Canterbury Tracery v1

last revised 10.07.
13
"

Canterbury School
Professional Learning Community

last revised 10.07.13
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TABLE OF CONTENTS

introductory material
preface!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!.. i
about technology!!!!!!!!!!!!!!!!!!!!!!!!!!. ii
Domains of the Professional Learning Community!!!!!!!!!!!... iii
procedures, practical applications, and docs
A Suggested Timeline for Professional Learning at Canterbury School!!! 1
DOC A1: Rubric for Self-Assessment of Practice!!!!!!!!!!!!. 2
DOC A2: Summary of Self-Assessment!!!!!!!!!!!!!!!!. 13
DOC B1: Individual Professional Development Plan!!!!!!!!!!! 15
DOC B2: Professional Development Plan Log of Activities!!!!!!!! 16
DOC C1: Administrator Pre-Observation Conference!!!!!!!!!!.. 17
DOC C2: Administrator Formal Observation Instrument!!!!!!!!!.. 18
DOC C3: Administrator Post-Observation Conference!!!!!!!!!! 31
DOC D1: Artifacts of Teaching!!!!!!!!!!!!!!!!!!!.! 32
DOC D2: Administrator's Feedback Guide for Artifacts of Teaching!!!!. 34
DOC E1: Guidelines for Peer Coaching and Observation!!!!!!!!... 37
DOC E2: Peer Coach Pre-Observation Conversation!!!!!!!!!!.. 39
DOC E3: Focus Areas and Questions!!!!!!!!!!!!!!!!! 40
DOC E4: Peer Coach Observation Data Collection!!!!!!!!!!!.. 42
DOC E5: Peer Coach Post-Observation Conversation!!!!!!!!!! 43
DOC F1: Rationale for Self-Evaluation!!!!!!!!!!!!!!!!! 44
DOC F2: Directions for Self-Evaluation Video Taping!!!!!!!!!!.. 45
DOC F3: Procedures and Considerations for Video Self-Evaluation!!!!. 46
DOC F4: Sample Student/ Parent Consent for Classroom Videotaping!!! 48
DOC G1: Rationale for Student Feedback!!!!!!!!!!!!!!!. 49

references and resources

Appendix A: Canterbury Teachers Tracery: An Introduction!!!!!!!!!!! 51
Appendix B: NETS-T!!!!!!!!!!!!!!!!!!!!!!!!!!!... 53

Canterbury PLC
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I thought to myself that if I could care so much about teaching that I didn't
even realize my hair was burning, I was moving in the right direction.
From that moment, I resolved to always teach like my hair was on
fire.true excellence takes sacrifice, mistakes, and enormous amounts of
effort. After all, there are no shortcuts.
Rafe Esquith, Teach Like Your Hair's On Fire (2007)

Let's face it. Teaching both the most complex and the most important profession in the world. How is it
possible to reconcile a definition of good teaching that also reconciles the incredible intricacies of doing
it? The Canterbury Teachers Tracery attempts to do just that. We have reached a consensus about the
eight attributes and associated elements that we deem to be most vital to serving students at Canterbury
School.

But, in order for each of us to teach "like our hair's on fire," conversations about our practice need to be
grounded in actual events of our school, in actions or statements we have made, in artifacts we have
collected, and/or in decisions we have reached. In short, teachers' professional development requires that
we examine clear and consistent evidence of our practice. The PADPro Process at Canterbury School is
designed to guide each of us through the process of evidencing our passion for our profession.

Evidence of teaching come from two main sources: observable events and the examination of artifacts.
Observation is appropriate for much of the most important work a teacher doesinteractions with other
members of the school community in and out of the classroom. But there are equally important aspects of
teaching that can't be observed directly. This includes things like parent communication, instructional
design, examples of student work, and record keeping. Artifacts offer the best and sometimes the only
evidence of these important teaching responsibilities. Unlike artifacts collected for a professional
presentation portfolio, these artifacts may not be finished products and should not be considered to be
"show pieces." Instead, professional development artifacts are intended to stimulate discussion, prompt
reflection, and evidence an educator's personal growth and learning

At Canterbury School, the evaluation portion of our professional development program is differentiated
across two tracks. During "on" years (checkpoints on a predictable and published cycle), formal
evaluations provide opportunities for high-level professional conversations between a teacher and an
evaluator. During the "off" years of the cycle, teachers engage in self-directed professional development.
The following pages lay out procedures for both evaluation tracks at Canterbury School.

But, remember that evaluation is only one part of our ongoing uses of and conversations about the
Canterbury Teachers Tracery. Its real value is as an expression of our overarching visions of good
teaching. Using the Tracery for a variety of purposesmentoring and coaching, peer collaboration,
professional development, and professional evaluationgives us the opportunity to emphasize the
learning (instead of the "inspection") aspects of our practice. Professional growth requires reflection,
intentional collaboration, and conversation as we explore our thinking, express it to others, and learn
from multiple perspectives.

After all, there are no shortcuts
Canterbury PLC
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about technology

In case you haven't noticed, we are well into the 21
st
century. So, while intentional foci on using "21
st

century technology tools" might have made good sense in the early days of this new millenium,
nowadays such tools are simply an assumption. At least they should be.

Consequently, there is no specific Canterbury Tracery Teacher attribute around choosing and using
technology tools, about expected proficiency with technology resources, or across technology and
content curricula. But make no mistake. This is not because technology has become less important. It's
just thatto the students in our classrooms as of this writing and beyondtechnology in all its forms is a
simple factor of life.

Consider their perspective. Of course technologyin many forms-- is available. Of course it is
appreciated. Of course it is of value. Of course it is for research and content creation and gaming and
audio-visuals and connection across time and space. Of course it changes faster than anyone can possibly
imagine; that's just how it is.

Thus, although technology is not set apart in any of these professional development guidelines and
supporting docs, it is assumed. Between every line, read the subtext thatwhere possibletechnology
should be infused. Within every practice and policy, consider howwhere it does not become
artificialtechnology is the how-to. Underlying each element of professional development even
though it may not be as comfortable is an unstated push for technological innovation. Canterbury
Teachers can do it. Canterbury Teachers must do it.

Janet Allen (2003), a former president of the Interantional Reading Association, unequivocally states,
"Sometimes we have to meet our students where they are, not where we think they should be." And that
was way back in the early days of the 21
st
century!

But, when it comes to technology, sometimes to meet our students, we might first need to hustle along
behind and try to catch up. To help us imagine how, an appendix for this document presents the National
Education Technology Standards for Teachers (NETS-T). Use these ideas as a personal challenge, a
personal checklist, or a personal choice. But, one way or another, use them.

Again, even in this aspect of teaching, there are no shortcuts.

Canterbury PLC
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Domains of the Professional Learning Community

Canterbury PLC
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A Suggested Timeline for Professional Evaluation at Canterbury School

schedule formal evaluation cycle
("on" year)
self-directed professional growth cycle
("off" years)
ongoing
throughout
the
year
Administrator conducts formal observations of professional
practice.

Peer observations of professional practice.

Teacher collects/ compiles artifacts related to non-observable
elements of professional practice.

Teacher participates with development and growth opportunities
around professional practice..
Administrator conducts informal observations of professional
practice.

Peer observations of professional practice.

Teacher collects/ compiles artifacts related to non-observable
elements of professional practice.

Teacher participates with development and growth opportunities
around professional practice.
August
Teacher conducts self-assessment and reflection (if not
completed in spring the previous year). DOCS A1-2
Teacher conducts self-assessment and reflection (if not
completed in spring the previous year). DOCS A1-2
September
Teacher and administrator meet (unless goals were formulated in
the previous spring) to discuss self-assessment, goals, and
individual professional development plan. DOCS B1

Teacher gathers artifacts. DOC D1
Teacher and administrator meet (unless goals were formulated in
the previous spring) to discuss self-assessment, goals, and
individual professional development plan. DOC B1

October
First Formal Administrator Observation
Teacher and administrator hold the first pre-
observation conference. DOC C1
Administrator conducts a scheduled formal
observation. DOC C2
Administrator and teacher reflect about the lesson
observed.

Teacher arranges for and meets with peer coach.

Teacher works within the extended Professional Learning
Community (PLC) to formulate/ activate individual professional
development plan. DOC B2

Teacher arranges for and meets with peer coach.

November
Teacher and administrator hold the first post-observation
conference. DOC C3

Teacher works within the extended Professional Learning
Community (PLC) to formulate/ activate individual professional
development plan. DOC B2

December
Teacher gathers artifacts. DOC D1 Teacher gathers artifacts. DOC D1
January
Peer Coach Observation DOC E1
Peers hold pre-observation conversations. DOC E2
Peers conduct reciprocal coaching observations.
DOCS E3-4
Peers hold post-observation conversation.
DOC E5

Peer Coach Observation DOC E1
Peers hold pre-observation conversations. DOC E2
Peers conduct reciprocal coaching observations.
DOCS E3-4
Peers hold post-observation conversations.
DOC E5

February
Second Formal Administrator Observation
Teacher and administrator hold the second pre-
observation conference. DOC C1
Administrator conducts a scheduled formal observation.
DOC C2
Administrator and teacher reflect about the lesson
observed.

Teacher Self-Evaluation DOC F1
Teacher videotapes a lesson DOC F2
Teacher completes a self-evaluation of videotaped
lesson. DOC F3

March
Teacher and administrator hold the second post-observation
conference. DOC C3

April
Student surveys (where applicable). DOCS G1-5

Teacher and administrator conference about artifact
collection. DOC D2
Student surveys (where applicable). DOCS G1-5

Teacher completes a self-assessment and reflection
considering peer observations, video self-evaluation, and artifact
collection. DOCS A1-2
May
Teacher and administrator hold a final conference to discuss
formal evaluation, self-assessment, goals, and individual
professional development plan. DOCS B1
Teachers (possibly in PLC groups) and administrator hold a
conference to discuss self-assessment, goals, and individual
professional development plan. DOC B1
Canterbury PLC
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DOC A1: Rubric for Self-Assessment of Practice
Teacher: _________________________________________________________ Date: ___________________________________________
Grade Level(s): __________________ Subject(s): _______________________________________________________________________
Directions: Use reflection, artifacts, and administrator (if provided), peer coach , and student feedback to consider your teaching practice. Determine, for each indicator of the Canterbury Teachers Tracery, the
level of performance that best reflects a self-assessment of your practice. Circle or highlight the appropriate areas on this rubric, then synthesize your ideas on Doc A2, Summary of Self-Assessment. This will
provide you with a snapshot of your current levels of professional practice. Doc A2 may be (anonymously) compiled with summaries from other teachers at Canterbury School to determine patterns leading to the
organization of professional development opportunities and topics for Professional Learning Communities. Use results of your self-assessment to complete Doc A2, your professional development plan.
level 1- DEVELOPING level 2 - BASIC level 3 - PROFICIENT level 4 - DISTINGUISHED
1. Teachers at Canterbury School practice good pedagogy by using content knowledge and research, discipline-specific standards, and DRSLs to define
curricular goals, scope, and sequence.
A. demonstrating knowledge of content and pedagogy
The teacher makes content errors.
The teacher does not consider
prerequisite relationships when
planning.
The teacher's plans use inappropriate
strategies for the discipline.
The teacher's understanding of the
discipline is rudimentary.
The teacher's knowledge of prerequisite
relationships is inaccurate or incomplete.
Lesson and unit plans use limited
instructional strategies, and some are not
suitable to the content.
The teacher can identify important
concepts of the discipline and their
relationships to one another.
The teacher provides clear explanations
of the content.
The teacher answers students' questions
accurately and provides feedback that
furthers their learning.
Instructional strategies in unit and lesson
plans are entirely suitable to the content.
The teacher cites intra- and inter-
disciplinary content relationships.
The teacher's plans demonstrate
awareness of possible student
misconceptions and how they can be
addressed.
The teacher's plans reflect recent
developments in content-related
pedagogy.
B. setting instructional outcomes
Outcomes lack rigor.
Outcomes do not represent important
learning in the discipline.
Outcomes are not clear or are stated as
activities.
Outcomes are not suitable for many
students in the class.
Outcomes represent a mixture of low
expectations and rigor.
Some outcomes reflect important
Outcomes are suitable for most of the
class.
Outcomes represent high expectations
and rigor.
Outcomes are related to "big ideas" of
the discipline.
Outcomes are written in terms of what
students will learn rather than do.
Outcomes represent a range of types:
factual knowledge, conceptual
understanding, reasoning, social
interaction, management, and
communication.
The teacher's plans reference curricular
frameworks or blueprints to ensure
accurate sequencing.
The teacher connects outcomes to
previous and future learning.
Outcomes are differentiated to
encourage individual students to take
educational risks.

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2. Teachers at Canterbury School practice good pedagogy by identifying student needs (academic, physical, social, and emotional) and utilizing
appropriately differentiated intervention strategies to meet them.
A. demonstrating knowledge of students
The teacher does not understand child
development characteristics and has
unrealistic expectations for students.
The teacher does not try to ascertain
varied ability levels among students in
the class.
The teacher is not aware of students'
interests or cultural heritages.
The teacher takes no responsibility to
learn about students' medical or
learning disabilities.
The teacher cites developmental
theory but does not seek to integrate it
into lesson planning.
The teacher is aware of the different
ability levels in the class but tends to
teach to the "whole group."
The teacher recognizes that students
have different interests and cultural
backgrounds but rarely draws on their
contributions or differentiates
materials to accommodate those
differences.
The teacher is aware of medical issues
and learning disabilities with some
students but does not seek to
understand the implications of that
knowledge.
The teacher knows, for groups of
students, their levels of cognitive
development.
cultural groups in the class.
The teacher has a good idea of the
range of interests of students in the
class.
The teacher has identified "high,
"middle," and "low" groups of students
within the class.
The teacher is well informed about
students' cultural heritages and
incorporates this knowledge into
lesson planning.
The teacher is aware of the special
needs represented by students in the
class.
The teacher uses ongoing methods to
assess students' skill levels and designs
instruction accordingly.
The teacher seeks out information from
all students about their cultural
heritages.
The teacher maintains a system of
updated student records and
incorporates medical and/or learning
needs into lesson plans.
B. organizing the physical space
There are physical hazards in the
classroom, endangering student safety.
Many students can't see or hear the
teacher and/or view the board.
Available technology is not being
used, even if it would enhance the
lesson or assist individual students.
The physical environment is safe, and
most students can see and hear the
The physical environment is not an
impediment to learning but neither
does it enhance it.
The teacher makes limited use of
available technology and other
resources.
The classroom is safe, and all students
are able to see and hear the teacher
and/or view the board.
The classroom is arranged to support
the instructional goals and learning
activities.
The teacher makes appropriate use of
available technology.
Modifications are made to the physical
environment to accommodate students
with special needs.
There is total alignment between the
learning activities and the physical
environment.
Students take the initiative to adjust the
physical environment.
The teacher and students make
extensive and imaginative use of

Canterbury PLC
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3. Teachers at Canterbury School practice good pedagogy by designing engaging instruction at developmentally appropriate levels, incorporating
21
st
century skills (creativity, communication, collaboration, and critical thinking), and utilizing variously appropriate 21
st
century tools.
A. demonstrating knowledge of resources
The teacher uses only school-provided
or basic materials, even when more
variety would assist some students.
The teacher does not seek out
resources available to expand his/her
own skills.
Although the teacher is aware of some
student needs or interests, s/he does
not inquire about potential resources.
The teacher uses materials beyond the
basics provided, but does not search
beyond the school for resources.
The teacher participates in content-are
workshops offered locally but does not
pursue broader professional
development.
The teacher locates materials and
resources for students available within
the school.
Texts are at varied levels.
Texts are supplemented by guest
speakers and field experiences.
The teacher facilitates the use of
internet resources.
Resources are multidisciplinary.
The teacher expands his/her
knowledge through professional
learning groups and organizations.
The teacher pursues opportunities
offered by universities.
The teacher provides lists of resources
outside the classroom or school for
students to draw on.
Texts are matched to students' skill
levels.
The teacher has ongoing relationships
with colleges and universities that
support student learning and teacher
preparation.
The teacher maintains a log of
resources for student and personal
reference.
The teacher pursues apprenticeships to
increase knowledge of the discipline.
The teacher facilitates student contact
with outside resources.
B. designing coherent instruction
Learning activities are boring and/or
not well aligned to the instructional
goals.
Materials are not engaging or do not
match desired instructional outcomes.
Instructional groups do not support
learning.
Lesson plans are not structured or
sequenced and/or are unrealistic in
their expectations.
Technology is not infused into lessons,
even when its use would engage
students and facilitate their
understanding.
Learning activities are moderately
challenging.
Learning resources are suitable, but
there is limited variety.
Instructional groups are random or
they only partially support objectives.
Lesson structure is uneven and/or may
be unrealistic about time expectations.
Technology is minimally used by the
teacher, but it may not be matched to
student interests or needs.
Learning activities are matched to
instructional outcomes.
Activities provide opportunity for
higher-level thinking.
The teacher provides a variety of
appropriately challenging materials or
resources.
Instructional student groups are
organized thoughtfully to maximize
learning and build on students'
strengths.
The plan for the lesson or unit is well
structured with reasonable time
allocations.
The teacher integrates technology into
the lesson or unit, and provides for
student interaction with it.
Activities permit student input and
choice.
Learning experiences connect to other
disciplines.
appropriately challenging resources
that are differentiated for students in
the class.
Lesson plans differentiate for
individual student needs.
Technology tools are made available
by the teacher, and their use is
determined and driven by students
ideas and needs.

