BPS Teacher Rubrics PDF

Teacher Rubric with Suggested Teacher and Student Look-fors
September 2017
This document is intended to inform school communities in recognizing the performance levels for key elements defined in the Teacher Rubric and to ensure
consistent interpretations across schools in BPS. While the behaviors listed represent the performance levels, they are not the only representations of possible
performance, and therefore should not be used as a checklist. School and grade-level teams can further “unpack” these to identify teacher and student
behaviors specific to their school contexts. The Office of Educator Effectiveness will continue to release look-fors for more elements over the course of the 2013-
14 school year.
Sources for this document include:

● BPS Office of Curriculum & Instruction (Science Department) ● Jon Saphier’s The Skillful Teacher
● the Boston Latin School’s Unpacked Priority Elements ● National Center for Learning Disabilities
● Houston Independent School District’s Instructional Practice Rubric ● New York State United Teachers’ Teacher Practice Rubric
● Education Development Center ● BPS Standards for Family and Student Engagement
● work of the 2012-13 Educator Effectiveness Facilitators ● Family Friendly Schools Assessment Tool
● Edison K-8’s Unpacked Priority Elements ● Flamboyan Classroom Family Engagement Rubric
● Danielson’s Framework For Teaching BPS Essentials for Instructional Equity Paper
I-A-1. Subject Matter Knowledge *
Links to BPS Essential Competency 3: Facilitate Cognitively Demanding Tasks and Instruction
DESE Rubric Language

Unsatisfactory Needs Improvement Proficient Exemplary
Demonstrates limited knowledge of the Demonstrates factual knowledge of subject Demonstrates sound knowledge and Demonstrates expertise in subject matter
subject matter and/or its pedagogy; relies matter and the pedagogy it requires by understanding of the subject matter and the and the pedagogy it requires by engaging
heavily on textbooks or resources for sometimes engaging students in learning pedagogy it requires by consistently all students in learning experiences that
development of the factual content. Rarely experiences around complex knowledge and engaging students in learning experiences enable them to synthesize complex
engages students in learning experiences skills in the subject. that enable them to acquire complex knowledge and skills in the subject. Is able
focused on complex knowledge or skills in knowledge and skills in the subject. to model this element.
the subject.
Look-Fors – What instructional practices should be observed? What student impacts should be expected?
For TEACHERS this may look like...
1. Teacher conveys inaccurate content to 1. Teacher demonstrates an accurate but 1. Teacher’s pedagogical approach 1. Teacher’s pedagogical approach
students, or does not communicate the basic understanding of the subject matter, promotes the understanding of accurate provides clear explanations of accurate
key ideas and skills necessary for mastery but the chosen pedagogical approach often subject matter content to students by subject matter content that extends student
of unit and lesson objectives. does not facilitate learning beyond recall providing clear explanations that effectively independent thinking and reasoning.
and comprehension or does not emphasize guide student thinking without doing the Instruction promotes learning at all DOK
key ideas and skills. work for the students. Instruction levels and illustrates content relationships
promotes learning at all Depth of within and between disciplines.
Knowledge (DOK) levels.
2. Teacher uses instructional strategies 2. Teacher uses instructional strategies 2. Teacher uses instructional strategies 2. Teacher uses and shares with colleagues
that are inconsistent with scholarly that are rarely consistent with scholarly that are consistent with scholarly research instructional strategies that are consistent
research and best practices in current research and best practices in current and best practices in current subject area with scholarly research and best practices in
subject area and grade-level. subject area and grade-level. and grade-level. current subject area and grade-level and
integrates innovative materials to support
student learning.
2
3. Teacher provides overly complex 3. Teacher engages students in limited 3. Based on an understanding of 3. Based on an understanding of necessary
content knowledge without appropriate learning experiences with scaffolding necessary prerequisite skills and prerequisite skills and knowledge, teacher
scaffolding of knowledge or the skills used strategies that allow students to develop knowledge, teacher creates scaffolded creates scaffolded learning experiences that
to master the content. Instruction or incomplete or unsustained knowledge and learning experiences that support student support student acquisition of complex
responses to student questions may skills. Teacher may not regularly consider acquisition of complex content knowledge content knowledge and skills that allow
confuse more than clarify. Teacher does the prerequisite skills and knowledge and/or and skills through multiple perspectives students to synthesize and apply
not consider the prerequisite skills and the cultural and linguistic backgrounds of and approaches, including through their sophisticated learning and concepts through
knowledge needed to master standards or students to make learning complex subject own cultural and linguistic backgrounds. multiple perspectives and approaches.
content. matter accessible. Teacher uses subject matter connections to
help students understand and shape their
own cultural and linguistic identities.
4. Teacher primarily relies on curricular 4. Teacher inconsistently uses curricular 4. Teacher consistently uses curricular 4. Teacher consistently uses and adapts
materials and instructional supports material and instructional supports material and instructional supports curricular material and instructional supports
(textbooks, worksheets, graphic (textbooks, worksheets, graphic organizers, (textbooks, worksheets, graphic (textbooks, worksheets, graphic organizers,
organizers, etc) that do not foster higher etc) that enable students to translate organizers, etc) that enable students to etc) to apply higher order thinking of
ordering thinking in students. content knowledge to sustained student both synthesize complicated content complex content to real world situations.
learning. knowledge and apply that knowledge in a
multitude of ways.
5. Teacher’s limited knowledge of content 5. Teacher’s limited knowledge of content 5. Teacher’s sound knowledge of content 5. Teacher’s demonstrable expertise in
and/or pedagogy often prevents teacher and/or pedagogy inconsistently allows and/or pedagogy allows teacher to content and pedagogy fosters student
from anticipating or revealing student teacher to anticipate or identify student anticipate or reveal student independent thinking and learning by
misconceptions or obstacles to learning. misconceptions or obstacles to learning. misconceptions or obstacles to learning. anticipating and using student
Teacher questioning or prompting Teacher questioning or prompting misconceptions or obstacles to build
strategies may yield superficial and/or rigid strategies facilitate the development of complex knowledge and skills of subject
answers. independent thinking and learning in matter. Teacher can replicate and model
students. questioning and prompting strategies that
foster student independent thinking.
As a result, the IMPACT on STUDENTS may be...
1. Students display a factually inaccurate 1. Students may read, write, discuss or 1. Students frequently read about, write 1. Students frequently read about, write
or incomplete understanding of the analyze the material they are learning, but about, discuss, and analyze the material in about, discuss, and analyze the material
content. Students may also spend most the variety of ways students engage with a way that demonstrates deep, sustained that both demonstrates deep sustained
work time on rote or basic tasks, such as the content is limited, superficial, or not knowledge and skills that can be applied to knowledge/skills and a nuanced
copying or filling in blanks, that requires sustained over time. a variety of learning experiences. understanding of content from various
low cognitive demand and application of perspectives and approaches to the
knowledge to other learning experiences. subject matter
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2. Students consistently do not see 2. Student connections between new 2. Student connections between new 2. Student connections between new
connections between new material and material and prior knowledge and/or material and prior knowledge and/or material and prior knowledge and/or
prior knowledge and/or cannot apply prior application of prior knowledge and skills to application of prior knowledge and skills to application of prior knowledge and skills to
knowledge and skills to new material. new material reveal a rudimentary new material reveal a complex and new material demonstrate the ability to
understanding of the subject matter. sustained understanding of the subject apply complex subject matter to a variety of
matter. learning experiences.
3. Students cannot or do not regularly 3. Students have access to notes, work 3. Students can easily access notes, work 3. Students can easily access notes, work
access notes, work products, and products, and materials, but these products, and materials that demonstrate products, and materials that demonstrate
materials that reflect student-centered resources reflect that the cognitive work is the cognitive work is being done by the the cognitive work is being done by the
synthesis of knowledge and skills. not consistently being done by the student student, not by the teacher. These student, not by the teacher. Students
or that higher-order thinking is not required resources demonstrate that learning is demonstrate an ability to independently
to synthesize knowledge or skills. happening at all DOK Levels synthesize these resources and make
decisions about the resources and
information needed to apply to different
types of problems at all DOK Levels.
4. When prompted, students cannot 4. When prompted, students may be able 4. When prompted, students can 4. With or without prompting, students
articulate what content they are learning or to articulate what content they are learning, consistently articulate what content they demonstrate an understanding of the
what specific skills and strategies that the but struggle to name and demonstrate are learning, its significance to their content they are learning, its significance to
teacher has identified in order to master specific skills and strategies to master the learning, and what specific skills and their learning, the skills and strategies
the content. content. Student responses may reveal a strategies can be used to demonstrate necessary to master the content, and its
superficial grasp of content or its significant mastery of the content. Student should be interconnectedness to authentic learning
to their learning. able to verbalize the “why“ and “how” of the experiences.
lesson.
Why Proficiency in this Element Matters
● Subject Matter Knowledge extends beyond knowing a lot about something in the same way that teaching is not about “delivering” content. It suggests that both educators and
students think in a disciplined manner in a way that they can apply to a multitude of places/situations. It also suggests that going deep into content yields richer learning.
● Having deep content knowledge is not enough if you’re picking an inappropriate instructional model to meet student learning needs. Overvaluing content knowledge over
differentiating pedagogical approaches encourages low Depth-of-Knowledge (DOK) Levels and discourages persistent student learning. It may also limit students as active
agents in their own learning.
● In the long run, superficial Subject Matter Knowledge stunts teacher growth and development, making it hard for teachers to adjust to curricular and pedagogical changes
changes, to transfer professional learning/development to other contexts, and to be an effective contributor within a team and across the school.
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Reflection Questions – These questions may help to assess how effectively common obstacles to consistent/sustained proficiency in this element
are addressed.
For Educators
• Could your actions, speech, and learning objectives in class intentionally or unintentionally communicate to students that simply knowing about something is the
criteria for success for a lesson or in the classroom?
• Do you tend to favor one specific model for teaching or do you implement multiple models for teaching from your pedagogical toolbox? Can you articulate to both a
reluctant learner and an evaluator/coach how and why a specific model is most appropriate to use for a specific content or standard?
• In what ways do you ensure that your lessons or units connect from student prior knowledge to the MA Frameworks, and ultimately, to authentic and sustained
learning that can be applied to many real-world situations?
• Can you articulate how your pedagogical approach puts the responsibility of shaping subject matter content into learning in the hands of your students? Would an
outside observer reasonably interpret that the bulk of the cognitive work is being done by your students? Would your students be able to explain to an outside
observer what they’re learning and why it’s important to their education?
For Evaluators/Coaches
• What does the word “understand” mean to the students of the educator you’re supporting? Does s/he exhibit evidence of practice that supports the sustained learning
of complex knowledge and skills?
• Does the educator you’re supporting rely too heavily on instructional approaches that favor transmission of knowledge (DOK Levels 1-2), or does s/he consistently and
effectively differentiate teaching models to ensure higher DOK learning?
• How does the educator’s knowledge of the content matter translate into observable pedagogical approaches and assessable student learning as defined by the MA
Frameworks? For example, does the educator provide authentic, real world learning experiences that lead students to think and act like a scientist in a science
lesson?
• Based on the learning objectives, is the educator making appropriate pedagogical decisions to ensure that students ultimately are equipped and responsible for
meaning making rather than relying on the educator to make meaning for the students? In what ways is the educator actively shaping a learning space filled with
student talk and cognitive work, rather than teacher-led instruction. In what ways could you better promote the educator’s awareness of the learning space that s/he is
actively or unintentionally creating?
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I-A-4. Well-Structured Lessons *
Links to BPS Essential Competency 2: Design Learning Experiences for Access and Agency
& BPS Essential Competency 3: Facilitate Cognitively Demanding Tasks & Instruction

