MemphisCitySchools TeachingandLearningFrameworkRubric RevisedJuly28,2011

PLAN1:KNOWYOURSTUDENTSINORDERTOPLANYOURINSTRUCTIONEFFECTIVELY
5 SignificantlyAboveExpectations ForLevel5,alloftheevidencelistedunderLevel3is present,aswellastwoormoreofthefollowing: Teacherproactivelyandappropriately sharesinformationwithotherindividuals whocanimpactstudentachievement(e.g. resourceteachers,othercontentarea teachers,counselors). Studentsand/orfamilyinputistakeninto accountduringtheplanningprocess. Teacherplansmakecontentpersonally meaningfulandrelevanttostudents. 4 AboveExpectations ForLevel4,alloftheevidencelistedunderLevel3is present,aswellasatleastoneofthefollowing: Teacherproactivelyandappropriately sharesinformationwithotherindividuals whocanimpactstudentachievement(e.g. resourceteachers,othercontentarea teachers,counselors). Studentsand/orfamilyinputistakeninto accountduringtheplanningprocess. Teacherplansmakecontentpersonally meaningfulandrelevanttostudents. 3 MeetingExpectations Thefollowingbestdescribeswhatisobserved: Threeormoresourcesofdataareregularly usedtoattainstudentscurrentlevelsof performance.1 Teachersknowledgeofstudentslevelsof performanceisregularlyusedtoplan instruction.2 Teacherusesknowledgeofstudents interests,backgrounds,andlearningneedsin theplanningprocess. 2 BelowExpectations Thefollowingbestdescribeswhatisobserved: Onetotwosourcesofdataareusedtoattain studentscurrentlevelsofperformance and/orresourcesusedmaynotaccurately determinestudentscurrentlevelsof performance. Teachersknowledgeofstudentslevelsof performanceissporadicallyoroccasionally usedtoimproveinstruction. Teachersporadicallyoroccasionallyuses knowledgeofstudentsinterests, backgrounds,andlearningneedsinthe planningprocess. 1 SignificantlyBelowExpectations Thefollowingbestdescribeswhatisobserved: Teacherdoesnotusedatatodetermine studentscurrentlevelsofperformance. Teachersknowledgeofstudentscurrent levelsofperformanceisnotusedtoplan instruction. Teacherdoesnotuseknowledgeofstudents interests,backgrounds,andlearningneedsin theplanningprocess.

Note:

Teachersshouldnotshareinformationthatmaybeconfidentialorsensitivetostudentswithoutfirstobtainingappropriatepermissiontodoso.

1Sourcesthatcanbeusetoattainstudentscurrentlevelsofperformanceincludeendofyearassessment,throughcourseassessments,interestsurveys,learningstyleinventories,pre/posttests,andteachercreatedassessments.
2Instructionalplanscanincludecreatingflexiblegroups,targetedinstructionalstrategies,andreteaching.

 PLAN2:SETTHROUGHCOURSEANDENDOFCOURSEGOALS
5 SignificantlyAboveExpectations ForLevel5,alloftheevidencelistedunderLevel3 ispresent,aswellastwoormoreofthefollowing: Teacherdevelopsambitiousand measurablethroughcourseandendof coursestudentachievementgoal(s)for individualsandtheclassthatarealignedto thecontentstandards. Allornearlyallstudentscancommunicate thegoal(s)andassessment(s). Familymembersareengagedin understandingstudentgoalsandhowthey areassessed. Note: 4 AboveExpectations ForLevel4,alloftheevidencelistedunderLevel3 ispresent,aswellasatleastoneofthefollowing: Teacherdevelopsambitiousand measurablethroughcourseandendof coursestudentachievementgoal(s)for individualsandtheclassthatarealignedto thecontentstandards. Allornearlyallstudentscancommunicate thegoal(s)andassessment(s). Familymembersareengagedin understandingstudentgoalsandhowthey areassessed.

MemphisCitySchools TeachingandLearningFrameworkRubric RevisedJuly28,2011

3 MeetingExpectations Thefollowingbestdescribeswhatisobserved: Teacherdevelopsmeasurablethrough courseandendofcoursestudent achievementgoalsforindividualsandthe classthatarealignedtothecontent standards. Moststudentscancommunicate3thegoal(s) andassessment(s).

2 BelowExpectations Thefollowingbestdescribeswhatisobserved: Teacherdevelopsmeasurablethrough courseandendofcoursestudent achievementgoalsfortheclassbutnotfor allindividualstudents. Halfofthestudentscancommunicatethe goal(s)andassessment(s).

1 SignificantlyBelowExpectations Thefollowingbestdescribeswhatisobserved: Studentachievementgoalsarenot measureableorteacherdoesnotdevelopa goalatall. Lessthanhalfofthestudentscan communicatethegoal(s)andassessment(s).

Throughcoursegoalsrefertoongoing/formativegoalswhileendofcoursegoalsrefertosummative/annualgoals.

3Goalsshouldbecommunicatedinamannerthatisappropriateforstudentsgradelevelsanddevelopmentallevels.

MemphisCitySchools TeachingandLearningFrameworkRubric RevisedJuly28,2011

PLAN3:CREATEORADAPTSTANDARDSBASEDINSTRUCTIONALPLANSANDASSESSMENTSGUIDEDBYPACINGANDCONTENTFROMINSTRUCTIONALMAPS
5 SignificantlyAboveExpectations ForLevel5,alloftheevidencelistedunderLevel3is present,aswellasthreeormoreofthefollowing: Commonstudentmisconceptionsare anticipated. Rubricsorexemplarsaredevelopedpriorto teaching. Studentsparticipateinthedevelopmentof formativeassessments. Plansarecreatedtoensurethatmoststudents willbeabletodescribehowsuccesson assessmentswillbemeasured 4 AboveExpectations ForLevel4,alloftheevidencelistedunderLevel3is present,aswellasatleasttwoofthefollowing: Commonstudentmisconceptionsare anticipated. Rubricsorexemplarsaredevelopedpriorto teaching. Studentsparticipateinthedevelopmentof formativeassessments. Plansarecreatedtoensurethatmoststudents willbeabletodescribehowsuccesson assessmentswillbemeasured. 3 MeetingExpectations Thefollowingbestdescribeswhatisobserved: Usingtheinstructionalmapsasaguide,the teacherselects,adaptsorcreatesinstructional plansbydoingallofthefollowing: 1) identifyingcontentstandardsthat studentswillmaster. 2) aligninginstructionalplansto throughcourseandendofcourse goals. Teacherensureslessonsincludeallofthe following: 1) formativeandsummative assessmentsthatmeasurestudent masteryofstandards. 2) lessonobjectivesalignedtothe contentstandardsandconnectedto priorlearning. 3) instructionalstrategiesand activities4aimedatbringing studentstomeetingthelesson objectives. 2 BelowExpectations Thefollowingbestdescribeswhatisobserved: Usingtheinstructionalmapsasaguide,the teacherselects,adaptsorcreatesinstructional plansbydoingoneofthefollowing: 1) identifyingcontentstandardsthat studentswillmaster. 2) aligninginstructionalplansto throughcourseandendofcourse goals. Teacherensureslessonsincludesomeofthe following: 1) formativeandsummative assessmentsthatmeasurestudent masteryofstandards. 2) lessonobjectivesalignedtothe contentstandardsandconnectedto priorlearning. 3) instructionalstrategiesalignedto lessonobjectives. 1 SignificantlyBelowExpectations Thefollowingbestdescribeswhatisobserved: Teachersinstructionalplansdonot: 1) identifycontentstandards. 2) alignwiththroughcourseorend ofcoursegoals. Lessonsdonotinclude: 1) formativeandsummative assessmentsthatmeasuremastery ofstandards. 2) lessonobjectivesthatarealignedto contentstandards. 3) instructionalstrategiesalignedto lessonobjectives.

