Teacher Evaluation Rubrics

by Kim Marshall Revised August 21, 2011

Rationale and suggestions for implementation

1. These rubrics are organized around six domains covering all aspects of a teachers job performance:
A. Planning and Preparation for Learning
B. Classroom Management
C. Delivery of Instruction
D. Monitoring, Assessment, and Follow-Up
E. Family and Community Outreach
F. Professional Responsibilities
The rubrics use a four-level rating scale with the following labels:
4 Highly Effective
3 Effective
2 Improvement Necessary
1 Does Not Meet Standards

2. The rubrics are designed to give teachers an end-of-the-year assessment of where they stand in all performance areas
and detailed guidance on how to improve. They are not checklists for classroom visits. To knowledgeably fill out the
rubrics, supervisors need to have been in classrooms frequently throughout the year. It is irresponsible to fill out the
rubrics based on one classroom observation. Unannounced mini-observations every 2-3 weeks followed by face-to-face
conversations are the best way for supervisors to have an accurate sense of teachers performance, give ongoing praise
and suggestions, and listen to concerns. For a detailed account of the development of these rubrics and their broader
purpose, see Kim Marshalls book, Rethinking Teacher Supervision and Evaluation (Jossey-Bass, 2009).

3. The Effective level describes solid, expected professional performance; teachers should feel good about scoring at this
level. The Highly Effective level is reserved for truly outstanding teaching that meets very demanding criteria; there will
be relatively few ratings at this level. Improvement Necessary indicates that performance has real deficiencies; no teacher
should be content to remain at this level (although some novices might begin here). Performance at the Does Not Meet
Standards level is clearly unacceptable should lead to dismissal if it is not improved immediately.

4. When scoring, take each of the ten criteria, read across the four levels (Highly Effective, Effective, Improvement
Necessary, and Does Not Meet Standards), find the level that best describes the teachers performance, and circle or
highlight that cell. This creates a clear graphic display of areas for commendation and areas that need work. Then give an
overall score for that domain at the bottom of the page (averaging the scores on the page) and make brief comments in the
space provided. When all six pages have been scored, record the ratings on the summary sheet (page 8).

5. Evaluation conferences are greatly enhanced if the supervisor and teacher fill out the rubrics in advance, then meet and
compare scores one page at a time. The supervisor has the final say, of course, but the discussion should aim for
consensus based on actual evidence of the more accurate score for each criterion. Supervisors should go into the
evaluation process with humility since they cant know everything about a teachers instructional activities, collegial
interactions, parent outreach, and professional growth. Similarly, teachers should be open to feedback from someone with
an outside perspective. For a discussion of the role of student achievement in teacher evaluation, see Merit Pay or Team
Accountability(Education Week, Sept. 1, 2010) by Kim Marshall.

6. Some supervisors sugar-coat criticism and give inflated scores to keep the peace and avoid hurting feelings. This does
not help teachers improve. The kindest thing a supervisor can do for an underperforming teacher is give candid, evidence-
based feedback, listen to the teachers concerns, and provide robust follow-up support.

7. If an entire staff is scored honestly using these rubrics, its possible to create a color-coded spreadsheet that can serve as
a powerful (confidential) road-map for schoolwide professional development (see the sample on page 9).

8. These rubrics are open source and may be used and adapted by schools and districts as they see fit.
 A. Planning and Preparation for Learning
2 1
4 3 Improvement Does Not Meet
Highly Effective Effective Standards
The teacher: Necessary
Is expert in the subject area Knows the subject matter well Is somewhat familiar with the Has little familiarity with the
a. and up to date on authoritative and has a good grasp of child subject and has a few ideas of subject matter and few ideas
Knowledge research on child development development and how students ways students develop and on how to teach it and how
and how students learn. learn. learn. students learn.

Has a detailed plan for the Plans the year so students will
Has done some thinking about Plans lesson by lesson and has
b. year that is tightly aligned meet high standards and be
how to cover high standards little familiarity with state
Standards with high standards and ready for external
and test requirements this year. standards and tests.
external assessments. assessments.

Plans all units embedding big Plans most units with big Plans lessons with some Teaches on an ad hoc basis
c. ideas, essential questions, ideas, essential questions, thought to larger goals and with little or no consideration
Units knowledge, and skill goals knowledge, and skill goals and objectives and higher-order for long-range curriculum
that cover all Bloom's levels. most of Bloom's levels. thinking skills. goals.

