CLARK PUBLIC SCHOOLS
DESCRIPTORS OF EFFECTIVE TEACHING
Mission
The Clark School District defines its expectations for professional practice
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Essential Questions
What is effective teaching?
What do effective teachers do and value?
How do school districts support effective teachers?
Goals of the Effective Teaching Committee
Encourage dialogue among all stakeholders regarding effective teaching
Create document outlining the high expectations for all Clark teachers
Begin alignment of observation/evaluation process and documents
Members of the Effective Teaching Committee
Colleen Gialanella
Joe Rodriguez
Robert Cahill
Laurie Marquez
Jackie Headrick
Andrea McNamara
Karen Lignana
Kelly Cahill
Sue Spencer
Maria Falzone
Joy Thompson
Shirley Bergin
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Amanda Cloutier
Franklin Stebbins
Vicki Phelan
Joanne Guarraci
Mary Jo Baker
Laura Pinto
Stephanie Aurilia-Miller
Ed Grande
Luke Truempy
Joe Beltramba
Nicole Viola
Vincent Caputo
Descriptors of Effective Teaching
What are they?
Roadmap for novice teachers
Guidance for experienced professionals
Structure for focusing improvement efforts
Communication tool
The four domains of teaching responsibility:
1. Planning and Preparation
2. The Classroom Environment
3. Instruction
4. Professional Responsibilities
June 22, 2007
CLARK PUBLIC SCHOOLS
DESCRIPTORS OF EFFECTIVE TEACHING
Planning and Preparation
1A. A teacher who demonstrates knowledge of content and pedagogy:
 Has knowledge of the central concepts of the discipline and can create learning
experiences that make the subject matter meaningful for students
 Assesses and builds connections to prior learning.
 Organizes and plans instruction based upon an expansive knowledge of subject
matter, student learning styles, district, school and department initiatives, and the
New Jersey Core Curriculum Content Standards.
1B. A teacher who demonstrates knowledge of students:
 Is aware how students differ in their approaches to learning and the challenges
that may impede learning.
 Shows respect for students’ interest, cultural backgrounds, and developmental
age.
 Constantly inventories student learning styles through formal and informal
assessment methods.
 Provides information on the appropriate placement of students
1C. A teacher who selects effective instructional goals:
 Consistently provides instruction which addresses the objectives set forth by the
curricula of the Clark Board of Education and frames lessons and procedures
around the New Jersey Core Curriculum Content Standards.
 Develops and identifies instructional objectives appropriate to the discipline and
to the developmental age of the students.
 Develops objectives that are unambiguous and assessable.
 Identifies and incorporates essential questions and enduring understandings into
the lesson design.
1D. A teacher who demonstrates knowledge of resources:
 Integrates school, district, and community resources that enhance instruction and
enrich the learning experience.
 Collaborates with parents, community members, administrators and colleagues
across the various disciplines to enhance student learning.
 Utilizes technology which is appropriate and meaningful within the learning
environment.
 Pursues professional development opportunities appropriate to curricula content,
district initiatives, and educational best practices.
June 22, 2007
CLARK PUBLIC SCHOOLS
DESCRIPTORS OF EFFECTIVE TEACHING
Planning and Preparation (continued)
1E. A teacher who designs coherent instruction:
 Has knowledge of and uses a variety of instructional strategies to encourage
critical thinking, problem solving and performance skills.
 Promotes and provides a learning environment that encourages positive social
interaction and active engagement in learning.
 Consistently evaluates student learning and the impact of instructional goals and
procedures that reflect the levels of Bloom’s Taxonomy.
 Provides meaningful learning activities that are directly linked to the instructional
goals.
 Employs the backward design model, consistently developing lessons and units
focused on or around essential questions.
1F. A teacher who effectively assesses student learning:
 Uses both formal and informal assessment strategies to evaluate student progress
and insure student development.
 Uses assessment results to address the needs of individuals and groups of
students.
 Provides rubrics and guidelines that clearly define teacher expectations.
 Provides ongoing feedback and formative evaluations to ensure that students are
aware of their progress.
