MASTER Teacher Criteria and Rubrics Jan 21

NEWESD 101 Consortium
Almira Pullman
Teacher-Principal Davenport Reardan-Edwall
Liberty Ritzville
Evaluation Pilot Medical Lake Wilbur
TEACHER CRITERIA AND RUBRICS
CRITERION 1: Centering instruction on high expectations for student achievement. The teacher centers instruction on
rigorous, aligned and thoughtful lesson design to promote high levels of student achievement for all. QUESTION FROM HELENE:
SHOULD ITALICIZED DESCRIPTORS BE HERE?
TIER 1 TIER 2 TIER 3 TIER 4

INDICATOR(S) KEY KEY KEY KEY
WORDS/PHRASES: WORDS/PHRASES: WORDS/PHRASES: WORDS/PHRASES:
DOES NOT SHOW SELDOM; REGULARLY; CONSISTENTLY
COMPETENCE INCONSISTENTLY CONSISTENTLY EXCEEDS; MOST
EFFECTIVELY
Instructional Instructional goals Instructional goals Instructional goals are Instructional goals
expectations for represent low represent some level of clear in their level of establish high
students expectations and do not expectation. expectation. expectations for all
Teacher‘s instructional reflect the needs of all students and take into
goals reflect the needs of students. The goals represent account the varying
the students, represent several types of learning learning needs of
high expectations for but there is little effort at individual students or
students. coordinating or groups.
integrating.
Assessment data Instructional goals do not Instructional goals are Instructional goals reflect Instructional goals are
establishes high represent important moderately clear in important learning and clear, written in the form
expectations learning and conceptual conceptual understanding. conceptual understanding. of student learning and
Teacher‘s instructional understanding. permit viable methods of
goals reflect important There is a combination of assessment.
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EFFECTIVELY
learning and conceptual Instructional goals are not goals and activities.
understanding with sound clearly stated as student Goals reflect student
assessment to ensure learning and do not permit Some goals do not permit initiative in establishing
they have been met. sound assessment. sound assessment. important learning.
Activities support high The learning activities are Only some of the Teacher’s learning Teacher ensures the
expectations not suitable to the teacher’s learning activities are suitable to success of all students
Teacher provides relevant instructional goals. activities are suitable to instructional goals. through the selection and
learning activities to the the instructional goals. utilization of appropriate
students and instructional methods and materials
goals. and stays abreast of
emerging research.
Communication of high
expectations
Interactions motivate
disengaged students
January 21, 2011

CRITERION 2: Demonstrating effective teaching practices. The teacher demonstrates the ability to plan, create and
implement developmentally appropriate lessons that maximize efficiency and foster high student engagement. QUESTION FROM
HELENE: SHOULD ITALICIZED DESCRIPTORS GO HERE?

EFFECTIVELY
Student Engagement Activities and assignments Activities and assignments Activities and assignments All students are
Teacher ensures that all do not engage students seldom engage students are consistently cognitively engaged in the
activities and assignments mentally. cognitively. appropriate and almost all activities and assignments
engage students in students are engaged in their exploration of the
cognitive exploration. Materials and resources cognitively. content.
do not engage students
cognitively. Students initiate or adapt
activities and projects to
enhance their
understanding and
learning.
Students are cognitively

