Rubrics For Teachers

T VIRGINI
Evaluation Rubrics
S
E WEST V
W
OF IR
A
for Teachers
E
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DE PA R T
T IO N
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NT
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Office of School Improvement

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T OF E D
Rubrics

Levels of Performance
Four distinct levels of performance are used to describe the quality of teaching within West Virginia
classrooms. Rubrics guide the determination of specific performance levels.

Distinguished Accomplished Emerging Unsatisfactory
Distinguished performance Accomplished Emerging performance Unsatisfactory performance
describes professional performance describes represents teaching that describes teaching that
teaching that engages professional teaching that demonstrates knowledge does not convey sufficient
students to be highly exhibits mastery of the and skills to implement understanding of concepts or
responsible for their own work of teaching while essential elements albeit the successful
learning. Performing at this improving practice and not always successfully at implementation of
level involves contributing serving the professional times. essential elements.
to the professional learning community.
of others through teacher
leadership.
Performance-level ratings may fluctuate from year-to-year due to a variety of circumstances, such as
changes in content or grade level. Evaluators select a performance level from the rubric that best describes
current, actual educator practice—not a future expectation—for a particular element. Connecting the
performance level to actual practice is especially important when choosing between two adjoining
performance levels. For example, emerging performance is clearly different from unsatisfactory
performance. Educators, likewise, select from the rubric a performance level that best describes current
practice when completing the self-reflection. West Virginia Professional Teaching Standards may offer
additional insight into selecting an appropriate performance level for self-reflection or evaluation.

Professional Teaching Standards
The five Professional Teaching Standards used in the evaluation system are derived from the West
Virginia Professional Teaching Standards. The Professional Teaching Standards recognize performance at
the Accomplished level to be meritorious as well as rigorous and of high quality. Accomplished
performance is expected to be the most frequently recognized level of performance; performance at the
Distinguished will likely occur on occasion. Preponderance of the evidence provides the basis for
evaluators to determine performance-level ratings.
STANDARD 1: CURRICULUM AND PLANNING

Element 1.1: The teacher demonstrates a deep and extensive knowledge of the subject matter.
The teacher The teacher The teacher The teacher
• demonstrates expert, • demonstrates extensive • demonstrates content • does not demonstrate
specialized content content knowledge knowledge sufficient content
knowledge • connects student learning to • attempts to connect student knowledge
• collaborates with teachers other content areas learning to other content • does not attempt to connect
from other grades and areas student learning to other
subjects to extend and content areas
connect student learning
to other content areas
Element 1.2: The teacher designs standards-driven instruction using state-approved curricula.
• collaborates with others, • designs written • designs written • does not design written
including students, to instructional plans that instructional plans instructional plans
design instruction and align instruction and aligned to the state- • does not design instructional
assessment aligned assessment to the state- approved curricula plans and/or units that are
to the state-approved curricula approved curricula • designs sequential driven by state-approved
• collaborates with students to • designs sequential learning activities at curricula
design sequential learning learning activities that appropriate • does not design sequential
activities that provide for provide for varied student developmental levels learning activities at
varied student abilities and abilities and interests • designs activities that appropriate developmental
interests • designs activities that promote student levels
• collaborates with others, promote student collaboration • does not design activities
including students, to design collaboration, critical that promote student
learning activities that thinking, and problem collaboration
promote student solving
collaboration, critical
thinking, and problem
solving
Element 1.3: The teacher uses a balanced assessment approach to guide student learning.
• collaborates with students • designs and uses formative • designs and uses formative • does not use formative and
to design and use a variety and summative assessments and summative assessments summative assessments
of assessments, including to monitor student progress • communicates • does not communicate
peer and student self- and set learning goals assessment criteria assessment criteria
reflections, to monitor • clearly defines and • shares assessment data with • does not share
student progress and set communicates students assessment data or
learning goals assessment criteria provide feedback to
• collaborates with students and • shares assessment data and students
others to clearly define and provides timely feedback to
communicate assessment students
criteria
• shares assessment data and
provides timely feedback to
students and other
stakeholders
STANDARD 2: THE LEARNER AND THE LEARNING ENVIRONMENT
Element 2.1: The teacher understands and responds to the unique characteristics of learners.
• demonstrates extensive • demonstrates thorough • demonstrates adequate • does not demonstrate
knowledge of students’ knowledge of students’ knowledge of students’ knowledge of students’
social, emotional, and social, emotional, and social, emotional, social, emotional,
academic needs, interests, academic needs, interests, and academic needs, interests, and academic needs, interests,
learning styles, cultural learning styles, cultural learning styles, cultural learning styles, cultural
heritage, and gender heritage, and gender heritage, and gender heritage, and gender
• plans and implements • plans and implements • plans and implements • does not plan and
differentiated learning differentiated learning differentiated learning implement appropriate
activities with students activities for students activities for some learning activities
• helps colleagues students
understand the unique
characteristics of all
learners
Element 2.2: The teacher establishes and maintains a safe and appropriate learning environment.
• collaborates with students • establishes an effective • establishes a classroom • does not implement an
to establish an effective classroom management management system effective classroom
classroom management system • responds inadequately to management system
system • responds appropriately and student behavior as • does not respond to
• collaborates with students respectfully to student defined by the code of student behavior as
to ensure appropriate behavior as defined by the conduct defined by the code of
behavior as defined by code of conduct • organizes space and conduct
the code of conduct • organizes space and materials to ensure • does not organize space and
• organizes space and materials to ensure safety materials to ensure safety
materials in a safe, highly safety and efficiency
efficient, and well-
designed learning
environment
Element 2.3: The teacher establishes and maintains a learner-centered culture.

