Teacher – Full Teacher Evaluation Information - North Dakota ...

Further Information on Teacher Evaluation and Support Products
Identified by the NDDPI Teacher and Principal Evaluation Subcommittee

Classroom Assessment Scoring System (CLASS)
http://www.teachstone.org
General Information
• Currently, CLASS offers Pre-Kindergarten and K-3 tools. The Toddler tool is in the field testing stage, the Upper
Elementary and Secondary tools are in the Pilot stage, and the Infant tool is in the research and development
stage.
• The CLASS also provides aligned professional development supports—called MyTeachingPartner—to give
targeted feedback to districts, schools, and teachers, with the overarching goal of improving outcomes for
students.
• Used in the Gates Measures of Effective Teaching project, the Federal Office of Head Start, and the State of
Georgia.
Trainings and Costs
• On-site trainings range from $2,000-$6,000 plus trainer travel costs for 25 participants.
o Costs may vary as more participants are added.
• Regional trainings, offered monthly in various major US cities, begin at $670/person plus travel costs.
• Train-the-Trainer regional trainings begin at $2,100/person plus travel costs.
• For information on actual costs and needs for a particular program, contact:
Betsy Murray, Training Coordinator, 434.293.5946, betsy.murray@teachstone.org
General Contact Information: 434.293.3909, contact@teachstone.org
Alignment and Research
• CLASS does not publish any information on whether or not it is aligned with InTASC standards.
• CLASS does publish an alignment with the Early Language and Literacy Classroom Observation Tool (ELLCO) and
the Early Childhood Environment Rating Scale (ECERS-R).
• A summary of research conducted by the University of Virginia Curry School of Education is available at
http://www.teachstone.org/wp-content/uploads/2011/05/class-mtp-pk-12-brief.pdf (and is included as an
attachment here).
• Abstracts of research papers utilizing the CLASS tool are available at http://www.teachstone.org/research-andevidence/research-summary/.
Attachments
• Classroom Assessment Scoring System (CLASS) Implementation Guide
• How is the CLASS tool organized? (Table of domains and dimensions by each age level product)
• Classroom Observation Measures: CLASS, ELLCO, and ECERS-R : Crosswalk
• CLASS Research Summary: Measuring and Improving Teacher-Student Interactions in PK-12 Settings to
Enhance Students’ Learning
2

The Framework for Teaching
http://www.danielsongroup.org/theframeteach.htm
General Information
• Available for all grade levels. Divides teaching into 22 components within 4 domains of teaching practice and
responsibility.
• Used widely nationwide, including in the States of Idaho and Delaware, Chicago Public Schools, Cincinatti Public
Schools, and in the Understanding Teaching Quality Study.
Trainings and Costs
• Workshop, training, and ongoing usage costs are not published.
• Teachscape provides software incorporating the Framework for Teaching’s evaluation instrument. Costs
associated with these software platforms are not published.
• Educational Impact offers 19 hours of online training videos. The cost for this is not published.
• For information on actual costs and needs for a particular program, contact:
Dr. Stefanie Hite, 609.848.8714, hite@danielsongroup.org
Teachscape Online Training
http://www.teachscape.com/products/danielson-proficiency-system
• Teachscape offers an online training that includes:
o Master-scored videos,
o Observer training via 11 online professional development modules,
o Scoring practice, and a
o Proficiency test.
• The cost per person, for training, practice, and the test, is $399, with discounts available for state-wide
adoption (C.Danielson, personal communication, March 9, 2012).
In-Person Training
• Costs vary depending on contracted terms.
• Expect costs in the range of at least $2,000 to $3,000 per day (A.Minnici, personal communication, March 9,
2012).
Alignment and Research
• The Danielson Group publishes a crosswalk of the Framework for Teaching’s alignment with InTASC standards
(included in this packet).
Attachments
• The Framework for Teaching Evaluation Instrument: 2011 Edition
• Correlation Between the Danielson Framework for Teaching and the InTASC Standards
3

Marzano Suite for Connecting Teacher Growth to Student Achievement
http://www.iobservation.com/Marzano-Suite/
General Information
• Available for all grade levels.
o The Causal Teacher Evaluation Model divides teaching into four domains and 60 elements.
o The Feedback and Observation Protocol identifies 41 key strategies for effective teaching.
• Both products are supported by the iObservation online data management system.
Trainings and Costs
• Costs are not readily available and are based on the size of the school or district contracting with the vendor.
• Information regarding ongoing licensing costs is not available.
• A comprehensive list of training options is not available.
• All observers are required to take part in the Leaders of Learning training program. Costs are not available.
• For information on actual costs and needs for a particular program, contact:
877.411.7114, cs@learningsciences.net or 303.766.9199, info@marzanoresearch.com
Alignment and Research
• Marzano’s product vendors do not publish any information on whether or not they are aligned with InTASC
standards.
• Research and resources that support the evaluation instruments include the following books authored by Dr.
Robert Marzano:
o The Art and Science of Teaching,
o Instructional Strategies That Work, and
o Leadership That Works
Attachments
Causal Teacher Evaluation Model:
• The Marzano Teacher Evaluation Model
• The Marzano Teacher Evaluation Scales
• Research Base and Validation Studies on the Marzano Evaluation Model
Feedback and Observation Protocol
• An Observational Protocol Based on “The Art and Science of Teaching”
4

McREL’s Teacher Evaluation System
http://www.mcrel.org/evalsystems/index.asp
General Information
• Available for all grade levels. Consists of five sets of formative rubrics that, together, provide a road map for
professional growth.
• Used in the State of North Carolina, the Commonwealth of the Northern Marianas Islands, the State of New York
and Oklahoma, and districts in Wyoming, Colorado, Indiana, New Jersey, Arizona, and Michigan.
Trainings and Costs
• Implementation orientation takes 2 days, is conducted on-site, and costs $8,000 plus travel expenses.
o Can be presented as a train-the-trainer model
o Can be combined with the Principal Evaluation System in a 3-day training for $12,000
• Implementation follow-up involves 3 webinars throughout the year, ongoing technical support, and personal
assistance from a consultant.
• An online data management tool is available to integrate student achievement data and collect, manage, and
report observation data.
o Subscriptions range from $20-$23/teacher/year, based on total number of subscriptions
purchased.
• For information on actual costs and needs for a particular program, contact:
Dr. Tony Davis, Senior Director, Educator Effectiveness tdavis@mcrel.org
Alignment and Research
• McREL publishes a comparison and crosswalk of the Evaluation System’s alignment with InTASC standards
(included in this packet).
• The Teacher Evaluation System was developed and piloted in collaboration with a taskforce of North Carolina
educators.
• The System developers calculated content, criterion, and predictive validity and unaffiliated researchers were
asked to review the data and methodology to approve the methods.
Attachments
• McREL’s Teacher Evaluation System User Guide
• A Comparison of McREL’s Teacher Evaluation Standards and InTASC’s Model Core Teaching Standards
5

NDDPI Teacher and Principal Evaluation Subcommittee
Available Cost/Pricing Information on Identified TEACHER Evaluation Products 1
Product Name Average Cost Contact for Presentation
Teacher
Available for Toddler, Pre-K and Elementary at this time.
On-site trainings:
• Introduction to CLASS
25-75 participants, 2-6 hours
$2,000 + trainer travel & expenses.
• CLASS Observation Training
15 participants, 2 days
$4,000 + trainer travel & expenses
$861 for 15 CLASS manuals & forms
• CLASS Train-the-Trainer
10 participants, 3 days
$6,000 + trainer travel & expenses
Classroom Assessment Scoring System (CLASS)
http://www.teachstone.org
Regional trainings:
• Offered approximately once per month, for two days, in
a major US city.
• CLASS Observation Training
$670/person + travel costs
Includes breakfast, lunch, all materials
• CLASS Train-the-Trainer
$2,100/person + travel costs
Includes breakfast, lunch, all materials and materials to
use in subsequent trainings
Additional costs:
Available at: http://store.teachstone.org/
• Video library subscriptions, $25-$120+
• Score sheets, $28/package
• Manuals, $49.95 each
• Guides, $12.95 each
Betsy Murray, Training Coordinator
434.293.5946
betsy.murray@teachstone.org
Selected Users
• State of Georgia
• Federal Head Start Office
• The City of Chicago
1 All costs and contacts in this table are based on information publicly available on the product’s/vendor’s website, unless otherwise noted in the text.

The Framework for Teaching
http://www.danielsongroup.org/theframeteach.htm
Trainings and Workshops:
For in-person trainings, costs vary depending on the client’s needs
and the resultant contract terms.
For online training, the cost is $399 per person, with discounts
available for statewide implementation 2
• Introduction to the Framework for Teaching
35 participants, 1 day
• Observation Skills Workshop
25 participants, 2 days
• Deeper Understanding of the Framework for Teaching
35 participants, 1 day
• Conducting Professional Conversations
35 participants, 1 day
• Designing a System of Teacher Evaluation
A series of consultations that walk participants through
all the design decisions that must be made in order to
develop a complete system.
• Ongoing Support for Evaluators
25 participants, 9 days (once per month)
An online data management tool is available to augment the
Framework:
• Framework for PC, an online tool to collect and store
data, code and sort observation notes, and conduct
analyses of observations. (http://frameworkforpc.com)
• $375/user
• $750/building
• System license is $750 x number of schools with a
discount starting at 5% and varying based on the
size of the school system.
• The Danielson Suite is also available in iObservation,
http://www.iobservation.com/danielson-collection/
Dr. Stefanie Hite
609.848.8714
hite@danielsongroup.org
contact@danielsongroup.org
Form specific to groups seeking
customization and pricing
information is available at:
http://www.emailmeform.com/build
er/form/O2sQE7ac3Cy
Selected Users
• State of Idaho
• State of Delaware
• Chicago Public Schools
• Cincinatti Public Schools
• Understanding Teaching Quality Study
2 C.Danielson, personal communication, March 9, 2012.

Marzano Suite for Connecting Teacher Growth to Student
Achievement
http://www.iobservation.com/Marzano-Suite/
Costs are not readily available and are based on the size of the
school or district contracting with the vendor.
Information regarding ongoing licensing costs is not available.
A comprehensive list of training options is not available. Some
training descriptions found online are copied below.
Marzano Teacher Evaluation Academy (Introduction)
Learn the causal model, classroom observation
instrument and process, and the weighting and final rating
calculations.
Multiple formats including 1-, 2-, and 3-day sessions
District leadership & members of the district’s teacher
evaluation team
Leaders of Learning Program
Required of all observers
Cost and details unavailable
Implementation Phase Trainings
Numerous trainings are offered
Districts are encouraged to join together for trainings to distribute
the costs.
An online data management tool is available to augment the
Protocol:
• iObservation collects, manages, and reports observation
and evaluation data.
• Costs are not available
• Also interacts with Reeves’ Leadership
Performance Matrix and Danielson’s Framework
for Teaching.
Customer Service
877.411.7114
cs@learningsciences.net
or
303.766.9199
info@marzanoresearch.com
888.849.0851, or email
Selected Users
• Florida Department of Education
• Option for districts to choose in Oklahoma
• New York State Department of Education
• Districts in Arizona, California, Colorado, Georgia, Illinois, Kentucky, Louisiana, Maryland, Minnesota,
New Jersey, New Mexico, New York, Ohio, Pennsylvania, South Dakota, Utah, Virginia, and the District
of Columbia

McREL’s Teacher Evaluation System 3
http://www.mcrel.org/evalsystems/index.asp
Available for all grades and all subject areas.
Implementation Orientation:
Two days on-site
Up to 40 participants
$8,000 + travel expenses
Includes users’ guides and technical support documents
Can present as train-the-trainer model
Implementation Follow Up:
3 webinars throughout the year
Ongoing technical support
Personal assistance from McREL consultant
Can combine the teacher and principal system trainings into a 3-
day format for $12,000.
Districts are encouraged to join together for trainings to distribute
the costs.
An online data management tool is available to augment the
System:
• McREL’s Teacher Evaluation System database will
integrate student achievement data and collect, manage,
and report observation data. System also links
performance to professional development next steps.
• Annual Subscriptions:
• 1–99 teachers: $23/teacher/year
• 100–499 teachers: $22/teacher/year
• 500–1,999 teachers: $20/teacher/year
(Minimum subscription of $1,150)
Training Materials:
$20/participant for Users’ Guides and Manuals
Dr. Tony Davis
Senior Director,
Educator Effectiveness
tdavis@mcrel.org
800.781.0156
Selected Users
• State of North Carolina
• 25 school districts in Wyoming
• The Commonwealth of the Northern Marianas Islands
• Districts in Indiana, Colorado, New Jersey, Arizona, and Michigan
• Oklahoma and New York have approved for use in their states
• 150,000+ teachers nationwide are involved in the McREL evaluation system.
3 All information in this section from C.Mervich, personal communication, March 14, 2012.

Classroom Assessment Scoring System (CLASS)
http://www.teachstone.org

Table of Contents
Acknowledgements 4
Executive Summary 5
1. Investing in Effective Teacher-Child Interactions in Early Care 10
and Education Programs
2. The Classroom Assessment Scoring System: An Overview 12
Development of the CLASS as an Assessment Tool 12
Development of Aligned Professional Development Supports 13
Organization of the CLASS 14
Research Findings on the CLASS 16
3. Improving Teacher-Child Interactions: Designing a Coordinated 20
Approach
Steps for the Effective Use of the CLASS 20
Coordinating Evaluation/Monitoring and Professional Development Efforts 22
Case Study: The Head Start CLASS Initiative 26
4. Evaluation and Monitoring: Measuring the Quality of 29
Teacher-Child Interactions
Step 1: Planning and Decision Making 30
Step 2: Developing Infrastructure 35
Step 3: Implementation – Data Collection 38
Step 4: Assessment and Knowledge Utilization 41
Case Study: Virginia’s Star Quality Initiative 43
5. Professional Development: Helping Teachers and Programs Use 45
More Effective Interactions with Children
Step 1: Planning and Decision Making 46
Step 2: Developing Infrastructure 46
CLASS Implementation Guide 2

Case Study: Minnesota’s Center for Early Education and Development 52
Step 3: Implementation of Professional Development Opportunities 55
Step 4: Assessment and Knowledge Utilization 55
Case Study: The San Diego County PFA Demonstration Project 57
6. Other Important Considerations 59
Dual Language Learners 59
Special Education Settings 60
Issues of Cultural Sensitivity 62
Use of the CLASS in Family Child Care Settings 62
7. Important Principles for Effective Implementation of the CLASS 63
References 65
Appendix: List of Questions and Page Numbers 67
CLASS Implementation Guide 3

Acknowledgements
This report was funded through a grant from the Picower Foundation. We are exceptionally
grateful for the support of Barbara Picower and Elena Lopez. The report was prepared though a
collaboration of the Center for Advanced Study of Teaching and Learning (CASTL), a research
center at the University of Virginia, and Teachstone, a nonprofit organization dedicated to
providing information, training, and technical assistance for researchers, educators, and others
interested in using the CLASS to increase children’s social and academic development. We
also appreciate Stacie Goffin’s important contributions; she is a leading expert in early
childhood education policy, and her knowledge and expertise were invaluable.
This report is the culmination of a series of CASTL meetings with state and local leaders in
early childhood education working to integrate the CLASS into systems for professional
development and evaluation. Our broad goal was to work with these leaders to ensure that
integration of the CLASS into these different systems produced the intended outcomes – higher
quality interactions between teachers and children and, ultimately, more positive social and
learning outcomes for young children. State and local leaders shared important lessons from
their efforts, which are highlighted throughout this report. Participants included: Laura Brock,
Sherry M. Cleary, Jan Dorman, Kathy Glazer, Vicki Hawley, Gera Jacobs, Jacqueline Jones,
Allison Landy, Karen LaParo, M. Elena Lopez, Jana Martella, Patricia McMahon, Sara Mead,
Penny Milburn, Eileen Nelson, Claire Norwood, Michele Palermo, Robert Pianta, Karen
Pucciarelli, Colleen Rathgeb, Julie Shuell, Gayle Stuber, and Deb Zapalik. We are particularly
thankful to staff in San Diego, Minnesota, Virginia, and the Office of Head Start who allowed us
to share their CLASS-based work with others through the case studies that are included as part
of this report. Vicki Hawley and Jana Martella went above and beyond by providing detailed
feedback and suggestions on an earlier version of this report. We also are grateful for the
thoughtful feedback provided by Robert Pianta, Marla Muntner, and Megan Stuhlman.
For further information on the CLASS, visit www.class.teachstone.org
or contact Teachstone at contact@teachstone.org, 434-293-3909.
CLASS Implementation Guide 4

Executive Summary
In this report we discuss the ways in which the Classroom Assessment Scoring System©
(CLASS: Pianta, La Paro, & Hamre, 2008) can help states, counties, districts, and programs
take steps toward improving the quality of early childhood education (ECE) teachers’
interactions with children. First, an overview of the CLASS is presented. Then, a conceptual
framework is introduced that can guide states and others in systematically using the CLASS
and creating a coordinated approach for improving teacher-child interactions. The report also
provides answers to practical questions about how best to implement and coordinate use of
the CLASS as part of program quality improvement and evaluation and monitoring systems.
The report concludes with a brief discussion of other important issues, such as use of the
CLASS in settings with diverse populations of children.
What does the CLASS Measure?
The CLASS focuses on the quality of classroom interactional processes. This differs from other
measurement tools that focus on the content of the physical environment, available materials,
or a specific curriculum. For CLASS, the physical environment (including materials) and
curriculum matter in the context of how teachers put them to use in their interactions with
children.
The CLASS is organized to assess three broad domains of interactions among teachers and
children: Emotional Support, Classroom Organization, and Instructional Support. Each domain
includes several dimensions. Collectively, these eleven dimensions assess the extent to which
teachers are effectively supporting children’s development, both social and academic.
CLASS Implementation Guide 5

What does research using the CLASS tell us about ECE
program quality?
Research using the CLASS provides compelling evidence about the nature of teacher-child
interactions in ECE settings and the ways in which these interactions promote children’s social
and academic development. Four overarching conclusions have emerged from the research:
• Effective teacher-child interactions are an active and crucial ingredient for children’s
social and academic development.
• Children in ECE settings are not consistently exposed to effective teacher-child
interactions.
• To maximize the impact for children, quality improvement efforts need to focus explicitly
on teacher-child interactions.
• Carefully designed and implemented professional development support can improve the
quality of teacher-child interactions.
How can the CLASS be used to improve early childhood
education programs?
Increasingly, teachers and programs are being held accountable for the quality of interactions
they provide to young children. The fairness and effectiveness of accountability policies
depends on ensuring that demands are aligned with systems that prepare teachers and
programs to meet these expectations. Teacher professional preparation and development is
essential in this effort. This alignment is not commonly observed in states, however. In
particular, ECE teachers typically are not provided with the training and support needed, either
pre-service or in-service, to provide effective social and instructional interactions.
The CLASS provides one possible tool to address this need. The CLASS provides both an
assessment of effective teacher-child interactions and a set of resources for enhancing the
quality of these interactions. As a result, it provides a common language and stable thread that
can be woven among efforts to assess teacher effectiveness (monitoring and evaluation) and
ensure teachers have the knowledge and skills to promote children’s social development and
academic learning (professional development).
Four steps should be followed to guide use of the CLASS in these efforts, each of which is
considered in detail throughout this report:
1. Planning and Decision Making
2. Infrastructure Development
3. Implementation
4. Assessment and Knowledge Utilization
When working to coordinate monitoring and evaluation with professional development, the
same four steps are used in a recursive model. The first step (Planning and Decision Making)
CLASS Implementation Guide 6

provides the critical link for coordinating these two efforts to ensure that they are intertwined
and strengthen their individual and collective impact.
Planning and Decision Making
For both Evaluation and Monitoring (typically focused on ensuring that the goals associated
with program funding or administrative or legislative mandates are being achieved) and for
Professional Development (typically tied to raising program quality by enhancing teacher
performance), the initial step involves planning and decision making.
Planning and decision making requires review of all the component elements that require
consideration if an initiative is to be successfully implemented. Purpose and goals should be
clearly articulated and used to guide the decision-making process. Careful determination of how
data will be collected and managed is essential to ensure that initial decisions are tracked and
evaluated in ways that can inform later planning, implementation, and coordination decisions.
Sections of this report that focus on planning and decision making include information about:
• Creating cut-scores on CLASS for QRIS and other quality rating or monitoring systems;
• Ways in which CLASS compares to other observation systems such as the Early
CLASS Implementation Guide 7

Childhood Environmental Rating Scale (ECERS) and the Early Language and Literacy
Classroom Observation tool (ELLCO); and
• Resources for creating buy-in among programs, teachers, and policymakers.
Infrastructure Development
Once key decisions have been made, capacity has to be built so that program goals can be
reached. Infrastructure development includes: building a workforce with the training and
experience required to perform CLASS observations and to deliver effective professional
development focused on teacher-child interactions; obtaining or creating resources and tools to
facilitate professional development; building data collection and management systems; and
creating systems for coordinating and overseeing the implementation of these various
elements.
Sections of the report focused on infrastructure development include information about:
• Hiring, training, and supporting staff to conduct CLASS observations and professional
development programs;
• How to effectively and efficiently train large numbers of CLASS observers; and
• How to select or develop professional development supports that will be effective in
improving the quality of teachers’ interactions with children.
Implementation
Once an infrastructure is built, implementation can begin. For Monitoring and Evaluation, this
means collecting CLASS data from programs; for Professional Development, it means delivery
of CLASS-focused learning opportunities.
Sections of the report focused on implementation include information about:
• Designing an observational protocol, giving consideration to factors such as how many
observers are needed as well as how long and when classrooms should be observed.
• Collecting data in a way that will inform evaluation and professional development efforts,
as well as ongoing decision making.
• The levels of support needed to ensure that CLASS-based, teacher professional
development experiences are effective.
Assessment and Knowledge Utilization
There are various uses of knowledge gained through these efforts including: reporting back to
individual teachers and programs; compiling and reporting data at a state/local level either for
accountability purposes or to inform future policy and administrative decisions; and using the
information and insights gained to modify and calibrate future work.
Sections of the report focused on assessment and knowledge utilization include information
about:
CLASS Implementation Guide 8

• The types of CLASS data that are most appropriate for reporting to teachers and
programs.
• How to evaluate the success of CLASS-based professional develop opportunities.
Other Important Considerations
The CLASS has been used in classrooms with diverse populations: Dual Language Learners
(DLL), children from migrant families, tribal populations, and children with special needs and
diverse cultural backgrounds. The data from the National Center for Early Development and
Learning (NCEDL) studies suggest that the CLASS can reliably assess the quality of teacherchild
interaction in a wide variety of classrooms serving diverse populations of children. We
discuss ways in which this tool can be used most appropriately in settings with dual language
learners, children with disabilities, and high levels of cultural diversity.
Important Principles for Effective Implementation
of the CLASS
Throughout this report we offer practical suggestions for how best to implement the CLASS as
a tool for improving program quality in early childhood settings. In summary, we offer five
principles that should guide your use of the CLASS.
1. Take time for thoughtful planning; stakeholder involvement is crucial to the
development of effective systems of evaluation and teacher support that
incorporate the CLASS.
2. Invest time and resources in using the tool well.
3. Invest in evaluation(s) that can inform future program development. Document
results that can be used to leverage support and resources from policymakers.
4. There is no magic bullet – be thoughtful about how the CLASS fits into the
larger picture of quality improvement efforts.
5. Continually work toward building an aligned system of evaluation and
professional development.
CLASS Implementation Guide 9

01
Investing in Effective Teacher-Child
Interactions in Early Care and Education
Programs
"Even as we invest in early childhood education, let's raise the bar for early learning programs that are
falling short. Now, today, some children are enrolled in excellent programs. Some children are enrolled
in mediocre programs. And some are wasting away their most formative years in bad
programs....That's why I'm issuing a challenge to our states: Develop a cutting-edge plan to raise the
quality of your early learning programs; show us how you'll work to ensure that children are better
prepared for success by the time they enter kindergarten… We will reward quality and incentivize
excellence, and make a down payment on the success of the next generation."
-Remarks by President Barack Obama at the Hispanic Chamber of Commerce on a
Competitive American Education, March 10, 2009
Complete and
With these words President Obama challenged the early care and education (ECE) community
to develop new policies and systems designed explicitly to improve the quality of children’s
experiences in ECE programs. Quality ECE programs provide children with a warm, caring, and
safe environment that stimulates their learning and
development. We now know that ensuring children
have access to programs with these attributes
requires more than providing adequate furnishing
and materials or placing a degreed ECE teacher in
each room. While these elements can lay a
foundation for effective programs, recent research
highlights the importance of going beyond them to
ensure that children’s daily interactions in
classrooms with teachers and peers promote their
learning and development.
“Dozens of studies, from all across
the country, converge on the findings
that it is the qualities and nature of
interactions between adults and
children that are responsible for
children’s learning and development.”
-Robert. C. Pianta, Dean of the
University of Virginia Curry School of
Education
In this report we discuss the ways in which one tool, the Classroom Assessment Scoring
System © (CLASS: Pianta, La Paro, & Hamre, 2008) can help states, counties, districts, and
programs take steps toward improving the quality of ECE teachers’ interactions with children.
The CLASS provides a reliable, valid assessment of three broad domains of effective
interactions – Emotional Support, Classroom Organization, and Instructional Support – that
characterize children’s experiences in ECE programs. Research findings from over 3,000
classrooms demonstrate that children in classrooms with higher CLASS ratings realize greater
gains in social skill, language, early literacy, and math development.
Unfortunately, too few children are exposed to these types of effective interactions during their
CLASS Implementation Guide 10

early years of formal education. As policymakers and program administrators strive to maximize
children’s learning and developmental outcomes, even while streamlining budgets, evidencebased
monitoring, evaluation, and teacher professional development strategies are gaining
attention.
This document describes the ways the CLASS can be used to facilitate improvements in
teacher-child interactions through: 1) program evaluation and monitoring; and 2) professional
development. It provides an overview of the CLASS as well as practical information to guide
policy and implementation efforts at the federal, state, and local levels.
First, an overview of the CLASS is presented. Then, a conceptual framework is introduced
that can guide states and others in systematically implementing the use of the CLASS and
creating a coordinated approach for improving teacher-child interactions. The report also
provides answers to practical questions about how best to implement and coordinate use of
the CLASS as part of program quality improvement and evaluation and monitoring systems.
The report concludes with a brief discussion of other important issues, such as use of the
CLASS in settings with diverse populations of children.
But first, a few important caveats. No one tool or
system can assume sole responsibility for improving
the quality of ECE programs, or even the quality of
one component of these programs, such as teacherchild
interactions. The CLASS is an evidencedbased
tool that can effectively be used as one
approach, but successful, systemic improvement in
the quality of ECE programs also requires a
broader, more comprehensive approach that
considers the many different facets of high-quality
programs, such as teacher preparation, ongoing
training, supervision, curriculum and working
conditions (including teacher compensation), as well
as the capacity and cohesion of the state’s ECE
infrastructure, policies,
and regulations.
“With an assessment tool like the
CLASS, we’ve found a missing piece
of the puzzle that we’ve been looking
for for a very long time. A tool that
helps assess the quality of teacherchild
interactions can help strengthen
the qualities of our programs by
focusing on something that we know
is so important to a young child’s life
– supportive relationships built on
quality interactions.
-Amanda Bryans, Director, Educational
Development and Partnerships Division,
Office of Head Start – November 2008
Second, although this report relies heavily on
research to inform important policy and implementation questions, much remains to be learned
about how to most effectively conduct and use classroom observations as a part of evaluation,
monitoring, and program improvement efforts. It is critical that those of you implementing
programs that rely on the CLASS partner with evaluation and research teams to continue
building our knowledge about effective practices. Furthermore, in our increasingly data-driven
world, sustained improvements in policy and programs require that these data are collected,
interpreted, and shared in ways that will inform policymakers, teachers and administrators.
CLASS Implementation Guide 11

02
The Classroom Assessment Scoring
System (CLASS): An Overview
The Classroom Assessment Scoring System (CLASS) is a tool for observing and assessing the
qualities of interactions among teachers and children in classrooms. It measures the emotional,
organizational, and instructional supports provided by teachers that are known from research to
contribute to children’s social development and academic achievement. The tool is used to
assess interactions between teachers and children for a variety of purposes, including teacher
professional development, monitoring and evaluation, and research.
The CLASS focuses on the quality of classroom interactional processes, rather than on the
content of the physical environment, available materials, or the specific curriculum. The
physical environment (including materials) and curriculum matter in the context of how teachers
put them to use in their interactions with children. Widely employed in research and evaluation
studies, the CLASS has been affirmed as a reliable and valid measure through use in over
3,000 classrooms in Head Start, child care, and pre-K settings (both center- and schoolbased).
Development of the CLASS as an Assessment Tool
The CLASS is based on developmental and educational theory. It evolved from instruments
developed and used in the large-scale National Institute of Child Health and Human
Development Study of Early Child Care, including the Observational Record of the Caregiving
Environment (ORCE) and the Classroom Observation System (COS).
The CLASS has been validated by over ten years of research in educational settings, directly
connecting teacher-child interactions with growth in children’s academic and social skills. An
early version of the CLASS was used in the National Center for Early Development and
Learning (NCEDL) Multi-State Pre-K Study and Study of Statewide Education Programs
(SWEEP). These two studies evaluated over 700 state-funded prekindergarten (pre-K)
classrooms in 11 states, and included classroom observations, child assessments, and surveys
of teachers, parents, and administrators (e.g. Pianta et al., 2005). The extensive use of the
CLASS in these studies and others has led to further refinements in the tool’s development and
construction.
CLASS Implementation Guide 12

The CLASS initially was developed for use in pre-K classrooms and has since been expanded
for use in classrooms for both older and younger-aged children. CLASS pre-K and K-3 manuals
were published by Brookes Publishing beginning in 2008. Upper-Elementary, Secondary, and
Toddler versions are available in pilot form, with final publication expected by August 2010. An
Infant version is under development, completing the family of CLASS tools as follows:
• Infant (CLASS-I)
• Toddler (CLASS-T)
• Pre-Kindergarten (CLASS-Pre-K)
• Elementary (CLASS-K-3)
• Upper-Elementary (CLASS-4 to 6)
• Secondary (CLASS-S)
The levels of the CLASS presently available extend the instrument’s usability beyond
assessment of teacher-child interactions in classrooms. Now, the tool can also be used to
measure the presence of consistent types of effective interactions across levels and grades,
accompanied by descriptions and examples specifically tailored to each age group. By
providing a common metric and language for discussion of classroom quality across the early
childhood years and into K-12, the CLASS addresses concerns with grade-to-grade transition
and the need for coherence, while still providing a context-specific and developmentallysensitive
metric for each age group.
Development of CLASS-Aligned Professional
Development Supports
If programs and teachers will be assessed on the quality of their interactions with children,
adequate supports need to be in place to help them improve these practices. The CLASS, in its
current form, is intentionally designed as a tool that can help bridge the gap between the
assessment of program quality (through research, evaluation, and monitoring) and quality
improvement efforts. To aid in the alignment of these efforts, CASTL has designed and tested a
set of professional development tools that use the CLASS to provide a common framework,
focus, and language among teachers and those working with teachers to improve practice
(coaches, administrators, course instructors, mentors, etc.). The supports were developed to
provide a variety of options for teachers and programs – including more intensive programs
such as the MyTeachingPartner coaching program or a 14-week course, as well as less
intensive supports such as the CLASS video library. All of these professional development tools
have shown effectiveness in improving the quality of teachers’ interactions with children. More
details on these professional development supports are provided in a later section.
CLASS Implementation Guide 13

Organization of the CLASS
The CLASS is organized to assess three broad domains of interactions among teachers and
children:
• Emotional Support
• Classroom Organization
• Instructional Support
ADVANTAGES OF THE CLASS
• Focuses on teacher-child
interactions, the aspects of
classrooms shown to promote
children’s social and academic
development
• Validated in thousands of
classrooms nationwide
• Facilitates alignment between
teacher evaluation and
professional development.
• Training available for schools,
Each domain includes several dimensions. The
dimensions collectively assess the extent to
which teachers effectively support children’s
social and academic development. The table on
the next page provides an overview of the
CLASS dimensions from Toddler, Pre-K, and K-3
versions of CLASS. More information on Upper-
Elementary and Secondary versions is available
at www.class.teachstone.org. Each dimension is
defined by specific observable indicators. For
example, Teacher Sensitivity, a dimension within
the domain of Emotional Support, consists of
several indicators including Awareness,
Responsiveness, and Student Comfort.
early childhood programs,
In all versions, scoring is completed at the
teachers, and administrators
dimension level using a 7-point scale, with the
low range being a score of 1-2, the middle range
3-5, and the high range 6-7. Each dimension description in the CLASS manuals provides a
detailed explanation to help determine the specific score.
CLASS Implementation Guide 14

CLASS Implementation Guide 15

Research Findings on the CLASS
Research using the CLASS provides compelling evidence about the nature of teacher-child
interactions in ECE settings and the ways in which these interactions promote children’s social
and academic development. Four overarching conclusions have emerged from the research:
1. Effective teacher-child interactions are an active and crucial ingredient for children’s
social and academic development.
Children in classrooms with higher CLASS ratings experience greater gains in academic
achievement and social skill development during the school year (Howes et al., 2008;
Mashburn et al., 2008). Classrooms in which teachers develop positive relationships with
children and are sensitive to children’s needs (as measured by the CLASS domain Emotional
Support) foster children’s social development. Classrooms in which teachers effectively
manage behavior and take an active role in creating learning opportunities enhance children’s
self-regulatory skills and help them get the most out of each day they spend in the classroom.
Children in classrooms in which teachers offer higher quality feedback and more consistently
support the development of thinking skills (as measured by the CLASS domain Instructional
Support) show more academic progress in both pre-K and kindergarten than do their peers who
receive lower levels of these supports. Clearly, when ECE programs provide effective
emotional, organizational, and instructional supports, children are more successful as learners
and more likely to meet expectations regarding what they should know and be able to do.
2. Children in ECE settings are not consistently exposed to effective teacher-child
interactions.
The domains of Emotional Support and Classroom Organization typically are at moderate to
high levels of quality in ECE classrooms. Instructional Support, however, is typically at a low
level of quality (see Figure below). These findings have been replicated in several large
national studies of ECE settings, including state pre-K, Head Start, and community-based child
care centers (Pianta et al., 2005).
Additionally, very little consistency exists in children’s exposure to effective interactions from
year to year. Children have inconsistent access to supportive classroom interactions that
facilitate their social and academic learning as they move from one grade level to the next. Of
725 children followed from pre-K to kindergarten in a recent study, only 33% were placed in
classrooms offering high levels of Emotional Support both years; the vast majority of children
(60%) were in classrooms offering low levels of Instructional Support in both pre-K and
kindergarten (LaParo et al., 2009).
CLASS Implementation Guide 16

Of even greater concern is the fact that children from low income families, those who are most
in need of exposure to high-quality early learning environments, are less likely to experience
effective teacher-child interactions relative to their middle-income peers (LoCasale-Crouch et
al, 2008). For example, among a group of 676 state pre-K programs, 98 (14%) were identified
as providing high-quality emotional and instructional interactions, whereas 127 classrooms
(19%) were identified as providing very low levels of emotional and instructional interactions.
The low-quality classrooms were much more likely to have high concentrations of poor children.
The average low-quality classroom had 65% percent of children categorized as poor, compared
to only 49% of poor children in the high quality classrooms.
These findings are of concern because we know that consistent exposure to effective
interactions is most likely to lead to positive outcomes for children, especially for children from
poor families. Inequities in classroom experiences contribute to a furthering of gaps in social
and academic performance observed among children at kindergarten entry.
3. To maximize the impacts for children, quality improvement efforts need to focus
explicitly on teacher-child interactions.
While basic elements of program quality such as teacher education, class size, and classroom
materials are important, their significance is measured in part by the extent to which they
facilitate and support effective teacher-child interactions. Research shows that the classroom
interactional components measured by the CLASS are more powerful predictors of children’s
development and learning than are structural elements of program quality. Factors such as
teacher qualifications and class size, though important, are not sufficient in and of themselves
to ensure children’s positive development.
CLASS Implementation Guide 17

A study conducted by Andrew Mashburn and colleagues (2008) examined the extent to which three
indices of quality predicted gains in 4-year-olds’ academic performance and social behavior across
the pre-K year: infrastructure and design quality (e.g. teacher education, class size, ratios, provision of
meals, comprehensive curricula, etc); overall environmental quality (as measured by the Early
Childhood Environmental Rating Scales-Revised, ECERS-R); and teacher-child interactions (as
measured by CLASS). Findings suggest that there are no systematic associations between
infrastructure and design aspects of quality and gains in children’s academic or social development in
pre-K. Children in classrooms with higher scores on the ECERS-R made significantly more gains in
expressive language over the course of the pre-K year than did their peers in classrooms with lower
environmental quality. Children in classrooms in which teachers displayed more emotional support (as
measured by the CLASS) showed gains in social competence and reductions in behavior problems
throughout the year, while children in classrooms in which teachers provided rich instructional
teacher-child interactions showed greater gains across multiple measures of early academic
performance.
Note: This study used a previous version of CLASS. Emotional Support was measured by Positive and Negative Climate, Teacher
Sensitivity, Overcontrol (similar to Regard for Student Perspectives), and Behavior Management. Instructional Support was measured by
Concept Development and Quality of Feedback.
CLASS Implementation Guide 18

These and other studies provide compelling evidence that
quality improvement efforts focused only on increasing early
childhood teachers’ degree acquisition or lowering class
sizes are unlikely to have strong effects on child outcomes.
Improvement efforts need to focus directly on the quality of
teachers’ interactions with children if we want to positively
affect children’s learning gains. These findings highlight the
need for teacher education programs to consider the ways in
which their curriculum and practicum experiences for future
early educators may be enhanced by a more explicit focus on
knowledge about and use of effective teacher-child
interactions.
Quality improvement efforts that focus
only on increasing the level of early
childhood teachers’ education or
lowering class sizes are unlikely to
have strong effects on child outcomes
unless they are coupled with more
direct efforts to improve the quality of
teachers’ interactions with children.
4. Carefully designed and implemented professional development support can
effectively improve the quality of teacher-child interactions.
As noted earlier, CASTL has designed tools to help teachers improve the quality of their
interactions with children. These professional development supports have been rigorously
evaluated and demonstrate that teachers can make sustained improvements in their practice.
As one example, teachers who participated in a CLASS-based coaching program,
MyTeachingPartner (MTP), showed significant increases in their sensitivity to children, became
more effective at engaging children in learning, and used more effective language facilitation
strategies, compared to teachers who were not provided with a coach (Pianta et al., 2008).
More details on MTP are provided later. This and other studies demonstrate that teachers can
change the way they interact with children. However, professional development supports
intended to improve the quality of teachers interactions with children must be developed and
chosen carefully to ensure efficacy.
CLASS Implementation Guide 19

03
Improving Teacher-Child Interactions:
Designing a Coordinated Approach
Improving the quality of teacher-child interactions in ECE settings requires states, state
departments, and other ECE administrative structures such as school districts to design a
coordinated approach in which the use of the CLASS for evaluation and monitoring and for
professional development is integrated with the systems of which they are a part.
Increasingly, teachers and programs are being held accountable for the quality of interactions
they provide to young children. The fairness and effectiveness of accountability policies
depends on ensuring that demands are aligned with systems that prepare teachers and
programs to meet these expectations. Teacher professional development is essential in this
effort.
This alignment is not commonly observed in states, however. In particular, ECE teachers
typically are not provided with the training and support needed, either pre-service or in-service,
to provide effective social and instructional interactions.
Steps for the Effective Use of the CLASS
The CLASS provides one possible tool to address this need. Because the CLASS offers an
assessment of effective teacher-child interactions, as well as a set of resources for enhancing
the quality of these interactions, it provides a common language and stable thread that can be
woven among efforts to assess teacher effectiveness (monitoring and evaluation) and ensure
that teachers have the knowledge and skills to promote children’s social development and
academic learning (professional development).
Four steps should be followed to guide use of the CLASS in these efforts:
1. Planning and Decision-Making
2. Infrastructure Development
3. Implementation
4. Assessment and Knowledge Utilization
CLASS Implementation Guide 20

Below we provide an overview of each step and then discuss how these four steps can and
should come together to promote coordination.
Step 1: Planning and Decision Making
For both evaluation and monitoring (typically focused on ensuring that the goals associated with
program funding or administrative or legislative mandates are being achieved) and for
professional development (typically tied to raising program quality by enhancing teacher
performance), the initial step involves planning and decision making.
Planning and decision making require review of all the component elements that must be
considered if the initiative is to be successfully implemented. Purpose and goals should be
clearly articulated and used to guide the decision-making process. Careful determination of how
data will be collected and managed is essential to ensuring that initial decisions are tracked and
evaluated in ways that will effectively inform later planning, implementation, and coordination
decisions.
Step 2: Infrastructure Development
Once key decisions have been made, capacity needs to be built to reach program goals.
Infrastructure development includes: building a workforce with the training and experience
required to perform CLASS classroom observations and to deliver effective teacher-child
interaction-focused professional development; obtaining or creating resources and tools to
facilitate teacher-child interaction-focused professional development; building data collection
and management systems; and creating systems for coordinating and overseeing the
implementation of these various elements.
CLASS Implementation Guide 21

Step 3: Implementation – Data Collection and Delivery of Professional Development
Once the infrastructure is in place, implementation can begin. For Monitoring and Evaluation,
this means collecting CLASS data from programs; for Professional Development, it means
delivery of learning opportunities to teachers that focus on improving the quality of their
interactions with children.
Step 4: Assessment and Knowledge Utilization
There are various uses of the knowledge gained through these efforts including: reporting back
to individual teachers and programs; compiling and reporting data at a state/local level either for
accountability purposes, targeting professional development opportunities, or to inform future
policy and administrative decisions; and using the information and insights gained to modify
and calibrate future work.
Coordinating Evaluation/Monitoring and Professional
Development Efforts
When working to coordinate monitoring and evaluation with professional development, the
same four steps are used in a recursive model. The first step (Planning and Decision Making)
provides the critical link for coordinating these two efforts to ensure that they are intertwined
and strengthen their individual and collective impact. Below we briefly discuss key issues
related to coordinating these systems in ways that create the most effective and efficient use of
CLASS.
CLASS Implementation Guide 22

Step 1: Coordinated Planning and Decision Making
Coordination between Evaluation and Monitoring and Professional Development begins at this
initial stage and requires bringing together representatives from different constituencies. Any
attempts at a coordinated approach will fail without sufficient buy-in across the many agencies,
departments, and stakeholders involved in the ECE community. This is likely to include
Departments of Social Services (such as facilities licensing staff), Departments of Education,
representatives from Head Start, pre-K, and community child care programs, research teams,
and 2- and 4- year colleges and other organizations that provide professional development,
such as resource and referral agencies.
Note that the oval labeled Planning and Decision Making is at the center of the figure. It is the
conduit for bringing evaluation and monitoring together with professional development and vice
versa. Aligned planning and decision making is the critical first step for ensuring that
coordination is embedded in this work from its very beginning and continues throughout the life
of the effort.
As just one example of the ways in which a coordinated approach can assist in raising the
quality of ECE programs, ample evidence exists that even when high-quality, evidence-based
professional development experiences are available, many teachers fail to take advantage of
them. A monitoring and evaluation process, such as Quality Rating and Improvement Systems
(QRIS), that provides teachers and program administrators with feedback about their
interactions with children can motivate participation in professional development experiences
that demonstrate how to promote positive interactions. This type of coordination – i.e.,
coordination between data gathered as part of an evaluation and monitoring process and the
provision of professional development to enhance teacher effectiveness – may also encourage
program administrators to support their staff with options like paid time-off or the provision of
substitutes.
QRIS is becoming an increasingly popular way to drive program improvement. This innovation
highlights the inter-relationship that can and should exist between monitoring and evaluation
and attempts to elevate program improvement through professional development.
Because of the steep learning curve involved
with implementing a QRIS, we strongly
recommend allocating a planning year for: 1)
developing the necessary infrastructure and 2)
collecting initial data. This planning time will
allow local and/or state data to inform
important decisions such as how to sample
classrooms, how to set CLASS cut-off scores
aligned with the rating system levels, and the
A critical piece of early work is
designing systems that will allow initial
decisions to be tracked and evaluated
in a way that can inform later decisions
about program design and
implementation.
CLASS Implementation Guide 23

processes by which teachers and programs will be given feedback to support continuing
growth. Ideally, from the very beginning of the planning process states or localities will partner
with research faculty from an institution of higher education or an evaluation team to help
design the most effective system.
Step 2: Coordinated Infrastructure Development
Here again, coordination is essential. A coordinated approach to infrastructure development will
help ensure that professional development opportunities are aligned with the
evaluation/monitoring aspects of programs, as well as allow for greater efficiency. For example,
at the state level one of the key issues is building CLASS knowledge and training capacity
among a core group of staff. When coordination is in place, CLASS trainers can provide training
and support both to observers who are collecting data for monitoring and evaluation purposes
and to CLASS professional development staff.
A coordinated approach to data collection and evaluation can allow for the most useful and
compelling data to be brought to bear on the sustainability of efforts. Over time, evaluation and
monitoring data should be available to help show that investments in professional development
were successful in improving the quality of teacher-child interactions and child outcomes. It is
also essential that teachers and program administrators are well informed about the CLASS
and intentions for its use. This is another, often overlooked, piece of the coordination puzzle.
Step 3: Coordinated Implementation
A coordinated approach between the data collection process and professional development
opportunities facilitates teachers and programs receiving feedback from the CLASS while
learning how to engage in more effective interactions with children. Simply receiving a report
about the quality of one’s interactions is unlikely to lead to improvements without further
information and support. Similarly, using the CLASS as a professional development tool will be
most effective if participants are informed by data from monitoring and evaluation efforts, which
help target attention and resources to practices of greatest concern. These data may indicate,
for example, that there are needs across the state or locality in instructional aspects of teacherchild
interactions. State-wide programs may be developed to target Instructional Support, while
more site- or program-specific professional development efforts could target other CLASS
domains.
Step 4: Coordinated Assessment and Knowledge Utilization
This step involves examining and evaluating how the process of coordination is working and
using the findings to inform next steps for further linking efforts to achieve desired outcomes. If,
for example, a state makes a significant investment in CLASS-based professional development
over a 5-year period, but fails to see evidence of significant improvement in the quality of
teacher-child interactions or child outcomes, there is clearly a need to consider different
CLASS Implementation Guide 24

professional development approaches. For most effective knowledge utilization, data systems
should also be linked to information on children’s school readiness scores and other child
outcome data. This allows states and localities to examine the extent to which investments in
improving the use of effective interactions are associated with improvements in children’s
development of early academic and social competencies.
CLASS Implementation Guide 25

CASE STUDY
The Head Start Professional Development and CLASS Initiative:
Ensuring Strong Linkages between Program Monitoring and
Professional Development
Head Start is the federal government’s premiere child development and early education program. When
reauthorized in 2007 (The Improving Head Start for School Readiness Act), Congress directed the
Office of Head Start to include as part of its program monitoring process a reliable and valid research
tool that assesses teacher-child interactions. To fulfill this mandate, the Office of Head Start (OHS)
chose the CLASS, although grantees may choose to use a different assessment tool for their purposes.
The OHS intends to use findings from the CLASS to guide national program improvement efforts,
determine individual and program technical assistance needs, and ensure programs are focusing on
effective teacher-child interactions that lead to improving young children’s school readiness. The Head
Start Professional Development and CLASS Initiative offers insights into planning for large scale use of
the CLASS and creating linkages between data and program improvement efforts focused on teacherchild
interactions.
Implementation – Thoughtful Investment in Aligned Systems for Accountability
and Improvement
Driven by an overarching focus on teacher professional development, the Head Start Professional
Development and CLASS Initiative consists of three carefully sequenced and interconnected
components. Rather than focusing exclusively on monitoring, OHS took the time and dedicated
resources to make sure that the inclusion of CLASS would be accepted by programs and would
ultimately produce improvements in the quality of Head Start programs nationwide.
Many Head Start grantees initially expressed reservations about another new assessment tool to which
they would be held accountable. OHS addressed these concerns by investing in creating buy-in and
awareness, conducting a pilot of the monitoring system through which they gathered important
information with regard to how to best integrate CLASS, and dedicating significant resources to helping
grantees make improvements in the types of classroom interactions measured by CLASS.
CLASS Training at Scale – Creating Buy-in and Awareness Nationwide
Given the use of the CLASS in its monitoring system, it is important to OHS that every Head Start
grantee is familiar with the CLASS, understands its purpose, and connects this purpose with Head
Start’s mission to prepare children for school and life success. According to Colleen Rathgeb, Acting
Director of the Policy and Budget Division in the Office of Head Start, “The use of the CLASS signals
how critical we believe the CLASS dimensions are in teaching young children and how important it is for
all of our programs to focus on productive teacher-child interactions.”
During the 2008-2009 program year, OHS sponsored 150 CLASS Observation trainings, with the goal of
providing the Head Start community with an introduction to the CLASS. Over 2000 Head Start education
coordinators – at least one from every program - were trained on the CLASS and given strategies for
using assessment findings to improve teachers’ effective interactions with children. Among the results: a
renewed appreciation by Head Start grantees and education coordinators of the importance of
intentional observations and feedback to teachers.
Approximately 20 staff attended the 5-day CLASS Train-the-Trainer workshop; it was these staff who led
all CLASS observation trainings. They were supported by a CASTL staff member, who provided
feedback and support to new trainers and co-led trainings in instances in which trainers requested more
support. During the pilot phase for these trainings, 19 CLASS observation trainings occurred.
CLASS Implementation Guide 26

They yielded an average reliability pass rate of 60%. Trainings logistics were finalized in January 2009,
with 103 additional trainings occurring between January and September 2009. These trainings yielded
an overall pass rate of 70%. This effort demonstrates the feasibility of using a Train-the-Trainer
approach to conduct successful CLASS observation trainings on a large scale.
Finding a Balance between Accountability and Improvement
By directing attention to the caliber of teacher-child interactions and shining a spotlight on the
importance of the three CLASS domains, the OHS is striving to elevate program quality and improve
child outcomes. It is well recognized by OHS that the CLASS does not measure all aspects of children’s
experiences in classrooms that contribute to their social and academic development; they believe,
however, that the CLASS provides an important tool for focusing attention on teacher-child interactions
in Head Start classrooms.
Despite many grantees expressing a desire to have the CLASS be used only as a professional
development tool, OHS thought it was important for the CLASS to be a part of the monitoring system.
The old adage, “What gets measured gets done” resonates with OHS staff involved in this process. By
providing grantees with data on the quality of teacher-child interactions observed in their classrooms,
they hope to incentivize grantees to make improvements in these areas.
The OHS began by piloting the CLASS with 50 grantees to learn how including the CLASS as part of the
monitoring review process would work. OHS staff initially discussed ways in which CLASS scores might
be used to determine grantee deficiencies with regard to program standards. During the pilot, however,
OHS determined that the challenges associated with establishing cut-off scores outweighed the
benefits.
For the 2009-2010 program year, a CLASS reviewer will be part of every program monitoring visit.
During the process of CLASS observations, notation of areas in which a classroom is not in compliance
with program standards may be made but will be reported separately. Head Start programs will not be
required to meet a pre-established score on the CLASS, however. Aggregate CLASS scores will be
shared with grantees, but the main purpose of sharing these scores is promoting program improvement.
Scores also will be shared with the relevant Head Start Training and Technical Assistance Network
provider so that aggregate program scores can be analyzed and used to design teacher development
opportunities for improving teacher-child interactions.
Building Capacity of the Existing Systems to Support CLASS-based
Professional Development
Going forward, a substantial investment will be made in building the knowledge and skills of Head Start
Technical Assistance providers. These individuals are seen as key to the Office’s efforts to improve
teaching in Head Start classrooms. OHS has partnered with Teachstone to provide a variety of CLASSbased
professional development opportunities. Starting in October 2009, at least two training and
technical assistance providers in each state participated in the CLASS Trainer of Trainers program. In
turn, these staff will train other providers and grantee staff, expanding the number of individuals able to
help education coordinators work with classroom teachers and mentor them. OHS is making other
CLASS resources, such as the video library, available to Head Start teachers nationwide.
Lessons Learned
It’s important to think systematically. With the overarching goal of improving teaching and learning in
classrooms, the Office of Head Start systematically changed its focus from (1) information sharing and
focusing teacher and staff attention on what happens between children and teachers in classrooms to
CLASS Implementation Guide 27

(2) building capacity to assess teacher-child interactions so teachers and programs could have feedback
on their performance, and most recently to (3) expanding capacity to help programs and teachers
become more effective based on what their CLASS scores reveal. Each of the three components is
intended to build from what preceded it, creating a strong foundation for advancing teachers’ and
children’s learning.
Programs should be allowed to choose the assessment tool of their choice for on-site efforts.
Most Head Start programs receive multiple funding streams, many of which mandate some form of
assessment. In light of the multiple and often contradictory demands placed on programs, the focus
should be on improving teacher-child interactions, rather than on requiring programs to use a particular
tool.
The functions of monitoring and technical assistance should be kept separate yet connected. It
is important to maintain the integrity of monitoring and technical assistance by keeping them separate
from one another in terms of personnel and oversight. Yet, information gathered through monitoring is
key to providing meaningful feedback to programs and individual teachers. The two functions need to
inform each other in order to ensure that professional development addresses performance data and
can influence teachers’ classroom practices.
Acknowledgements:
Colleen Rathgeb, Acting Director, Policy and Budget Division, Office of Head Start
Patricia McMahon, Technical Assistance Manager, Office of Head Start
Contact: Patricia McMahon, patricia.mcmahon@acf.hhs.gov
CLASS Implementation Guide 28

04
Evaluation and Monitoring: Measuring the
Quality of Teacher-Child Interactions
The early childhood research community has taken steps to evaluate and monitor the quality of ECE
programs for decades. Unlike in the K-12 arena, ECE has included observations of classrooms as an
important evaluation component. The focus of these observations, however, has typically been
primarily on environmental aspects of settings. Only recently have states and localities considered
adding measures which focus exclusively on teacher-child interactions to evaluation and monitoring
efforts. In some cases, initial efforts to include such measures relied on non-standardized instruments
because tools were not available to provide reliable and valid assessment of teacher-child, interactionfocused
observations.
The demand for observational tools focusing on teacher-child interactions has increased with the
expansion of ECE quality improvement efforts, most notably Quality Rating and Improvement
Systems (QRIS). Given the Obama administration’s focus on quality improvement and child
outcomes, plus emerging evidence about the importance of effective teacher-child interactions to
children’s development, it is expected that the demand for systematic evaluation and monitoring will
grow in coming years.
The CLASS offers one tool for standardizing the measurement of teacher-child interactions as a part
of evaluation and monitoring systems. Several states and localities, as well as the Office of Head
Start, are using the CLASS in this way. There are many steps, however, between deciding to use the
CLASS and full implementation of an evaluation and monitoring system. In this section we answer
some of the most frequently asked questions about this process. These questions and their answers
come from several years of collaboration with states and localities using the CLASS for this purpose
and rely on the latest research to provide best-practice recommendations. The questions are
organized around the four major steps discussed in the previous section: Planning and Decision
Making, Infrastructure Development, Implementation – Data Collection, and Assessment and
Knowledge Utilization.
CLASS Implementation Guide 29

Step I: Planning and Decision Making
Once a decision has been made to use the CLASS as part of a monitoring or evaluation system,
many smaller decisions need to be made to set the stage for effective implementation. While it is
beyond the scope of this document to detail the full planning and decision making process necessary
to support this decision, answers to the most frequently asked questions should help you get started.
How can a pilot best inform the development of monitoring and evaluation
systems? We highly recommend that states and other localities engage in piloting work to inform
the development of a coordinated relationship between monitoring and evaluation and the use(s) that
will be made of the data. Although, for example, some information is presented below about important
decisions related to creating cut-off scores on the CLASS and sharing results, these decisions and
others should be informed by local data that indicate the status of the community’s or state’s ECE
programs relative to teacher-child interactions. An experienced program evaluator can help design a
pilot to address the most pressing program development questions.
Does the CLASS measure an individual teacher’s performance or
classroom interactions? The CLASS measures classroom-level interactions, not an
individual teacher’s performance. The intention is to derive an estimate of the average types of
interactions that children are exposed to on a daily basis. Thus, if there are multiple adults in the
classroom, the CLASS scores will reflect the average types of interactions provided by those adults.
For program rating and reporting purposes, should we use a CLASS
dimension (e.g. concept development), domain (e.g. Instructional
Support), or total scores? We recommend providing reports to programs and teachers at the
dimension level, as this will be most helpful for professional development purposes. For the purpose
of creating scores that will be used to derive decisions or ratings (e.g. the number of stars in a QRIS
system) we suggest using domain scores (Emotional Support, Classroom Organization, and
Instructional Support). This is because the total score [average across all domains] does not
sufficiently reflect the level of quality demonstrated across each of the three domains. In addition, as
discussed further below, the three domains have significantly different national average scores; thus,
creating a composite score may not be very meaningful from a comparative perspective.
What cut-off scores should be used on the CLASS to demarcate
classroom quality? Cut-off scores are points along the 7-point CLASS scale that can be used
in monitoring and evaluation efforts to determine levels of quality. For example, it might be decided
that an ECE program qualifies as “high quality” if it receives CLASS scores above a 5. There are two
important pieces of information for determining cut-off scores.
• The first concerns the levels of quality that are sufficient to promote positive child outcomes.
• The second concerns how data on CLASS scores are distributed across a normative sample
of programs in a given state or locality. By normative, we mean a sample which fairly
represents the different types of ECE programs, geographic locales, etc.
CLASS Implementation Guide 30

To the first point, CASTL does not yet have sufficient data to make a strong statement about the
levels of quality on the CLASS that are sufficient to foster positive child outcomes. In general, the
research suggests that children in classrooms with higher CLASS scores have better outcomes. Only
recently have we started to examine the extent to which there may be threshold effects or points on
the scale at which significant effects on child outcomes are observed. We share results from an initial
study (Burchinal et al., in press) because
we know that this is an important question
for those using the CLASS as an
evaluation and monitoring tool. However,
we must be very careful not to overstate or
overgeneralize the results until other
studies are available.
In terms of children’s social development,
not much difference is seen in children’s
classroom performance until they are in
classrooms scoring at least a 5 on
Emotional Support (see figure below).
Children in classrooms receiving a 4 on
Emotional Support have similar levels of
social development to children in classrooms receiving much lower scores. According to the national
data on which this study is based, approximately 47% of ECE classrooms score above a 5 on
Emotional Support.
In terms of academic growth, preliminary
evidence from this one study suggests
that children experience academic
advantages in classrooms that score
even slightly higher in the low to mid
range of the CLASS Instructional Support
domain (see figure). Children in
classrooms that scored a 3 on
Instructional Support were performing
better on assessments of expressive and
receptive language and math skills than
were peers in classrooms scoring a 1 or
2. Classrooms that score a 3 on
Instructional Support show some
evidence of teachers’ use of effective
feedback and a focus on developing
children’s language and thinking skills, although these are not observed consistently enough across
the observation to warrant a higher score. These data suggest that providing children with even
occasional high-quality instructional interactions may lead to improved academic outcomes. In
contrast, there were not significant associations between CLASS scores and children’s pre-reading
CLASS Implementation Guide 31

skills until they were in classrooms scoring in the mid to high range. National data suggest that only
13% of programs have Instructional Support scores at the mid to high range or higher.
These findings are the first of their kind. They also are derived from an older version of the CLASS
that did not include the Classroom Organization domain or Language Modeling as a part of
Instructional Support. As stated earlier, more data is needed before providing definitive
recommendations around cut-points.
Is it possible to use the CLASS as part of a program evaluation and
monitoring system without using cut-off scores? Yes. For example, the Office of
Head Start has decided to use CLASS as a part of its triennial monitoring system of Head Start
grantees. However, they will not tie a program’s specific CLASS scores to “findings.” Instead, an
overall summary of results will be provided to grantees to help guide professional development efforts.
Refer to the Office of Head Start case study for further details.
How does the CLASS compare to other observational measures such as
the ECERS-R and ELLCO? The CLASS, the Early Childhood Environment Rating Scale-
Revised (ECERS-R), and the Early Language and Literacy Classroom Observation tool (ELLCO), are
all validated and reliable measures of classroom quality. Although some overlap exists, each
assessment tool was designed to measure different aspects of program quality.
• CLASS is a measure of the quality of teacher-child interactions in the classroom. Teacherchild
interactions fall into three categories: those that provide emotional support, instructional
support, and organizational support.
• ECERS-R is a rating system that includes many program features in a broad definition of
program quality. These program features include physical space, provisions for indoor and
outdoor activities, scheduling, hygiene, opportunities for professional development, and
teacher-child interactions.
• ELLCO is a measure of the quality of language and literacy instruction that takes into
account the physical classroom environment and teacher-child interactions that facilitate
language and literacy development.
On the next pages we provide crosswalks between the CLASS and the ECERS-R and the ELLCO.
There is more overlap between the CLASS and ELLCO than between CLASS and ECERS-R. Both
the CLASS and the ELLCO focus on classroom interactions. However, the ELLCO focuses primarily
on the language and literacy interactions, while CLASS focuses on more global classroom
interactions. There is significant overlap between the Language Environment rating on the ELLCO
and the Language Modeling rating on the CLASS.
Can the CLASS and ECERS-R scales be used together? Yes. Many states and
localities are deciding to use both the ECERS-R and the CLASS as part of evaluation and monitoring
efforts, in order to provide a comprehensive assessment of observed quality. Although there is some
overlap between the measures, each captures unique components of the classroom setting (see
crosswalk on the next page). The ECERS-R focuses on available materials and health and safety
CLASS Implementation Guide 32

issues in ways that are distinct from CLASS. While the ECERS-R has some items related to teacherchild
interactions, the CLASS focuses exclusively on these aspects of the classroom. Rather than
attending to the presence of materials, the CLASS focuses on the ways in which the teacher facilitates
use of these materials to enhance engagement and learning. Specifically, the CLASS focuses on
instructional aspects of classroom interactions that are not covered by the ECERS-R.
How should the CLASS be combined with ECERS-R as part of a program
quality rating and improvement system? Some states are only using the CLASS in
classrooms that obtain a pre-determined cut-off score on the ECERS-R. We recommend using the
CLASS with all teachers, not just those who reach a specific level on the ECERS-R. We feel strongly
that all teachers and classrooms, regardless of ECERS-R scores, can use feedback and support to
strengthen their interactions with children. In fact, for some classrooms and programs, the CLASS
might help capture strengths that are not reflected on the ECERS-R and would not be noticed or
addressed if CLASS scores were given only to programs scoring sufficiently high on the ECERS-R.
CLASS Implementation Guide 33

How can I create buy-in for the use of the CLASS? We generally find that the
CLASS resonates with teachers. They often say things such as, “I’m so glad someone is paying
attention to the way I spend time with children every day.”
Still, a clear need exists for providing information about and creating buy-in for any new measurement
tool. Several resources are available that may help in this task.
For policymakers and state administrators, we have created a policy brief summarizing the research
on the CLASS. This three-page policy brief, entitled, “Measuring and Improving Teacher-Child
Interactions in Pre-K-3rd Settings to Enhance Children’s Learning and Development”, provides an
overview of the ways in which the CLASS can facilitate improvements in the quality of teacher-child
interactions. It is focused on pre-K to third grade. (Available at www.class.teachstone.org)
CLASS Implementation Guide 34

For teachers and program directors, a more helpful tool may be a video developed by Teachstone that
argues for the importance of investing in improving the quality of teacher-child interactions. It includes
interviews with Robert Pianta, CLASS author and Dean of the University of Virginia Curry School of
Education, and Kathy Glazer, former Director, Office of Early Childhood Development in the
Commonwealth of Virginia, as well as classroom video footage from high-quality toddler and pre-K
classrooms highlighting effective practices. (Available at www.class.teachstone.org)
Additionally, it is ideal if at least one resident expert on
the CLASS is available. Having access to an on-site
resource person who can respond to questions and
concerns that arise as the CLASS is being used is
very helpful to participants regardless of their roles
(e.g., teachers, evaluation personnel, mentors,
directors, principals, etc.). The resident expert should
be someone who has extensive knowledge of CLASS,
has attended a CLASS Train-the-Trainers Program,
and can serve as the point person for coordination
and assist with standardization and assurance of highquality
implementation.
“The CLASS scoring system has
been very beneficial to me as the
head teacher and to my staff as I
guide and facilitate them to be more
purposeful and self-evaluative in
their approaches to teaching young
children.”
-Head Start Teacher
Step 2: Developing Infrastructure
The most frequently asked questions with regard to developing infrastructure for using the CLASS in
evaluation and monitoring are organized by three topics:
• Selection
• Training
• Certification
Selection of CLASS Observers
How should CLASS observers be chosen? We generally recommend that observers
have some classroom experience. However, we sometimes find that individuals with the most
classroom experience have the greatest difficulty becoming certified CLASS observers. Experienced
teachers or administrators often have strong opinions about effective teaching practice. The CLASS
requires putting those opinions aside, at least while using the CLASS, to attend to and score specific,
observable teacher-child interactions. Putting aside their opinions can be quite hard for some people.
This caution notwithstanding, CASTL has had great success training large numbers of people with
diverse backgrounds and experiences. As described in greater detail below, the majority of people
who complete CLASS training go on to pass the reliability test.
How many observers do we need? This question is not easily answered because the
response depends on factors such as the length of the observation period, the number of classrooms
CLASS Implementation Guide 35

within each participating center or school setting, the times of day being observed, plus other logistical
decisions. A program should typically train about 10 to 15% more observers than will be needed, to
allow for attrition and the fact that not everyone will pass the reliability test (see below).
If an organization wished to observe 2000 classrooms on one occasion with time of day standardized
across classrooms, and this needed to be accomplished within a four-month window, it would need to
staff observers to complete approximately 500 observations per month. Assuming 20 working days
per month (which during many months is an overly high estimate), this would require conducting 25
observations per working day. Building in scheduling constraints, school closings, staff work days etc.,
it would be reasonable to have a staff of approximately 40 observers who would be available to
observe 4-5 days per week. Training 45-50 potential observers should result in a reasonable number
of trainees who are eligible to become observers at the end of the training period. If observers will be
available to be in classrooms fewer than 4-5 days per week, staff numbers would need to be adjusted
upwards accordingly. If it was decided to have observation conducted in mornings and afternoons, the
number of observers required would decrease. Most states currently using the CLASS as a part of
QRIS assume that an observer will complete one classroom observation per day (often done
simultaneously with the ECERS-R), which includes travel time and writing up detailed reports.
Training of CLASS Observers
What type of training is required for CLASS observers? The basic CLASS
observation training consists of two days in which participants are introduced to each of the CLASS
dimensions and then practice scoring videotaped segments. They receive detailed feedback about
their performance throughout the training and participate in lively discussions with other trainees and a
trainer assigned to help hone their observational skills. These trainings should be conducted by
certified CLASS Trainers who have undergone extensive training on how best to support new
observers.
What is the most effective way to train a large number of observers? There
are two options for training large numbers of CLASS observers. The first option is to contact
Teachstone and schedule several trainings at your locations. The second option is to send a staff
member to a CLASS Train-the-Trainers Program and then have this individual lead local trainings.
We recommend that programs start with the first option and evolve to using the Train-the-Trainers
approach over time. This allows the initial cadre of observers to be trained by experienced CLASS
trainers and builds knowledge and expertise of staff members who may later attend a Train-the-
Trainer session. More information on all of these options, including availability and cost, is available
on the CLASS website at www.class.teachstone.org.
Beginning in January 2010, Teachstone will be offering regional CLASS trainings in locations
including San Francisco, Orlando, Chicago, Philadelphia, Denver, and New Orleans. These regional
trainings should make it easier for programs to meet their CLASS training needs.
CLASS Implementation Guide 36

Is online training available? Teachstone and CASTL are exploring ways to train observers
remotely. Among the challenges is that most of the learning about the CLASS happens in the context
of discussions that follow watching and scoring video segments. This dynamic interplay is difficult to
replicate online, and most trainees tell us they cannot imagine receiving the same level of training
online. But stay tuned: we are working to develop new technologies to address these concerns.
Certification of CLASS Observers
How are CLASS observers certified? Becoming a certified CLASS observer requires
attending a two-day Observation Training provided by a certified CLASS trainer and passing a
reliability test. The reliability test consists of watching and coding five 15-minute classroom video
segments online. To pass, trainees need to score within 1 point of the master code on 80% of all
codes given and demonstrate the ability to code reliably across all ten CLASS dimensions. When
trainees are not reliable after the first try, they are provided with feedback and additional testing
opportunities.
What percentage of trainees passes the CLASS reliability test? Trainings with
a CLASS certified trainer result in 60-80% of trainees passing the first reliability test. An additional
number pass on one of their secondary attempts. A small percentage of trainees (5-10%) do not pass
even after several attempts. It is recommended that these trainees not be used to score classrooms
with the CLASS. Also, new trainers sometimes have lower pass rates as CLASS observers until they
become more familiar with the material.
How do we maintain high levels of reliability
RELIABILITY
Reliability is really just another
word for consistency. Having
CLASS observers pass the
reliability test is very important
because it is one of the ways to
you help ensure that a
monitoring or evaluation system
is fair. Observers who have
passed the reliability test show
that they are able to make
objective ratings using the
CLASS tool and that any two
certified observers in the same
classroom at the same time
among our observers? Even after observers are
trained to use the CLASS and pass a reliability test, it is
important that processes are in place to help ensure that they
maintain their knowledge over time. There is a tendency for
observers to “drift” away from the criteria established by the
CLASS and back into scoring their observations based on their
own notions of quality. We suggest having regular meetings of
observers (at least once a month) throughout the data
collection period. Ideally, observers will have access to video
segments to help check for consistent coding. This also
provides an avenue through which to give the whole
observation team, as well as individual observers, feedback
about their work. Some video segments are available for this
purpose online, through www.class.teachstone.org, and
Teachstone will be adding to these in coming months.
would make very similar ratings.
CLASS Implementation Guide 37

How long are observers certified to use the CLASS? How do they get recertified?
Observers who successfully complete the CLASS observation training and pass the
reliability test are certified for one year. It is recommended that certified observers complete 10-20
CLASS observations per year. CLASS Observation recertification requirements include annually
taking and passing a reliability test.
Step 3. Implementation - Data Collection
Entering Data
What data should be collected? Obviously data collection should include a recording of
the CLASS scores obtained for each classroom observed. In addition, CLASS scoring sheets include
places for recording some information about the context for the observations (e.g., number of
teachers). In many cases CLASS observers will also want to record some notes about each
classroom, at the CLASS dimension level, to be shared later with teachers and administrators.
Several localities have decided to have observers write brief summary statements about what they
observed for each dimension across the observation period. When coaches share results with
teachers, they give them the observers’ statements.
What options are available for computerized or handheld data entry?
Teachstone is partnering with the Branagh Information Group, developer of the well-regarded ERS
Data System for the Environment Rating Scales (ECERS-R, ITERS-R, FCCERS-R, and SACERS) as
well as the Program Administration Scale (PAS) and Business Administration Scale for Family Child
Care (BAS), in developing a comprehensive system for electronic data collection and reporting of the
CLASS. As of winter 2010, this system will include web-based, post-observation data entry and
storage as well as capacity for analytic reporting at various levels of aggregation (i.e., site, school,
program, district, etc.). There is also the capacity to provide automatically generated reports at the
individual classroom level to help teachers understand the CLASS as a tool, as well as what was
observed in their classrooms. In the near future, this system may also include a mobile Tablet PC data
collection component and more advanced reporting options at the individual classroom level.
What copyright issues are involved in developing our own data system? All
copyright issues should be addressed with the publisher of the CLASS, Brookes Publishing.
Designing an Observational Protocol
When it comes to designing a plan around data collection, there are many important questions to
consider, such as: How many classrooms should be observed? When should observations be
conducted? How long should observations be?
These questions are not easily answered because they often are dependent upon the unique needs of
a state or program. Regardless of the specific needs of your organization, one of the first steps is to
clearly articulate the goals of the data collection. Are you interesting in getting an assessment of the
CLASS Implementation Guide 38

quality of every classroom or a global estimate of the quality of a given program or locality? Are there
high stakes for CLASS scores? How will you use your data to improve teacher-child interactions on a
classroom-by-classroom basis? Answers to these questions should guide your ultimate data collection
plan.
Do we need to send more than one observer to each classroom? One of the
best ways to improve the reliability of CLASS scores is to have multiple observers make ratings of the
same classroom. Although the associated expense of “double coding” often is prohibitive, we still
recommend that at least a portion (between 5 to 15%) of classroom observations be double coded to
assess reliability. Having this data will help you communicate to stakeholders about the fairness of the
tool in practice. For example, Virginia has reported obtaining approximately 90% reliability (scores
within one point) in the field.
How do we decide how many classrooms to observe and how long each
should be observed? The answer to this question depends greatly on the goals you have for
data collection. For example, just as survey researchers figure out how best to collect a random
sampling of data on which to base judgments on election polling numbers, complex analyses exist
that can help you develop a sampling plan to match your goals. While it is beyond the scope of this
overview document to provide a detailed answer, general guidance and a few examples are provided
below. They highlight trade-offs that have to be considered when making decisions about the number
of classrooms to be observed and for what length of time.
General Principles to Consider:
1. The more ratings you are able to obtain and aggregate, the more stable your estimates of typical
classroom interactions will be.
2. In most cases, we find that a two-hour observation (4 CLASS cycles) provides a reliable estimate
of the overall status of teacher-child interactions in a classroom.
3. There typically is more variance in CLASS scores within an organization (program, school,
grantee, etc) than there is between organizations. This means you have to assess a fair number of
classrooms within any one organization to get a reliable estimate of that organization.
4. Even if all observers are CLASS certified, there will be small, systematic differences between their
scoring. Some observers may tend to give slightly higher scores, while others may tend to be
slightly more critical. Although slight differences fall within our threshold for “reliability,” collectively,
they can produce skewed results. The best way to minimize any potential “observer effects” is to
randomly assign observers to classrooms within any organization (program, school, grantee, etc.).
As an example of the trade-offs embedded in these decisions, consider two examples – the Office of
Head Start (OHS) and the City of Chicago.
OHS conducts triennial reviews of all Head Start grantees. Each grantee typically oversees multiple
Head Start programs. Monitoring visits are designed to provide feedback at the grantee level. OHS
was interested in including the CLASS as part of this review process. OHS did not intend to share or
analyze data at the program or classroom level.
CLASS Implementation Guide 39

Because we knew that CLASS scores for individual classrooms within a single grantee organization
were likely to differ from one another as much or more than they differed from classrooms that were
part of other grantee organizations, we suggested that OHS visit as many classrooms as possible
during monitoring. OHS has a limited budget for conducting monitoring visits, however. So, the tradeoff
we suggested was to give priority to visiting as many
classrooms as possible and reducing the time spent in
individual classrooms from the typically recommended two
hours. We saw this as a viable trade-off – and one that did not
undermine the reliability of the findings – because it
recognized that variability within programs tend to exceed
variability across settings. OHS decided to observe each
classroom for two cycles, or one hour, and thus be capable of
observing more classrooms overseen by each grantee.
RECOMMENDATION
Scheduling observations:
It is better to send out teams of
observers for a morning to rate
multiple classrooms within a
program at the same time of day
than to have one person visit all
Now consider the case of the city of Chicago. They are
interested in sharing data at multiple levels – classroom,
program, city, etc. The trade-off for them was cost versus the
reliability of decision making based on data drawn from only a
sample of the city’s ECE programs. Because they want to
share data at the classroom level, adhering to the full two-hour
observation is important. So the trade-off chosen by OHS was
not an option for Chicago. Fortunately, resources were
available to observe all of the city’s ECE programs. With data
on all classrooms in all ECE programs across the city,
Chicagoans will have a more reliable estimate of the level of
quality within their city than they would have if program
sampling had been used.
classrooms within a center. This
allows center-level data to be
based on multiple observers
(who, despite meeting the
reliability threshold, may have
small but systematic differences
in scoring) and standardizes the
time of day across classrooms.
How do factors such as time of day and year impact CLASS scores?
Available evidence suggests that observations completed during the first 30 minutes of the day may
yield lower ratings on some aspects of teaching, such as instructional practices, than observations
conducted during the rest of the day. This finding isn’t surprising given that the initial period of a
program day typically is used to complete transition activities such as having breakfast and unpacking
bags, especially in child care settings.
There also is some evidence that more social aspects of the classroom environment, such as
classroom climate, may decrease slightly over the course of the day. This may reflect teachers and
children getting tired as the end of the day approaches. These variations tend to be quite small,
however.
CLASS Implementation Guide 40

Other aspects of teaching practice (e.g., instruction) seem to
be more consistent after the first 30 minutes. There may be
good reasons to observe during the beginning of the day
(e.g. to observe the way a teacher handles transition
routines); if scores on observations will be used to compare
teacher-child interactions across classrooms, however, we
recommend standardizing the observational protocol to
either include or exclude these first 30 minutes.
Our findings from observations throughout the year in
publicly funded pre-K programs indicate that by and large
there is consistency in classroom interactions across the
year. There are some indications that scores are lower at the
very beginning of the year, around the winter holidays, and
at the very end of the year. For these reasons, if possible, it
is advisable to avoid the first and last months of programs
and days leading up to the winter holidays if your objective is
to obtain scores that accurately represent typical practice.
We do not yet have data on year round programs to know if
fluctuations in CLASS scores appear over the summer.
RECOMMENDATION
Obtaining the most reliable
estimates of normative classroom
practices:
• Be consistent in either including or
avoiding the first 15 to 30 minutes
of the day in each classroom since
this first part of the day tends to
score a bit lower on Instructional
Support
• Avoid observing during the first
and last month of the year (in
school year programs) and right
around holidays, as CLASS scores
are slightly lower at this time.
Step 4. Assessment and
Knowledge Utilization
What type of data should be reported, and to whom? One of the most important
principles to remember is that CLASS scores have limited meaning unless the recipient knows the
tool. What does a score of 3 on Concept Development mean? Is a 3 good or bad, and what is
Concept Development? For these reasons, we recommend not sharing scores with teachers. In our
own professional development work, we find it much more helpful to share information with teachers
about their strengths and areas of challenge and to focus on providing feedback on only a few CLASS
dimensions at a time.
There will be times when sharing scores with teachers is required or desired. In these instances, it is
important to contextualize findings in terms of providing a good description about what was observed
as well as ways to interpret their scores. To invite more careful listening and openness, consider using
individual meetings with teachers to share information about their strengths and areas of challenge,
especially if the results are viewed as high stakes.
Providing a context is also important when sharing results with programs and policymakers. It may be
useful to provide information on national averages or averages obtained from your own data. For
example, when generating reports for specific programs, it may be helpful for recipients to compare
their scores to those of the average program scores within the state.
CLASS Implementation Guide 41

RECOMMENDATION
Sharing Data With Programs and
Teachers:
• Avoid sharing CLASS scores
with teachers – instead,
focus on strengths and areas
of challenge.
• Make sure that the programs
and teachers with whom you
are sharing data have
enough information about
the CLASS to understand
results.
• Provide results within the
context of national/state/local
averages to aid
interpretation.
• Share results at the
dimension (e.g. Teacher
Sensitivity) not the domain
(e.g., Emotional Support)
We typically recommend sharing results at the dimension
level (e.g. Teacher Sensitivity) as opposed to the domain
level (e.g. Emotional Support). The dimension level results
provide a more nuanced account of classroom interactions
that can more easily lead to systematic improvement efforts
than do the results at the broader level of domains.
If we sample classrooms within programs,
can we give all teachers within the program
feedback based on the observations made
within only a few classrooms? No. Sampling
classrooms within programs is designed to provide an
estimate of the program-level quality, but it may not be an
accurate reflection of each individual classroom’s quality.
Individual teachers should only receive detailed feedback
about observations made in their own classrooms. If you
are unable to observe all classrooms, then feedback should
be given at the program level or only to those teachers
whose classrooms were observed.
Should coaches talk to observers? If so,
what should be the focus of these
interactions? We recommend that when results are
shared with programs and teachers, these results include
the more nuanced findings and observations obtained by observers during ratings. If someone other
than the observer will be sharing results, such as a coach, information sharing between observers and
coaches must occur. We recommend that this be a one-way communication process that happens
shortly after the observation is completed. Observers should share information with coaches, however
to avoid potential conflicts of interest and reduced objectivity, coaches should not talk to observers
about their knowledge of the teacher prior to the observation. The communication from the observer
may take the form of written notes that are intended to provide the coach with context to couch the
results and are not intended for sharing with the program or teacher (e.g., the observer may note that
there was marked difference between the main teacher and assistant teacher in terms of the
Emotional Support of the classroom). It may be preferable to arrange for in-person or phone meetings
between observers and coaches to discuss these kinds of issues.
CLASS Implementation Guide 42

