Danielson Framework for Teaching (2022) Rubrics by

Washington State
Criterion 1: Centering instruction on high expectations for student achievement.
2b: Fostering a Culture for Learning
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The culture of the class The culture of the class The culture of the class is Students play an active role
is not conducive to is partially conducive to characterized by high in establishing a culture
learning and does not learning and expectations and that consistently fosters
support development. development. supports students' dialogue, reflection, and
learning and growth, allowing all
development. students to experience
success.
Critical Attributes: Purpose and Motivation
There is little or no The teacher The teacher and students The teacher and students
sense of purpose for communicates the demonstrate a belief in display dedication to
the work or the reasons importance of content, the importance of learning the content and a
for doing it are external the ultimate purpose of learning and personal sense of purpose for their
demands. learning, and the value growth that motivates learning; both content
of personal growth with them to succeed and mastery and personal
some success. flourish. growth are valued by the
teacher and students.
Critical Attributes: Dispositions for Learning
Student curiosity is Student curiosity, Curiosity, critical thinking, Student curiosity, critical
ignored or discouraged; critical thinking, reasoning, and reflection thinking, reasoning, and
students are not asked reasoning, and are encouraged and reflection are clearly evident
to think critically or to reflection are intentionally developed. in the classroom and have a
reason and reflect. occasionally direct impact on instruction,
encouraged. student learning, and
development.
Critical Attributes: Student Agency and Pride in Work
Students have little or Students are given Students have multiple Students clearly exercise
no agency in learning some opportunities to opportunities to exercise autonomy in their learning
experiences or exercise agency, that agency, and autonomy is and actively suggest ways
classroom life. they may not be taken intentionally developed to make the classroom
up or maybe and celebrated. more joyful, rigorous, and
infrequent. purposeful.
Critical Attributes: Support and Perseverance
The teacher conveys Confidence, resilience, Confidence, resilience, Students encourage one
that the work is too persistence, and persistence, and another to persevere and
challenging for all or teamwork are teamwork that support use strategies to support
some of the students or encouraged, promoting student perseverance are each other through
that they lack the a conviction that with intentionally developed challenging work.
perseverance to hard work and and celebrated.
succeed; students are perseverance all
allowed or expected to students can master the
quit. content.
3a: Communicating about Purpose and Content
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Communication about Communication about Communication about Communication about
purpose and content is purpose and content is purpose and content is purpose and content is rich,
unclear or confusing mostly clear and accurate and clear to nuanced, and relevant to
and hinders student accurate; it partially students; it supports their students inviting them to
learning. supports learning. active engagement in think critically and
learning experiences and contribute intellectually; it
models effective use of encourages curiosity and
language. supports student
autonomy.
Critical Attributes: Purpose for Learning and Criteria for Success
The teacher does not The teacher partially The teacher clearly Students are able to explain
convey to students explains the purpose of explains what students the purpose and value of
what they will be learning but with little will be learning and why, what they are learning and
learning. elaboration or how it is situated within connect it to broader
specificity. broader purposes, how purposes, both within the
they will learn it, and what curriculum and their own
success will look like. lives.
Critical Attributes: Specific Expectations
The teachers unclear or Expectations for The teacher clearly The teacher and students
incomplete explanation learning activities are explains and models, if anticipate and address
of the learning activities somewhat clear to appropriate, the learning possible challenges within
hinders student students. activities, consistently the learning activities;
engagement. supporting and students use or suggest
reinforcing student other strategies,
engagement. approaches, or processes
for learning.
Critical Attributes: Explanations of Content
The teacher makes The teacher makes The teacher’s Students discuss and
significant content minor content errors or explanations of content explain content clearly and
errors or fails to provides explanations are accurate, precisely; their
provide clear of the content that are appropriately scaffolded, communication about
explanations, affecting somewhat confusing and relevant to the content and its application
student understanding and only invite minimal experiences of students; demonstrate critical
of the content. participation or content is explained in thinking, curiosity, and
engagement by multiple, engaging ways understanding of its
students. to support conceptual purpose and relevance.
understanding.
Critical Attributes: Use of Academic Language
The teacher’s The teacher's use of The teacher’s content Rich and rigorous language
communications academic language is specific language and and vocabulary are
include incorrect or generally correct but vocabulary are accurate, consistently and effectively
imprecise use of may need further academically rigorous, used by the teacher and
academic language. explanation or be too and well-suited to students.
simplistic to support students and lessons,
student learning. providing a model to
 support student
development.
3c: Engaging Students in Learning
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Learning experiences Learning experiences Learning experiences Students take initiative to
do not require active partially engage support curiosity and increase the challenge or
intellectual students intellectually; exploration and complexity of learning
engagement by the activities require encourage higher order experiences; they think
students. students to do some thinking; students engage critically about a variety of
thinking. in multiple ways and issues and offer solutions;
represent their ideas and they make suggestions for
responses through modifications that increase
multiple means. meaning and relevance.
Critical Attributes: Rich Learning Experiences
Tasks are inappropriate Students are partially All students engage in Through choices provided
for students in the engaged in tasks that activities that support by the teacher or their own
class, many students require thinking as agency and require initiative, students modify
are not engaged in opposed to only recall; critical thinking; tasks learning tasks to make
them, or they may only some tasks have require high levels of them more meaningful or
require recall or use a multiple correct intellectual engagement challenging.
single approach. responses or and students explain their
approaches. thinking.
Critical Attributes: Collaboration and Teamwork
Students do not Students collaborate Student collaboration is a Students take initiative to
collaborate, they do not during the lesson in key component of collaborate in new or
engage with one ways that are mostly learning and engagement unplanned ways that further
another effectively, suitable to the activitiesin the class, instructional their learning; they actively
and/or instructional and outcomes and groupings are serve as resources for one
groupings are partially support strategically arranged to another and focus on
inappropriate for the learning for each support learning and making their learning more
task. student; they work well engagement, and engaging and meaningful.
together during group effective teamwork is
activities. explicitly taught and
celebrated.
Critical Attributes: Use of Instructional Materials and Resources
Instructional materials Instructional materials Instructional materials Students take initiative in
and resources are not and resources are used and resources are used using instructional materials
used correctly or by the students with effectively to support and resources by adapting
effectively by students, some success to intellectual engagement them appropriately for their
are not supportive of support learning, and and deep learning of the own needs; they suggest
their learning, and/or students have equitable content; they are varied modifications or additions
are not equitably access to them. and used to support to make them more
available. equitable access to the relevant or challenging.
content.
