Classroom Management Rubric

Ineffective

Classroom
Management

1. Does not achieve a

productive classroom
atmosphere
2. Does not successfully
engage the attention of
most students or must
frequently interrupt the
lesson to reengage student
attention
3. Corrects negative
behavior but fails to teach
positive behavioral
expectations
4. Does not make behavioral
expectations clear and/or
enforces them
inconsistently or unfairly
5. Does not maintain a safe
classroom
6. Does not use appropriate
intervention strategies for
struggling learners

Developing
1.
2.
3.

4.

5.
6.

Effective

Achieves a generally
productive classroom
atmosphere
Engages the attention of
most students
Supports relationships
with students using
positive behavioral
reinforcement
Sets and enforces clear
behavioral expectations
with fairness and
consistency
Ensures a physically safe
environment
Attempts to use
appropriate intervention
strategies for struggling
learners

121

1. Achieves a productive
classroom atmosphere where
meaningful learning takes
place
2. Communicates goals and
objectives and engages
student attention by
demonstrating an awareness
of what all the students are
doing and through promoting
self-directed behavior
3. Builds positive relationships
with students and families
that support learning while
using positive reinforcement
and valuing students and their
work
4. Establishes, maintains, and
fairly enforces clear, high,
and appropriate behavioral
expectations for student
conduct, consistent with
school and District policies
5. Ensures that the classroom
environment is safe,
physically and emotionally
6. Follows appropriate
interventions to support
student behavior for
struggling learners

Highly Effective
1.

2.
3.
4.
5.

6.

Ensures that students take a

proactive role in developing
and maintaining exemplary
behavior
Engages students by other
exemplary classroom
practices
Builds exemplary positive
relationships with students
and families
Explicitly teaches and
reinforces positive behaviors
Sustains a positive learning
environment that is
physically and emotionally
safe for all students
Successfully includes
students with challenging
behaviors while maintaining
a positive learning
environment for all students

Student Development Rubric

Student
Development

Ineffective

Developing

Effective

Highly Effective

1. Selects objectives
and/or teaching
methods inappropriate
to the developmental
abilities of the students
2. Establishes
inappropriate
expectations for
achievement for all
students
3. Does not work from a
strengths-based model
to engage and foster
learning
4. Does not show respect
for students as
individuals
5. Does not recognize
students' personal
interests and
accomplishments

1. Selects objectives and

teaching methods that
reflect an
understanding of child
development
2. Establishes appropriate
expectations for
achievement for most
students
3. Attempts to work from
a strengths-based
model to engage and
foster learning
4. Attempts to recognize
individuality of each
student
5. Attempts to recognize
students' personal
interests and
accomplishments

1. Selects objectives and

teaching methods that
reflect a strong
understanding of child
development
2. Establishes
developmentally
appropriate
expectations for
achievement for all
students
3. Works from a
strengths-based model
to engage and foster
learning
4. Respects the
individuality of all
students and helps each
to develop a positive
self-image
5. Recognizes students'
personal interests and
accomplishments

1. Demonstrates other
exemplary practices and
understandings in student
development
2. Establishes high,
developmentally
appropriate expectations
for achievement for all
students
3. Helps students understand
and grow from their
strengths
4. Develops among students
an awareness and
appreciation of individual
strengths and
accomplishments, their
own and their classmates'
5. Supports students in
developing appropriate
learning strategies

122

Student Assessment Rubric

Student
Assessment

Ineffective

Developing

Effective

1. Uses assessments not

closely tied to
instruction
2. Does not make clear
standards and criteria
for assessments
3. Does not document or
demonstrate
assessments of student
learning
4. Does not use formal or
informal diagnostic
testing
5. Does not use
alternative
assessments

1. Uses assessments that

monitor learning
2. Establishes clear
standards for
assessment
3. Documents and
demonstrates student
learning on a regular
basis
4. Inconsistently uses
formal or informal
diagnostic testing and
evaluation
5. Occasionally uses
alternative assessments

123

1. Uses assessments that

guide instruction and
monitor learning
2. Establishes and uses
clear standards for
assessment
3. Documents and
demonstrates student
learning on a regular
basis and shares results
with students and
families
4. Uses formal and
informal diagnostic
testing and evaluation
to make instructional
adjustments for
individual students
5. Usually uses alternative
assessments based on
students' learning
styles, interests and
preparation

Highly Effective

1. Uses and can articulate

how pre-assessments,
formative, and
summative assessments
are used to determine
student progress and
inform instruction
2. Ensures that expectations
are clearly understood by
students and families
3. Creates and documents
assessments of student
learning that are
meaningful to students
and families, as well as
to the teacher
4. Uses written, verbal, and
performance assessments
to determine what
students know,
understand, and are able
to do based on specific
course objectives and
standards during lessons
5. Consistently uses
alternative assessments
based on students'
learning styles, interests,
and preparation

Instructional Delivery Rubric

Ineffective

Instructional
Delivery

1. Implements a limited
range of instructional
strategies
2. Does not pace instruction
and questioning
effectively to meet the
needs of most students
3. Does not follow
appropriate formal
intervention procedures in
instructional delivery to
improve student learning,
e.g. identified protocols,
504, IEP, etc
4. Uses instructional
strategies that are
inconsistent with the
needs of many students
5. Does not integrate
reading, writing, and
study/career skills into the
subject matter
6. Does not relate subject
matter to career objective
7. Does not supplement or
enrich textbook subject
matter

Developing
1.
2.
3.

