Rubric for Evaluating Colorado Teachers
Effective teachers in the state of Colorado have the knowledge, skills and commitments needed to
provide excellent and equitable learning opportunities and growth for all students. They strive to
support growth and development, close achievement gaps and to prepare diverse student
populations for postsecondary and workforce success (See Appendix E). Effective teachers facilitate
mastery of content and skill development and employ and adjust evidence-based strategies and
approaches for students who are not achieving mastery and students who need acceleration. They
also develop in students the skills, interests and abilities necessary to be lifelong learners, as well as
for democratic and civic participation. Effective teachers communicate high expectations to
students and their families and utilize diverse strategies to engage them in a mutually supportive
teaching and learning environment. Because effective teachers understand that the work of
ensuring meaningful learning opportunities for all students cannot happen in isolation, they engage
in collaboration, continuous reflection, on-going learning and leadership within the profession.
QUALITY STANDARD I
Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an
expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social
studies, arts,
physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an
expert in
his or her content endorsement area(s).
Basic
Partially Proficient
Proficient
(Meets State Standard)
Accomplished
Exemplary
ELEMENT A:
Teachers provide instruction that is aligned with the Colorado Academic Standards; their district’s
organized plan of instruction; and the individual needs of their students.
THE TEACHER
uses lesson plans
that reflect:
Opportunities to
review prior
learning.
Instructional
objectives
appropriate for
students.
Connections to
specific learning
objectives and
approved
curriculum.
. . . and
THE TEACHER
implements lesson
plans based on:
Student needs.
Colorado Academic
Standards.
District’s plan of
instruction.
. . . and
THE TEACHER:
Collaborates with
other school staff to
vertically and
horizontally align,
articulate and
deliver the
approved
curriculum.
. . . and
STUDENTS:
Interact with the
rigorous and
challenging
content.
Perform at a level
consistent with or
above expectations.
. . . and
STUDENTS:
Discuss strengths
and next steps
regarding their
learning with their
teacher(s).
Professional Practice is Observable during a classroom observation.
Professional Practice is Not Observable during a classroom observation.
QUALITY STANDARD I
Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an
expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social
studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics
and is an expert in his or her content endorsement area(s).
Basic
Partially Proficient
Accomplished
Exemplary
ELEMENT B:
Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and
listening.
This section describes professional practices that should be demonstrated by
ALL TEACHERS, regardless of grade level or subject taught.
THE TEACHER:
Demonstrates an
understanding of
literacy content
and skills.
. . . and
THE TEACHER
makes complex
reading accessible to
students by:
Adjusting content
to students’ skill
levels.
Integrating literacy
skills and
knowledge into
lessons.
Providing relevant
content that
addresses students’
interests.
. . . and
STUDENTS
meet or exceed
expectations for:
Oral
communication.
Written
communication.
Critical thinking.
Problem solving
skills.
Literacy skills.
. . . and
STUDENTS:
Apply literacy skills
to understand
complex materials.
ELEMENT B:
Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and
listening.
This section describes professional practices that should be demonstrated by
ELEMENTARY TEACHERS responsible for teaching language arts and/or reading.
THE TEACHER:
Integrates
literacy
connections into
lessons regardless
of content being
taught.
. . . and
THE TEACHER
integrates literacy
skills into lessons and
assignments,
including:
Phonological
awareness.
Phonics.
Vocabulary.
Comprehension.
Fluency.
Writing.
Speaking.
Listening skills.
Engages students in
instruction that is:
Purposeful.
Explicit.
Systematic.
. . . and
STUDENTS
apply literacy skills
(reading, writing,
speaking and
listening):
To new/unfamiliar
material.
While
communicating
during unstructured
time.
. . . and
STUDENTS
exceed teacher’s
expectations for
students of their age,
grade, and/or ability
levels in:
Reading.
Writing.
Speaking.
Listening.
Professional Practice is Observable during a classroom observation.
