Utah Effective Teaching Standards and Supporting Rubrics

Standard1: Learner Development

The teacher understands cognitive, linguistic, social, emotional and physical areas of student development.

The Teacher: Emerging/Minimal Effective Highly Effective

a. Creates developmentally
appropriate and challenging
learning experiences based on
each student's strengths,
interests, and needs.
Creates whole-class
learning experiences.
Creates developmentally
appropriate and challenging
learning experiences based on
student needs.
Uses data from multiple
measures to create
appropriate and challenging
learning experiences based
on identified individual
learning needs.

b. Collaborates with families,
colleagues, and other
professionals to promote student
growth and development.
Interacts with families and
colleagues related to
student growth and
development.
Collaborates with families and Takes initiative to engage
colleagues to support learner families and colleagues in
growth and development. supporting student's
individual growth and
development.
Standard 2: Learning Differences

The teacher understands individual learner differences and cultural and linguistic diversity.

The Teacher: Emerging/Minimal Effective Highly Effective

a. Understands individual
learner differences and holds
high expectations of students.
Understands that students Ensures inclusive learning Develops and maintains a
differ and holds generally environments that allow each positive and nurturing learning
high expectations for student to reach learning environment that values the
students. goals. contributions of students with all
backgrounds and abilities.

b. Designs, adapts, and delivers
instruction to address students'
diverse learning strengths and
needs.
Identifies diverse learning Designs, adapts, and delivers Uses learner differences as an
strengths and needs. instruction to honor individual asset i n designing effective
differences and learning instruction for all students.
Uses teaching materials strengths and needs.
that represent diverse Scaffolds support for diverse
cultures and learner Evaluates and selects learners in the classroom and
differences. materials and lessons that matches resources and
counteract stereotypes and strategies to individual student
uses culturally responsive needs.
instruction.

c. Allows students different Provides few methods for Allows multiple ways for Encourages students to
ways to demonstrate learning students to demonstrate students to demonstrate demonstrate learning based on
sensitive to multiple experiences learning. learning sensitive to student understanding of individual
and diversity. experiences and diversity. learning characteristics.

d. Creates a learning culture that Recognizes that individual Applies understanding of Bridges school and community
encourages individual learners nd cultures
experiences a student diversity to encourage cultures b
y connecting multiple
to persevere and advance. shape student l earning. each learner to reach full perspectives and encouraging
potential.
 students to learn from each
other.

e. Incorporates tools of language Uses available program Incorporates tools of Incorporates knowledge of
development into planning and materials for English language development into English language development
instruction for English language language instruction. planning and instruction, and English learners strengths
learners, and supports including strategies for and assessed needs into English
development of English development of English language and content instruction.
proficiency. proficiency.
Engages English learners in
Uses strategies, visuals and assessment of their progress in
regular modeling to augment English language development
auditory directions and and in meeting content
information and adapts standards.
instruction accordingly.

Standard 3: Learning Environments

The teacher works with learners to create environments that support individual and collaborative learning, social interactions, active
engagement in learning, and self-motivation.

The Teacher: Emerging/Minimal Effective Highly Effective

a. Develops learning experiences Implements a daily schedule. Establishes and maintains Collaborates with students
that engage and support routines, expectations, and in establishing and reflecting
students as self-directed procedures that support on classroom procedures to
learners who internalize student learning. improve the learning
classroom routines, environment.
expectations, and procedures.

