HOW THE DEVELOPMENTAL CONTINUUM OF QUALITY TEACHING WAS DEVELOPED

 

In 2001, a partnership between Western Washington University and the Bellingham School District was established to create a seamless induction process across all phases of a teaching career.  The partnership, made up of Bellingham School District mentor teachers, administrators, and representatives from WWU Woodring College of Education set forth to describe a shared vision of good teaching to support the development of pre-service and new teachers.  The shared vision was aligned with the model standards developed by the Interstate New Teacher Assessment and Support Consortium (INTASC) and with the framework for good teaching described in Enhancing Professional Practice: A Framework for Teaching, (Charlotte Danielson, ASCD 1996).  The Developmental Continuums for Quality Teaching evolved out of this work as a tool to support the mentoring of new teachers in the Bellingham School District. 

 

HOW TO USE THE DEVELOPMENTAL CONTINUUM OF QUALITY TEACHING

 

Bellingham School District uses eight criteria and performance indicators to describe teaching expectations.  The continuum of quality teaching was developed to address individual teacher professional development, questions, and needs as well as the teachers’ knowledge, skills and practices that develop throughout their careers.  The nature of teaching requires continuous growth in order to engage and challenge increasingly diverse students in a rapidly changing world.  Teachers are never finished as professional learners.  If teachers’ expertise, capabilities and accomplishments are to be enriched over time, the teachers must be reflective practitioners who actively – and continually – seek to strengthen their professional skills, knowledge, and perspectives.  The Continuum of Quality Teaching was created to assist new teachers in this development and is designed to:

 

·       Prompt reflection about the connection between student learning and teaching practice.

·       Formulate professional development goals to enhance the practice of teaching

·       Guide, monitor, and assess the progress of a teacher’s practice toward whatever professional development goals are set.

 

The continuums that are part of this document can be used as a reflective tool for teachers to determine where they are in their practice in any given area of teaching.  As teachers identify their strengths and areas of professional need, they set goals in that area of teaching.  For example, the teacher who needs help developing questioning strategies might set goals in the area of Instructional Skills, specifically on using Uses Questioning Strategies.  The teacher indicator is a tool that can be used for mentoring and coaching.  As teachers develop and refine their questioning skills they might ask a colleague to observe in their classroom – with a focus on watching students – to gauge the effectiveness of the teacher’s questioning strategies.

 

A GUIDE TO THE ORGANIZATION OF THE CONTINUUM OF QUALITY TEACHING

 

THE CRITERION FOR TEACHING

 

EFFECTIVE TEACHING AND LEARNING

PROFESSIONAL DEVELOPMENT AND LEADERSHIP

Criterion I.     Instructional Skills

Criterion II.    Classroom Management and Organization

Criterion III.   Student Discipline and Attendant

Criterion V.    Interest in Teaching Pupils

Criterion IV.   Knowledge of the Subject Matter

Criterion VI.   Preparation and Scholarship

Criterion VII.  Effort toward Improvement

Criterion VIII. Assumes Responsibility for District, Building, and Classroom Obligations

 

LEVELS OF PERFORMANCE

 

Each area of teaching includes a series of numbered indicators that further defines the criterion.  The indicator is described in the form of a continuum that characterizes the various levels of performance.  There are four levels of performance: unsatisfactory, basic, proficient, and distinguished.  The levels range from describing teachers who are still trying to master the rudiments of teaching to highly accomplished professionals who are able to share their expertise.

 

DISTINGUISHED:

The teacher demonstrates an exemplary ability to create a community of learners that has students highly motivated and engaged and assuming considerable responsibility for their own learning.   Teachers at this level are master teachers and make a contribution to the field, both in and outside their school. 

PROFICIENT:

The teacher clearly understands the concepts underlying the criterion and implements each indicator well.  This implementation is consistent and effective.  Most experienced, capable teachers will regard themselves and be regarded by others as performing at this level.

BASIC:

The teacher appears to understand the concepts underlying the criterion and attempts to implement its indicators.  Implementation is intermittent and/or not entirely successful. Additional reading, observations, and experience (particularly supported by a mentor/coach) may enable the teacher to become proficient in this area.

