DRAFT
Teacher Performance Rubric
Overview of Domains and Indicators
Domain1:
Planning&Preparation
Domain2:
Domain3:
Domain4:
InstructionalPractice
ClassroomCulture
Professionalism&
Collaboration
1.1 Demonstrates knowledge of
content, concepts, and skills
2.1 Establishes clear, aligned
standards-based lesson objective(s)
3.1 Maximizes instructional time
4.1 Models good attendance for
students
1.2 Demonstrates knowledge of
students
2.2 Measures student mastery through
a demonstration of learning (DOL)
3.2 Maintains high student motivation
4.2 Follows policies and procedures,
and maintains accurate student records
1.3 Plans or selects aligned formative
and summative assessments
2.3 Clearly presents instructional
content
3.3 Maintains a welcoming
environment that promotes learning
and positive interactions
4.3 Engages in professional
development
1.4 Integrates monitoring of student
data into instruction
2.4 Checks for academic
understanding
4.4 Engages in professional
community
1.5 Develops standards-based unit and
lesson plans
2.5 Engages students at all learning
levels in rigorous work
4.5 Establishes relationships with
families and community
2.6 Activates higher-order thinking
skills
Revised: 3/21/2014
1
Performance Rubric - DRAFT Domain 1: Planning and Preparation INDICATOR
UNSATISFACTORY
PROGRESSING
PROFICIENT
EXEMPLARY
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.
Demonstrates familiarity with the
content. Is aware of prerequisite
knowledge, key concepts, and
skills, and can accurately convey
information to students.
Demonstrates solid content expertise by
accurately identifying and explaining
prerequisite knowledge, key concepts,
skills, and intra-disciplinary content
relationships to students.
Most of the time, uses contentspecific language and tools to
convey critical information, but
sometimes at a low level of rigor.
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 interdisciplinary content relationships to
students.
Unit objectives and lesson plans
indicate the importance of
respecting student’s skills,
language, backgrounds, cultures,
interests, learning styles, and
special needs, and attains this
knowledge for the class as a
whole.
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.
Unit objectives and lesson plans
seamlessly reflect knowledge of each
individual student’s skills, language
proficiency, backgrounds, cultures,
interests, learning styles, and special
needs.
Seeks and obtains this knowledge from a
variety of sources, including parents,
students, and colleagues, on an as
needed basis.
Actively seeks and obtains this
knowledge from a variety of sources,
including parents, students, and
colleagues.
Limited use of content-specific
language and tools to convey
information, usually at a lowlevel 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.
Obtains this knowledge through
passive means, on an as needed
basis.
Consistently and effectively uses
content-specific language and tools to
convey critical information at a high
level of rigor.
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.
Revised: 3/21/2014
2
Domain 1: Planning and Preparation
Performance Rubric - DRAFT INDICATOR
UNSATISFACTORY
PROGRESSING
PROFICIENT
EXEMPLARY
Indicator 1.3:
Plans or selects
aligned
formative and
summative
assessments
Some assessments are planned
or selected prior to designing
instructional activities.
Most assessments are planned or
selected prior to designing
instructional activities.
Nearly all assessments are planned or
selected prior to designing instructional
activities. All assessments5 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.
Most assessments and
corresponding standard(s) are
aligned in rigor, and/or the
assessment method is sometimes at
a low level of rigor.
Nearly all assessments and
corresponding standard(s) are tightly
aligned in rigor, and the assessment
method4 is at an appropriate level of
rigor.
All assessments and the corresponding
standard(s) are tightly aligned in rigor,
and the assessment method demonstrates
a high level of rigor.
Little to no evidence that
summative assessments are
aligned to unit goals. They are
sometimes not developed before
formative assessments.
Summative assessments are
somewhat aligned to unit goals
and developed prior to formative
assessments.
Almost always, summative assessments
are generally aligned to unit goals and
developed prior to formative
assessments.
Formative assessments are
somewhat aligned to lesson
objectives and to summative
assessments.
Almost always, formative assessments
are generally aligned to lesson
objectives and scaffold toward
summative assessments.
Develops more than 1 type of
assessment to measure student
learning.
Develops multiple types of assessments
to measure student learning.
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.
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.
3
Rigor is defined by level of cognition required by learning goal(s). This can be quantified using Bloom’s Taxonomy.