Prepares diagnostic, on-the-

Plans on-the-spot and unit
d. spot, interim, and summative Drafts unit tests as instruction Writes final tests shortly
assessments to measure
Assessments assessments to monitor proceeds. before they are given.
student learning.
student learning.

Anticipates students'
Has a hunch about one or two
misconceptions and Anticipates misconceptions Proceeds without considering
e. ways that students might
confusions and develops that students might have and misconceptions that students
Anticipation become confused with the
multiple strategies to plans to address them. might have about the material.
content.
overcome them.

Designs each lesson with

Designs lessons focused on Plans lessons with some Plans lessons aimed primarily
f. clear, measurable goals
measurable outcomes aligned consideration of long-term at entertaining students or
Lessons closely aligned with standards
with unit goals. goals. covering textbook chapters.
and unit outcomes.

Designs highly relevant Plans lessons that will catch

Designs lessons that are Plans lessons with very little
g. lessons that will motivate all some students interest and
relevant, motivating, and likelihood of motivating or
Engagement students and engage them in perhaps get a discussion
likely to engage most students. involving students.
active learning. going.

Designs lessons that use an Plans lessons that rely mainly

Designs lessons that use an Plans lessons that involve a
h. effective mix of high-quality, on mediocre and low-quality
appropriate, multicultural mix mixture of good and mediocre
Materials multicultural learning textbooks, workbooks, or
of materials and technology. learning materials.
materials and technology. worksheets.

Designs lessons that break Plans lessons with some

Designs lessons that target
i. down complex tasks and thought as to how to Plans lessons with no
several learning needs, styles,
Differentiation address all learning needs, and interests.
accommodate special needs differentiation.
styles, and interests. students.

Uses room arrangement, Organizes furniture and Has a conventional furniture

Organizes classroom furniture,
j. materials, and displays to materials to support the arrangement, hard-to-access
materials, and displays to
Environment maximize student learning of lesson, with only a few materials, and few wall
support unit and lesson goals.
all material. decorative displays. displays.

Overall rating:____ Comments:

 B. Classroom Management
2 1
4 3 Improvement Does Not Meet
Highly Effective Effective Standards
The teacher: Necessary
Is direct, specific, consistent,
Clearly communicates and Announces and posts Comes up with ad hoc rules
a. and tenacious in
consistently enforces high classroom rules and and punishments as events
Expectations communicating and enforcing
standards for student behavior. punishments. unfold during the year.
very high expectations.

Shows warmth, caring, Is fair and respectful toward

Is fair and respectful toward Is sometimes unfair and
b. respect, and fairness for all most students and builds
students and builds positive disrespectful to the class;
Relationships students and builds strong relationships.
positive relationships with
plays favorites.
relationships. some.

Wins all students respect and Is not respected by students

Wins the respect of some
c. creates a climate in which Commands respect and refuses and the classroom is
students but there are regular
Respect disruption of learning is to tolerate disruption. frequently chaotic and
disruptions in the classroom.
unthinkable. sometimes dangerous.

Implements a program that Often lectures students on the

Fosters positive interactions Publicly berates bad
d. successfully develops positive need for good behavior, and
among students and teaches students, blaming them for
Social-emotional interactions and social- useful social skills.
makes an example of bad
their poor behavior.
emotional skills. students.

Successfully inculcates class Does not teach routines and is

Teaches routines and has Tries to train students in class
e. routines up front so that constantly nagging,
students maintain them all routines but many of the
Routines students maintain them threatening, and punishing
year. routines are not maintained.
throughout the year. students.

Gets all students to be self- Develops students self- Is unsuccessful in fostering

Tries to get students to be
f. disciplined, take responsibility discipline and teaches them to self-discipline in students;
responsible for their actions,
Responsibility for their actions, and have a take responsibility for their
but many lack self-discipline.
they are dependent on the
strong sense of efficacy. own actions. teacher to behave.

Has a highly effective Has a limited disciplinary

Has a repertoire of discipline Has few discipline skills and
g. discipline repertoire and can repertoire and students are
moves and can capture and constantly struggles to get
Repertoire capture and hold students frequently not paying
maintain students attention. students attention.
attention any time. attention.

