Handout 3d: Teaching Conditions Rubric—Time Element Developing School Proficient School Accomplished School Distinguished School 1a. Teachers’ class Teachers’ time to plan in order Teachers have time to plan in Teachers routinely plan in Teachers have maximum time sizes facilitate to meet the diverse learning order to meet the diverse to meet the diverse to plan in order to meet the instruction. needs of students is learning needs of students learning needs of all diverse learning needs of all insufficient because of the because they have appropriate students because of the students because of a demands of large class sizes, class sizes, course loads, and coordinated design of class schoolwide systematic heavy course loads across a assignments that match sizes, course loads, and approach to designing class wide range of content areas, or training. student placement practices. sizes, course loads, and student assignments mismatched with placements. training. 1b. Teachers have Teachers do not have enough Teachers have minimum Teachers have sufficient Teachers have ample sufficient uninterrupted instructional sufficient uninterrupted uninterrupted instructional uninterrupted instructional instructional time to time. instructional time. time to meet the diverse time to provide instruction provide all students learning needs of all throughout the curriculum in with effective students. ways that meet all students’ instruction. diverse learning needs and ensure advancement in learning. School leadership determines School leadership determines School leadership actively School culture is focused on or weekly instructional or weekly instructional involves teachers in the ensuring that each student schedules for teachers and schedules for teachers and design of daily or weekly receives maximum supports teachers with little supports teachers with regard instructional schedules for uninterrupted instructional regard to protecting to protecting instructional time. teachers, supports teachers, time matched to his or her instructional time. and provides instructional needs to promote advancement supports (i.e., media, in learning. technology) to ensure the protection of instructional time.
Handout 3d: Teaching Conditions Rubric—Time Element Developing School Proficient School Accomplished School Distinguished School 1a. Teachers’ class sizes facilitate instruction. Teachers’ time to plan in order to meet the diverse learning needs of students is insufficient because of the demands of large class sizes, heavy course loads across a wide range of content areas, or assignments mismatched with training. Teachers have time to plan in order to meet the diverse learning needs of students because they have appropriate class sizes, course loads, and assignments that match training. Teachers routinely plan in to meet the diverse learning needs of all students because of the coordinated design of class sizes, course loads, and student placement practices. Teachers have maximum time to plan in order to meet the diverse learning needs of all students because of a schoolwide systematic approach to designing class sizes, course loads, and student placements. 1b. Teachers have sufficient instructional time to provide all students with effective instruction. Teachers do not have enough uninterrupted instructional time. Teachers have minimum sufficient uninterrupted instructional time. Teachers have sufficient uninterrupted instructional time to meet the diverse learning needs of all students. Teachers have ample uninterrupted instructional time to provide instruction throughout the curriculum in ways that meet all students’ diverse learning needs and ensure advancement in learning. School leadership determines or weekly instructional schedules for teachers and supports teachers with little regard to protecting instructional time. School leadership determines or weekly instructional schedules for teachers and supports teachers with regard to protecting instructional time. School leadership actively involves teachers in the design of daily or weekly instructional schedules for teachers, supports teachers, and provides instructional supports (i.e., media, technology) to ensure the protection of instructional time. School culture is focused on ensuring that each student receives maximum uninterrupted instructional time matched to his or her needs to promote advancement in learning.