CASE STUDY
Virginia’s Star Quality Initiative: Careful Planning and
Infrastructure Development
Now in its third pilot year, the Virginia Star Quality Initiative is a Quality Rating and Improvement System
designed to promote improvements in programs serving young preschoolers and provide consumer
information to parents. The Star Quality Initiative was initiated in 2006 under the leadership of Governor
Tim Kaine’s Working Group on Early Childhood Initiatives and its Alignment Project. Beginning in 2007,
pilots were underway in 15 communities, encompassing over 300 participating programs supported by
local community coalitions. All center-based programs may participate in the voluntary system. Currently
focused on center-based programs serving two-, three-, and four-year olds, the Star Quality Initiative
intends to include infants in center-based programs and incorporate family child care settings in the near
future.
Planning and Decision Making: Designing a System that Highlights the
Importance of Interactions
The Alignment Project was tasked with developing a research- and market-based approach to evaluate
and encourage quality in early learning settings across a wide range of public and private settings. The
Star Quality Initiative assesses programs across five star levels on four standards: teacher
qualifications, learning setting and instructional practice (assessed using Environmental Rating Scales
(ERS)), structural elements such as group size and teacher-child ratio, and teacher-child interactions
(assesses using the CLASS). When deciding how to weight the four standards, the committee chose to
recognize the paramount consequence of effective teacher-child interactions to child outcomes by
making the CLASS the centerpiece of the Virginia Star Quality Initiative. CLASS scores are weighted
more heavily than any of the other three standards, accounting for more than one-third of a program’s
total quality rating score.
Strategic Partnerships can Produce Buy-In, Infrastructure Support, and
Additional Resources
The Star Quality Initiative infrastructure is undergirded by a private-public partnership between the
Virginia Department of Social Services and the Virginia Early Childhood Foundation (VECF) and a
partnership with the state’s multi-university-based Training and Technical Assistance Center Network
(T/TAC). Partnership with T/TAC brings additional operational capacity and federal IDEA 619 dollars
from the Virginia Department of Education’s special-education unit, which was eager to integrate
inclusive teaching practices into the new QRIS. Additionally, the 15 communities that are piloting the
QRIS bring local dollars that support participating programs in their jurisdiction. Finally, the initiative is
advised by a Star Quality Advisory Team of diverse stakeholders who provide guidance on
implementation issues.
Collectively, these partnerships promote a broad and diversified base of funding and “buy in” that is
helping expand awareness of the CLASS and its potential to elevate the quality of teacher-child
interactions experienced by children on a daily basis.
Infrastructure Development
The 2009-2010 academic year represents the new system’s third pilot year. During this time, focused
attention has been given to building the infrastructure necessary to launch, grow, and sustain the
initiative. The importance of careful attention to building a strong implementation infrastructure is
underscored by the fact that two of the people central to putting this infrastructure in place recently
departed from their positions. Had Virginia not made the effort to involve multiple organizations at
multiple levels, these departures might have resulted in greater setbacks in the implementation of the
state QRIS.
CLASS Implementation Guide 43

Effective Partnerships Can Allow Each Agency to Use Strengths and Distribute
Workload
The Star Quality Initiative is delivered through the public-private partnership between the Virginia Early
Childhood Foundation and the Virginia Department of Social Services. The Virginia Department of
Social Services handles operational logistics. It coordinates participation, data entry, assignment of
raters to programs, and the recently launched Web site for parents. The VECF is responsible for the
system’s accountability. It has been anointed the “standard bearer” for guarding the integrity of the QRIS
metrics. It oversees the training of trainers and raters (organized by the Virginia Commonwealth
University T/TAC) and inter-rater reliability. It assigns star ratings to programs and handles program
appeals. The Foundation also assumes responsibility for marketing and promoting the QRIS.
Recognizing the Importance of Investments in Training
Because of the centerpiece status that the CLASS holds in the state’s QRIS, intensive training on the
CLASS is required of all trainers, raters, and mentors. Individuals in each of these roles are required to
have a deep understanding of the CLASS. Raters must be trained to reliability and annually attend drift
training. Mentors and trainers are required to attend week-long refresher training annually. Trainings
across the state also are being developed for center-based and home-based staff to bolster their
understanding of the tool and the contributions it can make to program quality.
Lessons Learned
• Implementation efforts in terms of going to scale advanced more slowly than anticipated. We’ve
come to see our pilot approach as a strength of our process. It permitted QRIS implementation
leaders to be more thoughtful and methodical in their planning and implementation. Specifically,
it allowed us to learn from our initial implementation efforts and make changes to strengthen the
QRIS structure and process. A strong private-public partnership brings a level of accountability
to the effort that is politically useful and increases the initiative’s viability.
• Understanding and support for the QRIS and CLASS has to be built systematically. We traveled
across the state talking about the initiative and responding to questions, and this exhaustive
effort of going to others’ communities and inviting them into the discussion is paying dividends in
terms of buy-in from programs and communities. We also realize that building support in state
government and with policy makers, communities, and practitioners needs to be an on-going
effort.
• Be flexible about exploring new partners; states should be open to innovative and creative ways
to make QRIS and use of the CLASS work.
• It is important to formalize the relationship between and among partners and to carefully
articulate the roles and responsibilities of each. This process facilitates shared understanding,
increases efficiencies, and assists with sustainability.
References:
Virginia Star Quality Initiative. (n.d.). Development of the Virginia Star Quality Initiative. Retrieved
September 16, 2009 from http://www.smartbeginnings.org/index.asp
Virginia Star Quality Initiative. (n.d.) History of The Virginia Start Quality Initiative: A Quality Rating
System. Retrieved September 16, 2009 from http://www.smartbeginnings.org/index.asp
Contacts:
Zelda Boyd, Office of Early Childhood Development, Department of Social Services,
zelda.boyd@dss.virginia.gov; Phylis Benner, Virginia Early Childhood Foundation, phylis@vecf.org
Acknowledgement:
Kathy Glazer, Director of State Services, Build Initiative and former Director, Office of Early Childhood
Development, VA Departments of Education and Social Services
CLASS Implementation Guide 44

05
Professional Development: Helping Teachers
and Programs Use More Effective Interactions
with Children
Programs and teachers are in need of support regarding ways to most effectively interact with
children. Professional development for teachers has a history of incoherence and ineffectiveness; inservice
teachers pursue learning opportunities on their own (e.g., weekend workshops), pick up
advice within informal settings at school (e.g., in the lunchroom), attend district-mandated workshops,
and learn from daily experiences with children in the classroom, without attention to how these
experiences are systematically and progressively linked to their overall performance in the classroom.
Short-term training, often knowledge- or technique-based, is the most common form of in-service
training with substantial variation in nature and quality and virtually no evidence of effectiveness.
Workshops fall short in a multitude of ways: teachers are in a passive learner role; content is vague,
irrelevant, or disconnected from classroom context; and there is limited follow-up. Yet contemporary
estimates of annual spending on professional development range from $2,000-$7,900 per teacher,
which in a city such as Chicago totaled $193 million in 2002. There is virtually no evidence of positive
effects for any of the approaches paid for by these funds.
The CLASS offers a valuable tool for focusing improvement efforts on interactions that are known to
make a difference to children’s social and cognitive development. Careful attention to the quality of
CLASS-based professional development supports is essential. The types of interactions assessed by
the CLASS are complex and not likely to change dramatically based on a single, brief workshop. In
the section that follows we answer the most frequently asked questions regarding CLASS-based
professional development and provide recommendations for building professional development tools
that are effective in changing ECE teachers’ practice.
CLASS Implementation Guide 45

Step 1. Planning and Decision Making
What are the major questions that organizations need to address to plan
PD opportunities that will promote effective teacher-child interactions?
Effective planning and decision making will require bringing together stakeholders from the multiple
organizations that are engaged in offering PD supports to teachers in the community. When this group
gets together, there are many important questions to consider. Rather than providing answers to
these questions, which will vary greatly from organization to organization, we provide a list of potential
questions to help spark conversation.
• How will PD offerings be linked to evaluation or monitoring systems? How will teachers and
programs find out about possible PD supports?
• How is PD currently delivered – on-site trainings, off-site trainings, coursework, mentoring/
coaching? In what ways might these approaches be modified and/or enhanced to include a
focus on effective teacher-child interactions in ways that align with CLASS?
• What new resources are needed to support more intensive CLASS-based PD opportunities?
Are there ways to leverage existing resources for this effort?
• Who are the personnel who currently provide support to teachers, and how might they be
trained to provide CLASS-based PD? What level of support do they currently provide (e.g.,
number of classrooms in caseload, time in classrooms, other non-PD responsibilities)? Do
they presently provide a level of support sufficient to promote changes in teachers’ practice?
• What types of support and certification exist for those providing PD supports to teachers? How
can you best ensure that they deliver high-quality PD experiences for teachers?
• What is a reasonable timetable for implementation?
Step 2. Developing Infrastructure
Two major infrastructure tasks need to be addressed in order to effectively use CLASS as a part of
teacher PD:
1. Selecting, training, and maintaining a pool of CLASS-certified PD staff
2. Creating PD materials
Selecting, Training, and Maintaining
Professional Development (PD) Staff
How should CLASS PD staff be chosen? What types of education and
experience should they have? In contrast to the selection of CLASS observers, we find it
important for those delivering CLASS-based PD to have extensive experience in ECE settings. This
experience fosters relationships between them and the teachers with whom they are working; it also
provides PD staff with a wealth of experiences from which to draw as they do their work.
CLASS Implementation Guide 46

For CLASS-based PD programs that CASTL has developed, we typically hire staff with at least a
master’s degree in child development or early childhood education. As with CLASS observers, it is
important that PD staff be open-minded about taking
RECOMMENDATION
CLASS-based PD staff qualifications:
a new approach to their work. Sometimes the
CLASS is well-aligned with experienced staff’s ideas
• Master’s degree in child
development, ECE or
related field
about effective practice; other times it is not. We
often use the initial CLASS observation training to
help potential PD staff decide if CLASS-related work
• Beliefs consistent with CLASS as is a good fit for them. This may be challenging in
situations where programs need to use existing staff
evidenced by attending CLASS
to provide CLASS-based PD, rather than hiring new
observation training and passing
staff. We generally find that most staff are able to
CLASS reliability test
learn the CLASS with sufficient training; however if
• Experience working with
teachers in mentoring/coaching
or instructor role
this training is very challenging for some staff and
they are resistant to using CLASS in their work, it is
best to try to reallocate these personnel so they do
not have CLASS-related responsibilities.
What type of training is required for CLASS PD staff? Since in many cases PD
staff will not be using the CLASS to score classrooms, potential PD staff often ask whether they need
to be trained to reliability on the tool. Our answer is “yes.” PD staff should take the two-day
observation training and reliability test for two reasons.
RECOMMENDATION
First, PD staff need deep knowledge of the CLASS. We find Staff providing CLASS-based PD should
that in shorter trainings that do not include a reliability test,
be trained to reliability on the CLASS.
many people nod their heads in agreement during discussions
rather than investing the mental energy to understand the
tool’s complexities. For example, the CLASS has a fairly circumscribed definition of Behavior
Management, and much of what people typically consider Behavior Management is found under other
dimensions. A coach or mentor could give erroneous feedback based on this more generalized view
of behavior management (e.g. providing guidance on how to prevent misbehavior by engaging with
children under the Behavior Management dimension when this was not an issue for the teacher as
indicated by her score on Instructional Learning Formats, where this item is addressed).
A second reason to have PD staff complete reliability training comes from our finding that it offers the
best way to select effective coaches/mentors. Those who find the training challenging typically select
themselves out of the work.
For how long is PD staff certified to use CLASS? How do they obtain
recertification? Teachstone certifies staff for MyTeachingPartner and the CLASS-based course
modules, described below. Although the details of this certification process vary, all require in-depth
training on CLASS, ongoing professional supports, and annual recertification. For those offering other
CLASS-based PD supports than the two identified above, we recommend annual recertification as
reliable CLASS observers.
CLASS Implementation Guide 47

Developing Professional Development Supports and Materials
What types of coursework and other PD experiences are effective in
improving the quality of teacher-child
interactions? A substantial body of evidence
demonstrates that effective PD offers teachers intensive,
sustained opportunities to improve their practice. Effective PD
is sufficiently sustained over time to give teachers meaningful
opportunities to learn and integrate new techniques and skills
into their practice – criteria not met by one- or two-hour
workshops. CLASS-based-PD should be classroom focused
and job-embedded so teachers can make mental and practical
connections between the content being presented and their
own work.
RECOMMENDATION
Professional development should be:
• Sustained
• Intensive
• Classroom focused and
job-embedded
• Evidence-based.
The vast majority of PD currently offered to ECE teachers has very little empirical data to suggest that
it is effective. The ECE field should look toward the implementation of evidence-based PD in the same
way that the field is focusing on using evidence-based curricula with young children. Towards this
end, we have begun assessing changes in teacher performance after participating in CLASS-focused
PD and developing materials based on what we’ve learned.
RECOMMENDATION
CLASS-focused Professional
Development should guide teachers
to:
• Become better OBSERVERS of
their interactions with children
using the CLASS lens,
• Increase their abilities to
REFLECT on teaching practices
using CLASS, and
• Become more INTENTIONAL
in their interactions and more
effective in their work with
children.
What factors should be considered in
the selection or development of CLASSfocused
PD? In our PD work with teachers, we
seek to (1) help them become better observers, (2)
reflect on their practice using the CLASS as a
consistent and validated lens through which to view
interactions with children, and (3) become more
intentional in their interactions with children. These
three goals should be the focus of any CLASS-focused
PD.
It follows that we do not ask teachers to participate in
an observation training to learn how to score the
CLASS or take a reliability test. Rather, we spend time
helping them learn how the CLASS can assist them to
self-critique and strengthen their interactions with young
children.
Should we use live or videotaped observation sessions when providing
CLASS-focused feedback to teachers? We highly recommend the use of video to
provide feedback and support to teachers. Our work suggests that providing teachers with the
CLASS Implementation Guide 48

opportunity to watch and reflect on their interactions with children is an invaluable resource. It is much
easier to provide teachers with objective feedback, both positive and constructive, when they can
actually see the interactions in question. Teachers tell us that this is a very different and much
preferred form of feedback compared to receiving observer comments or handwritten notes.
Getting programs and teachers to agree to using videotape can be challenging at first. However, in
our experience, as long as it is clearly communicated that these videotapes will be used only for
supportive, and not evaluative, purposes, most teachers will agree. Even those who have been most
hesitant at first have quickly seen the benefit of video over other forms of observation.
CLASS-Focused Materials
Anyone developing PD materials based on the CLASS needs to have a deep understanding of the
tool. To achieve this, it is necessary to have completed the CLASS Train-the-Trainer program and to
have used the tool with individual teachers and programs.
What type of training is available to help provide teachers with an
overview of the CLASS? Teachstone offers a 1-day session called “Introduction to the
CLASS” at all of its regional trainings. This training provides teachers with an introduction to each of
the CLASS dimensions, using video and discussion to help them understand the basic elements of
effective teaching practice. This introduction is not intended or expected to promote significant change
in teachers’ practice, but rather to be the first step in more long-term professional development
supports. There will also be a 3-day CLASS Professional Development training in which trainers will
first learn to use the CLASS reliably and then be given instruction and materials so that they can
deliver the “Introduction to CLASS” training to others.
What programs and materials are available to support sustained and
effective PD on the CLASS? Teachstone is
disseminating several research-based options for CLASS
PD. Each of these options has been validated by research
and shown to be effective in improving teachers’
interactions with children.
One option is to provide teachers with access to the
CLASS video library. Videos demonstrating exemplars for
each of the CLASS dimensions are housed in a video
library on the www.class.teachstone.org website. The
videos provide opportunities to “slow down the action” and
observe specific interactions and behaviors that define
each of the CLASS dimensions. The videos are based on
real teachers in real classrooms and include a diverse
group of teachers and children. They can be made
available to teachers and program administrators to
familiarize them with the CLASS.
CLASS Implementation Guide 49

In one study we found that preschool teachers who spent more time viewing this video library showed
greater gains in their CLASS scores over the course of the year than did teachers who used this
resource infrequently (Pianta et al., 2008). Teachstone is developing materials that will help teachers
effectively engage with these materials.
A more intensive option is based on a 14-week course
studied by the National Center for Research in Early
Childhood Education (ncrece.org). Teachers participating
in this course showed significant improvements in the
quality of their interactions with children (Hamre et al.,
2009). Teachstone plans to disseminate the full 14-week
course in the near future. Course instructors will need to
attend a week-long training to access it and then will
receive ongoing implementation support from
experienced course instructors. This course may be
offered through institutes of higher education or by
individual programs.
This course has changed the way I teach
by giving me awareness in how I interact
with the children. I am more aware also of
how I speak to them and ask questions
that will be more open-ended so that the
children will want to speak more.
-Teacher participant in NCRECE course
Training and materials will also soon be available to deliver the course content as a series of course
modules. The CLASS Course Modules allow pre-service and in-service teachers to hone their
observation skills and explore the link between teacher behavior and children’s learning and
development. The Course Modules will be taught by certified instructors and give teachers the
opportunity for in-depth study of the CLASS dimensions. Using the CLASS as a benchmark tool,
instructors help teachers focus on the importance of having clear and explicit intentions for their
interactions with children.
Following the introductory module, subsequent dimension-based modules may be used flexibly;
however, they are designed to build upon one another and intended to be offered in sequence, rather
than as stand-alone workshops. Each of the modules features authentic classroom videos and
opportunities for teachers to identify and describe the associations between the behaviors and
interactions being observed and a CLASS dimension. Assignments at the end of each module give
teachers a chance to further strengthen their observation skills.
Teachstone is also disseminating MyTeachingPartner (MTP). Developed and tested at CASTL, MTP
focuses on improving the quality of teachers’ interaction with children. Through this year-long
program, coaches and teachers work together to (1) observe, (2) reflect upon, and (3) improve
effective classroom interactions as defined by the CLASS. Teachstone is offering a small number of
trainings in the MTP model in late 2009, with plans to more fully disseminate this model of support in
the 2010-11 school year.
Coaches will be trained on CLASS and the MTP model and receive ongoing support and feedback
from Teachstone staff to ensure effective implementation by teachers in their classrooms. Specifically,
following each two-week cycle of MTP (see figure below), coaches view teachers’ classroom videos,
attend to specific interactions, and respond with detailed prompts designed to help teachers observe
CLASS Implementation Guide 50

their classrooms objectively and become more intentional in their interactions with children.
After the teacher reflects on and responds to the coach’s written prompts, the two of them meet to
discuss and deepen understanding of the CLASS and its application in the teacher’s classroom.
Together, they develop an action plan to support high-quality teacher-child interactions. Teachers,
whether novice or experienced, benefit from this
sustained, individualized support. Research
demonstrates that teachers participating in MTP
improve the quality of their interactions with
children, and children demonstrate academic and
social gains as a result (Mashburn et al., 2009;
Pianta et al, 2008).
"My consultant is a second pair of eyes,
able to look beyond the surface to see
things that make me think about my class."
-Teacher participant in MyTeachingPartner
Are there other PD options shown to improve teachers’ practice as
measured by the CLASS? Yes. Several recent intervention studies have documented effects
on CLASS scores in preschool and/or Head Start classrooms. For example, Head Start teachers who
participated in a modified version of the Incredible Years teacher training module (Webster-Stratton,
Reid, & Hammond, 2004), in conjunction with coaching, showed positive changes in their Emotional
Support and Behavior Management scores, relative to those in a control group (Raver et al., 2008). In
a project called Head Start REDI, which provided several literacy and language activities and the
preschool PATHS (Promoting Alternative Thinking Strategies) curriculum (Domitrovich, Greenberg,
Kusche, & Cortes, 2005), as well as regular coaching sessions focused on using this content to
improve teacher-child interactions, Head Start teachers receiving the intervention showed higher
levels of Positive Climate and Instructional Support than did those who did not receive the
intervention. As with the NCRECE course and MTP approaches, these two approaches are intensive,
ongoing PD efforts focused explicitly on providing teachers with feedback and support related to their
interactions with children.
CLASS Implementation Guide 51

Case Study
Minnesota’s Center for Early Education and Development
(CEED): Building Statewide Capacity for CLASS-Related
Professional Development
The use of the CLASS in Minnesota was prompted by a heightened interest in the role of teacher-child
interactions and several new state and local policy initiatives focused on measuring and/or improving
these interactions. The catalyst was inclusion by the Departments of Human Services (DHS) and
Education (MDE) of the CLASS as a measure for the state’s Quality Rating and Improvement System
pilot (Parent Aware). Additionally, the MDE intended to build professional development capacity around
CLASS dimensions. Finally, researchers at the University of Minnesota’s Center for Early Education and
Development (CEED) discussed using the CLASS as a tool to identify and address gaps in teacher
knowledge and practice in early care and education settings. Along the way, unexpected events, such
as the Office of Head Start’s decision to use the CLASS in federal program reviews, ramped up
momentum.
The state did not designate a single entity with authority to orchestrate how early care and education
programs participating in the state’s QRIS pilot used the CLASS. However, CEED, whose mission is to
promote children’s developmental outcomes in part through applied research, training, and outreach,
provided leadership by communicating ongoing research and strategically facilitating partnerships that
could lead to a systematic approach to measuring and improving teacher-child interactions. As a result,
funds from DHS, MDE, CEED and others, including the McKnight Foundation, are now supporting
training, consultations, and shared learning about the use of CLASS in Minnesota child care, schoolbased
preschool, and Head Start programs. CEED’s focus on facilitating a coordinated approach to
professional development in the context of supporting program improvement and an emerging QRIS
was - and is - crucial to the success of CLASS-based work in Minnesota.
Planning and Decision Making - Building Constituency Awareness and Buy-In
As part of early planning sessions with other Minnesota agencies, CEED recognized the need for
building greater awareness and understanding of CLASS among those who would be engaged in some
fashion with CLASS. To increase capacity for this work, several CEED staff attended CLASS Train-the-
Trainers program. CEED staff also stayed in regular contact with CASTL to ensure that their work
aligned with CLASS-related work at the University of Virginia. According to CEED’s Vicki Hawley (Early
Literacy Coordinator and CLASS trainer), while teachers often view research and related tools with a
combination of intrigue and hesitancy, the CLASS connects with Minnesota early educators’ practical
experience and fills a void in their preparation.
Below are examples of ways CEED raised awareness for various levels of staff.
Program administrators gained more understanding of the CLASS by meeting CLASS experts at
Minnesota events and webinars; by hearing from CLASS users at leadership conferences; and by being
part of informal meetings hosted by foundations and facilitated meetings such as the Head Start
Assessment User Group.
Professional development specialists deepened their knowledge by having CLASS-related
information and concepts incorporated into statewide training on assessment/curriculum and trainer
meetings and by sharing crosswalks between the CLASS and existing PD curricula.
Teachers and caregivers became familiar with the CLASS through training materials and tools that
offered strategies for use in staff meetings and tips for using CLASS video library subscriptions; and
awareness training as a segue to more intensive, sustained professional development.
Infrastructure Development - Building PD Implementation Capacity
CEED implemented several steps to build an approach to CLASS-related professional development
(PD) that supports sustainable and on-going teacher change that can help programs maintain a higher
level of performance and move up the state’s QRIS. This was accomplished by:
CLASS Implementation Guide 52

Supplementing federal and local efforts to build capacity to conduct CLASS observations. To
date, CEED’s CLASS-certified trainers who have provided the CLASS Observation Training to 105
observers from 13 school districts, 14 Head Start programs, and several child-care programs. To qualify
for these trainings and additional support, programs must provide detailed responses to a questionnaire
asking about issues such as their timeline and resources for providing their teaching staff with intensive,
ongoing support focused on teacher-child interactions. This helps ensure that programs will put the
additional training to good use.
Delivering intensive, research-based training to support CLASS’s use as a professional
development tool. CEED developed a two-day session targeting people who were already reliable
CLASS observers but who were in need of further support to deliver ongoing CLASS-based PD as
coaches and consultants. This training identifies research-based recommendations for on-going PD
known to promote teacher change. It includes practice in communicating CLASS concepts in teacherfriendly
language, observation, goal-setting, and teacher feedback. Participants gain strategies to use in
large and small groups (e.g., training, staff meetings, professional learning communities), as well as 1:1
coach-teacher interactions
Providing ongoing support for program planning and implementation. Once programs include
reliable observers and attend the CLASS PD training, they become part of an online learning community
(CEED facilitated three learning community cohorts in 2009-2010). Key areas of focus are:
Sharing successes and problem-solving challenges. Monthly online cohort meetings include topics such
as: introducing CLASS to teachers, observation snafus and questions, maintaining reliability, processes
for teacher feedback, balancing the roles of colleague and observer.
Integrating CLASS with existing initiatives. Statewide early literacy, math, and science initiatives, local
mandates, and Parent Aware program improvements add up to a complicated state PD scene. Each
initiative has its own knowledge base, vocabulary, training/coaching process, and assessment(s).
Teachers can be overwhelmed by the prospect of adding another tool. CEED has worked diligently to
facilitate integration of vocabulary and concepts across initiatives.
Supporting observers who deliver ongoing PD. The practicalities of observer reliability (gaining and
maintaining) are commonplace for researchers but much less so for program administrators and other
staff who serve as on-site coaches. Work is underway to maximize relationships developed through the
learning communities to identify opportunities to maintain reliability (e.g., setting up dual visits, group
reliability checks/debriefs).
Setting specific goals. After learning that program-based observers trained to reliability often did not
return to their programs and conduct CLASS observations, CEED began facilitating goal-setting for
observers and using the online learning community as a means of “check-in” for the purpose of informal
accountability.
Lessons Learned
Use local expertise, relationships, and contexts to inform the development of effective CLASSbased
trainings and supports. While CASTL and Teachstone continue to develop and disseminate
evidenced-based products and tools to support the use of the CLASS at the state and local level, CEED
has an intimate knowledge of the early childhood community in Minnesota, and this has allowed them to
customize these offerings for their community. These customizations work best if done in partnership
with CASTL and Teachstone to ensure their consistency with the CLASS tool. It is also important to
monitor the effectiveness of these newly designed training approaches.
CLASS Implementation Guide 53

Minimize fragmentation and program “overload” by helping programs integrate the CLASS into
existing initiatives. Strategies include:
Mapping content and instructional strategies from other initiatives onto CLASS dimensions (and vice
versa). Meeting with project trainers/coaches to build awareness of the CLASS and explicitly identify
how to connect and integrate vocabulary and concepts from different initiatives.
Continuing discussion at the program level about reasonable adaptations to avoid overwhelming
teachers. For instance, if a program is using Work Sampling, Creative Curriculum, ELLCO, ERS,
CLASS and child-specific assessment, try to identify efficiencies to avoid “assessment fatigue.”
Go slowly and set specific goals: who, where, when. Programs are more likely to actually implement
CLASS observations for PD when a plan includes provisions for who will observe which classrooms, a
calendar with scheduled observations, and administrative support that prioritizes CLASS observations
over other unexpected events (like observers being pulled aside as substitutes).
Work to include pre-service educators at institutions of higher education. This is just beginning to
happen in a systematic way in MN.
Acknowledgements and Contact: Vicki Hawley, Center for Early Education and Development,
University of Minnesota
CLASS Implementation Guide 54

Step 3. Implementation of Professional Development
Opportunities
What level of support do we need to provide to the PD staff implementing
CLASS-based interventions? We generally find that even experienced CLASS trained
coaches/instructors have a tendency to drift away from the CLASS framework over time. Many of
these individuals have strong ideas about how to coach or instruct teachers, and sometimes it is
difficult for them to adhere consistently to a new approach. For example, those who are trained as
literacy coaches go back to focusing only on literacy; those with a special education background may
place more focus on helping teachers respond to children with special needs. Although these other
foci may help strengthen teachers’ practices, they may stray away from the types of interactions
measured by the CLASS.
Ongoing feedback and support should be provided to those delivering CLASS-focused interventions,
especially intensive, targeted interventions such as MTP and the CLASS course. Creating a support
network among those delivering CLASS-based PD offers coaches/instructors a way to compare notes
on their successes and challenges, generate new ideas for PD, and refine their CLASS knowledge
and expertise. Teachstone supports MTP Coaches and CLASS Course Instructors through intensive
training programs, online communication tools, conference calls, and webinars.
How long does it take for teachers to improve their CLASS scores?
Remember: the CLASS measures complex teacher-child interactions and sustained changes in these
interactions will likely take time. Significant changes in teachers‘ CLASS scores following participation
in MTP (1 year) and the NCRECE course (14 weeks) have been documented. However, significant
and focused investments in teachers’ PD that explicitly target classroom interactions are essential to
these gains.
Step 4. Assessment and Knowledge Utilization
How should we evaluate the success of CLASS-based PD? To determine the
impact of CLASS-based PD, or any PD programs for that matter, one of the most important
considerations is data – what data to collect, how to collect it, and how to analyze it to obtain the most
useful information on how well the program worked to accomplish the goals it was designed to
accomplish. Developing a longitudinal data system in which performance on desired outcome
measures can be reliably linked with specific classrooms/teachers as well as data on teacher
participation in PD offerings is key to outcome-oriented evaluation efforts. Estimates of impact should
not be based simply on post-experience evaluations or surveys; it should involve pre- and posttesting
of classrooms, teachers, or child attributes that are expected to change as a result of the PD
experience (see below).
Consideration also should be given here to what constitutes reasonable expectations for change. For
example, it may be unreasonable to expect early childhood teachers’ participation in PD offerings to
be linked with improved student test scores in grade 3 in the absence of any ongoing work with early
CLASS Implementation Guide 55

elementary teachers, or to expect a PD program focused exclusively on the provision of instructional
support to change students’ social competence. It is important, however, to be clear about what is
expected to change as a result of participation in PD programs and to evaluate the extent to which
participation can be associated with those changes.
We suggest looking for changes in those areas most directly targeted by PD offerings. In the case of
CLASS-based PD, this would mean assessing changes in teacher-child interactive quality, most
specifically behaviors measured by the CLASS dimensions. Other changes of interest might include
indices of child growth and development or teacher retention/job satisfaction/feelings of efficacy in the
classroom.
To evaluate this kind of change, desired outcomes should be evaluated both before participation in
PD and afterwards, and preferably both immediately afterwards and after some period of time has
passed to evaluate the “staying power” of any immediate impacts. If teachers have various PD options
(including opting out of participation), all teachers, or a sufficient random sample including
representatives from all PD possibilities, should be evaluated before the PD offering (this is likely the
monitoring/evaluation data) and after participation in the PD offering. The kind of PD experience
teachers participated in should be tracked as well.
To further advance the capacity to accurately evaluate the impact of PD, obtaining an estimate of
“dose” of PD to teachers would be useful. For example, it would be relevant to know not only that
teacher A was enrolled in the CLASS course, but also to know how many sessions teacher A
attended, the percentage of assignments completed, and overall grade or other instructor evaluation
of knowledge gained. We encourage organizations to partner with experienced program evaluators to
plan the data collection process in order to make the most well-informed decisions about the data to
collect and how best to make use of that data. It is often possible and mutually beneficial for states
and localities to partner with research institutions to obtain grant money for conducting these
evaluations.
CLASS Implementation Guide 56

CASE STUDY
The San Diego County PFA Demonstration Project:
Supporting Teacher Growth through
Systematic Professional Development and Coaching
A five-year demonstration of an effective universal preschool system is underway in San Diego. The city’s vision for
universal access to high-quality preschool, written with community support, was formally introduced as part of the San
Diego County Preschool for All Master Plan in 2005. Developed under the leadership of the San Diego County Office of
Education, the San Diego County Preschool for All (SDCPFA) Demonstration Project was launched in 2006 with $30
million from First 5 San Diego. First Five San Diego recently renewed its support for another five years and will be
providing sufficient funds to double the number of participating preschool programs for three- and four-year olds. The
RFP for the second term will soon be issued.
In support of the city’s vision, a three-tiered quality improvement system has been developed. Participating programs
are first assessed on the Early Childhood Environmental Rating Scale (ECERS) to determine a baseline score. Once
the program has achieved a score of 5.5 on each ECERS subscale, it is moved to the third tier, at which point it will be
assessed with the CLASS. Programs will be assessed every two years to measure growth.
Once a baseline score has been secured, SDCPFA wants to focus on helping teachers improve the quality of their
interactions with children. Below we briefly describe the way SDCPFA has developed and implemented CLASS-based
professional development supports to meet this goal.
Implementation of Professional Development Supports
The San Diego County Preschool for All (SDCPFA) Demonstration has five key features:
• Quality preschool experiences
• A variety of preschool settings
• Socially, culturally, and linguistically appropriate early childhood education
• Professional growth of teachers
• Settings that are Inclusive of children with special needs
The professional development component focuses on increasing the level of quality in preschool classrooms. An
external review utilizing the CLASS will be conducted bi-annually in participating classrooms. Between reviews,
preschool teachers will receive professional development supports, including:
• Written documentation of findings from the review, including narrative feedback on each CLASS domain,
• Personalized assistance in developing an improvement plan with goals and action items for each CLASS domain
• Up to 20 hours of individualized coaching assistance in the classroom during the instructional day for those who
choose to participate in the coaching component of the initiative
• Small group and large group workshops featuring skills and strategies measured on the CLASS review.
• Video tape reviews of actual SDCPFA classrooms with small group discussions following viewing.
• The SDCPFA is beginning its fourth program year as a demonstration project, and during this time several changes
have been made to the professional development process. Here we provide a brief description of their
implementation process and also highlight changes they have made along the way based on early experiences.
Building CLASS Knowledge
Indicating the priority given to professional development and improving teacher-child interactions, time and
attention is given to helping program administrators and teachers understand the CLASS, what it measures,
and how the information being provided can be used to improve teacher-child interactions. Beyond
providing two-hour training sessions on the CLASS to program and teaching staff, all participating programs
and their teachers are now required to attend four workshops annually if they are recipients of a newly
available and voluntary stipend for interested teachers and center directors. At least two of the workshops
being provided will target what is being learned from aggregated scores on the CLASS when this
information becomes available.
CLASS Implementation Guide 57

Linking Assessment and Coaching Staff
The SDCPFA relies on different staff for assessment and coaching. Linkages between the two are
facilitated by the project coordinator to ensure that assessment findings inform the content of individual and
project-wide professional development opportunities.
Increasing Responsibility of Programs and Teachers
Additionally, teachers whose programs are at Tier 3 and meet specified requirements may choose to
receive an annual stipend of $3,000. One of the requirements for receiving the stipend is development of an
individual professional development plan. These plans are crafted based on the teacher’s knowledge of her
CLASS performance level with support from a SDCPFA trainer/coach and frequent reference to the CLASS
manual. Teachers are expected to select workshops based on their professional development goals. This
recent reformulation of the professional development process shifts greater responsibility to teachers and
on-site supervisors, vs. SDCPFA trainers/coaches, for examining and reflecting upon CLASS scores.
Providing Teachers with Written vs. Oral Reports
In support of this new direction, and in contrast to the first two years of the demonstration project, written
reports are now provided to teachers. Rather than providing specific CLASS scores, the written reports
provided to teachers in Tier 3 classrooms relay their level on the CLASS: high, medium or low. This
feedback is grounded in the meaning of each of these levels in the context of what was assessed.
Training and coaching staff are finding that providing written reports (vs. orally delivered information as was
the case during the project’s first years) that teachers can read, study, and relate to their professional
development goals has lessened teacher defensiveness and opened them to reflection on their teaching.
While acknowledging the motivating factor provided by the stipends, staff are finding that this new
approach, which enmeshes results from the CLASS in the context of its function as an assessment tool―
including clear definitions of high, medium, and low, is increasing teachers’ attention to their own
professional development. Teachers wishing additional support may also choose to participate in a
coaching relationship. Presently, 500 teachers and on-site supervisors are participating in the stipend
program; of these, 86 lead teachers in Tier 3 have elected to have a coaching relationship.
Lessons Learned
• Focusing teacher attention on reflective practice in the context of data-driven information is challenging.
• Providing a stipend is key to motivating teacher change.
• Shifting the onus of responsibility from staff to teachers in terms of identifying professional development
goals, and providing a written report that teachers can study and reflect upon, has increased teacher
buy-in.
• Deepening teachers’ understanding of the CLASS scoring system relative to the meaning of high,
medium, and low performance scores has reduced teacher defensiveness.
• Sharing CLASS scores in terms of level (high, medium, and low) is more conducive to teacher growth
than providing actual scores.
• Creating personalized videos as a tool for feedback and reflection is logistically more complicated than
anticipated.
References
San Diego County Preschool for All. (n.d.). What is Preschool for All? Retrieved September 17, 2009 from
http://www.sdcoe.net/student/eeps/pfa/?loc=about
San Diego County Preschool for All. (n.d.). What is Preschool for All? The Preschool for All vision.
Retrieved September 17, 2009 from http://www.sdcoe.net/student/eeps/pfa/?loc=about_vision
Contact: Claire Norwood, San Diego County Office of Education:
Acknowledgements:: Claire Norwood, Coordinator, San Diego County Office of Education Preschool for
All Demonstration Project; Sandi Meschoulam, Professional Development Program Specialist, San Diego
Office of Education Preschool for All Demonstration Project
CLASS Implementation Guide 58

06
OTHER IMPORTANT CONSIDERATIONS
The CLASS has been used in classrooms with diverse populations: Dual Language Learners (DLL),
children from migrant families, tribal populations, and children with special needs and diverse cultural
backgrounds. The data from the National Center for Early Development and Learning (NCEDL)
studies suggest that the CLASS can reliably assess the quality of teacher-child interaction in a wide
variety of classrooms serving diverse populations of children.
Dual Language Learners
Findings from these studies, which took place in nearly 700 pre-K and 700 kindergarten classrooms,
indicate that children in classrooms with higher CLASS scores make greater academic and social
progress, regardless of the child’s individual language abilities or the language context of the
classroom (e.g. number of DLL children). One recent study provides evidence that the CLASS
predicts children’s outcomes even within classrooms serving large numbers of DLL students (Downer
et al, 2008).
Still, concerns have been raised about using CLASS in classrooms with DLL children, particularly the
Instructional Support domain, because many of the behaviors observed during CLASS scoring are
language-based. Within the dimension of Language Modeling, for example, there is an indicator
labeled “Advanced Language.” At issue is how “advanced” should be defined in a classroom setting
with DLL children.
The CLASS observer accommodates this circumstance based on the best information available in the
classroom and on her observations of teacher-child interactions. For example, a teacher may be using
words not typically considered advanced for most 4-year olds, but which would, in fact, be advanced if
being used in a new language . If a teacher who is working with a Spanish-speaking child says, “Wow,
that is a BIG BLUE ball” while gesturing to indicate big (arms stretched wide) and pointing to other
blue things – this would be coded under Advanced Language because the teacher is explicitly
connecting [potentially new] language to existing knowledge (i.e., the visual reference).
The CLASS attends to these kinds of nuanced issues in classrooms by placing an emphasis on the
context and the teacher-child interaction. This kind of observer accommodation also highlights the
importance of well-prepared, certified CLASS observers.
Here are five recommendations for using the CLASS in settings serving large numbers of dual
language learners:
1. Use the CLASS consistently across settings: The CLASS should be used in the same way
across classroom settings. The dimensions should not be tailored in terms of coding to try to
accommodate differences across settings, including the language or special needs of children.
The CLASS is a standardized tool – and this is one of its advantages. If modifications were
made, it would be difficult to make comparisons within and across programs.
CLASS Implementation Guide 59

2. Note the language of the observer: When possible, observers should speak the language that
is predominant among the children in the classroom so they can understand both formal and
informal conversations taking place.
3. Consider timing of the observation window: Observations should not be made in the first
month of school. This is recommended for all classrooms because the first weeks of school
typically are focused on developing relationships with children and developing classroom
routines – they may not, therefore, be representative of the rest of the year. This consideration
seems particularly important in multilingual classrooms.
4. Establish transparent rules for the tool’s use for the purpose of program accountability: State
systems or programs using the CLASS as a monitoring or evaluation tool should establish
clear rules about how and when the CLASS may be used for the purposes of program
accountability. For example, a state agency or program could decide that when more than half
of the children in a classroom are Dual Language Learners, the Instructional Support
dimension scores should be reported to the program but not used for making monitoring
decisions. Because available data suggest that the CLASS is valid across classroom settings
with diverse populations of children, we are not suggesting this as a necessary – or even good
– strategy. However, this is a better strategy for accommodating concerns than changing the
CLASS tool or protocol because of reasons cited earlier.
5. Document classroom languages: Include a place on the observational protocol for observers to
record the language spoken by teachers and children. With these data available, states or
localities may examine the extent to which there may be systematic differences in CLASS
scores based on language issues.
Special Education Settings
The CLASS has not been specifically validated in self-contained special education classrooms. With
that said, our data indicate that the majority of classrooms we have studied included children with
disabilities. For example, demographic data collected on classrooms that participated in the
MyTeachingPartner study reveal that, on average, 11% of the children in each classroom had an
individualized education program.
The types of effective teacher-child interactions described in the CLASS hold saliency for all children,
regardless of ability level. However, just as the interactions may look somewhat different if a child is a
dual language learner, the interactions may also look different based on the nature of a child’s special
needs. For example, just as we gauge advanced language under Language Modeling differently if a
child is learning English, we also gauge advanced language differently if a child has a speech or
language delay. Similarly, we would expect a teacher to employ different learning modalities for a
student who is deaf or hard of hearing than she might for a hearing child. Scaffolding for a student
with cognitive impairments may include physical prompting that is not needed for students who are
typically developing.
CLASS Implementation Guide 60

While all of the dimensions of the CLASS apply to teaching children with disabilities, the following
dimensions are particularly salient: Teacher Sensitivity, Behavior Management, and Instructional
Learning Formats. The need for teachers to be aware of and responsive to the individualized needs of
a student with a disability is probably self-evident. Teachers of students with special needs must
constantly evaluate how well students are responding to instruction and adapt accordingly. Behavior
Management is of importance, especially at the younger ages, as young children with special needs
engage in challenging behaviors at higher rates than do typically developing children. Furthermore,
older children with disabilities may engage in challenging behaviors as a manifestation of their
disability (e.g., children with emotional and behavioral disorders). Thus, it is critical that teachers be
proactive, clearly communicate expectations, redirect misbehavior, and consistently enforce rules.
The dimension of Instructional Learning Formats is key because teachers often need to individualize
how they facilitate instruction to meet the diverse needs of their students. As a case in point, children
with a physical disability may need the teacher to physically assist them to participate in an activity.
Children may respond to a teacher’s questions, not through verbal communication, but through the
means of assistive technology. Similarly, children with disabilities may require a range of modalities
and materials (e.g., assistive technology for students with physical disabilities, a picture
communication system for students with autism, large print or Braille for students with visual
impairments, or auditory input for students with severe learning disabilities). Observers in these
circumstances should be conservative in how they measure pacing under Productivity, as children
with disabilities often need additional wait time in order to process and respond to instruction.
Even though we are highlighting the importance of these dimensions when observing children with
special needs, it is important to emphasize that observers should not weigh these dimensions more
heavily than other dimensions: all CLASS dimensions are weighted equally regardless of classroom
composition. Observers should not make exceptions or “allowances” based on the presence of a
disabled child exhibiting behavioral challenges because CLASS scores are designed to capture the
average child’s experience in the classroom.
The extent to which behaviors related to a child’s disability should affect CLASS scores depends on
several factors. For example, an observer may note that a child cries and screams throughout an
observation cycle. The observer may not feel the need to take this into consideration during scoring
because the observer knows that the child has autism and that this behavior is a manifestation of the
disability. If the child’s behavior is not impacting other children’s experiences, then the observer is
correct that this behavior should not impact the CLASS score. However, this scenario is unlikely. If a
child with autism is constantly crying and screaming, the behavior likely is affecting the experiences of
other children and taking up a disproportionate amount of the teacher’s time, thereby affecting both
the emotional climate in the classroom and Productivity.
Observers need to keep in mind that the CLASS is designed to provide an objective measure of what
is happening in a classroom during the observation period; it is not intended to “blame” teachers for
child behaviors. To the contrary. Observers using the CLASS as a basis for targeting professional
development needs can use the type of observation described above as a jumping off point for
discussing the types of support needed by classroom staff. In this way, classroom factors such as
disability, diversity, and language status can become informants for planning effective teacher support
and coordination between evaluation and professional development make this linkage possible.
CLASS Implementation Guide 61

Issues of Cultural Sensitivity
The CLASS has been validated in classrooms with diverse cultural backgrounds. Findings from
multiple studies suggest that children benefit from high quality teacher-child interactions, as defined by
CLASS, regardless of race or ethnicity.
Individuals from a variety of cultures have used the CLASS successfully to assess effective classroom
interactions. Still, a few behavioral markers may be culturally bound and require observer sensitivity.
For instance, evidence of a Positive Climate includes the extent to which a teacher demonstrates
respect for children. According to the CLASS manual, one behavioral marker that conveys respect is
eye contact. In some cultures, forcing eye contact would be uncomfortable for the child and not
demonstrative of respect. In this context, a teacher who forced eye contact would receive a lower
rating in teacher sensitivity; eye contact is not required for a teacher to demonstrate respect. The
CLASS manual offers several behavioral markers, including warm voice and cooperation, which would
allow a teacher to receive a high rating in positive climate if eye contact were not the cultural norm.
This said, the CLASS is not intended as a measure of cultural sensitivity. Other classroom measures
developed explicitly for this purpose would be a better choice if assessing cultural sensitivity is the
primary reason for conducting classroom observations.
Use of the CLASS in Family Child Care Settings
The CLASS was not designed for use in family child care settings. However, because it describes
general adult-child interactions, the observational protocol can be modified for use in these settings.
As with a child care center or school-based classroom, all providers or teachers present should be
included in the observation process that leads to creating CLASS scores for teacher-child interactions.
The age range of the children determines the manual to be used. If the home-based setting serves
children three to five years of age, for example, the pre-K version would be used; the Elementary
version would be used for children ages 5+, and the Toddler version (soon to be available) would be
applicable for children 18 months to age 3. In mixed age groups, a common characteristic of homebased
child care, the CLASS manual that matches the age of the majority of children is
recommended. Another option is to alternate between manuals across observation cycles. Several
states are piloting the use of the CLASS in family child care settings; so we expect to have more
information about this soon.
CLASS Implementation Guide 62

IMPORTANT PRINCIPLES FOR EFFECTIVE
07 IMPLEMENTATION OF THE CLASS
Throughout this report we offered practical suggestions for how best to implement the CLASS as a
tool for improving program quality in early childhood settings. In summary, we offer five principles that
should guide your use of the CLASS.
1. Take time for thoughtful planning. Stakeholder involvement is crucial to
the development of effective systems of evaluation and teacher support that incorporate the CLASS.
Despite the economic downturn, many states and localities are preparing for or experiencing an influx
of potential resources that can be used for quality improvement efforts. This funding environment can
push for quick action. However, we know from experience that the CLASS is most effective in
enhancing program quality when sufficient time is given to planning and coordination among the many
involved constituencies. CASTL and Teachstone are dedicated to building capacity for using CLASS
in these contexts through the provision of reports, webinars, and online resources that help
disseminate lessons learned from those states and localities that were early adopters of CLASS.
2. Invest time and resources in using the tool well. One of our
early state collaborators from Wyoming reminded her staff during the midst of a challenging part of
their first CLASS training, “If it was easy, it wouldn’t be any good.” Teacher-child interactions are
complex and CASTL has spent years developing a tool that is able to reliably capture these
interactions - when the tool is used appropriately. We also know that skimping on training or ongoing
support for those conducting trainings on the CLASS, not investing resources to observe for the
amount of time or the number of classroom observations needed to obtain reliable CLASS scores, or
providing only brief professional development opportunities for teachers undermines the potential
utility of the CLASS to improve program quality. The CLASS requires a significant investment of time
and resources to implement. However, we strongly believe - and have research to document - that
these investments pay off in the form of improved program quality in ways that less expensive, less
intensive, and/or quicker approaches will not.
3. Invest in evaluations that inform program development.
Also document results that can be used to leverage support and resources from policymakers. The
strong research base of the CLASS has been critical to its adoption as a monitoring and evaluation
tool at local, state, and federal levels. However, the national, peer-reviewed research on the CLASS
offers only an entry point for policymakers who are interested in knowing whether these research
findings will hold in their local communities. The long-term success of CLASS implementation will
require ongoing local evaluation efforts that provide evidence of successes and areas for
improvement.
At the most basic level, it is important to collect data on the feasibility of using the CLASS in your
context(s) – is training feasible and cost-effective, do programs appear to be buying into the use of
CLASS, are trained observers able to collect reliable data at scale?
CLASS Implementation Guide 63

As initiatives move forward, policymakers will want to see evidence of program improvement, both in
terms of the quality of teacher-child interactions and in child outcomes. Providing these types of data
requires careful planning and an evaluation conducted by experienced researchers or evaluation
teams. Evaluation will not be effective if it is an afterthought. We highly recommend that states and
localities implementing the CLASS partner early in their initiative’s development with a research or
evaluation team to design and implement an evaluation plan that can both enhance program delivery
by providing initial data on feasibility and implementation quality and provide outcome data that will
foster continued buy-in from policymakers and administrators – and programs.
4. There is no magic bullet. Be thoughtful about how the CLASS fits into the
larger picture of quality improvement efforts. No one tool or system can assume sole responsibility for
improving the quality of ECE programs, or even the quality of one component of these programs, such
as teacher-child interactions. The CLASS is an evidenced-based tool that can effectively be used as
one approach, but successful, systemic improvement in the quality of ECE programs requires a
broader, more comprehensive approach that considers the many different facets of high-quality
programs, such as teacher preparation, on-going training, supervision, curriculum, working conditions
(including teacher compensation), as well as the capacity and cohesion of the state’s ECE
infrastructure, policies, and regulations.
5. Continually work toward building an aligned system of
evaluation and professional development. Given the multitude of
agencies involved in creating and maintaining quality in ECE settings, we recognize that developing
the coordinated approach we advocate here between evaluation/monitoring and professional
development is challenging. However, as noted throughout this report, both sides of this work are
critically important to creating sustained improvement in program quality.
It also is important to mention that within this report we have neglected to focus on the ways in which
Institutions of Higher Education (IHEs) need to be engaged in this effort. This is not because we see
IHEs as unimportant. Quite the contrary. We see a focus on integrating knowledge and feedback
about effective teacher-child interactions into IHE programs of study as critical to the advancement of
the ECE field. The issues involved in such an effort simply extended beyond the scope of this report.
We encourage implementers of CLASS-based efforts to include IHE faculty and administrators in
CLASS-based planning and implementation work. Ultimately, this is a crucial step in changing the
caliber of teacher-child interactions in early care and education settings across the country.
CLASS Implementation Guide 64

References
Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (under review, Early Childhood Research
Quarterly). Threshold analysis of association between child care quality and child outcomes for lowincome
children in pre-kindergarten programs.
Domitrovich, CE, Greenberg, MT, Kusche, C, & Cortes, R. (2005). The preschool PATHS
curriculum. South Deerfield, MA: Channing Bete.
Harms, T., Clifford, R.M. (1980) The Early Childhood Rating Scale. New York: Teachers College
Press.
Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., et al. (2008). Ready to learn?
Children's pre-academic achievement in pre-Kindergarten programs. Early Childhood Research
Quarterly, 23(1), 27-50.
LaParo, K.M., Hamre, B. K., Locasale-Crouch, J., Pianta, R. C., et al., (2009). Quality in kindergarten
classrooms: observational evidence for the need to increase children's learning opportunities in early
education classrooms. Early Education and Development.
Locasale-Crouch, J., Konold, T., Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early,
D., Barbarin, O. (2007). Observed classroom quality profiles in state-funded pre-kindergarten
programs and associations with teacher, program, and classroom characteristics. Early Childhood
Research Quarterly, 22(1) 3-17.
Mashburn, A., Downer, J., Hamre, B., & Pianta, R. (2009). Effects of a web-based teacher
professional development program on children's development of social skills during pre-K. Poster
symposium presentation at the 2009 Society for Research in Child Development Biennial Conference.
Denver, CO.
Mashburn, A.J., Pianta, R., Hamre, B.K., Downer, J.T., Barbarin, O., Bryant, D., Burchinal, M.,
Clifford, R., Early, D., Howes, C. (2008). Measures of Classroom Quality in Pre-Kindergarten and
Children’s Development of Academic, Language and Social Skills. Child Development, 79, 732-749.
Pianta, R.C., Howes, C., Burchinal, M., Byrant, D., Clifford, R., Early, C., et al. (2005). Features of prekindergarten
programs, classrooms, and teachers: Do they predict observed classroom quality and
child-teacher interactions? Applied Developmental Science, 9(3), 144-159.
Pianta, R.C., LaParo, K.M., & Hamre, B. K. (2008) Classroom Assessment Scoring System Manual:
Pre- K. Baltimore: Brookes.
Pianta, R.C., Mashburn, A. J., Downer, J. T., Hamre, B. K. & Justice, L. (2008). Effects of webmediated
professional development resources on teacher-child interactions in pre-kindergarten
classrooms. Early Childhood Research Quarterly, 23, 431-451.
CLASS Implementation Guide 65

Raver, C.C., Jones, S.M., Li-Grining, C.P., Metzger, M., Smallwood, K., Sardin, L. (2008). Improving
preschool classroom processes: Preliminary findings from a randomized trial implemented in Head
Start settings. Early Childhood Research Quarterly, 23(1) 10-26.
Webster-Stratton, C., & Reid, M. J. and Hammond, M. (2004). Treating Children With Early-Onset
Conduct Problems: Intervention outcomes for Parent, Child, and Teacher Training. Journal of Clinical
Child and Adolescent Psychology. vol.33, no.1, 105-124.
CLASS Implementation Guide 66

APPENDIX: LIST OF QUESTIONS
Evaluation and Monitoring
How can a pilot best inform the development of monitoring and evaluation systems? 30
Does the CLASS measure an individual teacher’s performance 30
or classroom interactions?
For program rating and reporting purposes, should we use a CLASS 30
dimension, domain, or total scores?
What cut-off scores should be used on the CLASS to demarcate classroom quality? 30
Is it possible to use the CLASS as part of a program evaluation and 32
monitoring system without using cut-off scores?
How does the CLASS compare to other observational measures 32
such as the ECERS-R and ELLCO?
Can the CLASS and ECERS-R scales be used together? 32
How should the CLASS be combined with ECERS-R as part of a 33
program quality rating and improvement system?
How can I create buy-in for the use of the CLASS? 34
How should CLASS observers be chosen? 35
How many observers do we need? 35
What type of training is required for CLASS observers? 36
What is the most effective way to train a large number of observers? 36
Is online training available? 37
How are CLASS observers certified? 37
What percentage of trainees passes the CLASS reliability test? 37
How do we maintain high levels of reliability among our observers? 37
How long are observers certified to use the CLASS? How do they get recertified? 38
What data should be collected? 38
What options are available for computerized or handheld data entry? 38
What copyright issues are involved in developing our own data system? 38
Do we need to send more than one observer to each classroom? 39
How do we decide how many classrooms to observe and how long 39
each should be observed?
How do factors such as time of day and year impact CLASS scores? 40
CLASS Implementation Guide 67

What type of data should be reported, and to whom? 41
If we sample classrooms within programs, can we give all teachers within the program 42
feedback based on the observations made within only a few classrooms?
Should coaches talk to observers? If so, what should be the focus of these interactions? 42
Professional Development
What are the major questions that organizations need to address to 46
plan PD opportunities that will promote effective teacher-child interactions?
How should CLASS PD staff be chosen? What types of education and experience 46
should they have?
What type of training is required for CLASS PD staff? 47
For how long are PD staff certified to use the CLASS? How to they obtain 47
recertification?
What types of coursework and other PD experiences are effective in 48
improving the quality of teacher-child interactions?
What factors should be considered in the selection or development 48
of CLASS-focused PD?
Should we use live or videotaped observation sessions for CLASS-focused PD? 48
What type of training is available to help provide teachers with an 49
overview of the CLASS?
What programs and materials are available to support sustained and effective PD on 49
the CLASS?
Are there other PD options shown to improve teachers’ practice 51
as measured by the CLASS?
What level of support do we need to provide to the PD staff 55
implementing CLASS-based interventions?
How long does it take for teachers to improve their CLASS scores? 55
How should we evaluate the success of CLASS-based PD? 55
CLASS Implementation Guide 68

How is the CLASS tool organized?
http://www.teachstone.org/about-the-class/class-organization/
At every age level, the CLASS tool focuses on interactions that support learning. No matter which age or grade level of the tool you use, interactions are
organized into three broad domains:
• Emotional Support
• Classroom Organization
• Instructional Support
Each CLASS domain is then organized into developmentally appropriate dimensions:
Age/Grade Level Emotional Support Classroom Organization Instructional Support
Toddler • Positive Climate
• Negative Climate
• Teacher Sensitivity
• Regard for Child Perspectives
Pre-K • Positive Climate
• Negative Climate
• Teacher Sensitivity
• Regard for Student Perspectives
K-3 • Positive Climate
• Negative Climate
• Teacher Sensitivity
• Regard for Student Perspectives
Upper Elementary • Positive Climate
• Negative Climate
• Teacher Sensitivity
• Regard for Student Perspectives
Secondary • Positive Climate
• Negative Climate
• Teacher Sensitivity
• Regard for Adolescent Perspectives
• Behavior Guidance • Facilitation of Learning and Development
• Quality of Feedback
• Language Modeling
• Behavior Management
• Productivity
• Instructional Learning Formats
• Behavior Management
• Productivity
• Instructional Learning Formats
• Behavior Management
• Productivity
• Instructional Learning Formats
• Behavior Management
• Productivity
• Instructional Learning Formats
• Concept Development
• Quality of Feedback
• Language Modeling
• Concept Development
• Quality of Feedback
• Language Modeling
• Content Understanding
• Analysis and Problem Solving
• Quality of Feedback
• Instructional Dialogue
• Content Understanding
• Analysis and Problem Solving
• Quality of Feedback
• Instructional Dialogue
Student Engagement*
Student Engagement*
* In the Upper Elementary and Secondary CLASS tools, Student Engagement is an additional dimension that is separate from the three broad CLASS domains.

Classroom Observation Measures: CLASS, ELLCO, and ECERS-R
The Classroom Assessment Scoring System (CLASS) measure, the Early Language and Literacy
Classroom Observation tool (ELLCO), and the Early Childhood Environment Rating Scale-
Revised (ECERS-R) are all validated and reliable measures of classroom effectiveness. Although
there is some overlap, each assessment tool was designed to measure different aspects of
effectiveness.
• The CLASS observation tool is a measure of the effectiveness of teacher-child interactions
in the classroom. Teacher-child interactions fall into three domains: Emotional Support,
Instructional Support, and Organizational Support.
• ELLCO is a measure of the effectiveness of literacy instruction that takes into account the
physical classroom environment and teacher-child interactions that facilitate language
learning and literacy.
• ECERS-R is a rating system that incorporates physical space, provisions for indoor and
outdoor activities, scheduling, hygiene, opportunities for professional development, and
teacher-child interactions into a broad definition of effectiveness.
Because each assessment tool provides a unique perspective on classroom quality, multiple
tools could be implemented in the same classroom to provide a more global assessment of
quality. Alternatively, one assessment tool may be most appropriate, depending on the goals
of the observation.
www.teachstone.com | tel 434.293.3909 | toll free 866.998.8352 | fax 434.293.4338 | 105 Monticello Ave, Suite 101 | Charlottesville, VA 22902

www.teachstone.com | tel 434.293.3909 | toll free 866.998.8352 | fax 434.293.4338 | 105 Monticello Ave, Suite 101 | Charlottesville, VA 22902

www.teachstone.com | tel 434.293.3909 | toll free 866.998.8352 | fax 434.293.4338 | 105 Monticello Ave, Suite 101 | Charlottesville, VA 22902

CASTL
Curry School of Education
Measuring and Improving
Teacher-Student Interactions
in PK-12 Settings to Enhance
Students’ Learning
Effective interactions between teachers and students are essential for promoting long-term school success across grades
preK-12. The Classroom Assessment Scoring System (CLASS) offers an evidence-based approach to defining and measuring
effective interactions in school classrooms. The CLASS also provides aligned professional development supports—called
MyTeachingPartner—to give targeted feedback to districts, schools, and teachers, with the overarching goal of improving
outcomes for students.
I. What Constitutes Effective Teacher-
Student Interactions?
Past attempts at defining and measuring quality in education
have yielded limited results. We now know that many of the
more commonly debated regulations intended to improve the
impacts of classrooms (i.e., class size, teacher education, and
credentialing) are not sufficient to ensure that students make
academic and social progress. 1,2 Likewise, the implementation
of different curricula has done little to improve student achievement
because it is teachers’ facilitation of learning objectives,
not simply having the curriculum box on the shelf, that determines
whether students benefit from instruction. 3 Consistent
evidence suggests that to improve students’ academic achievement
and social skill development, we need to focus on the nature
and quality of teacher-student interactions. 4
As the figure below illustrates, when we identify and measure
effective interactions, we can then create opportunities to
promote them through teacher education, professional development,
monitoring, and evaluation. This will, in turn, lead to
enhanced outcomes for students and teachers—students will
learn more and teachers will become more effective.
The Role of Effective Interactions in Creating Opportunities
to Improve Children’s Outcomes
Teacher
Preparation/
Education
Ongoing
Professional
Development
Curriculum
Evaluation
Effective
Teacher-Child
Interactions that
Impact Student
Learning
Center for Advanced Study of Teaching and Learning
Charlottesville, Virginia
www.curry.virginia.edu/castl
Effective teacher-student
interactions create:
Emotional Support – Positive
relationships among teachers and
peers
Classroom Organization – Wellmanaged
classrooms that provide
students with frequent, engaging
learning activities
Instructional Support – Interactions
that teach students to think, provide
ongoing feedback and support, and
facilitate language and vocabulary
Social and
academic
outcomes for
children
Improved
teacher
outcomes
C

CASTL
Curry School of Education
Measuring and Improving
Teacher-Student Interactions
II. Evidence on Effective Teacher-Student
Interactions: PK-5
What gets measured gets done. To improve the effectiveness
of teacher-student interactions, we must first know how
to assess them. Research provides evidence about the types of
teacher-student interactions that promote positive social and
academic development. The Classroom Assessment Scoring
System (CLASS) provides a reliable, valid assessment of these
interactions. 5 The CLASS instrument assesses three broad domains
of effective interactions—Emotional Support, Classroom
Organization, and Instructional Support—that characterize
students’ classroom experiences in grades PK-3. Each domain
is comprised of multiple dimensions of effective interactions
known to contribute to students’ success in school, such as
Teacher Sensitivity, Behavior Management, and Quality of
Feedback.
Research conducted in over 6,000 classrooms concludes
that in grades PK-5, students in classrooms with higher CLASS
ratings realize greater gains in achievement and social skill
development.
Selected studies demonstrate:
• Higher levels of instructional support are related to
preschoolers’ gains in pre-reading and math skills. 6
• High levels of emotional support contribute to
preschoolers’ social competence in the kindergarten year. 7
• High levels of emotional support are associated
with growth in reading and math achievement from
kindergarten through fifth grade. 8
• High levels of classroom organization are associated with
gains in first graders’ literacy. 9
• Kindergarten children are more engaged and exhibit
greater self-control in classrooms offering more effective
teacher-child interactions. 10
• First-grade children at risk for school failure perform on
par with peers, both socially and academically, when
exposed to classrooms with effective teacher-student
interactions. 11
In sum, the link between effective interactions and improved
social and academic outcomes for students has been replicated
in numerous studies across the prekindergarten and elementary
years.
Unfortunately, too few students are exposed to these types
of effective interactions in the early grades. The following figure
illustrates that across several thousand PK-5 classrooms
observed throughout the country, students tend to experience
moderate to high levels of effective interactions for emotional
support and classroom organization. However, most students
attend PK-5 classrooms characterized by very low levels of instructional
support.
Average Ratings of Interactions in PK-5 Classrooms
Emotional Support
Classroom Organization
Instructional Support
Low
Quality
Moderate
Quality
In a study of 700 preschool classrooms across 11 states, fewer
than 15% of classrooms were observed to display moderately
to highly effective teacher-student interactions across all three
categories. 12 Moreover, effective interactions are highly variable
from year to year. In a study that followed 1,000 students
through elementary school, less than 10% of students had access
to classrooms that consistently scored in the mid to upper
range for effective interactions. 13 Importantly, students from
families with low income and mothers with less education are
less likely to experience effective teacher-student interactions,
relative to middle income peers. 14
III. Teacher-Student Interactions in
Secondary Classrooms
High
Quality
Adolescents in middle school and high school characterize
their interactions with teachers as frequently unsatisfying and
unmotivating. They report that their experiences in the classroom
lack meaningful challenges, supportive relationships,
and competence- and motivation-building experiences. Yet,
engagement and intrinsic motivation are pivotal in adolescence,
as these students have the means to not only withdraw
energy from educational pursuits but to drop out altogether.
Engagement in school begins to decline early in adolescence,
and by entry into high school this decline is so pronounced that
half of high school students report that they do not take their
school or their studies seriously.
Studies of large-scale testing programs indicate that
teachers are the greatest source of variation in what students
learn in school. The CLASS-Secondary version observation
tool captures aspects of classroom interactions researchers
believe to be critical resources for educational achievement in
adolescence. The rating scales have been modified to reflect
issues specific to adolescent learning.
Center for Advanced Study of Teaching and Learning
Charlottesville, Virginia
www.curry.virginia.edu/castl

CASTL
Curry School of Education
Measuring and Improving
Teacher-Student Interactions
Research using the CLASS-S has shown that teachers’ skills in
establishing a positive emotional climate, their sensitivity to
student needs, and their structuring of their classroom and
lessons in ways that recognize adolescents’ needs for a sense of
autonomy and control, for an active role in their learning, and
for opportunities for peer interaction were all associated with
higher relative student gains in achievement. 15
For example, an average student with a teacher whose interactions
scored 1 standard deviation
below the mean in Emotional
Support would on average place in
the 41st percentile in end-of-year
tests. The same student with a teacher
whose interactions scored 1 standard
deviation above the mean in
Emotional Support would on average
place in the 59th percentile in end-ofyear
tests.
Similarly, use of instructional learning
formats that encouraged active
participation by students and that
provided variety in classroom approaches
was also predictive of relative
gains in student achievement, as
were lessons that required high levels of analysis and problemsolving
by students.
Overall, the interactions most linked to future achievement
seem to cluster around an emphasis on tailoring a classroom
experience to be most emotionally and intellectually engaging
to adolescents. These classroom characteristics can result
in achievement test performance gains for the average student
from the 35th to the 60th percentile.
IV. Professional Development through
MyTeachingPartner
The MyTeachingPartner video library and coaching program
developed through the Center for Advanced Study of Teaching
and Learning provides teachers effective, evidence-based
teaching tools that improve their interactions with students
across all grades level PK-12.
The MyTeachingPartner coaching program is a partnership
between the consultant and the teacher, a collaboration that
focuses on the teacher-student interactions that matter most
for learning, whether during “center time” in preschool or a language
arts lesson in the tenth grade.
MTP provides targeted, ongoing video feedback to teachers
through online resources, and web-mediated consultation
throughout the school year. MTP uses the CLASS observation
[CLASS] “has changed the way I
teach in the sense that it has made
me more patient and confident…I
have become more productive in
my lessons, and now it has become
easier for me to instruct, maintain
good classroom organization, and
provide a positive climate.”
-Pre-kindergarten teacher,
after participating in
CLASS professional development
tool to focus teachers’ attention on the very interactions shown
to be most effective for student learning. The MTP program is
different from typical classroom assessment that involve lists
of things teachers should change or do better. Instead, it is a
set of aligned resources: web-based videos of best practices,
video-based feedback and support from a trained consultant,
and online activities.
Empirical evidence from experimental evaluations demonstrates
that teachers participating
in MTP coaching engage in more effective
interactions with students,
especially in classrooms that serve
higher proportions of students in
poverty. 16 Preschool teachers have
been shown to behave more sensitively,
increase students’ attention to
learning, improve language stimulation
to students and teach more
effectively. Students in these classrooms
show enhanced academic and
social skill development. 18 Preschool
children with MTP teachers make
greater gains in tests of early literacy
and expressive language, show much
greater attention to learning, engage in lower levels of problem
behavior, and are more school ready.
The ability to demonstrate even small changes in effective
interactions has practical implications—differences in just over
1 point on the CLASS 7-point scales translate into improved
achievement and social skill development for students.
Moreover, students who experience effective interactions
for multiple years receive cumulative benefits. For example,
students enrolled in classrooms that average just over 1 point
higher on CLASS for two consecutive years score significantly
better on several standardized tests of language and literacy
than did their peers in classrooms with lower CLASS scores. 19
In another experiment, secondary students (grades 6-12)
with teachers who had participated in MTP consulting on average
scored in the 59th percentile on end-of-year achievement
tests, while students whose teachers did not participate scored
below the 50th percentile. Secondary teachers, regardless of
the content area they taught, improved their instruction, while
students’ motivation, effort, and engagement improved as well.
Investing in supports to help teachers and schools improve
the quality of their interactions with students has the potential
to make a difference in students’ lives. Both the CLASS observation
tool and the MTP coaching program can help federal agencies,
state departments of education, nonprofit organizations,
and schools take a step in this direction.
Center for Advanced Study of Teaching and Learning
Charlottesville, Virginia
www.curry.virginia.edu/castl

CASTL
Curry School of Education
Measuring and Improving
Teacher-Student Interactions
Endnotes
1
Robert Pianta, Carollee Howes, Margaret Burchinal, Richard Clifford, Diane Early et al., “Features of Pre-Kindergarten Programs, Classrooms, and
Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions?” Applied Developmental Science, 9:3, pages 144-159. For
elementary: NICHD ECCRN, “The Relation of Global First Grade Classroom Environment to Structural Classroom Features, Teacher, and Student
Behaviors,”
2
Elementary School Journal, 102:5, pages 367-387.
Carollee Howes, Margaret Burchinal, Donna Bryant, Diane Early, Richard Clifford, et al., “Ready to Learn? Children’s Pre-Academic Achievement in Pre-
Kindergarten Programs,” Early Childhood Research Quarterly, 23:1, pages 27-50.
3
Laura Justice, Bridget Hamre, and Robert Pianta, “Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils,” Early
Childhood Research Quarterly, 23, pages 51-68.
4
Andrew Mashburn, Robert Pianta, Bridget Hamre, Jason Downer, Oscar Barbarin, Donna Bryant, Margaret Burchinal, Richard Clifford, Diane Early, and
Carrollee Howes, “Measures of Classroom Quality in Pre-Kindergarten and Children’s Development of Academic, Language, and Social Skills,” Child
Development,79, pages 732-749.
5
Karen LaParo, Robert Pianta, and Meghan Stuhlman, “Classroom Assessment Scoring System (CLASS): Findings from the Pre-K Year,” Elementary
School Journal, 104:5, pages 409-426.
6
Mashburn, Pianta, Hamre, Downer et al., Child Development,79, pages 732-749.
7
Timothy Curby, Jennifer Locasale-Crouch, Timothy Konold, Robert Pianta, Carollee Howes, Margaret Burchinal et al., “The Relations of Observed Pre-K
Classrooms Quality Profiles to Children’s Academic Achievement and Social Competence,” Early Education and Development, 19, pages 643-666.
8
Robert Pianta, Jay Belsky, Nathan Vandergrift, Renee Houts, Fred Morrison, and NICHD-ECCRN, “Classroom Effects on Children’s Achievement
Trajectories in Elementary School,” American Education Research Journal, 49, pages 365-397.
9
Claire Cameron Ponitz, Sara Rimm-Kaufman, Laura Brock, and Lori Nathanson, “Contributions of gender, early school adjustment, and classroom
organizational climate to first grade outcomes,” Elementary School Journal, in-press.
10
Sara Rimm-Kaufman, Timothy Curby, Kevin Grimm, Lori Nathanson and Laura Brock, “The Contribution of Children’s Self-Regulation and Classroom
Quality to Children’s Adaptive Behavior in Kindergarten,” Developmental Psychology, in-press. See also NICHD ECCRN, “A Day in Third Grade: A Large-
Scale Study of Classroom Quality and Teacher and Student Behavior,” Elementary School Journal, 105, pages 305-323.
11
Bridget Hamre and Robert Pianta, “Can Instructional and Emotional Support in First Grade Classrooms Make a Difference for Children At Risk of
School Failure?” Child Development, 76, pages 949-967.
12
Jennifer Locasale-Crouch, Timothy Konold, Robert Pianta, Carollee Howes, Margaret Burchinal, Donna Bryant, Richard Clifford, Diane Early, and Oscar
Barbarin, “Observed Classroom Quality Profiles in State-Funded Pre-Kindergarten Programs and Associations with Teacher, Program, and Classroom
Characteristics,” Early Childhood Research Quarterly, 22:1, pages 3-17.
13
Robert Pianta, Jay Belsky, Renee Houts, Fred Morrison, and NICHD-ECCRN, “Opportunities to Learn in America’s Elementary Classrooms,” Science, 315,
pages 1795-1796.
14
Pianta, Belsky, Houts, and Morrison, Science, 315, pages 1795-1796.
15
Joseph P. Allen, Anne Gregory, Amori Mikami, Janetta Lun, Bridget Hamre, and Robert C. Pianta, “Observations of Effective Teaching in Secondary
School Classrooms: Predicting Student Achievement with the CLASS-S.” Submitted.
16
Robert Pianta, Andrew Mashburn, Jason Downer, Bridget Hamre, and Laura Justice, “Effects of Web-Mediated Professional Development Resources
on Teacher-Child Interactions in Pre-Kindergarten Classrooms,” Early Childhood Research Quarterly, 23:4, pages 431-451.
17
For an overview: Sara Rimm-Kaufman, “Social and Academic Learning Study on the Contribution of the Responsive Classroom Approach” at http://
www.responsiveclassroom.org/pdf_files/sals_booklet_rc.pdf
18
Anne Henry, “The Power of Two: The Impact of Experiencing Two Years of High Quality Classrooms”, Manuscript in preparation, University of Virginia.
19
Joseph P. Allen, Robert C. Pianta, Anne Gregory, Amori Mikami, and Janetta Lun, “Professional Development Focused on Teachers’ Interactions
Increases Achievement Outcomes in Secondary School Classrooms.” Submitted.
Center for Advanced Study of Teaching and Learning
Charlottesville, Virginia
www.curry.virginia.edu/castl

The Framework for Teaching
http://www.danielsongroup.org/theframeteach.htm

The Framework for Teaching
Evaluation Instrument
2011 Edition
by Charlotte Danielson

The Framework for Teaching
Evaluation Instrument
Charlotte Danielson
i

The Danielson Group
12 Gordon Way • Princeton, NJ 08540
Phone: (609) 848-8714 • Fax (609) 482-4712
Web site: www.danielsongroup.org • E-mail: contact@danielsongroup.org
Copyright ©2011 The Danielson Group
All rights reserved. First edition 2011.
Cover art and design by Corinne Gordon Hite.
ISBN: 978-0615597829
The Framework for Teaching Evaluation Instrument (2011) is available in a PDF format from the
Danielson Group website. Any educator may download this file and use the print version in his or
her own setting.
However, The Framework for Teaching Evaluation Instrument (2011) may not be incorporated into
any third party software system. The Danielson Group has entered into an exclusive agreement
with Teachscape for the digital rights to publish and distribute software products based upon The
Framework for Teaching Evaluation Instrument (2011). As such, Teachscape and only Teachscape
can incorporate the content of The Framework for Teaching Evaluation Instrument (2011) in its
software products. Any direct or indirect attempts by any other company to publish this instrument
would constitute a violation of Teachscape's contractual rights, and be deemed to be an illegal
expropriation of Charlotte Danielson's intellectual property rights.

