Teacher Excellence Rubric (TER) - Summer 2019

• Conducted on

  Date

• Prepared by

• Teacher Observed

  Select Juan Claire Kelly Issac Jalysa Hannah Jessica Jacob

  • Juan
  • Claire
  • Kelly
  • Issac
  • Jalysa
  • Hannah
  • Jessica
  • Jacob

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

  ELA

  Math

  Science

  Social Studies

  Other

• Grade Level

  6

  7

  8

  9

  Other

• 1. There are areas with potential for significant improvement

  Yes

  No

  N/A

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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

• 4. Teacher performs at the ideal level

  Yes

  No

  N/A

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

  Yes

  No

  N/A

Getting Yourself Ready

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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

• 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<br>

  Yes

  No

  N/A

Getting Your Students Ready

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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

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.

  Yes

  No

  N/A

• 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.

  Yes

  No

  N/A

• 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.

  Yes

  No

  N/A

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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

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.

  Yes

  No

  N/A

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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

Homework

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

  Yes

  No

  N/A

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