engaged.
Knowledge of content Instructional groups are Instructional groups are Instructional groups are Instructional groups are
related pedagogy inappropriate to the only partially appropriate productive and fully productive and fully
Teacher ensures students students or to the to the students or are only appropriate to the appropriate to the
are grouped appropriately instructional goals. moderately successful in students or to the instructional goals of the
according to their learning advancing the goals of the instructional goals of the lesson.
needs. Materials and resources lesson. lesson.
are unsuitable for the Students take initiative to
*Don’t lose concept of instructional goals. influence instructional
student grouping as groups to advance their
instructional strategy. own learning.
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EFFECTIVELY
Materials and resources
are suitable to the
instructional goals.
Structure and pacing The lesson does not have The lesson has a The lesson has a clearly The lesson structure is
Teacher ensures that the a clearly defined structure recognizable structure defined structure around highly coherent, allowing
structure and pacing of or pacing of the lesson is although it is not which the activities are for reflection and closure
lessons are appropriate too slow, rushed, or both. uniformly maintained organized. as appropriate.
for all students. throughout the lesson.
Pacing of the lesson is Pacing of the lesson is
Pacing of the lesson is consistent. appropriate for all
inconsistent. students.
Directions and Teacher directions and Teacher directions and Teacher directions and Teacher directions and
procedures procedures are confusing procedures are clarified procedures are clear to procedures are clear to
Teacher provides clear to students. after initial student students and contain an students and anticipate
directions and procedures. confusion or are appropriate amount of possible student
excessively detailed. detail. misunderstanding.
Quality of questions Teacher’s spoken Teacher’s spoken and Teacher’s spoken and Teacher’s spoken and
and discussion language is unclear and/or written language is correct written language is clear written language is correct
Teacher questioning and written language contains but vocabulary is limited and correct. Vocabulary is and expressive with well-
discussion techniques are many errors and or is not appropriate to appropriate to the chosen vocabulary that
of high quality and vocabulary is not students’ age, interest or students. enriches the lesson.
encourage student appropriate to students’ background.
participation. age, interests or Most of the teacher’s Teacher’s questions are of
background. Teacher’s questioning questions are high quality high quality with adequate
techniques are a with adequate time time for the students to
Teacher’s questioning combination of low and available for students to respond. Students
techniques are of poor high quality. respond. formulate many questions.
quality.
Teacher makes some Classroom interaction Students are highly
Interactions between attempt to engage represents true discussion engaged in discussions
teacher and students are students in a true with teacher stepping to and assume considerable
predominantly recitation discussion with uneven the side as appropriate. responsibility for the
style, with teacher results. success of the discussion,
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EFFECTIVELY
mediating all questions initiating topics and
and answers. Teacher attempts to making unsolicited
engage all students in the contributions.
Only a few or no students discussion but with only
participate in discussions. limited success. Students themselves
ensure that all voices are
heard in the discussion.
CRITERION 3: Recognizing individual student learning needs and developing strategies to address those needs. The teacher
uses extensive knowledge of all students to plan and implement lessons that allow students multiple opportunities to learn new
concepts. SAME QUESTION

EFFECTIVELY
Knowledge of child and Teacher does not show Teacher seldom shows Teacher regularly plans Teacher consistently, and
adolescent competence in competence in and implements lessons in a most effective
development understanding student understanding student well aligned to student manner, plans and
Teacher recognizes the needs by not planning and needs by not planning and needs. implements lessons well
intellectual, social and implementing lessons implementing lessons aligned to student needs.
emotional needs of accordingly. accordingly.
students at their
chronological and/or
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EFFECTIVELY
developmental level and
plans and implements
lessons accordingly.
Interventions for all Teacher does not show Teacher seldom provides Teacher regularly provides Teacher consistently, and
students competence in providing effective approaches for effective approaches for in a most effective
Teacher provides effective effective approaches for students who are below students who are below manner, demonstrates
approaches for students students who are below standard and those who standard and those who effective approaches for
below standard and those standard and those who need enrichment. need enrichment. students below standard
who need enrichment. need enrichment. and those who need
enrichment.
Adaptation of Teacher does not utilize Teacher seldom utilizes Teacher regularly utilizes Teacher consistently, and
instruction instructional approaches instructional approaches instructional approaches in a most effective
Teacher utilizes adapted to meet the adapted to meet the adapted to meet the manner, utilizes
instructional approaches needs of special needs of special needs of special instructional approaches
adapted to meet the populations. populations. populations. adapted to meet the
needs of diverse learners needs of special
(504, IEP, ELL, HBP, etc.). populations.
CRITERION 4: Providing clear and intentional focus on subject matter content and curriculum. The teacher plans on a long-
term basis and aligns plans to state standards. The teacher demonstrates working knowledge of subject matter and uses a wide
array of pedagogical approaches. The teacher is able to facilitate learning of new concepts by incorporating students’ prior
knowledge.
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EFFECTIVELY
Aligned Instructional Teacher does not align Teacher seldom aligns Teacher regularly aligns Teacher consistently, and
goals lesson goals to state lesson goals to state lesson goals to state most effectively, aligns
Teacher aligns lesson standards. standards. standards. lesson goals to state
goals to state standards. standards.
Instructional materials Teacher does not utilize Teacher seldom utilizes Teacher regularly utilizes Teacher consistently, and
Teacher utilizes appropriate instructional appropriate instructional appropriate instructional most effectively, utilizes
appropriate instructional materials related to materials related to materials related to appropriate instructional
materials related to content area. content area. content area. materials related to
content area. content area.
Scaffolding Teacher does not show Teacher seldom Teacher regularly Teacher consistently, and
Teacher provides competence in demonstrates the demonstrates the most effectively,
prerequisite demonstrating the prerequisite prerequisite demonstrates the
relationship(s) among prerequisite relationship(s) among relationship(s) among prerequisite relationship(s)
topics in lessons. relationship(s) among topics in lessons. topics in lessons. among topics in lessons.
topics in lessons.
Content knowledge Teacher does not display Teacher displays a shallow Teacher displays an Teacher consistently
Teacher displays extensive knowledge of level of knowledge of appropriate level of displays extensive
extensive knowledge of subject matter in lessons. subject matter. knowledge of subject knowledge of subject
subject matter. matter. matter in lessons by being
able to extend them,
respond simultaneously to
student questions, etc.
January 21, 2011

