Danielson’s Framework for Teaching (2011) Rubrics by Washington State

With Critical Attributes - Version 1.1

Criterion 1-8
Criterion 1: Centering instruction on high expectations for student achievement.
2b: Establishing a Culture for Learning
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The classroom culture is The classroom culture is The classroom culture is a The classroom culture is a
characterized by a lack of characterized by little cognitively busy place where cognitively vibrant place,
teacher or student commitment to learning by learning is valued by all, with characterized by a shared belief
commitment to learning and/or teacher or students. high expectations for learning in the importance of learning.
little or no investment of The teacher appears to be only being the norm for most The teacher conveys high
student energy into the task at going through the motions, and students. expectations for learning by all
hand. Hard work is not students indicate that they are The teacher conveys that with students and insists on hard
expected or valued. interested in completion of a hard work students can be work.
Medium or low expectation for task, rather than quality. successful. Students assume responsibility
student achievement are the The teacher conveys that Students understand their role for high quality by initiating
norm, with high expectations student success is the result of as learners and consistently improvements, making
for learning reserved for only natural ability rather than hard expend effort to learn. revisions, adding detail, and/or
one or two students. work; high expectations for helping peers.
Classroom interactions support
learning are reserved for those learning and hard work.
students thought to have a
natural aptitude for the subject.
Critical Attributes
The teacher conveys that the Teacher’s energy for the work is The teacher communicates the In addition to the
reasons for the work are neutral, indicating neither a importance of learning and the characteristics of “proficient”:
external or trivializes the high level of commitment nor assurance that with hard work Thea teacher communicates a
learning goals and assignments. “blowing it off.” all students can be successful in genuine passion for the subject.
The teacher conveys to at least The teacher conveys high it. Students indicate that they are
some students that the work is expectations for only some The teacher demonstrates a not satisfied unless they have
too challenging for them. students. high regard for students complete understanding.
Students exhibit little to no Students comply with the abilities. Student questions and
pride in their work. teacher’s expectations for The teacher conveys an comments indicate a desire to
Class time is devoted more to learning, but they don’t indicate expectation of high levels of understand the content rather
socializing than to learning. commitment on their own student effort. than, for example, simply learn
initiative for the work. Students expend good effort to a procedure for getting the
Many students indicate that complete work of high quality. correct answer.
they are looking for an “easy Students recognize the efforts
path.” of their classmates.
Students take initiative in
improving the quality of their
work.

http://www.k12.wa.us/TPEP
(Updated 5/22/18) Improving Student Learning Through Improved Teaching and Leadership
 Danielson’s Framework for Teaching (2011) Rubrics by Washington State
With Critical Attributes - Version 1.1

Criterion 1-8
Criterion 1: Centering instruction on high expectations for student achievement.
3a: Communicating with Students
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The instructional purpose of the The teacher’s attempt to The teacher clearly The teacher links the
lesson is unclear to students, explain the instructional communicates instructional instructional purpose of the
and the directions and purpose has only limited purpose of the lesson, including lesson to student interests; the
procedures are confusing. success, and/or directions and where it is situated within directions and procedures are
The teacher’s explanation of procedures must be clarified broader learning, and explains clear and anticipate possible
the content contains major after initial student confusion. procedures and directions student misunderstanding.
errors. The teacher’s explanation of clearly. The teacher’s explanation of
The teacher’s spoken or written the content may contain minor Teacher’s explanation of content is thorough and clear,
language contains errors of errors; some portions are clear; content is well scaffolded, clear developing conceptual
grammar or syntax. other portions are difficult to and accurate, and connects understanding through artful
follow. with students’ knowledge and scaffolding and connecting with
The teacher’s vocabulary is
The teacher’s explanation experience. students’ interests.
inappropriate, vague, or used
consists of a monologue, with During the explanation of Students contribute to
incorrectly, leaving student
no invitation to the students for content, the teacher invites extending the content and help
confused.
intellectual engagement. student intellectual explain concepts to their
engagement. classmates.
Teacher’s spoken language is
correct; how- ever, his or her Teacher’s spoken and written The teacher’s spoken and
vocabulary is limited, or not language is clear and correct written language is expressive,
fully appropriate to the and uses vocabulary and the teacher finds
students’ ages or backgrounds. appropriate to the students’ opportunities to extend
ages and interests. students’ vocabularies.
Critical Attributes
At no time during the lesson The teacher refers in passing to The teacher states clearly, at In addition to the
does the teacher convey to the what the students will be some point during the lesson, characteristics of “proficient.”
students what they will be learning, or has written it on what the students will be The teacher points out possible
learning. the board with no elaboration learning. areas for misunderstanding.
Students indicate through their or explanation. If the tactic is appropriate, the The teacher explains content
questions that they are The teacher must clarify the teacher models the process to clearly and imaginatively, using
confused about the learning learning task so that students be followed in task. metaphors and analogies to
task. can complete it. Students engage with the bring content to life.
The teacher makes a serious The teacher makes no serious learning task, indicating that All students seem to
content error that will affect content errors but may make a they understand what they are understand the presentation.
students’ understanding of the minor error. to do.
The teacher invites students to
lesson. The teacher’s explanation of The teacher makes no content explain the content to the class
Students indicate through body the content consists of a errors. or to classmates.
language or questions that they monologue or is purely The teacher’s explanation of The teacher uses rich language,
don’t understand the content procedural, with minimal content is clear and invites offering brief vocabulary
being presented. participation by students. student participation and lessons where appropriate.
Teacher’s communications Vocabulary is too advanced or thinking.
include errors of vocabulary or too juvenile for the students. The teacher’s vocabulary and
usage. usage are correct and
The teacher’s vocabulary is completely suited to the lesson.
inappropriate to the age of The teacher’s vocabulary is
culture of the students. appropriate to the students’
age and levels of development.

http://www.k12.wa.us/TPEP
(Updated 5/22/18) Improving Student Learning Through Improved Teaching and Leadership
 Danielson’s Framework for Teaching (2011) Rubrics by Washington State
With Critical Attributes - Version 1.1

Criterion 1-8
Criterion 1: Centering instruction on high expectations for student achievement.
3c: Engaging Students in Learning
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The learning tasks and The learning tasks and activities The learning tasks and activities Virtually all students are
activities, materials, resources, are partially aligned with the are aligned with the intellectually engaged in
instructional groups and instructional out- comes but instructional outcomes and challenging content through
technology are poorly aligned require only minimal thinking designed to challenge student well-designed learning tasks
with the instructional outcomes by students, allowing most to thinking, the result being that and suitable scaffolding by the
or require only rote responses. be passive or merely compliant. most students display active teacher and fully aligned with
The pace of the lesson is too The pacing of the lesson may intellectual engagement with the instructional outcomes.
slow or too rushed. not provide students the time important and challenging In addition, there is evidence of
needed to be intellectually content and are supported in some student initiation of
Few students are intellectually
engaged. that engagement by teacher inquiry and of student
engaged or interested.
scaffolding. contribution to the exploration
The pacing of the lesson is of important content.
appropriate, providing most The pacing of the lesson
students the time needed to be provides students the time
intellectually engaged. needed to intellectually engage
with and reflect upon their
learning and to consolidate
their understanding.
Students may have some choice
in how they complete tasks and
may serve as resources for one
another.

