NTDSE TEACHER OF THE VISUALLY IMPAIRED RUBRIC
DOMAIN 1: PLANNING AND PREPARATION
COMPONENT
UNSATISFACTORY
NEEDS IMPROVEMENT
PROFICIENT
DISTINGUISHED
1a
Demonstrating Knowledge of
Content, Pedagogy, and
Intervention Techniques for
Students Who Are
Blind/Visually Impaired
TVI demonstrates little or no
knowledge and skill in the expanded
core curriculum (ECC). TVI has no
knowledge of vision related
technology. TVI is unaware of
resources and trends related to the
field of visual impairment. TVI is
unable to synthesize medical reports
as related to functional vision
performance.
TVI demonstrates basic knowledge
and skill in the ECC. TVI has minimal
knowledge of vision related
technology. TVI is aware of some
resources and trends related to the
field of visual impairment. TVI is able
to synthesize part of the medical
report(s) as related to functional
vision performance.
TVI demonstrates thorough
knowledge and skill in the ECC. TVI
has sufficient knowledge with vision
related technology. TVI is aware of
resources and trends related to the
field of visual impairment. TVI is able
to synthesize medical reports as
related to functional vision
performance and identifies impact on
educational performance.
TVI demonstrates advanced
knowledge and skill in the ECC. TVI
demonstrates high level of knowledge
with vision related technology and inservices team members as
appropriate. TVI seeks out resources
and trends. TVI is able to synthesize
medical reports as related to
functional vision performance and
identifies impact on educational
performance and offer interventions
based on this information.
1b
Demonstrating Knowledge of
Students
TVI demonstrates little or no
knowledge of students’ backgrounds,
cultures, skills, language proficiency,
interests, and special needs, and
does not seek such understanding.
TVI indicates the importance of
understanding students’
backgrounds, cultures, skills,
language proficiency, interests, and
special needs, but inconsistently
gathers and uses this knowledge for
designing instruction.
TVI has knowledge of students’
backgrounds, cultures, skills,
language proficiency, interests, and
special needs from a variety of
sources, and utilizes this knowledge
within instruction.
Educator actively seeks knowledge of
students’ backgrounds, cultures,
skills, language proficiency, interests,
and special needs from a variety of
sources, and attains this knowledge
to design instruction.
1c
Setting Appropriate
Instructional Outcomes
Recommendations, strategies and
learning objectives are inappropriate
and do not align with educational and
family needs. TVI does not offer
intervention strategies.
Recommendations, strategies and
learning objectives are inconsistent
with and align poorly with educational
and family needs. TVI's intervention
strategies are seldom effective.
Recommendations, strategies and
learning objectives are appropriate
and align with educational and family
needs. TVI seeks out team to share
intervention strategies.
Recommendations, strategies and
learning objectives are always
appropriate and align with district
beliefs and values, educational and
family needs. TVI seeks out team to
share and demonstrate intervention
strategies as appropriate.
Rv. 8-2013
1d
Demonstrating Knowledge of
Resources
TVI demonstrates little or no
knowledge of resources offered
through the school or district, to
enhance instructional knowledge, to
use in teaching, consultation, or for
accommodating student learning. TVI
has no knowledge of district, state
and federal regulations of guidelines.
TVI demonstrates basic knowledge of
resources offered through the school,
district, or state to enhance
instructional knowledge, to use in
teaching, consultation, or for
accommodating student learning. TVI
has basic knowledge of district, state
and federal regulations of guidelines.
TVI demonstrates thorough
knowledge of resources offered
through the school, district, or state to
enhance instructional knowledge, to
use in teaching, consultation, or for
accommodating student learning. TVI
sufficient knowledge of district, state
and federal regulations of guidelines.
TVI seeks out resources in and
beyond the school or district in
professional organizations, on the
Internet, and in the community to
enhance instructional knowledge, to
use in teaching, consultation, or for
accommodating student learning.
TVI shares found resources with
parents, teachers, and other school
staff working with students who are
visually impaired. TVI acts as a
resource for district, state and federal
regulations of guidelines related to
the field of visual impairments.
1e
Designing Coherent Instruction
TVI doesn't plan activities that
assures student learning. TVI lacks
the ability to coordinate knowledge to
assure learning experiences that
align to district and individual goals.
TVI refuses to collaborate with team
members.
TVI plans activities that inconsistently
assure student learning. TVI
demonstrates partial alignment with
student goals. TVI has basic ability to
coordinate knowledge to assure
learning experiences that align to
district and individual goals. TVI is
available to collaborate with team
members.
