What’s in a Rubric? Activity Purpose: The purpose of the Activity is to provide evaluators and teachers an What’s in a Rubric? opportunity to develop common understanding of the meaning of the levels for each of the teacher performance standards rubrics. Intended Audiences: This activity is intended for use with division-level administrators, building-level administrators, and teachers. Suggested Directions: 1. Begin the activity by modeling expectations for the exercise using Teacher Performance Standard 7 - Student Academic Progress. Tell participants they will be addressing two issues that will help them to differentiate performance ratings. These questions are: What are the differences between the rating levels? A rating of ____________________ means _____________________. Model: Look at Teacher Performance Standard 7 - Student Academic Progress. First, I read the proficient level rating. Next, I take a look at the exemplary rating and read it. I compare the exemplary terminology with the proficient terminology. I annotate the chart to note wording differences (go over these from the chart). Finally, I write what these words mean or imply in the chart. By doing this, I can easily see how teacher performance standard ratings are differentiated. In this case, the ratings are differentiated by degree, appropriateness, equity, and success or lack thereof, in meeting the standard. Performance Standard 7: Student Academic Progress Proficient Developing/Needs Exemplary Unacceptable Proficient is the expected Improvement level of performance. In addition to meeting the The work of the teacher The work of the teacher The work of the teacher standard, the work of the results in student does not achieve results in acceptable, teacher results in a high measureable, and academic progress that acceptable student level of student does not meet the academic progress. appropriate student achievement with all academic progress. established standard populations of learners. and/or is not achieved with all populations taught by the teacher. August 2012
What’s in a Rubric? Activity Purpose: The purpose of the What’s in a Rubric? Activity is to provide evaluators and teachers an opportunity to develop common understanding of the meaning of the levels for each of the teacher performance standards rubrics. Intended Audiences: This activity is intended for use with division-level administrators, building-level administrators, and teachers. Suggested Directions: 1. Begin the activity by modeling expectations for the exercise using Teacher Performance Standard 7 - Student Academic Progress. Tell participants they will be addressing two issues that will help them to differentiate performance ratings. These questions are: What are the differences between the rating levels? A rating of ____________________ means _____________________. Model: Look at Teacher Performance Standard 7 - Student Academic Progress. First, I read the proficient level rating. Next, I take a look at the exemplary rating and read it. I compare the exemplary terminology with the proficient terminology. I annotate the chart to note wording differences (go over these from the chart). Finally, I write what these words mean or imply in the chart. By doing this, I can easily see how teacher performance standard ratings are differentiated. In this case, the ratings are differentiated by degree, appropriateness, equity, and success or lack thereof, in meeting the standard. Performance Standard 7: Student Academic Progress Exemplary Proficient Proficient is the expected level of performance. Developing/Needs Improvement Unacceptable In addition to meeting the standard, the work of the teacher results in a high level of student achievement with all populations of learners. The work of the teacher results in acceptable, measureable, and appropriate student academic progress. The work of the teacher results in student academic progress that does not meet the established standard and/or is not achieved with all populations taught by the teacher. The work of the teacher does not achieve acceptable student academic progress. August 2012
day_3_trainers.docx