Classroom Framework Rubric

Classroom
Culture
Indicators
Building Positive
Relationships:
Teacher builds relationships
with and among students
based on mutual respect, trust,
and appreciation to create a
safe environment for all.
Teacher leads a self-managing classroom by building positive relationships, maintaining physical space,
sustaining classroom routines and procedures, and holding students accountable to behavioral expectations.
Ineffective Developing Effective Exemplary
A) Teacher does not attempt to B) Teacher develops and teaches D) Teacher demonstrates care and F) Students collaborate and
build relationships or attempts at expectations for respectful respect in interactions with all engage in positive, supportive
building relationships are not interactions among students. students. relationships with one another.
successful at relationally engaging
students. C) Teacher and student E) Students demonstrate care and
interactions are intentionally respect for the teacher and one
planned and are focused on another.
creating personal connections.

Universal Look-fors: positive phone calls/ notes, affirmations/ praise from students and teachers, team-building activities, referring to the class/social contract, highlighting
Moral Focus virtues, greeting, Good News/ celebrations, launch, rewards/ incentive system(s) utilized, established rules and expectations (posted, verbally referenced, student
explanation), students redirect self and others appropriately with minimal loss to learning time, students assist each other without prompting, teacher utilizes personal connections
with students, teacher models expectations and behaviors, self-managing cooperative groups, etc.

Universal Red Flags: students talking during teaching, redirecting behavior causes a loss in learning time, harsh tones, yelling, sarcasm, short fuse, loss of temper, nagging,
negative body language, put downs, public corrections, ineffective or lack of routines and procedures, not revisiting expectations, students struggle with class expectations, lack of
positive behavior supports, etc.

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Indicators
Physical Environment:
Teacher optimizes the physical
space of the classroom for
student learning by maintaining a
clutter free and print-rich
environment, providing access to
materials, as well as arranging
space for movement and
collaboration.
Classroom Framework Rubric
Ineffective
A) Teacher does not maintain
physical space in a way that
optimizes student learning.
Developing
B) Teacher maintains a clutter free
environment.
C) Teacher purposefully arranges
the learning space.
D) Teacher arranges materials for
students to access.
Effective
E) Teacher arranges the learning
space in a way that organizes
movement, collaboration (student-
student, teacher-student) and
presentation.
F) Teacher creates a print-rich
environment that comprises a
majority of authentic student or
teacher created materials, along
with real life materials (maps,
newspaper, etc.)
Exemplary
G) Students utilize materials and
furniture arrangement to further
their learning.
H) Students self-manage and
contribute to maintaining the
cleanliness and order of the
classroom.

Universal Look-fors: bright/ well lit, clean and orderly, everything has a space (labeled, systematic), student materials are organized and easily accessible, teacher/ student
created materials (anchor charts, posters, books, etc.), active word/ vocabulary wall, real world print utilized, content materials posted, student led activities, procedures/
expectations clearly posted, , students self-manage cleanliness, easy access to all students, small group instruction space, etc., room for movement, safe (hazard free, OSHA
compliant, allergen safe), authentic and relevant student work posted, white board configuration utilized, clear sight lines to all students and room spaces, designed learning seating/
stations
Universal Red Flags: messy/ disorganized environment, dirty, sterile environment, places for students to “hide” from supervision, obstructions/ movement hazards, broken/
inoperable materials or furniture, students destroying materials/ furniture, etc.

Indicators Ineffective Developing Effective Exemplary

A) Teacher has not effectively B) Teacher has established basic C) Teacher maximizes instructional D) Students are motivated to
Routines and taught classroom routines and classroom routines and procedures. time by effectively upholding meet expectations and follow
Procedures: procedures. classroom routines and routines and procedures without
procedures. prompting.
Teacher establishes, models, and
practices effective classroom
routines and procedures that
allow students to move
seamlessly throughout the day
without disruption of learning.

Universal Look-fors: smooth/ quick transitions, clearly stated and established routines, instruction of expectations, effective attention signal, class/social contract utilized,
Moral Focus utilized, nonverbal cues, peer checking, student led routines, SLANT/ CHAMPs utilized effectively, permission to move, students are motivated, consistent follow-
through, use of bell/ timer, self-managed behavior, maximized instruction, public praise, ownership/ pride in behavior, students follow procedures without prompting, maximized
instructional time, etc.
Universal Red Flags: routines not posted, redirections not utilized, nagging, lengthy/ disorganized transitions, chaos, student/ teacher apathy, public correction, etc.

