2019-20 TEACHER EVALUATION RUBRIC

Teacher leads a self-managing classroom by building positive relationships, maintaining physical space, sustaining
Classroom Culture
classroom routines and procedures, and holding students accountable to behavioral expectations.

Indicators Ineffective 1 Developing 2 Effective 3 Exemplary 4

Building Positive
A) Teacher does not B) Teacher develops and D) Teacher and student F) Students collaborate
Relationships:
attempt to build teaches expectations for interactions are intentionally and engage in positive,
Teacher builds relationships
relationships or attempts at respectful interactions planned and are focused on supportive relationships
with and among students based
building relationships are among students. creating personal connections. with one another.
on mutual respect, trust, and
not successful at
appreciation to create a safe C) Teacher demonstrates care E) Students demonstrate care
relationally engaging
environment for all. and respect in interactions and respect for the teacher and
students.
with all students. one another.
Physical Environment:
A) Teacher does not B) Teacher maintains a E) Teacher arranges the G) Students utilize
Teacher optimizes the physical
maintain physical space in clutter free environment. learning space in a way that materials and furniture
space of the classroom for
a way that optimizes optimizes movement, arrangement to further
student learning by C) Teacher purposefully
student learning. collaboration (student- their learning.
maintaining a clutter free and arranges the learning space.
student, teacher- student) and
print-rich environment, H) Students self-
D) Teacher arranges presentation.
providing access to materials, manage and contribute
materials for students to
as well as arranging space for F) Teacher creates a print-rich to maintaining the
access.
movement and collaboration. environment that comprises a cleanliness and order of
majority of authentic student the classroom.
or teacher created materials
along with real life materials
(maps, newspaper, etc.).
Routines and
A) Teacher has not B) Teacher has established C) Teacher maximizes D) Students are
Procedures:
effectively taught basic classroom routines and instructional time by motivated to meet
Teacher establishes, models,
classroom routines and procedures. effectively upholding expectations and
and practices effective
procedures. classroom routines and follow routines and
classroom routines and
procedures that allow students procedures. procedures without
prompting.
to move seamlessly throughout
the day without disruption of
learning.
 2019-20 TEACHER EVALUATION RUBRIC
Student Behavior and
A) Teacher does not clearly B) Teacher establishes, models, D) Teacher effectively G) Students are I)
Moral Focus:
establish behavioral and practices behavioral anticipates and responds to respectful of one
Teacher establishes, models,
expectations. expectations. student behavior. When another and self- correct
and practices high behavioral
appropriate, teacher off-task or disruptive
expectations for all students C) Teachers explicitly teaches
references Moral Focus behavior.
including implicit and explicit Moral Focus virtues through
virtues.
teaching of Moral Focus lessons and activities. H) Students exemplifies
virtues in order to create a self- E) Teacher uses positive and Moral Focus virtues in
managed classroom. proactive strategies to increase their behavior.
student motivation,
engagement, and positive
behavior.
F) Students are able to
identify and define the
monthly Moral Focus virtues,
including examples of
behaviors that exemplify
them.
• Ineffective - Below expected performance level • Developing - Approaching expected performance level
• Effective - Meets expected performance level • Exemplary - Model to other staff and shares knowledge
 2019-20 TEACHER EVALUATION RUBRIC
Planning
Indicators
Identify and Analyze the
Complexity of
Standards: Prior to
instruction, teacher
identifies standards to be
assessed and analyzes their
complexity to understand
the appropriate level of
rigor.
Instructional
Alignment: Teacher
identifies weekly student
learning objectives and
aligns curricular
resources, engagement
strategies, key questions,
activities, and
assessments to maximize
student learning.
Pacing:
Teacher adheres to a year-
long plan and assures all
content standards are
taught by effectively
pacing units and weekly
lessons.
Differentiated Planning:
Teacher intentionally
aligns and adjusts
instruction based on lesson
objectives and assessment
results to individual, small
group, and whole group
learning needs.
Teacher plans for instruction by identifying and analyzing standards to be taught throughout the year, aligning
