TEACH FOR AMERICA INTERIM CERTIFICATION PROGRAM
Program Rubric
Overview: The Teach for America Interim Certification Program Rubric was designed to provide formative and summative feedback to TFA corps members during their first two
to three years of teaching. A group of University of Michigan faculty and graduate students, in addition to teachers and administrators came together to create a content driven
rubric to inform Corp Members of their progress. The rubric is separated into 9 distinct, but overlapping outcomes that we believe are necessary tools and skills a teacher should
develop in their first few years of teaching. Each outcome is then broken up into one to 3 indicators that provide “look-fors” for seminar and field instructors to guide
individualized feedback to CM’s. Finally, each indicator can be scored on 3-point scale or continuum performance expected of novice teaching professionals, where 1 =
“emerging” and 3 =”exemplary”. Corps members are expected to attain a mean-score of
Program Outcomes and Indicators:
1. Design Intentional Teaching and Learning Units (p. 2)
a. Unit plans
b. Lesson development
2. Facilitate an Environment that Supports Student Learning (p. 4)
a. Classroom management
b. Physical space
c. Norms, routines and procedures
3. Build Positive Rapport and Relationships with Students to Support Learning
(p. 6)
a. Positive interpersonal relationships
b. Student investment, interest and autonomy
4. Deliver Effective Instruction that Results in Student Learning (p. 8)
a. Teacher preparation
b. Active facilitation
c. Checks for understanding
d. Instructional format
e. Student engagement
University of Michigan School of Education, Teach For America Interim Certification Program
5. Engage Literacies as Way of Learning Discipline/Content (p. 10)
a. Effective reading strategies
b. Vocabulary instruction and academic language
c. Discipline specific resources
6. Make Effective Instructional Decisions (p. 12)
a. Modifies instruction
b. Scaffolded Instruction
7. Assess Student Learning (p. 14)
a. Multiple forms of assessment
b. Criterion for assessment
c. Data Tracking
8. Relate and Communicate Effectively with Parents, Families and Community
(p. 16)
a. Communicates with families and communities
9. Reflect on Practice and Leadership, and Contribute Professionally to the
Learning Community (p. 17)
a. Reflect on lessons and practice
b. Builds relationships with colleagues
c. Professional development
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Program Outcome 2: Facilitate an Environment that Supports Student Learning




Insufficient
Emerging
Proficient
Exemplary
All or almost all class time is spent on
management, rather than instruction.
Time spent on management outweighs time spent on Significant time and attention is given to classroom
instruction. The teacher is using mostly reactive
management, but it does not outweigh or detract from
strategies.
teaching or learning. The teacher is using mostly
proactive strategies.
Instruction is highly engaging and effective, therefore, minimizing
student misbehavior and disruption.
Instruction and management are one in the same; the difference is
indistinguishable.
Teacher mostly ignores misbehavior, or
uses mostly ineffective strategies.
Teacher uses a mix of both effective an ineffective
teaching strategies.
Teacher uses effective classroom strategies, in which
the teacher has to minimally address misbehavior in
the classroom.
Teacher has empowered students to manage themselves. Students
are capable of resolving interpersonal issues together
The physical space is unsafe and/or
inappropriate for the lesson ‘s activities.
The physical space is safe and appropriate for the
lesson’s activities. The space is highly cluttered
and/or visually distracting.
The physical space is safe, inviting and appropriate for
the lesson’s activities. The space seems thoughtfully
planned to facilitate the type of methods employed.
The physical space is safe, inviting and highly appropriate for the
lesson’s activities. The space is carefully and thoughtfully planned
to facilitate the types of methods employed.
Little is on the classroom walls.
Classroom walls focus on behavioral expectations of
the classroom. Little student work is shown in the
classroom.
Classroom walls focus both on investing students in the
classroom through behavioral expectations and
mottos, but also classroom content is also represented.
