1 | The What This Might Look Like supplemental resources provide examples of how the rubric expectations might be applied. This is not a checklist, or the only possible examples and should not be used in place of the PPfT Professional Growth and Responsibilities Rubric. | ||||
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2 | Professional Growth and Responsibilities Strand 1: Growth and Reflection | ||||
3 | 3- Meets Expectations | 4- Exceeds Expectations | 5- Mastery | ||
4 | 1.1 Self-Reflection and Goal Setting | Teacher analyzes multiple sources of evidence to self-reflect and determine individual strengths and weaknesses. Teacher establishes professional goals based on self-reflection and feedback. | Teacher analyzes multiple sources of evidence to self-reflect and determine individual strengths and weaknesses. Teacher establishes measurable short- and long-term professional goals based on self-reflection and feedback. | Teacher analyzes multiple sources of evidence to self-reflect and determine individual strengths and weaknesses. Teacher establishes measurable short- and long-term professional goals based on self-reflection and feedback. Teacher purposefully seeks professional learning opportunities to meet short- and long-term goals. | |
5 | 1.1 What This Might Look Like | Teacher reviews a variety of sources of evidence such as those listed below to identify their strengths and weaknesses. Teacher uses the data review to set professional goals aligned to their strengths and weaknesses such as completing their ILP. Possible sources of evidence: previous years' appraisal feedback, informal and formal walkthrough feedback, feedback from colleagues and teammates, prior years' teacher portfolio, lesson plans, student work and data, professional journals, goal-setting documents, anecdotal records, PLC agendas + minutes, etc. | Teacher reviews a variety of sources of evidence such as those listed below to identify their strengths and weaknesses. Teacher uses the data to set professional goals aligned to their strengths and weaknesses. This coud look like completing the ILP or creating SMART short-term goals for each grading period that the teacher then reflects on and monitors for progress. Possible sources of evidence: previous years' appraisal feedback, informal and formal walkthrough feedback, feedback from colleagues and teammates, prior years' teacher portfolio, lesson plans, student work and data, meeting minutes, anecdotal records, PLC agendas + minutes, etc. | Teacher reviews a variety of sources of evidence such as those listed below to identify their strengths and weaknesses. Teacher uses the data to set SMART professional goals aligned to their strengths and weaknesses such as completing their ILP but also creates goals for each grading period that they can reflect on and monitor progress for. Teacher attends professional learning opportunities that are aligned to their goals. Possible sources of evidence: HCP transcript of PD attendance, previous years' appraisal feedback, informal and formal walkthrough feedback, written feedback from colleagues and teammates, prior years' teacher portfolio, lesson plans, student work and data, anecdotal records, PLC agendas + minutes, etc. | |
6 | 1.2 Professional Learning | Teacher participates in required and on-going, research-based professional learning opportunities to enrich instructional practice (including culturally relevant/responsive teaching). | Teacher seeks and participates in on-going, research-based professional learning opportunities to enrich instructional practice (including culturally relevant/responsive teaching). Teacher chooses professional learning opportunities to enhance the professional community at the campus or district level. | Teacher seeks and participates in on-going, research-based professional learning opportunities to enrich instructional practice (including culturally relevant/responsive teaching). Teacher chooses professional learning directly linked to campus, district, or students needs with specific attention to the student populations served to enhance the professional community at the campus or district level. | |
7 | 1.2 What This Might Look Like | Teacher engages in all required district and campus professional learning opportunities, such as, but not limited to, PPfT Online Orientation, Blood-Borne Pathogens, TELPAS Training, STAAR Training, Cyber Security, GT Update, campus-specific professional learning on staff development days, etc. | In addition to completing all the required district and campus professional learning opportunities, the teacher attends professional learning opportunities geared toward their own content area or professional growth and development, such as, but not limited to, SXSW EDU, Advanced Microsoft Excel, AISD EDU Personalized Learning Conference, Blended learning Summit, SEL Summit, Secondary Reading Clinic, etc. This could also include selecting and reading professional books or a series of articles, listening to podcasts, and/or viewing webinars to learn strategies to enhance their practice. | In addition to completing all the required district and campus professional learning opportunities, the teacher engages in long-term professional learning such as PPfT Leadership Pathways, PPfT Professional Development Units, AISD Mentor Teacher program, National Board Training or Mentoring, Master's Programs, or multi-level PL offerings that impact practice. This could also look like teachers presenting professional learning at PLC meetings or for Campus-wide or District-wide professional development. | |
8 | 1.3 Cultural Competence | Teacher publicly models a personal belief system that is student-centered and grounded in equity and access. Teacher participates and actively engages in opportunities to continuously improve cultural competence. | Teacher publicly models a personal belief system that is student-centered and grounded in equity and access. Teacher actively seeks and engages in opportunities to continuously improve cultural competence to differentiate their instructional and communication style based on the unique socio-cultural need of individual students. | Teacher publicly models a personal belief system that is student-centered and grounded in equity and access. Teacher actively seeks and engages in opportunities to continuously improve cultural competence to differentiate their instructional and communication style based on the unique socio-cultural need of individual students. Teacher consistently implements new learning with staff, students, and parents/families/caregivers. | |
9 | 1.3 What This Might Look Like | Modeling a personal belief system that is student-centered might look like the teacher polling students to gather their interests, including all student voices in classroom conversations, and making sure that all students have access to the lesson by providing differentiated activities or product options for each lesson, giving students choice in activities they complete, and ensuring that all students are represented in the classroom activities. During meetings with parents and other staff, the teacher might publicly model a personal-belief system that is student-centered and grounded in equity and access by showing their specific interest in each student's progress and highlighting students' strengths. The teacher might also make reasonable, good faith efforts to makes changes when they are made aware their own lessons, technology requests, or classroom policies are not equitable or accessible. The teacher might also point out and work toward change if they discovered campus or district policies that were inequitable or inaccessible. Teacher is participating and actively engaging in opportunities to continuously improve cultural competence. This might look like the teacher engaging in a book study on cultural competence if it is offered on their