Note:

Rubricsandexemplarsmaynotbeapplicableforalllessons.

4RefertoTeach4fortheelementsofdifferentiatinginstructionalstrategies.

 TEACH1:ENGAGESTUDENTSINOBJECTIVEDRIVENLESSONS
5 SignificantlyAboveExpectations ForLevel5,alloftheevidencelistedunderLevel3is present,aswellasthreeormoreofthefollowing: Teacherclearlyexplainswhatmasteryofthe objectiveslookslikesothatallstudentscan describehowtheirlearningwillbeassessed. Studentscanauthenticallyexplainwhatthey arelearning,beyondsimplyrepeatingthe statedorpostedobjectives. Studentscanauthenticallyexplainwhywhat theyarelearningisimportant,beyond simplyrepeatingtheteachersexplanation. Studentsunderstandhowtheobjectivesfit intothebroadercontentandcoursegoals. Teacheractivelyandeffectivelyengages studentsintheprocessofconnectingthe lessontotheirpriorknowledge. 4 AboveExpectations ForLevel4,alloftheevidencelistedunderLevel3is present,aswellasatleasttwoofthefollowing: Teacherclearlyexplainswhatmasteryofthe objectiveslookslikesothatallstudentscan describehowtheirlearningwillbeassessed. Studentscanauthenticallyexplainwhatthey arelearning,beyondsimplyrepeatingthe statedorpostedobjectives. Studentscanauthenticallyexplainwhywhat theyarelearningisimportant,beyond simplyrepeatingtheteachersexplanation. Studentsunderstandhowtheobjectivesfit intothebroadercontentandcoursegoals. Teacheractivelyandeffectivelyengages studentsintheprocessofconnectingthe lessontotheirpriorknowledge.

MemphisCitySchools TeachingandLearningFrameworkRubric RevisedJuly28,2011

3 MeetingExpectations Thefollowingbestdescribeswhatisobserved: Teachercommunicateslessonobjectivesto studentsusingdevelopmentallyappropriate language. Teacherexplainswhatmasteryofthe objectiveslookslikesothatmoststudents candescribehowtheirlearningwillbe assessed5. Almostallstudentscanexplainthelesson objectivesandhowtheyrelatetowhatthey arelearning.6 Teacherprovidesmultipleopportunitiesfor engagementinlessonobjectivesby connectingpriorknowledge,explainingthe importanceoftheobjectives,orasking studentstoretelltheobjectivesintheirown words.

2 BelowExpectations Thefollowingbestdescribeswhatisobserved: Teachercommunicateslessonobjectivesto studentsusinglanguagethatisnot developmentallyappropriate. Teacherexplainswhatmasteryofthe objectiveslooklikebutexplanationis unclearandonlyfewstudentscandescribe howtheirlearningwillbeassessed. Studentscanretelltheobjectivesordescribe thetaskstheyarecompletingbutareunable tomakeconnectionstowhattheyare learning. Teacherprovideslimitedopportunitiesfor engagementinlessonobjectives.

1 SignificantlyBelowExpectations Thefollowingbestdescribeswhatisobserved: Lessonobjectivesarenotcommunicatedto students. Teacherdoesnotexplainwhatmasteryof theobjectiveslooklike.Studentsdonot knowhowtheobjective(s)willbeassessed. Studentscannotretelltheobjectivesor explainthetaskstheyarecompleting. Teacherdoesnotprovideopportunitiesfor engagementinlessonobjectives.

Notes:

Examplesofhowateachermightexplainmasteryofobjectivesincludesharingexemplarsofhighqualityworkwhenengagingstudentsinthelesson,modelingeffectivestrategies/thinkingrequiredtomastertheobjectives,oraskingstudentstostatewhat theythinkmasterywouldlooklikeandclarifyingexpectationsthroughQ&A. Studentsunderstandinghowtheobjectivesfitintothebroadercontentorgoalsmaybeshownthroughaneffectiveteachersexplanationofhowthelessonconnectstoessentialquestions,oritcanbereflectedinstudentsdemonstratinganunderstanding throughtheircomments. Theteachercanconnectthelessontopriorknowledgebyaskingstudentstoconnectconceptstotheirownexperiencesortowhattheyhavelearnedinotherclassesorcourses. Incaseswheretheobserverisnotpresentwhentheteacherintroducesthelesson,theobservermayassesstheteachersuseofthelessonobjectivethroughquestioningstudents.

teachercreatedexemplars.

5Studentsshouldseeexamples,andnonexamplesinsomecases,thatrelatetotheinstructionalactivitybeingusedforstudentstodemonstratetheirunderstanding.Examplescanbefrompreviousstudentsworkwiththeobjectivesor 6Todetermineifstudentscanexplainthelessonobjectives,observetimeswhentheteacherengagesstudentsinthelessonobjectivesand/ortimeswhenteacherfacilitatesaconversationwithstudentsaboutthelessonobjectives.

