May 17, 2016 Introducing the 5D+™ Rubric for Instructional

May 17, 2016

Introducing the 5D+™ Rubric for Instructional Growth and Teacher Evaluation, Version 3© 2016 University of Washington Center for Educational Leadership.5D, 5D+, ”5 Dimensions of Teaching and Learning" and other logos/identifiers are trademarks of the University of Washington Center for Educational Leadership.

Presenter

Patty Maxfield, Director of Teacher Evaluation

Dr. Patty Maxfield supports school and district partnerships focused on building leadership capacity and instructional expertise. She is a strong advocate of using evaluation practices as a formative process and employing instructional practice data to inform the development and implementation of professional development.

Patty has been involved with public education for more than 35 years as a teacher, teacher leader, facilitator and administrator. Her passion is continually enhancing instructional practice to develop democratic, thinking-based learning for students and teachers. Patty received her Ed.D. degree from the University of Washington's College of Education and her master’s degree in education administration from Western Washington University.

Goals

• Introduction to the 5D+ Rubric for Instructional Growth and Teacher Evaluation, version 3.

• Identify what is different, and what is the same, between versions 2 and 3 of the 5D+ Rubric.

• Give you an opportunity to think about what version 3 of the 5D+ Rubric means for your district and your practice.

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What This Webinar Is …

• An explanation of revisions to version 2 of the 5D+ rubric.

• A tool for educators who have already been trained on and use version 2 of the 5D+ rubric.

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What This Webinar Is Not …

• An introduction to the 5D+ rubric.

• An explanation of how to use the 5D+ rubric.

• A tool for educators who haven’t been trained on version 2 of the 5D+ rubric.

Tools for Today

• 5D+ Rubric for Instructional Growth and Teacher Evaluation.

• Revisions in the 5D+ Rubric, v.3.

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Why Version 3?• The Center for Educational Leadership, as part of a Tier I

research institution, is constantly reflecting on its practice and revising its work based on the latest research and practitioner research.

• Balancing indicator content so indicators are more likely to carry similar weight.

• Reduction in the number of indicators without changing the content makes the rubric easier to use.

• Removal of frequency language makes the rubric even more psychometrically sound.

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Our MissionThe Center for Educational Leadership (CEL) is a nonprofit service

arm of the University of Washington College of Education dedicated to

eliminating the achievement gap that continues to divide our nation’s

children along the lines of race, class, language and disability.

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Equity Is a Key Principle of Our Work

Equal Outcomes

Fairness

Access and Support

Respect for Differences

Achievement of Every Student

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Two-Part Equation

Common language for high-quality instruction

Knowing how to lead for that

InstructionalAnatomy

InstructionalLeadership

InstructionalEffectiveness

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Instructional Anatomy

Our 5D™ instructional framework lays out a vision for high-quality teaching and aligns the work of instructional improvement across the school system. The framework organizes and defines the ideal characteristics of classroom instruction into five dimensions:

ASSESSMENT FOR STUDENT LEARNING

STUDENT ENGAGEMENT

PURPOSE

CLASSROOM ENVIRONMENT AND CULTURE

CURRICULUM AND PEDAGOGY

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Operating Assumptions for the Development of Version 3 of the 5D+ Rubric

• Principals and assistant principals should not need additional training on version 3 of the 5D+ Rubric.

• A single set of instructional practice data (4-6 observations of one teacher – of at least 15 minutes each – spread over the school year) would have the same summative score whether version 2 or version 3 of the 5D+ Rubric was used to assess the data set.

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What’s the Same?

• 5 Dimensions of Teaching and Learning (5D) instructional framework.

• 5D+ Inquiry process for using teacher evaluation as a growth process.

• Purpose of the 5D+ Rubric.• Layout of the 5D+ Rubric.• Data is collected primarily by observation and conversation

between the principal and teacher. No additional artifacts are necessary.

• All guidelines for implementation process remain in place.• Data is collected over time and is a reflection of day in and day

out practice, not one moment in time.

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What’s Different?

• Fewer indicators. There are 5 indicators in each dimension and in Professional Collaboration, totaling 30 indicators.

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What’s Different? Fewer indicators

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DimensionNumber of Indicators

5D+ RubricVersion 2

5D+ RubricVersion 3

Purpose 5 5

Student Engagement 6 5

Curriculum & Pedagogy 7 5

Assessment for Student Learning 6 5

Classroom Environment & Culture 7 5

Professional Collaboration & Communication 6 5

What’s Different?

• The term never was removed from the unsatisfactory performance level.

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What’s Different? Never removed from Unsatisfactory performance level.

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Version 2

Version 3

PurposeUnsatisfactory Basic Proficient Distinguished

P2 Standards: Connection to previous and future lessonsThe lesson is rarely or never linked to previous and future lessons.

The lesson is clearly linked to previous and future lesons.

The lesson is clearly linked to previous and future lessons. Lessons build on each other in a logical progression.

The lesson is clearly linked to previous and future lessons. Lessons build on each other in ways that enhance student learning. Students understand how the lesson relates to previous lesson.

PurposeUnsatisfactory Basic Proficient Distinguished

P2 Standards: Connection to Previous and future lessons, broader purpose and transferrable skillLessons are rarely linked to previous and future lessons.

Lessons are clearly linked to previous and future lessons.

Lessons are clearly linked to previous and future lessons. Lessons link to a broader purpose or a transferable skill.

Lessons are clearly linked to previous and future lessons. Lessons link to a broader purpose or a transferable skill. Students can explain how lessons build on each other in a logical progression.

Lessons are rarely linked to previous and future lessons.

The lesson is rarely or never linked to previous and future lessons.

What’s Different?

• Frequency language was removed from 11 indicators.

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Rubric Layout in this Presentation

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Version 2

Curriculum & Pedagogy

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Version 2 Version 3CP5 CP5: Teaching Approaches and/or

Strategies: Differentiated instructionCP4: Differentiated instruction for students

Unsat.Teacher rarely or never uses strategies that differentiate for individual learning strengths and needs.

Teacher does not use strategies that differentiate for individual learning strengths and needs.

Basic

Teacher occasionally uses strategies that differentiate for individual learning strengths and needs.

Teacher uses one strategy – such as time, space, structure or materials – to differentiate for individual learning strengths and needs.

Proficient

Teacher frequently uses strategies that differentiate for individual learning strengths and needs.

Teacher uses multiple strategies – such as time, space, structure and materials – to differentiate for individual learning strengths and needs.

Disting.

Teacher consistently uses strategies that differentiate for individual learning strengths and needs.

Teacher uses multiple strategies – such as time, space, structure and materials – to differentiate for individual learning strengths and needs. Teacher provides targeted and flexible supports within the strategies.

CP4


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Basic



Proficient


Teacher uses multiple strategies – such as time, space, structure and materials –to differentiate for individual learning strengths and needs.

Disting.