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 Classroom Framework Rubric
Indicators Ineffective Developing Effective Exemplary
A) Teacher does not clearly B) Teacher establishes, models, and D) Teacher effectively anticipates G) Students are respectful of one
Student Behavior and establish behavioral practices behavioral expectations. and responds to student behavior. another and self-correct off-task
expectations. When appropriate, teacher or disruptive behavior.
Moral Focus: C) Teacher explicitly teachers Moral references Moral Focus virtues.
Teacher establishes, models, and Focus virtues through lessons and H) Students exemplify Moral
practices high behavioral activities. E) Teacher uses positive and Focus virtues in their behavior.
expectations for all students proactive strategies to increase
including implicit and explicit student motivation, engagement,
teaching of moral focus virtues in and positive behavior.
order to create a self-managed
classroom. F) Students can identify and define
the monthly Moral Focus virtues,
including examples of behaviors
that exemplify them.
Universal Look-fors: evidence/ display/ use of Moral Focus virtues, display/ reference to class/social contract, teacher models expectations and Moral Focus, procedures are
taught, modeled and practiced, positive incentive system utilized, 5 Questions used to redirect, intentional circulation, CHAMPs/ SLANT utilized, affirmations, positive redirections
used, effective nonverbal redirections, consistent, peer-to-peer positive reinforcement/ checking, student problem-solving/ conflict resolution, peer mediation, appropriate
consequences, teacher remains calm and patient, utilizes proactive plan for challenged students, replacement behaviors taught, etc.
Universal Red Flags: use of SBS as punishment, no record of SBS in myNHA, reactive teacher behavior, harsh punishments, loss of temper, short fuse, yelling, sarcasm,
frequent student removals from class, focus on punitive measures, bullying/ mean behavior present, etc.

Teacher plans for instruction by identifying and analyzing standards to be taught throughout the year,
Planning aligning instructional resources and activities to those standards, and preplanning differentiated
opportunities to meet individual learning needs.

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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.
Classroom Framework Rubric
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.
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.
Effective
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.
Exemplary
G) Teacher indicates
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.

Universal Look-fors: assessment matches objectives taught, ‘I can’ statements aligned to standard and activity, student-friendly ‘I can’ statement referenced throughout
instruction, year-long plan utilized, preplanned higher order questions, preplanned anticipated student responses, teacher identifies and plans for misconceptions (based on data),
use of backward design, vertical planning, scaffolds appropriate building blocks, etc.
Universal Red Flags: no lesson plans submitted or used, unaware of vertical alignment, no adjustments, no end-of-unit or pre-assessment to build from, ‘I can’ statements
are ambiguous or do not reference learning objective, standards not referenced in plans, etc.

Indicators Ineffective Developing Effective Exemplary

Instructional Alignment: A) Teacher’s instructional B) Teacher bases instructional C) Teacher’s instructional D) Teacher is adept at
planning lacks clarity of planning on existing curricular planning demonstrates an responding to the pacing needs
Teacher identifies weekly student
alignment between lesson resources without thoroughly intentional alignment of of students and demonstrates
learning objectives and aligns
purpose, activities, instructional processing their alignment to standards, weekly learning flexibility in decision making
curricular resources, engagement
organization, and assessment. learning objectives. goals, curricular resources, regarding learning objectives,
strategies, key questions,
activities, and assessments. while maintaining instructional
activities, and assessments to
alignment.
maximize student learning.

Universal Look-fors: questions and activities aligned to instruction, ‘I can’ statements aligned to standard and activity, use of backward design, clear content and objectives,
effective teacher created formative assessment checks, alignment of all lesson components with CCSS, adds to core instructional tools with appropriate resources, connecting
prior knowledge to current learning, planned use of cooperative learning strategies, planned use of multiple modes of learning, differentiation (content, process, product) used,
small group instruction reinforces skills, incorporation of Blooms Taxonomy and higher order thinking strategies, tiered planning, etc.
Red Flags: no small groups planned, lack of knowledge of students’ current level of understanding, formative assessments not planned for/utilized, etc.

