2013/2014
Nazareth Area School District
Professional Growth Plan
Framework for Teaching: Components for Professional Practice
This document serves as a framework to guide the supervision and
evaluation system in the Nazareth Area School District. The specific details
outlining teacher expectations under this framework may vary among
buildings based on building goals and building needs.
“Professional
growth is and
development is a
collaborative
process between
teacher and
principal that works
best when
expectations are
clear.”
Contents
District Overview of Professional Growth Plan

Three Year Professional Growth Cycle

Clinical (Formal) Observation Mode

Professional Portfolios

Intensive Supervision Mode

Professional Growth Evaluation Schedule
Appendix

A: Clinical (Formal) Observation Checklist

B: Clinical (Formal) Observation Process Documents

C: Professional Portfolio: Teacher Goal Proposal

D: Professional Portfolio: Mid-Year Progress Form

E: Professional Portfolio: Final Report

F: Danielson Framework for Teaching Smart Card

G: PDE 82-1 Classroom Teacher Summative Rating Tool
District Overview for Professional Growth Plan
A Leadership Team consisting of building level administrators, district level administrators, and NAEA members met on
different occasions from January of 2013 through August of 2013 with the purpose of discussing, reviewing, and revising
the Nazareth Area School District’s differentiated teacher evaluation process. The need to re-visit the existing NASD
differentiated teacher evaluation process resulted from the Pennsylvania Department of Education’s expectations with
the Educator Effectiveness System (Act 82 of 2012).
Two decades of research have consistently shown that teachers matter more to student learning than any other inschool factor. Improving the effectiveness of teachers is critical to student success, as well as creating safe, nurturing
school environments based on the premise of high expectations for all. Through the Educator Effectiveness System, the
Pennsylvania Department of Education is actively engaged in improving teaching and learning by implementing better
teacher, educational specialist, and principal evaluation systems and providing these professionals with the feedback
they need to improve their practice.
Nazareth Area School Districts Professional Growth Model Supports:
Positive changes in teaching
Positive impact on school culture
Positive impact on student learning
Evidence based evaluation
Collaboration among educators
Formative feedback for professional growth prior to
summative evaluation
Advancement of district and building initiatives
Rigorous professional learning
The Three Year Professional Growth Cycle for NASD
A Three Year Professional Growth Cycle for Level II professionals was established. All Level II professional, within three
years, will have participated in a Clinical (Formal) Observation in addition to developing a professional portfolio each
year. In year one the teacher will be involved in a clinical (formal) observation with a professional portfolio. Year two and
three will be devoted to reflection, preparing professional evidence and developing a professional portfolio.
Note: Administrators are to complete the following forms when conducting a clinical (formal) observation of professional
staff that have direct classroom instruction responsibilities or conduct small groups- PDE 82-1. Professional staff that
does not have direct classroom instruction responsibilities or small groups, administrators are to complete PDE forms 821 and PDE form 428.
Level II Professionals: Three Year Professional Growth Cycle



Year 1
Year 2
Year 3
Clinical (Formal) Observation Mode
Differentiated Supervision:
Professional Portfolio Mode
Differentiated Supervision:
Professional Portfolio Mode
Administrator observation(s) Focus
on direct teaching in all 4 domains of
the 2013 Danielson Framework for
Teaching
Development of Professional
Portfolio aligned to district and
building goals demonstrating
evidence in all 4 domains of the 2013
Danielson Framework for Teaching
Walk-Throughs


Development of Professional
Portfolio aligned to district
and building goals
demonstrating evidence in all
4 domains of the 2013
Danielson Framework for
Teaching
Walk-Throughs


