A Model for Educator Change and Growth

Rubrics – defined as “scoring tool[s] that describe characteristics of practice or artifacts at different levels of performance” – are a critical component of any evaluation framework. Rubrics are designed to help educators and
evaluators (1) develop a consistent, shared understanding of what proficient performance looks like in practice, (2) develop a common terminology and structure to organize evidence, and (3) make informed professional
judgments about formative and summative performance ratings on each Standard and overall.

Structure of this Teacher Rubric

Standards: Standards are the broad categories of knowledge, skills, and performance of effective practice. There are four Standards for teachers: Curriculum, Planning, and Assessment; Teaching All Students; Family and
Community Engagement; and Professional Culture.
Indicators: Indicators, also detailed in the regulations, describe specific knowledge, skills, and performance for each Standard. For example, there are three Indicators in Standard I of the teacher rubric: Curriculum and
Planning; Assessment; and Analysis.
Elements: The elements are more specific descriptions of actions and behaviors related to each Indicator. The elements further break down the Indicators into more specific aspects of educator practice and provide an
opportunity for evaluators to offer detailed feedback that serves as a roadmap for improvement.
Descriptors: Performance descriptors are observable and measurable statements of educator actions and behaviors aligned to each element and serve as the basis for identifying the level of teaching or administrative
performance in one of four categories: Unsatisfactory, Needs Improvement, Proficient, or Exemplary.

RUBRIC - AT - A - GLANCE
Standard I: Standard II: Standard III: Standard IV:
Curriculum, Planning, and Assessment Teaching All Students Family and Community Engagement Professional Culture

A. Curriculum and Planning Indicator A. Instruction Indicator A. Engagement Indicator A. Reflection Indicator
1. Subject Matter Knowledge 1. Quality of Effort and Work 1. Parent/Family Engagement 1. Reflective Practice
2. Child and Adolescent Development 2. Student Engagement 2. Goal Setting
3. Rigorous Standards-Based Unit Design 3. Meeting Diverse Needs
4. Well-Structured Lessons
B. Assessment Indicator B. Learning Environment Indicator B. Collaboration Indicator B. Professional Growth Indicator
1. Variety of Assessment Methods 1. Safe Learning Environment 1. Learning Expectations 1. Professional Learning and Growth
2. Adjustments to Practice 2. Collaborative Learning Environment 2. Curriculum Support
3. Student Motivation

C. Analysis Indicator C. Cultural Proficiency Indicator C. Communication Indicator C. Collaboration Indicator

1. Analysis and Conclusions 1. Respects Differences 1. Two-Way Communication 1. Professional Collaboration
2. Sharing Conclusions With Colleagues 2. Maintains Respectful Environment 2. Culturally Proficient Communication
3. Sharing Conclusions With Students
D. Expectations Indicator D. Decision-Making Indicator
1. Clear Expectations 1. Decision-making
2. High Expectations
3. Access to Knowledge E. Shared Responsibility Indicator
1. Shared Responsibility

F. Professional Responsibilities Indicator

1. Judgment
UNOi 2016 reorganized by J.Nitoslawska 2. Reliability and Responsibility
Standard I: Curriculum, Planning, and Assessment.
The teacher promotes the learning and growth of all students by providing high-quality and coherent instruction, designing
authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students
feedback on an ongoing basis, and continuously refining learning objectives.

Indicator I-A. Curriculum and Planning: Knows the subject matter well, has a good grasp of child development and how students learn, and
effective and rigorous standards-based units of instruction consisting of well-structured lessons with measurable outcomes.

I-A. Elements Exemplary Proficient Needs Improvement

Demonstrates expertise in subject matter Demonstrates sound knowledge and Demonstrates factual knowledge of subject
and the pedagogy it requires by engaging understanding of the subject matter and matter and the pedagogy it requires by
all students in learning experiences that the pedagogy it requires by consistently sometimes engaging students in learning
I-A-1. Subject enable them to synthesize complex engaging students in learning experiences experiences around complex knowledge
Matter knowledge and skills in the subject. Is able that enable them to acquire complex and skills in the subject.
Knowledge to model this element. knowledge and skills in the subject.