Teacher uses multiple strategies – such as time, space, structure and materials –to differentiate for individual learning strengths and needs. Teacher provides targeted and flexible supports within the strategies.

CP4

What’s Different?

• There is more clarity in indicator titles. Subdimensionswere removed from indicator titles.

• Some indicator numbers changed.

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What’s Different? Indicator titles and numbers

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P4 Learning Target: Communication of learning target(s)

P1 Communication of learning target(s)

Version 2

Version 3

What’s Different?

• Fewer indicators. There are 5 indicators in each dimension and in Professional Collaboration, totaling 30 indicators.

• The term never was removed from the unsatisfactory performance level.

• Frequency language was removed from 11 indicators.

• There is more clarity in indicator titles. Subdimensionswere removed from indicator titles.

• Some indicator numbers changed.

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Tools Supporting Transition to the 5D+ Rubric, v.3

• 5D+ Rubric for Instructional Growth and Teacher Evaluation, version 3.

• Revisions in the 5D+ Rubric, v.3.

• Frequently Asked Questions – 5D+ Rubric, v.3.

• 5D+ Teacher Evaluation Glossary.

• Alignment of Washington State Teacher Evaluation Criteria with the 5D+ Rubric, Version 3 (applicable only to Washington state districts).

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Tools Supporting Transition to the 5D+ Rubric, v.3

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www.k-12leadership.org

Changes inPURPOSE indicators

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Purpose

• P1 & P2: The ideas are the same in both versions.

• Broader purpose & transferable skills was moved from P1 to P2, as it is a better match with the ideas in P2.

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Purpose

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Version 2 Version 3

P1 Standards: Connection to standards, broader purpose and transferable skill

Learning target(s) connected to standards

Unsat.

The lesson is not based on grade level standards. There are no learning targets aligned to the standard. The lesson does not link to broader purpose or a transferable skill.

Lessons are not based on grade level standards or there are no learning targets aligned to the standard or the targets do not change daily.

Basic

The lesson is based on grade level standards and the learning target(s) align to the standard. The lesson is occasionally linked to broader purpose or a transferable skill.

Lessons are based on grade level standards. The daily learning target(s) align to the standard.

Proficient

The lesson is based on grade level standards and the learning target(s) align to the standard. The lesson is frequently linked to broader purpose or a transferable skill.

Lessons are based on grade level standards. The daily learning target(s) align to the standard. Students can rephrase the learning target(s) in their own words.

Disting.

The lesson is based on grade level standards and the learning target(s) align to the standard. The lesson is consistently linked to broader purpose or a transferable skill.

Lessons are based on grade level standards. The daily learning target(s) align to the standard. Students can rephrase the learning target(s) in their own words. Students can explain why the learning target(s) are important.

Purpose

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Version 2 Version 3

P2 Standards: Connection to previous and future lessons

Lessons connected to previous and future lessons, broader purpose and transferable skill

Unsat.The lesson is rarely or never linked to previous and future lessons.

Lessons are rarely linked to previous and future lessons.

BasicThe lesson is clearly linked to previous and future lessons.

Lessons are clearly linked to previous and future lessons.

ProficientThe lesson is clearly linked to previous and future lessons. Lessons build on each other in a logical progression.

Lessons are clearly linked to previous and future lessons. Lessons link to a broader purpose or a transferable skill.

Disting.

The lesson is clearly linked to previous and future lessons. Lessons build on each other in ways that enhance student learning. Students understand how the lesson relates to previous lesson.

Lessons are clearly linked to previous and future lessons. Lessons link to a broader purpose or a transferable skill. Students can explain how lessons build on each other in a logical progression.

P3 from version 2 is combined with SE3 in version 3, because the ideas were the same in both indicators: knowing your students well.

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Purpose

Purpose

• Performance task was separated from P5 in version 2 and called out specifically, becoming P3 in version 3.

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Purpose

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Version 2 Version 3P5 P5. Learning Target: Success

criteria and performance task(s)

P3. Design of performance task

Unsat.P5. The success criteria for the learning target(s) are nonexistent or aren’t clear to students.

P3. Performance tasks do not require a demonstration of thinking connected to the learning target.

Basic

P5. The success criteria for the learning target(s) are clear to students. The performance tasks align to the success criteria in a limited manner.

P3. Performance tasks require a demonstration of thinking connected to the learning target.

ProficientP5. The success criteria for the learning target(s) are clear to students. The performance tasks align to the success criteria.

P3. Performance tasks require a demonstration of thinking connected to the learning target. Performance tasks require application of discipline-specific concepts or skills.

Disting.

P5. The success criteria for the learning target(s) are clear to students. The performance tasks align to the success criteria. Students refer to success criteria and use them for improvement.

P3. Performance tasks require a demonstration of thinking connected to the learning target. Performance tasks require application of discipline-specific concepts or skills. Students are able to use prior learnings/understandings to engage in new performance tasks.

P3

Purpose

• In the basic level of P4: states the learning target(s) at the beginning of each lesson from version 2 was changed to once during the lesson in version 3; checks for student understanding of the learning target(s) was added to basic.

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Purpose

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Version 2 Version 3

P4 Learning Target: Communication of learning target(s)

Communication of learning target(s)

Unsat.Teacher rarely or never states or communicates with students about the learning target(s).

Teacher rarely states or communicates with students about the learning target(s).

BasicTeacher states the learning target(s) at the beginning of each lesson.

Teacher states the learning target(s) once during the lesson and checks for student understanding of the learning target(s).

Proficient

Teacher communicates the learning target(s) through verbal and visual strategies and checks for student understanding of what the target(s) are.

Teacher communicates the learning target(s) through verbal and visual strategies and checks for student understanding of the learning target(s).

Disting.

Teacher communicates the learning target(s) through verbal and visual strategies, checks for student understanding of what the target(s) are and references the target throughout instruction.

Teacher communicates the learning target(s) through verbal and visual strategies, checks for student understanding of the learning target(s), and references the target(s) throughout instruction.

Purpose

• P5 in version 3 is just about success criteria and learning targets. Performance task language was moved to P3. The language is more specific.

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Purpose

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Version 2 Version 3

P5 P5. Learning Target: Success criteria and performance task(s)

P5. Success criteria

Unsat.The success criteria for the learning target(s) are nonexistent or aren’t clear to students.

The success criteria for the learning target(s) are nonexistent or vague.

Basic

The success criteria for the learning target(s) are clear to students. The performance tasks align to the success criteria in a limited manner.

Success criteria are present but may lack alignment to the learning target(s) and/or may not be used by students for learning.

Proficient

The success criteria for the learning target(s) are clear to students. The performance tasks align to the success criteria.

Success criteria are present and align to the learning target(s). With prompting from the teacher, students use the success criteria to communicate what they are learning.

Disting.

The success criteria for the learning target(s) are clear to students. The performance tasks align to the success criteria. Students refer to success criteria and use them for improvement.

Success criteria are present and align to the learning target(s). Students use the success criteria to communicate what they are learning.

