1a: Demonstrating Knowledge of Content and Pedagogy 2a: Creating an Environment of Respect and Rapport Knowledge of content Faculty member interaction with students Knowledge of prerequisite relationships Student interaction Knowledge of content-related pedagogy 2b: Establishing a Culture for Learning 1b: Demonstrating Knowledge of Students Importance of content Knowledge of characteristics of age group Student pride in work Knowledge of students’ varied approaches to learning Expectations for learning and achievement Knowledge of students’ skills and knowledge 2c: Managing Classroom Procedures Knowledge of students’ interests and cultural heritage Management of instructional groups 1c: Selecting Instructional Goals Management of transitions Value Management of materials and supplies Clarity Performance of non-instructional duties Suitability for diverse students Supervision of volunteers and paraprofessionals Balance 2d: Managing Student Behavior 1d: Demonstrating Knowledge of Resources Expectations Resources for teaching Monitoring of student behavior Resources for students Response to Student misbehavior 1e: Designing Coherent Instruction 2e: Organizing Physical Space Learning activities Safety and arrangement of furniture Instructional materials and resources Accessibility to learning and use of physical resources Instructional groups Lesson and unit structure 1f: Assessing Student Learning Congruence with instructional goals Criteria and standards Use for planning DOMAIN 4: DOMAIN 3: Professional Responsibilities Instruction 4a: Reflecting on Teaching 3a: Communicating Clearly and Accurately Accuracy Directions and procedures Use in future teaching Oral and written language 4b: Maintaining Accurate Records 3b: Using Questioning and Discussion Techniques Student completion of assignments Quality of questions Student progress in learning Discussion techniques Noninstructional records Student participation 4c: Communicating with Families 3c: Engaging Students in Learning Information about the instructional program Representation of content Information about individual students Activities and assignments Engagement of families in the instructional program Grouping of students 4d: Contributing to the School and District Instructional materials and resources Relationships with colleagues Structure and pacing Service to the school 3d: Providing Feedback to Students Preparation in school and district projects Quality: accurate, substantive, constructive and 4e: Growing and Developing Professionally specific Enhancement of content knowledge and pedagogical Timeliness Service to the profession 3e: Demonstrating Flexibility and Responsiveness 4f: Showing Professionalism Lesson adjustment Service to students Response to Students Advocacy Persistence Decision making Enhancing Professional Practice: A Framework For Teaching, Charlotte Danielson, ASCD, 1996
1a: Demonstrating Knowledge of Content and Pedagogy Knowledge of content Knowledge of prerequisite relationships Knowledge of content-related pedagogy 1b: Demonstrating Knowledge of Students Knowledge of characteristics of age group Knowledge of students’ varied approaches to learning Knowledge of students’ skills and knowledge Knowledge of students’ interests and cultural heritage 1c: Selecting Instructional Goals Value Clarity Suitability for diverse students Balance 1d: Demonstrating Knowledge of Resources Resources for teaching Resources for students 1e: Designing Coherent Instruction Learning activities Instructional materials and resources Instructional groups Lesson and unit structure 1f: Assessing Student Learning Congruence with instructional goals Criteria and standards Use for planning 2a: Creating an Environment of Respect and Rapport Faculty member interaction with students Student interaction 2b: Establishing a Culture for Learning Importance of content Student pride in work Expectations for learning and achievement 2c: Managing Classroom Procedures Management of instructional groups Management of transitions Management of materials and supplies Performance of non-instructional duties Supervision of volunteers and paraprofessionals 2d: Managing Student Behavior Expectations Monitoring of student behavior Response to Student misbehavior 2e: Organizing Physical Space Safety and arrangement of furniture Accessibility to learning and use of physical resources DOMAIN 4: Professional Responsibilities DOMAIN 3: Instruction 4a: Reflecting on Teaching Accuracy Use in future teaching 4b: Maintaining Accurate Records Student completion of assignments Student progress in learning Noninstructional records 4c: Communicating with Families Information about the instructional program Information about individual students Engagement of families in the instructional program 4d: Contributing to the School and District Relationships with colleagues Service to the school Preparation in school and district projects 4e: Growing and Developing Professionally Enhancement of content knowledge and pedagogical Service to the profession 4f: Showing Professionalism Service to students Advocacy Decision making 3a: Communicating Clearly and Accurately Directions and procedures Oral and written language 3b: Using Questioning and Discussion Techniques Quality of questions Discussion techniques Student participation 3c: Engaging Students in Learning Representation of content Activities and assignments Grouping of students Instructional materials and resources Structure and pacing 3d: Providing Feedback to Students Quality: accurate, substantive, constructive and specific Timeliness 3e: Demonstrating Flexibility and Responsiveness Lesson adjustment Response to Students Persistence Enhancing Professional Practice: A Framework For Teaching, Charlotte Danielson, ASCD, 1996
edu-educator-quality-faculty-evaluation-plan-milton.docx