• establishes, with • sets and communicates • sets criteria for high- • does not establish criteria for
students, clear criteria clear criteria for high- quality work quality work
for high-quality work quality work • uses instructional time • does not use instructional
• collaborates with • uses instructional time with limited efficiency time efficiently
students to maximize efficiently • engages students in • does not engage students in
instructional time • engages students in learning learning
• engages students in active learning • provides limited • does not provide
active, self-directed • provides adequate opportunities for students opportunities for students
learning as part of a opportunities for students to collaborate in learning to collaborate in learning
community of to collaborate in learning
learners
• provides extensive
opportunities for students
to collaborate in learning
STANDARD 3: TEACHING
Element 3.1: The teacher utilizes a variety of research-based instructional strategies.
• collaborates with • uses a variety of effective • uses a limited variety of • does not use effective
students to use an instructional strategies to effective instructional instructional strategies to
extensive variety of deliver content strategies to deliver content deliver content
effective instructional • demonstrates adequate use • demonstrates limited use of • does not scaffold or
strategies to deliver of scaffolding and scaffolding or differentiated differentiate instruction
content differentiated instruction instruction • does not use appropriate
• collaborates with students to • adequately uses • demonstrates limited technology to deliver content
provide scaffolding and technology to deliver use of appropriate
differentiated instruction content technology to deliver
• extensively uses content
appropriate technology to
deliver content
Element 3.2: The teacher motivates and engages students in learning, problem solving and collaboration.
• facilitates student-led • provides learning activities • provides learning activities • does not provide learning
learning activities relevant to the content that relevant to the content activities that are relevant to
leading to deep involve meaningful real- • explains directions and the content
understanding of the world experiences leading procedures • does not provide
content to deep understanding • provides students with meaningful activities
• encourages students to • explains directions and limited opportunities to • does not explain
initiate or adapt learning procedures clearly and collaborate using directions and
activities to deepen models them when appropriate technologies procedures
understanding necessary • does not provide students
• provides students with • provides students with opportunities to
extensive opportunities to adequate opportunities to collaborate
collaborate and peer- collaborate and peer-
assess using appropriate assess using appropriate
technologies to gather technologies to gather
information, problem solve information, problem solve
and share learning and share learning
Element 3.3: The teacher adjusts instruction based on a variety of assessments and student responses.
• effectively modifies • modifies instruction when • recognizes missed • does not modify
instruction to meet need is apparent opportunities to modify instruction
the needs of all • consistently monitors instruction • does not monitor student
students student progress using a • inconsistently monitors progress
• extensively monitors variety of assessments student progress using a • does not base instruction on
student progress using a • uses student feedback to variety of assessments a variety of assessments
variety of assessments make instructional • examines student data • does not provide
• collaborates with students and decisions • uses formative interventions based on
others to make instructional • analyzes student data to assessments to provide student data
decisions make instructional whole-group
• extensively analyzes and decisions interventions
uses student data to make • uses a variety of formative
instructional decisions assessments to
• uses a variety of formative differentiate instruction
assessments to and provide appropriate
differentiate instruction interventions
and provide effective
interventions
STANDARD 4: PROFESSIONAL RESPONSIBILITIES FOR SELF-RENEWAL
Element 4.1: The teacher engages in professional development for self-renewal that guides continuous examination and improvement of professional
practice.
• initiates the • engages in professional • participates in opportunities • does not participate in
investigation that leads learning to investigate best to investigate best practices professional development of
to the development of practices when invited to do so best practices as required for
best practices • consistently implements • inconsistently self-renewal
• extensively implements best practices implements best • does not implement best
best practices • shares best practices practices practices
• mentors others in the within the school • does not implement best
implementation of best community practices acquired through
practices professional development
• shares results of to improve unsatisfactory
investigation at the local, performance rating
state, or national level
Element 4.2: The teacher actively engages in collaborative learning opportunities for self-renewal with colleagues.
• initiates or advances the • participates actively in • participates in a • works in isolation
development of a and/or facilitates a collaborative team when • does not contribute
collaborative team collaborative team invited to do so productively to work of
• contributes consistently to • contributes to group • attempts to utilize the collaborative teams as
group learning learning knowledge and skills required for self-renewal
• mentors others in utilizing • utilizes the knowledge gained • does not utilize
knowledge and skills and skills gained knowledge and skills
gained gained
• does not utilize
knowledge and skills
gained to improve
unsatisfactory
performance rating
STANDARD 5: PROFESSIONAL RESPONSIBILITIES FOR SCHOOL AND COMMUNITY

Element 5.1: The teacher participates in school-wide collaborative efforts to support the success of all students.
• leads the ongoing • collaborates in the • participates in school- • does not participate in
development of school-wide development of school-wide wide initiatives school-wide initiatives
initiatives based on school initiatives based on school
and student data and student data
• participates in the design • participates in the
and delivery of implementation of
professional development for school-wide initiatives
the implementation of school-
wide initiatives
Element 5.2: The teacher works with parents, guardians, families, and community entities to support student learning and well-being.