Professional Practice is Not Observable during a classroom observation.
QUALITY STANDARD I
Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an
expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social
studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics
and is an expert in his or her content endorsement area(s).
Basic
Partially Proficient
Proficient
(Meets State Standard)
Accomplished
Exemplary
ELEMENT B:
Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and
listening.
This section describes professional practices that should be demonstrated by
SECONDARY TEACHERS responsible for teaching English, language arts and/or reading.
THE TEACHER:
Teaches and
provides
opportunities for
students to apply
literacy skills.
. . . and
THE TEACHER
integrates literacy
skills into lessons,
including:
Vocabulary.
Comprehension.
Fluency.
Writing.
Speaking.
Listening skills.
Engages students in
instruction that is:
Purposeful.
Explicit.
Systematic.
. . . and
THE TEACHER
provides literacy
instruction that is:
Needs-based.
Intensive.
Of sufficient
duration to
accelerate learning.
. . . and
STUDENTS
apply literacy skills
(reading, writing,
speaking and
listening):
To new/unfamiliar
material.
While
communicating
during the school
day.
. . . and
STUDENTS
exceed teacher’s
expectations for
students of their
age, grade, and/or
ability level in:
Reading.
Writing.
Speaking.
Listening.
Professional Practice is Observable during a classroom observation.
Professional Practice is Not Observable during a classroom observation.
QUALITY STANDARD I
Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in
literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts,
physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his
or her content endorsement area(s).
Basic
Partially Proficient
Proficient
(Meets State Standard)
Accomplished
Exemplary
ELEMENT C:
Teachers demonstrate knowledge of mathematics and understand how to promote student development in
numbers and operations, algebra, geometry and measurement and data analysis and probability.
This section describes professional practices that should be demonstrated by
ALL TEACHERS, regardless of grade level or subject taught.
THE TEACHER:
Encourages
students to make
math connections
across content.
. . . and
THE TEACHER:
Emphasizes to students
why they need to learn
math content and skills.
Uses instructional
strategies that require
students to apply and
transfer mathematical
knowledge to different
content areas.
. . . and
THE TEACHER:
Emphasizes
interdisciplinary
connections to math.
. . . and
STUDENTS:
Share ideas and
solutions to
challenging
problems.
Use the language
of math to talk
about what they
are doing.
. . . and
STUDENTS:
Interpret
mathematical
information in
ways that make it
relevant to their
learning.
ELEMENT C:
Teachers demonstrate knowledge of mathematics and understand how to promote student development in
numbers and operations, algebra, geometry and measurement and data analysis and probability.
This section describes professional practices that should be demonstrated by TEACHERS responsible for teaching math.
THE TEACHER
focuses math
instruction beyond:
Recall of facts.
Development of
computational
skills.
Math as a series of
rote procedures.
Models:
Appropriate
mathematical
communication.
A variety of
mathematical
practices.
. . . and
THE TEACHER
presents concepts:
In sequence.
In a manner appropriate
to students’ age and
grade.
Helps students
understand
mathematics as a
discipline.
Provides a balance of
teaching for conceptual
understanding and
teaching for procedural
fluency.
Models mathematical
thinking.
. . . and
THE TEACHER
establishes an effective
mathematics environment
by:
Challenging students to
think deeply about the
problems.
Requiring students to
explain their solutions.
Posing questions that
stimulate students’
curiosity and encourage
them to investigate
further.
Actively engaging
students in doing math.
Using real-world
examples for problems
whenever possible.
. . . and
STUDENTS:
Solve problems in a
variety of ways.
Demonstrate
mathematical
thinking by
explaining their
thinking to each
other and to their
teacher.
. . . and
STUDENTS:
Recognize when
they make
procedural errors
and take steps to
correct them.
Professional Practice is Observable during a classroom observation.
Professional Practice is Not Observable during a classroom observation.
