Teacher Observation Rubric Massachusetts

Massachusetts Model System for Educator Evaluation
Part III: Guide to Rubrics and Model Rubrics

for Superintendent, Administrator, and Teacher
Appendix C. Teacher Rubric
January 2012
Massachusetts Department of Elementary and Secondary Education

75 Pleasant Street, Malden, MA02148-4906
Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370
www.doe.mass.edu
Guide to Teacher Rubric

Rubrics defined in the regulations as scoring tool[s] that describe characteristics of practice or artifacts at different levels of performance (603
CMR 35.02) are a critical component of the Massachusetts educator evaluation framework and are required for every educator. Rubrics are
designed to help educators and evaluators (1) develop a consistent, shared understanding of what proficient performance looks like in practice, (2)
develop a common terminology and structure to organize evidence, and (3) make informed professional judgments about formative and
summative performance ratings on each Standard and overall. This appendix contains the ESE Model Teacher Rubric.
Structure of the Teacher Rubric

Standards: Standards are the broad categories of knowledge, skills, and performance of effective practice detailed in the regulations.
There are four Standards for teachers: Curriculum, Planning, and Assessment; Teaching All Students; Family and Community
Engagement; and Professional Culture.
Indicators: Indicators, also detailed in the regulations, describe specific knowledge, skills, and performance for each Standard. For
example, there are three Indicators in Standard I of the teacher rubric: Curriculum and Planning; Assessment; and Analysis.
Elements: The elements are more specific descriptions of actions and behaviors related to each Indicator. The elements further break
down the Indicators into more specific aspects of educator practice and provide an opportunity for evaluators to offer detailed feedback
that serves as a roadmap for improvement.
Descriptors: Performance descriptors are observable and measurable statements of educator actions and behaviors aligned to each
element and serve as the basis for identifying the level of teaching or administrative performance in one of four categories: Unsatisfactory,
Needs Improvement, Proficient, or Exemplary.
Use of the Teacher Rubric

This rubric describes teaching practice. It is intended to be used throughout the 5 step evaluation cycle for all teachers, including teachers of
whole classrooms, small groups, individual students, or any combination of the above. The rubric is designed to be applicable to general education
teachers from pre-K through Advanced Placement, as well as teachers with specialized classes or knowledge, including teachers of English
Language Learners, and special education teachers; districts may also choose to use this rubric for educators in other roles such as specialists.
The responsibilities of teachers to whom this rubric will be applied may vary. ESE encourages educators and evaluators to use the rubric
strategically by discussing and agreeing upon certain Indicators and Elements that should be high priorities according to that educators role and
responsibilities as well as his/her professional practice and student learning needs. There are a variety of ways to emphasize these components
throughout the evaluation cycle. For example, high priority Indicators and/or elements can be analyzed in greater depth during self-assessment,
targeted during goal setting, a focus for more comprehensive evidence collection, or all of the above. However, the expectation is that by the end
of the evaluation cycle, educators and evaluators have gathered and shared a reasonable amount of evidence on every Indicator to support a
rating for each Standard.
Part III: Appendix C. ESE Model Rubric for Teachers
January 2012
page i
Teacher Rubric At-A-Glance

Standard I:
Curriculum, Planning, and
Assessment
A. Curriculum and Planning Indicator
Standard II:
Teaching All Students
A. Instruction Indicator
1. Subject Matter Knowledge
1. Quality of Effort and Work
2. Child and Adolescent Development
2. Student Engagement
3. Rigorous Standards-Based Unit Design
3. Meeting Diverse Needs
Standard III:
Family and Community Engagement
A. Engagement Indicator
1. Parent/Family Engagement
Standard IV:
Professional Culture
A. Reflection Indicator
1. Reflective Practice
2. Goal Setting
4. Well-Structured Lessons
B. Assessment Indicator
B. Learning Environment Indicator
B. Collaboration Indicator
1. Variety of Assessment Methods
1. Safe Learning Environment
1. Learning Expectations
2. Adjustments to Practice
2. Collaborative Learning Environment
2. Curriculum Support
B. Professional Growth Indicator

1. Professional Learning and Growth
3. Student Motivation
C. Analysis Indicator
C. Cultural Proficiency Indicator
C. Communication Indicator
1. Analysis and Conclusions
1. Respects Differences
1. Two-Way Communication
2. Sharing Conclusions With Colleagues
2. Maintains Respectful Environment
2. Culturally Proficient Communication
C. Collaboration Indicator
1. Professional Collaboration
3. Sharing Conclusions With Students

