2013-2014 Teaching Excellence Rubric Delaware Charter Collaborative
Component 1: Planning and Preparation CRITERION 1a: Instructional Goals
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Ineffective (1) Lesson goal(s) are missing completely or are so unclear or vague that it does not convey what students are learning and what they should be able to do by the end of the lesson. Few students can explain what they are learning and why it is important.
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1b: Instructional Design
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Instructional design does not sufficiently support student mastery of the lesson goals and is presented in an inefficient or ineffective manner.
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Developing (2) The lesson goal(s) are not standards-based or may be missing one component that has a significant impact on student learning. Goals are not rigorous, measureable or bite-sized. Goals may be building on students’ prior learning, but not in a logical sequence. Goals are not or only sometimes adapted to the needs of individual students. Some students can explain what they are learning and why it is important. Most elements of the instructional design support student mastery of the lesson goals, however, the design is inefficient or ineffective. The instructional activity, rather than the goals, may drive the lesson
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Effective (3) Lesson goal(s) are standardsbased, rigorous, measurable and bite-sized. Goals build on students’ prior learning in a logical sequence. Goals are usually adapted, where necessary, to the needs of individual students. Most students can explain what they are learning and why it is important.
Students are engaged in welldesigned learning tasks with suitable scaffolding by the teacher. All elements of the instructional design support student mastery of the lesson goals in a mostly efficient and effective manner. The goals drive the instructional activity, not vice versa.
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Highly Effective (4) Lesson goal(s) are standards-based, rigorous, measurable and bite-sized. Goals build on students’ prior learning in a logical sequence. Goals are always adapted, where necessary, to the needs of individual students. All students can explain what they are learning and why it is important.
Students are engaged in welldesigned learning tasks with suitable scaffolding by the teacher. All elements of the instructional design support student mastery of the lesson goals in a highly efficient and effective manner. The goals drive the instructional activity, not vice versa.
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Component 2: Classroom Environment CRITERION 2a. Student Engagement
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2b. Student Behavior
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Ineffective (1) Less than 75% of students are engaged, active participants in the lesson. Few students demonstrate enthusiasm about solving problems and mastering new content. Teacher fails to demonstrate a sense of purpose, joy or urgency in the classroom.
Student behavior is rarely or somewhat appropriate and respectful. Students assume no responsibility for classroom routines and procedures. Frequent off-task behavior is not redirected and results in lost instructional time. Teacher’s response to student misbehavior is not sensitive to individual student needs.
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Developing (2) 75% of students are engaged, active participants throughout the lesson. Some students demonstrate enthusiasm about solving problems and mastering new content. Teacher demonstrates a sense of purpose in the classroom, but there is not a sense of joy or urgency for learning. Student behavior is mostly appropriate and respectful. Students assume little responsibility for classroom routines and procedures. Limited off-task behavior is usually redirected, but results in lost instructional time. Teacher’s response to student misbehavior is only sometimes sensitive to individual student needs.
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Effective (3) 90% of students are highly engaged, active participants throughout the lesson. Most students demonstrate enthusiasm about solving problems and mastering new content. Teacher demonstrates a palpable sense of purpose, joy and urgency in the classroom.
Student behavior is almost entirely appropriate and respectful. Students assume some responsibility for classroom routines and procedures. Limited off-task behavior is usually redirected with no lost instructional time. Teacher’s response to student misbehavior is generally sensitive to individual student needs.
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Highly Effective (4) 100% of students are highly engaged, active participants throughout the lesson. All or nearly all students demonstrate enthusiasm about solving problems and mastering new content. Both teacher and students demonstrate a palpable sense of purpose, joy and urgency in the classroom. Student behavior is entirely appropriate and respectful. Students assume significant responsibility for classroom routines and procedures. Rare off-task behavior is always redirected with no lost instructional time. Teacher’s response to student misbehavior is consistently sensitive to individual student needs.
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Component 3: Instruction and Assessment CRITERION 3a. Content Knowledge
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3b. Rigorous Questioning and Response
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Ineffective (1) Teacher’s content knowledge is not completely factually accurate and contains errors that affect student mastery of the lesson goal. Content is rarely communicated to students in accurate and clear academic language that builds student vocabulary. Teacher rarely presents material clearly and explicitly, with well-chosen examples. Less than 75% of teacher’s questions are rigorous, clear and drive purposefully toward the lesson goal. Students sometimes respond accurately to low level (remembering and understanding) questions. Higher level questions (applying, analyzing, evaluating and creating) are not asked or students rarely respond accurately. Student language is rarely precise and rarely includes evidence to support their responses.