CRITERION 5: Fostering and managing a safe, positive learning environment. The teacher establishes routines that foster
positive interactions with students. These interactions reflect genuine caring and respect to individual student needs.

EFFECTIVELY
Interactions with The teacher rarely, if ever, The teacher seldom and/or The teacher demonstrates The teacher is actively
students exhibits attitudes and/or inconsistently responds to an appropriate level of involved in students’ lives
Teacher‘s interactions actions that demonstrate students in ways that care for each student and and responds in ways that
with students reflect a an awareness of student demonstrates awareness is able to respond to demonstrate a deep
genuine caring. feelings or interests. of student feelings or students in ways that knowledge of students and
interests. reflects awareness of commitment to each
feelings and interests. student reaching his/her
best.
Classroom routines and Routines are unclear Some classroom routines Students are participants The classroom is an
rituals and/or inefficient and are effective while others in developing classroom efficient and productive
Teacher assures that rituals are not apparent. are not consistently routines. Classroom rituals environment where
routines and rituals are in Students are unable to implemented or do not ensure a productive and teacher and students work
place that allow for transition smoothly and allow for a productive, smooth environment. collaboratively to ensure
positive, productive the students are not efficient classroom rituals and routines are
activities and smooth owners/participants in environment. developed and
transitions. Students classroom operations. implemented to
demonstrate ownership in intentionally enhance the
ensuring efficient positive classroom
operations. environment.
Response to student Teacher response to Teacher responds to Teacher effectively Teacher responds to
misbehavior student misbehavior is student misbehavior with responds to student student misbehavior in a
Teacher‘s response to ineffective, insensitive and inconsistent levels of misbehavior with a respectful way that
misbehavior is highly disrespectful. respect and effectiveness. respectful, sensitive tone. demonstrates both
effective, respectful and Attention to student needs sensitivity to individual
sensitive to individual is sporadic. needs and a commitment
needs. to looking for the best in
each student.
Physical environment Classroom is cluttered and Classroom is safe and Classroom is safe and Classroom is consistently
January 21, 2011
EFFECTIVELY
Teacher physically disorganized to an unsafe essential learning is learning is equally and most effectively safe
organizes the room to be level, interrupting or accessible to most accessible to all students. and resources are used by
positive, safe and detracting from learning. students. Classroom is Teacher uses physical teacher and students to
accessible. Learning is not accessible unnecessarily cluttered, resources skillfully and the advance a positive
to some students. disorganized and classroom is arranged for learning environment for
distracting. learning activities. all students.
Consider some criteria

around student health
plans up to date,
trainings around
student health care
plans (i.e., epi-pens,
diabetic awareness,
etc.).
January 21, 2011

CRITERION 6: Using multiple student data elements to modify instruction and improve student learning. The teacher’s
instructional practice is based on multiple student assessment data. These practices include effective communication methods
between teacher and student as well as student self-assessment.

