Danielson 2007 Evaluation Rubric

23 Pages·2013·0.43 MB·English

Danielson 2007 Evaluation Rubric

DOMAIN 1: PLANNING AND PREPARATION

Component 1a: Demonstrating Knowledge of Content and Pedagogy

Elements: Knowledge of content and the structure of the discipline • Knowledge of prerequisite
relationships • Knowledge of content-related pedagogy

Level of Performance
Element
Ineffective Developing Effective Highly Effective
In planning and Teacher is familiar Teacher displays Teacher displays
practice, teacher with the important solid knowledge of extensive
makes content concepts in the the important knowledge of the
Knowledge of
errors or does not discipline but may concepts in the important concepts
content and the
correct errors made display lack of discipline and how in the discipline and
structure of the
by students. awareness of how these relate to one how these relate
discipline
these concepts another. both to one another
relate to one and to other
another. disciplines.
Teacher’s plans and Teacher’s plans and Teacher’s plans and Teacher’s plans and
practice display little practice indicate practice reflect practices reflect
understanding of some awareness of accurate understanding of
prerequisite prerequisite understanding of prerequisite
Knowledge of relationships relationships, prerequisite relationships among
prerequisite important to student although such relationships among topics and concepts
relationships learning of the knowledge may be topics and concepts. and a link to
content. inaccurate or necessary cognitive
incomplete. structures by
students to ensure
understanding.
Teacher displays Teacher’s plans and Teacher’s plans and Teacher’s plans and
little or no practice reflect a practice reflect practice reflect
understanding of the limited range of familiarity with a familiarity with a
range of pedagogical wide range of wide range of
Knowledge of
pedagogical approaches or some effective effective
content related
approaches suitable approaches that are pedagogical pedagogical
pedagogy
to student learning not suitable to the approaches in the approaches in the
of the content. discipline or to the discipline. discipline,
students. anticipating student
misconceptions.

APPR Workshop - 1
DOMAIN 1: PLANNING AND PREPARATION

Component 1b: : Demonstrating Knowledge of Students

Elements: Knowledge of child and adolescent development • Knowledge of the learning process •
Knowledge of students’ skills, knowledge, and language proficiency •Knowledge of students’ interests and
cultural heritage • Knowledge of students’ special needs
Level of Performance
Element
Ineffective Developing Effective Highly Effective
Teacher displays Teacher displays Teacher displays In addition to
little or no partial knowledge accurate accurate
knowledge of the of the understanding of knowledge of the
developmental developmental the typical typical
characteristics of characteristics of developmental developmental
the age group the age group characteristics of characteristics of
Knowledge of
the age group, as the age group and
child and
well as exceptions exceptions to the
adolescent
to the general general patterns,
development
patterns. teacher displays
knowledge of the
extent to which
individual students
follow the general
patterns.
Teacher sees no Teacher Teacher’s Teacher displays
value in recognizes the knowledge of how extensive and
understanding how value of knowing students learn is subtle
students learn and how students accurate and understanding of
Knowledge of
does not seek learn, but this current. Teacher how students learn
the learning
such information. knowledge is applies this and applies this
process
limited or knowledge to the knowledge to
outdated. class as a whole individual
and to groups of students.
students.
Teacher displays Teacher Teacher Teacher displays
little or no recognizes the recognizes the understanding of
knowledge of value of value of individual students’
Knowledge of students’ skills, understanding understanding skills, knowledge,
knowledge, and students’ skills, students’ skills, and language
students’ skills,
language knowledge, and knowledge, and proficiency and
knowledge, and
proficiency and language language has a strategy for
language
does not indicate proficiency but proficiency and maintaining such
proficiency
that such displays this displays this information.
knowledge is knowledge only for knowledge for
valuable. the class as a groups of
whole. students.
Knowledge of Teacher displays Teacher Teacher Teacher
students’ little or no recognizes the recognizes the recognizes the
interests and knowledge of value of value of value of
students’ interests understanding understanding understanding
cultural heritage
or cultural heritage students’ interests students’ interests students’ interests

and does not and cultural and cultural and cultural

indicate that such heritage but heritage and heritage and

knowledge is displays this displays this displays this

valuable. knowledge only for knowledge for knowledge for
the class as a groups of individual
whole. students. students.
APPR Workshop - 2
DOMAIN 1: PLANNING AND PREPARATION