UNSATISFACTORY:

The teacher does not appear to understand the concepts underlying the criterion.  Work on the fundamental practices associated with the indicators is required to enable growth in this area.

 

CRITERION I.  INSTRUCTIONAL SKILLS --- The teacher demonstrates, in his or her performance, a competent level of knowledge and skill in designing and conducting an instructional experience.

 

Indicators:

–Writes and teaches to clear objectives – Utilizes principles of learning  -Provides a variety of instructional experiences

–Uses appropriate instructional strategies for students, subject, and goals  -Monitors ongoing performance to adjust lessons

–Uses District goals and guide effectively  -Demonstrates creativity in the teaching process

INDICATOR

UNSATISFACTORY

BASIC

PROFICIENT

DISTINGUISHED

1.1 Writes and teaches to clear objectives and plans both short-term and long-term instructional experiences appropriate for the level and curriculum.

Thoughtful planning is not evident in lessons. Lessons plans are not prepared in a timely fashion.

Short-term planning is evident and lessons are consistently ready on time.  There is minimal evidence of long-term planning or connections to past/future teaching.

Long-term planning with connections to past/future teaching is clearly evident and prepared in advance of teaching.  Plans are linked to students’ needs and performance.

Responds to unanticipated sources of input, evaluates plans in relation to short and long-term goals.  Has a clear understanding of the “big picture” for planning

1.2 Utilizes principles of learning in helping student achieve objectives.

·       Activates Prior Knowledge

Displays little understanding of prerequisite knowledge important for student learning and fails to activate students’ prior knowledge.

Does demonstrate some awareness of the importance of prerequisite knowledge; however, is inconsistent in activating students’ prior knowledge.

Consistently helps students make connections between current content and their own background and experiences.  Teacher provides opportunities for students to apply knowledge in real world contexts.

Lessons include deliberate opportunities for students to discover the connections between current content and life experiences.

·       Uses Questioning Strategies

Questions are usually of poor quality: low level of thinking or one-word responses are accepted.

 

Questions are combination of low and high quality.  Only some invite a thoughtful response.  Wait time is inconsistent.

Uses appropriate variety of questions.  Challenges students to justify responses, probing for learner understanding, and helping students articulate ideas.  Consistently provides adequate wait time.

Knows how to ask questions and stimulate discussion in different ways for particular purposes.  Promotes risk-taking, divergent thinking, and stimulations of curiosity.  Students learn to question.

·       Engages Students

Interaction is predominantly recitation style, with teacher mediating questions and answers.  Only a few participate in the discussion. Emphasis is on recall.

Makes attempts to engage students in a true discussion but with only limited success.  More focus on recall instead of understanding.

True discussion, with teacher stepping aside when appropriate.  Teacher insures that all voices are heard in the discussions. Teacher engages students in activities that develop understanding

Students assume considerable responsibility for the success of the discussion, initiating topics, and making unsolicited contributions.  Students insure that all voices are heard in the discussions.

·       Expects Students to Learn and Achieve

Conveys only modest expectations for student achievement through instructional goals, activities, interactions, and the classroom environment. Expectations are not clear to teacher or to students.

Conveys clear and consistent expectations for student achievement through stating instructional goals in terms of what students should know and do in activities, interactions, and the classroom environment.  Instruction is appropriate for the grade level or course.

Appropriately challenges students by presenting material at a qualitatively high level. Articulates clearly what students should know and be able to do.

Expects students to challenge themselves by providing opportunities for choice in activities and assignments.

1.3 Provides a variety of instructional experiences

·       Role of the Teacher

Primarily serves as “giver of information” in an authoritarian mode of instruction.

Occasionally facilitates small groups but steps in to problem solve for the students.

Role varies depending on student activities.  The teacher expects students to be self-directed and problem solvers as needed.  Teacher facilitates learning.

Demonstrates multiple roles as needed. Teacher plans and implements strategies that actively engage and support students to be self-directed, seeking resources, and collaborating with others.

·       Use of “Best Practices”

Relies mostly on direct instruction/lecture method and giving assignments.  Students are passive learners.  The teacher does no modeling.

