!
!
The$CPS$Framework$for$Teaching$$
!
Adapted$from$the$Danielson!Framework!for!Teaching$!
Chicago!Public!Schools!
08.27.13_Page!1!of!10!
!
Domain$1:$Planning$and$Preparation$
Component$
Unsatisfactory!
Basic!
Proficient!
Distinguished!
1a:$Demonstrating$
Knowledge$of$
Content$and$
Pedagogy$
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Teacher!demonstrates!little!to!no!
knowledge!of!relevant!content!standards!
within!and/or!across!grade!levels.!Teacher!
demonstrates!no!knowledge!of!the!
disciplinary!way!of!reading,!writing!and/or!
thinking!within!the!subject!are a.!Te ach er!
demonstrates!little!understanding!of!
prerequisite!knowledge!important!to!
student!learning!of!the!content/skills.!
Teacher’s!plans!reflect!little!or!no!
understanding!of!the!range!of!pedagogical!
approaches!suitable!to!student!learning!of!
the!content/skills!being!taughtB!
!
Teacher!demonstrates!knowledge!of!the!
relevant!content!standa rds!w ith in!the !
grade!level!but!displays!lack!of!awareness!
of!how!these!concepts!relate!to!one!
another!and/or!build!across!grade!levels.!
Teacher!demonstrates!some!knowledge!
of!the!disciplinary!way!of!reading,!writing,!
and/or!thinking!within!the!sub ject!are a.!
The!teacher!demonstrates!some!
understanding!of!prerequisite!learning,!
although!knowledge!of!relationships!
among!topics!may!be!inaccurate!or!
incomplete.!Teac h er’s!p la ns !re flec t!a!
limited!range!of!pe da go gica l!app roa ch es!
suitable!to!student!learning!of!the!
content/skills!being!taughtB)!
Teacher!demonstrates!knowledge!of!the!
relevant!content!standards,!within!and!
across!grade!levels.!Teacher!demonstrates!
knowledge!of!the!disciplinary!way!of!
reading,!writing,!and/or!thinking!within!
the!subject!area.!Teacher!d em o nstra tes!
accurate!understanding!of!prerequisite!
learning!and!relation sh ips!among!topics!
and!concepts.!Teacher’s!plans!reflect!a!
range!of!effective!pedago gica l!app roa ches!
suitable!to!student!learning!of!the!
content/skills!being!taught.!
Teacher!demonstrates!knowledge!of!the!
relevant!content!standards!within!the!
grade!level!and!across!grad e!le ve ls,!a s!
well!as!how!these!standards!relate!to!
other!disciplines.!!Teacher’s!plans!
demonstrate!extensive!knowledge!of!the!
disciplinary!way!of!reading,!writing,!
and/or!thinking!within!the!subject!area.!
Teacher!demonstrates!deep!
understanding!of!prerequisite!learn in g!
and!relationships!among!to pics !and !
concepts.!Teacher’s!plans!include!a!range!
of!effective!pedagogical!approaches!
suitable!to!student!learning!of!the!
content/skills!being!taught!and!anticipate!
student!misconceptions.!!
1b:$Demonstrating$
Knowledge$of$
Students$
!"#$%&'(&)#*+))
• ,43%')/"')5'#%&16&"- )
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• .-?'&"-1E).F3%%1G)
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• .-?'&"-1E)H"-&0&1-1)/"')
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• .-?'&"-1E).;&63/%)J&&'1)
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566#CC#'/-3#"1K)
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The!teacher!demonstrates!little!to!no!
understanding!of!how!students!learn!and!
does!not!attain!information!about!levels!
of!development.!Teacher!does!not!gather!
knowledge!about!students’!backgrounds,!
cultures,!prior!knowledge,!skills,!language!
proficiencies,!learning!styles,!inter es ts,!
and!special!needs!and!does!not!indicate!
that!such!knowledge!inf or ms!teacher’s!
practice.!!
.!
The!teacher!displays!generally!accurate!
knowledge!of!how!students!learn!and!
attains!information!about!levels!of!
development!for!the!class!as!a!whole.!
Teacher!gathers!some!knowledge!about!
some!students’!backgrounds,!cultures,!
prior!knowledge,!skills,!language!
proficiencies,!learning!styles,!inter es ts,!
and!special!needs.!
!
The!teacher!demonstrates!an!
understanding!of!the!active!nature!of!
student!learning!and!attains!information!
about!levels!of!development!for!groups!of!
students.!Teacher!purposefully!gathers!
information!from!several!sources!abo u t!
most!students’!backgrounds,!cultures,!
prior!knowledge,!skills,!language!
proficiencies,!learning!styles,!interests,!
and!special!needs.!!!
The!teacher!demonstrates!an!
understanding!of!the!active!nature!of!
student!learning!and!attains!information!
about!levels!of!development!for!individual!
students.!Teacher!purposefully!and!
continually!gathers!information!from!
several!sources!about!all!students’!
individual!backgro u nd s,!c ult ur es ,!prio r!
knowledge,!skills,!language!proficien cie s,!
learning!styles,!mu ltip le!in tellig en c es ,!
interests,!and!spec ial!n ee ds .!!! !
!
!
The$CPS$Framework$for$Teaching$$
!
Adapted$from$the$Danielson!Framework!for!Teaching$!
Chicago!Public!Schools!
08.27.13_Page!2!of!10!
!
Component$
Unsatisfactory!
Basic!
Proficient!
Distinguished!
1c:$Selecting$
Learning$Objectives$$
• ,%/03-<)#*) MNO&6- 39 &1)
• .&>?&"6&)/"')
5%3("C&"-)#*)MNO&6-3 9& 1)
• P/%/"6&)#*)MNO&6-3 9&1 )
Learning!objectives!are!not!standardsK
based,!are!unclear,!or!are!stated!as!
activities!rather!than!as!student!learning!
outcomes,!prohibiting!a!fe asib le!method!
of!assessment.!Teacher!does!not!
sequence!and!align!learning!objectives!to!
build!toward!deep!understanding!and!
mastery!of!the!standards.!Objectives!
reflect!only!one!type!of!learnin g!an d/ or!
only!one!discipline.!!
Learning!objectives!are!partially!
standardsKbased,!clear,!written!in!the!
form!of!student!learning!outcomes,!
aligned!to!methods!of!assessm en t,!an d / or!
are!only!written!for!the!class!as!a!whole.!
Teacher!demonstrates!an!attempt!to!
sequence!and!align!some!standardsKbased!
learning!objectives,!but!does!not!build!
toward!deep!understanding!or!mastery!of!
the!standards.!Objectives!reflect!more!
than!one!type!of!learning,!bu t!tea che r!has!
made!no!attempt!at!coordination!of!the!
disciplines.!
