tem3 0rubricteachcle draft

7/29/2019 TEM3 0RubricTeachCLE Draft

1/13

Teacher Effectiveness Measure Frameworkversion 3.0 revised January 24, 2013


2/13

Teacher Effective ness Measure Teaching and Learning Framework version 3.0Revised January 24, 2013

TEACH 1: ENGAGE STUDENTS IN OBJECTIVE-DRIVEN LESSONS BASED ON CONTENT STANDARDS

5 Significantly Above Expectations/ 4 Above

Expectations

3

Meeting Expectations

2

Below Expectations

1

Significantly Below E

For Level 4- All evidence supporting Level 3 is

present, as well as one of the following:


present, as well as two or more of the following:

Teachers clear explanation and/or modelingof what mastering objectives and/or

exemplary student work look like allow

students to describe how their learning will be

assessed and also model or explain this to

other students.

Teacher actively and effectively engages

students in the process of connecting the

lesson with their prior knowledge.

Students can explain or demonstrate the

lesson objectives within the context of the

related standard(s).

The following best describes what is observed:

Teacher communicates lesson objectives to

students in relationship to standards using

developmentally appropriate language.

Teacher explains or models what mastery of

the objectives and/ or related performance

tasks look like.

Students can explain or demonstrate what

they are learning beyond simply repeating the

stated or posted objectives.

Teacher provides multiple opportunities for

engagement in lesson objectives, including

connecting to prior knowledge.

Students can explain or demonstrate why what

they are learning is important.


Teacher communicates lesson objectives to

students using language that is not

developmentally appropriate.

Teacher models what mastery of the objectives

and/or related performance tasks look like,

but modeling is unclear and only few students

can describe how their learning will be

assessed.

Students can retell the objectives or describe/

demonstrate the tasks they are completing but

are unable to make connections to what they

are learning.

Teacher provides limited opportunities for

engagement in lesson objectives, and/or

opportunities for engagement have minimal

connection with the lesson objectives.

Students offer inaccurate reasons or

demonstrations regarding why what they are

learning is important.

The following best describes wh

Lesson objectives are not c

students, or objectives lack

coherence.

Teacher does not model w

objectives or related perfo

like. Students do not know

objective(s) will be assess

Students struggle to retell/

objectives or explain the ta

completing.

Teacher does not provide

engagement in lesson obje

opportunities for engagem

disconnected from the less

Students are unable to exp

are learning is important.

Notes:

Examples of how a teacher might explain or model mastery of objectives include sharing exemplars of high quality work when engaging students in the lesson, demonstrating effective strategies/thinking required to master the objto state what they think mastery would look like and clarifying expectations through Q & A.

To determine if students can explain the lesson objectives, observe times when the teacher engages students in the lesson objective and/or the teacher facilitates a conversation with students about the lesson objective.

Students understanding how the objectives fit into the broader content or goals may be shown through an effective teachers explanation of how the lesson connects to essential questions or through students comments.

The teacher can connect the lesson to prior knowledge by asking students to relate concepts to their own experiences or to what they have learned in other classes or courses.

In cases where the observer is not present when the teacher introduces the lesson, the observer may assess the teachers use of the lesson objective through questioning students.


3/13


TEACH 2: EXPLAIN CONTENT CLEARLY AND ACCURATELY


Expectations

3


2

Below Expectations

1




For Level 5 All evidence supporting Level 3 is

present, as well as two or more of the following:Teacher explains/demonstrates concept(s) in a

way that actively involves students in the

learning process and promotes student interest

in the content.

Students make independent connections

through classroom interactions demonstrating

that they understand the content levels ranging

from basic to complex.

Students, when possible, consider multipleperspectives and approaches to learning. 1


Teachers explanations / demonstrations of

content are clear and accurate. Theexplanations build student understanding of

content and consider multiple perspectives /

approaches to solve problems or interpret text

/ content.

Teacher makes relevant connections with

other content areas, students experiences andinterests, or current events.