Written plans and delivery of instruction show evidence of more than one strategy within a lesson and a variety of approaches over time. Teacher plans for students to be actively engaged for at least one half of the lesson.  Teacher does some modeling of thinking aloud and demonstration.

Written instructional strategies are effectively incorporated in each lesson based on subject matter and needs of the students.  Teacher plans for students to be actively involved with problem solving, critical thinking with peers in small and large groups when appropriate.

Facilitates inquiry though carefully planned lessons and involving students at the planning stage.  Most students are actively engaged in questioning concepts, developing learning strategies, and problem solving.  Motivation is evident.

1.4 Uses appropriate instructional strategies for students, subject, and goals

·       Real World Application

Is unaware of individual learning abilities as all students receive same delivery of instruction and assignment regardless of differences.  No connections are made for students to apply new knowledge in real world contexts.

Is aware of the need for adaptations in assignments, time allowed, response modes, etc. and occasionally accommodates these needs for different learners. Makes a few connections of the application of new knowledge in real world contexts.

Demonstrates awareness that lesson plans take into account the needs of various learners.  Appropriate adaptations are a routine part of planning and delivery. Develops strategies for students to apply new knowledge in real world contexts.

Articulates clearly individual student goals and expectations.  Individualized instruction allows for most students to succeed and be challenged.  Designs strategies for students to apply new knowledge in real world contexts in all units.

·       In depth learning

Covers the curriculum with little or no regard for competence

Focuses on curriculum with some attempts to reteach for competence.

Focuses on competence, not coverage by designing instruction to develop depth of understanding.

Teaches for competence with a challenging curriculum that develops depth of understanding.

1.5 Monitors ongoing performance to adjust lessons and to plan future learning.

·       Monitoring and Adjusting

 

Adheres rigidly to an instructional plan even when a change will clearly improve the lesson.  Monitors for recall only.

Begins to check for understanding within a lesson.  Attempts to adjust a lesson but with mixed results.

Routinely checks for understanding within the lesson.  Makes minor adjustments to lessons or units and the adjustments occur smoothly.  Monitors for literal and higher level thinking.

Makes major adjustments to plans to meet student needs, interest, and motivation.  Uses assessments tasks that allow students to exhibit higher-order thinking.

·       Using assessment data to plan for instruction

Assessment results affect lesson planning only minimally.

Uses assessment results to plan for the class as a whole.

Assessment results are used to adjust plans for individuals and small groups.

A deliberate attempt is made to assess instructional goals for the sole purpose of determining the next steps in instruction for individuals, small groups, and the whole class.

1.6 Uses District goals, student learning objectives, and district curriculum guides and resources effectively

Learning activities are not compatible with school and district curriculum and/or do not follow an organized progression.

Activities may follow an organized progression but are not completely compatible with the required curriculum.

Learning activities are highly relevant to students’ needs and match instructional goals. Unit plans are keyed to state/district curriculum, goals, and standards.

Learning activities follow a well-organized progression and follow the school/district/state curriculum and standards.

1.7 Demonstrates creativity in the teaching process

·       Selection of resource to meet individual needs

Uses or seeks no additional resources or supplemental materials for students with individual needs.

Has limited knowledge of additional resources and attempts to meet the individual needs of some students (i.e. low achieving, ESL, gifted) by assessing resources.

Routinely utilizes supplemental materials and outside resources with students at both ends of the learning curve.

Actively seeks out resources from the community or professional organizations and utilizes these sources and materials for the benefit of varied learners.

·       Use of media and technology

Limited use of media and/or technology to enhance learning.

Some media and/or technology used, but is inconsistent or of limited quality.

Lessons consistently use media and/or technology to add instructional impact and increase learning.

Takes initiative to integrate new technology formats into curriculum.  Quality and depth are consistently strong.