QUALITY STANDARD I
Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in
literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts,
physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his
or her content endorsement area(s).
Basic
Partially Proficient
Proficient
(Meets State Standard)
Accomplished
Exemplary
ELEMENT D:
Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based
instructional practices and specialized character of the disciplines being taught.
THE TEACHER:
Breaks down
concepts into
instructional parts
and teaches each
part using
appropriate,
effective strategies
and/or tools.
Uses instructional
materials that are
accurate and
appropriate for the
lesson being
taught.
Employs a variety
of instructional
strategies to
address student
needs.
. . . and
THE TEACHER
provides explanations of
content that are:
Accurate.
Clear.
Concise.
Comprehensive.
. . . and
THE TEACHER
engages students in:
A variety of
explanations and
multiple
representations of
concepts and ideas.
A variety of inquiry
methods to explore
new ideas and
theories.
. . . and
STUDENTS:
Develop a variety of
explanations and
multiple
representations of
concepts.
Build on the skills and
knowledge learned in
the classroom to
engage in more
complex concepts,
ideas and theories.
Use a variety of inquiry
tools and strategies to:
Learn content.
Understand central
concepts.
Answer complex
questions.
Problem solve.
. . . and
STUDENTS
routinely:
Choose challenging
tasks and
instructional
materials.
Apply newly
learned content
skills to unique
situations and
different
disciplines.
Discuss ideas and
content that are
intellectually
challenging to
them.
ELEMENT E:
Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.
THE TEACHER:
Emphasizes key
concepts and
connects them to
other powerful ideas
within the content
area.
Connects lessons to
other disciplines
and/or content
areas.
. . . and
THE TEACHER
implements
instructional strategies
to ensure that
instruction:
Articulates content
and interdisciplinary
connections.
Integrates literacy
skills across content
areas.
. . . and
THE TEACHER:
Clarifies and
elaborates on
interdisciplinary
connections for
students.
Employs instructional
strategies that include
literacy, numeracy
and language
development across
content areas.
. . . and
STUDENTS:
Make connections
between other
disciplines and/or
content areas and the
current lesson.
Apply literacy skills
across academic
content areas.
Apply math skills
across academic
content areas.
. . . and
STUDENTS:
Accelerate their
learning by
elaborating on
current lesson with
connections to prior
lessons within the
content area
and/or with other
disciplines.
Professional Practice is Observable during a classroom observation.
Professional Practice is Not Observable during a classroom observation.
QUALITY STANDARD I
Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in
literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts,
physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his
or her content endorsement area(s).
Basic
Partially Proficient
Proficient
(Meets State
Standard)
Accomplished
Exemplary
ELEMENT F:
Teachers make instruction and content relevant to students and take actions to connect students’ background and
contextual knowledge with new information being taught.
THE TEACHER
selects instructional
materials and
strategies based on
their:
Relevance to
students.
Central contexts.
Foundational
evidence base.
Links lessons to
students’ prior
knowledge.
Encourages and
provides
opportunities for
students to make
connections to prior
learning.
. . . and
THE TEACHER
delivers lessons and
units and uses
instructional strategies
that:
Help students connect
to their learning by
linking the current
lesson with prior
knowledge,
experiences, and/or
cultural contexts.
Provide supports that
facilitate
engagement.
. . . and
THE TEACHER:
Delivers lessons and
uses materials to
ensure that students’
backgrounds and
contextual knowledge
are considered.
Provides
opportunities for
students to self-select
tasks that accelerate
their learning.
. . . and
STUDENTS:
Interact with
materials that are
relevant to them.
Ask questions and
solve problems that
are relevant to them.
Make connections to
prior learning to
understand current
content.
. . . and
STUDENTS:
Select tasks that
demonstrate
transfer of
knowledge to other
theories, ideas,
and/or content.
Professional Practice is Observable during a classroom observation.
Professional Practice is Not Observable during a classroom observation.