Teacher uses developmentally appropriate

language and explanations.

Teacher gives clear, precise definitions and

uses specific academic language2 that is

appropriate and content-relevant.

When an explanation is not effectively leading

students to understand the content, the teacher

adjusts quickly and uses an alternative way toexplain the concept effectively.

Presentation of content includes modeling by

the teacher to demonstrate his or her

performance expectations.

Presentation of content includes logical

sequencing and all essential information.

Students may ask clarifying questions

providing information and feedback that the

teacher uses to monitor and adjust instruction.


Teachers explanations are generally clear,

coherent, and accurate with a few exceptions,but the explanations may not be entirely

effective in building student understanding of

content or offering multiple perspectives/

approaches to solve problems or interpret

text/content.

Teacher makes connections with other content

areas, students experiences and interests, orcurrent events, but the connections do not

make the content relevant or build student

understanding and interest.

Teacher uses some language and explanations

that may not be developmentally appropriate.

Teacher sometimes gives definitions that are

not completely clear or precise, or the teacher

sometimes may not use academic languagewhen it is appropriate to do so.

When an explanation is not effectively leading

students to understand the concept, the

teacher may sometimes move on or re-explain

content in the same way rather than provide an

effective alternative explanation.

Presentation of content by teacher includes

modeling by teacher that does not accurately

demonstrate his or her performance

expectations.

Students may ask some clarifying questions

showing that they are confused by the

teachers explanations.


Teachers explanations m

incoherent or inaccurate, generally ineffective in bu

understanding of content.

Teacher does not make co

content areas, students exinterests, or current event

Much of the teachers langdevelopmentally appropr

Teacher frequently gives u

definitions or frequently m

language when it is appro

Teacher rigidly adheres to

explaining content even w

explanation is not effectiv

to understand the concep

makes unrelated adjustmethat lead to more student

Presentation of content pr

by teacher and demonstra

expectations that are uncl

students.

Students may frequently a

questions showing that th

the explanations, or stude

consistently frustrated or

ofthe teachers unclear ex

1 Examples include, but are not limited to, multiple ways to solve a problem and multiple interpretations of text/content.2 Academic language includes the usage of correct grammar and pronunciation in both written and verbal contexts.


4/13


TEACH 3: ENGAGE STUDENTS AT ALL LEARNING LEVELS IN APPROPRIATELY CHALLENGING WORK


Expectations

3


2

Below Expectations

1






Teacher uses appropriately complex text, tasks,

and activities to provide students the

opportunity to move beyond their current

mastery level.

Teachers activities and materials sustainstudent attention at all learning levels / styles

throughout the lesson.


Teacher makes the lesson reachable to

students3.

Teacher makes the lesson challenging4 to

students.

Teacher ensures the lesson meets students at

all learning levels/styles.

Teacher effectively uses appropriately

complex text, tasks, and activities to support

students mastery of objectives.5


Teacher makes lesson reachable to students;

however, there is no evidence of challenge for

students.

Teachers delivery of the lesson attends to a

limited learning level/style and does not meet

the needs of all students.

Teacher sporadically or occasionally uses

appropriately complex text and tasks in terms

of content and vocabulary to support studentsmastery of planned learning objectives.


Teacher does not make the

students and/or does not m

challenging for students b

or materials when student

mastery of the lesson obje

Teachers delivery of the lefocused or non-existent in

and learning styles of stud

Teacher uses text or tasks

appropriately complex in t

vocabulary and/or does nomastery of planned lesson

Note:

Examples of additional resources include manipulatives, teacher-created materials, and it ems from various real-world sources (e.g., banks, libraries, museums, etc.).

3 To make content reachable for all students, a teacher mightdifferentiatecontent, process, or product (using strategies that might include flexible grouping, chunking grade appropriate texts, or tiered assignmentsthat students are able to access the lesson so that they eventually meet or exceed grade level standards.

