5D+ Teacher Evaluation Rubric - Professional Collaboration & Communication

Commentary and suggested modifications and additions
5D+ Teacher Evaluation Rubric

PCC1 Collaboration with peers and administrators to improve student learning
Unsatisfactory
Basic
Proficient
Distinguished
Comments & Questions
  • Teacher rarely or never collaborates with peers or engages in reflective inquiry for the purpose of improving instructional practice or student learning.
  • 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.
  • 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.
  • 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.
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"Possible Teacher Observables:
Teacher attends only required professional development activities and does not attempt to apply new learning.

Teacher does not reflect on his/her teaching or is not accurate about its effectiveness.

Teacher avoids interaction with administrators or indicates that they are only welcome on the formal evaluation cycle.
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"Possible Teacher Observables:
Teacher engages in continuing education to maintain certification and attempts to apply new learning.

Teacher reflects on his/her teaching with colleagues, recognizes aspects that were not effective and attempts to change instructional practice accordingly.

Teacher is respectful to administrators but does not discuss instruction and student learning.

Possible Student Observable:
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"Possible Teacher Observables:
Teacher seeks and takes advantage of opportunities for continuous growth.

Teacher reflects on his/her teaching with colleagues, recognizes aspects that were not effective and identifies ways to improve.

Teacher shares lessons and asks for feedback.

Teacher can demonstrate improved student learning
as a result of his/her changed practices.

Teacher welcomes administrators into the classroom and engages in reflective conversation about students and their learning.

Possible Student Observable:
Add
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"Possible Teacher Observables:
Teacher pursues specific goals and identifies relevant ways to learn, including action research, networking and professional organizations.

Teacher reflects on his/her teaching with colleagues, recognizes aspects that were not effective, and incorporates improvements.

Teacher works with peers on a lesson, asks for a peer to observe, and participates in a reflective conversation.

Teacher works with a colleague to set professional goals related to student achievement.

Teacher works with administration to share instructional leadership and improvement throughout the school.

Possible Student Observables:
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PCC2
Unsatisfactory
Basic
Proficient
Distinguished
Comments & Questions
  • Add
  • Add
  • Add
  • Add
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"Possible Teacher Observables:
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"Possible Teacher Observables:
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Possible Student Observable:
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"Possible Teacher Observables:
Add

Possible Student Observable:
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"Possible Teacher Observables:
Add

Possible Student Observables:
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PCC3
Unsatisfactory
Basic
Proficient
Distinguished
Comments & Questions
  • Teacher rarely or never collaborates with peers or engages in reflective inquiry for the purpose of improving instructional practice or student learning.
  • 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.
  • 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.
  • 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.
  • Add -
300pix.gif
"Possible Teacher Observables:
Teacher attends only required professional development activities and does not attempt to apply new learning.

Teacher does not reflect on his/her teaching or is not accurate about its effectiveness.

Teacher avoids interaction with administrators or indicates that they are only welcome on the formal evaluation cycle.
300pix.gif
"Possible Teacher Observables:
Teacher engages in continuing education to maintain certification and attempts to apply new learning.

Teacher reflects on his/her teaching with colleagues, recognizes aspects that were not effective and attempts to change instructional practice accordingly.

Teacher is respectful to administrators but does not discuss instruction and student learning.

Possible Student Observable:
Add
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"Possible Teacher Observables:
Teacher seeks and takes advantage of opportunities for continuous growth.

Teacher reflects on his/her teaching with colleagues, recognizes aspects that were not effective and identifies ways to improve.

Teacher shares lessons and asks for feedback.

Teacher can demonstrate improved student learning
as a result of his/her changed practices.

Teacher welcomes administrators into the classroom and engages in reflective conversation about students and their learning.

Possible Student Observable:
Add
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"Possible Teacher Observables:
Teacher pursues specific goals and identifies relevant ways to learn, including action research, networking and professional organizations.

Teacher reflects on his/her teaching with colleagues, recognizes aspects that were not effective, and incorporates improvements.

Teacher works with peers on a lesson, asks for a peer to observe, and participates in a reflective conversation.

Teacher works with a colleague to set professional goals related to student achievement.

Teacher works with administration to share instructional leadership and improvement throughout the school.

Possible Student Observables:
add
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  • Add -

PCC4
Unsatisfactory
Basic
Proficient
Distinguished
Comments & Questions
  • Teacher rarely or never collaborates with peers or engages in reflective inquiry for the purpose of improving instructional practice or student learning.
  • 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.
  • 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.
  • 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.
  • Add -
300pix.gif
"Possible Teacher Observables:
Teacher attends only required professional development activities and does not attempt to apply new learning.

Teacher does not reflect on his/her teaching or is not accurate about its effectiveness.

Teacher avoids interaction with administrators or indicates that they are only welcome on the formal evaluation cycle.
300pix.gif
"Possible Teacher Observables:
Teacher engages in continuing education to maintain certification and attempts to apply new learning.

Teacher reflects on his/her teaching with colleagues, recognizes aspects that were not effective and attempts to change instructional practice accordingly.

