A Bank of Common Comments to Teachers After Evaluation

In 2015, Charlotte Danielson created a slimmed-down version of her teacher evaluation rubric.  This version has six "clusters."

Cluster 1. Clarity of Instructional Purpose and Accuracy of Content (Domain I)
the teacher demonstrates a depth of important content knowledge
the teacher conducts the class with a clear and ambitious purpose, reflecting the standards for the discipline,
the teacher sets an instructional purpose appropriate to students' levels of knowledge and skill
the elements of the lesson (the sequence of topics, instructional strategies, and materials and resources) are well designed and executed and aligned with the purposes of the lesson
the elements of the lesson are well designed to engage students in high-level learning in the discipline
the teacher sought other resources (including other department members, teachers in other departments, the literacy lab, outside professional textbooks and articles, parents) to support students' learning

Cluster 2. A Safe, Respectful, Supportive, and Challenging Learning Environment (Domain 2)
the interactions between teacher and students, and among students, demonstrate genuine caring
there is a safe, respectful, supportive, and challenging learning environment
the environment feels safe for risk taking
the teacher convey high expectations for student learning and encourage hard work and perseverance
the students take pride in their work and commit to mastering challenging content?

Cluster 3. Classroom Management (Domain 2)
the classroom well run and organized
the classroom routines and procedures are clear and carried out efficiently by both teacher and students with little loss of instructional time
the students themselves take an active role in the classroom's smooth operation
the directions for activities are clearly explained so there is no confusion
students not only understand and comply with standards of conduct, but also play an active part in setting the tone for maintaining those standards
in general, the physical environment support the learning activities

Cluster 4. Student Intellectual Engagement (Domain 3)
students are engaged with high intellectual energy
students are challenged to think and make connections through both the instructional activities and the questions explored
the teacher's explanations of content correctly model academic language
the teacher's questions invites intellectual work by students
students are asked to explain their thinking by constructing logical arguments and citing evidence, students are encouraged to question the thinking of others
teacher strategies and activities promote student agency
the teacher made nontrivial modifications in presentations or learning activities, where necessary, based on feedback about the degree of student learning

Cluster 5. Successful Learning by All Students (Domain 3)
the teacher, in nontrivial ways, ensures that all students are learning
the teacher monitors student understanding through specifically designed questions and instructional techniques (such as
students monitor their own learning
students provide respectful feedback to classmates
the teacher made nontrivial modifications in presentations or learning activities, where necessary, based on feedback about the degree of student learning
the teacher sought other resources (including parents) to support students' learning
In reflection, the teacher is aware of the success of the lesson in reaching student

 Cluster 6. Professionalism (Domain 4)
the teacher engages with the professional community (within the school and beyond)
the teacher collaborate productively with colleagues and contribute to the life of the school? To what extent does the teacher demonstrate a commitment to ongoing professional learning? To what degree does the teacher take a leadership role in the school to promote the welfare of students?