Critical Attributes: Opportunities for Thinking and Reflection
The pace of the lesson The pacing of the The pacing of the lesson Through opportunities
is too slow or is rushed, lesson provides supports high levels of provided by the teacher or
or opportunities for opportunities for some intellectual engagement their own initiative, students
thought and reflection thought and reflection, and deeper learning; demonstrate autonomy and
are poorly allowing students to students have multiple effective use of strategies
implemented; students engage and develop and effective for reflection; they are able
do not have time to understanding. opportunities to think, to identify and advocate for
reflect or consolidate reflect, and consolidate their own need to engage
understanding. understanding. in further processing a
reflection in order to
consolidate understanding
and solidify new learning.
Criterion 2: Demonstrating effective teaching practices.
3b: Using Questioning and Discussion Techniques
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Questioning and Questioning and Questioning and Students intentionally use
discussion are absent, discussion, primarily discussion, framed or led questioning and discussion
low level, or do not framed and led by the by the teacher and to develop their own and
support learning and teacher, are used to students, effectively others thinking, reasoning
development. support student support critical thinking, skills, and habits of
learning and reasoning, and reflection. reflection.
development.
Critical Attributes: Critical Thinking and Deeper Learning
Questioning and The teacher frames Open-ended and higher- Students initiate higher
discussion do not invite questions to promote level questions and order questions and extend
student thinking, are of critical thinking and genuine discussions allow discussions with
low cognitive challenge, deeper understanding students to think critically confidence, applying and
and often have a single but with uneven and offer multiple developing critical thinking,
correct response. success. perspectives, challenging curiosity, and deeper
them to deepen understanding.
understanding.
Critical Attributes: Reasoning and Reflection
Questioning and Questioning and Through questioning and Students use questions and
discussion do not invite discussion invite discussion, students have discussions to challenge
or require students to students to explain the opportunity to one another's thinking with
explain their thinking. their thinking and reason, reflect on respect and humility,
reflect on their learning, learning, and justify their successfully justify their
but students are only thinking, and successfully reasoning, and
somewhat successful at do so. collaboratively generate
doing so. new ideas and lines of
inquiry.
Critical Attributes: Student Participation
Questions and The teacher calls on The teacher successfully Students formulate
discussions are many students or engages students in questions, initiate
between teacher and invites them to respond discussion; students discussion, and assume
select students; directly to one another actively participate and responsibility for ensuring
students do not engage but only some students ask questions of one that all voices are heard.
in dialogue with one answer or participate in another.
another or ask each the discussion.
other questions.
4a: Engaging in Reflective Practice
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The teacher does not The teacher's reflective The teacher's reflective The teacher consistently
appear to engage in practice leads to some practice, based on engages in reflective
reflective practice or accurate assessment of consideration of evidence practice based on multiple
misjudges the success student success of of student learning and sources of evidence that
of the instruction. instruction but does development, leads to an results in the exploration of
not follow through with accurate assessment of new ideas and approaches
analysis and changes to the success of instruction focused on supporting
practice. students who need it most.
 and results in specific
changes and adjustments.
Critical Attributes: Self-Assessment of Teaching
The teacher does not The teacher has a The teacher draws on The teacher's assessment of
reflect on experiences partially accurate but evidence from the lesson, the lesson is based on
or draws inaccurate or incomplete sense about including student work, multiple sources of
incomplete conclusions whether or not to assess the evidence, leads to a
about their success. instructional practices effectiveness of specific thoughtful and accurate
were successful or had elements of instruction analysis of practice, and
the desired impact on and their impact on addresses the specific
student learning and student learning and impact of the design or
development. development. execution of elements of
instruction on student
learning and development.
Critical Attributes: Analysis and Discovery
The teacher does not or The teacher analyzes The teacher analyzes the The teacher critically
is unable to analyze some aspects of their impact of their own analyzes the impact of
their impact on student practice but may not actions and beliefs on practices, values, and beliefs
success and/or makes consider alternative student learning, learns on student learning and
no suggestions for approaches, recognize about alternative consistently focuses on
growth or the impact of their own perspectives and acquiring new knowledge
improvement. mindsets or beliefs, approaches, and begins and skills to enhance
and/or be willing to to build new knowledge learning, prioritizing
explore new strategies and skills that enhance Improvement for students
or ideas. learning. who need it the most.
Critical Attributes: Application and Continuous Improvement
The teacher does not Based on reflection, the Based on reflection, the Based on reflection, the
plan or consider teacher has some plans teacher considers teacher focuses on the best
opportunities to for future action that multiple paths forward; course of action for student
improve practice. will better support communicates a success, demonstrates
student learning and commitment to the perseverance in the face of
development. success of all students; challenges, implements new
and plans, practices, and ideas and strategies and
implement continues to reflect and
improvements. analyze the results.
Criterion 3: Recognizing individual student learning needs and developing strategies to address
those needs.
1b: Knowing and Valuing Students
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The teacher lacks The teacher’s The teacher’s knowledge The teacher’s knowledge of
sufficient knowledge of knowledge of students’ of students supports students is extensive and
students to support identities, as well as learning and fosters student learning and
student learning or their strengths and development and enables development to support
development.
needs, partially the teacher to build upon academic and personal
supports learning and student assets. success.
development.
Critical Attributes: Respect for Students’ Identities
The teacher is not The teacher applies The teacher successfully The teacher recognizes and
aware of or pays little knowledge of students' incorporates knowledge appreciates students’ race,
attention to students’ race, culture, and of students' race, culture, culture, and unique
race, culture, or identities to planning and identities into identities, designing
identity. and preparation with planning and preparation. culturally responsive and
limited success. affirming learning
experiences with them in
mind.
Critical Attributes: Understanding of Students’ Current Knowledge and Skills
The teacher does not The teacher's The teacher's The teacher's deep
try to ascertain understanding of understanding of understanding of each
information about students’ varied students' levels of student's knowledge, skills,
students’ varied prior knowledge and skill knowledge and skill, as and mindsets ensures that
knowledge, skills, or levels, as well as well as their mindsets students receive
mindsets. mindsets related to about learning, is applied appropriate scaffolds when
learning, is applied with successfully in planning necessary, meet rigorous
limited success. and preparation. outcomes, and are
challenged to do their best
work.
Critical Attributes: Knowledge of Whole Child Development
The teacher does not The teacher's The teacher's The teacher deeply
attend to or have understanding of understanding of understands and integrates
understanding of students’ cognitive, students’ cognitive, social, students' cognitive, social,
students’ cognitive, social, emotional, and emotional, and character emotional, and character
social, emotional, and character development development is development to model and
character development. is addressed in successfully incorporated teach habits and mindsets
planning and into planning and that promote student
preparation with limited preparation. assumption of
success. responsibility.