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4. Teachers at Canterbury School practice good pedagogy by delivering engaging instruction at developmentally appropriate levels, incorporating
21
st
st
century tools.
A. communicating with students
The teacher does not convey to the
students what they will be learning at
any point in the lesson.
Students indicate through body
language or questions that they don't
understand the content being
presented.
The teacher makes a serious content
error that is likely to affect students'
understanding of the lesson.
Students indicate through their
questions that they are confused about
the content and/or the learning task.
The teachers' communications include
errors in vocabulary/usage or
imprecise academic language.
The teachers' vocabulary is
inappropriate for the age/ culture of the
students.
The teacher provides little elaboration
or explanation about what the students
will be learning.
The teacher's explanation of the
content consists of a monologue, with
minimal participation or intellectual
engagement by students.
The teacher makes no serious content
errors but may make minor mistakes.
The teacher's explanations of content
are procedural, with little indication of
how students may think strategically
about it.
The teacher must clarify the content or
learning task so that students
understand/ can complete it.
The teacher's vocabulary and usage
are correct but unimaginative.
The teacher's attempts to explain
academic vocabulary are only partially
successful.
The teacher's vocabulary is too
advanced or juvenile.
At some point in the lesson, the
teacher states what the students will be
learning or begins with an essential
question.
The teacher's explanation of content is
clear and invites student participation
and thinking.
The teacher makes no content errors.
The teacher describes specific
strategies students might use, inviting
students to interpret them in the
context of what they learn.
Students engage with the learning task,
indicating they know content and what
they are to do.
If appropriate, the teacher models the
process to be followed in the task.
The teacher vocabulary and usage are
correct and suitable to the lesson,
including explanations of academic
vocabulary.
The teacher's vocabulary is appropriate
for students.
If asked, students are able to explain
what they are learning and how it fits
within the larger curricular context.
The teacher explains content clearly
and imaginatively, using metaphors
and analogies to bring content to life.
The teacher points out possible areas
for misunderstanding.
The teacher invites students to explain
the content to their classmates.
Students suggest other strategies they
night use in approaching a challenge or
analysis.
The teacher uses rich language,
offering brief vocabulary lessons where
appropriate, both for general
vocabulary and for the discipline.
Students use academic language
correctly.
B. using questioning and discussion techniques
Questions are rapid-fire.
Questions are convergent, with a
single right answer to each.
Questions do not invite deep thinking.
All discussion in between the teacher
and the students; students are not
invited to brainstorm with one another.
The teacher does not ask the students
to explain their thinking processes or
the reasons for their answers.
Only a few students participate in/
dominate the discussion.
.The teacher calls on students quickly
and expects them to answer quickly.
Some questions are framed to promote
student thinking, but most have a
single right answer.
The teacher invites students to respond
to one another's ideas, but few do so.
The teacher calls on many students,
but only a few actually participate in
open discussions.
The teacher asks students to explain
their reasoning, but only some
students attempt to do so.
The teacher uses open-ended
questions, inviting students to offer
multiple possibilities of answers.
The teacher effectively uses wait time.
Discussions enable students to talk to
one another without ongoing
mediation by the teacher.
The teacher calls on most students,
even those who do not volunteer.
Many students actively engage in the
discussion.
The teacher asks students to justify
reasoning, and most attempt to do so.
Students initiate higher-order
questions.
The teacher builds on and uses student
responses to questions in order to
continue the discussion and deepen
student understanding.
Students extend the discussion and
enrich it.
Students invite comments from
classmates during a discussion and
challenge one another's thinking.
Virtually all students are engaged in the
discussion.
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C. engaging students in learning
Few students are intellectually
engaged in the lesson.
Learning tasks/ activities require only
content recall or have a single correct
response/ method/ product.
Instructional materials used are
unsuitable to the lesson and/or student
needs.
The lesson drags or is rushed.
Only one type of instructional
grouping is used (whole group, small
groups) when variety would promote
increased student engagement.
Technology is not used within the
lesson.
Some students are intellectually
Learning tasks are a mix of those
requiring thinking and those requiring
content recall.
Student engagement with the content
is largely passive; learning consists of
facts and/or procedures.
The materials and resources are
partially aligned with lesson
objectives.
Few of the materials and resources
require student thinking or ask
students to explain their thinking.
The pacing of the lesson is uneven,
suitable in some parts but rushed or
dragging in others.
The instructional groupings used are
partially appropriate to the students'
needs and/or activities.
Technology is used, but offers only an
alternate method of content delivery.
Most students are intellectually
Most learning tasks have multiple
correct responses, approaches. and/or
products and/or encourage higher-
order thinking.
Students are invited to explain their
thinking as part of completing tasks.
Materials and resources support the
learning goals and require intellectual
engagement, as appropriate.
The pacing of the lesson is flexible
and provides student the time needed
to be intellectually engaged.
The teacher uses groupings that are
suitable to the lesson activities.
Technology provides opportunities for
student participation with the content
and/or delivery.
Virtually all students are intellectually
Lesson activities require higher-order
thinking and students' metacognition/
explanations of their thinking
processes.
Students take initiative to improve the
lesson by
o modifying a learning task to
make it more meaningful or
relevant to their needs.
o suggesting modifications to the
groupings being used.
o suggesting modifications/
additions to the materials used.
o suggesting extensions of the
content or activities used.
Students have opportunities for
reflection about and closure to the
lesson to consolidate/ construct
understanding.
Technology is suggested by the teacher
but selected/ used by the students.

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5. Teachers at Canterbury School practice good pedagogy by creating, utilizing, and documenting formative assessments (formal and informal) to
inform instructional processes and summative assessments (formal and informal) to describe student learning.
A. designing student assessments
Assessments are formal and quantitative.
Assessments are not matched to desired
Assessments lack criteria.
Assessments are summative; no
formative assessments are designed.
A single assessment serves for the whole
class.
Assessment results do not impact future
lesson plans.
Assessments are generally formal and
quantitative, but informal qualitative
assessments are suggested in plans.
Only some of the instructional outcomes
are addressed in the planned
assessments.
Assessment criteria are vague.
Portions of assessments match the needs
of broad groups of students.
Plans refer to the use of formative
assessments, but they are not fully
developed and/or implemented.
Assessment results are used to design
lesson plans for the whole class, not for
individual students.
Assessments are both informal and
formal and are designed to elicit a blend
of quantitative and qualitative data.
All the learning outcomes have a method
for assessment.
Assessment types match learning
expectations.
Assessment criteria are clearly written.
Plans indicate modified assessments,
differentiated for some students.
Plans include formative assessment
strategies to be used during instruction.
Lesson plans indicate possible
adjustments to be made based on
formative assessment data.
formal and are primarily qualitative.
Assessments provide opportunities for
student choice.
Students participate in designing
assessments for their own work.
Teacher-designed assessments are
authentic, with real-world applications
as appropriate.
Students develop rubrics according to
teacher-specified learning objectives.
Students are actively involved in
collecting information from formative
assessments and provide input.
B. using assessment in instruction
The teacher gives no indication of what
high-quality work looks like.
The teacher makes no effort to
determine whether students understand
the lesson prior to assessment.
Students receive no feedback, or
feedback is global or feedback is final
with no opportunity for revision or
improvement.
The teacher does not ask students to
evaluate their own or classmates' work.
There is little evidence that the students
understand how their work will be
evaluated.
The teacher monitors understanding
through a single method or without
eliciting prior evidence of student
understanding.
Feedback to students is vague and not
oriented towards future improvement of
work or increased understanding.
The teacher makes only minor attempts
to engage students in self or peer
assessment.
The teacher makes the standards of high-
quality work clear to the students and
generally provides a model.
The teacher elicits evidence of student
understanding at the conclusion of each
lesson (and prior to assessment).
Feedback includes specific and timely
guidance with opportunities for students
to demonstrate improvements in
understanding or production.
Students are invited to assess their own
work or to conference with others for
peer or group evaluation.
Students indicate that they clearly
understand the characteristics of high-
quality work, and there is evidence that
students have helped to establish the
evaluation criteria and/or to create the
model.
The teacher constantly monitors student
understanding in a variety of ways
(anecdotal notes, exit tickets, etc.) and
makes use of sophisticated strategies to
elicit information about individual
High-quality specific feedback comes
from many sources with opportunities
for revisions the norm.
Students monitor their own
understanding, either on their own
initiative or as a result of tasks set by the
teacher.

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C. demonstrating flexibility and responsiveness
The teacher ignores indications of
student boredom or lack of
understanding.
The teacher brushes aside student
questions.
The teacher conveys the impression that,
when students do not understand, they
have not been paying attention or it is
otherwise their fault.
In reflecting on practice, the teacher
does not indicate the necessity of
reaching all students.
The teacher makes no attempt to modify
a lesson, activity, or assessment in
progress in response to student
inattention, confusion, or boredom.
The teacher makes perfunctory attempts
to incorporate student interests into the
lesson.
The teacher answers student questions.
The teacher conveys to the students a
level of responsibility for their learning
but also an uncertainty about how to
differentiate for them.
indicates the need to reach all students
but does not suggest strategies for doing
so.
The teacher attempts to adjust a lesson,
activity, or assessment in progress, but
these attempts are not consistent or
successful interventions.
The teacher incorporates students'
interests into the lesson design and
delivery.
The teacher builds on students' questions
throughout the lesson.
The teacher conveys that s/he has other
approaches to try if students experience
difficulty.
cites multiple approaches s/he tried to
reach students having difficulty.
When improvising becomes necessary,
the teacher makes adjustments to the
lesson, activity, or assessment "on the
fly."
The teacher seizes on a teachable
moment to prompt and/or enhance a
lesson.
The teacher uses student questions as
opportunities for metacognition.
The teacher conveys that a lesson will
not be "finished" until every student
understands and that s/he has a broad
range of strategies to try to ensure this.
In reflecting on practice, the teacher can
cite others in the school and beyond
whom s/he has consulted for assistance
in meeting the needs of students.
The teachers' adjustments to the lesson,
activity, or assessment are flexible,
immediate, and customized to individual
student needs.

Canterbury PLC
"
6. Teachers at Canterbury School practice good pedagogy by maintaining documentation of student progress and by communicating with students,
parents, and colleagues consistently and effectively.
A. student completion of assignments
There is no clear system for keeping
either instructional or non-instructional
records.
Record-keeping systems are
disorganized and provide incorrect or
confusing information.
The teacher has a process for recording
student work assignment/ completion;
however, it may not provide for timely
and easy student access of information.
The teacher's process for tracking
student progress is cumbersome or
outdated.
The teacher has a process for tracking
some non-instructional information, but
it may be disorganized.
The teacher's process for recording
assignment/ completion of student work
is efficient and effective; students have
timely and easy access to information.
The teacher has an efficient and
effective process for recording student
attainment of learning goals; students
are consistently able to track progress.
The teacher's process for recording non-
instructional information is both
efficient and effective.
Students contribute to and maintain
records indicating completed and
upcoming work assignments.
Students contribute to and maintain data
files indicating their own progress with
learning.
Students contribute to the process of
maintaining non-instructional records
for the class.
B. communicating with families
The teacher makes little to no
information regarding the instructional
program accessible to parents.
Families are unaware of their children's
progress.
Family engagement activities are
lacking.
There is some culturally inappropriate
communication and/or an assumption
that students' culture is homogeneous.
School-created materials about the
instructional program are made available
to parents.
The teacher sends home infrequent or
incomplete information about the
instructional program.
The teacher maintains a school-required
grade book, but does little else to inform
families about student progress.
The teacher recognizes cultural diversity
but does not actively seek to incorporate
this understanding in communications.
The teacher regularly makes both school
and specific class-related information
about the instructional program
available.
The teacher regularly sends home
information about student progress.
The teacher develops activities designed
to engage families successfully and
appropriately in children's learning.
Most of the teacher's communications
acknowledge diversity and are
appropriate to families' cultural norms.
Students regularly develop materials to
inform their families about the
Students maintain accurate records about
their individual learning progress and
share this information with families.
Students contribute to regular and
ongoing projects designed to engage
families in the learning process.
All of the teachers' communications are
highly sensitive to the diverse cultural
norms of the students' families.
C. showing professionalism
The teacher is not always honest in
actions or communications.
The teacher does not notice, address, or
communicate student needs or concerns.
The teacher engages in practices that are
self-serving.
The teacher willfully rejects school
regulations/ expectations.
The teacher is honest.
The teacher notices the needs of students
but is inconsistent in addressing/
communicating them.
The teacher is unaware that some school
practices can negatively impact students.
The teacher makes decisions on a
limited professional basis.
The teacher complies with school
regulations.
The teacher is known for having high
standards of integrity.
The teacher actively addresses/
communicates student needs.
The teacher actively works to provide
school-based opportunities for student
success.
The teacher willingly participates in
team and departmental decision-making.
The teacher participates in school policy
decision-making.
The teacher is a school leader.
The teacher is highly proactive in
serving students and communicating
about their needs.
The teacher makes a concerted effort to
make sure that the school provides
opportunities for student success.
The teacher takes a leadership role in
The teacher has a leadership role in
school decision-making.

Canterbury PLC
"#
7. Teachers at Canterbury School practice good pedagogy by setting high expectations for themselves and their students and clearly communicating and
maintaining those expectations.
A. creating an environment of respect and rapport
The teacher is disrespectful towards
students or insensitive to students' ages,
cultural backgrounds, and/or
developmental levels.
Student body language indicates feelings
of hurt, discomfort, or insecurity.
The teacher displays no familiarity with
or caring about individual students.
The teacher disregards disrespectful
interactions between/ among students.
The quality of interactions between
teacher and students or among students
is inconsistent, with occasional
disrespect or insensitivity.
The teacher attempts to respond to
disrespectful behavior among students,
with inconsistent results.
The teacher attempts to make
connections with individual students, but
student reactions indicate that these
attempts are not always successful.
Talk between teacher and students and
among students is uniformly respectful.
The teacher successfully responds to
disrespectful behavior among students.
Students participate willingly, but may
be hesitant to share perspective or
divergent ideas with classmates.
The teacher makes general connections
with the class and individual students.
Students exhibit respect for the teacher.
The teacher demonstrates knowledge
and caring about individual students'
lives beyond the classroom and school.
There is no disrespectful behavior
among students.
Students willingly share diverse
perspectives and, when necessary,
students respectfully correct one
another.
The teacher understands individual
students contexts and makes
differentiated connections.
Students exhibit trust of the teacher.
B. establishing a culture for learning
The teacher conveys that there is little to
no purpose for the learning beyond
reasons dictated by external authorities.
The teacher conveys to some students
that the work is likely too challenging
for them.
Students exhibit little ownership or pride
in their work.
Students use language improperly, but
the teacher does not correct them.
The teacher's energy for the work is
neutral, and s/he does not indicate any
purpose or prompt for the learning.
The teacher conveys high expectations
for some students.
Students exhibit a limited commitment
to complete the work on their own;
many students appear to pursue "the
path of least resistance."
The teacher is primarily concerned with
the immediate task or activity.
The teacher encourages but does not
insist on students' proper use of
language.
The teacher communicates the
importance of the content and the
conviction that all students are capable
of mastering the material.
The teacher demonstrates a high regard
for students' various abilities.
The teacher conveys an expectation of
high levels of student effort.
Students expend consistently good effort
to complete work of high quality.
The teacher insists on students' proper
use of language.
The teacher communicates passion for
the material and for facilitating students'
understanding of it.
The teacher conveys the satisfaction that
comes from a deep understanding of
complex content.
Through questions and comments,
students indicate a self-motivated desire
to understand the content.
Students take initiative in improving the
quality of their work.
Students correct one another's improper
use of language.
C. managing classroom procedures
Students are not productively engaged.
Transitions are disorganized with loss of
instructional time.
There do not appear to be established
procedures for distributing and
collection materials.
Unclear procedures cause students to be
off-task a considerable amount of time.
Students are only partially engaged.
Procedures for transitions are
established, but are not smooth.
Students are confused about established
procedures for distribution and
collection of materials.
Classroom routines function
inconsistently or unevenly.
Students are productively engaged.
Transitions between activities are
smooth.
Routines for distribution and collection
of materials work efficiently.
Classroom routines function smoothly.
Students require minimal direction from
the teacher to ensure their time is spent
productively.
Students take initiative in distributing
and collecting materials efficiently.
Students, themselves, ensure that
transitions and other routines are
accomplished smoothly.
Canterbury PLC
""
D. managing student behavior
The classroom environment is chaotic
with no established standards of conduct
evident.
The teacher does not effectively monitor
student behavior.
Some students disrupt the classroom
without apparent teacher awareness or
with ineffective teacher response.
The teacher attempts to maintain order
in the classroom by referring to
classroom rules, but with uneven
success.
The teacher attempts to keep track of
student behavior, but there is no
apparent system of accountability.
The teacher's response to inappropriate
student behavior is inconsistent:
sometimes harsh and sometimes lenient.
Standards of conduct appear to have
been established and implemented
successfully.
Overall, student behavior is generally
appropriate.
The teacher frequently monitors student
behavior.
behavior is consistent and effective.
Student behavior is entirely appropriate;
any student misbehavior is minor and
swiftly handled.
The teacher silently and subtly monitors
student behavior.
Students respectfully intervene with
classmates at appropriate moments to
ensure compliance with standards of
content.

