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Rubrics

Teacher(Goodrich)20132014
PlanningandPreparation
Element Ineffective MinimallyEffective
Issomewhatfamiliarwith thesubjectandhasafew ideasofwaysstudents developandlearn.

Effective
Knowsthesubjectmatter wellandhasagoodgrasp ofchilddevelopmentand howstudentslearn. Planstheyearsostudents willmeethighstandards andbereadyforexternal assessments.

HighlyEffective
Isexpertinthesubjectarea anduptodateon authoritativeresearchon childdevelopmentandhow studentslearn. Hasadetailedplanforthe yearthatistightlyaligned withhighstandardsand externalassessments.

1.a.Knowledgeofcontent Haslittlefamiliaritywiththe subjectmatterandfew ideasonhowtoteachit andhowstudentslearn. 1.b.Standards

Planslessonbylessonand Hasdonesomethinking haslittlefamiliaritywith abouthowtocoverhigh statestandardsandtests. standardsandtest requirementsthisyear. Writesfinaltestsshortly beforetheyaregiven. Draftsunittestsas instructionproceeds

1.c.Assessments

.Plansformativeandunit Preparesdiagnostic, assessmentstomeasure formative,andsummative studentlearning. assessmentstomonitor studentlearning.

1.d.Anticipation

Proceedswithout considering misconceptionsthat studentsmighthaveabout thematerial. Planslessonsaimed primarilyatentertaining studentsorcovering textbookchapters.

Hasahunchaboutoneor Anticipatesmisconceptions Anticipatesstudents' twowaysthatstudents thatstudentsmighthave misconceptionsand mightbecomeconfused andplanstoaddressthem. confusionsanddevelops withthecontent. multiplestrategiesto overcomethem. Planslessonswithsome Designslessonsfocused considerationoflongterm onmeasurableoutcomes goals. alignedwithunitgoals. Designseachlessonwith clear,measurablegoals closelyalignedwith standardsandunit outcomes. Designshighlyrelevant lessonsthatwillmotivateall studentsandengagethem inactivelearning.

1.e.Lessons

1.f.Engagement

Planslessonswithvery Planslessonsthatwill littlelikelihoodofmotivating catchsomestudents' orinvolvingstudents. interestandperhapsgeta discussiongoing. Planslessonswithno differentiation. Planslessonswithsome thoughtastohowto accommodatespecial needsstudents. Organizesfurnitureand materialstosupportthe lesson,withonlyafew decorativedisplays.

Designslessonsthatare relevant,motivating,and likelytoengagemost students.

1.g.Differentiation

Designslessonsthattarget Designslessonsthatbreak severallearningneeds, downcomplextasksand styles,andinterests. addressalllearningneeds, styles,andinterests. Organizesclassroom Usesroomarrangement, furniture,materials,and materials,anddisplaysto displaystosupportunitand maximizestudentlearning lessongoals. ofallmaterial.

1.h.Environment

Hasaconventional furniturearrangement, hardtoaccessmaterials, andfewwalldisplays.

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Rubrics

TheClassroomEnvironment
Element
2.a.Expectations

Ineffective

MinimallyEffective

Effective
Clearlycommunicatesand consistentlyenforceshigh standardsforstudent behavior.

HighlyEffective
Isdirect,specific, consistent,andtenaciousin communicatingand enforcingveryhigh expectations.

Comesupwithadhoc Announcesandposts rulesandpunishmentsas classroomrulesand eventsunfoldduringthe consequences. year.

2.b.Relationships

Issometimesunfairand Isfairandrespectful IsfairandrespectfultowardShowswarmth,caring, disrespectfultotheclass towardmoststudentsand studentsandbuildspositive respect,andfairnessforall playsfavorites. buildspositiverelationships relationships. studentsandbuildsstrong withsome. relationships. Doesnotteachroutines andisconstantlynagging, threatening,andpunishing students. Triestotrainstudentsin Teachesroutinesandhas Successfullyinculcates classroutinesbutmanyof studentsmaintainthemall classroutinesupfrontso theroutinesarenot year. thatstudentsmaintainthem maintained. throughouttheyear. Hasahighlyeffective disciplinerepertoireand cancaptureandhold students'attentionanytime. Skillfullyusescoherence, momentum,andtransitions sothateveryminuteof classroomtimeproduces learning. Isalert,poised,dynamic, andselfassuredandnips virtuallyalldiscipline problemsinthebud.

