TTESS Rubric copy 01
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PLANNING |
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PLANNING DIMENSION 1.1 |
Dimension 1.1
Standards
and Alignment
The teacher designs clear, well-organized,
sequential lessons that reflect best practice, align with standards and are appropriate for diverse learners.
Standards Basis:
1.1, 1.2, 3.1, 3.2, 3.3
Sources
of Evidence:
Pre-Conference,
Formal
Observation,
Classroom |
DISTINGUISHED
Instructional Planning Includes |
ACCOMPLISHED
Instructional Planning Includes |
PROFICIENT
Instructional Planning Includes |
DEVELOPING
Instructional Planning Includes |
IMPROVEMENT NEEDED
Instructional Planning Includes |
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• All rigorous and measurable goals aligned to state content standards.
• Integration of technology to enhance mastery of goal(s).
• All activities, materials and
assessments that:
º are logically sequenced
º are relevant to students’ prior understanding and real-world applications
º integrate and reinforce concepts from other disciplines
º provide appropriate time for student work, student reflection, lesson and lesson closure
º deepen understanding of broader unit and course objectives
º are vertically aligned to state standards
º are appropriate for diverse learners
• Objectives that are aligned and logically sequenced to the lesson’s goal, providing relevant and enriching extensions of the lesson.
MOVES TO STUDENT CENTERED ACTIONS |
• All measurable goals aligned to state content standards.
• Integration of technology
to enhance mastery
of goal(s).
• All activities, materials
and assessments that:
º are sequenced
º are relevant to students’
prior understanding
º integrate other disciplines
º provide appropriate time for student work, lesson and lesson closure
º reinforce broader unit and course objectives
º are vertically aligned to state standards
º are appropriate for diverse learners
• All objectives that are aligned and logically sequenced to the lesson's goal.
MOVES TO STUDENT CENTERED ACTIONS |
• All goals aligned to state
content standards.
• Integration of technology
when applicable.
• All activities, materials
and assessments that:
º are sequenced
º are relevant to students
º provide appropriate time for lesson and lesson closure
º fit into the broader unit and course objectives
º are appropriate for diverse learners
• All objectives that are aligned to the lesson’s goal.
FOCUSES ON MOSTLY TEACHER
CENTERED ACTIONS |
• Most goals aligned to
state content standards.
• Most activities, materials
and assessments that:
º are sequenced
º sometimes provide appropriate time
for lesson and lesson closure
• Lessons where most objectives are aligned and sequenced to
the lesson’s goal.
FOCUSES ON TEACHER
CENTERED ACTIONS |
• Few goals aligned to
state content standards.
• Few activities, materials
and assessments that:
º are sequenced
º rarely provide
time for lesson and
lesson closure
• Lessons where few objectives are aligned and sequenced to
the lesson’s goal.
FOCUSES ON TEACHER
CENTERED ACTIONS |
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sources of student data.
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PLANNING |
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PLANNING DIMENSION 1.3 |
Dimension 1.3
Knowledge of Students
Through knowledge of students and proven practices, the teacher ensures high levels of learning, socialemotional development and
achievement for all students.
Standards Basis:
1.1, 1.2, 1.3, 2.1,
2.2, 2.3
Sources
of Evidence:
Analysis of
Student Data,
Pre-Conference,
Formal Observation |
DISTINGUISHED
Instructional Planning Includes |
ACCOMPLISHED
Instructional Planning Includes |
PROFICIENT
Instructional Planning Includes |
DEVELOPING
Instructional Planning Includes |
IMPROVEMENT NEEDED
Instructional Planning Includes |
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• All lessons that connect to students’ prior knowledge, life experiences, interests and future learning expectations across content areas.
• Opportunities for students to utilize their individual learning patterns, habits and needs to achieve high levels of academic and social-emotional success.
• Guidance for students
to apply their strengths,
background knowledge,
life experiences and skills
to enhance each other’s’
learning.
MOVES TO STUDENT CENTERED ACTIONS |
• All lessons that connect to students’ prior knowledge, life experiences and future learning expectations.