Purpose

• P1 & P2: The ideas are the same in both versions. Broader purpose & transferable skills was moved from P1 to P2.

• P3 from version 2 is combined with SE3 in version 3, because the ideas were the same in both indicators.

• Performance task was separated from P5 in version 2 and called out specifically, becoming P3 in version 3.

• In the basic level of P4: states the learning target(s) at the beginning of each lesson from version 2 was changed to once during the lesson in version 3; checks for student understanding of the learning target(s) was added to basic.

• P5 in version 3 is just about success criteria connected to learning targets.

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Changes inSTUDENT ENGAGEMENT indicators

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Student Engagement

• SE1 & SE2: Frequency language was replaced with language from the framework.

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Student Engagement

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Version 2 Version 3

SE1 Intellectual Work: Quality of questioning

Learning target(s) connected to standards

Unsat.Teacher rarely or never asks questions to probe and deepen students’ understanding or uncover misconceptions.

Teacher does not ask questions to probe and deepen student understanding or uncover misconceptions.

BasicTeacher occasionally asks questions to probe and deepen students’ understanding or uncover misconceptions.

Teacher asks questions to probe and deepen student understanding or uncover misconceptions.

Proficient

Teacher frequently asks questions to probe and deepen students’ understanding or uncover misconceptions. Teacher assists students in clarifying their thinking with one another.

Teacher asks questions to probe and deepen student understanding or uncover misconceptions. Teacher assists students in clarifying their thinking with one another.

Disting.

Teacher frequently asks questions to probe and deepen students’ understanding or uncover misconceptions. Teacher assists students in clarifying and assessing their thinking with one another. Students question one another to probe for deeper thinking.

Teacher asks questions to probe and deepen student understanding or uncover misconceptions. Teacher assists students in clarifying and assessing their thinking with one another. Students question one another to probe for deeper thinking.

Student Engagement

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Version 2 Version 3

SE2 Intellectual Work: Ownership of learning

Ownership of learning

Unsat.

Teacher rarely or never provides opportunities and strategies for students to take ownership of their own learning to develop, test and refine their thinking.

Teacher rarely provides opportunities and strategies for students to take ownership of their learning.

BasicTeacher occasionally provides opportunities and strategies for students to take ownership of their learning. Locus of control is with teacher.

Teacher provides opportunities and strategies for students to take ownership of their learning. Most locus of control is with teacher.

Proficient

Teacher provides opportunities and strategies for students to take ownership of their learning. Some locus of control is with students in ways that support students’ learning.

Teacher provides opportunities and strategies for students to take ownership of their learning. Some locus of control is with students in ways that support student learning.

Disting.

Teacher consistently provides opportunities and strategies for students to take ownership of their learning. Most locus of control is with students in ways that support students’ learning.

Teacher provides opportunities and strategies for students to take ownership of their learning. Most locus of control is with students in ways that support student learning.

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Version 2SE3 Engagement Strategies:

High cognitive demand

SE4 Engagement Strategies: Strategies that capitalize on learning needs of students

SE5 Engagement Strategies: Expectation, support and opportunity for participation and meaning making

Version 3SE3 Capitalizing on students’ strengths

SE4 Opportunity and support for participation and meaning making

Student Engagement

Student Engagement

• SE3 in version 3 combines the P3 and SE4 from version 2 into one indicator with an explicit strengths-based stance (which was implied in version 3) and retains the emphasis on knowing your students well.

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Student Engagement

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Version 2 Version 3SE4 SE4: Engagement Strategies: Strategies that

capitalize on learning needs of studentsP3: Teaching Point: Teaching point(s) are based on students’ learning needs

SE3: Capitalizing on students’ strengths

Unsat.

SE4. Teacher rarely or never uses strategies based on the learning needs of students –academic background, life experiences, culture and language of students.

SE3. Teacher has little knowledge of how students’ strengths (academic background, life experiences and culture/language) could be used as an asset for student learning.

Unsat.

P3. Teacher rarely or never bases the teaching point(s) on students’ learning needs – academic background, life experiences, culture and language.

Basic

SE4. Teacher uses strategies that capitalize and are based on learning needs of students –academic background, life experience and culture and language of students – for the whole group.

SE3. Teacher has knowledge of students’ strengths(academic background, life experiences and culture/language) and applies this knowledge in limited ways not connected to the unit goals.

Basic

P3. Teacher bases the teaching point(s) on limited aspects of students’ learning needs –academic background, life experiences, culture and language.

SE3P3

Student Engagement

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Version 2 Version 3SE4 SE4: Engagement Strategies: Strategies that

capitalize on learning needs of studentsP3: Teaching Point: Teaching point(s) are based on students’ learning needs

SE3: Capitalizing on students’ strengths

Proficient

SE4. Teacher uses strategies that capitalize and are based on learning needs of students – academic background, life experiences, culture and language of students – for the whole group and small groups of students.

SE3. Teacher capitalizes on students’ strengths (academic background, life experiences and culture/language) and applies this knowledge in limited ways connected to the unit goals.

Proficient

P3. Teacher bases the teaching point(s) on the learning needs – academic background, life experiences, culture and language – for some groups of students.

Disting.

SE4. Teacher uses strategies that capitalize and build upon learning needs of students – academic background, life experiences, culture and language of students – for the whole group, small groups of students and individual students.

SE3. Teacher capitalizes on students’ strengths (academic background, life experiences and culture/language) and applies this knowledge in a variety of ways connected to the unit goals.

Disting.

P3. Teacher bases the teaching point(s) on the learning needs – academic background, life experiences, culture and language – for groups of students and individual students.

SE3P3

Student Engagement

• SE4 in version 3 is SE5 from version 2, with a strong emphasis on student meaning-making in a variety of ways, not just talk.

• There is also a call out to the importance of meaning-making that is discipline-specific.

• If you have the right set of expectations, support and strategies, you will engage more of your students, thus “some, most and all” remain as performance level language that is one source of evidence for each level.

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Student Engagement

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Version 2 Version 3SE3SE5

SE3: Engagement Strategies: High cognitive demandSE5: Engagement Strategies: Expectation, support and opportunity for participation and meaning making

SE4: Opportunity and support for participation and meaning making

Unsat.SE3. Teacher expectations and strategies engage few or no students in work of high cognitive demand. SE4. Teacher does not use engagement strategies

and structures that facilitate participation and meaning making by students. Few students have the opportunity to engage in discipline-specificmeaning making.Unsat.

SE5. Teacher rarely or never uses engagement strategies and structures that facilitate participation and meaning making by all students. Few students have the opportunity to engage in quality talk.

BasicSE3. Teacher expectations and strategies engage some students in work of high cognitive demand.

SE4. Teacher uses engagement strategies and structures that facilitate participation and meaning making by students. Some students have the opportunity to engage in discipline-specificmeaning making.Basic

SE5. Teacher uses engagement strategies and structures that facilitate participation and meaning making by students. Some students have the opportunity to engage in quality talk.

