NIET - TAP TEACHING STANDARDS RUBRIC
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The TAP Teaching Standards Rubric is divided into four domains. Three domains are shown in the overview
below, the fourth domain will be either the NIET Responsibilities Survey or Professionalism. Within each
domain, performance indicators are listed with bulleted descriptors and a rubric specifying three
performance levels for measuring actual teacher performance. Performance definitions are provided at levels
5, 3, and 1, but raters can also score performance at levels 2 or 4 based on their professional judgment.
Teachers earn a score of 1, 2, 3, 4, or 5 for each indicator.
n DESIGNING AND PLANNING LEARNING ENVIRONMENT
1. Standards and Objectives 1. Instructional Plans 1. Expectations
2. Motivating Students 2. Student Work 2. Managing Student Behavior
3. Presenting Instructional Content 3. Assessment 3. Environment
4. Lesson Structure and Pacing 4. Respectful Culture
5. Activities and Materials
6. Questioning
7. Academic Feedback
8. Grouping Students
9. Teacher Content Knowledge
10. Teacher Knowledge of Students
11. Thinking
12. Problem Solving
©2017 National Institute for Excellence in Teaching. Do not duplicate without permission.INSTRUCTION
Significantly Above Expectations (5)* At Expectations (3)* Significantly Below Expectations (1)*
(Exemplary) (Proficient) (Unsatisfactory)
Standards • All learning objectives and state content standards • Most learning objectives and state content standards • Few learning objectives and state content standards
and are explicitly communicated. are communicated. are communicated.
Objectives • Sub-objectives are aligned and logically sequenced • Sub-objectives are mostly aligned to the lesson’s • Sub-objectives are inconsistently aligned to the
to the lesson’s major objective. major objective. lesson’s major objective.
• Learning objectives are: (a) consistently connected • Learning objectives are connected to what students • Learning objectives are rarely connected to what
to what students have previously learned, (b) know have previously learned. students have previously learned.
from life experiences, and (c) integrated with other • Expectations for student performance are clear. • Expectations for student performance are vague.
disciplines. • State standards are displayed. • State standards are displayed.
• Expectations for student performance are clear, • There is evidence that most students demonstrate • There is evidence that few students demonstrate
demanding, and high. mastery of the objective. mastery of the objective.
• State standards are displayed and referenced
throughout the lesson.
• There is evidence that most students demonstrate
mastery of the objective.
Motivating • The teacher consistently organizes the content • The teacher sometimes organizes the content so that • The teacher rarely organizes the content so that it is
Students so that it is personally meaningful and relevant to it is personally meaningful and relevant to students. personally meaningful and relevant to students.
students. • The teacher sometimes develops learning • The teacher rarely develops learning experiences
• The teacher consistently develops learning experiences where inquiry, curiosity, and exploration where inquiry, curiosity, and exploration are valued.
experiences where inquiry, curiosity, and exploration are valued. • The teacher rarely reinforces and rewards effort.
are valued. • The teacher sometimes reinforces and rewards effort.
• The teacher regularly reinforces and rewards effort.
Presenting Presentation of content always includes: Presentation of content most of the time includes: Presentation of content rarely includes:
Instructional • visuals that establish the purpose of the lesson, • visuals that establish the purpose of the lesson, • visuals that establish the purpose of the lesson,
Content preview the organization of the lesson, and include preview the organization of the lesson, and include preview the organization of the lesson, and include
internal summaries of the lesson; internal summaries of the lesson; internal summaries of the lesson;
• examples, illustrations, analogies, and labels for new • examples, illustrations, analogies, and labels for new • examples, illustrations, analogies, and labels for new
concepts and ideas; concepts and ideas; concepts and ideas;
• modeling by the teacher to demonstrate his or her • modeling by the teacher to demonstrate his or her • modeling by the teacher to demonstrate his or her
performance expectations; performance expectations; performance expectations;
• concise communication; • concise communication; • concise communication;
• logical sequencing and segmenting; • logical sequencing and segmenting; • logical sequencing and segmenting;
• all essential information; and • all essential information; and • all essential information; and
©2017 National Institute for Excellence in Teaching. Do not duplicate without permission.
• no irrelevant, confusing, or nonessential information. • no irrelevant, confusing, or nonessential information. • no irrelevant, confusing, or nonessential information.
Lesson • The lesson starts promptly. • The lesson starts promptly. • The lesson does not start promptly.