Indicators Ineffective Developing Effective Exemplary

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Pacing:
Teacher adheres to a year-long
plan and assures all content
standards are taught by effectively
pacing units and weekly lessons.
Classroom Framework Rubric
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.
B) Teacher relies on scope and
sequence provided in curricular
resources to plan delivery of
content standards.
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.
D) Teacher flexibly paces
instruction based on monitoring
of individual student progress
towards mastery of the grade
level content standards.

Universal Look-fors: makes adjustments based on evidence, flexibility, sequential planning, intentional and flexible small groups, yearly map of items to be taught,
balancing new instruction with spiral review, building of prior knowledge, differentiated by class/ block, use of timer, knowledge of NWEA, Interim assessments, and other testing
dates, use of assessments to guide instruction, blueprint of curriculum, etc., time allotments for lesson components in lesson plans
Red Flags: rigid pace based on instructional tool, significantly behind scope and sequence or year at-a-glance, instructional gaps, etc.

Indicators Ineffective Developing Effective Exemplary

Differentiated Planning: A) Teacher’s instructional B) Teacher accesses and uses C) Teacher effectively plans D) Teacher tracks student
planning does not demonstrate curricular resources to provide scaffolded building blocks to learning, provides organized and
Teacher intentionally aligns and
accommodation of differentiated correctives, practice, and lead students from their current flexible student grouping, and
adjusts instruction based on lesson
student learning needs. extensions based on assessed assessed level of learning to the continuously revises individual
objectives and assessment results
individual, small group, or whole achievement of individual learning goals.
to individual, small group, and
class learning needs. learning goals.
whole group learning needs.

Universal Look-fors: system for tracking data, system for differentiated instruction, flexible small groups, use of leveled readers, differentiation of content, process or
product, pre-planned challenges/ corrections, literature circles, effective workshop, multiple intelligences incorporated into instruction, assignment and assessment modifications,
regular use of formative assessment data to determine instructional needs, planned formative assessments, high engagement, unpacking standards, understanding of building
block standards and vertical alignment, use of pre-assessment, tiered instruction, preplanned RTI, use of student conferencing, student owned data, etc.
Universal Red Flags: one-size fits all approach, lack of data use/tracking, no corrections or extensions, fixed grouping, unaware of student individual needs, neglecting
individual student plans (IEP, EL, 504, etc.), excessive use of worksheets, excessive use of whole-group instruction, etc.

Teacher delivers content at a level of rigor that challenges students, cognitively engages them,
Teaching intentionally uses all time for learning, and personalizes instruction.
Indicators Ineffective Developing Effective Exemplary

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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.
Classroom Framework Rubric
A) Teacher does not
communicate the lesson
objective for the students.
B) Teacher questioning and
assignments reflect a lack of
rigor (i.e., basic recall of
knowledge, single word
responses, etc.).
C) Teacher incorporates the use
of academic vocabulary.
D) Teacher clearly
communicates (verbally or in
writing) lesson objectives for
students.
E) Teacher questioning and
assignments reflect an attempt at
rigor; however, opportunities for
students to engage with content
using higher order thinking
processes are missed.
F) Students are able to articulate
the learning objective and how
activities align.
G) Teacher identifies for
students critical information in
the lesson and links it to
previously learned content.
H) Teacher scaffolds content in
the right amount and complexity
for student processing.
I) Teacher requires students to
engage in elaborated
communication (written or verbal)
and/or to process new
information and draw inferences
from the new content.
J) Students connect lessons,
content, and content application
with other disciplines, real-world
experiences and/or abstract
concepts.

Universal Look-fors: ‘I can’ statements incorporated throughout instruction, objectives stated and written, use of engagement strategies (T/P/S, T/W/S, cooperative learning
techniques, etc.), use of graphic organizers, relevant/ real-world application, use of higher order thinking questions, use of accountable talk, math talk incorporated, student-
centered instruction, student-centered summary table discussions, hands-on activities, meaningful writing (writing to learn), connection to state accountability (PARCC like
questions, constructed responses, etc.), students can articulate learning objective/ ‘I can’, students self-monitor progress, high engagement, excitement for learning, appropriate
instructional level, scaffold learning, provides correctives/extensions/differentiation, etc., opportunities for students to problem solve, persevere, and reason, opportunities for
productive struggle, opportunities to explain strategies and thinking

Universal Red Flags: no connection to objective or ‘I can’ statement, teacher answering own questions, teacher does all of the thinking work, teaching above or below
student level, inappropriate pacing, one style of teaching, heavy emphasis on basic recall questions, no lesson plans, etc.

