whps intructional framework 8 30 13 revised

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Classroom Environment

The Classroom Environment focus area has four (4) indicators of performance. For each indicator, exemplars of practice

have been provided and, where applicable, student behaviors, outcomes and/or products have been suggested. Finally a

list of teacher dispositions has been provided in support of the types of habits and patterns associated with establishing a

quality classroom environment for learning.

Dispositions Safety-oriented, respectful, professional, nurturing, caring, responsive, culturally-sensitive, fair, honest,

reflective, flexible, analytical, non-judgmental

Focus Area: Classroom Environment

Indicators Level 1 Level 2 Level 3 Level 4

A. Teacher creates an

environment that is safe

and conducive to

learning.

Teacher does not

effectively address

negative student behavior,

which interferes with the

learning, safety or well-

being of others.

Teacher inconsistently

addresses student

behavior, which impacts

the learning, safety or well-

being of others.

Teacher actively

addresses and

promotes student

behaviors that

supports a

positive learning

environment.

Teacher and students

actively and consistently

promote behavior that

supports a positive learning

environment.

Exemplars The teacher acknowledges, promotes, and models responsible and respectful behaviors, corrects irresponsible and

inappropriate behaviors and sets up clear rules/norms. The teacher promotes safety and respect in the classroom

so that learning is accessible to all students including those with special needs.

The teacher manages movement, manages attention, manages rules/norms, and sets up high expectations for all

the students.

The teacher interacts with students, supports student diversity, and reinforces positive interaction among students.

Student Behaviors,

Outcomes, and

Products

The students exhibit respect for the teacher and contribute to high levels of civility among all members of the class.

The students respect rules/norms to promote safety in the classroom.

The students assume responsibility for high quality learning by initiating improvements, making revisions, adding

details, and/or helping peers. Routines are well understood and may be initiated by the students. The students

interact with one another and the teacher.

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B. Teacher models and

promotes an atmosphere of

respect and responsibility

for self, others and

property.

Teacher provides little or

no evidence of modeling

an atmosphere of respect

and responsibility for self,

others and property.

Teacher provides some

evidence of modeling an

atmosphere of respect

and responsibility for self,

others and property.

Teacher-to-student and student-to- student interactions frequently demonstrate respect and responsibility for self, others, and property and sensitivity to students’ diversity and levels of development.

Teacher-to-student and

student-to-student

interactions consistently

demonstrate respect and

responsibility for self, others

and property, and sensitivity

to students’ diversity and

levels of development.

Teacher establishes a

classroom community that

does not promote risk-

taking and learning.



inconsistently promotes

risk-taking and learning.



frequently promotes

appropriate social skills to

support risk-taking and

learning.



consistently promotes

appropriate social skills to

support risk-taking and

learning.

Exemplars

The teacher promotes safety and respect in the classroom so that learning is accessible to all students including those with special needs. Students share ideas openly. Students listen to one another and engage in discourse about the learning tasks. Students provide feedback to one another about their work. Student Behaviors,

Outcomes, and

Products

Students respect established rules and norms in the classroom. Students act in ways that promote safety in the

classroom.

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C. Teacher maximizes the

amount of time spent on

learning by effectively

managing procedures and

routines.

Teacher rarely uses

learning time effectively.

Teacher

inconsistently uses

learning time

effectively.

Teacher frequently

maximizes learning time.

Teacher consistently

maximizes learning time.

No evidence of rules,

routines, expectations and

procedures.

Some rules, routines and

procedures are

established but are

Implemented inconsistently.

Classroom rules, routines

and procedures are

established and

consistently

implemented

Classroom rules, routines

and procedures that

promote student self-control

are clearly established and

consistently implemented by

teachers and students

Exemplars The teacher manages movement, manages attention, manages rules/norms and sets up high expectations for all

students.

Student Behaviors,

Outcomes, and

Products

Students assume responsibility for high quality learning by initiating improvements, making revisions, adding

details and/or helping peers. Routines are well understood and may be initiated by students. Students are on

task and following teacher directions. Students complete tasks assigned.

