The Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching 2017

 
The Connecticut
Common Core of Teaching (CCT)
Rubric for Effective Teaching 2017

  A Rubric for the Observation of Teacher Performance and Practice to
Help Identify the Foundational Skills and Competency Standards That Will
   Prepare Connecticut Students to Succeed in College, Career and Life.

            Connecticut State Department of Education
                             September 2017
Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching 2017

                                                                                                   Contents

                CCT Rubric for Effective Teaching Development Committee .............................................................................................................. 1
                Introduction (CCT Rubric for Effective Teaching 2014, Validation Process, Evidence Guides, Training and Proficiency,
                Calibration, Observation Process) ....................................................................................................................................................... 2
                Key Instructional Competencies and Organization of the Rubric ........................................................................................................ 4
                CCT Rubric for Effective Teaching 2017 — At a Glance ..................................................................................................................... 5
                Domain 1: Classroom Environment, Student Engagement and Commitment to Learning
                       1a. Creating a positive learning environment .............................................................................................................................. 6
                       1b. Promoting developmentally appropriate standards of behavior ............................................................................................ 7
                       1c. Maximizing instructional time ................................................................................................................................................. 8
                Domain 2: Planning for Active Learning
                       2a. Planning of instructional content .......................................................................................................................................... 9
                       2b. Planning instruction to cognitively engage students ............................................................................................................ 10
                       2c. Selecting appropriate assessment strategies ...................................................................................................................... 11
                Domain 3: Instruction for Active Learning
                       3a. Implementing instructional content ...................................................................................................................................... 12
                       3b. Leading students to construct meaning and apply new learning ......................................................................................... 13
                       3c. Assessing student learning, providing feedback to students, and adjustments to instruction ............................................. 14
                Domain 4: Professional Responsibilities and Teacher Leadership
                       4a. Engaging in continuous professional learning ..................................................................................................................... 15
                       4b. Collaborating to develop and sustain a professional learning environment ........................................................................ 16
                       4c. Working with colleagues, students and families to develop and sustain a positive school climate ..................................... 17

The Connecticut State Department of Education is committed to a policy of equal opportunity/affirmative action for all qualified persons. The Connecticut State Department of Education does
not discriminate in any employment practice, education program, or educational activity on the basis of race, color, religious creed, sex, age, national origin, ancestry, marital status, sexual
orientation, gender identity or expression, disability (including, but not limited to, intellectual disability, past or present history of mental disorder, physical disability or learning
disability), genetic information, or any other basis prohibited by Connecticut state and/or federal nondiscrimination laws. The Connecticut State Department of Education does not
unlawfully discriminate in employment and licensing against qualified persons with a prior criminal conviction. Inquiries regarding the Connecticut State Department of Education’s
nondiscrimination policies should be directed to: Levy Gillespie, Equal Employment Opportunity Director/Americans with Disabilities Act Coordinator, Connecticut State Department of Education,
450 Columbus Boulevard, Suite 607, Hartford, CT 06103-1841, 860-807-2071, Levy.Gillespie@ct.gov.
Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching 2017                                      1

                                              Development Committee

Connecticut State                        CCT Rubric for Effective Teaching
Department of Education                  Committee Members

Dr. Dianna R. Wentzell                   Project Manager                                 CSDE Consultants/Contributing Authors
Commissioner                             Sharon Fuller                                   Joe DiGarbo
Ellen Cohn                               Education Consultant,                           Academic Office, Assessment
Deputy Commissioner                      Bureau of Educator Effectiveness, CSDE          William Howe
                                                                                         Academic Office, Culturally-Responsive Education
                                         Facilitators                                    and Multicultural Education
Talent Office
                                         Dr. Sandy Greenberg                             Rhonda Kempton
Dr. Sarah Barzee
                                         Professional Examination Service                Special Education
Chief Talent Officer
                                         Pat Muenzen                                     Georgette Nemr
Shannon Marimón
                                         Professional Examination Service                Talent Office
Division Director
                                                                                         Claudine Primack
                                         Committee Members/Contributing Authors          Talent Office
                                         Roxanne Augelli, Waterbury                      Scott Shuler
                                         Diane Ayer, Lebanon                             Academic Office, Music
                                         Michelle Cirillo, Ellington
                                                                                         Charlene Tate-Nichols
                                         Teresa Debrito, Region 12                       Academic Office, Math
                                         Vicki DeLeo, Bolton
                                         Michael DiCicco, Mansfield                      Kim Wachtelhausen
                                         Sandra Dunnack, Chaplin                         Talent Office
                                         Kevin Egan, Waterbury                           Jennifer Webb
                                         Patti Fusco, West Haven (AFT)                   Academic Office, English Language Arts
                                         Kim Gallo, Region 12
                                         Mike Galuzzo, CAS                               Other Contributors
                                         Eileen Howley, LEARN
                                                                                         Patrick Flynn
                                         Kathleen Koljian, Windham (AFT)
                                                                                         ReVision Learning Partnership
                                         Dave Levenduski, Meriden
                                         Tom Lindenmuth, South Windsor (CEA)             Duffy Miller
                                         Katherine Lopez, Meriden                        Teaching Learning Solutions
                                         Everett Lyons, CAS                              Michele O’Neil
                                         Pat Michaels, CES/Western CT State University   Connecticut Education Association (CEA)
                                         Steven Murphy, Stonington
                                         Carly Quiros, Ed Advance
                                         Darren Schwartz, Waterbury
                                         Linda Skoglund, New Britain (AFT)
Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching 2017                                                             2