• Opportunities for students to utilize their individual learning patterns, habits and needs.
MOVES TO STUDENT CENTERED ACTIONS |
• All lessons that connect to students’ prior knowledge and experiences.
• Adjustments to address strengths and gaps in background knowledge, life experiences and skills of all students.
FOCUSES ON MOSTLY TEACHER
CENTERED ACTIONS |
• Most lessons that connect to students’ prior knowledge and experiences.
• Adjustments to address strengths and gaps in background knowledge, life experiences and skills of most students.
FOCUSES ON TEACHER
CENTERED ACTIONS |
• Few lessons that connect to students’ prior knowledge and experiences.
• Adjustments to address strengths and gaps in background knowledge, life experiences and skills of few students.
FOCUSES ON TEACHER
CENTERED ACTIONS |
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PLANNING |
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PLANNING DIMENSION 1.4 |
Dimension 1.4
Activities
The teacher plans engaging, flexible lessons that encourage higher- order thinking, persistence and achievement.
Standards Basis:
1.2, 1.3, 1.4, 1.5
Sources
of Evidence:
Pre-Conference,
Formal Observation |
DISTINGUISHED
Instructional Planning Includes |
ACCOMPLISHED
Instructional Planning Includes |
PROFICIENT
Instructional Planning Includes |
DEVELOPING
Instructional Planning Includes |
IMPROVEMENT NEEDED
Instructional Planning Includes |
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• Opportunities for students to generate questions that lead to further inquiry and promote complex, higher- order thinking, problem solving and real-world application
• Instructional groups based on the needs of all students, and allows for students to take
ownership of group and individual accountability.
• The ability for students to set goals, reflect on, evaluate and hold each other accountable within instructional groups.
• Activities, resources, technology and instructional materials that are all aligned to instructional purposes,
are varied and appropriate to ability levels of students and actively engage them in ownership of their learning.
MOVES TO STUDENT CENTERED ACTIONS |
• Questions that encourage all students to engage in complex, higher-order thinking and problem solving.
• Instructional groups based on the needs of all students and
maintains both group and individual accountability.
• All students understanding their individual roles within instructional groups and facilitates opportunities for student input on goals
and outcomes of activities.
• Activities, resources, technology and instructional materials that are all aligned to instructional purposes,
are varied and appropriate to ability levels of
students.
MOVES TO STUDENT CENTERED ACTIONS |
• Questions that encourage all students to engage in complex, higher-order thinking.
• Instructional groups based on the needs of all students.
• All students understanding their individual roles within instructional groups.
• Activities, resources, technology and instructional materials that are all aligned to instructional purposes.
FOCUSES ON MOSTLY TEACHER
CENTERED ACTIONS |
• Questions that promote limited, predictable or rote responses and encourage some complex, higher- order thinking.
• Instructional groups based on the needs of most students.
• Most students understanding their individual roles within instructional groups.
• Activities, resources, technology and/or instructional materials that are mostly aligned to instructional purposes.
FOCUSES ON TEACHER
CENTERED ACTIONS |
• Encourages little
to no complex, higher-
order thinking.
• Instructional groups based on the needs of a few students.
• Lack of student understanding of their individual roles within instructional groups.
• Activities, resources, technology and/or instructional materials misaligned to instructional purposes.
FOCUSES ON TEACHER
CENTERED ACTIONS |
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INSTRUCTION |
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INSTRUCTION DIMENSION 2.1 |
Dimension 2.1
Achieving
Expectations
The teacher supports all learners in their pursuit of
high levels of academic and social-emotional success.
Standards Basis:
1.2, 1.4, 1.5, 2.1, 2.3,
3.2, 4.1, 4.4, 5.2
Sources
of Evidence:
Pre-Conference,
Formal Observation |
DISTINGUISHED
The Teacher: |
ACCOMPLISHED
The Teacher: |
PROFICIENT
The Teacher: |
DEVELOPING
The Teacher: |
IMPROVEMENT NEEDED
The Teacher: |
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• Provides opportunities for students to establish high academic and social- emotional expectations for themselves.
