Texas Teacher Evaluation and Support System (T-TESS) Rubric

PLANNING
Standards and Alignment (Dimension 1.1)
Dimension 1.1 DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT NEEDED
Standards and
• All rigorous and measurable goals • All measurable goals aligned • All goals • Most goals aligned to • Few goals aligned to
Alignment: to state content standards. aligned to state state content state content
aligned to state content standards.
The teacher designs content standards. standards.
• All activities, materials and • All activities, materials
clear, well- standards.
assessments that: and assessments that: • Most activities, • Few activities,
organized, • All activities, materials and materials and
o are logically sequenced o are sequenced
sequential o are relevant to students’ prior o are relevant to materials and assessments that: assessments that:
lessons that reflect understanding and real-world students’ prior assessments that: o are sequenced o are sequenced
best practice, align applications understanding o are sequenced o sometimes provide o rarely provide time for
with standards o integrate and reinforce o integrate other disciplines o are relevant to appropriate time for lesson and lesson
and are appropriate concepts from other o provide appropriate time students lesson and lesson closure
for diverse learners. disciplines for student work, lesson o provide appropriate closure • Lessons where few
o provide appropriate time for and lesson closure time for lesson and • Lessons where most objectives are aligned
student work, student reflection, o reinforce broader unit lesson closure objectives are aligned and sequenced to the
Standards Basis: lesson and lesson closure and course objectives o fit into the broader and sequenced to the lesson’s goal.
1A, 1B, 3A, 3B, 3C o deepen understanding of o are vertically aligned unit and course lesson’s goal.
broader unit and course to state standards objectives
objectives o are appropriate for o are appropriate
Potential Sources of o are vertically aligned to state diverse learners for diverse
Evidence: standards • All objectives aligned learners.
Conferences and o are appropriate for diverse and logically sequenced • All objectives
conversations with the learners to the lesson‘s goal. aligned to the
teacher; formal • Objectives aligned and logically • Integration of technology lesson’s goal.
observations and sequenced to the lesson’s goal, to enhance mastery of • Integration of
walkthroughs; providing relevant and enriching goal(s). technology when
classroom artifacts; extensions of the lesson applicable.
student growth • Integration of technology to
processes enhance mastery of goal(s).

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 PLANNING
Data and Assessment (Dimension 1.2)
Dimension 1.2 DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT NEEDED
Data and
Assessment: • Formal and informal assessments • Formal and informal • Formal and • Formal and • Few formal and
The teacher uses to monitor progress of all assessments to monitor informal informal informal
formal and informal students, shares appropriate progress of all students and assessments to assessments to assessments to
diagnostic, formative and incorporate appropriate monitor progress monitor progress monitor student
methods
summative assessment data with diagnostic, formative and of all students. of most students. progress.
to measure student
students to engage them in self- summative assessments • Consistent • Timely • Few opportunities
progress, then assessment, build awareness of data into lesson plans. feedback to feedback to for timely feedback
manages and their own strengths and • Substantive, specific and students, families students and to students or
analyzes student data weaknesses and track their own timely feedback to and other school families. families.
to inform instruction. progress. students, families and personnel while • Utilization of • Utilization of few
• Substantive, specific and timely other school personnel on maintaining multiple sources of student
Standards Basis: feedback to students, families and the growth of students in confidentiality. sources of data.
1B, 1F, 2B, 2C, 5A, 5B, school personnel on the growth of relation to classroom and • Analysis of student student data.
5C, 5D students in relation to classroom campus goals, while data connected to
and campus goals and engages maintaining student specific
with colleagues to adapt school- confidentiality. instructional
Potential Sources of wide instructional strategies and • Analysis of student data strategies.
Evidence: Conferences goals to meet student needs while connected to specific
and conversations with maintaining confidentially. instructional strategies and
the teacher; formal
• Analysis of student data connected use of results to reflect on
observations and to specific instructional strategies his or her teaching and to
walkthroughs; and use of results to reflect on his monitor teaching strategies
classroom artifacts; or her teaching and to monitor and behaviors in relation to
student growth teaching strategies and behaviors in student success.
processes; analysis of relation to student success.
student data