Critical Attributes: Knowledge of the Learning Process and Learning Differences
The teacher displays The teacher has limited The teacher’s accurate In lessons planned or
insufficient understanding of the understanding of how adapted, the teacher uses
understanding of how learning process and of students learn and learn extensive knowledge of the
students learn and individual learning differently is evident in learning process and
develop in general or of differences. planning and preparation. learning differences to
individual differences design experiences that are
for students in the class engaging and successful.
3e: Responding Flexibly to Student Needs
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The teacher makes no The teacher makes The teacher’s adjustments Based on self-monitoring
adjustments to learning some adjustments to and responsiveness lead and reflection, students
experiences, even when learning experiences to deeper understanding voice their needs, ask
warranted, and is not and is responsive to for students and/or new questions, and make
responsive to student student needs with learning experiences. suggestions that lead to
needs. partial success. adjustments and
modifications or spark new
learning opportunities.
Critical Attributes: Evidence-Based Adjustments
The teacher does not The teacher attempts to The teacher effectively Students voice their needs
recognize, or ignores, adjust learning adjusts learning and assume responsibility
evidence of low experiences based on experiences based on for their own learning by
engagement or lack of evidence but is only real-time evidence and making necessary
student understanding. partially successful. students’ individual and adjustments to the learning
specific needs. experiences with support
and encouragement of the
teacher.
Critical Attributes: Receptiveness and Responsiveness
The teacher brushes The teacher attempts to The teacher incorporates Students identify new
aside or does not fully incorporate students' students' interests and learning opportunities and
address students' questions and respond questions into learning take the initiative to pursue
questions or to their interest but experiences to deepen them on their own, with
difficulties. only minimally or with understanding and their peers, or with the
limited success. encourage curiosity and support of the teacher or
autonomy. others in the school and
beyond.
Critical Attributes: Determination and Persistence
The teacher does not The teacher conveys Drawing on a broad Students demonstrate
convey a level of responsibility and repertoire of strategies, determination and
responsibility for commitment to efficacy the teacher persists in persistence when they
student learning and but lacks certainty or is seeking alternative experience difficulties; they
success or is uncertain only partially successful approaches and pathways seek and receive effective
about how to assist in responding to when students experience support from the teacher
students. student difficulties. difficulty. and others.
Student Growth 3.1: Establish Student Growth Goal(s)
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The teacher does not The teacher develops a The teacher develops a The teacher develops a
develop a student student growth goal for student growth goal for a student growth goal for a
growth goal for a group a group of students group of students, within group of students, within a
of students within a within a class who are a class, who are not yet class, who are not yet
class who are not yet not yet reaching full reaching full learning reaching full learning
reaching full learning learning potential. potential. potential.
potential. The teacher explains The teacher explains how The teacher explains how
OR how the knowledge of the knowledge of the knowledge of
The teacher does not students informed the individual students individual students
explain how the goal for the students as informed the goal in informed the goal in
knowledge of a group, but not as specific ways. specific ways.
individual students individuals. The goal addresses an The goal addresses an
informed the goal. The goal addresses an essential standard for essential standard for the
The goal does not essential standard for the teacher’s content and teacher’s content and grade
address an essential the teacher’s content grade level. level.
standard for the and grade level. The goal requires The goal requires students’
teacher’s content and The goal requires students’ cognitive and cognitive and emotional
grade level. students’ cognitive emotional engagement. engagement.
The goal does not and emotional The teacher seeks and The teacher seeks and
require students’ engagement. considers, when provided, considers, when provided,
cognitive or The teacher input from students’ input from students’
emotional communicates the goal families in developing the families in developing the
engagement. to students’ families. goal. goal.
The teacher does not The teacher explains to
communicate with supervisor how the goal
students’ families about yields opportunities for
the goal. leadership or for
collaboration with
colleagues to advance their
own or their collective
professional learning.
Student Growth 3.2: Achievement of Student Growth Goal(s)
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The teacher provides The teacher provides The teacher provides The teacher provides
evidence of student evidence of student evidence of student evidence of student
progress on the stated progress on the stated progress on the stated progress on the stated
learning goal from only learning goal, which learning goal, which learning goal, which
summative includes both includes both formative includes both formative
assessments. formative and and summative and summative
There is no evidence of summative assessments. assessments.
student engagement assessments. There is evidence of There is evidence of
in assessment of their There is limited student engagement in student engagement in
own progress. evidence of student assessment and student assessment and student
There is no evidence of engagement in monitoring of their own monitoring of their own
opportunities for assessment of their progress. progress.
students to share own progress. There is evidence of There is evidence of
feedback on how they There is limited or no opportunities for students opportunities for students
experienced the evidence of to share feedback on to share feedback on how
learning. opportunities for how they experienced they experienced the
The teacher does not students to share the learning. learning.
provide evidence of feedback on how they The teacher reflects with The teacher reflects with
reflecting on how the experienced the supervisor on the learning supervisor on learning
learning activities and learning. progress for the progress for the individual
instructional decisions The teacher reflects individual students in this students in this group; the
impacted student with supervisor on group; the reflection reflection includes an
learning progress. student learning includes an analysis of analysis of how the learning
progress overall, but how the learning activities activities and instructional
The teacher does not not for specific and instructional decisions impacted student
identify the next steps students. The reflection decisions impacted progress.
for instruction OR the may not establish how student progress. The teacher uses
next steps are the learning activities The teacher uses information from student
uninformed by and instructional information from student progress and students’
information about decisions impacted progress and students’ experience of learning to:
students’ progress. student progress. experience of learning to • Guide their next steps for
The teacher’s identified guide their next steps for instruction, and
next steps for instruction. • Effect changes in
instruction are instructional practice or
uninformed by student professional learning
progress and students’ beyond their own
experience of learning. classroom or context.
Criterion 4: Providing clear and intentional focus on subject matter content and curriculum.
1a: Applying Knowledge of Content and Pedagogy
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The teacher lacks The teacher’s The teacher’s The teacher’s
sufficient knowledge of understanding of understanding of content understanding of content
content and pedagogy content and pedagogy and pedagogy supports and pedagogy fosters
to support student partially supports student learning of the deeper learning, student
learning of the content. student learning of the content. agency, and intellectual
content. dispositions such as
curiosity, reasoning, and
reflection.
Critical Attributes: Disciplinary Expertise
Planning and Planning and Planning and preparation Planning and preparation
preparation include preparation indicate reflects solid reflect extensive knowledge
content errors or partial understanding understanding of the of important concepts and
demonstrate a lack of of the central concepts content and structure of how they relate to one
understanding of the of the discipline and the discipline being another, as well as recent
content. their relationship to taught. developments in the
one another. discipline.
