POJOAQUE VALLEY SCHOOLS
COMPREHENSIVE TEACHER EVALUATION
& PROFESSIONAL DEVELOPMENT SYSTEM
SUMMER 2015
Strengthening our future one student at a time!
1574 State Road 502 West
Santa Fe, New Mexico 87506
Central Office: (505) 455-2282 Fax: (505) 455-7152
www.pvs.k12.nm.us
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POJOAQUE VALLEY SCHOOL DISTRCT
Comprehensive Teacher Evaluation and Professional Development System
TABLE OF CONTENTS
Section 1
(Updated Summer 2015)
Page
Introduction
Calendar and Schedule
Crosswalk of NM Teacher Competencies and NM TEACH Domains
Frequency of Scoring
Concerns/Complaints
Third Observer
Growth Plan
Appeal of Evaluations
Development of Growth Plan
Link to the 3 Tier System
The Difference Between Highly Effective and Exemplary
Format and Components of Lesson Plans
Effective Strategies
Marzano’s Academic Vocabulary for Student Success
Grades K through 2
Grades 3 through 5
Grades 6 through 8
Grades 9 through 12
Four Square Activity
Academic Literacy Notebooks
ACE Strategies
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4
6
7
7
8
8
9
9
10
10
10
11
10
11
28
56
83
111
113
115
Sections 2 through 5 contain the observation protocol
with clear and expanded definitions and examples
Section 2
Domain 1 Elements A through F
Planning and Preparation
123
Section 3
Domain 2 Elements A through E
Creating an Environment for Learning
163
Section 4
Domain 3 Elements A through E
Teaching for Learning
191
Section 5
Domain 4 Elements A through F
Professionalism
225
1
POJOAQUE VALLEY SCHOOL DISTRICT
BOARD OF EDUCATION
Mr. Jon Paul Romero
President
Mr. Fernando Quintana
Vice-President
Mr. Toby Velasquez
Secretary
Ms. Sharon Dogruel
Member
Mr. Jeffery Atencio
Member
Dr. Melville (Mel) L. Morgan
Superintendent of Schools
perintendent – Operations
Pojoaque Valley School District
Office of the Superintendent of Schools
1574 State Road 502 West
Santa Fe, NM 87506
Telephone: 505-455-2282
For more information, visit the school district’s
website at www.pvs.k12.nm.us
First Edition Fall 2013
Updated Summer 2014
Updated September 2014
Updated Summer 2015
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Introduction
The Teacher Evaluation System that was developed during the 2012-2013 school year was designed
for implementation beginning with the 2013-2014 school year. This document is designed as a
common starting point for both teachers and evaluators. The manual was updated during the
Summer of 2014 with information from NMPED, the 2014 School Law Conference, lessons learned
and best practices in teacher evaluation. Detailed explanations for each of the four domains and
concomitant elements, as well as examples for each of the attributes defined under each domain and
element are found throughout this work. It is intended through the use of this guide, the
implementation of the new evaluation system will be less confusing, and will clearly outline the
expectations for teachers and evaluators. The primary purpose of any evaluation system is to
inform and improve teaching and learning in classrooms.
This body of work, The Pojoaque Valley Schools Comprehensive Teacher Evaluation and
Professional Development System, is based on proven quality teacher evaluation research and
publication. At its core is the research and recommendations for effective teacher evaluation
developed by noted educational researcher Charlotte Danielson. It also incorporates work from
others including the New Mexico Public Education Department, the Texas Education Agency, and
the Oklahoma State Department of Education.
It should be noted that the quality of this work is due to the efforts of numerous public school
administrators and teachers from across New Mexico. Please note that this is one school district’s
approach to addressing the implementation and use of a comprehensive teacher observation
system. This document seeks to clarify through detailed descriptions, which include attributes and
examples, each portion of each element included in each domain within the New Mexico Teacher
Observation Protocol.
The system is designed such that all teachers and administrators are trained at the same time, using
the same information, to establish a common starting point and understanding. School district
leadership who choose to use this material are encouraged to use it as a whole and not modify it.
This material represents the work of many professionals and is being made available freely. The
Pojoaque Valley Schools only ask that they be credited for the design, compilation, and
development of detail within the material.
Each year, in the summer, NMPED provides updates and calcifications for the ensuing year. For
Summer 2015, the NMTEACH Year 3 Training Workbook amplifies the rubrics used for the
domains such that all students are included in the observation protocols. Stated in each domain are
the following details:
Any reference to “all students” includes culturally and linguistically diverse students, English
Learners, and Students with Disabilities.
Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD
standards when serving ELL students and IEP goals when serving Students with Disabilities.
Following these statements, details are includes for each element which have been incorporated
into the detailed information in each section of this manual.
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Calendar/Schedule
To ensure that both teachers and administrators have the time needed to effectively implement
and use the information gathered with this system, the following calendar will be implemented
each school year.
By the second week of September of each school year all NEW teachers to the district AND all
NEW teachers to the profession will have the first of two observations and post observation
conferences completed. There will be one observation in the fall and one in the spring that
adhere to the timelines below.
The NMPED plan for our school district indicates that we will engage in two observations per
year with supporting detail from walkthroughs. All supporting evidence from walkthroughs will
be shared with the teacher within 24 hours of the walkthrough and all evaluations will be shared
with the teacher within ten (10) working days from the date of the observation.
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The NMPED directed and approved Teacher Professional Development Plans (PDPs)
will be completed and in the Office of the Human Resources Department by the 40th day
of each school year. To connect the PDP to the evaluation system, the teacher will keep
artifacts for Domain 4 (Professionalism) in a portfolio that will serve as documentation
for the observation and scoring. This portfolio can also serve as a repository for the
artifacts for the PDP.
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All walkthrough information will be shared within 24 hours with the teacher(s) observed.
A copy of the walkthrough form will be given to teacher and an opportunity for response
will also be provided. The walkthrough and response forms will be filed in the teachers’
working file for review at the final end of year summative conference.
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All fall observations for every teacher will be completed by the end of the first week in
December. All observation results from the fall semester will be shared and discussed
with each teacher before the end of the fall semester or within two weeks of the
observation. An opportunity for response will be provided during the observation post
conference. The observation post conference forms will be filed in the teacher’s working
file and used for review at the final end of year summative conference. At the post
observation conference the teacher will present the contents of the Domain 4 portfolio.
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All spring observations for every teacher will be completed by the end of the first week in
April. All observation results from the spring semester will be shared and discussed with
each teacher before April 15. An opportunity for response will be provided during the
observation post conference. The post conference forms will be filed in the teachers’
working file and used at the final end of year summative conference. At the post
observation conference, the teacher will present the content of the Domain 4 portfolio.
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Beginning in the first week of April and ending no later than the second week of May, all
teachers will receive their final end of year summative evaluation results and conference
containing all data and information gathered by the formal observations and informal
walkthroughs. At the final end of year summative conference, PDP evidence will be
reviewed and discussed as well as a review of all pertinent information provided by
NMPED.
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If at any time during the evaluation process the teacher receives either an Ineffective or
Minimally Effective rating for any domain, a Professional Growth Plan (PGP) will be
created and implemented.
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Crosswalk of the New Mexico Teacher Competencies for Licensure Levels I, II, and III and
the NM TEACH Observation Rubric Domains and Elements.
The nine NMPED teacher competencies have been cross-walked with the four domains specific
to the new evaluation system. To better understand the relationship between the previous and
current system of evaluation the following chart is provided.
NM Teach Observation Rubric
Domain and Element
Domain 1: Planning and Preparation
1a. Knowledge of content
1b. Designing coherent instruction
1c. Setting instructional outcomes
1d. Demonstrating knowledge of resources
1e. Demonstrating knowledge of students
1f. designing student assessment
New Mexico Teacher Competencies for
Licensure Levels I, II, and III
1. The teacher accurately demonstrates
knowledge of the content area and approved
curriculum.
Connects to
or contains
4. The teacher comprehends the principles
of student growth, development and learning,
and applies them appropriately.
5. The teacher effectively utilizes student
assessment techniques and procedures.
3. The teacher communicates with and
obtains feedback from students in a manner
that enhances student learning and
understanding.
Domain 2: Creating an Environment for Learning
2a. Creating an environment of respect and rapport
2b. Organizing physical space
2c. Establishing a culture for learning
2d. Managing classroom procedures
2e. Managing student behavior
Connects to
or contains
6. The teacher manages the educational
setting in a manner that promotes positive
student behavior and a safe and healthy
environment.
7. The teacher recognizes student diversity
and creates an atmosphere conducive to the
promotion of positive student involvement
and self-concept.
2. The teacher appropriately utilizes a
variety of teaching methods and resources for
each area taught.
Domain 3: Teaching for Learning
3a. Communicating with students
3b. Using questioning and discussion techniques
3c. Engaging students in learning
3d. Assessment in instruction
3e. Demonstrating flexibility and responsiveness
3. The teacher communicates with and
obtains feedback from students in a manner
that enhances student learning and
understanding.
Connects to
or contains
4. The teacher comprehends the principles
of student growth, development and learning,
and applies them appropriately.
5. The teacher effectively utilizes student
assessment techniques and procedures.
Domain 4: Professionalism
4a. Communicating with families
4b. Participating in a professional community
4c. Reflecting on teaching
4d. Demonstrating professionalism
4e. Growing and developing professionally
4f. Maintaining accurate records
Connects to
or contains
8. The teacher demonstrates a willingness to
examine and implement change as
appropriate.
9. The teacher works productively with
colleagues, parents, and community
members.
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Frequency of Scoring
For each formal teacher observation and all classroom walkthroughs, the following criteria must
be implemented: The following table indicates the frequency that each domain is scored.
Domain
Domain 1
Domains 2 and 3
Domain 4
Frequency
Scored once per semester per formal
observation
Scored in the context of the classroom
Scored once per semester per formal
observation
Reported together
Scored once per semester per formal
observation
Timelines for materials due via portfolio
specified
Intended to enhance the PDP process and
connects the evaluation to PDP development
In preparation for walkthroughs and observations teachers should have the following documents
in a folder each day, which should be readily available in an agreed upon place in the classroom:
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The Daily lesson cycle which is one day of instruction that is readily observable
connected to the Unit Plan.
The NM Standards with benchmarks and Common Core standards will be identified in
the plans.
Concerns/Complaints
If a teacher has a concern regarding the observation protocol or the entire evaluation, he or she is
encouraged to use the existing/concern/complaint/grievance process of the school district. It is
important to note that content is not grievable – only process is grievable.
In addition, if the teacher feels that he or she needs to provide attachments to his or her
observation/evaluation as a rebuttal, he or she is encouraged to do so. Teachers may attach a
rebuttal to their observation or total evaluation no later than five days after a
post/observation/evaluation conference. The document must be attached to the paper form and
submitted to the observer/evaluator for inclusion as a permanent part of the teacher’s record.
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Third Observer
Following any formal observation – either fall or spring – a teacher may request in writing from
the Superintendent of Schools or his or her designee, a third, additional impartial observer to
complete an observation record to be included in the teacher’s total evaluation record. The third
observer will be selected by the Superintendent of Schools. The observation will be included as
part of the entire observation record and will not replace any observation records, and it must
follow all timelines and procedures with the exception of the end of year if one is requested after
April 15. The observation must be completed within 1 week of observer selection. The record
must be entered and completed within 24 hours (1 working day) of the observation.
Growth Plans
A teacher who scores ineffective on at least one domain in one observation, regardless of the
final evaluation rating, and regardless of the semester, shall be placed on a growth plan following
the timeline below. NMPED Regulation 6.69.8.11 indicates that teachers will be afforded 90
days, excluding sick days or other circumstances, to act on the growth plan. If a teacher scores
ineffective on the overall evaluation rating at the end of a school year, he or she shall be placed
on a growth plan if one has not been done prior to the end of the year based on an observation
score.
Within 5 days of the completion of the growth plan, the evaluator must determine if the growth
plan has been fulfilled and the teacher has improved. A recommendation from the evaluator
must be provided (within those 5 days) to the Superintendent of Schools about the success of the
growth plan. Within ten days of the recommendation, the Superintendent of Schools will
provide written notice to the teacher about whether or not the growth plan has been met and
deficiencies corrected.
Observation/Evaluation
completion
At the end of the fall
semester
At the end of the spring
semester
At the completion of the
evaluation document at end
of school year
Minimum requirement for
placement on growth plan
One domain rated
ineffective
One domain rated
ineffective
Entire evaluation rated
ineffective based on
compilation of observations
and documentation
Minimum timeline
(90 days)
At least the next ensuing
spring semester
At least the next ensuing
fall semester
At least the next ensuing
school year
Teachers who score minimally effective on the overall evaluation shall not be placed on a growth
plan if all categories upon which the rating is made are scored at 50% or greater of points
available for that category, but the student achievement category is less than 50% of points
available. If one or more categories are less than 50% of points available, and the student
achievement category is less than 50% of points available, then a growth plan will be completed
following NMPED Regulation 6.69.8.11 cited above.
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Appeal of Evaluations
Teachers who are found to be minimally effective or ineffective during the observation process,
or at the time of the evaluation completion, shall be afforded 90 days to improve using a
specifically designed growth plan which will include additional observations and walkthroughs.
By NMPED regulation, the teacher has the right to appeal evaluation results, and the school
district must have an expedited review process that covers extraordinary circumstances.
Extraordinary circumstances include not having the full 90 days for improvement as specified in
NMPED regulation – excluding leave days, sick days, school closures, etc. Extraordinary
circumstances also include medical reasons related to illness of a spouse or partner, child, or self,
as well as the death of a spouse or partner, or child. In PVSD, the teacher will write a detailed
letter addressed to the superintendent of schools, copied to the immediate supervisor and head of
human resources, as an appeal. In the written appeal, the teacher must make it clear, and supply
detailed information, about why these circumstances affected his or her evaluation. The written
appeal must be received by the Superintendent of Schools within 15 days of the notice of the
evaluation.
Development of Growth Plans
Growth plans for our school district shall contain all or part of the general detail below, as the
case maybe with individual teacher concerns, with specific details added by the
observer/evaluator to support recommendations for improvement. NMPED Regulation 6.69.8.11
indicates that teachers will be afforded 90 days, excluding sick days or other extraordinary
circumstances, to act on the growth plan. Additional observations during the growth plan period
will be included in the plan. These general recommendations will have detail attached to them
with specific timelines for and products of improvement.
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NMPED Regulation 6.69.8.11 indicates that teachers will be afforded 90 days, excluding
sick days or other circumstances, to act on the growth plan.
Classroom organization, protocols, and management – grade level appropriate.
Improvement of instructional strategies and content
Peer to peer observations
Mentoring
Lesson/unit planning with timely evidence of implementation
Expectations of learning and evidence of assessment
Improved use of data for planning and growth: Understanding and use of data,
recommendations to increase student performance, use of district level systems
Participation in school and district professional development, grade level and school
planning, and other meetings
Compliance with Federal/State/District requirements
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Link to 3 Tier System
In addition to being able to maintain an online portfolio of all accomplishments and documents
held by a teacher, this system is designed to also allow teachers to continue to develop
professionally and advance in the Three Tier System. Teachers who are advancing, are
encouraged to keep a paper set of portfolio items so that they can demonstrate competence.
Teachers seeking advancement in the Three Tiered System should recognize that they must have
all elements and domains scored at the level of Effective or greater. Additionally, to advance,
there can be no ineffective or minimally effective scores in any element or domain.
The Difference between Highly Effective and Exemplary
In the detailed sections of this document, domains and elements are discussed. The difference
between a Highly Effective teacher and an Exemplary teacher, in many cases, is the act that
makes the teacher a leader in the school or district; this is achieved by going beyond the Highly
Effective level and sharing with peers in their School, the District, or beyond - advancing his or
her craft as well as the School and District.
Lesson Planning:
As a review, general lesson planning should incorporate the following attributes.
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Units of study are developed
A variety of instructional delivery modes are used and incorporated into planning and
delivery
Assessment for learning and of learning are used and clearly noted.
Instructional time is maximized with little time consumed by non-instructional activities.
This includes using “bell ringers,” or “do nows,” or “ACE” (Analyze, Compute, Expand)
approach while the teacher engages in attendance or other such activities. These
activities should establish a reduction in student nonproductive time, establish a routine,
and they should address numeracy or literacy in light of the subject taught.
While formats vary from school to school, more specifically, a good lesson plan should
incorporate the following essential components:

Common Core Standards grades K-3.

Essential Question(s): Each lesson plan should have a few essential questions built
into the instruction that address the Common Core Standards

Objective and Purpose for each lesson being taught
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Anticipatory Set also called a review of prior learning
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
Direct Instruction (Visual, Auditory, and Tactile instruction should be implemented in
all lessons to address all students with different learning modalities) Modalities should be
reflected in the lesson plan. In this section, the concepts of the lesson and how they are to
be addressed are explicitly delineated.

Guided practice should be given to students to practice the concepts learned in the
lesson. This can be done in multiple ways but in this section the teacher works directly
with students in whole or small groups to check for understanding before moving to
independent practice.

Independent practice can be done in multiple ways. Examples include small group or
individual work during the lesson period. This can also include homework.

Closure. Each lesson MUST have a closure where the teacher asks the students what
they learned for the day, and then asks for an application beyond what was learned for the
day. A question sequence, in the students’ words, would be, for example, “What did I
learn today?”, “What can I use this for?” and, “What do I wonder about?” Then the
teacher should review concepts learned to ensure students comprehended the lesson.