MemphisCitySchools TeachingandLearningFrameworkRubric RevisedJuly28,2011

TEACH2:EXPLAINCONTENTCLEARLYANDACCURATELY
5 SignificantlyAboveExpectations ForLevel5,alloftheevidencelistedunderLevel3is present,aswellastwoormoreofthefollowing: Whenappropriate,theteacherexplains conceptsinawaythatactivelyinvolves studentsinthelearningprocess,suchas facilitatingopportunitiesforstudentsto explainconceptstoeachother. Explanationsprovokestudentinterestinand excitementaboutthecontent. Studentsaskhigherorderquestionsand makeconnectionsindependently, demonstratingthattheyunderstandthe contentatahigherlevel. 4 AboveExpectations ForLevel4,alloftheevidencelistedunderLevel3is present,aswellasatleastoneofthefollowing: Whenappropriate,theteacherexplains conceptsinawaythatactivelyinvolves studentsinthelearningprocess,suchas facilitatingopportunitiesforstudentsto explainconceptstoeachother. Explanationsprovokestudentinterestinand excitementaboutthecontent. Studentsaskhigherorderquestionsand makeconnectionsindependently, demonstratingthattheyunderstandthe contentatahigherlevel. 3 MeetingExpectations Thefollowingbestdescribeswhatisobserved: Explanationsofcontentareclear,coherent, concise,andaccurate,andtheybuildstudent understandingofcontent. Teachereffectivelymakesconnectionswith othercontentareas,studentsexperiences andinterests,orcurrenteventsinorderto makethecontentrelevantandbuildstudent understandingandinterest. Teacherusesdevelopmentallyappropriate languageandexplanations. Teachergivesclear,precisedefinitionsand usesspecificacademiclanguageas appropriate.7 Teacheremphasizeskeypointswhen necessary. Whenanexplanationisnoteffectively leadingstudentstounderstandthecontent, theteacheradjustsquicklyandusesan alternativewaytoeffectivelyexplainthe concept. Studentsaskrelativelyfewclarifying questionsbecausetheyunderstandthe explanations.However,theymayaska numberofextensionquestionsbecausethey areengagedinthecontentandeagertolearn moreaboutit. 2 BelowExpectations Thefollowingbestdescribeswhatisobserved: Explanationsaregenerallyclear,coherent, andaccurate,withafewexceptions,butthey maynotbeentirelyeffectiveinbuilding studentunderstandingofcontent. Teachermakesconnectionswithother contentareas,studentsexperiencesand interests,orcurrentevents,butthe connectionsdonotmakethecontentrelevant orbuildstudentunderstandingandinterest. Somelanguageandexplanationsmaynotbe developmentallyappropriate. Teachersometimesgivedefinitionsthatare notcompletelyclearorprecise,orsometimes maynotuseacademiclanguagewhenitis appropriatetodoso. Teacheronlyoccasionallyemphasizeskey points,thusstudentsaresometimesunclear aboutthemainideasofthecontent. Whenanexplanationisnoteffectively leadingstudentstounderstandtheconcept, theteachermaysometimesmoveonorre explaininthesamewayratherthanprovide aneffectivealternativeexplanation. Studentsmayasksomeclarifyingquestions showingthattheyareconfusedbythe explanations. 1 SignificantlyBelowExpectations Thefollowingbestdescribeswhatisobserved: Explanationsmaybeunclear,incoherentor inaccurate,andtheyaregenerallyineffective inbuildingstudentunderstandingofcontent. Teacherdoesnotmakeconnectionswith othercontentareas,studentsexperiences andinterests,orcurrentevents. Muchoftheteacherslanguagemaynotbe developmentallyappropriate. Teacherfrequentlygivesunclearor imprecisedefinitions,orfrequentlymaynot useacademiclanguagewhenitisappropriate todoso. Teacherrarelyorneveremphasizeskey pointswhennecessary,suchthatstudents areoftenunclearaboutthemainideasofthe content. Teacheradheresrigidlytotheinitialplanfor explainingcontentevenwhenitisclearthat anexplanationisnoteffectivelyleading studentstounderstandtheconcept. Studentsmayfrequentlyaskclarifying questionsshowingthattheyareconfusedby theexplanations,orstudentsmaybe consistentlyfrustratedordisengagedbecause ofunclearexplanations.

7Academiclanguageincludestheusageofcorrectgrammarandpronunciation,inbothwrittenandverbalcontexts.

 TEACH3:ENGAGESTUDENTSATALLLEARNINGLEVELSINAPPROPRIATELYCHALLENGINGWORK

MemphisCitySchools TeachingandLearningFrameworkRubric RevisedJuly28,2011

5 4 3 2 SignificantlyAboveExpectations AboveExpectations MeetingExpectations BelowExpectations Thefollowingbestdescribeswhatisobserved: ForLevel5,alloftheevidencelistedunderLevel3is ForLevel4,alloftheevidencelistedunderLevel3is Thefollowingbestdescribeswhatisobserved: present,aswellasatleasttwoofthefollowing: present,aswellasthreeormoreofthefollowing: Teachermakesthelessonaccessibleto Teachermakesthelessonaccessibletosome Teachermakesthelessonaccessibletoall Teachermakesthelessonaccessibletoall almostallstudents8;thereisevidencethat students. studentsatdifferentlearninglevels. studentsatdifferentlearninglevels. theteacherknowseachstudentsleveland Teachermakesthelessonchallengingto ensuresthatthelessonmeetsalmostall Theteachermakesthelessonchallengingto Theteachermakesthelessonchallengingto somestudents. studentswheretheyare. allstudentsatdifferentlearninglevels. allstudentsatdifferentlearninglevels. Althoughstudentshavesomeopportunities Teachermakesthelessonchallenging9to Lessonincorporatesadditionalresources Lessonincorporatesadditionalresources topracticemeaningfully,apply,and almostallstudents;thereisevidencethatthe thatextendbeyondthedistrictscurriculum. thatextendbeyondthedistrictscurriculum. demonstratewhattheyarelearning,thereis teacherknowseachstudentsleveland moreteacherdirectedinstructionthan Teacherengagesallstudentsinthelessonby Teacherengagesallstudentsinthelessonby ensuresthatthelessonpushesalmostall appropriate. usingvisualstoestablishthepurposeofthe usingvisualstoestablishthepurposeofthe studentsforwardfromwheretheyare.10 lesson,previewitsorganization,and lesson,previewitsorganization,and summarizingitscontent. summarizingitscontent. Note: Examplesofadditionalresourcesincludemanipulatives,teachercreatedmaterials,anditemsfromvariousrealworldsources(e.g.,banks,libraries,museums,etc.).

1 SignificantlyBelowExpectations Thefollowingbestdescribeswhatisobserved: Lessonisaccessibletofewstudents. Thelessonisnotchallengingtostudents. Lessonisalmostentirelyteacherdirected, andstudentshavefewopportunitiesto practicemeaningfully,apply,and demonstratewhattheyarelearning.

8Tomakecontentaccessibleforallstudents,ateachermightdifferentiatecontent,process,orproduct(usingstrategiesthatmightincludeflexiblegrouping,leveledtexts,ortieredassignments)inordertoensurethatstudentsareableto 9Forexample,theteachermightaskmorechallengingquestions,assignmoredemandingwork,orprovideextensionassignmentsinordertoensurethatallstudentsarechallengedbythelesson. 10Inorderforstrategiestoleadstudentstoadeeperunderstandingofthecontent,ateachermustunderstandstudentscurrentlevelsofperformanceandthenpurposefullydesigninstructionalstrategiesthatwillscaffoldstudent

accessthelesson.

learningtoadeeperlevel.

