TEACHER DEVELOPMENT RUBRIC (TDR)
Mid Semester Evaluation
© UTeach, University of Texas – Dallas
UTEACH TEACHER
OBSERVER
UTEACH COURSE
DATE/SEMESTER
The parenthetical notes, after each component title, refer to associated Portfolio Proficiencies.
Cluster I – Subject Matter Knowledge
Component 1a – The UTeach Teacher demonstrates an understanding of the subject at the target level.
UNSATISFACTORY
BEGINNING COMPETENT
ADVANCED COMPETENT
Displays a limited understanding of the subject,
Displays a general understanding of the subject, but Displays comprehensive understanding of the
making significant errors and is unaware or unable
makes occasional errors or does not respond well
subject and can explain complex topics in a variety
to correct inaccuracies.
to questions.
of ways, making connections and generalizations
with previously learned content and responds
knowledgeably to questions.
Observer
U
0
BC
1
C
2
3
AC
4
NOTE: UTEACH REQUIRES A MINIMUM LEVEL OF BEGINNING COMPETENCE IN THIS COMPONENT. FAILURE TO DEMONSTRATE BEGINNING COMPETENCE WILL RESULT IN
FAILURE OF THE FIELD COMPONENT PORTION OF THE ASSOCIATED COURSE.
Evidence:
Component 1b – The UTeach Teacher is able to connect the subject content with pre-requisite content, future concepts, and other subjects.
UNSATISFACTORY
BEGINNING COMPETENT
ADVANCED COMPETENT
Is unable to make connections to pre-requisite
Makes some connections to pre-requisite content,
Uses current material to deepen student
content, future concepts, or other subjects.
future concepts, or other subjects.
understanding of previously learned material, of
material in other classes, and prepares students for
more advanced topics.
Observer
U
0
BC
1
C
2
3
AC
4
Evidence:
Component 1c – The UTeach Teachers demonstrates an understanding of the philosophical and historical development of the subject.
UNSATISFACTORY
BEGINNING COMPETENT
ADVANCED COMPETENT
Presents subject content in isolation from its
Makes occasional references to broader
Brings out historical importance of subject material,
philosophical, historical, or social significance.
significance of subject.
its contribution to large ideas, or its significance in
today's society.
Observer
U
0
BC
1
C
2
3
AC
4
Evidence:
Component 1d – The UTeach Teacher demonstrates an understanding of state and national standards and uses this knowledge to enhance student
achievement.
UNSATISFACTORY
BEGINNING COMPETENT
ADVANCED COMPETENT
Lacks an understanding of the state and national
Demonstrates a general understanding of the state
Has a thorough understanding of the state and
standards (Texas Teachers’ Code of Ethics, subject
and national standards (Texas Teachers’ Code of
national standards (Texas Teachers’ Code of
TEKS, classroom safety standards, and national
Ethics, subject TEKS, classroom safety standards,
Ethics, subject TEKS, classroom safety standards,
content and performance standards) resulting in
and national content and performance standards)
and national content and performance standards)
missed opportunities to enhance student
resulting in instruction and activities that enhance
resulting in instruction that will likely lead students
achievement.
achievement for most students.
to high levels of learning and achievement.
Observer
U
0
Evidence:
BC
1
C
2
3
AC
4
Cluster II – Equity and Inclusive Design
Component 2a – The UTeach Teacher allows students choice in their activities and relates those choices to different learning styles
UNSATISFACTORY
BEGINNING COMPETENT
ADVANCED COMPETENT
Creates lessons that lack options for students to
Provides some connections to student interests and Consistently provides multiple options for students
learn in different learning styles. Neglects to think
the content. Creates activities that relate to a few
to experience the concepts and tailors these
of student interests in designing lessons. Teaches
student learning styles.
options to the known learning styles of the students
general lessons which appeal to a generic student
in the class.
population.
Observer
U
0
BC
1
C
2
3
AC
4
Evidence:
Component 2b – The UTeach Teacher introduces the lesson, effectively manages time for students to progress through the activities, and summarizes
the lesson with the students.
UNSATISFACTORY
BEGINNING COMPETENT
ADVANCED COMPETENT
Presents lessons that lack a clear structure and
Begins class timely and with a meaningful activity.