campus, the teacher listening to feedback from students about the types of activities, topics, surroundings, etc. students feel comfortable with and making an effort to incorporate student feedback into their classroom. This could also look like teachers engaging in specific professional learning opportunities on cultural competance when they are offered and implementing ideas learned through PL in their classroom and with their Professional Learning Community (PLC). | Modeling a personal belief system that is student-centered might look like the teacher polling students to gather their interests, including all student voices in classroom conversations, and making sure that all students have access to the lesson by providing differentiated activities or product options for each lesson, giving students choice in activities they complete, and ensuring that all students are represented in the classroom activities. During meetings with parents and other staff, the teacher might publicly model a personal-belief system that is student-centered and grounded in equity and access by showing their specific interest in each student's progress and highlighting students' strengths. The teacher might also make reasonable, good faith efforts to makes changes when they are made aware their own lessons, technology requests, or classroom policies are not equitable or accessible. The teacher might also point out and work toward change if they discovered campus or district policies that were inequitable or inaccessible. Teacher is actively seeking and engaging in opportunities to continuously improve cultural competence in order to differentiate their instructional and communication style based on the unique socio-cultural need of individual students. This might look like the teacher searching for specific opportunities to engage in training for improving cultural competence, sending surveys to parents/families/caregivers/students to gather feedback on the types of communication, topics, surroundings, etc. students/families would like to see. This could also look like a teacher independently participating in a book study on cultural competence and making a reasobable, good faith effort to update their instructional and communication style to best fit the needs of students and families. | Modeling a personal belief system that is student-centered might look like the teacher polling students to gather their interests, including all student voices in classroom conversations, and making sure that all students have access to the lesson by providing differentiated activities or product options for each lesson, giving students choice in activities they complete, and ensuring that all students are represented in the classroom activities. During meetings with parents and other staff, the teacher might publicly model a personal-belief system that is student-centered and grounded in equity and access by showing their specific interest in each student's progress and highlighting students' strengths. The teacher might also make reasonable, good faith efforts to makes changes when they are made aware their own lessons, technology requests, or classroom policies are not equitable or accessible. The teacher might also point out and work toward change if they discovered campus or district policies that were inequitable or inaccessible. Teacher is actively seeking and engaging in opportunities to continuously improve cultural competence in order to differentiate their instructional and communication style based on the unique socio-cultural need of individual students. This might look like the teacher searching for specific opportunities to engage in training for improving cultural competence, sending surveys to parents/families/caregivers/students to gather feedback on the types of communications, topics, surroundings, etc. students/families would like to see. This may also look like the teacher independently participating in a book study on cultural competence. Teacher is consistently implementing new learning with staff, students, and parents/families/caregivers. This might look like the teacher updating their instructional and communication style to best fit the needs of students and families, organizing a book study to share new learning with colleagues or Professional Learning Community, or presenting information learned at a team, department, or staff meeting. | |
10 | 1.4 Application | Teacher frequently implements new strategies based on feedback, self-reflection, and professional learning to increase student growth. | Teacher consistently implements new strategies based on feedback, self-reflection, and professional learning resulting in student growth. | Teacher systematically implements new strategies based on feedback, self-reflection, and professional learning resulting in student growth. | |
11 | 1.4 What This Might Look Like | Teacher frequently self-reflects on their own goals and progress, reflects on feedback received from students, colleauges, administration, or other stakeholders, and reflects on professional learning they have engaged in. After reflection, the teacher regularly implements new strategies based on their reflections to support students and increase growth. For instance, a student may tell the teacher that they are having trouble finishing their work because the teacher moves on too fast. The teacher chooses to implement the use of a timer during lesson activities to help both teacher and students keep better track of pacing in the hopes that students' daily grades will increase with the adjusted pace. Possible sources of evidence: data tracking folders, data analysis reflections, anecdotal records, lesson materials, lesson plans, feedback forms, etc. | Teacher consistently self-reflects on their own goals and progress, reflects on feedback received from students, colleauges, administration, or other stakeholders, and reflects on professional learning they have engaged in. After reflection, the teacher typically implements new strategies based on their reflections which leads to student growth. For instance, a teacher notices that most students did not perform well on an activity after a direct teach lessson. The teacher reflects on their presentation and realizes that they did not provide students the opportunity to work together. The teacher decides to reteach the skill the next class period through an updated lesson that provided students time to work with each other, ask questions, and practice the skill before attempting independent work. The teacher reviews student scores to find that almost all students scored higher after the reteach. Possible sources of evidence: data tracking folders, data analysis reflections, anecdotal records, lesson materials, lesson plans, feedback forms, etc. | Teacher has created systems or routines to self-reflect on their own goals and progress, reflect on feedback received from students, colleauges, administration, or other stakeholders, and reflect on professional learning they have engaged in. After reflection, the teacher follows their routine to implement new strategies based on their reflections which leads to student growth. For instance, a teacher creates a routine around professional learning. When attending any professional learning session, the teacher takes notes on the session and possible strategies to implement in their classroom. After the session, the teacher reviews their notes while also reflecting on their own and/or student strengths and weaknesses. The teacher chooses at least one new strategy to implement within a week of the professional learning session. Teacher reviews student data after implementing new strategies and continues to use new strategies that led to student growth. Possible sources of evidence: data tracking folders, data analysis reflections, anecdotal records, lesson materials, lesson plans, feedback forms, etc. | |
