Teacher Evaluation Rubrics - New York State Education .
Teacher Evaluation Rubricsby Kim Marshall – Revised January 2, 2014Organization, Rationale, and Suggestions for Implementation1. The rubrics have six domains covering all aspects of a teacher’s job performance:A. Planning and Preparation for LearningB. Classroom ManagementC. Delivery of InstructionD. Monitoring, Assessment, and Follow-UpE. Family and Community OutreachF. Professional Responsibilities2. The rubrics use a four-level rating scale:4 – Highly Effective – Master teacher performance that meets very demanding criteria3 – Effective – Solid, expected professional performance; teachers should feel good about scoring at this level2 – Improvement Necessary – Performance is mediocre; no teacher should be content to remain at this level1 – Does Not Meet Standards – Unacceptable performance leading to an improvement plan, intensive support,and, if improvement isn’t made within a reasonable amount of time, dismissal3. These rubrics aim to provide a shared definition of the work teachers do with students and colleagues. To gather theinformation needed to fill out the rubrics at the end of a school year, supervisors need to make frequent, short,unannounced classroom visits (at least ten per teacher per year); have a face-to-face coaching conversation after each one(ideally in the teacher’s classroom when students aren’t there); regularly observe teachers in team meetings and othersettings; and possibly look at student survey data. The rubrics should not be used as checklists during classroom visits orin post-observation conferences – their comprehensive scope and evaluative tone are likely to hamper thoughtfulobservation and effective coaching. Rather, the rubrics should inform teachers’ work and supervisors’ observationsthroughout the year and serve as a memory prompt and structuring protocol when it’s time to evaluate the year’s work.4. This suggests that the rubrics should be used formally at three points: (a) As school opens, teachers self-assess, meetwith their supervisor, and set 2-3 improvement goals; (b) At mid-year, teacher and supervisor meet and compare ratingspage by page, discuss any differences, assess progress on the teacher’s goals, and identify areas for growth; and (c) At theend of the year, teacher and supervisor repeat this process and reach closure on the year’s ratings (the supervisor, ofcourse, has the final say). Evaluation meetings work best if the teacher and supervisor fill out the rubrics beforehand,discuss only the areas where they disagree, and talk about those areas based on the teacher’s actual performance. Somesupervisors sugar-coat criticism and give inflated scores to keep the peace and avoid hurt feelings. This does not helpteachers improve. The best thing a supervisor can do for an underperforming teacher is to visit frequently, give candid,evidence-based feedback, listen to the teacher’s concerns, and organize robust follow-up support.5. When scoring each rubric line, it’s best to read the Effective level first, and if that doesn’t capture the teacher’s work,look left or right and mark the level that contains the most accurate description. When all ten lines are done, the pageprovides a graphic display of areas that deserve praise and those that need improvement. The supervisor gives an overallrating at the bottom and writes a brief comment (if needed), and when all six pages have been scored, records the ratingson the summary page, gives the teacher an overall rating, and they both write summative comments and sign off.6. When an entire staff is scored honestly using the rubrics, it’s possible to create a color-coded spreadsheet that can serveas a (confidential) road-map for schoolwide professional development (see the samples on page 9 and 10).7. The rubrics synthesize an extensive research base on classroom and professional practices that affect children’slearning. Although student achievement is not evaluated by the rubrics, it’s reasonable to assume that in a well-run school(positive climate, professional working conditions, aligned curriculum, etc.) the more Effective and Highly Effectiveratings a teacher has, the better students will do. For ideas on how to include student learning in the teacher-evaluationprocess, see Marshall’s book, Rethinking Teacher Supervision and Evaluation (Jossey-Bass, 2nd edition, 2013, p. 121).8. The rubrics are open source and may be used and adapted by schools and districts as they see fit.
