Beliefs

We, as educators, must accept responsibility to ensure high levels of learning for every student. All students can learn at high levels, meaning that every student will graduate from high school with the skills and knowledge required to continue to learn. To reach these goals, Sioux City educators understand and strive to uphold ethical conduct, preparedness, adaptability, collaboration, and a commitment to student success.

Learner Outcomes & Culture

Learner outcomes and culture are integral components of the SCCSD Instructional Framework as they prioritize student learning, equity, and inclusivity. Clearly defined learner outcomes aligned with academic standards ensure that instruction is targeted towards specific goals, promoting student achievement and accountability. Considering culture in the instructional framework fosters a positive learning environment where all students feel valued, respected, and supported, leading to increased engagement, motivation, and success. Emphasizing culture also prepares students with the social and emotional competencies necessary for life beyond school, promoting critical thinking, collaboration, and empathy.

Domains of Danielson Framework for Teaching

The SCCSD Instructional Framework is based on the Danielson Framework for Teaching by aligning its components and focus areas with the domains and components of this Framework. This alignment ensures coherence in professional development efforts and provides a common language and structure for understanding and improving teaching practices throughout the district.

The Danielson Framework for Teaching is a framework designed to support teacher development, instructional practices, and evaluation. It outlines four domains, each representing different aspects of effective teaching practice:

Planning and Preparation focuses on the extent to which a teacher plans and prepares for instruction. It includes elements such as knowledge of content and pedagogy, designing coherent instruction, setting instructional outcomes, and demonstrating knowledge of students.
Classroom Environment assesses the teacher's ability to create an environment conducive to learning. It includes elements such as managing classroom procedures, behavior, and student engagement. Teachers are evaluated on their ability to establish a culture of respect and rapport and to organize the physical space in ways that promote learning.
Instruction focuses on the methods for delivery of instruction. It includes elements such as communicating with students, using questioning and discussion techniques, engaging students in learning, using assessment for effective learning, providing feedback to students, and demonstrating flexibility and responsiveness.
Professional responsibilities encompass elements such as reflecting on teaching, maintaining accurate records, communicating with families, participating in professional growth, demonstrating ethical behavior, and contributing to the school and wider educational community.

Each of these domains is further broken down into components and elements, providing a detailed framework for assessing and improving teaching practice. Learner outcomes and culture are interwoven throughout the Danielson Framework for Teaching, guiding teachers in planning and implementing instruction that supports student growth and development academically, socially, behaviorally, and emotionally within a culturally responsive and supportive learning environment.

The SCCSD teacher evaluations, performance reviews, and mentoring framework are aligned with the Danielson Framework for Teaching.

For the purposes of the SCCSD the term, “every learner” refers to all our learners who are enrolled in the District. Every student is a general education learner first, and may also receive supplementary services such as special education, talented and gifted, and/or English language supports.

Learner and Culture Descriptors

LEARNER OUTCOMES
Collaboration	Communication	Critical Thinking & Problem Solving	Growth
Every learner will have skills to engage cooperatively in a variety of collaborative settings.	Every learner will communicate effectively through a variety of different modalities, including verbal, nonverbal, written, and digital.	Every learner will think critically and synthesize information from multiple sources to develop and apply skills for real-world applications.	Every learner will demonstrate a commitment to continuous improvement by learning from mistakes, seeking feedback, and setting goals.

POSITIVE LEARNER CULTURE
Classroom Environment	Classroom Communities	Equitable Learning Environments	Culturally Responsible Teaching Practices
Teachers create safe and orderly classrooms for student learning. Clear routines and procedures are established to maximize student independence. The physical arrangement of student seating, learning spaces, materials, and resources are conducive to learning and are organized to maximize learning time. Effective transitions in the classroom and between instructional times help teachers minimize disruptions and behavior problems, maximize instructional time, and maintain optimal learning conditions.	Teachers build classroom communities that foster students’ social and emotional development. Teachers and students have dignified and respectful interactions are had between teachers and students. Teachers and students identify and regulate emotions and make responsible decisions. Students have opportunities to develop positive peer relationships, responsibility and independence. Interactions, learning communities and environments are inclusive for all learners.	Teachers build classroom communities with high academic expectations for all students. Active student engagement in the learning process is ensured by teachers each day. Achievement of subgroups are intentionally monitored. Students explore and appreciate their connection to others in a global community. Students have varied and multiple opportunities to demonstrate learning. Teachers present concepts and information accurately using precise academic vocabulary.	Teachers create a classroom that promotes a culturally responsive learning environment. Instruct by forming positive relationships and teach with relevance and rigor. Commitment to knowing students academically, socially and emotionally such as learning about their interests, families, and cultures. Student differences and unique strengths of each child are celebrated to encourage their academic achievement and sense of belonging in the classroom. High academic standards and expectations are held for all students. All students have the opportunity to be heard.