Critical Attributes: Pedagogical Content Knowledge
Lesson and unit plans Lesson and unit plans Lesson and unit plans In lessons and units
lack consideration for include instructional include a variety of planned or adapted
prerequisite knowledge strategies and strategies and instructional strategies and
and possible student representations of representations of representations of content
misconceptions. content that are content appropriate to are chosen wisely in
partially suitable and the discipline, use a range explicitly for their suitability
show some of pedagogical to the content and their
consideration for approaches, and ability to foster high levels
prerequisite knowledge demonstrate of intellectual engagement,
important to student understanding of skill development, and
learning of the content. prerequisite relationships critical thinking.
among topics and
concepts.
Critical Attributes: Knowledge of Interdisciplinary Relationships and Skills
No interdisciplinary Plans and preparation Plans and preparation Lessons and units planned
relationships are cite some relevant demonstrate knowledge or adapted focus on
identified in plans or connections to of interdisciplinary connecting concepts to
preparation. Concepts and other relationships and skills other disciplines,
disciplines and to skills and their real-world prioritizing skills that
that transfer across application. transfer across disciplines
disciplines. and emphasizing real-world
applications of these
concepts and skills.
1c: Setting Instructional Outcomes
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Instructional outcomes Instructional outcomes Instructional outcomes Instructional outcomes
are not identified, are are moderately are rigorous and represent high-level
rigorous and are appropriate for students. learning of important
not rigorous, or are appropriate for most content and support
inappropriate. students in the class. student autonomy, curiosity
and intellectual risk-taking.
Critical Attributes: Value and Relevance
Instructional outcomes Instructional outcomes Instructional outcomes Instructional outcomes
are not relevant or are somewhat relevant are mostly relevant and consistently reflect
meaningful or do not and partially reflect reflect important learning important, meaningful, and
reflect important important learning and and development relevant learning that
learning. development. requires critical thinking.
Critical Attributes: Alignment to Grade Level Standards
Instructional outcomes Instructional outcomes Instructional outcomes Instructional outcomes
do not reflect grade- partially reflect grade- mostly reflect grade-level consistently reflect grade-
level standards. level standards. standards. level standards that
challenge all students in the
class and encourage
intellectual risk taking.
Critical Attributes: Clarity of Purpose
Instructional outcomes Instructional outcomes Instructional outcomes Instructional outcomes are
are unclear or are are somewhat clear and are mostly clear and uniformly clear and specific
stated as activities. partially describe what specific, likely to ensure and support students to
students will learn that students understand extend their learning.
what they will learn and
how.
Critical Attributes: Integration of Multiple Aspects of Student Development
Instructional outcomes Instructional outcomes Instructional outcomes Instructional outcomes
do not reflect a range target different types of represent a range of high integrate academic, social-
of purposes. outcomes beyond priority, developmentally emotional, and character
academic knowledge appropriate purposes, development goals rather
and skills with partial including academic, than treating them
success. social- emotional, and separately.
character development
goals.
1d: Using Resources Effectively
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The teacher is not The teacher The teacher’s knowledge The teacher makes
aware of, or does not understands and uses of instructional materials deliberate decisions in the
appropriately instructional materials and use of instructional
or effectively use, and other resources to other resources leads to materials and other
instructional materials support student discerning choices to resources to meet
and other resources to learning and support student learning individual student needs
support student development, but these and development. and support student
learning and resources represent autonomy
development. only a narrow band of and intellectual
what is available. engagement.

Critical Attributes: Instructional Materials

When instructional When instructional When instructional When instructional
materials are provided, materials are provided, materials are provided, materials are provided, the
the teacher does not the teacher implements the teacher's teacher uses them wisely,
use or learn to them with some understanding of the integrating other resources
effectively implement success, develops some materials supports if appropriate, to support
them. understanding of their appropriate choices each student's mastery of
features and design, based on the specific outcomes, further learning
When instructional and is sometimes able needs of students that and development, deep
materials are not to recognize and adjust increase the effectiveness intellectual engagement,
provided, the teacher for gaps or deficiencies of the curriculum. and autonomy.
uses inappropriate or in the materials.
ineffective materials of When instructional When instructional
their own choosing that When instructional materials are not materials are not provided,
do not support materials are not provided, the teacher the teacher identifies a
rigorous instruction or provided, the teacher relies on a strong core set strong core set of
engagement. selects and uses of instructional materials instructional materials and
materials that are aligned to rigorous uses them wisely,
partially aligned to standards and makes integrating other resources
standards to serve as choices based on the if appropriate to support
the core of instruction specific needs of the each student's mastery of
and support student students that increase the outcomes, further learning
learning and effectiveness of those and development, and deep
development. materials. intellectual engagement.
Critical Attributes: Technology and Digital Resources
The teacher does not The teacher uses Technology and other Technology and other
appropriately access technology and digital resources are used digital resources support
digital resources to accesses digital effectively to support intellectual engagement,
support student resources that partially equitable student personalized instructional
learning and support student learning and exploration, pathways for student
development. learning but may be as well as connection and learning and development.
primarily a substitution development.
for other resources.
Critical Attributes: Supports for Students
The teacher does not The teacher seeks some The teacher provides Resources and supports
inquire about or seek additional resources resources and supports provided or suggested by
out resources to and supports a line to aligned to students' the teacher promote
support individual the individual needs of individual needs and student agency and
student needs. the students. learning differences, increase efficacy and
allowing each student to utilizing resources to
access the curriculum and support their own learning
meet the learning and development.
outcomes.
1e: Planning Coherent Instruction
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The design of learning Learning experiences Learning experiences are Learning experiences
experiences does not are somewhat coherent challenging and prioritize the needs of
support student in structure, within and engaging; they are individual students, ensure
engagement with across lessons, partially designed to meet the all students can meet the
important content. supporting students to needs of students in the intended outcomes, and
class.
 meet the intended support student
outcomes. assumption
of responsibility for
learning.
Critical Attributes: Tasks and Activities
Tasks and activities are Tasks and activities are Tasks and activities are Tasks and activities
uninteresting to partially aligned to the aligned with learning encourage student agency
students, do not instructional outcomes outcomes and provide and create authentic
challenge them, and/or and represent a modest opportunities for higher- opportunities to engage
do not align to level of intellectual level thinking. with meaningful content.
instructional outcomes. challenge.
Critical Attributes: Flexible Learning
There is only a single There are multiple ways Multiple strategies and Lessons provide
approach or activity for students to learn approaches are tailored opportunities for students
planned for students to the content and a to the needs of various to engage beyond the
learn the content. variety of strategies are students to accelerate content of the lesson; and,
used with some success and support their success. when appropriate, the
during the lesson. teacher works with students
to co-design learning
experiences.
