One of the primary differences is a strong emphasis on teacher instruction. Two out of the three Framework components directly focus on instruction. Another important difference is that this comprehensive evaluation model is built on a wide range of research on teacher effectiveness and the best methods for instructional design.

The Evaluation Framework consists of ten different dimensions that are organized into three separate components. There are four cornerstones that are foundational to the evaluation method. These include an emphasis on organization, rules, and procedures; building positive relationships between students and teachers; promoting a culture of thinking and learning; and teachers providing not only engagement among their students but creating enjoyment and a love of learning.

The most important aspects include the Four Cornerstones of effective teaching. These are the first four dimensions and include Organization, Rules, and Procedures; Positive Relationships; Engagement and Enjoyment; A Culture of Thinking and Learning.

According to the Thoughtful Classroom website, the method is divided into the following 10 dimensions:

1. Organization, Rules, and Procedures
2. Positive Relationships
3. Engagement and Enjoyment
4. A Culture of Thinking and Learning
5. Preparing Students for New Learning
6. Presenting New Learning
7. Deepening and Reinforcing Learning
8. Applying Learning
9. Reflecting On and Celebrating Learning
10. Effective Professional Practice: Looking Beyond the Classroom

These include the following:

1. Organizations, rules, and procedures answer the question of how an instructor organizes a classroom to enhance learning and if all procedures and rules make expectations clear.
2. Positive relationships asks how teachers are building relationships with their students.
3. Engagement and enjoyment involve how educators inspire their students to do their best.
4. A culture of thinking and learning means asking how a teacher develops deeper forms of thinking.
5. Preparing students for new learning is about finding out how an instructor activates prior knowledge.
6. Presenting new learning involves asking how educators are teaching new material and information.
7. Deepening and reinforcing learning asks how teachers help students understand new skills.
8. Applying learning relates to how instructors help their students demonstrate what they’ve learned.
9. Reflecting on and celebrating learning will ask how teachers refine the process of learning.
10. Effective Professional Practice is about how teachers are engaged in professional learning. It’s important for educators to receive high-quality professional development on a regular and on-going basis.

The three sets of indicators include the following:

1. Commitment to Professional Growth
2. Commitment to the School Community
3. Commitment to Professionalism

Each indicator and its four-point rubric are as follows:

• Professional Growth
  • Self-Assessment and Works to Improve Best Practices in Each Classroom
  • Implements Professional Plans for Growth
  • Continuous Professional Development and Learning
  • Ongoing Work with Colleagues
• School Community
  • Open Communication with Everyone in the School Community
  • Strives to Take on Relevant Leadership Roles
  • Help Build a positive culture in the School
• Professionalism
• • Cultivates and Continues High Levels of Professionalism
  • Follows all Current Educational Policies and Legal Responsibilities

The states that currently use this method are Michigan, New Jersey, and New York.

The components of effective training include the ten dimensions. They are grouped in the following way:

• Component One – These are the four cornerstones of effective teaching and they include dimensions 1, 2, 3, and 4. They measure the overall atmosphere and tone that is set for learning to occur.
• Component Two – These are the five episodes of effective instruction and they include dimensions 5, 6, 7, 8, and 9. They measure the actual quality of instruction.
• Component Three – This is effective professional practice and includes dimension 10. It measures non-instructional responsibilities such as an educator’s commitment to school community, continued learning, and professionalism.

Evidence is collected through the following:

• Formal Observation – This observation normally involves a pre and post meeting and is announced ahead of time. Standard for Success can provide external evaluators for busy administrators.
• Informal Observation – An informal observation is usually shorter in duration. They are often unannounced and should happen throughout the year.

Follow these steps to conduct an observation:

• Determine whether it should be a formal or informal observation.
• Review each dimension and the instructional indicators.
• Select a paper form or online template for the observation.
• Use “evident,” “not evident,” or “missed opportunity” to collect information.
• Remember that all indicators don’t need to be addressed.
• Assess student behaviors that indicate effective instruction.
• Collect notes that will support the observation.

These are the steps to take when providing effective feedback.

• Review – Ask questions such as: What did you and the students do during the lesson?
• Reactions – Ask questions such as: What are your personal reactions to each lesson?
• Reasons – Ask questions such as: Did you modify any plans during the lesson?
• Rethink – Ask questions such as: What would you do differently next time?
• Reflect – Ask questions such as: How did the observation process work for you?

The most meaningful feedback will include the Four Ps.

• Provide evidence that supports the observation.
• Praise positive behaviors that contribute to learning.
• Pose questions that reflect on the instructor’s decisions.
• Propose how to improve the educator’s practice.

The following are the scores and their meanings.

• Novice: The educator is not engaged in professional growth.
• Developing: The educator has made an initial effort but needs prompting in many areas.
• Proficient: The educator is committed to growth and applies relevant practices.
• Expert: The educator is a committed professional who consistently contributes to the school community.