Pennsylvania Framework for Observation and Practice
Pennsylvania's teacher evaluation framework, adapted from the Danielson Framework for Teaching and used as part of the Act 82 educator effectiveness system. It organizes teacher performance across four domains with a four-level rubric, and combines observation evidence with student performance data for an overall rating.
The PA Framework is organized into 4 domains, 22 criteria, and a 4-level rating scale.
Mandated statewide in Pennsylvania as part of the Act 82 educator effectiveness system.
Domains and Criteria
The PA Framework domains and criteria
Domain 1: Planning and Preparation
Demonstrating knowledge of content and pedagogy, knowing students, setting instructional outcomes, designing coherent instruction, and creating meaningful assessments.
1A: Knowledge of Content and Pedagogy
The teacher demonstrates knowledge of content discipline, including dominant and relational structures, key components, and currency.
1B: Demonstrating Knowledge of Students
The teacher actively seeks knowledge of students' unique skills, knowledge, cultural background, and individual learning needs and the effect on student learning.
1C: Setting Instructional Outcomes
The teacher sets instructional outcomes that are rigorous and appropriately sequenced, addressing differentiation in learning and viable methods of assessment for all students.
1D: Demonstrating Knowledge of Resources
The teacher utilizes a variety of relevant research-based resources, experiences, and opportunities to enhance student learning and to further teacher content knowledge and pedagogy.
1E: Designing Coherent Instruction
The teacher designs instruction to include multiple deliveries, transitioning easily from one to another, as well as thoughtful planning to instructional groups and engaging activities for all learners.
1F: Designing Student Assessment
The teacher designs assessments to match clearly defined learning expectations for all students as part of the instructional process to guide future planning.
Domain 2: Classroom Environment
Creating an environment of respect and rapport, establishing a culture for learning, managing classroom procedures and student behavior, and organizing physical space.
2A: Creating an Environment of Respect and Rapport
The teacher's interactions with students demonstrate caring and sensitivity to students' needs, and students treat each other in a similarly appropriate manner.
2B: Establishing a Culture for Learning
The teacher conveys a passion for learning and its educational value so all students are challenged and encouraged to achieve expectations.
2C: Managing Classroom Procedures
The teacher transitions between instructional modalities seamlessly and effectively, and all students are empowered to manage learning routines and procedures with agency.
2D: Managing Student Behavior Expectations
The teacher establishes equitable standards of conduct and uses preventative measures to reinforce positive behavior and student interactions.
2E: Organizing Physical and Digital Space
The teacher organizes classroom space to engage all learners and makes safe use of physical and virtual space. The learning environment is accessible to all learners and engages students in digital tools and platforms to enhance learning.
Domain 3: Instruction
Communicating with students, using questioning and discussion techniques, engaging students in learning, using assessment in instruction, and demonstrating flexibility.
3A: Communicating with Students
The teacher sets clear expectations and utilizes a variety of instructional techniques and ongoing assessment to adapt to all students' knowledge and needs.
3B: Questioning and Discussion Techniques
The teacher uses a variety of questioning techniques to ensure students are actively engaged in learning with opportunities for all students to share content through varied discussion formats.
3C: Engaging Students in Learning Activities and Assignments
The teacher engages all students in varied instructional modalities, as well as encouraging independent and social-emotional learning using meaningful grouping methodologies.
3D: Using Assessment in Instruction
The teacher utilizes ongoing strategies to gauge student knowledge and understanding, empowering students to self-assess, to monitor progress, and to establish high standards for assessment.
3E: Demonstrating Flexibility and Responsiveness
The teacher demonstrates adaptability to adjust and differentiate instruction for all students and promotes learning through extensive instructional strategies and flexibility for student interests and teachable moments.
Domain 4: Professional Responsibilities
Reflecting on teaching, maintaining accurate records, communicating with families, participating in a professional community, and growing professionally.
4A: Reflecting on Teaching
The teacher utilizes self-reflection and input from the educational community to assess teaching effectiveness in order to inform future practice.
4B: Maintaining Accurate Records
The teacher effectively maintains accurate and timely records, including student progress, completion of assignments, and non-instructional information.
4C: Communicating with Families
The teacher communicates with families and caregivers frequently and with sensitivity to culture and equity, utilizing various modalities to provide information on student progress and school activities.
4D: Participating in a Professional Community
The teacher collaborates with colleagues, community stakeholders, district leadership, and professional learning communities to improve instructional skills and student success and to contribute to school and community initiatives.
4E: Growing and Developing Professionally
The teacher is engaged in professional development and action research to keep current in instructional trends utilizing collegial networks and professional organizations.
4F: Showing Professionalism
The teacher's actions demonstrate integrity and ethical conduct while consistently advocating for all students.
Rating Levels
PA Framework rating levels
Source
Official PA Framework source
Source: Pennsylvania Department of Education, Educator Effectiveness Observation & Practice: Framework for Evaluation: Classroom Teacher - Revised June 2021 (Revised June 2021). Verified 2026-06-01. View the official rubric
Rubric facts verified 2026-06-01 against the official source.
Giving feedback on the PA Framework
The slow part is the write-up
Aligning observation evidence to every PA Framework domain and standard by hand, for every teacher and every visit, is what eats a principal's week. Observation Copilot does that mapping for you.
How Observation Copilot Helps
AI-powered PA Framework feedback in seconds
Paste your observation notes. Copilot maps your evidence to the right PA Framework domains and drafts structured, rubric-aligned feedback - ready to review and share. Walkthrough notes return a focused single-indicator debrief; full lesson observations return a multi-domain rubric-aligned report.
- Organizes observation notes by the four Pennsylvania framework domains and components
- Generates evidence-based feedback aligned to the PA four-level rubric
- Maps evidence from your notes to specific PA framework indicators
- Creates targeted next steps tied to specific Pennsylvania observation components
- Reduces post-observation write-up time for Pennsylvania principals
Frequently Asked Questions
PA Framework FAQ
- What is the PA Framework?
- Pennsylvania's statewide teacher observation and evaluation framework, adapted from Charlotte Danielson's Framework for Teaching, used to assess classroom teachers across four domains of professional practice under Act 13 of 2020.
- What are the domains of the PA Framework?
- The PA Framework is organized into 4 domains: Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities.
- How is the PA Framework scored?
- Performance is rated on a 4-level scale: Distinguished, Proficient, Needs Improvement, and Failing.
- Is the Pennsylvania framework based on Danielson?
- Yes. Pennsylvania's Framework for Observation and Practice is adapted from Charlotte Danielson's Framework for Teaching, organized into the same four domains of professional practice.
- Which version of the PA framework is current?
- The current rubric is the Educator Effectiveness Framework for Classroom Teachers (Revised June 2021), used within the Act 82 educator effectiveness system as revised under Act 13 of 2020 and verified against the Pennsylvania Department of Education source on June 1, 2026.
Used In
States Using PA Framework
Related Reading
PA Framework Resources for Principals
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The Post-Observation Conversation: How to Make the 15 Minutes After Feedback Count
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