EL RANCHO UNIFIED SCHOOL DISTRICT RUBRIC SUPPORTING THE CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION

STANDARD 1

~ ENGAGING AND SUPPORTING STUDENTS IN LEARNING ~

Element

1.  PRACTICE NOT CONSISTENT

2.  PRACTICE DEVELOPING

3.  PRACTICE CONSISTENT WITH PROFESSIONAL STANDARDS

4.  PRACTICE DISTINGUISHED

1.1 Connecting students’ prior knowledge, life experience, and interests with learning goals

The teacher fails to make observable connections between the learning goals and the students’ prior knowledge, life experiences and interests.  The teacher does not elicit student questions or comments during the lesson.

The teacher makes a few observable connections between the learning goals and the students’ prior knowledge, life experiences and interests.  The teacher elicits some questions from students during a lesson to monitor their understanding.

The teacher makes several observable connections between the learning goals and the students’ prior knowledge, life experiences, and interests.  The teacher elicits and uses students’ questions and comments during a lesson to extend their understanding.

The teacher facilitates as students’ connect and apply their prior knowledge, life experiences, and interests to new learning and the achievement of learning goals.  The teacher builds on students’ questions and comments during lessons to modify instruction.

1.2 Using a variety of instructional strategies to respond to students’ diverse needs

The teacher uses instructional strategies, but they lack variety, are poorly carried out, or are inappropriate to the students or to the instructional goals.  Adjustments are not made to respond to students’ needs.

The teacher uses a selection of instructional strategies that are appropriate to the students and the instructional goals, but they may lack variety or may not be responsive to students’ needs.

The teacher uses a variety of instructional strategies that are appropriate to the students and the instructional goals.  The teacher carries these strategies out, making some adjustments to respond to students’ needs.

The teacher makes skillful use of a wide repertoire of instructional strategies to engage students in learning, making adjustments while teaching to respond to students’ needs.

1.3 Facilitating learning experiences that promote autonomy, interaction, and choice 

Learning experiences are directed by the teacher, without permitting student autonomy, interaction, or choice.

Learning experiences are directed by the teacher and allow limited student autonomy, interaction, and choice.

Learning experiences are facilitated by the teacher to promote constructive interactions, autonomy, and choice; and to encourage and support student involvement in learning.

Learning experiences are facilitated by the teacher and students to promote and support a variety of constructive interactions, autonomy, and choice.

1.4 Engaging students in problem solving, critical thinking, and other activities that make the subject matter meaningful.

Learning opportunities for students to engage in problem solving, analysis, or inquiry within or across subject matter areas are not provided.

A few learning opportunities are provided for students to engage in problem solving within subject matter areas; little support is given to develop necessary skills.

Learning opportunities and support are provided for students to engage in problem solving and in investigating and analyzing subject matter concepts and questions within subject matter areas.

Learning opportunities are provided that extend student thinking, and engage and support students in problem posing, problem solving, inquiry, and analysis of subject matter concepts and questions within or across subject matter areas.

1.5 Promoting self-directed, reflective learning for all students

Opportunities for students to initiate their own learning or to monitor their own work are not provided.

Students’ learning is directed and monitored by the teacher, and few opportunities are provided for students to individually reflect on their work.

Students are supported in developing the skills needed to monitor their own learning during activities.  Students reflect on and talk about their own work with peers.

Teacher facilitates as students take initiative for their own learning, and reflect on, talk about, and evaluate their own work with peers.

STANDARD 2

~ CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING ~

Element

1.  PRACTICE NOT CONSISTENT

2.  PRACTICE DEVELOPING

3.  PRACTICE CONSISTENT WITH PROFESSIONAL STANDARDS

4.  PRACTICE DISTINGUISHED

2.1 Creating a physical environment that engages all students.

The physical environment does not support student learning.  There are one or more safety hazards, and materials are difficult to access when needed.

The physical environment is arranged for safety and accessibility, and it facilitates individual student engagement in learning.