4In order for strategies to lead students to a deeper understanding of the content, a teacher must understand students current levels of performance and then purposefully design instructional strategies that will sclearning to a deeper level so that they meet or exceed grade level expectations. Scaffolding is defined by breaking tasks down into smaller elements. Examples of scaffolding include activating prior knowledge, brsmaller parts, and modeling or having students verbalize their thinking process. There are many effective techniques for scaffolding learning; however, scaffolding should be well executed and appropriate to the Conversely, the techniques can also be used ineffectively. In order to be effective, the scaffolding technique must be well executed and appropriate to the objectives, and thus succeed in addressing the students m

5Districts instructional maps guide text use/ selections. Task complexity refers to engaging students in ways that align to Blooms levels of rigor regarding the lessons standards-based objective(s). A task whose s

rigor level of evaluation should not be limited to activities that only require remembering or applying.


5/13



6/13


TEACH 4: PROVIDE STUDENTS MULTIPLE WAYS TO ENGAGE WITH CONTENT

5 Significantly Above Expectations/ 4 Above Expectations3


2

Below Expectations Significantly Be

For Level 4- All evidence supporting Level 3 is present, as well as two of the

following:

For Level 5 All evidence supporting Level 3 is present, as well as three or

more of the following:

Students are provided with choices and taught how to self -select

strategies that will help them master lesson objectives.

Students can explain or demonstrate the strategies they use and

explain how the strategies relate to what they are learning in terms of

content standards.

Teacher consistently engages students in activities/ experiences

where inquiry, curiosity, and exploration are valued.

The teacher and/or students model and implementstrategies that

t ea ch , re in f o rc e , o r d e m o n st ra t e three or more of the

followingproblem-solving types:

o Abstractiono Categorizationo Drawing Conclusions/JustifyingSolutionso Predicting Outcomeso Observing and Experimentingo ImprovingSolutionso IdentifyingRelevant/IrrelevantInformationo GeneratingIdeaso Creating and Designing


Strategies are aligned to the lesson objectives

and have a clear, intentional purpose.

There is an appropriate balance between

teacher-directed instruction and student-

centered learning based on the lesson.

Strategies enable students to meet or exceed

lesson objectives with appropriate scaffolding

and differentiation.1

Strategies sufficiently allow students to

practice, apply, and demonstrate content

mastery based on appropriate grade-level

expectations through discussion and/ or

writing about complex text, tasks, or concepts.

The teacher models and implementsstrategies that teach or reinforce two of

the following problem-solving types:

o Abstractiono Categorizationo Drawing Conclusions/JustifyingSolutionso Predicting Outcomeso Observing and Experimentingo ImprovingSolutionso IdentifyingRelevant/Irrelevant

Information

o GeneratingIdeaso Creating and Designing

The following best describes what is

observed:

Strategies are somewhat aligned to

the lesson objectives and

have a purpose relative to

accomplishing the objective, while

others keep students busy without

a purposeful use of time.

Most of the instruction is teacher-

directed with student-centered

learning happening sporadically

and with little connection to the

lesson.

Differentiation and scaffolding

strategies are not appropriate for

all students and only some

students meet lesson objectives.

Strategies insufficiently allow

students to practice, apply, and

demonstrate what they are

learning through discussion and/

or writing about complex text,

tasks, or concepts.

Teacher attempts to implement

problem-solving strategies without

effectively modeling or engaging

students in the process, and/or

students struggle to implement

strategies without direct

instruction because of limited

teacher support.

The following best

observed:

Strategies are

lesson objectiv

Strategies do n

purpose and k

without a purp

Lesson is almo

directed.

Differentiation

strategies are

disconnected f

objectives.

Strategies do n

opportunities

and demonstra

learning throu

or writing abo

tasks, or conce

Teacher either

problem-solvin

teacher implem

are not clearly

learning objec

activity.


