The Danielson 2013 Framework for Teaching (FfT) is the rubric used for teacher development and observation/evaluation. It is used as a formative tool to develop teacher practice as well as a rubric for use when observing and evaluating teacher practice. This version of the rubric contains all 22 components across four domains.

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 In this version of the Danielson 2013 Framework for Teaching, the elements of each component are color-coded for easy reference;. This version may be useful for school leaders when leading calibration activities, engaging in professional conversations with teachers, or providing teachers with specific feedback related to a particular element.

This resource supports teachers and school leaders with identifying next steps for a priority area connected to Danielson's Framework for Teaching (FfT) component 1a: Demonstrating Knowledge of Content and Pedagogy. It includes component-specific "ask abouts" which focus on each of the component's elements, and which can be used to support professional conversations such as (but not limited to) pre-observation conferences, post-observation conferences, and feedback conversations. It also includes a 1a Instructional Next Steps Idea Bank and a set of questions that teachers and school leaders can use to frame their collaborative discussion around identifying, implementing, and evaluating next steps.

This resource supports teachers and school leaders with identifying next steps for a priority area connected to Danielson's Framework for Teaching (FfT) component 1c: Setting Instructional Outcomes. It includes component-specific "ask abouts" which focus on each of the component's elements, and which can be used to support professional conversations such as (but not limited to) pre-observation conferences, post-observation conferences, and feedback conversations. It also includes a 1c Instructional Next Steps Idea Bank and a set of questions that teachers and school leaders can use to frame their collaborative discussion around identifying, implementing, and evaluating next steps.

This resource supports teachers and school leaders with identifying next steps for a priority area connected to Danielson's Framework for Teaching (FfT) component 1e: Designing Coherent Instruction. It includes component-specific "ask abouts" which focus on each of the component's elements, and which can be used to support professional conversations such as (but not limited to) pre-observation conferences, post-observation conferences, and feedback conversations. It also includes a 1eInstructional Next Steps Idea Bank and a set of questions that teachers and school leaders can use frame their collaborative discussion around identifying, implementing, and evaluating next steps.

This resource supports teachers and school leaders with identifying next steps for a priority area connected to Danielson's Framework for Teaching (FfT) component 2d: Managing Student Behavior. It includes component-specific "asks" which focus on each of the component's elements, and which can be used to support professional conversations such as (but not limited to) pre-observation conferences, post-observation conferences, and feedback conversations. It also includes a 2d Instructional Next Steps Idea Bank and questions that teachers and school leaders can use to frame their collaborative discussion around identifying, implementing, and evaluating next steps.

This resource supports teachers and school leaders with identifying next steps for a priority area connected to Danielson's Framework for Teaching (FfT) component 3a: Communicating with Students. It includes component-specific "ask abouts" which focus on each of the component's elements, and which can be used to support professional conversations such as (but not limited to) pre-observation conferences, post-observation conferences, and feedback conversations. It also includes a 3a Instructional Next Steps Idea Bank and a set of questions that teachers and school leaders can use frame their collaborative discussion around identifying, implementing, and evaluating next steps.

This resource supports teachers and school leaders with identifying next steps for a priority area connected to Danielson's Framework for Teaching (FfT) component 3b: Using Questioning and Discussion Techniques. It includes component-specific "ask abouts" which focus on each of the component's elements, and which can be used to support professional conversations such as (but not limited to) pre-observation conferences, post-observation conferences, and feedback conversations. It also includes a 3b Instructional Next Steps Idea Bank and a set of questions that teachers and school leaders can use frame their collaborative discussion around identifying, implementing, and evaluating next steps.

This resource supports teachers and school leaders with identifying next steps for a priority area connected to Danielson's Framework for Teaching (FfT) component 3c: Engaging Students in Learning. It includes component-specific "ask abouts" which focus on each of the component's elements, and which can be used to support professional conversations such as (but not limited to) pre-observation conferences, post-observation conferences, and feedback conversations. It also includes a 3c Instructional Next Steps Idea Bank and a set of questions that teachers and school leaders can use frame their collaborative discussion around identifying, implementing, and evaluating next steps.

This resource supports teachers and school leaders with identifying next steps for a priority area connected to Danielson's Framework for Teaching (FfT) component 3d: Using Assessment in Instruction. It includes component-specific "ask abouts" which focus on each of the component's elements, and which can be used to support professional conversations such as (but not limited to) pre-observation conferences, post-observation conferences, and feedback conversations. It also includes a 3d Instructional Next Steps Idea Bank and a set of questions that teachers and school leaders can use frame their collaborative discussion around identifying, implementing, and evaluating next steps.

This resource supports teachers and school leaders with identifying next steps for a priority area connected to Danielson's Framework for Teaching (FfT) component 4e: Growing and Developing Professionally. It includes component-specific "ask abouts" which focus on each of the component's elements, and which can be used to support professional conversations such as (but not limited to) pre-observation conferences, post-observation conferences, and feedback conversations. It also includes a 4e Instructional Next Steps Idea Bank and a set of questions that teachers and school leaders can use frame their collaborative discussion around identifying, implementing, and evaluating next steps.

In this 35-45 minute professional learning activity, participants explore different ways to use the Specific Considerations resources and identify strategies to strengthen teacher practice and improve student outcomes for educators working with ELLs, Students with Disabilities, and in the Arts.

