PERFORMANCE STANDARDS

Teachers are evaluated on the performance standards using the performance appraisal
rubrics located in this section after each standard. Performance standards refer to the
major duties performed. For all teachers, there are seven performance standards. Please
note: Standard 7: Student Progress does not have a performance rubric There is a
summative rubric for Student Progress as indicated below.

PERFORMANCE STANDARD 1: INSTRUCTIONAL PLANNING

The teacher plans using the schools curriculum, effective strategies,
resources, and data to meet the needs of all students.
Highly Effective (4)
*In addition to
meeting the
standard
The teacher actively
seeks and uses
alternative data and
resources, and
consistently
differentiates plans
to meet the needs of
all students.

Effective (3)
Effective is the
expected level of
performance.
The teacher plans
using the schools
curriculum,
effective strategies,
resources, and data
to meet the needs
of all students.

Improvement
Necessary (2)

Does Not Meet

Standards (1)

The teacher
inconsistently
uses the schools
curriculum,
effective
strategies,
resources, and
data in planning
to meet the needs
of all students.

The teacher does

not plan, or plans
without
adequately using
the schools
curriculum,
effective
strategies,
resources, and
data.

*Teachers who are exemplary often serve as role models and/or teacher leaders
Contemporary Effective Teacher Research
Contemporary research has found that an effective teacher:
Constructs a blueprint of how to address the curriculum during the instructional
time.i
Facilitates planning units in advance to make intra- and interdisciplinary
connections.ii
Plans for the context of the lesson to help students relate, organize, and make
knowledge become a part of their long-term memory.iii
Identifies instructional objectives and activitiesiv to promote students cognitive and
developmental growth.v
Uses knowledge of available resources to determine what resources s/he needs to
acquire or develop.vi

INSTRUCTIONAL PLANNING RUBRIC

The teacher plans using the schools curriculum, effective strategies,
resources, and data to meet the needs of all students.
Highly Effective
(4)
a.
Knowledge

b.
Standards

c.
Units

d.
Assessments

e.
Anticipation

f.
Lessons

g.
Engagement

h.
Materials

i.
Differentiatio
n

j.
Environment

Effective (3)

Improvement
Necessary (2)

Does Not Meet

Standards (1)

Is expert in the subject

area and up to date on
authoritative research
on child development
and how students
learn.
Has a detailed plan for
the year that is tightly
aligned with high
standards and ensures
success on any
external assessments.
Plans all units
embedding big ideas,
essential questions,
knowledge, skill, and
non-cognitive goals
that cover some
Bloom's levels.
Prepares and analyzes
formative and
summative
assessments to
monitor student
learning.
Anticipates students'
misconceptions and
confusions and
develops multiple
strategies to overcome
them.
Designs each lesson
with clear, measurable
goals closely aligned
with standards and unit
outcomes.
Designs highly relevant
lessons that will
motivate all students
and engage them in
active learning.
Designs lessons that
use an effective mix of
high quality,
multicultural learning
materials and
technology.
Designs lessons that
break down complex
tasks and address all
learning needs, styles,
and interests.

Knows the subject

matter well and has a
good grasp of child
development and how
students learn.

Is somewhat familiar
with the subject and
has a few ideas of
ways students
develop and learn.

Has little familiarity

with the subject matter
and few ideas on how
to teach it and how
students learn.

Plans the year so

students will meet high
standards and be ready
for any external
assessments.

Has done some

thinking about how
to cover high
standards and test
requirements this
year.
Plans lessons with
some thought to
larger goals and
objectives and higher
order thinking skills.

Plans lesson by lesson

and has little familiarity
with state standards
and tests.

Plans formative and

summative
assessments to
measure student
learning.

Drafts unit
assessments as
instruction proceeds.

Writes final
assessments shortly
before they are given.

Anticipates
misconceptions that
students might have
and plans to address
them.

Has a hunch about

one or two ways that
students might
become confused
with the content.

Proceeds without
considering
misconceptions that
students might have
about the material.

Designs lessons
focused on measurable
outcomes over time
aligned with unit goals.

Plans lessons with

some consideration
of long term goals.

Designs lessons that

are relevant,
motivating, and likely
to engage most
students.
Designs lessons that
use an appropriate,
multicultural mix of
materials and
technology.

Plans lessons that

will catch some
students interest
and perhaps get a
discussion going.
Plans lessons that
involve a mixture of
good and mediocre
learning materials.

Plans lessons aimed

primarily at
entertaining students
or covering textbook
chapters.
Plans lessons with very
little likelihood of
motivating or involving
students.

Designs lessons that

target several learning
needs, styles, and
interests.

Uses room
arrangement,
materials, and displays
to maximize student
learning of all material.

Organizes classroom
furniture, materials,
and displays to support
unit and lesson goals.

Plans lessons with

some thought as to
how to
accommodate
special needs
students.
Organizes furniture
and materials to
support the lesson,
with only a few
decorative displays.

