Rubric for Evaluating Colorado Teachers

QUALITY STANDARD I
Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an
expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science,
social studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and
mathematics and is an expert in his or her content endorsement area(s).

Level 1 Practices Level 2 Practices Level 3 Practices Level 4 Practices Level 5 Practices
(Meets State Standard)

ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards and their district’s
organized plan of instruction.

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THE TEACHER THE TEACHER THE TEACHER: STUDENTS: STUDENTS:
plans lessons implements lessons 6 Implements and 7 Demonstrate 8 Can provide a
that reflect: that: communicates acquired skills relevant
1 Colorado 4 Align to the learning objectives based on connection to the
Academic district’s plan of and student standards. standard in their
Standards. instruction. outcomes based words.
2 Relevant 5 Reflect vertical on standards.
instructional and horizontal
objectives. alignment of
3 Formative and the grade or
summative subject area.
assessment
results.

ELEMENT B: Teachers develop and implement lessons that connect to a variety of content areas/disciplines and
emphasize literacy and mathematical practices.

. . . and . . . and . . . and . . . and

THE TEACHER: THE TEACHER THE TEACHER: STUDENTS: STUDENTS:
1 Connects lessons implements 6 Makes 9 Apply literacy accelerate their
to key concepts instructional strategies interdisciplinary skills and learning by:
and themes across content areas connections concepts. 11 Elaborating on
within other explicit to current lesson
that include:
disciplines and/or students. 10 Apply within content
3 Literacy. mathematical area.
content areas.
4 Mathematical 7 Strategically practices. 12 Drawing real-
practices. integrates world
2 Makes content-
5 Language literacy skills connections to
specific academic
development. (reading, writing, other content
language
accessible to listening, area(s).
students. speaking) across
content areas.

8 Strategically
integrates
mathematical
practices across
content areas.

Professional Practice may be Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.
 Level 3 Practices
Level 1 Practices Level 2 Practices (Meets State Level 4 Practices Level 5 Practices
Standard)

ELEMENT C: Teachers demonstrate knowledge of the content, central concepts, inquiry, appropriate evidence-based
instructional practices, and specialized characteristics of the disciplines being taught.

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THE TEACHER: THE TEACHER THE TEACHER: STUDENTS: STUDENTS:
1 Scaffolds implements: 7 Anticipates 9 Develop a variety 11 Generate
questions, 4 Content-based student of explanations questions that
concepts, and instructional misconceptions and multiple lead to further
skills based on a strategies that related to representations inquiry and self-
sequence of best align to the learning and of concepts. directed learning.
learning. learning addresses those
objective. misconceptions 10 Apply skills and 12 Synthesize
2 Uses instructional 5 Multiple models during knowledge concepts to
materials that are and delivery instruction. learned in the create original
accurate and methods to classroom to thinking within
appropriate for explain concepts 8 Implements engage in more and across
the lesson being accurately. challenging tasks complex tasks. disciplines.
taught. 6 Questioning and opportunities
techniques to that encourage
3 Encourages and support students to ask
provides disciplinary questions and
opportunities for inquiry. construct new
students to make7 meaning.
connections to 8
prior learning.

Professional Practice may be Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.
QUALITY STANDARD II
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

Level 3 Practices
Level 1 Practices Level 2 Practices (Meets State Level 4 Practices Level 5 Practices
Standard)

ELEMENT A: Teachers foster a predictable learning environment characterized by acceptable student behavior and
efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.

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THE TEACHER THE TEACHER: THE TEACHER STUDENTS: STUDENTS:
maintains: 4 Facilitates student makes maximum use of 9 Demonstrate 11 Encourage positive
1 Safety and accountability to instructional time by: mutual respect and behavior from
school and class 7 Implementing support with the peers.
welfare of
procedures and purposeful pacing teacher and peers.
students and the
routines. and efficient
environment.
transitions. 10 Uphold school and
2 Clear
class rules.
expectations for 5 Consistently
student behavior. reinforces student 8 Using appropriate
expectations. strategies to reduce
3 Procedures and
disruptive or off-
routines to guide
6 Demonstrates a task behaviors.
instruction and
transitions. caring and
respectful
relationship with
students.

ELEMENT B: Teachers demonstrate an awareness of, a commitment to, and a respect for multiple aspects of
diversity, while working toward common goals as a community of learners.

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THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
creates a classroom 5 Delivers lessons to 7 Respect the 9 Advocate for
1 Acknowledges
environment in which ensure students’ uniqueness of multiple aspects of
the influence of
diversity is used to backgrounds and fellow students. diversity, equity
race, ethnicity,
ensure: contextual and social
gender, religion,
2 A sense of knowledge are 8 Seek a variety of awareness.
socioeconomics
community among considered. perspectives to
and other aspects
students. enhance their
of culture on
3 Effective learning.
student
interactions among 6 Uses materials and
perspectives.
students. lessons that
counteract
4 Incorporates stereotypes to
instruction that acknowledge the
reflects diverse contributions of all
backgrounds, cultures.
experiences, and
different points of
view.