                                                                               Introduction
The Connecticut Common Core of                       Validation Process                                                can be directly observed either in the classroom or through
Teaching (CCT) — Foundational Skills                 The CCT Rubric for Effective Teaching 2014 has been in use        reviews of practice. To provide more guidance as to how the
                                                     in over 100 school districts or Local Educational Agencies        rubric continuum might look in practice, the CSDE, in col-
(1999), revised and adopted by the State                                                                               laboration with the RESC Alliance and the Connecticut As-
                                                     (LEAs) since its release in 2014. In order to ensure the va-
Board of Education in February 2010,                 lidity of this rubric, the CSDE has continued its partnership     sociation of Schools (CAS), convened multiple workgroups,
                                                     with Professional Examination Services (ProExam), to seek         comprised of teachers, service providers, and building leaders
establishes a vision for teaching and                                                                                  throughout the summer of 2014 to develop grade-level and
                                                     feedback from teachers and administrators using the rubric
learning in Connecticut Public Schools.              and to facilitate data collection activities during the 2015-16   content-specific samples of observable student and teacher/
                                                     academic year. These activities included:                         service provider behaviors that might be seen or heard during
State law and regulations link the CCT to
                                                                                                                       an observation. The CT Evidence Guides have been created
various professional requirements that span          •   Fairness Review – Subject matter experts representing         as a resource for teachers, service providers, mentors, ob-
                                                         diverse perspectives reviewed the language of the rubric      servers and administrators. The CT Evidence Guides ARE
a teacher’s career, including preparation,
                                                         to ensure that it is free of bias and equally applicable to   NOT intended to represent comprehensive evidence, nor are
induction and teacher evaluation and                     teachers of all grade levels, content areas, and teaching     they intended to be used as a checklist or as a rubric.
support. These teaching standards identify               assignments.
                                                                                                                       The CSDE encourages districts to use the CT Evidence
                                                     •   Focus Panels – Educator who were assessed using the
the foundational skills and competencies                                                                               Guides as a tool for professional development and growth
                                                         CCT Rubric 2014 and administrators who conducted ob-
                                                                                                                       as well as guiding observations. These guides can offer op-
that pertain to all teachers, regardless of the          servations using the CCT Rubric 2014 participated in on-
                                                                                                                       portunities for valuable professional learning as educators
                                                         line focus groups to provide feedback about the language
subject matter, field or age group they teach.                                                                         work with one another to generate their own examples of
                                                         and behavioral progressions of each attribute described
                                                                                                                       evidence aligned to their respective content area and/or
The standards articulate the knowledge,                  in the rubric.
                                                                                                                       grade level.
skills and qualities that Connecticut                •   Surveys – Teachers and administrators in districts using
                                                         the CCT Rubric 2014 participated in an electronic             Training and Proficiency
teachers need to prepare students to meet                survey to quantitatively and qualitatively evaluate the       Accurate and reliable evaluation of the competencies and in-
21st-century challenges to succeed in                    CCT Rubric 2014 at the domain, indicator, attribute, and      dicators outlined with the CCT Rubric for Effective Teaching
                                                         behavioral progression level.                                 2017 can only be achieved through careful, rigorous training
college, career and life. The philosophy
                                                     Members of the original Validation Committee, established         and demonstrated proficiency that build on the experience base
behind the CCT is that teaching requires
                                                     during the 2013-14 academic year, reconvened to system-           and professional judgment of the educators who use this in-
more than simply demonstrating a certain             atically review the information from these activities and         strument. The CCT Rubric for Effective Teaching 2017 should
set of technical skills. These competencies          worked to address all issues raised via the independent data      never be used without the grounding provided by experience
                                                     collection efforts by endorsing or modifying the CCT Ru-          and training. As part of the CSDE-sponsored training, evalu-
have long been established as the standards          bric 2014. The CCT Rubric for Effective Teaching 2017 is          ators will be provided sample performances and artifacts, as
expected of all Connecticut teachers.                the result of this validation process.                            well as decision rules to guide their ratings. The CCT Rubric
                                                                                                                       for Effective Teaching 2017 is not a checklist with predeter-
                                                     Evidence Guides                                                   mined points. Rather, it is a tool that is combined with training
                                                     Collecting objective evidence is essential in helping observ-     to ensure consistency and reliability of the collection of evi-
                                                     ers paint a fair and accurate picture of educators’ strengths     dence and the evaluative decisions. The CCT Rubric for Effec-
                                                     and areas for development. Observation criteria in the CCT        tive Teaching 2017 represents the criteria by which evaluators
                                                     Rubric for Effective Teaching 2017 focus on the skills that       will be trained to describe the level of performance observed.
Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching 2017                                                    3

                                                                                    Introduction

Calibration                                                                                   The following protocol may be used for conducting a formal in-class observation
To ensure consistent and fair evaluations across different observers, settings and teach-     that requires a pre- and post-conference:
ers, observers need to regularly calibrate their judgments against those of their col-
leagues. Engaging in ongoing calibration activities conducted around a common un-             A. Pre-Conference:          efore the observation, the evaluator will review
                                                                                                                         B
derstanding of good teaching will help to establish inter-rater reliability and ensure fair                              planning documentation and other relevant and
and consistent evaluations. Calibration activities offer the opportunity to participate in                               supporting artifacts provided by the teacher in order
rich discussion and reflection through which to deepen understanding of the CCT Ru-                                      to understand the context for instruction, including
bric for Effective Teaching 2017 and ensure that the observers can accurately measure                                    but not limited to: the learning objectives, curricular
educator practice against the indicators within the classroom observation tool.                                          standards alignment, differentiation of instruction for
                                                                                                                         particular students, assessments used before or during
Observation Process                                                                                                      instruction, resources and materials.
The CCT Rubric for Effective Teaching 2017 will be used by trained and proficient             B. Observation:             bservers will collect evidence mostly for Domains 1
                                                                                                                         O
evaluators to observe a teacher. Each teacher shall be observed at a minimum as                                          and 3 during the in-class observation.
stated in the Connecticut Guidelines for Educator Evaluation. In order to capture
an authentic view of practice and to promote a culture of openness and comfort                C. Post-Conference:         he post-observation conference gives the teacher
                                                                                                                         T
with frequent observations and feedback, it is recommended that evaluators use a                                         the opportunity to reflect on and discuss the lesson/
combination of announced and unannounced observations. All observations should                                           practice observed, progress of students, adjustments
be followed by feedback, either verbal (e.g., a post conference, comments about                                          made during the lesson, further supporting artifacts as
professional meetings/presentations, etc.) or written (e.g., via email, comprehensive                                    well as describe the impact on future instruction and
write-up, etc.) or both, within days of an observation. Specific, actionable feedback                                    student learning.
is also used to identify teacher development needs and tailor support to those
needs. Further guidance on the observation protocol is provided in the Connecticut            D. Analysis:               The evaluator analyzes the evidence gathered in the
Guidelines for Educator Evaluation or in the System for Educator Evaluation and                                          observation and the pre- and post-conferences and
Development (SEED) state model http://www.connecticutseed.org.                                                           identifies the applicable performance descriptors con-
                                                                                                                         tained in the CCT Rubric for Effective Teaching 2017.
Evidence can be gathered from formal in-class observations, informal class-
room observations or non-classroom observations/review of practice. Although                  E. Ratings/Feedback:        ased on the training guidelines for the CCT Rubric
                                                                                                                         B
the Guidelines for Educator Evaluation do not specifically define these types of                                         for Effective Teaching 2017, the evaluator will tag
observations and districts may define them as part of their district evaluation and                                      evidence to the appropriate indicator within the
support plans, the state model, SEED, provides the following definitions:                                                domains and provide feedback to the teacher. While
  Formal In-Class Observations: last at least 30 minutes and are followed by a                                           it is not a requirement for any single observation,
  post-observation conference, which includes timely written and verbal feedback.                                        evaluators may rate the indicators.
  Informal In-class Observations: last at least 10 minutes and are followed by
  written and/or verbal feedback.
  Non-classroom Observations/Reviews of Practice: include but are not limited
  to observation of data team meetings, observations of coaching/mentoring other
  teachers, review of lesson plans or other teaching artifacts.
Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching 2017                                                        4