Plans most units with

big ideas, essential
questions, knowledge,
skill, and non-cognitive
goals covering some of
Bloom's levels.

Teaches on an ad hoc
basis with little or no
consideration for longrange curriculum goals.

Plans lessons that rely

mainly on mediocre
and low quality
textbooks, workbooks,
or worksheets.
Plans lessons with no
differentiation.

Has a conventional
furniture arrangement,
hard-to access
materials, and few wall
displays.

PERFORMANCE STANDARD 2: INSTRUCTIONAL DELIVERY

The teacher effectively engages students in learning by using a variety of
instructional strategies in order to meet individual learning needs.
Highly Effective
(4)
*In addition to
meeting the
standard
The teacher
optimizes
students
opportunity to
learn by engaging
them in higher
order thinking
and/or enhanced
performance skills.

Effective (3)
Effective is the
expected level of
performance.
The teacher
effectively
engages students
in learning by
using a variety of
instructional
strategies to meet
individual learning
needs.

Improvement
Necessary (2)
The teacher
inconsistently
uses instructional
strategies that
meet individual
learning needs.

Does Not Meet

Standards (1)
The teachers
instruction
inadequately
addresses
students learning
needs.

*Teachers who are exemplary often serve as role models and/or teacher leaders.
Contemporary Effective Teacher Research
Contemporary research has found that an effective teacher:
Stays involved with the lesson at all stages.vii
Uses a variety of instructional strategies.viii
Uses research-based strategies to make instruction student-centered.ix
Involves students in cooperative learning to enhance higher-order thinking skills. x
Uses students prior knowledge to facilitate student learning.xi
Possesses strong communication skills,xii offering clear explanations and
directions.xiii
Differentiates for students needs using remediation, skills-based instruction, and
individualized instruction.xiv
Uses multiple levels of questioning aligned with students cognitive abilities with
appropriate techniques.xv

INSTRUCTIONAL DELIVERY RUBRIC

The teacher effectively engages students in learning by using a variety of
instructional strategies in order to meet individual learning needs.
Highly Effective
(4)
a.
Expectations

b.
Mindset

c.
Goals

d.
Connections

e.
Clarity

f.
Repertoire

g.
Engagement

h.
Differentiatio
n

i.
Nimbleness

Effective (3)

Improvement
Necessary (2)

Does Not Meet

Standards (1)

Exudes high
expectations and
determination and
convinces all students
that they will master
the material.
Actively inculcates a
"growth" mindset: take
risks, learn from
mistakes, through
effective effort you can
and will achieve at high
levels.
Shows students exactly
whats expected by
posting essential
questions, goals,
rubrics, and exemplars
of proficient work.
Hooks all students
interest and makes
connections to prior
knowledge, experience,
and reading.

Conveys to students:
This is important, you
can do it, and Im not
going to give up on
you.

Tells students that

the subject matter is
important and they
need to work hard.

Gives up on some
students as hopeless.

Tells students that

effective effort, not
innate ability, is the
key.

Doesn't counteract
students'
misconceptions
about innate ability.

Communicates a
"fixed" mindset about
ability: some students
have it, some don't.

Gives students a clear

sense of purpose by
posting the units
essential questions
and the lessons goals.

Tells students the

main learning
objectives of each
lesson.

Begins lessons without

giving students a
sense of where
instruction is headed.

Activates students
prior knowledge and
hooks their interest in
each unit and lesson.

Rarely hooks students

interest or makes
connections to their
lives.

Always presents
material clearly and
explicitly, with wellchosen examples and
vivid and appropriate
language.
Orchestrates highly
effective strategies,
questions, materials,
technology, and
groupings to boost the
learning of all students.
Gets all students highly
involved in focused
work and discussions in
which they are active
learners and problemsolvers.
Successfully reaches all
students by skillfully
differentiating and
scaffolding and using
peer and/or adult
helpers.

Uses clear
explanations,
appropriate language,
and examples to
present material.

Is only sometimes
successful in making
the subject
interesting and
relating it to things
students already
know.
Sometimes uses
language and
explanations that
are fuzzy, confusing,
or inappropriate.

Orchestrates effective
strategies, questions,
materials, technology,
and groupings to
foster student
learning.
Has students actively
think about, discuss,
and use the ideas and
skills being taught.

Uses a limited range

of classroom
strategies,
questions, materials,
and groupings with
mixed success.
Attempts to get
students actively
involved but some
students are
disengaged.

Uses only one or two

teaching strategies and
types of materials and
fails to reach most
students success.

Differentiates and
scaffolds instruction
and uses peer and/or
adult helpers to
accommodate most
students learning
needs.
Is flexible about
modifying lessons to
take advantage of
teachable moments.

Attempts to
accommodate
students with
learning deficits, but
with mixed success.

Fails to differentiate
instruction for students
with learning deficits.

Sometimes doesn't
take advantage of
teachable moments.

Is rigid and inflexible

with lesson plans and
rarely takes advantage
of teachable moments.

Deftly adapts lessons

and units to exploit
teachable moments and
correct
misunderstandings.