• There is evidence that all students demonstrate mastery of the objective.
• Provides opportunities for students to self-monitor and self-correct mistakes.
• Systematically enables students to set goals for themselves and monitor their progress over time.
MOVES TO STUDENT CENTERED ACTIONS |
• Provides opportunities for students to establish high academic expectations for themselves.
• There is evidence that most students demonstrate mastery of the objective.
• Anticipates student mistakes and encourages students to avoid common learning pitfalls.
• Establishes systems where students take initiative of their own learning and self-monitor.
MOVES TO STUDENT CENTERED ACTIONS |
• Sets academic expectations that challenge all students.
• There is evidence that most students demonstrate mastery of the objective.
• Addresses student mistakes and follows through to ensure student mastery.
• Provides students opportunities to take initiative of their own learning.
FOCUSES ON MOSTLY TEACHER
CENTERED ACTIONS |
• Sets academic expectations that challenge most students.
• There is evidence that some students demonstrate mastery of the objective.
• Sometimes addresses
student mistakes.
• Sometimes provides opportunities for students to take initiative of their own learning.
FOCUSES ON TEACHER
CENTERED ACTIONS |
• Sets expectations that challenge few students.
• There is evidence that few students demonstrate mastery of the objective.
• Allows student mistakes to go unaddressed or confronts student errors in a way that discourages further effort.
• Rarely provides opportunities for students to take initiative of their own learning.
FOCUSES ON TEACHER
CENTERED ACTIONS |
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to use different types of
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INSTRUCTION |
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INSTRUCTION DIMENSION 2.3 |
Dimension 2.3
Communication
The teacher clearly and accurately communicates
to support persistence, deeper learning and effective effort.
Standards Basis:
1.4, 1.5, 2.1, 3.1, 4.4
Sources
of Evidence:
Pre-Conference,
Formal Observation |
DISTINGUISHED
The Teacher: |
ACCOMPLISHED
The Teacher: |
PROFICIENT
The Teacher: |
DEVELOPING
The Teacher: |
IMPROVEMENT NEEDED
The Teacher: |
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• Skillfully provokes and
guides discussion to
pique curiosity and inspire
student-led learning
of meaningful and
challenging content.
• Uses possible student
misunderstandings
at strategic points in
lessons to highlight
misconceptions and
inspire exploration and
discovery.
• Asks questions at the creative, evaluative and/or analysis levels that require a deeper learning and broader understanding of
the objective of the lesson.
• Skillfully balances wait time, questioning techniques and
integration of student and other resources to support student-directed learning.
• Establishes classroom practices that encourage all students to safely communicate effectively using visual tools and technology, artistic, spatial, tactile or other media with the teacher, their peers.
MOVES TO STUDENT CENTERED ACTIONS |
• Skillfully uses probing questions to clarify, elaborate and extend learning; provides direct instruction as appropriate.
• Anticipates possible student misunderstandings and proactively develops techniques to address stumbling blocks to learning.
• Asks questions at the creative, evaluative and/ or analysis levels that focus on the objective of the lesson and provoke thought and discussion.
• Provides wait time when
questioning students.
• Provides explanations that are clear and coherent.
• Establishes classroom practices that encourage all students to communicate effectively using visual tools and technology with the teacher, their peers.
MOVES TO STUDENT CENTERED ACTIONS |
• Uses probing questions to
clarify, elaborate learning.
• Recognizes possible student misunderstandings and responds with an array of teaching techniques to clarify concepts.
• Asks remember, understand and apply level questions that focus on the objective
of the lesson and provoke discussion.
• Provides explanations
that are clear.
• Uses verbal and written communication that is clear and correct.
• Establishes classroom practices that provide opportunities for most students to communicate effectively with the teacher and their peers.
FOCUSES ON MOSTLY TEACHER
CENTERED ACTIONS |
• Leads lessons with some opportunity for dialogue, clarification or elaboration.
• Recognizes student misunderstandings but has a limited ability to respond.
• Asks remember and understand level questions that focus on
the objective of the lesson but do little to amplify discussion.
