based upon an analysis of data, with inherent of data. opportunity for continual revision. Never plans with other members of the Plans with other Plans with other planning members of the with other members of the teams (when it is an / school planning members of the / school planning Rarely plans with other expectation of the teams (when it is an planning teams (when it is an members of the campus). expectation of the teams (when it is an expectation of the planning campus or based upon expectation of the campus). teams (when it is an collegial campus). expectation of the campus). Revises according Revises plans according to student data analysis to student data and and shares same with performance, sharing fellow staff members to same with fellow staff the benefit of the grade members to the benefit level, curricular area or of the grade level, building. curricular area or building. Never provides Can serve as a grade substitute plans, Provides substitute level, curricular area classroom rosters, Provides in sequenced plans, classroom and/or building-wide seating charts, behavior and organized fashion rosters, seating charts, Rarely provides model for substitute plans, emergency plans substitute plans, behavior plans, substitute plans, classroom rosters, and identification of classroom rosters, emergency plans and classroom rosters, seating charts, behavior diverse learning groups. seating charts, behavior identification of diverse seating charts, behavior plans, emergency plans plans, emergency plans learning groups. plans, emergency plans and identification of and identification of and identification of diverse learning groups. diverse learning groups. diverse learning groups. Classroom Management Assessment Practices Domain: Dimension: Teacher acknowledges student progress and uses assessment practices that are fair and based on identified criteria. 1 2 3 4 5 Ineffective Needs Improvement Effective Highly Effective Superior
Never plans with other members of the planning teams (when it is an expectation of the campus). Never provides substitute plans, classroom rosters, seating charts, behavior plans, emergency plans and identification of diverse learning groups. Rarely plans with other members of the planning teams (when it is an expectation of the campus). Rarely provides substitute classroom rosters, seating charts, behavior plans, emergency plans and identification of diverse learning groups. Plans with other members of the / school planning teams (when it is an expectation of the campus). Provides substitute plans, classroom rosters, seating charts, behavior plans, emergency plans and identification of diverse learning groups. based upon an analysis of data. with other members of the planning teams (when it is an expectation of the campus). Revises according to student data analysis and shares same with fellow staff members to the benefit of the grade level, curricular area or building. Provides in sequenced and organized fashion substitute plans, classroom rosters, seating charts, behavior plans, emergency plans and identification of diverse learning groups. of data, with inherent opportunity for continual revision. Plans with other members of the / school planning teams (when it is an expectation of the campus or based upon collegial Revises plans according to student data and performance, sharing same with fellow staff members to the benefit of the grade level, curricular area or building. Can serve as a grade level, curricular area and/or building-wide model for substitute plans, classroom rosters, seating charts, behavior plans, emergency plans and identification of diverse learning groups. Domain: Classroom Management Dimension: Assessment Practices Teacher acknowledges student progress and uses assessment practices that are fair and based on identified criteria. 1 Ineffective 2 Needs Improvement 3 Effective 4 Highly Effective 5 Superior
Teacher-RUBRIC-SY-12-13.docx