Critical Attributes
Few students are intellectually Some students are intellectually Most students are intellectually In addition to the
engaged in the lesson. engaged in the lesson. engaged in the lesson. characteristics of “proficient.”
Learning tasks require only Learning tasks are a mix of Learning tasks have multiple Virtually all students are highly
recall or have a single correct those requiring thinking and correct responses or engaged in the lesson.
response or method. recall. approaches and/or demand Students take initiative to
The materials used ask students Students are in large part of higher-order thinking. modify a learning task to make
to perform only rote tasks. passively engaged with the Students have some choice in it more meaningful of relevant
Only one type of instructional content, learning primarily facts how they complete learning to their needs.
group is used (whole group, or procedures. tasks. Students suggest modifications
small groups) when variety Students have no choice in how There is a mix of different types to the grouping patterns used.
would better serve the they complete tasks. of groupings, suitable to the Students have extensive choice
instructional purpose. The teacher uses different lesson of objectives. in how they complete tasks.
Instructional materials used are instructional groupings; these Materials and resources Students suggest modifications
unsuitable to the lesson and/or are partially successful in support the learning goals and or additions to the materials
the students. achieving the lesson objectives. require intellectual being used.
The Lesson drags or is rushed. The materials and resources are engagement, as appropriate.
Students have an opportunity
partially aligned to the lesson The pacing of the lesson for both refection and closure
objectives and only in some provides students the time after the lesson to consolidate
cases demand students needed to be intellectually their understanding.
thinking. engaged.
The pacing of the lesson is
uneven – suitable in parts, but
rushed or dragging in others.

http://www.k12.wa.us/TPEP
(Updated 5/22/18) Improving Student Learning Through Improved Teaching and Leadership
 Danielson’s Framework for Teaching (2011) Rubrics by Washington State
With Critical Attributes - Version 1.1

Criterion 1-8
Criterion 2: Demonstrating effective teaching practices.
3b: Using Questioning and Discussion Techniques
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Teacher’s questions are of low Teacher’s questions lead Although the teacher may use Teacher uses a variety or series
cognitive challenge, require students through a single path some low-level questions, he or of questions or prompts to
single correct responses, and of inquiry, with answers she asks the students questions challenge students cognitively,
are asked in rapid succession. seemingly determined in designed to promote thinking advance high-level thinking and
Interaction between teacher advance. and understanding. discourse, and promote
and students is predominantly Alternatively, the teacher Teacher creates a genuine metacognition.
recitation style, with the attempts to frame some discussion among students, Students formulate many
teacher mediating all questions questions designed to promote providing adequate time for questions, initiate topics, and
and answers. student thinking and students to respond and make unsolicited contributions.
A few students dominate the understanding, but only a few stepping aside when Students themselves ensure
discussion. students are involved. appropriate. that all voices are heard in the
Teacher attempts to engage all Teacher successfully engages discussion.
students in the discussion and most students in the discussion,
to encourage them to respond employing a range of strategies
to one another, but with to ensure that most students
uneven results. are heard.
Critical Attributes
Questions are rapid-fire, and The teacher frames some The teacher uses open-ended In addition to the
convergent, with a single questions designed to promote questions, inviting students to characteristics of “proficient.”
correct answer. student thinking, but only a think and/or offer multiple Students initiate higher=order
Questions do not invite student small number of students are possible answers. questions.
thinking. involved. The teacher makes effective Students extend the discussion,
All discussion is between The teacher invites students to use of wait time. enriching it.
teacher and students; students respond directly to one The teacher effectively builds Students invite comments from
are not invited to speak directly another’s ideas, but few on student responses to their classmates during a
to one another. students respond. questions. discussion.
A few students dominate the The teacher calls on many Discussions enable students to
discussion. students, but only a few talk to one another without
actually participate in the ongoing mediation by the
discussion. teacher.
The teacher calls on most
students, even those who don’t
initially volunteer.
Many students actively engage
in the discussion.

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(Updated 5/22/18) Improving Student Learning Through Improved Teaching and Leadership
 Danielson’s Framework for Teaching (2011) Rubrics by Washington State
With Critical Attributes - Version 1.1

Criterion 1-8
Criterion 2: Demonstrating effective teaching practices.
4a: Reflecting on Teaching
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Teacher does not know Teacher has a generally Teacher makes an accurate Teacher makes a thoughtful
whether a lesson was effective accurate impression of a assessment of a lesson’s and accurate assessment of a
or achieved its instructional lesson’s effectiveness and the effectiveness and the extent to lesson’s effectiveness and the
outcomes, or he/she extent to which instructional which it achieved its extent to which it achieved its
profoundly misjudges the outcomes were met. instructional outcomes and can instructional out- comes, citing
success of a lesson. Teacher makes general cite general references to many specific examples from
Teacher has no suggestions for suggestions about how a lesson support the judgment. the lesson and weighing the
how a lesson could be could be improved. Teacher makes a few specific relative strengths of each.
improved. suggestions of what could be Drawing on an extensive
tried another time the lesson is repertoire of skills, teacher
taught. offers specific alternative
actions, complete with the
probable success of different
courses of action.
Critical Attributes
The teacher considers the The teacher has a general sense The teacher accurately assesses In addition to the
lesson but draws incorrect of whether or not instructional the effectiveness of characteristics of “proficient.”
conclusions about its practices were effective. instructional activities used. Teacher’s assessment of the
effectiveness. The teacher offers general The teacher identifies specific lesson is thoughtful and
The teacher makes no modifications for future ways in which a lesson might be includes specific indicators of
suggestions for improvement. instruction. improved. effectiveness.
Teacher’s suggestions for
improvement draw on an
extensive repertoire.

http://www.k12.wa.us/TPEP
(Updated 5/22/18) Improving Student Learning Through Improved Teaching and Leadership
 Danielson’s Framework for Teaching (2011) Rubrics by Washington State
With Critical Attributes - Version 1.1

Criterion 1-8
Criterion 3: Recognizing individual student learning needs and developing strategies to address those needs.
1b: Demonstrating Knowledge of Students
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Teacher demonstrates little or Teacher indicates the Teacher understands the active Teacher actively seeks
no understanding of how importance of under- standing nature of student learning and knowledge of students’ levels
students learn and little how students learn and the attains information about levels of development and their
knowledge of students’ students’ backgrounds, of development for groups of backgrounds, cultures, skills,
backgrounds, cultures, skills, cultures, skills, language students. language proficiency, interests,
language proficiency, interests, proficiency, interests, and The teacher also purposefully and special needs from a
and special needs and does not special needs, and attains this seeks knowledge from several variety of sources. This
seek such understanding. knowledge about the class as a sources of students’ information is acquired for
whole. backgrounds, cultures, skills, individual students.
language proficiency, interests,
and special needs and attains
this knowledge about groups of
students.
Critical Attributes
Teacher does not understand Teacher cites developmental The teacher knows, for groups In addition to the
child development theory but does not seek to of students, their levels of characteristics of “proficient.”
characteristics and has integrate it into lesson cognitive development. The teacher uses ongoing
unrealistic expectations for planning. The teacher is aware of the methods to assess students’
students. The teacher is aware of the different cultures groups in the skill levels and designs
Teacher does not try to different ability levels in the class. instruction accordingly.
ascertain varied ability levels class but tends to teach to the The teacher has a good idea of The teacher seeks out
among students in the class. “whole group.” the range of interests of information about their cultural
Teacher is not aware of student The teacher recognizes that students in the class. heritage from all students.
interests or cultural heritages. children have different interests
The teacher has identified The teacher maintains a system
and cultural backgrounds but
Teacher takes no responsibility “high,” “medium,” and “low” of updated student records and
rarely draws on their
to learn about students’ groups of students within the incorporates medical and/or
contributions or differentiates
medical or learning disabilities. class. learning needs into lesson
materials to accommodate
The teacher is well informed plans.
those differences.
about students’ cultural
The teacher is aware of medical
heritage and incorporates this
issues and learning disabilities
knowledge in lesson planning.
with some students but does
not seek to understand the The teacher is aware of the
implications of that knowledge. special needs rep- resented by
students in the class.

