Comparison of Teacher Evaluation Models

New Jersey schools use a multitude of different teacher evaluation models, including major
frameworks recognized nationally and regionally and individual models developed by school
districts and approved by the state. NJ Spotlight (February, 2013) lists the most popular models,
from a total of 85% of districts reporting (496) at the time of the article. Five models accounted for
over 95% of districts reporting at that time.
The five most popular models are:
1. Charlotte Danielson Framework for Teachers: 291 districts or 60%
2. Stronge Teacher and Leader Effectiveness Performance System: 53 districts or 11%
3. Mid-Continent Research for Education and Learning (McREL) Teacher Evaluation Standards: 45
districts or 9%
4. Marzano's Causal Teacher Evaluation Model: 44 districts or 9%
5. The Marshall Rubrics: 32 districts or 6.5%
Charlotte Danielson Framework for Teachers
The Danielson Framework consists of four domains: Planning and Preparation; The Classroom
Environment; Instruction; and Professional Responsibilities. These domains are broken down into a
total of 22 components. Each component contains from one to five elements.
The Planning and Preparation domain includes teacher knowledge of content, students and
resources, and designing instruction and instructional outcomes and student assessments. The
Classroom Environment domain includes creating an environment of respect/rapport and culture
for learning; managing classroom procedures and student behavior, and organizing space. The
Instruction domain includes communicating and using question/discussion techniques with
students, engaging students in learning, ongoing assessment, and showing
flexibility/responsiveness. The Professional Responsibilities domain includes teacher reflection,
keeping records, communicating with families, and professional participation, integrity and growth.
Stronge Teacher and Leader Effectiveness Performance System:
The Stronge model is composed of seven performance standards: Professional Knowledge,
Instructional Planning, Instructional Delivery, Assessment of/for Learning, the Learning
Environment, Professionalism and Communication, and Student Progress.
The Professional Knowledge standard concerns teacher understanding of curriculum, subject
matter, pedagogical knowledge, and students’ developmental needs. The Instructional Planning
standard concerns planning using state standards and the district curriculum, as well as appropriate
resources, data and relevant strategies. The Instructional Delivery standard pertains to teachers’
use of varied instructional strategies effective in meeting individual learning needs. In Assessment
of/for Learning, the standard pertains to the use of a variety of formative and summative
assessment and the use of data. The Learning Environment standard concerns development of a
safe, “student-centered, academic environment conducive to learning” (Stronge/NJEA Review,
2011, para. 6). The Professionalism and Communication pertains to professional ethics, growth and
communication. The Student Progress standard concerns commitment to and evidence of effective,
standards-based student learning outcomes.

