Académique Documents
Professionnel Documents
Culture Documents
Color Key of When Assessed: Pre-Student Teaching = yellow; Student Teaching = yellow AND green
60 Criteria Total
Demonstratin The teacher The teacher The teacher displays The teacher’s
g Knowledge is unaware displays awareness of resources knowledge of
of Resources of resources some beyond those provided resources for
to assist awareness of by the school or district, classroom use
Danielson 1d student resources including those on the and for
learning beyond Internet, for classroom extending
beyond those use and for extending one’s
materials provided by one’s professional skill, professional
provided by the school or and seeks out such skill is
the school or district for resources. extensive,
district, nor classroom including those
is the use and for YouTube fraction available
teacher extending through the
aware of one’s
song. Supplemental school or
resources for professional worksheets. district, in the
expanding skill but does community,
one’s own not seek to through
professional expand this professional
skill. knowledge. organizations
and
universities,
and on the
Internet.
All
students
expected to
complete
same
assignment.
More time
alloted for
students
with IEP.
Danielson 1f The teacher The The teacher has a well- The approach
has no plan teacher’s developed strategy for to using
InTASC 6 to approach to using formative formative
incorporate using assessment and has assessment is
formative formative designed particular well designed
assessment assessment approaches to be used. and includes
in the lesson is student as well
or unit. rudimentary, Turn and talk. Hold as teacher use
including of the
only some of
up the number with assessment
the fingers. information.
instructional
outcomes.
Students help
guide each
other to the
right answer.
One voice at a
time. Students
are engaged in
other students’
answers. (One
student says
“oh” when
another
student
explains their
thinking).
Danielson 2a The teacher The teacher attempts to respond The teacher The net result is an
does not deal to disrespectful behavior, with responds environment where
InTASC 3 with uneven results. The net result of successfully to all students feel valued
disrespectful the interactions is neutral, disrespectful and are comfortable
behavior conveying neither warmth nor behavior among taking intellectual risks.
conflict. students. The
net result of the
interactions is
polite,
respectful, and
business-like,
though students
may be
somewhat
cautious about
taking
intellectual risks.
Establishing The classroom The classroom culture is The classroom The classroom culture is a
a Culture for culture is characterized by little commitment culture is a place cognitively busy place,
Learning characterized by to learning by the teacher or where learning characterized by a shared
a lack of teacher students. The teacher appears to is valued by all. belief in the importance of
Danielson 2b or student be only “going through the learning.
commitment to motions,” and students indicate In this
learning, and/or that they are interested in the
little or no completion of a task rather than
particular
investment of the quality of the work. lesson, I see
student energy growth in how
in the task at students
hand.
interact with
one another
about school
work. There is
more respect
within
students when
discussing
answers and
students are
open to
feedback and
learning
opportunities
from peers.
Danielson 2b Hard work and The teacher conveys that student Students students assume
the precise use success is the result of natural understand their responsibility for high quality
of language are ability rather than hard work, and role as learners by initiating improvements,
not expected or refers only in passing to the and consistently making revisions, adding
valued. precise use of language. expend effort to detail, and/or assisting
learn. peers in their precise use of
Classroom language.
interactions
support learning,
hard work, and
the precise use
of language.
Danielson 2b Medium to low High expectations for learning are High The teacher conveys high
expectations for reserved for those students expectations for expectations for learning for
student thought to have a natural aptitude both learning all students and insists on
achievement are for the subject. and hard work hard work.
the norm, with are the norm for
high most students.
expectations for
learning
reserved for only
one or two
students.
Managing Much Some instructional time is lost due There is little Instructional time is
Classroom instructional time to partially effective classroom loss of maximized due to efficient
Procedures is lost due to routines and procedures. instructional time and seamless classroom
inefficient due to effective routines and procedures.
Danielson 2c classroom classroom
routines and routines and
procedures. procedures.
Danielson 2c There is little or The teacher’s management of The teacher’s Students take initiative in
no evidence of instructional groups and management of the management of
the teacher’s transitions, or handling of instructional instructional groups and
managing materials and supplies, or both, groups and transitions, and/or the
instructional are inconsistent, leading to some transitions, or handling of materials and
groups and disruption of learning. handling of supplies.
transitions materials and
and/or handling supplies, or
of materials and both, are
supplies consistently
effectively. successful.
Danielson 2c There is little With regular guidance and With minimal Routines are well
evidence that prompting, students follow guidance and understood and may be
students know established routines and prompting, initiated by students.
or follow volunteers and paraprofessionals students follow Volunteers and
established perform their duties. established paraprofessionals make an
routines, or that classroom independent contribution to
volunteers or Students know the school routines and the class.
paraprofessional volunteers and
s have clearly
culture but have to be paraprofessional
defined tasks. reminded to follow it. s contribute to
the class.
Managing There appear to Standards of conduct appear to Student Student behavior is entirely
Student be no have been established, but their behavior is appropriate. Students take
Behavior established implementation is inconsistent.. generally an active role in monitoring
standards of appropriate. The their own behavior and/ or
Danielson 2d conduct, or teacher monitors that of other students
students student behavior against standards of
challenge them. against conduct.
established
standards of
conduct.