Demonstrates expert knowledge of the Demonstrates knowledge of the Demonstrates knowledge of developmental
developmental levels of the teacher’s own developmental levels of students in the levels of students this age but does not
students and students in this grade or classroom and the different ways these identify developmental levels and ways of
subject more generally and uses this students learn by providing differentiated learning among the students in the class
I-A-2. Child and knowledge to differentiate and expand learning experiences that enable all and/or develops learning experiences that
Adolescent learning experiences that enable all students to progress toward meeting enable some, but not all, students to move
Development students to make significant progress intended outcomes. toward meeting intended outcomes.
toward meeting stated outcomes. Is able to
model this element.

Designs integrated units of instruction with Designs units of instruction with Designs units of instruction that address
measurable, accessible outcomes and measurable outcomes and challenging some knowledge and skills defined in state
challenging tasks requiring higher-order tasks requiring higher-order thinking skills standards/local curricula, but some student
I-A-3. Rigorous thinking skills that enable students to learn that enable students to learn the outcomes are poorly defined and/or tasks
Standards-Based and apply the knowledge and skills defined knowledge and skills defined in state rarely require higher-order thinking skills.
Unit Design in state standards/local curricula. Is able to standards/local curricula.
model this element.

Develops well-structured and highly Develops well-structured lessons with Develops lessons with only some elements
engaging lessons with challenging, challenging, measurable objectives and of appropriate student engagement
measurable objectives and appropriate appropriate student engagement strategies, pacing, sequence, activities,
student engagement strategies, pacing, strategies, pacing, sequence, activities, materials, resources, and grouping.
I-A-4. Well-
sequence, activities, materials, resources, materials, resources, technologies, and
Structured technologies, and grouping to attend to grouping.
Lessons every student’s needs. Is able to model
this element.
instruction, designing and administering
on, providing students with constructive

students learn, and designs

omes.

Unsatisfactory
Demonstrates limited knowledge of the
subject matter and/or its pedagogy; relies
heavily on textbooks or resources for
development of the factual content. Rarely
engages students in learning experiences
focused on complex knowledge or skills in
the subject.

Demonstrates little or no knowledge of

developmental levels of students this age
or differences in how students learn.
Typically develops one learning experience
for all students that does not enable most
students to meet the intended outcomes.

Plans individual lessons rather than units of

instruction, or designs units of instruction
that are not aligned with state standards/
local curricula, lack measurable outcomes,
and/or include tasks that mostly rely on
lower level thinking skills.

Develops lessons with inappropriate

student engagement strategies, pacing,
sequence, activities, materials, resources,
and/or grouping for the intended outcome
or for the students in the class.
Standard I: Curriculum, Planning, and Assessment.
The teacher promotes the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessm
performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning ob

Indicator I-B. Assessment: Uses a variety of informal and formal methods of assessments to measure student learning, growth, and unders
differentiated and enhanced learning experiences and improve future instruction.

I-B. Elements Exemplary Proficient Needs Improvement

Uses an integrated, comprehensive system of Designs and administers a variety of May administer some informal and/or
informal and formal assessments, including informal and formal methods and formal assessments to measure student
I-B-1. Variety of common interim assessments, to measure assessments, including common interim learning but rarely measures student
Assessment student learning, growth, and progress toward assessments, to measure each student’s progress toward achieving state/local
Methods achieving state/local standards. Is able to learning, growth, and progress toward standards.
model this element. achieving state/local standards.

Organizes and analyzes results from a Organizes and analyzes results from a May organize and analyze some
comprehensive system of assessments to variety of assessments to determine assessment results but only occasionally
determine progress toward intended outcomes progress toward intended outcomes and adjusts practice or modifies future
and frequently uses these findings to adjust uses these findings to adjust practice and instruction based on the findings.
practice and identify and/or implement identify and/or implement appropriate
I-B-2. Adjustment appropriate differentiated interventions and differentiated interventions and
to Practice enhancements for individuals and groups of enhancements for students.
students and appropriate modifications of
lessons and units. Is able to model this
element.

