Massachusetts Model System For Educator Evaluation
Massachusetts Model System for Educator EvaluationCLASSROOM TEACHER RUBRICAugust 201875 Pleasant Street, Malden, MA02148-4906Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370Massachusetts Department of Elementary and Secondary Education (DESE)
Classroom Teacher RubricRubrics – defined in the regulations as “scoring tool[s] that describe characteristics of practice or artifacts at different levels of performance”(603 CMR 35.02) – are a critical component of the Massachusetts educator evaluation framework and are required for every educator. Rubricsare designed to help educators and evaluators (1) develop a consistent, shared understanding of what proficient performance looks like inpractice, (2) develop a common terminology and structure to organize evidence, and (3) make informed professional judgments about formativeand summative performance ratings on each Standard and overall.Structure of the Teacher Rubric Standards: Standards are the broad categories of knowledge, skills, and performance of effective practice detailed in the regulations.There are four Standards for teachers: Curriculum, Planning, and Assessment; Teaching All Students; Family and CommunityEngagement; and Professional Culture. Indicators: Indicators, also detailed in the regulations, describe specific knowledge, skills, and performance for each Standard. Forexample, there are three Indicators in Standard I of the teacher rubric: Curriculum and Planning; Assessment; and Analysis. There are 17Indicators in total for teachers. Elements: The elements are more specific descriptions of actions and behaviors related to each Indicator. The elements break down theIndicators into more specific aspects of educator practice and provide an opportunity for evaluators to offer detailed feedback thatserves as a roadmap for improvement. Descriptors: Performance descriptors are observable and measurable statements of educator actions and behaviors aligned to eachelement and serve as the basis for identifying the level of performance in one of four categories: Unsatisfactory, Needs Improvement,Proficient, or Exemplary.Use of the Teacher RubricThis rubric describes teaching practice. It is intended to support the entire 5 step evaluation cycle for all teachers, including teachers of wholeclassrooms, small groups, individual students, or any combination of the above. The rubric is designed to be applicable to general educationteachers from pre-K through Advanced Placement, as well as teachers with specialized classes or knowledge, including teachers of EnglishLanguage Learners, and special education teachers; districts may also choose to use this rubric for educators in other roles such as specialists.DESE encourages educators and evaluators to use the rubric strategically by discussing and agreeing upon certain Indicators and elements thatmay be high priorities according to that educator’s role and responsibilities as well as his/her professional practice and student learning needs.There are a variety of ways to emphasize these components throughout the evaluation cycle. For example, educators may focus more on highpriority Indicators and/or elements during self-assessment, target them during goal setting or evidence collection, or all of the above. Theexpectation is that by the end of the evaluation cycle, educators and evaluators have gathered and shared a reasonable amount of evidencerelated to practice in all four Standards, sufficient to support a rating for each Standard. Evaluators may request additional evidence as needed.ii
Classroom Teacher RubricSTANDARD I:Curriculum, Planning, and AssessmentA. Curriculum and Planning IndicatorSTANDARD II:Teaching All StudentsA. Instruction Indicator1. Subject Matter Knowledge1. Quality of Effort and Work2. Child and Adolescent Development2. Student Engagement3. Well-Structured Units and Lessons3. Meeting Diverse NeedsB. Assessment IndicatorB. Learning Environment IndicatorSTANDARD III:Family and Community EngagementA. Engagement Indicator1. Family EngagementSTANDARD IV:Professional CultureA. Reflection Indicator1. Reflective Practice2. Goal SettingB. Collaboration Indicator1. Variety of Assessment Methods1. Safe Learning Environment1. Learning Expectations2. Adjustments to Practice2. Collaborative LearningEnvironment2. Curriculum SupportB. Professional Growth Indicator1. Professional Learning and Growth3. Student MotivationC. Analysis IndicatorC. Student Learning Indicator1. Analysis and ConclusionsC. Communication Indicator1. Culturally ProficientCommunication2. Sharing Conclusions With ColleaguesC. Collaboration Indicator1. Professional Collaboration3. Sharing Conclusions With StudentsD. Cultural Proficiency Indicator1. Creates and Maintains aRespectful EnvironmentE. Expectations Indicator1. High ExpectationsD. Decision-Making Indicator1. Decision-makingE. Shared Responsibility Indicator1. Shared Responsibility2. Access to KnowledgeF. Professional Responsibilities Indicator1. Judgment2. Reliability and Responsibilityiii