MemphisCitySchools TeachingandLearningFrameworkRubric RevisedJuly28,2011

TEACH4:PROVIDESTUDENTSMULTIPLEWAYSTOENGAGEWITHCONTENT
5 SignificantlyAboveExpectations ForLevel5,alloftheevidencelistedunderLevel3 ispresent,aswellastwoormoreofthefollowing: Studentsareprovidedwithchoicesand taughthowtoselfselectstrategiesthatwill helpthemmasterlessonobjectives. Allstudentscanexplainlessonobjectiveand howitrelatestowhattheyarelearning. Studentsexplainconceptstoeachotherwith thesupportofteacherfacilitation. 4 AboveExpectations ForLevel4,alloftheevidencelistedunderLevel3 ispresent,aswellasatleastoneofthefollowing: Studentsareprovidedwithchoicesand taughthowtoselfselectstrategiesthatwill helpthemmasterlessonobjectives. Allstudentscanexplainlessonobjectiveand howitrelatestowhattheyarelearning. Studentsexplainconceptstoeachotherwith thesupportofteacherfacilitation. 3 MeetingExpectations Thefollowingbestdescribeswhatisobserved: Allstrategiesarealignedtothelesson objectives. Allstrategieshaveaclear,intentional purposebeyondkeepingstudentsengaged orbusy. Strategiesenableallstudentstomeetor exceedlessonobjectivesthrough appropriatescaffoldinganddifferentiation.11 Thereisanappropriatebalancebetween teacherdirectedinstructionandrigorous12 studentcenteredlearningduringthelesson, suchthatstudentshaveadequate opportunitiestomeaningfullypractice, apply,anddemonstratewhattheyare learning. 2 BelowExpectations Thefollowingbestdescribeswhatisobserved: Somestrategiesarealignedtothelesson objectives. Someinstructionalactivitiesclearlyhavea purposerelativetoaccomplishingthe objectivewhileotherskeepstudentsbusy withoutapurposefuluseoftime. Differentiationandscaffoldingstrategies usedbytheteacherarenotappropriatefor allstudentsandonlysomestudentsmeet lessonobjectives. Whilestudentshavesomeopportunitiesto meaningfullypractice,apply,and demonstratewhattheyarelearning,thereis moreteacherdirectedinstructionthan appropriate. 1 SignificantlyBelowExpectations Thefollowingbestdescribeswhatisobserved: Strategiesarenotalignedtothelesson objectives. Instructionalactivitiesdonothaveaclear purposeandkeepstudentsbusywithouta purposefuluseoftime. Strategiesdonotenablestudentstomeet lessonobjective. Lessonisalmostentirelyteacherdirected, andstudentshavefewopportunitiesto meaningfullypractice,apply,and demonstratewhattheyarelearning objectives.

Note: Todetermineifstudentscanexplainthelessonobjectives,observetimeswhentheteacherengagesstudentsinthelessonobjectiveand/ortheteacherfacilitatesaconversationwithstudentsaboutthelessonobjective.

11Appropriatescaffoldinganddifferentiationoccursbyusingstudentperformancelevelstodifferentiatetheprocessstudentsusetoengageincontentand/ortheproductsstudentsarerequiredtoproduceaslongasthedifferentatied 12Rigorisdeterminedbythelevelthinking(asmeasuredbyBloomsTaxonomy)requiredbythestrategy.Insomecases,therigorofstrategiesinalessonmayexceedtherigororthelessonobjectivesifthegoalistoprovideavarietyof

productsareultimatelyalignedtothelevelofrigorrequiredbylessonobjectives.

activitiesthatallowstudentstoextendtheirlearningbeyondthelessonobjectivesshouldtheybereadyforthat.Inothercases,therigorofinstructionalstrategiesmaystartlowerthantherigorrequiredbythelessonobjectivesbut slowlybuildsothatstudentsareultimatelymeetingobjectivesthroughscaffoldedstrategies.

MemphisCitySchools TeachingandLearningFrameworkRubric RevisedJuly28,2011

TEACH5:USESTRATEGIESTHATDEVELOPHIGHERLEVELTHINKINGSKILLS
5 SignificantlyAboveExpectations ForLevel5,alloftheevidencelistedunderLevel 3ispresent,aswellastwoormoreofthe following: Teacherusesstrategiesthatchallenge studentstoprobeforhigherorder understanding,synthesizecomplex materials,andarriveatnew understanding. Studentsquestions(oftheirpeersand teacher)pushstudentsbeyondtheir initialthinking. Teacherprovidesstudentswiththe opportunitytomonitortheirownthinking toensurethattheyunderstandwhatthey arelearning. 4 AboveExpectations ForLevel4,alloftheevidencelistedunderLevel3is present,aswellasatleastoneofthefollowing: Teacherusesstrategiesthatchallenge studentstoprobeforhigherorder understanding,synthesizecomplexmaterials, andarriveatnewunderstanding. Studentsquestions(oftheirpeersand teacher)pushstudentsbeyondtheirinitial thinking. Teacherprovidesstudentswiththe opportunitytomonitortheirownthinkingto ensurethattheyunderstandwhattheyare learning. 3 MeetingExpectations Thefollowingbestdescribeswhatisobserved: Teacherengagesstudentsintasksand activitiesthatbuildonasolidfoundationof knowledgeandbringstudentstocriticaland analyticalthinkingrelativetothecontent. Questionsareclearandscaffoldedinaway thatleadsstudentsfromtheircurrentlevelof thinkingtoahigherlevel.Questionsrequire studentstoapply,evaluateand/orsynthesize. Teacherexplicitlymodelshisorherown thoughtprocessforgeneratingandasking questions,andasksstudentstodeveloptheir ownquestionsforeachotherasaresult. Teacherprovideshelpfulandpositive suggestionswhenstudentsareunableto answerquestionsratherthansimply providingtheanswertothestudents. 2 BelowExpectations Thefollowingbestdescribeswhatisobserved: Teacherengagesstudentsintasksand activitiesthatbuildonasolidfoundationof knowledgebutrarelybringsstudentsto criticalandanalyticalthinkingrelativetothe content. Somequestionsmaybeunnecessarily complexorconfusingtostudentsandmay lackscaffolding.Questionsrarelybring studentstocriticalthinking. Teachershareshisorherownthought processforgeneratingandaskingquestions, butdoesnotaskstudentstodeveloptheir ownquestionsasaresult. Teachergenerallydefaultstoanswering his/herownquestionsorgivingstudents answerswhenstudentsgetstuck. 1 SignificantlyBelowExpectations Thefollowingbestdescribeswhatisobserved: Teacherdoesnotengagestudentsintasks andactivitiesthatextendtheirthinking. Teacherasksprimarilylowlevelquestionsor questionsareconfusingtostudents. Teacherdoesnotmodelhisorherown thoughtprocessforgeneratingandasking questions,anddoesnotasksstudentsto developtheirownquestionsforeachother. Teacherdoesnotprovidesuggestionswhen studentsareunabletoanswerquestions.

 TEACH6:CHECKFORUNDERSTANDINGANDRESPONDAPPROPRIATELYDURINGTHELESSON
5 SignificantlyAboveExpectations ForLevel5,alloftheevidencelistedunderLevel3is present,aswellasfourormoreofthefollowing: Teacherchecksforunderstandingatallkey moments. Everycheckgetsanaccuratepulseofthe classsunderstanding. Teacherusesavarietyofmethodsof checkingforunderstanding. Theteacherseamlesslyintegrates informationgainedfromthechecksby makingadjustmentstothecontentor deliveryofthelesson,asappropriate. Teacheranticipatesstudent misunderstandingsandpreemptively addressesthem,eitherdirectlyorthrough thedesignofthelesson. Teacherisabletoaddressstudent misunderstandingseffectivelywithouttaking awayfromtheflowofthelessonorlosingthe engagementofstudentswhodounderstand. Notes: 4 AboveExpectations ForLevel4,alloftheevidencelistedunderLevel3is present,aswellasatleastthreeofthefollowing: Teacherchecksforunderstandingatallkey moments. Everycheckgetsanaccuratepulseofthe classunderstanding. Teacherusesavarietyofmethodsof checkingforunderstanding. Theteacherseamlesslyintegrates informationgainedfromthechecksby makingadjustmentstothecontentor deliveryofthelesson,asappropriate. Teacheranticipatesstudent misunderstandingsandpreemptively addressesthem,eitherdirectlyorthrough thedesignofthelesson. Teacherisabletoaddressstudent misunderstandingseffectivelywithouttaking awayfromtheflowofthelessonorlosingthe engagementofstudentswhodounderstand.