Often presents
material in a confusing
way, using language
that is inappropriate.

Mostly lectures to
passive students or
has them plod through
textbooks and
worksheets.

j.
Application

Consistently has all

students summarize
and internalize what
they learn and apply it
to real-life situations.

Has students sum up

what they have
learned and apply it in
a different context.

Sometimes brings
closure to lessons
and asks students to
think about
applications.

Moves on at the end of

each lesson without
closure or application
to other contexts.

PERFORMANCE STANDARD 3: ASSESSMENT OF/FOR

LEARNING
The teacher systematically gathers, analyzes, and uses data to measure
student progress, guide instruction, and provide timely feedback.
Highly Effective
(4)
*In addition to
meeting the
standard
The teacher uses a
variety of informal
and formal
assessments based
on intended
learning outcomes
to assess student
learning and
teaches students
how to monitor
their own
academic progress.

Effective (3)
Effective is the
expected level of
performance.
The teacher
systematically
gathers,
analyzes, and
uses data to
measure student
progress, guide
instruction, and
provide timely
feedback.

Improvement
Necessary (2)

The teacher uses a

limited selection of
assessment
strategies,
inconsistently links
assessment to
intended learning
outcomes, and/or
does not use
assessment to
plan/modify
instruction.

Does Not Meet

Standards (1)

The teacher uses

an inadequate
variety of
assessment
sources, assesses
infrequently, does
not use baseline or
feedback data to
make instructional
decisions and/or
does not report on
student progress in
a timely manner.

*Teachers who are exemplary often serve as role models and/or teacher leaders.

Contemporary Effective Teacher Research

Contemporary research has found that an effective teacher:
Offers regular, timely, and specific feedbackxvi and reinforcement.xvii
Gives homework and offers feedback on the homework.xviii
Uses open-ended performance assignments.xix
Analyzes student assessments to determine the degree to which the intended
learning outcomes align with the test items and student understanding of
objectives.xx
Interprets information from teacher-made tests and standardized assessments to
guide instruction and gauge student progress by examining questions missed to
determine if the student has trouble with the content or the test structure.xxi

ASSESSMENT OF/FOR LEARNING RUBRIC

The teacher systematically gathers, analyzes, and uses data to measure
student progress, guide instruction, and provide timely feedback.

a.
Criteria

b.
Diagnosis

c.
On-the-Spot

d.
SelfAssessment

e.
Recognition

f.
Formative
Assessments

Does Not Meet

Standards (1)

Effective (3)

Posts and reviews clear

criteria for proficient work,
including rubrics and
exemplars, and all students
internalize them.
Gives students a wellconstructed diagnostic
assessment up front, and
uses the information to fine
tune instruction.

Posts criteria for

proficiency,
including rubrics
and exemplars of
student work.
Diagnoses
students
knowledge and
skills up front and
makes small
adjustments based
on the data.
Frequently checks
for understanding
and gives students
helpful information
if they seem
confused.
Has students set
goals, self-assess,
and know where
they stand
academically.
Regularly posts,
publishes, or
shares students
work to make
visible their
progress with
respect to
standards.
Uses data from
formative
assessments to
adjust teaching, reteach, and follow
up with struggling
students.
Takes responsibility
for students who
are not succeeding
and gives them
extra help.

Tells students some

of the qualities that
their finished work
should exhibit.

Expects students to
know (or figure out)
what it takes to be
successful.

Does a quick K-W-L

(Know, Want to
Know, Learned)
exercise before
beginning a unit.

Begins instruction
without diagnosing
students' skills and
knowledge.

Uses mediocre
methods (e.g.,
thumbs up, thumbs
down) to check for
understanding during
instruction.
Urges students to
look over their work,
see where they had
trouble, and aim to
improve those areas.
Posts, publishes, or
shares only top
student work as an
example to others.

Uses ineffective
methods ("Is
everyone with me?")
to check for
understanding.

Looks over students

tests to see if there
is anything that
needs to be retaught.

Gives tests and

moves on without
analyzing them and
following up with
students.

Offers students who

fail assessments
some additional time
to study and do retakes.
Sometimes doesnt
refer students
promptly for special
help, and/or refers
students who dont
need it.
Records students
grades and notes
some general
patterns for future
reference.

Tells students that if

they fail an
assessment, thats it;
the class has to
move on to cover the
curriculum.
Often fails to refer
students for special
services and/or refers
students who do not
need them.

Uses a variety of effective

methods to check for
understanding;
immediately unscrambles
confusion and clarifies.
Has students set ambitious
goals, continuously selfassess, and take
responsibility for improving
performance.
Frequently posts,
publishes, or shares
students work with rubrics
and commentary to
celebrate progress and
motivate and direct effort.
Works with colleagues to
use formative assessment
data, fine tune teaching,
re-teach, and help
struggling students.

g.
Tenacity

Relentlessly follows up with

struggling students with
personal attention so they
all reach proficiency.

h.
Support

Makes sure that students

who need specialized
diagnosis and help receive
appropriate services.

