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Indicators:

1. Lesson and unit plans that reflect important concepts in the discipline

2. Lesson and unit plans that accommodate prerequisite relationships among concepts and skills

3. Clear and accurate classroom explanations

4. Accurate answers to students' questions

5. Feedback to students that furthers learning

6. Interdisciplinary connections in plans and practice

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Indicators:

1. Formal and informal information about students gathered by the teacher for use in planning instruction

2. Student interests and needs learned by the teacher for use in planning

3. Teacher participation in community cultural events

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Indicators:

1. Outcomes of a challenging cognitive level

2. Statements of student learning, not student activity

3. Outcomes central to the discipline and related to those in other disciplines

4. Outcomes permitting assessment of student attainment

5. Outcomes differentiated for students of varied ability

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Indicators:

1. Materials provided by the district

2. Materials provided by professional organizations

3. A range of texts

4. Internet resources

5. Community resources

6. Ongoing participation by the teacher in professional education courses or professional groups

7. Guest speakers

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Indicators:

1. Lessons that support instructional outcomes and reflect important concepts

2. Instructional maps that indicate relationships to prior learning

3. Activities that represent high-level thinking

4. Opportunities for student choice

5. Use of varied resources

6. Thoughtfully planned learning groups

7. Structured lesson plans

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Indicators:

1. Lesson plans indicating correspondence between assessments and instructional outcomes

2. Assessment types suitable to the style of outcome

3. Variety of performance opportunities for students

4. Modified assessments available for individual students as needed

5. Expectations clearly written with descriptors for each level of performance

6. Formative assessments are designed to inform minute-to-minute decision-making by the teacher during instruction

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Indicators:

1. Accurate reflections on a lesson

2. Citation of adjustments to practice that draw on a repertoire of strategies

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Indicators:

1. Routines and systems that track student completion of assignments

2. Systems of information regarding student progress against instructional outcomes

3. Processes of maintaining accurate noninstructional records

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Indicators:

1. Frequent and culturally appropriate information sent home regarding the instructional program and student progress

2. Two-way communication between the teacher and families

3. Frequent opportunities for families to engage in the learning proces

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4d. Participating in the Professional Community

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4d. Participating in the Professional Community

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Indicators:

1. Regular teacher participation with colleagues to share and plan for student success

2. Regular teacher participation in professional courses or communities that emphasize improving practice

3. Regular teacher participation in school initiatives

4. Regular teacher participation in and support of community initiatives

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4e. Growing and Developing Professionally

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4e. Growing and Developing Professionally

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Indicators:

1. Frequent teacher attendance in courses and workshops; regular academic reading

2. Participation in learning networks with colleagues; freely shared insights

3. Participation in professional organizations supporting academic inquiry

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Indicators:

1. The teacher has a reputation as being trustworthy and is often sought as a sounding board

2. The teacher frequently reminds participants during committee or planning work that students are the highest priority

3. The teacher supports students, even in the face of difficult situations or conflicting policies

4. The teacher challenges existing practice to put students first

5. The teacher consistently fulfills district mandates regarding policies and procedures