Develops lessons with inappropriate Develops lessons with only some elements of Develops well-structured lessons with Develops well-structured and highly engaging
student engagement strategies, pacing, appropriate student engagement strategies, challenging, measurable objectives and lessons with challenging, measurable
sequence, activities, materials, resources, pacing, sequence, activities, materials, appropriate student engagement strategies, objectives and appropriate student
and/or grouping for the intended outcome resources, and grouping. pacing, sequence, activities, materials, engagement strategies, pacing, sequence,
or for the students in the class. resources, technologies, and grouping. activities, materials, resources, technologies,
and grouping to attend to every student’s
needs. Is able to model this element.
1. Teacher fails to display and/or 1. Teacher provides an overview of 1. Teacher provides students with a road 1. Teacher provides students with a clear
communicate objectives to students or objectives that are either not in clear, map to the lesson by displaying, and coherent road map to the lesson by
does so in a perfunctory manner. student accessible language, not aligned communicating and frequently revisiting explicitly displaying, communicating and
to lesson content and activities, student accessible, standards-based frequently revisiting student accessible,
meaningfully revisited, may be content and language objectives and standards based content and language
disconnected from content area lesson agenda. Objectives are written in objectives and lesson agenda.
standards, or do not individually a student-friendly language that uses
challenge students at appropriate levels. academic vocabulary.
2. Teacher plans or delivers lessons that 2. Teacher plans lessons with either too 2. Teacher designs lesson by working 2. Teacher explicitly designs lessons by
lack a clear structure with reasonable much or insufficient time allocated to backwards from rigorous, standards working backwards from rigorous,
time allocation. activities, or timing and content that is based learning objectives. Learning standards based learning objectives.
not suitably differentiated; lesson activities are well-paced and logically Learning activities are well-paced and
objectives may be unclear and/or not sequenced to build toward learning logically sequenced to build toward
well aligned to learning activities. objectives. learning objectives and connect to
students’ prior knowledge, needs and
interests. Teacher demonstrates this
process for peers.
3. Teacher offers insufficient materials, or 3. Teacher inconsistently utilizes learning 3. Teacher utilizes learning activities, 3. Teacher can consistently articulate
materials are not prepared, engaging, or activities, resources, materials and resources, materials and student rationale for utilizing specific resources,
matched to lesson objectives. student groupings that provide diverse groupings that provide diverse means of materials and student groupings that are
means of representation, engagement representation, engagement and designed to provide diverse means of
and expression. Teacher provides expression that connect to and leverage representation, engagement and
materials, however materials are students prior knowledge, experiences expression and how the resources
inadequate, poorly organized and/or and linguistic and cultural backgrounds. connect to connect to and leverage
lack relevancy to the students prior students prior knowledge, experiences
knowledge, experiences and linguistic and linguistic and cultural backgrounds.
and cultural backgrounds
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4. Teacher may use student groups, 4. Teacher may use student groups, 4. Teacher strategically divides students 4. Teacher regularly and strategically
however groupings do not appear to be however groupings rarely appear to be into groups that support student learning divides students into groups that
designed to support student learning. designed to support student learning. and build on students’ strengths. maximize student-to-student interaction,
facilitate collaboration, and support
student learning.
5. Teacher provides minimal learning 5. Teacher provides only a few challenging 5. Teacher prepares challenging learning 5. Teacher routinely prepares a variety of
activities, which are not challenging or learning activities, which may not be fully activities, thought-provoking questions challenging learning activities, thought-
aligned to lesson objectives. aligned to lesson objectives. and materials that prompt every student provoking questions, and materials that
to engage in cognitively demanding prompt every student to engage in
tasks that are aligned to lesson cognitively demanding tasks that are
objectives. aligned to lesson objectives and transfer
learning across contexts.
6. Teacher does not provide assessment 6. Teacher provides assessment strategies 6. Teacher designs lessons that include 6. Teacher designs lessons that include
strategies. that are not aligned to learning objectives formal and informal lesson assessments formal and informal lesson assessments
and/or assessments fail to allow for that are well aligned to learning that are well aligned to learning
flexible means of demonstrating learning. objectives and provide students with objectives; provide students with flexible
flexible means to demonstrate learning. means to demonstrate learning; and
provide Teacher with actionable data
related to student progress toward
intended objectives. Teacher
demonstrates this process for peers.
7. Teacher fails to frame the learning 7. Teacher inconsistently frames student 7. Teacher designs lessons with 7. Teacher consistently designs lessons
process for students. learning and/or provides framing that appropriate framing that activates with appropriate framing to activate
lacks clarity and coherence. students’ prior knowledge, facilitates students’ prior knowledge, facilitate
engagement and consolidates learning. engagement and consolidate learning.
Lesson objectives are reinforced Lesson objectives are reinforced
throughout the lesson and in throughout the lesson and in
summarizer/closing activity. summarizer/closing activity. Teacher i
demonstrates this process for peers.
1. When prompted, students are unable to 1. When prompted, students may be able to 1. When prompted, students identify and 1. Students identify lesson objectives and
summarize or describe lesson objectives. partially describe lesson objectives. explain lesson objectives; students are explain their relevance to unit learning
able to explain how learning activities objectives.
connect to lesson objectives.
2. When prompted, students are unable to 2. When prompted, students may be able to 2. When prompted, students describe how 2. Students detail how to complete the
explain expectations or rationale for partially describe the purpose of lesson to complete the learning task; learning task; describe/demonstrate
lesson activities. Students demonstrate activities or how to complete the describe/demonstrate multiple pathways multiple pathways to solve problems
rigid/singular means of finding solutions learning tasks. Students may to solve problems and demonstrate and demonstrate learning; identify
and demonstrating learning. demonstrate rigid/singular means of learning; are able to explain how learning relationships to real-world knowledge or
finding solutions or demonstrating activities connect to lesson objectives; skills, and are able to explain how
learning. and/or are able to identify relationships to learning activities connect to lesson
real-world knowledge or skills. objectives.
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3. Students are off-task and display minimal 3. Students display low levels of focus, 3. Students are focused and display high 3. Students consistently are focused and
effort for most of the lesson. effort, or participation during the lesson; cognitive engagement and effort during display high cognitive engagement and
and/or engagement and effort lacks a the majority of lesson. consistent effort.
clear learning focus.
4. If placed in groups, students do not work 4. If placed in groups, students rarely work 4. If placed in groups, students work 4. If placed in groups, students work
collaboratively or equitably with peers. collaboratively or equitably with peers. collaboratively and equitably to co- collaboratively and equitably to co-
Students often overly rely on teacher construct new knowledge and reflect on construct new knowledge and reflect on
facilitation of collaborative work. learning with minimal prompting from the learning, while respectfully monitoring
teacher. each other’s focus and participation.
Students can successfully collaborate
with little to no prompting from the
teacher.