When necessary,
refers students for
specialized
diagnosis and extra
help.

Works with colleagues to

analyze and chart data,
draw action conclusions,
and leverage student
growth.

Analyzes data from

assessments,
draws conclusions,
and shares them
appropriately.

i.
Analysis

Improvement
Necessary (2)

Highly Effective (4)

Allows students to
move on without
assessing and
improving problems
in their work.
Posts only a few
samples of student
work or none at all.

Records students
grades and moves on
with the curriculum.

j.
Reflection

Works with colleagues to

reflect on what worked and
what didn't and
continuously improve
instruction.

Reflects on the
effectiveness of
lessons and units
and continuously
works to improve
them.

At the end of a
teaching unit or
semester, thinks
about what might
have been done
better.

Does not draw

lessons for the future
when teaching is
unsuccessful.

PERFORMANCE STANDARD 4: LEARNING ENVIRONMENT

The teacher uses resources, routines, and procedures to provide a
respectful, positive, safe, student centered environment that is conducive to
learning.
Highly Effective
(4)
*In addition to
meeting the
standard
The teacher creates
a dynamic learning
environment that
maximizes learning
opportunities and
minimizes
disruptions within
an environment in
which students selfmonitor behavior.

Effective (3)
Effective is the
expected level of
performance.
The teacher uses
resources,
routines, and
procedures to
provide a
respectful,
positive, safe,
student centered
environment that
is conducive to
learning.

Improvement
Necessary (2)

The teacher is
inconsistent in
using resources,
routines, and
procedures and in
providing a
respectful, positive,
safe, student
centered
environment.

Does Not Meet

Standards (1)

The teacher
inadequately
addresses student
behavior, displays a
harmful attitude
with students,
and/or ignores
safety standards.

*Teachers who are exemplary often serve as role models and/or teacher leaders.

Contemporary Effective Teacher Research

Contemporary research has found that an effective teacher:
Cares about students as individuals and makes them feel valued.xxii
Adapts teaching to address student learning styles.xxiii
Acknowledges his or her perspective and is open to hearing their students
worldviews.xxiv
Is culturally competent.xxv
Seeks to know about the cultures and communities from which students come.xxvi

LEARNING ENVIRONMENT RUBRIC

The teacher uses resources, routines, and procedures to provide a
respectful, positive, safe, student centered environment that is conducive to
learning.

a.
Expectation
s

b.
Relationship
s

c.
Respect

d.
Socialemotional

e.
Routines

f.
Responsibili
ty

g.
Repertoire

h.
Efficiency

i.
Prevention

Highly Effective (4)

Effective (3)

Is direct, specific,
consistent, and tenacious
in communicating and
enforcing very high
expectations.

Clearly
communicates and
consistently
enforces high
standards for
student behavior.
Is fair and
respectful toward
students and
builds positive
relationships.

Shows warmth, caring,

respect, and fairness for
all students and builds
strong relationships.

Improvement
Necessary (2)
Announces and
posts classroom
rules and
punishments.

Does Not Meet

Standards (1)
Comes up with ad hoc
rules and punishments
as events occur.

Is fair and
respectful toward
most students and
builds positive
relationships with
some.
Earns the respect
of some students
but there are
regular disruptions
in the classroom.

Is sometimes unfair
and disrespectful to
the class; plays
favorites.

Publicly berates bad

students, blaming
them for their poor
behavior.

Has few discipline

skills and constantly
struggles to get
students attention.

Earns all students respect

and creates a climate in
which disruption of
learning is unthinkable.

Earns almost all

students respect
and refuses to
tolerate disruption.

Implements a program
that successfully develops
positive interactions and
social-emotional skills.

Fosters positive
interactions among
students and
teaches useful
social skills.

Successfully inculcates
class routines up front so
that students maintain
them throughout the year.

Teaches routines
and has students
maintain them all
year.

Gets all students to be

self-disciplined, take
responsibility for their
actions, and have a strong
sense of efficacy.

Develops students
self-discipline and
teaches them to
take responsibility
for their own
actions.

Often lectures
students on the
need for good
behavior, and
makes an example
of bad students.
Tries to train
students in class
routines but many
of the routines are
not maintained.
Tries to get
students to be
responsible for
their actions, but
many lack selfdiscipline.

Has a highly effective

discipline repertoire and
can capture and hold
students attention any
time.

Has a repertoire of
discipline moves
and can capture
and maintain
students
attention.
Maximizes
academic learning
time through
coherence, lesson
momentum, and
smooth transitions.
Has a confident,
dynamic presence
and addresses
most discipline
problems
immediately

Has a limited
disciplinary
repertoire and
some students are
not paying
attention.
Sometimes loses
teaching time due
to lack of clarity,
interruptions, and
inefficient
transitions.
Tries to prevent
discipline problems
but sometimes
little things
escalate into big
problems.