instructional resources and activities to those standards, and preplanning differentiated opportunities to meet individual
learning needs.
Ineffective
A) Teacher does not identify
the standards to be taught and
assessed.
B) Teacher does not
analyze standards to
determine meaning, level of
rigor, and connection to
curricular resources.
A) Teacher’s instructional
planning lacks clarity of
alignment between lesson
purpose, activities,
instructional organization, and
assessment.
A) Teacher’s instructional
planning does not reflect
understanding and knowledge
of the grade level content
standards or consideration of
the instructional time needed
for each standard throughout
the year.
A) Teacher’s instructional
planning does not demonstrate
accommodation of
differentiated student learning
needs.
Developing
C) Teacher identifies the
standards to be taught and
assessed.
D) Teacher analyzes existing
assessments and understands
how each assessment item
measures key vocabulary,
skills, and/or performance of
the standards.
B) Teacher bases
instructional planning on
existing curricular resources
without thoroughly
processing their alignment to
learning objectives.
B) Teacher relies on scope and
sequence provided in
curricular resources to plan
delivery of content standards.
B) Teacher accesses and uses
curricular resources to provide
correctives, practice, and
extensions based on assessed
individual, small group, or
whole class learning needs.
Effecti
ve
E) Teacher understands
and can articulate the
scope and sequence of
standards to be taught
throughout the year.
F) Teacher understands the
complexity of standards
and the various levels of
rigor within each standard.
C) Teacher’s
instructional planning
demonstrates an
intentional alignment of
standards, weekly
learning goals,
curricular resources,
activities, and
assessments.
C) Teacher effectively plans
unit and weekly lessons
based on knowledge and
understanding of grade level
content standards and the
time available to ensure
students’ progress towards
mastery.
C) Teacher effectively plans
scaffolded building blocks
to lead students from their
current assessed level of
learning to the achievement
of individual learning goals.
Exemplary
G) Teacher indicates I)
misconceptions
students may have
related to each standard.
H) Teacher
understands and
intentionally applies
their knowledge of
the vertical alignment
of standards from
grade to grade.
D) Teacher is adept at
responding to the pacing
needs of students and
demonstrates flexibility
in decision making
regarding learning
objectives, while
maintaining instructional
alignment.
D) Teacher flexibly
paces instruction based
on monitoring of
individual student
progress towards
mastery of the grade
level content standards.
D) Teacher tracks student
learning, provides
organized and flexible
student grouping, and
continuously revises
individual learning goals.
 2019-20 TEACHER EVALUATION RUBRIC
Teaching
Indicators
Instructional Rigor:
Teacher communicates
measurable learning
goals and
delivers content that is
challenging to each student
and gives them
opportunities to engage in
higher order thinking
processes, so that they may
interact with the content in
a deep and meaningful way.
Cognitive Engagement:
Teacher uses effective
instructional strategies to
cognitively engage students;
creating student ownership
for their learning.
Use of Time:
Teacher demonstrates
urgency for learning by
pacing lesson delivery and
activities in a way that
maximizes the use of time
and creates a balance
between instruction and
opportunities for student
processing.
Personalized
Instruction: Teacher uses
preplanned corrections
and extensions in a whole
group, small group and
individualized setting, to
address deficit, grade
level or advanced learning
needs.
Teacher delivers content at a level of rigor that challenges students, cognitively engages them, intentionally uses
all time for learning, and personalizes instruction.
Ineffective Developing Effective Exemplary
A) Teacher C) Teacher incorporates the F) Students are able to articulate I) Teacher requires students to
does not use of academic vocabulary. the learning objective and how engage in elaborated
communicate activities align. communication (written or
D) Teacher clearly
the lesson verbal) and/or to process new
communicates (verbally G) Teacher identifies for
objective for information and draw
or in writing) lesson students critical information in
the students. inferences from the new
objectives for students. the lesson and links it to
content.
B) Teacher previously learned content.
E) Teacher questioning and
questioning and J) Students connect lessons,
assignments reflect an H) Teacher scaffolds content in
assignments content, and content
attempt at rigor; however, the right amount and complexity