http://www.k12.wa.us/TPEP
(Updated 5/22/18) Improving Student Learning Through Improved Teaching and Leadership
 Danielson’s Framework for Teaching (2011) Rubrics by Washington State
With Critical Attributes - Version 1.1

Criterion 1-8
Criterion 3: Recognizing individual student learning needs and developing strategies to address those needs.
3e: Demonstrating Flexibility and Responsiveness
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Teacher adheres to the Teacher attempts to modify the Teacher promotes the Teacher seizes an opportunity
instruction plan in spite of lesson when needed and to successful learning of all to enhance learning, building
evidence of poor student respond to student questions students, making minor on a spontaneous event or
understanding or lack of and interests, with moderate adjustments as needed to student interests, or
interest. success. instruction plans and successfully differentiates
Teacher ignores student Teacher accepts responsibility accommodating student instruction to address individual
questions; when students for student success but has only questions, needs, and interests. student misunderstandings.
experience difficulty, the a limited repertoire of Drawing on a broad repertoire Teacher persists in seeking
teacher blames the students or strategies to draw upon. of strategies, the teacher effective approaches for
their home environment. persists in seeking approaches students who need help, using
for students who have difficulty instructional strategies and
learning. soliciting resources from the
school or community.
Critical Attributes
Teacher ignores indications of Teacher’s efforts to modify the When necessary, the teacher In addition to the
student boredom or lack of lesson are only partially makes adjustments to the characteristics of “proficient.”
understanding. successful. lesson to enhance under- The teacher’s adjustments to
Teacher brushes aside student Teacher makes perfunctory standing by groups of students. the lesson are designed to
questions. attempts to incorporate Teacher incorporates students’ assist individual students.
Teacher makes no attempt to student questions and interests interests and questions into the Teacher seizes on a teachable
incorporate student interests into the lesson. heart of the lesson. moment to enhance a lesson.
into the lesson. The teacher conveys a sense to
The teacher conveys to The teacher conveys to
The teacher conveys to students of their own
students that s/he has other students that s/he won’t
students that when they have responsibility for their learning
approaches to try when the consider a lesson “finished”
difficulty learning it is their but is uncertain about how to
students experience difficulty. until every student understands
fault. assist them.
In reflecting on practice, the In reflecting on practice, the and that s/he has a broad range
In reflecting on practice, the
teacher indicates the desire to teacher cites multiple of approaches to use.
teacher does not indicate that it
reach all students but does not approaches undertaken to In reflecting on practice, the
is important to reach all
suggest strategies to do so. reach students having difficulty. teacher can cite others in the
students.
school and beyond whom s/he
has contacted for assistance in
reaching some students.

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(Updated 5/22/18) Improving Student Learning Through Improved Teaching and Leadership
 Danielson’s Framework for Teaching (2011) Rubrics by Washington State
With Critical Attributes - Version 1.1

Criterion 1-8
Student Growth C3: Recognizing individual student learning needs and developing strategies to address those needs.
Student Growth 3.1: Establish Student Growth Goal(s)
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Does not establish student Establishes appropriate student Establishes appropriate student Establishes appropriate student
growth goal(s) or establishes growth goal(s) for subgroups of growth goal(s) for subgroups of growth goal(s) for subgroups of
inappropriate goal(s) for students not reaching full students not reaching full students not reaching full
subgroups of students not learning potential. Goal(s) do learning potential. Goal(s) potential in collaboration with
reaching full learning potential. not identify multiple, high- identify multiple, high-quality students, parents, and other
Goal(s) do not identify multiple, quality sources of data to sources of data to monitor, school staff. Goal(s) identify
high-quality sources of data to monitor, adjust, and evaluate adjust, and evaluate multiple, high-quality sources
monitor, adjust, and evaluate achievement of goal(s). achievement of goal(s). of data to monitor, adjust, and
achievement of goal(s). evaluate achievement of
goal(s).
Critical Attributes
Does not establish learning Identification of subgroups is Identification of subgroups uses In addition to the
goals(s). partially aligned to data that data that identifies students characteristics of “proficient.”
Does not specify assessment(s) identifies students not reaching not reaching full learning Established multiple two-way
to monitor progress toward full learning potential (i.e. potential (i.e. communication paths to
goal(s). achievement/opportunity gaps, achievement/opportunity gaps, collaborate with families,
ELL, special education, highly ELL, special education, highly students, and/or other staff to
capable). capable). establish goals specific to
Goals may be missing one or Goals are specific, measurable, individual learning needs.
more of the following qualities: and time-bound. Students reflect on their own
specific, measurable, and time- Based on multiple sources of learning and articulate their
bound. available data that reveal prior understanding of their goals
Goals are not based on prior student learning. and progress toward goals.
available student learning. Goals aligned to content
Goals partially aligned to standards.
content standards. Grain size of goal is appropriate
Grain size of goal may be for the context, instructional
missing one or more of the interval and content
following: appropriate for the standard(s).
context, instructional interval Goal demonstrates a significant
and content standard(s). impact on student learning of
Goal is not connected to a content (transferable skills)
significant impact on student within the content area.
learning of content. Identified Identifies formative and
formative and summative summative measures aligned to
assessments unable to monitor learning targets to monitor
progress toward specified progress toward goals.
goals.

Student Growth 3.2: Achievement of Student Growth Goal(s)

Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Growth or achievement data Multiple sources of growth or Multiple sources of growth or Multiple sources of growth or
from at least two points in time achievement data from at least achievement data from at least achievement data from at least
shows no evidence of growth two points in time show some two points in time show clear two points in time show
for most students. evidence of growth for some evidence of growth for most evidence of high growth for all
students. students. or nearly all students.