4.

5.

6.
7.

Effective

Implements a variety of
instructional strategies
Paces instruction and
questioning to meet the
needs of most students
Follows some formal
intervention procedures
in instructional delivery
to improve student
learning, e.g. identified
protocols, 504's, IEP's,
etc
Uses differentiated
assignment and
instruction that are
consistent with the needs
of some students.
Intermittently integrates
reading, writing,
study/career skills into
the subject matter
Occasionally relates
subject matter to career
education objectives
Supplements or enriches
text book subject matter
occasionally

124

1.

2.
3.

4.

5.
6.
7.

Implements a variety of
instructional strategies on
the basis of the knowledge,
background, developmental
level, and understanding
that students bring to the
subject being taught
Teaches the subject matter
at a pace consistent with
needs of students
Follows appropriate formal
intervention procedures in
instructional delivery to
improve student learning,
e.g. identified protocols,
504's, IEP's, etc
Uses differentiated
assignments and instruction
that are consistent with the
needs of all students
Regularly integrates
reading, writing, and study
skills into the subject matter
Relates subject matter to
career education objectives,
whenever appropriate
Uses available technology
tools and communication
strategies to engage most

Highly Effective
1.

2.

3.

4.

5.

Implements a wide variety of

developmentally appropriate
instructional strategies and
successfully employs these to
meet the needs and interests of
individual students
Varies pace of study exempts
students from material already
mastered; product assignments
provide opportunities for
students to solve real and
relevant problems
Follows appropriate formal
intervention procedures in
instructional delivery to
improve student learning, e.g.
identified protocols, 504's,
IEP's, and seeks additional
support
Provides differentiated
assignments and learning
activities for students of all
abilities by using a variety of
instructional formats such as
recitation, lecture, discussion,
and group work
Skillfully integrates reading,
writing, and study skills into
the subject matter.

students and to assist them

in becoming critical users of
quality information.
Teachers knowledge of 21st
Century Skills is current and
embedded in the
communication strategies

Instructional
Delivery Continued

125

6.
7.

Skillfully relates subject matter

to career education objectives,
whenever appropriate
In addition to meeting the
expectations of #7 in the
effective category, the teacher
encourages students to
contribute to the variety of
technological strategies used to
engage them in their own
learning and become critical
users of quality information

Preparation Rubric

Preparation

Ineffective

Developing

Effective

Highly Effective

1. Shows a lack of
understanding of
student needs and/or
curriculum in decisions
regarding time
allocation, grouping,
and teaching methods
2. Chooses instructional
objectives not closely
tied to subject matter
requirements and
expectations
3. Demonstrates
inconsistent planning
4. Fails to maintain or
submit required
classroom records,
substitute plans, etc
5. Does not use
technology for planning
and organization

1. Bases decisions about

content, time allocation,
grouping, and teaching
methods on curriculum
2. Chooses instructional
objectives consistent
with subject matter
requirements and
expectations
3. Demonstrates planning
4. Maintains and submits
most required
classroom records,
substitute plans, etc., in
a timely manner
5. Demonstrates basic
knowledge of
technology for planning
and organization

1. Bases decisions about

content, time allocation,
grouping, and teaching
methods on the
recognition of students'
developmental needs and
curriculum
2. Chooses instructional
objectives closely tied to
subject matter
requirements and
expectations
3. Demonstrates careful and
thoughtful daily and
long-term planning,
which reflects curriculum
scope and sequence
4. Maintains and submits all
required classroom
records, substitute plans,
etc., in a timely manner
5. Develops and
demonstrates knowledge
of technology for
planning and organization

1. Plans extensively and

thoroughly, including
attention to time allocation,
grouping, and teaching
methods, in recognition of
student developmental
needs and curriculum
2. Chooses instructional
objectives to enhance
subject matter requirements
and expectations
3. Plans are closely tied to
long and short-term goals
and emphasize prioritized
curriculum
4. Maintains and submits
exemplary classroom
records, substitute plans,
etc. in a timely manner
5. Seamlessly integrates
technology for planning and
organization on a regular
basis