7/13


TEACH 5: USE STRATEGIES THAT DEVELOP HIGHER-LEVEL THINKING SKILLS

6 Synthesis of complex materials refers to students logically combining ideas from diverse text/or content to arrive at a new idea, understanding, defense, analysis, application, or creation.7 Thinking skills should be aligned with the standard-based objectives level of rigor. Per the standard to which a teacher is teaching, it may or may not be appropriate to see a lesson only move from remembering

based on where the teacher is within a unit of study.8Teacher might model his or her thinking using text to generate thoughts, grapple with, and/ or ask questions of text as a foundation for students to begin developing their own questions and strategies for each other using text as a result of mA math example of this descriptor is a teacher using a think aloud to decontextualize a math word problem or pattern so that students see how the words equate to mathematical operations (word problem) or so that students understand horepeat (pattern).

5 Significantly Above Expectations/ 4 Above Expectations3


2

Below Expectations Significantly Be

For Level 4- All evidence supporting Level 3 is present, as well as

two of the following:

For Level 5- All evidence supporting Level 3 is present, as well as

three or more of the following:

Teacher uses strategies that challenge students to probe for

higher-order understanding, synthesize complex materials, and

arrive at new understanding.6

Students independently generate their own questions and

strategies to demonstrate understanding and appropriate

application of concepts.

Teacher thoroughly teaches and engages students in tasks,activities, or strategies that include multiple types ofthinkingrelevant to learning objectives and content; these include:

oanalytical thinking- where students analyze, compare andcontrast, and evaluateandexplain information;

opracticalthinking- where students use, apply, andimplementwhat they learnin real-life scenarios;

ocreativethinking,- where students create,design,imagine, suppose, and generate a variety of ideas and

alternatives;

oresearch-based thinking- where students explore andreview a variety ofideas,models, and solutions to

problems.

Teacher provides opportunities where students

monitortheirthinking to ensure that they understand whatthey are learning,areattending to critical information, and areaware of the learning strategies theyareusing and why.


Teacher engages students in activities, tasks, and/or

discussions that build on a solid foundation of

knowledge leading to higher order thinking skills7.Teacher models his or her own thought process for

generating and asking questions so that students begin

to generate their own questions. 8

Teacher provides helpfulsuggestions and/ or redirects

with questions rather than simply providing the

answers.

Teachers questions push students beyond their initialthinking and require them to cite evidence.

Teacher thoroughly teaches and engages students intasks, activities, or strategies that address one type of

thinking relevant to learning objectives and content;these include:

o analytical thinking- where students analyze,compare and contrast, and evaluateand

explain information;o practicalthinking- where students use, apply,

and implementwhat they learnin real-lifescenarios;

o creativethinking- where students create,design, imagine, suppose, and generate avariety of ideas and alternatives;

o research-based thinking- where studentsexplore and review a variety ofideas,models,and solutions to problems.

The following best describes what is

observed:

Teacher engages students in tasks and

activities and/ or discussions thatbuild on a solid foundation of

knowledge, but rarely bring students

to higher order thinking.

Teacher shares his or her own thought

process for generating and asking

questions, but does not ask students

to develop their own questions as a

result.

Teacher provides minimal suggestions

and redirects students by either

telling the answer or asking, and then

answering his or her own questions.

The teachers questions and tasksrarely bring students to higher-order

thinking or require them to citeevidence.

Teacher teaches one type of thinking

that is not most relevant (or

irrelevant) to the learning objectives/

content, or the type of thinking does

not include appropriate tasks,

activities, or strategies.

The following best

observed:

Teacher does n

in tasks and actheir thinking.

Teacher does n

own thought p

and asking que

ask students to

questions for e

Teacher does n

suggestions w

unable to answ

Teacher asks p

questions, or q

confusing to st

require studen

Teacher defau

type of thinkininappropriatel

and/ or teache


8/13


TEACH 6: CHECK FOR UNDERSTANDING AND RESPOND APPROPRIATELY DURING THE LESSON


Expectations

3


2

Below Expectations

1



present, as well as two of the following:

For Level 5- All evidence supporting Level 3 ispresent, as well as three or more of the following:

Teacher checks for understanding at all key

moments using a variety of methods.