Indicator I-C. Analysis: Analyzes data from assessments, draws conclusions, and shares them appropriately.
I-C. Elements Exemplary Proficient Needs Improvement
Individually and with colleagues, draws Individually and with colleagues, draws Draws conclusions from a limited analysis
appropriate, actionable conclusions from a appropriate conclusions from a thorough of student data to inform student grading
I-C-1. Analysis and thorough analysis of a wide range of analysis of a wide range of assessment and promotion decisions.
Conclusions assessment data that improve short- and long- data to improve student learning.
term instructional decisions. Is able to model
this element.

Establishes and implements a schedule and Regularly shares with appropriate Only occasionally shares with colleagues
plan for regularly sharing with all appropriate colleagues (e.g., general education, special conclusions about student progress and/or
colleagues conclusions and insights about education, and English learner staff) only occasionally seeks feedback from
I-C-2. Sharing student progress. Seeks and applies feedback conclusions about student progress and them about practices that will support
Conclusions With from them about practices that will support seeks feedback from them about improved student learning.
Colleagues improved student learning. Is able to model instructional or assessment practices that
this element. will support improved student learning.

Establishes early, constructive feedback loops Based on assessment results, provides Provides some feedback about
with students and families that create a descriptive feedback and engages students performance beyond grades but rarely
I-C-3. Sharing dialogue about performance, progress, and and families in constructive conversation shares strategies for students to improve
Conclusions With improvement. Is able to model this element. that focuses on how students can improve their performance toward objectives.
Students their performance.
ningful student assessments, analyzing student
sly refining learning objectives.

owth, and understanding to develop

Unsatisfactory
Administers only the assessments required
by the school and/or measures only point-
in-time student achievement.

Makes few adjustments to practice based

on formal and informal assessments.

Unsatisfactory
Does not draw conclusions from student
data beyond completing minimal
requirements such as grading for report
cards.

Rarely shares with colleagues conclusions

about student progress and/or rarely seeks
feedback.

Provides little or no feedback on student

performance except through grades or
report of task completion, or provides
inappropriate feedback that does not
support students to improve their
performance.
Standard I: Curriculum, Planning, and Assessment.
The teacher promotes the learning and growth of all students by providing high-quality and coherent instruction, designing
authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students
feedback on an ongoing basis, and continuously refining learning objectives.

Indicator I-C. Analysis: Analyzes data from assessments, draws conclusions, and shares them appropriately.

I-C. Elements Exemplary Proficient Needs Improvement

Individually and with colleagues, Individually and with colleagues, Draws conclusions from a limited
draws appropriate, actionable draws appropriate conclusions from analysis of student data to inform
conclusions from a thorough a thorough analysis of a wide range student grading and promotion
I-C-1. Analysis
analysis of a wide range of of assessment data to improve decisions.
and Conclusions assessment data that improve student learning.
short- and long-term instructional
decisions. Is able to model this
element.

Establishes and implements a Regularly shares with appropriate Only occasionally shares with
schedule and plan for regularly colleagues (e.g., general colleagues conclusions about
sharing with all appropriate education, special education, and student progress and/or only
colleagues conclusions and insights English learner staff) conclusions occasionally seeks feedback from
I-C-2. Sharing about student progress. Seeks and about student progress and seeks them about practices that will
Conclusions With applies feedback from them about feedback from them about support improved student learning.
Colleagues practices that will support instructional or assessment
improved student learning. Is able practices that will support
to model this element. improved student learning.

Establishes early, constructive Based on assessment results, Provides some feedback about
feedback loops with students and provides descriptive feedback and performance beyond grades but
I-C-3. Sharing families that create a dialogue engages students and families in rarely shares strategies for
Conclusions With about performance, progress, and constructive conversation that students to improve their
Students improvement. Is able to model this focuses on how students can performance toward objectives.
element. improve their performance.
instruction, designing and administering
on, providing students with constructive

Unsatisfactory
Does not draw conclusions from
student data beyond completing
minimal requirements such as
grading for report cards.