                                               Comparison of the CT Common Core of Teaching
                                                and the CCT Rubric for Effective Teaching 2017
The Common Core of Teaching (CCT) Rubric for Effective Teaching 2017 is                     Because teaching is a complex, integrated activity, the domain indicators from the
completely aligned with the CCT professional standards. The CCT Rubric for Effective        original CCT have been consolidated and reorganized in this rubric for the purpose
Teaching 2017 will be used to evaluate a teacher’s performance and practice, which          of describing essential and critical aspects of a teacher’s practice. For the purpose
accounts for 40 percent of a teacher’s annual summative rating, as required in the          of the rubric, the domains have also been renumbered. The four domains and 12
Connecticut Guidelines for Educator Evaluation and the state model, Connecticut’s           indicators (three per domain) identify the essential aspects of a teacher’s performance
System for Educator Evaluation and Development (SEED).                                      and practice:

                                                                                                                                                          Generally
          CT Common Core of Teaching Standards                                          CCT Rubric for Effective Teaching 2014
                                                                                                                                                          Observed
                     Content and Essential Skills which includes
                                                                                                       Demonstrated at the pre-service level as a
    Domain 1         The Connecticut Core Standards1 and
                                                                                               pre-requisite to certification and embedded within the rubric.
                     Connecticut Content Standards

                     Classroom Environment, Student                                            Classroom Environment, Student Engagement                  In-Class
    Domain 2                                                                     Domain 1
                     Engagement and Commitment to Learning                                     and Commitment to Learning                                 Observations

                                                                                                                                                          Non-classroom
    Domain 3         Planning for Active Learning                                Domain 2      Planning for Active Learning                               observations/
                                                                                                                                                          reviews of practice

                                                                                                                                                          In-Class
    Domain 4         Instruction for Active Learning                             Domain 3      Instruction for Active Learning
                                                                                                                                                          Observations

    Domain 5         Assessment for Learning                                                          Now integrated throughout the other domains

                                                                                                                                                          Non-classroom
                     Professional Responsibilities                                             Professional Responsibilities and Teacher
    Domain 6                                                                     Domain 4                                                                 observations/
                     and Teacher Leadership                                                    Leadership
                                                                                                                                                          reviews of practice

1 Underlined text throughout the document reflects Connecticut Core Standards.
Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching 2017                                              5

                                   CCT Rubric for Effective Teaching 2017 — At a Glance

                  Evidence Generally Collected Through                                           Evidence Generally Collected Through
                        In-Class Observations                                                    Non-Classroom/Reviews of Practice

    Domain 1: Classroom Environment, Student Engagement
                                                                                   Domain 2: Planning for Active Learning
    and Commitment to Learning

Teachers promote student engagement, independence and                          Teachers plan instruction to engage students in rigorous and relevant
interdependence in learning and facilitate a positive learning community by:   learning and to promote their curiosity about the world at large by:

1a. Creating a positive learning environment that is responsive to and        2a. Planning of instructional content that is aligned with standards, builds
    respectful of the learning needs of all students.                              on students’ prior knowledge and provides for appropriate level of
1b. Promoting developmentally appropriate standards of behavior that              challenge for all students.
    support a productive learning environment for all students.                2b. Planning instruction to cognitively engage students in the content.
1c. Maximizing instructional time by effectively managing routines and        2c. Selecting appropriate assessment strategies to monitor student
    transitions.                                                                   progress.

    Domain 3: Instruction for Active Learning                                      Domain 4: Professional Responsibilities and Teacher Leadership

Teachers implement instruction to engage students in rigorous and relevant     Teachers maximize support for student learning by developing and
learning and to promote their curiosity about the world at large by:           demonstrating professionalism, collaboration and leadership by:

3a. Implementing instructional content for learning.                          4a. E
                                                                                    ngaging in continuous professional learning to impact instruction and
3b. Leading students to construct meaning and apply new learning through          student learning.
    the use of a variety of differentiated and evidence-based learning         4b. C
                                                                                    ollaborating to develop and sustain a professional learning
    strategies.                                                                    environment to support student learning.
3c. Assessing student learning, providing feedback to students and            4c. W
                                                                                    orking with colleagues, students and families to develop and sustain
    adjusting instruction.                                                         a positive school climate that supports student learning.
Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching 2017                                                                                   6

                 Domain 1: Classroom Environment, Student Engagement and Commitment to Learning

              Teachers promote student engagement, independence and interdependence in learning and facilitate a positive learning community by:
              INDICATOR 1a: Creating a positive learning environment that is responsive to and respectful of the learning needs2 of all students.

