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