Establishes a classroom where students
flow. Omits giving students information about the
Helps student progress through the activities of the
understand the general flow of the class and come
lesson objective or the student’s responsibilities
lesson with little time wasted. Provides some
prepared to participate actively in the lesson.
throughout the lesson. Fails to use time effectively
closure at the end of the lesson and attempts to
Creates learning experiences that begin promptly
to accomplish the activities in the lesson. Ends the
connect the lesson to the global goals of the class.
with the start of class, flow seamlessly throughout
class without a summary or closure.
the lesson, and end with closure and clarity.
Promotes student understanding and retention by
consistently connecting activities to the global goals
of the class.
Observer
U
0
BC
1
C
2
3
AC
4
Evidence:
Component 2c – The UTeach Teachers assesses individual accountability for the student work accomplished in the lesson.
UNSATISFACTORY
BEGINNING COMPETENT
ADVANCED COMPETENT
Disregards the roles of students during group
Creates activities that promote multiple students to
Designs activities to promote maximum student
activities. Allows students to dominate activities
work at accomplishing the task. Most students are
participation. Consistently uses mechanisms to
and produce the results for the larger group. Fails
active in the lesson. Collects some assessment to
gain individual student assessment and
to provide individual assessment and to promote
begin to gain information about what students
understands by the end of the lesson which
individual accountability.
understand in the lesson and what areas still
students may need further clarification and review
require review. Understands in general if the class
and which students have a strong understanding of
as a whole understands the concepts.
the concepts.
Observer
U
0
BC
1
C
2
3
AC
4
Evidence:
Component 2d – The UTeach Teacher demonstrates an awareness of student diversity in their teaching (gender, ethnicity, students who are learning
the content in a second language, accommodations for students with special needs).
UNSATISFACTORY
BEGINNING COMPETENT
ADVANCED COMPETENT
Implements curriculum that clearly disadvantages
Demonstrates knowledge of the cultural
Actively and consistently incorporates the life
some students from fully participating. Gives
background of students and self-assesses teaching
experiences and cultural values of the students in
advantages to students by providing more voice in
with regard to equity in teaching. Shows
ways that enhance learning. Consistently
discussion, greater access to resources, or more
awareness of the needs of students and provides
accommodates the needs of students and takes
informative feedback. Disregards or is unaware of
alternate strategies to accommodate them.
advantage of student strengths to promote
policies with regard to students with special needs
Demonstrates awareness of the policies regarding
maximum learning. Designs classroom activities
in the classroom. Ignores or disregards the needs
students with special needs and attempts to provide that take advantage of classroom diversity to
of students of a particular race, gender, religion, or
appropriate accommodations for students in the
maximize learning for all students. Identifies and
cultural background.
classroom. Generally provides equitable learning
fosters the strengths of each student, enabling all to
opportunities for all students, and demonstrates
reach their maximum potential.
awareness of any possible activities or behaviors
that might limit student participation and learning.
Observer
U
0
Evidence:
BC
1
C
2
3
AC
4
Cluster III – Teaching Preparation
Component 3a – The UTeach Teacher utilizes subject knowledge to design activities that promote interest, participation and learning for students at all
ability levels.
UNSATISFACTORY
BEGINNING COMPETENT
ADVANCED COMPETENT
Designs activities that do not allow students to
Designs activities that allow students a limited
Student activities reflect instructor's deep
participate in constructing their own understanding
participation in constructing their own
understanding of the subject and are designed to
of the subject. Activities generally do not promote
understanding of the subject. Activities promote
include students consistently participating in
interest, participation, or learning of the subject.
interest and participation for some students, but
constructing their own understanding of the subject.
may lack depth of subject content and may not
Activities promote interest, participation and
always promote student learning.
learning for all students.
Observer
U
0
BC
1
C
2
3
AC
4
Evidence:
Component 3b – The UTeach Teacher has knowledge of and makes use of materials, resources, technology, and lab equipment appropriate for their
subject.
UNSATISFACTORY
BEGINNING COMPETENT
ADVANCED COMPETENT
Lacks knowledge of or misuses materials,
Uses limited materials, resources, and technology
Consistently uses a variety of materials, resources,
resources, and technology that would assist in
that would assist in teaching and in student
and technology appropriately to enhance learning
teaching and in student learning.
learning.
for students.