Mid-Continent Research for Education and Learning (Morel) Teacher Evaluation Standards
The McREL model consists of five standards, under which are a total of 25 elements. The standards
and elements are statements of teacher proficiencies. The standards are as follows:
1. Teachers Demonstrates Leadership; 2. Teachers establish a respectful environment for a diverse
population of students; 3. Teachers know the content they teach; 4. Teachers facilitate learning for
their students; 5. Teachers reflect on their practices. Standard 1 includes leadership in the
classroom, school and profession, ethical standards and advocacy. Standard 2 includes providing a
nurturing environment, embracing diversity, individualizing and adapting instruction and
communicating with families. Standard 3 includes content knowledge, alignment of instruction to
standards, recognizing interconnections, and making instruction relevant to students. Standard 4
includes understanding how children develop and learn, planning appropriate instruction, using a
variety of learning materials, integrating technology, and developing critical thinking. Standard 5
includes reflecting on practice, analyzing learning, professionalism and professional development,
and effective institutional functioning.
Marzano's Causal Teacher Evaluation Model
The Marzano model comprises four domains, with 60 elements that are contained within segments
or sub components of the domains. The four domains are: 1. Classroom strategies and behaviors; 2.
Planning and Preparing; 3. Reflection on Teaching; 4. Collegiality and Professionalism. Classroom
strategies and behaviors involves 41 elements on routines, content and “on the spot” behaviors
demonstrated by teachers. Planning and preparing includes 8 elements on lesson and unit planning
use of technology and materials, and student (special) needs. Reflecting on teaching Includes 5
elements on self-evaluation of performance and plan(s) for professional growth. Collegiality and
Professionalism involves 6 elements on promotion of a positive environment, exchanging of ideas
and school and district development.
The Marshall Rubrics
The Marshall model consists of a series of 10 rubrics in six domains. A. Planning and Preparation for
Learning; B. Classroom Management; C. Delivery of Instruction; D. Monitoring, Assessment, and
Follow-Up; E. Family and Community Outreach; F. Professional Responsibilities. Planning and
Preparation for Learning includes planning of units and lessons, and assessments that anticipate
student responses and engagement and differentiate learning. Classroom Management includes
building relationships and respect with students, developing positive student interactions and
responsibility, and efficiently and providing varied and creative incentives for students. Delivery of
Instruction includes having high expectations, clear goals and content, engaging students in
learning, differentiating instruction, being nimble and summarizing learning. Monitoring,
Assessment, and Follow-Up includes having clear assessment criteria and varied forms of
assessment, analysis/diagnosis and follow up of data, support for students with special needs and
reflecting on practice. Family and Community Outreach includes showing respect for, believing in
and expecting family/community involvement, communication and outreach with stakeholders,
and use of varied community resources. Professional Responsibilities includes high attendance,
professional demeanor and judgment, collaboration, and professional/leadership growth and
development.
The Following pages provide a table aligning the elements of the five models described above to
each other and to the New Jersey Professional Standards for Teachers.
 Comparison Table of Evaluation Models with Each Other and With the New Jersey Professional Teaching Standards
Danielson Stronge McREL Marzano Marshal NJ PTS
1.a Demonstrating Knowledge 1.4 The teacher 3.B. Teachers know 1.8. Previewing New A. a. Knowledge Elements 1.1-1.8
of Content & Pedagogy: demonstrates an accurate the content Content
i. Content knowledge knowledge of the subject appropriate to their 1.10. Processing of New
matter teaching specialty Information
3.C. Teachers 1.11. Elaborating on New
recognize the Information
interconnectedness
of content 1.12. Recording and
area/discipline Representing Knowledge
1.a.ii Prerequisite relationships 1.1 The teacher effectively 3.A. Teachers align 2.44. Attention to A. b. Standards Element 1.9
addresses appropriate their instruction with Established Content
curriculum standards. the New Standards
1.2 The teacher integrates Jersey/Common Core
key content elements and Curriculum Content
facilitates students’ use of Standards and
higher level thinking skills approved District
in instruction curriculum
1.a.ii Content pedagogy 1.5 The teacher 3.B. Teachers know 1.9. Chunking content A. g. Engagement Elements 1.1-1.4
demonstrates skills the content into digestible bites
relevant to the subject appropriate to their
area(s) taught teaching specialty