Development of Professional
Portfolio aligned to district and
building goals demonstrating
evidence in all 4 domains of the
2013 Danielson Framework for
Teaching
Walk-Throughs
A teacher entering the district with a Level I license or is a long term substitute will remain in the in the Clinical
(Formal) Observation Mode described in the above chart with a minimum of 2 clinical (formal) observations each
year for three years or until they have obtained 6 satisfactory evaluations.
Note: Administrators are to complete the following forms after conducting a clinical (formal) observation of
professional staff that have direct classroom instruction responsibilities or conduct small groups- PDE 82-1 and 426.
Once a Level I professional staff member has obtained 6 satisfactory evaluations, has taught for a minimum of 3
years, and has earned 24 graduate credits they are eligible for a Level II certificate. At that time administrators must
complete a PDE form 427. Professional staff that does not have direct classroom instruction responsibilities or small
groups, administrators are to complete PDE forms 82-1 and PDE form 428.
In the 2013-2014 school year the identified group of professional employees involved in Clinical (Formal) Observation
mode will include all Level I certified staff, long term substitutes and at least one third of the Level II certified staff.
1. Level I certificated professionals (new to the profession and long term substitutes), will be assigned to the
Clinical (Formal) Observation Mode.
a. For Long Term Substitute classification, PDE requires a minimum of 70 business days for professional
experience to count towards Level I certification along with a clinical (formal) observation.
2. Level II professionals will be assigned to the Clinical (Formal) Observation Mode for one year during the
supervision cycle.
3. Level II professionals new to the district will be placed in the Clinical (Formal) Observation Mode for one
year.
4. Professionals who have been identified through observation as needing improvement will be placed on
Clinical (Formal) Observation Mode (This is not Intensive Supervision-described below)
*Level I certified professionals must be formally evaluated twice a year until a Level II certificate is granted.
~PDE Forms: 82-1, 426, 427
*Level II professionals must be formally evaluated at least once within a three year cycle.
~PDE Forms: 82-1
*Level II professionals that do not have direct classroom instruction responsibilities or do not conduct small group
instruction, like specialists (Technology, Math, Reading, and RtII), nurses, counselors, and psychologists must be formally
evaluated at least once within a three year cycle.
~PDE Form: 82-1 and 428
*Formal observations may take place during the year and may be supplemented by informal observations that may
occur at any time.
Clinical (Formal) Observation Mode
The Clinical (Formal) Observation Mode will be based on the 2013 Danielson Framework for Teaching. This mode
requires a minimum of a pre-conference, an observation, and a post conference to determine areas for growth for a
follow-up walk-through (formative assessment- areas for improvement). It also serves as data for the summative
assessment (PDE 82-1 Classroom Teacher Summative Rating Tool). All forms can be found in the Appendix A, B, and F of
this document. Below is a brief summary of the process.
Step
1
Who
Teacher
2
Teacher and
Administrator
3
Administrator
4
Teacher
5
Administrator
6
Teacher and
Administrator
Steps in the Clinical (Formal) Observation Process
Form
What
Domain 1 & 4
Lesson Planning: Teacher completes the Domain 1&4 observation tool
Observation Tool
document, including any domain 4 components that apply, and sends to
administrator.
Domain 1 & 4
Pre-Conference: Time for teacher and administrator to dialogue about
Observation Tool
upcoming lesson. Teacher provides detailed lesson plans and answers
questions. Evidence added to Domain 1&4 observation tool document.
Observation Evidence
Lesson Observation: Evidence collected for Domains 2 & 3. Evidence
Collection Form
sent to teacher within 24-48 hours.
(Domain 2 and Domain
3)
2013 Danielson
Rubric Highlighting: Preparing for Post Conference: Teacher Assesses
Framework for
lesson by highlighting rubric. Additional evidence may be added (on
Teaching Rubrics
evidence collection form) for any domain, as related to this observation.
Forward highlighted rubric and evidence to administrator.
2013 Danielson
Rubric Highlighting: Preparing for Post Conference: Administrator
Framework for
reviews teacher’s highlighted rubric; makes marks on areas of
Teaching Rubrics
agreement in preparation for post-conference; identifies components
for discussion; prepares additional questions to gather evidence for
post-conference.
2013 Danielson
Post-Conference: Focus on components for discussion. Administrator
Framework for
collects additional evidence, if applicable. Administrator and teacher
Teaching Rubrics and
collaboratively assess remaining components. Collaboratively complete
Observation Form
observation summary identifying area for growth- walk-through followup
As a district we identified 9 out of the 22 components within the 4 domains of the Danielson Framework for Teaching
that will be the focus for the 2013/2014 school year. They are:
Domain 1: Planning and Preparation
 1A Demonstrating knowledge of content and pedagogy
 1B Demonstrating knowledge of students
 1E Designing coherent instruction
Domain 2: The Classroom Environment
 2B Establishing a culture for learning
Domain 3: Instruction
 3B Using questioning and discussion techniques
 3C Engaging students in learning
 3D Using assessment in instruction
Domain 4: Professional Responsibility
 4A Reflecting on teacher and student learning
 4B System for managing students’ data
*A complete list of the 22 components within each of the domains can be found in Appendix F
Professional Portfolios
“At the heart of any credible plan for professional development is the process of goal setting. In most educational
settings, each professional identifies an area in which he or she focuses attention during a given school year. This
focused attention is supposed to result in professional growth and development.”
All Teachers will keep professional portfolio even teachers that are under the Clinical (Formal) Observation Mode.
The professional portfolio aligns to the expectations of the Differentiated Supervision model from the state. As a result,
teachers identified for Differentiated Supervision are not required to provide any additional evidence/information other
than what is required of the professional portfolio.
A professional portfolio is where teachers are required to examine their own practice, in relation to district goals,
building goals, standards (Danielson Framework for Teaching) and share their self-observations through writing or
discussions with administrators. Resources, data collection tools, and the results of the reflective sessions will be used
in formative assessment (for professional growth and improvement) and summative assessments (PDE 82-1 Classroom
Teacher Summative Rating Tool).
Teachers’ responsibility for their Professional Portfolio is to provide evidence in the four goal areas through the
identification of a goal, development of an action plan, and collection of artifacts/evidence:


District Goals: Evidence may be collected separately on District goals or through Building Goals.
o
District Goal 1: Ensure a rigorous common curriculum, aligned to state standards that provide students with
opportunities to experience evidence based instructional practices and incorporates technology.
o
District Goal 2: Ensure that the intellectual, emotional, physical and social needs of students are
coordinated to support their learning.
Building Goals:
o
Selected Goal(s):
o
Specific Actions to be taken:

o

Must align with the Danielson Framework for teaching and district/building goals
Evidence Collected:
Teacher Goal- Teachers select an individualized project goal that focuses on improving their own instructional
practices.
o
Goal options for teachers are decided by the supervising administrator and align to building goals
o
Individualized Project Goal must include the following:

Action Plan submission


Must include a description of how it will impact student growth and achievement

Must align with the Danielson Framework for teaching and district/building goals

Approval by supervising administrator

All forms can be found in Appendix C-E
Learner Goal- Teacher selects a goal that incorporate evidence of how they have directly solved a specific learning
problem by improving a particular student(s) deficit, or a specific student group deficit, or a specific class deficit, or a
specific grade level or course deficit.
o
Selected Goal(s):
o
Specific Actions to be taken:
o
Evidence Collected:

Goals must be developed based on the analysis of student classroom data.

Evidence: Must include student data pre and post actions as well as student work.

