teacher performance rubric - dallas independent school …€¦ · · 2014-05-05teacher...

Revised: 4/29/2014 1

Teacher Performance Rubric Overview of Domains and Indicators

Domain 1:

Planning & Preparation

Domain 2:

Instructional Practice

Domain 3:

Classroom Culture

Domain 4:

Professionalism & Collaboration

1.1 Demonstrates knowledge of

content, concepts, and skills

1.2 Demonstrates knowledge of

students

1.3 Plans or selects aligned formative

and summative assessments

1.4 Integrates monitoring of student

data into instruction

1.5 Develops standards-based unit and

lesson plans

2.1 Establishes clear, aligned

standards-based lesson objective(s)

2.2 Measures student mastery through

a demonstration of learning (DOL)

2.3 Clearly presents instructional

content

2.4 Checks for academic

understanding

2.5 Engages students at all learning

levels in rigorous work

2.6 Activates higher-order thinking

skills

3.1 Maximizes instructional time

3.2 Maintains high student motivation

3.3 Maintains a welcoming

environment that promotes learning

and positive interactions

4.1 Models good attendance for

students

4.2 Follows policies and procedures,

and maintains accurate student records

4.3 Engages in professional

development

4.4 Engages in professional

community

4.5 Establishes relationships with

families and community

Performance Rubric

Revised: 4/29/2014 2

Domain 1: Planning and Preparation

1 If the teacher presents information with any mistake that would leave students with a significant misunderstanding at the end of the lesson, the teacher should be scored unsatisfactory for this indicator. 2 Teacher proactively builds on prerequisite knowledge, concepts, and skills and/or uncovers and addresses causes of student misunderstanding/misconceptions before proceeding. To uncover prerequisite

knowledge, the teacher may begin the lesson with a brief review of content or use specific strategies to review information, including summarizing a problem that must be solved using prerequisite

knowledge, questions requiring a review of previous content, a demonstration, or a brief practice test or exercise.

INDICATOR UNSATISFACTORY (0 points)

PROGRESSING (1 point)

PROFICIENT (2 points)

EXEMPLARY (3 points)

Indicator 1.1:

Demonstrates

knowledge of

content,

concepts, and

skills

Demonstrates limited knowledge

of content. Displays little to no

understanding of prerequisite

knowledge, key concepts, and

skills. Sometimes conveys

inaccurate information or fails to

correct errors made by students1.

Limited use of content-specific

language and tools to convey

information, usually at a low-

level of rigor.

Demonstrates familiarity with the

content. Is aware of prerequisite

knowledge, key concepts, and

skills, and can accurately convey

information to students.

Most of the time, uses content-

specific language and tools to

convey critical information, but

sometimes at a low level of rigor.

Demonstrates solid content expertise by

accurately identifying and explaining

prerequisite knowledge, key concepts,

skills, and intra-disciplinary content

relationships to students.

Consistently uses content-specific

language and tools to convey critical

information at an appropriate level of

rigor.

Demonstrates extensive content

expertise by effectively and

accurately identifying and explaining

prerequisite knowledge, key concepts,

skills2, and intra- and inter-

disciplinary content relationships to

students.

Consistently and effectively uses

content-specific language and tools to

convey critical information at a high

level of rigor.

Indicator 1.2:

Demonstrates

knowledge of

students

Unit objectives and lesson plans

do not appropriately show

respect and understanding for

individual student’s skills,

language, backgrounds, cultures,

interests, learning styles, and

special needs.

Obtains this knowledge through

passive means and/or only at the

beginning of the year.


indicate the importance of

respecting student’s skills,

language, backgrounds, cultures,


special needs, and attains this

knowledge for the class as a

whole.

Obtains this knowledge through

passive means, on an as needed

basis.

Unit objectives and lesson plans show

respect for and seeks knowledge of

student’s skills, language proficiency,

backgrounds, cultures, interests, learning

styles, and special needs, and attains this

knowledge for groups of students.

Seeks and obtains this knowledge from a

variety of sources, including parents,

students, and colleagues, on an as

needed basis.


seamlessly reflect knowledge of each

individual student’s skills, language

proficiency, backgrounds, cultures,

interests, learning styles, and special

needs.

Actively seeks and obtains this

knowledge from a variety of sources,

including parents, students, and

colleagues.

Domain 1: Planning and Preparation Performance Rubric

Revised: 4/29/2014 3

3 Rigor is defined by level of cognition required by learning goal(s). This can be quantified using Bloom’s Taxonomy. 4 Assessment methods include, among others, selected response, short answer, extended response, performance assessment, and personal communication. 5 Assessments include common assessments created by teacher teams as well as other assessments used by individual teachers in their classrooms.





Indicator 1.3:

Plans or selects

aligned

formative and

summative

assessments

Some assessments are planned

or selected prior to designing

instructional activities.

Minimal evidence of alignment

of rigor between assessments

and corresponding standard(s),

and/or the assessment method is

often at a low level of rigor3.

Little to no evidence that

summative assessments are

aligned to unit goals. They are

sometimes not developed before

formative assessments.

Little to no evidence that

formative assessments are

aligned to lesson objectives. It is

generally unclear how they

align to summative assessments.

Often relies on the same

assessment type to measure

student learning.