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Indicators
Cognitive Engagement:
Teacher uses effective instructional
strategies to cognitively engage
students; creating student
ownership for their learning.
Classroom Framework Rubric
Ineffective
A) Teacher does not effectively
use instructional strategies to
cognitively engage students.
Developing
B) Teacher provides complex,
cognitive learning opportunities
in an attempt to engage all
students.
Effective
C) Teacher assures students
give continuous, engaged
attention to complex, cognitive
learning opportunities.
Exemplary
D) Students self-regulate their
learning and remain engaged
and focused on the learning
tasks.

Universal Look-fors: 100% participation, use of hook, whole-brain teaching used (gestures, movement, response cards, 4 corners, singing, etc.), use of manipulatives,
workshop/ centers, sets a schedule, meets student learning styles and needs, cooperative learning strategies, accountable talk, SLANT/ CHAMPs utilized, rubric used to guide
student work, use of work samples, stretching student thinking, open-ended questioning to provide an entry point for all learners, project-based learning, use of visual
representations, etc.

Universal Red Flags: teacher answering own questions, teacher does all of the thinking work, students are passive learners, one style of teaching, heavy emphasis on basic
recall questions, students are allowed to “opt out” of instruction (this does not included muting or turning camera off), etc.

Indicators Ineffective Developing Effective Exemplary

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.
A) Teacher does not pace
activities or lessons in a way that
maximizes learning.
B) Teacher uses time adequately
to deliver lesson content,
however, students lack the
appropriate amount of time to
process their learning and do not
remain engaged.
C) Teacher intentionally uses all D) Students demonstrate an
time for learning through an urgency and sustained energy
effective balance of content for learning throughout the
delivery and activities such that lesson.
students are able to process
their learning through
opportunities to think, speak, and
write for the entire lesson.

Universal Look-fors: starts/ ends lessons on time, smooth and efficient transitions, teacher prepared for instruction (plans, materials, transitions, pacing, etc.), all students
engaged, teacher and students think, talk and write throughout lesson, no lost instructional time (bell-to-bell teaching), effective use of instructional strategies (T/P/S, vote with
feet, hand signals, response cards, summary frames, etc.), use of gradual release (ELA), modeling with think-aloud, provides appropriate wait time, utilizes cold call effectively,
students self-monitor engagement, use of timing aids, students actively involved in lesson, use of student jobs/ leaders, real-world application, etc., student talk is greater than
teacher talk, collaborative problem-solving, posing meaningful problems

Universal Red Flags: no processing time, students lack energy to sustain learning, students not allowed to talk with peers, students are allowed to “opt out” of instruction,
students not writing to learn, teacher owns learning, etc.

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 Classroom Framework Rubric
Indicators Ineffective Developing Effective Exemplary
Personalized Instruction: B) Teacher provides supporting C) Teacher assures that all D) Teacher provides for each
A) Teacher does not preplan or student’s needs as instruction
Teacher uses preplanned activities to accommodate preplanned extensions or
provide opportunities for flows between whole group, small
corrections and extensions in a student needs for corrections correction opportunities include
corrections and extensions. group, and individual support.
whole group, small group, and and extensions. explicit instruction, the
individualized setting, to address appropriate level of challenge, E) Teacher makes adjustments to
deficit, grade level or advanced active engagement, and instruction during the lesson to
learning needs. feedback. meet the needs of students.

Universal Look-fors: formative assessments drive instruction, immediate feedback with action steps between teacher and student, uses manipulatives, extensions and
corrections utilized, re-teaching when needed, plans include what students know/ don’t know and adjustments, clear directions, scaffolding instruction based on need,
differentiation on a variety of levels using learning styles and needs, teachable moments capitalized, systematic progress monitoring, pre-assessments utilized to drive instruction,
technology driven, interventionists utilized appropriately, plans for interventionists meet student needs, use of videos or kid talk, student conferencing, incorporates individual
student plans (IEP, EL, 504, etc.), students monitor and track own growth, etc.

