Planning and Preparation: ACCOMPLISHED (While “ACCOMPLISHED” is the goal, teachers may demonstrate evidence at all performance levels.)
1B - Demonstrating
1C - Setting Instructional
1D - Demonstrating
1E - Designing Coherent
1F - Designing Student
Knowledge of Students
Outcomes
Knowledge of Resources
Instruction
Assessments

Knowledge of Child and

Value, Sequence, and

Resources for

Learning Activities

Congruence with
Adolescent Development
Alignment
Classroom Use
Instructional Outcomes

Instructional Materials
and Resources

Knowledge of the Learning

Clarity

Resources to Extend

Criteria and Standards
Process
Content Knowledge and

Balance

Instructional Groups

Design of Formative
Pedagogy

Knowledge of Students’
Assessments

Suitability for Diverse

Lesson and Unit
Skills, Knowledge, and

Resources for Students
Learners
Structure

Use for Planning
Language Proficiency
Teacher displays awareness
Most outcomes represent
Teacher coordinates
Teacher's plan for student

Knowledge of Students’
Teacher displays solid
of resources – not only
Interests and Cultural
rigorous and important
knowledge of content, of
assessment is aligned with
knowledge of the important
through the school and district
Heritage
learning in the discipline.
students, and of resources,
the instructional outcomes;
concepts in the discipline and
but also through sources
to design a series of learning
assessment methodologies

Knowledge of Students’
the ways they relate to one
external to the school and on
All the instructional outcomes
experiences aligned to
may have been adapted for
Special Needs
another.
the Internet – available for
are clear, are written in the
instructional outcomes and
groups of students.
classroom use, for the
form of student learning, and
suitable to groups of
Teacher understands the active
Teacher’s plans and practice
expansion of his or her own
suggest viable methods of
students.
Assessment criteria and
nature of student learning and
reflect accurate understanding of attains information about levels
knowledge, and for students.
assessment.
standards are clear. Teacher
The learning activities have
prerequisite relationships among
has a well-developed
of development for groups of
reasonable time allocations;
topics and concepts.
Outcomes reflect several
strategy for using formative
students.
they represent significant
different types of learning and
assessment and has
cognitive challenge, with
The teacher also purposefully
Teacher’s plans and practice
opportunities for coordination.
designed particular
some
differentiation
for
seeks
knowledge
from
several
reflect familiarity with a wide
approaches to be used.
different
groups
of
students.
sources of students’
range of effective pedagogical
Outcomes take into account
backgrounds, cultures, skills,
approaches to the discipline.
the varying needs of groups
The lesson or unit has a
Teacher intends to use
language proficiency, interests,
of students.
clear structure, with
assessment results to plan
and special needs and attains
appropriate and varied use of for future instruction for
this knowledge about groups of
groups of students.
instructional groups.
students.
Sampling of Evidence for Domain 1 – Can include artifacts such as, but not limited to:
1A
1B
1C
1D
1E
1F
Lesson Plans
Lesson Plans and Unit Plans
Lesson Plans and Unit Plans
Lesson/Unit plans identify
Lesson Plans and Unit Plans
Lesson Plans and Unit Plans
materials & resources and

Identify common core

Plan differentiates

Identify what students

Includes coherent

Includes formative and
their sources.
standard
instruction to support all
will learn and not just
elements where
summative
students
what they will do
outcomes, activities,
assessments for

Identify prerequisite
Provides a wide variety of
materials, methods, and
lessons and the unit
knowledge

Identifies how students will

Outcomes include a mix
materials gathered for
groupings work together
overall
be grouped and the
of different types (e.g.,

Identify how teacher will
students’ learning needs
reasons for the groups
factual and procedural

Includes coherent

Assessments directly
assess students
knowledge, conceptual
sequence of activities
aligned with learning

Identifies how needs of

How plan fits with overall
Records of guest speakers
understanding, thinking
that progress from
outcomes
students requiring
unit plan and goals for year
and/or field trips
and reasoning skills,
simple to complex
additional support or

Opportunities for

Is pedagogical approach
collaborative &
enrichment will be met.

Learning activities have
students to design and
appropriate to discipline?
Integrates lessons/units found
communication skills)
reasonable time
use assessments to

Plan integrates student
beyond the textbook and

Outcomes aligned to
allocations
measure their own
interests/cultural
Unit Plans
aligned with learning needs
KCAS
learning
backgrounds

Identifies level of

Focus upon key standard or

Outcomes important for
cognitive demand that

Evidence that lessons

Plan includes support for
set of standards
Notes from workshops or
grade level and subject
activities place on
are informed by
ELL students or ECE

Identify a series of lessons
other professional learning
students
previous assessment
students

Outcomes reflect
that build upon each other
data
several types of learning offered outside the school

Includes student

Includes both formative and
Records of Student Needs
grouping where

Outcomes are
summative assessments
Websites or blogs created by
Student Work
appropriate and

Teacher’s records track
measurable

Includes integration with
teacher or used by teacher to
identifies how and why

Reveals information
specific needs and

Identifies how teacher
other subjects
enhance learning
students are grouped
about the success of
interests of individual
will assess students

