2013-2014 Teaching Excellence Rubric

Delaware Charter Collaborative

Component 1: Planning and Preparation

CRITERION
1a: Instructional
Goals

Ineffective (1)
Lesson goal(s) are missing
completely or are so unclear
or vague that it does not
convey what students are
learning and what they should
be able to do by the end of
the lesson.
Few students can explain
what they are learning and
why it is important.

1b: Instructional
Design

Instructional design does not

sufficiently support student
mastery of the lesson goals
and is presented in an
inefficient or ineffective
manner.

Developing (2)
The lesson goal(s) are not
standards-based or may be
missing one component that
has a significant impact on
student learning.
Goals are not rigorous,
measureable or bite-sized.
Goals may be building on
students prior learning, but not
in a logical sequence.
Goals are not or only
sometimes adapted to the
needs of individual students.
Some students can explain
what they are learning and why
it is important.
Most elements of the
instructional design support
student mastery of the lesson
goals, however, the design is
inefficient or ineffective.
The instructional activity, rather
than the goals, may drive the
lesson

o
o

Effective (3)
Lesson goal(s) are standardsbased, rigorous, measurable and
bite-sized.
Goals build on students prior
learning in a logical sequence.
Goals are usually adapted, where
necessary, to the needs of
individual students.
Most students can explain what
they are learning and why it is
important.

Students are engaged in welldesigned learning tasks with

suitable scaffolding by the teacher.
All elements of the instructional
design support student mastery of
the lesson goals in a mostly
efficient and effective manner.
The goals drive the instructional
activity, not vice versa.

o
o
o

Highly Effective (4)

Lesson goal(s) are standards-based,
rigorous, measurable and bite-sized.
Goals build on students prior
learning in a logical sequence.
Goals are always adapted, where
necessary, to the needs of individual
students.
All students can explain what they
are learning and why it is important.

Students are engaged in welldesigned learning tasks with suitable

scaffolding by the teacher.
All elements of the instructional
design support student mastery of
the lesson goals in a highly efficient
and effective manner. The goals
drive the instructional activity, not
vice versa.

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Component 2: Classroom Environment

CRITERION
2a. Student
Engagement

2b. Student
Behavior

Ineffective (1)
Less than 75% of students are
engaged, active participants in
the lesson.
Few students demonstrate
enthusiasm about solving
problems and mastering new
content.
Teacher fails to demonstrate
a sense of purpose, joy or
urgency in the classroom.

Student behavior is rarely or

somewhat appropriate and
respectful.
Students assume no
responsibility for classroom
routines and procedures.
Frequent off-task behavior is
not redirected and results in
lost instructional time.
Teachers response to student
misbehavior is not sensitive to
individual student needs.

o
o

Developing (2)
75% of students are engaged,
active participants throughout
the lesson.
Some students demonstrate
enthusiasm about solving
problems and mastering new
content.
Teacher demonstrates a sense
of purpose in the classroom,
but there is not a sense of joy
or urgency for learning.
Student behavior is mostly
appropriate and respectful.
Students assume little
responsibility for classroom
routines and procedures.
Limited off-task behavior is
usually redirected, but results
in lost instructional time.
Teachers response to student
misbehavior is only sometimes
sensitive to individual student
needs.

Effective (3)
90% of students are highly
engaged, active participants
throughout the lesson.
Most students demonstrate
enthusiasm about solving
problems and mastering new
content.
Teacher demonstrates a palpable
sense of purpose, joy and urgency
in the classroom.

Student behavior is almost

entirely appropriate and
respectful.
Students assume some
responsibility for classroom
routines and procedures.
Limited off-task behavior is
usually redirected with no lost
instructional time.
Teachers response to student
misbehavior is generally sensitive
to individual student needs.

o
o

Highly Effective (4)

100% of students are highly engaged,
active participants throughout the
lesson.
All or nearly all students
demonstrate enthusiasm about
solving problems and mastering new
content.
Both teacher and students
demonstrate a palpable sense of
purpose, joy and urgency in the
classroom.
Student behavior is entirely
appropriate and respectful.
Students assume significant
responsibility for classroom routines
and procedures.
Rare off-task behavior is always
redirected with no lost instructional
time.
Teachers response to student
misbehavior is consistently sensitive
to individual student needs.