Learning!objectives!are!standardsKbased,!
clear,!written!in!the!form!of!student!
learning!outcomes,!aligned !to !methods!of!
assessment,!and!varied!to!account!for!the!
needs!of!groups!of!students.!Teacher!
sequences!and!aligns!standardsKbased!
learning!objectives!to!build!toward!deep!
understanding!and!mastery!of!the!
standards.!Objectives!reflect!several!
different!types!of!learning!and!invite!
opportunities!for!coordination!within!and!
across!the!disciplines.!
Learning!objectives!are!standardsKbased,!
clear,!written!in!the!form!of!student!
learning!outcomes,!aligned !to !methods!of!
assessment,!and!varied!in!whatever!way!is!
needed!to!account!for!individual!stud en ts’!
needs.!Teacher!sequences!and!aligns!
standardsKbased!objectives!to!build!
toward!deep!understanding,!mastery!of!
the!standards,!and!me an ingfu l!authentic!
application.!Objectives!reflect!several!
different!types!of!learning!and!provide!
multiple!opportunities!for!coordination!
and!integration!within!and!across!the!
disciplines.!
1d:$Designing$
Coherent$Instruction)
:&13(")H"6#0 ;#0 / - &1 +))
• !"#$%&'(&)#*).-?'&"-1)
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• 8&/0"3"()D/1F1)
• L/-&03/%1)/"')
@&1#?06&1)
• H"1-0?6-3#"/%)70#?;3"()
• 8&11#")/"')Q"3-)
.-0?6-?0&!
Teacher!does!not!coordinate!knowledge!
of!content,!students,!and!resources!to!
design!units!and!lessons.!Learning!tasks!
are!not!aligned!to!objectives.!Tasks!are!
not!cognitively!challenging!and!do!not!
require!students!to!provid e!ev iden ce !of!
their!reasoning.!There!is!no!evidence!of!
scaffolding!and!differentiation!for!
students!to!access!the!conten t/skills.!The!
progression!of!tasks!is!not!coherent!and!
has!unrealistic!time!allocations.!Units!and!
lessons!do!not!in clu de !gr ad e K ap propriate!
levels!of!texts!and/or!other!materials!and!
do!not!represent!a!cognitive!challenge.!
The!lesson!or!unit!does!not!have!a!
recognizable!structure!and!makes!no !use!
of!instructional!groupings!to!support!the!
learning!objectives .!
Teacher!coordinates!some!knowledge!of!
content,!students,!and!resources!to!
design!units!and!lessons.!Learning!tasks!
are!partially!aligned!to!objectives.!Tasks!
are!cognitively!challenging,!designed!for!
the!class!as!a!whole,!and!occasionally!
require!students!to!provid e!ev iden ce !of!
their!reasoning.!There!is!some!evidence!of!
scaffolding!and!differentiation!for!some!
students!to!access!the!conten t/skills.!The!
progression!of!tasks!in!units!and!lessons!is!
not!always!coherent,!and!some!time!
allocations!are!unrealistic.!Units!and!
lessons!include!gr ad e Kap propriate!levels!
of!texts!and!other!materials!that!
represent!a!moderate!cognitive!challenge.!
The!lesson!or!unit!has!a!recognizable!
structure!with!some!evidence!of!
instructional!groupings! th at!p artially!
support!the!learning!objectives.!
Teacher!coordinates!knowledge!of!
content,!students,!and!resources!to!
design!units!and!lessons.!Learning!tasks!
are!aligned!to!objectives.!Tasks!are!
cognitively!challenging,!designed!for!
groups!of!students,!and!require!students!
to!provide!evidence!of!the ir!reaso n ing.!
There!is!evidence!of!scaffolding!and!
differentiation!for!most!students!to!access!
the!content/skills.!The!units!and !lesso n s!
are!paced!appropriately.!Units!and!lessons!
include!gradeKapp ropriate!levels!of!texts!
and!other!materials,!representing!a!
cognitive!challenge.!!The!lesson!or!unit!
has!a!clear!structure!with!intentional!and!
structured!use!of!instructional!groupings!
that!support!the!learning!o bje ctives.!!
Teacher!coordinates!inKdepth!knowledge!
of!content,!students,!and!resources!
(including!technology)!to !des ign!u nits!a nd !
lessons.!Learning!tasks!are!aligned!to!
objectives.!Tasks!are!cognitively!
challenging!for!individual!studen ts !an d !
require!students!to!provid e!ev iden ce !of!
their!reasoning.!There!is!evidence!of!
scaffolding!and!differentiation!for!all!
students!to!access!the!content/skills.!The!
units!and!lessons!are!paced!appropriately.!
Units!and!lessons!include!gradeK
appropriate!levels!of!texts!and!other!
materials!so!every!student!can!access!the!
content/skills.!The!lesson!or!unit!has!a!
clear!structure!that!incorporates!student!
choice,!allows!for!different!pathways!of!
instruction!aligned!with!diverse!student!
needs,!and!uses!instructional!groupings!
intentionally.!!
!
!
The$CPS$Framework$for$Teaching$$
!
Adapted$from$the$Danielson!Framework!for!Teaching$!
Chicago!Public!Schools!
08.27.13_Page!3!of!10!
!
Component$
Unsatisfactory!
Basic!
Proficient!
Distinguished!
1e:$Designing$
Student$Assessment$
• ,#"(0?&"6&)$3-4)
.-/"'/0'1AP/1&')
8&/0"3"()MNO&6-39&1))
• 8&9&%1)#*)=&0*#0C/"6&)
/"').-/"'/0'1)
• :&13(")#*)R#0 C/- 39&)
511&11C&"-1)
• Q1&)*#0)=%/""3"(!
The!plan!for!student!assessment!is!not!
aligned!with!the!standardsKbased!learning!
objectives!identified!for!the!unit!and/or!
lesson.!Assessm en ts !co n tain !n o!c rite ria !or !
descriptors!aligned!to!student!
expectations.!Teacher!does!not!select!or!
design!formative!assessments!tha t!
measure!student!learning!and/or!growth.!
Teacher!does!not!use!prior!assessment!
results!to!design!units!and!lessons.!
!
The!plan!for!student!assessment!is!
partially!aligned!with!the!standardsKbased!
learning!objectives !ide nt ified !fo r!t he !un it!
and/or!lesson.!Assessm en ts!do!not!clearly!
identify!and/or!de sc rib e!s tu de n t!
expectations.!Teacher!selects!or!designs!
formative!assessments!that!measure!only!
part!of!student!learning!or!growth.!
