Impementng tne Framework for Teaching | intedction ‘Te Four Domain Se Assessment T ] | COMPONENT | UNSATISFACTORY | BASIC PROFICIENT | ostiveusied | tk The teacher's pan | The teacher's The teacher's The teacher's | Designing | for assessing student | plan for student plan for student pian for student Student Iearing contains | assessment is assessments assessments Assessments | "0 lear cea partly algned with | aligned withthe | fly agned with or standards the instructional insrutional the instructional } poorly aligned wtn | outoomes, without | outcomes, uses outcomes, with | | the instnuctionl clear rteria,and | leer eiteria, and is | clear aera and | cutoomes,oris raporonriteforat | appropriate tothe | i inaporoprats for | last some stcents. | needs of students. | evidence of student many students. | Thateacherintends | The teacher intends | contrition to The resus of to use assessment | touse assessment | their develop assessment have | resuts to plan for | resuttstopan for | Assessment iminimal impact on | futur instruction for | future instruction for methodologies may tne design offature | the class asa whole. | groups of students, | have been adapted instruction, tor india, and Domain 2: The Classroom Environment it to pla future instruction for | incividual sweents. | Oo (oO Es [_ensensracroRy ee ea | Classroom Classroom Classroom iteractens, tt | ineracons, bah neen | nractns baboon between eacer | beween the teacher | tteteacherans | and students and and studants and fmong | individual student arom tues, | anongsiudenis, re are igh >t ‘are negative, ‘generally appropriate | | ‘eflecting genuine | appro, and re toe earng | | or insensitive to contlict, but may ‘aiid sefssuity Ww | suns cuturl | becterctzd by students’ cuties pacgronds and | oceasoaldsniays and vest are characterized by | of insensitivity oF lack development. | sarcasm uso, | of tesponsheness ssudenisemseves or confit tocutualor ensure igh ves ceveoprentl of city rong | erences among mers the | stuns ola. = Source Fo The Hank tr 2008, Asean, Wk ASC. ASED © 20 siti tere eng Peso! Pac: sing the Feamewek i aching in Yur Sapp. 128-128) Dain, by ASCO, Fare wih pms. oO uononponutIntroduction implementing the Framework for Teaching | Ittoducton The Four Domains Sa-Assesement | COMPONENT | UNSATISFACTORY | BASIC PROFICIENT [_bISmINGUSHED The dassroom The teacher's The classroom envionment attempt to create a | culture is ‘conveys a negative | culture for learning is | characterized by cclture for learning, | partially successful, | high expectations for characterized by low | with litte teacher | most students and iwacher commitment | commitment to the | genuine commitment wot bject, modest +0 the subject by both subject, low * . anitieorn | andite stint | comnstaang pee student pride in work. | pride in work. Bat | in their work the tacter and students appear to be | only “going through the mations.” | L | oc instotona | Some instructor Us pata” Tsuen conte time is lost because | time is lost because | tthe seamless otnateent lassen rans, vines | operation Inseesamentinee | rel needs for | classroom routines ara proceaures tor transtons, handing of supplies, ana performance of noninstructonal ‘utes, oO ransiuons, nanan of supplies, and performance of noninstructional cuties are only parialyeectbe oO 2 roves fo | ransions,nenling of spies and pertormance of ronistuctoral dates. Sauce: From The Hardook or ntancing Poesia Pace ig the raewa a Tacting i Yu Stal pa 129-195), by 6 Deion, 2008, lan, i: SCD. © 2008 by ASC Pate wth pissin aseDImplementing the Framework for Teaching | ntrxdution “Te Four Domains So-Assesernont uojonpesqul T cowpoxent | uisansracrony | Basic proncent | ISTNGUSHED Tere isno evidence | tt appears thatthe | standards of tatstandads of | teatherhes made cont ae cles 5 conduct have been | an effort to estabish with evidence of o\& esubishd and | standart of cont student partpaton torn teacher | frsttens The ingetng the. The \e rrrvong oh | testers, th 2 of steer tear proventive, and the teacher's montaring_| 4" student be student misbehavior is reoressive or | ‘teacher's response to dsrespecturot | student misbehavior student dignity. is sositiva to individual student | needs, Students | take an active | | | rl in monitoring | the standards of | i i | behavior. | n ~< oO | ee 1 The dasscomis | environment is sale, and essential | safe,andiearning | sl i unsafe, or some learning is accessible | is accessible to all aes | students don't tomost students, | stunts; te teacher ccurstelte | revearcess 0 | tetesche’s wet | iearing Airmen | physical