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TFA-Jacksonville Vision Rubric DRAFT

Level 1:
No Vision, Unclear from
Observation

Goals

Level 2:
Vision Known, but not
transformational

Level 3:
Transformational Vision
Known

Level 4:
Transformational Vision
Known and Posted in
Classroom, but not coming
to life.

Level 5:
Transformational Vision
Known, Internalized by
teacher and students, and is
coming to life.

Teacher has not developed a


big goal and/or no big goal is
posted in the classroom.

Teacher has defined a big goal;


however this goal is not
ambitious and/or feasible.

All of the indicators in Level


3 Plus:

All of the indicators in Level 4


Plus:

Teacher is not clear about


what students should know,
understand or be able to do in
order to achieve in their grade
level.

The big goal is not informed by


multiple data sources including
diagnostic results.

Teacher has designed an


ambitious and feasible goal
based on reasoning
informed by multiple
sources including diagnostic
results.

The goal is posted in the


classroom and frequently
referenced by the teacher and
students.

80% of students can articulate


the class big goal and why it is
important to reach this goal.

Teacher does not know what


assessment tools will be used
in this grade level.

Teacher is not clear on how the


big goal is aligned to all key
standards.
Teacher is not clear about what
students should know,
understand or be able to do in
order to achieve this goal.
Teacher does not know what
assessment tools will be used
to measure progress towards
the big goal.

Individu
al
Charact
er Traits

Teacher has not defined


character traits that will lead
to long-term academic
success.
Teacher does not know and/or
cannot articulate what
character traits are important
to long-term academic
success.

Teacher has defined character


traits that do not lead to longterm academic success. OR
The character traits defined are
ambiguous.
Teacher has defined character
traits that are not based on
reasoning informed by multiple
sources, including families,
school community and
students.
Teacher is not specific in the
relationship between the
character traits and long-term
academic success.

Teacher can articulate how


the goal is aligned to all key
standards and is able to
explain broadly what
students should know,
understand or be able to do
in order to achieve this
goal.

80% of students are able to


articulate where they are in
comparison to the big goal and
clear next steps for them to reach
the big goal.

Teacher can define what


assessment tools will be
used to measure progress
towards the big goal.

Teacher has defined key


character traits that will
support transformational
change based on reasoning
informed by multiple
sources, including families,
school community and
students.
Teacher is able to articulate
the connection between the
character traits identified
and long-term academic
success.
Teacher is able to break
down the character traits
into observable indicators

All the indicators of Level 3


Plus:

All of the indicators in Level 4


Plus:

Character traits and indicators


are posted in the classroom.

Character traits are referenced


and integrated into the classroom
daily by teacher and students.

Character traits are


occasionally referenced in the
classroom by teacher.

There is evidence of character


trait success being celebrated
(shout-out wall and/or tracker).
80% of students are able to
articulate what character trait the
class is currently focusing on and
their own development in this
character trait.
80% of students know and can
articulate the observable
indicators of the character traits.

TFA-Jacksonville Vision Rubric DRAFT


80% of students can articulate
the importance of each character
trait and its relation to their longterm success.

Data

Teacher does not have a plan


to use appropriate formative
assessments that will measure
student progress towards the
big goal.

Teacher does not have a plan to


use appropriate formative
assessments that will measure
student progress towards the
big goal.

Teacher does not use or give


assessments.

Teacher gives sporadic


assessments.

Teacher has identified


formative assessments that
will measure student
progress towards the big
goal.

All of the indicators in Level


3 Plus:

All of the indicators in Level 4


Plus:

Teacher regularly administers


formative assessments
between CGAs to measure
student progress towards the
big goal.

Teacher regularly communicates


to students their results from
assessments.

Teacher regularly uses data


from a wide-variety of sources
in order to drive their
instruction.

80% of students are able to


articulate their results on recent
assessments and how they
compared to their big goal.

Teacher is able to articulate,


using data, why a certain
lesson is being taught.
Teacher occasionally
communicates to students their
results from assessments.
Tracking

Teacher is not tracking


towards class big goal.

Teacher is not tracking towards


class big goal.

There are no public trackers.

There are no public trackers OR


the trackers posted are not
measuring progress towards
the big goal. (For example the
tracker is not aligned or the
tracker is empty.)

Students are not tracking their


own progress.

Students are not tracking their


own progress towards the class
big goal.

Teacher is occasionally
tracking towards class big
goal.
There are public trackers
posted that track progress
towards the big goal;
however these trackers are
not up-to-date with current
data.

Teacher is consistently tracking


towards class big goal and
trackers posted have current
up-to-date data.
OR
Teacher is tracking individual
student goals.
Students have access to their
own trackers.
Students are actively tracking
their own progress towards the
class big goal. This is on-going

Teacher is consistently tracking


towards class big goal and
trackers posted have current upto-date data.
Teacher plans for public
celebrations when updating
trackers.
There are public trackers posted
that track progress towards the
big goal and minor goals that
align to the big goal. (For
example, a 25 book tracker or
fact fluency tracker)

TFA-Jacksonville Vision Rubric DRAFT


and consistent.

Extensio
n Past
Grade
Level

Teachers do not know the


access point of their grade
level.

Teachers do not know the


access point of their grade
level.

Teachers are not invested in


their content or grade level.

Parents/
Commu
nity

Teacher has not identified key


influencers or methods for
leveraging them.

Teacher has identified key


influencers, but has not
identified methods for
leveraging them.

Teachers have a general


idea of the access point of
their grade level/content.
For example, they can
articulate that 2nd grade is
important because it is the
grade students move from
learning to read to reading
to learn.

Teacher has identified


multiple methods and
occasions for mobilizing
students key influencers.
Teacher has a plan for
sharing with key influencers
ways they can accelerate
student progress.

All of the indicators in Level


3 Plus:
Teachers can articulate the
specific Jacksonville centered
access point of their grade
level/content. For example,
they can articulate that 2nd
grade is important because it is
the grade students move from
learning to read to reading to
learn and this is important
because passing 2nd grade will
set students up for elementary
success opening opportunities
for them to attend alternative
middle schools and high
schools in Jacksonville.
All of the indicators in Level
3 Plus:
Teacher occasionally shares
with key influencers ways they
can accelerate student
progress.

Teacher is tracking individual


student goals and students have
access to their own trackers.
All students are actively tracking
their own progress towards the
class big goal. This is on-going
and consistent.
All of the indicators in Level 4
Plus:
Students can articulate a goal
beyond their current grade that
highlights their post-secondary
options.

All of the indicators in Level 4


Plus:
Teacher regularly shares with key
influencers ways they can
accelerate student progress.
80% of key influencers are able to
articulate the key points of the
teachers classroom vision (esp.
Big Goal and Character Traits)

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