TVI plans activities that routinely
assure student learning. TVI
demonstrates continuous alignment
with student goals. TVI has capability
to coordinate knowledge to assure
learning experiences that align to
district and individual goals. TVI
seeks to collaborate with team
members.
TVI coordinates knowledge to design
a series of activities aligned to
students' goals which are delineated
from classroom curriculum. TVI's
knowledge of content, resources, and
student performance are strongly
aligned to district and individual
goals. TVI is proactive in
collaborating with team members.
1f
Developing Student
Assessments
TVI's plan for assessing student
learning is nonexistent or contains no
clear criteria or standards, is poorly
aligned with the instructional
outcomes, or is inappropriate. The
results of assessment have minimal
impact on the design of future
instruction.
TVI's plan for student assessment is
partially aligned with the instructional
outcomes, without clear criteria, and
not appropriately designed to address
student needs. TVI intends to use
assessment results to plan for future
instruction.
TVI's plan for student assessment is
aligned with the instructional
outcomes, uses clear criteria, and is
appropriate for the educational needs
of students. Assessment
methodologies have been adapted to
be sensitive to the individual needs
as delineated within the IEP. TVI
intends to use assessment results to
plan for future instruction as derived
from student performance.
TVI's plan for student assessment is
fully aligned with the instructional
outcomes, with clear criteria and
standards that show evidence of
student contribution to their
development. Assessment
methodologies have been adapted to
be sensitive to the individual needs
as delineated within the IEP, and the
TVI uses assessment results to plan
future instruction based upon
performance criteria.
Rv. 8-2013
NTDSE TEACHER OF THE VISUALLY IMPAIRED RUBRIC
DOMAIN 2: THE ENVIRONMENT
COMPONENT
UNSATISFACTORY
NEEDS IMPROVEMENT
PROFICIENT
DISTINGUISHED
2a
Creating an Environment of
Respect and Rapport
Classroom interactions (between the
TVI and students, among students,
and among staff) are negative,
inappropriate, or insensitive to
students’ cultural backgrounds, and
characterized by sarcasm, putdowns, or conflict.
Classroom interactions (between the
TVI and students, among students,
and among staff) are generally
appropriate and free from conflict, but
may be characterized by occasional
displays of insensitivity or lack of
responsiveness to cultural or
developmental differences among
students.
Classroom interactions (between the
TVI and students, among students,
and among staff) are polite and
respectful, reflecting general warmth
and caring, and are appropriate to the
cultural and developmental
differences among groups of
students.
Classroom interactions (between the
TVI and students, among students,
and among staff) are highly
respectful, reflecting genuine warmth
and caring and sensitivity to students’
cultures and levels of development.
2b
Establishing a Culture of
Learning
The instructional environment
conveys a negative culture for
learning, characterized by low TVI
commitment to the subject, low
expectations for student
achievement, and little or no student
pride in work.
TVI's attempts to create a culture for
learning are partially successful, with
little teacher commitment to the
subject, modest expectations for
student achievement, and little
student pride in work.
The culture is characterized by high
expectations for all students and
genuine commitment to the subject
by both TVI and student, with student
demonstrating pride in his/her work.
High levels of student energy and the
TVI's passion for the subject create a
culture for learning in which everyone
shares a belief in the importance of
the subject and students hold
themselves to high standards of
performance. For example, by
initiating improvements to their work.
2c
Managing Instructional
Procedures
Much instructional time is lost
because of inefficient instructional
routines and procedures for
transitions, handling of supplies, and
performance of non-instructional
duties.
Some instructional time is lost due to
inefficient instructional routines;
procedures for transitions, handling of
supplies, and performance of noninstructional duties are only partially
effective.
Little instructional time is lost as a
result of instructional routines,
students are provided with direct
instruction to facilitate increasing
levels of independence, and
incorporates tools/supports to
facilitate efficient procedures for
transitions, and organized handling of
supplies.
Students contribute to the operation
of classroom routines and procedures
for transitions, handling of supplies,
and performance of non-instructional
duties with diminishing levels of
instructional guidance to encourage
student independence in the
management of classroom
procedures.
Rv. 8-2013
2d
Managing Student Behavior
There is no evidence that standards
of conduct have been established,
and little or no educator monitoring of
student behavior has been provided.
Response to student misbehavior is
repressive or disrespectful of student
dignity.
It appears that the TVI has made an
effort to provide instruction on the
standards of conduct for students.
The TVI tries, with uneven results, to
monitor student behavior and
respond to student misbehavior.
Individual behavior plans
implemented inconsistently.