Professional Practice may be Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.
QUALITY STANDARD II
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

Level 3 Practices
Level 1 Practices Level 2 Practices (Meets State Level 4 Practices Level 5 Practices
Standard)

ELEMENT C: Teachers engage students as individuals, including those with diverse needs and interests, across a
range of ability levels by adapting their teaching for the benefit of all students.

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THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
6 Initiates 9 Actively engage in 11 Apply coping skills
1 Plans for students 3 Implements a
variety of inclusion, collaboration with and monitor their such as self-
that have a
intervention or colleagues to better learning. reflection, self-
variety of learning
enrichment understand and regulation and
needs and
practices to address respond to student 10 Articulate their persistence to
interests.
unique learning learning needs. learning needs and classroom
needs and interests. interests that affect situations.
2 Adapts the
7 Provides classroom
physical
4 Implements opportunities and performance to the 12 Encourage fellow
environment to
learning plan(s) to support for teacher and/or students to
support
address student students to self- parent. participate and
individual
needs. select tasks that challenge
student needs.
accelerate progress themselves.
5 Encourages toward their
contributions of learning goals.
students across a
range of ability 8 Integrates coping
levels. skills such as self-
reflection, self-
regulation and
persistence into
instruction.

ELEMENT D: Teachers work collaboratively with the families and/or significant adults for the benefit of students.
. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER: FAMILIES AND/OR FAMILIES AND/OR
establishes: 3 Uses a variety of 5 Facilitates SIGNIFICANT SIGNIFICANT
1 A classroom methods to initiate communication
environment that communication between families ADULTS: ADULTS:
encourages with families and/or and/or colleagues 7 Collaborate with the 8 Participate in
participation significant adults in who provide teacher to remove classroom and/or
from families the school and student services. obstacles to school-based
and/or community. participate in activities.
significant adults. 6 Recognizes classroom and/or
2 Respectful 4 Shares feedback on obstacles to family school-based
relationships with student progress and community activities.
families and/or with families and/or participation and
significant adults. significant adults. seeks solutions to
overcome them.

Professional Practice may be Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.
QUALITY STANDARD III
Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

Level 3 Practices
Level 1 Practices Level 2 Practices Level 4 Practices Level 5 Practices
(Meets State Standard)

ELEMENT A: Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of
intellectual, physical, social, and emotional development of their students.

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THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
1 Considers the 2 Collaborates with engages students in: 5 Advocate for their 7 Apply new and
intellectual, colleagues who 3 Developmentally- learning needs. different ways
physical, social, have expertise in appropriate of learning.
and emotional child and learning. 6 Communicate the
development of adolescent 4 Creative learning value of new and
students when development to experiences. different ways of
planning improve the learning.
lessons. quality of
instruction.

ELEMENT B: Teachers use formal and informal methods to assess student learning, provide feedback, and use
results to inform planning and instruction.

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THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
1 Determines the 4 Uses assessment 7 Models how to 9 Self-assess on a 10 Discuss
students’ results to guide incorporate variety of skills performance
current skill real-time feedback to and concepts to with the
levels and uses adjustments to improve learning. set learning goals. teacher, family
that information instruction. and/or
to plan 8 Provides students significant
instruction. 5 Evaluates and opportunities to adults.
documents revise their work
2 Selects student based on feedback. 11 Monitor and
assessment performance revise their
strategies based on multiple learning goals
aligned to the measures to set based on
learning learning goals. feedback.
objective.
6 Provides timely
3 Monitors feedback to
student learning students that is
in relation to academically
the learning focused, frequent,
objective. and high quality.

Professional Practice may be Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.
QUALITY STANDARD III
Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

Level 3 Practices
Level 1 Practices Level 2 Practices Level 4 Practices Level 5 Practices
(Meets State Standard)

ELEMENT C: Teachers integrate and utilize appropriate available technology to engage students in authentic learning
experiences.

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THE TEACHER: THE TEACHER: THE TEACHER STUDENTS: STUDENTS:
1 Plans lessons uses available integrates available 9 Demonstrate 11 Self-select
incorporating technology to: technology to enhance: responsible and appropriate
available 3 Facilitate 6 Creativity. ethical digital technology tools
technology. classroom 7 Use of citizenship. based on lesson
instruction. information. outcomes.
2 Assesses 4 Develop students’ 8 Collaboration. 10 Use available
available knowledge and technology to 12 Create artifacts and
technology to skills based on apply team- design tools to
use with lesson outcomes. building skills. solve authentic
instruction. problems.
5 Models
responsible and
ethical use of
technology and
applications.

ELEMENT D: Teachers establish and communicate high expectations and use processes to support the development
of critical-thinking and problem-solving skills.

