Memphis City Schools * Teacher Effectiveness Measure Teaching and Learning Framework Rubric Revised July 27, 2012

PLAN 1: KNOW YOUR STUDENTS IN ORDER TO PLAN YOUR INSTRUCTION EFFECTIVELY

OVERVIEW OF REVISIONS:

No major content changes were made. Ed Plan was added to the notes as a data resource for teachers.

5 Significantly Above Expectations/ 4 Above Expectations For Level 4- All evidence supporting Level 3 is present, as well as one of the following: For Level 5- All evidence supporting Level 3 is present, as well as two or more of the following: Teacher proactively and appropriately shares information with other individuals who can impact student achievement (e.g. resource teachers, other content area teachers, counselors). Teacher takes students and/or family input into account during the planning process. Teachers plans make content personally meaningful and relevant to students.

3 Meeting Expectations The following best describes what is observed:

2 Below Expectations The following best describes what is observed:

1 Significantly Below Expectations The following best describes what is observed:

Teacher uses three or more sources of data to attain students current performance levels.1 Teachers knowledge of students performance levels is regularly used to plan instruction.2 Teacher uses knowledge of students interests, backgrounds, and learning needs in the planning process.

Note:

Teacher uses one to two sources of data to attain students current performance levels, and/or resources used may not accurately determine students current performance levels. Teachers knowledge of students performance levels is sporadically or occasionally used to plan instruction. Teacher sporadically or occasionally uses knowledge of students interests, backgrounds, and learning needs in the planning process.

Teacher does not use data to determine students current performance levels. Teachers knowledge of students current performance levels is not used to plan instruction. Teacher does not use knowledge of students interests, backgrounds, and learning needs in the planning process.

Teachers should not share information that may be confidential or sensitive to students without first obtaining appropriate permission to do so.

1 2

Ed Plan is a district data source that teachers can use to retreive diverse data information regarding students. Other sources that can be used to attain students current performance levels include, but are not limited to, end-of-year assessments, through-course assessments, interest surveys, learning style inventories, pre/post tests, and teacher created assessments. Instructional plans can include, but are not limited to, flexible groups, targeted instructional strategies, and reteaching.

Memphis City Schools * Teacher Effectiveness Measure Teaching and Learning Framework Rubric Revised July 27, 2012

PLAN 2: SET THROUGH-COURSE AND END-OF-COURSE GOALS

OVERVIEW OF REVISIONS: Revisions note that teachers are using course goals instead of developing course goals. See first descriptor at Level 3. Somewhat nebulous terms like ambitious were qualified to offer more measureable details. See footnote 3 as an example. Revisions include a teachers attention to standards appropriate rigor level(s) when planning. Footnotes were added to explain how rigor levels are assigned during planning according to Blooms Revised Taxonomy. See footnote 4 and the first descriptor at Level 3 as examples.

5 Significantly Above Expectation/ 4 Above Expectations For Level 4- All evidence supporting Level 3 is present, as well as one of the following: For Level 5- All evidence supporting Level 3 is present, as well as two or more of the following:

3 Meeting Expectations The following best describes what is observed:

2 Below Expectations The following best describes what is observed:

1 Significantly Below Expectations The following best describes what is observed:

Teacher develops ambitious3 and measurable through-course and end-ofcourse student achievement goal(s) for individuals and the class that are aligned to the content standards. All or nearly all students can communicate the goal(s) and assessment(s).

3 4

Teacher uses measurable throughcourse and end-of-course student achievement goals for individuals and the class that align with prescribed levels of rigor for each standard4. Teacher consistently uses student data to anticipate and plan for differentiation and scaffolding needs so that students meet through-course and end-of-course goals.5 Most students can communicate6 their progress toward the goal(s) and how they will be assessed.

Teacher uses measurable throughcourse and end-of-course student achievement goals for the class, but not for all individual students, that are somewhat aligned to standards prescribed level of rigor. Teacher occasionally uses student data to anticipate and plan for differentiation and scaffolding needs so that students meet through-course and end-of-course goals. Half of the students can communicate their progress toward the goal(s) and

Student achievement goals are not measureable or aligned to the standards prescribed level of rigor. Teacher does not use student data to anticipate and plan for differentiation and scaffolding needs so that students meet through- course and end-ofcourse goals. Less than half of the students can communicate their progress toward the goal(s) and how they will be assessed.

Ambitious goals are those that aim to grow a student two or more years above where he or she is upon entering a course or grade. TVAAS can be used to gauge student growth for students in tested areas and pre and post data specific to course skills and content can be used to gauge student growth for students in courses without TVAAS data.

Blooms Revised Taxonomy is used to gauge a standards level of rigor. The standards rigor levels move from the lower levels of remembering, understanding, and applying, to the higher levels of analyzing, evaluating and creating. All standards are not appropriate for the higher ends of the taxonomy and vice versa. Some standards build content and skills from the lower level to the higher level, and should be addressed within the appropriate time of a teachers lesson/ unit plan. 5 See Plan 1 for student data sources. These data should be used to inform how a teacher scaffolds and differentiates instruction for the class, groups of students, and/or individuals.
6

Goals should be communicated in a manner that is appropriate for students grade and developmental levels.

Memphis City Schools * Teacher Effectiveness Measure Teaching and Learning Framework Rubric Revised July 27, 2012 Note:

Through-course goals refer to on-going/formative goals, and end-of-course goals refer to summative/annual goals.