D. Expectations Indicator
D. Decision-Making Indicator
1. Clear Expectations
1. Decision-making
2. High Expectations
3. Access to Knowledge
E. Shared Responsibility Indicator
1. Shared Responsibility
F. Professional Responsibilities Indicator
1. Judgment
2. Reliability and Responsibility
How to reference parts of the rubric:

Indicator terminology: under the Teaching All Students Standard (II), the "Instruction Indicator (A) can be referred to as Indicator II-A
Element terminology: under the Instruction Indicator (A), the Student Engagement Element (2) can be referred to as Element II-A-2
January 2012
page ii
Standards and Indicators of Effective Teaching Practice:

Teacher Rubric
Standard I: Curriculum, Planning, and Assessment. The teacher promotes the learning and growth of all students by providing highquality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student
performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis,
and continuously refining learning objectives.
Indicator I-A.
Curriculum and Planning: Knows the subject matter well, has a good grasp of child development and how students learn,
and designs effective and rigorous standards-based units of instruction consisting of well-structured lessons with
measurable outcomes.
I-A. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
I-A-1.
Subject Matter
Knowledge
Demonstrates limited knowledge of

the subject matter and/or its
pedagogy; relies heavily on textbooks
or resources for development of the
factual content. Rarely engages
students in learning experiences
focused on complex knowledge or
skills in the subject.
Demonstrates factual knowledge of

subject matter and the pedagogy it
requires by sometimes engaging
students in learning experiences
around complex knowledge and skills
in the subject.
Demonstrates sound knowledge

and understanding of the subject
matter and the pedagogy it requires
by consistently engaging students
in learning experiences that enable
them to acquire complex
knowledge and skills in the subject.
Demonstrates expertise in subject

matter and the pedagogy it requires
by engaging all students in learning
experiences that enable them to
synthesize complex knowledge and
skills in the subject. Is able to model
this element.
I-A-2.
Child and
Adolescent
Development
Demonstrates little or no knowledge of

developmental levels of students this
age or differences in how students
learn. Typically develops one learning
experience for all students that does
not enable most students to meet the
intended outcomes.
Demonstrates knowledge of
developmental levels of students this
age but does not identify
developmental levels and ways of
learning among the students in the
class and/or develops learning
experiences that enable some, but not
all, students to move toward meeting
intended outcomes.
Demonstrates knowledge of the

developmental levels of students in
the classroom and the different
ways these students learn by
providing differentiated learning
experiences that enable all
students to progress toward
meeting intended outcomes.
Demonstrates expert knowledge of

the developmental levels of the
teachers own students and students
in this grade or subject more generally
and uses this knowledge to
differentiate and expand learning
experiences that enable all students
to make significant progress toward
meeting stated outcomes. Is able to
model this element.
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
January 2012
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Teacher Rubric
Unsatisfactory
Needs Improvement
Proficient
Exemplary
I-A-3.
Rigorous
StandardsBased Unit
Design
Plans individual lessons rather than

units of instruction, or designs units of
instruction that are not aligned with
state standards/ local curricula, lack
measurable outcomes, and/or include
tasks that mostly rely on lower level
thinking skills.
Designs units of instruction that

address some knowledge and skills
defined in state standards/local
curricula, but some student outcomes
are poorly defined and/or tasks rarely
require higher-order thinking skills.
Designs units of instruction with

measurable outcomes and
challenging tasks requiring higherorder thinking skills that enable
students to learn the knowledge
and skills defined in state
standards/local curricula.
Designs integrated units of instruction

with measurable, accessible
outcomes and challenging tasks
requiring higher-order thinking skills
that enable students to learn and
apply the knowledge and skills
defined in state standards/local
curricula. Is able to model this
element.
I-A-4.
WellStructured
Lessons
Develops lessons with inappropriate

student engagement strategies,
pacing, sequence, activities,
materials, resources, and/or grouping
for the intended outcome or for the
students in the class.
Develops lessons with only some

elements of appropriate student
engagement strategies, pacing,
sequence, activities, materials,
resources, and grouping.
Develops well-structured lessons

with challenging, measurable
objectives and appropriate student
engagement strategies, pacing,
sequence, activities, materials,
resources, technologies, and
grouping.
Develops well-structured and highly

