Teacher Evaluation Rubrics

by Kim Marshall Revised January 2, 2014

Organization, Rationale, and Suggestions for Implementation
1. The rubrics have six domains covering all aspects of a teachers job performance:
A. Planning and Preparation for Learning
B. Classroom Management
C. Delivery of Instruction
D. Monitoring, Assessment, and Follow-Up
E. Family and Community Outreach
F. Professional Responsibilities
2. The rubrics use a four-level rating scale:
4 Highly Effective Master teacher performance that meets very demanding criteria
3 Effective Solid, expected professional performance; teachers should feel good about scoring at this level
2 Improvement Necessary Performance is mediocre; no teacher should be content to remain at this level
1 Does Not Meet Standards Unacceptable performance leading to an improvement plan, intensive support,
and, if improvement isnt made within a reasonable amount of time, dismissal
3. These rubrics aim to provide a shared definition of the work teachers do with students and colleagues. To gather the
information needed to fill out the rubrics at the end of a school year, supervisors need to make frequent, short,
unannounced classroom visits (at least ten per teacher per year); have a face-to-face coaching conversation after each one
(ideally in the teachers classroom when students arent there); regularly observe teachers in team meetings and other
settings; and possibly look at student survey data. The rubrics should not be used as checklists during classroom visits or
in post-observation conferences their comprehensive scope and evaluative tone are likely to hamper thoughtful
observation and effective coaching. Rather, the rubrics should inform teachers work and supervisors observations
throughout the year and serve as a memory prompt and structuring protocol when its time to evaluate the years work.
4. This suggests that the rubrics should be used formally at three points: (a) As school opens, teachers self-assess, meet
with their supervisor, and set 2-3 improvement goals; (b) At mid-year, teacher and supervisor meet and compare ratings
page by page, discuss any differences, assess progress on the teachers goals, and identify areas for growth; and (c) At the
end of the year, teacher and supervisor repeat this process and reach closure on the years ratings (the supervisor, of
course, has the final say). Evaluation meetings work best if the teacher and supervisor fill out the rubrics beforehand,
discuss only the areas where they disagree, and talk about those areas based on the teachers actual performance. Some
supervisors sugar-coat criticism and give inflated scores to keep the peace and avoid hurt feelings. This does not help
teachers improve. The best thing a supervisor can do for an underperforming teacher is to visit frequently, give candid,
evidence-based feedback, listen to the teachers concerns, and organize robust follow-up support.
5. When scoring each rubric line, its best to read the Effective level first, and if that doesnt capture the teachers work,
look left or right and mark the level that contains the most accurate description. When all ten lines are done, the page
provides a graphic display of areas that deserve praise and those that need improvement. The supervisor gives an overall
rating at the bottom and writes a brief comment (if needed), and when all six pages have been scored, records the ratings
on the summary page, gives the teacher an overall rating, and they both write summative comments and sign off.
6. When an entire staff is scored honestly using the rubrics, its possible to create a color-coded spreadsheet that can serve
as a (confidential) road-map for schoolwide professional development (see the samples on page 9 and 10).
7. The rubrics synthesize an extensive research base on classroom and professional practices that affect childrens
learning. Although student achievement is not evaluated by the rubrics, its reasonable to assume that in a well-run school
(positive climate, professional working conditions, aligned curriculum, etc.) the more Effective and Highly Effective
ratings a teacher has, the better students will do. For ideas on how to include student learning in the teacher-evaluation
process, see Marshalls book, Rethinking Teacher Supervision and Evaluation (Jossey-Bass, 2nd edition, 2013, p. 121).
8. The rubrics are open source and may be used and adapted by schools and districts as they see fit.

A. Planning and Preparation for Learning

The teacher:

Highly Effective

Effective

2
Improvement
Necessary

1
Does Not Meet
Standards

a.
Knowledge

Is expert in the subject area

and up to date on authoritative
research on child development
and how students learn.