1.b. Demonstrating 1.7 The teacher 4.A. Teachers know 2.42. Effective Scaffolding A. i. Differentiation Elements 2.1-2.4
Knowledge of Students: demonstrates an the ways in which of Information with
i. Child development understanding of the learning takes place, Lessons
intellectual, social, and they know the
emotional, and physical appropriate levels of
development of the age intellectual physical,
group social, and emotional
development of their
students
1.b.ii Learning process 1.3 The teacher 3.D. Teachers make 2.42. Effective Scaffolding A. c. Anticipation Elements 2.1-2.4
demonstrates ability to instruction relevant of Information with C. d. Connections
link present content with to students Lessons
past and future learning
experiences, other subject
areas, and real world
experiences and
applications.
1.b.iii Special needs 2.3 The teacher plans for 2.B. Teachers 1.39. Demonstrating A. c. Anticipation Element 2.7-2.9
differentiated instruction embrace diversity in Value and Respect for A. i. Differentiation
the school Low Expectancy Students D. h. Support
community and the 1.48. Needs of Students Elements 7.1-7.8
world Receiving Special
Education
1.b.iv student skills, knowledge 1.7 The teacher 2.C. Teachers treat 1.17. Examining D. h. Support Elements 1.1-1.4
& proficiency demonstrates an students as Similarities and Elements 2.1-2.3
understanding of the individuals Differences
intellectual, social, 4.A. Teachers know 1.18. Examining Errors in Elements 1.1-1.4
emotional, and physical the ways in which Reasoning
development of the age learning takes place,
group and they know the
3.2 The teacher builds appropriate levels of
upon students’ existing intellectual physical,
knowledge and skills social, and emotional
development of their
students
1.b.v Interests & cultural 5.5 The teacher promotes 2.B. Teachers 1.36. Understanding A. g. Engagement Element 3.1, 3.5
heritage cultural sensitivity embrace diversity in Students’ Interests and Elements 3.8-3.10
5.6 The teacher respects the school Background
students’ diversity, community and the
including language, world
culture, race, gender, and 3.D. Teachers make
special needs instruction relevant
to students
1.c Setting Instructional 2.4 The teacher aligns 3.A. Teachers align 1.6. Identifying Critical A. g. Engagement Elements 1.1-1.4
Outcomes: lesson objectives to the their instruction with Information
i Value, sequence & alignment school’s curriculum and the New
student learning needs Jersey/Common Core
Curriculum Content
Standards and
approved District
curriculum
1.c.ii Clarity 3.7 The teacher 4.G. Teachers C. e. Clarity Elements 8.4 and 8.6
communicates clearly and communicate
checks for understanding effectively
1.c.iii Balance 2.5 The teacher develops 4.B. Teachers plan 2.43. Lessons within Units A. c. Units Element 1.1
appropriate long- and instruction A. f. Lessons
short-range plans, and appropriate for their
adapts plans when needed students
1.c.iv Suitability for diverse 2.3 The teacher plans for 3.D. Teachers make 1.39. Demonstrating A. i. Differentiation Element 2.7-2.9
learners differentiated instruction instruction relevant Value and Respect for
3.3 The teacher to students Low Expectancy Students
differentiates instruction 2.47. Needs of English Elements 7.1-7.8
to meet the students’ Language Learners
needs 2.48. Needs of Students Elements 7.1-7.8
Receiving Special
Education
2.49. Needs of Students Elements 7.1-7.8
Who Lack Support for
Schooling
1.d Demonstrating Knowledge 3.5 The teacher uses a 4.D. Teachers 2.45. Use of Available A. h. Materials Element 4.8
of Resources: variety of effective integrate and utilize Traditional Resources Element 4.10
i For classroom instructional strategies and technology in their 2.46. Use of Available Element 7.7
resources instruction Technology
3.6 The teacher uses
instructional technology to
enhance student learning
1.d.ii To extend content 1.2 The Teacher integrates 4.E. Teachers help 2.46. Use of Available A. c. Units Element 4.8
knowledge key content elements and students develop Technology A. f Lessons Element 4.10
facilitates students’ use of critical thinking and Element 7.7
higher level thinking skills problem solving skills
in instruction
1.d.iii For students 3.6 The teacher uses 3.D. Teachers make 2.45. Use of Available A. g. Engagement Element 4.8
instructional technology to instruction relevant Traditional Resources Element 4.10
enhance student learning to students 2.46. Use of Available Element 7.7
Technology
