Standard I: Curriculum, Planning, and Assessment Standard II: Teaching All Students Standard III: Family and Community Engagement Standard IV: Professional Culture A. Curriculum and Planning Indicator 1. Subject Matter Knowledge 2. Child and Adolescent Development 3. Rigorous Standards-Based Unit Design 4. Well-Structured Lessons A. Instruction Indicator 1. Quality of Effort and Work 2. Student Engagement 3. Meeting Diverse Needs A. Engagement Indicator 1. Parent/Family Engagement A. Reflection Indicator 1. Reflective Practice 2. Goal Setting B. Assessment Indicator 1. Variety of Assessment Methods 2. Adjustments to Practice B. Learning Environment Indicator 1. Safe Learning Environment 2. Collaborative Learning Environment 3. Student Motivation B. Collaboration Indicator 1. Learning Expectations 2. Curriculum Support B. Professional Growth Indicator 1. Professional Learning and Growth C. Analysis Indicator 1. Analysis and Conclusions 2. Sharing Conclusions With Colleagues 3. Sharing Conclusions With Students C. Cultural Proficiency Indicator 1. Respects Differences 2. Maintains Respectful Environment C. Communication Indicator 1. Two-Way Communication 2. Culturally Proficient Communication C. Collaboration Indicator 1. Professional Collaboration D. Expectations Indicator 1. Clear Expectations 2. High Expectations 3. Access to Knowledge D. Decision-Making Indicator 1. Decision-making E. Shared Responsibility Indicator 1. Shared Responsibility F. Professional Responsibilities Indicator 1. Judgment 2. Reliability and Responsibility How to reference parts of the rubric: Indicator terminology: under the “Teaching All Students” Standard (II), the "Instruction Indicator” (A) can be referred to as Indicator II-A Element terminology: under the Instruction Indicator (A), the Student Engagement Element (2) can be referred to as Element II-A-2
Standard II: Teaching All Students. The teacher promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Indicator II-A. Instruction: Uses instructional practices that reflect high expectations regarding content and of effort and work; engage all students; and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness. II-A. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-A-1. Quality of Effort and Work Establishes no or low expectations around quality of work and effort and/or offers few supports for students to produce quality work or effort. May states high expectations for quality and effort, but provides few exemplars and rubrics, limited guided practice, and/or few other supports to help students know what is expected of them; may establish inappropriately low expectations for quality and effort. Consistently defines high expectations for the quality of student work and the perseverance and effort required to produce it; often provides exemplars, rubrics, and guided practice. Consistently defines high expectations for quality work and effort and effectively supports students to set high expectations for each other to persevere and produce high-quality work. Is able to model this element. II-A-2. Student Engagement Uses instructional practices that leave most students uninvolved and/or passive participants. Uses instructional practices that motivate and engage some students but leave others uninvolved and/or passive participants. Consistently uses instructional practices that are likely to motivate and engage most students during the lesson. Consistently uses instructional practices that typically motivate and engage most students both during the lesson and during independent work and home work. Is able to model this element. II-A-3. Meeting Diverse Needs Uses limited and/or inappropriate practices to accommodate differences. May use some appropriate practices to accommodate differences, but fails to address an adequate range of differences. Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners. Uses a varied repertoire of practices to create structured opportunities for each student to meet or exceed state standards/local curriculum and behavioral expectations. Is able to model this element. Indicator II-B. Learning Environment: Creates and maintains a safe and collaborative learning environment that motivates students to take academic risks, challenge themselves, and claim ownership of their learning.
