Ineffective Needs Improvement Effective Highly Effective Delaware The classroom does not The classroom environment The classroom environment Students assume much of Rubrics represent a culture for reflects only a minimal represents a genuine culture the responsibility for learning and is characterized culture for learning, with for learning, with establishing a culture for by low teacher commitment only modest or inconsistent commitment to the subject learning in the classroom by to the subject, low expectations for student on the part of the teacher taking pride in their work, expectations for student achievement, little teacher and students, high initiating improvements to achievement, and little commitment to the subject, expectations for student their products, and holding student pride in work. and little student pride in achievement, and student the work to the highest work. Both teacher and pride in work. standard. Teacher students are performing at . demonstrates a passionate the minimal level to “get by.” commitment to the subject. Critical The teacher conveys that The teacher’s energy for The teacher The teacher Attributes there is little or no the work is neutral, communicates the communicates passion purpose for the work, or neither indicating a high importance of the for the subject. that the reasons for level of commitment nor content and the doing it are due to ascribing the need to do conviction that with hard The teacher conveys the external factors. the work to external work all students can satisfaction that forces. master the material. accompanies a deep The teacher conveys to understanding of at least some students The teacher conveys high The teacher complex content. that the work is too expectations for only demonstrates a high challenging for them. some students. regard for students’ Students indicate abilities. through their questions Students exhibit little or Students exhibit a and comments a desire no pride in their work. limited commitment to The teacher conveys an to understand the complete the work on expectation of high content. Students use language their own; many levels of student effort. incorrectly; the teacher students indicate that does not correct them. they are looking for an “easy path.”
Ineffective Needs Improvement Effective Highly Effective Delaware Rubrics The classroom does not represent a culture for learning and is characterized by low teacher commitment to the subject, low expectations for student achievement, and little student pride in work. The classroom environment reflects only a minimal culture for learning, with only modest or inconsistent expectations for student achievement, little teacher commitment to the subject, and little student pride in work. Both teacher and students are performing at the minimal level to “get by.” The classroom environment represents a genuine culture for learning, with commitment to the subject on the part of the teacher and students, high expectations for student achievement, and student pride in work. . Students assume much of the responsibility for establishing a culture for learning in the classroom by taking pride in their work, initiating improvements to their products, and holding the work to the highest standard. Teacher demonstrates a passionate commitment to the subject. Critical Attributes The teacher conveys that there is little or no purpose for the work, or that the reasons for doing it are due to external factors. The teacher conveys to at least some students that the work is too challenging for them. Students exhibit little or no pride in their work. Students use language incorrectly; the teacher does not correct them. The teacher’s energy for the work is neutral, neither indicating a high level of commitment nor ascribing the need to do the work to external forces. The teacher conveys high expectations for only some students. Students exhibit a limited commitment to complete the work on their own; many students indicate that they are looking for an “easy path.” The teacher communicates the importance of the content and the conviction that with hard work all students can master the material. The teacher demonstrates a high regard for students’ abilities. The teacher conveys an expectation of high levels of student effort. The teacher communicates passion for the subject. The teacher conveys the satisfaction that accompanies a deep understanding of complex content. Students indicate through their questions and comments a desire to understand the content.
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