Rubric

Standards Performance Continuum

A Rubric for Observing Classroom Enactments of CREDE’s Standards for Effective Pedagogy

 

NOT OBSERVED

EMERGING

DEVELOPING

ENACTING

INTEGRATING

General Definition:

The standard is not observed.

One or more elements of the standard are enacted.

The teacher designs and enacts activities that demonstrate a partial enactment of the standard.

The teacher designs, enacts, and assists in activities that demonstrate a complete enactment of the standard.

The teacher designs, enacts, and assists in activities that demonstrate skillful integration of multiple standards simultaneously.

Joint Productive Activity

 

Teacher and Students Producing Together

Joint Productive Activity is not observed.

Students are seated with a partner or group, AND (a) collaborate or assist one another, OR (b) are instructed in how to work in groups, OR (c) contribute individual work, not requiring collaboration, to a joint product.

The teacher and students collaborate on a joint product in a whole-class setting, OR students collaborate on a joint product in pairs or small groups.

The teacher and a small group of students collaborate on a joint product.

The teacher designs, enacts, and collaborates in joint productive activities that demonstrate skillful integration of multiple standards simultaneously.

Language & Literacy Development

 

Developing Language and Literacy Across the Curriculum

Language & Literacy Development is not observed.

The teacher (a) explicitly models appropriate language; OR (b) students engage in brief, repetitive, or drill-like reading, writing, or speaking activities; OR (c) students engage in social talk while working.

The teacher provides structured opportunities for academic language development in sustained reading, writing or speaking activities.

The teacher designs and enacts instructional activities that generate language expression and development of content vocabulary, AND assists student language expression and development through questioning, rephrasing, or modeling.

The teacher designs, enacts, and assists in language development activities that demonstrate skillful integration of multiple standards simultaneously.

Contextualization

 

Making Meaning — Connecting School to Students’ Lives

Contextualiza-tion is not observed.

The teacher (a) includes some aspect of students’ everyday experience in instruction, OR (b) connects classroom activities by theme or builds on the current unit of instruction, OR (c) includes parents or community members in activities or instruction.

The teacher makes incidental connections between students’ prior experience/knowledge from home, school, or community and the new activity/information.

The teacher integrates the new activity/information with what students already know from home, school, or community.

The teacher designs, enacts, and assists in contextualized activities that demonstrate skillful integration of multiple standards simultaneously.

 

Challenging Activities

 

Teaching Complex Thinking

Challenging Activity is not observed.

The teacher (a) accommodates students’ varied ability levels, OR (b) connects student comments to content concepts, OR (c) sets and presents standards for student performance, OR (d) provides students with feedback on their performance.

The teacher designs and enacts activities that connect instructional activities to academic content OR advance student understanding to more complex levels.

The teacher designs and enacts activities that are connected to academic content; assists and uses challenging standards to advance student understanding to more complex levels; AND provides students with feedback on their performance.

The teacher designs, enacts, and assists in challenging activities

that demonstrate skillful integration of multiple standards simultaneously.

Instructional Conversation

 

Teaching Through Conversation

Instructional Conversation is not observed.

The teacher (a) responds to student talk in ways that are comfortable for students, OR (b) uses questioning, listening or rephrasing to elicit student talk, OR (c) converses with students on a nonacademic topic.

The teacher converses with a small group of students on an academic topic AND elicits student talk with questioning, listening, rephrasing, or modeling.

The teacher: designs and enacts an instructional conversation (IC) with a clear academic goal; listens carefully to assess and assist student understanding; AND questions students on their views, judgments, or rationales. All students are included in the IC, AND student talk occurs at higher rates than teacher talk.

The teacher designs, enacts, and assists in instructional conversations that demonstrate skillful integration of multiple standards simultaneously.

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