Classroom walls focus on investing students, and displays the work
that occurs in the classroom. It is set up in a way that presents a
story of the work that is occurring (themes, graphic organizers,
common definitions, etc).
Transitions between activities are poorly
organized, lengthy, and disruptive to
learning or invite student misbehavior.
Transitions between activities take some time, albeit
minimal, away from learning. They may require
significant redirection by the teacher.
Transitions between activities are quick and occur in an
orderly fashion with little re-direction by the teacher.
Transitions between activities are orderly, rapid, effortless, and
seamless.
Teacher doesn't express or signify
expectations for student behavior. S/he
may use coercive or demeaning
techniques (e.g. yelling, threatening, etc.)
to attempt to gain student compliance.
These techniques are highly detracting
from learning and may even diminish
student affective development.
Teacher has established standards for conduct and
behavior. They may, however, be unclear, too
numerous, or completely teacher generated.
Teacher monitoring focuses mostly on those who are
misbehaving. The classroom management system is
behaviorist in nature (e.g. rewards and
consequences).
Teacher has established standards for conduct and
behavior that are attainable and understood by students.
Students are largely responsible for performing routines.
Teacher uses some verbal praise or encouragement for
positive behaviors to ensure students are making
appropriate decisions. The instruction accounts for
anticipated times that maintaining behavioral
expectations may be difficult or challenging for students.
The standards for conduct and behavior are co-developed by
teacher and students. Students have substantive responsibility for
performing routines. Students self- and peer- monitor their
behavior in ways that are mutually respectful. Teacher monitoring is
seamless, subtle, and preventative. Teacher uses empowering
tools (e.g. specific praise, etc.) to help students identify appropriate
behavior.
There are no evident routines Students
are not able to describe classroom
procedures.
There is some evidence of loosely normalized
routines. Students need a lot of guidance and
instruction to follow the routines that exist. Students
have trouble describing classroom procedures.
Normalized routines exist for most every process that
requiring them. Most of may be highly effective.
Students are able to follow them with little guidance.
Most students are able to describe the routines.
Highly effective routines to organize learning are normalized. Little
detailed instruction is needed for students to follow suit. Students
are readily able to describe classroom procedures.
2A: Classroom
Management
2B: Physical
space
2C: Norms,
Routines and
Procedures
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Program Outcome 3: Build Positive Rapport and Relationships with Students to Support Learning
3A: Positive
Interpersonal
Relationships
3B: Student
investment,
interest and
autonomy




Insufficient
Emerging
Proficient
Exemplary
Shows a lack of attempt or action to get to
know and/or build a relationship with
students (e.g. does not refer to students by
name, look them in eye, ask questions).
Some teacher interactions are inappropriate (e.g.,
unfriendly, sarcastic, etc.). Teacher does not strike a
balance between friendly and professional in his/her
interactions with students.
Teacher’s interactions are friendly, and generally show
concern and respect for individual students, but may
inconsistent between students. There is balance
between being friendly and professional.
Teacher’s interactions are genuine, showing concern and respect
for individual students (e.g., greets every student in morning,
holds side conversations with students). There is balance
between being friendly and professional.
The teacher does not seem to like his/her
student or seems unhappy to be with them.
Students dislike him/her and are frequently
disrespectful
Students like the teacher sometimes, but also show
signs of disrespect. Teachers generally show signs of a
flat affect.
Students generally trust the teacher, but may not feel
comfortable taking academic risks or divulging
pertinent personal information. There is a general
positive affect in the classroom with shared
enthusiasm between teacher and students.
Students trust the teacher, including with sensitive information
(e.g., the teacher brings in personal stories that students can
connect to). There is positive affect in the room where everyone
enjoys each other and the work in the classroom.
Students do not interact with one another or Students work together, but it does not appear that
their interactions result in disputes.
they enjoy it. Students are friendly with each other
most of the time, but have some disagreements. At
times, some students show positive support and
encouragement of their peers.