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.
4
Revised: 3/21/2014
3
Domain 1: Planning and Preparation
Performance Rubric - DRAFT INDICATOR
UNSATISFACTORY
PROGRESSING
PROFICIENT
EXEMPLARY
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.
Sometimes able to identify
student deficiencies and but
struggles to act on data through reteaching and adjusting lesson
design and learning goals.
Consistently able to identify student
deficiencies and act on data through reteaching and adjusting lesson design
and learning goals until students reach
proficiency.
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.
Once or twice a year, records
student progress gathered from
Indicator 2 and 3. Analyses of
student progress are limited and
not useful.
At least quarterly, records student
progress gathered from Indicator 2
and 3. Analyses of student
progress are somewhat useful.
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.
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.
Actively analyzes and reflects on
quantitative and qualitative data as a
member of a team and independently.
Leads and models for others how to
effectively analyze and reflect on
quantitative and qualitative data as part of
a team and independently.
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. 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. Can describe and provide evidence for
where most students are relative to
interim and annual goals. Most students know their progress
toward mastery. 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.
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
Revised: 3/21/2014
4
Domain 1: Planning and Preparation
Performance Rubric - DRAFT INDICATOR
UNSATISFACTORY
PROGRESSING
PROFICIENT
EXEMPLARY
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.
Unit objectives 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
Unit objectives and lesson plans
demonstrate all the indicators
under “Proficient” all or nearly all
the time.
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.
Lesson plans demonstrate all the
indicators under “Proficient’ half of
the time.



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
8
Refer to the Bookends model for unit planning.
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. 9
Revised: 3/21/2014
5
Performance Rubric - DRAFT Domain 2: Instructional Practice INDICATOR
UNSATISFACTORY
PROGRESSING
PROFICIENT
EXEMPLARY
Indicator 2.1:
Establishes
clear, aligned
standards based
lesson
objective(s)
Little to no evidence of an
aligned, standards based lesson
objective.
Posts lesson objectives, but some are
not aligned to district curriculum
maps & assessments or may not be
outcomes-based13
Consistently and effectively
establishes clear outcomes-based14
lesson objectives, aligned to
district curriculum maps &
assessments.
Without exception, effectively
establishes clear and outcomes-based
objectives17 aligned to district
curriculum maps & assessments. Less than half of the students
can articulate:
 What they are
learning12
 Why it is important, or
 What mastery looks like
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
 What mastery looks like
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.
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
 What mastery looks like
 How to connect it to prior
knowledge and their own lives
 How the objective fits into the
broader unit and course
goals18
12
This may be indicated by students retelling the objective nearly verbatim or by copying.
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.
13
Revised: 3/21/2014
6
Domain 2: Instructional Practice
Performance Rubric - DRAFT
INDICATOR
UNSATISFACTORY
PROGRESSING
PROFICIENT
EXEMPLARY
Indicator 2.2:
Measures
student mastery
through a
demonstration of
learning (DOL)
Little to no evidence of a
DOL19.
Sometimes develops a DOL to
measure student mastery of the
posted objective.
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.
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 quickly identify mastery in 510 minutes.
DOL can be completed
independently by most students.
DOL can be completed independently
by all or nearly all students.
Most students demonstrate a high
level of mastery on the DOL.
All or nearly all students demonstrate
a high level of mastery.
Teacher consistently uses data to
guide instructional decisions.
Teacher consistently and effectively
uses data to guide instructional
decisions.
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.
Does not quickly assess student
growth or evidence of mastery (over
10 minutes).
DOL can be completed
independently by half of the
students.
Half of the students demonstrate
proficiency on the DOL.
Teacher sometimes uses the data to
guide instructional decisions.
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.
Revised: 3/21/2014
7
Domain 2: Instructional Practice
Performance Rubric - DRAFT
INDICATOR
UNSATISFACTORY
PROGRESSING
PROFICIENT
EXEMPLARY
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
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)
Consistently presents the content
and purpose:
 Correctly in a logical,
coherent fashion
 To support the learning
of the posted objective(s)
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 limited verbal and nonverbal
techniques to convey concepts
with some irrelevant or
inaccurate22 information and with
non-academic language.
Uses limited verbal and nonverbal
techniques to convey concepts with
some irrelevant information or with
some 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.