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(Updated 5/22/18) Improving Student Learning Through Improved Teaching and Leadership
 Danielson’s Framework for Teaching (2011) Rubrics by Washington State
With Critical Attributes - Version 1.1

Criterion 1-8
Criterion 4: Providing clear and intentional focus on subject matter content and curriculum.
1a: Demonstrating Knowledge of Content and Pedagogy
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
In planning and practice, Teacher is familiar with the Teacher displays solid Teacher displays extensive
teacher makes content errors important concepts in the knowledge of the important knowledge of the important
or does not correct errors made discipline but displays lack of concepts in the discipline and concepts in the discipline and
by students. awareness of how these the ways they relate to one the ways they relate both to
Teacher’s plans and practice concepts relate to one another. another. one another and to other
display little understanding of Teacher’s plans and practice Teacher’s plans and practice disciplines.
prerequisite relationships indicate some awareness of reflect accurate understanding Teacher’s plans and practice
important to student’s learning prerequisite relationships, of prerequisite relationships reflect understanding of
of the content. although such knowledge may among topics and concepts. prerequisite relationships
Teacher displays little or no be inaccurate or incomplete. Teacher’s plans and practice among topics and concepts and
understanding of the range of Teacher’s plans and practice reflect familiarity with a wide provide a link to necessary
pedagogical approaches reflect a limited range of range of effective pedagogical cognitive structures needed by
suitable to student’s learning of pedagogical approaches to the approaches in the discipline. students to ensure
the content. discipline or to the students. understanding.
Teacher’s plans and practice
reflect familiarity with a wide
range of effective pedagogical
approaches in the discipline,
anticipating student
misconceptions.
Critical Attributes
Teacher makes content errors. Teacher is familiar with the The teacher can identify In addition to the
Teacher brushes aside student discipline but does not see important concepts of the characteristics of “proficient.”
questions. conceptual relationships. discipline and their Teacher cites intra- and
Teacher’s knowledge of relationships to one another. interdisciplinary con- tent
Teacher does not consider
prerequisite relationships when prerequisite relationships is The teacher consistently relationships.
planning. inaccurate or incomplete. provides clear explanations of Teacher is proactive in
Lesson and unit plans use the content. uncovering student mis-
Teacher’s plans use
inappropriate strategies for the limited instructional strategies, The teacher answers student conceptions and addressing
discipline. and some may not be suitable questions accurately and them before proceeding.
to the content. provides feedback that furthers
their learning.
The teacher seeks out content-
related professional
development.

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 Danielson’s Framework for Teaching (2011) Rubrics by Washington State
With Critical Attributes - Version 1.1

Criterion 1-8
Criterion 4: Providing clear and intentional focus on subject matter content and curriculum.
1c: Setting Instructional Outcomes
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Outcomes represent low Outcomes represent Most outcomes represent All outcomes represent
expectations for students and moderately high expectations rigorous and important learning rigorous and important learning
lack of rigor, and not all of them and rigor. in the discipline. in the discipline.
reflect important learning in Some reflect important learning All the instructional outcomes The outcomes are clear, are
the discipline. in the discipline and consist of a are clear, are written in the written in the form of student
Outcomes are stated as combination of outcomes and form of student learning, and learning, and permit viable
activities rather than as student activities. suggest viable methods of methods of assessment.
learning. Outcomes reflect several types assessment. Outcomes reflect several
Outcomes reflect only one type of learning, but teacher has Outcomes reflect several different types of learning and,
of learning and only one made no attempt at different types of learning and where appropriate, represent
discipline or strand and are coordination or integration. opportunities for coordination. opportunities for both
suitable for only some students. Most of the outcomes are Outcomes take into account the coordination and integration.
suitable for most of the varying needs of groups of Outcomes take into account the
students in the class in students. varying needs of individual
accordance with global students.
assessments of student
learning.
Critical Attributes
Outcomes lack rigor. Outcomes represent a mixture Outcomes represent high In addition to the
Outcomes do not represent of low expectations and rigor. expectations and rigor. characteristics of “proficient.”
important learning in the Some outcomes reflect Outcomes are related to the Teacher plans make reference
discipline. important learning in the “big ideas” of the discipline. to curricular frameworks or
Outcomes are not clear or are discipline. Outcomes are written in terms blueprints to ensure accurate
stated as activities. Outcomes are suitable for most of what students will learn sequencing.
Outcomes are not suitable for of the class. rather than do. Teacher connects outcomes to
many students in the class. Outcomes represent a range: previous and future learning.
factual, conceptual Outcomes are differentiated to
understanding, reasoning, encourage individual students
social, management, to take educational risks.
communication.
Outcomes are suitable to
groups of students in the class
and are differentiated where
necessary.

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(Updated 5/22/18) Improving Student Learning Through Improved Teaching and Leadership
 Danielson’s Framework for Teaching (2011) Rubrics by Washington State
With Critical Attributes - Version 1.1

Criterion 1-8
Criterion 4: Providing clear and intentional focus on subject matter content and curriculum.
1d: Demonstrating Knowledge of Resources
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Teacher is unaware of school or Teacher displays basic Teacher displays awareness of Teacher displays extensive
district resources for classroom awareness of school or district resources—not only through knowledge of resources—not
use, for the expansion of his or resources available for the school and district but also only through the school and
her own knowledge, or for classroom use, for the through sources external to the district but also in the
students. expansion of his or her own school and on the Internet— community, through
knowledge, and for students, available for classroom use, for professional organizations and
but no knowledge of resources the expansion of his or her own universities, and on the
available more broadly. knowledge, and for students. Internet—for classroom use, for
the expansion of his or her own
knowledge, and for students.
Critical Attributes
The teacher uses only district- The teacher uses materials in Texts are at varied levels. In addition to the
provided materials, even when the school library but does not Texts are supplemented by characteristics of “proficient.”
more variety would assist some search beyond the school for guest speakers and field Texts are matched to student
students. resources. experiences. skill level.
The teacher does not seek out The teacher participates in Teacher facilitates Internet The teacher has ongoing
resources available to expand content-area workshops resources. Resources are relationship with colleges and
his or her own skill. offered by the school but does multidisciplinary. universities that support
Although aware of some not pursue other professional student learning.
Teacher expands knowledge
student needs, the teacher development.
with professional learning The teacher maintains log of
does not inquire about possible The teacher locates materials groups and organizations. resources for student
resources. and resources for students that reference.
Teacher pursues options
are available through the
offered by universities. The teacher pursues
school but does not pursue any
Teacher provides lists of apprenticeships to increase
other avenues.
resources outside the class for discipline knowledge.
students to draw on. The teacher facilitates student
contact with resources outside
the classroom.

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(Updated 5/22/18) Improving Student Learning Through Improved Teaching and Leadership
 Danielson’s Framework for Teaching (2011) Rubrics by Washington State
With Critical Attributes - Version 1.1

Criterion 1-8
Criterion 4: Providing clear and intentional focus on subject matter content and curriculum.
1e: Designing Coherent Instruction
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The series of learning Some of the learning activities Teacher coordinates knowledge Plans represent the
experiences is poorly aligned and materials are suitable to of content, of students, and of coordination of in-depth
with the instructional outcomes the instructional outcomes and resources, to design a series of content knowledge,
and does not represent a represent a moderate cognitive learning experiences aligned to understanding of different
coherent structure. challenge but with no instructional outcomes and students’ needs, and available
The activities are not designed differentiation for different suitable to groups of students. resources
to engage students in active students. Instructional groups The learning activities have (Including technology),
intellectual activity and have partially support the reasonable time allocations; resulting in a series of learning
unrealistic time allocations. instructional outcomes, with an they represent significant activities designed to engage
Instructional groups do not effort by the teacher at cognitive challenge, with some students in high-level cognitive
support the instructional providing some variety. differentiation for different activity.
outcomes and offer no variety. The lesson or unit has a groups of students. Learning activities are
recognizable structure; the The lesson or unit has a clear differentiated appropriately for
progression of activities is structure, with appropriate and individual learners.
uneven, with most time varied use of instructional Instructional groups are varied
allocations reason- able. groups. appropriately with some
opportunity for student choice.
The lesson’s or unit’s structure
is clear and allows for different
pathways according to diverse
student needs.