                                                                                                                                                                                EXEMPLARY
                                     BELOW STANDARD                                    DEVELOPING                                  PROFICIENT                                All characteristics of Proficient,
                                                                                                                                                                            plus one or more of the following:

               Rapport and         Interactions between teacher                Interactions between teacher                Interactions between teacher                 Fosters an environment where
               positive social     and students are negative or                and students are generally                  and students are consistently                students proactively demonstrate
               interactions        disrespectful and/or the teacher            positive and respectful and/or              positive and respectful and                  positive social interactions and
                                   does not promote positive social            the teacher inconsistently makes            the teacher regularly promotes               conflict-resolution skills.
                                   interactions among students.                attempts to promote positive                positive social interactions
                                                                               social interactions among                   among students.
                                                                               students.

               Respect             Establishes a learning                      Establishes a learning                      Establishes a learning                       Recognizes and incorporates
               for student         environment that disregards                 environment that is inconsistently          environment that is consistently             students’ cultural, social and
               diversity3          students’ cultural, social and/or           respectful of students’ cultural,           respectful of students’ cultural,            developmental diversity to enrich
                                   developmental differences and/              social and/or developmental                 social and/or developmental                  learning opportunities.
 ATTRIBUTES

                                   or does not address disrespectful           differences.                                differences.
                                   behavior.

               Environment         Creates a learning environment              Creates a learning environment              Creates a learning environment               Creates an environment in
               supportive of       that discourages students from              in which some students are                  in which most students are                   which students are encouraged
               intellectual        attempting tasks, responding                willing to attempt tasks, respond           willing to take risks4 and respond           to respectfully question or
               risk-taking         to questions and challenges, or             to questions and challenges, and            to questions and challenges, and             challenge ideas presented by the
                                   feeling safe to make and learn              feel safe to make and learn from            feel safe to make and learn from             teacher or other students.
                                   from mistakes.                              mistakes.                                   mistakes.

               High                Establishes expectations for                Establishes appropriate                     Establishes and consistently                 Creates an environment in which
               expectations        student learning that are too high          expectations for learning for               reinforces appropriate                       students take responsibility for
               for student         or too low.                                 some, but not all students;                 expectations for learning for all            their own learning.
               learning                                                        OR inconsistently reinforces                students.
                                                                               appropriate expectations for
                                                                               student learning.

2. Learning needs of all students: includes understanding typical and atypical growth and                3. S
                                                                                                              tudent diversity: recognizing individual differences including, but not limited to race, ethnicity,
    development of PK-12 students, including characteristics and performance of students with                gender, sexual orientation, socioeconomic status, age, physical abilities, intellectual abilities,
    disabilities, gifted/talented students, and English learners. Teachers take into account the impact      religious beliefs, political beliefs, or other ideologies.
    of race, ethnicity, culture, language, socioeconomics and environment on the learning needs of
                                                                                                          4. T
                                                                                                              ake risks: Fostering a classroom environment that promotes risk-taking involves building trust;
    students.
                                                                                                             students’ trust in the teacher and other students in the class. Students who trust their teachers
                                                                                                             believe that teachers will turn their failures into learning opportunities.
Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching 2017                                                                                 7

                Domain 1: Classroom Environment, Student Engagement and Commitment to Learning

        Teachers promote student engagement, independence and interdependence in learning and facilitate a positive learning community by:
        INDICATOR 1b: Promoting developmentally appropriate standards of behavior that support a productive learning environment for all students.

                                                                                                                                                                             EXEMPLARY
                                        BELOW STANDARD                                   DEVELOPING                                 PROFICIENT                            All characteristics of Proficient,
                                                                                                                                                                         plus one or more of the following:

              Communicating,          Demonstrates little or no                  Establishes appropriate                    Establishes appropriate                    Creates opportunities in
              reinforcing, and        evidence that standards of                 standards of behavior but                  standards of behavior, which are           which students establish
              maintaining             behavior have been established;            inconsistently enforces these              consistently reinforced, resulting         and independently maintain
              appropriate             and/or minimally enforces                  expectations, resulting in                 in little or no interference with          appropriate standards of
              standards of            expectations (e.g., rules and              some interference with student             student learning.                          behavior.
              behavior                consequences) resulting in                 learning.
                                      interference with student
 ATTRIBUTES

                                      learning.

              Promoting social        Provides little to no teaching,            Inconsistently teaches, models,            Consistently teaches, models,              Encourages students to
              competence5 and         modeling, or reinforcing of social         and/or reinforces social skills;           and/or positively reinforces social        independently use proactive
              responsible             skills and/or provides little or no        and/or limits opportunities to             skills and/or builds students’             strategies6 and social skills
              behavior                opportunities for students to self-        build students’ capacity to self-          capacity to self-regulate and take         and take responsibility for
                                      regulate and take responsibility           regulate and take responsibility           responsibility for their actions.          their actions.
                                      for their actions.                         for their actions.

5. S
     ocial competence: Exhibiting self-awareness, self-management, social awareness and                6. P
                                                                                                            roactive strategies: Include self-regulation strategies, problem-solving strategies, conflict-
    social skills at appropriate times and with sufficient frequency to be effective in the situation      resolution processes, interpersonal communication and responsible decision-making.
    (Boyatzis, Goleman, & Rhee, 2000).
Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching 2017                                                                                    8

                Domain 1: Classroom Environment, Student Engagement and Commitment to Learning

              Teachers promote student engagement, independence and interdependence in learning and facilitate a positive learning community by:
              INDICATOR 1c: Maximizing instructional time by effectively managing routines and transitions.7

                                                                                                                                                                                EXEMPLARY
                                         BELOW STANDARD                                   DEVELOPING                                  PROFICIENT                             All characteristics of Proficient,
                                                                                                                                                                            plus one or more of the following:

              Routines                Does not establish or ineffec-              Establishes, but inefficiently              Establishes and manages                     Establishes an environment
 ATTRIBUTES

              and transitions         tively manages routines and                 manages routines and                        routines and transitions resulting          in which students
              appropriate             transitions, resulting in significant       transitions, resulting in some              in maximized instructional time.            independently facilitate
              to needs of             loss of instructional time.                 loss of instructional time.                                                             routines and transitions.
              students

7. R
     outines and transitions: Routines are non-instructional organizational activities such as taking attendance or distributing materials in preparation for instruction. Transitions are non-instructional
    activities such as moving from one classroom activity, grouping, task, or context to another.
Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching 2017                                                                                        9

                                                                 Domain 2: Planning for Active Learning

              Teachers plan instruction to engage students in rigorous and relevant learning and to promote their curiosity about the world at large by:
              INDICATOR 2a: Planning of instructional content that is aligned with standards, builds on students’ prior knowledge, and provides for
              appropriate level of challenge8 for all students.

