High Expectations and Rigorous Instruction

Teachers Rubric

Individual Version

A learning environment with High Expectations and Rigorous Instruction is academically and intellectually challenging and prepares and empowers students to engage in critical reasoning and independent learning.

Instructions: Use the guiding questions below to estimate where your school or classes are overall on the progression. Be candid – all responses are reported in aggregate, and individual responses are never identified. We recommend spending about 20 minutes completing the rubric. Your ratings and comments will not be saved until you click SUBMIT at the bottom of the page.

Progression of Engagement

Exploring

Cultural Responsiveness (CR) is in its initial phase

Growing

CR is practiced in some situations

Utilizing

CR is practiced in most situations

Transforming

CR is continuously practiced and promoted

Commitments

The extent of stakeholder dedication to culturally responsive practices across the school experience

Commitments

School Has Equity-Specific Goals & Metrics

Guiding Questions:

What are my school's and goals? Are they connected to the school's mission and values?
Exploring

My school's goals and associated metrics are generally not related to equity and cultural responsiveness.

Growing

My school's goals and associated metrics are specifically related to equity and cultural responsiveness.

Utilizing

My school's goals and associated metrics are specifically related to equity and cultural responsiveness and are directly linked to the school's mission and values.

Transforming

My school's goals and associated metrics are specifically related to equity and cultural responsiveness, are directly linked to the school's mission and values, and are regularly monitored and updated.

Selected Rating: None
Commitments

School holds High Expectations for All Students

Guiding Questions:

What are my expectations for students? How do I communicate, uphold, and reinforce my expectations?
Exploring

In practice, I have high expectations for only some students.

Growing

In practice, I have high expectations for most, but not all, students.

Utilizing

In practice, I have high expectations for all students.

Transforming

In practice, I have high expectations for all students and I reinforce these expectations in my words and actions.

Selected Rating: None
Commitments

Instruction is Differentiated to Meet Varied Student Needs

Guiding Questions:

How frequently and in what ways do I adjust assignments based on students' learning styles and ability levels? How do I assess the effectiveness of the differentiation for my students?
Exploring

I assign work that is mostly the same for all students.

Growing

I sometimes differentiate (1-2 times per curricular unit) assignments and instruction based on student ability levels and learning styles.

Utilizing

I regularly differentiate (on a weekly basis) assignments and instruction based on student ability levels and learning styles, with particular efforts to meet the needs of students.

Transforming

I regularly differentiate (on a weekly basis) assignments and instruction based on student ability levels and learning styles, with particular efforts to meet the needs of students, and I monitor my efforts for success.

Selected Rating: None
Commitments

Ideas about Equity are Incorporated into Classroom Lessons

Guiding Questions:

How often do I incorporate ideas about , equity, and into my lessons? Do I encourage my students to critically examine the status quo?
Exploring

I rarely (about 1-2 times per year) incorporate ideas about privilege, equity, and justice into my lessons.

Growing

I sometimes (about monthly) incorporate ideas about privilege, equity, and justice into my lessons.

Utilizing

I regularly (about weekly) incorporate ideas about privilege, equity, and justice into my lessons, attending to why these topics matter.

Transforming

I regularly (about weekly) incorporate ideas about privilege, equity, and justice into my lessons, attending to why these topics matter, and I encourage students to critically examine the status quo.

Selected Rating: None

Empowerment

School practices include all stakeholder voices

Empowerment

Leaders Have High Expectations for Rigor of Instruction

Guiding Questions:

What are the school leaders' expectations around instructional focus for skill development, conceptual understanding, and critical thinking? How do my leaders encourage and support me to develop these educational goals in my classes?
Exploring

My school leaders' expectations and feedback on instruction are primarily focused on student skill development.

Growing

My school leaders' expectations and feedback on instruction are focused on student skill development with some attention to conceptual understanding.

Utilizing

My school leaders' expectations and feedback on instruction are focused primarily on conceptual understanding while also supporting student skill development.

Transforming

My school leaders' expectations and feedback on instruction are focused primarily on student conceptual understanding and critical thinking while also supporting student skill development.

Selected Rating: None
Empowerment

All Students Participate in Class

Guiding Questions:

How broad is student participation in my classes? What approaches do I use to ensure full and equitable participation in class, regardless of students' backgrounds, gender, and learning differences?
Exploring

Only a few students regularly participate in class.

Growing

A subset of students regularly participates in class.

Utilizing

Most students participate in class because I use strategies to involve them.

Transforming

All students, including those , are comfortable participating in class because I use strategies to involve them.

Selected Rating: None
Empowerment

Teachers Seek Lesson/Learning Activity Input & Feedback from Students

Guiding Questions:

How often do I seek feedback about my lessons from students, and how do I ask for their feedback? What do I do with their suggestions?
Exploring

I rarely (around once per year) seek student input/feedback on lessons.

Growing

I sometimes (3-4 times per year) seek student input/feedback on lessons to increase student engagement.

Utilizing

I regularly (about monthly) seek student input/feedback on lessons to increase student engagement.

Transforming

I regularly (about monthly) seek student input/feedback, paying particular attention to students to increase student engagement and improve learning experiences.

Selected Rating: None

Relationships

The quality of connections amongst stakeholders

Relationships

Adults Develop Strong Relationships with Students

Guiding Questions:

To what extent do school leaders encourage me to develop relationships with students to improve students' instructional experiences? How do school leaders make this encouragement known through their actions?
Exploring

School leaders encourage me to develop relationships with students to improve instructional experiences.

Growing

School leaders occasionally provide space and resources for me to develop relationships with students to improve their instructional experiences.

Utilizing

School leaders frequently provide space and resources for me to develop relationships with students to improve instructional experiences and assist with personal challenges.

Transforming

School leaders consistently provide space and resources for me to develop relationships with students to improve instructional experiences and assist with personal challenges, and my leaders model relationship-building in their interactions with staff and students.

Selected Rating: None

Collaboration

The extent of cooperation between and amongst stakeholders

Collaboration

Teachers & Students Collaborate to Develop Class Rules & Expectations

Guiding Questions:

To what extent do I have clear conversations with students about class rules and expectations? When forming class rules, how do I incorporate student perspectives?
Exploring

I have few conversations (about 1-2 times per year) with students about class rules, which form the basis for ownership and engagement in lessons.

Growing

I have some conversations (about monthly) with students about class rules, which form the basis for ownership and engagement in lessons.

Utilizing

I have ongoing conversations (about weekly) with students about class rules, which form the basis for ownership and engagement in lessons.

Transforming

I have ongoing conversations (about weekly) with students about class rules and shift power to students in creating and upholding the rules, which form the basis for ownership and engagement in lessons.

Selected Rating: None
Collaboration

Students Share Responsibility for Learning

Guiding Questions:

What do I think students' responsibilities for their learning are, relative to my responsibilities? How much do students take ownership of their learning and achievement?
Exploring

I feel solely responsible for the learning and achievement of students.

Growing

I feel mainly responsible for the learning and achievement of students.

Utilizing

I consistently share responsibility with my students for their learning and achievement.

Transforming

Students consistently take ownership of their learning and achievement with my support.

Selected Rating: None

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