TeacherRubric Colorado Ok++

50 | COLORADO STATE MODEL EVALUATION SYSTEM FOR TEACHERS
Rubric for Evaluating Colorado Teachers

Effective teachers in the state of Colorado have the knowledge, skills and commitments needed to provide excellent
and equitable learning opportunities and growth for all students. They strive to support growth and development,
close achievement gaps and to prepare diverse student populations for postsecondary and workforce success
(See Appendix E). Effective teachers facilitate mastery of content and skill development, and employ and adjust
evidence-based strategies and approaches for students who are not achieving mastery and students who need
acceleration. They also develop in students the skills, interests and abilities necessary to be lifelong learners, as well
as for democratic and civic participation. Effective teachers communicate high expectations to students and their
families and utilize diverse strategies to engage them in a mutually supportive teaching and learning environment.
Because effective teachers understand that the work of ensuring meaningful learning opportunities for all students
cannot happen in isolation, they engage in collaboration, continuous reflection, on-going learning and leadership
within the profession.
QUALITY STANDARD I
Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in
literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts,
physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in
his or her content endorsement area(s).
Basic Partially Proficient Proficient Accomplished Exemplary

(Meets State Standard)
ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards; their districts organized plan
of instruction; and the individual needs of their students.
. . . and . . . and . . . and . . . and

THE TEACHER THE TEACHER THE TEACHER: STUDENTS: STUDENTS:
uses lesson plans implements lesson plans Collaborates with Interact with the rig- Discuss strengths and
that reflect: based on: other school staff to orous and challenging next steps regarding
Daily review and revi- Student needs. vertically and horizon- content. their learning with
sion. Colorado Academic tally align, articulate, their teacher(s).
Instructional objec- Standards. and deliver the ap- Perform at a level
tives appropriate for Districts plan of proved curriculum. consistent with or
students. instruction. above expectations.
Explicit connections Stated learning objec-
to specific learning tives.
objectives and ap-
proved curriculum.
ELEMENT B: Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening.
This section describes professional practices that should be demonstrated by ALL TEACHERS, regardless of grade level or subject taught.
. . . and . . . and . . . and . . . and

THE TEACHER: THE TEACHER THE TEACHER STUDENTS STUDENTS
Demonstrates an un- makes complex reading provides instruction that meet or exceed apply literacy skills:
derstanding of literacy accessible to students enhances students: expectations for: Across academic
content and skills. by: Critical thinking and Oral communication. content areas.
Emphasizes literacy Adjusting content to reasoning. Written communica- To understand com-
connections while students skill levels. Information literacy. tion. plex materials.
teaching content. Integrating literacy Literacy skill develop- Critical thinking.
skills and knowledge ment. Problem solving skills.
into lessons. Literacy skills.
Providing relevant
content that address-
es students interests.
Professional Practice is Observable during a classroom observation.
Professional Practice is Not Observable during a classroom observation.
COLORADO STATE MODEL EVALUATION SYSTEM FOR TEACHERS | 51
QUALITY STANDARD I
Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an
expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social
studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics
and is an expert in his or her content endorsement area(s).

ELEMENT B: Teachers demonstrate knowledge of student literacy development in reading, writing,

speaking and listening.
This section describes professional practices that should be demonstrated by
ELEMENTARY TEACHERS responsible for teaching language arts and/or reading.
. . . and . . . and . . . and . . . and
Emphasizes literacy integrates literacy provides literacy apply literacy skills exceed teachers
connections while skills into lessons instruction that is: (reading, writing, expectations for
teaching content and assignments Needs-based. speaking, and listening): students of their age,
other than reading, across subject areas, Intensive. Across academic grade, and/or ability
English, or language including: Of sufficient dura- content areas. levels in:
arts. Phonological aware- tion to accelerate To new/unfamiliar Reading.
ness. learning. material. Writing.
Phonics. To understand com- Speaking.
Vocabulary. plex materials. Listening.
Comprehension. While communicat-
Fluency. ing during unstruc-
Writing. tured time.
Speaking. Outside the class-
Listening skills. room.
Engages students in
instruction that is:
Purposeful.
Explicit.
Systematic.
This section describes professional practices that should be demonstrated by

SECONDARY TEACHERS responsible for teaching English, language arts and/or reading.
. . . and . . . and . . . and . . . and
Teaches and pro- integrates literacy provides instruction apply literacy skills exceed teachers
vides opportunities skills into lessons, that is: (reading, writing, expectations for
for students to apply including: Needs-based. speaking, and listening): students of their age,
literacy skills. Vocabulary. Intensive. Across academic grade, and/or ability
Comprehension. Of sufficient dura- content areas. level in:
Fluency. tion to accelerate To new/unfamiliar Reading.
Writing. learning. material. Writing.
Speaking. To understand com- Speaking.
Listening skills. plex materials. Listening.
While communicat-
Engages students in ing during the school
instruction that is: day.
Purposeful. Outside the class-
Explicit. room.
Systematic.