• Uses verbal and written communication that is generally clear with minor errors of grammar.
FOCUSES ON TEACHER
CENTERED ACTIONS |
• Directs lessons with little opportunity for dialogue, clarification or elaboration.
• Is sometimes unaware
of or unresponsive
to student
misunderstandings.
• Uses verbal
communication
that is characterized
by inaccurate grammar;
written communication
that has inaccurate
spelling, grammar,
punctuation or structure.
FOCUSES ON TEACHER
CENTERED ACTIONS |
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INSTRUCTION |
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INSTRUCTION DIMENSION 2.4 |
Dimension 2.4
Differentiation
The teacher differentiates instruction, aligning methods and techniques to diverse student needs.
Standards Basis:
1.3, 1.6, 2.1, 2.2, 2.3,
3.3, 4.1, 5.1, 5.3, 5.4
Sources
of Evidence:
Pre-Conference,
Formal Observation |
DISTINGUISHED
The Teacher: |
ACCOMPLISHED
The Teacher: |
PROFICIENT
The Teacher: |
DEVELOPING
The Teacher: |
IMPROVEMENT NEEDED
The Teacher: |
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• Adapts lessons with a wide variety of instructional strategies to address individual needs of all students.
• Consistently monitors the quality of student participation and performance.
• Always provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught.
• Uses multiple strategies to teach and assess students.
MOVES TO STUDENT CENTERED ACTIONS |
• Adapts lessons to address individual needs of all students.
• Regularly monitors the quality of student participation and performance.
• Regularly provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught.
• Uses strategies to teach
and assess students.
MOVES TO STUDENT CENTERED ACTIONS |
• Adapts lessons to address individual needs of all students.
• Regularly monitors the quality of student participation and performance.
• Recognizes when students become confused or disengaged and responds to student learning or social- emotional needs.
• Provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught.
FOCUSES ON MOSTLY TEACHER
CENTERED ACTIONS |
• Adapts lessons to address
some student needs.
• Sometimes monitors the quality of student participation and performance.
• Sometimes recognizes when students become confused or disengaged and minimally responds to student learning or social-emotional needs.
• Sometimes provides differentiated instructional methods and content.
FOCUSES ON TEACHER
CENTERED ACTIONS |
• Provides one-size- fits-all lessons without meaningful differentiation.
• Rarely monitors
the quality of student
participation and
performance.
• Does not recognize when students become confused or disengaged, or does not respond appropriately to student learning or social- emotional needs.
• Rarely provides differentiated instructional methods and content.
FOCUSES ON TEACHER
CENTERED ACTIONS |
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INSTRUCTION |
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INSTRUCTION DIMENSION 2.5 |
Dimension 2.5
Monitor and Adjust
The teacher formally and informally collects, analyzes and uses student progress data and makes needed lesson adjustments.
Standards Basis:
1.4, 1.6, 2.2, 2.3, 3.2,
4.4, 5.3, 5.4
Sources
of Evidence:
Pre-Conference,
Formal Observation |
DISTINGUISHED
The Teacher: |
ACCOMPLISHED
The Teacher: |
PROFICIENT
The Teacher: |
DEVELOPING
The Teacher: |
IMPROVEMENT NEEDED
The Teacher: |
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• Systematically gathers
input from students
in order to monitor
and adjust instruction,
activities or pacing to
respond to differences in
student needs.
• Consistently adjusts instruction and activities within a broad range
to maintain student engagement.
• Uses discreet and explicit checks for understanding through questioning and academic feedback.
MOVES TO STUDENT CENTERED ACTIONS |
• Consistently invites input from students in order to monitor
and adjust instruction, activities and pacing
to respond to differences in student needs.
• Adjusts instruction
and activities frequently
and within a broad range
to maintain student
engagement.
• Continually checks for understanding through purposeful questioning and academic feedback.
MOVES TO STUDENT CENTERED ACTIONS |
• Utilizes input from students in order to monitor and adjust instruction and activities.
• Monitors student behavior and responses for engagement and understanding.
• Adjusts instruction and activities to maintain student engagement.
