CUSD Induction Scoring Rubric

CUSD Induction Scoring Rubric 2012-2013
Section 1 - Effective Environment, CSTP - 2.1, 2.2, 2.4, 2.5, 2.7

Teachers maintain effective environments and create well-managed classrooms by employing routines, procedures and norms that promote positive and productive behavior and ensure a physically, intellectually, and emotionally safe learning community. Diversity is respected and cultural awareness is developed so that all students are treated equitably and have a sense of belonging. To optimize learning, an effective environment includes student interaction. Instruction is rigorous, with the teacher setting high expectations and providing appropriate support for all students. Instructional time and pacing are monitored and adjusted to meet student-learning needs.
Descriptor 1: Promote a safe and positive learning environment utilizing purposefully designed routines and procedures. CSTP - 2.4, 2.7 Element Emerging Applying Integrating Innovating
1. Promotes a Caring, Equitable & Respectful Classroom
Teacher communicates expectations for an equitable and respectful behavior to students and has an awareness of the importance of classroom culture.
Teacher develops a caring, equitable, and respectful classroom culture, including an understanding of student cultures and ethnicities, which promotes a sense of belonging.
Teacher supports students in taking leadership in developing a caring classroom culture that is responsive to the diverse cultural identities of all students.
Teacher provides opportunities for students to take leadership in maintaining a caring, equitable, and respectful classroom culture.
Evidence/Comments:
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Section 1 - Effective Environment

Descriptor 1: Promote a safe and positive learning environment utilizing purposefully designed routines and procedures. CSTP - 2.4, 2.7 Element Emerging Applying Integrating Innovating
2. Develops Effective Routines & Norms
Teacher develops routines, procedures and norms with some student involvement.
Teacher maintains regular use of routines and procedures, referring to norms as needed.
Teacher provides opportunities for students to reflect upon the effectiveness of their participation in routines, procedures and norms.
Students take an active role in monitoring their own behaviors and making adjustments as necessary to maximize learning.
Evidence/Comments:
Section 1 - Effective Environment

Descriptor 2: Foster a sense of equity and belonging for all students through respect for diversity and cultural awareness. CSTP - 2.1, 2.2 & 2.5
Element
3. Creates Structures for Student Interaction
Emerging
Applying
Integrating
Innovating
Teacher demonstrates Teacher utilizes structures awareness that structures for for student interaction interaction between students during learning activities. support learning.
Teacher purposefully integrates a variety of structures for student interaction that engage students in learning.
Teacher strategically selects from a repertoire of structures for student interaction to ensure learning for the full range of students.
Evidence/Comments:
Section 1 Effective Environment

Descriptor 3: Optimize learning with high expectations and appropriate support provided for all students, including adjustments to instructional time and pacing. CSTP - 2.4 & 2.7
Element
4. Provides High Expectations with Appropriate Support
Emerging
Applying
Integrating
Innovating
Teacher demonstrates awareness of the importance of maintaining high expectations for students. Teacher supports student focus on the accuracy of answers and completion of tasks.
Teacher holds high expectations for students. Teacher begins to use achievement patterns to develop appropriate support/interventions for student learning.
Teacher maintains high expectations for students. Teacher understands achievement patterns and includes scaffolding to support student achievement.
Teacher and students discuss individual expectations and learning goals. Teacher uses accuracy analysis, as well as student input, to understand achievement patterns and to differentiate support for individual student achievement.
Evidence/Comments:
Section 1 Effective Environment

Descriptor 3: Optimize learning with high expectations and appropriate support provided for all students, including adjustments to instructional time and pacing. CSTP - 2.4 & 2.7
Element
5. Paces Instruction to Optimize Learning
Emerging
Applying
Integrating
Innovating
Teacher demonstrates awareness of how transitions and classroom management impact pacing of instruction
Teacher paces instruction to provide adequate time for instruction, checking for understanding and completion of learning activities.
Teacher paces instruction with consideration of lesson type, including adjustments for sufficient student work time, transitions and closure to optimize learning.
Teacher paces instruction to include ongoing assessment of student learning and supports students in monitoring their learning.
Evidence/Comments:
Section 2 Engaging and Supporting All Students in Learning