Must align with the Danielson Framework for teaching and district/building goals
Inductees:
Through the Teacher Induction Program (TIP), Inductees will participate in NASD activities designed to develop and
refine their professional knowledge and skills. These activities will be presented by district staff at an orientation session
in August and throughout the school year. In addition, each Inductee will participate in the district’s professional
development plan and the districts professional growth plan. For more specific information and a copy of the Teacher
Induction Inductee Handbook please refer to the following section on the District web-site:
http://www.nazarethasd.org/page/170
Intensive Supervision Mode
Professionals are placed in the Intensive Supervision program by an administrator because they have been identified
through observation as being an at-risk employee. An at-risk employee has been identified as needing improvement or
failing on the Danielson Framework for teaching. Every professional placed in the Intensive Supervision program will
receive a Performance Improvement Plan that will require the Clinical (Formal) Observation Mode at least every six
weeks:
Whenever a professional is placed in this mode of supervision, the administrator will:
1. Meet with the professional to discuss the areas needing to be addressed
2. Establish a Performance Improvement Plan with the professional’s input addressing the areas of concern,
types of data that will be collected, observations and feedback following al observations.
3. Create an Intensive Supervision timeline to observe the professional using the Formal Observation Mode
addressing the performance improvement plan.
4. Determine if the professional is making progress to a Proficient rating level.
5. Determine if the professional has made sufficient progress to earn a Proficient rating and maintain
employment.
*When this remedial mode of supervision is successfully completed by the at-risk employee (a proficient rating), the
professional will be placed in the Clinical (Formal) Observation Mode.
*Non-tenured professionals who have been removed from Intensive Assistance will be placed in the Clinical (Formal)
Observation Mode until Tenure is granted.
*The lack of successfully completing the requirements of the Performance Improvement Plan by an at-risk employee
may lead to addition disciplinary action which could include termination.
Professional Growth Schedule
Professional Growth Schedule 2013-2014
August –
September
October
November
December
January
February
March
April
April - May
Cli nical ( For mal) Obs erva tion : N ew to T eac hing - L evel I
Self
Assessment
9
Components
Formal Observation of a Lesson:
Pre-Observation, Observation,
Post-Observation
(Formative)
Walk-Throughs
(Formative)
Formal Observation of a
Lesson:
Pre-Observation, Observation,
Post-Observation
(Formative)
Walk-Throughs
(Formative)
Summative
Conference
C l i n c i a l ( F o r m a l ) O b s e r v a t i o n : E x p e r i e n c e d T e a c h e r s / N e w t o C o n t e n t / N ew t o D i s t r i c t- Level II
Self
Assessment
9
Components
Formal Observation of a Lesson:
Pre-Observation, Observation,
Post-Observation
(Formative)
Walk-Throughs
(Formative)
Summative
Conference
Pro fes siona l Portfolios All Teachers
Self
Assessment
9
Components
to Select
Professional
Goals
Design Action
Plans Meet with
Administrator
(Formative)
Project Implementation and
Evidence Collection
(Formative)
Mid-year review of project
Formative conference
(Formative)
Project Implementation and Evidence
Collection
Summative
Conference
(Formative)
WALK-THROUGHS (Formative)
I nt ensiv e S up ervisio n
Develop
Improvement
Plan
Formal and Informal Observations based on the
teacher’s Individual Intensive Support Plan
Mid-year
review
Conference
Additional Observations
Summative
Conference
*NOTE: Note under Act 82 Legislation the final summative evaluation will not be finalized until PDE releases the Building Level Data which may be in the fall of the 2014-2015 SY.
Appendix A: Clinical (Formal) Observation Checklist
o
o
o
o
Pre-Observation Meeting
 The pre-observation is a time for the administrator and the instructor to dialogue about the upcoming
lesson.
 The instructor will provide a detailed lesson plan and answer questions regarding the lesson using the
Domain 1 and Domain 4 tool.
 The instructor will complete Domains 1 and 4 (that are applicable prior to the lesson) and be able to show
evidences for the administrator at the post conference meeting.
 The administrator will use the Domain 1 and Domain 4 tool that has been completed prior to the preobservation meeting to identify any additional questions to inquire further into the lesson planning process
that the instructor has followed. It will also be used to better prepare the administrator as to what they
would be observing.
Observation
 The administrator observes the entire lesson discussed and records data on domains 2 and 3. The data
includes “factual reporting” that includes tallies, quotes, numeric information, and descriptions of the
activities.
 The administrator will make available to the instructor any notes taken in the Domain 2 and 3 tool. The
instructor now has the opportunity to add additional evidence to domain 2 and 3 in addition to the
administrator’s notes. The intent is so that the instructor and administrator can collaboratively share what
was happening in the classroom.
 The instructor uses the rubric provided on domains 1,2,3, and 4 to self-reflect. The instructor will highlight
the performance level for each component in each of the domains. The instructor may highlight all in each
component or highlight parts of the component. For example; the instructor may have some part of the
component in the progressing level (or lower) and the other may be in proficient (or higher).
 The instructor submits the highlighted rubric and the evidence sheet (Domain 2 and 3) back to the
administrator prior to the post observation conference.
 The administrator will highlight the areas that he/she agrees with the instructor on the rubric. Any
disagreement is not highlighted by the administrator.
 A post observation meeting is scheduled.
Post Observation Meeting
 The administrator and instructor review the results of therubric and discuss the components that are not in
agreement. The dialogue includes providing evidences of the ratings and brainstorming possible solutions or
next steps. The administrator has the final decision of the performance level of each component.
 The administrator and instructor pull out 2 components that the instructor agrees to work on and show
growth. The two fill out the observation summary together.
 Instructor begins making changes in the classroom instruction.
Walkthrough (unannounced visit)
 The administrator performs a 15-20 minute walkthrough to observe the 2 agreed upon components and the
changes that have occurred.
 The instructor receives the walk-through evidence form from the administrator. Follow steps 2-6 under the
Observation section above. The rubric is only completed for the 2 components that were a focus for this
observation.
 Follow step1 for the Post-Observation Conference
Appendix B: Clinical (Formal) Observation Process Documents
1. Domain 1 and 4 Observation Tool
2. Domain 2 and 3 Observation Tool
3. Components of Professional Practice Rubric (Danielson Framework for Teaching 2013)
4. Post Observation Summary Tool
Domain 1 & Domain 4 Observation Tool
Directions: Teachers under the Clinical (Formal) Observation model will need to complete this form 2 days before they
attend their pre-observation conference with their assigned administrator. Your administrator will communicate the
time of your pre-observation conference which will most likely occur during a teacher’s prep period. The teacher and
administrator will discuss the information provided in this document at the pre-conference.
Faculty Name: ______________________________________ Date: __________________ Course/Grade____________
Domain 1: Planning and Preparation
Rating
1a Demonstrating Knowledge of Content and
Pedagogy


What is the content to be taught? What
prerequisite learning is required?


