PLAN 1. Know your students

P1 KEY CONCEPTS HIGHLY EFFECTIVE (4) EFFECTIVE (3) DEVELOPING (2) INEFFECTIVE (1)

• Determination of current In addition to all of the ele- • Teacher regularly uses • Teacher sometimes uses • Teacher does not use
student performance ments in Level 3, Level 4 varied, quality sources3 quality sources to deter- sources to determine
levels includes: to determine students’ mine students’ accurate, students’ current levels of
accurate, current levels of current levels of perfor- performance.
• Instructional plans that • Teacher proactively and performance. mance, but they are not
account for student char- appropriately1 shares varied, or teacher uses • Teacher does not use
acteristics and solicits information • Teacher regularly uses varied sources but they knowledge of students’
from other individuals2 knowledge of students’ yield inaccurate or unhelp- levels of performance,
who can affect student levels of performance, ful data. interests, backgrounds
achievement. interests, backgrounds and learning needs to plan
and learning needs to plan • Teacher sporadically or instruction.
instruction. occasionally uses knowl-
edge of students’ levels of
performance, interests,
backgrounds and learning
needs to plan instruction.

1 Teachers do not share information that may be confidential or sensitive without first obtaining appropriate permission to do so.
2 Examples include, but are not limited to, counselors, social workers and other teachers a student sees including resource teachers.
3 Examples include, but are not limited to, diagnostics, interim assessments, pre- and post-tests, teacher-created assignments and exit tickets.
1
Instructional Framework and Rubric Handbook 2012-13
 PLAN 2. Set and track goals based on student performance levels
P2 KEY CONCEPTS HIGHLY EFFECTIVE (4) EFFECTIVE (3) DEVELOPING (2) INEFFECTIVE (1)

• Setting of goals
• Communication of goals
• Systems to track progress
In addition to all of the ele-
ments in Level 3, Level 4
includes:
• Teacher includes stu-
dents in setting ambi-
tious goals that increase
students’ independence.
• Teacher sets clear goals
for the class and for indi-
vidual students.
• Teacher sets rigorous,
measurable goals.
• Teacher sets and commu-
nicates clear goals for the
class and for instructional
groups of students.4
• Teacher uses an organized
and effective system that
tracks progress toward
goals.5
• Teacher sets goals, but
they are not measurable.
• Teacher sets and commu-
nicates clear goals for the
class.
• Teacher uses a system, but
it may be unorganized or
somewhat ineffective, that
tracks progress toward
goals.
• Teacher does not set
goals.
• Teacher sets and com-
municates vague goals or
does not set goals.
• Teacher does not use a
system that tracks prog-
ress toward goals.

• Teacher provides
structures for students
to track their progress
toward goals.

4 All students should be in instructional groups appropriate to their learning needs, and students should know what goals pertain to them.
5 Examples include, but are not limited to, teacher-created charts that show students’ scores on formative, summative and/or benchmark
assessments, along with targeted growth goal or Excel documents on which teacher or students can input assessment scores and create graphs
and charts to illustrate progress toward goals.
2
Instructional Framework and Rubric Handbook 2012-13
 PLAN 3. Develop standards-based units and long-term plans
P3 KEY CONCEPTS HIGHLY EFFECTIVE (4) EFFECTIVE (3) DEVELOPING (2) INEFFECTIVE (1)

• Grouping of standards In addition to all of the ele-
into units ments in Level 3, Level 4
includes:
• Connection of units into
a long-term plan • Teacher builds time into
units to address fluency
• Determination of stu- in foundational skills and
dent learning outcomes anticipated misconcep-
tions.
• Development of assess-
ments • Units and long-term
plans incorporate other
• Alignment of unit assess- disciplines when appro-
ments priate to enrich learning.
• Teacher groups standards
into units so that discrete
skills are connected to
broad, overarching con-
cepts.
• All units are connected
to one another to create a
coherent, focused, long-
term plan.
• Teacher determines all
student learning out-
comes prior to teaching
the unit.
• Teacher develops or se-
lects assessments, rubrics
and/or exemplars for
summative assessments
prior to teaching units in
order to guide instruc-
tion.
• All unit assessments
are aligned to standards
taught within the unit.
• Teacher groups standards • Teacher does not group
into units but connections standards into units, and
among discrete skills they are taught in isola-
and broad concepts are tion and/or treated as a
unclear or tenuous. checklist.
• Some units are connected • Units are not connected
to create a somewhat co- to one another.
herent long-term plan.
• Teacher does not deter-
• Teacher determines some mine student learning
student learning out- outcomes before the unit
comes prior to teaching is taught.
the unit.
• Teacher does not develop
• Teacher develops or or select assessments,
selects some assessments, rubrics and/or exemplars
rubrics and/or exemplars prior to teaching units.
prior to teaching units.
• Unit assessments are
• Some unit assessments not aligned to standards
are aligned to standards taught within the unit.
taught within the unit.

