Plymouth-Canton Community Schools
Teacher:
Date/Time:
EFFECTIVE INSTRUCTION OBSERVABLE RUBRIC
LEVELS OF PERFORMANCE
COMPONENT
HIGHLY
EFFECTIVE
All instructional goals are
either explicitly shared with
students or the sharing of
the goals is a part of the
planned lesson delivery.
INSTRUCTIONAL PEDAGOGY
Clarity of
Instructional
Goals
Students demonstrate the
ability to articulate
understanding about the
instructional goals and how
the goals connect with their
learning as a whole.
Teacher’s plan for student
learning and assessment is
fully aligned with the
specified instructional goals,
containing clear criteria and
standards that are not only
understood by students but
also show evidence of
student participation in their
development.
Intention & Rigor
of Learning
Activities &
Assignments
Teacher regularly monitors
student progress in
achieving the learning goals.
In addition, students
monitor their own progress
in achieving the learning
goals.
A variety of both summative
and formative assessments
are utilized throughout the
unit of study.
PLYMOUTH-CANTON COMMUNITY SCHOOLS
REVISED – 8/21/13
EFFECTIVE
Most instructional goals
are either explicitly shared
with students or the
sharing of the goals is a
part of the planned lesson
delivery.
Students demonstrate the
ability to articulate
understanding about the
instructional goals.
Teacher’s plan for student
learning and assessment is
aligned with the specified
instructional goals,
containing clear criteria
and standards that are
understood by students.
MINIMALLY
EFFECTIVE
Instructional goals are
inconsistently shared with
students.
INEFFECTIVE
Instructional goals are not
shared with students.
Students are unable to
articulate understanding
about the instructional
goals.
Teacher’s plan for student
learning and assessment is
partially aligned with the
specified instructional goals,
containing criteria and
standards that are not
entirely clear or understood
by students.
Teacher regularly monitors
student progress in
achieving the learning
goals.
Teacher monitors student
progress in achieving the
learning goals.
Both summative and
formative assessments are
utilized throughout the unit
of study.
Reliance on summative
assessments as the sole or
primary method of student
evaluation.
Teacher’s plan for student
learning and assessment
contains no clear criteria or
standards, and lacks
congruence with
instructional goals.
Assessment results do not
appear to inform future
instruction.
COMMENTS/OBSERVATIONS
Plymouth-Canton Community Schools
Teacher:
Date/Time:
LEVELS OF PERFORMANCE
COMPONENT
INSTRUCTIONAL PEDAGOGY
Level of Student
Engagement
HIGHLY
EFFECTIVE
Students are highly
intellectually engaged
throughout the lesson and
make contributions to the
contents, the activities and
the material. Studentfacilitated questions and
responses are valued.
Lessons are hands-on,
inquiry-based, groupcentered, real-world and
relevant to students.
Knowledge &
Implementation
of Curriculum &
Initiatives
21st Century
Teaching &
Learning
Teacher’s knowledge of the
district curriculum content
and initiatives is extensive,
indicating much evidence of
connectedness with the
students, school and
curriculum as a whole.
EFFECTIVE
Students are intellectually
engaged throughout the
lesson. Student questions
and responses are solicited
and valued.
Lessons are often handson, inquiry-based, groupcentered, real-world and/or
relevant to students.
MINIMALLY
EFFECTIVE
Students are sporadically
intellectually engaged
throughout the lesson.
Lessons generally lack
hands-on, inquiry-based,
group-centered and realworld approaches.
INEFFECTIVE
Students are not engaged in
significant learning as a
result of inappropriate
activities or materials, poor
representations of content or
lack of lesson structure.
Teacher’s knowledge of
the district curriculum
content and initiatives is
evident, indicating
connectedness with the
students, school and
curriculum as a whole.
Teacher’s content
understanding and
knowledge of and/or
implementation of district
curriculum and/or initiatives
represent basic levels that
may be unconnected to the
school or curriculum as a
whole.
Teacher displays little
understanding of or
ability/desire to share the
district curriculum content
and/or knowledge of
initiatives.
Students are actively
engaged in fluently
interpreting information,
rigorous high-level
questioning, creative
problem solving and the
integration of technology.
Students are actively
engaged in fluently
interpreting information,
rigorous high-level
questioning, creative
problem solving and the
integration of technology.
Learning environment
involves minimal levels of
interpretation of
information, high-level
questioning, problem
solving and integration of
technology.
Learning environment is
characterized by a lack of
evidence of practices in 21st
century teaching and
learning.
Engagement opportunities
are driven by both teacher
and students.
Engagement is driven by
teacher.
Practices are more likely
practiced by teacher than
students.
There is evidence that
indicates the teacher has
done outside research in
order to gain additional
knowledge and
understanding of curriculum
or initiatives.
PLYMOUTH-CANTON COMMUNITY SCHOOLS
REVISED – 8/21/13
COMMENTS/OBSERVATIONS
Plymouth-Canton Community Schools
Teacher:
Date/Time:
LEVELS OF PERFORMANCE
CLASSROOM
ENVIRONMENT
INSTRUCTIONAL PEDAGOGY
COMPONENT
Ability to Meet
Needs of
Individual
Learners
HIGHLY
EFFECTIVE
EFFECTIVE
Teacher consistently utilizes
multiple data sources
(including summative and
formative assessments),
extension opportunities and
multiple delivery and
assessment modes/formats
in order to meet individual
student needs and for
students to express what
they have learned.
Teacher often utilizes
multiple data sources
(including summative and
formative assessments),
extension opportunities
and multiple delivery and
assessment modes/formats
in order to meet individual
student needs and for
students to express what
they have learned.
