

ncep

t, th

ey s

it in

a s

mal

l gr

oup

with

her

dur

ing

wor

ksho

p tim

e.

• A

nd o

ther

s…

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

18

Dom

ain

2: T

he C

lass

room

Env

iron

men

t

Com

pone

nt 2

a:

Cre

atin

g an

Env

iron

men

t of R

espe

ct a

nd R

appo

rt

A

n es

sent

ial s

kill

of te

achi

ng is

that

of m

anag

ing

rela

tions

hips

with

stu

dent

s an

d en

surin

g th

at re

latio

nshi

ps a

mon

g st

uden

ts a

re

posi

tive

and

supp

ortiv

e. T

each

ers

crea

te a

n en

viro

nmen

t of r

espe

ct a

nd ra

ppor

t in

thei

r cla

ssro

oms

by th

e w

ays

they

inte

ract

with

st

uden

ts a

nd b

y th

e in

tera

ctio

ns th

ey e

ncou

rage

and

cul

tivat

e am

ong

stud

ents

. An

impo

rtant

asp

ect o

f res

pect

and

rapp

ort r

elat

es to

ho

w th

e te

ache

r res

pond

s to

stu

dent

s an

d ho

w s

tude

nts

are

perm

itted

to tr

eat o

ne a

noth

er. P

atte

rns

of in

tera

ctio

ns a

re c

ritic

al to

the

over

all t

one

of th

e cl

ass.

In a

resp

ectfu

l env

ironm

ent,

all s

tude

nts

feel

val

ued,

saf

e, a

nd c

omfo

rtabl

e ta

king

inte

llect

ual r

isks

. The

y do

no

t fea

r put

-dow

ns o

r rid

icul

e fro

m e

ither

the

teac

her o

r oth

er s

tude

nts.

“Res

pect

” sho

wn

to th

e te

ache

r by

stud

ents

sho

uld

be d

istin

guis

hed

from

stu

dent

s co

mpl

ying

with

sta

ndar

ds o

f con

duct

and

be

havi

or. C

arin

g in

tera

ctio

ns a

mon

g te

ache

rs a

nd s

tude

nts

are

the

hallm

ark

of c

ompo

nent

2a

(Cre

atin

g an

Env

ironm

ent o

f Res

pect

an

d R

appo

rt); w

hile

adh

eren

ce to

the

esta

blis

hed

clas

sroo

m ru

les

char

acte

rizes

suc

cess

in c

ompo

nent

2d

(Man

agin

g S

tude

nt

Beh

avio

r).

The

elem

ents

of c

ompo

nent

2a

are:

•

Teac

her i

nter

actio

ns w

ith s

tude

nts,

incl

udin

g bo

th w

ords

and

act

ions

A

teac

her’s

inte

ract

ions

with

stu

dent

s se

t the

tone

for t

he c

lass

room

. Thr

ough

thei

r int

erac

tions

, tea

cher

s co

nvey

that

they

are

inte

rest

ed in

an

d ca

re a

bout

thei

r stu

dent

s.

• S

tude

nt in

tera

ctio

ns w

ith o

ther

stu

dent

s, in

clud

ing

both

wor

ds a

nd a

ctio

ns

As

impo

rtant

as

a te

ache

r’s tr

eatm

ent o

f stu

dent

s is

, how

stu

dent

s ar

e tre

ated

by

thei

r cla

ssm

ates

is a

rgua

bly

even

mor

e im

porta

nt to

st

uden

ts. A

t its

wor

st, p

oor t

reat

men

t cau

ses

stud

ents

to fe

el re

ject

ed b

y th

eir p

eers

. At i

ts b

est,

posi

tive

inte

ract

ions

am

ong

stud

ents

are

m

utua

lly s

uppo

rtive

and

cre

ate

an e

mot

iona

lly h

ealth

y sc

hool

env

ironm

ent.

Teac

hers

not

onl

y m

odel

and

teac

h st

uden

ts h

ow to

eng

age

in

resp

ectfu

l int

erac

tions

with

one

ano

ther

but

als

o ac

know

ledg

e su

ch in

tera

ctio

ns.

Indi

cato

rs in

clud

e:

• R

espe

ctfu

l tal

k, a

ctiv

e lis

teni

ng, a

nd tu

rn-ta

king

•

Ack

now

ledg

men

t of s

tude

nts’

bac

kgro

unds

and

live

s ou

tsid

e th

e cl

assr

oom

•

Bod

y la

ngua

ge in

dica

tive

of w

arm

th a

nd c

arin

g sh

own

by te

ache

r and

stu

dent

s •

Phy

sica

l pro

xim

ity

• P

olite

ness

and

enc

oura

gem

ent

• Fa

irnes

s

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

19

In

effe

ctiv

e D

evel

opin

g E

ffec

tive

Hig

hly

Eff

ectiv

e 2a

: Cre

atin

g an

E

nvir

onm

ent o

f R

espe

ct a

nd

Rap

port

Pat

tern

s of

cla

ssro

om

inte

ract

ions

, bot

h be

twee

n te

ache

r and

st

uden

ts a

nd a

mon

g st

uden

ts, a

re m

ostly

ne

gativ

e, in

appr

opria

te,

or in

sens

itive

to s

tude

nts’

ag

es, c

ultu

ral

back

grou

nds,

and

de

velo

pmen

tal l

evel

s.

Stu

dent

inte

ract

ions

are

ch

arac

teriz

ed b

y sa

rcas

m, p

ut-d

owns

, or

conf

lict.

The

teac

her d

oes

not d

eal w

ith d

isre

spec

tful

beha

vior

.

Pat

tern

s of

cla

ssro

om

inte

ract

ions

, bot

h be

twee

n te

ache

r and

stu

dent

s an

d am

ong

stud

ents

, are

gen

eral

ly

appr

opria

te b

ut m

ay re

flect

oc

casi

onal

inco

nsis

tenc

ies,

fa

vorit

ism

, and

dis

rega

rd fo

r st

uden

ts’ a

ges,

cul

ture

s, a

nd

deve

lopm

enta

l lev

els.

Stu

dent

s ra

rely

dem

onst

rate

dis

resp

ect

for o

ne a

noth

er. T

he te

ache

r at

tem

pts

to re

spon

d to

di

sres

pect

ful b

ehav

ior,

with

un

even

resu

lts. T

he n

et re

sult

of

the

inte

ract

ions

is n

eutra

l, co

nvey

ing

neith

er w

arm

th n

or

conf

lict.

Teac

her-

stud

ent i

nter

actio

ns a

re fr

iend

ly a

nd

dem

onst

rate

gen

eral

car

ing

and

resp

ect.

Suc

h in

tera

ctio

ns a

re a

ppro

pria

te to

the

ages

, cu

lture

s, a

nd d

evel

opm

enta

l lev

els

of th

e st

uden

ts. I

nter

actio

ns a

mon

g st

uden

ts a

re

gene

rally

pol

ite a

nd re

spec

tful,

and

stud

ents

ex

hibi

t res

pect

for t

he te

ache

r. Th

e te

ache

r re

spon

ds s

ucce

ssfu

lly to

dis

resp

ectfu

l be

havi

or a

mon

g st

uden

ts. T

he n

et re

sult

of

the

inte

ract

ions

is p

olite

, res

pect

ful,

and

busi

ness

-like

, tho

ugh

stud

ents

may

be

som

ewha

t cau

tious

abo

ut ta

king

inte

llect

ual

risks

.

Cla

ssro

om in

tera

ctio

ns

betw

een

the

teac

her a

nd

stud

ents

and

am

ong

stud

ents

ar

e hi

ghly

resp

ectfu

l, re

flect

ing

genu

ine

war

mth

, car

ing,

and

se

nsiti

vity

to s

tude

nts

as

indi

vidu

als.

Stu

dent

s ex

hibi

t re

spec

t for

the

teac

her a

nd

cont

ribut

e to

hig

h le

vels

of

civi

lity

amon

g al

l mem

bers

of

the

clas

s. T

he n

et re

sult

is a

n en

viro

nmen

t whe

re a

ll st

uden

ts fe

el v

alue

d an

d ar

e co

mfo

rtabl

e ta

king

inte

llect

ual

risks

.

Cri

tical

Att

ribu

tes

• Th

e te

ache

r is

disr

espe

ctfu

l to

war

d st

uden

ts o

r in

sens

itive

to s

tude

nts’

ag

es, c

ultu

ral b

ackg

roun

ds,

and

deve

lopm

enta

l lev

els.

•

Stu

dent

s' b

ody

lang

uage

in

dica

tes

feel

ings

of h

urt,

disc

omfo

rt, o

r ins

ecur

ity.

• Th

e te

ache

r dis

play

s no

fa

mili

arity

with

, or c

arin

g ab

out,

indi

vidu

al s

tude

nts.

•

The

teac

her d

isre

gard

s di

sres

pect

ful i

nter

actio

ns

amon

g st

uden

ts.

• T

he q

ualit

y of

inte

ract

ions

be

twee

n te

ache

r and

stu

dent

s, o

r am

ong

stud

ents

, is

unev

en, w

ith

occa

sion

al d

isre

spec

t or

inse

nsiti

vity

. •

The

teac

her a

ttem

pts

to re

spon

d to

dis

resp

ectfu

l beh

avio

r am

ong

stud

ents

, with

une

ven

resu

lts.

• Th

e te

ache

r atte

mpt

s to

mak

e co

nnec

tions

with

indi

vidu

al

stud

ents

, but

stu

dent

reac

tions

in

dica

te th

at th

ese

atte

mpt

s ar

e no

t ent

irely

suc

cess

ful.

• Ta

lk b

etw

een

the

teac

her a

nd s

tude

nts

and

amon

g st

uden

ts is

uni

form

ly re

spec

tful.

• Th

e te

ache

r suc

cess

fully

resp

onds

to

disr

espe

ctfu

l beh

avio

r am

ong

stud

ents

. •

Stu

dent

s pa

rtici

pate

will

ingl

y, b

ut m

ay b

e so

mew

hat h

esita

nt to

offe

r the

ir id

eas

in

front

of c

lass

mat

es.

• Th

e te

ache

r mak

es g

ener

al c

onne

ctio

ns

with

indi

vidu

al s

tude

nts.

•

Stu

dent

s ex

hibi

t res

pect

for t

he te

ache

r.

• Th

e te

ache

r dem

onst

rate

s kn

owle

dge

and

carin

g ab

out

indi

vidu

al s

tude

nts’

live

s be

yond

th

e cl

ass

and

scho

ol.

• Th

ere

is n

o di

sres

pect

ful

beha

vior

am

ong

stud

ents

. •

Whe

n ne

cess

ary,

stu

dent

s re

spec

tfully

cor

rect

one

ano

ther

. •

Stu

dent

s pa

rtici

pate

with

out f

ear

of p

ut-d

owns

or r

idic

ule

from

ei

ther

the

teac

her o

r oth

er

stud

ents

. •

The

teac

her r

espe

cts

and

enco

urag

es s

tude

nts’

effo

rts.

Pos

sibl

e E

xam

ples

•

A s

tude

nt s

lum

ps in

his

ch

air f

ollo

win

g a

com

men

t by

the

teac

her.

•

Stu

dent

s ro

ll th

eir e

yes

at a

cl

assm

ate’

s id

ea; t

he

teac

her d

oes

not r

espo

nd.

• M

any

stud

ents

talk

whe

n th

e te

ache

r and

oth

er

stud

ents

are

talk

ing;

the

teac

her d

oes

not c

orre

ct

them

. •

Som

e st

uden

ts re

fuse

to

wor

k w

ith o

ther

stu

dent

s.

• Th

e te

ache

r doe

s no

t cal

l st

uden

ts b

y th

eir n

ames

. •

And

oth

ers…

• S

tude

nts

atte

nd p

assi

vely

to th

e te

ache

r, bu

t ten

d to

talk

, pas

s no

tes,

etc

. whe

n ot

her s

tude

nts

are

talk

ing.

•

A fe

w s

tude

nts

do n

ot e

ngag

e w

ith

othe

rs in

the

clas

sroo

m, e

ven

whe

n pu

t tog

ethe

r in

smal

l gro

ups.

•

Stu

dent

s ap

plau

d ha

lfhea

rtedl

y fo

llow

ing

a cl

assm

ate’

s pr

esen

tatio

n to

the

clas

s.

• Th

e te

ache

r say

s, “D

on’t

talk

that

w

ay to

you

r cla

ssm

ates

,” bu

t the

st

uden

t shr

ugs

her s

houl

ders

. •

And

oth

ers…

• Th

e te

ache

r gre

ets

stud

ents

by

nam

e as

th

ey e

nter

the

clas

s or

dur

ing

the

less

on.

• Th

e te

ache

r get

s on

the

sam

e le

vel w

ith

stud

ents

, kne

elin

g, fo

r ins

tanc

e, b

esid

e a

stud

ent w

orki

ng a

t a d

esk.

•

Stu

dent

s at

tend

fully

to w

hat t

he te

ache

r is

sayi

ng.

• S

tude

nts

wai

t for

cla

ssm

ates

to fi

nish

sp

eaki

ng b

efor

e be

ginn

ing

to ta

lk.

• S

tude

nts

appl

aud

polit

ely

follo

win

g a

clas

smat

e’s

pres

enta

tion

to th

e cl

ass.

•

Stu

dent

s he

lp e

ach

othe

r and

acc

ept h

elp

from

eac

h ot

her.

• Th

e te

ache

r and

stu

dent

s us

e co

urte

sies

su

ch a

s “p

leas

e,” “

than

k yo

u,” a

nd “e

xcus

e m

e.”

• Th

e te

ache

r say

s, “D

on’t

talk

that

way

to

your

cla

ssm

ates

,” an

d th

e in

sults

sto

p.

• A

nd o

ther

s…

• Th

e te

ache

r inq

uire

s ab

out a

st

uden

t’s s

occe

r gam

e la

st

wee

kend

(or e

xtra

curr

icul

ar

activ

ities

or h

obbi

es).

• S

tude

nts

say

“Shh

h” to

cl

assm

ates

who

are

talk

ing

whi

le th

e te

ache

r or a

noth

er

stud

ent i

s sp

eaki

ng.

• S

tude

nts

clap

ent

husi

astic

ally

fo

r one

ano

ther

’s p

rese

ntat

ions

fo

r a jo

b w

ell d

one.

•

The

teac

her s

ays,

“Tha

t’s a

n in

tere

stin

g id

ea, J

osh,

but

you

’re

forg

ettin

g . .

. ”

• A

stu

dent

que

stio

ns a

cl

assm

ate,

“Did

n’t y

ou m

ean

____

?” a

nd th

e cl

assm

ate

refle

cts

and

resp

onds

, “O

h,

may

be y

ou a

re ri

ght!”

•

And

oth

ers…

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

20

Com

pone

nt 2

b:

Est

ablis

hing

a C

ultu

re fo

r Le

arni

ng

A “c

ultu

re fo

r lea

rnin

g” re

fers

to th

e at

mos

pher

e in

the

clas

sroo

m th

at re

flect

s th

e ed

ucat

iona

l im

porta

nce

of th

e w

ork

unde

rtake

n by

bo

th s

tude

nts

and

teac

her.

It de

scrib

es th

e no

rms

that

gov

ern

the

inte

ract

ions

am

ong

indi

vidu

als

abou

t the

act

iviti

es a

nd

assi

gnm

ents

, the

val

ue o

f har

d w

ork

and

pers

ever

ance

, and

the

gene

ral t

one

of th

e cl

ass.

The

cla

ssro

om is

cha

ract

eriz

ed b

y hi

gh

cogn

itive

ene

rgy,

by

a se

nse

that

wha

t is

happ

enin

g th

ere

is im

porta

nt, a

nd b

y a

shar

ed b

elie

f tha

t it i

s es

sent

ial,

and

rew

ardi

ng, t

o ge

t it r

ight

. The

re a

re h

igh

expe

ctat

ions

for a

ll st

uden

ts; t

he c

lass

room

is a

pla

ce w

here

the

teac

her a

nd s

tude

nts

valu

e le

arni

ng a

nd

hard

wor

k.

Teac

hers

who

are

suc

cess

ful i

n cr

eatin

g a

cultu

re fo

r lea

rnin

g kn

ow th

at s

tude

nts

are,

by

thei

r nat

ure,

inte

llect

ually

cur

ious

, and

that

on

e of

the

man

y ch

alle

nges

of t

each

ing

is to

dire

ct th

e st

uden

ts’ n

atur

al e

nerg

y to

war

d th

e co

nten

t of t

he c

urric

ulum

. The

y al

so k

now

th

at s

tude

nts

deriv

e gr

eat s

atis

fact

ion,

and

a s

ense

of g

enui

ne p

ower

, fro

m m

aste

ring

chal

leng

ing

cont

ent i

n th

e sa

me

way

they

ex

perie

nce

prid

e in

mas

terin

g, fo

r exa

mpl

e, a

diff

icul

t phy

sica

l ski

ll.

Par

t of a

cul

ture

of h

ard

wor

k in

volv

es p

reci

sion

in th

ough

t and

lang

uage

; tea

cher

s w

hose

cla

ssro

oms

disp

lay

such

a c

ultu

re in

sist

th

at s

tude

nts

use

lang

uage

to e

xpre

ss th

eir t

houg

hts

clea

rly. A

n em

phas

is o

n pr

ecis

ion

refle

cts

the

impo

rtanc

e pl

aced

, by

both

te

ache

r and

stu

dent

s, o

n th

e qu

ality

of t

hink

ing;

this

em

phas

is c

onve

ys th

at th

e cl

assr

oom

is a

bus

ines

s-lik

e pl

ace

whe

re im

porta

nt

wor

k is

bei

ng u

nder

take

n. T

he c

lass

room

atm

osph

ere

may

be

vibr

ant,

even

joyf

ul, b

ut it

is n

ot fr

ivol

ous.

The

elem

ents

of c

ompo

nent

2b

are:

•

Impo

rtanc

e of

the

cont

ent a

nd o

f lea

rnin

g

In a

cla

ssro

om w

ith a

stro

ng c

ultu

re fo

r lea

rnin

g, te

ache

rs c

onve

y th

e ed

ucat

iona

l val

ue o

f wha

t the

stu

dent

s ar

e le

arni

ng.

• E

xpec

tatio

ns fo

r lea

rnin

g an

d ac

hiev

emen

t In

cla

ssro

oms

with

robu

st c

ultu

res

for l

earn

ing,

all

stud

ents

rece

ive

the

mes

sage

that

alth

ough

the

wor

k is

cha

lleng

ing,

they

are

cap

able

of

achi

evin

g it

if th

ey a

re p

repa

red

to w

ork

hard

. A m

anife

stat

ion

of te

ache

rs’ e

xpec

tatio

ns fo

r hig

h st

uden

t ach

ieve

men

t is

thei

r ins

iste

nce

on

the

use

of p

reci

se la

ngua

ge b

y st

uden

ts.

• S

tude

nt p

ride

in w

ork

Whe

n st

uden

ts a

re c

onvi

nced

of t

heir

capa

bilit

ies,

they

are

will

ing

to d

evot

e en

ergy

to th

e ta

sk a

t han

d, a

nd th

ey ta

ke p

ride

in th

eir

acco

mpl

ishm

ents

. Thi

s pr

ide

is re

flect

ed in

thei

r int

erac

tions

with

cla

ssm

ates

and

with

the

teac

her.

Indi

cato

rs in

clud

e:

• B

elie

f in

the

valu

e of

wha

t is

bein

g le

arne

d •

Hig

h ex

pect

atio

ns, s

uppo

rted

thro

ugh

both

ver

bal a

nd n

onve

rbal

beh

avio

rs, f

or b

oth

lear

ning

and

par

ticip

atio

n

• E

xpec

tatio

n of

hig

h-qu

ality

wor

k on

the

part

of s

tude

nts

• E

xpec

tatio

n an

d re

cogn

ition

of e

ffort

and

pers

iste

nce

on th

e pa

rt of

stu

dent

s

• H

igh

expe

ctat

ions

for e

xpre

ssio

n an

d w

ork

prod

ucts

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

21

In

effe

ctiv

e D

evel

opin

g E

ffec

tive

Hig

hly

Eff

ectiv

e 2b

: Est

ablis

hing

a

Cul

ture

for

Lear

ning

The

clas

sroo

m c

ultu

re is

ch

arac

teriz

ed b

y a

lack

of t

each

er

or s

tude

nt c

omm

itmen

t to

lear

ning

, and

/or l

ittle

or n

o in

vest

men

t of s

tude

nt e

nerg

y in

th

e ta

sk a

t han

d. H

ard

wor

k an

d th

e pr

ecis

e us

e of

lang

uage

are

no

t exp

ecte

d or

val

ued.

Med

ium

to

low

exp

ecta

tions

for s

tude

nt

achi

evem

ent a

re th

e no

rm, w

ith

high

exp

ecta

tions

for l

earn

ing

rese

rved

for o

nly

one

or tw

o st

uden

ts.

The

clas

sroo

m c

ultu

re is

cha

ract

eriz

ed

by li

ttle

com

mitm

ent t

o le

arni

ng b

y th

e te

ache

r or s

tude

nts.

The

teac

her

appe

ars

to b

e on

ly “g

oing

thro

ugh

the

mot

ions

,” an

d st

uden

ts in

dica

te th

at

they

are

inte

rest

ed in

the

com

plet

ion

of

a ta

sk ra

ther

than

the

qual

ity o

f the

w

ork.

The

teac

her c

onve

ys th

at s

tude

nt

succ

ess

is th

e re

sult

of n

atur

al a

bilit

y ra

ther

than

har

d w

ork,

and

refe

rs o

nly

in

pass

ing

to th

e pr

ecis

e us

e of

lang

uage

. H

igh

expe

ctat

ions

for l

earn

ing

are

rese

rved

for t

hose

stu

dent

s th

ough

t to

have

a n

atur

al a

ptitu

de fo

r the

sub

ject

.

The

clas

sroo

m c

ultu

re is

a p

lace

whe

re

lear

ning

is v

alue

d by

all;

hig

h ex

pect

atio

ns fo

r bot

h le

arni

ng a

nd h

ard

wor

k ar

e th

e no

rm fo

r mos

t stu

dent

s.

Stu

dent

s un

ders

tand

thei

r rol

e as

le

arne

rs a

nd c

onsi

sten

tly e

xpen

d ef

fort

to

lear

n. C

lass

room

inte

ract

ions

sup

port

lear

ning

, har

d w

ork,

and

the

prec

ise

use

of la

ngua

ge.

The

clas

sroo

m c

ultu

re is

a

cogn

itive

ly b

usy

plac

e,

char

acte

rized

by

a sh

ared

bel

ief i

n th

e im

porta

nce

of le

arni

ng. T

he

teac

her c

onve

ys h

igh

expe

ctat

ions

for l

earn

ing

for a

ll st

uden

ts a

nd in

sist

s on

har

d w

ork;

st

uden

ts a

ssum

e re

spon

sibi

lity

for

high

qua

lity

by in

itiat

ing

impr

ovem

ents

, mak

ing

revi

sion

s,

addi

ng d

etai

l, an

d/or

ass

istin

g pe

ers

in th

eir p

reci

se u

se o

f la

ngua

ge.

Cri

tical

A

ttri

bute

s •

The

teac

her c

onve

ys th

at th

ere

is li

ttle

or n

o pu

rpos

e fo

r the

w

ork,

or t

hat t

he re

ason

s fo

r do

ing

it ar

e du

e to

ext

erna

l fa

ctor

s.

• Th

e te

ache

r con

veys

to a

t lea

st

som

e st

uden

ts th

at th

e w

ork

is

too

chal

leng

ing

for t

hem

. •

Stu

dent

s ex

hibi

t litt

le o

r no

prid

e in

thei

r wor

k.

• S

tude

nts

use

lang

uage

in

corr

ectly

; the

teac

her d

oes

not

corr

ect t

hem

.

• Th

e te

ache

r’s e

nerg

y fo

r the

wor

k is

ne

utra

l, ne

ither

indi

catin

g a

high

leve

l of

com

mitm

ent n

or a

scrib

ing

the

need

to

do

the

wor

k to

ext

erna

l for

ces.

•

The

teac

her c

onve

ys h

igh

expe

ctat

ions

for o

nly

som

e st

uden

ts.

• S

tude

nts

exhi

bit a

lim

ited

com

mitm

ent

to c

ompl

ete

the

wor

k on

thei

r ow

n;

man

y st

uden

ts in

dica

te th

at th

ey a

re

look

ing

for a

n “e

asy

path

.” •

The

teac

her’s

prim

ary

conc

ern

appe

ars

to b

e to

com

plet

e th

e ta

sk a

t ha

nd.

• Th

e te

ache

r urg

es, b

ut d

oes

not

insi

st, t

hat s

tude

nts

use

prec

ise

lang

uage

.

• Th

e te

ache

r com

mun

icat

es th

e im

porta

nce

of th

e co

nten

t and

the

conv

ictio

n th

at w

ith h

ard

wor

k al

l st

uden

ts c

an m

aste

r the

mat

eria

l. •

The

teac

her d

emon

stra

tes

a hi

gh

rega

rd fo

r stu

dent

s’ a

bilit

ies.

•

The

teac

her c

onve

ys a

n ex

pect

atio

n of

hi

gh le

vels

of s

tude

nt e

ffort.

•

Stu

dent

s ex

pend

goo

d ef

fort

to

com

plet

e w

ork

of h

igh

qual

ity.

• Th

e te

ache

r ins

ists

on

prec

ise

use

of

lang

uage

by

stud

ents

.

• Th

e te

ache

r com

mun

icat

es

pass

ion

for t

he s

ubje

ct.

• Th

e te

ache

r con

veys

the

satis

fact

ion

that

acc

ompa

nies

a

deep

und

erst

andi

ng o

f com

plex

co

nten

t. •

Stu

dent

s in

dica

te th

roug

h th

eir

ques

tions

and

com

men

ts a

de

sire

to u

nder

stan

d th

e co

nten

t. •

Stu

dent

s as

sist

thei

r cla

ssm

ates

in

und

erst

andi

ng th

e co

nten

t. •

Stu

dent

s ta

ke in

itiat

ive

in

impr

ovin

g th

e qu

ality

of t

heir

wor

k.

• S

tude

nts

corr

ect o

ne a

noth

er in

th

eir u

se o

f lan

guag

e.

Pos

sibl

e E

xam

ples

•

The

teac

her t

ells

stu

dent

s th

at

they

’re d

oing

a le

sson

bec

ause

it’

s in

the

book

or i

s di

stric

t-m

anda

ted.

•

The

teac

her s

ays

to a

stu

dent

, “W

hy d

on’t

you

try th

is e

asie

r pr

oble

m?”

•

Stu

dent

s tu

rn in

slo

ppy

or

inco

mpl

ete

wor

k.

• M

any

stud

ents

don

’t en

gage

in

an a

ssig

ned

task

, and

yet

the

teac

her i

gnor

es th

eir b

ehav

ior.

• S

tude

nts

have

not

com

plet

ed

thei

r hom

ewor

k; th

e te

ache

r do

es n

ot re

spon

d.

• A

nd o

ther

s…

• Th

e te

ache

r say

s, “L

et’s

get

thro

ugh

this

.” •

The

teac

her s

ays,

“I th

ink

mos

t of y

ou

will

be

able

to d

o th

is.”

• S

tude

nts

cons

ult w

ith o

ne a

noth

er to

de

term

ine

how

to fi

ll in

a w

orks

heet

, w

ithou

t cha

lleng

ing

one

anot

her’s

th

inki

ng.

• Th

e te

ache

r doe

s no

t enc

oura

ge

stud

ents

who

are

stru

gglin

g.

• O

nly

som

e st

uden

ts g

et ri

ght t

o w

ork

afte

r an

assi

gnm

ent i

s gi

ven

or a

fter

ente

ring

the

room

. •

And

oth

ers…

• Th

e te

ache

r say

s, “T

his

is im

porta

nt;

you’

ll ne

ed to

spe

ak g

ram

mat

ical

E

nglis

h w

hen

you

appl

y fo

r a jo

b.”