Students are friendly with each other, and attempt to
monitor each other’s behavior. Most students show
positive support and encouragement
Students demonstrate genuine care for one another and monitor
one another’s behavior respectfully. Students are consistently
supportive of each other.
Teacher does not attempt to motivate
students to learn.
Teacher wants to get students to believe they can and
want to learn classroom material (which may or may
not be ambitious), but is unsuccessful in his/her
attempts.
Teacher employs strategies (e.g. class mantras/chants,
affirmative and specific praise, etc) that are effective
in getting most students to believe that they can and
want to learn ambitious classroom material.
Teacher uses specific knowledge of students to get them to know
that they can and want to accomplish ambitious learning
objectives. Teacher employs strategies (e.g. class
mantras/chants, affirmative and specific praise, etc) that are
effective in getting virtually all students to believe that they can
and want to learn ambitious classroom material.
Teacher does not know enough about
students or otherwise draw upon their
interests, experiences, or prior knowledge.
Teacher knows to bring in students’ interests,
experiences and prior knowledge, but does not have
systems in place that allow for this. Consequently,
attempts do not seem intentional or planned.
Teacher brings in most students’ interests,
experiences and prior knowledge in order to connect
students to the content of study and learning in
general.
Teacher intentionally brings in virtually all students’ interests,
experiences and prior knowledge in order to connect students to
school. S/he also finds extemporaneous opportunities to
incorporate students’ prior knowledge (e.g. ‘teachable moment’)
Teacher creates a very rigid classroom, in
which students are not able to demonstrate
autonomy or leadership.
The structure of the classroom is predominately teacher
directed, while there are some unintentional or
unplanned attempts at providing student independence
and autonomy.
Teacher incorporates a few opportunities to
demonstrate autonomous behavior and leadership
skills (e.g. making responsible decisions, providing
choices, a relaxed structure in the classroom, etc.)
Teacher provides multiple opportunities for students to
demonstrate autonomous behavior and leadership skills (e.g.
making responsible decisions, providing choices, a relaxed
structure in the classroom, etc.)
Makes no reference, seems to have no
knowledge, and/or misses an obvious
opportunity to reference a community need
during the lesson to exemplify a point.
Mentions a community need (e.g., demographic,
Uses an example in lesson based on a major
challenges or resource (e.g., museums, libraries,
community needs (e.g., demographic, challenges), or
churches, etc) during lesson in an attempt to emphasize resource (e.g., museums, libraries, churches, etc).
a point.
Highly integrates a community problem or need or resource as a
basis for learning in the unit or lesson.
Program Outcome 4: Deliver Effective Instruction that Results in Student Learning
4A. Teacher
Preparation
4B: Active
Facilitation
4C: Checks for
understanding
4D: Instructional
Format




Insufficient
Emerging
Proficient
Exemplary
The teacher is ill-prepared to deliver the lesson The teacher is mostly prepared for the lesson, but
by not having necessary materials, knowledge, takes some time away from instruction in order
or abilities to support students’ content-related to make last minute preparations.
questions or other learning needs.
The teacher is adequately prepared to deliver the
lesson and has all necessary materials, knowledge,
and abilities to support students’ content related
questions or other learning needs. S/he has also
adequately prepared for the unexpected.
The teacher is highly prepared to deliver the lesson and has all
necessary materials, knowledge, and abilities to support
students’ content related questions or other learning needs.
S/he is prepared a plan for learning extensions, re-teaching, or
unexpected.
Teacher poses exclusively close-ended
questions in IRE (initiate, respond, evaluate)
format. Questions move quickly from one to
the next.
Teacher poses mostly close-ended questions, but
also includes some open-ended questions.
Questions move quickly from one to the next.
Teacher poses both close-ended and open-ended
questions, but creates dialogues around content.
Most of these attempts are successful at creating an
extended dialogue, while others are not. Teacher
ensures most students are participating.
