CUSD Induction Scoring Rubric

7/29/2019 CUSD Induction Scoring Rubric

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CUSD Induction Scoring Rubric

2012-2013

Section 1 - Effective Environment, CSTP - 2.1, 2.2, 2.4, 2.5, 2.7Teachers maintain effective environments and create well-managed classrooms by employing routines, procedures and norms that promote positive and

productive behavior and ensure a physically, intellectually, and emotionally safe learning community. Diversity is respected and cultural awareness isdeveloped so that all students are treated equitably and have a sense of belonging. To optimize learning, an effective environment includes student

interaction. Instruction is rigorous, with the teacher setting high expectations and providing appropriate support for all students. Instructional time and

pacing are monitored and adjusted to meet student-learning needs.

Descriptor 1: Promote a safe and positive learning environment utilizing purposefully designed routines and procedures. CSTP - 2.4, 2.7

Element Emerging Applying Integrating Innovating

1. Promotes a

Caring,

Equitable &

Respectful

Classroom

Teacher communicatesexpectations for an

equitable and respectfulbehavior to students and has

an awareness of theimportance of classroomculture.

Teacher develops a caring,equitable, and respectful

classroom culture,including an understanding

of student cultures andethnicities, which promotesa sense of belonging.

Teacher supports students intaking leadership in

developing a caringclassroom culture that is

responsive to the diversecultural identities of allstudents.

Teacher providesopportunities for students to

take leadership inmaintaining a caring,

equitable, and respectfulclassroom culture.

Evidence/Comments:

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2012-2013

Section 1 - Effective Environment

Descriptor 1: Promote a safe and positive learning environment utilizing purposefully designed routines and procedures. CSTP - 2.4, 2.7


2. Develops

Effective

Routines &

Norms

Teacher develops routines,procedures and norms with

some student involvement.

Teacher maintains regularuse of routines and

procedures, referring tonorms as needed.


reflect upon theeffectiveness of their

participation in routines,

procedures and norms.

Students take an active rolein monitoring their own

behaviors and makingadjustments as necessary to

maximize learning.

Evidence/Comments:




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Section 1 - Effective Environment

Descriptor 2: Foster a sense of equity and belonging for all students through respect for diversity and cultural awareness. CSTP- 2.1, 2.2 & 2.5


3. Creates

Structures for

Student

Interaction

Teacher demonstrates

awareness that structures forinteraction between students

support learning.

Teacher utilizes structures

for student interactionduring learning activities.

Teacher purposefully

integrates a variety ofstructures for student

interaction that engagestudents in learning.

Teacher strategically selects

from a repertoire ofstructures for student

interaction to ensurelearning for the full range of

students.

Evidence/Comments:




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2012-2013

Section 1 Effective Environment

Descriptor 3: Optimize learning with high expectations and appropriate support provided for all students, including adjustments to instructional time and

pacing. CSTP- 2.4 & 2.7


4.ProvidesHigh

Expectations

with Appropriate

Support

Teacher demonstratesawareness of the importance

of maintaining highexpectations for students.

Teacher supports studentfocus on the accuracy ofanswers and completion of

tasks.

Teacher holds highexpectations for students.

Teacher begins to useachievement patterns to

develop appropriatesupport/interventions forstudent learning.

Teacher maintains highexpectations for students.

Teacher understandsachievement patterns and

includes scaffolding tosupport studentachievement.

Teacher and studentsdiscuss individual

expectations and learninggoals. Teacher uses

accuracy analysis, as well asstudent input, to understandachievement patterns and to

differentiate support forindividual student

achievement.

Evidence/Comments:




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Section 1 Effective Environment

Descriptor 3: Optimize learning with high expectations and appropriate support provided for all students, including adjustments to instructional time and

pacing. CSTP- 2.4 & 2.7


5.Paces

Instruction to

OptimizeLearning


awareness of how

transitions and classroommanagement impact pacing

of instruction

Teacher paces instruction to

provide adequate time for

instruction, checking forunderstanding and

completion of learningactivities.

Teacher paces instruction

with consideration of lesson

type, including adjustmentsfor sufficient student work

time, transitions and closureto optimize learning.

Teacher paces instruction to

include ongoing assessment

of student learning andsupports students in

monitoring their learning.

