| Domain 2. Creating an Environment for Learning |
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| 2.1 The teacher creates an inclusive and caring environment in which each individual is respected and valued. | Teacher interactions with all students demonstrate respect. Interactions are inclusive and appropriate. Teacher encourages respectful interactions among individuals and appropriately addresses any disrespectful interactions among individuals.
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| 2.2 The teacher establishes effective routines and procedures, maintains a safe and orderly environment, and manages transitions to maximize instructional time. | Teacher establishes and uses effective routines and procedures for managing student groups, supplies, and/or equipment. Teacher acts to maintain a safe environment. Teacher establishes and directs procedures for transitions. No instructional time is lost.
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| 2.3 The teacher manages and monitors student behavior to maximize instructional time. | Teacher monitors student behavior at all times which promotes individual, group, and/or whole class time on task. Teacher response to misbehavior is appropriate and consistent.
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| Domain 3. Teaching for Learning |
| 3.1 The teacher communicates standardsbased instructional objectives, high expectations, instructive directions, procedures, and assessment criteria. | Teacher writes lesson plans with clear and measurable standards-based instructional objectives. Teacher selects and designs instructional activities that are aligned to the instructional objective, establish high expectations for student performance, provide opportunities for students to make continuous progress toward meeting the standards, and makes connections within or across disciplines. Lesson plans are aligned with the lesson observed. Teacher clearly and accurately communicates standards-based instructional objectives. Teacher clearly and accurately communicates instructional directions and procedures for the activity. Teacher communicates high expectations for standards-based student work. Teacher emphasizes completion of work and encourages students to expend their best effort. Teacher clearly communicates to students the assessment criteria that are aligned with the standards-based instructional objectives.
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| 3.2 The teacher demonstrates content knowledge by using content specific instructional strategies. | Teacher uses instructional strategies that are effective and appropriate to the content. Teacher conveys accurate content knowledge, including standards-based content knowledge.
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| 3.3 The teacher uses standards-based instructional activities that promote conceptual understanding, extend student thinking, and monitors/adjusts instruction to meet individual needs. | Teacher uses challenging standards-based activities at the appropriate cognitive level that promote conceptual understanding. Teacher creates situations that challenge students to think independently, and creatively or critically about the content being taught. Teacher monitors and adjusts instruction/activities/ pacing to respond to differences in student needs. Teacher pursues the active engagement of all students.
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| 3.4 The teacher engages students in discourse and uses thought-provoking questions aligned with the lesson objectives to explore and extend content knowledge. | Teacher initiates and leads discourse at the evaluative, synthesis, and/or analysis levels to explore and extend the content knowledge. Teacher asks thought-provoking questions at the evaluative, synthesis, and/or analysis levels that focus on the objectives of the lesson. Teacher seeks clarification through additional questions. Teacher provides appropriate wait time.
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| 3.5 The teacher provides timely, constructive feedback to students about their progress toward the learning objectives using a variety of methods, and corrects student errors/misconceptions. | Teacher provides accurate, specific and timely feedback to students about their progress toward the learning objectives. Teacher provides feedback using a variety of methods and facilitates student self-assessment. Teacher corrects student content errors to individuals, groups, and/or the whole class by offering explanations that clarify the process or concept. Teacher addresses content-related misconceptions as they arise.
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