Knows the subject matter well Is somewhat familiar with the

and has a good grasp of child subject and has a few ideas of
development and how students ways students develop and
learn.
learn.

b.
Standards

Has a detailed plan for the

year that is tightly aligned
with high standards and
ensures success on
standardized assessments.

Plans the year so students will

Has done some thinking about Plans lesson by lesson and has
meet high standards and be
how to cover high standards little familiarity with state
ready for standardized
and test requirements this year. standards and tests.
assessments.

Plans almost all units with big

ideas, essential questions,
knowledge, skill, transfer, and
non-cognitive goals covering
most Bloom levels.

Plans most units with big

ideas, essential questions,
knowledge, skill, and noncognitive goals.

c.
Units

Plans lessons with some

thought to larger goals and
objectives and higher-order
thinking skills.

Has little familiarity with the

subject matter and few ideas
on how to teach it and how
students learn.

Teaches on an ad hoc basis

with little or no consideration
for long-range curriculum
goals.

d.
Assessments

Prepares diagnostic, on-thePlans on-the-spot and unit

spot, interim, and summative
assessments to measure
assessments to monitor
student learning.
student learning.

Drafts unit tests as instruction Writes final tests shortly

proceeds.
before they are given.

e.
Anticipation

Anticipates students'
misconceptions and
confusions and develops
multiple strategies to
overcome them.

Anticipates misconceptions
that students might have and
plans to address them.

Has a hunch about one or two

Proceeds without considering
ways that students might
misconceptions that students
become confused with the
might have about the material.
content.

f.
Lessons

Designs each lesson with

clear, measurable, achievable
goals closely aligned with
standards and unit outcomes.

Designs lessons focused on

measurable, achievable
outcomes aligned with unit
goals.

Plans lessons with some

consideration of long-term
goals.

g.
Engagement

Designs highly relevant

lessons that will motivate
virtually all students and engage them in active learning.

Plans lessons that will catch

Designs lessons that are
some students interest and
relevant, motivating, and
perhaps get a discussion
likely to engage most students.
going.

h.
Materials

Designs lessons that use an

Designs lessons that use an
Plans lessons that involve a
effective mix of high-quality,
appropriate, multicultural mix mixture of good and mediocre
multicultural learning
of materials and technology. learning materials.
materials and technology.
Designs lessons that break

i.
down complex tasks and
Differentiation address students' learning
needs, styles, and interests.

j.
Environment

Plans lessons with some

Designs lessons that target
thought as to how to
several learning needs, styles,
accommodate special needs
and interests.
students.

Uses room arrangement,

Organizes furniture and
Organizes classroom furniture,
materials, and displays to
materials to support the
materials, and displays to
create an inviting climate and
lesson, with only a few
support unit and lesson goals.
maximize student learning.
decorative displays.

Overall rating:____________________________ Comments:

Plans lessons aimed primarily

at entertaining students or
covering textbook chapters.

Plans lessons with very little

likelihood of motivating or
involving students.

Plans lessons that rely mainly

on mediocre and low-quality
textbooks, workbooks, or
worksheets.

Plans lessons with no

differentiation.

Has a conventional furniture

arrangement, hard-to-access
materials, and few wall
displays.

B. Classroom Management

The teacher:
a.
Expectations

Highly Effective

Effective

Shows warmth, caring,

relationships.
Creates a climate of respect
and buy-in such that disruption
of learning is virtually
unthinkable.
Implements a program that

Comes up with ad hoc rules

and consequences as events
unfold during the year.

Is fair and respectful toward

most students and builds
positive relationships with
some.

Wins almost all students

respect and discipline
problems are few and far
between.

Is not respected by students

Wins the respect of some
and the classroom is
students but there are regular
frequently chaotic and
disruptions in the classroom.
sometimes dangerous.

Fosters positive interactions

emotional skills.

Successfully inculcates class

routines up front so that
students maintain them
throughout the year.