Most assessments are planned or

selected prior to designing

instructional activities.

Most assessments and

corresponding standard(s) are

aligned in rigor, and/or the

assessment method is sometimes at

a low level of rigor.

Summative assessments are

somewhat aligned to unit goals

and developed prior to formative

assessments.

Formative assessments are

somewhat aligned to lesson

objectives and to summative

assessments.

Develops more than 1 type of

assessment to measure student

learning.

Nearly all assessments are planned or

selected prior to designing instructional

activities. Nearly all assessments and

corresponding standard(s) are tightly

aligned in rigor, and the assessment

method4 is at an appropriate level of

rigor.

Almost always, summative assessments

are generally aligned to unit goals and

developed prior to formative

assessments.

Almost always, formative assessments

are generally aligned to lesson

objectives and scaffold toward

summative assessments.

Develops multiple types of assessments

to measure student learning.

All assessments5 are planned or selected

prior to designing instructional activities.

All assessments and the corresponding

standard(s) are tightly aligned in rigor,

and the assessment method demonstrates

a high level of rigor.

Without exception, summative

assessments are tightly aligned to unit

goals and designed prior to formative

assessments.

Without exception, formative

assessments are tightly aligned to lesson

objectives and clearly scaffold toward

summative assessments.

Develops multiple types of assessments

to measure student learning. Students

actively participate in the development

of assessments when appropriate.


Revised: 4/29/2014 4

6 “Data” is about information, which can be gleaned from many sources. Teachers and teacher teams utilize all types of assessments – such as common quizzes/tests, essays, lab reports, and student

projects – that can inform changes in practice. Examples of activities include: (1) teacher analyzes timely and relevant student performance data and concretely identifies and tracks continuing student

misconceptions or gaps in knowledge and skills relevant to identified learning goals, (2) teacher uses analysis of student data to identify student habits and actions that contribute to student performance

(e.g. lack of engagement during lesson, performs with scaffolding but not independently, misconduct, incomplete homework), (3) teacher reflects on practice to identify teacher actions that contributed to

student performance (e.g. class work not at same level of rigor as assessment, limited opportunities for structured academic talk, ineffective procedures for group work, and classroom management), and (4)

teacher collaborates with colleagues in teacher teams in order to increase student achievement and teacher effectiveness in doing the above. These activities can occur in a variety of team formats/names,

including teacher teams, data teams, PLCs, and lesson study. 7 For example, gradebooks, spreadsheets, charts





Indicator 1.4:

Integrates

monitoring of

student data into

instruction

Limited ability to both identify

student deficiencies and act on

data6 through re-teaching and

adjusting lesson design and

learning goals.

Once or twice a year, records

student progress gathered from

Indicator 2 and 3. Analyses of

student progress are limited and

not useful.

As required, participates in

team analysis and reflection on

data, but may not contribute.

Can describe and provide

evidence for half of the students

relative to interim and annual

goals. Less than half of the

students know their progress

toward mastery.

Sometimes able to identify

student deficiencies and but

struggles to act on data through re-

teaching and adjusting lesson

design and learning goals.

At least quarterly, records student

progress gathered from Indicator 2

and 3. Analyses of student

progress are somewhat useful.

Passively analyzes and reflects on

quantitative and qualitative data as

a member of a team.

Can describe and provide evidence

for most of the students relative to

interim and annual goals.

Half of the students know their

progress toward mastery.

Consistently able to identify student

deficiencies and act on data through re-

teaching and adjusting lesson design

and learning goals until students reach

proficiency.

At least monthly, records student

progress gathered from Indicator 2 and

3, using a system7 that allows for

useful analyses of student progress

towards proficiency.

Actively analyzes and reflects on

quantitative and qualitative data as a

member of a team and independently.

Can describe and provide evidence for

where most students are relative to

interim and annual goals.

Most students know their progress

toward mastery.

Consistently and effectively identifies

student deficiencies and acts on data

through re-teaching and adjusting lesson

design and learning goals until students

reach mastery and beyond.

Frequently and routinely, records

student progress gathered from Indicator

2 and 3, using a system that allows for

meaningful and useful analyses of

student progress towards mastery.

Leads and models for others how to

effectively analyze and reflect on

quantitative and qualitative data as part of

a team and independently.

Can describe and provide evidence for

where all or nearly all students are

relative to interim and annual goals. All

or nearly all students know their progress

toward mastery.


Revised: 4/29/2014 5

8 Refer to the Bookends model for unit planning. 9 Alignment is achieved by matching level of cognition required by end of unit goals/standards to an assessment type that can effectively assess this level. 10 Standards to be mastered by end of unit. 11 Rigor is defined by level of cognition required by learning goal(s). This can be quantified using Bloom’s Taxonomy.





Indicator 1.5:

Develops

standards-based

unit and lesson

plans

Unit objectives are rarely (less than

half of the time), if at all, grounded

in end of year expectations, and

summative assessments do not

match level of rigor required by end

of year expectations.

Lesson plans rarely (less than half

of the time), if at all, include daily

objectives and/or do not provide

students multiple opportunities to

engage in appropriate level of rigor

required by objectives.

Unit objectives demonstrate all the

indicators under “Proficient” half of

the time.

Lesson plans demonstrate all the

indicators under “Proficient’ half of

the time.