Canterbury PLC
"#
8. Teachers at Canterbury School practice good pedagogy by engaging in professional reflection and collaborating with colleagues as a member of local
and global professional learning communities.
A. reflecting about teaching
The teacher considers the lesson but
draws incorrect conclusions about its
effectiveness.
The teacher makes no suggestions for
improvement.
Reflection is not used as a vehicle for
future improvement of instructional
practice.
The teacher has a general sense of
whether or not instructional practices
were effective.
The teacher offers general modifications
for ways to address problematic
situations in the lesson.
Reflection suggests ways to improve the
lesson next time it is taught.
The teacher accurately assesses the
effectiveness of the instructional
materials and activities used.
The teacher identifies specific
modifications to materials and activities.
Reflection generates ideas about how to
improve subsequent lessons to be taught.
The teacher's assessment of the lesson is
thoughtful and includes specific
indicators and examples of
effectiveness.
The teacher's suggestions for
improvements draw on an extensive
repertoire of ideas and materials.
Reflection provides insight about ways
to modify subsequent instruction to
differentiate for specific students' needs.
B. participating in the professional community
The teacher's relationships with
colleagues are characterized by
negativity or combativeness.
The teacher purposefully avoids
contributing to activities promoting
professional inquiry.
The teacher avoids involvement in
school- and community-wide activities
and projects.
The teacher has cordial relationships
with colleagues.
When invited to do so, the teacher
participates in activities related to
When asked, the teacher participates in
and projects.
The teacher has supportive and
collaborative relationships with
colleagues.
The teacher regularly participates in
activities related to professional inquiry.
The teacher frequently volunteers to
participate in school and community
projects.
promoting activities related to
The teacher regularly contributes to and
leads events that positively impact the
life of the school.
leads significant community projects.
C. growing and developing professionally
The teacher is not involved in any
activity that might enhance knowledge
or skill.
The teacher resists discussion
performance with supervisors or
colleagues.
The teacher resists student feedback
about instructional effectiveness.
The teacher ignores invitations to attend
professional development, to join
professional organizations, or to attend
conferences.
The teacher participates in professional
activities when they are required and/or
provided by the school.
The teacher reluctantly accepts feedback
from supervisors or colleagues.
The teacher obtains student feedback
about instructional effectiveness, but
does not use it to improve practice.
When required, the teacher participates
in professional development, and may
occasionally seek out information from
professional organizations/ journals.
The teacher seeks out regular
opportunities for continued professional
development.
The teacher welcomes colleagues and
supervisors into the classroom for
purpose of gaining insight from their
feedback.
The teacher accepts student feedback
about instructional effectiveness and
considers it to help him/her improve
practice.
development and with organizations/
activities designed to contribute to the
profession.
The teacher initiates action research as a
vehicle for professional development.
The teacher actively seeks out peers and
supervisors for classroom evaluation and
feedback.
The teacher initiates student feedback
incorporates it into his/her reflections
and ideas for modification.
The teacher takes an active leadership
role in professional organizations and
may present at conferences.
Canterbury PLC
"#

DOC A2: Summary of Self-Assessment
Teacher: ___________________________________________________ AY: 20 _______ - 20 ______
Grade Level(s): _________ Subject(s): __________________________________________________
Directions: Use this doc to summarize your self-assessment and to indicate areas of strength and challenge in your teaching practice.

Teachers at Canterbury School practice good pedagogy by:
attribute/ indicators levels of demonstration
1. using content knowledge and research, discipline-specific standards, and
DRSLs to define curricular goals, scope, and sequence.
D B P D
1A. demonstrating knowledge of content and pedagogy

1B. setting instructional outcomes

notes for ATTRIBUTE 1

2. identifying student needs (academic, physical, social, and emotional) and
utilizing appropriately differentiated intervention strategies to meet them.
D B P D
2A. demonstrating knowledge of students

2B. organizing the physical space

notes for ATTRIBUTE 2:

3. designing engaging instruction at developmentally appropriate levels,
incorporating 21
st
century skills (creativity, communication, collaboration,
and critical thinking), and utilizing variously appropriate 21
st
century
tools.
D B P D
3A. demonstrating knowledge of resources

3B. designing coherent instruction


4. delivering engaging instruction at developmentally appropriate levels,
incorporating 21
st
century skills (creativity, communication, collaboration,
and critical thinking), and utilizing variously appropriate 21
st
century
tools.
D B P D
4A. communicating with students

4B. using questioning and discussion techniques

4C. engaging students in learning


Canterbury PLC
"#
5. creating, utilizing, and documenting formative assessments (formal and
informal) to inform instructional processes and summative assessments
(formal and informal) to describe student learning.
D B P D
5A. designing student assessments

5B. using assessments in instruction

5C. demonstrating flexibility and responsiveness


$% maintaining documentation of student progress and communicating with
students, parents, and colleagues consistently and effectively.
D B P D
6A. student completion of assignments

6B. communicating with families

6C. showing professionalism


7. setting high expectations for themselves and their students and clearly
communicating and consistently maintaining those expectations.
D B P D
7A. creating an environment of respect and rapport

7B. establishing a culture for learning

7C. managing classroom procedures


&% engaging in professional reflection and collaborating with colleagues as a
member of local and global professional learning communities
D B P D
8A. reflecting about teaching

8B. participating in the professional community

8C. growing and developing professionally


As you review your self-assessment to set goals, consider the following questions.

1. Based on your self-assessment, which areas of the Canterbury Teachers Tracery would you most like to strengthen?

2. What other general instructional strategies (such as differentiation, cooperative learning, problem-based learning, writing
across the curriculum, teaching with mobile technology, etc.) have you become aware of and would like to know more
about using effectively?

3. What resources are available to your to learn more about an area of interest to you?
Which of your colleagues are particularly knowledgeable?
What books are articles are accessible?
What local or national conferences may be available?
Would you like to pursue formal coursework around any particular aspect of teaching or pursue an advanced degree?
Canterbury PLC
"#

DOC B1: Individual Professional Development Plan
Teacher: _____________________________________________________________ Academic Year: 20 ____________ - 20 ___________
Based upon your self-
assessment, your administrator's
input, and any school initiatives,
what goal(s) have you identified?
To what Canterbury Tracery
attribute/ element is it linked?
Describe the connection between
this goal and your teaching
practice.
What would success with this
goal look like? How will you know
if you have achieved your goal?
What would count as evidence of
success with this goal?
What activities will you do to
work towards your goal? What is
a tentative timeline for these
activities?
What resources will you need to
help you achieve your goal?
GOAL 1

GOAL 2

GOAL 3

GOAL 4

Remember that a teacher's goals and subsequent participation in professional development activities should demonstrate the following characteristics:
Selection of areas for work that are
based on identified needs
linked to available resources
aligned to the needs of the school
Professional development activities that
support identified needs
represent a range of types of activities
make use of the expertise of colleagues and local
resources
Benefits derived from professional development activities that
represent thoughtful reflection
are linked to enhancement of the design/ delivery of instruction
suggest further development activities and/ or action research

Canterbury PLC
"#

DOC B2: Professional Development Plan Log of Activities
Note: Complete one log for each goal identified in your individual Professional Development Plan.
Teacher: ___________________________________________________ AY: 20 _______ - 20 ______
Grade Level(s): _________ Subject(s): __________________________________________________
Goal: _______________________________________________________________________________

Date
CEU's
(if applicable)
Activity or Event
(webinar, workshop, conference, etc.)

Benefit(s)

Canterbury PLC
"#

DOC C1: Administrator Pre-Observation Conference
Teacher: _______________________________________________ Date: _______________________
Grade Level(s): _____________ Subject(s): ______________________________________________
Observer _______________________________________________ Date: _______________________
suggested questions for discussion

1. To which part of the curriculum does this lesson relate?

2. How does this lesson fit in the scope and sequence of learning for this class?

3. What are the essential questions for this class? What are the learning outcomes?

4. How will you engage the students in the learning? What will you do? What will the students do? How
will the instruction be organized? (Provide any worksheets or other student materials to be used.)

5. How will you integrate content and activities across subject areas?

6. How will you utilize higher order thinking skills and the 4C's in the lesson?

7. What "technologies" will you use and how will you integrate them authentically in the lesson?

8. How will you assess (formative and summative) the learning from this lesson? How will you kow that
the students have learned what you intended?

9. Briefly describe the students in the class, including any special needs or gifted learners.

10. Based on the learners in this class, how will you differentiate instruction in this lesson?

11. What professional strength would you like me to notice as you teach this lesson?

12. What goal have you set for yourself and what would you like me to look for as you teach this lesson?
Canterbury PLC
"#

DOC C2: Administrator Formal Observation Instrument
Teacher: _____________________________________________________________ Date: _________________________________________________
Grade Level(s): ______________________ Subject(s): ______________________________________________________________________________
Observer: ____________________________________________________________ Date: _________________________________________________
Summary of the Lesson Observed: ________________________________________________________________________________________________
1. Teachers at Canterbury School practice good pedagogy by using content knowledge and research, discipline-specific standards, and DRSLs to define curricular
goals, scope, and sequence.
The teacher does not consider prerequisite
relationships when planning.
The teacher's plans use inappropriate strategies for
the discipline.
The teacher's understanding of the discipline is
rudimentary.
Lesson and unit plans use limited instructional
strategies, and some are not suitable to the content.
The teacher can identify important concepts of the
discipline and their relationships to one another.
The teacher provides clear explanations of the
content.
The teacher answers students' questions accurately
and provides feedback that furthers their learning.
Instructional strategies in unit and lesson plans are
entirely suitable to the content.
The teacher cites intra- and inter-disciplinary
content relationships.
The teacher's plans demonstrate awareness of
possible student misconceptions and how they can
be addressed.
The teacher's plans reflect recent developments in
content-related pedagogy.
observations:

Outcomes do not represent important learning in
the discipline.
Outcomes are not clear or are stated as activities.
Outcomes are not suitable for many students in the
class.
Outcomes represent a mixture of low expectations
and rigor.
Some outcomes reflect important learning in the
discipline.
Outcomes are suitable for most of the class.
Outcomes represent high expectations and rigor.
Outcomes are related to "big ideas" of the
discipline.
Outcomes are written in terms of what students
will learn rather than do.
Outcomes represent a range of types: factual
knowledge, conceptual understanding, reasoning,
social interaction, management, and
communication.
frameworks or blueprints to ensure accurate
sequencing.
The teacher connects outcomes to previous and
future learning.
Outcomes are differentiated to encourage
individual students to take educational risks.
observations:

Canterbury PLC
"#
2. Teachers at Canterbury School practice good pedagogy by identifying student needs (academic, physical, social, and emotional) and utilizing appropriately
differentiated intervention strategies to meet them.
The teacher does not try to ascertain varied
ability levels among students in the class.
The teacher is not aware of students' interests
or cultural heritages.
The teacher takes no responsibility to learn
about students' medical or learning
disabilities.
The teacher cites developmental theory but
does not seek to integrate it into lesson
planning.
The teacher is aware of the different ability
levels in the class but tends to teach to the
"whole group."
The teacher recognizes that students have
different interests and cultural backgrounds
but rarely draws on their contributions or
differentiates materials to accommodate
those differences.
The teacher is aware of medical issues and
learning disabilities with some students but
does not seek to understand the implications
of that knowledge.
The teacher knows, for groups of students,
their levels of cognitive development.
The teacher is aware of the different cultural
groups in the class.
The teacher has a good idea of the range of
interests of students in the class.
The teacher has identified "high, "middle,"
and "low" groups of students within the
class.
The teacher is well informed about students'
cultural heritages and incorporates this
knowledge into lesson planning.
The teacher is aware of the special needs
represented by students in the class.
The teacher uses ongoing methods to assess
students' skill levels and designs instruction
accordingly.
The teacher seeks out information from all
students about their cultural heritages.
The teacher maintains a system of updated
student records and incorporates medical
and/or learning needs into lesson plans.
observations:

There are physical hazards in the classroom,
endangering student safety.
Many students can't see or hear the teacher
Available technology is not being used, even
if it would enhance the lesson or assist
The physical environment is safe, and most
students can see and hear the teacher and/or
view the board.
impediment to learning but neither does it
enhance it.
The teacher makes limited use of available
technology and other resources.
The classroom is safe, and all students are
able to see and hear the teacher and/or view
the board.
The classroom is arranged to support the
instructional goals and learning activities.
environment to accommodate students with
special needs.
There is total alignment between the learning
activities and the physical environment.
The teacher and students make extensive and
imaginative use of available technology.
observations:

Canterbury PLC
"#
3. Teachers at Canterbury School practice good pedagogy by designing engaging instruction at developmentally appropriate levels, incorporating 21
st
century skills
(creativity, communication, collaboration, and critical thinking), and utilizing variously appropriate 21
st
century tools.
The teacher uses only school-provided or
basic materials, even when more variety
would assist some students.
The teacher does not seek out resources
available to expand his/her own skills.
student needs or interests, s/he does not
inquire about potential resources.
pursue broader professional development.
The teacher locates materials and resources
for students available within the school.
Texts are supplemented by guest speakers
and field experiences.
The teacher facilitates the use of internet
resources.
The teacher expands his/her knowledge
through professional learning groups and
organizations.
The teacher pursues opportunities offered
by universities.
Texts are matched to students' skill levels.
The teacher has ongoing relationships with
colleges and universities that support student
learning and teacher preparation.
The teacher maintains a log of resources for
student and personal reference.
The teacher pursues apprenticeships to increase
knowledge of the discipline.
The teacher facilitates student contact with outside
resources.
observations:

Learning activities are boring and/or not
well aligned to the instructional goals.
Materials are not engaging or do not match
desired instructional outcomes.
learning.
sequenced and/or are unrealistic in their
expectations.
even when its use would engage students
and facilitate their understanding.
challenging.
Learning resources are suitable, but there
is limited variety.
Instructional groups are random or they
only partially support objectives.
Lesson structure is uneven and/or may be
unrealistic about time expectations.
Activities provide opportunity for higher-
level thinking.
resources.
Instructional student groups are organized
thoughtfully to maximize learning and
build on students' strengths.
structured with reasonable time allocations.
The teacher integrates technology into the
lesson or unit, and provides for student
interaction with it.
Activities permit student input and choice.
Learning experiences connect to other disciplines.
The teacher provides a variety of appropriately
challenging resources that are differentiated for
Lesson plans differentiate for individual student
needs.
Technology tools are made available by the
teacher, and their use is determined and driven by
students ideas and needs.
observations:

Canterbury PLC
"#
4. Teachers at Canterbury School practice good pedagogy by delivering engaging instruction at developmentally appropriate levels, incorporating 21
st
century skills
(creativity, communication, collaboration, and critical thinking), and utilizing variously appropriate 21
st
century tools.
The teacher does not convey to the students what
they will be learning at any point in the lesson.
Students indicate through body language or
questions that they don't understand the content
being presented.
The teacher makes a serious content error that is
likely to affect students' understanding of the
lesson.
Students indicate through their questions that they
are confused about the content and/or the learning
task.
The teachers' communications include errors in
vocabulary/usage or imprecise academic language.
The teachers' vocabulary is inappropriate for the
age/ culture of the students.
The teacher provides little elaboration or
explanation about what students will learn.
The teacher's explanation of content consists of a
monologue, with minimal participation or
intellectual engagement by students.
The teacher makes no serious content errors but
may make minor mistakes.
The teacher's explanations of content are
procedural, with little indication of how students
may think strategically about it.
The teacher must clarify the content or learning
task so that students understand/ can complete it.
The teacher's vocabulary and usage are correct but
unimaginative.
The teacher's attempts to explain academic
vocabulary are only partially successful.
The teacher's vocabulary is too advanced or
juvenile.
At some point in the lesson, the teacher states what
the students will be learning or begins with an
essential question.
The teacher's explanation of content is clear
inviting student participation and thinking.
The teacher describes specific strategies students
might use, inviting students to interpret them in the
context of what they learn.
Students engage with the learning task, indicating
they know content and what they are to do.
If appropriate, the teacher models the process to be
followed in the task.
The teacher vocabulary and usage are correct and
suitable to the lesson, including explanations of
academic vocabulary.
The teacher's vocabulary is appropriate for the
If asked, students are able to explain what they are
learning and how it fits within the larger curricular
context.
The teacher explains content clearly and
imaginatively, using metaphors and analogies to
bring content to life.
The teacher points out possible areas for
misunderstanding.
The teacher invites students to explain the content
to their classmates.
Students suggest other strategies they night use in
approaching a challenge or analysis.
The teacher uses rich language, offering brief
vocabulary lessons where appropriate, both for
general vocabulary and for the discipline.
Students use academic language correctly.
observations:

Questions are convergent, with a single right
answer to each.
All discussion in between the teacher and the
students; students are not invited to brainstorm
with one another.
The teacher does not ask the students to explain
their thinking processes or the reasons for their
answers.
Only a few students participate in/ dominate the
discussion.
.The teacher calls on students quickly and expects
them to answer quickly.
Some questions are framed to promote student
thinking, but most have a single right answer.
The teacher invites students to respond to one
another's ideas, but few do so.
The teacher calls on many students, but only a few
actually participate in open discussions.
The teacher asks students to explain their
reasoning, but only some students attempt to do so.
The teacher uses open-ended questions, inviting
students to offer multiple possibilities of answers.
The teacher effectively uses wait time.
Discussions enable students to talk to one another
without ongoing mediation by the teacher.
The teacher calls on most students, even those who
do not volunteer.
Many students actively engage in the discussion.
The teacher asks students to justify reasoning, and
most attempt to do so.
Students initiate higher-order questions.
The teacher builds on and uses student responses
to questions in order to continue the discussion and
deepen student understanding.
Students extend the discussion and enrich it.
Students invite comments from classmates during
a discussion and challenge one another's thinking.
discussion.
observations:

Canterbury PLC
""
Few students are intellectually engaged in the
lesson.
Instructional materials used are unsuitable to
the lesson and/or student needs.
Only one type of instructional grouping is
used (whole group, small groups) when
variety would promote increased student
engagement.
Technology is not used within the lesson.
Some students are intellectually engaged in
the lesson.
Learning tasks are a mix of those requiring
thinking and those requiring content recall.
Student engagement with the content is
largely passive; learning consists of facts
and/or procedures.
The materials and resources are partially
aligned with lesson objectives.
Few of the materials and resources require
student thinking or ask students to explain
their thinking.
The pacing of the lesson is uneven, suitable
in some parts but rushed or dragging in
others.
The instructional groupings used are partially
appropriate to the students' needs and/or
activities.
Most students are intellectually engaged in
the lesson.
Most learning tasks have multiple correct
responses, approaches. and/or products
and/or encourage higher-order thinking.
Students are invited to explain their thinking
as part of completing tasks.
Materials and resources support the learning
goals and require intellectual engagement, as
appropriate.
The pacing of the lesson is flexible and
provides student the time needed to be
intellectually engaged.
The teacher uses groupings that are suitable
to the lesson activities.
student participation with the content and/or
delivery.
explanations of their thinking processes.
Students take initiative to improve the lesson
by
o modifying a learning task to make it
more meaningful or relevant to their
needs.
o suggesting modifications/ additions
to the materials used.
o suggesting extensions of the content
or activities used.
Students have opportunities for reflection
about and closure to the lesson to
consolidate/ construct understanding.
Technology is suggested by the teacher but
selected/ used by the students.
observations:

Canterbury PLC
"#
5. Teachers at Canterbury School practice good pedagogy by creating, utilizing, and documenting formative assessments (formal and informal) to inform instructional
processes and summative assessments (formal and informal) to describe student learning.
Assessments are summative; no formative
assessments are designed.
A single assessment serves for the whole class.
Assessment results do not impact future lesson
plans.
Assessments are generally formal and quantitative,
but informal qualitative assessments are suggested
in plans.
Only some of the instructional outcomes are
addressed in the planned assessments.
Portions of assessments match the needs of broad
groups of students.
Plans refer to the use of formative assessments, but
they are not fully developed and/or implemented.
Assessment results are used to design lesson plans
for the whole class, not for individual students.
Assessments are both informal and formal and are
designed to elicit a blend of quantitative and
qualitative data.
All the learning outcomes have a method for
assessment.
Assessment types match learning expectations.
Plans indicate modified assessments, differentiated
for some students.
Plans include formative assessment strategies to be
used during instruction.
Lesson plans indicate possible adjustments to be
made based on formative assessment data.
Assessments are both informal and formal and are
primarily qualitative.
Assessments provide opportunities for student
choice.
Students participate in designing assessments for
their own work.
Teacher-designed assessments are authentic, with
real-world applications as appropriate.
Students develop rubrics according to teacher-
specified learning objectives.
Students are actively involved in collecting
information from formative assessments and
provide input.
observations:

The teacher gives no indication of what high-
quality work looks like.
The teacher makes no effort to determine whether
students understand the lesson prior to assessment.
Students receive no feedback, or feedback is global
or feedback is final with no opportunity for
revision or improvement.
The teacher does not ask students to evaluate their
own or classmates' work.
There is little evidence that the students understand
how their work will be evaluated.
The teacher monitors understanding through a
single method or without eliciting prior evidence
of student understanding.
Feedback to students is vague and not oriented
towards future improvement of work or increased
understanding.
The teacher makes only minor attempts to engage
students in self or peer assessment.
The teacher makes the standards of high-quality
work clear to the students and generally provides a
model.
understanding at the conclusion of each lesson
(and prior to assessment).
Feedback includes specific and timely guidance
with opportunities for students to demonstrate
improvements in understanding or production.
Students are invited to assess their own work or to
conference with others for peer or group
evaluation.
Students indicate that they clearly understand the
characteristics of high-quality work, and there is
evidence that students have helped to establish the
evaluation criteria and/or to create the model.
understanding in a variety of ways (anecdotal
notes, exit tickets, etc.) and makes use of
sophisticated strategies to elicit information about
individual student understanding.
High-quality specific feedback comes from many
sources with opportunities for revisions the norm.
Students monitor their own understanding, either
on their own initiative or as a result of tasks set by
the teacher.
observations:

Canterbury PLC
"#
The teacher ignores indications of student
boredom or lack of understanding.
The teacher brushes aside student questions.
The teacher conveys the impression that,
when students do not understand, they have
not been paying attention or it is otherwise
their fault.
In reflecting on practice, the teacher does not
indicate the necessity of reaching all
students.
The teacher makes no attempt to modify a
lesson, activity, or assessment in progress in
response to student inattention, confusion, or
boredom.
The teacher makes perfunctory attempts to
incorporate student interests into the lesson.
The teacher conveys to the students a level of
responsibility for their learning but also an
uncertainty about how to differentiate for
them.
In reflecting on practice, the teacher indicates
the need to reach all students but does not
suggest strategies for doing so.
The teacher attempts to adjust a lesson,
activity, or assessment in progress, but these
attempts are not consistent or successful
interventions.
The teacher incorporates students' interests
into the lesson design and delivery.
difficulty.
In reflecting on practice, the teacher cites
multiple approaches s/he tried to reach
students having difficulty.
When improvising becomes necessary, the
teacher makes adjustments to the lesson,
activity, or assessment "on the fly."
The teacher seizes on a teachable moment to
prompt and/or enhance a lesson.
The teacher conveys that a lesson will not be
"finished" until every student understands
and that s/he has a broad range of strategies
to try to ensure this.
In reflecting on practice, the teacher can cite
others in the school and beyond whom s/he
has consulted for assistance in meeting the
needs of students.
student needs.
observations:

Canterbury PLC
"#
6. Teachers at Canterbury School practice good pedagogy by maintaining documentation of student progress and by communicating with students, parents, and
colleagues consistently and effectively.
There is no clear system for keeping either
instructional or non-instructional records.
Record-keeping systems are disorganized and
provide incorrect or confusing information.
The teacher has a process for recording student
work assignment/ completion; however, it may not
provide for timely and easy student access of
information.
The teacher's process for tracking student progress
is cumbersome or outdated.
The teacher has a process for tracking some non-
instructional information, but it may be
disorganized.
The teacher's process for recording assignment/
completion of student work is efficient and
effective; students have timely and easy access to
information.
The teacher has an efficient and effective process
for recording student attainment of learning goals;
students are consistently able to track progress.
instructional information is both efficient and
effective.
Students contribute to and maintain records
indicating completed and upcoming work
assignments.
Students contribute to and maintain data files
indicating their own progress with learning.
Students contribute to the process of maintaining
non-instructional records for the class.
observations:

The teacher makes little to no information
regarding the instructional program accessible to
parents.
Families are unaware of their children's progress.
Family engagement activities are lacking.
communication and/or an assumption that students'
culture is homogeneous.
School-created materials about the instructional
program are made available to parents.
The teacher sends home infrequent or incomplete
information about the instructional program.
The teacher maintains a school-required grade
book, but does little else to inform families about
student progress.
The teacher recognizes cultural diversity but does
not actively seek to incorporate this understanding
in communications.
The teacher regularly makes both school and
specific class-related information about the
instructional program available.
The teacher regularly sends home information
about student progress.
The teacher develops activities designed to engage
families successfully and appropriately in
children's learning.
acknowledge diversity and are appropriate to
families' cultural norms.
Students regularly develop materials to inform
their families about the instructional program.
Students maintain accurate records about their
individual learning progress and share this
information with families.
Students contribute to regular and ongoing projects
designed to engage families in the learning
process.
All of the teachers' communications are highly
sensitive to the diverse cultural norms of the
students' families.
observations:

Canterbury PLC
"#
The teacher is not always honest in actions or
communications.
The teacher engages in practices that are self-
serving.
The teacher notices the needs of students but
is inconsistent in addressing/ communicating
them.
The teacher makes decisions on a limited
professional basis.
regulations.
success.
The teacher willingly participates in team
and departmental decision-making.
decision-making.
The teacher is highly proactive in serving
students and communicating about their
needs.
The teacher makes a concerted effort to make
sure that the school provides opportunities
for student success.
The teacher takes a leadership role in team
and departmental decision-making.
The teacher has a leadership role in school
decision-making.
observations:

Canterbury PLC
"#
7. Teachers at Canterbury School practice good pedagogy by setting high expectations for themselves and their students and clearly communicating and maintaining
those expectations.
The teacher is disrespectful towards students
or insensitive to students' ages, cultural
backgrounds, and/or developmental levels.
Student body language indicates feelings of
hurt, discomfort, or insecurity.
The teacher displays no familiarity with or
caring about individual students.
The quality of interactions between teacher
and students or among students is
inconsistent, with occasional disrespect or
insensitivity.
disrespectful behavior among students, with
inconsistent results.
The teacher attempts to make connections
with individual students, but student
reactions indicate that these attempts are not
always successful.
Students participate willingly, but may be
hesitant to share perspective or divergent
ideas with classmates.
The teacher makes general connections with
the class and individual students.
The teacher demonstrates knowledge and
caring about individual students' lives
beyond the classroom and school.
There is no disrespectful behavior among
students.
Students willingly share diverse perspectives
and, when necessary, students respectfully
correct one another.
The teacher understands individual students
contexts and makes differentiated
connections.
observations:

The teacher conveys that there is little to no
purpose for the learning beyond reasons
dictated by external authorities.
The teacher conveys to some students that
the work is likely too challenging for them.
Students exhibit little ownership or pride in
their work.
Students use language improperly, but the
teacher does not correct them.
The teacher's energy for the work is neutral,
and s/he does not indicate any purpose or
prompt for the learning.
The teacher conveys high expectations for
some students.
Students exhibit a limited commitment to
complete the work on their own; many
students appear to pursue "the path of least
resistance."
The teacher is primarily concerned with the
immediate task or activity.
The teacher encourages but does not insist on
students' proper use of language.
The teacher communicates the importance of
the content and the conviction that all
students are capable of mastering the
material.
The teacher demonstrates a high regard for
students' various abilities.
The teacher conveys an expectation of high
levels of student effort.
Students expend consistently good effort to
complete work of high quality.
The teacher insists on students' proper use of
language.
The teacher communicates passion for the
material and for facilitating students'
comes from a deep understanding of complex
content.
Through questions and comments, students
indicate a self-motivated desire to understand
the content.
Students correct one another's improper use
of language.
observations:

Canterbury PLC
"#
instructional time.
procedures for distributing and collection
materials.
Unclear procedures cause students to be off-
task a considerable amount of time.
Procedures for transitions are established, but
are not smooth.
procedures for distribution and collection of
materials.
Classroom routines function inconsistently or
unevenly.
Transitions between activities are smooth.
Routines for distribution and collection of
materials work efficiently.
Students require minimal direction from the
teacher to ensure their time is spent
productively.
Students take initiative in distributing and
collecting materials efficiently.
Students, themselves, ensure that transitions
and other routines are accomplished
smoothly.
observations:

The classroom environment is chaotic with
no established standards of conduct evident.
student behavior.
Some students disrupt the classroom without
apparent teacher awareness or with
ineffective teacher response.
The teacher attempts to maintain order in the
classroom by referring to classroom rules,
but with uneven success.
The teacher attempts to keep track of student
behavior, but there is no apparent system of
accountability.
student behavior is inconsistent: sometimes
harsh and sometimes lenient.
Standards of conduct appear to have been
established and implemented successfully.
appropriate.
behavior.
Student behavior is entirely appropriate; any
student misbehavior is minor and swiftly
handled.
student behavior.
classmates at appropriate moments to ensure
compliance with standards of content.
observations:

Canterbury PLC
"#
8. Teachers at Canterbury School practice good pedagogy by engaging in professional reflection and collaborating with colleagues as a member of local and global
professional learning communities.
The teacher considers the lesson but draws
incorrect conclusions about its effectiveness.
The teacher makes no suggestions for
improvement.
Reflection is not used as a vehicle for future
improvement of instructional practice.
The teacher has a general sense of whether or
not instructional practices were effective.
The teacher offers general modifications for
ways to address problematic situations in the
lesson.
effectiveness of the instructional materials
and activities used.
The teacher identifies specific modifications
to materials and activities.
thoughtful and includes specific indicators
and examples of effectiveness.
The teacher's suggestions for improvements
draw on an extensive repertoire of ideas and
materials.
Reflection provides insight about ways to
modify subsequent instruction to differentiate
for specific students' needs.
observations:

The teacher's relationships with colleagues
are characterized by negativity or
combativeness.
The teacher purposefully avoids contributing
to activities promoting professional inquiry.
The teacher avoids involvement in school-
and community-wide activities and projects.
The teacher has cordial relationships with
colleagues.
school- and community-wide activities and
projects.
The teacher has supportive and collaborative
relationships with colleagues.
projects.
promoting activities related to professional
inquiry.
The teacher regularly contributes to and leads
events that positively impact the life of the
school.
The teacher regularly contributes to and leads
significant community projects.
observations:

Canterbury PLC
"#
The teacher is not involved in any activity
that might enhance knowledge or skill.
The teacher resists discussion performance
with supervisors or colleagues.
The teacher resists student feedback about
instructional effectiveness.
conferences.
The teacher obtains student feedback about
instructional effectiveness, but does not use it
to improve practice.
When required, the teacher participates in
professional development, and may
The teacher seeks out regular opportunities
for continued professional development.
supervisors into the classroom for purpose of
gaining insight from their feedback.
The teacher accepts student feedback about
instructional effectiveness and considers it to
help him/her improve practice.
profession.
feedback.
The teacher initiates student feedback about
instructional effectiveness and incorporates it
into his/her reflections and ideas for
modification.
The teacher takes an active leadership role in
professional organizations and may present
at conferences.
observations:

Canterbury PLC
"#

DOC C3: Administrator Post-Observation Conference
Teacher: _______________________________________________ Date: _______________________
Grade Level(s): _____________ Subject(s): ______________________________________________
Observer _______________________________________________ Date: _______________________
suggested questions for discussion

1. In general, how successful do you think this lesson was? Why?

2. Did you depart from the original instructional design (plans) for the lesson? If so, how and why?

3. Comment on your classroom procedures, student conduct, and your use of the physical space. To
what extent did these contribute to student engagement/ learning?

4. Comment on your use of subject area and/ or technology integration. To what extent did these
contribute to student engagement/ learning?

5. Comment on different aspects of your instructional delivery (e.g. activities, groupings of students,
materials, and resources). To what extent were they effective and why?

6. Comment on your use of higher order thinking skills and the 4C's in the lesson. To what extent were
these strategies effective?

7. In what ways did you utilize anecdotal notes or samples of student work for formative assessment
purposes or to evaluate student engagement?

8. In what ways did you utilize samples of student work for summative assessment regarding student
understanding of content and procedures?

9. Comment on the effectiveness of the differentiation strategies you used.

10. If you had the opportunity to teach this lesson again to the same group of learners, what would you
do differently? Why?

Canterbury PLC
"#

DOC D1: Artifacts of Teaching
Directions: As important as classroom practice is, it does not reflect the entirety of a teacher's responsibilities, because some of them do not occur in a classroom at all. These non-classroom aspects of
teaching require that you gather evidence about which you, your colleagues, and administrators can frame conversations. Throughout the year, collect at least one example of each of these types of artifact; the
list of characteristics to be displayed by each may assist you in your selection.

unit plan, (including plans for assessment)
attributes/ elements: 1A, 1B, 2A, 3A, 3B, 5A, 5B, 5C
This artifact provides evidence with a teacher's skill in long-range planning. As a whole, it should exhibit: a coherent structure allowing for the development
of more complex ideas building on simpler ones; integrated and fully incorporated technology, as appropriate; suitability for diverse learners. The unit
should also demonstrate:
knowledge of content
important concepts to be
learned
the structure of the discipline
prerequisite relationships
among various concepts
links to other disciplines
relationships with the school's
curriculum and content
frequent student
misconceptions
knowledge of students
prior knowledge and skills
interests
cultural background
approaches to learning
learning goals reflecting
learning needs of the students
in the class
important learning in the
discipline
goals (learning outcomes)
rather than activities
a range of types of objectives
across higher order thinking
(creativity, communication,
collaboration, and critical
thinking)
learning activities
intended to achieve the
learning goals
likely to engage students in
thinking, reasoning, and
metacognition
represent a variety of
approaches to the task
allow for a variety of
interpretations of final product
criteria and procedures for
assessing student learning
suitable to learning goals
appropriate to students' levels
of development
clearly articulated
consistently maintained
an activity or assignment
attributes/ elements: 1A, 1B, 2A, 3B, 4C, 5A, 5B, 5C
This artifact includes the directions for an assignment/ activity, a sample of student work with teacher comments, and the teacher reflection about that
activity or assignment. It provides evidence of a teacher's skill in designing work that engages students in intellectual activity. It should exhibit:
quality of assignment
importance of the concepts being
learned
alignment with instructional goals
cognitive challenge asked of students
clarity of directions
suitability for diverse learners
evidence of engagements of students
with the task
quality of student thinking
successful completion of the task
evidence of learning from the
assignment
teacher feedback to students
knowledge of learning needs of
individual students in the class
high quality, with specificity and focus
on learning
reflection on the activity
accurate assessment of the success of
the activity
planning for necessary modifications to
enhance student learning or
engagement
Canterbury PLC
""
communication with families attributes/ elements: 2A, 6B, 6C
This artifact provides evidence of the range of techniques used by the teacher to communication with families.
The teacher's communication with families about the program and individual student demonstrates:
timely communication about
the program
information about the
instructional program
variety of delivery
mechanisms
range of types and lengths of
communication
appropriate frequency
knowledge of students
learning characteristics and
challenges
different approaches to
learning
level of performance in
learning

appropriate use of language
clarity of language
sensitivity to families'
cultural backgrounds
use of nontechnical
language or jargon
respect for students' families
active listening during a
conference
prompt replies to parent
requests or concerns
respectful tone in both oral
and written communication
participation of students
in the preparation of materials
for families
during a student-led
conference
instructional and non-instructional records attributes/ elements: 6A, 6B, 6C
This artifact provides evidence of a teacher's skill in maintaining accurate records, both for instructional (grading) and non-instructional (attendance, field
trip money, etc.) matters.
A teacher's instructional and non-instructional records demonstrate these characteristics:
systems that
are accurate
result in timely recording of information
are accessible to families
evidence of student involvement in
developing an organizational and/or record-keeping system
maintaining the record-keeping system
participation in the professional community attributes/ elements: 8A, 8B, 8C
NOTE: Although they may also be appropriate here, artifacts and information relating to professional development will be compiled as part of the Individual Professional Growth Plan.
This artifact provides evidence of a teacher's involvement with the school as a professional organization. The teacher's participation in the professional
community demonstrates:
participation in school affairs
is active and freely given
reflects a leadership role with colleagues
is supportive of the school's mission
relationships with colleagues
are mutually supportive and respectful
demonstrate leadership in school affairs
contribution to the school's culture of inquiry/ PLC
reflect the needs of the school
built on the assumption of every teacher's responsibility
for professional growth and ongoing learning
evidence of student learning attributes/ elements: ALL
Because student learning is the goal of every teacher, this artifact enables teachers to demonstrate their impact on their students
The teacher's collection and analysis of assessment data regarding student learning demonstrates:
quality of learning outcomes
clearly stated as learning outcomes not
as activities
representing important constructed
learning (not memorization of ideas)
evidence of student learning aligned
to desired outcomes
activities and assessments are
clearly aligned to the intended
learning outcomes
quality of analysis of student learning
gains
sensible rationale for assignment of
students to groups
substantiated by data and evidence
quality of reflection regarding
assessment
accuracy of the reflection
likelihood that reflection will lead to
thoughtful modifications of practice
Canterbury PLC
"#
DOC D2: Administrator's Feedback Guide for Artifacts of Teaching
Directions: This feedback guide may be used by your administrator as s/he and you conference about your artifacts of teaching. Be prepared to discuss the following questions about each artifact of teaching.
unit plan, (including plans for assessment)
1. What are your goals for your students? What do you intend for them to learn? What are the essential questions that your students should understand
and be able to answer as a result of this unit?