1b Demonstrating Knowledge of Students


Characterize the class. How will you modify
this lesson for groups or individual students?
1e Designing Coherent Instruction
Domain 4: Professional
Responsibilities
Rating
Failing
Needs
Improvement
Proficient
Distinguished
4a Reflecting on Teaching


Failing
Needs
Improvement
Proficient
Distinguished
4b Maintaining Accurate Records
(This column completed with
teacher through rubric
comparison)




List very briefly the steps of the lesson.


Failing
Needs
Improvement
Proficient
Distinguished
What reflections caused you to design
the lesson as you did? After the lesson,
state whether the objectives have been
met, specifically by whom and how you
know.
How do you track student learning as it
relates to this lesson?
(This column completed with
teacher through rubric
comparison)






Failing
Needs
Improvement
Proficient
Distinguished
Failing
Needs
Improvement
Proficient
Distinguished
Domain 2 & Domain 3 Observation Tool
Directions: Teachers under the Clinical (Formal) Observation model will be using this form given to them by their
assigned administrator after the observation takes place. Your administrator will use this form to collect evidence
during the observation of your lesson. Your administrator will send this document to you 24 hours after your lesson.
Teachers may add additional evidence to this document and bring this completed form along with their highlighted
rubric to the post-observation conference.
Faculty Name: ______________________________________ Date: __________________ Course:
___________________________
Domain 2: Classroom Environment
Rating
2b Establishing a culture for learning


How will you explain the importance of the
content? Describe your expectations for
learning and achievement and how they will
be communicated to students. Explain how
students demonstrate pride in their work.
(This column completed with
teacher through rubric
comparison)


Failing
Needs
Improvement
Proficient
Distinguished
Domain 3: Instruction
Rating
3b Using Questioning and Discussion
Techniques


Please elaborate on your performance on
the following critical attributes of this
component:





Please elaborate on your performance on
the following critical attributes of this
component:

Please elaborate on your performance on
the following critical attributes of this
component:





Failing
Needs
Improvement
Proficient
Distinguished
Activities and Assignments
Grouping of Students
Instructional Materials and
Resources
Structure and Pacing
3d Using Assessment in Instruction



Failing
Needs
Improvement
Proficient
Distinguished
Quality of Questions
Discussion Techniques
Student Participation
3c Engaging Students in Learning



(This column completed with
teacher through rubric
comparison)
Assessment Criteria
Monitoring of Student Learning
Feedback to Students
Student Self-Assessment & Monitoring
of Progress