Critical Attributes: Student Collaboration
Student groupings are Students are in groups Instructional groups are Collaboration through
not used or do not that are only partially organized thoughtfully to teacher-designed and
support learning. appropriate to the maximize learning and student-chosen
learning activities or build on students’ instructional groups is an
goals. strengths. essential component of
learning and development.
Critical Attributes: Structure and Flow
Plans for learning are Plans for learning are Plans for learning are well Plans for learning are well
not well structured or partially well-structured structured and have a structured and have a flow
sequenced. but may not be realistic flow that allows for that supports student
about time student learning and autonomy in the learning
expectations. reflection. process.
Criterion 5: Fostering and managing a safe, positive learning environment.
2a: Cultivating Respectful and Affirming Environments
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Students do not feel Learning environments Learning environments Students play an active role
safe and valued: are partially are characterized by in creating learning
learning environments characterized by caring positive developmental environments characterized
are characterized by and respectful relationships that are by a sense of community, or
negativity, disrespect, interactions. intentionally nurtured and each member feels safe,
inappropriateness, celebrated. valued, and connected.
insensitivity, and/or
unresolved conflict.
Critical Attributes: Positive Relationships
Classroom interactions, Classroom interactions, Classroom interactions, Patterns of interacting in
both between the both between the both between the teacher the classroom are culturally
teacher and students teacher and students and students and among responsive; the teacher's
and among students, and among students, students demonstrate own cultural competence
are frequently negative, are inconsistently caring and respect honors and critical consciousness
uncaring, inappropriate, caring and respectful students' identities, race, foster positive relationships
or insensitive to but form a foundation and cultural background. and students take an active
students' identities and for positive role in developing and
developmental levels. relationships to sustaining positive
develop. relationships.
Critical Attributes: Sense of Belonging
Some students’ verbal Verbal and nonverbal Verbal and nonverbal Student participation
or nonverbal communication participation indicates indicates they are co-
communication indicates that many most students participate creating a community that
indicates that they feel students feel part of a in a class community that reflects their unique
isolated, insecure, or classroom community reflects their collective collective identity and
not part of the that welcomes and identity while honoring interests as a class while
classroom community. honors their individual individual variations. honoring individual
identity. identity.
Critical Attributes: Cultural Responsiveness
Learning environments Learning environments Learning environments Students have helped
do not reflect the reflect and honor some reflect elements of create a unique identity for
individual racial and elements of students' students’ racial and their class that includes all,
cultural identities of individual and shared cultural identities while celebrates each individual's
students. racial and cultural recognizing, addressing, racial and cultural identity,
identities. and honoring differences honors diversity, and
between students and acknowledges and
teachers' unique addresses racial and cultural
identities. dynamics at play in the
environment.
Critical Attributes: Positive Conflict Resolution
Conflict and Conflict and A clear and culturally Students in the class are
disrespectful disrespectful competent approach to responsible for resolving
interactions occur in interactions are conflict resolution has conflict and actively follow
the classroom and are addressed by the been established and is established processes or
neither addressed nor teacher, with uneven used effectively to resolve norms for resolving conflict
resolved. results. conflict and restore trust. and restoring trust.
2c: Maintaining Purposeful Environments
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Student learning and Classroom routines and Shared routines and Students have an active
development are procedures established efficient procedures are voice and play an active
hindered by a lack of or managed primarily largely student directed role in designing and
routines or inefficient by the teacher and and maximize adjusting routines and
classroom procedures. taught explicitly to opportunities for student procedures that actively
students, support learning and create a respectful learning
opportunities for development. environment and support
learning and the growth of each
development. community member.
Critical Attributes: Productive Collaboration
Students are not Students are somewhat Students are productively Students play an active role
productively engaged engaged in group engaged during small in ensuring their time in
during group work. work. group work, working groups is used purposely
purposefully and and meets their individual
collaboratively with their in group needs.
peers.
Critical Attributes: Student Autonomy and Responsibility
Routines do not Routines and Routines and procedures Students take responsibility
support student procedures partially allow students to operate for routines and procedures
autonomy or support student autonomously and to and take initiatives to
assumption of autonomy and take responsibility for suggest adjustments that
responsibility. assumption of their learning. would further support their
responsibility learning and development.
Critical Attributes: Equitable Access to Resources and Supports
Resources and supports Resources and supports Resources and supports Resources and supports are
are not deployed are managed somewhat are deployed efficiently deployed equitably;
efficiently, effectively, efficiently and and effectively; all students take initiative in
or equitably. effectively, those students are able to accessing resources and
students may not have access what they need. identifying additional
equitable access. supports they need.
Critical Attributes: Non-Instructional Tasks
Non- instructional tasks Non-instructional tasks Most non-instructional Non-instructional tasks are
are not completed or are completed with tasks are completed completed seamlessly with
completed inefficiently, some efficiency, but efficiently, with little loss no loss of instructional
resulting in loss of instructional time is of instructional time. time.
instructional time or lost.
potential danger to
students.
2d: Supporting Positive Student Behavior
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
There is little evidence Positive behaviors are Students display positive Students consistently and
of explicit modeling, modeled by the teacher behaviors, which are independently display
instruction, or guidance and occasionally taught modeled by the teacher positive behaviors and seek
explicitly. and reinforced to opportunities to build a
related to positive promote reflection and better classroom
student behaviors. recalibration rather than community.
compliance.
Critical Attributes: Expectations for the Learning Community
There are no clear There are expectations Expectations have been Students play an active role
expectations and/or established to promote successfully established in establishing and
negative behavior is not positive behavior but and agreed upon. maintaining expectations,
addressed. with uneven success. with regular opportunities
for critical reflection both
individually and as a group.
Critical Attributes: Modeling and Teaching Habits of Character
There is no explicit Habits of character are Habits of character are Students taking initiative
modeling or teaching modeled or taught but modeled, explicitly and explicitly discussing
of habits of character. with uneven success. taught, and reinforced to and reinforcing habits of
promote learning, ethical character that contribute to
behavior, and citizenship. a safe and productive
learning environment.
Critical Attributes: Self-Monitoring and Collective Responsibility
Students take no The teacher encourages Students successfully Students successfully
responsibility for their students to monitor monitor their own monitor their own behavior
own behavior and do their own and one behavior and attend to and appropriately support
not display awareness another's behavior and their impact on other one another in
of their impact on emphasizes Collective students. demonstrating positive
others. responsibility but with behavior.
uneven success.
2e: Organizing Spaces for Learning
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Learning spaces are Learning spaces are Learning spaces are Learning spaces are
unsafe, inaccessible, safe and accessible; the thoughtfully designed to thoughtfully co-designed
and/or not conducive arrangement and use of address the needs of and modified as needed by
to learning and resources partially individual learners within members of the learning
development. support student the context of shared community to address the
learning and experiences. needs of individuals and
development. create collaborative, joyful
spaces for all to learn and
grow.