1.e Designing Coherent 4.4 The teacher aligns 4.B. Teachers plan 1.25. Using Academic A. f Lessons Elements 4.2 and 4.3
Instruction: student assessment with instruction Games A. g. Engagement
i Learning activities established curriculum appropriate for their
standards and benchmarks students
1.e.ii Instructional materials & 3.5 The teacher uses a 4.C. Teachers use a 1.14. Reviewing Content A. h. Materials Elements 1.1 through 1.3
resources variety of effective variety of 1.23. Providing Resources
instructional strategies and instructional and Guidance Element 1.9
resources materials
1.e.iii Instructional groups 5.1 The teacher arranges 4.E. Teachers help 1.15. Organizing Students A. j. Environment Element 6.11 and 6.12
the classroom to maximize students work in to Practice and Deepen
learning while providing a teams and develop Knowledge
safe environment leadership qualities
1.e.iv Lesson and unit structure 2.5 The teacher develops 4.B. Teachers plan 1.21. Organizing Students A. f Lessons Element 6.11 and 6.12
appropriate long- and instruction for Cognitively Complex A. g. Engagement
short-range plans, and appropriate for their Tasks
adapts plans when needed students
1.f Designing Student 4.4 The teacher aligns 4.H. Teachers use a 1.1. Providing Clear A. d. Assessments Element 4.9
Assessments: student assessment with variety of materials Learning Goals and Scales C. c. Goals Element 7.4
i Congruence with outcomes established curriculum to assess what each (Rubrics) Element 8.1
standards and benchmarks student learned
1.f.ii Criteria and standards 2.4 The teacher aligns 4.H. Teachers use a C. c. Goals Elements 5.1 and 5.2
lesson objectives to the variety of materials
school’s curriculum and to assess what each
student learning needs student learned
1.f.iii Formative assessments 4.5 The teacher uses 4.H. Teachers use a D. f. Interims Element 5.7
assessment tools for both variety of materials
formative and summative to assess what each
purposes, and uses grading student learned
practices that report final
mastery in relationship to
content goals and
objectives
1.g Use for planning 4.6 The teacher uses 4.H. Teachers use a D. I. Analysis Elements 5.4 and 5.7
assessment tools for both variety of materials
formative and summative to assess what each
purposes to inform, guide, student learned
and adjust students’
learning
2.a Creating an Environment 3.1 The teacher engages 1.B. Teachers provide 1.26. Managing Response B. b. Relationships Element 6.7-6.10
of Respect & Rapport: and maintains students in an environment in Rates B. c. Respect
i. Teacher interaction with active learning which each child has 1.27. Using Physical B. d. Social-emotional
students 5.4 The teacher establishes a positive, nurturing Movement
a climate of trust and relationship with
teamwork by being fair, caring adult
caring, respectful, and 2.C. Teachers treat
enthusiastic students as
5.7 The teacher actively individuals
listens and pays attention
to students’ needs and
responses
2.a.ii Student interaction with 5.8 The teacher maximizes 4.F. Teachers help B. b. Relationships Elements 6.7-6.10
students instructional learning time students work in B. c. Respect
by working with students teams and develop B. d. Social-emotional
 individually as well as leadership qualities
small groups/whole groups
2.b Establishing a Culture for 1.4 The teacher Element 1.1
Learning: demonstrates an accurate
i Importance of content knowledge of the subject
matter
2.b.ii Expectations for learning 1.6 The teacher bases 2.B. Teachers 1.39. Demonstrating B. f. Responsibility Element 7.3
and achievement instruction on goals that embrace diversity in Value and Respect for
reflect high expectations the school Low Expectancy Students
and an understanding of community and the
the subject world
2.b.iii Student pride in work 3.1 The teacher engages 1.3. Celebrating Success B. f. Responsibility Element 6.4
and maintains students in D. e. Recognition
active learning
2.c Managing Classroom 5.1 The teacher arranges 4.F. Teachers help 1.7. Organizing Students Element 7.8
Procedures: the classroom to maximize students work in to Interact with New
i Instructional groups learning while providing a teams and develop Knowledge
safe environment leadership qualities 1.21. Organizing Students
for Cognitively Complex
Tasks
2.c.ii Transitions 2.2 The teacher plans time 1.28. Maintaining a Lively B. e. Routines Element 1.6
realistically for pacing, Pace C. j. Closure
content mastery, and
transitions