Skillfully uses coherence, Maximizes academic learning Sometimes loses teaching Loses a great deal of
h. momentum, and transitions so time through coherence, lesson time due to lack of clarity, instructional time because of
Efficiency that every minute of classroom momentum, and smooth interruptions, and inefficient confusion, interruptions, and
time produces learning. transitions. transitions. ragged transitions.

Is alert, poised, dynamic, and Tries to prevent discipline Is unsuccessful at spotting and
Has a confident, dynamic
i. self-assured and nips virtually problems but sometimes little preventing discipline
presence and nips most
Prevention all discipline problems in the things escalate into big problems, and they frequently
discipline problems in the bud.
bud. problems. escalate.

Gets students to buy into a Gives out extrinsic rewards

Uses incentives wisely to Uses extrinsic rewards in an
j. highly effective system of (e.g., free time) without using
encourage and reinforce attempt to get students to
Incentives incentives linked to intrinsic them as a lever to improve
student cooperation. cooperate and comply.
rewards. behavior.

Overall rating:____ Comments:

 C. Delivery of Instruction
2 1
4 3 Improvement Does Not Meet
Highly Effective Effective Standards
The teacher: Necessary
Exudes high expectations and Conveys to students: This is
Tells students that the subject
a. determination and convinces important, you can do it, and Gives up on some students as
matter is important and they
Expectations all students that they will Im not going to give up on hopeless.
need to work hard.
master the material. you.

Actively inculcates a "growth"

mindset: take risks, learn from Tells students that effective Doesn't counteract students' Communicates a "fixed"
b.
mistakes, through effective effort, not innate ability, is the misconceptions about innate mindset about ability: some
Mindset effort you can and will achieve key. ability. students have it, some don't.
at high levels.

Shows students exactly whats Gives students a clear sense of

Tells students the main Begins lessons without giving
c. expected by posting essential purpose by posting the units
learning objectives of each students a sense of where
Goals questions, goals, rubrics, and essential questions and the
lesson. instruction is headed.
exemplars of proficient work. lessons goals.

Hooks all students interest Activates students prior Is only sometimes successful
Rarely hooks students interest
d. and makes connections to prior knowledge and hooks their in making the subject
or makes connections to their
Connections knowledge, experience, and interest in each unit and interesting and relating it to
lives.
reading. lesson. things students already know.

Always presents material

clearly and explicitly, with Uses clear explanations, Sometimes uses language and Often presents material in a
e.
well-chosen examples and appropriate language, and explanations that are fuzzy, confusing way, using language
Clarity vivid and appropriate examples to present material. confusing, or inappropriate. that is inappropriate.
language.

Orchestrates highly effective Orchestrates effective Uses a limited range of Uses only one or two teaching
f. strategies, materials, and strategies, materials, and classroom strategies, strategies and types of
Repertoire groupings to involve and classroom groupings to foster materials, and groupings with materials and fails to reach
motivate all students. student learning. mixed success. most students.

Gets all students highly Mostly lectures to passive

Has students actively think Attempts to get students
g. involved in focused work in students or has them plod
about, discuss, and use the actively involved but some
Engagement which they are active learners through textbooks and
ideas and skills being taught. students are disengaged.
and problem-solvers. worksheets.

Attempts to accommodate
Successfully reaches all Differentiates and scaffolds Fails to differentiate
h. students with learning
students by skillfully instruction to accommodate instruction for students with
Differentiation differentiating and scaffolding. most students learning needs. deficits, but with mixed learning deficits.
success.

Is rigid and inflexible with

Deftly adapts lessons and units Is flexible about modifying Sometimes doesn't take
i. lesson plans and rarely takes
to exploit teachable moments lessons to take advantage of advantage of teachable
Nimbleness advantage of teachable
and correct misunderstandings. teachable moments. moments.
moments.

Consistently has all students

Has students sum up what they Sometimes brings closure to Moves on at the end of each
j. summarize and internalize
have learned and apply it in a lessons and asks students to lesson without closure or
Application what they learn and apply it to
different context. think about applications. application to other contexts.
real-life situations.