3
Instructional Framework and Rubric Handbook 2012-13
 PLAN 4. Design lessons to meet learners’ unique needs
P4 KEY CONCEPTS HIGHLY EFFECTIVE (4) EFFECTIVE (3) DEVELOPING (2) INEFFECTIVE (1)

• Planning of stan- In addition to all of the ele- • Standards based lesson ob- • Lesson objectives, though • Lesson objectives tell
dards-based lesson ments in Level 3, Level 4 jectives tell students what possibly standards based, students what activity
objectives includes: they will be learning and tell students what they will they will complete, and
what they will be able to do be learning but not what they may not be standards
• Design of formative • Lesson design anticipates by the end of the lesson. they will be able to do by based.
assessments student misunderstand- the end of the lesson.
ings and misconceptions. • Formative assessments are • Formative assessments are
• Alignment of instruc- designed to determine if • Formative assessments are not developed.
tional activities • Lessons incorporate students have met lesson developed, but they do not
other disciplines where objectives. determine if students have • No instructional activities
• Planning of opportu- connections can be made met lesson objectives. are aligned to the objec-
nities to engage with and teacher plans explicit • All instructional activities tive.
complex texts and/or links to the lesson ob- are aligned to the objective. • Some instructional ac-
rigorous tasks jective. tivities are aligned to the • Opportunities are not
• Opportunities6 and ap- objective. planned for students to
• Planning of scaffolded propriate time are planned engage with complex texts
and differentiated tasks for students to grapple • Insufficient opportunities10 and/or rigorous tasks.
with complex texts and/or are planned for students to
• Planning of checks for rigorous tasks. engage with complex texts • Tasks are not scaffolded
understanding and/or rigorous tasks. or differentiated.
• Key tasks are scaffolded
• Progression of modeling and differentiated. 7 • Some key tasks are not scaf- • Questions are not
to independence folded and differentiated. planned.
• Questions are planned to
require students to ground • Questions are planned, but • Checks for understanding
their responses in evidence. they do not require stu- are not planned.
dents to ground responses
• Checks for understanding in evidence. • Lesson plans do not
are planned to inform reflect a progression from
instructional adjustment • Checks for understanding teacher modeling to stu-
throughout the lesson. are planned but are not dent independence.
designed to inform instruc-
• Lesson plans reflect a tional adjustment.
clear and appropriate
progression8 from teacher • Lesson plans reflect an un-
modeling to student inde- clear and/or inappropriate
pendence. 9 progression from teacher
modeling to student inde-
pendence.

6 Examples include, but are not limited to, group problem solving, class discussions, laboratories, investigations, and small group, student-to-student and whole group instruction.
7 Not all tasks need to be scaffolded and differentiated. A task requires scaffolding and differentiation only when the complexity of the task and/or students’ prior knowledge requires it.
8 An appropriate progression allows for enough modeling and practice so that students will be able to perform independently. For further information, refer to the glossary for more on the gradual release of responsibility.
9 This may not be observable from an individual lesson plan, but rather from a series of lesson plans.
10 Insufficient opportunities could refer to complexity, rigor or pacing.
4
Instructional Framework and Rubric Handbook 2012-13
 PLAN 5. Use and align resources strategically
P5 KEY CONCEPTS HIGHLY EFFECTIVE (4) EFFECTIVE (3) DEVELOPING (2) INEFFECTIVE (1)

• Balance of resources In addition to all of the ele- • Teacher selects a balance11 • Teacher may select a • Teacher does not select a
ments in Level 3, Level 4 of resources12 aligned to balance of resources, but balance of resources, and
• Resources aligned to includes: standards. some are not aligned to they are not aligned to
objectives standards. standards.
• Teacher incorporates • Teacher incorporates
• Selection of increasingly resources that address resources that are aligned • Teacher incorporates • Teacher does not incorpo-
complex texts other disciplines where with lesson objectives. resources, but they are rate resources or they are
connections can be made sometimes not aligned not aligned with lesson
with the course content. • Teacher selects grade- with lesson objectives. objectives.
level texts that increase
in complexity throughout • Teacher selects grade- • Teacher does not select
the course/school year. level texts, but they do not grade-level texts and
increase in complexity resources.
throughout the course/
school year.

11 For English language arts (ELA), balance refers to the Common Core State Standards that require a balance of informational texts and fictional texts. For non-ELA classrooms,
balance refers to using a variety of resources.
12 Resources are not used simply because they have been adopted. Rather, a teacher is thoughtful and strategic about how to use the resources, given student needs. Examples of
resources include, but are not limited to, textbooks, models, content-related books, teacher-made materials, real-world examples, pictures, websites, video clips and manipulatives.
5
Instructional Framework and Rubric Handbook 2012-13
 PLAN 6. Mobilize families and stakeholders in student success
P6 KEY CONCEPTS HIGHLY EFFECTIVE (4) EFFECTIVE (3) DEVELOPING (2) INEFFECTIVE (1)

• Communication of prog- In addition to all of the ele- • Teacher consistently • Teacher inconsistently • Teacher rarely or never
ress to families ments in Level 3, Level 4 communicates student communicates student communicates student
includes: progress to families.13 progress to families. progress to families.
• Balanced contact to
families • Teacher creates opportu- • Teacher proactively • Teacher reactively • Teacher rarely or never
nities to involve families contacts families and contacts families, and contacts families for any
in class activities outreach is a balance of outreach is mostly for reason.
positive feedback and intervention or corrective
• Teacher creates struc- intervention or corrective reasons.
tures to involve families feedback.
in academic support.