2. How do you know that this unit is appropriate for the students in your class?

3. How will students demonstrate learning? What will the do as a result of engaging with the unit? (Review plans for assessment.)

4. How does the unit support the school's curricular scope and sequence?

5. What are the connections between this unit and multiple disciplines?

6. What prerequisite knowledge or skill(s) must students have in order to be successful with this unit? How will you evidence that your students have this
prerequisite content?

7. How does your plan for this unit help students develop understanding of the unit's important concepts? How does your plan help students avoid
common student misconceptions about the topic?

8. What adjustments did you make or have you made in the past to differentiate for individual student needs?

an activity or assignment
1. What is the concept you intended for your students to learn or explore in this activity?

Canterbury PLC
"#
2. How does this assignment fit within the prior and future learning of the students in the class?

3. Why did you decide to structure the assignment in this manner? How does the organization of the assignment impact student understanding?

4. Consider the student work, both that of the class as a whole and that of the students for whom you have samples.
a. What does the work tell you about students' levels of understanding?

b. What does the work tell you about students' perseverance?

5. If you had the opportunity to create this same assignment again, would you do it the same way? If not, how might you alter it and why?

6. Given this student work, what do you propose to do next with each of these students? Why?

communication with families
1. What role does communication with families play in your instructional program?

2. How do you encourage two-way communication with families of your students?

3. To what extent do you adapt your messages to the cultural or social backgrounds of individual students in your class?

4. To what extend have you ever encountered a language barrier in communicating with families?

5. What other challenges have you faced in communicating with families? How have your addressed these challenges?

instructional and non-instructional records

1. How did you determine the approach or approaches you use?

Canterbury PLC
"#
2. What makes the approach/ approaches effective?

3. What role, if any, did students play in developing your system?

4. What role, if any, do students play in using the system?

5. In what way would you like to improve your system of record keeping?

participation in the professional community
1. How did you determine which area with which to become involved?

2. What important work of the school were you able to advance through your participation?

3. What did you learn about he profession of teaching or about your own practice from this involvement?

4. What would you plan to do differently next year around this area of participation?

evidence of student learning
1. What patterns did you observe in the assessment results of student learning? For example, did all students make similar gains in learning or where you
more successful with one group than another? Why do you think that is?

2. What changes do you intend to make to future lessons so that all students can attain similar gains?

Canterbury PLC
"#

DOC E1: Guidelines for Peer Coaching and Observation
PEER COACHING/ OBSERVATION VS. FORMAL EVALUATION
peer coaching and observation is formal evaluation is!
reciprocal
non-threatening (between peers)
forward looking; focused on improvement
targets specific areas
ongoing and informal
observations and data shared only with teacher
teacher being observed used peer input as part
of his/her reflection and self-evaluation
focus is on "What I saw"
FORMATIVE
one way
can seem threatening (done by a supervisor)
backward looking; what has happened
targets more comprehensive classroom practice
scheduled and formal
observations and data become part of
personnel file
administrator evaluates
focus is on "What I should see"
SUMMATIVE

A GAME PLAN FOR PEER COACHING
the perspective
1. We're engaging in exploration, not critique. We're teaching together, not monitoring each other. We are
equally if differently skilled; we learn from one another.
2. An observation is a shared resource; both teacher and coach should take something of value away from
any discussion about it.
3. Look for, describe, and assess the practice and its results, not the competence of the person.
4. We share a common language in the Canterbury Teachers Tracery; our emphasis will be on interacting
around evidence of how each of us works towards this shared pedagogy.
5. Peers are collaborative equals. We take turns being the coach and the observed.

the talk
1. Describe first and discuss details later.
First, describe what happened, using your data. The teacher can take or leave that. IF the teacher initiates
the discussion, describe what the results were and ask questions that prompt your shared interpretations of
it.

2. Make your talk specific and concrete.
Phrase comments so that they are very precise and offer an observed example. For instance, say "You
called on Bob five times and Susie one time" instead of "You tend to call on boys a lot."

3. Talk about things that can be changed and are worth changing.
Where possible, use the shared view of good pedagogy from the Canterbury Teachers Tracery and focus
on best practice as we have defined it. Think big picture and ignore the small stuff (i.e. ignore personal
mannerisms unless they interfere with student learning). Provide feedback on things for which a plan of
action could be formulated.

Canterbury PLC
"$
4. Comment on observable strengths.
Important learning comes from building on our strengths to address areas of challenge. Phrase comments
in positive ways.

5. Check to ensure clear communication and utilize active listening.
Paraphrase a lot and seek common language. Use phrases such as
"I think I hear you saying that!."
"If I understand you correctly!."
"Let me see if I can repeat what you just said!."

6. Interact.
Basic human interaction skills of attending, listening, responding, and acknowledging are important for both
the coach and the teacher being observed.

communicate
Allow time to discuss the Canterbury Teachers
Tracery and foundational ideas about
educational theory and pedagogy. Discuss
goals for students, desired learning outcomes,
perceived strengths and challenges, goals, and
ways in which both peers hope the process will
work. Outline the general parameters of the
reciprocal observations, but also set a focus
(see DOC E3). Each peer needs to be sure
that the coach knows what to look for and why
that is an area on which s/he would like to
place emphasis.

reflect
Throughout and at the end of the process, both
peers should reflect on the process, their
reactions to it, and what they took away from
the interactions. Consider:
How will our conversations impact my
perspective about teaching and learning?
How might I use my coach's observations
to improve my professional practice?
What unanswered questions were raised
about which I would like to do further
research?
How can this and other interactions with
my PLC make me a more engaged
practitioner?

observe
Remember that the observation is to be a way
that each coach gathers information about the
peer and his/her classroom. The observing
coach should sit in an unobtrusive place, but
s/he should have a good view of everything
that takes place. Using various means (DOC
E4) the coach should take descriptive notes
about observations. Field notes should include
both descriptions of 'focus" events (DOC E3)
as well as any related observations that
coaches might wish to raise during the follow-
up conversations.

communicate
The follow-up meeting should be enjoyable and
constructive. Allow for plenty of two-way input.
Each coach should be careful not to ask
questions that might be perceived as thinly
veiled criticism. Instead, questions should be
those that genuinely seek information to help
the coach clarify observations. Along with "de-
briefing" from the observation, this
conversation should allow for collaborative
brainstorming regarding ways that future
practice (and, hence, student learning) might
be impacted.

Canterbury PLC
"%

DOC E2: Peer Coach Pre-Observation Conversation

1. What is your goal for your classroom practice and how can I be of help to you?

2. Do you have a specific area of focus (DOC E4) that you would like me to look for?

3. Is there a particular student or group of students that you would like me to watch?

4. What are your objectives and expectations for this lesson?

5. How long would you like me to observe?

6. Where would you like me to be situated during the observation?

7. Are your expectations for me to observe or to interact with you and the students?

8. When can we get together after the observation?
Canterbury PLC
&'

DOC E3: Focus Areas and Questions
QUESTIONS BY FOCUS AREA FOR PLC CONVERSATIONS

NOTE: Peers may also select to frame their conversations around the Canterbury Teachers Tracery and/or to define/ discuss
particular areas of focus using a combination of questions and Tracery references.
classroom arrangement
NOTE: It might be helpful to have/ create a classroom schematic for this area of conversation/ observation.
What is the set-up of the desks and chairs?
How far do students sit from one another? From the teacher? Are students clustered/ grouped in some way?
What does the classroom look like? What things are on the wall? What resources (technology, tools,
materials, texts) are available in the room?
What is the noise level in the room? Outside the room?
Is there adequate lighting in the classroom? Workspace?
Do students have choices in where to sit? Where do students choose to sit? Does the seating arrangement
change from lesson to lesson? Over time?

classroom management
What is the classroom agenda? Where is it? Who sets it?
Is the agenda flexible? When a question is asked or topic raised that might diverge from the set agenda what
is the response from the teacher? From the students?
What is the daily routine (i.e. signing in, morning work, attendance, homework collection, etc.)?
What are the classroom rules? Who decides them? How are they communicated?
How do classroom participants address one another?
In what configuration(s) do students workindividually, in a large group, in small groups? When are changes
in the groupings made? How do students transition between configurations?
What evidence reflects variations in the "authority" in the classroom?

classroom talk
Who talks? To whom? How long?
What is the interaction patternone person talking at a time, many people at one time, or a mix? Who
regulates the interaction pattern(s)? How is turn-taking managed?
How do participants talk to one another (active listening, interrupting, building on prior comments, etc.)?
How often are there silences in conversations and how are such silences handled?
How are multiple (divergent) perspectives handled?
How often are there disagreements? What are they about? How does the teacher handle disagreements?
Canterbury PLC
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teacher talk
How does the teacher greet students?
What kinds of questions does the teacher ask (e.g. yes/no questions, questions with one right answer, open-
ended questions)?
To whom does the teacher direct questions?
How does the teacher show s/he is listening?
How does the teacher give directions? What kinds of directions are given?
How does the teacher encourage participatory discussion?

learner talk
What kind of questions do the students ask? How often?
What kinds of answers do the learners give? How long are their responses?
How often do the learners initiate new topics or offer differing opinions? What topics or opinions? How do they
make connections between various discussion topics?
Who's talking when? How often?
Are there differences in learner talk across variables:
o male/female
o age
o learning style
o learner ability
How do learners respond to teacher feedback?

learner engagement/ classroom community
How do learners interact with one another?
How much movement is there in the classroom? What kind?
What is the general affect of the students?
How busy are the students? What are they doing?
Do all learners receive equal time and attention from the teacher?
How do learners elicit helpby asking a peer, raising their hand, waiting for the teacher to circulate,
approaching the teacher, etc.)?
Do the learner help make decisions about the class activities and lesson topics?
Where is the locus of control in the classroom? Does it shift throughout the lesson? The day? The year?
Canterbury PLC
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DOC E4: Peer Coach Observation Data Collection
WAYS TO GATHER INFORMATION DURING COACH OBSERVATIONS

selective verbatim
By taking quick notes, keep as close to a word-for-word record of how individual learners and/or the
teacher interact around a particular area of focus (e.g. the coach records the exact wordking of how the
teacher asks questions and how a particular learner responds, keeps not of the questions that the leaners
ask, records the exact conversation between specific learners, etc.).

anecdotal record
Describe events or episodes that occur during an observation (e.g. the coach records the "story" of what
happens among learners when the teacher is not there or behaviors and conversations between learners
negotiating how to work in a small group).

verbal flow
Write or draw a description of who talks with whom (e.g. the coach maps who initiates conversation, who
responds, who follows, who is silent, who is addressed, who is left out, etc.). This can be textual or graphic.

class traffic
Keep a written record of who moves inside the classroom at what times (e.g. who enters or exits,
movement from whole class to larger or small groups, movement of students among desk groupings,
movement of learners to teacher, etc.).

event count
Record the number of times something in particular occurs (e.g. the number of times a learner interrupts a
teacher, the number of times learners interrupt each other, the number of times there are periods of
silence, the number of open-ended questions asked by the teacher, the number of opportunities given for
leaner movement in the class, etc.).

duration
Record how much time is spent on a particular event or activity or kind of event or activity (e.g. the amount
of time learners talk informally versus "on task" conversation, the amount of time the teacher speaks versus
learners, the amount of think time allotted from when a question is asked until the teacher answers
her/himself, the amount of time learners have to work in groups or independently, etc.).

time sample
Record what occurs at a specific interval of time (e.g. record what learners or the teacher in the class are
doing every five minutes or what a particular student is doing every five minutes).

physical map or sketch
Sketch or map events or physical location (e.g. draw a map of the classroom layout and what occurs in
various areas, sketch which learners are where during various activities, indicate movement throughout a
room with arrows, indicate availability of technology or resources in a schematic, etc.).

Canterbury PLC
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DOC E5: Peer Coach Post-Observation Conversations

1. How do you think the lesson went?

2. Can you recall what the students were (or were not doing) that made you feel this way?

3. Can you recall what you were or were not doing that made you feel this way?

4. How does what you recall about the students and yourself match with what you planned to occur or
what you expected would happen?

5. What could be some reasons that things happened the way that they did?

6. Would you like me to share what I observed? If so, would you like general observations or specifically
focused ones (about a student asked to observe, a particular teaching strategy, a particular room
arrangement, a new technology, etc)? See DOC E4
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DOC F1: Rationale for Teacher Self-Evaluation

If you want to reflect on how you feel about your teaching, write reflective notes after
each lesson; if you are ready to hear objective comments about your teaching, invite
an observer to your classroom. But if you want to gain the most realistic image of your
teaching practice, record yourself, play the tape back, and self-evaluate (Nikolic &
Cabaj, 2000, p. 249).

Thinking intentionally about your practice, especially using video
recordings of your teaching is a valuable part of reflective
professional development. By watching yourself interacting with
the students in your classroom, you can witness yourself as a
teacher and get an alternate view of your students as they are
learning. Does your teaching style look and sound the way you
think it does? The way you want had planned for it to? Does
your teaching style match the learning needs of the students in
your classroom? Is the physical space arranged in a way to
make it conducive to the teaching and learning process? Are my mannerisms enhancing or detracting
from my teaching effectiveness?

Conducting a self-appraisal about these and many other elements of teaching allows us to explore both
our effective and our ineffective classroom behaviors, to congratulate ourselves on our strengths, and to
determine what needs to be done to make our classroom practice even better and, thus, to enhance the
learning of our students.

Recording your teaching practice offers by far the most objective illustration for self-evaluation.
Supervisors and peers can provide feedback or comments related to your teaching, but nothing is more
beneficial to enhancing professional practice than making a video so that your supervisory self can watch
your teaching self.

At Canterbury, the video self-evaluation is part of the self-directed professional growth cycle. As such,
this self-evaluation will not become part of your formal teaching file. Nonetheless, it is expected that you
will make use of your reflections and conclusions in completing your annual self-assessment and as
rationale for setting your professional goals. Additionally, you and your coach may share videos and
reflections about them as part of the peer evaluation process.

Canterbury PLC
&*
DOC F2: Directions for Self-Evaluation Video Taping

before you start:
1. Tell your students that you will be videotaping on x date and explain the purpose of the taping to
them. Assure them that the videotaping is not about them and instead that you are videoing
yourself as part of a self-evaluation.
2. Obtain student and/or parent consent to tape the class. It is suggested that a permission form be
sent home explaining the reasons that the lesson will be videotaped and reassuring students and
parents that the teacher will be viewing the video only for professional development purposes and
that the video will not be publically shared. See DOC F4 for a sample letter.
3. Work out any technical considerations, including:
Determine the tool you will use to capture your video. You might use your computer (set up
so that the camera captures aspects of the room that you would like), a smartphone, a tablet
set up on a stand, or a traditional digital camera/ camcorder.
Position the recording device to the side of the class rather than at the back to allow for a
view of both the learners and the teacher. Check the view several times to be sure that it
captures what you think it will.
To avoid glare, do not point the camera at windows or place it directly in front of them.
Experiment to find the location and the position of the camera that yields the best picture,
sound, and view of you and most of the class.
Be sure that the recording device is stable and secure (i.e. on a shelf, a table, or a tripod).
Practice starting and stopping the recording prior to the lesson you plan to capture.
Experiment with volume prior to the lesson you plan to capture.
Record and play back several trials to ensure that you are ready prior to the lesson you plan
to capture. This not only ensures a good video for self-evaluation, it also gets you and your
students more comfortable with the idea that the recording device is there.

when you are ready to record
1. To ensure a smooth start to the "real" beginning of your lesson, start the video capture several
minutes before the actual start of the lesson you plan to use for your self-evaluation.
2. Remember thateven if you have experimented with video ahead of timeit may take you and
your students a few minutes to forget about the camera and to act naturally. Don't stress. You
should not use the first five minutes or so of your lesson for analysis.
3. Be sure to record a long enough portion of your lesson. In general, it is better to have more video
footage than you think you will need. You can always eliminate the extra parts.

after you record
1. Confirm that the length of the video shows a time that matches the lesson you just taught!
Sometimes we can think we started a recording, but the camera does not capture it. If this occurs,
don't panic. Just record another lesson.
2. Playback a very brief portion of the video to make sure you can see and hear it.
3. If the video appears to be what and as long as you think it should be, name it and save it!
4. Use good reflection strategies to complete the self-evaluation. (See DOC F3).
Canterbury PLC
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DOC F3: Procedures and Considerations for Video Self-Evaluation Reflections
In order to be most effective, a video self-evaluation generally involves two-playbacks.

first playback
During your first viewing, your focus should be on determining how different the videotaped lesson is from the
perceptions you had of it while you were teaching.
1. Play the video with a single goal in mind: getting a general idea of what you taped. Try to be
impartial; watching the tape may indicate elements of your teaching you weren't aware of, such
as students' and your body language, verbal fillers, mannerisms, etc.

2. Focus intentionally about ways in which your perception of what happened in the classroom
differs from what you see on the tape. Take notes if you want to. The notes can be as broad or
specific as you wish. For example, teachers watching their video for the first time have recorded
notes about such things as:
"The language I use with this class seemed to be way too informal."
"Drinking coffee while I teach looks unprofessional."
"I notice I interact with students on one side of the room more than the kids on the other side of
the room. I'd never realized that before."

second playback
The timing of your second playback is up to you. Some teachers decide watch their videos for the
second time immediately after the first playback. Other teachers wait some hours or days before
returning to it. But, it is not advisable to wait more than a week between the first and the second
playbacks.