Critical Attributes
Learning activities are boring Learning activities are Learning activities are matched In addition to the
and/or not well aligned to the moderately challenging. to instructional outcomes. characteristics of “proficient.”
instructional goals. Learning resources are suitable, Activities provide opportunity Activities permit student
Materials are not engaging or but there is limited variety. for higher-level thinking. choice.
do not meet instructional Instructional groups are Teacher provides a variety of Learning experiences connect
outcomes. random or only partially appropriately challenging to other disciplines.
Instructional groups do not support objectives. materials and resources. The teacher maintains log of
support learning. Lesson structure is uneven or Instructional student groups are resources for student
Lesson plans are not structured may be unrealistic in terms of organized thoughtfully to reference.
or sequenced and are time expectations. maximize learning and build on Teacher provides a variety of
unrealistic in their expectations. student strengths. appropriately challenging
The plan for the lesson or unit resources that are
is well structured, with differentiated for students in
reasonable time allocations. the class.
Lesson plans differentiate for
individual student needs.

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Criterion 1-8
Criterion 5: Fostering and managing a safe, positive learning environment.
2a: Creating an Environment of Respect and Rapport
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Patterns of classroom Patterns of classroom Teacher-student interactions Classroom interactions among
interactions, both between the interactions, both between the are friendly and demonstrate the teacher and individual
teacher and students and teacher and students and general caring and respect. students are highly respectful,
among students, are mostly among students, are generally Such interactions are reflecting genuine warmth and
negative, inappropriate, or appropriate but may reflect appropriate to the ages of the caring and sensitivity to
insensitive to students’ ages, occasional inconsistencies, students. students as individuals.
cultural backgrounds, and favoritism, and disregard for Students exhibit respect for the Students exhibit respect for the
developmental levels. students’ ages, cultures, and teacher. Inter- actions among teacher and contribute to high
Interactions are characterized developmental levels. students are generally polite levels of civil interaction
by sarcasm, put-downs, or Students rarely demonstrate and respectful. between all members of the
conflict. disrespect for one another. class. The net result of
Teacher responds successfully
Teacher does not deal with Teacher attempts to respond to to disrespectful behavior interactions is that of
disrespectful behavior. disrespectful behavior, with among students. The net result connections with students as
uneven results. The net result of the interactions is polite and individuals.
of the interactions is neutral, respectful, but impersonal.
conveying neither warmth nor
conflict.

Critical Attributes
Teacher uses disrespectful talk The quality of interactions Talk between teacher and In addition to the
towards students; student’s between teacher and students, students and among students is characteristics of “proficient.”
body language indicates or among students, is uneven, uniformly respectful. Teacher demonstrates
feelings of hurt or insecurity. with occasional disrespect. Teacher responds to knowledge and caring about
Students use disrespectful talk Teacher attempts to respond to disrespectful behavior among individual students’ lives
towards one another with no disrespectful behavior among students. beyond school.
response from the teacher. students, with uneven results. Teacher makes superficial When necessary, students
Teacher displays no familiarity Teacher attempts to make connections with individual correct one another in their
with or caring about individual connections with individual students. conduct toward classmates.
students’ interests or students, but student reactions There is no disrespectful
personalities. indicate that the efforts are not behavior among students.
completely successful or are
The teacher’s response to a
unusual.
student’s incorrect response
respects the student’s dignity.

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Criterion 1-8
Criterion 5: Fostering and managing a safe, positive learning environment.
2c: Managing Classroom Procedures
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Much instructional time is lost Some instructional time is lost There is little loss of Instructional time is maximized
through inefficient classroom through only partially effective instructional time because of because of efficient classroom
routines and procedures. classroom routines and effective classroom routines routines and procedures.
There is little or no evidence procedures. and procedures. Students contribute to the
that the teacher is managing The teacher’s management of The teacher’s management of management of instructional
instructional groups, instructional groups, instructional groups and the groups, transitions, and the
transitions, and/or the handling transitions, and/or the handling handling of materials and sup- handling of materials and
of materials and supplies of materials and supplies is plies are consistently supplies.
effectively. inconsistent, the result being successful. Routines are well understood
There is little evidence that some disruption of learning. With minimal guidance and and may be initiated by
students know or follow With regular guidance and prompting, students follow students.
established routines. prompting, students follow established classroom routines.
established routines.
Critical Attributes
Students not working with the Small groups are only partially The students are productively In addition to the
teacher are not productively engaged while not working engaged during small-group characteristics of “proficient.”
engaged or are disruptive to directly with the teacher. work. Students take the initiative with
the class. Procedures for transitions and Transitions between large- and their classmates to ensure that
There are no established for distribution/ collection of small-group activities are their time is used productively.
procedures for distributing and materials seem to have been smooth. Students themselves ensure
collecting materials. established, but their operation Routines for distribution and that transitions and other
Procedures for other activities is rough. collection of materials and routines are accomplished
are confused or chaotic. Classroom routines function supplies work efficiently. smoothly.
unevenly. Classroom routines function Students take initiative in
smoothly. distributing and collecting
materials efficiently.

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 Danielson’s Framework for Teaching (2011) Rubrics by Washington State
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Criterion 1-8
Criterion 5: Fostering and managing a safe, positive learning environment.
2d: Managing Student Behavior
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
There appear to be no Standards of conduct appear to Student behavior is generally Student behavior is entirely
established standards of have been established, but appropriate. appropriate.
conduct and little or no teacher their implementation is The teacher monitors student Students take an active role in
monitoring of student behavior. inconsistent. behavior against established monitoring their own behavior
Students challenge the Teacher tries, with uneven standards of conduct. and that of other students
standards of conduct. results, to monitor student Teacher response to student against standards of conduct.
Response to students’ behavior and respond to misbehavior is consistent, Teachers’ monitoring of student
misbehavior is repressive or student misbehavior. proportionate, respectful to behavior is subtle and
disrespectful of student dignity. There is inconsistent students, and effective. preventive.
implementation of the Teacher’s response to student
standards of conduct. misbehavior is sensitive to
individual student needs and
respects students’ dignity.
Critical Attributes
The classroom environment is Teacher attempts to maintain Standards of conduct appear to In addition to the
chaotic, with no apparent order in the classroom but with have been established. characteristics of “proficient.”
standards of conduct. uneven success; standards of Student behavior is generally Student behavior is entirely
The teacher does not monitor conduct, if they exist, are not appropriate. appropriate; there no evidence
student behavior. evident. of student misbehavior.
The teacher frequently
Some students violate Teacher attempts to keep track monitors student behavior. The teacher monitors student
classroom rules, without of student behavior, but with behavior without speaking –
Teacher’s response to student
apparent teacher awareness. no apparent system. just moving about.
misbehavior is effective.
When the teacher notices The teacher’s response to Students respectfully intervene
Teacher acknowledges good
student misbehavior, s/he student misbehavior is as appropriate with classmates
behavior.
appears helpless to do anything inconsistent, at times very to ensure compliance with
about it. harsh, other times lenient. standards of conduct.