Unit objectives 8 most of the time:

Align to end of year expectations and

interim goals that will be mastered in

each unit

Align9 summative assessments to end

of unit expectations10

Allocate appropriate amount of

instructional time based on

knowledge of student performance

levels and goals

Align to prior and next grade level

and/or same subject area taught by

different teacher to ensure appropriate

progression of rigor and concepts

across grades and subjects

Lesson plans usually:

Identify lesson objectives that are

measureable and scaffold toward

formative assessments

Include instructional strategies that

give students multiple opportunities

to engage in appropriate level of

rigor11 required by objectives and

formative assessments

Align learning experiences with

instructional outcomes and

differentiate to ensure

appropriateness for all learners


demonstrate all the indicators

under “Proficient” all or nearly all

the time.

Performance Rubric

Revised: 4/29/2014 6

Domain 2: Instructional Practice

12 This may be indicated by students retelling the objective nearly verbatim or by copying. 13 Objectives at the progressing level often appear as a description of the activities for the lesson (e.g. students will complete a graphic organizer) rather than a description of the learning that is expected as a

result of the activities (e.g. students will be able to articulate the differences and similarities between__________ and ___________using a graphic organizer). 14 Objectives at the proficient level describe what students will be able to know and do on their path towards standards mastery. Objectives are not a description of the lesson activities. 15 Examples of this might include using a referencing a scale or rubric, sharing exemplars of high quality work when engaging students in the lesson, modeling effective strategies/thinking required to

master the objective, asking students to state what they think mastery would look like and clarifying expectations through Q & A, and teaching students to use peer review or backward checking. 16 The teacher actively and effectively engages students in the process of connecting the lesson to their prior knowledge. For example, the teacher might ask students to connect concepts to their own

experiences or to what they have learned in other courses. 17 In all classes, objectives should be written in a student-friendly manner, using developmentally appropriate language. In early childhood classes, posting a written objective is not necessary. In some

lessons (for example, center time in an early childhood or elementary class), different groups of students might be working toward a variety of different objectives. In these cases, it is not always necessary

to have distinct objectives posted for each center or different activity. However, observers should assess whether each center or activity is designed intentionally to move students toward mastery of an

objective. Similarly, in lessons like these, different groups of students might be working on a variety of activities that do not clearly build on each other or on what happened previously in the lesson. In

these cases, observers should assess the extent to which these activities are themselves well-organized. 18 For example, this might be shown through an effective teacher explanation of how the lesson connects to the unit’s essential questions or structure, or reflected in students demonstrating through their

comments that they understand how the lesson fits into the broader goals of the unit.


PROGRESSING (3 points)



Indicator 2.1:

Establishes

clear, aligned

standards based

lesson

objective(s)

Little to no evidence of an

aligned, standards based lesson

objective.

Less than half of the students

can articulate:

What they are

learning12

Why it is important, or

What mastery looks like

Posts lesson objectives, but some are

not aligned to district curriculum

maps & assessments or may not be

outcomes-based13

Focuses students at the beginning

and throughout the lesson, so most

of the students can articulate:

What they are learning

But, the teacher does not effectively

convey the objective so half of the

students cannot articulate:

Why it is important or


Consistently and effectively

establishes clear outcomes-based14

lesson objectives, aligned to

district curriculum maps &

assessments.

Focuses students at the beginning

and throughout the lesson, by

clearly stating and explaining to

students:

What they are learning

Why it is important

What mastery looks15 like

How to connect it to prior

knowledge and their own

lives16

Most students can demonstrate

through their actions or comments

that they understand each of the

above.

Without exception, effectively

establishes clear and outcomes-based

objectives17 aligned to district

curriculum maps & assessments.

Focuses students at the beginning and

throughout the lesson so that all or

nearly all students can clearly explain:

What they are learning beyond

simply repeating back the

stated or posted objective

Why it is important beyond

simply repeating the teacher’s

explanation


How to connect it to prior

knowledge and their own lives

How the objective fits into the

broader unit and course

goals18

Domain 2: Instructional Practice Performance Rubric

Revised: 4/29/2014 7

19 Examples might include describing how lesson objectives connect to overall unit (e.g. how the daily objectives will help students accomplish overall unit goals) at the beginning of the lesson, asking

students to describe the relevant objective(s) they are working on during the lesson and how their task/strategy will help them accomplish the objectives, asking students to evaluate whether or not they met

each objective at the end of the lesson, asking students what questions they still have related to each objective during or at the end of the lesson. 20 Instructional decisions may include using student performance data on the DOL as a bell-ringer, referencing DOL to re-teach or address instructional misinformation, using DOL to form interventions or

instructional groups, or further advance learning or increase the pace of learning if students shown mastery.





Indicator 2.2:

Measures

student mastery

through a

demonstration of

learning (DOL)

Little to no evidence of a

DOL19.

OR

If a DOL is evident, it is not

aligned with the posted objective

or DOL does not rigorously

measure mastery.

DOL can be completed

independently by few students.

Less than half of the students

demonstrate mastery.

Teacher does not use the data to

guide instructional decisions20.

Sometimes develops a DOL to

measure student mastery of the

posted objective.

Does not quickly assess student

growth or evidence of mastery (over

10 minutes).


independently by half of the

students.