                                                                                                                                                                                      EXEMPLARY
                                        BELOW STANDARD                                    DEVELOPING                                    PROFICIENT                                 All characteristics of Proficient,
                                                                                                                                                                                  plus one or more of the following:

                Content of           Plans content that is misaligned             Plans content that partially                  Plans content that directly                   Anticipates misconceptions,
                lesson plan9         with or does not address the                 addresses Connecticut Core                    addresses Connecticut Core                    ambiguities, or challenges and
                is aligned with      Connecticut Core Standards                   Standards and/or other                        Standards and/or other                        plans ways to address these.
                standards            and/or other appropriate content             appropriate content standards.                appropriate content standards.
                                     standards.10

                Logical              Plans lessons that are not                   Plans some lesson segments                    Plans lessons that are logically              Plans lessons that challenge
                sequence of          appropriately sequenced or are               and/or lessons that are logically             sequenced and support an                      students to extend their
                lessons at an        not at an appropriate level of               sequenced and at an appropriate               appropriate level of challenge.               learning, supports students in
                appropriate          challenge.                                   level of challenge.                                                                         making connections between
                level of                                                                                                                                                      concepts, and/or applying skills/
 ATTRIBUTES

                challenge                                                                                                                                                     learning in other contexts.

                Use of data          Uses general curriculum goals                Uses appropriate, whole class                 Uses multiple sources of appro-               Designs opportunities to allow
                to determine         to plan common instruction                   data to plan instruction with                 priate data to determine individu-            students to identify their own
                students’ prior      and learning tasks without                   limited consideration of data,                al students’ prior knowledge and              learning needs based on their
                knowledge            consideration of data, students’             students’ prior knowledge and                 skills to plan targeted, purposeful           own individual data.
                and skills and       prior knowledge and skills, or               skills, or different learning needs.          instruction that advances the
                differentiation      different learning needs.                                                                  learning of students.
                based on stu-
                dents’ learning
                needs

                Literacy             Plans instruction that includes              Plans instruction that includes               Plans instruction that integrates             Designs opportunities to allow
                strategies11         few opportunities for students               some opportunities for students               literacy strategies and academic              students to independently select
                                     to develop literacy skills or                to develop literacy skills or                 vocabulary.                                   literacy strategies that support
                                     academic vocabulary.                         academic vocabulary in isolation.                                                           their learning.

Underlined text reflects Connecticut Core Standards connections.                                             9. Lesson plan: a purposeful planned learning experience.
   Level of challenge: The range of challenge in which a learner can progress because the task is
8.	                                                                                                         10.	Content standards: Standards developed for all content areas including Early Learning and Develop-
   neither too hard nor too easy. Bloom’s Taxonomy — provides a way to organize thinking skills into              ment Standards (ELDS) for early childhood educators.
   six levels, from the most basic to the more complex levels of thinking to facilitate complex reasoning.
   Webb’s Depth of Knowledge (DOK) a scale of cognitive demand identified as four distinct levels            11. L
                                                                                                                  iteracy through the content areas: Literacy is the ability to convey meaning and understand mean-
   [1. basic recall of facts, concepts, information, or procedures; 2. skills and concepts such as the use       ing in a variety of text forms (e.g., print, media, music, art, movement). Literacy strategies include
   of information (graphs) or requires two or more steps with decision points along the way; 3. strategic        communicating through language (reading/writing, listening/speaking); using the academic vocabulary
   thinking that requires reasoning and is abstract and complex; and 4. extended thinking such as an             of the discipline; interpreting meaning within the discipline; and communicating through the discipline.
   investigation or application to real work]. Hess’s Cognitive Rigor Matrix — aligns Bloom’s Taxonomy           Research shows that teacher integration of effective discipline-specific literacy strategies results in
   levels and Webb’s Depth-of-Knowledge levels.                                                                  improved student learning.
Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching 2017                                                                                    10

                                                                Domain 2: Planning for Active Learning

              Teachers plan instruction to engage students in rigorous and relevant learning and to promote their curiosity about the world at large by:
              INDICATOR 2b: Planning instruction to cognitively engage students in the content.

                                                                                                                                                                                 EXEMPLARY
                                       BELOW STANDARD                                   DEVELOPING                                   PROFICIENT                               All characteristics of Proficient,
                                                                                                                                                                             plus one or more of the following:

                Strategies,         Selects or designs instructional             Selects or designs instructional            Selects or designs instructional             Selects or designs plans to
                tasks and           strategies, tasks and/or                     strategies, tasks, and questions            strategies, tasks, and questions             release responsibility to the
                questions           questions that limit opportunities           that are primarily teacher-                 that promote student cognitive               students to apply and/or extend
                cognitively         for students’ cognitive                      directed and provide some                   engagement.                                  learning beyond the learning
                engage              engagement12 through problem-                opportunities for students’                                                              expectation.
                students            solving, critical or creative                cognitive engagement.
                                    thinking, discourse13 or inquiry-
 ATTRIBUTES

                                    based learning14 and application
                                    to other situations.