Critical Attributes: Safety and Accessibility
The space endangers The space is generally The space is safe and Modifications are made to
student safety or is not safe and accessible with accessible to all students. the environment as
accessible to all some issues that need necessary by students and
students. to be addressed. teachers to accommodate
individual needs.
Critical Attributes: Design for Learning and Development
The design of the space The design of the space The design of the space The design of the space
is an impediment to is not an impediment to supports student learning optimizes learning and
learning and learning but does not and development and is development and is
development. enhance it. appropriate for the goals appropriately adjusted to
and activities. align to goals and activities.
Critical Attributes: Co-Creation and Shared Ownership
Students do not help Students have some Students have a voice in Students take initiative in
create or arrange the voice in creating the creating the space and designing the space,
space for Learning and space and demonstrate demonstrate shared demonstrate a sense of
demonstrate little pride some ownership of it. ownership of it. Pride and ownership, and
or ownership in the adjust the space as
space. necessary to create a more
beautiful and joyful
environment.
Criterion 6: Using multiple student data elements to modify instruction and improve student
learning.
1f: Designing and Analyzing Assessments
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
There is no plan for Assessments will Assessments are planned Students will have
assessment, or the partially help the throughout the the opportunity to
assessments will not teacher know that instructional process and demonstrate mastery of
provide evidence that students have learned provide timely and content and analyze their
students have learned or are learning the valuable information to own progress through
the intended outcomes. intended outcomes. teachers and students. multiple, flexible
assessments.
Critical Attributes: Congruence with Instructional Outcomes
Assessments are not Assessments are Assessments will fully and Students have varied and
aligned to the partially aligned to fairly provide evidence of multiple opportunities to
instructional outcomes. instructional outcomes student understanding of demonstrate Mastery of
but may not assess the content and Mastery outcomes; Assessments
them completely. of outcomes, as well as allow for the analysis of
reveal specific student misunderstandings,
misunderstandings. revealing how and why the
misunderstanding occurred.
Critical Attributes: Criteria and Standards
Assessments lack Assessment criteria and Assessment criteria and Assessment criteria and
criteria by which standards have been standards are established, standards are clear, and
student performance developed, but they are clear, and fully students have contributed
can be accurately unclear or too vague. understood by students. to their development.
assessed.
Critical Attributes: Planning Formative Assessments
There are no formative Some formative Formative assessments Formative assessments will
assessments planned. assessments are will give an accurate provide accurate and timely
planned and will give a picture of student information to teachers and
partially accurate learning, and plans for students allowing students
picture of student lessons indicate possible to adjust course with
learning throughout adjustments based on minimal teacher guidance.
the lesson. formative assessment
data.
Critical Attributes: Analysis and Application
Assessment results are Assessment results are Assessment results from Assessment results
not relevant or used for used in future planning prior lessons and units consistently drive planning
future planning. for some students, are a key tool used by the and preparation to inform
groups of students, or teacher in planning future instructional decision
the class as a whole. instruction. making and instructional
pathways for students.
3d: Using Assessment for Learning
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Formative assessment Formative assessment The teacher and students Students take initiative to
is not used during partially supports use formative analyze their own progress
instruction or is not student learning and assessments to illicit against a clear standard in
aligned to the development. evidence of order to achieve the
instructional purpose of understanding, analyze outcome and identify new
the lesson. progress, and provide opportunities and
constructive feedback. challenges.
Critical Attributes: Clear Standards of Success
The teacher does not Students partially The standards of high- Students and those who
share assessment understand how they quality work and success support them have an
criteria, describe what will know they are are clear to students and active voice in establishing
high-quality work looks progressing provide the opportunity standards for success that
like, or explain how successfully and how for self-assessment. are relevant and ambitious;
students will know they their work will be they clearly understand
are successful. evaluated. how their progress is being
assessed.
Critical Attributes: Monitoring Student Understanding
The teacher does not The teacher's attempts The teacher uses Students take initiative to
determine whether to monitor student questions and monitor their own
students are understanding and assessments to elicit understanding through
progressing towards support self- accurate evidence of planned tasks, assessments,
mastery of the goals assessment are limited student understanding and strategies of self-
and provides no or only partially and model strategies for assessment to understand
structured effective. self-assessment, allowing their progress, make
opportunities for students to successfully adjustments, and identify
students to monitor analyze their own new or alternative pathways
their own progress. progress toward goals. and goals.
Critical Attributes: Timely, Constructive Feedback
Students receive no The teacher provides Students receive timely, Students make decisions
feedback, or the only some feedback, but the constructive feedback and assume responsibility
feedback given is feedback is unclear or from the teacher or for their learning using
global or for only a few not oriented toward others that advances high-quality, Improvement-
students. Improvement or learning. focused feedback from
mastery. many sources.
4b: Documenting Student Progress
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
There is no system for The teacher documents The teacher documents Students monitor progress
documenting student some aspects of student progress towards towards mastery in their
progress or the system student progress, in amastery, focusing on the own attainment of learning
is ineffective at manner that is attainment of learning and development goals;
communicating accessible to studentsand developmental goals; they regularly analyze and
progress to students and families. students have access to discuss their progress with
and families. and engage in reflection the teacher and their
on their progress. families.
Critical Attributes: Student Progress Toward Mastery
The teacher does not The teacher tracks There is a clear system for Students are consistently
adequately track student progress tracking progress towards aware of their own progress
student progress or the towards mastery but it mastery and the teacher towards mastery of their
approach is not focused is not comprehensive or communicates goals; they are able to
on mastery or aligned may not be useful to understandable and identify, reflect on, and
to goals. students and those who useful information to discuss their strengths and
support them.
 students and those who needs based on clear
support them. evidence of progress.
Critical Attributes: Shared Ownership
The teacher does not The teacher makes The teacher engages Students and those who
engage students or attempts to engage students and those who support them are engaged
those who support students and those who support them in setting as full Partners in setting
them in setting, support them in and monitoring their goals, monitoring progress,
understanding, or identifying goals and progress toward their and evaluating and
monitoring progress monitoring progress goals; students play an celebrating success.
toward goals. toward them, with active role in analyzing
partial success. and celebrating their
success.
Critical Attributes: Maintaining Reliable Records
The teacher does not The teacher has The teacher has accurate The teacher’s systems are
have a tracking system systems for tracking and accessible systems consistently accurate and
for tracking student student learning and for tracking student effective; as appropriate,
learning or other other records that are learning and other students contribute
records, or the systems accessible to students records; they use these information and participate
are inaccurate, and those who support systems efficiently and in maintaining reliable
confusing, or them, but they are effectively. evidence of their learning
inaccessible. partially inaccurate or and other records.
may not be
comprehensive.
