Teacher Self-Reflection Rubric

Employee: Date of Self-Reflection:

Grade Level: Subject Area Assignment:
School:
Directions: Consider your teaching practice and determine, for each component of the framework for teaching, the level of performance that best reflects your own assessment.
Circle or highlight the appropriate words, and then transfer your judgments to the Self Reflection Form. This will provide you with a summary of your current level of practice.
The final page may be combined with materials from other teachers in your school to determine the patterns of need across the school.
Domain 1: Planning and Preparation
Component Unsatisfactory Basic Proficient Exemplary

1a The teacher’s plans and practice The teacher’s plans and practice reflect The teacher’s plans and practice reflect The teacher’s plans and practice reflect
Demonstrating display little knowledge of the content, some awareness of the important solid knowledge of the content, extensive knowledge of the content and
Knowledge of prerequisite relationships between concepts in the discipline, prerequisite prerequisite relationships between the structure of the discipline. The
Content and different aspects of the content, or the relationships between them, and the important concepts, and the teacher actively builds on knowledge of
Pedagogy instructional practices specific to that instructional practices specific to that instructional practices specific to that prerequisites and misconceptions when
discipline. discipline. discipline. describing instruction or seeking
causes for student misunderstanding.

1b The teacher demonstrates little or no The teacher indicates the importance of The teacher actively seeks knowledge The teacher actively seeks knowledge
Demonstrating knowledge of students’ backgrounds, understanding students’ backgrounds, of students’ backgrounds, cultures, of students’ backgrounds, cultures,
Knowledge of cultures, skills, language proficiency, cultures, skills, language proficiency, skills, language proficiency, interests, skills, language proficiency, interests,
Students interests, and special needs, and does interests, and special needs, and and special needs, and attains this and special needs from a variety of
(Required) not seek such understanding. attains this knowledge for the class as a knowledge for groups of students. sources, and attains this knowledge for
whole. individual students.

1c Instructional outcomes are unsuitable Instructional outcomes are of moderate Instructional outcomes are stated as Instructional outcomes are stated as
Setting Instructional for students, represent trivial or low- rigor and are suitable for some goals reflecting high-level learning and goals that can be assessed, reflecting
Outcomes level learning, or are stated only as students, but consist of a combination curriculum standards. They are suitable rigorous learning and curriculum
activities. They do not permit viable of activities and goals, some of which for most students in the class, represent standards. They represent different
methods of assessment. permit viable methods of assessment. different types of learning, and can be types of content, offer opportunities for
They reflect more than one type of assessed. The outcomes reflect both coordination and integration, and
learning, but the teacher makes no opportunities for coordination. take account of the needs of individual
attempt at coordination or integration. students.

1d The teacher demonstrates little or no The teacher demonstrates some The teacher is fully aware of the The teacher seeks out resources in and
Demonstrating familiarity with resources to enhance familiarity with resources available resources available through the school beyond the school or district in
Knowledge of own knowledge, to use in teaching, or through the school or district to or district to enhance own knowledge, professional organizations, on the
Resources for students who need them. The enhance own knowledge, to use in to use in teaching, or for students who Internet, and in the community to
teacher does not seek such knowledge. teaching, or for students who need need them. enhance own knowledge, to use in
them. The teacher does not seek to teaching, and for students who need
extend such knowledge. them.
 Component Unsatisfactory Basic Proficient Exemplary

1e The series of learning experiences is The series of learning experiences The teacher coordinates knowledge of The teacher coordinates knowledge of
Designing Coherent poorly aligned with the instructional demonstrates partial alignment with content, of students, and of resources content, of students, and of resources,
Instruction outcomes and does not represent a instructional outcomes, and some of the to design a series of learning to design a series of learning
(Required) coherent structure. The experiences experiences are likely to engage experiences aligned to instructional experiences aligned to instructional
are suitable for only some students. students in significant learning. The outcomes and suitable for groups of outcomes, differentiated where
lesson or unit has a recognizable students. The lesson or unit has a clear appropriate to make them suitable to all
structure and reflects partial knowledge structure and is likely to engage students and likely to engage them in
of students and resources. students in significant learning. significant learning. The lesson or unit
structure is clear and allows for different
pathways according to student needs.