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Criterion 1-8
Criterion 5: Fostering and managing a safe, positive learning environment.
2e: Organizing Physical Space
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The physical environment is The classroom is safe, and The classroom is safe, and The classroom is safe, and
unsafe, or many students don’t essential learning is accessible learning is accessible to all learning is accessible to all
have access to learning to most students. students; teacher ensures that students, including those with
resources. The teacher’s use of physical the physical arrangement is special needs.
There is poor coordination resources, including computer appropriate to the learning Teacher makes effective use of
between the lesson activities technology, is moderately activities. physical resources, including
and the arrangement of effective. Teacher makes effective use of computer technology. The
furniture and resources, Teacher makes some attempt physical resources, including teacher ensures that the
including computer technology. to modify the physical computer technology. physical arrangement is
arrangement to suit learning appropriate to the learning
activities, with partial success. activities.
Students contribute to the use
or adaptation of the physical
environment to advance
learning.
Critical Attributes
There are physical hazards in The physical environment is The classroom is safe, and all In addition to the
the classroom, endangering safe, and most students can see students are able to see and characteristics of “proficient.”
student safety. and hear. hear. Modifications are made to the
Many students can’t see or The physical environment is not The classroom is arranged to physical environment to
hear the teacher or the board. an impediment to learning but support the instructional goals accommodate students with
Available technology is not does not enhance it. and learning activities. special needs.
being used, even if its use The teacher makes limited use The teacher makes appropriate There is total alignment
would enhance the lesson. of available technology and use of available technology. between the goals of the lesson
other resources. and the physical environment.
Students take the initiative to
adjust the physical
environment.
Teachers and students make
extensive and imaginative use
of available technology.

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 Danielson’s Framework for Teaching (2011) Rubrics by Washington State
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Criterion 1-8
Criterion 6: Using multiple student data elements to modify instruction and improve student learning.
1f: Designing Student Assessments
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Assessment procedures are not Some of the instructional Teacher’s plan for student Teacher’s plan for student
congruent with instructional outcomes are assessed through assessment is aligned with the assessment is fully aligned with
outcomes; the proposed the proposed approach, but instructional outcomes; the instructional outcomes and
approach contains no criteria or others are not. assessment methodologies may has clear criteria and standards
standards. Assessment criteria and have been adapted for groups that show evidence of student
Teacher has no plan to standards have been of students. contribution to their
incorporate formative developed, but they are not Assessment criteria and development.
assessment in the lesson or unit clear. standards are clear. Teacher Assessment methodologies
nor any plan to use assessment Approach to the use of has a well-developed strategy have been adapted for
results in designing future formative assessment is for using formative assessment individual students, as needed.
instruction. rudimentary, including only and has designed particular The approach to using
some of the instructional approaches to be used. formative assessment is well
outcomes. Teacher intends to use designed and includes student
Teacher intends to use assessment results to plan for as well as teacher use of the
assessment results to plan for future instruction for groups of assessment information.
future instruction for the class students. Teacher intends to use
as a whole. assessment results to plan
future instruction for individual
students.

Critical Attributes
Assessments do not match Only some of the instructional All the learning outcomes have In addition to the
instructional outcomes. outcomes are addressed in the a method for assessment. characteristics of “proficient.”
Assessments have no criteria. planned assessments. Assessment types match Assessments provide
No formative assessments have Assessment criteria are vague. learning expectations. opportunities for student
been designed. Plans refer to the use of Plans indicate modified choice.
Assessment results do not formative assessments, but assessments for some students Students participate in
affect future plans. they are not fully developed. as needed. designing assessments for their
Assessment results are used to Assessment criteria are clearly own work.
design lesson plans for the written. Teacher-designed assessments
whole class, not individual are authentic with real-world
Plans include formative
students. application, as appropriate.
assessments to use during
instruction. Students develop rubrics
according to teacher- specified
Lesson plans indicate possible
learning objectives.
adjustments based on
formative assessment data. Students are actively involved
in collecting information from
formative assessments and
provide input.

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 Danielson’s Framework for Teaching (2011) Rubrics by Washington State
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Criterion 1-8
Criterion 6: Using multiple student data elements to modify instruction and improve student learning.
3d: Using Assessment in Instruction
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
There is little or no assessment Assessment is used sporadically Assessment is used regularly by Assessment is fully integrated
or monitoring of student by teacher and/or students to teacher and/or students during into instruction through
learning; feedback is absent or support instruction through the lesson through monitoring extensive use of formative
of poor quality. some monitoring of progress in of learning progress and results assessment.
Students do not appear to be learning. in accurate, specific feedback Students appear to be aware
aware of the assessment Feedback to students is that advances learning. of, and there is some evidence
criteria and do not engage in general, students appear to be Students appear to be aware of that they have contributed to,
self-assessment. only partially aware of the the assessment criteria; some the assessment criteria.
assessment criteria used to of them engage in self- Students self-assess and
evaluate their work, and few assessment. monitor their progress.
assess their own work. Questions, prompts, A variety of feedback, from
Questions, prompts, and assessments are used to both their teacher and their
assessments are rarely used to diagnose evidence of learning. peers, is accurate, specific, and
diagnose evidence of learning. advances learning.
Questions, prompts,
assessments are used regularly
to diagnose evidence of
learning by individual students.
Critical Attributes
The teacher gives no indication There is little evidence that the Students indicate that they In addition to the
of what high- quality work looks students understand how their clearly understand the characteristics of “proficient.”
like. work will be evaluated. characteristics of high- quality There is evidence that students
The teacher makes no effort to Teacher monitors work. have helped establish the
determine whether students understanding through a single The teacher elicits evidence of evaluation criteria.
understand the lesson. method, or without eliciting student understanding during Teacher monitoring of student
Feedback is only global. The evidence of understanding from the lesson. Students are invited understanding is sophisticated
teacher does not ask students all students. to assess their own work and and continuous: the teacher is
to evaluate their own or Teacher requests global make improvements. constantly “taking the pulse” of
classmates’ work. indications of student Feedback includes specific and the class.
understanding. timely guidance, at least for Teacher makes frequent use of
Feedback to students is not groups of students. strategies to elicit information
uniformly specific and not The teacher attempts to engage about individual student
oriented towards future students in self- assessment or understanding.
improvement of work. peer assessment. Feedback to students is specific
The teacher makes only minor and timely, and is provided
attempts to engage students in from many sources including
self-assessment or peer other students.
assessment. Students monitor their own
understanding, either on their
own initiative or as a result of
tasks set by the teacher.

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 Danielson’s Framework for Teaching (2011) Rubrics by Washington State
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Criterion 1-8
Criterion 6: Using multiple student data elements to modify instruction and improve student learning.
4b: Maintaining Accurate Records
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Teacher’s system for Teacher’s system for Teacher’s system for Teacher’s system for
maintaining information on maintaining information on maintaining information on maintaining information on
student completion of student completion of student completion of student completion of
assignments and student assignments and student assignments, student progress assignments, student progress
progress in learning is progress in learning is in learning, and non- in learning, and non-
nonexistent or in disarray. rudimentary and only partially instructional records is fully instructional records is fully
Teacher’s records for non- effective. effective. effective.
instructional activities are in Teacher’s records for non- Students contribute
disarray, resulting in errors and instructional activities are information and participate in
confusion. adequate but require frequent maintaining the records.
monitoring to avoid errors.
Critical Attributes
There is no system for either The teacher has a process for The teacher’s process for In addition to the
instructional or non- recording completion of recording student work characteristics of “proficient.”
instructional records. student work. However, it is out completion is efficient and Students contribute to and
The record-keeping systems are of date or does not permit effective; students have access maintain records indicating
in disarray so as to provide students to gain access to the to information about completed and overdue work
incorrect or confusing information. completed and/or missing assignments.
information. The teacher’s process for assignments.
Students both contribute to
tracking student progress is The teacher has an efficient and and maintain data files
cumbersome to use. effective process for recording indicating their own progress in
The teacher has a process for student attainment of learning learning.
tracking some, but not all, non- goals; students are able to see
Students contribute to
instructional information, and it how they’re progressing.
maintaining non-instructional
may contain some errors. The teacher’s process for records for the class.
recording non-instructional
information is both efficient
and effective.