The arrangement of the physical environment ensures safety and accessibility.  Most students work well individually or together as they participate in learning activities.

The arrangement of the physical environment ensures safety and accessibility, and facilitates constructive interaction and purposeful engagement for students in learning activities.

2.2 Establishing a climate that promotes fairness and respect.

The classroom climate is characterized by unfairness or disrespect, either between the teacher and students or among students.  Students are unwillingly to take risks.  Teacher does not respond to misbehavior, or the response is inconsistent, or does not respect the students’ dignity.

A climate of fairness, caring, and respect is established by the teacher for most students, but few students take risks and the teacher does little to encourage them.  Teacher responds to misbehavior but with uneven results.

A climate of fairness, caring and respect is maintained by the teacher, and students are encouraged to take risks and be creative.  Teacher responses to misbehavior are appropriate and respect the students’ dignity.

Teacher maintains an environment in which students take responsibility so that a climate of equity, caring and respect is maintained in the classroom, and students are encouraged to take risks and be creative.  Teacher response to misbehavior is highly effective and sensitive to students’ individual needs.

2.3 Promoting social development and group responsibility

Students’ social development, self-esteem and diversity are not support4ed by the teacher.  Students have little sense of responsibility for each other.

Teacher encourages students’ respect of each other’s differences.  Students work together moderately well.  The teacher provides opportunities for students to assume responsibility.

Teacher encourages environment in which students respect each other’s differences and work independently and collaboratively, taking responsibility for themselves and their peers.

Teacher maintains an environment in which students work independently and collaboratively and maintain a classroom community in which they respect each other’s differences, assume leadership, and we are responsible for themselves and their peers.

2.4 Establishing and maintaining standards for student behavior.

Standards for behavior appear not to have been established, or students are confused about what the standards are.

Standards for behavior have been established by the teacher, and the teacher’s response to student behavior is generally appropriate.

Standards for behavior are established, are clear to students, and are maintained by the teacher.  The teacher’s response to student behavior is appropriate.

Student and teacher develop standards for behavior together.  Standards of conduct are clear to students.  Students are responsible for helping each other maintain standards.

2.5 Planning and implementing classroom procedures and routines that support student learning.

Classroom procedures and routines have not been established or are not being enforced.

Procedures and routines have been established and work moderately well with little loss of instructional time.

Procedures and routines work smoothly with no loss of instructional time.

Students and teacher ensure that classroom procedures and routines operate seamlessly and efficiently

2.6 Using instructional time effectively

Learning activities are often rushed or too long, and transitions are rough or confusing, resulting in a loss of instructional time.

Instructional time is paced so that most students complete learning activities.  Transitions used to move students into new activities are generally effective.

Pacing of the instructional time is appropriate to the activities and enables most students to engage successfully with the content.  Transitions are smooth, resulting in minimal loss of instructional time.

Pacing of instructional time is adjusted as needed to ensure the engagement of students in learning activities.  Transitions are seamless.

STANDARD 3

~ UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING ~

ELEMENT

1.  PRACTICE NOT CONSISTENT

2.  PRACTICE DEVELOPING

3.  PRACTICE CONSISTENT WITH PROFESSIONAL STANDARDS

4.  PRACTICE DISTINGUISHED

3.1 Demonstrating knowledge of subject matter content and student development.

The teacher’s working knowledge of subject matter and student development is not current, is inconsistently evident, and does not adequately support students’ learning or cultural heritage.

The teacher’s working knowledge of subject matter and basic principles of student development is usually current, reflects a single perspective, supports some students’ learning, and cultural heritage.

The teacher’s working knowledge of subject matter and basic principles of student development is current, incorporates different perspectives, and supports students’ learning and cultural heritage.

The teacher’s working knowledge of subject matter and individual students’ development is current and incorporates a broad range of perspectives, strongly supports students’ cultural heritage.

3.2 Organizing curriculum to support student understanding of subject matter.

The curriculum is not organized and it rarely demonstrates concepts, themes, and skills; rarely values different perspectives or rarely supports students’ understanding of subject matter.