SE4

Student Engagement

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Version 2 Version 3SE3SE5

SE3: Engagement Strategies: High cognitive demandSE5: Engagement Strategies: Expectation, support and opportunity for participation and meaning making

SE4: Opportunity and support for participation and meaning making

ProficientSE3. Teacher expectations and strategies engage most students in work of high cognitive demand.

SE4. Teacher sets expectations and provides support for engagement strategies and structures that facilitate participation and meaning making by students. Most students have the opportunity to engage in discipline-specific meaning making.Proficient

SE5. Teacher sets expectation and provides support for a variety of engagement strategies and structures that facilitate participation and meaning making by students. Most students have the opportunity to engage in quality talk.

Disting.SE3. Teacher expectations and strategies engage all students in work of high cognitive demand.

SE4. Teacher sets expectations and provides support for engagement strategies and structures that facilitate participation and meaning making by students. All students have the opportunity to engage in discipline-specific meaning making. Meaning making is often student-led.Disting.

SE5. Teacher sets expectation and provides support for a variety of engagement strategies and structures that facilitate participation and meaning making by students. All students have the opportunity to engage in quality talk. Routines are often student-led.

SE4

Student Engagement

• SE5 in version 3 is SE6 from version 2. The term press is used in the distinguished performance level as a more specific way to think about how students engage with new ideas.

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Student Engagement

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Version 2 Version 3SE6 SE6: Talk: Substance of student talk SE5: Student talk

Unsat.Student talk is nonexistent or is unrelated to content or is limited to single-word responses or incomplete sentences directed to teacher.

Talk is dominated by the teacher and/or student talk is unrelated to the discipline.

BasicStudent talk is directed to teacher. Talk associated with contentoccurs between students, but students do not provide evidence for their thinking.

Student talk is directed to the teacher. Talk reflects discipline-specific knowledge. Students do not provide evidence for their thinking.

Proficient

Student-to-student talk reflects knowledge and ways of thinking associated with the content. Students provide evidence to support their thinking.

Student talk is a mix of teacher-student and student-to-student. Talk reflects discipline-specific knowledge and ways of thinking. Students provide evidence to support their thinking.

Disting.

Student-to-student talk reflects knowledge and ways of thinking associated with the content. Students provide evidence to support their arguments and new ideas.

Student talk is predominantly student-to-student. Talk reflects discipline-specific knowledge and ways of thinking. Students provide evidence to support their thinking. Students press on thinking to expand ideas for themselves and others.

SE5

Student Engagement

• SE1 & SE2: Frequency language was replaced.

• SE3 in version 3 combines the P3 and SE4 from version 2 into one indicator with an explicit strengths-based stance.

• SE4 in version 3 is SE5 from version 2, with a strong emphasis on student meaning- making in a variety of ways, not just talk.

• SE5 in version 3 is SE6 from version 2. The term press is used in the distinguished performance level as a more specific way to think about how students engage with new ideas.

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Changes inCURRICULUM & PEDAGOGY indicators

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• CP1: Frequency language was replaced with language from the framework.

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Version 2 Version 3

CP1 Curriculum: Alignment of instructional materials and tasks

Alignment of instructional materials and tasks

Unsat.Instructional materials and tasks rarely or never align with the purpose of the unit and lesson.

Instructional materials and tasks do not align with the purpose of the unit and lesson.

BasicInstructional materials and tasks align with the purpose of the unit and lesson.

Instructional materials and tasks align with the purpose of the unit and lesson.

Proficient

Instructional materials and tasks align with the purpose of the unit and lesson. Materials and tasks frequently align with student’s level of challenge.

Instructional materials and tasks align with the purpose of the unit and lesson. Teacher makes intentional decisions about materials to support student learning of content and transferable skills.

Disting.

Instructional materials and tasks align with the purpose of the unit and lesson. Materials and tasks consistently align with student’s level of challenge.

Instructional materials and tasks align with the purpose of the unit and lesson. Teacher makes intentional decisions about materials to support student learning of content and transferable skills. Materials and tasks align with students’ levels of challenge.

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Version 2CP2 Curriculum & Pedagogy: Teaching Approaches and/or Strategies:

Discipline-specific conceptual understanding

CP3 Curriculum & Pedagogy: Teaching Approaches and/or Strategies: Pedagogical content knowledge

CP4 Curriculum & Pedagogy: Teaching Approaches and/or Strategies: Teacher knowledge of content

Version 3CP2 Teacher knowledge of content

CP3 Discipline-specific teaching approaches


• CP2 in version 3 is CP4 from version 2. The terms solidand in-depth were replaced with more concrete language from the framework.

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Strategies: Teacher knowledge of content

CP2: Teacher knowledge of content

Unsat.Teacher demonstrates a lack of knowledge of discipline-based concepts by making content errors.

Teacher demonstrates a lack of knowledge of discipline-based concepts and habits of thinking by making content errors.

BasicTeacher demonstrates a basic knowledge of how discipline-based concepts relate to or build upon one another.

Teacher demonstrates an understanding of how discipline-based concepts and habits of thinking relate to one another or build upon one another within a unit.

Proficient

Teacher demonstrates a solid understanding of how discipline-based concepts relate to or build upon one another. Teacher identifies and addresses student misconceptions in the lesson or unit.

Teacher demonstrates an understanding of how discipline-based concepts and habits of thinking relate to one another or build upon one another over the course of an academic year.

Disting.

Teacher demonstrates an in-depthunderstanding of how discipline-based concepts relate to or build upon one another. Teacher identifies and addresses student misconceptions that impact conceptual understanding over time.

Teacher demonstrates an understanding of how discipline-based concepts and habits of thinking relate to one another or build upon one another over the course of an academic year as well as in previous and future years.

CP2


• CP3: Frequency language was replaced with language from the framework.

• Strong emphasis on conceptual understanding.

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Version 2 Version 3

CP3 Teaching Approaches and/or Strategies: Pedagogical content knowledge

Discipline-specific teaching approaches

Unsat.

Instruction is rarely or never consistent with pedagogical content knowledge and does not support students in discipline-specific habits of thinking.

Teacher rarely uses discipline-specific teaching approaches and strategies that develop students’ conceptual understanding and discipline-specific habits of thinking.

Basic

Instruction is occasionally consistent with pedagogical content knowledge and supports students in discipline-specific habits of thinking.

Teacher uses discipline-specific teaching approaches and strategies that develop students’ conceptual understanding and discipline-specific habits of thinking at one or two points within a unit.

Proficient

Instruction is frequently consistent with pedagogical content knowledge and supports students in discipline-specific habits of thinking.

Teacher uses discipline-specific teaching approaches and strategies that develop students’ conceptual understanding and discipline-specific habits of thinking throughout the unit, but not daily.

Disting.

Instruction is always consistent with pedagogical content knowledge and supports students in discipline-specific habits of thinking.