FOCUSES ON MOSTLY TEACHER
CENTERED ACTIONS |
• Sometimes utilizes input
from students in order
to monitor and adjust
instruction and activities.
• Sees student behavior but
misses some signs
of disengagement.
• Is aware of most student responses but misses some clues of misunderstanding.
• Adjusts some instruction
within a limited range.
FOCUSES ON TEACHER
CENTERED ACTIONS |
• Rarely utilizes input from students in order to monitor and adjust
instruction and activities.
• Generally does not link student behavior and responses with student engagement and understanding.
• Persists with instruction or activities that do not engage students.
• Makes no attempts to engage students who appear disengaged or disinterested.
FOCUSES ON TEACHER
CENTERED ACTIONS |
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LEARNING ENVIRONMENT |
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LEARNING ENVIRONMENT DIMENSION 3.1 |
Dimension 3.1
Classroom Environment, Routines and Procedures
The teacher organizes a safe, accessible and efficient classroom.
Standards Basis:
1.4, 4.1, 4.2, 4.3, 4.4
Sources
of Evidence:
Formal
Observation,
Pre-Classroom |
DISTINGUISHED
The Teacher: |
ACCOMPLISHED
The Teacher: |
PROFICIENT
The Teacher: |
DEVELOPING
The Teacher: |
IMPROVEMENT NEEDED
The Teacher: |
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• Establishes and uses effective routines, transitions and procedures that primarily rely on student leadership and responsibility.
• Students take primary leadership and responsibility for managing student groups, supplies, and/or equipment.
• The classroom is safe and
thoughtfully designed
to engage, challenge
and inspire students to
participate in high-level
learning beyond the
learning objectives.
MOVES TO STUDENT CENTERED ACTIONS |
• Establishes and uses effective routines, transitions and procedures that she or he implements effortlessly.
• Students take some responsibility for managing student groups, supplies and/or equipment.
• The classroom is safe, inviting and organized to support learning objectives and is
accessible to all students.
MOVES TO STUDENT CENTERED ACTIONS |
• All procedures, routines and transitions are clear and efficient.
• Students actively participate in groups, manage supplies and equipment with very limited teacher direction.
• The classroom is safe and organized to support learning objectives and
is accessible to most students.
FOCUSES ON MOSTLY TEACHER
CENTERED ACTIONS |
• Most procedures, routines and transitions provide clear direction but others are unclear and inefficient.
• Students depend on the
teacher to direct them
in managing student
groups, supplies and/or
equipment.
• The classroom is safe and accessible to most students, but
is disorganized and cluttered.
FOCUSES ON TEACHER
CENTERED ACTIONS |
• Few procedures and routines guide student behavior and maximize learning. Transitions are characterized by confusion and inefficiency.
• Students often do not understand what is expected of them.
• The classroom is unsafe, disorganized and uncomfortable. Some students are not able to access materials.
FOCUSES ON TEACHER
CENTERED ACTIONS |
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LEARNING ENVIRONMENT |
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LEARNING ENVIRONMENT DIMENSION 3.2 |
Dimension 3.2
Managing Student Behavior
The teacher establishes, communicates
and maintains clear expectations for student behavior.
Standards Basis:
4.1, 4.2, 4.3, 4.4
Sources
of Evidence:
Formal
Observation,
Classroom,
Pre-Conference |
DISTINGUISHED
The Teacher: |
ACCOMPLISHED
The Teacher: |
PROFICIENT
The Teacher: |
DEVELOPING
The Teacher: |
IMPROVEMENT NEEDED
The Teacher: |
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• Consistently monitors behavior subtly, reinforces positive behaviors appropriately and intercepts misbehavior fluidly.
• Students and the teacher create, adopt and maintain classroom behavior standards.
MOVES TO STUDENT CENTERED ACTIONS |
• Consistently encourages and monitors student behavior subtly and responds to misbehavior swiftly.
• Most students know, understand and respect classroom behavior standards.
MOVES TO STUDENT CENTERED ACTIONS |
• Consistently implements the campus and/or classroom behavior system proficiently.