1
Does Not Meet
Standards

Is fair and respectful toward

students and builds positive
relationships.

d.
successfully develops positive
among students and teaches
Social-emotional interactions and socialuseful social skills.

e.
Routines

Improvement
Necessary

Is direct, specific, consistent,

Clearly communicates and
Announces and posts
and tenacious in
consistently enforces high
classroom rules and
communicating and enforcing
standards for student behavior. consequences.
very high expectations.

b.
respect, and fairness for all
Relationships students and builds strong

c.
Respect

Teaches routines and has

students maintain them all
year.

Is sometimes harsh, unfair,

and disrespectful with
students and/or plays
favorites.

Often lectures students on the

Publicly berates bad
need for good behavior, and
students, blaming them for
makes an example of bad
their poor behavior.
students.
Does not teach routines and is
Tries to train students in class
constantly nagging,
routines but many of the
threatening, and punishing
routines are not maintained.
students.

Gets virtually all students to be

Develops students selfself-disciplined, take
Tries to get students to be
f.
discipline and teaches them to
responsibility for their actions,
responsible for their actions,
take responsibility for their
Responsibility and have a strong sense of
but many lack self-discipline.
own actions.
efficacy.

Is unsuccessful in fostering
self-discipline in students;
they are dependent on the
teacher to behave.

g.
Repertoire

Has a highly effective

discipline repertoire and can
capture and hold students
attention any time.

Has a repertoire of discipline

moves and can capture and
maintain students attention.

h.
Efficiency

Skillfully uses coherence,

momentum, and transitions so
that almost every minute of
classroom time produces
learning.

Sometimes loses teaching

Maximizes academic learning
time due to lack of clarity,
time through coherence, lesson
interruptions, inefficient
momentum, and smooth
transitions, and off-task
transitions.
teacher behavior.

i.
Prevention

Is alert, poised, dynamic, and

Has a confident, dynamic
self-assured and nips virtually
presence and nips most
all discipline problems in the
discipline problems in the bud.
bud.

Tries to prevent discipline

problems but sometimes little
things escalate into big
problems.

Is unsuccessful at spotting and

preventing discipline
problems, and they frequently
escalate.

j.
Incentives

Gets students to buy into a

highly effective system of
incentives linked to intrinsic
rewards.

Uses extrinsic rewards in an

attempt to get students to
cooperate and comply.

Gives out extrinsic rewards

(e.g., free time) without using
them as a lever to improve
behavior.

Uses incentives wisely to

encourage and reinforce
student cooperation.

Overall rating:____________________________ Comments:

Has a limited disciplinary

repertoire and some students
are not paying attention.

Has few discipline skills and

constantly struggles to get
students attention.
Loses a great deal of
instructional time because of
confusion, interruptions,
ragged transitions, and offtask teacher behavior.

C. Delivery of Instruction

The teacher:
a.
Expectations

Highly Effective

Effective

Exudes high expectations,

Conveys to students: This is
urgency, and determination
important, you can do it, and
that all students will master the Im not going to give up on
material.
you.

2
Improvement
Necessary

1
Does Not Meet
Standards

Tells students that the subject

Gives up on some students as
matter is important and they
hopeless.
need to work hard.

Actively inculcates a "growth"

mindset: take risks, learn from Tells students that effective
Doesn't counteract students'
mistakes, through effective
effort, not innate ability, is the misconceptions about innate
effort you can and will achieve key.
ability.
at high levels.

Communicates a "fixed"
mindset about ability: some
students have it, some don't.

c.
Goals

Shows students exactly whats

expected by posting essential
questions, goals, rubrics, and
exemplars; virtually all
students can articulate them.

Gives students a clear sense of

Tells students the main
purpose by posting the units
learning objectives of each
essential questions and the
lesson.
lessons goals.

Begins lessons without giving

students a sense of where
instruction is headed.

d.
Connections

Hooks virtually all students in

units and lessons by activating
knowledge, experience,
reading, and vocabulary.

Activates students prior

knowledge and hooks their
interest in each lesson and new
vocabulary.