Component 1b: : Demonstrating Knowledge of Students
(continued)

Level of Performance
Element
Ineffective Developing Effective Highly Effective
Teacher displays Teacher displays Teacher is aware Teacher
little or no awareness of the of students’ possesses
understanding of importance of special learning information about
Knowledge of students’ special knowing students’ and medical each student’s
students’ special learning or medical special learning or needs. learning and
needs needs or why such medical needs, but medical needs,
knowledge is such knowledge collecting such
important. may be incomplete information from a
or inaccurate. variety of sources.

APPR Workshop - 3
DOMAIN 1: PLANNING AND PREPARATION

Component 1c: : Setting Instructional Outcomes

Elements: Value, sequence, and alignment • Clarity • Balance • Suitability for diverse learners

Level of Performance
Element
Ineffective Developing Effective Highly Effective
Outcomes Outcomes Most outcomes All outcomes
represent low represent represent high represent high
expectations for moderately high expectations and expectations and
students and lack expectations and rigor and important rigor and important
of rigor. They do rigor. Some reflect learning in the learning in the
Value,
not reflect important learning discipline. They discipline. They
sequence, and
important learning in the discipline are connected to a are connected to a
alignment
in the discipline or and at least some sequence of sequence of
a connection to a connection to a learning. learning both in
sequence of sequence of the discipline and
learning. learning. in related
disciplines.
Outcomes are Outcomes are only All the instructional All the outcomes
either not clear or moderately clear outcomes are are clear, written in
are stated as or consist of a clear, written in the the form of student
activities, not as combination of form of student learning, and
student learning. outcomes and learning. Most permit viable
Clarity
Outcomes do not activities. Some suggest viable methods of
permit viable outcomes do not methods of assessment.
methods of permit viable assessment.
assessment. methods of
assessment
Outcomes reflect Outcomes reflect Outcomes reflect Where
only one type of several types of several different appropriate,
learning and only learning, but types of learning outcomes reflect
one discipline or teacher has made and opportunities several different
Balance strand. no attempt at for coordination. types of learning
coordination or and opportunities
integration. for both
coordination and
integration.
Outcomes are not Most of the Most of the Outcomes are
suitable for the outcomes are outcomes are based on a
class or are not suitable for most of suitable for all comprehensive
based on any the students in the students in the assessment of
assessment of class based on class and are student learning
student needs. global based on evidence and take into
Suitability for
assessments of of student account the
diverse learners
student learning proficiency. varying needs of
However, the individual students
needs of some or groups
individual students
may not be
accommodated.

APPR Workshop - 4
DOMAIN 1: PLANNING AND PREPARATION

Component 1d: Demonstrating Knowledge of Resources

Elements: Resources for classroom use • Resources to extend content knowledge and
pedagogy • Resources for students