A. Planning and Preparation for LearningThe teacher:43Highly EffectiveEffective2ImprovementNecessary1Does Not MeetStandardsa.KnowledgeIs expert in the subject areaand up to date on authoritativeresearch on child developmentand how students learn.Knows the subject matter well Is somewhat familiar with theand has a good grasp of child subject and has a few ideas ofdevelopment and how students ways students develop andlearn.learn.b.StandardsHas a detailed plan for theyear that is tightly alignedwith high standards andensures success onstandardized assessments.Plans the year so students willHas done some thinking about Plans lesson by lesson and hasmeet high standards and behow to cover high standards little familiarity with stateready for standardizedand test requirements this year. standards and tests.assessments.Plans almost all units with bigideas, essential questions,knowledge, skill, transfer, andnon-cognitive goals coveringmost Bloom levels.Plans most units with bigideas, essential questions,knowledge, skill, and noncognitive goals.c.UnitsPlans lessons with somethought to larger goals andobjectives and higher-orderthinking skills.Has little familiarity with thesubject matter and few ideason how to teach it and howstudents learn.Teaches on an ad hoc basiswith little or no considerationfor long-range curriculumgoals.d.AssessmentsPrepares diagnostic, on-thePlans on-the-spot and unitspot, interim, and summativeassessments to measureassessments to monitorstudent learning.student learning.Drafts unit tests as instruction Writes final tests shortlyproceeds.before they are given.e.AnticipationAnticipates students'misconceptions andconfusions and developsmultiple strategies toovercome them.Anticipates misconceptionsthat students might have andplans to address them.Has a hunch about one or twoProceeds without consideringways that students mightmisconceptions that studentsbecome confused with themight have about the material.content.f.LessonsDesigns each lesson withclear, measurable, achievablegoals closely aligned withstandards and unit outcomes.Designs lessons focused onmeasurable, achievableoutcomes aligned with unitgoals.Plans lessons with someconsideration of long-termgoals.g.EngagementDesigns highly relevantlessons that will motivatevirtually all students and engage them in active learning.Plans lessons that will catchDesigns lessons that aresome students’ interest andrelevant, motivating, andperhaps get a discussionlikely to engage most students.going.h.MaterialsDesigns lessons that use anDesigns lessons that use anPlans lessons that involve aeffective mix of high-quality,appropriate, multicultural mix mixture of good and mediocremulticultural learningof materials and technology. learning materials.materials and technology.Designs lessons that breaki.down complex tasks andDifferentiation address students' learningneeds, styles, and interests.j.EnvironmentPlans lessons with someDesigns lessons that targetthought as to how toseveral learning needs, styles,accommodate special needsand interests.students.Uses room arrangement,Organizes furniture andOrganizes classroom furniture,materials, and displays tomaterials to support thematerials, and displays tocreate an inviting climate andlesson, with only a fewsupport unit and lesson goals.maximize student learning.decorative displays.Overall rating: Comments:Plans lessons aimed primarilyat entertaining students orcovering textbook chapters.Plans lessons with very littlelikelihood of motivating orinvolving students.Plans lessons that rely mainlyon mediocre and low-qualitytextbooks, workbooks, orworksheets.Plans lessons with nodifferentiation.Has a conventional furniturearrangement, hard-to-accessmaterials, and few walldisplays.