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 PLANNING
Knowledge of Students (Dimension 1.3)
Dimension 1.3 DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT NEEDED
Knowledge of
Students: • All lessons that connect to • All lessons that connect • All lessons that • Most lessons that • Few lessons that
Through knowledge of students’ prior knowledge, to students’ prior connect to students’ connect to connect to students’
students and proven experiences, interests and knowledge, experiences prior knowledge and students’ prior prior knowledge and
future learning expectations and future learning experiences. knowledge and experiences.
practices, the teacher
across content areas. expectations. • Adjustments to address experiences. • Adjustments to
ensures high levels of
• Guidance for students to • Guidance for students to strengths and gaps in • Adjustments to address strengths and
learning, social- apply their strengths, apply their strengths, background knowledge, address strengths gaps in background
emotional background knowledge, life background knowledge, life experiences and and gaps in knowledge, life
development and experiences and skills to life experiences and skills skills of all students. background experiences and skills
achievement for all enhance each other’s to enhance their own knowledge, life of few students.
students. learning. learning. experiences and
• Opportunities for students • Opportunities for skills of most
Standards Basis: to utilize their individual students to utilize their students.
1A, 1B, 1C, 2A, 2B, learning patterns, habits individual learning
and needs to achieve high patterns, habits and
2C
levels of academic and needs.
social-emotional success.
Potential Sources of
Evidence: Conferences
and conversations with
the teacher; formal
observations and
walkthroughs;
classroom artifacts;
student growth
processes; analysis of
student data
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 PLANNING
Activities (Dimension 1.4)
Dimension 1.4 DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT NEEDED
Activities: • Opportunities for students to • Questions that encourage • Questions that • Questions that • Encourages
The teacher plans generate questions that lead all students to engage in encourage all promote limited, little to no
engaging, flexible to further inquiry and complex, higher-order students to predictable or rote complex,
lessons that promote complex, higher- thinking and problem engage in responses and higher-order
encourage higher- order thinking, problem solving. complex, higher- encourage some thinking.
order thinking, solving and real-world • Instructional groups based order thinking. complex, higher- • Instructional
persistence and application on the needs of all students • Instructional order thinking. groups based on
achievement. • Instructional groups based on and maintains both group groups based on • Instructional groups the needs of a few
the needs of all students, and and individual accountability. the needs of all based on the needs of students.
allows for students to take • All students understanding students. most students. • Lack of student
Standards Basis: ownership of group and their individual roles within • All students • Most students understanding
1B, 1C, 1D, 1E individual accountability. instructional groups and understanding understanding of their
Potential Sources of • The ability for all students to facilitates opportunities for their individual their individual individual roles
Evidence: Conferences set goals, reflect on, evaluate student input on goals and roles within roles within within
and conversations with and hold each other outcomes of activities. instructional instructional instructional
the teacher; formal accountable within • Activities, resources, groups. groups. groups.
observations and instructional groups. technology and instructional • Activities, • Activities, resources, • Activities,
walkthroughs; • Activities, resources, materials that are all aligned resources, technology and/or resources,
classroom artifacts; technology and instructional to instructional purposes, technology and instructional materials technology and/or
student growth materials that are all aligned to are varied and appropriate instructional that are mostly instructional
processes; analysis of instructional purposes, are to ability levels of students. materials that are aligned to materials
student data varied and appropriate to all aligned to instructional purposes. misaligned to
ability levels of students and instructional instructional
actively engage them in purposes. purposes.
ownership of their learning.