Skillfully uses coherence,

momentum, and
transitions so that every
minute of classroom time
produces learning.
Is alert, poised, dynamic,
and self-assured and
addresses virtually all
discipline problems
immediately

Is not respected by
students and the
classroom is
frequently chaotic and
sometimes dangerous.

Does not teach

routines and is
constantly nagging,
threatening, and
punishing students.
Is unsuccessful in
fostering self-discipline
in students; they are
dependent on the
teacher to behave.

Loses a great deal of

instructional time
because of confusion,
interruptions, and
ragged transitions.
Is unsuccessful at
spotting and
preventing discipline
problems, and they
frequently escalate.

j.
Incentives

Gets students to buy into

a highly effective system
of incentives linked to
intrinsic rewards.

Uses incentives
wisely to
encourage and
reinforce student
cooperation.

Uses extrinsic
rewards in an
attempt to get
students to
cooperate and
comply.

Gives out extrinsic

rewards (e.g., free
time) without using
them as a lever to
improve behavior.

PERFORMANCE STANDARD 5: PROFESSIONALISM

The teacher maintains a commitment to professional ethics, international
mindedness, and the schools mission; and takes responsibility for and
participates in professional growth that results in enhancement of student
learning.
Highly Effective (4)
*In addition to
meeting the
standard

Effective (3)
Effective is the
expected level of
performance.

Improvement
Necessary (2)

Does Not Meet

Standards (1)

The teacher
continually engages
in high level
personal/professional
growth and
application of skills,
and contributes to
the development of
others and the well
being of the school.

The teacher
maintains a
commitment to
professional
ethics,
international
mindedness, and
the schools
mission; and takes
responsibility for
and participates in
professional
growth that results
in enhancement of
student learning.

The teacher
inconsistently
observes
professional
ethics,
international
mindedness, the
schools mission,
or attends
professional
growth
opportunities with
occasional
application in the
classroom.

The teacher
demonstrates
inflexibility, a
reluctance and/or
disregard towards
school policy,
rarely takes
advantage of
professional
growth
opportunities, or
demonstrates
repeated cultural
insensitivity.

*Teachers who are exemplary often serve as role models and/or teacher leaders.
Contemporary Effective Teacher Research
Contemporary research has found that an effective teacher:
Recognizes the levels of involvement, ranging from networking to collaboration.xxvii
Reflects on the effectiveness of lesson and units and continuously works to
improve them
Seeks out effective teaching ideas from colleagues, workshops, and other sources
and implements them well
Shares responsibility for grade-level and school wide activities and takes part in
the school community beyond the classroom.

PROFESSIONALISM RUBRIC
The teacher maintains a commitment to professional ethics, international
mindedness, and the schools mission; and takes responsibility for and
participates in professional growth that results in enhancement of student
learning.
Highly Effective
(4)
a.
Attendance

b.
Language

c.
Reliability

d.
Professional
ism

e.
Judgment

f.
Above-andbeyond

g.
Leadership

h.
Openness

i.
Collaboratio

Effective (3)

Has perfect or near

perfect attendance
(98-100%).

Has very good

attendance (9397%).

In professional
contexts, speaks and
writes correctly,
succinctly, and
eloquently.

Uses correct
grammar, syntax,
usage, and spelling
in professional
contexts.

Carries out
assignments
conscientiously and
punctually, keeps
meticulous records,
and is never late.
Presents as a
consummate
professional and
always observes
appropriate
boundaries.
Is invariably ethical,
honest, and
forthright, uses
impeccable
judgment, and
respects
confidentiality.
Is an important
member of teacher
teams and
committees and
frequently volunteers
for extra activities.

Is punctual and
reliable with
paperwork, duties,
and assignments;
keeps accurate
records.
Demonstrates
professional
demeanor and
maintains
appropriate
boundaries.
Is ethical and
forthright, uses
good judgment,
and maintains
confidentiality with
student
information.
Shares
responsibility for
grade-level and
school-wide
activities and takes
part in extra
activities.
Is a positive team
player and
contributes ideas,
expertise, and time
to the overall
mission of the
school.
Listens thoughtfully
to other viewpoints
and responds
constructively to
suggestions and
criticism.

Frequently
contributes valuable
ideas and expertise
and instills in others a
desire to improve
student results.
Actively seeks out
feedback and
suggestions from
students, parents,
and colleagues and
uses them to improve
performance.
Meets at least weekly
with colleagues to

Collaborates with
colleagues to plan

Improvement
Necessary (2)
Has moderate
absences (8- 10%).
If there are
extenuating
circumstances, state
below.
Periodically makes
errors in grammar,
syntax, usage and/or
spelling in
professional
contexts.
Occasionally skips
assignments, is late,
makes errors in
records, and misses
paperwork
deadlines.
Occasionally acts
and/or dresses in an
unprofessional
manner and/or
violates boundaries.
Sometimes uses
questionable
judgment, is less
than completely
honest, and/or
discloses student
information.
When asked, will
serve on a
committee and
attend an extra
activity.