The curriculum is loosely organized, inconsistently demonstrates concepts, themes, and skills without revealing or valuing different perspectives; and supports an understanding of subject  matter for some students.

The curriculum is organized and sequenced; demonstrates concepts, themes, and skills; reveals and values different perspectives; and supports an understanding of subject matter.

The curriculum is organized and sequenced and demonstrates concepts, themes, and skills, and the relationships between them.  It reveals and values a broad range of perspectives, and is organized to ensure that students develop a deep understanding of subject matter.

3.3 Interrelating ideas and information within and across subject matter areas

The teacher presents curriculum without identifying or integrating key concepts and information, or does not relate content to previous learning in order to support students’ understanding.

The teacher identifies some key concepts and information within the curriculum, and attempts to relate content to previous learning and students’ understanding.

The teacher identifies and integrates key concepts and information with the curriculum, relates content to students’ lives, and uses previous learning to extend students’ understanding.

The teacher facilitates students as they identify and integrate concepts and information with and across curriculum, relate content to their lives and precious learning, and use this to extend their understanding.

3.4 Developing student understanding through instructional strategies that are appropriate to the subject matter

Instructional strategies are not appropriately matched to subject matter content and do not encourage students to think critically or to extend their knowledge.

The teacher uses a few strategies to make the content accessible to students, and may encourage students to think critically or to extend their knowledge of subject matter.

The teacher uses appropriate instructional strategies to make content accessible to students, to encourage them to think critically, and to extend their knowledge of subject matter.

A repertoire of instructional strategies is used to make content accessible to students, to challenge them to think critically, and to deepen their knowledge of and enthusiasm for subject matter.

3.5 Using materials, resources, and technologies to make subject matter accessible to students.

Instructional materials, resources and technologies are either not used or used inappropriately.  Materials may not accurately reflect diverse perspectives.

Instructional materials, resources, and technologies are used infrequently to convey key subject matter concepts.  Materials may reflect diverse perspectives.

Instructional materials, resources, and technologies support the curriculum and promote students’ understanding of content and concepts.  Materials may reflect diverse perspectives.

A range of appropriate instructional materials, resources, and technologies are integrated into the curriculum to extend students’ understanding of content and concepts.  A range of materials reflect diverse perspectives.

STANDARD 4

~ PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS ~

ELEMENT

1.  PRACTICE NOT CONSISTENT

2.  PRACTICE DEVELOPING

3.  PRACTICE CONSISTENT WITH PROFESSIONAL STANDARDS

4.  PRACTICE DISTINGUISHED

4.1 Drawing on and valuing students’ backgrounds, interests, and developmental learning needs.

Instructional plans may not match or reflect students’ collective backgrounds, and developmental needs, and may not support students’ learning.

Instructional plans are partially drawn from information about students’ collective backgrounds and developmental needs to support students’ learning.

Instructional plans reflect students’ collective backgrounds and developmental needs to support students’ learning.

Instructional plans build on students’ collective backgrounds and developmental needs to support students’ learning.

4.2 Establishing and articulating goals for student learning.

Instructional goals are not established.  Expectations for students are not appropriate.

Some instructional goals are appropriate.  Expectations for students may be inconsistent.

Short-term and long-term instructional goals are standards based.  Goals are appropriately challenging for most students.  Expectations for students are generally appropriate to learning requirements.

Short-term and long-term instructional goals are set by teacher and students.  Goals are appropriately challenging for students and represent valuable learning.  Expectations for students are consistently high.

4.3 Developing and sequencing instructional activities and materials for student learning.

Instructional activities and available materials are not appropriate to the students, or the instructional goals do not engage students in meaningful learning.  Activities are not logically sequenced.

Instructional activities and available materials are partially appropriate to students and the learning goals, and engage some students in meaningful learning.  Some activities are logically sequenced within individual lessons.