During the second viewing, you will make a decision about one aspect of your classroom practice on
which you would like to focus. Keep in mind that different parts of your lessonand, therefore, different
parts of the videotapewill highlight different aspects of your teaching and classroom interactions. So
each recorded segment may lend itself to an analysis of various aspects of your practice.
1. Watch the tape again and note areas of your practice on which you may wish to focus. Try to
note the time or times on the tape that this behavior is demonstrated. Use this checklist to
arrange your ideas, but do not be bound by it. You may choose to focus on any aspect of your
practice that you wish. Remember that this can be either an element of practice about which you
feel very confident that you do well or something about your teaching you'd like to improve.

If you would like, you may use this checklist to help you organize your ideas. You may also find
that the Canterbury Teachers Tracery provides you will ideas for self-evaluation. Remember that
the power of self-evaluation rests in its authenticity to your own context, so you may choose to
focus on any aspect of your practice that you wish.

! classroom set up TIME(s) on video: _____________________________
! voice projection and control TIME(s) on video: _____________________________
! speech and language use TIME(s) on video: _____________________________
! body language and mannerisms TIME(s) on video: _____________________________
! position and movement in classroom TIME(s) on video: _____________________________
! awareness of learners and their attentiveness TIME(s) on video: ____________________________
! use of and distribution of materials and aids TIME(s) on video: _____________________________
! use of technology for content delivery TIME(s) on video: _____________________________
! lesson transitions TIME(s) on video: _____________________________
! pacing and timing of instruction TIME(s) on video: _____________________________
! student participation TIME(s) on video: _____________________________
! student-teacher rapport TIME(s) on video: _____________________________
Canterbury PLC
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! classroom interactions
! teacher talk TIME(s) on video: _____________________________
! student talk TIME(s) on video: _____________________________
! teacher-student interaction TIME(s) on video: _____________________________
! student-student interaction TIME(s) on video: _____________________________
! students' individual work TIME(s) on video: _____________________________
! pair work TIME(s) on video: _____________________________
! group work TIME(s) on video: _____________________________
! teacher questions and student responses TIME(s) on video: ____________________________
! giving directions and instructions TIME(s) on video: _____________________________
! classroom procedures TIME(s) on video: _____________________________
! teacher feedback and correction TIME(s) on video: _____________________________

2. Based on your selected area of focus, determine whether or not you will need to analyze the
entire video or if you can focus on a smaller subsection(s).

3. Review the selected portions of your video thoroughly, paying particular attention to your
selected area of focus. Many teachers find it helpful to transcribe the section of the video, as
written descriptions can sometimes reveal more than viewing or listening, especially if you are
focusing on an interaction-related aspect of practice.

4. Analyze the selected video and/or the transcript in terms of the appropriateness of your actions
and behaviors relative to the aspect of teaching on which you are focusing. Keep your learners
and their needs in mind. Determine your overall impression of this particular area of your
practice.

If you were your administrator, how would you rate this area?

5 4 3 2 1
very effective effective not effective

If you were a student in your class, how meaningful would you have found this lesson?
5 4 3 2 1
very meaningful meaningful not meaningful

5. Conduct a systematic analysis of your actions around this particular focus of your teaching.
Reflect deeply about what you intended, what you thought you did, and what you saw actually
occur. The objective is to try to identify particular teacher behaviors that impact positive or
negative learner behaviors. Think in terms of the appropriateness of your actions, the impact
they had on the classroom climate and on learners, and contemplate the possible implications of
different actions. Consider key questions like:
What am I doing effectively or ineffectively?
What could I have done differently?
What impact would different decisions or actions have had on your lesson or on class
communication?
What conclusions can I draw?
What action plans can I make as a result of this self-evaluation?

6. Use your reflections about this video self-evaluation along with administrator and/or peer
feedback as you complete your end-of the year self-assessment and set your goals youre your
individual professional development plan for the next academic year.

Canterbury PLC
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DOC F4: Sample Student/ Parent Consent Form for Classroom Videotaping
NOTE: This letter provides sample wording only. You should develop your own personalized letter to
students and parents regarding permission to videotape.
PERMISSION FOR CLASSROOM VIDEO TAPING
Dear Students and Parents:
As a teacher at Canterbury School, I am participating in an individualized professional
development plan. One aspect of this experience involves my videotaping my classroom
teaching practice for self-evaluation. Videotaping a lesson will provide me with an important
perspective about my teaching. In reviewing the videotape, I hope to assess my speech and
body language during instruction as well as to observe teacher-student and student-student
interactions.
Although I will be recording both myself and the students, the primary focus of the videotape
will be on me and my instructional practice, not the student behaviors and responses.
However, in the course of the video recording, your child image and voice may be captured.
Only members of Canterbury School Professional Learning Community and myself will have
access to or view the videotape. Additionally, no last names or otherwise identifying
information will be recorded/ included. Finally, the tapes will not be shared in any public
forum or by any pubic means without your express permission.
The signed form below will be used to document your permission for me potentially to include
your child in my video self-evaluation. I appreciate your cooperation with my efforts to become
a more reflective and effective practitioner!
Sincerely,
your signature
----------------------------------------------------------------------------------------------------------------------
PERMISSION SLIP for Students Name: _________________________________________________
I am the student in this class and I
! do give permission to include my image and voice on videotape.
! do not give permission to include my image and voice on videotape.

I am the parent/ guardian of this student, I have received and read the letter regarding self-
evaluation videotaping in the class, and I
! do give permission to include my child's image and voice on videotape.
! do not give permission to include my child's image and voice on videotape.

Canterbury PLC
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DOC H1: Rationale for Student Feedback

Should student feedback be part of our professional development process? If you think about it, a better
question is why would student feedback NOT be considered to be a vital component in our efforts to
think critically about ways to enhance and to improve our professional practice. After all, students spend
more than half their daily "awake" time at school and in the company of their teachers. There are simply
no better experts on how our teaching is experienced that the students who experience it.

Even the most conscientious administrator or peer observer spends (at most) a handful of hours
observing our classroom practice. Thus, this evaluation of our professional practice is limited at best.
But student surveys about our teaching effectiveness aggregate data from individuals who have spent
many, many hours with each of us, who have experienced our practice across interpersonal and work-
related aspects, and who, arguably, have the biggest stake in our teaching effectiveness!

Research about student surveys indicates:
Teachers' student survey results are predictive of student achievement. There is correlation
between positive student assessment of teaching practice and measurable achievement in
terms of grades.
Student surveys provide immediately applicable feedback about ways to enhance practice to
foster students' learning gains. Measures of achievement gains (such as end-of-year
achievement tests) generally provide information for instructional improvement based solely
upon material to be learned. Contrast this with student surveys that generate data about
learners' interactions with the content and ways that teachers can facilitate it.
Most achievement surveys capture information about student knowledge (product). Student
feedback generates information about important elements of instructional practices and
classroom climates that facilitate students' cognition and understanding (process).

In short, "!when asked the right questions, in the right waysstudents can be an important source of
information on the quality of teaching and the learning environment in individual classrooms" (MET
Project, 2012, p. 2). So, are you ready to ask the real experts for suggestions about how you can
improve your professional practice?

Canterbury PLC
*'
References and Resources

Allen, J. (2003). But they still can't (or won't) read! Helping children overcome roadblocks to
reading. Language Arts. 80(4). 268-274.

Bovill, C. (2011). Peer Observation of Teaching Guidelines. Glasglow, Scotland: University of
Glasgow Teaching & Learning Centre. Retrieved from
http://www.gla.ac.uk/media/media_205277_en.pdf

Danielson, C. (2007). Enhancing professional practice: A framework for teaching. Alexandria,
VA: Association for Supervision and Curriculum Development.

Danielson, C. (2008). The handbook for enhancing professional practice: Using the framework for
teaching in your school. Alexandria, VA: Association for Supervision and Curriculum
Development.

Danielson, C. (2010). Implementing the framework for teaching in enhancing professional
practice. Alexandria, VA: Association for Supervision and Curriculum Development.

Danielson, C. (2013). The framework for teaching evaluation instrument. Retrieved from
http://www.danielsongroup.org/userfiles/files/downloads/2013EvaluationInstrument.pdf.

Esquith, R. (2007). Teach like your hair's on fire. New York: Penguin Books.

Marzano, R. (2007). The art and science of teaching: A comprehensive framework for effective
instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

Measures of Effective Teaching. (2012). Asking students about teaching: Student perception
surveys and their implementation. Retrieved from www.gatesfoundation.org.

The New Teacher Project (n.d.). Teacher evaluation 2.0. Retrieved from www.tntp.org.

Nikolic, V. & Cabaj, H. (2000). Am I teaching well? Self-evaluation strategies for effective
teachers. Ontario, Canada: Pippin Publishing Corporation

Osten, M. & Gidseg, E. (1998a). Teachers as learners: How peer mentoring can improve teaching.
In Rethinking Schools (Ed.), Keeping Quality Teachers Teaching (pp. 33-36). Retrieved
from http://www.rethinkingschools.org/special_reports/quality_teachers/index.shtml

Osten, M. & Gidseg, E. (1998b). The Hows and Whys of Peer Mentoring. In Rethinking Schools
(Ed.), Keeping Quality Teachers Teaching (pp. 33-36). Retrieved from
http://www.rethinkingschools.org/special_reports/quality_teachers/index.shtml

University Teaching Development Centre. (2004). Peer observation of teaching. Wellington, New
Zealand: Victoria University of Wellington. Retrieved from
http://www.utdc.vuw.ac.nz/resources/guidelines/peerobservation.pdf.

Canterbury PLC
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APPENDIX A

Canterbury Teachers Tracery: An Introduction

Canterbury Teachers Tracery: An Introduction

Canterbury Teachers Tracery
last revised 09.16.13 2

Teachers at Canterbury School live out the purpose, mission, and philosophy of the school in both word
and deed.

The mission of Canterbury School is to develop the whole child by challenging the mind and nourishing
the spirit in a diverse community guided by Judeo-Christian values.

In addition, they embrace the four domains of the schools motto: To Learn, to Love, to Serve: to Live.

While we will always fall short of these noble aspirations, we can move towards them by striving to
exhibit certain attributes of them.

Teachers at Canterbury School practice good pedagogy by:

1. using content knowledge and research, discipline-specific standards, and DRSLs to define curricular
goals, scope, and sequence.

2. identifying student needs (academic, physical, social, and emotional) and utilizing appropriately
differentiated intervention strategies to meet them.

3. designing engaging instruction at developmentally appropriate levels, incorporating 21
st
century skills
(creativity, communication, collaboration, and critical thinking), and utilizing variously appropriate
21
st
century tools.

4. delivering engaging instruction at developmentally appropriate levels, incorporating 21
st
century skills
(creativity, communication, collaboration, and critical thinking), and utilizing variously appropriate
21
st
century tools.

5. creating, utilizing, and documenting formative assessments (formal and informal) to inform
instructional processes and summative assessments (formal and informal) to describe student learning.

6. maintaining documentation of student progress and communicating with students, parents, and
colleagues consistently and effectively.

7. setting high expectations for themselves and their students and clearly communicating and
consistently maintaining those expectations.

8. engaging in professional reflection and collaborating with colleagues as a member of local and global
professional learning communities.


As the centerpiece of our campus, the Canterbury School chapel symbolizes our rich Episcopal school
heritage, the strength of our diverse school community, and the centrality of our mission. The circular
stained glass "rose window" of the chapel also serves as a logo for Canterbury School.

In church architecture, the term tracery refers to the stone and/or lead elements that support the glass of a
stained glass window. Although we may take it for granted, the window that is the inspiration for our
logo required creativity to design and practical skill to engineer and to assemble. And it is the window's
tracery that structures and binds this creativity and practicality into the rose window, itself. The rose
window of Canterbury School provides a visual reminder of the colorful beauty inherent in our teaching
and learning community. As the rose window is bound together in its stone and lead tracery, this
Canterbury Teachers Tracery outlines the framework on which we build our pedagogy.

Teachers at Canterbury are members of our professional learning community (PLC), at the center of
which is our mission. The Tracery organizes our shared vision of what it means to be a Canterbury
Teacher around our mission, so it provides our PLC with a means of communicating about teaching
excellence. During conversations about practice, particularly when such conversations are organized
around our shared mission and vision, we can learn from one another and thereby enrich our own
teaching. Focused collaboration with colleagues is an important vehicle for professional learning.

The clear descriptions of practice articulated in this Tracery enable and invite Canterbury Teachers to
consider their own teaching in comparison to the shared standard of excellence and to select goals for
self-improvement. Because this Tracery is public, it also prompts discussion with peers as another
important component of professional development. Finally, when this Tracery is used for professional
mentoring or evaluation, it ensures that Canterbury Teachers have a clearly articulated definition of "good
teaching" early in the process.

The Canterbury Teachers Tracery recognizes the unique features and functions of each discipline and
division; but it also captures the aspects of teaching that are common across contexts. Our Tracery
affirms the mission of the Canterbury School, articulates the eight pedagogical statements created by and
for Canterbury Teachers, and prompts shared understandings about what is important for students to
learn, the facilitation of student-centered learning, the purposeful art and science of teaching, and the
nature of professionalism.


attributes, elements and indicators

1. Teachers at Canterbury School practice good pedagogy by using content knowledge and research,
discipline-specific standards, and DRSLs to define curricular goals, scope, and sequence.
Every discipline has a dominant structure, with smaller components or strands as well as central concepts and skills.
Some disciplines have important pre-requisites; teachers know what these are and how to use them in planning for
curricula, units, and lessons.
Different disciplines have "signature pedagogies" that have evolved over time and have been found to be particularly
effective in teaching that content.
INDICATORS FOR 1A MAY INCLUDE:
unit and lesson plans that reflect important concepts in the discipline
unit and lesson plans that accommodate prerequisite relationships among concepts and skills
unit and lesson plans that accommodate learners' various abilities, needs, levels, and interests
clear and accurate classroom explanations
accurate answers to students' questions
feedback to students that furthers learning
interdisciplinary and investigative connections in plans and practice
Outcomes represent significant learning in the discipline, are aligned with the curricula, and are sequenced
appropriately.
Outcomes refer to what students will learn not what they will do, and permit viable methods of assessment.
Outcomes reflect different types of learning, such as knowledge recall, conceptual understandings, and higher order
thinking applications.
Outcomes are appropriate for all students in a class.
INDICATORS FOR 1B MAY INCLUDE:
outcomes are aligned to DRSL's
outcomes of a challenging cognitive level
statements of student learning, not student activity
outcomes central to the discipline and related to those in other disciplines
outcomes permitting multiple forms of assessment of student attainment
outcomes differentiated for various abilities

2. Teachers at Canterbury School practice good pedagogy by identifying student needs (academic, physical,
social, and emotional) and utilizing appropriately differentiated intervention strategies to meet them.
Children learn differently at different stages of their lives.
Understanding requires active intellectual engagement, learner participation, and authentic problems.
What students are able to learn and do at any time is influenced by their level of background knowledge and skill.
Children's backgrounds and contexts influence their learning.
Children do not develop in any one "typical" fashion.
formal and informal information about students has been gathered by the teacher for use in planning instruction
student interests and needs are incorporated in planning
teacher participation in community cultural events
teacher-designed opportunities for families to share their heritage and cultures
database of students with special needs
collaboration between learning support personnel, counselors, teachers, and family
Physical safety is a primary consideration of all teachers; no learning can occur if students are unsafe or uncomfortable.
Both the physical arrangement of a classroom and access to available resources provide opportunities for teachers to
advance learning and for students to engage with the content in the most productive manner. Where possible, the
students themselves contribute to the use of adaptation of the physical environment.
pleasant inviting atmosphere
safe environment
accessibility for all students
furniture arrangement suitable for the learning activities
student ownership of personal and shared spaces
effective use of physical resources, including computer technology, by both teacher and students

3. Teachers at Canterbury School practice good pedagogy by designing engaging instruction at
developmentally appropriate levels, incorporating 21
st
century skills (creativity, communication,
collaboration, and critical thinking), and utilizing variously appropriate 21
st
century tools.
Resources and materials for classroom use must align with learning outcomes (DRSL's).
Resources and materials for classroom use must be appropriately challenging.
Resources and materials for classroom use should be appropriately relevant to students.
Resources and materials that further teachers' professional knowledge should be available.
incorporation of materials provided by the school
incorporation of materials provided by professional organizations
inclusion of a range of texts and strategies for interpreting them
integration of technology resources (hardware, software, internet)
use of community resources
consideration of guest speakers
ongoing participation by the teacher in professional education courses or professional groups
Teachers produce clear and sequenced unit and lesson structures to enhance student learning.
Instruction is designed to engage students and advance them through the content.
Instruction is designed around real-world application or an essential question/ problem.
Instruction is designed for varying student needs, interests, and learning styles.
Aids to instruction are appropriate to the learning needs of the students.
Teachers intentionally organize instructional groups to support student learning.
Teachers integrate technology where appropriate for enhanced student understanding
structured lesson plans that support instructional outcomes and reflect important concepts
instructional/ curricular maps that indicate relationships to prior learning and connections to subsequent learning.
activities that represent higher-order thinking
problem or project-based instruction
use of varied resources, including innovative and authentic use of technology
thoughtfully planned learning groups