Does Not
Meet
Standards (1)
Has many
absences (11% or
more). If there are
extenuating
circumstances,
state below.
Frequently makes
errors in grammar,
syntax, usage,
and/or spelling in
professional
contexts.
Frequently skips
assignments, is
late, makes errors
in records, and
misses paperwork
deadlines.
Frequently acts
and/or dresses in
an unprofessional
manner and
violates
boundaries.
Is frequently
unethical,
dishonest, uses
poor judgment,
and/or discloses
student
information.
Declines
invitations to serve
on committees and
attend extra
activities.

Occasionally
suggests an idea
aimed at improving
the school.

Rarely if ever
contributes ideas
that might help
improve the
school.

Is somewhat
defensive but does
listen to feedback
and suggestions.

Is very defensive
about criticism and
resistant to
changing
classroom
practice.

Meets occasionally
with colleagues to

Meets infrequently
with colleagues,

plan units, share

ideas, and analyze
interim assessments.

j.
Growth

Actively reaches out

for new ideas and
engages in action
research with
colleagues to figure
out what works best.

units, share
teaching ideas, and
look at student
work.
Seeks out effective
teaching ideas from
colleagues,
workshops, and
other sources and
implements them
well.

share ideas about

teaching and
students.

and conversations
lack educational
substance.

Can occasionally be
persuaded to try out
new classroom
practices.

Is not open to
ideas for improving
teaching and
learning.

PERFORMANCE STANDARD 6: FAMILY AND COMMUNITY

OUTREACH
The teacher understands and utilizes the school community and includes all
the necessary stakeholders in order to fully support and communicate
student learning.
Highly Effective (4)
*In addition to
meeting the
standard

Effective (3)
Effective is the
expected level of
performance.

Improvement
Necessary (2)

Does Not Meet

Standards (1)

The teacher
continually engages
in high level
personal/professional
growth and
application of skills,
and contributes to
the development of
others and the well
being of the school.

The teacher
maintains a
commitment to
professional
ethics,
international
mindedness, and
the schools
mission; and takes
responsibility for
and participates in
professional
growth that results
in enhancement of
student learning.

The teacher
inconsistently
observes
professional
ethics,
international
mindedness, the
schools mission,
or attends
professional
growth
opportunities with
occasional
application in the
classroom.

The teacher
demonstrates
inflexibility, a
reluctance and/or
disregard towards
school policy,
rarely takes
advantage of
professional
growth
opportunities, or
demonstrates
repeated cultural
insensitivity.

*Teachers who are exemplary often serve as role models and/or teacher leaders.

Contemporary Effective Teacher Research

Contemporary research has found that an effective teacher:
Promptly informs parents of behavior and learning problems and also updates
parents on good news
Uses multiple forms of communication between school and home. xxviii
Acknowledges his or her perspective and is open to hearing their students
worldviews.xxix
Is culturally competent.xxx
Seeks to know about the cultures and communities from which students come.xxxi

PERFORMANCE STANDARD 6: FAMILY AND COMMUNITY

OUTREACH
The teacher understands and utilizes the school community and includes all
the necessary stakeholders in order to fully support and communicate
student learning.
Highly Effective
(4)
a.
Respect

b.
Belief

c.
Expectation
s

d.
Communicat
ion

e.
Involving

f.
Homework

g.
Responsiven
ess

h.
Reporting

i.
Outreach

Effective (3)

Improvement
Necessary (2)

Shows great sensitivity

and respect for family
and community culture,
values, and beliefs

Communicates
respectfully with
parents and is
sensitive to
different families
culture and values.

Shows each parent an

in-depth knowledge of
their child and a strong
belief he or she will
meet or exceed
standards.

Shows parents a
genuine interest
and belief in each
childs ability to
reach standards.

Gives parents clear,

user-friendly learning
and behavior
expectations and
exemplars of proficient
work.
Makes sure parents hear
positive news about
their children first, and
immediately flags any
problems.

Gives parents clear

expectations for
student learning
and behavior for
the year.

Sends home a list

of classroom rules
and the syllabus
for the year.

Promptly informs
parents of behavior
and learning
problems, and also
updates parents on
good news.
Updates parents on
the unfolding
curriculum and
suggests ways to
support learning at
home.
Assigns
appropriate
homework, holds
students
accountable for
turning it in, and
gives feedback.
Responds promptly
to parent concerns
and makes parents
feel welcome in the
school.
Uses conferences,
correspondences,
and report cards
to give parents
feedback on their
childrens progress.

Lets parents know

about problems
their children are
having but rarely
mentions positive
news.
Sends home
occasional
suggestions on
how parents can
help their children
with schoolwork.
Assigns
homework, keeps
track of
compliance, but
rarely follows up.

Seldom informs
parents of
concerns or
positive news
about their
children.
Rarely if ever
communicates
with parents on
ways to help their
children at home.

Is slow to respond
to some parent
concerns and
comes across as
unwelcoming.
Uses report card
conferences to tell
parents the areas
in which their
children can
improve.