• Th

e te

ache

r say

s, “T

his

idea

is re

ally

im

porta

nt! I

t’s c

entra

l to

our

unde

rsta

ndin

g of

his

tory

.” •

The

teac

her s

ays,

“Let

’s w

ork

on th

is

toge

ther

; it’s

har

d, b

ut y

ou a

ll w

ill b

e ab

le to

do

it w

ell.”

•

The

teac

her h

ands

a p

aper

bac

k to

a

stud

ent,

sayi

ng, “

I kno

w y

ou c

an d

o a

bette

r job

on

this

.” Th

e st

uden

t acc

epts

it

with

out c

ompl

aint

. •

Stu

dent

s ge

t to

wor

k rig

ht a

way

whe

n an

ass

ignm

ent i

s gi

ven

or a

fter

ente

ring

the

room

. •

And

oth

ers…

• Th

e te

ache

r say

s, “I

t’s re

ally

fun

to fi

nd th

e pa

ttern

s fo

r fac

torin

g po

lyno

mia

ls.”

• A

stu

dent

say

s, “I

don

’t re

ally

un

ders

tand

why

it’s

bet

ter t

o so

lve

this

pro

blem

that

way

.” •

A s

tude

nt a

sks

a cl

assm

ate

to

expl

ain

a co

ncep

t or p

roce

dure

si

nce

he d

idn’

t qui

te fo

llow

the

teac

her’s

exp

lana

tion.

•

Stu

dent

s qu

estio

n on

e an

othe

r on

ans

wer

s.

• A

stu

dent

ask

s th

e te

ache

r for

pe

rmis

sion

to re

do a

pie

ce o

f w

ork

sinc

e sh

e no

w s

ees

how

it

coul

d be

stre

ngth

ened

. •

And

oth

ers…

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

22

C

ompo

nent

2c:

M

anag

ing

Cla

ssro

om P

roce

dure

s

A

sm

ooth

ly fu

nctio

ning

cla

ssro

om is

a p

rere

quis

ite to

goo

d in

stru

ctio

n an

d hi

gh le

vels

of s

tude

nt e

ngag

emen

t. Te

ache

rs e

stab

lish

and

mon

itor r

outin

es a

nd p

roce

dure

s fo

r the

sm

ooth

ope

ratio

n of

the

clas

sroo

m a

nd th

e ef

ficie

nt u

se o

f tim

e. H

allm

arks

of a

wel

l-m

anag

ed c

lass

room

are

that

inst

ruct

iona

l gro

ups

are

used

effe

ctiv

ely,

non

inst

ruct

iona

l tas

ks a

re c

ompl

eted

effi

cien

tly, a

nd

trans

ition

s be

twee

n ac

tiviti

es a

nd m

anag

emen

t of m

ater

ials

and

sup

plie

s ar

e sk

illfu

lly d

one

in o

rder

to m

aint

ain

mom

entu

m a

nd

max

imiz

e in

stru

ctio

nal t

ime.

The

est

ablis

hmen

t of e

ffici

ent r

outin

es, a

nd te

achi

ng s

tude

nts

to e

mpl

oy th

em, m

ay b

e in

ferr

ed fr

om

the

sens

e th

at th

e cl

ass

“run

s its

elf.”

The

elem

ents

of c

ompo

nent

2c

are:

•

Man

agem

ent o

f ins

truct

iona

l gro

ups

Teac

hers

hel

p st

uden

ts to

dev

elop

the

skill

s to

wor

k pu

rpos

eful

ly a

nd c

oope

rativ

ely

in g

roup

s or

inde

pend

ently

, with

littl

e su

perv

isio

n fro

m th

e te

ache

r. •

Man

agem

ent o

f tra

nsiti

ons

Man

y le

sson

s en

gage

stu

dent

s in

diff

eren

t typ

es o

f act

iviti

es: l

arge

gro

up, s

mal

l gro

up, i

ndep

ende

nt w

ork.

It’s

impo

rtant

that

littl

e tim

e is

lo

st a

s st

uden

ts m

ove

from

one

act

ivity

to a

noth

er; s

tude

nts

know

the

“dril

l” an

d ex

ecut

e it

seam

less

ly.

• M

anag

emen

t of m

ater

ials

and

sup

plie

s

Exp

erie

nced

teac

hers

hav

e al

l nec

essa

ry m

ater

ials

at h

and

and

have

taug

ht s

tude

nts

to im

plem

ent r

outin

es fo

r dis

tribu

tion

and

colle

ctio

n of

mat

eria

ls w

ith a

min

imum

of d

isru

ptio

n to

the

flow

of i

nstru

ctio

n.

• P

erfo

rman

ce o

f cla

ssro

om ro

utin

es

Ove

rall,

littl

e in

stru

ctio

nal t

ime

is lo

st in

act

iviti

es s

uch

as ta

king

atte

ndan

ce, r

ecor

ding

the

lunc

h co

unt,

or th

e re

turn

of p

erm

issi

on s

lips

for a

cla

ss tr

ip.

• S

uper

visi

on o

f vol

unte

ers

and

para

prof

essi

onal

s N

ot e

very

teac

her h

as th

e be

nefit

of a

ssis

tanc

e fro

m v

olun

teer

s an

d pa

rapr

ofes

sion

als,

but

thos

e w

ho d

o re

cogn

ize

that

it ta

kes

both

or

gani

zatio

n an

d m

anag

emen

t to

help

thes

e in

divi

dual

s un

ders

tand

thei

r dut

ies

and

acqu

ire th

e sk

ills

to c

arry

them

out

.

Indi

cato

rs in

clud

e:

• S

moo

th fu

nctio

ning

of a

ll ro

utin

es

• Li

ttle

or n

o lo

ss o

f ins

truct

iona

l tim

e •

Stu

dent

s pl

ayin

g an

impo

rtant

role

in c

arry

ing

out t

he ro

utin

es

• S

tude

nts

know

ing

wha

t to

do, w

here

to m

ove

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

23

In

effe

ctiv

e D

evel

opin

g E

ffec

tive

Hig

hly

Eff

ectiv

e 2c

: Man

agin

g C

lass

room

P

roce

dure

s

Muc

h in

stru

ctio

nal t

ime

is lo

st d

ue

to in

effic

ient

cla

ssro

om ro

utin

es

and

proc

edur

es. T

here

is li

ttle

or

no e

vide

nce

of th

e te

ache

r’s

man

agem

ent o

f ins

truct

iona

l gr

oups

and

tran

sitio

ns a

nd/o

r ha

ndlin

g of

mat

eria

ls a

nd

supp

lies

effe

ctiv

ely.

The

re is

littl

e ev

iden

ce th

at s

tude

nts

know

or

follo

w e

stab

lishe

d ro

utin

es, o

r th

at v

olun

teer

s an

d pa

rapr

ofes

sion

als

have

cle

arly

de

fined

task

s.

Som

e in

stru

ctio

nal t

ime

is lo

st d

ue to

pa

rtial

ly e

ffect

ive

clas

sroo

m ro

utin

es a

nd

proc

edur

es. T

he te

ache

r’s m

anag

emen

t of

inst

ruct

iona

l gro

ups

and

trans

ition

s, o

r ha

ndlin

g of

mat

eria

ls a

nd s

uppl

ies,

or

both

, are

inco

nsis

tent

, lea

ding

to s

ome

disr

uptio

n of

lear

ning

. With

regu

lar

guid

ance

and

pro

mpt

ing,

stu

dent

s fo

llow

es

tabl

ishe

d ro

utin

es, a

nd v

olun

teer

s an

d pa

rapr

ofes

sion

als

perfo

rm th

eir d

utie

s.

Ther

e is

littl

e lo

ss o

f ins

truct

iona

l tim

e du

e to

ef

fect

ive

clas

sroo

m ro

utin

es a

nd p

roce

dure

s. T

he

teac

her’s

man

agem

ent o

f ins

truct

iona

l gro

ups

and

trans

ition

s, o

r han

dlin

g of

mat

eria

ls a

nd s

uppl

ies,

or

both

, are

con

sist

ently

suc

cess

ful.

With

min

imal

gu

idan

ce a

nd p

rom

ptin

g, s

tude

nts

follo

w e

stab

lishe

d cl

assr

oom

rout

ines

, and

vol

unte

ers

and

para

prof

essi

onal

s co

ntrib

ute

to th

e cl

ass.

Inst

ruct

iona

l tim

e is

max

imiz

ed

due

to e

ffici

ent a

nd s

eam

less

cl

assr

oom

rout

ines

and

pr

oced

ures

. Stu

dent

s ta

ke

initi

ativ

e in

the

man

agem

ent o

f in

stru

ctio

nal g

roup

s an

d tra

nsiti

ons,

and

/or t

he h

andl

ing

of

mat

eria

ls a

nd s

uppl

ies.

Rou

tines

ar

e w

ell u

nder

stoo

d an

d m

ay b

e in

itiat

ed b

y st

uden

ts. V

olun

teer

s an

d pa

rapr

ofes

sion

als

mak

e an

in

depe

nden

t con

tribu

tion

to th

e cl

ass.

Cri

tical

A

ttri

bute

s •

Stu

dent

s no

t wor

king

with

the

teac

her a

re n

ot p

rodu

ctiv

ely

enga

ged.

•

Tran

sitio

ns a

re d

isor

gani

zed,

w

ith m

uch

loss

of i

nstru

ctio

nal

time.

•

Ther

e do

not

app

ear t

o be

any

es

tabl

ishe

d pr

oced

ures

for

dist

ribut

ing

and

colle

ctin

g m

ater

ials

. •

A c

onsi

dera

ble

amou

nt o

f tim

e is

spe

nt o

ff ta

sk b

ecau

se o

f un

clea

r pro

cedu

res.

• V

olun

teer

s an

d pa

rapr

ofes

sion

als

have

no

defin

ed ro

le a

nd/o

r are

idle

m

uch

of th

e tim

e.

• S

tude

nts

not w

orki

ng d

irect

ly w

ith th

e te

ache

r are

onl

y pa

rtial

ly e

ngag

ed.

• P

roce

dure

s fo

r tra

nsiti

ons

seem

to

have

bee

n es

tabl

ishe

d, b

ut th

eir

oper

atio

n is

not

sm

ooth

. •

Ther

e ap

pear

to b

e es

tabl

ishe

d ro

utin

es fo

r dis

tribu

tion

and

colle

ctio

n of

mat

eria

ls, b

ut s

tude

nts

are

conf

used

ab

out h

ow to

car

ry th

em o

ut.

• C

lass

room

rout

ines

func

tion

unev

enly

.

• V

olun

teer

s an

d pa

rapr

ofes

sion

als

requ

ire fr

eque

nt s

uper

visi

on.

• S

tude

nts

are

prod

uctiv

ely

enga

ged

durin

g sm

all-

grou

p or

inde

pend

ent w

ork.

•

Tran

sitio

ns b

etw

een

larg

e- a

nd s

mal

l-gro

up

activ

ities

are

sm

ooth

. •

Rou

tines

for d

istri

butio

n an

d co

llect

ion

of m

ater

ials

an

d su

pplie

s w

ork

effic

ient

ly.

• C

lass

room

rout

ines

func

tion

smoo

thly

.

• V

olun

teer

s an

d pa

rapr

ofes

sion

als

wor

k w

ith

min

imal

sup

ervi

sion

.

• W

ith m

inim

al p

rom

ptin

g by

the

teac

her,

stud

ents

ens

ure

that

th

eir t

ime

is u

sed

prod

uctiv

ely.

•

Stu

dent

s ta

ke in

itiat

ive

in

dist

ribut

ing

and

colle

ctin

g m

ater

ials

effi

cien

tly.

• S

tude

nts

them

selv

es e

nsur

e th

at

trans

ition

s an

d ot

her r

outin

es

are

acco

mpl

ishe

d sm

ooth

ly.

• V

olun

teer

s an

d pa

rapr

ofes

sion

als

take

initi

ativ

e in

thei

r wor

k in

the

clas

s.

Pos

sibl

e E

xam

ples

•

Whe

n m

ovin

g in

to s

mal

l gro

ups,

st

uden

ts a

sk q

uest

ions

abo

ut

whe

re th

ey a

re s

uppo

sed

to g

o,

whe

ther

they

sho

uld

take

thei

r ch

airs

, etc

. •

Ther

e ar

e lo

ng li

nes

for

mat

eria

ls a

nd s

uppl

ies.

•

Dis

tribu

ting

or c

olle

ctin

g su

pplie

s is

tim

e co

nsum

ing.

•

Stu

dent

s bu

mp

into

one

ano

ther

w

hen

linin

g up

or s

harp

enin

g pe

ncils

. •

At t

he b

egin

ning

of t

he le

sson

, ro

ll-ta

king

con

sum

es m

uch

time

and

stud

ents

are

not

wor

king

on

anyt

hing

. •

And

oth

ers…

• S

ome

stud

ents

not

wor

king

with

the

teac

her a

re o

ff ta

sk.

• Tr

ansi

tion

betw

een

larg

e- a

nd s

mal

l-gr

oup

activ

ities

requ

ires

five

min

utes

bu

t is

acco

mpl

ishe

d.

• S

tude

nts

ask

wha

t the

y ar

e to

do

whe

n m

ater

ials

are

bei

ng d

istri

bute

d or

co

llect

ed.

• S

tude

nts

ask

clar

ifyin

g qu

estio

ns a

bout

pr

oced

ures

. •

Taki

ng a

ttend

ance

is n

ot fu

lly ro

utin

ized

; st

uden

ts a

re id

le w

hile

the

teac

her f

ills

out t

he a

ttend

ance

form

. •

And

oth

ers…

• In

sm

all-g

roup

wor

k, s

tude

nts

have

est

ablis

hed

role

s; th

ey li

sten

to o

ne a

noth

er, s

umm

ariz

ing

diffe

rent

vie

ws,

etc

. •

Stu

dent

s m

ove

dire

ctly

bet

wee

n la

rge-

and

sm

all-

grou

p ac

tiviti

es.

• S

tude

nts

get s

tarte

d on

an

activ

ity w

hile

the

teac

her t

akes

atte

ndan

ce.

• Th

e te

ache

r has

an

esta

blis

hed

timin

g de

vice

, su

ch a

s co

untin

g do

wn,

to s

igna

l stu

dent

s to

re

turn

to th

eir d

esks

. •

The

teac

her h

as a

n es

tabl

ishe

d at

tent

ion

sign

al,

such

as

rais

ing

a ha

nd o

r dim

min

g th

e lig

hts.

•

One

mem

ber o

f eac

h sm

all g

roup

col

lect

s m

ater

ials

for t

he ta

ble.

•

Ther

e is

an

esta

blis

hed

colo

r-co

ded

syst

em

indi

catin

g w

here

mat

eria

ls s

houl

d be

sto

red.

•

Cle

anup

at t

he e

nd o

f a le

sson

is fa

st a

nd e

ffici

ent.

• A

nd o

ther

s…

• S

tude

nts

redi

rect

cla

ssm

ates

in

smal

l gro

ups

not w

orki

ng d

irect

ly

with

the

teac

her t

o be

mor

e ef

ficie

nt in

thei

r wor

k.

• A

stu

dent

rem

inds

cla

ssm

ates

of

the

role

s th

at th

ey a

re to

pla

y w

ithin

the

grou

p.

• A

stu

dent

redi

rect

s a

clas

smat

e to

the

tabl

e he

sho

uld

be a

t fo

llow

ing

a tra

nsiti

on.

• S

tude

nts

prop

ose

an im

prov

ed

atte

ntio

n si

gnal

. •

Stu

dent

s in

depe

nden

tly c

heck

th

emse

lves

into

cla

ss o

n th

e at

tend

ance

boa

rd.

• A

nd o

ther

s…

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

24

C

ompo

nent

2d:

M

anag

ing

Stu

dent

Beh

avio

r

In o

rder

for s

tude

nts

to b

e ab

le to

eng

age

deep

ly w

ith c

onte

nt, t

he c

lass

room

env

ironm

ent m

ust b

e or

derly

; the

atm

osph

ere

mus

t fee

l bu

sine

ss-li

ke a

nd p

rodu

ctiv

e, w

ithou

t bei

ng a

utho

ritar

ian.

In a

pro

duct

ive

clas

sroo

m, s

tand

ards

of c

ondu

ct a

re c

lear

to s

tude

nts;

they

kn

ow w

hat t

hey

are

perm

itted

to d

o an

d w

hat t

hey

can

expe

ct o

f the

ir cl

assm

ates

. Eve

n w

hen

thei

r beh

avio

r is

bein

g co

rrec

ted,

st

uden

ts fe

el re

spec

ted;

thei

r dig

nity

is n

ot u

nder

min

ed. S

kille

d te

ache

rs re

gard

pos

itive

stu

dent

beh

avio

r not

as

an e

nd in

itse

lf, b

ut

as a

pre

requ

isite

to h

igh

leve

ls o

f eng

agem

ent i

n co

nten

t.

The

elem

ents

of c

ompo

nent

2d

are:

•

Exp

ecta

tions

It

is c

lear

, eith

er fr

om w

hat t

he te

ache

r say

s or

by

infe

renc

e fro

m s

tude

nt a

ctio

ns, t

hat e

xpec

tatio

ns fo

r stu

dent

con

duct

hav

e be

en e

stab

lishe

d an

d th

at th

ey a

re b

eing

impl

emen

ted.

•

Mon

itorin

g of

stu

dent

beh

avio

r E

xper

ienc

ed te

ache

rs s

eem

to h

ave

eyes

in th

e ba

cks

of th

eir h

eads

; the

y ar

e at

tune

d to

wha

t’s h

appe

ning

in th

e cl

assr

oom

and

can

mov

e su

btly

to h

elp

stud

ents

, whe

n ne

cess

ary,

re-e

ngag

e w

ith th

e co

nten

t bei

ng a

ddre

ssed

in th

e le

sson

. At a

hig

h le

vel,

such

mon

itorin

g is

pr

even

tive

and

subt

le, w

hich

may

mak

e it

chal

leng

ing

to o

bser

ve.

• R

espo

nse

to s

tude

nt m

isbe

havi

or

Eve

n ex

perie

nced

teac

hers

find

that

thei

r stu

dent

s oc

casi

onal

ly v

iola

te o

ne o

r ano

ther

of t

he a

gree

d-up

on s

tand

ards

of c

ondu

ct; h

ow th

e te

ache

r res

pond

s to

suc

h in

fract

ions

is a

n im

porta

nt m

ark

of th

e te

ache

r’s s

kill.

Acc

ompl

ishe

d te

ache

rs tr

y to

und

erst

and

why

stu

dent

s ar

e co

nduc

ting

them

selv

es in

suc

h a

man

ner (

are

they

uns

ure

of th

e co

nten

t? a

re th

ey tr

ying

to im

pres

s th

eir f

riend

s?) a

nd re

spon

d in

a w

ay

that

resp

ects

the

dign

ity o

f the

stu

dent

. The

bes

t res

pons

es a

re th

ose

that

add

ress

mis

beha

vior

ear

ly in

an

epis

ode,

alth

ough

doi

ng s

o is

no

t alw

ays

poss

ible

.

Indi

cato

rs in

clud

e:

• C

lear

sta

ndar

ds o

f con

duct

, pos

sibl

y po

sted

, and

pos

sibl

y re

ferr

ed to

dur

ing

a le

sson

•

Abs

ence

of a

crim

ony

betw

een

teac

her a

nd s

tude

nts

conc

erni

ng b

ehav

ior

• Te

ache

r aw

aren

ess

of s

tude

nt c

ondu

ct

• P

reve

ntiv

e ac

tion

whe

n ne

eded

by

the

teac

her

• A

bsen

ce o

f mis

beha

vior

•

Rei

nfor

cem

ent o

f pos

itive

beh

avio

r

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

25

In

effe

ctiv

e D

evel

opin

g E

ffec

tive

Hig

hly

Eff

ectiv

e 2d

: Man

agin

g S

tude

nt

Beh

avio

r

Ther

e ap

pear

to b

e no

est

ablis

hed

stan

dard

s of

con

duct

, or s

tude

nts

chal

leng

e th

em. T

here

is li

ttle

or

no te

ache

r mon

itorin

g of

stu

dent

be

havi

or, a

nd re

spon

se to

st

uden

ts’ m

isbe

havi

or is

re

pres

sive

or d

isre

spec

tful o

f st

uden

t dig

nity

.

Sta

ndar

ds o

f con

duct

app

ear t

o ha

ve

been

est

ablis

hed,

but

thei

r im

plem

enta

tion

is in

cons

iste

nt. T

he

teac

her t

ries,

with

une

ven

resu

lts, t

o m

onito

r stu

dent

beh

avio

r and

re

spon

d to

stu

dent

mis

beha

vior

.

Stu

dent

beh

avio

r is

gene

rally

ap

prop

riate

. The

teac

her m

onito

rs

stud

ent b

ehav

ior a

gain

st e

stab

lishe

d st

anda

rds

of c

ondu

ct. T

each

er

resp

onse

to s

tude

nt m

isbe

havi

or is

co

nsis

tent

, pro

porti

onat

e, a

nd

resp

ectfu

l to

stud

ents

and

is e

ffect

ive.

Stu

dent

beh

avio

r is

entir

ely

appr

opria

te.

Stu

dent

s ta

ke a

n ac

tive

role

in

mon

itorin

g th

eir o

wn

beha

vior

and

/or

that

of o

ther

stu

dent

s ag

ains

t sta

ndar

ds

of c

ondu

ct. T

each

er m

onito

ring

of

stud

ent b

ehav

ior i

s su

btle

and

pr

even

tive.

The

teac

her’s

resp

onse

to

stud

ent m

isbe

havi

or is

sen

sitiv

e to

in

divi

dual

stu

dent

nee

ds a

nd re

spec

ts

stud

ents

’ dig

nity

. C

ritic

al

Att

ribu

tes

• Th

e cl

assr

oom

env

ironm

ent i

s ch

aotic

, with

no

stan

dard

s of

co

nduc

t evi

dent

. •

The

teac

her d

oes

not m

onito

r st

uden

t beh

avio

r. •

Som

e st

uden

ts d

isru

pt th

e cl

assr

oom

, with

out a

ppar

ent

teac

her a

war

enes

s or

with

an

inef

fect

ive

resp

onse

.

• Th

e te

ache

r atte

mpt

s to

mai

ntai

n or

der i

n th

e cl

assr

oom

, ref

errin

g to

cl

assr

oom

rule

s, b

ut w

ith u

neve

n su

cces

s.

• Th

e te

ache

r atte

mpt

s to

kee

p tra

ck

of s

tude

nt b

ehav

ior,

but w

ith n

o ap

pare

nt s

yste

m.

• Th

e te

ache

r’s re

spon

se to

stu

dent

m

isbe

havi

or is

inco

nsis

tent

: so

met

imes

har

sh, o

ther

tim

es

leni

ent.

• S

tand

ards

of c

ondu

ct a

ppea

r to

have

be

en e

stab

lishe

d an

d im

plem

ente

d su

cces

sful

ly.

• O

vera

ll, s

tude

nt b

ehav

ior i

s ge

nera

lly

appr

opria

te.

• Th

e te

ache

r fre

quen

tly m

onito

rs

stud

ent b

ehav

ior.

• Th

e te

ache

r’s re

spon

se to

stu

dent

m

isbe

havi

or is

effe

ctiv

e.

• S

tude

nt b

ehav

ior i

s en

tirel

y ap

prop

riate

; any

stu

dent

mis

beha

vior

is

ver

y m

inor

and

sw

iftly

han

dled

. •

The

teac

her s

ilent

ly a

nd s

ubtly

m

onito

rs s

tude

nt b

ehav

ior.

•

Stu

dent

s re

spec

tfully

inte

rven

e w

ith

clas

smat

es a

t app

ropr

iate

mom

ents

to

ensu

re c

ompl

ianc

e w

ith s

tand

ards

of

cond

uct.

Pos

sibl

e E

xam

ples

•

Stu

dent

s ar

e ta

lkin

g am

ong

them

selv

es, w

ith n

o at

tem

pt b

y th

e te

ache

r to

sile

nce

them

. •

An

obje

ct fl

ies

thro

ugh

the

air,

appa

rent

ly w

ithou

t the

teac

her’s

no

tice.

•

Stu

dent

s ar

e ru

nnin

g ar

ound

the

room

, res

ultin

g in

cha

os.

• S

tude

nts

use

thei

r pho

nes

and

othe

r ele

ctro

nic

devi

ces;

the

teac

her d

oesn

’t at

tem

pt to

sto

p th

em.

• A

nd o

ther

s…

• C

lass

room

rule

s ar

e po

sted

, but

ne

ither

the

teac

her n

or th

e st

uden

ts

refe

r to

them

. •

The

teac

her r

epea

tedl

y as

ks

stud

ents

to ta

ke th

eir s

eats

; som

e ig

nore

her

. •

To o

ne s

tude

nt: “

Whe

re’s

you

r lat

e pa

ss?

Go

to th

e of

fice.

” To

anot

her:

“You

don

’t ha

ve a

late

pas

s? C

ome

in a

nd ta

ke y

our s

eat;

you’

ve

mis

sed

enou

gh a

lread

y.”

• A

nd o

ther

s…

• U

pon

a no

nver

bal s

igna

l fro

m th

e te

ache

r, st

uden

ts c

orre

ct th

eir

beha

vior

. •

The

teac

her m

oves

to e

very

sec

tion

of th

e cl

assr

oom

, kee

ping

a c

lose

ey

e on

stu

dent

beh

avio

r.

• Th

e te

ache

r giv

es a

stu

dent

a “h

ard

look

,” an

d th

e st

uden

t sto

ps ta

lkin

g to

his

nei

ghbo

r. •

And

oth

ers…

• A

stu

dent

sug

gest

s a

revi

sion

to o

ne

of th

e cl

assr

oom

rule

s.

• Th

e te

ache

r not

ices

that

som

e st

uden

ts a

re ta

lkin

g am

ong

them

selv

es a

nd w

ithou

t a w

ord

mov

es

near

er to

them

; the

talk

ing

stop

s.

• Th

e te

ache

r spe

aks

priv

atel

y to

a

stud

ent a

bout

mis

beha

vior

. •

A s

tude

nt re

min

ds h

er c

lass

mat

es o

f th

e cl

ass

rule

abo

ut c

hew

ing

gum

. •

And

oth

ers…

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

26

Com

pone

nt 2

e:

Org

aniz

ing

Phys

ical

Spa

ce

Th

e us

e of

the

phys

ical

env

ironm

ent t

o pr

omot

e st

uden

t lea

rnin

g is

a h

allm

ark

of a

n ex

perie

nced

teac

her.

Its u

se v

arie

s, o

f cou

rse,

w

ith th

e ag

e of

the

stud

ents

: in

a pr

imar

y cl

assr

oom

, cen

ters

and

read

ing

corn

ers

may

stru

ctur

e cl

ass

activ

ities

; whi

le w

ith o

lder

st

uden

ts, t

he p

ositi

on o

f cha

irs a

nd d

esks

can

faci

litat

e, o

r inh

ibit,

rich

dis

cuss

ion.

Nat

ural

ly, c

lass

room

s m

ust b

e sa

fe (n

o da

nglin

g w

ires

or d

ange

rous

traf

fic p

atte

rns)

, and

all

stud

ents

mus

t be

able

to s

ee a

nd h

ear w

hat’s

goi

ng o

n so

that

they

can

par

ticip

ate

activ

ely.

Bot

h th

e te

ache

r and

stu

dent

s m

ust m

ake

effe

ctiv

e us

e of

ele

ctro

nics

and

oth

er te

chno

logy

.

The

elem

ents

of c

ompo

nent

2e

are:

•

Saf

ety

and

acce

ssib

ility

P

hysi

cal s

afet

y is

a p

rimar

y co

nsid

erat

ion

of a

ll te

ache

rs; n

o le

arni

ng c

an o

ccur

if s

tude

nts

are

unsa

fe o

r if t

hey

don’

t hav

e ac

cess

to th

e bo

ard

or o

ther

lear

ning

reso

urce

s.

• A

rran

gem

ent o

f fur

nitu

re a

nd u

se o

f phy

sica

l res

ourc

es

Bot

h th

e ph

ysic

al a

rran

gem

ent o

f a c

lass

room

and

the

avai

labl

e re

sour

ces

prov

ide

oppo

rtuni

ties

for t

each

ers

to a

dvan

ce le

arni

ng; w

hen

thes

e re

sour

ces

are

used

ski

llful

ly, s

tude

nts

can

enga

ge w

ith th

e co

nten

t in

a pr

oduc

tive

man

ner.