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Dimension 2.1
Achieving
Expectations:
The teacher
supports all learners in
their pursuit of high
levels of academic and
social- emotional
success.
Standards Basis:
1B, 1D, 1E, 2A, 2C,
3B, 4A, 4D, 5B
Potential Sources of
Evidence: Conferences
and conversations with
the teacher; formal
observations and
walkthroughs; student
growth processes;
analysis of student data
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INSTRUCTION
Achieving Expectations (Dimension 2.1)
DISTINGUISHED ACCOMPLISHED
• Provides opportunities for • Provides opportunities
students to establish high for students to establish
academic and social- high academic and
emotional expectations social- emotional
for themselves. expectations for
• Persists with the lesson themselves.
until there is evidence • Persists with the lesson
that all students until there is evidence
demonstrate mastery of that most students
the objective. demonstrate mastery of
the objective.
• Provides opportunities
for students to self- • Anticipates student
monitor and self-correct mistakes and encourages
mistakes. students to avoid
• Systematically enables common learning pitfalls.
students to set goals for • Establishes systems
themselves and monitor where students take
their progress over initiative of their own
time. learning and self-
monitor.
T-TESS Rubric-Working Copy
PROFICIENT DEVELOPING IMPROVEMENT NEEDED
• Sets academic • Sets academic • Sets expectations
expectations that expectations that that challenge few
challenge all students. challenge most students.
• Persists with the lesson students. • Concludes the lesson
until there is evidence • Persists with the even though there is
that most students lesson until there is evidence that few
demonstrate mastery evidence that some students demonstrate
of the objective. students mastery of the
• Addresses student demonstrate mastery objective.
mistakes and follows of the objective. • Allows student
through to ensure • Sometimes mistakes to go
student mastery. addresses unaddressed or
• Provides student confronts student
students mistakes. errors in a way that
opportunities to • Sometimes discourages further
take initiative of provides effort.
their own opportunities for • Rarely provides
learning. students to take opportunities for
initiative of their students to take
own learning. initiative of their own
learning.
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 INSTRUCTION
Content Knowledge and Expertise (Dimension 2.2)
Dimension 2.2 DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT NEEDED
Content Knowledge • Displays extensive content • Conveys a depth of • Conveys accurate • Conveys accurate content • Conveys inaccurate
and Expertise: knowledge of all the subjects content knowledge that content knowledge knowledge. content knowledge
The teacher uses she or he teaches and closely allows for differentiated in multiple contexts. • Sometimes integrates that leads to
content and related subjects. explanations. • Integrates learning objectives with student confusion.
pedagogical • Integrates learning • Integrates learning learning other disciplines. • Rarely integrates
expertise to design objectives with other objectives with other objectives with • Sometimes anticipates learning
and execute lessons disciplines, content areas disciplines and real- other possible student objectives with
aligned with state and real-world experience. world experiences. disciplines. misunderstandings. other disciplines.
standards, related • Consistently anticipates • Anticipates possible • Anticipates possible • Sometimes provides • Does not anticipate
possible student student student opportunities for students possible student
content and student
misunderstandings and misunderstandings and misunderstandings. to use different types of misunderstandings.
needs. proactively develops
proactively develops • Provides thinking (e.g., analytical, • Provides few
teaching techniques to teaching techniques to opportunities for practical, creative and opportunities for
Standards Basis: 1A, mitigate concerns. mitigate concerns. students to use research-based). students to use
1C, 1E, 1F, 2C, 3A, • Consistently provides • Regularly provides different types of different types of
3B, 3C opportunities for students opportunities for thinking (e.g., thinking (e.g.,
to use different types of students to use analytical, practical, analytical, practical,
thinking (e.g., analytical, different types of creative and creative and
Potential Sources of
practical, creative and thinking (e.g., analytical, research- based). research- based).
Evidence:
research-based). practical, creative and • Accurately reflects
Conferences and
• Sequences instruction that research-based). how the lesson fits
conversations with
allows students to • Sequences instruction within the structure
the teacher; formal
understand how the lesson that allows students to of the discipline and
observations and
fits within the structure of understand how the the state standards.
walkthroughs; student
the discipline, the state lesson fits within the
growth processes;
standards, related content structure of the discipline
analysis of student
and within real-world and the state standards.
data
scenarios.