engaging lessons with challenging,
measurable objectives and
appropriate student engagement
strategies, pacing, sequence,
activities, materials, resources,
technologies, and grouping to attend
to every students needs. Is able to
model this element.
I-A. Elements
January 2012
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Teacher Rubric
Indicator I-B.
I-B.
Elements
Assessment: Uses a variety of informal and formal methods of assessments to measure student learning, growth, and
understanding to develop differentiated and enhanced learning experiences and improve future instruction.
Unsatisfactory
Needs Improvement
Proficient
Exemplary
I-B-1.
Variety of
Assessment
Methods
Administers only the assessments

required by the school and/or
measures only point-in-time student
achievement.
May administer some informal and/or

formal assessments to measure
student learning but rarely measures
student progress toward achieving
state/local standards.
Designs and administers a variety

of informal and formal methods
and assessments, including
common interim assessments, to
measure each students learning,
growth, and progress toward
achieving state/local standards.
Uses an integrated, comprehensive

system of informal and formal
assessments, including common
interim assessments, to measure
student learning, growth, and
progress toward achieving state/local
standards. Is able to model this
element.
I-B-2.
Adjustment to
Practice
Makes few adjustments to practice

based on formal and informal
assessments.
May organize and analyze some

assessment results but only
occasionally adjusts practice or
modifies future instruction based on
the findings.
Organizes and analyzes results

from a variety of assessments to
determine progress toward
intended outcomes and uses these
findings to adjust practice and
identify and/or implement
appropriate differentiated
interventions and enhancements
for students.
Organizes and analyzes results from

a comprehensive system of
assessments to determine progress
toward intended outcomes and
frequently uses these findings to
adjust practice and identify and/or
implement appropriate differentiated
interventions and enhancements for
individuals and groups of students
and appropriate modifications of
lessons and units. Is able to model
this element.
January 2012
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Teacher Rubric
Indicator I-C. Analysis: Analyzes data from assessments, draws conclusions, and shares them appropriately.
I-C.
Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
I-C-1.
Analysis and
Conclusions
Does not draw conclusions from

student data beyond completing
minimal requirements such as
grading for report cards.
Draws conclusions from a limited

analysis of student data to inform
student grading and promotion
decisions.
Individually and with colleagues,

draws appropriate conclusions
from a thorough analysis of a wide
range of assessment data to
improve student learning.

draws appropriate, actionable
conclusions from a thorough analysis
of a wide range of assessment data
that improve short- and long-term
instructional decisions. Is able to
model this element.
I-C-2.
Sharing
Conclusions
With Colleagues
Rarely shares with colleagues

conclusions about student progress
and/or rarely seeks feedback.
Only occasionally shares with

colleagues conclusions about student
progress and/or only occasionally
seeks feedback from them about
practices that will support improved
student learning.
Regularly shares with appropriate

colleagues (e.g., general
education, special education, and
English learner staff) conclusions
about student progress and seeks
feedback from them about
instructional or assessment
practices that will support
improved student learning.
Establishes and implements a

schedule and plan for regularly
sharing with all appropriate
colleagues conclusions and insights
about student progress. Seeks and
applies feedback from them about
practices that will support improved
student learning. Is able to model this
element.
I-C-3.
Sharing
Conclusions
With Students
Provides little or no feedback on

student performance except through
grades or report of task completion,
or provides inappropriate feedback
that does not support students to
improve their performance.
Provides some feedback about

performance beyond grades but
rarely shares strategies for students
to improve their performance toward
objectives.
Based on assessment results,

provides descriptive feedback and
engages students and families in
constructive conversation that
focuses on how students can
improve their performance.
Establishes early, constructive

feedback loops with students and
families that create a dialogue about
performance, progress, and
improvement. Is able to model this
element.
January 2012
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Teacher Rubric
Standard II: Teaching All Students. The teacher promotes the learning and growth of all students through instructional practices that
establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency.
Indicator II-A. Instruction: Uses instructional practices that reflect high expectations regarding content and quality of effort and work;
engage all students; and are personalized to accommodate diverse learning styles, needs, interests, and levels of
readiness.
II-A.
Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
II-A-1.
Quality of Effort
and Work
Establishes no or low expectations

around quality of work and effort
and/or offers few supports for
students to produce quality work or
effort.
May states high expectations for