Half of the students demonstrate

proficiency on the DOL.

Teacher sometimes uses the data to

guide instructional decisions.

Consistently and effectively develops a clear, understandable,

and rigorous DOL to measure

student mastery or growth in

knowledge and skill relative to

standards of the posted objective.

DOL can quickly identify mastery

in 5-10 minutes.


independently by most students.

Most students demonstrate a high

level of mastery on the DOL.

Teacher consistently uses data to

guide instructional decisions.

Without exception, effectively develops a clear, understandable, and

rigorous DOL to measure student

mastery or growth in knowledge and

skill relative to standards of the posted

objective.

DOL can quickly identify mastery in 5-

10 minutes.

DOL can be completed independently

by all or nearly all students.

All or nearly all students demonstrate

a high level of mastery.

Teacher consistently and effectively

uses data to guide instructional

decisions.


Revised: 4/29/2014 8

21 Examples might include students do worksheets or read textbooks. 22 If the teacher presents information with any mistake that would leave students with a significant misunderstanding at the end of the lesson, the teacher should be scored unsatisfactory for this indicator. 23 Students ask relatively few clarifying questions because they understand the explanations. However, they may ask a number of extension questions because they are engaged in the content and eager to

learn more about it. 24 Teacher engages students in activities that help them link what they already know to the new content about to be addressed and facilitates these linkages. Examples might include using a preview question

before reading, asking or reminding students what they already know about the topic, provide an advanced organizer (e.g. outline or graphic organizer), having students brainstorm, using motivational

hook/launching activity (e.g. anecdote, short selection from video), using word splash activity to connect vocabulary to upcoming content. 25 Strategies to emphasize key concepts may include using verbal or nonverbal techniques such as changing the tone of voice, body position, level of excitement, pacing, saying “this is important” or “write

this down”, and effectively using PowerPoint and other technology. 26 When appropriate, the teacher explains concepts in a way that actively involves students in the learning process, such as by facilitating opportunities for students to explain concepts to each other.

Students ask higher-order questions and make connections independently, demonstrating that they understand the content at a higher level.





Indicator 2.3:

Clearly presents

instructional

content

Presents content and purpose:

In a confusing way,

using unclear or

incoherent language

With little to no

evidence of instruction

in support of the posted

objective(s)21

Uses limited verbal and nonverbal

techniques to convey concepts

with some irrelevant or

inaccurate22 information and with

non-academic language.

Fewer than half of the students

demonstrate that they understand

the content, and/or most

understand it at a low level of

rigor.

Instructions and procedures for

participating in activities are clear

to less than half of the students.

Presents content and purpose

generally in a coherent fashion, but:

Some parts are unclear or

developmentally

inappropriate

May not effectively

support the learning of the

posted objective(s)

Uses limited verbal and nonverbal

techniques to convey concepts with

some irrelevant information or with

some non-academic language.

Most of the students may

demonstrate that they understand

the content, but at a low level of

rigor.



to half of the students.

Consistently presents the content

and purpose:

Correctly in a logical,

coherent fashion

To support the learning

of the posted objective(s)

Uses multiple strategies and

academic language to emphasize

key concepts with little to no

irrelevant information.

Most students demonstrate that

they understand the content at an

appropriate level of rigor23.



to most students.

Consistently and effectively presents

the content and purpose:

Correctly in a logical,

coherent fashion

To support the learning of the

posted objective(s)

Building on content

previously mastered24

Uses multiple, effective strategies25

and academic language to emphasize

key concepts with no irrelevant

information.

All or nearly all students demonstrate

that they understand the content, and

most understand it at a high level of

rigor26.


participating in activities are clear to all

or nearly all students.


Revised: 4/29/2014 9

27 For example, teacher might neglect some students or ask very general questions that do not effectively assess student academic understanding. 28 In order to be credited as an effective check for understanding, the technique must be appropriate to the objective and yield information that can inform instruction and thus succeed in getting an accurate

reading of the class’s understanding. 29 Examples include, but are not limited to: scaffolding, adjusting time allotments, using new examples of information, explaining concepts in a different way, regrouping students, using “think-alouds”,

providing models or manipulatives, connecting to prior knowledge, and providing auditory or visual clues. 30 Examples include, but are not limited to: asking clarifying questions, asking students to rephrase material, having students respond on white boards, using “exit slips”, using “think-pair-share”, having

students vote on answer choices, response cards, response chaining, thumbs-up-thumbs-down, do-now’s, scanning progress of students working independently, drawing upon peer

conversations/explanations, conferencing with individual students, using role-playing, using constructed responses, observing student work in a structured manner. For some lessons, checking for

understanding 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

students, it may not be necessary for 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. 31 A teacher does not necessarily have to check with every student in order to gauge the understanding of the class. As long as the teacher calls both on students who raise their hands and on those who do

not, a series of questions posed to the entire class can enable a teacher to get a reading of the class. Or, if the teacher checks the understanding of a number of students, finds that most of them did not

understand some part of the lesson, and immediately re-teaches that part to the entire class, this should count as effectively getting a reading of the class because the teacher gained enough information to be

able to adjust subsequent instruction.





Indicator 2.4:

Checks for

academic

understanding

Little to no evidence of checks for

academic understanding, missing

nearly all key moments, and/or

only checks for understanding of

directions.