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Component 3: Instruction and Assessment

CRITERION
3a. Content
Knowledge

3b. Rigorous
Questioning and
Response

Ineffective (1)
Teachers content knowledge
is not completely factually
accurate and contains errors
that affect student mastery of
the lesson goal.
Content is rarely
communicated to students in
accurate and clear academic
language that builds student
vocabulary.
Teacher rarely presents
material clearly and explicitly,
with well-chosen examples.
Less than 75% of teachers
questions are rigorous, clear
and drive purposefully toward
the lesson goal.
Students sometimes respond
accurately to low level
(remembering and
understanding) questions.
Higher level questions
(applying, analyzing,
evaluating and creating) are
not asked or students rarely
respond accurately.
Student language is rarely
precise and rarely includes
evidence to support their
responses.

Developing (2)
Teachers content knowledge is
not completely factually
accurate and contains errors
that affect student mastery of
the lesson goal.
Content is sometimes
communicated to students in
accurate and clear academic
language that builds student
vocabulary.
Teacher sometimes presents
material clearly and explicitly,
with well-chosen examples.
75% of teachers questions are
rigorous, clear and drive
purposefully toward the lesson
goal.
Students mostly respond
accurately to low level
(remembering and
understanding) questions.
Higher level questions
(applying, analyzing, evaluating
and creating) are not asked or
students only sometimes
respond accurately to higher
level questions.
Student language is sometimes
precise and includes evidence
to support their responses.

Effective (3)
Teachers content knowledge is
almost completely factually
accurate but may include minor
errors that do not affect student
mastery of the lesson goal.
Content is mostly communicated
to students in accurate and clear
academic language that builds
student vocabulary.
Teacher mostly presents material
clearly and explicitly, with wellchosen examples.
90% of teachers questions are
rigorous, clear and drive
purposefully toward the lesson
goal.
Students mostly respond
accurately to both low level
(remembering and understanding)
and higher level (applying,
analyzing, evaluating and creating)
questions.
Student language is mostly
precise and includes evidence to
support their responses (utilizing
text-based evidence when
applicable).

o
o

Highly Effective (4)

Teachers content knowledge is
completely factually accurate.
Content is always communicated to
students in accurate and clear
academic language that builds
student vocabulary.
Teacher always presents material
clearly and explicitly, with wellchosen examples.

100% of teachers questions are

rigorous, clear and drive purposefully
toward the lesson goal.
Students mostly respond accurately
to both low level (remembering and
understanding) and higher level
(applying, analyzing, evaluating and
creating) questions.
Student language is always precise
and includes evidence to support
their responses (utilizing text-based
evidence when applicable).

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3c.
Checks for
Understanding

3d. Assessment
of Student
Mastery

Teacher does not utilize

checks for understanding or
checks for understanding do
not provide data aligned to
mastery of the lesson goal.
When student
misunderstandings are
revealed, the teachers
actions rarely or never
effectively and efficiently
correct misunderstandings.

Assessments are not aligned

with instructional goals and
do not accurately measure
student mastery of goals.
Assessments are not adapted
to the needs of student or are
adapted inappropriately for
some or all students.
Students are not aware of
assessment criteria in
advance.

o
3e. Student
Learning

Less than 75% of students

mastered the lesson goal as
evidenced by the ticket out
the door or other student
work.
Few students take pride in
their work, initiate
improvements to their
products, and hold each other
to high standards.

