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.

This resource supports teachers and school leaders with identifying next steps for a priority area connected to Danielson's Frameowork 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 profess...

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 Frameowork 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 conversatio...

This resource supports teachers and school leaders with identifying next steps for a priority area connected to Danielson's Frameowork for Teaching (FfT) component 2a: Creating an Environment of Respect and Rapport. It includes component-specific "ask abouts" which focus on each of the component's elements, and which can be used to support professi...

This resource supports teachers and school leaders with identifying next steps for a priority area connected to Danielson's Frameowork for Teaching (FfT) component 2d: Managing Student Behavior. It includes component-specific "ask abouts" which focus on each of the component's elements, and which can be used to support professional conversations su...

This resource supports teachers and school leaders with identifying next steps for a priority area connected to Danielson's Framewwork 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 professiona...

This resource supports teachers and school leaders with identifying next steps for a priority area connected to Danielson's Frameowork 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 conversation...

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 conversatio...

This resource supports teachers and school leaders with identifying next steps for a priority area connected to Danielson's Frameowork for Teaching (FfT) component 4eL 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 conv...

New York State’s Education Law 3012-c 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 Framdwork for Teaching (FfT) rubric in classrooms in which stud...

New York State’s Education Law 3012-c 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 stu...

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 reques...

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 reques...

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 reques...

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 reques...

This resource contains a set of questions that teachers may use to self-assess their practice following a lesson. The questions guide teachers to reflect on evidence of student learning, lesson execution, planning, and next steps for professional development.

In this 60-minute professional learning activity, teachers reflect on and brainstorm next steps related to teacher experiences in a selected focus area that connects to a cycle of professional learning (e.g., connecting with students). Teachers will collaborate with colleagues to reflect on teaching experiences and use that reflection to inform next steps for improving student outcomes.