At t

he h

ighe

st le

vels

of p

erfo

rman

ce, t

he s

tude

nts

them

selv

es c

ontri

bute

to th

e us

e or

ada

ptat

ion

of th

e ph

ysic

al e

nviro

nmen

t.

Indi

cato

rs in

clud

e:

• P

leas

ant,

invi

ting

atm

osph

ere

• S

afe

envi

ronm

ent

• A

cces

sibi

lity

for a

ll st

uden

ts

• Fu

rnitu

re a

rran

gem

ent s

uita

ble

for t

he le

arni

ng a

ctiv

ities

•

Effe

ctiv

e us

e of

phy

sica

l res

ourc

es, i

nclu

ding

com

pute

r tec

hnol

ogy,

by

both

teac

her a

nd s

tude

nts

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

27

In

effe

ctiv

e D

evel

opin

g E

ffec

tive

Hig

hly

Eff

ectiv

e 2e

: Org

aniz

ing

Phys

ical

Spa

ce

The

clas

sroo

m e

nviro

nmen

t is

unsa

fe, o

r lea

rnin

g is

not

ac

cess

ible

to m

any.

The

re is

poo

r al

ignm

ent b

etw

een

the

arra

ngem

ent o

f fur

nitu

re a

nd

reso

urce

s, in

clud

ing

com

pute

r te

chno

logy

, and

the

less

on

activ

ities

.

The

clas

sroo

m is

saf

e, a

nd e

ssen

tial

lear

ning

is a

cces

sibl

e to

mos

t st

uden

ts. T

he te

ache

r mak

es m

odes

t us

e of

phy

sica

l res

ourc

es, i

nclu

ding

co

mpu

ter t

echn

olog

y. T

he te

ache

r at

tem

pts

to a

djus

t the

cla

ssro

om

furn

iture

for a

less

on o

r, if

nece

ssar

y,

to a

djus

t the

less

on to

the

furn

iture

, bu

t with

lim

ited

effe

ctiv

enes

s.

The

clas

sroo

m is

saf

e, a

nd

stud

ents

hav

e eq

ual a

cces

s to

le

arni

ng a

ctiv

ities

; the

teac

her

ensu

res

that

the

furn

iture

ar

rang

emen

t is

appr

opria

te to

the

lear

ning

act

iviti

es a

nd u

ses

phys

ical

reso

urce

s, in

clud

ing

com

pute

r tec

hnol

ogy,

effe

ctiv

ely.

The

clas

sroo

m e

nviro

nmen

t is

safe

, and

lear

ning

is a

cces

sibl

e to

al

l stu

dent

s, in

clud

ing

thos

e w

ith

spec

ial n

eeds

. The

teac

her m

akes

ef

fect

ive

use

of p

hysi

cal

reso

urce

s, in

clud

ing

com

pute

r te

chno

logy

. The

teac

her e

nsur

es

that

the

phys

ical

arr

ange

men

t is

appr

opria

te to

the

lear

ning

ac

tiviti

es. S

tude

nts

cont

ribut

e to

th

e us

e or

ada

ptat

ion

of th

e ph

ysic

al e

nviro

nmen

t to

adva

nce

lear

ning

. C

ritic

al

Attr

ibut

es

• Th

ere

are

phys

ical

haz

ards

in th

e cl

assr

oom

, end

ange

ring

stud

ent

safe

ty.

• M

any

stud

ents

can

’t se

e or

hea

r th

e te

ache

r or s

ee th

e bo

ard.

•

.Ava

ilabl

e te

chno

logy

is n

ot b

eing

us

ed e

ven

if it

is a

vaila

ble

and

its

use

wou

ld e

nhan

ce th

e le

sson

.

• Th

e ph

ysic

al e

nviro

nmen

t is

safe

, an

d m

ost s

tude

nts

can

see

and

hear

the

teac

her o

r see

the

boar

d.

• Th

e ph

ysic

al e

nviro

nmen

t is

not a

n im

pedi

men

t to

lear

ning

but

doe

s no

t en

hanc

e it.

•

The

teac

her m

akes

lim

ited

use

of

avai

labl

e te

chno

logy

and

oth

er

reso

urce

s.

• Th

e cl

assr

oom

is s

afe,

and

all

stud

ents

are

abl

e to

see

and

hea

r th

e te

ache

r or s

ee th

e bo

ard.

•

The

clas

sroo

m is

arr

ange

d to

su

ppor

t the

inst

ruct

iona

l goa

ls

and

lear

ning

act

iviti

es.

• Th

e te

ache

r mak

es a

ppro

pria

te

use

of a

vaila

ble

tech

nolo

gy.

• M

odifi

catio

ns a

re m

ade

to th

e ph

ysic

al e

nviro

nmen

t to

acco

mm

odat

e st

uden

ts w

ith

spec

ial n

eeds

. •

Ther

e is

tota

l alig

nmen

t bet

wee

n th

e le

arni

ng a

ctiv

ities

and

the

phys

ical

env

ironm

ent.

• S

tude

nts

take

the

initi

ativ

e to

ad

just

the

phys

ical

env

ironm

ent.

• Th

e te

ache

r and

stu

dent

s m

ake

exte

nsiv

e an

d im

agin

ativ

e us

e of

ava

ilabl

e te

chno

logy

.

Poss

ible

Ex

ampl

es

• Th

ere

are

elec

trica

l cor

ds ru

nnin

g ar

ound

the

clas

sroo

m.

• Th

ere

is a

pol

e in

the

mid

dle

of

the

room

; som

e st

uden

ts c

an’t

see

the

boar

d.

• A

whi

tebo

ard

is in

the

clas

sroo

m,

but i

t is

faci

ng th

e w

all.

• A

nd o

ther

s…

• Th

e te

ache

r ens

ures

that

da

nger

ous

chem

ical

s ar

e st

ored

sa

fely

. •

The

clas

sroo

m d

esks

rem

ain

in tw

o se

mic

ircle

s, re

quiri

ng s

tude

nts

to

lean

aro

und

thei

r cla

ssm

ates

dur

ing

smal

l-gro

up w

ork.

•

The

teac

her t

ries

to u

se a

com

pute

r to

illu

stra

te a

con

cept

but

requ

ires

seve

ral a

ttem

pts

to m

ake

the

dem

onst

ratio

n w

ork.

•

And

oth

ers…

• Th

ere

are

esta

blis

hed

guid

elin

es

conc

erni

ng w

here

bac

kpac

ks a

re

left

durin

g cl

ass

to k

eep

the

path

way

s cl

ear;

stud

ents

com

ply.

•

Des

ks a

re m

oved

toge

ther

so

that

stu

dent

s ca

n w

ork

in s

mal

l gr

oups

, or d

esks

are

mov

ed in

to

a ci

rcle

for a

cla

ss d

iscu

ssio

n.

• Th

e us

e of

an

Inte

rnet

con

nect

ion

exte

nds

the

less

on.

• A

nd o

ther

s…

• S

tude

nts

ask

if th

ey c

an s

hift

the

furn

iture

to b

ette

r sui

t sm

all-

grou

p w

ork

or d

iscu

ssio

n.

• A

stu

dent

clo

ses

the

door

to

shut

out

noi

se in

the

corr

idor

or

low

ers

a bl

ind

to b

lock

the

sun

from

a c

lass

mat

e’s

eyes

. •

A s

tude

nt s

ugge

sts

an

appl

icat

ion

of th

e w

hite

boar

d fo

r an

act

ivity

. •

And

oth

ers…

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

28

Dom

ain

3: In

stru

ctio

n

Com

pone

nt 3

a:

Com

mun

icat

ing

with

Stu

dent

s

Teac

hers

com

mun

icat

e w

ith s

tude

nts

for s

ever

al in

depe

nden

t, bu

t rel

ated

, pur

pose

s. F

irst,

they

con

vey

that

teac

hing

and

lear

ning

ar

e pu

rpos

eful

act

iviti

es; t

hey

mak

e th

at p

urpo

se c

lear

to s

tude

nts.

The

y al

so p

rovi

de c

lear

dire

ctio

ns fo

r cla

ssro

om a

ctiv

ities

so

that

st

uden

ts k

now

wha

t to

do; w

hen

addi

tiona

l hel

p is

app

ropr

iate

, tea

cher

s m

odel

thes

e ac

tiviti

es. W

hen

teac

hers

pre

sent

con

cept

s an

d in

form

atio

n, th

ey m

ake

thos

e pr

esen

tatio

ns w

ith a

ccur

acy,

cla

rity,

and

imag

inat

ion,

usi

ng p

reci

se, a

cade

mic

lang

uage

; whe

re

ampl

ifica

tion

is im

porta

nt to

the

less

on, s

kille

d te

ache

rs e

mbe

llish

thei

r exp

lana

tions

with

ana

logi

es o

r met

apho

rs, l

inki

ng th

em to

st

uden

ts’ i

nter

ests

and

prio

r kno

wle

dge.

Tea

cher

s oc

casi

onal

ly w

ithho

ld in

form

atio

n fro

m s

tude

nts

(for e

xam

ple,

in a

n in

quiry

sci

ence

le

sson

) to

enco

urag

e th

em to

thin

k on

thei

r ow

n, b

ut w

hat i

nfor

mat

ion

they

do

conv

ey is

acc

urat

e an

d re

flect

s de

ep u

nder

stan

ding

of

the

cont

ent.

And

teac

hers

’ use

of l

angu

age

is v

ivid

, ric

h, a

nd e

rror

free

, affo

rdin

g th

e op

portu

nity

for s

tude

nts

to h

ear l

angu

age

used

w

ell a

nd to

ext

end

thei

r ow

n vo

cabu

larie

s. T

each

ers

pres

ent c

ompl

ex c

once

pts

in w

ays

that

pro

vide

sca

ffold

ing

and

acce

ss to

st

uden

ts.

The

elem

ents

of c

ompo

nent

3a

are:

•

Exp

ecta

tions

for l

earn

ing

The

goal

s fo

r lea

rnin

g ar

e co

mm

unic

ated

cle

arly

to s

tude

nts.

Eve

n if

the

goal

s ar

e no

t con

veye

d at

the

outs

et o

f a le

sson

(for

exa

mpl

e, in

an

inqu

iry s

cien

ce le

sson

), by

the

end

of th

e le

sson

stu

dent

s ar

e cl

ear a

bout

wha

t the

y ha

ve b

een

lear

ning

. •

Dire

ctio

ns fo

r act

iviti

es

Stu

dent

s un

ders

tand

wha

t the

y ar

e ex

pect

ed to

do

durin

g a

less

on, p

artic

ular

ly if

stu

dent

s ar

e w

orki

ng in

depe

nden

tly o

r with

cla

ssm

ates

, w

ithou

t dire

ct te

ache

r sup

ervi

sion

. The

se d

irect

ions

for t

he le

sson

’s a

ctiv

ities

may

be

prov

ided

ora

lly, i

n w

ritin

g, o

r in

som

e co

mbi

natio

n of

th

e tw

o, w

ith m

odel

ing

by th

e te

ache

r, if

it is

app

ropr

iate

. •

Exp

lana

tions

of c

onte

nt

Ski

lled

teac

hers

, whe

n ex

plai

ning

con

cept

s an

d st

rate

gies

to s

tude

nts,

use

viv

id la

ngua

ge a

nd im

agin

ativ

e an

alog

ies

and

met

apho

rs,

conn

ectin

g ex

plan

atio

ns to

stu

dent

s’ in

tere

sts

and

lives

bey

ond

scho

ol. T

he e

xpla

natio

ns a

re c

lear

, with

app

ropr

iate

sca

ffold

ing,

and

, w

here

app

ropr

iate

, ant

icip

ate

poss

ible

stu

dent

mis

conc

eptio

ns. T

hese

teac

hers

invi

te s

tude

nts

to b

e en

gage

d in

telle

ctua

lly a

nd to

fo

rmul

ate

hypo

thes

es re

gard

ing

the

conc

epts

or s

trate

gies

bei

ng p

rese

nted

. •

Use

of o

ral a

nd w

ritte

n la

ngua

ge

For m

any

stud

ents

, the

ir te

ache

rs’ u

se o

f lan

guag

e re

pres

ents

thei

r bes

t mod

el o

f bot

h ac

cura

te s

ynta

x an

d a

rich

voca

bula

ry; t

hese

m

odel

s en

able

stu

dent

s to

em

ulat

e su

ch la

ngua

ge, m

akin

g th

eir o

wn

mor

e pr

ecis

e an

d ex

pres

sive

. Ski

lled

teac

hers

sei

ze o

n op

portu

nitie

s bo

th to

use

pre

cise

, aca

dem

ic v

ocab

ular

y an

d to

exp

lain

thei

r use

of i

t.

Indi

cato

rs in

clud

e:

• C

larit

y of

less

on p

urpo

se

• C

lear

dire

ctio

ns a

nd p

roce

dure

s sp

ecifi

c to

the

less

on a

ctiv

ities

•

Abs

ence

of c

onte

nt e

rror

s an

d cl

ear e

xpla

natio

ns o

f con

cept

s an

d st

rate

gies

•

Cor

rect

and

imag

inat

ive

use

of la

ngua

ge

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

29

Inef

fect

ive

Dev

elop

ing

Eff

ectiv

e H

ighl

y E

ffec

tive

3a:

Com

mun

icat

ing

with

Stu

dent

s

The

inst

ruct

iona

l pur

pose

of t

he

less

on is

unc

lear

to s

tude

nts,

an

d th

e di

rect

ions

and

pr

oced

ures

are

con

fusi

ng. T

he

teac

her’s

exp

lana

tion

of th

e co

nten

t con

tain

s m

ajor

err

ors

and

does

not

incl

ude

any

expl

anat

ion

of s

trate

gies

st

uden

ts m

ight

use

. The

te

ache

r’s s

poke

n or

writ

ten

lang

uage

con

tain

s er

rors

of

gram

mar

or s

ynta

x. T

he

teac

her’s

aca

dem

ic v

ocab

ular

y is

inap

prop

riate

, vag

ue, o

r use

d in

corr

ectly

, lea

ving

stu

dent

s co

nfus

ed.

The

teac

her’s

atte

mpt

to e

xpla

in th

e in

stru

ctio

nal p

urpo

se h

as o

nly

limite

d su

cces

s, a

nd/o

r dire

ctio

ns a

nd

proc

edur

es m

ust b

e cl

arifi

ed a

fter

initi

al s

tude

nt c

onfu

sion

. The

teac

her’s

ex

plan

atio

n of

the

cont

ent m

ay c

onta

in

min

or e

rror

s; s

ome

porti

ons

are

clea

r, ot

hers

diff

icul

t to

follo

w. T

he te

ache

r’s

expl

anat

ion

does

not

invi

te s

tude

nts

to

enga

ge in

telle

ctua

lly o

r to

unde

rsta

nd

stra

tegi

es th

ey m

ight

use

whe

n w

orki

ng in

depe

nden

tly. T

he te

ache

r’s

spok

en la

ngua

ge is

cor

rect

but

use

s vo

cabu

lary

that

is e

ither

lim

ited

or n

ot

fully

app

ropr

iate

to th

e st

uden

ts’ a

ges

or b

ackg

roun

ds. T

he te

ache

r rar

ely

take

s op

portu

nitie

s to

exp

lain

ac

adem

ic v

ocab

ular

y.

The

inst

ruct

iona

l pur

pose

of t

he le

sson

is

cle

arly

com

mun

icat

ed to

stu

dent

s,

incl

udin

g w

here

it is

situ

ated

with

in

broa

der l

earn

ing;

dire

ctio

ns a

nd

proc

edur

es a

re e

xpla

ined

cle

arly

and

m

ay b

e m

odel

ed. T

he te

ache

r’s

expl

anat

ion

of c

onte

nt is

sca

ffold

ed,

clea

r, an

d ac

cura

te a

nd c

onne

cts

with

st

uden

ts’ k

now

ledg

e an

d ex

perie

nce.

D

urin

g th

e ex

plan

atio

n of

con

tent

, the

te

ache

r foc

uses

, as

appr

opria

te, o

n st

rate

gies

stu

dent

s ca

n us

e w

hen

wor

king

inde

pend

ently

and

invi

tes

stud

ent i

ntel

lect

ual e

ngag

emen

t. Th

e te

ache

r’s s

poke

n an

d w

ritte

n la

ngua

ge

is c

lear

and

cor

rect

and

is s

uita

ble

to

stud

ents

’ age

s an

d in

tere

sts.

The

te

ache

r’s u

se o

f aca

dem

ic v

ocab

ular

y is

pre

cise

and

ser

ves

to e

xten

d st

uden

t und

erst

andi

ng.

The

teac

her l

inks

the

inst

ruct

iona

l pu

rpos

e of

the

less

on to

the

larg

er

curr

icul

um; t

he d

irect

ions

and

pr

oced

ures

are

cle

ar a

nd a

ntic

ipat

e po

ssib

le s

tude

nt m

isun

ders

tand

ing.

The

te

ache

r’s e

xpla

natio

n of

con

tent

is

thor

ough

and

cle

ar, d

evel

opin

g co

ncep

tual

und

erst

andi

ng th

roug

h cl

ear

scaf

fold

ing

and

conn

ectin

g w

ith

stud

ents

’ int

eres

ts. S

tude

nts

cont

ribut

e to

ext

endi

ng th

e co

nten

t by

expl

aini

ng

conc

epts

to th

eir c

lass

mat

es a

nd

sugg

estin

g st

rate

gies

that

mig

ht b

e us

ed. T

he te

ache

r’s s

poke

n an

d w

ritte

n la

ngua

ge is

exp

ress

ive,

and

the

teac

her

finds

opp

ortu

nitie

s to

ext

end

stud

ents

’ vo

cabu

larie

s, b

oth

with

in th

e di

scip

line

and

for m

ore

gene

ral u

se. S

tude

nts

cont

ribut

e to

the

corr

ect u

se o

f ac

adem

ic v

ocab

ular

y.

Cri

tical

A

ttri

bute

s •

At n

o tim

e du

ring

the

less

on

does

the

teac

her c

onve

y to

st

uden

ts w

hat t

hey

will

be

lear

ning

. •

Stu

dent

s in

dica

te th

roug

h bo

dy la

ngua

ge o

r que

stio

ns

that

they

don

’t un

ders

tand

the

cont

ent b

eing

pre

sent

ed.

• Th

e te

ache

r mak

es a

ser

ious

co

nten

t err

or th

at w

ill a

ffect

st

uden

ts’ u

nder

stan

ding

of t

he

less

on.

• S

tude

nts

indi

cate

thro

ugh

thei

r que

stio

ns th

at th

ey a

re

conf

used

abo

ut th

e le

arni

ng

task

. •

The

teac

her’s

co

mm

unic

atio

ns in

clud

e er

rors

of v

ocab

ular

y or

usa

ge

or im

prec

ise

use

of a

cade

mic

la

ngua

ge.

• Th

e te

ache

r’s v

ocab

ular

y is

in

appr

opria

te to

the

age

or

cultu

re o

f the

stu

dent

s.

• Th

e te

ache

r pro

vide

s lit

tle

elab

orat

ion

or e

xpla

natio

n ab

out

wha

t the

stu

dent

s w

ill b

e le

arni

ng.

• Th

e te

ache

r’s e

xpla

natio

n of

the

cont

ent c

onsi

sts

of a

mon

olog

ue,

with

min

imal

par

ticip

atio

n or

in

telle

ctua

l eng

agem

ent b

y st

uden

ts.

• Th

e te

ache

r mak

es n

o se

rious

co

nten

t err

ors

but m

ay m

ake

min

or

ones

. •

The

teac

her’s

exp

lana

tions

of

cont

ent a

re p

urel

y pr

oced

ural

, with

no

indi

catio

n of

how

stu

dent

s ca

n th

ink

stra

tegi

cally

. •

The

teac

her m

ust c

larif

y th

e le

arni

ng ta

sk s

o st

uden

ts c

an

com

plet

e it.

•

The

teac

her’s

voc

abul

ary

and

usag

e ar

e co

rrec

t but

un

imag

inat

ive.

•

Whe

n th

e te

ache

r atte

mpt

s to

ex

plai

n ac

adem

ic v

ocab

ular

y, it

is

only

par

tially

suc

cess

ful.

• Th

e te

ache

r’s v

ocab

ular

y is

too

adva

nced

, or t

oo ju

veni

le, f

or

stud

ents

.

• Th

e te

ache

r sta

tes

clea

rly, a

t som

e po

int d

urin

g th

e le

sson

, wha

t the

st

uden

ts w

ill b

e le

arni

ng.

• Th

e te

ache

r’s e

xpla

natio

n of

co

nten

t is

clea

r and

invi

tes

stud

ent

parti

cipa

tion

and

thin

king

. •

The

teac

her m

akes

no

cont

ent

erro

rs.

• Th

e te

ache

r des

crib

es s

peci

fic

stra

tegi

es s

tude

nts

mig

ht u

se,

invi

ting

stud

ents

to in

terp

ret t

hem

in

the

cont

ext o

f wha

t the

y’re

lear

ning

. •

Stu

dent

s en

gage

with

the

lear

ning

ta

sk, i

ndic

atin

g th

at th

ey u

nder

stan

d w

hat t

hey

are

to d

o.

• If

appr

opria

te, t

he te

ache

r mod

els

the

proc

ess

to b

e fo

llow

ed in

the

task

. •

The

teac

her’s

voc

abul

ary

and

usag

e ar

e co

rrec

t and

ent

irely

su

ited

to th

e le

sson

, inc

ludi

ng,

whe

re a

ppro

pria

te, e

xpla

natio

ns o

f ac

adem

ic v

ocab

ular

y.

• Th

e te

ache

r’s v

ocab

ular

y is

ap

prop

riate

to s

tude

nts’

age

s an

d le

vels

of d

evel

opm

ent.

• If

aske

d, s

tude

nts

are

able

to e

xpla

in

wha

t the

y ar

e le

arni

ng a

nd w

here

it

fits

into

the

larg

er c

urric

ulum

con

text

. •

The

teac

her e

xpla

ins

cont

ent c

lear

ly

and

imag

inat

ivel

y, u

sing

met

apho

rs

and

anal

ogie

s to

brin

g co

nten

t to

life.

•

The

teac

her p

oint

s ou

t pos

sibl

e ar

eas

for m

isun

ders

tand

ing.

•

The

teac

her i

nvite

s st

uden

ts to

ex

plai

n th

e co

nten

t to

thei

r cl

assm

ates

. •

Stu

dent

s su

gges

t oth

er s

trate

gies

th

ey m

ight

use

in a

ppro

achi

ng a

ch

alle

nge

or a

naly

sis.

•

The

teac

her u

ses

rich

lang

uage

, of

ferin

g br

ief v

ocab

ular

y le

sson

s w

here

app

ropr

iate

, bot

h fo

r gen

eral

vo

cabu

lary

and

for t

he d

isci

plin

e.

• S

tude

nts

use

acad

emic

lang

uage

co

rrec

tly.

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

30

In

effe

ctiv

e D

evel

opin

g E

ffec

tive

Hig

hly

Eff

ectiv

e P

ossi

ble

Exa

mpl

es

• A

stu

dent

ask

s, “W

hat a

re w

e su

ppos

ed to

be

doin

g?” b

ut

the

teac

her i

gnor

es th

e qu

estio

n.

• Th

e te

ache

r sta

tes

that

to a

dd

fract

ions

they

mus

t hav

e th

e sa

me

num

erat

or.

• S

tude

nts

have

a q

uizz

ical

look

on

thei

r fac

es; s

ome

may

w

ithdr

aw fr

om th

e le

sson

. •

Stu

dent

s be

com

e di

srup

tive

or ta

lk a

mon

g th

emse

lves

in

an e

ffort

to fo

llow

the

less

on.

• Th

e te

ache

r use

s te

chni

cal

term

s w

ithou

t exp

lain

ing

thei

r m

eani

ngs.

•

The

teac

her s

ays

“ain

’t.”

• A

nd o

ther

s…

• Th

e te

ache

r mis

pron

ounc

es “_

___.

” •

The

teac

her s

ays,

“And

oh,

by

the

way

, tod

ay w

e’re

goi

ng to

fact

or

poly

nom

ials

.” •

A s

tude

nt a

sks,

“Wha

t are

we

supp

osed

to b

e do

ing?

” and

the

teac

her c

larif

ies

the

task

. •

A s

tude

nt a

sks,

“Wha

t do

I writ

e he

re?”

in o

rder

to c

ompl

ete

a ta

sk.

• Th

e te

ache

r say

s, “W

atch

me

whi

le

I sho

w y

ou h

ow to

___

__,”

aski

ng

stud

ents

onl

y to

list

en.

• A

num

ber o

f stu

dent

s do

not

see

m

to b

e fo

llow

ing

the

expl

anat

ion.

•

Stu

dent

s ar

e in

atte

ntiv

e du

ring

the

teac

her’s

exp

lana

tion

of c

onte

nt.

• S

tude

nts’

use

of a

cade

mic

vo

cabu

lary

is im

prec

ise.

•

And

oth

ers…

• Th

e te

ache

r say

s, “B

y th

e en

d of

to

day’

s le

sson

you

’re a

ll go

ing

to b

e ab

le to

fact

or d

iffer

ent t

ypes

of

poly

nom

ials

.” •

In th

e co

urse

of a

pre

sent

atio

n of

co

nten

t, th

e te

ache

r ask

s st

uden

ts,

“Can

any

one

thin

k of

an

exam

ple

of

that

?”

• Th

e te

ache

r use

s a

boar

d or

pr

ojec

tion

devi

ce fo

r tas

k di

rect

ions

so

that

stu

dent

s ca

n re

fer t

o it

with

out r

equi

ring

the

teac

her’s

at

tent

ion.

•

The

teac

her s

ays,

“Whe

n yo

u’re

try

ing

to s

olve

a m

ath

prob

lem

like

th

is, y

ou m

ight

thin

k of

a s

imila

r, bu

t si

mpl

er, p

robl

em y

ou’v

e do

ne in

the

past

and

see

whe

ther

the

sam

e ap

proa

ch w

ould

wor

k.”

• Th

e te

ache

r exp

lain

s pa

ssiv

e so

lar

ener

gy b

y in

vitin

g st

uden

ts to

thin

k ab

out t

he te

mpe

ratu

re in

a c

lose

d ca

r on

a co

ld, b

ut s

unny

, day

or

abou

t the

wat

er in

a h

ose

that

has

be

en s

ittin

g in

the

sun.

•

The

teac

her u

ses

a V

enn

diag

ram

to

illu

stra

te th

e di

stin

ctio

ns b

etw

een

a re

publ

ic a

nd a

dem

ocra

cy.

• A

nd o

ther

s…

• Th

e te

ache

r say

s, “H

ere’

s a

spot

w

here

som

e st

uden

ts h

ave

diffi

culty

; be

sur

e to

read

it c

aref

ully

.” •

The

teac

her a

sks

a st

uden

t to

expl

ain

the

task

to o

ther

stu

dent

s.

• W

hen

clar

ifica

tion

abou

t the

lear

ning

ta

sk is

nee

ded,

a s

tude

nt o

ffers

it to

cl

assm

ates

. •

The

teac

her,

in e

xpla

inin

g th

e w

estw

ard

mov

emen

t in

U.S

. his

tory

, in

vite

s st

uden

ts to

con

side

r tha

t hi

stor

ical

per

iod

from

the

poin

t of

view

of t

he N

ativ

e P

eopl

es.

• Th

e te

ache

r ask

s, “W

ho w

ould

like

to

expl

ain

this

idea

to u

s?”

• A

stu

dent

ask

s, “I

s th

is a

noth

er w

ay

we

coul

d th

ink

abou

t ana

logi

es?”

•

A s

tude

nt e

xpla

ins

an a

cade

mic

term

to

cla

ssm

ates

. •

The

teac

her p

ause

s du

ring

an

expl

anat

ion

of th

e ci

vil r

ight

s m

ovem

ent t

o re

min

d st

uden

ts th

at

the

pref

ix in

- as

in in

equa

lity

mea

ns

“not

” and

that

the

pref

ix u

n- a

lso

mea

ns th

e sa

me

thin

g.

