CrosswalkbetweentheTripod7CsofEffectiveTeachingandtheMemphisCitySchools TeachingandLearningFrameworkRubric(TeachandCultivateLearningEnvironmentDimensions)

Care Teach 1: Engage Students in Objective-Driven Lessons Teach 2: Explain Content Clearly and Accurately Teach 3: Engage Students at All Learning Levels in Appropriately Challenging Work Teach 4: Provide Students Multiple Ways to Engage with Content Teach 5: Use Strategies that Develop Higher-Level Thinking Skills Teach 6: Check for Understanding and Respond Appropriately During Lesson Teach 7: Maximize Instructional Time CLE 1: Build a Respectful, Learning-Focused Classroom Community CLE 2: Develop Classroom Procedures and Routines CLE 3: Use Classroom Space and Resources to Support Instruction CLE 4: Manage Student Behavior Strongalignment Moderatealignment Somealignment Control Challenge Clarify Captivate Confer Consolidate

CrosswalkbetweentheTripod7CsofEffectiveTeachingand theMemphisCitySchoolsTeachingandLearningFrameworkRubric (Summary)

TRIPOD7Cs MemphisCitySchoolsTeachingandLearningFrameworkRubric
CULTIVATELEARNINGENVIRONMENT1:BUILDARESPECTFUL,LEARNINGFOCUSEDCLASSROOMCOMMUNITY (ALLINDICATORS) TEACH7:MAXIMIZEINSTRUCTIONALTIME(ALLINDICATORS) CULTIVATELEARNINGENVIRONMENT2:DEVELOPCLASSROOMPROCEDURESANDROUTINES(ALLINDICATORS) CULTIVATELEARNINGENVIRONMENT4:MANAGESTUDENTBEHAVIOR(ALLINDICATORS)

Care Control

Challenge Clarify

TEACH3:ENGAGESTUDENTSATALLLEARNINGLEVELSINAPPROPRIATELYCHALLENGINGWORK(SOMEINDICATORS) TEACH5:USESTRATEGIESTHATDEVELOPHIGHERLEVELTHINKINGSKILLS(ALLINDICATORS) TEACH2:EXPLAINCONTENTCLEARLYANDACCURATELY(ALLINDICATORS) TEACH3:ENGAGESTUDENTSATALLLEARNINGLEVELSINAPPROPRIATELYCHALLENGINGWORK(SOMEINDICATORS) TEACH6:CHECKFORUNDERSTANDINGANDRESPONDAPPROPRIATELYDURINGTHELESSON(ALLINDICATORS) TEACH1:ENGAGESTUDENTSINOBJECTIVEDRIVENLESSONS(SOMEINDICATORS) TEACH4:PROVIDESTUDENTSMULTIPLEWAYSTOENGAGEWITHCONTENT(ALLINDICATORS) CULTIVATELEARNINGENVIRONMENT3:USECLASSROOMSPACEANDRESOURCESTOSUPPORTINSTRUCTION(ALL INDICATORS) CULTIVATELEARNINGENVIRONMENT1:BUILDARESPECTFUL,LEARNINGFOCUSEDCLASSROOMCOMMUNITY(SOME INDICATORS) CULTIVATELEARNINGENVIRONMENT2:DEVELOPCLASSROOMPROCEDURESANDROUTINES(AFEWINDICATORS) CULTIVATELEARNINGENVIRONMENT4:MANAGESTUDENTBEHAVIOR(AFEWINDICATORS) TEACH2:EXPLAINCONTENTCLEARLYANDACCURATELY(AFEWINDICATORS) TEACH4:PROVIDESTUDENTSMULTIPLEWAYSTOENGAGEWITHCONTENT(AFEWINDICATORS) TEACH1:ENGAGESTUDENTSINOBJECTIVEDRIVENLESSONS(SOMEINDICATORS) TEACH3:ENGAGESTUDENTSATALLLEARNINGLEVELSINAPPROPRIATELYCHALLENGINGWORK(AFEWINDICATORS)

Captivate

Confer

Consolidate

7Cs
Care

MemphisCitySchoolRubric (Dimension)

MemphisCitySchoolRubric(Indicator)