1f The teacher’s plan for assessing The teacher’s plan for student The teacher’s plan for student The teacher’s plan for student
Designing Student student learning contains no clear assessment is partially aligned with the assessment is aligned with the assessment is fully aligned with the
Assessments criteria or standards, is poorly aligned instructional outcomes, without clear instructional outcomes, uses clear instructional outcomes, with clear
(Required) with the instructional outcomes, or is criteria, and inappropriate for at least criteria, and is appropriate to the needs criteria and standards that show
inappropriate for many students. The some students. The teacher intends to of students. The teacher intends to use evidence of student contribution to their
results of assessment have minimal use assessment results to plan for assessment results to plan for future development. Assessment
impact on the design of future future instruction for the class as a instruction for groups of students. methodologies may have been adapted
instruction. whole. for individuals, and the teacher intends
Special Education Teacher: Uses to use assessment results to plan future
Special Education Teacher: Educator Special Education Teacher: IEPs and assessment information for planning instruction for individual students.
rarely uses assessment information. Evaluation Plans include assessment IEP programs; facilitates the
IEP’s do not match student needs. information but connections to planning development of a program that meets Special Education Teacher: Educator
Meetings are disorganized and do not are basic. Educator is unsure about the student’s needs. Organizes and displays extensive knowledge of
result in effective planning. student needs and does not take the facilitates effective meetings. IEPs assessments and their use in planning
Communication with relevant parties is initiative to learn more. Meetings results demonstrate ability to synthesize and easily identifies the need for
rare of inappropriate. Confidentiality in IEPs and Evaluation Plans that meet data/information obtained through additional information. The educator’s
issues may exist. requirements but do not reflect an in- evaluations and ongoing assessment. communication with relevant partied
depth understanding of the situation. Communication with school staff, reflects a high level of professionalism
Educator communicates on a regular parents, families, students, service and relevant parties seek out and
basis and is appropriate in those providers, is clear, accessible, effective, depend upon the educator for his/her
interactions and confidential. timely, confidential and sensitive. guidance and expertise.
Domain 2: The Classroom Environment
Component Unsatisfactory Basic Proficient Exemplary

2a Classroom interactions, both between Classroom interactions, both between Classroom interactions between the Classroom interactions between the
Creating an the teacher and students and among the teacher and students and among teacher and students and among teacher and individual students are
Environment of students, are negative, inappropriate, or students, are generally appropriate and students are polite and respectful, highly respectful, reflecting genuine
Respect and Rapport insensitive to students’ cultural free from conflict, but may be reflecting general warmth and caring, warmth and caring and sensitivity to
(Required) backgrounds and are characterized by characterized by occasional displays of and are appropriate to the cultural and students’ cultures and levels of
sarcasm, put-downs, or conflict. insensitivity or lack of responsiveness developmental differences among development. Students themselves
to cultural or developmental differences groups of students. ensure high levels of civility among
among students. members of the class.

2b The classroom environment conveys a The teacher’s attempt to create a The classroom culture is characterized High levels of student energy and
Establishing a negative culture for learning, culture for learning is partially by high expectations for most students teacher passion for the subject create a
Culture for Learning characterized by low teacher successful, with little teacher and genuine commitment to the subject culture for learning in which everyone
commitment to the subject, low commitment to the subject, modest by both teacher and students, with shares a belief in the importance of the
expectations for student achievement, expectations for student achievement, students demonstrating pride in their subject and all students hold
and little or no student pride in work. and little student pride in work. Both the work. themselves to high standards of
teacher and students appear to be only performance—for example, by initiating
“going through the motions.” improvements to their work.

2c Much instructional time is lost because Some instructional time is lost because Little instructional time is lost because Students contribute to the seamless
Managing of inefficient classroom routines and classroom routines and procedures for of classroom routines and procedures operation of classroom routines and
Classroom procedures for transitions, handling of transitions, handling of supplies, and for transitions, handling of supplies, and procedures for transitions, handling of
Procedures supplies, and performance of non- performance of non-instructional duties performance of non-instructional duties, supplies, and performance of non-
instructional duties. are only partially effective. which occur smoothly. instructional duties.

2d There is no evidence that standards of It appears that the teacher has made Standards of conduct appear to be Standards of conduct are clear, with
Managing Student conduct have been established and an effort to establish standards of clear to students, and the teacher evidence of student participation in
Behavior little or no teacher monitoring of student conduct for students. The teacher tries, monitors student behavior against setting them. The teacher’s monitoring
(Required) behavior. Response to student with uneven results, to monitor student those standards. The teacher’s of student behavior is subtle and
misbehavior is repressive or behavior and respond to student response to student misbehavior is preventive, and the teacher’s response
disrespectful of student dignity. misbehavior. appropriate and respects the students’ to student misbehavior is sensitive to
dignity. individual student needs. Students take
an active role in monitoring the
standards of behavior.