Instructional activities and available materials are appropriate to students and the learning goals, make content and concepts relevant, and engage most students in meaningful learning.  Activities are logically sequenced within individual lessons.

Instructional activities and available materials are differentiated to reflect developmental needs, and engage students in meaningful learning.  Activities support the learning goals and are logically sequenced to clarify content and concepts.

4.4 Designing short-term and long-term plans to foster student learning.

Individual lesson plans have little relation to long and short-term goals, or a unit plan has little recognizable structure.

Long and short-term plans have a recognizable structure, although the sequence of individual lessons is uneven and only partially helps students develop conceptual understanding.

Long and short-term plans have a coherent structure, with learning activities in individual lessons well sequenced to promote understanding of concepts. 

Long and short-term plans are highly coherent.  Learning sequences are responsive to the needs of individual students and promote understanding of complex concepts.

4.5 Modifying instructional plans to adjust for student needs.

Instructional plans are not modified, in spite of evidence that modifications would improve student learning.

Modifications to instructional plans address only limited aspects of the lesson.

Instructional plans are modified as needed to enhance student learning based on formal and informal assessment.

Instructional plans are modified as needed, based on formal and informal assessment, to promote deeper conceptual understanding by students.

STANDARD 5

~ ASSESSING STUDENT LEARNING ~

ELEMENT

1.  PRACTICE NOT CONSISTENT

2.  PRACTICE DEVELOPING

3.  PRACTICE CONSISTENT WITH PROFESSIONAL STANDARDS

4.  PRACTICE DISTINGUISHED

5.1 Establishing and communicating learning goals for all students.

Few learning goals are established.  Learning goals are not revised or clearly communicated to students without revision.

Learning goals are established to meet school and district expectations.  Goals are communicated to students without revision.

Learning goals are established and meet district and state expectations.  Goals are adequately communicated to students and are revised as needed.

Learning goals are established and meet district and state expectations.  Goals are communicated to students and are revised as needed.

5.2 Collecting and using multiple sources of information to assess student growth.

The teacher uses inappropriate sources of information to assess student learning and/or uses assessment strategies that are not appropriate to students’ learning.

The teacher consistently uses one or two appropriate sources of information to assess student learning and one or two assessment strategies to understand student progress.

The teacher consistently uses a variety of appropriate sources to collect information about student learning and several appropriate assessment strategies to understand student progress.

The teacher consistently uses a variety of appropriate sources to collect information about student learning and a wide range of appropriate assessment strategies to understand student progress.

5.3 Involving and guiding all students in assessing their own learning.

The teacher does not encourage students to reflect on or assess their own work.

Student reflection is encouraged and guided by the teacher during some activities.  Opportunities are provided for students to discuss work with peers.  Student reflection and self-assessment are included in learning activities.  The teacher models skills and assessment strategies to help students understand their own work and discuss it with peers.

Student reflection and self-assessment are included in learning activities.  The teacher models skills and assessment strategies to help students understand their own work and discuss it with peers.

Ongoing student reflection and self-assessment are integrated into the learning process.  Students demonstrate assessment strategies and discuss work with peers.

5.4 Using the results of assessment to guide instruction

Information about student learning is inappropriate or not used by the teacher to plan guide or adjust instruction.

Information from a limited range of assessments is used to plan learning activities and may support class needs and achievement. Assessments are not used to adjust instruction while teaching.

Information from a variety of assessments is used to plan and modify learning activities, as well as to meet class and individual students needs and achievement.  Assessments are used to adjust instruction while teaching.

Information from a variety of ongoing assessments is used to plan and modify learning activities, and to support class and individual student needs and achievement.  Assessments are used to adjust instruction while teaching in response to student needs.

5.5  Communicating with students, families, and other audiences about student progress.

The teacher provides some information about student learning, to students, families and support personnel, but the information is incomplete, unclear or untimely.

The teacher provides timely information about student learning to students, families and support personnel to promote understanding and academic progress.

The teacher regularly exchanges information about student learning with students, families and support personnel in a timely manner, and in ways that improve understanding and encourage academic progress.