2.c.Routines

2.d.Repertoire

Hasfewdisciplineskills Hasalimiteddisciplinary Hasarepertoireof andconstantlystrugglesto repertoireandstudentsare discipline\"tools\"andcan getstudents'attention. frequentlynotpaying captureandmaintain attention. students'attention. Losesagreatdealof instructionaltimebecause ofconfusion,interruptions, andraggedtransitions. Isunsuccessfulatspotting andpreventingdiscipline problems,andthey frequentlyescalate. Sometimeslosesteaching Maximizesacademic timeduetolackofclarity, learningtimethrough interruptions,andinefficient coherence,lesson transitions. momentum,andsmooth transitions. Triestopreventdiscipline Hasaconfident,dynamic problemsbutsometimes presenceandnipsmost littlethingsescalateintobig disciplineproblemsinthe problems. bud.

2.e.Efficiency

2.f.Prevention

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Rubrics

Instruction
Element
3.a.Expectations

Ineffective

MinimallyEffective

Effective

HighlyEffective

Communicatesa\"fixed\" Doesn'tcounteract mindsetaboutability:some students'misconceptions studentshaveit,some aboutinnateability. don't.

Tellsstudentsthateffective Activelyinculcatesa effort,notinnateability,is \"growth\"mindset:take thekey. risks,learnfrommistakes, througheffectiveeffortyou canandwillachieveathigh levels. Givesstudentsaclear senseofpurposeby postingtheunit'sessential questionsandthelesson's goals. Showsstudentsexactly what'sexpectedbyposting essentialquestions,goals, rubrics,andexemplarsof proficientwork. Hooksallstudents'interest andmakesconnectionsto priorknowledge, experience,andreading. Alwayspresentsmaterial clearlyandexplicitly,with wellchosenexamplesand vividandappropriate language. Orchestrateshighly effectivestrategies, materials,andgroupingsto involveandmotivateall students.

3.b.Goals

Beginslessonswithout Tellsstudentsthemain givingstudentsasenseof learningobjectivesofeach whereinstructionis lesson. headed.

3.c.Connections

Rarelyhooksstudents' Isonlysometimes Activatesstudents'prior interestormakes successfulinmakingthe knowledgeandhookstheir connectionstotheirlives. subjectinterestingand interestineachunitand relatingittothingsstudents lesson. alreadyknow. OftenpresentsmaterialinaSometimesuseslanguage confusingway,using andexplanationsthatare languagethatis fuzzy,confusing,or inappropriate. inappropriate. Usesonlyoneortwo teachingstrategiesand typesofmaterialsandfails toreachmoststudents. Usesalimitedrangeof classroomstrategies, materials,andgroupings withmixedsuccess. Usesclearexplanations, appropriatelanguage,and examplestopresent material. Orchestrateseffective strategies,materials,and classroomgroupingsto fosterstudentlearning.

3.d.Clarity

3.e.Knowledgeand Pedagogy

3.f.Engagement

Mostlylecturestopassive Attemptstogetstudents studentsorhasthemplod activelyinvolvedbutsome throughtextbooksand studentsaredisengaged. worksheets. Failstodifferentiate Attemptstoaccommodate instructionforstudentswith studentswithlearning learningdeficits. deficits,butwithmixed success. Movesonattheendof eachlessonwithout closureorapplicationto othercontexts. Sometimesbringsclosure tolessonsandasks studentstothinkabout applications.

Hasstudentsactivelythink Getsallstudentshighly about,discuss,andusethe involvedinfocusedworkin ideasandskillsbeing whichtheyareactive taught. learnersandproblem solvers. Differentiatesandscaffolds Successfullyreachesall instructiontoaccommodate studentsbyskillfully moststudents'learning differentiatingand needs. scaffolding. Hasstudentssumupwhat theyhavelearnedand applyitinadifferent context. Consistentlyhasall studentssummarizeand internalizewhattheylearn andapplyittoreallife situations.