• A

stu

dent

say

s to

a c

lass

mat

e, “I

th

ink

that

sid

e of

the

trian

gle

is c

alle

d th

e hy

pote

nuse

.” •

And

oth

ers…

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

31

Com

pone

nt 3

b:

Usi

ng Q

uest

ioni

ng a

nd D

iscu

ssio

n Te

chni

ques

Que

stio

ning

and

dis

cuss

ion

are

the

only

inst

ruct

iona

l stra

tegi

es s

peci

fical

ly re

ferr

ed to

in th

e Fr

amew

ork

for T

each

ing,

a d

ecis

ion

that

refle

cts

thei

r cen

tral i

mpo

rtanc

e to

teac

hers

’ pra

ctic

e. In

the

Fram

ewor

k, it

is im

porta

nt th

at q

uest

ioni

ng a

nd d

iscu

ssio

n be

use

d as

tech

niqu

es to

dee

pen

stud

ent u

nder

stan

ding

rath

er th

an s

erve

as

reci

tatio

n, o

r a v

erba

l “qu

iz.”

Goo

d te

ache

rs u

se d

iver

gent

as

wel

l as

conv

erge

nt q

uest

ions

, fra

med

in s

uch

a w

ay th

at th

ey in

vite

stu

dent

s to

form

ulat

e hy

poth

eses

, mak

e co

nnec

tions

, or

chal

leng

e pr

evio

usly

hel

d vi

ews.

Stu

dent

s’ re

spon

ses

to q

uest

ions

are

val

ued;

effe

ctiv

e te

ache

rs a

re e

spec

ially

ade

pt a

t res

pond

ing

to a

nd b

uild

ing

on s

tude

nt re

spon

ses

and

mak

ing

use

of th

eir i

deas

. Hig

h-qu

ality

que

stio

ns e

ncou

rage

stu

dent

s to

mak

e co

nnec

tions

am

ong

conc

epts

or e

vent

s pr

evio

usly

bel

ieve

d to

be

unre

late

d an

d to

arr

ive

at n

ew u

nder

stan

ding

s of

com

plex

mat

eria

l. E

ffect

ive

teac

hers

als

o po

se q

uest

ions

for w

hich

they

do

not k

now

the

answ

ers.

Eve

n w

hen

a qu

estio

n ha

s a

limite

d nu

mbe

r of c

orre

ct

resp

onse

s, th

e qu

estio

n, b

eing

non

form

ulai

c, is

like

ly to

pro

mot

e st

uden

t thi

nkin

g.

Cla

ss d

iscu

ssio

ns a

re a

nim

ated

, eng

agin

g al

l stu

dent

s in

impo

rtant

issu

es a

nd p

rom

otin

g th

e us

e of

pre

cise

lang

uage

to d

eepe

n an

d ex

tend

thei

r und

erst

andi

ng. T

hese

dis

cuss

ions

may

be

base

d ar

ound

que

stio

ns fo

rmul

ated

by

the

stud

ents

them

selv

es.

Furth

erm

ore,

whe

n a

teac

her i

s bu

ildin

g on

stu

dent

resp

onse

s to

que

stio

ns (w

heth

er p

osed

by

the

teac

her o

r by

othe

r stu

dent

s),

stud

ents

are

cha

lleng

ed to

exp

lain

thei

r thi

nkin

g an

d to

cite

spe

cific

text

or o

ther

evi

denc

e (fo

r exa

mpl

e, fr

om a

sci

entif

ic e

xper

imen

t) to

bac

k up

a p

ositi

on. T

his

focu

s on

arg

umen

tatio

n fo

rms

the

foun

datio

n of

logi

cal r

easo

ning

, a c

ritic

al s

kill

in a

ll di

scip

lines

. N

ot a

ll qu

estio

ns m

ust b

e at

a h

igh

cogn

itive

leve

l in

orde

r for

a te

ache

r’s p

erfo

rman

ce to

be

rate

d at

a h

igh

leve

l; th

at is

, whe

n ex

plor

ing

a to

pic,

a te

ache

r mig

ht b

egin

with

a s

erie

s of

que

stio

ns o

f low

cog

nitiv

e ch

alle

nge

to p

rovi

de a

revi

ew, o

r to

ensu

re th

at e

very

one

in th

e cl

ass

is “o

n bo

ard.

” Fur

ther

mor

e, if

que

stio

ns a

re a

t a h

igh

leve

l but

onl

y a

few

stu

dent

s pa

rtici

pate

in th

e di

scus

sion

, the

teac

her’s

pe

rform

ance

on

the

com

pone

nt c

anno

t be

judg

ed to

be

at a

hig

h le

vel.

In a

dditi

on, d

urin

g le

sson

s in

volv

ing

stud

ents

in s

mal

l-gro

up

wor

k, th

e qu

ality

of t

he s

tude

nts’

que

stio

ns a

nd d

iscu

ssio

n in

thei

r sm

all g

roup

s m

ay b

e co

nsid

ered

as

part

of th

is c

ompo

nent

. In

orde

r fo

r stu

dent

s to

form

ulat

e hi

gh-le

vel q

uest

ions

, the

y m

ust h

ave

lear

ned

how

to d

o so

. The

refo

re, h

igh-

leve

l que

stio

ns fr

om s

tude

nts,

ei

ther

in th

e fu

ll cl

ass

or in

sm

all-g

roup

dis

cuss

ions

, pro

vide

evi

denc

e th

at th

ese

skills

hav

e be

en ta

ught

.

The

elem

ents

of c

ompo

nent

3b

are:

•

Qua

lity

of q

uest

ions

/pro

mpt

s Q

uest

ions

of h

igh

qual

ity c

ause

stu

dent

s to

thin

k an

d re

flect

, to

deep

en th

eir u

nder

stan

ding

, and

to te

st th

eir i

deas

aga

inst

thos

e of

thei

r cl

assm

ates

. Whe

n te

ache

rs a

sk q

uest

ions

of h

igh

qual

ity, t

hey

ask

only

a fe

w o

f the

m a

nd p

rovi

de s

tude

nts

with

suf

ficie

nt ti

me

to th

ink

abou

t the

ir re

spon

ses,

to re

flect

on

the

com

men

ts o

f the

ir cl

assm

ates

, and

to d

eepe

n th

eir u

nder

stan

ding

. Occ

asio

nally

, for

the

purp

oses

of

revi

ew, t

each

ers

ask

stud

ents

a s

erie

s of

(usu

ally

low

-leve

l) qu

estio

ns in

a ty

pe o

f ver

bal q

uiz.

Thi

s te

chni

que

may

be

help

ful f

or th

e pu

rpos

e of

est

ablis

hing

the

fact

s of

a h

isto

rical

eve

nt, f

or e

xam

ple,

but

sho

uld

not b

e co

nfus

ed w

ith th

e us

e of

que

stio

ning

to d

eepe

n st

uden

ts’ u

nder

stan

ding

. •

Dis

cuss

ion

tech

niqu

es

Effe

ctiv

e te

ache

rs p

rom

ote

lear

ning

thro

ugh

disc

ussi

on. A

foun

datio

nal s

kill

that

stu

dent

s le

arn

thro

ugh

enga

ging

in d

iscu

ssio

n is

that

of

expl

aini

ng a

nd ju

stify

ing

thei

r rea

soni

ng a

nd c

oncl

usio

ns, b

ased

on

spec

ific

evid

ence

. Tea

cher

s sk

illed

in th

e us

e of

que

stio

ning

and

di

scus

sion

tech

niqu

es c

halle

nge

stud

ents

to e

xam

ine

thei

r pre

mis

es, t

o bu

ild a

logi

cal a

rgum

ent,

and

to c

ritiq

ue th

e ar

gum

ents

of o

ther

s.

Som

e te

ache

rs re

port,

“We

disc

usse

d x,

” whe

n w

hat t

hey

mea

n is

“I s

aid

x.” T

hat i

s, s

ome

teac

hers

con

fuse

dis

cuss

ion

with

exp

lana

tion

of

cont

ent;

as im

porta

nt a

s th

at is

, it’s

not

dis

cuss

ion.

Rat

her,

in a

true

dis

cuss

ion

a te

ache

r pos

es a

que

stio

n an

d in

vite

s al

l stu

dent

s’ v

iew

s to

be

hear

d, e

nabl

ing

stud

ents

to e

ngag

e in

dis

cuss

ion

dire

ctly

with

one

ano

ther

, not

alw

ays

med

iate

d by

the

teac

her.

Furth

erm

ore,

in

cond

uctin

g di

scus

sion

s, s

kille

d te

ache

rs b

uild

furth

er q

uest

ions

on

stud

ent r

espo

nses

and

insi

st th

at s

tude

nts

exam

ine

thei

r pre

mis

es,

build

a lo

gica

l arg

umen

t, an

d cr

itiqu

e th

e ar

gum

ents

of o

ther

s.

• S

tude

nt p

artic

ipat

ion

In s

ome

clas

ses

a fe

w s

tude

nts

tend

to d

omin

ate

the

disc

ussi

on; o

ther

stu

dent

s, re

cogn

izin

g th

is p

atte

rn, h

old

back

thei

r con

tribu

tions

. Th

e sk

illed

teac

her u

ses

a ra

nge

of te

chni

ques

to e

ncou

rage

all

stud

ents

to c

ontri

bute

to th

e di

scus

sion

and

enl

ists

the

assi

stan

ce o

f st

uden

ts to

ens

ure

this

out

com

e.

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

32

Com

pone

nt 3

b:

Usi

ng Q

uest

ioni

ng a

nd D

iscu

ssio

n Te

chni

ques

Indi

cato

rs in

clud

e:

• Q

uest

ions

of h

igh

cogn

itive

cha

lleng

e, fo

rmul

ated

by

both

stu

dent

s an

d te

ache

r •

Que

stio

ns w

ith m

ultip

le c

orre

ct a

nsw

ers

or m

ultip

le a

ppro

ache

s, e

ven

whe

n th

ere

is a

sin

gle

corr

ect r

espo

nse

•

Effe

ctiv

e us

e of

stu

dent

resp

onse

s an

d id

eas

• D

iscu

ssio

n, w

ith th

e te

ache

r ste

ppin

g ou

t of t

he c

entra

l, m

edia

ting

role

•

Focu

s on

the

reas

onin

g ex

hibi

ted

by s

tude

nts

in d

iscu

ssio

n, b

oth

in g

ive-

and-

take

with

the

teac

her a

nd w

ith th

eir c

lass

mat

es

• H

igh

leve

ls o

f stu

dent

par

ticip

atio

n in

dis

cuss

ion

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

33

In

effe

ctiv

e D

evel

opin

g E

ffec

tive

Hig

hly

Eff

ectiv

e 3b

: Usi

ng

Que

stio

ning

an

d D

iscu

ssio

n Te

chni

ques

The

teac

her’s

que

stio

ns a

re

of lo

w c

ogni

tive

chal

leng

e,

with

sin

gle

corre

ct

resp

onse

s, a

nd a

re a

sked

in

rapi

d su

cces

sion

. Int

erac

tion

betw

een

the

teac

her a

nd

stud

ents

is p

redo

min

antly

re

cita

tion

styl

e, w

ith th

e te

ache

r med

iatin

g al

l qu

estio

ns a

nd a

nsw

ers;

the

teac

her a

ccep

ts a

ll co

ntrib

utio

ns w

ithou

t ask

ing

stud

ents

to e

xpla

in th

eir

reas

onin

g. O

nly

a fe

w

stud

ents

par

ticip

ate

in th

e di

scus

sion

.

The

teac

her’s

que

stio

ns le

ad

stud

ents

thro

ugh

a si

ngle

pat

h of

in

quiry

, with

ans

wer

s se

emin

gly

dete

rmin

ed in

adv

ance

. Alte

rnat

ivel

y,

the

teac

her a

ttem

pts

to a

sk s

ome

ques

tions

des

igne

d to

eng

age

stud

ents

in th

inki

ng, b

ut o

nly

a fe

w

stud

ents

are

invo

lved

. The

teac

her

atte

mpt

s to

eng

age

all s

tude

nts

in

the

disc

ussi

on, t

o en

cour

age

them

to

resp

ond

to o

ne a

noth

er, a

nd to

ex

plai

n th

eir t

hink

ing,

with

une

ven

resu

lts.

Whi

le th

e te

ache

r may

use

som

e lo

w-le

vel q

uest

ions

, he

pos

es q

uest

ions

des

igne

d to

pro

mot

e st

uden

t th

inki

ng a

nd u

nder

stan

ding

. The

teac

her c

reat

es a

ge

nuin

e di

scus

sion

am

ong

stud

ents

, pro

vidi

ng

adeq

uate

tim

e fo

r stu

dent

s to

resp

ond

and

step

ping

as

ide

whe

n do

ing

so is

app

ropr

iate

. The

teac

her

chal

leng

es s

tude

nts

to ju

stify

thei

r thi

nkin

g an

d su

cces

sful

ly e

ngag

es m

ost s

tude

nts

in th

e di

scus

sion

, em

ploy

ing

a ra

nge

of s

trate

gies

to e

nsur

e th

at m

ost s

tude

nts

are

hear

d.

The

teac

her u

ses

a va

riety

or

serie

s of

que

stio

ns o

r pro

mpt

s to

ch

alle

nge

stud

ents

cog

nitiv

ely,

ad

vanc

e hi

gh-le

vel t

hink

ing

and

disc

ours

e, a

nd p

rom

ote

met

acog

nitio

n. S

tude

nts

form

ulat

e m

any

ques

tions

, in

itiat

e to

pics

, cha

lleng

e on

e an

othe

r’s th

inki

ng, a

nd m

ake

unso

licite

d co

ntrib

utio

ns.

Stud

ents

them

selv

es e

nsur

e th

at

all v

oice

s ar

e he

ard

in th

e di

scus

sion

.

Cri

tical

A

ttri

bute

s •

Que

stio

ns a

re ra

pid-

fire

and

conv

erge

nt, w

ith a

si

ngle

cor

rect

ans

wer

. •

Que

stio

ns d

o no

t inv

ite

stud

ent t

hink

ing.

•

All

disc

ussi

on is

bet

wee

n th

e te

ache

r and

stu

dent

s;

stud

ents

are

not

invi

ted

to

spea

k di

rect

ly to

one

an

othe

r. •

The

teac

her d

oes

not a

sk

stud

ents

to e

xpla

in th

eir

thin

king

. •

Onl

y a

few

stu

dent

s do

min

ate

the

disc

ussi

on.

• Th

e te

ache

r fra

mes

som

e qu

estio

ns d

esig

ned

to p

rom

ote

stud

ent t

hink

ing,

but

man

y ha

ve a

si

ngle

cor

rect

ans

wer

, and

the

teac

her c

alls

on

stud

ents

qui

ckly

. •

The

teac

her i

nvite

s st

uden

ts to

re

spon

d di

rect

ly to

one

ano

ther

’s

idea

s, b

ut fe

w s

tude

nts

resp

ond.

•

The

teac

her c

alls

on

man

y st

uden

ts, b

ut o

nly

a sm

all n

umbe

r ac

tual

ly p

artic

ipat

e in

the

disc

ussi

on.

• Th

e te

ache

r ask

s st

uden

ts to

ex

plai

n th

eir r

easo

ning

, but

onl

y so

me

stud

ents

atte

mpt

to d

o so

.

• Th

e te

ache

r use

s op

en-e

nded

que

stio

ns, i

nviti

ng

stud

ents

to th

ink

and/

or o

ffer m

ultip

le p

ossi

ble

answ

ers.

•

The

teac

her m

akes

effe

ctiv

e us

e of

wai

t tim

e.

• D

iscu

ssio

ns e

nabl

e st

uden

ts to

talk

to o

ne a

noth

er

with

out o

ngoi

ng m

edia

tion

by te

ache

r. •

The

teac

her c

alls

on

mos

t stu

dent

s, e

ven

thos

e w

ho d

on’t

initi

ally

vol

unte

er.

• M

any

stud

ents

act

ivel

y en

gage

in th

e di

scus

sion

. •

The

teac

her a

sks

stud

ents

to ju

stify

thei

r re

ason

ing,

and

mos

t atte

mpt

to d

o so

.

• S

tude

nts

initi

ate

high

er-o

rder

qu

estio

ns.

• Th

e te

ache

r bui

lds

on a

nd

uses

stu

dent

resp

onse

s to

qu

estio

ns in

ord

er to

dee

pen

stud

ent u

nder

stan

ding

. •

Stu

dent

s ex

tend

the

disc

ussi

on, e

nric

hing

it.

• S

tude

nts

invi

te c

omm

ents

fro

m th

eir c

lass

mat

es d

urin

g a

disc

ussi

on a

nd c

halle

nge

one

anot

her’s

thin

king

. •

Virt

ually

all

stud

ents

are

en

gage

d in

the

disc

ussi

on.

Pos

sibl

e E

xam

ples

•

All

ques

tions

are

of t

he

“rec

itatio

n” ty

pe, s

uch

as

“Wha

t is

3 x

4?”

• Th

e te

ache

r ask

s a

ques

tion

for w

hich

the

answ

er is

on

the

boar

d;

stud

ents

resp

ond

by

read

ing

it.

• Th

e te

ache

r cal

ls o

nly

on

stud

ents

who

hav

e th

eir

hand

s up

. •

A s

tude

nt re

spon

ds to

a

ques

tion

with

wro

ng

info

rmat

ion,

and

the

teac

her d

oesn

’t fo

llow

up.

•

And

oth

ers…

• M

any

ques

tions

are

of t

he

“rec

itatio

n” ty

pe, s

uch

as “H

ow

man

y m

embe

rs o

f the

Hou

se o

f R

epre

sent

ativ

es a

re th

ere?

” •

The

teac

her a

sks,

“Who

has

an

idea

abo

ut th

is?”

The

usu

al th

ree

stud

ents

offe

r com

men

ts.

• Th

e te

ache

r ask

s, “M

aria

, can

you

co

mm

ent o

n Ia

n’s

idea

?” b

ut

Mar

ia d

oes

not r

espo

nd o

r mak

es

a co

mm

ent d

irect

ly to

the

teac

her.

• Th

e te

ache

r ask

s a

stud

ent t

o ex

plai

n hi

s re

ason

ing

for w

hy 1

3 is

a

prim

e nu

mbe

r but

doe

s no

t fo

llow

up

whe

n th

e st

uden

t fal

ters

. •

And

oth

ers…

• Th

e te

ache

r ask

s, “W

hat m

ight

hav

e ha

ppen

ed if

th

e co

loni

sts

had

not p

reva

iled

in th

e A

mer

ican

w

ar fo

r ind

epen

denc

e?”

• Th

e te

ache

r use

s th

e pl

ural

form

in a

skin

g qu

estio

ns, s

uch

as “W

hat a

re s

ome

thin

gs y

ou

thin

k m

ight

con

tribu

te to

___

__?”

•

The

teac

her a

sks,

“Mar

ia, c

an y

ou c

omm

ent o

n Ia

n’s

idea

?” a

nd M

aria

resp

onds

dire

ctly

to Ia

n.

• Th

e te

ache

r pos

es a

que

stio

n, a

skin

g ev

ery

stud

ent t

o w

rite

a br

ief r

espo

nse

and

then

sha

re it

w

ith a

par

tner

, bef

ore

invi

ting

a fe

w to

offe

r the

ir id

eas

to th

e en

tire

clas

s.

• Th

e te

ache

r ask

s st

uden

ts w

hen

they

hav

e fo

rmul

ated

an

answ

er to

the

ques

tion

“Why

do

you

thin

k H

uck

Finn

did

___

__?”

to fi

nd th

e re

ason

in

the

text

and

to e

xpla

in th

eir t

hink

ing

to a

nei

ghbo

r. •

And

oth

ers…

• A

stu

dent

ask

s, “H

ow m

any

way

s ar

e th

ere

to g

et th

is

answ

er?”

•

A s

tude

nt s

ays

to a

cl

assm

ate,

“I d

on’t

thin

k I

agre

e w

ith y

ou o

n th

is,

beca

use…

” •

A s

tude

nt a

sks

of o

ther

st

uden

ts, “

Doe

s an

yone

hav

e an

othe

r ide

a ho

w w

e m

ight

fig

ure

this

out

?”

• A

stu

dent

ask

s, “W

hat i

f…?”

•

And

oth

ers…

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

34

C

ompo

nent

3c:

E

ngag

ing

Stu

dent

s in

Lea

rnin

g

Stu

dent

eng

agem

ent i

n le

arni

ng is

the

cent

erpi

ece

of th

e Fr

amew

ork

for T

each

ing;

all

othe

r com

pone

nts

cont

ribut

e to

it. W

hen

stud

ents

are

eng

aged

in le

arni

ng, t

hey

are

not m

erel

y “b

usy,

” nor

are

they

onl

y “o

n ta

sk.”

Rat

her,

they

are

inte

llect

ually

act

ive

in

lear

ning

impo

rtant

and

cha

lleng

ing

cont

ent.

The

criti

cal d

istin

ctio

n be

twee

n a

clas

sroo

m in

whi

ch s

tude

nts

are

com

plia

nt a

nd b

usy

and

one

in w

hich

they

are

eng

aged

is th

at in

the

latte

r, st

uden

ts a

re d

evel

opin

g th

eir u

nder

stan

ding

thro

ugh

wha

t the

y do

. Tha

t is,

th

ey a

re e

ngag

ed in

dis

cuss

ion,

deb

ate,

ans

wer

ing

“wha

t if?

” que

stio

ns, d

isco

verin

g pa

ttern

s, a

nd th

e lik

e. T

hey

may

be

sele

ctin

g th

eir w

ork

from

a ra

nge

of (t

each

er-a

rran

ged)

cho

ices

, and

mak

ing

impo

rtant

con

tribu

tions

to th

e in

telle

ctua

l life

of t

he c

lass

. Suc

h ac

tiviti

es d

on’t

typi

cally

con

sum

e an

ent

ire le

sson

, but

they

are

ess

entia

l com

pone

nts

of e

ngag

emen

t. A

less

on in

whi

ch s

tude

nts

are

enga

ged

usua

lly h

as a

dis

cern

ible

stru

ctur

e: a

beg

inni

ng, a

mid

dle,

and

an

end,

with

sca

ffold

ing

prov

ided

by

the

teac

her o

r by

the

activ

ities

them

selv

es. S

tude

nt ta

sks

are

orga

nize

d to

pro

vide

cog

nitiv

e ch

alle

nge,

and

then

st

uden

ts a

re e

ncou

rage

d to

refle

ct o

n w

hat t

hey

have

don

e an

d w

hat t

hey

have

lear

ned.

Tha

t is,

the

less

on h

as c

losu

re, i

n w

hich

te

ache

rs e

ncou

rage

stu

dent

s to

der

ive

the

impo

rtant

lear

ning

from

the

lear

ning

task

s, fr

om th

e di

scus

sion

, or f

rom

wha

t the

y ha

ve

read

. Crit

ical

que

stio

ns fo

r an

obse

rver

in d

eter

min

ing

the

degr

ee o

f stu

dent

eng

agem

ent a

re “W

hat a

re th

e st

uden

ts b

eing

ask

ed to

do

? D

oes

the

lear

ning

task

invo

lve

thin

king

? A

re s

tude

nts

chal

leng

ed to

dis

cern

pat

tern

s or

mak

e pr

edic

tions

?” If

the

answ

er to

th

ese

ques

tions

is th

at s

tude

nts

are,

for e

xam

ple,

filli

ng in

bla

nks

on a

wor

kshe

et o

r per

form

ing

a ro

te p

roce

dure

, the

y ar

e un

likel

y to

be

cog

nitiv

ely

enga

ged.

In

obs

ervi

ng a

less

on, i

t is

esse

ntia

l not

onl

y to

wat

ch th

e te

ache

r but

als

o to

pay

clo

se a

ttent

ion

to th

e st

uden

ts a

nd w

hat t

hey

are

doin

g. T

he b

est e

vide

nce

for s

tude

nt e

ngag

emen

t is

wha

t stu

dent

s ar

e sa

ying

and

doi

ng a

s a

cons

eque

nce

of w

hat t

he te

ache

r do

es, o

r has

don

e, o

r has

pla

nned

. And

whi

le s

tude

nts

may

be

phys

ical

ly a

ctiv

e (e

.g.,

usin

g m

anip

ulat

ive

mat

eria

ls in

mat

hem

atic

s or

mak

ing

a m

ap in

soc

ial s

tudi

es),

it is

not

ess

entia

l tha

t the

y be

invo

lved

in a

han

ds-o

n m

anne

r; it

is, h

owev

er, e

ssen

tial t

hat t

hey

be c

halle

nged

to b

e “m

inds

-on.

”

The

elem

ents

of c

ompo

nent

3c

are:

•

Act

iviti

es a

nd a

ssig

nmen

ts

The

activ

ities

and

ass

ignm

ents

are

the

cent

erpi

ece

of s

tude

nt e

ngag

emen

t, si

nce

they

det

erm

ine

wha

t it i

s th

at s

tude

nts

are

aske

d to

do.

A

ctiv

ities

and

ass

ignm

ents

that

pro

mot

e le

arni

ng re

quire

stu

dent

thin

king

that

em

phas

izes

dep

th o

ver b

read

th a

nd e

ncou

rage

stu

dent

s to

ex

plai

n th

eir t

hink

ing.

•

Gro

upin

g of

stu

dent

s H

ow s

tude

nts

are

grou

ped

for i

nstru

ctio

n (w

hole

cla

ss, s

mal

l gro

ups,

pai

rs, i

ndiv

idua

ls) i

s on

e of

the

man

y de

cisi

ons

teac

hers

mak

e ev

ery

day.

The

re a

re m

any

optio

ns; s

tude

nts

of s

imila

r bac

kgro

und

and

skill

may

be

clus

tere

d to

geth

er, o

r the

mor

e-ad

vanc

ed s

tude

nts

may

be

spre

ad a

roun

d in

to th

e di

ffere

nt g

roup

s. A

ltern

ativ

ely,

a te

ache

r mig

ht p

erm

it st

uden

ts to

sel

ect t

heir

own

grou

ps, o

r the

y co

uld

be fo

rmed

ra

ndom

ly.

• In

stru

ctio

nal m

ater

ials

and

reso

urce

s Th

e in

stru

ctio

nal m

ater

ials

a te

ache

r sel

ects

to u

se in

the

clas

sroo

m c

an h

ave

an e

norm

ous

impa

ct o

n st

uden

ts’ e

xper

ienc

e. T

houg

h so

me

teac

hers

are

obl

iged

to u

se a

sch

ool’s

or d

istri

ct’s

offi

cial

ly s

anct

ione

d m

ater

ials

, man

y te

ache

rs u

se th

ese

sele

ctiv

ely

or s

uppl

emen

t the

m

with

oth

ers

of th

eir c

hoos

ing

that

are

bet

ter s

uite

d to

eng

agin

g st

uden

ts in

dee

p le

arni

ng—

for e

xam

ple,

the

use

of p

rimar

y so

urce

mat

eria

ls

in s

ocia

l stu

dies

. •

Stru

ctur

e an

d pa

cing

N

o on

e, w

heth

er a

n ad

ult o

r a s

tude

nt, l

ikes

to b

e ei

ther

bor

ed o

r rus

hed

in c

ompl

etin

g a

task

. Kee

ping

thin

gs m

ovin

g, w

ithin

a w

ell-d

efin

ed

stru

ctur

e, is

one

of t

he m

arks

of a

n ex

perie

nced

teac

her.

And

sin

ce m

uch

of s

tude

nt le

arni

ng re

sults

from

thei

r ref

lect

ion

on w

hat t

hey

have

don

e, a

wel

l-des

igne

d le

sson

incl

udes

tim

e fo

r ref

lect

ion

and

clos

ure.