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D. Teacher promotes

student engagement by

providing opportunities to

participate and interact

productively.

Teacher rarely promotes

student engagement.

Teacher

inconsistently

promotes student

engagement.

The teacher frequently

promotes productive

student engagement by

providing opportunities for

students to participate in

the learning process.

The teacher consistently

promotes productive student

engagement by providing

varied opportunities for

students to participate in the

learning process.

Little or no evidence

exists of productive

student participation

and interaction.

Some evidence of

productive student

participation and

interaction is

identified.

Students participate actively in the learning tasks and engage in discourse with one another.

Students frequently interact with one another to complete learning tasks

Exemplars The teacher interacts with students, supports student diversity, and reinforces positive interaction among students.

Student Behaviors,

Outcomes, and

Products

The students interact with other students and teacher.

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Planning and Preparation

The Planning and Preparation focus area has five (5) indicators of performance. For each indicator, exemplars of practice


list of teacher dispositions has been provided in support of the types of habits and patterns associated with planning

classroom instruction for learning.

Dispositions Strategic, reflective, intuitive, flexible, adaptive progressive, culturally sensitive, knowledgeable, organized, responsible,

detail-oriented, diagnostic, analytical, student-centered, creative, open-minded, student-centered, insightful,

innovative, resourceful, confident

Focus Area: Planning and Preparation


A. Teacher designs

instruction based on

existing district curriculum

guides.

Teacher’s planning process

does not reflect the use of

existing curriculum guides

to design instruction.

Teacher’s planning

process occasionally

reflects the use of existing

curriculum guides to

design instruction.

Teacher’s planning

process typically reflects

the use of existing

curriculum guides to

design instruction.

Teacher’s planning process

consistently directly aligns

with existing curriculum

guides to design instruction.

Exemplars Teacher develops and implements strategies and resources targeted to individual needs consistent with CCSS and district standards.

Student Behaviors, Outcomes, and Products

High levels of student engagement throughout the lesson. Students successfully meet lesson objectives.

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Focus Area: Planning and Preparation (cont.)


B. Teacher designs

lessons that meet the

needs of all learners by

planning differentiated

learning tasks.

Teacher does not design

lessons that meet the

needs of all learners by


learning tasks.

Teacher occasionally

designs lessons that meet

the needs of all learners by


learning tasks.

Teacher designs lessons

that meet the needs of all

learners by planning

differentiated learning

tasks.


designs lessons that meet

the needs of all learners by


learning tasks.

There is no evidence of the

teacher’s knowledge of

students’ background

knowledge, interests and

individual learning needs.

There is minimal evidence

of the teacher’s knowledge

of students’ background



There is evidence of the

teacher’s knowledge of

students’ background



There is substantial

evidence of the teacher’s

knowledge of students’

background knowledge,

interests and individual

learning needs.

Exemplars Teacher differentiates based on multiple sources of data and resources, and opportunities for students to be

assessed and demonstrate mastery in non-traditional ways.

Student Behaviors,

Outcomes, and

Products

Authentic artifacts that reflect higher levels of student understanding

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C. Teacher plans

meaningful and

ongoing

assessments that

measure student

understanding and

mastery.

Teacher does not plan

assessments that

measure student

understanding and

mastery.

Teacher

occasionally plans

meaningful

assessments that

measure student

understanding and

mastery.

Teacher plans

meaningful

assessments that

measure student

understanding and

mastery.


plans and

incorporates

meaningful, ongoing

assessments that

measure student

understanding and

mastery.

Exemplars Teacher designs assessment opportunities based on student choice, student self-assessment, use of rubrics, in-the-

moment checking for understanding, and use of formative and summative aligned with standards based instruction.

Student Behaviors,

Outcomes, and

Products

Higher levels of student mastery.

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D. Teacher plans lessons

with multiple opportunities

for student engagement

using multimodal

methodology and

communication.

Teacher does not plan

lessons with multiple

opportunities for student

engagement.

