Teacher Rubric At-A-Glance

*Adapted from DESE Model Rubric for Teachers

Curriculum, Planning,
Teaching All Students
and Assessment

Family and
Community
Engagement
III-A-1 & III-C-1.
Parental Communication
and Engagement

Professional Culture

Integration of Islamic
Values (SHARP) and
Knowledge

II-A-2.
Student Engagement

IV-C-1.
Professional
Collaboration

1-A-2.
Child development

II-B-1 & II-B-2.

Safe Collaborative
Learning Environment

IV-F-1.
Professional
Responsibilities
Judgment

1-B-1 & 1-B-2.

Variety of Assessments
to Adjust Practice

II-D-1 & II-D-2.

Clear/High Expectations

IV-F-2.
Reliability and
Responsibility

Evidence Binder Guidelines:

1. Mid-sized Minimum of 3 and a maximum of 5 pieces of evidence in each category (Max. 40 pieces of evidence
total) Fall, Winter, Spring
2. Include something from each subject.
3. Student work, photographs, videos, copy of objectives/instructions, newsletter, log of calls made to parents, copy
of email, website entry
4. Should not be something specifically made for the binder should be part of regular practice
5. Shared mid point and end of the school year. By January have at least 1 piece of evidence for each category
check in with Principal and Principal adds items from the observations and classroom visits. Additional 1 to 2
pieces by June.
6. Need to connect with rubric so that we are clear on what to put in the evidence binder.

Standards and Indicators of Effective Teaching Practice

Teacher Rubric (Adapted from DESE 2012 Model Rubric for Teachers)

Standard I: Curriculum, Planning, and Assessment. The teacher promotes the learning and growth of
all students by providing high quality and coherent instruction, designing and administering authentic and
meaningful student assessments, analyzing student performance and growth data, using this data to improve
instruction, providing students with constructive feedback on an ongoing basis, and continuously refining
learning objectives.
Indicator 1-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 Islamic integration and well-structured lessons with measurable outcomes.
Elements
Integratio
n of
Islamic
Values and
Knowledge

Unsatisfactory
Rarely integrates
Islamic values
(SHARP) or
knowledge and/or
tasks rely on lower
level thinking skills.

1-A-2.
Child and
Adolescent
Developm
ent

Demonstrates little
or no knowledge of
developmental
levels of students of
this particular age or
differences in how
students learn.
Typically develops
one learning
experience for all

Developing
Occasionally designs
and implements
lessons/units with
some integration of
Islamic values (SHARP)
and/or knowledge from
the Quran and
Hadeeth, and tasks
sometimes require
higher order thinking
skills.
Demonstrates
knowledge of
developmental levels
of students this age
but does not identify
developmental levels
and ways of learning
among the students in
the class and/or
develops learning

Proficient
Regularly designs and
implements
lessons/units with
some Islamic values
(SHARP) and/or
knowledge from the
Quran and Hadeeth,
and tasks require
higher order thinking
skills.

Exemplary
Designs and implements
lessons/units with integrated
Islamic values (SHARP) and/or
knowledge from the Quran and
Hadeeth requiring higher order
thinking skills that empower
students to apply the
knowledge and skills in their
school, family, local
community, and globally.

Demonstrates
knowledge of the
developmental levels
of students in the
classroom and the
different ways these
students learn by
providing differentiated
learning experiences in
content, process, and

Demonstrates expert
knowledge of the
developmental levels of the
teachers own students and
students in this grade or
subject more generally and
uses this knowledge to
differentiate and expand
learning experiences in areas
of content, process, and

students that does

not enable most
students to meet the
intended individual
outcomes.

experiences that
enable some, but not
all, students to move
toward meeting
individual intended
outcomes.

product, that enable all

students to progress
toward meeting
intended individual
outcomes.

product, that enable all

students to make significant
progress toward meeting
stated individual outcomes.