Does not get an accurate reading of

the class’s understanding from most

checks27.

Adjustments that are made do not

meet student needs, and misses

many opportunities to make

adjustments.

Sometimes checks for academic

understanding, but misses several

key moments and/or mostly checks

for understanding of directions.

Gets an accurate reading of the

class’s understanding from most

checks.

Makes some necessary adjustments

using information gathered from

checks, but misses some

opportunities for needed

adjustments to reach other students.

Consistently checks for academic

understanding at almost all key

moments to determine pace of the

lesson and whether or not key steps

or concepts need to be discussed

further before moving on.


class’s understanding from almost

every check.

Effectively28 makes adjustments29

using information gathered from

checks, but may miss a few

opportunities for needed

adjustments to reach other students.

Checks for academic understanding

are seamlessly embedded in the

lesson30 to determine pace and

whether or not key steps or concepts

need to be discussed further before

moving on.


class’s understanding from every

check31.

Consistently and effectively makes

adjustments using information

gathered from checks to meet

student needs, without taking away

from the flow of the lesson or

losing engagement.


Revised: 4/29/2014 10

32 For example, a teacher should not receive credit for providing a way of engaging with content if the teacher shows a visual illustration but most students are not paying attention, or if the teacher asks

students to model parallel and perpendicular lines with their arms but most students do not participate. 33 This does not mean that 25 different lesson plans should be developed for 25 different learners in a class. Rather, individual student data is used to inform decisions such as, but not limited to, grouping

decisions, choices of texts provided for students, and options for solving problems. The difference between Exemplary and Proficient for this indicator is that individualized data is being used in Exemplary

whereas more general, aggregated data is being used in Proficient. 34 An exemplary teacher may give students multiple ways of engaging with content even when all of the ways target the same modality or intelligence. For example, a teacher may show a short video clip,

and then use a graphic organizer. Though both of these target the visual learning modality, they provide students with different ways of engaging with the same content. An exemplary teacher provides

students with multiple ways of engaging with content that include, but are not limited to, targeting different learning modalities (auditory, visual, kinesthetic/tactile) or multiple intelligences (spatial,

linguistic, logical-mathematical, kinesthetic, musical, interpersonal, intrapersonal, naturalistic).





Indicator 2.5:

Engages

students at all

learning levels

in rigorous work

Little to no evidence of

differentiation, providing less than

half of the students with access to

the content at an appropriate level of

rigor.

Little to no evidence of using

response strategies and instructional

strategies:

Less than half of the

students are engaged with

the content, but may not

support the lesson

objective(s)

Seldom promotes student

mastery of the objective(s)

Adapts the content and process of

instruction based on assumptions

rather than data so half of the

students are able to access with the

content at an appropriate level of

rigor.

Uses a limited repertoire of

response strategies and instructional

strategies that:

Engage only half of the

students32 in the content,

but may not be tightly

linked to the lesson

objective(s)

Sometimes promotes

student mastery of the

objective(s)

Consistently adapts the content and

process of instruction based on

general performance levels,


diverse cultures so that most

students are able to access the

content at an appropriate level of

rigor.

Consistently uses more than one

response strategy and instructional

strategy that:

Engages most students in

the content to support the

lesson objective(s)

Promotes student mastery

of the objective(s)

Consistently and effectively adapts

the content and process of

instruction based on specific33

performance levels, interests,

learning styles, and diverse cultures

to ensure that most students are able

to access the content at a high level

of rigor. Purposefully and effectively uses

multiple response strategies and

instructional strategies34 that:

Engages all or nearly all

students in the content to

support the lesson

objective(s),

Promotes student mastery

of the objective(s), and

Promotes positive and

active involvement in the

work.


Revised: 4/29/2014 11

35 Examples of inappropriate use of questions includes, but is not limited to: questions asked randomly, sporadically, or as an afterthought, asking “gotcha” type questions, or read my mind questions that

are more for management than developing knowledge, or singling students out based on lack of participation. 36 Low-level questions include knowledge, recall, and comprehension level questions. 37 Appropriate questions are aligned to level of rigor required by lesson objective and/or scaffold to and beyond lesson objectives. 38 Note that the same students are not always called upon to answer questions. 39 Questioning to promote higher-level understanding should be present in every lesson. The frequency with which a teacher should use questions to develop higher-level understanding will vary depending

on the topic and type of lesson. Higher quality questions often require students to apply a new skill or content in a new context. Examples of types of questions that can develop higher-order thinking skills:

Activating higher levels of inquiry on Bloom’s taxonomy (using words such as “analyze,” “classify,” “compare,” “decide,” “evaluate,”, “explain,” or “represent”)

Asking students to explain their reasoning,

Asking students to explain why they are learning something or to summarize the main idea

Asking students to apply a new skill or concept in a different context

Asking students higher-level questions in response to students’ correct answers

Posing a question that increases the rigor of the lesson content

Prompting students to make connections to previous material or prior knowledge

Setting up a more challenging task (even if this is not necessarily phrased as questions) 40 Examples of appropriate responses include, but are not limited to, students using complete sentences to fully answer questions at the level of rigor in which they are asked, students asking for clarification

of the questions posed to them and then answering the question, students stating that they do not know the answer and thinking out loud about what they may need to do to discover the answer.