● Lesson planning that begins with clear learning outcomes followed by instructional activities that logically drive toward intended outcomes, provides students
with coherent, purposeful learning experiences. (Saphier and Gower, 1997; Wiggins and McTighe, 2006)
● Clear and well communicated lesson framing, such as communicating learning objectives and lesson agenda and providing an activator and summarizer,
helps students to organize and make meaning of new information, attach new learning to existing schema and build long term memory (Meyer, Rose &
Gordon, 2014)
● Using multiple means of representation, engagement and expression (UDL) provides students with diverse points of access and stimulates broad neural
networks. This leads to equitable access to the content and improved comprehension and retention. (Meyer, Rose & Gordon, 2014)
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are addressed.
For Educators
Lesson Objectives
● Are both content and language objectives (goals) well defined and appropriately rigorous for all students? Are lesson objectives observable and
measurable? Do objectives target higher order thinking processes (consider DOK levels and Blooms Taxonomy)? How do you know?
● Are objectives clearly aligned to content area standards? How do you know?
● Are objectives written and presented in a student friendly, accessible format? How do you know?
● Are lesson activities logically paced and sequenced to build toward these objectives? Is the connection between learning activities and lesson
objectives made explicit for students? How do you know?
Student Access
● What relevant student information informed your planning? Consider students prior knowledge, existing misconceptions and cultural funds of
knowledge. How have you tapped into these in your lesson plan?
● Do lessons include a variety of activities, materials and teaching methods? Have you provided opportunities for whole class, group/pair and individual
work? How do you know?
● What difficulties and/or misconceptions might students encounter, and is further support provided? How do you know?
● Does the lesson meet the needs all learners (including students with diverse linguistic and cultural backgrounds and students with special needs) by
including multiple pathways to convey information, engage students and foster student expression. How do you know?
● Is the lesson structured to foster student processing (both shared and independent) or is task completion the primary focus? How do you know?
Assessments
● What pre-assessment strategies were used to identify students’ existing knowledge and experiences with the content and identify misconceptions?
● Do the assessments provide for multiple pathways to gauge student progress toward intended objectives and document understanding? In other
words, do assessments answer the question, “Have my students reached the learning object? If not, why not? How do you know?
● Are checks for understanding embedded throughout the lesson and especially before transitioning from one activity to the next or releasing students
to work independently? How do you know?
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Lesson Objectives
● Has the educator developed clear objectives that target higher order thinking processes? Are objectives conveyed in a manner that is accessible to all
students? Are objectives aligned to content area standards? What specific evidence supports your claim?
● Do students understand the purpose of lessons? Can they explain how lesson activities will help them meet the goals of the lesson? Do student
questions and comments demonstrate an understanding for the purpose of the work or do they surface student confusions and misconceptions?
What specific evidence supports this claim?
● Is there clear and coherent alignment among outcome expectations (objectives), learning activities, materials, student supports and assessments?
What specific evidence supports this claim?
Student Access
● Does the educator demonstrate an understanding of what students are bringing to the learning experience (prior knowledge, misconceptions, cultural
funds of knowledge)? Has the educator developed a plan that reframes misconceptions and leverages students’ existing contexts?
● Has the educator planned the lesson to include diverse pathways for conveying information, engaging students in the learning process and expressing
learning?
● Do lesson activities ,materials, resources and groupings lead students to interact with teacher, peers and content in meaningful ways? What evidence
supports this claim?
● Is the lesson presented in a coherent manner that logically progresses towards intended objectives and limits loss of instructional time? What
evidence supports this claim?
● Are the needs of diverse learners addressed in the initial planning stages or has the educator retrofitted the curriculum for individual students? What
● Does the educator plan activities that lead students to engage in metacognition or is the emphasis on right and wrong answers/task completion. What
Assessments
● Does the educator have the necessary information about students to plan relevant learning experiences that build on existing knowledge and
experiences and taps students’ cultural funds of knowledge?
● Are lesson assessments (both formal and informal) specifically designed to provide the educator with information about students level of
understanding and progress towards the intended objectives? In other words, will the assessment plan help the educator identify which students
could benefit from reteaching and/or targeted interventions.
● Does the assessment plan provide students with flexible means to demonstrate learning and/or surface misconceptions.
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I-B-1. Variety of Assessment Methods
Administers only the assessments required May administer some informal and/or formal Designs and administers a variety of informal Uses an integrated, comprehensive system
by the school and/or measures only point-in- assessments to measure student learning but and formal methods and assessments, of informal and formal assessments,
time student achievement. rarely measures student progress toward including common interim assessments, to including common interim assessments, to
achieving state/local standards. measure each student’s learning, growth, and measure student learning, growth, and
progress toward achieving state/local progress toward achieving state/local
standards. standards. Is able to model this element.
For TEACHERS this may look like:
1. Teacher plans and administers only 1. Teacher plans and administers too few 1. Teacher plans and administers a variety 1. Teacher plans and administers an
MCAS or other single point-in-time informal and/or formal assessments, or of standards aligned informal and formal integrated, comprehensive set of
school-wide assessments. informal and/or formal assessments are assessments that include baseline, standards aligned informal and formal
not aligned to standards. formative, and summative assessments. assessments that include baseline,
formative, and summative assessments.
2. Teacher plans and administers informal 2. Teacher plans and administers informal 2. Teacher plans and administers informal 2. Teacher plans and administers informal
and/or formal assessments that do not and/or formal assessments that assess and formal assessments that assess and formal assessments that assess
assess student understanding in multiple student understanding in a few formats, student understanding in multiple student understanding in multiple
formats, or do not assess student or rarely assess student understanding at formats and varied levels of difficulty. formats, including real world application
understanding at varied levels of varied levels of difficulty. and at varied levels of difficulty.
difficulty.
3. Teacher never or rarely checks for 3. Teacher may check for student 3. Teacher frequently checks for student 3. Teacher consistently checks for student
student understanding, or checks for understanding at the end of lessons, but understanding using quick, on-the-spot understanding using quick, on-the-spot
student understanding are ineffective or rarely does so during instruction. assessments during instruction. assessments throughout instruction that
uninformative. do not disrupt lesson flow.
4. Teacher rarely offers assessment 4. Teacher may offer assessment feedback, 4. Teacher provides frequent assessment 4. Teacher provides and guides students to
feedback, or feedback is often but feedback is general and does not feedback that is specific and extends provide each other with assessment
incomplete or perfunctory. further student learning. student thinking. feedback that is specific, actionable, and
extends student thinking.
5. Teacher does not maintain accurate 5. Teacher maintains a basic record of 5. Teacher maintains records of student 5. Teacher maintains records of student
records of student formal or informal student formal assessment data, but does informal and formal assessment data informal and formal assessment data
assessment data. not track growth toward students’ learning that track growth toward students’ that track growth toward students’
goals or progress on standards. learning goals and progress on learning goals and progress on
standards. standards.
For STUDENTS this may look like:
1. Students do not conduct assessments of 1. Students rarely conduct assessments of 1. Students frequently conduct 1. Students consistently conduct
their own work or the work of peers. their own work or the work of peers, or assessments of their own work or the assessments of their own work and the
students only partially understand work of peers, and offer accurate work of peers, and provide specific and
assessment criteria. feedback. accurate feedback.
2. Students do not have a record of their 2. Students may not have a record of their 2. Students maintain records of their own 2. Students maintain up-to-date records of
growth or progress, and most students growth or progress, but if asked are able growth toward learning goals and their own growth toward learning goals
are unable to describe their to generally describe their understanding progress on standards. and progress on standards.
understanding of specific concepts. of specific concepts.
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I-B-2. Adjustments to Practice *
Links to BPS Essential Competency 4: Assess for Learning
Makes few adjustments to practice based on May organize and analyze some assessment Organizes and analyzes results from a Organizes and analyzes results from a
formal and informal assessments. results but only occasionally adjusts practice variety of assessments to determine progress comprehensive system of assessments to
or modifies future instruction based on the toward intended outcomes and uses these determine progress toward intended outcomes
findings. findings to adjust practice and identify and/or and frequently uses these findings to adjust
implement appropriate differentiated practice and identify and/or implement
interventions and enhancements for students. appropriate differentiated interventions and
enhancements for individuals and groups of
students and appropriate modifications of
lessons and units. Is able to model this
element.
1. Teacher does not gather student learning 1. Teacher may gather student learning 1. Teacher gathers student learning data 1. Teacher gathers student learning data
data using tools that capture assessment data using tools that capture assessment using tools that capture assessment using tools that capture assessment results in
results in an organized way, or does so results, but data is not gathered in an results in an organized way. a comprehensive system that is shared with
rarely. organized way. peers.
2. Teacher does not analyze student 2. Teacher may analyze student progress 2. Teacher analyzes student progress 2. Teacher analyzes student progress toward
progress toward intended objectives. toward intended objectives, but does so toward intended objectives frequently intended objectives frequently during on the
infrequently or in a way that does not lead during on the spot assessments as well as spot assessments as well as by using pre,
to improved student learning outcomes. by using pre, mid and post assessments, mid and post assessments, leading to
leading to improved student learning improved student learning outcomes.
outcomes. Teacher models this for peers.
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3. Teacher does not revise lesson and unit 3. Teacher may analyze data, but rarely 3. Based on analysis of data, teacher 3. Based on analysis of data, teacher often
approaches to instruction and assessment. revises lesson and unit approaches to regularly revises lesson and unit revises lesson and unit instruction and
Actionable feedback is rare. instruction and assessment. Feedback may instruction and assessment to ensure that assessment to ensure that actionable
not be actionable and demonstrable actionable feedback leads to demonstrable feedback leads to demonstrable progress in
progress in student learning is inconsistent. progress in student learning.own cultural student learning.
and linguistic backgrounds.
4. Teacher does not re-teach content, or 4. Teacher may re-teach content, but does 4. Teacher regularly re-teaches content 4. Teacher regularly re-teaches content
modify instructional strategies and not modify instructional strategies and through modified instructional strategies through modified instructional strategies
interventions resulting in improved student interventions to lead to improved student and/or provides research based and/or using tiered levels of intervention and/or
learning outcomes. learning outcomes. evidence based student interventions provides research based and/or evidence
resulting in improved student learning based student interventions resulting in
outcomes. marked improvement in student learning
outcomes.
5. Teacher rarely increases student access 5. Based on analysis of data, and 5. Based on analysis of data, and 5. Based on analysis of data, and according
to learning or provides flexible and according to students’ readiness, interests according to students’ readiness, interests to students’ readiness, interests and learning
personalized means to demonstrate mastery and learning profile, teacher may provide and learning profile, teacher increases profile, teacher provides access to learning
of content and skills. some access to learning through flexible student access to learning through use of through the use of flexible and personalized
means for students to demonstrate some flexible and personalized means for means for students to demonstrate mastery
mastery of content and skills. However, students to demonstrate mastery of and agency in learning content and skills.
these supports are rare personalized and content and skills.
lead to inconsistent progress in student
learning.
1. Students often do not understand their 1. Students demonstrate limited 1. Students understand their own progress 1. Students can easily articulate their own
own progress as access to assessment data understanding of their own progress as toward mastery of standards through progress toward mastery of standards
is rare or not meaningful in nature. access to assessment data is not timely or regular and ongoing access to assessment through regular and ongoing access to
meaningful in nature. data and timely teacher feedback. Student assessment data and timely teacher
uses this information to increase his/her feedback. Student regularly uses this
agency in their own learning. information to increase his/her agency in
his/her own learning.
2. Students lack opportunities for enhanced 2. Students have rare opportunities for 2. Based on analysis of assessment 2. Students exhibit agency, by
learning based on analysis of assessment enhanced learning based on analysis of results, students have access to enhanced monitoring/discussing their progress towards
results that challenges them beyond current assessment results that challenges them learning opportunities that challenges them their learning goals through consultation with
level of achievement and based on student’s beyond current level of achievement and beyond current level of achievement and teacher while engaging in opportunities for
interest and curiosity. based on student’s interest and curiosity. are based on students’ interest, curiosity, enhanced learning based on analysis of
and learning needs. assessment results.
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3. Students do not demonstrate resilience 3. Some students demonstrate resilience 3. Students demonstrate resilience by 3. Students demonstrate resilience by
during learning, Students do not gain agency by occasionally adjusting their own regularly adjusting their own approaches to frequently adjusting their own approaches
in their learning. approaches to learning, through teacher learning, through regular teacher and peer to learning, through frequent teacher and
and peer feedback, Agency is rarely gained feedback, thus gaining greater agency in peer feedback, thus gaining greater agency
in their learning. their learning. and becoming leaders in their own learning.
4. Students do not engage in personalized 4. Students infrequently engage in 4. Students regularly engage in 4. Students frequently engage in
learning experiences that are targeted to their personalized learning experiences that are personalized learning experiences that are personalized learning experiences that are
needs, and levels of support are not targeted to their needs, Levels of support targeted to their needs, with appropriate targeted to their needs, with appropriate
appropriately provided by teacher. are not typically appropriately provided by levels of support provided or withdrawn by levels of support provided or withdrawn by
teacher. teacher. teacher.
● Groups and individual students learn best when instruction and pre, mid and post assessment is personalized based on an analysis of student progress
during lessons and units.
● After analysis of student progress, teaching approaches must be revised, added to, rejected, and improved upon to maximize student learning during lessons
and units as well as for the purposes of future planning. Enhanced learning opportunities and flexible means of access to learning are created and provide a
personalized learning experience for students.
● To effectively measure student learning, teachers must implement meaningful, cognitively demanding and grade-level appropriate formative and summative
assessments.
● Assessments must effectively measure student learning growth and progress toward intended outcomes.
● Students gain resiliency through the adjustment of practice and frequent teacher feedback culled from analysis of student progress.
14
are addressed.
For Educators
Assessments
What kind of assessment tool should I use? What technique or techniques will be used to ascertain students' current status?
What number of assessment items will be sufficient to accurately measure student mastery of each subskill or body of knowledge being assessed?
How do you know that you have collected high quality data to make instructional decisions and students' placement in tiered interventions?
How do you know which assessments to use in order to adjust our instructional practices? Have students provided insight into their own progress through
communication with you and have you shared with students the ways in which you have adjusted practice to improve learning?
Organizing/Analyzing student results
● How often—and at which points during the instructional plan—will assessment evidence be collected?
● What tool will I use to collect and analyze student growth data?
● Is this tool effective?
Adjustments to Practice
● What performance level will signal the need for an instructional adjustment?
● If students' performance level indicates instructional adjustment is necessary, what adjustment will be at the ready?
● Are students being provided with multiple means of access to content and skills based on an analysis of their interests and learning profile?
● Was my explanation of the key content clear?
● Do students understand what they're supposed to be working toward?
● Does my learning progression have shortcomings?
● Have students received adequate modeling?
● Have students had sufficient time on task?
15
Assessments
● Has the educator used an array of formative and summative assessment techniques to make a range of decisions from instantaneous to conclusive
regarding whether to adjust instruction? Some examples could include but are not limited to:
○ Asks meaningful questions that increases students thinking instead of simple yes/no questions, probing question, or overreliance on recall
questions.
○ examines completed graphic organizers, ticket to leave assignments
○ problems of the day quiz, etc. to determine students' understanding and progress towards proficiency in standard and next steps for instruction.
● Have these decisions been sound and ultimately resulted in improved student learning outcomes?
Organizing/Analyzing student results
● Upon review of the educator’s system of data collection, how comprehensive and effective do you believe the system to be? Why?
Adjustments to Practice
● Have students demonstrated resilience through appropriate teacher supports (ie, gradual release)
● How effectively and often has the educator used any of the following adjustments to practice?:
Re-explain, using
… different metaphors or examples.
… a different mode of instruction (e.g., visual/aural).
Clarify the intended outcome of instruction by
… talking about the nature of the target curricular aim.
… focusing evaluative criteria that will be used to judge the quality of their performance.
Review prior learning progression choices by
… determining if any earlier key building blocks have been omitted.
… deciding if adjustment-trigger levels for previous building blocks were too low.
Provide additional modeling by
… distributing and using a detailed rubric or performance model.
… conducting a demonstration.
… assigning heterogeneous pairwork in which a struggling student works with a buddy who has mastered the content.
16
Provide additional guided or independent practice by
… setting small-group practice activities.
… assigning new homework problems.
17
I-C-1. Analysis and Conclusions
Does not draw conclusions from student data Draws conclusions from a limited analysis of Individually and with colleagues, draws Individually and with colleagues, draws
beyond completing minimal requirements such student data to inform student grading and appropriate conclusions from a thorough analysis appropriate, actionable conclusions from a
as grading for report cards. promotion decisions. of a wide range of assessment data to improve thorough analysis of a wide range of assessment
student learning. data that improves short- and long-term
instructional decisions. Is able to model this
element.
1. Teacher uses only infrequent, required 1. Teacher uses limited assessment data to 1. Teacher accurately determines students’ 1. Teacher accurately determines students’
school-wide assessments to track students’ determine students’ knowledge and skills. knowledge and skills using multiple methods of knowledge and skills using multiple methods of
knowledge and skills. assessment both during lessons and throughout assessment consistently during lessons and
units. throughout units.
2. Teacher uses only required school-wide 2. Teacher uses a limited record of students’ 2. Teacher maintains a record of students’ 2. Teacher maintains a record of students’
assessments to determine student grading and progress on learning goals and relevant progress on learning goals and relevant progress on learning goals and relevant
promotion decisions. standards to determine student grading and standards measured on a wide variety of standards measured on a wide variety of
promotion decisions. assessments and uses this data to inform assessments and uses this data to inform
student grading and promotion decisions. parental contact, student grading, discussions
with colleagues, and promotion decisions.
3. Teacher rarely conducts analyses of student 3. Teacher, individually and with colleagues, 3. Teacher, individually and with colleagues,
errors, or only conducts analyses of student conducts analyses of student errors from a wide frequently conducts analyses of student errors
errors on unit tests or required school-wide range of assessment data to identify student from a wide range of assessment data to identify
assessments. strengths, confusions, misconceptions, and student strengths, confusions, misconceptions,
knowledge or skill gaps. and knowledge or skill gaps.
4. Teacher rarely uses analyses of student 4. Teacher, individually and with colleagues, 4. Teacher, individually and with colleagues,
errors to inform instruction. uses analyses of student errors to reflect on consistently uses analyses of student errors to
instruction and make adjustments to practice reflect on instruction and make adjustments to
during lessons and to plan and/or re-design practice during lessons and to plan and/or re-
future lessons. design future lessons.
5. Teacher rarely uses analyses of student 5. Teacher, individually and with colleagues, 5. Teacher, individually and with colleagues,
errors to provide interventions or enrichments to uses analyses of student errors to identify and/or consistently uses analyses of student errors to
students. implement appropriate differentiated identify and/or implement appropriate
interventions and enrichments for students. differentiated interventions and enrichments for
students.
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For STUDENTS this may look like
Students do not conduct analyses of their own Students rarely conduct analyses of their own Students frequently conduct analyses of their Students consistently conduct analyses of
work or the work of peers work or the work of peers. own work or the work of peers to reflect on their own work and the work of peers, and
strengths, confusions, misconceptions, and provide specific and accurate feedback on
knowledge or skill gaps. strengths, confusions, misconceptions, and
knowledge or skill gaps.
19
I-C-2. Sharing Conclusions With Colleagues
Rarely shares with colleagues conclusions Only occasionally shares with colleagues Regularly shares with appropriate Establishes and implements a schedule
about student progress and/or rarely conclusions about student progress and/or colleagues (e.g., general education, and plan for regularly sharing with all
seeks feedback. only occasionally seeks feedback from special education, and English learner appropriate colleagues, conclusions and
them about practices that will support staff) conclusions about student progress insights about student progress. Seeks
improved student learning. and seeks feedback from them about and applies feedback from them about
instructional or assessment practices that practices that will support improved
will support improved student learning. student learning. Is able to model this
element.
1. Teacher rarely shares conclusions 1. Teacher occasionally shares accurate 1. Teacher regularly shares accurate 1. Teacher establishes and implements a
about student progress with conclusions about student progress on conclusions about student progress on schedule and plan to share accurate
colleagues. standards and/or learning goals with standards and learning goals with conclusions about student progress on
colleagues. grade level, subject area, and learning standards and learning goals with grade
specialist colleagues. level, subject area, and learning
specialist colleagues.
2. Teacher rarely seeks feedback on 2. Teacher occasionally seeks feedback on 2. Teacher actively seeks feedback on 2. Teacher establishes and implements a
instruction and student assessment instruction and student assessment data instruction and a wide range of student schedule and plan to seek feedback on
data from colleagues. from colleagues. assessment data from grade level, instruction and a wide range of student
subject area, and learning specialist assessment data from grade level,
colleagues. subject area, and learning specialist
colleagues.
3. Teacher rarely seeks out information 3. Teacher regularly seeks out information 3. Teacher establishes and implements a
about student progress on standards or on student progress on standards and schedule and plan to seek out
learning goals in other learning contexts. learning goals in other learning information on student progress on
contexts. standards and learning goals in other
learning contexts.
4. Teacher rarely collaborates with 4. Teacher regularly collaborates with 4. Teacher regularly collaborates with
colleagues to adjust curriculum, planning, grade level, subject area, and learning grade level, subject area, and learning
or assessment based on conclusions specialist colleagues to develop specialist colleagues, to implement
