Post on 04-Apr-2018
7/29/2019 TEM3 0RubricTeachCLE Draft
1/13
Teacher Effectiveness Measure Frameworkversion 3.0 revised January 24, 2013
7/29/2019 TEM3 0RubricTeachCLE Draft
2/13
Teacher Effective ness Measure Teaching and Learning Framework version 3.0Revised January 24, 2013
TEACH 1: ENGAGE STUDENTS IN OBJECTIVE-DRIVEN LESSONS BASED ON CONTENT STANDARDS
5 Significantly Above Expectations/ 4 Above
Expectations
3
Meeting Expectations
2
Below Expectations
1
Significantly Below E
For Level 4- All evidence supporting Level 3 is
present, as well as one of the following:
For Level 5- All evidence supporting Level 3 is
present, as well as two or more of the following:
Teachers clear explanation and/or modelingof what mastering objectives and/or
exemplary student work look like allow
students to describe how their learning will be
assessed and also model or explain this to
other students.
Teacher actively and effectively engages
students in the process of connecting the
lesson with their prior knowledge.
Students can explain or demonstrate the
lesson objectives within the context of the
related standard(s).
The following best describes what is observed:
Teacher communicates lesson objectives to
students in relationship to standards using
developmentally appropriate language.
Teacher explains or models what mastery of
the objectives and/ or related performance
tasks look like.
Students can explain or demonstrate what
they are learning beyond simply repeating the
stated or posted objectives.
Teacher provides multiple opportunities for
engagement in lesson objectives, including
connecting to prior knowledge.
Students can explain or demonstrate why what
they are learning is important.
The following best describes what is observed:
Teacher communicates lesson objectives to
students using language that is not
developmentally appropriate.
Teacher models what mastery of the objectives
and/or related performance tasks look like,
but modeling is unclear and only few students
can describe how their learning will be
assessed.
Students can retell the objectives or describe/
demonstrate the tasks they are completing but
are unable to make connections to what they
are learning.
Teacher provides limited opportunities for
engagement in lesson objectives, and/or
opportunities for engagement have minimal
connection with the lesson objectives.
Students offer inaccurate reasons or
demonstrations regarding why what they are
learning is important.
The following best describes wh
Lesson objectives are not c
students, or objectives lack
coherence.
Teacher does not model w
objectives or related perfo
like. Students do not know
objective(s) will be assess
Students struggle to retell/
objectives or explain the ta
completing.
Teacher does not provide
engagement in lesson obje
opportunities for engagem
disconnected from the less
Students are unable to exp
are learning is important.
Notes:
Examples of how a teacher might explain or model mastery of objectives include sharing exemplars of high quality work when engaging students in the lesson, demonstrating effective strategies/thinking required to master the objto state what they think mastery would look like and clarifying expectations through Q & A.
To determine if students can explain the lesson objectives, observe times when the teacher engages students in the lesson objective and/or the teacher facilitates a conversation with students about the lesson objective.
Students understanding how the objectives fit into the broader content or goals may be shown through an effective teachers explanation of how the lesson connects to essential questions or through students comments.
The teacher can connect the lesson to prior knowledge by asking students to relate concepts to their own experiences or to what they have learned in other classes or courses.
In cases where the observer is not present when the teacher introduces the lesson, the observer may assess the teachers use of the lesson objective through questioning students.
7/29/2019 TEM3 0RubricTeachCLE Draft
3/13
Teacher Effective ness Measure Teaching and Learning Framework version 3.0Revised January 24, 2013
TEACH 2: EXPLAIN CONTENT CLEARLY AND ACCURATELY
5 Significantly Above Expectations/ 4 Above
Expectations
3
Meeting Expectations
2
Below Expectations
1
Significantly Below E
For Level 4- All evidence supporting Level 3 is
present, as well as one of the following:
For Level 5 All evidence supporting Level 3 is
present, as well as two or more of the following:Teacher explains/demonstrates concept(s) in a
way that actively involves students in the
learning process and promotes student interest
in the content.