Most of the students may
demonstrate that they understand
the content, but at a low level of
rigor.
Instructions and procedures for
participating in activities are clear
to half of the students.
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.
Instructions and procedures for
participating in activities are clear
to most students.
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.
Instructions and procedures for
participating in activities are clear to all
or nearly all students.
21
Examples might include students do worksheets or read textbooks.
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.
22
Revised: 3/21/2014
8
Domain 2: Instructional Practice
Performance Rubric - DRAFT
INDICATOR
UNSATISFACTORY
PROGRESSING
PROFICIENT
EXEMPLARY
Indicator2.4:
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.
Sometimes checks for academic
understanding, but misses several
key moments and/or mostly checks
for understanding of directions.
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.
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.
Gets an accurate reading of the
class’s understanding from almost
every check.
Gets an accurate reading of the
class’s understanding from every
check31.
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. 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.
Effectively28 makes adjustments29
using information gathered from
checks, but may miss a few
opportunities for needed
adjustments to reach other students.
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.
27
For example, teacher might neglect some students or ask very general questions that do not effectively assess student academic understanding.
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. 28
Revised: 3/21/2014
9
Domain 2: Instructional Practice
Performance Rubric - DRAFT
INDICATOR
UNSATISFACTORY
PROGRESSING
PROFICIENT
EXEMPLARY
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.
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.
Consistently adapts the content and
process of instruction based on
general performance levels,
interests, learning styles, and
diverse cultures so that most
students are able to access the
content at an appropriate level of
rigor.
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. 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)
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 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)
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.
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).
32
Revised: 3/21/2014
10
Domain 2: Instructional Practice
Performance Rubric - DRAFT
INDICATOR
UNSATISFACTORY
PROGRESSING
PROFICIENT
EXEMPLARY
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.
Appropriately uses a variety of
questions that help push student
understanding of the content, but not
beyond initial thinking.
Appropriately37, consistently,
and equitably38 uses a variety of
high order thinking questions that
push students beyond initial
thinking39.
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.
Most students are asking
themselves and others high order
thinking questions that explain,
analyze, classify, compare,
evaluate, represent or synthesize
the content.
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.
Generally provides helpful and
positive suggestions that
encourage students to use high
order thinking responses40.
Frequently provides helpful and
positive suggestions to encourage high
order thinking responses.
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.
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.
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.
Revised: 3/21/2014
11
Performance Rubric - DRAFT Domain 3: Classroom Culture
INDICATOR
UNSATISFACTORY
PROGRESSING
PROFICIENT
EXEMPLARY
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
Some loss of instructional time due
to inappropriate or off-task student
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
Little loss of instructional time due
to inappropriate or off-task student
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 sit idly waiting for
directions for significant periods of
time. Students are frequently
disengaged or left with nothing
meaningful to do.
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.
Students are rarely idle while
waiting for the teacher.44 Students
who finish assigned work early
usually have something meaningful
to do.
No loss of instructional time45 due
to inappropriate or off-task student
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 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.
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.
Praises positive behavior and, if
necessary, corrects off-task
behavior in a manner that is timely,
specific, and sensitive to
individual student needs.
Students are never idle waiting for
the teacher. Students who finish
assigned work early always have
something else meaningful to do.
Praises positive behavior and, if
necessary, corrects off-task
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
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.
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.
43
Revised: 3/21/2014
12
Domain 3: Classroom Culture
INDICATOR
UNSATISFACTORY
PROGRESSING
PROFICIENT
EXEMPLARY
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
Keeps half of the students engaged
by using a limited range of
engagement strategies, and misses
several opportunities to use a
strategy.
Keeps most students engaged by
consistently using a variety of
engagement strategies.
Keeps all or nearly all students
engaged by actively and effectively
using a variety of engagement
strategies47.
Half of the students are on-task
with frequent prompting and/or
have an understanding of 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
More than half of the students are
on-task with some prompting
and/or have an understanding of the
relevance of their tasks.
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
Most students are highly motivated,
on-task with little to no prompting,
with an understanding of the
relevance of their tasks.
Almost always maintains a
welcoming and safe classroom
environment that:
 Supports learning
 Promotes positive
interactions
Respects the unique needs of nearly
all of learners
Students are highly motivated, take
ownership of their learning, and
understand the relevance of their
tasks.
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.
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.