• Students and/or fami-

lies are included in the
planning of positive rein-
forcements for progress.

13 Examples include, but are not limited to, sending home a newsletter or updating a class website.

6
Instructional Framework and Rubric Handbook 2012-13
 PLAN 7. Organize classroom space and materials14
P7 KEY CONCEPTS HIGHLY EFFECTIVE (4) EFFECTIVE (3) DEVELOPING (2) INEFFECTIVE (1)

• Classroom arrangement’s In addition to all of the ele- • Teacher’s arrangement • Teacher’s arrangement • Teacher’s arrangement of
support of instruction ments in Level 3, Level 4 of classroom is flexible of classroom has lim- classroom is not flexible
includes: enough to support vari- ited flexibility, and some and does not support var-
• Classroom arrangement ous modes of instruction modes of instruction and ious modes of instruction
allowing for movement • Space and materials are and grouping. grouping are difficult or and grouping.
designed to extend learn- impossible to facilitate.
• Student access to ma- ing of current or recent • Teacher’s arrangement of • Teacher’s arrangement
terials content.15 classroom allows for effi- • Teacher’s arrangement of of classroom does not
cient student movement classroom limits efficient allow for efficient student
• Teacher displays a variety and transitions. student movement and movement and transi-
of student work that transitions. tions.
communicates progres- • Teacher arranges materi-
sion of student learning. als and resources so that • Teacher arranges materi- • Teacher controls access to
they are easily accessible als and resources, but stu- all materials and students
for students. dents must rely on teacher do not have access to
for access to most. them, or materials are not
accessible due to lack of
organization.

14 When teachers do not have a permanent classroom or are unable to adapt a classroom for other reasons, they use the given space as best as they are able to fit the needs of the class.
15 Examples include, but are not limited to, posting indicators of mastery with student-friendly explanations and posting material that students can engage with to extend their learn-
ing after they have completed instructional assignments.
7
Instructional Framework and Rubric Handbook 2012-13
 TEACH 1. Communicate standards-based lesson objectives16
T1 KEY CONCEPTS HIGHLY EFFECTIVE (4) EFFECTIVE (3) DEVELOPING (2) INEFFECTIVE (1)

• Communication of In addition to all of the ele- • Teacher clearly commu- • Teacher communicates • Teacher does not commu-
objective ments in Level 3, Level 4 nicates lesson objective lesson objective but it is nicate lesson objective to
includes: to students using devel- unclear to students, and/ students.
• Communication of ob- opmentally appropriate or teacher uses develop-
jective’s significance • Teacher facilitates a dis- language. mentally inappropriate • Teacher does not explain
cussion of the lesson ob- language. the significance of the
• Communication of crite- jective, its significance17 • Teacher clearly explains objective.
ria for meeting objective and/or how it applies the significance of the • Teacher explains the sig-
to students’ long-term lesson objective. nificance of the objective, • Teacher does not share
• Student understanding academic and/or other but the explanation is criteria for meeting lesson
of objective goals. • Teacher shares clear unclear or partial. objective.
criteria for meeting lesson
• When prompted, stu- objective. • Teacher shares criteria for • When prompted, students
dents can explain the meeting lesson objective, cannot retell the objec-
objective, its significance • When prompted, students but they are unclear to tive.
and/or how it applies to can explain the objective students.
their long-term academic in their own words and
and/or other goals. the criteria for meeting it. • When prompted, stu-
dents can only retell the
objective.

16 While introduction of a lesson objective typically happens at the beginning of a lesson, all descriptors can happen throughout a lesson, not just at the beginning.
17 An objective’s significance could include connection to standards, relationship to the course’s long-term goals, cross-curricular connections, real-world applica-
tions and connections to prior or future learning.
8
Instructional Framework and Rubric Handbook 2012-13
 TEACH 2. Present content clearly
T2 KEY CONCEPTS HIGHLY EFFECTIVE (4) EFFECTIVE (3) DEVELOPING (2) INEFFECTIVE (1)

• Accuracy of content In addition to all of the ele- • Teacher presents accurate • Teacher presents mostly • Teacher presents inaccu-
ments in Level 3, Level 4 grade-level content. accurate grade-level rate content that hinders
• Emphasis of key points includes: content with minor student learning of con-
• Teacher emphasizes inaccuracies that do not tent or content is not on
• Alternate presentation of • Teacher makes connec- important points to focus hinder student learning of grade level.
content when needed tions across disciplines in learning of content. content.
presentation of content. • Teacher does not empha-
• Modeling of academic • Teacher presents content • Teacher sometimes size important points to
language in various ways to make emphasizes important focus learning of content.
content clear.18 points to focus learning of
• Modeling engagement content. • Teacher does not present
with texts and tasks • Teacher consistently mod- content in various ways.
els academic vocabulary • Teacher attempts to
• Clear instructions and standard grammatical present content in various • Teacher does not model
structures. ways, but attempts do not academic vocabulary and
make content clear. standard grammatical
• Teacher explicitly and structures.
thoroughly models19 • Teacher inconsistently
how to engage with texts models academic vocabu- • Teacher does not model
and/or tasks to prepare lary and standard gram- how to engage with texts
students to do so inde- matical structures. and/or tasks.
pendently.
• Teacher models how to • Students are confused
• Teacher’s instructions are engage with texts and/ because instructions are
clear to all students. or tasks, but it does not unclear.
prepare students to do so
independently.