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Dimension 2.3 DISTINGUISHED
Communication: • Establishes classroom
The teacher clearly practices that encourage all
and accurately students to communicate
communicates to safely and effectively using a
variety of tools and methods
support persistence,
with the teacher and their
deeper learning and
peers.
effective effort. • Uses possible student
misunderstandings at strategic
Standards Basis: points in lessons to highlight
1D, 1E, 2A, 3A, 4D misconceptions and inspire
exploration and discovery.
Potential Sources of • Provides explanations that are
Evidence: clear and coherent and uses
Conferences and verbal and written
conversations with communication that is clear
the teacher; formal and correct.
observations and • Asks questions at the creative,
walkthroughs; student evaluative and/or analysis
growth processes; levels that require a deeper
analysis of student learning and broader
data understanding of the
objective of the lesson.
• Skillfully balances wait time,
questioning techniques and
integration of student
responses to support student-
directed learning.
• Skillfully provokes and guides
discussion to pique curiosity
and inspire student-led
learning of meaningful and
challenging content.
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INSTRUCTION
Communication (Dimension 2.3)
ACCOMPLISHED
• Establishes classroom
practices that encourage
all students to
communicate effectively,
including the use of visual
tools and technology, with
the teacher and their
peers.
• Anticipates possible
student
misunderstandings and
proactively develops
techniques to address
obstacles to learning.
• Provides explanations that
are clear and coherent
and uses verbal and
written communication
that is clear and correct.
• Asks questions at the
creative, evaluative
and/or analysis levels that
focus on the objective of
the lesson and provoke
thought and discussion.
• Skillfully uses
probing questions
to clarify, elaborate
and extend learning.
• Provides wait time when
questioning students.
T-TESS Rubric-Working Copy
PROFICIENT DEVELOPING IMPROVEMENT NEEDED
• Establishes classroom • Leads lessons with • Directs lessons with
practices that provide some opportunity for little opportunity for
opportunities for dialogue, clarification dialogue, clarification
most students to or elaboration. or elaboration.
communicate • Recognizes student • Is sometimes unaware
effectively with the misunderstandings of or unresponsive to
teacher and their but has a limited student
peers. ability to respond. misunderstandings.
• Recognizes student • Uses verbal and • Uses verbal
misunderstandings written communication that is
and responds with communication that characterized by
an array of teaching is generally clear inaccurate grammar;
techniques to with minor errors of written communication
clarify concepts. grammar. that has inaccurate
• Provides explanations • Asks remember and spelling, grammar,
that are clear and understand level punctuation or
uses verbal and questions that focus structure.
written on the objective of • Rarely asks questions,
communication that is the lesson but do or asks questions that
clear and correct. little to amplify do not amplify
• Asks remember, discussion. discussion or align to
understand and apply the objective of the
level questions that lesson.
focus on the
objective of the
lesson and provoke
discussion.
• Uses probing
questions to clarify
and elaborate
learning.
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 INSTRUCTION
Differentiation (Dimension 2.4)
Dimension 2.4 DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT NEEDED
Differentiation:
• Adapts lessons with a wide • Adapts lessons to • Adapts lessons to • Adapts lessons to • Provides one-size-fits-
The teacher
variety of instructional address individual needs address individual address some all lessons without
differentiates
strategies to address of all students. needs of all students. student needs. meaningful
instruction, aligning
individual needs of all • Regularly monitors • Regularly monitors • Sometimes differentiation.
methods and
students. the quality of student the quality of monitors the quality • Rarely monitors the
techniques to
• Consistently monitors the participation and student of student quality of student
diverse student participation and
quality of student performance. participation and participation and
needs. performance.
participation and • Regularly provides performance. performance.
performance. differentiated instructional • Provides differentiated • Sometimes provides • Rarely provides
Standards Basis: • Always provides methods and content to instructional methods differentiated differentiated
1C, 1F, 2A, 2B, 2C, differentiated instructional ensure students have the and content to ensure instructional methods instructional
3C, 4A, 5A, 5C, methods and content to opportunity to master students have the and content. methods and
5D ensure students have the what is being taught. opportunity to master • Sometimes recognizes content.
opportunity to master what • Proactively minimizes what is being taught. when students become • Does not recognize
is being taught. student confusion or • Recognizes when confused or disengaged when students
Potential Sources of • Consistently prevents disengagement by students become and minimally responds become confused or
Evidence: student confusion or addressing learning confused or disengaged to student learning or disengaged, or does
Conferences and disengagement by and/or social/emotional and responds to student social/emotional needs. not respond
conversations with addressing learning and/or needs of all students. learning or appropriately to
the teacher; formal social/emotional needs of social/emotional needs. student learning or
observations and all students. social/ emotional
walkthroughs; needs.
classroom artifacts;
student growth
processes; analysis of
student data