reflect a lack of application with other
opportunities for students for student processing.
rigor (i.e., basic disciplines, real-world
to engage with content
recall of experiences and/or abstract
using higher order thinking
knowledge, single concepts.
processes are missed.
word responses,
etc.).
A) Teacher does not B) Teacher provides C) Teacher assures students give D) Students self-regulate
effectively use complex, cognitive learning continuous, engaged attention to their learning and remain
instructional opportunities in an attempt complex, cognitive learning engaged and focused on the
strategies to to engage all students. opportunities. learning tasks.
cognitively engage
students.
A) Teacher does B) Teacher uses time C) Teacher intentionally uses all D) Students demonstrate an
not pace activities adequately to deliver lesson time for learning through an urgency and sustained
or lessons in a content, however, students effective balance of content energy for learning
way that lack the appropriate amount delivery and activities such that throughout the lesson.
maximizes of time to process their students are able to process their
learning. learning and do not remain learning through opportunities to
engaged. think, speak, and write for the
entire lesson.
A) Teacher does not B) Teacher provides C) Teacher assures that all D) Teacher provides for
preplan or provide supporting activities to preplanned extensions or each student’s needs as
opportunities for accommodate student needs correction opportunities include instruction flows between
corrections and for corrections and explicit instruction, the whole group, small group,
extensions. extensions. appropriate level of challenge, and individual support.
active engagement, and feedback. E) Teacher makes
adjustments to instruction
during the lesson to meet the
needs of students.
 2019-20 TEACHER EVALUATION RUBRIC
Assessing
Indicators
Implementing Assessment
Strategy:
Teacher implements an
intentional assessment
strategy, administering
common assessments (when
applicable) and determining
appropriate formative and
summative assessments for
other instructional content to
gauge student mastery.
Analyze Data:
Teacher analyzes assessment
data in order to understand
the effectiveness of
instruction and to respond to
student needs from a
classroom, small group, and
individual perspective.
Actionable Feedback:
Teacher provides specific,
actionable feedback to
students on a regular basis in
order for students to monitor
and adjust their learning.
Teacher implements assessment strategy to understand student learning needs, provide actionable feedback and
guide instructional decisions
Ineffective
A) Teacher lacks
understanding of the role
of diagnostic, formative,
and summative
assessments.
B) Teacher
inconsistently
administers
common
assessments.
C) Teacher created
assessments do not
target key content
standards.
A) Teacher does not
effectively analyze
assessment data to
determine the
effectiveness of
instruction and make
adjustments when
necessary.
A) Teacher may provide
feedback to students, but it
lacks details about what
students did well and
where they need to
improve.
B) Teacher provides
feedback inconsistently
or in an untimely
manner.
Developing Effec Exemplary
tive
D) Teacher uses a variety F) Teacher indicates when H) Teacher works with other
of formal and informal and how they will teachers to develop
assessments to collect formatively assess each assessments and analyze
evidence of students’ standard prior to the end assessment results.
knowledge and skill. of instruction assessment.
I) Teacher distinguishes
E) Teacher administers G) Teacher uses or assessment opportunities to
common assessments designs purposeful match the full range of student
when applicable. and rigorous needs and abilities.
formative and
summative
assessments.
B) Teacher examines C) Teacher understands D) Teacher analyzes assessment
assessment data to where to make data results to identify common
understand students’ adjustments to misconceptions and learning
progress towards mastery instruction in order to deficits and to establish flexible
of standards. meet the needs of each student groups.
student.
C) Teacher provides D) Teacher provides F) Students develop their own
ongoing and timely feedback that is specific self-improvement plans based
feedback, telling students to each student and on feedback and the tracking of
what they did well and provides action steps for their own learning progress.
where they need to students to take to
improve. accomplish learning
goals.
E) Teacher provides
resources and support to
students to track their
own learning progress.
 2019-20 TEACHER EVALUATION RUBRIC
Quality of Student Learning (Y5-2 Grade Teachers with Oral Reading Fluency Data)