The Framework for Teaching
Evaluation Instrument
Contents:
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Domain 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Domain 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Domain 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Domain 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
III

INTRODUCTION
Introduction
The Framework for Teaching identifies those aspects of a teacher's responsibilities that
have been documented through empirical studies and theoretical research as promoting
improved student learning. Although not the only possible description of practice, these
responsibilities seek to define what teachers should know and be able to do in the exercise of
their profession.
The 1996 Edition
Enhancing Professional Practice: A Framework for Teaching was first published by ASCD in
1996. It built on the research compiled by ETS in its development of Praxis III: Classroom Performance
Assessments, an observation-based evaluation of first-year teachers that is used for
the purpose of licensing. The Framework extended this work (examining current research) to
capture the skills of teaching required not only by novice teachers but by experienced
practitioners as well.
The Framework quickly found wide acceptance by teachers, administrators, policymakers,
and academics as a comprehensive description of good teaching, including levels of performance:
unsatisfactory, basic, proficient, and distinguished for each of its 22 components.
The 2007 Edition
The 2007 edition of The Framework, also published by ASCD as Enhancing Professional
Practice: A Framework for Teaching, incorporated several important enhancements, reflecting
findings from the previous decade. Most importantly, it incorporated educational research that
had been conducted since 1996, fully described in the appendix, The Research Foundation.
Moreover, the 2007 edition included frameworks for nonclassroom specialist positions, such as
school librarians, nurses, and counselors. These individuals, while typically part of the teacher
bargaining unit in a school district, have very different responsibilities from those of classroom
teachers. Therefore, they need their own frameworks, tailored to the details of their work. These
frameworks were written to reflect the recommendations of their professional organizations,
such as the American Association of School Librarians, but organized according to the same
structure as that of The Framework for Teaching: Planning and Preparation, The Environment,
Delivery of Service (the equivalent of Instruction), and Professional Responsibilities.
The 2007 edition of The Framework for Teaching retained the architecture of the 1996 edition;
in both cases, the complex work of teaching is divided into 4 domains and 22
components. Furthermore, each component is composed of several smaller elements, which
serve to further define the component. A few of the components were renamed: 1c (“Selecting
Instructional Goals”) was changed to “Setting Instructional Outcomes”; 1f (“Assessing Student
Learning”) was revised to “Designing Student Assessments”; 3a (“Communicating Clearly and
Accurately”) was changed to “Communicating with Students”; and 3d (“Providing Feedback to
Students”) was altered to “Using Assessment in Instruction.” In Domain 4, 4d (“Contributing to
the School and District”) was changed to “Participating in a Professional Community.” Of these
revisions, most were simple changes in language done for the sake of clarity. In the case of 4d,
for example, the original name, “Contributing to the School and District,” implied to some people
that it was an additional responsibility, not integral to the work of teaching, whereas the
new name, “Participating in a Professional Community,” suggests that it is an essential professional
obligation.
However, the revisions to 1f and 3d were significant: the 2007 edition clearly assigned the
design of student assessments (1f) to Domain 1 (“Planning and Preparation),” and 3d (“Using
Assessment in Instruction”) is clearly part of teaching. These distinctions were not as clear in
the 1996 edition.
iv

The 2011 Edition
In 2009, the Bill and Melinda Gates Foundation embarked on the large research project
“Measures of Effective Teaching (MET),” which entailed the video capture of over 23,000 lessons,
analyzed according to five observation protocols, with the results of those analyses
(together with other measures) correlated to value-added measures of student learning. The
aim of the study was to determine which aspects of a teacher’s practice were most highly correlated
with high levels of student progress.
The Framework for Teaching was one of the models selected for this study, which,
because of its size, entailed the (online) training and certification of hundreds of observers for
the purpose of rating the quality of teaching in the lessons. In order to fulfill this obligation, it
became necessary to supply additional tools to aid in the training of observers, so that they
could make accurate and consistent judgments about teaching practice as demonstrated in
the large numbers of videotaped lessons.
The tools required were of several types:
• Rubric language tighter even than that of the 2007 edition of The Framework for
Teaching. Furthermore, the levels of performance in the 2011 revision are written
at the component, rather than the element, level. While providing less detail,
the component level rubrics capture all the essential information from those at
the element level and far easier to use in evaluation than are those at the
element level.
• “Critical attributes” for each level of performance for each component. These
critical attributes provide essential guidance for observers in distinguishing
between practice at adjacent levels of performance. They are of enormous value
in training and in the actual work of observation and evaluation.
• Possible examples for each level of performance for each component. These
examples serve to illustrate the meanings of the rubric language. However, they
should be regarded for what they are: possible examples. They are not intended
to describe all the possible ways in which a certain level of performance might
be demonstrated in the classroom; those are, of necessity, particular to each
grade and subject. The possible examples simply serve to illustrate what practice
can look like in a range of settings.
These enhancements to The Framework for Teaching, while created in response to the
demands of the MET study, have turned out to be valuable additions to the instrument in all its
applications. Practitioners have found that the enhancements not only make it easier to deterine
the level of performance reflected in a classroom for each component of The Framework
but also contribute to judgments both more accurate and more worthy of confidence. As the
stakes in teacher evaluation become higher, this increased accuracy is absolutely essential.
It should be noted that there are absolutely no changes to the architecture of The Framework
for Teaching in the 2011 to the 2007 edition: it contains the same 4 domains, the same
22 components, and all of the same elements. Therefore, those educators who have invested
resources in learning the language of the 2007 edition will find nothing to confuse them. They
should expect to discover that the additional tools, added initially in response to the demands
of a large research project, assist them in the challenging work of applying the framework to
actual classroom teaching.
v

DOMAIN 1

The Framework for Teaching
Evaluation Instrument
DOMAIN 1
Planning and Preparation
Planning
and
Preparation
1

1a KNOWLEDGE OF CONTENT AND PEDAGOGY
1a Knowledge of Content and Pedagogy
In order to guide student learning, accomplished teachers have command of the subjects
they teach. They must know which concepts and skills are central to a discipline, and which
are peripheral; they must know how the discipline has evolved into the 21st century, incorporating
such issues as global awareness and cultural diversity, as appropriate. Accomplished
teachers understand the internal relationships within the disciplines they teach, knowing which
concepts and skills are prerequisite to the understanding of others. They are also aware of typical
student misconceptions in the discipline and work to dispel them. But knowledge of the
content is not sufficient; in advancing student understanding, teachers are familiar with the particularly
pedagogical approaches best suited to each discipline. Elements of component 1a:
Knowledge of content and the structure of the discipline
Every discipline has a dominant structure, with smaller components or strands as well as central
concepts and skills.
Knowledge of prerequisite relationships
Some disciplines, for example mathematics, have important prerequisites; experienced teachers
know what these are and how to use them in designing lessons and units.
Knowledge of content-related pedagogy
Different disciplines have “signature pedagogies” that have evolved over time and have been
found to be most effective in teaching.
Indicators:
• Lesson and unit plans that reflect important concepts in the discipline
• Lesson and unit plans that accommodate prerequisite relationships among concepts and
skills
• Clear and accurate classroom explanations
• Accurate answers to student questions
• Feedback to students that furthers learning
• Interdisciplinary connections in plans and practice
2

1a Knowledge of Content and Pedagogy—Possible Examples
Unsatisfactory Basic Proficient Distinguished
The teacher says,
“The official language
of Brazil is Spanish,
just like other South
American countries.”
The teacher says, “I
don’t understand why
the math book has
decimals in the same
unit as fractions.”
The teacher has students
copy dictionary
definitions each week
to help his students
learn to spell difficult
words.
The teacher plans lessons
on area and
perimeter independently
of one another,
without linking the
concepts together.
The teacher plans to
forge ahead with a
lesson on addition
with regrouping, even
though some students
have not fully grasped
place value.
The teacher always
plans the same routine
to study spelling:
pretest on Monday,
copy the words 5
times each on Tuesday
and Wednesday,
test on Friday.
The teacher’s plan for
area and perimeter invites
students to determine
the shape
that will yield the
largest area for a
given perimeter.
The teacher realized
her students are not
sure how to use a
compass, so she
plans to practice that
before introducing the
activity on angle
measurement.
The teacher plans to
expand a unit on
civics by having students
simulate a court
trial.
In a unit on 19thcentury
literature, the
teacher incorporates
information about the
history of the same
period.
Before beginning a
unit on the solar system,
the teacher surveys
the class on their
beliefs about why it is
hotter in the summer
than in the winter.
3

1a KNOWLEDGE OF CONTENT AND PEDAGOGY
UNSATISFACTORY
In planning and practice, teacher makes
content errors or does not correct errors
made by students.
Teacher’s plans and practice display little
understanding of prerequisite relationships
important to student’s learning of the
content.
Teacher displays little or no understanding
of the range of pedagogical approaches
suitable to student’s learning of the content.
Critical Attributes
Teacher makes content errors.
Teacher does not consider prerequisite
relationships when planning.
Teacher’s plans use inappropriate
strategies for the discipline
BASIC
Teacher is familiar with the important concepts
in the discipline but displays lack of
awareness of how these concepts relate to
one another.
Teacher’s plans and practice indicate some
awareness of prerequisite relationships,
although such knowledge may be inaccurate
or incomplete.
Teacher’s plans and practice reflect a limited
range of pedagogical approaches to
the discipline or to the students.
Teacher is familiar with the discipline but
does not see conceptual relationships.
Teacher’s knowledge of prerequisite relationships
is inaccurate or incomplete.
Lesson and unit plans use limited instructional
strategies, and some may not be
suitable to the content.
4

PROFICIENT
Teacher displays solid knowledge of the important
concepts in the discipline and the ways
they relate to one another.
Teacher’s plans and practice reflect accurate
understanding of prerequisite relationships
among topics and concepts.
Teacher’s plans and practice reflect familiarity
with a wide range of effective pedagogical
approaches in the discipline.
DISTINGUISHED
Teacher displays extensive knowledge of the
important concepts in the discipline and the
ways they relate both to one another and to
other disciplines.
Teacher’s plans and practice reflect
understanding of prerequisite relationships
among topics and concepts and provide a link
to necessary cognitive structures needed by
students to ensure understanding.
Teacher’s plans and practice reflect familiarity
with a wide range of effective pedagogical
approaches in the discipline, anticipating student
misconceptions.
The teacher can identify important concepts of
the discipline and their relationships to one
another.
The teacher consistently provides clear explanations
of the content.
The teacher answers student questions accurately
and provides feedback that furthers their
learning.
The teacher seeks out content-related professional
development.
In addition to the characteristics of “proficient”:
Teacher cites intra- and interdisciplinary content
relationships.
Teacher is proactive in uncovering student misconceptions
and addressing them before
proceeding.
5

1b DEMONSTRATING KNOWLEDGE OF STUDENTS
1b Demonstrating Knowledge of Students
Teachers don’t teach content in the abstract; they teach it to students. In order to ensure student
learning, therefore, teachers must know not only their subject content and its related
pedagogy but the students to whom they wish to teach that content. In ensuring student learning,
teachers must appreciate what recent research in cognitive psychology has confirmed:
namely, that students learn through active intellectual engagement with content. While there are
patterns in cognitive, social, and emotional developmental stages typical of different age groups,
students learn in their individual ways and may come with gaps or misconceptions that the
teacher needs to uncover in order to plan appropriate learning activities. In addition, students
have lives beyond school, lives that include athletic and musical pursuits, activities in their neighborhoods,
and family and cultural traditions. Students whose first language is not English, as
well as students with other special needs, must be considered when planning lessons and identifying
resources that will ensure their understanding. Elements of component 1b:
Knowledge of child and adolescent development
Children learn differently at different stages of their lives.
Knowledge of the learning process
Learning requires active intellectual engagement.
Knowledge of students’ skills, knowledge, and language proficiency
Children’s lives beyond school influence their learning.
Knowledge of students’ interest and cultural heritage
Children’s backgrounds influence their learning.
Knowledge of students’ special needs
Children do not all develop in a typical fashion.
Indicators:
• Formal and informal information about students gathered by teacher for use in planning
instruction
• Student interests and needs learned and used by teacher in planning
• Teacher participation in community cultural events
• Teacher-designed opportunities for families to share heritage
• Teacher-created database of students with special needs available for teacher use
6

1b Demonstrating Knowledge of Students—Possible Examples
Unsatisfactory Basic Proficient Distinguished
The lesson plan includes
a teacher presentation
for an entire
30-minute period to a
group of 7-year-olds.
The teacher plans to
give her ELL students
the same writing assignment
she gives
the rest of the class.
The teacher plans to
teach his class Christmas
carols, despite
the fact that he has
four religions represented
among his students.
The teacher‘s lesson
plan has the same assignment
for the entire
class, in spite of
the fact that one activity
is beyond the
reach of some students.
In the unit on Mexico,
the teacher has not
incorporated perspectives
from the three
Mexican-American
children in the class.
Lesson plans make
only peripheral reference
to students’ interests.
The teacher knows
that some of her students
have IEPs, but
they’re so long that
she hasn’t read them
yet.
The teacher creates
an assessment of students’
levels of cognitive
development.
The teacher examines
previous year’s cumulative
folders to ascertain
the proficiency
levels of groups of
students in the class.
The teacher administers
a student interest
survey at the beginning
of the school
year.
The teacher plans activities
based on student-interest.
The teacher knows
that five of her students
are in the Garden
Club; she plans
to have them discuss
horticulture as part of
the next biology lesson.
The teacher realizes
that not all of his students
are Christian
and so he plans to
read a Hanukkah
story in December.
The teacher plans to
ask her Spanishspeaking
students to
discuss their ancestry
as part of their social
studies unit on South
America.
The teacher plans his
lesson with three different
follow-up activities,
designed to meet
the varied ability levels
of his students.
The teacher plans to
provide multiple project
options; students
will self-select the
project that best
meets their individual
approach to learning.
The teacher encourages
students to be
aware of their individual
reading levels and
make independent
reading choices that
will be challenging,
but not too difficult.
The teacher attends
the local Mexican heritage
day, meeting
several of his students’
extended families.
The teacher regularly
creates adapted assessment
materials
for several students
with learning disabilities.
7

1b DEMONSTRATING KNOWLEDGE OF STUDENTS
UNSATISFACTORY
Teacher demonstrates little or no
understanding of how students learn and
little knowledge of students’ backgrounds,
cultures, skills, language proficiency, interests,
and special needs and does not seek
such understanding.
Critical Attributes
Teacher does not understand child development
characteristics and has unrealistic
expectations for students.
Teacher does not try to ascertain varied
ability levels among students in the class.
Teacher is not aware of student interests or
cultural heritages.
Teacher takes no responsibility to learn
about students’ medical or learning
disabilities.
BASIC
Teacher indicates the importance of understanding
how students learn and the
students’ backgrounds, cultures, skills, language
proficiency, interests, and special
needs, and attains this knowledge about
the class as a whole.
Teacher cites developmental theory but
does not seek to integrate it into lesson
planning.
Teacher is aware of the different ability levels
in the class but tends to teach to the
“whole group.”
The teacher recognizes that children have
different interests and cultural backgrounds
but rarely draws on their contributions or
differentiates materials to accommodate
those differences.
The teacher is aware of medical issues and
learning disabilities with some students but
does not seek to understand the
implications of that knowledge.
8

PROFICIENT
Teacher understands the active nature of student
learning and attains information about
levels of development for groups of students.
The teacher also purposefully seeks knowledge
from several sources of students’ backgrounds,
cultures, skills, language proficiency, interests,
and special needs and attains this knowledge
about groups of students.
DISTINGUISHED
Teacher actively seeks knowledge of students’
levels of development and their backgrounds,
cultures, skills, language proficiency, interests,
and special needs from a variety of sources.
This information is acquired for individual students.
The teacher knows, for groups of students,
their levels of cognitive development.
The teacher is aware of the different cultural
groups in the class.
The teacher has a good idea of the range of
interests of students in the class.
The teacher has identified “high,” “medium,”
and “low” groups of students within the class.
The teacher is well informed about students’
cultural heritage and incorporates this knowledge
in lesson planning.
The teacher is aware of the special needs represented
by students in the class.
In addition to the characteristics of “proficient”:
The teacher uses ongoing methods to assess
students’ skill levels and designs instruction
accordingly.
The teacher seeks out information about their
cultural heritage from all students.
The teacher maintains a system of updated
student records and incorporates medical
and/or learning needs into lesson plans.
9

1c SETTING INSTRUCTIONAL OUTCOMES
1c Setting Instructional Outcomes
Teaching is a purposeful activity; even the most imaginative activities are directed towards
certain desired learning. Therefore, establishing instructional outcomes entails identifying
exactly what students will be expected to learn; the outcomes describe not what students will
do but what they will learn. The instructional outcomes should reflect important learning and
must lend themselves to various forms of assessment so that all students are able to demonstrate
their understanding of the content. Insofar as the outcomes determine the instructional
activities, the resources used, their suitability for diverse learners, and the methods of assessment
employed, they hold a central place in Domain 1.
Learning outcomes are of a number of different types: factual and procedural knowledge,
conceptual understanding, thinking and reasoning skills, and collaborative and communication
strategies. In addition, some learning outcomes refer to dispositions; not only is it important for
students to learn to read, but educators also hope that they will like to read. In addition, experienced
teachers are able to link their learning outcomes with others both within their discipline
and in other disciplines. Elements of component 1c:
Value, sequence, and alignment
Students must be able to build their understanding of important ideas from concept to concept.
Clarity
Outcomes must refer to what students will learn, not what they will do, and must permit viable
methods of assessment.
Balance
Outcomes should reflect different types of learning, such as knowledge, conceptual
understanding, and thinking skills.
Suitability for diverse students
Outcomes must be appropriate for all students in the class.
Indicators:
• Outcomes of a challenging cognitive level
• Statements of student learning, not student activity
• Outcomes central to the discipline and related to those in other disciplines
• Assessment of student attainment
• Outcomes differentiated for students of varied ability
10

1c Setting Instructional Outcomes—Possible Examples
Unsatisfactory Basic Proficient Distinguished
A learning outcome
for a fourth-grade
class is to make a
poster illustrating a
poem.
All the outcomes for a
ninth-grade history
class are factual
knowledge.
The topic of the social
studies unit involves
the concept of revolutions,
but the teacher
expects his students
to remember only the
important dates of
battles.
Though there are a
number of ELL students
in the class, the
outcomes state that
all writing must be
grammatically correct.
Outcomes consist of
understanding the relationship
between
addition and multiplication
and memorizing
facts.
The outcomes are
written with the needs
of the “middle” group
in mind; however, the
advanced students
are bored, and some
lower-level are students
struggling.
One of the learning
outcomes is for students
to appreciate
the aesthetics of 18thcentury
English poetry.
The outcomes for the
history unit include
some factual information,
as well as a comparison
of the perspectives
of different
groups in the events
leading to the Revolutionary
War.
The teacher reviews
the project expectations
and modifies
some goals to be in
line with students’ IEP
objectives.
The teacher encourages
his students to
set their own goals;
he provides them a
taxonomy of challenge
verbs to help
them strive for higher
expectations.
Students will develop
a concept map that
links previous learning
goals to those they
are currently working
on.
Some students identify
additional learning.
11

1c SETTING INSTRUCTIONAL OUTCOMES
UNSATISFACTORY
Outcomes represent low expectations
for students and lack of rigor, and not all
of them reflect important learning in the
discipline.
Outcomes are stated as activities rather
than as student learning.
Outcomes reflect only one type of learning
and only one discipline or strand and are
suitable for only some students.
Critical Attributes
Outcomes lack rigor.
Outcomes do not represent important
learning in the discipline.
Outcomes are not clear or are stated as
activities.
Outcomes are not suitable for many
students in the class.
BASIC
Outcomes represent moderately high
expectations and rigor.
Some reflect important learning in the discipline
and consist of a combination of
outcomes and activities.
Outcomes reflect several types of learning,
but teacher has made no attempt at coordination
or integration.
Most of the outcomes are suitable for most
of the students in the class in accordance
with global assessments of student learning.
Outcomes represent a mixture of low
expectations and rigor.
Some outcomes reflect important learning
in the discipline.
Outcomes are suitable for most of the
class.
12

PROFICIENT
Most outcomes represent rigorous and important
learning in the discipline.
All the instructional outcomes are clear, are
written in the form of student learning, and
suggest viable methods of assessment.
Outcomes reflect several different types of
learning and opportunities for coordination.
Outcomes take into account the varying needs
of groups of students.
DISTINGUISHED
All outcomes represent rigorous and important
learning in the discipline.
The outcomes are clear, are written in the form
of student learning, and permit viable methods
of assessment.
Outcomes reflect several different types of
learning and, where appropriate, represent
opportunities for both coordination and
integration.
Outcomes take into account the varying needs
of individual students.
Outcomes represent high expectations and
rigor.
Outcomes are related to the “big ideas” of the
discipline.
Outcomes are written in terms of what
students will learn rather than do.
Outcomes represent a range: factual, conceptual
understanding, reasoning, social,
management, communication.
Outcomes are suitable to groups of students in
the class and are differentiated where necessary.
In addition to the characteristics of “proficient”:
Teacher plans make reference to curricular
frameworks or blueprints to ensure accurate
sequencing.
Teacher connects outcomes to previous and
future learning.
Outcomes are differentiated to encourage individual
students to take educational risks.
13

1d DEMONSTRATING KNOWLEDGE OF RESOURCES
1d Demonstrating Knowledge of Resources
Student learning is enhanced by a teacher’s skillful use of resources; some of these are
provided by the school as “official” materials; others are secured by teachers through their
own initiative. Resources fall into several different categories: those used in the classroom by
students, those available beyond the classroom walls to enhance student learning, those for
teachers to further their own professional knowledge and skill, and those that can provide
noninstructional assistance to students. Teachers recognize the importance of discretion in
the selection of resources, choosing those that align directly with the learning outcomes and
that will be of most use to the students. Accomplished teachers also ensure that the selection
of materials and resources is appropriately challenging for every student; texts, for example,
are available at various reading levels to guarantee all students access to the content and
successfully demonstrate understanding of the learning outcomes. Furthermore, expert teachers
look beyond the school for resources to bring their subjects to life and to assist students
who need help in both their academic and nonacademic lives. Elements of component 1d:
Resources for classroom use
Materials align with learning outcomes.
Resources to extend content knowledge and pedagogy
Materials are available to further teachers’ professional knowledge.
Resources for students
Materials are appropriately challenging.
Indicators:
• District-provided materials
• A range of texts
• Guest speakers
• Internet resources
• Materials provided by professional organizations
• Teachers participating in continuing professional education courses or professional groups
• Community resources
14

1d Demonstrating Knowledge of Resources—Possible Examples
Unsatisfactory Basic Proficient Distinguished
For their unit on
China, the students
acquired all of their information
from the
district-supplied textbook.
Mr. J is not sure how
to teach fractions but
doesn’t know how
he’s expected to learn
it by himself.
A student says, “It’s
too bad we can’t go to
the nature center
when we’re doing our
unit on the environment.”
For a unit on ocean
life, the teacher really
needs more books,
but the school library
has only has three for
him to borrow.
The teacher knows
she should learn more
about teaching literacy,
but the school offered
only one professional
development
day last year.
The teacher thinks his
students would benefit
from hearing about
health safety from a
professional; he contacts
the school nurse
to visit his classroom.
The teacher provides
her 5th graders a
range of nonfiction
texts about the American
Revolution; no
matter their reading
level, all students can
participate in the discussion
of important
concepts.
The teacher took an
online course on literature
to expand her
knowledge of great
American writers.
The teacher distributes
a list of summer
reading materials that
would help prepare
his 8th graders’ transition
to high school.
The teacher is not
happy with the out-ofdate
textbook; his students
will critique it
and write their own
text for social studies.
The teacher spends
the summer at Dow
Chemical learning
more about current
research so that she
can expand her
knowledge base for
teaching chemistry.
The teacher matches
students in her Family
and Consumer Science
class with local
businesses; the students
spend time
shadowing employees
to understand how
their classroom skills
might be used on the
job.
15

1d DEMONSTRATING KNOWLEDGE OF RESOURCES
UNSATISFACTORY
Teacher is unaware of school or district
resources for classroom use, for the expansion
of his or her own knowledge, or for
students.
Critical Attributes
The teacher uses only district-provided
materials, even when more variety would
assist some students.
The teacher does not seek out resources
available to expand his or her own skill.
Although aware of some student needs, the
teacher does not inquire about possible
resources.
BASIC
Teacher displays basic awareness of
school or district resources available for
classroom use, for the expansion of his or
her own knowledge, and for students, but
no knowledge of resources available more
broadly.
The teacher uses materials in the school
library but does not search beyond the
school for resources.
The teacher participates in content-area
workshops offered by the school but does
not pursue other professional development.
The teacher locates materials and
resources for students that are available
through the school but does not pursue any
other avenues.
16

PROFICIENT
Teacher displays awareness of resources—not
only through the school and district but also
through sources external to the school and on
the Internet—available for classroom use, for
the expansion of his or her own knowledge,
and for students.
DISTINGUISHED
Teacher displays extensive knowledge of
resources—not only through the school and
district but also in the community, through professional
organizations and universities, and
on the Internet—for classroom use, for the
expansion of his or her own knowledge, and
for students.
Texts are at varied levels.
Texts are supplemented by guest speakers
and field experiences.
Teacher facilitates Internet resources.
Resources are multidisciplinary.
Teacher expands knowledge with professional
learning groups and organizations.
Teacher pursues options offered by
universities.
Teacher provides lists of resources outside the
class for students to draw on.
In addition to the characteristics of “proficient”:
Texts are matched to student skill level.
The teacher has ongoing relationship with colleges
and universities that support student
learning.
The teacher maintains log of resources for student
reference.
The teacher pursues apprenticeships to
increase discipline knowledge
The teacher facilitates student contact with
resources outside the classroom.
17

1e DESIGNING COHERENT INSTRUCTION
1e Designing Coherent Instruction
Designing coherent instruction is the heart of planning, reflecting the teacher’s knowledge of
content and the students in the class, the intended outcomes of instruction, and the available
resources. Such planning requires that educators have a clear understanding of the state, district,
and school expectations for student learning, and the skill to translate these into a coherent
plan. It also requires that teachers understand the characteristics of the students they teach and
the active nature of student learning. Educators must determine how best to sequence instruction
in a way that will advance student learning through the required content. It further requires
the thoughtful construction of lessons that contain cognitively engaging learning activities, the
incorporation of appropriate resources and materials, and the intentional grouping of students.
Proficient practice in this component recognizes that a well-designed instruction plan addresses
the learning needs of various groups of students; one size does not fit all. At the distinguished
level the teacher plans instruction that takes into account the specific learning needs of each
student and solicits ideas from students on how best to structure the learning. This plan for
implementation is then manifested in Domain 3. Elements of component 1e:
Learning activities
Instruction is designed to engage students and advance their learning through the content.
Instructional materials and resources
Materials and resources are appropriate to the learning needs of the students.
Instructional groups
Groups are intentionally organized to support student learning.
Lesson and unit structure
Organization is clear and sequenced to advance students’ learning.
Indicators:
• Lessons that support instructional outcomes and reflect important concepts
• Instructional maps that indicate relationships to prior learning
• Activities that represent high-level thinking
• Opportunities for student choice
• The use of varied resources
• Thoughtfully planned learning groups
• Structured lesson plans
18

1e Designing Coherent Instruction—Possible Examples
Unsatisfactory Basic Proficient Distinguished
The teacher plans to
have his 9th graders
color in the worksheet
after memorizing the
parts of the microscope.
Despite having a textbook
that is 15 years
old, the teacher plans
to use that as the sole
resource for his communism
unit.
The teacher organizes
her class in rows,
seating the students
alphabetically; she
plans to have students
work all year in
groups of four selected
on the basis of
where they are sitting.
The teacher’s lesson
plans are written on
sticky notes in his
grade book; they indicate
lecture, activity,
or test.
After the minilesson,
the teacher plans to
have the whole class
play a game to reinforce
the skill she
taught.
The teacher has
found an atlas to use
as a supplemental resource
during the geography
unit.
The teacher always
lets students select
their own working
groups because they
behave better when
they can choose
whom they want to
sit with.
The teacher’s lesson
plans are nicely formatted,
but the timing
for many activities is
too short to actually
cover the concepts
thoroughly.
The teacher reviews
her learning activities
with a reference to
high-level “action
verbs” and rewrites
some of the activities
to increase the challenge
level.
The teacher creates a
list of historical fiction
titles that will expand
her students’ knowledge
of the age of exploration.
The teacher plans for
students to complete
projects in small
groups; he carefully
selects group members
based on their
ability level and learning
style.
The teacher reviews
lesson plans with her
principal; they are well
structured with pacing
times and activities
clearly indicated.
The teacher’s unit on
ecosystems lists a variety
of high level activities
in a menu; students
choose those
that suit their approach
to learning.
While completing their
projects, the teacher’s
students will have access
to a wide variety
of resources that she
has coded by reading
level so they can
make the best selections.
After the cooperative
group lesson, students
will reflect on
their participation and
make suggestions for
new group arrangements
in the future.
The lesson plan
clearly indicates the
concepts taught in the
last few lessons; the
teacher plans for his
students to link the
current lesson’s outcomes
to those they
previously learned.
19

1e DESIGNING COHERENT INSTRUCTION
UNSATISFACTORY
The series of learning experiences is poorly
aligned with the instructional outcomes and
does not represent a coherent structure.
The activities are not designed to engage
students in active intellectual activity and
have unrealistic time allocations.
Instructional groups do not support the
instructional outcomes and offer no variety.
Critical Attributes
Learning activities are boring and/or not
well aligned to the instructional goals.
Materials are not engaging or do not meet
instructional outcomes.
Instructional groups do not support learning.
Lesson plans are not structured or
sequenced and are unrealistic in their
expectations.
BASIC
Some of the learning activities and materials
are suitable to the instructional
outcomes and represent a moderate cognitive
challenge but with no differentiation for
different students. Instructional groups partially
support the instructional outcomes,
with an effort by the teacher at providing
some variety.
The lesson or unit has a recognizable
structure; the progression of activities is
uneven, with most time allocations reasonable.
Learning activities are moderately
challenging.
Learning resources are suitable, but there
is limited variety.
Instructional groups are random or only
partially support objectives.
Lesson structure is uneven or may be unrealistic
in terms of time expectations.
20

PROFICIENT
Teacher coordinates knowledge of content, of
students, and of resources, to design a series
of learning experiences aligned to instructional
outcomes and suitable to groups of students.
The learning activities have reasonable time
allocations; they represent significant cognitive
challenge, with some differentiation for different
groups of students.
The lesson or unit has a clear structure, with
appropriate and varied use of instructional
groups.
DISTINGUISHED
Plans represent the coordination of in-depth
content knowledge, understanding of different
students’ needs, and available resources
(including technology), resulting in a series of
learning activities designed to engage students
in high-level cognitive activity.
Learning activities are differentiated appropriately
for individual learners. Instructional
groups are varied appropriately with some
opportunity for student choice.
The lesson’s or unit’s structure is clear and
allows for different pathways according to
diverse student needs.
Learning activities are matched to instructional
outcomes.
Activities provide opportunity for higher-level
thinking.
Teacher provides a variety of appropriately
challenging materials and resources.
Instructional student groups are organized
thoughtfully to maximize learning and build on
student strengths.
The plan for the lesson or unit is well
structured, with reasonable time allocations.
In addition to the characteristics of “proficient”:
Activities permit student choice.
Learning experiences connect to other
disciplines.
Teacher provides a variety of appropriately
challenging resources that are differentiated
for students in the class.
Lesson plans differentiate for individual student
needs.
21

1f DESIGNING STUDENT ASSESSMENTS
1f Designing Student Assessments
Good teaching requires both assessment of learning and assessment for learning. Assessments
of learning ensure that teachers know that students have learned the intended
outcomes. These assessments must be designed in such a manner that they provide evidence
of the full range of learning outcomes; that is, to assess reasoning skills and factual
knowledge, different methods are needed. Furthermore, such assessments may need to be
adapted to the particular needs of individual students; an ESL student, for example, may need
an alternative method of assessment to allow demonstration of understanding. Assessment for
learning enables a teacher to incorporate assessments directly into the instructional process,
and to modify or adapt instruction as needed to ensure student understanding. Such assessments,
although used during instruction, must be designed as part of the planning process.
Such formative assessment strategies are ongoing and may be used by both teachers and students
to monitor progress towards the understanding the learning outcomes. Elements of
component 1f:
Congruence with instructional outcomes
Assessments must match learning expectations.
Criteria and standards
Expectations must be clearly defined.
Design of formative assessments
Assessments for learning must be planned as part of the instructional process.
Use for planning
Results of assessment guide future planning.
Indicators:
• Lesson plans indicating correspondence between assessments and instructional outcomes
• Assessment types suitable to the style of outcome
• Variety of performance opportunities for students
• Modified assessments available for individual students as needed
• Expectations clearly written, with descriptors for each level of performance
• Formative assessments designed to inform minute-to-minute decision making by the
teacher during instruction
22

1f Designing Student Assessments—Possible Examples
Unsatisfactory Basic Proficient Distinguished
The teacher marks
papers on the foundation
of the U.S. constitution
on the basis of
grammar and punctuation;
for every mistake,
the grade drops
from an A to a B, a B
to a C, etc.
After the students
present their research
on globalization, the
teacher tells them
their letter grade.
When students ask
how he has arrived at
the grade, he responds,
“After all
these years in education,
I just know what
grade to give.”
The teacher says,
“What’s the difference
between formative assessment
and the test
I give at the end of the
unit?”
The teacher says,
“The district gave me
this entire curriculum
to teach, so I just
have to keep moving.”
The district goal for
the Europe unit is for
students to understand
geopolitical relationships.
The
teacher plans to have
the students memorize
all the country
capitals and rivers.
The teacher’s students
receive their
tests back; each one
is simply marked with
a letter grade at the
top.
The plan indicates
that the teacher will
pause to “check for
understanding” but
without a clear indication
of how that is to
be done.
A student says, “If half
the class passed the
test, why are we all
reviewing the material
again?”
Mr. K knows that his
students will write a
persuasive essay on
the state assessment;
he plans to have them
write a variety of persuasive
essays as
preparation.
Ms. M has worked on
a writing rubric for her
research assessment;
she has drawn on
multiple sources to be
sure the levels of expectation
are clearly
defined.
Mr. C creates a short
questionnaire to distribute
to his students
at the end of class; on
the basis of their responses,
he will organize
them into different
groups during
the next lesson’s activities.
Based on the previous
morning’s formative
assessment,
Ms. D plans to have 5
students to work on a
more challenging project
while she works
with 6 other students
to reinforce the concept.
To teach persuasive
writing, Ms. H plans to
have her class research
and write to
the principal on an issue
that is important
to the students: the
use of cell phones in
class.
Mr. J’s students will
write a rubric for their
final project on the
benefits of solar energy;
Mr. J has shown
them several sample
rubrics, and they will
refer to those as they
create a rubric of their
own.
After the lesson Mr. L
asks students to rate
their understanding
on a scale of 1 to 5;
the students know
that their rating will indicate
their activity for
the next lesson.
Mrs. T has developed
a routine for her class:
students know that if
they are struggling
with a math concept,
they will sit in a small
group with her during
workshop time.
23

1f DESIGNING STUDENT ASSESSMENTS
UNSATISFACTORY
Assessment procedures are not congruent
with instructional outcomes; the proposed
approach contains no criteria or standards.
Teacher has no plan to incorporate formative
assessment in the lesson or unit nor
any plan to use assessment results in
designing future instruction.
Critical Attributes
Assessments do not match instructional
outcomes.
Assessments have no criteria.
No formative assessments have been
designed.
Assessment results do not affect future
plans.
BASIC
Some of the instructional outcomes are
assessed through the proposed approach,
but others are not.
Assessment criteria and standards have
been developed, but they are not clear.
Approach to the use of formative
assessment is rudimentary, including only
some of the instructional outcomes.
Teacher intends to use assessment results
to plan for future instruction for the class as
a whole.
Only some of the instructional outcomes
are addressed in the planned assessments.
Assessment criteria are vague.
Plans refer to the use of formative assessments,
but they are not fully developed.
Assessment results are used to design lesson
plans for the whole class, not individual
students.
24

PROFICIENT
Teacher’s plan for student assessment is
aligned with the instructional outcomes;
assessment methodologies may have been
adapted for groups of students.
Assessment criteria and standards are clear.
Teacher has a well-developed strategy for
using formative assessment and has designed
particular approaches to be used.
Teacher intends to use assessment results to
plan for future instruction for groups of
students.
DISTINGUISHED
Teacher’s plan for student assessment is fully
aligned with the instructional outcomes and
has clear criteria and standards that show evidence
of student contribution to their
development.
Assessment methodologies have been
adapted for individual students, as needed.
The approach to using formative assessment
is well designed and includes student as well
as teacher use of the assessment information.
Teacher intends to use assessment results to
plan future instruction for individual students.
All the learning outcomes have a method for
assessment.
Assessment types match learning
expectations.
Plans indicate modified assessments for some
students as needed.
Assessment criteria are clearly written.
Plans include formative assessments to use
during instruction.
Lesson plans indicate possible adjustments
based on formative assessment data.
In addition to the characteristics of “proficient”:
Assessments provide opportunities for student
choice.
Students participate in designing assessments
for their own work.
Teacher-designed assessments are authentic
with real-world application, as appropriate.
Students develop rubrics according to teacherspecified
learning objectives.
Students are actively involved in collecting
information from formative assessments and
provide input.
25

DOMAIN 2
26

The Framework for Teaching
Evaluation Instrument
DOMAIN 2
The Classroom Environment
The
Classroom
Environment
27

2a CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT
2a Creating an Environment of Respect and Rapport
An essential skill of teaching is that of managing relationships with students and ensuring
that those among students are positive and supportive. Teachers create an environment of
respect and rapport in their classrooms by the ways they interact with students and by the
interaction they encourage and cultivate among students. An important aspect of respect and
rapport relates to how the teacher responds to students and how students are permitted to
treat one another. Patterns of interactions are critical to the overall tone of the class. In a
respectful environment, all students feel valued and safe. Elements of component 2a:
Teacher interactions with students, including both words and actions
A teacher’s interactions with students set the tone for the classroom. Through their
interactions, teachers convey that they are interested in and care about their students.
Student interactions with other students, including both words and actions
As important as a teacher’s treatment of students is, how students are treated by their
classmates is arguably even more important to students. At its worst, poor treatment causes
students to feel rejected by their peers. At its best, positive interaction among students is mutually
supportive and create an emotionally healthy school environment. Teachers model and
teach students how to engage in respectful interactions with one another and acknowledge
respectful interactions among students.
Indicators:
• Respectful talk and turn taking
• Respect for students’ background and life outside the classroom
• Teacher and student body language
• Physical proximity
• Warmth and caring
• Politeness
• Encouragement
• Active listening
• Fairness
28

2a Creating an Environment of Respect and Rapport—Possible Examples
Unsatisfactory Basic Proficient Distinguished
A student slumps in
his/her chair following
a comment by the
teacher.
Students roll their
eyes at a classmate’s
idea; the teacher does
not respond.
Many students talk
when the teacher and
other students are
talking; the teacher
does not correct
them.
Some students refuse
to work with other students.
Teacher does not call
students by their
names.
Students attend passively
to the teacher,
but tend to talk, pass
notes, etc. when other
students are talking.
A few students do not
engage with others in
the classroom, even
when put together in
small groups.
Students applaud
halfheartedly following
a classmate’s presentation
to the class.
Teacher says: “Don’t
talk that way to your
classmates,” but student
shrugs his/her
shoulders.
Teacher greets students
by name as
they enter the class or
during the lesson.
The teacher gets on
the same level with
students, kneeling, for
example, beside a
student working at a
desk.
Students attend fully
to what the teacher is
saying.
Students wait for
classmates to finish
speaking before beginning
to talk.
Students applaud politely
following a classmate’s
presentation to
the class.
Teacher inquires
about a student’s soccer
game last weekend
(or extracurricular
activities or hobbies).
Students hush classmates
causing a distraction
while the
teacher or another
student is speaking.
Students clap enthusiastically
after one another’s
presentations
for a job well done.
The teacher says:
“That’s an interesting
idea, Josh, but you’re
forgetting ...”
Students help each
other and accept help
from each other.
Teacher and students
use courtesies such
as “please,” “thank
you,” “excuse me.”
Teacher says: “Don’t
talk that way to your
classmates,” and the
insults stop.
29

2a CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT
UNSATISFACTORY
Patterns of classroom interactions, both
between the teacher and students and
among students, are mostly negative, inappropriate,
or insensitive to students’ ages,
cultural backgrounds, and developmental
levels. Interactions are characterized by
sarcasm, put-downs, or conflict.
Teacher does not deal with disrespectful
behavior.
Critical Attributes
Teacher uses disrespectful talk towards
students; student’s body language
indicates feelings of hurt or insecurity.
Students use disrespectful talk towards one
another with no response from the teacher.
Teacher displays no familiarity with or caring
about individual students’ interests or
personalities.
BASIC
Patterns of classroom interactions, both
between the teacher and students and
among students, are generally appropriate
but may reflect occasional inconsistencies,
favoritism, and disregard for students’ ages,
cultures, and developmental levels.
Students rarely demonstrate disrespect for
one another.
Teacher attempts to respond to disrespectful
behavior, with uneven results. The net
result of the interactions is neutral, conveying
neither warmth nor conflict.
The quality of interactions between teacher
and students, or among students, is
uneven, with occasional disrespect.
Teacher attempts to respond to disrespectful
behavior among students, with uneven
results.
Teacher attempts to make connections with
individual students, but student reactions
indicate that the efforts are not completely
successful or are unusual.
30

PROFICIENT
Teacher-student interactions are friendly and
demonstrate general caring and respect. Such
interactions are appropriate to the ages of the
students.
Students exhibit respect for the teacher. Interactions
among students are generally polite
and respectful.
Teacher responds successfully to disrespectful
behavior among students. The net result of the
interactions is polite and respectful, but impersonal.
DISTINGUISHED
Classroom interactions among the teacher and
individual students are highly respectful,
reflecting genuine warmth and caring and sensitivity
to students as individuals.
Students exhibit respect for the teacher and
contribute to high levels of civil interaction
between all members of the class. The net
result of interactions is that of connections with
students as individuals.
Talk between teacher and students and among
students is uniformly respectful.
Teacher responds to disrespectful behavior
among students.
Teacher makes superficial connections with
individual students.
In addition to the characteristics of “proficient”:
Teacher demonstrates knowledge and caring
about individual students’ lives beyond school.
When necessary, students correct one another
in their conduct toward classmates.
There is no disrespectful behavior among students.
The teacher’s response to a student’s incorrect
response respects the student’s dignity.
31

2b ESTABLISHING A CULTURE FOR LEARNING
2b Establishing a Culture for Learning
A “culture for learning” refers to the atmosphere in the classroom that reflects the
educational importance of the work undertaken by both students and teacher. It describes the
norms that govern the interactions among individuals about the activities and assignments, the
value of hard work and perseverance, and the general tone of the class. The classroom is
characterized by high cognitive energy and by a sense that what is happening there is important
and that it is essential to get it right. There are high expectations for all students. The
classroom is a place where the teacher and students value learning and hard work. Elements
of component 2b:
Importance of the content and of learning
In a classroom with a strong culture for learning, teachers convey the educational value of
what the students are learning.
Expectations for learning and achievement
In classrooms with robust cultures for learning, all students receive the message that while the
work is challenging, they are capable of success if they are prepared to work hard.
Student pride in work
When students are convinced of their capabilities, they are willing to devote energy to the task
at hand, and they take pride in their accomplishments. This pride is reflected in their
interactions with classmates and with the teacher.
Indicators:
• Belief in the value of the work
• High expectations, supported through both verbal and nonverbal behaviors
• Expectation and recognition of quality
• Expectation and recognition of effort and persistence
• Confidence in students’ ability evident in teacher’s and students’ language and behaviors
• Expectation for all students to participate
32

2b Establishing a Culture for Learning—Possible Examples
Unsatisfactory Basic Proficient Distinguished
The teacher tells students
that they’re doing
a lesson because
it’s on the test, in the
book, or mandated by
the district.
Teacher says to a student:
“Why don’t you
try this easier problem?”
Students turn in
sloppy or incomplete
work.
Students don’t engage
in work, and the
teacher ignores it.
Students have not
completed their
homework, and the
teacher does not respond.
Almost all of the activities
are busy work.
Teacher says: “Let’s
get through this.”
Teacher says: “I think
most of you will be
able to do this.”
Students consult with
one another to determine
how to fill out a
worksheet but do not
encourage each other
to question their
ideas.
Teacher does not encourage
students who
are struggling.
Only some students
get down to work after
an assignment is
given or after entering
the room.
Teacher says: “This is
important; you’ll need
to speak grammatical
English when you apply
for a job.”
Teacher says: “This
idea is really important!
It’s central to our
understanding of history.”
Teacher says: “Let’s
work on this together:
it’s hard, but you all
will be able to do it
well.”
Teacher hands a paper
back to a student,
saying, “I know you
can do a better job on
this.” The student accepts
the comment
without complaint.
Students get down to
work right away when
an assignment is
given or after entering
the room.
The teacher says: “It’s
really fun to find the
patterns for factoring
polynomials.”
Student asks a classmate
to explain a concept
or procedure
since s/he didn’t quite
follow the teacher’s
explanation.
Students question
one another on answers.
Student asks the
teacher whether s/he
can redo a piece of
work since s/he now
sees how it could be
strengthened.
Students work even
when the teacher isn’t
working with them or
directing their efforts.
33

2b ESTABLISHING A CULTURE FOR LEARNING
UNSATISFACTORY
The classroom culture is characterized by a
lack of teacher or student commitment to
learning and/or little or no investment of
student energy into the task at hand. Hard
work is not expected or valued.
Medium or low expectations for student
achievement are the norm, with high
expectations for learning reserved for only
one or two students.
Critical Attributes
The teacher conveys that the reasons for
the work are external or trivializes the
learning goals and assignments.
The teacher conveys to at least some students
that the work is too challenging for
them.
Students exhibit little or no pride in their
work.
Class time is devoted more to socializing
than to learning.
BASIC
The classroom culture is characterized by
little commitment to learning by teacher or
students.
The teacher appears to be only going
through the motions, and students indicate
that they are interested in completion of a
task, rather than quality.
The teacher conveys that student success
is the result of natural ability rather than
hard work; high expectations for learning
are reserved for those students thought to
have a natural aptitude for the subject.
Teacher’s energy for the work is neutral,
indicating neither indicating a high level of
commitment nor “blowing it off.”
The teacher conveys high expectations for
only some students.
Students comply with the teacher’s expectations
for learning, but they don’t indicate
commitment on their own initiative for the
work.
Many students indicate that they are looking
for an “easy path.”
34

PROFICIENT
The classroom culture is a cognitively busy
place where learning is valued by all, with high
expectations for learning being the norm for
most students.
The teacher conveys that with hard work students
can be successful.
Students understand their role as learners and
consistently expend effort to learn.
Classroom interactions support learning and
hard work.
DISTINGUISHED
The classroom culture is a cognitively vibrant
place, characterized by a shared belief in the
importance of learning.
The teacher conveys high expectations for
learning by all students and insists on hard
work.
Students assume responsibility for high quality
by initiating improvements, making revisions,
adding detail, and/or helping peers.
The teacher communicates the importance of
learning and the assurance that with hard work
all students can be successful in it.
The teacher demonstrates a high regard for
student abilities.
Teacher conveys an expectation of high levels
of student effort.
Students expend good effort to complete work
of high quality.
In addition to the characteristics of “proficient”:
The teacher communicates a genuine passion
for the subject.
Students indicate that they are not satisfied
unless they have complete understanding.
Student questions and comments indicate a
desire to understand the content rather than,
for example, simply learn a procedure for getting
the correct answer.
Students recognize the efforts of their
classmates.
Students take initiative in improving the quality
of their work.
35

2c MANAGING CLASSROOM PROCEDURES
2c Managing Classroom Procedures
A smoothly functioning classroom is a prerequisite to good instruction and high levels of
student engagement. Teachers establish and monitor routines and procedures for the smooth
operation of the classroom and the efficient use of time. Hallmarks of a well-managed
classroom are that instructional groups are used effectively, noninstructional tasks are
completed efficiently, and transitions between activities and management of materials and supplies
are skillfully done in order to maintain momentum and maximize instructional time. The
establishment of efficient routines, and success in teaching students to employ them, may be
inferred from the sense that the class “runs itself.” Elements of component 2c:
Management of instructional groups
Teachers help students to develop the skills to work purposefully and cooperatively in groups,
with little supervision from the teacher.
Management of transitions
Many lessons engage students in different types of activities—large-group, small-group, independent
work. Little time should be lost as students move from one activity to another;
students know the “drill” and execute it seamlessly.
Management of materials and supplies
Experienced teachers have all necessary materials at hand and have taught students to implement
routines for distribution and collection of materials with a minimum of disruption to the
flow of instruction.
Performance of non-instructional duties
Overall, little instructional time is lost in activities such as taking attendance, recording the
lunch count, or the return of permission slips for a class trip.
Indicators:
• Smooth functioning of all routines
• Little or no loss of instructional time
• Students playing an important role in carrying out the routines
• Students knowing what to do, where to move
36

2c Managing Classroom Procedures—Possible Examples
Unsatisfactory Basic Proficient Distinguished
When moving into
small groups, students
are confused
about where they are
supposed to go,
whether they should
take their chairs, etc.
There are long lines
for materials and supplies,
or distributing
supplies is time consuming.
Students bump into
one another lining up
or sharpening pencils.
Roll taking consumes
much time at the beginning
of the lesson,
and students are not
working on anything
during the process.
Most students ask
what they are to do or
look around for clues
from others.
Some students not
working with the
teacher are not productively
engaged in
learning.
Transitions between
large- and smallgroup
activities are
rough, but they are
accomplished.
Students are not sure
what to do when materials
are being distributed
or collected.
Students ask some
clarifying questions
about procedures.
The attendance or
lunch count consumes
more time than
it would need if the
procedure were more
routinized.
Students get started
on an activity while
the teacher takes attendance.
Students move
smoothly between
large- and smallgroup
activities.
The teacher has an
established timing device,
such as counting
down to signal students
to return to their
desks.
Teacher has an established
attention signal,
such as raising a
hand, or dimming the
lights.
One member of each
small group collects
materials for the table.
There is an established
color-coded
system indicating
where materials
should be stored.
Students redirect
classmates in small
groups not working directly
with the teacher
to be more efficient in
their work.
A student reminds
classmates of the
roles that they are to
play within the group.
A student redirects a
classmate to the table
s/he should be at following
a transition.
Students propose an
improved attention
signal.
Students independently
check themselves
into class on
the attendance board.
In small-group work,
students have established
roles, they listen
to one another,
summarize different
views, etc.
Cleanup at the end of
a lesson is fast and
efficient.
37

2c MANAGING CLASSROOM PROCEDURES
UNSATISFACTORY
Much instructional time is lost through inefficient
classroom routines and procedures.
There is little or no evidence that the
teacher is managing instructional groups,
transitions, and/or the handling of materials
and supplies effectively.
There is little evidence that students know
or follow established routines.
Critical Attributes
Students not working with the teacher are
not productively engaged or are disruptive
to the class.
There are no established procedures for
distributing and collecting materials.
Procedures for other activities are confused
or chaotic.
BASIC
Some instructional time is lost through only
partially effective classroom routines and
procedures.
The teacher’s management of instructional
groups, transitions, and/or the handling of
materials and supplies is inconsistent, the
result being some disruption of learning.
With regular guidance and prompting, students
follow established routines.
Small groups are only partially engaged
while not working directly with the teacher.
Procedures for transitions and for distribution/collection
of materials seem to have
been established, but their operation is
rough.
Classroom routines function unevenly.
38

PROFICIENT
There is little loss of instructional time because
of effective classroom routines and
procedures.
The teacher’s management of instructional
groups and the handling of materials and supplies
are consistently successful.
With minimal guidance and prompting,
students follow established classroom
routines.
DISTINGUISHED
Instructional time is maximized because of efficient
classroom routines and procedures.
Students contribute to the management of
instructional groups, transitions, and the handling
of materials and supplies.
Routines are well understood and may be initiated
by students.
The students are productively engaged during
small-group work.
Transitions between large- and small-group
activities are smooth.
Routines for distribution and collection of materials
and supplies work efficiently.
Classroom routines function smoothly.
In addition to the characteristics of “proficient”:
Students take the initiative with their
classmates to ensure that their time is used
productively.
Students themselves ensure that transitions
and other routines are accomplished smoothly.
Students take initiative in distributing and collecting
materials efficiently.
39

2d MANAGING STUDENT BEHAVIOR
2d Managing Student Behavior
In order for students to be able to engage deeply with content, the classroom environment
must be orderly; the atmosphere must feel businesslike and productive, without being authoritarian.
In a productive classroom, standards of conduct are clear to students; they know what
they are permitted to do and what they can expect of their classmates. Even when their behavior
is being corrected, students feel respected; their dignity is not undermined. Skilled teachers
regard positive student behavior not as an end in itself, but as a prerequisite to high levels of
engagement in content. Elements of component 2d:
Expectations
It is clear, either from what the teacher says, or by inference from student actions, that expectations
for student conduct have been established and that they are being implemented.
Monitoring of student behavior
Experienced teachers seem to have eyes in the backs of their heads; they are attuned to
what’s happening in the classroom and can move subtly to help students, when necessary, reengage
with the content being addressed in the lesson. At a high level, such monitoring is
preventive and subtle and thus a challenging to observe.
Response to student misbehavior
Even experienced teachers find that their students occasionally violate one or another of the
agreed-upon standards of conduct; how the teacher responds to such infractions is an important
mark of the teacher’s skill. Accomplished teachers try to understand why students are
conducting themselves in such a manner (are they unsure of the content, are they trying to
impress their friends?) and respond in such a way that they respect the dignity of the student.
The best responses are those that address misbehavior early in an episode, although doing so
is not always possible.
Indicators:
• Clear standards of conduct, possibly posted, and possibly referred to during a lesson
• Absence of acrimony between teacher and students concerning behavior
• Teacher awareness of student conduct
• Preventive action when needed by the teacher
• Fairness
• Absence of misbehavior
• Reinforcement of positive behavior
40

2d Managing Student Behavior—Possible Examples
Unsatisfactory Basic Proficient Distinguished
Students are talking
among themselves,
with no attempt by the
teacher to silence
them.
An object flies through
the air, without
teacher notice.
Students are running
around the room, the
result being a chaotic
environment.
Their phones and
other electronics distract
students, but the
teacher does nothing.
Classroom rules are
posted, but neither
teacher nor students
refer to them.
The teacher repeatedly
asks students to
take their seats; they
ignore him/her.
Teacher says to one
student: “Where’s
your late pass? Go to
the office.” To another:
“You don’t have a late
pass? Come in and
take your seat; you’ve
missed enough already.”
Upon a nonverbal signal
from the teacher,
students correct their
behavior.
The teacher moves to
every section of the
classroom, keeping a
close eye on student
behavior.
The teacher gives a
student a hard look,
and the student stops
talking to his/her
neighbor.
A student suggests a
revision in one of the
classroom rules.
The teacher notices
that some students
are talking among
themselves and without
a word moves
nearer to them; the
talking stops.
The teacher asks to
speak to a student privately
about misbehavior.
A student reminds
his/her classmates of
the class rule about
chewing gum.
41

2d MANAGING STUDENT BEHAVIOR
UNSATISFACTORY
There appear to be no established
standards of conduct and little or no
teacher monitoring of student behavior.
Students challenge the standards of
conduct.
Response to students’ misbehavior is
repressive or disrespectful of student dignity.
Critical Attributes
The classroom environment is chaotic, with
no apparent standards of conduct.
The teacher does not monitor student
behavior.
Some students violate classroom rules,
without apparent teacher awareness.
When the teacher notices student
misbehavior, s/he appears helpless to do
anything about it.
BASIC
Standards of conduct appear to have been
established, but their implementation is
inconsistent.
Teacher tries, with uneven results, to monitor
student behavior and respond to student
misbehavior.
There is inconsistent implementation of the
standards of conduct.
Teacher attempts to maintain order in the
classroom but with uneven success; standards
of conduct, if they exist, are not
evident.
Teacher attempts to keep track of student
behavior, but with no apparent system.
The teacher’s response to student misbehavior
is inconsistent, at times very harsh,
other times lenient.
42

PROFICIENT
Student behavior is generally appropriate.
The teacher monitors student behavior against
established standards of conduct.
Teacher response to student misbehavior is
consistent, proportionate, respectful to
students, and effective.
DISTINGUISHED
Student behavior is entirely appropriate.
Students take an active role in monitoring their
own behavior and that of other students
against standards of conduct.
Teachers’ monitoring of student behavior is
subtle and preventive.
Teacher’s response to student misbehavior is
sensitive to individual student needs and
respects students’ dignity.
Standards of conduct appear to have been
established.
Student behavior is generally appropriate.
The teacher frequently monitors student
behavior.
Teacher’s response to student misbehavior is
effective.
Teacher acknowledges good behavior.
In addition to the characteristics of “proficient”:
Student behavior is entirely appropriate; there
no evidence of student misbehavior.
The teacher monitors student behavior without
speaking – just moving about.
Students respectfully intervene as appropriate
with classmates to ensure compliance with
standards of conduct.
43

2e ORGANIZING PHYSICAL SPACE
2e Organizing Physical Space
The use of the physical environment to promote student learning is a hallmark of an experienced
teacher. Its use varies, of course, with the age of the students: in a primary classroom,
centers and reading corners may structure class activities, while with older students, the position
of chairs and desks can facilitate, or inhibit, rich discussion. Naturally, classrooms must be
safe (no dangling wires or dangerous traffic patterns), and all students must be able to see and
hear what’s going on so they can participate actively. Both the teacher and students make
effective use of computer (and other) technology. Elements of component 2e:
Safety and accessibility
Physical safety is a primary consideration of all teachers; no learning can occur if students are
unsafe or if they don’t have access to the board or other learning resources.
Arrangement of furniture and use of physical resources
Both the physical arrangement of a classroom and the available resources provide opportunities
for teachers to advance learning; when these are skillfully used, students can engage with
the content in a productive manner. At the highest levels of performance, the students
themselves contribute to the physical environment.
Indicators:
• Pleasant, inviting atmosphere
• Safe environment
• Accessibility for all students
• Furniture arrangement suitable for the learning activities
• Effective use of physical resources, including computer technology, by both teacher and
students
44

2e Organizing Physical Space—Possible Examples
Unsatisfactory Basic Proficient Distinguished
There are electrical
cords placed in unsafe
locations around
the classroom.
There is a pole in the
middle of the room;
some students can’t
see the board.
A white board is in the
classroom, but it is
facing the wall, indicating
that it is rarely,
if ever, used.
The teacher ensures
that dangerous chemicals
are stored safely.
The classroom desks
remain in two semicircles,
even though the
activity for small
groups would be better
served by moving
the desks to make tables
for a portion of
the lesson.
The teacher tries to
use a computer to illustrate
a concept but
requires several attempts
to make it
work.
There are established
guidelines concerning
where backpacks are
left during class to
keep the pathways
clear; students comply.
Desks are moved to
make tables so students
can work together,
or in a circle
for a class discussion.
The use of an Internet
connection enriches
the lesson.
Students ask whether
they can shift the furniture
to better suit
the differing needs of
small-group work and
large-group discussion.
A student closes the
door to shut out noise
in the corridor or lowers
a blind to block
the sun from a classmate’s
eyes.
A student suggests an
application of the
white board for an activity.
45

2e ORGANIZING PHYSICAL SPACE
UNSATISFACTORY
The physical environment is unsafe, or
many students don’t have access to
learning resources.
There is poor coordination between the lesson
activities and the arrangement of
furniture and resources, including computer
technology.
Critical Attributes
There are physical hazards in the
classroom, endangering student safety.
Many students can’t see or hear the
teacher or the board.
Available technology is not being used,
even if its use would enhance the lesson.
BASIC
The classroom is safe, and essential learning
is accessible to most students.
The teacher’s use of physical resources,
including computer technology, is
moderately effective.
Teacher makes some attempt to modify the
physical arrangement to suit learning activities,
with partial success.
The physical environment is safe, and most
students can see and hear.
The physical environment is not an impediment
to learning but does not enhance it.
The teacher makes limited use of available
technology and other resources.
46

PROFICIENT
The classroom is safe, and learning is accessible
to all students; teacher ensures that the
physical arrangement is appropriate to the
learning activities.
Teacher makes effective use of physical
resources, including computer technology.
DISTINGUISHED
The classroom is safe, and learning is accessible
to all students, including those with special
needs.
Teacher makes effective use of physical
resources, including computer technology. The
teacher ensures that the physical arrangement
is appropriate to the learning activities.
Students contribute to the use or adaptation of
the physical environment to advance learning.
The classroom is safe, and all students are
able to see and hear.
The classroom is arranged to support the
instructional goals and learning activities.
The teacher makes appropriate use of
available technology.
In addition to the characteristics of “proficient”:
Modifications are made to the physical
environment to accommodate students with
special needs.
There is total alignment between the goals of
the lesson and the physical environment.
Students take the initiative to adjust the physical
environment.
Teachers and students make extensive and
imaginative use of available technology.
47

DOMAIN 3
48

The Framework for Teaching
Evaluation Instrument
DOMAIN 3
Instruction
Instruction
49

3a COMMUNICATING WITH STUDENTS
3a Communicating with Students
Teachers communicate with students for several independent, but related, purposes. First,
they convey that teaching and learning are purposeful activities; they make that purpose clear
to students. They also provide clear directions for classroom activities, so that students know
what it is that they are to do. When teachers present concepts and information, those presentations
are made with accuracy, clarity, and imagination; when expanding upon the topic is
appropriate to the lesson, skilled teachers embellish their explanations with analogies or
metaphors, linking them to students’ interests and prior knowledge. Teachers occasionally
withhold information from students (for example in an inquiry-based science lesson) to encourage
them to think on their own, but what information they do convey is accurate and reflects
deep understanding. And the teacher’s use of language is vivid, rich, and error free, affording
the opportunity for students to hear language well used and to extend their own vocabularies.
Teacher presents complex concepts in ways that provide scaffolding and access to students.
Elements of component 3a:
Expectations for learning
The goals for learning are communicated clearly to students. Even if goals are not conveyed at
the outset of a lesson (for example, an inquiry-based lesson in science), by the end of the lesson
students are clear about what they have been learning.
Directions and procedures
Students are clear about what they are expected to do during a lesson, particularly if they are
working independently or with classmates, without direct teacher supervision. The directions
for the lesson activities may be provided orally, in writing, or in some combination of the two.
Explanations of content
Skilled teachers, when explaining concepts to students, use vivid language and imaginative
analogies and metaphors, connecting explanations to students’ interests and lives beyond
school. The explanations are clear, with appropriate scaffolding, and, when opportunity arises,
anticipate possible student misconceptions.
Use of oral and written language
For many students, their teachers’ use of language represents their best model of both accurate
syntax and a rich vocabulary; these models enable students to emulate such language,
making their own more precise and expressive.
Indicators:
• Clarity of the purpose of the lesson
• Clear directions and procedures specific to the lesson activities
• Absence of content errors and clear explanations of concepts
• Students comprehension of content
• Correct and imaginative use of language
50

3a Communicating with Students—Possible Examples
Unsatisfactory Basic Proficient Distinguished
A student asks: “What
are we supposed to
be doing?” but the
teacher ignores the
question.
The teacher states
that to add fractions
they must have the
same numerator.
Students have a
quizzical look on their
faces; some may withdraw
from the lesson.
Students become disruptive,
or talk among
themselves in an effort
to follow the lesson.
The teacher uses
technical terms with
an elementary class
without explaining
their meanings.
The teacher tends to
say “ain’t.”
The teacher mispronounces
some common
words.
The teacher says:
“And oh, by the way,
today we’re going to
factor polynomials.”
A student asks: “What
are we supposed to
be doing?” and the
teacher clarifies the
task.
Students ask, “What
do I write here?” in order
to complete a
task.
Having asked students
only to listen,
the teacher says:
“Watch me while I
show you how to …”
A number of students
do not seem to be following
the explanation.
Students are inattentive
during the
teacher’s explanation
of content.
The teacher says, “By
the end of today’s lesson,
you’re all going
to be able to factor
different types of polynomials.”
In the course of a
presentation of content,
the teacher asks
students: “Can anyone
think of an example
of that?”
The teacher uses a
board or projection
device so students
can refer to it without
requiring the teacher’s
attention.
The teacher says:
“Here’s a spot where
some students have
difficulty ... be sure to
read it carefully.”
The teacher asks a
student to explain the
task to other students.
When help is needed,
a student offers clarification
about the
learning task to classmates.
The teacher explains
passive solar energy
by inviting students to
think about the temperature
in a closed
car on a cold but
sunny day or by the
water in a hose that
has been sitting in the
sun.
The teacher says:
“Who would like to explain
this idea to us?”
The teacher pauses
during an explanation
of the civil rights
movement to remind
students that the prefix
“in,” as in “inequality,”
means “not” and
that the prefix “un”
means the same
thing.
51

3a COMMUNICATING WITH STUDENTS
UNSATISFACTORY
The instructional purpose of the lesson is
unclear to students, and the directions and
procedures are confusing.
The teacher’s explanation of the content
contains major errors.
The teacher’s spoken or written language
contains errors of grammar or syntax.
The teacher’s vocabulary is inappropriate,
vague, or used incorrectly, leaving students
confused.
Critical Attributes
At no time during the lesson does the
teacher convey to the students what they
will be learning.
Students indicate through their questions
that they are confused about the learning
task.
The teacher makes a serious content error
that will affect students’ understanding of
the lesson.
Students indicate through body language or
questions that they don’t understand the
content being presented.
Teacher’s communications include errors of
vocabulary or usage.
The teacher’s vocabulary is inappropriate
to the age or culture of the students.
BASIC
The teacher’s attempt to explain the instructional
purpose has only limited success,
and/or directions and procedures must be
clarified after initial student confusion.
The teacher’s explanation of the content
may contain minor errors; some portions
are clear; other portions are difficult to
follow.
The teacher’s explanation consists of a
monologue, with no invitation to the
students for intellectual engagement.
Teacher’s spoken language is correct; however,
his or her vocabulary is limited, or not
fully appropriate to the students’ ages or
backgrounds.
The teacher refers in passing to what the
students will be learning, or has written it on
the board with no elaboration or
explanation.
The teacher must clarify the learning task
so that students can complete it.
The teacher makes no serious content
errors but may make a minor error.
The teacher’s explanation of the content
consists of a monologue or is purely procedural,
with minimal participation by students.
Vocabulary and usage are correct but
unimaginative.
Vocabulary is too advanced or too juvenile
for the students.
52

PROFICIENT
The teacher clearly communicates instructional
purpose of the lesson, including where it is situated
within broader learning, and explains
procedures and directions clearly.
Teacher’s explanation of content is well scaffolded,
clear and accurate, and connects with
students’ knowledge and experience.
During the explanation of content, the teacher
invites student intellectual engagement.
Teacher’s spoken and written language is clear
and correct and uses vocabulary appropriate
to the students’ ages and interests.
DISTINGUISHED
The teacher links the instructional purpose of
the lesson to student interests; the directions
and procedures are clear and anticipate possible
student misunderstanding.
The teacher’s explanation of content is
thorough and clear, developing conceptual
understanding through artful scaffolding and
connecting with students’ interests.
Students contribute to extending the content
and help explain concepts to their classmates.
The teacher’s spoken and written language is
expressive, and the teacher finds opportunities
to extend students’ vocabularies.
The teacher states clearly, at some point during
the lesson, what the students will be
learning.
If the tactic is appropriate, the teacher models
the process to be followed in the task.
Students engage with the learning task,
indicating that they understand what they are
to do.
The teacher makes no content errors.
The teacher’s explanation of content is clear
and invites student participation and thinking.
The teacher’s vocabulary and usage are correct
and completely suited to the lesson.
The teacher’s vocabulary is appropriate to the
students’ ages and levels of development.
In addition to the characteristics of “proficient”:
The teacher points out possible areas for misunderstanding.
Teacher explains content clearly and imaginatively,
using metaphors and analogies to bring
content to life.
All students seem to understand the presentation.
The teacher invites students to explain the
content to the class or to classmates.
Teacher uses rich language, offering brief
vocabulary lessons where appropriate.
53

3b QUESTIONING AND DISCUSSION TECHNIQUES
3b Questioning and Discussion Techniques
Questioning and discussion are the only instructional strategies specifically referred to in the
framework for teaching; this fact reflects their central importance to teachers’ practice. But in the
framework it is important that questioning and discussion are used as techniques to deepen student
understanding are being used rather than serving as recitation or a verbal quiz. Good
teachers use divergent as well as convergent questions, framed in such a way that they invite
students to formulate hypotheses, make connections, or challenge previously held views. Students’
responses to questions are valued; effective teachers are especially adept at responding
to and building upon student responses and making use of their ideas. High-quality questions
encourage students to make connections among concepts or events previously believed to be
unrelated, and arrive at new understandings of complex material. Effective teachers also pose
questions for which they do not know the answers. Even when a question has a limited number
of correct responses, the question, being nonformulaic, is likely to promote thinking by students.
Class discussions are animated, engaging all students in important issues and in using their
own language to deepen and extend their understanding. These discussions may be based on
questions formulated by the students themselves.
Not all questions must be at a high cognitive level in order for a teacher’s performance to be
rated at a high level; that is, when exploring a topic, a teacher might begin with a series of questions
of low cognitive challenge to provide a review, or to ensure that everyone in the class is
“on board.” Furthermore, if the questions are at a high level, but only a few students participate
in the discussion, the teacher’s performance on the component cannot be judged to be at a high
level. In addition, in lessons involving students in small-group work, the quality of the students’
questions and discussion in their small groups may be considered part of this component.
In order for students to formulate high-level questions, they must have learned how to do so.
Therefore, high-level questions from students, either in the full class, or in small group discussions,
provide evidence that these skills have been taught. Elements of component 3b:
Quality of questions/prompts
Questions of high quality cause students to think and reflect, to deepen their understanding, and
to test their ideas against those of their classmates. When teachers ask questions of high quality,
they ask only a few of them, and provide students with sufficient time to think about their
response to reflect on the comments of their classmates, and to deepen their understanding.
Occasionally, for the purposes of review, teachers ask students a series of (usually low-level)
questions in a type of verbal quiz. This strategy may be helpful for the purpose of establishing
the facts of a historical event, for example, but should not be confused with the use of questioning
to deepen students’ understanding.
Discussion techniques
Effective teachers promote learning through discussion. Some teachers report, “We discussed
x” when what they mean is “I said x.” That is, some teachers confuse discussion with explanation
of content; as important as that is, it’s not discussion. Rather, in a true discussion, a teacher
poses a question and invites all students’ views to be heard, enabling students to engage in discussion
directly with one another, not always mediated by the teacher.
Student participation
In some classes a few students tend to dominate the discussion; other students, recognizing this
pattern, hold back their contributions. Teacher uses a range of techniques to ensure that all students
contribute to the discussion and enlists the assistance of students to ensure this outcome.
Indicators:
• Questions of high cognitive challenge, formulated by both students and teacher
• Questions with multiple correct answers, or multiple approaches even when there is a single
correct response
• Effective use of student responses and ideas
• Discussion in which the teacher steps out of the central, mediating role
• High levels of student participation in discussion
54

3b Questioning and Discussion Techniques—Possible Examples
Unsatisfactory Basic Proficient Distinguished
All questions are of the
“recitation” type, such
as “What is 3 x 4?”
The teacher asks a
question for which the
answer is on the
board; students respond
by reading it.
The teacher calls only
upon students who
have their hands up.
Many questions are of
the “recitation” type,
such as “How many
members of the
House of Representatives
are there?”
The teacher asks:
“Who has an idea
about this?” but only
the usual three students
offer comments.
The teacher asks:
“Michael, can you
comment on Mary’s
idea?” but Michael
does not respond or
makes a comment directly
to the teacher.
The teacher asks:
“What might have happened
if the colonists
had not prevailed in
the American war for
independence?”
The teacher uses the
plural the form in asking
questions, such as
“What are some
things you think might
contribute to . . . ?”
The teacher asks:
“Michael, can you
comment on Mary’s
idea?” and Michael
responds directly to
Mary.
After posing a question
and asking each
of the students to
write a brief response
and then share it with
a partner, the teacher
invites a few to offer
their ideas to the entire
class.
A student asks, “How
many ways are there
to get this answer?”
A student says to a
classmate: “I don’t
think I agree with you
on this, because . . . ”
A student asks of
other students: “Does
anyone have another
idea how we might
figure this out?”
A student asks, “What
if . . . ?”
55

3b QUESTIONING AND DISCUSSION TECHNIQUES
UNSATISFACTORY
Teacher’s questions are of low cognitive
challenge, require single correct responses,
and are asked in rapid succession.
Interaction between teacher and students is
predominantly recitation style, with the
teacher mediating all questions and
answers.
A few students dominate the discussion.
Critical Attributes
Questions are rapid-fire, and convergent,
with a single correct answer.
Questions do not invite student thinking.
All discussion is between teacher and students;
students are not invited to speak
directly to one another.
A few students dominate the discussion.
BASIC
Teacher’s questions lead students through
a single path of inquiry, with answers seemingly
determined in advance.
Alternatively, the teacher attempts to frame
some questions designed to promote student
thinking and understanding, but only a
few students are involved.
Teacher attempts to engage all students in
the discussion and to encourage them to
respond to one another, but with uneven
results.
Teacher frames some questions designed
to promote student thinking, but only a
small number of students are involved.
The teacher invites students to respond
directly to one another’s ideas, but few students
respond.
Teacher calls on many students, but only a
few actually participate in the discussion.
56

PROFICIENT
Although the teacher may use some low-level
questions, he or she asks the students questions
designed to promote thinking and
understanding.
Teacher creates a genuine discussion among
students, providing adequate time for
students to respond and stepping aside when
appropriate.
Teacher successfully engages most students
in the discussion, employing a range of strategies
to ensure that most students are heard.
DISTINGUISHED
Teacher uses a variety or series of questions
or prompts to challenge students cognitively,
advance high-level thinking and discourse, and
promote metacognition.
Students formulate many questions, initiate
topics, and make unsolicited contributions.
Students themselves ensure that all voices are
heard in the discussion.
Teacher uses open-ended questions, inviting
students to think and/or offer multiple possible
answers.
The teacher makes effective use of wait time.
The teacher effectively builds on student
responses to questions.
Discussions enable students to talk to one
another without ongoing mediation by the
teacher.
The teacher calls on most students, even
those who don’t initially volunteer.
Many students actively engage in the
discussion.
In addition to the characteristics of “proficient”:
Students initiate higher-order questions.
Students extend the discussion, enriching it.
Students invite comments from their
classmates during a discussion.
57

3c ENGAGING STUDENTS IN LEARNING
3c Engaging Students in Learning
Student engagement in learning is the centerpiece of the framework for teaching; all other
components contribute to it. When students are engaged in learning, they are not merely “busy,”
nor are they only “on task.” Rather, they are intellectually active in learning important and challenging
content. The critical distinction between a classroom in which students are compliant
and busy and one in which they are engaged is that in the latter students are developing their
understanding through what they do. That is, they are engaged in discussing, debating, answering
“what if?” questions, discovering patterns, and the like. They may be selecting their work
from a range of (teacher-arranged) choices and making important contributions to the intellectual
life of the class. Such activities don’t typically consume an entire lesson, but they are
essential components of engagement.
A lesson in which students are engaged usually has a discernible structure: a beginning, a
middle, and an end, with scaffolding provided by the teacher or by the activities themselves.
The teacher organizes student tasks to provide cognitive challenge and then encourages
students to reflect on what they have done and what they have learned. That is, the lesson has
closure, in which students derive the important learning from their own actions. A critical question
for an observer in determining the degree of student engagement is “What are the students
being asked to do?” If the answer to that question is that they are filling in blanks on a
worksheet or performing a rote procedure, they are unlikely to be cognitively engaged.
In observing a lesson it is essential not only to watch the teacher but also to pay close attention
to the students and what they are doing. The best evidence for student engagement is what
students are saying and doing as a consequence of what the teacher does, or has done, or has
planned. Elements of component 3c :
Activities and assignments
The activities and assignments are the centerpiece of student engagement, since they
determine what it is that students are asked to do. Activities and assignments that promote
learning are aligned with the goals of the lesson, and require student thinking that both emphasizes
depth over breadth and that may allow students to exercise some choice.
Grouping of students
How students are grouped for instruction is one of the many decisions teachers make every
day. There are many options: students of similar background and skill may be clustered
together, or the more advanced students may be spread around into the different groups. Alternatively,
a teacher might permit students to select their own groups or to form them randomly.
Instructional materials and resources
The instructional materials a teacher selects to use in the classroom can have an enormous
impact on students’ experience. Although some teachers are obliged to use a school or district’s
officially sanctioned materials, many teacher use these selectively or supplement them with others
of their choosing that are better suited to engaging students in deep learning—for example,
the use of primary source materials in social studies.
Structure and pacing
No one, whether adults or students, likes to be either bored or rushed in completing a task.
Keeping things moving, within a well-defined structure, is one of the marks of an experienced
teacher. And since much of students’ learning results from their reflection on what they have
done, a well-designed lesson includes time for reflection and closure.
Indicators:
• Activities aligned with the goals of the lesson
• Student enthusiasm, interest, thinking, problem-solving, etc.
• Learning tasks that require high-level student thinking and are aligned with lesson objectives
• Students highly motivated to work on all tasks and persistent even when the tasks are
challenging
• Students actively “working,” rather than watching while their teacher “works”
• Suitable pacing of the lesson: neither dragging nor rushed, with time for closure and student
reflection
58

3c Engaging Students in Learning—Possible Examples
Unsatisfactory Basic Proficient Distinguished
Students are able to
fill out the lesson
worksheet without
fully understanding
what it’s asking them
to do.
The lesson drags or
feels rushed.
Students complete
“busy work” activities.
Students are asked to
fill in a worksheet, following
an established
procedure.
There is a recognizable
beginning, middle,
and end to the lesson.
Parts of the lesson
have a suitable pace;
other parts drag or
feel rushed.
Students are asked to
formulate a hypothesis
about what might
happen if the American
voting system allowed
for the direct
election of presidents.
Students are given a
task to do independently,
then to discuss
with a table group,
and then to report out
from each table.
There is a clear beginning,
middle, and
end to the lesson.
The lesson neither
rushes nor drags.
Students are asked to
write an essay “in the
style of Hemingway.”
A student asks
whether they might
remain in their small
groups to complete
another section of the
activity, rather than
work independently.
Students identify or
create their own
learning materials.
Students summarize
their learning from the
lesson.
59

3c ENGAGING STUDENTS IN LEARNING
UNSATISFACTORY
The learning tasks and activities, materials,
resources, instructional groups and
technology are poorly aligned with the
instructional outcomes or require only rote
responses.
The pace of the lesson is too slow or too
rushed.
Few students are intellectually engaged or
interested.
Critical Attributes
Few students are intellectually engaged in
the lesson.
Learning tasks require only recall or have a
single correct response or method.
The materials used ask students to perform
only rote tasks.
Only one type of instructional group is used
(whole group, small groups) when variety
would better serve the instructional
purpose.
Instructional materials used are unsuitable
to the lesson and/or the students.
The lesson drags or is rushed.
BASIC
The learning tasks and activities are
partially aligned with the instructional outcomes
but require only minimal thinking by
students, allowing most to be passive or
merely compliant.
The pacing of the lesson may not provide
students the time needed to be intellectually
engaged.
Some students are intellectually engaged in
the lesson.
Learning tasks are a mix of those requiring
thinking and recall.
Students are in large part passively
engaged with the content, learning primarily
facts or procedures.
Students have no choice in how they complete
tasks.
The teacher uses different instructional
groupings; these are partially successful in
achieving the lesson objectives.
The materials and resources are partially
aligned to the lesson objectives and only in
some cases demand student thinking.
The pacing of the lesson is uneven—
suitable in parts, but rushed or dragging in
others.
60

PROFICIENT
The learning tasks and activities are aligned
with the instructional outcomes and designed
to challenge student thinking, the result being
that most students display active intellectual
engagement with important and challenging
content and are supported in that engagement
by teacher scaffolding.
The pacing of the lesson is appropriate, providing
most students the time needed to be
intellectually engaged.
DISTINGUISHED
Virtually all students are intellectually engaged
in challenging content through well-designed
learning tasks and suitable scaffolding by the
teacher and fully aligned with the instructional
outcomes.
In addition, there is evidence of some student
initiation of inquiry and of student contribution
to the exploration of important content.
The pacing of the lesson provides students the
time needed to intellectually engage with and
reflect upon their learning and to consolidate
their understanding.
Students may have some choice in how they
complete tasks and may serve as resources
for one another.
Most students are intellectually engaged in the
lesson.
Learning tasks have multiple correct
responses or approaches and/or demand
higher-order thinking.
Students have some choice in how they complete
learning tasks.
There is a mix of different types of groupings,
suitable to the lesson objectives.
Materials and resources support the learning
goals and require intellectual engagement, as
appropriate.
The pacing of the lesson provides students the
time needed to be intellectually engaged.
In addition to the characteristics of “proficient”:
Virtually all students are highly engaged in the
lesson.
Students take initiative to modify a learning
task to make it more meaningful or relevant to
their needs
Students suggest modifications to the grouping
patterns used.
Students have extensive choice in how they
complete tasks.
Students suggest modifications or additions to
the materials being used.
Students have an opportunity for both reflection
and closure after the lesson to consolidate
their understanding.
61

3d USING ASSESSMENT IN INSTRUCTION
3d Using Assessment in Instruction
Assessment of student learning plays an important role in instruction; no longer does it signal
the end of instruction; it is now recognized to be an integral part of instruction. While
assessment of learning has always been and will continue to be an important aspect of teaching
(it’s important for teachers to know whether students have learned what was intended),
assessment for learning has increasingly come to play an important role in classroom practice.
And in order to assess student learning for the purposes of instruction, teachers must have a
“finger on the pulse” of a lesson, monitoring student understanding and, where appropriate,
offering feedback to students.
Of course, a teacher’s monitoring of student learning, though the action may superficially
appear to be the same as that of monitoring student behavior, has a fundamentally different
purpose in each case. When teachers are monitoring behavior, they are alert to students who
may be passing notes, or bothering their neighbors; when teachers are monitoring student
learning, they look carefully at what students are writing, or listen carefully to the questions students
ask, in order to gauge whether they require additional activity or explanation in order to
grasp the content. In each case, the teacher may be circulating in the room, but his/her
purpose in doing so is quite different in the two situations.
Similarly, on the surface, questions asked of students for the purpose of monitoring learning
are fundamentally different from those used to build understanding; in the former, teachers are
alert to students’ revealed misconceptions, whereas in the latter the questions are designed to
explore relationships or deepen understanding. For the purpose of monitoring, many teachers
create questions specifically to determine the extent of student understanding and use
techniques (such as exit tickets) to ascertain the degree of understanding of every student in
the class. Indeed, encouraging students (and actually teaching them the necessary skills) of
monitoring their own learning against clear standards is demonstrated by teachers at high levels
of performance. In this component. Elements of component 3d:
Assessment criteria
It is essential that students know the criteria for assessment. At its highest level, students themselves
have had a hand in articulating the criteria for, for example, a clear oral presentation.
Monitoring of student learning
A teacher’s skill in eliciting evidence of student understanding is one of the true marks of
expertise. This is not a hit-or-miss effort but one planned carefully in advance. Even after careful
planning, however, the teacher must weave monitoring of student learning seamlessly into
the lesson, using a variety of techniques.
Feedback to students
Feedback on learning is an essential element of a rich instructional environment; without it,
students are constantly guessing about how they are doing, and how their work can be
improved. Valuable feedback must be timely, constructive, and substantive and provide
students the guidance they need to improve their performance.
Student self-assessment and monitoring of progress
The culmination of students’ assuming responsibility for their learning is when they monitor
their own learning and take appropriate action. Of course, they can do these things only if the
criteria for learning are clear and they have been taught the skills of checking their work
against clear criteria.
Indicators:
• Teacher paying close attention to evidence of student understanding
• Teacher posing specifically created questions to elicit evidence of student understanding
• Teacher circulating to monitor student learning and to offer feedback
• Students assessing their own work against established criteria
62

3d Using Assessment in Instruction—Possible Examples
Unsatisfactory Basic Proficient Distinguished
A student asks, “How
is this assignment going
to be graded?”
A student asks, “Does
this quiz count towards
my grade?”
The teacher forges
ahead with a presentation
without checking
for understanding.
The teacher says:
“Good job, everyone.”
Teacher asks: “Does
anyone have a question?”
When a student completes
a problem on
the board, the teacher
corrects the student’s
work without explaining
why.
The teacher, after receiving
a correct response
from one student,
continues without
ascertaining whether
all students understand
the concept.
The teacher circulates
during small group or
independent work, offering
suggestions to
groups of students.
The teacher uses a
specifically formulated
question to elicit evidence
of student understanding.
The teacher asks students
to look over
their papers to correct
their errors.
The teacher reminds
students of the characteristics
of highquality
work (the assessment
criteria),
suggesting that the
students themselves
helped develop them.
While students are
working, the teacher
circulates, providing
substantive feedback
to individual students.
The teacher uses exit
tickets to elicit evidence
of individual student
understanding.
Students offer feedback
to their classmates
on their work.
Students evaluate a
piece of their writing
against the writing
rubric and confer with
the teacher about how
it could be improved.
63

3d USING ASSESSMENT IN INSTRUCTION
UNSATISFACTORY
There is little or no assessment or monitoring
of student learning; feedback is absent
or of poor quality.
Students do not appear to be aware of the
assessment criteria and do not engage in
self-assessment.
Critical Attributes
The teacher gives no indication of what
high-quality work looks like.
The teacher makes no effort to determine
whether students understand the lesson.
Feedback is only global.
The teacher does not ask students to evaluate
their own or classmates’ work.
BASIC
Assessment is used sporadically by
teacher and/or students to support instruction
through some monitoring of progress in
learning.
Feedback to students is general, students
appear to be only partially aware of the
assessment criteria used to evaluate their
work, and few assess their own work.
Questions, prompts, and assessments are
rarely used to diagnose evidence of learning.
There is little evidence that the students
understand how their work will be
evaluated.
Teacher monitors understanding through a
single method, or without eliciting evidence
of understanding from all students.
Teacher requests global indications of student
understanding.
Feedback to students is not uniformly specific
and not oriented towards future
improvement of work.
The teacher makes only minor attempts to
engage students in self-assessment or
peer assessment.
64

PROFICIENT
Assessment is used regularly by teacher
and/or students during the lesson through
monitoring of learning progress and results in
accurate, specific feedback that advances
learning.
Students appear to be aware of the
assessment criteria; some of them engage in
self-assessment.
Questions, prompts, assessments are used to
diagnose evidence of learning.
DISTINGUISHED
Assessment is fully integrated into instruction
through extensive use of formative
assessment.
Students appear to be aware of, and there is
some evidence that they have contributed to,
the assessment criteria.
Students self-assess and monitor their
progress.
A variety of feedback, from both their teacher
and their peers, is accurate, specific, and
advances learning.
Questions, prompts, assessments are used
regularly to diagnose evidence of learning by
individual students.
Students indicate that they clearly understand
the characteristics of high-quality work.
The teacher elicits evidence of student understanding
during the lesson. Students are
invited to assess their own work and make
improvements.
Feedback includes specific and timely
guidance, at least for groups of students.
The teacher attempts to engage students in
self-assessment or peer assessment.
In addition to the characteristics of “proficient”:
There is evidence that students have helped
establish the evaluation criteria.
Teacher monitoring of student understanding is
sophisticated and continuous: the teacher is
constantly “taking the pulse” of the class.
Teacher makes frequent use of strategies to
elicit information about individual student
understanding.
Feedback to students is specific and timely,
and is provided from many sources including
other students.
Students monitor their own understanding,
either on their own initiative or as a result of
tasks set by the teacher.
65

3e DEMONSTRATING FLEXIBILITY AND RESPONSIVENESS
3e Demonstrating Flexibility and Responsiveness
“Flexibility and responsiveness” refers to a teacher’s skill in making adjustments in a lesson
to respond to changing conditions. When a lesson is well planned, there may be no need for
changes during the course of the lesson itself. Shifting the approach in midstream is not
always necessary; in fact, with experience comes skill in accurately predicting how a lesson
will go and readiness for different possible scenarios. But even the most-skilled and best-prepared
teachers will on occasion find that either a lesson is not going as they would like or that
a teachable moment has presented itself. They are ready to respond to such situations.
Furthermore, teachers who are committed to the learning of all students persist in their
attempts to engage each student in learning, even when confronted with initial setbacks. Elements
of component 3e:
Lesson adjustment
Experienced teachers are able to make both minor and (when needed) major adjustments to a
lesson, a mid-course correction. Such adjustments depend on a teacher’s store of alternate
instructional strategies and his or her confidence to make a shift when needed.
Response to students
Occasionally during a lesson an unexpected event will occur which presents a true teachable
moment. It is a mark of considerable teacher skill to be able to capitalize on such opportunities.
Persistence
Committed teachers don’t give up easily; when students encounter difficulty in learning (which
all do at some point) these teachers seek alternate approaches to help their students be successful.
In these efforts, teachers display a keen sense of efficacy.
Indicators:
• Incorporation of student interests and events of the day into a lesson
• Visible adjustment in the face of student lack of understanding
• Teacher seizing on a teachable moment
66