Universal Red Flags: one-size fits all approach, lack of data use/ tracking, no corrections or extensions, fixed grouping, unaware of student individual needs, neglecting
individual student plans (IEP, EL, 504, etc.), excessive use of worksheets, excessive use of whole-group instruction, avoidance of written and/or verbal feedback, etc.

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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.
Classroom Framework Rubric
Teacher implements assessment strategy to understand student learning needs, provide actionable
feedback and guide instructional decisions
Ineffective Developing Effective Exemplary
A) Teacher lacks understanding D) Teacher uses a variety of F) Teacher indicates when and H) Teacher works with other
formal and informal assessments how they will formatively assess teachers to develop
of the role of diagnostic,
formative, and summative to collect evidence of students’ each standard prior to the end of assessments and analyze
assessments. knowledge and skill. instruction assessment. assessment results.
G) Teacher uses or designs I) Teacher distinguishes
B) Teacher inconsistently E) Teacher administers common
purposeful and rigorous assessment opportunities to
administers common assessments when applicable.
formative and summative match the full range of student
assessments.
assessments. needs and abilities.
C) Teacher created assessments
do not target key content
standards.

Universal Look-fors: team or teacher created assessments utilized, formative assessments at planned moments during instruction, grade level and vertical planning of
assessments, utilizing a shared bank of assessments (OneDrive, Google Drive, OneNote, etc.), celebrating growth after assessments, clarifying misconceptions based on student
responses, providing IEP/ 504/ EL accommodations when administering assessments, modifications for students who are below grade level, multiple ways to demonstrate
understanding, timely testing preparations, student feedback and conferencing, students know personal growth goals, students self-monitor progress toward goals, etc.

Universal Red Flags: missed Common Assessments, absence of assessment data, stagnant small groups, lack of differentiation, testing (state, NWEA, CA, etc.) not
calendarized, no student growth goals identified, etc.

Indicators Ineffective Developing Effective Exemplary

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 Classroom Framework Rubric
Analyze Data: A) Teacher does not effectively B) Teacher examines C) Teacher understands where D) Teacher analyzes
analyze assessment data to assessment data to understand to make adjustments to assessment data results to
Teacher analyzes assessment data
determine the effectiveness of students’ progress towards instruction in order to meet the identify common misconceptions
in order to understand the
instruction and make mastery of standards. needs of each student. and learning deficits and to
effectiveness of instruction and to
adjustments when necessary. establish flexible student groups.
respond to student needs from a
classroom, small group, and
individual perspective.

Universal Look-fors: teacher examines and analyzes assessment results (CAs, NWEA, state assessment etc.) to identify trends, pre-assessments utilized, flexible groups
based on data, teacher identifies misconceptions and adjusts instruction accordingly, student-led instruction, spiral reviews utilized, data talks with students (whole group and
individuals), students find and correct own mistakes, use of interim data to plan and instruct, plans reflect intentional use of data, planned grade level and vertical analysis
meetings, etc.

Universal Red Flags: lack of participation on data analysis meetings, lack of grades in gradebook, assessments not graded in a timely fashion, teacher is unaware of
relevant student data, no adjustments to instruction, stagnant small groups, etc.

Indicators Ineffective Developing Effective Exemplary

Actionable Feedback:
Teacher provides specific,
actionable feedback to students
on a regular basis in order for
A) Teacher may provide
feedback to students, but it lacks
details about what students did
well and where they need to
improve.
C) Teacher provides ongoing and E) Teacher provides resources F) Students develop their own
timely feedback, telling students and support to students to track self-improvement plans based on
what they did well and where their own learning progress. feedback and the tracking of their
they need to improve. own learning progress.

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students to monitor and adjust
their learning.
Classroom Framework Rubric
B) Teacher provides feedback
inconsistently or in an untimely
manner.
D) Teacher provides feedback
that is specific to each student
and provides action steps for
students to take to accomplish
learning goals.

Universal Look-fors: progress monitoring systems utilized, frequent written/ verbal feedback to and among students, use of class data wall, data trackers for students,
student-led instruction, student facilitated study sessions, feedback contains actionable steps, use of student portfolios, student O3s, students set personal academic goals,
tracking of individual student goal (IEP, EL, 504, etc.), students monitor and track own growth, etc.

Universal Red Flags: feedback nonexistent, no tracking of student progress, students are unaware of personal academic goals, students are unaware of their personal
performance and what needs to be done to progress forward, etc.

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