In all lesson plans, a piece must be included that addresses exceptionalities and ELL
students. When accommodations are made for individual students for the State
Standards-Based Assessment, the accommodations will be documented in lesson plans,
and those accommodations can be made for the test.
Artifacts that help students understand expectations and supplement and guide instruction.
Every classroom has bulletin boards and other devices that should connect learning in general to
the lessons taught and activities used to ensure mastery. One component of such an environment
is a Text Rich environment. A text rich environment can be addressed by creating:
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ACE activities
Reflecting the basic components of Cornell Notes
Word Walls
Student work or artifacts up to date – not more than a week or two old
Rubrics
The following list, while not exhaustive, provides examples of what one should see students
doing in a classroom where good teaching and instruction are present.
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Students may be grouped by interest, needs, learning styles, hetro- or homogeneously,
etc.
Students are working in a variety of settings pairs, groups, independently.
Students have a clear understating of instructional expectations.
The classroom is arranged to support a variety of delivery modes.
Students can be seen collaborating with other students.
Regularly asking questions and making decisions.
Making connections to other learning.
Understanding their responsibility of meeting standards.
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Accurately self-assessing their work.
Maintaining portfolios of work.
Receiving additional instruction if they don’t meet standards.
The following list, while not exhaustive, provides examples of what one should see teachers
doing in a classroom where good teaching and instruction are present. All teachers are
encouraged to use “relentless academic press for all students.”
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Using bell ringers, warm-ups, reviews
Mini-lessons, opening, setting the stage (opening with standards, identifying the lesson’s
purpose with rigorous essential questions)
Work or activity period
Closing or summary period (answering the essential question to scaffold student
knowledge base to the “big idea” or unit focus)
Using established rituals and routines
Posting daily and unit essential questions
Incorporating acceleration strategies
Using learning organizers
Using introduction strategies
Summarizing lesson activities as part of the lesson cycle
Teachers may also use proven instructional strategies such as those provided by noted
educational researchers.
Marzano’s Effective Strategies (from Marzano, Pickering, Pollack, 2001. Classroom Instruction
that Works):
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Identifying similarities and differences
Summarizing and note taking
Reinforcing efforts and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypotheses
Questions, cues, and advanced organizers
There are important details that are essential to creating a culture where failure is not an option.
In classrooms where this concept is present, teachers tend to use formative assessment of and for
learning, allow extra time for mastery, measure and report mastery, differentiate instruction, reteach when needed, provide extra help and connect instruction to the Response to Intervention.
Marzano has also suggested when planning for and engaging in lessons, the following questions
should be foremost in a teacher’s mind:
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What do we want students to be able to know and do?
How will we know if they are able to do it?
What will we do if they are not able to do it?
What will we do if they already know how to do it?
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The next pages provide information about Marzano’s academic vocabulary for student
success.
Suggestions for Using Marzano’s Vocabulary and Concepts
Utilize four critical questions in lesson planning and presentation:
1.
2.
3.
4.
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What do we want students to be able to know and do?
How will we know if they are able to do it?
What will we do if they are not able to do it?
What will we do if they already know how to do it?
Determine what vocabulary words students already know.
Assess how the vocabulary fits with the adopted standards at appropriate grade level.
Utilize Bloom’s Taxonomy to develop strategies for higher level critical thinking skills:
knowledge, comprehension, application, analysis, synthesis, evaluation and link the
common core and detail in Domains 2 and 3 of the teacher evaluation rubric.
Relate the words to the student’s background.
Have grade level planning groups to develop strategies.
Develop a “Word Wall” for each content area; Science, Math, Social Studies, Reading,
etc.
Develop spelling strategies (not in isolation) for comprehension development.
Post and link a vocabulary “Word for the Day” to each content area.
Develop strategies to identify word patterns, parts of speech, root words, etc.
Assess and evaluate students’ learning of the vocabulary and concepts.
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Vocabulary and Concepts for Grades K-2
Building Background Knowledge for Academic Achievement (2005)
Research on What Works in Schools
Robert J. Marzano
Robert J. Marzano created an appendix in his book, Building Background Knowledge for
Academic Achievement for the purpose of supporting teaching, learning, and preparing students
for the world outside public education. In the appendix, he acknowledges multiple sources and
states, “In this section, 7,923 vocabulary terms are listed for 11 subject areas.” He goes on to say
that the terms are divided into four general grade groupings:
Level 1: Grades K-2,
Level 2: Grades 3-5,
Level 3: Grades 6-8, and
Level 4: Grades 9-12.
Marzano credits twenty-eight national standards documents that served as the sources for the
terms, and reminds the reader that these terms are not a definitive listing but a place to start. He
advocates “districts and schools to adapt and supplement the lists in any way they see fit,
depending on how a given subject area is taught.”
Instructional leaders in New Mexico should note some terms are misplaced according to the
current New Mexico Standards with Benchmarks for a given grade level. It is important to note
that these terms provide the starting point for improving teaching and learning and should be
reviewed and adapted to individual classrooms, schools, and districts.
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Mathematics, Grades K - 2
above
addition
area
behind
below
between
calendar
cardinal number
chance
circle
clock
coin
corner
day
decreasing pattern
difference
direction
distance
estimate answer
foot (measurement)
graph
greater than
grouping
guess and check
height
hour
in front
inch
increasing pattern
inside
left
length
less than
lists
location
measuring cup
minute
model
money
near
number
number line
numeral
numeric pattern
ordinal number
orientation
outcome
outside
pattern
pattern extension
pound
prediction
rectangle
right
second (time)
set
shape combination
shape division
shape pattern
similarity
size
sound pattern
square
standard measures of time
standard measures of weight
subtraction
sum
table
temperature
temperature estimation
temperature measurement
time interval
triangle
under
volume
week
whole number
width
year
zero
15
Science, Grades K - 2
air
animal features
balance
behavior pattern
boulder
burning
chart
circular motion
cloud
color
computer
daily weather pattern
day
death
dinosaur
dissolving
distance
diversity of life
Earth materials
Earth’s gravity
Earth’s rotation
egg
energy
food
freezing
gas
growth
habitat
heat
horsetail tree
individual differences
insect
light
liquid
liquid water
location
machine
magnet
magnification
magnifier
mammoth
mixture
month
Moon
motion
night
observation
ocean
parent
parent/offspring similarity
pebble
plant
plant growth
position
precipitation
prediction
prehistoric animals
properties of light
pulling
pushing
reasoning
requirements for life
rock characteristics
ruler
salt water
sand
science
scientist
seasonal change
seasonal weather pattern
shape
shelter
similarities & differences
among organisms
size
sky
soil
solid rock
sound
star
star age
star brightness
states of matter
straight -line motion
Sun’s position
Sun’s size
teamwork
temperature
the senses
thermometer
universe
vibration
water
weather
weather conditions
weather patterns
week
weight
wind
year
zigzag motion
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English language Arts, Grades K - 2
alphabet
picture dictionary
author
poem
back cover
predictable book
beginning consonant
prewriting
blend
print
book
publish
cartoon
purpose
chapter
question
character
reread
composition
respond to literature
comprehension
retell
consonant blend
rhyme
conversation
sentence
cover
short vowel
date
sight word
dictionary
sign
discussion
speech
drawing
spelling
ending consonant
spelling pattern
everyday language
symbol
fairy tale
table of contents
first name
take turns
folktale
television program
follow/give directions
textbook
front cover
theater
group discussion
title
guest speaker
title page
keyboarding
typing
language
uppercase
last name
videotape
letter
villain
letter-sound relationship
vocabulary
listening skill
vowel combination
long vowel
vowel sound
lowercase
magazine
main character
main idea
map
margin
mental image
message
movie
newspaper
number word
order of events
parts of a book
photographer
picture book
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General History,
Grades K - 2
Abraham Lincoln
father of our country
America
folktale
American Revolution, 1776 Fourth of July
ancient time
freedom
archeological evidence
future
argument
generation
automobile
geography
beginning
George Washington
behavior
goods
belief
government
Benjamin Franklin
group membership
bow and arrow
harvest festival
bridge
heroism
building
history
calendar time
holiday
camel caravan
houses of worship
cause
housing
celebration
human rights
ceremony
hunger
chariot
hunter/gatherer
Christmas
idea
Christopher Columbus
independence
city
individual rights
colonial community
invention
common good
job
community
journey
country
law
cowboy
leader
crop
legend
cultural tradition
Liberty Bell
daily life
lifestyle
dance
local history
day
Martin Luther King Jr.
decade
Martin Luther King Jr. Day
democracy
Memorial Day
disagreement
middle
domesticated animal
money
education
month
ending date
monument
England
myth
English colony
nation
environment
national flag
equality
national holiday
event
Native American
expansion
newcomer
explorer
non-motorized vehicle
fable
oral tradition
family history
origin
family life
past
farm
photograph
picture time line
pioneer
place-name
plant cultivation
Pledge of Allegiance
Plymouth
pony express
prairie
present
printing press
radio
recent past
recreation
region
regional folk hero
regional song
religion
resistance
respect for others
responsibility
revolution
role
rules
satellite system
sculpture
senior citizen home
services
society
soup kitchen
state
steam engine
steamship
surplus food
symbol
tall tale
team member
technology
telegraph
temple
territory
Thanksgiving
Thomas Jefferson
time line
today
tomorrow
tool
town
trade
trail
transportation
18
travel
United States
vote
war
orpus
week
wheel
White House
worker
world
year
yesterday
19
Geography, Grades K - 2
airport
America
area
barrier
body of water
California
city
city park
climate
climate change
coast
cold climate
community
community project
competition
construction
country
creek
crop
custom
dam
desert
direction
distance
downtown
elevation
exploration
factory
family
farming
fishing
flood
forest
fuel
globe
government
graph
highway
hill
home
hospital
hotel
housing
lake
land
local community
location
map
measurement
mile
mountain
museum
nation
neighborhood
ocean
park
pattern
pipeline
place
plant population
population
position
railroad
rainfall
region
river
road
rural region
seasons
settlement
shelter
ship
shopping center
soil
sports stadium
state
stream
temperature
timber
town
transportation
United States
urban area
vegetation
village
weather
wildlife
world
yard size
20
Civics, Grades K - 2
accept responsibility for
one’s actions
agreement
authority
citizen
control
duty
education
election
flag
good law
good rule
government
honesty
individual
justice
law
leader
nation
national anthem
official
open-mindedness
order
Pledge of Allegiance
police authority
power
privacy
qualifications
race
religion
respect for law
respect for the rights of
others
responsibility
rights
rule
school
symbol
take turns
territory
trade
transportation
truth
United States
volunteer
vote
war
21
Economics, Grades K - 2
advertising
bank
business
buyer
coin
cost
debt
dime
dollar
earn
goods
job
labor
loss
money
needs
penny
poverty
price
quarter
sale
save
sell
seller
services
skills
spending
wants
worker
22
Health, Grades K - 2
911
abuse
argument
birth
bleeding
blood
bruise
conflict
congestion
cough
cut
death
dentist
diet
disease
divorce
doctor
drug
emergency
exercise
extended family
family member
fat
feelings
feelings of others
fever
fire safety
food group
food handling
gums
hand washing
harmful substance
health
helmet
hospital
human body
illness
injury
listening skill
marriage
medicine
nails
name calling
nurse
paramedic
police officer
pollution
precaution
rash
rest
risk
safety rule
scratch
simple injury
skin
stranger
symptom
tooth decay
traffic safety
water safety
wheezing
23
Physical Education, Grades K - 2
ability
team sport
activity
throwing
arm preparation
throwing arm
balance
turn taking
body shape
turning
breathing rate
twisting
catch
underhand throw
circling
winning
climbing
coach
exercise
flexibility
galloping
game
game rule
glove
goal
gymnasium
headstand
heart rate
hopping
jogging
joint
jump rope
jumping
kick & strike
landing
lifting
losing
lunging
outdoor activity
overhand throw
pass a ball
perspiration
player
practice
race
ready position
riding
running
score
sit-&-reach position
skill
skipping
sliding
speed
sport
stretching
take-off
24
Arts General, Grades K - 2
applause
art
artist
audience
clapping
costume
dance
entertainer
film
music
pattern
sequence
stage
theater
universal concept
25
Dance, Grades K - 2
bend
dancer
distance
ending
fall
forward
height
hop
landing
leap
middle
sideward
skip
straight
strength
stretch
turn
twist
26
Music, Grades K - 2
body sound
instrument
loudness
lullaby
melody
musician
partner song
piano
sing
song
strum
swaying
symbol for note
voice
27
Theater, Grades K - 2
act
actor
dramatic, play
story
writer
28
Visual Arts, Grades K - 2
brush
camera
paint
29
Technology, Grades K - 2
backspace key
computer
computer program
diskette
enter key
escape key
floppy disk
hand position
home row
Internet
keyboard
login
menu
monitor
mouse
power supply
power-up
printer
reboot
return key
space bar
special keys
World Wide Web
30
Vocabulary and Concepts for Grades 3-5
Building Background Knowledge for Academic Achievement (2005)
Research on What Works in Schools
Robert J. Marzano
Robert J. Marzano created an appendix in his book, Building Background Knowledge for
Academic Achievement for the purpose of supporting teaching, learning, and preparing
students for the world outside public education. In the appendix, he acknowledges
multiple sources and states, “In this section, 7,923 vocabulary terms are listed for 11
subject areas.” He goes on to say that the terms are divided into four general grade
groupings:
Level 1: Grades K-2,
Level 2: Grades 3-5,
Level 3: Grades 6-8, and
Level 4: Grades 9-12.
Marzano credits twenty-eight national standards documents that served as the sources for
the terms, and reminds the reader that these terms are not a definitive listing but a place to
start. He advocates “districts and schools to adapt and supplement the lists in any way
they see fit, depending on how a given subject area is taught.”
Instructional leaders in New Mexico should note some terms are misplaced according to
the current New Mexico Standards with Benchmarks for a given grade level. It is
important to note that these terms provide the starting point for improving teaching and
learning and should be reviewed and adapted to individual classrooms, schools, and
districts.
31
Mathematics, Grades 3 - 5
2-dimensional shape
2-dimensional shape
combination
2-dimensional shape
decomposition
2-dimensional shape slide
2-dimensional shape turn
2-dimensional space
3-dimensional shape
3-dimensional shape
combination
acute angle
addend
addition algorithm
angle
angle measurement tool
angle unit
area
associative property
bar graph
basic number combinations
capacity
centimeter
certainty (probability)
circumference
classes of triangles
cluster
common denominator
common fractions
commutative property
conservation of area
constant
corresponding angles
corresponding sides
cube
cylinder
data
data cluster
data collection method
decimal
decimal addition
decimal division
decimal estimation
decimal multiplication
decimal subtraction
diagram
different size units
distributive property
dividend
divisibility
division
elapsed time
English system of
measurement
equation
equilateral triangle
equivalent forms
equivalent fractions
equivalent representation
estimation
estimation of fractions
estimation of height
estimation of length
estimation of width
even numbers
event likelihood
expanded notation
extreme value
faces of a shape
factors
flip transformation
fraction
fraction addition
fraction division
fraction multiplication
fraction subtraction
fractions of different size
front-end digits
front-end estimation
function
geometric pattern
geometric patterns
extension
gram
greatest common factor
growing pattern
histogram
horizontal axis
identity property
improbability
improper fraction
inequality
inequality solutions
intersection of shapes
invalid argument
investigation
32
irrelevant information in a
problem
isosceles triangle
least common multiple
line graph
linear pattern
mass
mean
measurement
measures of central
tendency
measures of height
measures of length
measures of width
median
meter
metric system
midpoint
mixed numbers
mode
multiple
multiplication
negative number
number of faces
number pairs
number sentence
number triplet
obtuse angle
odd numbers
open sentence
order of operations
parallel lines
parallelogram
parallelogram formula
part to whole
path
pattern addition
pattern subtraction
percent
perimeter
perpendicular lines
pie chart
positive number
prime factorization
prime number
prism
probability
process of elimination
product
proof
pyramid
quotient
rectangle formula
rectangular prism
reduced form
relative distance
relative magnitude
relative magnitude of
fractions
relative size
relevant information in a
problem
remainder
repeating pattern
restate a problem
reversing order of
operations
rhombus
right angle
rotation
rounding
ruler
same size units
sample
scale
shape similarity
shape symmetry
shape transformation
shrinking pattern
sphere
standard vs. nonstandard
units
studies
subset
subtraction algorithm
surface area
survey
symbolic representation
33
tallies
time zone
trial & error
triangle formula
truncation
unit conversion
unit differences
unlike denominators
valid argument
variability
Venn diagram
verbal representation of a
problem
verification
vertical axis
volume measurement
volume of irregular shapes
volume of rectangular solids
Science, Grades 3 - 5
ability to support life
acceleration
air movement
animal product
apparent movement of the
planets
apparent movement of the
stars
apparent movement of the
Sun
applied force
astronomical distance
astronomical object
astronomical size
astronomy
battery
bedrock
beneficial change
birth
body of water
boiling point
bones/no bones
calculator
cause & effect
change of direction
change of motion
change of speed
changes in the Earth’s
surface
characteristics of air
charge attraction
charge repulsion
classification of substances
competition
composition of matter
condensation
conduction
conductivity
conductor
conservation of mass
conservation of matter
constellation
control of variables
controlled experiment
cooling
core
data analysis
data interpretation
data presentation
density
detrimental change
disease
drought
Earth’s axis
Earth’s orbit
Earth’s surface
Earth’s temperature
earthquake
electrical charge
electrical circuit
electrical current
electricity
energy transfer
engineering
environment
environmental changes
environmental conditions
erosion
evaporation
external cue
extinction
food chain
food web
force strength
forms of energy
forms of water
formula
fossil
fossil evidence
fresh water
friction
gases of the atmosphere
generator
glacial movement
glacier
graduated cylinder
graph
ground water
heat conduction
heat transfer
herbivore
history of science
inherited characteristic
land form
landslide
life cycle
light absorption
light emission
34
light reflection
light refraction
living organism
logical argument
magnetic attraction
magnetic repulsion
mass
measurement of motion
melting point
metal
microscope
migration
mineral
Moon’s orbit
Moon’s phases
naturalistic observation
nutrients
ocean currents
offspring
oil
omnivore
ongoing process of science
organism
outer space
phase change
photosynthetic plants
physical properties
physical setting
pitch
planet
plant organ
plant product
plant root
plant/animal
pollution
population
population density
position over time
predator
prehistoric environment
prehistoric organisms
properties of soil
properties of sound
properties of water
question formulation
recycle
relative position
replicable experiment
reproducible result
reproduction
resource availability
rock breakage
rock composition
rock cycle
scientific equipment
scientific evidence
scientific experiment
soil color
soil composition
soil texture
Solar System
solubility
stored energy
survival of organisms
technology
35
telescope
tide
volcanic eruption
water capacity
weathered rock
weathering
wind patterns
English Language Arts Grades 3-5
abbreviation
custom
action verb
declarative sentence
action word
decode
actor
definition
adjective
detail
adverb
diary
advertisement
direct quote
affix
directions
animation
director
antonym
discussion leader
apology
double negative
apostrophe
draft
appendix
drama
asking permission
edit
audience
e-mail
audiotape
encyclopedia
auxiliary verb
ending
brainstorm
essay
capitalization
example
card catalog
explanation
cause and effect
expression
central idea
fable
chapter title
facial expression
character development
fantasy
chart
fiction
checklist
first person
children’s literature
form
chronological order
friendly letter
citation
genre
closing sentence
gesture
colon
glossary
comma
grammar
command
graphic artist
commercial
graphic organizer
common noun
graphics
compare & contrast
greeting
complete sentence
guide words
complex sentence
heading
compound word
headline
concluding statement
host
conclusion
hostess
consonant substitution
how question
construct meaning
humor
content area vocabulary
illustration
context clue
imagery
contraction
indentation
contrast
index
cue
inference
cursive
Internet
36
interrogative sentence
introduction
investigate
invitation
irregular plural noun
journal
key word
learning log
legend
letter of request
linking verb
list
listening comprehension
literature
meaning clue
memory aid
minor character
miscue
mood
motive
multi-meaning word
multiple drafts
multiple sources
mystery
myth
negative
news
newspaper section
nonfiction
notes
noun
novel
numerical adjective
object
opinion
oral presentation
oral report
organization
outline
pamphlet
paragraph
passage
past tense
peer review
pen pal
period
personal letter
personal pronoun
phone directory
phonetic analysis
phrase
pitch
plot
plot development
point of view
posing a question
possessive noun
possessive pronoun
posture
preface
prefix
preposition
prepositional phrase
presentation
preview
prior knowledge
pronoun
pronunciation
proofread
prop
proper noun
punctuation
question mark
quotation
quotation marks
r-controlled
radio program
rating
reading strategy
reading vocabulary
regular plural noun
regular verb
request
revise
rhyming dictionary
role playing
root word
rules of conversation
scan
science fiction
second person
sensory image
sentence structure
sequential order
setting
short story
signature
singular noun
skim
sound effect
source
special effect
spoken text
stay on topic
story element
story map
story structure
subject
subject-verb agreement
suffix
summarize
summary
summary sentence
supporting detail
suspense
syllabication
syllable
symbolism
synonym
table
tall tale
target language
tense
text
thank you letter
theme
theme music
thesaurus
third person
time line
tone
topic sentence
typeface
usage
verb
voice
voice level
volume
Website
when question
where question
why question
word choice
word family
word search
written directions
written exchange
37
General History, Grades
A.D.
abolition movement
abolitionist
acceptable behavior
Adolf Hitler
Africa
African American
African slave trade
agriculture
aircraft carrier
Alaska
Alexander Graham Bell
alliance
Allied Powers
Amelia Earhart
American Indian chief
American society
American symbol
Americas, the
ancestor worship
ancient Greece
ancient Rome
Angel Island
annexation
Anno Domini
anti-Chinese movement
aqueduct
archeologist
archeology
architect
architecture
armed forces
artifact
artistic expression
Asia
Asian American
Asian Pacific settler
assembly line
Astoria
astrolabe
attitudes
authors interpretation
autobiography
aviation
Aztec
ballad
Bantu migrations in Africa
B.C., Before Christ
3-5
B.C.E., Before the Common
Era
behavior consequence
behavior pattern
Bering land bridge
Betty Zane
big business
Bill of Rights
Billy the Kid
biography
Black Hawk War
blue-collar worker
Booker T. Washington
Boston Tea Party
Braille alphabet
Brer Rabbit
Britain
British Isle
bronze tool-making
technology
California
camel
campaign
Canada
canal system
Caribbean
caste system
castle
cattle herders
C.E.
Central Africa
Central America
century
Cesar Chavez
character trait
Cherokee
Cherokee Trail of Tears
China
Chinese community
Chinese New Year
Christian
Christianity
chronology
Cinco de Mayo
citizenship
civil liberties
civil rights
civil rights movement
civil war
38
Civil War (U.S.)
Clara Barton
class
climate changes
coal mining
coffee trade
Cold War
colonial government
colonial period
colonist
colony
Columbian Exchange
Columbus
commercial advertising
commercial center
Common Era
common man
communication technology
communism
compass
computer technology
conquest
constitution
convent
corruption
country of origin
court
craft
credibility
Cuba
Cuban Missile Crisis
cultural contact
cuneiform
custom
Daniel Boone
Davey Crockett
debt
Declaration of
Independence
delegated power
democratic values
developing country
development
diplomacy
direct experience
discovery
disease
document
dugout Phoenician ship
Dust Bowl
Dutch
early Middle Ages
earnings
earthquake
East Asia
Eastern Europe
Eastern Hemisphere
economic interdependence
economic system
Egypt
Egyptian time
Eleanor Roosevelt
elected representative
electricity
Elizabeth Blackwell
Ellis Island
emancipation
Emancipation Proclamation
emperor
empire
employment
Enlightenment
entertainment industry
equal rights
era
Eric the Red
Erie Canal
ethnic diversity
ethnic tradition
Europe
European colonization
European Crusades
European explorer
European settler
expedition
extended family
eyewitness account
factory
family alliance
family farm
family role
famine
Far West
farming methods
Ferdinand Magellan
fertilizer
first inhabitant
fishing community
flooding pattern
food production
food storage
forced relocation
foreign policy
foreign trade
former master
former slave
France
Francisco Franco
Franklin D. Roosevelt
Frederick Douglass
freedom of expression
freedom of religion
freedom of speech
French colony
French Revolution
frontier
frontiersman
Galileo
geographic border
geology
George Bush
George W. Bush
George Washington Carver
Gerald Ford
Germany
Geronimo
gold production
Great Depression
group behavior
group expectations
gunpowder
Hanging Gardens of
Babylon
Harriet Tubman
Hawaii
Hawaiian culture
hemisphere
Henry Ford
hieroglyphic
historian
historic figure
historical document
historical map
home country
home front
homeless
Hopi
household appliance
human cost
39
hymn
immigrant
immigration
Incan Empire
Incan highway
independence movement
Indian time
indigenous people
industrial development
Industrial Revolution
industrial society
infectious disease
institution
interest group
international conflict
Internet, the
interpretation
interstate highway system
Inuit
iron
iron tools and weapons
Iroquois
Islam
Islamic law
Israel
Italy
Jackie Robinson
Jacques Cartier
James Armistead
Japan
Jedediah Smith
Jesus of Nazareth
Jew
Jewish time
Joe Magarac
John Glenn
John Henry
Jonas Salk
Judaism
justice
kingdom
labor
Labor Day
labor movement
land use
landowner
landscape
Latin America
law and order
League of Nations
Lee Iaccoca
leisure activity
lesson of history
life experience
Lincoln Memorial
literacy
literacy rate
local resource
London
long-distance trade
Louis Pasteur
low-income area
lunar year
luxury goods
Lydia Darragh
majority rule
Mali
manor
manufacturing
Marco Polo
Marie Curie
mass advertising
mass media
mass production
Mayan calendar
Mayflower Compact
media
medical advance
Medieval Europe
merchant
Mexican-American war
Mexican migrant worker
Mexico
middle class
Middle East
middle passage
migrant
migration
military power
mill
mining town
minority rights
missionary
mode of communication
modern democratic thought
modernization
monk
Monroe Doctrine
Moslem
mother country
motive
motorized vehicle
motto
mountain man
mummification
Muslim
Muslim time
Nathan Beman
national park
national symbol
Native American ancestors
Native American land
holdings
Native American tribe
natural environment
natural resource
naval warfare
navigation
New England
New England colonies
New England mill town
New Orleans
New York
newspaper account
Nez Perce
nonviolent resistance
norm
Norse long ship
North America
nuclear technology
occupation
ocean currents
official
Old Northwest
outlaw
overland trade route
overseas trade
Pacific, the
Pacific Rim economy
Pacific Theater
Palestine
parables
Paris
patriot
pattern of change
Paul Bunyan
peacekeeper
peasant
Pecos Bill
period of history
40
personal values
Philadelphia
physical geography
pictograph
pilgrim
plague
planned city
plantation
plantation colony
point of view
policy issue
political cartoon
political geography
pollution
popular culture
popular figure
popular uprising
population
population growth
postwar period
pottery
poverty
power by the people
Presidents Day
principles
primary source
private life
production
professional sport
property ownership
protest
proverb
Pueblo
Puerto Rico
Puritan values
pyramids
race relations
racial group
rail transportation
railroad construction
ranching
rapid transit
reconstruction
reform
reformer
religious freedom
religious revival
reservation
revolutionary government
right to hold office
right to life, liberty, and the
pursuit of happiness
right to vote
right to work
ritual
road system
rocketry
Roman Empire
Roman Republic
Roman system of roads
Rome
Rosa Parks
ruling class
rural area
Russia
Russian peasantry
Sacramento
Sally Ride
San Antonio
San Francisco
Scandinavia
school attendance
scientific breakthrough
secondary source
separation of church and
state
separation of powers
settlement
settler
Seven Years' War
ship design
silver production
Sioux
Sitka
slave
slave holder
slave rebellion
slave trade
slogan
smuggling
social class
of habeas corpus
social reform
solar system
solar year
Sojourner Truth
Southeast Asia
Southwest
Southwest Asia
Soviet Union
space exploration
Spain
Spanish-American War
Spanish colony
spectator sport
square rigger
St. Augustine
statehood
Statue of Liberty
steam locomotive
steel construction
street gang
submarine
suburb
sugar cane
superstition
Susan B. Anthony
systems of roads
tactic
tax
Tecumseh
Ten Commandments
tenant
Tenochtitlan
textile industry
Timbuktu
tobacco
tolerance
trade route
tradition
transport system
transportation hub
tribute
41
turning point in human
history
twentieth century
unification
United Nations
United States Constitution
university
urban center
urban community
vaccine
Vasco da Gama
Versailles
Versailles Treaty
Veterans Day
veterans' memorial
Vietnam
Vietnam War
Vietnamese boat people
Vincennes
volunteer
voting rights
W. E. B. DuBois
weaving
Western Europe
Western Hemisphere
white-collar worker
Williamsburg
women’s movement
Woodrow Wilson
working conditions
workplace
world economy
world population growth
World War I
World War II
written code
written language
written record
Zheng He
U.S History, Grades 3 - 5
1492
1896 election
1920s
13th Amendment
14th Amendment
15th Amendment
16th Amendment
17th Amendment
18th Amendment
19th Amendment
Age of Exploration
Alamo
Alexander Hamilton
American Expeditionary
Force
Andrew Jackson
Antietam
Arab-Israeli crisis
Articles of Confederation
Axis Powers
Battle of Bull Run
Black Reconstruction
Boston
Brown v. Board of
Education
(1954)
Cabeza de Vaca
Camelot image
Cayuga
Charles Finney
Chickasaw removal
Chickasaw
Choctaw removal
coal mine strike
Confederacy
Confederate Army
Connecticut Compromise
Constitutional Convention
cotton gin
Cree removal
December 7, 1941
Democratic Party
escaped slave
European Theater
Fort Sumter
Fourteen Points
Francisco Vasquez de
Coronado
Fredericksburg
Freedmen’s Bureau
freedom ride
French Quebec
French settlement
fur trade
General Robert E. Lee
GI Bill
Golden Door
Great Awakening
Great Plains
Harlem Renaissance
Harry S. Truman
Herbert Hoover
Hispanic American
“I Have a Dream” speech
indentured servant
industrial North
internment of Japanese
Americans
Jacqueline Kennedy
James Monroe
Jenne
Jim Bowie
Jim Crow
Jimmy Caner
John Adams
John F. Kennedy
John Hancock
King James I
Know-Nothing Party
Latino
Lexington and Concord
Louisiana
Louisiana Purchase
lower South colony
Lyndon B. Johnson
administration
Manassas
manifest destiny
Mary McLeod Bethune
Mid-Atlantic colony
minstrel show
Missouri Compromise
Mohawk
Mormon
Mother Mary Jones
Mt. Rushmore
National Organization for
Women
New Deal
42
New Federalism
New Frontier
New Jersey Plan
New Mexico
Northeast
Oneida
Onondaga
Open Door policy
Oregon
P. T. Barnum
Panama Canal
Pearl Harbor
Pennsylvania
Peter Cartwright
post-Civil War period
pre-Columbus
Prohibition
Reagan revolution
Revolutionary War
Richard Henry Lee
Richard Nixon
Ronald Reagan
Sam Houston
Samuel Adams
Santa Fe
Second Great Awakening
Seminole removal
Seneca
sharecropper
Shays Rebellion
Shiloh
Silent Majority
Songhai
spinning jenny
stock market crash of 1929
suffrage movement
Supreme Court
taxation without
representation
Texas
Texas War for
Independence (1836)
the East
the North
the South
the West
Theodore Roosevelt
thirteen colonies
Thomas Nast
Trail of Tears
Treaty of Guadalupe
Hidalgo
Treaty of Paris
Underground Railroad
U.S. territory
Union Army
Vicksburg
Virginia Plan
War of 1812
Warren Court
Watergate
westward expansion
Whiskey Rebellion
William H. Taft
yeoman farmer
43
World History, Grades 3 - 5
1948 UN Declaration of
Human Rights
African heritage
Afro-Eurasia
Age of Enlightenment
Alfred the Great
Americas
Andes
Arab Palestinian
Ashikaga period
Ashoka
Athenian democracy
Atlantic basin
Augustus
Australia
Aztec Empire
Aztec '"Foundation of
Heaven"
Baghdad
Balkans
Bartholomew de las Casas
Battle of Hastings
Benito Mussolini
Berlin blockade
Black Sea
Bombay
Boxer Rebellion
Brahmanism
Brazil
British East India Company
Buddha
Buddhism
Buenos Aires
Byzantine Empire
Byzantium
Cairo
Canton
capture of Constantinople
Carthage
cavalry warfare
celestial empire
Central Asia
Central Asian steppes
Central Iberia
Central Powers
Charlemagne
chivalry
Christian community
Christopher Columbus
Cicero
Cincinnatus
class system
Classical Greek art and
architecture
clay pottery
Commodore Matthew Perry
Confucianism
Confucius
Constantine
Copernicus
Cortes journey into Mexico
court of Heian
cowboy culture
Cro-Magnon
czar
Czar Nicholas II
daily prayer (Salat)
dharma
Diderot
discovery of diamonds
discovery of gold
Dr. Sun Yatsen
Duchy of Moscow
East Africa
Eastern Roman Empire
Edmund Cartwright
elite status
English civil war
English Revolution of 1688
Eurasia
Eurasian society
European colonial rule
European conquest
European Economic
Community
European opium trade
father of modem Egypt
feudal society
founding of Rome
French East India company
French invasion of Egypt in
1798
Garibaldi
Garibaldi’s nationalist
redshirts
Genghis Khan
goddesses
gods
44
Great Canal of China
Greek city-state
Greek gods and goddesses
Guangzhou
Gupta Empire
Haitian Revolution
Hajj
Han Empire.
Hebrew Torah
Hegira (Hirjah)
Hellenist culture
Hellenistic art
Henri Matisse
Hinduism
hominid
Huang He (Yellow River)
civilization
human community
Hundred Years' War
Hungarian revolt
imperial conquest
independent lord
India
Indian Ocean
Indian spice
Indonesia
Indus Valley
industrial age
international trade routes
invention of paper
Ireland
Jakarta tales
James Hargreaves
James Watt
Japanese feudal society
Japanese tea ceremony
Jewish civilization
John Kay
Joseph Stalin
Julius Caesar
Justinian
Kaaba
Kilwa
King Affonso II of the
Kongo and Po
King Alfred of England
knight
knightly class
Korea
Kush culture
Lenin
Liberty, Equality, Fraternity
maize cultivation
Malaysia
Mali Empire
Marcus Aurelius
Maurya empire
Mayan city-state
Mayan pyramids
Mayan religion
Mediterranean region
Meiji Japan
Mesoamerica
Mesopotamia
middle passage
Ming Dynasty
Moche civilization
modem China
Mohenjo-Daro
Mughal Empire
Muhammad
Muhammad Ali of Egypt
Mycenaean Greek culture
Napoleon Bonaparte
Napoleonic period
Nazi holocaust
Nazi war against the Jews
Neanderthal
Nero
Netherlands
New Kingdom
New Testament
New Zealand
Newton
Nile Delta
Nile Valley
Treaty of Shimonoseki
(1895)
Treaty of Versailles
Ukraine
Umayyad Dynasty
“unified” India
Venice
Norse invasion
North Africa
Nubia
Oceania
Olmec civilization
Ottoman Empire
Pablo Picasso
Pacific Islands
Pan-Arabism
Paul the Apostle
Peru
Pharaoh
Phoenicia
Pompeii
pre-European life in the
Americas
Qur'an/Koran
Ramadan
Rasputin
Reformation
Renaissance
Richard Arkwright
Safavid Empire
Samurai class
scientific revolution
Scipio Africanus
serf
Shah Abbas I
Shang Dynasty
Sheba
Siberia
siege of Troy
silk roads
Singapore
Socrates
Solomon
Song Dynasty
Viking longboat
Vladimir of Kiev
Western hegemony
Western political thought
White Paper Reports on
Palestine
White Russian
45
Songhai Empire
South America
South Korea
South Pacific
Southern Iberia
Soviet invasion of
Czechoslovakia
Spanish Civil War
spice trade
Stonehenge
Sub-Saharan Africa
Suez Canal
Suleiman the Magnificent
Sunna
Swahili
Syria
Taj Mahal, India
Tang China
Tang Empire
Teotihuacan civilization
Tiberius Gracchus
Tigris-Euphrates Valley
Tokugawa shogunate
Tokyo
trans-Atlantic slave trade
Turkey
Turkic Empire
West Africa
Western Roman Empire
William the Conqueror
Winston Churchill
Zapotec civilization
Zheng He maritime
expeditions
Zulu empire
World influenza pandemic
1918-1919
Young Turk Movement
Yuan Dynasty
Zionist Movement
Zoroastrianism
Geography, Grades 3 - 5
accessibility
aerial photograph
Africa
agricultural practice
agriculture
air conditioning
air pollution
Alaska
Antarctic Circle
Appalachian Mountains
Arizona
artifacts
Asia
atmosphere
billboards
boomtown
boundary
Canada
capacity
capital
cardinal direction
central business district
chart
city center
civil war
coal mining
coastal area
colonization
Colorado mining town (l9th
century)
communication route
conservation issue
contagious disease
continent
county
crop failure
crop yield
cultural tradition
culture group
culture.
discovery
Dominican Republic
downwind
drought
earthquake
Earth-sun relation
East Asia
East Coast
economic region
education system
energy consumption
England
environment
environmental conditions
Equator
erosion
Europe
European colonialism
expansion
fall line
famine
farmland
fast-food restaurant
fertile soil
fire station
flash flood
food chain
food supply
food web
force
forest cover
forest fire
forestry
fossil fuel
France
Ganges River Valley
ghost town
grassland
harbor
Hindus
historic site
history of oil discovery
holy city.
houses on stilts
humid tropical climate
Indian Ocean
inhabitants
International Date Line
invasion
iron
iron ore
irrigation
Japan
kilometer
land clearing
land use
land use regulation
landform
46
landlocked country
landmark
landscape
latitude
legend
life cycle
life expectancy
lifestyle
local water
logging
longitude
Louisiana
manufacturing plant
map grid
map projection
marketplace
metropolitan area
Mexico
mineral resource
mining
mining area
Mississippi River
monsoon
mountain pass
mountain range
mud slide
Muslim trading vessel
national capital
national forest
Native Americans
natural disaster
natural hazard
New Jersey
North America
North Pole
nuclear power plant
ocean current
Pacific rim
parallel
Pennsylvania
physical feature
place of origin
plain
plantation
plantation agriculture
plateau
plot
pollution
port
port city
precinct
precipitation
preservation
projection
province
rain forest
recreation area
recycling
refrigerated railroad car
refrigerated trucking
reusable
river system
Riyadh
road development
Ruhr
running water
Russia
satellite image
scale
scarce resource
scenic area
school attendance zone
section
single household
site
situation
smog
social class
society
soil conservation
soil region
solar energy
South
South America
South Pole
Spain
storage
style of homes
suburban area
technology
territory
Texas
timber cutting
47
time zone
topographic map
tornado
tourist center
township
trade pact
trade route
trade wind
transportation route
transportation system
vegetation region
volcano
volume
water availability
water basin
water crossing
water pollution
waterway
West Coast
wetland
wind storm
windward
Civics, Grades 3 - 5
absence of rules and laws
abuse of power
alien
American holiday
American society
benefits
Bill of Rights
campaign
candidate
Chamber of Commerce
citizenship
city council
civic responsibility
civic-mindedness
clean air laws
Columbus Day
common good
community
compromise
Congress
consent of the governed
consider the rights and
interests of others
courts
Declaration of
Independence
democracy
diplomacy
discrimination
discrimination based on age
discrimination based on
disability
discrimination based on
ethnicity
discrimination based on
gender
discrimination based on
language
discrimination based on
religious belief
diversity
elected representative
equal opportunity
equal pay for equal work
evidence
executive branch
Fourth of July
freedom of religion
freedom of speech
geographical representation
governor
great seal
Greek democracy
health services
highest law of the land
human rights
individual liberty
individual responsibility
individual rights
invasion of privacy
jury duty
Labor Day
labor union
law enforcement
lawmaker
leadership
legislator
liberty and justice for all
life, liberty, and the pursuit
of happiness
local government
Martin Luther King Jr.
mayor
Memorial Day
military force
military intervention
national origin
national park
national security
negotiation
nobility
oath of office
patriotism
peaceful demonstration
personal responsibility
petition
political candidate
political office
political party
politics
pollution
population growth
poverty
prejudice
president
presidential election
Presidents Day
privilege
48
P.T.A.
public good
public office
public policy
public servant
public utilities
pure food and drug laws
quality of life
racial discrimination
racial diversity
reform
refugee
religious belief
religious discrimination
representation
representative
revolution
right to a fair trial
right to choose one’s work
right to criticize the
government
right to join a political party
right to public education
right to vote
royalty
rule by the people
rule of law
school board
school prayer
self-discipline
self-governance
senator
slavery
special interest group
state government
state legislature
state senator
Statue of Justice
Statue of Liberty
Supreme Court
taxes
Thanksgiving
trade agreement
treaty
tribal council
tribal government
Uncle Sam
unemployment
United States citizenship
United States Constitution
unlimited government
value
Veterans Day
volunteerism
welfare
49
world leader
Economics, Grades 3 - 5
advantage
barter
benefit
borrow
business firm
capital
capital goods
capital resource
competition
competitive market
consumer
consumption
contract
contract negotiation
credit
currency
customer service
division of labor
earnings
economy
employer
employment
entrepreneur
firm
funds
goods/services exchange
household
incentive
income
income tax
innovation
invention
investment
investor
limited budget
limited resources
loan
market
natural resource
partnership
payment
penalty
price decrease
price increase
producer
product
50
profit
profit opportunity
purchasing power
rent
resource
resource scarcity
revenue
reward
risk
salary
savings
scarcity
shortage
specialization
surplus
tax
trade
trade barrier
trade-off
training
value
wage
Health Grades 3 - 5
acne
activity level
alcohol
calorie
cooking temperature
dental floss
dietitian
disability
drug abuse
early detection and
treatment
environment
exercise program
fiber
first- (second-, third-)
degree burn
first aid
food label
growth cycle
health goal
health screening
healthy relationship
HMO
infant
infectious disease
lifestyle
medical personnel
medication
minor burn
mood swing
mouth guard
neighborhood safety
nonprescription drug
nonviolent conflict
resolution
nutritional value
obesity
old age
over the counter medicine
overeating
parenthood
peer pressure
personal health goal
physical fitness
physician
poison
pregnancy
prescription medicine
51
protective equipment
psychological health
puberty
public health clinic
recreation safety
refusal skill
responsibility
self-control
sexual abuse
sexual maturation
smoking
social pressure
spoiled food
stress
stress management
sunscreen
tobacco abuse
treatment
voice change
warning label
weight gain
weight loss
well-being
Physical Education, Grades 3 - 5
arm & shoulder stretch
increased heart rate
athlete
individual sport
athletic equipment
lifestyle
balance board
lifetime sport
baseball
locomotor skill
basketball
motor skill
basketball chest pass
movement control
bat
movement pattern
batting
muscle soreness
body control
muscular endurance
boxer
muscular strength
championship
net & invasion game
competitive sport
nonlocomotor skill
conditioning
object-control skill
cool-down
offensive strategy
course
opponent
court
personal challenge
curl-up
personal space
cyclist
physical fitness level
defensive strategy
physical fitness test
distance walk/run
physical injury
diver
power
endurance
procedure
endurance activity
professional sport
fielding
proper nutrition
fitness level
pull-up
fitness standard
pulse rate
follow-through
punt
foot dribble
push-up
football
racing start
gymnastics
racket
hand dribble
racket sport
hockey
recovery rate
ice skates
recreational league
52
rhythmical skill
rink
risk taking
self-assessment
self-expression through
physical activity
serve the ball
shoot the ball
sideline
skate
skis
soccer dribble
softball
sport etiquette
sport-specific skill
sports apparatus
sports club
sportsmanship
stealing the ball
striking pattern
swimming
temporary tiredness
tennis
timed walk/run
to make a play
track
training
transition movement
traveling pattern
trunk twist
warm-up
weight -bearing activity
wheelchair sports
Arts General, Grades 3 - 5
accompaniment
art form
artistic purpose
balance
beat
diction
emphasis
form
genre
improvisation
interpretation
lighting
mood
movement
originality
performance
performer
personal preference
professional
repetition
rhythm
scenery
set
setting
53
structure
style
subject matter
symbol
technical component
tempo
theme
timing
tone
visual artist
visual arts
work of art
Dance, Grades 3 - 5
balance
body position
body shape
dance phrase
dance step
energy
flexibility
focus
folk dance
following
in step
leading
line
mirroring
movement element
partner skill
54
personal space
rhythmic completion
shape
slide
supporting weight
taking weight
traditional dance
weight shift
Music, Grades 3 - 5
accent
alto
arrangement
art song
band instrument
bass
chord
classroom instruments
compose
composer
conductor
cue
diminuendo
Dixieland music
dotted note
drum machine
duet
echo
eighth note
electronic instrument
electronic sound
elements of music
embellishment
flat
folk
forte
fretted instrument
gospel music
guitar
half note
harmony
key signature
keyboard
keyboard instruments
legato
levels of difficulty
major key
march
measure
MIDI
minor key
Musical Instrument
Digital Interface
musical phrase
musical piece
musical staff
nontraditional sound
notation
orchestra conductor
orchestral instrument
patriotic song
percussion instrument
pitch
posture
progression
quarter note
55
recorder
repeat
rest
rhythmic variation
ritard
rock music
round
scale
sequencer
sharp
sixteenth note
skipping
snapping
soprano
staccato
staff
standard notation
string instrument
symbol for articulation
synthesizer
tenor
tie
time signature
traditional sound
treble clef
ukulele
whole note
work song
Theater, Grades 3 - 5
acting skill
action
cast
character
classroom dramatization
dialogue
drama
line
makeup
production
prop
role
social pretend play
villain
56
Visual Arts, Grades 3 - 5
art material
art process
art technique
art tools
artwork
balance
canvas
cardboard
casting
clay
color
color variation
complementary color
composition
construction
contrast
cool color
depth
elicited response
knife
medium
metal
models
oil paint
overlapping
perspective
plastic
scissors
57
sculpture
shading
shape
size variation
stone
varying color
varying size
videotape
viewer
visual structure
warm color
watercolor
wood
Technology, Grades 3 - 5
alphanumeric keys
back-up
connecting cable
copy
copyright law
cursor
data
data deletion
data records
data retrieval
data storage
database
delete key
desktop
disk drive
download
edit
electronic form
e-mail
file folder
function keys
graphics
hard disk
hard drive
hardware
help system
home page
information exchange
information retrieval
Internet browser
load a program
memory
modem
multiple solutions
online
print form
software
software piracy
speed of communication
storage
storage device
stored data
technical difficulty
troubleshooting
upload
virus
word processor
58
Vocabulary and Concepts for Grades 6-8
Building Background Knowledge for Academic Achievement (2005)
Research on What Works in Schools
Robert J. Marzano
Robert J. Marzano created an appendix in his book, Building Background Knowledge for
Academic Achievement for the purpose of supporting teaching, learning, and preparing students
for the world outside public education. In the appendix, he acknowledges multiple sources and
states, “In this section, 7,923 vocabulary terms are listed for 11 subject areas.” He goes on to say
that the terms are divided into four general grade groupings:
Level 1: Grades K-2,
Level 2: Grades 3-5,
Level 3: Grades 6-8, and
Level 4: Grades 9-12.
Marzano credits twenty-eight national standards documents that served as the sources for the
terms, and reminds the reader that these terms are not a definitive listing but a place to start. He
advocates “districts and schools to adapt and supplement the lists in any way they see fit,
depending on how a given subject area is taught.”
Instructional leaders in New Mexico should note some terms are misplaced according to the
current New Mexico Standards with Benchmarks for a given grade level. It is important to note
that these terms provide the starting point for improving teaching and learning and should be
reviewed and adapted to individual classrooms, schools, and districts.
59
Mathematics, Grades 6-8
3-dimensional shape cross
section
3-dimensional space
addition of fractions
algebraic expression
algebraic expression
expansion
algebraic representation
algebraic step function
alternate interior angle
angle bisector
approximate lines
area model
area of irregular shapes
array
axis of symmetry
base 10
base 60
benchmarking
biased sample
blueprint
box & whisker plot
certainty of conclusions
circle formula
circumference formula
combining like terms
complementary angle
complementary event
complex problem
composite number
congruence
conjecture
constant difference
constant rate of change
constant ratio
convert large number to
small
number
convert small number to
large
number
coordinate geometry
coordinate plane
coordinate system
counter example
counting procedure
cube number
cube root
cubic unit
data display error
data extreme
data gap
data set
deductive argument
deductive prediction
defining properties of
shapes/figures
dilation
dispersion
distance formula
enlarging transformation
equal ratios
equation systems
experiment
exponent
exponential notation
fair chance
formula for missing values
frequency
frequency distribution
graphic representation of
function
graphic solution
grid
growth rate
inductive reasoning
input/output table
integer
intercept
intersecting lines
irregular polygon
iterative sequence
large sample
limited sample
line symmetry
linear arithmetic sequence
linear equation
linear geometric sequence
linear units
logic All
logic AND
logic IF/THEN
logic NONE
logic NOT
logic OR
logic SOME
mathematical expression
maximum
60
method selection
minimum
multiple problem-solving
strategies
multiple strategies for
proofs
multiplication algorithm
mutually exclusive events
networks
nominal data
non-decimal numeration
system
nonlinear equation
nonlinear function
non-routine vs. routine
problems
number property
number systems
number theory
odds
ordered pairs
outliers
overestimation
parallel figures
pattern division
pattern multiplication
pattern recognition
percents above 100
percents below l
perimeter formula
perpendicular bisector
perspective
pictorial representation
place holder
planar cross section
plane
plane figure
polygon
precision of measurement
prime factor
problem formulation
problem space
problem types
projection
proportion
proportional gain
quadratic equation
quadrilateral
random number
random sample
random variable
range
range of-estimations
rate
rate of change
rational number
rectangular coordinates
recursive sequence
reference set
reflection transformation
relative frequency
relatively prime
reliability
Roman numeral
root
rotation symmetry
sample selection techniques
sample space
sampling error
scale drawing
scale map
scale transformation
scatter plot
scientific notation
sequence
shrinking transformation
significant digits
similar proportions
similarity vs. congruence
simplification
slide transformation
slope
slope intercept formula
solid figure
solution algorithm
solution probabilities
spreadsheet
square number
square root
square units
stem and leaf plot
straight edge and compass
substitution for unknowns
supplementary angle
table representation of
61
functions
table representation of
probability
tessellation
tetrahedron
theoretical probability
thermometer
trapezoid formula
tree diagram model
triangle sides
underestimation
unit size
unknown
variable
variable change
vertex
volume formula
volume of cylinder
volume of prism
volume of pyramid
work backward
written representation
Science, Grades 6-8
acquired trait
adaptive characteristics
air mass circulation
alternative explanation of
data
animal nervous systems
asexual reproduction
asteroid
asteroid impact
asteroid movement patterns
atmosphere
atmospheric composition
atmospheric layers
atmospheric pressure
atom
atomic arrangement
balanced force
behavioral change in
organisms
behavioral response to
stimuli
bias
body plan
carrying capacity
celestial body
cell
cell division
cell growth
characteristics of life
chemical change
chemical compound
chemical element
chemical energy
chemical properties of
substances
chemical reaction
circulatory system
classification of organisms
climate
climate change
climatic pattern
closed system
color of light
comet
comet impact
comet movement patterns
common ancestry
concentration of reactants
confirmation by observation
conflicting interpretations
conservation of energy
constant speed
continuation of species
crustal deformation
crustal plate movement
crystal
debris
deceleration
decomposer
digestive system
direction of a force
direction of motion
displacement of results
Earth system
Earth’s age
Earth’s atmosphere
Earth’s climate
Earth’s crust
Earth’s layers
eclipse
ecological role
ecosystem
egg cell
electric current
electrical energy
element stability
emergence of life forms
energy source
erosion resistance
ethics in science
evaluation of science
process
evidence from sedimentary
rock
excretory system
experimental confirmation
experimental control
external feature
faulty reasoning
filtering
food oxidization
forms of matter
fossil record
fundamental unit of life
fungus
galaxy
Galileo
gene
62
geologic evidence
geologic force
geological shift
gravitational force
Greek basic four elements
habits of mind
heat convection
heat emission
heat energy
heat radiation
heat retention
hereditary information
homeostasis
host
hydrosphere
hypothesis
hypothesis testing
igneous rock
immune system
inertia
infection
informed subject
infrared radiation
insulator
intellectual honesty
interdependence of
organisms
internal cue
internal structure
invertebrate
kinetic energy
lever arm
life form change
life-sustaining functions
light scattering
light transmission
light wavelength
light year
lithosphere
logic
Louis Pasteur
mantle
Marie Curie
mathematical model
mechanical energy
mechanical motion
metal reactivity
metamorphic rock
meteor
meteor impact
meteor movement patterns
Milky Way galaxy
molecular arrangement
molecular motion
molecule
multicellular organism
muscular system
mutualism
nervous system
Newton’s Laws of Motion
nonmetal reactivity
non-reactive gas
nuclear reaction
organ
organ system
organism system failure
oxidation
oxygen
parasite
particle ring
peer review
percolation
photosynthesis
physiological change
Pierre Curie
planet composition
planet orbits
planet size
planet surface features
plant tissue
polygenic trait
predation
prey
properties of elements
pulley
radiation
reaction rate
re-crystallization
recycling of matter
reproductive system
research question
respiration
respiratory system
right to refusal
risk and benefit
rock layer movement
rusting
satellite
scientific interpretation
scientific method
scientific skepticism
screening
sediment deposition
sedimentary rock
sedimentation
separation method
sexual reproduction
63
skeletal system
soil erosion
soil fertility
Solar System formation
specialized cell
specialized organ
specialized tissue
species
species diversity
speed
sperm
sperm cell
sunlight reflection
surface area of reactants
surface run-off
taxonomy
theoretical model
tissue
tolerance of ambiguity
unbalanced force
unicellular organism
unity of life
universal solvent
vertebrate
visible light
water cycle
wavelength
English Language Arts. Grades 6-8
action segment
derivation
active listener
description
adjective clause
descriptive language
adjective phrase
diagram
adverb clause
dialect
adverb phrase
dialogue
almanac
document
Anglo-Saxon affix
documentary
Anglo-Saxon root
editorial
argumentation
elaboration
atlas
electronic media
authors purpose
enunciation
autobiography
episode
background knowledge
etiquette
bibliography
etymology
biographical sketch
exclamation mark
biography
exclamatory sentence
body language
explicit/implicit
body of the text
exposition
broadcast
extend invitation
broadcast advertising
extraneous information
business letter
eye contact
camera angle
facilitator
camera shot
fact vs. opinion
caption
familiar idiom
catalog
familiar interaction
CD-ROM
feature story
character trait
feedback
children’s program
figurative language
chronology
figure of speech
clarification
film director
climax
flashback
close-up
follow-up sentence
closing
footnote
clue
foreign word
common feature
foreshadowing
comparative adjective
formal language
compile
formal speech
composition structure
format
compound sentence
fully developed character
compound verb
gender
conjunction
generalization
contract
glittering generality
convention
grammatical form
coordinating conjunction
Greek affix
criticism
Greek root
cross-reference
high-frequency word
current affairs
historical fiction
demonstrative pronoun
historical theme
64
homonym
homophone
hyphen
imperative sentence
inconsistency
independent clause
informal language
information source
interjection
interpretation
interview
intonation
irregular verb
italics
jargon
juxtaposition
knowledge base
language convention
layout
lecture
line (in a play)
literal phrase
log
logic
logical argument
logo
manner of speech
mass media
mechanics (language)
media type
metaphor
meter
modifier
multimedia presentation
musical
narration
native culture
native speaker
news broadcast
news bulletin
nonverbal cue
object pronoun
objective view
oral tradition
pacing
page format
parallel episodes
parallel structure
paraphrase
peer-response group
periodical
personal narrative
personification
perspective
persuasion
phrase grouping
physical description
physical gesture
plagiarism
poetic element
polite form
political cartoonist
political speech
positive adjective
predicate adjective
present tense
private audience
problem-solution
producer
programming
projection
pronominal adjective
proper adjective
proverb
public audience
public opinion trend
publication date
pull-down menu
quiz show
Reader's Guide to
Periodical
Literature
recitation
recurring theme
reference source
relative pronoun
relevant detail
rephrasing
report
representation
research paper
resolution
resource material
restatement
rhythm
sales technique
salutation
saying
scriptwriter
self-correction
sentence combining
shades of meaning
simile
simple sentence
sitcom
skit
slang
slanted material
small talk
software
sound system
special interests
specialized language
speech pattern
speed reading
stereotype
stress
65
stylistic feature
subject pronoun
subjective view
subliminal message
subordinate character
subordinating conjunction
subplot
superlative adjective
supernatural tale
syllabic system
syntax
synthesize
tabloid newspaper
talk show
target audience
technical directions
technical language
tempo
tension (in a story)
textual clue
time lapse
transition
translate
trickster tale
verb phrase
verbal cue
vernacular dialect
viewer perception
viewpoint
visual aid
voice inflection
word borrowing
word origin
word play
General History, Grades 6-8
adaptation
communal life
agrarian society
communist country
agribusiness
Communist Party
agricultural economy
conflict resolution
agricultural lifestyle
conservation movement
agricultural technology
conservatism
anthropologist
contemporary democracy
antibiotics
convert
armed revolution
cosmos
astronomical discovery
court packing
astronomy
crop rotation
atomic bomb
cross-cultural contact
authoritarian rule
cultural exchange
Batu
cultural heritage
Benin
cultural integration
Bill Clinton
daily survival skill
birth rate
dating methods
black majority
death rate
blind respect
debtor class
boundary dispute
demographic shift
bourgeoisie
depression
British rule
desegregation
bronze casting
discrimination
brush painting
disease microorganism
business practice
disenfranchisement
capitalism
dissent
capitalist economy
divided loyalties
Catholic Christianity
domestic crop
Catholic Church
dowry
chance event
Dutch colonization
charter document
economic power
chattel slavery
economy
checks and balances
Egyptian civilization
child labor
emigration
Chinese Revolution
employment opportunity
Christian beliefs
English Common Law
civil disobedience
environmental change
civil service examination
epic
civil service reform
epidemic disease
civilian
equal opportunity
civilian population
equal protection of the laws
civilization
ethical belief
clergy
ethical systems
coerced labor
ethnic art
cohesion
ethnic conflict
collectivization
ethnic group
colonization
ethnic identity
colony in Massachusetts
ethnic minority
commercialization
ethnic origin
66
evolution
exodus
extractive mining
fair employment practice
fascism
Federalist Party
feminism
feminist movement
final solution
financing
flora
foreign capital investment
foreign market
fortification
founders
framers
fraternal organization
French colonization
fundamental value
gender role
global communication
global market
gridiron pattern
group overlap
Haitian Revolution
hierarchy
historical account
historical fiction
historical narrative
hoarding
Holocaust
hostility
human intention
human nature
Iberia
immigration screening
imperial policy
imperialism
import
individual status
industrialization
infant mortality rate
inheritance law
innate ability
international market
international relations
interpretation
intervention
Iraq
Islamic beliefs
isolationism
jazz
Jesus Christ
Jewish monotheism
Jewish refugee
Jewish resistance movement
Korean War
labor force
labor union
learned behavior pattern
liberal democracy
limitations on government
linguistic diversity
literary narrative
long-distance migration
Lost Generation
lynching
Magna Carta (1215)
mandate
marine transportation
marital status
maritime rights
maritime technology
maritime trade route
Marshall Plan
mass consumer economy
matrilineal family
memento
middle-class culture
migrant worker
militant religious movement
military mobilization
military tactic
military unit
modern art
monarchy
monastery
monasticism
monsoon wind
moral reform
moral responsibility
moral values
mortality rate
mosque
mound builder
multiple-tier time line
mural
Muslim Empire
nation-state
national bank
national self-rule
nativism
Nazi
Nazi-Soviet NonAggression
pact of 1939
neutrality
nobility
nomadic people
North American moundbuilding people
North American plains
society
nuclear politics
obsidian
occupational specialization
open range
open shop
organized labor
Paris Peace Accord of 1973
participatory government
pathogen
patriarchal society
peasantry
Peoples Republic of China
Persian Gulf
perspective
philanthropist
Philippine annexation
philosophical movement
philosophy
political alliance
political border
polygamous marriage
pooled resources
port city
port of entry
Portugal
Portuguese caravel
post-World War I
post-World War II
Post Vincennes
price war
private property
private white academy
professional sector
protective tariff
Protestant Christianity
Protestant Reformation
67
public education
public opinion
Puritanism
racial minority
rapid industrialization
rationing
reform government
reform legislation
religious dissenter
removal policy
ritual sacrifice
Roman occupation of
Britain
Russian absolutism
Russian Revolution of 1917
saint
scientific method
secession
secular ruler
secular state
seed drill
segregation
semilunar calendar
separatist movement
service industry
Sicily
significant event
social agency
social attitudes
Social Darwinism
social factor
social issue
social status
Socialist Party
sovereign state
spoils system
standard of behavior
standard of living
state bureaucracy
states' rights
status
steppe lands
stereotype
stimuli
stock breeding
stratification
strike
strip mining
subculture
superpower rivalry
tariffs
telecommunication
temperance
territorial expansion
terrorism
theater of conflict
third party
totalitarian regime
trade balance
trade union
trading triangle
transformation
transmission of beliefs
transmission of culture
tribal identity
urbanization
war crime
water rights
weaponry
welfare
white-collar sector
woman suffrage
Woodrow Wilson’s
Fourteen Points
working-class culture
world history
world power
world war
68
U.S. History, Grades 6-8
1960 presidential campaign
African-American Union
soldier
American dream
American foreign policy
American identity
American West
Anne Hutchinson
antebellum period
Anti-Federalist
anti-immigrant attitude
antislavery ideology
Article III of the
Constitution
Atlantic slave trade
Bacon’s rebellion
Battle for Britain
Benjamin Franklin’s
autobiography
big stick diplomacy
Calvin Coolidge
Camp David Accords
Charles Evans Hughes
Christian evangelical
movement
Church of Jesus Christ of
Latter-day Saints
closed shop
Compromise of 1850
Compromise of 1877
Congress
Congressional authority
Continental Congress
Dawes Severalty Act of
1887
Declaration of Sentiments
Democrat
Democratic-Republican
Party
dollar diplomacy
domestic policy
domestic program
Dr. Francis Townsend
Dred Scott decision
Dwight D. Eisenhower
Eisenhower Doctrine
election of 1800
election of 1912
Engel v. Vitale
English Bill of Rights
(1689)
Equal Rights Amendment
Fair Deal
family assistance program
farm labor
featherbedding
federal Indian policy
federalism
Filipino insurrection
First Amendment
First Congress
First Lady
flawed peace
free exercise clause
French and Indian War
Garvey movement
gentleman’s agreement
Glorious Revolution
Great Society
Hiram Johnson
Huey Long
impeachment
Industrial Workers of the
World
Iranian hostage crisis
James Buchanan
James Madison
Jay’s Treaty
John Marshall
Joseph McCarthy
Judiciary Act of 1789
Kennedy assassination
Ku Klux Klan
Lewis and Clark expedition
Little Rock 1957
Loyalist
Malcolm X
Marbury v. Madison (1803)
Massachusetts
McCarthyism
midnight judge
modem republicanism
69
NAACP
Navigation Acts
new freedom
new nationalism
Normandy Invasion
Northwest Ordinance of
1787
Oregon territory
pardon of Richard Nixon
party system
Paxton Boys Massacre
Populism
Populist Party
Progressive era
Progressive movement
Reconstruction
amendments
Republican
Republican Party
return to domesticity
Robert La Follette
Roosevelt coalition
Rust Belt
Scopes trial
Seneca Falls Convention
share the wealth
shot heard round the world
Soviet espionage
Sun Belt
Tenure of Office Act
thirteen virtues
Townsend Plan
Transcendentalism
trans-Mississippi region
Truman Doctrine
U.S. Supreme Court
universal white male
suffrage
Virginia
Warren G. Harding
Whig Party
Works Progress
Administration
WPA project
World History, Grades 6-8
Abbasid Empire
Abd aI Quadir
African resistance
movement
Agustin de Iturbide
Akbar
Albert Einstein
alchemy
Alfred Krupp
Algeria
Alps
American Indian nation
Ammianus Marcellinus
Anasazi
Anatolia
Andean region
apartheid
Arab Muslim
arranged marriage
Aryan culture
Ashanti
Asian art form
Assyria
Assyrian Empire
Axis country
Babylonian Empire
Baltic region
Bantu
Barbados
Berlin
Bismarck’s "Blood and
Iron" speech
Buddhist beliefs
Cape Region
Carolingian Empire
Catherine the Great
Catholic Reformation
Cecil Rhodes
Central Europe
Ceylon
Champa
Chandogya
Chandragupta
Charles Darwin
China’s 1911 Republican
Revolution
Chinese Revolution of 1911
Christian Europe
Christian religious art
Christian soldier
classical civilization
Cleisthenes
Clothilde
Clovis
colonial Africa
commercial agriculture
Communist party in China
Conference of Versailles
Congress of Vienna
constitutional monarchy
Coptic Christians
courtly ideals
courtly love
creation myths of Babylon
creation myths of China
creation myths of Egypt
creation myths of Greece
creation myths of Sumer
Creole
Creole-dominated revolt of
1821
Crete
Crimean War
Crusades
Cultural Revolution
Dahomey
Dai Vet
Daoism/Taoism
Darius I
Darius the Great
democratic despotism
division of Germany and
Berlin
division of the subcontinent
Dorothea Lange
Dutch Republic
dynastic politics
Early Middle Ages
East India Company
East Indies
Eastern Mediterranean
Elizabeth I
Ellora
Emmeline Pankhurst
empire-builder
Epic of Gilgamesh
Estates-General
Ethiopia
70
European imperialism
European monarchy
European resistance
movement
fascist aggression
facist regime
Father Miguel Hidalgo
feudal lord
feudalism
Francis Bacon
Frankish Empire
Gangetic states
Gangzhou (Canton)
Ghana
Glorious Revolution of
1688
Gothic cathedral
Great Leap Forward
Great Plague
Great Powers in Europe
Great Reform Bill 1832
Greco-Roman antiquity
Greece
Greek art
Greek Christian civilization
Greek drama
Greek rationalism
Greenland
Grimke sisters
griot "keeper of tales"
Haiti
Heian
Hellenistic period
Helsinki Accords
herding societies
Hermit Kingdom
high culture entertainment
High Middle Ages
High Renaissance
Hittite people
Holland
Homo erectus
Homo sapiens
Ibn Battuta
Ice Age
imperial absolutism
Indian culture
Indo-Aryan people
Indo-European language
Indo-Gangetic plain
Indonesian archipelago
Inner Asia
Isfahan
Italian Renaissance
James Maxwell
Janissary Corps
Japanese modernization
Jean Jaures
Jose Clemente Orozco
Kalash church
Kamakura period
Karl Marx
karma
Kathe Kollwitz
khans
Khoisan group
kingdom of Aksum
kinship group
Kongo
Korean culture
kulak
Kuomintang
Lalibela church
lateen sails
Lenin’s New Economic
Policy
Leo Africanus
Lucretia Mott
Lunda
Macedonia
Machu Picchu
Mahdist state
Mahmud II
Malayo-Polynesia
Manchu Empire
Manchu
Mandate of Heaven
manorialism
Mao Zedong
Mao’s program
Maroon society
Mauryan-Buddhist power
medieval Christian society
medieval theology
megalithic stone building
megalopolis
Menelik II
Meroitic period
Middle Ages
Middle Kingdom
Minoan Crete
Mohandas Gandhi
Mohandas Gandhi’s call for
nonviolent dissent
Monarch Mansa Musa
Mongol conquest of 1206
Moroccan resistance
movement
Napoleon’s invasions
Neolithic agricultural
society
neutral nation
Newfoundland
Niger River
nirvana
North Atlantic Treaty
Organization
Oaxaca
Old Kingdom
Old Regime France
Opium War
oracle bone inscription
Orosius
paleolithic cave painting
Panchatantra
papacy
pastoral nomadic people
Persia
Persian Empire
Peter Stolypin
Peter the Great
Pizarro
Poland
polis
Polynesia
post-Mao China
Priscus
Punic Wars
Queen Hatshepsut
Quin Empire
Ramsay MacDonald
Ramses II
Raymond Poincare
Reagan-Gorbachev summit
diplomacy
reconquest of Spain
reincarnation
Renaissance humanism
Rene Descartes
71
Robert Owen’s New Lanark
System
Roman Catholic Church
Romanticism
Rosa Luxemburg
royal court
Rule of St. Benedict
Samarkand
Samori Ture
Sassanid Empire
Saudi Arabia
Saxon peoples
Scythian society
second industrial revolution
seizure of Constantinople
Selim III
Shiba Kokan
Shinto
Svetaketu
Siam
Sigmund Freud
Solon
Sotabu screen
South Asia
Soviet bloc
Soviet domination
Soviet invasion of
Afghanistan
Spanish Muslim society
squire
St. Petersburg, “window on
the west”
Stalin’s purge
Stanley Baldwin
story of Olaudah Equiano
(Gustavus Vassa)
Sudan
the Gracchi
three piece iron
Thuttnose III
Tiananmen Square Protest
Timur the Lame
(Tamerlane)
Tippu Tip
Toltecs
Torah
Toussaint L’Ouverrure
trench warfare
trial of Galileo
Trojan war
Turkic migration
Turkestan
unification of Germany
unification of Italy
United States foreign policy
Upanishad
U.S. isolationist policy
Vedas
Vedis gods
warrior culture
Warsaw Pact
West Asia
Western and Eastern
European
Societies
Western art and literature
Western culture
White Sea
Xiongnu society
Zagwe Dynasty
Zanzibar
Zhou Dynasty
Zhu Xi
72
Geography, Grades 6-8
acid rain
adaptation
Algeria
alphanumeric system
alternative energy source
Amsterdam
architectural style of
buildings
arid climate
assimilation
Australia
average family size
axis
barrier island
Belgium
bicycle lane
biome
biosphere
Boston
boundary dispute
Brenner Pass
building style
Burma Pass
Canberra
Capitol Hill
central place
cheap labor
Chile
China
Chinatown
Chinese textile
clearing of forest
climate region
Congo
conservationist
contemporary system of
communication
Cumberland Gap
data set
database
decentralization
Delaware River
demographic change
demographic information
density
density of population
developed country
developing country
diamond trade
diesel machinery
dispersion
division (of Earth’s surface)
downstream
drainage basin
dry-land farming .technique
earth-moving machinery
earthquake-resistant
construction
earthquake zone
economic alliance
ecosystem
electric car
energy-poor region
energy industry
energy source
equilibrium
Ethiopia
ethnic composition
evacuation route
Everglades
export
fall line of the Appalachians
fauna
feeding level
flat-map projection
flood-control project
floodplain
flora
fungi
Gateway Arch-St. Louis
geographic factor
global impact
global warming
Golden Gate Bridge-San
Francisco
Great American Desert
grid
hemisphere
historic preservation
Hong Kong
housing development
Huang Ho
human process
hurricane
hurricane shelter
hurricane tracks
hydroelectric power
imported resource
73
Indians
Indonesia
industrial center
industrial district
infant mortality rate
infrastructure
interdependence
internal structure
Inuit
involuntary migration
Iraq invasion of Kuwait
(1991) Irish immigrant
isthmus
Italy
Jamaican sugar
Japanese occupation of
Manchuria (1930s)
Khyber Pass
land-locked
land-use data
land-use pattern
language region
leeward
levee
life form
linkage
literacy rate
lithosphere
Little Italy
local scale
major parallel
marine climate
marine vegetation
meridian
Mesopotamia
midaltitude
migrant population
military campaign
military installation
mobility
Moslems
multiculturalism
nationalism
natural resource
natural vegetation
natural wetlands
Netherlands
New Delhi
Nile Valley
nitrogen cycle
nonrenewable resource
nuclear-waste storage
ocean circulation
ocean pollution
Ogallala Aquifer
old-growth forest
Opera House-Sydney,
Australia
origin
overfishing
overpopulation
Pakistan
paper factory
pedestrian walkway
pesticide
petroleum
Philippine archipelago
Philippines
physical environment
physical geography
physical variation
plant species
political region
political unit
population concentration
population density
population distribution
population growth rate
population region
population structure
postal zone
prevailing wind
prime meridian (Greenwich
meridian)
principal line
principal meridians
production site
public housing
public transit
raw material
recession
reforestation
region of contact
regional boundary
regrowth
religious facility
renewable resource
residential pattern
resource management
ridge-and-valley pattern
Riviera
runoff
rust belt
satellite-based
communications system
Saudi Arabia
savanna
school district
sea wall
seasonal pattern of life
semiarid area
settlement pattern
shifting civilization
Siberia
Sikhs
Singapore
single-industry city
soil erosion
soil fertility
solar power
South Africa
Soviet Union
spatial
spatial arrangement
spatial perception
spatial scale
spread of bubonic plague
spread of disease
standard of living
74
steel-tipped plow
strait
strip mining
suburbanizadon
Sunbelt
system
Tacoma Strait
tariff
technological hazard
telephone area code
temperature fluctuation
terrace
terraced rice fields
The Hague
thematic map
topography
Tower Bridge-London
trade advantage
transportation hub
Trenton
triangular trade route
Tropic of Cancer
Tropic of Capricorn
tropical rain forest
truck-farming community
tsunami
tundra
Twin Peaks
urban commuting
use of explosives
Vietnamese
voluntary migration
Washington
water spring
water supply
watershed
work animal
World Court
Yucatan Peninsula
Civics, Grades 6-8
AFL-CIO
Aid to Families with
Dependent Children
allegiance
ambassador
American citizenship
American Revolution
American tribal government
armed forces service
arms control
bias
binding agreement
cabinet
capital punishment
central government
charitable group
citizenship by birth
civil rights
civil rights movement
civilian control of the
military
coining money
colonial charters
commander in chief
Common Cause
Confederate States of
America
conflict management
constitutional law
corrective justice
covert action
criminal law
curfew
customs search
death penalty
debate
delegated powers
demographics
demonstration
domestic policy
dress code
due process
economic aid
economic incentive
economic sanctions
economic security
English Parliament
enumerated powers
Environmental Protection
Act
environmental protection
movement
equal justice for all
equal protection of the law
equal rights under the law
equity
ethical dilemma
ethnic diversity
ex post facto
executive power
fair notice of a hearing
fair trial
federal court
federal income tax
First Amendment
foreign aid
foreign policy
foreign relations
form a more perfect union
Founders
Framers
freedom of assembly
freedom of association
freedom of conscience
freedom of petition
freedom of press
freedom of residence
freedom to emigrate
freedom to marry whom one
chooses
freedom to travel freely
French Revolution
fundamental principles of
American
democracy
gender diversity
general election
Gettysburg Address
Greenpeace
gun control
habeas corpus
hate speech
immigration
impeachment
income tax
indentured servitude
informed citizenry
75
institution (political)
interest group
international law
International Red Cross
interstate commerce
interstate highways
judicial branch
judicial power
just compensation
juvenile
labor movement
landmark decision
Latin America
League of Women Voters
legal recourse
legislative branch
legislative power
legislature
letter to the editor
licensing
limited government
local election
lower court
loyal opposition
majority rule
Marbury v. Madison
Martin Luther King Jr.’s “I
Have A Dream”
Mayflower Compact
Medicaid
Medicare
minimum wage
minority rights
NAACP
national defense
nation-state
NATO
naturalization
Nineteenth Amendment
nomination
OAS
Parliament
parliamentary system
People’s Republic of China
picket
political life
political appointment
popular sovereignty
prayer in public school
preamble
Preamble to the
Constitution
president’s cabinet
presumption of innocence
prime minister
principle
private life
private property
property tax
protest
public agenda
public life
public opinion poll
public trial
Pure Food and Drug Act
recall election
representative democracy
representative government
revenue
right of appeal
right to acquire/dispose of
property
right to copyright
right to counsel
right to enter into a lawful
contract
right to equal protection of
the law
right to establish a business
right to hold public office
right to join a labor union
right to join a professional
association
right to know
right to patent
right to privacy
right to property
Roman Republic
rule of men
Senate
separation of church and
state
separation of powers
shared power
Sixteenth Amendment
slander
Social Security
sovereign state
sovereignty
speedy trial
state constitution
state court
state election
76
state sales tax
state sovereignty
states' rights
suffrage
suffrage movement
Supreme Being
tariff
tax revenue
terrorism
The Federalist Papers
the press
totalitarian system
treason
trial by jury
union
United Nations
United Nations Charter
Universal Declaration of
Human Rights
U.S. v. Nixon
veto power
Virgin Islands
vote of no confidence
voter registration
World Council of Churches
World Court
Economics, Grades 6-8
average price level
carrying money
central authority
checking account
command economic system
commercial bank
contract labor
cost of production
credit policy
decentralization
disincentive
earned income
economic incentive
economic indicator
economic specialization
equilibrium
exchange rate
export
exporting firm
finance
foreign exchange market
foreign trade
free trade
fringe benefit
full-time employment
funding
Gross Domestic Product
human capital
human resource
import
inflation
inflation rate
interest
intermediary
labor force
labor market
labor union
large firm
law of supply and demand
market clearing price
market economy
market exchange
national defense spending
national economy
negative incentive
nonprofit organization
non-rival product
opportunity benefit
opportunity cost
output per hour
output per machine
output per unit of land
output per worker
part-time employment
positive incentive
private market
production
productivity
property rights
public project
quota
relative price
77
rent control
risk reduction
sales tax
savings account
self-employment
self-sufficiency
shared consumption
side effect
special interest group
specialized economic
institution
standard currency
standard of living
storing money
substitute product
supplier
surcharge
system of weights and
measures
tax deduction
tax exemption
tax reduction
total benefit
total cost
total market value
unemployment
unemployment rate
wage rate
work rule
Health, Grades 6-8
abdominal thrust maneuver
adolescence
adolescent independence
alcohol abuse
American Heart Association
American Lung Association
anemia
anorexia
asthma
bacteria
body system
bulimia
cancer
cardiopulmonary
resuscitation
chronic disease
community agency
community health
conception
conflict resolution
counseling
CPR
cultural belief
denial
dental health
depression
diabetes
Diabetes Association
discrimination
domestic violence
drug-seeking behavior
drug dependency
drunk and drugged driving
eating disorder
emergency plan
emotional abuse
emphysema
family history
food additive
food refrigeration
food storage
handicapping condition
health-care provider
health fad
health risk
heart disease
Heimlich maneuver
hygiene
immunization
injury-prevention strategy
long-term consequence
lung cancer
78
malnutrition
maturation
mental health clinic
mental health
neglect
negotiation skill
other-directed violence
personal health assessment
personal hygiene
plaque
pollutant
prejudice
prevention
risk factor
safe driving
safety hazard
self-directed violence
self-esteem
self-examination
short-term consequence
solid-waste contamination
storage temperature
tolerance for frustration
tolerance level
weight maintenance
Physical Education, Grades 6-8
advanced movement skill
weight control
aerobic
weight training
aerobic capacity
anaerobic
calisthenics
cardiorespiratory endurance
cardiorespiratory exertion
dual sport
emotional health
exclusionary behavior
eye-hand coordination.
fat body mass
feedback
fitness goal
freestyle swimming
frequency of training
game plan
handicapped athlete
health benefit
heart-rate recovery
heart-rate reserve
inclusive behavior
intramural sport
irregular heart rate
isometric exercise
lean body mass
leisure activity
manual dexterity
mental health
mental imagery
movement concept
muscle cramp
overtraining
overuse injury
psychological benefit
physiological benefit
range of motion
relaxation techniques
resistance training
resting heart rate
self-image
self-talk
spatial awareness
spike the ball
stress reduction
target heart rate
threshold
visualization
volleyball
79
Arts General, Grades 6-8
AB form
ABA form
aesthetic criteria
aesthetics
art medium
artistic choice
audience response
aural element
body alignment
breath control
costuming
cultural context
emotional response
ensemble
expression
function of art
historical context
historical influence
historical period
kinetic element
80
performing arts
presentation
rehearsal
repertoire
scene
tension
texture
traditional art forms
transition
variation
Dance, Grades 6-8
abstracted gesture
agility
angle
articulation of movement
ballet
call and response
canon
chance reordering
classical dance
collapse
combination of movements
complementary shapes
contrasting shapes
coordination
dab
diagonal
directionality
elevation
float
glide
initiation of movement
injury-prevention strategy
jazz dance
level in relation to floor
movement quality
movement sequence
narrative
pantomime
punch
recovery
reordering
restructure
round
social dance
spatial pattern
square dance
sustain
swing
tap dance
theatrical dance
vibratory
warm-up technique
81
Music, Grades 6-8
a capella
articulation
barbershop quartet
bass clef
blues
bow control
chorded zithers
chorus
classical
coda
composition
crescendo
dynamic change
dynamic level
harmonic accompaniment
harmonic instrument
hymn
instrumental literature
interval
intonation
jazz
jingle
level-1 difficulty
level-2 difficulty
level-3 difficulty
level-4 difficulty
level-5 difficulty
madrigal
mallet instruments
marcato
melodic embellishment
melodic instrument
melodic line
melodic ostinato
melodic phrase
meter
meter change
meter signature
music in four parts
music in two and three parts
oboe
opera
phrasing
pitch notation
playing by ear
playing position
82
pop
presto
quartet
range
recorder-type instruments
refrain
release
rhythmic ostinato
sight read
sonata
stick control
suite
sympathy
symphonic
syncopation
timbre
tonality
traditional sound source
trio
triple meter
wind instrument
Theater, Grades 6-8
archetype
atmosphere
avocation
character motivation
characterization
classical
constructed meaning
direction
director
dramatic media
dramatization
electronic media
empathy
formal production
informal production
locale
new art forms
nonlocomotor movement
oral element
physical environment
pitch
playwright
production value
publicity
83
script
sensory recall
set design
staging
study guide
superhero
suspense
theater literacy
trickster
visual element
vocal pitch
Visual Arts, Grades 6-8
art elements
art history
brayers
contemporary meaning
definition
design element
easel
expressive features
form
hue
intensity
kiln
laser
lathe
line
motion
placement
press
space
spatial characteristic
temporal structure
texture
value
visual concept
84
Technology, Grades 6-8
automated machine
bulletin board system
capacity
CD-ROM
central processing unit
computer fraud
computer hacking
copyright violation
data access
data display
data processing
data update
decoder
designed object
desktop publishing software
digitized
disassembly
document formatting
e-learning
feedback
file management
format
formatting
function
human-operated machine
icon
input device
Internet Service Provider
Intranet
invasion of. privacy
local network system
malfunction
man-made object
misconnected
mismatched
navigation (Internet)
network
nonphysical object
85
output
output device
programming command
programming language
record management
search techniques
sort techniques
special purpose program
specialized machine
spreadsheet
steps in the design process
system failure
tape drive
text format
touch screen
URL
virus setting
voice recorder
Vocabulary and Concepts for Grades 9-12
Building Background Knowledge for Academic Achievement (2005)
Research on What Works in Schools
Robert J. Marzano
Robert J. Marzano created an appendix in his book, Building Background Knowledge for
Academic Achievement for the purpose of supporting teaching, learning, and preparing
students for the world outside public education. In the appendix, he acknowledges
multiple sources and states, “In this section, 7,923 vocabulary terms are listed for 11
subject areas.” He goes on to say that the terms are divided into four general grade
groupings:
Level 1: Grades K-2,
Level 2: Grades 3-5,
Level 3: Grades 6-8, and
Level 4: Grades 9-12.
Marzano credits twenty-eight national standards documents that served as the sources for
the terms, and reminds the reader that these terms are not a definitive listing but a place to
start. He advocates “districts and schools to adapt and supplement the lists in any way
they see fit, depending on how a given subject area is taught.”
Instructional leaders in New Mexico should note some terms are misplaced according to
the current New Mexico Standards with Benchmarks for a given grade level. It is
important to note that these terms provide the starting point for improving teaching and
learning and should be reviewed and adapted to individual classrooms, schools, and
districts.
86
Mathematics, Grades 9-12
absolute error
absolute function
absolute value
acceleration
add radical expressions
addition counting procedure
algebraic function
angle of depression
arc
area under curve
asymptote of function
base e
binary system
bivariate data
bivariate data
transformation
bivariate distribution
Cartesian coordinates
categorical data
central angle
central limit theorem
chord
circle without center
circular function
classes of functions
combination
complex number
compound event
compound interest
conditional probability
confidence interval
conjugate complex number
continuity
continuous probability
distribution
control group
correlation
cosine
critical paths method
curve fitting
curve fitting median method
decibel
density
dependent events
derivation
dilation of object in a plane
direct function
direct measure
discrete probability
discrete probability
distribution
divide radical expressions
domain of function
empirical verification
equivalent forms of
equations
equivalent forms of
inequalities
expected value
experimental design
experimental probability
exponent
exponential function
factorial
factorial notation
Fibonacci sequence
finite graph
force
formal mathematical
induction
fraction inversion
function composition
function notation
geometric function
global/local behavior
imaginary number
independent events
independent trials
indirect measure
inflection
interest
inverse function
irrational number
isometry
law of large numbers
law of probability
limit
line equation
line segment
line segment congruence
line segment similarity
line through point not on a
line
linear
log function
logarithm
logarithmic function
mathematical theories
87
matrix
matrix addition
matrix division
matrix equation
matrix inversion
matrix multiplication
matrix subtraction
minimum/maximum of
function
monitor progress of a
problem
monomial
Monte Carlo simulation
multiple radical expressions
natural log
natural number
nature of deduction
negative exponent
normal curve
number subsystems
parallel box plot
parameter
parameter estimate
parametric equation
periodic function
permutation
phase shift
pi
point of tangency
polar coordinates
polynomial
polynomial addition
polynomial division
polynomial function
polynomial multiplication
polynomial solution by
bisection
polynomial solution by sign
change
polynomial solution
successive
approximation
polynomial subtraction
population
postulate
powers
precision of estimation
probability distribution
proof paragraph
protractor
Pythagorean theorem
quartile deviation
radical expression
radical function
radius
random sampling technique
range of function
rational function
real numbers
real-world function
reciprocal
recurrence equation
recurrence relationship
recursive equation
reflection in plane
reflection in space
regression coefficient
regression line
relative error
representativeness of
sample
Richter scale
right triangle geometry
roots & real numbers
roots to determine cost
roots to determine profit
roots to determine revenue
rotation in plane
sample statistic
sampling distribution
scalar
series
series circuit
sigma notation
similar figures
sine
sinusoidal function
smallest set of rules
speed
spurious correlation
standard deviation
statistical experiment
statistical regression
statistic
step function
strategy efficiency
strategy generation
technique
subtract radical expressions
successive approximations
summary statistic
surface area cone
surface area cylinder
surface area sphere
88
synthetic geometry
systems of inequalities
tangent
term
theorem
theorem direct proof
theorem indirect proof
transversal
treatment group
trigonometric ratio
trigonometric relation
truth table proof
two-way tables
U.S. customary system
unit analysis
univariate data
univariate distribution
upper/lower bounds
validity
variance
vector
vector addition
vector division
vector multiplication
vector subtraction
velocity
vertex edge graph
Science, Grades 9-12
abiotic components of
ecosystems
accelerator
acid/base reactions
actual mass
advection
age of the universe
Albert Einstein
Alfred Wegener
amino acid sequence
anatomical characteristic
Antoine Lavoisier
atmospheric change
atomic bomb
atomic bonding principles
atomic configuration
atomic energy
atomic mass
atomic motion
atomic nucleus
atomic number
atomic reaction
atomic theory
atomic weight
Avogadro’s hypothesis
Bernoulli’s principle
Big Bang theory
biochemical characteristic
biological adaptation
biological evolution
biological molecule
breakdown of food
molecules
buoyancy
carbon
carbon atom
carbon cycle
carbon dioxide
catalyst
cell function
cell membrane
cell nucleus
cell organelle
cell wall
cellular communication
cellular differentiation
cellular energy conversion
cellular regulation
cellular response
cellular waste disposal
charged object
Charles Darwin
Charles Lyell
chemical bond
chemical organization of
organisms
chemical properties of
elements
chemical reaction rate
chloroplast
chromatography
chromosome
chromosome pair
composition of the universe
convection
convection current
Copernican revolution
Copernicus
Coulomb’s law
criteria for acceptance
crystalline solid
cytoplasm
data reduction
decay rate
degree of kinship
derived characteristic
disclosure of methods &
procedures
DNA
DNA molecule
DNA replication
DNA sequence
DNA structure
DNA subunit
dominant trait
Doppler effect
drag
Earth’s elements
Earth’s external energy
sources
Earth’s formation
Earth’s internal energy
sources
elasticity
electric force
electric motor
electric potential
electrically neutral
89
electromagnetic field
electromagnetic force
electromagnetic radiation
electromagnetic spectrum
electromagnetic wave
electron
electron configuration
electron sharing
electron transfer
elementary particle
elements of matter
elimination of matter &
energy
elliptical orbits
embryo formation
empirical standards
endothermic reaction
energy requirements of
living systems
Enrico Fermi
entropy
enzyme
equal & opposite force
equilibrium of ecosystems
Ernest Rutherford
evidence for the Big Bang
Theory
evidence for the expansion
of the universe
evidence for the unity
among organisms
excitatory molecule
exothermic reaction
experimental method
F=ma
Fahrenheit
filial generation
flow of energy
flow of matter
fluid resistance
foot pound
formation of polymers
fossil fuels
gamma ray
gene encoding
gene expression
general theory of relativity
genetic diversity
genetic mutation
genetic variation
geochemical cycle
geologic time
geologic time scale
geological dating
Gregor Mendel
germ theory
Golgi apparatus
gravitational energy
greenhouse gas
Halley's comet
harvesting of resources
history of the universe
human genetics
human modification of
ecosystems
hydrogen bomb
hydrogen ion
inertial frame of reference
inhibitory molecule
inverse square law
ion
ionic motion
isotope
Johannes Kepler
John Dalton
Kelvin (temperature)
Lise Meitner
mass to energy conversion
meiosis
Mendelian genetics
metallic surface
method of investigation
microwave
mitochondrion
mitosis
molar volume
mole
molecular energy
molecular synthesis
molten rock
mountain building
moving electrical charge
moving magnet
natural selection
net force
neuron
neurotransmitter
neutron
new gene combinations
Newtonian mechanics
nitrogen
nitrogen cycle
nuclear fission
nuclear force
nuclear fusion
nuclear mass
nuclear stability
nucleated cell
ocean layers
ohm
organic compound synthesis
organic matter
origin of life
origin of the universe
oxidation-reduction
reactions
ozone
paradigm shift
parental generation
particle emission
periodic table of the
elements
photosynthesizing organism
phylogenetics
plate boundary
plate collision
plate tectonics
potential energy
pressure
properties of reactants
properties of waves
protein
protein structure
protein synthesis
proton
Ptolemy
quantum of energy
radical reaction
radio wave
radioactive dating
radioactive decay
radioactive isotope
rate of nuclear decay
recessive trait
recombination of chemical
elements
recombination of genetic
material
relative mass
90
relative motion
release of energy
reproductive capacity
reproductive value of traits
revision of scientific
theories
rock sequence
rules of evidence
sea floor spreading
segregation
seismic wave
selective gene expression
semiconductor
sex cell
sex chromosomes
sex-linked trait
shared characteristic
sound wave
space probe
special theory of relativity
speciation
speed of light
spontaneous nuclear
reaction
star composition
star destruction
star formation
star size
star system
star temperature
star types
stellar energy
storage of genetic
information
Sun’s radiation
superconductor
survival value of traits
synthetic polymer
thermal equilibrium
torque
transforming matter and/or
energy
transport of cell materials
transporting matter and/or
energy
ultraviolet radiation
unequal heating of air
unequal heating of land
masses
unequal heating of oceans
vacuole
viscosity
water wave
wave amplitude
wave packet
wave source
91
weight of subatomic
particles
x-ray
English Language Arts, Grades 9-12
acronym
commercialization
advertising code
compound adjective
advertising copy
compound noun
aesthetic purpose
compound personal
aesthetic quality
pronoun
allegory
compound-complex
alliteration
sentence
allusion
computer-generated image
ambience
concept
ambiguity
conceptual map
American literature
conjunctive adverb
American Psychological
connotative meaning
Association
consonance
analogy
consumer document
ancient literature
context
anecdotal scripting
contrasting expressions
anecdote
controlling idea
annotated bibliography
copyright law
appeal to authority
correlative conjunction
appeal to emotion
counter argument
appeal to logic
couplet
archetype
credibility
articulation
credit
artifact
criteria
assonance
critical standard
attack ad hominem
cultural agency
author’s bias
cultural expression
autobiographical narrative
cultural influence
ballad
cultural nuance
bandwagon
cultural theme
belief system
cutline
bias
dash
Bible
debate
biographical narrative
deconstruct
blurring of genres
delivery
bolding
denotative meaning
British literature
dictation
bylaw
diction
celebrity endorsement
digressive time
censorship
direct address
characterization
directionality
cinematographer
divided quotation
circumlocution
drama-documentary
clarity of purpose
dramatic dialogue
clincher sentence
dramatic mood change
cognate
emotional appeal
coherence
emphasis
cohesion
epic
collective noun
ethics
92
exaggerated claim
excerpt
expressive writing
extended quotation
external/internal conflict
false causality
faulty mode of persuasion
FCC regulation
feature article
fictional narrative
field study
film review
filter (in photography)
friendly audience
future perfect verb tense
hierarchic structure
Homeric Greek literature
hostile audience
hyperbole
idiom
incongruity
indefinite adjective
indefinite pronoun
inflection
interior monologue
internal conflict
interrogative pronoun
irony
job application
job interview
Latin affix
Latin root
leave-taking
limited point of view
literary criticism
literary device
literature review
logical fallacy
logographic system
lyric poem
marketing
media-generated image
medieval literature
medium
memorandum
methodology
microfiche
Modem Language
Association
modern literature
modulation
mythology
narrator
negotiate
neoclassic literature
norm
noun clause
noun phrase
nuance
ode
omniscient point of view
onomatopoeia
opening monologue
overgeneralization
overstatement
overview
packaging
parable
parody
past perfect verb tense
pastoral
performance review
persona
personal space
philosophical assumption
poise
policy statement
present perfect verb tense
primary source
production cost
progressive verb form
propaganda
proposition of fact speech
proposition of policy speech
proposition of problem
speech
proposition of value speech
questionnaire
reaction shot
readability
red herring
redraft
reflexive pronoun
repeats
resume
rhetorical device
rhetorical question
romantic period literature
sarcasm
satire
secondary source
semicolon
set design
soap opera
sociocultural context
soliloquy
somber lighting
speech action
speed writing
standard English
status indicator
stream of consciousness
structural analysis
style sheet format
subvocalize
telephone information
service
temporal change
text boundary
text feature
text structure
thesis
thesis statement
transparency
truth in advertising
understatement
universal theme
visual text
warranty
word processing
word reference
93
General History,
Grades 9-12
abortion
absolutism
adaptation
affluence
African American
community
amnesty
animal domestication
anticommunist movement
anti-Semitism
aristocratic power
arms embargo
arms limitations
artisan
assimilation
atomic diplomacy
autonomous power
bank recharter
barbarian
bilingual education
biological evidence
bipolar centers of power
black market
border conflict
breakup of Soviet Union
British colony
British imperialism
British monarch
capitalist country
cartography
casualty rate
Catholic clergy
centralized monarchy
chemical warfare
Chinese Communist Party
Christian denomination
church-state relations
city planning
civic center
class conflict
class relations
colonial rule
commodity price
common refuse
compulsory education
conscription
constitutional ideal
constitutionalism
consumer’s rights
consumer culture
containment policy
contemporary life
continuity
conventional warfare
corporation
Covenant of the League of
Nations
creditor
critical text analysis
cultural continuity
cultural identity
cultural preservation
defense policy
defense spending
demobilization
democratization
demographics
depression of 1873-1879
depression of 1893-1897
detente
diffusion
disease pandemic
distribution of powers
due process
duke
Dutch merchant class
Dutch West Indies
economy
economic dependency
economic disparity
economic reforms
educational reform
enemies of the state
energy crisis
English Parliament
entrepreneur
entrepreneurial spirit
environmental degradation
environmentalism
ethical dilemma
ethnicity
evangelical argument
evangelical movement
exchange of fauna
exchange of flora
expansionism
94
expansionist foreign policy
Federalist
food plant domestication
fraud
free enterprise
free labor system
free trade
freedom of the press
fundamentalism
generational conflict
genetically determined
behavior
genocide
geopolitics
global economy
global trade
globalizing trend
government subsidy
gradation
group identity
guerilla warfare
hearsay
hereditary social system
heredity
historical context
historical continuity
humanism
ideological conflict
ideology
imperial presidency
inalienable right to freedom
income gap
individualism
industrial parity
inflammatory
inflation
instinctive behavior
integration
intellectual life
internal trade
international economy
investigative technique
investment
iron metallurgy
Islamic state
Islamization
Jewish scapegoating
jihad
labor relations
legal code
liberalism
liberation theology
male-dominated job
market revolution
martyr
materialism
mercantilism
mercenary
Mexican Revolution
militarism
military-industrial complex
military preparedness
millennialism
mining economy
mobilization
moderate thinking
monetary policy
monotheism
mulatto
multiculturalism
multilateral aid organization
multinational corporation
Muslim country
nation building
national autonomy
national debt
national identity
national market
national security
national socialism
nationalism
Native American origin
story
native population
natural history
neocolonialism
new scientific rationalism
noble savage
nonunion worker
nullification
oil crisis of 1970s
one man one vote
opposition group
oppression
outward migration
Parliament
parliamentary government
periodize
Philippines
Pop Art
postindustrial society
primate
prior experience
privatization
profit motive
profiteering
propaganda
propaganda campaign
property rights
Protestant clergy
province
psyche
public policy
quadrant
racial role
radicalism
rationalism
reactionary thinking
Realism
realpolitik
recession
recurrent pandemic
Red Russian
Red Scare
redistribution of wealth
refugee population
religious evangelism
reparation payment
repertoire
representative government
republicanism
resettlement
retaliation
reunification
rights of the disabled
rigid class
Russian Chronicle
Russian Revolution of 1905
sanctioned country
scientific racism
second front
sectionalism
secular ideology
sedentary agriculture
self-determination
social democratization
socialism
socioeconomic group
95
South Africa
sovereignty
sphere of influence
stagnation of wages
staple crop production
state constitution
status quo
subsistence method
suburbanization
supply-side economics
system of alliances
traditional cultural identity
UN resolution
United States intervention
universal language
urban bourgeoisie
U.S. domestic energy policy
U.S. foreign policy
U.S. Smoot-Hawley Tariff
U.S.S.R
Utopian community
volunteerism
wartime diplomacy
wartime inflation
welfare state
Western values
women in the clergy
workforce
world geopolitics
writ of habeas corpus
World History, Grades 9-12
1994 Cairo Conference on
World Population
Abdul-Mejid
aboriginal population
absolutist state
Abstract Expressionism
Adam Smith
Aegean region
African nationalist
movement
African village life
Akbar Islam
Akhenaton (Amenhotep IV)
al-Afghani
Alexander
Alexander of Macedon
alphabetic writing
Amsterdam
Angkor Wat
Anglo-Saxon Boniface
Arab Caliphate
Arab League
Arabia
Arabic
Argentina
Aristotle
art of courtly love
Ataturk
Athens
atonism
Austria
Austro-Hungarian Empire
Babylon
Balfour Declaration
Battle of Tours of 733
Bavaria
Bhati movement
biblical account of Genesis
Bismarck
Black Death
Black Legend
Bloody Sunday
Boccaccio
Boer
Boer War
Bolshevik
Brazilian independence
movement
Britain’s modernizing
policy in India
British West Indies
Brooke
Bruges
Buddhist-Hindu culture
Buddhist monk
Buganda
Byzantine church
Cambodia
Caspian Sea
cassava
Caucasus
caudillo
Cavalier
Cavour
Charter Oath of 1868
Chartist movement
Chile
Chimu society
China’s population growth
China’s revolutionary
movement
Chinese workers
Chinese writing system
Christian missionary
Christian monotheism
city-state
Code Napoleon
code of Hammurabi
Conference at San Remo
Constantinople
cremation of Strasbourg
Jews
Cubism
Cuzco
Cyrus I
Czar Nicholas I
Dadaism
Damascus
David Siqueiros
Decembrist uprising
Declaration of the Rights of
Man
Declaration of the Rights of
Women
Descartes' Discourse on
Method
Diary of Murasaki Shikibu
96
Diego Rivera
Diem regime
Dreyfus affair
early modern society
Emperor Aurangzeb
Ems telegram
enclosure movement
encomienda system
Enlightened Despot
Enuma Elish
Erich Remarque
Ernest Hemingway
Ethiopian art
Ethiopian rock churches
Eurasian empire
European country
European Jew
European manorial system
Existentialism
Expressionism
expulsion of Jews and
Muslims from Spain
foot binding
forced collectivization
Franco-Prussian War
French Estates-General
French salon
French West Indies
Freud’s psychoanalytic
method
Geneva Accords
Genoa
gentry elite
George Orwell
German concept of Kultur
German Empire
German Federal Republic
Germanic peoples
Ghaznavid Empire
Golden Horde
Great Khan Mongke
Great Khan Ogodei
Great War
Great Western Schism
Greek comedy
Greek Orthodox
Christianity
Greek philosopher
Greek tragedy
Guatemala
guild
hacienda
Hadith
Hapsburg Empire
Hatt-I-Humayun
Heian period
Herodotus
hominid community
Hun invasions
Hung-wu emperor
Iberian Empire
Iliad
imperial Mughal
Impressionism
Indian concept of ideal
kingship
Indian uprising of 1857
Iran
Ismail
Italian humanism
Jamal al-Din
Japanese invasion of China
Jenn-jeno
Jewish and Arab inhabitants
of Palestine
Jewish. diaspora
Jewish flight to Poland and
Russia
Jiang Jieshi
Joan of Arc
John of Plano Carpini
Joseph Francois Dupleix’s
theory of "divide
and rule"
Joseph II
Kan
Kangzi emperor
Kashmir
Kerensky
Kievan Russia
King Joao II
Kumbi-Saleh
Latin
Latin American revolution
Latin Catholic church
Lenin’s ideology
lingua franca
Lord Dalhousie
Louis XIV
Machiavelli
Magyar cavalry
Mahabharata
Mahdi Muhammad Ahmad
I
Maratha
Marx and Engel’s
Communist Manifesto
Marxism
May Fourth movement
Mayan "Long Count"
calendar
Mediterranean Empire
Mein Kampf
Mesolithic
mestizo
Mudejar Muslim
Munich Agreement in 1938
Nazi genocide
Nazi ideology
Nazi-Soviet NonAggression Pact, 1939
neo-Confucianism
Neolithic revolution
New England colony
New Granada
New World
nineteenth-century literature
Noh drama
Nok terra cotta figure
nonhominid
northern Italian city-state
October Manifesto
Odyssey
Olympia de Gouge
one child policy in China
Orthodox Christianity
Pallavas
Pandyas
Pan-Slavism
partition of Africa
Pax Mongolica
Plato
Plato’s Republic
poetry of Kabir
poetry of Mirabai
pogroms in the Holy Roman
Empire
Polish rebellion
Popul Vuh
97
pre-industrial England
principle of the "Invisible
Hand"
process of Russification
Protestant Work Ethic
Qianlong emperor
Qing position on opium
Qizilbash nomadic
tribesmen
Rabbinic Judaism
Ram Mohan Roy
Ramayana
Rashid Rida
Red Sea
regulated family and
community life
Romanization of Europe
Roundhead
royal patronage
Rudyard Kipling’s White
Man’s Burden
Sahara desert
sans-culottes
Sargon
SchliefIen Plan
Seljuk Empire
Sikh
Sino-Japanese War
Slavic world
Socialist Realism
South African (Anglo-Boer)
War
South India
Southern Africa
Southern Europe
Soviet nonaggression pact
Spender
Srivijaya
Stalinist totalitarianism
Strait of Malacca
Sufism
Sui dynasty
Sumeria
Sun Yatsen
Sunni and Shi'ite factions
Surrealism
Sykes-Picot Agreement
Taiping Rebellion
temple of Madurai
temporary dominance
Thailand
the Congo
The Interesting Narrative of
the Life of Olaudah
Equiano
Treaty of Shimonoseki
(1895)
Treaty of Versailles
Ukraine
Umayyad Dynasty
“unified” India
Venice
Viking longboat
Vladimir of Kiev
Western hegemony
Western political thought
White Paper Reports on
Palestine
White Russian
World influenza pandemic
1918-1919
Young Turk Movement
Yuan Dynasty
Zionist Movement
Zoroastrianism
the Netherlands
The Pillow Book by Sei
Shonagon
The Prince by Machiavelli
The Wealth of Nations
98
Teotihuacan
Tiahuanaco society
Trans-Siberian railroad
Treaty of Nanking (1842)
Geography, Grades 9-12
absolute location
acculturation
agribusiness
agricultural soil
AIDS
airborne emission
air-mass circulation
alluvial fan
Americenrtic
aquifer
artesian wells
atmospheric pressure cells
atmospheric warming
Basque minority
Bible Belt
biodiversity
biological magnification
British Empire
bubonic plague
Buddhism
Burkina Faso
carbon cycle
Caribbean Basin
Carolingian Empire
carrying capacity
cartogram
cartographer
census data
census district
center-pivot irrigation
Central Europe
central place theory
chemical cycle
chemical fertilizer
Chernobyl nuclear accident
choropleth map
circuit-court district
climate graph (climagraph)
coastal ecosystem
coastal flood zone
command economy
commodity flow
Common Market
comparative advantage
complementarity
concentrated settlement
form
concentration of services
concentric zone model
congressional district
container company
contaminant
contemporary economic
trade network
continental climate
continental drift
cost-distance
crude birth rate
crude death rate
cultural diffusion
cultural landscape
culture hearth
culture region
cycling of energy
decolonization
deforestation
demographic transition
demography
depleted rain forests of
central Africa
deposition
desertification
diffusion
diffusion of tobacco
smoking
distance decay
distribution of ecosystems
doubling time
drought-plagued Sahel
dust storm
dynamic system
eastern Australia
eastern United States
ecology
economic dominance
economic incentive
economically developing
nation
edge city
environmental degradation
environmental determinism
equinox
erosional agent
ethnic elitism
ethnic enclave
ethnic minority
ethnicity
ethnocentrism
99
Eurocentric
European Union
eutrophication
exurban area
facsimile transmission
service
fanshed
feedback loop
fertility rate
flow map
flow of energy
flow pattern
flow resource
flowchart
foreign capital
foreign market
formal region
free-trade zone
French colonization of
Indochina
friction
friction of distance
functional region
gentrification
Geographic Information
Systems
geographic technology
geomorphology
GIS
global market
global migration pattern
Great Barrier Reef
Great Plains Dust Bowl
greenhouse effect
greenway
Gross Domestic Product
Gross National Product
groundwater quality
groundwater reduction
habitat destruction
Han dynasty
hazardous waste handling
health care facility
High Plains
high-latitude place
hinterland
hub-and-spoke
human adaptation.
human control over nature
human-induced change
Hutus
hybridization of crops
hydrilla
hydrologic cycle
hydrosphere
indigenous people
Industrial Revolution
industrialization
intermediate directions
international debt crisis
interstate highway system
intervening opportunity
introduction of species
Iran
Iraq
Jerusalem
Kurds
lake desiccation
lake ecosystem
land degradation
landform relief
land value
landmass
land-survey system
Latin America
law of retail gravitation
life experience
light-rail system
location principle
Malaysian rain forest
market economy
megalopolis
mental map
mercantilism
metropolitan corridor
microclimate
midlatitude forest
migration counterstrearn
migration stream
molybdenum
monoculture
moraine
multinational organization
municipality
NAFTA
nation-state
natural population increase
network
Nicaragua
North Korea
Nova Scotia
oblate spheroid
ocean ecosystem
Ontario
OPEC
overcutting of pine forest
oxygen cycle
ozone depletion
ozone layer
perceptual region
peripheral area
petroleum consumption
phosphate reserves
physical process
physiography
physiological population
density
planned city
plant community
plate tectonics
population pyramid
Portuguese
post-reunification Germany
power bloc
primary data
primary economic activity
primate city
principal parallels
profitability.
pull factors
push factors
racial minority
rain shadow
rate of natural increase
rate of resource
consumption
reduction of species
diversity
regional planning district
regionalization
relative humidity
relative location
religious ties
relocation strategy
remote sensing
resource base
Ring of Fire
Roman Empire
rural-to-urban migration
100
rutile sand
Rwanda
salinization
salt accumulation
sand movement
secondary economic activity
sector model
sediment
seismic activity
sequence occupance
silting
Sinocentric
Social Security number
social welfare of workers
socioeconomic status
soil acidification
soil creep
soil salinization
solar radiation
South Korea
Southeast Asia
Spanish settlement
stage of life
statutory requirement
sub-Arctic environment
sub-Saharan Africa
subsistence agriculture
subsistence farming
sustainable development
sustainable environment
synergy
systemic
tectonic plate
tectonic process
tertiary economic activity
the Pampas in Argentina
theory of comparative
advantage
thermal
threshold
threshold population
tidal process
toxic dumping
toxic waste handling
transnational corporation
transportation corridor
transregional alliance
travel effort
tropical soil degradation
tungsten
Turkey
Tutsis
Ukraine
urban heat island
urban morphology
urbanization
volcanism
voting ward
ward
weathering
wilderness area
101
world atmospheric
circulation
world temperature increase
zoned use of land
zoning regulation
Civics, Grades 9-12
abortion
adversary system
advice and consent
affirmative action
“all men are created equal”
allocation of power
American constitutional
democracy
Americans with
Disabilities Act
Amnesty International
anarchy
Antarctic Treaty
Anti-Federalist
arbitrary rule
arbitration
Article I of the Constitution
Article I Section 7
Article I Section 8
Article II of the
Constitution
Article III of the
Constitution
Articles of Confederation
authoritarian system
bilateral agreement
body politic
boycott
bribery
British constitution
Brown v. Board of
Education
bureaucracy
capricious rule
caste system
charter local government
chauvinism
checks and balances
Chief Joseph’s “I Shall
Fight No More Forever”
Chinese Revolution
citizenry
citizens and subjects
civil disobedience
civil law
civil liberties
civil rights legislation
Civil War amendments
civilian review board
civility
class boundaries
class system
“clear and present danger”
rule
Cold War
collective decision
common law
communism
Communist International
concurrent power
congressional district
congressional election
conservative
constituency
Constitutional amendment
constitutional democracy
constitutionalism
constitutionality of laws
consumer product safety
copyright
cruel and unusual
punishment
democratic legislature
Democratic Party
direct democracy
direct popular rule
distribution of power
divine law
divine right
domestic tranquility
double jeopardy
E Pluribus Unum
electoral system
eminent domain
English Bill of Rights
Enlightenment
equal protection clause
Equal Rights Amendment
established religion
establishment clause
estate tax
ethnicity
European Union
excise tax
exclusionary rule
Federal Communications
Commission
Federal Reserve
102
federal supremacy clause
federalism
Federalist
Food and Drug
Administration
Fourteenth Amendment
franchise
free enterprise
free exercise clause
freedom to choose
employment
freedom to enter into
contracts
fundamental rights
GATT
general welfare
general welfare clause
Head Start
Helsinki Accord
higher court review
House of Commons
House of Lords
humanitarian aid
ideology
illegal search and seizure
immigration policy
impartial tribunal
imperial power
inalienable rights
incorporation
independent judiciary
independent regulatory
agency
International Monetary
Fund
jingoism
judicial review
junta
jurisdiction
legislation
legislative districting
legitimacy
libel
liberal
liberalism
Lincoln’s "House Divided"
litigation
lobbying
Magna Carta
market economy
Marshall Plan
monarchy
Monroe Doctrine
moral obligation
Most Favored Nation
Agreements
multilateral agreement
multinational corporation
NAFTA
National Education
Association
national interest
nationalism
natural law
natural rights
Ninth Amendment
Northwest Ordinance
op-ed page
Organization of American
States
organized crime
organized labor
patent
perjury
personal autonomy
political cartoon
political culture
political efficacy
political ideology
political philosophy
political rights
popular will
power of the purse
power to declare war
primary election
private domain
private sector
proportional system
Protestant Reformation
Puritan ethic
referendum
republic
Republican Party
reserved power
right to due process of law
right to life
school voucher
scope and limit
search and seizure
self-determination
self-evident truths
service group
sexual harassment
social contract
social equity
social issue
social welfare
Sojourner Truth’s "Ain't I a
Woman?"
state bill of rights
statute law
supremacy clause
system of checks and
balances
Tenth Amendment
term limitation
third party
time, place, manner
restrictions
two-party system
unenumerated rights
UNICEF
union movement
unitary government
urban decay
urban riot
vigilantism
warrant
“We the People…”
winner-take-all system
Woodrow Wilson’s
“Fourteen Points”
World Bank
World War I
World War II
zoning
103
Economics, Grades 9-12
absolute advantage
aggregate demand
aggregate supply
allocation method
bait and switch
balanced budget
budget constraint
budget deficit
budget surplus
business deduction
capital stock
capitalism
circulation of money
collective bargaining
collusion
communism
comparative advantage
complementary product
consumer fraud
Consumer Price Index
consumer spending
consumer tastes
cooperative
corporate spending
cost-benefit ratio
cost-push inflation
current interest rate
cyclical unemployment
default on a loan
deferment of loan
deficit
deflation
demand-pull inflation
demand curve
depression
deregulation
discount rate
disposable income
Dow Jones
durable goods
economic risk
economic theory
economics
elasticity
expected rate of inflation
expenditure
externalities
Federal Reserve System
federal spending
federal tax revenue
financial institution
fiscal policy
fixed income
fixed rate of interest
free enterprise
frictional employment
frictional unemployment
functional distribution of
income
government directive
government employee
government security
government spending
grant
home office
income distribution
incorporation
interest payment
interest rate
labor force immobility
large-scale investment
liability rules
macroeconomics
marginal benefit
marginal cost
marketplace
maximum employment
medical coverage
medical expenditure
microeconomics
monetary policy
money supply
monopoly
national debt
national government
spending
natural monopoly
negative externality
net export
nominal Gross Domestic
Product
nominal interest rate
nondurable goods
nonexclusion
nonprice competition
oligopoly
open market purchase
payroll tax
104
per capita GDP
personal distribution of
income
personal income
physical capital
positive externality
prevailing price
price ceiling
price control
price floor
price stability
private investment spending
production cost
production method
production output
property tax
proprietor’s income
public service commission
public welfare
public works
real cost
real GDP
real interest rate
recession
redistribution of income
regulation
rental income
research and development
reserve requirement
return on investment
seasonal unemployment
service charge
shareholder
shift in demand curve
shift in supply curve
social security
social security withholding
socialism
speculation
standard measure (of
unemployment rate)
standard measures
standard weights
state revenue
stock
stock market
stockholder
structural unemployment
subsidy
supply curve
tariffs
tax revenue
telecommuting
transaction cost
transfer payment
transportation cost
underground economy
virtual company
Wall Street
warranty
work experience
workers’ compensation
105
Health, Grades 9-12
abstinence
advocacy service
alcohol dependency
antioxidant
assertive consumerism
benign
biopsy
breast examination
caffeine dependency
carcinogenic
child-care center
child abuse
cirrhosis
clinical depression
cocaine
communicable disease
conflict prevention strategy
consumer health service
coping strategy
date rape
dating relationship
degenerative disease
diet aid
dietary supplement
drug-related problem
drug of choice
DSS regulation
emotional health
environmental health
environmental tobacco
smoke
EPA
fad diet
family intervention
FDA
federal agency
female sexuality
fetus
food-production control
gender differences
genetic inheritability
health-care product
health insurance
household-waste disposal
immune system
inhalants
interpersonal conflict
life cycle
male sexuality
malignant
marijuana
medical history
106
melanoma
middle age
needle sharing
nicotine
nutrition plan
OSHA
osteoporosis
paranoia
pathogen
penis
perinatal care
prenatal care
psychotherapy
refuse
regular examination
rehabilitation
reproduction
Right to Know law
sexual activity
social isolation
state agency
substance abuse
teenage pregnancy
testicle
tobacco dependency
vagina
Physical Education,
Grades 9-12
abdomen
aquatics
autonomous phase of
learning
ballistic stretching
biomechanics of movement
body composition
cardiovascular efficiency
center of gravity
circuit training
equilibrium
extracurricular sport
fast-twitch muscle
health-enhancing level of
fitness
international competition
interval training
law of specificity
leadership role
mental imagery
overload principle
personal fitness program
physiological factor
107
progression principle
progressive overload
rate of perceived exertion
respiratory efficiency
reversibility
sedentary lifestyle
situational awareness
slow-twitch muscle
specificity principle
sport facility
sport psychology
static balance
static stretch
Arts General,
Grades 9-12
artistic process
contemporary music
craftsmanship
emotional dimension
integration of art forms
media
108
technique
unity of the arts
universal concept
Dance, Grades 9-12
abstract dance
alignment
axial movement
Balinese dance
base of support
bharata natyam dance
body part articulation
body image
central initiation
choreographic
choreographic process
choreographic structure
distal initiation
dynamic qualities or efforts
Ghanaian dance
noh dance
kinesphere
kinesthetic awareness
line of gravity
locomotor movement
Middle Eastern dance
modern dance
movement elevation
movement phrase
movement theme
musicality
nonlocomotor movement
palindrome
penultimate movement
percussive
projection
rhythmic acuity
rondo
skeletal alignment
tempi
theme and variation
time element
109
Music, Grades 9-12
accelerando
acoustic instrument
alla breve
allegro
andante
Broadway musical
chord progression
compositional device
compositional technique
consonance
contour
decrescendo
dissonance
duple meter
expressive device
instrumental score
instrumentation
inversion
oratorio
ostinato
pentatonic melody
pentatonic tonality
110
point of climax
register
retrograde
rhythmic phrase
rubato
staves
swing
tempo marking
vocal literature
vocal score
Theater, Grades 9-12
acting method
aesthetic achievement
American theater
dramatic text
heritage
musical theater
oral symbol
physical & chemical
properties
of lighting,
color, electricity
production requirement
promotional plan
stage management
unified production concept
visual symbol
111
Visual Arts, Grades 9-12
art criticism
art object
halftone
highlight
negative space
organizational principle
112
positive space
shadow edge
Technology, Grades 9-12
artifact
batch production
binary
biotechnology
bit
Boolean search
byte
chat room
chip
closed-loop system
coordinated subsystems
CPU
debug
dedicated line
design principle
dual effect
encoder
e-paper
export a file
external storage
feedback system
field
frame
gigabyte
hardware limitations
hardware platform
hardware trade-off
HTML
import a file
information transfer
initialize
intelligent system
iterative process
kilobyte
linear system
listserv
machine-to-machine
macro
magnetic field
mail merge
mathematical modeling
megabyte
merge files
microprocessor
modified design
natural object
open-loop system
operating system
optimized solution
overdesign
patent
performance testing
peripheral device
person-to-machine
113
person-to-person
pixel
RAM
rate of diffusion
recursive process
redundancy
repetitive process
scanner
service provider
simple system
simulation
software application
sound recorder
spam
story board
streaming
subsystem
system design
systems thinking
telecommunications
telecomputing
template
transmitter
usenet newsreader
Web ring
Four Square Activity
1. Have students divide papers into four quadrants.
2. In the first quadrant students are to write the number sentence for math and the problem,
question for other subjects, or define the concept
3. In the second quadrant students are to provide the solution for math or for the other
subjects, or write critical attributes of the concept.
4. In the third quadrant, students are to draw a picture of the problem any way they would
like, or, in writing, provide examples of the concept.
5. In the fourth quadrant students are to write about the solution, how they arrived at the
solution and generally explain the process they used to get to the solution, or provide
NON examples of the concept.
6. This process needs to be used constantly to train students in this method of problem
solving and communication.
7. This process was adapted from numerous authors including Payne and Marzano.
114
Student Name:
Four Square Worksheet
1. Write the number sentence
or problem OR define the
concept.
2. Solve the problem/provide a
solution OR write critical
attributes of the concept
3. Draw a picture of the
problem and solution OR
provide examples of the
concept
4. Describe the problem in
words and describe the process
you used to get the solution OR
provide NON examples of the
concept
115
Academic Literacy Notebooks in the Classroom
Why use academic literacy notebooks?
Students need to write in order to construct their ideas and begin to develop a true conceptual
understanding of the concepts they are learning. Writing must be an everyday occurrence
throughout the content when students develop their questions, make predictions, make
observations, collect/organize data, develop claims and evidence, and make sense of their
conclusions.
What is included in an academic literacy notebook?
Academic notebooks should have several components as detailed below.
Focusing the Instruction/Learning
Focus Question (Big Idea)
This would be the essential question, problem, and/or learning goal
 What do you have to investigate or figure out in this lesson that is related to the
big idea?
 What will be the main question that will guide your learning?
Prediction
 What do you think will happen?
 Why do you think this? What background knowledge do you use for this
prediction?
If I do……..then……will happen because……
I think…..because……
Planning
Materials
Data Acquisition and Organization
Students should collect and record data in a way that makes sense to them. This can include
narratives (paragraphs), bullets, scientific drawings, sketches, diagrams, models, schematics,
charts/tables, graphs, drawings.
Students should always title and label diagrams, pictures, graphs and charts. Measurements
should be specific, accurate, and units labeled. Student should never erase work.
116
Making Sense of Data
This is probably the MOST IMPORTANT part of any lesson and is often the part that gets
skipped or forgotten.
 Interpret data: students look for patterns/anomalies
 Claims/Evidence: students state claims based on evidence (data collected)
 Students answer the question, “What do you claim to be true?”
 Students address the question, “How can you prove what you are stating?”
Students back up answers by stating,
“I claim that when…., then….happens.”
“I know this to be true because…..”