Indicator 2.6:

Activates

higher-order

thinking skills

Uses primarily low-level

questions, which are not used

appropriately35 and/or do not

push students beyond initial

thinking36 or help them to

understand the content at all.

More than half of the students

are not asking themselves and

others appropriate high order

thinking questions. Questions

primarily focus on recall or

comprehension.

Does not provide helpful or

positive suggestions to

encourage students to use

appropriate high order thinking

responses.

Appropriately uses a variety of

questions that help push student

understanding of the content, but not

beyond initial thinking.

Half of the students are asking

themselves and others high order

thinking questions that explain,

analyze, classify, compare, evaluate,

or represent, while others ask

questions on recall or

comprehension.

Sometimes provides helpful or

positive suggestions to encourage

students to use high order thinking

responses, but misses many

opportunities.

Appropriately37, consistently,

and equitably38 uses a variety of

high order thinking questions that

push students beyond initial

thinking39.

Most students are asking

themselves and others high order

thinking questions that explain,

analyze, classify, compare,

evaluate, represent or synthesize

the content.

Generally provides helpful and

positive suggestions that

encourage students to use high

order thinking responses40.

Appropriately, consistently, and

equitably uses a variety of high order

questions that push students well

beyond initial thinking, and

consistently provides multiple

opportunities to extend learning.

All or nearly all students are asking

themselves and others appropriate high

order thinking questions that explain,

analyze, classify, compare, evaluate,

represent, synthesize the content,

and evaluate diverse perspectives.

Frequently provides helpful and

positive suggestions to encourage high

order thinking responses.

Performance Rubric

Revised: 4/29/2014 12

Domain 3: Classroom Culture

41 Routines may include, but are not limited to: managing student groups, handling of supplies, and performance of non-instructional duties. 42 Unsatisfactory implementation of rules and procedures may include frequently kicking students out of a classroom or making discipline referrals without following the discipline management plan. 43 Teacher evidence of implementing rules and procedures may include but are not limited to: physically occupying all quadrants of a room, scanning entire room making eye contact, and proactively

addressing sources of disruption of inflammatory situations. Teacher provides verbal and non-verbal signals when student behavior is not appropriate (e.g. eye contact, proximity, tap on the desk, shaking

head no) that do not disrupt the flow of the lesson. Students cease inappropriate behavior when signaled, accept consequences, and describe the teacher as fair and appreciative of their good behavior.

Teacher acknowledges adherence to the routines, rules, and procedures though verbal (e.g. thanks students, praises student behavior) and non-verbal signals (e.g. smile, nod of head, high five) or tangible

recognition. Teacher follows the discipline management plan before making a discipline referral. 44 Overall, little to no instructional time is lost due to non-instructional duties including taking attendance, handing in papers, etc. 45 In exemplary classrooms, students learn skills to work purposefully and cooperatively in groups, with little teacher supervision, and execute seamless transitions between activities (e.g. large group, small

group, independent work). Exemplary teachers have all necessary materials and have taught students routines to distribute, collect, and clean up materials with minimum disruption to the flow of instruction.

46 Students monitoring their own and peers’ behavior means that students show evidence of holding themselves and their peers accountable for the teacher’s behavioral expectations. Examples may include,

but are not limited to: students keeping their own behavior logs (individually or as a class), and students quietly and discretely correcting classmates’ behavior.





Indicator 3.1:

Maximizes

instructional

time

Much loss of instructional time due

to inappropriate or off-task student

behavior leading to lack of clarity

and disruption of learning.

Non-existent or inefficient

routines41, rules and

procedures42 leading the teacher

to direct every activity

Disorderly and long transitions,

fully directed by the teacher

Students sit idly waiting for

directions for significant periods of

time. Students are frequently

disengaged or left with nothing

meaningful to do.

Focuses on correcting off-task

behavior, but response to

misbehavior has minimal results.

Considerable time on task is lost for

groups and/or the whole class.

Some loss of instructional time due


behavior.

Some rules, routines and

procedures are in place but are

leniently enforced and require

significant teacher prompting

and direction

Less than orderly transitions,

primarily directed by the teacher

Students are idle for short periods

of time while waiting for the

teacher. Students who finish

assigned work early are sometimes

left with nothing meaningful to do.

Praises positive behavior and, if

necessary, corrects off-task

behavior, but sometimes does not

respond appropriately, resulting

in some loss of individual, group,

and/or whole class time on task.

Little loss of instructional time due


behavior.

Routines, rules and

procedures43are consistently

implemented and run smoothly

with some prompting from the

teacher

Transitions that run smoothly

with some teacher direction

Students are rarely idle while

waiting for the teacher.44 Students

who finish assigned work early

usually have something meaningful

to do.



behavior in a manner that is timely,

specific, and sensitive to

individual student needs.

No loss of instructional time45 due


behavior.