Teacher occasionally plans



engagement.

Teacher typically plans



engagement using

multimodal methodology

and communication.

Teacher consistently plans



engagement using

multimodal methodology

and communication.

Exemplars Teacher designs inquiry based lessons with opportunities for student choice, the use of diverse instructional

modalities and multiple resources.

Student Behaviors,

Outcomes, and

Products

Higher levels of student engagement, responsibility for work, and demonstration of mastery.

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E. Teacher plans lessons

with relevant context (e. g.,

thematic units, real-world

connections, cross-

curricular, global or current

events).

Teacher does not plan for

contextual learning and

lessons are frequently

isolated from any context.

Teacher occasionally plans

to promote student

curiosity and

understanding of the

context (e.g., thematic,

real-world connections,

cross-curricular, global or

current events).

Teacher plans to promote

student curiosity and

application of learning

within a context (e.g.,

thematic, real-world

connections, cross-


events).

Teacher consistently plans

to promote student

curiosity and application of

learning within a context

(e.g., thematic, real-world

connections, cross-


events).

Exemplars Teacher designs lessons implementing culturally relevant approaches, opportunities to demonstrate global

relevance, use of developmental contexts that promote deeper student engagement, and research using diverse

technology integration.

Student Behaviors,

Outcomes, and

Products

Student artifacts that reflect an appreciation of a broader world view, creative approaches to demonstrating

learning, and the ability to apply knowledge to relevant life experiences.

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Instructional Practice

The Instructional Practice focus area has seven (7) indicators of performance. For each indicator, exemplars of practice


list of teacher dispositions has been provided in support of the types of habits and patterns associated with quality

instruction for learning.

Dispositions Reflective, analytical, metacognitive, respect for diversity, strategic, thoughtful, flexible, organized, thoughtful, intuitive,

supportive, high expectations for all, attentive to detail, thoroughness, organized, diagnostic and prescriptive,

advocacy, experimental, innovative, forward-thinking, technologically savvy, diagnostic, responsive, high expectations,

student-centered, rapport-building

Focus Area: Instructional Practice

Indicator Level 1 Level 2 Level 3 Level 4

A. Teacher sets and

communicates clear and

rigorous expectations for

learning.

Teacher rarely sets and

communicates

expectations for learning

that are clear to students.

Expectations are

frequently confusing

and/or inappropriate for

the students’

developmental levels.


sets and communicates

expectations. Some

confusion exists.

Some confusion may

exist.Clarification is

necessary and

frequently provided.

Teacher sets rigorous

expectations for learning

that are clear to students.

Teacher’s oral, written, and

nonverbal communication

is clear, and appropriate to

students’ diversity and

levels of development.

Teacher consistently set

rigorous expectations for

learning that are clearly

communicated to students.

Teacher’s oral, written,

and nonverbal

communication is

consistently clear and

appropriate to students’

diversity and levels of

development.

Teacher proactively

anticipates possible

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student misconceptions.

Exemplars Teacher communicates objectives clearly and explicitly.

Teacher refers to objectives/expectations throughout the lesson.

Teachers makes connections between objectives, essential questions and real world expressions.

Student Behaviors,

Outcomes, and

Products

Students can articulate the objective and purpose of the lesson.

Students follow the expectations and complete the learning tasks successfully.

Focus Area: Instructional Practice (cont.)


B. Teacher employs a

variety of evidence-based

strategies to enable all

students to apply and

construct new learning.

Teacher employs

predominantly one

evidence-based

instructional

strategy.

Teacher employs a

limited number of

evidence-based

instructional strategies.

Teacher employs a variety

of effective, evidence-

based instructional

strategies.

Teacher seamlessly and

responsively employs a

wide variety of highly

effective, evidence-

based instructional

strategies.

Exemplars Teacher designs lesson that include multiple evidence-based strategies and culturally relevant practices. Teachers give students opportunities to process new information and skills utilizing a variety of methods and strategies in alignment with the content and the individual student’s needs. The teacher implements a variety of strategies that respond to the individual needs of the students

Student Behaviors,

Outcomes, and

Products

Students experience challenge and engage in purposeful activities.