QUALITY STANDARD I

ELEMENT C: Teachers demonstrate knowledge of mathematics and understand how to promote student development in
numbers and operations, algebra, geometry and measurement and data analysis and probability.
This section describes professional practices that should be demonstrated by ALL TEACHERS, regardless of grade level or subject taught.
. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:

Includes relevant Emphasizes to stu- Emphasizes interdis- Share ideas and solu- Interpret mathemati-
math concepts in dents why they need ciplinary connections tions to challenging cal information in
discussions that do to learn math content to math. problems. ways that make it
not have math as the and skills. relevant to their
primary focus. Models mathematical Use the language of learning.
Uses instructional thinking. math to talk about
Promotes and encour- strategies that require what they are doing.
ages students to make students to apply and
explicit math connec- transfer mathematical
tions across content. knowledge to differ-
ent content areas.
ELEMENT C: Teachers demonstrate knowledge of mathematics and understand how to promote student development in
numbers and operations, algebra, geometry and measurement and data analysis and probability.
This section describes professional practices that should be demonstrated by Teachers responsible for teaching math.
. . . and . . . and . . . and . . . and
THE TEACHER THE TEACHER THE TEACHER STUDENTS: STUDENTS:
focuses math presents concepts: establishes an Solve problems in a Recognize when they
instruction beyond: In sequence. effective mathematics variety of ways. make procedural er-
Recall of facts. In a manner appropri- environment by: rors and take steps to
Development of com- ate to students age Challenging students Demonstrate math- correct them.
putational skills. and grade. to think deeply about ematical thinking by
Math as a series of the problems. explaining their think- Expand their learn-
rote procedures. Helps students under- Requiring students ing to each other and ing by using math-
stand mathematics as to explain their solu- to their teacher. ematical concepts in
Models: a discipline. tions. subjects other than
Appropriate math- Posing questions that math.
ematical communica- Provides a balance of stimulate students
tion. teaching for concep- curiosity and encour-
A variety of math- tual understanding age them to investi-
ematical practices. and teaching for gate further.
procedural fluency. Actively engaging stu-
dents in doing math.
Using real-world ex-
amples for problems
whenever possible.

QUALITY STANDARD I

ELEMENT D: Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based
instructional practices and specialized character of the disciplines being taught.
. . . and . . . and . . . and . . . and

Breaks down concepts provides explanations engages students in: Develop a variety of routinely:
into instructional of content that are: A variety of explana- explanations and mul- Choose challenging
parts and teaches Accurate. tions and multiple tiple representations tasks and instructional
each part using ap- Clear. representations of of concepts. materials.
propriate, effective Concise. concepts and ideas. Apply newly learned
strategies and/or Comprehensive. A variety of inquiry Build on the skills and content skills to
tools. methods to explore knowledge learned in unique situations and
new ideas and theo- the classroom to en- different disciplines.
Uses instructional ries. gage in more complex Discuss ideas and
materials that are ac- concepts, ideas, and content that are intel-
curate and appropri- theories. lectually challenging
ate for the lesson to them.
being taught. Use a variety of inquiry
tools and strategies to:
Employs a variety Learn content.
of instructional Understand central
strategies to address concepts.
student needs. Answer complex
questions.
Problem solve.
ELEMENT E: Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.
. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER THE TEACHER: STUDENTS STUDENTS:
Emphasizes key con- implements instructional Clarifies and elabo- make connections be- Accelerate their learn-
cepts and connects strategies to ensure that rates on interdisciplin- tween: ing by elaborating on
them to other power- instruction: ary connections for Prior learning and the current lesson with
ful ideas within the Articulates content students. current lesson. connections to prior
content area. and interdisciplinary Other disciplines and/ lessons within the
connections. Employs instructional or content areas and content area and/or
Connects lessons to Integrates literacy strategies that include the current lesson. with other disciplines.
other disciplines and/ skills across content literacy, numeracy,
or content areas. areas. and language de- Apply literacy (read-
velopment across ing, writing, speaking,
content areas. and listening) and
math skills across aca-
demic content areas.