Standard III: Family and Community Engagement. The teacher promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations. Indicator III-A. Engagement: Welcomes and encourages every family to become active participants in the classroom and school community. III-A. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-A-1. Parent/Family Engagement Does not welcome families to become participants in the classroom and school community or actively discourages their participation. Makes limited attempts to involve families in school and/or classroom activities, meetings, and planning. Uses a variety of strategies to support every family to participate actively and appropriately in the classroom and school community. Successfully engages most families and sustains their active and appropriate participation in the classroom and school community. Is able to model this element. Indicator III-B. Collaboration: Collaborates with families to create and implement strategies for supporting student learning and development both at home and at school. III-B. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-B-1. Learning Expectations Does not inform parents about learning or behavior expectations. Sends home only a list of classroom rules and the learning outline or syllabus for the year. Consistently provides parents with clear, user-friendly expectations for student learning and behavior. Successfully conveys to most parents student learning and behavior expectations. Is able to model this element. III-B-2. Curriculum Support Rarely, if ever, communicates with parents on ways to support children at home or at school. Sends home occasional suggestions on how parents can support children at home or at school. Regularly updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Successfully prompts most families to use one or more of the strategies suggested for supporting learning at school and home and seeks out evidence of their impact. Is able to model this element.
Indicator III-C. Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning and performance. III-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-C-1. Two-Way Communication Rarely communicates with families except through report cards; rarely solicits or responds promptly and carefully to communications from families. Relies primarily on newsletters and other one-way media and usually responds promptly to communications from families. Regularly uses two-way communication with families about student performance and learning and responds promptly and carefully to communications from families. Regularly uses a two-way system that supports frequent, proactive, and personalized communication with families about student performance and learning. Is able to model this element. III-C-2. Culturally Proficient Communication Makes few attempts to respond to different family cultural norms and/or responds inappropriately or disrespectfully. May communicate respectfully and make efforts to take into account different families’ home language, culture, and values, but does so inconsistently or does not demonstrate understanding and sensitivity to the differences. Always communicates respectfully with families and demonstrates understanding of and sensitivity to different families’ home language, culture, and values. Always communicates respectfully with families and demonstrates understanding and appreciation of different families’ home language, culture, and values. Is able to model this element. Standard IV: Professional Culture. The teacher promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. Indicator IV-A. Reflection: Demonstrates the capacity to reflect on and improve the educator’s own practice, using informal means as well as meetings with teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to improve teaching and learning. IV-A. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-A-1. Reflective Practice Demonstrates limited reflection on practice and/or use of insights gained to improve practice. May reflect on the effectiveness of lessons/ units and interactions with students but not with colleagues and/or rarely uses insights to improve practice. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues; and uses and shares with colleagues, insights gained to improve practice and student learning. Is able to model this element.
IV-A-2. Goal Setting Generally, participates passively in the goal-setting process and/or proposes goals that are vague or easy to reach. Proposes goals that are sometimes vague or easy to achieve and/or bases goals on a limited and analysis of student learning data. Proposes challenging, measurable professional practice, team, and student learning goals that are based on thorough and analysis of student learning data. Individually and with colleagues builds capacity to propose and monitor challenging, measurable goals based on thorough and analysis of student learning data. Is able to model this element. Indicator IV-B. Professional Growth: Actively pursues professional development and learning opportunities to improve quality of practice or build the expertise and experience to assume different instructional and leadership roles. IV-B. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-B-1. Professional Learning and Growth Participates in few, if any, professional development and learning opportunities to improve practice and/or applies little new learning to practice. Participates only in required professional development activities and/or inconsistently or inappropriately applies new learning to improve practice. Consistently seeks out and applies, when appropriate, ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities. Consistently seeks out professional development and learning opportunities that improve practice and build expertise of self and other educators in instruction and leadership. Is able to model this element. Indicator IV-C. Collaboration: Collaborates effectively with colleagues on a wide range of tasks. IV-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-C-1. Professional Collaboration Rarely and/or ineffectively collaborates with colleagues; conversations often lack focus on improving student learning. Does not consistently collaborate with colleagues in ways that support productive team effort. Consistently and effectively collaborates with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention. Supports colleagues to collaborate in areas such as developing units, examining student work, analyzing student performance, and planning appropriate intervention. Is able to model this element.