3.g.Differentiation

3.h.Application

3.i.Checkingfor Understanding

Usesineffectivemethods Usesmediocremethods (\"Iseveryonewithme?\") (e.g.,thumbsup,thumbs tocheckforunderstanding. down)tocheckfor understandingduring instruction.

Frequentlychecksfor Usesavarietyofeffective understandingandgives methodstocheckfor studentshelpfulinformation understandingimmediately iftheyseemconfused. unscramblesconfusionand clarifies. Hasstudentssetambitious goals,continuouslyself assess,andtake responsibilityforimproving performance.

3.j.SelfAssessment

Allowsstudentstomoveon Urgesstudentstolook Hasstudentssetgoals, withoutassessingand overtheirwork,seewhere selfassess,andknow improvingproblemsintheir theyhadtrouble,andaimtowheretheystand work. improvethoseareas. academicallyatalltimes. Tellsstudentsthatifthey Offersstudentswhofail failatest,that'sittheclass testssomeadditionaltime hastomoveontocover tostudyanddoretakes. thecurriculum.

3.k.Tenacity

Takesresponsibilityfor Relentlesslyfollowsupwith studentswhoarenot strugglingstudentswith succeedingandgivesthem personalattentionsothey extrahelp. allreachproficiency. Workswithcolleaguesto reflectonwhatworkedand whatdidn'tand continuouslyimprove instruction.

3.l.Reflection

Doesnotdrawlessonsfor AttheendofateachingunitReflectsonthe thefuturewhenteachingis orsemester,thinksabout effectivenessoflessons unsuccessful. whatmighthavebeendone andunitsandcontinuously better. workstoimprovethem.

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Rubrics

ProfessionalResponsibilities
Element
4.a.Attendance

Ineffective

MinimallyEffective

Effective

HighlyEffective

Hasmanyabsences(11% Hasmoderateabsences Hasverygoodattendance Hasperfectornearperfect ormore).Ifthereare (610%).Ifthereare (9597%). attendance(98100%). extenuatingcircumstances,extenuatingcircumstances, statebelow. statebelow. Frequentlymakeserrorsin Periodicallymakeserrors Usescorrectgrammar, Inprofessionalcontexts, grammar,syntax,usage, ingrammar,syntax,usage syntax,usage,andspelling speaksandwrites and/orspellingin and/orspellingin inprofessionalcontexts. correctly,succinctly,and professionalcontexts. professionalcontexts. eloquently. Frequentlyskips assignments,islate, makeserrorsinrecords, andmissespaperwork deadlines. Isfrequentlyunethical, dishonest,usespoor judgment,and/ordiscloses studentinformation. Rarelyifevercontributes ideasthatmighthelp improvetheschool. Occasionallyskips assignments,islate, makeserrorsinrecords, andmissespaperwork deadlines. Sometimesuses questionablejudgment,is lessthancompletely honest,and/ordiscloses studentinformation. Ispunctualandreliablewith Carriesoutassignments paperwork,duties,and conscientiouslyand assignmentskeeps punctually,keeps accuraterecords. meticulousrecords,andis neverlate. Isethicalandforthright, usesgoodjudgment,and maintainsconfidentiality withstudentrecords. Isinvariablyethical,honest, andforthright,uses impeccablejudgment,and respectsconfidentiality. Frequentlycontributes valuableideasand expertiseandinstillsin othersadesiretoimprove studentresults. Isanimportantmemberof teacherteamsand committeesandfrequently volunteersforafterschool activities. Givesparentsclear,user friendlylearningand behaviorexpectationsand exemplarsofproficient work.

4.b.Language

4.c.Reliability

4.d.Professionalism

4.e.Leadership

Occasionallysuggestsan Isapositiveteamplayer ideaaimedatimprovingthe andcontributesideas, school. expertise,andtimetothe overallmissionofthe school.