SHIELD,
Back and
bottom, head
up, remain in
your seat
Danielson 2d There is little or The teacher tries, with uneven Teacher Teacher monitoring of
no teacher results, to monitor student response to student behavior is subtle
monitoring of behavior and respond to student student and preventive. The
student misbehavior misbehavior is teacher’s response to
behavior, and consistent, student misbehavior is
response to proportionate, sensitive to individual
students’ and respectful to student needs and respects
misbehavior is students and is students’ dignity.
repressive or effective.
disrespectful of
student dignity.
Organizing The classroom The classroom is safe, and The classroom The classroom environment
Physical environment is essential learning is accessible to is safe, and is safe, and learning is
Space unsafe, or most students. students have accessible to all students,
learning is not equal access to including those with special
Danielson 2e accessible to learning needs. The teacher ensures
many. activities. that the physical
arrangement is appropriate
to the learning activities.
Danielson 2e There is poor The teacher attempts to adjust the The teacher The teacher makes effective
alignment classroom furniture for a lesson ensures that the use of physical resources.
between the or, if necessary, to adjust the furniture
arrangement of lesson to the furniture, but with arrangement is
furniture and limited effectiveness. appropriate to
resources and the learning
the lesson activities.
activities.
Danielson 2e There is poor The teacher makes modest use of The teacher The teacher makes effective
alignment physical resources, including uses physical use of computer technology
between computer technology. resources,
computer including
technology and computer
the lesson technology,
activities. effectively.
Domain 3: Instruction
Danielson 3c The lesson The lesson has a The lesson has The lesson has a
has no recognizable a clearly defined clearly defined
InTASC 3 clearly structure; structure, and structure, and the
defined however, the the pacing of pacing of the
CAEP 1.1 structure, or pacing of the the lesson is lesson provides
the pace of lesson may not appropriate, students the time
the lesson is provide students providing most needed not only to
too slow or the time needed students the intellectually
rushed. to be intellectually time needed to engage with and
engaged or may be intellectually reflect upon their
be so slow that engaged. learning but also
many students to consolidate
have a their
considerable understanding.
amount of “down
time.”
Reflecting on The teacher does The teacher The teacher The teacher
Teaching not know whether has a makes an makes a
a lesson was generally accurate thoughtful
Danielson 4a effective or accurate assessment of and accurate
achieved its impression of a lesson’s assessment
CAEP 1.2 instructional a lesson’s effectiveness on a lesson’s
outcomes, or the effectiveness and the extent effectiveness
InTASC 9 teacher and the to which it and the
profoundly extent to achieved its extent to
misjudges the which instructional which it
success of a instructional outcomes and achieved its
lesson. outcomes were met. can cite instructional
general outcomes,
references to citing many
support the specific
judgment. examples
from
the lesson and
weighing the
relative strengths
of each.
4c:
Communicating
Not assessed during teaching internships
with Families
Growing and The teacher The teacher The teacher The teacher
Developing engages in no participates to a seeks out seeks out
Professionally professional limited extent in opportunities opportunities for
development professional for professional professional
Danielson 4e activities to activities when they development to development and
enhance are convenient. enhance makes a
content systematic effort
InTASC 9 knowledge or knowledge and to conduct action
skill. pedagogical research.
skill.
Danielson 4e The teacher The teacher finds The teacher The teacher
makes no effort to limited ways to participates initiates
InTASC 9 share knowledge assist other actively in important
with others or to teachers and assisting other activities to
assume contribute to the educators and contribute to the
professional profession. looks for ways profession.
responsibilities. to contribute to
the profession.
Sharing
lesson plans
with another
teacher.
Showing The teacher The teacher is The teacher The teacher can
Professionalism displays honest in displays high be counted on to
dishonesty in interactions with standards of hold the highest
Danielson: 4f interactions with colleagues, honesty, standards of
colleagues, students, and the integrity, and honesty,
InTASC 9 students, and the public. confidentiality integrity, and
public. in interactions confidentiality
with and takes a
colleagues, leadership role
students, and with colleagues.
the public.
Danielson: 4f The teacher is not The teacher’s The teacher is The teacher is
alert to students’ attempts to serve active in highly proactive
InTASC 9 needs and students are serving in serving
contributes to inconsistent, and students, students,
school practices unknowingly working to seeking out
that result in contributes to some ensure that all resources when
some students’ students being ill students needed. The
being ill served by served by the receive a fair teacher makes a
the school. school. opportunity to concerted effort
succeed. to challenge
negative
attitudes or
practices to
ensure that all
students,
particularly those
traditionally
underserved, are
honored in the
school.
Danielson: 4f The teacher does The teacher must be The teacher The teacher
not comply with reminded by complies fully complies fully
InTASC 9 school and district supervisors about with school and with school and
regulations. complying with district district
school and district regulations. regulations,
regulations. taking a
leadership role
with colleagues.
Professional It is expected that the writing throughout the assignment will follow the conventions of spelling, grammar,
Writing and mechanics appropriate for the academic English required of teachers. Points may be deducted for these
errors. However, if the assignment needs substantial improvement in these areas, it will not be accepted for
grading.