MemphisCitySchools TeachingandLearningFrameworkRubric RevisedJuly28,2011

3 MeetingExpectations Thefollowingbestdescribeswhatisobserved: Teacherchecksforunderstandingofcontent atkeymoments. Teachermaintainsanaccuratepulseofthe classunderstandingfromalmostevery check,suchthattheteacherhasenough informationtoadjustsubsequentinstruction. Teachermakesappropriateandeffective adjustmentstothelessonwhenneeded. Whenpossible,theteacherusesscaffolding techniquesthatenablestudentstoconstruct theirownunderstandingsratherthansimply reexplainingaconcept. Ifanattempttoaddressamisunderstanding isnotsucceeding,theteacher,when appropriate,respondswithanotherwayof scaffolding.

2 BelowExpectations Thefollowingbestdescribeswhatisobserved: Teachersometimeschecksforunderstanding ofcontent,butmissesseveralkeymoments. Teachergetsapulseoftheclass understandingfrommostchecks. Teacherattemptstomakeadjustmentstothe lessonbuttheadjustmentsarenoteffective. Teachermayprimarilyrespondto misunderstandingsbyusingscaffolding techniquesthatareteacherdrivenwhen studentdriventechniquescouldhavebeen effective. Teachermaysometimespersistinusinga particulartechniqueforrespondingtoa misunderstanding,evenwhenitisnot succeeding.

1 SignificantlyBelowExpectations Thefollowingbestdescribeswhatisobserved: Teacherrarelyorneverchecksfor understandingofcontent,ormissesnearly allkeymoments. Teacherdoesnotgetanaccuratepulseof theclassunderstandingfrommostchecks.13 Teacherdoesnotattempttoadjustthe lesson. Teachermayonlyrespondto misunderstandingsbyusingscaffolding techniquesthatareteacherdrivenwhen studentdriventechniquescouldhavebeen effective. Teachermayfrequentlypersistinusinga particulartechniqueforrespondingtoa misunderstanding,evenwhenitisnot succeeding.

Ateacherdoesnotnecessarilyhavetocheckwitheverystudentinordertogaugetheunderstandingoftheclass(getthepulse).Aseriesofquestionsposedtotheentireclasscanenableateachertogetthepulseoftheclassiftheteacherchecksthe

understandingusingstrategieslikefisttofive,wholeclasswhiteboardresponses,etc.Iftheteacherfindsthatmanystudentsdidnotunderstandsomepartofthelesson,andimmediatelyreteachesthatparttotheentireclass,thisshouldcountaseffectively gettingthepulseoftheclassbecausetheteachergainedenoughinformationtobeabletoadjustsubsequentinstruction. Forsomelessons,checkingthepulseoftheclassmaynotbeanappropriatestandard.Forexample,ifstudentsarespendingthemajorityoftheperiodworkingonindividualessaysandtheteacherisconferencingwithafewstudents,itmaynotbenecessary fortheteachertochecktheunderstandingoftheentireclass.Inthesecases,theteachershouldbejudgedbasedonhowdeeplyandeffectivelys/hechecksfortheunderstandingofthestudentswithwhoms/heisworking. Insomelessons,itisappropriatetocheckforunderstandingofdirections,inadditiontocheckingforunderstandingofcontent.However,ateacherwhoonlychecksforunderstandingofdirectionsandrarelyorneverchecksforunderstandingofcontentis noteffectivelycheckingforunderstanding. Inadditiontoperformingchecksforunderstanding,thechecksshouldbewellexecutedandappropriatetothelessonobjectives.However,anycheckforunderstandingtechniquecanalsobeusedineffectively.Inordertobeaneffectivecheckfor understanding,thetechniquemustbeappropriatetotheobjectivesandyieldinformationthatcaninforminstructionandthussucceedingettingthepulseoftheclasssunderstanding. Atsomepointsinalesson,itisnotappropriatetoimmediatelyrespondtostudentmisunderstandings(forexample,atthebeginningofaninquirybasedlesson,orwhenstoppingtorespondtoasinglestudentsmisunderstandingwouldbeanineffectiveuse ofinstructionaltimefortherestoftheclass).Insuchcases,aneffectiveteachermightwaituntillaterinthelessontorespondandscaffoldlearning.Observersshouldbesensitivetothesesituationsandnotpenalizeateacherforfailingtorespondto misunderstandingsimmediatelywhenitwouldbemoreeffectivetowait,providedthattheteachermakessomearrangementtoaddressthemisunderstandingslaterandmakesthiscleartothestudents. Scaffoldingisdefinedbybreakingtasksdownintosmallerelements.Examplesofscaffoldingincludeactivatingpriorknowledge,breakingthetaskintosmallerparts,modelingorhavingstudentsverbalizetheirthinkingprocess.Therearemanyeffective techniquesforscaffoldinglearning,howeverscaffoldingshouldbewellexecutedandappropriatetothelessonobjectives.However,thetechniquescanalsobeusedineffectively.Inordertobeeffective,thescaffoldingtechniquemustbewellexecutedand

13Forexample,theteachermightneglectsomestudentsoraskverygeneralquestionsthatdonoteffectivelyassessstudentunderstanding.

MemphisCitySchools TeachingandLearningFrameworkRubric RevisedJuly28,2011 appropriatetotheobjectives,andthussucceedinaddressingthestudentsmisunderstanding.

TEACH7:MAXIMIZEINSTRUCTIONALTIME
5 SignificantlyAboveExpectations ForLevel5,alloftheevidencelistedunderLevel3is present,aswellastwoormoreofthefollowing: Lessonprogressesatarapidpacesuchthat studentsareneverdisengaged. Studentswhofinishassignedworkearly havesomethingelsemeaningfultodo. Realtimeadjustmentstolessonpacingand studenttasksaremadefrominformation gatheredfromchecksforunderstanding. 4 AboveExpectations ForLevel4,alloftheevidencelistedunderLevel3is present,aswellasatleastoneofthefollowing: Thelessonprogressesatarapidpacesuch thatstudentsareneverdisengaged. Studentswhofinishassignedworkearly havesomethingelsemeaningfultodo. Realtimeadjustmentstolessonpacingand studenttasksaremadefrominformation gatheredfromchecksforunderstanding. 3 MeetingExpectations Thefollowingbestdescribeswhatisobserved: Teacherhasallinstructionalmaterials preparedatthestartofclass. Instructionaltimeiseffectivelymaximized andstudentsareonlyidleforverybrief periodsoftime14whilewaitingforthe teacher.15 Teacherspendsanappropriateamountof timeoneachpartofthelesson. Lessonprogressesatanappropriatepace16, suchthatstudentsarealmostnever disengagedorleftwithoutanything meaningfultodo.17 2 BelowExpectations Thefollowingbestdescribeswhatisobserved: Teacherhasmostinstructionalmaterials preparedatthestartofclass. Instructionaltimeisnotalwaysmaximized andstudentsmaybeidleforshortperiods18 oftimewhilewaitingfortheteacher. Teachermayspendtoomuchtimeonone partofthelesson.19 Lessonprogressesatamoderatepace,but studentsaresometimesdisengagedorleft withoutanythingmeaningfultodo. 1 SignificantlyBelowExpectations Thefollowingbestdescribeswhatisobserved: Teacherdoesnothaveinstructionalmaterials preparedatthestartofclass. Instructionaltimeisnotusedeffectivelyand studentsmaybeidleforsignificantperiodsof timewhilewaitingfortheteacher. Teachermayspendaninappropriateamount oftimeononeormorepartsofthelesson.20 Lessonprogressesatanotablyslowpace,and studentsarefrequentlydisengagedorleft withoutanythingmeaningfultodo.