CULTIVATELEARNINGENVIRONMENT1:BUILDA RESPECTFUL,LEARNINGFOCUSEDCLASSROOM COMMUNITY Teacherdemonstratespositiverapportwithstudents, 1 apositiveaffect ,evidenceofrelationshipbuilding, andexpressionsofinterestinstudentsthoughtsand opinions. Teacherreinforcespositivebehaviorandgood academicwork. Teacherpromotesanenvironmentwherestudents workhard,remainfocusedonlearningwithout frequentreminders,andperseverethrough challenges. Theclassroomisasafeenvironmentforstudentsto 2 takeonchallengesandriskfailure. Studentsarealwaysrespectfuloftheteacherandtheir 3 peers. Studentsdemonstratefrequentpositiveengagement withtheirpeers. Thereisevidencethattheteacherhasstrong, individualizedrelationshipswithstudentsintheclass. Studentsareinvestedinthesuccessoftheirpeers. Studentsmaygiveunsolicitedpraiseor encouragementtotheirpeersforgoodwork,when appropriate. Studentcommentsandactionsdemonstratethat studentsareexcitedabouttheirworkandunderstand whyitisimportant.

CULTIVATELEARNINGENVIRONMENT1:BUILD Pertainstoteacherbehaviorsthathelp ARESPECTFUL,LEARNINGFOCUSED CLASSROOMCOMMUNITY studentstofeelemotionallysafeand torelyontheteachertobea dependableallyintheclassroom. Caringreducesanxietyandprovidesa senseofpositiveaffiliationand belonging.Caringgoesbeyond niceness;caringteachersworkhard, andtheygooutoftheirwaytohelp. Theysignaltotheirstudents,Iwant youtobehappyandsuccessful,andI willworkhardtoserveyourbest interest;yoursuccessisanimportant sourceofmypersonalsatisfaction.

1Ateachercandisplayapositiveaffectthroughhisorherdemeanor,choiceofwords,andhowheorshechoosesaffirmations. 2

Forexample,studentsareencouragedtoanswerquestionsandfeelcomfortableaskingtheteacherforhelp.

3Forexample,studentslistenanddonotinterruptwhentheirpeersaskoranswerquestions.

7Cs
Control
Pertainstoclassroommanagement. Teachersneedskillstomanage studentpropensitiestowardsofftask oroutoforderbehaviors,inorderto fosterconditionsintheclassroomthat allowforeffectivecommunicationand focus.Effectivecontrolhelpsto maintainorderandsupplements caringinmakingtheclassroomcalm andemotionallysafefromsuchthings asnegativepeerpressures.

MemphisCitySchoolRubric (Dimension)
TEACH7:MAXIMIZEINSTRUCTIONALTIME CULTIVATELEARNINGENVIRONMENT2: DEVELOPCLASSROOMPROCEDURESAND ROUTINES CULTIVATELEARNINGENVIRONMENT4: MANAGESTUDENTBEHAVIOR

MemphisCitySchoolRubric(Indicator)

TEACH7:MAXIMIZEINSTRUCTIONALTIME Teacherhasallinstructionalmaterialspreparedatthe startofclass. Instructionaltimeiseffectivelymaximizedand 4 studentsareonlyidleforverybriefperiodsoftime 5 whilewaitingfortheteacher. Teacherspendsanappropriateamountoftimeon eachpartofthelesson. 6 Lessonprogressesatanappropriatepace ,suchthat studentsarealmostneverdisengagedorleftwithout 7 anythingmeaningfultodo. Studentswhofinishassignedworkearlyhave somethingelsemeaningfultodo. Realtimeadjustmentstolessonpacingandstudent tasksaremadefrominformationgatheredfrom checksforunderstanding. CULTIVATELEARNINGENVIRONMENT2:DEVELOP CLASSROOMPROCEDURESANDROUTINES Routinessupporttheeffectiveuseofinstructional time. Routinesandproceduresrunsmoothlywithminimal promptingfromtheteacher;studentsknowtheir responsibilitiesanddonothavetoaskquestionsabout whattodo. Transitionsareorderly,efficient,systematic,and requirelittleteacherdirection. Studentsshareresponsibilityfortheoperationsand routinesintheclassroom.