B. Classroom ManagementThe teacher:a.Expectations43Highly EffectiveEffectiveShows warmth, caring,relationships.Creates a climate of respectand buy-in such that disruptionof learning is virtuallyunthinkable.Implements a program thatComes up with ad hoc rulesand consequences as eventsunfold during the year.Is fair and respectful towardmost students and buildspositive relationships withsome.Wins almost all students’respect and disciplineproblems are few and farbetween.Is not respected by studentsWins the respect of someand the classroom isstudents but there are regularfrequently chaotic anddisruptions in the classroom.sometimes dangerous.Fosters positive interactionsemotional skills.Successfully inculcates classroutines up front so thatstudents maintain themthroughout the year.1Does Not MeetStandardsIs fair and respectful towardstudents and builds positiverelationships.d.successfully develops positiveamong students and teachesSocial-emotional interactions and socialuseful social skills.e.RoutinesImprovementNecessaryIs direct, specific, consistent,Clearly communicates andAnnounces and postsand tenacious inconsistently enforces highclassroom rules andcommunicating and enforcingstandards for student behavior. consequences.very high expectations.b.respect, and fairness for allRelationships students and builds strongc.Respect2Teaches routines and hasstudents maintain them allyear.Is sometimes harsh, unfair,and disrespectful withstudents and/or playsfavorites.Often lectures students on thePublicly berates “bad”need for good behavior, andstudents, blaming them formakes an example of “bad”their poor behavior.students.Does not teach routines and isTries to train students in classconstantly nagging,routines but many of thethreatening, and punishingroutines are not maintained.students.Gets virtually all students to beDevelops students’ selfself-disciplined, takeTries to get students to bef.discipline and teaches them toresponsibility for their actions,responsible for their actions,take responsibility for theirResponsibility and have a strong sense ofbut many lack self-discipline.own actions.efficacy.Is unsuccessful in fosteringself-discipline in students;they are dependent on theteacher to behave.g.RepertoireHas a highly effectivediscipline repertoire and cancapture and hold students’attention any time.Has a repertoire of discipline“moves” and can capture andmaintain students’ attention.h.EfficiencySkillfully uses coherence,momentum, and transitions sothat almost every minute ofclassroom time produceslearning.Sometimes loses teachingMaximizes academic learningtime due to lack of clarity,time through coherence, lessoninterruptions, inefficientmomentum, and smoothtransitions, and off-tasktransitions.teacher behavior.i.PreventionIs alert, poised, dynamic, andHas a confident, dynamicself-assured and nips virtuallypresence and nips mostall discipline problems in thediscipline problems in the bud.bud.Tries to prevent disciplineproblems but sometimes littlethings escalate into bigproblems.Is unsuccessful at spotting andpreventing disciplineproblems, and they frequentlyescalate.j.IncentivesGets students to buy into ahighly effective system ofincentives linked to intrinsicrewards.Uses extrinsic rewards in anattempt to get students tocooperate and comply.Gives out extrinsic rewards(e.g., free time) without usingthem as a lever to improvebehavior.Uses incentives wisely toencourage and reinforcestudent cooperation.Overall rating: Comments:Has a limited disciplinaryrepertoire and some studentsare not paying attention.Has few discipline skills andconstantly struggles to getstudents’ attention.Loses a great deal ofinstructional time because ofconfusion, interruptions,ragged transitions, and offtask teacher behavior.
C. Delivery of InstructionThe teacher:a.Expectations43Highly EffectiveEffectiveExudes high expectations,Conveys to students: This isurgency, and determinationimportant, you can do it, andthat all students will master the I’m not going to give up onmaterial.you.2ImprovementNecessary1Does Not MeetStandardsTells students that the subjectGives up on some students asmatter is important and theyhopeless.need to work hard.Actively inculcates a "growth"mindset: take risks, learn from Tells students that effectiveDoesn't counteract students'mistakes, through effectiveeffort, not innate ability, is the misconceptions about innateeffort you can and will achieve key.ability.at high levels.Communicates a "fixed"mindset about ability: somestudents have it, some don't.c.GoalsShows students exactly what’sexpected by posting essentialquestions, goals, rubrics, andexemplars; virtually allstudents can articulate them.Gives students a clear sense ofTells students the mainpurpose by posting the unit’slearning objectives of eachessential questions and thelesson.lesson’s goals.Begins lessons without givingstudents a sense of whereinstruction is headed.d.ConnectionsHooks virtually all students inunits and lessons by activatingknowledge, experience,reading, and vocabulary.Activates students’ priorknowledge and hooks theirinterest in each lesson and newvocabulary.Is only sometimes successfulRarely hooks students’ interestin making the subjector makes connections to theirinteresting and relating it tolives.things students already know.e.ClarityPresents material clearly andexplicitly, with well-chosenexamples and vivid,appropriate language.Uses clear explanations,appropriate language, andexamples to present material.Sometimes uses language and Often presents material in aexplanations that are fuzzy,confusing way, using languageconfusing, or inappropriate. that is inappropriate.f.RepertoireUses a wide range of wellchosen, effective strategies,questions, materials,technology, and groupings toaccelerate student learning.Uses a limited range ofOrchestrates effectiveclassroom strategies,strategies, questions, materials,questions, materials, andtechnology, and groupings togroupings with mixedfoster student learning.success.b.Mindsetg.EngagementGets virtually all studentsinvolved in focused activities, Has students actively thinkactively learning and problem- about, discuss, and use thesolving, losing themselves in ideas and skills being taught.the work.Successfully reaches virtuallyall students by skillfullyh.differentiating and scaffoldingDifferentiation and using peer and adulthelpers.i.Nimblenessj.ClosureDifferentiates and scaffoldsinstruction and uses peer andadult helpers to accommodatemost students’ learning needs.Deftly adapts lessons and units Is flexible about modifyingto exploit teachable moments lessons to take advantage ofand correct misunderstandings. teachable moments.Attempts to get studentsactively involved but somestudents are disengaged.Mostly lectures to passivestudents or has them plodthrough textbooks andworksheets.Attempts to accommodatestudents with learningdeficits, but with mixedsuccess.Fails to differentiateinstruction for students withlearning deficits.Sometimes doesn't takeadvantage of teachablemoments.Is rigid and inflexible withlesson plans and rarely takesadvantage of teachablemoments.Consistently has studentssummarize and internalizeHas students sum up what they Sometimes brings closure towhat they learn and apply it to have learned and apply it in a lessons and asks students toreal-life situations and future different context.think about applications.opportunities.Overall rating: Comments:Uses only one or two teachingstrategies and types ofmaterials and fails to reachmost students.Moves on at the end of eachlesson without closure orapplication to other contexts.
D. Monitoring, Assessment, and Follow-UpThe teacher:a.Criteriab.Diagnosisc.On-the-Spot43Highly EffectiveEffective2ImprovementNecessary1Does Not MeetStandardsConsistently posts and reviewsclear criteria for good work,Posts criteria for proficiency,with rubrics and exemplars of including rubrics andstudent work at each level of exemplars of student work.proficiency.Tells students some of thequalities that their finishedwork should exhibit.Gives students a wellconstructed diagnosticassessment up front, and usesthe information to fine-tuneinstruction.Diagnoses students’knowledge and skills up frontand makes small adjustmentsbased on the data.Does a quick K-W-L (Know,Begins instruction withoutWant to Know, Learned)diagnosing students' skills andexercise before beginning aknowledge.unit.Uses a variety of effectivemethods to check forunderstanding; immediatelyunscrambles confusion andclarifies.Frequently checks forunderstanding and givesstudents helpful information ifthey seem confused.Uses mediocre methods (e.g.,Uses ineffective methods ("Isthumbs up, thumbs down) toeveryone with me?") to checkcheck for understandingfor understanding.during instruction.Has students set ambitiousHas students set goals, self-Urges students to look overd.goals, continuously self-assess,their work, see where theyassess, and know where theyhad trouble, and aim toSelf-Assessment and take responsibility forstand academically at all times.improving performance.improve those areas.Expects students to know (orfigure out) what it takes to getgood grades.Allows students to move onwithout assessing andimproving problems in theirwork.Frequently posts students’work with rubrics andcommentary to celebrateprogress and motivate anddirect effort.Regularly posts students’ workPosts some ‘A’ student workto make visible their progressas an example to others.with respect to standards.Posts only a few samples ofstudent work or none at all.f.InterimsWorks with colleagues toimmediately use interimassessment data to fine-tuneteaching, re-teach, and helpstruggling students.Promptly uses data fromReturns tests to students andinterim assessments to adjustfollows up by clarifying a fewteaching, re-teach, and followitems that caused problems.up with failing students.Is slow getting test resultsback to students and moves onwithout analyzing data andfollowing up with students.g.TenacityRelentlessly follows up withstruggling students withpersonal attention so thatvirtually all reach proficiency.Takes responsibility