14Asageneralruleofthumb,briefperiodsoftimeshouldbenomorethan23minutes. 15Forexample,whiletheteachertakesattendance,distributesmaterials,ortranisitionstothenextlessonoractivity. 16Thepacingspeed(quick,moderate,andnotablyslow)shouldreflectcontentcoveredandinstructionalstrategies. 17Forexample,afterfinishingtheassignedwork,orwhilewaitingforonestudenttocompleteaprobleminfrontoftheclass. 18Asageneralruleofthumb,shortperiodsoftimeisdefinedbystudentsbeingidleformorethan3minutes. 19Forexample,theteachermayallowtheopeningofthelessontocontinuelongerthannecessary. 20Forexample,theteacherspends20minutesonthewarmup.

MemphisCitySchools TeachingandLearningFrameworkRubric RevisedJuly28,2011

CULTIVATELEARNINGENVIRONMENT1:BUILDARESPECTFUL,LEARNINGFOCUSEDCLASSROOMCOMMUNITY
5 SignificantlyAboveExpectations ForLevel5,alloftheevidencelistedunderLevel3 ispresent,aswellasthreeormoreofthefollowing: Studentsdemonstratefrequentpositive engagementwiththeirpeers. Thereisevidencethattheteacherhas strong,individualizedrelationshipswith studentsintheclass. Studentsareinvestedinthesuccessoftheir peers. Studentsmaygiveunsolicitedpraiseor encouragementtotheirpeersforgoodwork, whenappropriate. Studentcommentsandactionsdemonstrate thatstudentsareexcitedabouttheirwork andunderstandwhyitisimportant. 4 AboveExpectations ForLevel4,alloftheevidencelistedunderLevel3 ispresent,aswellasatleasttwoofthefollowing: Studentsdemonstratefrequentpositive engagementwiththeirpeers. Thereisevidencethattheteacherhas strong,individualizedrelationshipswith studentsintheclass. Studentsareinvestedinthesuccessoftheir peers. Studentsmaygiveunsolicitedpraiseor encouragementtotheirpeersforgoodwork, whenappropriate. Studentcommentsandactionsdemonstrate thatstudentsareexcitedabouttheirwork andunderstandwhyitisimportant. 3 MeetingExpectations Thefollowingbestdescribeswhatisobserved: Teacherdemonstratespositiverapportwith students,apositiveaffect21,evidenceof relationshipbuilding,andexpressionsof interestinstudentsthoughtsandopinions. Teacherreinforcespositivebehaviorand goodacademicwork. Teacherpromotesanenvironmentwhere studentsworkhard,remainfocusedon learningwithoutfrequentreminders,and perseverethroughchallenges. Theclassroomisasafeenvironmentfor studentstotakeonchallengesandrisk failure.22 Studentsarealwaysrespectfuloftheteacher andtheirpeers.23 2 BelowExpectations Thefollowingbestdescribeswhatisobserved: Teachermayhaveapositiverapportwith somestudentsbutnotothers,ormay demonstratelittlerapportwithstudents. Teachermayrarelyreinforcepositive behaviorandgoodacademicwork,maydo soforsomestudentsbutnotforothers,or maynotdosoinameaningfulway. Teacheroccasionallypromotesan environmentwherestudentsworkhard. Studentsaregenerallyengagedintheirwork butarenothighlyinvestedinit.24 Somestudentsarewillingtotakeacademic risks,butothersmaynotbe.25 Studentsaregenerallyrespectfulofthe teacherandtheirpeers,buttherearesome exceptions. 1 SignificantlyBelowExpectations Thefollowingbestdescribeswhatisobserved: Theremaybelittleornoevidenceofa positiverapportbetweentheteacherandthe students,ortheremaybeevidencethatthe teacherhasanegativerapportwithstudents. Teachermayneverreinforcepositive behaviorandgoodacademicwork,ors/he maydosoforonlyafewstudents. Teacherdoesnotpromoteanenvironment wherestudentsworkhard.Studentsmay demonstratedisinterestorlackof investmentintheirwork. Studentsaregenerallynotwillingtotakeon challengesandriskfailure. Studentsmayfrequentlybedisrespectfulto theteacherortheirpeers.

Notes: Ifthereareoneormoreinstancesofdisrespectbytheteachertowardstudents,theteachershouldbescoredaLevel1forthisstandard. Anexampleofstudentsbeinginvestedinthesuccessoftheirpeersisstudentscollaboratingandhelpingeachotherwithoutpromptingfromtheteacher. Briefinterruptionsduetostudentexcitement(forexample,whenastudentaccidentallyshoutsoutananswerbecauses/heisexcitedtorespondtothequestion)shouldnotbecountedagainstateacherunlesstheyoccurconstantlyandsignificantlyinterfere withthelessonorwiththeabilityofotherstudentstorespond.

21Ateachercandisplayapositiveaffectthroughhisorherdemeaner,choiceofwords,andhowheorshechoosesaffirmations. 22Forexample,studentsareencouragedtoanswerquestionsandfeelcomfortableaskingtheteacherforhelp. 23Forexample,studentslistenanddonotinterruptwhentheirpeersaskoranswerquestions. 24Forexample,studentsmightspendsignificanttimeofftaskorrequirefrequentreminders;studentsmightgiveupeasily;ortheteachermightcommunicatemessagesabouttheimportanceofthework,butthereislittleevidencethat

studentshaveinternalizedthem.

25Forexample,somestudentsmightbereluctanttoanswerquestionsortakeonchallengingassignments;somestudentsmightbehesitanttoasktheteacherforhelpevenwhentheyneedit;orsomestudentsmightoccasionallyrespond

negativelywhenapeeranswersaquestionincorrectly.