3e Demonstrating Flexibility and Responsiveness—Possible Examples
Unsatisfactory Basic Proficient Distinguished
The teacher says:
“We don’t have time
for that today.”
The teacher makes no
attempt to adjust the
lesson when students
appear confused.
The teacher says: “If
you’d just pay attention,
you could understand
this.”
The teacher says: “I’ll
try to think of another
way to come at this
and get back to you.”
The teacher says: “I
realize not everyone
understands this, but
we can’t spend any
more time on it.”
The teacher rearranges
the way the
students are grouped
in an attempt to help
students understand
the lesson.
The teacher says:
“That’s an interesting
idea; let’s see how it
fits.”
The teacher illustrates
a principle of good
writing to a student
using his interest in
basketball as context.
The teacher says:
”Let’s try this way and
then uses another approach.”
The teacher stops in
midstream in a lesson,
and says: “This
activity doesn’t seem
to be working! Here’s
another way I’d like
you to try it.”
The teacher incorporates
the school’s upcoming
championship
game into an explanation
of averages.
The teacher says: “If
we have to come
back to this tomorrow,
we will; it’s really important
that you understand
it.”
67

3e DEMONSTRATING FLEXIBILITY AND RESPONSIVENESS
UNSATISFACTORY
Teacher adheres to the instruction plan in
spite of evidence of poor student
understanding or lack of interest.
Teacher ignores student questions; when
students experience difficulty, the teacher
blames the students or their home environment.
Critical Attributes
Teacher ignores indications of student
boredom or lack of understanding.
Teacher brushes aside student questions.
Teacher makes no attempt to incorporate
student interests into the lesson.
The teacher conveys to students that when
they have difficulty learning it is their fault.
In reflecting on practice, the teacher does
not indicate that it is important to reach all
students.
BASIC
Teacher attempts to modify the lesson
when needed and to respond to student
questions and interests, with moderate success.
Teacher accepts responsibility for student
success but has only a limited repertoire of
strategies to draw upon.
Teacher’s efforts to modify the lesson are
only partially successful.
Teacher makes perfunctory attempts to
incorporate student questions and interests
into the lesson.
The teacher conveys a sense to students of
their own responsibility for their learning but
is uncertain about how to assist them.
In reflecting on practice, the teacher
indicates the desire to reach all students
but does not suggest strategies to do so.
68

PROFICIENT
Teacher promotes the successful learning of all
students, making minor adjustments as
needed to instruction plans and accommodating
student questions, needs, and interests.
Drawing on a broad repertoire of strategies,
the teacher persists in seeking approaches for
students who have difficulty learning.
DISTINGUISHED
Teacher seizes an opportunity to enhance
learning, building on a spontaneous event or
student interests, or successfully adjusts and
differentiates instruction to address individual
student misunderstandings.
Teacher persists in seeking effective
approaches for students who need help, using
an extensive repertoire of instructional strategies
and soliciting additional resources from
the school or community.
When necessary, the teacher makes
adjustments to the lesson to enhance understanding
by groups of students.
Teacher incorporates students’ interests and
questions into the heart of the lesson.
The teacher conveys to students that s/he has
other approaches to try when the students
experience difficulty.
In reflecting on practice, the teacher cites multiple
approaches undertaken to reach students
having difficulty.
In addition to the characteristics of “proficient”:
The teacher’s adjustments to the lesson are
designed to assist individual students.
Teacher seizes on a teachable moment to
enhance a lesson.
The teacher conveys to students that s/he
won’t consider a lesson “finished” until every
student understands and that s/he has a broad
range of approaches to use.
In reflecting on practice, the teacher can cite
others in the school and beyond whom s/he
has contacted for assistance in reaching some
students.
69

DOMAIN 4
70

The Framework for Teaching
Evaluation Instrument
DOMAIN 4
Professional Responsibilities
Professional
Responsibilities
71

4a REFLECTING ON TEACHING
4a Reflecting on Teaching
Reflecting on teaching encompasses the teacher’s thinking that follows any instructional
event—an analysis of the many decisions made both in planning and implementation of a lesson.
By considering these elements in light of the impact they had on student learning,
teachers can determine where to focus their efforts in making revisions and what aspects of
the instruction they will continue in future lessons. Teachers may reflect on their practice
through collegial conversations, journal writing, examining student work, informal observations
and conversations with students, or simply thinking about their teaching. Reflecting with accuracy,
specificity, and ability to use what has been learned in future teaching is a learned skill;
mentors, coaches, and supervisors can help teachers acquire and develop the skill of reflecting
on teaching through supportive and deep questioning. Over time, this way of thinking and
analyzing instruction through the lens of student learning becomes a habit of mind, leading to
improvement in teaching and learning. Elements of component 4a:
Accuracy
As teachers gain experience, their reflections on practice become more accurate, corresponding
to the assessments that would be given by an external and unbiased observer. Not only
are the reflections accurate, but teachers can provide specific examples from the lesson to
support their judgments.
Use in future teaching
In order for the potential of reflection to improve teaching to be fully realized, teachers must
use their reflections to make adjustments in their practice. As their experience and expertise
increases, teachers draw on an ever-increasing repertoire of strategies to inform these plans.
Indicators:
• Accurate reflections on a lesson
• Citations of adjustments to practice, drawing on a repertoire of strategies
72

4a Reflecting on Teaching—Possible Examples
Unsatisfactory Basic Proficient Distinguished
Despite evidence to
the contrary, the
teachers says, “My
students did great on
that lesson!”
The teacher says:
“That was awful; I
wish I knew what to
do!”
At the end of the lesson
the teacher says,
“I guess that went
okay.”
The teacher says: “I
guess I’ll try X next
time.”
The teacher says: “I
wasn’t pleased with
the level of engagement
of the
students.”
The teacher’s journal
indicates several
possible lesson
improvements.
The teacher says: “I
think that lesson
worked pretty well,
although I was disappointed
in how the
group at the back
table performed.”
In conversation with
colleagues, the
teacher considers different
group
strategies for improving
a lesson.
73

4a REFLECTING ON TEACHING
UNSATISFACTORY
Teacher does not know whether a lesson
was effective or achieved its instructional
outcomes, or he/she profoundly misjudges
the success of a lesson.
Teacher has no suggestions for how a lesson
could be improved.
Critical Attributes
The teacher considers the lesson but draws
incorrect conclusions about its
effectiveness.
The teacher makes no suggestions for
improvement.
BASIC
Teacher has a generally accurate impression
of a lesson’s effectiveness and the
extent to which instructional outcomes were
met.
Teacher makes general suggestions about
how a lesson could be improved.
The teacher has a general sense of
whether or not instructional practices were
effective.
The teacher offers general modifications for
future instruction.
74

PROFICIENT
Teacher makes an accurate assessment of a
lesson’s effectiveness and the extent to which
it achieved its instructional outcomes and can
cite general references to support the
judgment.
Teacher makes a few specific suggestions of
what could be tried another time the lesson is
taught.
DISTINGUISHED
Teacher makes a thoughtful and accurate
assessment of a lesson’s effectiveness and the
extent to which it achieved its instructional outcomes,
citing many specific examples from the
lesson and weighing the relative strengths of
each.
Drawing on an extensive repertoire of skills,
teacher offers specific alternative actions, complete
with the probable success of different
courses of action.
The teacher accurately assesses the effectiveness
of instructional activities used.
The teacher identifies specific ways in which a
lesson might be improved.
In addition to the characteristics of “proficient”:
Teacher’s assessment of the lesson is thoughtful
and includes specific indicators of
effectiveness.
Teacher’s suggestions for improvement draw
on an extensive repertoire.
75

4b MAINTAINING ACCURATE RECORDS
4b Maintaining Accurate Records
An essential responsibility of professional educators is keeping accurate records of both
instructional and noninstructional events. This record keeping includes student completion of
assignments, student progress in learning, and records of noninstructional activities that are
part of the day-to-day functions in a school setting, including such things as the return of
signed permission slips for a field trip and money for school pictures. Proficiency in this component
is vital, because these records inform interactions with students and parents and allow
teachers to monitor learning and adjust instruction accordingly. The methods of keeping
records vary as much as the type of information that is being recorded. For example, records
of formal assessments may be recorded electronically with the use of spreadsheets and databases,
that allow for item analysis and individualized instruction. A less formal means of
keeping track of student progress may include anecdotal notes that are kept in student folders.
Elements of component 4b:
Student completion of assignments
Most teachers, particularly at the secondary level, need to keep track of student completion of
assignments, including not only whether the assignments were actually completed, but
students’ success in completing them.
Student progress in learning
In order to plan instruction, teachers need to know where each student “is” in his or her learning.
This information may be collected formally or informally, but must be updated frequently.
Non-instructional records
Non-instructional records encompass all the details of school life for which records must be
maintained, particularly if they involve money. Examples are such things as knowing which students
have returned their permissions slips for a field trip, or which students have paid for their
school pictures.
Indicators:
• Routines and systems that track student completion of assignments
• Systems of information regarding student progress against instructional outcomes
• Processes of maintaining accurate noninstructional records
76

4b Maintaining Accurate Records—Possible Examples
Unsatisfactory Basic Proficient Distinguished
A student says, “I’m
sure I turned in that
assignment, but the
teacher lost it!”
The teacher says, “I
misplaced the writing
samples for my class,
but it doesn’t matter—
I know what the students
would have
scored.”
On the morning of the
field trip, the teacher
discovers that five
students have never
turned in their permission
slips.
A student says, “I
wasn’t in school today,
and my teacher’s
website is out of date,
so I don’t know what
the assignments are!”
The teacher says:
“I’ve got all these
notes about how the
kids are doing; I
should put them into
the system, but I just
don’t have time.”
On the morning of the
field trip, the teacher
frantically searches all
the drawers in the
desk for the permission
slips and finds
them just before the
bell rings.
The teacher creates a
link on the class website
that students can
access to check on
any missing assignments.
The teacher’s grade
book records student
progress toward
learning goals.
The teacher creates a
spreadsheet for tracking
which students
have paid for their
school pictures.
A student from each
team maintains the
database of current
and missing assignments
for the team.
When asked about
their progress in a
class, a student
proudly shows her
data file and can explain
how the documents
indicate her
progress toward
learning goals.
When they bring in
their permission slips
for a field trip, students
add their own
information to the
database.
77

4b MAINTAINING ACCURATE RECORDS
UNSATISFACTORY
Teacher’s system for maintaining information
on student completion of assignments
and student progress in learning is nonexistent
or in disarray.
Teacher’s records for noninstructional activities
are in disarray, resulting in errors and
confusion.
Critical Attributes
There is no system for either instructional
or noninstructional records.
The record-keeping systems are in disarray
so as to provide incorrect or confusing
information.
BASIC
Teacher’s system for maintaining information
on student completion of assignments
and student progress in learning is
rudimentary and only partially effective.
Teacher’s records for noninstructional activities
are adequate but require frequent
monitoring to avoid errors.
The teacher has a process for recording
completion of student work. However, it is
out of date or does not permit students to
gain access to the information.
The teacher’s process for tracking student
progress is cumbersome to use.
The teacher has a process for tracking
some, but not all, noninstructional information,
and it may contain some errors.
78

PROFICIENT
Teacher’s system for maintaining information
on student completion of assignments, student
progress in learning, and noninstructional
records is fully effective.
DISTINGUISHED
Teacher’s system for maintaining information
on student completion of assignments, student
progress in learning, and noninstructional
records is fully effective.
Students contribute information and participate
in maintaining the records.
The teacher’s process for recording student
work completion is efficient and effective; students
have access to information about
completed and/or missing assignments.
The teacher has an efficient and effective
process for recording student attainment of
learning goals; students are able to see how
they’re progressing.
The teacher’s process for recording noninstructional
information is both efficient and
effective.
In addition to the characteristics of “proficient”:
Students contribute to and maintain records
indicating completed and overdue work
assignments.
Students both contribute to and maintain data
files indicating their own progress in learning.
Students contribute to maintaining noninstructional
records for the class.
79

4c COMMUNICATING WITH FAMILIES
4c Communicating with Families
Although the ability of families to participate in their child’s learning varies widely due to
other family or job obligations, it is the responsibility of teachers to provide opportunities for
them to both understand the instructional program and their child’s progress. Teachers establish
relationships with families by communicating to them about both the instructional program
and about individual students, and they invite families to be part of the educational process
itself. The level of family participation and involvement tends to be greater at the elementary
level, when young children are just beginning school. However, the importance of regular communication
with families of adolescents cannot be overstated. A teacher’s effort to
communicate with families conveys an essential caring on the part of the teacher, a quality valued
by families of students of all ages. Elements of component 4c:
Information about the instructional program
Frequent information is provided to families, as appropriate, about the instructional program.
Information about individual students
Frequent information is provided to families, as appropriate, about students’ individual
progress.
Engagement of families in the instructional program
Successful and frequent engagement opportunities are offered to families so that they can participate
in the learning activities.
Indicators:
• Frequent and culturally appropriate information sent home regarding the instructional
program and student progress
• Two-way communication between the teacher and families
• Frequent opportunities for families to engage in the learning process
80

4c Communicating with Families—Possible Examples
Unsatisfactory Basic Proficient Distinguished
A parent says, “I’d like
to know what my kid
is working on at
school!”
A parent says, “I wish
I knew something
about my child’s
progress before the
report card comes
out.”
A parent says, “I wonder
why we never see
any school work come
home.”
A parent says, “I received
the district
pamphlet on the reading
program, but I
wonder how it’s being
taught in my child’s
class.”
A parent says, “I
emailed the teacher
about my child’s
struggles with math,
but all I got back was
a note saying that
he’s doing fine.”
Weekly quizzes are
sent home for parent/guardian
signature.
The teacher sends
weekly newsletter
home to families, including
advance notice
about homework assignments,
current
class activities, community
and/or school
projects, field trips, etc.
The teacher creates a
monthly progress report,
which is sent
home for each student.
The teacher sends
home a project that
asks students to interview
a family member
about growing up during
the 1970s.
Students create materials
for back-toschool
night that outline
the approach for
learning science.
Student daily reflection
log describes
learning and goes
home each week for a
response from a parent
or guardian.
Students design a
project on charting
family use of plastics.
81

4c COMMUNICATING WITH FAMILIES
UNSATISFACTORY
Teacher communication with families—
about the instructional program, about
individual students—is sporadic or culturally
inappropriate.
Teacher makes no attempt to engage families
in the instructional program.
Critical Attributes
Little or no information regarding the
instructional program is available to
parents.
Families are unaware of their children’s
progress.
Family engagement activities are lacking.
Communication is culturally inappropriate.
BASIC
Teacher makes sporadic attempts to communicate
with families about the
instructional program and about the
progress of individual students but does not
attempt to engage families in the
instructional program. Communications are
one-way and not always appropriate to the
cultural norms of those families.
School or district-created materials about
the instructional program are sent home.
Infrequent or incomplete information is sent
home by teachers about the instructional
program.
Teacher maintains school-required grade
book but does little else to inform families
about student progress.
Teacher communications are sometimes
inappropriate to families’ cultural norms.
82

PROFICIENT
Teacher communicates frequently with families
about the instructional program and conveys
information about individual student progress.
Teacher makes some attempts to engage families
in the instructional program.
Information to families is conveyed in a culturally
appropriate manner.
DISTINGUISHED
Teacher’s communication with families is frequent
and sensitive to cultural traditions, with
students contributing to the communication.
Response to family concerns is handled with
professional and cultural sensitivity.
Teacher’s efforts to engage families in the
instructional program are frequent and
successful.
Information about the instructional program is
available on a regular basis.
The teacher sends information about student
progress home on a regular basis.
Teacher develops activities designed to
successfully engage families in their children’s
learning, as appropriate.
In addition to the characteristics of “proficient”:
On a regular basis, students develop materials
to inform their families about the instructional
program.
Students maintain accurate records about their
individual learning progress and frequently
share this information with families.
Students contribute to regular and ongoing
projects designed to engage families in the
learning process.
83

4d PARTICIPATING IN A PROFESSIONAL COMMUNITY
4d Participating in a Professional Community
Schools are, first of all, environments to promote the learning of students. But in promoting
student learning, teachers must work with their colleagues to share strategies, plan joint
efforts, and plan for the success of individual students. Schools are, in other words,
professional organizations for teachers—organizations whose full potential is realized only
when teachers regard themselves as members of a professional community. This community is
characterized by mutual support and respect and by recognition of the responsibility of all
teachers to be constantly seeking ways to improve their practice and to contribute to the life of
the school. Inevitably, teachers’ duties extend beyond the doors of their classrooms and
include activities related to the entire school and/or larger district. These activities include such
things as school and district curriculum committees or engagement with the parent-teacher
organization. With experience, teachers assume leadership roles in these activities. Elements
of component 4d:
Relationships with colleagues
Teachers maintain a professional collegial relationship that encourages sharing, planning and
working together toward improved instructional skill and student success.
Involvement in a culture of professional inquiry
Teachers contribute to and participate in a learning community that supports and respects its
members’ efforts to improve practice.
Service to the school
Teachers’ efforts move beyond classroom duties by to contributing to school initiatives and
projects.
Participation in school and district projects
Teachers contribute to and support larger school and district projects designed to improve the
professional community.
Indicators:
• Regular teacher participation with colleagues to share and plan for student success
• Regular teacher participation in professional courses or communities that emphasize
improving practice
• Regular teacher participation in school initiatives
• Regular teacher participation and support of community initiatives
84

4d Participating in a Professional Community—Possible Examples
Unsatisfactory Basic Proficient Distinguished
The teacher doesn’t
share test-taking
strategies with his colleagues.
He figures
that if his students do
well, it will make him
look good.
The teacher does not
attend PLC meetings.
The teacher does not
attend any school
function after the dismissal
bell.
The teacher says, “I
work from 8:30 to
3:30 and not a minute
more. I won’t serve on
any district committee
unless they get me a
substitute to cover my
class.”
The teacher is polite
but never shares any
instructional materials
with his grade
partners.
The teacher attends
PLC meetings only
when reminded by her
supervisor.
The principal says, “I
wish I didn’t have to
ask the teacher to
“volunteer” every time
we need someone to
chaperone the dance.
The teacher contributes
to the district
literacy committee
only when requested
to so by the principal.
The principal remarks
that the teacher’s students
have been noticeably
successful
since her teacher
team has been focusing
on instructional
strategies during their
team meetings.
The teacher has decided
to take some of
the free MIT courses
online and to share
his learning with colleagues.
The basketball coach
is usually willing to
chaperone the 9th
grade dance because
she knows all of her
players will be there.
The teacher enthusiastically
represents
the school during the
district social studies
review and brings her
substantial knowledge
of U.S. history to the
course-writing team.
The teacher leads the
“mentor” group, devoted
to supporting
teachers during their
first years in the profession.
The teacher hosts a
book study group that
meets monthly; he
guides the book
choices so that the
group can focus on
topics that will enhance
their skills.
The teacher leads the
school’s annual
“Olympics” day, which
involves all students
and faculty in athletic
events.
The teacher leads the
school district’s wellness
committee,
which involves healthcare
and nutrition
specialists from the
community.
85

4d PARTICIPATING IN A PROFESSIONAL COMMUNITY
UNSATISFACTORY
Teacher’s relationships with colleagues are
negative or self-serving.
Teacher avoids participation in a
professional culture of inquiry, resisting
opportunities to become involved.
Teacher avoids becoming involved in
school events or school and district
projects.
Critical Attributes
The teacher’s relationship with colleagues
is characterized by negativity or combativeness.
The teacher purposefully avoids contributing
to activities promoting professional
inquiry.
The teacher avoids involvement in school
activities and school district and community
projects.
BASIC
Teacher maintains cordial relationships with
colleagues to fulfill duties that the school or
district requires.
Teacher becomes involved in the school’s
culture of professional inquiry when invited
to do so.
Teacher participates in school events and
school and district projects when
specifically asked to do so.
The teacher has pleasant relationship with
colleagues.
When invited, the teacher participates in
activities related to professional inquiry.
When asked, the teacher participates in
school activities, as well as school district
and community projects.
86

PROFICIENT
Teacher’s relationships with colleagues are
characterized by mutual support and cooperation;
teacher actively participates in a culture of
professional inquiry.
Teacher volunteers to participate in school
events and in school and district projects, making
a substantial contribution.
DISTINGUISHED
Teacher’s relationships with colleagues are
characterized by mutual support and cooperation,
with the teacher taking initiative in
assuming leadership among the faculty.
Teacher takes a leadership role in promoting a
culture of professional inquiry.
Teacher volunteers to participate in school
events and district projects making a substantial
contribution, and assuming a leadership role in
at least one aspect of school or district life.
The teacher has supportive and collaborative
relationships with colleagues.
The teacher regularly participates in activities
related to professional inquiry.
The teacher frequently volunteers to
participate in school activities, as well as
school district and community projects.
In addition to the characteristics of “proficient”:
The teacher takes a leadership role in promoting
activities related to professional inquiry.
The teacher regularly contributes to and oversees
events that positively impact school life.
The teacher regularly contributes to and
serves as head of significant school district
and community projects.
87

4e GROWING AND DEVELOPING PROFESSIONALLY
4e Growing and Developing Professionally
As in other professions, the complexity of teaching requires continued growth and development
in order to remain current. Conscientiousness about continuing to stay informed and
increasing their skills allows teachers to become ever more effective and to exercise
leadership among their colleagues. The academic disciplines themselves evolve, and educators
constantly refine their understanding of how to engage students in learning; thus growth in
content, pedagogy, and information technology are essential to good teaching. Networking with
colleagues through such activities as joint planning, study groups, and lesson study provides
opportunities for teachers to learn from one another. These activities allow for job-embedded
professional development. In addition, professional educators increase their effectiveness in
the classroom by belonging to professional organizations, reading professional journals,
attending educational conferences, and taking university classes. As they gain experience and
expertise, educators find ways to contribute to their colleagues and to the profession. Elements
of component 4e:
Enhancement of content knowledge and pedagogical skill
Teachers remain current by taking courses, reading professional literature, and remaining current
on the evolution of thinking regarding instruction.
Receptivity to feedback from colleagues
Teachers actively pursue networks that provide collegial support and feedback.
Service to the profession
Teachers are active in professional organizations so that they can continually improve their
personal practice and provide leadership and support to colleagues.
Indicators:
• Frequent teacher attendance in courses and workshops; regular academic reading
• Participation in learning networks with colleagues; regular sharing of feedback
• Participation in professional organizations supporting academic inquiry
88

4e Growing and Developing Professionally—Possible Examples
Unsatisfactory Basic Proficient Distinguished
The teacher never
takes continuing education
courses, even
though the credits
would increase his
salary.
The teacher endures
the principal’s annual
observations in her
classroom, knowing
that if she waits long
enough, the principal
will eventually leave
and she will simply
discard the feedback
form.
Despite teaching high
school honors mathematics,
the teacher
declines to join NCTM
because it costs too
much and makes too
many demands on
members’ time.
The teacher politely
attends district workshops
and professional
development
days but doesn’t
make much use of the
materials received.
The teacher listens to
his principal’s feedback
after a lesson
but isn’t sure that the
recommendations really
apply in his situation.
The teacher joins the
local chapter of the
American Library Association
because she
feels might benefit
from the free book—
but otherwise doesn’t
feel it’s worth much of
her time.
The teacher eagerly
attends the school
district optional summer
workshops, finding
them to be a
wealth of instructional
strategies he can use
during the school
year.
The teacher enjoys
her principal’s weekly
walk-through visits
because they always
lead to a valuable informal
discussion during
lunch the next day.
The teacher joins a
science education
partnership and finds
that it provides him
access to resources
for his classroom that
truly benefit his students’
conceptual understanding.
The teacher’s principal
rarely spends time
observing in her
classroom. Therefore,
she has initiated an
action research project
in order to improve
her own instruction.
The teacher is working
on a particular instructional
strategy
and asks his colleagues
to observe in
his classroom in order
to provide objective
feedback on his
progress.
The teacher founds a
local organization devoted
to literacy education;
her leadership
has inspired teachers
in the community to
work on several curriculum
and instruction
projects.
89

4e GROWING AND DEVELOPING PROFESSIONALLY
UNSATISFACTORY
Teacher engages in no professional development
activities to enhance knowledge or
skill.
Teacher resists feedback on teaching performance
from either supervisors or more
experienced colleagues.
Teacher makes no effort to share
knowledge with others or to assume professional
responsibilities.
Critical Attributes
The teacher is not involved in any activity
that might enhance knowledge or skill.
The teacher purposefully resists discussing
performance with supervisors or
colleagues.
The teacher ignores invitations to join professional
organizations or attend
conferences.
BASIC
Teacher participates in professional activities
to a limited extent when they are
convenient.
Teacher accepts, with some reluctance,
feedback on teaching performance from
both supervisors and colleagues.
Teacher finds limited ways to contribute to
the profession.
The teacher participates in professional
activities when they are required or when
provided by the school district.
The teacher reluctantly accepts feedback
from supervisors and colleagues.
The teacher contributes in a limited fashion
to educational professional organizations.
90

PROFICIENT
Teacher seeks out opportunities for
professional development to enhance content
knowledge and pedagogical skill.
Teacher welcomes feedback from
colleagues—either when made by supervisors
or when opportunities arise through
professional collaboration.
Teacher participates actively in assisting other
educators.
DISTINGUISHED
Teacher seeks out opportunities for
professional development and makes a
systematic effort to conduct action research.
Teacher seeks out feedback on teaching from
both supervisors and colleagues.
Teacher initiates important activities to
contribute to the profession.
The teacher seeks regular opportunities for
continued professional development.
The teacher welcomes colleagues and supervisors
into the classroom for the purpose of
gaining insight from their feedback.
The teacher actively participates in
professional organizations designed to
contribute to the profession.
In addition to the characteristics of “proficient”:
The teacher seeks regular opportunities for
continued professional development, including
initiating action research.
The teacher actively seeks feedback from
supervisors and colleagues.
The teacher takes an active leadership role in
professional organizations in order to
contribute to the teaching profession.
91

4f SHOWING PROFESSIONALISM
4f Showing Professionalism
Expert teachers demonstrate professionalism in service both to students and to the profession.
Teaching at the highest levels of performance in this component is student focused,
putting students first, regardless of how this sense of priority might challenge long-held
assumptions, past practices, or simply what is easier or more convenient for teachers. Accomplished
teachers have a strong moral compass and are guided by what is in the best interest of
students. Such educators display professionalism in a number of ways. For example, they conduct
their interactions with colleagues with honesty and integrity. They know their students’
needs and seek out resources in order to step in and provide help that may extend beyond the
classroom. Teachers advocate for their students in ways that might challenge traditional views
and the educational establishment, seeking greater flexibility in the ways school rules and policies
are applied. These dedicated educators also display their professionalism in the ways
they approach problem solving and decision making, with student needs in mind. Finally,
teachers consistently adhere to school and district policies and procedures but are willing to
work to improve those that may be outdated or ineffective. Elements of component 4f:
Integrity and ethical conduct
Teachers act with integrity and honesty.
Service to students
Teachers put students first in all considerations of their practice.
Advocacy
Teachers support their students’ best interests, even in the face of traditional practice or
beliefs.
Decision making
Teachers solve problems with students’ needs as a priority.
Compliance with school and district regulations
Teachers adhere to policies and procedures.
Indicators:
• Teacher having a reputation as someone who can be trusted and often being sought as a
sounding board
• Teacher frequently reminding participants during committee or planning work that students
are the highest priority
• Teacher supporting students, even in the face of difficult situations or conflicting policies
• Teacher challenging existing practice in order to put students first
• Teacher consistently fulfilling school district mandates regarding policies and procedures
92

4f Showing Professionalism—Possible Examples
Unsatisfactory Basic Proficient Distinguished
The teacher makes
some errors when
marking the last common
assessment but
doesn’t tell his colleagues.
The teacher does not
realize that three of
her neediest students
arrive at school an
hour early every
morning because their
mother can’t afford
day care.
The teacher fails to
notice that one of her
kindergartners is often
ill, looks malnourished,
and frequently
has bruises on her
arms and legs.
When one of his colleagues
goes home
suddenly because of
illness, the teacher
pretends to have a
meeting so that he
won’t have to share in
the coverage responsibilities.
The teacher does not
file her students’ writing
samples in their
district cum folders;
doing so is time consuming,
and she
wants to leave early
for summer break.
The teacher says, “I
have always known
my grade partner to
be truthful. If she
called in sick, then I
believe her.”
The teacher, considering
staying late to
help some of her students
in after-school
day care, realizes doing
so would conflict
with her gym class
and decides against
staying.
The teacher notices a
student struggling in
his class and sends a
quick e-mail to the
counselor. When he
doesn’t get a response,
he assumes
the problem has been
taken care of.
When her grade partner
goes out on maternity
leave, the
teacher says, “Hello”
and “Welcome” to the
substitute but does
not offer any further
assistance.
The teacher keeps his
district-required grade
book up to date, but
enters exactly the
minimum number of
assignments specified
by his department
chair.
The teacher is trusted
by his grade partners;
they share information
with him, confident it
will not be repeated
inappropriately.
Despite her lack of
knowledge about
dance, the teacher
forms a dance club at
her high school to
meet the high interest
level of her minority
students who cannot
afford lessons.
The teacher notices
some speech delays
in a few of her young
students; she calls in
the speech therapist
to do a few sessions
in her classroom and
provide feedback on
further steps.
The English department
chair says, “I appreciate
when Jim attends
our after-school
meetings; he always
contributes something
meaningful to the discussion.
The teacher learns
the district’s new online
curriculum mapping
system and enters
all of her courses.
When the new teacher
has trouble understanding
directions
from the principal, she
immediately goes to
the colleague who she
can rely on for expert
advice and complete
discretion.
After the school’s intramural
basketball
program is discontinued,
the teacher finds
some former studentathletes
to come in
and work with his students,
who have come
to love the after-school
sessions.
The teacher enlists
the help of her principal
when she realizes
that a colleague has
been making disparaging
comments
about some disadvantaged
students.
The math department
looks forward to their
weekly meetings; their
leader, the teacher is
always seeking new
instructional strategies
and resources for
them to discuss.
When the district
adopts a new Webbased
grading program,
the teacher
learns it inside and out
so that she can assist
her colleagues with its
implementation.
93

4f SHOWING PROFESSIONALISM
UNSATISFACTORY
Teacher displays dishonesty in interactions
with colleagues, students, and the public.
Teacher is not alert to students’ needs and
contributes to school practices that result in
some students’ being ill served by the
school.
Teacher makes decisions and recommendations
based on self-serving interests.
Teacher does not comply with school and
district regulations.
BASIC
Teacher is honest in interactions with colleagues,
students, and the public.
Teacher attempts, though inconsistently, to
serve students. Teacher does not
knowingly contribute to some students’
being ill served by the school.
Teacher’s decisions and recommendations
are based on limited but genuinely professional
considerations.
Teacher complies minimally with school
and district regulations, doing just enough
to get by.
Critical Attributes
Teacher is dishonest.
Teacher does not notice the needs of students.
The teacher engages in practices that are
self-serving.
The teacher willfully rejects school district
regulations.
Teacher is honest.
Teacher notices the needs of students but
is inconsistent in addressing them.
Teacher does not notice that some school
practices result in poor conditions for students.
Teacher makes decisions professionally but
on a limited basis.
Teacher complies with school district regulations.
94

PROFICIENT
Teacher displays high standards of honesty,
integrity, and confidentiality in interactions with
colleagues, students, and the public.
Teacher is active in serving students, working
to ensure that all students receive a fair opportunity
to succeed.
Teacher maintains an open mind in team or
departmental decision making.
Teacher complies fully with school and district
regulations.
DISTINGUISHED
Teacher takes a leadership role with
colleagues and can be counted on to hold to
the highest standards of honesty, integrity, and
confidentiality.
Teacher is highly proactive in serving students,
seeking out resources when needed. Teacher
makes a concerted effort to challenge negative
attitudes or practices to ensure that all
students, particularly those traditionally underserved,
are honored in the school.
Teacher takes a leadership role in team or
departmental decision making and helps
ensure that such decisions are based on the
highest professional standards.
Teacher complies fully with school and district
regulations, taking a leadership role with colleagues.
Teacher is honest and known for having high
standards of integrity.
Teacher actively addresses student needs.
Teacher actively works to provide opportunities
for student success.
Teacher willingly participates in team and
departmental decision making.
Teacher complies completely with school district
regulations.
In addition to the characteristics of “proficient”:
Teacher is considered a leader in terms of honesty,
integrity, and confidentiality.
Teacher is highly proactive in serving students.
Teacher makes a concerted effort to ensure
that opportunities are available for all students
to be successful.
Teacher takes a leadership role in team and
departmental decision making.
Teacher takes a leadership role regarding
school district regulations.
95

Charlotte Danielson The Framework for Teaching Evaluation Instrument
© 2011 The Danielson Group

Correlation between the Danielson Framework for Teaching and the
Interstate Teacher Assessment and Support Consortium (InTASC) Standards
Council of Chief State School Officers – ccsso.org
InTASC Standard
#1. Learner Development
The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary
individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning
experiences.
#2: Learning Differences.
The teacher uses understanding of individual differences and
diverse cultures and communities to ensure inclusive learning
environments that enable each learner to meet high standards.
#3: Learning Environment
The teacher works with others to create environments that
support individual and collaborative learning, and that
encourage positive social interaction, active engagement in
learning, and self-motivation.
#4: Content Knowledge.
The teacher understands the central concepts, tools of inquiry,
and structures of the discipline(s) he or she teaches and
creates learning experiences that make the discipline
accessible and meaningful for learners to assure mastery of
the content.
Danielson Framework Component(s)
Planning and Preparation
1b: Demonstrating Knowledge of Students
1c: Setting Instructional Outcomes
1e: Designing Coherent instruction
Instruction
3c: Engaging Students in Learning
Planning and Preparation
1b: Demonstrating Knowledge of Students
Classroom Environment
2a: Creating an Environment of Respect and Rapport
Instruction
3c: Engaging Students in Learning
Planning and Preparation
1a. Demonstrating Knowledge of Content and Pedagogy
1e: Designing Coherent instruction
Instruction
3c: Engaging Students in Learning
Correlation of Danielson Framework for Teaching to InTASC Standards page 1 of 3

Correlation between the Danielson Framework for Teaching and the
Interstate Teacher Assessment and Support Consortium (InTASC) Standards
Council of Chief State School Officers – ccsso.org
InTASC Standard
#5: Application of Content.
The teacher understands how to connect concepts and use
differing perspectives to engage learners in critical thinking,
creativity, and collaborative problem solving related to
authentic local and global issues.
#6: Assessment.
The teacher understands and uses multiple methods of
assessment to engage learners in their own growth, to monitor
learner progress, and to guide the teacherʼs and learnerʼs
decision making.
#7: Planning for Instruction.
The teacher plans instruction that supports every student in
meeting rigorous learning goals by drawing upon knowledge of
content areas, curriculum, cross-disciplinary skills, and
pedagogy, as well as knowledge of learners and the
community context.
#8: Instructional Strategies.
The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep
understanding of content areas and their connections, and to
build skills to apply knowledge in meaningful ways.
Danielson Framework Component(s)
Instruction
3a: Communicating with Students
3c: Engaging Students in Learning
3f: Demonstrating Flexibility and Responsiveness
Planning and Preparation
1f: Designing Student Assessments
Instruction
3d: Using Assessment in Instruction
Planning and Preparation
1b: Demonstrating knowledge of students
1e: Designing coherent instruction
Instruction
3b: Using Questioning and Discussion Techniques
3c: Engaging students in learning
Correlation of Danielson Framework for Teaching to InTASC Standards page 2 of 3

Correlation between the Danielson Framework for Teaching and the
Interstate Teacher Assessment and Support Consortium (InTASC) Standards
Council of Chief State School Officers – ccsso.org
InTASC Standard
#9: Professional Learning and Ethical Practice.
The teacher engages in ongoing professional learning and
uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others
(learners, families, other professionals, and the community),
and adapts practice to meet the needs of each learner.
#10: Leadership and Collaboration.
The teacher seeks appropriate leadership roles and
opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, other school
professionals, and community members to ensure learner
growth, and to advance the profession.
Danielson Framework Component(s)
Professional Responsibilities
4a: Reflecting on Teaching
4e: Growing and Developing Professionally
4f: Showing Professionalism
Professional Responsibilities
4c: Communicating with Families
4d: Participating in a Professional Community
4f: Showing Professionalism
Correlation of Danielson Framework for Teaching to InTASC Standards page 3 of 3

Marzano Suite for Connecting Teacher Growth to Student Achievement
http://www.iobservation.com/Marzano-Suite/

Research Base and Validation Studies on the Marzano Evaluation Model, April 2011
Research Base and Validation Studies on the Marzano Evaluation Model
The Marzano Evaluation Model is currently being used by the Florida Department of Education (DOE) as
a model that districts can use or adapt as their evaluation model. That Marzano Evaluation Model is
based on a number of previous, related works that include: What Works in Schools (Marzano, 2003),
Classroom Instruction that Works (Marzano, Pickering, & Pollock, 2001), Classroom Management that
Works (Marzano, Pickering, & Marzano, 2003), Classroom Assessment and Grading that Work (Marzano,
2006), The Art and Science of Teaching (Marzano, 2007), Effective Supervision: Supporting the Art and
Science of Teaching (Marzano, Frontier, & Livingston, 2011). Each of these works was generated from a
synthesis of the research and theory. Thus the mode can be considered an aggregation of the research
on those elements that have traditionally been shown to correlate with student academic achievement.
The model includes four domains:
Domain 1: Classroom Strategies and Behaviors
Domain 2: Preparing and Planning
Domain 3: Reflecting on Teaching
Domain 4: Collegiality and Professionalism
The four domains include 60 elements: 41 in Domain 1, 8 elements in Domain 2, 5 elements in Domain 3
and 6 elements in Domain 4. The specifics of each domain are listed in Figure 1. For a detailed discussion
of these elements see Effective Supervision: Supporting the Art and Science of Teaching (Marzano,
Frontier, & Livingston, 2011).
Figure 1: Elements of the Marzano Evaluation Model
Domain 1: Classroom Strategies and Behaviors
Routine Segments
Design Question #1: What will I do to establish and communicate learning goals, track student
progress, and celebrate success?
1. Providing clear learning goals and scales (rubrics)
2. Tracking student progress
3. Celebrating success
Design Question #6: What will I do to establish and maintain classroom rules and procedures?
4. Establishing classroom rules and procedures
5. Organizing the physical layout of the classroom
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Research Base and Validation Studies on the Marzano Evaluation Model, April 2011
Content Segments
Design Question #2: What will I do to help students effectively interact with new knowledge?
1. Identifying critical information
2. Organizing students to interact with new knowledge
3. Previewing new content
4. Chunking content into “digestible bites”
5. Processing new information
6. Elaborating on new information
7. Recording and representing knowledge
8. Reflecting on learning
Design Question #3: What will I do to help student practice and deepen their understanding of
new knowledge?
9. Reviewing content
10. Organizing students to practice and deepen knowledge
11. Using homework
12. Examining similarities and differences
13. Examining errors in reasoning
14. Practicing skills, strategies, and processes
15. Revising knowledge
Design Question #4: What will I do to help students generate and test hypotheses about new
knowledge?
16. Organizing students for cognitively complex tasks
17. Engaging students in cognitively complex tasks involving hypothesis generation and
testing
18. Providing resources and guidance
Segments Enacted on the Spot
Design Question #5: What will I do to engage students?
1. Noticing when students are not engaged
2. Using academic games
3. Managing response rates
4. Using physical movement
5. Maintaining a lively pace
6. Demonstrating intensity and enthusiasm
7. Using friendly controversy
8. Providing opportunities for students to talk about themselves
9. Presenting unusual or intriguing information
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Research Base and Validation Studies on the Marzano Evaluation Model, April 2011
Design Question #7: What will I do to recognize and acknowledge adherence or lack of
adherence to rules and procedures?
10. Demonstrating “withitness”
11. Applying consequences for lack of adherence to rules and procedures
12. Acknowledging adherence to rules and procedures
Design Question #8: What will I do to establish and maintain effective relationships with
students?
13. Understanding students’ interests and background
14. Using verbal and nonverbal behaviors that indicate affection for students
15. Displaying objectivity and control
Design Question #9: What will I do to communicate high expectations for all students?
16. Demonstrating value and respect for low expectancy students
17. Asking questions of low expectancy students
18. Probing incorrect answers with low expectancy students
Domain 2: Planning and Preparing
Planning and Preparing for Lessons and Units
1. Planning and preparing for effective scaffolding of information within lessons
2. Planning and preparing for lessons within units that progress toward a deep
understanding and transfer of content
3. Planning and preparing for appropriate attention to established content standards
Planning and Preparing for Use of Materials and Technology
1. Planning and preparing for the use of available traditional resources for upcoming units
and lessons (e.g., manipulatives, video tapes)
2. Planning for the use of available technology such as interactive white boards, voting
technologies and one-to-one computer
Planning and Preparing for Special Needs of Students
1. Planning and preparing for the needs of English language learners
2. Planning and preparing for the needs of special education students
3. Planning and preparing for the needs of students who come from home environments
that offer little support for schooling
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Research Base and Validation Studies on the Marzano Evaluation Model, April 2011
Domain 3: Reflecting on Teaching
Evaluating Personal Performance
1. Identifying specific areas of pedagogical strength and weakness
2. Evaluating the effectiveness of individual lessons and units
3. Evaluating the effectiveness of specific pedagogical strategies and behaviors across
different categories of students (i.e., different socio-economic groups, different ethnic
groups)
Developing and Implementing a Professional Growth Plan
1. Developing a written growth and development plan
2. Monitoring progress relative to the professional growth plan
Domain 4: Collegiality and Professionalism
Promoting a Positive Environment
1. Promoting positive interactions about colleagues
2. Promoting positive interactions about students and parents
Promoting Exchange of Ideas and Strategies
1. Seeking mentorship for areas of need or interest
2. Mentoring other teachers and sharing ideas and strategies
Promoting District and School Development
1. Adhering to district and school rules and procedures
2. Participating in district and school initiatives
As indicated in Figure 1, Domain 1 contains 41 elements (5 + 18 +18); Domain 2 contains 8 elements (3 +
2+ 3); Domain 3 contains 5 elements (3 +2) and Domain 4 contains 6 elements (2 + 2 + 2). Given that 41
of the 60 elements in the model are from Domain 1, the clear emphasis in the Marzano model is what
occurs in the classroom—the strategies and behaviors teachers use to enhance student achievement.
This emphasis differentiates it from some other teacher evaluation models.
Teacher status and growth can be assessed in each component of the model in a manner that is
consistent with the Florida DOE guidelines and the requirements of Race to the Top legislation.
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Research Base and Validation Studies on the Marzano Evaluation Model, April 2011
The Research Base from Which the Model Was Developed
Each of the works (cited above) from which the model was developed report substantial research on the
elements they address. For example, The Art and Science of Teaching includes over 25 tables reporting
the research on the various elements of Domain 1. These tables report the findings from meta-analytic
studies and the average effect sizes computed in these studies. In all, over 5,000 studies (i.e., effect
sizes) are covered in the tables representing research over the last five decades. The same can be said
for the other titles listed above. Thus, one can say that the model was initially based on thousands of
studies that span multiple decades and these studies were chronicled and catalogued in books that have
been widely disseminated in the United States. Specifically, over 2,000,000 copies of the books cited
above have been purchased and disseminated to K-12 educators across the United States.
Experimental/Control Studies
Perhaps one of the more unique aspects of the research on this model is that it has a growing number of
experimental/control studies that have been conducted by practicing teachers on the effectives of
specific strategies in their classrooms. This is unusual in the sense that these studies are designed to
establish a direct causal link between elements of the model and student achievement. Studies that use
correlation analysis techniques (see next section) can establish a link between elements of a model and
student achievement; however, causality cannot be easily inferred. Other evaluation models currently
used throughout the country only have correlational data regarding the relationship between their
elements and student achievement.
To date over 300 experimental/control studies have been conducted. Those studies involved over
14,000 students, 300 teachers, across 38 schools in 14 districts. The average effect size for strategies
addressed in the studies was .42 with some studies reporting effect sizes of 2.00 and higher. An average
effect size of .42 is associated with a 16 percentile point gain in student achievement. Stated differently:
on the average, when teachers use the classroom strategies and behaviors in the Marzano Evaluation
Model, their typical student achievement increased by 16 percentile points. However, great gains (i.e.,
those associated with an effect size of 2.00) can be realized if specific strategies are use in specific ways.
Correlational Studies
As mentioned above, correlational studies are the most common approach to examining the validity of
an evaluation model. Such studies have been, and continue to be conducted, on various elements of the
Marzano Evaluation Model. For example, such study was recently conducted in the state of Oklahoma
as a part of their examination of elements that are related to student achievement in K-12 schools (see
What Works in Oklahoma Schools: Phase I Report and What Works in Oklahoma School: Phase II Report,
by Marzano Research Laboratory, 2010 and 2011 respectively). Those studies involved 59 schools, 117
teachers and over 13,000 K-12 students. Collectively, those reports indicate positive relationships with
various elements of the Marzano Evaluation Model across the domains. Specific emphasis was placed on
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Research Base and Validation Studies on the Marzano Evaluation Model, April 2011
Domain 1 particularly in the Phase II report. Using state mathematics and reading test data, 96% of the
82 correlations (i.e., 41 correlations for mathematics and 41 for reading) were found to be positive with
some as high as .40 and greater. A .40 correlation translates to an effect size (i.e., standardized mean
difference) of .87 which is associated with a 31 percentile point gain in student achievement. These
studies also aggregated data across the nine design questions in Domain 1. All correlations were positive
for this aggregated data. Seven of those correlations ranged from .33 to .40. These correlations translate
into effect sizes of .70 and higher. High correlations such as these were also reported for the total
number of Domain 1 strategies teachers used in a school. Specifically the number of Domain 1
strategies teachers used in school had a .35 correlation with reaching proficiency and a .26 correlation
with mathematics proficiency.
Technology Studies
Another unique aspect of the research conducted on the model is that its effects have been examined in
the context of technology. For example, a two year study was conducted to determine (in part) the
relationship between selected elements from Domain 1 and the effectiveness of interactive whiteboards
in enhancing student achievement (see Final Report: A Second Year Evaluation Study of Promethean
ActivClassroom by Haystead and Marzano, 2010). In all, 131 experimental/control studies were
conducted across the spectrum of grade levels. Selected elements of Domain 1 were correlated with the
effect sizes for use of the interactive white boards. All correlations for Domain 1 elements were positive
with some as high as .70. This implies that the effectiveness of the interactive whiteboards as used in
these 131 studies was greatly enhanced by the use of Domain 1 strategies.
Summary
In summary, the Marzano Evaluation Model was designed using literally thousands of studies conducted
over the past five or more decades and published in books that have been widely used by K-12
educators. In addition, experimental/control studies have been conducted that establish a more direct
causal linkages with enhanced student achievement that can be made with other types of data analysis.
Correlation studies (the more typical approach to examining the viability of a model) have also been
conducted indicating positive correlations between the elements of the model and student mathematics
and reading achievement. Finally, the model has been studied as to its effects on the use of technology
(i.e., interactive whiteboards) and found it to be highly correlated with the effectiveness of that
technology.
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Research Base and Validation Studies on the Marzano Evaluation Model, April 2011
References
Haystead, M. W. & Marzano, R.J. (2010) Final Report: A Second Year Evaluation Study of Promethean
ActivClassroom. Englewood, CO: Marzano Research Laboratory (marzanoresearch.com)
Haystead, M. W. & Marzano, R.J. (2010). Meta-Analytic Synthesis of Studies Conducted at Marzano
Research Laboratory on instructional Strategies. Englewood, CO: Marzano Research Laboratory
(marzanoresearch.com)
Marzano, R.J. (2003). What works in schools. Alexandria, VA: ASCD
Marzano, R. J. (2006).Classroom assessment and grading that work. Alexandria, VA: ASCD.
Marzano, R.J. (2007). The art and science of teaching. Alexandria, VA: ASCD
Marzano, R. J., Frontier, T., & Livingston, D. (2011). Effective supervision: Supporting the art and science
of teaching. Alexandria VA: ASCD
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works. Alexandria, VA:
ASCD.
Marzano, R.J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works. Alexandria,
VA: ASCD
Marzano Research Laboratory. (2010) What Works in Oklahoma Schools: Phase I Report. Englewood, CO:
Marzano Research Laboratory (marzanoresearch.com)
Marzano Research Laboratory. (2011) What Works in Oklahoma Schools: Phase II Report. Englewood,
CO: Marzano Research Laboratory (marzanoresearch.com)
© 2011 Robert J. Marzano. The Marzano Evaluation Model can only be digitized in iObservation. Page 7
iObservation is a registered trademark of Learning Sciences International®
www.MarzanoEvaluation.com

MARZANO Research Laboratory
The Marzano
Teacher Evaluation Scales
Prepared by
Marzano Research Laboratory
The four domains of the
Marzano Teacher Evaluation Scales
Classroom Strategies
and Behaviors
Planning and Preparing
Reflecting on Teaching
Collegiality and
Professionalism
marzanoresearch.com 888.849.0851

Domain 1
Classroom Strategies and Behaviors
Lesson Segments Involving Routine Events
Design Question #1: What will I do to establish and communicate learning goals, track student
progress, and celebrate success?
1. Providing Clear Learning Goals and Scales (Rubrics)
The teacher provides a clearly stated learning goal
accompanied by scale or rubric that describes levels of
performance relative to the learning goal.
Notes
Teacher Evidence
Teacher has a learning goal posted so that all students
can see it.
The learning goal is a clear statement of knowledge or
information as opposed to an activity or assignment.
Teacher makes reference to the learning goal throughout
the lesson.
Teacher has a scale or rubric that relates to the learning
goal posted so that all students can see it.
Teacher makes reference to the scale or rubric throughout
the lesson.
Student Evidence
When asked, students can explain the learning goal for
the lesson.
When asked, students can explain how their current
activities relate to the learning goal.
When asked, students can explain the meaning of the
levels of performance articulated in the scale or rubric.
Scale
Providing clear
learning goals
and scales
(rubrics)
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Provides a clearly
stated learning
goal
accompanied by
a scale or rubric
that describes
levels of
performance and
monitors
students’
understanding of
the learning goal
and the levels of
performance
Provides a clearly
stated learning
goal
accompanied by
a scale or rubric
that describes
levels of
performance
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 1

2. Tracking Student Progress
The teacher facilitates tracking of student progress on one or
more learning goals using a formative approach to
assessment.
Notes
Teacher Evidence
Teacher helps students track their individual progress on
the learning goal.
Teacher uses formal and informal means to assign scores
to students on the scale or rubric depicting student status on
the learning goal.
Teacher charts the progress of the entire class on the
learning goal.
Student Evidence
When asked, students can describe their status relative to
the learning goal using the scale or rubric.
Students systematically update their status on the
learning goal.
Scale
Tracking
student
progress
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Facilitates tracking
of student
progress using a
formative
approach to
assessment and
monitors the
extent to which
students
understand their
level of
performance
Facilitates
tracking of
student progress
using a formative
approach to
assessment
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 2

3. Celebrating Success
The teacher provides students with recognition of their
current status and their knowledge gain relative to the
learning goal.
Notes
Teacher Evidence
Teacher acknowledges students who have achieved a
certain score on the scale or rubric.
Teacher acknowledges students who have made gains in
their knowledge and skill relative to the learning goal.
Teacher acknowledges and celebrates the final status
and progress of the entire class.
Teacher uses a variety of ways to celebrate success,
such as:
Show of hands
Certification of success
Parent notification
Round of applause
Student Evidence
Students show signs of pride regarding their
accomplishments in the class.
When asked, students say they want to continue to make
progress.
Scale
Celebrating
success
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Provides students
with recognition
of their current
status and their
knowledge gain
relative to the
learning goal and
monitors the
extent to which
students are
motivated to
enhance their
status
Provides students
with recognition
of their current
status and their
knowledge gain
relative to the
learning goal
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 3

Design Question #6: What will I do to establish and maintain classroom rules and procedures?
4. Establishing Classroom Rules and Procedures
Teacher reviews expectations regarding rules and
procedures to ensure their effective execution.
Notes
Teacher Evidence
Teacher involves students in designing classroom
routines.
Teacher uses classroom meetings to review rules and
procedures.
Teacher reminds students of rules and procedures.
Teacher asks students to restate or explain rules and
procedures.
Teacher provides cues or signals when a rule or
procedure should be used.
Student Evidence
Students follow clear routines during class.
When asked, students can describe established rules and
procedures.
When asked, students describe the classroom as an
orderly place.
Students recognize cues and signals by the teacher.
Students regulate their own behavior.
Scale
Establishing
classroom
routines
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Establishes and
reviews
expectations
regarding rules
and procedures
and monitors the
extent to which
students
understand the
rules and
procedures
Establishes and
reviews
expectations
regarding rules
and procedures
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 4

5. Organizing the Physical Layout of the Classroom
The teacher organizes the physical layout of the classroom to
facilitate movement and focus on learning.
Notes
Teacher Evidence
The physical layout of the classroom has clear traffic
patterns.
The physical layout of the classroom provides easy
access to material and centers.
The classroom is decorated in a way that enhances
student learning, such as:
Bulletin boards relate to current content
Students work is displayed.
Student Evidence
Students move easily about the classroom.
Students make use of materials and learning centers.
Students attend to examples of their work that are
displayed.
Students attend to information on the bulletin boards.
Students can easily focus on instruction.
Scale
Organizing the
physical layout
of the classroom
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Organizes the
physical layout of
the classroom to
facilitate
movement and
focus on learning
and monitors the
impact of the
environment on
student learning
Organizes the
physical layout of
the classroom to
facilitate
movement and
focus on learning
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 5

Lesson Segments Addressing Content
Design Question #2: What will I do to help students effectively interact with new knowledge?
1. Identifying Critical Information
The teacher identifies a lesson or part of a lesson as involving
important information to which students should pay particular
attention.
Notes
Teacher Evidence
Teacher begins the lesson by explaining why upcoming
content is important.
Teacher tells students to get ready for some important
information.
Teacher cues the importance of upcoming information in
some indirect fashion, such as:
Tone of voice
Body position
Level of excitement.
Student Evidence
When asked, students can describe the level of
importance of the information addressed in class.
When asked, students can explain why the content is
important to pay attention to.
Students visibly adjust their level of engagement.
Scale
Identifying
critical
information
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Signals to
students which
content is critical
versus noncritical
and
monitors the
extent to which
students are
attending to
critical
information
Signals to
students which
content is critical
versus noncritical
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 6

2. Organizing Students to Interact with New Knowledge
The teacher organizes students into small groups to facilitate
the processing of new information.
Notes
Teacher Evidence
Teacher has established routines for student grouping and
student interaction in groups.
Teacher organizes students into ad hoc groups for the
lesson, including:
Diads
Triads
Small groups up to about 5
Student Evidence
Students move to groups in an orderly fashion.
Students appear to understand expectations about
appropriate behavior in groups.
Respect opinions of others
Add their perspective to discussions
Ask and answer questions
Scale
Organizing
students to
interact with
new knowledge
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Organizes
students into
small groups to
facilitate the
processing of
new knowledge
and monitors
group processing
Organizes
students into
small groups to
facilitate the
processing of
new knowledge
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 7

3. Previewing New Content
The teacher engages students in activities that help them link
what they already know to the new content about to be
addressed and facilitates these linkages.
Notes
Teacher Evidence
Teacher uses preview question before reading.
Teacher uses K-W-L strategy or variation of it.
Teacher asks or reminds students what they already know
about the topic.
Teacher provides an advanced organizer
Outline
Graphic organizer.
Teacher has students brainstorm.
Teacher uses anticipation guide.
Teacher uses motivational hook/launching activity
Anecdotes
Short selection from video.
Teacher uses word splash activity to connect vocabulary
to upcoming content.
Student Evidence
When asked, students can explain linkages with prior
knowledge.
When asked, students make predictions about upcoming
content.
When asked, students can provide a purpose for what
they are about to learn.
Students actively engage in previewing activities.
Scale
Previewing new
content
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situation
Engages students
in learning
activities that
require them to
preview and link
new knowledge to
what has been
addressed and
monitors the
extent to which
students are
making linkages
Engages students
in learning
activities that
require them to
preview and link
new knowledge to
what has been
addressed
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 8

4. Chunking Content into “Digestible Bites”
Based on student needs, the teacher breaks the content into
small chunks (i.e., digestible bites) of information that can be
easily processed by students.
Notes
Teacher Evidence
Teacher stops at strategic points in a verbal presentation.
While playing a video tape, the teacher turns the tape off
at key junctures.
While providing a demonstration, the teacher stops at
strategic points.
While students are reading information or stories orally as
a class, the teacher stops at strategic points.
Student Evidence
When asked, students can explain why the teacher is
stopping at various points.
Students appear to know what is expected of them when
the teacher stops at strategic points.
Scale
Chunking
content into
digestible bites
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Breaks input
experiences into
small chunks
based on student
needs and
monitors the
extent to which
chunks are
appropriate
Breaks input
experiences into
small chunks
based on student
needs
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 9

5. Processing New Information
During breaks in the presentation of content, the teacher
engages students in actively processing new information.
Notes
Teacher Evidence
Teacher has group members summarize new information.
Teacher employs formal group processing strategies,
such as:
Jigsaw
Reciprocal teaching
Concept attainment
Student Evidence
When asked, students can explain what they have just
learned.
Students volunteer predictions.
Students voluntarily ask clarification questions.
Groups are actively discussing the content
Group members ask each other and answer
questions about the information.
Group members make predictions about what they
expect next.
Scale
Processing new
information
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Engages students
in summarizing,
predicting, and
questioning
activities and
monitors the
extent to which
the activities
enhance
students’
understanding
Engages students
in summarizing,
predicting, and
questioning
activities
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 10

6. Elaborating on New Information
The teacher asks question or engages students in activities
that require elaborative inferences that go beyond what was
explicitly taught.
Notes
Teacher Evidence
Teacher asks explicit questions that require students to
make elaborative inferences about the content.
Teacher asks students to explain and defend their
inferences.
Teacher presents situations or problems that require
inferences.
Student Evidence
Students volunteer answers to inferential questions.
Students provide explanations and “proofs” for inferences.
Scale
Elaborating on
new information
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situation.
Engages students
in answering
inferential
questions and
monitors the
extent to which
students
elaborate on what
was explicitly
taught
Engages students
in answering
inferential
questions
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 11

7. Recording and Representing Knowledge
The teacher engages students in activities that help them
record their understanding of new content in linguistic ways
and/or represent the content in nonlinguistic ways.
Notes
Teacher Evidence
Teacher asks students to summarize the information they
have learned.
Teacher asks students to generate notes that identify
critical information in the content.
Teacher asks students to create nonlinguistic
representations for new content , such as:
Graphic organizers
Pictures
Pictographs
Flow charts
Teacher asks students to create mnemonics that organize
the content.
Student Evidence
Students’ summaries and notes include critical content.
Students’ nonlinguistic representations include critical
content.
When asked, students can explain main points of the
lesson.
Scale
Recording and
representing
knowledge
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Engages students
in activities that
help them record
their
understanding of
new content in
linguistic ways
and/or in
nonlinguistic
ways and
monitors the
extent to which
this enhances
students’
understanding
Engages students
in activities that
help them record
their
understanding of
new content in
linguistic ways
and/or in
nonlinguistic
ways
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 12

8. Reflecting on Learning
The teacher engages students in activities that help them
reflect on their learning and the learning process.
Notes
Teacher Evidence
Teacher asks students to state or record what they are
clear about and what they are confused about.
Teacher asks students to state or record how hard they
tried.
Teacher asks students to state or record what they might
have done to enhance their learning.
Student Evidence
When asked, students can explain what they are clear
about and what they are confused about.
When asked, students can describe how hard they tried.
When asked, students can explain what they could have
done to enhance their learning.
Scale
Reflecting on
learning
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Engages students
in reflecting on
their own learning
and the learning
process and
monitors the
extent to which
students selfassess
their
understanding
and effort
Engages students
in reflecting on
their own learning
and the learning
process
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 13

Design Question #3: What will I do to help students practice and deepen their understanding of
new knowledge?
9. Reviewing Content
The teacher engages students in a brief review of content
that highlights the critical information.
Notes
Teacher Evidence
Teacher begins the lesson with a brief review of content.
Teacher uses specific strategies to review information
Summary
Problem that must be solved using previous
information
Questions that require a review of content
Demonstration
Brief practice test or exercise.
Student Evidence
When asked, students can describe the previous content
on which new lesson is based.
Student responses to class activities indicate that they
recall previous content.
Scale
Reviewing
content
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Engages students
in a brief review
of content that
highlights the
critical
information and
monitors the
extent to which
students can
recall and
describe previous
content
Engages students
in a brief review
of content that
highlights the
critical
information
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 14

10. Organizing Students to Practice and Deepen Knowledge
The teacher uses grouping in ways that facilitate practicing
and deepening knowledge.
Notes
Teacher Evidence
Teacher organizes students into groups with the
expressed idea of deepening their knowledge of informational
content.
Teacher organizes students into groups with the
expressed idea of practicing a skill, strategy, or process.
Student Evidence
When asked, students explain how the group work
supports their learning.
While in groups students interact in explicit ways to
deepen their knowledge of informational content or practice a
skill, strategy, or process
Asking each other questions
Obtaining feedback from their peers.
Scale
Organizing
students to
practice and
deepen
knowledge
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situation
Organizes
students into
groups to practice
and deepen their
knowledge and
monitors the
extent to which
the group work
extends their
learning
Organizes
students into
groups to practice
and deepen their
knowledge
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
© Robert J. Marzano 2011 Page 15

11. Using Homework
When appropriate (as opposed to routinely) the teacher
designs homework to deepen students’ knowledge of
informational content or practice a skill, strategy, or process.
Notes
Teacher Evidence
Teacher communicates a clear purpose for homework.
Teacher extends an activity that was begun in class to
provide students with more time.
Teacher assigns a well-crafted homework assignment that
allows students to practice and deepen their knowledge
independently.
Student Evidence
When asked, students can describe how the homework
assignment will deepen their understanding of informational
content or help them practice a skill, strategy, or process.
Students ask clarifying questions of the homework that
help them understand its purpose.
Scale
Using
homework
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
When appropriate
(as opposed to
routinely) assigns
homework that is
designed to
deepen
knowledge of
information or
practice a skill,
strategy, or
process and
monitors the
extent to which
students
understand the
homework
When appropriate
(as opposed to
routinely) assigns
homework that is
designed to
deepen
knowledge of
information or
practice a skill,
strategy, or
process
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 16

12. Examining Similarities and Differences
When the content is informational, the teacher helps students
deepen their knowledge by examining similarities and
differences.
Notes
Teacher Evidence
Teacher engages students in activities that require
students to examine similarities and differences between
content.
Comparison activities
Classifying activities
Analogy activities
Metaphor activities
Teacher facilitates the use of these activities to help
students deepen their understanding of content.
Ask students to summarize what they have learned
from the activity
Ask students to explain how the activity has added
to their understanding
Student Evidence
Student artifacts indicate that their knowledge has been
extended as a result of the activity.
When asked about the activity, student responses indicate
that they have deepened their understanding.
When asked, students can explain similarities and
differences.
Student artifacts indicate that they can identify similarities
and differences.
Scale
Examining
similarities and
differences
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
When content is
informational,
engages students
in activities that
require them to
examine
similarities and
differences and
monitors the
extent to which
the students are
deepening their
knowledge
When content is
informational
engages students
in activities that
require them to
examine
similarities and
differences
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 17

13. Examining Errors in Reasoning
When content is informational, the teacher helps students
deepen their knowledge by examining their own reasoning or
the logic of the information as presented to them.
Notes
Teacher Evidence
Teacher asks students to examine information for errors
or informal fallacies, including:
Faulty logic
Attacks
Weak reference
Misinformation
Teacher asks students to examine the strength of support
presented for a claim.
Statement of a clear claim
Evidence for the claim presented
Qualifiers presented showing exceptions to the claim
Student Evidence
When asked, students can describe errors or informal
fallacies in information.
When asked, students can explain the overall structure of
an argument presented to support a claim.
Student artifacts indicate that they can identify errors in
reasoning.
Scale
Examining
errors in
reasoning
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
When content is
informational
engages students
in activities that
require them to
examine their
own reasoning or
the logic of
information as
presented to
them and
monitors the
extent to which
students are
deepening their
knowledge
When content is
informational
engages students
in activities that
require them to
examine their
own reasoning or
the logic of
information as
presented to
them
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 18

14. Practicing Skills, Strategies, and Processes
When the content involves a skill, strategy, or process, the
teacher engages students in practice activities that help them
develop fluency.
Notes
Teacher Evidence
Teacher engages students in massed and distributed
practice activities that are appropriate to their current ability to
execute a skill, strategy, or process.
Guided practice if students cannot perform the skill,
strategy, or process independently
Independent practice if students can perform the
skill, strategy, or process independently
Student Evidence
Students perform the skill, strategy, or process with
increased confidence.
Students perform the skill, strategy, or process with
increased competence.
Scale
Practicing skills,
strategies, and
processes
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
When content
involves a skill,
strategy, or
process engages
students in
practice activities
and monitors the
extent to which
the practice is
increasing
student fluency
When content
involves a skill,
strategy, or
process, engages
students in
practice activities
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 19

15. Revising Knowledge
The teacher engages students in revision of previous
knowledge about content addressed in previous lessons.
Notes
Teacher Evidence
Teacher asks students to examine previous entries in
their academic notebooks or notes.
The teacher engages the whole class in an examination
of how the current lesson changed perceptions and
understandings of previous content.
Teacher has students explain how their understanding
has changed.
Student Evidence
Students make corrections to information previously
recorded about content.
When asked, students can explain previous errors or
misconceptions they had about content.
Scale
Revising
knowledge
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Engages students
in revision of
previous content
and monitors the
extent to which
these revisions
deepen students’
understanding
Engages students
in revision of
previous content
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 20

Design Question #4: What will I do to help students generate and test hypotheses about new
knowledge?
16. Organizing Students for Cognitively Complex Tasks
The teacher organizes the class in such a way as to facilitate
students working on complex tasks that require them to
generate and test hypotheses.
Notes
Teacher Evidence
Teacher establishes the need to generate and test
hypotheses.
Teacher organizes students into groups to generate and
test hypotheses.
Student Evidence
When asked, students describe the importance of
generating and testing hypotheses about content.
When asked, students explain how groups support their
learning.
Students use group activities to help them generate and
test hypotheses.
Scale
Organizing
students for
cognitively
complex tasks
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Organizes
students into
groups to
facilitate working
on cognitively
complex tasks
and monitors the
extent to which
group processes
facilitate
generating and
testing
hypotheses
Organizes
students into
groups to
facilitate working
on cognitively
complex tasks
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 21

17. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and
Testing
The teacher engages students in complex tasks (e.g.
decision making, problem solving, experimental inquiry,
investigation) that require them to generate and test
hypotheses.
Notes
Teacher Evidence
Teacher engages students with an explicit decision
making, problem solving, experimental inquiry, or
investigation task that requires them to generate and test
hypotheses.
Teacher facilitates students generating their own
individual or group task that requires them to generate and
test hypotheses.
Student Evidence
Students are clearly working on tasks that require them to
generate and test hypotheses.
When asked, students can explain the hypothesis they
are testing.
When asked, students can explain whether their
hypothesis was confirmed or disconfirmed.
Student artifacts indicate that they can engage in
decision making, problem solving, experiential inquiry, or
investigation.
Scale
Engaging
students in
cognitively
complex tasks
involving
hypothesis
generation and
testing
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Engages students
in cognitively
complex tasks
(e.g. decision
making, problem
solving,
experimental
inquiry,
investigation) and
monitors the
extent to which
students are
generating and
testing
hypotheses
Engages students
in cognitively
complex tasks
(e.g. decision
making, problem
solving,
experimental
inquiry,
investigation)
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 22

18. Providing Resources and Guidance
The teacher acts as resource provider and guide as students
engage in cognitively complex tasks.
Notes
Teacher Evidence
Teacher makes himself/herself available to students who
need guidance or resources.
Circulates around the room
Provides easy access to himself/herself
Teacher interacts with students during the class to
determine their needs for hypothesis generating and testing
tasks.
Teacher volunteers resources and guidance as needed
by the entire class, groups of students, or individual students.
Student Evidence
Students seek out the teacher for advice and guidance
regarding hypothesis generation and testing tasks.
When asked, students can explain how the teacher
provides assistance and guidance in hypothesis generation
and testing tasks.
Scale
Providing
resources and
guidance
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Acts as a guide
and resource
provider as
students engage
in cognitively
complex tasks
and monitors the
extent to which
students request
and use guidance
and resources
Acts as a guide
and resource
provider as
students engage
in cognitively
complex tasks
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 23

Lesson Segments Enacted on the Spot
Design Question #5: What will I do to engage students?
1. Noticing When Students Are Not Engaged
The teacher scans the room making note of when students
are not engaged and takes overt action.
Notes
Teacher Evidence
Teacher notices when specific students or groups of
students are not engaged.
Teacher notices when the energy level in the room is low.
Teacher takes action to re-engage students.
Student Evidence
Students appear aware of the fact that the teacher is
taking note of their level of engagement.
Students try to increase their level of engagement when
prompted.
When asked, students explain that the teacher expects
high levels of engagement.
Scale
Noticing when
students are not
engaged
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Scans the room
makes note of
when students
are not engaged,
and takes action,
and monitors the
extent to which
students reengage
Scans the room,
makes note of
when students
are not engaged,
and takes action
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 24

2. Using Academic Games
The teacher uses academic games and inconsequential
competition to maintain student engagement.
Notes
Teacher Evidence
Teacher uses structured games such as Jeopardy, family
feud, and the like.
Teacher develops impromptu games such as making a
game out of which answer might be correct for a given
question.
Teacher uses friendly competition along with classroom
games.
Student Evidence
Students engage in the games with some enthusiasm.
When asked, students can explain how the games keep
their interest and help them learn or remember content.
Scale
Using academic
games
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Uses academic
games and
inconsequential
competition to
maintain student
engagement and
monitors the
extent to which
students focus on
the academic
content of the
game
Uses academic
games and
inconsequential
competition to
maintain student
engagement
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 25

3. Managing Response Rates
The teacher uses response rates techniques to maintain
student engagement in questions.
Notes
Teacher Evidence
Teacher uses wait time.
Teacher uses response cards.
Teacher has students use hand signals to respond to
questions.
Teacher uses choral response.
Teacher uses technology to keep track of students’
responses.
Teacher uses response chaining.
Student Evidence
Multiple students or the entire class responds to questions
posed by the teacher.
When asked, students can describe their thinking about
specific questions posed by the teacher.
Scale
Managing
response rates
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Uses response
rate techniques to
maintain student
engagement in
questions and
monitors the
extent to which
the techniques
keep students
engaged
Uses response
rate techniques to
maintain student
engagement in
questions
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 26

4. Using Physical Movement
The teacher uses physical movement to maintain student
engagement.
Notes
Teacher Evidence
Teacher has students stand up and stretch or related
activities when their energy is low.
Teacher uses activities that require students to physically
move to respond to questions, such as:
Vote with your feet
Go to the part of the room that represents the
answer you agree with
Teacher has students physically act out or model content
to increase energy and engagement.
Teacher use give-one-get-one activities that require
students to move about the room.
Student Evidence
Students engage in the physical activities designed by the
teacher.
When asked, students can explain how the physical
movement keeps their interest and helps them learn.
Scale
Using physical
movement
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Uses physical
movement to
maintain student
engagement and
monitors the
extent to which
these activities
enhance student
engagement
Uses physical
movement to
maintain student
engagement
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 27

5. Maintaining a Lively Pace
The teacher uses pacing techniques to maintain students’
engagement.
Notes
Teacher Evidence
Teacher employs crisp transitions from one activity to
another.
Teacher alters pace appropriately (i.e. speeds up and
slows down).
Student Evidence
Students quickly adapt to transitions and re-engage when
a new activity is begun.
When asked about the pace of the class, students
describe it as not too fast or not too slow.
Scale
Maintaining a
lively pace
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Uses pacing
techniques to
maintain
students’
engagement and
monitors the
extent to which
these techniques
keep students
engaged
Uses pacing
techniques to
maintain
students’
engagement
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
6. Demonstrating Intensity and Enthusiasm
The teacher demonstrates intensity and enthusiasm for the
content in a variety of ways.
Notes
Teacher Evidence
Teacher describes personal experiences that relate to the
content.
Teacher signals excitement for content by:
Physical gestures
Voice tone
Dramatization of information
Teacher overtly adjusts energy level.
Student Evidence
When asked, students say that the teacher “likes the
content” and “likes teaching.”
Students’ attention levels increase when the teacher
demonstrates enthusiasm and intensity for the content.
Scale
Demonstrating
intensity and
enthusiasm
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Demonstrates
intensity and
enthusiasm for
the content in a
variety of ways
and monitors the
extent to which
students’
engagement
increases
Demonstrates
intensity and
enthusiasm for
the content in a
variety of ways
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 28

7. Using Friendly Controversy
The teacher uses friendly controversy techniques to maintain
student engagement.
Notes
Teacher Evidence
Teacher structures mini-debates about the content.
Teacher has students examine multiple perspectives and
opinions about the content.
Teacher elicits different opinions on content from
members of the class.
Student Evidence
Students engage in friendly controversy activities with
enhanced engagement.
When asked, students describe friendly controversy
activities as “stimulating,” “fun,” and so on.
When asked, students explain how a friendly controversy
activity helped them better understand the content.
Scale
Using friendly
controversy
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Uses friendly
controversy
techniques to
maintain student
engagement and
monitors the
effect on
students’
engagement
Uses friendly
controversy
techniques to
maintain student
engagement
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 29

8. Providing Opportunities for Students to Talk about Themselves
The teacher provides students with opportunities to relate
what is being addressed in class to their personal interests.
Notes
Teacher Evidence
Teacher is aware of student interests and makes
connections between these interests and class content.
Teacher structures activities that ask students to make
connections between the content and their personal interests.
When students are explaining how content relates to their
personal interests, the teacher appears encouraging and
interested.
Student Evidence
Students engage in activities that require them to make
connections between their personal interests and the content.
When asked, students explain how making connections
between content and their personal interests engages them
and helps them better understand the content.
Scale
Providing
opportunities for
students to talk
about
themselves
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Provides students
with opportunities
to relate what is
being addressed
in class to their
personal interests
and monitors the
extent to which
these activities
enhance student
engagement
Provides students
with opportunities
to relate what is
being addressed
in class to their
personal interests
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 30

9. Presenting Unusual or Intriguing Information
The teacher uses unusual or intriguing information about the
content in a manner that enhances student engagement.
Notes
Teacher Evidence
Teacher systematically provides interesting facts and
details about the content.
Teacher encourages students to identify interesting
information about the content.
Teacher engages students in activities like “Believe it or
not” about the content.
Teacher uses guest speakers to provide unusual
information about the content.
Teacher tells stories that are related to the content.
Student Evidence
Students’ attention increases when unusual information is
presented about the content.
When asked, students explain how the unusual
information makes them more interested in the content.
Scale
Presenting
unusual or
intriguing
information
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Uses unusual or
intriguing
information about
the content and
monitors the
extent to which
this information
enhances
students’ interest
in the content
Uses unusual or
intriguing
information about
the content
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 31

Design Question #7: What will I do to recognize and acknowledge adherence or lack of
adherence to rules and procedures?
10. Demonstrating “Withitness”
The teacher uses behaviors associated with “withitness” to
maintain adherence to rules and procedures.
Notes
Teacher Evidence
Teacher physically occupies all quadrants of the room.
Teacher scans the entire room making eye contact with all
students.
Teacher recognizes potential sources of disruption and
deals with them immediately.
Teacher proactively addresses inflammatory situations.
Student Evidence
Students recognize that the teacher is aware of their
behavior.
When asked, students describe the teacher as “aware of
what is going on” or “has eyes on the back of his/her head.”
Scale
Demonstrating
“withitness”
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Uses behaviors
associated with
“withitness” and
monitors the
effect on
students’
behavior
Uses behaviors
associated with
“withitness”
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 32

11. Applying Consequences for Lack of Adherence to Rules and Procedures
The teacher consistently and fairly applies consequences for
not following rules and procedures.
Notes
Teacher Evidence
Teacher provides nonverbal signals when students’
behavior is not appropriate, including:
Eye contact
Proximity
Tap on the desk
Shaking head “No”
Teacher provides verbal signals when students’ behavior
is not appropriate.
Tells students to stop
Tells students that their behavior is in violation of a
rule or procedure
Teacher uses group contingency consequences when
appropriate (i.e., whole group must demonstrate a specific
behavior).
Teacher involves the home when appropriate (i.e., makes
a call home to parents to help extinguish inappropriate
behavior).
Teacher uses direct cost consequences when appropriate
(e.g., student must fix something he or she has broken).
Student Evidence
Students cease inappropriate behavior when signaled by
the teacher.
Students accept consequences as part of the way class is
conducted.
When asked, students describe the teacher as fair in
application of rules.
Scale
Applying
consequences
for lack of
adherence to
rules and
procedures
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Consistently and
fairly applies
consequences for
not following rules
and monitors the
extent to which
rules and
procedures are
followed
Consistently and
fairly applies
consequences for
not following rules
and procedures
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 33

12. Acknowledging Adherence to Rules and Procedures
The teacher consistently and fairly acknowledges adherence
to rules and procedures.
Notes
Teacher Evidence
Teacher provides nonverbal signals that a rule or
procedure has been followed:
Smile
Nod of head
High five
Teacher gives verbal cues that a rule or procedure has
been followed:
Thanks students for following a rule or procedure
Describes student behaviors that adhere to rule or
procedure
Teacher notifies the home when a rule or procedure has
been followed.
Teacher uses tangible recognition when a rule or
procedure has been :
Certificate of merit
Token economies
Student Evidence
Students appear appreciative of the teacher
acknowledging their positive behavior.
When asked, students describe teacher as appreciative of
their good behavior.
The number of students adhering to rules and procedure
increases.
Scale
Acknowledging
adherence to
rules and
procedures
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Consistently and
fairly
acknowledges
adherence to
rules and
procedures and
monitors the
extent to which
new actions affect
students’
behavior
Consistently and
fairly
acknowledges
adherence to
rules and
procedures
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 34

Design Question #8: What will I do to establish and maintain effective relationships with
students?
13. Understanding Students’ Interests and Backgrounds
The teacher uses students’ interests and backgrounds to
produce a climate of acceptance and community.
Notes
Teacher Evidence
Teacher has side discussions with students about events
in their lives.
Teacher has discussions with students about topics in
which they are interested.
Teacher builds students’ interests into lessons.
Student Evidence
When asked, students describe the teacher as someone
who knows them and/or is interested in them.
Students respond when teacher demonstrates
understanding of their interests and backgrounds.
When asked, students say they feel accepted.
Scale
Understanding
students’
interests and
backgrounds
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Uses students’
interests and
backgrounds
during
interactions with
students and
monitors the
sense of
community in the
classroom
Uses students’
interests and
backgrounds
during
interactions with
students
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 35

14. Using Verbal and Nonverbal Behaviors that Indicate Affection for Students
When appropriate the teacher uses verbal and nonverbal
behavior that indicates caring for students.
Notes
Teacher Evidence
Teacher compliments students regarding academic and
personal accomplishments.
Teacher engages in informal conversations with students
that are not related to academics.
Teacher uses humor with students when appropriate.
Teacher smiles, nods, etc., at students when appropriate
Teacher puts hand on students’ shoulders when
appropriate.
Student Evidence
When asked, students describe teacher as someone who
cares for them.
Students respond to teacher’s verbal interactions.
Students respond to teacher’s nonverbal interactions.
Scale
Using verbal
and nonverbal
behaviors that
indicate caring
for students
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Uses verbal and
nonverbal
behaviors that
indicate caring for
students and
monitors the
quality of
relationships in
the classroom
Uses verbal and
nonverbal
behaviors that
indicate caring for
students
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
15. Displaying Objectivity and Control
The teacher behaves in an objective and controlled manner.
Notes
Teacher Evidence
Teacher does not exhibit extremes in positive or negative
emotions.
Teacher addresses inflammatory issues and events in a
calm and controlled manner.
Teacher interacts with all students in the same calm and
controlled fashion.
Teacher does not demonstrate personal offense at
student misbehavior.
Student Evidence
Students are settled by the teacher’s calm demeanor.
When asked, the students describe the teacher as in
control of himself/herself and in control of the class.
When asked, students say that the teacher does not hold
grudges or take things personally.
Scale
Displaying
emotional
objectivity and
control
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Behaves in an
objective and
controlled manner
and monitors the
effect on the
classroom climate
Behaves in an
objective and
controlled manner
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 36

Design Question #9: What will I do to communicate high expectations for all students?
16. Demonstrating Value and Respect for Low-Expectancy Students
The teacher exhibits behaviors that demonstrate value and
respect for low-expectancy students.
Notes
Teacher Evidence
When asked, the teacher can identify the students for
whom there have been low expectations and the various
ways in which these students have been treated differently
from high-expectancy students.
The teacher provides low-expectancy with nonverbal
indications that they are valued and respected:
Makes eye contact
Smiles
Makes appropriate physical contact
The teacher proves low-expectancy students with verbal
indications that they are valued and respected:
Playful dialogue
Addressing students in a manner they view as
respectful
Teacher does not allow negative comments about lowexpectancy
students.
Student Evidence
When asked, students say that the teacher cares for all
students.
Students treat each other with respect.
Scale
Communicating
value and
respect for lowexpectancy
students
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Exhibits
behaviors that
demonstrate
value and respect
for lowexpectancy
students and
monitors the
impact on lowexpectancy
students
Exhibits
behaviors that
demonstrate
value and respect
for lowexpectancy
students
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 37