1 | The What This Might Look Like supplemental resources provide examples of how the rubric expectations might be applied. This is not a checklist, or the only possible examples and should not be used in place of the PPfT Professional Growth and Responsibilities Rubric. | ||||
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2 | Professional Growth and Responsibilities Strand 2: Collaboration and Contributions | ||||
3 | 3- Meets Expectations | 4- Exceeds Expectations | 5- Mastery | ||
4 | 2.1 Collaboration | Teacher frequently exhibits a commitment to professional growth by pursuing, implementing, and sharing new learning. Teacher participates, collaborates, and promotes activities related to professional growth and reflection at the campus, district, state, or national level. | Teacher consistently exhibits a commitment to professional growth by pursuing, implementing, and sharing new learning. Teacher takes a leadership role in collaborating and promoting activities related to professional growth and reflection at the campus, district, state, or national level. | Teacher consistently exhibits a commitment to professional growth by pursuing, implementing, and sharing new learning. Teacher leads colleagues collaboratively at the campus, district, state, or national level to identify professional learning needs. Teacher leads colleagues collaboratively at the campus, district, state, or national level in activities related to professional growth and reflection. | |
5 | 2.1 What This Might Look Like | Teacher often exhibits a commitment to professional growth. This might look like the teacher regularly seeking out and attending professional learning opportunities related to their teaching assignment, professional goals, or student needs. After engaging in PL and implementing new learning with students, teacher meets with colleagues and shares their learning experience. Teacher participates in professional learning opportunities, works with colleagues to support professional growth, and encourages others to attend professional learning. The teacher may choose to share outside of the campus community. Possible sources of evidence: meeting notes, emails, discussion boards, department/team meetings, student participation data (student work samples or progress-monitoring data), volunteering to be a demonstration classroom to demonstrate best instructional practices | With few or no exceptions, teacher exhibits a commitment to professional growth. This might look like the teacher regularly seeking out and attending professional learning opportunities related to their teaching assignment, professional goals, or student needs. After engaging in PL and implementing new learning with students, teacher meets with colleagues and shares their learning experience. Teacher seeks out opportunities and takes a leadership role in professional learning opportunities, works with colleagues to support professional growth, and encourages others to attend professional learning. The teacher may choose to share outside of the campus community. This might look like a teacher taking the initiative to collaborate and promote professional activities, such as a leading a book study or committee initiative. Possible sources of evidence: meeting notes, emails, discussion boards, department/team meetings, student participation data (student work samples or progress-monitoring data), volunteering to be a demonstration classroom to demonstrate best instructional practices | With few or no exceptions, teacher exhibits a commitment to professional growth. This might look like the teacher regularly seeking out and attending professional learning opportunities related to their teaching assignment, professional goals, or student needs. After engaging in PL and implementing new learning with students, teacher meets with colleagues and shares their learning experience. Teacher actively leads professional learning opportunities, works with colleagues to support professional growth, and encourages others to attend professional learning. The teacher may choose to share outside of the campus community. This might look like a teacher mentoring or coaching another teacher colleague on how to identify professional learning needs and other activities related to professional growth and reflection. This could also look like hosting a student teacher in your classroom and collaborating with their university or teacher certification program to develop highly effective educators. Possible sources of evidence: meeting notes, emails, discussion boards, department/team meetings, student participation data (student work samples or progress-monitoring data), volunteering to be a demonstration classroom to demonstrate best instructional practices | |
6 | 2.2 Professional Feedback | Teacher frequently accepts feedback from peers and supervisors to develop and sustain professional relationships and improve instructional practice. | Teacher actively seeks and consistently accepts feedback from peers and supervisors in order to improve instructional practice, develop and sustain professional relationships, and contribute toward the mission, vision, and goals of the school. | Teacher actively seeks and consistently accepts ongoing feedback from peers and supervisors in order to improve instructional practice, develop and sustain professional relationships and promote, develop, and maintain the mission, vision, and goals of the school. | |
7 | 2.2 What This Might Look Like | Teacher often actively listens to colleagues and supervisors when they offer feedback or support. Teacher actively participates in pre- and post-conference with supervisor, instructional coach, mentor, or peer. The teacher reflects on and uses feedback to improve instructional practice. Possible sources of evidence: meeting agendas or minutes; anecdotes, emails | Teacher seeks out and accepts feedback from colleagues and supervisors. Teacher actively participates in pre- and post-conference with supervisor, instructional coach, mentor, or peer. The teacher reflects on and uses feedback to improve instructional practice. The teacher understands the CIP goals and uses feedback to improve practices that contribute toward the mission, vision, and goals of the school. This could be articulated in pre or post conference. Possible sources of evidence: meeting agendas or minutes; anecdotes, emails | Teacher seeks out and accepts feedback from colleagues and supervisors. Teacher actively participates in pre- and post-conference with supervisor, instructional coach, mentor, or peer. The teacher reflects on and uses feedback to improve instructional practice and engages in follow up conversations to track progress and growth. The teacher understands the CIP goals and uses feedback to improve practices that contribute toward the mission, vision, and goals of the school. This could be articulated in pre or post conference. The teacher promotes, develops, and maintains the mission, vision, and goals of the school. This could look like the teacher reminding colleagues during team or PLC meeting of the mission, vision, and goals. Possible sources of evidence: meeting agendas or minutes; anecdotes, emails | |
8 | 2.3 Student Success | Teacher frequently promotes, supports, and engages in culturally responsive practices to ensure success for all students. Teacher incorporates sustainable systems to ensure that equity is at the forefront of campus or district decisions. | Teacher consistently promotes, supports, and engages in culturally responsive practices to ensure success for all students. Teacher collaborates around the creation of and incorporates sustainable systems to ensure that equity is at the forefront of campus or district decisions. | Teacher consistently promotes, supports, and engages in culturally responsive practices to ensure success for all students. Teacher initiates/leads collaboration around the creation of and incorporates sustainable systems to ensure that equity is at the forefront of campus or district decisions. | |