                Instructional       Selects or designs resources                 Selects or designs resources                Selects or designs resources                 Selects or designs resources
                resources15         and/or groupings that do not                 and/or groupings that minimally             and/or flexible groupings that               that support students’
                and flexible        cognitively engage students or               engage students cognitively and             cognitively engage students and              application of concepts and/or
                groupings16         support new learning.                        minimally support new learning.             support connections between                  skills in other contexts.
                support                                                                                                      concepts.
                cognitive
                engagement
                and new
                learning

Underlined text reflects Connecticut Core Standards connections.
12.	Cognitive engagement: Problem-solving, critical or creative thinking, discourse or inquiry-based      15. 	Instructional resources: Includes, but are not limited to available: textbooks, books, supple-
      learning and application to other situations                                                               mentary reading and information resources, periodicals, newspapers, charts, programs, online
13.	Discourse: Is defined as the purposeful interaction between teachers and students and stu-                  and electronic resources and subscription databases, e-books, computer software, kits, games,
      dents and students, in which ideas and multiple perspectives are represented, communicated                 transparencies, pictures, posters, art prints, study prints, sculptures, models, maps, globes,
      and challenged, with the goal of creating greater meaning or understanding. Discourse can be               motion pictures, audio and video recordings, DVDs, software, streaming media, multimedia,
      oral dialogue (conversation), written dialogue (reaction, thoughts, feedback), visual dialogue             dramatic productions, performances, concerts, written and performed music, bibliographies and
      (charts, graphs, paintings or images that represent student and teacher thinking/reasoning), or            lists of references issued by professional personnel, speakers (human resources) and all other
      dialogue through technological or digital resources.                                                       instructional resources needed for educational purposes.
14. 	Inquiry-based learning: Occurs when students generate knowledge and meaning from their               16. 	Flexible groupings: Groupings of students that are changeable based on the purpose of the
      experiences and work collectively or individually to study a problem or answer a question. Work            instructional activity and on changes in the instructional needs of individual students over time.
      is often structured around projects that require students to engage in the solution of a particu-
      lar community-based, school-based or regional or global problem which has relevance to their
      world. The teacher’s role in inquiry-based learning is one of facilitator or resource, rather than
      dispenser of knowledge.
Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching 2017                                                                             11

                                                           Domain 2: Planning for Active Learning

              Teachers plan instruction to engage students in rigorous and relevant learning and to promote their curiosity about the world at large by:
              INDICATOR 2c: Selecting appropriate assessment strategies17 to monitor student progress.

                                                                                                                                                                      EXEMPLARY
                                    BELOW STANDARD                                DEVELOPING                                PROFICIENT                             All characteristics of Proficient,
                                                                                                                                                                  plus one or more of the following:

                Criteria          Does not identify criteria for           Identifies general criteria for           Identifies observable and                Identifies opportunities for
                for student       student success.                         student success.                          measurable criteria for student          students to be involved in
                success                                                                                              success.                                 developing or interpreting
                                                                                                                                                              criteria for student success.
 ATTRIBUTES

                Ongoing           Plans assessment strategies              Plans assessment strategies that          Plans assessment strategies to           Plans strategies to engage
                assessment        that are limited or not aligned to       are partially aligned to intended         elicit specific evidence of student      students in using assessment
                of student        intended instructional outcomes.         instructional outcomes OR                 learning of intended instructional       criteria to self-monitor and/or
                learning                                                   strategies that elicit only minimal       outcomes at critical points              reflect upon their own progress.
                                                                           evidence of student learning.             throughout the lesson.

17. Assessment strategies are used to evaluate student learning during and after instruction.
		 1. F  ormative assessment is a part of the instructional process, used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve
        students’ achievement of intended instructional outcomes (FAST SCASS, October 2006).
		 2. S  ummative assessments are used to evaluate student learning at the end of an instructional period. Summative assessment helps determine to what extent the instructional and learning
        goals have been met
Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching 2017                                                                                  12

                                                         Domain 3: Instruction for Active Learning

        Teachers implement instruction to engage students in rigorous and relevant learning and to promote their curiosity about the world at large by:
        INDICATOR 3a: Implementing instructional content18 for learning.

                                                                                                                                                                           EXEMPLARY
                                   BELOW STANDARD                                DEVELOPING                                   PROFICIENT                                All characteristics of Proficient,
                                                                                                                                                                       plus one or more of the following:

              Instructional      Communicates learning                    Communicates learning                      Clearly communicates learning                 Provides opportunities for
              purpose            expectations that are unclear or         expectations that are partially            expectations that are aligned                 students to demonstrate their
                                 are misaligned with Connecticut          aligned to Connecticut Core                with Connecticut Core Standards               understanding of the purpose of
                                 Core Standards and/or other              Standards and/or other                     and/or other appropriate content              the lesson.
                                 appropriate content standards.           appropriate content standards              standards, and sets a specific
                                                                          and sets a general purpose for             purpose(s) for instruction.
                                                                          instruction that requires further
                                                                          clarification.

              Content            Presents content with significant        Presents content with minor                Presents content accurately                   Effectively uses content-specific
              accuracy           error(s) OR uses imprecise/              error(s) or uses imprecise                 using content-specific                        language that extends student
 ATTRIBUTES

                                 inaccurate language to                   language to convey ideas in                language that leads to student                understanding.
                                 convey ideas in the content              the content area that leads to             understanding.
                                 area that leads to student               student misunderstanding.
                                 misunderstanding.

              Content            Presents instructional content           Presents instructional content in          Clearly presents instructional                Challenges students to extend
              progression        that lacks a logical progression         a generally logical progression            content in a logical and                      their learning beyond the lesson
              and level of       and/or level of challenge is at an       and/or at an appropriate level of          purposeful progression and at an              expectations and make cross
              challenge          inappropriate level to advance           challenge to advance student               appropriate level of challenge to             curricular connections.
                                 student learning.                        learning.                                  advance learning of all students.

              Literacy           Presents instruction with limited        Presents instruction with                  Presents instruction that                     Provides opportunities for
              strategies19       opportunities for students to            opportunities for students to              integrates literacy strategies and            students to independently select
                                 develop literacy skills and/or           develop literacy skills and/or             academic vocabulary within the                and apply literacy strategies.
                                 academic vocabulary.                     academic vocabulary in isolation.          lesson content.