• All students understand

instructions after multiple
clarifications.

18 Examples include, but are not limited to, using diagrams, video clips, graphic organizers and manipulatives.
19 Not every text and task must be modeled, but modeling may be appropriate when students have not been exposed to the material and/or will be expected to
engage with a similar text or task independently.
9
Instructional Framework and Rubric Handbook 2012-13
 TEACH 3. Use strategies and tasks to engage all students in rigorous work
T3 KEY CONCEPTS HIGHLY EFFECTIVE (4) EFFECTIVE (3) DEVELOPING (2) INEFFECTIVE (1)

• Purposeful tasks In addition to all of the ele- • All tasks have a clear and • Some tasks have a clear, • For the most part, tasks
ments in Level 3, Level 4 intentional purpose. intentional purpose. do not have a clear, inten-
• Scaffolded and differenti- includes: tional purpose.
ated tasks • Teacher provides access • Teacher attempts to
• Teacher provides to grade-level material for scaffold and differentiate • Teacher does not scaffold
• Opportunities to engage students with choices, all students20 by scaffold- tasks for instructional or differentiate tasks to
with complex texts and and students are able to ing21 and/or differentiat- groups, but not all stu- support students in ac-
rigorous tasks self-select strategies and ing22 tasks. dents receive tasks that cessing complex texts and
tasks that best fit their support them in accessing rigorous tasks.
• Student application of learning needs and learn- • Students have opportuni- complex texts and rigor-
prior skills and learning ing levels. ties and time to grapple23 ous tasks. • Students have rare or no
with complex texts and/or opportunities to engage
• Student perseverance rigorous tasks. • Students have opportuni- with complex texts and
ties to engage with com- rigorous tasks.
• Students independently plex texts and rigorous
apply foundational skills tasks superficially. • Students cannot apply
and prior learning to foundational skills and
complex texts and/or • Students struggle to inde- prior learning to complex
rigorous tasks. pendently apply foun- texts and/or rigorous
dational skills and prior tasks, or teacher does not
• Almost all students per- learning to complex texts give opportunities for
severe through complex and/or rigorous tasks, or students to apply foun-
texts and/or rigorous teacher gives limited op- dational skills and prior
tasks.24 portunities for students to learning.
apply foundational skills
and prior learning. • Students demonstrate
little ability or willingness
• Some students persevere to persevere through
through complex texts complex texts and/or
and/or rigorous tasks, rigorous tasks and easily
while others do not have give up.
the strategies or willing-
ness to do so.

20 This does not mean that the teacher always differentiates for each student, but rather that each student may be placed in an appropriate instructional group and receive work tailored to the instructional group that meets his/her needs.
Instructional groups can be determined based on various student characteristics. Examples of instructional grouping include, but are not limited to, skill levels, interests and ability levels.
21 Appropriate scaffolding does not mean teachers scaffold every task. Teachers scaffold only when the complexity of the task and/or students’ prior knowledge requires scaffolding.
22 Differentiation’s primary goal is accessibility to rigorous content for all students. Although process, content or task may be altered to provide access to different students, the differentiated task should lead all students to produce work at the
level of rigor that the standard requires.
23 When students grapple with a text or task, they should go through a “productive struggle,” not a struggle so overwhelming that they are unable to work through it.
24 Students can draw on strategies and resources to support them in accessing a challenging text or task. Examples include, but are not limited to, students using a resource text, class notes or manipulatives while working on an assignment.

10
Instructional Framework and Rubric Handbook 2012-13
 TEACH 4. Use evidence-dependent questioning
T4 KEY CONCEPTS HIGHLY EFFECTIVE (4) EFFECTIVE (3) DEVELOPING (2) INEFFECTIVE (1)

• Questions that push In addition to all of the ele- • Teacher poses questions • Teacher poses questions • Teacher’s questions do
thinking ments in Level 3, Level 4 that move students be- that engage students in not engage students in the
includes: yond their current level of the material but do little material or move students
• Questions requiring thinking. to move students beyond beyond their current level
justification • Teacher explicitly models their current level of of thinking.
his or her own thought • Teacher asks questions thinking.
• Questions at key points process for generating that require students to • Teacher does not ask
and responding to ques- cite evidence25 and clearly • Teacher asks questions questions that require
• Clear and scaffolded tions. explain their thought that require students to students to cite evidence
questions processes. explain their thought pro- or explain their thought
• Students regularly pose cesses but do not require processes.
• Wait time questions that require • Teacher asks questions at them to cite evidence.
their peers to cite evi- key points26 throughout • Teacher does rarely or
• Appropriate student dence and explain their the lesson. • Teacher asks questions never asks questions
response thought processes. infrequently or in excess. during the lesson.
• Teacher asks questions
• Students hold one that are clear and scaf- • Teacher asks questions • Teacher asks questions
another accountable for folded. that are somewhat unclear that are confusing to
justifying their answers to students or lack scaf- students and are not
by citing evidence and/ • Teacher provides appro- folding. scaffolded.
or elaborating on their priate wait time.27
thought processes, when • Teacher provides wait • Teacher does not provide
needed. • Teacher encourages time, but it may be too wait time for students
and expects students to long or too short to be to generate responses to
provide correct and/or effective. questions.
appropriate responses.
• Teacher accepts some re- • Teacher accepts any
sponses that are incorrect response, even if it is in-
and/or inappropriate. correct or inappropriate.