9 | 2.3 What This Might Look Like | Teacher ensures success for all students by often using culturally responsive practices and tools such as surveys and community-building activities to build relationships with students, using their individual and collective identities as a lever for academic engagement. Teacher incorporates sustainable classroom policies, practices, and procedures that establish equity in the classroom. This might look like the students knowing the classroom procedures and readily implementing them, without need for teacher prompts. This might also look like students knowing that the classroom is a place where all voices are heard and valued, such a using accountable talk stems or participation tracking charts. | With few or no exceptions teacher ensures success for all students by using culturally responsive practices and tools such as surveys and community-building activities to build relationships with students, using their individual and collective identities as a lever for academic engagement. Teacher collaborates with other teachers to create and incorporate sustainable classroom policies, practices, and procedures that establish equity in the classroom. This might look like grade level teams, Professional Learning Communities, or partner teachers collaborating to create consistent classroom practices and systems. For example, an entire team may decide to implement the same classroom reward system or accountable talk strategies in order to promote equity across the team or grade level. | Teacher ensures success for all students by consistently using culturally responsive practices and tools such as surveys and community-building activities to build relationships with students, using their individual and collective identities as a lever for academic engagement. Teacher initiates or leads in the creation of and incorporation of sustainable classroom policies, practices, and procedures that establish equity in the classroom. This might look like the teacher taking the lead with their grade level team, Professional Learning Community, partner teacher, or whole campus to promote collaboration in creating consistent classroom practices and systems. For example, a teacher may decide to initiate a discussion with the entire grade level around implementing the same classroom reward system or accountable talk strategies in order to promote equity across the team or grade level. | |
10 | 2.4 Collaboration for Equitable Expectations | Teacher frequently elicits student input to create classroom routines and structures that promote equitable access to learning for all students. Teacher creates, adopts, and maintains equitable classroom behavior agreements that foster a sense of belonging for all students. | Teacher consistently elicits student input to create classroom routines and structures that promote equitable access to learning for all students Teacher elicits student input to create, adopt, and maintain equitable classroom behavior agreements that foster a sense of belonging for all students. | Teacher co-constructs routines and structures with students that promote equitable access to learning for all students. Teacher co-constructs, adopts, and maintains equitable classroom behavior agreements that foster a sense of belonging for all students. | |
11 | 2.4 What This Might Look Like | Teacher states and/or displays expectations for appropriate classroom behavior, for example CHAMPs, Class Contracts, Visual Brainstorm/Gallery Walk, Looks like/Sounds like charts for centers, with frequent student input to drive equity. Teacher creates, adopts, and maintains a classroom behavior agreement (classroom rules) that all students agree to follow. The teacher makes a reasonable, good faith effort to ensure the classroom expectations are inclusive of all students' languages, developmental levels, cultures and traditions, identities, and social-emotional needs. | Teacher states and/or displays expectations for appropriate classroom behavior, for example CHAMPs, Class Contracts, Visual Brainstorm/Gallery Walk, Looks like/Sounds like charts for centers, with consistent student input to drive equity. Teacher elicits student input to create, adopt, and maintain a classroom behavior agreement (classroom rules) that all students agree to follow. The teacher makes a reasonable, good faith effort to ensure the classroom expectations are inclusive of all students' languages, developmental levels, cultures and traditions, identities, and social-emotional needs. This might look like asking for student input during morning meetings or welcoming circles, surveys, gallery walks, or during authentic conversations. | Teacher and students work together as a team to state and/or display expectations for appropriate classroom behavior to drive equity. With students, the teacher co-constructs, adopts, and maintains a classroom behavior agreement (classroom rules) that all students agree to follow. The teacher and students make reasonable, good faith efforts to ensure the classroom expectations are inclusive of all students' languages, developmental levels, cultures and traditions, identities, and social-emotional needs. This might look like students co-creating behavior agreements during morning meetings or welcoming circles, surveys, gallery walks, or during authentic conversations. This might also look like students driving a needs assessment to establish equitable classroom behavior agreements. For example, the teacher and students may collaborate to develop a homework policy that promotes equity and allows space for students to have a voice in the decision-making process. | |
1 | The What This Might Look Like supplemental resources provide examples of how the rubric expectations might be applied. This is not a checklist, or the only possible examples and should not be used in place of the PPfT Professional Growth and Responsibilities Rubric. | ||||||||||
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2 | Professional Growth and Responsibilities Strand 3: Planning and Resources | ||||||||||
3 | 3- Meets Expectations | 4- Exceeds Expectations | 5- Mastery | ||||||||
4 | 3.1 Data Collection | Teacher seeks and obtains disaggregated student data from classroom activities and differentiates to meet the needs of all students. | Teacher seeks and obtains several disaggregated student data sources, including students themselves and other data beyond classroom activities and differentiate to meet the needs of all students. | Teacher actively seeks and obtains a variety of disaggregated student data sources including students themselves, parents/families/caregivers, and colleagues and differentiates to meet the needs of all students. | |||||||
5 | 3.1 What This Might Look Like | Teacher collects and reviews individual student data from daily lesson activities (warm ups, independent work, formative & summative assessments, etc.). Teacher uses student data analysis to create differentiated activities, interventions, and extensions to meet the needs of all students. Possible sources of evidence: student formal/informal assessments, lesson plans, gradebooks | Teacher and students review data collaboratively and teacher seeks feedback from each student to plan differentiated activities, interventions, and extensions to meet the needs of all students. Possible sources of evidence: student formal/informal assessments, lesson plans, gradebooks, student records or files, eCST reports, STAAR reporting category reports, conference reports, MAP growth, wrap around services (CIS, Boys and Girls Club, Gear Up) | Teacher and students review data collaboratively and teacher seeks feedback from each student to plan differentiated activities, interventions, and extensions to meet the needs of all students. Teacher also reaches out to colleagues who know the student to provide additional input on individualized lesson plans. Possible sources of evidence: student formal/informal assessments, lesson plans, gradebooks, student records or files, eCST reports, STAAR reporting category reports, conference reports, MAP growth, wrap around services (CIS, Boys and Girls Club, Gear Up), parent/guardian survey | |||||||