Standards of conduct appear to be
clear to students, and the TVI
monitors student behavior against the
standards which instruction has been
provided. TVI's response to student
misbehavior is appropriate and
instructionally relevant, while
respecting the students’ dignity.
Individual behavior plans
implemented with consistency.
Standards of conduct are clear, with
evidence of student participation in
setting them. TVI's monitoring of
student behavior follows a
diminishing level of direct
interventions, and the TVI's response
to student misbehavior is sensitive to
individual student needs. Individual
behavior plans implemented with
consistency. Students take an active
role in monitoring their performance
against the grade level standards of
behavior, as well as the functioning
level of the students involved.
2e
Organizing Physical Space
The physical space is disorganized,
unsafe and poorly suited to working
with students. Materials are usually
available. Physical space is
inappropriate to the learning activity
and no accommodations were taken
into consideration for special needs of
students.
The physical space is safe, and
materials are prepared but may not
always be appropriate to the student
or the lesson. The physical space
takes into account either student
needs or activity.
The physical space is safe; materials
are prepared and accessible for
students. The physical arrangement
of the area is appropriate for the
learning activities and accommodates
for the special needs of the students
(dependent on resources available
from school where instruction
occurs). Students are able to access
materials with minimal assistance.
The physical space is safe, and
ensures student learning. Students
are able to contribute to the use or
adaptation of the physical
environment to advance learning
(dependent on school where
instruction occurs). Students are able
to access materials without
assistance.
Rv. 8-2013
NTDSE TEACHER OF THE VISUALLY IMPAIRED RUBRIC
DOMAIN 3: INSTRUCTION / DELIVERY OF SERVICES
COMPONENT
UNSATISFACTORY
NEEDS IMPROVEMENT
PROFICIENT
DISTINGUISHED
3a
Communicating with Students
Expectations for learning, directions
and procedures, and explanations of
content are unclear or confusing to
students. The educator’s use of
language contains errors or is
inappropriate for students’ cultures,
age and functioning level.
Expectations for learning, directions
and procedures, and explanations of
content are clarified after initial
confusion; the educator's use of
language is correct, but may not be
completely appropriate for students’
cultures, age, and functioning level.
Expectations for learning, directions
and procedures, and explanations of
content are clear to students.
Communication is appropriate to
students’ cultures, age, and
functioning level.
Expectations for learning, directions,
and procedures, and explanations of
content are clear to students.
Educator's oral and written
communication is clear and
expressive, appropriate to students’
cultures, age and functioning level.
Communication style is differentiated
to maximize student independence.
3b
Using Questioning and
Discussion Techniques
TVI's questions are low-level or below
the students' functioning levels,
resulting in limited student
participation, and encouraging
recitation rather than discussion.
Some of TVI's questions elicit a
thoughtful response extending
student understanding, but most
questions are low-level and posed in
rapid succession. TVI's attempts to
engage students in discussion are
partially successful.
Most of the TVI's questions have
been targeted to extend student
performance and the TVI allows
sufficient time for students to
respond. Student participation in the
discussion has been extended to
attain educational goals, with the TVI
taking a step back to encourage
independent performance as
appropriate.
Questions reflect high expectations
and are culturally and
developmentally appropriate as
aligned with student functioning
levels. Student(s) participate in
formulating many of the high-level
questions with diminishing levels of
support.
3c
Engaging Students in Learning
Activities and materials are
inappropriate. Lessons have not
been adapted to ensure
comprehension.
TVI demonstrates basic ability to
develop activities and materials that
take into account the students level
comprehension and degree of visual
impairment. TVI has minimal
knowledge how to adapt materials
based on the visual needs of the
student.
TVI demonstrates develops activities
and materials that take into account
the student's level of comprehension
and degree of visual impairment. TVI
adapts materials that take into
account the student's visual needs.
TVI seeks out resources that can be
used to develop activities and
materials consistently appropriate for
the student's level of comprehension
and degree of visual impairment. TVI
works with the team to adapt/create
materials that ensure student's visual
needs are being met.
Rv. 8-2013
3d
Using Assessment in
Instruction
Assessment is not used in instruction.
Students are not aware of the
assessment criteria used to evaluate
their work.
Assessment is occasionally used in
instruction. Feedback to students is
inconsistent and students are aware
of some of the assessment criteria
used to evaluate their work.
Assessment is regularly used in
instruction. Feedback to students is
consistent and students are fully ware
of the assessment criteria used to
evaluate their work.
Assessment is used in a highly
developed manner throughout
instruction. Students are involved in
establishing assessment criteria
when appropriate. Students receive
high-quality feedback.