• Most students meet expected classroom behavior standards.
FOCUSES ON MOSTLY TEACHER
CENTERED ACTIONS |
• Inconsistently implements the campus and/or classroom behavior system.
• Student failure to meet expected classroom behavior standards interrupts learning.
FOCUSES ON TEACHER
CENTERED ACTIONS |
• Rarely or unfairly enforces campus or classroom behavior standards.
• Student behavior impedes learning in the classroom.
FOCUSES ON TEACHER
CENTERED ACTIONS |
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LEARNING ENVIRONMENT |
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LEARNING ENVIRONMENT DIMENSION 3.3 |
Dimension 3.3
Classroom
Culture
The teacher leads a mutually respectful and collaborative class of actively engaged learners.
Standards Basis:
1.5, 1.6, 3.2, 4.3, 4.4,
5.1, 5.2, 5.4
Sources
of Evidence:
Formal
Observation,
Classroom |
DISTINGUISHED
The Teacher: |
ACCOMPLISHED
The Teacher: |
PROFICIENT
The Teacher: |
DEVELOPING
The Teacher: |
IMPROVEMENT NEEDED
The Teacher: |
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• Consistently engages
all students with relevant,
meaningful learning
based on their interests,
abilities to create a
positive rapport
amongst students.
• Students collaborate positively and encourage each other’s efforts
and achievements.
MOVES TO STUDENT CENTERED ACTIONS |
• Engages all students
with relevant, meaningful
learning, sometimes
adjusting lessons based
on student interests
and abilities.
• Students collaborate positively with each other and teacher.
MOVES TO STUDENT CENTERED ACTIONS |
• Engages all students
in relevant, meaningful
learning.
• Students work respectfully individually and in groups.
FOCUSES ON MOSTLY TEACHER
CENTERED ACTIONS |
• Establishes a class where most students are engaged in the curriculum.
• Students are sometimes disrespectful of each other.
FOCUSES ON TEACHER
CENTERED ACTIONS |
• Establishes a class where few students are engaged in the curriculum.
• Students are disrespectful
of each other and of
the teacher.
FOCUSES ON TEACHER
CENTERED ACTIONS |
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PROFESSIONAL PRACTICES AND RESPONSIBILITIES |
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PROFESSIONAL PRACTICES AND RESPONSIBILITIES DIMENSION 4.1 |
Dimension 4.1
Professional Demeanor and Ethics
The teacher meets district expectations for attendance, professional appearance, decorum,
procedural, ethical, legal and statutory responsibilities.
Standards Basis:
6.2, 6.3, 6.4
Sources
of Evidence:
Formal Professional
Development Plan
or Improvement
Plan, Pre-
Conference, Post-
Conference, Daily
interaction with
others |
DISTINGUISHED
The Teacher: |
ACCOMPLISHED
The Teacher: |
PROFICIENT
The Teacher: |
DEVELOPING
The Teacher: |
IMPROVEMENT NEEDED
The Teacher: |
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• Behaves in accordance with the Code of Ethics and Standard Practices for Texas Educators.
• Models all professional standards (e.g., attendance, professional appearance and behaviors).
• Advocates successfully for
the needs of all students
in the classroom and
campus.
MOVES TO STUDENT CENTERED ACTIONS |
• Behaves in accordance with the Code of Ethics and Standard Practices for Texas Educators.
• Consistently meets all professional standards (e.g., attendance, professional appearance and behaviors).
• Advocates successfully for the needs of all students on the campus.
MOVES TO STUDENT CENTERED ACTIONS |
• Behaves in accordance with the Code of Ethics and Standard Practices for Texas Educators.
• Meets all professional standards (e.g., attendance, professional appearance and behaviors).
• Advocates successfully for the needs of students in the classroom.
FOCUSES ON MOSTLY TEACHER
CENTERED ACTIONS |
• Behaves in accordance with the Code of Ethics and Standard Practices for Texas Educators.
• Meets most professional standards (e.g., attendance, professional appearance and behaviors).
