Implementation & Growth Rubric

The goals of this rubric are to encourage reflection on Modern Classroom implementation and stimulate discussion about areas
for future improvement. It is NOT designed to assess or evaluate educator performance. It can be used alongside MCP’s
Classroom Walkthrough Tool, which is meant to provide a quick snapshot of implementation for anyone visiting a Modern
Classroom.

An educator using this rubric should:

● Use professional judgment to determine which instructional practices are most appropriate for a given class of learners.
● Celebrate areas of strength while honestly acknowledging opportunities for growth.
● Return to this rubric at regular intervals, noting growth and lessons learned. In particular, consider:
○ What practices are currently succeeding? What learner impacts are these practices having?
○ What are 1-2 action steps that can enhance learning? What support will be needed to make these a reality?

An observer using this rubric should:

● Ask educators and learners to explain or clarify classroom practices whose purpose is not immediately apparent.
● Use the rubric as a starting point for discussion and collaboration with each educator observed.
● Understand that a single observation is an incomplete snapshot of any classroom environment and endeavor to return for
multiple observations and discussions throughout a school year.

Every educator is different. With that said, our experience suggests:

● Effective implementation takes time. It generally takes educators several months after launch to implement the key elements
of our model successfully, at which point they will enter the Implementing band.
● Once educators meet all criteria of the Implementing Band, they can become Distinguished Modern Classroom Educators
(DMCEs), receive graduate credit from MCP, and begin to empower others as Expert Modern Classroom Mentors.
● Some educators who complete Modern Classrooms training may choose to use certain elements of our model, but not all.
Although these educators are not eligible to become DMCEs, we trust their judgment to determine whether and how blended,
self-paced, mastery-based practices can best respond to learners’ learning needs.

We hope this is a useful tool for educators and administrators alike.

Mastery-Based Learning
Essential Question: How well does each learner understand what is being taught?

Implementing Deepening Innovating

Question
Key elements of the model. Highly efficient and effective learning. Authentic learner ownership.

Criteria for mastery are clear,

aligned to the learning objective,
and shared with learners.
1. How are learners
showing mastery?
Learners demonstrate mastery:
● independently
● before progressing
Learners can demonstrate
Learners choose how they want to
understanding in multiple forms
demonstrate mastery.
(written, spoken, tactile, etc.).

Educator provides prompt, Educator provides efficient oral Learners support their peers in
2. How are learners personalized feedback. and/or written feedback in class. achieving mastery.
supported in
achieving Learners must revise and reassess if Learners can articulate class Learners assess their own mastery
mastery? they do not demonstrate mastery procedures around revision and before demonstrating it, using tools
initially. reassessment. such as rubrics or checklists.

MCP Resource Bank: Mastery-Based Learning

Self-Pacing
Essential Question: How engaged is each learner?

Implementing Deepening Innovating

Question
Key elements of the model. Highly efficient and effective learning. Authentic learner ownership.

Educator employs a clear progress Learners interact with the progress

3. How do learners Learners use a progress tracker to
tracking system (public, learner- tracker, for instance by updating
know what to work reflect, set goals, and identify next
facing, or both), with clear deadlines their own progress, identifying
on each day? steps.
and a suggested pace. partners, or choosing where to sit.

Learners can explain the rationale

Lessons/tasks are clearly classified Learners use lesson classification to
behind lesson classifications.
4. How is every (i.e., “must/should/aspire to do”). plan their own learning.
learner challenged
Individual lesson tasks or activities
and engaged? Educator employs strategies to Educator incorporates learner voice
are differentiated, regardless of
motivate learners at all levels. and choice into instruction.
classification.

5. How are learners Learners help each other master Learners collaborate organically and Learners collaborate as part of daily
working together? content. in planned group activities. classroom routines.

Educator uses class time to build Learners support one another by

There is a clear system for learners
relationships and deliver academic answering questions and providing
6. How are learners to have questions answered in class.
support. assistance and encouragement.
receiving the
support they need? Learners reflect regularly on their
Learners use reflection to address Learner reflection drives
progress and development.
their strengths and areas for growth. instructional decision-making.

MCP Resource Bank: Self-Paced Structures

Blended Instruction
Essential Question: How accessible is instruction?

Implementing Deepening Innovating

Questions
Key elements of the model. Highly efficient and effective learning. Authentic learner ownership.

Learners can access new content

through videos or other
asynchronous means. Asynchronous content:
Asynchronous instruction goes
7. How accessible is ● contains dynamic elements
beyond content delivery, to give
instructional Asynchronous content is: (animation, annotation)
directions, model habits, or inspire
content? ● standards-aligned ● has a personal feel (teacher-
inquiry.
● age-appropriate created, embedded webcam)
● clear
● accessible

Learners engage with content

through embedded questions, guided
notes, or other hands-on activities.
8. How engaging is
instruction? Educator supplements video learning
with other modes of instruction,
including one-on-one, small-group,
and whole-class.
Learners can choose different ways
Learners can access help while
to access new content.
learning asynchronously.
Learners can articulate how and
Educator strategically supplements
when they engage with different
video learning with other modes of
modes of instruction to maximize
instruction.
their learning.

MCP Resource Bank: Blended Instruction

Learning Design
Essential Question: How well does the classroom run?

Implementing Deepening Innovating

Questions
Key elements of the model. Highly efficient and effective learning. Authentic learner ownership.

All lesson materials are clearly

posted and organized in LMS
9. How can learners
and/or a consistent location. Educator creates guidance (video,
access the Learner feedback is used to inform a
Unit 0, etc.) to help learners
support they responsive learning design.
Learners can navigate the learning navigate lessons smoothly.
need?
experience with minimal
assistance/direction.

Classroom setup supports learner

collaboration, small-group Learners know what they are doing,
Educator uses dedicated class time
instruction, and individual mastery and where they should be doing it,
and/or spaces for distinct
10. How effectively assessment. at all times.
instructional purposes.
is class time
used? Learners follow clear and consistent Learners participate in leading or
Classroom routines are smooth and
routines, especially for collecting, designing classroom routines.
highly efficient.
submitting, and getting feedback on
mastery checks.

MCP Resource Bank: Learning Design