SY19.

20 Teacher Practice Rubric- Summer Teaching Practices

The mission of Urban Teachers is to improve the educational and life outcomes of children in urban schools by preparing culturally competent, effective career teachers who accelerate
student achievement and disrupt systems of racial and socioeconomic inequity. Our high-quality coaching program is one of the more unique aspects of our teacher training and
development model. Summer teaching experiences at the beginning and end of the Urban Teachers residency year are a crucial component of our coaching program. We strongly
believe that excellent teachers develop over time and as a result of their engagement in quality coaching.

Urban Teachers participants are expected to demonstrate evidence of their ability to enact specific teaching practices for, and with, students during the summer school program. Our
coaches visit summer sites to observe instruction and provide real-time coaching aligned to these teaching practices:
• Establishing a Nurturing Environment
• Managing Expectations for Behavior
• Gathering Standards-Aligned Data
• Ensuring Standards-Based Objectives & Practice
• Promoting Talk

NOTE: Summer B participants will focus on all 10 of the summer teaching practices. Summer A participants will only focus on the highlighted summer teaching practices.

Updated: May 7, 2019

 BEGINNING EMERGING PROFICIENT MASTERING

Limited or no skills in the practice Some skill in the practice Proficient skills in the practice Highly skilled in the practice
OUR TEACHERS...
1 2 3 4
STRAND A: BUILD PRODUCTIVE AND NURTURING CLASSROOM ENVIRONMENTS

A.1 Few, if any, instances of the Some instances of the teacher Instances of the teacher building a Strong evidence of the teacher building
Nurturing Environment

Environment: teacher building a welcoming, building a welcoming, inclusive welcoming, inclusive community. a welcoming, inclusive community. The
Foster the inclusive community. Physical community. Physical environment, Physical environment, words, and physical environment, words, and
physical and A.1.6. Demonstrate environment, words, and actions do words, and actions somewhat place actions mostly place value on the actions consistently place value on the
cultural through words and not place value on the personal or value on the personal or cultural personal or cultural background of personal or cultural background of the
environment actions that everyone is cultural background of the students. background of the students. Some the students. Frequent attempts to students. Consistent attempts to build
to support the a valued member of the Few, if any, attempts to build attempts to build personally build personally relevant relationships personally relevant relationships with
development learning community. personally relevant relationships relevant relationships with students with students in an asset-based, bias students in an asset-based, bias free,
of the whole with students in an asset-based, in an asset-based, bias-free, free, manner. manner.
child bias-free, manner. manner.

A.2 Classroom Teacher presence is weak and Teacher presence is somewhat Teacher presence is strong and Teacher presence is strong and
Management: non-authoritative. Few, if any, strong and authoritative. Able to authoritative. Able to engage students authoritative. Able to engage students
Actively A.2.1. Use a strong instances, of students responding engage students, but after 3 or more after 2nd attempt. Sometimes talks immediately. Does not talk over
manage on- teacher presence to to teacher’s verbal directions (e.g. attempts. Frequently talks over over students and/or still relies students. Consistently uses a variety of
task behaviors engage students. strong, low, and lone voice; speak student voices. heavily on verbal (e.g. strong, low, verbal (e.g. strong, low, and lone voice;
and ensure in bullets; no pleading; does not and lone voice; speak in bullets; no speak in bullets; no pleading; does not
use negative controlling tone; and pleading; does not use negative use negative controlling tone; and use
that
use of attention getting signals) controlling tone; and use of attention of attention getting signals) and non-
instructional and non-verbal (e.g. proximity, getting signals) cues. verbal (e.g. proximity, square up, non-
Expectations for Behavior

time is used square up, non-threatening, and
effectively and teacher stare) cues. Consistently
efficiently talks over student voices.
Verbal directions do not provide
A.2.2. Provide explicit students with explicit cues
directions for students (movement, voice, participation,
about expectations for on- and time) about expectations for
task behavior. on-task behavior, and MVPT
directions are consistently
necessary.
Verbal directions are sometimes
explicit (movement, voice,
participation, and time) and
sometimes provide students with
cues about expectations for on-task
behavior, and MVPT directions are
frequently necessary.
Verbal directions are explicit
(movement, voice, participation, and
time) and frequently provide students
with cues about expectations for on-
task behavior, or MVPT directions are
sometimes necessary.
threatening, and teacher stare) cues.
Verbal directions are consistently explicit
(movement, voice, participation, and
time) and provide students with clear
cues about expectations for on-task
behavior, or MVPT directions are not
necessary.

Few, if any, instances of teacher Some instances of teacher providing Teacher frequently provides effective Teacher consistently provides effective
providing effective positive effective positive narration that is positive narration that is aligned to positive narration throughout lesson
A.2.3. Use positive
narration that is aligned to aligned to directions. Some off-task directions. Most off-task behaviors that is aligned to directions. All off-task
narration
directions. Off-task behaviors are behaviors are acknowledged and are acknowledged and corrected. behaviors are acknowledged and
to hold students
not acknowledged and corrected. corrected. Teacher sometimes Teacher frequently provides corrected. Teacher consistently
accountable to expectations
Teacher provides no provides consequences for off-task consequences for off-task behavior. provides consequences for off-task
for on-task behavior.
consequences for off-task behavior. behavior.
behavior.

