Rubric for Evaluating Colorado Teachers

QUALITY STANDARD I
Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an
expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social
studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics
and is an expert in his or her content endorsement area(s).

Level 1 Practices Level 2 Practices Level 3 Practices Level 4 Practices Level 5 Practices
(Meets State Standard)

ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards and their district’s
organized plan of instruction.

. . . and . . . and . . . and . . . and

THE TEACHER THE TEACHER THE TEACHER: STUDENTS: STUDENTS:
plans lessons implements lessons 6 Implements and 7 Demonstrate 8 Can provide a
that reflect: that: communicates acquired skills relevant
1 Colorado Academic 4 Align to the learning objectives based on connection to the
Standards. district’s plan of and student standards. standard in their
2 Relevant instruction. outcomes based on words.
instructional 5 Reflect vertical standards.
objectives. and horizontal
3 Formative and alignment of the
summative grade or subject
assessment results. area.

ELEMENT B: Teachers develop and implement lessons that connect to a variety of content areas/disciplines and
emphasize literacy and mathematical practices.

. . . and . . . and . . . and . . . and

THE TEACHER: THE TEACHER THE TEACHER: STUDENTS: STUDENTS:
1 Connects lessons implements 6 Makes 9 Apply literacy accelerate their
to key concepts instructional strategies interdisciplinary skills and learning by:
and themes across content areas connections concepts. 11 Elaborating on
within other explicit to current lesson
that include:
disciplines and/or students. 10 Apply within content
3 Literacy. mathematical area.
content areas.
4 Mathematical 7 Strategically practices. 12 Drawing real-
practices. integrates literacy world connections
2 Makes content-
5 Language skills (reading, to other content
specific academic
development. writing, listening, area(s).
language
accessible to speaking) across
students. content areas.

8 Strategically
integrates
mathematical
practices across
content areas.

Professional Practice may be Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.
 Level 3 Practices
Level 1 Practices Level 2 Practices (Meets State Level 4 Practices Level 5 Practices
Standard)

ELEMENT C: Teachers demonstrate knowledge of the content, central concepts, inquiry, appropriate evidence-based
instructional practices, and specialized characteristics of the disciplines being taught.

. . . and . . . and . . . and . . . and

THE TEACHER: THE TEACHER THE TEACHER: STUDENTS: STUDENTS:
1 Scaffolds implements: 7 Anticipates 9 Develop a variety 11 Generate
questions, 4 Content-based student of explanations questions that
concepts, and skills instructional misconceptions and multiple lead to further
based on a strategies that related to representations of inquiry and self-
sequence of best align to the learning and concepts. directed learning.
learning. learning addresses those
objective. misconceptions 10 Apply skills and 12 Synthesize
2 Uses instructional 5 Multiple models during knowledge concepts to create
materials that are and delivery instruction. learned in the original thinking
accurate and methods to classroom to within and across
appropriate for the explain concepts 8 Implements engage in more disciplines.
lesson being accurately. challenging tasks complex tasks.
taught. 6 Questioning and opportunities
techniques to that encourage
3 Encourages and support students to ask
provides disciplinary questions and
opportunities for inquiry. construct new
students to make7 meaning.
connections to 8
prior learning.

Professional Practice may be Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.
QUALITY STANDARD II
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

Level 3 Practices
Level 1 Practices Level 2 Practices (Meets State Level 4 Practices Level 5 Practices
Standard)

ELEMENT A: Teachers foster a predictable learning environment characterized by acceptable student behavior and
efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.

. . . and . . . and . . . and . . . and

THE TEACHER THE TEACHER: THE TEACHER STUDENTS: STUDENTS:
maintains: 4 Facilitates student makes maximum use of 9 Demonstrate 11 Encourage positive
accountability to instructional time by: mutual respect and behavior from
1 Safety and
school and class 7 Implementing support with the peers.
welfare of
procedures and purposeful pacing teacher and peers.
students and the
routines. and efficient
environment.
transitions. 10 Uphold school and
2 Clear
class rules.
expectations for 5 Consistently
student behavior. reinforces student 8 Using appropriate
expectations. strategies to reduce
3 Procedures and
disruptive or off-
routines to guide
6 Demonstrates a task behaviors.
instruction and
transitions. caring and
respectful
relationship with
students.

ELEMENT B: Teachers demonstrate an awareness of, a commitment to, and a respect for multiple aspects of diversity,
while working toward common goals as a community of learners.

. . . and . . . and . . . and . . . and

THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
creates a classroom 5 Delivers lessons to 7 Respect the 9 Advocate for
1 Acknowledges the
environment in which ensure students’ uniqueness of fellow multiple aspects of
influence of race,
diversity is used to backgrounds and students. diversity, equity and
ethnicity, gender,
ensure: contextual social awareness.
religion,
2 A sense of knowledge are 8 Seek a variety of
socioeconomics
community among considered. perspectives to
and other aspects
students. enhance their
of culture on
3 Effective learning.
student
interactions among 6 Uses materials and
perspectives.
students. lessons that
counteract
4 Incorporates stereotypes to
instruction that acknowledge the
reflects diverse contributions of all
backgrounds, cultures.
experiences, and
different points of
view.