Evidence/Comments:




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Section 2 Engaging and Supporting All Students in LearningCSTP - 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 4.1, 4.2, 4.4, 4.5Teachers utilize knowledge of students including academic readiness, language proficiency, cultural background, and individual development, to plan

instruction and engage students. By connecting learning to students prior knowledge and interests, teachers engage students and link subject matter to real

life. To meet learning needs of all students, teachers employ a variety of instructional strategies, resources, and technologies to help students achieve learning

targets. Teachers promote critical thinking through inquiry, problem solving and reflection.

Descriptor 1: Utilize knowledge of students to plan instruction and engage students. Connect learning to prior knowledge and interests to link subject

matter to real life. CSTP -1.1, 1.2, 1.3, 3.1,4.1


6. Demonstrates

knowledge of

subject matter,

academic content

standards, andcurriculum

frameworks.


familiarity with subjectmatter and teaches

standards-based lessonsusing available districtadopted curriculum.


accurate knowledge ofsubject matter and

incorporates additionalresources to enhancecontent delivery, which

results in more meaningfullearning experiences for

students.


mastery of subject matter,resulting in ease of delivery

and depth of instruction.Teacher designs lessons thatintegrate curricular areas in

a meaningful way thatenhances student learning.

Teacher uses mastery of

subject matter to facilitateinquiry based learning

experiences in whichstudents utilize deeperunderstanding of curricula,

based on individual interestand academic readiness.

Evidence/Comments:




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2012-2013

Section 2 Engaging and Supporting All Students in Learning

Descriptor 1: Utilize knowledge of students to plan instruction and engage students. Connect learning to prior knowledge and interests to link subjectmatter to real life. CSTP -1.1, 1.2, 1.3, 3.1,4.1

Element Emerging Applying Integrating Innovating7. Uses

Knowledge of

Students to Plan

Instruction &

Engage Students

Teacher learns about

students through districtprovided data and

assessments and develops

an awareness of studentsprior knowledge, culture,

backgrounds and interest.

Teacher gathers additional

data to learn aboutindividual students and uses

awareness of students prior

knowledge, culture,background and interests to

support instruction andmake real-life connections.

Teacher uses data from

multiple measures, schoolresources and family contact

to learn about students,

guide selection of materialsand make adjustments to

instruction. This includesstrategic connections from

subject matter to

meaningful, real lifecontexts.

Teacher uses information

regarding students culturalbackgrounds, life

experiences, and interests to

make ongoing adjustmentsto instruction that

accommodate studentsindividual needs. Students

actively make connections

to relevant, real lifecontexts.

Evidence/Comments:

This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/ or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. January 20, 2012


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2012-2013

Section 2 - Engaging and Supporting All Students in Learning

Descriptor 2: Use a variety of instructional strategies, resources, technologies to meet learning needs of all students. CSTP - 4.2

Descriptor 3: Promote critical thinking through inquiry, problem solving and reflection, adjust instruction while teaching CSTP - 4.5, 1.5, 1.6


8. Accesses a

Range of

Instructional

Strategies to

Meet Student

Learning Needs

Teacher uses instructionalstrategies as outlined in

curriculum guides and

resources and technologiesas provided by school

and/or district.

Teacher utilizes a variety ofstrategies, resources, and

technologies, (including

student interaction withtechnology as appropriate),

to meet students diverselearning needs

Teacher purposefullydesigns lessons that

integrate a broad range of

strategies, resources andtechnologies to meet

students diverse learningneeds.

Teacher creates learningexperiences and refines the

strategic use of a vast range

of strategies, resources andtechnologies to meet

students individual learningneeds.

Evidence/Comments:



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2012-2013

Section 2 - Engaging and Supporting All Students in Learning

Descriptor 2: Use a variety of instructional strategies, resources, technologies to meet learning needs of all students. CSTP - 4.2

Descriptor 3: Promote critical thinking through inquiry, problem solving and reflection, adjust instruction while teaching CSTP - 4.5, 1.5, 1.6


9. Promotes 21st

Century Skills/

Critical Thinking

Teacher includes questions

that require students torecall, interpret, describe

and think critically.

Teacher guides students to

think critically through useof questioning strategies,

posing/solving problems,

and reflecting.

Teacher regularly provides

opportunities for students toapply critical thinking by

designing inquiry-based

instruction involvingcomplex problems.

