Module 6, Handout 3: Teacher Rubric Excerpt for Kelli Standards and Indicators of Effective Teaching Practice: Teacher Rubric 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 quality 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.
modifies future instruction based on the findings. intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element. Indicator I-C. Analysis: Analyzes data from assessments, draws conclusions, and shares them appropriately. I-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary I-C-1. Analysis and Conclusions Does not draw conclusions from student data beyond completing minimal requirements such as grading for report cards. Draws conclusions from a limited analysis of student data to inform student grading and promotion decisions. Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning. Individually and with colleagues, draws appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data that improve short- and long-term instructional decisions. Is able to model this element. I-C-2. Sharing Conclusions With Colleagues Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback. Only occasionally shares with colleagues conclusions about student progress and/or only occasionally seeks feedback from them about practices that will support improved student learning. Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning. Establishes and implements a schedule and plan for regularly sharing with all appropriate colleagues conclusions and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Students Provides little or no feedback on student performance except through grades or report of task completion, or provides inappropriate feedback that does not support students to improve their performance. Provides some feedback about performance beyond grades but rarely shares strategies for students to improve their performance toward objectives. on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance. Establishes early, constructive feedback loops with students and families that create a dialogue about performance, progress, and improvement. Is able to model this element.
II-C-2. Maintains Respectful Environment Minimizes or ignores conflicts and/or responds in inappropriate ways. Anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities in ways that lead students to be able to do the same independently. Is able to model this practice. Indicator II-D. Expectations: Plans and implements lessons that set clear and high expectations and also make knowledge accessible for all students. II-D. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-D-1. Clear Expectations Does not make specific academic and behavior expectations clear to students. May announce and post classroom academic and behavior rules and consequences, but inconsistently or ineffectively enforces them. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior so that most students are able to describe them and take ownership of meeting them. Is able to model this element. II-D-2. High Expectations Gives up on some students or communicates that some cannot master challenging material. May tell students that the subject or assignment is challenging and that they need to work hard but does little to counteract student misconceptions about innate ability. Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability. Effectively models and reinforces ways that students can consistently master challenging material through effective effort. Successfully challenges students’ misconceptions about innate ability. Is able to model this element. II-D-3. Access to Knowledge Rarely adapts instruction, materials, and assessments to make challenging material accessible to all students. Occasionally adapts instruction, materials, and assessments to make challenging material accessible to all students. Consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities. Individually and with colleagues, consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities. Is able to model this element.