Teacher poses questions and uses facilitation strategies that
encourage a dialogue among teachers and students around the
content. Teachers and students are actively listening to one
another and participate in an extended dialogue.
Questions do not help students gain an
understanding of the learning objective.
Teacher uses questions that are fairly basic, but
begin helping students gain an understanding of
the learning objective.
Teacher uses questions that elicit student thinking at
a variety of cognitive levels, moving students toward
higher order thinking. Questions are meaningful to
students (e.g., posing questions to teacher and
students).
Questions move students toward higher order thinking.
Students assume some responsibility asking questions.
Questions are coherent, flexibly use student prior experiences,
and help students gain understanding of the learning objective.
The teacher does not appear involved in the
work of the students, or does not facilitate
growth in student in learning.
Teacher appears involved in the work of the
students, but at other times lacks sufficient
facilitation strategies.
Teacher makes attempts that are mostly effective to Teacher facilities student learning through highly effective
facilitate student learning through questions,
questions, pacing and wait time. S/he takes an active interest in
sufficient pacing and wait time, and an active interest their work.
in their work.
The teacher makes no attempt to check for
understanding throughout a lesson.
Attempts to use Informal assessments (e.g.,
questions, thumbs up/down. observations), but
only one or a few students will answer the
question or be observed for the majority of the
informal assessment.
Uses informal assessments (e.g., questions, thumbs
up/down. observations) to check for understanding
throughout a lesson. Many students are represented,
and the degree of all students’ understanding is
somewhat assessed.
Uses informal assessments (e.g., questions, thumbs up/down.)
to check for understanding throughout a lesson. Virtually all
students are represented, in which the degree of understanding
is easily assessed –a full picture of all students’ understanding
occurs.
The lesson structure is illogical.
The sequence of lesson activities is structured
with an opening, middle, and close, but may lack
coherence or smooth transitions
The sequence of lesson activities is logical in its
structure. The activities activate and build upon
students’ prior knowledge, reinforce students’ deep
understanding of the objective.
The sequence of lesson activities is logical in its structure. The
activities activate prior knowledge and scaffold student learning.
The designed activities are innovative, support deep learning of
the objective, and are tied to the unit goals.
The teacher explains key ideas incoherently or
inaccurately.
The teacher explains key ideas accurately.
The teacher seeks students' contributions in
explaining key ideas in a coherent, accurate manner
that builds upon students’ knowledge and
experience.
The teacher seeks substantial students' contributions in
explaining key ideas in a coherent, accurate manner that builds
upon students’ knowledge and experience.
Teacher has thoughtfully developed multiple
grouping strategies, and activities that allow students
to engage in the content in more than one-way.
These activities may not always purposefully build
upon one another.
Learning activities are purposeful throughout. Teacher has
thoughtfully developed multiple grouping strategies, and
activities that allow students to engage in the content in more
than one-way. These activities build upon each other
throughout lesson.
Learning activities focus on the transmission of Learning activities are largely teacher-directed,
knowledge through lecture, readings, and other though they attempt to engage students through
didactic means that support rote memorization. two modes of learning (grouping, lectures, etc.)
They are teacher-centric and focus on one
avenue of learning.
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4E: Student
Engagement
The directions and procedures are unclear, and
students do not receive appropriate
clarification
The directions and procedures are unclear, and
students receive appropriate clarification
The directions and procedures are clear to students
and the teacher anticipates students’ possible
misconceptions and misunderstandings when giving
the directions/instructions.
The directions and procedures are clear to students and the
teacher anticipates students’ possible misconceptions and
misunderstandings when giving the directions/instructions.
Students ask one another for clarification.
Students are not engaged in the lesson’s
activities.
Students are minimally engaged in the lesson
activities. They are passively engaged, watching
or listening to the teacher.
There is a mix of engagement, with some of the
students engaged (e.g., participating in discussion,
answering questions, working on tasks), while a few
are attentive, but passively engaged.
Students are engaged in the lesson. Not only are they
participating in the class, they are excited and interested about
the activities that occur in class.