Underlined text reflects Connecticut Core Standards connections.
18.	Content: Discipline-specific knowledge, skills and deep understandings as described by rele-   19.	Literacy strategies: To convey meaning and understand meaning in a variety of text forms (e.g.,
     vant state and national professional standards.                                                     print, media, music, art, movement). Literacy strategies include communicating through language
                                                                                                         (reading/writing, listening/speaking); using the academic vocabulary of the discipline; interpreting
                                                                                                         meaning within the discipline; and communicating through the discipline. Research shows that
                                                                                                         teacher integration of effective discipline-specific literacy strategies results in student learning.
Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching 2017                                                                               13

                                                            Domain 3: Instruction for Active Learning

        Teachers implement instruction to engage students in rigorous and relevant learning and to promote their curiosity about the world at large by:
        INDICATOR 3b: Leading students to construct meaning and apply new learning through the use of a variety of differentiated and evidence-
        based learning strategies.

                                                                                                                                                                           EXEMPLARY
                                     BELOW STANDARD                                   DEVELOPING                                 PROFICIENT                             All characteristics of Proficient,
                                                                                                                                                                       plus one or more of the following:

              Strategies,         Includes tasks that do not lead             Includes a combination of tasks            Employs differentiated                    Includes opportunities for
              tasks and           students to construct new and               and questions in an attempt                strategies, tasks and questions           students to generate their own
              questions           meaningful learning and that                to lead students to construct              that cognitively engage students          questions and problem-solving
                                  focus primarily on low cognitive            new learning, but are of low               in constructing new and                   strategies, and synthesize and
                                  demand or recall of information.            cognitive demand and/or recall             meaningful learning through               communicate information.
                                                                              of information with limited                appropriately integrated recall,
                                                                              opportunities for problem-                 problem-solving, critical and
                                                                              solving, critical thinking and/or          creative thinking, purposeful
                                                                              purposeful discourse or inquiry.           discourse and/or inquiry.
 ATTRIBUTES

              Instructional       Uses resources and/or                       Uses resources and/or groupings            Uses resources and flexible               Fosters student ownership, self-
              resources20         groupings that do not cognitively           that cognitively engage some,              groupings that cognitively en-            direction and choice of resources
              and flexible        engage students or support new              but not all, students, and support         gage students in demonstrating            and/or flexible groupings to
              groupings           learning.                                   new learning.                              new learning in multiple ways,            develop their learning.
                                                                                                                         including application of new
                                                                                                                         learning to make connections
                                                                                                                         between concepts.

              Student             Implements instruction that                 Implements instruction that is             Implements instruction that               Provides opportunities for
              responsibility      is teacher-directed, providing              primarily teacher directed, but            provides multiple opportunities           students to approach learning
              and                 no opportunities for students               provides some opportunities for            for students to develop                   tasks in ways that will be
              independence        to develop independence as                  students to develop indepen-               independence as learners.                 effective for them as individuals.
                                  learners.                                   dence as learners.

Underlined text reflects Connecticut Core Standards connections.
20.	Instructional resources: includes, but are not limited to textbooks, books, supplementary reading   audio and video recordings, DVDs, software, streaming media, multimedia, dramatic productions,
    and information resources, periodicals, newspapers, charts, programs, online and electronic          performances, concerts, written and performed music, bibliographies and lists of references issued
    resources and subscription databases, e-books, computer software, kits, games, transparencies,       by professional personnel, speakers (human resources) and all other instructional resources needed
    pictures, posters, art prints, study prints, sculptures, models, maps, globes, motion pictures,      for educational purposes..
Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching 2017                                                                              14

                                                           Domain 3: Instruction for Active Learning

        Teachers implement instruction to engage students in rigorous and relevant learning and to promote their curiosity about the world at large by:
        INDICATOR 3c: Assessing and monitoring student learning, providing feedback to students, and adjusting instruction.

                                                                                                                                                                         EXEMPLARY
                                    BELOW STANDARD                                  DEVELOPING                                 PROFICIENT                             All characteristics of Proficient,
                                                                                                                                                                     plus one or more of the following:

              Criteria for        Does not communicate criteria              Communicates general criteria             Communicates specific                     Provides opportunities for
              student             for student success.                       for student success.                      observable and measurable                 students to be involved in
              success                                                                                                  criteria for student success.             developing or interpreting criteria
                                                                                                                                                                 for student success.

              Ongoing             Monitors student learning with             Monitors student learning with            Monitors student learning with            Promotes students’ self-
              monitoring          focus limited to task completion           focus on whole-class progress             focus on eliciting evidence of            monitoring and self-assessment
              of student          and/or compliance rather than              toward achievement of the                 learning at critical points in the        to improve their learning.
              learning            student achievement of lesson              intended instructional outcomes.          lesson in order to assess individ-
                                  purpose/objective.                                                                   ual and group progress toward
 ATTRIBUTES

                                                                                                                       achievement of the intended
                                                                                                                       instructional outcomes.

              Feedback21          Provides no meaningful                     Provides feedback that partially          Provides individualized,                  Provides opportunities for
              to students         feedback or feedback lacks                 guides students toward the                descriptive feedback that is              students to self-reflect and/or
                                  specificity and/or is inaccurate.          intended instructional outcomes.          accurate, actionable and helps            provide peer feedback that is
                                                                                                                       students advance their learning.          specific and focuses on
                                                                                                                                                                 advancing student learning.

              Instructional       Makes no attempts to adjust                Makes some attempts to adjust             Adjusts instruction as necessary          Provides opportunities for
              adjustment22        instruction.                               instruction that is primarily             in response to individual and             students to independently select
                                                                             in response to whole group                group performance.                        strategies that will be effective
                                                                             performance.                                                                        for them as individuals.

21.	Feedback: Effective feedback provided by the teacher is descriptive and immediate and helps       22.	Instructional adjustment: Based on the monitoring of student understanding, teachers make
     students improve their performance by telling them what they are doing right and provides              purposeful decisions on changes that need to be made in order to help students achieve learn-
     meaningful, appropriate and specific suggestions to help students to improve their performance.        ing expectations.
Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching 2017                                                                               15

                                  Domain 4: Professional Responsibilities and Teacher Leadership

              Teachers maximize support for student learning by developing and demonstrating professionalism, collaboration and leadership by:
              INDICATOR 4a: Engaging in continuous professional learning to impact instruction and student learning.