Students demonstrate learning as a result of the teacher’s use of effective evidence-based strategies.

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C. Teacher uses

differentiated instruction

and interventions to

support the diverse needs

of students.

Teacher does not

differentiated instruction,

and consideration is not

given to individual

students’ needs, interests,

or learning styles.

Teacher uses limited

differentiated instruction,

and gives some

consideration to individual

students’ needs, interests,

or learning styles.

Teacher frequently

provides differentiated


students’ individual

learning needs, interests,

and learning styles.


provides differentiated


students’ individual learning

needs, interests, and

learning styles.

Exemplars Teacher designs lesson from the start utilizing multiple representations of the task, multiple forms of expression

and multiple forms of engagement.

Teacher offers students multiple entry points into a learning experience.

Differentiation occurs because there is a need based on the student’s ability to complete tasks. This is evidenced by multiple entry points and pathways to access learning material. Teacher provides scaffolding for students.

Teacher makes appropriate use of support staff and other available resources (time, space, materials, technology) Students groupings are flexible and purposeful

Student Behaviors,

Outcomes, and

Products

Students are engaged in work that is purposeful and appropriately matched to learning needs. Students utilize a variety of resources. Students are engaged in learning activities based on needs, learning modality, interests, and/or abilities, and learning objectives/goals. Students are engaged in rigorous tasks at all levels. Students work and artifacts are differentiated based on needs and interests.

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D. Teacher monitors

student learning and

adjusts instructional

strategies and pacing, as

needed, in response to

student performance and

engagement.

Teacher’s monitoring is

limited to student task

completion and/or

behavior. Teacher rarely

adjusts instruction relative

to student performance

and engagement.

Teacher’s monitoring of

learning is focused on

whole group

understanding. Teacher

makes few adjustments to

instruction in response to


engagement.

Teacher monitors student

learning and adjusts



engagement.


monitors student learning

and efficiently adjusts



engagement.

Exemplars Teacher routinely checks for understanding during instruction utilizing a variety of methods and strategies.

Teacher individually coaches students to redirect instruction based on the students’ performance.

Teacher utilizes data based measures to track student progress.

Student Behaviors,

Outcomes, and

Products

Students frequently ask questions and offer solutions. Students demonstrate persistence, effort and task

completion.

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E. Teacher incorporates

available technological

and digital resources to

promote learning as

appropriate.

Teacher uses available

technology as a non-

instructional tool.

Students have limited

opportunity for interaction

with technology.

No technology was used

to enhance the lesson.

Teacher facilitates the use

of available technology to

help students access,

organize, and present

information.

Teacher facilitates the use

of available technology to

help students evaluate,

analyze, interpret and

communicate information

in order to demonstrate

and apply learning.

Teacher incorporates

student-centered use of

technology to engage

learners in critical thinking

activities that promote

cooperative problem

solving, creativity and

innovation.

Exemplars Teacher utilizes technology and digital resources strategically during lessons. Technology is used as a resource to support a purposeful skill or process (e.g., higher order thinking, Bloom’s Taxonomy or Webb’s Depth of Knowledge). Teacher acts as a model exploring and using new technology. Teacher incorporates both low tech and high tech digital resources as part of the classroom experience for students. Teacher provides students with specific opportunities to express their learning using technology.

Student Behaviors,

Outcomes, and

Products

Students access and use a range of technological and digital resources to organize and present information. Students with different levels of experience with or exposure to technology outside of school experience equitable access to technology. Students demonstrate independence and efficacy in their use of technology resources. Transfer of agency from teacher to students is evidenced b y the way students utilize technology resources during their learning.

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F. Teacher provides

constructive feedback to

students during instruction

to improve performance.

Teacher provides limited

and/or inaccurate

feedback.

Feedback discourages

creativity and/or

discourages risk taking.


provides feedback to

students about the quality

of their work. Feedback is

mostly general.