Is only sometimes successful

Rarely hooks students interest
in making the subject
or makes connections to their
interesting and relating it to
lives.
things students already know.

e.
Clarity

Presents material clearly and

explicitly, with well-chosen
examples and vivid,
appropriate language.

Uses clear explanations,

appropriate language, and
examples to present material.

Sometimes uses language and Often presents material in a

explanations that are fuzzy,
confusing way, using language
confusing, or inappropriate. that is inappropriate.

f.
Repertoire

Uses a wide range of wellchosen, effective strategies,

questions, materials,
technology, and groupings to
accelerate student learning.

Uses a limited range of

Orchestrates effective
classroom strategies,
strategies, questions, materials,
questions, materials, and
technology, and groupings to
groupings with mixed
foster student learning.
success.

b.
Mindset

g.
Engagement

Gets virtually all students

involved in focused activities, Has students actively think
actively learning and problem- about, discuss, and use the
solving, losing themselves in ideas and skills being taught.
the work.

Successfully reaches virtually

all students by skillfully
h.
differentiating and scaffolding
Differentiation and using peer and adult
helpers.

i.
Nimbleness

j.
Closure

Differentiates and scaffolds

instruction and uses peer and
adult helpers to accommodate
most students learning needs.

Deftly adapts lessons and units Is flexible about modifying

to exploit teachable moments lessons to take advantage of
and correct misunderstandings. teachable moments.

Attempts to get students

actively involved but some
students are disengaged.

Mostly lectures to passive

students or has them plod
through textbooks and
worksheets.

Attempts to accommodate
students with learning
deficits, but with mixed
success.

Fails to differentiate
instruction for students with
learning deficits.

Sometimes doesn't take

advantage of teachable
moments.

Is rigid and inflexible with

lesson plans and rarely takes
advantage of teachable
moments.

Consistently has students

summarize and internalize
Has students sum up what they Sometimes brings closure to
what they learn and apply it to have learned and apply it in a lessons and asks students to
real-life situations and future different context.
think about applications.
opportunities.

Overall rating:____________________________ Comments:

Uses only one or two teaching

strategies and types of
materials and fails to reach
most students.

Moves on at the end of each

lesson without closure or
application to other contexts.

D. Monitoring, Assessment, and Follow-Up

The teacher:
a.
Criteria

b.
Diagnosis

c.
On-the-Spot

Highly Effective

Effective

2
Improvement
Necessary

1
Does Not Meet
Standards

Consistently posts and reviews

clear criteria for good work,
Posts criteria for proficiency,
with rubrics and exemplars of including rubrics and
student work at each level of exemplars of student work.
proficiency.

Tells students some of the

qualities that their finished
work should exhibit.

Gives students a wellconstructed diagnostic

assessment up front, and uses
the information to fine-tune
instruction.

Diagnoses students
knowledge and skills up front
and makes small adjustments
based on the data.

Does a quick K-W-L (Know,

Begins instruction without
Want to Know, Learned)
diagnosing students' skills and
exercise before beginning a
knowledge.
unit.

Uses a variety of effective

methods to check for
understanding; immediately
unscrambles confusion and
clarifies.

Frequently checks for

understanding and gives
students helpful information if
they seem confused.

Uses mediocre methods (e.g.,

Uses ineffective methods ("Is
thumbs up, thumbs down) to
everyone with me?") to check
check for understanding
for understanding.
during instruction.

Has students set ambitious

Has students set goals, self-

Urges students to look over

d.
goals, continuously self-assess,
their work, see where they
assess, and know where they
had trouble, and aim to
Self-Assessment and take responsibility for
stand academically at all times.
improving performance.

improve those areas.

Expects students to know (or

figure out) what it takes to get
good grades.

Allows students to move on

without assessing and
improving problems in their
work.

Frequently posts students

work with rubrics and
commentary to celebrate
progress and motivate and
direct effort.

Regularly posts students work

Posts some A student work
to make visible their progress
as an example to others.
with respect to standards.