Teacher!uses!prior!assessment!results!to!
design!units!and!lessons!that!target!the!
class!as!a!whole.!!
The!plan!for!student!asse ss m en t!is !alig n ed !
with!the!standardsKbased!learning!
objectives!identified!for!the!unit!and/or!
lesson.!Assessmen t!methodologies!are!
designed!or!adapted!for!groups!of!
students!as!needed.!Assessments!clearly!
identify!and!descr ibe !stu d en t!
expectations!and!provide!descriptors.!
Teacher!selects!and!designs!formative!
assessments!that!accurately!measure!
student!learning!and/or!growth.!Teacher!
uses!prior!assessment!results!to!design!
units!and!lessons!that!target!groups!of!
students.!!!!
The!plan!for!student!asse ss m en t!is !alig n ed !
with!the!standardsKbased!learning!
objectives!identified!for!the!unit!and!
lesson.!!Assessmen t!methodologies!have!
been!designed!or!adapted!for!individual!
students!as!needed.!Assessment!criteria!
are!thorough,!describe !high!expectations!
for!students,!and!pr o v id e !cl e ar !
descriptors.!Teacher’s!formative!
assessments!are!complex,!well!designed !
or!selected,!and!tailored!for !in d iv i d u a l!
students,!when!necessary,!in!order!to!
measure!varying!degrees!of!each!
student’s!learning!and !gro w t h!e ffe ctiv ely .!
Teacher!uses!assessment!results!to!design!
units!and!lessons!that!target!the!diverse!
needs!of!every!student.!
$
$
!
!
The$CPS$Framework$for$Teaching$$
!
Adapted$from$the$Danielson!Framework!for!Teaching$!
Chicago!Public!Schools!
08.27.13_Page!4!of!10!
!
Domain$2:$The$Classroom$Environment$
Unsatisfactory!
Basic!
Proficient!
Distinguished!
Patterns!of!classroom!interactions,!both!
between!the!teacher!and!students!and!
among!students,!are!mostly!negative!and!
disrespectful.!Interactions!are!insensitive!
and/or!inappropriate!to!the!ages!and!
development!of!the!students,!and!the!
context!of!the!class.!The!net!result!of!
interactions!has!a!negative!impa ct !on !
students!emotionally!and/or!
academically.!!!
!
Patterns!of!classroom!interactions,!both!
between!the!teacher!and!students!and!
among!students,!are!generally!respectful!
but!may!reflect!occasional!inconsistencies!
or!incidences!of!disrespect.!Some!
interactions!are!sensitive!and/or!
appropriate!to!the!ages!and!development!
of!the!students,!and!the!context!of!the!
class.!The!net!result!of!the!intera ctio n s!
has!a!neutral!impact!on!students!
emotionally!and/or!academically.!
Patterns!of!classroom!interactions,!both!
between!the!teacher!and!students!and!
among!students,!are!friendly!and!
demonstrate!caring!and!respect.!
Interactions!among!students!are!generally!
polite!and!respectful.!Interactions!are!
sensitive!and!appropriate!to!the!ages!and!
development!of!the!students,!and!to!the!
context!of!the!class.!The!net!result!of!the!
interactions!has!a!positive!impact!on!
students!emotionally!and!academically.!
Patterns!of!classroom!interactions,!both!
between!the!teacher!and!students!and!
among!students,!are!highly!respectful,!
reflecting!genuine!warmth!and!caring.!
Students!contribute!to!high!levels!of!
civility!among!all!members!of!the!class.!
Interactions!are!sensitive!to!students!as!
individuals,!app ro p r ia te !to !t h e !a ge s !a n d !
development!of!individual!students,!and!
to!the!context!of!the!class.!The!n et!re su lt!
of!interactions!is!that!of!academic!and!
personal!connections!among!students!and!
adults.!!
The!teacher!creates!a!classroom!culture!
that!reflects!a!lack!of!teacher!and/ or!
student!commitment!to!learning .!The!
teacher!fosters!a!culture!in!wh ich!there!is!
little!or!no!investment!of!student!energy!
into!the!task!at!han d .!Th e!teacher!does!
not!convey!that!practice!or!perseverance!
is!expected!or!that!it!results!in!stu d en t!
success.!The!teacher’s!expectations!for!
student!learning!are!medium!to!low,!with!
high!expectations!reserved!for!only!a!few!
students.!Students!do!not!show!interest!in!
task!completion!or!qua lity.!
The!teacher!creates!a!classroom!culture!
that!reflects!some!teacher!an d/ or!stu de nt!
commitment!to!learning.!The!teacher!
fosters!a!culture!in!which!there!is!some!
investment!of!stu d en t!energy! in to !th e !
learning!task!at!hand .!Th e!tea che r!
conveys!that!student!success!is!the!result!
of!natural!or!innate!ability!rather!than!
practice!and!perseverance.!Teacher!
conveys!high!learning!expectatio n s!fo r!
some!students.!Students!indicate!that!
they!are!interested!in!comp letio n,!rather!
than!quality,!of!a!task.!!!
The!teacher!creates!a!classroom!culture!
that!reflects!teacher!and!stud en t!
commitment!to!learning.!The!teacher!
fosters!a!culture!in!which!class ro o m !
interactions!indica te!le arn in g!a n d!h ar d!
work.!The!teacher!conveys!that!with!
practice!and!perseverance!students!can!
reach!desired!goals.!Teach er!conveys!high!
learning!expectatio n s!fo r!a ll! stu dents.!
Students!take!some!responsibility!for!their!
learning!by!indicatin g !tha t!th e y!w a nt !to !
understand!the!content!or!master!the!skill!
rather!than!simply!com ple te!a!tas k.!
The!teacher!creates!a!classroom!culture!
that!reflects!a!shared!belief!in!the!
importance!of!lea rn ing !an d !h ard !w o rk .!
The!teacher!conveys!high!learning!
expectations!for!all!students!and!develops!
structures!that!enable!practice!and!
perseverance!for!each!individual!student.!
Students!assume!responsibility!for!highK
quality!work!by!persevering,!initiating!
improvements ,!ad dressing!critiques,!
making!revisions,!adding!detail!and/or!
helping!peers.!
!
!
The$CPS$Framework$for$Teaching$$
!
Adapted$from$the$Danielson!Framework!for!Teaching$!
Chicago!Public!Schools!
08.27.13_Page!5!of!10!
!
!
Unsatisfactory!
Basic!
Proficient!
Distinguished!