quality and effort, but provides few
exemplars and rubrics, limited guided
practice, and/or few other supports to
help students know what is expected
of them; may establish inappropriately
low expectations for quality and effort.
Consistently defines high

expectations for the quality of
student work and the perseverance
and effort required to produce it;
often provides exemplars, rubrics,
and guided practice.
Consistently defines high

expectations for quality work and
effort and effectively supports
students to set high expectations for
each other to persevere and produce
high-quality work. Is able to model
this element.
II-A-2.
Student
Engagement
Uses instructional practices that leave

most students uninvolved and/or
passive participants.
Uses instructional practices that

motivate and engage some students
but leave others uninvolved and/or
passive participants.
Consistently uses instructional

practices that are likely to motivate
and engage most students during
the lesson.
Consistently uses instructional

practices that typically motivate and
engage most students both during the
lesson and during independent work
and home work. Is able to model this
element.
II-A-3.
Meeting Diverse
Needs
Uses limited and/or inappropriate

practices to accommodate
differences.
May use some appropriate practices

to accommodate differences, but fails
to address an adequate range of
differences.
Uses appropriate practices,

including tiered instruction and
scaffolds, to accommodate
differences in learning styles,
needs, interests, and levels of
readiness, including those of
students with disabilities and
English learners.
Uses a varied repertoire of practices

to create structured opportunities for
each student to meet or exceed state
standards/local curriculum and
behavioral expectations. Is able to
model this element.
January 2012
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Teacher Rubric
Indicator II-B. Learning Environment: Creates and maintains a safe and collaborative learning environment that motivates students to
take academic risks, challenge themselves, and claim ownership of their learning.
II-B.
Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
II-B-1.
Safe Learning
Environment
Maintains a physical environment that

is unsafe or does not support student
learning. Uses inappropriate or
ineffective rituals, routines, and/or
responses to reinforce positive
behavior or respond to behaviors that
interfere with students learning.
May create and maintain a safe

physical environment but
inconsistently maintains rituals,
routines, and responses needed to
prevent and/or stop behaviors that
interfere with all students learning.
Uses rituals, routines, and

appropriate responses that create
and maintain a safe physical and
intellectual environment where
students take academic risks and
most behaviors that interfere with
learning are prevented.
Uses rituals, routines, and proactive

responses that create and maintain a
safe physical and intellectual
environment where students take
academic risks and play an active
roleindividually and collectivelyin
preventing behaviors that interfere
with learning. Is able to model this
element.
II-B-2.
Collaborative
Learning
Environment
Makes little effort to teach

interpersonal, group, and
communication skills or facilitate
student work in groups, or such
attempts are ineffective.
Teaches some interpersonal, group,

and communication skills and
provides some opportunities for
students to work in groups.
Develops students interpersonal,

group, and communication skills
and provides opportunities for
students to learn in groups with
diverse peers.
Teaches and reinforces interpersonal,

group, and communication skills so
that students seek out their peers as
resources. Is able to model this
practice.
II-B-3.
Student
Motivation
Directs all learning experiences,

providing few, if any, opportunities for
students to take academic risks or
challenge themselves to learn.
Creates some learning experiences

that guide students to identify needs,
ask for support, and challenge
themselves to take academic risks.
Consistently creates learning

experiences that guide students to
identify their strengths, interests,
and needs; ask for support when
appropriate; take academic risks;
and challenge themselves to learn.
Consistently supports students to

identify strengths, interests, and
needs; ask for support; take risks;
challenge themselves; set learning
goals; and monitor their own
progress. Models these skills for
colleagues.
January 2012
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Teacher Rubric
Indicator II-C. Cultural Proficiency: Actively creates and maintains an environment in which students diverse backgrounds, identities,
strengths, and challenges are respected.
II-C.
Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
II-C-1.
Respects
Differences
Establishes an environment in which

students demonstrate limited respect
for individual differences.

students generally demonstrate
respect for individual differences
Consistently uses strategies and

practices that are likely to enable
students to demonstrate respect
for and affirm their own and others
differences related to background,
identity, language, strengths, and
challenges.

students respect and affirm their own
and others differences and are
supported to share and explore
differences and similarities related to
background, identity, language,
strengths, and challenges. Is able to
model this practice.
II-C-2.
Maintains
Respectful
Environment
Minimizes or ignores conflicts and/or

responds in inappropriate ways.
Anticipates and responds

appropriately to some conflicts or
misunderstandings but ignores and/or
minimizes others.