17. Asking Questions of Low-Expectancy Students
The teacher asks questions of low-expectancy students with
the same frequency and depth as with high-expectancy
students.
Notes
Teacher Evidence
Teacher makes sure low-expectancy students are asked
questions at the same rate as high-expectancy students.
Teacher makes sure low-expectancy students are asked
complex questions at the same rate as high-expectancy
students.
Student Evidence
When asked, students say the teacher expects everyone
to participate.
When asked, students say the teacher asks difficult
questions of everyone.
Scale
Asking
questions of
low-expectancy
students
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Asks questions of
low-expectancy
students with the
same frequency
and depth as with
high-expectancy
students and
monitors the
quality of
participation of
low-expectancy
students
Asks questions of
low-expectancy
students with the
same frequency
and depth as with
high-expectancy
students
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 38

18. Probing Incorrect Answers with Low-Expectancy Students
The teacher probes incorrect answers of low-expectancy
students in the same manner as with high-expectancy
students.
Notes
Teacher Evidence
Teacher asks low-expectancy students to further explain
their answers when they are incorrect.
Teacher rephrases questions for low-expectancy students
when they provide an incorrect answer.
Teacher breaks a question into smaller and simpler parts
when a low-expectancy student answers a question
incorrectly.
When low-expectancy students demonstrate frustration,
the teacher allows them to collect their thoughts but goes
back to them at a later point in time.
Student Evidence
When asked, students say that the teacher won’t “let you
off the hook.”
When asked, students say that the teacher “won’t give up
on you.”
When asked, students say the teacher helps them answer
questions successfully.
Scale
Probing
incorrect
answers by lowexpectancy
students
Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Probes incorrect
answers of lowexpectancy
students in the
same manner as
with highexpectancy
students and
monitors the level
and quality
responses of lowexpectancy
students
Probes incorrect
answers of lowexpectancy
students in the
same manner as
with highexpectancy
students
Uses strategy
incorrectly or with
parts missing
Strategy called
for but not
exhibited
© Robert J. Marzano 2011 Page 39

Domain 2
Planning and Preparing
Planning and Preparing for Lessons and Units
1. Planning and Preparing for Effective Scaffolding of Information Within Lessons
The teacher prepares and plans for effective scaffolding of
information within lessons.
Notes
Innovating(4) Applying(3) Developing(2) Beginning(1) Not Using(0)
The teacher is a
recognized leader in
helping others with this
activity.
Within lessons the
teacher organizes
content in such a way
that each new piece of
information clearly
builds on the previous
piece.
The teacher scaffolds
the information but the
relationship between
elements is not made
clear.
The teacher attempts
to perform this activity
but does not actually
complete or follow
through with these
attempts.
The teacher makes no
attempt to perform this
activity.
2. Planning and Preparing for Lessons Within a Unit That Progress Toward a Deep
Understanding and Transfer of Content
The teacher prepares and plans for lessons within a unit that
progress toward a deep understanding and transfer of
content.
Notes
Innovating(4) Applying(3) Developing(2) Beginning(1) Not Using(0)
The teacher is a
recognized leader in
helping others with this
activity.
The teacher organizes
lessons within a unit
so that students move
from an understanding
to applying the content
through authentic
tasks.
The teacher organizes
lessons within a unit
so that students move
from surface to deeper
understanding of
content but does not
require students to
apply the content in
authentic ways.
The teacher attempts
to perform this activity
but does not actually
complete or follow
through with these
attempts.
The teacher makes no
attempt to perform this
activity.
© Robert J. Marzano 2011 Page 40

3. Planning and Preparing for Appropriate Attention to Established Content Standards
The teacher prepares and plans for appropriate attention to
established content standards.
Notes
Innovating(4) Applying(3) Developing(2) Beginning(1) Not Using(0)
The teacher is a
recognized leader in
helping others with this
activity.
The teacher ensures
that lessons and units
include the important
content identified by
the district and the
manner in which that
content should be
sequenced
The teacher ensures
that lessons and units
include the important
content identified by
the district but does
not address the proper
sequencing of content.
The teacher attempts
to perform this activity
but does not actually
complete or follow
through with these
attempts.
The teacher makes no
attempt to perform this
activity.
Planning and Preparing for Use of Materials and Technology
1. Planning and Preparing for the Use of Available Traditional Materials for Upcoming Units
and Lessons
The teacher prepares and plans for the use of available
traditional materials for upcoming units and lessons.
Notes
Innovating(4) Applying(3) Developing(2) Beginning(1) Not Using(0)
The teacher is a
recognized leader in
helping others with this
activity.
The teacher identifies
the available
traditional materials
that can enhance
student understanding
and the manner in
which they will be
used.
The teacher identifies
the available
traditional materials
that can enhance
student understanding
but does not identify
the manner in which
they will be used.
The teacher attempts
to perform this activity
but does not actually
complete or follow
through with these
attempts.
The teacher makes no
attempt to perform this
activity.
2. Planning and Preparing for the Use of Available Technologies, such as: Interactive
Whiteboards, Response Systems, and Computers.
The teacher prepares and plans for the use of available
technologies, such as: interactive whiteboards, response
systems, and computers.
Notes
Innovating(4) Applying(3) Developing(2) Beginning(1) Not Using(0)
The teacher is a
recognized leader in
helping others with this
activity.
The teacher identifies
the available
technologies that can
enhance student
understanding and the
manner in which they
will be used.
The teacher identifies
the available
technologies that can
enhance student
understanding but
does not identify the
manner in which they
will be used.
The teacher attempts
to perform this activity
but does not actually
complete or follow
through with these
attempts.
The teacher makes no
attempt to perform this
activity.
© Robert J. Marzano 2011 Page 41

Planning and Preparing for Special Needs of Students
1. Planning and Preparing for the Needs of English Language Learners (ELLs)
The teacher prepares and plans for the needs of English
language learners (ELLs)
Notes
Innovating(4) Applying(3) Developing(2) Beginning(1) Not Using(0)
The teacher is a
recognized leader in
helping others with this
activity.
The teacher identifies
the needs of English
language learners and
the adaptations that
will be made to meet
these needs.
The teacher identifies
the needs of English
language learners but
does not articulate the
adaptations that will be
made to meet these
needs.
The teacher attempts
to perform this activity
but does not actually
complete or follow
through with these
attempts.
The teacher makes no
attempt to perform this
activity.
2. Planning and Preparing for the Needs Special Education Students
The teacher prepares and plans for the needs of special
education students.
Notes
Innovating(4) Applying(3) Developing(2) Beginning(1) Not Using(0)
The teacher is a
recognized leader in
helping others with this
activity.
The teacher identifies
the needs of special
education students
and the adaptations
that will be made to
meet these needs.
The teacher identifies
the needs of special
education students but
does not articulate the
adaptations that will be
made to meet these
needs.
The teacher attempts
to perform this activity
but does not actually
complete or follow
through with these
attempts.
The teacher makes no
attempt to perform this
activity.
3. Planning and Preparing for the Needs of Students Who Come from Home Environments
That Offer Little Support for Schooling
The teacher prepares and plans for the needs of students
who come from home environments that offer little support for
schooling.
Notes
Innovating(4) Applying(3) Developing(2) Beginning(1) Not Using(0)
The teacher is a
recognized leader in
helping others with this
activity.
The teacher identifies
the needs of students
who come from home
environments that do
not support learning
and the adaptations
that will be made to
meet these needs.
The teacher identifies
the needs of student
who come from home
environment s that do
not support learning
but does not articulate
the adaptations that
will be made to meet
these needs.
The teacher attempts
to perform this activity
but does not actually
complete or follow
through with these
attempts.
The teacher makes no
attempt to perform this
activity.
© Robert J. Marzano 2011 Page 42

Domain 3
Reflecting on Teaching
Evaluating Personal Performance
1. Identifying Specific Areas of Pedagogical Strength and Weakness Within Domain 1
The teacher identifies specific areas of pedagogical strength
and weakness within Domain 1.
Notes
Innovating(4) Applying(3) Developing(2) Beginning(1) Not Using(0)
The teacher is a
recognized leader in
helping others with this
activity.
The teacher identifies
specific strategies and
behaviors on which to
improve from routine
lesson segments,
content lesson
segments, and
segments that are
enacted on the spot.
The teacher identifies
specific strategies and
behaviors on which to
improve but does not
select the strategies
and behaviors that are
most useful for his or
her development.
The teacher attempts
to perform this activity
but does not actually
complete or follow
through with these
attempts.
The teacher makes no
attempt to perform this
activity.
2. Evaluating the Effectiveness of Individual Lessons and Units
The teacher evaluates the effectiveness of individual lessons
and units.
Notes
Innovating(4) Applying(3) Developing(2) Beginning(1) Not Using(0)
The teacher is a
recognized leader in
helping others with this
activity.
The teacher
determines how
effective a lesson or
unit was in terms of
enhancing student
achievement and
identifies causes of
success or failure.
The teacher
determines how
effective a lesson or
unit was in terms of
enhancing student
achievement but does
not accurately identify
causes of success or
failure.
The teacher attempts
to perform this activity
but does not actually
complete or follow
through with these
attempts.
The teacher makes no
attempt to perform this
activity.
© Robert J. Marzano 2011 Page 43

3. Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors Across
Different Categories of Students
The teacher evaluates the effectiveness of specific
pedagogical strategies and behaviors across different
categories of students (i.e., different socio-economic groups,
different ethnic groups, etc.).
Notes
Innovating(4) Applying(3) Developing(2) Beginning(1) Not Using(0)
The teacher is a
recognized leader in
helping others with this
activity.
The teacher
determines the
effectiveness of
specific strategies and
behaviors regarding
the achievement of
subgroups of students
and identifies the
reasons for
discrepancies.
The teacher
determines the
effectiveness of
specific strategies and
behaviors regarding
the achievement of
subgroups of students
but does not
accurately identify the
reasons for
discrepancies.
The teacher attempts
to perform this activity
but does not actually
complete or follow
through with these
attempts.
The teacher makes no
attempt to perform this
activity.
Developing and Implementing a Professional Growth and
Development Plan
1. Developing a Written Growth and Development Plan
The teacher develops a written growth and development plan.
Notes
Innovating(4) Applying(3) Developing(2) Beginning(1) Not Using(0)
The teacher is a
recognized leader in
helping others with this
activity.
The teacher develops
a written professional
growth and
development plan with
milestones and
timelines.
The teacher develops
a written professional
growth and
development plan but
does not articulate
clear milestones and
timelines.
The teacher attempts
to perform this activity
but does not actually
complete or follow
through with these
attempts.
The teacher makes no
attempt to perform this
activity.
© Robert J. Marzano 2011 Page 44

2. Monitoring progress relative to the professional growth and development plan
The teacher monitors progress relative to the professional
growth and development plan.
Notes
Innovating(4) Applying(3) Developing(2) Beginning(1) Not Using(0)
The teacher is a
recognized leader in
helping others with this
activity.
The teacher charts
his/her progress on
the professional
growth and
development plan
using established
milestones and
timelines and makes
adaptations as
needed.
The teacher charts
his/her progress on
the professional
growth and
development plan
using established
milestones and
timelines but does not
make adaptations as
needed.
The teacher attempts
to perform this activity
but does not actually
complete or follow
through with these
attempts.
The teacher makes no
attempt to perform this
activity.
© Robert J. Marzano 2011 Page 45

Domain 4
Collegiality and Professionalism
Promoting a Positive Environment
1. Promoting Positive Interactions About Colleagues
The teacher promotes positive interactions about colleagues.
Notes
Innovating(4) Applying(3) Developing(2) Beginning(1) Not Using(0)
The teacher is a
recognized leader in
helping others with this
activity.
The teacher interacts
with other teachers in
a positive manner and
helps extinguish
negative
conversations about
other teacher.
The teacher interacts
with other teachers in
a positive manner but
does not help
extinguish negative
conversations about
other teachers.
The teacher attempts
to perform this activity
but does not actually
complete or follow
through with these
attempts.
The teacher makes no
attempt to perform this
activity.
2. Promoting Positive Interactions About Students and Parents
The teacher promotes positive interactions about students
and parents.
Notes
Innovating(4) Applying(3) Developing(2) Beginning(1) Not Using(0)
The teacher is a
recognized leader in
helping others with this
activity.
The teacher interacts
with students and
parents in a positive
manner and helps
extinguish negative
conversations about
students and parents.
The teacher interacts
with students and
parents in a positive
manner but does not
help extinguish
negative
conversations about
students and parents.
The teacher attempts
to perform this activity
but does not actually
complete or follow
through with these
attempts.
The teacher makes no
attempt to perform this
activity.
© Robert J. Marzano 2011 Page 46

Promoting Exchange of Ideas and Strategies
1. Seeking Mentorship for Areas of Need or Interest
The teacher seeks mentorship for areas of need or interest.
Notes
Innovating(4) Applying(3) Developing(2) Beginning(1) Not Using(0)
The teacher is a
recognized leader in
helping others with this
activity.
The teacher seeks
help and mentorship
from colleagues
regarding specific
classroom strategies
and behaviors.
The teacher seeks
help and mentorship
from colleagues but
not at a specific
enough level to
enhance his/her
pedagogical skill.
The teacher attempts
to perform this activity
but does not actually
complete or follow
through with these
attempts.
The teacher makes no
attempt to perform this
activity.
2. Mentoring Other Teachers and Sharing Ideas and Strategies
The teacher seeks mentorship for areas of need or interest.
Notes
Innovating(4) Applying(3) Developing(2) Beginning(1) Not Using(0)
The teacher is a
recognized leader in
helping others with this
activity.
The teacher provides
other teachers with
help and input
regarding classroom
strategies and
behaviors.
The teacher provides
other teachers with
help and input
regarding classroom
strategies and
behaviors but not at a
specific enough level
to enhance their
pedagogical skill.
The teacher attempts
to perform this activity
but does not actually
complete or follow
through with these
attempts.
The teacher makes no
attempt to perform this
activity.
© Robert J. Marzano 2011 Page 47

Promoting District and School Development
1. Adhering to District and School Rules and Procedures
The teacher adheres to district and school rules and
procedures.
Notes
Innovating(4) Applying(3) Developing(2) Beginning(1) Not Using(0)
The teacher is a
recognized leader in
helping others with this
activity.
The teacher is aware
of district and school
rules and procedures
and adheres to them.
The teacher is aware
of district and school
rules and procedures
but does not adhere to
all of these rules and
procedures.
The teacher attempts
to perform this activity
but does not actually
complete or follow
through with these
attempts.
The teacher makes no
attempt to perform this
activity.
2. Participating in district and school initiatives
The teacher participates in district and school initiatives.
Notes
Innovating(4) Applying(3) Developing(2) Beginning(1) Not Using(0)
The teacher is a
recognized leader in
helping others with this
activity.
The teacher is aware
of the district’s and
school’s initiatives and
participates in them in
accordance with
his/her talents and
availability.
The teacher is aware
of the district’s and
school’s initiatives but
does not participate in
them in accordance
with his/her talents
and availability.
The teacher attempts
to perform this activity
but does not actually
complete or follow
through with these
attempts.
The teacher makes no
attempt to perform this
activity.
© Robert J. Marzano 2011 Page 48

An Observational Protocol
Based on
“The Art and Science of Teaching”
Marzano Research Laboratory
Englewood, Colorado
2010
No version or adaptation of this material may be used in electronic or print form without written
consent of Robert J. Marzano and/or Marzano Research Laboratory
© Robert J. Marzano Page 1

INTRODUCTION
The protocol in this document is based on The Art and Science of Teaching (Marzano, 2007) which is a
comprehensive framework for effective instruction. The basis of The Art and Science of Teaching is 10
design questions which are to be used by teachers to plan effective units and lessons within those
units. These design questions are depicted in Figure 1.
Figure 1: Design Questions for The Art and Science of Teaching
1. What will I do to establish and communicate learning goals, track student progress, and
celebrate success?
2. What will I do to help students effectively interact with new knowledge?
3. What will I do to help students practice and deepen their understanding of new knowledge?
4. What will I do to help students generate and test hypotheses about new knowledge?
5. What will I do to engage students?
6. What will I do to establish or maintain classroom rules and procedures?
7. What will I do to recognize and acknowledge adherence and lack of adherence to classroom
rules and procedures?
8. What will I do to establish and maintain effective relationships with students?
9. What will I do to communicate high expectations for all students?
10. What will I do to develop effective lessons organized into a cohesive unit?
© Robert J. Marzano Page 2

These design questions not only provide a planning framework for teachers but they also provide a
framework for observing classroom instruction. For this later purpose they must be reorganized to
represent three very general categories of behavior or “lesson segments” that might be observed.
These three types of segments are:
Lesson Segments that Involve Routine Events that Might be Observed in Every Lesson
Design Question 1: What will I do to establish and communicate learning goals, track student
progress, and celebrate success?
Design Question 6: What will I do to establish or maintain classroom rules and procedures?
Lesson Segments that Address Content:
Design Question 2: What will I do to help students effectively interact with new knowledge?
Design Question 3: What will I do to help students practice and deepen their understanding of
new knowledge?
Design Question 4: What will I do to help students generate and test hypotheses about new
knowledge?
Lesson Segments that Are Enacted on the Spot:
Design Question 5: What will I do to engage students?
Design Question 6: What will I do to establish or maintain classroom rules and procedures?
Design Question 7: What will I do to recognize and acknowledge adherence and lack of
adherence to classroom rules and procedures?
Design Question 8: What will I do to establish and maintain effective relationships with
students?
Design Question 9: What will I do to communicate high expectations for all students?
Design Question 10 is not included in the observational protocol because it involves the organization of
lessons into cohesive units, and, therefore, is not amenable to observation during a specific lesson.
© Robert J. Marzano Page 3

Versions of the Protocol
Three different versions of the protocol are provided in the appendices: (1) the snapshot form, (2) the
short form, and (3) the long form.
The Snapshot Form
The snapshot form is reported in Figure 2. A reproducible form is provided in Appendix A.
Figure 2: Snapshot Form
Lesson Segments that Involve Routine Events that Might be Observed in Every Lesson
What is the teacher doing to help establish and communicate learning goals, track student
progress, and celebrate success?
What is the teacher doing to establish or maintain classroom rules and procedures?
Lesson Segments that Address Content:
What is the teacher doing to help students effectively interact with new knowledge?
What is the teacher doing to help students practice and deepen their understanding of new
© Robert J. Marzano Page 4

knowledge?
What is the teacher doing to help students generate and test hypotheses about new
knowledge?
Lesson Segments that Are Enacted on the Spot:
What is the teacher doing to engage students?
What is the teacher doing to recognize and acknowledge adherence and lack of adherence to
classroom rules and procedures?
What is the teacher doing to establish and maintain effective relationships with students?
© Robert J. Marzano Page 5

What is the teacher doing to communicate high expectations for all students?
Notice that the snapshot form in Figure 2 boils down to asking nine questions about the observed
teacher. Using the snapshot form is a fairly straight forward process. Following a general process
described in the next section (using the observation protocol in its various forms) observers simply
record comments relative to the various elements they observe.
The Short Form
The short form is found in Appendix B. Note that the short form contains more detail than the
snapshot form. Under each of the nine categories of behaviors within the three general segments are
more specific categories of behavior—41 in all. For each of the 41 more specific categories of behavior
space is provided to make comments. Additionally, note that for each of the 41 areas there are five
adjacent boxes coded I, A, D, B, and NU respectively. These refer to the following scale:
Innovating (I): Adapts and creates new strategies for unique student needs and situations
© Robert J. Marzano Page 6

Applying (A): Uses the strategy and monitors student behavior to determine if strategy is
having the desired effect
Developing (D): Uses the strategy but in a mechanistic way
Beginning (B): Uses the strategy but incorrectly or parts are missing
Not Using (NU): Strategy was called for but not exhibited
In addition to making comments or in lieu of making comments an observer may rate a teacher using
this scale.
The Long Form
The long form is found in the Appendix C. It contains all 41 categories of behaviors, as does the short
form. In addition it contains a list of ways that each of the 41 categories might manifest in the
classroom along with accompanying student behaviors. Of course, these more specific elements allow
for more detail to be recorded by observers. The long form also contains space with which to record
comments along with boxes to record ratings using the previously described scale: Not Using,
Beginning, Developing, Applying, and Innovating.
Using the Observational Protocol in Its Various Forms
The form used by an observer is a function of preference and purpose. When first becoming
acquainted with the protocol some observers like to use the snapshot form because of its simplicity.
However, it provides far less detail than the short form and long form. One strategy for users is to
begin with the snapshot form with the intent of transitioning to the short form as soon as possible and
then gradually transitioning to the long form when the model has been internalized.
When using any form of the protocol, the observer must continually ask himself or herself the
following questions:
© Robert J. Marzano Page 7

What am I observing right now?
Is it a lesson segment that involves routine behaviors that might be observed in every lesson?
Is it a lesson segment that addresses content in specific ways?
Is it a lesson segment that must be enacted on the spot?
In the case of content lesson segments, the observer must further ask himself or herself the following
questions:
Is this a lesson segment that involves new content?
Is this a lesson segment involving practicing and deepening knowledge?
Is this a lesson segment involving hypothesis generation and testing?
Guided by the questions above, the observer fills out the appropriate section of the protocol. Thus, not
all parts of the protocol would be or should be filled out in a given observation. For example, if the
observer determines that the lesson involves practicing and deepening knowledge, he or she would
not fill out the sections of the protocol pertaining to lesson segments involving new knowledge or
segments involving hypothesis generation and testing. Likewise, if no incident in the class arose
regarding the need to recognize and acknowledge adherence and lack of adherence to classroom rules
and procedures, this section of the protocol would be left blank.
A very useful strategy is for an observer to focus only on what is occurring at any given moment and to
focus only on one category of the protocol. That is, if an observer believes that more than one behavior
is being exhibited at a particular moment in time, the observer considers the most prominent behavior
only and record comments or ratings for the behavior. However, immediately after the observation the
observer scans the entire protocol recording comments or making ratings for those behaviors
previously observed but not recorded. This “second pass” through the protocol typically has the effect
of reminding the observer of behaviors that occurred during the observation.
© Robert J. Marzano Page 8

Using the Observational Protocol for Walkthroughs
Walkthroughs are one of the most popular techniques currently used for collecting observational data.
They are typically about three to five minutes in duration and are lead by administrators, supervisors,
and instructional coaches. Walkthroughs are useful in obtaining a snapshot of the overall behavior of
teachers in a building or in a district. When this is the intended use, summary data from walkthroughs
should be reported by the three major types of lesson segments and the specific elements within those
segments. For example, as a result of a series of walkthroughs a school might record that 20% of the
time routines were observed, 60% of the time lesson segments involving content were observed, and
20% of the time lesson segments involving behaviors that were enacted on the spot were observed.
Additionally, within each of the three types of segments, specific behaviors for specific design
questions might be reported. For example, a school might report that during the 60% of the time when
content segments were being observed, over 90% of the lessons dealt with students interacting with
new knowledge (Design Question 2). Finally the school might report on frequencies of specific
strategies used within a design question. In effect, a report that was based on a series of walkthroughs
would have three sections: (1) the frequency of types of segments, (2) the frequency of design
questions within segments, and (3) the frequency of specific strategies within each design question
observed.
The procedure for conducting a walkthrough is straightforward. The observer continually asks himself
or herself:
What am I observing right now?
Is it a lesson segment that involves routine behaviors that might be observed in every lesson?
Is it a lesson segment that addresses content in specific ways?
Is it a lesson segment that must be enacted on the spot?
Comments and/or ratings are recorded for specific areas of the protocol. At the end of the
walkthrough, the observer scans the protocol to record teacher behaviors seen but not previously
recorded.
© Robert J. Marzano Page 9

Using the Observational Protocol for Complete Observations
As opposed to walkthroughs, complete observations occur for an extended period of time—ideally an
entire class period. While observations can be unannounced they are more frequently planned by the
observer and the teacher being observed. Typically this involves a preconference where the observer
and the teacher identify what will be the focus of the observation. For example, it might be
determined that during the observation the teacher will be conducting a lesson in which students are
going to be practicing and deepening their knowledge (Design Question 3). The teacher might ask for
specific feedback on how she conducts an activity involving similarities and differences—one of the
elements common to that type of lesson. Additionally, the teacher might ask for feedback on the
extent to which she does a good job when communicating learning goals and tracking student
progress—both aspects of Design Question 1 which most commonly manifest as routine behavior
during most if not all lessons. Finally, the teacher might also request feedback on the extent to which
she stays aware of student engagement and makes adjustments as necessary. This is from Design
Question 5 and commonly manifests as activities that are enacted on the spot. In short, the
preconference is intended to set the stage for what will be the focus of the observation. After the
observation, a post‐conference is typically scheduled. There the teacher and observer review the data
from the observation comparing and contrasting their perceptions of the lesson.
When making a complete observation, the attention of the observer is much more focused than in
other situations. Since the observer and the teacher have discussed the upcoming lesson, sections of
the observational protocol that will be of most importance have already been identified making data
collection much more efficient.
Using the Observational Protocol for Instructional Rounds
During instructional rounds, small groups of teachers make relatively brief observations of their fellow
teachers. These observations are longer than a typical “walkthrough” (i.e. longer than a few minutes),
but usually shorter than an entire class period. When engaged in rounds groups of teachers have as
many substantive observations of classrooms as possible within part of a day or the entire day. For
example, a group of teachers might spend an entire morning conducting rounds and then discuss their
experiences in the afternoon. Another option is to discuss experiences immediately after each
observation.
Instructional rounds are usually not used to provide feedback to the teacher being observed, although
this is an option if the observed teacher so desires. Consequently, the observing group of teachers may
summarize their observations and make these comments available to the observed teacher. This
© Robert J. Marzano Page 10

notwithstanding, the primary purpose of instructional rounds is for the teachers making the
observations to compare their practices with those observed in the classrooms they visit. It is the
discussion at the end of a set of instructional rounds and the subsequent self reflection by observer
teachers that is their chief benefit.
Ideally every teacher should have a chance to participate in instructional rounds at least once per
semester. Rounds should be facilitated by a lead teacher—someone who is respected by their
colleagues as an exceptional teacher and recognized as a professional. Instructional coaches commonly
fit these characteristics. Administrators may also lead rounds, but it should be made clear from the
outset that their purpose is not to evaluate the teachers being observed.
Teachers who are observed are typically volunteers. Ideally, these volunteers are drawn from the pool
of master teachers in a building—those veterans who have proven their ability to enhance the
achievement of all students in their classes. This noted, any teacher might offer his or her classroom as
a venue for rounds.
Conducting Rounds
Groups conducting rounds are usually small in numbers—3 to 5 not counting the lead teachers. On the
day on which rounds are scheduled teachers being observed alert their classes that they will have
some other teachers visiting their classroom. Observed teachers might explain to their students that
teachers in the building are trying to learn from one another just as students learn from one another.
When the observer teachers enter a classroom they knock at the door and quietly move to some
portion of the classroom that does not disrupt the flow of instruction. This is usually somewhere at the
back of the classroom. There they observe what is occurring and makes notes on their observational
forms.
At the end of the observation, the observer team exits the classroom making sure to thank the
observed teacher and the students.
Debriefing Rounds
After rounds have been conducted, members of the observing team convene to debrief on their
experiences. They do so by discussing each observation one at a time. This can be done in a “round
robin” format where each observer teacher comments on what he or she noted. The leader of the
rounds facilitates this process.
© Robert J. Marzano Page 11

The leader starts by reminding everyone that the purpose of the discussion is not to evaluate the
observed teacher. Rules regarding how to share observations should be established prior to the
debriefing. Useful rules include:
Comments made during the debriefing should not be shared with anyone.
Do not offer suggestions to the observed teachers unless they explicitly ask for feedback.
Nothing observed within a lesson should be shared with anyone.
Observed teachers should be thanked and acknowledged for their willingness to open their
classrooms to others.
As observer teachers take turns commenting on what they saw in a particular classroom, it is useful to
use a “pluses” and “deltas” format. The observer teacher begins by noting the positive things he or she
observed in the classroom. Next the observer can mention some questions (deltas) he or she had
about the teacher’s use of strategies. Finally, the observer teacher compares and contrasts his or her
classroom strategies with one or more of the techniques observed.
This process is completed for each classroom observed. For any particular observation, an observer
teacher can opt not to share his or her analysis with the group. The debriefing should end with all
observer teachers identifying one thing they might do differently in their classroom as a result of the
rounds.
Using the Observational Protocol for Teacher Self‐Ratings
One use of the observational protocol is for teachers to rate themselves using the scale described
previously. In this case a teacher simply scores himself or herself on each of the elements for each
lesson segment. In addition to using the scale I, A, D, B, and NU the teacher might check the specific
behaviors he or she considers strengths assuming that the long form in Appendix C is being used. The
teacher might also record notes to describe strategies not listed or adaptations to strategies.
© Robert J. Marzano Page 12

Using the Observational Protocol for Teacher Self‐Observation
Another use of the Observational Protocol is for teacher self‐observation. Here the teacher observes
one or more video‐tapes of himself or herself. In this case the teacher follows the same procedure as
an observer asking the questions:
What am I observing right now?
Is it a lesson segment that involves routine behaviors that might be observed in every lesson?
Is it a lesson segment that addresses content in specific ways?
Is it a lesson segment that must be enacted on the spot?
The teacher would check specific behaviors observed, record additional information not included in the
list of teacher behaviors, and rate himself or herself on the elements observed using the scale I, A, D, B,
and NU.
References
Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective
Instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
© Robert J. Marzano Page 13

APPENDIX A
Observational Protocol
(Snapshot Form)
© Robert J. Marzano Page 14

Lesson Segments that Involve Routine Events that Might be Observed in Every Lesson
What is the teacher doing to help establish and communicate learning goals, track student
progress, and celebrate success?
What is the teacher doing to establish or maintain classroom rules and procedures?
Lesson Segments that Address Content:
What is the teacher doing to help students effectively interact with new knowledge?
What is the teacher doing to help students practice and deepen their understanding of new
knowledge?
What is the teacher doing to help students generate and test hypotheses about new
knowledge?
© Robert J. Marzano Page 15

Lesson Segments that Are Enacted on the Spot:
What is the teacher doing to engage students?
What is the teacher doing to recognize and acknowledge adherence and lack of adherence to
classroom rules and procedures?
What is the teacher doing to establish and maintain effective relationships with students?
What is the teacher doing to communicate high expectations for all students?
© Robert J. Marzano Page 16

© Robert J. Marzano Page 17

APPENDIX B
Observational Protocol
(Short Form)
© Robert J. Marzano Page 18

Observation Protocol Short Form
I I. Lesson Segments Involving Routine Events
Design Question #1: What will I do to establish and communicate learning goals, track student
progress, and celebrate success?
1. Providing clear learning goals and scales to measure those
goals (e.g. the teacher provides or reminds students about
a specific learning goal)
2. Tracking student progress (e.g. using formative assessment
the teacher helps students chart their individual and group
progress on a learning goal)
3. Celebrating student success (e.g. the teacher helps student
acknowledge and celebrate current status on a learning
goal as well as knowledge gain)
Notes
Notes
Notes
I A D B NU
I A D B NU
I A D B NU
Design Question #6: What will I do to establish and maintain classroom rules and procedures?
4. Establishing classroom routines (e.g. the teacher reminds
students of a rule or procedure or establishes a new rule or
procedure)
5. Organizing the physical layout of the classroom for learning
(e.g. the teacher organizes materials, traffic patterns, and
displays to enhance learning)
Notes
Notes
I A D B NU
I A D B NU
II.
Lesson Segments Addressing Content
Design Question #2: What will I do to help students effectively interact with new knowledge?
1. Identifying critical information (e.g. the teacher provides
cues as to which information is important)
Notes
2. Organizing students to interact with new knowledge (e.g.
the teacher organizes students into dyads or triads to
discuss small chunks of content)
Notes
I A D B NU
I A D B NU
© Robert J. Marzano Page 19

3. Previewing new content (e.g. the teacher uses strategies
such as: K‐W‐L, advance organizers, preview questions)
Notes
4. Chunking content into “digestible bites” (e.g. the teacher
presents content in small portions that are tailored to
students’ level of understanding)
5. Group processing of new information (e.g. after each chunk
of information, the teacher asks students to summarize
and clarify what they have experienced)
6. Elaborating on new information (e.g. the teacher asks
questions that require students to make and defend
inferences)
7. Recording and representing knowledge (e.g. the teacher
ask students to summarize, take notes, or use nonlinguistic
representations)
8. Reflecting on learning (e.g. the teacher asks students to
reflect on what they understand or what they are still
confused about)
Notes Notes Notes Notes Notes
I A D B NU
I A D B NU
I A D B NU
I A D B NU
I A D B NU
I A D B NU
Design Question #3: What will I do to help students practice and deepen their understanding of
new knowledge?
9. Reviewing content (e.g. the teacher briefly reviews related
content addressed previously)
Notes
10. Organizing students to practice and deepen knowledge
(e.g. the teacher organizes students into groups designed to
review information or practice skills)
11. Using homework (e.g. the teacher uses homework for
independent practice or to elaborate on information)
12. Examining similarities and differences (e.g. the teacher
engages students in comparing , classifying, creating
analogies and metaphors)
Notes
Notes
Notes
I A D B NU
I A D B NU
I A D B NU
I A D B NU
© Robert J. Marzano Page 20

13. Examining errors in reasoning (e.g. the teacher asks
students to examine informal fallacies, propaganda, bias)
Notes
I A D B NU
14. Practicing skills, strategies, and processes (the teacher uses
massed and distributed practice)
Notes
15. Revising knowledge (e.g. the teacher asks students to
revise entries in notebooks to clarify and add to previous
information)
Notes
I A D B NU
I A D B NU
Design Question #4: What will I do to help students generate and test hypotheses about new
knowledge?
16. Organizing students for cognitively complex tasks (e.g. the
teachers organizes students into small groups to facilitate
cognitively complex tasks)
17. Engaging students in cognitively complex tasks involving
hypothesis generating and testing (e.g. the teacher engages
students in decision making tasks, problem solving tasks,
experimental inquiry tasks, investigation tasks)
Notes
Notes
I A D B NU
I A D B NU
18. Providing resources and guidance (e.g. the teacher makes
resources available that are specific to cognitively complex
tasks and helps students execute such tasks)
III.
Notes
Lesson Segments Enacted on the Spot
I A D B NU
Design Question #5: What will I do to engage students?
1. Noticing and reacting when students are not engaged (e.g.
the teacher scans the classroom to monitor students’ level
of engagement)
2. Using academic games (e.g. when students are not
engaged, the teachers uses adaptations of popular games
to reengage them and focus their attention on academic
content)
3. Managing response rates during questioning (e.g. the
teacher uses strategies to ensure that multiple students
respond to questions such as: response cards, response
chaining, voting technologies)
Notes
Notes
Notes
I A D B NU
I A D B NU
I A D B NU
© Robert J. Marzano Page 21

4. Using physical movement (e.g. the teacher uses strategies
that require students to move physically such as: vote with
your feet, physical reenactments of content)
Notes
5. Maintaining a lively pace (e.g. the teacher slows and
quickens the pace of instruction in such a way as to
enhance engagement)
6. Demonstrating intensity and enthusiasm (e.g. the teacher
uses verbal and nonverbal signals that he or she is
enthusiastic about the content)
7. Using friendly controversy (e.g. the teacher uses techniques
that require students to take and defend a position about
content)
8. Providing opportunities for students to talk about
themselves (e.g. the teacher uses techniques that allow
students to relate content to their personal lives and
interests)
Notes Notes Notes Notes
I A D B NU
I A D B NU
I A D B NU
I A D B NU
I A D B NU
9. Presenting unusual or intriguing information (e.g. the
teacher provides or encourages the identification of
intriguing information about the content)
Notes
I A D B NU
Design Question #7: What will I do to recognize and acknowledge adherence or lack of adherence
to rules and procedures?
10. Demonstrating “withitness’ (e.g. the teacher is aware of
variations in student behavior that might indicate potential
disruptions and attends to them immediately)
11. Applying consequences (e.g. the teacher applies
consequences to lack of adherence to rules and procedures
consistently and fairly)
12. Acknowledging adherence to rules and procedures (e.g. the
teacher acknowledges adherence to rules and procedures
consistently and fairly)
Notes
Notes
Notes
I A D B NU
I A D B NU
I A D B NU
© Robert J. Marzano Page 22

Design Question #8: What will I do to establish and maintain effective relationships with
students?
13. Understanding students’ interests and backgrounds (e.g.
the teacher seeks out knowledge about students and uses
that knowledge to engage in informal, friendly discussions
with students)
14. Using behaviors that indicate affection for students (e.g.
the teacher uses humor and friendly banter appropriately
with students)
Notes
Notes
I A D B NU
I A D B NU
15. Displaying objectivity and control (e.g. the teacher behaves
in ways that indicate he or she does not take infractions
personally)
Notes
I A D B NU
Design Question #9: What will I do to communicate high expectations for all students?
16. Demonstrating value and respect for low expectancy
students (e.g. the teacher demonstrates the same positive
affective tone with low expectancy students as with high
expectancy students)
17. Asking questions of low expectancy students (e.g. the
teacher asks questions of low expectancy students with the
same frequency and level of difficulty as with high
expectancy students)
18. Probing incorrect answers with low expectancy students
(e.g. the teacher inquires into incorrect answers with low
expectancy students with the same depth and rigor as with
high expectancy students)
Notes
Notes
Notes
I A D B NU
I A D B NU
I A D B NU
© Robert J. Marzano Page 23

APPENDIX C
Observational Protocol
(Long Form)
© Robert J. Marzano Page 24

Lesson Segments Involving Routine Events
© Robert J. Marzano Page 25

Design Question #1: What will I do to establish and communicate learning goals, track student
progress, and celebrate success?
1. Providing Clear Learning Goals and Scales (Rubrics)
Innovating Applying Developing Beginning Not Using
The teacher provides a clearly stated learning goal accompanied by scale or rubric that describes levels of
performance relative to the learning goal.
Teacher Evidence
Teacher has a learning goal posted so that all students
can see it
The learning goal is a clear statement of knowledge or
information as opposed to an activity or assignment
Teacher makes reference to the learning goal throughout
the lesson
Teacher has a scale or rubric that relates to the learning
goal posted so that all students can see it
Teacher makes reference to the scale or rubric throughout
the lesson
Student Evidence
When asked, students can explain the learning goal for
the lesson
When asked, students can explain how their current
activities relate to the learning goal
When asked, students can explain the meaning of the
levels of performance articulated in the scale or rubric
Notes:
2. Tracking Student Progress
Innovating Applying Developing Beginning Not Using
The teacher facilitates tracking of student progress on one or more learning goals using a formative approach to
assessment.
Teacher Evidence
Teacher helps student track their individual progress on
the learning goal
Teacher uses formal and informal means to assign scores
to students on the scale or rubric depicting student status on
the learning goal
Teacher charts the progress of the entire class on the
learning goal
Student Evidence
When asked, students can describe their status relative to
the learning goal using the scale or rubric
Students systematically update their status on the
learning goal
Notes:
3. Celebrating Success
Innovation Applying Developing Beginning Not Using
The teacher provides students with recognition of their current status and their knowledge gain relative to the
© Robert J. Marzano Page 26

learning goal.
Teacher Evidence
Teacher acknowledges students who have achieved a
certain score on the scale or rubric
Teacher acknowledges students who have made gains in
their knowledge and skill relative to the learning goal
Teacher acknowledges and celebrates the final status
and progress of the entire class
Teacher uses a variety of ways to celebrate success
Show of hands
Certification of success
Parent notification
Round of applause
Student Evidence
Student show signs of pride regarding their
accomplishments in the class
When asked students say they want to continue to make
progress
Notes:
Design Question #6: What will I do to establish and maintain classroom rules and procedures?
4. Establishing Classroom Routines
Innovating Applying Developing Beginning Not Using
The teacher reviews expectations regarding rules and procedures to ensure their effective execution.
Teacher Evidence
Teacher involves students in designing classroom routines
Teacher uses classroom meetings to review and process
rules and procedures
Teacher reminds students of rules and procedures
Teacher asks students to restate or explain rules and
procedures
Teacher provides cues or signals when a rule of
procedure should be used
Student Evidence
Students follow clear routines during class
When asked, students can describe established rules and
procedures
When asked, students describe the classroom as an
orderly place
Students recognize cues and signals by the teacher
Students regulate their own behavior
Notes:
5. Organizing the Physical Layout of the Classroom
Innovating Applying Developing Beginning Not Using
The teacher organizes the physical layout of the classroom to facilitate movement and focus on learning.
Teacher Evidence
The physical layout of the classroom has clear traffic
Student Evidence
Students move easily about the classroom
© Robert J. Marzano Page 27

patterns
The physical layout of the classroom provides easy
access to material and centers
The classroom is decorated in a way enhances student
learning:
Bulletin boards relate to current content
Students work is displayed
Students make use of materials and learning centers
Students attend to examples of their work that are
displayed
Students attend to information on the bulletin boards
Students can easily focus on instruction
Notes:
© Robert J. Marzano Page 28

Lesson Segments Addressing Content
© Robert J. Marzano Page 29

Design Question #2: What will I do to help students effectively interact with new knowledge?
1. Identifying Critical Information
Innovating Applying Developing Beginning Not Using
The teacher identifies a lesson or part of a lesson as involving important information to which students should pay
particular attention.
Teacher Evidence
Teacher begins the lesson by explaining why upcoming
content is important
Teacher tells students to get ready for some important
information
Teacher cues the importance of upcoming information in
some indirect fashion
Tone of voice
Body position
Level of excitement
Student Evidence
When asked, students can describe the level of
importance of the information addressed in class
When asked, students can explain why the content is
important to pay attention to
Students visibly adjust their level of engagement
Notes:
2. Organizing Students to Interact with New Knowledge
Innovating Applying Developing Beginning Not Using
The teacher organizes students into small groups to facilitate the processing of new information.
Teacher Evidence
Teacher has established routines for student grouping and
student interaction in groups
Teacher organizes students into ad hoc groups for the
lesson
Diads
Triads
Small groups up to about 5
Student Evidence
Students move to groups in an orderly fashion
Students appear to understand expectations about
appropriate behavior in groups
Respect opinions of others
Add their perspective to discussions
Ask and answer questions
Notes:
3. Previewing New Content
Innovating Applying Developing Beginning Not Using
The teacher engages students in activities that help them link what they already know to the new content about to be
addressed and facilitates these linkages.
Teacher Evidence
Teacher uses preview question before reading
Teacher uses K-W-L strategy or variation of it
Teacher asks or reminds students what they already know
about the topic
Teacher provides an advanced organizer
Outline
Student Evidence
When asked, student can explain linkages with prior
knowledge
When asked, students make predictions about upcoming
content
When asked, students can provide a purpose for what
they are about to learn
© Robert J. Marzano Page 30

Graphic organizer
Teacher has students brainstorm
Teacher uses anticipation guide
Teacher uses motivational hook/launching activity
Anecdotes
Short selection from video
Teacher uses word splash activity to connect vocabulary
to upcoming content
Students actively engage in previewing activities
Notes:
4. Chunking Content into “Digestible Bites”
Innovating Applying Developing Beginning Not Using
Based on student needs, the teacher breaks the content into small chunks (i.e. digestible bites) of information that
can be easily processed by students.
Teacher Evidence
Teacher stops at strategic points in a verbal presentation
While playing a video tape, the teacher turns the tape off
at key junctures
While providing a demonstration, the teacher stops at
strategic points
While students are reading information or stories orally as
a class, the teacher stops at strategic points
Student Evidence
When asked, students can explain why the teacher is
stopping at various points
Students appear to know what is expected of them when
the teacher stops at strategic points
Notes:
5. Processing New Information
Innovating Applying Developing Beginning Not Using
During breaks in the presentation of content, the teacher engages students in actively processing new information.
Teacher Evidence
Teacher has group members summarize new information
Teacher employs formal group processing strategies
Jigsaw
Reciprocal Teaching
Concept attainment
Student Evidence
When asked, students can explain what they have just
learned
Students volunteer predictions
Students voluntarily ask clarification questions
Groups are actively discussing the content
Group members ask each other and answer
questions about the information
Group members make predictions about what they
expect next
Notes:
6. Elaborating on New Information
© Robert J. Marzano Page 31

Innovating Applying Developing Beginning Not Using
The teacher asks question or engages students in activities that require elaborative inferences that go beyond what
was explicitly taught.
Teacher Evidence
Teacher asks explicit questions that require students to
make elaborative inferences about the content
Teacher asks students to explain and defend their
inferences
Teacher presents situations or problems that require
inferences
Student Evidence
Students volunteer answers to inferential questions
Students provide explanations and “proofs” for inferences
Notes:
7. Recording and Representing Knowledge
Innovating Applying Developing Beginning Not Using
The teacher engages students in activities that help them record their understanding of new content in linguistic
ways and/or represent the content in nonlinguistic ways.
Teacher Evidence
Teacher asks students to summarize the information they
have learned
Teacher asks students to generate notes that identify
critical information in the content
Teacher asks students to create nonlinguistic
representations for new content
Graphic organizers
Pictures
Pictographs
Flow charts
Teacher asks students to create mnemonics that organize
the content
Student Evidence
Students’ summaries and notes include critical content
Students’ nonlinguistic representation include critical
content
When asked, students can explain main points of the
lesson
Notes:
8. Reflecting on Learning
Innovating Applying Developing Beginning Not Using
The teacher engages students in activities that help them reflect on their learning and the learning process.
Teacher Evidence
Teacher asks students to state or record what they are
clear about and what they are confused about
Student Evidence
When asked, students can explain what they are clear
about and what they are confused about
© Robert J. Marzano Page 32

Teacher asks students to state or record how hard they
tried
Teacher asks students to state or record what they might
have done to enhance their learning
When asked, students can describe how hard they tried
When asked, students can explain what they could have
done to enhance their learning
Notes:
Design Question #3: What will I do to help students practice and deepen their understanding of
new knowledge?
9. Reviewing Content
Innovating Applying Developing Beginning Not Using
The teacher engages students in a brief review of content that highlights the critical information.
Teacher Evidence
Teacher begins the lesson with a brief review of content
Teacher uses specific strategies to review information
Summary
Problem that must be solved using previous
information
Questions that require a review of content
Demonstration
Brief practice test or exercise
Student Evidence
When asked, students can describe the previous content
on which new lesson is based
Student responses to class activities indicate that they
recall previous content
Notes:
10. Organizing Students to Practice and Deepen Knowledge
Innovating Applying Developing Beginning Not Using
The teacher uses grouping in ways that facilitate practicing and deepening knowledge.
Teacher Evidence
Teacher organizes students into groups with the
expressed idea of deepening their knowledge of informational
content
Teacher organizes students into groups with the
expressed idea of practicing a skill, strategy, or process
Student Evidence
When asked students explain how the group work
supports their learning
While in groups students interact in explicit ways to
deepen their knowledge of informational content or, practice a
skill, strategy, or process
Asking each other questions
Obtaining feedback from their peers
Notes:
11. Using Homework
Innovating Applying Developing Beginning Not Using
© Robert J. Marzano Page 33

When appropriate (as opposed to routinely) the teacher designs homework to deepen students’ knowledge of
informational content or, practice a skill, strategy, or process.
Teacher Evidence
Teacher communicates a clear purpose for homework
Teacher extends an activity that was begun in class to
provide students with more time
Teacher assigns a well crafted homework assignment that
allows students to practice and deepen their knowledge
independently
Student Evidence
When asked, students can describe how the homework
assignment will deepen their understanding of informational
content or, help them practice a skill, strategy, or process
Students ask clarifying questions of the homework that
help them understand its purpose
Notes:
12. Examining Similarities and Differences
Innovating Applying Developing Beginning Not Using
When the content is informational, the teacher helps students deepen their knowledge by examining similarities and
differences.
Teacher Evidence
Teacher engages students in activities that require
students to examine similarities and differences between
content
Comparison activities
Classifying activities
Analogy activities
Metaphor activities
Teacher facilitates the use of these activities to help
students deepen their understanding of content
Ask students to summarize what they have learned
from the activity
Ask students to explain how the activity has added
to their understanding
Student Evidence
Student artifacts indicate that their knowledge has been
extended as a result of the activity
When asked, about the activity, student responses
indicate that they have deepened their understanding
When asked students can explain similarities and
differences
Student artifacts indicate that they can identify similarities
and differences
Notes:
13. Examining Errors in Reasoning
Innovating Applying Developing Beginning Not Using
When content is informational, the teacher helps students deepen their knowledge by examining their own reasoning
or the logic of the information as presented to them.
Teacher Evidence
Teacher asks students to examine information for errors
or informal fallacies
Faulty logic
Attacks
Student Evidence
When asked, students can describe errors or informal
fallacies in information
When asked, students can explain the overall structure of
© Robert J. Marzano Page 34

Weak reference
Misinformation
Teacher asks students to examine the strength of support
presented for a claim
Statement of a clear claim
Evidence for the claim presented
Qualifiers presented showing exceptions to the claim
an argument presented to support a claim
Student artifacts indicate that they can identify errors in
reasoning.
Notes:
14. Practicing Skills, Strategies, and Processes
Innovating Applying Developing Beginning Not Using
When the content involves a skill, strategy, or process, the teacher engages students in practice activities that help
them develop fluency.
Teacher Evidence
Teacher engages students in massed and distributed
practice activities that are appropriate to their current ability to
execute a skill, strategy, or process
Guided practice if students cannot perform the skill,
strategy, or process independently
Independent practice if students can perform the
skill, strategy, or process independently
Student Evidence
Students perform the skill, strategy, or process with
increased confidence
Students perform the skill, strategy, or process with
increased competence
Notes:
15. Revising Knowledge
Innovating Applying Developing Beginning Not Using
The teacher engages students in revision of previous knowledge about content addressed in previous lessons.
Teacher Evidence
Teacher asks students to examine previous entries in
their academic notebooks or notes
The teacher engages the whole class in an examination
of how the current lesson changed perceptions and
understandings of previous content
Teacher has students explain how their understanding
has changed
Student Evidence
Students make corrections to information previously
recorded about content
When asked, students can explain previous errors or
misconceptions they had about content
Notes:
© Robert J. Marzano Page 35

Design Question #4: What will I do to help students generate and test hypotheses about new
knowledge?
16. Organizing Students for Cognitively Complex Tasks
Innovating Applying Developing Beginning Not Using
The teacher organizes the class in such a way as to facilitate students working on complex tasks that require them to
generate and test hypotheses.
Teacher Evidence
Teacher establishes the need to generate and test
hypotheses
Teacher organizes students into groups to generate and
test hypotheses
Student Evidence
When asked, students describe the importance of
generating and testing hypotheses about content
When asked students explain how groups support their
learning
Students use group activities to help them generate and
test hypotheses
Notes:
17. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and
Testing
Innovating Applying Developing Beginning Not Using
The teacher engages students in complex tasks (e.g. decision making, problem solving, experimental inquiry,
investigation) that require them to generate and test hypotheses.
Teacher Evidence
Teacher engages students with an explicit decision
making, problem solving, experimental inquiry, or
investigation task that requires them to generate and test
hypotheses
Teacher facilitates students generating their own
individual or group task that requires them to generate and
test hypotheses
Student Evidence
Students are clearly working on tasks that require them to
generate and test hypotheses
When asked, students can explain the hypothesis they
are testing
When asked, students can explain whether their
hypothesis was confirmed or disconfirmed
Student artifacts indicate that they can engage in
decision making, problem solving, experiential inquiry, or
investigation.
Notes:
18. Providing Resources and Guidance
Innovating Applying Developing Beginning Not Using
The teacher acts as resource provider and guide as students engage in cognitively complex tasks
Teacher Evidence
Student Evidence
Teacher makes himself/herself available to students who
Students seek out the teacher for advice and guidance
© Robert J. Marzano Page 36

need guidance or resources
Circulates around the room
Provides easy access to himself/herself
Teacher interacts with students during the class to
determine their needs for hypothesis generating and testing
tasks
Teacher volunteers resources and guidance as needed
by the entire class, groups of students, or individual students
regarding hypothesis generation and testing tasks
When asked, students can explain how the teacher
provides assistance and guidance in hypothesis generation
and testing tasks
Notes:
© Robert J. Marzano Page 37

Lesson Segments Enacted on the Spot
© Robert J. Marzano Page 38

Design Question #5: What will I do to engage students?
1. Noticing when Students are not Engaged
Innovating Applying Developing Beginning Not Using
The teacher scans the room making note of when students are not engaged and takes overt action.
Teacher Evidence
Teacher notices when specific students or groups of
students are not engaged
Teacher notices when the energy level in the room is low
Teacher takes action to re-engage students
Student Evidence
Students appear aware of the fact that the teacher is
taking note of their level of engagement
Students try to increase their level of engagement when
prompted
When asked, students explain that the teacher expects
high levels of engagement
Notes:
2. Using Academic Games
Innovating Applying Developing Beginning Not Using
The teacher uses academic games and inconsequential competition to maintain student engagement.
Teacher Evidence
Teacher uses structured games such as Jeopardy, family
feud, and the like
Teacher develops impromptu games such as making a
game out of which answer might be correct for a given
question
Teacher uses friendly competition along with classroom
games
Student Evidence
Students engage in the games with some enthusiasm
When asked, students can explain how the games keep
their interest and help them learn or remember content
Notes:
3. Managing Response Rates
Innovating Applying Developing Beginning Not Using
The teacher uses response rates techniques to maintain student engagement in questions.
Teacher Evidence
Teacher uses wait time
Teacher uses response cards
Teacher has students use hand signals to respond to
questions
Teacher uses choral response
Student Evidence
Multiple students or the entire class responds to questions
posed by the teacher
When asked, students can describe their thinking about
specific questions posed by the teacher
© Robert J. Marzano Page 39

Teacher uses technology to keep track of students’
responses
Teacher uses response chaining
Notes:
4. Using Physical Movement
Innovating Applying Developing Beginning Not Using
The teacher uses physical movement to maintain student engagement.
Teacher Evidence
Teacher has students stand up and stretch or related
activities when their energy is low
Teacher uses activities that require students to physically
move to respond to questions
Vote with your feet
Go to the part of the room that represents the
answer you agree with
Teacher has students physically act out or model content
to increase energy and engagement
Teacher use give-one-get-one activities that require
students to move about the room
Student Evidence
Students engage in the physical activities designed by the
teacher
When asked, students can explain how the physical
movement keeps their interest and helps them learn
Notes:
5. Maintaining a Lively Pace
Innovating Applying Developing Beginning Not Using
The teacher uses pacing techniques to maintain students’ engagement.
Teacher Evidence
Teacher employs crisp transitions from one activity to
another
Teacher alters pace appropriately (i.e. speeds up and
slows down)
Student Evidence
Students quickly adapt to transitions and re-engage when
a new activity is begun
When asked about the pace of the class students describe
it as not too fast or not too slow
Notes:
6. Demonstrating Intensity and Enthusiasm
Innovating Applying Developing Beginning Not Using
© Robert J. Marzano Page 40

The teacher demonstrates intensity and enthusiasm for the content in a variety of ways.
Teacher Evidence
Teacher describes personal experiences that relate to the
content
Teacher signals excitement for content by:
Physical gestures
Voice tone
Dramatization of information
Teacher overtly adjusts energy level
Student Evidence
When asked, students say that the teacher “likes the
content” and “likes teaching”
Students’ attention levels increase when the teacher
demonstrates enthusiasm and intensity for the content
Notes:
7. Using Friendly Controversy
Innovating Applying Developing Beginning Not Using
The teacher uses friendly controversy techniques to maintain student engagement.
Teacher Evidence
Teacher structures mini-debates about the content
Teacher has students examine multiple perspectives and
opinions about the content
Teacher elicits different opinions on content from
members of the class
Student Evidence
Students engage in friendly controversy activities with
enhanced engagement
When asked, students describe friendly controversy
activities as “stimulating,” “fun,” and so on.
When asked, students explain how a friendly controversy
activity helped them better understand the content
Notes:
8. Providing Opportunities for Students to Talk about Themselves
Innovating Applying Developing Beginning Not Using
The teacher provides students with opportunities to relate what is being addressed in class to their personal
interests.
Teacher Evidence
Teacher is aware of student interests and makes
connections between these interests and class content
Teacher structures activities that ask students to make
connections between the content and their personal interests
When students are explaining how content relates to their
personal interests, the teacher appears encouraging and
interested
Student Evidence
Students engage in activities that require them to make
connections between their personal interests and the content
When asked, students explain how making connections
between content and their personal interests engages them
and helps them better understand the content.
© Robert J. Marzano Page 41

Notes:
9. Presenting Unusual or Intriguing Information
Innovating Applying Developing Beginning Not Using
The teacher uses unusual or intriguing information about the content in a manner that enhances student
engagement.
Teacher Evidence
Teacher systematically provides interesting facts and
details about the content
Teacher encourages students to identify interesting
information about the content
Teacher engages students in activities like “Believe it or
not” about the content
Teacher uses guest speakers to provide unusual
information about the content
Student Evidence
Students’ attention increases when unusual information is
presented about the content
When asked, students explain how the unusual
information makes them more interested in the content
Notes:
Design Question #7: What will I do to recognize and acknowledge adherence or lack of
adherence to rules and procedures?
10. Demonstrating “Withitness”
Innovating Applying Developing Beginning Not Using
The teacher uses behaviors associated with “withitness” to maintain adherence to rules and procedures.
Teacher Evidence
Teacher physically occupies all quadrants of the room
Teacher scans the entire room making eye contact with all
students
Teacher recognizes potential sources of disruption and
deals with them immediately
Teacher proactively addresses inflammatory situations
Student Evidence
Students recognize that the teacher is aware of their
behavior
When asked, students describe the teacher as “aware of
what is going on” or “has eyes on the back of his/her head”
Notes:
© Robert J. Marzano Page 42

11. Applying Consequences for Lack of Adherence to Rules and Procedures
Innovating Applying Developing Beginning Not Using
The teacher applies consequences for not following rules and procedures consistently and fairly.
Teacher Evidence
Teacher provides nonverbal signals when students’
behavior is not appropriate
Eye contact
Proximity
Tap on the desk
Shaking head, no
Teacher provides verbal signals when students’ behavior
is not appropriate
Tells students to stop
Tells students that their behavior is in violation of a
rule or procedure
Teacher uses group contingency consequences when
appropriate (i.e. whole group must demonstrate a specific
behavior)
Teacher Involves the home when appropriate (i.e. makes
a call home to parents to help extinguish inappropriate
behavior)
Teacher uses direct cost consequences when appropriate
(e.g. student must fix something he or she has broken)
Student Evidence
Students cease inappropriate behavior when signaled by
the teacher
Students accept consequences as part of the way class is
conducted
When asked, students describe the teacher as fair in
application of rules
Notes:
12. Acknowledges Adherence to Rules and Procedures
Innovating Applying Developing Beginning Not Using
The teacher consistently and fairly acknowledges adherence to rules and procedures.
Teacher Evidence
Teacher provides nonverbal signals that a rule or
procedure has been followed:
Smile
Nod of head
High Five
Teacher gives verbal cues that a rule or procedure has
been followed:
Thanks students for following a rule or procedure
Describes student behaviors that adhere to rule or
procedure
Teacher notifies the home when a rule or procedure has
been followed
Teacher uses tangible recognition when a rule or
procedure has been :
Student Evidence
Students appear appreciative of the teacher
acknowledging their positive behavior
When asked, students describe teacher as appreciative of
their good behavior
The number of students adhering to rules and procedure
increases
© Robert J. Marzano Page 43

Certificate of merit
Token economies
Notes:
Design Question #8: What will I do to establish and maintain effective relationships with
students?
13. Understanding Students’ Interests and Background
Innovating Applying Developing Beginning Not Using
The teacher uses students’ interests and background to produce a climate of acceptance and community.
Teacher Evidence
Teacher has side discussions with students about events
in their lives
Teacher has discussions with students about topics in
which they are interested
Teacher builds student interests into lessons
Student Evidence
When asked, students describe the teacher as someone
who knows them and/or is interested in them
Students respond when teacher demonstrates
understanding of their interests and background
When asked students say they feel accepted.
Notes:
14. Using Verbal and Nonverbal Behaviors that Indicate Affection for Students
Innovating Applying Developing Beginning Not Using
When appropriate the teacher uses verbal and nonverbal behavior that indicates caring for students.
Teacher Evidence
Teacher compliments students regarding academic and
personal accomplishments
Teacher engages in informal conversations with students
that are not related to academics
Teacher uses humor with students when appropriate
Teacher smiles, nods, (etc) at students when appropriate
Teacher puts hand on students’ shoulders when
appropriate
Student Evidence
When asked, students describe teacher as someone who
cares for them
Students respond to teachers verbal interactions
Students respond to teachers nonverbal interactions
Notes:
15. Displaying Objectivity and Control
Innovating Applying Developing Beginning Not Using
The teacher behaves in an objective and controlled manner.
© Robert J. Marzano Page 44

Teacher Evidence
Teacher does not exhibit extremes in positive or negative
emotions
Teacher addresses inflammatory issues and events in a
calm and controlled manner
Teacher interacts with all students in the same calm and
controlled fashion
Teacher does not demonstrate personal offense at
student misbehavior
Student Evidence
Students are settled by the teacher’s calm demeanor
When asked, the students describe the teacher as in
control of himself/herself and in control of the class
When asked, students say that the teacher does not hold
grudges or take things personally
Notes:
Design Question #9: What will I do to communicate high expectations for all students?
16. Demonstrating Value and Respect for Low Expectancy Students
Innovating Applying Developing Beginning Not Using
The teacher exhibits behaviors that demonstrate value and respect for low expectancy students.
Teacher Evidence
When asked, the teacher can identify the students for
whom there have been low expectations and the various
ways in which these students have been treated differently
from high expectancy students
The teacher provides low expectancy with nonverbal
indications that they are valued and respected:
Makes eye contact
Smiles
Makes appropriate physical contact
The teacher proves low expectancy students with verbal
indications that they are valued and respected:
Playful dialogue
Addressing students in a manner they view as
respectful
Teacher does not allow negative comments about low
expectancy students
Student Evidence
When asked, students say that the teacher cares for all
students
Students treat each other with respect
Notes:
17. Asking Questions of Low Expectancy Students
Innovating Applying Developing Beginning Not Using
The teacher asks questions of low expectancy students with the same frequency and depth as with high expectancy
students.
© Robert J. Marzano Page 45

Teacher Evidence
Teacher makes sure low expectancy students are asked
questions at the same rate as high expectancy students
Teacher makes sure low expectancy students are asked
complex questions at the same rate as high expectancy
students
Student Evidence
When asked, students say the teacher expects everyone
to participate
When asked, students say the teacher asks difficult
questions of every
Notes:
18. Probing Incorrect Answers with Low Expectancy Students
Innovating Applying Developing Beginning Not Using
The teacher probes incorrect answers of low expectancy students in the same manner as he/she does with high
expectancy students.
Teacher Evidence
Teacher asks low expectancy students to further explain
their answers when they are incorrect
Teacher rephrases questions for low expectancy students
when they provide an incorrect answer
Teacher breaks a question into smaller and simpler parts
when a low expectancy student answers a questions
incorrectly
When low expectancy students demonstrate frustration
the teacher allows them to collect their thoughts but goes
back to them at a later point in time
Student Evidence
When asked, students say that the teacher won’t “let you
off the hook”
When asked, students say that the teacher “won’t give up
on you”
When asked students say the teacher helps them answer
questions successfully
Notes:
© Robert J. Marzano Page 46

McREL’s Teacher Evaluation System
http://www.mcrel.org/evalsystems/index.asp

McREL’s
Teacher
evaluation system

McREL’s Teacher Evaluation System
About McREL
Mid-continent Research for Education and Learning (McREL) is a nationally recognized, private, nonprofit organization
dedicated to improving education for all students through applied research, product development, and service.
Established in 1966, McREL now maintains a staff of 110 in its Denver, Colorado, office.
Acknowledgements
Many people contributed their time and expertise to this instrument. The author expresses her gratitude to the North
Carolina Department of Public Instruction for its support of the development efforts that led to the creation of this
system.
Many McREL staff members graciously gave their time, support, and expertise in bringing this project to fruition. Their
contributions are gratefully acknowledged.
Author
Jean Williams
© 2009 McREL
20110802

McREL’s Teacher Evaluation System
Introduction........................................................................................................................................................1
Purposes of the Evaluation............................................................................................................................1
Evaluation System.........................................................................................................................................1
Professional Teaching Standards..................................................................................................................2
A New Vision of Teaching...............................................................................................................................2
Standard I: Teachers Demonstrate Leadership...............................................................................................3
Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students.....................4
Standard III: Teachers Know the Content They Teach....................................................................................5
Standard IV: Teachers Facilitate Learning for Their Students..........................................................................5
Standard V: Teachers Reflect on Their Practice..............................................................................................7
McREL’s Teacher Evaluation System............................................................................................................9
Components..................................................................................................................................................9
Teacher Evaluation Rubric............................................................................................................................11
How the Rubric Is Constructed....................................................................................................................11
Instructions for Completing the Rubric.........................................................................................................12
Teacher Evaluation Rubric............................................................................................................................13
Teacher Evaluation Rubric Signature Page...................................................................................................23
Teacher Summary Evaluation Rating Form...................................................................................................24
Teacher Summary Evaluation Rating Sheet..................................................................................................29
Professional Development Plan....................................................................................................................30
Record of Teacher Evaluation Activities........................................................................................................33
Appendices.......................................................................................................................................................34
Appendix A: Glossary..................................................................................................................................34
Appendix B: Scoring the Rubric and Examples of Auto-Completed Forms...................................................37
Example: Scored Teacher Evaluation Rubric.......................................................................................38
Example: Completed Teacher Summary Evaluation Rating Form........................................................49
Example: Completed Teacher Summary Evaluation Rating Sheet.......................................................54
Example: Completed Professional Development Plan.........................................................................56

McREL’s Teacher Evaluation System
Introduction
This evaluation instrument and accompanying process is based on elements of a 21 st century education
and a set of rigorous research-based standards. The instrument is designed to promote effective leadership,
quality teaching, and student learning while enhancing professional practice and leading to improved
instruction. The entire system is designed to encourage professional growth, to be flexible and fair to the
persons being evaluated, and to serve as the foundation for the establishment of professional goals and
identification of professional development needs.
These standards were formulated and adopted by the North Carolina Department of Public Instruction
(NCDPI) and are aligned with national standards for teaching. The standards and associated text are used
here with the permission of the NCDPI.
Purpose of the Evaluation
The intended purpose of McREL’s Teacher Evaluation System is to assess the teacher’s performance
in relation to the Professional Teaching Standards and to guide the creation of a plan for professional
growth. The principal/evaluator, with the active participation of the teacher, will conduct the evaluation
process through the use of teacher self-assessment reflection, presentation of artifacts, and classroom
demonstration(s).
McREL’s Teacher Evaluation System will:
• Serve as a measurement of performance for individual teachers;
• Serve as a guide for teachers as they reflect upon and improve their effectiveness;
• Serve as the basis for instructional improvement;
• Focus the goals and objectives of schools and districts as they support, monitor, and evaluate their
teachers;
• Guide professional development programs for teachers;
• Serve as a tool in developing coaching and mentoring programs for teachers;
• Enhance the implementation of the approved curriculum; and
• Inform higher education institutions as they develop the content and requirements for teacher training
programs.
Evaluation System
Both the teacher being evaluated and the principal or evaluator have specific responsibilities which must be
fulfilled in order to complete the evaluation process.
Teacher Responsibilities:
• Know and understand the Professional Teaching Standards.
• Understand McREL’s Teacher Evaluation System.
• Prepare for and fully participate in each component of McREL’s Teacher Evaluation System.
1

• Gather data, artifacts, and/or evidence to support performance in relation to standards and progress in
attaining goals.
• Develop and implement strategies to improve personal performance/attain goals in areas individually or
collaboratively identified.
Principal/Evaluator Responsibilities:
• Know and understand the Professional Teaching Standards.
• Participate in training to understand and implement McREL’s Teacher Evaluation System.
• Supervise the process and ensure that all steps are conducted according to McREL’s Teacher Evaluation
System.
• Identify the teacher’s strengths and areas for improvement and make recommendations for improving
performance.
• Ensure the Teacher Summary Evaluation Rating Form contains accurate information and accurately
reflects the teacher’s performance.
• Develop and supervise implementation of professional development plans.
Professional Teaching Standards
The Professional Teaching Standards are the basis for teacher preparation, teacher evaluation, and
professional development. Each standard includes the skills and knowledge needed for 21 st century
teaching and learning.
A New Vision of Teaching
The different demands on 21 st century education dictate new roles for teachers in their classrooms
and schools. These new roles reflect a deeper understanding about the content knowledge, skills,
competencies, and outcomes that define a successful student in the 21 st century. Teachers must
understand what comprises a 21 st century education and how their practice must reflect the demands of
that education in order to realize a new vision of teaching.
21 st century education
A knowledge-based, global society demands different skills than in the past (Friedman, 2006; Lemke,
Coughlin, Thadani, & Martin, 2003; Organisation for Economic Co-operation and Development [OECD],
2005; Partnership for 21st Century Skills, n.d.; Shaffer & Gee, 2005). However, no single definition fully
describes these skills, and several sources have made the case for various skills and knowledge required
in the 21 st century. The standards described in the following pages incorporate some of these broad skills
and knowledge into specific teacher practices.
In general, educators and others agree that the skills and knowledge that comprise a 21 st century
education must be embedded in curriculum, instruction, standards, and assessment (International
Baccalaureate Organization, 2006; Lemke, Coughlin, Thadani, & Martin, 2003; Partnership for 21 st Century
Skills, n.d.), although the precise form of integration varies. Indeed, some point out that these skills and
knowledge are inseparable from content and have always been part of high-quality instruction and learning
(Rotherham & Willingham, 2009).
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McREL’s Teacher Evaluation System
A key point to take from in the broad discussion of 21 st century education is that schools must be more
intentional and deliberate about teaching and assessing the skills and knowledge considered integral
to a 21 st century education: “To fully realize the educational opportunities 21 st century skills can bring to
students, education leaders must formally incorporate them into the mainstream of school curriculum,
instruction, and assessment” (Lemke, Coughlin, Thadani, & Martin, 2003, p. 7).
This evaluation instrument and accompanying process is one way to intentionally and deliberately
incorporate 21 st century education into a school’s practice. By describing the elements of a 21 st century
education in practice, providing the means to measure and assess practice, and putting in place a process
to improve practice, schools are able to realize the opportunities presented by 21 st century education
integrated with research-based standards.
The sheer magnitude of human knowledge, globalization, and the accelerating rate of change due to
technology necessitate a shift in our children’s education from plateaus of knowing to continuous cycles
of learning. Therefore, policymakers and educators alike must define 21 st century skills, highlighting the
relationship of those skills to conventional academic standards. (Lemke, Coughlin, Thadani, & Martin,
2003, p. 2)
The following defines what teachers need to know and do to teach students in the 21 st century:
• Leadership among the staff and with the administration is shared in order to bring consensus and
common, shared ownership of the vision and purpose of the school’s work. Teachers are valued for the
contributions they make to their classroom and the school.
• Teachers make the content they teach engaging, relevant, and meaningful to students’ lives.
• Teachers no longer cover material; they, along with their students, uncover solutions. They teach existing
core content that is revised to include skills, such as critical thinking, problem solving, and information and
communications technology literacy.
• Teachers facilitate instruction, encouraging all students to use 21 st century skills so they discover how to
learn, innovate, collaborate, and communicate their ideas.
• Twenty-first century content (global awareness, civic literacy, financial literacy, and health awareness) is
included in the core content areas. 1
• Subjects and related projects are integrated among disciplines and involve relationships with the home
and community.
• Teachers are reflective about their practice and include assessments that are authentic, structured, and
that demonstrate student understanding.
• Teachers demonstrate the value of lifelong learning and encourage their students to learn and grow.
Standard I: Teachers Demonstrate Leadership
Teachers lead in their classrooms.
Teachers demonstrate leadership by taking responsibility for the progress of all students to ensure that
they graduate from high school, are globally competitive for work and postsecondary education, and are
prepared for life in the 21 st century. Teachers communicate this vision to their students. Using a variety of
data sources, they organize, plan, and set goals that meet the needs of the individual student and the class.
Teachers use various types of assessment data during the school year to evaluate student progress and to
make adjustments to the teaching and learning process. They establish a safe, orderly environment, and they
create a culture that empowers students to collaborate and become lifelong learners.
1
These elements of 21 st century content are supported by Partnership for 21 st Century Skills (2009).
3

Teachers demonstrate leadership in the school.
Teachers work collaboratively with school personnel to create a professional learning community. They
analyze and use local, state, and national data to develop goals and strategies in the school improvement
plan that enhance student learning and teacher working conditions. Teachers provide input in determining
the school budget and in the selection of professional development that meets the needs of students and
their own professional growth. They participate in the hiring process and collaborate with their colleagues
to mentor and support teachers to improve the effectiveness of their departments or grade levels.
Teachers lead the teaching profession.
Teachers strive to improve the teaching profession. They contribute to the establishment of positive working
conditions in their school. They actively participate in and advocate for decision-making structures in
education and government that take advantage of the expertise of teachers. Teachers promote professional
growth for all educators and collaborate with their colleagues to improve the profession.
Teachers advocate for schools and students.
Teachers advocate for positive change in policies and practices affecting student learning. They participate in
the implementation of initiatives to improve the education of students.
Teachers demonstrate high ethical standards.
Teachers demonstrate ethical principles including honesty, integrity, fair treatment, and respect for others.
Standard II: Teachers Establish a Respectful Environment
for a Diverse Population of Students
Teachers provide an environment in which each child has a positive, nurturing relationship
with caring adults.
Teachers encourage an environment that is inviting, respectful, supportive, inclusive, and flexible.
Teachers embrace diversity in the school community and in the world.
Teachers demonstrate their knowledge of the history of diverse cultures and their role in shaping global
issues. They actively select materials and develop lessons that counteract stereotypes and incorporate
histories and contributions of all cultures. Teachers recognize the influence of race, ethnicity, gender, religion,
and other aspects of culture on a student’s development and personality. Teachers strive to understand how
a student’s culture and background may influence his or her school performance. Teachers consider and
incorporate different points of view in their instruction.
Teachers treat students as individuals.
Teachers maintain high expectations, including graduation from high school, for students of all backgrounds.
Teachers appreciate the differences and value the contributions of each student in the learning environment
by building positive, appropriate relationships.
Teachers adapt their teaching for the benefit of students with special needs.
Teachers collaborate with the range of support specialists to help meet the special needs of all students.
Through inclusion and other models of effective practice, teachers engage students to ensure that their
4

McREL’s Teacher Evaluation System
needs are met.
Teachers work collaboratively with the families and significant adults in the lives of their students.
Teachers recognize that educating children is a shared responsibility involving the school, parents or
guardians, and the community. Teachers improve communication and collaboration between the school
and the home and community in order to promote trust and understanding and build partnerships with all
segments of the school community. Teachers seek solutions to overcome cultural and economic obstacles
that may stand in the way of effective family and community involvement in the education of their students.
Standard III: Teachers Know the Content They Teach
Teachers align their instruction with the state standards and their district’s curriculum.
In order to enhance the state standards, teachers investigate the content standards developed by
professional organizations in their specialty area. They develop and apply strategies to make the curriculum
rigorous and relevant for all students and provide a balanced curriculum that enhances literacy skills.
Elementary teachers have explicit and thorough preparation in literacy instruction. Middle and high school
teachers incorporate literacy instruction within the content area or discipline.
Teachers know the content appropriate to their teaching specialty.
Teachers bring a richness and depth of understanding to their classrooms by knowing their subjects beyond
the content they are expected to teach and by directing students’ natural curiosity into an interest in learning.
Elementary teachers have broad knowledge across disciplines. Middle school and high school teachers have
depth in one or more specific content areas or disciplines.
Teachers recognize the interconnectedness of content areas/disciplines.
Teachers know the links and vertical alignment of the grade or subject they teach and the state standards.
Teachers understand how the content they teach relates to other disciplines in order to deepen
understanding and connect learning for students. Teachers promote global awareness and its relevance to
the subjects they teach.
Teachers make instruction relevant to students. 2
Teachers incorporate 21 st century life skills deliberately, strategically, and broadly into their teaching. These
skills include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility,
people skills, self-direction, and social responsibility. Teachers help their students understand the relationship
between the state standards and 21 st century content which includes global awareness; financial, economic,
business, and entrepreneurial literacy; civic literacy; and health awareness.
Standard IV: Teachers Facilitate Learning for Their Students
Teachers know the ways in which learning takes place, and they know the appropriate levels of
intellectual, physical, social, and emotional development of their students.
Teachers know how students think and learn. Teachers understand the influences that affect individual
student learning (development, culture, language proficiency, etc.) and differentiate their instruction
2
This list of 21 st century life skills is supported by Englert, Apthorp, & Seebaum, 2009; Kendall, Ryan, Weeks, Alpert, Schwols, &
Moore, 2008; Lefkowits, Woempner, Kendall, & Frost, 2009; Lemke, Coughlin, Thadani, & Martin, 2003; North Carolina Professional
Teaching Standards Commission, 2008; Partnership for 21st Century Learning, 2009.
5

accordingly. Teachers keep abreast of evolving research about student learning. They adapt resources to
address the strengths and weaknesses of their students.
Teachers plan instruction appropriate for their students.
Teachers collaborate with their colleagues and use a variety of data sources for short- and long-range
planning based on the state standards. These plans reflect an understanding of how students learn.
Teachers engage students in the learning process. They understand that instructional plans must be
constantly monitored and modified to enhance learning. Teachers make the curriculum responsive to cultural
diversity and to individual learning needs.
Teachers use a variety of instructional methods.
Teachers choose the methods and techniques that are most effective in meeting the needs of their students
as they strive to eliminate achievement gaps. Teachers employ a wide range of techniques including
information and communication technology, learning styles, and differentiated instruction.
Teachers integrate and utilize technology in their instruction. 3
Teachers know when and how to use technology to maximize student learning. Teachers help students use
technology to learn content, think critically, solve problems, discern reliability, use information, communicate,
innovate, and collaborate.
Teachers help students develop critical thinking and problem-solving skills.
Teachers encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize
knowledge and draw conclusions. They help students exercise and communicate sound reasoning;
understand connections; make complex choices; and frame, analyze, and solve problems.
Teachers help students work in teams and develop leadership qualities.
Teachers teach the importance of cooperation and collaboration. They organize learning teams in order to
help students define roles, strengthen social ties, improve communication and collaborative skills, interact
with people from different cultures and backgrounds, and develop leadership qualities.
Teachers communicate effectively.
Teachers communicate in ways that are clearly understood by their students. They are perceptive listeners
and are able to communicate with students in a variety of ways, even when language is a barrier. Teachers
help students articulate thoughts and ideas clearly and effectively.
Teachers use a variety of methods to assess what each student has learned. 4
Teachers use multiple indicators, including formative and summative assessments, to evaluate student
progress and growth as they strive to eliminate achievement gaps. Teachers provide opportunities,
methods, feedback, and tools for students to assess themselves and each other. Teachers use 21 st century
assessment systems to inform instruction and demonstrate evidence of students’ 21 st century knowledge,
skills, performance, and dispositions.
3
This standard is supported by Englert, Apthorp, & Seebaum, 2009; Lemke, Coughlin, Thadani, & Martin, 2003; OECD, 2005;
Partnership for 21 st Century Learning, 2009.
4
This standard is supported by Clark, Englert, Frazee, Shebby & Randel, 2009; OECD, 2005; Partnership for 21 st Century
Learning, 2009.
6

McREL’s Teacher Evaluation System
Standard V: Teachers Reflect on Their Practice
Teachers analyze student learning.
Teachers think systematically and critically about student learning in their classrooms and schools: why learning
happens and what can be done to improve achievement. Teachers collect and analyze student performance
data to improve school and classroom effectiveness. They adapt their practice based on research and data to
best meet the needs of students.
Teachers link professional growth to their professional goals.
Teachers participate in continued, high-quality professional development that reflects a global view of
educational practices; includes 21 st century skills and knowledge; aligns with the state board of education
priorities; and meets the needs of students and their own professional growth.
Teachers function effectively in a complex, dynamic environment.
Understanding that change is constant, teachers actively investigate and consider new ideas that improve
teaching and learning. They adapt their practice based on research and data to best meet the needs of their
students.
References
Clark, T., Englert, K., Frazee, D., Shebby, S., & Randel, B. (2009). A McREL report prepared for Stupski
Foundation’s Learning System: Assessment. Denver, CO: Mid-continent Research for Education and
Learning.
Englert, K., Apthorp, H., & Seebaum, M. (2009). A McREL report prepared for Stupski Foundation’s Learning
System: Pedagogy. Denver, CO: Mid-continent Research for Education and Learning.
Friedman, T. L. (2006). The world is flat: A brief history of the twenty-first century. (2 nd ed.). New York: Farrar,
Straus and Giroux.
International Baccalaureate Organization. (2006). IB learner profile booklet. Cardiff, Wales: Author.
Kendall, J. S., Ryan, S., Weeks, S., Alpert, A., Schwols, A., & Moore, L. (2008). Thinking & learning skills:
What do we expect of students? Denver, CO: Mid-continent Research for Education and Learning.
Lefkowits, L., Woempner, C., Kendall, J., & Frost, D. (2009). A McREL report prepared for Stupski
Foundation’s Learning System: College readiness. Denver, CO: Mid-continent Research for Education and
Learning.
Lemke, C., Coughlin, E., Thadani, V., & Martin, C. (2003). enGauge 21 st century skills: Literacy in the digital
age. Los Angeles: Metiri Group. Retrieved from http://www.metiri.com/features.html
North Carolina Professional Teaching Standards Commission. (2008). North Carolina professional teaching
standards. Raleigh, NC: Author.
Organisation for Economic Co-operation and Development. (2005). The definition and selection of key
competencies: Executive summary. Paris: Author.
Partnership for 21 st Century Skills. (n.d.). The Intellectual and policy foundations of the 21 st Century Skills
Framework. Tucson, AZ: Author.
7