PLAN 3: CREATE OR ADAPT STANDARDS-BASED INSTRUCTIONAL PLANS AND ASSESSMENTS GUIDED BY PACING AND CONTENT FROM INSTRUCTIONAL
OVERVIEW OF REVISIONS: Revisions include descriptors that directly align with all Teach indicators. See #3 a-d at Level 3. Revisions include attention to students citing evidence, focusing on text, and communicating complex ideas in diverse ways, which are all explicit instructional shifts inherent in the Common Core State Standards. See #3 a-d at Level 3.

MAPS
5 Significantly Above Expectations/ 4 Above Expectations For Level 4- All evidence supporting Level 3 is present, as well as one of the following: For Level 5- All evidence supporting Level 3 is present, as well as two or more of the following: Rubrics or exemplars are developed prior to teaching. Students participate in the development of formative assessments7. Plans are created to ensure that most students will be able to describe how success on assessments will be measured. 3 Meeting Expectations The following best describes what is observed: 2 Below Expectations The following best describes what is observed: 1 Significantly Below Expectations The following best describes what is observed:

Using the instructional maps as a guide, the teacher selects, adapts or creates instructional plans by doing all of the following: 1) Identifying content standards that students will master. 2) Aligning instructional plans to throughcourse and end-of-course goals. Teacher consistently uses appropriately complex text and tasks8 in terms of content and vocabulary to support students mastery of planned learning objectives.9 Teacher ensures lessons include all of the following: Formative and/or summative assessments that measure student progress toward performance objectives. Lesson objectives aligned to the content standards and connected to prior learning. Instructional strategies aligned to standards-based objectives that:

Using the instructional maps as a guide, the teacher selects, adapts or creates instructional plans by doing some of the following: 1) Identifying content standards that students will master. 2) Aligning instructional plans to throughcourse and end-of-course goals. Teacher sporadically uses appropriately complex text and tasks in terms of content and vocabulary to support students mastery of planned learning objectives. Teacher ensures lessons include some of the following: Formative and/or summative assessments that measure student progress toward performance objectives. Lesson objectives aligned to the content standards and connected to prior learning. Instructional strategies aligned to standards-based objectives that:

1)
2) 3)

The instructional map is not used as a guide to create instructional plans. Teacher does not use appropriately complex text and tasks in terms of content and vocabulary to support students mastery of planned learning objectives. Teachers lesson includes none of the following: Formative and/or summative assessments that measure student progress toward performance objectives. Lesson objectives aligned to the content standards and connected to prior learning. Instructional strategies aligned to standards-based objectives that:

1)
2) 3)

1)
2) 3)

a.

a.

Bring students to meet objectives through explanation of tasks, activities, and/or discussions and lead them to deep understanding of content.

a.

b. c.

Bring students to meet objectives through explanation of tasks, activities, and/or discussions and lead them to deep understanding of content. Use differentiation to organize learning activities and scaffolding to support learning. Provide brief and extended assignment opportunities where students utilize text, construct arguments and/or make inferences

Bring students to meet objectives through explanation of tasks, activities, and/or discussions and lead them to deep understanding of content.

7 8 9

Students may participate in developing rubrics or other content assessments. These formative assessments are more teacher- generated formative assessments versus traditional district mandated formative assessments. Appropriate complexity means both aligning the task to the rigor of the standard and ensuring that the text/task is developmentally appropriate for each student Text use/ selections are guided by districts instructional maps, which reference Common Core text selections. See P2, footnote 4 for more information.

Memphis City Schools * Teacher Effectiveness Measure Teaching and Learning Framework Rubric Revised July 27, 2012

b. c. d.

Use differentiation to organize learning activities and scaffolding to support learning. Provide brief and extended assignment opportunities where students utilize text, construct arguments and/or make inferences to communicate complex ideas to others. Anticipates common student misunderstandings and plans redirection through questioning so that students realize and correct their thinking.

b. c. d.

Use differentiation to organize learning activities and scaffolding to support learning. Provide brief and extended assignment opportunities where students utilize text, construct arguments and/or make inferences to communicate complex ideas to others. Anticipates common student misunderstandings and plans redirection through questioning so that students realize and correct their thinking.

d.

to communicate complex ideas to others. Anticipates common student misunderstandings and plans redirection through questioning so that students realize and correct their thinking.

Note:

Rubrics and exemplars may not be applicable for all lessons.

TEACH 1: ENGAGE STUDENTS IN OBJECTIVE-DRIVEN LESSONS BASED ON CONTENT STANDARDS

OVERVIEW OF REVISIONS: Revisions place a greater emphasis on connecting lesson objectives to standards, course relevance, prior learning, and real-world connections. Common Core State Standards address this via the standards staircase of complexity. Revisions are tweaks to v1.0 to make language more succinct.

5 Significantly Above Expectations/ 4 Above Expectations

3 Meeting Expectations

2 Below Expectations

1 Significantly Below Expectations

Memphis City Schools * Teacher Effectiveness Measure Teaching and Learning Framework Rubric Revised July 27, 2012

For Level 4- All evidence supporting Level 3 is present, as well as one of the following: For Level 5- All evidence at Level 3 is present, as well as two or more of the following: Teacher clearly explains what mastery of the objectives looks like so that all students can describe how their learning will be assessed. Students understand how the objectives fit into the broader content and course goals. Teacher actively and effectively engages students in the process of connecting the lesson to their prior knowledge.

The following best describes what is observed:

The following best describes what is observed: Teacher communicates lesson objectives to students using language that is not developmentally appropriate. Teacher models what mastery of the objectives and/or related performance tasks look like but modeling is unclear and only few students can describe how their learning will be assessed. Students can retell the objectives or describe/ demonstrate the tasks they are completing but are unable to make connections to what they are learning. Teacher provides limited opportunities for engagement in lesson objectives. Students repeat or read posted objectives to explain what they are learning. Students offer inaccurate reasons or demonstrations regarding why what they are learning is important.

