Component A:  The teacher delivers instruction    effectively. 
 Attributes:
1.  Uses technique(s) which develop(s) lesson objective(s)
2. Sequences lesson to promote learning
3. Uses available teaching material(s) to achieve lesson objective(s)
4. Adjusts lesson when appropriate
5. Integrates technology into lesson

Component B:  The teacher presents appropriate content.
 Attributes:
1. Presents content at a developmentally appropriate level
2. Presents accurate subject matter
3. Relates relevant examples, unexpected situations, or current events to the content

Component C:  The teachers provides opportunities for student involvement in the learning process.
 Attributes:
1. Accommodates individual differences
2. Demonstrates the ability to communicate effectively with students
3. Stimulates and encourages higher-order thinking at the appropriate developmental levels
4. Encourages student participation

Component D:  The teacher demonstrates ability to assess and facilitate student academic growth.
 Attributes:
1. Uses assessment technique(s) effectively
2. Monitors ongoing performance of students
3. Provides timely feedback to students regarding their progress
4. Produces evidence of student academic growth under his/her instruction
 

There has been an abundance of research on effective teaching: i.e., teaching practices that produce higher achievement.  Following are lists of findings taken from the research of Berliner, Brophy, Flanders, Good, Kounin, and others.
 

1. When too little time is allocated to a topic/subject, achievement scores in that area will be low.

2. The quicker the pace of instruction and the more content covered, the higher the achievement of students.

3. Achievement is positively related to the activity structure used. (Activities must match the intended outcomes.)

4. Classes with a wide range of activities occurring simultaneously often show low achievement gains than classes where only one or two activities are going on at the same time.

5. There is no one best method of instruction; the use of a variety of methods matched to desired outcomes has greater positive influence on achievement than does continued use of the same method.
 
 

1. An overview of the lesson mentally prepares students.

2. Academic experiences in which students can and do experience success breed more success and improved self-concept.

3. When students spend a large amount of time in low-success experiences, achievement is lower.

4. The achievement level of students is proportional to the amount of time that they are engaged in learning.

5. When academic learning time and assessment are closely aligned, achievement is higher.

6. When instruction is carefully structured, achievement is higher.

7. When teachers regularly monitor and interact with students during seatwork, achievement is higher.

8. When students wait for teacher help with nothing meaningful to do, engagement drops and achievement is lower.

9. Research shows that most teacher questions are recall questions, but higher-order questions lead to higher achievement.

10.  Higher-order questions require time for students to think (formulate responses).

11. Students listen best when other students are talking, not when the teacher is talking.
 
 

1. Holding and communicating high expectations for student learning and achievement influence achievement positively.

2. When transitions between activities are quick and smooth, engagement is higher and opportunities for behavior problems are reduced.

3. Teacher sarcasm almost always lowers achievement.

4. To have a positive impact on achievement, teacher feedback about incorrect answers or faulty processes must be specific: i.e., it must be corrective feedback, not general criticism.

5. Conducting frequent, formal assessments raises achievement.

6. Feedback on or a discussion of returned tests influences achievement positively.

7. Homework has no positive influence on achievement unless it is collected and checked.