126

Content Knowledge Rubric

Content
Knowledge

Ineffective

Developing

Effective

Highly Effective

1. Demonstrates a lack of
knowledge of State
standards and State &
District curriculum
2. Demonstrates a lack of
knowledge of course or
grade curriculum
3. Demonstrates gaps in
subject matter
knowledge pertinent to
his/her assignment
4. Makes no connections
between curriculum
immediately preceding
and following (unit to
unit and grade to grade)

1. Has some knowledge of

state standards and
State and District
curriculum and
attempts to apply this
knowledge
2. Has some
understanding and
attempts to apply
course or grade
curriculum
3. Actively seeks
resources to support
subject matter
appropriate to his or her
assignment
4. Makes some
connections between
curriculum immediately
preceding and
following (unit to unit
and grade to grade)

1. Applies knowledge of
State standards and State
& District curriculum
2. Understands and applies
course or grade
curriculum, and connects
it to curriculum
immediately preceding
and following (unit to
unit and grade to grade)
3. Demonstrates a command
of subject matter
appropriate to his/her
assignment
4. Remains current in
subject area and related
curriculum development,
using technology,
research and other forms
of professional
development to stay up to
date

1. Demonstrates leadership
and initiative in continuing
to learn and communicate
learning in subject areas
pertinent to his/her
assignment to students and
colleagues
2. Demonstrates innovation in
interpreting and conveying
curriculum to students
3. Consistently conveys a
passion for the content and
subject being taught,
resulting in students active
participation, curiosity, and
engagement.
4. Demonstrates other
exemplary practices in
content knowledge

127

Collaboration Rubric
Ineffective

1.
Collaboration
2.

3.

4.
5.
6.

7.

Does not maintain

professional
communication
Is insufficiently
collaborative with
teaching, administrative,
and student services
personnel to support
students
Does not collaborate to
implement supports for
students (504's, IEP's, and
identified interventions)
Does not comply with
existing building and
District management plans
Does not provide adequate
or timely student and/or
family communication
Does not use technology
to communicate with
other professionals and
families
Does not share
information, materials,
and ideas with colleagues
concerning curriculum
and students

Developing

1.

2.

3.

4.

5.

6.

7.

Effective

Does not consistently

maintain professional
communication
(confidentiality, respect,
and honesty)
Inconsistently collaborates
with teaching staff and
pupil support services to
support students
Usually collaborates to
implement special support
for students (504's, IEP's,
and identified
interventions)
Inconsistently complies
with existing building and
District management
plans (behavior, safety)
Inconsistently
communicates with
students and/or families
regarding student progress
Sometimes uses
technology for
communication with other
professionals and families
Sometimes shares
information, materials,
and ideas with colleagues
concerning curriculum
and students

128

1.

2.

3.

4.

5.

6.
7.

Maintains professional
communication
(confidentiality, respect, and
honesty)
Collaborates effectively with
teaching staff, families, pupil
support services, community
resources and administrators
to support students
Collaborates to implement
special support for students
(504's, IEP's, and identified
interventions)
Complies with existing
building and District
management plans (behavior,
safety)
Communicates with and
involves students and/or
families, in a timely fashion,
regarding student progress
and development
Uses technology for
communication with other
professionals and families
Shares information,
materials, and ideas with
colleagues concerning
curriculum and students

Highly Effective

1.

2.
3.

4.

5.

6.
7.

Initiates and sustains

professional communication
(confidentiality, respect, and
honesty) and models
collaborative practice with
both new and veteran staff
Collaborates effectively with
all members of the school
community
Initiates and coordinates
collaborative efforts to
implement special support for
students (504's, IEP's, and
identified interventions)
Helps to develop and
implement building and
District management plans
(behavior, safety)
Models innovation in engaging
students and/or families and
community resources to
support students
Explores and implements
technological innovation to
facilitate communication
Initiates and coordinates the
sharing of information,
materials, and ideas concerning
curriculum and students

Reflective and Responsive Practice Rubric

Ineffective

Reflective and
Responsive
Practice

1. Does not
demonstrate
commitment or
interest in ongoing
professional
development
2. Does not evaluate
own teaching
3. Does not accept
feedback
professionally

Developing

Effective

Highly Effective

1. Only participates in
mandatory
professional
development
2. Evaluates own
teaching and makes
adjustments with
support
3. Accepts professional
feedback
constructively

1. Engages in professional
development activities
such as college course
work, in-service training,
summer workshops,
conferences, school
visits, as well as
participates in
professional learning
communities and
committee work that
enhances professional
growth
2. Reflects upon and
evaluates own teaching
and initiates changes
3. Seeks, offers and accepts
professional feedback
honestly and
constructively

1. Demonstrates initiative in
the area of professional
development by generating
and sharing knowledge with
colleagues and in
professional organizations
through classroom research
and/or publication
2. Demonstrates leadership in
the area of professional and
responsive practice by
initiating professional
development opportunities
for self and others
3. Initiates and coordinates
organizational structures for
reflection and feedback
among colleagues, e.g.
critical friends group, book
study

129