The following best describes what is observed: Lesson objectives are not communicated to students. Teacher does not model what mastery of the objectives or related performance tasks look like. Students do not know how the objective(s) will be assessed. Students cannot retell or demonstrate the objectives or explain the tasks they are completing. Teacher does not provide opportunities for engagement in lesson objectives. Students cannot explain or demonstrate what they are learning. Students cannot explain or demonstrate why what they are learning is important.

Teacher communicates lesson objectives to students in relationship to standards using developmentally appropriate language. Teacher models what mastery of the objectives and/ or related performance tasks look like. Students can explain or demonstrate the lesson objectives. Teacher provides multiple opportunities for engagement in lesson objectives, including connecting to prior knowledge. Students can explain or demonstrate what they are learning beyond simply repeating the stated or posted objectives. Students can explain or demonstrate why what they are learning is important.

Notes:

Examples of how a teacher might explain or model mastery of objectives include sharing exemplars of high quality work when engaging students in the lesson, demonstrating effective strategies/thinking required to master the objectives, or asking students to state what they think mastery would look like and clarifying expectations through Q & A. To determine if students can explain the lesson objectives, observe times when the teacher engages students in the lesson objective and/or the teacher facilitates a conversation with students about the lesson objective. Students understanding how the objectives fit into the broader content or goals may be shown through an effective teachers explanation of how the lesson connects to essential questions or through students comments. The teacher can connect the lesson to prior knowledge by asking students to relate concepts to their own experiences or to what they have learned in other classes or courses. In cases where the observer is not present when the teacher introduces the lesson, the observer may assess the teachers use of the lesson objective through questioning students.

Memphis City Schools * Teacher Effectiveness Measure Teaching and Learning Framework Rubric Revised July 27, 2012

TEACH 2: EXPLAIN CONTENT CLEARLY AND ACCURATELY

OVERVIEW OF REVISIONS: Revisions focus on students making independent connections and considering multiple perspectives to demonstrate understanding and problem solve. These revisions are attentive to the deep understanding and application instructional shifts inherent in the Common Core State Standards. See first descriptor at Level 3 and the third and fourth descriptors at Levels 4/5. Revisions are tweaks to v1.0 to make language more succinct.
5 Significantly Above Expectations/ 4 Above Expectations For Level 4-All evidence supporting Level 3 is present, as well as two of the following: For Level 5- All evidence supporting Level 3 is present, as well as three or more of the following; 3 Meeting Expectations The following best describes what is observed: 2 Below Expectations The following best describes what is observed: 1 Significantly Below Expectations The following best describes what is observed:

Teacher explains/ demonstrates concepts in a way that actively involves students in the learning process. Explanations/ demonstrations promote student interest in the content. Students make independent connections through classroom interactions demonstrating that they understand the content at a higher level. Students, when possible, consider multiple perspectives and approaches to learning. 10

Teachers explanations/ demonstrations of content are clear and accurate. They build student understanding of content and consider multiple perspectives/ approaches to solve problems or interpret text /content. Teacher makes connections with other content areas, students experiences and interests, or current events. Teacher uses developmentally appropriate language and explanations. Teacher gives clear, precise definitions and uses specific academic language.11 When an explanation is not effectively leading students to understand the content, the teacher adjusts quickly and uses an alternative way to explain the concept effectively. Students ask clarifying and/or extension questions with prompting or support from teacher (if appropriate) because they are engaged in the content.

Teachers explanations are generally clear, coherent, and accurate, with a few exceptions, but they may not be entirely effective in building student understanding of content or offering multiple perspectives/ approaches to solve problems or interpret text/content. Teacher makes connections with other content areas, students experiences and interests, or current events, but the connections do not make the content relevant or build student understanding and interest. Teacher uses some language and explanations may not be developmentally appropriate. Teacher sometimes give definitions that are not completely clear or precise, or sometimes may not use academic language when it is appropriate to do so. When an explanation is not effectively leading students to understand the concept, the teacher may sometimes move on or re-explain in the same way

Teachers explanations may be unclear, incoherent or inaccurate, and they are generally ineffective in building student understanding of content. Teacher does not make connections with other content areas, students experiences and interests, or current events. Much of the teachers language may not be developmentally appropriate. Teacher frequently gives unclear or imprecise definitions, or frequently may not use academic language when it is appropriate to do so. Teacher adheres rigidly to the initial plan for explaining content even when it is clear that an explanation is not effectively leading students to understand the concept. Students may frequently ask clarifying questions showing that they are confused by the explanations, or students may be consistently frustrated or disengaged because of unclear

10 11

Examples include, but are not limited to, multiple ways to solve a problem and multiple interpretations of text/content. Academic language includes the usage of correct grammar and pronunciation in both written and verbal contexts.

Memphis City Schools * Teacher Effectiveness Measure Teaching and Learning Framework Rubric Revised July 27, 2012

rather than provide an effective alternative explanation. Students may ask some clarifying questions showing that they are confused by the explanations.

explanations.

TEACH 3: ENGAGE STUDENTS AT ALL LEARNING LEVELS IN APPROPRIATELY CHALLENGING WORK

OVERVIEW OF REVISIONS: New descriptor added to focus attention on grade level text and task complexity that are appropriate to diverse learning levels. Per Common Core State Standards, teachers are expected to scaffold and/ or differentiate instruction in ways that allow students to access grade level content. See last descriptor at Level 3. More details were added to footnotes 11-13 to offer examples regarding differentiation, scaffolding, and text/task complexity.