Rarely shares with colleagues

conclusions about student progress
and/or rarely seeks feedback.

Provides little or no feedback on

student performance except
through grades or report of task
completion, or provides
inappropriate feedback that does
not support students to improve
their performance.
Standard II: Teaching All Students.
The teacher promotes the learning and growth of all students through instructional practices that establish high expectations,
a safe and effective classroom environment, and demonstrate cultural proficiency.

Indicator II-A. Instruction: Uses instructional practices that reflect high expectations regarding content and quality of effort and work; eng
and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.

Exemplary Proficient Needs Improvement

II-A. Elements
Consistently defines high Consistently defines high May states high expectations for
expectations for quality work and expectations for the quality of quality and effort, but provides few
effort and effectively supports student work and the perseverance exemplars and rubrics, limited
students to set high expectations and effort required to produce it; guided practice, and/or few other
II-A-1. Quality for each other to persevere and often provides exemplars, rubrics, supports to help students know
of Effort and produce high-quality work. Is able and guided practice. what is expected of them; may
Work to model this element. establish inappropriately low
expectations for quality and effort.

Consistently uses instructional Consistently uses instructional Uses instructional practices that
practices that typically motivate practices that are likely to motivate motivate and engage some
and engage most students both and engage most students during students but leave others
II-A-2. Student during the lesson and during the lesson. uninvolved and/or passive
Engagement independent work and home work. participants.
Is able to model this element.

Uses a varied repertoire of Uses appropriate practices, May use some appropriate
practices to create structured including tiered instruction and practices to accommodate
opportunities for each student to scaffolds, to accommodate differences, but fails to address an
meet or exceed state differences in learning styles, adequate range of differences.
II-A-3. Meeting standards/local curriculum and needs, interests, and levels of
Diverse Needs behavioral expectations. Is able to readiness, including those of
model this element. students with disabilities and
English learners.
gh expectations, create
cy.

ffort and work; engage all students;

Unsatisfactory

Establishes no or low expectations

around quality of work and effort
and/or offers few supports for
students to produce quality work or
effort.

Uses instructional practices that

leave most students uninvolved
and/or passive participants.

Uses limited and/or inappropriate

practices to accommodate
differences.
Standard II: Teaching All Students.
The teacher promotes the learning and growth of all students through instructional practices that establish high expectations,
create a safe and effective classroom environment, and demonstrate cultural proficiency.

Indicator II-B. Learning Environment: Creates and maintains a safe and collaborative learning environment that motivates students to take
challenge themselves, and claim ownership of their learning.
II-B. Elements Exemplary Proficient Needs Improvement
Uses rituals, routines, and proactive Uses rituals, routines, and appropriate May create and maintain a safe physical
responses that create and maintain a safe responses that create and maintain a safe environment but inconsistently maintains
physical and intellectual environment physical and intellectual environment rituals, routines, and responses needed to
II-B-1. Safe where students take academic risks and where students take academic risks and prevent and/or stop behaviors that
Learning play an active role—individually and most behaviors that interfere with learning interfere with all students’ learning.
Environment collectively—in preventing behaviors that are prevented.
interfere with learning. Is able to model
this element.

II-B-2. Teaches and reinforces interpersonal, Develops students’ interpersonal, group, Teaches some interpersonal, group, and
group, and communication skills so that and communication skills and provides communication skills and provides some
Collaborative
students seek out their peers as resources. opportunities for students to learn in opportunities for students to work in
Learning Is able to model this practice. groups with diverse peers. groups.
Environment
Consistently supports students to identify Consistently creates learning experiences Creates some learning experiences that
strengths, interests, and needs; ask for that guide students to identify their guide students to identify needs, ask for
support; take risks; challenge themselves; strengths, interests, and needs; ask for support, and challenge themselves to take
II-B-3. Student set learning goals; and monitor their own support when appropriate; take academic academic risks.
Motivation progress. Models these skills for risks; and challenge themselves to learn.
colleagues.

