performed by the Measures of Effective Teaching (MET) Project (Bill and Melinda Gates Foundation, 2011, 2012, 2013a, 2013b). Table 3 provides a specific example of how the rubric reflects this theory-of-action within the element under Rigorous Standards-Based Unit Design Indicator II.A: Instruction. In this example, teachers that develop units-of-instruction that challenge students to use higher-order thinking skills and apply them to equally challenging tasks will be rated higher than teachers who design instruction that rely on rote learning and memorization. Empirical analyses needed to provide evidence to support this theory-of-action throughout the rubric were performed. Table 3. Evaluation Rubric Example for ESE’s Model Instruments1 Indicator I-A. Curriculum and Planning: Knows the subject matter well, has a good grasp of child development and how students learn, and designs effective and rigorous Standards-based units of instruction consisting of well-structured lessons with measurable outcomes. Needs I-A. Unsatisfactory Exemplary Proficient Elements Improvement I-A-3. Plans individual Designs units of Designs integrated Designs units of lessons rather than instruction that instruction with of instruction with Rigorous units of instruction, or address some measurable, accessible measurable designs units of knowledge and skills outcomes and outcomes and Based instruction that are not defined in state challenging tasks challenging tasks Unit aligned with state standards/local requiring requiring higher-order Design standards/ local curricula, but some order thinking skills thinking skills that curricula, lack student outcomes are that enable students enable students to learn measurable outcomes, poorly defined and/or to learn the and apply the and/or include tasks tasks rarely require knowledge and skills knowledge and skills that mostly rely on higher-order thinking defined in state defined in state lower level thinking skills. standards/local standards/local skills. curricula. curricula. Is able to model this element. 1 Details of the Massachusetts ESE model performance rubric for classroom teachers can be viewed at . 2.3. The Role of Stakeholder Feedback in SFS Development
performed by the Measures of Effective Teaching (MET) Project (Bill and Melinda Gates Foundation, 2011, 2012, 2013a, 2013b). Table 3 provides a specific example of how the rubric reflects this theory-of-action within the Rigorous Standards-Based Unit Design element under Indicator II.A: Instruction. In this example, teachers that develop units-of-instruction that challenge students to use higher-order thinking skills and apply them to equally challenging tasks will be rated higher than teachers who design instruction that rely on rote learning and memorization. Empirical analyses needed to provide evidence to support this theory-of-action throughout the rubric were performed. Table 3. Evaluation Rubric Example for ESE’s Model Instruments1 Indicator I-A. Curriculum and Planning: Knows the subject matter well, has a good grasp of child development and how students learn, and designs effective and rigorous Standards-based units of instruction consisting of well-structured lessons with measurable outcomes. I-A. Elements Unsatisfactory Needs Improvement Proficient Exemplary I-A-3. Rigorous Unit Design Plans individual lessons rather than units of instruction, or designs units of instruction that are not aligned with state standards/ local curricula, lack measurable outcomes, and/or include tasks that mostly rely on lower level thinking skills. Designs units of instruction that address some knowledge and skills defined in state standards/local curricula, but some student outcomes are poorly defined and/or tasks rarely require higher-order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requiring thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula. Designs integrated of instruction with measurable, accessible outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn and apply the knowledge and skills defined in state standards/local curricula. Is able to model this element. 1 Details of the Massachusetts ESE model performance rubric for classroom teachers can be viewed at . 2.3. The Role of Stakeholder Feedback in SFS Development order Based