Teacher Rubric with Suggested Teacher and Student Look-fors May 2014 This document is intended to inform school communities in recognizing the performance levels for key elements defined in the Teacher Rubric and to ensure consistent interpretations across schools in BPS. While the behaviors listed represent the performance levels, they are not the only representations of possible performance, and therefore should not be used as a checklist. School and grade-level teams can further “unpack” these to identify teacher and student behaviors specific to their school contexts. The Office of Educator Effectiveness will continue to release look-fors for more elements over the course of the 2013-14 school year. Sources for this document include: BPS Office of Curriculum & Instruction (Science Department) the Boston Latin School’s Unpacked Priority Elements Houston Independent School District’s Instructional Practice Rubric Education Development Center work of the 2012-13 Educator Effectiveness Facilitators Edison K-8’s Unpacked Priority Elements Danielson’s Framework For Teaching Jon Saphier’s The Skillful Teacher National Center for Learning Disabilities New York State United Teachers’ Teacher Practice Rubric BPS Standards for Family and Student Engagement Family Friendly Schools Assessment Tool Flamboyan Classroom Family Engagement Rubric
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 (p. 4) 2. and Adolescent Development 3. Rigorous Standards-Based Unit Design 4. Well-Structured Lessons (p. 5) A. Instruction Indicator 1. Quality of Effort and Work (p. 11) 2. Student Engagement (p. 12) 3. Meeting Diverse (p.13) A. Engagement Indicator 1. Parent/Family Engagement (p. 19) A. Reflection Indicator 1. Reflective Practice (p.24) 2. Goal Setting (p. 25) B. Assessment Indicator 1. Variety of Assessment Methods (p. 6) 2. Adjustments to Practice (p. 7) B. Learning Environment Indicator 1. Safe Learning Environment (p. 14) 2. Collaborative Learning Environment (p.15) 3. Student Motivation B. Collaboration Indicator 1. Learning Expectations (p. 20) 2. Curriculum Support (p. 21) B. Professional Growth Indicator 1. Professional Learning and Growth C. Analysis Indicator 1. Analysis and Conclusions (p. 8) 2. Sharing Conclusions With Colleagues (p. 9) 3. Sharing Conclusions With Students (p. 10) C. Cultural Proficiency Indicator 1. Respects Differences 2. Maintains Respectful Environment C. Communication Indicator 1. Two-Way Communication (p. 22) 2. Culturally Proficient Communication (p.23) C. Collaboration Indicator 1. Professional Collaboration D. Expectations Indicator 1. Clear Expectations (p. 16) 2. High Expectations (p. 17) 3. Access to Knowledge (p. 18) D. Decision-Making Indicator 1. Decision-making E. Shared Responsibility Indicator 1. Shared Responsibility (p. 26) F. Professional Responsibilities Indicator 1. Judgment 2. Reliability and Responsibility I-A-1. Subject Matter Knowledge Unsatisfactory Needs Improvement Proficient Exemplary Demonstrates limited knowledge of the subject matter and/or its pedagogy; relies heavily on textbooks or resources for development of the factual content. Rarely Demonstrates factual knowledge of subject matter and the pedagogy it requires by sometimes engaging students in learning Demonstrates sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently engaging students in learning experiences that enable Demonstrates expertise in subject matter and the pedagogy it requires by engaging all students in learning experiences that enable them to synthesize complex knowledge and