5 Significantly Above Expectations/ 4 Above Expectations For Level 4- All evidence supporting Level 3 is present, as well as two of the following: For Level 5 - All evidence supporting Level 3 is present, as well as three or more of the following:

3 Meeting Expectations The following best describes what is observed:

2 Below Expectations The following best describes what is observed:

1 Significantly Below Expectations The following best describes what is observed:

12

Teacher makes the lesson reachable to all students at different learning levels/styles. Teacher makes the lesson challenging to all students at different learning levels. Teacher designs the lesson to incorporate additional resources that

Teacher makes the lesson reachable to students12. Teacher ensures the lesson meets students where they are academically. Teacher makes the lesson challenging13 to students. Teacher uses appropriately complex text, tasks, and activities to support students mastery of objectives.14

Teacher makes the lesson reachable to some students. Teacher makes the lesson challenging to some students. Teacher direct more of the lesson than appropriate, although students have some opportunities to practice meaningfully, apply, and demonstrate what they are learning. Teacher sporadically or occasionally uses appropriately complex text and tasks in terms of content and

Teacher makes the lesson reachable to few students. Teacher does not make the lesson challenging for students. Teacher directs the lesson, and students have few opportunities to practice meaningfully, apply, and demonstrate what they are learning. Teacher uses text or tasks that are not appropriately complex in terms of content and vocabulary and/or does not support students mastery of planned

To make content reachable for all students, a teacher might differentiate content, process, or product (using strategies that might include flexible grouping, chunking grade appropriate texts, or tiered assignments) in order to ensure that students are able to access the lesson so that they eventually meet or exceed grade level standards. 13 In order for strategies to lead students to a deeper understanding of the content, a teacher must understand students current levels of performance and then purposefully design instructional strategies that will scaffold student learning to a deeper level so that they meet or exceed grade level expectations. Scaffolding is defined by breaking tasks down into smaller elements. Examples of scaffolding include activating prior knowledge, breaking tasks into smaller parts, modeling or having students verbalize their thinking process. There are many effective techniques for scaffolding learning; however, scaffolding should be well executed and appropriate to the lesson objectives. Conversely, the techniques can also be used ineffectively. In order to be effective, the scaffolding technique must be well executed and appropriate to the objectives, and thus succeed in addressing the students misunderstanding. 14 Districts instructional maps guide text use/ selections. Task complexity refers to engaging students in ways that align to Blooms levels of rigor regarding the lessons standards-based objective(s). A task whose standards requires the rigor level of evaluation should not be limited to activities that only require remembering or applying.

Memphis City Schools * Teacher Effectiveness Measure Teaching and Learning Framework Rubric Revised July 27, 2012 Note: Examples of additional resources include manipulatives, teacher-created materials, and items from various real-world sources (e.g., banks, libraries, museums, etc.).

Memphis City Schools * Teacher Effectiveness Measure Teaching and Learning Framework Rubric Revised July 27, 2012

TEACH 4: PROVIDE STUDENTS MULTIPLE WAYS TO ENGAGE WITH CONTENT

OVERVIEW OF REVISIONS: New descriptor added at Level 3 (last descriptor) to focus on strategies that position students to discuss and write about complex text and tasks. Levels 4/5-second descriptor in TEM 1.0 removed because it is referenced in T1. Early childhood and special education TEM 2.0 addendum/ notes include with prompting and support from the teacher for descriptors that are not worded in developmentally appropriate language for early learners or students with disabilities.

5 Significantly Above Expectations/ 4 Above Expectations For Level 4- All evidence supporting Level 3 is present, as well as one of the following: For Level 5 - All evidence supporting Level 3 is present, as well as all of the following: Students are provided with choices and taught how to self-select strategies that will help them master lesson objectives. Students can explain or demonstrate the strategies they use and how they relate to what they are learning in terms of content standards.

3 Meeting Expectations The following best describes what is observed: Strategies are aligned to the lesson objectives. Strategies have a clear, intentional purpose. Strategies enable students to meet or exceed lesson objectives with appropriate scaffolding and differentiation.15 There is an appropriate balance between teacher-directed instruction and student-centered learning. Students practice, apply, and demonstrate what they are learning through discussion and/ or writing about complex text, tasks, or concepts.

2 Below Expectations The following best describes what is observed:

1 Significantly Below Expectations The following best describes what is observed: Strategies are not aligned to the lesson objectives. Instructional activities do not have a clear purpose and keep students busy without a purposeful use of time. Strategies do not enable students to meet lesson objective. Lesson is almost entirely teacherdirected, and students have few opportunities to practice, apply, and demonstrate what they are learning through discussion and/ or writing about complex text, tasks, or concepts.

Strategies are somewhat aligned to the lesson objectives. Some instructional activities clearly have a purpose relative to accomplishing the objective while others keep students busy without a purposeful use of time. Differentiation and scaffolding strategies used by the teacher are not appropriate for all students and only some students meet lesson objectives. Students have some time to practice, apply, and demonstrate what they are learning through discussion and/ or writing about complex text, tasks, or concepts, but there is more teacherdirected instruction than appropriate.

15

Appropriate scaffolding and differentiation of strategies occur by using student performance levels to differentiate the process students use to engage in content and/or the products students are required to produce as long as the differentatied products are ultimately aligned to the level of rigor required by lesson objectives. See T3 footnotes for more information.

Memphis City Schools * Teacher Effectiveness Measure Teaching and Learning Framework Rubric Revised July 27, 2012

10

Memphis City Schools * Teacher Effectiveness Measure Teaching and Learning Framework Rubric Revised July 27, 2012

TEACH 5: USE STRATEGIES THAT DEVELOP HIGHER-LEVEL THINKING SKILLS

OVERVIEW OF REVISIONS: Revisions include attention to students citing evidence and focusing on text/ content through writing and discussion. See descriptors three and four at Levels 4/5 and all descriptors at level 3. These revisions all address the Common Core State Standards focus on students being more independent thinkers, problem solvers, and constructors of viable arguments.