Teacher circulates during instructional

activities to support engagement and thinking,

and to formatively asses students work inorder to make adjustments to instruction, offer

feedback, and allow students to offer specific

and relevant feedback.

Teacher provides oral and written feedback

that is frequent, academically focused, and of

high quality.

Teacher anticipates student

misunderstandings and addresses them byredirecting questions

Teacher is able to address student

misunderstandings effectively without taking

away from the flow of the lesson or losing the

engagement of students who do understand.


Teacher periodically checks for understanding

of content by addressing misunderstandings

with another approach/strategy.

Teacher maintains the level of engagement of

the students by circulating during instructional

activities to support engagement and

formatively assess students work in order toadjust instruction and offer feedback.

Teacher uses scaffolding techniques as needed

to enable students to construct their own

understandings.

Teacher responds to misunderstanding by

using a variety of techniques and strategies

that are specific and establish studentunderstanding.


Teacher sometimes checks for understanding

of content, but the teachers misses several key

moments.

Teacher attempts to make adjustments to the

lesson, but the adjustments are not effective

based on formative assessment of studentswork and lack feedback.

Teacher may primarily respond to

misunderstandings by using scaffolding

techniques that are teacher-driven when

student-driven techniques could have been

effective.

Teacher may sometimes persist in using a

particular technique for responding to amisunderstanding even when it is not

succeeding.


Teacher rarely or never ch

understanding of content,

misses nearly all key mom

Teacher does not attempt

or formatively assess studthe lesson.

Teacher may only respond

misunderstandings by usi

techniques that are teache

student-driven techniques

effective.

Teacher persists in using a

technique for responding

misunderstanding even wsucceeding.

Notes:

A teacher does not necessarily have to check with every student in order to gauge the understanding of the class (get the pulse). A series of questions posed to the entire class can enable a teacher to get the pulse of the class if the understanding using strategies like fist-to-five, whole-class white board responses, etc. If the teacher finds that many students did not understand some part of the lesson, and immediately reteaches that part to the entire class, this sgetting the pulse of the class because the teacher gained enough information to be able to adjust subsequent instruction.

For some lessons, checking the pulse of the class may not be an appropriate standard. For example, if students are spending the majority of the period working on individual essays and the teacher is conferencing with a few studentfor the teacher to check the understanding of the entire class. In these cases, the teacher should be judged based on how deeply and effectively s/he checks for the understanding of the students with whom s/he is working.

In some lessons, it is appropriate to check for understanding of directions, in addition to checking for understanding of content. However, a teacher who only checks for understanding of directions and rarely or never checks for undeeffectively checking for understanding.

At some points in a lesson, it is not appropriate to respond immediately to student misunderstandings (for example, at the beginning of an inquiry-based lesson or stopping to respond to a single students misunderstanding would beinstructional time for the rest of the class). In such cases, an effective teacher might wait until later in the lesson to respond and scaffold learning. Observers should be sensitive to these situations and not penalize a teac her for failing tmisunderstandings immediately when it would be more effective to wait, provided that the teacher makes some arrangement to address the misunderstandings later and makes this clear to the students.


9/13


TEACH 7: MAXIMIZE INSTRUCTIONAL TIME


Expectations

3


2

Below Expectations

1






Teacher executes a coherently structured

lesson at an appropriate pace to provide many

opportunities for individual students who

progress at different learning rates.

Teacher provides opportunities for students

who finish work early to engage in meaningful

activities that extend and refine learning.

Teacher makes real-time adjustments to lesson

pacing based on information gathered from

checks for understanding if needed.


Teacher has instructional materials prepared

at the start of class.Instructional time is effectively maximized;

students wait time is minimal.

Teacher spends an appropriate amount of time

on each component of the lesson and responds

to student cues to either move or readjust.

The teacher executes a coherently structured

lesson that is appropriately paced9, such that

students are almost never disengaged or left

without anything meaningful to do.


Teacher has most instructional materials

prepared at the start of class.

