Charlotte Danielson’s Framework for Teaching, 2011 Adapted for Kentucky Department of Education
· Knowledge of Content and the Structure of the Discipline
· Knowledge of Prerequisite Relationships
· Knowledge of Content-Related Pedagogy / In order to guide student learning, accomplished teachers have command of the subjects they teach. They must know how the discipline has evolved into the 21st century, incorporating such issues as global awareness and cultural diversity, as appropriate. Accomplished teachers understand the internal relationships within the disciplines they teach, knowing which concepts and skills are prerequisite to the understanding of others. They are also aware of typical student misconceptions in the discipline and work to dispel them. But knowledge of the content is not sufficient; in advancing student understanding, teachers are familiar with the particularly pedagogical approaches best suited to each discipline.
Ineffective / Developing / Accomplished / Exemplary
· In planning and practice, teacher makes content errors or does not correct errors made by students.
· Teacher’s plans and practice display little understanding of prerequisite relationships important to student’s learning of the content.
· Teacher displays little or no understanding of the range of pedagogical approaches suitable to student’s learning of the content. / · Teacher is familiar with the important concepts in the discipline but displays lack of awareness of how these concepts relate to one another.
· Teacher’s plans and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete.
· Teacher’s plans and practice reflect a limited range of pedagogical approaches to the discipline or to the students. / · Teacher displays solid knowledge of the important concepts in the discipline and the ways they relate to one another.
· Teacher’s plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts.
· Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches to the discipline. / · Teacher displays extensive knowledge of the important concepts in the discipline and the ways they relate both to one another and to other disciplines.
· Teacher’s plans and practice reflect understanding of prerequisite relationships among topics and concepts and provide a link to necessary cognitive structures needed by students to ensure understanding.
· Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating student misconceptions.
Critical Attributes / · Teacher makes content errors.
· Teacher does not consider prerequisite relationships when planning.
· Teacher’s plans use inappropriate strategies for the discipline. / · Teacher is familiar with the discipline but does not see conceptual relationships.
· Teacher’s knowledge of prerequisite relationships is inaccurate or incomplete.
· Lesson and unit plans use limited instructional strategies, and some may not be suitable to the content. / · The teacher can identify important concepts of the discipline and their relationships to one another.
· The teacher consistently provides clear explanations of the content.
· The teacher answers student questions accurately and provides feedback that furthers their learning.
· The teacher seeks out content-related professional development. / In addition to the characteristics of “accomplished”:
· Teacher cites intra- and interdisciplinary content relationships.
· Teacher is proactive in uncovering student misconceptions and addressing them before proceeding.
Possible Examples / · The teacher says “the official language of Brazil is Spanish, just like other South American countries.”
· The teacher says, “I don’t understand why the math book has decimals in the same unit as fractions.”
· The teacher has students copy dictionary definitions each week to help his students learn to spell difficult words. / · The teacher plans lessons on area and perimeter independently of one another, without linking the concepts together.
· The teacher plans to forge ahead with a lesson on addition with regrouping, even though some students have not fully grasped place value.
· The teacher always plans the same routine to study spelling: pretest on Monday, copy the words 5 times each on Tuesday and Wednesday, test on Friday. / · The teacher’s plan for area and perimeter invites students to determine the shape that will yield the largest area for a given perimeter.
· The teacher realizes her students are not sure how to use a compass, so she plans to practice that before introducing the activity on angle measurement.
· The teacher plans to expand a unit on civics by having students simulate a court trial. / · In a unit on 19th century literature, the teacher incorporates information about the history of the same period.
· Before beginning a unit on the solar system, the teacher surveys the class on their beliefs about why it is hotter in the summer than in the winter.