Teacher uses discipline-specific teaching approaches and strategies that develop students’ conceptual understanding and discipline-specific habits of thinking on a daily basis.


• CP4 in version 3 is CP5 from version 2 with more specific language.

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Basic



Proficient


Teacher uses multiple strategies – such as time, space, structure and materials –to differentiate for individual learning strengths and needs.

Disting.


Teacher uses multiple strategies – such as time, space, structure and materials – to differentiate for individual learning strengths and needs. Teacher provides targeted and flexible supports within the strategies.

CP4


• CP6 & CP7 from version 2 were combined into CP5 in version 3. Gradual release is a scaffolding approach. A close read of CP5 in version 3 shows how gradual release remains a strong part of the rubric.

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Version 2 Version 3CP6CP7

CP6: Scaffolds for Learning: Scaffolds the taskCP7: Scaffolds for Learning: Gradual release of responsibility

CP5: Use of Scaffolds

Unsat.

CP 6: Teacher rarely or never provides scaffolds and structures that are related to and support the development of the targeted concepts and/or skills.

CP 5: Teacher does not provide scaffolds that are related to or support the development of the targeted concepts and/or skills. If teacher uses scaffolds, he or she does not release responsibility to students.Unsat.

CP 7: Teacher rarely or never uses strategies for the purpose of gradually releasing responsibility to students to promote learning and independence.

Basic

CP 6: Teacher provides limited scaffolds and structures that may or may not be related to and support the development of the targeted concepts and/or skills.

CP 5: Teacher provides scaffolds that are clearly related to and support the development of the targeted concepts and/or skills. Using scaffolds, the teacher gradually releases responsibility to students to promote learning and independence. Basic.

CP 7: Teacher occasionally uses strategies for the purpose of gradually releasing responsibility to students to promote learning and independence.

CP5


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Version 2 Version 3CP6CP7

CP6: Scaffolds for Learning: Scaffolds the taskCP7: Scaffolds for Learning: Gradual release of responsibility

CP5: Use of Scaffolds

Proficient

CP 6: Teacher provides scaffolds and structures that are clearly related to and support the development of the targeted concepts and/or skills.

CP 5: Teacher provides scaffolds that are clearly related to and support the development of the targeted concepts and/or skills. Using scaffolds, the teacher gradually releases responsibility to students to promote learning and independence. Students expect to be self-reliant.Proficient

CP 7: Teacher frequently uses strategies for the purpose of gradually releasing responsibility to students to promote learning and independence.

Disting.

CP 6: Teacher provides scaffolds and structures that are clearly related to and support the development of the targeted concepts and/or skills. Students use scaffolds across tasks with similar demands.

CP 5: Teacher provides scaffolds that are clearly related to and support the development of the targeted concepts and/or skills. Using scaffolds, the teacher gradually releases responsibility to students to promote learning and independence. Students expect to be self-reliant. Students use scaffolds across tasks with similar demands.Disting.

CP 7: Teacher consistently uses strategies for the purpose of gradually releasing responsibility to students to promote learning and independence. Students expect to be self-reliant.

CP5


• CP1 & CP3: Frequency language was replaced.

• CP2 & CP3: Instead of having three indicators about teacher content knowledge and instructional practices – CP2,3 & 4 from version 2 –version 3 has two: CP2 is about teacher knowledge of content for teaching and CP3 is explicitly about discipline-specific instruction and conceptual understanding.

• CP2 in version 3 is CP4 from version 2. The terms solid and in-depth were replaced with more concrete language from the framework.

• CP4 in version 3 is CP5 from version 2 with more specific language.

• CP6 & CP7 from version 2 were combined into CP5 in version 3. Gradual release is a scaffolding approach. A close read of CP5 in version 3 shows how gradual release remains a strong part of the rubric.

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Changes inASSESSMENT for STUDENT LEARNING

indicators

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Assessment for Student Learning

• A1 in version 3 continues to be about students assessing their own learning on a daily basis.

• Removed frequency language.

• Students using success criteria to improve their own learning has been moved to A1 in version 3.

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Version 2 Version 3

A1 Assessment: Self-assessment of learning connected to the success criteria

Student self-assessment

Unsat.Students are rarely or never given an opportunity to assess their own learning in relation to the success criteria for the learning target.

Teacher does not provide an opportunity for students to assess their own learning in relation to the success criteria for the learning target(s).

Basic

Students are occasionally given an opportunity to assess their own learning in relation to the success criteria for the learning target.

Teacher provides an opportunity for students to assess their own learning in relation to the success criteria for the learning target(s) in ways that may not deepen student understanding of progress toward the target(s).

Proficient

Students frequently assess their own learning in relation to the success criteria for the learning target.

Teacher provides an opportunity for students to assess their own learning in relation to the success criteria for the learning target(s) in ways that deepen student understanding of progress toward the target(s).

Disting.

Students consistently assess their own learning in relation to the success criteria and can determine where they are in connection to the learning target.

Teacher provides an opportunity for students to assess their own learning in relation to the success criteria for the learning target(s) in ways that deepen student understanding of progress toward the target(s). Students use success criteria for improvement.

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Version 3: Student-focused indicatorsA1 Student self-assessment

A2 Student use of formative assessments over time

Version 3: Teacher-focused indicators

A3 Quality of formative assessment methods

A4 Teacher use of formative assessments


A5 Collection systems for formative assessment data


• A2: Frequency language was replaced with language from the framework.

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Version 2 Version 3A5 Assessment: Student use of

assessment dataStudent use of formative assessments over time

Unsat.Students rarely or never use assessment data to assess their own learning.

Students do not use formative assessments to assess their own learning.

Basic

Students occasionally use assessment data to assess their own learning, determine learning goals and monitor progress over time.

Students use formative assessments at least two to three times per year/course to assess their own learning, determine learning goals, and monitor progress over time.

Proficient

Students frequently use assessment data to assess their own learning, determine learning goals and monitor progress over time.

Students use formative assessments at least two to three times per year/course and use formative assessments within a unit or two to assess their own learning, determine learning goals, and monitor progress over time.

Disting.

Students consistently use assessment data to assess their own learning, determine learning goals and monitor progress over time.

Students use formative assessments at least two to three times per year/course and use formative assessments within each unit to assess their own learning, determine learning goals, and monitor progress over time.

A2


• A2 and A3 from version 2 were combined into A3 in version 3.

• A3 in version 3 has a stronger emphasis on student thinking and learning needs.

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Version 2 Version 3A2A3

A2. Assessment: Demonstration of learningA3. Assessment: Formative assessment opportunities

A3. Quality of formative assessment methods

Unsat.A2. Assessments are not aligned with the learning targets.

A3. Assessment tasks are not aligned with the learning target(s).

Unsat.A3. Teacher rarely or never provides formative assessment opportunities during the lesson.

Basic

A2. Assessment tasks are partially aligned with the learning targets, allowing students to demonstrate some understanding and/or skill related to the targets.