4Asageneralruleofthumb,briefperiodsoftimeshouldbenomorethan23minutes. 5Forexample,whiletheteachertakesattendance,distributesmaterials,ortransitionstothenextlessonoractivity. 6Thepacingspeed(quick,moderate,andnotablyslow)shouldreflectcontentcoveredandinstructionalstrategies. 7Forexample,afterfinishingtheassignedwork,orwhilewaitingforonestudenttocompleteaprobleminfrontoftheclass.

CULTIVATELEARNINGENVIRONMENT4:MANAGE STUDENTBEHAVIOR Teacherregularlypromotesandreinforcespositive 8 behavior. Offtaskbehaviorisredirectedinamannerthatsolves theissueandmaximizesinstructionaltime. 9 Disruptivebehavior isdeescalatedwithlittle interruptiontoinstructionaltime. Behavioralexpectationsarecleartoallstudentsand thereislittletonoevidenceofofftaskbehaviorinthe classroom. Studentsleadconversationsregardingbehaviorand theyselfmanageandmonitortheirpeers. Expectationsforstudentbehavioraresoclearly understoodthatthereislittle,ifanyneedto continuouslyrefertothem. Flowofthelessonisneverimpededbyinappropriate orofftaskstudentbehavior,eitherbecausenosuch behavioroccursorbecausewhensuchbehavioroccurs theteacherefficientlyaddressesit.

8Positivereinforcementscanincluderewards(i.e.,callshome,stickers,raffletickets,notes,etc.)orverbalpraise.Forteacherswhohaveastrongcultureanddonotuse

tangiblerewards,positivereinforcementcanbemoresubtle.
9Disruptivebehaviorcanbedefinedasbehaviorthatrequiressignificantteacherintervention.

7Cs
Challenge
Concernsbotheffortandrigor pressingstudentstoworkhardandto thinkhard.Challengingteacherstend tomonitorstudenteffortandto confrontstudentsiftheireffortis unsatisfactory.Studentswhodonot devoteenoughtimetotheirworkor whogiveuptooeasilyinthefaceof difficultyarepushedtodomore. Similarly,studentswhodonotthink deeplyorreasontheirwaythrough challengingquestionsareboth supportedandpushed.Theteacher mayaskaseriesoffollowup questionsintendedtoelicitdeeper, morethoroughreasoning.

MemphisCitySchoolRubric (Dimension)

MemphisCitySchoolRubric(Indicator)

TEACH3:ENGAGESTUDENTSATALLLEARNING TEACH3:ENGAGESTUDENTSATALLLEARNINGLEVELSIN APPROPRIATELYCHALLENGINGWORK LEVELSINAPPROPRIATELYCHALLENGING 10 WORK Teachermakesthelessonchallenging toallstudents; TEACH5:USESTRATEGIESTHATDEVELOP HIGHERLEVELTHINKINGSKILLS

thereisevidencethattheteacherknowseach studentslevelandensuresthatthelessonpushes 11 almostallstudentsforwardfromwheretheyare. Lessonincorporatesadditionalresourcesthatextend beyondthedistrictscurriculum.

TEACH5:USESTRATEGIESTHATDEVELOPHIGHERLEVEL THINKINGSKILLS Teacherengagesstudentsintasksandactivitiesthat buildonasolidfoundationofknowledgeandbring studentstocriticalandanalyticalthinkingrelativeto thecontent. Questionsareclearandscaffoldedinawaythatleads studentsfromtheircurrentlevelofthinkingtoa higherlevel.Questionsrequirestudentstoapply, evaluateand/orsynthesize. Teacherexplicitlymodelshisorherownthought processforgeneratingandaskingquestions,andasks studentstodeveloptheirownquestionsforeach otherasaresult. Teacherprovideshelpfulandpositivesuggestions whenstudentsareunabletoanswerquestionsrather thansimplyprovidingtheanswertothestudents. Teacherusesstrategiesthatchallengestudentsto probeforhigherorderunderstanding,synthesize complexmaterials,andarriveatnewunderstanding. Studentsquestions(oftheirpeersandteacher)push studentsbeyondtheirinitialthinking. Teacherprovidesstudentswiththeopportunityto monitortheirownthinkingtoensurethatthey understandwhattheyarelearning.