Indicator II-C. Cultural Proficiency: Actively creates and maintains an environment in which students’ diverse backgrounds, identities, stre
challenges are respected.
II-C. Elements Exemplary Proficient Needs Improvement
II-C-1. Respects Establishes an environment in which Consistently uses strategies and practices Establishes an environment in which
Differences students respect and affirm their own and that are likely to enable students to students generally demonstrate respect for
others’ differences and are supported to demonstrate respect for and affirm their individual differences
share and explore differences and own and others’ differences related to
similarities related to background, identity, background, identity, language, strengths,
language, strengths, and challenges. Is and challenges.
able to model this practice.

II-C-2. Maintains Anticipates and responds appropriately to Anticipates and responds appropriately to Anticipates and responds appropriately to
Respectful conflicts or misunderstandings arising from conflicts or misunderstandings arising from some conflicts or misunderstandings but
Environment differences in backgrounds, languages, and differences in backgrounds, languages, and ignores and/or minimizes others.
identities in ways that lead students to be identities.
able to do the same independently. Is able
to model this practice.
tes students to take academic risks,

Unsatisfactory
Maintains a physical environment that is
unsafe or does not support student
learning. Uses inappropriate or ineffective
rituals, routines, and/or responses to
reinforce positive behavior or respond to
behaviors that interfere with students’
learning.

Makes little effort to teach interpersonal,

group, and communication skills or
facilitate student work in groups, or such
attempts are ineffective.

Directs all learning experiences, providing

few, if any, opportunities for students to
take academic risks or challenge
themselves to learn.

nds, identities, strengths, and

Unsatisfactory
Establishes an environment in which
students demonstrate limited respect for
individual differences.

Minimizes or ignores conflicts and/or

responds in inappropriate ways.
Standard II: Teaching All Students.
The teacher promotes the learning and growth of all students through instructional practices that establish high expectatio
create a safe and effective classroom environment, and demonstrate cultural proficiency.

Indicator II-D. Expectations: Plans and implements lessons that set clear and high expectations and also make knowledge accessible for a

II-D. Elements Exemplary Proficient Needs Improvement

II-D-1. Clear Clearly communicates and Clearly communicates and May announce and post classroom
Expectations consistently enforces specific consistently enforces specific academic and behavior rules and
standards for student work, effort, standards for student work, effort, consequences, but inconsistently
and behavior so that most students and behavior. or ineffectively enforces them.
are able to describe them and take
ownership of meeting them. Is able
to model this element.

II-D-2. High Effectively models and reinforces Effectively models and reinforces May tell students that the subject
Expectations ways that students can ways that students can master or assignment is challenging and
consistently master challenging challenging material through that they need to work hard but
material through effective effort. effective effort, rather than having does little to counteract student
Successfully challenges students’ to depend on innate ability. misconceptions about innate
misconceptions about innate ability.
ability. Is able to model this
element.

II-D-3. Access Individually and with colleagues, Consistently adapts instruction, Occasionally adapts instruction,
to Knowledge consistently adapts instruction, materials, and assessments to materials, and assessments to
materials, and assessments to make challenging material make challenging material
make challenging material accessible to all students, including accessible to all students.
accessible to all students, including English learners and students with
English learners and students with disabilities.
disabilities. Is able to model this
element.
sh high expectations,
iency.

dge accessible for all students.

Unsatisfactory
Does not make specific academic
and behavior expectations clear to
students.

Gives up on some students or

communicates that some cannot
master challenging material.

Rarely adapts instruction,

materials, and assessments to
make challenging material
accessible to all students.
Standard III: Family and Community Engagement.
The teacher promotes the learning and growth of all students through effective partnerships with families,
caregivers, community members, and organizations.