Teacher provides


students about the quality

of their work. Feedback

promotes active risk-

taking.

Teacher consistently provides ongoing, specific and accurate feedback to students about the quality of their work that promotes risk-taking and enhances their learning.

Exemplars Teacher routinely provides students with feedback that is specific, concrete and related to the target objectives.

Teacher provides feedback to students in a timely manner.

Student Behaviors,

Outcomes, and

Products

Students make changes to their work that reflects feedback received. Students demonstrate growth over time.

Students produce work that aligns with criteria and/or exemplars

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G. Teacher promotes

engagement through

shared responsibility for

the learning process.

Teacher provides limited

active learning

opportunities. Instruction is

primarily teacher driven.

Teacher sometimes

provides active, student-

centered learning

activities. Teacher

provides occasional

opportunities for students

to take responsibility for

their learning.

Teacher provides active,

student-centered learning

activities. Teacher

provides regular



their learning.


provides active, student-

centered learning

activities. Teacher

provides ample



their learning.

Exemplars Teacher designs lessons that invite active participation. Teacher provides multiple opportunities for students to

interact and engage in discourse with one another about learning tasks and lesson content. Teacher provides

scaffolding for students that promotes active student engagement and independence. Teacher provides

students with choice of learning activities aligned to learning outcomes.

Student Behaviors,

Outcomes, and

Products

Students engage in collaboration and/or discourse throughout the lesson. Students interact frequently with each other

and the teacher. Students participate actively throughout the lesson in a variety of ways. Students engage in self-

assessment of their work. Students produce work that aligns with criteria and/or exemplars. Students work in pairs

and groups to design, define and refine their learning products based on teacher input. Students are actively

engaged and held accountable for their contributions. Students take on appropriate leadership roles in the

classroom.

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Assessment

The Assessment focus area has five (5) indicators of performance. For each indicator, exemplars of practice have been

provided and, where applicable, student behaviors, outcomes and/or products have been suggested. Finally a list of

teacher dispositions has been provided in support of the types of habits and patterns associated with the development

and implementation of quality assessment for learning.

Dispositions Advocacy, interpretive, evaluative, encouraging, diagnostic, prescriptive

Focus Area: Assessment


A. Teacher uses a

comprehensive variety of

formative and summative

assessments that align with

the learning objectives and

inform instruction.

Teacher does not use a

variety of formative

and/or summative

assessments. Teacher

relies on a single

assessment or no

assessment occurs.


uses formative and/or

summative

assessments that align

with learning objectives

and inform instruction.

Teacher routinely uses

formative and

summative


with learning objectives

and inform instruction.


uses a variety of

formative and summative


with the learning

objectives and inform

instruction.

Exemplars Teacher includes formative and summative assessment tasks as part of the learning experience. Teacher provides a range of alternative means aligned with the learning objectives by which students may demonstrate their understanding. Teacher offer students choices of ways to represent new learning through varied tasks and activities. Teacher’s use of a variety of formative and summative assessments is evidenced in his/her lesson and pre-conference. Teacher monitors and adjusts instruction summatively based on assessment data and results.

Student Behaviors,

Outcomes, and

Products

All students are assessed. Students demonstrate growth, student focus on performance and learning

over grades, strengthening communication among all stakeholders

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Focus Area: Assessment (cont.)


B. Teacher uses a variety

of alternative formative

and summative

assessments to

differentiate for the

diverse ways that

students demonstrate

their learning.

Teacher does not use

a variety of

alternative

assessments to


diverse ways that


their learning.


uses alternative formative

and summative

assessments to


diverse ways that


their learning.

Teacher uses a variety of

alternative formative and

summative

assessments to


diverse ways that


their learning.


uses a variety of

alternative formative and

summative assessments

to differentiate for the

diverse ways that


their learning.

