This document outlines Danielson's framework for teacher evaluation, which includes 4 domains: planning and preparation, classroom environment, instruction, and professional responsibilities. Domain 1 focuses on demonstrating knowledge of content, pedagogy, students, and resources. Domain 2 addresses creating an environment of respect and rapport, establishing a culture for learning, managing classroom procedures, behavior, and physical space. Domain 3 covers communicating with students, using questioning techniques, engaging students in learning, using assessment, and demonstrating flexibility. Domain 4 involves reflecting on teaching, maintaining records, communicating with families, participating professionally, and demonstrating professionalism.

1. DANIELSON DOMAINS SNAPSHOT FOR PETE&C 2014
Domain 1: Planning and Preparation
a. Demonstrating Knowledge of Content and Pedagogy
a.
b.
c.
Content Knowledge
Prerequisite Relationships
Content-Related Pedagogy
a.
b.
c.
d.
e.
Child & Adolescent Development
Learning Process
Special Needs
Skills, Knowledge, & Language Proficiency
Interests & Cultural Heritage
b. Demonstrating Knowledge of Students
c. Setting Instructional Outcomes
Domain 4: Professional Responsibilities
a. Reflecting on Teaching
a.
b.
Accuracy
Use in Future Teaching
b. Maintaining Accurate Records
a.
b.
c.
Student Completion of Assignments
Student Progress in Learning
Non-Instructional Records
a.
b.
c.
About the Instructional Program
About Individual Students
Engagement of Families in the Instructional Program
c. Communicating with Families
a.
b.
c.
d.
Value, Sequence, & Alignment
Clarity
Balance
Suitability for Diverse Learners
d. Participating in a Professional Community
a.
b.
c.
For Classroom
To Extend Content Knowledge
For Students
e. Growing & Developing Professionally
a.
b.
c.
d.
d. Demonstrating Knowledge of Resources
a.
f.
Learning Activities
Instructional Materials & Resources
Instructional Groups
Lesson & Unit Structure
Designing Student Assessment
a.
b.
c.
d.
Congruence with Instructional Outcomes
Criteria & Standards
Design of Formative Assessments
Use for Planning
Domain 2: The Classroom Environment
a. Creating an Environment of Respect & Rapport
a.
b.
Teacher Interaction with Students
Student Interaction with Students
b. Establishing a Culture for Learning
a.
b.
c.
Importance of the Content
Expectations for Learning & Achievement
Student Pride in Work
a.
b.
c.
d.
e.
Instructional Groups
Transitions
Materials & Supplies
Non-Instructional Duties
Supervision of Volunteers & Paraprofessionals
c. Managing Classroom Procedures
d. Managing Student Behavior
a.
b.
c.
Expectations
Monitoring of Student Behavior
Response to Student Misbehavior
e. Organizing Physical Space
a.
a.
Safety & Accessibility
Arrangement of Furniture & Physical Resources
f.
b.
c.
Enhancement of Content Knowledge & Pedagogical
Skill
Receptivity to Feedback from Colleagues
Service to the Profession
a.
b.
c.
d.
e.
e. Designing Coherent Instruction
a.
b.
c.
d.
Relationships with Colleagues
Involvement in a Culture of Professional Inquiry
Service to the School
Participation in District and School Building Projects
Integrity & Ethical Conduct
Service to Students
Advocacy
Decision Making
Compliance with District & School Building Regulations
Demonstrating Professionalism
Domain 3: Instruction
a. Communicating with Students
a.
b.
c.
d.
Expectations for Learning
Directions & Procedures for Activities
Explanations of Content
Use of Oral & Written Language
b. Using Questioning & Discussion Techniques
a.
b.
c.
Quality of Questions/Prompts
Discussion Techniques
Student Participation
c. Engaging Students in Learning
a.
b.
c.
d.
Activities & Assignments
Grouping of Students
Instructional Materials & Resources
Structure & Pacing
d. Using Assessment in Instruction
a.
b.
c.
d.
Assessment Criteria
Monitoring of Student Learning
Feedback to Students
Student Self-Assessment & Monitoring of Progress
e. Demonstrating Flexibility & Responsiveness
a.
b.
c.
Lesson Adjustment
Response to Students
Persistence
Spencer 2014