Classroom Teacher RubricSTANDARD I: Curriculum, Planning, and AssessmentThe teacher promotes the learning and growth of all students by providing high-quality and coherent instruction, designingand administering authentic and meaningful student assessments, analyzing student performance and growth data, usingthis data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refininglearning objectives.Indicator I-A. Curriculum & PlanningKnows the subject matter well, has a good grasp of child development and how students learn, and designs effective and rigorous standardsbased units of instruction consisting of well-structured lessons with measurable outcomes.I-A-1.Subject MatterKnowledgeUnsatisfactoryNeeds ImprovementProficientExemplary1Demonstrates limited knowledge ofthe subject matter and/or itspedagogy; relies heavily ontextbooks or resources fordevelopment of the factual content.Rarely engages students in learningexperiences focused on complexknowledge or subject-specific skillsand vocabulary.Demonstrates factual knowledge ofsubject matter and the pedagogy itrequires by sometimes engagingstudents in learning experiencesthat enable them to acquirecomplex knowledge and subjectspecific skills and vocabulary.Demonstrates sound knowledgeand understanding of the subjectmatter and the pedagogy it requiresby consistently engaging students inlearning experiences that enablethem to acquire complexknowledge and subject-specificskills and vocabulary, such that theyare able to make and assessevidence-based claims andarguments.Demonstrates expertise in subjectmatter and the pedagogy it requiresby consistently engaging allstudents in learning experiencesthat enable them to acquire,synthesize, and apply complexknowledge and subject-specificskills and vocabulary, such that theyare able to make and assessevidence-based claims andarguments. Models this practice forothers.1Exemplary practice in many elements includes the expectation that an educator model the practice for other educators. Modeling can occur in formal and informal ways,including but not limited to training, teaching, coaching, assisting, sharing, and/or demonstrating good practice. Where and when this expectation is appropriate, this level ofexpertise is denoted by “Models this practice for others.”1
Classroom Teacher RubricIndicator I-A. Curriculum & PlanningKnows the subject matter well, has a good grasp of child development and how students learn, and designs effective and rigorous standardsbased units of instruction consisting of well-structured lessons with measurable outcomes.I-A-2.Child andAdolescentDevelopmentI-A-3.Well-StructuredUnits and LessonsUnsatisfactoryNeeds ImprovementProficientExemplary1Demonstrates little or noknowledge of developmental levelsof students in this grade or subject,or differences in how studentslearn. Typically develops onelearning experience for all studentsthat does not enable most studentsto meet the intended outcomes.Demonstrates knowledge ofdevelopmental levels of students inthis grade or subject, but does notidentify developmental levels andways of learning among thestudents in the class and/ordevelops learning experiences thatenable some, but not all, studentsto exercise self-management, makeresponsible decisions, and movetoward meeting intendedoutcomes.Demonstrates knowledge of thedevelopmental levels of students inthis grade or subject and thedifferent ways they learn byproviding differentiated learningexperiences that enable all studentsto exercise self-management, makeresponsible decisions, and progresstoward meeting intendedoutcomes.Demonstrates expert knowledge ofthe developmental levels ofstudents in this grade or subjectand uses this knowledge todifferentiate and expand learningexperiences that enable their ownstudents to exercise selfmanagement, make responsibledecisions, and make significantprogress toward meeting intendedoutcomes. Models this practice forothers.Delivers individual lessons ratherthan units of instruction; constructsunits of instruction that are notaligned with state standards/ localcurricula; and/or designs lessonsthat lack measurable outcomes, failto include appropriate studentengagement strategies, and/orinclude tasks that mostly rely onlower level thinking skills.Implements lessons and units ofinstruction to address someknowledge and skills defined instate standards/local curricula withsome elements of appropriatestudent engagement strategies, butsome student outcomes are poorlydefined and/or tasks are notchallenging.Adapts as needed and implementsstandards-based units comprised ofwell-structured lessons withchallenging tasks and measurableoutcomes; appropriate studentengagement strategies, pacing,sequence, resources, and grouping;purposeful questioning; andstrategic use of technology anddigital media; such that studentsare able to learn the knowledge andskills defined in statestandards/local curricula.Adapts as needed and implementsstandards-based units comprised ofwell-structured lessons withchallenging tasks and measurableoutcomes; appropriate studentengagement strategies, pacing,sequence, resources, and grouping;purposeful questioning; andstrategic use of technology anddigital media; such that all studentsare able to learn and apply inauthentic contexts the knowledgeand skills defined in statestandards/local curricula. Modelsthis practice for others.2