Indicator 1-B. Assessment: Uses a variety of informal and formal methods of assessment to measure
student learning, growth, and understanding to develop differentiated and enhanced learning experiences
and improve future instruction.
Elements
1-B-1 & 1-B2.
Variety of
Assessmen
ts to
Adjust
Practice

Unsatisfactory
Only administers
formal assessments
to measure student
learning, and makes
few adjustments to
practice based on
assessments.

Developing
May organize and
analyze some informal
and formal assessment
results to measure
student learning, but
only occasionally
adjusts practice or
modifies future
instruction based on
the findings.

Proficient
Designs, administers,
organizes, and
analyzes results from
informal and formal
assessments to
measure student
growth and progress to
achieving state/local
standards. Adjusts
practice to implement
differentiated
instruction through
modified lessons/units.

Exemplary
Designs, administers,
organizes, and analyzes
results from informal and
formal assessments to
measure student growth and
progress to achieving
state/local standards.
Frequently adjusts practice to
implement appropriate
differentiated instruction for
students through modified
lessons/units. Is able to model
this element.

Standard II: Teaching All Students. The teacher promotes the learning and growth of all students through
instructional practices that establish high expectations, create a safe and effective classroom environment,
and demonstrate cultural proficiency.
Indicator II-A. Instruction: Uses instructional practices that reflect high expectations regarding content and
quality of effort and work; engage all students; and are personalized to accommodate diverse learning styles,
needs, interests, and levels of readiness.
Elements

Unsatisfactory

Developing

Proficient

Exemplary

II-A-2.
Uses
Student
instructional
Engagemen practices that
t
leave most
students
uninvolved
and/or passive
recipients.
For example:
one mode of
learning and/or
lecture based

Uses instructional
practices that motivate
and engage some
students but leave
others uninvolved
and/or passive
recipients.
For example: uses
only
workbooks/worksheets

Consistently uses
instructional practices
that are likely to motivate
and engage most
students during the
lesson.
For example: incorporates
3 learning styles into the
lesson (visual, auditory,
kinesthetic, interpersonal,
musical, naturalistic) and
incorporates real world
application

Consistently uses instructional

strategies that typically
motivate and engage most
students both during the lesson
and during independent work
and homework. Is able to
model this element.
For example: incorporate more
than 3 learning styles and
incorporates real world
application

Indicator II-B. Learning Environment: Creates and maintains a safe and collaborative learning environment
that motivates students to take academic risks, challenge themselves, and claim ownership of their learning.
Elements
II-B-1 & II-B2.
Safe and
Collaborati
ve
Environme
nt

Unsatisfactory
Uses inappropriate or
ineffective routines
and responses to
reinforce positive
behavior.
Uses instructional
practices that do not
engage students in
collaborative group
work and/or does not
monitor student
learning within the
group.
Makes little effort to

Developing
Inconsistently uses
appropriate or effective
routines and responses
needed to prevent/stop
behavior interfering with
students learning.

Proficient
Consistently uses
routines and appropriate
responses that create
and maintain a safe
physical and intellectual
environment.

Uses instructional
practices that
occasionally engages
students in collaborative
group work and/or
occasionally monitors
student learning within
the group.

Uses instructional
practices that regularly
engages students in
collaborative group work
and consistently
monitors student
learning within the
group.

Exemplary
Consistently uses
routines and
appropriate responses
that create and
maintain a safe physical
and intellectual
environment where
student play an active
role in preventing
behaviors that interfere
with learning.
Teaches, develops, and
reinforces interpersonal,
group, and
communication skills so

teacher the
interpersonal, group,
and communication
skills necessary for
effective collaborative
learning.

Makes little effort to

teacher the interpersonal,
group, and
communication skills
necessary for effective
collaborative learning

Develops students
interpersonal, group,
and communication
skills necessary for
effective collaborative
learning.

that students seek out

their peers as
resources.
Instructor is able to
model effective
collaborative learning.

Indicator II-D. Expectations: Plans and implements lessons that set clear and high expectations and also
make knowledge accessible for all students.
Elements
II-D-1 & II-D2.
Clear and
High
Expectation
s

Unsatisfactor
y
Does not set
clear
expectations
for academic
and student
behavior. Gives
up on students
who lack innate
ability for
challenging
assignments.