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Developing (2) Teacher’s content knowledge is not completely factually accurate and contains errors that affect student mastery of the lesson goal. Content is sometimes communicated to students in accurate and clear academic language that builds student vocabulary. Teacher sometimes presents material clearly and explicitly, with well-chosen examples. 75% of teacher’s questions are rigorous, clear and drive purposefully toward the lesson goal. Students mostly respond accurately to low level (remembering and understanding) questions. Higher level questions (applying, analyzing, evaluating and creating) are not asked or students only sometimes respond accurately to higher level questions. Student language is sometimes precise and includes evidence to support their responses.
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Effective (3) Teacher’s content knowledge is almost completely factually accurate but may include minor errors that do not affect student mastery of the lesson goal. Content is mostly communicated to students in accurate and clear academic language that builds student vocabulary. Teacher mostly presents material clearly and explicitly, with wellchosen examples. 90% of teacher’s questions are rigorous, clear and drive purposefully toward the lesson goal. Students mostly respond accurately to both low level (remembering and understanding) and higher level (applying, analyzing, evaluating and creating) questions. Student language is mostly precise and includes evidence to support their responses (utilizing text-based evidence when applicable).
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Highly Effective (4) Teacher’s content knowledge is completely factually accurate. Content is always communicated to students in accurate and clear academic language that builds student vocabulary. Teacher always presents material clearly and explicitly, with wellchosen examples.
100% of teacher’s questions are rigorous, clear and drive purposefully toward the lesson goal. Students mostly respond accurately to both low level (remembering and understanding) and higher level (applying, analyzing, evaluating and creating) questions. Student language is always precise and includes evidence to support their responses (utilizing text-based evidence when applicable).
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3c. Checks for Understanding
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3d. Assessment of Student Mastery
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Teacher does not utilize checks for understanding or checks for understanding do not provide data aligned to mastery of the lesson goal. When student misunderstandings are revealed, the teacher’s actions rarely or never effectively and efficiently correct misunderstandings.
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Assessments are not aligned with instructional goals and do not accurately measure student mastery of goals. Assessments are not adapted to the needs of student or are adapted inappropriately for some or all students. Students are not aware of assessment criteria in advance.
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o 3e. Student Learning
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Less than 75% of students mastered the lesson goal as evidenced by the ticket out the door or other student work. Few students take pride in their work, initiate improvements to their products, and hold each other to high standards.
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Teacher utilizes few checks for understanding that provide reliable data of some individual students’ progress toward mastery of the lesson goal. Teacher checks for understanding of content but misses several key moments in the lesson. When student misunderstandings are revealed, the teacher’s actions only sometimes effectively and efficiently correct misunderstandings. Assessments are somewhat aligned with instructional goals and somewhat accurately measure student mastery of goals but the content, structure or level or rigor may not be aligned to the lesson. Assessments are not adapted to the needs of students or may be adapted inappropriately for some students. Students are aware of some assessment criteria in advance. At least 75% of students mastered the lesson goal as evidenced by the ticket out the door or other student work. Some students take pride in their work, initiate improvements to their products, and hold each other to high standards.
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Teacher utilizes several checks for understanding that provide reliable data of most individual students’ progress toward mastery of the lesson goal. Teacher checks for understanding of content but misses one or two key moments in the lesson. When student misunderstandings are revealed, the teacher’s actions usually effectively and efficiently correct misunderstandings.
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Assessments are fully aligned with instructional goals and accurately measure student mastery of goals. Assessments are appropriately adapted to the needs of most students. Students are aware of most assessment criteria in advance.
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At least 90% of students mastered the lesson goal as evidenced by the ticket out the door or other student work. Most students take pride in their work, initiate improvements to their products, and hold each other to high standards.
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Note: If the lesson goal was not rigorous (at least effective rating on 1a), then 3e. Student Learning cannot earn higher than “developing”.
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Teacher utilizes many checks for understanding that provide reliable data of every individual student’s progress toward mastery of the lesson goal. Teacher checks for understanding of content at all key moments in the lesson. When student misunderstandings are revealed, the teacher’s actions effectively and efficiently correct misunderstandings.
Assessments are fully aligned with instructional goals and accurately measure student mastery of goals. Assessments are appropriately adapted to the needs of all individual students. Students are aware of all assessment criteria in advance.
At least 95% of students mastered the lesson goal as evidenced by the ticket out the door or other student work. All students take pride in their work, initiate improvements to their products, and hold each other to high standards.
Note: If the lesson goal was not rigorous (at least proficient rating on 1a), then 3e. Student Learning cannot earn higher than “developing”
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Note: Component 4 is evaluated once a year based on evidence throughout the school year. It is not a part of every observation.
Component 4: Professional Responsibilities
CRITERION 4a: Reflection and development of professional practice
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Ineffective (1) The teacher’s reflection on the lesson is not accurate or the teacher does not offer suggestions for improvement. And/or the teacher demonstrates insufficient effort and success in professional improvement.