                                                                                                                                                                        EXEMPLARY
                                    BELOW STANDARD                                 DEVELOPING                                 PROFICIENT                             All characteristics of Proficient,
                                                                                                                                                                    plus one or more of the following:

              Teacher self-      Insufficiently reflects on/analyzes        Self-evaluates and reflects on            Self-evaluates and reflects                Uses ongoing self-evaluation
              evaluation         practice and impact on student             practice and impact on student            on individual practice and its             and reflection to initiate
              and reflection     learning.                                  learning, but makes limited               impact on student learning,                professional dialogue with
              and impact                                                    efforts to improve individual             identifies areas for improvement,          colleagues to improve
              on student                                                    practice.                                 and takes action to improve                collective practices to
              learning                                                                                                professional practice.                     address learning, school and
                                                                                                                                                                 professional needs.
 ATTRIBUTES

              Response to        Does not respond to supervisor             Responds to supervisor or peer            Responds to supervisor or peer             Proactively seeks supervisor
              feedback           or peer feedback and                       feedback and recommendations              feedback and makes changes in              or peer feedback in order
                                 recommendations for improving              for improving practice although           practice based on feedback.                to improve a range of
                                 practice.                                  changes in practice are limited.                                                     professional practices.

              Professional       Does not engage in professional            Engages in relevant professional          Engages in relevant professional           Takes a lead in and/or initiates
              learning23         learning activities.                       learning but application to               learning and applies new                   opportunities for professional
                                                                            practice is limited.                      learning to practice.                      learning with colleagues.

23.	Connecticut’s Definition of Professional Learning: High-quality professional learning is a process that ensures all educators have equitable access throughout their career continuum to relevant,
     individual and collaborative opportunities to enhance their practice so that all students advance towards positive academic and non-academic outcomes.
Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching 2017                                                                              16

                                 DOMAIN 4: Professional
                                 Domain 4: Professional Responsibilities
                                                        Responsibilities and
                                                                         and Teacher
                                                                             Teacher Leadership
                                                                                     Leadership

              Teachers maximize support for student learning by developing and demonstrating professionalism, collaboration and leadership by:
              INDICATOR 4b: Collaborating to develop and sustain a professional learning environment to support student learning.

                                                                                                                                                                        EXEMPLARY
                                    BELOW STANDARD                                  DEVELOPING                                 PROFICIENT                            All characteristics of Proficient,
                                                                                                                                                                    plus one or more of the following:

              Collaboration      Does not collaborate with                   Minimally collaborates with               Collaborates with colleagues to           Supports and assists
              with               colleagues to improve teaching              colleagues to improve teaching            improve teaching and learning.            colleagues to adapt planning
              colleagues24       and learning.                               and learning.                                                                       and instructional practices that
                                                                                                                                                                 support teaching and learning.
 ATTRIBUTES

              Professional       Does not consistently exhibit               Exhibits practices that                   Consistently exhibits professional        Collaborates with colleagues
              responsibility     professional responsibility and             demonstrate the need for                  responsibility and ethical                to deepen the awareness of
              and ethics         ethical practices in accordance             increased awareness of                    practices in accordance with              the moral and ethical demands
                                 with the Connecticut Code of                the Connecticut Code of                   the Connecticut Code of                   of professional practice.
                                 Professional Responsibility for             Professional Responsibility for           Professional Responsibility for
                                 Teachers.25                                 Teachers.                                 Teachers.

24.	Colleague: A colleague is a person with whom an educator works, including, but not limited to,   25. C
                                                                                                           onnecticut Code of Professional Responsibility for Teachers: A set of principles which
     other teachers, administrators, support staff, and paraeducators.                                    the teaching profession expects its members to honor and follow; and serves as a basis for
                                                                                                          decisions on issues pertaining to licensure and employment. (Regulations of Connecticut State
                                                                                                          Agencies Section 10-145d-400a).
Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching 2017                                                                              17

                                 Domain 4: Professional Responsibilities and Teacher Leadership

     Teachers maximize support for student learning by developing and demonstrating professionalism, collaboration and leadership by:
     INDICATOR 4c: Working with colleagues, students, and families to develop and sustain a positive school climate that supports student learning.

                                                                                                                                                                       EXEMPLARY
                                    BELOW STANDARD                                 DEVELOPING                                 PROFICIENT                            All characteristics of Proficient,
                                                                                                                                                                   plus one or more of the following:

              Positive           Does not comply with efforts to           Complies with efforts to develop           Actively engages with                     Leads efforts to improve and
              school climate     develop and/or sustain a positive         and/or sustain a positive school           colleagues, students and families         strengthen the school climate.
                                 school climate.                           climate.                                   to develop and/or sustain a
                                                                                                                      positive school climate.

              Family and         Limits communication with                 Communicates with families                 Proactively communicates                  Supports colleagues in
              community          families about student academic           about student academic or                  with families about learning              developing effective ways to
              engagement         or behavioral performance                 behavioral performance through             expectations and student                  communicate with families and
 ATTRIBUTES

                                 to required reports and                   required reports and conferences           academic or behavioral                    engage them in opportunities
                                 conferences.                              and/or makes some attempts                 performance, and develops                 to support their child’s
                                                                           to build relationships through             positive relationships with               learning; seeks input from
                                                                           additional communications.                 families to promote student               families and communities to
                                                                                                                      success.                                  support student growth and
                                                                                                                                                                development.

              Culturally         Demonstrates lack of cultural             Interacts with students, families          Interacts with students, families         Leads efforts to enhance
              responsive26       awareness or bias in interactions         and community in a manner                  and the community in a culturally         culturally respectful
              communica-         with students, families and/or the        that indicates limited awareness           respectful manner.                        interactions with students,
              tions              community.                                of, or respect for, cultural                                                         families and the community.
                                                                           differences.

26.	Culturally-responsive: Using the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for students and to build
     bridges of meaningfulness between home and school experiences.
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