The NYC Department of Education uses Charlotte Danielson's Framework for Teaching as the foundation for teacher evaluations. This comprehensive rubric evaluates teaching across 22 components organized into 4 domains. Understanding this framework is essential for both principals conducting observations and teachers seeking to improve their practice.
NYC-Specific Implementation
NYC's version includes specific adjustments for urban education contexts, emphasis on culturally responsive teaching, and alignment with NYC DOE initiatives and standards.
NYC Rating System
Highly Effective (4)
Teaching is innovative, students are highly engaged, exceptional results
Effective (3)
Solid teaching, good student engagement, meets standards consistently
Developing (2)
Some effective practices, inconsistent results, growth needed
Ineffective (1)
Significant concerns, immediate improvement required
Domain 1: Planning and Preparation
Component 1a: Knowledge of Content and Pedagogy
- Highly Effective: Deep content knowledge, anticipates misconceptions, connects to other disciplines
- Effective: Solid content knowledge, aware of typical student difficulties
- Developing: Basic content knowledge, some awareness of student learning needs
Component 1b: Knowledge of Students
- Highly Effective: Deep understanding of each student's background, culture, skills, and interests
- Effective: Understands students' backgrounds and adjusts instruction accordingly
Component 1c: Setting Instructional Outcomes
- Highly Effective: Rigorous, measurable outcomes differentiated for individual students
- Effective: Clear, standards-based outcomes appropriate for students
Components 1d-1f
- 1d: Demonstrating Knowledge of Resources
- 1e: Designing Coherent Instruction
- 1f: Designing Student Assessments
Domain 2: Classroom Environment
Component 2a: Creating an Environment of Respect and Rapport
- Highly Effective: Genuine caring and respect between teacher and students, students demonstrate caring for one another
- Effective: Warm, respectful interactions, students treat each other respectfully
Component 2b: Establishing Culture for Learning
- Highly Effective: Students take initiative, high expectations from all
- Effective: High expectations, students engaged and take pride in work
Components 2c-2e
- 2c: Managing Classroom Procedures
- 2d: Managing Student Behavior
- 2e: Organizing Physical Space
Domain 3: Instruction (Most Heavily Weighted)
NYC Focus Area
Domain 3 carries the most weight in NYC evaluations as it directly captures teaching practice during observations.
Component 3a: Communicating with Students
- Highly Effective: Crystal clear explanations, students can explain concepts to peers
- Effective: Clear explanations, appropriate vocabulary, clear purpose
Component 3b: Using Questioning and Discussion
- Highly Effective: Students formulate questions, assume responsibility for discussion
- Effective: High-quality questions, adequate wait time, most students participate
Component 3c: Engaging Students in Learning
- Highly Effective: All students intellectually engaged throughout
- Effective: Most students engaged, appropriate pacing
Components 3d-3e
- 3d: Using Assessment in Instruction
- 3e: Demonstrating Flexibility and Responsiveness
Domain 4: Professional Responsibilities
Component 4a: Reflecting on Teaching
- Highly Effective: Thoughtful, accurate assessment, cites specific examples
Components 4b-4f
- 4b: Maintaining Accurate Records
- 4c: Communicating with Families
- 4d: Participating in Professional Community
- 4e: Growing and Developing Professionally
- 4f: Showing Professionalism
NYC-Specific Considerations
Culturally Responsive Teaching
NYC emphasizes culturally responsive practices throughout all domains, particularly in planning (1b) and classroom environment (2a).
English Language Learners
Special attention to differentiation for ELLs, especially in components 1b (Knowledge of Students) and 3a (Communicating with Students).
Observation Cycles
NYC typically requires formal observations with pre-observation conferences, the observation, and post-observation conferences.
Advance Rating
New teachers work toward "Effective" ratings, while experienced teachers may aim for "Highly Effective" in multiple components.
Tips for Success with NYC Danielson
For Teachers:
- • Document everything - keep evidence for Domain 4
- • Focus on student engagement (Domain 3c)
- • Show differentiation in planning and instruction
- • Prepare clear learning objectives for every lesson
- • Build strong classroom routines (Domain 2)
For Principals:
- • Use specific evidence in feedback
- • Focus observations on Domains 2 and 3
- • Provide actionable suggestions for growth
- • Consider context and student population
- • Document observations thoroughly
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