This template supports teachers in applying the component focus questions in the Specific Considerations documents when reflecting on their instructional practice. This tool can be used with the Specific Considerations for Teachers of Students with Disabilities, Specific Considerations for Teachers of English Language Learners documents as well as the Specific Considerations for Teachers of Dance, Music, Theater, and Visual Arts documents.

New York State’s Education Law 3012-d requires that lead evaluators have appropriate guidance regarding specific considerations in evaluating teachers of English Language Learners (ELLs). Also, many school leaders and teachers have requested additional support in using Danielson's 2013 Framework for Teaching (FfT) rubric in classrooms in which student characteristics, subject content, or program models may differ significantly from other courses or subjects. In response, this document offers specific considerations for school leaders and teachers of ELLs through component-aligned questions (for each of the Framework's 22 components). These questions may be discussed when providing feedback, engaging in pre- and post-observations, and planning next steps; they are not to be used for evaluating teacher practice. In addition, teachers can use these questions voluntarily as a resource to guide their thinking as they plan and reflect on their instructional practice in how they are meeting the needs of ELLs.

New York State’s Education Law 3012-d requires that lead evaluators have appropriate guidance regarding specific considerations in evaluating teachers of students with disabilities (SWDs). Also, many school leaders and teachers have requested additional support in using Danielson's 2013 Framework for Teaching (FfT) rubric in classrooms in which student characteristics, subject content, or program models may differ significantly from other courses or subjects. In response, this document offers specific considerations for school leaders and teachers of students with disabilities through component-aligned questions (For each of the Framework's 22 components). These questions may be discussed when providing feedback, engaging in pre- and post-observations, and planning next steps; they are not to be used for evaluating teacher practice. In addition, these questions can be used by teachers voluntarily as a resource to guide their thinking as they plan

Danielson’s 2013 Framework for Teaching (FfT) was created as an overarching framework that describes the commonalities in every classroom—those aspects of teaching that are common across grades, disciplines, and students’ backgrounds. Thus, the FfT is appropriate for use with and by teachers of the arts. Many school leaders and teachers have requested additional support in using the FfT in classrooms in which student characteristics, subject content, or program models may differ significantly from other courses or subjects. In response, this document offers specific considerations for school leaders and dance teachers through component-aligned questions. These questions may be discussed when providing feedback, engaging in pre- and post-observations, and planning next steps; they are not to be used for evaluating teacher practice. In addition, these questions can be used by teachers voluntarily as a resource to guide their thinking as they plan and reflect on their instructional practice in how they are meeting the needs of their students.

Danielson’s 2013 Framework for Teaching (FfT) was created as an overarching framework that describes the commonalities in every classroom—those aspects of teaching that are common across grades, disciplines, and students’ backgrounds. Thus, the FfT is appropriate for use with and by teachers of the arts. Many school leaders and teachers have requested additional support in using the FfT in classrooms in which student characteristics, subject content, or program models may differ significantly from other courses or subjects. In response, this document offers specific considerations for school leaders and theater teachers through component-aligned questions. These questions may be discussed when providing feedback, engaging in pre- and post-observations, and planning next steps; they are not to be used for evaluating teacher practice. In addition, these questions can be used by teachers voluntarily as a resource to guide their thinking as they plan and reflect on their instructional practice in how they are meeting the needs of their students.

Danielson’s 2013 Framework for Teaching (FfT) was created as an overarching framework that describes the commonalities in every classroom—those aspects of teaching that are common across grades, disciplines, and students’ backgrounds. Thus, the FfT is appropriate for use with and by teachers of the arts. Many school leaders and teachers have requested additional support in using the FfT in classrooms in which student characteristics, subject content, or program models may differ significantly from other courses or subjects. In response, this document offers specific considerations for school leaders and visual arts teachers through component-aligned questions. These questions may be discussed when providing feedback, engaging in pre- and post-observations, and planning next steps; they are not to be used for evaluating teacher practice. In addition, these questions can be used by teachers voluntarily as a resource to guide their thinking as they plan and reflect on their instructional practice in how they are meeting the needs of their students.

Danielson’s 2013 Framework for Teaching (FfT) was created as an overarching framework that describes the commonalities in every classroom—those aspects of teaching that are common across grades, disciplines, and students’ backgrounds. Thus, the FfT is appropriate for use with and by teachers of the arts. Many school leaders and teachers have requested additional support in using the FfT in classrooms in which student characteristics, subject content, or program models may differ significantly from other courses or subjects. In response, this document offers specific considerations for school leaders and music teachers through component-aligned questions. These questions may be discussed when providing feedback, engaging in pre- and post-observations, and planning next steps; they are not to be used for evaluating teacher practice. In addition, these questions can be used by teachers voluntarily as a resource to guide their thinking as they plan and reflect on their instructional practice in how they are meeting the needs of their students.

This protocol is a tool for exploring any of the 2013 Danielson Framework for Teaching's 22 components in detail. It can be used by groups of teachers or school teams as a professional learning activity clarify and deepen thinking about the Framework for Teaching (FfT) components, connect the Framework to the school’s work, and support educators in considering the components within their own contexts. This activity can be used to jigsaw components among a school community or be used over time with a team to examine components as an ongoing professional learning activity.

This protocol can be used by groups administrators and/or teachers to support them in fairly and accurately interpreting teacher practice, thus bringing greater objectivity to teacher development and evaluation.