Structure and • The lesson’s structure is coherent, with a beginning, • The lesson’s structure is coherent, with a beginning, • The lesson has a structure, but may be missing
Pacing middle, end, and time for reflection. middle, and end. closure or introductory elements.
• Pacing is brisk and provides many opportunities for • Pacing is appropriate and sometimes provides • Pacing is appropriate for less than half of the students
individual students who progress at different learning opportunities for students who progress at different and rarely provides opportunities for students who
rates. learning rates. progress at different learning rates.
• Routines for distributing materials are seamless. • Routines for distributing materials are efficient. • Routines for distributing materials are inefficient.
• No instructional time is lost during transitions. • Little instructional time is lost during transitions. • Considerable time is lost during transitions.
* Performance definitions are provided at levels 5, 3, and 1. Raters can score performance at levels 2 or 4 based on their professional judgment.
2INSTRUCTION, continued
Significantly Above Expectations (5)* At Expectations (3)* Significantly Below Expectations (1)*
(Exemplary) (Proficient) (Unsatisfactory)
Activities Activities and materials include all of the following: Activities and materials include most of the following: Activities and materials include few of the following:
• support the lesson objectives; • support the lesson objectives; • support the lesson objectives;
and Materials
• are challenging; • are challenging; • are challenging;
• sustain students’ attention; • sustain students’ attention; • sustain students’ attention;
• elicit a variety of thinking; • elicit a variety of thinking; • elicit a variety of thinking;
• provide time for reflection; • provide time for reflection; • provide time for reflection;
• are relevant to students’ lives; • are relevant to students’ lives; • are relevant to students’ lives;
• provide opportunities for student-to-student • provide opportunities for student-to-student • provide opportunities for student-to-student
interaction; interaction; interaction;
• induce student curiosity and suspense; • induce student curiosity and suspense; • induce student curiosity and suspense;
• provide students with choices; • provide students with choices; • provide students with choices;
• incorporate multimedia and technology; and • incorporate multimedia and technology; and • incorporate multimedia and technology; and
• incorporate resources beyond the school • incorporate resources beyond the school • incorporate resources beyond the school
curriculum texts (e.g., teacher-made materials, curriculum texts (e.g., teacher-made materials, curriculum texts (e.g., teacher-made materials,
manipulatives, resources from museums, cultural manipulatives, resources from museums, cultural manipulatives, resources from museums, etc.).
centers, etc.). centers, etc.).
• In addition, sometimes activities are game-like,
involve simulations, require creating products, and
demand self-direction and self-monitoring.
Questioning Teacher questions are varied and high quality, Teacher questions are varied and high quality, Teacher questions are inconsistent in quality and
providing a balanced mix of question types: providing for some, but not all, question types: include few question types:
o knowledge and comprehension; o knowledge and comprehension; o knowledge and comprehension;
o application and analysis; and o application and analysis; and o application and analysis; and
o creation and evaluation. o creation and evaluation. o creation and evaluation.
• Questions are consistently purposeful and coherent. • Questions are usually purposeful and coherent. • Questions are random and lack coherence.
• A high frequency of questions is asked. • A moderate frequency of questions asked. • A low frequency of questions is asked.
• Questions are consistently sequenced with attention • Questions are sometimes sequenced with attention • Questions are rarely sequenced with attention to the
to the instructional goals. to the instructional goals. instructional goals.
• Questions regularly require active responses (e.g., • Questions sometimes require active responses (e.g., • Questions rarely require active responses (e.g.,
whole-class signaling, choral responses, written and whole-class signaling, choral responses, or group and whole-class signaling, choral responses, or group and
shared responses, or group and individual answers). individual answers). individual answers).
• Wait time (3-5 seconds) is consistently provided. • Wait time is sometimes provided. • Wait time is inconsistently provided.
• The teacher calls on volunteers and nonvolunteers, • The teacher calls on volunteers and nonvolunteers, • The teacher mostly calls on volunteers and high-
©2017 National Institute for Excellence in Teaching. Do not duplicate without permission.
and a balance of students based on ability and sex. and a balance of students based on ability and sex. ability students.
• Students generate questions that lead to further
inquiry and self-directed learning.
* Performance definitions are provided at levels 5, 3, and 1. Raters can score performance at levels 2 or 4 based on their professional judgment.