Overall rating:____ Comments:

 D. Monitoring, Assessment, and Follow-Up
2 1
4 3 Improvement Does Not Meet
Highly Effective Effective Standards
The teacher: Necessary
Posts and reviews clear criteria
Posts criteria for proficiency, Tells students some of the Expects students to know (or
a. for proficient work, including
including rubrics and qualities that their finished figure out) what it takes to get
Criteria rubrics and exemplars, and all
exemplars of student work. work should exhibit. good grades.
students internalize them.

Gives students a well-

Diagnoses students Does a quick K-W-L (Know,
constructed diagnostic Begins instruction without
b. knowledge and skills up front Want to Know, Learned)
assessment up front, and uses diagnosing students' skills and
Diagnosis and makes small adjustments exercise before beginning a
the information to fine-tune knowledge.
based on the data. unit.
instruction.
Uses a variety of effective
Frequently checks for Uses mediocre methods (e.g.,
methods to check for Uses ineffective methods ("Is
c. understanding and gives thumbs up, thumbs down) to
understanding; immediately everyone with me?") to check
On-the-Spot students helpful information if check for understanding
unscrambles confusion and for understanding.
they seem confused. during instruction.
clarifies.

Has students set ambitious Urges students to look over Allows students to move on
Has students set goals, self-
d. goals, continuously self-assess, their work, see where they without assessing and
assess, and know where they
Self-Assessment and take responsibility for stand academically at all times.
had trouble, and aim to improving problems in their
improving performance. improve those areas. work.

Frequently posts students

work with rubrics and Regularly posts students work
e. Posts some A student work Posts only a few samples of
commentary to celebrate to make visible their progress
Recognition as an example to others. student work or none at all.
progress and motivate and with respect to standards.
direct effort.

Works with colleagues to use Uses data from interim

Looks over students tests to Gives tests and moves on
f. interim assessment data, fine- assessments to adjust teaching,
see if there is anything that without analyzing them and
Interims tune teaching, re-teach, and re-teach, and follow up with
needs to be re-taught. following up with students.
help struggling students. failing students.

Relentlessly follows up with Takes responsibility for Tells students that if they fail a
Offers students who fail tests
g. struggling students with students who are not test, thats it; the class has to
some additional time to study
Tenacity personal attention so they all succeeding and gives them move on to cover the
and do re-takes.
reach proficiency. extra help. curriculum.

Makes sure that students who Sometimes doesnt refer Often fails to refer students for
When necessary, refers
h. need specialized diagnosis and students promptly for special special services and/or refers
students for specialized
Support help receive appropriate help, and/or refers students students who do not need
diagnosis and extra help.
services immediately. who dont need it. them.

Works with colleagues to Analyzes data from

Records students grades and
i. analyze and chart data, draw assessments, draws Records students grades and
notes some general patterns
Analysis action conclusions, and conclusions, and shares them moves on with the curriculum.
for future reference.
leverage student growth. appropriately.

Works with colleagues to Reflects on the effectiveness of

At the end of a teaching unit Does not draw lessons for the
j. reflect on what worked and lessons and units and
or semester, thinks about what future when teaching is
Reflection what didn't and continuously continuously works to improve
might have been done better. unsuccessful.
improve instruction. them.

Overall rating:____ Comments:

 E. Family and Community Outreach
2 1
4 3 Improvement Does Not Meet
Highly Effective Effective Standards
The teacher: Necessary
Tries to be sensitive to the
Shows great sensitivity and Communicates respectfully
culture and beliefs of Is often insensitive to the
a. respect for family and with parents and is sensitive to
students families but culture and beliefs of students
Respect community culture, values, different families culture and
sometimes shows lack of families.
and beliefs. values.
sensitivity.

Shows each parent an in-depth Shows parents a genuine Does not communicate to
Tells parents that he or she
b. knowledge of their child and a interest and belief in each parents knowledge of
cares about their children and
Belief strong belief he or she will childs ability to reach individual children or concern
wants the best for them.
meet or exceed standards. standards. about their future.

Gives parents clear, user- Gives parents clear

Sends home a list of Doesn't inform parents about
c. friendly learning and behavior expectations for student
classroom rules and the learning and behavior
Expectations expectations and exemplars of learning and behavior for the
syllabus for the year. expectations.
proficient work. year.

