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Below are the Penfield teaching standards in outline format. As you scroll down the page, please note that the title of each component is linked to a separate page where you will find the new rubric language. Also included on each of the linked pages is an area highlighted in yellow which is a summary of the changes in the second edition of the Charlotte Danielson book - __Enhancing Professional Practice.__ You can return to this page at any time by clicking on the home button in the left menu. You can also go directly to any of the component pages using the left menu. New pre-observation and post-observation forms can be found on the right menu or by clicking here. Type below in red denotes an area of change when comparing Danielson's second edition to the first edition. Attached below is a one page teaching standards showing the areas of change.
 * Penfield** **Central School District** Teaching Standards

**This book is the second edition.**

Teachers will design instruction that reflects an understanding of content and important concepts and principles within content. Their design is coherent in its approach to topics, includes sound assessment methods, and is appropriate to the range of students in the class. || Knowledge of prerequisite relationships Knowledge of content-related pedagogy || Knowledge of students' varied approaches to learning Knowledge of students' skills and knowledge Knowledge of students' interests and cultural heritage || Clarity Suitability for diverse students Balance || Resources for students || Instructional materials and resources Instructional groups Lesson and unit structure Integration of Critical Thinking Skills || Criteria and standards Use for planning ||
 * ** Domain 1 **
 * Planning and Preparation ** ||
 * __ Standard __
 * 1A || Demonstrating Knowledge of Content and Pedagogy ||
 * || Knowledge of content
 * 1B || Demonstrating Knowledge of Students ||
 * || Knowledge of characteristics of age group
 * 1C || Selecting Instructional Goals ||
 * || Value
 * 1D || Demonstrating Knowledge of Resources ||
 * || Resources for teaching
 * 1E || Designing Coherent Instruction ||
 * || Learning activities
 * 1F || Assessing Student Learning ||
 * || Congruence with instructional goals

Teachers will establish a comfortable and respectful environment, which cultivates a culture of learning and creates a safe place for risk taking. || Student interaction || Student pride in work Expectations for learning and achievement || Management of transitions Management of materials and supplies Performance of non-instructional duties Supervision of volunteers and paraprofessionals || Monitoring of student behavior Response to student misbehavior || Accessibility to learning and use of physical resources ||
 * ** Domain 2 **
 * The Classroom Environment ** ||
 * __ Standard __
 * 2A || Creating an Environment of Respect and Rapport ||
 * || Teacher interaction with students
 * 2B || Establishing a Culture for Learning ||
 * || Importance of content
 * 2C || Managing Classroom Procedures ||
 * || Management of instructional groups
 * 2D || Managing Student Behavior ||
 * || Expectations
 * 2E || Organizing Physical Space ||
 * || Safety and arrangement of furniture

Teachers will engage students in content that will accomplish the primary mission of schools, which is to enhance student thinking and learning. They invite students, through meaningful work, to share the journey of learning. || Oral and written language || Discussion techniques Student participation || Activities and assignments Grouping of students Instructional materials and resources Structure and pacing || Timeliness || Response to Students Persistence ||
 * ** Domain 3 **
 * Instruction ** ||
 * __ Standard __
 * 3A || Communicating Clearly and Accurately ||
 * || Directions and procedures
 * 3B || Using Questioning and Discussion Techniques ||
 * || Quality of questions
 * 3C || Engaging Students in Learning ||
 * || Representation of content
 * 3D || Providing Feedback to Students ||
 * || Quality: accurate, substantive, constructive and specific
 * 3E || Demonstrating Flexibility and Responsiveness ||
 * || Lesson adjustment

Teachers will be highly regarded by colleagues and parents. They can be depended on to serve student's interests and the larger community, and they are active in their professional organizations, in the school, and in the district. || Use in future teaching || Student progress in learning Non-instructional records || Information about individual students Engagement of families in the instructional program || Service to the school Participation in school and district projects || Service to the profession || Advocacy Decision Making ||
 * ** Domain 4 **
 * Professional Responsibilities ** ||
 * __ Standard __
 * 4A || Reflecting on Teaching ||
 * || Accuracy
 * 4B || Maintaining Accurate Records ||
 * || Student completion of assignments
 * 4C || Communicating with Families ||
 * || Information about the instructional program
 * 4D || Contributing to the School and District ||
 * || Collaboration and Relationships with colleagues
 * 4E || Growing and Developing Professionally ||
 * || Enhancement of content knowledge and pedagogical skill
 * 4F || Showing Professionalism ||
 * || Service to students