Conclusions and Summarizing
Students restate the focus question as a topic sentence by using the following,
“In this investigation/lesson…..”
“I learned that…..”
Students use data from their claims/evidence chart to answer.
“Refer back to your prediction.”
“My prediction what correct/incorrect because…..”
Reflection
Students address, “What new questions do you have to extend your learning?” Examples
include,
 “I liked/did not like….because…..”
 “This reminds me of…..because….”
 “I wonder what would happen if…..”
117
ACE (Answer – Cite Evidence – Expand): Strategies for demonstrating learning with
short answer, extended response items
The purpose of ACE, which stands for Answer, Cite Evidence, and Expand, is to provide a high
yield strategy that allows students to provide answers to constructed response items. The ACE
process allows students to show what they know or can do. While teachers may be disheartened
the first time students use this strategy, perseverance is the key. In other words, practice makes
perfect, and all teachers should be encouraged to use this interesting technique. Teachers should
be reminded that ACE is both a teaching technique and a student answer process.
More and more the trend in test development is to place more emphasis on constructed response
items. This follows the national trend in standards-based assessment, which is to remove the
ability for students to guess at answers. In this kind of answer process, students are required to
provide evidence about how they derived their answers. ACE does not replace rubrics intended
to guide and evaluate the complete writing process, but it can compliment good writing by
helping students translate what they have learned from what they have heard or read into a
constructed response.
The process for ACE is simple enough:
A:
Answer the question or problem
C:
Cite evidence from the text or compute the work
E:
Expand the answer or explain how the answer was derived
The use of the ACE method is a specific fix for a specific problem – that of students being able
to demonstrate learning through extended response questions. Students are guided through ACE,
which requires them to reread the problem, answer the question, give examples from the
problem, and expand the answer so that the students obtain the maximum benefit from this
strategy. The point of ACE is to apply a strategy that encourages students to think deeply about
a problem in order for them to communicate their thinking as well as the correct answer.
In a simple example, cited from Shipley and Associates, a student was asked to read the story of
Goldilocks and the Three Bears. The student was then asked to answer this question,
“What kind of girl was Goldilocks?”
The student was then expected to apply the ACE strategy to answer the question:
A:
Answer the question:
C:
Cite evidence from the story:
“Goldilocks was a very naughty little girl.”
“I know she was naughty because she broke into the Bears’ house, ate their food and
broke their chairs. That is illegal and you could go to jail if you got caught.”
118
E:
Expand the answer:
I bet Goldilocks Mom is mad at her when she gets home. She might be sent to time out. I
have been naughty a few times – sometimes I get caught and sometimes I get away with
it.”
Here is another example from a mathematics lesson:
There are 29 NBL teams. Each team is allowed to have 12 active players and 3 on injured
reserve. How many players are in the NBL at any one time?
A:
Answer the question:
435 Players
C:
Cite evidence from the story (or) show your work:
29 x 15 = 145
145 x 29 = 435
E:
Explain how you got your answer:
First I figured our that each team was allowed to have 12 players plus 3 who were hurt
and that equals 15 total players on each team. Then I multiplied the sum by 29 to my
answer of 435. I showed my work in an equation. . . (or) I could do it in my head – you
could round up to 30, multiply by 15 and get 450. Then you subtract a group of 15 from
450 to get the same answer 435.
Finally, Shipley and Associates recommends teachers do the following to implement ACE in
their classrooms:







Teach it to your students
Remind them why it is important
Have students assess regularly
Try having students chart their progress on answering ACE-type questions
Show anchor papers
Check on the scores periodically
Give a weekly ACE
In departments or grade levels, teachers could determine how they might use the ACE technique
in classrooms. If teachers are already using the ACE approach, try describing what is working,
what is not, and adjustments that are planned. An important question for all educators to ask is
“How will it (ACE) help meet the strategic learning goals of the class?”
119
ACE Strategy
When students practice using ACE, they respond with short or
extended responses using the teacher’s guidance to answering a
question. ACE is simple and effective:
1.
A . . . Answer the question in writing
2. C . . . Cite the evidence from the passage, book or resource
that is being used to support the answer.
3. E . . . Expand the answer by
a. Making a prediction about what might happen next
(i.e. “I predict that …”).
b. Making a personal connection to the materials (i.e. “I
have had a similar experience …”).
c. Drawing a conclusion about the characters or content
(i.e. “I think X is Y because …”).
d. Making a comparison (i.e. “X and Y are alike
because…,” or, “X and Y are different because …”).
e. Reflect cause and effect (i.e. “Because of X the effect
is Y.”).
120
Another ACE format can be used for mathematics and science:
A
N
A
L
Y
Z
E
Problem: read the problem two times and underline important
information. Write the important information here:
What is the problem asking? _________________________
Picture: Draw a picture of the problem:
C
O
M
P
U
T
E
Numbers: Add or subtract or multiply or divide or perform
several functions:
Write the equation or function:
121
Words: Explain in writing how the problem was solved.
E
X
P
A
N
D
Write the answer by restating it in units:
122
Section 2
Domain 1
123
Domain 1: Planning and Preparation
Element A: Demonstrating knowledge of content: To what level is content communicated in the lesson
plan and resulting lesson?
Definition of Element:
In order to guide student learning, teachers must have command of the subjects they teach. They must
know which concepts are central to a discipline and which are peripheral; they must know how the
discipline has evolved into the 21st century, incorporating issues such as global awareness and cultural
diversity. Accomplished teachers understand the internal relationships within the disciplines they teach,
knowing which concepts and skills are prerequisite to the understanding of others. They are also aware
of typical student misconceptions in the discipline and work to dispel them. But knowledge of the content
is not sufficient; in advancing student understanding, teachers must be familiar with the particularly
pedagogical approaches best suited to each discipline.
Basic elements are:
Knowledge of content and the structure of the discipline
Knowledge of prerequisite relationships
Knowledge of content-related pedagogy
Any reference to “all students” includes culturally and linguistically diverse students, English
Learners, and Students with Disabilities.
Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards
when serving ELL students and IEP goals when serving Students with Disabilities.
Key Descriptive Activities at the Domain Level (General Look Fors)
This domain and element are characterized by the teacher’s plans reflecting solid knowledge of the
content and are clearly aligned to NM adopted standards. The teacher demonstrates familiarity with
resources to enhance their own knowledge in each core area. Examples include: content knowledge,
district curriculum resources used, standards and objectives connected, instructional materials are grade
level appropriate, total alignment to the standard, standards have been unpacked and activities are logical
and well thought out, and the teacher’s examples and materials do not contain content errors.
124
Ineffective
Explanation
Teacher’s plans
display little
knowledge of the
content and no
alignment to NMadopted standards.
Definition
In planning and practice
the teacher makes content
errors or does not correct
errors made by students.
The teacher displays little
understanding of
prerequisite knowledge
important to student
learning of the content.
The teacher demonstrates
little understanding of the
range of pedagogical
approaches suitable to
student learning of the
content.
Attributes
The teacher makes
content errors.
The teacher does not
consider prerequisite
relationships when
planning.
The teacher’s plans use
inappropriate strategies
for the discipline.
Little or no knowledge of
content area
The teacher’s lesson
plans and resulting
lessons display:
Examples
The teacher says, “The
official language of
Brazil is Spanish, just
like other South
American countries.”
The teacher says, “I
don’t understand why the
math book has decimals
in the same unit as
fractions.”
The teacher has students
copy dictionary
definitions, each week, to
help them learn to spell
difficult words.
Minimal or no
alignment to NM
adopted standards
Minimal or no evidence
of instructional
strategies to address the
needs of all students
Minimal or no evidence
of differentiated
instruction addressing
the needs of all students
No IEP goals for
Present Levels of
Performance
125
Minimally Effective
Explanation
Teacher’s plans
reflect some
knowledge of the
content and partial
alignment to NMadopted standards.
Definition
The teacher is familiar
with the important
concepts in the discipline
but demonstrates lack of
awareness of how these
concepts relate to one
another. The teacher
indicates some awareness
of prerequisite learning,
although such knowledge
may be inaccurate or
incomplete. The
teacher’s plans and
practice reflect a limited
range of pedagogical
approaches to the
discipline or to the
students.
Attributes
The teacher’s
understanding of the
subject is rudimentary.
The teacher’s knowledge
of prerequisite
relationships is inaccurate
or incomplete.
Lesson and unit plans are
limited instructional
strategies, and some are
not suitable to the
content.
The teacher’s lesson
plans and resulting
lessons display:
Minimal knowledge of
content area
Examples
The teacher plans lessons
on area and perimeter,
independently of one
another, without linking
the concepts together.
The teacher plans to
forge ahead with a lesson
on addition with
regrouping, even though
some students have not
fully grasped place
value.
The teacher always plans
the same routine to study
spelling – pretest on
Monday, copy the words
five times on Tuesday
and Wednesday and test
on Friday.
Partial alignment to
NM adopted standards
Minimal use of
instructional strategies
to address the needs of
all students
Minimal evidence of
differentiated
instruction addressing
the needs of all students
Minimal focus on IEP
goals for Present Levels
of Performance.
126
Effective
Explanation
Teacher’s plans
reflect solid
knowledge of the
content and are
clearly aligned to
NM-adopted
standards. Teacher
demonstrates
familiarity with
resources to enhance
own knowledge in
each core area.
Definition
The teacher displays solid
knowledge of important
concepts in the discipline
and how these relate to
one another. The teacher
demonstrates accurate
understanding of the
prerequisite relationships
among topics. The
teacher’s plans and
practice reflect familiarity
with a wide range of
effective pedagogical
approaches in the subject.
Attributes
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 student
questions accurately and
provides feedback that
furthers their learning.
Instructional strategies in
unit and lesson plans are
entirely suitable to the
content.
The teacher’s lesson plans
and resulting lessons
display:
Examples
The teacher’s plan for
area and perimeter
invites students to
determine the shape that
will yield the largest area
for a given perimeter.
The teacher has realized
that students are not sure
how to use a compass
and so the teacher plans
to have students practice
that skill before
introducing the activity
on angle measurement.
The teacher plans to
expand a unit on civics
by having students
simulate a court trial.
Develop instruction which
reflects solid knowledge of
the content area and
academic language
demands at a gradeappropriate level
Are directly aligned to all
NM adopted standards
Demonstrate familiarity
with resources to enhance
knowledge in each core
area
Include IEP goals for
Present Levels of
Performance
Contain evidence of
collaboration between
general and special
education teachers to
ensure understanding and
inclusion of IEP goals,
modifications, and
accommodations related to
self-advocacy skills
127
Highly Effective
Explanation
Teacher’s plans
reflect extensive
knowledge of the
content in core
areas. Teacher‘s
instructional plans
incorporate research
and resources
related to the NMadopted standards.
Definition
The teacher displays
extensive knowledge of
the important concepts in
the discipline and how
they relate, both to one
another, and to other
disciplines. The teacher
demonstrates an
understanding of
prerequisite relationships
among topics and
concepts, and
understands the link to
necessary cognitive
structures that ensure
student understanding.
The teacher’s plans and
practice reflect familiarity
with a wide range of
effective pedagogical
approaches in the
discipline and the ability
to anticipate student
misconceptions.
Attributes
In addition to the
indicators to be effective,
the teacher’s lesson plans
and resulting lessons:
The teacher cites intra- and
interdisciplinary content
relationships.
The teacher’s plans
demonstrate awareness of
possible student
misconceptions and how
they can be addressed.
Examples
In a unit on 19th century
literature, the teacher
incorporates information
about the history of the
same period.
Before beginning a unit
on the solar system, the
teacher surveys the
students on their beliefs
about why it is hotter in
the summer than in the
winter.
The teacher’s plans reflect
recent developments in
content related pedagogy
Reflect extensive
knowledge of the content
area to be taught,
including academic
language demands, and
correlate the IEP
objectives with lesson
plans when applicable
Incorporate research and
resources related to all
NM adopted standards,
and evidence-based
specialized instruction
according to the IEP when
applicable
Create opportunities for
students to contribute to
the lesson deigns and
content
Include opportunities for
modifications in the IEP
or language proficiency
levels to be implemented
across the content areas
when applicable.
128
Exemplary
Explanation
Teacher’s plans
reflect extensive
knowledge of
content. Teacher
incorporates current
research resources to
support NM-adopted
standards. Teacher
contributes to the
refinement and
development of the
approved NMadopted standardsaligned curriculum.
Definition
Attributes
In addition to the
indicators to be highly
effective, the teacher’s
lesson plans and
resulting lessons:
Examples
Contributes to the
refinement of the
approve NM adopted,
standards-aligned
curriculum that may
include the students’
home languages and
cultures when
applicable
Engages in
opportunities to support
and mentor colleagues
by sharing knowledge,
information, and
strategies for
demonstrating a
knowledge of content
and IEP goals or langue
proficiency levels that
are aligned with school
and district goals.
129
Domain 1: Planning and Preparation
Element B: Designing Coherent Instruction:
To what level are activities meaningfully sequenced to support learning?
Are a variety of learning strategies used within the instructional plan?
Definition of Element:
Designing coherent instruction is the heart of planning, reflecting the teacher’s knowledge of content and
of the students in the class, the intended outcomes of instruction, and the available resources. Such
planning requires that educators have a clear understanding of the state, district, and school expectations
for student learning and the skill to translate this into a coherent plan. It also requires that teachers
understand the characteristics of the students they teach and the active nature of student learning.
Educators must determine how best to sequence instruction in a way that will advance student learning
through required content. Furthermore, such planning requires the thoughtful construction of lessons
that contain cognitively engaging learning activities, the incorporation of appropriate resources and
materials, and the intentional grouping of students. Proficient practice in this component recognizes that
a well designed instructional plan addresses the learning needs of various groups of students; one size
does not fit all. At the Highly Effective and Exemplary level, the teachers plan instruction that takes into
account the specific learning needs of each student and solicits ideas from students on how best to
structure the learning. This plan is then implanted in Domain 3.
The basic elements of this component are:
Learning activities, Instructional materials and resources, Instructional groups, and Lesson and Unit
structure.
Any reference to “all students” includes culturally and linguistically diverse students, English
Learners, and Students with Disabilities.
Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards
when serving ELL students and IEP goals when serving Students with Disabilities.
Key Descriptive Activities at the Domain Level (General Look Fors)
This domain and element are characterized by the lesson designed to implement instructional targets
aligned to NM adopted standards as follows: creating explicit connections between previous learning and
new concepts and skills; contains substantial learning tasks; Structur learning tasks progressively to
develop students’ cognitive abilities and skills. Examples include: lesson plans align with unit plans,
lessons align with pacing resources, lesson is broken up into sections (i.e. anticipatory set, activities,
direct instruction, practice, review, assessment, exit ticket, etc.), selected activities can be directly
connected to the daily objective, class activities have a logical “flow” and sequence that lead to greater
levels of rigor and retention, teachers have identified possible student questions or challenge areas
(teachers anticipate student questions).
130
Ineffective
Explanation
The sequence of
learning experiences
is poorly aligned
with NM-adopted
standards.
Instructional
learning targets are
reflected (as shown
in the effective
category).
Definition
Learning activities are
poorly aligned with the
instructional outcomes,
do not follow an
organized progression,
are not designed to
engage students in active
intellectual activity, and
have unrealistic time
allocations. Instructional
groups are not suitable to
the activities and offer
no variety.
Attributes
Learning activities are
boring and not well
aligned to the
instructional goals.
Materials are not
engaging and/or do not
meet instructional
outcomes.
Lesson plans are not
structured or sequenced
and are unrealistic in
expectations.
The teacher’s lesson
plans contain:
A sequence of learning
activities which are
poorly aligned or not
aligned with NM
adopted standards and
the IEP goals for Present
Levels of Performance
as applicable
Examples
After 9th graders have
memorized parts of a
microscope, the teacher
plans to have them fill in
a worksheet.
The teacher plans to use
a 15 year old textbook as
the sole resource for a
lesson on Communism.
The teacher organizes the
class in rows, seating the
students alphabetically,
the teacher plans to have
students work all year in
groups of four, based on
where they are sitting.
The teacher’s lesson
plans are written on
sticky notes in the grade
book; they indicate:
lecture, activity, or test,
along with page numbers
in the text.
Learning activities that
are not suitable and/or
are not research based
No variety of learning
strategies and no
individual student
supports
Time allocations for
learning activities which
are unrealistic and/or
not grade-level
appropriate
131
Minimally Effective
Explanation
The sequence of
learning experiences
demonstrates partial
alignment with NMadopted standards.
Instructional
learning targets and
pedagogical
techniques (as
shown in the
effective category).
Definition
Some of the learning
activities and materials
are aligned with the
instructional outcomes
and represent moderate
cognitive challenge, but
with no differentiation
for different students.
Instructional groups
partially support the
activities with some
variety. The lesson or
unit has a recognizable
structure, but the
progression of activities
is uneven with only
some reasonable time
allocations.
Attributes
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
or may be unrealistic
about time expectations.
The teacher’s lesson
plans contain:
A sequence of learning
activities which are
partially aligned with
NM adopted standards
and the IEP goals for
Present Levels of
Performance as
applicable
Learning activities that
are minimally suitable
and/or are minimally
research based
Examples
After a mini-lesson, the
teacher plans to have the
whole class play a game
to reinforce the skill she
taught.
The teacher finds an atlas
to use as a supplemental
recourse during the
geography unit.
The teacher always lets
students self-select a
working group because
they behave better when
they can choose with
whom to sit.
The teacher’s lesson
plans are well formatted,
but the timing for many
activities is too short to
actually cover the
concepts thoroughly.
The plan for the English
Language Arts (ELA)
lesson includes only
passing attention to
students citing evidence
from the text for their
interpretation of the short
story.
A minimal variety of
learning strategies and
minimal individual
student supports
Time allocations for
learning activities which
are relatively reasonable
and/or somewhat gravelevel appropriate.
132
Effective
Explanation
The lesson is
designed to
implement
instructional targets
aligned to NMadopted standards
by: creating explicit
connections between
previous learning
and new concepts
and skills; contains
substantive learning
tasks; structure
learning tasks
progressively to
develop students’
cognitive abilities
and skills; the
sequence of learning
experiences is
aligned to NM
adopted standards.
Instructional
learning targets and
is differentiated by
scaffolding content
and academic
language for diverse
learners.
Definition
Most of the learning
activities are aligned
with the instructional
outcomes and follow an
organized progression
suitable to groups of
students. The learning
activities have
reasonable allocations,
they represent significant
cognitive challenge with
some differentiation for
different groups of
students and varied use
of instructional groups.
Attributes
Learning activities are
matched to instructional
outcomes.
Activities provide
opportunity for higherlevel thinking.
The teacher provides a
variety of appropriately
challenging materials and
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’s lesson
plans contain:
A sequence of learning
activities aligned to all
NM Adopted standards
and the IEP goals for
Present Levels of
Performance as
applicable
Examples
The teacher reviews the
learning activities with a
reference to high-level
action verbs and rewrites
some of the activities to
increase the challenge
level.
The teacher creates a list
of historical fiction titles
that will expand her
students’ knowledge of
the Age of Exploration.
The teacher plans for
students to complete a
project in small groups;
the teacher carefully
selects group members
by their reading level and
learning style.
The teacher reviews
lesson plans with
Principal; they are well
structured, with pacing
times and activities
clearly indicated.
The fourth-grade math
unit plan focuses on the
key concepts for that
level.
Learning activities that
are suitable and/or are
research based
A variety of learning
strategies and individual
student supports
Time allocations for
learning activities which
are reasonable and/or
grade-level appropriate
Learning activities
which are differentiated
by scaffolding content
133
and academic language
for all learners
Learning activities
which create explicit
connections between
previous learning and
new concepts and skills
for all learners
Opportunities for all
student to participate in
flexible grouping
Challenging researchbased learning tasks
which are structured to
progressively develop
students’ cognitive
abilities and academic
language
Explicit use of students’
backgrounds to teach
relationships among
topics, concepts and
language
134
Highly Effective
Explanation
Teacher designs
pedagogical
practices, including:
student grouping,
differentiated
instruction, based on
student level, and
prepared questions
to reinforce and
extend student
learning to include
real world,
application-based
experiences.
Definition
The sequence of learning
activities follows a
coherent sequence, is
aligned to instructional
goals, and is designed to
engage students in highlevel cognitive activity.
These are appropriately
differentiated for
individual learners.
Instructional groups are
varied appropriately with
some opportunity for
student choice.
Attributes
In addition to the
indicators to be effective,
the teacher’s lesson
plans contain:
Activities permit student
choice.
Learning experiences
connect to other
disciplines.
The teacher provides a
variety of appropriately
challenging resources that
are differentiated for
students in the class.
Lesson plans differentiate
for individual student
needs.
Pedagogical practices
that include flexible
grouping and
differentiates instruction
based on student level
and IEP goals as
applicable
Questions to reinforce
and extend student
learning and
engagement to include
real-world and
application-based
experiences while
including purposeful
scaffolding of questions
based on students’ level
of academic language
Examples
The teacher’s unit on
ecosystems lists a variety
of challenging activities
in a menu; the students
choose those that suit
their approach to
learning.
While completing their
projects, the students will
have access to a wide
variety of resources that
the teacher has coded by
reading level so that
students can make the
best selections.
After the cooperative
group lesson, the
students will reflect on
their participation and
make suggestions.
The lesson plan clearly
indicates the contents
taught in the last few
lessons; the teacher plans
for the students to link
the current outcomes to
those they previously
learned.
The teacher has
contributed to a
curriculum map that
organizes the ELA
common Core State
Standards in tenth grade
into a coherent
curriculum.
Learning activities
which incorporate
students’ use of their
first and second
languages when possible
to make connections to
real-world application
and include learning
activities that progress
135
coherently, are researchbased, and are relevant
to students and the
instructional/IEP goals
as applicable
Opportunities
incorporate studentcentered learning as an
instructional tool
Research-based
practices, including
sheltered instruction and
differentiated
instructional strategies
with a variety of
specially designed
instructional materials
136
Exemplary
Explanation
The teacher shows
evidence of
designing coherent
instruction in a
collaborative manner
by intentionally
demonstrating
awareness and
processes for
engaging all
students.
Definition
Attributes
In addition to the
indicators to be highly
effective, the teacher’s
lesson plans contain:
Examples
Designs learning
activities in a
collaborative manner by
intentionally
demonstrating
awareness of and
processes for engaging
all students which
includes reorganizing
and building upon the
students’ linguistic and
cultural assets
Designs learning
activities with various
instructional groups
based on
instructional/IEP goals
while permitting student
choice
Engages in opportunities
to support and mentor
colleagues by identifying
and sharing knowledge,
information, and
strategies for designing
learning activities of
diverse learners that are
aligned with school and
district goals and
connect to other
disciplines.
137
Domain 1: Planning and Preparation
Element C: Setting Instructional Outcomes:
How are daily learning goals communicated to students?
To what level do learning goals directly align to content standards?
Definition of Element:
Teaching is a purposeful activity; even the most imaginative activities are directed toward certain desired
learning. Therefore, establishing instructional outcomes entails identifying exactly what students will be
expected to learn; the outcomes describe not what students will do, but exactly what they will learn. The
instructional outcomes should reflect important learning and must lend themselves to various forms of
assessment through which all students will be able to demonstrate their understanding of the content.
Insofar as the outcomes determine the instructional activities, the resources used, their sustainability for
diverse learners, and the methods of assessment employed, they hold a central place in Domain 1.
Learning outcomes may be of a number of different types: Factual and procedural knowledge,
conceptual understanding of the content, thinking and reasoning skills, and collaborative and
communication strategies. In addition, some learning outcomes refer to dispositions: it’s important, not
only that students learn to read, but also that they will like to read. In addition experienced teachers are
able to link their learning outcomes, both, within their discipline and in other disciplines.
Elements of this component are: value, sequence and alignment; clarity; balance; and suitability for
diverse students.
Any reference to “all students” includes culturally and linguistically diverse students, English
Learners, and Students with Disabilities.
Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards
when serving ELL students and IEP goals when serving Students with Disabilities.
Key Descriptive Activities at the Domain Level (General Look Fors)
This domain and element are characterized by instructional targets and are aligned to NM adopted
standards and stated as measurable and observable goals for student learning. Instructional processes and
activities address students’ varying abilities, and are aligned to instructional targets. Examples include:
posted objective or essential questions, language content and objectives (SIOP), unpacked standards –
objective/target is fully aligned to state standards, activities align to the stated objective, students can state
learning objectives for the day, essential questions are posted and used as an instructional tool with all
students, objectives are planned and posted (in student language).
138
Ineffective
Explanation
Instructional targets
are not aligned to
NM-adopted
standards.
Definition
The outcomes represent
low expectations for
students and lack rigor,
and not all of the
outcomes reflect
important learning in the
discipline. They are
stated as student
activities, rather than as
outcomes for learning.
Outcomes reflect only
one type of learning and
only one discipline or
strand and are suitable
for only some students.
Attributes
Examples
Outcomes lack rigor.
A learning outcome for a
fourth grade class is to
make a poster illustrating a
poem.
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.
The teacher’s lesson
plans (and IEP goals if
applicable) contain
learning outcomes that:
Are not aligned with all
NM adopted standards
and the IEP goals for
Present Levels of
Performance as
applicable
All the outcomes for a
ninth-grade history class are
based on demonstrating
factual knowledge.
The topic of the social
studies unit involves the
concept of revolutions, but
the teacher expects the
students to remember only
the important dates or
battles.
None of the science
outcomes deal with the
students’ reading,
understanding or
interpretation of the text.
Have low expectations
Have a lack of
conceptual
understanding of
students
Are not grade level
appropriate
Are not clearly written
Do not include viable
methods of assessment
139
Minimally Effective
Explanation
Instructional targets
are moderately
aligned, but not
explicitly stated, to
students.
Definition
Outcomes represent
moderately high
expectations and rigor.
Some reflect important
learning in the discipline
and consist of a
combination of outcomes
and activities. Outcomes
reflect several types of
learning, but the teacher
has made no effort at
coordination or
integration. Outcomes
based on global
assessments of student
learning are suitable for
most of the students in
the class.
Attributes
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.
The teacher’s lesson
plans (and IEP goals if
applicable) contain
learning outcomes that:
Are moderately aligned
with NM adopted
standards and the IEP
goals, but not explicitly
stated to students
Examples
Outcomes consist of
understanding the
relationship between
addition and
multiplication and
memorizing facts.
The reading outcomes
are written with the need
of the middle group in
mind; however, the
advanced students are
bored and some lowerlevel students are
struggling.
Most of the ELA
outcomes are based on
narrative.
Are suitable for some
but not all students
Are somewhat gradelevel appropriate
Reflect more than one
type of learning but lack
coordination and
integration
Include some methods
of assessment
140
Effective
Explanation
Instructional targets
are aligned to NMadopted standards
and stated as
measurable and
observable goals for
student learning.
Instructional
processes and
activities address
students’ varying
abilities, and are
aligned to
instructional targets.
Definition
Most outcomes represent
rigorous and important
learning in the discipline
and are clear, are written
in the form of student
learning, and suggest
viable methods of
assessment. Outcomes
reflect several different
types of learning and
opportunities for
coordination. They are
differentiated, in
whatever way is needed,
for different groups of
students.
Attributes
Outcomes represent high
expectations and rigor.
Outcomes are related to
big ideas of the discipline.
Outcomes represent a
range of types: Factual
knowledge, Conceptual
understating, Reasoning,
Social Interaction,
Management, and
Communication.
Outcomes, differentiated
when necessary, are
suitable to groups of
students in the class.
The teacher’s lesson
plans (and IEP goals if
applicable) contain
learning outcomes that:
Examples
One of the learning
outcomes is for students
to appreciate the
aesthetics of 18th century
English poetry.
The outcomes for the
history unit include some
factual information as
well as a comparison of
the perspectives of
different groups in the
run-up to the
Revolutionary War.
The learning outcomes
include students
defending their
interpretation of the story
with citations from the
text.
Are aligned with all NM
adopted standards and
the IEP goals as
applicable
Are explicitly stated as
measurable and
observable and reflect
high expectations
Allow for progress
monitoring at least every
other week as
appropriate
Establish instructional
processes and activities
that address students’
varying abilities
Address the language
demands of the content
Are aligned to
instructional targets and
the IEP goals
Inform students of the
content and language
objectives for the lessons
141
Highly Effective
Explanation
Instructional targets
are aligned to NMadopted content, and
are translated into
student accessible
learning objectives.
The instructional
process and learning
activities are
rigorous and aligned
to NM-adopted
standards and
instructional
outcomes, and
include plans for
modifications to
ensure students are
able to complete the
targeted objective.
Definition
All outcomes represent
high-level learning in the
discipline. They are
clear, are written in the
form of student learning,
and permit viable
methods of assessment.
Outcomes reflect several
different types of
learning and, where
appropriate, represent
both coordination and
integration. Outcomes
are differentiated in
whatever way is needed
for individual students.
Attributes
In addition to the
indicators to be effective,
the teacher’s lesson plans
instructional outcomes
that:
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 education
risks.
Align rigorous
instructional processes and
learning activities to the
IEP goals as applicable
and all NM adopted
standards
Contain modifications as
required to ensure
students are able to
complete the instructional
outcomes
Include differentiated
language demands based
on individual students’
academic language
proficiency levels
Examples
The teacher encourages
the students to set their
own goals; the teacher
provides them taxonomy
of challenge verbs to
help strive to meet the
teacher’s higher
expectations of them.
Students will develop a
“concept map” that links
previous learning goals
to those on which they
are currently working.
Some students indentify
additional learning.
The teacher reviews the
project expectations and
modifies some goals to
be in line with students’
IEP objectives.
One of the outcomes for
a social studies unit
addresses students
analyzing the speech of
political candidates for
accuracy and logical
consistency.
Involve students in the
process of develop[ing
instructional outcomes
based on all NM adopted
standards
Address the IEP goals,
reflect high expectations,
are clearly stated, and can
be measured, as applicable
142
Exemplary
Explanation
The teacher has a
deep understanding
of grade level NMadopted standards
and appropriate
pedagogy to ensure
all students are
making progress
toward deep
understand and
proficiency in NMadopted standards
learning targets.
Definition
Attributes
In addition to the
indicators to be highly
effective, the teacher
leader:
Examples
Demonstrates deep
understanding of all
grade level NM adopted
standards and IEP goals
when supporting
Student with Disabilities
Ensures all students are
making progress toward
deep understanding and
proficiency in the NM
adopted standards
Models and shares with
colleagues effective
practices including the
communication of
learning outcomes with
students
Engages in
opportunities to support
and mentor colleagues
by sharing knowledge,
information, and
strategies for setting
instructional outcomes
that are aligned with
school and district goals
143
Domain 1: Planning and Preparation
Element D; Demonstrating knowledge of resources:
How does the teacher utilize skills and content learned from professional development opportunities?
What resources have been provided to students to support learning?
Definition of Element:
Student learning is enhanced by the teacher’s skillful use of resources. Some of these are provided by the
school as “official” materials; others are secured by teachers through their own initiative. Resources
fall into several different categories: Those issued in the classroom by students, those available beyond
the classroom walls to enhance students learning, resources for teachers to further their own professional
knowledge and skill, and resources that can provide non-instructional assistance to students. Teachers
recognize the importance of discretion in the selection of resources, selecting those that align directly
with the learning outcomes and will be of most use to the students. Accomplished teachers also ensure
that the selection of materials and resources is appropriately challenging for every student; texts, for
example, are available at various reading levels to make sure all students can gain full access to the
content and successfully demonstrate understanding of the learning outcomes. Furthermore, expert
teachers look beyond the school for resources to bring their subjects to life and to assist students who
need help in both their academic and nonacademic lives.
Elements of this component are: Resources for classroom use, resources to extend content knowledge
and pedagogy, and resources for students.
Any reference to “all students” includes culturally and linguistically diverse students, English
Learners, and Students with Disabilities.
Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards
when serving ELL students and IEP goals when serving Students with Disabilities.
Key Descriptive Activities at the Domain Level (General Look Fors)
This domain and element are characterized by the teacher fully utilizing existing resources, including
support materials, textbooks, supplementary materials, to enhance content knowledge, to use in teaching,
or for students who demonstrate need. Examples include: students are given resources beyond the
textbook, resources include teacher references to departmental or PLC strategies, available technology is
used (as appropriate), teachers utilize posted resources (posters and/or student work to support
instruction), kinesthetic and visual learning aides are used when appropriate, professional development
strategies are referenced within the lesson plan.
144
Ineffective
Explanation
Teacher
demonstrates little or
no familiarity with
resources to enhance
own content
knowledge, to use in
teaching, or for
students who
demonstrate need.
Definition
The teacher is unaware
of resources to assist
student learning beyond
materials provided by
the school or district, nor
is the teacher aware of
resources for expanding
one’s own professional
skill.
Attributes
The teacher uses only
district provided
materials.
The teacher does not seek
out resources available to
expand skills.
Although the teacher is
aware of some student
needs, the teacher does
not inquire about possible
resources.
The teacher
demonstrates little or no
familiarity with
resources to enhance
their own content
knowledge to use in
teaching or to use with
students who
demonstrate need
Minimally Effective
Explanation
Teacher
demonstrates some
familiarity with
resources to enhance
own content
knowledge, to use in
teaching, or for
students who
demonstrate need.
Definition
The teacher displays
some awareness of
resources, beyond those
provided by the school
or district, for classroom
use and for extending
one’s professional skill,
but does not seek to
expand this knowledge.
Examples
For their unit on China,
the students find all of
their information in the
district-supplied
textbooks.
The teacher is not sure
how to teach fractions,
but doesn’t know how
one is expected to learn it
individually.
A student says, “It's too
bad we can’t go to the
nature center when we’re
doing our unit on the
environment.”
In the literacy classroom,
the teacher has provided
only narrative works.
Attributes
Examples
The teacher uses materials
in the school library but
does not search beyond the
school for resources.
For a unit on ocean life, the
teacher really needs more
books, but the school
library has only three to
borrow. The teacher does
not seek others from a local
library or other resources
from the internet.
The teacher participates in
the content-area workshops
offered by the school, but
does not implement in the
classroom, or pursue other
professional development.
The teacher locates
materials and resources for
students that are available
through the school, but does
not pursue any other
avenues.
The teacher demonstrates
some familiarity with
resources to enhance their
own content knowledge to
use in teaching or to use
with students who
demonstrate need
The teacher realizes that
he/she should learn more
about literacy development.
The teacher thinks the
students would benefit from
hearing about health safety
from a professional so the
teacher contacts the school
nurse to visit the classroom.
In the second grade math
class, the teacher misuses
base 10 blocks in showing
students how to represent
numbers.
145
Effective
Explanation
Teacher fully utilizes
existing resources,
including support
materials, textbooks,
supplementary
materials, to enhance
content knowledge,
to use in teaching, or
for students who
demonstrate need.
Definition
The teacher displays
awareness of resources,
beyond those provided
by the school or district,
including those provided
by the internet, for
classroom use and for
extending one’s
professional skill, and
seeks out such
references.
Attributes
Texts are at varied levels.
Texts are supplemented by
guest speakers and field
experience.
The teacher facilitates the
side of internet resources.
Resources are
multidisciplinary.
The teacher expands her/his
knowledge through
professional learning groups
and organizations.
The teacher pursues options
offered by universities.
The teacher provides lists of
resources outside the
classroom from which
students can draw.
The teacher demonstrates
knowledge of resources
by:
Examples
The teacher provides
fifth grade students a
range of nonfiction texts
about the American
Revolution regardless of
their reading levels so
that all students can
participate in the
discussion of the
important concepts.
The teacher researches
the great American
writers to expand their
knowledge base.
The ELA lesson includes
a wide range of narrative
and informational
reading materials.
The teacher distributes a
list of summer reading
materials that will help
prepare eighth graders’
transition to high school.
Using existing resources,
including support
materials, textbooks, and
supplementary materials,
to enhance content
knowledge for teaching
and to differentiate
instruction for all students
Using resources and
supplementary materials
with may include those
available through school,
district, community and/or
on the internet in the
language/s of the students
when appropriate
Using information and
strategies obtained
through professional
development to address
students’ individual
learning needs, style, rate
and level of learning
including academic
English language
146
Highly Effective
Explanation
Teacher seeks out
and uses resources
beyond
school/district, in
professional
organizations,
internet, and
community to
enhance content
knowledge, to use in
teaching, or for
students who
demonstrate need.
Definition
The teacher’s knowledge
of resources for
classroom use and for
expanding one’s
professional skill is
extensive, including
those available through
the school or district, in
the community, through
professional
organizations and
universities and on the
internet.
Attributes
In addition to the indicators
to be effective, the teacher
demonstrates knowledge of
resources by:
Texts are matched to student
skill level.
The teacher has ongoing
relationships with colleges
and universities that support
student learning.
The teacher maintains a log
of resources for student
reference.
The teacher pursues
apprenticeships to increase
discipline knowledge.
The teacher facilitates
student contact with
resources outside the
classroom.
Seeking out and using
resources available beyond
school and district
including those from
professional organizations,
the internet, and/or
within the community to
enhance content
knowledge and to use in
teaching or with students
who demonstrate need
Examples
The teacher is not happy
with the out-of-date
textbook; the students
will critique it and write
their own material for
social studies.
The teacher spends the
summer at Dow
Chemical learning more
about current research so
that the teacher can
expand knowledge-base
of teaching chemistry.
The teacher matches
students in her Family
and Consumer science
class with local
businesses, the students
spend time shadowing
employees to understand
how their classroom
skills might be used on
the job.
Strategically
implementing information
and strategies obtained
through professional
development to address
individual learning
students, rate and level of
learning, student cultural
backgrounds, and/o
English language
proficiency
Creating lessons that
reduce barriers, optimize
levels of challenge and
support, meet the needs of
all learners, and increase
access to grade level
curriculum
147
Exemplary
Explanation
The teacher actively
engages colleagues
and provides
resources to them in
areas that are
pertinent to their
needs. The teacher
also collects and
shares contentspecific research
studies and practices
and shares outside
resources. Teacher
provides and trains
staff for school-wide
initiatives.
Definition
Attributes
In addition to the
indicators to be highly
effective the teacher
leader:
Examples
Models and shares with
colleagues resources,
knowledge, information
and strategies that are
aligned with school and
district goals
Shares resources,
knowledge, information,
and strategies specific to
colleagues’ needs and
the needs of their
students including
culturally and
linguistically diverse
students as applicable
Collects and shares
content specific
research studies,
practices, and
resources form outside
the district
Provides and trains staff
for school wide initiates
that include additional
resources
Plans for collaboration
with instructional
teams, including Indian
Education, ESL and
Bilingual programs,
Special Education, and
General Education as
appropriate
148
Domain 1: Planning and Preparation
Element E: Demonstrating knowledge of students:
To what level have student learning styles been addressed in the lesson?
How has student achievement data been used to design activities to support content acquisition?
Definition of Element:
Teachers don’t teach content in the abstract; they teach it to students. In order to ensure student
learning, therefore, teachers must know, not only their content and its related pedagogy, but also the
students to whom they wish to teach that content. In ensuring student learning, teachers must appreciate
what recent research in cognitive psychology has confirmed, namely, that students learn through active
intellectual engagement with content. While there are patterns in cognitive, social, and emotional
development stages typical of different age groups, students learn in their individual ways and may have
gaps or misconceptions that the teacher needs to uncover in order to plan appropriate learning activities.
In addition, students have lives beyond school – lives that include athletic and musical pursuits, activities
in their neighborhoods and family and cultural traditions. Students whose first language is not English,
as well as students with other special needs, must be considered when a teacher is planning lessons and
identifying resources to ensure that all students will be able to learn.
The elements of this component are: Knowledge of child and adolescent development, knowledge of the
learning process, knowledge of students’ skills, knowledge and langue proficiency, knowledge of
students’ interests and cultural heritage, knowledge of students’ special needs.
Any reference to “all students” includes culturally and linguistically diverse students, English
Learners, and Students with Disabilities.
Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards
when serving ELL students and IEP goals when serving Students with Disabilities.
Key Descriptive Activities at the Domain Level (General Look Fors)
This domain and element are characterized by teacher demonstrating solid knowledge of students’
backgrounds, cultures, skills, academic language development, interests, and special needs. Examples
include: lessons provide equitable access and thoughtful inclusion of culturally and linguistically diverse
students: student achievement data, as well as formative assessment results, are used to group students or
to select learning activities or resources; evidence of student data (prior, current, and future) is referenced
and used systematically in the design of instruction, evidence of students’ characteristics (background
information, learning styles, academic performance, and non-school related data) are used in the selection
of resources and activities, differentiated instruction and student accommodations should be evident in the
lesson plan and seen implemented in the classroom for Tier II students and students with disabilities.
149
Ineffective
Explanation
Teacher
demonstrates little or
no knowledge of
students’
backgrounds,
cultures, skills,
academic language
development,
interests, and special
needs.
Definition
The teacher displays
minimal understanding
of how students learn –
and little knowledge of
their varied approaches
to learning, knowledge
and skills, special needs,
interests and cultural
heritages – and does not
indicate that such
knowledge is valuable.
Attributes
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.
Examples
The lesson plan includes
a teacher presentation for
an entire 30 minute
period to a group of
seven year olds.
The teacher plans to give
English Language
Learner students the
same writing
assignments given to the
rest of the class.
The teacher plans to
teach the class Christmas
carols despite the fact
that four religions are
represented in the class.
The teacher
demonstrates:
Little or no knowledge
of students’
backgrounds, cultures,
skills, academic
language development,
interests, and special
needs including Present
Level of Performance
for applicable content
and behavioral issues
Little or no evidence of
using student
achievement data to
design activities to
differentiate instruction
Little or no knowledge
of student learning styles
150
Minimally Effective
Explanation
Teacher
demonstrates some
knowledge of
students’
backgrounds,
cultures, skills,
academic language
development,
interests, and special
needs.
Definition
The teacher displays
generally accurate
knowledge of how
students learn and of
their varied approaches
to learning, knowledge
and skills special needs,
and interests and cultural
heritages, yet may apply
this knowledge, not to
individual students, but
to the class as a whole.
Attributes
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.
Examples
The teacher’s lesson plan
has the same assignment
for the entire class, in
spite of the fact that one
activity is beyond the
reach of some students.
In the unit on Mexico,
the teacher has not
incorporated
perspectives from the
Mexican American
students in the class.
Lesson plans make only
peripheral reference to
students’ interests.
The teacher knows that
some of her students
have IEPs, but they have
not adjusted curriculum
or instruction to reflect
the individual needs of
the student.
The teacher
demonstrates:
Limited knowledge of
students backgrounds,
cultures, skills, academic
language development,
interests and special
needs including Present
Levels of Performance
for applicable content
areas and behavioral
issues
Some evidence of using
student achievement
data to design activities
to differentiate
instruction
Limited knowledge of
student learning styles
151
Effective
Explanation
Teacher
demonstrates solid
knowledge of
students’
backgrounds,
cultures, skills,
academic language
development,
interests, and special
needs.
Definition
The teacher understands
the active nature of
student learning and
attains information about
levels of development
for groups of students.
The teacher also
purposefully acquires
knowledge from several
sources about groups of
students’ varied
approaches to learning,
knowledge and skills,
special needs and interest
and cultural heritages.
Attributes
The teacher knows, from
groups of students, their
levels of cognitive
development.
Examples
The teacher creates an
assessment of students’
levels of cognitive
development.
The teacher is aware of
the different cultural
groups in the class.
The teacher examines
student cumulative
records to ascertain the
proficiency levels of
groups of students in the
class.
The teacher has a good
idea of the range of
interests of students in the
class.
The teacher has
indentified “high,”
“medium,” and “low”
groups of students within
the class.
The teacher is well
informed about students’
cultural heritages and
incorporates the
knowledge in lesson
planning.
The teacher is aware of
the special needs
represented by students in
the class.
The teacher:
Demonstrates
knowledge of students
backgrounds, cultures,
skills, academic
language development,
interests and special
needs including Present
Levels of Performance
for applicable content
areas and behavioral
issues and
accommodations and
modifications for
individual students as
applicable
The teacher administers
a student interest survey
at the beginning of the
school year.
The teacher plans
activities using
knowledge of student
interests.
The teacher knows that
five of the students are in
the Garden Club. The
teacher plans to have
them discuss horticulture
as part of the next
biology lesson.
The teacher realizes that
not all of the students are
Christian and so the
teacher plans to read a
variety of culturally
diverse stories in
December.
Incorporates culturally
152
sensitive strategies into
instructional planning
and practice
Provides moderate
evidence of using
student achievement
data to differentiate
instruction. This may
include using ACCESS
scores for ELL students
to differentiate
instruction according to
English language
proficiency levels when
supporting English
Learners
Develops lessons using a
variety of strategies to
incorporate student
learning styles
153
Highly Effective
Explanation
Teacher
demonstrates
extensive knowledge
of students’
backgrounds,
cultures, skills,
academic language
development,
interests, and special
needs and
incorporates
culturally sensitive
strategies into
instructional
planning and
practice.
Definition
The teacher understands
the active nature of
student learning and
acquires information
about levels of
development for
individual students. The
teacher also
systematically acquires
knowledge from several
sources about individual
students’ varied
approaches to learning,
knowledge and skills,
special needs, and
interests and cultural
heritages.
Attributes
In addition to the
indicators to be effective,
the teacher
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.
Demonstrates extensive
knowledge of students
backgrounds, cultures,
skills, academic
language development,
interests and special
needs including Present
Levels of Performance
for applicable content
areas and behavioral
issues and
accommodations and
modifications for
individual students as
applicable
Examples
The teacher plans lessons
with different follow-up
activities designed to
meet the varied ability
levels of the students.
The teacher plans to
provide multiple project
options; each student
will select the project
that best meets his or her
individual approaches to
learning.
The teacher encourages
students to be aware of
their individual reading
levels and make
independent reading
choices that will be
challenging but not too
difficult.
The teacher regularly
creates adapted
assessment materials for
several students with
learning disabilities.
Includes students in
planning of culturally
sensitive strategies into
instructional practice
Provides strong evidence
of using student
achievement data to
differentiate instruction.
This may include suing
ACCESS scores for ELL
students to differentiate
instruction according to
English language
154
proficiency levels when
supporting English
learners and progress
monitoring.
Uses a wide repertoire of
strategies to integrate a
variety of learning styles
into lessons and
activities
Exemplary
Explanation
The teacher provides
novice and struggling
teachers with
understanding,
resources and
mentorship for
addressing the unique
needs of individual
students. The teacher
provides ongoing
support to
administration in
demonstrating
linguistically and
culturally appropriate
instructional programs
for the school site.
Definition
Attributes
In addition to the
requirements to be
highly effective, the
teacher leader:
Examples
Provides novice and
struggling teachers with
understanding,
resources, and
mentorship for
addressing the unique
learning needs of
individual students that
may include strategies to
engage and support
culturally and
linguistically diverse
students
Provides training to
colleagues on best
practice strategies to
engage and support
culturally and
linguistically diverse
students
155
Domain 1: Planning and Preparation
Element F: Designing student assessment:
To what level has the teacher incorporated formative assessment techniques throughout the lesson?
How are students assessed to determine understanding of the learning target at the end of the lesson?
Definition of Element:
Good teaching requires both assessment of learning and assessment for learning. Assessments of
learning ensure that teachers know that students have learned the intended outcomes. These assessments
must be designed in such a manner that they will provide evidence of the full range of learning outcomes;
that is, the methods needed to assess reasoning skills are different from those for factual knowledge.
Furthermore, such assessments may need an alternative method of assessment to allow demonstration of
understanding. Assessment for learning enables a teacher to incorporate assessments directly into the
instructional process and to modify or adapt instruction as needed to ensure student understanding. Such
assessment, although used during instruction, must be designed as part of the planning process. These
formative assessment strategies are ongoing and may be used by both teachers and students to monitor
progress toward understanding the learning outcomes.
The elements of this component are:
Congruence with instructional outcomes, criteria and standards, design of formative assessments, use for
planning.
Any reference to “all students” includes culturally and linguistically diverse students, English
Learners, and Students with Disabilities.
Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards
when serving ELL students and IEP goals when serving Students with Disabilities.
Key Descriptive Activities at the Domain Level (General Look Fors)
This domain and element are characterized by the teachers’ planning for assessing student learning is
aligned with the instructional outcomes, success criteria and the assessment tools. Examples include:
The teacher plans how to check for student understanding throughout the lesson; formative assessment
best practices are planned and used in the classroom (i.e. reteaching, interventions within the lesson,
flexible grouping); teachers use a class closure activity (essential question review and /or summary of
learning) to check for understanding; language (output) objectives are used (SIOP); teacher questions
students individually and actively checks student work products throughout the lesson.
156
Ineffective
Explanation
The teacher’s plan
for assessing student
learning contains no
clear criteria or NMadopted standards, is
poorly aligned with
the instructional
outcomes, or is
inappropriate to
many students.
Definition
Assessment procedures
are not congruent with
instructional outcomes
and lack criteria by
which student
performance will be
assessed. The teacher
has no plan to
incorporate assessment
in the lesson or unit.
Attributes
Assessments do not
match instructional
outcomes.
Assessments lack criteria.
No formative assessments
have been designed.
Assessment results do not
affect future plans.
The teacher:
Plans for assessing
student learning with
little or no clear criteria
aligned to instructional
outcomes to all NM
adopted standards, to
IEP goals as applicable,
or to other student
needs
Examples
The teacher marks papers
on the foundation of the
US Constitution mostly
on grammar and
punctuation; for every
mistake, the grade drops
from an A to a B, a B to a
C, etc.
The teacher says, “What
is the difference between
formative assessment and
the test I give at the end
of each unit?”
The teacher says, “The
district gave me this
entire curriculum that I
have to teach so I just
have to keep moving.”
Demonstrates minimal
or no knowledge of
assessment strategies
Provides little or no
direction to students on
how they will be
assessed
157
Minimally Effective
Explanation
Teacher’s plan for
assessing student
learning is partially
aligned with the
instructional
outcomes, and is
appropriate to some
students.
Definition
Assessment procedures
are partially congruent
with instructional
outcomes. Assessment
criteria and standards
have been developed, but
they are not clear. The
teacher’s approach to
using formative
assessment is
rudimentary including
only some of the
instructional outcomes.
Attributes
Only some of the
instructional outcomes
are addressed in the
planned assessments.
Assessment criteria are
vague.
Plans refer to the use of
formative assessments
but they are not fully
developed.
Assessment results are
used to design lesson
plans for the whole class,
not individual students.
The teacher:
Plans for assessing
student learning with
some criteria aligned to
instructional outcomes
and to some NM
adopted standards, IEP
goals, and minimally
addresses other student
needs
Examples
The district goal for the
unit on Europe is for
students to understand
geopolitical relationships.
The teacher plans to have
the students memorize all
the countries and their
capitals and rivers.
The plan indicates that
the teacher will pause to
“check for
understanding” but does
not specify a clear
process for
accomplishing that goal.
A student asks, “If half
the class passed the test,
why are we all reviewing
the materials again?”
Demonstrates some
knowledge of
assessment strategies
Provides some direction
to students on how they
will be assessed
158
Effective
Explanation
Teacher’s plan for
assessing student
learning is aligned
with the instructional
outcomes, success
criteria and the
assessment tools.
Teacher uses clear
criteria to produce
evidence which
enables the teacher
to make instructional
adjustments and
provide feedback to
move student
learning forward.
Formative
assessments are
explicitly planned
for each incremental
learning step to
ensure student
learning outcomes.
Definition
All the instructional
outcomes may be
assessed by the proposed
assessment plan;
assessment methodology
may have been adapted
for groups of students.
Assessment criteria and
standards are clear. The
teacher has a welldeveloped strategy for
using formative
assessment and has
designed particular
approaches to be used.
Attributes
All the learning outcomes
have a method for
assessment.
Assessment types match
learning expectations.
Plans indicate modified
assessments when they
are necessary for some
students.
Assessment criteria are
clearly written.
Plans include formative
assessments to use during
instruction.
Lesson plans indicate
possible adjustments
based on formative
assessment data.
The teacher:
Plans for assessing
student learning with
criteria aligned to
instructional outcomes,
to all NM adopted
standards, IEP goals,
Language Proficiency
Levels as applicable,
and addresses student
needs
Uses clear assessment
criteria to produce
evidence which enables
them to make
instructional
adjustments and
provide feedback to
accelerate student
learning
Examples
The teacher knows that
the students will write a
persuasive essay about
the State Assessment.
He plans to provide them
with experiences
developing persuasive
writing as preparation.
The teacher has worked
on a writing rubric for
research assessment; the
teacher has drawn on
multiple sources to be
sure the levels of
expectation will be
clearly defined.
The teacher created a
short questionnaire to
distribute to the students
at the end of class; using
their responses the
teacher will organize the
students into different
groups during the next
lessons activities.
Employing the formative
assessment of the
previous morning’s
project, the teacher plans
to have five students
work on a more
challenging one while the
teacher works with six
other students to
reinforce the previous
morning’s concept.
Uses formative
assessments that
explicitly support
content and language
159
instructional outcomes
Includes formative
assessments, both
formative and
summative, in the four
language domains
Documents annual
Present Levels of
Performance using
measurable goals and
objectives with some
discussion about
performance in the
regular classroom, or
provides sponsor
teacher with student
progress when
applicable
Considers diagnostic
information for all
students, which amy
include academic
achievement, English
langue proficiency, IEP
modifications, progress
monitoring, etc. to
monitor student
understating during the
lesson
160
Highly Effective
Explanation
There is full
alignment between
the instructional
outcomes, the
success criteria and
the assessment tools.
Teacher uses clear
criteria that show
where each student
is in his/her learning.
Definition
All the instructional
outcomes may be
assessed by the proposed
assessment plan, with
clear criteria for
assessing student work.
The plan contains
evidence of student
contribution
development.
Assessment
methodologies have been
adapted for individual
students as the need has
arisen. The approach to
using formative
assessment is welldesigned and includes
student as well as teacher
use of the assessment
information.
Attributes
In addition to the
indicators to be
effective, the teacher:
Assessments provide
opportunities for student
choice.
Students participated in
designing assessments for
their own work.
Teacher-designed
assessments are authentic
with real-world
application as
appropriate.
Students develop rubrics
according to teacherspecified learning
objectives.
Students are actively
involved in collecting
information from
formative assessments
and provide input.
Ensures full alignment
between the
instructional outcomes,
all NM adopted
standards, IEP goals,
success criteria, and
assessment tools
Examples
To teach persuasive
writing, the teacher plans
to have the class research
and write to the Principal
on an issue that is
important to the students:
The importance of
education.
The students will write a
rubric for their final
project on the benefits of
solar energy; the teacher
has shown them several
sample rubrics and they
will refer to those as they
create a rubric of their
own.
After the lesson, the
teacher plans to ask
students to rate their
understanding on a scale
of 1 to 5. The students
know that their rating
will indicate their activity
for the next lesson.
The teacher has
developed a routine for
the class; students know
that if they are struggling
with a math concept, they
sit in a small group with
the teacher during
workshop time.
Provides opportunities
for student to
demonstrate and/or
record where they are
in their own learning
Incorporates formative
assessments which
check for understanding
throughout the lesson,
and uses scaffolding for
struggling students
Shares clearly aligned
161
rubrics with students
and supports students to
monitor their academic
and linguistic growth
Documents Present
Levels of Performance
using measurable goals
and objectives with
discussion about
performance in the
regular classroom, or
provides the sponsor
teacher with student
progress
Exemplary
Explanation
The teacher helps
initiate school-wide
training and
implementation for
understanding and
using assessment data.
Students are assessed
in multiple ways, using
a variety of approaches
to show what they
know and where they
are in their learning.
Definition
Attributes
In addition to the
indicators to be highly
effective, the teacher
leader:
Examples
Supports school-wide
training and
implementation of
systems for
understanding and
using student
assessments data
including ACCESS for
ELL students when
applicable
Collaborates with
colleagues to develops
strategies to take
language proficiency
into account when
assessing students
content knowledge
Engages in
opportunities to support
and mentor colleagues
by sharing knowledge,
information, and
strategies for designing
student assessments that
are aligned with school
and district goals
162
Section 3
Domain 2
163
Domain 2: Creating an Environment for Learning
Element A: Creating an environment of respect and rapport
To what level are interactions in the classroom positive and productive?
To what level are all student groups respected and valued in the classroom?
Definition of Element:
An essential skill of teaching is that of managing relationships with students and ensuring that
relationships among students are positive and supportive. Teachers create an environment of respect and
rapport in their classrooms by the ways they interact with students and by the interactions they encourage
and cultivate among students. An important aspect of respect and rapport relates to how the teacher
responds to students and how students are permitted to treat one another. Patterns of interactions are
critical to the overall tone of the class. In a respectful environment, all students feel valued, safe, and
comfortable taking intellectual risks. They do not fear put-downs or ridicule from either the teacher or
other students.
Respect shown to the teacher by students should be distinguished from students complying with standards
of conduct and behavior. Caring interactions among teachers and students are the hallmark of this
component, while adherence to the established classroom rules characterize success in the component
titled Managing Student Behavior.
Elements of this component are: Teacher interactions with students including both words and actions,
and student interactions with other students including both words and actions.
Any reference to “all students” includes culturally and linguistically diverse students, English
Learners, and Students with Disabilities.
Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards
when serving ELL students and IEP goals when serving Students with Disabilities.
Key Descriptive Activities at the Domain Level (General Look Fors)
This domain and element are characterized by interactions between teacher and students, interactions
among students, and respect provided to all students.
Ineffective
Explanation
Classroom interaction,
both between the teacher
and students and among
students, are inappropriate
or insensitive to students’
cultural backgrounds, and
may include the
following:
 sarcasm;
 put-downs;
 conflict.
Definition
Patterns of classroom
interaction, both
between teacher and
students and among
students, are mostly
negative, inappropriate,
or insensitive to
students’ ages, cultural
backgrounds, and
developmental levels.
Students’ interactions
are characterized by
sarcasm, put-downs, or
conflict. The teacher
Attributes
The teacher is
disrespectful toward
students or insensitive
to the students’ ages,
cultural backgrounds,
and developmental
levels.
Student body language
indicates feelings of
hurt, discomfort, or
insecurity.
The teacher displays no
Examples
A student slumps in the
chair following a
comment by the
teacher.
Many students talk
when the teacher and
other students are
talking; the teacher
does not correct them.
Some students refuse to
work with other
students.
164
does not deal with
disrespectful behavior.
familiarity with, or
caring about, individual
students.
The teacher does not
call students by their
names.
The teacher disregards
disrespectful
interactions among
students.
Classroom
interactions between
the teacher and
students, and among
students, are
inappropriate or
insensitive to students’
cultural backgrounds,
and may include the
following:
sarcasm
put-downs
conflict
165
Minimally Effective
Explanation
Classroom interactions,
both between the teacher
and students and among
students, are generally
positive, but may include
these:
 some conflict;
 occasional
displays of
insensitivity;
 occasional lack of
responsiveness to
cultural or
developmental
differences
among students.
Definition
Patterns of classroom
interactions, both
between the teacher and
students and among
students, are generally
appropriate but may
reflect occasional
inconsistencies,
favoritism, and
disregard for students’
ages, cultures, and
developmental levels.
Students rarely
demonstrate disrespect
for one another. The
teacher attempts to
respond to disrespectful
behavior, with uneven
results. The net result
of the interactions is
neutral, conveying
neither warmth nor
conflict.
Attributes
The quality of
interactions between
teacher and students, or
among students, is
uneven, with occasional
disrespect or
insensitivity.
The teacher attempts to
respond to disrespectful
behavior among
students with uneven
results.
The teacher attempts to
make connections with
individual students, but
student reactions
indicate that their
attempts are not entirely
successful.
Examples
Students attend
positively to the
teacher, but tend to
talk, pass notes, etc.
when other students are
talking.
A few students do not
engage with others in
the classroom even
when put together in
small groups.
The teacher says,
“Don’t talk that way to
your classmates,” but
the students shrug their
shoulders.
Classroom
interactions between
the teacher and
students, and among
students, are generally
positive, but may
include the following:
Some conflict;
occasional displays of
insensitivity
Occasional lack of
responsiveness to
cultural or
developmental
differences among
students
166
Effective
Explanation
Classroom interactions,
between teacher and
students and among
students, are as follows:
 are polite and
respectful;
 demonstrate
knowledge of
cultural and
developmental
differences
among groups of
students;
 disagreements are
handled
respectfully.
Definition
Teacher and student
interactions are friendly
and generally
demonstrate caring and
respect. Such
interactions are
appropriate to the ages,
cultures, and
developmental levels of
the students.
Interactions among
students are generally
polite and respectful,
and students exhibit
respect for the teacher.
The teacher responds
successfully to
disrespectful behavior
among students. The
end result of the
interactions is polite,
respectful, and
business-like; though
students may be
somewhat cautious
about taking intellectual
risks.
Attributes
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
somewhat hesitant to
offer their ideas in front
of classmates.
Examples
The teacher greets
students by name as
they enter the
classroom or during the
lesson.
The teacher gets on the
same level with
students, kneeling for
example, beside a
student working at a
desk.
Students attend fully to
what the teacher is
saying.
The teacher makes
general connections
with individual
students.
Students wait for
classmates to finish
speaking before
beginning to talk.
Students exhibit respect
for the teacher.
Students help each
other and accept help
from each other.
Classroom
interactions between
the teacher and
students, and among
students:
Exhibit politeness and
respect; support
students in managing
disagreements.
The teacher and
students use courtesies
such as “please,”
“thank you,” and
“excuse me.”
The teacher says, “Don’t
talk that way to your
classmates,” and the
insults stop.
Create and maintain
an environment in
which students’
diverse backgrounds,
identities, strengths,
and challenges and
respected.
Display respect and
value for the
languages and
cultures of the school
communities through
classroom artifacts
and interactions.
167
Highly Effective
Explanation
Classroom interactions
among the teacher and
individual students are as
follows:
 are highly
respectful;
 reflect warmth
and caring;
 practice reflects
sensitivity to
students’ cultures
and levels of
development;
 respectful
discourse.
Definition
Classroom interactions,
between teacher and
student and among
students are highly
respectful, reflecting
genuine warmth and
caring, and sensitivity
to students as
individuals. Students
exhibit respect for the
teacher and contribute
to high levels of civility
among all members of
the class. The net result
is an environment
where all students feel
valued and are
comfortable taking
intellectual risks.
Attributes
In addition to the
indicators for
effective, classroom
teacher and students,
and among students:
The teacher
demonstrates
knowledge and caring
about individual
students’ lives beyond
the class and school.
There is no
disrespectful behavior
among students.
When necessary,
students respectfully
correct one another.
Students participate
without fear of putdowns or ridicule from
either the teacher or
other students.
Examples
The teacher inquires
about a student’s
soccer game last
weekend (or
extracurricular
activities or hobbies).
Students say
“SHHHH” to
classmates who are
talking while the
teacher or another
student is talking.
The teacher says,
“That’s an interesting
idea, but you are
forgetting . . .”
A student questions a
classmate, “Didn’t you
mean . . . ?” and the
classmate reflects and
responds, “Oh! Maybe
you are right.”
The teacher respects
and encourages
students’ efforts.
Exhibit a high degree
of respect.
Reflect warmth and
caring
Reflect a high degree
of sensitivity to
students’
cultures which may
include purposeful
teacher-student or
student-student dialog
in multiple languages.
Reflect a high degree
of sensitivity to
students’ levels of
development.
168
Exemplary
Explanation
In addition to all the
requirements to be highly
effective, the teacher
demonstrates the
following:
 helps create a
school-wide
environment of
respect for the
campus, the
stakeholders, and
the rules;
 works with
colleagues on
developing
support for
students in need;
 helps to create
school-wide
interventions, and
support programs.
Definition
Attributes
In addition to the
indicators for highly
effective, the teacher
leader:
Examples
Contributes to
creating a school-wide
environment of
respect on campus for
all students.
Engages in
opportunities to
support and mentor
colleagues by sharing
knowledge,
information, and
strategies for
establishing and
environment for
learning for all
students that is
aligned with school
and district goals, and
which may include
culturally and
linguistically
responsive
interventions and
support programs.
169
Domain 2: Creating an Environment for Learning
Element B: Organizing physical space
To what level do all students have equal access to learning resources and materials?
To what level does the classroom environment support the day’s lesson?
Definition of Element:
The use of the physical environment to promote student learning is a hallmark of an experienced teacher.
Its use varies, of course, with the age of students: in a primary classroom, centers and reading corners
may structure class activities; while with older students, the position of chairs and desks can facilitate, or
inhibit, rich discussion. Naturally, classrooms must be safe (no dangling wires or dangerous traffic
patterns), and all students must be able to see and hear what is going on so that they can participate
actively. Both the teacher and students must make effective use of electronics and other technology.
The elements of this component are: Safety and accessibility, and arrangement of furniture, and use of
physical resources.
Any reference to “all students” includes culturally and linguistically diverse students, English
Learners, and Students with Disabilities.
Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards
when serving ELL students and IEP goals when serving Students with Disabilities.
Key Descriptive Activities at the Domain Level (General Look Fors)
This domain and element are characterized by all students having equal access to the learning activity, the
physical arrangement encourages engagement, and all students can see and hear the teacher.
Ineffective
Explanation
The physical environment is
as follows:
 Unsafe;
 students do not have
access to learning;
 poor alignment
between the
environment and the
lesson’s activities.
Definition
The classroom is
unsafe or learning is
not accessible to
many. There is poor
alignment between
the arrangement of
furniture and
resources including
computer technology
and the lesson’s
activities.
Attributes
There are physical hazards
in the classroom
endangering student safety.
Many students can’t see or
hear the teacher or see the
board.
Available technology is not
being used even if it is
available and its use would
enhance the lesson.
The teacher organizes the
classroom in such a way
that:
Examples
There are electrical
cords running around
the classroom.
There is a pole in the
middle of the room;
some students can’t
see the front of the
room.
A Smart Board is in
the classroom, but it is
facing the wall.
It is potentially unsafe
Students do not have
access to learning or
materials
It lacks alignment
between the environment
and the lesson’s activities
170
Minimally Effective
Explanation
The physical environment is
as follows:
 essential learning is
accessible to most
students;
 the teacher’s use of
physical resources,
including technology,
is moderately
effective;
 the teacher is partially
effective in modifying
the environment to
suit learning
activities.
Definition
The classroom is safe
and essential learning
is accessible to most
students. The teacher
makes modest use of
physical resources,
including computer
technology. The
teacher attempts to
adjust the classroom
furniture for a lesson
or, if necessary, to
adjust the lesson to
the furniture, but with
limited effectiveness.
Attributes
The physical
environment is safe
and most students can
see and hear the
teacher or see the
board.
The physical
environment is not an
impediment to
learning but does not
enhance it.
The teacher makes
limited use of
available technology
and other resources.
The teacher
organizes the
classroom in such a
way that:
Examples
The teacher ensures
that dangerous
chemicals are stored
safely.
The classroom desks
remain in two
semicircles requiring
students to learn about
their classmates
during small group
work.
The teacher tries to
use a computer to
illustrate a concept,
but requires several
attempts to make the
demonstration work.
Ensures essential
learning is accessible
to most students
Demonstrates a
moderate use of
physical resources,
including technology
It is partially aligned
to the lesson’s
activities
171
Effective
Explanation
The physical environment is
as follows:
 learning is accessible
to all students;
 the teacher ensures
that the physical
arrangement is
appropriate to the
learning activities;
 there is posted
evidence of student
learning;
 the teacher makes
effective use of
available physical
resources, including
technology.
Definition
The classroom is safe
and students have
equal access to
learning activities.
The teacher ensures
that the furniture
arrangement is
appropriate to the
learning activities and
uses physical
resources including
computer technology
effectively.
Attributes
The classroom is safe
and all students are
able to see and hear the
teacher or see the
board.
The classroom is
arranged to support the
instructional goals and
learning activities.
The teacher makes
appropriate use of
available technology.
The teacher organizes
the classroom in such
a way that:
Essential learning is
accessible
Examples
There are established
guidelines concerning
where backpacks are
left during class to
keep the pathways
clear and students
comply.
Desks are moved
together so that
students can work in
small groups, or desks
are moved into a
circle for a class
discussion.
The use of an internet
site extends the
lesson.
The physical
arrangement
encourages teacher /
student and student /
student interaction in
a variety of settings
and student groupings
Evidence of students
learning is posted
Learning outcomes,
e.g. content and
language objectives
are posted and easily
accessible during the
lesson for the teacher
and students to
reference
Visuals, graphics,
anchor charts and
technology are readily
accessible to enhance
learning opportunities
Provides techniques
to enhance learning
opportunities, e.g.
preferential seating,
study carrels, quiet
areas, etc.
172
Highly Effective
Explanation
The physical environment is
as follows:
 students contribute to
the use or adaptation
of the physical
environment to
advance learning;
 technology is used
skillfully, by teachers
as appropriate to the
lesson.
Definition
The classroom
environment is safe
and learning is
accessible to all
students including
those with special
needs. The teacher
makes effective use of
physical resources
including computer
technology. The
teacher ensures that
the physical
arrangement is
appropriate to the
learning activities.
Students contribute to
the use or adaptation
of the physical
environment to
advance learning.
Attributes
In addition to the
indicators for
effective the teacher
organizes the
classroom in such a
way that:
Examples
Students ask if they
can move the furniture
to better suit small
group work or
discussion.
Modifications are
made to the physical
environment to
accommodate students
with special needs.
A student closes the
door to shut out noise
in the corridor or
lowers a blind to
block the sun from a
classmate’s eyes.
There is total
alignment between the
learning activities and
physical environment.
A student suggests an
application of the
Smart Board for an
activity.
The teacher and
students make
extensive and
imaginative use of
available technology.
Visuals, graphics
and/or technology is
accessible to use and
to adapt to advance
learning and engage
students at varying
levels of academic
content including
English language
proficiency
Students can
contribute to the use
or adaptation of the
physical
environment such as
a preferential
seating, study
carrels, quiet areas,
etc. to advance their
own learning
173
Exemplary
Explanation
In addition to all the
requirements to be highly
effective, the teacher as a
leader does the following:
 The teacher uses
the classroom to
model or
demonstrate for
other teachers;
 The teacher helps
colleagues
arrange their
environment so
learning is
accessible to all;
 Technology is
used skillfully, by
the teacher and
students, as
appropriate, to the
lesson.
Definition
Attributes
In addition to the
indicators for highly
effective the teacher
leader:
Examples
Demonstrates the
skillful and
appropriate use of
technology for
colleagues and
community members
Helps colleagues
arrange their
environment so
learning is accessible
to all students
Engages in
opportunities to
support and mentor
colleagues by sharing
knowledge,
information, and
strategies for
organizing physical
space to meet the
needs of all students,
e.g. preferential
seating, study
carrels, quiet areas,
technology, etc.
174
Domain 2: Creating an Environment for Learning
Element C: Establishing a culture for learning
To what level do students exhibit a learning energy during the lesson that supports engagement?
To what level are students encouraged to communicate with others to address learning goals?
Definition of Element:
The culture for learning refers to the atmosphere in the classroom that reflects the educational
importance of the work undertaken by both students and teacher. The Instructor describes the norms that
govern the interactions among individuals during activities and assignments. Additionally norms describe
the value of hard work and perseverance, along with the general tone of the class. The classroom is
characterized by high cognitive energy, by a sense that what is happening there is important, and by a
shared belief that it is essential, and rewarding, to get it correct. There are high expectations for all
students; the classroom is a place where the teacher and students value learning and hard work.
Teachers who are successful in creating a culture for learning, know that students are, by their nature,
intellectually curious, and that one of the many challenges of teaching is to direct the students’ natural
energy toward the content of the curriculum. They also know that students derive great satisfaction, and
a sense of genuine power, from mastering challenging content in the same way they experience pride in
mastering, for example, a difficult physical skill.
Part of a culture of hard work involves precision in thought and language; teachers whose classrooms
display such a culture insist that students use language to clearly express their thoughts. An insistence on
precision reflects the importance placed, by both teacher and students, on the quality of thinking; this
emphasis conveys that the classroom is a business-like place where important work is being undertaken.
The classroom atmosphere may be vibrant, even joyful, but it is not frivolous.
The elements of this component are: importance of the content and of learning, expectations for learning
and achievement, and student pride in their work.
Any reference to “all students” includes culturally and linguistically diverse students, English
Learners, and Students with Disabilities.
Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards
when serving ELL students and IEP goals when serving Students with Disabilities.
Key Descriptive Activities at the Domain Level (General Look Fors)
This domain and element are characterized by student groups are used to increase engagement, teacher
and students demonstrate excitement, and students are proud to share their work with the teacher and
observer.
175
Ineffective
Explanation
The classroom
environment conveys a
negative culture for
learning as follows:
 low teacher
commitment to
the subject;
 low expectations
for student
achievement;
 little or no
student effort.
Definition
The classroom culture is
characterized by a lack
of teacher, or student,
commitment to learning,
and/or little to no
investment of student
energy in the task at
hand. Hard work and
the precise use of
language are not
expected or valued.
Medium-to-low
expectations for student
achievement are the
norm, with high
expectations for
learning reserved for
only a few of the
students who are
thought to have a
natural aptitude for the
subject.
Attributes
The teacher conveys
that there is little or no
purpose for the work or
that the reasons for
doing it are due to
external factors.
The teacher conveys to
at least some students
that the work is too
challenging for them.
Students exhibit little or
no pride in their work.
Students use language
incorrectly; the teacher
does not correct them.
The classroom culture
is characterized by:
Examples
The teacher tells the
students that they are
doing a lesson because
it’s in the book or is a
district mandate.
The teacher says to a
student, “Why don’t
you try this easier
problem?”
Many students don’t
engage in an assigned
task, yet the teacher
ignores their behavior.
Students have not
completed their
homework; the teacher
does not respond.
A negative culture for
learning including a
low teacher
commitment to the
subject
Low expectations for
student achievement
and engagement
Little to no student
effort
176
Minimally Effective
Explanation
Attempts to create a
culture for learning is
partially successful as
follows:
 some teacher
commitment to
the subject;
 modest
expectations for
student
achievement;
 some student
effort;
 the teacher and
students appear
to be “going
through the
motions.”
Definition
The classroom culture is
characterized by little
commitment to learning
by the teacher or
students. The teacher
appears to be only
“going through the
motions” and students
indicate that they are
interested in the
completion of a task
rather than the quality of
their work. The teacher
conveys that student
success is the result of
natural ability rather
than hard work, and
refers only in passing to
the precise use of
language.
Attributes
The teacher’s energy for
the work is neutral
rather than indicating
high level of either
commitment or
ascribing the need to do
the work to external
forces.
The teacher conveys
high expectations for
only some students.
Students exhibit a
limited commitment to
complete the work on
their own; many
students indicate that
they are looking for an
easy path.
The teacher’s primary
concern appears to be to
complete the task at
hand.
Examples
The teacher says “Let's
get through this.”
The teacher says, “I
think most of you will
be able to do this.”
Students consult with
one another to
determine how to fill in
a worksheet without
challenging one
another’s thinking.
The teacher does not
encourage students who
are struggling.
Only some students get
right to work after an
assignment is given or
after entering the room.
The teacher urges, but
does not insist, that
students use precise
language.
The classroom culture
is characterized by:
Some teacher
commitment to the
subject
Modest expectations
for student
achievement
Some student effort
Students and teacher
“going through the
motions” to be
compliant
177
Effective
Explanation
The classroom culture is
characterized by high
expectations for all
students.
The teacher establishes
norms and participantstructures in which
students can learn with
and from each other, i.e.
student grouping,
student presentations,
and peer editing.
Teacher conveys content
relevance.
Demonstrated
commitment to the
subject by both teacher
and students.
Students demonstrate
pride in their efforts.
Definition
The classroom culture is
a place where learning
is valued by all; high
expectations for both
learning and hard work
are the norm for most
students. Students
understand their role as
learners and consistently
expend effort to learn.
Classroom interactions
support learning, hard
work, and precise use of
language.
Attributes
The teacher conveys the
importance of the
concept and the
conviction that with
hard work students will
master the material.
Examples
The teacher says, “This
is important because
you will need to speak
grammatical English
when you apply for a
job.”
The teacher
demonstrates high
regard for students’
abilities.
The teacher says, “This
idea is really important.
It is central for our
understanding of
History.”
The teacher conveys an
expectation of high
levels of student efforts.
Students expend good
effort to complete work
of high quality.
The teacher insists on
precise use of language
by students.
The classroom culture
is characterized by:
High expectations for
all students with a
high level of teacher
commitment to the
subject
The teacher says, “Let’s
work on this together.
It’s hard, but you all
will be able to do it
well.”
The teacher hands a
paper back to a student,
saying, “I know you can
do a better job on this.”
The student accepts this
without complaint.
Students get to work
right away when an
assignment is given
after entering the room.
Norms and participant
structures that are
established with
significant interaction
by and among all
peers, e.g. flexible
student groups,
student presentations
and structures student
dialogue
178
Highly Effective
Explanation
Culture for learning in
which everyone shares a
belief in the importance
of the subject as follows:
 high levels of
student
excitement and
teacher passion
for the subject;
 students hold
themselves to
high standards
of performance;
 students initiate
improvements to
their efforts.
Definition
The classroom culture is
a cognitively busy place
characterized by a
shared belief in the
importance of learning.
The teacher conveys
high expectations for
learning for all students
and insists on hard
work; students assume
responsibility for high
quality by initiating
improvements, making
revisions, adding detail,
and/or assisting peers in
their precise use of
language.
Attributes
In addition to the
indicators for effective
the classroom culture is
characterized by:
Examples
The teacher says, “It is
really fun to find the
patterns for factoring
polynomials.”
The teacher
communicates passion
for the subject.
A student says, “I don’t
really understand why
it’s better to solve this
problem that way.”
The teacher conveys the
satisfaction that
accompanies a deep
understanding of
complex content.
Students indicate,
through their questions
and comments, a desire
to understand the
content.
Students assist their
classmates in
understanding the
content.
Students take the
initiative in improving
the quality of their work.
A student asks a
classmate to explain a
concept or procedure
since he didn’t quite
follow the teacher’s
explanation.
Students question one
another on answers.
A student asks the
teacher for permission
to redo a piece of work
since she now sees how
it could be
strengthened.
Students correct one
another in their use of
language.
High levels of
enthusiasm for the
subject by teacher and
students
Students seeking
support and initiating
improvements to their
efforts (may vary
depending on subgroup
population, e.g. ID, ED,
etc)
Students being
encouraged to reflect
on their personal
learning and growth
179
Exemplary
Explanation
In addition to all the
requirements to be
highly effective, the
teacher as a leader does
the following:
 promotes and
organizes
school-wide
learning
program(s) and
learning culture
among all
stakeholders.
Definition
Attributes
In addition to the
indicators for highly
effective the teacher
leader:
Examples
Promotes and
organizes school-wide
learning opportunities
and culture of learning
among all
stakeholders
Researches and shares
strategies which
promote student
ownership of learning
Engages in
opportunities to
support and mentor
colleagues by sharing
knowledge,
information and
strategies for
establishing a culture
for learning
180
Domain 2: Creating an Environment for Learning
Element D: Managing classroom procedures
To what level is the classroom culture and routine maximizing instructional time?
To what level does the teacher use developmentally appropriate procedures to maximize instructional
time?
Definition of Element:
A smoothly functioning classroom is a prerequisite to good instruction and high levels of student
engagement. Teachers establish and monitor routines and procedures for the smooth operation of the
classroom and the efficient use of time. Hallmarks of a well-managed classroom are that instructional
groups are used effectively, no instructional tasks are completed inefficiently, and transitions between
activities and management of materials and supplies are skillfully done, in order to maintain momentum
and maximize instructional time. The establishment of efficient routines, and teaching students to employ
them, may be inferred from the sense that the class runs itself.
The elements of this component are: Management of instructional groups, management of transitions,
management of materials and supplies, performance of classroom routines.
Any reference to “all students” includes culturally and linguistically diverse students, English
Learners, and Students with Disabilities.
Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards
when serving ELL students and IEP goals when serving Students with Disabilities.
Key Descriptive Activities at the Domain Level (General Look Fors)
This domain and element are characterized by the full use of instructional time, smooth transitions from
activity to activity, and materials are readily available and organized.
Ineffective
Explanation
Instructional time is lost
due to:
 inefficient
classroom
routines;
 inefficient
procedures for
transition;
 inefficient use of
supplies.
Definition
Most instructional time
is lost due to inefficient
classroom routines and
procedures. This is
little or no evidence of
the teacher’s managing
instructional groups
and transitions and/or
handling of materials
and supplies
efficiently. There is
little evidence that
students know or
follow established
routines.
Attributes
Students not working
with the teacher are not
productively engaged.
Transitions are
disorganized with much
loss of instructional
time.
There do not appear to
be any established
procedures for
distributing and
collecting materials.
A considerable amount
of time is spent off-task
because of unclear
procedures.
Examples
When moving into
small groups, students
ask questions about
where they are
supposed to go, whether
they should take their
chairs, etc.
There are long lines for
materials and supplies.
Distributing or
collecting supplies is
time consuming.
Students bump into one
another when lining up
or sharpening pencils.
At the beginning of the
181
A majority of
instructional time is
lost due to:
lesson, roll-taking
consumes much time
and students are not
working on anything.
Inefficient classroom
routines
Inefficient procedures
for transition
Inefficient use of
supplies and materials
Use of developmentally
inappropriate
procedures
Minimally Effective
Explanation
Some instructional time
is lost due to:
 partiallyeffective
classroom
routines and
procedures;
 partiallyeffective
routines for
transition;
 partiallyeffective use of
supplies.
Definition
Some instructional
time is lost due to
particularly ineffective
classroom routines and
procedures. The
teacher’s management
of instructional groups
and transitions, or
handling of materials
and supplies or both, is
inconsistent, leading to
some disruption of
learning. With regular
guidance and
prompting students
follow established
routines.
Attributes
Students not working
directly with the teacher
are only partially
engaged.
Examples
Some students not
working with the
teacher are off task.
Procedures for transitions
seem to have been
established, but their
operation is not smooth.
Transition between
large and small group
activities requires five
minutes but is
accomplished.
There appear to be
established routines for
distribution and collection
of materials, but students
are confused about how to
carry them out.
Students ask what they
are to do when
materials are being
distributed or collected.
Classroom routines
function unevenly.
Some instructional time
is lost due to:
Partially effective
classroom routines and
procedures that may or
may not be
developmentally
appropriate
Students ask clarifying
questions about
procedures.
Taking attendance is
not fully routinized;
students are idle while
the teacher fills out the
attendance form.
Partially effective
routines for transition
Partially effective e use
of supplies and
materials
182
Effective
Explanation
Little instructional time
is lost due to:



effective
classroom
routines and
procedures;
teacher leads
effective
routines for
transition;
effective use of
supplies.
Definition
There is little loss of
instructional time due
to effective classroom
management routines
and procedures. The
teacher’s management
of instructional groups
and transitions to
handling of materials
and supplies, or both,
are consistently
successful. With
minimal guidance and
prompting, students
follow established
classroom routines.
Attributes
Students are
productively engaged
during small group or
independent work.
Transitions between
large and small group
activities are smooth.
Routines for distribution
and collection of
materials and supplies
work efficiently.
Classroom routines
function smoothly.
Little instructional
time is lost because of:
Established routines
and procedures that
are developmentally
appropriate for all
students which may
include modifying
speech and wait time to
ensure understanding
of all routines.
Routines and
procedures that are
designed to keep
students’ interest,
maximize learning and
assist in transitions
Implementation of a
well-organized system
for accessing materials,
supplies and
manipulatives
Examples
In small group work,
students have
established roles; they
listen to one another,
summarize different
views, etc.
Students move directly
between large and small
group activities.
Students get started on
an activity while the
teacher takes
attendance.
The teacher has an
established timing
device, such as
counting down, to
signal students to return
to their seats.
The teacher has an
established attention
signal such as raising a
hand or dimming the
lights.
One member of each
small group collects
materials for the table.
There is an established
color-coded system
indicating where
materials should be
stored.
Cleanup at the end of a
lesson is fast and
efficient.
183
Highly Effective
Explanation
Students contribute to
the seamless operation of
the classroom.
 routines and
procedures are
evident;
 there are
effective
transitions and
use of supplies;
 students lead
effective
routines for
transition.
Definition
Instructional time is
maximized due to
efficient and seamless
classroom routines and
procedures. Students
take initiative in the
management of
instructional groups
and transitions and/or
the handling of
materials and supplies.
Routines are well
understood and may be
initiated by students.
Attributes
With minimal prompting
by the teacher, students
ensure that their time is
used productively.
Students take initiative
in distributing and
collecting materials in an
efficient way.
Students themselves
ensure that transitions
and other routines are
accomplished smoothly.
Almost no instructional
time is lost because of:
Students’
internalization of daily
routines
Students’ taking the
initiative and
contributing to the
seamless operation of
the classroom and
classroom procedures,
including those that
pertain to
developmentally
appropriate
cooperative learning
activities
Examples
Students redirect
classmates in small
groups not working
directly with the teacher
to be more efficient in
their work.
A student reminds
classmates of the roles
that they are to play
within the group.
A student redirects a
classmate to the table at
which he should be,
following a transition.
Students propose an
improved attention
signal.
Students independently
check themselves into
class on the attendance
board.
Implementation of a
well-organized system
of transitions in which
students lead effective
routines, including the
distribution and
collection of materials
manipulatives
184
Exemplary
Explanation
In addition to all the
requirements to be
highly effective, the
teacher, as a leader,
helps to create a culture
of student ownership of
school-wide operations.
Definition
Attributes
In addition to the
indicators for highly
effective, the teacher
leader:
Examples
Contributes to a
culture of student
ownership of school
wide operations
Models and assists
colleagues and students
in creating classroom
procedures which are
culturally and
linguistically
responsive and student
centered
Engages in
opportunities to
support and mentor
colleagues by sharing
knowledge,
information and
strategies for managing
classroom procedures
185
Domain 2: Creating an Environment for Learning
Element E: Managing student behavior
To what level are student behavior expectations consistently monitored and reinforced?
Definition of Element:
In order for students to be able to engage deeply with content, the classroom environment must be
orderly, and the atmosphere must feel business-like and productive, without being authoritarian. In a
productive classroom, standards of conduct are clear to students; they know what they are permitted to
do and what they can expect of their classmates. Even when their behavior is being corrected, students
feel respected; their dignity is not undermined. Skilled teachers regard positive student behavior not as
an end in itself, but as a prerequisite to high levels of engagement in content.
Elements of this component are: Expectations, monitoring of student behavior, and response to student
misbehavior.
Any reference to “all students” includes culturally and linguistically diverse students, English
Learners, and Students with Disabilities.
Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards
when serving ELL students and IEP goals when serving Students with Disabilities.
Key Descriptive Activities at the Domain Level (General Look Fors)
This domain and element are characterized by all students are held to the same conduct standards,
misbehavior is handled consistently and appropriately, and behavior issues do not take away from
engagement.
Ineffective
Explanation
Definition
Attributes
Examples
The
classroom
No evidence that
There appear to be no
Students are talking
standards of conduct
established standards of environment is chaotic
among themselves with
have been established as conduct, or students are with no standards of
no attempt by the
conduct evident.
in:
challenging them.
teacher to silence them.
There is little or no
 little or no
The teacher does not
teacher monitoring of
An object flies through
teacher
monitor student behavior.
student behavior and
the air apparently
monitoring of
response to student
without the teacher’s
student
Some students disrupt the
misbehavior is
notice.
behavior;
classroom without
repressive or
apparent teacher awareness
 response to
or with an ineffective
disrespectful of student
Students are running
student
response.
dignity.
around the room which
misbehavior is
results in chaos.
repressive or
There is no evidence that
disrespectful of
standards of conduct
Students use their
student dignity.
have been established:
phones and other
electronic devices and
Lack of a plan for
the teacher does not
student behavior or
attempt to stop them.
classroom management
Little or no teacher
monitoring of student
behavior
Responses to student
misbehavior are
repressive or
186
disrespectful of student
dignity
Lack of awareness of or
no implementation of
student Functional
Behavioral Assessment
(FBA) or Behavioral
Improvement Plan (BIP)
when applicable
Minimally Effective
Explanation
Teacher has made an
effort to establish
standards of conduct for
students:
 effort made with
inconsistent
results to
monitor
students’
behavior;
 response to
student
misbehavior is
inconsistent.
Definition
Standards of conduct
appear to be established,
but their implementation
is inconsistent. The
teacher tries, with
uneven results, to
monitor student
behavior and respond to
student misbehavior.
Attributes
The teacher attempts to
maintain order in the
classroom, referring to the
classroom rules, but with
uneven results.
The teacher attempts to
keep track of student
behavior but with no
apparent system.
The teacher’s response to
student misbehavior is
inconsistent, sometimes
harsh, other times lenient.
There is minimal
evidence that standards
of conduct have been
established:
Examples
Classroom rules are
posted, but neither the
teacher nor the students
refer to them.
The teacher repeatedly
asks students to take
their seats and some
ignore the request.
The teachers says to
one student, “Where is
your late pass? Go to
the office.” And to
another student, “You
don’t have a late pass?
Come in and take your
seat. You have missed
enough already.”
Some evidence of a
student behavior
management plan
Minimal effort to
monitor students’
behavior
Inconsistent response to
student misbehavior
Unsuccessful
implementation of the
student’s FBA/BIP
strategies when
applicable
187
Effective
Explanation
Standards of conduct are
designed to create an
atmosphere conducive to
learning, with a focus on
self-discipline,
respecting the rights of
others, and cooperating
with one another.
 standards are
clear to students;
 the teacher holds
students
responsible for
maintaining
behavioral
standards;
 the teacher’s
response to
student
misbehavior is
appropriate and
respects the
students’
dignity;
 the teacher’s
response is
consistent.
Definition
Student behavior is
generally appropriate.
The teacher monitors
student behavior against
established standards of
conduct. The teacher’s
response to student
misbehavior is
consistent,
proportionate, and
respectful to students
and is effective.
Attributes
Standards of conduct
appear to have been
established and
implemented
successfully.
Overall, student
behavior is generally
appropriate.
The teacher frequently
monitors student
behavior.
The teacher’s response
to student misbehavior is
effective.
Examples
Upon nonverbal signal
from the teacher,
students correct their
behavior.
The teacher moves to
every section of the
classroom keeping a
close eye on student’s
behavior.
The teacher gives a
student a “hard look,”
and the student stops
talking to his neighbor.
The teacher designs
standards of conduct
that:
Are supported by an
effective student
behavior management
plan with students’
knowledge of their
roles
Create an atmosphere
conducive to learning
with a focus on selfdiscipline, respect for
the rights of others and
cooperation
Are communicated
clearly and modeled to
all students
Ensure responses to
student misbehavior
are consistent, respect
the student’s dignity,
are sensitive to cultural
differences and are in
accordance to the
student’s FBA/BIP
strategies when
applicable
188
Highly Effective
Explanation
In addition to standards
being clear to students
are these elements:
 evidence of
student
participation in
setting conduct
standards;
 the teacher’s
monitoring of
student behavior
is highly
effective;
 the teacher’s
response to
student
misbehavior is
sensitive to
individual
needs;
 students take an
active role in
monitoring the
standards of
behavior.
Definition
Student behavior is
entirely appropriate.
Students take an active
role in monitoring their
own behavior, and/or
that of other students,
against standards of
conduct. Teacher
monitoring of student
behavior is subtle and
preventive. The
teacher’s response to
student misbehavior is
sensitive to individual
student needs and
respects student dignity.
Attributes
In addition to the
indicators for effective
the teacher:
Examples
A student suggests a
revision to one of the
classroom rules.
Student behavior is
entirely appropriate; any
student misbehavior is
very minor and swiftly
handled.
The teacher notices that
some students are
talking among
themselves and without
a word moves nearer to
them and the talking
stops.
The teacher silently and
subtly monitors student
behavior.
Students respectfully
intervene with
classmates at
appropriate moments to
ensure compliance with
standards of conduct.
Allows student
ownership of the plan
The teacher speaks
privately to a student
about misbehavior.
A student reminds
classmates of the class
rule about chewing
gum.
Creates opportunities
for students to lead the
implementation of the
student behavior
management plan
Provides evidence of
students’ participation
in setting conduct
standards and
monitoring their own
behavior
Monitors student
behavior and is
sensitive to individual
learning needs
including needs of
students with diverse
linguistic and cultural
backgrounds and
identities
Responds with
sensitivity to individual
student needs and
according to FBA/BIP
when applicable
189
Exemplary
Explanation
In addition to all the
requirements to be
highly effective, the
teacher, as leader,
demonstrates the
following:
 actively engages
in the
monitoring of
student behavior
school-wide;
 serves as a
model of
positive
behavior for
stakeholders;
 the teacher
promotes
system(s) of
school-wide
positive
behavioral
support that
encourages
stakeholders to
promote and
monitor a safe
and healthy
environment.
Definition
Attributes
In addition to the
indicators for highly
effective the teacher
leader:
Examples
Models and assists
colleagues and students
in creating school-wide
student behavior
procedures
Engages actively in the
monitoring of schoolwide student behavior
Models and facilitates
positive behavior for
stakeholders including
families, colleagues and
community members
Engages in
opportunities to
support and mentor
colleagues by sharing
knowledge,
information and
strategies for
managing student
behavior that are
aligned with school and
district goals
Monitors student
behavior preventively
so students are
successful in all
settings due to teacher
partnering with
colleagues in
understanding and
implementing the
FBA/BIP when
applicable
190
Section 4
Domain 3
191
Domain 3: Teaching for Learning
Element A: Communicating with students in a manner that is appropriate to their culture and level of
development
To what level are directions clearly delivered and understandable?
To what level is content communicated in a clear, concise manner?
Definition of Element:
Teachers communicate with students for several independent but related purposes. First, they convey
that teaching and learning are purposeful activities; they make that purpose clear to students. They also
provide clear directions for classroom activities so that students know what to do, and teachers know
when additional help is needed. Teachers model these activities. When teachers present concepts and
information, they make those presentations with accuracy, clarity, and imagination, using precise,
academic language. Where amplification is important to the lesson, skilled teachers embellish their
explanations with analogies or metaphors, linking them to student interests and prior knowledge.
Teachers occasionally withhold information from students (for example in an inquiry science lesson) to
encourage them to think on their own, but what information they do convey is accurate and reflects deep
understanding of the content. A teacher’s use of language must be vivid, rich, and error-free, affording
the opportunity for students to hear language used well and to extend their own vocabularies. Teachers
present complex concepts in ways that provide scaffolding and access to students.
The elements of this component are: Expectations for learning, directions for activities, explanations of
content, and use of oral and written language.
Any reference to “all students” includes culturally and linguistically diverse students, English
Learners, and Students with Disabilities.
Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards
when serving ELL students and IEP goals when serving Students with Disabilities.
Key Descriptive Activities at the Domain Level (General Look Fors)
This domain and element are characterized by clearly stating directions for activities and using academic
vocabulary and a professional voice.
192
Ineffective
Explanation
Does not deliver
clear expectations
for learning,
directions,
procedures, and
explanations of
content to students.
Definition
The instructional purpose
of the lesson is unclear to
students and the
directions and procedures
are confusing. The
teacher’s explanation of
the content contains
major errors and does not
include any explanation
of strategies students
might use. The teacher’s
spoken or written
language contains errors
of grammar or syntax.
The teacher’s academic
vocabulary is
inappropriate, vague, or
used incorrectly leaving
student confused.
Attributes
At no time during the
lesson does the teacher
convey to students what
they will be learning.
Examples
A student asks, “What
are we supposed to be
doing?”, but the teacher
ignores the question.
Students indicate through
body language or
questions that they don’t
understand the content
being presented.
The teacher states that to
add fractions they must
have the same
numerator.
The teacher makes
serious content errors that
will affect student
understanding of the
lesson.
Students indicate through
their questions that they
are confused about the
learning tasks.
The teacher’s
communications include
errors of vocabulary or
usage or imprecise use of
academic language.
Students have a
quizzical look on their
faces; some may
withdraw from the
lesson.
Students become
disruptive or talk among
themselves in an effort
to follow the lesson.
The teacher uses
technical terms without
explaining their
meanings.
The teacher says,
“Ain’t.”
The teacher’s vocabulary
is inappropriate to the age
or culture of the students.
The communication and
delivery of expectations
for learning, directions,
procedures and
explanations of content
are not present or are
unclear and/or
confusing to students
193
Minimally Effective
Explanation
The teacher displays
limited expectation
for learning,
directions,
procedures, and
explanation of
content.
Definition
The teacher’s attempt to
explain the instructional
purpose has only limited
success and/or directions
and procedures must be
clarified after initial
student confusion. The
teacher’s explanation of
the content may contain
some minor errors; some
portions are clear, others
difficult to follow. The
teacher’s explanation
does not invite students to
engage intellectually or to
understand strategies they
might use when working
independently. The
teacher uses spoken
language correctly, but
uses vocabulary that is
either limited or not fully
appropriate to the
students’ ages or
backgrounds. The
teacher rarely takes
opportunities to explain
academic vocabulary.
Attributes
The teacher provides a
little-elaborated
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 ones.
Examples
The teacher
mispronounces words.
The teacher says, “And
oh, by the way, today we
are going to factor
polynomials.”
A student asks, “What
are we supposed to be
doing?” and the teacher
clarifies the task.
A student asks, “What
do I write here?” in
order to complete the
task.
The teacher’s
explanations of content
are purely procedural
with no indication of how
students can think
strategically.
The teacher says,
“Watch me while I show
you how to do this,”
asking students only to
listen.
The teacher must clarify
the learning task so
students can complete it.
A number of students do
not seem to be following
the explanation.
The teacher’s vocabulary
and usage are correct but
unimaginative.
Students are inattentive
during the teacher’s
explanation of content.
When the teacher
attempts to explain
academic vocabulary it is
only partially successful.
Students’ use of
academic vocabulary is
imprecise.
The teacher’s vocabulary
is too advanced or too
juvenile for students.
The communication and
delivery of expectations
for learning, directions,
procedures and
explanations of content
are not present, or are
limited, vague and/or
lack clarity
194
Effective
Explanation
Teacher uses clear
communication
employing a range of
vocabulary to ensure
learning expectations
are comprehensible
to all students.
Teacher allows for
student clarification
and feedback.
Definition
The instructional purpose
of the lesson is clearly
communicated to
students, including where
it is situated within the
broader learning;
directions and procedures
are explained clearly and
may be modeled. The
teacher’s explanation of
content is scaffolded,
clear, and accurate and
connects with students’
knowledge and
experience. During the
explanation of the
content, the teacher
focuses, as appropriate,
on strategies students can
use when working
independently and invites
student intellectual
engagement. The
teacher’s spoken and
written language is clear
and correct and is suitable
to students’ ages and
interests. The teacher’s
use of academic
vocabulary is precise and
serves to extend student
understating.
Attributes
The teacher states clearly,
at some point during the
lesson, what the students
will be learning.
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 the students to
interpret them in the
context of what there are
to do.
If appropriate, the teacher
models the processes to
be followed in a specific
task.
The teacher’s vocabulary
and usage are correct and
entirely suited to the
lesson, including, when
appropriate, explanations
of academic vocabulary.
The teacher’s vocabulary
is appropriate to the
students’ ages and levels
of development.
The communication and
delivery of expectations
for learning, directions,
procedures and
explanations of content
with students include
the following:
Examples
The teacher says’ “By
the end of today’s lesson
you are all going to
factor different types of
polynomials.”
In the course of a
presentation of content,
the teacher asks
students, “Can anyone
think of an example of
that?”
The teacher uses a board
or projection device for
task directions so that
students can refer to it
without requiring the
teacher’s attention.
The teacher says, “When
you are trying to solve a
math problem like this,
you might think of a
similar, but simpler,
problem that you have
done in the past and see
whether the same
approach would work.”
The teacher explains
passive solar energy by
inviting students to think
about the temperature in
a closed car on a cold,
but sunny day, or about
the water in a hose that
has been sitting in the
sun.
The teacher uses a Venn
diagram to illustrate the
distinctions between a
republic and a
democracy.
Desired learning
outcomes such as
content and language195
objectives are posted,
stated and referred to
during the lesson cycle
Use of clear
communication and a
range of vocabulary to
ensure learning
outcomes are
understandable,
including the
solicitation of feedback
and allowing for
clarification from all
student by using
multiple strategies e.g.
wait time, visuals,
methodical systems and
physical cues
Instructions and
procedures that are
consistent and
anticipate possible
student misconceptions
Content that is
delivered and
differentiated by
including the use of the
students’ academic
English language
proficiency levels and/or
IEP goals as applicable
Use of opportunities to
connect to students’
cultural and linguistic
background knowledge
196
Highly Effective
Explanation
Expectation for
learning, directions,
procedures, and
explanation of
content are evident,
consistent, and
anticipatory of
possible student
misconceptions
Definition
The teacher links the
instructional purpose of
the lesson to the larger
curriculum; the directions
and procedures are clear
and anticipate possible
student
misunderstanding. The
teacher’s explanation of
content is thorough and
clear, developing
conceptual understanding
through clear scaffolding
and connecting with
student interests.
Students contribute to
expanding the content by
explaining concepts to
their classmates and
suggesting strategies that
might be used. The
teacher’s spoken and
written language is
expressive, and the
teacher finds
opportunities to extend
students’ vocabularies,
both within the discipline
and for more general use.
Students contribute to the
correct use of academic
vocabulary.
Attributes
In addition to the
indicators to be
effective, the
communication and
delivery of expectations
for learning, directions,
procedures and
explanations of content
with students include
the following:
If asked, students are able
to explain what they are
learning and where it fits
into the larger curriculum
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 might use
in approaching a
challenge or analysis.
The teacher uses rich
language offering brief
vocabulary lessons,
where appropriate, for
both general vocabulary
and for the discipline.
Students use academic
language correctly.
Strategies for students
to interact with each
other and offer
feedback to peers
Examples
The teacher says, “Here
is a spot where some
students have difficulty;
be sure to read it
carefully.”
The teacher asks a
student to explain the
task to other students.
When clarification about
the learning task is
needed, a student offers
it to classmates.
The teacher, in
explaining the westward
movement in US history,
invites students to
consider that historical
period from the point of
view of the native
populations.
The teacher asks, “Who
would like to explain
this idea to us?”
A student asks, “Is this
another way we could
think about analogies?”
A student explains an
academic term to
classmates.
The teacher pauses
during an explanation of
the Civil Rights
Movement to remind
students that the prefix
“in-“, as in “inequality”,
means “not”, and that
the prefix “un-“ also
means the same thing.
A student says to a
classmate, “I think that
side of the triangle is
called the hypotenuse.”
197
Grade-level
appropriate,
understandable
language with scaffolds
to support students’
language and academic
proficiency levels and
IEP goals for content
and explanation for
academic tasks
Ensuring understanding
of idioms and figurative
language by clarifying
and rephrasing when
necessary
Intentionally creating
connections to students’
cultural and linguistic
background knowledge
Opportunities for
students to lead and
direct lesson
components
198
Exemplary
Explanation
The highly-effective
teacher promotes
ongoing and
consistent
communication with
students. Students
are provided
multiple
opportunities and/or
modalities to express
concepts being
taught in class and
are clearly aware of
their progress with
those concepts
Definition
Attributes
In addition to the
indicators to be highly
effective the teacher
leader:
Examples
Contributes to and
directs ongoing and
consistent
communication with all
students, staff and
community members
Creates multiple
opportunities and/or
uses multiple modalities
to clarify concepts being
taught in class while
respecting the culture,
language and level of
development of the
student
Engages in
opportunities to support
and mentor colleagues
and community
members by sharing
knowledge, information
and strategies for
communicating with
students in a manner
that is appropriate to
their culture and level
of cognitive
development.
199
Domain 3: Teaching for Learning
Element B: Using questioning and discussion techniques to support classroom discourse
To what level do all students have an opportunity to answer questions?
To what level are questions thought provoking and rigorous?
Definition of Element:
Question and discussion are the only instructional strategies specifically referred to in the Framework for
Teaching, a decision that reflects their central importance to teacher practice. In the Framework, it is
important that questioning and discussion be used as techniques to deepen student understanding rather
than serve as a recitation of a verbal quiz. Good teachers use divergent, as well as convergent, questions
formed in such a way that they invite students to formulate hypotheses and make connections or challenge
previously held views. Students’ responses to questions are valued; effective teachers are especially
adept at responding to, and building on, student responses and making use of their ideas. High-quality
questions encourage students to make connections between concepts or events, previously believed to be
unrelated, and to arrive at needed understandings of complex materials. Effective teachers also pose
questions for which they do not know the answers. Even when a question has a limited number of correct
responses, the question, being nonformulaic, is likely to promote student thinking.
Class discussions are animated, engaging all students in important issues and promoting the use of
precise language to deepen and extend their understanding. These discussions may be based around
questions formulated by students, themselves. Furthermore, when a teacher is building on student
responses to questions (whether posed by the teacher or by other students), students are challenged to
explain their thinking and to cite specific text or other evidence (for example, from a scientific
experiment) to back up a position. This focus on argumentation forms the foundation of logical
reasoning, a critical skill in all disciplines.
Not all questions must be at a high-cognitive level; that is, when exploring a topic, a teacher might begin
with a series of questions of low-cognitive challenge to provide a review, or to ensure that everyone is the
class is “on board.” Furthermore, if questions are at a high level, but only a few students participate in
the discussion, the teacher’s performance on the component cannot be evaluated to be at a high level. In
addition, during lessons involving students in small group work, the quality of the students’ questions and
discussion in their group may be considered part of this component. In order for students to formulate
high-level questions, they must have learned how to do so. Therefore, high-level questions from students,
whether in the full class or in small group discussions, provide evidence that these skills have been
taught.
The elements of this component are: Quality of questions/prompts, discussion techniques, and student
participation.
Any reference to “all students” includes culturally and linguistically diverse students, English
Learners, and Students with Disabilities.
Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards
when serving ELL students and IEP goals when serving Students with Disabilities.
Key Descriptive Activities at the Domain Level (General Look Fors)
This domain and element are characterized by using set classroom procedures to support questioning (i.e.
cold call techniques), creating higher order questions in the lesson plan, and using procedures or class
norms to ensure that all students answer and or participate in discussions.
200
Ineffective
Explanation
The teacher’s
questioning
techniques are not
aligned to content
and provide no
opportunity for
student engagement.
Definition
The teacher’s questions
are of low-cognitive
challenge with single
correct responses and are
asked in rapid
succession. Interaction
between the teacher and
students is
predominately recitation
style with the teacher
mediating all questions
and answers; the teacher
accepts all contributions
without asking students
to explain their
reasoning. Only a few
students participate in
the discussion.
Attributes
Examples
Questions are rapid-fire and
convergent with a single
correct answer.
All questions are of the
recitation type such as
“what is 3 x 4?”
Questions do not invite
student thinking.
The teacher asks a question
for which the answer is on
the board; students respond
by reading it.
All discussion is between
the teacher and students;
students are not invited to
speak directly to one
another.
The teacher does not ask
students to explain their
thinking.
The teacher calls only on
students who have their
hands up.
A student responds to a
question with wrong
information and the teacher
does not follow up.
Only a few students
dominate a discussion.
The teacher’s
questioning techniques:
Do not allow for
interactions between
teacher and student to
student to student
Do not sue scaffolds as
appropriate for the
developmental,
cognitive and/or
linguistic needs of the
student
Are not aligned to
content and provide no
opportunity for student
engagement
Use low level or
inappropriate questions
Elicit limited student
participation and
recitation rather than
discussion
201
Minimally Effective
Explanation
The teacher’s
questioning
techniques are lowlevel with minimal
student engagement.
Definition
The teacher’s questions
lead students through a
single path of inquiry
with answers seemingly
determined in advance.
Alternatively, the teacher
attempts to ask some
questions designed to
engage students in
thinking but only a few
students are involved.
The teacher attempts to
engage all students in the
discussion to encourage
them to respond to one
another, and to explain
their thinking, with
uneven results.
Attributes
The teacher frames some
questions designed to
promote student thinking,
but many have a single
correct answer and the
teacher calls on students
quickly.
The teacher invites
students to respond
directly to one answer’s
ideas but few students
respond.
The teacher calls on
many students but only a
small number actually
participate in the
discussion.
The teacher asks students
to explain their reasoning
but only some students
attempt to do so.
Examples
Many questions are of
the recitation type such
as “How many members
of the House of
Representative are
there?”
The teacher asks, “Who
has an idea about this?”
The usual three students
offer comments.
The teacher asks, “Maria,
can you comment on
Ian’s idea?”, but Maria
does not respond or
makes a comment
directly to the teacher.
The teacher asks a
student to explain his
reasoning for why 13 is a
prime number, but does
not follow up when the
student falters.
The teacher’s
questioning techniques:
Provide minimal
opportunities for
interaction between
teacher and student and
student to student
Use low level questions
that evoke minimal
student engagement
Have some questions
which elicit a
thoughtful response,
but which are in rapid
succession with no wait
time and which many
be answered by the
teacher
DO not include a
system that allows all
student to respond
202
Effective
Explanation
The teacher’s
questioning
techniques elicit deep
responses and allow
sufficient time for
student answers
through active
engagement with
peers and teacher.
Definition
While the teacher may
use some low-level
questions, the teacher
poses questions designed
to promote students
thinking and
understanding. The
teacher creates a genuine
discussion among
students, providing
adequate time for
students to respond and
stepping aside when
doing so, as appropriate.
The teacher challenges
most students in the
discussion by employing
a range of strategies to
ensure that most students
are heard.
Attributes
Examples
The teacher uses openended question inviting
students to think and/or
offer multiple possible
answers.
The teacher asks, “What
might have happened if the
colonists had not prevailed
in the American War of
Independence?”
The teacher makes effective
use of wait time.
The teacher uses the plural
form in asking questions
such as “What are some
things that you think may
have contributed to . . .”
Discussion enables students
to talk to one another
without ongoing mediation
by the teacher.
The teacher calls on most
students; even those who
don’t initially answer.
Many students actively
engage in the discussion.
The teacher asks students to
justify their reasoning and
most attempt to do so.
The teacher’s questioning
techniques:
Provide frequent
opportunities for
interaction between
teacher and student and
student to student
The teacher asks, “Maria
can you comment on Ian’s
idea?” Maria responds
directly to Ian.
The teacher poses a
question, asking every
student to write a brief
response and then share it
with a partner, before
inviting a few to offer their
ideas to the entire class.
The teacher asks students
when they have formulated
an answer to the question,
“Why do you think Huck
Finn did …?” to find the
reason in the test and to
explain their thinking to a
neighbor.
Use scaffolds as
appropriate for the
developmental, cognitive
and linguistic needs of the
student
Use pre-planned questions
or tasks
Use systems that evoke
responses from all
students and are
appropriate to students’’
developmental, cognitive
and academic language
proficiency including the
use of wait time
Consistently engage
students in high levels of
thinking within the
specialized instruction and
203
content
Allow students to respond
in a variety of ways
including kinesthetic or
visual presentation
depending on their
developmental, cognitive
and academic language
proficiency
Highly Effective
Explanation
The teacher promotes
consistent analytical
and collaborative
approaches to
understanding, and
uses questioning
techniques that
scaffold instruction
for deep
understanding of
concepts, allowing
for discussion and
debate of key
concepts.
Definition
The teacher uses a
variety, or series of
questions, or prompts to
challenge students
cognitively, advance
high-level thinking and
discourse, and promote
metacognition. Students
formulate many
questions, initiate topics,
challenge one another’s
thinking and make
unsolicited contributions.
Students themselves
ensure that all voices are
heard in the discussion.
Attributes
In addition to the
indicators for effective
the teacher’s questioning
techniques:
Students initiate higher
order questions.
The teacher builds on and
uses student responses to
questions to deepen
student understanding.
Students extend the
discussion and enrich it.
Students invite comments
from their classmates
during a discussion and
challenge one another’s
thinking.
Examples
A student asks, “How
many ways are there to
get this answer?”
A student says to a
classmate, “I don’t think
I agree with you on this,
because . . . “
A student asks of other
students, “Does anyone
have another idea how
we night figure this out?”
A student asks, “What if
…?”
Virtually all students are
engaged in the discussion.
Allow consistent
analytical and
collaborative approaches
to understanding
Scaffold for a deep
understanding of
concepts using academic
language
Create opportunities for
student led discussion
and debate of key
concepts
Allow students to take
ownership or to lead
204
ensuring that all voices
are heard in classroom
and group discussions
Incorporate student
generated high level
questions that are within
the specialized
instruction and are
content specific
Include the use of
prompts to support
students’’ responses to
questions that can
include repeating and
rephrasing the question
and modeling responses
for less proficient
students
Exemplary
Explanation
Questioning
techniques are
engaging and reflect
a high level of
thinking in a
culturally and
developmentally
appropriate
environment.
Students engage in
deep meaningful
conversations using
academic language.
Definition
Attributes
In addition to the
indicators for highly
effective, the teacher’s
questioning techniques:
Examples
Are shared with
colleagues in mentoring
and support contexts
Are shared with
parents and community
members
205
Domain 3: Teaching for Learning
Element C: Engaging students in learning
To what level are students engaging in the lesson’s activities?
To what level are activities sequential and aligned to the daily learning target?
To what level are students required to be intellectually engaged with the course content?
Definition of Element:
Student engagement in learning is the centerpiece of the Framework for Teaching; all other components
contribute to it. When students are engaged in learning, they are not merely busy, nor are they only ontask. Rather, they are intellectually active in learning important and challenging content. The critical
distinction between a classroom in which students are compliant and busy, and one in which they are
engaged, is that in the latter students are developing their understanding through what they do. That is,
they are engaged in discussion, debate, answering “what if?” questions, discovering patterns, and the
like. They may be selecting their work from a range of teacher-arranged choices and making important
contributions to the intellectual “like” of the class. Such activities don’t typically consume an entire
lesson, but are essential components of engagement. A lesson in which students are engaged usually has
a discernible structure: a beginning, middle, and an end, with scaffolding provided by the teacher or by
the activities themselves. Student tasks are organized to provide cognitive challenge, and the students are
encouraged to reflect on what they have done and what they have learned. That is, the lesson has
closure, in which teachers encourage students to derive the important learning from the learning tasks,
from the discussion, or from what they have read. Critical questions for an observer in determining the
degree of student engagement are: “What are the students asked to do?”, “ Does the learning task
involve thinking?”, “Are students challenged to discern patterns or make predictions?” If the answer to
these questions is that students are, for example filling in blanks on a worksheet or performing a rote
procedure, they are unlikely to be cognitively engaged.
In observing a lesson, it is essential not only to watch the teacher but also to pay close attention to the
students and what they are doing. The best evidence for student engagement is what students are saying
and doing as a consequence of what the teacher does, or has done, or has planned. And while students
may be physically active (i.e. using mathematics manipulatives or making a map in social studies), it is
not essential that they be involved in a hands-on manner; it is, however, essential that they be challenged
to be “minds-on.”
The elements of this component are: Activities and assignment, grouping of students, instructional
materials and resources, and structure and pacing.
Any reference to “all students” includes culturally and linguistically diverse students, English
Learners, and Students with Disabilities.
Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards
when serving ELL students and IEP goals when serving Students with Disabilities.
Key Descriptive Activities at the Domain Level (General Look Fors)
This domain and element are characterized by connecting new concepts to prior learning and knowledge,
connecting activities to learning goals, and grouping students to enhance engagement.
206
Ineffective
Explanation
Activities,
assignments,
materials, and
grouping of students
are inappropriate to
the instructional
outcomes, resulting in
no intellectual
engagement.