Students make independent connections
through classroom interactions demonstrating
that they understand the content levels ranging
from basic to complex.
Students, when possible, consider multipleperspectives and approaches to learning. 1
The following best describes what is observed:
Teachers explanations / demonstrations of
content are clear and accurate. Theexplanations build student understanding of
content and consider multiple perspectives /
approaches to solve problems or interpret text
/ content.
Teacher makes relevant connections with
other content areas, students experiences andinterests, or current events.
Teacher uses developmentally appropriate
language and explanations.
Teacher gives clear, precise definitions and
uses specific academic language2 that is
appropriate and content-relevant.
When an explanation is not effectively leading
students to understand the content, the teacher
adjusts quickly and uses an alternative way toexplain the concept effectively.
Presentation of content includes modeling by
the teacher to demonstrate his or her
performance expectations.
Presentation of content includes logical
sequencing and all essential information.
Students may ask clarifying questions
providing information and feedback that the
teacher uses to monitor and adjust instruction.
The following best describes what is observed:
Teachers explanations are generally clear,
coherent, and accurate with a few exceptions,but the explanations may not be entirely
effective in building student understanding of
content or offering multiple perspectives/
approaches to solve problems or interpret
text/content.
Teacher makes connections with other content
areas, students experiences and interests, orcurrent events, but the connections do not
make the content relevant or build student
understanding and interest.
Teacher uses some language and explanations
that may not be developmentally appropriate.
Teacher sometimes gives definitions that are
not completely clear or precise, or the teacher
sometimes may not use academic languagewhen it is appropriate to do so.
When an explanation is not effectively leading
students to understand the concept, the
teacher may sometimes move on or re-explain
content in the same way rather than provide an
effective alternative explanation.
Presentation of content by teacher includes
modeling by teacher that does not accurately
demonstrate his or her performance
expectations.
Students may ask some clarifying questions
showing that they are confused by the
teachers explanations.
The following best describes wh
Teachers explanations m
incoherent or inaccurate, generally ineffective in bu
understanding of content.
Teacher does not make co
content areas, students exinterests, or current event
Much of the teachers langdevelopmentally appropr
Teacher frequently gives u
definitions or frequently m
language when it is appro
Teacher rigidly adheres to
explaining content even w
explanation is not effectiv
to understand the concep
makes unrelated adjustmethat lead to more student
Presentation of content pr
by teacher and demonstra
expectations that are uncl
students.
Students may frequently a
questions showing that th
the explanations, or stude
consistently frustrated or
ofthe teachers unclear ex
1 Examples include, but are not limited to, multiple ways to solve a problem and multiple interpretations of text/content.2 Academic language includes the usage of correct grammar and pronunciation in both written and verbal contexts.
7/29/2019 TEM3 0RubricTeachCLE Draft
4/13
Teacher Effective ness Measure Teaching and Learning Framework version 3.0Revised January 24, 2013
TEACH 3: ENGAGE STUDENTS AT ALL LEARNING LEVELS IN APPROPRIATELY CHALLENGING WORK
5 Significantly Above Expectations/ 4 Above
Expectations
3
Meeting Expectations
2
Below Expectations
1
Significantly Below E
For Level 4- All evidence supporting Level 3 is
present, as well as one of the following:
For Level 5 All evidence supporting Level 3 is
present, as well as two or more of the following:
Teacher uses appropriately complex text, tasks,
and activities to provide students the
opportunity to move beyond their current
mastery level.
Teachers activities and materials sustainstudent attention at all learning levels / styles
throughout the lesson.
The following best describes what is observed:
Teacher makes the lesson reachable to
students3.
Teacher makes the lesson challenging4 to
students.
Teacher ensures the lesson meets students at
all learning levels/styles.
Teacher effectively uses appropriately
complex text, tasks, and activities to support
students mastery of objectives.5
The following best describes what is observed:
Teacher makes lesson reachable to students;
however, there is no evidence of challenge for
students.
Teachers delivery of the lesson attends to a
limited learning level/style and does not meet
the needs of all students.