Observer
U
0
BC
1
C
2
3
AC
4
Evidence:
Component 3c – The UTeach Teacher prepares appropriate subject specific activities to assess learning for students of all abilities.
UNSATISFACTORY
BEGINNING COMPETENT
ADVANCED COMPETENT
Does not prepare meaningful and varied subject
Prepares subject specific assessments and
Designs subject specific assessments and activities
specific assessments and activities to measure
activities that may lack variation and that provide
that vary appropriately in design and complexity.
student learning and achievement.
limited feedback regarding student achievement.
Assesses students frequently and varies instruction
based on evidence of student understanding.
Observer
U
0
BC
1
C
2
3
AC
4
Evidence:
Component 3d – The UTeach Teacher demonstrates an awareness of individual student needs and makes modifications to the instructional plan.
UNSATISFACTORY
BEGINNING COMPETENT
ADVANCED COMPETENT
Plans activities and lessons that are not aligned
Plans activities and lessons that are somewhat
Plans instruction to capitalize on the out-of-school
with the background of the class and do not reflect
aligned with the background of the class, making
knowledge of students while also giving
knowledge of student skills, approaches to learning, some provisions for varying student skills,
consideration to student skills, approaches to
interests, or cultural background.
approaches to learning, interests, and cultural
learning, interests, and cultural background.
background.
Observer
U
0
Evidence:
BC
1
C
2
3
AC
4
Cluster IV – Classroom Environment
Component 4a – The UTeach Teacher manages student behavior and creates rapport with and among students in an environment of respect.
UNSATISFACTORY
BEGINNING COMPETENT
ADVANCED COMPETENT
Fails to communicate clear expectations of
Demonstrates an awareness of student behavior,
Demonstrates an awareness of student behavior,
classroom behavior, and minimally monitors or
has established standards of conduct, but responds
has established clear standards of conduct and
inappropriately responds to student misbehavior.
inconsistently or inappropriately to students.
consistently and appropriately responds to
Classroom interactions are not positive and may be
Classroom interactions are respectful.
students. Classroom interactions are characterized
characterized by sarcasm, put-downs, or conflict.
by students who are considerate of others, time,
and property.
Observer
U
0
BC
1
C
2
3
AC
4
NOTE: UTEACH REQUIRES A MINIMUM LEVEL OF BEGINNING COMPETENCE IN THIS COMPONENT. FAILURE TO DEMONSTRATE BEGINNING COMPETENCE WILL RESULT IN
FAILURE OF THE FIELD COMPONENT PORTION OF THE ASSOCIATED COURSE.
Evidence:
Component 4b – The UTeach Teacher effectively and safely uses physical space to enhance learning for all students.
UNSATISFACTORY
BEGINNING COMPETENT
ADVANCED COMPETENT
Fails to use standard procedures in the physical
Consistently uses standard procedures in the
Establishes a learning environment that is safe, and
environment, resulting in unsafe or inaccessible
physical environment resulting in students’ ability to
students contribute to ensuring that the physical
conditions for some students. The physical
complete activities without risk of physical harm.
environment supports the learning of all students.
arrangement or technology does not support the
The physical arrangement and use of technology
The physical arrangement and use of technology
lesson.
generally supports the learning activities.
consistently supports the learning activities.
Observer
U
0
BC
1
C
2
3
AC
4
NOTE: UTEACH REQUIRES A MINIMUM LEVEL OF ACCEPTABLE COMPETENCE IN THIS COMPONENT. FAILURE TO DEMONSTRATE A BASE LINE COMPETENCE WILL RESULT
IN FAILURE OF THE FIELD COMPONENT PORTION OF THE ASSOCIATED COURSE.
Evidence:
Component 4b1 – The UTeach Science Teacher manages classroom, field, and laboratory materials to ensure the safety of all students and ethical care
and treatment of organisms and specimens. (SCIENCE ONLY)
UNSATISFACTORY
BEGINNING COMPETENT
ADVANCED COMPETENT
Fails to use or instruct students in safe
Consistently uses and instructs students how to
Establishes a learning environment where safety for
experimental procedures, plan productive student
carry out experiments safely and ethically,
all students and ethical treatment of living
work in field settings, treat live organisms or
respecting all life forms and protecting specimens
organisms or specimens is assured, but freedom to
specimens with respect and care.
from abuse, in the laboratory and in the field.
inquire about and experiment with natural
phenomenon is integral to every task.