The lesson
has no
structure
and/or is
poorly paced.
Definition
The learning tasks,
activities, materials and
sources are poorly
aligned with the
instructional outcomes,
or require only rote
responses, with only one
approach possible. The
groupings of students are
unsuitable to the
activities. The lesson is
too slow or very rushed.
Attributes
Examples
Few students are
intellectually engaged in the
lesson.
Most students disregard the
assignment given by the
teacher; it appears to be
much too difficult.
Learning tasks, activities
and materials require only
recall or a single correct
response or method.
Students fill out the lesson
worksheet by copying
words from the board.
Instructional materials used
are unsuitable to the lesson
and/or the students.
Students are using math
manipulative materials in a
rote activity.
The lesson drags or is
rushed.
The teacher lectures for 45
minutes.
Only one type of
instructional group is used
(whole group, small group)
when a variety would
promote more student
engagement.
Most students don’t have
time to complete the
assignment although the
teacher moves on in the
lesson.
Activities, assignments,
materials, pacing and
grouping of students are
somewhat appropriate to
the learning outcomes,
language proficiency
levels, and applicable IEP
goals resulting in low
student engagement
207
Minimally Effective
Explanation
Activities,
assignments,
materials, and
grouping of students
are somewhat
appropriate to the
instructional
outcomes, resulting in
moderate intellectual
engagement.
 The lesson
does not
connect to
prior
understanding
.
 The lesson
has a
recognizable
structure, but
is not fully
maintained.
 The lesson
does not have
clear learning
goals (more
specific than
broad
standard).
Definition
The learning tasks and
activities are partially
aligned with the
instructional outcomes,
but require only minimal
thinking by students and
little opportunity for
them to explain their
thinking, allowing most
students to be passive or
merely compliant. The
groupings of students are
moderately suitable to
the activities. The
lesson has a
recognizable structure;
however, the pacing of
the lesson may not
provide students the time
needed to be
intellectually engaged or
may be so slow that
many students have
considerable amount of
downtime.
Attributes
Examples
Students in only three of
the five small groups are
figuring out an answer to
the assigned problem;
Learning tasks are a mix of
the others seem to be
those requiring thinking and
unsure how they should
those requiring recall.
proceed.
Some students are
intellectually engaged in the
lesson.
Student engagement with
the content is largely
passive; the learning
consists primarily of facts
or procedures.
The materials and resources
are partially aligned to the
lesson objectives.
Few of the materials and
resources require student
thinking or asks students to
explain their thinking.
The pacing of the lesson is
uneven – suitable in parts
but rushed or dragging in
others.
Students are asked to fill
in a worksheet,
following an established
procedure.
There is a recognizable
beginning, middle and
end to the lesson.
The teacher lectures for
20 minutes and provides
15 minutes for the
student to write an essay;
not all students are able
to complete it.
The instructional grouping
used is partially appropriate
to the activities.
Activities, assignments,
materials, pacing and
grouping of students are
somewhat appropriate to
the learning outcomes,
language proficiency
levels, and applicable IEP
goals resulting in
moderate student
engagement
The teacher does not
connect the lesson to prior
understanding
The lesson structure is not
fully maintained
The pacing is somewhat
appropriate for some
learners
208
Effective
Explanation
Activities,
assignments,
materials, and
grouping of students
are fully appropriate
to the instructional
outcomes.
 The lesson
explicitly
connects to
prior
understanding
.
 All students
are engaged.
 The lesson’s
structure is
coherent and
paced
appropriately.
 The lesson
has specific
learning goals
aligned to the
standard.
 The lesson
allows for
student
reflection.
Definition
The learning tasks and
activities are fully
aligned with
instructional outcomes
and are designed to
challenge student
thinking and invite
students to make their
thinking visible. This
technique results in
active intellectual
engagement of most
students with important
and challenging content
and with teacher
scaffolding to support
that engagement. The
groupings of students are
suitable to the activities.
The lesson has a clearly
defined structure and the
pacing of the lesson is
appropriate, providing
most students the time
needed to be
intellectually engaged.
Attributes
Most students are
intellectually engaged in
the lesson.
Most learning tasks have
multiple correct
responses or approaches
and/or encourage higherorder thinking as part of
completing the tasks.
Materials and resources
support the learning
goals and require
intellectual engagement
as appropriate.
The pacing of the lesson
provides students the
time needed to be
intellectually engaged.
The teacher uses
groupings that are
suitable to the lesson
activities.
Activities, assignments,
materials, pacing and
grouping of students are
fully appropriate to the
learning outcomes,
language proficiency
levels, and applicable IEP
goals resulting in good
student engagement
Examples
Five out of 27 students
have finished an
assignment early and
begin talking among
themselves; the teacher
assigns a follow-up
activity.
Students are asked to
formulate a hypothesis
about what might happen
if the American voting
system allowed the direct
election of the president;
they are also asked to
explain their reasoning.
Students are given a task
to do independently, then
to discuss with a table
group; followed by a
reporting-out from each
table.
Students are asked to
create different
representations of a large
number by using a
variety of manipulative
materials.
The lesson is neither
rushed nor does it drag.
The teacher explicitly
connects the lesson to
prior understanding and
student background
experience
The lesson supports and
maintains and awareness
of the effective amount of
student talk versus
teacher talk
The teacher delivers
lessons coherently with
attention to scaffolding,
pacing, sequencing,
flexible grouping, student
209
reflection, and closure
The teacher incorporates
cognitive, developmental,
linguistic, and cultural
experiences to support
learning
The teacher assesses
student engagement and
understanding and adapts
methods for improved
learning when needed
Students are strategically
grouped to provide
opportunities to practice
speaking, reading, writing
and listening based on
their instructional needs
Highly Effective
Explanation
Activities,
assignments,
materials, and
grouping of students
are designed to
support challenging
instructional
outcomes.
Students are highly
intellectually
engaged.
The lesson is adapted
as needed to the
readiness of each
student and the
structure and pacing
allows for students’
reflection and closure.
The lesson allows for
formative assessment.
Definition
Virtually all students are
intellectually engaged in
challenging content
through well-designed
learning tasks and
activities that require
complex thinking by
students. The teacher
provides suitable
scaffolding and
challenges students to
explain their thinking.
There is evidence of
some students’ initiation
of inquiry and student
contributions to the
exploration of important
content, students may
serve as resources for
one another. The lesson
has a clearly defined
structure and the pacing
of the lesson provides
students the time needed
not only to intellectually
engage with, and reflect
upon, their learning, but
also to consolidate their
understanding.
Attributes
In addition to the
indicators for effective,
activities, assignments,
materials, pacing and
grouping of students are
fully appropriate to the
learning outcomes,
language proficiency
levels, and applicable IEP
goals resulting in high
intellectual student
engagement
Virtually all students are
intellectually engaged in
the lesson.
Lesson activities require
high-level student
thinking and
explanations of their
thinking.
Students take initiative to
improve the lesson by
modifying a learning task
to make it more
meaningful and by
suggesting modifications
to the grouping patterns
used. They also suggest
that modifications of
additions be made to the
Examples
Students are asked to
write an essay in the
style of Hemmingway
and to describe which
aspects of his style they
have incorporated.
Students determine
which of several tools –
e.g. a protractor,
spreadsheet, or graphing
calculator – would be
most suitable to solve a
particular math problem.
A student asks whether
they might remain in
their small groups to
complete another section
of the activity rather than
work independently.
Students indentify or
create their own learning
materials.
Students summarize their
learning from the lesson.
210
materials being used.
Students have an
opportunity for reflection
and closure on the lesson
to consolidate their
understanding.
The teacher provides
opportunities for
students to lead
reading, writing,
speaking and listening
activities throughout
the lesson
Students incorporate
cognitive,
developmental,
linguistic and cultural
experiences to support
learning
The lesson incorporates
multiple means of
representation,
expression and
engagement
The teacher encourages
students to negotiate
meaning and clarify
understanding with
their peers. This may
be accomplished using
a language other the
English as appropriate
The teacher
consistently assesses
student engagement
and understanding and
immediately adapts
methods for improved
learning when needed
211
Exemplary
Explanation
Expectations of
students are at an
advanced level to
engage learners to
obtain depth of
knowledge.
 The teacher
formatively
assesses
student
engagement,
understanding
, and ability
to analyze,
and
immediately
adapts
methods for
improved
learning.
Definition
Attributes
In addition to the
indicators for highly
effective, the teacher
leader:
Examples
Uses data to support
and guide student
engagement and is able
to demonstrate to
colleagues and
community members
how this works
Creates opportunities
to support and mentor
colleagues by sharing
knowledge,
information, and
strategies for engaging
students in their
learning
212
Domain 3: Teaching for Learning
Element D: Assessment in Instruction
To what level does the teacher determine the understanding and needs of each student during the
lesson?
To what level are students aware of how they will demonstrate understanding of the
content/lesson?
Definition of Element:
Assessment of student learning plays an important new role in teaching: no longer signaling the end of
instruction, it is now recognized to be an integral part of instruction. While assessment of learning has
always been, and will continue to be, an important aspect of teaching (it is important for teachers to know
whether students have learned what teachers intended), assessment for learning has increasingly become
an important step in classroom practice. In order to assess student learning for the purposes of
instruction, teachers must have a “finger on the pulse” of a lesson, monitoring student understanding
and, where feedback is appropriate, offering it to students.
A teacher’s actions in monitoring student learning, while they may superficially look the same as those
used in monitoring student behavior, indicate an alertness to a student who may be passing notes or
bothering their neighbors. When monitoring student learning, teachers look carefully at what students
are writing, or listen carefully to the questions students ask, in order to gauge whether they require
additional activities or explanation to grasp the content. In each case, the teacher may be circulating in
the room, but his/her purpose in doing so is quite different in the two situations.
Similarly, on the surface, questions asked of students for the purpose of monitoring learning are
fundamentally different from those used to build understanding. In the former, the questions seek to
reveal students’ misconceptions, whereas in the latter, the questions are designed to explore relationships
or deepen understanding. Indeed, for the purpose of monitoring, many teachers create questions,
specifically, to elicit the extent of student understanding and use additional techniques (such as exit
tickets) to determine the degree of understanding of every student in the class. Teachers at high levels of
performance in the component, then, demonstrate the ability to encourage students and actually teach
them the necessary skills of monitoring their own learning against clear standards.
But as important as monitoring student learning and providing feedback is students are, greatly
strengthened by a teacher’s skill in making mid-course corrections when needed, seizing a teachable
moment, or enlisting students’ particular interests to enrich an explanation.
The elements of this component are: Assessment criteria, monitoring student learning, feedback to
students, and student self-assessment and monitoring of progress.
Any reference to “all students” includes culturally and linguistically diverse students, English
Learners, and Students with Disabilities.
Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards
when serving ELL students and IEP goals when serving Students with Disabilities.
Key Descriptive Activities at the Domain Level (General Look Fors)
This domain and element are characterized by using proximity to review students artifacts to check for
understanding i.e. moving around the classroom checking students’ work and providing feedback and
support), and creating and using summary questions connected with the day’s learning goal at the end of
lessons as a way to ensure understanding.
213
Ineffective
Explanation
Assessments are not
used in instruction.
 Students are
unaware of
assessment
criteria.
 The teacher
does not
monitor
student
progress or
offer
feedback.
Definition
Students do not appear to
be aware of the
assessment criteria and
there is little or no
monitoring of student
learning; feedback is
absent or of poor quality.
Students do not engage
in self- or peerassessment.
Attributes
The teacher gives no
indication of what highquality work looks like.
Examples
A student asks, “How
is this assignment
going to be graded?”
The teacher makes no
effort to determine
whether students
understand the lesson.
A student asks, “Is this
the right way to solve
the problem?”, but
receives no
information from the
teacher.
Students receive no
feedback, or feedback is
global or directed to only
one student.
The teacher does not ask
students to evaluate their
own classmates’ work.
Assessments are
infrequently used n
instruction and:
Are rarely monitored by
the teacher for student
progress or to offer
feedback
Students are rarely
informed of assessment
criteria
The teacher keeps
plowing ahead with a
presentation but does
not check for
understanding.
After the students
present their research
on globalization, the
teacher tells them their
letter grade. When
students ask how the
grade was determined,
the teacher responds,
“After all these years
in education, I just
know what grade to
give.”
214
Minimally Effective
Explanation
Assessments are
occasionally used in
instruction.
 Students are
minimally
aware of the
assessment
criteria.
 The teacher
occasionally
monitors
students’
progress and
provides
limited or
irrelevant
feedback.
Definition
Students appear to be
only partially aware of
the assessment criteria,
and the teacher monitors
student learning for the
class as a whole.
Questions and
assessment are rarely
used to diagnose
evidence of learning.
Feedback to students is
general, and few students
assess their own work.
Attributes
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 evidence of
understanding from
students.
Feedback to students is
vague and not oriented
toward future
improvement of work.
The teacher makes only
minor attempts to engage
students in self- or peerassessment.
Assessments are
occasionally used to
inform instruction and:
Provide limited or
irrelevant feedback
Examples
The teacher asks,
“Does anyone have a
question?”
When a student
completes a problem
on the board, the
teacher corrects the
student’s work without
explaining why.
The teacher says,
“Good job, everyone.”
The teacher, after
receiving a correct
response from one
student, continues
without ascertaining
whether other students
understand the concept.
The students receive
their tests back; each
one is simply marked
with a letter grade on
top.
Students are
occasionally informed of
assessment criteria
Are occasionally
monitored by the teacher
for student progress
215
Effective
Explanation
Assessments are
consistently used in
instruction.
 There are
clear goals
and
performance
criteria,
communicate
d effectively
to students.
 The
assessment
strategies are
aligned to the
goal and
criteria, and
elicit evidence
during
instruction.
 Teacher uses
adaptive
instruction
including
descriptive
feedback.
 Student
involvement
occurs
through self
and peer
assessment.
Definition
Students appear to be
aware of assessment
criteria, and the teacher
monitors student learning
for groups of students.
Questions and
assessments are regularly
used to diagnose
evidence of learning.
Teacher feedback to
groups of students is
accurate and specific;
some students engage in
self-assessment.
Attributes
The teacher makes the
standards of high-quality
work clear to students.
The teacher elicits
evidence of student
understanding.
Students are invited to
assess their own work and
make improvements; most
of them do so.
Feedback includes
specific and timely
guidance, at least for
groups of students.
Examples
The teacher circulates
during small group or
independent work,
offering suggestions to
students.
The teacher uses
specifically formatted
questions to elicit
evidence of student
understanding.
The teacher asks
students to look over
their papers to correct
their errors; most of
them engage in the
task.
Assessments are
consistently used to
inform instruction and:
Contain clear
performance criteria
that are communicated
effectively to students
Align to the learning
outcomes
Contain differentiated
assessment
strategies/instruction
Allow the teacher to
check for understanding
throughout the lesson
and use techniques that
are based on students’
academic language needs
and developmental level
of readiness
Allow the teacher to
provide descriptive
feedback in a timely
manner
216
Highly Effective
Explanation
Assessments are used
in a sophisticated
manner to drive
instruction:
 The teacher
establishes,
supports, and
models the
use of
consistent
assessment of
progression
and
development
as a tool for
improved
learning to
stakeholders.
Definition
Assessment is fully
integrated into
instruction, through
extensive use of
formative assessment.
Students appear to be
aware of, and there is
some evidence that they
have contributed to, the
assessment criteria.
Questions and
assessments are used
regularly to diagnose
evidence of learning by
individual students. A
variety of forms of
feedback, from both
teacher and peers, is
accurate and specific and
advances learning.
Students self-assess and
monitor their own
progress. The teacher
successfully
differentiates instruction
to address individual
student
misunderstandings.
Attributes
In additional to the
indicators for effective
assessments are used in a
sophisticated manner to
drive instruction and
there is a method to:
Students indicate that they
clearly understand the
characteristics of high
quality work, and there is
evidence that students
have helped establish the
evaluation criteria.
The teacher is constantly,
“taking the pulse” of the
class, monitoring of
students understanding is
sophisticated and
continuous; and making
use of strategies to elicit
information about
individual student
understanding.
Students monitor their
own understanding, either
through their own
initiative, or as a result of
tasks set by the teacher.
Examples
The teacher reminds
students of the
characteristics of highquality work,
observing that the
students themselves
helped develop them.
While students are
working, the teacher
circulates, providing
specific feedback to
individual students.
The teacher uses
Popsicle sticks or exit
tickets to elicit
evidence of individual
student understanding.
Students offer
feedback to their
classmates on their
work.
Students evaluate a
piece of their writing
against the writing
rubric and confer with
the teacher about how
it could be improved.
High-quality feedback
comes from many sources,
including students; it is
specific and focused on
improvement.
Establish, support, and
model the use of
assessment as tools for
improved learning and
communication to
students
217
Engage students in
analyzing and evaluating
assessment data and
information to improve
learning
Systematically gather
and use assessment data
to inform and guide
instruction
Ensure that students can
articulate their level of
performance using the
criteria and scoring
guidelines provided
Provide feedback that
can be used by students
in their learning
Support students in
monitoring their
progress towards
mastery of content
standards and/or
specialized instruction
using informal and
formal classroom
assessments
Involve students in
establishing assessment
criteria
Engage students in
setting and monitoring
targets for learning and
academic language
development related to
the content
Support students in
monitoring their
progress with evidence
based strategies that
include a combination of
self and peer assessments
218
Exemplary
Explanation
Students analyze and
evaluate assessment
data, and information,
and apply same to
improved learning.
 The teacher
involves
students in
establishing
the
assessment
criteria and
provides high
quality
feedback from
a variety of
sources.
Definition
Attributes
In addition to the
requirements for highly
effective, the teacher
leader:
Examples
Creates opportunities to
support and mentor
colleagues by sharing
knowledge, information,
and strategies for
assessment and
instruction
Leads, directs, or
instructs colleagues
and/or community
members in how to use
assessment techniques
effectively
219
Domain 3: Teaching for Learning
Element E: Demonstrating flexibility and responsiveness
To what level does the teacher modify instruction within the lesson/class period?
Definition of Element:
Flexibility and responsiveness refer to a teacher’s skill in making adjustments in a lesson to respond to
changing conditions. When a lesson is well-planned, there may be no need to change during the course
of the lesson itself. Shifting the approach in midstream is not always necessary; in fact, with experience
comes skill in accurately predicting how a lesson will do and being prepare for various possible
scenarios. But even the most skilled and best prepared teachers will occasionally find that either a lesson
is not proceeding as they would like, or that a teachable moment has presented itself. They are ready for
such situations. Furthermore, teachers who are committed to the learning of all students, persist in
attempting to engage students in learning, even when confronted with initial setbacks.
The elements of this component are: lesson adjustment, response to students, and persistence.
Any reference to “all students” includes culturally and linguistically diverse students, English
Learners, and Students with Disabilities.
Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards
when serving ELL students and IEP goals when serving Students with Disabilities.
Key Descriptive Activities at the Domain Level (General Look Fors)
This domain and element are characterized by re-grouping students or changing activities to address
challenges of new materials (i.e. rule of thumb activities should last no longer than a child’s age), and
provide small group or individual reteaching support.
Ineffective
Explanation
Teacher adheres to the
instructional plan,
even when a change
would maximize
learning.
 The teacher
disregards
students’
learning
challenges.
 The teacher
blames the
students or
their
environment
for lack of
academic
progress.
Definition
The teacher ignores
student questions; when
students have difficulty
learning, the teacher
blames them or their
home environment for
their lack of success. The
teacher makes no attempt
to adjust the lesson, even
when students don’t
understand the content.
Attributes
The teacher ignores
indications of student
boredom or lack of
understanding.
The teacher brushes
aside student questions.
The teacher conveys to
students that when they
have difficulty learning,
it is their fault.
In reflecting on practice,
the teacher does not
indicate that it is
important to reach all
the students.
Examples
The teacher says, “We
don’t have time for that
today.”
The teacher says, “If
you’d just pay attention,
you could understand
this.’
When a student asks the
teacher to explain a
mathematical procedure
again, the teacher says,
“Just do the homework
assignment and you’ll
get it then.”
The teacher makes no
attempt to adjust the
lesson in response to
220
student confusion.
The teacher:
Disregards students’
learning needs
Adheres to the
instructional plan, even
when a change would
maximize learning
Does not accept
responsibility for
students’ lack of
academic progress
Minimally Effective
Explanation
Teacher accepts
responsibility for
student success.
 Teacher
attempts to
modify the
lesson and
responds to
student
questions with
moderate
success, but
has a limited
repertoire of
strategies to
draw upon.
Definition
The teacher accepts
responsibility for the
success of all students,
but has only a limited
repertoire of strategies to
use. Adjustment of the
lesson in response to
assessment is minimal or
ineffective.
Attributes
The teacher makes
perfunctory attempts to
incorporate student
questions and interests into
the lesson.
The teacher conveys to
students a level of
responsibility for their
learning but also
uncertainty about how to
assist them.
In reflecting on practice,
the teacher indicates the
desire to reach all students,
but does not suggest
strategies for doing so.
The teacher’s attempts to
adjust the lesson are
primarily successful.
Examples
The teacher says, “I'll
try to think of another
way to come at this and
get back to you.”
The teacher says, “I
realize not everyone
understands this, but we
can’t spend any more
time on it.”
The teacher rearranges
the way the students are
grouped in an attempt to
help students
understand the lesson;
the strategy is partially
successful.
The teacher:
Accepts minimal
responsibility for student
success
Attempts to modify the
lesson, and responds to
student questions with
moderate success but has
limited repertoire of
strategies to draw upon
Does not use strategies to
support diverse learners
221
Effective
Explanation
Teacher promotes the
successful learning of
all students.
 The teacher
adjusts
instructional
plans and
accommodate
s for student
questions,
needs, and
interests.
 Teacher
utilizes a
variety of
strategies.
Definition
The teacher successfully
accommodates student
questions and interests.
Drawing on a broad
repertoire of strategies,
the teacher persists in
seeking approaches for
students who have
difficulty learning. If
impromptu measures are
needed, the teacher makes
a minor adjustment to the
lesson and does so
smoothly.
Attributes
The teacher incorporates
student interests and
questions into the heart of
the lesson.
The teacher conveys to
students that he or she has
other approaches to try when
the students experience
difficulty.
In reflecting on practice, the
teacher cites multiple
approaches undertaken to
reach students having
difficulty.
When improvising becomes
necessary, the teacher makes
adjustments to the lesson.
Examples
The teacher says,
“That’s an interesting
idea; let’s see how it
fits.”
The teacher illustrates a
principle of good
writing to a student
using his interest in
basketball as context.
The teacher says, “This
seems to be more
difficult for you than I
expected; let’s try this
way,” and then uses
another approach.
The teacher modifies the
instruction within the
lesson/class period by:
Promoting successful
learning of all students
Modifying instruction
according to applicable
IEP’s
Adjusting instructional
plans and making
accommodations for
student questions, needs
and interests while taking
into account the language
demands and grade level
appropriateness of the
content and instruction
Adjusting instructional
plans by employing a
variety of strategies and
techniques that are
responsive to students’
needs, proficiency, cultures
and/0r experiences
Adjusting the lesson based
on periodic checking for
understanding and/or
formative assessments for
all students
222
Highly Effective
Explanation
Teacher seizes an
opportunity to
enhance learning by
building on a
spontaneous event or
student interests.
 Teacher
applies
students’
interest to
current
learning goal.
 The teacher
ensures the
success of all
students,
using an
extensive
repertoire of
instructional
strategies.
Definition
The teacher seizes an
opportunity to enhance
learning building on a
spontaneous event or
student interests, or
successfully adjusts and
differentiates instruction
to address individual
student
misunderstandings.
Using an extensive
repertoire of instructional
strategies and soliciting
additional resources from
the school or community,
the teacher persists in
seeking effective
approaches for students
who need help.
Attributes
In addition to the
indicators for effective,
the teacher modifies
the instruction within
the lesson/class period
by:
The teacher seizes on a
teachable moment to
enhance a lesson.
The teacher conveys to
students that she won’t
consider a lesson
finished until every
student understands and
that she has a broad
range of approaches to
use.
In reflecting on practice,
the teacher can cite
others in the school, and
beyond, who have been
contacted for assistance
in reaching some
students.
Examples
The teacher stops a
lesson midstream and
says, “This activity
doesn’t seem to be
working. Here’s
another way I’d like you
to try it.”
The teacher
incorporates the
school’s upcoming
championship game into
an explanation of
averages.
The teacher says, “If we
have to come back to
this tomorrow, we will.
That is how really
important this is for you
to understand.”
The teacher’s
adjustments to the
lesson, when they are
needed, are designed to
assist individual
students.
Seizing opportunities
to enhance learning by
building on a
spontaneous event or
student interests
Creating opportunities
for student-let
instruction, discussion
and/0r questioning
Appealing to student
interests and making
cultural connections to
learning outcomes
223
Ensuring the success of
all students by using an
extensive repertoire of
instructional strategies
in order to anchor
instruction and help
students make sense of
content
Exemplary
Explanation
The teacher identifies
unique “teachable
moments” that relate
current
lessons/standards to
individual and student
groups.
The instructional
strategy enhances
depth of knowledge
and cultural or
learning relevance.
Definition
Attributes
In addition to the
indicators for highly
effective the teacher
leader:
Examples
Reflects on classroom
practice and uses
students’ participation
and responses to pace
and adjust lessons
during instruction
Enhances students’
depth of knowledge
through the use of
activities and resources
that show connections
to students’ cultures,
experiences and levels
of development
Engages in
opportunities to
support and mentor
colleagues by sharing
knowledge,
information and
strategies for
demonstrating
flexibility and
responsiveness
Creates opportunities
for colleagues and/or
community members
to enhance their depth
of knowledge
regarding flexible
teaching and
responsiveness
224
Section 5
Domain 4
225
Domain 4: Professionalism
Element A: Communicating with families—
How well does the teacher engage families in the instructional program?
What is the level of frequency, and cultural appropriateness, of the teacher’s communication (both formal and
informal) with families?
Definition of Element:
Although the ability of family participation in their child’s learning varies widely, due to personal or work
obligations, it is the responsibility of the teacher to provide opportunities for them to understand both the
instructional program and their child’s progress. Teachers establish relationships with families by
communicating to them about the instructional program, conferring with them about individual students, and
inviting them to be part of the educational process. The level of family participation and involvement tends to be
greater at the elementary level, when young children are just beginning school. However, the importance of
regular communication with families of adolescents cannot be overstated. A teacher’s effort to communicate
with families conveys the teacher’s essential caring, valued by families of students of all ages.
The elements of this component are: Information about the instructional program, information about individual
students, and engagement of families in the instructional program.
Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and
Students with Disabilities.
Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when
serving ELL students and IEP goals when serving Students with Disabilities.
Key Descriptive Activities at the Domain Level (General Look Fors)
This domain and element are characterized by phone/email logs, student management software notes, sample of
correspondence within the teacher portfolio, and teachers’ websites.
226
Ineffective
Explanation
The teacher does not attempt
to engage families in the
instructional program.