Ineffective!classr o o m !ro u t in es !a n d !
procedures!lead!to!loss!of!much!
instructional!time .!Th e!t ea ch er ’s!
management!of!instructional!groupings,!
transitions,!and/or!the!han d ling!of!
materials!and!supplies!are!ineffective,!
leading!to!disruption!of!learning.!There!is!
little!evidence!that!st ud en ts !kn o w !o r!
follow!established!routin es.!Th e!te ach er!
does!not!give!volunteers!and/or!
paraprofessionals!clearly!defined!duties.!
!
Partially!effective!classroom!routines!and!
procedures!lead!to!loss!of!some!
instructional!time .!Th e !te ach er’s!
management!of!instructional!groupings,!
transitions,!and/or!the!han d ling!of!
materials!and!supplies!are!inconsistent,!
leading!to!some!d is rup tio n !o f!lea rn ing .!
With!regular!guidance!and!prompting,!
students!follow!established!routines.!The!
teacher!assigns!duties!to!volunteers!
and/or!paraprofessionals!during!portions!
of!class!time.!
!
Effective!classroom!routines!and!
procedures!lead!to!minimal!loss!of!
instructional!time .!Th e!t ea ch er ’s!
management!of!instructional!groupings,!
transitions,!and/or!the!han d ling!of!
materials!and!supplies!are!consistent!and!
effective!with!little!disruption!of!learning.!
With!minimal!guidance!and!prompting,!
students!follow!established!classroom!
routines.!The!teacher!en gag es!vo lun te ers!
and/or!paraprofessionals!with!clearly!
defined!duties!that!support!student!
learning.!!
Effective!classroom!routines!and!
procedures!maximize!instructional!time.!
The!teacher!orchestrates!the!environment!
so!that!students!contribute!to!the!
management!of!instructional!groupings,!
transitions,!and/or!the!han d ling!of!
materials!and!supplies!without!disruption!
of!learning.!Students!follow!classroom!
routines!without!the!tea che r’s!pro m p ting .!
Teacher!productively!engages!volunteers!
and/or!paraprofessionals!in!tasks!that!
make!a!substantive!contribution!to!
student!learning!and!are!well!integrated!
into!the!classroom!community.!!
Teacher!has!not!established!standards!of!
conduct.!Teacher!engages!in!little!to!no!
monitoring!of!student!behavior.!Teacher!
does!not!use!positive!framing!to!model!
and!reinforce!appropriate!behavior!or!
redirect!inappropriate!stud en t!be ha vior.!
Teacher!does!not!respond!to!students’!
inappropriate!beh a v io r,!or!t he !re sp o ns e!is !
negative,!repressive,!and/or!disrespectful.
!
Teacher!has!established!standards!of!
conduct,!but!there!is!inconsistent!
implementation !s o!s ome!student!
behaviors!challenge!the!standards!of!
conduct.!Teacher!inconsistently!uses!
positive!framing!to!model!and!reinforce!
appropriate!behavior!and!redirect!
inappropriate!stu de nt !be h av ior .!Te ac he r!
tries,!with!uneven!results,!to!monitor!
student!behavior.!Teacher’s!response!to!
students’!inappropriate!behavior!is!
inconsistent!and !is!so me times!
disrespectful.!!
Teacher!has!established!standards!of!
conduct!with!consistent!implementation!
so!most!students!follow!the!standards!of!
conduct!most!of!the!time.!Teacher!
monitors!student!behavior!against!
established!standards!of!conduct.!Teacher!
uses!positive!framing!to!model!and!
reinforce!appropriate!be ha vior!an d !
redirect!inappropriate!stud en t!be ha vior.!
Teacher’s!response!to!students’!
inappropriate!beh a vio r!is!c o ns ist en t,!
proportionate,!respectful!to!students,!and!
effective.!!
Teacher!and!students!establish!and!
implement!stan d ard s!o f!c o nd u ct.!S tu d en ts !
follow!the!standards!of!co n du ct!an d !selfK
monitor!their!behaviors.!Teacher’s!
monitoring!of!student!behavior!is!subtle!
and!preventive.!Teacher!uses!positive!
framing!to!model!an d!rein forc e!po sitive !
behavior!for!individual!students.!Teacher’s!
response!to!students’!ina pp ro priate !
behavior!is!sensitive!to!individual!student!
needs!and!respects!students’!dignity.!
!
!
! !
!
!
The$CPS$Framework$for$Teaching$$
!
Adapted$from$the$Danielson!Framework!for!Teaching$!
Chicago!Public!Schools!
08.27.13_Page!6!of!10!
!
Domain$3:$Instruction$
Unsatisfactory!
Basic!
Proficient!
Distinguished!
3a:$Communicating$
with$Students$
• .-/"'/0'1AP/1&')
8&/0"3"()MNO&6-39&1))
• :30&6-3#"1) * #0)56-393-3 &1 )
• ,#"-&"-):&%39&0<) /"')
,%/03-<)
• Q1&)#*)M0/%) /"')
203--&")8/"(?/(&)
!
Teacher!neither!clearly!communicates!
standardsKbased!learning!objective(s)!to!
students!nor!addresses!their!relevance!to!
learning.!Teacher’s!d ire ctio n s!a n d!
procedures!are!confusing!to!students.!
Teacher’s!explanation!of!content!is!
unclear!or!inaccurate;!explanations!do!not!
connect!with!students’!knowledge!and!
experience.!Teacher’s!spoken!and!written!
language!is!unclea r!an d !inc o rre ct.!
Vocabulary!is!vague,!incorrect,!or!
inappropriate!for!t he !stu d en ts ’!ag es!a n d!
levels!of!developm e nt ,!lea ving!studen ts!
confused.
Teacher!does!not!communicate!the!
standardsKbased!learning!objective(s)!to!
students!or!does!not!address!their!
relevance!to!learning.!!Teach er!clarifies !
directions!and!procedures!after!initial!
student!confusion.!Teacher’s!explanation!
of!content!contains!minor!errors,!and/or!
some!portions!are!clear!while!other!
portions!are!difficult!to!follow;!
explanations!occasionally!connect!with!
students’!knowledge!and!experience.!
Teacher’s!spoken!and!written!language!is!
unclear!or!incorrect.!Vocabulary!is!limited!
or!inappropriate!for!the!students’!ages!or!
levels!of!developm e nt .
Teacher!clearly!communicates!
standardsKbased!learning!
objective(s)!to!students!and!
addresses!their!relevance!to!
learning.!Teacher!c lea rly!
communicates!directions!and!
procedures.!Teacher’s!explanation!of!
content!is!clear!and!accurate,!and!
connects!with!students’!knowledge!
and!experience.!Teacher’s!spoken!
and!written!language!is!clear!and!
correct.!Vocabulary!is!appropriate!
for!the!students’!ages!and !levels!o f!
development.