Failing
Needs
Improvement
Proficient
Distinguished
THE COMPONENTS OF PROFESSIONAL PRACTICE (2013)
Domain 1: Planning and Preparation
Effective teachers plan and prepare for lessons using their extensive knowledge of the content area, the core/managed curriculum and their students, including students’
prior experience with this content and their possible misconceptions. Instructional outcomes are clearly related to the major concepts of the content area and are consistent
with the curriculum design. These outcomes are clear to students and classroom visitors (including parents). Learning activities require all students to think, problem-solve,
inquire, defend conjectures and opinions and be accountable to the learning community. Effective teachers work to engage all students in lessons and use formative
assessment to scaffold and provide differentiated instruction. Measures of student learning align with the curriculum and core concepts in the discipline, and students can
demonstrate their understanding in more than one way.
Component
1a:
Demonstrating
knowledge of
content and
pedagogy
1b:
Demonstrating
knowledge of
students
1c: Setting
instructional
outcomes
1d:
Demonstrating
knowledge of
resources
1e: Designing
coherent
instruction
1f: Designing
student
assessment
Unsatisfactory
Needs Improvement or
Progressing
Proficient
Distinguished
In planning and practice, the
teacher makes content
errors or does not correct
errors made by students.
The teacher displays little
understanding of
prerequisite knowledge
important to student learning
of the content. The teacher
displays little or no
understanding of the range
of pedagogical approaches
suitable to student learning
of the content.
The teacher displays
minimal understanding of
how students learn—and
little knowledge of their
varied approaches to
learning, knowledge and
skills, special needs, and
interests and cultural
heritages—and does not
indicate that such knowledge
is valuable.
The outcomes represent low
expectations for students
and lack of rigor, and not all
of these outcomes reflect
important learning in the
discipline. They are stated
as student activities, rather
than as outcomes for
learning.
Outcomes reflect only one
type of learning and
only one discipline or strand
and are suitable for only
some students.
The teacher is unaware of
resources to assist student
learning beyond materials
provided by the school or
district, nor is the teacher
aware of resources for
expanding one’s own
professional skill.
Learning activities are poorly
aligned with the instructional
outcomes, do not follow an
organized progression, are
not designed to engage
students in active intellectual
activity, and have unrealistic
time allocations. Instructional
groups are not suitable to
the activities and offer no
variety.
The teacher is familiar with the
important concepts
in the discipline but displays a lack
of awareness of how these concepts
relate to one another. The teacher
indicates some awareness of
prerequisite
learning, although such knowledge
may be inaccurate
or incomplete. The teacher’s plans
and practice reflect a limited range
of pedagogical approaches to the
discipline or to the students.
The teacher displays solid knowledge
of the important concepts in the
discipline and how these relate to one
another. The teacher demonstrates
accurate understanding of
prerequisite relationships among
topics.
The teacher’s plans and practice
reflect familiarity with a wide range of
effective pedagogical approaches in
the subject..
The teacher displays extensive knowledge
of the important concepts in the discipline
and how these relate both to one another
and to other disciplines. The teacher
demonstrates understanding of
prerequisite relationships among topics
and concepts and understands the link to
necessary cognitive structures that ensure
student understanding. The teacher’s plans
and practice reflect familiarity with a wide
range of effective pedagogical approaches
in the discipline and the ability to anticipate
student misconceptions.
The teacher displays generally
accurate knowledge of how students
learn and of their varied approaches
to learning, knowledge and skills,
special needs, and interests and
cultural heritages, yet may apply this
knowledge not to individual students
but to the class as a whole.
The teacher understands the active
nature of student learning and attains
information about levels of
development for groups of students.
The teacher also purposefully
acquires knowledge from several
sources about groups of students’
varied approaches to learning,
knowledge and skills, special needs,
and interests and cultural heritages.
The teacher understands the active nature
of student learning and acquires
information about levels of development for
individual students. The teacher
also systematically acquires knowledge
from several sources about individual
students’ varied approaches to learning,
knowledge and skills, special needs, and
interests and cultural heritages
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 the teacher
has made no effort at coordination
or integration. Outcomes, based on
global assessments of student
learning, are suitable for most of the
students in the class.
Most outcomes represent rigorous
and important learning in the
discipline and 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, and
they are differentiated, in whatever
way is needed, for different groups of
students.
All outcomes represent high-level learning
in the discipline. They 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
both coordination and integration.
Outcomes are differentiated, in whatever
way is needed, for individual students.
The teacher displays some
awareness of resources
beyond those provided by the school
or district for classroom use and for
extending one’s professional skill but
does not seek to expand this
knowledge.
The teacher displays awareness of
resources beyond those provided by
the school or district, including those
on the Internet, for classroom use and
for extending one’s professional skill,
and seeks out such resources.
The teacher’s knowledge of resources for
classroom use and for extending one’s
professional skill is extensive, including
those available through the school or
district, in the community, through
professional organizations and universities,
and on the Internet.
Some of the learning activities and
materials are aligned with the
instructional outcomes and
represent moderate cognitive
challenge, but with no differentiation
for different students. Instructional
groups partially support the
activities, with some variety. The
lesson or unit has a recognizable
structure; but the progression of
activities is uneven, with only some
reasonable time allocations.
Assessment procedures are partially
congruent with instructional
outcomes. Assessment criteria
and standards have been
developed, but they are
not clear. The teacher’s approach to
using formative assessment is
rudimentary, including only some of
the instructional outcomes.
Most of the learning activities are
aligned with the instructional
outcomes and follow an organized
progression 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 and
varied use of instructional groups.
The sequence of learning activities follows
a coherent sequence, is aligned to
instructional goals, and is designed to
engage students in high-level cognitive
activity. These are appropriately
differentiated for individual learners.
Instructional groups are varied
appropriately, with some opportunity for
student choice.
All the instructional outcomes may be
assessed by the proposed
assessment plan; assessment
methodologies may have been
adapted for groups of students.
Assessment criteria and standards
are clear. The teacher has a welldeveloped strategy for using
formative assessment and has
designed particular approaches to be
used.
All the instructional outcomes may be
assessed by the proposed assessment
plan, with clear criteria for assessing
student work. The plan contains evidence
of student contribution to its development.
Assessment methodologies have been
adapted for individual students as the need
has arisen. The approach to using
formative assessment is well designed and
includes student as well as teacher use of
the assessment information.
Assessment procedures are
not congruent with
instructional outcomes and
lack criteria by which student
performance will be
assessed. The teacher has
no plan to incorporate
formative assessment in the
lesson or unit.
Domain 2: The Classroom Environment
Effective teachers organize their classrooms so that all students can learn. They maximize instructional time and foster respectful interactions among and between teachers
and students with sensitivity to students' cultures, race and levels of development. Students themselves make a substantive contribution to the effective functioning of the
class through self-management of their own learning and maintaining a consistent focus on rigorous learning for all students by supporting the learning of others. Processes