Evaluator Comments:
(Required for Ratings of “Basic” or “Partially Proficient” and
recommended for all rating levels.)
Comments of Person Being Evaluated:
(Please indicate the element for which the comment applies if
not for the standard as a whole.)
QUALITY STANDARD II
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
Basic
Partially Proficient
Accomplished
Exemplary
ELEMENT A:
Teachers foster a predictable learning environment in the classroom in which each student has a positive,
nurturing relationship with caring adults and peers.
THE TEACHER
creates a classroom
environment that
facilitates:
Mutual respect.
Positive
relationships
between and
among students.
Empathy for each
student.
. . . and
THE TEACHER:
Creates a classroom
environment
conducive to
learning.
. . . and
STUDENTS:
Respect their
classmates and
teacher(s).
. . . and
STUDENTS’
interactions with
their teacher(s) and
each other:
Are respectful.
Demonstrate
mutual support.
ELEMENT B:
Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as
a community and as a country.
THE TEACHER:
Creates a
classroom
environment in
which diversity is
used to further
student learning.
. . . and
THE TEACHER:
Uses instructional
approaches and
materials that
reflect diverse
backgrounds and
experiences.
Acknowledges the
value of each
student’s
contributions to the
quality of lessons.
Is welcoming to
diverse family
structures.
. . . and
STUDENTS:
Respect the
uniqueness of
fellow students.
. . . and
STUDENTS:
Seek a variety of
perspectives to
complete group
assignments.
Professional Practice is Observable during a classroom observation.
Professional Practice is Not Observable during a classroom observation.
QUALITY STANDARD II
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
Basic
Partially Proficient
Accomplished
Exemplary
ELEMENT C:
Teachers engage students as individuals with unique interests and strengths.
THE TEACHER:
Implements
lessons that reflect
student interests.
. . . and
THE TEACHER:
Encourages
students to expand
and enhance their
learning.
Acknowledges
students for their
accomplishments.
. . . and
STUDENTS:
Actively engage in
classroom activities.
Discuss content and
make connections
between current
lesson and their
interests.
. . . and
STUDENTS:
Encourage fellow
students to
participate and
challenge
themselves.
Engage in
collaborative
learning and
group processes.
ELEMENT D:
Teachers adapt their teaching for the benefit of all students, including those with special needs, across a
range of ability levels.
THE TEACHER:
Adapts learning
environment to
address individual
student needs.
. . . and
THE TEACHER:
Designs instruction
to address learning
needs of all
students.
Monitors the
quality of student
participation and
performance.
Implements
recommendations
of specialists and
colleagues to
address student
needs.
. . . and
STUDENTS
advocate for
themselves by:
Articulating their
learning needs to
their teacher
and/or parent.
Communicating
freely and openly
with teachers about
circumstances that
affect their
classroom
performance.
. . . and
STUDENTS:
Apply coping
skills such as self-
reflection, self-
regulation and
persistence to
classroom
situations.
Help fellow
classmates by
offering support.
Professional Practice is Observable during a classroom observation.
Professional Practice is Not Observable during a classroom observation.
QUALITY STANDARD II
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
Basic
Partially Proficient
Proficient
(Meets State Standard)
Accomplished
Exemplary
ELEMENT E:
Teachers provide proactive, clear and constructive feedback to families about student progress and work
collaboratively with the families and significant adults in the lives of their students.
THE TEACHER:
Establishes a
classroom
environment that
is inviting to
families and
significant adults.
. . . and
THE TEACHER:
Maintains
respectful
relationships with
students, their
families, and/or
significant adults.
Uses a variety of
methods to initiate
communication with
families and
significant adults.
. . . and
THE TEACHER:
Provides clear and
accurate feedback
to parents and
significant adults
regarding student
needs and progress.
Coordinates flow of
information
between families
and colleagues who
provide student
services.
. . . and
FAMILIES AND
SIGNIFICANT
ADULTS:
Discuss student
performance with
the teacher.