Classroom Teacher RubricIndicator I-B. AssessmentUses a variety of informal and formal methods of assessments to measure student learning, growth, and understanding to develop differentiatedand enhanced learning experiences and improve future instruction.UnsatisfactoryI-B-1.Variety ofAssessmentMethodsI-B-2.Adjustments toPracticeNeeds ImprovementProficientExemplaryAdministers only the assessmentsrequired by the school and/ormeasures only point-in-timestudent achievement.May administer some informaland/or formal assessments tomeasure student learning but rarelymeasures student progress towardachieving state/local standards.Uses a variety of informal andformal assessments methods,including common interimassessments, to measure students’learning, growth, and progresstoward achieving state/localstandards.Designs and administers acomprehensive system of informaland formal assessments, includingcommon interim assessments andongoing progress monitoringmethods, to measure eachstudent’s learning, growth, andprogress toward achievingstate/local standards. Models thispractice for others.Makes few adjustments to practicebased on formal and informalassessments.May analyze some assessmentresults but only occasionally adjustspractice or modifies futureinstruction based on the findings.Analyzes results from a variety ofassessments to determine progresstoward intended outcomes anduses these findings to adjustpractice and identify and/orimplement differentiatedinterventions and enhancementsfor students.Regularly organizes and analyzesresults from a variety ofassessments to determine progresstoward intended outcomes anduses these findings to adjustpractice in real-time and inupcoming lessons or units by (a)identifying and/or implementingappropriate differentiatedinterventions and enhancementsfor all students, and (b) makingappropriate modifications tolessons and units. Models thispractice for others.3
Classroom Teacher RubricIndicator I-C. AnalysisAnalyzes data from assessments, draws conclusions, and shares them appropriately.UnsatisfactoryI-C-1.Analysis andConclusionsI-C-2.SharingConclusionsWith ColleaguesI-C-3.SharingConclusionsWith StudentsNeeds ImprovementProficientExemplaryDoes not draw conclusions fromstudent data beyond completingminimal requirements such asgrading for report cards.Draws conclusions from a limitedanalysis of student data to informstudent grading and promotiondecisions.Draws appropriate conclusionsfrom a thorough analysis of a widerange of assessment data to informinstructional decisions and improvestudent learning.Draws appropriate, actionableconclusions from a thoroughanalysis of a wide range ofassessment data to inform shortand long-term instructionaldecisions that improve learning forall students. Models this practicefor others.Rarely shares with colleaguesconclusions about student progressand/or rarely seeks feedback.Only occasionally shares withcolleagues conclusions aboutstudent progress and/or onlyoccasionally seeks feedback fromthem about practices that willsupport improved student learning.Regularly shares with appropriatecolleagues (e.g., general education,special education, and Englishlearner staff) conclusions aboutstudent progress and seeksfeedback from them aboutinstructional or assessmentpractices that will support improvedstudent learning.Proactively and regularly sharesconclusions and insights aboutstudent progress with allappropriate colleagues. Seeks andapplies feedback from them aboutinstructional and assessmentpractices that will support improvedstudent learning.Provides little or no feedback tostudents about their performanceexcept through grades or report oftask completion, or providesinappropriate feedback that doesnot support students to improvetheir performance.Provides some feedback to studentsabout performance beyond gradesbut rarely shares strategies orsolicits feedback from students onhow to improve their performancetoward objectives.Based on assessment data, providesdescriptive feedback to students,engages them in constructiveconversation, and seeks feedbackthat focuses on how students canimprove their performance.Establishes regular feedback loopswith students that supportconstructive conversation aboutstudent performance, progress, andimprovements based onassessment data. Models thispractice for others.4