25 When applicable, questions should be text-based, and responses should include evidence grounded in the text. Beyond citing from a text, examples of citing evidence include, but are not limited to, prior learning, observed patterns and
applications of problem-solving strategies to similar contexts.
26 Key points are pivotal moments when questioning can highlight prioritized content, concepts and/or student understanding. Questioning at key points also supports the forward movement of the lesson.
27 Wait time allows adequate time for students to formulate a response. This does not always mean silence in the classroom. Examples include, but are not limited to, using strategies such as think-pair-share or turn-and-talk to help students
process questions.

11
Instructional Framework and Rubric Handbook 2012-13
 TEACH 5. Check for understanding and provide specific, academic feedback
T5 KEY CONCEPTS HIGHLY EFFECTIVE (4) EFFECTIVE (3) DEVELOPING (2) INEFFECTIVE (1)

• Informative checks for In addition to all of the ele- • Teacher conducts a • Teacher attempts to • Teacher does not check
understanding ments in Level 3, Level 4 variety29 of checks for conduct checks for un- for understanding during
includes: understanding that yield derstanding, but they are the lesson, or the checks
• Real-time adjustments useful information at key limited in variety, may are inappropriate or inef-
when needed • Teacher provides struc- points30 throughout the not occur at key points fective.
tures for students to lesson. or may not yield useful
• Student misunderstand- engage in peer review information. • When needed, teacher
ings addressed to give one another • When needed, teacher does not make real-time
feedback that advances makes real-time adjust- • When needed, teacher at- adjustments to lesson
• Specific, academic learning. ments when needed to tempts to make real-time pacing and student tasks.
feedback lesson pacing, student adjustments based on
• Students clarify mis- tasks and/or strategies, information from checks • When needed, teacher
• Delivery of feedback at understandings for based on information for understanding, but the does not address student
key points their classmates, when from checks for under- adjustments may not be misunderstandings.
needed.28 standing. effective.
• Teacher does not give
• When needed, teacher • When needed, teacher academic feedback.
addresses student misun- attempts to address stu-
derstandings in a manner dent misunderstandings
that clarifies the process but may not clarify the
or concept. process or concept.
• Teacher gives specific • Teacher gives general aca-
academic feedback31 to demic feedback, but feed-
communicate current back may not clarify next
progress and next steps to steps to move forward.
move forward.
• Teacher provides ac-
• Teacher provides aca- ademic feedback in-
demic feedback at key frequently during the
points throughout the lesson.32
lesson.

28 For pre-kindergarten and kindergarten classrooms, it may not be developmentally appropriate for students to engage in peer review or to clarify misunderstandings for their classmates. Instead, pre-kindergarten and kindergarten teachers
should model these descriptors for their students, and facilitate and scaffold relevant student conversations.
29 Checks for understanding should provide multiple ways for students to demonstrate their learning.
30 Checks for understanding at key points occur at pivotal moments in the lesson and provide an accurate pulse of the class to determine whether or not a teacher can move forward in the lesson.
31 Specific academic feedback is feedback that supports a student in understanding a concept, process or skill, and allows students to identify how they can take action to modify their work or maintain quality. Academic feedback can be
tailored to address the needs of the whole class, small grouper individual students. Feedback should be based on whole or small group trends, and/or individual needs.
32 For example, feedback may only be given at the beginning or end of the lesson.

12
Instructional Framework and Rubric Handbook 2012-13
 TEACH 6. Facilitate student-to-student interaction and academic talk
T6 KEY CONCEPTS HIGHLY EFFECTIVE (4) EFFECTIVE (3) DEVELOPING (2) INEFFECTIVE (1)