3e
Demonstrating Flexibility and
Responsiveness
TVI adheres to lesson, even when a
change would improve the lesson or
address students' lack of interest or
motivation. TVI doesn't respond to
student questions or is unresponsive
to student challenges when difficulties
occur. TVI blames student or their
home environment rather than
adjusting the lesson. TVI is indifferent
to team members who are present
during lesson.
TVI attempts to modify lesson when
needed. TVI is responsive to student
questions with moderate success.
TVI accepts responsibility for student
success, but has limited knowledge of
strategies to draw upon when
flexibility is necessary. TVI is unsure
how to utilize team members who are
present during activity.
TVI promotes the successful learning
of students, making adjustments as
needed to instructional plans and
accommodating student questions,
needs, and interests. TVI works
together with team members who are
present during activity.
TVI seizes opportunities to enhance
learning, building on a spontaneous
event or student interests. TVI
ensures student success using an
extensive repertoire of instructional
strategies. TVI is comfortable
incorporating team members who are
present during activity.
Rv. 8-2013
NTDSE TEACER OF THE VISUALLY IMPAIRED RUBRIC
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
COMPONENT
UNSATISFACTORY
NEEDS IMPROVEMENT
PROFICIENT
DISTINGUISHED
4a
Reflection on Practice
The educator does not accurately
assess the effectiveness of the
practice and has few or no ideas
about how the lesson could be
improved. The educator does not
attempt to review or improve future
practice.
The educator reflects on practice
occasionally and provides a partially
accurate assessment of the
effectiveness of practice based upon
evidence (e.g. student response/
colleague feedback). The educator
has some general suggestions about
how the lesson could be improved.
The educator makes few attempts to
review or improve future practice
based upon feedback (from
colleagues).
The educator consistently and
accurately reflects on the
effectiveness of the lesson. The
educator makes some specific
suggestions about how the lesson
could be improved based upon
evidence (e.g. student response/
colleague feedback). The educator
makes consistent attempts to review
or improve future lessons.
The educator consistently and
accurately reflects on multiple
elements of the lesson’s effectiveness.
The educator makes multiple specific
suggestions about how the lesson
could be improved and expanded
based upon evidence (e.g. student
response/ colleague feedback). The
educator makes consistent attempts to
review or improve future lessons and
implements ideas of expansion.
4b
Maintaining Accurate Records
The educator maintains records that
are either nonexistent or in disarray
resulting in errors and unsupported
outcomes in IEP management. The
educator is unable to meet deadlines
for documentation or it is incomplete
or unsuitable.
The educator maintains records that
contains some errors, are incomplete
and timelines have been
inconsistently met. Data is lacking or
ineffective for monitoring students’
progress, adjusting IEP goals and
instructional planning.
The educator maintains records that
are accurate, efficient and timely. The
educator uses data management
systems to collaborate with team
members. Student progress is
consistently monitored and data is
utilized for adjusting IEP goals,
problem solving and instructional
planning.
The educator maintains records that
are of high quality; accurate, efficient
and timely. The educator uses data
management systems to collaborate
with stakeholders. Student progress is
consistently monitored. Data is utilized
for adjusting IEP goals, problem
solving and instructional planning.
Educator shares data management
systems with others to promote
cohesion.
4c
Communicating and
Collaborating with
Stakeholders: Team Members,
Administrators, District
Personnel, and Families
The educators’ communication /
collaboration with all stakeholders
around data, resources,
assessments, programming, IEP
planning is non- existent or not timely.
The educator does not follow up on
tasks assigned and/or fails to follow
through on agreed plans. The
educator makes no attempt to
engage families in the educational
process.
The educators’ communication/
collaboration with all stakeholders
around data, resources,
assessments, programming, IEP
planning is sporadic. The educator’s
communication is unproductive or
irrelevant. The educator
demonstrates inconsistent follow up
on agreed upon timelines and/or
plans
The educator provides information
inconsistently to families.
The educator engages in frequent
and productive communication/
collaboration with all stakeholders
around data, resources,
assessments, programming, and IEP
planning. The educator takes an
active role in problem solving and
team dialogue. The educator’s
communication is clear, concise, and
relevant. The educator’s engages
families frequently.
The educator engages in frequent and
productive communication with all
stakeholders around data, resources,
assessments, programming, and IEP
planning. The educator’s follow up is
thorough, timely, and meaningful. The
educator’s feedback/suggestions
during problem solving is valued by
stakeholders. The educator actively
engages families and adapts his/her
communication style to meet their
needs.