Teacher!clearly!communicates!standardsKbased!
learning!objective(s).!Teacher!guides!students!
to!articulate!the!relevance!of!the!objective(s)!to!
learning.!Teacher!c lea rly!e xp lain s !dir ect ion s !an d !
procedures,!and!anticipates!possible!student!
misunderstanding.!Teacher’s!explanation!of!
content!is!thorough,!accurate,!and!clear,!
enabling!students!to!develop!a!conceptual!
understanding!of!content!while!making!
connections!to!their!interests,!knowledge,!and!
experience;!students!contribute!to!extending!
the!content!by!explaining !con cep ts!to !their!
classmates.!Teacher's!spoken!and!written!
language!is!expressive,!and!bu i ld s !o n !s tu d e n ts '!
language!develop m e nt !and!understanding!of!
content.!Vocabulary!is!app rop ria te!fo r!the !
students'!ages!and!levels!of!development;!
students!contribute!to!the!correct!use!of!
academic!vocabulary.!
3b:$Using$
Questioning$and$
Discussion$
Techniques!
• 8#$A)/"')I3(4A8&9&%)
V?&1-3#"3"( ) )
• :316?113#")D& 6 4"3>?&1)
/"')ST;%/"/-3#")#*)
D43"F3"()
• .-?'&"-)=/0-363;/-3#")!
Teacher!does!not!ask!questions,!or!all!
questions!are!of!low!cognitive!challenge,!
requiring!only!short,!specific,!right!o r!
wrong!answers.!Questions!are!not!
developmentally!appropriate.!Teacher!
does!not!require!students!to!construct!
viable!arguments.!Questions!are!asked!in!
rapid!succession!with!no !“w a it!time ”!fo r!
student!processing!and!response.!The!
discussion!is!irrelevant!to!the!content!
under!study!or!predominantly!in!the!form!
of!recitations,!with!the!teacher!mediating!
all!questions!and!answers.!Teacher!
accepts!all!contributions!without!asking!
students!to!explain!or!provide!evidence!
for!their!thinking.!Few!stude nts !are!
listening!and!respo n din g !to !qu e stio n s!a nd !
answers!from!either!the!teacher!or!peers.
Teacher’s!questions!lead!students!
through!a!single!path!of!inqu iry!w he re!
answers!are!seemingly!preKdetermined,!
with!few!highKlevel!or!openKended!
questions.!Questions!are!not!always!
developmentally!appropriate.!Questions!
are!asked!with!limited!“wait!time.”!
Teacher!attempts!to!create!a!discussion!
among!students!to!engage!with!the!
content!under!study,!with!uneven!results.!!
Teacher!sometimes!requires!students!to!
provide!evidence!of!their!thinking!or!
construct!viable!arguments!based!on!
evidence.!Some!students!are!listening!and!
responding!to!questio ns !and !co m m e nts!
from!their!teacher!or!pe ers,!an d/ or!a!fe w!
students!dominate!the!discussion.
Teacher’s!questions!are!lowK!and!
highKlevel,!openKended,!and!
developmentally!appropriate,!
requiring!student!thinking ,!and !
promoting!understanding.!Teacher!
creates!a!genuine!discussion!among!
students,!providing!adequate!“wait!
time”!for!students!to!enga ge!w ith!
the!content!under!stud y!an d !
stepping!aside!when!doing!so!is!
appropriate.!Teacher!requires!
students!to!provide!evidence!of!their!
thinking!and!construct!viab le!
arguments!based!on!evidence.!Most!
students!are!listening!and!
responding!to!questio ns !and !
answers!from!their!teacher!and!
peers.!Teacher!ensures!that!most!
voices!are!heard!in!the!discourse.
Teacher!uses!a!variety!of!lowK!and!highKlevel,!
openKended,!and!deve lo p mentally!appro p r ia te!
questions!to!challenge!students!cognitively,!
advance!high!level!thinking!and!discourse,!and!
promote!metacognition.!Teacher’s!discussion!
techniques!enable!stu de nts!to !en gage !eac h!
other!in!authentic!discussions!about!the!
content!under!study.!Students!formulate!
questions!and!challenge!one!another!using!
viable!arguments!based!on!evidence.!All!
students!are!listening!and!responding!to!
questions!and!answers!from!their!teacher!and!
peers.!Students!themselves!ensure!that!all!
voices!are!heard!in!the!discourse.
!
!
The$CPS$Framework$for$Teaching$$
!
Adapted$from$the$Danielson!Framework!for!Teaching$!
Chicago!Public!Schools!
08.27.13_Page!7!of!10!
!
Unsatisfactory!
Basic!
Proficient!
Distinguished!
3c:$Engaging$
Students$in$Learning$
• 5%3("C&"-)#*)8&/0"3"()
MNO&6-39&1 ))
• D/1F)/"')D&T-)
,#C;%&T3-<)
• .6/**#%'3"()/"')
:3**&0&"-3/ - 3 "( )
H"1-0?6-3#"))
• =/63"()/"').&>?&"63"()
• 70#?;3"(!
Tasks!do!not!align!with!standardsKbased!
learning!objectives .!Ta sk s!a nd / or !tex t!
require!only!rote!response s,!do !no t!resu lt!
in!active!engagem en t,!an d !d o!n o t!
challenge!student!thinking.!Teacher!does!
not!scaffold!or!differentiate!instruction!so!
that!all!students!access!com ple x,!grad eK
level,!and/or!develo p m en ta lly!a p pro p ria te!
text!or!tasks.!The!teacher’s!pacing!o f!the !
lesson!is!too!slow !o r!ru sh ed ,!an d !tas ks !ar e!
not!sequenced!to!build!students’!depth!of!
understanding.!The!teacher’s!grouping!of!
students!is!unintentional!and!inhibits!
student!mastery!of!the!content/skills.!!
Tasks!partially!align!with!standardsKbased!
learning!objectives .!Ta sk s!a nd / or !tex t!
minimally!challenge!student!thinking,!and!
result!in!active!engageme nt!o f!on ly!some!
students!while!allowing!others!to!be!
passive!or!merely!compliant.!Teacher!
occasionally!scaffolds!and/or!
differentiates!instruction!so!that!only!
some!students!access!complex,!gradeK
level,!and/or!develo p m en ta lly!a p pro p ria te!
text!and/or!tasks.!The!teach er’s!pa cing !of!
the!lesson!is!partially!appropria te,!an d/o r!
tasks!are!partially!sequenced !to!b uild!
students’!depth!of!understanding.!The!
teacher’s!grouping!of!stud en ts!is!
intentional!but!do es !no t!le ad !to !s tud e nt !
mastery!of!the!content/skills.