Teacher utilizes few checks for

understanding that provide
reliable data of some individual
students progress toward
mastery of the lesson goal.
Teacher checks for
understanding of content but
misses several key moments in
the lesson.
When student
misunderstandings are
revealed, the teachers actions
only sometimes effectively and
efficiently correct
misunderstandings.
Assessments are somewhat
aligned with instructional goals
and somewhat accurately
measure student mastery of
goals but the content, structure
or level or rigor may not be
aligned to the lesson.
Assessments are not adapted to
the needs of students or may
be adapted inappropriately for
some students.
Students are aware of some
assessment criteria in advance.
At least 75% of students
mastered the lesson goal as
evidenced by the ticket out the
door or other student work.
Some students take pride in
their work, initiate
improvements to their
products, and hold each other
to high standards.

Teacher utilizes several checks for

understanding that provide
reliable data of most individual
students progress toward
mastery of the lesson goal.
Teacher checks for understanding
of content but misses one or two
key moments in the lesson.
When student misunderstandings
are revealed, the teachers actions
usually effectively and efficiently
correct misunderstandings.

Assessments are fully aligned with

instructional goals and accurately
measure student mastery of goals.
Assessments are appropriately
adapted to the needs of most
students.
Students are aware of most
assessment criteria in advance.

At least 90% of students mastered

the lesson goal as evidenced by
the ticket out the door or other
student work.
Most students take pride in their
work, initiate improvements to
their products, and hold each
other to high standards.

Note: If the lesson goal was not

rigorous (at least effective rating on
1a), then 3e. Student Learning cannot
earn higher than developing.

Teacher utilizes many checks for

understanding that provide reliable
data of every individual students
progress toward mastery of the
lesson goal.
Teacher checks for understanding of
content at all key moments in the
lesson.
When student misunderstandings
are revealed, the teachers actions
effectively and efficiently correct
misunderstandings.

Assessments are fully aligned with

instructional goals and accurately
measure student mastery of goals.
Assessments are appropriately
adapted to the needs of all individual
students.
Students are aware of all assessment
criteria in advance.

At least 95% of students mastered

the lesson goal as evidenced by the
ticket out the door or other student
work.
All students take pride in their work,
initiate improvements to their
products, and hold each other to
high standards.

Note: If the lesson goal was not rigorous

(at least proficient rating on 1a), then 3e.
Student Learning cannot earn higher than
developing

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Note: Component 4 is evaluated once a year based on evidence throughout the school year. It is not a part of every observation.

Component 4: Professional Responsibilities

CRITERION
4a:
Reflection and
development of
professional
practice

Ineffective (1)
The teachers reflection on
the lesson is not accurate or
the teacher does not offer
suggestions for
improvement.
And/or the teacher
demonstrates insufficient
effort and success in
professional improvement.

4b:
Student and Family
Relationships
* Principals can
evaluate 4b based
on observed
evidence or data
from student
and/or family
surveys.

The teacher rarely or never

views families as partners
and is rarely successful in
building relationships with
students and their families.
Few students and families
know the students
academic goals and current
progress made toward those
goals.
Teacher does not
communicate with families
to share successes and
challenges or may only
communicate regarding
challenges with students.

Developing (2)
The teachers reflection on the
lesson is somewhat accurate
but contains some
inaccuracies. The teacher
makes limited, general
suggestions for improvement.
The teacher draws on a
limited repertoire to support
suggestions for alternative
strategies.
And/or the teacher
demonstrates some effort and
moderate success in
professional improvement.
The teacher usually views
families as partners and
attempts to build relationships
with both students and their
families.
Most students know their
academic goals and progress
made toward those goals.
Some families know the
students academic goals and
current progress made toward
these goals.
Teacher communicates
infrequently with families or
may only communicate
regarding challenges with
students.

Effective (3)
The teachers reflection on the
lesson is mostly accurate, citing
general characteristics of the
lesson and suggestions for
improvement.
The teacher draws on an
adequate repertoire to support
suggestions for alternative
strategies.
The teacher demonstrates
sufficient effort and success in
professional improvement.

The teacher always views

families as partners and
successfully builds strong
relationships with both students
and their families.
Most students and families know
the students academic goals and
current progress made toward
those goals.
Teacher communicates
frequently with families to share
successes as well as challenges.