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

35

Com

pone

nt 3

c:

Eng

agin

g S

tude

nts

in L

earn

ing

Indi

cato

rs in

clud

e:

• S

tude

nt e

nthu

sias

m, i

nter

est,

thin

king

, pro

blem

sol

ving

, etc

. •

Lear

ning

task

s th

at re

quire

hig

h-le

vel s

tude

nt th

inki

ng a

nd in

vite

stu

dent

s to

exp

lain

thei

r thi

nkin

g

• S

tude

nts

high

ly m

otiv

ated

to w

ork

on a

ll ta

sks

and

pers

iste

nt e

ven

whe

n th

e ta

sks

are

chal

leng

ing

• S

tude

nts

activ

ely

“wor

king

,” ra

ther

than

wat

chin

g w

hile

thei

r tea

cher

“wor

ks”

• S

uita

ble

paci

ng o

f the

less

on: n

eith

er d

ragg

ed o

ut n

or ru

shed

, with

tim

e fo

r clo

sure

and

stu

dent

refle

ctio

n

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

36

In

effe

ctiv

e D

evel

opin

g E

ffec

tive

Hig

hly

Eff

ectiv

e 3c

: Eng

agin

g S

tude

nts

in

Lear

ning

The

lear

ning

task

s/ac

tiviti

es,

mat

eria

ls, a

nd re

sour

ces

are

poor

ly a

ligne

d w

ith th

e in

stru

ctio

nal o

utco

mes

, or r

equi

re

only

rote

resp

onse

s, w

ith o

nly

one

appr

oach

pos

sibl

e. T

he g

roup

ings

of

stu

dent

s ar

e un

suita

ble

to th

e ac

tiviti

es. T

he le

sson

has

no

clea

rly d

efin

ed s

truct

ure,

or t

he

pace

of t

he le

sson

is to

o sl

ow o

r ru

shed

.

The

lear

ning

task

s an

d ac

tiviti

es a

re

parti

ally

alig

ned

with

the

inst

ruct

iona

l ou

tcom

es b

ut re

quire

onl

y m

inim

al

thin

king

by

stud

ents

and

littl

e op

portu

nity

for t

hem

to e

xpla

in th

eir

thin

king

, allo

win

g m

ost s

tude

nts

to b

e pa

ssiv

e or

mer

ely

com

plia

nt. T

he

grou

ping

s of

stu

dent

s ar

e m

oder

atel

y su

itabl

e to

the

activ

ities

. The

less

on

has

a re

cogn

izab

le s

truct

ure;

ho

wev

er, t

he p

acin

g of

the

less

on

may

not

pro

vide

stu

dent

s th

e tim

e ne

eded

to b

e in

telle

ctua

lly e

ngag

ed

or m

ay b

e so

slo

w th

at m

any

stud

ents

hav

e a

cons

ider

able

am

ount

of

“dow

ntim

e.”

The

lear

ning

task

s an

d ac

tiviti

es a

re fu

lly

alig

ned

with

the

inst

ruct

iona

l out

com

es

and

are

desi

gned

to c

halle

nge

stud

ent

thin

king

, inv

iting

stu

dent

s to

mak

e th

eir

thin

king

vis

ible

. Thi

s te

chni

que

resu

lts in

ac

tive

inte

llect

ual e

ngag

emen

t by

mos

t st

uden

ts w

ith im

porta

nt a

nd c

halle

ngin

g co

nten

t, an

d w

ith te

ache

r sca

ffold

ing

to

supp

ort t

hat e

ngag

emen

t. Th

e gr

oupi

ngs

of s

tude

nts

are

suita

ble

to th

e ac

tiviti

es.

The

less

on h

as a

cle

arly

def

ined

st

ruct

ure,

and

the

paci

ng o

f the

less

on is

ap

prop

riate

, pro

vidi

ng m

ost s

tude

nts

the

time

need

ed to

be

inte

llect

ually

eng

aged

.

Virt

ually

all

stud

ents

are

in

telle

ctua

lly e

ngag

ed in

ch

alle

ngin

g co

nten

t thr

ough

wel

l-de

sign

ed le

arni

ng ta

sks

and

activ

ities

that

requ

ire c

ompl

ex

thin

king

by

stud

ents

. The

teac

her

prov

ides

sui

tabl

e sc

affo

ldin

g an

d ch

alle

nges

stu

dent

s to

exp

lain

th

eir t

hink

ing.

The

re is

evi

denc

e of

som

e st

uden

t ini

tiatio

n of

in

quiry

and

stu

dent

con

tribu

tions

to

the

expl

orat

ion

of im

porta

nt

cont

ent;

stud

ents

may

ser

ve a

s re

sour

ces

for o

ne a

noth

er. T

he

less

on h

as a

cle

arly

def

ined

st

ruct

ure,

and

the

paci

ng o

f the

le

sson

pro

vide

s st

uden

ts th

e tim

e ne

eded

not

onl

y to

inte

llect

ually

en

gage

with

and

refle

ct u

pon

thei

r le

arni

ng b

ut a

lso

to c

onso

lidat

e th

eir u

nder

stan

ding

. C

ritic

al

Att

ribu

tes

• Fe

w s

tude

nts

are

inte

llect

ually

en

gage

d in

the

less

on.

• Le

arni

ng ta

sks/

activ

ities

and

m

ater

ials

requ

ire o

nly

reca

ll or

ha

ve a

sin

gle

corr

ect r

espo

nse

or m

etho

d.

• In

stru

ctio

nal m

ater

ials

use

d ar

e un

suita

ble

to th

e le

sson

and

/or

the

stud

ents

. •

The

less

on d

rags

or i

s ru

shed

. •

Onl

y on

e ty

pe o

f ins

truct

iona

l gr

oup

is u

sed

(who

le g

roup

, sm

all g

roup

s) w

hen

varie

ty

wou

ld p

rom

ote

mor

e st

uden

t en

gage

men

t.

• S

ome

stud

ents

are

inte

llect

ually

en

gage

d in

the

less

on.

• Le

arni

ng ta

sks

are

a m

ix o

f tho

se

requ

iring

thin

king

and

thos

e re

quiri

ng re

call.

•

Stu

dent

eng

agem

ent w

ith th

e co

nten

t is

larg

ely

pass

ive;

the

lear

ning

con

sist

s pr

imar

ily o

f fac

ts

or p

roce

dure

s.

• Th

e m

ater

ials

and

reso

urce

s ar

e pa

rtial

ly a

ligne

d to

the

less

on

obje

ctiv

es.

• Fe

w o

f the

mat

eria

ls a

nd

reso

urce

s re

quire

stu

dent

thin

king

or

ask

stu

dent

s to

exp

lain

thei

r th

inki

ng.

• Th

e pa

cing

of t

he le

sson

is

unev

en—

suita

ble

in p

arts

but

ru

shed

or d

ragg

ing

in o

ther

s.

• Th

e in

stru

ctio

nal g

roup

ings

use

d ar

e pa

rtial

ly a

ppro

pria

te to

the

activ

ities

.

• M

ost s

tude

nts

are

inte

llect

ually

en

gage

d in

the

less

on.

• M

ost l

earn

ing

task

s ha

ve m

ultip

le

corr

ect r

espo

nses

or a

ppro

ache

s an

d/or

enc

oura

ge h

ighe

r-or

der

thin

king

. •

Stu

dent

s ar

e in

vite

d to

exp

lain

thei

r th

inki

ng a

s pa

rt of

com

plet

ing

task

s.

• M

ater

ials

and

reso

urce

s su

ppor

t the

le

arni

ng g

oals

and

requ

ire in

telle

ctua

l en

gage

men

t, as

app

ropr

iate

. •

The

paci

ng o

f the

less

on p

rovi

des

stud

ents

the

time

need

ed to

be

inte

llect

ually

eng

aged

. •

The

teac

her u

ses

grou

ping

s th

at a

re

suita

ble

to th

e le

sson

act

iviti

es.

• V

irtua

lly a

ll st

uden

ts a

re

inte

llect

ually

eng

aged

in th

e le

sson

. •

Less

on a

ctiv

ities

requ

ire h

igh-

leve

l stu

dent

thin

king

and

ex

plan

atio

ns o

f the

ir th

inki

ng.

• S

tude

nts

take

initi

ativ

e to

im

prov

e th

e le

sson

by

(1)

mod

ifyin

g a

lear

ning

task

to

mak

e it

mor

e m

eani

ngfu

l or

rele

vant

to th

eir n

eeds

, (2)

su

gges

ting

mod

ifica

tions

to th

e gr

oupi

ng p

atte

rns

used

, and

/or

(3) s

ugge

stin

g m

odifi

catio

ns o

r ad

ditio

ns to

the

mat

eria

ls b

eing

us

ed.

• S

tude

nts

have

an

oppo

rtuni

ty

for r

efle

ctio

n an

d cl

osur

e on

th

e le

sson

to c

onso

lidat

e th

eir

unde

rsta

ndin

g.

Pos

sibl

e E

xam

ples

•

Mos

t stu

dent

s di

sreg

ard

the

assi

gnm

ent g

iven

by

the

teac

her;

it ap

pear

s to

be

muc

h to

o di

fficu

lt fo

r the

m.

• S

tude

nts

fill o

ut th

e le

sson

w

orks

heet

by

copy

ing

wor

ds

from

the

boar

d.

• S

tude

nts

are

usin

g m

ath

• S

tude

nts

in o

nly

thre

e of

the

five

smal

l gro

ups

are

figur

ing

out a

n an

swer

to th

e as

sign

ed p

robl

em;

the

othe

rs s

eem

to b

e un

sure

how

th

ey s

houl

d pr

ocee

d.

• S

tude

nts

are

aske

d to

fill

in a

w

orks

heet

, fol

low

ing

an

esta

blis

hed

proc

edur

e.

• Fi

ve s

tude

nts

(out

of 2

7) h

ave

finis

hed

an a

ssig

nmen

t ear

ly a

nd b

egin

talk

ing

amon

g th

emse

lves

; the

teac

her

assi

gns

a fo

llow

-up

activ

ity.

• S

tude

nts

are

aske

d to

form

ulat

e a

hypo

thes

is a

bout

wha

t mig

ht h

appe

n if

the

Am

eric

an v

otin

g sy

stem

allo

wed

fo

r the

dire

ct e

lect

ion

of p

resi

dent

s

• S

tude

nts

are

aske

d to

writ

e an

es

say

in th

e st

yle

of

Hem

ingw

ay a

nd to

des

crib

e w

hich

asp

ects

of h

is s

tyle

they

ha

ve in

corp

orat

ed.

• S

tude

nts

dete

rmin

e w

hich

of

seve

ral t

ools

—e.

g., a

pr

otra

ctor

, spr

eads

heet

, or

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

37

In

effe

ctiv

e D

evel

opin

g E

ffec

tive

Hig

hly

Eff

ectiv

e m

anip

ulat

ive

mat

eria

ls in

a ro

te

activ

ity.

• Th

e te

ache

r lec

ture

s fo

r 45

min

utes

. •

Mos

t stu

dent

s do

n’t h

ave

time

to c

ompl

ete

the

assi

gnm

ent;

the

teac

her m

oves

on

in th

e le

sson

. •

And

oth

ers…

• Th

ere

is a

reco

gniz

able

beg

inni

ng,

mid

dle,

and

end

to th

e le

sson

. •

The

teac

her l

ectu

res

for 2

0 m

inut

es a

nd p

rovi

des

15 m

inut

es

for t

he s

tude

nts

to w

rite

an e

ssay

; no

t all

stud

ents

are

abl

e to

co

mpl

ete

it.

• A

nd o

ther

s…

and

to e

xpla

in th

eir r

easo

ning

. •

Stu

dent

s ar

e gi

ven

a ta

sk to

do

inde

pend

ently

, the

n to

dis

cuss

with

a

tabl

e gr

oup,

follo

wed

by

a re

porti

ng

from

eac

h ta

ble.

•

Stu

dent

s ar

e as

ked

to c

reat

e di

ffere

nt

repr

esen

tatio

ns o

f a la

rge

num

ber

usin

g a

varie

ty o

f man

ipul

ativ

e m

ater

ials

. •

The

less

on is

nei

ther

rush

ed n

or d

oes

it dr

ag.

• A

nd o

ther

s…

grap

hing

cal

cula

tor—

wou

ld b

e m

ost s

uita

ble

to s

olve

a m

ath

prob

lem

. •

A s

tude

nt a

sks

whe

ther

they

m

ight

rem

ain

in th

eir s

mal

l gr

oups

to c

ompl

ete

anot

her

sect

ion

of th

e ac

tivity

, rat

her

than

wor

k in

depe

nden

tly.

• S

tude

nts

iden

tify

or c

reat

e th

eir

own

lear

ning

mat

eria

ls.

• S

tude

nts

sum

mar

ize

thei

r le

arni

ng fr

om th

e le

sson

. •

And

oth

ers…

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

38

Com

pone

nt 3

d:

Usi

ng A

sses

smen

t in

Inst

ruct

ion

A

sses

smen

t of s

tude

nt le

arni

ng p

lays

an

impo

rtant

new

role

in te

achi

ng: n

o lo

nger

sig

nalin

g th

e en

d of

inst

ruct

ion,

it is

now

re

cogn

ized

to b

e an

inte

gral

par

t of i

nstru

ctio

n. W

hile

ass

essm

ent o

f lea

rnin

g ha

s al

way

s be

en a

nd w

ill c

ontin

ue to

be

an im

porta

nt

aspe

ct o

f tea

chin

g (it

’s im

porta

nt fo

r tea

cher

s to

kno

w w

heth

er s

tude

nts

have

lear

ned

wha

t tea

cher

s in

tend

), as

sess

men

t for

lear

ning

ha

s in

crea

sing

ly c

ome

to p

lay

an im

porta

nt ro

le in

cla

ssro

om p

ract

ice.

And

in o

rder

to a

sses

s st

uden

t lea

rnin

g fo

r the

pur

pose

s of

in

stru

ctio

n, te

ache

rs m

ust h

ave

a “fi

nger

on

the

puls

e” o

f a le

sson

, mon

itorin

g st

uden

t und

erst

andi

ng a

nd, w

here

feed

back

is

appr

opria

te, o

fferin

g it

to s

tude

nts.

A te

ache

r’s a

ctio

ns in

mon

itorin

g st

uden

t lea

rnin

g, w

hile

they

may

sup

erfic

ially

look

the

sam

e as

thos

e us

ed in

mon

itorin

g st

uden

t be

havi

or, h

ave

a fu

ndam

enta

lly d

iffer

ent p

urpo

se. W

hen

mon

itorin

g be

havi

or, t

each

ers

are

aler

t to

stud

ents

who

may

be

pass

ing

note

s or

bot

herin

g th

eir n

eigh

bors

; whe

n m

onito

ring

stud

ent l

earn

ing,

teac

hers

look

car

eful

ly a

t wha

t stu

dent

s ar

e w

ritin

g, o

r lis

ten

care

fully

to th

e qu

estio

ns s

tude

nts

ask,

in o

rder

to g

auge

whe

ther

they

requ

ire a

dditi

onal

act

ivity

or e

xpla

natio

n to

gra

sp th

e co

nten

t. In

eac

h ca

se, t

he te

ache

r may

be

circ

ulat

ing

in th

e ro

om, b

ut h

is o

r her

pur

pose

in d

oing

so

is q

uite

diff

eren

t in

the

two

situ

atio

ns.

Sim

ilarly

, on

the

surfa

ce, q

uest

ions

ask

ed o

f stu

dent

s fo

r the

pur

pose

of m

onito

ring

lear

ning

are

fund

amen

tally

diff

eren

t fro

m th

ose

used

to b

uild

und

erst

andi

ng; i

n th

e fo

rmer

, the

que

stio

ns s

eek

to re

veal

stu

dent

s’ m

isco

ncep

tions

, whe

reas

in th

e la

tter t

he q

uest

ions

ar

e de

sign

ed to

exp

lore

rela

tions

hips

or d

eepe

n un

ders

tand

ing.

Inde

ed, f

or th

e pu

rpos

e of

mon

itorin

g, m

any

teac

hers

cre

ate

ques

tions

spe

cific

ally

to e

licit

the

exte

nt o

f stu

dent

und

erst

andi

ng a

nd u

se a

dditi

onal

tech

niqu

es (s

uch

as e

xit t

icke

ts) t

o de

term

ine

the

degr

ee o

f und

erst

andi

ng o

f eve

ry s

tude

nt in

the

clas

s. T

each

ers

at h

igh

leve

ls o

f per

form

ance

in th

is c

ompo

nent

, the

n,

dem

onst

rate

the

abili

ty to

enc

oura

ge s

tude

nts

and

actu

ally

teac

h th

em th

e ne

cess

ary

skill

s of

mon

itorin

g th

eir o

wn

lear

ning

aga

inst

cl

ear s

tand

ards

.

But

as

impo

rtant

as

mon

itorin

g st

uden

t lea

rnin

g an

d pr

ovid

ing

feed

back

to s

tude

nts

are,

how

ever

, the

y ar

e gr

eatly

stre

ngth

ened

by

a te

ache

r’s s

kill

in m

akin

g m

id-c

ours

e co

rrec

tions

whe

n ne

eded

, sei

zing

on

a “te

acha

ble

mom

ent,”

or e

nlis

ting

stud

ents

’ par

ticul

ar

inte

rest

s to

enr

ich

an e

xpla

natio

n.

The

elem

ents

of c

ompo

nent

3d

are:

•

Ass

essm

ent c

riter

ia

It is

ess

entia

l tha

t stu

dent

s kn

ow th

e cr

iteria

for a

sses

smen

t. A

t its

hig

hest

leve

l, st

uden

ts th

emse

lves

hav

e ha

d a

hand

in a

rticu

latin

g th

e cr

iteria

(for

exa

mpl

e, o

f a c

lear

ora

l pre

sent

atio

n).

• M

onito

ring

of s

tude

nt le

arni

ng

A te

ache

r’s s

kill

in e

liciti

ng e

vide

nce

of s

tude

nt u

nder

stan

ding

is o

ne o

f the

true

mar

ks o

f exp

ertis

e. T

his

is n

ot a

hit-

or-m

iss

effo

rt, b

ut is

pl

anne

d ca

refu

lly in

adv

ance

. Eve

n af

ter p

lann

ing

care

fully

, how

ever

, a te

ache

r mus

t wea

ve m

onito

ring

of s

tude

nt le

arni

ng s

eam

less

ly in

to

the

less

on, u

sing

a v

arie

ty o

f tec

hniq

ues.

•

Feed

back

to s

tude

nts

Feed

back

on

lear

ning

is a

n es

sent

ial e

lem

ent o

f a ri

ch in

stru

ctio

nal e

nviro

nmen

t; w

ithou

t it,

stud

ents

are

con

stan

tly g

uess

ing

at h

ow th

ey

are

doin

g an

d at

how

thei

r wor

k ca

n be

impr

oved

. Val

uabl

e fe

edba

ck m

ust b

e tim

ely,

con

stru

ctiv

e, a

nd s

ubst

antiv

e an

d m

ust p

rovi

de

stud

ents

the

guid

ance

they

nee

d to

impr

ove

thei

r per

form

ance

. •

Stu

dent

sel

f-ass

essm

ent a

nd m

onito

ring

of p

rogr

ess

The

culm

inat

ion

of s

tude

nts’

ass

umpt

ion

of re

spon

sibi

lity

for t

heir

lear

ning

is w

hen

they

mon

itor t

heir

own

lear

ning

and

take

app

ropr

iate

ac

tion.

Of c

ours

e, th

ey c

an d

o th

ese

thin

gs o

nly

if th

e cr

iteria

for l

earn

ing

are

clea

r and

if th

ey h

ave

been

taug

ht th

e sk

ills

of c

heck

ing

thei

r w

ork

agai

nst c

lear

crit

eria

.

Indi

cato

rs in

clud

e:

• Th

e te

ache

r pay

ing

clos

e at

tent

ion

to e

vide

nce

of s

tude

nt u

nder

stan

ding

•

The

teac

her p

osin

g sp

ecifi

cally

cre

ated

que

stio

ns to

elic

it ev

iden

ce o

f stu

dent

und

erst

andi

ng

• Th

e te

ache

r circ

ulat

ing

to m

onito

r stu

dent

lear

ning

and

to o

ffer f

eedb

ack

• S

tude

nts

asse

ssin

g th

eir o

wn

wor

k ag

ains

t est

ablis

hed

crite

ria

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

39

Inef

fect

ive

Dev

elop

ing

Eff

ectiv

e H

ighl

y E

ffec

tive

3d: U

sing

A

sses

smen

t in

Inst

ruct

ion

Stu

dent

s do

not

app

ear t

o be

aw

are

of

the

asse

ssm

ent c

riter

ia, a

nd th

ere

is

little

or n

o m

onito

ring

of s

tude

nt

lear

ning

; fee

dbac

k is

abs

ent o

r of p

oor

qual

ity. S

tude

nts

do n

ot e

ngag

e in

sel

f- or

pee

r ass

essm

ent.

Stu

dent

s ap

pear

to b

e on

ly

parti

ally

aw

are

of th

e as

sess

men

t crit

eria

, and

the

teac

her m

onito

rs s

tude

nt

lear

ning

for t

he c

lass

as

a w

hole

. Que

stio

ns a

nd

asse

ssm

ents

are

rare

ly u

sed

to

diag

nose

evi

denc

e of

lear

ning

. Fe

edba

ck to

stu

dent

s is

ge

nera

l, an

d fe

w s

tude

nts

asse

ss th

eir o

wn

wor

k.

Stu

dent

s ap

pear

to b

e aw

are

of th

e as

sess

men

t crit

eria

, and

the

teac

her

mon

itors

stu

dent

lear

ning

for g

roup

s of

stu

dent

s. Q

uest

ions

and

as

sess

men

ts a

re re

gula

rly u

sed

to

diag

nose

evi

denc

e of

lear

ning

. Te

ache

r fee

dbac

k to

gro

ups

of

stud

ents

is a

ccur

ate

and

spec

ific;

so

me

stud

ents

eng

age

in s

elf-

asse

ssm

ent.

Ass

essm

ent i

s fu

lly in

tegr

ated

into

in

stru

ctio

n, th

roug

h ex

tens

ive

use

of fo

rmat

ive

asse

ssm

ent.

Stu

dent

s ap

pear

to b

e aw

are

of, a

nd th

ere

is

som

e ev

iden

ce th

at th

ey h

ave

cont

ribut

ed to

, the

ass

essm

ent

crite

ria. Q

uest

ions

and

as

sess

men

ts a

re u

sed

regu

larly

to

diag

nose

evi

denc

e of

lear

ning

by

indi

vidu

al s

tude

nts.

A v

arie

ty o

f fo

rms

of fe

edba

ck, f

rom

bot

h te

ache

r and

pee

rs, i

s ac

cura

te a

nd

spec

ific

and

adva

nces

lear

ning

. S

tude

nts

self-

asse

ss a

nd m

onito

r th

eir o

wn

prog

ress

. The

teac

her

succ

essf

ully

diff

eren

tiate

s in

stru

ctio

n to

add

ress

indi

vidu

al

stud

ents

’ mis

unde

rsta

ndin

gs.

Cri

tical

A

ttri

bute

s •

The

teac

her g

ives

no

indi

catio

n of

w

hat h

igh-

qual

ity w

ork

look

s lik

e.

• Th

e te

ache

r mak

es n

o ef

fort

to

dete

rmin

e w

heth

er s

tude

nts

unde

rsta

nd th

e le

sson

. •

Stu

dent

s re

ceiv

e no

feed

back

, or

feed

back

is g

loba

l or d

irect

ed to

onl

y on

e st

uden

t.

• Th

e te

ache

r doe

s no

t ask

stu

dent

s to

ev

alua

te th

eir o

wn

or c

lass

mat

es’

wor

k.

• Th

ere

is li

ttle

evid

ence

that

th

e st

uden

ts u

nder

stan

d ho

w

thei

r wor

k w

ill b

e ev

alua

ted.

•

The

teac

her m

onito

rs

unde

rsta

ndin

g th

roug

h a

sing

le m

etho

d, o

r with

out

elic

iting

evi

denc

e of

un

ders

tand

ing

from

stu

dent

s.

• Fe

edba

ck to

stu

dent

s is

va

gue

and

not o

rient

ed

tow

ard

futu

re im

prov

emen

t of

wor

k.

• Th

e te

ache

r mak

es o

nly

min

or a

ttem

pts

to e

ngag

e st

uden

ts in

sel

f- or

pee

r as

sess

men

t.

• Th

e te

ache

r mak

es th

e st

anda

rds

of h

igh-

qual

ity w

ork

clea

r to

stud

ents

. •

The

teac

her e

licits

evi

denc

e of

st

uden

t und

erst

andi

ng.

• S

tude

nts

are

invi

ted

to a

sses

s th

eir

own

wor

k an

d m

ake

impr

ovem

ents

; m

ost o

f the

m d

o so

. •

Feed

back

incl

udes

spe

cific

and

tim

ely

guid

ance

, at l

east

for g

roup

s of

stu

dent

s.

• S

tude

nts

indi

cate

that

they

cle

arly

un

ders

tand

the

char

acte

ristic

s of

hi

gh-q

ualit

y w

ork,

and

ther

e is

ev

iden

ce th

at s

tude

nts

have

he

lped

est

ablis

h th

e ev

alua

tion

crite

ria.

• Th

e te

ache

r is

cons

tant

ly “t

akin

g th

e pu

lse”

of t

he c

lass

; mon

itorin

g of

stu

dent

und

erst

andi

ng is

so

phis

ticat

ed a

nd c

ontin

uous

and

m

akes

use

of s

trate

gies

to e

licit

info

rmat

ion

abou

t ind

ivid

ual

stud

ent u

nder

stan

ding

. •

Stu

dent

s m

onito

r the

ir ow

n un

ders

tand

ing,

eith

er o

n th

eir

own

initi

ativ

e or

as

a re

sult

of

task

s se

t by

the

teac

her.

• H

igh-

qual

ity fe

edba

ck c

omes

fro

m m

any

sour

ces,

incl

udin

g st

uden

ts; i

t is

spec

ific

and

focu

sed

on im

prov

emen

t.

Pos

sibl

e E

xam

ples

•

A s

tude

nt a

sks,

“How

is th

is

assi

gnm

ent g

oing

to b

e gr

aded

?”

• A

stu

dent

ask

s, “I

s th

is th

e rig

ht w

ay

to s

olve

this

pro

blem

?” b

ut re

ceiv

es

no in

form

atio

n fro

m th

e te

ache

r. •

The

teac

her f

orge

s ah

ead

with

a

pres

enta

tion

with

out c

heck

ing

for

unde

rsta

ndin

g.

• A

fter t

he s

tude

nts

pres

ent t

heir

rese

arch

on

glob

aliz

atio

n, th

e te

ache

r te

lls th

em th

eir l

ette

r gra

de; w

hen

• Th

e te

ache

r ask

s, “D

oes

anyo

ne h

ave

a qu

estio

n?"

• W

hen

a st

uden

t com

plet

es a

pr

oble

m o

n th

e bo

ard,

the

teac

her c

orre

cts

the

stud

ent’s

w

ork

with

out e

xpla

inin

g w

hy.

• Th

e te

ache

r say

s, “G

ood

job,

ev

eryo

ne.”

•

The

teac

her,

afte

r rec

eivi

ng a

co

rrec

t res

pons

e fro

m o

ne

stud

ent,

cont

inue

s w

ithou

t

• Th

e te

ache

r circ

ulat

es d

urin

g sm

all-

grou

p or

inde

pend

ent w

ork,

offe

ring

sugg

estio

ns to

stu

dent

s.

• Th

e te

ache

r use

s sp

ecifi

cally

fo

rmul

ated

que

stio

ns to

elic

it ev

iden

ce o

f stu

dent

und

erst

andi

ng.

• Th

e te

ache

r ask

s st

uden

ts to

look

ov

er th

eir p

aper

s to

cor

rect

thei

r er

rors

; mos

t of t

hem

eng

age

in th

is

task

. •

And

oth

ers…

• Th

e te

ache

r rem

inds

stu

dent

s of

th

e ch

arac

teris

tics

of h

igh-

qual

ity

wor

k, o

bser

ving

that

the

stud

ents

th

emse

lves

hel

ped

deve

lop

them

. •

Whi

le s

tude

nts

are

wor

king

, the

te

ache

r circ

ulat

es, p

rovi

ding

sp

ecifi

c fe

edba

ck to

indi

vidu

al

stud

ents

. •

The

teac

her u

ses

pops

icle

stic

ks

or e

xit t

icke

ts to

elic

it ev

iden

ce o

f in

divi

dual

stu

dent

und

erst

andi

ng.