Makes sure parents hear Promptly informs parents of Lets parents know about
Seldom informs parents of
d. positive news about their behavior and learning problems their children are
concerns or positive news
Communication children first, and immediately problems, and also updates having but rarely mentions
about their children.
flags any problems. parents on good news. positive news.

Frequently involves parents in Updates parents on the Sends home occasional

Rarely if ever communicates
e. supporting and enriching the unfolding curriculum and suggestions on how parents
with parents on ways to help
Involving curriculum for their children as suggests ways to support can help their children with
their children at home.
it unfolds. learning at home. schoolwork.

Assigns highly engaging Assigns appropriate Assigns homework but is

Assigns homework, keeps
f. homework, gets close to a homework, holds students resigned to the fact that many
track of compliance, but
Homework 100% return, and promptly accountable for turning it in, students wont turn it in, and
rarely follows up.
provides helpful feedback. and gives feedback. doesn't follow up.

Deals immediately and Does not respond to parent

Responds promptly to parent Is slow to respond to some
g. successfully with parent concerns and makes parents
concerns and makes parents parent concerns and comes
Responsiveness concerns and makes parents feel welcome in the school. across as unwelcoming .
feel unwelcome in the
feel welcome any time. classroom.

Usees student-led conferences,

Uses report card conferences Gives out report cards and
report cards, and informal Uses conferences and report
h. to tell parents the areas in expects parents to deal with
talks to give parents detailed cards to give parents feedback
Reporting which their children can the areas that need
and helpful feedback on on their childrens progress.
improve. improvement.
childrens progress.

Is successful in contacting and Tries to contact all parents,

Tries to contact all parents and Makes little or no effort to
i. working with all parents, but ends up talking mainly to
is tenacious in contacting hard- contact parents.
Outreach including those who are hard the parents of high-achieving
to-reach parents.
to reach. students.

Successfully enlists classroom

Reaches out to families and
volunteers and extra resources Asks parents to volunteer in Does not reach out for extra
j. community agencies to bring
from homes and the the classroom and contribute support from parents or the
Resources in volunteers and additional
community to enrich the extra resources. community.
resources.
curriculum.

Overall rating:____ Comments:

 F. Professional Responsibilities
2 1
4 3 Improvement Does Not Meet
Highly Effective Effective Standards
The teacher: Necessary

Has moderate absences (6- Has many absences (11% or

a. Has perfect or near-perfect Has very good attendance (95-
10%). If there are extenuating more). If there are extenuating
Attendance attendance (98-100%). 97%).
circumstances, state below. circumstances, state below.

Periodically makes errors in Frequently makes errors in

In professional contexts, Uses correct grammar, syntax,
b. grammar, syntax, usage grammar, syntax, usage,
speaks and writes correctly, usage, and spelling in
Language and/or spelling in professional and/or spelling in professional
succinctly, and eloquently. professional contexts.
contexts. contexts.

Carries out assignments Is punctual and reliable with Occasionally skips Frequently skips assignments,
c. conscientiously and paperwork, duties, and assignments, is late, makes is late, makes errors in
Reliability punctually, keeps meticulous assignments; keeps accurate errors in records, and misses records, and misses paperwork
records, and is never late. records. paperwork deadlines. deadlines.

Presents as a consummate Occasionally acts and/or

Demonstrates professional Frequently acts and/or dresses
d. professional and always dresses in an unprofessional
demeanor and maintains in an unprofessional manner
Professionalism observes appropriate appropriate boundaries.
manner and/or violates
and violates boundaries.
boundaries. boundaries.

Is invariably ethical, honest, Is ethical and forthright, uses Sometimes uses questionable Is frequently unethical,
e. and forthright, uses good judgment, and maintains judgment, is less than dishonest, uses poor judgment,
Judgment impeccable judgment, and confidentiality with student completely honest, and/or and/or discloses student
respects confidentiality. records. discloses student information. information.

Is an important member of Shares responsibility for grade-

f. When asked, will serve on a Declines invitations to serve
teacher teams and committees level and schoolwide activities
Above-and- committee and attend an after- on committees and attend after-
and frequently volunteers for and takes part in after-school
beyond school activity. school activities.
after-school activities. activities.