Efficient routines, rules, and

procedures that run smoothly

with minimal prompting from

the teacher

Orderly, efficient, and

seamless transitions between

activities with little teacher

direction to get the most out of

every minute

Students share responsibility for the management of

classroom and routines

Students are never idle waiting for

the teacher. Students who finish

assigned work early always have

something else meaningful to do.



behavior in a manner that is always

timely, specific, and sensitive to

individual student needs. Students

take an active role in monitoring

their own and peers’ behavior.46

Domain 3: Classroom Culture Performance Rubric

Revised: 4/29/2014 13

47 Engagement strategies may include but are not limited to: scanning the room making note of when students are not engaged and taking overt action, using academic games and friendly competition, using

response rate techniques (e.g. wait time, response cards, hand signals, responding as a group), using physical movement (e.g. physically move to respond, model content to increase energy), maintaining a

lively pace, modeling enthusiasm for the content (e.g. physical gestures, voice time, dramatization), using friendly controversy, providing opportunities for students to talk about themselves, and presenting

unusual or intriguing information. 48 Students may demonstrate disinterest or lack of investment in their work. For example, students might be unfocused, frequently off-task, refuse to attempt assignments, unwilling to take on challenges

and risk failure, reluctant to answer questions, hesitant to ask the teacher for help even when they need it, or discourage or interfere with the work of their peers. Students may frequently be disrespectful to

the teacher or their peers; for example, they might interrupt or be clearly inattentive when the teacher or their peers are speaking. There may be little or no evidence of a positive rapport between the teacher

and the students, or there may be evidence that the teacher has a negative rapport with students. 49 Students are generally engaged in their work but are not highly invested in it. For example, students might spend significant time off-task or require frequent reminders, students might give up easily,

sometimes hesitant to ask the teacher for help when they need it, or the teacher might communicate messages about the importance of the work, but there is little evidence that students have internalized

them. Some students are willing to take academic risks, but others may not be. The teacher may rarely reinforce positive behavior and good academic work, may do so for some students but not for others,

or may not do so in a meaningful way. The teacher may have a positive rapport with some students but not others, or may demonstrate little rapport with students. 50 In an elementary classroom, centers and reading corners may structure class activities, while for older students, the position of chairs and desk can facilitate or inhibit rich discussion. Classrooms should

be safe (no dangling wires or dangerous traffic patterns), and all students must be able to see and hear the teacher and each other so they can actively participate. Student comments and actions demonstrate

that students are excited about their work and understand why it is important. Students are invested in the success of their peers. For example, they can be seen collaborating with and helping each other

without prompting from the teacher, giving unsolicited praise or encouragement to their peers for good work, when appropriate, or showing interest in other students’ answers or work. There is evidence

that the teacher has strong, individualized relationships with students in the class. For example, the teacher might demonstrate personal knowledge of students’ lives, interests, and preferences. 51 Students take initiative to adjust the physical environment to promote learning (e.g. lowering blinds to block out glare, shifting furniture to better suit group work or discussion). Teachers and students

make extensive and creative use of available technology.





Indicator 3.2:

Maintains high

student

motivation

Uses little to no engagement

strategies resulting in less than half

of the students engaged in the

lesson

Half of the students are on-task

with frequent prompting and/or

have an understanding of the

relevance of their tasks.

Keeps half of the students engaged

by using a limited range of

engagement strategies, and misses

several opportunities to use a

strategy.

More than half of the students are

on-task with some prompting

and/or have an understanding of the


Keeps most students engaged by

consistently using a variety of

engagement strategies.

Most students are highly motivated,

on-task with little to no prompting,

with an understanding of the


Keeps all or nearly all students

engaged by actively and effectively

using a variety of engagement

strategies47. Students are highly motivated, take

ownership of their learning, and

understand the relevance of their

tasks.

Indicator 3.3:

Maintains a

welcoming

environment

that promotes

learning and

positive

interactions

Does not establish a welcoming or

safe classroom environment.

Classroom environment does not48:

Support learning

Positive interactions

Respect the unique needs of most

learners

Generally maintains a welcoming

and safe classroom environment

that supports49:

Learning, with some

exceptions

Positive interactions with

some exceptions

Respects the unique needs of most

learners

Almost always maintains a

welcoming and safe classroom

environment that:

Supports learning

Promotes positive

interactions

Respects the unique needs of nearly

all of learners

Without exception, maintains a

welcoming and safe classroom

environment50:

Drives learning

Promotes positive

interactions

Respects the unique needs

of all learners

Students embrace opportunities to

adjust the physical space or use

available classroom resources to

advance learning51.

Performance Rubric

Revised: 4/29/2014 14

Domain 4: Professionalism and Collaboration

52 Unexcused absences are those that are in violation of procedures set forth by local school policy and by the teacher contract. 53 Such records document critical interactions with students and families/caregivers, enabling the teacher to anticipate and respond to individual learning needs. The teacher records evidence of student

learning and develops a system for monitoring student progress must align with the teacher’s approach to instruction and the needs of students. Records of student progress enable the teacher to provide

accurate information to students themselves and to their families/caregivers. Records must be maintained on non-instructional activities such as returned permission slips for a field trip. The teacher is also

required to complete other paperwork, including inventories and supply orders in an accurate and timely manner.





Indicator 4.1:

Models good

attendance for

students

Has poor attendance (less than 90%).

Has more than 1 unexcused

absence52.

Sometimes does not leave directions

and lessons for substitutes.

Frequently misses deadlines and/or

arrives late.

Has fair attendance (less than

95%). Has 1 unexcused absence.

Most of the time leaves directions

and lessons for substitutes

Most of the time meets deadlines

and is on time.