• develops ongoing • offers ongoing opportunities • participates in school- • does not attend school-
opportunities for families for families to participate in wide family activities wide family activities
to participate in classroom activities • has minimal interaction • does not respond or
classroom activities • interacts appropriately with families inappropriately responds to
based on needs with families within the • responds appropriately to contact from families
assessment school setting contact from families • does not positively
• interacts appropriately • seeks relevant knowledge of • occasionally connects contribute to the
with families within the the family in order school activities with relationship between
school and community to provide meaningful community resources school and community
• utilizes theory and current connections between the
research to facilitate school and family
meaningful connections • creates positive
between the school and connections between the
family school and the
• develops and promotes community
meaningful school activities
by utilizing community
expertise and resources
Element 5.3: The teacher promotes practices and policies that improve school environment and student learning.
• involves coaches and others • identifies possible areas • participates in required • does not participate in
to implement and sustain of growth within the initiatives leading to available opportunities for
teacher-identified change classroom and school change in practice and change and growth that
• takes a leadership role in • recommends and facilitates policy in the classroom and affect practice and policy
growth initiatives that opportunities for change and school
affect practice and policy growth in the classroom and
throughout the school school
community
Student Learning
Student Learning is the single most important goal of education. Many things affect students’ quality of life
and readiness to learn. The quality of teaching, however, is the most important school-related factor with the
potential to impact student learning. The work of the teacher constitutes multiple dimensions that contribute to
student achievement. This performance standard requires educators to demonstrate their students’ success
through multiple measures. The educator evaluation recognizes the professional commitment and hard work
necessary for West Virginia students to achieve at high levels. It recognizes student growth in a variety of
classrooms across diverse social and academic contexts.

STANDARD 6: STUDENT LEARNING
Element 6.1: The work of the teacher results in measurable progress of student learning of state-approved curricula.
Evidence from multiple Evidence from multiple Evidence from multiple Evidence from multiple
measures consistently measures consistently measures does not consistently measures does not validate
validates progress of student validates progress of validate progress of student progress of student learning of
learning of appropriate state- student learning of learning of the appropriate appropriate state-approved
approved curricula. The the appropriate state- state-approved curricula. curricula.
teacher accomplishes approved curricula.
a student-learning goal that
involves collaborative efforts
across classrooms.
Professional Conduct
Professional Conduct reflects the understanding that teaching is both a demanding and rewarding profession
that involves a serious commitment to the highest standards of public service. This performance standard sets
clear criteria for those competencies and habits-of-mind without which professional teaching simply cannot
occur. The Professional Conduct standard allows educators to address areas of concern without necessitating an
improvement plan. The Professional Conduct performance standard does not, however, supplant code and
policy to which educators remain fully accountable and is not determinative of whether behavior is
correctable. Certain violations may be cured by implementation of an improvement plan; others will require
immediate action.

STANDARD 7: PROFESSIONAL CONDUCT
Element 7.1: The teacher demonstrates professional conduct as defined in law, policy and procedure at the state, district and school level.
Meets Standard Below Standard Unsatisfactory

Policy and Procedure Adheres to state, district and Adheres to state, district and Demonstrates a pattern of
school policy and procedure school policy and procedure violating state, district or
with few exceptions school policy and procedure
Attendance Adheres to state, district and Adheres to state, district and Demonstrates a pattern of
school attendance policy and school attendance policy and absences that violate state,
procedure procedure with few exceptions district or school attendance
policy and procedure
Schedule Adheres to state, district and Adheres to state, district and Demonstrates a pattern of
school work schedule policy and school work schedule policy and failure to adhere to the work
procedure procedure with few exceptions schedule defined by state,
district or school policy and
procedure
Respect Interacts professionally with Interacts professionally with Demonstrates a pattern of
students, parents/ guardians, students, parents/ guardians, behavior with students,
colleagues and community colleagues and community parents/guardians,
with few exceptions colleagues and/or community
which is unprofessional
W. Clayton Burch
West Virginia Superintendent of Schools

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T VIRGINI

Office of School Improvement

STANDARD 1: CURRICULUM AND PLANNING

Element 2.3: The teacher establishes and maintains a learner-centered culture.

STANDARD 5: PROFESSIONAL RESPONSIBILITIES FOR SCHOOL AND COMMUNITY

Distinguished Accomplished Emerging Unsatisfactory

Meets Standard Below Standard Unsatisfactory

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