MemphisCitySchools TeachingandLearningFrameworkRubric RevisedJuly28,2011 5 SignificantlyAboveExpectations ForLevel5,alloftheevidencelistedunderLevel3is present,aswellastwoormoreofthefollowing: Routinesandproceduresrunsmoothlywith minimalpromptingfromtheteacher; studentsknowtheirresponsibilitiesanddo nothavetoaskquestionsaboutwhattodo. Transitionsareorderly,efficient,systematic, andrequirelittleteacherdirection. Studentsshareresponsibilityforthe operationsandroutinesintheclassroom. 4 AboveExpectations ForLevel4,alloftheevidencelistedunderLevel3is present,aswellasatleastoneofthefollowing: Routinesandproceduresrunsmoothlywith minimalpromptingfromtheteacher; studentsknowtheirresponsibilitiesanddo nothavetoaskquestionsaboutwhattodo. Transitionsareorderly,efficient,systematic, andrequirelittleteacherdirection. Studentsshareresponsibilityforthe operationsandroutinesintheclassroom. 3 MeetingExpectations Thefollowingbestdescribeswhatisobserved: Routinesandproceduresrunsmoothlywith somepromptingfromtheteacher;students generallyknowtheirresponsibilities. Transitionsaregenerallysmoothwithsome teacherdirection. Routinessupporttheeffectiveuseof instructionaltime. 2 BelowExpectations Thefollowingbestdescribeswhatisobserved: Routinesandproceduresareinplacebut requiresignificantteacherpromptingand direction;studentsmaybeunclearabout whattheyshouldbedoingandmayask questionsfrequently. Transitionsarefullydirectedbytheteacher andmaybelessorderlyandefficient. Someinstructionaltimeislostdueto ineffectiveroutines. 1 SignificantlyBelowExpectations Thefollowingbestdescribeswhatisobserved: Routinesandproceduresarenotevident,so theteacherdirectseveryactivity;students areunclearaboutwhattheyshouldbedoing andaskquestionsconstantlyordonotfollow teacherdirections. Transitionsaredisorderlyandinefficient. Ineffectiveroutinesorthelackofroutines resultinasignificantlossofinstructional time.

CULTIVATELEARNINGENVIRONMENT2:DEVELOPCLASSROOMPROCEDURESANDROUTINES

CULTIVATELEARNINGENVIRONMENT3:USECLASSROOMSPACEANDRESOURCESTOSUPPORTINSTRUCTION
5 SignificantlyAboveExpectations ForLevel5,alloftheevidencelistedunderLevel3is present,aswellasthreeormoreofthefollowing: Spaceandmaterialsareutilizedtoenrich learningofcurrentorrecentcontent. Studentshavetheoptionofchoosing resourcesortoolstosupportandextend theirlearning. Resourcestakestudentinterestsinto account. Studentsactivelycontributetotheselection ofresourcesandtakeresponsibilityfor findingrelevantresourceswhenappropriate. 4 AboveExpectations ForLevel4,alloftheevidencelistedunderLevel3is present,aswellatleasttwoofthefollowing: Spaceandmaterialsareutilizedtoenrich learningofcurrentorrecentcontent. Studentshavetheoptionofchoosing resourcesortoolstosupportandextend theirlearning. Resourcestakestudentinterestsinto account. Studentsactivelycontributetotheselection ofresourcesandtakeresponsibilityfor findingrelevantresourceswhenappropriate.

MemphisCitySchools TeachingandLearningFrameworkRubric RevisedJuly28,2011

3 MeetingExpectations Thefollowingbestdescribeswhatisobserved: Useofspaceandmaterialspromotes learning. Classroomresourcesstimulatestudent interestintheappropriatecontent. Resourcessupportactivitiesthathelp studentsachievemasteryofstandards.26 Resourcesareleveledordifferentiated specificallybasedonstudentneeds.

2 BelowExpectations Thefollowingbestdescribeswhatisobserved: Useofspaceandmaterialsrarelypromotes learning. Classroomresourcesinconsistentlystimulate studentinterestinthecontent. Resourcesinconsistentlysupportactivities thathelpstudentsachievemasteryof standards.

1 SignificantlyBelowExpectations Thefollowingbestdescribeswhatisobserved: Useofspaceandmaterialsdonotpromote learning. Classroomresourcesdonotstimulate studentinterestinthecontent. Resourcesdonotsupportactivitiesthathelp studentsachievemasteryofstandards.

Note: Examplesofhowresourcescanextendlearningincludepostingindictorsofmasterywithstudentfriendlyexplanationsormaterialsthatstudentscanusetoextendtheirlearningaftertheyhavecompletedinstructionalassignments.

26Resources(includingcoretexts,interventionprogramsorsupplementarymaterials)areselectedbasedontheiralignmenttostandardsandstudentsneedswhereappropriate.Resourcesarenotsimplyusedbecausetheyareadopted;

rather,theteacheristhoughtfulandstrategicabouthowtousetheresourcesgiventhestudentsneedsintheclassroom.

MemphisCitySchools TeachingandLearningFrameworkRubric RevisedJuly28,2011

CULTIVATELEARNINGENVIRONMENT4:MANAGESTUDENTBEHAVIOR
5 SignificantlyAboveExpectations ForLevel5,alloftheevidencelistedunderLevel3 ispresent,aswellasthreeormoreofthefollowing: Behavioralexpectationsarecleartoall studentsandthereislittletonoevidenceof offtaskbehaviorintheclassroom. Studentsleadconversationsregarding behaviorandtheyselfmanageandmonitor theirpeers. Expectationsforstudentbehaviorareso clearlyunderstoodthatthereislittle,ifany needtocontinuouslyrefertothem. Flowofthelessonisneverimpededby inappropriateorofftaskstudentbehavior, eitherbecausenosuchbehavioroccursor becausewhensuchbehavioroccursthe teacherefficientlyaddressesit. 4 AboveExpectations ForLevel4,alloftheevidencelistedunderLevel3 ispresent,aswellasatleasttwoofthefollowing: Behavioralexpectationsarecleartoall studentsandthereislittletonoevidenceof offtaskbehaviorintheclassroom. Studentsleadconversationsregarding behaviorandtheyselfmanageandmonitor theirpeers. Expectationsforstudentbehaviorareso clearlyunderstoodthatthereislittle,ifany needtocontinuouslyrefertothem. Flowofthelessonisneverimpededby inappropriateorofftaskstudentbehavior, eitherbecausenosuchbehavioroccursor becausewhensuchbehavioroccursthe teacherefficientlyaddressesit. 3 MeetingExpectations Thefollowingbestdescribeswhatisobserved: Behavioralexpectationsarecleartomost studentsresultinginonlyoccasionalofftask behavior. Teacherregularlypromotesandreinforces positivebehavior.27 Offtaskbehaviorisredirectedinamanner thatsolvestheissueandmaximizes instructionaltime. Disruptivebehavior28isdeescalatedwith littleinterruptiontoinstructionaltime. 2 BelowExpectations Thefollowingbestdescribeswhatisobserved: Behavioralexpectationsmaybeunclearor inconsistentresultinginfrequentofftask behaviorintheclassroom. Teacherrarelypromotesandreinforces positivebehavior. Offtaskbehaviorisredirectedinamanner thatmaynotsolvetheissueand/or interruptssomeinstructionaltime. Disruptivebehaviorisdeescalatedwith someinterruptiontoinstructionaltime. 1 SignificantlyBelowExpectations Thefollowingbestdescribeswhatisobserved: Behavioralexpectationsarenotconsistent orclear. Teacherdoesnotpromoteorreinforce positivebehavior. Offtaskbehaviorisnotredirectedina mannerthatsolvestheissueand/or significantlyinterruptsinstructionaltime. Disruptivebehaviorcausessignificant interruptiontoinstructionaltime.