Teacher
communication with
families is sporadic or
culturally
inappropriate.
Definition
The teacher provides
little information about
the instructional
program to families;
the teacher’s
communication about
student progress is
minimal. The teacher
does not respond, or
responds insensitively,
to parent concerns.
Attributes
Little or no information
regarding the instructional
program is available to
parents.
Examples
A parent says, “I’d
like to know what
my child is working
on at school.”
Families are unaware of their
children’s progress.
A parent says, “I
wish I could know
something about
my child’s progress
before the report
card comes out.”
Family engagement activities
are lacking.
There is some culturally
inappropriate communication.
A parent says, “I
wonder why we
never see any
The teacher:
schoolwork come
Rarely or does not adhere to home.”
the district’s/school’s
requirements for
communicating with
families
Provides little or no
information to families
about the instructional
program, the IEP goals
(academic and/or
behavioral) as applicable
and/or progress toward
goals for all students
Rarely or does not respond
to family concerns
Displays occasional
insensitivity to cultural
norms
227
Minimally Effective
Explanation
The teacher makes minimal
attempts to engage families in
the instructional program.

Teacher
communication is not
always appropriate to
the cultures of
families.
Definition
The teacher makes
sporadic attempts to
communicate with
families about the
instructional program,
and about the progress
of individual students,
but does not attempt to
engage families in the
instructional program.
Moreover, the
communication that
does take place may
not be culturally
sensitive to these
families.
Attributes
School- or district-created
materials about the
instructional program are sent
home.
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.
Some of the teacher’s
communications are
inappropriate to families’
cultural norms.
Examples
A parent says, “I
received the district
pamphlet on the
reading program,
but I wonder how
it’s being taught in
my child’s class.”
A parent says, “I
emailed the teacher
about my child’s
struggles with math,
but all I got back
was a note saying
he was doing fine.”
The teacher sends
home weekly
quizzes for parent
or guardian
signature.
The teacher:
Minimally adheres to the
district’s/school’s
requirements for
communicating with
families
Does not clearly
communicate to families the
instructional program, the
IEP goals (academic and/or
behavioral) as applicable
and/or progress toward
goals for all students
Minimally responds to
family concerns
Displays inconsistent
sensitivity to cultural norms
228
Effective
Explanation
The teacher successfully
engages families in the
instructional program.