A3. Assessment tasks allow students to demonstrate learning. The quality of the assessment methods provides no information about student thinking and needs.

Basic

A3. Teacher only provides formative assessment opportunities to determine students’ understanding of directions and task.

A3


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Version 2 Version 3A2A3

A2. Assessment: Demonstration of learningA3. Assessment: Formative assessment opportunities

A3. Quality of formative assessment methods

Proficient

A2. Assessment tasks are aligned with the learning targets, allowing students to demonstrate their understanding and/or skill related to the learning targets.

A3. Assessment tasks allow students to demonstrate learning. The quality of the assessment methods provides limited information about student thinking and needs.Proficient

A3. Teacher provides formative assessment opportunities that align with the learning target(s).

Disting.

A2. Assessment tasks are aligned with the learning targets and allow students to demonstrate complex understanding and/or skill related to the learning targets.

A3. Assessment tasks allow students to demonstrate learning. The quality of the assessment methods provides comprehensive information about student thinking and needs.Disting.

A3. Teacher provides a variety of strategies for formative assessment that align with the learning target(s).

A3



• A4 in version 3 moves in-the-moment adjustments to basic.

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Version 2 Version 3A6 Adjustments: Teacher use of

formative assessment dataTeacher use of formative assessments

Unsat.

Teacher rarely or never uses formative assessment data to make instructional adjustments, give feedback to students or modify lessons.

Teacher does not use formative assessments to modify future lessons, make instructional adjustments, or give feedback to students.

BasicTeacher uses formative assessment data to modify future lessons.

Teacher uses formative assessments to modify future lessons or makes in-the-moment instructional adjustments based on completion of task(s).

Proficient

Teacher uses formative assessment data to make in-the-moment instructional adjustments, modify future lessons and give general feedback aligned with the learning target.

Teacher uses formative assessments to modify future lessons, makes in-the-moment instructional adjustments based on student understanding, and gives general feedback aligned with the learning target(s).

Disting.

Teacher uses formative assessment data to make in-the-moment instructional adjustments, modify future lessons and give targeted feedback aligned with the learning target to individual students.

Teacher uses formative assessments to modify future lessons, makes in-the-moment instructional adjustments based on student understanding, and gives targeted feedback aligned with the learning target(s) to individual students.

A4



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Version 2 Version 3A4 Assessment: Collection systems for

formative assessment dataCollection systems for formative assessment data

Unsat.Teacher rarely or never uses an observable system and/or routines for recording formative assessment data.

Teacher does not have routines for recording formative assessment data.

Basic

Teacher has an observable system and routines for recording formative assessment data and occasionally uses the system for instructional purposes.

Teacher has an observable system and routines for recording formative assessment data but does not use the system to inform instructional practice.

Proficient

Teacher has an observable system and routines for recording formative assessment data, uses multiple sources and frequently uses the system for instructional purposes.

Teacher has an observable system and routines for recording formative assessment data and periodically uses the system to inform instructional practice.

Disting.

Teacher has an observable system and routines for recording formative assessment data, uses multiple sources and consistently uses the system for instructional purposes.

Teacher has an observable system and routines for recording formative assessment data and uses the system to inform day-to-day instructional practice.

A5


• A1 in version 3 continues to be about students assessing their own learning on a daily basis. Students using success criteria to improve their own learning has been moved to A1 in version 3.

• The order of A2-A6 in version 2 was changed to group student and teacher actions together. In version 3, A1 & A2 are about students; A3-A5 are about teachers.

• A2, A4 & A5: Frequency language was replaced.

• A2 and A3 from version 2 were combined into A3 in version 3.

• A3 in version 3 has a stronger emphasis on student thinking and learning needs.

• A4 in version 3 moves in-the-moment adjustments to basic.

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Changes inCLASSROOM ENVIRONMENT & CULTURE

indicators

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Classroom Environment & Culture

• CEC1 in version 3 is CEC1 & CEC2 from version 2.

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Version 2 Version 3CEC1CEC2

CEC1: Use of Physical Environment: Arrangement of classroomCEC2: Use of Physical Environment: Accessibility and use of materials

CEC1: Classroom arrangement and resources

Unsat.

CEC 1. Physical environment of the room is unsafe and the arrangement gets in the way or distracts from student learning and the purpose of the lesson. CEC 1. Physical environment of the room

is unsafe or resources are not accessible to all students to support their learning during the lesson.

Unsat.

CEC 2. The resources, materials and technology in the classroom do not relate to the content or current units studied, or are not accessible to all students to support their learning during the lesson.

BasicCEC 1. The physical environment is safe but the arrangement neither supports nor distracts from student learning or the purpose of the lesson. CEC 1. The physical environment is safe. The

resources, materials and technology in the classroom relate to the content or current unit and are accessible to all students.Basic.

CEC 2. The resources, materials and technology in the classroom relate to the content or current unit studied and are accessible to all students but are not referenced by teacher.

CEC1


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CEC1: Use of Physical Environment: Arrangement of classroomCEC2: Use of Physical Environment: Accessibility and use of materials

CEC1: Classroom arrangement and resources

ProficientCEC 1. The physical environment is safe, and the arrangement supports student learning and the purpose of the lesson.

CEC 1. The physical environment is safe. The resources, materials and technology in the classroom relate to the content or current unit and are accessible to all students. The arrangement of the room supports and scaffolds student learning and the purpose of the lesson.

Proficient

CEC 2. The resources, materials and technology in the classroom relate to the content or current unit studied, are accessible to all students and are intentionally used by teacher to support learning.

Disting.

CEC 1. The physical environment is safe, and the arrangement supports student learning and the purpose of the lesson. Teacher and students use the physical arrangement for learning.

CEC 1. The physical environment is safe. The resources, materials and technology in the classroom relate to the content or current unit and are accessible to all students. The arrangement of the room supports and scaffolds student learning and the purpose of the lesson. Students use resources and the arrangement of the room for learning.

Disting.

CEC 2. The resources, materials and technology in the classroom relate to the content or current unit studied, are accessible to all students and are intentionally used by both teacher and student to support learning. Students are familiar and comfortable with using the available resources.

CEC1


• CEC2 has a stronger emphasis on learning routines.

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Version 2 Version 3CEC3 Classroom Routines and Rituals:

Discussion, collaboration and accountability

Learning routines

Unsat.Routines for discussion and collaborative work are absent, poorly executed or do not hold students accountable for their work and learning.

Learning routines for discussion and collaborative work are absent.

BasicRoutines for discussion and collaborative work are present, but may not result in effective discourse. Students are held accountable for completing their work but not for learning.

Learning routines for discussion and collaborative work are present but may not result in effective discourse. Students are held accountable for completing their work but not for learning.

Proficient

Routines for discussion and collaborative work have been taught, are evident, and result in effective discourse related to the lesson purpose. With prompts, students use these routines during the lesson. Students are held accountable for their work and learning.