Teacher sporadically or occasionally uses
appropriately complex text and tasks in terms
of content and vocabulary to support studentsmastery of planned learning objectives.
The following best describes wh
Teacher does not make the
students and/or does not m
challenging for students b
or materials when student
mastery of the lesson obje
Teachers delivery of the lefocused or non-existent in
and learning styles of stud
Teacher uses text or tasks
appropriately complex in t
vocabulary and/or does nomastery of planned lesson
Note:
Examples of additional resources include manipulatives, teacher-created materials, and it ems from various real-world sources (e.g., banks, libraries, museums, etc.).
3 To make content reachable for all students, a teacher mightdifferentiatecontent, process, or product (using strategies that might include flexible grouping, chunking grade appropriate texts, or tiered assignmentsthat students are able to access the lesson so that they eventually meet or exceed grade level standards.
4In order for strategies to lead students to a deeper understanding of the content, a teacher must understand students current levels of performance and then purposefully design instructional strategies that will sclearning to a deeper level so that they meet or exceed grade level expectations. Scaffolding is defined by breaking tasks down into smaller elements. Examples of scaffolding include activating prior knowledge, brsmaller parts, and modeling or having students verbalize their thinking process. There are many effective techniques for scaffolding learning; however, scaffolding should be well executed and appropriate to the Conversely, the techniques can also be used ineffectively. In order to be effective, the scaffolding technique must be well executed and appropriate to the objectives, and thus succeed in addressing the students m
5Districts instructional maps guide text use/ selections. Task complexity refers to engaging students in ways that align to Blooms levels of rigor regarding the lessons standards-based objective(s). A task whose s
rigor level of evaluation should not be limited to activities that only require remembering or applying.
7/29/2019 TEM3 0RubricTeachCLE Draft
5/13
Teacher Effective ness Measure Teaching and Learning Framework version 3.0Revised January 24, 2013
7/29/2019 TEM3 0RubricTeachCLE Draft
6/13
Teacher Effective ness Measure Teaching and Learning Framework version 3.0Revised January 24, 2013
TEACH 4: PROVIDE STUDENTS MULTIPLE WAYS TO ENGAGE WITH CONTENT
5 Significantly Above Expectations/ 4 Above Expectations3
Meeting Expectations
2
Below Expectations Significantly Be
For Level 4- All evidence supporting Level 3 is present, as well as two of the
following:
For Level 5 All evidence supporting Level 3 is present, as well as three or
more of the following:
Students are provided with choices and taught how to self -select
strategies that will help them master lesson objectives.
Students can explain or demonstrate the strategies they use and
explain how the strategies relate to what they are learning in terms of
content standards.
Teacher consistently engages students in activities/ experiences
where inquiry, curiosity, and exploration are valued.
The teacher and/or students model and implementstrategies that
t ea ch , re in f o rc e , o r d e m o n st ra t e three or more of the
followingproblem-solving types:
o Abstractiono Categorizationo Drawing Conclusions/JustifyingSolutionso Predicting Outcomeso Observing and Experimentingo ImprovingSolutionso IdentifyingRelevant/IrrelevantInformationo GeneratingIdeaso Creating and Designing
The following best describes what is observed:
Strategies are aligned to the lesson objectives
and have a clear, intentional purpose.
There is an appropriate balance between
teacher-directed instruction and student-
centered learning based on the lesson.
Strategies enable students to meet or exceed
lesson objectives with appropriate scaffolding
and differentiation.1
Strategies sufficiently allow students to
practice, apply, and demonstrate content
mastery based on appropriate grade-level
expectations through discussion and/ or
writing about complex text, tasks, or concepts.
The teacher models and implementsstrategies that teach or reinforce two of
the following problem-solving types:
o Abstractiono Categorizationo Drawing Conclusions/JustifyingSolutionso Predicting Outcomeso Observing and Experimentingo ImprovingSolutionso IdentifyingRelevant/Irrelevant
Information
o GeneratingIdeaso Creating and Designing
The following best describes what is
observed:
Strategies are somewhat aligned to
the lesson objectives and
have a purpose relative to
accomplishing the objective, while
others keep students busy without
a purposeful use of time.