6 | 3.2 Lesson Design | Teacher frequently designs lessons that incorporate individual student data around accommodations and/or modifications, cognitive level, social and emotional development, interest, and culture to support students' unique learning needs. | Teacher consistently designs lessons and interventions that incorporate individual student data around accommodations and/or modifications, cognitive level, social and emotional development, interest, and culture to support students' unique learning needs. | Teacher consistently designs lessons, interventions, enrichments and extensions that incorporate individual student data around accommodations and/or modifications, cognitive level, social and emotional development, interest, and culture to support students' unique learning needs. | |||||||
7 | 3.2 What This Might Look Like | Teacher frequently reviews/considers student data, including EL, GT, 504, and IEP goals, to plan lessons that support individual student needs. There is evidence of differentiated design and implementation within teacher lesson plans. | With few or no exceptions, teacher reviews/considers student data, including EL, GT, 504, and IEP goals, to plan lessons that support individual student needs. The teacher uses student data to provide individualized intervention. This could look like small group, stations, repeated practice, spiral review, 1:1 support, BLEND Mastery Paths, IXL, Dreambox, Imagine Learning, Khan Academy There is evidence of differentiated design and implementation within teacher lesson plans. | With few or no exceptions, teacher reviews/considers student data, including EL, GT, 504, and IEP goals, to plan lessons that support individual student needs. The teacher uses student data to provide individualized intervention. The teacher also consistently provides enrichment and extension activities for GT students and Advanced learners. This could look like small group, stations, repeated practice, spiral review, 1:1 support, BLEND Mastery Paths, IXL, Dreambox, Imagine Learning, Khan Academy, GT extension menus or activities. There is evidence of differentiated design and implementation within teacher lesson plans. | |||||||
8 | 3.3 Individualized Learning | Teacher frequently collects data using formal and informal assessments, reviews to monitor progress, shares data with colleagues when applicable, and acts on disaggregated data to meet the needs of all students. Teacher frequently plans intentional opportunities to address unique socio-cultural needs of students to achieve high levels of academic and social-emotional success. Teacher frequently plans appropriate time for student work, student reflection, lesson closure or extension to deepen understanding, and provides opportunities for students to monitor progress over time. | Teacher consistently collects and shares data using formal and informal assessments, reviews to monitor progress, shares data with colleagues when applicable and acts on disaggregated data to meet the needs of all students. Teacher consistently plans intentional opportunities to address unique socio-cultural needs of students to achieve high levels of academic and social-emotional success. Teacher consistently plans appropriate time for student work, student reflection, lesson closure or extension to deepen understanding, and enables students to monitor progress over time. | Teacher systematically collects and shares data using formal and informal assessments, reviews to monitor progress, shares data with colleagues when applicable and acts on disaggregated data to meet the needs of all students. Teacher systematically plans intentional opportunities to address unique socio-cultural needs of students to achieve high levels of academic and social-emotional success. Teacher systematically plans appropriate time for student work, student reflection, lesson closure or extension to deepen understanding, and enables students to monitor progress over time. | |||||||
9 | 3.3 What This Might Look Like | Teacher frequently collects data using a variety or sources such as quizzes, unit tests, STAAR results, district assessments, warmups, daily work, questioning, conferences with the student, behavior/anecdotal notes, exit tickets, surveys, etc. Teacher analyzes this data to determine student needs and strengths. Based on the needs and strengths uncovered in the data review, the teacher makes decisions to support students in the classroom, such as seating assignments, small group assignments, which strategies/lessons to reteach, types of activities to include in lessons, which extension activities to offer, etc. Teacher shares this information with colleagues who have an educational interest in the student. Teacher has implemented their own self-awareness and sociocultural awareness in order to affirm the personal, social, emotional, and cultural identities of students toward academic and social-emotional learning success. This might look like the teacher often incorporating opportunities for students to learn and share about who they are, how they experience the world, and how that all connects to their academic identity and course content. The teacher often includes differentiated instruction that is evidenced in lesson plans and instructional delivery. Teacher frequently provides students the opportunity to learn content by encouraging the use of their cultural norms and practices (including but not limited to forms that students process, internalize, and express their comprehension and learning style such as emotional expression, volume of voice, and physical movement) Teacher frequently paces their instructional planning to include students’ reflective, meaningful assessment of their work and learning, along with clearly providing opportunities for students to enrich their understanding of lesson objectives and topics. Teacher lesson plans include specific times for students to set their own learning goals and collect data or review their progress from day to day, week to week, or unit to unit. For instance, at the beginning of each unit, the teacher may introduce the topic and TEKS to be mastered and allow time for students to discuss and document their learning goals. Then, at specific checkpoints in the unit, such as on a specific day, after each lesson cycle, or after tests/quizzes, the teacher provides students time to review their learning and reflect on their growth toward the goals they set. Goals may be related to learning, academics, behavior, progress, etc. | With few or no exceptions, teacher collects data using a variety or sources such as quizzes, unit tests, STAAR results, district assessments, warmups, daily work, questioning, conferences with the student, behavior/anecdotal notes, exit tickets, surveys, etc. Teacher analyzes this data to determine student needs and strengths. Based on the needs and strengths uncovered in the data review, the teacher makes decisions to support students in the classroom, such as seating assignments, small group assignments, which strategies/lessons to reteach, types of activities to include in lessons, which extension activities to offer, etc. Teacher shares this information with colleagues who have an educational interest in the student. Teacher has implemented their own self-awareness and sociocultural awareness in order to affirm the personal, social, emotional, and cultural identities of students toward academic and social-emotional learning success. This might look like