The Blueprint for Success
The components that describe how teachers organize instruction of student learning.
What is Planning and Preparation?
The components that describe conditions and qualities of environments that are conducive to successful learning.
What is Learning Environment?
The components that reflect the primary mission of schools: enhance student learning and growth.
What is Learning Experiences?
The components that capture and reflect the practices of educators that extend beyond their classrooms and the learning experiences they facilitate.
What is Principled Teaching?
At the start of the lesson, the teacher explains that students will learn how to compare multiple sources on the same topic. The teacher reviews what success will look like and refers back to the learning target throughout the lesson. When asked what they are learning, students can accurately explain both the skill and the purpose.
What is Proficient in 1C3: Setting Instructional Outcomes – Clarity of Purpose?
To be successful within this component, a teacher respects students' identities, understands their current knowledge and skills, and has knowledge of the learning process and differences.
What is 1B: Knowing and Valuing Students?
To be successful in this component, a teacher fosters a respectful, inclusive classroom where students feel valued, connected, and supported.
What is 2A: Cultivating Respectful and Affirming Environments?
To be successful in this component, a teacher empowers students to take initiative in their learning by engaging in challenging tasks, collaborating with others, using resources effectively, and reflecting on their thinking.
What is 3C: Engaging Students in Learning?
To be successful in this component, a teacher thoughtfully examines their teaching, identifies strengths and areas for growth, and applies new learning to better support student success.
What is 4A: Engaging in Reflective Practice?
Without teacher prompting, students transition between activities, gather needed materials, and begin their work. When a routine becomes inefficient, several students suggest an adjustment that the class adopts to improve learning.
What is Distinguished in 2C2: Maintaining Purposeful Environments – Student Autonomy and Responsibility?
During an observation, students compare multiple texts on the same topic and independently identify how authors use evidence to support ideas. The teacher prompts students to challenge interpretations respectfully and explain their reasoning using vocabulary from the text.
What is Distinguished in 1A2: Applying Knowledge of Content and Pedagogy- Pedagogical Content Knowledge?
Before collaborative work begins, the teacher demonstrates respectful communication and discusses the importance of perseverance and responsibility. Throughout the lesson, the teacher acknowledges students who display these qualities. When a disagreement arises, students use previously taught strategies to resolve the issue and return to the task.
What is Proficient in 2D2: Supporting Positive Student Behavior- Modeling and Teaching Habits of Character?
During a class discussion, the teacher asks students to turn and talk before sharing with the class. While several students participate and a few build on one another's responses, much of the discussion is carried by the same volunteers, and the others remain passive listeners.
What is Basic in 3B3: Using Questioning and Discussion Techniques- Student Participation?
During a reflection conference, a teacher acknowledges that students may have experiences and perspectives different from their own and expresses interest in learning more about those differences. The teacher has begun exploring strategies to make learning more inclusive, but evidence of those practices are inconsistent.
What is Basic in 4E2: Growing and Developing Professionally- Developing Cultural Competence?
The teacher tells students they will be working on fractions today and briefly reviews the assignment. While students know what activity they are completing, several are unable to explain what they are expected to learn or what successful work should include.
What is Basic in 3A1: Communicating About Purpose and Content – Purpose for Learning and Criteria for Success?
A teacher includes a thumbs-up/thumbs-down check for understanding midway through the lesson and an exit ticket at the end. Most students participate, but the teacher continues with the lesson regardless of student responses. No adjustments are made when several students show confusion, and there is no planned follow-up based on the data collected.
What is Basic in 1F3: Designing and Analyzing Assessments- Planning Formative Assessments?
Classroom materials are stored on high shelves that some students cannot reach independently. Narrow walkways make movement difficult during transitions, and several students regularly ask peers for help accessing supplies. No changes are made to improve access.
What is Unsatisfactory in 2E1: Organizing Spaces for Learning- Safety and Accessibility?
During independent work, the teacher provides specific feedback focused on next steps rather than simply evaluating student work. Students use the feedback to revise their responses, improve the quality of their work, and move closer to the learning goal.
What is Proficient in 3D3: Using Assessment for Learning- Timely, Constructive Feedback?
The teacher creates opportunities for families to participate in classroom learning by inviting them to engage in a student project showcase. Families interact with students about their work, ask questions about the learning process, and are provided with resources to continue supporting learning beyond the event.
What is Proficient in 4C4: Engaging Families and Communities- Engagement in Learning Experiences?
The teacher maintains a clear system for tracking student progress toward learning goals and regularly shares the information with students and families. Students can identify their current level of performance and understand the next steps needed to improve.
What is Proficient in 4B1: Documenting Student Progress – Student Progress Toward Mastery?
The learning target states that students will analyze how an author develops a theme across a text. During the lesson, students spend most of the period coloring a worksheet, completing a word search with vocabulary terms, and creating a decorative poster.
What is Unsatisfactory in 1E1: Planning Coherent Instruction- Tasks and Activities?
When students struggle with a multi-step problem, the teacher quickly completes the work and moves on. Several students disengage and stop trying, while others leave answers blank. When a student asks, "Why are we learning this?", the teacher responds, "It's part of the curriculum, and I have to teach it."
What is Unsatisfactory in 2B4: Fostering a Culture for Learning- Support and Perseverance?
Several students are unable to complete a multi-step task and repeatedly ask for help. The teacher responds, "I've already explained it," and continues with the lesson. As students become frustrated and stop working, no additional explanations, supports, or alternative strategies are provided.
What is Unsatisfactory in 3E3: Responding Flexibly to Student Needs- Determination and Persistence?
An intern teacher shares that a student reported being afraid to go home because a parent threatened physical punishment and had used a belt in the past. The teacher states, "I'm going to ignore it because they're a handful in class and probably deserve it anyway."
What is Unsatisfactory in 4F3: Acting in Service of Students- Advocacy?
When invited to participate in a grade-level planning meeting, the teacher states, "I just close my door and do my own thing." During the meeting, the teacher contributes little to the discussion and openly criticizes proposed ideas without offering solutions. As a result, collaborative efforts are strained and relationships with colleagues remain weak.
What is Unsatisfactory in 4D1: Contributing to School Community and Culture – Relational Trust and Collaborative Spirit?