27Positivereinforcementscanincluderewards(i.e.,callshome,stickers,raffletickets,notes,etc.)orverbalpraise.Forteacherswhohaveastrongcultureanddonotusetangiblerewards,positivereinforcementcanbemoresubtle. 28Disruptivebehaviorcanbedefinedasbehaviorthatrequiressignficantteacherinvervention.

MemphisCitySchools TeachingandLearningFrameworkRubric RevisedJuly28,2011

REFLECTANDADJUST1:MONITORPROGRESSRELATIVETOTHROUGHCOURSEANDENDOFCOURSEGOALS
5 SignificantlyAboveExpectations ForLevel5,alloftheevidencelistedunderLevel3is present,aswellasthreeormoreofthefollowing: Teacherproactivelyleadsdataanalysiswith colleaguesandofferspositivesuggestions. Moststudentsknowtheirprogresstowards masteryofthroughcourseandendofcourse goals. Familiescanarticulatestudentsprogress usingdataasareference. Families,students,andteacherengagein discussionsaboutstudentsstrengthsand areasofgrowthandcreateanactionplanto supportstudents. Note: Studentprogresscanincludeareassuchasacademics,behavior,andattendance. 4 AboveExpectations ForLevel4,alloftheevidencelistedunderLevel3is present,aswellasatleasttwoofthefollowing: Teacherproactivelyleadsdataanalysiswith colleaguesandofferspositivesuggestions. Moststudentsknowtheirprogresstowards masteryofthroughcourseandendofcourse goals. Familiescanarticulatestudentsprogress usingdataasareference. Families,students,andteacherengagein discussionsaboutstudentsstrengthsand areasofgrowthandcreateanactionplanto supportstudents. 3 MeetingExpectations Thefollowingbestdescribeswhatisobserved: Teacheranalysisofstudentdataincludesthe useofassessmentsthatmeasuremany aspectsofstudentprogress29. Teacher: 1) routinelyusesassessmentstomeasure studentmasteryofcontentstandards andprogresstowardsthroughcourse andendofcoursegoals. 2) providesstudentswithmultiplewaysof demonstratingmastery.30 Teacheristimelyinrecordingthestudent progressdataandusesasystem31thatallows foreasyanalysisofstudentprogresstoward mastery.32 2 BelowExpectations Thefollowingbestdescribeswhatisobserved: Teacheranalysisofstudentdataincludesthe useofassessmentsthatmeasureonetotwo aspectsofstudentprogress. Teachersometimesusesassessmentsto measurestudentmasteryofcontent standards. Teacherrarelyrecordsthestudentprogress data. 1 SignificantlyBelowExpectations Thefollowingbestdescribeswhatisobserved: Teacheranalysisofstudentdatadoesnot includetheuseofassessmentsthatmeasure additionalaspectsofstudentprogress. Teacherdoesnotroutinelyuseassessments tomeasurestudentmasteryofcontent standards. Teacherdoesnotroutinelyrecordstudent progressdata.

29Aspectsofstudentprogresscanincludeareassuchascriticalthinking,behavior,attendance,andmasteryofcontentknowledge. 31Systemsforrecordingstudentprogressincludegradebooks,spreadsheets,andcharts. 30Examplesofmultiplewaysthatmasterycanbedemonstratedincludeassessmentmethodslikeselectedresponse,constructedresponse,performancetask,andpersonalcommunication. 32Examplesofdataanalysiscanincludeidentifyingtrends,itemanalysis,and/oridentifyingareasforreteaching.

MemphisCitySchools TeachingandLearningFrameworkRubric RevisedJuly28,2011

REFLECTANDADJUST2:USESTUDENTDATATOINFORMANDMODIFYINSTRUCTIONALPRACTICE
5 4 3 2 SignificantlyAboveExpectations AboveExpectations MeetingExpectations BelowExpectations Thefollowingbestdescribeswhatisobserved: ForLevel5,alloftheevidencelistedunderLevel3is ForLevel4,alloftheevidencelistedunderLevel3is Thefollowingbestdescribeswhatisobserved: present,aswellasthreeormoreofthefollowing: present,aswellasatleasttwoofthefollowing: Teacherrarelymodifiesinstructionbasedon Teacherroutinelymodifiesdailyinstruction Opportunitiesforstudentstoselfmanageon Opportunitiesforstudentstoselfmanageon resultsofdatawhenneeded,orchangesin basedonresultsofdata. goingpracticeofaskillareprovidedin goingpracticeofaskillareprovidedin instructionoccurbuttheyarenotbasedon Longtermplansareroutinelyadjustedto additiontoformalreteaching,if additiontoformalreteaching,if data. accommodatereteaching. developmentallyappropriate. developmentallyappropriate. Longtermplansareinfrequentlyadjustedto Reteachingmeetstheneedsofindividualsand Teacheractivelyseeksfeedbackfrompeers Teacheractivelyseeksfeedbackfrompeers accommodatereteaching. groupsinordertoensurestudentprogress.33 and/orstudentsandmakesadjustmentsto and/orstudentsandmakesadjustmentsto Anattempt34ismadeatreteachingbutitdoes instructionasaresult. instructionasaresult. notmeettheneedsofindividualsand/or Skillsandconceptsarespiraledtoensure Skillsandconceptsarespiraledtoensure groups. maintenanceofknowledge. maintenanceofknowledge. Interventionistargetedandstrategically Interventionistargetedandstrategically designedbasedondeficienciesinskillsor designedbasedondeficienciesinskillsor knowledgeasidentifiedbydataresults. knowledgeasidentifiedbydataresults. Notes: Anexampleofanopportunityforstudentselfmanagementcanincludestationsthatstudentscangotowhentheyarefinishedwiththeirassignmentsthatfocusondifferentskillsorstandard. Examplesofspiralingincludeprovidingplansforwhenreteachingwillhappenforindividualsandgroupsofstudentsandadjustmentsofcurrentlessonplans. Interventionforstudents,whoaredeficientwithcertainskillsandconcepts,shouldoccurdaily.Formativeassessmentsshouldbeusedtodeterminedeficiencies. 1 SignificantlyBelowExpectations Thefollowingbestdescribeswhatisobserved: Instructionisnotmodifiedbasedonresultsof data. Longtermplansarenotadjustedto accommodatereteaching. Teacherdoesnotmakeanattempttoreteach.

33Studentprogressisdefinedbyprogresstowardmasteryoflessonobjectives,throughcoursegoals,andendofcoursegoals. 34Anunsuccessfulattemptatreteachingcanbetheresultofreteachinginthesamemannerthecontentwasoriginallytaught,demonstratingalackofunderstandingofwhythefirstattemptwasunsuccessful.