the teacher often incorporating opportunities for students to learn and share about who they are, how they experience the world, and how that all connects to their academic identity and course content. The teacher often includes differentiated instruction that is evidenced in lesson plans and instructional delivery. With few or no exceptions, teacher provides students the opportunity to learn content by encouraging the use of their cultural norms and practices (including but not limited to forms that students process, internalize, and express their comprehension and learning style such as emotional expression, volume of voice, and physical movement) With few or no exceptions, teacher paces their instructional planning to include students’ reflective, meaningful assessment of their work and learning, along with clearly providing opportunities for students to enrich their understanding of lesson objectives and topics. Teacher lesson plans include specific times for students to set their own learning goals and collect data or review their progress from day to day, week to week, or unit to unit. For instance, at the beginning of each unit, the teacher may introduce the topic and TEKS to be mastered and allow time for students to discuss and document their learning goals. Then, at specific checkpoints in the unit, such as on a specific day, after each lesson cycle, or after tests/quizzes, the teacher enables students to review their learning and reflect on their growth toward the goals they set. Goals may be related to learning, academics, behavior, progress, etc. | Teacher creates structures or routines to collect data using a variety or sources such as quizzes, unit tests, STAAR results, district assessments, warmups, daily work, questioning, conferences with the student, behavior/anecdotal notes, exit tickets, surveys, etc. Teacher analyzes this data to determine student needs and strengths. Based on the needs and strengths uncovered in the data review, the teacher makes decisions to support students in the classroom, such as seating assignments, small group assignments, which strategies/lessons to reteach, types of activities to include in lessons, which extension activities to offer, etc. Teacher shares this information with colleagues who have an educational interest in the student. Teacher has implemented their own self-awareness and sociocultural awareness in order to affirm the personal, social, emotional, and cultural identities of students toward academic and social-emotional learning success. This might look like the teacher often incorporating opportunities for students to learn and share about who they are, how they experience the world, and how that all connects to their academic identity and course content. The teacher often includes differentiated instruction that is evidenced in lesson plans and instructional delivery. Teacher creates structures or routines to provide students the opportunity to learn content by encouraging the use of their cultural norms and practices (including but not limited to forms that students process, internalize, and express their comprehension and learning style such as emotional expression, volume of voice, and physical movement) Teacher creates structures or routines to pace their instructional planning to include students’ reflective, meaningful assessment of their work and learning, along with clearly providing opportunities for students to enrich their understanding of lesson objectives and topics. Teacher lesson plans include specific times for students to set their own learning goals and collect data or review their progress from day to day, week to week, or unit to unit. For instance, at the beginning of each unit, the teacher may introduce the topic and TEKS to be mastered and allow time for students to discuss and document their learning goals. Then, at specific checkpoints in the unit, such as on a specific day, after each lesson cycle, or after tests/quizzes, the teacher enables students to review their learning and reflect on their growth toward the goals they set. Goals may be related to learning, academics, behavior, progress, etc. | |||||||
10 | 3.4 Blended Learning | Teacher frequently plans, organizes, delivers, and evaluates instruction that incorporates effective use of current technology for teaching. Teacher frequently integrates technology/digital resources to supplement and enhance mastery of lesson content. Teacher frequently provides opportunities for students to appropriately engage with the technology in order to support and extend their learning. | Teacher consistently plans, organizes, delivers, and evaluates instruction that incorporates effective use of current technology for teaching. Teacher consistently and meaningfully integrates technology/digital resources to supplement and enhance mastery of lesson content. Teacher guides students to appropriately engage with the technology in order to support and extend their learning. | Teacher systematically plans, organizes, delivers, and evaluates instruction that incorporates effective use of current technology for teaching. Teacher consistently and seamlessly integrates meaningful technology/digital resources to supplement and enhance mastery of lesson content. Teacher creates structures to ensure students are independently engaged with the technology in order to support and extend their learning. | |||||||
11 | 3.4 What This Might Look Like | Teacher often uses district Learning Management Systems (LMS), BLEND (Canvas) or SeeSaw (Primary), and other digital learning tools that incorporate effective use of current technology. There is evidence of blended learning documented in the teacher's lesson plans. Teacher ensures that these tools support and extend student learning and mastery of lesson content. This may look like a teacher using Brainpop to activate prior knowledge at the start of a new unit, or having students use the video record feature in BLEND to demonstrate mastery of a concept or standard. Possible digital opportunities: IXL, Dreambox, Imagine Learning, Khan Academy, Peardeck, Nearpod, Actively Learn, CommonLit, Padlet, Google Suite (Slides, Docs, Sheets, Jamboard), NewsELA, Brainpop, Playposit, etc. | With few or no exceptions, teacher uses district Learning Management Systems (LMS), BLEND (Canvas) or SeeSaw (Primary), and other digital learning tools that incorporate effective use of current technology. There is evidence of blended learning documented in the teacher's lesson plans. With few or no exceptions, teacher meaningfully integrates these tools to support and extend student learning and mastery of lesson content. This may look like a teacher typically sourcing content-appropriate Youtube videos and creating a Playposit bulb that would generate meaningful student feedback that demonstrates student understanding. This could also look like the teacher helping students to access a digital choice board to extend their own learning. Teacher guides students through digital opportunities, such as IXL, Dreambox, Imagine Learning, Khan Academy, Peardeck, Nearpod, Actively Learn, CommonLit, Padlet, Google Suite (Slides, Docs, Sheets, Jamboard), NewsELA, Brainpop, Playposit, etc. | Teacher creates structures or routines to use district Learning Management Systems (LMS), BLEND (Canvas) or SeeSaw (Primary), and other digital learning tools that incorporate effective use of current technology. There is evidence of blended learning documented in the teacher's lesson plans. Consistently and seamlessly integrating tools to support and extend student learning and mastery of lesson content might look like a teacher typically sourcing content-appropriate Youtube videos and creating a Playposit bulb that would generate meaningful student feedback that demonstrates student understanding for each unit. This could also look like students independently accessing a digital choice board to extend their own learning, without need for teacher prompting. Teacher creates structures for students to independently engage with digital opportunities, such as IXL, Dreambox, Imagine Learning, Khan Academy, Peardeck, Nearpod, Actively Learn, CommonLit, Padlet, Google Suite (Slides, Docs, Sheets, Jamboard), NewsELA, Brainpop, Playposit, etc. | |||||||