Posts only a few samples of

student work or none at all.

f.
Interims

Works with colleagues to

immediately use interim
assessment data to fine-tune
teaching, re-teach, and help
struggling students.

Promptly uses data from

Returns tests to students and
interim assessments to adjust
follows up by clarifying a few
teaching, re-teach, and follow
items that caused problems.
up with failing students.

Is slow getting test results

back to students and moves on
without analyzing data and
following up with students.

g.
Tenacity

Relentlessly follows up with

struggling students with
personal attention so that
virtually all reach proficiency.

Takes responsibility for

students who are not
succeeding and gives them
extra help.

h.
Support

Makes sure that students who

When necessary, refers
need specialized diagnosis and
students for specialized
help receive appropriate
diagnosis and extra help.
services immediately.

Sometimes doesnt refer

students promptly for special
help, and/or refers students
who dont need it.

i.
Analysis

Works with colleagues to

analyze and chart data, draw
action conclusions, and
leverage student growth.

Analyzes data from

assessments, draws
conclusions, and shares them
appropriately.

Records students grades and

Records students grades and
notes some general patterns
moves on with the curriculum.
for future reference.

j.
Reflection

Works with colleagues to

reflect on what worked and
what didn't and continuously
improve instruction.

Reflects on the effectiveness

At the end of a teaching unit Does not draw lessons for the
of lessons and units and
or semester, thinks about what future when teaching is
continuously works to improve
might have been done better. unsuccessful.
them.

e.
Recognition

Overall rating:____________________________ Comments:

Tells students that if they fail a

Offers students who fail tests
test, thats it; the class has to
some additional time to study
move on to cover the
and do re-takes.
curriculum.
Often fails to refer students for
special services and/or refers
students who do not need
them.

E. Family and Community Outreach

The teacher:

Highly Effective

Effective

2
Improvement
Necessary

1
Does Not Meet
Standards

Shows great sensitivity and

respect for family and
community culture, values,
and beliefs.

Tries to be sensitive to the

Communicates respectfully
culture and beliefs of
with parents and is sensitive to
students families but
different families culture and
sometimes shows lack of
values.
sensitivity.

b.
Belief

Shows each parent an in-depth

knowledge of their child and a
strong belief that he or she will
meet or exceed standards.

Shows parents a genuine

interest and belief in each
childs ability to reach
standards.

Does not communicate to

Tells parents that he or she
parents knowledge of
cares about their children and
individual children or concern
wants the best for them.
about their future.

c.
Expectations

Gives parents clear, userfriendly learning and behavior

expectations and exemplars of
proficient work.

Gives parents clear

expectations for student
learning and behavior for the
year.

Sends home a list of

classroom rules and the
syllabus for the year.

Doesn't inform parents about

learning and behavior
expectations.

Makes sure parents hear

Promptly informs parents of

Lets parents know about

problems their children are
having but rarely mentions
positive news.

Seldom informs parents of

concerns or positive news
about their children.

Frequently involves parents in Updates parents on the

supporting and enriching the unfolding curriculum and
curriculum for their children as suggests ways to support
it unfolds.
learning at home.

Sends home occasional

suggestions on how parents
can help their children with
schoolwork.

Rarely if ever communicates

with parents on ways to help
their children at home.

Assigns highly engaging

homework, gets close to a
100% return, and promptly
provides helpful feedback.

Assigns appropriate
homework, holds students
accountable for turning it in,
and gives feedback.

Assigns homework, keeps

track of compliance, but
rarely follows up.

Assigns homework but is

resigned to the fact that many
students wont turn it in, and
doesn't follow up.

Responds promptly to parent

concerns and makes parents
feel welcome in the school.

Is slow to respond to some

parent concerns and comes
across as unwelcoming.

Does not respond to parent

concerns and makes parents
feel unwelcome in the
classroom.

Uses report card conferences

to tell parents the areas in
which their children can
improve.