5 Significantly Above Expectations/ 4 Above Expectations For Level 4- All evidence supporting Level 3 is present, as well as two of the following: For Level 5- All evidence supporting Level 3 is present, as well as three or more of the following:

3 Meeting Expectations The following best describes what is observed:

2 Below Expectations The following best describes what is observed:

1 Significantly Below Expectations The following best describes what is observed: Teacher does not engage students in tasks and activities that extend their thinking. Teacher asks primarily low-level questions, or questions are confusing to students and do not require students to cite evidence. Teacher does not model his or her own thought process for generating and asking questions, and does not asks students to develop their own questions for each other. Teacher does not provide suggestions when students are unable to answer questions.

16 17 18

Teacher uses strategies that challenge students to probe for higher-order understanding, synthesize complex materials, and arrive at new understanding.16 Teachers questions push students beyond their initial thinking. Students independently generate their own questions and strategies to demonstrate understanding and appropriate application of concepts. Students monitor their own thinking to ensure that they understand what they

Teacher engages students in activities, tasks, and/or discussions that build on a solid foundation of knowledge leading to higher order thinking skills. Questions and tasks are clear and scaffolded in ways that lead students to a higher level and require them to cite evidence orally and/or in writing to justify a solution(s)17. Teacher models his or her own thought process for generating and asking questions so that students begin to generate their own questions. 18 Teacher provides helpful suggestions and/ or redirects with questions, rather than simply providing the answers.

Teacher engages students in tasks and activities and/ or discussions that build on a solid foundation of knowledge, but rarely bring students to higher order thinking. Questions and tasks rarely bring students to higher order thinking or require students to cite evidence. Teacher shares his or her own thought process for generating and asking questions, but does not ask students to develop their own questions as a result. Teacher generally defaults to answering his/her own questions or giving students answers.

Synthesis of complex materials refers to students logically combining ideas from diverse text/or content to arrive at a new, idea, understanding, defense, analysis, application, or creation.

Levels of thinking should be aligned with the standard-based objectives level of rigor. Per the standard to which a teacher is teaching, it may or may not be appropriate to see a lesson only move from remembering to understanding based on where the teacher is within the unit of study.
Teacher might model his or her thinking using text to generate thoughts, grapple with, and/ or ask questions of text as a foundation for students to begin developing their own questions and strategies for each other using text as a result of modeling. A math example of this descriptor is a teacher using a think aloud to decontextualize a math word problem or pattern so that students see how the words equate to mathematical operations (word problem) or so that students understand how geometric shapes repeat (pattern).

11

Memphis City Schools * Teacher Effectiveness Measure Teaching and Learning Framework Rubric Revised July 27, 2012

TEACH 6: CHECK FOR UNDERSTANDING AND RESPOND APPROPRIATELY DURING THE LESSON
OVERVIEW OF REVISIONS: No major content revisions were made. Some of the language was revised to be more succinct.
5 Significantly Above Expectations/ 4 Above Expectations For Level 4- All evidence supporting Level 3 is present, as well as two of the following: For Level 5- All evidence supporting Level 3 is present, as well as three or more of the following: 3 Meeting Expectations The following best describes what is observed: Teacher periodically checks for understanding of content. Teacher maintains the pulse of the class understanding in order to adjust instruction. Teacher makes appropriate and effective adjustments to the lesson when needed. Teacher uses scaffolding techniques as needed to enable students to construct their own understandings. When a misunderstanding occurs, the teacher responds with another approach/strategy. 2 Below Expectations The following best describes what is observed: Teacher sometimes checks for understanding of content, but misses several key moments. Teacher gets a pulse of the class understanding from most checks. Teacher attempts to make adjustments to the lesson but the adjustments are not effective. Teacher may primarily respond to misunderstandings by using scaffolding techniques that are teacher-driven when student-driven techniques could have been effective. Teacher may sometimes persist in using a particular technique for responding to a misunderstanding, even when it is not succeeding. 1 Significantly Below Expectations The following best describes what is observed: Teacher rarely or never checks for understanding of content, or misses nearly all key moments. Teacher does not get an accurate pulse of the class understanding from most checks.19 Teacher does not attempt to adjust the lesson. Teacher may only respond to misunderstandings by using scaffolding techniques that are teacher-driven when student-driven techniques could have been effective. Teacher may frequently persist in using a particular technique for responding to a misunderstanding, even when it is not succeeding.

Teacher checks for understanding at all key moments. Teacher uses a variety of methods to check for understanding. The teacher integrates information gained from the checks by making adjustments to the content or delivery of the lesson, as needed. Teacher anticipates student misunderstandings and addresses them by redirecting questions and/or offering discussions that lead to problem solving. Teacher is able to address student misunderstandings effectively without taking away from the flow of the lesson or losing the engagement of students who do understand.

Notes:

A teacher does not necessarily have to check with every student in order to gauge the understanding of the class (get the pulse). A series of questions posed to the entire class can enable a teacher to get the

pulse of the class if the teacher checks the understanding using strategies like fist-to-five, whole-class white board responses, etc. If the teacher finds that many students did not understand some part of the lesson, and immediately reteaches that part to the entire class, this should count as effectively getting the pulse of the class because the teacher gained enough information to be able to adjust subsequent instruction.

19

For example, the teacher might neglect some students or ask very general questions that do not effectively assess student understanding.

