THE CITRUS COUNTY SCHOOLS (CCS) TEACHER-ASSESSMENT STANDARDS RUBRIC
Directions: Reflect upon your performance as a designer of work for students using the CCS Teacher-Assessment
Standards and Indicators in the left-hand column. Reading across the page, mark the box that most closely matches
your beliefs and actions.
Standard 1: The teacher supports the beliefs, shared vision, and mission adopted by the Citrus County Schools.
The teacher…
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2
3
4
Every student has the
potential to learn if
presented with the right
opportunity.
Does not present varying
learning opportunities to
students who are not
being successful.
Presents a number of
varying learning
opportunities to students
who are not being
successful.
Varies learning
opportunities
continuously so that all
students are successful at
learning needed concepts.
Monitors and modifies
activities continuously to
ensure that every child
learns something new
every day.
Teachers are leaders,
coaches, and facilitators
of learning.
Relies consistently on
“stand and deliver”
approaches for delivering
new skills.
Develops some work for
students that allows the
students to discover and
identify connections
between information and
concepts.
Develops substantial
work for students that
encourages students to
discover and identify
connections between
information and concepts.
Develops substantial
work for students using
students as resources in
developing that work.
Standard 2: The teacher designs quality knowledge work containing student-focused design qualities that reflect
the needs of the students, parents, school system, and community.
The word designed for students…
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2
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4
Content and Knowledge
Contains few or limited
use of grade-level content
standards.
Promotes the connection
among content and
standards of other subject
areas.
Contains activities that
link content standards in
ways that help students
recognize the importance
of the content standards.
Organization of
Knowledge
Does not link any content
and subject areas.
Points out linkages to
other content and subject
areas.
Builds on knowledge
Promotes student
from multiple-content and interaction among
subject areas.
multiple-content and
subject areas.
Product Focus
Is not connected to any
short-term or long-term
products or exhibitions.
Is linked to a product,
performance, or
exhibition.
Contains a direct
connection between the
product, performance,
exhibition, and the
objectives.
Provides for
modifications that
encourage students to
create an original product,
performance, or
exhibition.
Clear and Compelling
Product Standards
Does not contain relevant
and clearly
communicated standards.
Contains teacherdeveloped standards.
Contains clearly
communicated standards
that are relevant to the
product.
Contains standards that
are clearly linked to the
achievement of content
objectives and that
encourages students to
exceed the standards.
Protection from
Adverse Consequences
for Initial Failures
Exists in an environment
that is threatening to the
students.
Provides an environment
that is free from initial,
adverse consequences.
Allows many
opportunities for non
graded practice by
students.
Allows free expression of
ideas, planning, and
implementation of
innovative projects and
prideful exhibitions of
student work.
Creates a need to learn
next level of content and
substance.
The work designed for students…
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2
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4
Affirmation of
Performance
Does not allow
opportunities for student
recognition.
Is shared and displayed,
and affirms the student in
non-traditional ways, i.e.,
grades, smiley faces.
Contains strategies for
student and teacher
assessment as the work
progresses, and is an
integral part of the
product.
Encourages students to
critique and share
suggestions with others as
they work, and the
products are meaningful
to the students and reflect
interest and pride in what
was created.
Opportunities for
Affiliation
Encourages student
interaction rarely, and
requires the student to
work independently from
others.
Encourages students to
interact and communicate
with others during the
work, but the work is not
dependent upon or
changed by the ideas of
others.
Encourages students to
seek the help of others to
improve the quality of the
work they have attempted
alone.
Is dependent upon
students engaging in a
high level of interaction
and communication with
others.
Novelty and Variety
Is presented in a limited
number of formats, and
requires no new skills.
Is presented in a variety
of formats.
Promotes the use of new
skills.
Supports students in
creating something new
and applying new skills in
novel and new ways.
Choice
Is completely directed by
the teacher in all aspects.
Provides students with
choices in completing
their product or task.
Provides opportunities for Provides opportunities for
students to generate their students to generate their
own options/choices.
own options/choices in
completing their product
or task using an array of
choices in the resources
used.
Authenticity
Contains no relevancy or
connections for the
students.
Contains relevancy that is
apparent to students both
explicitly and implicitly.
Is applied to a real-life
Encourages students to
situation, e.g., work in a
apply/link knowledge to
similar manner that
real-life situations.
would be found outside of
the school.
Standard 3: The teacher manages the resources of time, people, space, information, and technology in order to
enhance the qualities of the work provided to students.
The teacher…
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2
Monitors for purposeful
and appropriate use of
time.
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4
Time
Rarely adjusts time
periods for student work.
Modifies time so its use is Uses creative, innovative
varied, flexible, and
ways of managing time to
productive.
enhance the quality of the
work provided to
students.
People
Does not manage students Monitors use of people
and allocated people
resources for their
resources.
purposeful and
appropriate effect on the
work.
Modifies routinely
people, resources, e.g.,
grouping of students,
school resource
personnel, community
members, so that the
work is varied, flexible,
and productive.
Uses creative innovative
ways of managing people
resources.
Space
Manages allocated space
ineffectively.
Monitors the use of space
resources for its
purposeful and
appropriate effect on the
work.
Modifies routinely space
so that the working
environment is varied,
flexible, and respectful of
others.
Uses creative and
innovative ways of
organizing space.
Information
Does not use core
curriculum objectives in
the work provided to
students.
Monitors and varies the
forms of information to
produce purposeful and
appropriate effect on
student work.
Modifies and varies the
forms of information to
produce engaging work.
Uses creative and
innovating ways of
varying the forms of
information to produce
engaging work.
Technology
Manages allocated
technology ineffectively.
Monitors and varies the
forms of technology to
produce a purposeful and
appropriate effect on
student work.