2.c.iii Materials and supplies 3.5 The teacher uses a 4.C. Teachers use a A. h. Materials Element 4.2
variety of effective variety of
instructional strategies and instructional
resources materials
2.c.iv Non instructional duties Element 6.10
2.c.v Supervision of volunteers 6.1 The teacher 1.A. Teachers lead in Element 6.9
and paraprofessionals collaborates and their classrooms
communicates effectively 1.B. Teachers provide
within the school an environment in
community to promote which each child has
students’ well-being and a positive, nurturing
success relationship with
caring adult
2.d Managing Student 5.2 The teacher establishes 1.4. Establishing B. j. Incentives Elements 6.1 - 6.6
Behavior clear expectations, with Classroom Routines C. a. Expectations Element 6.10
ii. Expectations student input, for
classroom rules and 1.35. Acknowledging
procedures early in the Adherence to Rules and
 school year, and enforces Procedures
them consistently & fairly
2.d.ii Monitoring behavior 5.2 The teacher establishes 1.24. Noticing When B. i. Prevention Element 7.8
clear expectations, with Students are Not Engaged
student input, for 1.33. Demonstrating
classroom rules and “withitness” Elements 6.1 - 6.10
procedures early in the
school year, and enforces
them consistently and
fairly
2.d.iii Response to misbehavior 5.2 The teacher establishes 1.34. Applying B. g., Repertoire Elements 6.1 - 6.10
clear expectations, with Consequences for Lack of
student input, for Adherence to Rules and
classroom rules and Procedures
procedures early in the 38. Displaying Objectivity Element 6.8
school year, and enforces and Control
them consistently and
fairly
2.e Organizing Physical Space 5.1 The teacher arranges 1.5. Organizing the A. j. Environment Element 6.1
ii Safety and accessibility the classroom to maximize Physical Layout of the
learning while providing a Classroom
safe environment
2.d.ii Arrangement of furniture 5.1 The teacher arranges 4.F. Teachers help 1.5. Organizing the A. j. Environment Element 6.1
and resources the classroom to maximize students work in Physical Layout of the
learning while providing a teams and develop Classroom
safe environment leadership qualities
3.a Communicating With 3.7 The teacher 4.G. Teachers C. a. Expectations Elements 8.4-8.8
Students: communicates clearly and communicate
i. Expectations for learning checks for understanding effectively
3.a.ii Directions & procedures 3.5 The teacher uses a 1.19. Practicing Skills, B. h. Efficiency Elements 4.9-4.12
variety of effective Strategies, and Processes C. e. Clarity
instructional strategies and
resources
3.a.iii. Explanations of content 3.3 The teacher C. e. Clarity Elements 8.4-8.8
differentiates instruction
to meet the students’
needs
3.a.iv. Use of oral and written 3.7 The teacher 1.37. Using Verbal and B. g. Repertoire Elements 8.1 – 8.4
language communicates clearly and Nonverbal Behaviors that
checks for understanding Indicate Affection for
Students
3.b Using Questioning and 3.7 The teacher 4.E. Teachers help 1.22. Engaging Students C. f. Repertoire Element 1.7
Discussion Techniques: communicates clearly and students develop in Cognitively Complex C. e. Clarity
i. Quality of questions checks for understanding critical thinking and Tasks Involving
problem solving skills Hypothesis Generation
and Testing
1.40. Asking Questions of Elements 2.1-2.7
Low Expectancy Students
41. Probing Incorrect
Answers with Low
Expectancy Students
3.b.ii. Discussion techniques 3.5 The teacher uses a 1.19. Practicing Skills, B. g. Repertoire Elements 4.9-4.12
variety of effective Strategies, and Processes
instructional strategies and
resources
3.b.iii. Student participation 5.8 The teacher maximizes 4.F. Teachers help 1.31. Providing Element 1.5
instructional learning time students work in Opportunities for
by working with students teams and develop Students to Talk about
individually as well as in leadership qualities Themselves
small groups or whole
groups
3.c Engaging Students in 3.1 The teacher engages 4.E. Teachers help 1.16. Using Homework C. f. Repertoire Element 4.1
Learning: and maintains students in students develop 1.32. Presenting Unusual C. g. Engagement
i. Activities and assignments active learning critical thinking and or Intriguing Information Element 8.7
problem solving skills
3.c.ii Student groups 5.8 The teacher maximizes 4.F. Teachers help 1.7. Organizing Students Element 7.8
instructional learning time students work in to Interact with New
by working with students teams and develop Knowledge
individually as well as in leadership qualities
small groups or whole
groups
3.c.iii Instructional materials 3.5 The teacher uses a C. f. Repertoire
and resources variety of effective
instructional strategies and
resources
3.c.iv Structure and pacing 2.2 The teacher plans time 2.D. Teachers adapt 1.28. Maintaining a Lively C. g. Engagement Element 1.6
realistically for pacing, their teaching for the Pace
content mastery, and benefit of students 1.29. Demonstrating
transitions with special needs Intensity and Enthusiasm
5.3 The teacher maximizes
instructional time and
minimizes disruptions
3.d Using Assessment in 4.1 The teacher uses pre- 4.H. Teachers use a C. h. Differentiation Elements 5.1-5.2
Instruction: assessment data to variety of materials D. a. Criteria
i. Assessment criteria develop expectations for to assess what each
 students, to differentiate student learned
instruction, and to
document learning
4.3 Uses a variety of
assessment strategies and
instruments that are valid
and appropriate for the
content and for the
student population
3.d.ii Monitoring of student 3.4 The teacher reinforces 4.H. Teachers use a 1.2. Tracking Student C. h. Differentiation Element 4.11
learning learning goals consistently variety of materials Progress D. b. Diagnosis Elements 5.1 - 5.7
throughout the lesson to assess what each Element 7.5
student learned
3.d.iii Feedback 3.4 The teacher reinforces 4.E. Teachers help 1.3. Celebrating Success D.c. On-the-spot Element 5.7
to students learning goals consistently students develop Element 6.4
throughout the lesson critical thinking and
4.7 The teacher gives problem solving skills
constructive and frequent
feedback to students on
their learning
3.d. iv Student self assessment 4.2 The teacher involves 4.H. Teachers use a D. e. Self-assessment Element 5.5
and monitoring students in setting learning variety of materials D. h. Support
goals and monitoring their to assess what each
own progress student learned
3.e Demonstrating Flexibility 2.5 The teacher develops 2.D. Teachers adapt C. i. Nimbleness (Element 4.11)
and Responsiveness: appropriate long- and their teaching for the
i. Lesson adjustment short-range plans, and benefit of students
adapts plans when needed with special needs
3.e.ii Response to students 2.5 The teacher develops 2.D. Teachers adapt 1.30. Using Friendly C. i. Nimbleness Element 4.12
appropriate long- and their teaching for the Controversy
short-range plans, and benefit of students
adapts plans when needed with special needs
3.e.iii. Persistence C. b. Mindset
D. g. Tenacity
4.a Reflecting on Teaching: 7.2 The teacher 5.A. Teachers analyze 3.50. Identifying Areas of D. i. Analysis Element 5.6
i. Accuracy documents the progress of student learning Pedagogical Strength and Elements 10.1-10.3