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THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
1 Establishes 3 Uses questioning 5 Models critical- 6 Use questioning 8 Construct logical
expectations at strategies to thinking and strategies to arguments.
a level that develop students’ problem-solving develop and test
challenges critical-thinking skills. innovative ideas. 9 Use concepts to
students. and problem- solve problems.
solving skills. 7 Use evidence to
2 Plans lessons justify
that incorporate 4 Uses wait time to conclusions and
critical-thinking encourage student synthesize
and problem- responses. knowledge.
solving skills.

Professional Practice may be Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.
QUALITY STANDARD III
Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

Level 3 Practices
Level 1 Practices Level 2 Practices Level 4 Practices Level 5 Practices
(Meets State Standard)

ELEMENT E: Teachers provide students with opportunities to work in teams and develop leadership.
. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
1 Has a clear 2 Provides 4 Holds students 6 Demonstrate a 8 Use group
purpose for opportunities for accountable for willingness to feedback to
student students to work product and assume leadership reflect on and
collaboration. participate using collaboration roles in their improve the
various roles and processes. teams. quality of their
modes of work.
communication. 5 Promotes 7 Utilize group
teamwork and processes to build
3 Adjusts team leadership skills. trust and promote
composition effective team
based on interactions.
learning
objectives and
student needs.

ELEMENT F: Teachers model and promote effective communication.

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THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
1 Establishes 3 Articulates 5 Teaches students, 6 Apply clear and 8 Extend and enrich
classroom thoughts and with audience in appropriate the discussion.
practices to ideas clearly and mind, to articulate communication
support effectively. thoughts and skills in a variety 9 Invite others to
effective ideas clearly and of situations. participate.
communication. 4 Uses active effectively.
listening 7 Formulate
2 Provides clear strategies with questions and
directions to students. explain their
guide student thinking.
learning and
behavior.

Professional Practice may Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.
QUALITY STANDARD IV
Teachers demonstrate professionalism through ethical conduct, reflection, and leadership.

Level 3 Practices
Level 1 Practices Level 2 Practices Level 4 Practices Level 5 Practices
(Meets State Standard)

ELEMENT A: Teachers demonstrate high standards for professional conduct.

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THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER:
maintains engages in interactions 8 Promotes ethical 9 Encourages 10 Serves as an
confidentiality of: that are: behavior of colleagues’ advocate for
1 Student records 4 Respectful. students as accountability to school and
and data as 5 Consistent. individuals and as school and district vision and
required by law. 6 Reasonable. members of a district vision and mission.
2 Student, family community. mission.
and fellow 7 Models ethical
teacher behavior.
interactions with
colleagues.

3 Demonstrates
reliable and
responsible
behavior.

ELEMENT B: Teachers link professional growth to their professional goals.

. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER:
reflects on and 4 Applies 6 Implements 8 Uses data to 10 Self-selects
engages in knowledge and performance monitor and professional
professional learning skills learned feedback from evaluate learning beyond
activities aligned to: through supervisor and/or instructional district/school
1 Colorado professional colleagues to strategies offerings that
Academic learning to improve practice. acquired through builds
Standards. improve student professional instructional
2 School and outcomes. 7 Applies research learning. expertise.
district goals. as a key
3 Professional 5 Seeks component of 9 Reflects on and
goals and performance ongoing learning adjusts
growth plan. feedback from and development. instruction
supervisor and/or resulting in
colleagues to student growth.
improve practice.

Professional Practice may be Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.
QUALITY STANDARD IV
Teachers demonstrate professionalism through ethical conduct, reflection, and leadership.

Level 1 Practices Level 2 Practices Level 3 Practices Level 4 Practices Level 5 Practices
(Meets State Standard)

ELEMENT C: Teachers respond to a complex, dynamic environment.

. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER THE TEACHER: THE TEACHER:
1 Maintains a adapts to the changing collaborates with 6 Contributes to 7 Contributes to
productive and demands of the: colleagues to: school district improvement
respectful 2 Classroom 4 Navigate change improvement planning efforts.
relationship environment. while maintaining a planning
with 3 School focus on student efforts.
colleagues. environment. learning.
5 Implement change
efforts.

ELEMENT D: Teachers demonstrate leadership in the school, the community, and the teaching profession.
. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER:
1 Contributes to 2 Actively 4 Increases the 7 Advocates for 9 Leads activities
school participates in capacity of improvements designed to improve
committees school decision- colleagues to to teaching and local, state and/or
and teams. making improve practice. learning at the national level
processes. local, state, policies and
5 Seeks opportunities and/or national procedures.
3 Acts as an to lead. level.
informal 10 Collaborates with
mentor/resource 6 Promotes an 8 Works with community partners,
to colleagues. inclusive school colleagues to organizations,
culture through promote and/or networks to
family or changes to address educational
community school-wide issues.
outreach. systems to
improve
student
learning.

Professional Practice may be Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.