and tools for students' independent learning are visible/available to students (charts, rubrics, etc.). Artifacts that demonstrate student growth over time are displayed/available.
Component
Unsatisfactory
Needs Improvement or
Progressing
Proficient
Distinguished
2a: Creating an
environment of
respect and
rapport
Patterns of classroom
interactions, both between
teacher and students and
among students, are mostly
negative, inappropriate, or
insensitive to students’ ages,
cultural backgrounds, and
developmental levels.
Student interactions are
characterized by sarcasm,
put-downs, or conflict. The
teacher does not deal with
disrespectful behavior.
Patterns of classroom interactions,
both between 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. The teacher attempts
to respond to disrespectful behavior,
with uneven results. The net result
of the interactions is neutral,
conveying neither warmth nor
conflict.
Classroom interactions between teacher
and students and among students are
highly respectful, reflecting genuine
warmth, caring, and sensitivity to students
as individuals. Students exhibit respect for
the teacher and contribute to high levels of
civility among all members of the class.
The net result is an environment where all
students feel valued and are comfortable
taking intellectual risks.
2b:
Establishing a
culture for
learning
The classroom culture is
characterized by a lack of
teacher or student
commitment to learning,
and/orlittle or no investment
of student energy in the task
at hand. Hard work and the
precise use of language
are not expected or valued.
Medium to low expectations
for student achievement are
the norm, with high
expectations for learning
reserved for only one or two
students.
2c: Managing
classroom
procedures
Much instructional time is
lost due to inefficient
classroom routines and
procedures. There is little or
no evidence of the teacher’s
managing instructional
groups and transitions
and/or handling of materials
and supplies effectively.
There is little evidence that
students know or follow
established routines.
There appear to be no
established standards of
conduct, or students
challenge them. There is
little or no teacher
monitoring of student
behavior, and response
to students’ misbehavior is
repressive or disrespectful of
student dignity.
The classroom environment
is unsafe, or learning is not
accessible to many. There is
poor alignment between
the arrangement of furniture
and resources, including
computer technology, and
the lesson activities.
The classroom culture is
characterized by little commitment to
learning by the teacher or students.
The teacher appears to be only
“going through the motions,” and
students indicate that they are
interested in the completion of a task
rather than the quality of the work.
The teacher conveys that student
success is the result of natural ability
rather
than hard work, and refers only in
passing to the precise
use of language. High expectations
for learning
are reserved for those students
thought to have a natural aptitude
for the subject.
Some instructional time is lost due to
partially effective classroom routines
and procedures. The teacher’s
management of instructional groups
and transitions,
or handling of materials and
supplies, or both, are inconsistent,
leading to some disruption of
learning.
With regular guidance and
prompting, students follow
established routines.
Standards of conduct appear to
have been established, but their
implementation is inconsistent. The
teacher tries, with uneven results, to
monitor student behavior and
respond to student misbehavior.
Teacher-student interactions are
friendly and demonstrate general
caring and respect. Such interactions
are appropriate to the ages, cultures,
and developmental levels of the
students. Interactions among students
are generally polite and respectful,
and students exhibit respect for the
teacher. The teacher responds
successfully to disrespectful behavior
among students. The net result
of the interactions is polite, respectful,
and businesslike,
though students may be somewhat
cautious about taking intellectual
risks.
The classroom culture is a place
where learning is valued by all; high
expectations for both learning and
hard work are the norm for most
students. Students understand their
role as learners and consistently
expend effort to learn. Classroom
interactions support learning, hard
work, and the precise use of
language.
There is little loss of instructional time
due to effective classroom routines
and procedures. The teacher’s
management of instructional groups
and transitions, or handling of
materials and supplies, or both, are
consistently successful. With minimal
guidance and prompting, students
follow established classroom routines.
Instructional time is maximized due to
efficient and seamless classroom routines
and procedures.
Students take initiative in the management
of instructional groups and transitions,
and/or the handling of materials and
supplies. Routines are well understood and
may be initiated by students.
Student behavior is generally
appropriate. The teacher monitors
student behavior against established
standards of conduct. Teacher
response to student
misbehavior is consistent,
proportionate, and respectful to
students and is effective.
Student behavior is entirely appropriate.
Students take an active role in monitoring
their own behavior and/or that of other
students against standards of conduct.
Teacher monitoring of student behavior is
subtle and preventive. The teacher’s
response to student misbehavior is
sensitive to individual student needs and
respects students’ dignity.
The classroom is safe, and students
have equal access
to learning activities; the teacher
ensures that the furniture
arrangement is appropriate to the
learning activities and uses physical
resources, including computer
technology, effectively.
The classroom environment is safe, and
learning is accessible to all students,
including those with special needs. The
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.
2d: Managing
student
behavior
2e: Organizing
physical space
The classroom is safe, and essential
learning is accessible to most
students. The teacher makes
modest use of physical resources,
including computer technology.
The teacher attempts to adjust the
classroom furniture for a lesson or, if
necessary, to adjust the lesson to
the furniture, but with limited
effectiveness.
The classroom culture is a cognitively busy
place, characterized by a shared belief in
the importance of learning. The teacher
conveys high expectations
for learning for all students and insists on
hard work; students assume responsibility
for high quality by initiating improvements,
making revisions, adding detail, and/or
assisting peers in their precise use of
language.
Domain 3: Instruction
All students are highly engaged in learning and make significant contribution to the success of the class through participation in equitable discussions, active involvement in
their learning and the learning of others. Students and teachers work in ways that demonstrate their belief that rigorous instruction and hard work will result in greater
academic achievement. Teacher feedback is specific to learning goals and rubrics and offers concrete ideas for improvement. As a result, students understand their progress
in learning the content and can explain the goals and what they need to do in order to improve. Academic progress is articulated and celebrated in the learning community
and with families. Effective teachers recognize their responsibility for student learning in all circumstances and demonstrate significant student growth over time towards
individual achievement goals, including academic, behavioral, and/or social objectives.
Component
Unsatisfactory
Needs Improvement or
Progressing
Proficient
Distinguished
3a:
Communicating
with students
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 and
does not include any
explanation of strategies
students might use. The
teacher’s spoken or written
language contains errors of
grammar or syntax. The
teacher’s academic
vocabulary is inappropriate,
vague, or used incorrectly,
leaving students confused.
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, others difficult to
follow. The teacher’s explanation
does not invite students to engage
intellectually or to understand
strategies they might use when
working independently. The
teacher’s spoken language is correct
but uses vocabulary that is either
limited or not fully appropriate to the
students’ ages or backgrounds.
The teacher rarely takes
opportunities to explain academic
vocabulary.
The teacher links the instructional purpose
of the lesson to the larger curriculum; 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 clear scaffolding
and connecting with students’ interests.
Students contribute to extending the
content by explaining concepts to their
classmates and suggesting strategies that
might be used. The teacher’s spoken and
written language is expressive, and the