Learning routines for discussion and collaborative work are present, and result in effective discourse. Students are held accountable for completing their work and for learning.

Disting.

Routines for discussion and collaborative work have been explicitly taught, are evident, and result in effective discourse related to the lesson purpose. Students independently use the routines during the lesson. Students are held accountable for their work, take ownership for their learning and support the learning of others.

Learning routines for discussion and collaborative work are present, and result in effective discourse. Students independently use the routines during the lesson. Students are held accountable for completing their work and for learning. Students support the learning of others.

CEC2


• CEC 3 in version 3 is CEC4 and CEC5 from version 2.

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CEC4. Classroom Routines and Rituals: Use of learning timeCEC5. Classroom Routines & Rituals: Managing student behavior

CEC3: Use of learning time

Unsat.

CEC 4. Teacher or students frequently disrupt or interrupt learning activities, which results in loss of learning time. Transitions are disorganized and result in loss of instructional time.

CEC 3. Instructional time is frequently disrupted.

Unsat.

CEC 5. Teacher rarely or never responds to student misbehavior by following classroom routines and/or building discipline procedures. Student behavior does not change or may escalate.

Basic

CEC 4. Teacher or students occasionally disrupt or interrupt learning activities, which results in some loss of learning time. Some transitions are disorganized and result in loss of instructional time.

CEC 3. Some instructional time is lost through inefficient transitions or management routines. Teacher responds to student misbehavior with uneven results.

Basic.

CEC 5. Teacher responds to student misbehaviorby following classroom routines and/or building discipline procedures, but with uneven student behavior results.

CEC3


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CEC4. Classroom Routines and Rituals: Use of learning timeCEC5. Classroom Routines & Rituals: Managing student behavior

CEC3: Use of learning time

ProficientCEC 4. Learning time is mostly maximized in service of learning. Transitions are teacher-dependent and maximize instructional time. CEC 3. Instructional time is maximized in service of

learning through efficient transitions, management routines and positive student discipline. Student misbehavior is rare.Proficient

CEC 5. Teacher responds to student misbehavior by following classroom routines and building discipline procedures. Student misbehavior is rare.

Disting.CEC 4. All available time is maximized in service of learning. Transitions are student-managed, efficient, and maximize instructional time. CEC 3. Instructional time is maximized in service of

learning through efficient transitions, management routines and positive student discipline. Students manage themselves, assist each other in managing behavior, or exhibit no misbehavior.Disting.

CEC 5. Teacher responds to student misbehavior by following classroom routines and building discipline procedures. Student behavior is appropriate. Students manage themselves, assist each other in managing behavior, or there is no student misbehavior.

CEC3


• CEC4 in version 3 is CEC6 from version 2.

• CEC4: meeting individual circumstances was changed to identity of the student as a learner.

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Version 2 Version 3CEC6 Classroom Culture: Student status Student Status

Unsat.Teacher does not develop appropriate and positive teacher-student relationships that attend to students’ well-being. Patterns of interaction or lack of interaction promote rivalry and/or unhealthy competition among students or some students are relegated to low status positions.

Teacher does not develop positive teacher-student relationships that attend to students’ well-being. Patterns of interaction or lack of interaction promote rivalry and/or unhealthy competition among students or some students are relegated to low status positions.

BasicTeacher demonstrates appropriate teacher-student relationships that foster students’ well-being. Patterns of interaction between teacher and students may send messages that some students’ contributions are more valuable than others.

Teacher demonstrates positive teacher-student relationships that foster students’ well-being. Patterns of interaction between teacher and students and among students may send messages that some students’ contributions are more valuable than others.

Proficient

Teacher and students demonstrate appropriate teacher-student and student-student relationships that foster students’ well-being and adapt to meet individual circumstances. Patterns of interaction between teacher and students and among students indicate that all are valued for their contributions.

Teacher and students demonstrate positive teacher-student and student-student relationships that foster students’ well-being and develop their identity as learners. Patterns of interaction between teacher and students and among students indicate that all are valued for their contributions.

Disting.

Teacher and students demonstrate appropriate teacher-student and student-student relationships that foster students’ well-being and adapt to meet individual circumstances. Patterns of interaction between teacher and students and among students indicate that all are valued for their contributions. Teacher creates opportunities for students’ status to be elevated.

Teacher and students demonstrate positive teacher-student and student-student relationships that foster students’ well-being and develop their identity as learners. Patterns of interaction between teacher and students and among students indicate that all are valued for their contributions. Teacher creates opportunities for student status to be elevated.

CEC4


• CEC5 in version 3 is CEC7 from version 2

• CEC5: Frequency language was replaced with language from the framework.

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Version 2 Version 3CEC7 CEC7. Classroom Culture: Norms for

learningCEC5: Norms for learning

Unsat.Classroom norms are not evident and/or do not address risk taking, collaboration, respect for divergent thinking or students’ culture.

Classroom norms are not evident and/or do not address risk-taking, collaboration, respect for divergent thinking or students’ cultures.

Basic

Classroom norms are evident and encourage risk taking, collaboration, respect for divergent thinking and students’ culture. Teacher and student interactions occasionally align with the norms.

Classroom norms are evident but result in uneven patterns of interaction that do not encourage risk-taking, collaboration, respect for divergent thinking and students’ cultures.

Proficient

Classroom norms are evident and encourage risk taking, collaboration, respect for divergent thinking and students’ culture. Teacher and student interactions frequently align with the norms.

Classroom norms are evident and result in patterns of interaction that encourage risk-taking, collaboration, respect for divergent thinking and students’ cultures.

Disting.

Classroom norms are evident and encourage risk taking, collaboration, respect for divergent thinking and students’ culture. Teacher and students refer to the norms and/or interactions consistently align with the norms. Students remind one another of the norms.

Classroom norms are evident and result in patterns of interaction that encourage risk-taking, collaboration, respect for divergent thinking and students’ cultures. Students self-monitor or remind one another of the norms.

CEC5


• CEC1 in version 3 is CEC1 & CEC2 from version 2.

• CEC2 has a stronger emphasis on learning routines.

• CEC 3 in version 3 is CEC4 and CEC5 from version 2.

• CEC4 in version 3 is CEC6 – Student Status - from version 2.

• CEC4: meeting individual circumstances was changed to identity of the student as a learner.

• CEC 5 in version 3 is CEC7 – Norms - from version 2.

• CEC5: Frequency language was replaced with language from the framework.

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Changes inPROFESSIONAL COLLABORATION &

COMMUNICATION indicators

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Professional Collaboration & Communication

• PCC1 in version 3 is PCC1 & PCC2 from version 2.

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Version 2 Version 3PCC1PCC2

PCC1: Professional Learning and Collaboration: Collaboration with peers and administrators to improve student learning

PCC2: Professional Learning and Collaboration: Professional and collegial relationships

PCC1: Collaboration with peers and administrators to improve student learning

Unsat.