CSTP - 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 4.1, 4.2, 4.4, 4.5
Teachers utilize knowledge of students including academic readiness, language proficiency, cultural background, and individual development, to plan instruction and engage students. By connecting learning to students prior knowledge and interests, teachers engage students and link subject matter to real life. To meet learning needs of all students, teachers employ a variety of instructional strategies, resources, and technologies to help students achieve learning targets. Teachers promote critical thinking through inquiry, problem solving and reflection. Descriptor 1: Utilize knowledge of students to plan instruction and engage students. Connect learning to prior knowledge and interests to link subject matter to real life. CSTP - 1.1, 1.2, 1.3, 3.1,4.1
Element
6. Demonstrates knowledge of subject matter, academic content standards, and curriculum frameworks.
Emerging
Applying
Integrating
Innovating
Teacher demonstrates familiarity with subject matter and teaches standards-based lessons using available district adopted curriculum.
Teacher demonstrates accurate knowledge of subject matter and incorporates additional resources to enhance content delivery, which results in more meaningful learning experiences for students.
Teacher demonstrates mastery of subject matter, resulting in ease of delivery and depth of instruction. Teacher designs lessons that integrate curricular areas in a meaningful way that enhances student learning.
Teacher uses mastery of subject matter to facilitate inquiry based learning experiences in which students utilize deeper understanding of curricula, based on individual interest and academic readiness.
Evidence/Comments:
Section 2 Engaging and Supporting All Students in Learning

Descriptor 1: Utilize knowledge of students to plan instruction and engage students. Connect learning to prior knowledge and interests to link subject
matter to real life. CSTP - 1.1, 1.2, 1.3, 3.1,4.1
Element
7. Uses Knowledge of Students to Plan Instruction & Engage Students
Emerging
Applying
Integrating
Innovating
Teacher learns about students through district provided data and assessments and develops an awareness of students prior knowledge, culture, backgrounds and interest.
Teacher gathers additional data to learn about individual students and uses awareness of students prior knowledge, culture, background and interests to support instruction and make real-life connections.
Teacher uses data from multiple measures, school resources and family contact to learn about students, guide selection of materials and make adjustments to instruction. This includes strategic connections from subject matter to meaningful, real life contexts.
Teacher uses information regarding students cultural backgrounds, life experiences, and interests to make ongoing adjustments to instruction that accommodate students individual needs. Students actively make connections to relevant, real life contexts.
Evidence/Comments:
Section 2 - Engaging and Supporting All Students in Learning

Descriptor 2: Use a variety of instructional strategies, resources, technologies to meet learning needs of all students. CSTP - 4.2
Descriptor 3: Promote critical thinking through inquiry, problem solving and reflection, adjust instruction while teaching CSTP - 4.5, 1.5, 1.6
Element
8. Accesses a Range of Instructional Strategies to Meet Student Learning Needs
Emerging
Applying
Integrating
Innovating
Teacher uses instructional strategies as outlined in curriculum guides and resources and technologies as provided by school and/or district.
Teacher utilizes a variety of strategies, resources, and technologies, (including student interaction with technology as appropriate), to meet students diverse learning needs
Teacher purposefully designs lessons that integrate a broad range of strategies, resources and technologies to meet students diverse learning needs.
Teacher creates learning experiences and refines the strategic use of a vast range of strategies, resources and technologies to meet students individual learning needs.
Evidence/Comments:
Section 2 - Engaging and Supporting All Students in Learning