Professional Practice may be Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.
QUALITY STANDARD II
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

Level 3 Practices
Level 1 Practices Level 2 Practices (Meets State Level 4 Practices Level 5 Practices
Standard)

ELEMENT C: Teachers engage students as individuals, including those with diverse needs and interests, across a range
of ability levels by adapting their teaching for the benefit of all students.

. . . and . . . and . . . and . . . and

THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
6 Initiates 9 Actively engage in 11 Apply coping skills
1 Plans for students 3 Implements a
variety of inclusion, collaboration with and monitor their such as self-
that have a variety
intervention or colleagues to better learning. reflection, self-
of learning needs
enrichment understand and regulation and
and interests.
practices to address respond to student 10 Articulate their persistence to
unique learning learning needs. learning needs and classroom
2 Adapts the
needs and interests. interests that affect situations.
physical
7 Provides classroom
environment to
opportunities and performance to the 12 Encourage fellow
support individual 4 Implements
learning plan(s) to support for students teacher and/or students to
student needs.
address student to self-select tasks parent. participate and
needs. that accelerate challenge
progress toward themselves.
5 Encourages their learning goals.
contributions of
students across a 8 Integrates coping
range of ability skills such as self-
levels. reflection, self-
regulation and
persistence into
instruction.

ELEMENT D: Teachers work collaboratively with the families and/or significant adults for the benefit of students.
. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER: FAMILIES AND/OR FAMILIES AND/OR
establishes: 3 Uses a variety of 5 Facilitates SIGNIFICANT SIGNIFICANT
1 A classroom methods to initiate communication
environment that communication with between families ADULTS: ADULTS:
encourages families and/or and/or colleagues 7 Collaborate with the 8 Participate in
participation from significant adults in who provide student teacher to remove classroom and/or
families and/or the school and services. obstacles to school-based
significant adults. community. participate in activities.
2 Respectful 6 Recognizes obstacles classroom and/or
relationships with 4 Shares feedback on to family and school-based
families and/or student progress community activities.
significant adults. with families and/or participation and
significant adults. seeks solutions to
overcome them.

Professional Practice may be Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.
QUALITY STANDARD III
Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

Level 3 Practices
Level 1 Practices Level 2 Practices Level 4 Practices Level 5 Practices
(Meets State Standard)

ELEMENT A: Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of
intellectual, physical, social, and emotional development of their students.

. . . and . . . and . . . and . . . and

THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
1 Considers the 2 Collaborates with engages students in: 5 Advocate for their 7 Apply new and
intellectual, colleagues who 3 Developmentally- learning needs. different ways
physical, social, have expertise in appropriate of learning.
and emotional child and learning. 6 Communicate the
development of adolescent 4 Creative learning value of new and
students when development to experiences. different ways of
planning lessons. improve the quality learning.
of instruction.

ELEMENT B: Teachers use formal and informal methods to assess student learning, provide feedback, and use results
to inform planning and instruction.

. . . and . . . and . . . and . . . and

THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
1 Determines the 4 Uses assessment 7 Models how to 9 Self-assess on a 10 Discuss
students’ current results to guide incorporate variety of skills performance
skill levels and real-time feedback to and concepts to with the
uses that adjustments to improve learning. set learning goals. teacher, family
information to instruction. and/or
plan instruction. 8 Provides students significant
5 Evaluates and opportunities to adults.
2 Selects documents student revise their work
assessment performance based on feedback. 11 Monitor and
strategies based on multiple revise their
aligned to the measures to set learning goals
learning learning goals. based on
objective. feedback.
6 Provides timely
3 Monitors feedback to
student learning students that is
in relation to the academically
learning focused, frequent,
objective. and high quality.

Professional Practice may be Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.
QUALITY STANDARD III
Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

Level 3 Practices
Level 1 Practices Level 2 Practices Level 4 Practices Level 5 Practices
(Meets State Standard)

ELEMENT C: Teachers integrate and utilize appropriate available technology to engage students in authentic learning
experiences.

. . . and . . . and . . . and . . . and

THE TEACHER: THE TEACHER: THE TEACHER STUDENTS: STUDENTS:
1 Plans lessons uses available integrates available 9 Demonstrate 11 Self-select
incorporating technology to: technology to enhance: responsible and appropriate
available 3 Facilitate 6 Creativity. ethical digital technology tools
technology. classroom 7 Use of citizenship. based on lesson
instruction. information. outcomes.
2 Assesses 4 Develop students’ 8 Collaboration. 10 Use available
available knowledge and technology to 12 Create artifacts and
technology to skills based on apply team- design tools to solve
use with lesson outcomes. building skills. authentic problems.
instruction.
5 Models
responsible and
ethical use of
technology and
applications.

ELEMENT D: Teachers establish and communicate high expectations and use processes to support the development of
critical-thinking and problem-solving skills.