QUALITY STANDARD I

ELEMENT F: Teachers make instruction and content relevant to students and take actions to connect students background
and contextual knowledge with new information being taught.
. . . and . . . and . . . and . . . and

THE TEACHER THE TEACHER THE TEACHER: STUDENTS: STUDENTS:
selects instructional delivers lessons and units Delivers lessons and Interact with materi- Select tasks that
materials and strategies and uses instructional uses materials to als that are relevant demonstrate transfer
based on their: strategies that: ensure that students to them. of knowledge to other
Relevance. Help students connect backgrounds and theories, ideas, and/
Central contexts. to their learning by contextual knowledge Ask questions and or content.
Foundational evi- linking the current are considered. solve problems that
dence base. lesson with prior are relevant to them.
knowledge, experi- Provides opportuni-
Links lessons to stu- ences, and/or cultural ties for students to Make connections
dents prior knowl- contexts. self-select tasks that to prior learning to
edge. Provide supports that accelerate their learn- understand current
facilitate engagement. ing. content.
Encourages and pro-
vides opportunities
for students to make
connections to prior
learning.

Evaluator Comments: Comments of person being evaluated:

Required for Ratings of "Basic" or "Partially Proficient" and Please indicate the element for which the comment applies if not
recommended for all rating levels. for the standard as a whole.
QUALITY STANDARD II
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

ELEMENT A: Teachers foster a predictable learning environment in the classroom in which each student has a positive,
nurturing relationship with caring adults and peers.
. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER THE TEACHER: STUDENTS: STUDENTS:
Creates a classroom creates a classroom Creates a classroom Respect their class- Engage in respectful
environment condu- environment that environment which mates and teacher(s). and open dialogue
cive to learning. features: values diverse per- with each other and
Mutual respect. spectives. their teacher.
Positive relationships
between and among Establishes a nur-
students. turing and caring
Empathy for each relationship with each
student. student.
ELEMENT B: Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as a
community and as a country.
. . . and . . . and . . . and . . . and
THE TEACHER THE TEACHER: THE TEACHER STUDENTS: STUDENTS:
creates a classroom Uses instructional establishes processes Actively seek a variety
Respect the unique-
environment in which approaches and mate- that result in: of perspectives to
ness of fellow
diversity is: rials that reflect stu- A sense of community complete group as-
students.
Respected. dents backgrounds. among students. signments.
Used to further stu- Effective interactions
dent learning. Acknowledges the val- among students.
ue of each students Respect for individual
contributions to the differences.
quality of lessons. Positive social rela-
tionships.
Is welcoming to Common goals for all
diverse family struc- students.
tures.
ELEMENT C: Teachers engage students as individuals with unique interests and strengths.
. . . and . . . and . . . and . . . and
Implements lessons Uses results of stu- Asks appropriately Actively engage in Encourage fellow
that reflect student dent interest invento- challenging questions classroom activities. students to par-
interests. ries to design lessons of all students. ticipate and challenge
and materials. Discuss content and themselves.
Scaffolds questions. make connections be-
Encourages students tween current lesson Actively engage in
to expand and en- Gives wait time equi- and their interests. collaborative learning
hance their learning. tably. and group processes.
Acknowledges Ensures that all stu-

students for their ac- dents participate in
complishments. class activities.

QUALITY STANDARD II
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

ELEMENT D: Teachers adapt their teaching for the benefit of all students, including those with special needs, across a range of
ability levels.
. . . and . . . and . . . and . . . and
Adapts lesson plans Designs instruction Solicits input from col- Advocate for them- Apply coping skills to
to address individual to address learning leagues to understand selves. classroom situations.
student needs. needs of all students. students learning
needs. Articulate their Share coping strate-
Implements recom- Monitors the quality learning needs to gies with fellow
mendations of spe- of student participa- Uses multiple strate- their teacher and/or students.
cialists and colleagues tion and performance. gies to teach and parent.
to address student assess students. Help fellow class-
needs. mates by offering
Challenges and sup- support.
ports students to learn
to their greatest ability.
ELEMENT E: Teachers provide proactive, clear and constructive feedback to families about student progress and work
collaboratively with the families and significant adults in the lives of their students.
. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: FAMILIES AND
Establishes a class- Maintains respectful Provides clear and Communicate SIGNIFICANT ADULTS
room environment relationships with accurate feedback to freely and openly with Partner with the
that is inviting to students, their fami- parents and signifi- teachers. teacher to support
families and signifi- lies, and/or significant cant adults regarding student strengths and
cant adults. adults. student needs and FAMILIES AND address next steps for
progress. SIGNIFICANT ADULTS: learning.
Uses a variety of Discuss student
methods to initiate Coordinates flow of performance with the
communication with information between teacher.
families and signifi- families and col-
cant adults. leagues who provide Participate in school-
student services. based activities.
ELEMENT F: Teachers create a learning environment characterized by acceptable student behavior, efficient use of time and
appropriate intervention strategies.
. . . and . . . and . . . and . . . and
Provides clear ex- Puts procedures in Makes maximum use Stay on task during Accept responsibility
pectations to guide place to maximize of instructional time. class periods. for their behavior and
student classroom instructional time. use of time.
behavior. Maintains a safe and Work without inter-
orderly environment. ruption. Help other students
Holds students ac- stay on task.
countable for adher- Abide by school and
ence to school and/or class rules.
class rules.