Identify prerequisite skills
the lesson
students

How plan fits with

Identifies connections to

Includes strategy for
overall
and
goals
for
the

Teacher identifies how

Teacher
ensures
records
other
subject
areas
addressing common
year
student work will inform
are updated and accurate

Outcomes differentiated
misconceptions
next lesson

Allows for student
by groups of students or
choice
individuals.
Danielson Framework Domain 1:
1A - Knowledge of Content
and Pedagogy

Knowledge of Content and
the Structure of the
Discipline

Knowledge of Prerequisite
Relationships

Knowledge of ContentRelated Pedagogy
Danielson Framework Domain 4:
4A - Reflecting on Teaching

Accuracy

Use in Future Teaching
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.
Professional Responsibilities: ACCOMPLISHED (While “ACCOMPLISHED” is the goal, teachers may demonstrate evidence at all performance levels.)
4B - Maintaining Accurate
4C - Communicating with
4D - Participating in a
4E - Growing and
4F - Showing
Records
Families
Professional Community
Developing Professionally
Professionalism

Student Completion of

Information About the

Relationships with

Enhancement of

Integrity and Ethical
Assignments
Instructional Program
Colleagues
Content Knowledge and
Conduct
Pedagogical Skill

Student Progress in

Information About

Involvement in a Culture

Service to Students
Learning
Individual Students
of Professional Inquiry

Receptivity to Feedback 
Advocacy
from Colleagues

Non-Instructional Records

Engagement of Families

Service to the School

Decision Making
in the Instructional

Service to the

Participation in School

Compliance with
Teacher’s system for
Program
Profession
and District Projects
School and District
maintaining information on
Regulations
student completion of
Teacher communicates
Teacher seeks out
Teacher’s relationships with
assignments, student progress
frequently with families about
opportunities
for
professional
Teacher
displays high
colleagues are characterized
in learning, and non-instructional the instructional program and
development to enhance
standards of honesty,
by mutual support and
records is fully effective.
conveys information about
content knowledge and
integrity, and confidentiality
cooperation; teacher actively
individual student progress.
pedagogical skill.
in interactions with
participates in a culture of
colleagues, students and the
professional inquiry.
Teacher makes some
Teacher welcomes feedback
public.
attempts to engage families
from colleagues—either
Teacher volunteers to
Teacher is active in serving
in the instructional program.
when made by supervisors or
participate in school events
students, working to ensure
when opportunities arise
and in school and district
that all students receive a
Information to families is
through professional
projects, making a substantial
fair opportunity to succeed.
conveyed in a culturally
collaboration.
contribution.
appropriate manner.
Teacher maintains an open
Teacher participates actively
mind in team or
in assisting other educators.
departmental decisionmaking.
Teacher complies fully with
school and dist. regulation.
Sampling of Evidence for Domain 4 – Can include artifacts such as, but not limited to:
4A
4B
4C
Reflection considerations:
Instructional Records
Can include parent letters,
handouts, emails, phone

Does teacher regularly

Has system for recording
logs, blogs, newsletters and
reflect on lessons and
formal assessment results
any other written
units?
of student learning and
communication to parents
less formal evaluations

Reflections document that
(quizzes and other
teacher works to improve
Considerations when
formative assessments)
lessons based on what
reviewing written records:
worked and didn’t work

Keeps notes on student

Frequency of teacher
participation in class

Reflections address
communications with
thinking about individual

Can provide records to
parents regarding the
learners or groups of
support claims about
instructional program
learners and how to better
student progress
and student progress
meet their needs

Provides adequate records

Engagement of families
to students/parents to

Teacher cites examples
in the instructional
from lesson
support student
program
grades/reports

Teacher includes

Opportunities for parent
suggestions for

Students involved in
participation
improvement
creating and maintaining

Clarity of teacher
own records
communication style
Non-instructional Records

Communications

System for filing and
appropriate to cultural
recording permission slips
backgrounds of families

Tracking of student
attendance

Submits forms, money, and
receipts on time and
without error
4D
Can include any written
documentation (notes,
agendas, logs, data analyzed
in a community, project
results, etc.) of teacher
participation in professional
communities, school events,
and district projects
Considerations when
reviewing written records:

Teacher willingness to
participate in
professional
communities

Impact of professional
communities

Level of leadership taken
by the teacher

Demand of the role
played by the teacher

Breadth and depth of
teacher’s participation
4E
Sample documentation:

Professional
development logs
(includes an opportunity
for teacher to comment
on relevance of activity
to their practice)

Professional growth
plans

Notes from workshops
and classes

Agendas from meetings
and study groups

Action plans from
committees

Action research projects
and plans

Lists of periodicals,
newsletters, and books
read

Articles and newsletters
written by teacher

Notes from lesson study
groups

Notes from peer
coaching or teaching
rounds
4F
Rather than written artifacts,
evidence from this
component derives from
observations of the teacher
interacting with students,
colleagues, and the public.
Considerations when
reviewing teacher
professionalism:

Interactions with
colleagues, students,
and the public

Follow-through with
commitments

Implementation of
methods to maintain
confidentiality

Compliance with school
and district regulations

Advocates on behalf of
students

Challenges negative
attitudes

Provides support or
leadership to others in
terms of advocacy of
students