12

Memphis City Schools * Teacher Effectiveness Measure Teaching and Learning Framework Rubric Revised July 27, 2012 For some lessons, checking the pulse of the class may not be an appropriate standard. For example, if students are spending the majority of the period working on individual essays and the teacher is conferencing with a few students, it may not be necessary for the teacher to check the understanding of the entire class. In these cases, the teacher should be judged based on how deeply and effectively s/he checks for the understanding of the students with whom s/he is working. In some lessons, it is appropriate to check for understanding of directions, in addition to checking for understanding of content. However, a teacher who only checks for understanding of directions and rarely or never checks for understanding of content is not effectively checking for understanding. At some points in a lesson, it is not appropriate to immediately respond to student misunderstandings (for example, at the beginning of an inquiry-based lesson, or when stopping to respond to a single students misunderstanding would be an ineffective use of instructional time for the rest of the class). In such cases, an effective teacher might wait until later in the lesson to respond and scaffold learning. Observers should be sensitive to these situations and not penalize a teacher for failing to respond to misunderstandings immediately when it would be more effective to wait, provided that the teacher makes some arrangement to address the misunderstandings later and makes this clear to the students.

TEACH 7: MAXIMIZE INSTRUCTIONAL TIME

OVERVIEW OF REVISIONS: No major content revisions were made. Some of the language was revised to be more succinct. 5 Significantly Above Expectations/ 4 3 2 Indicators footnotes were removed; the one remaining footnote references appropriate pacing versus specific times. Above Expectations Meeting Expectations Below Expectations For Level 4- All evidence supporting Level The following best describes what is The following best describes what is 3 is present, as well as one of the following: observed: observed:
For Level 5 All evidence supporting Level 3 is present, as well as two or more of the following: Teacher has instructional materials prepared at the start of class. Instructional time is effectively maximized. Students wait time is minimal. Teacher spends an appropriate amount of time on each part of the lesson. Teacher executes lesson at an appropriate pace20, such that students are almost never disengaged or left without anything meaningful to do. Teacher has most instructional materials prepared at the start of class. Instructional time is not always maximized and students may be idle for short periods of time while waiting for the teacher. Teacher may spend too much time on one part of the lesson. Teacher executes lesson at a moderate pace, but students are sometimes disengaged or left without anything meaningful to do.

1 Significantly Below Expectations The following best describes what is observed: Teacher does not have instructional materials prepared at the start of class. Instructional time is not used effectively and students may be idle for significant periods of time while waiting for the teacher. Teacher may spend an inappropriate amount of time on one or more parts of the lesson. Teacher executes lesson at a notably slow pace, and students are frequently disengaged or left without anything meaningful to do.

Teacher executes the lesson at an appropriate pace that engages students. Students who finish assigned work early have something else meaningful to do. Teacher makes real-time adjustments to lesson pacing based on information gathered from checks for understanding if needed.

Note:

Teachers should not be penalized if students are working / discussing in groups and the teacher is rotating throughout the room, observing, listening, and questioning to enhance students understanding.

20

The lessons pacing speed should be approporate to the content covered, instructional strategies used, and lesson adjustments made based on a teachers checks for understanding .

13

Memphis City Schools * Teacher Effectiveness Measure Teaching and Learning Framework Rubric Revised July 27, 2012

CULTIVATE LEARNING ENVIRONMENT 1: BUILD A RESPECTFUL, LEARNING-FOCUSED CLASSROOM COMMUNITY

OVERVIEW OF REVISIONS: Revisions are tweaks to v1.0 to make language more succinct.
5 Significantly Above Expectations/ 4 Above Expectations For Level 4-All evidence supporting Level 3 is present, as well as two of the following: For Level 5- All evidence supporting Level 3 is present, as well as three or more of the following: Students demonstrate frequent positive engagement with their peers. There is evidence that the teacher has individualized relationships with students in the class. Students are supportive of their peers. Students give praise or encouragement to their peers when appropriate. 3 Meeting Expectations The following best describes what is observed: 2 Below Expectations The following best describes what is observed: 1 Significantly Below Expectations The following best describes what is observed: There may be little or no evidence of a positive rapport between the teacher and the students, or there may be evidence that the teacher has a negative rapport with students. Teacher may never reinforce positive behavior and good academic work, or s/he may do so for only a few students. Teacher does not promote an environment where students work hard. Students may demonstrate disinterest or lack of investment in their work. Students are generally not willing to take on challenges and risk failure. Students may frequently be disrespectful to the teacher or their peers.

Teacher demonstrates positive rapport with class. Teacher reinforces positive behavior and good academic work. Teacher promotes an environment where students work hard, remain focused and persevere through challenges. Students are engaged and invested in their work. Students feel safe to take on challenges and risk failure.21 Teacher promotes a respectful learning environment.22

Teacher has a positive rapport with some students but not others or demonstrates little rapport with students. Teacher rarely reinforces positive behavior and good academic work, doing so for some students but not for others in a meaningful way. Teacher occasionally promotes an environment where students work hard. Students are generally engaged in their work, but are not highly invested in it.23 Some students are willing to take academic risks, but others may not be.24 Students are generally respectful of the teacher and their peers, but there are some exceptions.

Notes:
21 22 23

For example, students are encouraged to answer questions and feel comfortable asking the teacher for help. For example, students listen and do not interrupt when their peers ask or answer questions.

For example, students might spend significant time off-task or require frequent reminders; students might give up easily; or the teacher might communicate messages about the importance of the work, but there is little evidence that students have internalized them. 24 For example, some students might be reluctant to answer questions or take on challenging assignments; some students might be hesitant to ask the teacher for help even when they need it; or some students might occasionally respond negatively when a peer answers a question incorrectly.