Participate in
school-based
activities.
. . . and
FAMILIES AND
SIGNIFICANT
ADULTS:
Partner with the
teacher to support
student strengths
and address next
steps for learning.
ELEMENT F:
Teachers create a learning environment characterized by acceptable student behavior, efficient use of
time and appropriate intervention strategies.
THE TEACHER:
Provides clear
expectations to
guide student
classroom
behavior.
Holds students
accountable for
adherence to
school and/or
class rules.
. . . and
THE TEACHER:
Puts procedures in
place to maximize
instructional time.
. . . and
THE TEACHER:
Makes maximum
use of instructional
time.
Maintains a safe
and orderly
environment.
. . . and
STUDENTS:
Stay on task
during class
periods.
Abide by school
and class rules.
. . . and
STUDENTS:
Accept
responsibility for
their behavior and
use of time.
Help other
students stay on
task.
Professional Practice is Observable during a classroom observation.
Professional Practice is Not Observable during a classroom observation.
Evaluator Comments:
(Required for Ratings of “Basic” or “Partially Proficient”
and recommended for all rating levels.)
Comments of Person Being Evaluated:
(Please indicate the element for which the comment applies
if not for the standard as a whole.)
QUALITY STANDARD III
Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
Basic
Partially Proficient
Proficient
(Meets State Standard)
Accomplished
Exemplary
ELEMENT A:
Teachers demonstrate knowledge of current developmental science, the ways in which learning takes
place and the appropriate levels of intellectual, social and emotional development of their students.
THE TEACHER:
Modifies content
to assure that
students are able
to work at their
ability levels.
. . . and
THE TEACHER:
Studies
recent/current
research to expand
personal knowledge
of how students
learn.
Builds on the
interrelatedness of
students’
intellectual, social
and emotional
development.
. . . and
THE TEACHER:
Collaborates with
colleagues with
expertise in
developmental
science to improve
the quality of
instruction.
Applies knowledge
of current
developmental
science to address
student needs.
. . . and
STUDENTS:
Seek materials and
resources
appropriate for
their personal
approach to
learning.
. . . and
STUDENTS
seek to understand:
How they learn
best.
Where their time
and efforts are
best used.
ELEMENT B:
Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned
to academic standards and advances students’ level of content knowledge and skills.
THE TEACHER:
Uses assessment
results to guide
adjustments to
instruction.
Has specific
student outcomes
in mind for each
lesson.
. . . and
THE TEACHER:
Aligns instruction
with academic
standards and
student assessment
results.
Monitors
instruction against
student
performance and
makes real-time
adjustments.
Assesses required
skills.
. . . and
THE TEACHER:
Encourages
students to take
academic risks.
Makes sure
students meet
learning objectives
while increasing
mastery levels.
. . . and
STUDENTS:
Monitor their level
of engagement.
Confer with the
teacher to achieve
learning objectives.
. . . and
STUDENTS:
Initiate activities
to address their
learning
strengths and
next steps.
Take academic
risks.
Professional Practice is Observable during a classroom observation.
Professional Practice is Not Observable during a classroom observation.
QUALITY STANDARD III
Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
Basic
Partially Proficient
Proficient
(Meets State Standard)
Accomplished
Exemplary
ELEMENT C:
Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet
the developmental and academic needs of their students.
THE TEACHER:
Incorporates
evidence-based
strategies into
lessons.
. . . and
THE TEACHER:
Makes connections
between student
data and research-
based practices.
. . . and
THE TEACHER:
Individualizes
instructional
approach to meet
unique needs of
each student.
. . . and
STUDENTS:
Embrace new and
unique ways of
learning as they
are introduced
through research-
based lessons.
. . . and
STUDENTS:
Apply skills and
knowledge learned
in the classroom.
ELEMENT D:
Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to
maximize student learning.
THE TEACHER:
Uses available
technology to
facilitate
classroom
instruction.