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Dimension 2.5
Monitor and Adjust:
• Systematically gathers
The teacher formally
and informally
collects, analyzes
and uses student
progress data and
makes needed
lesson adjustments. • Adjusts instruction
Standards Basis:
1D, 1F, 2B, 2C, 3B,
• Uses discreet and
4D, 5C, 5D
Potential Sources of
Evidence:
Conferences and
conversations with
the teacher; formal
observations and
walkthroughs;
classroom artifacts;
student growth
processes; analysis of
student data
INSTRUCTION
Monitor and Adjust (Dimension 2.5)
DISTINGUISHED ACCOMPLISHED
• Utilizes input from
input from students in students in order to
order to monitor and monitor and adjust
adjust instruction, instruction, activities and
activities or pacing to pacing to respond to
respond to differences differences in student
in student needs. needs.
• Adjusts instruction
and activities to and activities to
maintain student maintain student
engagement. engagement.
• Continually checks for
explicit checks for understanding through
understanding purposeful questioning
through questioning and academic feedback.
and academic
feedback.
PROFICIENT DEVELOPING
• Consistently invites • Sometimes utilizes
input from students in input from students in
order to monitor and order to monitor and
adjust instruction and adjust instruction and
activities. activities.
• Adjusts instruction • Adjusts some
and activities to instruction within a
maintain student limited range.
engagement. • Sees student behavior
• Monitors student but misses some signs
behavior and responses of disengagement.
for engagement and • Is aware of most student
understanding. responses but misses
some clues of
misunderstanding.
IMPROVEMENT NEEDED
• Rarely utilizes input
from students in order
to monitor and adjust
instruction and
activities.
• Persists with instruction
or activities that do not
engage students.
• Generally does not
link student behavior
and responses with
student engagement
and understanding.
• Makes no attempts
to engage students
who appear
disengaged or
disinterested.

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 LEARNING ENVIRONMENT
Classroom Environment, Routines and Procedures (Dimension 3.1)
Dimension 3.1 DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT NEEDED
Classroom
Environment, • Establishes and uses • Establishes and uses • All procedures, • Most procedures, • Few procedures and
effective routines, effective routines, routines and routines and transitions routines guide student
Routines and
transitions and transitions and transitions are clear provide clear direction behavior and maximize
Procedures: procedures that procedures that she or and efficient. but others are unclear learning. Transitions are
The teacher primarily rely on he implements • Students actively and inefficient. characterized by
organizes a safe, student leadership effortlessly. participate in groups, • Students depend on the confusion and
accessible and and responsibility. • Students take some manage supplies and teacher to direct them in inefficiency.
efficient classroom. • Students take primary responsibility for equipment with very managing student • Students often do
leadership and managing student limited teacher groups, supplies and/or not understand
Standards Basis: responsibility for groups, supplies and/or direction. equipment. what is expected of
managing student equipment. • The classroom is safe and • The classroom is safe and them.
1D, 4A, 4B, 4C, 4D
groups, supplies, • The classroom is safe, organized to support accessible to most • The classroom is
and/or equipment. inviting and organized to learning objectives and is students, but is unsafe, disorganized
Potential Sources of
• The classroom is safe support learning accessible to most disorganized and and uncomfortable.
Evidence:
and thoughtfully objectives and is students. cluttered. • Some students are not
Conferences and
designed to engage, accessible to all able to access materials.
conversations with challenge and inspire students.
the teacher; formal students to
observations and participate in high-
walkthroughs; level learning beyond
classroom artifacts; the learning
analysis of student objectives.
data

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 LEARNING ENVIRONMENT
Managing Student Behavior (Dimension 3.2)
Dimension 3.2 DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT NEEDED
Managing Student
Behavior: • Consistently monitors • Consistently • Consistently implements • Inconsistently • Rarely or unfairly
behavior subtly, encourages and the campus and/or implements the campus enforces campus or
The teacher
reinforces positive monitors student classroom behavior and/or classroom classroom behavior
establishes, behaviors behavior subtly and system proficiently. behavior system. standards.
communicates and appropriately and responds to • Most students • Student failure to • Student behavior
maintains clear intercepts misbehavior swiftly. meet expected meet expected impedes learning in the
expectations for misbehavior fluidly. • Most students know, classroom classroom behavior classroom.
student behavior. • Students and the understand and behavior standards interrupts
teacher create, adopt respect classroom standards. learning.
Standards Basis: and maintain behavior standards.
classroom behavior
4A, 4B, 4C, 4D
standards.
Potential Sources of
Evidence:
Conferences and
conversations with
the teacher; formal
observations and
walkthroughs;
classroom artifacts;
analysis of student
data