Exemplars Teacher provides accommodations and modifications to meet individual learners’ needs. Teacher provides a range of alternative means by which students may demonstrate their understanding. Teacher provides students with choices of activities by which to represent new learning. Teacher differentiates content, products and processes as for assessment, including providing options for students to show learning in multiple modalities or with varied media, scaffolding or cueing students to demonstrate knowledge or skills, and utilizing record-keeping and data collection techniques that capture multiple forms of evidence of what students have learned.;

Student Behaviors,

Outcomes, and

Products

Students have the opportunity to show their learning about a variety of content in a variety of ways, using a variety of modalities. Students feel all assessments are fair and within reach.

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C. Teacher uses rubrics

and/or assessment tools

to guide student

reflection, to improve

student performance, and

to promote responsibility

for their learning.

Teacher does not use

rubrics and/or

assessment tools for

student reflection.

Teacher

occasionally uses

rubrics and/or

assessment tools for

student reflection.

Teacher uses rubrics

and/or assessment tools

to guide student

reflection, to improve

student performance, and

to promote responsibility

for their learning.


uses rubrics and/or

assessment tools to

guide student reflection,

to improve student

performance, and to

promote responsibility for

their learning.

Exemplars Teacher routinely creates rubrics a part of the lesson design to accompany learning tasks. Teacher routinely uses rubrics connected to learning objectives to invite student self-assessment.

Student Behaviors,

Outcomes, and

Products

Student has growth mindset and knows what is expected. He/she tries to meet expectations. Students frequently engage in self-evaluation of their work.

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D. Teacher collaborates

with colleagues to review

and interpret assessment

data to monitor and

adjust instruction.

Teacher does not

collaborate with

colleagues to review

assessment data.


collaborates with

colleagues to review and

report required

assessment data to

monitor and adjust

instruction.

Teacher collaborates with

colleagues to review and

interpret assessment

data to monitor and

adjust Instruction to meet

the needs of individual

learners.

Teacher proactively

shares and interprets

multiple sources of

student data with

colleagues to improve

individual student

performance and monitor

and adjust instruction to

meet the needs of

individual learners.

Exemplars Routinely reviews data in collaboration with others. Teacher reviews multiple sources of data pertaining to student performance in a curricular area. Teacher uses data as the basis for planning and modifying instruction. Teacher sets objectives for students based on data.

Student Behaviors,

Outcomes, and

Products

Students feel successful.

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E. Teacher provides

specific, constructive,

and timely feedback to

students and families to

reinforce and improve

student learning.

Teacher does not provide



improve student learning.

Teacher provides general

and/or untimely feedback

to students and families

to improve student

learning.

Teacher

communicates

specific, constructive,

and timely feedback to


reinforce and improve

student learning.

Teacher proactively

communicates specific,

constructive, and timely

feedback to students and

families to reinforce and

improve student learning.

Exemplars Teacher reviews assessments immediately. Results of assessments are communicated to students in a specific and timely manner to promote progress.

Student Behaviors,

Outcomes, and

Products

Student always know how and when to improve. Parents know when performance changes (positive and

negative)

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Professional Responsibilities The Professional Responsibilities focus area has five (5) indicators of performance. For each indicator, exemplars of

practice have been provided and, where applicable, student behaviors, outcomes and/or products have been suggested.

Furthermore, a list of teacher dispositions has been provided in support of the types of habits and patterns associated with

professional practice and ethical behavior.

Dispositions Continuous/active learner, communicates with professional decorum, strong verbal skills, good intra/inter

personal skills, curious, flexible, confident, self-awareness, risk taker, proactive learner, honest, flexible to

learning

Focus Area: Professional Responsibilities


A. Teacher conducts self as

a professional in accordance

with CT Code of

Responsibility for Educators

and district policy.

Teacher does not comply

with state/district policy

and engages in activities

that are not in the best

interest of students.


complies with

state/district policy and

inconsistently engages in

activities that are not in

the best interest of

students.

Teacher exhibits a high

level of ethics and

professionalism in

compliance with district

policy and frequently

engages in activities that

are in the best interest of

students.


exhibits the highest

ethical standards in

compliance with

state/district policy and

consistently engages in

activities that are in the

best interest of students.