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Criterion 1-8
Student Growth C6: Using multiple student data elements to modify instruction and improve student learning.
Student Growth 6.1: Establish Student Growth Goal(s)
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Does not establish student Establishes appropriate Establishes appropriate Establishes appropriate
growth goal(s) or establishes student growth goal(s) for student growth goal(s) for student growth goal(s) for
inappropriate goal(s) for whole classroom. Goal(s) do whole classroom. Goal(s) students in collaboration with
whole classroom. Goal(s) do not identify multiple, high- identify multiple, high-quality students and parents. These
not identify multiple, high- quality sources of data to sources of data to monitor, whole classroom goals align to
quality sources of data to monitor, adjust, and evaluate adjust, and evaluate school goal(s). Goal(s) identify
monitor, adjust, and evaluate achievement of goal(s). achievement of goal(s). multiple, high-quality sources
achievement of goal(s). of data to monitor, adjust,
and evaluate achievement of
goal(s).
Critical Attributes
Does not establish student Goals may be missing one or Goals are specific, measurable, In addition to the
learning goals. more of the following qualities: and time-bound. characteristics of “proficient.”
Does not specify assessment(s) specific, measurable, and time- Based on multiples sources of Effort to communicate (two-
to monitor progress toward bound. available data that reveal prior way)/collaborates with other
goal(s). Goals are not based on prior student learning. staff, families, and/or students
available student learning. Goals are aligned to content to establish goals specific to
Goals are partially aligned to standards. whole class learning needs.
content standards. Grain size of goal is appropriate Students articulate their
Grain size of goal may be for the context, instructional understanding of their goals
missing one or more of the interval, and content and progress toward goals.
following: appropriate for the standard(s).
context, instructional interval,
Goal demonstrates a significant
and content standard(s).
impact on student learning
Goal is not connected to a (transferable skills) within the
significant impact on student content area.
learning of content. Identified
Identifies formative and
formative and summative
summative measures aligned to
assessments unable to monitor
learning targets to monitor
progress toward specified
progress toward goals.
goals.

Student Growth 6.2: Achievement of Student Growth Goal(s)

Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Growth or achievement data Multiple sources of growth or Multiple sources of growth or Multiple sources of growth or
from at least two points in achievement data from at achievement data from at achievement data from at
time shows no evidence of least two points in time show least two points in time show least two points in time show
growth for most students. some evidence of growth for clear evidence of growth for evidence of high growth for all
some students. most students. or nearly all students.

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Criterion 1-8
Criterion 7: Communicating and collaborating with parents and the school community.
4c: Communicating with Families
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Teacher communication with Teacher makes sporadic Teacher communicates Teacher’s communication with
families— about the attempts to communicate with frequently with families about families is frequent and
instructional program, about families about the instructional the instructional program and sensitive to cultural traditions,
individual students—is sporadic program and about the conveys information about with students contributing to
or culturally inappropriate. progress of individual students individual student progress. the communication.
Teacher makes no attempt to but does not attempt to engage Teacher makes some attempts Response to family concerns is
engage families in the families in the instructional to engage families in the handled with professional and
instructional program. program. Communications are instructional program. cultural sensitivity.
one-way and not always
Information to families is Teacher’s efforts to engage
appropriate to the cultural
conveyed in a culturally families in the instructional
norms of those families.
appropriate manner. program are frequent and
successful.

Critical Attributes
Little or no information School or district-created Information about the In addition to the
regarding the instructional materials about the instructional program is characteristics of “proficient.”
program is available to parents. instructional program are sent available on a regular basis. On a regular basis, students
Families are unaware of their home. The teacher sends information develop materials to inform
children’s progress. Infrequent or incomplete about student progress home their families about the
Family engagement activities information is sent home by on a regular basis. instructional program.
are lacking. Communication is teachers about the instructional Teacher develops activities Students maintain accurate
culturally inappropriate. program. designed to successfully engage records about their individual
Teacher maintains school- families in their children’s learning progress and
required grade book but does learning, as appropriate. frequently share this
little else to inform families information with families.
about student progress. Students contribute to
Teacher communications are maintaining non-instructional
sometimes inappropriate to records for the class.
families’ cultural norms. Students contribute to regular
and ongoing projects designed
to engage families in the
learning process.

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 Danielson’s Framework for Teaching (2011) Rubrics by Washington State
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Criterion 1-8
Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional practice and student
learning.
4d: Participating in a Professional Community
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Teacher’s relationships with Teacher maintains cordial Teacher’s relationships with Teacher’s relationships with
colleagues are negative or self- relationships with colleagues to colleagues are characterized by colleagues are characterized by
serving. fulfill duties that the school or mutual support and mutual support and
Teacher avoids participation in district requires. cooperation; teacher actively cooperation, with the teacher
a professional culture of Teacher becomes involved in participates in a culture of taking initiative in assuming
inquiry, resisting opportunities the school’s culture of professional inquiry. leadership among the faculty.
to become involved. professional inquiry when Teacher volunteers to Teacher takes a leadership role
Teacher avoids becoming invited to do so. participate in school events and in promoting a culture of
involved in school events or Teacher participates in school in school and district projects, professional inquiry.
school and district projects. events and school and district making a substantial Teacher volunteers to
projects when specifically asked contribution. participate in school events and
to do so. district projects making a
substantial contribution, and
assuming a leadership role in at
least one aspect of school or
district life.

Critical Attributes
The teacher’s relationship with The teacher has pleasant The teacher has supportive and In addition to the
colleagues is characterized by relationship with colleagues. collaborative relationships with characteristics of “proficient.”
negativity or combative-ness. When invited, the teacher colleagues. The teacher takes a leadership
The teacher purposefully avoids participates in activities related The teacher regularly role in promoting activities
contributing to activities to professional inquiry. participates in activities related related to professional inquiry.
promoting professional inquiry. When asked, the teacher to professional inquiry. The teacher regularly
The teacher avoids involvement participates in school activities, The teacher frequently contributes to and over- sees
in school activities and school as well as school district and volunteers to participate in events that positively impact
district and community community projects. school activities, as well as school life.
projects. school district and community The teacher regularly
projects. contributes to and serves as
head of significant school
district and community
projects.