FOCUSES ON TEACHER
CENTERED ACTIONS |
• Fails to meet the Code of Ethics and Standard Practices for Texas Educators.
• Meets few professional standards (e.g., attendance, professional appearance and
behaviors) or violates legal requirements.
FOCUSES ON TEACHER
CENTERED ACTIONS |
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PROFESSIONAL PRACTICES AND RESPONSIBILITIES |
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PROFESSIONAL PRACTICES AND RESPONSIBILITIES DIMENSION 4.2 |
Dimension 4.2
Goal Setting
The teacher reflects on his/her practice.
Standards Basis:
5.4, 6.1, 6.2
Sources
of Evidence:
Development Plan
or Improvement
Plan, Pre-
Conference, Post-
Conference, Daily
interaction with
others |
DISTINGUISHED
The Teacher: |
ACCOMPLISHED
The Teacher: |
PROFICIENT
The Teacher: |
DEVELOPING
The Teacher: |
IMPROVEMENT NEEDED
The Teacher: |
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• Consistently sets, modifies
and meets short- and
long-term professional
goals based on self-
assessment, reflection,
peer and supervisor
feedback, contemporary
research and analysis of
student learning.
• Implements substantial changes in practice resulting in significant improvement in student performance.
MOVES TO STUDENT CENTERED ACTIONS |
• Sets some short- and long- term professional goals based on self-assessment, reflection, peer and supervisor feedback, contemporary research
and analysis of student learning.
• Meets all professional goals resulting in improvement in practice and student performance.
MOVES TO STUDENT CENTERED ACTIONS |
• Sets short- and long- term professional goals based on self-assessment, reflection and supervisor feedback.
• Meets all professional goals resulting in improvement in practice and student performance.
FOCUSES ON MOSTLY TEACHER
CENTERED ACTIONS |
• Sets short-term goals
based on self-assessment.
• Meets most professional goals resulting in some visible changes in practice.
FOCUSES ON TEACHER
CENTERED ACTIONS |
• Sets low or ambiguous goals unrelated to student needs or self-assessment.
• Meets few professional goals and persists in instructional practices that remain substantially unimproved over time.
FOCUSES ON TEACHER
CENTERED ACTIONS |
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PROFESSIONAL PRACTICES AND RESPONSIBILITIES |
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PROFESSIONAL PRACTICES AND RESPONSIBILITIES DIMENSION 4.3 |
Dimension 4.3
Professional
Development
The teacher enhances the professional community.
Standards Basis:
3.1, 6.1, 6.2, 6.3
Sources
of Evidence:
Professional
Development Plan
or Improvement
Plan, Pre-
Conference, Post-
Conference, Daily
interaction with
others |
DISTINGUISHED
The Teacher: |
ACCOMPLISHED
The Teacher: |
PROFICIENT
The Teacher: |
DEVELOPING
The Teacher: |
IMPROVEMENT NEEDED
The Teacher: |
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• Leads colleagues collaboratively in and beyond the school to identify professional development needs through detailed data analysis and self-reflection.
• Seeks resources and collaboratively fosters faculty knowledge and skills.
• Develops and fulfills the school and district improvement plans through professional learning communities, grade- or subject-
level team leadership, committee leadership or other opportunities beyond the campus.
MOVES TO STUDENT CENTERED ACTIONS |
• Leads colleagues collaboratively on campus to identify professional development needs through self-reflection.
• Fosters faculty knowledge
and skills in support of
the school improvement
plan through professional
learning communities,
grade- or subject-
level team leadership,
committee membership
or other opportunities
beyond the campus.
MOVES TO STUDENT CENTERED ACTIONS |
• Collaboratively practices in all scheduled professional development activities, campus professional learning communities, grade- or subject-level team membership, committee membership
or other opportunities.
FOCUSES ON MOSTLY TEACHER
CENTERED ACTIONS |
• Engages in most scheduled activities, professional learning communities, committee, grade- or subject-level team meetings as directed.
FOCUSES ON TEACHER
CENTERED ACTIONS |
• Engages in few professional development activities, professional learning communities or committees to improve professional practice.