teacher finds opportunities to extend
students’ vocabularies, both within the
discipline and for more general use.
Students contribute to the correct use of
academic vocabulary.
3b: Using
questioning and
discussion
techniques
The teacher’s questions are
of low cognitive challenge,
with single correct
responses, and are asked in
rapid succession. Interaction
between the teacher and
students is predominantly
recitation style, with the
teacher mediating all
questions and answers; the
teacher accepts all
contributions without asking
students to explain their
reasoning. Only a few
students participate in the
discussion.
The learning tasks/activities,
materials, and resources
are poorly aligned with the
instructional outcomes, or
require only rote responses,
with only one approach
possible. The groupings of
students are unsuitable to
the activities. The lesson has
no clearly defined structure,
or the pace of the lesson is
too slow or rushed.
The teacher’s questions lead
students through a single path of
inquiry, with answers seemingly
determined in advance.
Alternatively, the teacher attempts to
ask some questions designed to
engage students in thinking, but only
a few students are involved. The
teacher attempts to engage all
students in the discussion, to
encourage them to respond to one
another, and to explain their
thinking, with uneven results.
The instructional purpose of the
lesson is clearly communicated to
students, including where it is situated
within broader learning; directions and
procedures are explained clearly and
may be modeled. The teacher’s
explanation of content is scaffolded,
clear, and accurate and connects with
students’ knowledge and experience.
During the explanation of content, the
teacher focuses, as appropriate, on
strategies students can use when
working independently and invites
student intellectual engagement. The
teacher’s spoken and written
language is clear and correct and is
suitable to students’ ages and
interests. The teacher’s use of
academic vocabulary is precise and
serves to extend student
understanding.
While the teacher may use some lowlevel questions, he poses questions
designed to promote student thinking
and understanding. The teacher
creates a genuine discussion among
students, providing adequate time for
students to respond and stepping
aside when doing so is appropriate.
The teacher challenges students to
justify their thinking and successfully
engages most students in the
discussion, employing a range of
strategies to ensure that most
students are heard.
The learning tasks and activities are
fully aligned with the instructional
outcomes and are designed to
challenge student thinking, inviting
students to make their thinking visible.
This technique results in active
intellectual engagement by most
students with important and
challenging content and with teacher
scaffolding to support that
engagement. The groupings of
students are suitable to the activities.
The lesson has a clearly
defined structure, and the pacing of
the lesson is appropriate, providing
most students the time needed to be
intellectually engaged.
Virtually all students are intellectually
engaged in challenging content through
well-designed learning tasks and activities
that require complex thinking by students.
The teacher provides suitable scaffolding
and challenges students to explain their
thinking. There is evidence of some
student initiation of inquiry and student
contributions to the exploration of important
content; students may serve as resources
for one another. The lesson has a clearly
defined structure, and the pacing of the
lesson provides students the time needed
not only to intellectually engage with
and reflect upon their learning but also to
consolidate their understanding.
Students appear to be aware of the
assessment criteria, and the teacher
monitors student learning for groups
of students. Questions and
assessments are regularly used to
diagnose evidence of learning.
Teacher feedback to groups of
students is accurate and specific;
some students engage in selfassessment.
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. Questions and
assessments are used regularly to
diagnose evidence of learning by individual
students. A variety of forms of feedback,
from
both teacher and peers, is accurate and
specific and advances learning. Students
self-assess and monitor their own
progress. The teacher successfully
differentiates instruction to address
individual students’ misunderstandings.
3c: Engaging
students in
learning
3d: Using
assessment in
instruction
Students do not appear to
be aware of the assessment
criteria, and there is little or
no monitoring of student
learning; feedback is absent
or of poor quality. Students
do not engage in self- or
peer assessment.
The learning tasks and activities are
partially aligned
with the instructional outcomes but
require only minimal thinking by
students and little opportunity for
them to explain their thinking,
allowing most students to be passive
or merely compliant. The groupings
of students are moderately suitable
to the activities. The lesson has a
recognizable structure;
however, the pacing of the lesson
may not provide
students the time needed to be
intellectually engaged
or may be so slow that many
students have a considerable
amount of “downtime.”
Students appear to be only partially
aware of the assessment criteria,
and the teacher monitors student
learning for the class as a whole.
Questions and assessments are
rarely used to diagnose evidence of
learning. Feedback to students is
general, and few students assess
their own work.
The 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, challenge one another’s thinking,
and make unsolicited contributions.
Students themselves ensure that all voices
are heard in the discussion.
3e:
Demonstrating
flexibility and
responsiveness
The teacher ignores
students’ questions; when
students
have difficulty learning, the
teacher blames them or their
home environment for their
lack of success. The teacher
makes no attempt to adjust
the lesson even when
students don’t understand
the content.
The teacher accepts responsibility
for the success of all students but
has only a limited repertoire of
strategies to use. Adjustment of the
lesson in response to assessment is
minimal or ineffective.
The teacher successfully
accommodates students’ questions
and interests. Drawing on a broad
repertoire
of strategies, the teacher persists in
seeking approaches for students who
have difficulty learning. If impromptu
measures are needed, the teacher
makes a minor adjustment to the
lesson and does so smoothly.
The teacher seizes an opportunity to
enhance learning, building on a
spontaneous event or students’ interests,
or successfully adjusts and differentiates
instruction to address individual student
misunderstandings. Using an extensive
repertoire
of instructional strategies and soliciting
additional resources from the school or
community, the teacher persists in seeking
effective approaches for students who
need help.
Domain 4: Professional Responsibilities
Effective teachers have high ethical standards and a deep sense of professionalism. They utilize integrated systems for using student learning data, record keeping and
communicating with families clearly, timely and with cultural sensitivity. They assume leadership roles in both school and district projects, and engage in a wide-range of
professional development activities. Reflection on their own practice results in ideas for improvement that are shared across the community and improve the practice of all.
These are teachers who are committed to fostering a community of effortful learning that reflects the highest standards for teaching and student learning in ways that are
respectful and responsive to the needs and backgrounds of all learners.
Component
Unsatisfactory
Needs Improvement or
Progressing
Proficient
Distinguished
The 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, the
teacher offers specific alternative
actions, complete with the probable
success of different courses of action.
The 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.
4a: Reflecting on
teacher and student
learning
The teacher does not know
whether a lesson was
effective or achieved its
instructional outcomes, or
the teacher profoundly
misjudges the success of a
lesson. The teacher has no
suggestions for how a
lesson could be improved.
The teacher has a generally
accurate impression of a lesson’s
effectiveness and the extent to
which instructional outcomes were
met. The teacher makes general
suggestions about how a lesson
could be improved.
The 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.
The teacher makes a few specific
suggestions of what could be tried
another time the lesson is taught.
4b: System for
managing students’
data
The teacher’s system for
maintaining information
on student completion of
assignments and student
progress in learning is
nonexistent or in disarray.
The teacher’s records for
noninstructional activities are
in disarray, the result being