Level of Performance
Element
Ineffective Developing Effective Highly Effective
Teacher is Teacher displays Teacher displays Teacher’s
unaware of awareness of awareness of knowledge of
resources for resources resources resources for
classroom use available for available for classroom use is
available through classroom use classroom use extensive,
the school or through the school through the school including those
district. or district but no or district and available through
Resources for
knowledge of some familiarity the school or
classroom use
resources with resources district, in the
available more external to the community,
broadly.. school and on the through
Internet.. professional
organizations and
universities, and
on the Internet.
Teacher is Teacher displays Teacher displays Teacher’s
unaware of awareness of awareness of knowledge of
resources to resources to resources to resources to
enhance content enhance content enhance content enhance content
and pedagogical and pedagogical and pedagogical and pedagogical
knowledge knowledge knowledge knowledge is
available through available through available through extensive,
Resources to
the school or the school or the school or including those
extend content
district. district but no district and some available through
knowledge and
knowledge of familiarity with the school or
pedagogy
resources resources external district, in the
available more to the school and community,
broadly on the internet. through
professional
organizations and
universities, and
on the Internet.
Teacher is Teacher displays Teacher displays Teacher’s
unaware of awareness of awareness of knowledge of
resources for resources for resources for resources for
students available students available students available students is
through the school through the school through the school extensive,
Resources for
or district. or district but no or district and including those
students
knowledge of some familiarity available through
resources with resources the school or
available more external to the district, in the
broadly. school and on the community, and on
Internet. the Internet.

APPR Workshop - 5
DOMAIN 1: PLANNING AND PREPARATION

Component 1e: Designing Coherent Instruction

Elements: Learning activities • Instructional materials and resources • Instructional groups •
Lesson and unit structure

Level of Performance
Element
Ineffective Developing Effective Highly Effective
Learning activities Only some of the All of the learning Learning activities
are not suitable to learning activities activities are are highly suitable
students or to are suitable to suitable to to diverse learners
instructional students or to the students or to the and support the
outcomes and are instructional instructional instructional
not designed to outcomes. Some outcomes, and outcomes. They
Learning engage students in represent a most represent are all designed to
Activities active intellectual moderate cognitive significant engage students in
activity challenge, but with cognitive high-level
no differentiation challenge, with cognitive activity
for different some and are
students. differentiation for differentiated, as
different groups of appropriate, for
students. individual learners.
Materials and Some of the All of the materials All of the materials
resources are not materials and and resources are and resources are
suitable for resources are suitable to suitable to
students and do suitable to students, support students, support
not support the students, support the instructional the instructional
instructional the instructional outcomes, and are outcomes, and are
outcomes or outcomes, and designed to designed to
Instructional engage students in engage students in engage students in engage students in
materials and meaningful meaningful meaningful meaningful
resources learning. learning learning.. learning. There is
evidence of
appropriate use of
technology and of
student
participation in
selecting or
adapting materials
Instructional Instructional Instructional Instructional
groups do not groups partially groups are varied groups are varied
support the support the as appropriate to as appropriate to
instructional instructional the students and the students and
outcomes and outcomes, with an the different the different
offer no variety. effort at providing instructional instructional
some variety. outcomes. outcomes. There
Instructional
is evidence of
groups
student choice in
selecting the
different patterns
of instructional
groups.

APPR Workshop - 6
DOMAIN 1: PLANNING AND PREPARATION

Component 1e: Designing Coherent Instruction
(continued)

Level of Performance
Element
Ineffective Developing Effective Highly Effective
The lesson or unit The lesson or unit The lesson or unit The lesson’s or
has no clearly has a recognizable has a clearly unit’s structure is
defined structure, structure, although defined structure clear and allows
or the structure is the structure is not around which for different
chaotic. Activities uniformly activities are pathways
Lesson and unit do not follow an maintained organized. according to
structure organized throughout. Progression of diverse student
progression, and Progression of activities is even, needs. The
time allocations activities is with reasonable progression of
are unrealistic uneven, with most time allocations. activities is highly
time allocations coherent.
reasonable.