appropriately to conflicts or
misunderstandings arising from
differences in backgrounds,
languages, and identities.

appropriately to conflicts or
misunderstandings arising from
differences in backgrounds,
languages, and identities in ways that
lead students to be able to do the
same independently. Is able to model
this practice.
January 2012
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Teacher Rubric
Indicator II-D. Expectations: Plans and implements lessons that set clear and high expectations and also make knowledge accessible
for all students.
II-D. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
II-D-1.
Clear
Expectations
Does not make specific academic and

behavior expectations clear to
students.
May announce and post classroom

academic and behavior rules and
consequences, but inconsistently or
ineffectively enforces them.
Clearly communicates and

consistently enforces specific
standards for student work, effort,
and behavior.
Clearly communicates and

consistently enforces specific
standards for student work, effort, and
behavior so that most students are
able to describe them and take
ownership of meeting them. Is able to
model this element.
II-D-2.
High
Expectations
Gives up on some students or

communicates that some cannot
master challenging material.
May tell students that the subject or

assignment is challenging and that
they need to work hard but does little
to counteract student misconceptions
about innate ability.
Effectively models and reinforces

ways that students can master
challenging material through
effective effort, rather than having
to depend on innate ability.
Effectively models and reinforces

ways that students can consistently
master challenging material through
effective effort. Successfully
challenges students misconceptions
about innate ability. Is able to model
this element.
II-D-3.
Access to
Knowledge
Rarely adapts instruction, materials,

and assessments to make
challenging material accessible to all
students.
Occasionally adapts instruction,

materials, and assessments to make
students.
Consistently adapts instruction,

materials, and assessments to
make challenging material
accessible to all students,
including English learners and
students with disabilities.

consistently adapts instruction,
materials, and assessments to make
students, including English learners
and students with disabilities. Is able
to model this element.
January 2012
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Teacher Rubric
Standard III: Family and Community Engagement. The teacher promotes the learning and growth of all students through effective
partnerships with families, caregivers, community members, and organizations.
Indicator III-A.
III-A.
Elements
III-A-1.
Parent/Family
Engagement
Engagement: Welcomes and encourages every family to become active participants in the classroom and school
community.
Unsatisfactory
Needs Improvement
Does not welcome families to

become participants in the
classroom and school community
or actively discourages their
participation.
Makes limited attempts to involve

families in school and/or
classroom activities, meetings,
and planning.
Proficient
Uses a variety of strategies to
support every family to
participate actively and
appropriately in the classroom
and school community.
Exemplary
Successfully engages most
families and sustains their active
and appropriate participation in
the classroom and school
community. Is able to model this
element.
Indicator III-B. Collaboration: Collaborates with families to create and implement strategies for supporting student learning
and development both at home and at school.
III-B. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
III-B-1.
Learning
Expectations
Does not inform parents about

learning or behavior expectations.
Sends home only a list of classroom

rules and the learning outline or
syllabus for the year.
Consistently provides parents with

clear, user-friendly expectations
for student learning and behavior.
Successfully conveys to most parents

student learning and behavior
expectations. Is able to model this
element.
III-B-2.
Curriculum
Support
Rarely, if ever, communicates with

parents on ways to support children
at home or at school.
Sends home occasional suggestions

on how parents can support children
at home or at school.
Regularly updates parents on

curriculum throughout the year
and suggests strategies for
supporting learning at school and
home, including appropriate
adaptation for students with
disabilities or limited English
proficiency.
Successfully prompts most families to

use one or more of the strategies
suggested for supporting learning at
school and home and seeks out
evidence of their impact. Is able to
model this element.
January 2012
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Teacher Rubric
Indicator III-C. Communication: Engages in regular, two-way, and culturally proficient communication with families about student
learning and performance.
III-C.
Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
III-C-1.
Two-Way
Communication
Rarely communicates with families

except through report cards; rarely
solicits or responds promptly and
carefully to communications from
families.
Relies primarily on newsletters and

other one-way media and usually
responds promptly to communications
from families.
Regularly uses two-way

communication with families about
student performance and learning
and responds promptly and
carefully to communications from
families.
Regularly uses a two-way system that