10Forexample,theteachermightaskmorechallengingquestions,assignmoredemandingwork,orprovideextensionassignmentsinordertoensurethatallstudents

arechallengedbythelesson.
11Inorderforstrategiestoleadstudentstoadeeperunderstandingofthecontent,ateachermustunderstandstudentscurrentlevelsofperformanceandthen

purposefullydesigninstructionalstrategiesthatwillscaffoldstudentlearningtoadeeperlevel.

7Cs
Clarify
Concernsteacherbehaviorsthat promoteunderstanding.Interactions thatclearupconfusionandhelp studentspersevereareespecially important.Eachstudentcomeswith particulargapsinunderstandingand withbothcorrectandincorrect interpretationsoftheworldaround them.Tobemosteffective,teachers shouldbeabletodiagnosestudents skillsandknowledge,andtheyneed multiplewaysofexplainingideasthat arelikelytobedifficultforstudentsto grasp.Teachersalsomustjudgehow muchinformationstudentscanabsorb atanyonetime,andtheyshould differentiateinstructionaccordingto individualmaturityandinterest.

MemphisCitySchoolRubric (Dimension)
TEACH2:EXPLAINCONTENTCLEARLYAND ACCURATELY

MemphisCitySchoolRubric(Indicator)

TEACH2:EXPLAINCONTENTCLEARLYANDACCURATELY Explanationsofcontentareclear,coherent,concise, andaccurate,andtheybuildstudentunderstandingof content. Teachereffectivelymakesconnectionswithother contentareas,studentsexperiencesandinterests,or currenteventsinordertomakethecontentrelevant andbuildstudentunderstandingandinterest. Teacherusesdevelopmentallyappropriatelanguage andexplanations. Teachergivesclear,precisedefinitionsanduses 12 specificacademiclanguageasappropriate. Teacheremphasizeskeypointswhennecessary. Whenanexplanationisnoteffectivelyleading studentstounderstandthecontent,theteacher adjustsquicklyandusesanalternativewayto effectivelyexplaintheconcept. Studentsaskrelativelyfewclarifyingquestions becausetheyunderstandtheexplanations.However, theymayaskanumberofextensionquestions becausetheyareengagedinthecontentandeagerto learnmoreaboutit. Whenappropriate,theteacherexplainsconceptsina waythatactivelyinvolvesstudentsinthelearning process,suchasfacilitatingopportunitiesforstudents toexplainconceptstoeachother. Explanationsprovokestudentinterestinand excitementaboutthecontent. Studentsaskhigherorderquestionsandmake connectionsindependently,demonstratingthatthey understandthecontentatahigherlevel.

TEACH3:ENGAGESTUDENTSATALLLEARNING LEVELSINAPPROPRIATELYCHALLENGING WORK TEACH6:CHECKFORUNDERSTANDINGAND RESPONDAPPROPRIATELYDURINGTHE LESSON

12Academiclanguageincludestheusageofcorrectgrammarandpronunciation,inbothwrittenandverbalcontexts.

TEACH3:ENGAGESTUDENTSATALLLEARNINGLEVELSIN APPROPRIATELYCHALLENGINGWORK Teachermakesthelessonaccessibletoallstudents ; thereisevidencethattheteacherknowseach studentslevelandensuresthatthelessonmeetsall studentswheretheyare. Teacherengagesallstudentsinthelessonbyusing visualstoestablishthepurposeofthelesson,preview itsorganization,andsummarizingitscontent. TEACH6:CHECKFORUNDERSTANDINGANDRESPOND APPROPRIATELYDURINGTHELESSON Teacherchecksforunderstandingofcontentatallkey moments. Teachermaintainsanaccuratepulseoftheclass understanding. Theteacherseamlesslyintegratesinformationgained fromthechecksbymakingadjustmentstothecontent ordeliveryofthelesson,asappropriate. Teacherusesavarietyofmethodsofcheckingfor understanding. Whenpossible,theteacherusesscaffolding techniquesthatenablestudentstoconstructtheir ownunderstandingsratherthansimplyreexplaininga concept. Ifanattempttoaddressamisunderstandingisnot succeeding,theteacher,whenappropriate,responds withanotherwayofscaffolding. Teacheranticipatesstudentmisunderstandingsand preemptivelyaddressesthem,eitherdirectlyor throughthedesignofthelesson. Teacherisabletoaddressstudentmisunderstandings effectivelywithouttakingawayfromtheflowofthe lessonorlosingtheengagementofstudentswhodo understand.
13

13Tomakecontentaccessibleforallstudents,ateachermightdifferentiatecontent,process,orproduct(usingstrategiesthatmightincludeflexiblegrouping,leveled

texts,ortieredassignments)inordertoensurethatstudentsareabletoaccessthelesson.