Required for Ratings of "Basic" or "Partially Proficient" and Please indicate the element for which the comment applies if not
QUALITY STANDARD III

Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

ELEMENT A: Teachers demonstrate knowledge of current developmental science, the ways in which learning takes place, and
the appropriate levels of intellectual, social, and emotional development of their students.
. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS
Differentiates instruc- Studies recent/cur- Applies knowledge of Seek materials and seek to understand:
tion. rent research to current developmen- resources appropriate How they learn best.
expand personal tal science to address for their personal ap- Where their time and
Modifies content to knowledge of how student needs. proach to learning. efforts are best used.
assure that students students learn.
are able to work at Collaborates with
their ability levels. Builds on the interre- colleagues with expe-
latedness of students rience in developmen-
intellectual, social, tal science to improve
and emotional devel- the quality of lessons.
opment.
ELEMENT B: Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to
academic standards and advances students level of content knowledge and skills.
. . . and . . . and . . . and . . . and

Uses assessment re- Aligns instruction with Encourages students Monitor their level of
initiate activities to:
sults to guide adjust- academic standards to take academic engagement.
Address their learning
ments to instruction. and student assess- risks.
strengths and next
ment results. Confer with the
steps.
Has explicit student Makes sure students teacher to achieve Take academic risks.
outcomes in mind for Monitors instruction meet learning objec- learning targets.
each lesson. against student per- tives while increasing
formance and makes mastery levels.
real-time adjust-
ments.
Assesses required
skills.
ELEMENT C: Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the
developmental and academic needs of their students.
. . . and . . . and . . . and . . . and

Incorporates Makes connections Individualizes instruc- Embrace new and Apply skills and
evidence-based strat- between student data tional approach to unique ways of knowledge learned in
egies into lessons. and research-based meet unique needs of learning as they are the classroom.
practices. each student. introduced through
research-based les-
sons.



ELEMENT D: Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize
student learning.
. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER STUDENTS: STUDENTS

Uses available tech- Employs strategies and uses available Engage in virtual or use available
nology to facilitate procedures to ensure technology to: face-to-face learning technology to:
classroom instruction. that students have Enhance student activities enhanced Accelerate their learn-
equitable access to learning. by appropriate use of ing.
available technology. Develop students available technology. Apply team building
knowledge and skills. and networking skills.
Monitors the use of Enhance creative and Produce creative and Deepen critical think-
available technology innovative skills. innovative products. ing skills.
in the classroom. Provide engaging and Communicate ef-
motivating learning fectively.
experiences.
ELEMENT E: Teachers establish and communicate high expectations for all students and plan instruction that helps students
develop critical-thinking and problem solving skills.
. . . and . . . and . . . and . . . and

Has high expectations Sets student expecta- Challenges all stu- Help set their learning Monitor their prog-
for all students. tions at a level that dents to learn to their objectives. ress toward achieving
challenges students. greatest ability. teachers high expec-
Holds students ac- Apply higher-order tations.
countable for their Incorporates critical Explicitly teaches thinking and problem-
learning. thinking and problem- higher-order thinking solving skills to Seek opportunities to
solving skills. and problem-solving address challenging test their problem-
skills. issues. solving and higher-
order skills.
Ensures that students
perform at levels
meeting or exceeding
expectations.
ELEMENT F: Teachers provide students with opportunities to work in teams and develop leadership qualities.
. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER THE TEACHER: STUDENTS: STUDENTS:

Includes all students plans lessons that: Flexibly groups stu- Fulfill their assigned Utilize group pro-
in individual and Provide opportunities dents. roles within the team. cesses to build trust
group activities. for students to par- and promote effective
ticipate using various Adjusts team com- Assume leadership interactions among
roles and modes of position based on roles in their teams. team members.
communication lesson objectives and
student needs. Participate in teams
in ways that build
Varies group size, trust and ownership
composition, and tasks of ideas among team
to create opportunities members.
for students to learn
from each other.