Tasks!align!with!standardsKbased!
learning!objectives .!Ta sk s!a nd !te xt !
are!complex!and!challenge!student!
thinking,!resulting!in!active!
engagement!of!most!students.!
Teacher!scaffolds!and!differentiates!
instruction!so!tha t!m o st !stu d en ts !
access!complex,!gradeKlevel!and/or!
developmentally!appropriate!text!
and!tasks.!!The!teacher’s!pacing!of!
the!lesson!is!appropriate,!an d!ta sks!
are!sequenced!to!build!students’!
depth!of!understanding.!The!
teacher’s!grouping!of!stud en ts!is!
intentional!and!lea ds !to !stu d en t!
mastery!of!the!content/skills.!
Tasks!align!with!standardsKbased!learning!
objectives!and!are!tailored!so!virtually!all!
students!are!intellectually!engaged!in!
challenging!content.!Tasks!and!text!are!
complex!and!promote!student!engagemen t!
through!inquiry!and!ch oice .!Stud en ts!
contribute!to!the!exploration!of!content.!
Teacher!scaffolds!and!differentiates!instruction!
so!that!all!students!access!complex,!gradeK
level,!and/or!develo p m en ta lly!a p pro p ria te!t ex t!
and/or!tasks.!The!teacher’s!pacing!of!the!lesson!
is!appropriate,!and !tas ks !are !se q ue nc ed !n o t!
only!to!build!students’!depth!of!understanding,!
but!also!to!require!student!reflection!and!
synthesis!of!the!learning.!Teacher’s!grouping!o f!
students!is!intentional!and!students!serve!as!
resources!for!each!other!to !ach ieve !m aste ry!of!
the!content/skills.
3d:$Using$
Assessment$in$
Instruction $
• L#"3-#03"()#*).-?'&" -)
8&/0"3"()$3-4),4&6F1)
*#0)Q"'&01-/"'3"()
• 511&11C&"-)
=&0*#0C/"6&)8&9&%1)
• .-?'&"-).&%*A
511&11C&"-))
• R&&'N/6F)-#).-?'&"-1!
Teacher!does!not!use!formative!
assessment,!neither!to!check!for!
completion!of!work!nor!to!monitor!
progress!and!check!for!student!
understanding.!!Students!cannot!explain!
the!criteria!by!which!their!work!w ill!be!
assessed!and!do!not!engage!in!selfK!or!
peerKassessment.!Teacher’s!feedback!is!
absent!or!of!poor!quality.
Teacher!sometimes!uses!formative!
assessment!to!monitor!progress!toward!
student!understanding!of!the!learning!
objectives!and/or!teacher!checks!for!
completion!of!work!rather!than!student!
understanding!of!the!learning!objectives.!
Students!can!explain!some!of!the!criteria!
by!which!their!work!will!be!assessed;!few!
engage!in!selfK!or!peerKassessment.!
Teacher’s!feedback!is!general!and/or!
doesn’t!advance!specific!learning.!
Teacher!uses!formative!assessment!
during!instruction!to!monitor!
progress!and!to!check!for!student!
understanding!of!the!learning!
objectives.!!Students!can!explain!the!
criteria!by!which!their!work!will!be!
assessed;!some!of!them!engage!in!
selfK!or!peerKassessment.!Teacher!
provides!accurate!and!specific!
feedback!to!individuals!an d!g rou ps !
of!students!to!advance!learning.
Teacher!fully!integrates!formative!asses sm en t!
into!instruction,!and!uses!it!to!mon itor!
progress,!and!to!check!for!understanding!for!
individual!studen ts.!S tu d en ts !ca n!e xp lain ,!an d !
there!is!some!evidence!th at!the y!ha ve!
contributed!to,!the!criteria!by!which!their!work!
will!be!assessed.!Students!selfK!and!peerKassess!
to!monitor!their!progress.!Teacher!and!
students!provide!individualized!feedback!that!is!
accurate,!specific,!and!advances!learning.
3e:$Demonstrating$
Flexibility$and$
Responsiveness$
• @&1;#"1&)-#).-?'&"-)
J&&'1)
• D&/64&0E1)=&0131-&"6&)
• 8&11#")5'O?1-C&"-!
The!teacher!ignores!students’!questions,!
needs,!learning!styles!and!interest s;!when!
students!have!difficulty!learning,!the!
teacher!blames!them !or!the ir!ho m e!or!the!
external!environment!for!their!lack!of!
success.!The!teacher!makes!no!attempt!to!
adjust!instruction!during!the!lesson!to!
meet!student!needs,!even!when!st u d e n ts !
don’t!understand!the!content!or!have!not!
mastered!the!skill.
The!teacher!attempts!to!accommodate!
students’!questions,!needs,!learning!styles!
and!interests!during!instruction!and!
accepts!responsibility!for!the!success!of!all!
students.!When!formative!assessments!
show!a!need!for!intervention!or!
enrichment,!teacher!attempts!to!adjust!
instruction!during!the!lesson,!but!
impromptu!ad ju stments!are!ineffective.
Teacher!accommodates!students’!
questions,!needs,!learning!styles!and!
interests!during!ins tru ct ion .!T h e!
teacher!accepts!respon sibility!for!
student!learning!and!persists!in!
seeking!approaches!for!all!students.!
When!formative!assessments!show!a!
need!for!intervention!or!enrichm e nt,!
teacher!makes!effective!imp ro m ptu !
adjustments!to!instruction.
Teacher!seizes!opportunities!to!enhance!
learning,!building!on !a !sp on ta n eo us ! world!or!
local!event!and/or!student!interests.!Teacher!
persists!in!adjusting!instruction!so!individual!
student!misunderstandings!or!advanced!needs!
are!successfully!accommodated.!When!
formative!assessmen ts!sh ow !a!n ee d!fo r!
intervention!or!en rich m e n t,!tea ch er !m a ke s!
effective!impromptu!adjustments!that!
individualize!instruc tio n!f or !stu d en ts .
!
!
The$CPS$Framework$for$Teaching$$
!
Adapted$from$the$Danielson!Framework!for!Teaching$!
Chicago!Public!Schools!
08.27.13_Page!8!of!10!
!
Domain$4:$Professional$Responsibilities$
Unsatisfactory!
Basic!
Proficient!
Distinguished!
Teacher!does!not!describe!whether!or!
not!a!lesson!or!unit!was!effective!or!
achieved!its!objective,!or!teacher!
misjudges!the!success!of!a!lesson!or!
unit!and!its!impact!on!student!learning.!