about student progress. targeted remediation and targeted remediation and enhancements
enhancements for students based on that are aligned across multiple learning
conclusions about student progress. contexts.
5. Teacher sometimes applies of the 5. Teacher regularly applies feedback from
feedback from grade level, subject grade level, subject area, and learning
area, and learning specialist colleagues specialist colleagues to make
to make appropriate adjustments to appropriate adjustments to instructional
instructional and assessment practices. and assessment practices.
20
I-C-3. Sharing Conclusions With Students
Provides little or no feedback on student Provides some feedback about Based on assessment results, provides Establishes early, constructive feedback
performance except through grades or performance beyond grades but rarely descriptive feedback and engages loops with students and families that
report of task completion, or provides shares strategies for students to improve students and families in constructive create a dialogue about performance,
inappropriate feedback that does not their performance toward objectives. conversation that focuses on how progress, and improvement. Is able to
support students to improve their students can improve their performance. model this element.
performance.
1. Teacher rarely shares conclusions 1. Teacher occasionally shares accurate 1. Teacher regularly shares accurate and 1. Teacher establishes and implements a
about student progress on standards conclusions about student progress on descriptive conclusions about student system to share accurate and
and learning goals with students or standards and learning goals with progress on standards and learning descriptive conclusions about student
families. students and families. goals with students and families. progress on standards and learning
goals with students and families.
2. Teacher rarely communicates with 2. Teacher rarely communicates with 2. Teacher regularly communicates with 2. Teacher establishes and implements a
students and families to develop action students and families to develop students and families to develop system with students and families to
plans for intervention or individualized in-school action plans for individualized in-school action plans for develop individualized in-school action
enhancements. intervention or enhancements. intervention and enhancements based plans for intervention and enhancements
on conclusions about student progress based on conclusions about student
on standards and learning goals. progress on standards and learning
goals.
3. Teacher rarely communicates with 3. Teacher regularly collaborates with 3. Teacher establishes and implements a
students and families to develop students and families to develop system with students and families to
individualized out-of-school action plans individualized out-of-school action plans develop individualized out-of-school
for intervention or enhancements. for intervention and enhancements action plans for intervention and
based on conclusions about student enhancements based on conclusions
progress on standards and learning about student progress on standards
goals. and learning goals.
4. Teacher sometimes collaborates with 4. Teacher frequently collaborates with
grade level, subject area, and learning grade level, subject area, and learning
specialist colleagues to coordinate specialist colleagues to coordinate
communications with students and communications with students and
families. families.
For STUDENTS and FAMILIES this may look like:
1. Report cards are the only records 1. Students and families have some 1. Students and families have an up-to- 1. Students and families have an
of student progress that students information about student progress on date record of student progress on comprehensive record of student
and families have. some standards or learning goals beyond standards and learning goals. progress on standards and learning
report cards. goals.
2. Students and families do not have 2. Students and families do not have an in- 2. Students and families have in-school 2. Students and families have detailed in-
an in-school plan to support school plan to support student and out-of-school plans to support school and out-of-school plans to support
student performance through performance through intervention or student performance through student performance through intervention
intervention or enhancement. enhancement. intervention and enhancement. and enhancement.
21
II-A-1. Quality of Effort and Work
Establishes no or low expectations around May state high expectations for quality and Consistently defines high expectations for the Consistently defines high expectations for
quality of work and effort and/or offers few effort, but provides few exemplars and rubrics, quality of student work and the perseverance quality work and effort and effectively
supports for students to produce quality limited guided practice, and/or few other and effort required to produce it; often supports students to set high expectations for
work or effort. supports to help students know what is provides exemplars, rubrics, and guided each other to persevere and produce high-
expected of them; may establish practice. quality work. Is able to model this element.
inappropriately low expectations for quality and
effort.
1. Teacher does not refer to criteria for 1. Teacher may communicate characteristics 1. Teacher defines criteria for high-quality 1. Teacher defines criteria for high-quality
exemplary work, or stated criteria is of high-quality work, however, teacher work by using examples, rubrics, and work by crafting detailed, comprehensive
not rigorous. does not refer to criteria when modeling models high quality work with guided exemplars and rubrics with students,
tasks or rarely reminds students of the practice. and models quality work with guided
criteria for high quality work. practice.
2. Teacher does not explain or model 2. Teacher rarely explains or models 2. Teacher explains or models 2. Teacher regularly explains and models
expectations for quality effort, or expectations for quality effort, such as expectations for quality effort, such as expectations for quality effort, such as
expectations are low. students’ participation, time management, students’ participation, time students’ participation, time
attention, and integration of feedback into management, attention, and integration management, attention, and integration
work. of feedback into work. of feedback into work.
3. Teacher does not provide students 3. Teacher may evaluate student work and 3. Teacher evaluates student work and 3. Teacher routinely evaluates student work
with strategies to persevere in effort, but does so inconsistently or does effort against specified criteria and and effort against specified criteria and
completing challenging tasks. not hold uniformly high expectations for all expectations, and often provides expectations, and provides students and
students. students and parents with feedback. parents with feedback.
4. Teacher communicates low 4. Teacher provides few resources or 4. Teacher explains to students how and 4. Teacher consistently explains to students
expectations for student ability to strategies that supports students to when to utilize resources and strategies how and when to utilize resources and
complete challenging tasks. persevere in completing challenging tasks. to persevere in completing challenging strategies to persevere in completing
tasks and holds students accountable challenging tasks, and students hold
for doing so. each other accountable for doing so.
1. When prompted, students are unable 1. When prompted, students may be able to 1. When prompted, students articulate the 1. Students contribute to defining criteria for
to articulate criteria for exemplary work articulate certain criteria for exemplary criteria for exemplary work and effort. exemplary work and effort.
and effort. work or effort.
2. Students do not conduct self or peer 2. Students rarely conduct self or peer 2. Students use criteria for exemplary work 2. Students routinely use criteria for
assessments of work or effort. assessments of work or effort, or and effort to conduct self and/or peer exemplary work and effort to conduct
assessments are not linked to exemplary assessments. rigorous self and peer assessments.
criteria.
3. Students do not use additional 3. Students rarely use additional resources 3. Students use additional resources or 3. Students use and create additional
resources or strategies for support or strategies for support when faced with strategies for support when faced with a resources and strategies for support
when faced with a challenging task, or a challenging task, or use resources and challenging task when faced with a challenging task.
when asked, are unable to identify strategies that are not relevant to
learning resources or strategies. instructional goals.
22
II-A-2 Student Engagement *
Links to BPS Essential Competency Essential Competency 2: Design Learning Experiences for Access and Agency and 3: Facilitate Cognitively-
Demanding Tasks and Instruction
Uses instructional practices that leave Uses instructional practices that Consistently uses instructional Consistently uses instructional
most students uninvolved and/or motivate and engage some students practices that are likely to motivate practices that typically motivate and
passive participants. but leave others uninvolved and/or and engage most students during the engage most students both during
passive participants. lesson. the lesson and during independent
work and homework. Is able to
model this element.
1. Teacher uses instructional practices 1. Teacher uses instructional 1. Teacher consistently uses 1. Teacher consistently uses
and materials that are either too practices and materials that are instructional practices and materials instructional practices and materials
challenging for students or are not either too challenging for that are developmentally sound and that are developmentally sound and
challenging enough. Teacher fails to students or are not challenging cognitively demanding while cognitively demanding while
promote the development of student enough. Teacher may not promoting the development of promoting the development of
intrinsic motivation and offers only promote the development of student intrinsic motivation and offers student intrinsic motivation without
extrinsic motivation or neither. student intrinsic motivation and extrinsic motivation. over-reliance on extrinsic motivation.
offers extrinsic motivation on a
regular basis.
23
2. Rather than facilitating learning 2. Teacher may facilitate some learning 2. Teacher facilitates learning 2. Teacher facilitates learning
experiences, teacher does most of the experiences so that the student, rather than experiences so that the student, rather than experiences so that the student, rather than
cognitive work of assigned tasks for the teacher does some of the cognitive work of the teacher does the majority of the cognitive the teacher does the vast majority of the
students. Student participation is not the task. Student participation is not work of the task. Student participation is cognitive work of the task. Student
equitable in the classroom. consistently equitable in the classroom. equitable and typically intentional in the participation is equitable and always
classroom. intentional in the classroom. Teacher models
this for instructional peers.
3. Teacher fails to support student 3. Teacher inconsistently supports student 3. Teacher supports student perseverance, 3. Teacher frequently supports student
perseverance, and opportunities are often perseverance, rarely posing questions that posing questions that elicits and extends perseverance, posing questions that elicits
missed to pose questions that elicit or elicit or extends student thinking and promote student thinking and promotes student efforts and extends student thinking and promote
extend student thinking and promote student student efforts to make sense of the tasks. to make sense of the tasks. student efforts to make sense of the tasks.
efforts to make sense of the tasks. Teacher supports students individually and
collaboratively in taking initiative to develop
further questions and make connections
between prior knowledge and potential new
learnings.
4. Teacher does not consider students’ 4. Teacher rarely considers students’ 4. Teacher often considers students’ 4. Teacher consistently considers students’
linguistic/cultural experiences, prior linguistic/cultural experiences, prior linguistic/cultural experiences, prior linguistic/cultural experiences, prior
knowledge, interests, or various modes of knowledge, interests, or various modes of knowledge, interests, or various modes of knowledge, interests, and various modes of
access to co-construct new knowledge and access to co-construct new knowledge and access to co-construct new knowledge and access to co-construct new knowledge and
support students in reflecting on new support students in reflecting on new learning support students in reflecting on new learning support students in reflecting on new learning
learning when designing learning when designing learning experiences. when designing learning experiences. when designing learning experiences.
experiences. Teacher models this for instructional peers.
5. Teacher does not design nor facilitate 5. Teacher rarely designs and facilitates 5. Teacher often designs and facilitates 5. Teacher consistently designs and
learning experiences that require students learning experiences that require students to learning experiences that require students to facilitates learning experiences that require
to actively engage in the learning process actively engage in the learning process actively engage in the learning process students to actively engage in the learning
through listening, speaking, reading and through listening, speaking, reading and through listening, speaking, reading and process through listening, speaking, reading
writing (the Four Domains of Language) in writing (the Four Domains of Language) in the writing (the Four Domains of Language) in and writing (the Four Domains of Language)
the content area, both independently and content area, both independently and the content area, both independently and in the content area, both independently and
collaboratively. collaboratively. collaboratively. collaboratively. Teacher models this for
instructional peers.
24
1. Students are off-task, lack focus or fail to 1. Only some students are on task, focused 1. Most students are on task, focused and 1. All students are on task, focused and
display high levels of effort for most of the and display high levels of effort for most of the display high levels of effort for most of the display high levels of effort for the vast
lesson. lesson. lesson. High levels of effort may look like, but majority of the lesson. High levels of effort
are not limited to: active listening, note-taking, may look like, but are not limited to: active
academic discourse, kinesthetic learning, listening, note-taking, academic discourse,
role-play, designing learning tasks and other kinesthetic learning, role-play, designing
21st century skills, or modeling for peers. learning tasks and other 21st century skills, or
modeling for peers.
2. Students do not ask questions or make 2. Students rarely ask questions or make 2. Students often ask questions and make 2. Students consistently ask questions and
comments that reveal deep engagement with comments that reveal deep engagement with comments that reveal deep engagement with make comments that reveal deep
the objectives. Students do not do the the objectives. Students do not do the majority the objectives. Students are doing the engagement with the objectives. Students are
cognitive work of the task individually, in of the cognitive work of the task individually, in majority of the cognitive work of the task doing the vast majority of the cognitive work
groupings or in whole class discussions by groupings or in whole class discussions. individually, in groupings, and in whole class of the task individually, in groupings, and in
engaging in listening, speaking, reading and Students rarely engage in listening, speaking, discussions through listening, speaking, whole class discussions through listening,
writing (the Four Domains of Language) in the reading and writing (the Four Domains of reading and writing (the Four Domains of speaking, reading and writing (the Four
content area. Language) in the content area. Language) in the content area. Domains of Language) in the content area.
3. Students do not take the initiative to follow 3. Students rarely take the initiative to follow 3. Students take the initiative to follow their 3. Students frequently take the initiative to
their own curiosity, take academic risks, or their own curiosity, take academic risks, or own curiosity, take academic risks, or take follow their own curiosity, take academic
take alternative paths to understanding take alternative paths to understanding alternative paths to understanding content. risks, or take alternative paths to
content. Students do not have choice within content. Students do not typically have choice Students have choice within the framework of understanding content. Students often have
the framework of learning and occasional within the framework of learning and learning and regular opportunities to use their choice within the framework of learning and
opportunities to use their creativity to further occasional opportunities to use their creativity creativity to further explore within the frequent opportunities to use their creativity to
explore within a discipline. to further explore within a discipline. discipline. further explore within the discipline as well as
connect learning to other disciplines. Students
extend learning into outside of the classroom
contexts.
4. Students do not utilize their 4. Students rarely utilize their 4. Students utilize their linguistic/cultural 4.Students demonstrate leadership in the
linguistic/cultural experiences, prior linguistic/cultural experiences, prior experiences, prior knowledge, and interests, classroom and occasionally teach their peers
knowledge, and interests, to co-construct new knowledge, and interests, to co-construct new to co-construct new knowledge and reflect on by relying on linguistic/cultural experiences,
knowledge and reflect on new learning. knowledge and reflect on new learning. new learning. prior knowledge, and interests, to co-construct
new knowledge and reflect on new learning.
.
25
● Learning is much more likely to “stick” when students are active participants in a process of discovery, facilitated by the teacher, and are expected to do
the cognitive work of the assigned tasks. High cognitive engagement fosters deep level processing which stimulates and builds strong schematic
networks.
● Students who are curious and passionate about content, skills and tasks demonstrate higher levels of achievement. Students who engage in culturally
and linguistically sustainable learning feel recognized for who they are and are able to access content easily.
● Higher levels of student engagement leads to a strong sense of community and value for the learning process. Students who are highly engaged in
meaningful learning activities demonstrate positive, respectful and responsible behavior in the classroom.
are addressed.
For Educators
How often do planned tasks allow for students (as individuals, in partnerships or as a whole class) to uncover learning, and how often is the
learning presented to them? Does my class feature the “right” mix of these two? How often are students “stretched” to engage in the majority of
the cognitive work, and thinking that might even make them uncomfortable or require risk-taking (in a healthy way)?
Have I allowed students opportunities to explore content, skills, and tasks that are chosen by them (as individuals, in partnerships, or as a whole
class), based on their curiosity and interest? Does my class feature the “right” mix of this? Have I helped my students to develop a sense of
purpose for the work and how it connects to real-life problem solving?
Can I identify moments when I suspect that students demonstrated positive, respectful and responsible behavior primarily because the learning
activities were so engaging? Were there moments when the opposite may have been the case? How can engaging activities more often help to
bolster positive, respectful and responsible behavior in my classroom?
Do students ask questions and make comments that reveal deep engagement with the objectives? How often did they do this during the most
recent class? What can I do to increase this number for the next class?
26
Does the teacher utilize the right mix of intrinsic and extrinsic motivational strategies? Has the teacher used intentional approaches to equitable
classroom participation?
How often and how effectively does the teacher consider students’ linguistic/cultural experiences, prior knowledge, interests, or various modes of
access when designing learning experiences?
During an observation, have I tried counting how often the teacher required students to utilize listening, speaking, reading and writing (the Four
Domains of Language) in the content area, both independently and collaboratively?
27
II-A-3. Meeting Diverse Needs
Uses limited and/or inappropriate practices to May use some appropriate practices to Uses appropriate practices, including tiered Uses a varied repertoire of practices to
accommodate differences. accommodate differences, but fails to instruction and scaffolds, to accommodate create structured opportunities for each
address an adequate range of differences. differences in learning styles, needs, student to meet or exceed state
interests, and levels of readiness, including standards/local curriculum and behavioral
those of students with disabilities and English expectations. Is able to model this element.
learners.
1. Teacher does not maintain records of 1. Teacher may maintain basic records of 1. Teacher maintains records of student 1. Teacher maintains up-to-date records
student IEPs and English language student IEPs and English language IEPs, English language proficiency, of student IEPs, English language
proficiency, student learning styles, proficiency, but has little information on learning styles, interests, and needs. proficiency, learning styles, interests,
interests, and needs. student learning styles, interests, and and needs.
needs.
2. Teacher rarely plans or delivers lessons 2. Teacher inconsistently plans or delivers 2. Teacher frequently uses students’ 2. Teacher consistently uses students’
or assessments designed to reach lessons or assessments designed to learning styles, interests, and needs to learning styles, interests, and needs to
students with diverse learning styles, reach students with diverse, learning plan lessons and homework tasks, plan diverse, standards-aligned lessons
and needs. styles, and needs. design assessments, group students, and homework tasks, design varied
and differentiate the timing and content types of standards-aligned
of assigned tasks. assessments, group students, and
differentiate the timing and content of
assigned tasks.
3. Teacher does not identify clear 3. Teacher may state behavioral 3. Teacher frequently supports students in 3. Teacher consistently supports students
behavioral expectations. expectations, but expectations are either meeting developmentally appropriate in meeting rigorous and
not well defined, developmentally academic and behavioral expectations. developmentally appropriate behavioral
inappropriate, or students are not expectations.
supported in meeting them.
4. Teacher does not follow previously 4. Teacher provides classroom resources 4. Teacher ensures that all students can 4. Teacher ensures that all students can
established classroom routines or that are not fully accessible to all access all classroom resources. access all classroom resources.
procedures. students.
1. Most students are off-task, unfocused 1. Some students are on-task, focused or 1. Most students are on-task, focused and 1. Nearly all students are on-task, focused
and displaying minimal effort for most of displaying high levels of effort for parts of displaying high levels of effort for most and displaying high levels of effort for
the lesson. the lesson. of the lesson. nearly the entire lesson.
2. When prompted, students are unable to 2. When prompted, some students articulate 2. When prompted, most students 2. When prompted, students accurately
articulate more than one method to multiple methods to demonstrate articulate multiple methods to articulate multiple methods to
demonstrate knowledge or access knowledge and access information.. demonstrate knowledge and access demonstrate knowledge and access
information. information. information.
3. Students generally receive all necessary 3. Students inconsistently receive all 3. Students generally receive all necessary 3. Students consistently receive all
in-class supports or modifications as necessary in-class supports or in-class supports or modifications as necessary in-class supports or
outlined in IEPs or ELL guidelines. modifications as outlined in IEPs or ELL outlined in IEPs or ELL guidelines. modifications as outlined in IEPs or ELL
guidelines. guidelines.
28
II-B-1. Safe Learning Environment
Maintains a physical environment that is May create and maintain a safe physical Uses rituals, routines, and appropriate responses Uses rituals, routines, and proactive
unsafe or does not support student environment but inconsistently maintains that create and maintain a safe physical and responses that create and maintain a safe
learning. Uses inappropriate or ineffective rituals, routines, and responses needed to intellectual environment where students take physical and intellectual environment where
rituals, routines, and/or responses to prevent and/or stop behaviors that interfere academic risks and most behaviors that interfere students take academic risks and play an
reinforce positive behavior or respond to with all students’ learning. with learning are prevented. active role—individually and collectively—in
behaviors that interfere with students’ preventing behaviors that interfere with
learning. learning. Is able to model this element.
1. Teacher allows the classroom to be 1. Teacher physically arranges the 1. Teacher physically arranges the classroom to 1. Teacher physically arranges the
cluttered, uncomfortable, or classroom so that clutter is minimized, support the instructional goals and learning classroom in complete alignment with
dangerous, students have limited pathways are clear, and most students activities, and all students have unobstructed the learning activities such that all
access to learning activities. have unobstructed access to learning access to learning materials. students have unobstructed access to
materials. learning materials.
2. Teacher does not use clear 2. Teacher uses established procedures 2. Teacher uses established effective and 2. Teacher uses established routines that
procedures for getting students’ for getting students’ attention, smooth procedures for getting students’ gradually transfer responsibility for
attention, managing transitions, or managing transitions, or the distribution attention, managing transitions, and smooth transitions and procedures to
the distribution and collection of and collection of materials, but they do distributing/collecting materials. students.
materials. not function smoothly.
3. Teacher addresses students in a 3. Teacher attempts to promote respectful 3. Teacher ensures that interactions with and 3. Teacher ensures that interactions with
disrespectful or unfriendly manner interactions between teacher and among students are uniformly respectful. and among students are kind,
and fails to address disrespectful students, and among students, but with supportive, and respectful
interactions between students. occasional disrespect or insensitivity.
4. Teacher does not monitor student 4. Teacher sometimes attempts to 4. Teacher frequently monitors behavior in 4. Teacher monitors behavior quietly and
behavior, enforce standards of maintain order in the classroom, but accordance with established standards of subtly, reinforcing positive academic
conduct, or respond effectively to often responds inconsistently to similar conduct, reinforcing positive behavior and effort and responding quickly to any
disruptions. student misbehaviors, at times responding consistently and effectively to inappropriate behavior.
appearing harsh, other times lenient. inappropriate behavior.
5. Teacher creates an intellectual 5. Teacher creates an intellectual 5. Teacher creates an intellectual environment 5. Teacher creates an intellectual
environment where only a few environment where only some students where students take academic risks by environment where students take
students are encouraged to attempt are encouraged to attempt challenging attempting challenging tasks. academic risks by attempting
challenging tasks. tasks. challenging tasks.

