Teacher Based Team Implementation Rubric
Team:
Date:
Organization
STEP 1
Collect and Chart
Pre-Assessment Data
STEP 4
Implement Changes
Consistently Across
ALL Classrooms
Establish
Goals
Determine
Results
Indicators
STEP 3 Establish
Shared
Expectations for
Implementing
Effective Changes in
the Classroom
Select
Instructional
Strategies
STEP 2
Analyze Student Work Specific
to the Data
STEP 5
Collect, Chart, and Analyze
Post Assessment Data
Accomplished
Proficient
Developing
Ineffective
Team meets weekly.
Team works collaboratively based on defined group norms.
Roles/responsibilities are defined and interchangeable among
team members.
Team forms, agendas, & protocols guide the critical work of TBTs.
Data is assembled and organized prior to meeting based upon
agreed performance criteria.
Results include number, and names of students at multiple
performance levels.
Common pre-test/formative results are disaggregated by teacher
and standard(s), and analyzed deeply.
Data includes student work samples to illustrate common
strengths, misunderstandings, or challenges.
Inferences of strengths and needs are based upon collaborative
analysis of student work.
Strengths and needs identified are attributed to factors within the
teacher’s control.
Strengths and needs are identified and prioritized for each
performance group.
Needs are prioritized to reflect those that will have the largest
impact across subject area.
Shared strategies are research-based and directly target the
prioritized needs identified during the analysis.
Shared strategies are prioritized for impact on student
achievement.
Shared strategies describe the agreed upon adult actions.
Strategy descriptions are specific enough to allow for replication
(implementation steps, frequency, duration, resources).
Team meets 2-3 times a month
Team members work collaboratively.
Roles/responsibilities are static at each meeting.
Team forms, agendas, & protocols used for
reporting and documentation only.
Data is assembled prior to meeting
Results included number/% of students who are
proficient.
Common pre-test/formative data is used.
Results are analyzed by teacher.
Team meets once a month.
Group norms are not consistently followed.
Roles/responsibilities are loosely defined.
Team demonstrates inconsistent use of
team forms, agendas, & protocols.
Not all teachers bring data to meetings.
Common pre-test/formative data is used
inconsistently.
Proficiency level defined but not agreed on
by all team members.
Team results are analyzed as a whole.
Team meets less than once a month.
Team members share and
collaborate little with each other.
Roles/responsibilities are not clear.
No clear data form/protocols.
Data is not assembled.
A common pre-test/formative
assessment is not used.
Proficiency is not defined.
Group results are not analyzed.
Meeting protocols
Inferences of strengths and needs are based
upon common assessment data.
Strengths and needs identified are attributed to
factors within the teacher’s control.
Needs are prioritized only for students with
disabilities.
Identification of strengths and needs is
evident yet inconsistent.
Performance group data is analyzed but not
prioritized.
Identification of strengths and needs
is nonexistent.
Blame for performance is attributed
to factors out of school and/or
teacher control.
Performance group data is not
analyzed.
TBT protocols
TBT rubric
Shared strategies are identified and based on
common assessment data.
Strategies describe the agreed upon actions.
Strategies are identified to meet various
performance groups' needs.
Shared strategies are identified but not
based on common assessment data.
Differentiation among performance groups
is inconsistent
Shared strategies are not identified.
Differentiation is not evident.
SMART goals are established for each performance group.
Goals are: Specific, Measurable, Achievable, Relevant and Timely.
Goals are: Specific, Measurable, Achievable,
Relevant and Timely.
Established goals are academic or
behavioral but may not be Specific,
Measurable, Achievable, Relevant or
Timely.
Goals are not established.
Examples of specific, measureable
targets for subgroups of students.
TBT protocols
Evidence of job-embedded
professional development
Evidence of implementation of
instructional practices if not included
in the building plan
TBT protocols
Indicators describe teacher and student actions that will be seen if
the selected strategies are implemented.
Indicators describe the change in student performance (learning
outcomes) if the expected strategy has the desired impact.
Results indicators are created for each selected strategy.
Indicators describe teacher and student actions
that will be seen if the selected strategies are
implemented.
Indicators describe the change in student
performance (learning outcomes) if the expected
strategy has the desired impact.
Teachers evaluate effectiveness and impact of
strategy implementation based on common postassessment data.
Teachers discuss continuation, modification, or
abatement of selected strategy(s).
Strategies with the desired impact are
documented, shared and duplicated.
Course correction is discussed.
The change in student performance
(learning outcome) is described, yet there
are unclear understandings of what changes
need to be made in student and/or teacher
actions to achieve the described results.
Little monitoring of strategy impact
Common Formative Assessments (CFA) are
analyzed inconsistently.
Strategy effectiveness/impact is evaluated
inconsistently.
Strategies with the desired impact are
occasionally documented, shared and
duplicated.
Course correction is discussed.
Learning outcomes are identified.
Changes in student and teacher
actions are not identified or
monitored.
TBT protocols
TBT self-assessment procedures
CFA results are not analyzed.
Strategy effectiveness/impact is
evaluated inconsistently.
Strategies with the desired impact
are not documented, shared and
duplicated.
Course correction is not discussed.
TBT protocols
Examples of documented, shared
and duplicated instructional
practices
Teachers examine student work samples to evaluate effectiveness
and impact of strategy implementation.
Teachers discuss continuation, modification, or abatement of the
selected strategies.
Strategies with the desired impact are documented, shared and
duplicated.
Course correction is evident if student achievement does not
improve.
Evidence
Common assessment samples
TBT protocols and rubrics
Examples of displayed data