3INSTRUCTION, continued
Significantly Above Expectations (5)* At Expectations (3)* Significantly Below Expectations (1)*
(Exemplary) (Proficient) (Unsatisfactory)
Academic • Oral and written feedback is consistently • Oral and written feedback is mostly academically • The quality and timeliness of feedback is inconsistent.
Feedback academically focused, frequent, and high quality. focused, frequent, and mostly high quality. • Feedback is rarely given during guided practice and
• Feedback is frequently given during guided practice • Feedback is sometimes given during guided practice homework review.
and homework review. and homework review. • The teacher circulates during instructional activities,
• The teacher circulates to prompt student thinking, • The teacher circulates during instructional activities but monitors mostly behavior.
assess each student’s progress, and provide individual to support engagement and monitor student work. • Feedback from students is rarely used to monitor or
feedback. • Feedback from students is sometimes used to adjust instruction.
• Feedback from students is regularly used to monitor monitor and adjust instruction.
and adjust instruction.
• Teacher engages students in giving specific and high-
quality feedback to one another.
Grouping • The instructional grouping arrangements (either • The instructional grouping arrangements (either • The instructional grouping arrangements (either
Students whole class, small groups, pairs, or individual; whole class, small groups, pairs, or individual; whole class, small groups, pairs, or individual;
heterogeneous or homogeneous ability) consistently heterogeneous or homogeneous ability) adequately heterogeneous or homogeneous ability) inhibit
maximize student understanding and learning enhance student understanding and learning student understanding and learning efficiency.
efficiency. efficiency. • Few students in groups know their roles,
• All students in groups know their roles, • Most students in groups know their roles, responsibilities, and group work expectations.
responsibilities, and group work expectations. responsibilities, and group work expectations. • Few students participating in groups are held
• All students participating in groups are held • Most students participating in groups are held accountable for group work and individual work.
accountable for group work and individual work. accountable for group work and individual work. • Instructional group composition remains unchanged,
• Instructional group composition is varied (e.g., race, • Instructional group composition is varied (e.g., irrespective of the learning and instructional goals of
gender, ability, and age) to best accomplish the goals race, gender, ability, and age) to, most of the time, a lesson.
of the lesson. accomplish the goals of the lesson.
• Instructional groups facilitate opportunities for
students to set goals, reflect on, and evaluate their
learning.
Teacher • Teacher displays extensive content knowledge of all • Teacher displays accurate content knowledge of all • Teacher displays under-developed content
Content the subjects she or he teaches. the subjects he or she teaches. knowledge in several subject areas.
Knowledge • Teacher regularly implements a variety of subject- • Teacher sometimes implements subject-specific • Teacher rarely implements subject-specific
specific instructional strategies to enhance student instructional strategies to enhance student content instructional strategies to enhance student content
content knowledge. knowledge. knowledge.
• Teacher regularly highlights key concepts and ideas • Teacher sometimes highlights key concepts and ideas • Teacher does not understand key concepts and ideas
©2017 National Institute for Excellence in Teaching. Do not duplicate without permission.
and uses them as bases to connect other powerful and uses them as bases to connect other powerful in the discipline and therefore presents content in an
ideas. ideas. unconnected way.
• Limited content is taught in sufficient depth to allow
for the development of understanding.
Teacher • Teacher practices display understanding of each • Teacher practices display understanding of some • Teacher practices demonstrate minimal knowledge of
Knowledge student’s anticipated learning difficulties. students’ anticipated learning difficulties. students’ anticipated learning difficulties.
of Students • Teacher practices regularly incorporate student • Teacher practices sometimes incorporate student • Teacher practices rarely incorporate student interests
interests and cultural heritage. interests and cultural heritage. or cultural heritage.
• Teacher regularly provides differentiated instructional • Teacher sometimes provides differentiated • Teacher practices demonstrate little differentiation of
methods and content to ensure children have the instructional methods and content to ensure children instructional methods or content.
opportunity to master what is being taught. have the opportunity to master what is being taught.
* Performance definitions are provided at levels 5, 3, and 1. Raters can score performance at levels 2 or 4 based on their professional judgment.
4INSTRUCTION, continued
Significantly Above Expectations (5)* At Expectations (3)* Significantly Below Expectations (1)*
(Exemplary) (Proficient) (Unsatisfactory)
Thinking The teacher thoroughly teaches two or more types of The teacher thoroughly teaches one type of thinking: The teacher implements no learning experiences that
thinking: • analytical thinking, where students analyze, compare thoroughly teach any type of thinking.
