The Framework for Teaching Charlotte Danielson Danielson’s Framework for Teaching Domain 3: Instruction Communicating Clearly and Accurately Using Questioning and Discussion Techniques Engaging Students in Learning Providing Feedback to Students Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Selecting Instructional Goals Demonstrating Knowledge of Resources Designing Coherent Instruction Assessing Student Learning Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Contributing to the School and District Growing and Developing Professionally Showing Professionalism

1.Learning Goals and Feedback 2.Interacting with New Knowledge 3.Practicing and Deepening 4.Generating and Testing Hypotheses 5.Student Engagement 6.Establishing Rules and Procedures 7.Adherence to Rules and Procedures 8.Teacher-Student Relationships 9.High Expectations Supervising The Art and Science of Teaching Marzano; ASCD; 2007

Research for Better Teaching, Inc. One Acton Place, Acton, MA (978) FOUNDATION OF ESSENTIAL BELIEFS KEY CONCEPTS Areas of Performance Repertoire MatchingINSTRUCTIONALSTRATEGIES Clarity Principles of Learning Models of Teaching MANAGEMENT SpaceTimeRoutines AttentionMomentumDiscipline MOTIVATION Personal Relationship Building Class Climate Expectations/Effort Based Ability CURRICULUM Curriculum Design Overarching Objectives Assessment Learning Experiences Planning