1. If asked, students are unable to 1. If asked, students are unable to fully 1. Students generally follow procedures with 1. Students consistently follow all
describe classroom procedures, and describe classroom procedures, or minimal prompting from the teacher. classroom routines and procedures
instructional time is lost because students inconsistently follow without prompting from the teacher.
students do not follow procedures. procedures.
2. Students are often disruptive or 2. Students are occasionally disruptive or 2. Students are rarely disruptive and use a 2. Students consistently behave
disrespectful to the teacher and/or disrespectful to the teacher and/or respectful tone to address peers and the appropriately and use a respectful tone
each other. each other. teacher. to address peers and the teacher.
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3. Students participate only if called on, 3. The majority of students participate willingly; 3. Nearly all students participate frequently;
and are often hesitant to offer their however, some students appear to be somewhat there is no indication that students limit
ideas in front of classmates. hesitant to offer their ideas in front of classmates. participation due to fears of being mocked
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II-B-2. Collaborative Learning Environment
Makes little effort to teach interpersonal, Teaches some interpersonal, group, and Develops students’ interpersonal, group, and Teaches and reinforces interpersonal, group,
group, and communication skills or facilitate communication skills and provides some communication skills and provides and communication skills so that students
student work in groups, or such attempts are opportunities for students to work in groups. opportunities for students to learn in groups seek out their peers as resources. Is able to
ineffective. with diverse peers. model this practice.
1. Teacher does not refer to any 1. Teacher may refer to interpersonal 1. Teacher explicitly names and models 1. Teacher explicitly names and models
interpersonal skills that students need to skills that students need to work interpersonal skills that students need to interpersonal skills that students need to
work effectively in groups. effectively in groups, but does not work effectively in groups, models these work effectively in groups, models these
model or revisit these skills. skills, and provides opportunities for skills, and provides ongoing opportunities
students to practice the skills. for students to practice and develop the
skills.
2. Teacher rarely allows students to work 2. Teacher allows students to work 2. Teacher engages students in 2. Teacher engages students in
together on class activities, and few together on class activities, but few cooperative, collaborative learning cooperative learning activities in which
activities are designed to be activities are designed to be activities in which they must rely on they must rely on each other to be
collaborative. cooperative or collaborative. each other to be successful. successful, as well as community
building activities that allow students to
develop relationships with their peers.
3. Teacher always allows students to 3. Teacher usually allows students to 3. Teacher uses a variety of grouping 3. Teacher consistently uses a variety of
choose their groups, or always assigns choose their groups, or usually assigns strategies that support student learning, grouping strategies that maximize
students to the same group, regardless students to the same group, regardless such as allowing students to choose student learning and build on students’
of the nature of the activity. of the nature of the activity. their groups or assigning students to strengths, such as allowing students to
groups. choose their groups or assigning
students to groups.
4. Teacher fails to provide students with 4. Teacher provides students with some 4. Teacher provides clear expectations for 4. Teacher provides clear expectations for
instruction on how to work together. instruction on how to work together but how students should collaborate, such how students should collaborate, such as
rarely communicates explicit roles for as instruction on how to work together instruction on how to work together,
group work or monitors collaborative and explicit roles for group work. explicit roles for group work.
work.