• analytical thinking, where students analyze, compare and contrast, and evaluate and explain information;
and contrast, and evaluate and explain information; • practical thinking, where students use, apply, and The teacher provides no opportunities where students:
• practical thinking, where students use, apply, and implement what they learn in real-life scenarios; • generate a variety of ideas and alternatives; or
implement what they learn in real-life scenarios; • creative thinking, where students create, design, • analyze problems from multiple perspectives and
• creative thinking, where students create, design, imagine, and suppose; and viewpoints.
imagine, and suppose; and • research-based thinking, where students explore and
• research-based thinking, where students explore and review a variety of ideas, models, and solutions to
review a variety of ideas, models, and solutions to problems.
problems. The teacher provides opportunities where students:
The teacher provides opportunities where students: • generate a variety of ideas and alternatives; and
• generate a variety of ideas and alternatives; • analyze problems from multiple perspectives and
• analyze problems from multiple perspectives and viewpoints.
viewpoints; and
• monitor their thinking to ensure that they understand
what they are learning, are attending to critical
information, and are aware of the learning strategies
that they are using and why.
Problem The teacher implements activities that teach and The teacher implements activities that teach two of the The teacher implements no activities that teach the
Solving reinforce three or more of the following problem- following problem-solving types: following problem-solving types:
solving types: • Abstraction • Abstraction
• Abstraction • Categorization • Categorization
• Categorization • Drawing Conclusions/Justifying Solution • Drawing Conclusions/Justifying Solution
• Drawing Conclusions/Justifying Solutions • Predicting Outcomes • Predicting Outcomes
• Predicting Outcomes • Observing and Experimenting • Observing and Experimenting
• Observing and Experimenting • Improving Solutions • Improving Solutions
• Improving Solutions • Identifying Relevant/Irrelevant Information • Identifying Relevant/Irrelevant Information
• Identifying Relevant/Irrelevant Information • Generating Ideas • Generating Ideas
• Generating Ideas • Creating and Designing • Creating and Designing
• Creating and Designing
©2017 National Institute for Excellence in Teaching. Do not duplicate without permission.
* Performance definitions are provided at levels 5, 3, and 1. Raters can score performance at levels 2 or 4 based on their professional judgment.
5DESIGNING AND PLANNING
Significantly Above Expectations (5)* At Expectations (3)* Significantly Below Expectations (1)*
(Exemplary) (Proficient) (Unsatisfactory)
Instructional Instructional plans include: Instructional plans include: Instructional plans include:
Plans • measurable and explicit goals aligned to state • goals aligned to state content standards; • few goals aligned to state content standards;
content standards; • activities, materials, and assessments that: • activities, materials, and assessments that:
• activities, materials, and assessments that: o are aligned to state standards. o are rarely aligned to state standards.
o are aligned to state standards. o are sequenced from basic to complex. o are rarely logically sequenced.
o are sequenced from basic to complex. o build on prior student knowledge. o rarely build on prior student knowledge
o build on prior student knowledge, are o provide appropriate time for student work, o inconsistently provide time for student work,
relevant to students’ lives, and integrate other and lesson and unit closure; and lesson and unit closure;
disciplines. • evidence that plan is appropriate for the age, • little evidence that the plan is appropriate for the age,
o provide appropriate time for student work, knowledge, and interests of most learners; and knowledge, or interests of the learners; and
student reflection, and lesson and unit • evidence that the plan provides some opportunities • little evidence that the plan provides some
closure; to accommodate individual student needs. opportunities to accommodate individual student
• evidence that plan is appropriate for the age, needs.
knowledge, and interests of all learners; and
• evidence that the plan provides regular opportunities
to accommodate individual student needs.
Student Work Assignments require students to: Assignments require students to: Assignments require students to:
• organize, interpret, analyze, synthesize, and evaluate • interpret information rather than reproduce it; • mostly reproduce information;
information rather than reproduce it; • draw conclusions and support them through writing; • rarely draw conclusions and support them through
• draw conclusions, make generalizations, and produce and writing; and
arguments that are supported through extended • connect what they are learning to prior learning and • rarely connect what they are learning to prior
writing; and some life experiences. learning or life experiences.
• connect what they are learning to experiences,
observations, feelings, or situations significant in their
daily lives, both inside and outside of school.
