Danielson Framework for Teaching aligned with the

Washington Eight Teacher Evaluation Criteria

Criterion 1 Criterion 2 Criterion 3

Centering instruction on high Recognizing individual student
Demonstrating effective
expectations for student learning needs and developing
teaching practices.
achievement. strategies to address those needs.

Domain 1: Planning and

Preparation
Domain 2: The Classroom 1b: Demonstrating Knowledge of
Domain 3: Instruction
Environment Students
3b: Using Questioning And
2b: Establishing a Culture for Domain 3: Instruction
Discussion Techniques
Learning 3e: Demonstrating Flexibility And
Domain 4: Professional Responsiveness
Domain 3: Instruction
Responsibilities Student Growth
3a: Communicating with Students
4a: Reflecting on Teaching SG 3.1: Establish Student Growth
3c: Engaging Students In Learning Goal(s)
SG 3.2: Achievement of Student
Growth Goal(s)

Criterion 4 Criterion 5 Criterion 6

Providing clear and intentional Using multiple student data
Fostering and managing a safe,
focus on subject matter content elements to modify instruction and
positive learning environment.
and curriculum. improve student learning.
Domain 1: Planning and
Domain 2: The Classroom Preparation
Domain 1: Planning and Environment 1f: Designing Student Assessments
Preparation 2a: Creating an Environment of
1a: Demonstrating Knowledge of Domain 3: Instruction
Respect and Rapport 3d: Using Assessment in Instruction
Content and Pedagogy
2c: Managing Classroom Domain 4: Professional
1c: Setting Instructional Outcomes Procedures Responsibilities
4b: Maintaining Accurate Records
1d: Demonstrating Knowledge of
Resources 2d: Managing Student Behavior Student Growth
SG 6.1: Establish Student Growth
1e: Designing Coherent Instruction 2e: Organizing Physical Space Goal(s)
SG 6.2 Achievement of Student
Growth Goal(s)

Criterion 7 Criterion 8
Communicating and collaborating
Exhibiting collaborative and collegial practices focused on improving
with parents and the school
instructional practice and student learning.
community.

Domain 4: Professional
Responsibilities
Domain 4: Professional 4d: Participating in a Professional Student Growth
Responsibilities Community SG 8.1: Establish Team
4c: Communicating with Families 4e: Growing and Developing Student Growth Goal(s)
Professionally
4f: Showing Professionalism
 TEACHER EVALUATION
FRAMEWORK FOR TEACHING COMPONENTS OF PROFESSIONAL PRACTICE
AND ALIGNMENT TO WASHINGTON STATE CRITERIA
Domain 1: Planning and Preparation Domain 2: Classroom Environment
1a. Demonstrating knowledge of content & pedagogy (SC4) 2a. Creating an environment of respect and rapport (SC5)
•Knowledge of content and the structure of the discipline •Teacher interaction with students, including both
•Knowledge of prerequisite relationships words and actions
•Knowledge of content-related pedagogy •Student interactions with one another, including both
1b.Demonstrating knowledge of students (SC3) words and actions
•Knowledge of child and adolescent development 2b. Establishing a culture for learning (SC1)
•Knowledge of the learning process
•Importance of the content and of learning
•Knowledge of students’ skills, knowledge and
•Expectations for learning and achievement
language proficiency
•Knowledge of students’ interests and cultural heritage
•Student pride in work
•Knowledge of students’ special needs 2c. Managing classroom procedures (SC5)
1c. Setting instructional outcomes (SC4) •Management of instructional groups
•Value, sequence and alignment •Management of transitions
•Clarity •Management of materials and supplies
•Balance •Performance of non-instructional duties
•Suitability for diverse learners •Supervision of volunteers and paraprofessionals
1d. Demonstrating knowledge of resources (SC4) 2d. Managing student behavior (SC5)
•Resources for classroom use •Expectations
•Resources to extend content knowledge and pedagogy •Monitoring student behavior
•Resources for students •Response to student misbehavior
1e. Designing coherent instruction (SC4) 2e. Organizing physical space (SC5)
•Learning activities •Safety and accessibility
•Instructional materials and resources •Arrangement of furniture and use of physical resources
•Instructional groups
•Lesson and unit structure
1f. Designing student assessments (SC6)
•Congruence with instructional outcomes
•Criteria and standards
•Design of formative assessments
•Use for planning

Domain 4: Professional Responsibilities Domain 3: Instruction

4a. Reflecting on teaching (SC2) 3a. Communicating with students (SC1)
•Accuracy •Expectations for learning
•Use in future teaching •Directions for activities
4b. Maintaining accurate records (SC6) •Explanations of content
•Student completion of assignments •Use of oral and written language
•Student progress in learning 3b. Using questioning and discussion techniques (SC2)
•Non-instructional records •Quality of questions/prompts
4c. Communicating with families (SC7) •Discussion techniques
•Information about the instructional program •Student participation
•Information about individual students 3c. Engaging students in learning (SC1)
•Engagement of families in the instructional program •Activities and assignments
4d. Participating in a professional community (SC8) •Grouping of students
•Relationships with colleagues •Instructional materials and resources
•Involvement in a culture of professional inquiry •Structure and pacing
•Service to school 3d. Using assessment in instruction (SC6)
•Participation in school and district projects •Assessment criteria
4e. Growing and developing professionally (SC8) •Monitoring of student learning
•Enhancement of content knowledge and pedagogical •Feedback to students
skill •Student self-assessment and monitoring of progress
•Receptivity to feedback from colleagues 3e. Demonstrating flexibility and responsiveness (SC3)
•Service to profession •Lesson adjustment
4f. Showing professionalism (SC8) •Response to students
•Integrity and ethical conduct •Persistence
•Service to students
•Advocacy
•Decision-making
•Compliance with school and district regulations

The Framework for Teaching / The Danielson Group (SC = State criterion)