Instructional time is not always maximized andstudents may be idle for short periodsof timewhile waiting for the teacher.

Teacher may spend too much time on one part

of the lesson even when students have

demonstrated their ability to move to the next

part of the lesson.

Teacher executes lesson at a moderate pace,

but students are sometimes disengaged or left

without anything meaningful to do.


Teacher does not have ins

prepared at the start of cla

Instructional time is not ustudents may be idle for s

time while waiting for the

Teacher may spend an ina

of time on one or more pa

when students have maste

demonstrated understand

Teacher executes the lesso

pace, and students are fre

or left without anything m

Note:

Teachers should not be penalized if students are working / discussing in gr oups and the teacher is rotating throughout the room, observing, listening, and questioning to enhance students understanding.

9The lessons pacing speed should be approporate to the content covered, instructional strategies used, and lesson adjustments made based on a teachers checks for understanding .


10/13


CULTIVATE LEARNING ENVIRONMENT 1: BUILD A RESPECTFUL, LEARNING-FOCUSED CLASSROOM COMMUNITY


Expectations

3


2

Below Expectations

1


For Level 4-All evidence supporting Level 3 is



present, as well as three or more of the following:

Teacher promotes an environment where

students work hard, remain focused, and

persevere through challenges.

Students are invested in their work.

Teacher creates learning opportunities where

most students can experience success.

Teacher seeks out and is receptive to the

interests and opinions of all students.

Teacher creates a positive learning

environment that promotes respectful student

to-student interaction.


Teacher demonstrates positive rapport with

all students.

Teacher reinforces positive behavior andstrong academic effort.

Teacher sets high and demandingacademicexpectations for every student.

Students are engaged in their work.

Students feel safe to take on challenges and

risk failure.10

Teacher promotes a respectful learning

environment.11


Teacher has a positive rapport with some

students, but not others, or the teacher

demonstrates little rapport with students.Teacher rarely reinforces positive behavior

and good academic work, doing so for some

students, but not for others in a meaningful

way.

Teacher occasionally promotes an

environment where students work hard.

Students lack engagement in their work

and/or their moments of engagement are

responses to compliance.12

Some students are willing to take academic

risks, but others may not be.13

Students are generally respectful of the

teacher and their peers, but there are some

exceptions.


There may be little or no e

rapport between the teach

or there may be evidence ta negative rapport with stu

Teacher may never reinfor

and good academic work, o

only a few students.

Teacher does not promote

where students work hard

demonstrate disinterest or

in their work.

Students are generally not

challenges and risk failure

Students may frequently b

the teacher or their peers.

Notes:

An example of students being - supportive of their peers is students collaborating and helping each other.

Brief interruptions due to student excitement (for example, when a student accidentally shouts out an answer because s/he is excited to respond to the question) should not be counted against a teacher unless they occur constantly awith the lesson or with the ability of other students to respond.

10 For example, students are encouraged to answer questions and feel comfortable asking the teacher for help.11 For example, students listen and do not interrupt when their peers ask or answer questions.12 For example, students might spend significant time off-task or require frequent reminders; students might give up easily; or the teacher might communicate messages about the importance of the work, but there i

students have internalized them.13 For example, some students might be reluctant to answer questions or take on challenging assignments; some students might be hesitant to ask the teacher for help even when they need it; or some students migh

negatively when a peer answers a question incorrectly.


11/13


CULTIVATE LEARNING ENVIRONMENT 2: DEVELOP CLASSROOM PROCEDURES AND ROUTINES


Expectations

3


2

Below Expectations

1




For Level 5

All evidence supporting Level 3 is


Routines and procedures run smoothly

without prompting.

Students know their responsibilities and ask

few questions about what to do.

Transitions are orderly, efficient, systematic,

and require little teacher direction.

Students share responsibility for the

operations and routines in the classroom.


Routines and procedures run smoothly with

minimal prompting from the teacher; students

generally know their responsibilities.

Transitions are generally smooth with some

teacher direction.

Routines support the effective use of

instructional time.


