Lesson and unit plans that reflect important concepts in the discipline 

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

Clear and accurate classroom explanations 

Accurate answers to students' questions 

Feedback to students that furthers learning 

Interdisciplinary connections in plans and practice

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

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

Teacher participation in community cultural events 

Outcomes of a challenging cognitive level 

Statements of student learning, not student activity 

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

Outcomes permitting assessment of student attainment 

Outcomes differentiated for students of varied ability

Materials provided by the district 

Materials provided by professional organizations 

A range of texts 

Internet resources 

Community resources 

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

Guest speakers

Lessons that support instructional outcomes and reflect important concepts

Instructional maps that indicate relationships to prior learning 

Activities that represent high-level thinking

Opportunities for student choice 

Use of varied resources 

Thoughtfully planned learning groups 

Structured lesson plans

Lesson plans indicating correspondence between assessments and instructional outcomes 

Assessment types suitable to the style of outcome 

Variety of performance opportunities for students 

Modified assessments available for individual students as needed 

Expectations clearly written with descriptors for each level of performance 

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

Accurate reflections on a lesson 

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

Routines and systems that track student completion of assignments 

Systems of information regarding student progress against instructional outcomes 

Processes of maintaining accurate noninstructional records

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

Two-way communication between the teacher and families 

Frequent opportunities for families to engage in the learning proces

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

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

Regular teacher participation in school initiatives 

Regular teacher participation in and support of community initiatives

Frequent teacher attendance in courses and workshops; regular academic reading 

Participation in learning networks with colleagues; freely shared insights 

Participation in professional organizations supporting academic inquiry

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

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

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

The teacher challenges existing practice to put students first 

The teacher consistently fulfills district mandates regarding policies and procedures