Teacher!is!not!able!to!analyze!the!
aspects!of!his/her!practice!that!led!to!
the!outcome!of!the!lesso n !and !the !
impact!on!stude n t!lea rn ing .!T e acher!
makes!no!suggestions!about!how!
practice!could!have!been!altered!to!
improve!the!lesso n !or !fu tu re!s im ila r!
lessons.!
Teacher!accurately!describes!whether!or!
not!a!lesson!or!unit!was!effective!but!does!
not!describe!the!extent!to!which!it!
achieved!its!objective!or!its!impact!on!
student!learning.!Teacher!is!able!to!analyze!
some!aspects!of!his/her!practice!that!led!to!
the!outcome!of!the!lesso n !and !the !imp ac t!
on!student!learning.!Teacher!makes!
general!suggestions!about!how!a!lesson!
could!have!been!altered!to!improve!the!
lesson!or!future!similar!lessons.
Teacher!makes!an!accurate!assessment!of!a!
lesson’s!or!unit’s!effe ct iven e ss !an d !the !
extent!to!which!it!achieved!its!objective!
and!impact!on!student!learning!and!can!
provide!evidence!to!support!the!judgment.!
Teacher!analyzes!aspects!of!his/her!
practice!that!led!to!the!outcome!of!the!
lesson!and!the!im p ac t!o n!s tu d en t!lea rn in g.!
Teacher!makes!specific!suggestions!about!
how!a!lesson!could!have!been!altered!to!
improve!the!lesso n !or !fu tu re!s im ila r!
lessons.
Teacher!makes!an!accurate!assessment!of!
a!lesson’s!or!unit’s!effectiveness!and!the!
extent!to!which!it!achieved!its!objective!
and!its!impact!on!student!learning,!citing!
many!specific!examples!and!evidence.!
Teacher!is!able!to!analyze!many!aspects!of!
his/her!practice!that!led!to!the!outcome!
of!the!lesson!and!the!impact!on!student!
learning.!Teacher!o ffe rs!s p ec ific!
alternative!practices,!complete!with!the!
probable!success!of!each!aspect!of!
practice!could!have!improved!the!lesson!
or!future!similar!lessons.!
Teacher!has!a!disorganized!system!or!
no!system!for!maintaining!information!
on!student!completion!of!assignments,!
student!progress!in!learning,!and!nonK
instructional!recor ds ,!res ult ing !in !err ors !
and!confusion.
Teacher!has!a!rudimentary!system!for!
maintaining!information!on!student!
completion!of!assignments,!student!
progress!in!learning,!and!nonKinstructiona l!
records,!requiring!frequen t!m on itorin g!to !
avoid!errors.
Teacher!has!an!organized!system!for!
maintaining!information!on!student!
completion!of!assignments,!student!
progress!in!learning,!and!nonKinstructional!
records,!requiring!little!monitoring!to!avoid!
errors.
Teacher!has!a!detailed!system!for!
maintaining!information!on!student!
completion!of!assignments,!student!
progress!in!learning,!and!nonKinstructional!
records,!requiring!no!mo n itoring !for!
errors.!Students!contribute!information!
and!participate!in!maintaining!the!
records.
!
!
The$CPS$Framework$for$Teaching$$
!
Adapted$from$the$Danielson!Framework!for!Teaching$!
Chicago!Public!Schools!
08.27.13_Page!9!of!10!
!
Unsatisfactory!
Basic!
Proficient!
Distinguished!
Teacher!does!not!communicate!with!
families!to!inform!them !of!class !
activities,!to!convey!an!individual!
student’s!progress,!nor!to!solicit!the!
family’s!support!in!relationsh ip!to !
grade!level!expectations.!Teacher!does!
not!engage!families!in!the!instructional!
program.!Teacher!does!not!respond!to!
families’!concerns,!neither!
professionally!nor!in!a!timely!manner.!
Teacher’s!communication!with!families!
is!not!conveyed!in !a!c ult ur ally !
appropriate!manner.!Teacher’s!
communication!is!oneKway,!not!
interactive.!Teacher!only!
communicates!with!families!for!
behavioral!concerns!or!about!academic!
failure.
Teacher!rarely!communicates!with!families!
to!inform!them!of!class!activities,!to !con vey !
information!abo u t!an !in div id ua l!stu d en t’s !
progress,!and/or!to!solicit!the!family’s!
support!in!relationship!to!grade!level!
expectations.!Teacher!engages!families!in!
the!instructional!program !on ly!for!
attendance!at!activities!or!events.!Teacher!
sometimes!responds!to!families’!concerns!
in!a!professional!an d /o r!timely!manner.!
Teacher’s!communication!with!families!is!
not!always!appropriate!to!the!cultural!
norms!of!students’!families.!!Teacher’s!
communication!is!interactive!only!when!a!
family!member!initiates!co m m u n icatio n.
Teacher!regularly!communicates!with!
families!in!a!twoKway!interactive!manner!to!
discuss!class!activities,!individual!student’s!
progress,!and!to!solicit!the!family’s!support!
in!relationship!to!gr ad e!le ve l!ex pe ct atio n s.!
Teacher!meaningfully!engages!families!as!
partners!in!the!instructional!program!(e.g.!
through!classroom !vo lu nt ee rin g,!w o rkin g !at!
home!with!their!child,!and!involvement!in!
class!projects!in!and!out!of!school).!Teacher!
responds!to!families’!con cern s!
professionally!and!in!a!timely!manner.!
Teacher’s!communication!with!families!is!
appropriate!to!the!cultural!norms!and!
needs!of!the!students’!families.!!
Teacher!frequently!communicates!with!
families!to!convey!inform ation !ab ou t!clas s!
and!individual!activities,!individual!
student’s!progress!and!to!solicit!and!
utilize!the!family’s!support!in!student!
learning.!Teacher!meaningfully!and!
successfully!engages!families!as!partners!
in!the!instructional!pro gram!(e.g.!through!
class!and!home!volunteering,!working!at!
home!with!their!child,!involvement!in!
class!and!school!projects!in!and!out!of!
school,!and!parent!workshops!and!
training).!Teacher!respo n ds !to!fa m ilies ’!
concerns!professionally!and!in!a!timely!
manner,!providing!resources!and!
solutions!to!address!the!concerns.!
Teacher’s!communication!with!families!is!
sensitive!to!cultural!norms!and!needs,!
with!students!contributing!to!the!
communication!as!appropriate.