EFFECTIVELY
Use of assessment data The teacher does not use The teacher infrequently The teacher uses a variety The teacher uses a variety
Instructional practice is a wide variety of uses a wide variety of of assessments, both of assessments, both
informed by evidence of assessments and does not assessments and formative and summative formative and summative
student progress using vary assessment type and infrequently varies on a frequent basis, on a frequent basis,
multiple forms of purpose. The teacher assessment type and collecting and collecting and
assessment. rarely, if ever, uses purpose. The teacher documenting relevant documenting relevant
student progress data to seldom uses student data. Planning and data. Planning and
guide instructional progress data to guide instruction consistently instruction consistently
planning or practice. instructional planning or reflects a constant and most effectively
practice. awareness of student reflect a constant
progress. awareness of student
progress.
Feedback to students Teacher rarely, if ever, Teacher seldom provides Teacher consistently and Teacher always provides
Teacher feedback to provides timely and/or timely and/or high quality appropriately provides exceptionally high quality
students is timely and of high quality feedback. The feedback with inconsistent high quality feedback in a feedback while the work
high quality. teacher does not appear understanding of the timely manner. still matters to students.
to value or exhibit an importance of feedback. Students consistently
awareness of the know how well they are
importance of feedback. doing, what they need to
do to reach the next level
and on what timeline.
January 21, 2011
EFFECTIVELY
Student self Teacher does not show Teacher inconsistently Teacher consistently Teacher consistently and
assessment competence in making makes criteria or makes criteria or most effectively provides
Students are required to criteria or standards standards available or standards available and the criteria/standards for
assess and monitor the available or clear to clear to students. clear to students. each assignment or
quality of their own work students. Students are Students are rarely Students are able to project and has taught the
against the assessment not assisted in or assisted in or expected to critique their own work students how to use them
criteria and performance expected to critique their critique their own work against standards. to monitor and assess
standards. own work against against standards. their own work to
standards. maximize their
performance.
CRITERION 7: Communicating and collaborating with parents and the school community. The teacher regularly
communicates and collaborates with parents and guardians about student progress using a professional manner and a variety of
methods.

EFFECTIVELY
Information about the Teacher provides only Teacher seldom provides Teacher frequently Teacher consistently and
instructional program district/school-wide information to families. provides information to significantly provides
Teacher effectively information, with little or families, as appropriate, in information to families, as
communicates about no classroom information. multiple ways. appropriate, in multiple
assessments, teaching (electronically, verbally, ways, plus students
practices, district paper, phone). participate in preparing
content/curriculum and material for families.
management.
January 21, 2011

EFFECTIVELY
Information about Teacher provides minimal Teacher adheres to the Teacher communicates Teacher provides
individual students information to families school’s required with families about information to families
Information about about individual students procedures for students’ progress on a frequently on student
students, progress, or the communication is communicating with regular basis, respecting progress, with students
problems, success, social inappropriate to the families. Reponses to cultural norms, and is contributing to the design
and emotional cultures of the families. family concerns are available as needed to of the system. Response
development. Teacher does not respond minimal or may reflect respond to family to family concerns is
or responds insensitively occasional insensitivity to concerns. handled with great
to family concerns about cultural norms. professional and cultural
students. sensitivity.
Engagement of families Teacher makes no Efforts to engage families Consistent and Efforts to engage families
in the instructional attempt to engage are seldom and appropriate attempts are are frequent and highly
program families. infrequent. made to engage families. successful.
Italicized added.
“School
Community”??????
CRITERION 8: Exhibiting collaborative and collegial practices focused on improving instructional practice and student
learning. The certificated classroom teacher values and participates regularly in a wide range of collaborative and collegial work
for the benefit of improving instructional practice and student learning.
January 21, 2011

EFFECTIVELY
Collegial practices Teacher rarely, if ever, Teacher seldom Teacher participates and Teacher consistently and
Teacher promotes mutual participates in collegial participates in collegial is willing to assist with significantly takes a
support and cooperation activities with the activities with the collegial activities with the leadership role in
with colleagues to intention of positively intention of positively intention of positively organizing, initiating
promote a culture of impacting student impacting student impacting student instructional improvement
professional inquiry. learning. learning. learning. based on student learning
needs.
Involvement in a Teacher works in isolation Teacher attends Teacher participates and Teacher seeks out
culture of professional and does not demonstrate professional development applies learning to opportunities for
inquiry commitment to positively if required and is improve instructional professional development,
Commitment to impacting student minimally committed to practices. as well as, seeks out
continuous improvement learning. positively impacting feedback on teaching from
of teaching practices to student learning. supervisors and
improve student learning. colleagues. Then adapts
new learning to classroom.
January 21, 2011

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NEWESD 101 Consortium

TEACHER CRITERIA AND RUBRICS

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Students are cognitively

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Consider some criteria

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