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

40

In

effe

ctiv

e D

evel

opin

g E

ffec

tive

Hig

hly

Eff

ectiv

e st

uden

ts a

sk h

ow h

e ar

rived

at t

he

grad

e, th

e te

ache

r res

pond

s, “A

fter

all t

hese

yea

rs in

edu

catio

n, I

just

kn

ow w

hat g

rade

to g

ive.

” •

And

oth

ers…

asce

rtain

ing

whe

ther

oth

er

stud

ents

und

erst

and

the

conc

ept.

• Th

e st

uden

ts re

ceiv

e th

eir

test

s ba

ck; e

ach

one

is

sim

ply

mar

ked

with

a le

tter

grad

e at

the

top.

•

And

oth

ers…

• S

tude

nts

offe

r fee

dbac

k to

thei

r cl

assm

ates

on

thei

r wor

k.

• S

tude

nts

eval

uate

a p

iece

of t

heir

writ

ing

agai

nst t

he w

ritin

g ru

bric

an

d co

nfer

with

the

teac

her a

bout

ho

w it

cou

ld b

e im

prov

ed.

• A

nd o

ther

s…

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

41

Com

pone

nt 3

e:

Dem

onst

ratin

g Fl

exib

ility

and

Res

pons

iven

ess

“F

lexi

bilit

y an

d re

spon

sive

ness

” ref

er to

a te

ache

r’s s

kill

in m

akin

g ad

just

men

ts in

a le

sson

to re

spon

d to

cha

ngin

g co

nditi

ons.

Whe

n a

less

on is

wel

l pla

nned

, the

re m

ay b

e no

nee

d fo

r cha

nges

dur

ing

the

cour

se o

f the

less

on it

self.

Shi

fting

the

appr

oach

in m

idst

ream

is

not a

lway

s ne

cess

ary;

in fa

ct, w

ith e

xper

ienc

e co

mes

ski

ll in

acc

urat

ely

pred

ictin

g ho

w a

less

on w

ill g

o an

d be

ing

prep

ared

for d

iffer

ent

poss

ible

sce

nario

s. B

ut e

ven

the

mos

t ski

lled,

and

bes

t pre

pare

d, te

ache

rs w

ill o

ccas

iona

lly fi

nd e

ither

that

a le

sson

is n

ot p

roce

edin

g as

they

wou

ld li

ke o

r tha

t a te

acha

ble

mom

ent h

as p

rese

nted

itse

lf. T

hey

are

read

y fo

r suc

h si

tuat

ions

. Fur

ther

mor

e, te

ache

rs w

ho a

re

com

mitt

ed to

the

lear

ning

of a

ll st

uden

ts p

ersi

st in

thei

r atte

mpt

s to

eng

age

them

in le

arni

ng, e

ven

whe

n co

nfro

nted

with

initi

al s

etba

cks.

The

elem

ents

of c

ompo

nent

3e

are:

•

Less

on a

djus

tmen

t E

xper

ienc

ed te

ache

rs a

re a

ble

to m

ake

both

min

or a

nd (a

t tim

es) m

ajor

adj

ustm

ents

to a

less

on, o

r mid

-cou

rse

corr

ectio

ns. S

uch

adju

stm

ents

dep

end

on a

teac

her’s

sto

re o

f alte

rnat

e in

stru

ctio

nal s

trate

gies

and

the

conf

iden

ce to

mak

e a

shift

whe

n ne

eded

. •

Res

pons

e to

stu

dent

s O

ccas

iona

lly d

urin

g a

less

on, a

n un

expe

cted

eve

nt w

ill o

ccur

that

pre

sent

s a

true

teac

habl

e m

omen

t. It

is a

mar

k of

con

side

rabl

e te

ache

r sk

ill to

be

able

to c

apita

lize

on s

uch

oppo

rtuni

ties.

•

Per

sist

ence

C

omm

itted

teac

hers

don

’t gi

ve u

p ea

sily

; whe

n st

uden

ts e

ncou

nter

diff

icul

ty in

lear

ning

(whi

ch a

ll do

at s

ome

poin

t), th

ese

teac

hers

see

k al

tern

ate

appr

oach

es to

hel

p th

eir s

tude

nts

be s

ucce

ssfu

l. In

thes

e ef

forts

, tea

cher

s di

spla

y a

keen

sen

se o

f effi

cacy

.

Indi

cato

rs in

clud

e:

• In

corp

orat

ion

of s

tude

nts’

inte

rest

s an

d da

ily e

vent

s in

to a

less

on

• Th

e te

ache

r adj

ustin

g in

stru

ctio

n in

resp

onse

to e

vide

nce

of s

tude

nt u

nder

stan

ding

(or l

ack

of it

) •

The

teac

her s

eizi

ng o

n a

teac

habl

e m

omen

t

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

42

In

effe

ctiv

e D

evel

opin

g E

ffec

tive

Hig

hly

Eff

ectiv

e 3e

: D

emon

stra

ting

Flex

ibili

ty a

nd

Res

pons

iven

ess

The

teac

her i

gnor

es s

tude

nts’

qu

estio

ns; w

hen

stud

ents

hav

e di

fficu

lty le

arni

ng, t

he te

ache

r bl

ames

them

or t

heir

hom

e en

viro

nmen

t for

thei

r lac

k of

su

cces

s. T

he te

ache

r mak

es n

o at

tem

pt to

adj

ust t

he le

sson

eve

n w

hen

stud

ents

don

’t un

ders

tand

th

e co

nten

t.

The

teac

her a

ccep

ts re

spon

sibi

lity

for t

he s

ucce

ss o

f all

stud

ents

but

ha

s on

ly a

lim

ited

repe

rtoire

of

stra

tegi

es to

use

. Adj

ustm

ent o

f the

le

sson

in re

spon

se to

ass

essm

ent

is m

inim

al o

r ine

ffect

ive.

The

teac

her s

ucce

ssfu

lly

acco

mm

odat

es s

tude

nts’

qu

estio

ns a

nd in

tere

sts.

Dra

win

g on

a b

road

repe

rtoire

of

stra

tegi

es, t

he te

ache

r per

sist

s in

se

ekin

g ap

proa

ches

for s

tude

nts

who

hav

e di

fficu

lty le

arni

ng. I

f im

prom

ptu

mea

sure

s ar

e ne

eded

, the

teac

her m

akes

a

min

or a

djus

tmen

t to

the

less

on

and

does

so

smoo

thly

.

The

teac

her s

eize

s an

opp

ortu

nity

to

enha

nce

lear

ning

, bui

ldin

g on

a

spon

tane

ous

even

t or s

tude

nts’

in

tere

sts,

or s

ucce

ssfu

lly a

djus

ts a

nd

diffe

rent

iate

s in

stru

ctio

n to

add

ress

in

divi

dual

stu

dent

mis

unde

rsta

ndin

gs.

Usi

ng a

n ex

tens

ive

repe

rtoire

of

inst

ruct

iona

l stra

tegi

es a

nd s

olic

iting

ad

ditio

nal r

esou

rces

from

the

scho

ol o

r co

mm

unity

, the

teac

her p

ersi

sts

in

seek

ing

effe

ctiv

e ap

proa

ches

for

stud

ents

who

nee

d he

lp.

Cri

tical

A

ttri

bute

s •

The

teac

her i

gnor

es in

dica

tions

of

stu

dent

bor

edom

or l

ack

of

unde

rsta

ndin

g.

• Th

e te

ache

r bru

shes

asi

de

stud

ents

’ que

stio

ns.

• Th

e te

ache

r con

veys

to

stud

ents

that

whe

n th

ey h

ave

diffi

culty

lear

ning

, it i

s th

eir

faul

t. •

In re

flect

ing

on p

ract

ice,

the

teac

her d

oes

not i

ndic

ate

that

it

is im

porta

nt to

reac

h al

l st

uden

ts.

• Th

e te

ache

r mak

es n

o at

tem

pt

to a

djus

t the

less

on in

re

spon

se to

stu

dent

con

fusi

on.

• Th

e te

ache

r mak

es p

erfu

ncto

ry

atte

mpt

s to

inco

rpor

ate

stud

ents

’ qu

estio

ns a

nd in

tere

sts

into

the

less

on.

• Th

e te

ache

r con

veys

to s

tude

nts

a le

vel o

f res

pons

ibili

ty fo

r the

ir le

arni

ng b

ut a

lso

his

unce

rtain

ty

abou

t how

to a

ssis

t the

m.

• In

refle

ctin

g on

pra

ctic

e, th

e te

ache

r ind

icat

es th

e de

sire

to

reac

h al

l stu

dent

s bu

t doe

s no

t su

gges

t stra

tegi

es fo

r doi

ng s

o.

• Th

e te

ache

r’s a

ttem

pts

to a

djus

t th

e le

sson

are

par

tially

su

cces

sful

.

• Th

e te

ache

r inc

orpo

rate

s st

uden

ts’ i

nter

ests

and

qu

estio

ns in

to th

e he

art o

f the

le

sson

.

• Th

e te

ache

r con

veys

to

stud

ents

that

she

has

oth

er

appr

oach

es to

try

whe

n th

e st

uden

ts e

xper

ienc

e di

fficu

lty.

• In

refle

ctin

g on

pra

ctic

e, th

e te

ache

r cite

s m

ultip

le

appr

oach

es u

nder

take

n to

re

ach

stud

ents

hav

ing

diffi

culty

. •

Whe

n im

prov

isin

g be

com

es

nece

ssar

y, th

e te

ache

r mak

es

adju

stm

ents

to th

e le

sson

.

• Th

e te

ache

r sei

zes

on a

teac

habl

e m

omen

t to

enha

nce

a le

sson

.

• Th

e te

ache

r con

veys

to s

tude

nts

that

sh

e w

on’t

cons

ider

a le

sson

“fin

ishe

d”

until

eve

ry s

tude

nt u

nder

stan

ds a

nd

that

she

has

a b

road

rang

e of

ap

proa

ches

to u

se.

• In

refle

ctin

g on

pra

ctic

e, th

e te

ache

r ca

n ci

te o

ther

s in

the

scho

ol a

nd

beyo

nd w

hom

he

has

cont

acte

d fo

r as

sist

ance

in re

achi

ng s

ome

stud

ents

. •

The

teac

her’s

ad

just

men

ts

to

the

less

on,

whe

n th

ey a

re n

eede

d, a

re

desi

gned

to a

ssis

t ind

ivid

ual s

tude

nts.

Pos

sibl

e E

xam

ples

•

The

teac

her s

ays,

“We

don’

t ha

ve ti

me

for t

hat t

oday

.” •

The

teac

her s

ays,

“If y

ou’d

just

pa

y at

tent

ion,

you

cou

ld

unde

rsta

nd th

is.”

• W

hen

a st

uden

t ask

s th

e te

ache

r to

expl

ain

a m

athe

mat

ical

pro

cedu

re a

gain

, th

e te

ache

r say

s, “J

ust d

o th

e ho

mew

ork

assi

gnm

ent;

you’

ll ge

t it t

hen.

” •

And

oth

ers…

• Th

e te

ache

r say

s, “I

’ll tr

y to

thin

k of

ano

ther

way

to c

ome

at th

is

and

get b

ack

to y

ou.”

• Th

e te

ache

r say

s, “I

real

ize

not

ever

yone

und

erst

ands

this

, but

w

e ca

n’t s

pend

any

mor

e tim

e on

it.

” •

The

teac

her r

earr

ange

s th

e w

ay

the

stud

ents

are

gro

uped

in a

n at

tem

pt to

hel

p st

uden

ts

unde

rsta

nd th

e le

sson

; the

st

rate

gy is

par

tially

suc

cess

ful.

• A

nd o

ther

s…

• Th

e te

ache

r say

s, “T

hat’s

an

inte

rest

ing

idea

; let

’s s

ee h

ow it

fit

s.”

• Th

e te

ache

r illu

stra

tes

a pr

inci

ple

of g

ood

writ

ing

to a

st

uden

t, us

ing

his

inte

rest

in

bask

etba

ll as

con

text

. •

The

teac

her s

ays,

“Thi

s se

ems

to b

e m

ore

diffi

cult

for y

ou th

an

I exp

ecte

d; le

t’s tr

y th

is w

ay,”

and

then

use

s an

othe

r ap

proa

ch.

• A

nd o

ther

s…

• Th

e te

ache

r sto

ps a

less

on m

idst

ream

an

d sa

ys, “

This

act

ivity

doe

sn’t

seem

to

be

wor

king

. Her

e’s

anot

her w

ay I’

d lik

e yo

u to

try

it.”

• Th

e te

ache

r inc

orpo

rate

s th

e sc

hool

’s

upco

min

g ch

ampi

onsh

ip g

ame

into

an

expl

anat

ion

of a

vera

ges.

•

The

teac

her s

ays,

“If w

e ha

ve to

com

e ba

ck to

this

tom

orro

w, w

e w

ill; i

t’s

real

ly im

porta

nt th

at y

ou u

nder

stan

d it.

” •

And

oth

ers…

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

43

Dom

ain

4: P

rofe

ssio

nal R

espo

nsib

ilitie

s

Com

pone

nt 4

a:

Ref

lect

ing

on T

each

ing

R

efle

ctin

g on

teac

hing

enc

ompa

sses

the

teac

her’s

thin

king

that

follo

ws

any

inst

ruct

iona

l eve

nt, a

n an

alys

is o

f the

man

y de

cisi

ons

mad

e in

bot

h th

e pl

anni

ng a

nd th

e im

plem

enta

tion

of a

less

on. B

y co

nsid

erin

g th

ese

elem

ents

in li

ght o

f the

impa

ct th

ey h

ad o

n st

uden

t lea

rnin

g, te

ache

rs c

an d

eter

min

e w

here

to fo

cus

thei

r effo

rts in

mak

ing

revi

sion

s an

d ch

oose

whi

ch a

spec

ts o

f the

inst

ruct

ion

they

will

con

tinue

in fu

ture

less

ons.

Tea

cher

s m

ay re

flect

on

thei

r pra

ctic

e th

roug

h co

llegi

al c

onve

rsat

ions

, jou

rnal

writ

ing,

exa

min

ing

stud

ent w

ork,

con

vers

atio

ns w

ith s

tude

nts,

or s

impl

y th

inki

ng a

bout

thei

r tea

chin

g. R

efle

ctin

g w

ith a

ccur

acy

and

spec

ifici

ty, a

s w

ell a

s be

ing

able

to u

se in

futu

re te

achi

ng w

hat h

as b

een

lear

ned,

is a

n ac

quire

d sk

ill; m

ento

rs, c

oach

es, a

nd s

uper

viso

rs c

an h

elp

teac

hers

ac

quire

and

dev

elop

the

skill

of r

efle

ctin

g on

teac

hing

thro

ugh

supp

ortiv

e an

d de

ep q

uest

ioni

ng. O

ver t

ime,

this

way

of t

hink

ing

both

re

flect

ivel

y an

d se

lf-cr

itica

lly a

nd o

f ana

lyzi

ng in

stru

ctio

n th

roug

h th

e le

ns o

f stu

dent

lear

ning

—w

heth

er e

xcel

lent

, ade

quat

e, o

r in

adeq

uate

—be

com

es a

hab

it of

min

d, le

adin

g to

impr

ovem

ent i

n te

achi

ng a

nd le

arni

ng.

The

elem

ents

of c

ompo

nent

4a

are:

•

Acc

urac

y

As

teac

hers

gai

n ex

perie

nce,

thei

r ref

lect

ions

on

prac

tice

beco

me

mor

e ac

cura

te, c

orre

spon

ding

to th

e as

sess

men

ts th

at w

ould

be

give

n by

an

ext

erna

l and

unb

iase

d ob

serv

er. N

ot o

nly

ar

e th

e re

flect

ions

acc

urat

e, b

ut te

ache

rs c

an p

rovi

de s

peci

fic e

xam

ples

from

the

less

on to

sup

port

thei

r jud

gmen

ts.

• U

se in

futu

re te

achi

ng

If th

e po

tent

ial o

f ref

lect

ion

to im

prov

e te

achi

ng is

to b

e fu

lly re

aliz

ed, t

each

ers

mus

t use

thei

r ref

lect

ions

to m

ake

adju

stm

ents

in th

eir

prac

tice.

As

thei

r exp

erie

nce

and

expe

rtise

incr

ease

s, te

ache

rs d

raw

on

an e

ver-

incr

easi

ng re

perto

ire o

f stra

tegi

es to

info

rm th

ese

adju

stm

ents

..

Indi

cato

rs in

clud

e:

• A

ccur

ate

refle

ctio

ns o

n a

less

on

• C

itatio

n of

adj

ustm

ents

to p

ract

ice

that

dra

w o

n a

repe

rtoire

of s

trate

gies

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

44

In

effe

ctiv

e D

evel

opin

g E

ffec

tive

Hig

hly

Eff

ectiv

e 4a

: R

efle

ctin

g on

Te

achi

ng

The

teac

her d

oes

not k

now

w

heth

er a

less

on w

as

effe

ctiv

e or

ach

ieve

d its

in

stru

ctio

nal o

utco

mes

, or

the

teac

her p

rofo

undl

y m

isju

dges

the

succ

ess

of a

le

sson

. The

teac

her h

as n

o su

gges

tions

for h

ow a

less

on

coul

d be

impr

oved

.

The

teac

her

has

a ge

nera

lly

accu

rate

impr

essi

on o

f a le

sson

’s

effe

ctiv

enes

s an

d th

e ex

tent

to

whi

ch

inst

ruct

iona

l out

com

es w

ere

met

. T

he te

ache

r m

akes

gen

eral

su

gges

tions

abo

ut h

ow a

less

on

coul

d

be im

prov

ed.

The

teac

her

mak

es a

n ac

cura

te

asse

ssm

ent o

f a le

sson

’s

effe

ctiv

enes

s an

d th

e ex

tent

to

whi

ch it

ach

ieve

d its

inst

ruct

iona

l ou

tcom

es a

nd c

an c

ite g

ener

al

refe

renc

es to

sup

port

the

judg

men

t. T

he te

ache

r m

akes

a fe

w s

peci

fic

sugg

estio

ns o

f wha

t cou

ld b

e tr

ied

anot

her

time

the

less

on is

taug

ht.

The

teac

her

mak

es a

thou

ghtfu

l and

ac

cura

te a

sses

smen

t of a

less

on’s

ef

fect

iven

ess

and

the

exte

nt to

whi

ch it

ac

hiev

ed it

s in

stru

ctio

nal o

utco

mes

, ci

ting

man

y sp

ecifi

c ex

ampl

es fr

om th

e le

sson

and

wei

ghin

g th

e re

lativ

e st

reng

ths

of e

ach.

Dra

win

g on

an

exte

nsiv

e re

pert

oire

of s

kills

, the

te

ache

r of

fers

spe

cific

alte

rnat

ive

actio

ns, c

ompl

ete

with

the

prob

able

su

cces

s of

diff

eren

t cou

rses

of a

ctio

n.

Cri

tical

A

ttri

bute

s •

The

teac

her c

onsi

ders

the

less

on b

ut d

raw

s in

corr

ect

conc

lusi

ons

abou

t its

ef

fect

iven

ess.

•

The

teac

her m

akes

no

sugg

estio

ns fo

r im

prov

emen

t.

• Th

e te

ache

r has

a g

ener

al s

ense

of

whe

ther

or n

ot in

stru

ctio

nal

prac

tices

wer

e ef

fect

ive.

•

The

teac

her o

ffers

gen

eral

m

odifi

catio

ns fo

r fut

ure

inst

ruct

ion.

• T

he te

ache

r ac

cura

tely

ass

esse

s th

e ef

fect

iven

ess

of in

stru

ctio

nal

activ

ities

use

d.

• T

he te

ache

r id

entif

ies

spec

ific

way

s in

whi

ch a

less

on m

ight

be

impr

oved

.

• Th

e te

ache

r’s a

sses

smen

t of t

he le

sson

is

thou

ghtfu

l and

incl

udes

spe

cific

in

dica

tors

of e

ffect

iven

ess.

•

The

teac

her’s

sug

gest

ions

for

impr

ovem

ent d

raw

on

an e

xten

sive

re

perto

ire.

Pos

sibl

e E

xam

ples

•

Des

pite

evi

denc

e to

the

cont

rary

, the

teac

her s

ays,

“M

y st

uden

ts d

id g

reat

on

that

less

on!”

• Th

e te

ache

r say

s, “T

hat

was

aw

ful;

I wis

h I k

new

w

hat t

o do

!” •

And

oth

ers…

• A

t the

end

of t

he le

sson

, the

teac

her

says

, “I g

uess

that

wen

t oka

y.”

• Th

e te

ache

r say

s, “I

gue

ss I’

ll try

__

____

_ ne

xt ti

me.

” •

And

oth

ers…

• Th

e te

ache

r say

s, “I

was

n’t p

leas

ed

with

the

leve

l of e

ngag

emen

t of t

he

stud

ents

.” •

The

teac

her’s

jour

nal i

ndic

ates

se

vera

l pos

sibl

e le

sson

im

prov

emen

ts.

• A

nd o

ther

s…

• Th

e te

ache

r say

s, “I

thin

k th

at le

sson

w

orke

d pr

etty

wel

l, al

thou

gh I

was

di

sapp

oint

ed in

how

the

grou

p at

the

back

tabl

e pe

rform

ed.”

• In

con

vers

atio

n w

ith c

olle

ague

s, th

e te

ache

r con

side

rs s

trate

gies

for

grou

ping

stu

dent

s di

ffere

ntly

to im

prov

e a

less

on.

• A

nd o

ther

s…

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

45

Com

pone

nt 4

b:

Mai

ntai

ning

Acc

urat

e R

ecor

ds

A

n es

sent

ial r

espo

nsib

ility

of p

rofe

ssio

nal e

duca

tors

is k

eepi

ng a

ccur

ate

reco

rds

of b

oth

inst

ruct

iona

l and

non

inst

ruct

iona

l eve

nts.

Th

ese

incl

ude

stud

ent c

ompl

etio

n of

ass

ignm

ents

, stu

dent

pro

gres

s in

lear

ning

, and

non

inst

ruct

iona

l act

iviti

es th

at a

re p

art o

f the

day

-to

-day

func

tions

in a

sch

ool s

ettin

g, s

uch

as th

e re

turn

of s

igne

d pe

rmis

sion

slip

s fo

r a fi

eld

trip

and

mon

ey fo

r sch

ool p

ictu

res.

P

rofic

ienc

y in

this

com

pone

nt is

vita

l bec

ause

thes

e re

cord

s in

form

inte

ract

ions

with

stu

dent

s an

d pa

rent

s an

d al

low

teac

hers

to

mon

itor l

earn

ing

and

adju

st in

stru

ctio

n ac

cord

ingl

y. T

he m

etho

ds o

f kee

ping

reco

rds

vary

as

muc

h as

the

type

of i

nfor

mat

ion

bein

g re

cord

ed. F

or e

xam

ple,

teac

hers

may

kee

p re

cord

s of

form

al a

sses

smen

ts e

lect

roni

cally

, usi

ng s

prea

dshe

ets

and

data

base

s, w

hich

al

low

for i

tem

ana

lysi

s an

d in

divi

dual

ized

inst

ruct

ion.

A le

ss fo

rmal

mea

ns o

f kee

ping

trac

k of

st

uden

t pro

gres

s m

ay in

clud

e an

ecdo

tal n

otes

that

are

kep

t in

stud

ent f

olde

rs.

The

elem

ents

of c

ompo

nent

4b

are:

•

Stu

dent

com

plet

ion

of a

ssig

nmen

ts

Mos

t tea

cher

s, p

artic

ular

ly a

t the

sec

onda

ry le

vel,

need

to k

eep

track

of s

tude

nt c

ompl

etio

n of

ass

ignm

ents

, inc

ludi

ng n

ot o

nly

whe

ther

the

assi

gnm

ents

wer

e ac

tual

ly c

ompl

eted

but

als

o

stud

ents

’ suc

cess

in c

ompl

etin

g th

em.

• S

tude

nt p

rogr

ess

in le

arni

ng

In o

rder

to p

lan

inst

ruct

ion,

teac

hers

nee

d to

kno

w w

here

eac

h st

uden

t “is

” in

his

or h

er le

arni

ng. T

his

info

rmat

ion

may

be

colle

cted

form

ally

or

info

rmal

ly b

ut m

ust b

e up

date

d fre

quen

tly.

• N

onin

stru

ctio

nal r

ecor

ds

Non

inst

ruct

iona

l rec

ords

enc

ompa

ss a

ll th

e de

tails

of s

choo

l life

for w

hich

reco

rds

mus

t be

mai

ntai

ned,

par

ticul

arly

if th

ey in

volv

e m

oney

. E

xam

ples

incl

ude

track

ing

whi

ch s

tude

nts

have

retu

rned

thei

r per

mis

sion

slip

s fo

r a fi

eld

trip

or w

hich

stu

dent

s ha

ve p

aid

for t

heir

scho

ol

pict

ures

.

Indi

cato

rs in

clud

e:

• R

outin

es a

nd s

yste

ms

that

trac

k st

uden

t com

plet

ion

of a

ssig

nmen

ts

• S

yste

ms

of in

form

atio

n re

gard

ing

stud

ent p

rogr

ess

agai

nst i

nstru

ctio

nal o

utco

mes

•

Pro

cess

es o

f mai

ntai

ning

acc

urat

e no

nins

truct

iona

l rec

ords

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

46

In

effe

ctiv

e D

evel

opin

g E

ffec

tive

Hig

hly

Eff

ectiv

e 4b

: M

aint

aini

ng

Acc

urat

e R

ecor

ds

The

teac

her’s

sys

tem

for

mai

ntai

ning

info

rmat

ion

on

stud

ent c

ompl

etio

n of

as

sign

men

ts a

nd s

tude

nt

prog

ress

in le

arni

ng is

no

nexi

sten

t or i

n di

sarr

ay.

The

teac

her’s

reco

rds

for

noni

nstru

ctio

nal a

ctiv

ities

are

in

dis

arra

y, th

e re

sult

bein

g er

rors

and

con

fusi

on.

The

teac

her’s

sys

tem

for m

aint

aini

ng

info

rmat

ion

on s

tude

nt c

ompl

etio

n of

as

sign

men

ts a

nd s

tude

nt p

rogr

ess

in

lear

ning

is n

onex

iste

nt o

r in

disa

rray

. Th

e te

ache

r’s re

cord

s fo

r no

nins

truct

iona

l act

iviti

es a

re in

di

sarr

ay, t

he re

sult

bein

g er

rors

an

d co

nfus

ion.

The

teac

her’s

sys

tem

for m

aint

aini

ng

info

rmat

ion

on s

tude

nt c

ompl

etio

n of

as

sign

men

ts, s

tude

nt p

rogr

ess

in

lear

ning

, and

non

inst

ruct

iona

l rec

ords

is

fully

effe

ctiv

e.

The

teac

her’s

sys

tem

for m

aint

aini

ng

info

rmat

ion

on s

tude

nt c

ompl

etio

n of

as

sign

men

ts, s

tude

nt p

rogr

ess

in

lear

ning

, and

non

inst

ruct

iona

l rec

ords

is

fully

effe

ctiv

e. S

tude

nts

cont

ribut

e in

form

atio

n an

d pa

rtici

pate

in

mai

ntai

ning

the

reco

rds.

Cri

tical

A

ttri

bute

s •

Ther

e is

no

syst

em fo

r ei

ther

inst

ruct

iona

l or

noni

nstru

ctio

nal r

ecor

ds.

• R

ecor

d-ke

epin

g sy

stem

s ar

e in

dis

arra

y an

d pr

ovid

e in

corr

ect o

r con

fusi

ng

info

rmat

ion.

• Th

e te

ache

r has

a p

roce

ss fo

r re

cord

ing

stud

ent w

ork

com

plet

ion.

How

ever

, it m

ay b

e ou

t of d

ate

or m

ay n

ot p

erm

it st

uden

ts to

acc

ess

the

info

rmat

ion.