each student throughout Weakness Element 10.5
the year 3.52. Evaluating the Element 7.4 and 7.5
Effectiveness of Specific
Pedagogical Strategies
and Behaviors
4.a.ii Use in future teaching 2.1 The teacher uses 5.A. Teachers analyze 1.20. Revising Knowledge D. j. Reflection Element 2.3
 student learning data to student learning 3.51. Evaluating the Element 5.4
guide planning Effectiveness of Individual Element 7.4 and 7.5
4.1 The teacher uses pre- Lessons and Units Elements 10.1-10.3
assessment data to
develop expectations for
students, to differentiate
instruction, and to
document learning
4.b Maintaining Accurate 7.2 The teacher 5.A. Teachers analyze 1.2. Tracking Student D. i. Analysis Element 4.11
Records: documents the progress of student learning Progress Elements 5.1 - 5.7
i. Student completion of each student throughout Element 7.5
assignments the year
4.b.ii Student progress in 7.2 The teacher 5.A. Teachers analyze 1.13. Reflecting on D. j. Reflection Element 4.11
learning documents the progress of student learning Learning D. i. Analysis
each student throughout
the year
7.3 The teacher provides
evidence that achievement
goals have been met,
including the state-
provided growth measure
when available as well as
other multiple measures of
7.4 The teacher uses
available performance
outcome data to
continually document and
communicate student
academic progress and
develop interim learning
targets student growth
4.b.iii Non instructional records 7.3 The teacher provides 1.2. Tracking Student Element 4.11
evidence that achievement Progress Elements 5.1 - 5.7
goals have been met, Element 7.5
including the state-
provided growth measure
when available as well as
other multiple measures of
student growth
4.c Communicating With 6.6 The teacher works in a 2.E. Teachers work 4.56. Promoting Positive E. a. Respect Elements 3.5-3.8
Families: collegial and collaborative collaboratively with Interactions about E. b. Belief Elements 9.4-9.6
i. About instructional program manner with the families and Students and Parents E. c. Expectations
administrators, other significant adults in E. d. Communication
 school personnel, and the the lives of their
community students
4.c.ii About individual students 6.7 The teacher builds 2.E. Teachers work 4.56. Promoting Positive E. d. Communication Elements 3.5-3.8
positive and professional collaboratively with Interactions about E. e. Involving Elements 9.4-9.6
relationships with the families and Students and Parents E. f. Homework
parents/guardians through significant adults in E. h. Responsiveness
frequent and effective the lives of their
communication concerning students
students’ progress
4.c.iii Engagement of families in 6.7 The teacher builds 2.E. Teachers work 4.56. Promoting Positive E. h. Reporting Elements 3.5-3.8
instructional program positive and professional collaboratively with Interactions about E. i. Outreach Elements 9.6-9.9
relationships with the families and Students and Parents E. j. Resources
parents/guardians through significant adults in
frequent and effective the lives of their
communication concerning students
students’ progress
4.d Participating in a 6.1 The teacher 5.C. Teachers 4.55. Promoting Positive F. i. Collaboration Elements 10.1-10.4
Professional Community: collaborates and function effectively Interactions with Element 10.6
i. Relationships with colleagues communicates effectively in a complex, Colleagues
within the school dynamic 4.57. Seeking Mentorship
community to promote environment for Areas of Need or
students’ well-being and Interest
success
4.d.ii Participation in school 6.6 The teacher works in a 5.C. Teachers 4.60. Participating in F. f. Above and beyond Element 9.2
projects collegial and collaborative function effectively District and School Element 10.2
manner with in a complex, Initiatives Element 10.7
administrators, other dynamic
school personnel, and the environment
community
4.d.iii Involvement in culture of 6.4 Teacher sets goals for 5.B. Teachers link 4.58. Mentoring Other F. i. Collaboration Elements 10.1-10.4
professional inquiry improvement of professional growth Teachers and Sharing
knowledge and skills to their professional Ideas and Strategies
goals
4.d.iv Service to school 6.8 The teacher serves as a 1.B. Teachers 4.60. Participating in F. f. Above and beyond Element 9.2
contributing member of demonstrate District and School Element 10.2
the school’s professional leadership in the Initiatives Element 10.7
learning community school
through collaboration with
teaching colleagues
4.e Growing and Developing 6.3 The teacher 5.B. Teachers link 3.53. Developing a F. j. Growth Element 10.1