Developing

Proficient

Exemplary

May announce and

post classroom
academic and
behavior
expectations, but
inconsistently or
effectively
enforces them.
Does little to
counteract student
misconceptions
about innate
ability.

Clearly communicates and

effectively models high
expectations for student work and
behavior. Consistently reinforces
ways that students can master
challenging material through
effective effort, rather than having
to depend on innate ability.

Clearly communicates and

effectively models high
expectations for student
work and behavior in a way
that students are able to
describe what is expected
of them and model it.
Successfully persuades
students that effort, rather
that innate ability, is the
most important factor for
success.

For example: instructions and

grading are clearly explained and
emphasize the effort of the
student over ability. Assignment
is differentiated.

Standard III: Family and Community Engagement. The teacher promotes the learning and growth of all
students through effective partnerships with families, caregivers, community members, and organizations.
Indicator III-A. Engagement: Welcomes and encourages every family to become active participants in the
classroom and school community.
Indicator III-C. Communication: Engages in regular, two-way, and culturally proficient communication with
families about student learning and performance.
Elements
III-A-1 & III-C1.
Parental
Communicati
on and
Engagement

Unsatisfactory
Rarely communicates
with families about
learning and behavior
except through report
cards, and/or does
not respond promptly
to communications

Developing
Sometimes uses twoway communication with
families about general
curriculum, learning
activities, and student
performance.

Proficient
Regularly uses two-way
communication with
families about general
curriculum, learning
activities, and student
performance.

Exemplary
Provides extra
opportunities for parents
to engage in activities
designed to enhance the
understanding of
students educational
experience.

from parents.

For example: teacher

sends news letter or
updates website (not
regularly)

For example:
newsletter, website,
parent workshops,
student agendas
(weekly or monthly)

Standard IV: Professional Culture. The teacher promotes the learning and growth of all students through
ethical, culturally proficient, skilled, and collaborative practice.
Indicator IV-C. Collaboration: Collaborates effectively with colleagues on a wide range of tasks.
Elements
IV-C-1.
Professional
Collaboratio
n

Unsatisfactory
Rarely and/or
ineffectively
collaborates with
colleagues and
conversations often
lack focus on
improving student
learning and/or
often focus on
identifying
weaknesses with
no effort to support
improvement.

Developing
Does not consistently
collaborate with
colleagues in ways that
support productive
team effort.

Proficient
Consistently and
effectively collaborates
with colleagues in
ways that support
productive team effort.

May examine student

work, yet may not
develop standardsbased lessons/units.
Spends more time
identifying the problem
and does not plan
intervention.

Examines student
work, develops
standards-based
lessons/units, analyzes
student performance,
and plans appropriate
interventions.

Exemplary
Supports colleagues to
collaborate in areas such as
developing standards-based
units, examining student
work, analyzing student
performance, and planning
appropriate intervention.
Encourages and maintains
collaboration within the
assigned professional learning
community and with other
colleagues.
Is able to model this element.

Indicator IV-F. Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities
consistently.
Elements
IV-F-1.
Judgment

Unsatisfactory
Demonstrates poor
judgment and/or
discloses confidential
student information
inappropriately.

Developing
Sometimes
demonstrates
questionable
judgment and/or
inadvertently
shares confidential

Proficient
Demonstrates sound judgment
reflecting integrity, honesty,
fairness, and trustworthiness
and protects student
confidentiality appropriately.

Exemplary
Demonstrates sound
judgment and acts
appropriately to
protect student
confidentiality, rights
and safety. Is able to

information.

IV-F-2.
Frequently misses or is
Reliability & late to assignments,
Responsibilit makes errors in records,
y
and/or misses
paperwork deadlines;
frequently late or
absent.

Occasionally
misses or is late to
assignments,
completes work
late, and/or makes
errors in records.

model this element.

Consistently fulfills
professional responsibilities; is
consistently punctual and
reliable with paperwork,
duties, and assignments; and
is rarely late or absent from
school.

Consistently fulfills
all professional
responsibilities to
high standards. Is
able to model this
element.