• Opportunities for stu- In addition to all of the ele- • Teacher provides multiple • Teacher provides few • Teacher provides no
dent-to-student inter- ments in Level 3, Level 4 opportunities for stu- opportunities for student- opportunities for student-
action includes: dent-to-student interac- to-student interaction. to-student interaction.
tion.
• Structures for student • Students lead academic • Teacher sets up structures • Teacher does not set up
collaboration discussions with minimal • Teacher sets up structures for student collaboration, structures for student
teacher support.33 for student collabora- but they are ineffective at collaboration, and student
• Purposeful and flexible tion,34 and they are effec- keeping students focused collaboration is unfo-
student groups • Students monitor their tive at keeping students and productive. cused and unproductive.
progress in group work focused and productive
• Evidence-based discus- and hold one another with minimal teacher • Teacher ensures some • Teacher does not ensure
sions accountable for staying support. student groups and/or student groups and/or
productive and on task. pairings are strategic, pur- pairings are strategic,
• Student academic talk • Teacher ensures all poseful and flexible, based purposeful and flexible,
• Students hold one student groups and/or on student characteristics. based on student charac-
another accountable for pairings are strategic, teristics.
using academic talk, purposeful and flexible, • In few student-to-student
when needed. based on student charac- interactions, students en- • Students do not engage in
teristics. 35 gage in discussions with in discussions with their
their peers to make mean- peers to make meaning of
• In most student-to- ing of content or deepen content or deepen their
student interactions, their understanding. understanding.
students engage in discus-
sions with their peers to • Students sometimes • Students do not use aca-
make meaning of content use academic talk, and demic talk, and teacher
or deepen their under- teacher inconsistently or does not support students
standing. inappropriately supports in speaking academically.
students in speaking aca-
• Students use academic demically.
talk and, when necessary,
teacher consistently and
appropriately supports
students36 in speaking
academically.

33 For pre-kindergarten and kindergarten classrooms, it may not be developmentally appropriate for students to lead academic discussions. Instead, student-led academic discussions will be heavily teacher facilitated, with significant scaffolding
and teacher modeling.
34 Collaboration among students can occur in pairs or in groups. Examples of structures for pairs or groups can include, but are not limited to, discussion protocols, assignment of clear roles and responsibilities for each group member, rubrics
for effective group work and sentence stems to facilitate conversation.
35 Examples include, but are not limited to, grouping students according to interest or academic performance level.
36 Appropriately supporting students should include consideration of student age and grade level and sensitivity to cultural and learning needs.
13
Instructional Framework and Rubric Handbook 2012-13
 TEACH 7. Implement routines to maximize instructional time
T7 KEY CONCEPTS HIGHLY EFFECTIVE (4) EFFECTIVE (3) DEVELOPING (2) INEFFECTIVE (1)

• Maximized instructional In addition to all of the ele- • Students are only idle • Students may be idle for • Students may be idle for
time ments in Level 3, Level 4 for very brief periods of short periods of time significant periods of
includes: time while waiting for the while waiting for the time while waiting for the
• Smooth routines and teacher. teacher. teacher.
procedures • Students are never idle,
even while teacher does • Routines and procedures • Routines and proce- • There are no evident
• Student understanding administrative tasks such run smoothly with some dures are in place but routines or procedures,
of responsibilities as taking attendance or prompting from the require significant teacher so the teacher directs all
preparing materials. teacher. prompting and direction. of them.
• Smooth transitions
• Routines and procedures • Students demonstrate • Students demonstrate • Students demonstrate
run smoothly with min- they generally know their they are sometimes they are unclear about
imal or no prompting responsibilities. unclear about what they what they should be
from the teacher. should be doing and may doing and ask questions
• Transitions are smooth ask questions frequently. constantly or do not fol-
• Students direct many with some teacher direc- low teacher directions.
of the transitions and tion. • Transitions are fully di-
routines. 37 rected by the teacher and • Transitions are disorderly
may be less orderly and and/or inefficient.
efficient.

37 Teachers do not have to direct all transitions and routines in the classroom. Students can be chosen
to direct transitions and routines while the teacher completes another task that supports maximizing in-
structional time. Examples include, but are not limited to, students collecting assignments, distributing
materials or taking attendance.

14
Instructional Framework and Rubric Handbook 2012-13
 TEACH 8. Build a positive, learning- focused classroom culture
T8 KEY CONCEPTS HIGHLY EFFECTIVE (4) EFFECTIVE (3) DEVELOPING (2) INEFFECTIVE (1)

• High expectations In addition to all of the ele- • Teacher communicates • Teacher communicates • Teacher does not commu-
ments in Level 3, Level 4 high expectations39 for high expectations for nicate high expectations.
• Teacher and student includes: every student. some students.
rapport and respect • Little to no interactions
• Positive classroom cul- • Interactions among • Some interactions among among teacher and stu-
• Equitable contribution ture is so well established teacher and students teacher and students dents demonstrate a pos-
that there is minimal demonstrate a positive demonstrate a positive itive rapport and mutual
• Student ownership and need for teacher direc- rapport and mutual rapport and mutual re- respect.
participation tion. respect. spect while other interac-
tions demonstrate a lack • Teacher values input
• Academic risk taking • Students take on aca- • Teacher values input from of rapport and/or respect. of few students and/or
demic leadership roles all students and ensures repeatedly calls on the
that promote learning. that students have op- • Teacher values input same students for contri-
portunities to contribute of some students over butions.
• Teacher has strong indi- equitably. others.
vidual relationships with • Few or no students take
students.38 • Students take ownership • Students take ownership ownership of work or are
of work and are active of work and participate in active participants.
participants in classwork class only when teacher
and discussions. encourages them. • The classroom is not a
safe community for most
• The classroom is a safe • The classroom is a safe students to take on aca-
community for all stu- community for some demic challenges and risk
dents to take on academic students to take on aca- possible failure.
challenges and risk possi- demic challenges and risk
ble failure. 40 possible failure.