4.f.Contributingtothe SchoolandDistrict

Declinesinvitationsto Whenasked,willserveon Sharesresponsibilityfor serveoncommitteesand acommitteeandattendan gradelevelandschool attendafterschool afterschoolactivity. wideactivitiesandtakes activities. partinafterschool activities. Doesn'tinformparents Sendshomealistof aboutlearningandbehavior classroomrulesandthe expectations. syllabusfortheyear. Givesparentsclear expectationsforstudent learningandbehaviorfor theyear.

4.g.Expectations

4.h.Communication

Seldominformsparentsof Letsparentsknowabout concernsorpositivenews problemstheirchildrenare abouttheirchildren. havingbutrarelymentions positivenews.

Promptlyinformsparentsof Makessureparentshear behaviorandlearning positivenewsabouttheir problems,andalsoupdates childrenfirst,and parentsongoodnews. immediatelyflagsany problems.

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Rubrics

StudentGrowth
Element Ineffective MinimallyEffective Effective
Teachernominally implementsacommon, local,orstandardized assessmentthatisaligned withinstructionalgoalsand containsevidenceof assessmentcriteriathat arealignedtocurriculum standards.Teachershows evidenceofacontinuing searchforimproving studentachievement throughanalysisofstudent data.

HighlyEffective
Teacherfullyimplementsa local,common,or standardizedassessment thatisfullyalignedwith instructionalgoals,contains clearassessmentcriteria alignedfullytocurricular standards.Teachershows evidenceofacontinuing searchforimproving studentachievement throughanalysisofstudent data.

5a:Implementationofa Teacherattemptsto Teacherpartially common,local,or implementacommon,local,implementsacommon, standardizedassessment orstandardized local,orstandardized assessmentthatdoesnot assessmentthatattempts alignwithinstructional toalignwithinstructional goals.Noevidenceofan goals,showsminimal assessmentcriteriaexists. evidenceofassessment Teacherdoesnot criteriathatattemptsto demonstrateacontinuing aligntocurriculum searchforimproving standards.Teachershows studentachievement. minimalevidenceofa continuingsearchfor improvingstudent achievementthrough analysisofstudentdata. 5b:UseofStandardsand Benchmarks

Teacherdisplayslittle Teacherhasan Teacherdemonstrates knowledgeofStandards understandingofStandards solidunderstandingof andBenchmarksand andBenchmarksbut Standardsand instructionlackscurriculum instructiondoesnotreflect Benchmarksand alignment. curriculumalignment. instructionrelatesto curriculumalignment.

Teacher'sknowledgeand useoftheStandardsand Benchmarksisextensive andshowsevidenceof curriculumalignment. Workswithcolleaguesto useinterimassessment data,finetuneteaching,re teachandhelpstruggling students.

5c:UseofDatatoAssess Givestestsandmoveson Looksoverstudents'tests Usesdatafrominterim AchievementandGuide withoutanalyzingthemand toseeifthereisanything assessmentstoadjust Instruction followingupwithstudents. thatneedstoberetaught. teaching,reteach,and followupwithfailing students. 5d:IntegrationofSchool ImprovementGoal Teacherhaslittleorno awarenessofschool improvement.

Teacherisawareofschool Teacherisawareofschool Teacherandstudentsare improvementgoalsbut improvementgoalsand awareofschool showsnoattemptto implementschangesand improvementgoals,using meaningfullyimplementall monitorsstudentprogress. theminteachingand ininstruction. learning,andmonitors progressindividually.

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Rubrics

StudentGrowthPursuantto(MCL380.1249).Thiscategoryconstitutes25%oftheoverall evaluationforthe20132014schoolyear.
Element Ineffective MinimallyEffective Effective HighlyEffective
StudentGrowth Lessthan60%of Between6069%of Between7084%of 85%ormoreofclassroom measuredby,butnot classroomstudents classroomstudents classroomstudents studentsshowedevidence limitedto,student showedevidenceofgrowth showedevdenceofgrowth showedevidenceofgrowth ofgrowth performanceonnational (ACT,PLAN,Explore), state(MME,MEAP),and local(DRA,BAS,grade level/subjectareacommon assessments.)

STAGESVersion2.32014.03.26
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