Partnership for 21 st Century Skills. (2009). Framework for 21 st century learning. Tucson, AZ: Author.
Rotherham, A. J., & Willingham, D. (2009, September). 21 st century skills: The challenges ahead. Educational
Leadership, 67(1), 16–21.
Shaffer, D. W., & Gee, J. P. (2005). How epistemic games can solve the coming crisis in education (WCER
working paper). Madison, WI: University of Wisconsin-Madison, Wisconsin Center for Education Research.
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McREL’s Teacher Evaluation System
McREl’s Teacher Evaluation System
McREL’s Teacher Evaluation System is designed to (1) assess a teacher’s performance as it relates to the
Professional Teaching Standards, and (2) serve as the basis for developing a professional growth plan. The
principal/evaluator conducts the evaluation process, in which the teacher actively participates, through the
use of self-assessment, reflection, presentation of artifacts, and classroom demonstrations(s). The following
eight components comprise the system.
Components
McREL’s Teacher Evaluation System contains the following components:
Component 1: Training
Before participating in the evaluation process, all teachers, principals, and peer evaluators must complete
training on the evaluation process.
Component 2: Orientation
Within two weeks of a teacher’s first day of work in any school year, the principal should provide the teacher
with a copy of or directions for obtaining access to:
• The Teacher Evaluation Rubric (the Rubric).
• A schedule for completing all the components of the evaluation process.
Component 3: Teacher Self-Assessment
Using the Teacher Evaluation Rubric, the teacher shall rate his or her own performance at the beginning of
the year and reflect on his or her performance throughout the year.
Component 4: Pre-Observation Conference
Before the first formal observation, the principal should meet with the teacher to discuss the teacher’s selfassessment
based on the Teacher Evaluation Rubric, the teacher’s most recent professional development
plan, and the lesson(s) to be observed. The teacher will provide the principal with a written description of
the lesson(s). The goal of this conference is to prepare the principal for the observation. Pre-Observation
conferences are not required for subsequent observations.
Component 5: Observations
A formal observation should last at least 45 minutes or an entire class period.
A. Beginning/Non-tenured Teachers
1. The principal should conduct at least three formal observations of all probationary teachers.
2. A peer may conduct one formal observation of a probationary teacher.
B. Career Status/Tenured Teachers
1. Career/tenured teachers should be evaluated annually, unless the district establishes a different
evaluation cycle for career teachers.
2. During the year in which a career status teacher participates in a summative evaluation, the principal
should conduct at least three observations, including at least one formal observation.
During observations, the principal and peer (in the case of a beginning/non-tenured teacher) should note the
teacher’s performance in relationship to the applicable standards on the Teacher Evaluation Rubric.
9

Component 6: Post-Observation Conference
The principal should conduct a post-observation conference no later than ten school days after each formal
observation. During the post-observation conference, the principal and teacher discuss and document on
the Rubric the strengths and weaknesses of the teacher’s performance during the observed lesson.
Component 7: Summary Evaluation Conference and Scoring the Teacher Summary Rating Form
Prior to the end of the school year and in accordance with district timelines, the principal should conduct a
summary evaluation conference with the teacher. During the summary evaluation conference, the principal
and teacher shall discuss the teacher’s self-assessment, the teacher’s most recent Professional Development
Plan, the components of McREL’s Teacher Evaluation System completed during the year, classroom
observations, artifacts submitted or collected during the evaluation process and other evidence of the
teacher’s performance on the Teacher Evaluation Rubric.
At the conclusion of the evaluation process, the principal will:
A. Give a rating for each element in the Teacher Evaluation Rubric;
B. Make a written comment on any element marked Not Demonstrated;
C. Give an overall rating of each standard in the Teacher Evaluation Rubric;
D. Provide the teacher with the opportunity to add comments to the Teacher Summary Rating Form;
E. Review the completed Teacher Summary Rating Form with the teacher; and
F. Secure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary
Rating Form.
Component 8: Professional Development Plans
A. Individual Professional Development Plans
Teachers who are rated at least Proficient on all the standards on the Teacher Summary Rating Form will
develop an Individual Professional Development Plan designed to improve performance on specifically
identified standards and elements.
B. Monitored Professional Develpoment Plans
A teacher shall be placed on a Monitored Professional Development Plan whenever he or she:
1. Is rated Developing on one or more standards on the Teacher Summary Rating Form; and
2. Is not recommended for dismissal, demotion or nonrenewal.
A Monitored Professional Development Plan will, at a minimum, identify the standards and elements
to be improved, the goals to be accomplished, the activities the teacher should undertake to achieve
Proficiency, and a timeline which allows the teacher one school year to achieve Proficiency.
C. Directed Professional Development Plans
A teacher shall be placed on a Directed Professional Development Plan whenever he or she:
1. Is rated
a. Not Demonstrated on any standard on the Teacher Summary Rating Form; or
b. Developing on one or more standards on the Teacher Summary Rating Form for two sequential
years; and
2. Is not recommended for dismissal, demotion, or non-renewal.
The Directed Professional Development Plan will, at a minimum, identify the standards and elements
to be improved, the goals to be accomplished, the activities the teacher needs to complete to achieve
Proficiency, and a timeline for achieving Proficiency within one school year or less.
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McREL’s Teacher Evaluation System
Teacher Evaluation Rubric
The following rubric was developed to align with and exemplify the Professional Teaching Standards and should be used in
conjunction with the Professional Teaching Standards. The Rubric will be used to record evaluator ratings and teachers’ selfassessments,
and to document end-of-year ratings based on all evaluation activities (see Figure 2). A form for summarizing
the teacher’s ratings also accompanies the Rubric. Together, these materials form the core of McREL’s Teacher Evaluation
System.
Teacher performance will be noted as follows:
Developing: Teacher demonstrated adequate growth toward achieving standard(s) during the period of performance, but did
not demonstrate competence on standard(s) of performance.
Proficient: Teacher demonstrated basic competence on standard(s) of performance.
Accomplished: Teacher exceeded basic competence on standard(s) of performance most of the time.
Distinguished: Teacher consistently and significantly exceeded basic competence on standard(s) of performance.
Not Demonstrated: Teacher did not demonstrate competence on or adequate growth toward achieving standard(s) of
performance. (Note: If the Not Demonstrated rating is used, the principal/evaluator must comment about why it was used.)
These levels are cumulative across the rows of the Rubric. The Developing teacher may exemplify the skills expected of a teacher
who is new to the profession or an experienced teacher who is working in a new content area or grade level, or who needs a new
skill in order to meet the standard. A Proficient teacher must exhibit the skills and knowledge described under the Developing header
as well as those under Proficient. Likewise, a Distinguished teacher exhibits all of the skills and knowledge described for that element
across the row. The Not Demonstrated rating should be used when the teacher is performing below expectations and is not making
adequate growth toward becoming Proficient on the element. This rating is also used when the principal is not able to check any of
the practices for the element being rated. If a teacher is rated as Not Demonstrated, then a comment must be made as to why.
How the rubric is constructed
Element
Ratings
Observation
b. Teachers demonstrate leadership in the school. Teachers work collaboratively with school personnel to create a professional learning
community. They analyze and use local, state, and national data to develop goals and strategies in the school improvement plan that enhance
student learning and teacher working conditions. Teachers provide input in determining the school budget and in the selection of professional
development that meets the needs of students and their own professional growth. They participate in the hiring process and collaborate with their
colleagues to mentor and support teachers to improve the effectiveness of their departments or grade levels.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
RR
RR
Attends professional
learning community
meetings.
Displays awareness of
the goals of the school
improvement plan.
RR
RR
Participates in
professional learning
community.
Participates in developing
and/or implementing
the school improvement
plan.
RR
RR
Assumes a leadership
role in professional
learning community.
Collaborates with school
personnel on school
improvement activities.
RR
RR
Collaborates with
colleagues to improve
the quality of learning in
the school.
Assumes a leadership
role in implementing
school improvement plan
throughout the building.
Practices
Figure 2: Example of How the Rubric is Constructed
11

Instructions for completing the Rubric
To complete this form, begin in the first column (Developing). If the practice listed in the Developing column
describes the teacher’s performance throughout the year, mark the box beside the descriptor. Continue to
work down the column of Developing practices. The principal/evaluator should continue to the Proficient
category and work down that column, marking all of the practices that describe the teacher’s work
throughout the year. The principal/evaluator should continue to mark all practices that describe the teacher’s
performance under the Accomplished and Distinguished categories. Each element should be rated in a
similar fashion.
Figure 3 provides an example of what a completed element might look like. If practices are checked in the
Distinguished category, the evaluator should provide an explanatory comment in the space provided at the
end of each standard. If nothing is checked for the element, the teacher must be rated Not Demonstrated
and the evaluator must provide a comment.
Observation
b. Teachers demonstrate leadership in the school. Teachers work collaboratively with school personnel to create a professional learning
community. They analyze and use local, state, and national data to develop goals and strategies in the school improvement plan that enhance
student learning and teacher working conditions. Teachers provide input in determining the school budget and in the selection of professional
development that meets the needs of students and their own professional growth. They participate in the hiring process and collaborate with their
colleagues to mentor and support teachers to improve the effectiveness of their departments or grade levels.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
. . . and
3 Attends professional 3
Participates in
learning community
professional learning
meetings.
community.
3 Displays awareness of 3
Participates in developing
the goals of the school and/or implementing the
improvement plan.
school improvement plan.
. . . and
3
Assumes a leadership
role in professional
learning community.
Collaborates with school
personnel on school
improvement activities.
. . . and
Collaborates with
colleagues to improve the
quality of learning in the
school.
3
Assumes a leadership
role in implementing
school improvement plan
throughout the building.
If the evaluator does not mark any of the practices under
Developing, Proficient, Accomplished, or Distinguished,
then the teacher has not demonstrated proficiency on
that responsibility. In such cases, the teacher is rated Not
Demonstrated, and a comment in the Not Demonstrated
column is required.
Figure 3: Example of How to Complete the Rubric
12

McREL’s Teacher Evaluation System
Teacher Evaluation Rubric
This form should be used for the teacher self-assessment, classroom observation, and the summary evaluation conference.
Note: A “3” in the first column (Observation) means that the evaluator should be able to observe the items in that row during
routine classroom observations.
Name: __________________________________________________________________Date:________________________________
School:__________________________________________________________________District:______________________________
Evaluator:________________________________________________________________Title:________________________________
Start Time:_______________________________________________________________End Time:____________________________
Standard I: Teachers demonstrate leadership
Observation
a. Teachers lead in their classrooms. Teachers demonstrate leadership by taking responsibility for the progress of all students to ensure that they
graduate from high school, are globally competitive for work and postsecondary education, and are prepared for life in the 21 st century. Teachers
communicate this vision to their students. Using a variety of data sources, they organize, plan, and set goals that meet the needs of the individual
student and the class. Teachers use various types of assessment data during the school year to evaluate student progress and to make adjustments
to the teaching and learning process. They establish a safe, orderly environment and create a culture that empowers students to collaborate and
become lifelong learners.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
RR
Understands how they
contribute to students
graduating from high
school.
RR
Uses data to
understand the skills
and abilities of students.
RR
Takes responsibility
for the progress of
students to ensure that
they graduate from high
school.
RR
Provides evidence of
data-driven instruction
throughout all
classroom activities.
RR
Communicates to
students the vision of
being prepared for life in
the 21 st century.
RR
Evaluates student
progress using a variety
of assessment data.
RR
Encourages students
to take responsibility for
their own learning.
RR
Uses classroom
assessment data
to inform program
planning.
3
RR
Establishes a safe and
orderly classroom.
RR
Creates a classroom
culture that empowers
students to collaborate.
RR
Empowers and
encourages students
to create and maintain
a safe and supportive
school and community
environment.
b. Teachers demonstrate leadership in the school. Teachers work collaboratively with school personnel to create a professional learning
community. They analyze and use local, state, and national data to develop goals and strategies in the school improvement plan that enhance
student learning and teacher working conditions. Teachers provide input in determining the school budget and in the selection of professional
development that meets the needs of students and their own professional growth. They participate in the hiring process and collaborate with their
colleagues to mentor and support teachers to improve the effectiveness of their departments or grade levels.
. . . and
. . . and
. . . and
RR
Attends professional
learning community
meetings.
RR
Displays awareness of
the goals of the school
improvement plan.
RR
Participates in
professional learning
community.
RR
Participates in
developing and/
or implementing the
school improvement
plan.
RR
Assumes a leadership
role in professional
learning community.
RR
Collaborates with
school personnel on
school improvement
activities.
RR
Collaborates with
colleagues to improve
the quality of learning in
the school.
RR
Assumes a leadership
role in implementing
school improvement
plan throughout the
building.
13

Observation
c. Teachers lead the teaching profession. Teachers strive to improve the teaching profession. They contribute to the establishment of positive
working conditions in their school. They actively participate in and advocate for decision-making structures in education and government that take
advantage of the expertise of teachers. Teachers promote professional growth for all educators and collaborate with their colleagues to improve the
profession.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
RR
Has knowledge of
opportunities and the
need for professional
growth and begins to
establish relationships
with colleagues.
Contributes to the
RR
Improvement of the
profession through
professional growth.
RR
Establishment of
positive working
relationships.
RR
Promotes positive
working relationships
through professional
growth activities and
collaboration.
RR
Seeks opportunities to
lead professional growth
activities and decisionmaking
processes.
RR
School’s decisionmaking
processes as
required.
d. Teachers advocate for schools and students. Teachers advocate for positive change in policies and practices affecting student learning. They
participate in the implementation of initiatives to improve the education of students.
. . . and
. . . and
. . . and
RR
Knows about the
policies and practices
affecting student
learning.
RR
Supports positive
change in policies and
practices affecting
student learning.
RR
Participates in
developing policies and
practices to improve
student learning.
RR
Actively participates,
promotes, and
provides strong
supporting evidence
for implementation of
initiatives to improve
education.
e. Teachers demonstrate high ethical standards. Teachers demonstrate ethical principles including honesty, integrity, fair treatment, and respect
for others.
. . . and
. . . and
. . . and
RR
Understands the
importance of ethical
behavior.
RR
Demonstrates ethical
behavior.
RR
Knows and upholds
ethical principles.
RR
Models ethical behavior
and encourages others
to do the same.
Comments
14

McREL’s Teacher Evaluation System
Examples of Artifacts for Standard I:
Lesson plans
Journals
Student handbooks
Student work
School improvement planning
Service on committees
Relevant data
Class rules and procedures
Participation in Professional Learning
Community
Membership in professional organizations
Formal and informal mentoring
Surveys
National Board Certification
Discipline records
School Improvement Team membership
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Standard II: Teachers establish a respectful environment for a diverse population of students
Observation
a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. Teachers encourage an
environment that is inviting, respectful, supportive, inclusive, and flexible.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
3
RR
Appreciates and
understands the need
to establish nurturing
relationships.
RR
Establishes an inviting,
respectful, inclusive,
flexible, and supportive
learning environment.
RR
Maintains a positive
and nurturing learning
environment.
RR
Encourages and advises
others to provide a
nurturing and positive
learning environment for
all students.
b. Teachers embrace diversity in the school community and in the world. Teachers demonstrate their knowledge of the history of diverse
cultures and their role in shaping global issues. They actively select materials and develop lessons that counteract stereotypes and incorporate
histories and contributions of all cultures. Teachers recognize the influence of race, ethnicity, gender, religion, and other aspects of culture on a
student’s development and personality. Teachers strive to understand how a student’s culture and background may influence his or her school
performance. Teachers consider and incorporate different points of view in their instruction.
. . . and
. . . and
. . . and
3
RR
Acknowledges that
diverse cultures impact
the world.
RR
Displays knowledge of
diverse cultures, their
histories, and their
roles in shaping global
issues.
RR
Uses materials or
lessons that counteract
stereotypes and
acknowledges the
contributions of all
cultures.
RR
Promotes a deep
understanding of
cultures through the
integration of culturally
sensitive materials and
ideas throughout the
curriculum.
3
RR
Demonstrates
awareness of the
diversity of students in
the classroom.
RR
Acknowledges the
influence of race,
ethnicity, gender,
religion, socioeconomics,
and
culture on a student’s
development and
attitudes.
RR
Consistently
incorporates different
points of view in
instruction.
RR
Capitalizes on diversity
as an asset in the
classroom.
c. Teachers treat students as individuals. Teachers maintain high expectations, including graduation from high school, for students of all
backgrounds. Teachers appreciate the differences and value the contributions of each student in the learning environment by building positive,
appropriate relationships.
. . . and
. . . and
. . . and
3
RR
Holds high expectations
of students.
RR
Communicates high
expectations for all
students.
RR
Encourages and
values contributions of
students, regardless of
background or ability.
RR
Helps students hold
high expectations for
themselves and their
peers.
15

Observation
d. Teachers adapt their teaching for the benefit of students with special needs. Teachers collaborate with the range of support specialists to
help meet the special needs of all students. Through inclusion and other models of effective practice, teachers engage students to ensure that their
needs are met.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
3
3
RR
Recognizes that
students have a variety
of learning needs.
RR
Is knowledgeable of
effective practices for
students with special
needs.
RR
Collaborates with
specialists who can
support the special
learning needs of
students.
RR
Provides unique
learning opportunities,
such as inclusion
and research-based
effective practices, for
students with special
needs.
RR
Understands the roles
of and collaborates with
the full range of support
specialists to help meet
the special needs of all
students.
RR
Effectively engages
special needs students
in learning activities and
ensures their unique
learning needs are met.
RR
Anticipates the unique
learning needs of
students and solicits
assistance from within
and outside the school to
address those needs.
RR
Adapts instruction for the
benefit of students with
special needs and helps
colleagues do the same
for their students.
e. Teachers work collaboratively with the families and significant adults in the lives of their students. Teachers recognize that educating
children is a shared responsibility involving the school, parents or guardians, and the community. Teachers improve communication and collaboration
between the school and the home and community in order to promote trust and understanding and build partnerships with all segments of the school
community. Teachers seek solutions to overcome cultural and economic obstacles that may stand in the way of effective family and community
involvement in the education of their students.
. . . and
. . . and
. . . and
RR
Responds to family and
community concerns.
RR
Communicates and
collaborates with the
home and community
for the benefit of
students.
RR
Recognizes
obstacles to family
and community
participation and
conscientiously seeks
solutions to overcome
them.
RR
Promotes trust
and understanding
throughout the school
community.
Comments
Examples of Artifacts for Standard II:
Cooperation with ESL teachers
Lesson plans that integrate international
content
Lesson plans that support modifications
included in student IEPs
Documentation of referral data and use of IEPs
Communications with parents/community
Professional development on cultural
attitudes and awareness
Use of technology to incorporate cultural
awareness into lessons
Student profiles
Student surveys
________________________________________
____________________________________
____________________________________
____________________________________
____________________________________
16

McREL’s Teacher Evaluation System
Standard III: Teachers know the content they teach
Observation
a. Teachers align their instruction with the state standards. In order to enhance the state standards, teachers investigate the content standards
developed by professional organizations in their specialty area. They develop and apply strategies to make the curriculum rigorous and relevant for
all students and provide a balanced curriculum that enhances literacy skills. Elementary teachers have explicit and thorough preparation in literacy
instruction. Middle and high school teachers incorporate literacy instruction within the content area or discipline.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
3
RR
Demonstrates an
awareness of the
state standards and
references them in the
preparation of lesson
plans.
RR
Understands the state
standards, uses them
in preparation of lesson
plans, and applies
strategies to make the
curriculum rigorous and
relevant.
RR
Develops and applies
strategies based on the
state standards and
standards developed
by professional
organizations to
make the curriculum
balanced, rigorous and
relevant.
RR
Assists colleagues in
applying such strategies
in their classrooms.
3
RR
Elementary: Begins
to integrate literacy
instruction in selected
lessons.
RR
Elementary: Integrates
effective literacy
instruction throughout
the curriculum.
RR
Elementary: Evaluates
and reflects upon
the effectiveness of
instruction.
RR
Elementary: Makes
necessary changes to
instructional practice to
improve student learning.
3
RR
Secondary:
Recognizes the
importance of
integrating literacy
strategies within the
content areas.
RR
Secondary:
Incorporates a wide
variety of literacy skills
within content areas to
enhance learning.
RR
Secondary: Evaluates
and reflects upon
the effectiveness of
instruction within
content areas.
RR
Secondary: Makes
necessary changes to
instructional practice to
improve student learning.
b. Teachers know the content appropriate to their teaching specialty. Teachers bring a richness and depth of understanding to their
classrooms by knowing their subjects beyond the content they are expected to teach and by directing students’ natural curiosity into an interest in
learning. Elementary teachers have broad knowledge across disciplines. Middle school and high school teachers have depth in one or more specific
content areas or disciplines.
. . . and
. . . and
. . . and
3
RR
Demonstrates a
basic level of content
knowledge in the
teaching specialty to
which assigned.
RR
Demonstrates an
appropriate level of
content knowledge in
the teaching specialty
to which assigned.
RR
Applies knowledge of
subject beyond the
content in assigned
teaching specialty.
Motivates students to
investigate the content
area to expand their
knowledge and satisfy
their natural curiosity.
RR
Extends knowledge of
subject beyond content
in their teaching specialty
and sparks students’
curiosity for learning
beyond the required
course work.
17

Observation
c. Teachers recognize the interconnectedness of content areas/disciplines. Teachers know the links and vertical alignment of the grade
or subject they teach. Teachers understand how the content they teach relates to other disciplines in order to deepen understanding and connect
learning for students. Teachers promote global awareness and its relevance to subjects they teach.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
3
RR
Understands the
links between grade/
subject and the state
standards.
RR
Demonstrates
knowledge of links
between grade/
subject and the state
standards.
RR
Demonstrates
knowledge of the links
and vertical alignment
of the grade or subject
area and the state
standards. Relates
content to other
disciplines.
RR
Collaborates with
teachers from other
grades or subject areas
to establish links between
disciplines and influence
school-wide curriculum
and teaching practice.
3
RR
Displays global
awareness.
RR
Promotes global
awareness and its
relevance to the
subjects.
RR
Integrates global
awareness activities
throughout lesson
plans and classroom
instructional practices.
RR
Promotes global
awareness and its
relevance to all faculty
members, influencing
curriculum and teaching
practices throughout the
school.
d. Teachers make instruction relevant to students. Teachers incorporate 21 st century life skills deliberately, strategically, and broadly into their
teaching. These skills include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction,
and social responsibility. Teachers help their students understand the relationship between the state standards and 21 st century content, which
includes global awareness; financial, economic, business, and entrepreneurial literacy; civic literacy; and health awareness.
. . . and
. . . and
. . . and
3
RR
Identifies relationships
between the state
standards and life in the
21 st century.
RR
Identifies relationships
between the core
content and 21 st
century content.
RR
Integrates core content
and 21 st century
content throughout
lesson plans and
classroom instructional
practices.
RR
Deepens students’
understandings of 21 st
century skills and helps
them make their own
connections and develop
new skills.
Comments
Examples of Artifacts for Standard III:
Display of creative student work
Lesson plans
Content standards
________________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
18

McREL’s Teacher Evaluation System
Standard IV: Teachers facilitate learning for their students
Observation
a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and
emotional development of their students. Teachers know how students think and learn. Teachers understand the influences that affect individual
student learning (development, culture, language proficiency, etc.) and differentiate their instruction accordingly. Teachers keep abreast of evolving
research about student learning. They adapt resources to address the strengths and weaknesses of their students.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
3
RR
Understands
developmental levels
of students and
recognizes the need to
differentiate instruction.
RR
Understands
developmental
levels of students
and appropriately
differentiates
instruction.
RR
Identifies appropriate
developmental
levels of students
and consistently
and appropriately
differentiates
instruction.
RR
Encourages and guides
colleagues to adapt
instruction to align with
students’ developmental
levels.
3
RR
Assesses resources
needed to address
strengths and
weaknesses of students.
RR
Reviews and uses
alternative resources
or adapts existing
resources to take
advantage of student
strengths or address
weaknesses.
RR
Stays abreast of
current research about
student learning and
emerging resources and
encourages the school to
adopt or adapt them for
the benefit of all students.
b. Teachers plan instruction appropriate for their students. Teachers collaborate with their colleagues and use a variety of data sources for
short- and long-range planning based on the state standards. These plans reflect an understanding of how students learn. Teachers engage students
in the learning process. They understand that instructional plans must be consistently monitored and modified to enhance learning. Teachers make
the curriculum responsive to cultural differences and individual learning needs.
. . . and
. . . and
. . . and
3
RR
Recognizes data
sources important to
planning instruction.
RR
Uses a variety of
data for short- and
long-range planning
of instruction.
Monitors and modifies
instructional plans
to enhance student
learning.
RR
Monitors student
performance and
responds to individual
learning needs in order
to engage students in
learning.
RR
Monitors student
performance and
responds to cultural
diversity and learning
needs through the school
improvement process.
c. Teachers use a variety of instructional methods. Teachers choose the methods and techniques that are most effective in meeting the needs
of their students as they strive to eliminate achievement gaps. Teachers employ a wide range of techniques including information and communication
technology, learning styles, and differentiated instruction.
. . . and
. . . and
. . . and
3
RR
Demonstrates
awareness of the
variety of methods and
materials necessary to
meet the needs of all
students.
RR
Demonstrates
awareness or use of
appropriate methods
and materials
necessary to meet the
needs of all students.
RR
Ensures the success of
all students through the
selection and utilization
of appropriate methods
and materials.
RR
Stays abreast of
emerging research
areas and new and
innovative materials
and incorporates them
into lesson plans and
instructional strategies.
19

Observation
d. Teachers integrate and utilize technology in their instruction. Teachers know when and how to use technology to maximize student learning.
Teachers help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate,
and collaborate.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
3
RR
Assesses effective
types of technology to
use for instruction.
RR
Demonstrates
knowledge of how to
utilize technology in
instruction.
RR
Integrates technology
with instruction to
maximize student
learning.
RR
Provides evidence of
student engagement in
higher level thinking skills
through the integration of
technology.
e. Teachers help students develop critical thinking and problem-solving skills. Teachers encourage students to ask questions, think
creatively, develop and test innovative ideas, synthesize knowledge, and draw conclusions. They help students exercise and communicate sound
reasoning; understand connections; make complex choices; and frame, analyze, and solve problems.
. . . and
. . . and
. . . and
3
RR
Understands the
importance of
developing students’
critical thinking and
problem-solving skills.
RR
Demonstrates
knowledge of
processes needed
to support students
in acquiring critical
thinking skills and
problem-solving skills.
Teaches students the
processes needed to
RR
Think creatively and
critically.
RR
Develop and test
innovative ideas.
RR
Encourages and assists
teachers throughout the
school to integrate critical
thinking and problemsolving
skills into their
instructional practices.
RR
Synthesize
knowledge.
RR
Draw conclusions.
RR
Exercise and
communicate sound
reasoning.
RR
Understand
connections.
RR
Make complex
choices.
RR
Frame, analyze, and
solve problems.
f. Teachers help students work in teams and develop leadership qualities. Teachers teach the importance of cooperation and collaboration.
They organize learning teams in order to help students define roles, strengthen social ties, improve communication and collaborative skills, interact
with people from different cultures and backgrounds, and develop leadership qualities.
. . . and
. . . and
. . . and
3
RR
Provides opportunities
for cooperation,
collaboration, and
leadership through
student learning teams.
RR
Organizes student
learning teams
for the purpose of
developing cooperation,
collaboration, and
student leadership.
RR
Encourages students
to create and manage
learning teams.
RR
Fosters the development
of student leadership
and teamwork skills to
be used beyond the
classroom.
20

McREL’s Teacher Evaluation System
Observation
g. Teachers communicate effectively. Teachers communicate in ways that are clearly understood by their students. They are perceptive listeners
and are able to communicate with students in a variety of ways even when language is a barrier. Teachers help students articulate thoughts and ideas
clearly and effectively.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
3
RR
Demonstrates the
ability to effectively
communicate with
students.
RR
Uses a variety
of methods for
communication with all
students.
RR
Creates a variety
of methods to
communicate with all
students.
RR
Anticipates
possible student
misunderstandings and
proactively develops
teaching techniques to
mitigate concerns.
3
RR
Provides opportunities
for students to
articulate thoughts and
ideas.
RR
Consistently
encourages and
supports students to
articulate thoughts
and ideas clearly and
effectively.
RR
Establishes classroom
practices that
encourage all students
to develop effective
communication skills.
RR
Establishes schoolwide
and grade appropriate
vehicles to encourage
students throughout
the school to develop
effective communication
skills.
h. Teachers use a variety of methods to assess what each student has learned. Teachers use multiple indicators, including formative and
summative assessments, to evaluate student progress and growth as they strive to eliminate achievement gaps. Teachers provide opportunities,
methods, feedback, and tools for students to assess themselves and each other. Teachers use 21 st century assessment systems to inform instruction
and demonstrate evidence of students’ 21 st century knowledge, skills, performance, and dispositions.
. . . and
. . . and
. . . and
3
3
RR
Uses indicators to
monitor and evaluate
student progress.
RR
Assesses students in
the attainment of 21 st
century knowledge,
skills, and dispositions.
RR
Uses multiple
indicators, both
formative and
summative, to monitor
and evaluate student
progress and to inform
instruction.
RR
Provides evidence that
students attain 21 st
century knowledge,
skills, and dispositions.
RR
Uses the information
gained from the
assessment activities
to improve teaching
practice and student
learning.
RR
Provides opportunities
for students to assess
themselves and others.
RR
Teaches and encourages
students to use peer
and self-assessment
feedback to assess their
own learning.
RR
Encourages and guides
colleagues to assess 21 st
century skills, knowledge,
and dispositions and
to use the assessment
information to adjust their
instructional practice.
Comments
Examples of Artifacts for Standard IV:
Lesson plans
Display of technology used
Professional development
Use of student learning teams
Documentation of differentiated instruction
Materials used to promote critical thinking
and problem solving
Collaborative lesson planning
________________________________________
____________________________________
____________________________________
____________________________________
21

Standard V: Teachers reflect on their practice
Observation
a. Teachers analyze student learning. Teachers think systematically and critically about student learning in their classrooms and schools: Why
learning happens and what can be done to improve achievement. Teachers collect and analyze student performance data to improve school and
classroom effectiveness. They adapt their practice based on research and data to best meet the needs of students.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
RR
Recognizes the need
to improve student
learning in the
classroom.
RR
Provides ideas about
what can be done
to improve student
learning in their
classroom.
RR
Thinks systematically
and critically about
learning in their
classroom: Why
learning happens and
what can be done
to improve student
achievement.
RR
Provides a detailed
analysis about what
can be done to improve
student learning and uses
such analyses to adapt
instructional practices
and materials within the
classroom and at the
school level.
b. Teachers link professional growth to their professional goals. Teachers participate in continued, high-quality professional development that
reflects a global view of educational practices; includes 21 st century skills and knowledge; aligns with the State Board of Education priorities; and
meets the needs of students and their own professional growth.
. . . and
. . . and
. . . and
RR
Understands
the importance
of professional
development.
RR
Participates in
professional
development aligned
with professional goals.
RR
Participates in
professional
development activities
aligned with goals and
student needs.
RR
Applies and implements
knowledge and skills
attained from professional
development consistent
with its intent.
c. Teachers function effectively in a complex, dynamic environment. Understanding that change is constant, teachers actively investigate
and consider new ideas that improve teaching and learning. They adapt their practice based on research and data to best meet the needs of their
students.
. . . and
. . . and
. . . and
RR
Is knowledgeable of
current research-based
approaches to teaching
and learning.
RR
Considers and uses
a variety of researchbased
approaches to
improve teaching and
learning.
RR
Actively investigates
and considers
alternative researchbased
approaches
to improve teaching
and learning and uses
such approaches as
appropriate.
RR
Adapts professional
practice based on data
and evaluates impact on
student learning.
Comments
Examples of Artifacts for Standard V:
Lesson plans
Formative assessments
Student work
Professional Development Plan
Completion of professional development
Participation in Professional Learning
Community
Formative and summative student assessment
data
________________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
22

McREL’s Teacher Evaluation System
Teacher Evaluation Rubric Signature Page
___________________________________________________________
Teacher Signature
_____________
Date
___________________________________________________________
Principal/Evaluator Signature
_____________
Date
Comments Attached: ____Yes
____No
___________________________________________________________
Principal/Evaluator Signature
(Signature indicates question above regarding comments has been addressed).
_____________
Date
Note: The teacher’s signature on this form represents neither acceptance nor approval of the report. It does, however,
indicate that the teacher has reviewed the report with the evaluator and may reply in writing. The signature of the principal or
evaluator verifies that the report has been reviewed and that the proper process has been followed according to the State
Board of Education Policy for the Teacher Evaluation Process.
23

Teacher Summary Evaluation Rating Form
This form summarizes ratings from the rubric or observation form and requires the principal/evaluator to provide a description
of areas needing improvement and comments about performance. It may be completed as a part of the Summary Evaluation
discussion conducted near the end of the year. It should be used to summarize self-assessment and evaluator ratings.
Name:______________________________________________________________________________________________________
School: __________________________________________________School Year:______________________________________
Evaluator: ________________________________________________District:___________________________________________
Date Completed:___________________________________________Evaluator’s Title:____________________________________
_________ Beginning Teacher___________Career Status Teacher (Please check one)
Standard I: Teachers Demonstrate Leadership
Elements Developing Proficient Accomplished Distinguished
Not
Demonstrated
A. Teachers lead in their classrooms.
B. Teachers demonstrate leadership in the school.
C. Teachers lead the teaching profession.
D. Teachers advocate for schools and students.
E. Teachers demonstrate high ethical standards.
Overall rating for Standard I
Comments:
Evidence or documentation to support rating:
Recommended actions for improvement:
Resources needed to complete these actions:
Lesson plans
Journals
Student handbooks
Student work
School improvement planning
Service on committees
Relevant data
Class rules and procedures
Participation in Professional Learning Community
Membership in professional organizations
Formal and informal mentoring
Surveys
National Board Certification
Discipline records
School Improvement Team membership
________________________________________________________
________________________________________________________
________________________________________________________
24

McREL’s Teacher Evaluation System
Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students
Elements Developing Proficient Accomplished Distinguished
Not
Demonstrated
A. Teachers provide an environment in which each child has a positive, nurturing
relationship with caring adults.
B. Teachers embrace diversity in the school community and in the world.
C. Teachers treat students as individuals.
D. Teachers adapt their teaching for the benefit of students with special needs.
E. Teachers work collaboratively with the families and significant adults in the lives of
their students.
Overall rating for Standard II
Comments:
Evidence or documentation to support rating:
Recommended actions for improvement:
Cooperation with ESL teachers
Lesson plans that integrate international content
Lesson plans that support modifications included in student IEPs
Documentation of referral data and use of IEPs
Communications with parents/community
Professional development on cultural attitudes and awareness
Use of technology to incorporate cultural awareness into lessons
Student profiles
Student surveys
______________________________________________________
_____________________________________________________
_____________________________________________________
Resources needed to complete these actions:
25

Standard III: Teachers Know the Content They Teach
Elements Developing Proficient Accomplished Distinguished
Not
Demonstrated
A. Teachers align their instruction with the state standards and district approved
curriculum.
B. Teachers know the content appropriate to their teaching specialty.
C. Teachers recognize the interconnectedness of content areas/disciplines.
D. Teachers make instruction relevant to students.
Overall rating for Standard III
Comments:
Evidence or documentation to support rating:
Display of creative student work
Lesson plans
Content standards
_____________________________________________________
_____________________________________________________
_____________________________________________________
Recommended actions for improvement:
Resources needed to complete these actions:
26

McREL’s Teacher Evaluation System
Standard IV: Teachers Facilitate Learning for Their Students
Elements Developing Proficient Accomplished Distinguished
Not
Demonstrated
A. Teachers know the ways in which learning takes place, and they know the appropriate
levels of intellectual, physical, social, and emotional development of their students.
B. Teachers plan instruction appropriate for their students.
C. Teachers use a variety of instructional methods.
D. Teachers integrate and utilize technology in their instruction.
E. Teachers help students develop critical thinking and problem-solving skills.
F. Teachers help students work in teams and develop leadership qualities.
G. Teachers communicate effectively.
H. Teachers use a variety of methods to assess what each student has learned.
Overall rating for Standard IV
Comments:
Evidence or documentation to support rating:
Recommended actions for improvement:
Lesson plans
Display of technology used
Professional development
Use of student learning teams
Documentation of differentiated instruction
Materials used to promote critical thinking and problem solving
Collaborative lesson planning
______________________________________________________
________________________________________________________
_________________________________________________
Resources needed to complete these actions:
27

Standard V: Teachers Reflect on Their Practice
Elements Developing Proficient Accomplished Distinguished
Not
Demonstrated
A. Teachers analyze student learning.
B. Teachers link professional growth to their professional goals.
C. Teachers function effectively in a complex, dynamic environment.
Overall rating for Standard V
Comments:
Recommended actions for improvement:
Resources needed to complete these actions:
Evidence or documentation to support rating:
Lesson plans
Formative assessments
Student work
Professional Development Plan
Completion of professional development
Participation in Professional Learning Community
Formative and summative student assessment data
_____________________________________________________
_____________________________________________________
___________________________________________________
The teacher’s signature on this form represents neither acceptance nor approval of the report. It does, however, indicate
that the teacher has reviewed the report with the evaluator and may reply in writing
___________________________________________________________
Teacher Signature
_____________
Date
The signature of the principal or evaluator verifies that the report has been reviewed and that the proper process has been
followed according to State Board of Education Policy for the Teacher Evaluation Process.
___________________________________________________________
Principal/Evaluator Signature
_____________
Date
Teacher Comments:
28

McREL’s Teacher Evaluation System
Teacher Summary Evaluation Rating Sheet
Summary Rating Sheet
Developing
Proficient
Accomplished
Distinguished
Not
Demonstrated
Standard I: Teachers demonstrate leadership
A. Leads in the classroom.
B. Leads in the school.
C. Leads the teaching profession.
D. Advocates for the school and students.
E. Demonstrates high ethical standards.
Overall Rating for Standard I
Standard II: Teachers establish a respectful environment for a diverse population
A. Provides an environment that is inviting, respectful, supportive, inclusive and flexible.
B. Embraces diversity in the school community and in the world.
C. Treats students as individuals.
D. Adapts teaching for the benefit of students with special needs.
E. Works collaboratively with families and significant adults in the lives of their students.
Overall Rating for Standard II
Standard III: Teachers know the content they teach
A. Aligns instruction with the state standards and district approved curriculum.
B. Knows the content appropriate to the teaching specialty.
C. Recognizes the interconnectedness of content areas/disciplines.
D. Makes instruction relevant to students.
Overall Rating for Standard III
Standard IV: Teachers facilitate learning for the students
A. Knows the ways in which learning takes place, and the appropriate levels of intellectual, physical, social, and emotional
development of students.
B. Plans instruction appropriate for students.
C. Uses a variety of instructional methods.
D. Integrates and utilizes technology in instruction.
E. Helps students develop critical thinking and problem-solving skills.
F. Helps students work in teams and develop leadership qualities.
G. Communicates effectively.
H. Uses a variety of methods to assess what each student has learned.
Standard V: Teachers reflect on their own practice
A. Analyzes student learning.
B. Links professional growth to professional goals.
C. Functions effectively in a complex, dynamic environment.
Overall Rating for Standard IV
Overall Rating for Standard V
Comments:
Resources needed to complete these actions:
Recommended actions for improvement:
Evidence or documentation to support rating:
29

Professional Development Plan
School Year:______________________________________________ Year: 1q 2 q 3 q 4 q Career Status q
Lateral Entry: 1 q
2 q 3 q
Name: ______________________________________Position/Subject Area:____________________________________________
School:_____________________________________________________________________________________________________
Mentor: _____________________________________Position/Subject Area:____________________________________________
(Required in the first three years for all beginning teachers)
District:_____________________________________________________________________________________________________
A.
Professional Teaching Standards
Professional Teaching Standards
1. Teachers Demonstrate Leadership
2. Teachers Establish a Respectful Environment for a Diverse Population of Students
3. Teachers Know the Content They Teach
4. Teachers Facilitate Learning for Their Students
5. Teachers Reflect on Their Practice
Standard(s) to be addressed:
Element(s) to be addressed:
B. Teacher’s Strategies
Goals for Elements Activities/Actions Expected Outcomes and
Evidence of Completion
Goal 1:
Resources Needed
Timeline
Goal 2:
Teacher’s Signature: ________________________________________________________________________ Date:_____________
Mentor’s Signature:_________________________________________________________________________ Date:____________
Administrator’s Signature____________________________________________________________________ Date:_____________
Plan: Individual q Monitored q Directed q
30

McREL’s Teacher Evaluation System
Professional Development Plan—Mid-Year Review
To be completed by (date)_______________________________
C.
Evidence of Progress Toward Specific Standards and Elements to be Addressed/Enhanced
D. Narrative
Teacher’s Comments: Mentor’s Comments Administrator’s Comments:
Teacher’s Signature:
Mentor’s Signature:
Administrator’s Signature:
Date:
Date:
Date:
31

Professional Development Plan—End-of-Year Review
To be completed by (date)_______________________________
E. Evidence of Progress Toward Specific Standards and Elements to be Addressed/Enhanced
F.
Goal 1 was successfully completed.
Goal 2 was successfully completed.
Yes q No q
Yes q No q
G. Narrative
Teacher’s Comments: Mentor’s Comments Administrator’s Comments:
Teacher’s Signature:
Mentor’s Signature:
Administrator’s Signature:
Date:
Date:
Date:
32

McREL’s Teacher Evaluation System
Record of Teacher Evaluation Activities
Teacher Name: ______________________________________________________ ID#: ___________________________________
School:_____________________________________________________________ School Year: ____________________________
Position/Assignment:_________________________________________________________________________________________
Evaluator:___________________________________________________________ Title:___________________________________
Teacher Background (Briefly describe the teacher’s educational background, years of experience, teaching assignment, and
any other factors that may impact the evaluation):
McREL’s Teacher Evaluation System is based, in part, on informal and formal observations and conferences conducted on the
following dates:
Activity Date Teacher Signature Evaluator Signature
Training
Orientation
Pre-Observation Conference
Observation #1
Post-Observation Conference #1
Pre-Observation Conference (optional)
Observation #2
Post-Observation Conference #2
Pre-Observation Conference (optional)
Observation #3
Post-Observation Conference #3
Pre-Observation Conference (optional)
Observation #4 (if required)
Post-Observation Conference #4
(if required)
Summary Evaluation Conference
Professional Development Plan Completed
33

Appendix A: Glossary
For purposes of this evaluation process, the following terms are defined below:
1. 21 st Century Education—An education that enables students to navigate the complex life and work
environment in the globally competitive age (see also p. 2).
2. Action Plan—A plan developed by a principal/supervisor with input from the teacher for the purpose of
articulating specific actions and outcomes needed in order to improve the teacher’s performance.
3. Artifact—A product resulting from a teacher’s work. Artifacts are natural by-products of a teacher’s work
and are not created for the purpose of satisfying evaluation requirements. Artifacts are used only when
the principal/evaluator and teacher disagree on the final rating. Teachers may use them as exemplars of
their work. Examples of artifacts include these:
a. Lesson Plans—Teacher’s daily plans that demonstrate integration of 21 st century skills and coverage
of the districts approved curriculum.
b. Professional Development—Staff development, based on research, data, practice, and reflection that
focuses on deepening knowledge and pedagogical skills in a collegial and collaborative environment.
c. Student Dropout Data—Data about grade 9–12 students who drop out of high school.
d. School Improvement Plan—A plan that includes strategies for improving student performance, how
and when improvements will be implemented, use of state funds, requests for waivers, etc. Plans are
in effect for no more than three years. Teachers should be able to demonstrate their participation in
the development of the plan and/or their active support of the plan.
e. School Improvement Team—A team composed of the principal and representatives of administration,
instructional personnel, instructional support personnel, teacher assistants, and parents of children
enrolled in the school. The team’s purpose is to develop a school improvement plan to strengthen
student performance.
4. Beginning Teachers—Teachers who are in the first three years of teaching and who have not been
granted tenure.
5. Career Status Teachers—Teachers who have been granted tenure.
6. Data—Factual information used as the basis for reasoning, discussion, or planning.
7. Evaluator—The person responsible for overseeing and completing McREL’s Teacher Evaluation System.
This is usually the school principal, but it may be someone who is designated by the principal to assume
these responsibilities.
8. Evidence—Documents that demonstrate or confirm the work of the person being evaluated and support
the rating on a given element.
9. Formal Evaluation Process—The process of evaluating a teacher using the following essential
components:
a. Training—State-approved and sponsored training on the Teacher Evaluation Rubric and McREL’s
Teacher Evaluation System is required of all teachers and those individuals responsible for teacher
evaluations.
34

McREL’s Teacher Evaluation System
b. Orientation—It is recommended that the principal will provide the teacher with a copy of or directions
for obtaining access to the following: a) Teacher Evaluation Rubric, b) state and local policies
governing teacher evaluations, and c) a schedule for completing all the components of the evaluation
process. Copies may be provided by electronic means. While a formal meeting is not required,
principals may choose to hold this orientation as a group meeting at the beginning of each school
year and/or individually as staff is added throughout the year.
c. Teacher Self-Assessment—Using the Teacher Evaluation Rubric, the teacher shall rate his or her
own performance at the beginning of the year and reflect on his or her performance throughout the
year. This will also be used during the post-observation conference.
d. Pre-Observation Conference—Before the first formal observation, the principal shall meet with
the teacher to discuss the teacher’s self-assessment based on the Teacher Evaluation Rubric, the
teacher’s most recent Professional Development Plan, and the lesson(s) to be observed. The teacher
will provide the principal with a written description of the lesson(s). The goal of this conference
is to prepare the principal for the observation. Pre-Observation conferences are not required for
subsequent observations.
e. Observations:
1. Formal Observation—A formal observation shall last 45 minutes or an entire class period.
2. Informal Observation—An informal observation may take place as an evaluator visits classrooms,
helps a student, or “drops in” on the teacher’s classroom for a minimum of 20 minutes in one
sitting.
f. Post-Observation Conference—During the post-observation conference, the principal and teacher
shall discuss and document on the Teacher Evaluation Rubric the strengths and weaknesses of the
teacher’s performance during the observed lesson.
g. Summary Evaluation Conference and Teacher Summary Evaluation Rating Form—The
conference between the principal and teacher to discuss the teacher’s self-assessment, the teacher’s
most recent Professional Development Plan, the components of McREL’s Teacher Evaluation
System completed during the year, classroom observations, artifacts submitted or collected during
the evaluation process and other evidence of the teacher’s performance. At the conclusion of the
process, the principal shall complete the Teacher Summary Evaluation Rating Form.
h. Professional Development Plans—Every teacher will use a Professional Development Plan to
identify goals and strategies to improve performance. The Professional Development Plan may be
a(n):
1. Individual Professional Development Plan—Developed by a teacher and should be discussed
with the principal.
2. Monitored Professional Development Plan—Placed on the plan by the principal, developed and
monitored by the teacher and principal.
3. Directed Professional Development Plan—Placed on the plan by the principal, developed and
monitored by the principal.
10. Peer—A teacher who serves as a mentor for the teacher being evaluated and who provides
performance feedback based on the Teacher Evaluation Rubric.
35

11. Performance Rating Scale—The following rating scale will be used for determining the final evaluation
rating:
a. Developing— Teacher demonstrated adequate growth toward achieving standard(s) during the
period of performance but did not demonstrate competence on standard(s) of performance.
b. Proficient— Teacher demonstrated basic competence on standard(s) of performance.
c. Accomplished— Teacher exceeded basic competence on standard(s) of performance most of the
time.
d. Distinguished—Teacher consistently and significantly exceeded basic competence on standard(s)
of performance.
e. Not Demonstrated— Teacher did not demonstrate competence on or adequate growth toward
achieving standard(s) of performance. (Note: If the Not Demonstrated rating is used, the Principal/
Evaluator must comment about why it was used.)
12. Professional Learning Community—A school culture in which teachers work collectively and
collaboratively to examine instructional practice, improve their effectiveness, and increase student
achievement.
13. Self-assessment—Personal reflection about one’s professional practic`e to identify strengths and areas
for improvement conducted without input from others. Purposes of the self-assessment are to clarify
performance expectations, guide discussions about goal-setting and professional development and
program needs, and provide input to the final ratings.
14. Teacher—A person who holds a valid teaching certificate and is employed to instruct, direct, or
supervise the instructional program.
15. Teacher Evaluation Rubric—A composite matrix of the following standards, elements, and descriptors
of the Professional Teaching Standards:
a. Performance Standard—The distinct aspect of teaching or realm of activities which form the basis
for the evaluation of a teacher.
b. Performance Elements—The sub-categories of performance embedded within the performance
standard.
c. Performance Descriptors—The specific performance responsibilities embedded within the
components of each performance standard.
36

McREL’s Teacher Evaluation System
Appendix B: Scoring the rubric and
examples of auto-Completed Forms
The teacher or evaluator should score each element within a standard to determine the level of performance for that element.
For example, Standard I: Teachers demonstrate leadership has five elements: Teachers lead in their classroom; Teachers
demonstrate leadership in school; Teachers lead in the teaching profession; Teachers advocate for schools and students; and
Teachers demonstrate high ethical standards. The rater, whether the teacher completing a self-assessment or the person responsible
for evaluating the teacher, will score each of the elements separately, and the combined individual element scores will determine the
overall score for the standard.
The rater should begin with the left-hand column and mark each practice that describes the performance of the teacher during
the period for which he or she is being evaluated. If the rater is not able to mark any of the practices for an element, then the Not
Demonstrated column is used. In such a case, the rater must write a comment about what was observed and suggestions for
improving performance.
The rating for each element is the highest rating for which all practices are marked. As illustrated in the example on pages 38–40,
the teacher would be rated as Developing on “Teachers lead in their classrooms” even though at least one practice for Proficient,
Accomplished, and Distinguished was marked. This is because Developing is the highest rating for which all practices were marked.
Likewise, the teacher also would be rated as Proficient on “Teachers demonstrate leadership in the school” and on each of the
remaining elements.
The overall rating, determined during the Summary Evaluation Conference, reflects all of the information collected and all of the ratings
given, as well as the holistic judgment of the principal/evaluator.
When a teacher is rated as Developing or Not Demonstrated, the principal or evaluator should strongly encourage the teacher to
develop a goal to address the area(s) where Proficiency has not been reached.
Note: A “3” in the first column (observation) means that the evaluator should be able to observe the items in that row during
routine classroom observations.
Observation
b. Teachers demonstrate leadership in the school. Teachers work collaboratively with school personnel to create a professional learning
community. They analyze and use local, state, and national data to develop goals and strategies in the school improvement plan that enhance
student learning and teacher working conditions. Teachers provide input in determining the school budget and in the selection of professional
development that meets the needs of students and their own professional growth. They participate in the hiring process and collaborate with their
colleagues to mentor and support teachers to improve the effectiveness of their departments or grade levels.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
R3
R
Attends professional
learning community
meetings.
R3
R
Participates in
professional learning
community.
R3 R Displays awareness of R3 R
R3
R
the goals of the school
improvement plan.
Participates in developing
and/or implementing
the school improvement
plan.
RR
Assumes a leadership
role in professional
learning community.
Collaborates with school
personnel on school
improvement activities.
RR
RR
Collaborates with
colleagues to improve
the quality of learning in
the school.
Assumes a leadership
role in implementing
school improvement plan
throughout the building.
If the evaluator does not mark any of the practices under
Developing, Proficient, Accomplished, or Distinguished
then the teacher has not demonstrated proficiency on
that responsibility. In such cases, the teacher is rated Not
Demonstrated, and a comment in the Not Demonstrated
column is required.
37

Example: Scored Teacher Evaluation Rubric
To complete this form, begin in the first column (Developing). If the practice listed in the Developing column describes the
teacher’s performance throughout the year, mark the box beside the descriptor. Continue to work down the column of
Developing practices. The principal/evaluator should continue to the Procficient category and work down that column,
marking all of the practices that describe the teacher’s work throughout the year. The principal/evaluator should continue
to mark all practices that describe the teacher’s performance under the Accomplished, and Distinguished categories. Each
element should be rated in a similar fashion.
Figure 3 on page 12 provides an example of what a completed element might look like. If practices are checked in the
Distinguished category, the rater should provide an explanatory comment in the space provided at the end of the focus area.
If nothing is checked for the element, the teacher must be rated Not Demonstrated and the principal/evaluator must provide
a comment.
This form should be used for the teacher self-assessment, classroom observation, and the summary evaluation.
Name: Jane Smith_________________________________________________________Date: Wed Nov 17 2010_______________
School: Demo Middle School_______________________________________________District: Demo District_________________
Evaluator: Greg Jones_____________________________________________________Title: Superintendent__________________
Start Time: 9:30 AM_______________________________________________________End Time: 10:25 AM___________________
Standard I: Teachers demonstrate leadership
Observation
a. Teachers lead in their classrooms. Teachers demonstrate leadership by taking responsibility for the progress of all students to ensure that they
graduate from high school, are globally competitive for work and postsecondary education, and are prepared for life in the 21 st century. Teachers
communicate this vision to their students. Using a variety of data sources, they organize, plan, and set goals that meet the needs of the individual
student and the class. Teachers use various types of assessment data during the school year to evaluate student progress and to make adjustments
to the teaching and learning process. They establish a safe, orderly environment and create a culture that empowers students to collaborate and
become lifelong learners.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
R3
R Understands how they
contribute to students
graduating from high
school.
R3
R Uses data to
understand the skills
and abilities of students.
RR
Takes responsibility
for the progress of
students to ensure that
they graduate from high
school.
R3
R Provides evidence of
data-driven instruction
throughout all
classroom activities.
RR
Communicates to
students the vision of
being prepared for life in
the 21 st century.
R3
R Evaluates student
progress using a variety
of assessment data.
R3
R Encourages students
to take responsibility for
their own learning.
R3
R Uses classroom
assessment data
to inform program
planning.
3
RR
Establishes a safe and
orderly classroom.
RR
Creates a classroom
culture that empowers
students to collaborate.
RR
Empowers and
encourages students
to create and maintain
a safe and supportive
school and community
environment.
38

McREL’s Teacher Evaluation System
Observation
b. Teachers demonstrate leadership in the school. Teachers work collaboratively with school personnel to create a professional learning
community. They analyze and use local, state, and national data to develop goals and strategies in the school improvement plan that enhance
student learning and teacher working conditions. Teachers provide input in determining the school budget and in the selection of professional
development that meets the needs of students and their own professional growth. They participate in the hiring process and collaborate with their
colleagues to mentor and support teachers to improve the effectiveness of their departments or grade levels.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
R3
R Attends professional
learning community
meetings.
R3 R Displays awareness of
the goals of the school
improvement plan.
R3
R Participates in
professional learning
community.
R3 R Participates in
RR
Assumes a leadership
role in professional
learning community.
R3
R Collaborates with
developing and/
or implementing the
school improvement
plan.
school personnel on
school improvement
activities.
RR
Collaborates with
colleagues to improve
the quality of learning in
the school.
RR
Assumes a leadership
role in implementing
school improvement
plan throughout the
building.
c. Teachers lead the teaching profession. Teachers strive to improve the teaching profession. They contribute to the establishment of positive
working conditions in their school. They actively participate in and advocate for decision-making structures in education and government that take
advantage of the expertise of teachers. Teachers promote professional growth for all educators and collaborate with their colleagues to improve the
profession.
. . . and
. . . and
. . . and
R3
R Has knowledge of
opportunities and the
need for professional
growth and begins to
establish relationships
with colleagues.
Contributes to the
R3
R Improvement of the
profession through
professional growth.
R3
R Establishment of
positive working
relationships.
R3
R School’s decisionmaking
processes as
required.
RR
Promotes positive
working relationships
through professional
growth activities and
collaboration.
RR
Seeks opportunities
to lead professional
growth activities and
decision-making
processes.
d. Teachers advocate for schools and students. Teachers advocate for positive change in policies and practices affecting student learning. They
participate in the implementation of initiatives to improve the education of students.
. . . and
R3 R Knows about the R3
R Supports positive
policies and practices change in policies and
affecting student
practices affecting
learning.
student learning.
. . . and
RR
Participates in
developing policies and
practices to improve
student learning.
. . . and
RR
Actively participates,
promotes, and
provides strong
supporting evidence
for implementation of
initiatives to improve
education.
e. Teachers demonstrate high ethical standards. Teachers demonstrate ethical principles including honesty, integrity, fair treatment, and respect
for others.
. . . and
R3 R Understands the R3
R Demonstrates ethical
importance of ethical behavior.
behavior.
. . . and
RR
Knows and upholds
ethical principles.
. . . and
RR
Models ethical behavior
and encourages others
to do the same.
39

Comments
Element A. While your classroom is a safe (physically and emotionally) environment for all students, transitions between learning activities
are chaotic. There is a great deal of “off task” time as you transition between learning activities and it takes a lot of time for students to
get organized and to re-engage in the next learning activity. Control over the time students spend working on goal-oriented learning
activities is one of the most effective strategies to encourage student success. I recommend that you give students no more than three
instructions at a time that bring closure to the current learning activity, provide transitional expectations, and set up the next learning
activity. Providing explicit directions stressing two to three expectations at a time may alleviate student confusion and result in less chaos
during transitions.
Examples of Artifacts for Standard I:
3
Lesson plans
Journals
Student handbooks
3
Student work
School improvement planning
3
Service on committees
Relevant data
Class rules and procedures
3
Participation in Professional Learning
Community
Membership in professional organizations
Formal and informal mentoring
Surveys
National Board Certification
3 3
Discipline records
School Improvement Team membership
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
Standard II: Teachers establish a respectful environment for a diverse population of students
Observation
a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. Teachers encourage an
environment that is inviting, respectful, supportive, inclusive, and flexible.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
3 R3
R Appreciates and
understands the need
to establish nurturing
relationships.
R3
R
. . . and
Establishes an inviting,
respectful, inclusive,
flexible, and supportive
learning environment.
. . . and
RR
Maintains a positive
and nurturing learning
environment.
. . . and
RR
Encourages and advises
others to provide a
nurturing and positive
learning environment for
all students.
40

McREL’s Teacher Evaluation System
Observation
b. Teachers embrace diversity in the school community and in the world. Teachers demonstrate their knowledge of the history of diverse
cultures and their role in shaping global issues. They actively select materials and develop lessons that counteract stereotypes and incorporate
histories and contributions of all cultures. Teachers recognize the influence of race, ethnicity, gender, religion, and other aspects of culture on a
student’s development and personality. Teachers strive to understand how a student’s culture and background may influence his or her school
performance. Teachers consider and incorporate different points of view in their instruction.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
3
3
R3 R Acknowledges that
diverse cultures impact
the world.
R3 R Displays knowledge of
diverse cultures, their
histories, and their
R3 R Uses materials or
lessons that counteract
stereotypes and
R3
R Promotes a deep
understanding of
cultures through the
roles in shaping global acknowledges the
integration of culturally
issues.
contributions of all
sensitive materials and
cultures.
ideas throughout the
curriculum.
R3 R Demonstrates
awareness of the
diversity of students in
the classroom.
R3 R Acknowledges the
influence of race,
ethnicity, gender,
religion, socioeconomics,
R3
R Consistently
incorporates different
points of view in
instruction.
and
culture on a student’s
development and
attitudes.
R3
R Capitalizes on diversity
as an asset in the
classroom.
c. Teachers treat students as individuals. Teachers maintain high expectations, including graduation from high school, for students of all
backgrounds. Teachers appreciate the differences and value the contributions of each student in the learning environment by building positive,
appropriate relationships.
. . . and
. . . and
. . . and
3
R3 R Holds high expectations R3
R
of students.
Communicates high
expectations for all
students.
RR
Encourages and
values contributions of
students, regardless of
background or ability.
RR
Helps students hold high
expectations for themselves
and their peers.
d. Teachers adapt their teaching for the benefit of students with special needs. Teachers collaborate with the range of support specialists to
help meet the special needs of all students. Through inclusion and other models of effective practice, teachers engage students to ensure that their
needs are met.
3
3
. . . and
R3 R Recognizes that
students have a variety
of learning needs.
R3 R Collaborates with
specialists who can
support the special
R3
R Understands the roles
of and collaborates with
the full range of support
learning needs of
specialists to help meet
students.
the special needs of all
students.
R3 R Is knowledgeable of R3
R Provides unique
effective practices for learning opportunities,
students with special such as inclusion
needs.
and research-based
effective practices, for
students with special
needs.
. . . and
RR
Effectively engages
special needs students
in learning activities and
ensures their unique
learning needs are met.
. . . and
RR
Anticipates the unique
learning needs of
students and solicits
assistance from within
and outside the school to
address those needs.
RR
Adapts instruction for the
benefit of students with
special needs and helps
colleagues do the same
for their students.
41

e. Teachers work collaboratively with the families and significant adults in the lives of their students. Teachers recognize that educating
children is a shared responsibility involving the school, parents or guardians, and the community. Teachers improve communication and collaboration
between the school and the home and community in order to promote trust and understanding and build partnerships with all segments of the school
community. Teachers seek solutions to overcome cultural and economic obstacles that may stand in the way of effective family and community
involvement in the education of their students.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
R3 R Responds to family and
community concerns.
R3 R Communicates and
collaborates with the
R3
R Recognizes
obstacles to family
home and community and community
for the benefit of
participation and
students.
conscientiously seeks
solutions to overcome
them.
R3
R Promotes trust and
understanding throughout
the school community.
Comments
Element B. You use instructional strategies and display evidence in your classroom that identifies and values a variety of cultures, race,
and ethnic origins and their contributions to society. The delivery and design of the lesson for this observation appeared tailored and
matched to the unique racial and gender makeup of your students. You were able to transform basic knowledge from your learning
objective to allow the students to analyze (compare and contrast) that knowledge through a culturally sensitive lens. In doing so, my
observation indicated that students were activity engaged in their small group activity and the whole group debrief.
Element E. Your development of a parent/teacher conference protocol has proven advantageous. Your protocol, and your delivery of it,
assists in developing a sense of trust between the family and the school. Your solutions are collaboratively developed with the parents
and kept manageable by the family. Lastly, the protocol calls for resources that would benefit the academic growth of the student. As a
strong advocate for your students and their families, you are able to recommend and/or secure additional resources (supplies/materials)
at little to no expense to the family or the school.
Examples of Artifacts for Standard II:
3
Cooperation with ESL teachers
3
Lesson plans that integrate international
content
3
Lesson plans that support modifications
included in student IEPs
3
Documentation of referral data and use of IEPs
3
Communications with parents/community
3
Professional development on cultural
attitudes and awareness
3
Use of technology to incorporate cultural
awareness into lessons
3
Student profiles
Student surveys
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
42

McREL’s Teacher Evaluation System
Standard III: Teachers know the content they teach
Observation
a. Teachers align their instruction with the state standards. In order to enhance the state standards, teachers investigate the content standards
developed by professional organizations in their specialty area. They develop and apply strategies to make the curriculum rigorous and relevant for
all students and provide a balanced curriculum that enhances literacy skills. Elementary teachers have explicit and thorough preparation in literacy
instruction. Middle and high school teachers incorporate literacy instruction within the content area or discipline.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
3
3
3
R3 R Demonstrates an R3
R Understands the state
awareness of the
standards, uses them
state standards and in preparation of lesson
references them in the plans, and applies
preparation of lesson strategies to make the
plans.
curriculum rigorous and
relevant.
RR
Elementary: Begins
to integrate literacy
instruction in selected
lessons.
R3
R Secondary:
Recognizes the
importance of
integrating literacy
strategies within the
content areas.
RR
Elementary: Integrates
effective literacy
instruction throughout
the curriculum.
R3
R Secondary:
Incorporates a wide
variety of literacy skills
within content areas to
enhance learning.
RR
Develops and applies
strategies based on the
state standards and
standards developed
by professional
organizations to
make the curriculum
balanced, rigorous and
relevant.
RR
Elementary: Evaluates
and reflects upon
the effectiveness of
instruction.
RR
Secondary: Evaluates
and reflects upon
the effectiveness of
instruction within
content areas.
RR
Assists colleagues in
applying such strategies
in their classrooms.
RR
Elementary: Makes
necessary changes to
instructional practice to
improve student learning.
RR
Secondary: Makes
necessary changes to
instructional practice to
improve student learning.
b. Teachers know the content appropriate to their teaching specialty. Teachers bring a richness and depth of understanding to their
classrooms by knowing their subjects beyond the content they are expected to teach and by directing students’ natural curiosity into an interest in
learning. Elementary teachers have broad knowledge across disciplines. Middle school and high school teachers have depth in one or more specific
content areas or disciplines.
. . . and
. . . and
. . . and
3
R3
R Demonstrates a
basic level of content
knowledge in the
teaching specialty to
which assigned.
R3
R Demonstrates an
appropriate level of
content knowledge in
the teaching specialty
to which assigned.
RR
Applies knowledge of
subject beyond the
content in assigned
teaching specialty.
Motivates students to
investigate the content
area to expand their
knowledge and satisfy
their natural curiosity.
RR
Extends knowledge of
subject beyond content
in their teaching specialty
and sparks students’
curiosity for learning
beyond the required
course work.
43

Observation
c. Teachers recognize the interconnectedness of content areas/disciplines. Teachers know the links and vertical alignment of the grade
or subject they teach. Teachers understand how the content they teach relates to other disciplines in order to deepen understanding and connect
learning for students. Teachers promote global awareness and its relevance to subjects they teach.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
3
3
R3 R Understands the R3
R Demonstrates
links between grade/ knowledge of links
subject and the state between grade/
standards.
subject and the state
standards.
R3
R Displays global
awareness.
R3
R Promotes global
awareness and its
relevance to the
subjects.
RR
Demonstrates
knowledge of the links
and vertical alignment
of the grade or subject
area and the state
standards. Relates
content to other
disciplines.
RR
Integrates global
awareness activities
throughout lesson
plans and classroom
instructional practices.
RR
Collaborates with
teachers from other
grades or subject areas
to establish links between
disciplines and influence
school-wide curriculum
and teaching practice.
RR
Promotes global
awareness and its
relevance to all faculty
members, influencing
curriculum and teaching
practices throughout the
school.
d. Teachers make instruction relevant to students. Teachers incorporate 21 st century life skills deliberately, strategically, and broadly into their
teaching. These skills include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction,
and social responsibility. Teachers help their students understand the relationship between the state standards and 21 st century content, which
includes global awareness; financial, economic, business, and entrepreneurial literacy; civic literacy; and health awareness.
. . . and
. . . and
. . . and
3
R3 R Identifies relationships
between the state
standards and life in the
21 st century.
R3
R Identifies relationships
between the core
content and 21 st
century content.
R3
R Integrates core content
and 21 st century
content throughout
lesson plans and
R3
R Deepens students’
understandings of 21 st
century skills and helps
them make their own
classroom instructional connections and develop
practices.
new skills.
Comments
Element D. Through your instructional congruence (reinforcing the concepts and vocabulary, engaging students in cooperative
discussions, developing thinking skills related to the standard), you make the academic content and inquiry regarding the content
accessible, meaningful, and relevant. You are able to provide explicit “real world” examples that relate to the content (standard and
supporting objectives). Additionally, students are encouraged to evaluate how the content applies to them personally. Lastly, they
are encouraged to predict and determine how the content may affect them regarding future careers and college readiness in the 21 st
century.
Examples of Artifacts for Standard III:
Display of creative student work
3
Lesson plans
3
Content standards
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
44

McREL’s Teacher Evaluation System
Standard IV: Teachers facilitate learning for their students
Observation
a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and
emotional development of their students. Teachers know how students think and learn. Teachers understand the influences that affect individual
student learning (development, culture, language proficiency, etc.) and differentiate their instruction accordingly. Teachers keep abreast of evolving
research about student learning. They adapt resources to address the strengths and weaknesses of their students.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
3
3
R3
R Understands
developmental levels
of students and
recognizes the need to
differentiate instruction.
RR
Understands
developmental
levels of students
and appropriately
differentiates
instruction.
R3
R Assesses resources
needed to address
strengths and
weaknesses of
students.
RR
Identifies appropriate
developmental
levels of students
and consistently
and appropriately
differentiates
instruction.
RR
Reviews and uses
alternative resources
or adapts existing
resources to take
advantage of student
strengths or address
weaknesses.
RR
Encourages and guides
colleagues to adapt
instruction to align with
students’ developmental
levels.
RR
Stays abreast of
current research about
student learning and
emerging resources and
encourages the school to
adopt or adapt them for
the benefit of all students.
b. Teachers plan instruction appropriate for their students. Teachers collaborate with their colleagues and use a variety of data sources for
short- and long-range planning based on the state standards. These plans reflect an understanding of how students learn. Teachers engage students
in the learning process. They understand that instructional plans must be consistently monitored and modified to enhance learning. Teachers make
the curriculum responsive to cultural differences and individual learning needs.
. . . and
. . . and
. . . and
3
R3
R Recognizes data
sources important to
planning instruction.
RR
Uses a variety of
data for short- and
long-range planning
of instruction.
Monitors and modifies
instructional plans
to enhance student
learning.
RR
Monitors student
performance and
responds to individual
learning needs in order
to engage students in
learning.
RR
Monitors student
performance and
responds to cultural
diversity and learning
needs through the school
improvement process.
c. Teachers use a variety of instructional methods. Teachers choose the methods and techniques that are most effective in meeting the needs
of their students as they strive to eliminate achievement gaps. Teachers employ a wide range of techniques including information and communication
technology, learning styles, and differentiated instruction.
. . . and
. . . and
. . . and
3
R3 R Demonstrates
R3
R Demonstrates
awareness of the
awareness or use of
variety of methods and appropriate methods
materials necessary to and materials
meet the needs of all necessary to meet the
students.
needs of all students.
RR
Ensures the success of
all students through the
selection and utilization of
appropriate methods and
materials.
RR
Stays abreast of
emerging research
areas and new and
innovative materials
and incorporates them
into lesson plans and
instructional strategies.
45

Observation
d. Teachers integrate and utilize technology in their instruction. Teachers know when and how to use technology to maximize student learning.
Teachers help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate,
and collaborate.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
3
R3 R Assesses effective R3
R Demonstrates
types of technology to knowledge of how to
use for instruction.
utilize technology in
instruction.
RR
Integrates technology
with instruction to
maximize student
learning.
RR
Provides evidence of
student engagement in
higher level thinking skills
through the integration of
technology.
e. Teachers help students develop critical thinking and problem-solving skills. Teachers encourage students to ask questions, think
creatively, develop and test innovative ideas, synthesize knowledge, and draw conclusions. They help students exercise and communicate sound
reasoning; understand connections; make complex choices; and frame, analyze, and solve problems.
. . . and
. . . and
. . . and
3
R3 R Understands the R3
R Demonstrates
importance of
knowledge of
developing students’ processes needed
critical thinking and to support students
problem-solving skills. in acquiring critical
thinking skills and
problem-solving skills.
Teaches students the
processes needed to
RR
Think creatively and
critically.
RR
Develop and test
innovative ideas.
RR
Encourages and assists
teachers throughout the
school to integrate critical
thinking and problemsolving
skills into their
instructional practices.
RR
Synthesize
knowledge.
RR
Draw conclusions.
RR
Exercise and
communicate sound
reasoning.
RR
Understand
connections.
RR
Make complex
choices.
RR
Frame, analyze, and
solve problems.
f. Teachers help students work in teams and develop leadership qualities. Teachers teach the importance of cooperation and collaboration.
They organize learning teams in order to help students define roles, strengthen social ties, improve communication and collaborative skills, interact
with people from different cultures and backgrounds, and develop leadership qualities.
. . . and
. . . and
. . . and
3
R3 R Provides opportunities R3
R Organizes student
for cooperation,
learning teams
collaboration, and
for the purpose of
leadership through
developing cooperation,
student learning teams. collaboration, and
student leadership.
RR
Encourages students
to create and manage
learning teams.
RR
Fosters the development
of student leadership
and teamwork skills to
be used beyond the
classroom.
46

McREL’s Teacher Evaluation System
Observation
g. Teachers communicate effectively. Teachers communicate in ways that are clearly understood by their students. They are perceptive listeners
and are able to communicate with students in a variety of ways even when language is a barrier. Teachers help students articulate thoughts and ideas
clearly and effectively.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
3
3
R3 R Demonstrates the
ability to effectively
communicate with
students.
R3 R Uses a variety
of methods for
communication with all
students.
R3
R Creates a variety
of methods to
communicate with all
students.
R3
R Provides opportunities
for students to
articulate thoughts and
ideas.
RR
Consistently
encourages and
supports students to
articulate thoughts
and ideas clearly and
effectively.
RR
Establishes classroom
practices that
encourage all students
to develop effective
communication skills.
RR
Anticipates
possible student
misunderstandings and
proactively develops
teaching techniques to
mitigate concerns.
RR
Establishes schoolwide
and grade appropriate
vehicles to encourage
students throughout
the school to develop
effective communication
skills.
h. Teachers use a variety of methods to assess what each student has learned. Teachers use multiple indicators, including formative and
summative assessments, to evaluate student progress and growth as they strive to eliminate achievement gaps. Teachers provide opportunities,
methods, feedback, and tools for students to assess themselves and each other. Teachers use 21 st century assessment systems to inform instruction
and demonstrate evidence of students’ 21 st century knowledge, skills, performance, and dispositions.
. . . and
. . . and
. . . and
3
3
R3 R Uses indicators to R3
R Uses multiple
monitor and evaluate indicators, both
student progress.
formative and
summative, to monitor
and evaluate student
progress and to inform
instruction.
R3 R Assesses students in R3
R Provides evidence that
the attainment of 21 st students attain 21 st
century knowledge, century knowledge,
skills, and dispositions. skills, and dispositions.
RR
Uses the information
gained from the
assessment activities
to improve teaching
practice and student
learning.
RR
Provides opportunities
for students to assess
themselves and others.
R3
R Teaches and encourages
students to use peer
and self-assessment
feedback to assess their
own learning.
RR
Encourages and guides
colleagues to assess 21 st
century skills, knowledge,
and dispositions and
to use the assessment
information to adjust their
instructional practice.
Comments
Element A. To meet the needs of individual students, take into account the developmental levels of students. This particular lesson did
not account for supporting different developmental levels with differentiated learning activities. While students were actively engaged
in the lesson, some were confused with the vocabulary, and some were frustrated by the slower pace. When learning experiences
are implemented in such a way as to help students learn through developmentally appropriate practices, learning is supported at all
levels. An early indicator to help plan ahead for such conditions is a deeper analysis of student (formative and standardized) data. Early
identification of areas where students struggle and excel will help you with planning and by differentiating activities.
Examples of Artifacts for Standard IV:
Lesson plans
Display of technology used
Professional development
Use of student learning teams
3 3
Documentation of differentiated instruction
3
Materials used to promote critical thinking
and problem solving
Collaborative lesson planning
____________________________________
____________________________________
____________________________________
___________________________________
47

Standard V: Teachers reflect on their practice
Observation
a. Teachers analyze student learning. Teachers think systematically and critically about student learning in their classrooms and schools: Why
learning happens and what can be done to improve achievement. Teachers collect and analyze student performance data to improve school and
classroom effectiveness. They adapt their practice based on research and data to best meet the needs of students.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
R3 R Recognizes the need
to improve student
learning in the
classroom.
R3 R Provides ideas about
what can be done
to improve student
learning in their
R3 R Thinks systematically R3
R Provides a detailed
classroom.
and critically about
learning in their
classroom: Why
learning happens and
what can be done
to improve student
achievement.
analysis about what
can be done to improve
student learning and uses
such analyses to adapt
instructional practices
and materials within the
classroom and at the
school level.
b. Teachers link professional growth to their professional goals. Teachers participate in continued, high-quality professional development that
reflects a global view of educational practices; includes 21 st century skills and knowledge; aligns with the State Board of Education priorities; and
meets the needs of students and their own professional growth.
. . . and
R3 R Understands
R3
R Participates in
the importance
professional
of professional
development aligned
development.
with professional goals.
. . . and
RR
Participates in
professional
development activities
aligned with goals and
student needs.
. . . and
RR
Applies and implements
knowledge and skills
attained from professional
development consistent
with its intent.
c. Teachers function effectively in a complex, dynamic environment. Understanding that change is constant, teachers actively investigate
and consider new ideas that improve teaching and learning. They adapt their practice based on research and data to best meet the needs of their
students.
. . . and
R3 R Is knowledgeable of R3
R Considers and uses
current research-based a variety of researchbased
approaches to
approaches to teaching
and learning.
improve teaching and
learning.
. . . and
RR
Actively investigates
and considers
alternative researchbased
approaches
to improve teaching
and learning and uses
such approaches as
appropriate.
. . . and
RR
Adapts professional
practice based on data
and evaluates impact on
student learning.
Comments
Element A. You provide guidance and leadership within your department to create systems, and processes and make decisions to
adjust or to modify unit plans based on thorough data analysis and interpretation of state standardized tests. As a result, we are able to
continually challenge and revisit our units of study and curriculum maps in order to refine our core units of study.
Examples of Artifacts for Standard V:
Lesson plans
3
Formative assessments
3
Student work
3
Professional Development Plan
Completion of professional development
3 3
Participation in Professional Learning
Community
3
Formative and summative student
assessment data
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
48

McREL’s Teacher Evaluation System
Example: Completed Teacher Summary Evaluation Rating Form
This form summarizes ratings from the rubric or observation form and requires the principal/evaluator to provide a description
of areas needing improvement and comments about performance. It may be completed as a part of the Summary Evaluation
discussion conducted near the end of the year. It should be used to summarize self-assessment and evaluator ratings. The
check marks in blue are automatically drawn from the Rubric and placed on the form by the software.
Name: Jane Smith___________________________________________________________________________________________
School: Demo High School__________________________________School Year: 2010-2011____________________________
Evaluator: Greg Jones_____________________________________District: Demo District______________________________
Date Completed:___________________________________________Evaluator’s Title: Principal___________________________
3
_________ Beginning Teacher___________Career Status Teacher (Please check one)
Standard I: Teachers Demonstrate Leadership
Elements Developing Proficient Accomplished Distinguished
A. Teachers lead in their classrooms. 3
B. Teachers demonstrate leadership in the school. 3
C. Teachers lead the teaching profession. 3
D. Teachers advocate for schools and students. 3
E. Teachers demonstrate high ethical standards. 3
Overall rating for Standard I 3
Not
Demonstrated
Comments:
Element A. Student learning time has been a concern throughout this school
year. You and I have discussed on several occasions during post-observation
conferences that we agree the time for student learning is frequently cut short due
to the organizational time required to transition students from one learning activity to
the next. However, throughout the school year, you have visited the classrooms of
several colleagues to observe how those teachers establish and manage classroom
procedures and routines. As a result, there has been progressive improvement
toward student on-task time. Additionally, student behavior has improved as
evidenced by the lesser number of disciplinary referrals. Element A. continues to be
an area for improvement. During this summary evaluation conference, we agree that
for the 2010/11 school year we will intentionally focus on classroom management
practices, primarily time-on-task and conducting smoother transitions between
learning activities.
Recommended actions for improvement:
Moving into the 2010/11 school year, I strongly encourage you to continue to learn
and incorporate strategies that tighten the systems and routines of managing students
behavior in the classroom. I recommend that at the beginning of the school year you
empower your students to be a part of the process of establishing the classroom
rules (three to five rules that align to established school site rules of student conduct).
I recommend that you establish classroom routines and procedures that ensure
students know what is expected of them while transitioning between learning activities
and improving learning by providing positive learning expectations during learning
activities. Lastly, continue to provide students leadership opportunities by leading
transitional activities and cooperative learning groups.
Resources needed to complete these actions:
One day of release time spread throughout the course of the first quarter to allow
you to visit the classrooms of colleagues in the building to observe their systems and
routines specifically focused on classroom management strategies.
Evidence or documentation to support rating:
3
Lesson plans
Journals
Student handbooks
3
Student work
School improvement planning
3
Service on committees
3
Relevant data
Class rules and procedures
3
Participation in Professional Learning Communities
Membership in professional organizations
Formal and informal mentoring
Surveys
National Board Certification
3
Discipline records
School Improvement Team membership
________________________________________________________
________________________________________________________
________________________________________________________
49

Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students
A. Teachers provide an environment in which each child has a positive,
nurturing relationship with caring adults.
Elements Developing Proficient Accomplished Distinguished
B. Teachers embrace diversity in the school community and in the world. 3
3
Not
Demonstrated
C. Teachers treat students as individuals. 3
D. Teachers adapt their teaching for the benefit of students with special needs. 3
E. Teachers work collaboratively with the families and significant adults in the lives of
their students.
Overall rating for Standard II 3
3
Comments:
Your personal attention and strategies for improving academic performance and
enhancing self-esteem among students whose racial, ethnic, or language heritage
differs from the norm is providing all your students a quality educational experience.
Throughout this school year, you have delivered a flexible, unbiased curriculum with
supporting materials that enhance diversity. Additionally, your attitude and actions
reflect sensitivity to other cultures. Moreover, your personal style and delivery serve
as a role model of acceptance and belief in the value of cultural diversity in the
classroom and throughout our school community.
Recommended actions for improvement:
Evidence or documentation to support rating:
3
Cooperation with ESL teachers
3
Lesson plans that integrate international content
3
Lesson plans that support modifications included in student IEPs
3
Documentation of referral data and use of IEPs
3
Communications with parents/community
3
Professional development on cultural attitudes and awareness
Use of technology to incorporate cultural awareness into lessons
3
Student profiles
Student surveys
________________________________________________________
________________________________________________________
________________________________________________________
Resources needed to complete these actions:
50

McREL’s Teacher Evaluation System
Standard III: Teachers Know the Content They Teach
Elements Developing Proficient Accomplished Distinguished
A. Teachers align their instruction with the state standards and district approved
curriculum.
B. Teachers know the content appropriate to their teaching specialty. 3
3
Not
Demonstrated
C. Teachers recognize the interconnectedness of content areas/disciplines. 3
D. Teachers make instruction relevant to students. 3
Overall rating for Standard III 3
Comments:
As I addressed on the evaluation/observation record form, your planning and
instructional delivery model reinforces the essential concepts and vocabulary
necessary to engage students in cooperative discussions, thereby developing thinking
skills related to the state and district standards. You make the academic content and
inquiry regarding the content standards accessible, meaningful, and relevant for your
students. Most importantly, staying in line with 21 st century learning, you are able to
provide explicit “real world” examples that relate and will directly affect students’ future.
Recommended actions for improvement:
Evidence or documentation to support rating:
3
Display of creative student work
3
Lesson plans
Content standards
_______________________________________________________
________________________________________________________
________________________________________________________
Resources needed to complete these actions:
51