12 | 3.5 Diverse Resources | Teacher frequently incorporates high-quality instructional materials that reflect diversity (including race, ethnicity, language, gender, etc.) and are appropriate for diverse learners. Teacher provides opportunities for students to engage with diverse materials to deepen understanding of broader unit/course objectives. | Teacher consistently incorporates high-quality instructional materials that reflect diversity (including race, ethnicity, language, gender, etc.) and are appropriate for diverse learners. Teacher guides students to engage with diverse materials to deepen understanding of broader unit/course objectives. | Teacher systematically incorporates high-quality instructional materials that reflect diversity (including race, ethnicity, language, gender, etc.) and are appropriate for diverse learners. Teacher creates systems to ensure students independently engage with diverse materials to deepen understanding of broader unit/course objectives. | \ | ||||||
13 | 3.5 What This Might Look Like | Teacher has a diverse classroom library for students to broaden their understanding of unit/course objectives beyond the Eurocentric perspective. Diverse library materials include content that accurately represents student identity (student race, language, ethnicity, gender, etc) and reflects historical accuracy. Teacher consistently provides diverse instructional materials, anchors of support, and artifacts that deepen understanding of unit/course objectives (i.e.-multilingual, multimodal, representation of world cultures, community specific examples, etc). This might look like the teacher often choosing materials that include multiple identities and perspectives representative of the greater social context (including race, ethnicity, language, gender, etc.) that their students experience beyond the classroom. The materials are identity-affirming and don’t stereotype or essentialize the diverse identities of students. Teacher often critically examines the resources used throughout the year to ensure a diversity of representation and multiple perspectives are offered in the content students engage with. | Teacher has a diverse classroom library that is updated consistently for students to broaden their understanding of unit/course objectives beyond the Eurocentric perspective. Diverse library materials include content that accurately represents student identity (student race, language, ethnicity, gender, etc) and reflects historical accuracy. Teacher typically provides diverse instructional materials, anchors of support, and artifacts that deepen understanding of unit/course objectives (i.e.-multilingual, multimodal, representation of world cultures, community specific examples, etc). This might look like the teacher strategically choosing materials consistently throughout the year (with few or no exceptions) that include multiple identities and perspectives representative of the greater social context (including race, ethnicity, language, gender, etc.) that their students experience beyond the classroom. The materials are identity-affirming and don’t stereotype or essentialize the diverse identities of students. With few or no exceptions, the teacher critically examines and guides students to resources throughout the year that ensure a diversity of representation and multiple perspectives are offered in the content students engage with. | Teacher has a diverse classroom library that is updated systematically (ie-process for students to offer suggestions) for students to broaden their understanding of unit/course objectives beyond the Eurocentric perspective. Diverse library materials include content that accurately represents student identity (student race, language, ethnicity, gender, etc) and reflects historical accuracy. Teacher creates structures and routines to provide and display diverse instructional materials such as posters, anchors of support, mentor texts, videos, and artifacts that deepen understanding of unit/course objectives (i.e.-multilingual, multimodal, representation of world cultures, community specific examples, etc). Teacher might work with the librarian or Library Media Services to acquire more culturally relevant texts or actively seek out grant opportunities to acquire funding to acquire more diverse resources, such as the Austin Ed Fund. This might look like the teacher strategically choosing materials consistently throughout the year that include multiple identities and perspectives representative of the greater social context (including race, ethnicity, language, gender, etc.) that their students experience beyond the classroom. The materials are identity-affirming and don’t stereotype or essentialize the diverse identities of students. Teacher has a system for students to independently engage with resources that ensure a diversity of representation and multiple perspectives as they engage in the content throughout the year. This may look like students utilizing a check-out system to borrow diverse books from the teacher's classroom library to deepen understanding. To increase student interest, teachers could implement a system such as "First Chapter Fridays" for Secondary or "First Page Fridays" for Primary. | |||||||
14 | 3.6 State and Local Standards | Teacher effectively establishes clear, standards-based lesson objectives that are aligned to current national, state, professional, and/or district curriculum standards. Teacher effectively implements lessons that move students toward grade-level and/or developmental levels of mastery, and are appropriate for diverse learning needs. | Teacher effectively establishes clear, standards-based lesson objectives that are aligned to current national, state, professional, and/or district curriculum standards. Teacher effectively implements lessons that have cross-curricular connections to key concepts and move students toward grade-level and/or developmental levels of mastery and are appropriate for diverse learning needs. | Teacher effectively establishes clear, standards-based lesson objectives that are aligned to current national, state, professional, and/or district curriculum standards. Teacher effectively implements lessons that integrate and reinforce cross-curricular standards, move students toward grade-level and/or developmental levels of mastery, and are appropriate for diverse learning needs. | |||||||
15 | 3.6 What This Might Look Like | The lesson objectives stated in teacher lesson plans and implementation are clearly aligned to current national, state (TEKS), professional, and/or district curriculum standards and the activities students engage in during the lesson align with the stated objectives. Teacher effectively implements learning opportunities for spiraling, intervention and enrichment throughout and across units to promote student mastery. Possible sources of evidence: lesson plans, observation feedback, student assessment data, PLC meeting or Team meeting minutes | The lesson objectives stated in teacher lesson plans and implementation are clearly aligned to current national, state (TEKS), professional, and/or district curriculum standards and the activities students engage in during the lesson align with the stated objectives. Teacher effectively implements learning opportunities for spiraling, intervention and enrichment throughout and across units to promote student mastery. The teacher collaborates with other content teachers to create lessons that ensure cross-curricular connections to key concepts. For example, the Dance teacher partners with Social Studies teachers to examine the historical and cultural relevance of various dance styles. Possible sources of evidence: lesson plans, observation feedback, student assessment data, PLC meeting or Team meeting minutes | The lesson objectives stated in teacher lesson plans and implementation are clearly aligned to current national, state (TEKS), professional, and/or district curriculum standards and the activities students engage in during the lesson align with the stated objectives. Teacher effectively implements lessons that integrate and reinforce cross-curricular standards. For example, a 5th grade science teacher may use reading and writing strategies, such a inferencing, cause and effect, or sequencing, to build content knowledge and develop cross-curricular skills. Possible sources of evidence: lesson plans, observation feedback, student assessment data, PLC meeting or Team meeting minutes | |||||||