Indicator III-A. Engagement: Welcomes and encourages every family to become active participants in the classroom and school com
III-A. Elements Exemplary Proficient Needs Improvement
III-A-1. Successfully engages most families Uses a variety of strategies to support Makes limited attempts to involve
Parent/Family and sustains their active and every family to participate actively and families in school and/or classroom
Engagement appropriate participation in the appropriately in the classroom and activities, meetings, and planning.
classroom and school community. Is school community.
able to model this element.

Indicator III-B. Collaboration: Collaborates with families to create and implement strategies for supporting student learning and de
and at school.
III-B. Elements Exemplary Proficient Needs Improvement
III-B-1. Learning Successfully conveys to most parents Consistently provides parents with Sends home only a list of classroom
Expectations student learning and behavior clear, user-friendly expectations for rules and the learning outline or
expectations. Is able to model this student learning and behavior. syllabus for the year.
element.

III-B-2. Successfully prompts most families to Regularly updates parents on Sends home occasional suggestions on
Curriculum use one or more of the strategies curriculum throughout the year and how parents can support children at
Support suggested for supporting learning at suggests strategies for supporting home or at school.
school and home and seeks out learning at school and home, including
evidence of their impact. Is able to appropriate adaptation for students
model this element. with disabilities or limited English
proficiency.

Indicator III-C. Communication: Engages in regular, two-way, and culturally proficient communication with families about student le
III-C. Elements Exemplary Proficient Needs Improvement
III-C-1. Two-Way Regularly uses a two-way system that Regularly uses two-way Relies primarily on newsletters and
Communication supports frequent, proactive, and communication with families about other one-way media and usually
personalized communication with student performance and learning and responds promptly to communications
families about student performance responds promptly and carefully to from families.
and learning. Is able to model this communications from families.
element.
III-C-2. Culturally Always communicates respectfully Always communicates respectfully May communicate respectfully and
Proficient with families and demonstrates with families and demonstrates make efforts to take into account
Communication understanding and appreciation of understanding of and sensitivity to different families’ home language,
different families’ home language, different families’ home language, culture, and values, but does so
culture, and values. Is able to model culture, and values. inconsistently or does not demonstrate
this element. understanding and sensitivity to the
differences.
s through effective partnerships with families,
munity members, and organizations.

to become active participants in the classroom and school community.

Unsatisfactory
Does not welcome families to become
participants in the classroom and
school community or actively
discourages their participation.

d implement strategies for supporting student learning and development both at home

Unsatisfactory
Does not inform parents about learning
or behavior expectations.

Rarely, if ever, communicates with

parents on ways to support children at
home or at school.

turally proficient communication with families about student learning and performance.
Unsatisfactory
Rarely communicates with families
except through report cards; rarely
solicits or responds promptly and
carefully to communications from
families.

Makes few attempts to respond to

different family cultural norms and/or
responds inappropriately or
disrespectfully.
Standard IV: Professional Culture.
The teacher promotes the learning and growth of all students through ethical, culturally proficient, skille
practice.

Indicator IV-A. Reflection: Demonstrates the capacity to reflect on and improve the educator’s own practice, using informal means
teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in
teaching and learning.

IV-A. Elements Exemplary Proficient Needs Improvement

IV-A-1. Reflective Regularly reflects on the Regularly reflects on the May reflect on the effectiveness of
Practice effectiveness of lessons, units, and effectiveness of lessons, units, and lessons/ units and interactions with
interactions with students, both interactions with students, both students but not with colleagues
individually and with colleagues; individually and with colleagues, and/or rarely uses insights to
and uses and shares with and uses insights gained to improve practice.
colleagues, insights gained to improve practice and student
improve practice and student learning.
learning. Is able to model this
element.

IV-A-2. Goal Individually and with colleagues Proposes challenging, measurable Proposes goals that are sometimes
Setting builds capacity to propose and professional practice, team, and vague or easy to achieve and/or
monitor challenging, measurable student learning goals that are bases goals on a limited self-
goals based on thorough self- based on thorough self-assessment assessment and analysis of student
assessment and analysis of student and analysis of student learning learning data.
learning data. data.