b. Collaborates with students to Promotes a positive and Collaborates with students to Models positive learning
establish a positive learning respectful learning climate. establish a positive learning interactions and guides
climate of openness, respectful climate of openness, students to consistently
interactions, support, and
inquiry.
c. Uses a variety of classroom
management strategies to
effectively maintain a positive
learning environment.
d. Equitably engages students in Organizes the physical
learning by organizing,
allocating, and managing the
resources of time, space, and
attention.
Provides opportunities for
students to work in teams.
Uses a variety of classroom Uses research-based
management strategies.
Maintains a functional and
environment a nd schedule.
respectful interactions, refine interactions through
support, and inquiry. self-reflection.
Organizes student learning Supports students to create
teams for the purpose of and manage learning teams
developing cooperation, to meet learning goals.
collaboration, and student
leadership.
Collects and analyzes
strategies to reinforce positive classroom-based data and
learning interactions. makes modifications to
facilitate a positive learning
Consistently responds to environment.
classroom disruptions in an
appropriate and timely manner Encourages learners'
to maintain a positive learning involvement in maintaining
environment. and monitoring t heir own
contribution to a positive
learning environment.
Coordinates time, materials,
organized physical and space to design various
environment, conducive to learning patterns and
thought and interaction. multiple learning activities.
Manages schedules, pacing, Fosters each student's
and transitions to maximize ability to manage their own
learning time. learning time.
Proactively gains and Selects engagement
maintains student attention strategies that align with
through active participation. individual student learning
patterns and goals.
e. Extends the learning Knows and applies basic Incorporates a variety of Actively and consistently
environment using technology, technology skills. technology tools and media in incorporates technology and
media, and local and global the learning environment. media.
resources.

f. Encourages students to use Links skills learned in school Provides a classroom, Models and expects
speaking, listening, reading, to real-world contexts. supports the acquisition of students to transfer learning
writing, analysis, synthesis, and learning skills, and skills and content knowledge
decision-making skills in various incorporates authentic to real-world and work-place
real-world contexts. real-world experiences. contexts.

Standard 4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline.

The Teacher: Emerging/Minimal Effective Highly Effective

a. Knows the content of the Knows the content of Knows the content of the Pursues opportunities to learn
discipline and conveys accurate assigned teaching area. discipline(s) taught and new developments in the
information and concepts. conveys accurate information. discipline and continually
deepens content knowledge.

b. Demonstrates an awareness
of the Utah Core Standards and
references them in short- and
long-term planning.
References the Utah Core Bases instruction on approved Continually updates
Standards in the preparation content standards and current knowledge in the discipline(s)
of lesson plans. research to create rigorous taught and connects concepts
and relevant learning activities. across disciplines to support
student understanding.

c. Engages students in applying Understands methods and Teaches methods of inquiry, Develops opportunities for
methods of inquiry and standards used in a specific problem-solving, and critical self-directed student inquiry
standards of evidence of the academic discipline. thinking consistent with the and problem-solving across
discipline. multiple disciplines.
 standards of the academic
discipline.

d. Uses multiple representations Teaches key concepts of the Uses multiple representations Regularly adapts various
of concepts that capture key discipline. and explanations to convey methods and materials to
ideas. concepts of the discipline. convey key ideas of the
discipline.

e. Supports students in learning Uses the vocabulary of the Incorporates academic Expects students to use
and using academic language discipline. vocabulary to enhance academic language accurately
accurately and meaningfully. learning. and meaningfully.

Standard 5: Assessment

The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and
instruction, and determine whether the outcomes described in content standards have been met.

The Teacher: Emerging/Minimal Effective Highly Effective

a. Designs or selects
pre-assessments, formative, and
summative assessments in a
variety of formats that match
learning objectives and engages
the learner in demonstrating
knowledge and skills.
Selects assessments to
match learning objectives.
Designs or selects
pre-assessments, formative,
and summative
assessments in a variety of
formats that match learning
objectives.
Selects and integrates varied
assessment types and
involves learners in
demonstrating knowledge and
skills.