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Memphis City Schools * Teacher Effectiveness Measure Teaching and Learning Framework Rubric Revised July 27, 2012

An example of students being - supportive of their peers is students collaborating and helping each other. Brief interruptions due to student excitement (for example, when a student accidentally shouts out an answer because s/he is excited to respond to the question) should not be counted against a teacher unless they occur constantly and significantly interfere with the lesson or with the ability of other students to respond.

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Memphis City Schools * Teacher Effectiveness Measure Teaching and Learning Framework Rubric Revised July 27, 2012

CULTIVATE LEARNING ENVIRONMENT 2: DEVELOP CLASSROOM PROCEDURES AND ROUTINES

OVERVIEW OF REVISIONS: Revisions are tweaks to v1.0 to make language more succinct.

5 Significantly Above Expectations/ 4 Above Expectations For Level 4- All evidence supporting Level 3 is present, as well as two of the following: For Level 5 All evidence supporting Level 3 is present, as well as three or more of the following:

3 Meeting Expectations The following best describes what is observed:

2 Below Expectations The following best describes what is observed: Routines and procedures are in place but require significant teacher prompting and direction; students may be unclear about what they should be doing and may ask questions frequently. Transitions are fully directed by the teacher and may be less orderly and efficient. Routines are ineffective causing the loss of some instructional time.

1 Significantly Below Expectations The following best describes what is observed: Routines and procedures are not evident, so the teacher directs every activity; students are unclear about what they should be doing and ask questions constantly or do not follow teacher directions. Transitions are disorderly and inefficient. Routines are ineffective or non-existent causing a significant loss of instructional time.

Routines and procedures run smoothly without prompting. Students know their responsibilities and ask few questions about what to do. Transitions are orderly, efficient, systematic, and require little teacher direction. Students share responsibility for the operations and routines in the classroom.

Routines and procedures run smoothly with minimal prompting from the teacher; students generally know their responsibilities. Transitions are generally smooth with some teacher direction. Routines support the effective use of instructional time.

Notes:

Teachers using Responsive Classroom are encouraged to prompt students regarding routines and procedures. Also consider the developmental stage of early learners (pre-K-2nd grade) if a teacher is prompting students regarding routines and procedures. Ratings should not count against teachers in this case.

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Memphis City Schools * Teacher Effectiveness Measure Teaching and Learning Framework Rubric Revised July 27, 2012

CULTIVATE LEARNING ENVIRONMENT 3: USE CLASSROOM SPACE AND RESOURCES TO SUPPORT INSTRUCTION

OVERVIEW OF REVISIONS: Revisions include students engagement in the selection of resources that support their learning with specific attention to students awareness of the relevance and reliability of the sources they choose. Common Cores writing anchor standards, which undergird all Common Core standards, focus on students ability to research to build and present knowledge. Revisions are tweaks to v1.0 to make language more succinct.

5 Significantly Above Expectations/ 4 Above Expectations For Level 4- All evidence supporting Level 3 is present, as well as two of the following: For Level 5 All evidence supporting Level 3 is present, as well as three or more of the following:

3 Meeting Expectations The following best describes what is observed:

2 Below Expectations The following best describes what is observed:

1 Significantly Below Expectations The following best describes what is observed: Use of space and materials do not promote learning. Classroom resources do not stimulate student interest in the content. Resources do not support activities that help students achieve mastery of standards.

25

Use of space and materials are utilized to enrich learning. Resources or tools are available to support and extend student learning. Teacher considers student interests when selecting resources. Students determine the relevance and reliability of available resources. Students select resources that help them to demonstrate their understanding of concepts and/or

Use of space and materials promotes learning. Classroom resources support instruction. Resources support activities that help students achieve mastery of standards.25 Resources are leveled or differentiated based on student needs, and are used to help students meet or exceed standards.

Use of space and materials rarely promotes learning. Classroom resources inconsistently stimulate student interest in the content. Resources inconsistently support activities that help students achieve mastery of standards. Resources leveling or differentiation is misaligned based on students needs, and/or are not used to help students meet or exceed grade or course level expectations.

Resources (including core texts, intervention programs or supplementary materials) are selected based on their alignment to standards and students needs where appropriate. Resources are not simply used because they are adopted; rather, the teacher is thoughtful and strategic about how to use the resources given the students needs in the classroom.

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Memphis City Schools * Teacher Effectiveness Measure Teaching and Learning Framework Rubric Revised July 27, 2012 Note: Examples of how resources can extend learning include posting indictors of mastery with student-friendly explanations or materials that students can use to extend their learning after they have completed instructional assignments.

CULTIVATE LEARNING ENVIRONMENT 4: MANAGE STUDENT BEHAVIOR

OVERVIEW OF REVISIONS: Revisions are tweaks to v1.0 to make language more succinct.

5 Significantly Above Expectations/ 4 Above Expectations For Level 4- All evidence supporting Level 3 is present, as well as two of the following: For Level 5 All evidence supporting Level 3 is present, as well as three or more of the following:

3 Meeting Expectations The following best describes what is observed: Behavioral expectations are clear to most students resulting in only occasional off-task behavior. Teacher regularly promotes and reinforces positive behavior.26 Off-task behavior is redirected in a manner that solves the issue and maximizes instructional time. Disruptive behavior27 is de-escalated with little interruption to instructional time.

2 Below Expectations The following best describes what is observed: Behavioral expectations may be unclear or inconsistent resulting in frequent offtask behavior in the classroom. Teacher rarely promotes and reinforces positive behavior. Off-task behavior is redirected in a manner that may not solve the issue and/or interrupts some instructional time. Disruptive behavior is de-escalated with some interruption to instructional time.