7Cs
Captivate
Concernsteacherbehaviorsthatmake instructionstimulating,insteadof boring.Captivatingteachersmakethe materialinteresting,oftenbymakingit seemrelevanttothingsaboutwhich studentsalreadycare.Brainresearch establishesclearlythatstimulating learningexperiencesandrelevant materialmakelessonseasierto rememberthanwhentheexperience isboringandthematerialseems irrelevant.

MemphisCitySchoolRubric (Dimension)
TEACH1:ENGAGESTUDENTSINOBJECTIVE DRIVENLESSONS TEACH4:PROVIDESTUDENTSMULTIPLEWAYS TOENGAGEWITHCONTENT CULTIVATELEARNINGENVIRONMENT3:USE CLASSROOMSPACEANDRESOURCESTO SUPPORTINSTRUCTION

MemphisCitySchoolRubric(Indicator)

TEACH1:ENGAGESTUDENTSINOBJECTIVEDRIVEN LESSONS Teachercommunicateslessonobjectivestostudents usingdevelopmentallyappropriatelanguage. Teacherprovidesmultipleopportunitiesfor engagementinlessonobjectivesbyconnectingprior knowledge,explainingtheimportanceofthe objectives,oraskingstudentstoretelltheobjectivesin theirownwords. Teacherclearlyexplainswhatmasteryofthe objectiveslookslikesothatallstudentscandescribe howtheirlearningwillbeassessed. TEACH4:PROVIDESTUDENTSMULTIPLEWAYSTO ENGAGEWITHCONTENT Allstrategiesarealignedtothelessonobjectives. Allstrategieshaveaclear,intentionalpurposebeyond keepingstudentsengagedorbusy. Strategiesenableallstudentstomeetorexceedlesson objectivesthroughappropriatescaffoldingand 14 differentiation. Studentsareprovidedwithchoicesandtaughthowto selfselectstrategiesthatwillhelpthemmasterlesson objectives. Allstudentscanexplainlessonobjectiveandhowit relatestowhattheyarelearning. Studentsexplainconceptstoeachotherwiththe supportofteacherfacilitation.

14Appropriatescaffoldinganddifferentiationoccursbyusingstudentperformancelevelstodifferentiatetheprocessstudentsusetoengageincontentand/orthe

productsstudentsarerequiredtoproduceaslongasthedifferentiatedproductsareultimatelyalignedtothelevelofrigorrequiredbylessonobjectives.

CULTIVATELEARNINGENVIRONMENT3:USECLASSROOM SPACEANDRESOURCESTOSUPPORTINSTRUCTION Useofspaceandmaterialspromoteslearning. Classroomresourcesstimulatestudentinterestinthe appropriatecontent. Resourcessupportactivitiesthathelpstudentsachieve 15 masteryofstandards. Resourcesareleveledordifferentiatedspecifically basedonstudentneeds Spaceandmaterialsareutilizedtoenrichlearningof currentorrecentcontent. Studentshavetheoptionofchoosingresourcesor toolstosupportandextendtheirlearning. Studentsactivelycontributetotheselectionof resourcesandtakeresponsibilityforfindingrelevant resourceswhenappropriate.

15Resources(includingcoretexts,interventionprogramsorsupplementarymaterials)areselectedbasedontheiralignmenttostandardsandstudentsneedswhere

appropriate.Resourcesarenotsimplyusedbecausetheyareadopted;rather,theteacheristhoughtfulandstrategicabouthowtousetheresourcesgiventhe studentsneedsintheclassroom.