b. Engages students in Encourages students to do Engages students in Engages students in regularly

understanding and identifying the quality work. understanding and producing quality work and
elements of quality work and identifying the elements of supports students in
provides them with timely and Provides feedback on student quality work. self-assessment and
work. goal-setting.
descriptive feedback to guide their
progress in producing that work.
c. Adjusts assessment methods
and makes appropriate
accommodations for English
language learners, students with
disabilities, advanced students,
and students who are not meeting
learning goals.
d. Uses data to assess the Evaluates student learning as
effectiveness of instruction and to part of instruction.
make adjustments in planning and
instruction.
e. Documents student progress
and provides descriptive feedback
to students, parents, and other
stakeholders in a variety of ways.
f. Understands and practices
appropriate and ethical
assessment principles and
procedures.
Modifies formative
assessments.
Uses multiple sources of
Shares assessment feedback
with students,
parents/guardians at required
reporting periods.
Knows appropriate
assessment principles and
procedures.
Provides students with Provides students with timely
feedback to guide their and descriptive feedback to
progress in producing quality guide their progress in
work. producing quality work.
Adjusts assessment Modifies assessment
methods to meet various methods and makes
student learning needs. appropriate accommodations
for English language learners,
students with disabilities,
advanced students, and
students who are not meeting
learning goals.
Uses formative and
data to gauge the summative inputs to reflect on
effectiveness of instruction and make ongoing
to make adjustments in modifications in instruction
planning and instruction. that result in increased
learner achievement.
Documents student Selects or designs a variety
progress and provides of effective formats to
feedback to students, document and provide
parents, guardians, and feedback on student
other stakeholders in a progress.
variety of ways.
Understands and practices Supports students in their
appropriate and ethical understanding of ethical
assessment principles and assessment principles and
procedures. procedures and provides an
 ethical learning environment
to support them.

Standard 6: Instructional Planning

The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, Utah
Core Standards, instructional best practices, and the community context.

The Teacher: Emerging/Minimal Effective Highly Effective

a. Plans instruction based on
the Utah Core Standards.
Uses the Utah Core State Systematically plans Develops short and long-terms
Standards/Core Curriculum instruction based on approved instructional plans including a
to inform learning activities. standards. content-based scope and
sequence based on approved
standards.

b. Individually and
collaboratively selects and
creates learning experiences
that are appropriate for
reaching content standards,
relevant to learners, and based
on principles of effective
instruction.
Selects learning activities
based on content standards
Adapts learning experiences
based on content standards
and learner needs.
Creates learning experiences
that are appropriate for
reaching content standards, are
relevant to learners, and based
on principles of effective
instruction.

c. Differentiates instruction for
individuals and groups of
students by choosing
appropriate strategies,
accommodations, resources,
materials, sequencing,
Uses various methods and
materials.
Differentiates instruction by Differentiates instruction for
choosing appropriate strategies both individuals and groups by
to meet individual student choosing appropriate
needs. strategies, accommodations,
resources, sequencing, and
demonstrations of learning.
technical tools, and
demonstrations of learning.

d. Creates opportunities for
students to generate and
evaluate new ideas, seek
inventive solutions to
problems, and create original
work.
Provides opportunities for
creative work.
Provides opportunities for
students to use complex
thinking skills in organizing and
generating original work.
Creates opportunities for
students to generate and
evaluate new ideas, seek
inventive solutions to problems,
and create original work.

e. Integrates cross-disciplinary Provides opportunities for Introduces cross-disciplinary Integrates into instructional
skills into instruction to students to use knowledge concepts to support the plans cross-disciplinary skills
purposefully engage learners in various ways. understanding of content. that purposefully engage
in applying content knowledge. learners in their applications of
content knowledge.

Standard 7: Instructional Strategies

The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their
connections, and build skills to apply and extend knowledge in meaningful ways.