POSITIVE LEARNER CULTURE

Classroom Environment

Classroom Communities

Equitable Learning Environments

Culturally Responsible Teaching Practices

Teachers create safe and orderly classrooms for student learning.

Clear routines and procedures are established to maximize student independence.
The physical arrangement of student seating, learning spaces, materials, and resources are conducive to learning and are organized to maximize learning time.
Effective transitions in the classroom and between instructional times help teachers minimize disruptions and behavior problems, maximize instructional time, and maintain optimal learning conditions.

Teachers build classroom communities that foster students’ social and emotional development.

Teachers and students have dignified and respectful interactions are had between teachers and students.
Teachers and students identify and regulate emotions and make responsible decisions.
Students have opportunities to develop positive peer relationships, responsibility and independence. Interactions, learning communities and environments are inclusive for all learners.

Teachers build classroom communities with high academic expectations for all students.

Active student engagement in the learning process is ensured by teachers each day.
Achievement of subgroups are intentionally monitored.
Students explore and appreciate their connection to others in a global community.
Students have varied and multiple opportunities to demonstrate learning.
Teachers present concepts and information accurately using precise academic vocabulary.

Teachers create a classroom that promotes a culturally responsive learning environment.

Instruct by forming positive relationships and teach with relevance and rigor.
Commitment to knowing students academically, socially and emotionally such as learning about their interests, families, and cultures.
Student differences and unique strengths of each child are celebrated to encourage their academic achievement and sense of belonging in the classroom.
High academic standards and expectations are held for all students.
All students have the opportunity to be heard.

CULTURE as it aligns with the Sioux City Community School District Career Teacher Evaluation and Performance Review Standards
1, 2, 3, 4, 5, 6, 8

Action Components and Descriptors

Plan

COMPONENTS	TEACHER RESPONSIBILITIES	INDICATORS
Standards Alignment	Teachers create learning objectives, lesson plans, and assessments aligned to the Iowa Core curriculum and the SCCSD pacing guides.	Use standards references in district pacing guide. Standards are unpacked into what students need to know and be able to do. Assessment items and performance tasks are reviewed to refine what students need to know and be able to do. Clearly defined learning content and language objectives are written and sequenced to align with the standards. Formative and summative assessments are aligned to the skill and rigor of the standards and created prior to designing the lesson. Utilize district-provided instructional resources.
Lesson Design	Teachers work together as able to design engaging, rigorous lessons that use the SCCSD Lesson Structure as a model.	Planning takes place during regularly scheduled PLCs and/or planning time. Standards-aligned, culturally relevant, linguistically accommodating, and appropriately challenging instructional materials are used. Lessons reflect the rigor and complexity of the appropriate grade-level standards. Formal and informal assessment data drive lesson design. Lessons are designed using the components of the SCCSD Lesson Structure. Teachers work together to collaboratively plan instruction.
Instructional Strategies	Teachers incorporate instructional strategies and culturally responsive teaching practices that authentically engage students in the learning.	Daily lessons engage students through reading, writing, inquiring, and collaborating. Lessons use research-based strategies which are culturally responsive, linguistically accommodating, and differentiated based on student need. Lessons use consistent language acquisition strategies, support academic rigor using depth and complexity strategies, implements IEP and includes strategies, accommodations, and scaffolded skill review to ensure all students succeed. Organizing physical space by focusing on safety and student learning. Engages students in learning using activities and assignments.

