Teacher Framework
Overview

The NEPF for Teachers consists of two categories and three domains. The Educational Practice Category consists of the Instructional Practice and Professional Responsibilities Domains. The Student Performance Category consists of the Student Performance Domain. Each domain is weighted differently per recommendations by the TLC and approval by the State Board of Education (see the current year's Protocols for more information). 

Educational Practice

The two domains that comprise the Educational Practice Category are Instructional Practice and Professional Responsibilities. The Instructional Practice Domain identifies and defines the standards for measuring teacher behavior as he/she delivers instruction in the classroom, while also specifically monitoring student behavior. The Professional Responsibilities Domain addresses the standards for what a teacher does outside of instruction to influence and prepare for student learning at each student’s highest ability level in the classroom and to promote the effectiveness of the school community.  

The teacher domains were determined as a result of a rigorous national review of existing standards, including but not limited to the Interstate Teacher Assessment and Support Consortium (InTASC), the National Board for Professional Teaching Standards (NBPTS), and examples from other states.  The focus on Instructional Practice was based on guidance from national experts and the reinforcement of research. Narrowing the scope to the assessment of Instructional Practice and Professional Responsibilities Standards broadens the depth and breadth of the system. The Standards are based on a vast body of empirical evidence, as detailed in the Literature Review, demonstrating an immediate and important connection to fostering student success by building students’ 21st-century skills so they graduate college and career-ready. 

The performance Indicators for each Standard and the corresponding rubrics were developed by Dr. Margaret Heritage and her team at the University of California, Los Angeles National Center for Research on Evaluation, Standards, and Student Testing (CRESST). The rubrics and associated performance levels to assess the Indicators were designed to look at teacher and student behavior, with a focus on outcomes versus processes. 

Click on the links above to view the Standards, Indicators, and rubrics for each educational practice domain. 

Student Performance 

The teacher evaluation system contains a Student Performance Domain, which includes data reflecting student growth and proficiency over time. Linking student growth and educator performance is a critical factor within evaluation models as it has the potential to transform the profession. Many variables can affect the relationship between student growth and educator performance. As new educator evaluation models are implemented, advances in research and best practices are anticipated. Nevada’s approach to measuring student growth may be adapted according to emergent research and information from national and state validation efforts. Student Performance is measured through the creation of Student Learning Goals and will be covered in greater detail later in this course.

For a more in-depth look at the Teacher Framework, check out the Teacher Framework course. For more information on Student Learning Goals, check out the Goal Setting and Panning course.