errors and confusion.
The teacher provides little
information about the
instructional program to
families; the teacher’s
communication about
students’ progress is
minimal. The teacher does
not respond, or responds
insensitively, to parental
concerns.
The teacher’s relationships
with colleagues are negative
or self-serving. The teacher
avoids participation in a
professional culture of
inquiry, resisting
opportunities to become
involved. The teacher avoids
becoming involved in school
events or school and district
projects.
The teacher’s system for maintaining
information
on student completion of
assignments and student progress in
learning is rudimentary and only
partially effective. The teacher’s
records for noninstructional activities
are adequate but inefficient and,
unless given frequent oversight by
the teacher, prone to errors.
The 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. Moreover, the
communication that does take place
may not be culturally sensitive to
those families.
The teacher maintains cordial
relationships with colleagues to fulfill
duties that the school or district
requires. The teacher participates in
the school’s culture of professional
inquiry when invited to do so. The
teacher participates in school events
and school and district projects
when specifically asked.
The teacher’s system for maintaining
information on student completion of
assignments, student progress in
learning, and noninstructional
records is fully effective.
The teacher engages in no
professional development
activities to enhance
knowledge or skill. The
teacher resists feedback on
teaching performance from
either supervisors or more
experienced colleagues. The
teacher makes no effort to
share knowledge with others
or to assume professional
responsibilities.
The teacher participates to a limited
extent in professional activities when
they are convenient. The teacher
engages in a limited way with
colleagues and supervisors in
professional conversation about
practice, including some feedback
on teaching performance. The
teacher finds limited ways to assist
other teachers and contribute to the
profession.
The teacher seeks out opportunities
for professional development to
enhance content knowledge and
pedagogical skill. The teacher
actively engages with colleagues
and supervisors in professional
conversation about practice,
including feedback about practice.
The teacher participates actively in
assisting other educators and looks
for ways to contribute to the
profession.
4c:Communicating
with families
4d: Participating in a
professional
community
4e: Growing and
developing
professionally
The teacher provides frequent and
appropriate information
to families about the instructional
program and conveys information
about individual student progress in
a culturally sensitive manner. The
teacher makes some attempts to
engage families in the instructional
program.
The teacher communicates frequently
with families in a culturally sensitive
manner, with students contributing to
the communication. The teacher
responds to family concerns with
professional and cultural sensitivity. The
teacher’s efforts to engage families in
the instructional program are frequent
and successful.
The teacher’s relationships with
colleagues are characterized by
mutual support and cooperation; the
teacher actively participates in a
culture of professional inquiry. The
teacher volunteers to participate
in school events and in school and
district projects, making a substantial
contribution.
The teacher’s relationships with
colleagues are characterized by mutual
support and cooperation, with the
teacher taking initiative in assuming
leadership among the faculty. The
teacher takes a leadership role in
promoting a culture of professional
inquiry. The 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 seeks out opportunities for
professional development and makes a
systematic effort to conduct action
research. The teacher solicits feedback
on practice from both supervisors and
colleagues. The teacher initiates
important activities to contribute to the
profession.
4f: Showing
professionalism
The teacher displays
dishonesty in interactions
with colleagues, students,
and the public. The teacher
is not alert to students’
needs and contributes to
school practices that result
in some students being ill
served by the school. The
teacher makes decisions
and recommendations that
are based on self-serving
interests. The teacher does
not comply with school and
district regulations.
The teacher is honest in interactions
with colleagues, students, and the
public. The teacher’s attempts to
serve students are inconsistent, and
unknowingly contribute to some
students being ill served by the
school. The teacher’s decisions and
recommendations are based on
limited though genuinely
professional considerations. The
teacher must be reminded by
supervisors about complying with
school and district regulations.
The teacher displays high standards
of honesty, integrity, and
confidentiality in interactions with
colleagues, students, and the public.
The teacher is active in serving
students, working to ensure that all
students receive a fair opportunity to
succeed. The teacher maintains an
open mind in team or departmental
decision making. The teacher
complies fully with school and district
regulations.
The teacher can be counted on to hold
the highest standards of honesty,
integrity, and confidentiality and takes a
leadership role with colleagues. The
teacher is highly proactive in serving
students, seeking out resources when
needed. The 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.
The teacher takes a leadership role in
team or departmental decision making
and helps ensure that such decisions
are based on the highest professional
standards. The teacher complies fully
with school and district regulations,
taking a leadership role with colleagues.
Name _________________________________________ Date: __________________________________
Name of Course/Class: ______________ Period: ______ Name of Administrator/Observer: __________
Observation Summary
Component Strengths of the Teacher’s Practice (List no more than two components.)
Component Areas for Growth in the Teacher’s Practice (List no more than two components)
Next Steps:
We have conducted a conversation and rubric assessment on the above items.
Teacher’s Signature: ________________________________
Date:
Administrator’s Signature: ____________________________
Date:
Walk-through Evidence Form
Domain 1: Content and Pedagogy, Knowledge
Domain 2: Respect Rapport, Culture for Learning,
of Students, Selecting Outcomes, Knowledge of
Managing Procedures, Managing Student
Resources, Coherent Instruction, Designing
Behavior, Organizing Physical Space
Assessment
Evidence:
Evidence:
Related Component:
Related Component:
Domain 4: Reflection, Recordkeeping, Family
Communication, Professional Community,
Growing and Developing Professionally,
Professionalism
Domain 3: Communication, Questioning,
Engagement, Assessment, Flexibility
Evidence:
Evidence:
Related Component:
Related Component:
Component Strength and comment:
Component for Focus and comment:
Appendix C: Portfolio - Teacher Goal Proposal
NAZARETH AREA DISTRCT SCHOOL
PPORTFOLIO PROPOSAL
Teacher Name:________________________ Assignment:___________________________
Model of Supervision (check one)- All teachers must select one mode.
_____ Self-Directed Professional Growth Plan
_____ Team-Focused Professional Growth Plan
What personal/professional goal would you like to achieve under this model of supervision?
1. How will your students benefit from your stated goal? How will you improve learning?
2. State the timeframe and activities you will follow to achieve your goal?
3. What types of personal support and/or resources will you need to achieve your goal?
Teacher Signature: __________________________
Date:______________
This section to be completed by Administrator
Your plan is: ____Approved
____Not Approved
Signature of Administrator: ____________________________________
Comments:
Appendix D: Portfolio- MID-Year Progress
NAZARETH AREA SCHOOL DISTRICT
MID-YEAR PROGRESS FOR PORTFOLIO
Teacher Name:________________________ Assignment:___________________________
1. What is the progress of your differentiated supervision project and achievement of your goal?
2. State any problems and ways you need assistance.
3. Review timeline for second semester.
Date: __________
____________________
Teacher
Comments:
___________________
Administrator
Appendix E: Portfolio- End-of-year Report
NAZARETH AREA SCHOOL DISTRICT
FINAL REPORT FOR PORTFOLIO
Teacher Name:________________________ Assignment:___________________________
Personal/Professional Goal Statement
Summary of Goal Implementation
Self-Reflective Assessment of Goal Implementation
Signature: __________________________________
Date: _______________
Administrator: ______________________________
Date: _______________
Comments:
Appendix F: Danielson Framework Smart Card
Appendix G: PDE 82-1 Classroom Teacher Summative Rating Tool