Standard IV: Teachers Facilitate Learning for Their Students
Elements Developing Proficient Accomplished Distinguished
A. Teachers know the ways in which learning takes place, and they know the appropriate
levels of intellectual, physical, social, and emotional development of their students.
B. Teachers plan instruction appropriate for their students. 3
C. Teachers use a variety of instructional methods. 3
D. Teachers integrate and utilize technology in their instruction. 3
E. Teachers help students develop critical thinking and problem-solving skills. 3
F. Teachers help students work in teams and develop leadership qualities. 3
G. Teachers communicate effectively. 3
H. Teachers use a variety of methods to assess what each student has learned. 3
3
Overall rating for Standard IV 3
Not
Demonstrated
Comments:
Your lesson plans clearly reflect objectives and detailed learning activities to engage
all students. However, there are times when a differentiated approach will engage
students more deeply, depending on their developmental levels. A closer examination
of academic performance data combined with information from special education and
possibly the counseling office will provide a deeper understanding of the development
levels of individual students. Your lesson and unit plans and your learning activities will
have more meaning when differentiated to meet the needs of both the learners that
struggle and the advanced learners.
Recommended actions for improvement:
I recommend that for the upcoming school year, you work within your PLC and have
discussions on generating unit and lesson plans that have alternative or modified
learning activities for students. Pre-planning for such conditions will provide quicker
organization of learning activities, allow you to determine a variety of instructional
grouping strategies, and serve the need for struggling learners and advanced learners
alike. Additionally, search the state department of education website and check with
the district staff development office to see if there is a local conference available
for you to attend that addresses; differentiation strategies or classroom strategies
designed to meet the developmental needs of students.
Evidence or documentation to support rating:
3
Lesson plans
Display of technology used
3
Professional development
3
Use of student learning teams
Documentation of differentiated instruction
Materials used to promote critical thinking and problem solving
3
Collaborative lesson planning
________________________________________________________
________________________________________________________
_________________________________________________
Resources needed to complete these actions:
Possible release time or partial financial assistance for tuition reimbursement for local
workshops or conferences.
52

McREL’s Teacher Evaluation System
Standard V: Teachers Reflect on Their Practice
Elements Developing Proficient Accomplished Distinguished
A. Teachers analyze student learning. 3
B. Teachers link professional growth to their professional goals. 3
C. Teachers function effectively in a complex, dynamic environment. 3
Overall rating for Standard V 3
Not
Demonstrated
Comments:
You add significant value to our school by your modeling behavior and the
expectation you have of your colleagues by exemplifying our mission and vision to
improve every student’s educational experience. I have observed that during staff
meetings, department meetings, and professional learning community meetings
you are focused on analyzing student learning and making recommendations
for school-wide improvement. Your words and actions remind staff members,
regardless of the circumstances surrounding a student, of our mission to provide
a quality educational experience for all students and that it can be done through
continual analysis of school data, curriculum design, and use of research-based
instructional strategies.
Recommended actions for improvement:
Resources needed to complete these actions:
Evidence or documentation to support rating:
3
Lesson plans
3
Formative assessments
Student work
3
Professional Development Plan
3
Completion of professional development
3
Participation in Professional Learning Community
3
Formative and summative student assessment data
________________________________________________________
________________________________________________________
____________________________________________________
The teacher’s signature on this form represents neither acceptance nor approval of the report. It does, however, indicate
that the teacher has reviewed the report with the evaluator and may reply in writing
___________________________________________________________
Teacher Signature
_____________
Date
The signature of the principal or evaluator verifies that the report has been reviewed and that the proper process has been
followed according to State Board of Education Policy for the Teacher Evaluation Process.
___________________________________________________________
Principal/Evaluator Signature
_____________
Date
Teacher Comments:
53

Example: Completed Teacher Summary Evaluation Rating Sheet
Note: The marks in blue are automatically placed by the software.
Summary Rating Sheet
Developing
Proficient
Accomplished
Distinguished
Not
Demonstrated
Standard I: Teachers demonstrate leadership
A. Leads in the classroom. X
B. Leads in the school. X
C. Leads the teaching profession. X
D. Advocates for the school and students. X
E. Demonstrates high ethical standards. X
Overall Rating for Standard I
Standard II: Teachers establish a respectful environment for a diverse population
A. Provides an environment that is inviting, respectful, supportive, inclusive and flexible. X
B. Embraces diversity in the school community and in the world. X
C. Treats students as individuals. X
D. Adapts teaching for the benefit of students with special needs. X
E. Works collaboratively with families and significant adults in the lives of their students. X
Overall Rating for Standard II
Standard III: Teachers know the content they teach
A. Aligns instruction with the state standards and district approved curriculum. X
B. Knows the content appropriate to the teaching specialty. X
C. Recognizes the interconnectedness of content areas/disciplines. X
D. Makes instruction relevant to students. X
Overall Rating for Standard III
Standard IV: Teachers facilitate learning for the students
X
X
X
A. Knows the ways in which learning takes place, and the appropriate levels of intellectual, physical, social, and emotional
development of students.
X
B. Plans instruction appropriate for students. X
C. Uses a variety of instructional methods. X
D. Integrates and utilizes technology in instruction. X
E. Helps students develop critical thinking and problem-solving skills. X
F. Helps students work in teams and develop leadership qualities. X
G. Communicates effectively. X
H. Uses a variety of methods to assess what each student has learned. X
Standard V: Teachers reflect on their own practice
54
Overall Rating for Standard IV
A. Analyzes student learning. X
B. Links professional growth to professional goals. X
C. Functions effectively in a complex, dynamic environment. X
Overall Rating for Standard V
Comments:
Teacher’s classroom is a safe (physically and emotionally) environment for all students.
Making good progress toward proficiency on all leadership elements.
Teacher demonstrates a willingness to collaborate and participates in the staff development efforts to improve instruction to meet the
individual needs of students.
The problems experienced here are closely associated with those mentioned under Standard I.
X
X

McREL’s Teacher Evaluation System
Recommended actions for improvement:
Seek opportunities to be more involved in the committees designed to improve the school environment.
Continue to focus on classroom management efforts and develop student leadership skills.
Take a differentiated instruction class and apply the principles learned in day-to-day work.
Resources needed to complete these actions:
Tuition for class.
Substitutes or stipends for time spent in class.
Evidence or documentation to support rating:
3
Discipline records
3
School Improvement Team membership
3
Lesson plans
3
Documentation of differentiated instruction
3
Materials used to promote critical thinking and problem solving
55

Example: Completed Professional Development Plan
Note: Standards and Elements in blue are automatically placed by the software.
School Year:_2009-2010 ____________________________________ Year: 1q 2 q 3 q 4 q Career Status q3
Lateral Entry: 1 q
2 q 3 q
Name: Jane Smith______________________________Position/Subject Area: Teacher______________________________________
School: Demo High School______________________________________________________________________________________
Mentor: _____________________________________Position/Subject Area: Principal_____________________________________
(Required in the first three years for all beginning teachers)
District: Demo District__________________________________________________________________________________________
A.
Professional Teaching Standards
Professional Teaching Standards
1. Teachers Demonstrate Leadership
2. Teachers Establish a Respectful Environment for a Diverse Population of Students
3. Teachers Know the Content They Teach
4. Teachers Facilitate Learning for Their Students
5. Teachers Reflect on Their Practicec
Standard(s) to be addressed:
4
Element(s) to be addressed:
1. A. Teachers lead in their classrooms.
4. A. Teachers know the ways in which learning takes place, and
they know appropriate levels of intellectual, physical, social, and
emotional development of their students.
4. B. Teachers plan instruction appropriate for their students.
4. G. Teachers communicate effectively.
B.
Teacher’s Strategies
Goals for Elements Activities/Actions Expected Outcomes and
Evidence of Completion
Resources Needed
Timeline
Goal 1:
Standard 1, Element A: Teachers
lead in their classrooms: Establishing
and maintaining a safe and orderly
classroom. It is expected that you will
establish routines and systems that
students can easily follow in order to
maximize time on task and spend less
time transitioning between activities.
1. During team planning time, discuss with colleagues
how their classroom procedures are defined and
implemented.
2. Clearly post behavioral expectations for students.
Consider having students participate in the
development of these classroom rules.
3. Set and outline the expectations for student
behaviors prior to transitioning between learning
activities.
4. Build in time for students to practice the daily
routines.
1. Maximized time on task and less
time spent refocusing students’
attention on the next learning activity.
2. Clearly posted behavioral
expectations that are limited to 3 to
5 rules that are congruent with the
school-wide expectations for student
behavior.
1. Release time for you to
observe colleagues that have
clearly established routines and
procedures.
2. Provide a timer to assist
students with staying on task
during learning activities and
transitional activities.
1. Release time prior to the
end of first quarter.
2. Clearly establish rules by
the end if the first week of
school.
Goal 2:
Standard 4, Element A: Teachers
know the way in which learning takes
place, and they know the appropriate
levels of intellectual, physical, social,
and emotional development of their
schools:
Design instructional activities that
incorporate differentiated instruction.
Be able to adapt to instruction to
meet the needs of individual learners,
providing all students with the
appropriate level of challenge and
supports to help them reach learning
goals.
1. Bi-monthly meetings with PCL team focused on
building in differentiation into unit and lesson plans,
instructional activities and assessments.
2. Provide students opportunities to build on their
strengths by developing learning contracts or
engaging in personal academic goal setting that
allows them to demonstrate knowledge and skill
through a variety of methods.
3. Give students choices and encouragement to
pursue projects that interest them as apart of regular
classwork. Provide students who are ready for more
challenge with opportunities to tackle independent
research projects.
4. Strategically group students effectively for different
learning activities. Avoid homogeneous grouping
unless appropriate. Help all students find a way to
contribute to the group’s success.
1. Student’s assessments will take
into account levels of complexity,
abstractness, and open-endedness.
Students will experience, over time
an increase in performance and
willingness to perform more complex
tasks.
2. There is a higher level of on-task
behavior during small and large
group learning activities.
1. Attend a district or local
workshop on differentiated
instruction.
2. Plan with a grade-level team
focused on differentiated learning
activities.
1. Attend a local- or districtsponsored
workshop on
differentiation prior to the end
of the first quarter, if available.
2. Will provide examples of
lesson plans once per month
that reflect the objective of
the goal.
Teacher’s Signature: ________________________________________________________________________ Date:_____________
Mentor’s Signature:_________________________________________________________________________ Date:_____________
Administrator’s Signature____________________________________________________________________ Date:_____________
3
Plan: Individual q Monitored q Directed q
56

McREL’s Teacher Evaluation System
Example: Completed Professional Development Plan—Mid-Year Review
To be completed by (date) Wed Dec 15 2010__________________
C.
Evidence of Progress Toward Specific Standards and Elements to be Addressed/Enhanced
You continue to make progress toward your two goals for this school year. You have worked collaboratively with the members of your professional learning
community to design units of study intended to meet the state and district standards. The courses that you have attended this year at the university
regarding culturally relevant instruction have made a significant difference in engaging most of your students most of the time.
D. Narrative
Teacher’s Comments:
The coursework I took last summer on culturally
relevant pedagogy has been very beneficial when
planning my instruction to engage more students
in learning activities. I am noticing much more deep
and rich conversations among my students because
I made a few minor changes to how I deliver content
and emphasize the cultural relevance issues.
Mentor’s Comments
Administrator’s Comments:
Teacher’s Signature:
Mentor’s Signature:
Administrator’s Signature:
Date:
Date:
Date:
57

Example: Completed Professional Development Plan—End-of-Year Review
To be completed by (date) Fri Apr 30 2010_ ___________________
E.
Evidence of Progress Toward Specific Standards and Elements to be Addressed/Enhanced
You have successfully met and exceeded expectations for the goals you have established for the 2009-2010 school year.
F.
Goal 1 was successfully completed.
Goal 2 was successfully completed.
3
3
Yes q No q
Yes q No q
G. Narrative
Teacher’s Comments:
I have appreciated taking more of an active role in the
development and implementation of my professional
growth plan. I also appreciate the substitute time
that you provided so that I could visit the classroom
of my colleagues. Not only has it added value to my
practice, but I appreciate the opportunity to watch
my colleagues in action.
Mentor’s Comments
Administrator’s Comments:
Teacher’s Signature:
Mentor’s Signature:
Administrator’s Signature:
Date:
Date:
Date:
58

Mid-continent Research for Education and Learning
4601 DTC Blvd., Ste. 500, Denver, CO 80237-2596
Phone 800.781.0156 • Fax 303.337.3005
Web site www.mcrel.org • e mail info@mcrel.org

A COMPARISON OF MCREL’S
TEACHER EVALUATION
STANDARDS AND INTASC’S
MODEL CORE TEACHING
STANDARDS
John Kendall, M.A.
A. M. Alpert, Ph.D.
Megan Odum, M.S.
Mid-continent Research for
Education and Learning
4601 DTC Blvd., Ste. 500
Denver, CO 80237
June 2011

Contents
Introduction ..................................................................................................................................... 1
How the McREL and InTASC standards documents were compared ....................................... 1
Findings ............................................................................................................................................. 3
InTASC content found in the McREL standards ........................................................................... 3
McREL content found in the InTASC standards ........................................................................... 6
Notable differences between the McREL and InTASC standards ................................................. 7
Summary ......................................................................................................................................... 10
Appendix A: InTASC Model Core Teaching Standards and corresponding McREL standards ..... 11
Appendix B: McREL Teacher Evaluation Standards and corresponding InTASC standards ......... 77
References ...................................................................................................................................... 94

INTRODUCTION
In April of
2011, the Chief Council of State School Officers (CCSSO), through its
Interstate Teacher Assessment and Support Consortium (InTASC), published the Model
Core Teaching Standards:
A Resource for State Dialogue. This work, an update of InTASC’s
1992 standards, is a set
of “model core teaching
standards that outline what teachers
should know and be able to do to ensure every K-12 student reaches the
goal of being
ready to enter college or the workforce in today’s world” (CCSSO, p. 3) . The stated
purpose of the model standards is to serve as a resource for states and others as they
develop policies and programs to prepare, license, support, evaluate, and
reward
teachers. In 2009, McREL developed a teacher
evaluation instrument and
accompanying process based on elements of a 21 st century education and a set of
research-based standards. McREL’s Teacher Evaluation Standards are based upon North
Carolina’s Professional
Teaching Standards and
used with the permission of the North
Carolina Department of Public Instruction.
The purpose of this study was to determine and
report whether and to what degree the
knowledge and skills described as important for
teachers in the InTASC
standards are
present in McREL standards, and vice versa. By
learning what content is present in the
InTASC standards but absent from
McREL’s standards, stakeholders may determine
whether any such content is sufficiently critical that it warrants evaluation. McREL is
reviewing this content as well and will consult with clients to recommend and advise
how and whether such content may
be incorporated within
their evaluation program.
HOW THE MCREL
AND INTASC STANDARDS DOCUMENTS WEREE
COMPARED
McREL analysts compared the InTASC and the
McREL standards from
two directions
or perspectives. In the first case, analysts used the InTASC standards as the organizing
framework to ask whether the McREL standards address alll the same content and, if so,
to what degree. In other words, this
analysis identified whether and to what degree the
McREL standards hold
the same expectations for teachers as do the InTASC standards.
In the second case, analysts used the McREL standards as the starting point from which
to ask whether the InTASC standards, the target of the comparison, addressed all the
content found in the McREL standards. This analysis served
to identify whether the
InTASC standards expect the same
from teachers as do the McREL Teacher Evaluation
Standards and if the McREL standards expect additional content.
1

To conduct each comparison, analysts first identified clear and specific statements of the
knowledge and skills teachers should acquire. They then examined the target document
to determine if one or several statements could be identified that, taken together,
described the same or very
similar expectations. The
nature of the content match
between the two documents
they then characterized in one
of the following ways: Strong,
Satisfactory, or Weak (see
sidebar). Instances when no
content match existed across
the two documents were
identified as having No
Alignment.
Each document comparison
(McREL to InTASC; InTASC
to McREL) was conducted
independently by two content
analysts, who collectively hold
seven years’ experience in
standards analysis and more
than two decades’ teaching
experience. At the outset of the
study, analysts were instructed
on the methodology for the
work and had an opportunity
to discuss the categories to be
applied for matching.
Strong: A match is identified as strongly aligned if all aspects of
the organizing document standard – the scope and detail – are
addressed in the target document against which it was compared.
The language described the same content or denoted the same
basic meaning, with only slight differences in phrasing or
emphasis.
Satisfactory: A match is identified as satisfactory if most, but not
all, characteristics of a strong match are found. The nature of the
difference, that is, the aspect of the content that keeps it from
being a strong match, is identified with the match label. A match
marked as Satisfactory (specificity) indicates that a level of detail in
the organizing document is not found in the target document;
Satisfactory (scope) means that not every topic related to content in
the organizing document is addressed; Satisfactory
(emphasis/phrasing), means that, although the target document
addresses similar content, there is a notable difference in
emphasis and phrasing. Finally, a match marked Satisfactory
(implied) means that the content of the standard in the organizing
document is implied, but not explicitly addressed, in the target
document.
Weak: A match is identified as weak if content in the organizing
document is loosely related to content found in the target
document; the content in the organizing document is
significantly more detailed, covers a much broader scope or
places a significantly different emphasis on the content.
Working systematically through the organizing document, each analyst independently
identified standards in the target document that, singly or taken together with other
content in the target document, addressed the content in the organizing document.
When such content was found, the analyst excerpted relevant text from the target
document, assigned one of the available labels to characterize the type of match found,
and provided rationale and commentary about the match, where appropriate. At key
points during the process, analysts met to compare findings and, with the study lead
who served as moderator, resolved any differences between them regarding the content
that was found to be a match and how the match was characterized. Meetings to discuss
and resolve such differences occurred more frequently at the beginning of the process to
help clarify understanding about the characteristics of each type of match and what
constituted evidence for a match. All differences were resolved in discussion with the
2

moderator by referencee to the textual evidence, the characteristics of each type of match,
and what commentary would best make clear the rationale behind the match.
FINDINGS
As a result of this bi-directional analysis, analysts determined that the majority of
content described in the InTASC Model Core Teaching Standards is present in
McREL’s Teacher Evaluation Standards to some degree. Of
the 174 indicators in the
InTASC standards, five
(3%) are not addressed in the McREL standards. Of the
indicators for which some corresponding content is present
in the standards, 79 (45%)
were identified as a strong match, 75 (43%) were judged a satisfactory match, and 15
(9%) were considered a weak match.
Conversely, all the content of the McREL Teacher Evaluation Standards is addressed to
some extent in the InTASC standards. Of the 25 items in the McREL standards, 13
(51%) weree found to have a strong match in the
InTASC standards, and
12 (49%) were
a satisfactory match. Among matches identifiedd as satisfactory, 5 (42%) were not a
strong match based on scope and 7 (58%) based
on specificity.
Detailed findings are provided below, with illustrative graphs. The comparisons from
the InTASC
Model Core Teaching Standards to
the McREL
standards can be found
in
Appendix A; from McREL’s Teacher Evaluation
Standards to the InTASC standards are
in Appendix B.
INTASC CO
ONTENT FOUND IN THE MCREL STANDARDS
The InTASC content is
organized into ten standards, each of which is divided into
Performances, Essential Knowledge, and Critical Dispositions. A total of 174 indicators,
the most specific level of content description in
the InTASC
document,
are distributed
across all standards. Not all standards include the same number of indicators.
Of the indicators for which corresponding content could be
found in the McREL
standards, 78 (45%) were found to have a strong match and
75 (43%) were judged to
have a satisfactory match. Among the matches marked as satisfactory, 17 (23%) were
considered not a strong
match based upon scope; 29 (39%) based on emphasis and
phrasing; 13 (17%) based on specificity, and 16
(21%) based
on implied, rather than
explicit, content. Fifteen (9%) of the indicators
were considered to have
a weak match
in the McREL standards (see Figures 1–3). (For
complete results, see Appendix A.)
3

Figure 1. Distribution of Ratings by Major Categories when Comparing
McREL's Teacher Evaluation Standards to InTASC Standards
Figure 2. Distribution of all ratings when comparing McREL's Teacher
Evaluation
Standards to InTASC Standards
4

Figure 3. Percentage of Ratings when Comparing McREL's Teacher Evaluation
Standards to InTASC Standards
As indicated in Figure 3, just 3% of
the InTASC
indicators were not aligned with the
McREL standards. These are identified in Table 1.
Table 1. InTASC Content Not Aligned with the McREL Standards
InTASC Conten
standard # and
letter code
3(g)
The teacher promotes responsible learner use o
of interactive technologies to
extend the possibilities for learning
locally and globally.
4(e)
4(i)
4(q)
9(j)
The teacher recognizes learner misconceptions
in a discipline
that interfere with
learning, and creates
experiences to build accurate conceptual understanding.
The teacher accesses school and/ /or district-based resources to evaluate the
learner’s content knowledge in their primary language.
The teacher recognizes the potential of bias in his/her representation of the
discipline and seeks to appropriately address problems of bias.
The teacher understands laws related to learners’ rights and teacher
responsibilities (e.g., for educational equity, appropriate education for learners
with disabilities, confidentiality, privacy, appropriate treatment of learners,
reporting in situationss related to possible child abuse).
In summary, analysts found that the majority of
the InTASC
indicators (153, or 88% %),
were found
to have either a strong or satisfactory match in the McREL standards; fifteen
5

indicators (9%) were judged to have
a weak alignment, and 5 (3%) weree found to not
align with the McREL standards.
MCREL CO
ONTENT FOUND IN THE INTASC STANDARDS
The McREL content is organized into five standards. The five standardss comprise 25
items that describe desired teacher knowledge and skill. These items, each of which
contain anywhere from
one to six bulleted statements, are distributed across all
standards. Not all standards containn an equal number of items.
Analysis determined that all the items within the McREL standards are
addressed
within the InTASC standards. Of the 25 items in the McREL standards, 13 (51%) were
found to have a strong match in the
InTASC standards and
12 (49%) were a satisfactory
match. Among matches
identified as satisfactory, 5 (42%) were not a strong match based
on scope and 7 (58%) based on specificity (see Figures 4 and
5). (For complete results,
see Appendix B.)
Figure 4. Distribution of all Ratings when Comparing InTASC Model Core Learning
Standards to the McREL Standards (includes all possible ratings)
6

Figure 5. Percentage of Ratings by
Category when Comparing InTASC Model Core
Learning Standards to McREL Standards
All of the McREL standards correspond either strongly or satisfactorily to InTASC
indicators. No McREL
content was
consideredd to be either
weakly addressed or not
aligned in the InTASC standards.
NOTABLE DIFFERENCES BETWEEN THE
E MCREL AND INTASC ST
TANDARDS
It should be noted thatt the two documents examined in this study differ both in
structure and purpose. The InTASC
standards, developed through the CCSSO, are
provided as
model standards designed to be used as a resource for states. The McREL
Teacher Evaluation Standards, by contrast are the “basis for
teacher preparation, teacher
evaluation, and professional development” (McREL, p. 2). The InTASC
standards,
through 174 indicators, often address very similar content with just slight variations
both within
and across standards. An example is provided in Table 2. Although this
makes the document useful for providing multiple lenses by
which to view a topic, it
may prove challenging for those who seek to distinguish and
evaluate such differences
through instruction and
assessment.
By contrast, the McREL
standards address each
topic once and avoid repetition. One
benefit to this approach
is that instruction and assessment may be clearly associated with
just one item within the standards, not several. In addition,
by virtue of
the relative
economy in
style, the user ––whichh in many cases would be the teacher– ––will find
search for content straightforward,
due to the relatively small number of clearly
differentiated standards and benchmarks.
7

Table 2. Examples of Similar Content Found in InTASC Standards (emphasis added)
Topic: individual learner growth/development, needs, strengths
Code Statement
1(a) The teacher regularly assesses individual and group performance in order to
design and modify instruction to meet learners’ needs in each area of
development (cognitive, linguistic, social, emotional, and physical) and
scaffolds the next level of development.
1(b)
1(d)
1(e)
1(i)
1(j)
The teacher creates developmentally appropriate instruction that takes into
account individual learners’ strengths, interests, and needs and that enables
each learner to advance and accelerate his/her learning.
The teacher understands how learning occurs-how learners construct
knowledge, acquire skills, and develop disciplined thinking processes--and
knows how to use instructional strategies that promote student learning.
The teacher understands that each learner’s cognitive, linguistic, social,
emotional, and physical development influences learning and knows how to
make instructional decisions that build on learners’ strengths and needs.
The teacher is committed to using learners’ strengths as a basis for growth, and
their misconceptions as opportunities for learning.
The teacher takes responsibility for promoting learners’ growth and
development.
The difference in design and purpose between these documents may account in part for
the findings, namely, that while none of the content of the McREL standards is found
to be either missing or weakly addressed in the InTASC standards, a number of
standards in the InTASC standards were weakly or not fully addressed in the McREL
standards. This is illustrated in Figures 6 and 7. Figure 6 shows a graphic example of
how, when the InTASC was the framing document, an average of two McREL standards
address a single InTASC topic. This compares to Figure 7, which illustrates that when
the McREL was the framing document, an average of four InTASC standards address a
single McREL topic.
8

Figure 6. Example: McREL Standards Compared to Each
InTASC Standard. For
every InTASC standard, there are on average 2 McREL standards aligned
InTASC: The
teacher understands how learning
occurs‐how
learners construct knowledge,
acquire skills, and develop disciplined thinking
processes‐‐and knows how to use instructional
strategies that promote student learning.
McREL : Teachers know the ways in which
learning takes place, and they know the
appropriate levels of
intellectual, physical,
social, and emotional development of their
students. Teachers know how students think
and learn.
McREL: Teachers use
a variety of instructional
methods. . . . Teachers employ a wide range of
techniques including information and
communication technology, learning
styles,
and differentiated instruction.
Figure 7. Example: InTASC Standards Compared to Each
McREL Standard. For
every McREL standard, there are on average 4 InTASC standards aligned.
InTASC : The teacher designs, adapts, and delivers
instruction to address each student’s diverse
learning strengths and needs and creates
opportunities for students to demonstrate their
learning in different ways.
McREL: Teachers use a variety of
instructional methods. Teachers
choose the methods and technique
that are most effective in meeting
the needs of their studentss as they
strive to eliminate achievement
gaps. Teachers employ a wide range
of techniques including information
and communication technology,
learning styles, and differentiated
instruction.
InTASC: The teacher knows how
to analyze
assessment data to understandd patterns and gaps
in learning, to guide planning and instruction, and
to provide meaningful feedback
to all learners.
InTASC: The teacher engages learners in using a
range of learning
skills and technology tools to
access, interpret, evaluate, and apply information.
InTASC: The teacher makes appropriate and timely
provisions (e.g., pacing for individual rates of growth,
task demands, communication, assessment, and
response modes) for individual students with
particular learning differences or needs.
9

The color coding in figures 6 and 7 makes clear
the contrasting ways by which the two
standards documents were matched. Appendix A shows all matches when InTASC is
the organizing document. Appendix
B shows the McREL standards as the organizing
document.
SUMMARY
McREL analysts compared the InTASC Model Core Teaching Standards and the
McREL’s Teacher Evaluation Standards to identify how much and to what degree the
content in each document is also identified in the other. Five (3%) of the indicators
in
the InTASC
standards were not addressed in the McREL standards. Of the indicators
for which some corresponding content could be
found in the McREL standards, 78
(45%) weree found to be
a strong match, 75 (43%) were judged a satisfactory match, and
15 (9%) were considered a weak match. All of the McREL standards are addressed in
the InTASC
standards.
Of these matches, 13 (51%) were a strong match
and 12 (49%)
were a satisfactory match.
10

APPENDIX A: INTASC MODEL CORE TEACHING STANDARDS AND CORRESPONDING
MCREL STANDARDS
InTASC Model Core Teaching Standards Alignment Rating with
Comment
Learner Development
McREL Teacher Evaluation Standards
Standard 1: The teacher understands how
learners grow and develop, recognizing that
patterns of learning and development vary
individually within and across the cognitive,
linguistic, social, emotional, and physical
areas, and designs and implements
developmentally appropriate and
challenging learning experiences.
Performances
1(a)
The teacher regularly assesses individual and
group performance in order to design and
modify instruction to meet learners’ needs in
each area of development (cognitive, linguistic,
social, emotional, and physical) and scaffolds
the next level of development.
Satisfactory (emphasis/phrasing):
Content is similar, with some
differences in phrasing.
Standard IV: Teachers facilitate learning for
their students
a. Teachers know the ways in which learning takes
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students. . . . Teachers
understand the influences that affect individual
student learning (development, culture, language
proficiency, etc.) and differentiate their instruction
accordingly . . . They adapt resources to address the
strengths and weaknesses of their students.
b. Teachers plan instruction appropriate for their
students. . . .They understand that instructional
plans must be constantly monitored and modified to
enhance learning. . . .
h. Teachers use a variety of methods to assess
what each student has learned. Teachers use
multiple indicators, including formative and
summative assessments, to evaluate student
progress. . . .
1(b)
The teacher creates developmentally
appropriate instruction that takes into account
individual learners’ strengths, interests, and
Satisfactory (emphasis/phrasing):
Content is similar, with some
differences in phrasing.
Standard IV: Teachers facilitate learning for
their students
a. Teachers know the ways in which learning takes
11

InTASC Model Core Teaching Standards Alignment Rating with
Comment
needs and that enables each learner to
advance and accelerate his/her learning.
McREL Teacher Evaluation Standards
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students. . . . Teachers
understand the influences that affect individual
student learning (development, culture, language
proficiency, etc.) and differentiate their instruction
accordingly . . . They adapt resources to address the
strengths and weaknesses of their students.
b. Teachers plan instruction appropriate for their
students. . . . Teachers make the curriculum
responsive to cultural diversity and individual
learning needs.
1(c)
The teacher collaborates with families,
communities, colleagues, and other
professionals to promote learner growth and
development.
Strong Standard II: Teachers establish a respectful
environment for a diverse population of student
d. Teachers adapt their teaching for the benefit of
students with special needs. Teachers collaborate
with the range of support specialists . . . .
e. Teachers work collaboratively with the families
and significant adults in the lives of their students. . .
Teachers improve communication and collaboration
between the school and the home and community . .
Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. Teachers collaborate with their
colleagues. . . .
Essential Knowledge
1(d) The teacher understands how learning occurshow
learners construct knowledge, acquire
skills, and develop disciplined thinking
processes--and knows how to use instructional
strategies that promote student learning.
Satisfactory (specificity): InTASC
specifies acquire skills, and develop
disciplined thinking processes.
Standard IV: Teachers facilitate learning for
their students
a. Teachers know the ways in which learning takes
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students. Teachers know how
students think and learn.
c. Teachers use a variety of instructional methods. .
. . Teachers employ a wide range of techniques
including information and communication
technology, learning styles, and differentiated
instruction.
12

InTASC Model Core Teaching Standards Alignment Rating with
McREL Teacher Evaluation Standards
Comment
1(e) The teacher understands that each learner’s
cognitive, linguistic, social, emotional, and
physical development influences learning and
knows how to make instructional decisions that
build on learners’ strengths and needs.
Strong Standard IV: Teachers facilitate learning for
their students
a. Teachers know the ways in which learning takes
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students. . . . Teachers
understand the influences that affect individual
student learning (development, culture, language
proficiency, etc.) and differentiate their instruction
accordingly . . . They adapt resources to address the
strengths and weaknesses of their students.
1(f)
The teacher identifies readiness for learning,
and understands how development in any one
area may affect performance in others.
Satisfactory (implied): McREL
standards imply how development in
any one area may affect performance
in others.
Standard V: Teachers reflect on their practice
a. Teachers analyze student learning. Teachers
think systematically and critically about student
learning in their classrooms and schools: why
learning happens and what can be done to improve
achievement. . . .
1(g)
The teacher understands the role of language
and culture in learning and knows how to
modify instruction to make language
comprehensible and instruction relevant,
accessible, and challenging.
Strong Standard II: Teachers establish a respectful
environment for a diverse population of student
b. Teachers embrace diversity in the school
community and in the world. . . . Teachers
recognize the influence of race, ethnicity, gender,
religion, and other aspects of culture on a student’s
development and personality. Teachers strive to
understand how a student’s culture and background
may influence his or her school performance.
Teachers consider and incorporate different points
of view in their instruction.
Standard IV: Teachers facilitate learning for
their students
a. Teachers know the ways in which learning takes
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students. . . . Teachers
understand the influences that affect individual
student learning (development, culture, language
proficiency, etc.) and differentiate their instruction
accordingly . . .
13

InTASC Model Core Teaching Standards Alignment Rating with
McREL Teacher Evaluation Standards
Comment
Critical Dispositions
1(h) The teacher respects learners’ differing
strengths and needs and is committed to using
this information to further each learner’s
development.
Strong Standard IV: Teachers facilitate learning for
their students
a. Teachers know the ways in which learning takes
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students. . . . Teachers
understand the influences that affect individual
student learning (development, culture, language
proficiency, etc.) and differentiate their instruction
accordingly . . . They adapt resources to address the
strengths and weaknesses of their students.
1(i)
The teacher is committed to using learners’
strengths as a basis for growth, and their
misconceptions as opportunities for learning.
Satisfactory (scope): InTASC includes
student misconceptions.
Standard IV: Teachers facilitate learning for
their students
a. Teachers know the ways in which learning takes
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students. . . . They adapt
resources to address the strengths and weaknesses
of their students.
1(j)
The teacher takes responsibility for promoting
learners’ growth and development.
Satisfactory (emphasis/phrasing):
Content is similar, with some
differences in phrasing.
Standard IV: Teachers facilitate learning for
their students
a. Teachers know the ways in which learning takes
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students. . . . They adapt
resources to address the strengths and weaknesses
of their students
1(k)
The teacher values the input and contributions
of families, colleagues, and other professionals
in understanding and supporting each
learner’s development.
Strong Standard II: Teachers establish a respectful
environment for a diverse population of student
e. Teachers work collaboratively with the families
and significant adults in the lives of their students.
Teachers improve communication and collaboration
between the school and the home and community in
. . . the education of their students.
Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. Teachers collaborate with their
14

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
colleagues. . . .
Learning Differences
Standard 2: The teacher uses understanding
of individual differences and diverse
cultures and communities to ensure
inclusive learning environments that enable
each learner to meet high standards.
Performances
2(a)
The teacher designs, adapts, and delivers
instruction to address each student’s
diverse learning strengths and needs and
creates opportunities for students to
demonstrate their learning in different ways.
Strong Standard IV: Teachers facilitate learning for
their students
a. Teachers know the ways in which learning takes
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students. . . . Teachers
understand the influences that affect individual
student learning (development, culture, language
proficiency, etc.) and differentiate their instruction
accordingly. . . . They adapt resources to address
the strengths and weaknesses of their students.
b. Teachers plan instruction appropriate for their
students. . . . Teachers engage students in the
learning process. They understand that instructional
plans must be constantly monitored and modified to
enhance learning. Teachers make the curriculum
responsive to cultural diversity and individual
learning needs.
c. Teachers use a variety of instructional methods.
Teachers choose the methods and techniques that
are most effective in meeting the needs of their
students as they strive to eliminate achievement
gaps. Teachers employ a wide range of techniques
including information and communication
technology, learning styles, and differentiated
instruction.
2(b)
The teacher makes appropriate and timely
provisions (e.g., pacing for individual rates
of growth, task demands, communication,
assessment, and response modes) for
Strong Standard II: Teachers establish a respectful
environment for a diverse population of students
d. Teachers adapt their teaching for the benefit of
students with special needs. Teachers collaborate
15

InTASC Model Core Teaching Standards Alignment Rating with
Comment
individual students with particular
learning differences or needs.
McREL Teacher Evaluation Standards
with the range of support specialists to help meet
the special needs of all students. Through inclusion
and other models of effective practice, teachers
engage students to ensure that their needs are met.
Standard IV: Teachers facilitate learning for
their students
a. Teachers know the ways in which learning takes
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students. . . . They adapt
resources to address the strengths and weaknesses
of their students.
b. Teachers plan instruction appropriate for their
students. Teachers . . . use a variety of data
sources for short- and long-range planning based on
the state standards. These plans reflect an
understanding of how students learn. . . Teachers
make the curriculum responsive to cultural diversity
and individual learning needs.
2(c)
The teacher designs instruction to build on
learners’ prior knowledge and experiences,
allowing learners to accelerate as they
demonstrate their understandings.
Satisfactory (implied): McREL
standards imply content related to
learners’ prior knowledge and
experiences and demonstration of
understandings.
Standard II: Teachers establish a respectful
environment for a diverse population of students
c. Teachers treat students as individuals. . . .
Teachers appreciate the differences and value the
contributions of each student in the learning
environment by building positive, appropriate
relationships.
2(d)
The teacher brings multiple perspectives to
the discussion of content, including attention
to learners’ personal, family, and community
experiences and cultural norms.
Satisfactory (emphasis/phrasing):
Content is similar with some
differences in phrasing.
Standard II: Teachers establish a respectful
environment for a diverse population of students
b. Teachers embrace diversity in the school
community and in the world. Teachers demonstrate
their knowledge of the history of diverse cultures
and their role in shaping global issues. They actively
select materials and develop lessons that counteract
stereotypes and incorporate histories and
contributions of all cultures. . . . Teachers consider
and incorporate different points of view in their
instruction.
2(e)
The teacher incorporates tools of language
development into planning and instruction,
Satisfactory (scope): InTASC includes
evaluating and supporting their
Standard IV: Teachers facilitate learning for
their students
16

InTASC Model Core Teaching Standards Alignment Rating with
Comment
including strategies for making content
development of English proficiency.
accessible to English language learners and
for evaluating and supporting their
development of English proficiency.
McREL Teacher Evaluation Standards
a. Teachers know the ways in which learning takes
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students. . . . Teachers
understand the influences that affect individual
student learning (development, culture, language
proficiency, etc.) and differentiate their instruction
accordingly. . . . They adapt resources to address
the strengths and weaknesses of their students.
g. Teachers communicate effectively. Teachers . . .
. are able to communicate with students in a variety
of ways, even when language is a barrier. . . .
2(f)
The teacher accesses resources, supports,
and specialized assistance and services to
meet particular learning differences or
needs.
Satisfactory (emphasis/phrasing):
Content is similar with some
differences in phrasing and emphasis.
Standard II: Teachers establish a respectful
environment for a diverse population of students
d. Teachers adapt their teaching for the benefit of
students with special needs. Teachers collaborate
with the range of support specialists to help meet
the special needs of all students. Through inclusion
and other models of effective practice, teachers
engage students to ensure that their needs are met.
Essential Knowledge
2(g) The teacher understands and identifies
differences in approaches to learning and
performance and knows how to design
instruction that uses each learner’s
strengths to promote growth.
Strong Standard II: Teachers establish a respectful
environment for a diverse population of students
c. Teachers treat students as individuals. . . .
Teachers appreciate the differences and value the
contributions of each student in the learning
environment by building positive, appropriate
relationships.
Standard IV: Teachers facilitate learning for
their students
a. Teachers know the ways in which learning takes
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students. . . . Teachers . . . .
adapt resources to address the strengths and
weaknesses of their students.
2(h)
The teacher understands students with
exceptional needs, including those
associated with disabilities and giftedness,
Satisfactory (specificity): InTASC
specifies disabilities and giftedness.
Standard IV: Teachers facilitate learning for
their students
a. Teachers know the ways in which learning takes
17

InTASC Model Core Teaching Standards Alignment Rating with
Comment
and knows how to use strategies and
resources to address these needs.
McREL Teacher Evaluation Standards
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students. Teachers know how
students think and learn. Teachers understand the
influences that affect individual student learning
(development . . . etc.) and differentiate their
instruction accordingly. . . . They adapt resources to
address the strengths and weaknesses of their
students.
d. Teachers adapt their teaching for the benefit of
students with special needs. Teachers collaborate
with the range of support specialists to help meet
the special needs of all students. Through inclusion
and other models of effective practice, teachers
engage students to ensure that their needs are met.
2(i)
The teacher knows about second language
acquisition processes and knows how to
incorporate instructional strategies and
resources to support language acquisition.
Weak: Content is related with strong
difference in InTASC emphasizing
second language acquisition.
Standard IV: Teachers facilitate learning for
their students
a. Teachers know the ways in which learning takes
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students. . . . Teachers
understand the influences that affect individual
student learning (. . . language proficiency, etc.) and
differentiate their instruction accordingly. . . .
2(j)
The teacher understands that learners bring
assets for learning based on their individual
experiences, abilities, talents, prior learning,
and peer and social group interactions, as
well as language, culture, family, and
community values.
Satisfactory (emphasis/phrasing):
Content is similar with some
differences in phrasing.
Standard II: Teachers establish a respectful
environment for a diverse population of students
b. Teachers embrace diversity in the school
community and in the world. Teachers demonstrate
their knowledge of the history of diverse cultures
and their role in shaping global issues. . . . Teachers
recognize the influence of race, ethnicity, gender,
religion, and other aspects of culture on a student’s
development and personality. Teachers strive to
understand how a student’s culture and background
may influence his or her school performance. . . .
c. Teachers treat students as individuals. . . .
Teachers appreciate the differences and value the
contributions of each student in the learning
environment . . . .
18

InTASC Model Core Teaching Standards Alignment Rating with
McREL Teacher Evaluation Standards
Comment
2(k) The teacher knows how to access
information about the values of diverse
cultures and communities and how to
incorporate learners’ experiences, cultures,
Strong Standard II: Teachers establish a respectful
environment for a diverse population of students
b. Teachers embrace diversity in the school
community and in the world. Teachers demonstrate
and community resources into instruction.
their knowledge of the history of diverse cultures
and their role in shaping global issues. They actively
select materials and develop lessons that counteract
stereotypes and incorporate histories and
contributions of all cultures. . . . Teachers consider
and incorporate different points of view in their
instruction.
Critical Dispositions
2(l) The teacher believes that all learners can
achieve at high levels and persists in
helping each learner reach his/her full
potential.
Satisfactory (implied) McREL
standards imply content related to
achievement at high levels.
Standard II: Teachers establish a respectful
environment for a diverse population of students
c. Teachers treat students as individuals. Teachers
maintain high expectations, including graduation
from high school, for students of all backgrounds. . .
2(m)
The teacher respects learners as individuals
with differing personal and family
backgrounds and various skills, abilities,
perspectives, talents, and interests.
Strong Standard II: Teachers establish a respectful
environment for a diverse population of students
b. Teachers embrace diversity in the school
community and in the world. Teachers demonstrate
their knowledge of the history of diverse cultures
and their role in shaping global issues. . . . Teachers
recognize the influence of race, ethnicity, gender,
religion, and other aspects of culture on a student’s
development and personality. Teachers strive to
understand how a student’s culture and background
may influence his or her school performance. . . .
c. Teachers treat students as individuals. . . .
Teachers appreciate the differences and value the
contributions of each student in the learning
environment . . . .
2(n)
The teacher makes learners feel valued and
helps them learn to value each other.
Satisfactory (emphasis/phrasing):
Content is similar with some
differences in phrasing and emphasis.
Standard II: Teachers establish a respectful
environment for a diverse population of students
a. Teachers provide an environment in which each
child has a positive, nurturing relationship with
caring adults. Teachers encourage an environment
that is inviting, respectful, supportive, inclusive, and
flexible.
c. Teachers treat students as individuals. . . .
19

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
Teachers appreciate the differences and value the
contributions of each student in the learning
environment by building positive, appropriate
relationships.
Standard IV: Teachers facilitate learning for
their students
f. Teachers help students work in teams and
develop leadership qualities. Teachers teach the
importance of cooperation and collaboration. They
organize learning teams in order to help students
defines roles, strengthen social ties, improve
communication and collaborative skills, interact with
people from different cultures and backgrounds, and
develop leadership qualities.
2(o)
The teacher values diverse languages and
dialects and seeks to integrate them into
his/her instructional practice to engage
students in learning.
Weak (scope): InTASC includes
integrating diverse languages and
dialects.
Standard II: Teachers establish a respectful
environment for a diverse population of students
b. Teachers embrace diversity in the school
community and in the world. . . . They actively
select materials and develop lessons that . . .
incorporate histories and contributions of all
cultures. . . .
Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. . . .Teachers engage students in the
learning process. . . .
20

InTASC Model Core Teaching Standards Alignment Rating with
Comment
Learning Environments
McREL Teacher Evaluation Standards
Standard 3: The teacher works with others
to create environments that support
individual and collaborative learning, and
that encourage positive social interaction,
active engagement in learning, and self
motivation.
Performances
3(a)
The teacher collaborates with learners,
families, and colleagues to build a safe,
positive learning climate of openness,
mutual respect, support, and inquiry.
Strong Standard II: Teachers establish a respectful
environment for a diverse population of students
a. Teachers provide an environment in which each
child has a positive, nurturing relationship with
caring adults. Teachers encourage an environment
that is inviting, respectful, supportive, inclusive, and
flexible.
e. Teachers work collaboratively with the families
and significant adults in the lives of their students.
Teachers recognize that educating children is a
shared responsibility involving the school, parents or
guardians, and the community. Teachers improve
communication and collaboration between the
school and the home and community in order to
promote trust and understanding and build
partnerships with all segments of the school
community. Teachers seek solutions to overcome
cultural and economic obstacles that may stand in
the way of effective family and community
involvement in the education of their students.
3(b)
The teacher develops learning experiences
that engage learners in collaborative and
self-directed learning and that extend
learner interaction with ideas and people
locally and globally.
Strong Standard II: Teachers establish a respectful
environment for a diverse population of students
d. Teachers adapt their teaching for the benefit of
students with special needs. Teachers collaborate
with the range of support specialists to help meet
the special needs of all students. Through inclusion
and other models of effective practice, teachers
engage students to ensure that their needs are met.
Standard IV: Teachers facilitate learning for
their students
21

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
b. Teachers plan instruction appropriate for their
students. Teachers engage students in the learning
process. . . . and . . .make the curriculum responsive
to . . .individual learning needs.
f. Teachers help students work in teams and
develop leadership qualities. Teachers teach the
importance of cooperation and collaboration. . . . to
help students defines roles, strengthen social ties,
improve communication and collaborative skills,
interact with people from different cultures and
backgrounds. . . .
3(c)
The teacher collaborates with learners and
colleagues to develop shared values and
expectations for respectful interactions,
rigorous academic discussions, and
individual and group responsibility for
quality work.
Strong: with phrasing differences Standard I: Teachers demonstrate leadership
b. Teachers demonstrate leadership in the school.
Teachers work collaboratively with school personnel
to create a professional learning community. They . .
. develop goals and strategies in the school
improvement plan that enhances student learning
and teacher working conditions. Teachers provide
input . . .in the selection of professional development
that meets the needs of students and their own
professional growth. They . . . collaborate with their
colleagues to mentor and support teachers to
improve the effectiveness of their departments or
grade levels.
Standard II: Teachers establish a respectful
environment for a diverse population of students
a. Teachers provide an environment in which each
child has a positive, nurturing relationship with
caring adults. Teachers encourage an environment
that is inviting, respectful, supportive, inclusive, and
flexible.
Standard IV: Teachers facilitate learning for
their students
f. Teachers help students work in teams and
develop leadership qualities. Teachers teach the
importance of cooperation and collaboration. . . . to
help students defines roles, strengthen social ties,
improve communication and collaborative skills,
interact with people from different cultures and
22

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
backgrounds. . . .
3(d)
The teacher manages the learning
environment to actively and equitably
engage learners by organizing,
allocating, and coordinating the resources of
time, space, and learners’ attention.
Weak (emphasis/phrasing): Content is
related with significant differences in
emphasis.
Standard I: Teachers demonstrate leadership
a. Teachers lead in their classrooms. . . . Teachers .
. . organize, plan, and set goals that meet the needs
of the individual student and the class. Teachers . . .
make adjustments to the teaching and learning
process. They establish a safe, orderly environment,
and they create a culture that empowers students to
collaborate and become lifelong learners.
3(e)
The teacher uses a variety of methods to
engage learners in evaluating the learning
environment and collaborates with learners
to make appropriate adjustments.
Weak: Content related with significant
differences in phrasing.
Standard I: Teachers demonstrate leadership
a. Teachers lead in their classrooms. . . . . Using a
variety of data sources, they organize, plan, and set
goals that meet the needs of the individual student
and the class.. . and . . .empower students to
collaborate and become lifelong learners.
3(f)
The teacher communicates verbally and
nonverbally in ways that demonstrate
respect for and responsiveness
to the cultural backgrounds and differing
perspectives learners bring to the learning
environment.
Satisfactory (emphasis/phrasing):
Content is similar with some
differences in phrasing.
Standard II: Teachers establish a respectful
environment for a diverse population of students
b. Teachers embrace diversity in the school
community and in the world. . . . . They actively
select materials and develop lessons that counteract
stereotypes and incorporate histories and
contributions of all cultures. . . . Teachers consider
and incorporate different points of view in their
instruction.
Standard IV: Teachers facilitate learning for
their students
g. Teachers communicate effectively. Teachers
communicate in ways that are clearly understood by
their students. They are perceptive listeners and are
able to communicate with students in a variety of
ways, even when language is a barrier. Teachers
help students articulate thoughts and ideas clearly
and effectively.
3(g)
The teacher promotes responsible learner
use of interactive technologies to extend the
possibilities for learning locally and globally.
No alignment. Standard IV: Teachers facilitate learning for
their students
d. Teachers integrate and utilize technology in their
instruction. Teachers know when and how to use
technology to maximize student learning. Teachers
23

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
help students use technology to learn content, think
critically, solve problems, discern reliability, use
information, communicate, innovate, and
collaborate.
3(h)
The teacher intentionally builds learner
capacity to collaborate in face-to-face and
virtual environments through applying
effective interpersonal communication skills.
Satisfactory (specificity): InTASC
specifies face-to-face and virtual
environments.
Standard IV: Teachers facilitate learning for
their students
d. Teachers integrate and utilize technology in their
instruction. Teachers know when and how to use
technology to maximize student learning. Teachers
help students use technology to learn content, think
critically, solve problems, discern reliability, use
information, communicate, innovate, and
collaborate.
f. Teachers help students work in teams and
develop leadership qualities. Teachers teach the
importance of cooperation and collaboration. . . . to
help students define roles, strengthen social ties,
improve communication and collaborative skills,
interact with people from different cultures and
backgrounds. . . .
Essential Knowledge
3(i) The teacher understands the relationship
between motivation and engagement and
knows how to design learning experiences
using strategies that build learner
self-direction and ownership of learning.
Satisfactory (specificity): InTASC
specifies the relationship between
motivation and engagement.
Standard II: Teachers establish a respectful
environment for a diverse population of students
d. Teachers adapt their teaching for the benefit of
students with special needs. . . . Through inclusion
and other models of effective practice, teachers
engage students to ensure that their needs are met.
Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. Teachers engage students in the learning
process. . . . and . . .make the curriculum responsive
to . . .individual learning needs.
3(j)
The teacher knows how to help learners
work productively and cooperatively with
each other to achieve learning goals.
Satisfactory (emphasis/phrasing):
Content is similar, with differences in
emphasis.
Standard IV: Teachers facilitate learning for
their students
f. Teachers help students work in teams and
develop leadership qualities. Teachers teach the
importance of cooperation and collaboration. They
organize learning teams in order to help students
24

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
defines roles, strengthen social ties, improve
communication and collaborative skills, interact with
people from different cultures and backgrounds, and
develop leadership qualities.
3(k)
The teacher knows how to collaborate with
learners to establish and monitor elements
of a safe and productive learning
environment including norms, expectations,
routines, and organizational structures.
Satisfactory (scope): InTASC includes
teacher knows how to collaborate
with learners.
Standard I: Teachers demonstrate leadership
a. Teachers lead in their classrooms. They
establish a safe, orderly environment, and they
create a culture that empowers students to
collaborate and become lifelong learners.
3(l)
The teacher understands how learner
diversity can affect communication and
knows how to communicate effectively in
differing environments.
Satisfactory (emphasis/phrasing):
Content is similar, with differences in
phrasing.
Standard II: Teachers establish a respectful
environment for a diverse population of students
b. Teachers embrace diversity in the school
community and in the world. . . .Teachers recognize
the influence of race, ethnicity, gender, religion, and
other aspects of culture on a student’s development
and personality. Teachers strive to understand how
a student’s culture and background may influence
his or her school performance. Teachers consider
and incorporate different points of view in their
instruction.
Standard IV: Teachers facilitate learning for
their students
g. Teachers communicate effectively. Teachers
communicate in ways that are clearly understood by
their students. They are perceptive listeners and are
able to communicate with students in a variety of
ways, even when language is a barrier. Teachers
help students articulate thoughts and ideas clearly
and effectively.
3(m)
The teacher knows how to use technologies
and how to guide learners to apply them in
appropriate, safe, and effective ways.
Satisfactory (scope): InTASC includes
appropriate and safe.
Standard IV: Teachers facilitate learning for
their students
d. Teachers integrate and utilize technology in their
instruction. Teachers know when and how to use
technology to maximize student learning. Teachers
help students use technology to learn content, think
critically, solve problems, discern reliability, use
information, communicate, innovate, and
collaborate.
25

InTASC Model Core Teaching Standards Alignment Rating with
McREL Teacher Evaluation Standards
Comment
Critical Dispositions
3(n) The teacher is committed to working with
learners, colleagues, families, and
communities to establish positive and
supportive learning environments.
Strong Standard II: Teachers establish a respectful
environment for a diverse population of students
a. Teachers provide an environment in which each
child has a positive, nurturing relationship with
caring adults. Teachers encourage an environment
that is inviting, respectful, supportive, inclusive, and
flexible.
e. Teachers work collaboratively with the families
and significant adults in the lives of their students.
Teachers recognize that educating children is a
shared responsibility involving the school, parents or
guardians, and the community. Teachers improve
communication and collaboration between the
school and the home and community in order to
promote trust and understanding and build
partnerships with all segments of the school
community. . . .
3(o)
The teacher values the role of learners in
promoting each other’s learning and
recognizes the importance of peer
relationships in establishing a climate of
learning.
Satisfactory (specificity): InTASC
specifies learners promoting each
other’s learning.
Standard II: Teachers establish a respectful
environment for a diverse population of students
a. Teachers provide an environment in which each
child has a positive, nurturing relationship with
caring adults. Teachers encourage an environment
that is inviting, respectful, supportive, inclusive, and
flexible.
Standard IV: Teachers facilitate learning for
their students
f. Teachers help students work in teams and
develop leadership qualities. Teachers teach the
importance of cooperation and collaboration. . . . to
help students . . . strengthen social ties, improve
communication and collaborative skills. . . .
3(p)
The teacher is committed to supporting
learners as they participate in decision
making, engage in exploration and
invention, work collaboratively and
independently, and engage in purposeful
learning.
Satisfactory (emphasis/phrasing):
Content is similar with some
differences in emphasis and
phrasing.
Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. Teachers engage students in the learning
process. . . . and . . .make the curriculum responsive
to . . .individual learning needs.
e. Teachers help students develop critical thinking
and problem-solving skills. Teachers encourage
26

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
students to ask questions, think creatively, develop
and test innovative ideas, synthesize knowledge,
and draw conclusions.
f. Teachers help students work in teams and
develop leadership qualities. Teachers teach the
importance of cooperation and collaboration. . . ..
3(q)
The teacher seeks to foster respectful
communication among all members of the
learning community.
Strong Standard II: Teachers establish a respectful
environment for a diverse population of students
a. Teachers provide an environment in which each
child has a positive, nurturing relationship with
caring adults. Teachers encourage an environment
that is inviting, respectful, supportive, inclusive, and
flexible.
e. Teachers work collaboratively with the families
and significant adults in the lives of their students. . .
. Teachers improve communication and
collaboration between the school and the home and
community in order to promote trust and
understanding and build partnerships with all
segments of the school community. . . .
3(r)
The teacher is a thoughtful and responsive
listener and observer.
Satisfactory (scope): InTASC includes
observing.
Standard IV: Teachers facilitate learning for
their students
g. Teachers communicate effectively. Teachers . . .
are perceptive listeners and are able to
communicate with students in a variety of ways. . .
.
27

InTASC Model Core Teaching Standards Alignment Rating with
Comment
Content Knowledge
McREL Teacher Evaluation Standards
Standard 4: The teacher understands the
central concepts, tools of inquiry, and
structures of the discipline(s) he or she
teaches and creates learning experiences
that make these aspects of the discipline
accessible and meaningful for learners to
assure mastery of the content.
Performances
4(a)
The teacher effectively uses multiple
representations and explanations that
capture key ideas in the discipline, guide
learners through learning progressions, and
promote each learner’s achievement
of content standards.
Satisfactory (emphasis/phrasing):
Content is similar with some
differences in emphasis and phrasing.
Standard III: Teachers know the content they
teach
a. Teachers align their instruction with the state
standards and their district’s curriculum. In order to
enhance the state standards, teachers . . . develop
and apply strategies to make the curriculum rigorous
and relevant for all students. . . .
c. Teachers recognize the interconnectedness of
content areas/disciplines. Teachers know the links
and vertical alignment of the grade or subject they
teach and the state standards.
Standard IV: Teachers facilitate learning for
their students
c. Teachers use a variety of instructional methods.
…Teachers employ a wide range of techniques
including information and communication
technology, learning styles, and differentiated
instruction.
4(b)
The teacher engages students in learning
experiences in the discipline(s) that
encourage learners to understand, question,
and analyze ideas from diverse
perspectives so that they master the
content.
Strong Standard II: Teachers establish a respectful
environment for a diverse population of students
b. Teachers embrace diversity in the school
community and in the world. Teachers …
incorporate histories and contributions of all
cultures. … Teachers consider and incorporate
different points of view in their instruction.
Standard IV: Teachers facilitate learning for
their students
e. Teachers help students develop critical thinking
28

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
and problem-solving skills. Teachers encourage
students to ask questions, think creatively, develop
and test innovative ideas, synthesize knowledge,
and draw conclusions…
4(c)
The teacher engages learners in applying
methods of inquiry and standards of
evidence used in the discipline.
Weak (emphasis/phrasing): Content
similar with significant differences in
emphasis and phrasing.
Standard IV: Teachers facilitate learning for
their students
e. Teachers help students develop critical thinking
and problem-solving skills. Teachers encourage
students to ask questions, think creatively, develop
and test innovative ideas, synthesize knowledge,
and draw conclusions…
4(d)
The teacher stimulates learner reflection on
prior content knowledge, links new concepts
to familiar concepts, and makes connections
to learners’ experiences.
Weak (emphasis/phrasing): Content
similar with significant differences in
emphasis and phrasing.
Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. … Teachers make the curriculum
responsive to cultural diversity and individual
learning needs.
4(e)
The teacher recognizes learner
misconceptions in a discipline that interfere
with learning, and creates experiences to
build accurate conceptual understanding.
No alignment
4(f)
The teacher evaluates and modifies
instructional resources and curriculum
materials for their comprehensiveness,
accuracy for representing particular
concepts in the discipline, and
appropriateness for his/her learners.
Satisfactory (specificity): InTASC
specifies that instructional resources
and curriculum materials must be
evaluated and modified for their
comprehensiveness, accuracy, and
appropriateness.
Standard III: Teachers know the content they
teach
a. Teachers align their instruction with the state
standards and their district’s curriculum. In order to
enhance the state standards, teachers . . . develop
and apply strategies to make the curriculum rigorous
and relevant for all students. . . .
Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. … They understand that instructional
plans must be constantly monitored and modified to
enhance learning…
4(g)
The teacher uses supplementary resources
and technologies effectively to ensure
Strong Standard III: Teachers know the content they
teach
29

InTASC Model Core Teaching Standards Alignment Rating with
Comment
accessibility and relevance for all learners.
McREL Teacher Evaluation Standards
d. Teachers make instruction relevant to students.
Teachers incorporate . . . leadership, ethics,
accountability, adaptability, personal productivity,
personal responsibility, people skills, self-direction,
and social responsibility. . . . global awareness;
financial, economic, business and entrepreneurial
literacy; civic literacy; and health awareness.
Standard IV: Teachers facilitate learning for
their students
c. Teachers use a variety of instructional methods.
Teachers choose the methods and techniques that
are most effective in meeting the needs of their
students as they strive to eliminate achievement
gaps. Teachers employ a wide range of techniques
including information and communication
technology, learning styles, and differentiated
instruction.
d. Teachers integrate and utilize technology in their
instruction. Teachers know when and how to use
technology to maximize student learning. . . .
4(h)
The teacher creates opportunities for
students to learn, practice, and master
academic language in their content.
Satisfactory (specificity): InTASC
specifies opportunities for students to
practice and master.
Standard III: Teachers know the content they
teach
a. Teachers align their instruction with the state
standards and their district’s curriculum. . . . They . .
. provide a balanced curriculum that enhances
literacy skills. . . . Middle and high school teachers
incorporate literacy instruction within the content
area or discipline.
4(i)
The teacher accesses school and/or districtbased
resources to evaluate the learner’s
content knowledge in their primary
language.
No alignment.
Essential Knowledge
4(j) The teacher understands major concepts,
assumptions, debates, processes of inquiry,
and ways of knowing that are central to the
discipline(s) s/he teaches.
Satisfactory (specificity): InTASC is
more specific.
Standard III: Teachers know the content they
teach
b. Teachers know the content appropriate to their
teaching specialty. Teachers bring a richness and
depth of understanding to their classrooms by
30

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
knowing their subjects beyond the content they are
expected to teach . . . .
4(k)
The teacher understands common
misconceptions in learning the discipline
and how to guide learners to accurate
conceptual understanding.
Weak: Content is related , with
significant differences in scope; i.e.,
InTASC includes common
misconceptions in learning the
discipline.
Standard III: Teachers know the content they
teach
b. Teachers know the content appropriate to their
teaching specialty. Teachers bring a richness and
depth of understanding to their classrooms by
knowing their subjects beyond the content they are
expected to teach . . .
4(l)
The teacher knows and uses the academic
language of the discipline and knows how to
make it accessible to learners.
Satisfactory (emphasis/phrasing):
Content is similar with some
differences in phrasing.
Standard III: Teachers know the content they
teach
a. Teachers align their instruction with the state
standards and their district’s curriculum. . . . They . .
.
provide a balanced curriculum that enhances
literacy skills. . . . Middle and high school teachers
incorporate literacy instruction within the content
area or discipline.
4(m)
The teacher knows how to integrate
culturally relevant content to build on
learners’ background knowledge.
Satisfactory (implied): McREL
standard implies content related to
learners’ background knowledge.
Standard II: Teachers establish a respectful
environment for a diverse population of students
b. Teachers embrace diversity in the school
community and in the world. . . . They actively
select materials and develop lessons that . . .
incorporate histories and contributions of all
cultures. . . . Teachers strive to understand how a
student’s culture and background may influence his
or her school performance. Teachers consider and
incorporate different points of view in their
instruction.
4(n)
The teacher has a deep knowledge of
student content standards and learning
progressions in the discipline(s) s/he
teaches.
Strong Standard III: Teachers know the content they
teach
a. Teachers align their instruction with the state
standards and their district’s curriculum. In order to
enhance the state standards, teachers investigate
the content standards developed by professional
organizations in their specialty area…
b. Teachers know the content appropriate to their
teaching specialty. Teachers bring a richness and
depth of understanding to their classrooms by
31

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
knowing their subjects beyond the content they are
expected to teach and by directing students’ natural
curiosity in to an interest in learning. Elementary
teachers have broad knowledge across disciplines.
Middle school and high school teachers have depth
in one or more specific areas or disciplines.
c. Teachers recognize the interconnectedness of
content areas/disciplines. Teachers know the links
and vertical alignment of the grade or subject they
teach and the state standards . . . .
Critical Dispositions
4(o) The teacher realizes that content knowledge
is not a fixed body of facts but is complex,
culturally situated, and ever evolving. S/he
keeps abreast of new ideas and
understandings in the field.
Weak: Content is related; McREL
standards indirectly imply the changing
nature of discipline content knowledge.
Standard III: Teachers know the content they
teach
b. Teachers know the content appropriate to their
teaching specialty. Teachers bring a richness and
depth of understanding to their classrooms by
knowing their subjects beyond the content they are
expected to teach and by directing students’ natural
curiosity in to an interest in learning. Elementary
teachers have broad knowledge across disciplines.
Middle school and high school teachers have depth
in one or more specific areas or disciplines.
Standard V: Teachers reflect on their practice
c. Teachers function effectively in a complex,
dynamic environment. Understanding that change
is constant, teachers actively investigate and
consider new ideas that improve teaching and
learning. They adapt their practice based on
research and data to best meet the needs of their
students.
4(p)
The teacher appreciates multiple
perspectives within the discipline and
facilitates learners’ critical analysis of these
perspectives.
Weak (scope): InTASC includes
multiple perspectives within the
discipline.
Standard IV: Teachers facilitate learning for
their students
e. Teachers help students develop critical thinking
and problem-solving skills. Teachers encourage
students to ask questions, think creatively, develop
and test innovative ideas, synthesize knowledge,
and draw conclusions. They help students exercise
and communicate sound reasoning; understand
connections; make complex choices; and frame,
32

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
analyze, and solve problems.
4(q)
The teacher recognizes the potential of bias
in his/her representation of the discipline
and seeks to appropriately address
problems of bias.
No alignment.
4(r)
The teacher is committed to work toward
each learner’s mastery of disciplinary
content and skills.
Weak (implied): McREL content
indirectly implies content related to
each learner’s mastery of
disciplinary content and skills.
Standard II: Teachers establish a respectful
environment for a diverse population of students
c. Teachers treat students as individuals. Teachers
maintain high expectations, including graduation
from high school, for students of all backgrounds. …
Application of Content
Standard 5: The teacher understands how to
connect concepts and use differing
perspectives to engage learners in critical
thinking, creativity, and collaborative
problem solving related to authentic local
and global issues.
Performances
5(a)
5(b)
The teacher develops and implements
projects that guide learners in analyzing the
complexities of an issue or question using
perspectives from varied disciplines
and cross-disciplinary skills (e.g., a water
quality study that draws upon biology and
chemistry to look at factual information and
social studies to examine policy
implications).
The teacher engages learners in applying
content knowledge to real world problems
through the lens of interdisciplinary themes
(e.g., financial literacy, environmental
literacy).
Satisfactory (scope): InTASC includes
content related to projects that guide
learners in analyzing the
complexities of an issue or question
and cross-disciplinary skills.
Standard III: Teachers know the content they
teach
c. Teachers recognize the interconnectedness of
content areas/disciplines. Teachers know the links
and vertical alignment of the grade or subject they
teach and the state standards. Teachers understand
how the content they teach relates to other
disciplines in order to deepen understanding and
connect learning for students. . .
Strong Standard III: Teachers know the content they
teach
c. Teachers recognize the interconnectedness of
content areas/disciplines. Teachers know the links
and vertical alignment of the grade or subject they
teach and the state standards. Teachers understand
how the content they teach relates to other
disciplines in order to deepen understanding and
33

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
connect learning for students. Teachers promote
global awareness and its relevance to subjects they
teach.
d. Teachers make instruction relevant to students.
Teachers incorporate 21 st century life skills into their
teaching deliberately, strategically, and broadly.
These skills include leadership, ethics,
accountability, adaptability, personal productivity,
personal responsibility, people skills, self-direction,
and social responsibility. Teachers help their
students understand the relationship between the
state standards and 21 st century content, which
includes global awareness; financial, economic,
business and entrepreneurial literacy; civic literacy;
and health awareness.
5(c)
The teacher facilitates learners’ use of
current tools and resources to maximize
content learning in varied contexts.
Satisfactory (implied): McREL
standards imply content related to
learners’ use of current tools and
resources.
Standard III: Teachers know the content they
teach
d. Teachers make instruction relevant to students.
Teachers incorporate 21 st century life skills into their
teaching deliberately, strategically, and broadly. . . .
Teachers help their students understand the
relationship between the state standards and 21 st
century content, which includes global awareness;
financial, economic, business and entrepreneurial
literacy; civic literacy; and health awareness.
Standard IV: Teachers facilitate learning for
their students
c. Teachers use a variety of instructional methods.
Teachers choose the methods and techniques that
are most effective in meeting the needs of their
students as they strive to eliminate achievement
gaps. Teachers employ a wide range of techniques
including information and communication
technology, learning styles, and differentiated
instruction.
5(d)
The teacher engages learners in
questioning and challenging assumptions
and approaches in order to foster innovation
and problem solving in local and global
contexts.
Satisfactory (scope): InTASC includes
problem solving in local and global
contexts.
Standard IV: Teachers facilitate learning for
their students
e. Teachers help students develop critical thinking
and problem-solving skills. Teachers encourage
students to ask questions, think creatively, develop
34

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
and test innovative ideas, synthesize knowledge,
and draw conclusions. They help students exercise
and communicate sound reasoning; understand
connections; make complex choices; and frame,
analyze, and solve problems.
5(e)
The teacher develops learners’
communication skills in disciplinary and
interdisciplinary contexts by creating
meaningful opportunities to employ a
variety of forms of communication that
address varied audiences and purposes.
Satisfactory (specificity): InTASC
specifies communication skills and
forms of communication that
address varied audiences and
purposes.
Standard III: Teachers know the content they
teach
c. Teachers recognize the interconnectedness of
content areas/disciplines. Teachers know the links
and vertical alignment of the grade or subject they
teach and the state standards. Teachers understand
how the content they teach relates to other
disciplines in order to deepen understanding and
connect learning for students. Teachers promote
global awareness and its relevance to subjects they
teach.
Standard IV: Teachers facilitate learning for
their students
f. Teachers help students work in teams and
develop leadership qualities. Teachers . . . . help
students . . . improve communication . . . skills,
interact with people from different cultures and
backgrounds, and develop leadership qualities.
5(f)
The teacher engages learners in generating
and evaluating new ideas and novel
approaches, seeking inventive solutions to
problems, and developing original work.
Satisfactory (emphasis/phrasing):
Content is similar with some
differences in phrasing.
Standard IV: Teachers facilitate learning for
their students
e. Teachers help students develop critical thinking
and problem-solving skills. Teachers encourage
students to . . . think creatively, develop and test
innovative ideas. . . . and frame, analyze, and solve
problems.
5(g)
The teacher facilitates learners’ ability to
develop diverse social and cultural
perspectives that expand their
understanding of local and global issues
and create novel approaches to solving
problems.
Strong Standard II: Teachers establish a respectful
environment for a diverse population of students
b. Teachers embrace diversity in the school
community and in the world. . . .They actively select
materials and develop lessons that counteract
stereotypes and incorporate histories and
contributions of all cultures. Teachers recognize the
influence of race, ethnicity, gender, religion, and
other aspects of culture on a student’s development
35

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
and personality. Teachers strive to understand how
a student’s culture and background may influence
his or her school performance. Teachers consider
and incorporate different points of view in their
instruction.
5(h)
The teacher develops and implements
supports for learner literacy development
across content areas.
Standard III: Teachers know the content they
teach
d. Teachers make instruction relevant to students.
Teachers incorporate 21 st century life skills into their
teaching deliberately, strategically, and broadly.
These skills include leadership, ethics,
accountability, adaptability, personal productivity,
personal responsibility, people skills, self-direction,
and social responsibility. . . .global awareness;
financial, economic, business and entrepreneurial
literacy; civic literacy; and health awareness.
Standard IV: Teachers facilitate learning for
their students
e. Teachers help students develop critical thinking
and problem-solving skills. Teachers encourage
students to . . . develop and test innovative ideas. . .
. and frame, analyze, and solve problems.
Strong Standard III: Teachers know the content they
teach
a. Teachers align their instruction with the state
standards and their district’s curriculum. . . . They . .
.
provide a balanced curriculum that enhances
literacy skills. Elementary teachers have explicit
and thorough preparation in literacy instruction.
Middle and high school teachers incorporate literacy
instruction within the content area or discipline.
Essential Knowledge
5(i) The teacher understands the ways of
knowing in his/her discipline, how it relates
to other disciplinary approaches to
inquiry, and the strengths and limitations of
each approach in addressing problems,
Satisfactory (emphasis/phrasing):
Content is similar with some
differences in phrasing.
Standard III: Teachers know the content they
teach
b. Teachers know the content appropriate to their
teaching specialty. Teachers bring a richness and
depth of understanding to their classrooms by
knowing their subjects beyond the content they are
36

InTASC Model Core Teaching Standards Alignment Rating with
Comment
issues, and concerns.
McREL Teacher Evaluation Standards
expected to teach and by directing students’ natural
curiosity in to an interest in learning. Elementary
teachers have broad knowledge across disciplines.
Middle school and high school teachers have depth
in one or more specific areas or disciplines.
c. Teachers recognize the interconnectedness of
content areas/disciplines. . . . Teachers understand
how the content they teach relates to other
disciplines in order to deepen understanding and
connect learning for students. Teachers promote
global awareness and its relevance to subjects they
teach.
5(j)
The teacher understands how current
interdisciplinary themes (e.g., civic literacy,
health literacy, global awareness)
connect to the core subjects and knows how
to weave those themes into meaningful
learning experiences.
Strong Standard III: Teachers know the content they
teach
c. Teachers recognize the interconnectedness of
content areas/disciplines. Teachers know the links
and vertical alignment of the grade or subject they
teach and the state standards. Teachers understand
how the content they teach relates to other
disciplines in order to deepen understanding and
connect learning for students. Teachers promote
global awareness and its relevance to subjects they
teach.
d. Teachers make instruction relevant to students.
Teachers incorporate 21 st century life skills into their
teaching deliberately, strategically, and broadly.
These skills include leadership, ethics,
accountability, adaptability, personal productivity,
personal responsibility, people skills, self-direction,
and social responsibility. . . .global awareness;
financial, economic, business and entrepreneurial
literacy; civic literacy; and health awareness.
5(k)
The teacher understands the demands of
accessing and managing information as well
as how to evaluate issues of ethics and
quality related to information and its use.
Weak: content is related with
significant differences in scope
(InTASC includes accessing and
managing information) and
specificity (InTASC specifies ethics
related to its use).
Standard I: Teachers demonstrate leadership
e. Teachers demonstrate high ethical standards.
Teachers demonstrate ethical principles including
honesty, integrity, fair treatment, and respect for
others.
Standard IV: Teachers facilitate learning for
their students
d. Teachers integrate and utilize technology in their
37

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
instruction. . . .Teachers help students . . . to . . .
discern reliability, use information . . . .
5(l)
5(m)
5(n)
The teacher understands how to use digital
and interactive technologies for efficiently
and effectively achieving specific learning
goals.
The teacher understands critical thinking
processes and knows how to help learners
develop high level questioning skills to
promote their independent learning.
The teacher understands communication
modes and skills as vehicles for learning
(e.g., information gathering and processing)
across disciplines as well as vehicles for
expressing learning.
Strong Standard IV: Teachers facilitate learning for
their students
c. Teachers use a variety of instructional methods. .
. . Teachers employ a wide range of techniques
including information and communication
technology, learning styles, and differentiated
instruction.
d. Teachers integrate and utilize technology in their
instruction. Teachers know when and how to use
technology to maximize student learning. Teachers
help students use technology to learn content, think
critically, solve problems, discern reliability, use
information, communicate, innovate, and
collaborate.
Strong Standard IV: Teachers facilitate learning for
their students
e. Teachers help students develop critical thinking
and problem-solving skills. Teachers encourage
students to ask questions, think creatively, develop
and test innovative ideas, synthesize knowledge,
and draw conclusions. They help students exercise
and communicate sound reasoning; understand
connections; make complex choices; and frame,
analyze, and solve problems.
Strong Standard III: Teachers know the content they
teach
b. Teachers know the content appropriate to their
teaching specialty. . . . knowing their subjects
beyond the content they are expected to teach and .
. . directing students’ natural curiosity into an interest
in learning. Elementary teachers have broad
knowledge across disciplines. Middle school and
high school teachers have depth in one or more
specific areas or disciplines.
Standard IV: Teachers facilitate learning for
their students
c. Teachers use a variety of instructional methods. .
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InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
. . Teachers employ a wide range of techniques
including information and communication
technology. . . .
d. Teachers integrate and utilize technology in their
instruction. Teachers know when and how to use
technology to maximize student learning. Teachers
help students use technology to learn content, think
critically, solve problems, discern reliability, use
information, communicate, innovate, and
collaborate.
g. Teachers communicate effectively. . . . .Teachers
help students articulate thoughts and ideas clearly
and effectively.
5(o)
The teacher understands creative thinking
processes and how to engage learners in
producing original work.
Strong Standard IV: Teachers facilitate learning for
their students
e. Teachers help students develop critical thinking
and problem-solving skills. Teachers encourage
students to . . . think creatively, develop and test
innovative ideas. . . .
5(p)
The teacher knows where and how to
access resources to build global awareness
and understanding, and how to
integrate them into the curriculum.
Satisfactory (emphasis/phrasing):
Content is similar with some
differences in emphasis.
Standard III: Teachers know the content they
teach
c. Teachers recognize the interconnectedness of
content areas/disciplines. ... Teachers promote
global awareness and its relevance to subjects they
teach.
Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. Teachers . . . use a variety of data
sources. . . .
Critical Dispositions
5(q) The teacher is constantly exploring how to
use disciplinary knowledge as a lens to
address local and global issues.
Strong Standard III: Teachers know the content they
teach
c. Teachers recognize the interconnectedness of
content areas/disciplines. … Teachers promote
global awareness and its relevance to subjects they
teach.
d. Teachers make instruction relevant to students.
Teachers incorporate 21 st century life skills into their
39

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
teaching deliberately, strategically, and broadly.
These skills include leadership, ethics,
accountability, adaptability, personal productivity,
personal responsibility, people skills, self-direction,
and social responsibility. Teachers help their
students understand the relationship between the
state standards and . . . global awareness . . . .
5(r)
5(s)
The teacher values knowledge outside
his/her own content area and how such
knowledge enhances student learning.
The teacher values flexible learning
environments that encourage learner
exploration, discovery, and expression
across content areas.
Strong Standard III: Teachers know the content they
teach
b. Teachers know the content appropriate to their
teaching specialty. . . . knowing their subjects
beyond the content they are expected to teach and .
. . directing students’ natural curiosity into an interest
in learning.
c. Teachers recognize the interconnectedness of
content areas/disciplines. … Teachers promote
global awareness and its relevance to subjects they
teach.
Strong Standard II: Teachers establish a respectful
environment for a diverse population of students
a. Teachers provide an environment in which each
child has a positive, nurturing relationship with
caring adults. Teachers encourage an environment
that is . . . flexible.
Standard III: Teachers know the content they
teach
c. Teachers recognize the interconnectedness of
content areas/disciplines. Teachers promote global
awareness and its relevance to subjects they teach.
e. Teachers help students develop critical thinking
and problem-solving skills. Teachers encourage
students to ask questions, think creatively, develop
and test innovative ideas, synthesize knowledge,
and draw conclusions.
40

InTASC Model Core Teaching Standards Alignment Rating with
Comment
Assessment
McREL Teacher Evaluation Standards
Standard 6: The teacher understands and
uses multiple methods of assessment to
engage learners in their own growth, to
monitor learner progress, and to guide the
teacher’s and learner’s decision making.
Performances
6(a)
The teacher balances the use of formative
and summative assessment as appropriate
to support, verify, and document learning.
Strong Standard I: Teachers demonstrate leadership
a. Teachers lead in their classrooms. . . . Teachers
use various types of assessment data during the
school year to evaluate student progress and to
make adjustments to the teaching and learning
process. . . .
Standard IV: Teachers facilitate learning for
their students
h. Teachers use a variety of methods to assess
what each student has learned. Teachers use
multiple indicators, including formative and
summative assessments, to evaluate student
progress and growth . . . .
6(b)
The teacher designs assessments that
match learning objectives with assessment
methods and minimizes sources of bias that
can distort assessment results.
Weak (scope): InTASC includes
minimizing sources of bias, and
design.
Standard IV: Teachers facilitate learning for
their students
h. Teachers use a variety of methods to assess
what each student has learned. … Teachers use
21 st century assessment systems to inform
instruction and demonstrate evidence of students’
21 st century knowledge, skills, performance, and
dispositions.
6(c)
The teacher works independently and
collaboratively to examine test and other
performance data to understand
each learner’s progress and to guide
planning.
Strong Standard I: Teachers demonstrate leadership
a. Teachers lead in their classrooms. . . . Teachers
use various types of assessment data during the
school year to evaluate student progress and to
make adjustments to the teaching and learning
process. . . .
Standard IV: Teachers facilitate learning for
their students
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InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
h. Teachers use a variety of methods to assess
what each student has learned. Teachers use
multiple indicators, including formative and
summative assessments, to evaluate student
progress and growth . . . .
Standard V: Teachers reflect on their practice
a. Teachers analyze student learning. . . . Teachers
collect and analyze student performance data to
improve school and classroom effectiveness. They
adapt their practice based on research and data to
best meet the needs of students.
6(d)
The teacher engages learners in
understanding and identifying quality work
and provides them with effective descriptive
feedback to guide their progress toward that
work.
Satisfactory (emphasis/phrasing):
Content is similar, with some
differences in phrasing.
Standard IV: Teachers facilitate learning for
their students
h. Teachers use a variety of methods to assess
what each student has learned. Teachers provide
opportunities, methods, feedback, and tools for
students to assess themselves and each other.
6(e)
The teacher engages learners in multiple
ways of demonstrating knowledge and skill
as part of the assessment process.
Strong Standard IV: Teachers facilitate learning for
their students
h. Teachers use a variety of methods to assess
what each student has learned. … Teachers
provide opportunities, methods, feedback, and tools
for students to assess themselves and each other.
Teachers use 21 st century assessment systems to
inform instruction and demonstrate evidence of
students’ 21 st century knowledge, skills,
performance, and dispositions.
6(f)
The teacher models and structures
processes that guide learners in examining
their own thinking and learning as well as
the performance of others.
Satisfactory (specificity): InTASC
specifies teacher models.
Standard IV: Teachers facilitate learning for
their students
h. Teachers use a variety of methods to assess
what each student has learned. . . . Teachers
provide opportunities, methods, feedback, and tools
for students to assess themselves and each other.
…
6(g)
The teacher effectively uses multiple and
appropriate types of assessment data to
identify each student’s learning needs and
to develop differentiated learning
Strong Standard IV: Teachers facilitate learning for
their students
h. Teachers use a variety of methods to assess
what each student has learned. Teachers use
42