1. Students are not asked or expected to 1. When prompted by the teacher, 1. When prompted by the teacher, students 1. Without prompting from the teacher,
listen to or respond to each other. students struggle to listen to and listen to and respond appropriately to students listen to and respond
respond to each other. each other. appropriately to each other.
2. Students do not work respectfully or 2. Students work respectfully in pairs or 2. Students work respectfully and 2. Students work respectfully, productively,
productively in pairs or groups, with groups, but participate unevenly and do productively in pairs or groups, with and equitably in pairs or groups, and
some students failing to contribute or not all accomplish the assigned task. each student contributing and students seek each other out as
accomplish the assigned task. accomplishing the assigned task. resources when necessary.
3. Students do not employ any conflict 3. Students immediately request teacher 3. Students employ conflict resolution 3. Students communicate proactively to
resolution strategies or engage the intervention, without first employing any strategies to resolve any disagreements. prevent conflict, and employ conflict
teacher when there is a disagreement. other conflict resolution strategies. resolution strategies to resolve any
disagreements.
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II-C-1. Respects Differences *
Links to BPS Essential Competency Essential Competency 1: Create a Safe, Healthy, & Sustaining Learning Environment

Establishes an environment in which Establishes an environment in which Consistently uses strategies and practices Establishes an environment in which
students demonstrate limited respect for students generally demonstrate respect for that are likely to enable students to students respect and affirm their own and
individual differences. individual differences demonstrate respect for and affirm their own others’ differences and are supported to
and other's’ differences related to share and explore differences and
background, culture, identity, language, similarities related to background, culture,
strengths, and challenges. identity, language, strengths, and
challenges. Is able to model this practice.
1. Teacher lacks awareness of own 1. Teacher demonstrates occasional 1. Teacher demonstrates consistent 1. Teacher demonstrates consistent
privilege or ways in which privilege awareness of origins and awareness of origins and awareness of origins and
affects student lives, learning, and manifestations of teacher’s and/or manifestations of teacher’s and/or manifestations of teacher’s and/or
opportunity. Teacher is unaware of students’ privilege (i.e., as an adult, students’ privilege (i.e., as an adult, students’ privilege (i.e., as an adult,
inequitable power structures within as a white person, native English as a white person, native English as a white person, native English
the classroom and fails to use speaker, as a straight person, as a speaker, as a straight person, as a speaker, as a straight person, as a
developmentally appropriate cis-identifying person, as an cis-identifying person, as an cis-identifying person, as an
instructional strategies that economically advantaged person). economically advantaged person). economically advantaged person).
explicitly disrupt any such power Teacher may be unaware of Teacher demonstrates cognizance Teacher demonstrates cognizance
structures and foster equitable inequitable power structures within of inequitable power structures of inequitable power structures
engagement and learning the classroom and/ or fails to use within the classroom and uses within the classroom and uses
opportunities. developmentally appropriate developmentally appropriate developmentally appropriate
instructional strategies that explicitly instructional strategies that instructional strategies that
disrupt any such power structures explicitly disrupt any such power explicitly disrupt any such power
and foster equitable engagement structures and foster equitable structures and foster equitable
and learning opportunities. engagement and learning engagement and learning
opportunities. opportunities. Teacher is able to
model this element for peers.
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2.. Teacher uses curricular materials (ie. 2.. Teacher sometimes incorporates 2.. Teacher consistently incorporates 2.. Teacher consistently imbeds the
books, documentaries, posters, etc.) that curricular materials (ie. books, curricular materials (ie books, affirmation of the full range of individual
may unintentionally reflect biases toward documentaries, posters, etc.) that portray documentaries, posters, etc.). that portray differences and creates opportunities for
individual differences such as gender limited types of individual differences, or the range of individual differences in students to contribute personal
identity, sexual orientation, class, race, discusses individual differences at a affirming ways, discussing them at a supplemental materials and resources (ie.
ethnicity, culture, identity, language, surface or cursory level. concrete level that goes beyond the books, documentaries, posters, etc.) that
family structure, strengths, and challenges surface. reflect those differences.
3. Classroom environment and materials 3. Classroom environment and materials 3. Classroom environment and materials 3. Classroom environment and materials
available to students may intentionally or may represent some types of individual (e.g., student work, independent reading (e.g., student work, independent reading
unintentionally reflect biases toward differences, but such connections are not selections) portray the full range of selections) portray the full range of
individual differences such as gender made explicit and/or may be limited or individual differences (e.g., gender identity, individual differences (e.g., gender identity,
identity, sexual orientation, class, race, lacking in developmentally appropriate sexual orientation, class, race, ethnicity, sexual orientation, class, race, ethnicity,
ethnicity, culture, language, family approaches. culture, language, family structure, culture, language, family structure,
structure, strengths, and challenges. strengths, and challenges) in a strengths, and challenges) in a
developmentally affirming way. developmentally appropriate and affirming
way. Teacher is able to articulate his/her
decisions in choosing classroom materials
that affirm differences.
4. Teacher does not facilitate 4. Teacher occasionally facilitates 4. Teacher consistently facilitates 4. Teacher consistently facilitates activities
opportunities for students to learn about opportunities for students to learn about activities that allow students to explore and that allow students to explore and embrace
and develop respect for one another's and embraces differences within the class. embrace their own and other's differences their own and other's differences in
differences. in experience and in language.. experience and language and is able to
model this practice for peers. Teacher
consistently creates opportunities for
students to contribute representations of
themselves and their language in
discussions and activities.
5. Teacher's interactions with other 5. Teacher's interactions with other 5. Teacher's interactions with other 5. Teacher's interactions with other
professionals, students, and families do professionals, students, and families professionals, students, and families professionals, students, and families
not convey respect for differences. convey a surface or cursory level of respect consistently convey respect for the full consistently convey respect and value for
for difference. range of individuals’ differences. the full range of individuals’ differences.
Teacher is instrumental in establishing a
culture of respect within his/her classroom
and the school.
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1. Students interact with one another in a 1. Students interact with one another in a 1. Students consistently interact with one 1. Without prompting, students regularly
way that does not demonstrate awareness ways that demonstrate a limited awareness another in a way that demonstrates a interact with one another in a way that
of or respect for individual differences. of and respect for individuals’ differences. tangible awareness of, respect for, and demonstrates awareness of, respect for
acceptance of individuals’ differences. and acceptances of individuals’
differences. Students are able to self-
monitor by helping one another to interact
in a respectful way.
2. Students' classroom materials 2. Students' classroom materials only 2. Students' classroom materials 2. Classroom materials consistently affirm
represent homogenous rather than diverse sometimes reflect diversity of gender consistently reflect diversity of background, individual and cultural differences.
authors and characters. identity, sexual orientation, class, race, race, ethnicity, culture, identity, language, Students have the opportunity to self-select
ethnicity, culture, identity, language, family family structure, strengths, and challenges. materials and areas for inquiry that reflect a
structure, strengths, and challenges. There is some evidence of opportunities for diversity of background, race, ethnicity,
. student dialogue on diversity, negotiation culture, identity, language, family structure,
on understanding perspective, as well as strengths, and challenges.There is
interactive learning through an asset based sufficient evidence of opportunities for
approach. student dialogue on diversity, negotiation
on understanding perspective, as well as
interactive learning through an asset based
approach.
3. Student writing, and other work, does 3. Student writing, and other work, only 3. Student writing and other work provide 3. Students are able to navigate complex
not affirm their own individual differences occasionally affirms their own differences multiple opportunities to consistently affirm topics and their writing and other work
or the differences of others. and/or the differences of others. their own differences and the differences of demonstrates affirmation and appreciation
others. of individual differences (e.g, gender
identity, sexual orientation, class, race,
ethnicity, culture, identity, language, family
structure, strengths, and challenge)
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● As educators, respecting differences means continually striving to recognize and own one’s differences (ie. background, culture, ethnicity, language, gender, privilege, etc),
which shape an inclusive worldview and prevent blind spots that lead to exclusionary instructional practices and learning environments shaped by implicit biases.
● Tapping into students’ cultural and linguistic knowledge better equips educators to cultivate daily learning experiences that promote authentic and sustained learning.
● As educators gain competency in respecting students’ differences they will better build genuine, transformative relationships with students that nurture a sustained learning
partnership. In other words, knowing more than superficial information about students allows educators to make strategic pedagogical choices to meet students’ unique
learning needs and ensure an academically safe learning environment. It also allows the cultivation of trusting relationships between teacher-student, student-student and
families.
● Ultimately, building an inclusive and asset-based learning environment is central to creating access points for all students to engage in meaningful and cognitively
demanding work in the classroom. This bridges the opportunity gap.
are addressed.
For Educators
Describe how you compliment students’ worldview in respect to learning, and how you empower them to meet high academic goals?
How well do you know individual students? Does your knowledge of students suggest an authentic relationship that has the potential to build trust, rapport and alliance, which
leads to deep learning in the classroom?
In what ways does your knowledge of your students inform curricular, pedagogical and interpersonal choices in the classroom?
How does your privilege and students’ privilege, impact learning outcomes and opportunities gaps present in the classroom? How can you and your students mitigate these
privileges to work toward a more inclusive and equitable classroom and school culture?
How does the educator adjust practice to reflect an asset-based approach to incorporating culturally relevant pedagogy in instruction?
What evidence in instruction points to the educator leveraging relational equity as a key lever to developing his/her instructional plan for students?
What variables in the learning environment appear to support the educator’s respect of differences in regard to student learning?
How does the educator use language and instructional approaches to demonstrate social justice in teaching and student support?
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II-D-1. Clear Expectations
Does not make specific academic and May announce and post classroom Clearly communicates and consistently Clearly communicates and consistently
behavioral expectations clear to students. academic and behavior rules and enforces specific standards for student enforces specific standards for student
consequences, but inconsistently or work, effort, and behavior. work, effort, and behavior so that most
ineffectively enforces them. students are able to describe them and
take ownership of meeting them. Is able to
model this element.
1. Teacher does not identify expectations 1. Teacher may identify expectations for 1. Teacher clearly identifies the 1. Teacher clearly and consistently
for work, or expectations are unclear. work, however, teacher does not refer to expectations for student work by using identifies expectations for student work
criteria when modeling tasks or rarely examples, rubrics, or models with by crafting detailed, comprehensive
reminds students of the criteria for high guided practice. exemplars and rubrics with students,
quality work. and models quality work with guided
practice.
2. Teacher does not explain expectations 2. Teacher may explain expectations for 2. Teacher clearly explains expectations 2. Teacher clearly and consistently explains
for quality effort, or expectations are quality effort, but inconsistently reminds for student effort either verbally, in and models expectations for quality effort
unclear. students of them. writing, or with a visual representation. verbally, in writing, and with a visual
representation.
3. Teacher does not communicate 3. Teacher may communicate expectations 3. Teacher clearly communicates 3. Teacher clearly and consistently
expectations for student behavior, or for student behavior, but inconsistently expectations for student behavior either communicates expectations for student
expectations are unclear. reminds students of them. verbally, in writing, or with a visual behavior verbally, in writing, and with a
representation. visual representation.
4. Teacher rarely shares assessments of 4. Teacher shares assessments of 4. Teacher consistently shares
student work, effort, and behavior, or student work, effort, and behavior that assessments of student work, effort, and
assessments inconsistently refer to explicitly refer to established behavior that explicitly refer to
established expectations. expectations with students and families. established expectations with students,
families, and colleagues.
5. Teacher rarely enforces expectations for 5. Teacher enforces expectations for 5. Teacher consistently enforces
student work, effort, and behavior with student work, effort, and behavior with expectations for student work, effort, and
special recognition or consequences. special recognition or logical behavior with special recognition or
consequences as needed. logical consequences as needed.
1. When prompted, students are unable to 1. When prompted, students may be able 1. When prompted, students articulate the 1. Students contribute to defining criteria for
articulate criteria for exemplary work and to articulate certain criteria for exemplary criteria for exemplary work, behavior exemplary work and effort.
effort. work or effort. and effort.
2. Students do not conduct self or peer 2. Students rarely conduct self or peer 2. Students use criteria for exemplary work 2. Students routinely use criteria for
assessments of work or effort. assessments of work or effort, or and effort to conduct self and/or peer exemplary work and effort to conduct
assessments are not linked to exemplary assessments. rigorous self and peer assessments.
criteria.
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II-D-2. High Expectations
Gives up on some students or May tell students that the subject or Effectively models and reinforces ways Effectively models and reinforces ways
communicates that some cannot master assignment is challenging and that they that students can master challenging that students can consistently master
challenging material. need to work hard but does little to material through effective effort, rather challenging material through effective
counteract student misconceptions about than having to depend on innate ability. effort. Successfully challenges students’
innate ability. misconceptions about innate ability. Is able
to model this element.
1. Teacher may set learning goals for 1. Teacher sets learning goals for 1. Teacher sets ambitious and attainable 1. Teacher and students collaboratively set
students, but goals are not ambitious students. learning goals for all students, and ambitious and attainable individual
shares this information with students. learning goals for students.
2. Teacher creates tasks that are only 2. Teacher creates tasks that may be 2. Teacher creates tasks that are 2. Teacher creates tasks that are
somewhat challenging for some cognitively demanding or challenging for cognitively demanding and challenging appropriately cognitively demanding and
students. some students. for all students. challenging for all students and
emphasizes the importance of mastering
each task to achieve student learning
goals.
3. Teacher conveys that the material may 3. Teacher tells students that the material 3. Teacher models how students can 3. Teacher clearly and consistently models
be too challenging for some students, is challenging, but rarely models how master challenging material and meet how students can master challenging
and does not model how students can students can master the material learning goals through effective effort. material and meet learning goals
master the material through effort. through effort. through effective effort.
4. Teacher does not encourage all 4. Teacher may encourage students to 4. Teacher conveys that all students are 4. Teacher consistently conveys to
students to work hard. work hard, but does not convey a belief able to produce high quality work and students, families, and colleagues that
that all students are able to produce demonstrate effective effort, and all students are able to produce high
high quality work and demonstrate encourages them to do so. quality work and demonstrate effective
effective effort. effort, and encourages them to do so.
5. Teacher rarely enforces expectations 5. Teacher enforces high expectations for 5. Teacher consistently enforces
for student work, effort, and behavior student work and effort with special expectations for student work, effort, and
with special recognition or logical recognition or logical consequences, as behavior with special recognition or
consequences. needed. logical consequences as needed.
1. Students often give up immediately when 1. Students may attempt some challenging 1. Students persevere in completing tasks, 1. Students persevere in completing tasks,
faced with challenging tasks. tasks. even when they are challenging. and seek out resources and supports
when faced with challenging work.
37
II-D-3 Access to Knowledge *
Links to BPS Essential Competency 2: Design Learning Experiences for Access & Agency