1 Significantly Below Expectations The following best describes what is observed: Behavioral expectations are not consistent or clear. Teacher does not promote or reinforce positive behavior. Off-task behavior is not redirected in a manner that solves the issue and/or significantly interrupts instructional time. Disruptive behavior causes significant interruption to instructional time.

Behavioral expectations are clear to all students and there is little evidence of off-task behavior in the classroom. Students self-manage their behavior and/or re-direct their peers when appropriate. Expectations for student behavior are so clearly understood that there is little need to refer to them. Flow of the lesson is rarely impeded by inappropriate or off- task student behavior (because no such behavior occurs or when such behavior occurs

26 27

Positive reinforcements consistent with Responsive Classroom and No-Nonsense nurturing should be implemented where appropriate. Disruptive behavior can be defined as behavior that requires signficant teacher invervention.

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Memphis City Schools * Teacher Effectiveness Measure Teaching and Learning Framework Rubric Revised July 27, 2012

REFLECT AND ADJUST 1: MONITOR PROGRESS RELATIVE TO THROUGH-COURSE AND END-OF-COURSE GOALS
5 OVERVIEW OFAbove Expectations/ 4 Significantly REVISIONS: 3 2 1 Revisions include a sub-descriptor regarding monitoring students mastery of standards. Below Expectations See second descriptors sub-descriptor at Level 3. Below Expectations Above Expectations Meeting Expectations Significantly For Level 4- All evidence supporting Level The following best describes what is The following best describes what is The following best describes what is 3 is present, as well as two of the following: observed: observed: observed: For Level 5- All evidence supporting Level 3 is present, as well as three or more of the following: Teacher proactively leads data analysis with colleagues and offers positive suggestions. Most students know their progress towards mastery of through-course and end-of-course goals. Families can articulate students progress using data as a reference. Families, students, and teacher engage in discussions about students strengths and areas of growth and create an action plan to support students.

Teacher analysis of student data includes the use of assessments that measure many aspects of student progress28. Teacher routinely: 1) uses assessments to measure and monitor students progress toward mastery of content standards and progress toward through-course and end-of-course goals. 2) provides students with multiple ways of demonstrating mastery.29 Teacher is timely in recording the student progress data and uses a system30 that allows for easy analysis of student progress toward mastery.31

Teacher analysis of student data includes the use of assessments that measure one to two aspects of student progress. Teacher sometimes uses assessments to measure students progress toward mastery of content standards. Teacher rarely records the student progress data.

Teacher analysis of student data does not include the use of assessments that measure additional aspects of student progress. Teacher does not routinely use assessments to measure students progress toward mastery of content standards. Teacher does not routinely record student progress data.

28 29 30 31

Aspects of student progress can include areas such as critical thinking, behavior, attendance, and mastery of content knowledge. Examples of multiple ways that mastery can be demonstrated include assessment methods like selected response, constructed response, performance tasks, and personal communication. Systems for recording student progress include grade books, spreadsheets, and charts. Examples of data analysis can include identifying trends, item analysis, and/or identifying areas for reteaching.

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Memphis City Schools * Teacher Effectiveness Measure Teaching and Learning Framework Rubric Revised July 27, 2012 Note: Student progress can include areas such as academics, behavior and attendance.

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Memphis City Schools * Teacher Effectiveness Measure Teaching and Learning Framework Rubric Revised July 27, 2012

REFLECT AND ADJUST 2: USE STUDENT DATA TO INFORM AND MODIFY INSTRUCTIONAL PRACTICE
OVERVIEW OF REVISIONS: No revisions were made.

5 Significantly Above Expectations/ 4 Above Expectations For Level 4- All evidence supporting Level 3 is present, as well as two of the following: For Level 5 - All evidence supporting Level 3 is present, as well as three or more of the following:

3 Meeting Expectations The following best describes what is observed:

2 Below Expectations The following best describes what is observed: Teacher rarely modifies instruction based on results of data when needed, or changes in instruction occur but they are not based on data. Teachers long-term plans are infrequently adjusted to accommodate reteaching. Teacher attempts33 reteaching, but it does not meet the needs of individuals and/or groups.

1 Significantly Below Expectations The following best describes what is observed:

Teacher provides opportunities for students to self-manage on-going practice of a skill are provided in addition to formal reteaching, if developmentally appropriate. Teacher actively seeks feedback from peers and/or students and makes adjustments to instruction as a result. Teacher spirals skills and concepts to ensure maintenance of knowledge. Teacher designs strategic and targeted interventions based on deficiencies in skills or knowledge as identified by data results.

Teacher routinely modifies daily instruction based on results of data. Teachers long-term plans are routinely adjusted to accommodate reteaching. Teachers reteaching meets the needs of individuals and groups in order to ensure student progress.32

Teacher does not modify lesson based on results of data. Teachers long-term plans are not adjusted to accommodate reteaching. Teacher does not make an attempt to reteach.

32 33

Student progress is defined by progress toward mastery of lesson objectives, through-course goals, and end-of-course goals.

An unsuccessful attempt at reteaching can be the result of reteaching in the same manner the content was originally taught, demonstrating a lack of understanding of why the first attempt was unsuccessful.

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Memphis City Schools * Teacher Effectiveness Measure Teaching and Learning Framework Rubric Revised July 27, 2012 Notes: An example of an opportunity for student self-management can include stations that students can go to when they are finished with their assignments that focus on different skills or standard. Examples of spiraling include providing plans for when reteaching will happen for individuals and groups of students and adjustments of current lesson plans. Intervention for students, who are deficient with certain skills and concepts, should occur daily. Formative assessments should be used to determine deficiencies.

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