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4b: Student and Family Relationships * Principals can evaluate 4b based on observed evidence or data from student and/or family surveys.
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The teacher rarely or never views families as partners and is rarely successful in building relationships with students and their families. Few students and families know the student’s academic goals and current progress made toward those goals. Teacher does not communicate with families to share successes and challenges or may only communicate regarding challenges with students.
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Developing (2) The teacher’s reflection on the lesson is somewhat accurate but contains some inaccuracies. The teacher makes limited, general suggestions for improvement. The teacher draws on a limited repertoire to support suggestions for alternative strategies. And/or the teacher demonstrates some effort and moderate success in professional improvement. The teacher usually views families as partners and attempts to build relationships with both students and their families. Most students know their academic goals and progress made toward those goals. Some families know the student’s academic goals and current progress made toward these goals. Teacher communicates infrequently with families or may only communicate regarding challenges with students.
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Effective (3) The teacher’s reflection on the lesson is mostly accurate, citing general characteristics of the lesson and suggestions for improvement. The teacher draws on an adequate repertoire to support suggestions for alternative strategies. The teacher demonstrates sufficient effort and success in professional improvement.
The teacher always views families as partners and successfully builds strong relationships with both students and their families. Most students and families know the student’s academic goals and current progress made toward those goals. Teacher communicates frequently with families to share successes as well as challenges.
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Highly Effective (4) The teacher’s reflections on the lesson are entirely accurate and perceptive, citing specific examples within the lesson and specific suggestions for improvement. The teacher draws on an extensive repertoire to support suggestions for alternative strategies. The teacher demonstrates extraordinary effort and success in professional improvement.
The teacher always views families as partners and successfully builds strong relationships with both students and their families. All students and families know the student’s academic goals and current progress made toward those goals. Teacher communicates frequently with families to share successes as well as challenges.
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4c: Contributions to School Culture
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* Principals can evaluate 4c based on observed evidence or data from school leader and/or peer surveys on professional responsibilities and contributions to the team.
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4d. Attendance and Timeliness
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The teacher sometimes meets the school standards. The teacher rarely goes above and beyond to do whatever it takes to make a substantial difference at our school. The teacher rarely makes the school a more positive and joyful place to work. The teacher rarely acts as a school-wide partner (helping to raise achievement and character for all students in the school, reinforcing school-wide expectations and volunteering to take on activities). The teacher rarely follows through on his/her commitments and does quality work on-time. The teacher is rarely invested in helping other teachers improve and rarely gives or receives feedback in a professional and helpful way. Frequently does not meet expectations for school attendance (7 or more absences a year) Frequently tardy for activities including school, meetings and duties
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The teacher usually meets the school standards. The teacher sometimes goes above and beyond to do whatever it takes to make a substantial difference at our school. The teacher sometimes makes the school a more positive and joyful place to work. The teacher sometimes acts as a school-wide partner (helping to raise achievement and character for all students in the school, reinforcing schoolwide expectations and volunteering to take on activities). The teacher sometimes follows through on his/her commitments and does quality work on-time. The teacher is sometimes invested in helping other teachers improve and sometimes gives and receives feedback in a professional and helpful way.
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Sometimes meets expectations for school attendance (4-6 absences a year) Sometimes tardy for activities including school, meetings and duties
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The teacher consistently meets school standards and ranks in the top 25% of all employees. The teacher usually goes above and beyond to do whatever it takes to make a substantial difference at our school. The teacher usually makes the school a more positive and joyful place to work. The teacher usually acts as a school-wide partner (helping to raise achievement and character for all students in the school, reinforcing school-wide expectations and volunteering to take on activities). The teacher usually follows through on his/her commitments and does quality work on-time. The teacher usually is invested in helping teachers improve and usually gives and receives feedback in a professional and helpful way that makes the team stronger.
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Consistently meets expectations for school attendance (2-3 absences a year) Respects the time of others and is consistently on time for almost all activities including school, meetings and duties
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The teacher consistently meets school standards and ranks in the top 10% of all employees. He/she is a role model for other teachers. The teacher always goes above and beyond to do whatever it takes to make a substantial difference at our school. The teacher always makes the school a more positive and joyful place to work. The teacher always acts as a schoolwide partner (helping to raise achievement and character for all students in the school, reinforcing school-wide expectations and volunteering to take on activities). The teacher always follows through on his/her commitments and does quality work on-time. The teacher is always invested in helping all teachers improve and always gives and receives feedback in a professional and helpful way that makes the team stronger.
Exceeds expectations for school attendance; going above and beyond to make sure he or she is in school for students (0-1 absences a year) Respects the time of others and is consistently on time for all activities including school, meetings and duties without the need for reminders
Rubric created by Hendy Avenue Consulting. May be used with permission. Please contact www.hendyavenue.com. Page 6
