Danielson Framework for Teaching - Remotely

	A	B	C	D
1	Danielson Framework for Teaching
2	DOMAIN 1 • PLANNING AND PREPARATION
3	1a. DEMONSTRATING KNOWLEDGE OF CONTENT AND PEDAGOGY
4	BASIC • LEVEL 2	PROFICIENT • LEVEL 3	In-Person Examples	What does it look like in remote instruction?
5	The teacher is familiar with the important concepts in the discipline but displays a lack of awareness of how these concepts relate to one another. The teacher indicates some awareness of prerequisite learning, although such knowledge may be inaccurate or incomplete. The teacher’s plans and practice reflect a limited range of pedagogical approaches to the discipline or to the students.	The teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another. The teacher demonstrates accurate understanding of prerequisite relationships among topics. The teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the subject.
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7	1b. DEMONSTRATING KNOWLEDGE OF STUDENTS
8	BASIC • LEVEL 2	PROFICIENT • LEVEL 3	In-Person Examples	What does it look like in remote instruction?
9	The teacher displays generally accurate knowledge of how students learn and of their varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages, yet may apply this knowledge not to individual students but to the class as a whole.	The teacher understands the active nature of student learning and attains information about levels of development for groups of students. The teacher also purposefully acquires knowledge from several sources about groups of students’ varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages.
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11	1c. SETTING INSTRUCTIONAL OUTCOMES
12	BASIC • LEVEL 2	PROFICIENT • LEVEL 3	In-Person Examples	What does it look like in remote instruction?
13	Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline and consist of a combination of outcomes and activities. Outcomes reflect several types of learning, but the teacher has made no effort at coordination or integration. Outcomes, based on global assessments of student learning, are suitable for most of the students in the class	Most outcomes represent rigorous and important learning in the discipline and are clear, are written in the form of student learning, and suggest viable methods of assessment. Outcomes reflect several different types of learning and opportunities for coordination, and they are differentiated, in whatever way is needed, for different groups of students.
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15	1d. DEMONSTRATING KNOWLEDGE OF RESOURCES
16	BASIC • LEVEL 2	PROFICIENT • LEVEL 3	In-Person Examples	What does it look like in remote instruction?
17	The teacher displays some awareness of resources beyond those provided by the school or district for classroom use and for extending one’s professional skill but does not seek to expand this knowledge.	The teacher displays awareness of resources beyond those provided by the school or district, including those on the Internet, for classroom use and for extending one’s professional skill, and seeks out such resources.
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19	1e. DESIGNING COHERENT INSTRUCTION
20	BASIC • LEVEL 2	PROFICIENT • LEVEL 3	In-Person Examples	What does it look like in remote instruction?
21	Some of the learning activities and materials are aligned with the instructional outcomes and represent moderate cognitive challenge, but with no differentiation for different students. Instructional groups partially support the activities, with some variety. The lesson or unit has a recognizable structure; but the progression of activities is uneven, with only some reasonable time allocations.	Most of the learning activities are aligned with the instructional outcomes and follow an organized progression suitable to groups of students. The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students and varied use of instructional groups.
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23	1f. DESIGNING STUDENT ASSESSMENTS
24	BASIC • LEVEL 2	PROFICIENT • LEVEL 3	In-Person Examples	What does it look like in remote instruction?
25	Assessment procedures are partially congruent with instructional outcomes. Assessment criteria and standards have been developed, but they are not clear. The teacher’s approach to using formative assessment is rudimentary, including only some of the instructional outcomes	All the instructional outcomes may be assessed by the proposed assessment plan; assessment methodologies may have been adapted for groups of students. Assessment criteria and standards are clear. The teacher has a well-developed strategy for using formative assessment and has designed particular approaches to be used.
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