Observer
U
0
BC
1
C
2
3
AC
4
NOTE: UTEACH REQUIRES A MINIMUM LEVEL OF BEGINNING COMPETENCE IN THIS COMPONENT. FAILURE TO DEMONSTRATE BEGINNING COMPETENCE WILL RESULT IN
FAILURE OF THE FIELD COMPONENT PORTION OF THE ASSOCIATED COURSE.
Evidence:
Component 4c – The UTeach Teacher manages classroom procedures that maximize time for instruction.
UNSATISFACTORY
BEGINNING COMPETENT
ADVANCED COMPETENT
Fails to establish classroom routines and
Establishes classroom routines and procedures, but Establishes classroom routines and procedures that
procedures resulting in significant loss of
may not consistently follow them resulting in loss of
are seamless in their operation, and students
instructional time.
instructional time and student confusion.
assume considerable responsibility for their smooth
functioning resulting in maximized time for
instruction.
Observer
U
0
BC
1
C
2
3
AC
4
Evidence:
Component 4d – The UTeach Teacher establishes classroom standards that foster a culture of learning for all students.
UNSATISFACTORY
BEGINNING COMPETENT
ADVANCED COMPETENT
Establishes a classroom that is characterized by
Communicates a commitment to students’ active
Consistently communicates expectations for
low expectations for student achievement and
participation in learning. Expectations for student
students’ active participation in learning the subject
student work is not at the highest potential quality.
achievement are realistic and students respectfully
material. Students critically analyze their own work
Interactions between students may be
assist their peers in learning activities.
and respectfully and constructively evaluate
characterized as disrespectful and do not contribute
contributions from peers.
to learning.
Observer
U
0
Evidence:
BC
1
C
2
3
AC
4
Cluster V – Instruction and Delivery
Component 5a – The UTeach Teacher demonstrates the ability to teach the subject and cognitively engage all students in significant learning.
UNSATISFACTORY
BEGINNING COMPETENT
ADVANCED COMPETENT
Establishes a classroom environment where
Establishes an environment where most students
Explains the subject in multiple ways using a variety
students are not cognitively engaged in significant
are cognitively engaged throughout the lesson, with
of resources to maximize student understanding.
learning, as a result of inappropriate activities or
appropriate activities, materials, and representation
Students are cognitively engaged and make
materials, poor representations of the subject, lack
of the subject, resulting in student learning.
contributions throughout the lesson. The structure
of lesson structure, or inappropriate pacing.
Structure and pacing are not always aligned or
and pacing of the lesson allow for student reflection
appropriate.
and synthesis.
Observer
U
0
BC
1
C
2
3
AC
4
NOTE: UTEACH REQUIRES A MINIMUM LEVEL OF BEGINNING COMPETENCE IN THIS COMPONENT. FAILURE TO DEMONSTRATE BEGINNING COMPETENCE WILL RESULT IN
FAILURE OF THE FIELD COMPONENT PORTION OF THE ASSOCIATED COURSE.
Evidence:
Component 5b – The UTeach Teacher communicates clearly and articulately.
UNSATISFACTORY
BEGINNING COMPETENT
Fails to effectively communicate orally or in writing.
Communicates clearly and expressively both orally
Communication contains errors, is unclear, or
and in writing. Anticipates possible student
inappropriate for students. Does not respond to or
misconceptions and responds to and understands
understand student questions or concerns.
student questions and concerns.
ADVANCED COMPETENT
Communicates clearly and accurately, encouraging
students to ask questions of the teacher, one
another, and themselves. Responds to student
questions and concerns, challenging students to
test their own conceptual understandings
Observer
U
0
BC
1
C
2
3
AC
4
NOTE: UTEACH REQUIRES A MINIMUM LEVEL OF BEGINNING COMPETENCE IN THIS COMPONENT. FAILURE TO DEMONSTRATE BEGINNING COMPETENCE WILL RESULT IN
FAILURE OF THE FIELD COMPONENT PORTION OF THE ASSOCIATED COURSE.