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 LEARNING ENVIRONMENT
Classroom Culture (Dimension 3.3)
Dimension 3.3 DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT NEEDED
Classroom Culture:
The teacher leads a • Consistently engages • Engages all students • Engages all students • Establishes a learning • Establishes a learning
all students with with relevant, in relevant, environment where most environment where few
mutually respectful
relevant, meaningful meaningful learning, meaningful students are engaged in students are engaged in
and collaborative learning based on their sometimes adjusting learning. the curriculum. the curriculum.
class of actively interests and abilities lessons based on • Students work • Students are sometimes • Students are
engaged learners. to create a positive student interests and respectfully individually disrespectful of each disrespectful of each
rapport amongst abilities. and in groups. other. other and of the
Standards Basis: students. • Students collaborate teacher.
1E, 1F, 3B, 4C, 4D, • Students collaborate positively with each
positively and other and the teacher.
5A, 5B, 5D
encourage each
other’s efforts and
Potential Sources of achievements.
Evidence:
Conferences and
conversations with
the teacher; formal
observations and
walkthroughs;
classroom artifacts;
analysis of student
data

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Dimension 4.1 DISTINGUISHED
Professional • Behaves in accordance
Demeanor and with the Code of Ethics
Ethics: and Standard Practices
The teacher meets for Texas Educators.
district expectations • Models all professional
for attendance, standards (e.g.,
professional attendance,
appearance, professional
decorum, appearance and
behaviors) across the
procedural, ethical,
campus and district for
legal and statutory educators and students.
responsibilities. • Advocates for the
needs of all students in
Standards Basis: the classroom and
6B, 6C, 6D campus.
PROFESSIONAL PRACTICES AND RESPONSIBILITIES
Professional Demeanor and Ethics (Dimension 4.1)
ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT NEEDED
• Behaves in accordance • Behaves in accordance • Behaves in accordance • Fails to meet the Code
with the Code of Ethics with the Code of Ethics with the Code of Ethics of Ethics and Standard
and Standard Practices and Standard Practices and Standard Practices Practices for Texas
for Texas Educators. for Texas Educators. for Texas Educators. Educators.
• Models all professional • Meets all professional • Meets most professional • Meets few professional
standards (e.g., standards (e.g., standards (e.g., standards (e.g.,
attendance, professional attendance, professional attendance, professional attendance, professional
appearance and appearance and appearance and appearance and
behaviors) within the behaviors). behaviors). behaviors) or violates
classroom. • Advocates for the needs legal requirements.
• Advocates for the needs of students in the
classroom.
of all students in the
classroom.

Potential Sources of
Evidence:
Conferences and
conversations with
the teacher; formal
observations and
walkthroughs;
classroom artifacts;
analysis of student
data; daily
interaction with
others

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 PROFESSIONAL PRACTICES AND RESPONSIBILITIES
Goal Setting (Dimension 4.2)
Dimension 4.2 DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT NEEDED
Goal Setting:
The teacher • Consistently sets, • Sets some short- and • Sets short- and long-term • Sets short-term goals • Sets low or ambiguous
modifies and meets long- term professional professional goals based based on self-assessment. goals unrelated to
reflects on
short- and long- goals based on self- on self-assessment, • Meets most professional student needs or self-
his/her practice. term professional assessment, reflection, reflection and supervisor assessment.
goals resulting in some
goals based on self- peer and supervisor feedback. visible changes in • Meets few professional
Standards Basis: assessment, feedback, contemporary • Meets all professional practice. goals and persists in
5D, 6A, 6B reflection, peer and research and analysis of goals resulting in instructional practices
supervisor feedback, student learning. improvement in practice that remain substantially
Potential Sources of contemporary • Meets all professional and student performance. unimproved over time.
Evidence: Goal- research and goals resulting in
analysis of student improvement in practice
setting and
learning. and student performance.
professional
• Implements
development plan substantial
(GSPD); conferences changes in
and conversations practice resulting
with the teacher, in significant
including the end-of- improvement in
year conference; student
analysis of student performance.
data