Domain 1
Planning & Preparation / Domain 2
Classroom Environment / Domain 3
Instruction / Domain 4
Professional Responsibilities / Domain 5
Student Growth
A. Demonstrating Knowledge of Content and Pedagogy
i. Knowledge of Content and the Structure of the Discipline
ii. Knowledge of Prerequisite Relationships
iii. Knowledge of Content-Related Pedagogy
B. Demonstrating Knowledge of Students
i. Knowledge of Child and Adolescent Development
ii. Knowledge of the Learning Process
iii. Knowledge of Students’ Skills, Knowledge, and Language Proficiency
iv. Knowledge of Students’ Interests and Cultural Heritage
v. Knowledge of Students’ Special Needs
C. Selecting Instructional Outcomes
i. Value, Sequence, and Alignment
ii. Clarity
iii. Balance
iv. Suitability for Diverse Learners
D. Demonstrating Knowledge of Resources
i. Resources for Classroom Use
ii. Resources to Extend Content Knowledge and Pedagogy
iii. Resources for Students
E. Designing Coherent Instruction
i. Learning Activities
ii. Instructional Materials and Resources
iii. Instructional Groups
iv. Lesson and Unit Structure
F. Designing Student Assessment
i. Congruence with Instructional Outcomes
ii. Criteria and Standards
iii. Design of Formative Assessments
iv. Use for Planning / A. Creating an Environment of Respect and Rapport
i. Teacher Interaction with Students
ii. Student Interactions with One Another
B. Establishing a Culture for Learning
i. Importance of the Content
ii. Expectations for Learning and Achievement
iii. Student Pride in Work
C. Managing Classroom Procedures
i. Management of Instructional Groups
ii. Management of Transitions
iii. Management of Materials and Supplies
iv. Performance of Non-Instructional Duties
v. Supervision of Volunteers and Paraprofessionals
D. Managing Student Behavior
i. Expectations
ii. Monitoring of Student Behavior
iii. Response to Student Misbehavior
E. Organizing Physical Space
i. Safety and Accessibility
ii. Arrangement of Furniture and Use of Physical Resources / A. Communicating with Students
i. Expectations for Learning
ii. Directions and Procedures
iii. Explanation of Content
iv. Use of Oral and Written Language
B. Using Questioning and Discussion Techniques
i. Quality of Questions
ii. Discussion Techniques
iii. Student Participation
C. Engaging Students in Learning
i. Activities and Assignments
ii. Grouping of Students
iii. Instructional Materials and Resources
iv. Structure and Pacing
D. Using Assessment in Instruction
i. Assessment Criteria
ii. Monitoring of Student Learning
iii. Feedback to Students
iv. Student Self-Assessment and Monitoring of Progress
E. Demonstrating Flexibility and Responsiveness
i. Lesson Adjustment
ii. Response to Students
iii. Persistence / A. Reflecting on Teaching
i. Accuracy
ii. Use in Future Teaching
B. Maintaining Accurate Records
i. Student Completion of Assignments
ii. Student Progress in Learning
iii. Non-Instructional Records
C. Communicating with Families
i. Information About the Instructional Program
ii. Information About Individual Students
iii. Engagement of Families in the Instructional Program
D. Participating in a Professional Community
i. Relationships with Colleagues
ii. Involvement in a Culture of Professional Inquiry
iii. Service to the School
iv. Participation in School and District Projects
E. Growing and Developing Professionally
i. Enhancement of Content Knowledge and Pedagogical Skill
ii. Receptivity to Feedback from Colleagues
iii. Service to the Profession
F. Demonstrating Professionalism
i. Integrity and Ethical Conduct
ii. Service to Students
iii. Advocacy
iv. Decision Making
v. Compliance with School and District Regulations / A. Student Growth
i. Student Growth Goal Setting Results
ii. Rigorous Student Growth Goals
iii. Student Growth Goal Setting Process
iv. Student Growth Percentiles
1A - Knowledge of Content and Pedagogy
· Knowledge of Content and the Structure of the Discipline
· Knowledge of Prerequisite Relationships
· Knowledge of Content-Related Pedagogy / In order to guide student learning, accomplished teachers have command of the subjects they teach. They must know how the discipline has evolved into the 21st century, incorporating such issues as global awareness and cultural diversity, as appropriate. Accomplished teachers understand the internal relationships within the disciplines they teach, knowing which concepts and skills are prerequisite to the understanding of others. They are also aware of typical student misconceptions in the discipline and work to dispel them. But knowledge of the content is not sufficient; in advancing student understanding, teachers are familiar with the particularly pedagogical approaches best suited to each discipline.