Student Growth 6.1: Establish Student Growth Goal(s)
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The teacher does not The teacher develops a The teacher develops a The teacher develops a
develop a student student growth goal for student growth goal for student growth goal for
growth goal. students in one grade students in one grade students in one grade level
OR level or class. level or class. or class.
The teacher does not The teacher uses a The teacher uses multiple The teacher uses multiple
explain how the single data element to data elements to explain data elements to explain
knowledge of explain how the how the knowledge of how the knowledge of
students informed the knowledge of students informed the students informed the
goal. students informed the goal. goal.
The goal does not goal. The goal addresses an The goal addresses an
address an essential The goal addresses an essential standard for essential standard for the
standard for the essential standard for the teacher’s content and teacher’s content and grade
teacher’s content and the teacher’s content grade level. level.
grade level. and grade level. The goal requires The goal requires students’
The goal does not The goal requires students’ cognitive and cognitive and emotional
require students’ students’ cognitive emotional engagement. engagement.
cognitive or and emotional The teacher explains to
emotional engagement. supervisor how the goal
engagement. yields opportunities for
leadership or for
collaboration with
colleagues to advance their
 own or their collective
professional learning.
Student Growth 6.2: Achievement of Student Growth Goal(s)
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The teacher provides The teacher provides The teacher provides The teacher provides
evidence of student evidence of student evidence of student evidence of student
progress on the stated progress on the stated progress on the stated progress on the stated
learning goal from only learning goal, which learning goal, which learning goal, which
summative includes both includes both formative includes both formative
assessments. formative and and summative and summative
There is no evidence of summative assessments. assessments.
student engagement assessments. There is evidence of There is evidence of
in assessment of their There is limited student engagement in student engagement in
own progress. evidence of student assessment and student assessment and student
There is no evidence of engagement in monitoring of their own monitoring of their own
opportunities for assessment of their progress. progress.
students to share own progress. There is evidence of There is evidence of
feedback on how they There is limited or no opportunities for students opportunities for students
experienced the evidence of to share feedback on to share feedback on how
learning. opportunities for how they experienced they experienced the
The teacher does not students to share the learning. learning.
provide evidence of feedback on how they The teacher reflects with The teacher reflects with
taking responsibility for experienced the supervisor on the learning supervisor on the learning
student learning learning. progress for three groups progress for three groups
progress. The teacher reflects of students: Students who of students: Students who
The teacher does not with supervisor on • exceeded the learning • exceeded the learning
identify the next steps student learning goal goal
for instruction OR the progress generally. The • met or nearly met the • met or nearly met the
next steps are reflection may be learning goal learning goal
uninformed by missing an analysis of • did not yet meet the • did not yet meet the
information about why students did or did learning goal learning goal
students’ progress. not make progress, The reflection includes The teacher uses
and/or next steps for analysis of why students information from student
groups of students or did or did not make progress and students’
individuals. progress, and next steps experience of learning to:
The teacher’s identified for each group. • Guide their next steps for
next steps for The teacher uses instruction, and
instruction are information from student • Effect changes in
uninformed by student progress and students’ instructional practice or
progress and students’ experience of learning to professional learning
experience of learning. guide their next steps for beyond their own
instruction. classroom or context.
Criterion 7: Communicating and collaborating with parents and the school community.
4c: Engaging Families and Communities
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The teacher does not The teacher makes The teacher engages The teacher’s frequent and
engage students' some efforts to engage students' families and ongoing engagement of
families or the families and communities in a families and communities
community, engages communities and does respectful and culturally demonstrates a clear value
them infrequently, or so in a respectful responsive manner, for the role they play in
does so disrespectfully. manner. making information student learning and is
readily available and focused on forging
inviting participation in Partnerships that further
the intellectual life of the the academic and personal
classroom. success of each and every
student.
Critical Attributes: Respect and Cultural Competence
The teacher is unable to The teacher’s efforts to The teacher engages The teacher, students, and
engage families or does engage families in families and communities families partner together to
so in ways that are communities are with respect and cultural support student success in
disrespectful or respectful and awareness, learning and a manner that honors the
demonstrate bias. demonstrate some affirming their values and contributions of all and
cultural awareness and cultural backgrounds. focuses on meeting the
a commitment to learn needs of students.
more.
Critical Attributes: Community Values
The teacher does not The teacher makes The teacher engages The teacher, students, and
take the values of some efforts to engage families in co-creating families partner together to
families into account families and elements of the learning establish a learning
when planning learning communities in community that reflect community that honors the
experiences or contributing to the the values of the larger ethos and values of all
designing learning ethos and values of the community. members.
environments. learning community.
Critical Attributes: Instructional Program
Little or no information The teacher shares The teacher frequently The teacher partners with
about the standards, basic information about shares accessible families to ensure that
curriculum, or learning the standards, informative updates everyone who supports
expectations is curriculum, or learning about the standards, students understands the
available to parents. expectations; the curriculum, and/or instructional program and
information is limited, learning expectations and has opportunities to
inaccessible, or seeks input from families. engage thoughtfully in its
incomplete. development.
Critical Attributes: Engagement in Learning Experiences
The teacher provides The teacher invites The teacher includes The teacher views and
no opportunities for families to engage in families/caregivers in incorporates families as
families to engage in learning experiences learning experiences by essential partners in the
learning experiences with students but with creating opportunities for learning experiences.
with students. limited success. them to support students
and engage in the
learning community.
Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional
practice and student learning.
4d: Contributing to School and Community Culture
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The teacher is not an The teacher makes The teacher takes The teacher takes a
active member of the some contributions to initiative in contributing leadership role in defining,
school community or the school culture, to and leading events, modeling, and holding self
contributes negatively supporting professional programs, or activities and peers accountable to
to the culture of learning and upholding that further the culture of the values and intellectual
learning and values of the values of the learning in the school and life of the school, leading
the school. school. brings the values of the with an emphasis on
school to life through meeting the needs of
modeling and positive students and families.
action.
Critical Attributes: Relational Trust and Collaborative Spirit
The teacher’s The teacher has cordial The teacher has The teacher actively builds
relationships with relationships with supportive and relational trust with
colleagues are colleagues but may not collaborative colleagues and models
characterized by have established many relationships with collaboration focused on
negativity or trusting or collaborative colleagues that are built student success.
combativeness. relationships with on mutual respect and
colleagues. trust.