Rv. 8-2013
4d
Participating in a Professional
Community
Educator’s relationships with
colleagues and students are negative
and educator displays a negative
attitude in the professional
environment. Educator avoids
participating in a professional
community, school, township, and
department meetings and
committees/projects. Educator does
not participate as a member of the
multidisciplinary team. Educator
refuses to participate in disciplinespecific professional opportunities.
Educator’s relationships with
colleagues and students are cordial,
and educator displays a neutral
attitude in the professional
environment. Educator participates in
a professional community, school,
township, and department meetings
and committees/projects when
assigned. Educator is present but
inattentive as a member of the
multidisciplinary team. Educator
inconsistently participates in
discipline-specific professional
opportunities.
Educator’s relationships with
colleagues and students are positive
and productive, and educator
displays a positive attitude in the
professional environment. Educator
actively participates in and makes
substantial contributions to the
professional community, school,
township, and department meetings
and committees/projects. Educator
actively contributes as a member of
the multidisciplinary team. Educator
participates in discipline-specific
professional opportunities.
Educator’s relationships with
colleagues and students are positive
and characterized by mutual support
and cooperation, and educator
displays a positive and enthusiastic
attitude in the professional
environment. Educator actively
participates in and makes substantial
contributions to the professional
community, school, township, and
department meetings and
committees/projects, and assumes a
leadership role. Educator is highly
involved as a member of the
multidisciplinary team and shares
resources as available. Educator
frequently seeks out discipline-specific
professional opportunities
(conferences, workshops, leading
presentations, etc.), and welcomes
supervision of interns, students, and
observers.
4e
Growing and Developing
Professionally
The educator does not participate in
professional development activities
and makes no effort to share
knowledge with colleagues. The
educator does not apply feedback
from colleagues (team members,
administrators).
The educator participates in
professional development activities
that are convenient or required and
makes limited contributions to the
profession and/or organization. The
educator inconsistently applies
feedback from colleagues (team
members, administrators).
The educator participates in
professional development and
networking opportunities based on
assessed needs of students or IGP
development. The educator
consistently shares information with
team members and welcomes
feedback from colleagues (team
members, administrators).
The educator actively seeks out
professional development
opportunities and initiates activities to
contribute to the profession. The
educator contributes to the
professional development of others by
providing training and coaching to
implement effective interventions. The
educator actively seeks feedback
colleagues (team members,
administrators).
Educator seeks advanced training
and/or certification in areas of
interest/relevance.
Rv. 8-2013
4f
Demonstrating Professionalism
The educator has little sense of ethics
and professionalism and contributes
to practices that are self-serving or
harmful to students. The educator
fails to comply with school and district
regulations and timelines, providing
an insufficient level of service and
case management responsibilities.
Educator violates practices of
confidentiality as defined by state and
federal laws. Educator does not
advocate for students’ needs.
Educator does not follow district
guidelines for dress code. Educator is
not punctual (school start/end times,
meetings, etc.) and does not adhere
to educator attendance policy.
Educator does not maintain
professional boundaries with
stakeholders.
The educator’s efforts to serve
students are inconsistent. The
educator complies inconsistently with
school and district regulations,
providing a minimal level of case
management responsibilities.
Educator recognizes the needs of
students and inconsistently
advocates for those needs. Educator
practices of confidentiality as defined
by state and federal laws. Educator
inconsistently follows district
guidelines for dress code. Educator
is not punctual and inconsistently
follows attendance policy. Educator
inconsistently maintains professional
boundaries with stakeholders.
The educator displays a high level of
ethical practice, professionalism and
respect in dealing with students and
team members. The educator
demonstrates a high level of
confidentiality as defined by state and
federal laws. The educator complies
fully with case management
responsibilities and consistently
recognizes and advocates for the
needs of students. Educator informs
stakeholders of schedule changes.
Educator follows district guidelines for
dress code. Educator is consistently
punctual and follows attendance
policy. Maintains professional
boundaries with stakeholders.
The educator displays a high level of
ethical practice, professionalism and
respect in dealing with students and
team members. The educator
demonstrates a high level of
confidentiality as defined by state and
federal laws. The educator complies
fully with case management
responsibilities and consistently
recognizes and advocates for the
needs of students. Educator follows
district guidelines for dress code, is
punctual and adheres to attendance
policy consistently. The educator
informs stakeholders of schedule
changes. The educator consistently
maintains professional boundaries with
stakeholders. Educator is proactive
and assumes a leadership role in
making sure that instructional practices
and procedures ensure that all
students have an opportunity to be
active members of their school
community.
Rv. 8-2013