Teaching and Learning Framework

Performance Standard 1: Professional Knowledge and Preparation

TeacherPerformanceIndicators:
Demonstratesprecise,deep,andcurrentknowledgeofsubject
matter.
Integrateskeycontentelementsandfacilitatesstudentsuseof
higherlevelthinkingskillsininstruction.
Demonstratesabilitytolinkpresentcontentwithpastandfuture
learningexperiences,othersubjectareas,andrealworld
experiencesandapplications.
Displaysanunderstandingoftheintellectual,social,emotional,
andphysicaldevelopmentoftheagegroup.
Usesstudentlearningdatatoinformplanningandmeettheneeds
ofallstudents.
Alignsandconnectslessonobjectivestostateandlocalschool
districtcurriculaandstandards,andstudentlearningneeds.

SampleStudentEvidence:
Studentsmodelprecisecontentknowledge.
Studentsmodelanduseacademicvocabulary.
Studentsuseresourcesthatareofhighqualityand
appropriatelycomplex.

OptionalContentSpecificIndicators:

Performance Standard 2: Instructional Delivery

Theteacherservesasaninstructionalfacilitatorinanacademicallychallengingenvironmentwherestudents
arecarryingthecognitiveloadandtheteacherissupportingindividualstudentsappropriately.

TeacherPerformanceIndicators:
Differentiatesinstructiontomeetthestudentsneeds.
Reinforceslearninggoalsconsistentlythroughoutthelesson.
Effectivelyusesappropriateinstructionaltechnologyto
enhancestudentlearning.
Communicatesandpresentsmaterialclearly,andchecksfor
understanding.
Engagesstudentsinauthenticlearningbyprovidingreallife
examplesandinterdisciplinaryconnections.
Createslearningactivitiesthatrequiretheuseofevidence
whenbuildingarguments,makingclaims,orexplaining
thinking.
Providesassignmentsthatrequiretheapplicationof
knowledgeforrealpurposes.
Requirestheexchangeandanalysisofmultipleperspectives
Encouragesstudentstoexplorenewideasandtakeacademic
risks.
Usestime,space,androutinestoallowfordeepengagement
withcontent.
Theteacherdemonstratesagrowthmindsetwithstudents,
encouragingbehaviorssuchasdedication,hardwork,and
residence.
Plansusingappropriatetechnologicalresourcesandforstudents
appropriateuseoftechnologytoenhancestudentlearning.

SampleStudentEvidence:
Studentscompleteinstructionaltasks,volunteerresponses
and/oraskappropriatequestions.
Studentsmakeconnectionswithinandacrossdisciplines.
Studentsapplyacquiredknowledgeinrealworldsituations.
Studentsprovidemeaningfuloralorwrittenevidencetosupport
theirthinking.
Studentscompleteanappropriatelychallengingamountofthe
cognitiveworkduringthelesson,suchasreading,writing,
discussion,analysis,computation,orproblemsolving,giventhe
focusofthelesson.
Studentsrespondtotheirpeersthinking,ideasoranswersand
providefeedbacktotheirclassmates.
Studentsdemonstrateacademiccuriosity.

OptionalContentSpecificIndicators:


Performance Standard 3: Assessment of and for Learning

Theteachersystematicallygathers,analyzes,andusesrelevantdatatomeasurestudentprogress,to
informinstructionalcontentanddeliverymethods,andtoprovidetimelyandconstructivefeedback.

TeacherPerformanceIndicators:
Providesmultipleopportunitiesforstudentsto
demonstrateunderstanding.
Involvesstudentsinsettinglearninggoalsandmonitoring
theirownprogress.
Usesdiagnostic,formative,andsummativeassessmentdata
todeveloplearninggoalsforstudents,todifferentiate
instruction,andtodocumentlearning.
Providesconstructive,frequentandtimelyfeedbackto
studentsontheirprogresstowardtheirlearninggoals.
Makesadjustmentsbasedonavarietyofstudentdata.
Usesgradingpracticesthatreportfinalmasteryin
relationshiptocontentgoalsandobjectives.
Collaborateswithotherstodevelopcommonassessments,
whenappropriate.
Engagesinongoingcommunicationandshares
instructionalgoals,expectations,andstudentprogresswith
students,familiesandkeyschoolpersonnelinatimelyand
constructivemanner.