Assessment Assessment Plans: Assessment Plans: Assessment Plans:
• are aligned with state content standards; • are aligned with state content standards; • are rarely aligned with state content standards;
• have clear measurement criteria; • have measurement criteria; • have ambiguous measurement criteria;
• measure student performance in more than three • measure student performance in more than two • measure student performance in less than two
ways (e.g., in the form of a project, experiment, ways (e.g., in the form of a project, experiment, ways (e.g., in the form of a project, experiment,
presentation, essay, short answer, or multiple-choice presentation, essay, short answer, or multiple-choice presentation, essay, short answer, or multiple-choice
©2017 National Institute for Excellence in Teaching. Do not duplicate without permission.
test); test); test); and
• require extended written tasks; • require written tasks; and • include performance checks, although the purpose of
• are portfolio-based with clear illustrations of student • include performance checks throughout the school these checks is not clear.
progress toward state content standards; and year.
• include descriptions of how assessment results will
be used to inform future instruction.
* Performance definitions are provided at levels 5, 3, and 1. Raters can score performance at levels 2 or 4 based on their professional judgment.
6LEARNING ENVIRONMENT
Significantly Above Expectations (5)* At Expectations (3)* Significantly Below Expectations (1)*
(Exemplary) (Proficient) (Unsatisfactory)
Expectations • Teacher sets high and demanding academic • Teacher sets high and demanding academic • Teacher expectations are not sufficiently high for
expectations for every student. expectations for every student. every student.
• Teacher encourages students to learn from mistakes. • Teacher encourages students to learn from mistakes. • Teacher creates an environment where mistakes and
• Teacher creates learning opportunities where all • Teacher creates learning opportunities where most failure are not viewed as learning experiences.
students can experience success. students can experience success. • Students demonstrate little or no pride in the quality
• Students take initiative and follow through with their • Students complete their work according to teacher of their work.
own work. expectations.
• Teacher optimizes instructional time, teaches more
material, and demands better performance from
every student.
Managing • Students are consistently well-behaved and on task. • Students are mostly well-behaved and on task, some • Students are not well-behaved and are often off task.
Student • Teacher and students establish clear rules for learning minor learning disruptions may occur. • Teacher establishes few rules for learning and
Behavior and behavior. • Teacher establishes rules for learning and behavior. behavior.
• The teacher uses several techniques, such as social • The teacher uses some techniques, such as social • The teacher uses few techniques to maintain
approval, contingent activities, and consequences, to approval, contingent activities, and consequences, to appropriate student behavior.
maintain appropriate student behavior. maintain appropriate student behavior. • The teacher cannot distinguish between
• The teacher overlooks inconsequential behavior. • The teacher overlooks some inconsequential inconsequential behavior and inappropriate behavior.
• The teacher deals with students who have caused behavior, but other times addresses it, stopping the • Disruptions frequently interrupt instruction.
disruptions rather than the entire class. lesson.
• The teacher attends to disruptions quickly and firmly. • The teacher deals with students who have caused
disruptions, yet sometimes he or she addresses the
entire class.
Environment The classroom: The classroom: The classroom:
• welcomes all members and guests. • welcomes most members and guests. • is somewhat cold and uninviting.
• is organized and understandable to all students. • is organized and understandable to most students. • is not well-organized and understandable to
• supplies, equipment, and resources are easily and • supplies, equipment, and resources are accessible. students.
readily accessible. • displays student work. • supplies, equipment, and resources are difficult to
• displays student work that frequently changes. • is arranged to promote individual and group learning. access.
• is arranged to promote individual and group learning. • does not display student work.
• is not arranged to promote group learning.
©2017 National Institute for Excellence in Teaching. Do not duplicate without permission.
Respectful • Teacher-student interactions demonstrate caring and • Teacher-student interactions are generally friendly, • Teacher-student interactions are sometimes
Culture respect for one another. but may reflect occasional inconsistencies, favoritism, authoritarian, negative, or inappropriate.
• Students exhibit caring and respect for one another. or disregard for students’ cultures. • Students exhibit disrespect for the teacher.
• Teacher seeks out and is receptive to the interests and • Students exhibit respect for the teacher and are • Student interaction is characterized by conflict,
opinions of all students. generally polite to each other. sarcasm, or put-downs.
• Positive relationships and interdependence • Teacher is sometimes receptive to the interests and • Teacher is not receptive to interests and opinions of
characterize the classroom. opinions of students. students.
* Performance definitions are provided at levels 5, 3, and 1. Raters can score performance at levels 2 or 4 based on their professional judgment.
Rev. 10/17
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