Most of the instruction is teacher-
directed with student-centered
learning happening sporadically
and with little connection to the
lesson.
Differentiation and scaffolding
strategies are not appropriate for
all students and only some
students meet lesson objectives.
Strategies insufficiently allow
students to practice, apply, and
demonstrate what they are
learning through discussion and/
or writing about complex text,
tasks, or concepts.
Teacher attempts to implement
problem-solving strategies without
effectively modeling or engaging
students in the process, and/or
students struggle to implement
strategies without direct
instruction because of limited
teacher support.
The following best
observed:
Strategies are
lesson objectiv
Strategies do n
purpose and k
without a purp
Lesson is almo
directed.
Differentiation
strategies are
disconnected f
objectives.
Strategies do n
opportunities
and demonstra
learning throu
or writing abo
tasks, or conce
Teacher either
problem-solvin
teacher implem
are not clearly
learning objec
activity.
7/29/2019 TEM3 0RubricTeachCLE Draft
7/13
Teacher Effective ness Measure Teaching and Learning Framework version 3.0Revised January 24, 2013
TEACH 5: USE STRATEGIES THAT DEVELOP HIGHER-LEVEL THINKING SKILLS
6 Synthesis of complex materials refers to students logically combining ideas from diverse text/or content to arrive at a new idea, understanding, defense, analysis, application, or creation.7 Thinking skills should be aligned with the standard-based objectives level of rigor. Per the standard to which a teacher is teaching, it may or may not be appropriate to see a lesson only move from remembering
based on where the teacher is within a unit of study.8Teacher might model his or her thinking using text to generate thoughts, grapple with, and/ or ask questions of text as a foundation for students to begin developing their own questions and strategies for each other using text as a result of mA math example of this descriptor is a teacher using a think aloud to decontextualize a math word problem or pattern so that students see how the words equate to mathematical operations (word problem) or so that students understand horepeat (pattern).
5 Significantly Above Expectations/ 4 Above Expectations3
Meeting Expectations
2
Below Expectations Significantly Be
For Level 4- All evidence supporting Level 3 is present, as well as
two of the following:
For Level 5- All evidence supporting Level 3 is present, as well as
three or more of the following:
Teacher uses strategies that challenge students to probe for
higher-order understanding, synthesize complex materials, and
arrive at new understanding.6
Students independently generate their own questions and
strategies to demonstrate understanding and appropriate
application of concepts.
Teacher thoroughly teaches and engages students in tasks,activities, or strategies that include multiple types ofthinkingrelevant to learning objectives and content; these include:
oanalytical thinking- where students analyze, compare andcontrast, and evaluateandexplain information;
opracticalthinking- where students use, apply, andimplementwhat they learnin real-life scenarios;
ocreativethinking,- where students create,design,imagine, suppose, and generate a variety of ideas and
alternatives;
oresearch-based thinking- where students explore andreview a variety ofideas,models, and solutions to
problems.
Teacher provides opportunities where students
monitortheirthinking to ensure that they understand whatthey are learning,areattending to critical information, and areaware of the learning strategies theyareusing and why.
The following best describes what is observed:
Teacher engages students in activities, tasks, and/or
discussions that build on a solid foundation of
knowledge leading to higher order thinking skills7.Teacher models his or her own thought process for
generating and asking questions so that students begin
to generate their own questions. 8
Teacher provides helpfulsuggestions and/ or redirects
with questions rather than simply providing the
answers.
Teachers questions push students beyond their initialthinking and require them to cite evidence.
Teacher thoroughly teaches and engages students intasks, activities, or strategies that address one type of
thinking relevant to learning objectives and content;these include:
o analytical thinking- where students analyze,compare and contrast, and evaluateand
explain information;o practicalthinking- where students use, apply,
and implementwhat they learnin real-lifescenarios;
o creativethinking- where students create,design, imagine, suppose, and generate avariety of ideas and alternatives;
o research-based thinking- where studentsexplore and review a variety ofideas,models,and solutions to problems.