Descriptor 2: Use a variety of instructional strategies, resources, technologies to meet learning needs of all students. CSTP - 4.2 Descriptor 3: Promote critical thinking through inquiry, problem solving and reflection, adjust instruction while teaching CSTP - 4.5, 1.5, 1.6
Element
9. Promotes 21st Century Skills/ Critical Thinking
Emerging
Applying
Integrating
Innovating
Teacher includes questions that require students to recall, interpret, describe and think critically.
Teacher guides students to think critically through use of questioning strategies, posing/solving problems, and reflecting.
Teacher regularly provides opportunities for students to apply critical thinking by designing inquiry-based instruction involving complex problems.
Teacher supports students to initiate their own critical thinking through independently developing questions, posing problems, and reflecting on multiple perspectives.
Evidence/Comments:
Section 3 Assessment CSTP - 3.6, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7
Teachers strategically utilize a variety of assessments to generate data that can be used to monitor student learning and plan instruction. Systematic analysis of assessment data allows teachers to correlate appropriate instructional and differentiation strategies to meet the needs of all students. Student engagement and understanding is monitored and, if necessary, adjustments to instruction are made while teaching. Teachers provide students with timely, comprehensible, feedback and involve them in self-reflection by facilitating student analysis of assessment data, helping them to set learning goals and to monitor their progress. Descriptor 1: Strategically utilize a variety of assessments to generate data that can be used to monitor student learning, identify appropriate instructional and differentiation strategies and plan effective instruction. 3.3, 3.4, 3.6, 5.1, 5.2, 5.3, 5.4
Element
10. Selects Appropriate Assessment
Emerging
Applying
Integrating
Innovating
Teacher administers and is aware of the purpose and characteristics of a variety of assessments, including pre-assessment, formative and summative assessment.
Teacher explores the use of different types of assessments, including preassessment, formative, and summative assessment.
Teacher identifies specific assessment characteristics and selects appropriate assessments that allow students to demonstrate what they know.
Teacher purposefully develops and adapts assessments to allow students with a range of learning needs to demonstrate what they know.
Evidence/Comments:
Section 3 - Assessment
Descriptor 1: Strategically utilize a variety of assessments to generate data that can be used to monitor student learning, identify appropriate instructional and differentiation strategies and plan effective instruction. 3.3, 3.4, 3.6, 5.1, 5.2, 5.3, 5.4
Element
11. Makes Adjustments to Instructional Plans
Emerging
Applying
Integrating
Innovating
Teacher reviews and monitors assessment data to make generalizations about student learning and subsequently makes some adjustments to instruction.
Teacher uses data to identify learning needs, set goals, and/or modify instruction for a single lesson or a series of lessons.
Teacher uses a variety of data to identify patterns and trends, set learning goals, and plan for differentiated instruction that will meet diverse learning needs.
Teacher uses a variety of data to analyze individual student thinking and identify underlying causes for achievement trends. Teacher plans for differentiated instruction that meets individual student needs.
Evidence/Comments:
Descriptor 1: Strategically utilize a variety of assessments to generate data that can be used to monitor student learning, identify appropriate instructional and differentiation strategies and plan effective instruction. 3.3, 3.4, 3.6, 5.1, 5.2, 5.3, 5.4
Element
12. Adjusts Instruction While Teaching
Emerging
Applying
Integrating
Innovating
Teacher checks for understanding and clarifies instructions and/or content to support student learning.
Teacher makes ongoing adjustments to instruction based on observations of student engagement and results of periodic, effective checks for understanding.
Teacher adjusts strategies during instruction based on the ongoing monitoring of individual student needs for assistance, support, or challenge.
Teacher deviates from lesson plan when student performance and/or contributions indicate a need to redirect instruction to support student learning.
Evidence/Comments:
Descriptor 2: Descriptor 2: Articulate learning targets and facilitate student analysis of assessment data so that students can set learning goals and monitor
their own progress. CSTP - 1.4, 3.2, 5.5
Element
Emerging
Applying
Integrating
Innovating

13. Articulates Learning Goals & Guides SelfAssessment
Teacher sets whole class standards-based learning targets and recognizes the need for some individual learning goals.
Teacher communicates learning targets to students based on content standards and identifies learning goals based on assessment. Teacher provides opportunities for students to discuss their own learning.
Teacher communicates accessible, challenging, and differentiated learning targets. Teacher models/scaffolds student self-assessment and goal setting. Teacher guides students to monitor learning and reflect on progress.
Teacher and students collaboratively establish individual learning goals. Teacher provides structures for students to systematically self-assess, reflect, evaluate and modify learning goals.
Evidence/Comments:
Descriptor 2: Articulate learning targets and facilitate student analysis of assessment data so that students can set learning goals and monitor their own progress. CSTP - 1.4, 3.2, 5.5

Element
14. Provides Timely and Strategic Feedback
Emerging
Applying
Integrating
Innovating
Teacher provides student with general feedback and little guidance for improvement related to learning goals.
Teacher provides students with timely feedback that identifies what was done well and areas for improvement related to learning goals.
Teacher provides students with specific and timely feedback about strengths and needs and offers strategies for improvement.
Teacher and students engage in specific and timely dialogue around assessment data. Feedback shows strong understanding of students as individuals.
Evidence/Comments:

CUSD Induction Scoring Rubric

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CUSD Induction Scoring Rubric 2012-2013

Section 1 - Effective Environment, CSTP - 2.1, 2.2, 2.4, 2.5, 2.7