snes, | phystalarangement sa | Senveen he pysal | nekdng earguer | is oprprie tothe | no arengement tre | ‘tectry is fang ates. tote w: | onaivies is | mre eee. | Thteachermenes | or atl we The wachermay | efectve we ot 2 eon attent a ray to | pica resources, P | pryslarengement | incuting computer | to suit learning technology. | ects, ith par sumrss leon g a g h | ‘he Hono for mani Presa Pract: ng fe Famer fo aching i Your Sc 28-125. Das, ron, VA: ASCD, © 2008 by ASC. Reprints wh perms. SET) 0209 sit Reeve o 13I é “ NT NESTLE INN EES SIRES AER SARE. aR Introduction Domain 3: Instruction component | unsanisracrory | Basic PROFIENT DISTINGUISHED Expectations for | Expectations for Expectations for leaming, drectons | learning, directions leaming, directions 2 | aneprocedures, | and procedures, and procedures, | «bg aed-xpmatens | and explanations of and exlanations Ss ot content are content are carted of conten ara unciearar confusing | after nia confusion; cto students | ne to students, tne teacher use The teacher's al) The teachers of ianguage s land riten | . useotlanguage | carreetbut may communication is contains enorsor | notte competely Clear and expressive, isinappropdate | apgropiate or apgroniate for tor students students’ cultures o students utes cultures or levels of | levels of development and levels of dlavelopment : deveopment and antcpates possible student |, msconceptons. 0 seo Fe high expectations and are cutrally and developmentally 2 teacher's Some oft questions are law | teachers questons level or inappropriate, | cit a thought eliciting limited response, but most student participation | are low-level, posed appropiate, Students and recitation rather | in rapid succession formate many than discussion The teacher's of the high-level attempts to engage {questions and ensure al sudents in the that all vlogs are tiscussion are only heard partially svocesstul Sauce fom The Hana Eman Pratesonal Prac sg ne ramon ac Yo Sato 120-135) by Dain, 2008, evar, V8: ASCO, © 2008 by ASC. Repression. 140 ASCD 0 10 rnp teeFramework for Teaching “The Four Damas Slt Assessment UNSATISFACTORY DISTINGUISHED students are patty | students’ cuttures moderate intellxctual situclue oF poorly sSmgtue is coharent structure i not fly Acsessmontis nat used in instruction, | occasional used in instuction, through some monitoring of progress of leaming teacher or students, | or trough feedback to students, Students ‘are unaware of the assosament criteria Feedback to fudents of oniy some. the ascossient cater Assassment in a sophisticated ‘manner in instruction, through student invovernent in establishing the asgessment crtera, so-assessment by students, monitoring of progress by bot students and teacher, and high-quality feedback to students ram a vate of sources oO _Seurce Fram Te Henbonk er xtancng Ptessona Pace sg the rework oTacing in You Scho pp 123-135 Dann 2008, ea, Ec ASCO. © 2008 ASC, Rept wth pees. ASED 0207. n1nga race“the Four Domains Sel-Assesament Introduction peering iva Ramawor tr Testing [ oskcon 4 tl [component | wnsansracrory | BASC eases sPROFICNT onan 4) “The teacher adheres | The teacher atloots “The teacher sia toteinsrucion | tomas the lesson an opportunity to lan. even when | when neoded and io enhance ling, change would | respond to student building ona improve teesson | questions, with spontaneous event ar address students’ | moderate success. | canst ingress 4 | ‘ackot intrest. The |The teacher accepts “The teacher ensu y cher buses ity the sucoass of all aside student ent SUES students, wsng ani ‘questions: when | but has only a extensive repertory | eee patence | ime enetrcot | ofinsrucional £ Shot, teeter | styles trac. Sraeges dames the students or their nome ‘environment. {oO (a O a \ ‘Domain 4: Professional Responsibilities F conponea | UNSenSFACIORY | ars | prone DISTINGUISHED | i er Ses) [oe waza ones | Tetaneerprwaes |e ane Reflecting on | accurately assess | parity accurate | an accurateane reflection on the athe | theatonenessat | a bjt iessn is hag trelesson and has | desipion of te and accurate, cing ! Teles row | lesson bucdses | specie enitenen, | shecfe oder | ravte speci ° "| The'teacher makes - |The teacher cas tvdence. The teacher | some spect onanexonsie cites ony general | suggestions as to | reper to suggest Tpggestonsas in| ow the lesson might | aeave sae: row te lesson might be improves and pedis the thely be improved. sucess ofeach. { Oo jo Sowce: rm Te Henabook 2008, ans, VK: ASCD © 2008 by ASTD. Rei 120 ‘erEoranig Pestova Pace sg te Farewart oT 9 th emis. ascD in or Sooo. 128-199), Cael, 2009. MI Ribs Re