2e The physical environment is unsafe, or The classroom is safe, and essential The classroom is safe, and learning is The classroom is safe, and the physical
Organizing Physical some students don’t have access to learning is accessible to most students; accessible to all students; the teacher environment ensures the learning of all
Space learning. Alignment between the the teacher’s use of physical resources, ensures that the physical arrangement students, including those with special
physical arrangement and the lesson including computer technology, is is appropriate to the learning activities. needs. Students contribute to the use
activities is poor. moderately effective. The teacher may The teacher makes effective use of or adaptation of the physical
attempt to modify the physical physical resources, including computer environment to advance learning.
arrangement to suit learning activities, technology. Technology is used skillfully, as
with partial success. appropriate to the lesson.
Domain 3: Instruction

Component Unsatisfactory Basic Proficient Exemplary

3a Expectations for learning, directions Expectations for learning, directions and Expectations for learning, directions and Expectations for learning, directions and
Communicating with and procedures, and explanations of procedures, and explanations of content procedures, and explanations of content procedures, and explanations of content
Students content are unclear or confusing to are clarified after initial confusion; the are clear to students. Communications are clear to students. The teacher’s oral
students. The teacher’s use of teacher’s use of language is correct but are appropriate for students’ cultures and written communication is clear and
language contains errors or is may not be completely appropriate for and levels of development. expressive, appropriate for students’
inappropriate for students’ cultures or students’ cultures or levels of cultures and levels of development, and
levels of development. development. anticipates possible student
misconceptions.

3b The teacher’s questions are low-level or Some of the teacher’s questions elicit a Most of the teacher’s questions elicit a Questions reflect high expectations and
Using Questioning inappropriate, eliciting limited student thoughtful response, but most are low- thoughtful response, and the teacher are culturally and developmentally
and Discussion participation and recitation rather than level, posed in rapid succession. The allows sufficient time for students to appropriate. Students formulate many
Techniques discussion. teacher’s attempts to engage all answer. All students participate in the of the high-level questions and ensure
(Required) students in the discussion are only discussion, with the teacher stepping that all voices are heard.
partially successful. aside when appropriate.

3c Activities and assignments, materials, Activities and assignments, materials, Activities and assignments, materials, Students, throughout the lesson, are
Engaging Students and groupings of students are and groupings of students are partially and groupings of students are fully highly intellectually engaged in
in Learning inappropriate for the instructional appropriate to the instructional appropriate for the instructional significant learning, and make material
(Required) outcomes or students’ cultures or levels outcomes or students’ cultures or levels outcomes and students’ cultures and contributions to the activities, student
of understanding, resulting in little of understanding, resulting in moderate levels of understanding. All students groupings, and materials. The lesson is
intellectual engagement. The lesson intellectual engagement. The lesson are engaged in work of a high level of adapted as necessary to the needs of
has no structure or is poorly paced. has a recognizable structure, but that rigor. The lesson’s structure is individuals, and the structure and
structure is not fully maintained. coherent, with appropriate pace. pacing allow for student reflection and
closure.
 Component Unsatisfactory Basic Proficient Exemplary

3d Assessment is not used in instruction, Assessment is occasionally used in Assessment is regularly used in Assessment is used in a sophisticated
Using Assessment either through monitoring of progress instruction, through some monitoring of instruction, through Self-Reflection by manner in instruction, through student
in Instruction by the teacher or students, or through progress of learning by the teacher students, monitoring of progress of involvement in establishing the
(Required) feedback to students. Students are and/or students. Feedback to students learning by the teacher and/or students, assessment criteria, Self-Reflection by
unaware of the assessment criteria is uneven, and students are aware of and high-quality feedback to students. students, monitoring of progress by
used to evaluate their work. only some of the assessment criteria Students are fully aware of the both students and teacher, and high-
used to evaluate their work. assessment criteria used to evaluate quality feedback to students from a
Special Education Teacher: Student their work. variety of sources.
progress is not tracked or documented.
Educator has no system for tracking Special Education Teacher: Student Special Education Teacher: Gauges/ Special Education Teacher: Student
time lines or other student data. progress is documented according to assesses effectiveness of IEP and progress reports are directly linked to
the IEP but educator does not take the facilitates identifying the need for the IEP and reflect in-depth
initiative in making adjustments, except adjustments; tracks timelines for understanding of student needs and
on the required annual basis. Educator eligibility, annual reviews, three year growth. Educator takes the initiative
maintains a list of timelines for special comprehensive evaluations, when appropriate, in suggesting
education requirements but not for attendance, and discipline. adjustments to student programs. An
attendance or discipline. effective system is in place for tracking
all timelines and student data and
teacher is responsive to data requested
and/or provided by administrator.