. . . and . . . and . . . and . . . and

THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
1 Establishes 3 Uses questioning 5 Models critical- 6 Use questioning 8 Construct logical
expectations at strategies to thinking and strategies to arguments.
a level that develop students’ problem-solving develop and test
challenges critical-thinking and skills. innovative ideas. 9 Use concepts to
students. problem-solving solve problems.
skills. 7 Use evidence to
2 Plans lessons justify conclusions
that incorporate 4 Uses wait time to and synthesize
critical-thinking encourage student knowledge.
and problem- responses.
solving skills.

Professional Practice may be Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.
QUALITY STANDARD III
Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

Level 3 Practices
Level 1 Practices Level 2 Practices Level 4 Practices Level 5 Practices
(Meets State Standard)

ELEMENT E: Teachers provide students with opportunities to work in teams and develop leadership.
. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
1 Has a clear 2 Provides 4 Holds students 6 Demonstrate a 8 Use group
purpose for opportunities for accountable for willingness to feedback to
student students to work product and assume leadership reflect on and
collaboration. participate using collaboration roles in their improve the
various roles and processes. teams. quality of their
modes of work.
communication. 5 Promotes 7 Utilize group
teamwork and processes to build
3 Adjusts team leadership skills. trust and promote
composition effective team
based on learning interactions.
objectives and
student needs.

ELEMENT F: Teachers model and promote effective communication.

. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
1 Establishes 3 Articulates 5 Teaches students, 6 Apply clear and 8 Extend and enrich
classroom thoughts and with audience in appropriate the discussion.
practices to ideas clearly and mind, to articulate communication
support effective effectively. thoughts and ideas skills in a variety of 9 Invite others to
communication. clearly and situations. participate.
4 Uses active effectively.
2 Provides clear listening 7 Formulate
directions to strategies with questions and
guide student students. explain their
learning and thinking.
behavior.

Professional Practice may Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.
QUALITY STANDARD IV
Teachers demonstrate professionalism through ethical conduct, reflection, and leadership.

Level 3 Practices
Level 1 Practices Level 2 Practices Level 4 Practices Level 5 Practices
(Meets State Standard)

ELEMENT A: Teachers demonstrate high standards for professional conduct.

. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER:
maintains engages in interactions 8 Promotes ethical 9 Encourages 10 Serves as an
confidentiality of: that are: behavior of colleagues’ advocate for
1 Student records 4 Respectful. students as accountability to school and district
and data as 5 Consistent. individuals and as school and district vision and
required by law. 6 Reasonable. members of a vision and mission.
2 Student, family community. mission.
and fellow 7 Models ethical
teacher behavior.
interactions with
colleagues.

3 Demonstrates
reliable and
responsible
behavior.

ELEMENT B: Teachers link professional growth to their professional goals.

. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER:
reflects on and 4 Applies knowledge 6 Implements 8 Uses data to 10 Self-selects
engages in and skills learned performance monitor and professional
professional learning through feedback from evaluate learning beyond
activities aligned to: professional supervisor and/or instructional district/school
1 Colorado learning to colleagues to strategies offerings that
Academic improve student improve practice. acquired through builds
Standards. outcomes. professional instructional
2 School and 7 Applies research as learning. expertise.
district goals. 5 Seeks performance a key component
3 Professional feedback from of ongoing learning 9 Reflects on and
goals and growth supervisor and/or and development. adjusts
plan. colleagues to instruction
improve practice. resulting in
student growth.

Professional Practice may be Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.
QUALITY STANDARD IV
Teachers demonstrate professionalism through ethical conduct, reflection, and leadership.

Level 1 Practices Level 2 Practices Level 3 Practices Level 4 Practices Level 5 Practices
(Meets State Standard)

ELEMENT C: Teachers respond to a complex, dynamic environment.

. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER THE TEACHER: THE TEACHER:
1 Maintains a adapts to the changing collaborates with 6 Contributes to 7 Contributes to district
productive and demands of the: colleagues to: school improvement
respectful 2 Classroom 4 Navigate change improvement planning efforts.
relationship environment. while maintaining a planning efforts.
with colleagues. 3 School focus on student
environment. learning.
5 Implement change
efforts.

ELEMENT D: Teachers demonstrate leadership in the school, the community, and the teaching profession.
. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER:
1 Contributes to 2 Actively 4 Increases the 7 Advocates for 9 Leads activities
school participates in capacity of improvements designed to improve
committees school decision- colleagues to to teaching and local, state and/or
and teams. making processes. improve practice. learning at the national level policies
local, state, and procedures.
3 Acts as an 5 Seeks opportunities and/or national
informal to lead. level. 10 Collaborates with
mentor/resource community partners,
to colleagues. 6 Promotes an 8 Works with organizations, and/or
inclusive school colleagues to networks to address
culture through promote educational issues.
family or community changes to
outreach. school-wide
systems to
improve
student
learning.

Professional Practice may be Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.