Ineffective / Developing / Accomplished / Exemplary
· In planning and practice, teacher makes content errors or does not correct errors made by students.
· Teacher’s plans and practice display little understanding of prerequisite relationships important to student’s learning of the content.
· Teacher displays little or no understanding of the range of pedagogical approaches suitable to student’s learning of the content. / · Teacher is familiar with the important concepts in the discipline but displays lack of awareness of how these concepts relate to one another.
· Teacher’s plans and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete.
· Teacher’s plans and practice reflect a limited range of pedagogical approaches to the discipline or to the students. / · Teacher displays solid knowledge of the important concepts in the discipline and the ways they relate to one another.
· Teacher’s plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts.
· Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches to the discipline. / · Teacher displays extensive knowledge of the important concepts in the discipline and the ways they relate both to one another and to other disciplines.
· Teacher’s plans and practice reflect understanding of prerequisite relationships among topics and concepts and provide a link to necessary cognitive structures needed by students to ensure understanding.
· Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating student misconceptions.
Critical Attributes / · Teacher makes content errors.
· Teacher does not consider prerequisite relationships when planning.
· Teacher’s plans use inappropriate strategies for the discipline. / · Teacher is familiar with the discipline but does not see conceptual relationships.
· Teacher’s knowledge of prerequisite relationships is inaccurate or incomplete.
· Lesson and unit plans use limited instructional strategies, and some may not be suitable to the content. / · The teacher can identify important concepts of the discipline and their relationships to one another.
· The teacher consistently provides clear explanations of the content.
· The teacher answers student questions accurately and provides feedback that furthers their learning.
· The teacher seeks out content-related professional development. / In addition to the characteristics of “accomplished”:
· Teacher cites intra- and interdisciplinary content relationships.
· Teacher is proactive in uncovering student misconceptions and addressing them before proceeding.
Possible Examples / · The teacher says “the official language of Brazil is Spanish, just like other South American countries.”
· The teacher says, “I don’t understand why the math book has decimals in the same unit as fractions.”
· The teacher has students copy dictionary definitions each week to help his students learn to spell difficult words. / · The teacher plans lessons on area and perimeter independently of one another, without linking the concepts together.
· The teacher plans to forge ahead with a lesson on addition with regrouping, even though some students have not fully grasped place value.
· The teacher always plans the same routine to study spelling: pretest on Monday, copy the words 5 times each on Tuesday and Wednesday, test on Friday. / · The teacher’s plan for area and perimeter invites students to determine the shape that will yield the largest area for a given perimeter.
· The teacher realizes her students are not sure how to use a compass, so she plans to practice that before introducing the activity on angle measurement.
· The teacher plans to expand a unit on civics by having students simulate a court trial. / · In a unit on 19th century literature, the teacher incorporates information about the history of the same period.
· Before beginning a unit on the solar system, the teacher surveys the class on their beliefs about why it is hotter in the summer than in the winter.
1B - Demonstrating Knowledge of Students
· Knowledge of Child and Adolescent Development
· Knowledge of the Learning Process
· Knowledge of Students’ Skills, Knowledge, and Language Proficiency
· Knowledge of Students’ Interests and Cultural Heritage
· Knowledge of Students’ Special Needs / Teachers don’t teach content in the abstract; they teach it to students. In order to ensure student learning, therefore, teachers must know not only their subject content and its related pedagogy but the students to whom they wish to teach that content. In ensuring student learning, teachers must appreciate what recent research in cognitive psychology has confirmed: namely, that students learn through active intellectual engagement with content. While there are patterns in cognitive, social, and emotional developmental stages typical of different age groups, students learn in their individual ways and may come with gaps or misconceptions that the teacher needs to uncover in order to plan appropriate learning activities. In addition, students have lives beyond school, lives that include athletic and musical pursuits, activities in their neighborhoods, and family and cultural traditions. Students whose first language is not English, as well as students with other special needs, must be considered when planning lessons and identifying resources that will ensure their understanding.