InTASC Model Core Teaching Standards Alignment Rating with
Comment
experiences.
McREL Teacher Evaluation Standards
multiple indicators, including formative and
summative assessments, to evaluate student
progress and growth . . . .
6(h)
The teacher prepares all learners for the
demands of particular assessment formats
and makes appropriate accommodations in
assessments or testing conditions,
especially for learners with disabilities and
language learning needs.
Satisfactory (implied): McREL
standards imply content related to
assessment of learners with
disabilities and language learning
needs.
Standard I: Teachers demonstrate leadership
a. Teachers lead in their classrooms. . . . Teachers
use various types of assessment data during the
school year to evaluate student progress and to
make adjustments to the teaching and learning
process. . . .
Standard II: Teachers establish a respectful
environment for a diverse population of students
d. Teachers adapt their teaching for the benefit of
students with special needs. Teachers collaborate
with the range of support specialists to help meet
the special needs of all students. . . .
Standard IV: Teachers facilitate learning for
their students
h. Teachers use a variety of methods to assess
what each student has learned. Teachers use
multiple indicators . . . to evaluate student progress
and growth as they strive to eliminate achievement
gaps. . . .
6(i)
The teacher continually seeks appropriate
ways to employ technology to support
assessment practice both to engage
learners more fully and to assess and
address learner needs.
Satisfactory (implied): McREL
standards imply content related to use
of technology to support assessment.
Standard IV: Teachers facilitate learning for
their students
c. Teachers use a variety of instructional methods. .
. . Teachers employ a wide range of techniques
including information and communication
technology, learning styles, and differentiated
instruction.
d. Teachers integrate and utilize technology in their
instruction. Teachers know when and how to use
technology to maximize student learning. Teachers
help students use technology to learn content, think
critically, solve problems, discern reliability, use
information, communicate, innovate, and
collaborate.
h. Teachers use a variety of methods to assess
what each student has learned. Teachers use
multiple indicators . . . to evaluate student progress
43

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
and growth as they strive to eliminate achievement
gaps…. Teachers use 21 st century assessment
systems to . . . demonstrate evidence of students’
21 st century knowledge, skills, performance, and
dispositions.
Essential Knowledge
6(j) The teacher understands the differences
between formative and summative
applications of assessment and knows how
and when to use each.
Strong Standard IV: Teachers facilitate learning for
their students
h. Teachers use a variety of methods to assess
what each student has learned. Teachers use
multiple indicators, including formative and
summative assessments, to evaluate student
progress and growth . . . .
6(k)
The teacher understands the range of types
and multiple purposes of assessment and
how to design, adapt, or select appropriate
assessments to address specific learning
goals and individual differences, and to
minimize sources of bias.
Weak (specificity, implied): McREL
content does not include designing,
adapting, or selecting appropriate
assessments. It is also implied in
McREL standards that the teacher
understands the types of assessments
and their various purposes.
Standard IV: Teachers facilitate learning for
their students
h. Teachers use a variety of methods to assess
what each student has learned. Teachers use
multiple indicators . . . to evaluate student progress
and growth as they strive to eliminate achievement
gaps. Teachers provide opportunities, methods,
feedback, and tools for students to assess
themselves . . . .
6(l)
The teacher knows how to analyze
assessment data to understand patterns
and gaps in learning, to guide
planning and instruction, and to provide
meaningful feedback to all learners.
Strong Standard I: Teachers demonstrate leadership
a. Teachers lead in their classrooms. . . . Teachers
use various types of assessment data during the
school year to evaluate student progress and to
make adjustments to the teaching and learning
process. . . .
b. Teachers demonstrate leadership in the school. . .
. They analyze and use local, state, and national
data to develop goals and strategies in the school
improvement plan that enhances student learning
and teacher working conditions. …
Standard IV: Teachers facilitate learning for
their students
h. Teachers use a variety of methods to assess
what each student has learned. Teachers …
evaluate student progress and growth as they strive
to eliminate achievement gaps. . . . Teachers
44

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
provide . . . feedback. . . .
Standard V: Teachers reflect on their practice
a. Teachers analyze student learning. . . . Teachers
collect and analyze student performance data to
improve school and classroom effectiveness. They
adapt their practice based on research and data to
best meet the needs of students.
6(m)
The teacher knows when and how to
engage learners in analyzing their own
assessment results and in helping to set
goals for their own learning.
Satisfactory (emphasis/phrasing):
Content is similar, with some
differences in phrasing.
Standard I: Teachers demonstrate leadership
a. Teachers lead in their classrooms.. . . Using a
variety of data sources, they organize, plan, and set
goals that meet the needs of the individual student
and the class. . . . and … create a culture that
empowers students to collaborate and become
lifelong learners.
Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. … Teachers engage students in the
learning process. …
h. Teachers use a variety of methods to assess
what each student has learned. … Teachers provide
opportunities, methods, feedback, and tools for
students to assess themselves . . . .
6(n)
The teacher understands the positive impact
of effective descriptive feedback for learners
and knows a variety of strategies for
communicating this feedback.
Satisfactory (specificity, emphasis/
phrasing ): InTASC specifies
“descriptive” feedback. Content is
similar, with some differences in
emphasis and phrasing.
Standard IV: Teachers facilitate learning for
their students
h. Teachers use a variety of methods to assess
what each student has learned. …Teachers provide
. . . feedback …
6(o)
The teacher knows when and how to
evaluate and report learner progress against
standards.
Weak: Content is similar, with
significant differences in emphasis and
phrasing.
Standard III: Teachers know the content they
teach
a. Teachers align their instruction with the state
standards and their district’s curriculum. In order to
enhance the state standards, teachers . . . develop
and apply strategies to make the curriculum rigorous
and relevant for all students and provide a balanced
curriculum that enhances literacy skills. . . .
45

InTASC Model Core Teaching Standards Alignment Rating with
Comment
6(p) The teacher understands how to prepare Satisfactory (implied): McREL
learners for assessments and how to make standards imply content related to
accommodations in assessments and
assessment of learners with
testing conditions, especially for
disabilities and language learning
learners with disabilities and language
needs.
learning needs.
McREL Teacher Evaluation Standards
Standard I: Teachers demonstrate leadership
a. Teachers lead in their classrooms.. . . Using a
variety of data sources, they organize, plan, and set
goals that meet the needs of the individual student
and the class. . . .
Standard II: Teachers establish a respectful
environment for a diverse population of students
d. Teachers adapt their teaching for the benefit of
students with special needs. Teachers collaborate
with the range of support specialists to help meet
the special needs of all students. . . .
Critical Dispositions
6(q) The teacher is committed to engaging
learners actively in assessment processes
and to developing each learner’s capacity to
review and communicate about their own
progress and learning.
Satisfactory (emphasis/phrasing):
Content is similar, with some
differences in phrasing.
Standard IV: Teachers facilitate learning for
their students
h. Teachers use a variety of methods to assess
what each student has learned. Teachers use
multiple indicators . . . to evaluate student progress
and growth as they strive to eliminate achievement
gaps. . . .
Standard I: Teachers demonstrate leadership
a. Teachers lead in their classrooms.. . . Using a
variety of data sources, they organize, plan, and set
goals that meet the needs of the individual student
and the class. Teachers use various types of
assessment data during the school year to evaluate
student progress and to make adjustments to the
teaching and learning process.. . . and create a
culture that empowers students to collaborate and
become lifelong learners.
Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. … Teachers engage students in the
learning process. …
h. Teachers use a variety of methods to assess
what each student has learned. … Teachers
provide opportunities, methods, feedback, and tools
for students to assess themselves . . . .
46

InTASC Model Core Teaching Standards Alignment Rating with
McREL Teacher Evaluation Standards
Comment
6(r) The teacher takes responsibility for aligning
instruction and assessment with learning
goals.
Strong Standard I: Teachers demonstrate leadership
a. Teachers lead in their classrooms.. . . Using a
variety of data sources, they organize, plan, and set
goals that meet the needs of the individual student
and the class. Teachers use various types of
assessment data during the school year to evaluate
student progress and to make adjustments to the
teaching and learning process…
Standard IV: Teachers facilitate learning for
their students
c. Teachers use a variety of instructional methods.. .
. . Teachers employ a wide range of techniques
including information and communication
technology, learning styles, and differentiated
instruction.
h. Teachers use a variety of methods to assess
what each student has learned. … Teachers use
21 st century assessment systems to inform
instruction and demonstrate evidence of students’
21 st century knowledge, skills, performance, and
dispositions.
6(s)
The teacher is committed to providing timely
and effective descriptive feedback to
learners on their progress.
Satisfactory (emphasis/phrasing):
Content is similar, with some
differences in phrasing.
Standard IV: Teachers facilitate learning for
their students
h. Teachers use a variety of methods to assess
what each student has learned. … Teachers provide
. . . feedback …
6(t)
The teacher is committed to using multiple
types of assessment processes to support,
verify, and document learning.
Strong Standard IV: Teachers facilitate learning for
their students
h. Teachers use a variety of methods to assess
what each student has learned. Teachers use
multiple indicators . . . to evaluate student progress
and growth. . . .
6(u)
The teacher is committed to making
accommodations in assessments and
testing conditions, especially for
learners with disabilities and language
learning needs.
Satisfactory (implied): McREL
standards imply content related to
assessment of learners with
disabilities and language learning
needs.
Standard II: Teachers establish a respectful
environment for a diverse population of students
d. Teachers adapt their teaching for the benefit of
students with special needs. Teachers collaborate
with the range of support specialists to help meet
the special needs of all students. . . .
47

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
Standard IV: Teachers facilitate learning for
their students
h. Teachers use a variety of methods to assess
what each student has learned. Teachers use
multiple indicators . . . to evaluate student progress
and growth as they strive to eliminate achievement
gaps. . . .
6(v)
The teacher is committed to the ethical use
of various assessments and assessment
data to identify learner strengths and needs
to promote learner growth.
Satisfactory (implied): McREL
standards imply content related to
ethical use of assessments.
Standard I: Teachers demonstrate leadership
e. Teachers demonstrate high ethical standards.
Teachers demonstrate ethical principles including
honesty, integrity, fair treatment, and respect for
others.
Planning for Instruction
Standard 7: The teacher plans instruction
that supports every student in meeting
rigorous learning goals by drawing upon
knowledge of content areas, curriculum,
cross-disciplinary skills, and pedagogy, as
well as knowledge of learners and the
community context.
Performance
7(a)
The teacher individually and collaboratively
selects and creates learning experiences
that are appropriate for curriculum goals and
content standards, and are relevant to
learners.
Strong Standard III: Teachers know the content they
teach
a. Teachers align their instruction with the state
standards and their district’s curriculum. In order to
enhance the state standards, teachers . . . .develop
and apply strategies to make the curriculum rigorous
and relevant for all students and provide a balanced
curriculum that enhances literacy skills. . . .
Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. Teachers collaborate with their colleagues
and use a variety of data sources for short- and
48

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
long-range planning based on the state standards.
These plans reflect an understanding of how
students learn. …
7(b)
The teacher plans how to achieve each
student’s learning goals, choosing
appropriate strategies and
accommodations, resources, and materials
to differentiate instruction for individuals and
groups of learners.
Strong Standard II: Teachers establish a respectful
environment for a diverse population of students
d. Teachers adapt their teaching for the benefit of
students with special needs. . . . Through inclusion
and other models of effective practice, teachers
engage students to ensure that their needs are met.
Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. … They understand that instructional
plans must be constantly monitored and modified to
enhance learning. Teachers make the curriculum
responsive to cultural diversity and individual
learning needs.
c. Teachers use a variety of instructional methods.
Teachers choose the methods and techniques that
are most effective in meeting the needs of their
students as they strive to eliminate achievement
gaps. Teachers employ a wide range of techniques
including information and communication
technology, learning styles, and differentiated
instruction.
7(c)
The teacher develops appropriate
sequencing of learning experiences and
provides multiple ways to demonstrate
knowledge and skill.
Satisfactory (emphasis/phrasing):
Content similar, with some differences
in phrasing.
Standard III: Teachers know the content they
teach
c. Teachers recognize the interconnectedness of
content areas/disciplines. Teachers know the links
and vertical alignment of the grade or subject
they teach and the state standards. …
Standard IV: Teachers facilitate learning for
their students
h. Teachers use a variety of methods to assess
what each student has learned. … Teachers
provide opportunities, methods, feedback, and tools
. . . to demonstrate evidence of students’ 21 st
century knowledge, skills, performance, and
49

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
dispositions.
7(d)
The teacher plans for instruction based on
formative and summative assessment data,
prior learner knowledge, and learner
interest.
Satisfactory (emphasis/phrasing):
Content similar, with some differences
in phrasing.
Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. … Teachers make the curriculum
responsive to cultural diversity and individual
learning needs.
h. Teachers use a variety of methods to assess
what each student has learned. Teachers use
multiple indicators, including formative and
summative assessments to . . . inform instruction . . .
7(e)
7(f)
The teacher plans collaboratively with
professionals who have specialized
expertise (e.g., special educators,
related service providers, language learning
specialists, librarians, media specialists) to
design and jointly deliver as appropriate
learning experiences to meet unique
learning needs.
The teacher evaluates plans in relation to
short- and long-range goals and
systematically adjusts plans to meet
each student’s learning needs and enhance
learning.
Strong Standard II: Teachers establish a respectful
environment for a diverse population of students
d. Teachers adapt their teaching for the benefit of
students with special needs. Teachers collaborate
with the range of support specialists to help meet
the special needs of all students. . .
Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. Teachers collaborate with their colleagues
and use a variety of data sources for short- and
long-range planning. . . .
c. Teachers use a variety of instructional methods.
Teachers choose the methods and techniques that
are most effective in meeting the needs of their
students as they strive to eliminate achievement
gaps. Teachers employ a wide range of techniques
including information and communication
technology, learning styles, and differentiated
instruction.
Strong Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. Teachers. . . use a variety of data sources
for short- and long-range planning. . . . They
understand that instructional plans must be
constantly monitored and modified to enhance
50

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
learning. …
Essential Knowledge
7(g) The teacher understands content and
content standards and how these are
organized in the curriculum.
Strong Standard III: Teachers know the content they
teach
a. Teachers align their instruction with the state
standards and their district’s curriculum. In order to
enhance the state standards, teachers investigate
the content standards developed by professional
organizations in their specialty area. They develop
and apply strategies to make the curriculum rigorous
and relevant for all students and provide a balanced
curriculum that enhances literacy skills. …
b. Teachers know the content appropriate to their
teaching specialty. Teachers bring a richness and
depth of understanding to their classrooms by
knowing their subjects beyond the content they are
expected to teach and by directing students’ natural
curiosity in to an interest in learning. Elementary
teachers have broad knowledge across disciplines.
Middle school and high school teachers have depth
in one or more specific areas or disciplines.
c. Teachers recognize the interconnectedness of
content areas/disciplines. Teachers know the links
and vertical alignment of the grade or subject
they teach and the state standards. …
7(h)
7(i)
The teacher understands how integrating
cross-disciplinary skills in instruction
engages learners purposefully in applying
content knowledge.
The teacher understands learning theory,
human development, cultural diversity, and
individual differences and how these impact
ongoing planning.
Strong Standard III: Teachers know the content they
teach
c. Teachers recognize the interconnectedness of
content areas/disciplines. … Teachers understand
how the content they teach relates to other
disciplines in order to deepen understanding and
connect learning for students. Teachers promote
global awareness and its relevance to subjects they
teach.
Strong Standard IV: Teachers facilitate learning for
their students
a. Teachers know the ways in which learning takes
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students. Teachers know how
51

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
students think and learn. Teachers understand the
influences that affect individual student learning
(development, culture, language proficiency, etc.)
and differentiate their instruction accordingly.
Teachers keep abreast of evolving research about
student learning. They adapt resources to address
the strengths and weaknesses of their students.
7(j)
7(k)
The teacher understands the strengths and
needs of individual learners and how to plan
instruction that is responsive to these
strengths and needs.
The teacher knows a range of evidencebased
instructional strategies, resources,
and technological tools and how to use
them effectively to plan instruction that
meets diverse learning needs.
Strong Standard IV: Teachers facilitate learning for
their students
a. Teachers know the ways in which learning takes
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students. . . . They adapt
resources to address the strengths and weaknesses
of their students.
b. Teachers plan instruction appropriate for their
students. . . . They understand that instructional
plans must be constantly monitored and modified to
enhance learning. Teachers make the curriculum
responsive to cultural diversity and individual
learning needs.
Strong Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. . . . They understand that instructional
plans must be constantly monitored and modified to
enhance learning. Teachers make the curriculum
responsive to cultural diversity and individual
learning needs.
c. Teachers use a variety of instructional methods.
Teachers choose the methods and techniques that
are most effective in meeting the needs of their
students. . . . Teachers employ a wide range of
techniques including information and communication
technology, learning styles, and differentiated
instruction.
Standard V: Teachers reflect on their practice
a. Teachers analyze student learning. Teachers …
adapt their practice based on research and data to
52

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
best meet the needs of students.
7(l)
7(m)
The teacher knows when and how to adjust
plans based on assessment information and
learner responses.
The teacher knows when and how to access
resources and collaborate with others to
support student learning (e.g., special
educators, related service providers,
language learner specialists, librarians,
media specialists, community
organizations).
Strong Standard I: Teachers demonstrate leadership
a. Teachers lead in their classrooms. . . . Teachers
use various types of assessment data during the
school year to evaluate student progress and to
make adjustments to the teaching and learning
process. . . .
Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. . . . They understand that instructional
plans must be constantly monitored and modified to
enhance learning. …
Strong Standard II: Teachers establish a respectful
environment for a diverse population of students
d. Teachers adapt their teaching for the benefit of
students with special needs. Teachers collaborate
with the range of support specialists to help meet
the special needs of all students. Through inclusion
and other models of effective practice, teachers
engage students to ensure that their needs are met.
Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. Teachers collaborate with their colleagues
and use a variety of data sources for short- and
long-range planning . . . They understand that
instructional plans must be constantly monitored and
modified to enhance learning. …
Critical Dispositions
7(n) The teacher respects learners’ diverse
strengths and needs and is committed to
using this information to plan effective
instruction.
Strong Standard IV: Teachers facilitate learning for
their students
a. Teachers know the ways in which learning takes
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students. . . . Teachers
understand the influences that affect individual
student learning (development, culture, language
53

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
proficiency, etc.) and differentiate their instruction
accordingly. . . . They adapt resources to address
the strengths and weaknesses of their students.
b. Teachers plan instruction appropriate for their
students. . . . Teachers make the curriculum
responsive to cultural diversity and individual
learning needs.
7(o)
7(p)
7(q)
The teacher values planning as a collegial
activity that takes into consideration the
input of learners, colleagues, families, and
the larger community.
The teacher takes professional
responsibility to use short- and long-term
planning as a means of assuring
student learning.
The teacher believes that plans must always
be open to adjustment and revision based
on learner needs and changing
circumstances.
Strong Standard II: Teachers establish a respectful
environment for a diverse population of students
e. Teachers work collaboratively with the families
and significant adults in the lives of their students.
Teachers recognize that educating children is a
shared responsibility involving the school, parents or
guardians, and the community. Teachers improve
communication and collaboration between the
school and the home and community . . . .
Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. Teachers collaborate with their colleagues
and use a variety of data sources for short- and
long-range planning. . . .
Strong Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. Teachers. . . use a variety of data sources
for short- and long-range planning. . . .
Strong Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. . . . They understand that instructional
plans must be constantly monitored and modified to
enhance learning. Teachers make the curriculum
responsive to cultural diversity and individual
learning needs.
54

InTASC Model Core Teaching Standards Alignment Rating with
Comment
Instructional Strategies
McREL Teacher Evaluation Standards
Standard 8: The teacher understands and
uses a variety of instructional strategies to
encourage learners to develop deep
understanding of content areas and their
connections, and to build skills to apply
knowledge in meaningful ways.
Performances
8(a) The teacher uses appropriate strategies and
resources to adapt instruction to the needs
of individuals and groups of learners.
Strong Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. . . . They understand that instructional
plans must be constantly monitored and modified to
enhance learning. Teachers make the curriculum
responsive to cultural diversity and individual
learning needs.
c. Teachers use a variety of instructional methods.
Teachers choose the methods and techniques that
are most effective in meeting the needs of their
students as they strive to eliminate achievement
gaps. Teachers employ a wide range of techniques
including information and communication
technology, learning styles, and differentiated
instruction.
8(b)
The teacher continuously monitors student
learning, engages learners in assessing
their progress, and adjusts instruction in
response to student learning needs.
Strong Standard I: Teachers demonstrate leadership
a. Teachers lead in their classrooms. . . . Teachers
use various types of assessment data during the
school year to evaluate student progress and to
make adjustments to the teaching and learning
process. . . .
Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. . . . Teachers make the curriculum
responsive to cultural diversity and individual
learning needs.
h. Teachers use a variety of methods to assess
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InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
what each student has learned. Teachers use
multiple indicators . . . to evaluate student progress
and growth as they strive to eliminate achievement
gaps. Teachers provide opportunities, methods,
feedback, and tools for students to assess
themselves and each other. …
8(c)
The teacher collaborates with learners to
design and implement relevant learning
experiences, identify their strengths, and
access family and community resources to
develop their areas of interest.
Satisfactory (implied): McREL
standards imply content related to
collaborating with learners.
Standard II: Teachers establish a respectful
environment for a diverse population of students
e. Teachers work collaboratively with the families
and significant adults in the lives of their students.
Teachers recognize that educating children is a
shared responsibility involving the school, parents or
guardians, and the community. Teachers improve
communication and collaboration between the
school and the home and community . . . .
Standard IV: Teachers facilitate learning for
their students
a. Teachers know the ways in which learning takes
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students. . . . Teachers
understand the influences that affect individual
student learning (development, culture, language
proficiency, etc.) and differentiate their instruction
accordingly . . . . They adapt resources to address
the strengths and weaknesses of their students.
b. Teachers plan instruction appropriate for their
students. . . . Teachers engage students in the
learning process. …
8(d)
The teacher varies his/her role in the
instructional process (e.g., instructor,
facilitator, coach, audience) in relation to the
content and purposes of instruction and
the needs of learners.
Satisfactory (implied): McREL
standards imply content related to
varying the teacher’s role in the
instructional process.
Standard IV: Teachers facilitate learning for
their students
c. Teachers use a variety of instructional methods.
Teachers choose the methods and techniques that
are most effective in meeting the needs of their
students as they strive to eliminate achievement
gaps. Teachers employ a wide range of techniques
including information and communication
technology, learning styles, and differentiated
instruction.
56

InTASC Model Core Teaching Standards Alignment Rating with
Comment
8(e) The teacher provides multiple models and Satisfactory (scope): InTASC includes
representations of concepts and skills with demonstrate their knowledge.
opportunities for learners to demonstrate
their knowledge through a variety of
products and performances.
McREL Teacher Evaluation Standards
Standard II: Teachers establish a respectful
environment for a diverse population of students
c. Teachers treat students as individuals. . . .
Teachers appreciate the differences and value the
contributions of each student in the learning
environment . . . .
Standard IV: Teachers facilitate learning for
their students
c. Teachers use a variety of instructional methods.
Teachers choose the methods and techniques that
are most effective in meeting the needs of their
students as they strive to eliminate achievement
gaps. Teachers employ a wide range of techniques
including information and communication
technology, learning styles, and differentiated
instruction.
8(f)
The teacher engages all learners in
developing higher order questioning skills
and metacognitive processes.
Satisfactory (scope): InTASC includes
metacognitive processes.
Standard IV: Teachers facilitate learning for
their students
e. Teachers help students develop critical thinking
and problem-solving skills. Teachers encourage
students to ask questions, think creatively, develop
and test innovative ideas, synthesize knowledge,
and draw conclusions. They help students exercise
and communicate sound reasoning; understand
connections; make complex choices; and frame,
analyze, and solve problems.
8(g)
The teacher engages learners in using a
range of learning skills and technology tools
to access, interpret, evaluate, and apply
information.
Satisfactory (scope): InTASC includes
range of learning skills.
Standard IV: Teachers facilitate learning for
their students
c. Teachers use a variety of instructional methods. .
. . Teachers employ a wide range of techniques
including information and communication
technology, learning styles, and differentiated
instruction.
d. Teachers integrate and utilize technology in their
instruction. Teachers know when and how to use
technology to maximize student learning. Teachers
help students use technology to learn content, think
critically, solve problems, discern reliability, use
information, communicate, innovate, and
57

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
collaborate.
8(h)
The teacher uses a variety of instructional
strategies to support and expand learners’
communication through speaking, listening,
reading, writing, and other modes.
Strong Standard IV: Teachers facilitate learning for
their students
c. Teachers use a variety of instructional methods.
Teachers choose the methods and techniques that
are most effective in meeting the needs of their
students as they strive to eliminate achievement
gaps. Teachers employ a wide range of techniques
including information and communication
technology, learning styles, and differentiated
instruction.
f. Teachers help students work in teams and
develop leadership qualities. Teachers . . . help
students . . . improve communication . . . skills,
interact with people from different cultures and
backgrounds, and develop leadership qualities.
g. Teachers communicate effectively. . . . Teachers
help students articulate thoughts and ideas clearly
and effectively.
8(i)
The teacher asks questions to stimulate
discussion that serves different purposes
(e.g., probing for learner understanding,
helping learners articulate their ideas
and thinking processes, stimulating
curiosity, and helping learners to question).
.
Satisfactory (emphasis/phrasing):
Content similar with some differences
in phrasing.
Standard IV: Teachers facilitate learning for
their students
e. Teachers help students develop critical thinking
and problem-solving skills. Teachers encourage
students to ask questions, think creatively, develop
and test innovative ideas, synthesize knowledge,
and draw conclusions. They help students exercise
and communicate sound reasoning; understand
connections; make complex choices; and frame,
analyze, and solve problems.
Essential Knowledge
8(j) The teacher understands the cognitive
processes associated with various kinds of
learning (e.g., critical and creative thinking,
problem framing and problem solving,
invention, memorization and recall) and how
these processes can be stimulated.
Strong: InTASC also specifies
memorization and recall.
Standard IV: Teachers facilitate learning for
their students
a. Teachers know the ways in which learning takes
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students. Teachers know how
students think and learn. …
e. Teachers help students develop critical thinking
and problem-solving skills. Teachers encourage
students to ask questions, think creatively, develop
58

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
and test innovative ideas, synthesize knowledge,
and draw conclusions. They help students exercise
and communicate sound reasoning; understand
connections; make complex choices; and frame,
analyze, and solve problems.
8(k)
8(l)
The teacher knows how to apply a range of
developmentally, culturally, and linguistically
appropriate instructional strategies to
achieve learning goals.
The teacher knows when and how to use
appropriate strategies to differentiate
instruction and engage all learners in
complex thinking and meaningful tasks.
Strong Standard IV: Teachers facilitate learning for
their students
a. Teachers know the ways in which learning takes
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students. . . . Teachers
understand the influences that affect individual
student learning (development, culture, language
proficiency, etc.) and differentiate their instruction
accordingly. . . .
c. Teachers use a variety of instructional methods. .
. . Teachers employ a wide range of techniques
including information and communication
technology, learning styles, and differentiated
instruction.
Strong Standard IV: Teachers facilitate learning for
their students
a. Teachers know the ways in which learning takes
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students. . . . Teachers
understand the influences that affect individual
student learning (development, culture, language
proficiency, etc.) and differentiate their instruction
accordingly. . . .
c. Teachers use a variety of instructional methods. .
. . Teachers employ a wide range of techniques
including information and communication
technology, learning styles, and differentiated
instruction.
e. Teachers help students develop critical thinking
and problem-solving skills. . . .They help students
exercise and communicate sound reasoning;
understand connections; make complex choices;
and frame, analyze, and solve problems.
59

InTASC Model Core Teaching Standards Alignment Rating with
Comment
8(m) The teacher understands how multiple
Satisfactory (specificity): InTASC
forms of communication (oral, written,
specifies forms of communication.
nonverbal, digital, visual) convey ideas,
foster self expression, and build
relationships.
McREL Teacher Evaluation Standards
Standard IV: Teachers facilitate learning for
their students
c. Teachers use a variety of instructional methods. .
. . Teachers employ a wide range of techniques
including information and communication
technology, learning styles, and differentiated
instruction.
e. Teachers help students develop critical thinking
and problem-solving skills. . . .They help students
exercise and communicate sound reasoning. . .
f. Teachers help students work in teams and
develop leadership qualities. Teachers . . .help
students defines roles, strengthen social ties,
improve communication and collaborative skills. . . .
g. Teachers communicate effectively. . . . Teachers
help students articulate thoughts and ideas clearly
and effectively.
8(n)
The teacher knows how to use a wide
variety of resources, including human and
technological, to engage students in
learning.
Satisfactory (emphasis/phrasing):
Content similar with some differences
in emphasis.
Standard IV: Teachers facilitate learning for
their students
a. Teachers know the ways in which learning takes
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students. . . .They adapt
resources to address the strengths and weaknesses
of their students.
c. Teachers use a variety of instructional methods. .
. . Teachers employ a wide range of techniques
including information and communication
technology, learning styles, and differentiated
instruction.
d. Teachers integrate and utilize technology in their
instruction. Teachers know when and how to use
technology to maximize student learning. . . .
8(o)
The teacher understands how content and
skill development can be supported by
media and technology and knows how to
evaluate these resources for quality,
accuracy, and effectiveness.
Satisfactory (scope): InTASC includes
the evaluation of media and
technology for quality and
effectiveness.
Standard IV: Teachers facilitate learning for
their students
c. Teachers use a variety of instructional methods. .
. . Teachers employ a wide range of techniques
including information and communication
technology, learning styles, and differentiated
instruction.
d. Teachers integrate and utilize technology in their
60

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
instruction. Teachers know when and how to use
technology to maximize student learning. Teachers
help students use technology to learn content, think
critically, solve problems, discern reliability, use
information, communicate, innovate, and
collaborate.
Critical Dispositions
8(p) The teacher is committed to deepening
awareness and understanding the strengths
and needs of diverse learners when
planning and adjusting instruction.
Strong Standard IV: Teachers facilitate learning for
their students
a. Teachers know the ways in which learning takes
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students. … Teachers
understand the influences that affect individual
student learning (development, culture, language
proficiency, etc.) and differentiate their instruction
accordingly. Teachers keep abreast of evolving
research about student learning. …
b. Teachers plan instruction appropriate for their
students. . . . They understand that instructional
plans must be constantly monitored and modified to
enhance learning. Teachers make the curriculum
responsive to cultural diversity and individual
learning needs.
c. Teachers use a variety of instructional methods. .
. . Teachers employ a wide range of techniques
including information and communication
technology, learning styles, and differentiated
instruction.
8(q)
The teacher values the variety of ways
people communicate and encourages
learners to develop and use multiple forms
of communication.
Strong Standard IV: Teachers facilitate learning for
their students
e. Teachers help students develop critical thinking
and problem-solving skills. . . .They help students
exercise and communicate sound reasoning. . .
f. Teachers help students work in teams and
develop leadership qualities. Teachers . . .help
students . . . improve communication . . . skills. . . .
g. Teachers communicate effectively. . . . Teachers
help students articulate thoughts and ideas clearly
and effectively.
61

InTASC Model Core Teaching Standards Alignment Rating with
Comment
8(r) The teacher is committed to exploring how Satisfactory (specificity); InTASC
the use of new and emerging technologies specifies using new and emerging
can support and promote student learning. technologies.
McREL Teacher Evaluation Standards
Standard IV: Teachers facilitate learning for
their students
c. Teachers use a variety of instructional methods. .
. . Teachers employ a wide range of techniques
including information and communication
technology, learning styles, and differentiated
instruction.
d. Teachers integrate and utilize technology in their
instruction. Teachers know when and how to use
technology to maximize student learning. Teachers
help students use technology to learn content, think
critically, solve problems, discern reliability, use
information, communicate, innovate, and
collaborate.
8(s)
The teacher values flexibility and reciprocity
in the teaching process as necessary for
adapting instruction to learner responses,
ideas, and needs.
Satisfactory (emphasis/phrasing):
Content is similar, with some
differences in phrasing.
Standard IV: Teachers facilitate learning for
their students
a. Teachers know the ways in which learning takes
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students. Teachers know how
students think and learn. . . and differentiate their
instruction accordingly. . . . They adapt resources to
address the strengths and weaknesses of their
students.
b. Teachers plan instruction appropriate for their
students. . . . Teachers engage students in the
learning process. They understand that instructional
plans must be constantly monitored and modified to
enhance learning. Teachers make the curriculum
responsive to cultural diversity and individual
learning needs.
62

InTASC Model Core Teaching Standards Alignment Rating with
Comment
Professional Learning and Ethical Practice
McREL Teacher Evaluation Standards
Standard 9: The teacher engages in ongoing
professional learning and uses evidence to
continually evaluate his/her practice,
particularly the effects of his/her
choices and actions on others (learners,
families, other professionals, and the
community), and adapts practice to meet
the needs of each learner.
Performances
9(a)
The teacher engages in ongoing learning
opportunities to develop knowledge and
skills in order to provide all learners with
engaging curriculum and learning
experiences based on local and state
standards.
Strong Standard III: Teachers know the content they
teach
a. Teachers align their instruction with the state
standards and their district’s curriculum. In order to
enhance the state standards, teachers investigate
the content standards developed by professional
organizations in their specialty area. …
9(b)
The teacher engages in meaningful and
appropriate professional learning
experiences aligned with his/her own needs
and the needs of the learners,
school, and system.
Standard V: Teachers reflect on their practice
b. Teachers link professional growth to their
professional goals. Teachers participate in
continued, high-quality professional development
that . . . includes 21 st century skills and knowledge;
aligns with the State Board of Education priorities. . .
c. Teachers function effectively in a complex,
dynamic environment. Understanding that change
is constant, teachers actively investigate and
consider new ideas that improve teaching and
learning. They adapt their practice based on
research and data to best meet the needs of their
students.
Strong Standard III: Teachers know the content they
teach
a. Teachers align their instruction with the state
standards and their district’s curriculum. In order to
enhance the state standards, teachers investigate
the content standards developed by professional
organizations in their specialty area. They develop
63

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
and apply strategies to make the curriculum rigorous
and relevant for all students and provide a balanced
curriculum that enhances literacy skills. . . .
9(c)
Independently and in collaboration with
colleagues, the teacher uses a variety of
data (e.g., systematic observation,
information about learners, research) to
evaluate the outcomes of teaching and
learning and to adapt planning and practice.
Standard V: Teachers reflect on their practice
b. Teachers link professional growth to their
professional goals. Teachers participate in
continued, high-quality professional development
that . . .aligns with the State Board of Education
priorities; and meets the needs of students and their
own professional growth.
Strong Standard I: Teachers demonstrate leadership
a. Teachers lead in their classrooms. . . . Using a
variety of data sources, they organize, plan, and set
goals that meet the needs of the individual student
and the class. Teachers use various types of
assessment data during the school year to evaluate
student progress and to make adjustments to the
teaching and learning process. . . .
Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. Teachers collaborate with their colleagues
and use a variety of data sources for short- and
long-range planning . . . They understand that
instructional plans must be constantly monitored and
modified to enhance learning. Teachers make the
curriculum responsive to cultural diversity and
individual learning needs.
h. Teachers use a variety of methods to assess
what each student has learned. Teachers use
multiple indicators, including formative and
summative assessments, to evaluate student
progress and growth as they strive to eliminate
achievement gaps. Teachers provide opportunities,
methods, feedback, and tools for students to assess
themselves and each other. . . .
Standard V: Teachers reflect on their practice
a. Teachers analyze student learning. Teachers
think systematically and critically about student
64

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
learning in their classrooms and schools: why
learning happens and what can be done to improve
achievement. Teachers collect and analyze student
performance data to improve school and classroom
effectiveness. They adapt their practice based on
research and data to best meet the needs of
students.
c. Teachers function effectively in a complex,
dynamic environment. Understanding that change
is constant, teachers actively investigate and
consider new ideas that improve teaching and
learning. They adapt their practice based on
research and data to best meet the needs of their
students.
9(d)
The teacher actively seeks professional,
community, and technological resources,
within and outside the school, as supports
for analysis, reflection, and problem-solving.
Strong Standard II: Teachers establish a respectful
environment for a diverse population of students
d. Teachers adapt their teaching for the benefit of
students with special needs. Teachers collaborate
with the range of support specialists to help meet
the special needs of all students. …
e. Teachers work collaboratively with the families
and significant adults in the lives of their students. .
. . Teachers seek . . .effective family and community
involvement in the education of their students.
Standard IV: Teachers facilitate learning for
their students
d. Teachers integrate and utilize technology in their
instruction. Teachers know when and how to use
technology to maximize student learning. Teachers
help students use technology to learn content, think
critically, solve problems, discern reliability, use
information, communicate, innovate, and
collaborate.
9(e)
The teacher reflects on his/her personal
biases and accesses resources to deepen
his/her own understanding of cultural,
ethnic, gender, and learning differences to
build stronger relationships and create
Satisfactory (scope): InTASC includes
teacher reflects on his/her personal
biases
Standard II: Teachers establish a respectful
environment for a diverse population of students
b. Teachers embrace diversity in the school
community and in the world. . . . They actively
select materials and develop lessons that counteract
65

InTASC Model Core Teaching Standards Alignment Rating with
Comment
more relevant learning experiences.
McREL Teacher Evaluation Standards
stereotypes and incorporate histories and
contributions of all cultures. Teachers recognize the
influence of race, ethnicity, gender, religion, and
other aspects of culture on a student’s development
and personality. Teachers strive to understand how
a student’s culture and background may influence
his or her school performance. Teachers consider
and incorporate different points of view in their
instruction.
9(f)
The teacher advocates, models, and
teaches safe, legal, and ethical use of
information and technology
including appropriate documentation of
sources and respect for others in the use of
social media.
Satisfactory (specificity): InTASC is
more specific.
Standard I: Teachers demonstrate leadership
e. Teachers demonstrate high ethical standards.
Teachers demonstrate ethical principles including
honesty, integrity, fair treatment, and respect for
others.
Standard IV: Teachers facilitate learning for
their students
d. Teachers integrate and utilize technology in their
instruction. Teachers know when and how to use
technology.
Essential Knowledge
9(g) The teacher understands and knows how to
use a variety of self-assessment and
problem-solving strategies to analyze and
reflect on his/her practice and to plan for
adaptations/adjustments.
Satisfactory (implied): McREL
standards imply content related to
using a variety of self-assessment
and problem-solving strategies.
Standard IV: Teachers facilitate learning for
their students
b. Teachers plan instruction appropriate for their
students. Teachers collaborate with their colleagues
and use a variety of data sources for short- and
long-range planning based on the state standards. .
. . They understand that instructional plans must be
constantly monitored and modified to enhance
learning. Teachers make the curriculum responsive
to cultural diversity and individual learning needs.
Standard V: Teachers reflect on their practice
a. Teachers analyze student learning. Teachers
think systematically and critically about student
learning in their classrooms and schools…
c. Teachers function effectively in a complex,
dynamic environment. Understanding that change
is constant, teachers actively investigate and
consider new ideas that improve teaching and
learning. They adapt their practice based on
66

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
research and data to best meet the needs of their
students.
9(h)
The teacher knows how to use learner data
to analyze practice and differentiate
instruction accordingly.
Strong Standard V: Teachers reflect on their practice
a. Teachers analyze student learning. . . . Teachers
collect and analyze student performance data to
improve school and classroom effectiveness. They
adapt their practice based on research and data to
best meet the needs of students.
9(i)
The teacher understands how personal
identity, worldview, and prior experience
affect perceptions and expectations, and
recognizes how they may bias behaviors
and interactions with others.
Satisfactory (implied): McREL
standards imply content related to
understanding own biases.
Standard II: Teachers establish a respectful
environment for a diverse population of students
b. Teachers embrace diversity in the school
community and in the world. . . .Teachers strive to
understand how a student’s culture and background
may influence his or her school performance.
Teachers consider and incorporate different points
of view in their instruction.
9(j)
The teacher understands laws related to
learners’ rights and teacher responsibilities
(e.g., for educational equity, appropriate
education for learners with disabilities,
confidentiality, privacy, appropriate
treatment of learners, reporting in situations
related to possible child abuse).
No alignment.
9(k)
The teacher knows how to build and
implement a plan for professional growth
directly aligned with his/her needs as a
growing professional using feedback from
teacher evaluations and observations, data
on learner performance, and school- and
system-wide priorities.
Satisfactory (scope): InTASC includes
using teacher evaluations and
observations to plan professional
growth.
Standard V: Teachers reflect on their practice
a. Teachers analyze student learning. Teachers
think systematically and critically about student
learning in their classrooms and schools: why
learning happens and what can be done to improve
achievement. Teachers collect and analyze student
performance data to improve school and classroom
effectiveness. They adapt their practice based on
research and data to best meet the needs of
students.
b. Teachers link professional growth to their
professional goals. Teachers participate in
continued, high-quality professional development
that reflects a global view of educational practices;
includes 21 st century skills and knowledge; aligns
67

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
with the State Board of Education priorities; and
meets the needs of students and their own
professional growth.
Critical Dispositions
9(l) The teacher takes responsibility for student
learning and uses ongoing analysis and
reflection to improve planning and practice.
Strong Standard V: Teachers reflect on their practice
a. Teachers analyze student learning. Teachers
think systematically and critically about student
learning in their classrooms and schools: why
learning happens and what can be done to improve
achievement. Teachers collect and analyze student
performance data to improve school and classroom
effectiveness. They adapt their practice based on
research and data to best meet the needs of
students.
9(m)
The teacher is committed to deepening
understanding of his/her own frames of
reference (e.g., culture, gender, language,
abilities, ways of knowing), the potential
biases in these frames, and their impact
on expectations for and relationships with
learners and their families.
Satisfactory (implied): McREL
standards imply content related to
understanding own biases.
Standard II: Teachers establish a respectful
environment for a diverse population of students
b. Teachers embrace diversity in the school
community and in the world. . . .Teachers strive to
understand how a student’s culture and background
may influence his or her school performance.
Teachers consider and incorporate different points
of view in their instruction.
9(n)
The teacher sees him/herself as a learner,
continuously seeking opportunities to draw
upon current education policy and research
as sources of analysis and reflection to
improve practice.
Strong (with some differences in
phrasing).
Standard V: Teachers reflect on their practice
a. Teachers analyze student learning. Teachers
think systematically and critically about student
learning in their classrooms and schools: why
learning happens and what can be done to improve
achievement. Teachers collect and analyze student
performance data to improve school and classroom
effectiveness. They adapt their practice based on
research and data to best meet the needs of
students.
c. Teachers function effectively in a complex,
dynamic environment. Understanding that change
is constant, teachers actively investigate and
consider new ideas that improve teaching and
learning. They adapt their practice based on
research and data to best meet the needs of their
students.
68

InTASC Model Core Teaching Standards Alignment Rating with
Comment
9(o) The teacher understands the expectations Weak (scope): InTASC includes
of the profession including codes of ethics, relevant law.
professional standards of practice, and
relevant law and policy.
McREL Teacher Evaluation Standards
Standard I: Teachers demonstrate leadership
e. Teachers demonstrate high ethical standards.
Teachers demonstrate ethical principles including
honesty, integrity, fair treatment, and respect for
others.
Leadership and Collaboration
Standard 10: The teacher seeks appropriate
leadership roles and opportunities to take
responsibility for student learning, to collaborate
with learners, families, colleagues, other school
professionals, and community members to ensure
learner growth, and to advance the profession.
Performances
10(a) The teacher takes an active role on the
instructional team, giving and receiving
feedback on practice, examining learner
work, analyzing data from multiple sources,
and sharing responsibility for decision
making and accountability for each student’s
learning.
Satisfactory (scope): InTASC includes
giving and receiving feedback on
practice and sharing responsibility for
decision making.
Standard I: Teachers demonstrate leadership
b. Teachers demonstrate leadership in the school.
Teachers work collaboratively with school personnel
to create a professional learning community. They
analyze and use local, state, and national data to
develop goals and strategies in the school
improvement plan that enhances student learning
and teacher working conditions. . . .
10(b)
The teacher works with other school
professionals to plan and jointly facilitate
learning on how to meet diverse needs of
learners.
Strong Standard I: Teachers demonstrate leadership
b. Teachers demonstrate leadership in the school.
Teachers work collaboratively with school personnel
to create a professional learning community. They
analyze and use local, state, and national data to
develop goals and strategies in the school
improvement plan that enhances student learning
and teacher working conditions. . . .
d. Teachers advocate for schools and students.
Teachers advocate for positive change in policies
and practices affecting student learning. They
participate in the implementation of initiatives to
improve the education of students.
Standard IV: Teachers facilitate learning for
their students
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InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
b. Teachers plan instruction appropriate for their
students. Teachers collaborate with their colleagues
and use a variety of data sources for short- and
long-range planning based on the state standards. .
. .
10(c)
The teacher engages collaboratively in the
school-wide effort to build a shared vision
and supportive culture, identify common
goals, and monitor and evaluate progress
toward those goals.
Satisfactory (emphasis/phrasing):
Content similar, with some differences
in phrasing.
Standard I: Teachers demonstrate leadership
b. Teachers demonstrate leadership in the school.
Teachers work collaboratively with school personnel
to create a professional learning community. They
analyze and use local, state, and national data to
develop goals and strategies in the school
improvement plan that enhances student learning
and teacher working conditions. . . . They participate
in the hiring process and collaborate with their
colleagues to mentor and support teachers to
improve the effectiveness of their departments or
grade levels.
10(d)
The teacher works collaboratively with
learners and their families to establish
mutual expectations and ongoing
communication to support learner
development and achievement.
Satisfactory (emphasis/phrasing):
Content similar, with some differences
in phrasing.
Standard II: Teachers establish a respectful
environment for a diverse population of students
e. Teachers work collaboratively with the families
and significant adults in the lives of their students. .
. . Teachers improve communication and
collaboration between the school and the home and
community in order to promote trust and
understanding and build partnerships with all
segments of the school community. . . . in the
education of their students.
10(e)
10(f)
Working with school colleagues, the teacher
builds ongoing connections with community
resources to enhance student learning and
well being.
The teacher engages in professional
learning, contributes to the knowledge and
Strong Standard II: Teachers establish a respectful
environment for a diverse population of students
e. Teachers work collaboratively with the families
and significant adults in the lives of their students. .
. . Teachers improve communication and
collaboration between the school and the home and
community in order to promote trust and
understanding and build partnerships with all
segments of the school community. . . . in the
education of their students.
Strong Standard I: Teachers demonstrate leadership
b. Teachers demonstrate leadership in the school. .
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InTASC Model Core Teaching Standards Alignment Rating with
Comment
skill of others, and works collaboratively to
advance professional practice.
McREL Teacher Evaluation Standards
. . They participate in the hiring process and
collaborate with their colleagues to mentor and
support teachers to improve the effectiveness of
their departments or grade levels.
c. Teachers lead the teaching profession. Teachers
strive to improve the teaching profession. They
contribute to the establishment of positive working
conditions in their school. They actively participate in
and advocate for decision-making structures in
education and government that take advantage of
the expertise of teachers. Teachers promote growth
for all educators and collaborate with their
colleagues to improve the profession.
10(g)
The teacher uses technological tools and a
variety of communication strategies to build
local and global learning communities that
engage learners, families, and colleagues.
Standard V: Teachers reflect on their practice
b. Teachers link professional growth to their
professional goals. Teachers participate in
continued, high-quality professional development
that reflects a global view of educational practices;
includes 21 st century skills and knowledge; aligns
with the State Board of Education priorities; and
meets the needs of students and their own
professional growth.
Strong Standard II: Teachers establish a respectful
environment for a diverse population of students
b. Teachers embrace diversity in the school
community and in the world. . . . They actively
select materials and develop lessons that . . .
incorporate histories and contributions of all
cultures. . . . Teachers consider and incorporate
different points of view in their instruction.
e. Teachers work collaboratively with the families
and significant adults in the lives of their students. .
. . Teachers improve communication and
collaboration between the school and the home and
community in order to promote trust and
understanding and build partnerships with all
segments of the school community . . . in the
education of their students.
Standard IV: Teachers facilitate learning for
their students
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InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
b. Teachers plan instruction appropriate for their
students. Teachers collaborate with their colleagues
and use a variety of data sources for short- and
long-range planning based on the state standards. .
. .
c. Teachers use a variety of instructional methods.
Teachers choose the methods and techniques that
are most effective in meeting the needs of their
students as they strive to eliminate achievement
gaps. Teachers employ a wide range of techniques
including information and communication
technology, learning styles, and differentiated
instruction.
10(h)
The teacher uses and generates meaningful
research on education issues and policies.
Satisfactory (scope) : InTASC includes
generating research on education
issues and policies.
Standard I: Teachers demonstrate leadership
c. Teachers lead the teaching profession. Teachers
strive to improve the teaching profession. …
Standard V: Teachers reflect on their practice
a. Teachers analyze student learning. Teachers
think systematically and critically about student
learning in their classrooms and schools: why
learning happens and what can be done to improve
achievement. Teachers collect and analyze student
performance data to improve school and classroom
effectiveness. They adapt their practice based on
research and data to best meet the needs of
students.
c. Teachers function effectively in a complex,
dynamic environment. Understanding that change
is constant, teachers actively investigate and
consider new ideas that improve teaching and
learning. They adapt their practice based on
research and data to best meet the needs of their
students.
10(i)
The teacher seeks appropriate opportunities
to model effective practice for colleagues, to
lead professional learning activities, and to
serve in other leadership roles.
Strong Standard I: Teachers demonstrate leadership
b. Teachers demonstrate leadership in the school.
Teachers work collaboratively with school personnel
to create a professional learning community. They
analyze and use local, state, and national data to
develop goals and strategies in the school
improvement plan that enhances student learning
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InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
and teacher working conditions. . . . They . . .
collaborate with their colleagues to mentor and
support teachers to improve the effectiveness of
their departments or grade levels.
10(j)
The teacher advocates to meet the needs of
learners, to strengthen the learning
environment, and to enact system change.
Strong Standard I: Teachers demonstrate leadership
d. Teachers advocate for schools and students.
Teachers advocate for positive change in policies
and practices affecting student learning. They
participate in the implementation of initiatives to
improve the education of students.
10(k)
The teacher takes on leadership roles at the
school, district, state, and/or national level
and advocates for learners, the school, the
community, and the profession.
Satisfactory (scope): InTASC includes
leadership roles at the district, state,
and/or national level.
Standard I: Teachers demonstrate leadership
b. Teachers demonstrate leadership in the school.
Teachers work collaboratively with school personnel
to create a professional learning community. They
analyze and use local, state, and national data to
develop goals and strategies in the school
improvement plan that enhances student learning
and teacher working conditions. . . .
d. Teachers advocate for schools and students.
Teachers advocate for positive change in policies
and practices affecting student learning. They
participate in the implementation of initiatives to
improve the education of students.
Essential Knowledge
10(l) The teacher understands schools as
organizations within a historical, cultural,
political, and social context and knows how
to work with others across the system to
support learners.
Satisfactory (scope): InTASC includes
schools as organizations within a
historical and political context.
Standard II: Teachers establish a respectful
environment for a diverse population of students
e. Teachers work collaboratively with the families
and significant adults in the lives of their students.
Teachers recognize that educating children is a
shared responsibility involving the school, parents or
guardians, and the community. Teachers improve
communication and collaboration between the
school and the home and community in order to
promote trust and understanding and build
partnerships with all segments of the school
community. Teachers seek solutions to overcome
cultural and economic obstacles that may stand in
the way of effective family and community
involvement in the education of their students.
73

InTASC Model Core Teaching Standards Alignment Rating with
McREL Teacher Evaluation Standards
Comment
10(m) The teacher understands that alignment of
family, school, and community spheres of
influence enhances student learning and
that discontinuity in these spheres of
Strong Standard II: Teachers establish a respectful
environment for a diverse population of students
e. Teachers work collaboratively with the families
and significant adults in the lives of their students.
influence interferes with learning.
Teachers recognize that educating children is a
shared responsibility involving the school, parents or
guardians, and the community. Teachers improve
communication and collaboration between the
school and the home and community in order to
promote trust and understanding and build
partnerships with all segments of the school
community. Teachers seek solutions to overcome
cultural and economic obstacles that may stand in
the way of effective family and community
involvement in the education of their students.
10(n)
The teacher knows how to work with other
adults and has developed skills in
collaborative interaction appropriate for
both face-to-face and virtual contexts.
Satisfactory (implied): McREL
standards imply content related faceto-face
and virtual interaction.
Standard I: Teachers demonstrate leadership
b. Teachers demonstrate leadership in the school.
Teachers work collaboratively with school personnel
to create a professional learning community. . . .
Standard II: Teachers establish a respectful
environment for a diverse population of students
e. Teachers work collaboratively with the families
and significant adults in the lives of their students. .
. . . Teachers improve communication and
collaboration between the school and the home and
community . . . .
10(o)
The teacher knows how to contribute to a
common culture that supports high
expectations for student learning.
Satisfactory (emphasis/phrasing):
Content similar, with some differences
in phrasing.
Standard I: Teachers demonstrate leadership
b. Teachers demonstrate leadership in the school.
Teachers work collaboratively with school personnel
to create a professional learning community. . . .
Standard II: Teachers establish a respectful
environment for a diverse population of students
c. Teachers treat students as individuals. Teachers
maintain high expectations, including graduation
from high school, for students of all backgrounds.
Teachers appreciate the differences and value the
contributions of each student in the learning
environment by building positive, appropriate
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InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
relationships.
Critical Dispositions
10(p) The teacher actively shares responsibility
for shaping and supporting the mission of
his/her school as one of advocacy for
learners and accountability for their
success.
Strong Standard I: Teachers demonstrate leadership.
b. Teachers demonstrate leadership in the school.
Teachers work collaboratively with school personnel
to create a professional learning community. They
analyze and use local, state, and national data to
develop goals and strategies in the school
improvement plan that enhances student learning
and teacher working conditions. Teachers provide
input in determining the school budget and in the
selection of professional development that meets
the needs of students and their own professional
growth. They participate in the hiring process and
collaborate with their colleagues to mentor and
support teachers to improve the effectiveness of
their departments or grade levels.
d. Teachers advocate for schools and students.
Teachers advocate for positive change in policies
and practices affecting student learning. They
participate in the implementation of initiatives to
improve the education of students.
10(q)
10(r)
The teacher respects families’ beliefs,
norms, and expectations and seeks to work
collaboratively with learners and families in
setting and meeting challenging goals.
The teacher takes initiative to grow and
develop with colleagues through interactions
that enhance practice and support student
learning.
Strong Standard II: Teachers establish a respectful
environment for a diverse population of students
e. Teachers work collaboratively with the families
and significant adults in the lives of their students.
Teachers improve communication and collaboration
between the school and the home and community in
order to promote trust and understanding and build
partnerships with all segments of the school
community. Teachers seek solutions to overcome
cultural and economic obstacles that may stand in
the way of effective family and community
involvement in the education of their students.
Strong Standard I: Teachers demonstrate leadership
c. Teachers lead the teaching profession. Teachers
strive to improve the teaching profession. They
contribute to the establishment of positive working
conditions in their school. They actively participate in
and advocate for decision-making structures in
75

InTASC Model Core Teaching Standards Alignment Rating with
Comment
McREL Teacher Evaluation Standards
education and government that take advantage of
the expertise of teachers. Teachers promote growth
for all educators and collaborate with their
colleagues to improve the profession.
10(s)
10(t)
The teacher takes responsibility for
contributing to and advancing the
profession.
The teacher embraces the challenge of
continuous improvement and change.
Strong Standard I: Teachers demonstrate leadership
c. Teachers lead the teaching profession. Teachers
strive to improve the teaching profession. …
Strong Standard V: Teachers reflect on their practice
c. Teachers function effectively in a complex,
dynamic environment. Understanding that change
is constant, teachers actively investigate and
consider new ideas that improve teaching and
learning. They adapt their practice based on
research and data to best meet the needs of their
students.
76

APPENDIX B: MCREL TEACHER EVALUATION STANDARDS AND CORRESPONDING
INTASC STANDARDS
McREL Teacher Evaluation Standards Alignment Rating with Comment InTASC Model Core Teaching Standards
Standard 1: Teachers Demonstrate Leadership
a. Teachers lead in their classrooms.
Teachers demonstrate leadership by taking
responsibility for the progress of all students to
ensure that they graduate from high school,
are globally competitive for work and
postsecondary education, and are prepared
for life in the 21 st century. Teachers
communicate this vision to their students.
Using a variety of data sources, they organize,
plan, and set goals that meet the needs of the
individual student and the class. Teachers use
various types of assessment data during the
school year to evaluate student progress and
to make adjustments to the teaching and
learning process. They establish a safe,
orderly environment, and they create a culture
that empowers students to collaborate and
become lifelong learners.
Satisfactory (scope): McREL content
includes taking responsibility for the
progress of all students to ensure they
graduate from high school, are globally
competitive for work and
postsecondary education, and are
prepared for life in the 21 st century.
3(e) The teacher uses a variety of methods to engage
learners in evaluating the learning environment and
collaborates with learners to make appropriate
adjustments.
3(k) The teacher knows how to collaborate with
learners to establish and monitor elements of a safe
and productive learning environment including norms,
expectations, routines, and organizational structures.
10(a) The teacher takes an active role on the
instructional team, giving and receiving feedback on
practice, examining learner work, analyzing data from
multiple sources, and sharing responsibility for decision
making and accountability for each student’s learning.
10(o) The teacher knows how to contribute to a
common culture that supports high expectations for
student learning.
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McREL Teacher Evaluation Standards Alignment Rating with Comment InTASC Model Core Teaching Standards
b. Teachers demonstrate leadership in the school.
Teachers work collaboratively with school
personnel to create a professional learning
community. They analyze and use local, state,
and national data to develop goals and
strategies in the school improvement plan that
enhances student learning and teacher
working conditions. Teachers provide input in
determining the school budget and in the
selection of professional development that
meets the needs of students and their own
professional growth. They participate in the
hiring process and collaborate with their
colleagues to mentor and support teachers to
improve the effectiveness of their departments
or grade levels.
Satisfactory (scope): McREL content
includes providing input to determine
the school budget and hiring process.
3(c) The teacher collaborates with . . . colleagues to
develop shared values and expectations for respectful
interactions, rigorous academic discussions, and
individual and group responsibility for quality work.
9(a) The teacher engages in ongoing learning
opportunities to develop knowledge and skills in order
to provide all learners with engaging curriculum and
learning experiences based on local and state
standards.
9(c) Independently and in collaboration with colleagues,
the teacher uses a variety of data (e.g., systematic
observation, information about learners, research) to
evaluate the outcomes of teaching and learning and to
adapt planning and practice.
10(c) The teacher engages collaboratively in the
school-wide effort to build a shared vision and
supportive culture, identify common goals, and monitor
and evaluate progress toward those goals.
10(f) The teacher engages in professional learning,
contributes to the knowledge and skill of others, and
works collaboratively to advance professional practice.
c. Teachers lead the teaching profession.
Teachers strive to improve the teaching
profession. They contribute to the
establishment of positive working conditions in
their school. They actively participate in and
advocate for decision-making structures in
education and government that take
advantage of the expertise of teachers.
Teachers promote growth for all educators
and collaborate with their colleagues to
improve the profession.
Satisfactory (scope): McREL content
includes the teacher contributing to a
positive work environment.
10(a) The teacher takes an active role on the
instructional team, giving and receiving feedback on
practice, examining learner work, analyzing data from
multiple sources, and sharing responsibility for decision
making and accountability for each student’s learning.
10(f) The teacher engages in professional learning,
contributes to the knowledge and skill of others, and
works collaboratively to advance professional practice.
10(j) The teacher advocates to meet the needs of
learners, to strengthen the learning environment, and to
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McREL Teacher Evaluation Standards Alignment Rating with Comment InTASC Model Core Teaching Standards
enact system change.
10(r) The teacher takes initiative to grow and develop
with colleagues through interactions that enhance
practice and support student learning.
10(s) The teacher takes responsibility for contributing to
and advancing the profession.
d. Teachers advocate for schools and students.
Teachers advocate for positive change in
policies and practices affecting student
learning. They participate in the
implementation of initiatives to improve the
education of students.
e. Teachers demonstrate high ethical standards.
Teachers demonstrate ethical principles
including honesty, integrity, fair treatment, and
respect for others.
Satisfactory (specificity): McREL
content specifies participating in the
implementation of initiatives.
Strong
10(b) The teacher works with other school
professionals to plan and jointly facilitate learning on
how to meet diverse needs of learners.
10(j) The teacher advocates to meet the needs of
learners, to strengthen the learning environment, and to
enact system change.
10(t) The teacher embraces the challenge of
continuous improvement and change.
5(k) The teacher understands . . . how to evaluate
issues of ethics and quality related to information and
its use.
6(v) The teacher is committed to the ethical use of
various assessments and assessment data to identify
learner strengths and needs to promote learner growth.
9(o) The teacher understands the expectations of the
profession including codes of ethics, professional
standards of practice, and relevant law and policy.
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McREL Teacher Evaluation Standards Alignment Rating with Comment InTASC Model Core Teaching Standards
Standard II: Teachers Establish a Respectful Environment For a Diverse Population Of Students
a. Teachers provide an environment in which each
child has a positive, nurturing relationship with
caring adults.
Teachers encourage an environment that is
inviting, respectful, supportive, inclusive, and
flexible.
b. Teachers embrace diversity in the school
community and in the world.
Teachers demonstrate their knowledge of the
history of diverse cultures and their role in
shaping global issues. They actively select
materials and develop lessons that counteract
stereotypes and incorporate histories and
contributions of all cultures. Teachers
recognize the influence of race, ethnicity,
gender, religion, and other aspects of culture
on a student’s development and personality.
Teachers strive to understand how a student’s
culture and background may influence his or
her school performance. Teachers consider
and incorporate different points of view in their
instruction.
Strong
Strong
2(m) The teacher respects learners as individuals with
differing personal and family backgrounds and various
skills, abilities, perspectives, talents, and interests.
2(n) The teacher makes learners feel valued and helps
them learn to value each other.
3(q) The teacher seeks to foster respectful
communication among all members of the learning
community.
5(s) The teacher values flexible learning environments
that encourage learner exploration, discovery, and
expression across content areas.
8(h) The teacher uses a variety of instructional
strategies to support and expand learners’
communication through speaking, listening, reading,
writing, and other modes.
2(d) The teacher brings multiple perspectives to the
discussion of content, including attention to learners’
personal, family, and community experiences and
cultural norms.
2(j) The teacher understands that learners bring assets
for learning based on their individual experiences,
abilities, talents, prior learning, and peer and social
group interactions, as well as language, culture, family,
and community values.
9(e) The teacher reflects on . . . his/her own
understanding of cultural, ethnic, gender . . . differences
to build stronger relationships and create more relevant
learning experiences.
80

McREL Teacher Evaluation Standards Alignment Rating with Comment InTASC Model Core Teaching Standards
c. Teachers treat students as individuals.
Teachers maintain high expectations,
including graduation from high school, for
students of all backgrounds. Teachers
appreciate the differences and value the
contributions of each student in the learning
environment by building positive, appropriate
relationships.
d. Teachers adapt their teaching for the benefit of
students with special needs.
Teachers collaborate with the range of support
specialists to help meet the special needs of
all students. Through inclusion and other
models of effective practice, teachers engage
students to ensure that their needs are met.
Strong
Satisfactory (specificity): McREL
content specifies using inclusion.
2(j) The teacher understands that learners bring assets
for learning based on their individual experiences,
abilities, talents, prior learning, and peer and social
group interactions, as well as language, culture, family,
and community values.
2(l) The teacher believes that all learners can achieve
at high levels and persists in helping each learner reach
his/her full potential.
2(m) The teacher respects learners as individuals with
differing personal and family backgrounds and various
skills, abilities, perspectives, talents, and interests.
9(e) The teacher reflects . . . to deepen his/her own
understanding of cultural, ethnic, gender . . . differences
to build stronger relationships and create more relevant
learning experiences.
2(b) The teacher makes appropriate and timely
provisions (e.g., pacing for individual rates of growth,
task demands, communication, assessment, and
response modes) for individual students with particular
learning differences or needs.
2(f) The teacher accesses resources, supports, and
specialized assistance and services to meet particular
learning differences or needs.
2(h) The teacher understands students with exceptional
needs, including those associated with disabilities and
giftedness, and knows how to use strategies and
resources to address these needs.
7(e) The teacher plans collaboratively with
professionals who have specialized expertise (e.g.,
special educators, related service providers, language
learning specialists, librarians, media specialists) to
design and jointly deliver as appropriate learning
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McREL Teacher Evaluation Standards Alignment Rating with Comment InTASC Model Core Teaching Standards
experiences to meet unique learning needs.
e. Teachers work collaboratively with the families
and significant adults in the lives of their students.
Teachers recognize that educating children is
a shared responsibility involving the school,
parents or guardians, and the community.
Teachers improve communication and
collaboration between the school and the
home and community in order to promote trust
and understanding and build partnerships with
all segments of the school community.
Teachers seek solutions to overcome cultural
and economic obstacles that may stand in the
way of effective family and community
involvement in the education of their students.
Satisfactory (scope): McREL content
includes overcoming economic
obstacles.
1(c) The teacher collaborates with families,
communities, colleagues, and other professionals to
promote learner growth and development.
3(a) The teacher collaborates with learners, families,
and colleagues to build a safe, positive learning climate
of openness, mutual respect, support, and inquiry.
9(e) The teacher reflects . . . to deepen his/her own
understanding of cultural, ethnic, gender . . . differences
to build stronger relationships and create more relevant
learning experiences.
10(d) The teacher works collaboratively with learners
and their families to establish mutual expectations and
ongoing communication to support learner development
and achievement.
10(m) The teacher understands that alignment of
family, school, and community spheres of influence
enhances student learning and that discontinuity in
these spheres of influence interferes with learning.
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McREL Teacher Evaluation Standards Alignment Rating with Comment InTASC Model Core Teaching Standards
Standard III: Teachers Know the Content They Teach
a. Teachers align their instruction with the state
standards and their district’s curriculum.
In order to enhance the state standards,
teachers investigate the content standards
developed by professional organizations in
their specialty area. They develop and apply
strategies to make the curriculum rigorous and
relevant for all students and provide a
balanced curriculum that enhances literacy
skills.
Elementary teachers have explicit and
thorough preparation in literacy instruction.
Middle and high school teachers incorporate
literacy instruction within the content area or
discipline.
b. Teachers know the content appropriate to their
teaching specialty.
Teachers bring a richness and depth of
understanding to their classrooms by knowing
their subjects beyond the content they are
expected to teach and by directing students’
natural curiosity in to an interest in learning.
Elementary teachers have broad knowledge
across disciplines. Middle school and high
school teachers have depth in one or more
specific areas or disciplines.
Satisfactory (specificity): McREL
content specifies the type of literacy
training needed by teachers at
different grade levels.
Satisfactory (specificity): McREL
content specifies the type of
knowledge across disciplines needed
by teachers at different grade levels.
4(f) The teacher evaluates and modifies instructional
resources and curriculum materials for their
comprehensiveness, accuracy for representing
particular concepts in the discipline, and
appropriateness for his/her learners.
4(h) The teacher creates opportunities for students to
learn, practice, and master academic language in their
content.
4(n) The teacher has a deep knowledge of student
content standards and learning progressions in the
discipline(s) s/he teaches.
5(h) The teacher develops and implements supports for
learner literacy development across content areas.
7(a) The teacher individually and collaboratively selects
and creates learning experiences that are appropriate
for curriculum goals and content standards, and are
relevant to learners.
4(j) The teacher understands major concepts,
assumptions, debates, processes of inquiry, and ways
of knowing that are central to the discipline(s) s/he
teaches.
4(n) The teacher has a deep knowledge of student
content standards and learning progressions in the
discipline(s) s/he teaches.
5(i) The teacher understands the ways of knowing in
his/her discipline, how it relates to other disciplinary
approaches to inquiry, and the strengths and limitations
of each approach in addressing problems, issues, and
concerns.
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McREL Teacher Evaluation Standards Alignment Rating with Comment InTASC Model Core Teaching Standards
5(r) The teacher values knowledge outside his/her own
content area and how such knowledge enhances
student learning.
c. Teachers recognize the interconnectedness of
content areas/disciplines.
Teachers know the links and vertical
alignment of the grade or subject they teach
and the state standards. Teachers understand
how the content they teach relates to other
disciplines in order to deepen understanding
and connect learning for students. Teachers
promote global awareness and its relevance to
subjects they teach.
Strong
4(a) The teacher effectively . . . guide(s) learners
through learning progressions, and promote(s) each
learner’s achievement of content standards.
5(a) The teacher develops and implements projects that
guide learners in analyzing the complexities of an issue
or question using perspectives from varied disciplines
and cross-disciplinary skills (e.g., a water quality study
that draws upon biology and chemistry to look at factual
information and social studies to examine policy
implications).
5(j) The teacher understands how current
interdisciplinary themes (e.g., civic literacy, health
literacy, global awareness) connect to the core subjects
and knows how to weave those themes into meaningful
learning experiences.
5(q) The teacher is constantly exploring how to use
disciplinary knowledge as a lens to address local and
global issues.
5(r) The teacher values knowledge outside his/her own
content area and how such knowledge enhances
student learning.
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McREL Teacher Evaluation Standards Alignment Rating with Comment InTASC Model Core Teaching Standards
d. Teachers make instruction relevant to students.
Teachers incorporate 21 st century life skills
deliberately, strategically, and broadly into
their teaching. These skills include leadership,
ethics, accountability, adaptability, personal
productivity, personal responsibility, people
skills, self-direction, and social responsibility.
Teachers help their students understand the
relationship between the state standards and
21 st century content which includes global
awareness; financial, economic, business and
entrepreneurial literacy; civic literacy; and
health awareness.
Satisfactory (scope): McREL content
includes skills such as leadership,
ethics, accountability, adaptability,
personal productivity, personal
responsibility, people skills, selfdirection,
and social responsibility.
3(i) The teacher … knows how to design learning
experiences using strategies that build learner selfdirection
and ownership of learning.
5(b) The teacher engages learners in applying content
knowledge to real world problems through the lens of
interdisciplinary themes (e.g., financial literacy,
environmental literacy).
5(g) The teacher facilitates learners’ ability to develop
diverse social and cultural perspectives that expand
their understanding of local and global issues and
create novel approaches to solving problems.
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McREL Teacher Evaluation Standards Alignment Rating with Comment InTASC Model Core Teaching Standards
Standard IV: Teachers Facilitate Learning For Their Students
a. Teachers know the ways in which learning takes
place, and they know the appropriate levels of
intellectual, physical, social, and emotional
development of their students.
Teachers know how students think and learn.
Teachers understand the influences that affect
individual student learning (development,
culture, language proficiency, etc.) and
differentiate their instruction accordingly.
Teachers keep abreast of evolving research
about student learning. They adapt resources
to address the strengths and weaknesses of
their students.
Strong
1(a) The teacher regularly assesses individual and
group performance in order to design and modify
instruction to meet learners’ needs in each area of
development (cognitive, linguistic, social, emotional,
and physical) and scaffolds the next level of
development.
1(b) The teacher creates developmentally appropriate
instruction that takes into account individual learners’
strengths, interests, and needs and that enables each
learner to advance and accelerate his/her learning.
1(d) The teacher understands how learning occurs--
how learners construct knowledge, acquire skills, and
develop disciplined thinking processes--and knows how
to use instructional strategies that promote student
learning.
2(a) The teacher designs, adapts, and delivers
instruction to address each student’s diverse learning
strengths and needs and creates opportunities for
students to demonstrate their learning in different ways.
2(b) The teacher makes appropriate and timely
provisions (e.g., pacing for individual rates of growth,
task demands, communication, assessment, and
response modes) for individual students with particular
learning differences or needs.
2(j) The teacher understands that learners bring assets
for learning based on their individual experiences,
abilities, talents, prior learning, and peer and social
group interactions, as well as language, culture,
family,and community values.
9(n) The teacher sees him/herself as a learner,
continuously seeking opportunities to draw upon current
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McREL Teacher Evaluation Standards Alignment Rating with Comment InTASC Model Core Teaching Standards
education policy and research as sources of analysis
and reflection to improve practice.
b. Teachers plan instruction appropriate for their
students.
Teachers collaborate with their colleagues and
use a variety of data sources for short- and
long-range planning based on the state
standards. These plans reflect an
understanding of how students learn.
Teachers engage students in the learning
process. They understand that instructional
plans must be constantly monitored and
modified to enhance learning. Teachers make
the curriculum responsive to cultural diversity
and individual learning needs.
Strong
1(a) The teacher regularly assesses individual and
group performance in order to design and modify
instruction to meet learners’ needs in each area of
development (cognitive, linguistic, social, emotional,
and physical) and scaffolds the next level of
development.
2(d) The teacher brings multiple perspectives to the
discussion of content, including attention to learners’ . .
. cultural norms.
3(b) The teacher develops learning experiences that
engage learners in collaborative and self-directed
learning . . . .
7(f) The teacher evaluates plans in relation to shortand
long-range goals and systematically adjusts plans
to meet each student’s learning needs and enhance
learning.
9(c) Independently and in collaboration with colleagues,
the teacher uses a variety of data (e.g., systematic
observation, information about learners, research) to
evaluate the outcomes of teaching and learning and to
adapt planning and practice.
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McREL Teacher Evaluation Standards Alignment Rating with Comment InTASC Model Core Teaching Standards
c. Teachers use a variety of instructional methods.
Teachers choose the methods and techniques
that are most effective in meeting the needs of
their students as they strive to eliminate
achievement gaps. Teachers employ a wide
range of techniques including information and
communication technology, learning styles,
and differentiated instruction.
Strong
2(a) The teacher designs, adapts, and delivers
instruction to address each student’s diverse learning
strengths and needs and creates opportunities for
students to demonstrate their learning in different ways.
2(b) The teacher makes appropriate and timely
provisions (e.g., pacing for individual rates of growth,
task demands, communication, assessment, and
response modes) for individual students with particular
learning differences or needs.
6(l) The teacher knows how to analyze assessment
data to understand patterns and gaps in learning, to
guide planning and instruction, and to provide
meaningful feedback to all learners.
8(g) The teacher engages learners in using a range
of learning skills and technology tools to access,
interpret, evaluate, and apply information.
d. Teachers integrate and utilize technology in their
instruction.
Teachers know when and how to use
technology to maximize student learning.
Teachers help students use technology to
learn content, think critically, solve problems,
discern reliability, use information,
communicate, innovate, and collaborate.
Satisfactory (specificity): McREL
content specifies think critically and
solving problems while using
technology.
5(l) The teacher understands how to use digital and
interactive technologies for efficiently and effectively
achieving specific learning goals.
6(i) The teacher continually seeks appropriate ways
to employ technology to support assessment
practice both to engage learners more fully and to
assess and address learner needs.
8(g) The teacher engages learners in using a range
of learning skills and technology tools to access,
interpret, evaluate, and apply information.
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McREL Teacher Evaluation Standards Alignment Rating with Comment InTASC Model Core Teaching Standards
e. Teachers help students develop critical thinking
and problem-solving skills.
Teachers encourage students to ask
questions, think creatively, develop and test
innovative ideas, synthesize knowledge and
draw conclusions. They help students exercise
and communicate sound reasoning;
understand connections; make complex
choices; and frame, analyze, and solve
problems.
f. Teachers help students work in teams and
develop leadership qualities.
Teachers teach the importance of cooperation
and collaboration. They organize learning
teams in order to help students defines roles,
strengthen social ties, improve communication
and collaborative skills, interact with people
from different cultures and backgrounds, and
develop leadership qualities.
Strong
Strong
5(d) The teacher engages learners in questioning and
challenging assumptions and approaches in order to
foster innovation and problem solving in local and
global contexts.
5(m) The teacher understands critical thinking
processes and knows how to help learners develop
high level questioning skills to promote their
independent learning.
8(j) The teacher understands the cognitive processes
associated with various kinds of learning (e.g., critical
and creative thinking, problem framing and problem
solving, invention, memorization and recall) and how
these processes can be stimulated.
3(b) The teacher develops learning experiences that
engage learners in collaborative and self-directed
learning and that extend learner interaction with ideas
and people locally and globally.
3(f) The teacher communicates verbally and
nonverbally in ways that demonstrate respect for and
responsiveness to the cultural backgrounds and
differing perspectives learners bring to the learning
environment.
3(h) The teacher intentionally builds learner capacity to
collaborate in face-to-face and virtual environments
through applying effective interpersonal communication
skills.
3(q) The teacher seeks to foster respectful
communication among all members of the learning
community.
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McREL Teacher Evaluation Standards Alignment Rating with Comment InTASC Model Core Teaching Standards
g. Teachers communicate effectively.
Teachers communicate in ways that are
clearly understood by their students. They are
perceptive listeners and are able to
communicate with students in a variety of
ways, even when language is a barrier.
Teachers help students articulate thoughts
and ideas clearly and effectively.
h. Teachers use a variety of methods to assess
what each student has learned.
Teachers use multiple indicators, including
formative and summative assessments, to
evaluate student progress and growth as they
strive to eliminate achievement gaps.
Teachers provide opportunities, methods,
feedback, and tools for students to assess
themselves and each other. Teachers use 21 st
century assessment systems to inform
instruction and demonstrate evidence of
students’ 21 st century knowledge, skills,
performance, and dispositions.
Strong
Satisfactory (specificity): McREL
content specifies using 21 st century
assessment systems.
2(e) The teacher incorporates tools of language
development into planning and instruction, including
strategies for making content accessible to English
language learners and for evaluating and supporting
their development of English proficiency.
3(f) The teacher communicates verbally and
nonverbally in ways that demonstrate respect for and
responsiveness to the cultural backgrounds and
differing perspectives learners bring to the learning
environment.
3(r) The teacher is a thoughtful and responsive listener
and observer.
8(h) The teacher uses a variety of instructional
strategies to support and expand learners’
communication through speaking, listening, reading,
writing, and other modes.
1(a) The teacher regularly assesses individual and
group performance in order to design and modify
instruction to meet learners’ needs in each area of
development (cognitive, linguistic, social, emotional,
and physical) and scaffolds the next level of
development.
6(a) The teacher balances the use of formative and
summative assessment as appropriate to support,
verify, and document learning.
6(j) The teacher understands the differences between
formative and summative applications of assessment
and knows how and when to use each.
6(l) The teacher knows how to analyze assessment
data to understand patterns and gaps in learning, to
guide planning and instruction, and to provide
meaningful feedback to all learners.
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McREL Teacher Evaluation Standards Alignment Rating with Comment InTASC Model Core Teaching Standards
6(m) The teacher knows when and how to engage
learners in analyzing their own assessment results and
in helping to set goals for their own learning.
91

McREL Teacher Evaluation Standards Alignment Rating with Comment InTASC Model Core Teaching Standards
Standard V: Teachers Reflect on Their Practice
a. Teachers analyze student learning.
Teachers think systematically and critically
about student learning in their classrooms and
schools: why learning happens and what can
be done to improve achievement. Teachers
collect and analyze student performance data
to improve school and classroom
effectiveness. They adapt their practice based
on research and data to best meet the needs
of students.
Strong
1(d) The teacher understands how learning occurs--
how learners construct knowledge, acquire skills, and
develop disciplined thinking processes--and knows how
to use instructional strategies that promote student
learning.
6(c) The teacher works independently and
collaboratively to examine test and other performance
data to understand each learner’s progress and to
guide planning.
6(l) The teacher knows how to analyze assessment
data to understand patterns and gaps in learning, to
guide planning and instruction, and to provide
meaningful feedback to all learners.
9(g): The teacher understands and knows how to use a
variety of self-assessment and problem-solving
strategies to analyze and reflect on his/her practice and
to plan for adaptations/adjustments.
9(h) The teacher knows how to use learner data to
analyze practice and differentiate instruction
accordingly.
b. Teachers link professional growth to their
professional goals.
Teachers participate in continued, high-quality
professional development that reflects a global
view of educational practices; includes 21 st
century skills and knowledge; aligns with the
State Board of Education priorities; and meets
the needs of students and their own
professional growth.
Satisfactory (specificity): McREL
content specifies a global view of
educational practices, 21 st century
skills and knowledge.
9(a) The teacher engages in ongoing learning
opportunities to develop knowledge and skills in order
to provide all learners with engaging curriculum and
learning experiences based on local and state
standards.
9(b) The teacher engages in meaningful and
appropriate professional learning experiences aligned
with his/her own needs and the needs of the learners,
school, and system.
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McREL Teacher Evaluation Standards Alignment Rating with Comment InTASC Model Core Teaching Standards
c. Teachers function effectively in a complex,
dynamic environment.
Understanding that change is constant,
teachers actively investigate and consider new
ideas that improve teaching and learning.
They adapt their practice based on research
and data to best meet the needs of their
students.
Strong
4(o): The teacher realizes that content knowledge is not
a fixed body of facts but is complex, culturally situated,
and ever evolving. S/he keeps abreast of new ideas
and understandings in the field.
9(l) The teacher takes responsibility for student learning
and uses ongoing analysis and reflection to improve
planning and practice.
9(n) The teacher sees him/herself as a learner,
continuously seeking opportunities to draw upon current
education policy and research as sources of analysis
and reflection to improve practice.
93

REFERENCES
Council of Chief State School Officers (CCSSO). (April 2011). Interstate Teacher Assessment and Support
Consortium (InTASC) Model
Core Teaching Standards: A Resourcee for State Dialogue.
Washington, DC: Author
Mid-continent Research for Education
and Learning (McREL). (2009). McREL’s Teacher
Evaluation
System. Denver, CO: Author.
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