Does not respond

to parent concerns
and makes parents
feel unwelcome in
the classroom.
Gives out report
cards and expects
parents to deal
with the areas that
need
improvement.

Tries to contact all

parents and is
tenacious in

Tries to contact all

parents, but ends
up talking mainly

Makes little or no
effort to contact
parents.

Frequently involves
parents in supporting
and enriching the
curriculum for their
children as it unfolds.
Assigns highly engaging
homework, gets close to
a 100% return, and
promptly provides
helpful feedback.
Deals immediately and
successfully with parent
concerns and makes
parents feel welcome
any time.
Uses student-led
conferences,
correspondences, report
cards, and informal talks
to give parents detailed
and helpful feedback on
childrens progress.
Is successful in
contacting and working
with all parents,

Tries to be
sensitive to the
culture and beliefs
of students
families but
sometimes shows
lack of sensitivity.
Tells parents that
he or she cares
about their
children and wants
the best for them.

Does Not
Meet
Standards (1)
Is often insensitive
to the culture and
beliefs of students
families.

Does not
communicate to
parents knowledge
of individual
children or
concern about
their future.
Doesn't inform
parents about
learning and
behavior
expectations.

Assigns homework
but is resigned to
the fact that many
students wont
turn it in, and
doesn't follow up.

j.
Resources

including those who are

hard to reach.

contacting hard-toreach parents.

Successfully enlists
classroom volunteers
and extra resources
from homes and the
community to enrich the
curriculum.

Seeks volunteers
and additional
resources to
enhance the
curriculum.

to the parents of
high achieving
students.
Asks parents to
volunteer in the
classroom and
contribute extra
resources.

Does not reach out

for extra support
from parents or
the community.

PERFORMANCE STANDARD 7: STUDENT PROGRESS

The work of the teacher contributes towards acceptable and measurable
student progress.
Highly Effective (4)
*In addition to
meeting the
standard...
The work of the
teacher contributes
towards a high level
of student
achievement with all
populations of
learners.

Effective (3)
Effective is the
expected level of
performance.

Improvement
Necessary (2)

The work of the

teacher contributes
The work of the
towards student
teacher contributes
growth that is less
towards acceptable
than acceptable
and measurable
and/or is not achieved
student progress.
with all populations
taught by the teacher.

Does Not Meet

Standards (1)

The work of the

teacher does not
contribute towards
acceptable student
growth.

*Teachers who are exemplary often serve as role models and/or teacher leaders.

H
H
H

Contemporary Effective Teacher Research

Contemporary research has found that an effective teacher:
Knows the students abilities and sets realistic goals.[xxxii]
Raises the achievement levels for all groups of students in the classroom.[xxxiii]
Identifies and establishes additional means of support for students, such as peer study
groups, to advance toward learning goals.[xxxiv]

PERFORMANCE STANDARD 7: STUDENT PROGRESS

Overall Effective: The work of the teacher contributes towards acceptable
and measurable student progress.
The criteria for this rubric will evolve as CDS continues to develop this performance
standard. The rubric below is adapted from the Teacher Development Toolkit for the
Marzano Teacher Evaluation Model (Marzano, 2012).
Highly Effective
(4)
a. Establishing
goals with
students

b. Tracking
student
progress

c. Helping
students
reflect on their
learning

d. Celebrating
success

Effective (3)

Improvement
Necessary (2)

Does Not Meet

Standards (1)

I adapt and create

new strategies for
unique student needs
and situations.

I support students
with establishing
goals for learning and
monitor the extent to
which students are
accomplishing them.

I support students
with establishing
goals for learning, but
do so in a mechanistic
way.

I use the strategy

incorrectly or with
parts missing.

I adapt and create

new strategies for
unique student needs
and situations.

I facilitate tracking of
student progress
using a formative
approach to
assessment, and I
monitor the extent to
which students
understand their level
of performance.

I facilitate tracking of
student progress
using a formative
approach to
assessment, but I do
so in a somewhat
mechanistic way.

I use the strategy

incorrectly or with
parts missing.

I adapt and create

new strategies for
unique student needs
and situations.

I engage students in
reflecting on their own
learning and the
learning process, and
I monitor the extent
to which students selfassess their
understanding and
effort.

I engage students in
reflecting on their own
learning and the
learning process, but I
do so in a somewhat
mechanistic way.

I use the strategy

incorrectly or with
parts missing.

I adapt and create

new strategies for
unique student needs
and situations.

I provide students
with recognition of
their current status
and their knowledge
gain relative to the
learning goal, and I
monitor the extent to
which students are
motivated to enhance
their status.

I provide students
with recognition of
their current status
and their knowledge
gain relative to the
learning goal, but I do
so in a somewhat
mechanistic way.