Indicator IV-B. Professional Growth: Actively pursues professional development and learning opportunities to improve quality of pr
expertise and experience to assume different instructional and leadership roles.

IV-B. Elements Exemplary Proficient Needs Improvement

IV-B-1. Consistently seeks out professional Consistently seeks out and applies, Participates only in required
Professional development and learning when appropriate, ideas for professional development activities
Learning and opportunities that improve practice improving practice from and/or inconsistently or
Growth and build expertise of self and supervisors, colleagues, inappropriately applies new
other educators in instruction and professional development learning to improve practice.
leadership. Is able to model this activities, and other resources to
element. gain expertise and/or assume
different instruction and leadership
responsibilities.
f all students through ethical, culturally proficient, skilled, and collaborative
practice.

nd improve the educator’s own practice, using informal means as well as meetings with
e issues, set meaningful goals, and develop new approaches in order to improve

Unsatisfactory

Demonstrates limited reflection on

practice and/or use of insights
gained to improve practice.

Generally, participates passively in

the goal-setting process and/or
proposes goals that are vague or
easy to reach.

evelopment and learning opportunities to improve quality of practice or build the

ership roles.

Unsatisfactory

Participates in few, if any,

professional development and
learning opportunities to improve
practice and/or applies little new
learning to practice.
Standard IV: Professional Culture.
The teacher promotes the learning and growth of all students through ethical, culturally proficient, skille
practice.

Indicator IV-C. Collaboration: Collaborates effectively with colleagues on a wide range of tasks.

IV-C. Elements Exemplary Proficient Needs Improvement

IV-C-1. Supports colleagues to collaborate in areas Consistently and effectively collaborates Does not consistently collaborate with
Professional such as developing standards-based units, with colleagues in such work as developing colleagues in ways that support productive
Collaboration examining student work, analyzing student standards-based units, examining student team effort.
performance, and planning appropriate work, analyzing student performance, and
intervention. Is able to model this element. planning appropriate intervention.

Indicator IV-D. Decision-Making: Becomes involved in schoolwide decision making, and takes an active role in school improvement planning.

IV-D. Elements Exemplary Proficient Needs Improvement

IV-D-1. Decision- In planning and decision-making at the Consistently contributes relevant ideas and May participate in planning and decision
Making school, department, and/or grade level, expertise to planning and decision making making at the school, department, and/or
consistently contributes ideas and at the school, department, and/or grade grade level but rarely contributes relevant
expertise that are critical to school level. ideas or expertise.
improvement efforts. Is able to model this
element.

Indicator IV-E. Shared Responsibility: Shares responsibility for the performance of all students within the school.

IV-E. Elements Exemplary Proficient Needs Improvement

IV-E-1. Shared Individually and with colleagues develops Within and beyond the classroom, Within and beyond the classroom,
Responsibility strategies and actions that contribute to consistently reinforces schoolwide behavior inconsistently reinforces schoolwide
the learning and productive behavior of all and learning expectations for all students, behavior and learning expectations for all
students at the school. Is able to model and contributes to their learning by sharing students, and/or makes a limited
this element. responsibility for meeting their needs. contribution to their learning by
inconsistently sharing responsibility for
meeting their needs.

Indicator IV-F. Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently.
IV-F. Elements Exemplary Proficient Needs Improvement
IV-F-1. Judgment Demonstrates sound judgment and acts Demonstrates sound judgment reflecting Sometimes demonstrates questionable
appropriately to protect student integrity, honesty, fairness, and judgment and/or inadvertently shares
confidentiality, rights and safety. Is able to trustworthiness and protects student confidential information.
model this element. confidentiality appropriately.

IV-F-2. Reliability Consistently fulfills all professional Consistently fulfills professional Occasionally misses or is late to
& Responsibility responsibilities to high standards. Is able to responsibilities; is consistently punctual assignments, completes work late, and/or
model this element. and reliable with paperwork, duties, and makes errors in records.
assignments; and is rarely late or absent
from school.
f all students through ethical, culturally proficient, skilled, and collaborative
practice.

ide range of tasks.