 Consistently communicates expectations and outcomes with parents and students
June 22, 2007
CLARK PUBLIC SCHOOLS
DESCRIPTORS OF EFFECTIVE TEACHING
The Classroom Environment
2A. A teacher who creates an environment of respect and rapport:
 Demonstrates care, concern and respect for students and expects reciprocity
 Encourages student interactions that are polite and respectful
 Interacts in a professional manner with team members, colleagues,
paraprofessionals, volunteers and aides
2B. A teacher who establishes a culture for learning:
 Emphasizes the relevance of the content
 Motivates students by conveying enthusiasm for subject
 Encourages participation
 Validates students’ thoughts and opinions
 Invites questions in a risk free environment
 Assigns work of high quality that engages the learner
 Makes an effort to showcase student work
 Sets reasonable expectations for learning and achievement
2C. A teacher who manages classroom procedures:
 Establishes, maintains and clearly communicates consistent classroom rules and
routines
 Organizes an assortment of instructional groups for maximum learning
 Transitions smoothly with little loss of instructional learning
 Handles materials and supplies efficiently
 Demonstrates organization and flexibility
2D. A teacher who manages student behavior:
 Sets clear standards of conduct and consequences
 Monitors student behavior
 Responds to student misbehavior in an appropriate, consistent, and respectful
manner
 Is aware of and knows when to solicit outside support
2E. A teacher who organizes physical space:
 Makes a concerted effort to provide a safe classroom environment
 Organizes furniture, materials, and equipment to optimize learning
June 22, 2007
CLARK PUBLIC SCHOOLS
DESCRIPTORS OF EFFECTIVE TEACHING
Instruction
3A. A teacher who communicates clearly and accurately:
 Explains, reviews, reinforces, and shows examples
 Models and demonstrates
 Paces instruction appropriately
3B. A teacher who uses questioning and discussion techniques:
 Uses different levels of questioning to encourage critical thinking
 Uses “wait time” effectively
 Motivates, facilitates, and keeps focus on discussion
 Creates an atmosphere conducive to learning
 Encourages all students to participate
3C. A teacher who engages students in learning:
 Models a passion for learning
 Varies techniques and modalities
 Connects learning to real life and student interest
 Utilizes various forms of available media/technology
 Links their representation of the content to students’ prior knowledge and
experiences
3D. A teacher who uses assessment in instruction:
 Gives constructive feedback in a timely manner
 Is accessible to students
 Provides feedback opportunities through a variety of methods (i.e.: rubrics,
portfolios, peer critiques, self-evaluation)
 Designs assessments aligned to the NJCCCS
3E. A teacher who demonstrates flexibility and responsiveness:
 Adapts and adjusts lessons when necessary
 Seizes on opportunities to enhance learning by building on spontaneous events
(i.e. “teachable moments”)
 Persists in seeking effective approaches for students who need help, using an
extensive repertoire of strategies and soliciting additional resources from the
school
3F. A teacher who effectively uses data:
 Accesses information to uncover students’ strengths and weaknesses
 Uses a variety of assessment to guide instruction
June 22, 2007
CLARK PUBLIC SCHOOLS
DESCRIPTORS OF EFFECTIVE TEACHING
Professional Responsibilities
4A.A teacher who reflects on teaching:
 Self-assesses with the goal of improving future instruction
 Evaluates and assesses student progress on an ongoing basis
 Revises lessons according to student needs (including IEPs), and re-teaches,
extends, and moves on when appropriate
 Considers feedback from students, parents, colleagues, supervisors, and
administrators
 Collaborates with peers and supervisors
 Creates a PIP to improve and enhance personal growth
4B. A teacher who maintains accurate records:
 Keeps an organized and up to date plan/grade book, including dates, attendance,
assignments, clear explanation of grading system, and lesson plans
 Keeps records of parental contact
 Keeps samples of student work/writing samples when appropriate
4C. A teacher who communicates with families:
 Works with parents as partners in student learning, by keeping them informed and
updated about student success, progress, and concerns
 Is available, approachable, sensitive, and professional
 Communicates student needs and concerns in a respectful way
 Provides ongoing information about the instructional program and/or classroom
activities.
4D. A teacher who participates in a professional community:
 Builds rapport with students and staff
 Is open-minded as it relates to new initiatives and collaboration with colleagues
 Supports school activities, and district committees and projects
 Supports the goals of the PTA
4E. A teacher who grows and develops professionally:
 Seeks or attends professional development that enhances content knowledge and
pedagogical skills
 Keeps current with subject matter and teaching methodology (i.e. differentiated
instruction)
 Maintains membership in professional organization(s) and/or reads applicable
literature
 Shares and exchanges professional ideas
 Interacts with other educators through such methods as visiting other classrooms,
visiting other schools and/or districts, and/or mentoring new teachers
June 22, 2007
CLARK PUBLIC SCHOOLS
DESCRIPTORS OF EFFECTIVE TEACHING
Professional Responsibilities (continued)
4F. A teacher who shows professionalism:
 Models professional appearance
 Maintains confidentiality and conducts oneself in an ethical way
 Is punctual and respects deadlines
 Shows a passion for teaching and pride for the profession
 Serves as a positive role model for students, colleagues, and the community
June 22, 2007