Connection to Professional Certification Criteria:  1 (a) Uses effective teaching practices  1 (b) Uses assessment to monitor and improve instruction  1 (c) Establishes and maintains a positive, student-focused learning environment  1 (d) Designs and/or adopts challenging curriculum that is developmentally appropriate  1 (g) Integrates technology into instruction and assessment  1 (i) Incorporates democratic principles into practice by encouraging student discussion, opinions and decision-making  3 (c) Advocates in curriculum, instruction, and learning environments which meet the diverse needs of students

 

CRITERION II.  CLASSROOM MANAGEMENT AND ORGANIZATION --- The teacher demonstrates, in his or her performance, a competent level of knowledge and skill in organizing the physical and human elements in the educational setting.

 

Indicators:

·       Provides a classroom climate conducive to learning

·       Provides a model in demeanor and appearance that does not detract from teaching effectiveness

·       Assess individual differences, provides appropriate student grouping and uses appropriate instructional resources to meet individual needs  

·       Involves students in planning and evaluating their own work where appropriate

INDICATOR

UNSATISFACTORY

BASIC

PROFICIENT

DISTINGUISHED

2.1 Provides a classroom climate conducive to learning

Teacher does not attend to positive social relationship.  More reprimands than compliments are heard.  Rewards may be offered too frequently to motivate students.

Students are complimented for appropriate behavior and study habits.  Teacher encourages student to appreciate others.  Minimal extrinsic rewards offered.

Classroom environment is positive.  Students are actively engaged.  Extrinsic rewards are not necessary as students take responsibility for their learning.  Teaching clearly shows caring toward all students by valuing their approximations and by providing feedback that motivates the learner.

Teacher helps the group develop shared values and expectations for interactions and academic discussions creating a positive classroom climate of openness, mutual respect, support, and inquiry.  Teachers design the environment to encourage and promote the gradual release of responsibility for learning to the student.

2.2 Provides a model in demeanor and appearance that does not detract from teaching effectiveness

Interaction is predominantly recitation style, with teacher mediating questions and answers.  Only a few participate in the discussion.

Makes some attempts to engage students in a true discussion but with only limited success

Teacher initiates true discussion, stepping aside when appropriate.   Teacher insures that all voices are heard in the discussion.

Students assume considerable responsibility for the success of the discussion, initiating topics, and making unsolicited contributions.  Students insure that all voices are heard in the discussion.

2.3 Assess individual differences, provides appropriate student grouping and uses appropriate instructional resources to meet individual needs.

Displays minimal or no knowledge of developmental characteristic of age group, and/or uses inappropriate activities, materials, and assignments.  No assessment tools are used to design day-to-day instruction.

Designs some activities, selects materials, and gives assignments in a developmentally appropriate way.  Summative assessment tools are used and minimal formative assessment data is taken and used to design instruction.

Assesses regularly individual and group performance in order to design instruction that meets learners’ needs (cognitive, social, emotional, and physical).  Grouping and regrouping of students is done regularly based on assessments.  Teacher provides more than one resource for student use.  Teacher helps students individualize assignments to meet course/grade level outcomes.

Uses multiple assessment strategies to gather data about the learners.  Data is used to plan for learners to be engaged in activities that stimulate their thinking, test ideas/materials, and assume responsibility for shaping their learning tasks (brainstorming, choice activities, opinions/feelings, discussions, etc.)  Multiple projects and assignments allow for choice among students. 

2.4 Involves students in planning and evaluating their own work where appropriate.

·       Uses a variety of assessment tools

Uses minimal number of assessments or only commercially prepared tests.  Methods of assessment not consistent with instructional goals.

Some instructional goals are assessed but not all.  Gathering of assessment data is more frequent and begins to use performance-based measures including rubrics and student self assessments

Data on student progress is gathered in multiple ways such as observations and monitoring notes, portfolios, teacher made tests, performance tasks, student self assessment and standardized tests.

Involves learner in self-assessment activities to foster awareness of their strengths/needs and to set personal goals for learning.

·       Evaluates criteria and feedback

Criteria for evaluation are not predetermined on paper.  Feedback is not provided in a timely manner or is of poor quality.

Feedback to students is timely but may only be minimal (just a score).  Learners are not made aware of performance criteria in advance.

Learners are given evaluation criteria in advance (rubrics, point systems, etc.) Feedback includes qualitative comments to highlight strengths or needs.