Modifies and varies
technology to produce
engaging work.
Uses creative and
innovative technologies
to produce engaging
work.
Standard 4: The teacher continuously monitors the extent to which students are engaging the work, persisting
with the work, and experiencing satisfaction in the products of the work and modifies the work accordingly.
The teacher…
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Student Engagement/
Persistence
Does not monitor the
level of student
engagement.
Monitors and documents
the level of student
engagement.
Modifies the work to
increase the level of
engagement and
persistence.
Content:
-reading
-mathematics
-specific content area
Does not monitor student
learning of Sunshine
State Standards.
Monitors student
learning, and maintains
individual record of
student progression.
Modifies the work
Reflects on student
according to the identified progress, and adds to the
student needs.
school’s knowledge base.
Variety of Assessment
Tools
Uses a limited number of
assessment tools.
Uses a variety of
assessment tools and
documents student
progress.
Modifies assessment tools Customizes assessment
according to results of
tools to students’ needs,
assessments.
and makes
generalizations about
assessment strategies.
Students meet
graduation
requirements.
Does not monitor student
progress on skills
continuum toward
graduation.
Monitors and documents
student progress on skills
continuum toward
graduation.
Modifies student program
according to progress on
skills continuum.
Customizes program to
maximize student
success.
Does not monitor student
attendance.
Monitors and documents
student attendance.
Takes appropriate action
regarding attendance
policies; e.g., attendance
committee.
Develops innovative
ways to encourage
attendance.
Attendance
Reflects on the level of
engagement and
persistence and sharing
results with others.
Standard 5: The teacher is a leader.
The teacher…
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Vision
Integrity
Communication
Has little sense of
purpose.
2
Has some sense of
purpose but little
direction.
3
4
Has a sense of purpose
and direction, but does
not inspire and motivate
others.
Models a sense of
purpose and direction that
inspire and motivate
others.
Sees no avenue to
Is knowledgeable of
influence policy decisions policy decisions affecting
affecting the district.
the district.
Influences policy
decisions sometimes
affecting the district.
Influences often policy
decisions affecting the
district.
Does not understand the
change process.
Understands but does not
manage the change
process.
Understands and
sometimes manages the
change process.
Understands and manages
the change process.
Demonstrates little selfreflection.
Examines expressed
beliefs.
Explores own behavior
for consistency with
beliefs.
Demonstrates consistency
between expressed beliefs
and behavior.
Considers values and
beliefs rarely in making
decisions.
Sometimes explores
values and beliefs when
making decisions.
Explores values and
beliefs often when
making decisions.
Relies on values and
beliefs as a source of
direction in making
decisions.
Lacks many
communication skills.
Lacks some
communication skills but
works to improve them.
Uses effective
communication skills
often.
Uses effective
communication skills
always.
Does not cooperate or
collaborate with others.
Cooperates but does not
collaborate with others.
Cooperates and
collaborates with others
often.
Cooperates and
collaborates with others
always.
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Communication
(Continued)
Self-knowledge
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Does not practice group
facilitation and conflict
resolution skills.
Has group facilitation and
conflict-resolution skills,
but does not practice
them.
Practices group
facilitation and conflictresolution skills often.
Practices group
facilitation and conflictresolution skills always.
Prevents consensus often
from forming.
Is gaining skills for
achieving consensus.
Assists often in achieving
consensus.
Assists always in
achieving consensus.
Does not organize or
follow through on
commitments and details.
Organizes but does not
follow through on
commitments and details.
Organizes and sometimes
follows through on
commitments and details.
Organizes and follows
through on commitments
and details.
Does not value
involvement in leadership
activities.
Appreciates value of
involvement in leadership
activities but rarely gets
involved.
Demonstrates an
inconsistent pattern of
involvement in leadership
activities.
Demonstrates a consistent
pattern of involvement in
leadership activities.
Does not demonstrate a
high degree of selfawareness.
Examines personal
motivations but does not
act on knowledge.
Examines personal
motivations, and acts on
that knowledge.
Demonstrates a high
degree of self-awareness.
Is not concerned about
Has some awareness of
Understands others’
others’ perceptions of him others’ perceptions of him perceptions of him or her.
or her.
or her.
Demonstrates much
awareness of others’
perceptions of him or her.
Is not concerned about
maintaining a healthy
balance between personal
and professional
responsibilities.
Maintains a healthy
balance between personal
and professional
responsibilities.
Overextends self in
personal or professional
responsibilities.
Attempts to maintain a
healthy balance between
personal and professional
responsibilities.
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Expanding leadership
opportunities
2
3
4
Is learning to create
leadership
responsibilities.
Seeks opportunities to
create leadership in
others.
Creates sometimes
leadership opportunities
for others.
Creates consistently
leadership opportunities
for others.
Is learning about resultsoriented decisions.
Seeks to enable others to
make important
decisions.
Enables others sometimes
to make important
decisions.
Enables others
consistently to make
important decisions.
Is learning about the
needs of the larger
community.
Seeks sometimes to
Seeks to challenge
challenge students and
students and colleagues to colleagues to serve the
serve the larger
larger community.
community.
Encourages students and
Seeks to encourage
colleagues sometimes to
students and colleagues to practice self-assessment.
practice self-assessment.
Encourages students and
Seeks to encourage
colleagues sometimes to
students and colleagues to demonstrate selfdemonstrate selfdiscipline.
discipline.
Is learning about selfassessment.
Is learning to demonstrate
self-discipline.
Seeks consistently to
challenge students and
colleagues to serve the
larger community.
Encourages students and
colleagues consistently to
practice self-assessment.
Encourages students and
colleagues to demonstrate
self-discipline
consistently.