COMPONENTS

TEACHER RESPONSIBILITIES

INDICATORS

Standards

Alignment

Teachers create learning objectives, lesson plans, and assessments aligned to the Iowa Core curriculum and the SCCSD pacing guides.

Use standards references in district pacing guide.
Standards are unpacked into what students need to know and be able to do.
Assessment items and performance tasks are reviewed to refine what students need to know and be able to do.
Clearly defined learning content and language objectives are written and sequenced to align with the standards.
Formative and summative assessments are aligned to the skill and rigor of the standards and created prior to designing the lesson.
Utilize district-provided instructional resources.

Lesson Design

Teachers work together as able to design engaging, rigorous lessons that use the SCCSD Lesson Structure as a model.

Planning takes place during regularly scheduled PLCs and/or planning time.
Standards-aligned, culturally relevant, linguistically accommodating, and appropriately challenging instructional materials are used.
Lessons reflect the rigor and complexity of the appropriate grade-level standards.
Formal and informal assessment data drive lesson design.
Lessons are designed using the components of the SCCSD Lesson Structure.
Teachers work together to collaboratively plan instruction.

Instructional Strategies

Teachers incorporate instructional strategies and culturally responsive teaching practices that authentically engage students in the learning.

Daily lessons engage students through reading, writing, inquiring, and collaborating.
Lessons use research-based strategies which are culturally responsive, linguistically accommodating, and differentiated based on student need.
Lessons use consistent language acquisition strategies, support academic rigor using depth and complexity strategies, implements IEP and includes strategies, accommodations, and scaffolded skill review to ensure all students succeed.
Organizing physical space by focusing on safety and student learning.
Engages students in learning using activities and assignments.

PLAN as it aligns with the Sioux City Community School District Career Teacher Evaluation and Performance Review Standards
1, 2, 3, 4, 5, 6, 7, 8

Instruct

COMPONENTS	TEACHER RESPONSIBILITIES	INDICATORS
Aligned Instruction	Teachers deliver lessons which are aligned to the Iowa Core curriculum, to the SCCSD pacing guides, and to their instructional plan.	Content and language objectives are clearly displayed and communicated, linked to standards, and understood by the students. The performance tasks provide evidence that students understand and apply learning and context. The lesson links students’ prior and future learning to provide relevance and context to the student. Utilize district instructional resources.
Engagement	Teachers use research-based instructional strategies to help students learn.	Opportunities to write, read, inquire, speak, listen, problem solve and collaborate occur daily. Research-based strategies are used to support student learning. Technology and innovative tools are used to facilitate, apply and to eliminate barriers to learning. Co-teaching models and best practices are used to engage students in collaborative and meaningful learning. Instructional strategies (as outlined the SCCSD lesson structure) engage all students and ensure equitable access to learning resources.
Student Voice	Teachers facilitate interactions among students through questioning and collaborating/ cooperative learning techniques.	Over time, effective teaching involves a gradual shift of cognitive demand from the teacher to the student, fostering increased student autonomy and deeper learning engagement. Purposeful questioning techniques are used to promote critical thinking and build student verbal communication skills. Varied opportunities to respond and build critical thinking and communication skills.

INSTRUCT as it aligns with the Sioux City Community School District Career Teacher Evaluation and Performance Review Standards
2, 3, 4, 6

Assess

COMPONENTS	TEACHER RESPONSIBILITIES	INDICATORS
Goal-Setting	Teachers assist students with goal-setting practices and support students with monitoring achievement toward those goals.	Goal-setting practices are used to help students build self-confidence, self-belief, responsibility, and ownership of their learning. Students self-monitor their own learning in relation to the learning objectives.
Aligned Assessment	Teachers use formative district and state assessments to determine student levels of learning.	Formative and summative assessments are aligned to the content, context, and cognitive demand of the Iowa Core curriculum. Performance tasks and/or assessments are used to provide students with experiences that allow them to apply, analyze, evaluate, and create using their understanding. Utilize district-approved assessments.
Progress Monitoring	Teachers monitor student learning and adjust instruction to address individual learning needs.	Checks for understanding/Common Formative Assessments (CFAs) are used to measure student progress toward the learning objectives. Data is used and analyzed to monitor student progress toward the daily learning objectives. Students are given multiple opportunities to demonstrate learning.