Program Outcome 5: Engage Literacies as a Way of Learning Discipline/Content

Insufficient

Emerging
The lesson does not engage students in
Teacher attempts to get students to become active
reading or interpreting disciplinary related interpreters of disciplinary related content or texts (e.g.
content or texts (e.g. maps, graphs,
maps, graphs, narratives, etc.)
narratives, etc.)
5C: Discipline Specific
Resources
Proficient

Exemplary
During in-class reading, strategies are used that ensure all
students are active readers and interpreters of disciplinary
related content or texts (e.g. jigsaw reading, text annotation,
graphic interpretation, etc.), and have a clear purpose for
the reading.
During in-class reading, students are active in the
process of interpreting disciplinary related content or
texts, and have helped set and/or can recite the
purpose for the reading in their own terms.
Students are asked to read or interpret at a basic level
reading or interpreting disciplinary related of comprehension, but the task does not necessarily
content or texts (e.g. maps, graphs,
match the objective or fit the type of content or text.
narratives, etc.).
Students are asked to read or interpret at a deeper level of
comprehension, depending on the objective of the lesson
and type of text (e.g., graphs, expository, text, narrative,
etc.)Students are asked to read/interpret for various levels
of comprehension, depending on the objective of the lesson
and type of text (e.g., graphs, expository, text, narrative,
etc.)
Students are asked to read/interpret for various
levels of comprehension, including evaluation,
synthesis, and application.
Key vocabulary needed to understand
content is completely overlooked.
Key vocabulary needed to understand content is
mentioned, but not discussed.
Key vocabulary needed to understand content is
appropriately discussed at the beginning and/or during the
lesson.
Key vocabulary needed to understand content is
appropriately discussed and purposefully integrated
throughout the lesson.
Teacher does not use academic language
during the lesson.
Teacher models the use of academic language, but does Teacher supports students’ use of academic language. (e.g.,
not require students to use the language.
S/he uses the language of the discipline when giving
direction and instruction)
5A: Effective Reading &
Interpretive Strategies The lesson does not engage students in
5B: Vocabulary and
Academic Language

Teacher has developed systems in the classroom in
which students automatically use (or attempt to use)
the language of the discipline during discussions and
activities.
Teacher does not show students discipline Teacher shows students discipline specific resources,
related resources.
but does not adequately teach them how to use the
materials.
Teacher explicitly teaches students how to use discipline
specific resources/ text features (e.g. index, dictionary,
thesaurus, highlighted text, etc.).
Teacher provides students with exemplary text
models from professionals and students in order for
students to become producers of appropriate
discipline-specific text.
The teacher does not use technologies,
materials, and tools to support student
learning objectives.
The teacher uses a core set of technologies, materials, and
tools to support learning objectives.
The teacher uses a diverse array of technologies,
materials, and tools effectively move students
forward in disciplinary ways of thinking.
The teacher uses technologies, materials, and tools
primarily to pique students' interests without
substantive links to the learning objectives.
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Program 6: Make Effective Instructional Decision



Insufficient
Emerging
Proficient
Exemplary
Teacher does not monitor students or pay
attention to the cues students show that
they need additional assistance.
Teacher makes minor attempts or is inconsistent in
his/her attempts to notice cues for student learning,
or to determine if students grasp material.
Teacher frequently monitors students signs that they are
struggling with the content, or notices when need extra
assistance.
Teacher does not recognize patterns in
student thinking around understanding
content and misconceptions of content.
Teacher recognizes some basic patterns in student
thinking around understanding content and
misconceptions of content.
Teacher identifies and addresses common patterns of
Teacher regularly identifies and implements
student thinking. Teacher sometimes uses these patterns to instructional strategies or interventions in response to
inform instruction.
common patterns of student thinking.
Teacher adheres rigidly to an instructional
plan, even when a change will clearly
improve a lesson.