Exemplars Teacher maintains appropriate boundaries among parents, students and colleagues.

Teacher demonstrates respect for ethnicity and cultural differences.

Teacher demonstrates respect for student and family confidentiality.

Teacher uses technology in an ethical manner.

Student Behaviors,

Outcomes, and

Products

Students display appropriate use of technology

Student/teacher dialogues are respectful.

Students maintain appropriate boundaries with teachers and other students.

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Focus Area: Professional Responsibilities (cont.)


B. Teacher collaborates

with colleagues in a

professional

community.

Teacher rarely participates

in the professional

community and

demonstrates little

commitment to

collaborate with

colleagues.


participates in the

professional community

and shows a developing

commitment to

collaborating with

colleagues.

Teacher frequently

contributes to the

professional

community and

collaborates

productively with

colleagues.


contributes to the

professional

community, and

proactively seeks

opportunities to

collaborate with

Exemplars Teacher actively participates and shares materials and ideas during collaborative meetings.

Teacher demonstrates open-mindedness towards colleague feedback.

Student

Behaviors/Outcome

s/Products

Student shows a consistent increase in academic growth.

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C. Teacher engages in

professional

growth/development and

reflection to enhance

teaching and student

learning.

Teacher rarely reflects on

instructional practice, uses

feedback, or engages in

professional growth.


reflects on instructional

practice, occasionally uses

feedback, and participates

in some professional

growth opportunities.

Teacher frequently reflects

on instructional practice,

uses feedback, and

participates in

opportunities for

professional growth.

Teacher consistently and

proactively reflects on

instructional practices,

incorporates feedback,

and seeks opportunities

for professional growth to

improve instructional

practice.

Exemplars Teacher attends and/or presents at workshops and conferences

Teacher utilizes new learnings acquired during professional development opportunities

Teacher seeks opportunities to share practice and student work with colleagues

Teacher aligns future professional development with their growth needs

Teacher demonstrates a growth mindset in receiving constructive feedback

Student Behaviors,

Outcomes, and

Products

Student shows high engagement during lessons

Student produces dynamic work product

Student displays high quality of work

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D. Teacher communicates

with families to promote

positive home- school

relationships.

Teacher rarely

attempts to inform

and involve families

in the educational

program.

Teacher inconsistently attempts to

inform and involve families in the

educational program beyond

required contacts.

Teacher frequently

communicates with and

involves families in the

educational program,

often by using more than

one method of

communication.


employs a variety of

methods to involve and

inform families in the

educational program and

create a partnership

between the school and

families.

Exemplars Teacher aligns method of communication with family needs

Teacher uses district and building resources to support communication with family

Teacher communicates academic, behavioral and emotional feedback to family about child.

Teacher provides strategies for parents to support student learning

Student Behaviors,

Outcomes/, and

Products

Student shows a higher level of trust between student/teacher resulting in student higher risk taking

Student accepts instructional assistance from teachers

Student displays a higher achievement

Student displays a decrease in adverse behaviors

Student displays an Increase in student/teacher communication

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E. Teacher exhibits

sensitivity and respect for

cultural, social, economic

and learning diversity.

Teacher demonstrates

limited sensitivity of

cultural, social, economic

and learning diversity

through interactions or

instruction.


some sensitivity to and

respect for cultural, social,

economic and learning

diversity through

interactions and

instruction.


sensitivity to and respect

for most cultural, social,

economic and learning

diversity through

interactions and

instruction.


demonstrates a high level

of knowledge, sensitivity,

and respect for cultural,

social, economic and

learning diversity through

interactions and

instruction.

Exemplars Teacher uses language or words that avoid demonstrates

Teacher acknowledges and address their personal biases

Student Behaviors,

Outcomes, and

Products

Student feels comfortable to take risks.

whps intructional framework 8 30 13 revised

Documents

teacher models

student behaviors

students respect rulesnorms

student diversity

students diversity

student interactions

list of teacher dispositions

positive learning environment