State or federally- mandated
accommodations and
interventions are sought out
and implemented with much
thought and creativity.
State or federallymandated accommodations
and interventions are
implemented.
Students demonstrate
awareness of resources
available to meet their
learning needs.
Student/Teacher
Relationships
Teacher demonstrates
genuine caring and respect
for individual students.
Such interactions are
appropriate to
developmental and cultural
norms.
Mutual respect between
teacher and students, as
individuals, is exhibited.
Teacher is proactive, able to
anticipate and respond to
student needs.
PLYMOUTH-CANTON COMMUNITY SCHOOLS
REVISED – 8/21/13
MINIMALLY
EFFECTIVE
Teacher generally provides
a standard learning
experience for all learners,
regardless of specific
learning needs of individual
students.
Teacher is inconsistent in
the use of available data
(including summative and
formative assessments),
extension opportunities, and
multiple delivery and
assessment modes/formats
in order to meet individual
student needs.
INEFFECTIVE
Teacher provides a standard
learning experience for all
learners, regardless of
specific learning needs of
individual students.
Teacher does not make use
of available data (including
summative and formative
assessments), extension
opportunities, or multiple
delivery and assessment
formats in order to meet
individual student needs.
State or federally-mandated
accommodations and
interventions are not
implemented.
Teacher provides access to
resources available to meet
students’ learning needs.
State or federally-mandated
accommodations and
interventions are
implemented inconsistently.
Teacher-student
interactions are friendly
and demonstrate general
warmth, caring and
respect. Such interactions
are appropriate to
developmental and cultural
norms.
Teacher-student interactions
are generally appropriate
but may reflect occasional
inconsistencies, favoritism
or disregard for students’
cultures.
Teacher interaction with at
least some students is
negative, demeaning,
sarcastic or inappropriate to
the age or culture of the
students.
Minimal respect between
teacher and students is
exhibited.
Students exhibit disrespect
for the teacher and/or
teacher exhibits disrespect
for students.
Mutual respect between
teacher and class as a
whole is exhibited.
Teacher readily responds
to student needs.
COMMENTS/OBSERVATIONS
Plymouth-Canton Community Schools
Teacher:
Date/Time:
LEVELS OF PERFORMANCE
CLASSROOM ENVIRONMENT
COMPONENT
Cultural
Responsiveness in
the Learning
Environment
HIGHLY
EFFECTIVE
All aspects of teaching and
learning are filtered through
a lens of equity. This
includes but is not limited to
curriculum, resources,
perspective, relationships
with and among students
and the ability to address the
diverse issues of a racially
and culturally mixed student
population with sensitivity.
Teacher actively strives, as
both a member of a building
staff and an individual, to
eliminate raciallypredictable achievement
levels.
Safety & Rigor in
the Learning
Environment
The classroom environment
emphasizes the students’
physical and emotional
safety at all times. Students
are involved in ensuring
maintenance of high levels
of civility and
respectfulness. The teacher
quickly and effectively
reestablishes the learning
environment, if
compromised.
The learning expectations
are high and students play a
role in setting the
expectations for learning.
Students feel comfortable
taking academic risks. The
dignity of the student is
maintained at all times.
PLYMOUTH-CANTON COMMUNITY SCHOOLS
REVISED – 8/21/13
EFFECTIVE
Most aspects of teaching
and learning are filtered
through a lens of equity.
This includes but is not
limited to curriculum,
resources, perspective,
relationships with and
among students and the
ability to address the
diverse issues of a racially
and culturally mixed
student population with
sensitivity.
MINIMALLY
EFFECTIVE
INEFFECTIVE
Few aspects of teaching and
learning are filtered through
a lens of equity. This
includes but is not limited to
curriculum, resources,
perspective, relationships
with and among students
and the ability to address the
diverse issues of a racially
and culturally mixed student
population with sensitivity.
Aspects of teaching and
learning are not filtered
through a lens of equity.
Safeguards to protect
student physical and
emotional safety exist, but
are inconsistently monitored
or applied.
Safeguards to protect
student physical and
emotional safety are not
evident.
Teacher actively strives, as
a member of a building
staff, to eliminate raciallypredictable achievement
levels.
Students are physically
and emotionally safe at
most times and the teacher
is involved in ensuring
maintenance of levels of
civility and respectfulness
for the majority of the
time. The teacher
reestablishes the learning
environment, if
compromised.
The learning expectations
are high.
Most students feel
comfortable taking
academic risks. The
dignity of the student is
maintained.
Learning expectations may
be higher at times, but are
inconsistent.
Students are inconsistently
supported and may not feel
comfortable taking
academic risks.
There is a lack of rigor in
the learning expectations.
Student risk-taking is not
supported. Students may be
belittled or embarrassed.
COMMENTS/OBSERVATIONS
Plymouth-Canton Community Schools
Teacher:
Date/Time:
LEVELS OF PERFORMANCE
CLASSROOM
ENVIRONMENT
COMPONENT
Classroom
Procedures
HIGHLY
EFFECTIVE
Established routines and
effective procedures are
visibly in place and are
seamless in operation; there
is no loss of instructional
time.
Teacher empowers students
to assume considerable
responsibility for the
development and use of
routines and procedures.
PLYMOUTH-CANTON COMMUNITY SCHOOLS
REVISED – 8/21/13
EFFECTIVE
Established routines and
effective procedures are
visibly in place and
function well most of the
time, with little loss of
instructional time.
MINIMALLY
EFFECTIVE
Routines and procedures are
in place but function
unevenly or inconsistently,
with some loss of
instructional time.
INEFFECTIVE
Routines and procedures are
either nonexistent or
ineffective, with significant
loss of instructional time.
COMMENTS/OBSERVATIONS