1. Definitions of Levels of Performance
Based on Charlotte Danielson’
Enhancing Professional Practice: A Framework for Teaching

2. Unsatisfactory
does not yet appear to understand the concepts underlying the component
the teacher can grow and develop in this area
may represent teaching that is below the licensing standard of “do no harm.”
it is very likely time for a supervisor to intervene
represents a first priority for coaching

3. Basic
appears to understand the concepts underlying the component and attempts to implement its elements
implementation is sporadic, intermittent, or otherwise not entirely successful
characteristic of student teachers or teachers new to the profession
minimally competent for teachers early in their careers; improvement is likely to occur with experience, and no actual harm is being done to students.

4. Proficient
clearly understands the concepts underlying the component and implements it well
experienced, capable teachers will regard themselves and be regarded by others as performing at this level
thoroughly know their content, they know their students, they know the curriculum and have a broad repertoire of strategies and activities to use with students
have mastered the work of teaching while working to improve their practice

5. Distinguished
master teachers and make a contribution to the field, both in and outside their school
continuous reflection and self-renewal
classrooms operate at a qualitatively different level from those of other teachers
remains a goal for all teachers, regardless of how challenging it any be in any particular set of circumstances
may never attain it consistently

6. Metaphor