I use the strategy

incorrectly or with
parts missing.

i McEwan, E. K. (2002). 10 traits of highly effective teachers: How to hire, coach, and mentor successful
teachers. Thousand Oaks, CA: Corwin Press.

ii McEwan, 2002.
iii Marzano, R. J., Pickering, D., & McTighe, J. (1993). Assessing student outcomes: Performance assessment
using the dimensions of learning model. Alexandria, VA: ASCD.

iv Marzano et al., 1993.

v Panasuk, R., Stone, W., & Todd, J. (2002). Lesson planning strategy for effective mathematics teaching.
Education, 2(2), 714, 808-827.

vi Buttram, J. L., & Waters, J. T. (1997). Improving Americas schools through standards-based education.
Bulletin, 81(590), 1-5.

vii Education USA Special Report. (n. d.). Good teachers: What to look for. Rockville, MD: National School
Public Relations Association; Panasuk, Stone, & Todd, 2002.

viii Darling-Hammond, L. (2001). The challenge of staffing our schools. Educational Leadership, 5(8), 12-17;
Educational Review Office. (1998). The capable teacher. Retrieved January 19, 2002, from
http://www.ero.govt.nz/Publications/eers1998/98no2hl.html

ix Johnson, B. L. (1997). An organizational analysis of multiple perspectives of effective teaching: Implications

for teacher evaluation. Journal of Personnel Evaluation in Education, 11, 69-87.

x Shellard & Protheroe, 2000.

xi Covino & Iwanicki, 1996.
xii National Association of Secondary School Principals (NASSP). (1997). Students say: What makes a good
teacher? Schools in the Middle, 6(5), 15-17; Peart & Campbell, 1999;

xiii Covino & Iwanicki, 1996; Emmer, E. T., Evertson, C. M., & Anderson, L. M. (1980). Effective classroom
management at the beginning of the year. The Elementary School Journal, 80(5), 219-231.

xiv Shellard, E., & Protheroe, N. (2000). Effective teaching: How do we know it when we see it? The Informed
Educator Series. Arlington, VA: Educational Research Service.

xv Cawelti, G. (1999). Handbook of research on improving student achievement (2nd ed.). Arlington, VA:
Educational Research Service; Cotton, K. (2000). The schooling practices that matter most. Portland, OR:
Northwest Regional Educational Laboratory and Alexandria, VA: ASCD; Covino & Iwanicki, 1996; Good, T. L., &
Brophy, J. E. (1997). Looking in classrooms (7th ed.). New York: Addison-Wesley; Tobin, K. (1980). The effect of
extended teacher wait-time on science achievement. Journal of Research in Science Teaching, 17, 469-475;
Wang, M., Haertel, G. D., & Walberg, H. (1993). What helps students learn? Educational Leadership, 51(4), 7479.

xvi Marzano, R. J., Norford, J. S., Paynter, D. E., Pickering, D. J., & Gaddy, B. B. (2001). A handbook for
classroom instruction that works. Alexandria, VA: ASCD.

xvii Cotton, K. (2000). The schooling practices that matter most. Portland, OR: Northwest Regional
Educational Laboratory and Alexandria, VA: Association for Supervision and Curriculum Development.

xviii Stronge, J. H. (2007). Qualities of effective teachers (2nd Ed). Alexandria, VA: ASCD.

xix Eisner, E. W. (1999). The uses and limits of performance assessment. Phi Delta Kappan, 80(9), 658-660.
xx Gronlund, N. E. (2002). Assessment of student achievement (7th ed.). Boston: Allyn & Bacon.
xxi Stronge, 2007.
xxii Peart, N. A., & Campbell, F. A. (1999). At-risk students perceptions of teacher effectiveness. Journal for a
Just and Caring Education, 5(3), 269-284.

xxiii Covino, E. A., & Iwanicki, E. (1996). Experienced teachers: Their constructs on effective teaching.
Journal of Personnel Evaluation in Education, 11, 325-363.

xxiv McAllister, G., & Irvine, J. J. (2000). Cross cultural competency and multicultural teacher education.
Review of Educational Research, 70(1), 3-24.

xxv Cruickshank, D. R., & Haefele, D. (2001). Good teachers, plural. Educational Leadership, 58(5), 26-30.
xxvi Weinsten, C., Curran, M., & Tomlinson-Clarke, S. (2003). Culturally responsive classroom management:
Awareness into action. Theory Into Practice, 42(4), 269-276.

xxvii Rockwell, R. E., Andre, L. C., & Hawley, M. K. (1996). Parents and teachers as partners: Issues and
challenges. Fort Worth, TX: Harcourt Brace College.

xxviii Swap, S. A. (1993). Developing home-school partnerships from concepts to practice. New York:
Teachers College Press.

xxix McAllister, G., & Irvine, J. J. (2000). Cross cultural competency and multicultural teacher education.
Review of Educational Research, 70(1), 3-24.

xxx Cruickshank, D. R., & Haefele, D. (2001). Good teachers, plural. Educational Leadership, 58(5), 26-30.
xxxi Weinsten, C., Curran, M., & Tomlinson-Clarke, S. (2003). Culturally responsive classroom management:
Awareness into action. Theory Into Practice, 42(4), 269-276.