Gives out report cards and

expects parents to deal with
the areas that need
improvement.

a.
Respect

d.
positive news about their
behavior and learning
Communication children first, and immediately problems, and also updates
flags any problems.

e.
Involving

f.
Homework

Deals immediately and

g.
successfully with parent
Responsiveness concerns and makes parents
feel welcome any time.

parents on good news.

Is often insensitive to the

culture and beliefs of students
families.

h.
Reporting

Uses student-led conferences,

report cards, and informal
Uses conferences and report
talks to give parents detailed cards to give parents feedback
and helpful feedback on
on their childrens progress.
childrens progress.

i.
Outreach

Successfully contacts and

works with virtually all
parents, including those who
are hard to reach.

Tries to contact all parents,

Reaches out to all parents and
Makes little or no effort to
but ends up talking mainly to
is tenacious in contacting hardcontact parents.
the parents of high-achieving
to-reach parents.
students.

j.
Resources

Successfully enlists classroom

volunteers and extra resources
from homes and the
community to enrich the
curriculum.

Reaches out to families and

community agencies to bring
in volunteers and additional
resources.

Overall rating:____________________________ Comments:

Asks parents to volunteer in Does not reach out for extra

the classroom and contribute support from parents or the
extra resources.
community.

F. Professional Responsibilities

The teacher:

Highly Effective

Effective

2
Improvement
Necessary

1
Does Not Meet
Standards

a.
Attendance

Has perfect or near-perfect

attendance (98-100%).

Has moderate absences (6Has many absences (11% or

Has very good attendance (9510%). If there are extenuating more). If there are extenuating
97%).
circumstances, state below.
circumstances, state below.

b.
Language

In professional contexts,
speaks and writes correctly,
succinctly, and eloquently.

Periodically makes errors in Frequently makes errors in

Uses correct grammar, syntax,
grammar, syntax, usage
grammar, syntax, usage,
usage, and spelling in
and/or spelling in professional and/or spelling in professional
professional contexts.
contexts.
contexts.

c.
Reliability

Carries out assignments

conscientiously and
punctually, keeps meticulous
records, and is never late.

Is punctual and reliable with

paperwork, duties, and
assignments; keeps accurate
records.

Occasionally skips
assignments, is late, makes
errors in records, and misses
paperwork deadlines.

Frequently skips assignments,

is late, makes errors in
records, and misses paperwork
deadlines.

Demonstrates professional
demeanor and maintains
appropriate boundaries.

Occasionally acts and/or

dresses in an unprofessional
manner and/or violates
boundaries.

Frequently acts and/or dresses

in an unprofessional manner
and violates boundaries.

Is invariably ethical, honest,

and forthright, uses
impeccable judgment, and
respects confidentiality.

Is ethical and forthright, uses

good judgment, and maintains
confidentiality with student
information.

Sometimes uses questionable

judgment, is less than
completely honest, and/or
discloses student information.

Is frequently unethical,
dishonest, uses poor judgment,
and/or discloses student
information.

f.
Above-andbeyond

Is an important member of
teacher teams and committees
and frequently volunteers for
extra activities.

Shares responsibility for gradeWhen asked, will serve on a Declines invitations to serve
level and schoolwide activities
committee and attend an extra on committees and attend
and takes part in extra
activity.
extra activities.
activities.

g.
Leadership

Frequently contributes
valuable ideas and expertise
and instills in others a desire to
improve student results.

Is a positive team player and

Occasionally suggests an idea Rarely if ever contributes
contributes ideas, expertise,
aimed at improving the
ideas that might help improve
and time to the overall mission
school.
the school.
of the school.

h.
Openness

Actively seeks out feedback

and suggestions from students,
parents, and colleagues and
uses them to improve
performance.

Listens thoughtfully to other

viewpoints and responds
constructively to suggestions
and criticism.