. . . and
THE TEACHER:
Employs strategies
and procedures to
ensure that
students have
equitable access to
available
technology.
Monitors the use of
available
technology in the
classroom.
. . . and
THE TEACHER
uses available
technology to:
Enhance student
learning.
Develop students’
knowledge and
skills.
Enhance creative
and innovative
skills.
Provide engaging
and motivating
learning
experiences.
. . . and
STUDENTS
use available
technology to engage
in:
Virtual or face-to-
face learning
activities.
Real world
applications.
. . . and
STUDENTS
use available
technology to:
Accelerate their
learning.
Apply team building
and networking
skills.
Deepen critical
thinking skills.
Communicate
effectively.
ELEMENT E:
Teachers establish and communicate high expectations for all students and plan instruction that helps
students develop critical-thinking and problem solving skills.
THE TEACHER:
Has high
expectations for
all students.
Holds students
accountable for
their learning.
. . . and
THE TEACHER:
Sets student
expectations at a
level that challenges
students.
Incorporates critical
thinking and
problem-solving
skills.
. . . and
STUDENTS:
Help set their
learning
objectives.
Apply higher-order
thinking and
problem-solving
skills to address
challenging issues.
. . . and
STUDENTS:
Monitor their
progress toward
achieving teachers
high expectations.
Seek opportunities to
expand and enhance
their problem-solving
and higher order
thinking skills.
Professional Practice is Observable during a classroom observation.
Professional Practice is Not Observable during a classroom observation.
QUALITY STANDARD III
Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
Basic
Partially Proficient
Proficient
(Meets State Standard)
Accomplished
Exemplary
ELEMENT F:
Teachers provide students with opportunities to work in teams and develop leadership qualities.
THE TEACHER:
Includes all
students in
individual and
group activities.
. . . and
THE TEACHER
plans lessons that:
Provide
opportunities for
students to
participate using
various roles and
modes of
communication.
. . . and
THE TEACHER:
Flexibly groups
students.
Adjusts team
composition based
on learning
objectives and
student needs.
Varies group size,
composition and
tasks to create
opportunities for
students to learn
from each other.
. . . and
STUDENTS:
Fulfill their assigned
roles within the
team.
Assume leadership
roles in their teams.
. . . and
STUDENTS:
Utilize group
processes to build
trust and promote
effective
interactions
among team
members.
Participate in
teams in ways that
build trust and
ownership of ideas
among
team members.
ELEMENT G:
Teachers communicate effectively, making learning objectives clear and providing appropriate models of
language.
THE TEACHER:
Communicates
effectively with
students.
. . . and
THE TEACHER:
Models effective
communication
skills.
Encourages
students to
communicate
effectively.
. . . and
THE TEACHER:
Teaches students to
be effective
communicators.
Provides
opportunities for
students to practice
communication
skills.
. . . and
STUDENTS:
Apply effective
written and oral
communication
skills in their work.
. . . and
STUDENTS:
Use academic
language in
spoken and
written work.
Professional Practice is Observable during a classroom observation.
Professional Practice is Not Observable during a classroom observation.
QUALITY STANDARD III
Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
Basic
Partially Proficient
Proficient
(Meets State Standard)
Accomplished
Exemplary
ELEMENT H:
Teachers use appropriate methods to assess what each student has learned, including formal and
informal assessments and use results to plan further instruction.
THE TEACHER:
Involves students
in monitoring
their learning.
Assesses learning
outcomes
appropriately.
. . . and
THE TEACHER:
Implements
appropriate
strategies for
assigning grades.
Evaluates student
performance based
on multiple
measures.
Includes
documentation of
student progress
toward mastery of
state content
standards in
assessment plans.
. . . and
THE TEACHER
provides actionable,
timely, specific and
individualized
feedback about the
quality of student
work to:
Students.
Families and
significant adults.
Other professionals
who work with
students.
