Capitol Collegiate Academy

Group 3: Creating and Maintaining Effective Environments for Student Learning

This group measures a teacher’s ability to create a physical environment that engages students in meaningful learning activities, promote constructive interactions between students, maintain a safe learning space for all students, encourage all students to participate and effectively use instructional time.
Group 4: Designing Learning Experiences and Understanding and Organizing Subject Matter

This group measures a teacher’s knowledge of the subject matter and student development in their class. It includes the ability of a teacher to organize curriculum, interrelate ideas and information, extend student understanding, and make subject matter accessible to all students. It considers establishing goals, sequencing curriculum, designing plans, and adjusting plans according to engagement and achievement.

Group 5: Executing Lessons Effectively

This group measures a teacher’s ability to clearly present academic content, facilitate student learning, and communicate high expectations and content to students. This includes checking for understanding, using class time effectively, and ensuring all students are actively participating.

Group 6: Assessing and Communicating Student Learning

This group evaluates a teacher’s ability to establish and clearly communicate learning goals for students. It includes collecting data about student performance, involving students in assessing their own learning, using data to inform instruction, communicating with students and families, and encouraging progress.

Group 7: Developing as a Professional Educator

This group measures teacher reflections on their practice and their efforts to engage in their own professional development. It includes establishing professional learning goals, finding opportunities for development, working collaboratively with staff members, and maintaining a strong motivation and commitment to student achievement.

Professional Teaching Standards Rubric

1. 
   Setting Big Goals
   

   	Not Observed	Developing Proficiency	Proficient	Excellent	Exemplary
   1.1 Developing standards-aligned, measurable, meaningful, and feasible goals	Teacher Actions: No classroom goal Student Actions: Students do not know class goals In Reflection: Does not know or connect the importance of goals to student achievement	Teacher Actions: Attempts to set a class goal, though it may not be ambitious or feasible Student Actions Students are able to find class goals In Reflection: Explains the idea behind the big goal and why it is important to have, but may not connect goals to standards	Teacher Actions: Adopts a pre-specified goal that is ambitious and feasible for half the class Student Actions. Most students know class goals In Reflection: Teacher explains how the goal connects to standards, but may not know the specific knowledge and skills to achieve the goal	Teacher Actions: Designs goals that are ambitious and feasible for most students as informed by many sources (standards, past performances, etc.) Student Actions Students know class goals In Reflection: Teacher generally explains the skills and knowledge that each student needs in order to achieve the goal	Teacher Actions: Designs ambitious and feasible goals for the class that would far exceed traditional expectations Student Actions Students have internalized individual and class goals In Reflection: Teacher explains the specific knowledge and skills that each student needs in order to reach the goal and the measurement tool by which the goal is judged
   1.2 Connecting students’ prior knowledge, life experience, and interests with learning goals	Teacher Actions: Does not make any connection between the learning goals and prior knowledge Teacher does not ask for student questions or comments Teacher has no information about students as learners Student Actions: Questions why they are learning the material or may not understand purpose No student questions Students do not know classroom goals In Reflection: Does not consider prior knowledge or experiences of students when reflecting on progress towards goal	Teacher Actions: Makes few connections between learning goals and prior knowledge Teacher asks few questions to monitor understanding Teacher has limited information about students as learners Student Actions: Questions why they are learning the material or may not understand purpose Few student questions Students can find classroom goals, but do not know them In Reflection: Teacher connects goals with classroom in general after the goals have been created	Teacher Actions: Makes substantial and sufficient connections to learning goals Teacher answers student questions to ensure understanding Teacher acquires information about students as learners Student Actions: Students connect material to their own experiences Students ask some questions, usually clarifying questions Students know classroom goals, but do not have individual goals In Reflection: Teacher connects goals with prior knowledge of students after the goals have been created	Teacher Actions: Teacher facilitates students making connections to learning Teacher builds on student questions for the class to extend understanding or modify instruction Teacher acquires information about students as learners and considers this when developing class goals Student Actions: Students connect material or apply knowledge Ask many questions Students have created individual goals or feel that they and their teacher know what is needed for success In Reflection: Teacher considers prior knowledge of students when creating goals	Teacher Actions: Teacher acts as facilitator to student learning Teacher encourages students to make their own connections to the learning goals Uses questions to develop lessons and create meaningful learning Acquires extensive information about individual students as learners from a variety of sources and uses these to help develop classroom goals. Student Actions: Make clear connections and apply knowledge Ask many questions about the material and of each other Students feel that both they and their teacher understand what is needed for the student to be successful. Students have created individual goals. In Reflection: Teacher considers prior knowledge of students when creating goals