The Teacher: Emerging/Minimal Effective Highly Effective

a. Understands and practices a
range of developmentally,
culturally, and linguistically
appropriate instructional
strategies.
Uses a variety of instructional Appropriately uses a variety of Adapts a variety of
strategies. developmentally, culturally, and pedagogical strategies to
linguistically appropriate meet the assessed needs of
instructional strategies. individual students.

b. Uses appropriate strategies Uses various instructional Adapts instruction and varies Continuously checks for
and resources to adapt formats. his or her role appropriate to student understanding and
instruction and vary his or her particular content and concepts. draws from a wide range of
strategies, resources, and
role to meet the needs of
learners.
c. Analyzes student errors and
misconceptions in order to
redirect, focus, and deepen
learning.
d. Uses a variety of instructional Provides opportunities for
strategies to support and
expand learner's
communication skills.
e. Provides multiple
opportunities for students to
develop higher-order and
meta-cognitive skills.
f. Provides opportunities for
students to understand,
question, and analyze
information from multiple and
diverse sources and
perspectives to answer
Adjusts instruction based on Analyzes student learning and
student responses.
Uses a variety of strategies to
students to articulate
thoughts and ideas.
Provides opportunities for
students to identify and use
complex thinking skills.
Uses various sources to
inform instruction.
roles to meet individual and
group learning needs.
Analyzes student errors and
responds to errors and misconceptions in order to
misconceptions. redirect, focus, and deepen
learning.
Encourages and supports
support and expand learner's students in learning and using
communication skills. multiple forms of
communication to convey
ideas.
Provides multiple opportunities Guides students to think
for students to remember, creatively and critically and to
understand, analyze, evaluate, apply thinking skills to support
and create. answers and solutions, test
ideas, draw conclusions,
Uses questions to engage make complex choices, and
students in meta-cognitive solve problems.
thinking.
Consistently embeds
opportunities for students to
reflect on their learning.
Systematically includes a Provides opportunities for
variety of perspectives and students to understand,
sources to stimulate question, and analyze
questioning, analysis, and information from multiple and
increase understanding. diverse sources and
perspectives in order to
questions and solve real-world answer questions and solve
problems. real-world problems.

g. Supports content and skill Uses technology to support Assesses and uses various Uses technology to foster
development by using multiple instruction. technologies to support content student engagement in higher
media and technology and skill development. level content and skill
resources and knows how to development.
evaluate these resources for
quality, accuracy, and
effectiveness.

h. Uses a variety of questioning Asks questions to assess Uses a variety of questioning Purposely selects
strategies to promote student learning. strategies to promote questioning strategies aligned
engagement and learning. engagement and learning. with learning goals.

Standard 8: Reflection and Continuous Growth

The teacher is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner.

The Teacher: Emerging/Minimal Effective Highly Effective

a. Independently and in
collaboration with colleagues, uses student outcomes.
a variety of data to evaluate the
outcomes of teaching and learning
and to reflect on and adapt
planning and practice.
Adjusts instruction based on
Assesses student progress Uses a multiple data sources
and adapts strategies based to evaluate the outcomes of
on past student performance. teaching and learning, in
order to reflect on, and adapt
Collaborates with colleagues planning and instruction.
to evaluate learning outcomes
and identify and meet Understands the roles of
learning needs. and collaborates with a full
range of colleagues and
support specialists to help
 meet the unique needs of all
students.

b. Actively seeks professional,
community, and technological
learning experiences within and
outside the school, as supports for
reflection and problem-solving.
Participates in new learning
experiences.
Applies professional learning Actively seeks professional
to classroom practice and learning within and outside
evaluates the use of new the school setting to refine
approaches based on student professional practices based
outcomes. on feedback and reflection.

c. Recognizes and reflects on Acknowledges that Identifies own background Identifies and accesses
personal and professional biases everyone has biases based and experiences that have an resources that support the
and accesses resources to deepen on his or her knowledge and impact on teaching and development of a broader
understanding of differences to experience. learning relationships. understanding of differences.
build stronger relationships and
create more relevant learning
experiences.

d. Actively investigates and
considers new ideas that improve
teaching and learning and draws
on current education policy and
research as sources of reflection.
Participates in professional
development opportunities
and considers new ideas to
improve teaching.
Actively investigates and Seeks new ideas and
considers new ideas drawing participates in dialogue
upon current research and regarding new research,
policy as sources of regulations, and
reflection. requirements and the
subsequent implications for
classroom teaching and
learning

f. Develops a professional learning Participates in learning Consults with supervisor to Develops a professional
plan based on individual needs and experiences a
s they arise. develop a standards-based learning plan based on
the needs of learners, schools, and professional learning plan. standards, individual needs,
educational communities. the needs of learners, and
the needs of the school.