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 PROFESSIONAL PRACTICES AND RESPONSIBILITIES
Professional Development (Dimension 4.3)
Dimension 4.3 DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT NEEDED
Professional • Leads colleagues • Leads colleagues • Collaboratively practices • Engages in most • Engages in few
Development: collaboratively in and collaboratively on in all scheduled scheduled professional professional
The teacher beyond the school to campus to identify professional development activities, development activities,
enhances the identify professional professional development activities, professional learning professional learning
professional development needs development needs campus professional communities, committee, communities or
community. through detailed data through self- learning communities, grade- or subject-level committees to improve
analysis and self- reflection. grade- or subject-level team meetings as professional practice.
reflection. • Fosters faculty team membership, directed.
Standards Basis:
• Seeks resources and knowledge and skills in committee membership
3A, 6A, 6B, 6C collaboratively support of the school or other opportunities.
fosters faculty improvement plan
Potential Sources of knowledge and skills. through professional
Evidence: Goal- • Develops and fulfills the learning communities,
setting and school and district grade- or subject-level
professional improvement plans team leadership,
development plan through professional committee
(GSPD); conferences learning communities, membership or other
and conversations grade- or subject- level opportunities beyond
team leadership, the campus.
with the teacher,
committee leadership or
including the end-of-
other opportunities
year conference; beyond the campus.
analysis of student
data; daily
interaction with
others

STUDENT-CENTERED ACTIONS TEACHER-CENTERED ACTIONS

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 PROFESSIONAL PRACTICES AND RESPONSIBILITIES
School Community Involvement (Dimension 4.4)
Dimension 4.4 DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT NEEDED
School Community
Involvement: • Systematically • Systematically contacts • Contacts • Contacts • Contacts parents
contacts parents/ parents/guardians parents/guardians parents/guardians in generally about
The teacher
guardians regarding regarding students’ regularly regarding accordance with campus disciplinary matters.
demonstrates students’ academic academic and students’ academic and policy. • Attends few required
leadership with and social/emotional social/emotional social/emotional growth. • Attends most required school outreach
students, colleagues, growth through growth through various • Actively participates in school outreach activities.
and community various methods. methods. all school outreach activities.
members in the • Initiates • Joins colleagues in activities • Communicates school
school, district and collaborative collaborative efforts • Communicates the goals to students,
community through efforts that that enhance student mission, vision and goals parents and families.
effective enhance student learning and welfare. of the school to
communication and learning and • Clearly communicates students, colleagues,
growth. the mission, vision and parents and families.
outreach.
• Leads students, goals of the school to
colleagues, families students, colleagues,
Standards Basis: and community parents and families,
2A, 2B, 4A, 4D, 5B, members toward and other community
6B, 6C, 6D reaching the mission, members.
vision and goals of the
school.
Potential Sources of
Evidence:
Conferences and
conversations with
the teacher,
including the end-of-
year conference;
classroom artifacts;
student data; daily
interaction with
others
STUDENT-CENTERED ACTIONS TEACHER-CENTERED ACTIONS

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 RUBRIC WORD BANK
(with examples of qualifiers that are interchangeably used)

DIMENSION EXAMPLE: DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT NEEDED

LEARNING ENVIRONMENT:
ALL ALL ALL MOST FEW
CLASSROOM CULTURE

LEARNING ENVIRONMENT:
MANAGING STUDENT CONSISTENTLY CONSISTENTLY CONSISTENTLY INCONSISTENTLY RARELY
BEHAVIOR

INSTRUCTION:
ACHIEVING EXPECTATIONS ALL MOST MOST SOME FEW

INSTRUCTION:
CONTENT KNOWLEDGE AND
CONSISTENTLY REGULARLY DOES (ACTION) SOMETIMES FEW
EXPERTISE

INSTRUCTION:
ALWAYS REGULARLY DOES (ACTION) SOMETIMES DOES NOT (ACTION)
DIFFERENTIATION

FOCUSES ON FOCUSES ON FOCUSES ON

MOVES TO MOVES TO
MOSTLY TEACHER- TEACHER-
STUDENTCENTERED STUDENTCENTERED
TEACHER- CENTERED CENTERED
ACTIONS ACTIONS
CENTERED ACTIONS ACTIONS
ACTIONS

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