Teacher includes students in the exchange of information about their learning with families and support personnel in ways that improve understanding, are timely, and encourage academic progress.

Standard 6

~ DEVELOPING AS A PROFESSIONAL EDUCATOR ~

ELEMENT

1.  PRACTICE NOT CONSISTENT

2.  PRACTICE DEVELOPING

3.  PRACTICE CONSISTENT WITH PROFESSIONAL STANDARDS

4.  PRACTICE DISTINGUISHED

6.1  Reflecting on teaching practice and planning professional development

The teacher may reflect on specific problems or areas of concern in his or her teaching practice; reflection to assess growth over time or to plan professional development is not evident.

The teacher reflects on areas of concern in his or her teaching practice, assesses growth in these areas with assistance, and uses reflection to plan professional development.

The teacher reflects on his or her teaching practice in relation to areas of concern and student learning, assesses growth over time, and uses reflection to plan and participate in the

professional community.

The teacher reflects on his or her teaching practice in relation to student learning and instructional goals, and asses growth over time.  The teacher plans, participates and applies professional development based on reflection.

6.2  Establishing professional goals and pursuing opportunities to grow.

Professional goals are not established to guide practice.  The teacher fails to pursue opportunities to develop new knowledge or skills, or to participate in the professional community.

Professional goals are established with assistance.  The teacher pursues some opportunities to acquire new knowledge and skills but does not contribute to professional community.

Professional goals are developed and the teacher pursues opportunities to acquire new knowledge and skills, and participates in the professional community.

Professional goals are on going and the teacher actively seeks opportunities to expand knowledge and skills, and participates in and contributes to the professional community.

6.3  Working with communities to improve professional practice.

The teacher has limited understanding of the importance of district and community resources or how to access them to provide learning experiences for students or to promote collaboration with the school.

The teacher understands the importance of the district and community resources but is not sure how to apply this to benefit students and families, provide experiences to support learning or promote collaboration with the school.

The teacher values district and community resources and develops knowledge of them to benefit students and families, provide some experiences to support student learning and support collaboration between school and community.

The teacher values the district and community resources and uses knowledge of them to benefit students and families, provide students with experiences that support their learning and promote collaboration between school and community.

6.4  Working with families to improve professional practice.

The teacher has limited communication with families, and fails to provide opportunities for participation in the classroom or school community.

The teacher initiates communication with students and families, works to develop an understanding of their diverse backgrounds, and may provide limited opportunities for families to participate in the classroom or school community.

The teacher acknowledges students’ families, develops positive communication and an understanding of their diverse backgrounds, and provides opportunities for families to participate in the classroom or school community.

The teacher acknowledges students and their diverse backgrounds, maintains ongoing positive interactions with their families, and provides multiple opportunities for meaningful participation of families in the classroom or school community.

6.5  Working with colleagues to improve professional practice. 

The teacher fails to engage in professional dialogue with colleagues, to seek out other staff to meet student needs, or to participate in school or district events or learning activities.

The teacher engages in professional dialogue with some colleagues to help meet students’ needs, and participates in some school-wide events.

The teacher engages in professional dialogue with colleagues, collaborates with staff to meet students’ needs, and participates in school-wide events.

The teacher engages in professional dialogue and reflection with colleagues, collaborates with staff to meet students’ needs, and contributes to school-wide and district-wide decision making, events, and professional development.

6.6  Balancing professional responsibility and maintaining motivation.

The teacher does not meet basic professional expectations to follow procedures or participate in required teacher activities.

The teacher participates in required teacher activities, meets basic professional expectations, and follows procedures and policies including timely record keeping, attendance, grading, and enforcement of school regulations.

The teacher participates in school-wide activities, follows policies and procedures, meets professional expectations including accurate reflection of student progress, and actively supports school expectations for students and staff.

The teacher regularly exhibits leadership in support of school and student needs.  The teacher models professional expectations including active contributions to school planning, and school programs.