Standard 9: Leadership and Collaboration

The teacher is a leader who engages collaboratively with learners, families, colleagues, and community members to build a shard vision
and supportive professional culture focused on student growth and success.

The Teacher: Emerging/Minimal Effective Highly Effective

a. Prepares for and participates
actively as a team member in
decision-making processes and
building a shared culture that
affects the school and larger
educational community.
Knows school-wide policies
and practices and displays
awareness of the school
improvement plan.
Establishes positive Takes initiative to participate in
working relationships and developing and implementing
participates in the school's policies and practices that
decision-making processes improve instruction.
as required.
Collaborates with colleagues
Participates in developing on school improvement issues.
and/or implementing the
school improvement plan.

b. Participates actively as part of Participates in the Actively participates with Assumes a leadership role
the learning community, sharing professional l earning colleagues to support the within his or her area of
responsibility for community as r equired. goals of the learning assignment that includes a
decision-making and community. shared responsibility for
accountability for each student's student work, examinations of
learning, and giving and problems of practice, and the
receiving feedback. identification of improvement
strategies.

c. Advocates for the learners, the Contributes to student Advocates for all students Actively communicates the
school, the community, and the success. to be prepared for high vision of college and career
profession. school graduation and readiness to students.
future school and/or work
success. Actively participates,
promotes, and provides
Seeks opportunities to support for initiatives in the
positively impact teaching school and community to
quality, school impact student success.
 improvement, and student
achievement.

d. Works with other school Develops positive Works with colleagues to Implements, reflects on, and
professionals to plan and jointly relationships with colleagues. plan and jointly facilitate improves joint plans to
facilitate learning to meet learning to meet diverse re-teach, enrich, and reinforce
diverse needs of learners. needs. learning.

e. Engages in professional Recognizes colleagues as Engages in professional Participates in professional

learning to enhance knowledge
and skill, to contribute to the
knowledge and skill of others
and to work collaboratively to
advance professional practice.
resources to enhance learning with colleagues to dialogue, peer observation and
knowledge and skill. enhance professional feedback, peer coaching, and
practice. other collegial learning
activities.

Standard 10: Professional and Ethical Behavior

The teacher demonstrates the highest standard of legal, moral, and ethical conduct as specified in Utah State Board Rule R277-515.

The Teacher: Emerging/Minimal Effective Highly Effective

a. Is responsible for
compliance with federal
and state laws, State
Board of Education
administrative rules, state
assessment policies, local
board policies, and
supervisory directives.
Advocates for and models
compliance with law and rules
governing ethical conduct of
educators.
Knows which laws, rules,
policies, and directives guide
legal, moral, and ethical conduct
of educators and where to
access them.
Adheres to and upholds laws,
rules, policies, and directives,
and holds others accountable to
do the same.

b. Is responsible for Avoids actions which may adversely affect ability to perform assigned duties and carry out the
compliance with all responsibilities of the profession, including role-model responsibilities.
requirements State Board
of Education Rule Takes responsibility to understand professional requirements, to maintain a current Utah Educator
R277-530 at all levels of License, and to complete license upgrades, renewals and additional requirements in a timely way.
teacher development.

Maintains accurate instructional and non-instructional records.

Maintains integrity and confidentiality in matters concerning student records and collegial
consultation.

Develops appropriate student-teacher relationships as defined in rule, law, and policy.

Maintains professional demeanor and appearance as defined by the local education agency. (LEA).