4. Teachers at Canterbury School practice good pedagogy by delivering engaging instruction at
developmentally appropriate levels, incorporating 21
st
century skills (creativity, communication,
collaboration, and critical thinking), and utilizing variously appropriate 21
st
century tools.
Goals for learning are communicated clearly to students. If they are not conveyed at the start of a lesson, by the end of
the lesson the students are clear about what they have been learning and why.
Students understand what they are to do during a lesson, particularly if they are working independently or with
classmates without teacher supervision. Directions may be provided orally, in writing, or by modeling from the teacher.
When explaining concepts to students, teachers use vivid language and imaginative analogies and metaphors,
connecting explanations to students' interests and lives outside of school. Explanations are clear, contain appropriate
scaffolding, and anticipate potential student misconceptions.
Teachers invite students to be engaged intellectually and to formulate hypotheses regarding concepts or strategies.
Teachers' model accurate syntax and rich vocabulary; teachers use of language includes precise academic vocabulary
and explanations of it.
a clear lesson purpose or essential/ guiding question
clear directions and procedures specific to the lesson activities
absence of content errors and clear explanation of concepts and strategies
correct standard English grammar
correct and imaginative use of language
Teachers ask questions of high quality, ask only a few of them, and provide students with sufficient time to think about
their responses, to reflect on the comments of their classmates, and to deepen their understanding. Rarely do teachers
ask students a series of low-level review questions.
Teachers use questioning and discussion techniques that challenge students to examine their premises, to present
evidence, to build logical arguments, and to critique the arguments of others. Teachers build further questions on
student responses rather than on a set questioning agenda.
Teachers use a range of techniques to encourage all students to contribute to the discussion and to discourage
domination of the discussion by one or a few students or by themselves.
questions of high cognitive challenge, formulated by students and the teacher
questions with multiple correct answers or, if there is a single correct response/ solution, multiple approaches to it
effective use of student responses and ideas
discussions wherein the teacher frequently steps out of the central mediating role
focus on the reasoning exhibited by students in discussion, both in give-and-take with the teacher and with their classmates
high levels of student participation in discussions
Activities and assignments promote learning requiring student thinking that emphasizes depth over breadth and
encourages students to explain their thinking.
Activities and assignments are prompted by clearly articulated real-world situations, authentic problems, or essential
questions and provide for multiple avenues of exploration.
Teachers arrange student groupings (whole class, small groups, pairs, individuals, student-selected, random) that
promote student engagement with and participation in the content and the learning process.
Teachers select appropriate and engaging instructional materials, both those sanctioned by the school and those
supplemental materials they determine to be better suited to engaging students in deep learning.
Teachers maintain a classroom pace that ensures students are neither rushed nor bored and includes ample time for
reflection and closure.
Teachers utilize a variety of technologies and resources to enhance opportunities for connected understandings
INDICATORS FOR 4C MAY INCLUDE:
student enthusiasm, interest, thinking, problem-solving, etc.
learning tasks that require high-level student thinking and invite students to explain their thinking
students highly motivated to work on all tasks and persistent even when the tasks are challenging
students actively constructing understanding rather than passively watching the teacher deliver information
suitable pacing of the lesson; neither dragged out nor rushed, with time for closure and student reflection
appropriate, varied, and integrated use of technologies and resources

5. Teachers at Canterbury School practice good pedagogy by creating, utilizing, and documenting formative
assessments (formal and informal) to inform instructional processes and summative assessments (formal and
informal) to describe student learning.
Assessments for learning are planned as part of the instructional process.
Expectations are clearly defined.
A variety of assessment types (including performance-based assessments and anecdotal records) are used for specific
purposes.
Assessments match learning expectations (validity).
Assessments generate consistent and accurate data (reliability).
Results of assessments guide future planning.
lesson plans indicating correspondence between assessments and instructional outcomes
assessment types suitable to the style of outcome (including formal, informal, and anecdotal)
expectations clearly written with descriptors for levels of performance
variety of performance opportunities for students
modified assessments available for individual students' needs
formative assessments designed to inform minute-to-minute decision-making by the teacher during instruction
Assessment criteria are published and, where possible, exemplified.
Students know the criteria for assessment and, at the highest level, participate in planning the assessment and
articulating its criteria.
Teacher feedback is timely, constructive, and substantive and provides students the guidance they need to improve their
performance.
Because the criteria for learning are clear and students have been taught the skills of checking their work against clear
criteria/ examples, students take responsibility for their learning by monitoring their own learning and taking
appropriate action.
teacher paying close attention to and documenting evidence of student understanding in both formal and informal settings
teacher posing specifically-created questions to elicit evidence of student understanding
teacher circulating to monitor student learning and to offer immediate feedback
students assessing their own work against established and published criteria
Teachers have a store of alternate instructional strategies that enable them to make both minor and (if necessary) major
adjustments to a lesson or unit, even while in-progress.
Teachers capitalize on an unexpected occurrence during a lesson and use such as a true teachable moment.
Teachers display a keen sense of self-efficacy by seeking alternate approaches to help all students to be successful
learners.
incorporation of students' interests and daily events into lessons
teacher providing opportunities for student feedback on lesson content or delivery
teacher adjusting instructional plans, intentionally or spontaneously, in response to evidence of student understanding (or
lack of it)
teacher seizing on a teachable moment

6. Teachers at Canterbury School practice good pedagogy by maintaining documentation of student progress
and by communicating with students, parents, and colleagues consistently and effectively.
Teachers keep track not only of student completion of assignments but also of students' success in completing these
assignments.
Teachers collect and frequently update formal and informal information indicative of individual student learning
progress.
Teachers maintain and track non-instructional records (such as field trip permission slips, school picture orders, lunch
orders, etc).
routines, tools, processes, and systems that track student completion of assignments
routines, tools, processes, and systems for information about student progress against instructional outcomes
routines, tools, processes, and systems for maintaining accurate non-instructional records
Teachers frequently provide information to families about the instructional program.
Teachers frequently provide information to families about students' individual progress.
Teachers frequently and successfully offer engagement opportunities to families so that they can participate in learning
activities.
frequent information sent home regarding the instructional program and student progress with it
consistent use of culturally-appropriate communication strategies
consistent two-way communication between teacher and families
frequent opportunities for family members to be involved with the learning process in meaningful ways
Teachers relate to students and their families with integrity and honesty.
Teachers put students first in all considerations of their practice.
Teachers advocate for their students' best interests, even in the face of traditional practices or beliefs.
Teachers make decisions and solve problems with students and their needs as priorities.
Teachers adhere to school policies and established procedures.
taking positions that indicate students and their needs are the first priority (i.e. at a meeting or work session)
supporting students' growth, even in the face of difficult situations or conflicting traditions
challenging existing practice and/or pedagogies and early adoption of innovative student-centered materials and tactics
consistently following established school policies and procedures

7. Teachers at Canterbury School practice good pedagogy by setting high expectations for themselves and
their students and clearly communicating and maintaining those expectations.
Teachers convey that they are interested in and care about their students in all interactions.
Teachers model and teach students how to engage in respectful interactions with one another and acknowledge/
reinforce such interactions when they occur.
respectful talk, active listening, and taking turns
acknowledgement of students' backgrounds and lives outside of the classroom
body language indicative of caring and warmth
physical proximity
politeness and encouragement
fairness
Teachers convey the educational value of and purpose for what the students are learning.
Teachers use precise language to convey the message to students that they are all capable of learning if they participate
in the process.
Students are willing to devote energy to the task of learning, and, through interactions with classmates and the teacher,
they show pride in their accomplishments.
students can articulate the value of and purpose for what they are learning
students and teachers express high expectations for learning and participation, both verbally and non-verbally
students indicate an expectation for high-quality work products and processes
student indicate an assumption of effort and persistence
Teachers help students to develop the skills to work purposefully and cooperatively either independently or in groups.
Students transition between different activities and groupings efficiently.
Teachers develop routines for distribution and collection of materials that have minimal disruption to instruction.
Performance of basic classroom routines (such as taking attendance) does not disrupt instructional time.
smooth functioning of classroom routines
little or no loss of instructional time during transitions
students are aware of classroom procedures and routines and participate in them
Expectations for student conduct have been established and communicated to students, and student actions evidence
their implementation.
Students participate in regulating their own behavior and that of others.
Teachers are attuned to what is happening in the classroom and, when necessary, can move subtly to help students re-
engage with the content being addressed in the lesson.
If a student violates an established conduct standard, teachers respond in a timely manner that respects the dignity of
the student.
INDICATORS FOR 7D MAY INCLUDE:
clear standards of conduct (usually posted) and often referred to during a lesson
clear and consistent communication between teacher and student regarding behavior
teacher awareness of student conduct
student self-awareness of appropriate conduct
preventative action when necessary
absence of misbehavior by the students
reinforcement of positive behavior

8. Teachers at Canterbury School practice good pedagogy by engaging in professional reflection and
collaborating with colleagues as a member of local and global professional learning communities.
Teachers intentionally make and use time to reflect about their practice.
Teachers utilize focused reflections about their practice and provide specific examples to support their judgments.
Teachers use reflection to make adjustments to future practice.
Teachers examine their professional pedagogies in light of current understandings of cognition, human development,
and best practice.
Teachers express a willingness to adjust their pedagogy to meet the changing needs of learners and the world.
accurate and timely reflections about a lesson
adjustments made to subsequent instruction and the articulation of why modifications were made
frequent reflection about the nature of learning and the way in which personal pedagogy does or does not support these
frequent reflection about the world and the way in which personal pedagogy does or does not support these
Teachers maintain professional collegial relationships that encourage sharing, planning, risk-taking, and working
together toward improved instructional skills and student success.
Teachers contribute to and participate in local and global learning communities that support and respect its members'
efforts to improve the practice.
Teachers move beyond classroom practice by contributing to school and community initiatives and projects.
Teachers contribute to and participate with larger professional projects designed to improve the practice.
regular teacher participation with colleagues in and across departments/ divisions to share and to plan for student success
collaborative planning and implementation of integrated educational initiatives
regular teacher participation in professional courses or professional organizations that emphasize improving practice
regular teacher participation in school initiatives
regular teacher participation in community initiatives
Teachers remain current by taking courses, reading professional literature, and remaining current on thinking about
cognition and instruction.
Teachers actively pursue professional networks that provide collegial support and feedback.
Teachers are active in professional organizations that enhance personal practice and provide opportunities for
leadership and support to colleagues.
teacher attendance at courses and workshops, especially leadership opportunities
regular academic reading in the content area(s) and about educational practice, policy, and research
participation in learning networks with colleagues
freely shared well-supported educational insights
participation in professional organizations supporting academic inquiry
acknowledgement of the validity of and presentation of classroom action research



attributes, elements and leveled demonstrations
"#$% &'(#%)( *+,-*,./ 16

Name: ______________________________________ AY 20 _____ - _____

1. Teachers at Canterbury School practice good pedagogy by using content knowledge and research, discipline-specific standards, and DRSLs to define
curricular goals, scope, and sequence.
The teacher does not consider
prerequisite relationships when
planning.
The teacher's plans use inappropriate
strategies for the discipline.
The teacher's understanding of the
discipline is rudimentary.
Lesson and unit plans use limited
instructional strategies, and some are not
suitable to the content.
The teacher can identify important
concepts of the discipline and their
relationships to one another.
The teacher provides clear explanations
of the content.
The teacher answers students' questions
accurately and provides feedback that
furthers their learning.
Instructional strategies in unit and lesson
plans are entirely suitable to the content.
The teacher cites intra- and inter-
disciplinary content relationships.
The teacher's plans demonstrate
awareness of possible student
misconceptions and how they can be
addressed.
The teacher's plans reflect recent
developments in content-related
pedagogy.
Outcomes do not represent important
Outcomes are not clear or are stated as
activities.
Outcomes are not suitable for many
Outcomes represent a mixture of low
expectations and rigor.
Some outcomes reflect important
Outcomes are suitable for most of the
class.
Outcomes represent high expectations
and rigor.
Outcomes are related to "big ideas" of
the discipline.
Outcomes are written in terms of what
students will learn rather than do.
Outcomes represent a range of types:
factual knowledge, conceptual
understanding, reasoning, social
interaction, management, and
communication.
frameworks or blueprints to ensure
accurate sequencing.
The teacher connects outcomes to
previous and future learning.
Outcomes are differentiated to
encourage individual students to take
educational risks.

"#$% &'(#%)( *+,-*,./ 17
2. Teachers at Canterbury School practice good pedagogy by identifying student needs (academic, physical, social, and emotional) and utilizing
appropriately differentiated intervention strategies to meet them.
The teacher does not try to ascertain
varied ability levels among students in
the class.
The teacher is not aware of students'
interests or cultural heritages.
The teacher takes no responsibility to
learn about students' medical or learning
disabilities.
The teacher cites developmental theory
but does not seek to integrate it into
lesson planning.
ability levels in the class but tends to
teach to the "whole group."
The teacher recognizes that students
have different interests and cultural
backgrounds but rarely draws on their
contributions or differentiates materials
to accommodate those differences.
The teacher is aware of medical issues
and learning disabilities with some
students but does not seek to understand
the implications of that knowledge.
The teacher knows, for groups of
students, their levels of cognitive
development.
cultural groups in the class.
The teacher has a good idea of the range
of interests of students in the class.
The teacher has identified "high,
"middle," and "low" groups of student
within the class.
The teacher is well informed about
students' cultural heritages and
incorporates this knowledge into lesson
planning.
The teacher is aware of the special needs
represented by students in the class.
The teacher uses ongoing methods to
assess students' skill levels and designs
instruction accordingly.
The teacher seeks out information from
all students about their cultural
heritages.
The teacher maintains a system of
updated student records and incorporates
medical and/or learning needs into
lesson plans.
There are physical hazards in the
classroom, endangering student safety.
Many students can't see or hear the
Available technology is not being used,
even if it would enhance the lesson or
assist individual students.
The physical environment is safe, and
most students can see and hear the
impediment to learning but neither does
it enhance it.
The teacher makes limited use of
available technology and other
resources.
The classroom is safe, and all students
are able to see and hear the teacher
The classroom is arranged to support the
instructional goals and learning
activities.
environment to accommodate students
with special needs.
There is total alignment between the
learning activities and the physical
environment.
The teacher and students make extensive
and imaginative use of available
technology.

"#$% &'(#%)( *+,-*,./ 18
3. Teachers at Canterbury School practice good pedagogy by designing engaging instruction at developmentally appropriate levels, incorporating 21
st

st
century tools.
The teacher uses only school-provided
or basic materials, even when more
variety would assist some students.
The teacher does not seek out resources
available to expand his/her own skills.
student needs or interests, s/he does not
inquire about potential resources.
pursue broader professional
development.
The teacher locates materials and
resources for student available within
the school.
Texts are supplemented by guest
speakers and field experiences.
The teacher facilitates the use of internet
resources.
The teacher expands his/her knowledge
through professional learning groups and
organizations.
The teacher pursues opportunities
offered by universities.
Texts are matched to students' skill
levels.
The teacher has ongoing relationships
with colleges and universities that
support student learning and teacher
preparation.
The teacher maintains a log of resources
for student and personal reference.
The teacher pursues apprenticeships to
increase knowledge of the discipline.
The teacher facilitates student contact
with outside resources.
Learning activities are boring and/or not
well aligned to the instructional goals.
Materials are not engaging or do not
match desired instructional outcomes.
learning.
sequenced and/or are unrealistic in their
expectations.
even when its use would engage students
and facilitate their understanding.
challenging.
Learning resources are suitable, but
there is limited variety.
Instructional groups are random or they
only partially support objectives.
Lesson structure is uneven and/or may
be unrealistic about time expectations.
Activities provide opportunity for
higher-level thinking.
resources.
Instructional student groups are
organized thoughtfully to maximize
learning and build on students' strengths.
structured with reasonable time
allocations.
The teacher integrates technology into
the lesson or unit, and provides for
student interaction with it.
Activities permit student input and
choice.
Learning experiences connect to other
disciplines.
appropriately challenging resources that
are differentiated for students in the
class.
Lesson plans differentiate for individual
student needs.
Technology tools are made available by
the teacher, and their use is determined
and driven by students ideas and needs.