Highly Effective (4)

The teachers reflections on the
lesson are entirely accurate and
perceptive, citing specific examples
within the lesson and specific
suggestions for improvement.
The teacher draws on an extensive
repertoire to support suggestions for
alternative strategies.
The teacher demonstrates
extraordinary effort and success in
professional improvement.

The teacher always views families as

partners and successfully builds
strong relationships with both
students and their families.
All students and families know the
students academic goals and current
progress made toward those goals.
Teacher communicates frequently
with families to share successes as
well as challenges.

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4c: Contributions
to School Culture

o
o

* Principals can
evaluate 4c based
on observed
evidence or data
from school leader
and/or peer surveys
on professional
responsibilities and
contributions to the
team.

4d. Attendance and

Timeliness

The teacher sometimes

meets the school standards.
The teacher rarely goes
above and beyond to do
whatever it takes to make a
substantial difference at our
school.
The teacher rarely makes
the school a more positive
and joyful place to work.
The teacher rarely acts as a
school-wide partner (helping
to raise achievement and
character for all students in
the school, reinforcing
school-wide expectations
and volunteering to take on
activities).
The teacher rarely follows
through on his/her
commitments and does
quality work on-time.
The teacher is rarely
invested in helping other
teachers improve and rarely
gives or receives feedback in
a professional and helpful
way.
Frequently does not meet
expectations for school
attendance (7 or more
absences a year)
Frequently tardy for
activities including school,
meetings and duties

o
o

The teacher usually meets the

school standards.
The teacher sometimes goes
above and beyond to do
whatever it takes to make a
substantial difference at our
school.
The teacher sometimes makes
the school a more positive and
joyful place to work.
The teacher sometimes acts as
a school-wide partner (helping
to raise achievement and
character for all students in
the school, reinforcing schoolwide expectations and
volunteering to take on
activities).
The teacher sometimes follows
through on his/her
commitments and does quality
work on-time.
The teacher is sometimes
invested in helping other
teachers improve and
sometimes gives and receives
feedback in a professional and
helpful way.

Sometimes meets
expectations for school
attendance (4-6 absences a
year)
Sometimes tardy for activities
including school, meetings and
duties

The teacher consistently meets

school standards and ranks in the
top 25% of all employees.
The teacher usually goes above
and beyond to do whatever it
takes to make a substantial
difference at our school.
The teacher usually makes the
school a more positive and joyful
place to work.
The teacher usually acts as a
school-wide partner (helping to
raise achievement and character
for all students in the school,
reinforcing school-wide
expectations and volunteering to
take on activities).
The teacher usually follows
through on his/her commitments
and does quality work on-time.
The teacher usually is invested in
helping teachers improve and
usually gives and receives
feedback in a professional and
helpful way that makes the team
stronger.

Consistently meets expectations

for school attendance (2-3
absences a year)
Respects the time of others and is
consistently on time for almost
all activities including school,
meetings and duties

The teacher consistently meets

school standards and ranks in the top
10% of all employees. He/she is a role
model for other teachers.
The teacher always goes above and
beyond to do whatever it takes to
make a substantial difference at our
school.
The teacher always makes the school
a more positive and joyful place to
work.
The teacher always acts as a schoolwide partner (helping to raise
achievement and character for all
students in the school, reinforcing
school-wide expectations and
volunteering to take on activities).
The teacher always follows through
on his/her commitments and does
quality work on-time.
The teacher is always invested in
helping all teachers improve and
always gives and receives feedback in
a professional and helpful way that
makes the team stronger.

Exceeds expectations for school

attendance; going above and beyond
to make sure he or she is in school for
students (0-1 absences a year)
Respects the time of others and is
consistently on time for all activities
including school, meetings and duties
without the need for reminders

Rubric created by Hendy Avenue Consulting. May be used with permission. Please contact www.hendyavenue.com.
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