Framework for Essential Teaching Behaviors, Pre-K-12
Hazlet’s Framework for Essential Teaching Behaviors, Pre-K-12, represents a collaboratively developed statement of effective teaching. The lettered indicators are designed to explain each common thread, but do not denote order of importance.
1. Planning Which Sets The Stage For Learning & Assessment
Does the planning show evidence of:
a. units and lessons which show a direct relationship between student learning needs, the written curriculum, Common Core Standards and the New Jersey Core Content Curriculum Standards.
b. clearly defined, curriculum-based learning objectives that are based on diagnosis of student needs and readiness levels
c. instructional strategies and materials that challenge students to achieve at the highest standards of performance.
d. lesson design sequenced to make meaningful connections to overarching concepts and essential
e. use of cross-curricular project-based units to integrate and incorporate a global perspective that
connects subject matter to students’ lives.
f. activities to promote student reading, writing, listening, speaking, and viewing.
g. use of thematic disciplinary units to integrate science, health, social studies, language arts, and math.
h. provision for effective use of available materials, technology and outside resources, inclusive of
maintaining an accurate and up to date webpage to facilitate effective communication.
i. accurate knowledge of subject matter.
j. knowledge of a variety of instructional strategies and best practices, including strategies for assessing student readiness levels and differentiating instruction.
k. strategies to enable co-planning and co-teaching in shared teaching situations.
l. lessons that provide for increasing student independence and responsibility for learning.
m. multiple means of assessment, including performance assessment, that are authentic in nature and realistically measure student understanding.
n. diagnostic and formative assessments that inform instructional design.
o. appropriate homework assignments that reinforce and extend learning and build upon previously learned concepts.
2. Productive Learning Climate & Classroom Management
Does the student-teacher interaction and the classroom atmosphere show evidence of:
a. an environment which is learner-centered, content rich, and reflective of children’s efforts.
b. a climate of mutual respect, one that is considerate of and addresses differences in culture, race, gender, socioeconomic status, sexual orientation, and readiness levels.
c. opportunities for student voice and student choice.
d. proactive rules and routines which students have internalized, and effective use of relationship-preserving reactive strategies when necessary.
e. a safe, positive and open classroom environment in which children and teachers take risks, and learn by trial and error.
f. effective use of classroom time with a focus on accomplishing learning objectives.
g. classroom furniture and physical resources arranged in a way that supports student interaction, lesson objectives and learning activities.
Does the instruction show evidence of:
a. differentiation of instruction to meet the needs of all learners, including meeting the targeted goals of students with unique and individual needs as listed in specific plans (e.g., IEP, 504, I&RS Action Plan, Student Education Plan, etc).
b. use of a variety of grouping strategies including individual conferences, cooperative learning structures, flexible groups, learning partners, and whole-class instruction based on assessments of student readiness levels and interests.
c. addressing the visual, auditory, and kinesthetic/tactile learning modalities.
d. use of available technology including computer PowerPoint, the Internet and multi-media presentations by teacher and students.
e. deliberate selection and use of cognitive organizers and hands-on manipulatives.
f. modification of content, strategies, materials and assessment based on the interest and immediate needs of students during the lesson.
g. students achieving the objectives of the lesson through a variety of planned and, when appropriate, unplanned learning activities.
h. strategies for concept building including the use of the experiential learning cycle, inductive learning, and discovery-learning and inquiry activities.
i. use of prior knowledge to build background information through such strategies as anticipatory set,
K-W-L, and prediction brainstorms.
j. deliberate teacher modeling of effective thinking and learning strategies during the lesson.
k. real world applications and connections to students’ lives, interests, and home cultures.
l. opportunities for students to actively process the learning through closure at salient points in the
m. use of questioning strategies that promotes discussion, problem solving, divergent thinking, multiple responses, and higher levels of thinking through analysis, synthesis, and evaluation.
n. development of students’ understanding as evidenced through their growing perspective, empathy, and self-knowledge regarding the content and meaning of the lesson.
o. active student engagement, individually and collaboratively, throughout the lesson.
p. varied writing activities such as journals, learning logs, creative pieces, letters, charts, notes, and research reports that connect to and extend learning in all content areas.
q. assessing student learning before, during, and after the lesson, to provide timely feedback to students and adjust instruction accordingly.
4. Professional Responsibilities
Does the teacher show evidence of:
a. continuing the pursuit of knowledge of subject matter and current research on effective practices in teaching and learning.
b. reflecting upon teaching to inform instruction.
c. maintaining accurate records and completing forms/reports in a timely manner.
d. communicating with parents about their child’s progress and the instructional process.
e. treating learners with care, understanding, fairness, and respect.
f. working collaboratively and cooperatively with colleagues.
g. sharing planning and instructional responsibilities in co-teaching partnerships.
h. maintaining positive and productive relationships with Child Study Team members, guidance counselors, school nurses, speech therapists, and other professional staff.
i. maintaining positive relationships with school support staff including secretaries, paraprofessionals, lunch aides, and custodial staff.
j. being flexible and open to suggestions from colleagues, supervisors and administrators.
k. presenting a professional appearance.
l. Active participation in the district Professional Development Academy, including teaching in the Professional Development Academy and our Master Teacher Innovation Labs.
m. Presenting a professional demeanor, inclusive of punctuality for assigned duties.