Updated: May 7, 2019 Teacher Practice Rubric (TPR) 2019-2020 1

 BEGINNING EMERGING PROFICIENT MASTERING

Limited or no skills in the practice Some skill in the practice Proficient skills in the practice Highly skilled in the practice
OUR TEACHERS...
1 2 3 4
STRAND A: BUILD PRODUCTIVE AND NURTURING CLASSROOM ENVIRONMENTS

A.2 Classroom All instructional time is lost Most of the instructional time is lost Some instructional time is lost due to Instructional time is fully maximized
Management: throughout the lesson’s entirety due due to inefficient transitions and/or inefficient transitions and/or the throughout the lesson’s entirety due to
Pacing & Transitions

Actively to inefficient transitions and/or the the presence of non-productive presence of non-productive behavior. the prompt, smooth enactment of
manage on- A.2.5. Facilitate prompt and presence of non-productive behavior. transitions and/or few, if any, non-
task smooth transitions behavior. productive behaviors.
behaviors and between activities or
ensure that across spaces in the
instructional classroom.
time is used
effectively
and efficiently

Updated: May 7, 2019 Teacher Practice Rubric (TPR) 2019-2020 2

 BEGINNING EMERGING PROFICIENT MASTERING

Limited or no skills in the practice Some skill in the practice Proficient skills in the practice Highly skilled in the practice
OUR TEACHERS...
1 2 3 4
STRAND B: ARE DIAGNOSTICIANS
B.1. Collect data: There is no movement about the Teacher is moving about the Teacher is moving purposefully Teacher is moving purposefully about
Routinely gather B.1.1. Constantly monitor classroom, or there is movement classroom and there is some about the classroom and there is the classroom and there is consistent
formative by moving about the room— which is not purposeful. evidence that he/she is listening frequent evidence that he/she is evidence that he/she is listening in or
routinely and consistently— in or examining student work. listening in or examining student examining student work.
assessment data
to listen in and look at work.
that is aligned to student work.
Gather Standards-Aligned Data

the expectations
of the standards

B.1.2. Implement a specific
student-watching system to
strategically gather data for
learning.
There is no system for student-
watching being implemented that
allows the teacher to gather data.
There is a system for student-
watching being implemented that
allows the teacher to gather
concrete student performance
data on some students. The data
is related to the lesson, but not
fully aligned to the expectations
of the standards AND is not
being used strategically for
learning.
Teacher is moving purposefully
about the classroom and there is
frequent evidence that he/she is
listening in or examining student
work and gathering concrete
student performance data on most
students.
Teacher is moving purposefully about
the classroom and there is consistent
evidence that he/she is listening in or
examining student work and gathering
concrete student performance data on
all students.

Updated: May 7, 2019 Teacher Practice Rubric (TPR) 2019-2020 3

 BEGINNING EMERGING PROFICIENT MASTERING

Limited or no skills in the practice Some skills in the practice Proficient skills in the practice Highly skilled in the practice
OUR TEACHERS...
1 2 3 4

STRAND C. SET PRECISE GOALS AND ENACT THEM

C.1. Lesson Content Coherence Academic content is consistently Academic content is frequently Academic content is frequently Academic content is consistently
Structure and and Accuracy C.1.6. Deliver academic inaccurate and imprecise and inaccurate, unclear, or accurate, with some instances of accurate, clear, and precise.
Alignment: Provide content that is unclear. imprecise. being unclear or imprecise.
high-quality, accurate, precise, and
standards-based, clear.
learning experiences
for students

BEGINNING EMERGING PROFICIENT MASTERING

Limited or no skills in the practice Some skills in the practice Proficient skills in the practice Highly skilled in the practice
OUR TEACHERS...
1 2 3 4

STRAND D: FOSTER ACADEMIC TALK

D.1. Promote Talk: Throughout the lesson, there is no Throughout the lesson, there is Throughout the lesson, there is Throughout the lesson, there is
Hold all students D.1.4. Implement a evidence of effective strategies for some evidence of a range of frequent evidence of a range of consistent evidence of a range of
Strategies for Talk

accountable for range of strategies to facilitating student talk. effective strategies for facilitating effective strategies for facilitating effective strategies for facilitating
participating in foster student talk. student talk. student talk. student talk.
respectful academic
conversations

Updated: May 7, 2019 Teacher Practice Rubric (TPR) 2019-2020 4

 BEGINNING
Limited or no skills in the practice
OUR TEACHERS…
1 2
STRAND E: HAVE A GROWTH MINDSET AND EXHIBIT PROFESSIONALISM
E.2 Openness to Feedback: Rarely responds to feedback in a
Is open and responsive to feedback professional manner; defensive,
finds ways to devalue feedback,
consistently exhibits fixed mindset.
Does not implement feedback.
Closed to external observation of
work and teaching practice (i.e. not
following processes that enable
coaching to take place).
Updated: May 7, 2019
EMERGING PROFICIENT
Some skills in the practice Proficient skills in the practice
3 4
Sometimes responds to feedback Responds to feedback in a
in a professional manner, but still professional manner (e.g., takes
exhibits some defensiveness or notes, asks questions to probe for
fixed mindset. May be unwilling to further understanding). Typically
act on feedback. Reluctant to have exhibits growth mindset. Implements
external observation of work and feedback. Open to external
teaching practice. observation of work and teaching
practice. Occasionally asks for
feedback and/or invites others to view
practice.
Teacher Practice Rubric (TPR) 2019-2020
MASTERING
Highly skilled in the practice
Always responds to feedback in a
professional, proactive manner.
Consistently exhibits growth mindset.
Implements all feedback in a thoughtful
and lasting manner. Frequently asks for
feedback and/or invites others to view
practice (i.e. seeks opportunities to
rehearse).
5