Rarely adapts instruction, materials, Occasionally adapts instruction, Consistently adapts instruction, Individually and with colleagues,
and assessments to make materials, and assessments to make materials, and assessments to make consistently adapts instruction,
challenging material accessible to challenging material accessible to all challenging material accessible to all materials, and assessments to make
all students. students. students, including English learners challenging material accessible to all
and students with disabilities. students, including English learners
and students with disabilities. Is able
to model this element.
1. Teacher rarely plans, adapts or delivers 1. Teacher inconsistently plans, 1. Teacher frequently uses students’ 1. Teacher consistently uses each
lessons or assessments designed to be adapts or delivers learning activities learning preferences; interests; needs; student’s learning preferences; interests;
accessible to all students, including students and assessments that are accessible prior knowledge and experiences; and needs; prior knowledge and experiences;
with diverse needs and interests, students to all students, including students with linguistic and cultural backgrounds to plan and linguistic and cultural backgrounds to
who carry IEPs and students with diverse diverse needs and interests, students and adapt multi-modal, standards-aligned plan multi-modal, standards-aligned learning
linguistic and cultural backgrounds. who carry IEPs and students with learning activities; multiple measures of activities; multiple measures of assessment;
diverse linguistic and cultural assessment; student groupings; and to student groupings; and to differentiate the
backgrounds. differentiate the timing and content of timing and content of teacher assigned and
teacher assigned and student initiated student initiated tasks. Instructional design is
tasks. developed to be universally accessible in
meeting individual student needs, therefore
the need for adaptation of plans may be
minimal. Teacher models this element for
peers.
38
2. Teacher may convey to some 2. Teacher may convey to students 2. Teacher models how students with 2. Teacher clearly and consistently models
students that materials is too challenging that the material is challenging, but diverse learning preferences, interests, how each individual student can master
for them, and does not model how rarely models how students with and needs can master challenging material challenging materials and provides students
students can master the material through diverse learning preferences and and meet learning goals through effective with diverse opportunities and resources to
strategies and effort. needs can master the material strategies and effort. Teacher provides meet these goals. Teacher uses an asset-
through strategies and effort. students with diverse opportunities and based approach that leads students to
resources to meet these goals. become self-aware, articulate their learning
preferences and participate in the selection
of resources and activities that would enrich
and expand learning.
3. Teacher does not convey a belief 3. Teacher may convey that 3. Teacher conveys and instills the 3. Teacher consistently conveys and
that all students can master challenging students need to work hard, but does belief that all students, regardless of instills the belief in students, families, and
material. Feedback provided to students not instill the belief that students can learning preferences, interests, and needs colleagues that each student can master
rarely facilitates their sustained attention master challenging material and /or can master challenging material and challenging material, invites students to co-
to task/activity and fosters perseverance does not provide access to diverse provides access to all students through construct learning and ensures access to all
towards meeting the learning goal. learning opportunities and resources. diverse, multi-modal resources and students through the provision of diverse,
Feedback provided to students may learning opportunities and through ongoing multi-modal resources and learning
not be designed to facilitate their feedback that facilitates their sustained opportunities and through ongoing feedback
sustained attention to task/activity or attention to task/activity and fosters that facilitates their sustained attention to
foster perseverance towards meeting perseverance towards meeting the task/activity and fosters perseverance
the learning goal. learning goal. towards meeting the learning goal. Teacher
models this element for peers.
4. Teacher provides learning supports 4. Teacher provides learning 4. Teacher ensures that all students are 4. Teacher ensures that each student is
that only a few students can access. supports that are dependent on limited able to access all learning supports by able to independently access learning
means of conveying content and embedding multiple scaffolding strategies supports and resources by embedding
fostering engagement, and/or relies on that do not diminish the cognitive demand multiple scaffolding strategies that do not
linguistic and cultural resources that of the task and through the use of research diminish the cognitive demand of the task
are not inclusive of all students based instructional strategies and/or and through the use of research based
backgrounds, prior knowledge and/or interventions, for example, Tiered Systems instructional strategies and/or interventions,
experiences. of Support (MTSS), Response to for example, Tiered Systems of Support
Intervention (RTI), the Universal Design for (MTSS), Response to Intervention (RTI), the
Learning (UDL) and Sheltered English Universal Design for Learning (UDL).
Immersion (SEI). Teacher models these strategies for peers.
5. Students do not receive all 5. Students inconsistently receive all 5. All students receive all necessary in- 5. All students receive all necessary in-
necessary in-class supports or necessary in-class supports or class supports or modifications as class supports or modifications as outlined
modifications as outlined in IEPs or EL modifications as outlined in IEPs or EL. outlined in IEPs or EL guidelines and in IEPs or EL guidelines and based on their
guidelines. based on their individual cultural individual cultural backgrounds.Teacher
backgrounds. instills understanding in students of their
own learning needs and the tools and
strategies that lead to academic success
and social/ emotional well-being.
39
As a result, the IMPACT on STUDENTS may be..
1. Students often convey a fixed 1. Students inconsistently 1. Students exhibit a growth mind-set 1. Students consistently exhibit a growth
mindset and lack of agency in their demonstrate a growth mind-set and and convey a sense of agency in their mind-set and convey a sense of agency in their
learning by giving up immediately when convey a limited sense of agency by learning by demonstrating perseverance learning by demonstrating perseverance and
tasks are challenging. rarely attempting challenging work; and initiative in trying to complete tasks, initiative when completing challenging tasks;
infrequently seeking out resources even when they are challenging. seeking out and using appropriate resources;
and supports; and/or sometimes and by expanding their learning to real life
giving up before tasks are complete. challenges.
2. Students do not demonstrate the 2. Students infrequently 2. Students demonstrate the use of 2. Students frequently experiment, adapt,
use of diverse strategies, resources and demonstrate the use of diverse diverse strategies, resources and tools to and make distinction between
tools to complete tasks, meet learning strategies, resources and tools to complete tasks, meet learning objectives effective/ineffective, strategies, resources
objectives and engage in effective complete tasks, meet learning and engage in effective problem solving. and tools to meet learning objectives and
problem solving. objectives and engage in effective engage in effective problem solving.
problem solving and/or the selection Students share these strategies to support
of tools and strategies are inefficient, their peers in solving problems.
ineffective and/or misaligned to goals.
3. Students are not engaged in multi- 3. Students are sometimes engaged in 3. Students are actively engaged in 3. Students are consistently engaged in
modal learning activities . cognitively demanding, multi-modal learning cognitively demanding, multi-modal learning cognitively demanding, multi-modal learning
activities, independently, with peers, with activities, independently, with peers, with activities, independently, with peers, with adults, and
adults, and through writing, using visual adults,and through writing, using visual images or through writing, using visual images or symbols,
images or symbols, academic discourse, and symbols, academic discourse, and the use of academic discourse, and the use of media and
the use of media and technology, etc.. and/or media and technology, etc.. technology, etc... Students demonstrate self-
students are engaged in multi-modal learning awareness, articulate their learning preferences
activities, but these activities are cursory in and participate in the selection of resources and
nature and do not foster deep level activities that support their learning.
processing.
● Equitable access to learning is essential to closing achievement and opportunity gaps.

● Curriculum and instructional activities that are designed to include diverse and multiple access points and include explicit connections to students’ prior
knowledge, linguistic backgrounds and cultural funds of knowledge, increase students’ ability to process and make meaning of new information. Long-term
memory networks are stimulated and strengthened.
● Equitable access to learning and instructional activities, fosters active, high cognitive engagement, student agency and investment in the learning process.
40
are addressed.
For Educators
What is my definition of “diversity” and how does this definition impact how I plan to meet the needs of all students? How can I learn more about the diversity of my students and
use this information to create “gateways” to the content, foster engagement, and create an accessible learning environment?
What do I know about my students’ learning preferences, interests, needs, prior knowledge and experiences, and linguistic and cultural backgrounds? Do I consider these to be
assets or deficits to overcome? How does my perspective impact the messages that I convey about effort and ability, and my selection of resources, tools and instructional
strategies?
How effectively do I plan lessons to be universally accessible to all students by explicitly planning each one to include multi-modal tools, resources and strategies to convey
information, foster high cognitive engagement, and enable students to demonstrate learning?
How often do my instructional strategies and selection of resources and tools meet the needs of all learners in my classroom? Are there students whose needs are not being
addressed? If so, what information do I need to make effective adjustments to my practice and increase the accessibility of both content and learning activities?
How many different modes of access for representation, engagement and expression are present in my lessons? How can I create more access points for students? What
additional modes can I try?
What are my expectations for all students’ learning and how do I convey these expectations? What strategies do I use to I teach students that ability is not fixed and that effort can
lead to success? How can I provide students with choices and ensure access to diverse tools and resources that help them be successful while also teaching them how to be
active leaders of their own learning?
Does the educator have a broad definition of diversity that encompasses that which makes us unique beyond what is documented in IEPs and EL levels? How effectively does
the educator make an explicit effort to learn about students and their families and work to leverage student differences as assets to build upon?
Is the educator aware of the power of implicit messaging and does he/she make an explicit effort to convey the belief, through words and actions, that all students have the ability
to learn and grow? How effectively does the educator’s planning and use of instructional strategies, tools and resources support this message? How do you know? What
evidence supports your claim?
How often is the planning and implementation of lessons that include multimodal instructional strategies, resources and tools evident in daily lesson plans and observations of
practice, or is there little variation within a given lesson or in day to day practice? What specific evidence supports your claim? What suggestions and resources can you share to
encourage the educator to take risks outside his/her comfort zone?
How effectively is the educator able to articulate his/her choice of instructional strategies, resources and tools and provide a rationale for these choices that explicitly connects to
the needs of individual students?
41
How frequently does the educator regularly reflect on the effectiveness of lessons as measured by students’ ability to access the content and engage in rigorous thinking and
learning activities, both individually and with peers? Does the educator effectively use student learning data and professional insight to make adjustments that specifically address
identified gaps in students’ access to learning? What evidence supports your claim?
42
III-A-1. Parent/Family Engagement
Does not welcome families to become Makes limited attempts to involve families in Uses a variety of strategies to support every Successfully engages most families and
participants in the classroom and school school and/or classroom activities, meetings, family to participate actively and sustains their active and appropriate
community or actively discourages their and planning. appropriately in the classroom and school participation in the classroom and school
participation. community. community. Is able to model this element.

1. Teacher communicates little to no 1. Teacher communicates critical 1. Teacher consistently communicates 1. Teacher consistently communicates
information to families about their information to families about their both critical and supplemental both critical and supplemental
children’s education. children’s education. May send home a information that helps families be information that helps families be
syllabus and/or calendar but provides informed and find ways to support their informed and take charge of their
limited supplemental information that children’s education. . children’s education.
supports their children’s education.
2. Teacher relies on passive, schoolwide 2. Teacher relies on a limited repertoire of 2. Teacher utilizes a variety of culturally 2. Teacher utilizes a wide variety of
family engagement strategies like open family engagement strategies such as appropriate strategies that engage strategies, such as home visits to build
houses. emails, conferences, and newsletters. families in activities in the classroom awareness of families’ cultures, and
and school. uses this knowledge to reach out to
most families in culturally respectful
ways.
3. Teacher rarely initiates contact with 3. Teacher sometimes initiates contact 3. Teacher regularly initiates contact with 3. Teacher fosters a class culture that
families, even when students are with families, but only when an issue families and maintains a welcoming extends beyond the classroom and into
struggling. arises and/or with only a portion of classroom consistently throughout the the home, and welcomes all families in
students’ families. year. an equitable manner to participate
throughout the year.
For FAMILIES this may look like:

1. Families are not provided with 1. Families receive basic information about 1. Families receive regular information that 1. Families receive differentiated
opportunities to participate in classroom what students are learning that do not includes both information about the communication that facilitates an
activities. elicit an exchange between teacher and class and opportunities for families to be exchange with the teacher about their
families. involved. children’s education and
accommodates individual family needs.
2. Families are not asked to share their 2. Families are rarely asked to share their 2. Families are asked to share their 2. Families are asked to share their
insights and knowledge about their insights and knowledge about their insights and knowledge about their insights and knowledge about their
students through surveys and listening students through surveys and listening students through surveys and listening students through surveys and listening
conferences. conferences. conferences. conferences, and to co-construct
strategies to engage students in
learning inside and out of the
classroom.
43
III-B-1. Learning Expectations
Does not inform parents about learning or Sends home only a list of classroom rules Consistently provides parents with clear, Successfully conveys to most parents student
behavior expectations. and the learning outline or syllabus for the user-friendly expectations for student learning learning and behavior expectations. Is able to
year. and behavior. model this element.
1. Teacher does not have a clearly defined 1. Teacher shares learning standards and 1. Teacher shares learning standards and 1. Teacher engages families in academic
way to share learning expectations with syllabus early in the year, using family- syllabus early in the year and continues and behavioral goal setting and progress
families. friendly language and translations when to provide updates on students’ progress monitoring cycles throughout the year.
necessary. toward meeting learning expectations. Teacher works with families to adjust
Updates are shared with families in a goals and strategies as needed.
variety of ways.
2. Teacher does not share classroom rules 2. Teacher shares classroom expectations 2. Teacher shares classroom expectations 2. Teacher shares developmentally
or other expectations for behavior. around behavioral norms with families around behavioral norms and engages appropriate behavior management
early in the year. families in monitoring student progress. strategies with families, and learns from
families about what works for their child.
1. Families do not receive clear information 1. Families receive information regarding 1. Families receive information regarding 1. Families collaborate with teacher to
regarding learning and behavioral learning and behavioral expectations. learning and behavioral expectations in develop learning and behavioral goals,
expectations. family-friendly language and are actively strategies to support students in meeting
engaged in monitoring progress. the goals, and a plan for jointly
monitoring progress.
44
III-B-2. Curriculum Support
Rarely, if ever, communicates with parents Sends home occasional suggestions on how Regularly updates parents on curriculum Successfully prompts most families to use
on ways to support children at home or at parents can support children at home or at throughout the year and suggests strategies one or more of the strategies suggested for
school. school. for supporting learning at home, including supporting learning at school and home and
appropriate adaptation for students with seeks out evidence of their impact. Is able
disabilities or limited English proficiency. to model this element.
1. Teacher does not share information 1. Teacher shares some information about 1. Teacher shares learning standards in core 1. Teacher shares learning standards using
about learning standards with families. learning standards with families. content areas, using family-friendly language family-friendly language and tools, and has
and tools such as the BPS Family Learning a process for providing families with
Guides or other materials to help families
feedback on student progress on standards.
understand the standards.
2. Teacher does not share information 2. Teacher shares generic strategies and 2. Teacher regularly shares learning-at-home 2. Teacher partners with families to share,
about strategies to support learning at resources for learning at home that are not strategies aligned with learning standards, develop, and monitor impact of
home. focused on a specific learning task or standard. classroom instructional goals and practices, differentiated learning-at-home strategies for
and specific learning tasks differentiated for students based on individual learning
student needs. needs.
1. Families do not receive information 1. Families receive some information about 1. Families regularly receive information on 1. Families regularly receive information on
about learning standards. learning standards. learning standards, instructional goals and learning standards, instructional goals and
practices, and specific learning tasks. practices, and specific learning tasks, as
well as information about student progress.
2. Families do not receive information on 2. Families receive generic strategies and 2. Families receive strategies for supporting 2. Families receive ongoing support from
ways they can support student learning at resources for supporting student learning and children’s learning and creating an the teacher to implement differentiated,
home or at school. creating an environment conducive to learning at environment conducive to learning at home standards-aligned strategies to support
home. that are differentiated to meet children’s learning at school and at home, as well as
needs and aligned to learning standards. updates on the impact of their efforts.
Families provide input on adjusting
strategies to meet children’s specific needs.
45
III-C-1. Two-Way Communication
Rarely communicates with families except Relies primarily on newsletters and other one- Regularly uses two-way communication Regularly uses a two-way system that supports
through report cards; rarely solicits or way media and usually responds promptly to with families about student performance frequent, proactive, and personalized
responds promptly and carefully to communications from families and learning, and responds promptly and communication with families about student
communications from families. carefully to communications from families. performance and learning. Is able to model this
element.
1. Teacher does not provide families 1. Teacher maintains regular, one-way 1. Teacher invites dialogue with families 1. Teacher consistently engages in dialogue
with a clear protocol for communication with all families but about student behavior, performance, with families to exchange relevant
communication, nor do they have a communications rarely invite input from and growth that solicits family information about students and positively
schedule for communicating with families or lead to concrete next steps. knowledge about their children and impacts students’ behavior, performance,
families. leads to concrete next steps for both and growth.
the teacher and family.
2. Teacher has no documentation of 2. Teacher documentation of communication 2. Teacher documentation of 2. Teacher documentation of communication
communication with students’ with students’ families shows that communication with students’ families with students’ families provides evidence that
families. communication is not proactive, or is provides evidence that communication communication is proactive, responsive,
focused only on a specific subset of is proactive, responsive and equitable. equitable, and focused on specific student
families. outcomes.
3. Teacher only uses a single method of 3. Teacher uses a limited range of 3. Teacher uses a wide range of 3. Teacher uses a wide range of
communication with families. communication methods and does not communication methods that serve the communication methods that serve the
adapt communication strategies to meet needs of families, and adapts needs of families, and adapts communication
the needs of individual families. communication strategies for strategies for individual families, such as in-
individual families, such as in-person person communication, personal phone calls,
communication, personal phone calls, email, and text message.
email, and text message.
4. Teacher does not respond to families’ 4. Teacher does not consistently respond to 4. Teacher regularly responds to families 4. Teacher regularly responds to families within
contact efforts. families’ contact efforts in a timely within 24 hours. 24 hours.
manner.
1. Families receive limited information on 1. Families receive regular and clear 1. Families engage in constructive and 1. Families engage in constructive,
their children’s learning. information on classroom schedules, on-going dialogue with the teacher individualized, and on-going dialogue with the
procedures, and events, but may not be about their child’s learning and socio- teacher about their child’s learning and socio-
engaged in ongoing dialogue about the emotional growth. emotional growth.
child’s learning and socio-emotional
growth.
2. Families do not have a means of 2. Families can reach the teacher with 2. Families can quickly reach the teacher 2. Families have multiple means to quickly
reaching the teacher other than calling questions, problems, or concerns. with questions, problems, or concerns. connect with the teacher with questions,
the front office of the school. problems, or concerns.
46
III-C-2. Culturally Proficient Communication
Makes few attempts to respond to different May communicate respectfully and make Always communicates respectfully with Always communicates respectfully with
family cultural norms and/or responds efforts to take into account different families’ families and demonstrates understanding of families and demonstrates understanding and
inappropriately or disrespectfully. home language, culture, and values, but and sensitivity to different families’ home appreciation of different families’ home
does so inconsistently or does not languages, cultures, and values. language, culture, and values. Is able to
demonstrate understanding and sensitivity model this element.
to the differences.
1. Teacher has little understanding of 1. Teacher has some knowledge of 1. Teacher is aware of families’ cultures, 1. Teacher is aware of families’ cultures,
families’ cultures and does not families’ cultures and uses this specifically the cultural norms for specifically the cultural norms for interacting
attempt to learn more. knowledge when interacting with interacting with teachers and school, and with teachers and school, and uses this
families. uses this understanding to reach out to understanding to reach out to families in
families in culturally respectful ways. culturally respectful ways. Teacher makes an
effort to promote families’ understanding of the
teacher and/or school’s cultural norms.
2. Teacher pursues some opportunities 2. Teacher pursues opportunities for 2. Teacher pursues opportunities for learning
for learning about culturally proficient learning about culturally proficient about culturally proficient practices in the
practices in the classroom. practices in the classroom and actively classroom and actively seeks to learn from
seeks to learn from families about their families about their cultures and expectations
cultures and expectations for their for their children.
children.
3. Teacher seeks opportunities to honor
students’ and families’ cultural traditions.