supports frequent, proactive, and
personalized communication with
families about student performance
and learning. Is able to model this
element.
III-C-2.
Culturally
Proficient
Communication
Makes few attempts to respond to

different family cultural norms and/or
responds inappropriately or
disrespectfully.
May communicate respectfully and

make efforts to take into account
different families home language,
culture, and values, but does so
inconsistently or does not
demonstrate understanding and
sensitivity to the differences.
Always communicates respectfully

with families and demonstrates
understanding of and sensitivity to
culture, and values.
Always communicates respectfully

with families and demonstrates
understanding and appreciation of
culture, and values. Is able to model
this element.
January 2012
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Teacher Rubric
Standard IV: Professional Culture. The teacher promotes the learning and growth of all students through ethical, culturally proficient,
skilled, and collaborative practice.
Indicator IV-A. Reflection: Demonstrates the capacity to reflect on and improve the educators own practice, using informal means as
well as meetings with teams and work groups to gather information, analyze data, examine issues, set meaningful goals,
and develop new approaches in order to improve teaching and learning.
IV-A. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
IV-A-1.
Reflective
Practice
Demonstrates limited reflection on

practice and/or use of insights gained
to improve practice.
May reflect on the effectiveness of

lessons/ units and interactions with
students but not with colleagues
and/or rarely uses insights to improve
practice.
Regularly reflects on the

effectiveness of lessons, units, and
interactions with students, both
individually and with colleagues,
and uses insights gained to
improve practice and student
learning.
Regularly reflects on the

effectiveness of lessons, units, and
interactions with students, both
individually and with colleagues; and
uses and shares with colleagues,
insights gained to improve practice
and student learning. Is able to model
this element.
IV-A-2.
Goal Setting
Generally, participates passively in

the goal-setting process and/or
proposes goals that are vague or
easy to reach.
Proposes goals that are sometimes

vague or easy to achieve and/or
bases goals on a limited selfassessment and analysis of student
learning data.
Proposes challenging, measurable

professional practice, team, and
student learning goals that are
based on thorough selfassessment and analysis of
student learning data.
Individually and with colleagues

builds capacity to propose and
monitor challenging, measurable
goals based on thorough selfassessment and analysis of student
learning data. Is able to model this
element.
January 2012
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Teacher Rubric
Indicator IV-B. Professional Growth: Actively pursues professional development and learning opportunities to improve quality of
practice or build the expertise and experience to assume different instructional and leadership roles.
IV-B. Elements
IV-B-1.
Professional
Learning and
Growth
Unsatisfactory
Participates in few, if any,
professional development and
learning opportunities to improve
practice and/or applies little new
learning to practice.
Needs Improvement
Proficient
Participates only in required

professional development activities
and/or inconsistently or
inappropriately applies new learning
to improve practice.
Consistently seeks out and

applies, when appropriate, ideas
for improving practice from
supervisors, colleagues,
professional development
activities, and other resources to
gain expertise and/or assume
different instruction and leadership
responsibilities.
Exemplary
Consistently seeks out professional
development and learning
opportunities that improve practice
and build expertise of self and other
educators in instruction and
leadership. Is able to model this
element.
Indicator IV-C. Collaboration: Collaborates effectively with colleagues on a wide range of tasks.
IV-C. Elements
IV-C-1.
Professional
Collaboration
Unsatisfactory
Rarely and/or ineffectively
collaborates with colleagues;
conversations often lack focus on
improving student learning.
Needs Improvement
Proficient
Does not consistently collaborate with

colleagues in ways that support
productive team effort.
Consistently and effectively

collaborates with colleagues in
such work as developing
standards-based units, examining
student work, analyzing student
performance, and planning
appropriate intervention.
Exemplary
Supports colleagues to collaborate in
areas such as developing standardsbased units, examining student work,
analyzing student performance, and
planning appropriate intervention. Is
able to model this element.
January 2012
page C-13 of C-15