Teacher attempts to make minor adjustments to the
lesson to accommodate student understanding,
engagement, interests, and/or questions with mixed
results. S/he does not have a substantiated
professional rationale for his/her adjustments.
Teacher uses professional judgment to successfully make
minor adjustments to the lesson to accommodate student
understanding, engagement, interests, and questions.
Teacher is ineffective at assisting students
to gain a deeper understanding of content
knowledge, allowing confusion to persist.
Teacher attempts to help students who are struggling, Teacher persists in seeking approaches for students who
but the teacher only has a few strategies with which to have difficulty learning, drawing from a moderate
work from.
repertoire of strategies.
Teacher persists in seeking effective approaches for
students who have difficulty learning, drawing from
an extensive repertoire of strategies and/or soliciting
resources from other sources.
Lesson is focused at one ability level, making
it difficult for students of varying
abilities/interests to entrée into the learning
or accomplishes learning objectives.
Students of varying abilities/interests may find it
difficult to entrée into the learning or accomplish the
learning objective(s) because the lesson lacks a variety
of support structures (e.g., peer conferencing, teacher
support)
Most students of varying abilities/interests are able to
entrée into the learning and accomplish the learning
objective(s) at high rates of success because the lesson has
multiple and effective support structures (e.g. peer
conferring, direct teacher support, variety of print/media
resources, etc.).
All students are able to entrée into the learning and
accomplish the learning objective(s) at high rates of
success because the lesson has multiple and effective
support structures.
Teacher does not choose a teaching strategy Teacher chooses strategies that corresponds with the
that matches the learning objective.
learning objective, but does not implement the
strategy with fidelity.
Teacher chooses a few strategies that support the intended
learning outcomes, and implements with high fidelity.
Teacher consistently chooses multiple and varied
strategies that best match the intended learning
outcome. These strategies are highly innovative ,
effective, and engage students in learning.
Teacher does not provide opportunities for
students to interact with each other in any
meaningful ways.
Teacher provides some structure for students to
interact with each other; however, these interactions
are more social then provide deeper content.
Students are engaged in meaningful conversations and
work with each other surrounding the development of their
understanding of content. These interactions enhance
student learning.
Students are engaged in meaningful conversations
and work with each other surrounding the
development of their understanding of content. These
interactions enhance student learning and are
directed by students.
Students do not receive feedback about
their learning in class.
Students are provided with generic feedback with
their work (e.g., “good job, “nice work”)
Students are provided mostly with generic feedback, but
there is occasional feedback with back and forth exchanges
between students and teacher - providing both
encouragement and extensions.
Students are provided with feedback that helps them
develop their thinking. Teacher and students have
conversations in which the teacher pushes students
forward in their thinking – providing encouragement
and extensions.
6A: Modifies Instruction
6B: Scaffolded
Instruction

Teacher constantly monitors students for cues in
student learning, or when students need extra
assistance or support.
Teacher uses professional judgment to successfully
adjust course or make major adjustments to the
lesson to accommodate student understanding,
engagement, interests, and questions, and to better
support student learning.
Students are not provided with hints or
assistance from teachers or students that
scaffolds instruction.
Teacher attempts to scaffold student instruction
Students are sometimes provided with assistance and with
hints in order to scaffold their learning of content. Students
receive both encouragement and affirmation to motivate
them to progress in their learning.
Students are consistently provided with assistance
and with hints in order to scaffold their learning of
content. Students receive both encouragement and
affirmation to motivate them to progress in their
learning.
Teacher does not engage students in
metacognitive and regulatory strategies.
Teacher infrequently engages students in
metacognitive and regulatory strategies.
Teacher repeatedly engages students in metacognitive or
regulatory strategies such as self-monitoring, goal setting,
and self-reflection.
Teacher builds opportunities for students to use a set
of metacognitive and regulatory strategies into the
regular activity structure of the class.
University of Michigan School of Education, Teach For America Interim Certification Program
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