1. Families are not asked to share their 1. Families have very few opportunities to 1. Families have opportunities to share 1. Families have opportunities to share
cultural norms or expectations for their share their cultural norms or expectations for information about their home culture and information about their home culture and
children. their children with the teacher. expectations for their children with the teacher. expectations for their children with the teacher
and with other students and families.
2. Families receive information in only one 2. Families receive information in both written 2. Families receive information in both written and 2. Families receive information in variety of
format and only in English. and spoken formats, but it is not provided in spoken formats, and made available in the formats, such as phone calls, letters, emails,
any language other than English. languages spoken by students’ families. home visits and community meetings, and the
information is made available in the languages
spoken by students’ families.
3. Families interact with the teacher only if 3. Families have positive interactions with the 3. Families have positive interactions with the 3. Families have positive interactions with the
there is a problem in the classroom. teacher, but families must initiate contact with teacher, are regularly invited into the school and teacher, are regularly invited into the school and
the teacher. classroom, and have the opportunity to build classroom, receive consistent affirmation from
relationships with the teacher throughout the teachers on the importance of their engagement,
school year. and have the opportunity to build relationships
with the teacher throughout the school year.
4. Families and students feel their cultural
perspectives are honored by the teacher and the
school.
47
IV-A-1. Reflective Practice
Demonstrates limited reflection on May reflect on the effectiveness of Regularly reflects on the effectiveness of Regularly reflects on the effectiveness of
practice and/or use of insights gained to lessons/ units and interactions with lessons, units, and interactions with lessons, units, and interactions with
improve practice. students but not with colleagues and/or students, both individually and with students, both individually and with
rarely uses insights to improve practice. colleagues, and uses insights gained to colleagues; and uses and shares with
improve practice and student learning. colleagues insights gained to improve
practice and student learning. Is able to
model this element.
1. Teacher rarely reflects on the 1. Teacher may occasionally reflect on the 1. Teacher, individually and with 1. Teacher establishes and implements a
effectiveness of learning activities and effectiveness of learning activities and colleagues, accurately reflects on the plan to accurately reflect on the
interactions with students. interactions with students, however, effectiveness of learning activities and effectiveness of learning activities and
reflections are done individually or are interactions with students. interactions with students and
often inaccurate. colleagues.
2. Teacher rarely uses reflections to 2. Teacher may reflect on the effective 2. Teacher, individually and with 2. Teacher establishes and implements a
inform or improve practice or student aspects of lessons, units, and colleagues, identifies effective aspects plan to regularly identify effective
learning. interactions with students, however of lessons, units, and interactions with aspects of lessons, units, and
reflections are often vague and are rarely students and uses these insights to interactions with students and
used to inform practice or student inform practice and student learning. colleagues, and uses these insights to
learning. inform practice and student learning.
3. Teacher may reflect on less effective 3. Teacher, individually and with 3. Teacher establishes and implements a
lessons, units, and interactions with colleagues, identifies aspects of plan to regularly identify aspects of
students, however reflections are often lessons, units, and interactions with lessons, units, and interactions with
vague and are rarely used to improve students that were less effective, and students that were less effective with
practice or student learning. uses this information to refine practice colleagues and uses this information to
and improve student learning. refine practice and improve student
learning.
4. Teacher maintains a limited record of 4. Teacher maintains a record of progress 5. Teacher keeps a thorough, up-to-date
progress on his/her professional practice on his/her professional practice goal. record of progress on his/her
goal. professional practice goal.
5. Teacher participates in activities to 6. Teacher actively seeks out, and may
improve practice, including but not organize for colleagues, opportunities to
limited to: soliciting feedback on improve practice, including but not
practice from colleagues, attending limited to: soliciting feedback on practice
professional development, or reading from colleagues, attending professional
relevant literature. development, or reading relevant
literature.
48
IV-A-2. Goal Setting
Generally participates passively in the Proposes goals that are sometimes vague Proposes challenging, measurable Individually and with colleagues builds
goal-setting process and/or proposes or easy to achieve and/or bases goals on professional practice, team, and student capacity to propose and monitor
goals that are vague or easy to reach. a limited self-assessment and analysis of learning goals that are based on thorough challenging, measurable goals based on
student learning data. self-assessment and analysis of student- thorough self-assessment and analysis of
learning data. student learning data. Is able to model this
element.
1. Teacher proposes goals that are not 1. Teacher proposes goals that are often 1. Teacher proposes clearly written goals 1. Teacher proposes clearly written goals
challenging and/or do not state criteria either not challenging and/or do not state that are challenging, reasonable, and that are challenging, reasonable, and
for goal attainment. explicit criteria for goal attainment. state explicit criteria for goal attainment. state explicit, observable criteria for goal
attainment.
2. Teacher proposes goals that are 2. Teacher proposes goals that may be 2. Teacher proposes goals that can be 2. Teacher proposes goals that can be
difficult to assess within the duration of assessed, but only at the end of an easily monitored throughout the easily monitored throughout the duration
an evaluation cycle. evaluation cycle. duration of an evaluation cycle. of an evaluation cycle.
3. Teacher proposes goals that show no 3. Teacher proposes goals that are loosely 3. Teacher proposes goals that are tied to 3. Teacher proposes goals that are closely
ties to teacher’s identified areas for tied to teacher’s identified areas for teacher’s identified areas for growth, tied to teacher’s identified areas for
growth, self-assessment, previous growth, previous evaluation, or previous evaluation, or schoolwide growth, previous evaluation, or
evaluation, or schoolwide priorities. schoolwide priorities. priorities. schoolwide priorities.
4. Teacher proposes professional 4. Teacher proposes professional practice 4. Teacher proposes professional practice 4. Teacher proposes professional practice
practice goals that are unlikely to goals that will partially promote goals that are likely to promote goals that are highly likely to promote
promote attainment of student learning attainment of student learning goals. attainment of student learning goals. attainment of student learning goals.
goals.
5. Teacher proposes student learning 5. Teacher proposes student learning goals 5. Teacher proposes goals that are tied to 5. Teacher proposes goals that are tied to
goals that show no ties to student that are loosely tied to student learning student learning data and will student learning data, and significantly
learning data. data, and will partially support student significantly impact academic impact ongoing academic achievement.
academic achievement. achievement.
49
IV-E-1. Shared Responsibility
Rarely reinforces schoolwide behavior and Within and beyond the classroom, Within and beyond the classroom, Individually and with colleagues develops
learning expectations for all students inconsistently reinforces schoolwide consistently reinforces schoolwide strategies and actions that contribute to
and/or makes a limited contribution to their behavior and learning expectations for all behavior and learning expectations for all the learning and productive behavior of all
learning by rarely sharing responsibility for students, and/or makes a limited students, and contributes to their learning students at the school. Is able to model
meeting their needs. contribution to their learning by by sharing responsibility for meeting their this element.
inconsistently sharing responsibility for needs.
meeting their needs.
1. Teacher does not design a classroom 1. Teacher may design a classroom 1. Teacher designs and implements a 1. Teacher designs and fully implements a
behavior management system, or behavior management system, but the classroom behavior management classroom behavior management system
designs a system that is largely system is only partially consistent with system that reinforces schoolwide that reinforces schoolwide behavior
inconsistent with schoolwide behavior schoolwide behavior expectations. behavior expectations. expectations.
expectations.
2. Teacher rarely enforces schoolwide 2. Teacher inconsistently enforces 2. Teacher enforces schoolwide behavior 2. Teacher works with colleagues to
behavior expectations, within or schoolwide behavior expectations, within expectations in interactions with all routinely enforce schoolwide behavior
beyond the classroom. and beyond the classroom. students, including those beyond the expectations in all interactions with all
classroom. students, including those beyond the
classroom.
3. Teacher rarely communicates 3. Teacher inconsistently communicates 3. Teacher communicates and enforces 3. Teacher routinely communicates and
schoolwide expectations for learning or schoolwide expectations for learning or high expectations for learning and all enforces high expectations for learning
academic work. school related work. students’ work that are consistent with and all student work that are consistent
schoolwide expectations. with schoolwide expectations.
4. Teacher rarely participates in activities 4. Teacher occasionally participates in 4. Teacher participates in activities that 4. Teacher seeks out and organizes
that support students’ learning and activities that support students’ learning support students’ learning and well- opportunities for colleagues to support
well-being. and well-being within and beyond the being within and beyond the classroom. students’ learning, well-being, and
classroom. productive behavior within and beyond
the classroom.
5. Teacher rarely collaborates with 5. Teacher occasionally collaborates with 5. Teacher collaborates with colleagues to 5. Teacher initiates collaboration with
colleagues to discuss strategies to colleagues to discuss strategies to discuss strategies to support all colleagues to develop strategies and
support all students’ well-being and support all students’ well-being and students’ well-being and learning. actions to support all students’ learning,
learning. learning. well-being, and productive behavior.
50

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Teacher Rubric with Suggested Teacher and Student Look-fors

Sources for this document include:

DESE Rubric Language

For TEACHERS this may look like...

Unsatisfactory Needs Improvement Proficient Exemplary

As a result, the IMPACT on STUDENTS may be...

Why Proficiency in this Element Matters

DESE Rubric Language

As a result, the IMPACT on STUDENTS may be...

Why Proficiency in this Element Matters

Unsatisfactory Needs Improvement Proficient Exemplary

As a result, the IMPACT on STUDENTS may be...

Why Proficiency in this Element Matters

Organizing/Analyzing student results

● Was my explanation of the key content clear?

● Do students understand what they're supposed to be working toward?

● Does my learning progression have shortcomings?

● Have students received adequate modeling?

● Have students had sufficient time on task?

○ examines completed graphic organizers, ticket to leave assignments

Organizing/Analyzing student results

Unsatisfactory Needs Improvement Proficient Exemplary

For TEACHERS this may look like:

DESE Rubric Language

Unsatisfactory Needs Improvement Proficient Exemplary

For TEACHERS this may look like...

Unsatisfactory Needs Improvement Proficient Exemplary

For STUDENTS this may look like:

For STUDENTS this may look like:

DESE Rubric Language

For TEACHERS this may look like...

Unsatisfactory Needs Improvement Proficient Exemplary

DESE Rubric Language

For TEACHERS this may look like:

Why Proficiency in this Element Matters

● Equitable access to learning is essential to closing achievement and opportunity gaps.

For TEACHERS this may look like:

For FAMILIES this may look like:

For FAMILIES this may look like:

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