38 It is not an expectation that a teacher will have the same depth of relationship with all students.
39 High expectations demonstrate the belief that all students can perform at high levels academically and behaviorally.
40 Examples include, but are not limited to, students being eager to answer questions, feeling comfortable asking the teacher for help and not responding negatively when a peer answers a question incorrectly.

15
Instructional Framework and Rubric Handbook 2012-13
 TEACH 9. Reinforce positive behavior, redirect off-task behavior,
and de-escalate challenging behavior
T9 KEY CONCEPTS HIGHLY EFFECTIVE (4) EFFECTIVE (3) DEVELOPING (2) INEFFECTIVE (1)

• Behavioral expectations In addition to all of the ele- • Teacher’s high behavioral • Teacher’s behavioral ex- • Teacher has low or no
ments in Level 3, Level 4 expectations are clear to pectations may be unclear behavioral expectations
• Feedback for positive and includes: students, and teacher con- to students and/or teacher established in the class-
negative behavior sistently holds students inconsistently holds room.
• Students exhibit rare or accountable for meeting students accountable for
• Off-task behavior and no41 off-task behavior42 in those expectations. meeting those expecta- • Teacher primarily focuses
addressing it the classroom, and there tions. on negative behavior.
is rarely, if any, need to • Teacher promotes and/
• Correction of misbehav- refer to behavioral expec- or reinforces positive • Teacher occasionally • Students exhibit consis-
ior tations. behavior. acknowledges positive tent off-task behavior in
behavior but focuses more the classroom.
• Time impact of address- • Students self-manage be- • Students exhibit occa- on negative behavior.
ing misbehavior havior and monitor their sional off-task behavior in • When needed, teacher
peers, when needed. the classroom and easily • Students exhibit frequent does not address or
refocus with minimal off-task behavior in the redirect student misbe-
teacher prompting. classroom but can refocus havior or disruption or
with teacher prompting. does so ineffectively, and
• When needed, teacher the student misbehaviors
appropriately addresses, • When needed, teacher continue or escalate.
redirects or de-escalates43 addresses, redirects or
student misbehavior or de-escalates student • Student off-task or chal-
disruption in a manner misbehavior or disruption lenging behavior causes
that solves the issue. in a manner that does not significant interruption to
fully solve the issue. instructional time.
• When needed, teacher ad-
dresses behavioral issues • When needed, teacher ad-
with minimal interrup- dresses behavioral issues
tion to instructional time. with some interruption to
instructional time.

41 Off-task behavior may be present from a student with an applicable Functional Behavior Assessment (FBA) or a Behavior Intervention Plan (BIP). In these cases, a teacher would be observed adhering to the strategies and interventions
outlined by the FBA or BIP.
42 Off-task behavior is behavior that disrupts the learning of one-self or others.
43 Teacher respects students’ dignity and is sensitive to students’ needs when addressing misbehavior.

16
Instructional Framework and Rubric Handbook 2012-13
 REFLECT & ADJUST 1. Analyze student progress toward goals
RA1 KEY CONCEPTS HIGHLY EFFECTIVE (4) EFFECTIVE (3) DEVELOPING (2) INEFFECTIVE (1)

• Assessment of student In addition to all of the ele- • Teacher uses measures • Teacher uses measures • Teacher does not assess
progress44 ments in Level 3, Level 4 that assess multiple as- that assess limited aspects student progress.
includes: pects of student progress. of student progress.
• Data analysis45 • Teacher’s analysis of
• Teacher proactively leads • Analysis of data consis- • Analysis of data incon- data does not provide a
• Timeliness of analysis conversations about data tently provides teacher sistently provides teacher description of current
analysis with colleagues with a clear description with a clear description levels of student progress
and offers positive sug- of students’ current levels of students’ current levels toward goals.
gestions. and progress toward and progress toward
goals. goals. • Teacher analysis of data
• When appropriate, does not occur after as-
teacher proactively uses • Teacher gives a timely • Teacher analysis of data sessment is administered
alternative assessments analysis of data after as- occurs too late for results and results are deter-
or measures that will sessment is administered to be helpful to students. mined.
yield more useful data and results are deter-
relative to instruction. mined.

44 Aspects of student progress can include areas such as behavior, attendance, participation and mastery of content.
45 Examples of data analysis include, but are not limited to, identifying trends, item analysis and identifying areas for re-teaching.

17
Instructional Framework and Rubric Handbook 2012-13
 REFLECT & ADJUST 2. Modify instruction in response to data
RA2 KEY CONCEPTS HIGHLY EFFECTIVE (4) EFFECTIVE (3) DEVELOPING (2) INEFFECTIVE (1)

