Answers ( 2 )

  1. The Teacher Effectiveness Rubric is a set of standards describing a district’s definition of effective teaching. (See the sample attached from one Indiana school district.) Ideally, the description of each standard is provided to show what specific levels of performance of that standard look like. For example, if one of the standards is that the teacher works to differentiate instruction for students, then the rubric may define what it would look like if a teacher were doing that a level that Highly Effective, Effective, Improvement Necessary, or Ineffective. An observer of the teacher’s performance can then take the notes/script documenting what was observed in the classroom and match the teacher’s performance to the rubric to rate the performance. Most states provide a statewide model rubric that districts can adopt or customize to use in their own teacher evaluation process. Some states or model programs have developed one rubric that must be used for all teachers). Some districts have written their own fully-customized rubrics. Because school districts often recognize that not all staff members are “teachers,” the rubric is sometimes called the “Employee Effectiveness Rubric” in order to simplify naming since counselors, administrators, athletic directors, speech pathologists, and others may have unique rubric designs tailored to the responsibilities of their roles.


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  2. Although the evaluation model for each school district may differ from district to district, the Indiana RISE Evaluation and Development Systems provides a model plan which can be adopted, modified, or referenced for districts developing unique district plans. In this response, RISE will be used. The Teacher Effectiveness Rubric (TER) was developed after examining numerous resources and frameworks to arrive at three key purposes:
    1. To shine a spotlight on great teaching: The rubric is designed to assist principals in their efforts to increase teacher effectiveness, recognize teaching quality, and ensure that all students have access to great teachers.
    2. To provide clear expectations for teachers: The rubric defines and prioritizes the actions that effective teachers use to make gains in student achievement.
    3. To support a fair and transparent evaluation of effectiveness: The rubric provides the foundation for accurately assessing teacher effectiveness along four discrete ratings: Highly Effective, Effective, Improvement Necessary, Ineffective.

    The RISE rubric for teacher effectiveness consists of three domains: Planning, Instruction, Leadership. Within each domain, competencies are defined for educators, administrators, evaluators to be able to identify and/or reference to determine levels of “Highly Effective, Effective, Improvement Necessary, Ineffective” indicators. (IC 20-28-11.5-4(c)(4)
    511 IAC 10-6-2(c) It is a tool utilized by evaluators and teachers to specifically identify attributes/criteria/indicators of what is required from an educator to be successful. Additionally, one of the goals of this rubric is to be able to validate the great work of teachers and/or to help identify areas of strength or weakness for a professional educator to continue to learn and develop in their profession and/or to help a teacher develop into a ‘highly effective’ or ‘effective’ educator.
    For the most current version of RISE, please visit: https://www.doe.in.gov/sites/default/files/evaluations/rise-handbook-2-0-final.pdf

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