forstudents who are notsucceeding and gives themextra help.h.SupportMakes sure that students whoWhen necessary, refersneed specialized diagnosis andstudents for specializedhelp receive appropriatediagnosis and extra help.services immediately.Sometimes doesn’t referstudents promptly for specialhelp, and/or refers studentswho don’t need it.i.AnalysisWorks with colleagues toanalyze and chart data, drawaction conclusions, andleverage student growth.Analyzes data fromassessments, drawsconclusions, and shares themappropriately.Records students’ grades andRecords students’ grades andnotes some general patternsmoves on with the curriculum.for future reference.j.ReflectionWorks with colleagues toreflect on what worked andwhat didn't and continuouslyimprove instruction.Reflects on the effectivenessAt the end of a teaching unit Does not draw lessons for theof lessons and units andor semester, thinks about what future when teaching iscontinuously works to improvemight have been done better. unsuccessful.them.e.RecognitionOverall rating: Comments:Tells students that if they fail aOffers students who fail teststest, that’s it; the class has tosome additional time to studymove on to cover theand do re-takes.curriculum.Often fails to refer students forspecial services and/or refersstudents who do not needthem.
E. Family and Community OutreachThe teacher:43Highly EffectiveEffective2ImprovementNecessary1Does Not MeetStandardsShows great sensitivity andrespect for family andcommunity culture, values,and beliefs.Tries to be sensitive to theCommunicates respectfullyculture and beliefs ofwith parents and is sensitive tostudents’ families butdifferent families’ culture andsometimes shows lack ofvalues.sensitivity.b.BeliefShows each parent an in-depthknowledge of their child and astrong belief that he or she willmeet or exceed standards.Shows parents a genuineinterest and belief in eachchild’s ability to reachstandards.Does not communicate toTells parents that he or sheparents knowledge ofcares about their children andindividual children or concernwants the best for them.about their future.c.ExpectationsGives parents clear, userfriendly learning and behaviorexpectations and exemplars ofproficient work.Gives parents clearexpectations for studentlearning and behavior for theyear.Sends home a list ofclassroom rules and thesyllabus for the year.Doesn't inform parents aboutlearning and behaviorexpectations.Makes sure parents hearPromptly informs parents ofLets parents know aboutproblems their children arehaving but rarely mentionspositive news.Seldom informs parents ofconcerns or positive newsabout their children.Frequently involves parents in Updates parents on thesupporting and enriching the unfolding curriculum andcurriculum for their children as suggests ways to supportit unfolds.learning at home.Sends home occasionalsuggestions on how parentscan help their children withschoolwork.Rarely if ever communicateswith parents on ways to helptheir children at home.Assigns highly engaginghomework, gets close to a100% return, and promptlyprovides helpful feedback.Assigns appropriatehomework, holds studentsaccountable for turning it in,and gives feedback.Assigns homework, keepstrack of compliance, butrarely follows up.Assigns homework but isresigned to the fact that manystudents won’t turn it in, anddoesn't follow up.Responds promptly to parentconcerns and makes parentsfeel welcome in the school.Is slow to respond to someparent concerns and comesacross as unwelcoming.Does not respond to parentconcerns and makes parentsfeel unwelcome in theclassroom.Uses report card conferencesto tell parents the areas inwhich their children canimprove.Gives out report cards andexpects parents to deal withthe areas that needimprovement.a.Respectd.positive news about theirbehavior and learningCommunication children first, and immediately problems, and also updatesflags any problems.e.Involvingf.HomeworkDeals immediately andg.successfully with parentResponsiveness concerns and makes parentsfeel welcome any time.parents on good news.Is often insensitive to theculture and beliefs of students’families.h.ReportingUses student-led conferences,report cards, and informalUses conferences and reporttalks to give parents detailed cards to give parents feedbackand helpful feedback onon their children’s progress.children’s progress.i.OutreachSuccessfully contacts andworks with virtually allparents, including those whoare hard to reach.Tries to contact all parents,Reaches out to all parents andMakes little or no effort tobut ends up talking mainly tois tenacious in contacting hardcontact parents.the parents of high-achievingto-reach parents.students.j.ResourcesSuccessfully enlists classroomvolunteers and extra resourcesfrom homes and thecommunity to enrich thecurriculum.Reaches out to families andcommunity agencies to bringin volunteers and additionalresources.Overall rating: Comments:Asks parents to volunteer in Does not reach out for extrathe classroom and contribute support from parents or theextra resources.community.