Classroom Teacher RubricSTANDARD II: Teaching All StudentsThe teacher promotes the learning and growth of all students through instructional practices that establish highexpectations, create a safe and effective classroom environment, and demonstrate cultural proficiency.Indicator II-A. InstructionUses instructional practices that reflect high expectations regarding content and quality of effort and work; engage all students; and arepersonalized to accommodate diverse learning styles, needs, interests, and levels of readiness.II-A-1.Quality of Effortand WorkII-A-2.StudentEngagementUnsatisfactoryNeeds ImprovementProficientExemplaryEstablishes no or low expectationsaround quality of work and effortand/or offers few supports forstudents to produce quality work oreffort.May state high expectations forquality and effort, but provides fewexemplars and rubrics, limitedguided practice, and/or few othersupports to help students knowwhat is expected of them; mayestablish inappropriately lowexpectations for quality and effort.Consistently defines highexpectations for the quality ofstudent work and the perseveranceand effort required to produce it;often provides exemplars, rubrics,and guided practice.Consistently demonstrates highexpectations for the quality ofstudent work and the perseveranceand effort required to produce it;supports students to set highexpectations for themselves and foreach other to produce high-qualitywork. Models this practice forothers.Uses instructional practices thatleave most students uninvolvedand/or passive participants in thecontent of the lesson.Uses instructional practices thatmotivate and engage somestudents in the content of thelesson, but leave others uninvolvedand/or passive participants.Consistently uses instructionalpractices that are likely to motivateand engage most students in thecontent of the lesson.Consistently uses instructionalpractices that motivate and engageall students in the content of thelesson and independent work.Models this practice for others.5
Classroom Teacher RubricIndicator II-A. InstructionUses instructional practices that reflect high expectations regarding content and quality of effort and work; engage all students; and arepersonalized to accommodate diverse learning styles, needs, interests, and levels of readiness.UnsatisfactoryUses limited and/or inappropriatepractices to accommodatedifferences.Needs ImprovementMay use some appropriate inclusivepractices to accommodatedifferences, but fails to address anadequate range of differences.II-A-3.Meeting DiverseNeedsProficientUses appropriate inclusivepractices, such as tiered supportsand scaffolded instruction, toaccommodate differences instudents’ learning needs, abilities,interests, and levels of readiness,including those of academicallyadvanced students, students withdisabilities, and English learners.ExemplaryUses a variety of appropriateinclusive practices, such as tieredsupports and scaffolded instruction,to address specific differences inindividual students’ learning needs,abilities, interests, and levels ofreadiness, creating structuredopportunities for each student tomeet or exceed statestandards/local curriculum andbehavioral expectations. Modelsthis practice for others.Indicator II-B. Learning EnvironmentCreates and maintains a safe and collaborative learning environment that motivates students to take academic risks, challenge themselves, andclaim ownership of their learning.II-B-1.Safe LearningEnvironmentUnsatisfactoryNeeds ImprovementMaintains a physical environmentthat is unsafe or does not supportstudent learning. Usesinappropriate or ineffective rituals,routines, and/or responses toreinforce positive behavior orrespond to behaviors that interferewith students’ learning.May create and maintain a safephysical environment butinconsistently maintains rituals,routines, and responses needed toprevent and/or stop behaviors thatinterfere with all students’ learning.ProficientUses rituals, routines, andappropriate responses that createand maintain a safe physical andintellectual environment wherestudents take academic risks andmost behaviors that interfere withlearning are prevented.ExemplaryUses rituals, routines, and proactiveresponses that create and maintaina safe physical and intellectualenvironment where students takeacademic risks and play an activerole—individually and collectively—in preventing behaviors thatinterfere with learning. Models thispractice for others.6
Classroom Teacher RubricIndicator II-B. Learning EnvironmentCreates and maintains a safe and collaborative learning environment that motivates students to take academic risks, challenge themselves, andclaim ownership of their gEnvironmentII-B-3.StudentMotivationNeeds ImprovementProficientExemplaryMakes little effort to teachrelationship and communicationskills or facilitate student work ingroups, or such attempts areineffective.Teaches some relationship andcommunication skills by providingsome opportunities for students towork in groups and facilitatingmeaningful discourse.Develops students’ relationship andcommunication skills by providingopportunities for students to learn
Massachusetts Model System for Educator Evaluation CLASSROOM TEACHER RUBRIC August 2018 75 Pleasant Street, Malden, MA02148-4906 Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370
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