ELEMENT G: Teachers communicate effectively, making learning objectives clear and providing appropriate models of
language.
. . . and . . . and . . . and . . . and
Communicates effec- Models effective com- Teaches students to Apply effective writ- Use academic lan-
tively with students. munication skills. be effective commu- ten and oral commu- guage in spoken and
nicators. nication skills in their written work.
Encourages students work.
to communicate ef- Provides opportuni-
fectively. ties for students to
practice communica-
tion skills.
ELEMENT H: Teachers use appropriate methods to assess what each student has learned, including formal and informal
assessments, and use results to plan further instruction.
. . . and . . . and . . . and . . . and

Provides actionable Implements appro- Uses a variety of as- Self-assess on a assume ownership for:
feedback to students, priate strategies for sessment methods. variety of skills and Monitoring their
families, and signifi- assigning grades. concepts. progress.
cant adults. Provides actionable, Setting learning goals.
Evaluates student per- timely, specific and in- Articulate their Applying teacher
Involves students formance based on dividualized feedback personal strengths feedback to improve
in monitoring their multiple measures. about the quality of and needs based on performance and
learning. student work. self-assessment. accelerate their learn-
Includes documen- ing.
Assesses learning out- tation of student Teaches students to Effectively use formal
comes appropriately. progress toward mas- use feedback to im- and informal feedback
tery of state content prove their learning. to monitor their
standards in assess- learning.
ment plans.


Required for Ratings of Basic or Partially Proficient and Please indicate the element for which the comment applies if not
QUALITY STANDARD IV
Teachers reflect on their practice.

ELEMENT A: Teachers demonstrate that they analyze student learning, development and growth and apply what they learn to
improve their practice.
. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER THE TEACHER THE TEACHER:
Collects and ana- Collects multiple applies knowledge develops student Monitors and
lyzes student data to examples of student of student learning, learning plans based evaluates personal
inform instruction. work to determine development, on: behavioral changes
student progress over and growth to the Multiple examples of to determine what
Uses data to: time. development of: student work. works for students.
Support student Lesson plans. Other data points.
learning. Instructional strategies. Information gathered
Inform practice. from students, fami-
lies, and colleagues.
ELEMENT B: Teachers link professional growth to their professional goals.
. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER THE TEACHER: THE TEACHER: THE TEACHER:
Implements perfor- engages in professional Advocates for profes- Implements new and Develops and follows
mance feedback from development activities sional development a long-term profes-
different instructional
supervisor and/or based on: that is evidence based sional development
strategies based on
colleagues to improve Likelihood of having and targeted toward plan.
current research and
practice. a positive impact on improving student district initiatives.
student learning. outcomes.
Actively engages
Alignment with Adapts teaching skills
in professional Colorado Academic Applies knowledge to meet student
development focused Standards and school and skills learned needs
on: and district initiatives. through professional
Addressing student Current research. development to pro-
needs. Student needs. fessional practice.
School and district
initiatives.
Meeting professional
goals.
ELEMENT C: Teachers are able to respond to a complex, dynamic environment.

. . . and . . . and . . . and . . . and
THE TEACHER THE TEACHER: THE TEACHER THE TEACHER: THE TEACHER:
collaborates with Maintains a posi- initiates and leads Strengthens teaching
Serves as a critical
colleagues to: tive, productive and collaborative activities practice by adapting
friend for colleagues,
Implement new ideas respectful relationship with colleagues to: instructional practices
both providing and
to improve teaching with colleagues. Analyze student data based on colleague
receiving feedback on
and learning. and interpret results. feedback and other
performance.
Support struggling Apply findings to types of performance
students. improve teaching data.
Contribute to campus practice.
goals. Support struggling
and/or advanced/
above grade level
students.

QUALITY STANDARD V
Teachers demonstrate leadership.

ELEMENT A: Teachers demonstrate leadership in their schools.

. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER
Participates in school Contributes to school Shares lessons
Collaborates with initiates and leads
activities expected of committees and learned with col-
school-based teams collaborative activities
all teachers. teams. leagues.
to leverage the skills that:
and knowledge Partner with families
Works collaboratively Confers with school
of colleagues and to coordinate learning
for the benefit of stu- administrators to
families. between home and
dents and families. improve teacher
school.
working and student
Supports school goals learning conditions.
Share ideas to im-
and initiatives.
prove teaching and
learning.
Support struggling
students.
ELEMENT B: Teachers contribute knowledge and skills to educational practices and the teaching profession.
. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER THE TEACHER: THE TEACHER: THE TEACHER:
Shares expertise with collaborates with Leads professional Participates in dis- Advocates for the
colleagues. colleagues to: growth and develop- trict-wide decision- inclusion of teachers
Support student ment activities when- making processes and families in educa-
Supports the work of growth and develop- ever possible. that impact the tion and government
colleagues. ment. school community, decision-making
Provide input into including families. processes.
Actively participates policies and pro-
in activities designed cedures that affect
to improve policies school climate and
and procedures that student learning.
affect school climate, Partner with families.
family partnering, and
student learning.
ELEMENT C: Teachers advocate for schools and students, partnering with students, families and communities as appropriate.
. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER:
Partners with every Discusses potential Contributes to school Advocates for stu- Collaborates with pro-
family to support revisions to policies and/or district com- dents and the school fessional, governmen-
student success. and procedures with mittees to advocate to external agencies tal, and/or community
administrators to bet- for students and their and groups. agencies to advocate
ter address student, families. for curricular, school,
family, and school and instructional
needs. improvements.
QUALITY STANDARD V
Teachers demonstrate leadership.

ELEMENT D: Teachers demonstrate high ethical standards.

. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS:
Maintains confiden- Models ethical behav- Maintains confidenti- Helps students under- Demonstrate:
tiality of student ior, including honesty, ality of student, fam- stand the importance Honesty
records as required integrity, fair treat- ily, and fellow teacher of ethical behavior Respect for others.
by law. ment, and respect for interactions as well as as an individual and
Adheres to stan- others. student data. member of society.
dards of professional
practice.



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50 | COLORADO STATE MODEL EVALUATION SYSTEM FOR TEACHERS

Rubric for Evaluating Colorado Teachers

Basic Partially Proficient Proficient Accomplished Exemplary

. . . and . . . and . . . and . . . and

. . . and . . . and . . . and . . . and

Basic Partially Proficient Proficient Accomplished Exemplary

ELEMENT B: Teachers demonstrate knowledge of student literacy development in reading, writing,

This section describes professional practices that should be demonstrated by

Professional Practice is Observable during a classroom observation.

Basic Partially Proficient Proficient Accomplished Exemplary

. . . and . . . and . . . and . . . and

THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:

Professional Practice is Observable during a classroom observation.

Basic Partially Proficient Proficient Accomplished Exemplary

. . . and . . . and . . . and . . . and

Professional Practice is Observable during a classroom observation.

Basic Partially Proficient Proficient Accomplished Exemplary

. . . and . . . and . . . and . . . and

Professional Practice is Observable during a classroom observation.

Evaluator Comments: Comments of person being evaluated:

Basic Partially Proficient Proficient Accomplished Exemplary

Acknowledges Ensures that all stu-

Professional Practice is Observable during a classroom observation.

Basic Partially Proficient Proficient Accomplished Exemplary

Evaluator Comments: Comments of person being evaluated:

QUALITY STANDARD III

Basic Partially Proficient Proficient Accomplished Exemplary

THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS

THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:

Professional Practice is Observable during a classroom observation.

QUALITY STANDARD III

Basic Partially Proficient Proficient Accomplished Exemplary

THE TEACHER: THE TEACHER: THE TEACHER STUDENTS: STUDENTS

. . . and . . . and . . . and . . . and

. . . and . . . and . . . and . . . and

THE TEACHER: THE TEACHER THE TEACHER: STUDENTS: STUDENTS:

QUALITY STANDARD III

Basic Partially Proficient Proficient Accomplished Exemplary

. . . and . . . and . . . and . . . and

Professional Practice is Observable during a classroom observation.

Evaluator Comments: Comments of person being evaluated:

Basic Partially Proficient Proficient Accomplished Exemplary

ELEMENT C: Teachers are able to respond to a complex, dynamic environment.

Evaluator Comments: Comments of person being evaluated:

Basic Partially Proficient Proficient Accomplished Exemplary

ELEMENT A: Teachers demonstrate leadership in their schools.

Basic Partially Proficient Proficient Accomplished Exemplary

ELEMENT D: Teachers demonstrate high ethical standards.

Professional Practice is Observable during a classroom observation.

Evaluator Comments: Comments of person being evaluated:

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