Professionally: incorporates learning from professional growth Written Growth and Element 10.3
i. Enhancement of content professional growth to their professional Development Plan Elements 10.5 -10.6
knowledge/pedagogical skill opportunities into goals
 instructional practice

4.e.ii Receptivity to feedback 6.3 The teacher 5.C. Teachers 3.54. Monitoring Progress F. h. Openness Element 10.1

from colleagues incorporates learning from function effectively Relative to the Element 10.3
professional growth in a complex, Professional Growth and Elements 10.5 -10.6
opportunities into dynamic Development Plan
instructional practice environment
4.e.iii Service to the profession 6.5 The teacher engages in 1.C. Teachers lead 4.58. Mentoring Other F. f. Above and beyond Elements 10.1-10.4
activities outside the the teaching Teachers and Sharing
classroom intended for profession Ideas and Strategies
school and student
enhancement
4.f Showing Professionalism: 6.6 The teacher works in a 1.E. Teachers 4.59. Adhering to District F. e. Judgment Element 7.1
i. Integrity/ethical conduct collegial and collaborative demonstrate high and School Rule and
manner with ethical standards Procedures
administrators, other
school personnel, and the
community
4.f.ii Service to students 6.1 The teacher 1.D. Teachers F. c. Reliability (Element 9.1)
collaborates and advocate for schools
communicates effectively and students
within the school
community to promote
students’ well-being and
success
4.f.iii Advocacy 6.1 The teacher 1.D. Teachers 4.58. Mentoring Other F. g. Leadership Elements 10.1-10.4
collaborates and advocate for schools Teachers and Sharing
communicates effectively and students Ideas and Strategies
within the school
community to promote
students’ well-being and
success
4.f.iv Decision-making 1.B. Teachers F. g. Leadership Element 10.5
demonstrate
leadership in the
school
4.f.v Compliance with 6.2 The teacher adheres to 1.E. Teachers 4.59. Adhering to District F. a. Attendance Element 7.1
school/district regulation federal and state laws, demonstrate high and School Rule and F. b. Language
school policies and ethical ethical standards Procedures F. c. Reliability
guidelines
 Resources
NJ.gov - List of NJ Approved Models:
http://www.nj.gov/education/AchieveNJ/teacher/approvedlist.pdf

NJ Spotlight (2013) List of most popular models:

NJEA: Comparing teacher evaluation models

Achieve NJ:
http://www.state.nj.us/education/genfo/faq/faq_eval.shtml

Marzano Alignment to New Jersey Professional Standards for Teachers (and list of NJPST Standards):
http://www.marzanoevaluation.com/alignment/new_jersey/
Paper:
http://www.marzanoevaluation.com/files/Marzano_Alignment_to_New_Jersey_Teaching_Standards.pdf

Other resources - Models:

Marzano:
http://www.marzanoevaluation.com/evaluation/four_domains/

Stronge:
http://www.mcvea.org/extras/StrongeBook.pdf

McRel:
http://www.edison.k12.nj.us/cms/lib2/NJ01001623/Centricity/Domain/58/McRel%20Teacher%20Evaluation%20Summary.pdf

Marshall:
http://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/Docs/marshall-teacher-rubric-jan-2014.pdf