The following best describes what is
observed:
Teacher engages students in tasks and
activities and/ or discussions thatbuild on a solid foundation of
knowledge, but rarely bring students
to higher order thinking.
Teacher shares his or her own thought
process for generating and asking
questions, but does not ask students
to develop their own questions as a
result.
Teacher provides minimal suggestions
and redirects students by either
telling the answer or asking, and then
answering his or her own questions.
The teachers questions and tasksrarely bring students to higher-order
thinking or require them to citeevidence.
Teacher teaches one type of thinking
that is not most relevant (or
irrelevant) to the learning objectives/
content, or the type of thinking does
not include appropriate tasks,
activities, or strategies.
The following best
observed:
Teacher does n
in tasks and actheir thinking.
Teacher does n
own thought p
and asking que
ask students to
questions for e
Teacher does n
suggestions w
unable to answ
Teacher asks p
questions, or q
confusing to st
require studen
Teacher defau
type of thinkininappropriatel
and/ or teache
7/29/2019 TEM3 0RubricTeachCLE Draft
8/13
Teacher Effective ness Measure Teaching and Learning Framework version 3.0Revised January 24, 2013
TEACH 6: CHECK FOR UNDERSTANDING AND RESPOND APPROPRIATELY DURING THE LESSON
5 Significantly Above Expectations/ 4 Above
Expectations
3
Meeting Expectations
2
Below Expectations
1
Significantly Below E
For Level 4- All evidence supporting Level 3 is
present, as well as two of the following:
For Level 5- All evidence supporting Level 3 ispresent, as well as three or more of the following:
Teacher checks for understanding at all key
moments using a variety of methods.
Teacher circulates during instructional
activities to support engagement and thinking,
and to formatively asses students work inorder to make adjustments to instruction, offer
feedback, and allow students to offer specific
and relevant feedback.
Teacher provides oral and written feedback
that is frequent, academically focused, and of
high quality.
Teacher anticipates student
misunderstandings and addresses them byredirecting questions
Teacher is able to address student
misunderstandings effectively without taking
away from the flow of the lesson or losing the
engagement of students who do understand.
The following best describes what is observed:
Teacher periodically checks for understanding
of content by addressing misunderstandings
with another approach/strategy.
Teacher maintains the level of engagement of
the students by circulating during instructional
activities to support engagement and
formatively assess students work in order toadjust instruction and offer feedback.
Teacher uses scaffolding techniques as needed
to enable students to construct their own
understandings.
Teacher responds to misunderstanding by
using a variety of techniques and strategies
that are specific and establish studentunderstanding.
The following best describes what is observed:
Teacher sometimes checks for understanding
of content, but the teachers misses several key
moments.
Teacher attempts to make adjustments to the
lesson, but the adjustments are not effective
based on formative assessment of studentswork and lack feedback.
Teacher may primarily respond to
misunderstandings by using scaffolding
techniques that are teacher-driven when
student-driven techniques could have been
effective.
Teacher may sometimes persist in using a
particular technique for responding to amisunderstanding even when it is not
succeeding.
The following best describes wh
Teacher rarely or never ch
understanding of content,
misses nearly all key mom
Teacher does not attempt
or formatively assess studthe lesson.
Teacher may only respond
misunderstandings by usi
techniques that are teache
student-driven techniques
effective.
Teacher persists in using a
technique for responding
misunderstanding even wsucceeding.
Notes:
A teacher does not necessarily have to check with every student in order to gauge the understanding of the class (get the pulse). A series of questions posed to the entire class can enable a teacher to get the pulse of the class if the understanding using strategies like fist-to-five, whole-class white board responses, etc. If the teacher finds that many students did not understand some part of the lesson, and immediately reteaches that part to the entire class, this sgetting the pulse of the class because the teacher gained enough information to be able to adjust subsequent instruction.