•

The

teac

her’s

pro

cess

for t

rack

ing

stud

ent p

rogr

ess

is c

umbe

rsom

e to

us

e.

• Th

e te

ache

r has

a p

roce

ss fo

r tra

ckin

g so

me,

but

not

all,

no

nins

truct

iona

l inf

orm

atio

n, a

nd it

m

ay c

onta

in s

ome

erro

rs.

• Th

e te

ache

r’s p

roce

ss fo

r re

cord

ing

com

plet

ion

of s

tude

nt

wor

k is

effi

cien

t and

effe

ctiv

e;

stud

ents

hav

e ac

cess

to

info

rmat

ion

abou

t com

plet

ed a

nd/o

r m

issi

ng a

ssig

nmen

ts.

• Th

e te

ache

r has

an

effic

ient

and

ef

fect

ive

proc

ess

for r

ecor

ding

st

uden

t atta

inm

ent o

f lea

rnin

g go

als;

stu

dent

s ar

e ab

le to

see

ho

w th

ey’re

pro

gres

sing

. •

The

teac

her’s

pro

cess

for

reco

rdin

g no

nins

truct

iona

l in

form

atio

n is

bot

h ef

ficie

nt a

nd

effe

ctiv

e.

• S

tude

nts

cont

ribut

e to

and

mai

ntai

n re

cord

s in

dica

ting

com

plet

ed a

nd

outs

tand

ing

wor

k as

sign

men

ts.

• S

tude

nts

cont

ribut

e to

and

mai

ntai

n da

ta fi

les

indi

catin

g th

eir o

wn

prog

ress

in

lear

ning

. •

Stu

dent

s co

ntrib

ute

to m

aint

aini

ng

noni

nstru

ctio

nal r

ecor

ds fo

r the

cla

ss.

Pos

sibl

e E

xam

ples

•

A s

tude

nt s

ays,

“I’m

sur

e I

turn

ed in

that

ass

ignm

ent,

but t

he te

ache

r los

t it!”

•

The

teac

her s

ays,

“I

mis

plac

ed th

e w

ritin

g sa

mpl

es fo

r my

clas

s, b

ut it

do

esn’

t mat

ter—

I kno

w

wha

t the

stu

dent

s w

ould

ha

ve s

core

d.”

• O

n th

e m

orni

ng o

f the

fiel

d tri

p, th

e te

ache

r dis

cove

rs

that

five

stu

dent

s ne

ver

turn

ed in

thei

r per

mis

sion

sl

ips.

•

And

oth

ers…

• A

stu

dent

say

s, “I

was

n’t i

n sc

hool

to

day,

and

my

teac

her’s

web

site

is

out o

f dat

e, s

o I d

on’t

know

wha

t the

as

sign

men

ts a

re!”

• Th

e te

ache

r say

s, “I

’ve

got a

ll th

ese

note

s ab

out h

ow th

e ki

ds a

re d

oing

; I s

houl

d pu

t the

m in

to th

e sy

stem

, bu

t I ju

st d

on’t

have

tim

e.”

• O

n th

e m

orni

ng o

f the

fiel

d tri

p, th

e te

ache

r fra

ntic

ally

sea

rche

s al

l the

dr

awer

s in

the

desk

look

ing

for t

he

perm

issi

on s

lips

and

finds

them

just

be

fore

the

bell

rings

. •

And

oth

ers…

• O

n th

e cl

ass

web

site

, the

teac

her

crea

tes

a lin

k th

at s

tude

nts

can

acce

ss to

che

ck o

n an

y m

issi

ng

assi

gnm

ents

. •

The

teac

her’s

gra

debo

ok re

cord

s st

uden

t pro

gres

s to

war

d le

arni

ng

goal

s.

• Th

e te

ache

r cre

ates

a s

prea

dshe

et

for t

rack

ing

whi

ch s

tude

nts

have

pa

id fo

r the

ir sc

hool

pic

ture

s.

• A

nd o

ther

s…

• A

stu

dent

from

eac

h te

am m

aint

ains

th

e da

taba

se o

f cur

rent

and

mis

sing

as

sign

men

ts fo

r the

team

. •

Whe

n as

ked

abou

t her

pro

gres

s in

a

clas

s, a

stu

dent

pro

udly

sho

ws

her

portf

olio

of w

ork

and

can

expl

ain

how

th

e do

cum

ents

indi

cate

her

pro

gres

s to

war

d le

arni

ng g

oals

. •

Whe

n th

ey b

ring

in th

eir p

erm

issi

on

slip

s fo

r a fi

eld

trip,

stu

dent

s ad

d th

eir

own

info

rmat

iont

o th

e da

taba

se.

• A

nd o

ther

s…

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

47

Com

pone

nt 4

c:

Com

mun

icat

ing

with

Fam

ilies

Alth

ough

the

abili

ty o

f fam

ilies

to p

artic

ipat

e in

thei

r chi

ld’s

lear

ning

var

ies

wid

ely

beca

use

of o

ther

fam

ily o

r job

obl

igat

ions

, it i

s th

e re

spon

sibi

lity

of te

ache

rs to

pro

vide

opp

ortu

nitie

s fo

r the

m to

und

erst

and

both

the

inst

ruct

iona

l pro

gram

and

thei

r chi

ld’s

pro

gres

s.

Teac

hers

est

ablis

h re

latio

nshi

ps w

ith fa

mili

es b

y co

mm

unic

atin

g to

them

abo

ut th

e in

stru

ctio

nal p

rogr

am, c

onfe

rrin

g w

ith th

em a

bout

in

divi

dual

stu

dent

s, a

nd in

vitin

g th

em to

be

part

of th

e ed

ucat

iona

l pro

cess

itse

lf. T

he le

vel o

f fam

ily p

artic

ipat

ion

and

invo

lvem

ent

tend

s to

be

grea

ter a

t the

ele

men

tary

leve

l, w

hen

youn

g ch

ildre

n ar

e ju

st b

egin

ning

sch

ool.

How

ever

, the

impo

rtanc

e of

regu

lar

com

mun

icat

ion

with

fam

ilies

of a

dole

scen

ts c

anno

t be

over

stat

ed. A

teac

her’s

effo

rt to

com

mun

icat

e w

ith fa

mili

es

conv

eys

the

teac

her’s

ess

entia

l car

ing,

val

ued

by fa

mili

es o

f stu

dent

s of

all

ages

.

The

elem

ents

of c

ompo

nent

4c

are:

•

Info

rmat

ion

abou

t the

inst

ruct

iona

l pro

gram

Th

e te

ache

r fre

quen

tly p

rovi

des

info

rmat

ion

to fa

mili

es a

bout

the

inst

ruct

iona

l pro

gram

. •

Info

rmat

ion

abou

t ind

ivid

ual s

tude

nts

The

teac

her f

requ

ently

pro

vide

s in

form

atio

n to

fam

ilies

abo

ut s

tude

nts’

indi

vidu

al p

rogr

ess.

•

Eng

agem

ent o

f fam

ilies

in th

e in

stru

ctio

nal p

rogr

am

The

teac

her f

requ

ently

and

suc

cess

fully

offe

rs e

ngag

emen

t opp

ortu

nitie

s to

fam

ilies

so

that

th

ey c

an p

artic

ipat

e in

the

lear

ning

act

iviti

es.

Indi

cato

rs in

clud

e:

• Fr

eque

nt a

nd c

ultu

rally

app

ropr

iate

info

rmat

ion

sent

hom

e re

gard

ing

the

inst

ruct

iona

l pro

gram

and

stu

dent

pro

gres

s •

Two-

way

com

mun

icat

ion

betw

een

the

teac

her a

nd fa

mili

es

• Fr

eque

nt o

ppor

tuni

ties

for f

amili

es to

eng

age

in th

e le

arni

ng p

roce

ss

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

48

In

effe

ctiv

e D

evel

opin

g E

ffec

tive

Hig

hly

Eff

ectiv

e 4c

: C

omm

unic

atin

g w

ith F

amili

es

The

teac

her p

rovi

des

little

in

form

atio

n ab

out t

he

inst

ruct

iona

l pro

gram

to

fam

ilies

; the

teac

her’s

co

mm

unic

atio

n ab

out

stud

ents

’ pro

gres

s is

m

inim

al. T

he te

ache

r doe

s no

t res

pond

, or r

espo

nds

inse

nsiti

vely

, to

pare

ntal

co

ncer

ns.

The

teac

her m

akes

spo

radi

c at

tem

pts

to c

omm

unic

ate

with

fa

mili

es a

bout

the

inst

ruct

iona

l pr

ogra

m a

nd a

bout

the

prog

ress

of

indi

vidu

al s

tude

nts

but d

oes

not

atte

mpt

to e

ngag

e fa

mili

es in

the

inst

ruct

iona

l pro

gram

. Mor

eove

r, th

e co

mm

unic

atio

n th

at d

oes

take

pla

ce

may

not

be

cultu

rally

sen

sitiv

e to

th

ose

fam

ilies

.

The

teac

her p

rovi

des

frequ

ent a

nd

appr

opria

te in

form

atio

n to

fam

ilies

ab

out t

he in

stru

ctio

nal p

rogr

am a

nd

conv

eys

info

rmat

ion

abou

t ind

ivid

ual

stud

ent p

rogr

ess

in a

cul

tura

lly

sens

itive

man

ner.

The

teac

her

mak

es s

ome

atte

mpt

s to

eng

age

fam

ilies

in th

e

inst

ruct

iona

l pro

gram

.

The

teac

her c

omm

unic

ates

freq

uent

ly

with

fam

ilies

in a

cul

tura

lly s

ensi

tive

man

ner,

with

stu

dent

s co

ntrib

utin

g to

th

e co

mm

unic

atio

n. T

he te

ache

r re

spon

ds to

fam

ily c

once

rns

with

pr

ofes

sion

al a

nd c

ultu

ral s

ensi

tivity

. The

te

ache

r’s e

fforts

to e

ngag

e fa

mili

es in

th

e in

stru

ctio

nal p

rogr

am a

re fr

eque

nt

and

succ

essf

ul.

Cri

tical

A

ttri

bute

s •

Littl

e or

no

info

rmat

ion

rega

rdin

g th

e in

stru

ctio

nal

prog

ram

is a

vaila

ble

to

pare

nts.

•

Fam

ilies

are

una

war

e of

th

eir c

hild

ren’

s pr

ogre

ss.

• Fa

mily

eng

agem

ent

activ

ities

are

lack

ing.

•

Ther

e is

som

e cu

ltura

lly

inap

prop

riate

co

mm

unic

atio

n.

• S

choo

l- or

dis

trict

-cre

ated

m

ater

ials

abo

ut th

e in

stru

ctio

nal

prog

ram

are

sen

t hom

e.

• Th

e te

ache

r sen

ds h

ome

infre

quen

t or i

ncom

plet

e in

form

atio

n ab

out t

he in

stru

ctio

nal

prog

ram

. •

The

teac

her m

aint

ains

a s

choo

l-re

quire

d gr

adeb

ook

but d

oes

little

el

se to

info

rm fa

mili

es a

bout

st

uden

t pro

gres

s.

• S

ome

of th

e te

ache

r’s

com

mun

icat

ions

are

inap

prop

riate

to

fam

ilies

’ cul

tura

l nor

ms.

• T

he te

ache

r re

gula

rly m

akes

in

form

atio

n ab

out t

he in

stru

ctio

nal

prog

ram

ava

ilabl

e.

• T

he te

ache

r re

gula

rly s

ends

hom

e in

form

atio

n ab

out s

tude

nt

prog

ress

. •

The

teac

her

deve

lops

act

iviti

es

desi

gned

to e

ngag

e fa

mili

es

succ

essf

ully

and

app

ropr

iate

ly in

th

eir

child

ren’

s le

arni

ng.

• M

ost o

f the

teac

her’s

co

mm

unic

atio

ns a

re a

ppro

pria

te

to fa

mili

es’ c

ultu

ral n

orm

s.

• S

tude

nts

regu

larly

dev

elop

mat

eria

ls

to in

form

thei

r fam

ilies

abo

ut th

e in

stru

ctio

nal p

rogr

am.

• S

tude

nts

mai

ntai

n ac

cura

te re

cord

s ab

out t

heir

indi

vidu

al le

arni

ng

prog

ress

and

freq

uent

ly s

hare

this

in

form

atio

n w

ith fa

mili

es.

• S

tude

nts

cont

ribut

e to

regu

lar a

nd

ongo

ing

proj

ects

des

igne

d to

eng

age

fam

ilies

in th

e le

arni

ng p

roce

ss.

• A

ll of

the

teac

her’s

com

mun

icat

ions

ar

e hi

ghly

sen

sitiv

e to

fam

ilies

’ cul

tura

l no

rms.

Pos

sibl

e E

xam

ples

•

A p

aren

t say

s, “I

’d li

ke to

kn

ow w

hat m

y ki

d is

w

orki

ng o

n at

sch

ool.”

•

A p

aren

t say

s, “I

wis

h I

coul

d kn

ow s

omet

hing

ab

out m

y ch

ild’s

pro

gres

s be

fore

the

repo

rt ca

rd

com

es o

ut.”

• A

par

ent s

ays,

“I w

onde

r w

hy w

e ne

ver s

ee a

ny

scho

olw

ork

com

e ho

me.

” •

And

oth

ers…

• A

par

ent s

ays,

“I re

ceiv

ed th

e di

stric

t pam

phle

t on

the

read

ing

prog

ram

, but

I w

onde

r how

it’s

be

ing

taug

ht in

my

child

’s c

lass

.” •

A p

aren

t say

s, “I

em

aile

d th

e te

ache

r abo

ut m

y ch

ild’s

stru

ggle

s w

ith m

ath,

but

all

I got

bac

k w

as a

no

te s

ayin

g th

at h

e’s

doin

g fin

e.”

• Th

e te

ache

r sen

ds h

ome

wee

kly

quiz

zes

for p

aren

t or g

uard

ian

sign

atur

e.

• A

nd o

ther

s…

• Th

e te

ache

r sen

ds a

wee

kly

new

slet

ter h

ome

to fa

mili

es th

at

desc

ribe

curr

ent c

lass

act

iviti

es,

com

mun

ity a

nd/o

r sch

ool p

roje

cts,

fie

ld tr

ips,

etc

. •

The

teac

her c

reat

es a

mon

thly

pr

ogre

ss re

port,

whi

ch is

sen

t ho

me

for e

ach

stud

ent.

• Th

e te

ache

r sen

ds h

ome

a pr

ojec

t th

at a

sks

stud

ents

to in

terv

iew

a

fam

ily m

embe

r abo

ut g

row

ing

up

durin

g th

e 19

50s.

•

And

oth

ers…

• S

tude

nts

crea

te m

ater

ials

for B

ack-

to-

Sch

ool N

ight

that

out

line

the

appr

oach

fo

r lea

rnin

g sc

ienc

e.

• E

ach

stud

ent’s

dai

ly re

flect

ion

log

desc

ribes

wha

t she

or h

e is

lear

ning

, an

d th

e lo

g go

es h

ome

each

wee

k fo

r re

view

by

a pa

rent

or g

uard

ian.

•

Stu

dent

s de

sign

a p

roje

ct o

n ch

artin

g th

eir f

amily

’s u

se o

f pla

stic

s.

• A

nd o

ther

s…

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

49

Com

pone

nt 4

d:

Par

ticip

atin

g in

the

Pro

fess

iona

l Com

mun

ity

S

choo

ls a

re, f

irst o

f all,

env

ironm

ents

to p

rom

ote

the

lear

ning

of s

tude

nts.

But

in p

rom

otin

g st

uden

t lea

rnin

g, te

ache

rs m

ust w

ork

with

th

eir c

olle

ague

s to

sha

re s

trate

gies

, pla

n jo

int e

fforts

, and

pla

n fo

r the

suc

cess

of i

ndiv

idua

l stu

dent

s. S

choo

ls a

re, i

n ot

her w

ords

, pr

ofes

sion

al o

rgan

izat

ions

for t

each

ers,

with

thei

r ful

l pot

entia

l rea

lized

onl

y w

hen

teac

hers

rega

rd th

emse

lves

as

mem

bers

of a

pr

ofes

sion

al c

omm

unity

. Thi

s co

mm

unity

is c

hara

cter

ized

by

mut

ual s

uppo

rt an

d re

spec

t, as

wel

l as

by re

cogn

ition

of t

he

resp

onsi

bilit

y of

all

teac

hers

to b

e co

nsta

ntly

see

king

way

s to

impr

ove

thei

r pra

ctic

e an

d to

con

tribu

te to

the

life

of th

e sc

hool

. In

evita

bly,

teac

hers

’ dut

ies

exte

nd b

eyon

d th

e do

ors

of th

eir c

lass

room

s an

d in

clud

e ac

tiviti

es re

late

d to

the

entir

e sc

hool

or l

arge

r di

stric

t, or

bot

h. T

hese

act

iviti

es in

clud

e su

ch th

ings

as

scho

ol a

nd d

istri

ct c

urric

ulum

com

mitt

ees

or e

ngag

emen

t with

the

pare

nt-

teac

her o

rgan

izat

ion.

With

exp

erie

nce,

teac

hers

ass

ume

lead

ersh

ip ro

les

in th

ese

activ

ities

.

The

elem

ents

of c

ompo

nent

4d

are:

•

Rel

atio

nshi

ps w

ith c

olle

ague

s

Teac

hers

mai

ntai

n pr

ofes

sion

al c

olle

gial

rela

tions

hips

that

enc

oura

ge s

harin

g, p

lann

ing,

an

d w

orki

ng to

geth

er to

war

d im

prov

ed in

stru

ctio

nal s

kill

and

stud

ent s

ucce

ss.

• In

volv

emen

t in

a cu

lture

of p

rofe

ssio

nal i

nqui

ry

Teac

hers

con

tribu

te to

and

par

ticip

ate

in a

lear

ning

com

mun

ity th

at s

uppo

rts a

nd re

spec

ts

its m

embe

rs’ e

fforts

to im

prov

e pr

actic

e.

• S

ervi

ce to

the

scho

ol

Teac

hers

’ effo

rts m

ove

beyo

nd c

lass

room

dut

ies

by c

ontri

butin

g to

sch

ool i

nitia

tives

and

pro

ject

s.

• P

artic

ipat

ion

in s

choo

l and

dis

trict

pro

ject

s Te

ache

rs c

ontri

bute

to a

nd s

uppo

rt la

rger

sch

ool a

nd d

istri

ct p

roje

cts

desi

gned

to im

prov

e th

e pr

ofes

sion

al c

omm

unity

.

Indi

cato

rs in

clud

e:

• R

egul

ar te

ache

r par

ticip

atio

n w

ith c

olle

ague

s to

sha

re a

nd p

lan

for s

tude

nt s

ucce

ss

• R

egul

ar te

ache

r par

ticip

atio

n in

pro

fess

iona

l cou

rses

or c

omm

uniti

es th

at e

mph

asiz

e im

prov

ing

prac

tice

• R

egul

ar te

ache

r par

ticip

atio

n in

sch

ool i

nitia

tives

•

Reg

ular

teac

her p

artic

ipat

ion

in a

nd s

uppo

rt of

com

mun

ity in

itiat

ives

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

50

In

effe

ctiv

e D

evel

opin

g E

ffec

tive

Hig

hly

Eff

ectiv

e 4d

: P

artic

ipat

ing

in th

e P

rofe

ssio

nal

Com

mun

ity

The

teac

her’s

rela

tions

hips

w

ith c

olle

ague

s ar

e

nega

tive

or s

elf-s

ervi

ng. T

he

teac

her a

void

s pa

rtici

patio

n in

a p

rofe

ssio

nal c

ultu

re o

f in

quiry

, res

istin

g op

portu

nitie

s to

bec

ome

invo

lved

. The

teac

her a

void

s be

com

ing

invo

lved

in s

choo

l ev

ents

or s

choo

l and

di

stric

t pro

ject

s.

The

teac

her m

aint

ains

cor

dial

re

latio

nshi

ps w

ith c

olle

ague

s to

fulfi

ll du

ties

that

the

scho

ol o

r dis

trict

re

quire

s. T

he te

ache

r par

ticip

ates

in

the

scho

ol’s

cul

ture

of p

rofe

ssio

nal

inqu

iry w

hen

invi

ted

to d

o so

. The

te

ache

r par

ticip

ates

in s

choo

l eve

nts

and

scho

ol a

nd d

istri

ct p

roje

cts

whe

n sp

ecifi

cally

ask

ed.

The

teac

her’s

rel

atio

nshi

ps w

ith

colle

ague

s ar

e ch

arac

teriz

ed b

y m

utua

l sup

port

and

coo

pera

tion;

the

teac

her

activ

ely

part

icip

ates

in a

cu

lture

of p

rofe

ssio

nal i

nqui

ry. T

he

teac

her

volu

ntee

rs to

par

ticip

ate

in

scho

ol e

vent

s an

d in

sch

ool a

nd

dist

rict p

roje

cts,

mak

ing

a su

bsta

ntia

l con

trib

utio

n.

The

teac

her’s

rel

atio

nshi

ps w

ith

colle

ague

s ar

e ch

arac

teriz

ed b

y m

utua

l su

ppor

t and

coo

pera

tion,

with

the

teac

her

taki

ng in

itiat

ive

in a

ssum

ing

lead

ersh

ip a

mon

g th

e fa

culty

. The

te

ache

r ta

kes

a le

ader

ship

rol

e in

pr

omot

ing

a cu

lture

of p

rofe

ssio

nal

inqu

iry. T

he te

ache

r vo

lunt

eers

to

part

icip

ate

in s

choo

l eve

nts

and

dist

rict

proj

ects

, mak

ing

a su

bsta

ntia

l co

ntrib

utio

n an

d as

sum

ing

a le

ader

ship

ro

le in

at l

east

one

asp

ect o

f sch

ool o

r di

stric

t life

. C

ritic

al

Att

ribu

tes

• Th

e te

ache

r’s re

latio

nshi

ps

with

col

leag

ues

are

char

acte

rized

by

nega

tivity

or

com

bativ

enes

s.

• Th

e te

ache

r pur

pose

fully

av

oids

con

tribu

ting

to

activ

ities

pro

mot

ing

prof

essi

onal

inqu

iry.

• Th

e te

ache

r avo

ids

invo

lvem

ent i

n sc

hool

ac

tiviti

es a

nd d

istri

ct a

nd

com

mun

ity p

roje

cts.

• Th

e te

ache

r has

cor

dial

re

latio

nshi

ps w

ith c

olle

ague

s.

• W

hen

invi

ted,

the

teac

her

parti

cipa

tes

in a

ctiv

ities

rela

ted

to

prof

essi

onal

inqu

iry.

• W

hen

aske

d, th

e te

ache

r pa

rtici

pate

s in

sch

ool a

ctiv

ities

, as

wel

l as

dist

rict a

nd c

omm

unity

pr

ojec

ts.

• T

he te

ache

r ha

s su

ppor

tive

and

colla

bora

tive

rela

tions

hips

with

co

lleag

ues.

•

The

teac

her

regu

larly

par

ticip

ates

in

act

iviti

es r

elat

ed to

pro

fess

iona

l in

quiry

. •

The

teac

her

freq

uent

ly v

olun

teer

s to

par

ticip

ate

in s

choo

l eve

nts

and

scho

ol d

istr

ict a

nd c

omm

unity

pr

ojec

ts.

• Th

e te

ache

r tak

es a

lead

ersh

ip ro

le in

pr

omot

ing

activ

ities

rela

ted

to

prof

essi

onal

inqu

iry.

• Th

e te

ache

r reg

ular

ly c

ontri

bute

s to

an

d le

ads

even

ts th

at p

ositi

vely

impa

ct

scho

ol li

fe.

• Th

e te

ache

r reg

ular

ly c

ontri

bute

s to

an

d le

ads

sign

ifica

nt d

istri

ct a

nd

com

mun

ity p

roje

cts.

Pos

sibl

e E

xam

ples

•

The

teac

her d

oesn

’t sh

are

test

-taki

ng s

trate

gies

with

hi

s co

lleag

ues.

He

figur

es

that

if h

is s

tude

nts

do w

ell,

he w

ill lo

ok g

ood.

•

The

teac

her d

oes

not

atte

nd P

LC m

eetin

gs.

• Th

e te

ache

r doe

s no

t at

tend

any

sch

ool f

unct

ions

af

ter t

he d

ism

issa

l bel

l. •

The

teac

her s

ays,

“I w

ork

from

8:3

0 to

3:3

0 an

d no

t a

min

ute

mor

e. I

won

’t se

rve

on a

ny d

istri

ct c

omm

ittee

un

less

they

get

me

a su

bstit

ute

to c

over

my

clas

s.”

• A

nd o

ther

s…

• Th

e te

ache

r is

polit

e bu

t sel

dom

sh

ares

any

inst

ruct

iona

l mat

eria

ls

with

his

gra

de p

artn

ers.

•

The

teac

her a

ttend

s P

LC m

eetin

gs

only

whe

n re

min

ded

by h

er

supe

rvis

or.

• Th

e pr

inci

pal s

ays,

“I w

ish

I did

n’t

have

to a

sk th

e te

ache

r to

‘vol

unte

er’ e

very

tim

e w

e ne

ed

som

eone

to c

hape

rone

the

danc

e.”

• Th

e te

ache

r con

tribu

tes

to th

e di

stric

t lite

racy

com

mitt

ee o

nly

whe

n re

ques

ted

to d

o so

by

the

prin

cipa

l. •

And

oth

ers…

• Th

e pr

inci

pal r

emar

ks th

at th

e te

ache

r’s s

tude

nts

have

bee

n no

ticea

bly

succ

essf

ul s

ince

her

te

ache

r tea

m h

as b

een

focu

sing

on

inst

ruct

iona

l stra

tegi

es d

urin

g its

m

eetin

gs.

• Th

e te

ache

r has

dec

ided

to ta

ke

som

e fre

e M

IT c

ours

es o

nlin

e an

d to

sha

re h

is le

arni

ng w

ith

colle

ague

s.

• Th

e ba

sket

ball

coac

h is

usu

ally

w

illin

g to

cha

pero

ne th

e ni

nth-

grad

e da

nce

beca

use

she

know

s al

l of h

er

play

ers

will

be

ther

e.

• Th

e te

ache

r ent

husi

astic

ally

re

pres

ents

the

scho

ol d

urin

g th

e di

stric

t soc

ial s

tudi

es re

view

and

br

ings

his

sub

stan

tial k

now

ledg

e of

U

.S. h

isto

ry to

the

cour

se w

ritin

g te

am.

• A

nd o

ther

s…

• Th

e te

ache

r lea

ds th

e gr

oup

of m

ento

r te

ache

rs a

t sch

ool,

whi

ch is

dev

oted

to

supp

ortin

g te

ache

rs d

urin

g th

eir f

irst

year

s of

teac

hing

. •

The

teac

her h

osts

a b

ook

stud

y gr

oup

that

mee

ts m

onth

ly; h

e gu

ides

the

book

ch

oice

s so

that

the

grou

p ca

n fo

cus

on

topi

cs th

at w

ill e

nhan

ce th

eir s

kills

. •

The

teac

her l

eads

the

annu

al

“Oly

mpi

cs” d

ay, t

here

by in

volv

ing

the

entir

e st

uden

t bod

y an

d fa

culty

in

athl

etic

eve

nts.

•

The

teac

her l

eads

the

dist

rict w

elln

ess

com

mitt

ee, a

nd in

volv

es h

ealth

care

an

d nu

tritio

n sp

ecia

lists

from

the

com

mun

ity.

• A

nd o

ther

s…

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

51

C

ompo

nent

4e:

G

row

ing

and

Dev

elop

ing

Pro

fess

iona

lly

A

s in

oth

er p

rofe

ssio

ns, t

he c

ompl

exity

of t

each

ing

requ

ires

cont

inue

d gr

owth

and

dev

elop

men

t in

orde

r for

teac

hers

to re

mai

n cu

rren

t. C

ontin

uing

to s

tay

info

rmed

and

incr

easi

ng th

eir s

kills

allo

ws

teac

hers

to b

ecom

e ev

er m

ore

effe

ctiv

e an

d to

exe

rcis

e le

ader

ship

am

ong

thei

r col

leag

ues.