Teacher!rarely,!if!at!all,!engages!in!
professional!growth!activities!to!
enhance!content!knowledge!or!
pedagogical!skill!to!improve!practice.!
Teacher!rarely!meets!and!collaborates!
with!colleagues!or!resists!meeting!and!
collaborating!with!colleagues.!Teacher!
rarely,!if!ever,!makes!an !eff or t!to !
participate!in!teamKbased!professional!
inquiry!to!advanc e!s tud e nt !lea rn ing .!
Teacher!does!not!volunteer!to!
participate!in!a!leadership!and/or!
teaching!team.!Teacher!re sists!
feedback!from!colleagu es !or!
administrators!and!makes!no!effort!to!
incorporate!it!to!im p ro ve !pr ac tice !an d !
advance!student!learning.!
!
Teacher!participates!in!required!
professional!growth!activities!to!enhance!
content!knowledge!or!pedagogical!skill!to!a!
limited!extent!and/or!when!it!is!
convenient,!using!new !k n ow ledge!
inconsistently!to!improve!practice.!Teac h er!
reluctantly!meets!to!collaborate!with!
colleagues,!and!reluctantly!provides!or!
accepts!support!to/from!them.!Teacher!
participates!in!teamKbased!professional!
inquiry!to!advanc e!s tud e nt !lea rn ing !an d !
participates!in!a!leadership!and/or!teaching!
team!only!when!invited .!Tea che r!acce pts !
feedback!from!colleagu es !and !
administrators!with!some!reluctance,!using!
feedback!inconsistently!to !imp ro ve!p ractice !
and!advance!student!learning.!
Teacher!seeks!opportunities!for!
professional!growth !to!e nh an ce!co n ten t!
knowledge!and!pedagogical!skill!and!uses!
new!knowledge!to!improve!practice.!
Teacher!regularly!collaborates!with!and!
provides/receives!support!to/from!
colleagues.!Teacher!participates!actively!in!
team!based!professio na l!inq uiry !th at !
advances!student!learning!and!makes!
substantial!contribution!to!the!school!
leadership!team!a n d/ or !gra d e K le ve l/!
content/department!teaching!team.!
Teacher!accepts!and!consistently!uses!
feedback!from!colleagu es !and !
administrators!to!improve!practice!and!
advance!student!learning.!
Teacher!initiates!opportunities!for!
professional!growth!and!makes!a!
systematic!effort!to!enhance!content!
knowledge!and!pedagogical!skill!of!self!
and!colleagues.!S/he!uses!new!knowledge!
to!improve!practice!of!self!and !colleagues.!
Teacher!invites!meetings!and!initiates!
collaborations!with!colleagues.!Teacher!
provides!and!accepts!collegial!support!and!
feedback!to/from!collea gu es.!T eac he r!
participates!in!and!facilitates!professional!
inquiry!with!scho o l!tea m !to !a dv an ce !
student!learning!and!serves!on!a!
leadership!and/o r!te ac hin g !tea m .!T ea ch e r!
welcomes!and!uses!feedback!from!a!
variety!of!stakeholders!(e.g.!colleagues,!
administrators,!students,!parents,!
external!education!partners)!to!improve!
practice!and!advance!student!learning.!
!
!
The$CPS$Framework$for$Teaching$$
!
Adapted$from$the$Danielson!Framework!for!Teaching$!
Chicago!Public!Schools!
08.27.13_Page!10!of!10!
!
Unsatisfactory!
Basic!
Proficient!
Distinguished!
Teacher!does!not!hold!student!or!
required!school!inform atio n!
confidential,!and!is!dishonest!in!
professional!and!student/family!
interactions.!The!te ac he r!is !no t!a ler t!to !
students’!needs,!contributes!to!
practices!that!result!in!some!students!
being!illKserved,!and!does!not!ensure!
that!students!are!prepare d!to !suc cee d!
in!school,!college,!car ee r,!an d ! lif e.!
Teacher!makes!decisions!and!
recommendatio ns!th at!are !ba sed !on !
selfKserving!interests.!Teacher!does!not!
comply!with!school!and!district!
regulations.!Teacher!do es!n ot!h ave !a!
responsible!or!profession al!atte nd an ce !
record.!
Teacher!holds!student!and!required!school!
information!con fid en tia l,!an d!is !h on es t!in !
professional!and!student/family!
interactions!mos t!o f!th e!t im e .!Th e!
teacher’s!attempts!to!serve!stu d en ts!are!
inconsistent,!and!u n kn o w in gly !co nt rib ut e!
to!some!students!bein g!illKserved.!Teacher!
sometimes!ensures!students!are!prepared!
to!succeed!in!school,!college ,!caree r,!and !
life.!The!teacher’s!de cis ion s!a n d!
recommendatio ns!a re!ba sed !o n!lim ited,!
though!genuinely!pro fessio na l,!
considerations.!Teacher!complies!minimally!
with!school!and!district!regulations,!doing!
just!enough!to !g et!b y .!Te a ch e r!h a s!a !
minimally!responsible!or!professio na l!
attendance!record.!
Teacher!always!holds!student!and!required!
school!information!confidential,!and!
displays!high!standards!of!honesty,!
integrity,!and!confid en tia lity!in !in te ractions!
with!colleagues,!students,!and!the!public.!
The!teacher!is!active!in!serving!students!
and!works!to!ensure!that!all!students!
receive!a!fair!opportunity!to!su ccee d!in !
school,!college,!career,!and!life.!The!teacher!
maintains!an!open!mind!in!decisionKmaking!
and!helps!ensure!that!such!decisions!are!
based!on!professional!considerations.!
Teacher!complies!fully!with!school!and!
district!regulations.!Teacher!has!a!
responsible!and!profe ssion al!atte nd a nce !
record.!
Teacher!has!the!highest!standards!of!
integrity,!always!ho lds !stu d en t!a n d!
required!school!inform atio n!co nfid en tial,!
and!is!honest!in!professional!and!
student/family!interactions.!The!teacher!is!
proactive!in!serving!students,!seeking!out!
resources!when!nee de d.!T he !teac he r!
makes!a!concerted!effort!to!challenge!
negative!attitudes!or!practices!so!that!all!
students,!particularly!those!traditionally!
underserved,!are!honored!in!the!school!
and!prepared!for!success!in!school,!
college,!career,!and!life.!Teacher!takes!a!
leadership!role!in!d ec isio n Kmaking!for!the!
school!and!helps!ensure!that!such!
decisions!are!based!on!the!highest!
professional!considerations.!Teacher!
complies!fully!and!takes!a!leadership!role!
with!school!and!district!regulations.!
Teacher!has!a!responsible!and!
professional!attendance!record.!
!