For some lessons, checking the pulse of the class may not be an appropriate standard. For example, if students are spending the majority of the period working on individual essays and the teacher is conferencing with a few studentfor the teacher to check the understanding of the entire class. In these cases, the teacher should be judged based on how deeply and effectively s/he checks for the understanding of the students with whom s/he is working.
In some lessons, it is appropriate to check for understanding of directions, in addition to checking for understanding of content. However, a teacher who only checks for understanding of directions and rarely or never checks for undeeffectively checking for understanding.
At some points in a lesson, it is not appropriate to respond immediately to student misunderstandings (for example, at the beginning of an inquiry-based lesson or stopping to respond to a single students misunderstanding would beinstructional time for the rest of the class). In such cases, an effective teacher might wait until later in the lesson to respond and scaffold learning. Observers should be sensitive to these situations and not penalize a teac her for failing tmisunderstandings immediately when it would be more effective to wait, provided that the teacher makes some arrangement to address the misunderstandings later and makes this clear to the students.
7/29/2019 TEM3 0RubricTeachCLE Draft
9/13
Teacher Effective ness Measure Teaching and Learning Framework version 3.0Revised January 24, 2013
TEACH 7: MAXIMIZE INSTRUCTIONAL TIME
5 Significantly Above Expectations/ 4 Above
Expectations
3
Meeting Expectations
2
Below Expectations
1
Significantly Below E
For Level 4- All evidence supporting Level 3 is
present, as well as one of the following:
For Level 5 All evidence supporting Level 3 is
present, as well as two or more of the following:
Teacher executes a coherently structured
lesson at an appropriate pace to provide many
opportunities for individual students who
progress at different learning rates.
Teacher provides opportunities for students
who finish work early to engage in meaningful
activities that extend and refine learning.
Teacher makes real-time adjustments to lesson
pacing based on information gathered from
checks for understanding if needed.
The following best describes what is observed:
Teacher has instructional materials prepared
at the start of class.Instructional time is effectively maximized;
students wait time is minimal.
Teacher spends an appropriate amount of time
on each component of the lesson and responds
to student cues to either move or readjust.
The teacher executes a coherently structured
lesson that is appropriately paced9, such that
students are almost never disengaged or left
without anything meaningful to do.
The following best describes what is observed:
Teacher has most instructional materials
prepared at the start of class.
Instructional time is not always maximized andstudents may be idle for short periodsof timewhile waiting for the teacher.
Teacher may spend too much time on one part
of the lesson even when students have
demonstrated their ability to move to the next
part of the lesson.
Teacher executes lesson at a moderate pace,
but students are sometimes disengaged or left
without anything meaningful to do.
The following best describes wh
Teacher does not have ins
prepared at the start of cla
Instructional time is not ustudents may be idle for s
time while waiting for the
Teacher may spend an ina
of time on one or more pa
when students have maste
demonstrated understand
Teacher executes the lesso
pace, and students are fre
or left without anything m
Note:
Teachers should not be penalized if students are working / discussing in gr oups and the teacher is rotating throughout the room, observing, listening, and questioning to enhance students understanding.
9The lessons pacing speed should be approporate to the content covered, instructional strategies used, and lesson adjustments made based on a teachers checks for understanding .
7/29/2019 TEM3 0RubricTeachCLE Draft
10/13
Teacher Effective ness Measure Teaching and Learning Framework version 3.0Revised January 24, 2013
CULTIVATE LEARNING ENVIRONMENT 1: BUILD A RESPECTFUL, LEARNING-FOCUSED CLASSROOM COMMUNITY
5 Significantly Above Expectations/ 4 Above
Expectations
3
Meeting Expectations
2
Below Expectations
1
Significantly Below E
For Level 4-All evidence supporting Level 3 is
present, as well as two of the following:
For Level 5- All evidence supporting Level 3 is
present, as well as three or more of the following:
Teacher promotes an environment where
students work hard, remain focused, and
persevere through challenges.
Students are invested in their work.
Teacher creates learning opportunities where
most students can experience success.
Teacher seeks out and is receptive to the
interests and opinions of all students.