Routines and procedures are in place, but

require significant teacher prompting and

direction; students may be unclear about what

they should be doing and may ask questions

frequently.

Transitions are fully directed by the teacher

and may be less orderly and efficient.

Routines are ineffective causing, the loss of

some instructional time.


Routines and procedures a

the teacher directs every a

unclear about what they sh

ask questions constantly o

teacher directions.

Transitions are disorderly

Routines are ineffective or

causing a significant loss o

Notes:

Teachers using Responsive Classroom are encouraged to prompt students regarding routines and procedures. Also consider the d evelopmental stage of early learners (pre-K-2nd grade) if a teacher is prompting students regarding Ratings should not count against teachers in this case.


12/13


CULTIVATE LEARNING ENVIRONMENT 3: USE CLASSROOM SPACE AND RESOURCES TO SUPPORT INSTRUCTION


Expectations

3


2

Below Expectations

1






Use of space and materials is utilized to

enrich learning.

Resources or tools are available to support

and extend student learning.

Teacher considers students interestswhen selecting resources.

Students determine the relevance and

reliability of available resources.

Students select resources that help them

demonstrate their understanding of

concepts and/or completion of tasks.


Use of space and materials promotes learning.

Supplies, equipment, resources, and tools

help students achieve mastery of standards.14

Resources are leveled or differentiated based

on students needs and are used to helpstudents meet or exceed standards.

Teacher provides resources designed to help

students demonstrate their understanding of

concepts and/or completion of tasks.


Use of space and materials rarely promotes

learning.

Classroom resources inconsistently stimulate

student interest in the content.

Resources inconsistently support activities

that help students achieve mastery of

standards.

Leveling or differentiation of resources is

misaligned based on students needs and/orare not used to help students meet or exceed

grade or course level expectations.


Use of space and materials

learning.

Resources do not support

students achieve mastery

Note:

Examples of how resources can extend learning include: posting indictors of mastery with student-friendly explanations, or using materials that support students with extending their learning after they have completed instructional assig

14 Resources (including core texts, intervention programs ,or supplementary materials) are selected based on their alignment to standards and students needs where appropriate. Resources are not simply used be

rather, the teacher is thoughtful and strategic about how to use the resources given the students needs in the classroom.


13/13


CULTIVATE LEARNING ENVIRONMENT 4: MANAGE STUDENT BEHAVIOR


Expectations

3


2

Below Expectations

1

Significantly Below Ex





Behavioral expectations are clear and

understandable, and there is no evidence of

off- task behavior.

Flow of the lesson is rarely impeded by

inappropriate or off- task student behavior,

hence maximizing instructional time.

All students know and adhere to their roles

and responsibilities, and they self-manage

their behavior.


Behavioral expectations are clear to most

students resulting in only occasional off-task

behavior.

Teacher regularly promotes and reinforces

positive behavior.15

Off-task behavior is redirected in a manner

that solves the issue and maximizes

instructional time.

Disruptive behavior16 is de-escalated with

little interruption to instructional time.

Teacher only attends to students who cause

disruptions rather than to the entire class.


Behavioral expectations may be unclear or

inconsistent resulting in frequent off-task

behavior in the classroom.

Teacher rarely promotes and reinforces

positive behavior.

Off-task behavior is redirected in a manner

that may not solve the issue and/or interrupts

some instructional time.

Disruptive behavior is de-escalated with some

interruption to instructional time.

Teacher attends to students who cause

disruption by addressing entire group(s) of

students or the entire class.


Behavioral expectations ar

clear.

Teacher does not promote

positive behavior.

Off-task behavior is not red

manner that solves the issu

redirection significantly in

instructional time.

Disruptive behavior causes

interruption to instruction

Teacher does not attend to

15 Positive reinforcements consistent with Responsive Classroom and No-Nonsense nurturing should be implemented where appropriate.16 Disruptive behavior can be defined as behavior that requires signficant teacher invervention.

tem3 0rubricteachcle draft

Documents