SampleStudentEvidence:
Studentsdemonstrateunderstandinginvariouscontexts.
Studentshaveopportunitiestoexpresslearningthrough
academicwritingand/orexplanationsusingacademic
language.
Studentsdemonstratehowwelltheyunderstandlesson
contentopportunitiesforandtheirprogresstowardlearning
goalsthroughtheirworkand/orresponses.
Studentsmonitortheirownprogress,identifytheirown
errors,andseeadditionalpractice.
Studentsreceive,acknowledge,andincorporateteacher
feedback.

OptionalContentSpecificIndicators:

Performance Standard 4: Supportive

Performance Standard 5: Professionalism

Theteacherprovidesawellmanaged,safe,and
orderlyenvironmentthatisconducivetolearning
andencouragesrespectforall.

TeacherPerformanceIndicators:
Buildsasupportiveandchallenginglearningenvironment.
Maximizesinstructionaltimeandminimizesdisruptions.
Establishesclearexpectationsforclassroomrules,routines,
andproceduresandenforcesthemconsistentlyand
appropriately.
Promotesaclimateoftrustandteamworkwithinthe
classroom.
Promotesrespectforandunderstandingofstudents
diversity,includingbutnotlimitedtorace,color,religion,
sex,nationalorigin,ordisability.
Activelylistensandpaysattentiontostudentsneedsand
responses.

SampleStudentEvidence:
Studentsdemonstrateaclearunderstandingofbehavioral
expectationsanddirections.
Studentsexecutetransitions,routinesandproceduresinan
orderlyandefficientmanner.
Studentsareonlyidleforshortperiodsoftime.
Studentsfeelpartofasupportiveandchallenginglearning
environment.

Studentstryhardtocompleteacademicworkandtoanswer
questions,evenwhentheworkischallenging.

References:

TeacherPerformanceIndicators:
Carriesoutdutiesinaccordancewithfederalandstatelaws,Code
ofEthics,andestablishedstateandlocalschoolboardpolicies,
regulations,andpractices.
Maintainsprofessionaldemeanorandbehavior(e.g.,appearance,
punctualityandattendance).
Evaluatesandidentifiesareasofpersonalstrengthsand
weaknessesrelatedtoprofessionalskillsandtheirimpacton
studentlearningandsetsgoalsforimprovement.
Participatesinongoingprofessionalgrowthactivitiesbasedon
identifiedareasforimprovement(e.g.,mentoring,peercoaching,
coursework,conferences)andincorporateslearninginto
classroomactivities.
Collaboratesandnetworkswithcolleaguesandcommunitytoreach
educationaldecisionsthatenhanceandpromotestudentlearning.
Usespreciselanguage,correctvocabularyandgrammar,and
appropriateformsoforalandwrittencommunication.
Createsaclimateofaccessibilityforparentsandstudentsby
demonstratingacollaborativeandapproachablestyle.
Listensandrespondswithculturalawareness,empathy,and
understandingtothevoiceandopinionsofstakeholders(parents,
community,students,andcolleagues).

CESA6EffectivenessProjectEvaluationSystem.CooperativeEducationalServiceAgency6,2014.Availableat
http://www.cesa6.org/products_services/teacher_leader_effect/teachers.cfm.
GuidelinesforUniformPerformanceStandardsandEvaluationCriteriaforTeachers.VirginiaDepartmentofEducation,2012.Availableat
http://www.doe.virginia.gov/teaching/performance_evaluation/guidelines_ups_eval_criteria_teachers.pdf.


InsightCoreFramework.InsightEducationGroup,2013.Availableathttp://www.insighteducationgroup.com/insightcoreframework.
TeacherKeysEffectivenessSystemStandardsandRubrics.GeorgiaDepartmentofEducation,2014.Availableat
https://www.gadoe.org/SchoolImprovement/TeacherandLeaderEffectiveness/Pages/TeacherKeysEffectivenessSystem.aspx.
TNTPCoreTeachingRubric.TheNewTeacherProject,2014.Availableat
http://tntp.org/publications/view/tntpcoreteachingrubricatoolforconductingclassroomobservations.
Stronge,J.H.,2010.Evaluatingwhatgoodteachersdo:Eightresearchbasedstandardsforassessingteacherexcellence.Larchmont,NY:EyeonEducation.