Indicators Ineffective Developing Effectiv Exemplary

e
POSITIVE IMPACT ON ORAL A) Teacher does not B) Teacher C) Teacher achieves D) Teacher exceeds
READING achieve progresses expected
FLUENCY RESULTS: Teacher expected student academic toward expected expected student academic student academic growth as
positively student
impacts student learning as growth as measured by academic growth as growth as measured by oral measured by oral reading
measured by oral measured
student growth on oral reading reading fluency. by oral reading reading fluency. fluency.
fluency fluency.
assessments.
POSITIVE IMPACT ON A) Teacher does not B) Teacher C) Teacher achieves D) Teacher exceeds
ADDITIONAL achieve progresses expected
STUDENT GROWTH expected student academic toward expected expected student academic student academic growth as
MEASURES: student
Teacher positively impacts student growth as measured by academic growth as growth as measured by measured by additional
measured
learning as measured by additional additional student growth by additional student additional student growth student growth measures.
growth
student academic growth measures. measures. measures.
measures, such
as fall-to-fall NWEA, student
learning
objectives, interim assessments,
and
other available assessments that
demonstrate student growth.
 2019-20 TEACHER EVALUATION RUBRIC

Quality of Student Learning (4-8 Grade Teachers with Individual M-STEP Data)
Indicators Ineffective Developing Effectiv Exemplary
e
POSITIVE IMPACT ON M- A) Teacher does not B) Teacher progresses C) Teacher achieves D) Teacher exceeds
STEP achieve expected
RESULTS: Teacher positively expected student toward expected student expected student academic student academic growth as
impacts academic
student learning as measured by growth as measured by academic growth as growth as measured by measured by M-STEP
student measured student
growth percentiles on the M- M-STEP student by M-STEP student M-STEP student growth growth percentiles.
STEP. growth growth
percentiles. percentiles. percentiles.
POSITIVE IMPACT ON A) Teacher does not B) Teacher progresses C) Teacher achieves D) Teacher exceeds
ADDITIONAL achieve expected
STUDENT GROWTH expected student toward expected student expected student academic student academic growth as
MEASURES: academic
Teacher positively impacts student growth as measured by academic growth as growth as measured by measured by additional
measured
learning as measured by additional additional student by additional student additional student growth student growth measures.
growth growth
student academic growth measures. measures. measures.
measures, such
as fall-to-fall NWEA, student
learning
objectives, interim assessments,
and
other available assessments that
demonstrate student growth.
 2019-20 TEACHER EVALUATION RUBRIC
Quality of Student Learning (Teach Force Teachers, First Year Teachers without Individual M-STEP, all Grade 3 Teachers, Y5-2 Grade
Teachers without Oral Reading Fluency Data)

Indicators Ineffective Developing Effective Exemplary

POSITIVE IMPACT ON A) Teacher does not B) Teacher progresses C) Teacher achieves D) Teacher exceeds expected
STUDENT achieve
LEARNING: Teacher expected student toward expected student expected student academic student academic growth as
positively impacts academic
student learning as measured growth as measured by academic growth as growth as measured by measured by multiple student
by multiple measured
student academic growth multiple student growth by multiple student growth multiple student growth growth measures.
measures, such
as oral reading fluency, fall-to- measures. measures. measures.
fall NWEA,
student learning objectives,
interim
assessments, and other
available
assessments that demonstrate
student
growth.

Quality of Student Learning (2+ Year Teachers without Individual M-STEP except Y5-3 Grade Teachers)