F. Professional ResponsibilitiesThe teacher:43Highly EffectiveEffective2ImprovementNecessary1Does Not MeetStandardsa.AttendanceHas perfect or near-perfectattendance (98-100%).Has moderate absences (6Has many absences (11% orHas very good attendance (9510%). If there are extenuating more). If there are extenuating97%).circumstances, state below.circumstances, state below.b.LanguageIn professional contexts,speaks and writes correctly,succinctly, and eloquently.Periodically makes errors in Frequently makes errors inUses correct grammar, syntax,grammar, syntax, usagegrammar, syntax, usage,usage, and spelling inand/or spelling in professional and/or spelling in professionalprofessional contexts.contexts.contexts.c.ReliabilityCarries out assignmentsconscientiously andpunctually, keeps meticulousrecords, and is never late.Is punctual and reliable withpaperwork, duties, andassignments; keeps accuraterecords.Occasionally skipsassignments, is late, makeserrors in records, and missespaperwork deadlines.Frequently skips assignments,is late, makes errors inrecords, and misses paperworkdeadlines.Demonstrates professionaldemeanor and maintainsappropriate boundaries.Occasionally acts and/ordresses in an unprofessionalmanner and/or violatesboundaries.Frequently acts and/or dressesin an unprofessional mannerand violates boundaries.Is invariably ethical, honest,and forthright, usesimpeccable judgment, andrespects confidentiality.Is ethical and forthright, usesgood judgment, and maintainsconfidentiality with studentinformation.Sometimes uses questionablejudgment, is less thancompletely honest, and/ordiscloses student information.Is frequently unethical,dishonest, uses poor judgment,and/or discloses studentinformation.f.Above-andbeyondIs an important member ofteacher teams and committeesand frequently volunteers forextra activities.Shares responsibility for gradeWhen asked, will serve on a Declines invitations to servelevel and schoolwide activitiescommittee and attend an extra on committees and attendand takes part in extraactivity.extra activities.activities.g.LeadershipFrequently contributesvaluable ideas and expertiseand instills in others a desire toimprove student results.Is a positive team player andOccasionally suggests an idea Rarely if ever contributescontributes ideas, expertise,aimed at improving theideas that might help improveand time to the overall missionschool.the school.of the school.h.OpennessActively seeks out feedbackand suggestions from students,parents, and colleagues anduses them to improveperformance.Listens thoughtfully to otherviewpoints and respondsconstructively to suggestionsand criticism.Meets at least weekly withCollaborates with colleaguesPresents as a consummated.professional and alwaysProfessionalism observes appropriateboundaries.e.Judgmenti.colleagues to plan units, share to plan units, share teachingideas, and look at studentCollaboration ideas, and analyze interimj.GrowthIs somewhat defensive butdoes listen to feedback andsuggestions.Is very defensive aboutcriticism and resistant tochanging classroom practice.Meets occasionally withcolleagues to share ideasabout teaching and students.Meets infrequently withcolleagues, and conversationslack educational substance.assessments.work.Actively reaches out for newideas and engages in actionresearch with colleagues tofigure out what works best.Seeks out effective teachingCan occasionally beideas from colleagues,persuaded to try out newworkshops, and other sourcesclassroom practices.and implements them well.Overall rating: Comments:Is not open to ideas forimproving teaching andlearning.