Teacher communicates
with families in a
culturally appropriate
manner.
Teacher frequently
communicates with
families.
Definition
The teacher provides
frequent and
appropriate
information about the
instructional program
and conveys
information about
individual student
progress in a culturally
sensitive manner. The
teacher makes some
attempts to engage
families in the
instructional program.
Attributes
The teacher regularly makes
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
their children’s learning.
The teacher:
Fully adheres to the
district’s/school’s
requirements for
communicating with families
Conducts effective
communications from schoolto-home about appropriate
school programs and student
progress including the
ACCESS for ELL Parent
Report and IEP goals as
applicable and effectively
responds to the home-to-school
communications
Examples
The teacher sends a
weekly newsletter
home to families
that describe
current class
activities,
community and/or
school projects,
field trips, etc.
The teacher creates
a monthly progress
report which is sent
home with each
student.
The teacher sends
home a project that
asks students to
interview a family
member about
growing up during
the 1950s.
Communicates with families in
a manner that is culturally
sensitive and responsive and
affirms the positive worth of
the students and families
Is available as needed to
respond to family concerns
Uses clear, accurate and
understanding language while
facilitating communication
with families including the
written IEP when supporting
Students With Disabilities and
uses the students’ home
language or a translator when
possible
229
Highly Effective
Explanation
The teacher successfully
engages families in the
instructional program.


Teacher’s
communications are
sensitive to cultural
traditions, and students
participate in the
communication.
Teacher communicates
frequently and
effectively with
families.
Definition
The teacher
communicates
frequently with
families in a culturally
sensitive manner with
students contributing to
the communication.
The teacher responds
to family concerns with
professional and
cultural sensitivity.
The teacher’s efforts to
engage families in the
instructional program
are frequent and
successful.
Attributes
In addition to the indicators to
be effective the teacher:
Students regularly develop
materials to inform their families
about the instructional program.
Students maintain accurate
records about their individual
learning progress and frequently
share the information with their
families.
Students contribute to regular
and ongoing projects designed to
engage families in the learning
process.
All of the teacher’s
communications are highly
sensitive to families’ cultural
norms.
Examples
Students create
materials for Backto-School night that
outline the
approach for
learning science.
Each student’s daily
reflection log
describes what she
or he is learning
and the log goes
home each week for
review by a parents
or guardian.
Students design a
project on charting
their families’ use
of plastics.
Goes beyond the
district’s/school’s
requirements for
communicating with families
and provides frequent
information to families about
ways to support children as
learners, student progress,
instruction and assessment
including the ACCESS for
ELL Parent Report as
applicable
Clearly communicates and
defines the IEP goals
(academic and/or behavioral)
and progress toward goals
when supporting Students with
Disabilities using specific
examples of student progress
based on data in parentfriendly language as applicable
Responds to family concerns
with professionalism and
cultural sensitivity
230
Exemplary
Explanation
The teacher helps promote
school-wide activities that
increase family and
community understanding of
the instructional program.


Teacher helps promote
school-wide activities
that increase family
involvement.
Teacher actively seeks
out and engages with
stakeholders within the
community, and
becomes a part of the
community.
Definition
Attributes
In addition to indicators to
be highly effective, the
teacher leader:
Examples
Works with school and/or
district leadership to create
a family-friendly school
climate and
student/community
centered policies
Participates with colleagues
to create a family-school
partnership which include
families as participants in
school decisions and
develops parent leaders and
representatives which may
include PTA, PTO, PTSA,
PTSO, PAC or other
organizations
Assists in facilitating and/or
designing workshops and
opportunities for parents to
learn more about
supporting their children as
learners, publishes accurate
information in the
newsletter and on the
website in multiple
languages, as needed or
reaches out to families in
community activities when
appropriate (e.g. feast day,
community meetings,
chapter house meetings etc.)
Engages in opportunities to
support and mentor
colleagues by sharing
knowledge, information and
strategies for
communicating with
families
231
Domain 4: Professionalism
Element B: Participating in a professional community—
How willing and eager is the teacher to participate in the professional community?
How collegial and productive are teachers’ relationships with their colleagues?
Definition of Element:
Schools are, first of all, environments to promote the learning of students. But in promoting student learning,
teachers must work with their colleagues to share strategies, plan joint efforts, and plan for the success of
individual students. Schools are, in other words, professional organizations for teachers, with their full
potential realized only when teachers regard themselves as members of a professional community. This
community is characterized by mutual support and respect as well as by recognition of the responsibility of all
teachers to be constantly seeking ways to improve their practice and to contribute to the life of the school.
Inevitably, teachers' duties extend well beyond the walls of classrooms and include activities related to the entire
school, the larger district, or both. These activities can include such things as school and district curriculum
committees or engagement with the parent-teacher organization. With experience, teachers assume leadership
roles in these activities.
The elements of this component are: Relationships with colleagues, involvement in a culture of professional
inquiry, service to the school, and participation in school and district projects.
Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and
Students with Disabilities.
Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when
serving ELL students and IEP goals when serving Students with Disabilities.
Key Descriptive Activities at the Domain Level (General Look Fors)
This domain and element are characterized by agenda and minutes from PLC, grade level, or departmental
meetings, teachers’ reflection on participating in sight or district collaborative events, student work that has been
generated as a result of collaborative work, administrator notes from meetings.
Ineffective
Explanation
The teacher does not
participate in a professional
community or in school and
district events and projects.

Teacher’s
relationships with
colleagues are
negative or selfserving.
Definition
The teacher’s
relationships with
colleagues are negative
or self-serving. The
teacher avoids
participation in a
professional culture of
inquiry, resisting
opportunities to
become involved. The
teacher avoids
becoming involved in
Attributes
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
activities and district and
community projects.
Examples
The teacher does
not share test-taking
strategies with
colleagues. The
teacher figures that
if the students do
well, the teacher
will look good.
The teacher does
not attend any
school functions
after the dismissal
bell.
232
school events or school
and district projects.
The teacher:
Avoids participation in a
professional community or
in school and district events
and projects
Demonstrates relationships
with colleagues which are
negative and/or
unprofessional
Minimally Effective
Explanation
The teacher participates in a
professional community and in
school and district events and
projects when specifically
requested.
 Teacher’s
relationships with
colleagues are cordial
but relationships do
not lead to productive
work that benefits
students.
Definition
The teacher maintains
cordial relationships
with colleagues to
fulfill duties that the
school or district
requires.
Attributes
The teacher has a cordial
relationship with colleagues.
When invited, the teacher
participates in activities related
to professional inquiry.
When asked, the teacher
participates in school activities
as well as district and
community projects.
The teacher:
Participates minimally in a
professional community and
in school and district e vents
and projects, when
specifically requested
Maintains relationships with
colleagues which are cordial
but these relationships do not
lead to productive work that
benefits students
Interacts minimally with
appropriate personnel about
instructional environmental
and behavioral modifications
for Students With Disabilities
and/or instructional
strategies for culturally and
linguistically diverse students
The teacher does
not attend PLC
meetings.
The teacher says, “I
work from 8:30 to
3:30 and not a
minute more. I
won’t serve on any
district committee
unless they get me a
substitute to cover
my classes.”
Examples
The teacher is polite
but seldom shares
any instructional
materials with
grade level partners.
The teacher attends
PLC meetings only
when reminded by
her supervisor.
The principal says,
“I wish I didn’t
have to ask the
teacher to volunteer
every time we need
someone to
chaperone the
dance.”
The teacher
contributes to the
district literacy
committee only
when requested to
do so by the
principal.
233
Effective
Explanation
The teacher participates
actively in the professional
community, and in school/
district events and projects.

Teacher maintains
positive and
productive
relationships with
colleagues.
Definition
The teacher’s
relationships with
colleagues are
characterized by
mutual support and
cooperation; the
teacher actively
participates in a culture
of professional inquiry.
The teacher volunteers
to participate in school
events and in school
and district projects
making a substantial
contribution.
Attributes
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 events and school and
district and community
projects.
The teacher:
Participates actively in a
professional community and
in school and district events
and projects
Maintains positive and
productive relationships
with colleagues
Provides appropriate
information on Students
With Disabilities and
English Learner students to
appropriate personnel as
applicable (e.g. strengths,
weaknesses, preferred
modalities needed,
environmental
modifications, IEP goals,
etc.)
Examples
The principal
remarks that the
teacher’s students
have been
noticeably
successful since her
teacher team has
been focusing on
instructional
strategies during its
meetings.
The teacher has
decided to take
some free MIT
courses online and
share his learning
with colleagues.
The basketball
coach is usually
willing to
chaperone the
ninth-grade dance
because she knows
all of her players
will be there.
The teacher
enthusiastically
represents the
school during the
district social
studies review and
brings substantial
knowledge of US
history to the course
writing team.
Consults with appropriate
personnel about
instructional strategies for
culturally and linguistically
diverse students as
applicable
Participates in interactions
with colleagues that are
characterized by a
willingness to listen and
consider multiple points of
view
234
Highly Effective
Explanation
The teacher makes a
substantial contribution to the
professional community, to
school/ district events and
projects.

Teacher assumes a
leadership role among
the stakeholders.
Definition
The teacher’s
relationships with
colleagues are
characterized by
mutual support and
cooperation with the
teacher taking initiative
in assuming leadership
among the faculty.
The teacher takes a
leadership role in
promoting a culture of
professional inquiry.
The teacher volunteers
to participate in school
events and district
projects, making a
substantial contribution
and assuming a
leadership role in at
least one aspect of
school or district life.
Attributes
In addition to the indicators
to be effective the teacher:
The teacher takes a leadership
role in promoting activities
related to professional
inquiry.
The teacher regularly
contributes to and leads
events that positively impact
school life.
The teacher regularly
contributes to and leads
significant district and
community projects.
Makes a substantial
contribution to the
professional community and
in school and district events
and projects
Shares knowledge of and
proactively seeks
opportunities to learn more
about techniques and
strategies to work with all
students which may include
cultural perspectives and
strategies for sheltering
academic language and
research-based strategies
that address student
learning
Examples
The teacher leads
the group of mentor
teachers at school,
which is developed
to support teachers
during their first
years of teaching.
The teacher hosts a
book study group
that meets monthly.
The teacher guides
the book choices so
that the group can
focus on topics that
will enhance their
skills.
The teacher leads
the annual
“Olympics Day,”
thereby involving
the entire student
body and faculty in
athletic events.
The teacher leads
the district wellness
committee and
involves healthcare
and nutrition
specialists from the
community.
Works with other teachers
to monitor IEP objectives
addressed in the regular
classroom
235
Exemplary
Explanation
The teacher is actively
engaging in ongoing research,
leads study groups, and
identifies new practices for
school and district
implementation.

Teacher serves as an
instructional leader,
and is accepted by
faculty for exceptional
skills in delivering
professional
development and
mentorship.
Definition
Attributes
In addition to the indicators
to be highly effective the
teacher leader:
Actively engages in ongoing
research leads study groups
or professional development
and identifies effective
practices for school and/or
district implementation
Examples
Engages in opportunities to
support and mentor
colleagues by sharing
knowledge, information and
strategies for participating
effectively in a professional
community
Actively promotes positive
and productive interactions
between colleagues and
within the school
community
236
Domain 4: Professionalism
Element C: Reflecting on teaching
How detailed, accurate, and thoughtful is the teacher’s reflection on their instructional practices?
Definition of Element:
Reflecting on teaching encompasses the teacher’s thinking that follows any instructional event, an analysis of the
many decisions made in both the planning and the implementation of a lesson. By considering these elements, in
light of the impact they had on student learning, teachers can determine where to focus their efforts in making
revisions and choose which aspects of the instruction they will continue in future lessons. Teachers may reflect
on their practice through collegial conversation, journal writing, examining student work, conversations with
students, or simply thinking about their teaching. Reflecting with accuracy and specificity, as well as being able
to use in future teaching what has been learned, is an acquired skill; mentors, coaches, and supervisors can help
teachers acquire and develop the skill of reflecting on teaching through supportive and deep questioning. Over
time, this way of thinking, both reflectively and self-critically, and of analyzing instruction through their lens of
student learning – whether excellent, adequate, or inadequate – becomes a habit of mind leading to improvement
in teaching and learning.
The elements of this component are: Accuracy and use in future
Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and
Students with Disabilities.
Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when
serving ELL students and IEP goals when serving Students with Disabilities.
Key Descriptive Activities at the Domain Level (General Look Fors)
This domain and element are characterized by teacher’s written response to observation feedback, post
observation conference notes (i.e. does teacher seek continuous practice improvement, is the teacher receptive to
suggestions, is the teacher willing to change, does the teacher incorporate suggestions).
Ineffective
Explanation
Teacher does not accurately
assess the effectiveness of the
instructional practices.

Teacher has no idea
about how the
instructional practices
could be improved.
Definition
The teacher does not
know whether a lesson
was effective or
achieved its
instructional outcomes,
or the teacher
profoundly misjudges
the success of a lesson.
The teacher has no
suggestions for how a
lesson could be
improved.
Attributes
The teacher considers the
lesson but draws incorrect
conclusions about its
effectiveness.
The teacher makes no
suggestions for improvement.
The teacher:
Examples
Despite evidence to
the contrary, the
teacher says, “My
students did great
on that lesson.”
The teacher says,
“That was awful. I
wish I knew what to
do.”
Rarely or never accurately
assesses the effectiveness of
his/her instructional
practices
Lacks an awareness of how
instructional practices can
be improved
237
Rarely or never uses data to
reflect on his/her
instructional practices
Minimally Effective
Explanation
Teacher provides a partially
accurate and objective
description of the instructional
practices with some evidence.

Teacher makes only
general suggestions as
to how the
instructional practices
might be improved.
Definition
The teacher has a
generally accurate
impression of a
lesson’s effectiveness
and the extent to which
instructional outcomes
were met. The teacher
makes general
suggestions about how
a lesson could be
improved.
Attributes
The teacher has a general sense
of whether or not instructional
practices were effective.
The teacher offers general
modifications for ways in which
a lesson might be improved.
The teacher:
Examples
At the end of the
lesson, the teacher
says, “I guess that
went OK.”
The teacher says, “I
guess I will try “X”
next time.”
Provides a partially accurate
and objective description of
instructional practices with
some evidence
Makes general non-specific
suggestions as to how
instructional practices might
be improved
Occasionally uses data to
inform and modify practices
Effective
Explanation
Teacher provides an accurate
and objective description of
his/her own, and others’,
instructional practices with
specific evidence.

Teacher makes some
specific suggestions as
to how the
instructional practices
might be improved.
Definition
The teacher makes an
accurate assessment of
a lesson’s effectiveness
and the extent to which
it achieved its
instructional outcomes,
and can cite general
references to support
the judgment. The
teacher makes a few
specific suggestions of
what could be tried the
next time the lesson is
taught.
Attributes
The teacher accurately
assesses the effectiveness of
instructional activities used.
The teacher indentifies
specific ways in which a
lesson might be improved.
The teacher:
Provides an accurate and
objective description of
instructional practices with
specific evidence, e.g.
progress monitoring within
evidence-based specialized
instruction
Examples
The teacher says, “I
wasn’t pleased with
the level of
engagement of the
students.”
The teacher’s
journal indicates
several possible
lesson
improvements.
Provides specific
suggestions as to how
instructional practices
might be improved based on
students’ progress and use
of assessment data
238
Highly Effective
Explanation
Teacher’s reflection on
instructional practices is
thoughtful and accurate with
specific evidence.

Teacher draws on an
extensive repertoire to
suggest alternative
strategies and predicts
the likely success of
each.
Definition
The teacher makes a
thoughtful and accurate
assessment of a
lesson’s effectiveness
and the extent to which
it achieved its
instructional outcomes,
citing many specific
examples from the
lesson and weighing
the relative strengths of
each. Drawing on an
extensive repertoire of
skills, the teacher
offers specific
alternative actions,
complete with the
probable success of
different courses of
action.
Attributes
In addition to the requirements
to be effective the teacher:
The teacher’s assessment of the
lesson is thoughtful and includes
specific indicators of
effectiveness.
The teacher’s suggestions for
improvement draw on an extensive
repertoire.
Consistently reflects on
instructional practices
thoughtfully and accurately with
specific evidence, e.g. progress
monitoring within evidencebased specialized instruction
Examples
The teacher says, “I
think that lesson
worked pretty well,
although I was
disappointed in how
the group at the
back table
performed.”
In conversation
with colleagues, the
teacher considers
strategies for
grouping students
differently to
improve a lesson.
Draws from an extensive
repertoire of instructional
practices in support of all
students
Suggests alternative
instructional practices and
predicts the likely success of
each
Uses assessment data as a
primary resource to inform the
quality and effectiveness of
instructional practices
Exemplary
Explanation
Teacher’s reflection is ongoing
and immediate.


The teacher
demonstrates
immediate
understanding of
effectiveness of
instructional practices.
Teacher modifies and
adapts as necessary.
Definition
Attributes
Examples
In addition to the requirements
to be highly effective the teacher
leader:
Collaborates with colleagues to
reflect on and apply the
necessary modifications for
instructional practices which
addresses the academic and
linguistic needs of all students
Engages in opportunities to
support and mentor colleagues
by sharing knowledge,
information and strategies for
effective instructional practices
Explain to students, parents and
colleagues how and why
assessment data is used to
inform direct instruction
practices
239
Domain 4 Professionalism
Element D Demonstrating Professionalism—
How high are the teacher’s professional standards and practices?
To what level is the teacher willing to comply with district and school rules and regulations
Definition of Element:
Expert teachers demonstrate professionalism in service to students and to the profession. Teaching at the
highest levels of performance, in this component, is student-focused, putting students first, regardless of how this
stance might challenge long-held assumptions, past practice, or simply allow the teacher a more convenient
procedure. Accomplished teachers have a high moral compass and are guided by what is in the best interest of
each student. They display professionalism in a number of ways. For example, they conduct interactions with
colleagues in a manner noticeable for honesty and integrity. Furthermore, they know their students’ needs and
can readily access resources for use in stepping-in to provide help extending beyond the classroom. Seeking
greater flexibility in the ways school rules and policies are applied, expert teachers advocate for their students
in ways that might challenge traditional views and the educational establishment. They also display
professionalism in the ways they approach problem-solving and decision-making with students’ needs constantly
in mind. Finally, accomplished teachers consistently adhere to school and district policies and procedures but
are willing to work to improve those that may be outdated or ineffective.
The elements of this component are: Integrity and ethical conduct, service to students, advocacy, decision
making, and compliance with school and district regulations.
Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and
Students with Disabilities.
Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when
serving ELL students and IEP goals when serving Students with Disabilities.
240
Key Descriptive Activities at the Domain Level (General Look Fors)
This domain and element are characterized by teacher information system reports (attendance and late arrival),
teacher consistently supports campus expectations (addressing student tardiness, discipline policies, duty
stations, etc.).
Ineffective
Explanation
The teacher displays a lack of
professionalism.


Teacher contributes to
practices that are selfserving or harmful to
students.
Teacher fails to
comply with
regulations and
timelines.
Definition
The teacher displays
dishonesty in
interactions with
colleagues, students,
and the public. The
teacher is not alert to
student needs and
contributes to school
practices that result in
some students being
poorly served by the
school. The teacher
makes decisions based
on self-serving
interests. The teacher
does not comply with
school and district
regulations.
Attributes
The teacher is dishonest.
The teacher does not notice
the needs of students.
The teacher engages in
practices that are self-serving.
The teacher willfully rejects
district regulations.
The teacher:
Displays a lack of
professionalism based on
self-serving interests
Instigates or contributes to
practices that are negative
and/or harmful to students
or colleagues
Rarely or fails to comply
with district/school
regulations and timelines
Examples
The teacher makes
some errors when
marking the most
recent common
assessment but does
not tell colleagues.
The teacher does not
realize that three of
the neediest students
arrive at school an
hour early every
morning because their
mothers can’t afford
day care.
The teacher fails to
notice that one of his
students is often ill,
looks malnourished,
and frequently has
bruises on the arms
and legs.
When one of a
teacher’s colleagues
goes home suddenly,
because of illness, the
teacher pretends to
241
Minimally Effective
Explanation
The teacher displays minimal
professionalism

Teacher complies
inconsistently with
regulations, doing just
enough to “get by.”
Definition
The teacher is honest in
interactions with
colleagues, students,
and the public. The
teacher’s attempts to
serve students are
inconsistent, and
unknowingly
contribute to some
students being poorly
served by the school.
The teacher’s decisions
and recommendations
are based on limited,
though genuinely
professional,
considerations. The
teacher must be
reminded by
supervisors about
complying with school
and district regulations.
Contribute to school
practices that do not
support all students and the
goals and mission of the
learning community
have a meeting so that
she won’t have to
share in the coverage
responsibility.
Attributes
The teacher is honest.
Examples
The teacher says, “I
have always known
my grade partner to
be truthful. If she
called in sick today,
then I believe her.”
The teacher notices the needs
of students but is inconsistent
in addressing them.
The teacher does not notice
that some school practices
result in poor conditions for
students.
The teacher makes decisions
professionally but on a
limited basis.
The teacher complies with
district regulations.
The teacher:
Displays minimal
professionalism by making
decisions and
recommendations based on
the needs of some students
The teacher does not
file his students
writing samples in
their district
cumulative records; it
is time-consuming
and the teacher wants
to leave early for
summer break.
The teacher
considers staying
late to help some of
her students in after
school day care, but
then realizes it
would conflict with
her health club class
and so decides
against it.
The teacher notices
a student struggling
in class and sends a
quick email to the
counselor. When
the teacher does not
get a response, the
teacher assumes the
242
Condones or supports
practices that are negative
and/or harmful to students
or colleagues
Minimally complies with
district/school regulations
and timelines
Occasionally contributes to
school practices that do not
support all students and the
goals and mission of the
learning community
Effective
Explanation
The teacher displays a high
level of professionalism in
dealings with both students
and colleagues


Teacher complies fully
and voluntarily with
regulations.
Teacher promotes safe
environment for
students when
monitoring students
and activities.
Definition
The teacher displays
high standards of
honesty, integrity, and
confidentiality in
interactions with
colleagues, students,
and the public. The
teacher is active in
serving students,
working to ensure that
all students receive a
fair opportunity to
succeed. The teacher
maintains an open
mind in team or
department decisionmaking. The teacher
complies fully with
school and district
regulations.
Attributes
The teacher is honest and known
for having high standards and
integrity.
The teacher actively addresses
student needs.
The teacher actively works to
provide opportunities for student
success.
The teacher willingly
participates in team and
departmental decision-making.
The teacher complies completely
with district regulations.
The teacher:
Displays a high level of
professionalism by making
decisions and
recommendations based on the
needs of all students
Promotes a positive
working/learning environment
for students, colleagues and
problem has been
taken care of.
When the teacher’s
grade partner goes
out on maternity
leave, the teacher
says “Hello” and
“Welcome” to the
substitute but does
not offer any further
assistance.
The teacher keeps
his district-required
grade book up to
date but enters
exactly the
minimum number
of assignments
specified by the
department chair.
Examples
The teacher is
trusted by grade
partners; they share
information with
the teacher and feel
confident it will not
be repeated
inappropriately.
Despite a lack of
knowledge about
dance, the teacher
forms a dance club
at the high school to
meet the high
interest level of
students who
cannot afford
private lessons.
The teacher notices
some speech delays
in a few of the
young students; the
teacher calls in the
speech therapist to
243
community members
Demonstrates knowledge of
applicable laws, policies,
regulations and procedures
related to all students
Consistently follows
district/school regulations and
timelines and maintains
accurate documentation
Promotes a safe environment
when monitoring students and
activities
Works to achieve equitable
learning and achievement
outcomes for all students
Contribute to school practices
which support all students and
the goals and mission of the
learning community
Highly Effective
Explanation
The teacher is proactive and
assumes a leadership role in
ensuring the highest-level of
professional practices by all
colleagues.


Teacher helps ensure
that school practices
honor all stakeholders.
Teacher helps
colleagues comply
with rules and
regulations.
Definition
The teacher can be
counted on to hold the
highest standards of
honesty, integrity, and
confidentiality, and
takes a leadership role
with colleagues. The
teacher is highly
proactive in serving
students and seeking
out resources when
needed. The teacher
makes a concerted
effort to challenge
negative attitudes or
practices to ensure that
all students,
particularly those
traditionally
underserved, are
honored in the school.
The teacher takes a
leadership role in team
Attributes
In addition to the
requirements to be effective,
the teacher:
The teacher is considered a
leader in terms of honesty,
integrity, and confidentiality.
The teacher is highly
proactive in serving students.
The teacher makes a
concerted effort to ensure
opportunities are available for
all students to be successful.
The teacher takes a leadership
role in team and departmental
decision-making.
The teacher takes a leadership
role regarding district
regulations.
Assumes a leadership role
in ensuring the highest-level
of professional practices by
do a few informal
assessments and to
provide feedback
on further steps.
The English
department chair
says, “I appreciate
when “X” attends
our after-school
meetings; this
person always
contributes
something
meaningful to the
discussion.”
The teacher learns
the district’s new
online curriculum
mapping system
and writes in all of
her courses.
Examples
When a young
teacher has trouble
understanding
directions from the
principal, she
immediately goes to
a more seasoned
teacher – one
whom, she knows
can be relied upon
for expert advice
and complete
discretion.
After the school’s
intramural
basketball program
is discontinued, the
teacher finds some
former student
athletes to come in
and work with the
students, who have
come to love the
after school
sessions.
244
or departmental
decision making and
helps ensure that such
decisions are based on
the highest professional
standards. The teacher
complies fully with
school and district
regulations, taking a
leadership role with
colleagues.
all members of the learning
community
The teacher enlists
the help of her
principal when she
Works with colleagues to
create activities promoting a realizes that a
positive school environment colleague has been
making disparaging
remarks about some
Assists in designing school
disadvantaged
practices which honor all
students.
students and the goals and
mission of the learning
The math
community
department looks
forward to their
Models advocacy for all
weekly meetings;
students and instructs all
their leader, the
students in self-advocacy
teacher, is always
skills making particular
seeking new
effort to challenge negative
attitudes and to ensure that instructional
strategies and
all students are valued
resources for them
to discuss.
The district adopts a
new web-based
grading program;
the teacher learns it
inside and out so
that she will be able
to assist her
colleagues with its
implementation.
Exemplary
Explanation
The teacher proactively and
positively seeks to continually
improve the culture of the
school by consistently raising
expectations for adults and
students, raising the
engagement of adults and
students, and contributing to
the efficacy of adults and
students.
Definition
Attributes
In addition to the
requirements to be highly
effective the teacher leader:
Examples
Proactively seeks to
improve the culture of the
school by consistently
raising expectations and
engagement for adults and
students
Demonstrates and shares
245
extensive current
knowledge of applicable
laws, policies, regulations
and procedures
Creates systems to promote
a culture of professionalism
that supports the school
community
Engages in opportunities to
support and mentor
colleagues by sharing
knowledge, information and
strategies to demonstrate
professionalism in the
school community
Domain 4: Professionalism
Element E: Growing and developing professionally—
To what level does the teacher seek out, implement, and share professional learning?
How well does the teacher utilize feedback?
Definition of Element:
As in other professions, the complexity of teaching requires continued growth and development in order for
teachers to remain current. Continually staying informed, and increasing their skills, allows teachers to become
ever-more effective and allows them to exercise leadership among their colleagues. The academic disciplines
evolve and educators constantly refine their understanding of how to engage students in learning; thus, growth
in content, pedagogy, and information technology is essential to good teaching. Networking with colleagues
through such activities as joint planning, study groups, and lesson study, provides opportunities for teachers to
learn from one another. These activities allow for job-embedded professional development. In addition, the
professional educators increase their effectiveness in the classroom by belonging to professional organizations,
reading professional journals, attending educational conferences and taking university classes. As they gain
experience and expertise, educators find ways to contribute to their colleagues’ successfulness and to the
profession.
The elements of this component are: Enhancement of content knowledge and pedagogical skill, receptivity to
feedback from colleagues, and service to the profession.
Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and
Students with Disabilities.
Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when
serving ELL students and IEP goals when serving Students with Disabilities.
246
Key Descriptive Activities at the Domain Level (General Look Fors)
This domain and element are characterized by teachers’ fulfilling their self developed individual professional
development plan; professional development participation reports/rosters; review of PLC , grade level, or
departmental meeting minutes/notes; review of professional development requests and reports generated from an
online professional development provider.
Ineffective
Explanation
The teacher does not
participate in professional
development activities.


Teacher makes no
effort to share
knowledge with
colleagues.
Teacher is resistant to
feedback from
supervisors or
colleagues.
Definition
The teacher engages in
no professional
development activities
to enhance knowledge
or skill. The teacher
resists feedback on
teaching performance
from either supervisors
or more experienced
colleagues. The
teacher makes no effort
to share knowledge
with others or to
assume professional
responsibilities.
Attributes
The teacher is not involved in
any activity that might
enhance knowledge or skill.
The teacher purposefully
resists discussing
performance with supervisors
or colleagues.
The teacher ignores
invitations to join
professional organizations or
attend conferences.
The teacher:
Rarely or does not
participate in professional
development activities
Makes no effort to share
knowledge with colleagues
Demonstrates resistance to
feedback from supervisors
and/or colleagues
Minimally Effective
Explanation
The teacher participates in
professional development
activities that are convenient or
are required.

Teacher makes limited
attempts to share
knowledge with
Definition
The teacher
participates, to a
limited extent, in
professional activities
when they are
convenient. The
teacher engages in a
limited way with
colleagues and
Attributes
The teacher participates in
professional activities when
they are required by the
district.
The teacher reluctantly
accepts feedback from
supervisors and colleagues.
Examples
The teacher never
takes continuing
education courses
even though the
credits would
increase the
teacher’s salary.
The teacher endures
the principal’s
annual observations
in the classroom,
knowing that if she
waits long enough,
the principal will
eventually leave
and she will be able
to simply discard
the feedback form.
Despite teaching
high school honors
mathematics, the
teacher declines to
join NCTM because
it costs too much
and makes too
many demands on
member’s time.
Examples
The teacher politely
attends district
workshops and
professional
development days
but doesn’t make
much use of the
materials received.
247

colleagues.
Teacher accepts
feedback from
supervisors and
colleagues with some
reluctance.
supervisors in
professional
conversation about
practice, including
some feedback on
teaching performance.
The teacher finds
limited ways to assist
other teachers and
contribute to the
profession.
The teacher contributes, in a
limited fashion, to
professional organizations.
The teacher:
Participates minimally in
professional development
activities that are
convenient and/or are
required
Makes limited attempts to
share knowledge with
colleagues
Accepts feedback from
supervisors and colleagues
with some reluctance and/or
resistance
Effective
Explanation
The teacher accepts
opportunities for professional
development after an
individual assessment of need.


Teacher implements
professional
development
strategies.
Teacher welcomes and
implements feedback
from supervisors and
colleagues.
Definition
The teacher seeks out
opportunities for
professional
development to
enhance content
knowledge and
pedagogical skill. The
teacher actively
engages with
colleagues and
supervisors in
professional
conversation about
practice, including
feedback about
practice. The teacher
participates actively in
assisting other
educators and looks for
ways to contribute to
the profession.
Attributes
 The teacher seeks
regular opportunities
for continued
professional
development
 The teacher
welcomes colleagues
and supervisors into
the classroom for the
purpose of gaining
insight from their
feedback.
 The teacher actively
participates in
organizations
designed to
contribute to the
profession.
The teacher:
Accepts opportunities for
professional growth based
on identified areas in need
of improvement
The teacher listens
to the principal’s
feedback after a
lesson but isn’t sure
that the
recommendations
really apply to the
situation.
The teacher joins a
local chapter of the
American Library
Association because
the teacher might
benefit from free
books – but
otherwise doesn’t
feel it’s worth the
time.
Examples
The teacher eagerly
attends the district’s
optional summer
workshops,
knowing they
provide a wealth of
instructional
strategies the
teacher will be able
to use during the
school year.
The teacher enjoys
the principal’s
weekly WalkThrough visits
because they
always lead to a
valuable informal
discussion during
lunch the next day.
The teacher joins a
science education
partnership and
finds that it
248
Implements evidence-based
strategies leaned in
professional development
sessions
provides the teacher
access to resources
for the classroom
that truly benefit the
students.
Actively reads and applies
current research in areas of
greatest impact for all
students
Accepts and implements
feedback from supervisors
and colleagues regarding
evidence-based instruction
Highly Effective
Explanation
The teacher actively pursues
professional development
opportunities.


Teacher initiates
activities to share
expertise with others.
Teacher seeks out
feedback from
supervisors and
colleagues.
Definition
The teacher seeks out
opportunities for
professional
development and
makes systematic effort
to conduct action
research. The teacher
solicits feedback on
practice from both
supervisors and
colleagues. The
teacher initiates
important activities to
contribute to the
profession.
Attributes
In addition to the
requirements to be effective
the teacher:
The teacher seeks regular
opportunities for continued
professional development,
including initiating action
research.
The teacher actively seeks
feedback from supervisors
and colleagues.
The teacher takes an active
leadership role in professional
organizations in order to
contribute to the profession.
Actively pursues
professional development
opportunities
Initiates activities to share
expertise with others
including evidence-based
Examples
The teacher’s
principal rarely
spends time
observing the
teacher in the
classroom.
Therefore she has
initiated an action
research project in
order to improve
instruction.
The teacher is
working on a
particular
instructional
strategy and asks
his colleagues to
observe in the
classroom, in order
to provide objective
feedback on his
progress.
The teacher has
founded a local
249
instruction
Seeks out feedback and best
practices from supervisors
and colleagues/specialists in
areas such as Indian
Education, English
Learners, Special Education
and Bilingual Education as
applicable in order to make
instruction accessible and
understandable for all
students
organization
devoted to literacy
education; the
teacher’s leadership
has inspired
teachers in the
community to work
on several
curriculum and
instructional
projects.
Expands on feedback from
supervisors/colleagues and
uses it to directly improve
instruction
Exemplary
Explanation
The teacher is an established
leader in the school.

Teacher is able to
provide feedback to
colleagues and
supervisors in a
manner that is
welcomed and utilized
by all stakeholders.
Definition
Attributes
In addition to the
requirements to be highly
effective the teacher leader:
Examples
Designs and leads
professional development
for the school community
Provides feedback to
colleagues and supervisors
in a positive constructive
manner
Creates opportunities to
engage and mentor
colleagues by sharing
knowledge, information and
strategies that support all
students to become
proficient in the academic
language and content
knowledge to be learned
250
Domain 4 Professionalism
Element F Maintaining accurate records—
How efficient and accurate are the teacher’s record-keeping systems?
Definition of Element:
An essential responsibility of professional educators is keeping current records of both instructional and noninstructional events. These include student completion of assignments, student progress in learning, and noninstructional activities that are part of the day-to-day functions in a school setting. Such activities can include
the return of signed parent permission slips for a field trip and money for school pictures. Proficiency in this
component is vital because these records inform interactions with students and allow teachers to monitor
learning and adjust instruction accordingly. The methods of keeping records vary as much as the types of
information being recorded. For example, teachers may keep records of formal assessments electronically,
using spreadsheets and data bases, which allow for item analysis and individualized instruction. A less formal
means of keeping track of student progress may include anecdotal notes that are kept in student folders.
The elements of this component are: Student completion of assignments, student progress in learning, and noninstructional records.
Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and
Students with Disabilities.
Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when
serving ELL students and IEP goals when serving Students with Disabilities.
251
Key Descriptive Activities at the Domain Level (General Look Fors)
This domain and element are characterized by the following artifacts: grade book, attendance data, lesson plans
and other curriculum materials, discipline records, parents contact log, analysis of student achievement results,
and team meeting notes, agendas and reports.
Ineffective
Explanation
The teacher’s systems for
maintaining both instructional
and non-instructional records
are either non-existent or in
disarray.

Information from
records contains errors
and causes confusion.
Definition
The teacher’s system
for maintaining
information on student
completion of
assignments and
student progress in
learning is nonexistent
or in disarray. The
teacher’s records for
non-instructional
activities are in
disarray, the result
being errors and
confusion.
Attributes
There is no system for either
instructional or noninstructional records.
Record-keeping systems are
in disarray and provide
incorrect or confusing
information.
The teacher:
Does not have a recordkeeping system in place for
instructional and noninstructional records
Has a system in place but it
is in disarray and therefore
non-functional
Maintains records
containing inaccurate
information
Minimally Effective
Explanation
The teacher’s systems for
maintaining both instructional
and non-instructional records
are rudimentary and partially
successful.

Information from
records is mostly
accurate and not up to
date.
Definition
The teacher’s system
for maintaining
information on student
completion of
assignments and
student progress in
learning is rudimentary
and only partially
effective. The
teacher’s records for
non-instructional
activities are adequate
but inefficient and,
Attributes
The teacher has a process for
recording student work
completion. However, it may
be out-of-date or may not
permit students to access the
information.
The teacher’s process for
tracking student progress is
cumbersome to use.
The teacher has a process for
tracking some, but not all,
Examples
A student says,
“I’m sure I turned
in that assignment,
but the teacher lost
it.”
The teacher says, “I
misplaced the
writing samples for
my class, but it
doesn’t matter – I
know what the
students would
have earned.”
On the morning of
the field trip, the
teacher discovers
that five students
never turned in their
permission slips.
Examples
A student says, “I
wasn’t in school
today, and my
teacher’s website is
out-of-date so I
don’t know what
the assignments
are.”
The teacher says,
“I’ve got all these
notes about how the
kids are doing; I
252
unless given frequent
oversight by the
principal, prone to
errors.
non-instructional information,
and it may contain some
errors.
should put them
into the system, but
I just don’t have the
time.”
The teacher:
Maintains records that are
mostly accurate but not upto-date
On the morning of
the field trip, the
teacher frantically
searches all the
drawers in the desk
looking for the
permission slips
and finds them just
before the bell
rings.
Attributes
The teacher’s process for
recording completion of
student work is efficient and
effective; students have
access to information about
completed and/or missing
assignments.
Examples
On the class
website, the teacher
creates a link that
students can access
to check on any
missing
assignments.
The teacher has an efficient
and effective process for
recording student attainment
of learning goals; students are
able to see how they are
progressing.
The teacher’s grade
book records
student progress
toward learning
goals.
Has a rudimentary and
partially complete recordkeeping system for
instructional and noninstructional records
Effective
Explanation
The teacher’s systems for
maintaining both instructional
and non-instructional records
are efficient and successful.


Information from
records is accurate and
up to date.
Information is used by
teacher to make
decisions regarding
students.
Definition
The teacher’s system
for maintaining
information on student
completion of
assignments, student
progress in learning,
and non-instructional
records is fully
effective.
The teacher’s process for
recording non-instructional
information is both efficient
and effective.
The teacher creates
a spreadsheet for
tracking which
students have paid
for their school
pictures.
The teacher:
Maintains an efficient
system for both
instructional and non253
instructional records
including reports and/or
status of current IEP
objectives, as applicable
Ensures information from
records in accurate and upto-date including academic
and language proficiencylevel data when supporting
culturally and linguistically
diverse students
Develops and monitors IEP
objectives which correspond
with present levels of
student performance as
applicable and allows for
continuous student progress
Ensures that the grading
assessment practices and
record keeping systems are
effective in serving
academic and language
learning goals
Keeps current with annual
IEP’s, Re-Evals, language
proficiency levels and
progress toward goals when
supporting Students With
Disabilities and/or English
Learner students
Highly Effective
Explanation
The students contribute to the
maintenance of the efficient
and successful systems for
both instructional and noninstructional records.

Definition
The teacher’s system
for maintaining
information on student
completion of
assignments, students’
progress in learning,
and non-instructional
Information from
records is fully
records is accurate, up- effective. Students
to-date, and used
contribute information
and participate in
constructively by
maintaining the
students and teacher.
records.
Attributes
In addition to the
requirements to be effective
the teacher:
Students contribute to and
maintain records indicating
completed and outstanding
work assignments.
Students contribute to and
maintain data files indicating
their own progress in learning.
Students contribute to
maintaining non-instructional
records for the class.
Examples
A student from each
team maintains a
database of current
and missing
assignments for the
team.
When asked about
progress in a class,
a student proudly
shows her portfolio
of work and can
explain how the
documents indicate
her progress toward
learning goals.
Supports students to
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efficiently maintain personal
instructional and noninstructional records
Maintains accurate and upt0-date records that are used
constructively by students
and teachers
When they bring in
their permission
slips for a field trip,
students add their
own information to
the database.
Supports the ability of
students to contribute
information and interpret
their own instructional
records
Shares language development
and IEP objectives and goals
clearly with all stakeholders
as applicable
Provides and shares accurate
documentation to support
student progress towards
goals with stakeholders
Exemplary
Explanation
The teacher’s system is
recognized by the school
community as efficient and
used as a model for other
teachers.
Definition
Attributes
In addition to the
requirements to be highly
effective the teacher leader:
Examples
Establishes systems for
record-keeping which are
recognized by the school
community efficient and are
used as a model for teachers
Engages in opportunities to
support and mentor
colleagues by sharing
knowledge, information and
strategies for establishing
an efficient system of
maintain accurate
instructional and noninstructional records
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