• Modification of daily In addition to all of the ele- • Teacher routinely mod- • Teacher infrequently • Teacher does not modify
instruction ments in Level 3, Level 4 ifies daily instruction modifies instruction instruction when data
includes: when data indicate it is when data indicates it is indicate it is needed.
• Adjustment of long-term needed.47 needed, or teacher makes
plans • Teacher provides op- modifications not based • Teacher does not adjust
portunities for students • Teacher routinely adjusts on data. long-term plans to ac-
• Reteaching to self-manage their long-term plans to ac- commodate reteaching.
maintenance of a skill46 commodate reteaching. • Teacher infrequently
• Spiraling for mainte- in addition to formal adjusts long-term plans to • Teacher does not make an
nance of knowledge spiraling. • Reteaching meets the accommodate re-teach- attempt to reteach.
needs of individuals ing.
• Recommendation for • Teacher actively seeks and groups to ensure • Teacher does not spiral
interventions feedback from peers and student progress toward • Teacher makes an attempt skills and concepts to
makes adjustments to mastering objectives and at re-teaching but it does ensure maintenance of
instruction as a result. standards. not meet the needs of in- knowledge.
dividuals and/or groups.48
• Teacher spirals key skills • Teacher does not recom-
and concepts to ensure • Teacher spirals some skills mend students for tiered
maintenance of knowl- and concepts to ensure intervention or may over-
edge. maintenance of knowl- or under-identify students
edge. requiring interventions,
• Teacher appropriately and rarely follows up on
recommends students for • Teacher recommends stu- interventions provided
tiered interventions and dents for tiered interven- for students.
regularly follows up on tion and occasionally fol-
interventions provided for lows up on interventions
students. provided for students.

46 Examples include, but are not limited to, stations that focus on past skills or standards that students can go to when they finish assignments.
47 Examples of adjustments to instruction include, but are not limited to, modified instructional activities, flexible grouping, scaffolded tasks, increased work time and use of different resources. Multiple pieces of classroom data can be used,
including results from formative and summative classroom-based data.
48 An unsuccessful attempt at reteaching can be the result of reteaching in the same manner content was originally taught or a lack of understanding of why the first attempt was unsuccessful.
18
Instructional Framework and Rubric Handbook 2012-13
 REFLECT & ADJUST 3. Assess and refine classroom space and culture
RA3 KEY CONCEPTS HIGHLY EFFECTIVE (4) EFFECTIVE (3) DEVELOPING (2) INEFFECTIVE (1)

• Reflection on classroom In addition to all of the ele-
culture ments in Level 3, Level 4
includes:
• Adjustments to class-
room culture • Student input is con-
sidered as a key part of
teacher’s assessment of
classroom space and
culture.
• Students have the oppor-
tunity formally to reflect
on the classroom culture.
• Teacher reflects on and • Teacher rarely reflects • Teacher does not reflect
assesses classroom culture on or assesses classroom on or assess classroom
and space throughout the culture and space. culture and space.
year.49
• Teacher’s adjustments • Teacher does not make
• Teacher makes timely ad- to culture and space do adjustments to culture
justments to culture and not support progression and space.
space in order to support toward a positive culture
a positive community and and learning environment
learning environment.50 and/or adjustments are
not timely.

• Teacher provides ap-

propriate structures for
students to lead conver-
sations about classroom
culture.

49 Examples include, but are not limited to, assessing student motivation, behavior management, relationships with
individuals and groups, student leadership, student autonomy and student-to-student interactions.
50 Informal adjustments to classroom culture and space should occur as needed.
19
Instructional Framework and Rubric Handbook 2012-13
 REFLECT & ADJUST 4. Partner with students and
families to reflect on students’ progress
RA4 KEY CONCEPTS HIGHLY EFFECTIVE (4) EFFECTIVE (3) DEVELOPING (2) INEFFECTIVE (1)

• Communication of data
to stakeholders
• Student reflection on
data
• Student articulation of
growth
• Student articulation of
steps toward goals
• Opportunities for family
reflection and action on
student progress
In addition to all of the ele- • Teacher uses multiple
ments in Level 3, Level 4 mechanisms to communi-
includes: cate data to all stakehold-
ers.51
• Families can articulate
students’ progress using • Students are given the
data as a reference. opportunity to reflect on
feedback after data are
• Families, students and shared.
teacher engage in dis-
cussions about students’ • Almost all students can
strengths and areas for articulate their own prog-
growth and create an ress, strengths and areas
action plan to support for growth using data as a
students. reference.
• Students can clearly artic-
ulate action steps they can
take to progress toward
their goals, using data as a
reference.
• Families are provided
with multiple opportu-
nities to reflect and take
action, when necessary,
after they receive student
progress data.
• Teacher uses limited • Teacher does not com-
mechanisms to com- municate data to stake-
municate data and only holders.
reaches a selected group
of stakeholders. • Students are not provided
with feedback.
• Students are not given the
opportunity to reflect on • Few or no students can
feedback after data are articulate their own prog-
shared. ress, strengths and areas
for growth using data as a
• Some students can artic- reference.
ulate their own progress,
strengths and areas for • Students cannot articulate
growth using data as a action steps they can take
reference. to progress toward their
goals.
• Students have difficulty
articulating the action • Families are not provided
steps they can take to with opportunities to
progress toward their reflect and take action
goals. after they receive student
progress data.
• Families are provided
with limited opportuni-
ties to reflect on student
progress data or no
opportunity for action is
provided, when necessary.

51 For example, for stakeholder groups of families and the community, data may be mailed or displayed on a bulletin
board. For students, data can be posted in the classroom in a manner that is accessible to them. Appropriate confi-
dentiality is maintained at all times.
20
Instructional Framework and Rubric Handbook 2012-13