Teacher creates a positive learning
environment that promotes respectful student
to-student interaction.
The following best describes what is observed:
Teacher demonstrates positive rapport with
all students.
Teacher reinforces positive behavior andstrong academic effort.
Teacher sets high and demandingacademicexpectations for every student.
Students are engaged in their work.
Students feel safe to take on challenges and
risk failure.10
Teacher promotes a respectful learning
environment.11
The following best describes what is observed:
Teacher has a positive rapport with some
students, but not others, or the teacher
demonstrates little rapport with students.Teacher rarely reinforces positive behavior
and good academic work, doing so for some
students, but not for others in a meaningful
way.
Teacher occasionally promotes an
environment where students work hard.
Students lack engagement in their work
and/or their moments of engagement are
responses to compliance.12
Some students are willing to take academic
risks, but others may not be.13
Students are generally respectful of the
teacher and their peers, but there are some
exceptions.
The following best describes wh
There may be little or no e
rapport between the teach
or there may be evidence ta negative rapport with stu
Teacher may never reinfor
and good academic work, o
only a few students.
Teacher does not promote
where students work hard
demonstrate disinterest or
in their work.
Students are generally not
challenges and risk failure
Students may frequently b
the teacher or their peers.
Notes:
An example of students being - supportive of their peers is students collaborating and helping each other.
Brief interruptions due to student excitement (for example, when a student accidentally shouts out an answer because s/he is excited to respond to the question) should not be counted against a teacher unless they occur constantly awith the lesson or with the ability of other students to respond.
10 For example, students are encouraged to answer questions and feel comfortable asking the teacher for help.11 For example, students listen and do not interrupt when their peers ask or answer questions.12 For example, students might spend significant time off-task or require frequent reminders; students might give up easily; or the teacher might communicate messages about the importance of the work, but there i
students have internalized them.13 For example, some students might be reluctant to answer questions or take on challenging assignments; some students might be hesitant to ask the teacher for help even when they need it; or some students migh
negatively when a peer answers a question incorrectly.
7/29/2019 TEM3 0RubricTeachCLE Draft
11/13
Teacher Effective ness Measure Teaching and Learning Framework version 3.0Revised January 24, 2013
CULTIVATE LEARNING ENVIRONMENT 2: DEVELOP CLASSROOM PROCEDURES AND ROUTINES
5 Significantly Above Expectations/ 4 Above
Expectations
3
Meeting Expectations
2
Below Expectations
1
Significantly Below E
For Level 4- All evidence supporting Level 3 is
present, as well as two of the following:
For Level 5
All evidence supporting Level 3 is
present, as well as three or more of the following:
Routines and procedures run smoothly
without prompting.
Students know their responsibilities and ask
few questions about what to do.
Transitions are orderly, efficient, systematic,
and require little teacher direction.
Students share responsibility for the
operations and routines in the classroom.
The following best describes what is observed:
Routines and procedures run smoothly with
minimal prompting from the teacher; students
generally know their responsibilities.
Transitions are generally smooth with some
teacher direction.
Routines support the effective use of
instructional time.
The following best describes what is observed:
Routines and procedures are in place, but
require significant teacher prompting and
direction; students may be unclear about what
they should be doing and may ask questions
frequently.
Transitions are fully directed by the teacher
and may be less orderly and efficient.
Routines are ineffective causing, the loss of
some instructional time.
The following best describes wh
Routines and procedures a
the teacher directs every a
unclear about what they sh
ask questions constantly o
teacher directions.
Transitions are disorderly
Routines are ineffective or
causing a significant loss o
Notes:
Teachers using Responsive Classroom are encouraged to prompt students regarding routines and procedures. Also consider the d evelopmental stage of early learners (pre-K-2nd grade) if a teacher is prompting students regarding Ratings should not count against teachers in this case.