Unsatisfactory
Rarely and/or ineffectively collaborates
with colleagues; conversations often lack
focus on improving student learning.

aking, and takes an active role in school improvement planning.

Unsatisfactory
Participates in planning and decision
making at the school, department, and/or
grade level only when asked and rarely
contributes relevant ideas or expertise.

nce of all students within the school.

Unsatisfactory
Rarely reinforces schoolwide behavior and
learning expectations for all students
and/or makes a limited contribution to their
learning by rarely sharing responsibility for
meeting their needs.

ts routine responsibilities consistently.

Unsatisfactory
Demonstrates poor judgment and/or
discloses confidential student information
inappropriately.

Frequently misses or is late to

assignments, makes errors in records,
and/or misses paperwork deadlines;
frequently late or absent.
A Model for Educator Change and Growth
Rubrics – defined as “scoring tool[s] that describe characteristics of practice or artifacts at different levels of performance” – are a critical component of any
evaluation framework. Rubrics are designed to help educators and evaluators (1) develop a consistent, shared understanding of what proficient performance
looks like in practice, (2) develop a common terminology and structure to organize evidence, and (3) make informed professional judgments about formative
and summative performance ratings on each Standard and overall.

Structure of this Teacher Rubric

Standards: Standards are the broad categories of knowledge, skills, and performance of effective practice. There are four Standards for teachers: Curriculum,
Planning, and Assessment; Teaching All Students; Family and Community Engagement; and Professional Culture.
Indicators: Indicators, also detailed in the regulations, describe specific knowledge, skills, and performance for each Standard. For example, there are three
Indicators in Standard I of the teacher rubric: Curriculum and Planning; Assessment; and Analysis.
Elements: The elements are more specific descriptions of actions and behaviors related to each Indicator. The elements further break down the Indicators into
more specific aspects of educator practice and provide an opportunity for evaluators to offer detailed feedback that serves as a roadmap for improvement.
Descriptors: Performance descriptors are observable and measurable statements of educator actions and behaviors aligned to each element and serve as the
basis for identifying the level of teaching or administrative performance in one of four categories: Unsatisfactory, Needs Improvement, Proficient, or Exemplary.

Standard I: Standard III:

Curriculum, Planning, and Assessment Family and Community Engagement

A. Curriculum and Planning Indicator A. Engagement Indicator

1. Subject Matter Knowledge 1. Parent/Family Engagement
2. Child and Adolescent Development
3. Rigorous Standards-Based Unit Design B. Collaboration Indicator
4. Well-Structured Lessons 1. Learning Expectations
2. Curriculum Support
B. Assessment Indicator
1. Variety of Assessment Methods
2. Adjustments to Practice C. Communication Indicator
1. Two-Way Communication
C. Analysis Indicator 2. Culturally Proficient Communication
1. Analysis and Conclusions
2. Sharing Conclusions With Colleagues
3. Sharing Conclusions With Students

Standard II: Standard IV:

Teaching All Students Professional Culture

A. Instruction Indicator A. Reflection Indicator

1. Quality of Effort and Work 1. Reflective Practice
2. Student Engagement 2. Goal Setting
3. Meeting Diverse Needs
B. Professional Growth Indicator
B. Learning Environment Indicator 1. Professional Learning and Growth
1. Safe Learning Environment
2. Collaborative Learning Environment C. Collaboration Indicator
3. Student Motivation 1. Professional Collaboration

C. Cultural Proficiency Indicator D. Decision-Making Indicator

1. Respects Differences 1. Decision-making
2. Maintains Respectful Environment
E. Shared Responsibility Indicator
D. Expectations Indicator 1. Shared Responsibility
1. Clear Expectations
2. High Expectations F. Professional Responsibilities Indicator
3. Access to Knowledge 1. Judgment
2. Reliability and Responsibility

TOTALS TOTALS

UNOi 2016 reorganized by J.Nitoslawska

as support material for BE English Coordinators
from the Massachusetts Model System for Educator Evaluation