Teacher is respectful to administrators but does not discuss instruction and student learning.

Possible Student Observable:
Add
300pix.gif
"Possible Teacher Observables:
Teacher seeks and takes advantage of opportunities for continuous growth.

Teacher reflects on his/her teaching with colleagues, recognizes aspects that were not effective and identifies ways to improve.

Teacher shares lessons and asks for feedback.

Teacher can demonstrate improved student learning
as a result of his/her changed practices.

Teacher welcomes administrators into the classroom and engages in reflective conversation about students and their learning.

Possible Student Observable:
Add
300pix.gif
"Possible Teacher Observables:
Teacher pursues specific goals and identifies relevant ways to learn, including action research, networking and professional organizations.

Teacher reflects on his/her teaching with colleagues, recognizes aspects that were not effective, and incorporates improvements.

Teacher works with peers on a lesson, asks for a peer to observe, and participates in a reflective conversation.

Teacher works with a colleague to set professional goals related to student achievement.

Teacher works with administration to share instructional leadership and improvement throughout the school.

Possible Student Observables:
add
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  • Add -

PCC5
Unsatisfactory
Basic
Proficient
Distinguished
Comments & Questions
  • Teacher rarely or never collaborates with peers or engages in reflective inquiry for the purpose of improving instructional practice or student learning.
  • 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.
  • 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.
  • 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.
  • Add -
300pix.gif
"Possible Teacher Observables:
Teacher attends only required professional development activities and does not attempt to apply new learning.

Teacher does not reflect on his/her teaching or is not accurate about its effectiveness.

Teacher avoids interaction with administrators or indicates that they are only welcome on the formal evaluation cycle.
300pix.gif
"Possible Teacher Observables:
Teacher engages in continuing education to maintain certification and attempts to apply new learning.

Teacher reflects on his/her teaching with colleagues, recognizes aspects that were not effective and attempts to change instructional practice accordingly.

Teacher is respectful to administrators but does not discuss instruction and student learning.

Possible Student Observable:
Add
300pix.gif
"Possible Teacher Observables:
Teacher seeks and takes advantage of opportunities for continuous growth.

Teacher reflects on his/her teaching with colleagues, recognizes aspects that were not effective and identifies ways to improve.

Teacher shares lessons and asks for feedback.

Teacher can demonstrate improved student learning
as a result of his/her changed practices.

Teacher welcomes administrators into the classroom and engages in reflective conversation about students and their learning.

Possible Student Observable:
Add
300pix.gif
"Possible Teacher Observables:
Teacher pursues specific goals and identifies relevant ways to learn, including action research, networking and professional organizations.

Teacher reflects on his/her teaching with colleagues, recognizes aspects that were not effective, and incorporates improvements.

Teacher works with peers on a lesson, asks for a peer to observe, and participates in a reflective conversation.

Teacher works with a colleague to set professional goals related to student achievement.

Teacher works with administration to share instructional leadership and improvement throughout the school.

Possible Student Observables:
add
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  • Add -

PCC6
Unsatisfactory
Basic
Proficient
Distinguished
Comments & Questions
  • Teacher rarely or never collaborates with peers or engages in reflective inquiry for the purpose of improving instructional practice or student learning.
  • 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.
  • 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.
  • 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.
  • Add -
300pix.gif
"Possible Teacher Observables:
Teacher attends only required professional development activities and does not attempt to apply new learning.

Teacher does not reflect on his/her teaching or is not accurate about its effectiveness.

Teacher avoids interaction with administrators or indicates that they are only welcome on the formal evaluation cycle.
300pix.gif
"Possible Teacher Observables:
Teacher engages in continuing education to maintain certification and attempts to apply new learning.

Teacher reflects on his/her teaching with colleagues, recognizes aspects that were not effective and attempts to change instructional practice accordingly.

Teacher is respectful to administrators but does not discuss instruction and student learning.

Possible Student Observable:
Add
300pix.gif
"Possible Teacher Observables:
Teacher seeks and takes advantage of opportunities for continuous growth.

Teacher reflects on his/her teaching with colleagues, recognizes aspects that were not effective and identifies ways to improve.

Teacher shares lessons and asks for feedback.

Teacher can demonstrate improved student learning
as a result of his/her changed practices.

Teacher welcomes administrators into the classroom and engages in reflective conversation about students and their learning.

Possible Student Observable:
Add
300pix.gif
"Possible Teacher Observables:
Teacher pursues specific goals and identifies relevant ways to learn, including action research, networking and professional organizations.

Teacher reflects on his/her teaching with colleagues, recognizes aspects that were not effective, and incorporates improvements.

Teacher works with peers on a lesson, asks for a peer to observe, and participates in a reflective conversation.

Teacher works with a colleague to set professional goals related to student achievement.

Teacher works with administration to share instructional leadership and improvement throughout the school.

Possible Student Observables:
add
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  • Add -

What if the collaboration is outside of the school/district?
What if the collaboration is with students?