Learners are involved in setting criteria for evaluation.  Feedback is individualized and includes personal goal setting.  Descriptive rubrics are created and shared with students. 

Connection to Professional Certification Standards:1 (a) Uses effective classroom environment  1 (b) Uses assessment to monitor and improve instruction   1 (c) Establishes and maintains a positive student-focused environment 1 (d) Designs and/or adopts challenging curriculum that is developmentally appropriate  1 (g) Integrates technology into instruction and assessment  1 (i) Incorporates democratic principles into his/her practice    3 (c) Advocates in curriculum, instruction, and learning environments which meet the diverse needs of students

 

CRITERION III.  STUDENT DISCIPLINE AND ATTENDANT PROBLEMS – The teacher demonstrates the ability to manage the non-instructional human dynamics in the educational setting.

 

Indicators:

– Communicates clearly established parameters –Recognizes conditions that lead to problems –Assists students toward self-discipline

– Responds reasonably to discipline problems – Effectively utilizes the assistance of administrators or support personnel

INDICATOR

UNSATISFACTORY

BASIC

PROFICIENT

DISTINGUISHED

3.1 Communicates clearly established parameters for appropriate student behavior.

No standards of conduct appear to have been established, or students are confused as to what the standards are.

Standards of conduct appear to have been established for situations and most students seem to understand them.

Standards of conduct are clear to all students. Standards are taught and retaught as needed.  Teachers reviews and prompts behaviors when appropriate.

Standards of conduct for various situations are clear to students and appear to have been developed or revised with student participation.

3.2 Recognizes conditions that lead to problems

·       Manages Transitions

Much time is lost during transitions.  May be unaware of loss time and does not plan for transitions

Transitions are sporadically efficient, resulting in some loss of instructional time.

Transitions occur smoothly with little loss of instructional time. Specific procedures are taught and used effectively.

Transitions are seamless with students assuming some responsibility for efficient operation.

·       Manages Time and Materials

Time and materials are inefficiently handled, resulting in loss of instructional time.

Time and materials are handled moderately well.  Teacher has a plan for handling materials.

Time and materials are handled smoothly with little loss of instructional time or interest.

Time and materials are handled smoothly and efficiently with no loss of attention or interest.  Students assume some responsibility for efficient operation of time and materials.

·       Provides Directions and Teaches Procedures

Directions and procedures are confusing to the students.

Directions and procedures are clarified after initial student confusion or are excessively detailed.

Directions and procedures are clear to students and contain an appropriate level of detail.  Frequently checks for understanding.

Directions and procedures are clear to students.  Anticipates possible student misunderstanding, plans, monitors, and adjusts for it.

·       Uses Effective Pacing

The pacing is too slow or rushed and not adjusted by the teacher.

Some pacing is inconsistent and the teacher attempts to adjust.

Pacing is usually appropriate.  Teacher adapts pace by monitoring students.

Pacing of the lesson is smooth, timely, and appropriate, allowing for reflection and closure.

·       Speaks and Writes Appropriately

Speech is inaudible or written language is illegible.  Language may contain grammar, syntax, or spelling errors.  Vocabulary may be inappropriate, vague, or use incorrectly.

Speech and written language are clear and correct.  Vocabulary is correct, but limited or not appropriate to students’ ages or backgrounds.

Speech and written language are clear and correct.  Vocabulary is appropriate to students’ ages and interest.

 

Oral and written language is correct and expressive with well-chosen vocabulary that enriches the lesson.

3.3 Assists student toward self-discipline.

Is unaware of what students are doing, and/or student behavior is not monitored

Generally aware of student behavior but may miss the activities of some students. May neglect to use positive reinforcement.

Is consistently alert to student behavior, uses positive reinforcement and behavior prompts.

Monitoring is subtle and preventive.  Students monitor their own and their peers’ behavior in appropriate ways.

3.4 Responds reasonably to discipline problems in accordance with administrative regulation, policy, and existing law.

Does not respond to misbehavior, or the response is inconsistent, overly repressive, or does not respect the students’ dignity.

Attempts to respond to misbehavior but with uneven results.

Response to misbehavior is appropriate, successful, and respects the student’s dignity.