ASSESS as it aligns to the Sioux City Community School District Career Teacher Evaluation and Performance Review Standards
1, 2, 5

Reflect

COMPONENTS	TEACHER RESPONSIBILITIES	INDICATORS
Teacher Reflection	Teachers analyze assessment results and adjust instruction accordingly.	Formative and summative data is used to measure learning throughout and at the end of a unit of study to generate enrichment and remedial instruction. Data is used to identify individual student needs for intervention and to create growth targets for students. Formative and summative data are used to inform instruction to measure whether students have an appropriate level of understanding to be able to apply their learning in new situations.
Aligned Assessment	Teachers collaboratively analyze assessment results to determine individual and building trends.	Assessment and building-level data are analyzed to determine the implications for classroom practice. Assessment data is used to guide planning conversations and to give new perspectives on student learning around effective strategies. Student work is analyzed to gain an understanding of students’ thinking to determine if misconceptions need to be corrected or to solidify correct thinking.
Progress Monitoring	Teachers provide timely feedback to students.	Students receive clear and specific feedback that informs their progression toward the content and learning objectives. Student self-monitoring toward the learning target occurs daily. Teachers deliver meaningful interventions as supported by data. Teachers engage in a continuous cycle of improving instruction to support learning.

REFLECT as it aligns to the Sioux City Community School District Career Teacher Evaluation and Performance Review Standards
1, 4, 5

Lesson Structure

These steps are meant to be non-sequential depending on the content and skills being taught.

The SCCSD Lesson Structure represents a best-practice instructional delivery model. While not a lesson planning template, it lives to inform lesson design and calibrate alignment and consistency of well-crafted daily instruction. At its core is the gradual release model aimed at providing instruction that moves students toward independence.

Prepares students for learning: motivates, captures student attention, bridges their experiences with the upcoming learning, and establishes relevance.

Activates prior knowledge that all students need to productively engage in planned lesson tasks.

Scaffolds targeted knowledge and skills to students’ prior knowledge and ability levels. Ensures students are engaged in productive struggle from lesson beginning to end.

Example structures include but are not limited to: Quick Writes, Think-Pair-Share, use of open-ended questions, use of visuals, etc.

‘I Do’ - Teacher models the skill or concept targeted in the lesson to whole or small groups of students while laying the foundations for scaffolding and gradual release of learning to students. Interaction is primarily teacher-student.

Teacher demonstrates the thinking processes used within the lesson’s design.

Concept or skill is broken down into learnable parts.
Presentation is highly focused. ‘Extra stuff’ is left out.
Examples and non-examples are modeled.
Uses resources and examples that are relevant.
Involves frequent checks for understanding and repetition.

Example structures include but are not limited to: Think-Alouds, Mneumonic Devices, use of visuals, etc.

‘We Do’ - Engages in co-construction of the modeled concept or shared practice of the modeled skill with a high level of support from the teacher. Interaction is teacher-student and student-student.

Students working cooperatively in pairs or small groups that are purposefully assigned to make predictions, plan, and debate next steps, ask questions, and support each other’s learning.
Teacher scaffolds with questioning prompts, cues, and visual supports.
Often includes re-doing the modeling or practicing it in similar context with repetition.

Example structures include but are not limited to: Call and Response, Probing Questions, Cooperative Structures (Jigsaw, Roundtable, Expert Groups, Think-Pair-Share etc.), use of visuals, choral response, whiteboard participation, etc.

‘You Do’ - Demonstrates understanding of the lesson’s targeted concept or skill individually, in pairs, or small groups with minimal guidance from the teacher interaction is student-teacher student-student, and teacher-student.

Students working individually, in pairs, or small groups to complete a task aligned to the content and language objectives that result in a product.
Students demonstrating understanding through speaking, writing, visual forms, and/ or technological applications.
Product designed to measure progress in the modeled context and additional contexts.
Teacher observes, provides individual support, and elicits feedback to inform next steps.

Example structures include but are not limited to: Writing to demonstrate learning, Cooperative Structures (Value Lines, Corners, Think-Pair-Share etc.), Gallery Walks, etc.

To request a PDF copy of this framework please contact the Elementary Education Department at 712-279-6677.

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