Critical Attributes: Culture of Inquiry and Innovation
The teacher avoids The teacher participates The teacher regularly and The teacher takes a
activities promoting in professional inquiry actively participates in leadership role in
professional inquiry or with colleagues when and contributes promoting and ensuring
only participates when invited to do so and thoughtfully to the success of professional
required making few or occasionally contributes professional inquiry. inquiry, modeling and
negative contributions. to their success. supporting a culture of
inquiry across the school.
Critical Attributes: Service to the School
The teacher avoids The teacher participates The teacher makes a The teacher takes a
involvement in school in school events, substantial contribution leadership role in events,
events, projects, and projects, and initiatives to school events, projects, projects, and initiatives that
initiatives. as expected. and initiatives. contribute to the overall
success of the school.
4e: Growing and Developing Professionally
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The teacher does not The teacher engages in The teacher directs their The teacher appropriately
engage in professional professional inquiry and own professional inquiry exercises autonomy to
inquiry or learning learning focused on in learning in direct professional learning
focused on developing developing knowledge, collaboration with for themselves and their
knowledge, skills, and skills, and mindsets colleagues and peers, taking a leadership
mindsets, or does so individually and with demonstrates curiosity role in the school, setting
reluctantly. colleagues that is and energy for direction, and supporting
typically arranged or professional colleagues to engage in
directed by others. conversations and growth inquiry and innovation.
focused on developing
 knowledge, skills, and
mindsets.
Critical Attributes: Curiosity and Autonomy
The teacher The teacher engages in The teacher regularly The teacher takes a
demonstrates little or recommended and seeks out and identifies leadership role in the
no interest in available professional high quality opportunities school, directing their own
professional learning learning opportunities to grow and learn, and others' learning as
and takes no initiative and takes some identifying problems of appropriate based on an
to improve. initiative in seeking practice or areas of inquiry-driven approach
additional inquiry that inform that prioritizes the needs of
opportunities for individual and students.
professional growth. collaborative learning
opportunities.
Critical Attributes: Developing Cultural Competence
The teacher The teacher has some The teacher accepts and The teacher demonstrates
demonstrates little or cultural knowledge, is respects cultural cultural competence, is
no cultural knowledge developing differences and actively continually assessing and
or awareness and/or understanding of the seeks to understand the developing their own
assigns negative value values and beliefs of influence of culture, bias, knowledge and skills, and
to cultural differences. other cultures, and is and inequities on leads others in the school
beginning to engage in students' success. community to develop new
the reflective work approaches that value
necessary to become differences and address
more culturally inequities.
competent.
Critical Attributes: Enhancing Knowledge and Skills
The teacher does not The teacher engages in The teacher takes The teacher is an expert
stay current on content activities designed initiative and deepening and leader in
and pedagogical specifically to content knowledge and understanding and
knowledge. strengthen content and understanding the continuously improving and
pedagogical knowledge curriculum individually refining their knowledge of
and deeper and in collaboration with content, pedagogy, and
understanding of colleagues. curriculum.
curriculum.
Critical Attributes: Seeking and Acting on Feedback
The teacher resists The teacher invites, The teacher invites The teacher takes a
discussing feedback on accepts, and acts on feedback from leadership role in the
their practice or ignores feedback given by colleagues, plays an school supporting a culture
feedback that is given. colleagues. active role in the analysis of growth and modeling a
of practice, and works process for seeking,
collaboratively to providing, and acting on
understand and act on feedback.
feedback.
4f: Acting in Service of Students
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The teacher acts The teacher acts The teacher models high The teacher is a leader in
unethically and does ethically and attempts standards of ethical the school defining and
not understand the to make deliberate practice and wise upholding high standards
needs of students or decisions in the best decision-making on of ethical practice and
make decisions in their interest of students, behalf of students, modeling wise decision
best interest. families, and families, and colleagues. making that honors the
colleagues. inherent worth and dignity
of each and every student
and prioritizes their needs.
Critical Attributes: Acting with Care, Honesty, and Integrity
The teacher’s actions The teacher acts The teacher is known for The teacher is a leader in
are uncaring or honestly and with care and looked to as a model the school in modeling and
dishonest. and integrity. of care, honesty, and upholding care, honesty,
integrity. and integrity, and
encourages students and
teachers to seek
opportunities to develop
these qualities.
Critical Attributes: Ethical Decision-Making
The teacher makes The teacher seeks to The teacher makes wise, The teacher is a leader in
unwise, rushed, or make wise, discerning discerning decisions in the school in modeling and
heated decisions or decisions in the best the best interest of upholding wise decision
makes decisions that interest of students and students even under making that is in the best
are self-serving. engages others challenging interest of students,
stakeholders in these circumstances or when families, and colleagues,
decisions whenever priorities or values and supports students and
possible or practical. collide. colleagues to develop their
capacity to be more
discerning.
Critical Attributes: Advocacy
The teacher fails to act The teacher addresses The teacher is an The teacher serves as a
on behalf of students the needs of students advocate for all students model of advocacy for
when deliberate action through their actions in and beyond the students in acts as a leader
is warranted. but may do so classroom, taking in the school, identifying
inconsistently or with deliberate action on their and working to change
partial success. behalf that aligns with the policies and practices that
school’s and community’s do not align with
values, even when it may community values or may
not be popular or comply cause harm to students.
with policy.
Student Growth 8.1: Establish Team Student Growth Goal(s)
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The teacher does not The teacher The teacher collaborates The teacher collaborates
collaboratively develop collaborates with other with other grade, school, with other grade, school, or
the student growth grade, school, or district or district team members district team members to
goal. team members to to develop the student develop the student growth
OR develop the student growth goal. goal.
Collaboration does not growth goal. The team uses multiple The team uses multiple data
yield a goal that: The team uses a single data elements to explain elements to explain how
data element to explain how knowledge of knowledge of students
how knowledge of informed the goal.
• Is informed by students informed the students informed the The goal addresses an
knowledge of goal. goal. essential standard for the
students The goal addresses an The goal addresses an teacher’s content and grade
• Addresses an essential standard for essential standard for level. (Goal may not
essential standard the teacher’s content the teacher’s content and necessarily be the same for
for the teacher’s and grade level. (Goal grade level. (Goal may all team members.)
content and grade may not necessarily be not necessarily be the The goal requires students’
level the same for all team same for all team cognitive and emotional
• Require cognitive or members.) members.) engagement.
emotional The goal requires The goal requires The teacher follows through
engagement students’ cognitive students’ cognitive and with team decisions
The teacher and emotional emotional engagement. regarding instruction and
undermines team’s engagement. The teacher follows assessment.
ability to make and through with team The teacher helps develop
implement team decisions regarding other team members’
decisions and/or does instruction and capacity to be effective.
not follow through with assessment.
team decisions
regarding instruction
and assessment.