Teacher supports students to

initiate their own criticalthinking through

independently developing

questions, posing problems,and reflecting on multiple

perspectives.

Evidence/Comments:



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Section 3 AssessmentCSTP - 3.6, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7Teachers strategically utilize a variety of assessments to generate data that can be used to monitor student learning and plan instruction. Systematic analysis

of assessment data allows teachers to correlate appropriate instructional and differentiation strategies to meet the needs of all students. Student engagement

and understanding is monitored and, if necessary, adjustments to instruction are made while teaching. Teachers provide students with timely,

comprehensible, feedback and involve them in self-reflection by facilitating student analysis of assessment data, helping them to set learning goals and to

monitor their progress.

Descriptor 1: Strategically utilize a variety of assessments to generate data that can be used to monitor student learning, identify appropriate instructional

and differentiation strategies and plan effective instruction. 3.3, 3.4, 3.6, 5.1, 5.2, 5.3, 5.4


10.SelectsAppropriate

Assessment

Teacher administers and isaware of the purpose and

characteristics of a varietyof assessments, including

pre-assessment, formativeand summative assessment.

Teacher explores the use ofdifferent types of

assessments, including pre-assessment, formative, and

summative assessment.

Teacher identifies specificassessment characteristics

and selects appropriateassessments that allow

students to demonstratewhat they know.

Teacher purposefullydevelops and adapts

assessments to allowstudents with a range of

learning needs todemonstrate what they

know.

Evidence/Comments:



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2012-2013

Section 3 - Assessment




11. Makes

Adjustments to

Instructional

Plans

Teacher reviews and

monitors assessment data tomake generalizations about

student learning and

subsequently makes someadjustments to instruction.

Teacher uses data to

identify learning needs, setgoals, and/or modify

instruction for a single

lesson or a series of lessons.

Teacher uses a variety of

data to identify patterns andtrends, set learning goals,

and plan for differentiated

instruction that will meetdiverse learning needs.

Teacher uses a variety of

data to analyze individualstudent thinking and

identify underlying causes

for achievement trends.Teacher plans fordifferentiated instruction

that meets individual

student needs.

Evidence/Comments:



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2012-2013





12. Adjusts

Instruction

While Teaching

Teacher checks forunderstanding and clarifies

instructions and/or content

to support student learning.

Teacher makes ongoingadjustments to instruction

based on observations of

student engagement andresults of periodic, effective

checks for understanding.

Teacher adjusts strategiesduring instruction based on

the ongoing monitoring of

individual student needs forassistance, support, or

challenge.

Teacher deviates fromlesson plan when student

performance and/or

contributions indicate aneed to redirect instruction

to support student learning.

Evidence/Comments:



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Descriptor 2: Descriptor 2: Articulate learning targets and facilitate student analysis of assessment data so that students can set learning goals and monitortheir own progress. CSTP- 1.4, 3.2, 5.5




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13. Articulates

Learning Goals

& Guides Self-

Assessment

Teacher sets whole classstandards-based learning

targets and recognizes the

need for some individuallearning goals.

Teacher communicateslearning targets to students

based on content standards

and identifies learning goalsbased on assessment.


discuss their own learning.

Teacher communicatesaccessible, challenging, and

differentiated learning

targets.Teacher models/scaffolds

student self-assessment andgoal setting. Teacher guides

students to monitor learningand reflect on progress.

Teacher and studentscollaboratively establish

individual learning goals.

Teacher provides structuresfor students to

systematically self-assess,reflect, evaluate and modify

learning goals.

Evidence/Comments:


Descriptor 2: Articulate learning targets and facilitate student analysis of assessment data so that students can set learning goals and monitor their own

progress. CSTP- 1.4, 3.2, 5.5



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14. Provides

Timely and

Strategic

Feedback

Teacher provides student

with general feedback and

little guidance forimprovement related to

learning goals.

Teacher provides students

with timely feedback that

identifies what was donewell and areas for

improvement related tolearning goals.

Teacher provides students

with specific and timely

feedback about strengths andneeds and offers strategies

for improvement.

Teacher and students

engage in specific and

timely dialogue aroundassessment data. Feedback

shows strong understandingof students as individuals.

Evidence/Comments:


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CUSD Induction Scoring Rubric