Learning and Classroom Environment Rubric: Teachers’ Classroom Practice Beginning Developing Applying Refining Positive Nurturing Relationships Awareness that positive personal relationships are important in student development. Nurtures positive personal relationships. Develops positive personal relationships that enhance students’ development through meaningful conversations. Nurtures positive personal relationships that enhance students’ development through meaningful conversations and respect for the uniqueness of each student. Physical Space Awareness that the physical is important in student learning. Organizes the physical space for some of the instructional approaches. Designs an aesthetically inviting physical space that is organized to support the instructional approaches. Designs an aesthetically inviting physical space that reflects the interests, cultures and learning of the students and is organized to support the variety of instructional approaches. Language-Rich Environment Awareness that oral language is an important foundation in learning to read. Provides opportunities for students to interact with the teacher and with one another. Supports and models oral language by engaging students in meaningful conversations and open-ended questions. Facilitates student oral language development in meaningful conversations, open-ended questions and reflective discussions. Print Rich Environment Awareness that a rich print environment that reflects students’ culture and work, and that stimulates their interest in learning. Creates an environment with a amount of print that is visible to students. Creates an environment that reflects all students, including First Nations and Metis students, in the print within the classroom Includes teacher constructed anchor charts and word walls that reflect students’ literacy development. Creates an environment that reflects all students including First Nations and Metis in the print within the classroom Includes co-constructed anchor charts and word walls that reflect students’ literacy development Contributes to a school-wide print rich environment. Assessment Rubric: Teachers’ Classroom Practice Beginning Developing Applying Refining
Beginning Developing Applying Refining Tier 1: Intervention Within Instruction Awareness that some students require an individualized approach within regular classroom instruction. Varies instructional approaches (whole group and small group) to meet students’ needs based upon classroom formative assessment data. Practices responsive instruction to meet students’ individual learning needs as determined through multiple sources of more individualized formative assessment. Practices responsive reading instruction so that each student’s needs as a reader are met within the Gradual Release of Responsibility Model (see pg. 42 of Saskatchewan Reads). Utilizes ongoing, authentic formative assessments to determine the instructional approaches that will meet the needs of each student. Tier 2: Instruction Awareness that some students require additional support beyond classroom-based intervention within instruction. Supplements classroom instruction with additional small group support for students who struggle to read well. This support is often given by teachers specially qualified to offer this intervention. Supplements classroom instruction with additional small group support for students’ who struggle to read well. Instruction is based upon multiple sources of ongoing formative assessments. Supplements classroom instruction with additional group support to students who struggle to read well through instruction that is aligned with classroom instruction and is based upon ongoing and frequent formative assessments. Tier 3: Individual Intervention Awareness that some students require additional support beyond Tier 2 small group intervention. Students who do not progress satisfactorily after receiving Tier 2 support are identified. School and division (education organization) team determines the most promising approaches to intervention with the individual student. Supplements classroom instruction and small group instruction with individual intervention designed by a school and division team (education organization).
Lead Learner Aware of Saskatchewan Reads and has accessed the document. Has read Saskatchewan Reads and reflected on areas for growth. Seeks professional learning opportunities and connects with reading experts in the division/FN education organization to begin the work of reading improvement within the school. Has a strong understanding of Saskatchewan Reads and is knowledgeable about current research in reading. Spends time in classrooms and engages in discussions with teachers about effective instructional practices, especially those identified in Saskatchewan Reads. Engages in reading focused action research and other professional learning activities with staff members. Models active participation in professional learning as an essential part of professional practice. Strongly encourages teachers to engage in effective professional learning related to achieving reading achievement goals. Building Capacity Organizes occasional professional learning opportunities on a wide variety of educational issues. Organizes some professional learning aligned with and focused on the school reading plan. Engages in instructional walks when time permits but does not engage with teachers in feedback or discussion about instructional practices. Provides regular professional learning designed to address students’ learning needs. Conducts instructional walks and engages in collaborative discussion with staff that provides feedback supporting reflection about effective instructional practices. Embeds professional learning into the fabric of the school and ensures that it aligns with division and school goals. Conducts instructional walks that inspire teachers to reflect on and refine their instructional practice. Engages in collaborative discussion with school teams focusing on school wide literacy improvement. Ensures that teachers’ professional learning is aligned with the research re: best practice in professional learning. Beginning Developing Applying Refining Job-Embedded Professional Learning Creates professional learning for teachers in workshop settings with intended application to classroom practice. Encourages teachers to apply what they have learned in workshops to their actual classroom practice. The focus for teachers’ professional learning moves from meetings and workshops to the school and classroom. Ensures that professional learning is an everyday occurrence that is woven into the fabric of the school.
Goal Alignment Becomes that goals are necessary for both student achievement and for professional practice (pedagogy and leadership). Sets long and short term student achievement goals for the school and division that are aligned with the goals of the provincial Education Sector Strategic Plan. Sets long and short-term goals for student achievement and professional practice (pedagogy and leadership) that are aligned with the goals of the provincial Education Sector Strategic Plan. Sets long and short–term goals for student achievement and professional practice (pedagogy and leadership) that are aligned with the goals of the provincial Education Sector Strategic Plan and that address student achievement data. Progress Monitoring Becomes aware that progress in both student achievement and professional practice (pedagogy and leadership) should be monitored. Initiates processes that monitor progress toward achieving and long-term student achievement goals. The data generated is used to plan next steps. Ensures that frequent and constructive progress monitoring is in place for both student achievement and for the growth of professional practice in pedagogy and leadership. Ensures that data from progress monitoring is used to formatively assess improvement plans and make course corrections as necessary. Resource Alignment Becomes aware of the need to find new or to reallocate existing resources to achieve priority goals. Finds new resources for priorities, including literacy improvement. Finds new resources as well as reallocates existing resources toward achieving the priority goals, including literacy improvement. Devotes new and existing resources (fiscal, time, professional development, etc.) to the priorities, including literacy improvement.