Revised: 3/21/2014
13
Performance Rubric - DRAFT Domain 4: Professionalism and Collaboration
INDICATOR
UNSATISFACTORY
PROGRESSING
PROFICIENT
EXEMPLARY
Indicator 4.1:
Models good
attendance for
students
Has poor attendance (less than 80%).
Has more than 1 unexcused
absence52.
Has fair attendance (80-89%). Has
1 unexcused absence.
Has very good attendance (9095%). Has no unexcused
absences.
Clearly has excellent attendance
(95-100%). Has no unexcused
absences.
Almost always leaves directions
and lessons for substitutes.
Always leaves clear directions and
lessons for substitutes.
Most of the time, complies with
DISD and local school policies and
procedures.
With rare exception, complies
with DISD and local school
policies and procedures.
Without exception, complies with
DISD and local school policies
and procedures.
Attends meetings on school-wide
operating procedures, and
implements them as required.
Consistently implements schoolwide operating procedures.
Proactively initiates the
development of school-wide
operating procedures.
Sometimes does not leave directions
and lessons for substitutes.
Indicator 4.2:
Follows policies
and procedures,
and maintains
accurate student
records
Indicator 4.3:
Engages in
professional
development
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.
Most of the time leaves directions
and lessons for substitutes
System for maintaining academic and
non-instructional records53 is
haphazard or non-existent, resulting
in errors or confusion.
System for maintaining accurate
academic and non-instructional
records is used inconsistently.
System for maintaining accurate
records is effective and up to
date.
Engages in little to no professional
development activities and resists
feedback on instruction. Rarely
implements the feedback in the
classroom.
Engages in required professional
development activities, and
reluctantly accepts feedback on
instruction. Sometimes implements
the feedback in the classroom.
Consistently engages in jobembedded professional
development activities, and
consistently implements the
feedback in the classroom.
Proactively seeks out and
participates in job-embedded
professional development, and
effectively implements the
feedback in the classroom.
Makes little to no effort to contribute
to the profession.
Contributes to the profession in a
limited fashion.
Actively participates in assisting
other educators.
Makes substantial contribution
to the field by sharing new
learning and assuming positions of
teacher leadership.
System for maintaining accurate
records is efficient, and students
contribute to its maintenance.
52
Unexcused absences are those that are in violation of procedures set forth by local school policy and by the teacher contract.
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. 53
Revised: 3/21/2014
14
Domain 4: Professionalism and Collaboration
INDICATOR
UNSATISFACTORY
PROGRESSING
PROFICIENT
EXEMPLARY
Indicator 4.4:
Engages in
professional
community
Avoids interaction with
colleagues.
Collaborates with colleagues
weekly or biweekly but
interactions rarely focus on
instruction or student performance.
Collaborates on a weekly basis with
colleagues to plan units, share
teaching ideas, review student work
and progress54
Collaborates at least weekly with
colleagues to plan units, share teaching
ideas, review student work and
progress, and seek feedback on
instructional practices.
Communicates with school
administrators on student progress
and status of instruction only
when asked.
Communicates biweekly with school
administrators on student progress
and status of instruction.
Maintains cordial relationships
with most colleagues to fulfill the
duties that the school requires.
Establishes working relationships
with nearly all colleagues that
demonstrate integrity, respect,
flexibility, fairness, and trust.
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.
Has a limited understanding of the
school action plan: participates in
implementing the plan as
required.
Has a good understanding of the
school action plan: consistently
participates in implementing aspects
of the plan to achieve performance
goals.
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.
54
Other collaboration materials may include, but are not limited to: lesson plans, student profiles, or regularly updated electronic grade books.
Revised: 3/21/2014
15
Domain 4: Professionalism and Collaboration
INDICATOR
UNSATISFACTORY
PROGRESSING
PROFICIENT
EXEMPLARY
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.
Participates in school’s required
activities and procedures for
communication to parents, and
responses to parent concerns are
occasionally sporadic, slow, or
inappropriate.
Uses consistent, timely, and multiple
forms of communication55 with all
parents regarding student
expectations, progress and/or
concerns every month during 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.
Makes modest, often
unsuccessful attempts to engage
families and community in the
instructional program.
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.
Regularly and proactively engages
families and community in the
instructional program throughout 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.
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). Revised: 3/21/2014
16