Indicators Ineffective Developing Effective Exemplary

POSITIVE IMPACT ON M- A) School-wide M- B) School-wide M-STEP C) School-wide M-STEP D) School-wide M-
STEP STEP student growth student growth percentiles student growth STEP student growth
RESULTS: Teacher positively percentiles are below are approaching expected percentiles meet percentiles exceed
impacts student learning in expected results. results. expected results. expected results.
their building as measured by
school-wide student growth
percentiles on the M-STEP.
POSITIVE IMPACT ON A) Teacher does not B) Teacher progresses C) Teacher achieves D) Teacher exceeds
ADDITIONAL STUDENT achieve expected student toward expected student expected student academic expected student academic
GROWTH MEASURES: academic growth as academic growth as growth as measured by growth as measured by
Teacher positively impacts measured by additional measured by additional additional student growth additional student growth
student learning as measured by student growth measures. student growth measures. measures. measures.
additional student academic
growth measures, such as oral
reading fluency, fall-to-fall
NWEA, student learning
objectives, interim assessments,
and other available assessments
that demonstrate student
growth.
 2019-20 TEACHER EVALUATION RUBRIC
Professional
Accountabilities
Indicators
Dependability:
Teacher can be relied upon
to complete duties and
responsibilities in a timely
manner; consistently shows
initiative and a desire to
handle crucial duties
effectively; maintains an
acceptable attendance
record; can be counted on
when a task needs to be
completed immediately.
Core Values:
Teacher demonstrates a
commitment to NHA’s core
values: 1) Take ownership
for the success of our
students; 2) Do the right
thing always; 3) Behave
with care; 4) Make our
schools the best choice for
parents and students; and 5)
Act with discipline to
sustain our academic
success and financial
viability to guide their
intentions, actions and
character.
Communication:
Teacher communicates
clearly and appropriately
with staff, parents and
leaders; listens well and
allows others to share ideas
and opinions without
interrupting; involves the
right people at the right
time to address important
issues.
Teacher embodies expectations of professional accountabilities through dependability, core values, communication, and
teamwork.
Ineffective Developing Effective Exemplary
∙Teacher has an ∙Teacher has an ∙Teacher has a ∙Teacher takes initiative by
unacceptable inconsistent consistent attendance demonstrating a “sees a need, fills a
attendance record. attendance record. record. need” behavior.
∙Teacher cannot be ∙Teacher ∙Teacher fulfills all aspects ∙Teacher positively influences others
counted on by inconsistently of their job requirements to exceed their job responsibilities.
stakeholders or follows through on with limited supervision.
∙Teacher delivers quality work
teammates to deliver job requirements.
∙Teacher consistently exhibits within tight timelines or constraints.
on job requirements.
∙Teacher does not a “sees a need, fills a need”
∙Teacher does not consistently exhibit a behavior.
exhibit a “sees a need, “sees a need, fills a
fills a need” behavior. need” behavior.
∙Teacher does not make ∙Teacher’s behavior is ∙Teacher consistently ∙Teacher serves as a model for how
decisions that were at times at odds with makes decisions found NHA’s core values should be lived
founded in NHA’s core NHA’s core values. in NHA’s core values. out.
values.
∙Teacher speaks to core ∙Teacher’s communications ∙Teacher acts as a cheerleader for
∙Teacher’s behavior values, but actions do not and actions reflect a clear others to embrace NHA’s core
and/or words do not always align to NHA’s understanding and belief of values.
align to NHA’s core core value expectations. NHA’s core values at all
values. times.
∙Teacher’s ∙Teacher’s attempts at ∙Teacher communicates ∙Teacher strategically communicates
communication does not communication do not clearly and appropriately to ensure clarity and consistency of
employ the appropriate always employ the utilizing the appropriate messaging.
medium, message, tone, appropriate medium, medium, message, tone and
or timing. message, tone, or timing. timing.
∙Teacher seeks to develop strong
∙Teacher does not ∙Teacher does not ∙Teacher communicates team performance through
communicate always communicate information to staff, parents, communication.
information that will information that will and leaders that impacts
∙Teacher proactively engages all
impact staff, parents, impact staff, parents them.
stakeholders.
and leaders. and leaders.
∙Teacher does not listen ∙At times, teacher does
 2019-20 TEACHER EVALUATION RUBRIC
to the point of view of not listen well or allow
others. others to share ideas or
viewpoints.

Teamwork:
∙Teacher exhibits a ∙ Teacher occasionally ∙Teacher holds teammates ∙Teacher collaborates with co-
Teacher works
negative influence supports team members accountable for team workers and leaders to support
collaboratively to
in the workplace by providing good ideas decisions. school-wide improvement.
contribute to the overall
as reported by and work product that
success of the team;
stakeholders. contributes to the overall
develops a positive ∙Teacher acts in best interest ∙Teacher provides informal
success of the team.
workplace culture by ∙Teacher of the team’s overall leadership through words, actions,
treating co-workers with undermines the ∙Teacher seeks the input objectives. and work product.
respect and dignity while effectiveness from others in the spirit
supporting team decisions of others. of growth. ∙Teacher actively seeks input
even when he/she may not
∙Teacher seeks to work in ∙Teacher does not in the spirit of growth.
agree.
isolation. consistently create a
positive impact in the
∙Teacher does not
workplace.
positively contribute
to the success of the
team or school.