PCC 1. Teacher rarely or never collaborates with peers or engages in reflective inquiry for the purpose of improving instructional practice or student learning. PCC 1. Teacher rarely collaborates with peers or

engages in inquiry for the purpose of improving instructional practice or student learning.

Unsat.

PCC 2. Teacher rarely or never develops or sustains professional and collegial relationships for the purpose of student, staff or district growth. Teacher may subvert professional and collegial relationships.

Basic

PCC 1. Teacher collaborates and engages in reflective inquiry with peers and administrators for the purpose of improving instructional practice and student learning. Teacher provides minimal contributions.

PCC 1. Teacher collaborates and engages in inquiry with peers and administrators for the purpose of improving instructional practice and student learning. Teacher provides minimal contributions.

Basic.PCC 2. Teacher develops limited professional and collegial relationships for the purpose of student, staff or district growth.

PCC1


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Version 2 Version 3PCC1PCC2

PCC1: Professional Learning and Collaboration: Collaboration with peers and administrators to improve student learning

PCC2: Professional Learning and Collaboration: Professional and collegial relationships

PCC1: Collaboration with peers and administrators to improve student learning

ProficientPCC 1. Teacher collaborates and engages in reflective inquiry with peers and administrators for the purpose of improving instructional practice and student learning. Teacher contributes to collaborative work.

PCC 1. Teacher collaborates and engages in inquiry with peers and administrators for the purpose of improving instructional practice and student learning. Teacher contributes to collaborative work.

ProficientPCC 2. Teacher develops and sustains professional and collegial relationships for the purpose of student, staff or district growth.

Disting.

PCC 1. Teacher collaborates and engages in reflective inquiry with peers and administrators for the purpose of improving instructional practice, and student and teacher learning. Teacher occasionally leads collaborative work.

PCC 1. Teacher collaborates and engages in inquiry with peers and administrators for the purpose of improving instructional practice, and student and teacher learning. Teacher occasionally leads collaborative work and/or teacher serves as a mentor for others’ growth and development.Disting.

PCC 2. Teacher develops and sustains professional and collegial relationships for the purpose of student, staff or district growth. Teacher serves as a mentor for others’ growth and development.

PCC1


• PCC2 in version 3 is PCC3 from version 2. Frequency language was replaced.

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Version 2 Version 3PCC3 PCC3. Communication and

Collaboration: Parents and guardiansPCC2. Communication and collaboration with parents and guardians

Unsat.Teacher rarely or never communicates in any manner with parents and guardians about student progress..

Teacher rarely communicates in any manner with parents and guardians about student progress.

BasicTeacher occasionally communicates with all parents and guardians about goals of instruction and student progress, but usually relies on only one method for communication or requires support or reminders.

Teacher communicates with all parents and guardians about goals of instruction and student progress, but usually relies on one method for communication or requires support or reminders.

Proficient

Teacher communicates with all parents and guardians about goals of instruction and student progress and uses multiple tools to communicate in a timely and positive manner. Teacher effectively engages in two-way forms of communication and is responsive to parent and guardian insights.

Teacher communicates with all parents and guardians about goals of instruction and student progress using multiple tools to communicate in a timely and positive manner. Teacher considers the language needs of parents and guardians.

Disting.

Teacher communicates with all parents and guardians about goals of instruction and student progress using multiple tools to communicate in a timely and positive manner. Teacher considers the language needs of parents and guardians. Teacher effectively engages in two-way forms of communication and is responsive to parent and guardian insights.

Teacher communicates with all parents and guardians about goals of instruction and student progress using multiple tools to communicate in a timely and positive manner. Teacher considers the language needs of parents and guardians. Teacher effectively engages in two-way forms of communication and is responsive to parent and guardian insights.

PCC2


• PCC3 in version 3 is PCC4 from version 2. The description of the basic performance level was revised.

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Version 2 Version 3PCC4 PCC4. Communication and Collaboration:

Communication within the school community about student progress

PCC3. Communication within the school community about student progress

Unsat.Teacher maintains minimal student records. Teacher rarely communicates student progress information to relevant individuals within the school community.

Teacher maintains student records. Teacher rarely communicates student progress information to relevant individuals within the school community.

Basic

Teacher communicates student progress information to relevant individuals within the school community; however, performance data may have minor flaws or be narrowly defined (e.g., test scores only).

Teacher maintains student records. Teacher communicates student progress information to relevant individuals within the school community; however, performance data may have minor flaws or be narrowly defined (e.g., test scores only).

Proficient

Teacher maintains accurate and systematic student records. Teacher communicates student progress information to relevant individuals within the school community in a timely way, accurately, and in an organized manner, including both successes and challenges.

Teacher maintains accurate and systematic student records. Teacher communicates student progress information – including both successes and challenges – to relevant individuals within the school community in a timely, accurate and organized manner.

Disting.

Teacher maintains accurate and systematic student records. Teacher communicates student progress information to relevant individuals within the school community in a timely way. Teacher and student communicate accurately and positively about student successes and challenges.

Teacher maintains accurate and systematic student records. Teacher communicates student progress information – including both successes and challenges – to relevant individuals within the school community in a timely, accurate and organized manner. Teacher and student communicate accurately and positively about student successes and challenges.

PCC3

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Version 2PCC5 Professional Responsibilities:

Supports school, district, and state curriculum, policy and initiatives

Version 3 – only the indicator number changedPCC4 Support of school, district, and state curricula, policy and initiatives

Version 2PCC6 Professional Responsibilities: Ethics and advocacy

Version 3 – only the indicator number changed

PCC5 Ethics and advocacy



• PCC1 in version 3 is PCC1 & PCC2 from version 2.

• PCC2 in version 3 is PCC3 from version 2. Frequency language was replaced.

• PCC3 in version 3 is PCC4 from version 2. The description of the basic performance level was revised.

• PCC4 in version 3 is PCC5 from version 2.

• PCC5 in version 3 is PCC 6 from version 2.

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Summary / Conclusions

• 5D+ version 3 has the same content as version 2.

• There are fewer indicators.

• Principals who have used version 3 say it is even more concise and clear than version 2.

• The revisions address the questions that consistently surfaced during rater reliability sessions.

• Go forth and grow!

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Questions?Write your questions or comments in the “Questions” panel.

Getting Alignment Around Instructional Effectiveness

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DISTRICT LEADERSHIP

Helping district leaders to develop policies, practices and structure that support principals and teachers in

delivering high-quality instruction.

SCHOOL LEADERSHIP

Helping district leaders and principals observe, analyze

and lead for high-quality instruction.

TEACHING EFFECTIVENESSDeveloping the teaching expertise necessary to ensure that all students

learn at high levels.

STUDENTLEARNING

All students, regardless of race,

class, language and disability, achieve at

high levels.

To receive updates and materials, please sign up for the CEL mailing list or visit us at:

www.k-12leadership.org

Email: [email protected]

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Documents

May 17, 2016 Introducing the 5D+™ Rubric for Instructional