FOCUSES ON TEACHER
CENTERED ACTIONS |
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PROFESSIONAL PRACTICES AND RESPONSIBILITIES |
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PROFESSIONAL PRACTICES AND RESPONSIBILITIES DIMENSION 4.4 |
Dimension 4.4
School Community Involvement
The teacher demonstrates leadership with students,
colleagues, and community members in the school, district and community through effective communication and outreach.
Standards Basis:
2.1, 2.2, 4.1, 4.4, 5.2,
6.2, 6.3, 6.4
Sources
of Evidence:
Professional
Development Plan
or Improvement
Plan, Pre-
Conference, Post-
Conference, Daily
interaction with
others |
DISTINGUISHED
The Teacher: |
ACCOMPLISHED
The Teacher: |
PROFICIENT
The Teacher: |
DEVELOPING
The Teacher: |
IMPROVEMENT NEEDED
The Teacher: |
|
• Leads students, colleagues, families and community members toward reaching the mission, vision and goals of the school.
• Systematically contacts parents/ guardians regarding students’ academic and social/ emotional growth through various media.
• Initiates collaborative efforts that enhance student learning and growth, and inspire
trust, understanding and commitment in the school.
MOVES TO STUDENT CENTERED ACTIONS |
• Clearly communicates the mission, vision and goals of the school to students, colleagues, parents
and families, and other community members.
• Systematically contacts parents/guardians regarding students’ academic and social/ emotional growth through various media.
• Joins colleagues in collaborative efforts that enhance student learning and welfare and inspire trust and understanding in the school community.
MOVES TO STUDENT CENTERED ACTIONS |
• Communicates the mission, vision and goals of the school to students, colleagues, parents and families.
• Contacts parents/ guardians regularly regarding students’ academic and social/ emotional growth.
• Actively participates in all
school outreach activities.
FOCUSES ON MOSTLY TEACHER
CENTERED ACTIONS |
• Communicates school goals to students, parents and families.
• Contacts parents/ guardians in accordance with campus policy.
• Attends most required
school outreach activities.
FOCUSES ON TEACHER
CENTERED ACTIONS |
• Contacts parents generally
about disciplinary matters.
• Attends few required
school outreach activities.
FOCUSES ON TEACHER
CENTERED ACTIONS |
||
|
RUBRIC WORD BANK
with examples of qualifiers that are interchangeably used: |
|||||
|
DIMENSION EXAMPLE: |
DISTINGUISHED |
ACCOMPLISHED |
PROFICIENT |
DEVELOPING |
IMPROVEMENT NEEDED |
|
LEARNING ENVIRONMENT
Classroom
Culture |
ALL |
ALL |
ALL |
MOST |
FEW |
|
LEARNING ENVIRONMENT
Managing Student
Behavior |
CONSISTENTLY |
CONSISTENTLY |
CONSISTENTLY |
INCONSISTENTLY |
RARELY |
|
INSTRUCTION
Achieving
Expectations |
ALL |
MOST |
MOST |
SOME |
FEW |
|
INSTRUCTION
Content Knowledge and Expertise |
CONSISTENTLY |
REGULARLY |
DOES (ACTION) |
SOMETIMES |
FEW |
|
INSTRUCTION
Differentiation |
ALWAYS |
REGULARLY |
DOES (ACTION) |
SOMETIMES |
DOES NOT (ACTION) |
|
MOVES TO STUDENT CENTERED ACTIONS |
MOVES TO STUDENT CENTERED ACTIONS |
FOCUSES ON MOSTLY
TEACHER CENTERED ACTIONS |
FOCUSES ON TEACHER
CENTERED ACTIONS |
FOCUSES ON TEACHER
CENTERED ACTIONS |
|
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Building on previous lessons and enhancing technology skills for applications for the current lesson
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My students need to be able to discuss a concept and share with others to cement it in their mind.
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So how do you keep the personal interaction in the classroom
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Dimension 1.4 supports using technology to plan.
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This supports the idea that the technology needs to be tied to a learning outcome (and not focused on the tool itself!).
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