7/29/2019 TEM3 0RubricTeachCLE Draft
12/13
Teacher Effective ness Measure Teaching and Learning Framework version 3.0Revised January 24, 2013
CULTIVATE LEARNING ENVIRONMENT 3: USE CLASSROOM SPACE AND RESOURCES TO SUPPORT INSTRUCTION
5 Significantly Above Expectations/ 4 Above
Expectations
3
Meeting Expectations
2
Below Expectations
1
Significantly Below E
For Level 4- All evidence supporting Level 3 is
present, as well as two of the following:
For Level 5 All evidence supporting Level 3 is
present, as well as three or more of the following:
Use of space and materials is utilized to
enrich learning.
Resources or tools are available to support
and extend student learning.
Teacher considers students interestswhen selecting resources.
Students determine the relevance and
reliability of available resources.
Students select resources that help them
demonstrate their understanding of
concepts and/or completion of tasks.
The following best describes what is observed:
Use of space and materials promotes learning.
Supplies, equipment, resources, and tools
help students achieve mastery of standards.14
Resources are leveled or differentiated based
on students needs and are used to helpstudents meet or exceed standards.
Teacher provides resources designed to help
students demonstrate their understanding of
concepts and/or completion of tasks.
The following best describes what is observed:
Use of space and materials rarely promotes
learning.
Classroom resources inconsistently stimulate
student interest in the content.
Resources inconsistently support activities
that help students achieve mastery of
standards.
Leveling or differentiation of resources is
misaligned based on students needs and/orare not used to help students meet or exceed
grade or course level expectations.
The following best describes wh
Use of space and materials
learning.
Resources do not support
students achieve mastery
Note:
Examples of how resources can extend learning include: posting indictors of mastery with student-friendly explanations, or using materials that support students with extending their learning after they have completed instructional assig
14 Resources (including core texts, intervention programs ,or supplementary materials) are selected based on their alignment to standards and students needs where appropriate. Resources are not simply used be
rather, the teacher is thoughtful and strategic about how to use the resources given the students needs in the classroom.
7/29/2019 TEM3 0RubricTeachCLE Draft
13/13
Teacher Effective ness Measure Teaching and Learning Framework version 3.0Revised January 24, 2013
CULTIVATE LEARNING ENVIRONMENT 4: MANAGE STUDENT BEHAVIOR
5 Significantly Above Expectations/ 4 Above
Expectations
3
Meeting Expectations
2
Below Expectations
1
Significantly Below Ex
For Level 4- All evidence supporting Level 3 is
present, as well as one of the following:
For Level 5 All evidence supporting Level 3 is
present, as well as two or more of the following:
Behavioral expectations are clear and
understandable, and there is no evidence of
off- task behavior.
Flow of the lesson is rarely impeded by
inappropriate or off- task student behavior,
hence maximizing instructional time.
All students know and adhere to their roles
and responsibilities, and they self-manage
their behavior.
The following best describes what is observed:
Behavioral expectations are clear to most
students resulting in only occasional off-task
behavior.
Teacher regularly promotes and reinforces
positive behavior.15
Off-task behavior is redirected in a manner
that solves the issue and maximizes
instructional time.
Disruptive behavior16 is de-escalated with
little interruption to instructional time.
Teacher only attends to students who cause
disruptions rather than to the entire class.
The following best describes what is observed:
Behavioral expectations may be unclear or
inconsistent resulting in frequent off-task
behavior in the classroom.
Teacher rarely promotes and reinforces
positive behavior.
Off-task behavior is redirected in a manner
that may not solve the issue and/or interrupts
some instructional time.
Disruptive behavior is de-escalated with some
interruption to instructional time.
Teacher attends to students who cause
disruption by addressing entire group(s) of
students or the entire class.
The following best describes wh
Behavioral expectations ar
clear.
Teacher does not promote
positive behavior.
Off-task behavior is not red
manner that solves the issu
redirection significantly in
instructional time.
Disruptive behavior causes
interruption to instruction
Teacher does not attend to
15 Positive reinforcements consistent with Responsive Classroom and No-Nonsense nurturing should be implemented where appropriate.16 Disruptive behavior can be defined as behavior that requires signficant teacher invervention.