Evidence:
Component 5c – The UTeach Teacher uses questioning and assessment technique to enhance students’ participation and learning.
UNSATISFACTORY
BEGINNING COMPETENT
ADVANCED COMPETENT
Asks limited questions in a recitation format,
Asks some questions that go beyond recitation,
Systematically uses questioning and assessment
resulting in trivialized student participation.
though most are answered by a limited number of
techniques that promote all students to participate
Formative assessments give little information about
students. Formative assessments give limited
in classroom activities. Follows student responses
student learning.
feedback about student learning.
with prompts that encourage students to think
deeper about the subject and continually collects
information from formative assessments to measure
students learning.
Observer
U
0
BC
1
C
2
3
AC
4
Evidence:
Component 5d – The UTeach Teacher demonstrates flexibility and responsiveness.
UNSATISFACTORY
BEGINNING COMPETENT
Adheres to the instructional plan in spite of student
Misses some opportunities to build on student
understanding or of students’ lack of interest, and
interest and questions that might contribute to the
fails to respond adequately to student questions.
lesson. Demonstrates inconsistent flexibility and
responsiveness.
ADVANCED COMPETENT
Encourages students’ interests and questions,
making major lesson adjustments if necessary, and
persisting in ensuring the success of all students.
Observer
U
0
Evidence:
BC
1
C
2
3
AC
4
Cluster VI – Professional Responsibilities
Component 6a – The UTeach Teacher remains current in the subject and develops professionally.
UNSATISFACTORY
BEGINNING COMPETENT
Does not participate in professional development
Participates in district or campus required
activities or in activities designed to enhance
professional development and support activities.
subject knowledge. Has minimal relationships with
Reaches out to build positive relationships with
colleagues.
colleagues.
ADVANCED COMPETENT
Establishes professionally enhancing collegial
relationships and makes purposeful selection of
professional development activities that support
growth, enhance subject knowledge, and improve
teaching.
Observer
U
0
BC
1
C
2
3
AC
4
Evidence:
Component 6b – The UTeach Teacher uses student and observational feedback to reflect on the effectiveness the teaching method and cite and
propose strategies to improve.
UNSATISFACTORY
BEGINNING COMPETENT
ADVANCED COMPETENT
Does not reflect on the lesson or propose ideas as
Reflects on the pace and content of the lesson
Reflects on the lesson, student achievement, and
to how it might be improved. Is unresponsive to
based on a general understanding of what occurred
supervisor observational feedback, citing specific
feedback from students, peers, and supervisors.
and feedback from students, peers, and
examples of students’ interaction with the content
supervisors. Cites general suggestions on how the
and draws on new connections that would enhance
lesson could be improved.
student learning in the future.
Observer
U
0
BC
1
C
2
3
AC
4
Evidence:
Component 6c – The UTeach Teacher communicates with families and caregivers.
UNSATISFACTORY
BEGINNING COMPETENT
Provides little or no information about students to
Has a plan for communication with families and
families and caregivers and makes few or no
caregivers about students and attempts to engage
attempts to engage them in the instructional
them in the instructional program and classroom
program or classroom activities.
activities. Implementation is not systematic and is
not evidenced in documentation.
ADVANCED COMPETENT
Has a systematic plan for communication with
families and caregivers about students. Attempts to
engage them in the instructional plan and
classroom activities and documents responses for
follow up and implementation.
Observer
U
0
BC
1
C
2
3
AC
4
Evidence:
Component 6d – The UTeach Teacher contributes to the school and district.
UNSATISFACTORY
BEGINNING COMPETENT
Minimizes relationships with colleagues or fails to
Participates in school projects and incorporates
fulfill contractual and other professional
these activities into the classroom instruction.
responsibilities.
Initiates positive relationships with colleagues and
consistently fulfills contractual and professional
obligations
ADVANCED COMPETENT
Makes a substantial contribution to school and
district events and projects, assuming a leadership
role with colleagues. Seamlessly and appropriately
integrates schools activities into classroom
instruction. Consistently fulfills contractual and
professional obligations.
Observer
U
0
Evidence:
BC
1
C
2
3
AC
4