Overall Performance

Instructions: Please select YES, NO or N/A next to the number you wish to assign to your teacher using the rubric below. NA all other sections other than the ONE you wish to assign. This rubric is meant to be a tool for teacher and coach reflection and aligns with the Breakthrough belief that there is always room for improvement in our pursuit of effective instruction. This rubric will also help staff evaluate the effectiveness of our teacher training and continuously improve the way in which we prepare teachers for the classroom.

Teacher Info

  • Subject

  • Grade Level

  • 1. There are areas with potential for significant improvement

  • 2. There are 1 or 2 areas with potential for some improvement

  • 3. Teacher sometimes or partially performs at the ideal level

  • 4. Teacher performs at the ideal level

  • 5. Teacher consistently performs at the ideal level of competency with no additional support

In Class Observation--Complete Each Section Below

Getting Yourself Ready

  • Submission of Lesson Plans: Teacher consistently submits complete and revised lesson plans in a timely manner.

  • Integration of Coach Feedback: Teacher consistently incorporates Instructional Coach feedback into lesson planning, classroom instruction, and management.

  • Preparation: Teacher exhibits high level of a preparedness for class with all materials ready in advance. Instruction is not interrupted due to lack of advance preparation

Getting Your Students Ready

  • Posting: Teacher posts Do Now where all students will see it upon arrival.

  • Congruency: Teacher designs Do Now to serve as an introduction to the day's instruction and activates prior knowledge.

  • Implementation: Teacher designs Do Nows that can be completed independently, efficiently, and quietly by all students.

  • Presentation: Teacher posts and shares a daily objective that is rigorous and achievable with a measurable proving behavior.

  • Objective--Content: Teacher creates objectives that include a skill connected to the content.

  • Objective--Proving Behavior: Teacher consistently includes a proving behavior outlining the specific task students will complete to prove mastery of the objective's skill.

  • Purpose: Teacher consistently explains why lesson matters in a student-friendly and compelling way.

Building the Skill

  • See Say Do--Task Analysis: Teacher breaks new material into manageable, comprehensive, and relevant steps and teaches them one at a time.

  • See Say Do--Cyclical: Teacher presents each step with a brief and clear verbal explanation, a visual or example of that explanation, and an opportunity for students to practice that step using AP.

  • VIP's: Teacher uses logical, varied, and.ápproprlate academic &management VIPs with clear visuals and limited words, scaffolding their use until students can execute a skill without the VIP.

  • Active Participation--Consistency: Teacher uses mandatory and rigorous. Active Participation prompts consistently throughout the lesson to ensure all students are progressing toward the objective.

  • Active Participation--Modalities: Teacher uses varied verbal, visual, and physical modalities.

  • Pacing--Accuracy: Teacher accurately anticipates student needs so in-class pacing matches lesson plan.

  • Pacing--Awareness: Teacher monitors student work time·and moves on appropriately to avoid
    downtime or rushing students.

Practicing the Skill

  • Structured and Guided Practice--Use of SP and GP: Teacher designs. Structured Practice that gives students sufficient opportunities to practice a new skill correctly before assigning Guided Practice.

  • Structured and Guided Practice--Congruency:
    Teacher designs. Guided Practice assignments that are congruent with the objective's proving behavior and instruction.

  • Structured and Guided Practice--Gradual Release: Teacher alters the time, resources, and groupings to facilitate the effective gradual release of responsibility .

  • Structured and Guided Practice--Criterion for Mastery: Teacher consistently states and reinforces the criterion for mastery.

Closure

  • Teacher requires all students to summarize the day's learning or complete one more example of the process learned before the end of class

Homework

  • Congruency: Teacher assigns meaningful homework that is clearly connected to class object ives and aligns with students' level of mastery that day .

Comments

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