"#$% &'(#%)( *+,-*,./ 19
4. Teachers at Canterbury School practice good pedagogy by delivering engaging instruction at developmentally appropriate levels, incorporating 21
st

st
century tools.
The teacher does not convey to the
students what they will be learning at
any point in the lesson.
Students indicate through body language
or questions that they don't understand
the content being presented.
The teacher makes a serious content
error that is likely to affect students'
understanding of the lesson.
Students indicate through their questions
that they are confused about the content
and/or the learning task.
The teachers' communications include
errors in vocabulary/usage or imprecise
academic language.
The teachers' vocabulary is
inappropriate for the age/ culture of the
students.
The teacher provides little elaboration or
explanation about what the students will
be learning.
The teacher's explanation of the content
consists of a monologue, with minimal
participation or intellectual engagement
by students.
The teacher makes no serious content
errors, but may make minor mistakes.
The teacher's explanations of content are
procedural, with little indication of how
students may think strategically about it.
The teacher must clarify the content or
learning task so that students
understand/ can complete it.
The teacher's vocabulary and usage are
correct but unimaginative.
The teacher's attempts to explain
academic vocabulary are only partially
successful.
The teacher's vocabulary is too advanced
or juvenile.
At some point in the lesson, the teacher
states what the students will be learning
or begins with an essential question.
The teacher's explanation of content is
clear and invites student participation
and thinking.
The teacher describes specific strategies
students might use, inviting students to
interpret them in the context of what
they learn.
Students engage with the learning task,
indicating they know content and what
they are to do.
If appropriate, the teacher models the
process to be followed in the task.
The teacher vocabulary and usage are
correct and suitable to the lesson,
including explanations of academic
vocabulary.
The teacher's vocabulary is appropriate
for students.
If asked, students are able to explain
what they are learning and how it fits
within the larger curricular context.
The teacher explains content clearly and
imaginatively, using metaphors and
analogies to bring content to life.
The teacher points out possible areas for
misunderstanding.
The teacher invites students to explain
the content to their classmates.
Students suggest other strategies they
night use in approaching a challenge or
analysis.
The teacher uses rich language, offering
brief vocabulary lessons where
appropriate, both for general vocabulary
and for the discipline.
Students use academic language
correctly.
Questions are convergent, with a single
right answer to each.
All discussion in between the teacher
and the students; students are not invited
to brainstorm with one another.
The teacher does not ask the students to
explain their thinking processes or the
reasons for their answers.
Only a few students participate in/
dominate the discussion.
.The teacher calls on students quickly
and expects them to answer quickly.
Some questions are framed so as to
promote student thinking, but most have
a single right answer.
The teacher invites students to respond
to one another's ideas, but few students
respond.
The teacher calls on many students, but
only a few actually participate in open
discussions.
The teacher asks students to explain
their reasoning, but only some students
attempt to do so.
The teacher uses open-ended questions,
inviting students to offer multiple
possibilities of answers.
The teacher makes effective use of wait
time.
Discussions enable students to talk to
one another without ongoing mediation
by the teacher.
The teacher calls on most students, even
those who do not initially volunteer.
Many students actively engage in the
discussion.
The teacher asks students to justify
reasoning, and most attempt to do so.
Students initiate higher-order questions.
The teacher builds on and uses student
responses to questions in order to
continue the discussion and deepen
Students extend the discussion and
enrich it.
Students invite comments from
classmates during a discussion and
challenge one another's thinking.
discussion.
"#$% &'(#%)( *+,-*,./ 20
Few students are intellectually engaged
in the lesson.
Instructional materials used are
unsuitable to the lesson and/or student
needs.
Only one type of instructional grouping
is used (whole group, small groups)
when variety would promote increased
student engagement.
Technology is not used within the
lesson.
Some students are intellectually engaged
in the lesson.
Learning tasks are a mix of those
requiring thinking and those requiring
content recall.
Student engagement with the content is
largely passive; learning consists of facts
and/or procedures.
The materials and resources are partially
aligned with lesson objectives.
Few of the materials and resources
require student thinking or ask students
to explain their thinking.
The pacing of the lesson is uneven,
suitable in some parts but rushed or
dragging in others.
The instructional groupings used are
partially appropriate to the students'
needs and/or activities.
Most students are intellectually engaged
in the lesson.
Most learning tasks have multiple
correct responses, approaches. and/or
products and/or encourage higher-order
thinking.
Students are invited to explain their
thinking as part of completing tasks.
Materials and resources support the
learning goals and require intellectual
engagement, as appropriate.
The pacing of the lesson is flexible and
provides student the time needed to be
intellectually engaged.
The teacher uses groupings that are
suitable to the lesson activities.
student participation with the content
and/or delivery.
explanations of their thinking processes.
Students take initiative to improve the
lesson by
o modifying a learning task to
make it more meaningful or
relevant to their needs.
o suggesting modifications/
additions to the materials used.
o suggesting extensions of the
content or activities used.
Students have opportunities for
reflection about and closure to the lesson
to consolidate/ construct understanding.
Technology is suggested by the teacher
but selected/ used by the students.

"#$% &'(#%)( *+,-*,./ 21
5. Teachers at Canterbury School practice good pedagogy by creating, utilizing, and documenting formative assessments (formal and informal) to
inform instructional processes and summative assessments (formal and informal) to describe student learning.
Assessments are summative; no
formative assessments are designed.
A single assessment serves for the whole
class.
Assessment results do not alter future
lesson plans.
Assessments are generally formal and
quantitative, but informal qualitative
assessments are suggested in plans.
Only some of the instructional outcomes
are addressed in the planned
assessments.
Portions of assessments match the needs
of broad groups of students.
Plans refer to the use of formative
assessments, but they are not fully
developed and/or implemented.
Assessment results are used to design
lesson plans for the whole class, not for
formal and are designed to elicit a blend
of quantitative and qualitative data.
All the learning outcomes have a method
for assessment.
Assessment types match learning
expectations.
Plans indicate modified assessments,
differentiated for some students.
Plans include formative assessment
strategies to be used during instruction.
Lesson plans indicate possible
adjustments to be made based on
formative assessment data.
formal and are primarily qualitative.
Assessments provide opportunities for
student choice.
Students participate in designing
assessments for their own work.
Teacher-designed assessments are
authentic, with real-world applications
as appropriate.
Students develop rubrics according to
teacher-specified learning objectives.
Students are actively involved in
collecting information from formative
assessments and provide input.
The teacher gives no indication of what
high-quality work looks like.
The teacher makes no effort to
determine whether students understand
the lesson prior to assessment.
Students receive no feedback, or
feedback is global or feedback is final
with no opportunity for revision or
improvement.
The teacher does not ask students to
evaluate their own or classmates' work.
.There is little evidence that the students
understand how their work will be
evaluated.
The teacher monitors understanding
through a single method or without
eliciting prior evidence of student
understanding.
Feedback to students is vague and not
oriented towards future improvement of
work or increased understanding.
The teacher makes only minor attempts
to engage students in self or peer
assessment.
The teacher makes the standards of high-
quality work clear to the students and
generally provides a model.
understanding at the conclusion of each
lesson (and prior to assessment).
Feedback includes specific and timely
guidance with opportunities for students
to demonstrate improvements in
understanding or production.
Students are invited to assess their own
work or to conference with others for
peer or group evaluation.
Students indicate that they clearly
understand the characteristics of high-
quality work, and there is evidence that
students have helped to establish the
evaluation criteria and/or to create the
model.
understanding in a variety of ways
(anecdotal notes, exit tickets, etc.) and
makes use of sophisticated strategies to
elicit information about individual
High-quality specific feedback comes
from many sources with opportunities
for revisions the norm.
Students monitor their own
understanding, either on their own
initiative or as a result of tasks set by the
teacher.

"#$% &'(#%)( *+,-*,./ 22
The teacher ignores indications of
student boredom or lack of
understanding.
The teacher brushes aside student
questions.
The teacher conveys the impression that
when students do not understand that
they have not been paying attention or
that it is otherwise their fault.
does not indicate the necessity of
reaching all students.
The teacher makes no attempt to modify
a lesson, activity, or assessment in
progress in response to student
inattention, confusion, or boredom.
The teacher makes perfunctory attempts
to incorporate student interests into the
lesson.
The teacher conveys to the students a
level of responsibility for their learning
but also an uncertainty about how to
differentiate for them.
indicates the need to reach all students
but does not suggest strategies for doing
so.
The teachers attempts to adjust a lesson,
activity, or assessment in progress, but
these attempts are not consistent or
successful interventions.
The teacher incorporates students'
interests into the lesson design and
delivery.
difficulty.
cites multiple approaches s/he tried to
reach students having difficulty.
When improvising becomes necessary,
the teacher makes adjustments to the
lesson, activity, or assessment "on the
fly."
The teacher seizes on a teachable
moment to prompt and/or enhance a
lesson.
The teacher conveys that a lesson will
not be "finished" until every student
understands and that s/he has a broad
range of strategies to try to ensure this.
In reflecting on practice, the teacher can
cite others in the school and beyond
whom s/he has consulted for assistance
in meeting the needs of students.
student needs.

"#$% &'(#%)( *+,-*,./ 23
6. Teachers at Canterbury School practice good pedagogy by maintaining documentation of student progress and by communicating with students,
parents, and colleagues consistently and effectively.
There is no clear system for keeping
either instructional or non-instructional
records.
Record-keeping systems are
disorganized and provide incorrect or
confusing information.
The teacher has a process for recording
student work assignment/ completion;
however, it may not provide for timely
and easy student access of information.
The teacher's process for tracking
student progress is cumbersome or
outdated.
The teacher has a process for tracking
some non-instructional information, but
it may be disorganized.
The teacher's process for recording
assignment/ completion of student work
is efficient and effective; students have
timely and easy access to information.
The teacher has an efficient and
effective process for recording student
attainment of learning goals; students
are consistently able to track progress.
instructional information is both
efficient and effective.
Students contribute to and maintain
records indicating completed and
upcoming work assignments.
Students contribute to and maintain data
files indicating their own progress with
learning.
Students contribute to the process of
maintaining non-instructional records
for the class.
The teacher makes little to no
information regarding the instructional
program accessible to parents.
Families are unaware of their children's
progress.
Family engagement activities are
lacking.
communication and/or an assumption
that students' culture is homogeneous.
School-created materials about the
instructional program are made available
to parents.
The teacher sends home infrequent or
incomplete information about the
The teacher maintains a school-required
grade book, but does little else to inform
families about student progress.
The teacher recognizes cultural diversity
but does not actively seek to incorporate
this understanding in communications.
The teacher regularly makes both school
and specific class-related information
about the instructional program
available.
The teacher regularly sends home
information about student progress.
The teacher develops activities designed
to engage families successfully and
appropriately in children's learning.
acknowledge diversity and are
appropriate to families' cultural norms.
Students regularly develop materials to
inform their families about the
Students maintain accurate records about
their individual learning progress and
share this information with families.
Students contribute to regular and
ongoing projects designed to engage
families in the learning process.
All of the teachers' communications are
highly sensitive to the diverse cultural
norms of the students' families.
The teacher is not always honest in
actions or communications.
The teacher engages in practices that are
self-serving.
The teacher notices the needs of students
but is inconsistent in addressing/
communicating them.
The teacher makes decisions on a
limited professional basis.
regulations.
success.
The teacher willingly participates in
decision-making.
The teacher is highly proactive in
serving students and communicating
about their needs.
The teacher makes a concerted effort to
make sure that the school provides
opportunities for student success.
The teacher has a leadership role in
school decision-making.

"#$% &'(#%)( *+,-*,./ 24
7. Teachers at Canterbury School practice good pedagogy by setting high expectations for themselves and their students and clearly communicating and
maintaining those expectations.
The teacher is disrespectful towards
students or insensitive to students' ages,
cultural backgrounds, and/or
developmental levels.
Student body language indicates feelings
of hurt, discomfort, or insecurity.
The teacher displays no familiarity with
or caring about individual students.
The quality of interactions between
teacher and students or among students
is inconsistent, with occasional
disrespect or insensitivity.
disrespectful behavior among students,
with inconsistent results.
The teacher attempts to make
connections with individual students, but
student reactions indicate that these
attempts are not always successful.
Students participate willingly, but may
be hesitant to share perspective or
divergent ideas with classmates.
The teacher makes general connections
with the class and individual students.
The teacher demonstrates knowledge
and caring about individual students'
lives beyond the classroom and school.
There is no disrespectful behavior
among students.
Students willingly share diverse
perspectives and, when necessary,
students respectfully correct one
another.
The teacher understands individual
students contexts and makes
differentiated connections.
The teacher conveys that there is little to
no purpose for the learning beyond
reasons dictated by external authorities.
The teacher conveys to some students
that the work is likely too challenging
for them.
Students exhibit little ownership or pride
in their work.
Students use language improperly, but
the teacher does not correct them.
The teacher's energy for the work is
neutral, and s/he does not indicate any
purpose or prompt for the learning.
The teacher conveys high expectations
for some students.
Students exhibit a limited commitment
to complete the work on their own;
many students appear to pursue "the
path of least resistance."
The teacher is primarily concerned with
the immediate task or activity.
The teacher encourages but does not
insist on students' proper use of
language.
The teacher communicates the
importance of the content and the
conviction that all students are capable
of mastering the material.
The teacher demonstrates a high regard
for students' various abilities.
The teacher conveys an expectation of
high levels of student effort.
Students expend consistently good effort
to complete work of high quality.
The teacher insists on students' proper
use of language.
The teacher communicates passion for
the material and for facilitating students'
comes from a deep understanding of
complex content.
Through questions and comments,
students indicate a self-motivated desire
to understand the content.
Students correct one another's improper
use of language.
instructional time.
procedures for distributing and
collection materials.
Unclear procedures cause students to be
off-task a considerable amount of time.
Procedures for transitions are
established, but are not smooth.
procedures for distribution and
collection of materials.
Classroom routines function
inconsistently or unevenly.
Transitions between activities are
smooth.
Routines for distribution and collection
of materials work efficiently.
Students require minimal direction from
the teacher to ensure their time is spent
productively.
Students take initiative in distributing
and collecting materials efficiently.
Students, themselves, ensure that
transitions and other routines are
accomplished smoothly.
"#$% &'(#%)( *+,-*,./ 25
The classroom environment is chaotic
with no established standards of conduct
evident.
student behavior.
Some students disrupt the classroom
without apparent teacher awareness or
with ineffective teacher response.
The teacher attempts to maintain order
in the classroom by referring to
classroom rules, but with uneven
success.
The teacher attempts to keep track of
student behavior, but there is no
apparent system of accountability.
student behavior is inconsistent:
sometimes harsh and sometimes lenient.
Standards of conduct appear to have
been established and implemented
successfully.
appropriate.
behavior.
Student behavior is entirely appropriate;
any student misbehavior is minor and
swiftly handled.
student behavior.
classmates at appropriate moments to
ensure compliance with standards of
content.

"#$% &'(#%)( *+,-*,./ 26
8. Teachers at Canterbury School practice good pedagogy by engaging in professional reflection and collaborating with colleagues as a member of local
and global professional learning communities.
The teacher considers the lesson but
draws incorrect conclusions about its
effectiveness.
The teacher makes not suggestions for
improvement.
Reflection is not used as a vehicle for
future improvement of instructional
practice.
The teacher has a general sense of
whether or not instructional practices
were effective.
The teacher offers general modifications
for ways to address problematic
situations in the lesson.
effectiveness of the instructional
materials and activities used.
The teacher identifies specific
modifications to materials and activities.
thoughtful and includes specific
indicators and examples of
effectiveness.
The teacher's suggestions for
improvements draw on an extensive
repertoire of ideas and materials.
Reflection provides insight about ways
to modify subsequent instruction to
differentiate for specific students' needs.
The teacher's relationships with
colleagues are characterized by
negativity or combativeness.
The teacher purposefully avoids
contributing to activities promoting
The teacher avoids involvement in
and projects.
The teacher has cordial relationships
with colleagues.
and projects.
The teacher has supportive and
collaborative relationships with
colleagues.
projects.
promoting activities related to
leads events that positively impact the
life of the school.
leads significant community projects.
The teacher is not involved in any
activity that might enhance knowledge
or skill.
The teacher resists discussion
performance with supervisors or
colleagues.
The teacher resists student feedback
about instructional effectiveness.
conferences.
The teacher obtains student feedback
about instructional effectiveness, but
does not use it to improve practice.
When required, the teacher participates
in professional development, and may
The teacher seeks out regular
opportunities for continued professional
development.
supervisors into the classroom for
purpose of gaining insight from their
feedback.
The teacher accepts student feedback
considers it to help him/her improve
practice.
profession.
feedback.
The teacher initiates student feedback
incorporates it into his/her reflections
and ideas for modification.
The teacher takes an active leadership
role in professional organizations and
may present at conferences.

Canterbury PLC
*"

APPENDIX B

The National Educational Technology Standards for Teachers
(NETS-T)

1. Facilitate and Inspire Student Learning
and Creativity
Teachers use their knowledge of subject matter,
teaching and learning, and technology to facilitate
experiences that advance student learning,
creativity, and innovation in both face-to-face
and virtual environments.
a. Promote, support, and model creative
and innovative thinking and inventiveness
b. Engage students in exploring real-world issues
and solving authentic problems using digital tools
and resources
c. Promote student reection using collaborative
tools to reveal and clarify students conceptual
understanding and thinking, planning, and
creative processes
d. Model collaborative knowledge construction by
engaging in learning with students, colleagues,
and others in face-to-face and virtual environments
2. Design and Develop Digital Age Learning
Experiences and Assessments
Teachers design, develop, and evaluate authentic
learning experiences and assessment incorporating
contemporary tools and resources to maximize content
learning in context and to develop the knowledge,
skills, and attitudes identied in the NETSS.
a. Design or adapt relevant learning experiences that
incorporate digital tools and resources to promote
student learning and creativity
b. Develop technology-enriched learning environments
that enable all students to pursue their individual
curiosities and become active participants in setting
their own educational goals, managing their own
learning, and assessing their own progress
c. Customize and personalize learning activities
to address students diverse learning styles,
working strategies, and abilities using digital tools
and resources
d. Provide students with multiple and varied formative
and summative assessments aligned with content
and technology standards and use resulting data
to inform learning and teaching
3. Model Digital Age Work and Learning
Teachers exhibit knowledge, skills, and work
processes representative of an innovative professional
in a global and digital society.
a. Demonstrate uency in technology systems and the
transfer of current knowledge to new technologies
and situations
b. Collaborate with students, peers, parents,
and community members using digital tools
and resources to support student success
and innovation
c. Communicate relevant information and ideas
effectively to students, parents, and peers using
a variety of digital age media and formats
d. Model and facilitate effective use of current and
emerging digital tools to locate, analyze, evaluate,
and use information resources to support research
and learning
Effective teachers model and apply the NETSS as they design, implement, and
assess learning experiences to engage students and improve learning; enrich
professional practice; and provide positive models for students, colleagues, and
the community. All teachers should meet the following standards and performance
indicators.
iste.org/nets
4. Promote and Model Digital Citizenship
and Responsibility
Teachers understand local and global societal
issues and responsibilities in an evolving digital
culture and exhibit legal and ethical behavior in
their professional practices.
a. Advocate, model, and teach safe, legal, and ethical
use of digital information and technology, including
respect for copyright, intellectual property, and the
appropriate documentation of sources
b. Address the diverse needs of all learners by using
learner-centered strategies providing equitable access
to appropriate digital tools and resources
c. Promote and model digital etiquette and responsible
social interactions related to the use of technology
and information
d. Develop and model cultural understanding and
global awareness by engaging with colleagues
and students of other cultures using digital age
communication and collaboration tools
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional
practice, model lifelong learning, and exhibit
leadership in their school and professional
community by promoting and demonstrating
the effective use of digital tools and resources.
a. Participate in local and global learning communities
to explore creative applications of technology to
improve student learning
b. Exhibit leadership by demonstrating a vision of
technology infusion, participating in shared decision
making and community building, and developing the
leadership and technology skills of others
c. Evaluate and reect on current research and
professional practice on a regular basis to make
effective use of existing and emerging digital tools
and resources in support of student learning
d. Contribute to the effectiveness, vitality, and self-
renewal of the teaching profession and of their
school and community
NETST 2008 International Society for Technology in Education.
ISTE
is a registered trademark of the International Society for

Technology in Education.

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