Teaches students to
use feedback to
improve their
learning.
. . . and
STUDENTS:
Self-assess on a
variety of skills and
concepts.
Articulate their
personal strengths
and needs based on
self-assessment.
Effectively use
formal and informal
feedback to monitor
their learning.
. . . and
STUDENTS
assume ownership
for:
Monitoring their
progress.
Setting learning
goals.
Applying teacher
feedback to
improve
performance and
accelerate their
learning.
Professional Practice is Observable during a classroom observation.
Professional Practice is Not Observable during a classroom observation.
Evaluator Comments:
(Required for Ratings of “Basic” or “Partially Proficient” and
recommended for all rating levels.)
Comments of Person Being Evaluated:
(Please indicate the element for which the comment
applies if not for the standard as a whole.)
QUALITY STANDARD IV
Teachers reflect on their practice.
Basic
Partially Proficient
Proficient
(Meets State Standard)
Accomplished
Exemplary
ELEMENT A:
Teachers demonstrate that they analyze student learning, development and growth and apply what they
learn to improve their practice.
THE TEACHER:
Collects and
analyzes student
data to inform
instruction.
Uses data to:
Support student
learning.
Inform practice.
. . . and
THE TEACHER:
Collects multiple
examples of student
work to determine
student progress
over time.
. . . and
THE TEACHER
applies knowledge of
how students learn
and their prior
knowledge to the
development of:
Lesson plans.
Instructional
strategies.
. . . and
THE TEACHER
develops student
learning plans based
on:
Multiple examples
of student work.
Other data points.
Information
gathered from
students, families
and colleagues.
. . . and
THE TEACHER:
Monitors and
evaluates personal
behavioral changes
to determine what
works for students.
ELEMENT B:
Teachers link professional growth to their professional goals.
THE TEACHER:
Implements
performance
feedback from
supervisor and/or
colleagues to
improve practice.
Actively engages in
professional
development
focused on:
Addressing
student needs.
School and district
initiatives.
Meeting
professional
goals.
. . . and
THE TEACHER
engages in
professional
development activities
based on:
Likelihood of having
a positive impact on
student learning.
Alignment with
Colorado Academic
Standards and
school and district
initiatives.
Current research.
Student needs.
. . . and
THE TEACHER:
Advocates for
professional
development that is
evidence based and
targeted toward
improving student
outcomes.
Applies knowledge
and skills learned
through
professional
development to
professional
practice.
. . . and
THE TEACHER:
Implements new
and different
instructional
strategies based on
current research
and district
initiatives.
Adapts teaching
skills to meet
student needs.
. . . and
THE TEACHER:
Develops and
follows a long-term
professional
development plan.
Professional Practice is Observable during a classroom observation.
Professional Practice is Not Observable during a classroom observation.
QUALITY STANDARD IV
Teachers reflect on their practice.
Basic
Partially Proficient
Proficient
(Meets State Standard)
Accomplished
Exemplary
ELEMENT C:
Teachers are able to respond to a complex, dynamic environment.
THE TEACHER
collaborates with
colleagues to:
Implement new
ideas to improve
teaching and
learning.
Support struggling
students.
Contribute to
campus goals.
. . . and
THE TEACHER:
Maintains a positive,
productive and
respectful
relationship with
colleagues.
. . . and
THE TEACHER
initiates collaborative
activities with colleagues
to:
Analyze student
data and interpret
results.
Apply findings to
improve teaching
practice.
. . . and
THE TEACHER:
Serves as a critical
friend for
colleagues, both
providing and
receiving feedback
on performance.
. . . and
THE TEACHER:
Strengthens
teaching practice
by adapting
instructional
practices based on
colleague feedback
and other types of
performance data.
Professional Practice is Observable during a classroom observation.
Professional Practice is Not Observable during a classroom observation.
Evaluator Comments:
(Required for Ratings of “Basic” or “Partially Proficient” and
recommended for all rating levels.)