The

aca

dem

ic d

isci

plin

es th

emse

lves

evo

lve,

and

edu

cato

rs c

onst

antly

refin

e th

eir u

nder

stan

ding

of

how

to e

ngag

e st

uden

ts in

lear

ning

; thu

s, g

row

th in

con

tent

, ped

agog

y, a

nd in

form

atio

n te

chno

logy

are

ess

entia

l to

good

teac

hing

. N

etw

orki

ng w

ith c

olle

ague

s th

roug

h su

ch a

ctiv

ities

as

join

t pla

nnin

g, s

tudy

gro

ups,

and

less

on s

tudy

pro

vide

s op

portu

nitie

s fo

r te

ache

rs to

lear

n fro

m o

ne a

noth

er. T

hese

act

iviti

es a

llow

for j

ob-e

mbe

dded

pro

fess

iona

l dev

elop

men

t. In

add

ition

, pro

fess

iona

l ed

ucat

ors

incr

ease

thei

r effe

ctiv

enes

s in

the

clas

sroo

m b

y be

long

ing

to p

rofe

ssio

nal o

rgan

izat

ions

, rea

ding

pro

fess

iona

l jou

rnal

s,

atte

ndin

g ed

ucat

iona

l con

fere

nces

, and

taki

ng u

nive

rsity

cla

sses

. As

they

gai

n ex

perie

nce

and

expe

rtise

, edu

cato

rs fi

nd w

ays

to

cont

ribut

e to

thei

r col

leag

ues

and

to th

e pr

ofes

sion

.

The

elem

ents

of c

ompo

nent

4e

are:

•

Enh

ance

men

t of c

onte

nt k

now

ledg

e an

d pe

dago

gica

l ski

ll Te

ache

rs re

mai

n cu

rren

t by

taki

ng c

ours

es, r

eadi

ng p

rofe

ssio

nal l

itera

ture

, and

rem

aini

ng c

urre

nt o

n th

e ev

olut

ion

of th

inki

ng re

gard

ing

inst

ruct

ion.

•

Rec

eptiv

ity to

feed

back

from

col

leag

ues

Teac

hers

act

ivel

y pu

rsue

net

wor

ks th

at p

rovi

de c

olle

gial

sup

port

and

feed

back

. •

Ser

vice

to th

e pr

ofes

sion

Te

ache

rs a

re a

ctiv

e in

pro

fess

iona

l org

aniz

atio

ns in

ord

er to

enh

ance

bot

h th

eir p

erso

nal p

ract

ice

and

thei

r abi

lity

to p

rovi

de le

ader

ship

an

d su

ppor

t to

colle

ague

s.

Indi

cato

rs in

clud

e:

• Fr

eque

nt te

ache

r atte

ndan

ce in

cou

rses

and

wor

ksho

ps; r

egul

ar a

cade

mic

read

ing

• P

artic

ipat

ion

in le

arni

ng n

etw

orks

with

col

leag

ues;

free

ly s

hare

d in

sigh

ts

• P

artic

ipat

ion

in p

rofe

ssio

nal o

rgan

izat

ions

sup

porti

ng a

cade

mic

inqu

iry

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

52

Inef

fect

ive

Dev

elop

ing

Eff

ectiv

e H

ighl

y E

ffec

tive

4e: G

row

ing

and

Dev

elop

ing

Pro

fess

iona

lly

Teac

her e

ngag

es in

no

prof

essi

onal

dev

elop

men

t ac

tiviti

es to

enh

ance

kno

wle

dge

or s

kill.

The

teac

her r

esis

ts

feed

back

on

teac

hing

pe

rform

ance

from

eith

er

supe

rvis

ors

or m

ore

expe

rienc

ed c

olle

ague

s. T

he

teac

her m

akes

no

effo

rt to

sh

are

know

ledg

e w

ith o

ther

s or

to

ass

ume

prof

essi

onal

re

spon

sibi

litie

s.

Teac

her p

artic

ipat

es to

a li

mite

d ex

tent

in p

rofe

ssio

nal a

ctiv

ities

whe

n th

ey a

re c

onve

nien

t. Th

e te

ache

r en

gage

s in

a li

mite

d w

ay w

ith

colle

ague

s an

d su

perv

isor

s in

pr

ofes

sion

al c

onve

rsat

ion

abou

t pr

actic

e, in

clud

ing

som

e fe

edba

ck o

n te

achi

ng p

erfo

rman

ce. T

he te

ache

r fin

ds li

mite

d w

ays

to a

ssis

t oth

er

teac

hers

and

con

tribu

te to

the

prof

essi

on.

Teac

her s

eeks

out

opp

ortu

nitie

s fo

r pr

ofes

sion

al d

evel

opm

ent t

o en

hanc

e co

nten

t kno

wle

dge

and

peda

gogi

cal

skill

. Tea

cher

act

ivel

y en

gage

s w

ith

colle

ague

s an

d su

perv

isor

s in

pr

ofes

sion

al c

onve

rsat

ion

abou

t pr

actic

e, in

clud

ing

feed

back

abo

ut

prac

tice.

The

teac

her p

artic

ipat

es

activ

ely

in a

ssis

ting

othe

r edu

cato

rs

and

look

s fo

r way

s to

con

tribu

te to

the

prof

essi

on.

Teac

her s

eeks

out

opp

ortu

nitie

s fo

r pr

ofes

sion

al d

evel

opm

ent a

nd m

akes

a

syst

emat

ic e

ffort

to c

ondu

ct a

ctio

n re

sear

ch. T

he te

ache

r sol

icits

fe

edba

ck o

n pr

actic

e fro

m b

oth

supe

rvis

ors

and

colle

ague

s. T

he

teac

her i

nitia

tes

impo

rtant

act

iviti

es to

co

ntrib

ute

to th

e pr

ofes

sion

.

Cri

tical

A

ttri

bute

s •

The

teac

her i

s no

t inv

olve

d in

an

y ac

tivity

that

mig

ht

enha

nce

know

ledg

e or

ski

ll.

• Th

e te

ache

r pur

pose

fully

re

sist

s di

scus

sing

pe

rform

ance

with

sup

ervi

sors

or

col

leag

ues.

•

The

teac

her i

gnor

es

invi

tatio

ns to

join

pro

fess

iona

l or

gani

zatio

ns o

r atte

nd

conf

eren

ces.

• Th

e te

ache

r par

ticip

ates

in

prof

essi

onal

act

iviti

es w

hen

they

ar

e re

quire

d or

pro

vide

d by

the

dist

rict.

• Th

e te

ache

r rel

ucta

ntly

acc

epts

fe

edba

ck fr

om s

uper

viso

rs a

nd

colle

ague

s.

• Th

e te

ache

r con

tribu

tes

in a

lim

ited

fash

ion

to p

rofe

ssio

nal

orga

niza

tions

.

• Th

e te

ache

r see

ks re

gula

r op

portu

nitie

s fo

r con

tinue

d pr

ofes

sion

al d

evel

opm

ent.

• Th

e te

ache

r wel

com

es c

olle

ague

s an

d su

perv

isor

s in

to th

e cl

assr

oom

fo

r the

pur

pose

of g

aini

ng in

sigh

t fro

m th

eir f

eedb

ack.

•

The

teac

her a

ctiv

ely

parti

cipa

tes

in

orga

niza

tions

des

igne

d to

co

ntrib

ute

to th

e pr

ofes

sion

.

• Th

e te

ache

r see

ks re

gula

r op

portu

nitie

s fo

r con

tinue

d pr

ofes

sion

al d

evel

opm

ent,

incl

udin

g in

itiat

ing

actio

n re

sear

ch.

• Th

e te

ache

r act

ivel

y se

eks

feed

back

fro

m s

uper

viso

rs a

nd c

olle

ague

s.

• Th

e te

ache

r tak

es a

n ac

tive

lead

ersh

ip ro

le in

pro

fess

iona

l or

gani

zatio

ns in

ord

er to

con

tribu

te

to th

e pr

ofes

sion

.

Pos

sibl

e E

xam

ples

•

The

teac

her n

ever

take

s co

ntin

uing

edu

catio

n co

urse

s,

even

thou

gh th

e cr

edits

wou

ld

incr

ease

his

sal

ary.

•

The

teac

her e

ndur

es th

e pr

inci

pal’s

ann

ual

obse

rvat

ions

in h

er

clas

sroo

m, k

now

ing

that

if s

he

wai

ts lo

ng e

noug

h, th

e pr

inci

pal w

ill e

vent

ually

leav

e an

d sh

e w

ill s

impl

y di

scar

d th

e fe

edba

ck fo

rm.

• D

espi

te te

achi

ng h

igh

scho

ol

hono

rs m

athe

mat

ics,

the

teac

her d

eclin

es to

join

NC

TM

beca

use

it co

sts

too

muc

h an

d m

akes

too

man

y de

man

ds o

n m

embe

rs’ t

ime.

•

And

oth

ers.

..

• Th

e te

ache

r pol

itely

atte

nds

dist

rict

wor

ksho

ps a

nd p

rofe

ssio

nal

deve

lopm

ent d

ays

but d

oesn

’t m

ake

muc

h us

e of

the

mat

eria

ls

rece

ived

. •

The

teac

her l

iste

ns to

his

prin

cipa

l’s

feed

back

afte

r a le

sson

but

isn’

t su

re th

at th

e re

com

men

datio

ns

real

ly a

pply

in h

is s

ituat

ion.

•

The

teac

her j

oins

the

loca

l cha

pter

of

the

Am

eric

an L

ibra

ry A

ssoc

iatio

n be

caus

e sh

e m

ight

ben

efit

from

the

free

book

s— b

ut o

ther

wis

e do

esn’

t fe

el it

’s w

orth

muc

h of

her

tim

e.

• A

nd o

ther

s...

• Th

e te

ache

r eag

erly

atte

nds

the

scho

ol d

istri

ct o

ptio

nal s

umm

er

wor

ksho

ps, k

now

ing

they

pro

vide

a

wea

lth o

f ins

truct

iona

l stra

tegi

es

he’ll

be

able

to u

se d

urin

g th

e sc

hool

yea

r. •

The

teac

her e

njoy

s he

r prin

cipa

l’s

wee

kly

wal

k-th

roug

h vi

sits

bec

ause

th

ey a

lway

s le

ad to

a v

alua

ble

info

rmal

dis

cuss

ion

durin

g lu

nch

the

next

day

. •

The

teac

her j

oins

a s

cien

ce

educ

atio

n pa

rtner

ship

and

find

s th

at

it pr

ovid

es h

im a

cces

s to

reso

urce

s fo

r his

cla

ssro

om th

at tr

uly

bene

fit

his

stud

ents

. •

And

oth

ers.

..

• Th

e te

ache

r’s p

rinci

pal r

arel

y sp

ends

tim

e ob

serv

ing

in h

er c

lass

room

. Th

eref

ore,

she

has

initi

ated

an

actio

n re

sear

ch p

roje

ct in

ord

er to

impr

ove

her o

wn

inst

ruct

ion.

•

The

teac

her i

s w

orki

ng o

n a

parti

cula

r ins

truct

iona

l stra

tegy

and

as

ks h

is c

olle

ague

s to

obs

erve

in h

is

clas

sroo

m in

ord

er to

pro

vide

ob

ject

ive

feed

back

on

his

prog

ress

. •

The

teac

her h

as fo

unde

d a

loca

l or

gani

zatio

n de

vote

d to

lite

racy

ed

ucat

ion;

her

lead

ersh

ip h

as

insp

ired

teac

hers

in th

e co

mm

unity

to

wor

k on

sev

eral

cur

ricul

um a

nd

inst

ruct

ion

proj

ects

. •

And

oth

ers.

..

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

53

Com

pone

nt 4

f:

Sho

win

g P

rofe

ssio

nalis

m

E

xper

t tea

cher

s de

mon

stra

te p

rofe

ssio

nalis

m in

ser

vice

bot

h to

stu

dent

s an

d to

the

prof

essi

on. T

each

ing

at th

e hi

ghes

t lev

els

of

perfo

rman

ce in

this

com

pone

nt is

stu

dent

focu

sed,

put

ting

stud

ents

firs

t reg

ardl

ess

of h

ow th

is s

tanc

e m

ight

cha

lleng

e lo

ng-h

eld

assu

mpt

ions

, pas

t pra

ctic

e, o

r sim

ply

the

easi

er o

r mor

e co

nven

ient

pro

cedu

re. A

ccom

plis

hed

teac

hers

hav

e a

stro

ng m

oral

com

pass

an

d ar

e gu

ided

by

wha

t is

in th

e be

st in

tere

st o

f eac

h st

uden

t. Th

ey d

ispl

ay p

rofe

ssio

nalis

m in

a n

umbe

r of w

ays.

For

exa

mpl

e, th

ey

cond

uct i

nter

actio

ns w

ith c

olle

ague

s in

a m

anne

r not

able

for h

ones

ty a

nd in

tegr

ity. F

urth

erm

ore,

they

kno

w th

eir s

tude

nts’

nee

ds a

nd

can

read

ily a

cces

s re

sour

ces

with

whi

ch to

ste

p in

and

pro

vide

hel

p th

at m

ay e

xten

d be

yond

the

clas

sroo

m. S

eeki

ng g

reat

er fl

exib

ility

in

the

way

s sc

hool

rule

s an

d po

licie

s ar

e ap

plie

d, e

xper

t tea

cher

s ad

voca

te fo

r the

ir st

uden

ts in

way

s th

at m

ight

cha

lleng

e tra

ditio

nal

view

s an

d th

e ed

ucat

iona

l est

ablis

hmen

t. Th

ey a

lso

disp

lay

prof

essi

onal

ism

in th

e w

ays

they

app

roac

h pr

oble

m s

olvi

ng a

nd d

ecis

ion

mak

ing,

with

stu

dent

nee

ds c

onst

antly

in m

ind.

Fin

ally

, acc

ompl

ishe

d te

ache

rs c

onsi

sten

tly a

dher

e to

sch

ool a

nd d

istri

ct p

olic

ies

and

proc

edur

es b

ut a

re w

illin

g to

wor

k to

impr

ove

thos

e th

at m

ay b

e ou

tdat

ed o

r ine

ffect

ive.

The

elem

ents

of c

ompo

nent

4f a

re:

• In

tegr

ity a

nd e

thic

al c

ondu

ct

Teac

hers

act

with

inte

grity

and

hon

esty

. •

Ser

vice

to s

tude

nts

Teac

hers

put

stu

dent

s fir

st in

all

cons

ider

atio

ns o

f the

ir pr

actic

e.

• A

dvoc

acy

Teac

hers

sup

port

thei

r stu

dent

s’ b

est i

nter

ests

, eve

n in

the

face

of t

radi

tiona

l pra

ctic

e or

bel

iefs

. •

Dec

isio

n m

akin

g Te

ache

rs s

olve

pro

blem

s w

ith s

tude

nts’

nee

ds a

s a

prio

rity.

•

Com

plia

nce

with

sch

ool a

nd d

istri

ct re

gula

tions

Te

ache

rs a

dher

e to

pol

icie

s an

d es

tabl

ishe

d pr

oced

ures

.

Indi

cato

rs in

clud

e:

• Th

e te

ache

r hav

ing

a re

puta

tion

as b

eing

trus

twor

thy

and

ofte

n so

ught

as

a so

undi

ng b

oard

•

The

teac

her f

requ

ently

rem

indi

ng p

artic

ipan

ts d

urin

g co

mm

ittee

or p

lann

ing

wor

k th

at s

tude

nts

are

the

high

est p

riorit

y •

The

teac

her s

uppo

rting

stu

dent

s, e

ven

in th

e fa

ce o

f diff

icul

t situ

atio

ns o

r con

flict

ing

polic

ies

• •T

he te

ache

r cha

lleng

ing

exis

ting

prac

tice

in o

rder

to p

ut s

tude

nts

first

•

The

teac

her c

onsi

sten

tly fu

lfilli

ng d

istri

ct m

anda

tes

rega

rdin

g po

licie

s an

d pr

oced

ures

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

54

In

effe

ctiv

e D

evel

opin

g E

ffec

tive

Hig

hly

Eff

ectiv

e 4f

: Sho

win

g P

rofe

ssio

nalis

m

The

teac

her d

ispl

ays

dish

ones

ty in

inte

ract

ions

w

ith c

olle

ague

s, s

tude

nts,

an

d th

e pu

blic

. The

teac

her

is n

ot a

lert

to s

tude

nts’

ne

eds

and

cont

ribut

es to

sc

hool

pra

ctic

es th

at re

sult

in s

ome

stud

ents

bei

ng il

l se

rved

by

the

scho

ol. T

he

teac

her m

akes

dec

isio

ns

and

reco

mm

enda

tions

that

ar

e ba

sed

on s

elf-s

ervi

ng

inte

rest

s. T

he te

ache

r doe

s no

t com

ply

with

sch

ool a

nd

dist

rict r

egul

atio

ns.

The

teac

her i

s ho

nest

in in

tera

ctio

ns

with

col

leag

ues,

stu

dent

s, a

nd th

e pu

blic

. The

teac

her’s

atte

mpt

s to

se

rve

stud

ents

are

inco

nsis

tent

, and

un

know

ingl

y co

ntrib

ute

to s

ome

stud

ents

bei

ng il

l ser

ved

by th

e sc

hool

. The

teac

her’s

dec

isio

ns a

nd

reco

mm

enda

tions

are

bas

ed o

n lim

ited

thou

gh g

enui

nely

pro

fess

iona

l co

nsid

erat

ions

. The

teac

her m

ust b

e re

min

ded

by s

uper

viso

rs a

bout

co

mpl

ying

with

sch

ool a

nd d

istri

ct

regu

latio

ns.

The

teac

her

disp

lays

hig

h st

anda

rds

of h

ones

ty, i

nteg

rity,

an

d co

nfid

entia

lity

in in

tera

ctio

ns

with

col

leag

ues,

stu

dent

s, a

nd th

e pu

blic

. The

teac

her

is a

ctiv

e in

se

rvin

g st

uden

ts, w

orki

ng to

en

sure

that

all

stud

ents

rec

eive

a

fair

oppo

rtun

ity to

suc

ceed

. The

te

ache

r m

aint

ains

an

open

min

d in

te

am o

r de

part

men

tal d

ecis

ion

mak

ing.

The

teac

her

com

plie

s fu

lly

with

sch

ool a

nd d

istr

ict r

egul

atio

ns.

The

teac

her

can

be c

ount

ed o

n to

ho

ld th

e hi

ghes

t sta

ndar

ds o

f hon

esty

, in

tegr

ity, a

nd c

onfid

entia

lity

and

take

s a

lead

ersh

ip r

ole

with

col

leag

ues.

The

te

ache

r is

hig

hly

proa

ctiv

e in

ser

ving

st

uden

ts, s

eeki

ng o

ut r

esou

rces

whe

n ne

eded

. The

teac

her

mak

es a

co

ncer

ted

effo

rt to

cha

lleng

e ne

gativ

e at

titud

es o

r pr

actic

es to

ens

ure

that

all

stud

ents

, par

ticul

arly

thos

e tr

aditi

onal

ly u

nder

serv

ed, a

re h

onor

ed

in th

e sc

hool

. The

teac

her

take

s a

lead

ersh

ip r

ole

in te

am o

r de

part

men

tal d

ecis

ion

mak

ing

and

help

s en

sure

that

suc

h de

cisi

ons

are

base

d on

the

high

est p

rofe

ssio

nal

stan

dard

s. T

he te

ache

r co

mpl

ies

fully

w

ith s

choo

l and

dis

tric

t reg

ulat

ions

, ta

king

a le

ader

ship

rol

e w

ith

colle

ague

s.

Cri

tical

A

ttri

bute

s •

The

teac

her i

s di

shon

est.

• Th

e te

ache

r doe

s no

t no

tice

the

need

s of

st

uden

ts.

• Th

e te

ache

r eng

ages

in

prac

tices

that

are

sel

f-se

rvin

g.

• Th

e te

ache

r will

fully

re

ject

s di

stric

t reg

ulat

ions

.

• Th

e te

ache

r is

hone

st.

• Th

e te

ache

r not

ices

the

need

s of

st

uden

ts b

ut is

inco

nsis

tent

in

addr

essi

ng th

em.

• Th

e te

ache

r doe

s no

t not

ice

that

so

me

scho

ol p

ract

ices

resu

lt in

po

or c

ondi

tions

for s

tude

nts.

•

The

teac

her m

akes

dec

isio

ns

prof

essi

onal

ly b

ut o

n a

limite

d ba

sis.

•

The

teac

her c

ompl

ies

with

dis

trict

re

gula

tions

.

• T

he te

ache

r is

hon

est a

nd k

now

n fo

r ha

ving

hig

h st

anda

rds

of

inte

grity

. •

The

teac

her

activ

ely

addr

esse

s st

uden

t nee

ds.

• T

he te

ache

r ac

tivel

y w

orks

to

prov

ide

oppo

rtun

ities

for

stud

ent

succ

ess.

•

The

teac

her

will

ingl

y pa

rtic

ipat

es

in te

am a

nd d

epar

tmen

tal

deci

sion

mak

ing.

•

The

teac

her

com

plie

s co

mpl

etel

y w

ith d

istr

ict r

egul

atio

ns.

• Th

e te

ache

r is

cons

ider

ed a

lead

er in

te

rms

of h

ones

ty, i

nteg

rity,

and

co

nfid

entia

lity.

•

The

teac

her i

s hi

ghly

pro

activ

e in

se

rvin

g st

uden

ts.

• Th

e te

ache

r mak

es a

con

certe

d ef

fort

to e

nsur

e op

portu

nitie

s ar

e av

aila

ble

for a

ll st

uden

ts to

be

succ

essf

ul.

• Th

e te

ache

r tak

es a

lead

ersh

ip ro

le in

te

am a

nd d

epar

tmen

tal d

ecis

ion

mak

ing.

•

The

teac

her t

akes

a le

ader

ship

role

re

gard

ing

dist

rict r

egul

atio

ns.

Pos

sibl

e E

xam

ples

•

The

teac

her m

akes

som

e er

rors

whe

n m

arki

ng th

e m

ost r

ecen

t com

mon

as

sess

men

t but

doe

sn’t

tell

his

colle

ague

s.

• Th

e te

ache

r doe

s no

t re

aliz

e th

at th

ree

of h

er

need

iest

stu

dent

s ar

rive

at

scho

ol a

n ho

ur e

arly

eve

ry

mor

ning

bec

ause

thei

r m

othe

rs c

an’t

affo

rd

dayc

are.

•

The

teac

her f

ails

to n

otic

e th

at o

ne o

f his

ki

nder

gartn

ers

is o

ften

ill,

look

s m

alno

uris

hed,

and

fre

quen

tly h

as b

ruis

es o

n he

r arm

s an

d le

gs.

• Th

e te

ache

r say

s, “I

hav

e al

way

s kn

own

my

grad

e pa

rtner

to b

e tru

thfu

l. If

she

calle

d in

sic

k to

day,

th

en I

belie

ve h

er.”

• Th

e te

ache

r con

side

rs s

tayi

ng la

te

to h

elp

som

e of

her

stu

dent

s in

af

ter-

scho

ol d

ayca

re b

ut th

en

real

izes

it w

ould

con

flict

with

her

he

alth

clu

b cl

ass

and

so d

ecid

es

agai

nst i

t. •

The

teac

her n

otic

es a

stu

dent

st

rugg

ling

in h

is c

lass

and

sen

ds a

qu

ick

emai

l to

the

coun

selo

r. W

hen

he d

oesn

’t ge

t a re

spon

se, h

e as

sum

es th

e pr

oble

m h

as b

een

take

n ca

re o

f. •

Whe

n th

e te

ache

r’s g

rade

par

tner

go

es o

ut o

n m

ater

nity

leav

e, th

e

• Th

e te

ache

r is

trust

ed b

y hi

s gr

ade

partn

ers;

they

sha

re in

form

atio

n w

ith h

im, c

onfid

ent i

t will

not

be

repe

ated

inap

prop

riate

ly.

• D

espi

te h

er la

ck o

f kno

wle

dge

abou

t dan

ce, t

he te

ache

r for

ms

a da

nce

club

at h

er h

igh

scho

ol to

m

eet t

he h

igh

inte

rest

leve

l of h

er

stud

ents

who

can

not a

fford

le

sson

s.

• Th

e te

ache

r not

ices

som

e sp

eech

de

lays

in a

few

of h

er y

oung

st

uden

ts; s

he c

alls

in th

e sp

eech

th

erap

ist t

o do

a fe

w s

essi

ons

in

her c

lass

room

and

pro

vide

fe

edba

ck o

n fu

rther

ste

ps.

• Th

e E

nglis

h de

partm

ent c

hair

says

, “I a

ppre

ciat

e w

hen

____

___

• W

hen

a yo

ung

teac

her h

as tr

oubl

e un

ders

tand

ing

dire

ctio

ns fr

om th

e pr

inci

pal,

she

imm

edia

tely

goe

s to

a

mor

e se

ason

ed te

ache

r—w

ho, s

he

know

s, c

an b

e re

lied

on fo

r exp

ert

advi

ce a

nd c

ompl

ete

disc

retio

n.

• A

fter t

he s

choo

l’s in

tram

ural

ba

sket

ball

prog

ram

is d

isco

ntin

ued,

th

e te

ache

r fin

ds s

ome

form

er s

tude

nt

athl

etes

to c

ome

in a

nd w

ork

with

his

st

uden

ts, w

ho h

ave

com

e to

love

the

afte

r-sc

hool

ses

sion

s.

• Th

e te

ache

r enl

ists

the

help

of h

er

prin

cipa

l whe

n sh

e re

aliz

es th

at a

co

lleag

ue h

as b

een

mak

ing

disp

arag

ing

com

men

ts a

bout

som

e di

sadv

anta

ged

stud

ents

. •

The

mat

h de

partm

ent l

ooks

forw

ard

to

Dan

iels

on 2

013

Rub

ric—

Ada

pted

to N

ew Y

ork

Dep

artm

ent o

f Edu

catio

n Fr

amew

ork

for T

each

ing

Com

pone

nts

P

age

55

• W

hen

one

of h

er

colle

ague

s go

es h

ome

sudd

enly

bec

ause

of

illne

ss, t

he te

ache

r pr

eten

ds to

hav

e a

mee

ting

so th

at s

he w

on’t

have

to s

hare

in th

e co

vera

ge re

spon

sibi

litie

s.

• Th

e te

ache

r doe

s no

t file

hi

s st

uden

ts’ w

ritin

g sa

mpl

es in

thei

r dis

trict

cu

mul

ativ

e fo

lder

s; it

is

time-

cons

umin

g, a

nd h

e w

ants

to le

ave

early

for

sum

mer

bre

ak.

• A

nd o

ther

s…

teac

her s

ays

“Hel

lo” a

nd

“Wel

com

e” to

the

subs

titut

e bu

t do

es n

ot o

ffer a

ny fu

rther

as

sist

ance

. •

The

teac

her k

eeps

his

dis

trict

-re

quire

d gr

adeb

ook

up to

dat

e bu

t en

ters

exa

ctly

the

min

imum

nu

mbe

r of a

ssig

nmen

ts s

peci

fied

by h

is d

epar

tmen

t cha

ir.

• A

nd o

ther

s…

atte

nds

our a

fter-

scho

ol m

eetin

gs;

he a

lway

s co

ntrib

utes

som

ethi

ng

mea

ning

ful t

o th

e di

scus

sion

.” •

The

teac

her l

earn

s th

e di

stric

t’s

new

onl

ine

curr

icul

um m

appi

ng

syst

em a

nd w

rites

in a

ll of

her

co

urse

s.

• A

nd o

ther

s…

thei

r wee

kly

mee

tings

; the

ir le

ader

, th

e te

ache

r, is

alw

ays

seek

ing

new

in

stru

ctio

nal s

trate

gies

and

reso

urce

s fo

r the

m to

dis

cuss

. •

Whe

n th

e di

stric

t ado

pts

a ne

w W

eb-

base

d gr

adin

g pr

ogra

m, t

he te

ache

r le

arns

it in

side

and

out

so

that

she

will

be

abl

e to

ass

ist h

er c

olle

ague

s w

ith

its im

plem

enta

tion.

•

And

oth

ers…