Meets at least weekly with

Collaborates with colleagues

Presents as a consummate

d.
professional and always
Professionalism observes appropriate
boundaries.

e.
Judgment

i.
colleagues to plan units, share to plan units, share teaching
ideas, and look at student
Collaboration ideas, and analyze interim

j.
Growth

Is somewhat defensive but

does listen to feedback and
suggestions.

Is very defensive about

criticism and resistant to
changing classroom practice.

Meets occasionally with

colleagues to share ideas
about teaching and students.

Meets infrequently with

colleagues, and conversations
lack educational substance.

assessments.

work.

Actively reaches out for new

ideas and engages in action
research with colleagues to
figure out what works best.

Seeks out effective teaching

Can occasionally be
ideas from colleagues,
persuaded to try out new
workshops, and other sources
classroom practices.
and implements them well.

Overall rating:____________________________ Comments:

Is not open to ideas for

improving teaching and
learning.

Evaluation Summary Page

Teachers name: ___________________________________________ School year: ________________
School: __________________________________ Subject area: ____________________
Evaluator: ______________________________________________ Position: _____________________
RATINGS ON INDIVIDUAL RUBRICS:
A. Planning and Preparation for Learning:
Highly Effective

Effective

Improvement Necessary

Does Not Meet Standards

Effective

Improvement Necessary

Does Not Meet Standards

Effective

Improvement Necessary

Does Not Meet Standards

B. Classroom Management:
Highly Effective
C. Delivery of Instruction:
Highly Effective

D. Monitoring, Assessment, and Follow-Up:

Highly Effective

Effective

Improvement Necessary

Does Not Meet Standards

Improvement Necessary

Does Not Meet Standards

Improvement Necessary

Does Not Meet Standards

E. Family and Community Outreach:

Highly Effective

Effective

F. Professional Responsibilities:
Highly Effective

Effective

OVERALL RATING:
Highly Effective

Effective

Improvement Necessary

Does Not Meet Standards

OVERALL COMMENTS BY EVALUATOR:

OVERALL COMMENTS BY TEACHER:

Evaluators signature: ________________________________ Date: ___________

Teachers signature: ________________________________ Date: ___________
(The teachers signature indicates that he or she has seen and discussed the evaluation; it does not
necessarily denote agreement with the report.)
8

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10

Sources
Alexandria Public Schools (Virginia) performance evaluation rubrics (2003)
Aspire Charter Schools, California teacher evaluation rubrics (2003)
Boston Public Schools Performance Evaluation Instrument (1997)
City on a Hill Charter School (Boston) performance evaluation rubrics (2004)
Conservatory Lab Charter School (Boston) performance evaluation rubrics (2004)
Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson (ASCD, 1996)
Indicators of Teaching for Understanding by Jay McTighe and Eliot Seif (unpublished paper, 2005)
KIPP Framework for Excellent Teaching, Version 2.0, Summer 2012
Leading for Learning: Reflective Tools for School and District Leaders, Michael Knapp et al., Center for the
Study of Teaching and Policy, University of Washington (February 2003)
Linking Teacher Evaluation and Student Learning by Pamela Tucker and James Stronge (ASCD, 2005)
North Star Academy Charter School of Newark: Teaching Standards (2004-05)
Roxbury Preparatory Charter School, Boston: Criteria for Outstanding Teaching (2004-05)
The Skillful Teacher by Jon Saphier and Robert Gower (Research for Better Teaching, 1997)
The Three Big Rocks of Educational Reform by Jon Saphier (Research for Better Teaching, 2005)
Vaughn Next Century Learning Center, Chicago performance evaluation rubric (2004)
What Works in Schools: Translating Research into Action by Robert Marzano (ASCD, 2003)

Acknowledgements
Pete Turnamian, Mark Jacobson, Andy Platt, Jon Saphier, and Rhoda Schneider provided valuable suggestions
on the development and revision of these rubrics. Committees of principals, teachers, and central office
personnel from the Hamilton County schools in Tennessee did a through critique of the rubrics in 2010 and
suggested a number of important improvements. Staff in the New York State Department of Education provided
valuable feedback in the summer of 2011.

11