Evidence for Domain 3 is primarily collected through observations done within the classroom. These may be done by administrators, colleagues, or self/peer video analysis. Teachers can refer to p. 77-91 of Enhancing Professional Practice: A Framework for Teaching for information on Domain 3. The following ideas were suggested by our staff for examining Domain 3.

3a. Communicating with Students

• daily objective written in lesson plans and on board
• clarity of purpose, directions, and procedures
• clarity/usefulness of examples
• model vocabulary
• I.E.P./Medicaid reports
• communication through Skyward (up-to-date)

3b. Using Questioning and Discussion Techniques

• essential questions in unit plans
• higher level questions in lesson plans and handouts/study guides
• wait-time
• “piggy-backing” off student/classmate comments
• variety of questioning and discussion techniques (i.e., Socratic seminar, DBQs, use of sticky notes, PMIs, online forums, KWLs, etc.)

3c. Engaging Students in Learning

• activities designed for small groups with purposeful student grouping
• hands-on activities (i.e. experiments, labs, performances)
• student-selected topics/reading materials
• utilizing a variety of materials and technologies
• student reflections/journals/evaluations

3d. Using Assessment in Instruction

• rubrics, formative and summative assessments (i.e., quizzes, tests, exit slips, checklists)
• feedback on tests/student work
• performance assessments
• student and peer assessment
• diagnostic testing (i.e. F & P, Discovery, EPAS)
• test-item analysis

3e. Demonstrating Flexibility and Responsiveness

• differentiated or modified assignments
• adaptations or back-up plans in plan books/lessons (i.e. sticky notes)
• re-teaching
• asking clarifying questions and adjusting accordingly
• adequate sub plans