Evaluation Summary PageTeacher’s name: School year:School: Subject area:Evaluator: Position:RATINGS ON INDIVIDUAL RUBRICS:A. Planning and Preparation for Learning:Highly EffectiveEffectiveImprovement NecessaryDoes Not Meet StandardsEffectiveImprovement NecessaryDoes Not Meet StandardsEffectiveImprovement NecessaryDoes Not Meet StandardsB. Classroom Management:Highly EffectiveC. Delivery of Instruction:Highly EffectiveD. Monitoring, Assessment, and Follow-Up:Highly EffectiveEffectiveImprovement NecessaryDoes Not Meet StandardsImprovement NecessaryDoes Not Meet StandardsImprovement NecessaryDoes Not Meet StandardsE. Family and Community Outreach:Highly EffectiveEffectiveF. Professional Responsibilities:Highly EffectiveEffectiveOVERALL RATING:Highly EffectiveEffectiveImprovement NecessaryDoes Not Meet StandardsOVERALL COMMENTS BY EVALUATOR:OVERALL COMMENTS BY TEACHER:Evaluator’s signature: Date:Teacher’s signature: Date:(The teacher’s signature indicates that he or she has seen and discussed the evaluation; it does notnecessarily denote agreement with the report.)8
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SourcesAlexandria Public Schools (Virginia) performance evaluation rubrics (2003)Aspire Charter Schools, California teacher evaluation rubrics (2003)Boston Public Schools Performance Evaluation Instrument (1997)City on a Hill Charter School (Boston) performance evaluation rubrics (2004)Conservatory Lab Charter School (Boston) performance evaluation rubrics (2004)Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson (ASCD, 1996)“Indicators of Teaching for Understanding” by Jay McTighe and Eliot Seif (unpublished paper, 2005)KIPP Framework for Excellent Teaching, Version 2.0, Summer 2012Leading for Learning: Reflective Tools for School and District Leaders, Michael Knapp et al., Center for theStudy of Teaching and Policy, University of Washington (February 2003)Linking Teacher Evaluation and Student Learning by Pamela Tucker and James Stronge (ASCD, 2005)North S
Teacher Evaluation Rubrics by Kim Marshall – Revised January 2, 2014 Organization, Rationale, and Suggestions for Implementation 1. The rubrics have six domains covering all aspects of a teacher’s job performance: A. Planning and Preparation for Learning B. Classroom Management C. Deliver
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_4.Rubrics can be created in a variety of forms and levels of complexity, but all have two features in common: a list of criteria and gradations of quality. _5.Instructional rubrics are easy to use and to explain. _6.Instructional rubrics focus the teacher helping to clarify the criteria and expectations in specific terms.
Kim Marshall’s Teacher Evaluation Rubrics (January, 2014). ** Robert Marzano’s Teacher Evaluation Model (2015). Massachusetts Model System for Teacher Evaluation (2012) For each, the following items are included:. Crosswalk mapping of the two books to the rubrics. Cross reference to the Map of Pedagogical Knowledge.
Principal Evaluation Rubrics by Kim Marshall – Revised August 21, 2011 Rationale and suggestions for implementation 1. These rubrics are organized around six domains covering all aspects of a principal’s
Teachers are encouraged to modify the enclosed rubrics or create their own, so that grades are not the only form of student assessment. Checkpoint C classroom teachers may prefer to distribute assessment rubrics at the beginning of a unit, so that students are aware of expectations and understand how their .
Advanced Grading with Rubrics 3 Create a New Rubric from a Template After clicking Save and display (see page 1), click Create new grading form from a template. To find Rubrics you have used before, check the include my own forms box in the Grading forms search and type in a word that appears in you
overall score for that domain at the bottom of the page (averaging the scores on the page) and make brief comments in the space provided. When all six pages have been scored, record the ratings on the summary sheet (page 8). 5. Evaluation conferences are greatly enhanced if the principal and teacher fill out the rubrics in advance, then meet and
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