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 Danielson’s Framework for Teaching (2011) Rubrics by Washington State
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Criterion 1-8
Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional practice and student
learning.
4e: Growing and Developing Professionally
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Teacher engages in no Teacher participates in Teacher seeks out Teacher seeks out
professional development professional activities to a opportunities for professional opportunities for professional
activities to enhance limited extent when they are development to enhance development and makes a
knowledge or skill. convenient. content knowledge and systematic effort to conduct
Teacher resists feedback on Teacher accepts, with some pedagogical skill. action research.
teaching performance from reluctance, feedback on Teacher welcomes feedback Teacher seeks out feedback on
either supervisors or more teaching performance from from colleagues—either when teaching from both supervisors
experienced colleagues. both supervisors and made by supervisors or when and colleagues.
Teacher makes no effort to colleagues. opportunities arise through Teacher initiates important
share knowledge with others or Teacher finds limited ways to professional collaboration. activities to contribute to the
to assume professional contribute to the profession. Teacher participates actively in profession.
responsibilities. assisting other educators.

Critical Attributes
The teacher is not involved in The teacher participates in The teacher seeks regular In addition to the
any activity that might enhance professional activities when opportunities for continued characteristics of “proficient.”
knowledge or skill. they are required or when professional development. The teacher seeks regular
The teacher purposefully resists provided by the school district. The teacher welcomes opportunities for continued
discussing performance with The teacher reluctantly accepts colleagues and super- visors professional development,
supervisors or colleagues. feedback from supervisors and into the classroom for the including initiating action
The teacher ignores invitations colleagues. purpose of gaining insight from research.
to join professional The teacher contributes in a their feedback. The teacher actively seeks
organizations or attend limited fashion to educational The teacher actively feedback from supervisors and
conferences. professional organizations. participates in professional colleagues.
organizations designed to The teacher takes an active
contribute to the profession. leadership role in professional
organizations in order to
contribute to the teaching
profession.

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Criterion 1-8
Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional practice and student
learning.
4f: Showing Professionalism
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Teacher displays dishonesty in Teacher is honest in Teacher displays high standards Teacher takes a leadership role
interactions with colleagues, interactions with col- leagues, of honesty, integrity, and with colleagues and can be
students, and the public. students, and the public. confidentiality in interactions counted on to hold to the
Teacher is not alert to students’ Teacher attempts, though with colleagues, students, and highest standards of honesty,
needs and contributes to school inconsistently, to serve the public. integrity, and confidentiality.
practices that result in some students. Teacher does not Teacher is active in serving Teacher is highly proactive in
students’ being ill served by the knowingly contribute to some students, working to ensure serving students, seeking out
school. students’ being ill served by the that all students receive a fair resources when needed.
Teacher makes decisions and school. opportunity to succeed. Teacher makes a concerted
recommendations based on Teacher’s decisions and Teacher maintains an open effort to challenge negative
self-serving interests. Teacher recommendations are based on mind in team or departmental attitudes or practices to ensure
does not comply with school limited but genuinely decision making. that all students, particularly
and district regulations. professional considerations. Teacher complies fully with those traditionally under-
Teacher complies minimally school and district regulations. served, are honored in the
with school and district school.
regulations, doing just enough Teacher takes a leadership role
to get by. in team or departmental
decision making and helps
ensure that such decisions are
based on the highest
professional standards.
Teacher complies fully with
school and district regulations,
taking a leadership role with
col- leagues.

Critical Attributes
Teacher is dishonest. Teacher is honest. Teacher is honest and known In addition to the
Teacher does not notice the Teacher notices the needs of for having high standards of characteristics of “proficient.”
needs of students. students but is inconsistent in integrity. Teacher is considered a leader
The teacher engages in addressing them. Teacher actively addresses in terms of honesty, integrity,
practices that are self- serving. Teacher does not notice that student needs. and confidentiality.
The teacher willfully rejects some school practices result in Teacher actively works to Teacher is highly proactive in
school district regulations. poor conditions for students. provide opportunities for serving students.
Teacher makes decisions student success. Teacher makes a concerted
professionally but on a limited Teacher willingly participates in effort to ensure that
basis. team and departmental opportunities are available for
Teacher complies with school decision making. all students to be successful.
district regulations. Teacher complies completely Teacher takes a leadership role
with school district regulations. in team and departmental
decision making.
Teacher takes a leadership role
regarding school district
regulations.

http://www.k12.wa.us/TPEP
(Updated 5/22/18) Improving Student Learning Through Improved Teaching and Leadership
 Danielson’s Framework for Teaching (2011) Rubrics by Washington State
With Critical Attributes - Version 1.1

Criterion 1-8
Student Growth C8: Exhibiting collaborative and collegial practice focused on improving instructional practice and
student learning.
Student Growth 8.1: Establish Team Student Growth Goal(s)
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Does not collaborate or Does not consistently Consistently and actively Leads other grade, school, or
reluctantly collaborates with collaborate with other grade, collaborates with other grade, district team members to
other grade, school, or district school, or district team school, or district team establish goal(s), to develop
team members to establish members to establish goal(s), to members to establish goal(s), to and implement common, high-
goal(s), to develop and develop and implement develop and implement quality measures, and to
implement common, high- common, high-quality common, high-quality monitor growth and
quality measures, and to measures, and to monitor measures, and to monitor achievement during the year.
monitor growth and growth and achievement during growth and achievement during
achievement during the year. the year. the year.
Critical Attributes
Team does not establish goal(s) Team goal(s) or measures are Team goal(s) and measures are In addition to the
for student learning. established without consensus. decided collaboratively. characteristics of “proficient.”
Team does not specify Team goal is missing on ore Team goal(s) are specific, Team goal(s) and measures are
assessments to monitor more of the following qualities: measurable, and time-bound. decided collaboratively.
progress toward goal(s) and/or specific, measurable, time Team goal(s) are appropriate Team goal(s) are specific,
goal is neither specific nor time- bound. for context, instructional measurable, and time-bound.
bound. Team goal is missing one or interval, and content Team goal(s) are appropriate
Teacher does not communicate more of the following qualities: standard(s). for context, instructional
with team regarding team goals appropriate for the context, Team goal(s) demonstrate interval, and content
or plans. instructional interval, or significant impact on student standard(s).
Teacher rarely shares student content standard(s). learning of content Goal(s) demonstrate significant
data, student work, or Team goal is not connected to a (transferable skills). impact on student learning of
suggestions for strategies to significant impact on student Teacher communicates content (transferable skills).
achieve team goal(s). learning of content. responsibly with team Teacher helps develop other
Teacher undermines team’s Teacher’s communication with regarding team goals and plans team members’ capacity to be
ability to make and implement team is inconsistent regarding for measuring and monitoring. effective.
team decisions and/or does not team goals and plans. Teacher consistently and Teacher regularly makes his/her
follow through with team Teacher occasionally shares actively contributes multiple practice public by sharing
decisions regarding instruction student work or suggestions for sources of data to collectively models and facilitating data
and assessment. strategies to achieve team determine evidence of student processes.
goal(s). learning.
Teacher promotes reflective
Teacher rarely shares reflection Teacher engages in data-based analysis among team.
on instruction to achieve team reflection with team and
Teacher shares a wide range of
goal(s). adjusts practice accordingly.
resources to build and sustain
Teacher demonstrates Teacher implements team support for team goals.
inconsistent follow-through decisions regarding instruction
with team decisions regarding and assessment.
instruction and assessment.

http://www.k12.wa.us/TPEP
(Updated 5/22/18) Improving Student Learning Through Improved Teaching and Leadership