APPR Workshop - 7
DOMAIN 1: PLANNING AND PREPARATION

Component 1f: Designing Student Assessments

Elements: Congruence with instructional outcomes • Criteria and standards • Design of
formative assessments • Use for planning

Level of Performance
Element
Ineffective Developing Effective Highly Effective
Assessment Some of the All the instructional Proposed
procedures are not instructional outcomes are approach to
congruent with outcomes are assessed through assessment is fully
instructional assessed through the approach to aligned with the
outcomes. the proposed assessment; instructional
approach, but assessment outcomes in both
Congruence with many are not. methodologies content and
instructional may have been process.
outcomes adapted for groups Assessment
of students. methodologies
have been
adapted for
individual
students, as
needed.
Proposed Assessment Assessment Assessment
approach contains criteria and criteria and criteria and
no criteria or standards have standards are standards are
Criteria and standards. been developed, clear. clear; there is
standards but they are not evidence that the
clear. students
contributed to their
development.
Teacher has no Approach to the Teacher has a Approach to using
plan to incorporate use of formative well-developed formative
formative assessment is strategy to using assessment is well
Design of assessment in the rudimentary, formative designed and
formative lesson or unit. including only assessment and includes student
assessments some of the has designed as well as teacher
instructional particular use of the
outcomes. approaches to be assessment
used. information.
Teacher has no Teacher plans to Teacher plans to Teacher plans to
plans to use use assessment use assessment use assessment
assessment results to plan for results to plan for results to plan
Use for planning
results in future instruction future instruction future instruction
designing future for the class as a for groups of for individual
instruction. whole. students. students.

APPR Workshop - 8
DOMAIN 2: THE CLASSROOM ENVIRONMENT

Component 2a: Creating an Environment of Respect and Rapport

Elements: Teacher interaction with students • Student interactions with other students

Level of Performance
Element
Ineffective Developing Effective Highly Effective
Teacher Teacher-student Teacher-student Teacher
interaction with at interactions are interactions are interactions with
least some generally friendly and students reflect
students is appropriate but demonstrate genuine respect
negative, may reflect general caring and and caring for
demeaning, occasional respect. Such individuals as well
Teacher
sarcastic, or inconsistencies, interactions are as groups of
interaction
inappropriate to favoritism, or appropriate to the students. Students
with students
the age or culture disregard for age and cultures appear to trust the
of the students. students’ cultures. of the students. teacher with
Students exhibit Students exhibit Students exhibit sensitive
disrespect for the only minimal respect for the information.
teacher. respect for the teacher.
teacher.
Student Students do not Student Students
interactions are demonstrate interactions are demonstrate
characterized by disrespect for one generally polite genuine caring for
conflict, sarcasm, another. and respectful. one another and
Student or put-downs monitor one
interactions with another’s
other students treatment of peers,
correcting
classmates
respectfully when
needed.

APPR Workshop - 9
DOMAIN 2: THE CLASSROOM ENVIRONMENT

Component 2b: Establishing a Culture for Learning

Elements: Importance of the content • Expectations for learning and achievement • Student
pride in work

Level of Performance
Element
Ineffective Developing Effective Highly Effective
Teacher or Teacher Teacher conveys Students
students convey a communicates genuine demonstrate
negative attitude importance of the enthusiasm for the through their
toward the work but with little content, and active
Importance of content, conviction and students participation,
the content suggesting that it only minimal demonstrate curiosity, and
is not important or apparent buy-in by consistent taking initiative
has been the students. commitment to its that they value the
mandated by value. importance of the
others. content.
Instructional Instructional Instructional Instructional
outcomes, outcomes, outcomes, outcomes,
activities and activities and activities and activities and
assignments, and assignments, and assignments, and assignments, and
classroom classroom classroom classroom
Expectations for
interactions interactions interactions interactions
learning and
convey low convey only convey high convey high
achievement
expectations for at modest expectations for expectations for all
least some expectations for most students. students. Students
students. student learning appear to have
and achievement. internalized these
expectations.
Students Students minimally Students accept Students
demonstrate little accept the the teacher’s demonstrate
or no pride in their responsibility to do insistence on work attention to detail
work. They seem good work but of high quality and and take obvious
to be motivated by invest little of their demonstrate pride pride in their work,
Student pride
the desire to energy into its in that work. initiating
in work
complete a task quality improvements in it
rather than to do by, for example,
high-quality work. revising drafts on
their own or
helping peers.

APPR Workshop - 10