Response to misbehavior is highly effective and sensitive to students’ individual needs. Assists students in making appropriate behavior choices.

3.5 Effectively utilizes the assistance of administrators and/or support personnel as needed with real or potential discipline problems.

When a student has difficult learning, the teacher either gives up or blames the student or the environment for the student’s lack of success.

Accepts responsibility for the success of all students but uses a limited repertoire of instructional strategies.  May over rely or use limited support of the administration.

Persists in seeking approaches for students who have difficulty learning, possessing a moderate repertoire of strategies, and use of support personnel, administrations, and parents.

Persists in seeking effective approaches for students who need help, using an extensive repertoire of strategies and incorporates solutions developed collaboratively with a team, the administrator, support personnel, and parents.

Connection to Professional Certification Standards:1 (a) Uses effective classroom environment 1 (b) Uses assessment to monitor and improve instruction  1 (c) Establishes and maintains a positive student-focused environment 1 (d) Designs and/or adopts challenging curriculum that is developmentally appropriate  1 (i) Incorporates democratic principles into his/her practice 

Connection to Professional Certification Standards:1 (a) Uses effective classroom environment    1 (b) Uses assessment to monitor and improve instruction 1  (c) Establishes and maintains a positive student-focused environment 1 (d) Designs and/or adopts challenging curriculum that is developmentally appropriate  1 (i) Incorporates democratic principles into his/her practice 

 

CRITERION IV.  KNOWLEDGE OF SUBJECT MATTER –The teacher demonstrates a depth and breadth of knowledge of theory and content in general education and subject matters specialization(s) appropriate to the grade level.

 

Indicators:

·       Gives evidence of subject matter competency in area(s) to be taught

·       Recognizes the relationship between one’s subject matter field and other disciplines or subjects

·       Keeps abreast of new developments in the subject matter area.

INDICATOR

UNSATISFACTORY

BASIC

PROFICIENT

DISTINGUISHED

4.1 Gives evidence of subject matter competency in area(s) to be taught

Makes content errors, does not correct errors of students or self, or lacks initiative to research content.

Displays basic content knowledge and makes connections between the content and other disciplines.

Displays solid content knowledge and makes connections between the content and other disciplines.

Looks for opportunities to share new information with staff members

Takes initiative to locate and teach information beyond traditional text.  Seeks to keep abreast of new ideas and understanding in the field. Looks for opportunities to present new information with staff members.

4.2 Recognizes the relationship between one’s subject matter field and other disciplines or subjects

Is unaware of interdisciplinary approaches to teaching and learning.

Displays limited awareness of interdisciplinary approaches to teaching and learning and incorporates some of these strategies.

Is very aware of interdisciplinary approaches to teaching and learning and regularly incorporates these strategies.

Incorporates interdisciplinary strategies on a regular basis and utilizes the knowledge/skills of colleagues, teams, and students to enhance learning.

4.3 Keeps abreast of new developments in the subject matter area.

Displays no awareness of new development in learning and teaching.

Displays limited awareness of new developments in the subject area(s).

Is fully aware of new developments and incorporates new concepts and strategies into the day-to-day teaching repertoire.

Seeks out new developments in the subject matter area, teaching and learning and takes a leadership role to enhance instruction throughout the school and the organization.

Connection to Professional Certification Standards:  2 (b) Designs and implements professional growth programs, including new directions in career development and goals  2 (c) Remains current in subject area(s), theories, practices, research, and ethical practice  3 A Demonstrates leadership that contributes to the improvement of the school, community, and the profession  3 (a) Participate in activities within the school community to improve curriculum and instructional practices  3 (c) Advocates in curriculum, instruction, and learning environments which meet the diverse needs of students  3 (e) Participates collaboratively in school improvement activities.

 

CRITERION V.  INTEREST IN TEACHING PUPILS – The teacher demonstrates an understanding of and commitment to each pupil, taking into account each individual’s unique background and characteristics.  The teacher demonstrates enthusiasm for or enjoyment in work with pupils.

 

Indicators:

  • Plans educational experiences based on student unique background and characteristics 
  • Enjoys working with students
  • Provide prompt, meaningful communication among parents