Teacher Rubric
Indicator IV-D. Decision-Making: Becomes involved in schoolwide decision making, and takes an active role in school improvement
planning.
IV-D. Elements
IV-D-1.
Decision-Making
Indicator IV-E.
IV-E. Elements
IV-E-1.
Shared
Responsibility
Unsatisfactory
Participates in planning and decision
making at the school, department,
and/or grade level only when asked
and rarely contributes relevant ideas
or expertise.
Needs Improvement
May participate in planning and
decision making at the school,
department, and/or grade level but
rarely contributes relevant ideas or
expertise.
Proficient
Exemplary
Consistently contributes relevant

ideas and expertise to planning
and decision making at the school,
department, and/or grade level.
In planning and decision-making at

the school, department, and/or grade
level, consistently contributes ideas
and expertise that are critical to
school improvement efforts. Is able to
model this element.
Shared Responsibility: Shares responsibility for the performance of all students within the school.
Unsatisfactory
Needs Improvement
Proficient
Exemplary
Rarely reinforces schoolwide

behavior and learning expectations
for all students and/or makes a limited
contribution to their learning by rarely
sharing responsibility for meeting their
needs.
Within and beyond the classroom,

inconsistently reinforces schoolwide
for all students, and/or makes a
limited contribution to their learning by
inconsistently sharing responsibility
for meeting their needs.
Within and beyond the classroom,

consistently reinforces schoolwide
for all students, and contributes to
their learning by sharing
responsibility for meeting their
needs.
Individually and with colleagues

develops strategies and actions that
contribute to the learning and
productive behavior of all students at
the school. Is able to model this
element.
January 2012
page C-14 of C-15

Teacher Rubric
Indicator IV-F.
IV-F. Elements
Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently.
Unsatisfactory
Needs Improvement
Proficient
Exemplary
IV-F-1.
Judgment
Demonstrates poor judgment and/or

discloses confidential student
information inappropriately.
Sometimes demonstrates
questionable judgment and/or
inadvertently shares confidential
information.
Demonstrates sound judgment

reflecting integrity, honesty,
fairness, and trustworthiness and
protects student confidentiality
appropriately.
Demonstrates sound judgment and

acts appropriately to protect student
confidentiality, rights and safety. Is
IV-F-2.
Reliability &
Responsibility
Frequently misses or is late to

assignments, makes errors in
records, and/or misses paperwork
deadlines; frequently late or absent.
Occasionally misses or is late to

assignments, completes work late,
and/or makes errors in records.
Consistently fulfills professional

responsibilities; is consistently
punctual and reliable with
paperwork, duties, and
assignments; and is rarely late or
absent from school.
Consistently fulfills all professional

responsibilities to high standards. Is
January 2012
page C-15 of C-15

Teacher Observation Rubric Massachusetts

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Massachusetts Model System for Educator Evaluation

Part III: Guide to Rubrics and Model Rubrics

Massachusetts Department of Elementary and Secondary Education

Guide to Teacher Rubric

Structure of the Teacher Rubric

Use of the Teacher Rubric

Part III: Appendix C. ESE Model Rubric for Teachers

Teacher Rubric At-A-Glance

1. Subject Matter Knowledge

1. Quality of Effort and Work

2. Child and Adolescent Development

3. Rigorous Standards-Based Unit Design

3. Meeting Diverse Needs

B. Learning Environment Indicator

1. Variety of Assessment Methods

1. Safe Learning Environment

2. Collaborative Learning Environment

B. Professional Growth Indicator

C. Cultural Proficiency Indicator

1. Analysis and Conclusions

2. Sharing Conclusions With Colleagues

2. Maintains Respectful Environment

2. Culturally Proficient Communication

3. Sharing Conclusions With Students

How to reference parts of the rubric:

Part III: Appendix C. ESE Model Rubric for Teachers

Standards and Indicators of Effective Teaching Practice:

Demonstrates limited knowledge of

Demonstrates factual knowledge of

Demonstrates sound knowledge

Demonstrates expertise in subject

Demonstrates little or no knowledge of

Demonstrates knowledge of the

Demonstrates expert knowledge of

page C-2 of C-15

Standards and Indicators of Effective Teaching Practice:

Plans individual lessons rather than

Designs units of instruction that

Designs units of instruction with

Designs integrated units of instruction

Develops lessons with inappropriate

Develops lessons with only some

Develops well-structured lessons

Develops well-structured and highly

page C-3 of C-15

Standards and Indicators of Effective Teaching Practice:

Administers only the assessments

May administer some informal and/or

Designs and administers a variety

Uses an integrated, comprehensive

Makes few adjustments to practice

May organize and analyze some

Organizes and analyzes results

Organizes and analyzes results from

page C-4 of C-15

Standards and Indicators of Effective Teaching Practice:

Does not draw conclusions from

Draws conclusions from a limited

Individually and with colleagues,