Comments of Person Being Evaluated:
(Please indicate the element for which the comment applies
if not for the standard as a whole.)
QUALITY STANDARD V
Teachers demonstrate leadership.
Basic
Partially Proficient
Proficient
(Meets State Standard)
Accomplished
Exemplary
ELEMENT A:
Teachers demonstrate leadership in their schools.
THE TEACHER:
Participates in
school activities
expected of all
teachers.
Works
collaboratively
for the benefit of
students and
families.
Supports school
goals and
initiatives.
. . . and
THE TEACHER:
Contributes to school
committees and
teams.
. . . and
THE TEACHER:
Collaborates with
school-based teams
to leverage the skills
and knowledge of
colleagues and
families.
. . . and
THE TEACHER:
Shares lessons
learned with
colleagues.
Confers with school
administrators,
other school
leaders and/or
decision making
teams to improve
teacher working
and student
learning conditions.
. . . and
THE TEACHER
initiates and leads
collaborative
activities that:
Partner with
families to
coordinate learning
between home and
school.
Implement ideas to
improve teaching
and learning.
Support struggling
students.
ELEMENT B:
Teachers contribute knowledge and skills to educational practices and the teaching profession.
THE TEACHER:
Shares expertise
with colleagues.
Supports the
work of
colleagues.
Actively
participates in
activities
designed to
improve policies
and procedures
that affect school
climate, family
partnering and
student learning.
. . . and
THE TEACHER
collaborates with
colleagues to:
Support student
growth and
development.
Provide input into
policies and
procedures that
affect school climate
and student learning.
Partner with families.
. . . and
THE TEACHER:
Leads professional
growth and
development
activities whenever
possible.
. . . and
THE TEACHER:
Participates in
district-wide
decision-making
processes that
impact the school
community,
including families.
. . . and
THE TEACHER:
Advocates for the
inclusion of
teachers and
families in
education and
government
decision-making
processes.
Professional Practice is Observable during a classroom observation.
Professional Practice is Not Observable during a classroom observation.
QUALITY STANDARD V
Teachers demonstrate leadership.
Basic
Partially Proficient
Proficient
(Meets State Standard)
Accomplished
Exemplary
ELEMENT C:
Teachers advocate for schools and students, partnering with students, families and communities as
appropriate.
THE TEACHER:
Advocates for
students with
families and other
significant adults
using a variety of
communication
tools and
strategies.
. . . and
THE TEACHER:
Discusses potential
revisions to policies
and procedures with
administrators to
better address
student, family and
school needs.
. . . and
THE TEACHER:
Contributes to
school and/or
district committees
to advocate for
students and their
families.
. . . and
THE TEACHER:
Advocates for
students and the
school to external
agencies and
groups.
. . . and
THE TEACHER:
Advocates for
improvements to
teaching, learning
and leadership
through
collaboration with
professional
organizations or
local, state, and/or
national entities.
ELEMENT D:
Teachers demonstrate high ethical standards.
THE TEACHER:
Maintains
confidentiality of
student records as
required by law.
Adheres to
standards of
professional
practice.
. . . and
THE TEACHER:
Models ethical
behavior, including
honesty, integrity,
fair treatment and
respect for others.
. . . and
THE TEACHER:
Maintains
confidentiality of
student, family and
fellow teacher
interactions as well
as student data.
. . . and
THE TEACHER:
Helps students
understand the
importance of
ethical behavior as
an individual and
member of society.
. . . and
STUDENTS
demonstrate:
Honesty.
Respect for others.
Professional Practice is Observable during a classroom observation.
Professional Practice is Not Observable during a classroom observation.
Evaluator Comments:
(Required for Ratings of “Basic” or “Partially Proficient” and
recommended for all rating levels.)
Comments of Person Being Evaluated:
(Please indicate the element for which the comment
applies if not for the standard as a whole.)