Has very good attendance (95-

97%). Has no unexcused

absences.

Almost always leaves directions

and lessons for substitutes.

Almost always meets deadlines

and is on time.

Clearly has excellent attendance

(98-100%). Has no unexcused

absences.

Always leaves clear directions and

lessons for substitutes.

Always meets deadlines and is

never late.

Indicator 4.2:

Follows policies

and procedures,

and maintains

accurate student

records

Sometimes does not comply with

DISD and local school policies and

procedures, where the needs of the

students or the school/district’s

effective operations were

compromised.

System for maintaining academic and

non-instructional records53 is

haphazard or non-existent, resulting

in errors or confusion.

Most of the time, complies with

DISD and local school policies and

procedures.

Attends meetings on school-wide

operating procedures, and

implements them as required.

System for maintaining accurate

academic and non-instructional

records is used inconsistently.

With rare exception, complies

with DISD and local school

policies and procedures.

Consistently implements school-

wide operating procedures.


records is effective and up to

date.

Without exception, complies with

DISD and local school policies

and procedures.

Proactively initiates the

development of school-wide

operating procedures.


records is efficient, and students

contribute to its maintenance.

Indicator 4.3:

Engages in

professional

development

Engages in little to no professional

development activities and resists

feedback on instruction. Rarely

implements the feedback in the

classroom.

Makes little to no effort to contribute

to the profession.

Engages in required professional

development activities, and

reluctantly accepts feedback on

instruction. Sometimes implements

the feedback in the classroom.

Contributes to the profession in a

limited fashion.

Consistently engages in job-

embedded professional

development activities, and

consistently implements the

feedback in the classroom.

Actively participates in assisting

other educators.

Proactively seeks out and

participates in job-embedded

professional development, and

effectively implements the

feedback in the classroom.

Makes substantial contribution to the field by sharing new

learning and assuming positions of

teacher leadership.

Domain 4: Professionalism and Collaboration Performance Rubric

Revised: 4/29/2014 15

54 Other collaboration materials may include, but are not limited to: lesson plans, student profiles, or regularly updated electronic grade books.





Indicator 4.4:

Engages in

professional

community

Avoids interaction with

colleagues.

Does not communicate with

school administrators on student

progress and status of

instruction.

Has little to no understanding of

the school action plan: does not

participate in the

implementation.

Collaborates with colleagues

weekly or biweekly but

interactions rarely focus on

instruction or student performance.

Communicates with school

administrators on student progress

and status of instruction only

when asked.

Maintains cordial relationships

with most colleagues to fulfill the

duties that the school requires.

Has a limited understanding of the

school action plan: participates in

implementing the plan as

required.

Collaborates on a weekly basis with

colleagues to plan units, share

teaching ideas, review student work

and progress54

Communicates biweekly with school

administrators on student progress

and status of instruction.

Establishes working relationships

with nearly all colleagues that

demonstrate integrity, respect,

flexibility, fairness, and trust.

Has a good understanding of the

school action plan: consistently

participates in implementing aspects

of the plan to achieve performance

goals.

Collaborates at least weekly with

colleagues to plan units, share teaching

ideas, review student work and

progress, and seek feedback on

instructional practices.

Communicates at least weekly with

school administrators on student

progress and status of instruction.

Establishes working relationships with

all colleagues that demonstrate

leadership, integrity, respect,

flexibility, fairness, and trust.

Has an in-depth understanding of the

school action plan: actively and

consistently participates in planning

sessions and models for others to meet

designated performance goals and

overcome performance gaps.

Domain 4: Professionalism and Collaboration Performance Rubric

Revised: 4/29/2014 16

55 Communication materials may include, but are not limited to: student progress reports, weekly newsletters with information on homework, current class activities, community or school projects, and field

trips. Communication should take into account different languages spoken at home and the accessibility of the information (e.g. paper versus email). 56 Teachers can go beyond one-way teacher-family communication to form a partnership with the family and community to foster learning. For example, students could maintain accurate records about their

individual learning to share daily with their families, and students participate in regular, on-going projects designed to engage families and the community in the learning process (e.g. interviewing a family

member or friend about growing up in a certain era).





Indicator 4.5:

Establishes

relationships with

families and

community

Participates in school’s required

activities and procedures for

communication to parents, and

responses to parent concerns are

often sporadic, non-existent, or

inappropriate.

Makes modest, often

unsuccessful attempts to engage

families and community in the

instructional program.

Participates in school’s required

activities and procedures for

communication to parents, and

responses to parent concerns are

occasionally sporadic, slow, or

inappropriate.

Engages families and community

in the instructional program at key

points in the school year, such as

in the beginning of the year or at

the end of each quarter.

Uses consistent, timely, and multiple

forms of communication55 with all

parents regarding student

expectations, progress and/or

concerns every month during the

school year.

Regularly and proactively engages

families and community in the

instructional program throughout the

school year.

Uses effective, timely, and multiple

forms of communication with all

parents regarding student expectations,

progress and/or concerns every week

during the school year.

Establishes collaborative

partnerships56 with families and

community to enhance the instructional

program in a manner that demonstrates

integrity, confidentiality, respect,

flexibility, fairness and trust.

teacher performance rubric - dallas independent school …€¦ · · 2014-05-05teacher...

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