7Cs
Confer
Concernsseekingstudentspointsof viewbyaskingthemquestionsand invitingthemtoexpressthemselves. Whenstudentsexpectthatthe teachermightcallonthemtospeakin class,theyhaveanincentivetostay alert.Inaddition,believingthatthe teachervaluestheirpointsofview providespositivereinforcementfor theeffortthatittakestoformulatea perspectiveinthefirstplace.Further, ifstudentsareaskedtorespondnot onlytotheteacher,buttoone anotheraswell,alearningcommunity maydevelopintheclassroom,withall oftheattendedsocialreinforcements.

MemphisCitySchoolRubric (Dimension)
CULTIVATELEARNINGENVIRONMENT1:BUILD ARESPECTFUL,LEARNINGFOCUSED CLASSROOMCOMMUNITY CULTIVATELEARNINGENVIRONMENT2: DEVELOPCLASSROOMPROCEDURESAND ROUTINES CULTIVATELEARNINGENVIRONMENT4: MANAGESTUDENTBEHAVIOR TEACH2:EXPLAINCONTENTCLEARLYAND ACCURATELY TEACH4:PROVIDESTUDENTSMULTIPLEWAYS TOENGAGEWITHCONTENT

MemphisCitySchoolRubric(Indicator)

CULTIVATELEARNINGENVIRONMENT1:BUILDA RESPECTFUL,LEARNINGFOCUSEDCLASSROOM COMMUNITY Studentsdemonstratefrequentpositiveengagement withtheirpeers. Studentsareinvestedinthesuccessoftheirpeers. Studentsmaygiveunsolicitedpraiseor encouragementtotheirpeersforgoodwork,when appropriate. CULTIVATELEARNINGENVIRONMENT2:DEVELOP CLASSROOMPROCEDURESANDROUTINES Studentsshareresponsibilityfortheoperationsand routinesintheclassroom.

CULTIVATELEARNINGENVIRONMENT4:MANAGE STUDENTBEHAVIOR Studentsleadconversationsregardingbehaviorand theyselfmanageandmonitortheirpeers.

TEACH2:EXPLAINCONTENTCLEARLYANDACCURATELY Whenappropriate,theteacherexplainsconceptsina waythatactivelyinvolvesstudentsinthelearning process,suchasfacilitatingopportunitiesforstudents toexplainconceptstoeachother. TEACH4:PROVIDESTUDENTSMULTIPLEWAYSTO ENGAGEWITHCONTENT Thereisanappropriatebalancebetweenteacher directedinstructionandrigorousstudentcentered learningduringthelesson,suchthatstudentshave adequateopportunitiestomeaningfullypractice, apply,anddemonstratewhattheyarelearning.

7Cs
Consolidate
Concernshowteachershelpstudents toorganizematerialformoreeffective encodinginmemoryandformore efficientreasoning.Thesepractices includereviewingandsummarizing materialattheendofclassesand connectingideastomaterialcovered inpreviouslessons.Teacherswho excelatconsolidationtalkaboutthe relationshipsbetweenideasandhelp studentstoseepatterns.Thereisa largebodyofevidencesupportingthe hypothesisthatthesetypesof instructionalactivitiesenhance retentionbybuildingmultiplebrain pathwaysforretrievingknowledge andforcombiningdisparatebitsof knowledgeineffectivereasoning.

MemphisCitySchoolRubric (Dimension)
TEACH1:ENGAGESTUDENTSINOBJECTIVE DRIVENLESSONS TEACH3:ENGAGESTUDENTSATALLLEARNING LEVELSINAPPROPRIATELYCHALLENGING WORK

MemphisCitySchoolRubric(Indicator)
TEACH1:ENGAGESTUDENTSINOBJECTIVEDRIVEN LESSONS
Studentscanauthenticallyexplainwhywhattheyare learningisimportant,beyondsimplyrepeatingthe teachersexplanationorpostedobjectives. Studentsunderstandhowtheobjectivesfitintothe broadercontentandcoursegoals.

TEACH3:ENGAGESTUDENTSATALLLEARNING LEVELSINAPPROPRIATELYCHALLENGINGWORK
Teacherengagesallstudentsinthelessonbyusing visualstoestablishthepurposeofthelesson,preview itsorganization,andsummarizingitscontent.