3e The teacher adheres to the instruction The teacher attempts to modify the The teacher promotes the successful The teacher seizes an opportunity to
Demonstrating plan, even when a change would lesson when needed and to respond to learning of all students, making enhance learning, building on a
Flexibility and improve the lesson or address students’ student questions, with moderate adjustments as needed to instruction spontaneous event or student interests.
Responsiveness lack of interest. The teacher brushes success. The teacher accepts plans and accommodating student The teacher ensures the success of all
aside student questions; when students responsibility for student success, but questions, needs, and interests. students, using an extensive repertoire
experience difficulty, the teacher has only a limited repertoire of of instructional strategies.
blames the students or their home strategies to draw upon.
environment.
Domain 4: Professional Responsibilities
Component Unsatisfactory Basic Proficient Exemplary

4a The teacher does not accurately assess The teacher provides a partially accurate The teacher provides an accurate and The teacher’s reflection on the lesson is
Reflecting on the effectiveness of the lesson and has and objective description of the lesson objective description of the lesson, citing thoughtful and accurate, citing specific
Teaching no ideas about how the lesson could be but does not cite specific evidence. The specific evidence. The teacher makes evidence. The teacher draws on an
improved. teacher makes only general suggestions some specific suggestions as to how the extensive repertoire to suggest
as to how the lesson might be improved. alternative strategies and predicts the
lesson might be improved. likely success of each.

4b The teacher’s systems for maintaining The teacher’s systems for The teacher’s systems for The teacher’s systems for
Maintaining both instructional and non-instructional maintaining both instructional and non- maintaining both instructional and non- maintaining both instructional and non-
Accurate Records records are either nonexistent or in instructional records are rudimentary instructional records are accurate, instructional records are accurate,
disarray, resulting in errors and and only efficient, and effective. efficient, and effective, and students
confusion. partially. contribute to its maintenance.

Special Education Teacher: Timelines Special Education Teacher: The Special Education Teacher: Paperwork Special Education Teacher: All
are not met and correct procedures for majority of timelines are met. completed within timelines; correct timelines are met unless there is a
paperwork are not consistently Procedures are generally followed. procedures are followed for paperwork; significant extenuating circumstance.
followed. Numerous grammatical errors Wording in paperwork is adequate but Effective wording used in paperwork Content and organization of records
are made and the content is not readily content is not consistently clear. (i.e. grammatically correct and and paperwork reflect in-depth
understood. Records do not reflect Records reflect a basic understanding understandable); Maintains organized knowledge of students and their needs,
adequate understanding of special of the Special Education process. and legible records according to services, progress and of the special
education process. Records are Records are generally organized and MSBSD guidelines; records accurately process.
disorganized and do not maintain an provide basic documentation of reflect planning and decision making.
adequate record of planning and planning and decision making.
decision making.

4c The teacher’s communication with The teacher adheres to school The teacher communicates frequently The teacher’s communication with
Communicating with families about the instructional program procedures for communicating with with families and successfully engages families is frequent and sensitive to
Families or about individual students is sporadic families and makes modest attempts to them in the instructional program. cultural traditions; students participate in
(Required) or culturally inappropriate. The teacher engage families in the instructional Information to families about individual the communication. The teacher
makes no attempt to engage families in program. But communications are not students is conveyed in a culturally successfully engages families in the
the instructional program. always appropriate to the cultures of appropriate manner. instructional program, as appropriate.
those families.

4d The teacher avoids participating in a The teacher becomes involved in the The teacher participates actively in the The teacher makes a substantial
Participating in a professional community or in school professional community and in school professional community and in school contribution to the professional
Professional Community and district events and projects; and district events and projects when and district events and projects, and community and to school and district
relationships with colleagues are specifically asked; relationships with maintains positive and productive events and projects, and assumes a
negative or self-serving. colleagues are cordial. relationships with colleagues. leadership role among the faculty.
 Component Unsatisfactory Basic Proficient Exemplary

4e The teacher does not participate in The teacher participates in professional The teacher seeks out opportunities for The teacher actively pursues
Growing and Developing professional development activities and development activities that are professional development based on an professional development opportunities
Professionally makes no effort to share knowledge convenient or are required, and makes individual assessment of need and and initiates activities to contribute to the
with colleagues. The teacher is limited contributions to the profession. actively shares expertise with others. profession. In addition, the teacher
resistant to feedback from supervisors The teacher accepts, with some The teacher welcomes feedback from seeks feedback from supervisors and
or colleagues. reluctance, feedback from supervisors supervisors and colleagues. colleagues.
and colleagues.

4f The teacher has little sense of ethics The teacher is honest and well The teacher displays a high level of The teacher is proactive and assumes a
Showing and professionalism and contributes to intentioned in serving students and ethics and professionalism in dealings leadership role in making sure that
Professionalism practices that are self-serving or contributing to decisions in the school, with both students and colleagues and school practices and procedures ensure
(Required) harmful to students. The teacher fails to but the teacher’s attempts to serve complies fully and voluntarily with school that all students, particularly those
comply with school and district students are limited. The teacher and district regulations. traditionally underserved, are honored in
regulations and time lines. complies minimally with school and the school. The teacher displays the
district regulations, doing just enough to highest standards of ethical conduct and
get by. takes a leadership role in seeing that
colleagues comply with school and
district regulations.