Frequently contributes Is a positive team player and

Occasionally suggests an idea Rarely if ever contributes
g. valuable ideas and expertise contributes ideas, expertise,
aimed at improving the ideas that might help improve
Leadership and instills in others a desire to and time to the overall mission
school. the school.
improve student results. of the school.

Listens thoughtfully to other

Actively seeks out feedback Is somewhat defensive but Is very defensive about
h. viewpoints and responds
and suggestions and uses them does listen to feedback and criticism and resistant to
Openness constructively to suggestions
to improve performance. suggestions. changing classroom practice.
and criticism.

Meets at least weekly with Collaborates with colleagues

Meets occasionally with Meets infrequently with
i. colleagues to plan units, share to plan units, share teaching
colleagues to share ideas colleagues, and conversations
Collaboration ideas, and analyze interim ideas, and look at student
about teaching and students. lack educational substance.
assessments. work.

Actively reaches out for new Seeks out effective teaching

Can occasionally be Is not open to ideas for
j. ideas and engages in action ideas from colleagues,
persuaded to try out new improving teaching and
Growth research with colleagues to workshops, and other sources
classroom practices. learning.
figure out what works best. and implements them well.

Overall rating:____ Comments:

 Evaluation Summary Page

Teachers name: ___________________________________________ School year: ________________

School: __________________________________ Subject area: ____________________

Evaluator: ______________________________________________ Position: _____________________

RATINGS ON INDIVIDUAL RUBRICS:

A. Planning and Preparation for Learning:
Highly Effective Effective Improvement Necessary Does Not Meet Standards
B. Classroom Management:
Highly Effective Effective Improvement Necessary Does Not Meet Standards
C. Delivery of Instruction:
Highly Effective Effective Improvement Necessary Does Not Meet Standards
D. Monitoring, Assessment, and Follow-Up:
Highly Effective Effective Improvement Necessary Does Not Meet Standards
E. Family and Community Outreach:
Highly Effective Effective Improvement Necessary Does Not Meet Standards
F. Professional Responsibilities:
Highly Effective Effective Improvement Necessary Does Not Meet Standards

OVERALL RATING:
Highly Effective Effective Improvement Necessary Does Not Meet Standards

OVERALL COMMENTS BY SUPERVISOR:

OVERALL COMMENTS BY TEACHER:

Principals signature: ______________________________ Date: ___________

Teachers signature: _______________________________ Date: ___________

(The teachers signature indicates that he or she has seen and discussed the evaluation; it does not
necessarily denote agreement with the report.)
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9
 Sources
Alexandria Public Schools (Virginia) performance evaluation rubrics (2003)
Aspire Charter Schools, California teacher evaluation rubrics (2003)
Boston Public Schools Performance Evaluation Instrument (1997)
City on a Hill Charter School (Boston) performance evaluation rubrics (2004)
Conservatory Lab Charter School (Boston) performance evaluation rubrics (2004)
Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson (ASCD, 1996)
Indicators of Teaching for Understanding by Jay McTighe and Eliot Seif (unpublished paper, 2005)
Leading for Learning: Reflective Tools for School and District Leaders, Michael Knapp et al., Center for the
Study of Teaching and Policy, University of Washington (February 2003)
Linking Teacher Evaluation and Student Learning by Pamela Tucker and James Stronge (ASCD, 2005)
North Star Academy Charter School of Newark: Teaching Standards (2004-05)
Roxbury Preparatory Charter School, Boston: Criteria for Outstanding Teaching (2004-05)
The Skillful Teacher by Jon Saphier and Robert Gower (Research for Better Teaching, 1997)
The Three Big Rocks of Educational Reform by Jon Saphier (Research for Better Teaching, 2005)
Vaughn Next Century Learning Center, Chicago performance evaluation rubric (2004)
What Works in Schools: Translating Research into Action by Robert Marzano (ASCD, 2003)

Acknowledgements
Pete Turnamian, Mark Jacobson, Andy Platt, Jon Saphier, and Rhoda Schneider provided valuable suggestions
on the development and revision of these rubrics. Committees of principals, teachers, and central office
personnel from the Hamilton County schools in Tennessee did a through critique of the rubrics in 2010 and
suggested a number of important improvements. Staff in the New York State Department of Education provided
valuable feedback in the summer of 2011.

10