1 | The What This Might Look Like supplemental resources provide examples of how the rubric expectations might be applied. This is not a checklist, or the only possible examples and should not be used in place of the PPfT Professional Growth and Responsibilities Rubric. | ||||
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2 | Professional Growth and Responsibilities Strand 4: Communication and Relationships | ||||
3 | 3- Meets Expectations | 4- Exceeds Expectations | 5- Mastery | ||
4 | 4.1 Relationships | Teacher establishes and maintains positive and productive relationships with colleagues, students, parents/families/caregivers, and the community that promote respect, professionalism, and cultural competence. Teacher frequently provides opportunities for family involvement in classroom and/or school-wide activities. | Teacher establishes, maintains, and grows positive and productive relationships with colleagues, students, parents/families/caregivers, and the community that promote respect, professionalism, and cultural competence. Teacher consistently creates and encourages opportunities for family involvement in classroom and school-wide activities. | Teacher establishes, maintains, and grows positive and productive relationships with colleagues, students, parents/families/caregivers, and the community that promote respect, professionalism, and cultural competence. Teacher systematically creates and encourages opportunities for family involvement in classroom, school-wide, and/or district activities. | |
5 | 4.1 What This Might Look Like | Establishing and maintaining positive and productive relationships with colleagues, students, parents/families/caregivers, and the community that promote respect, professionalism, and cultural competence might look like the teacher greeting colleagues and students throughout the day, the teacher reaching out to their neighbor teachers to engage in conversations, the teacher participating in team, department, or faculty meetings and actively listening to others, thanking them for contributions, and using their feedback and expertise to better the educational experience of students. Teacher often providing opportunities for family involvement in classroom or school-wide activities might look like the teacher inviting parents/families/caregivers to come to parent conferences, asking parents/families/caregivers to share family traditions and cultures that can be incorporated into classroom activities, and inviting parents/families/caregivers to campus open houses, academics nights, PTA Meetings, or other campus activities. Sources of evidence: emails, notes from parents/students, meeting notes, communication logs, teacher website, teacher blog, teacher newsletter, gradebook, student records, student attendance, sign-in sheets, parent surveys, student surveys | Establishing, maintaining, and growing positive and productive relationships with colleagues, students, parents/families/caregivers, and the community that promote respect, professionalism, and cultural competence might look like the teacher engaging colleagues and students in conversations throughout the day, actively listening to others on campus and providing support as needed, collaborating with colleagues to socialize and provide positive support, actively participating in team, department, or faculty meetings, thanking others for contributions, and acting on their feedback and expertise to better the educational experience of students. With few or no exceptions, teacher creates and encourages opportunities for family involvement in classroom or school-wide activities might look like the teacher inviting parents/families/caregivers to come to parent conferences, the teacher inviting parents/families/caregivers to help in the classroom by reading texts, assisting with experiments, or sharing family traditions and cultures that can be incorporated into classroom activities, and inviting parents/families/caregivers to campus open houses, academics nights, PTA Meetings, or other campus activities. Sources of evidence: emails, notes from parents/students, meeting notes, communication logs, teacher website, teacher blog, teacher newsletter, gradebook, student records, student attendance, sign-in sheets, parent surveys, student surveys | Establishing, maintaining, and growing positive and productive relationships with colleagues, students, parents/families/caregivers, and the community that promote respect, professionalism, and cultural competence might look like the teacher engaging colleagues and students in conversations throughout the day, actively listening to others on campus and providing support as needed, collaborating with colleagues to socialize and provide positive support, actively participating in team, department, or faculty meetings, thanking others for contributions, and acting on their feedback and expertise to better the educational experience of students. Teacher has routines for creating and encouraging opportunities for family involvement in classroom or school-wide activities might look like the teacher creating a system to routinely engage parents/families/caregivers to in academic/behavior conferences, engage parents/families/caregivers in helping in the classroom by reading texts, assisting with experiments, or sharing family traditions and cultures that can be incorporated into classroom activities, and engage parents/families/caregivers in campus open houses, academics nights, PTA Meetings, or other campus activities. Sources of evidence: emails, notes from parents/students, meeting notes, communication logs, teacher website, teacher blog, teacher newsletter, gradebook, student records, student attendance, sign-in sheets, parent surveys, student surveys | |
6 | 4.2 Communication Methods | Teacher frequently communicates with parents/families/caregivers regarding students’ academic and social-emotional strengths and areas for growth through various methods. Teacher frequently incorporates multimodal and multilingual communication methods that address diverse populations and needs. | Teacher consistently communicates with parents/families/caregivers regarding students’ academic and social-emotional strengths and areas for growth through various methods. Teacher consistently incorporates multimodal and multilingual communication methods that address diverse populations and needs. | Teacher systematically communicates with parents/families/caregivers regarding students’ academic and social-emotional strengths and areas for growth through various methods. Teacher systematically incorporates multimodal and multilingual communication methods that address diverse populations and needs. | |
7 | 4.2 What This Might Look Like | Teacher often uses various methods of communication to share information about student's academic and behavior updates with parents/families/caregivers such as emails, phone calls, individual student progress reports, BLEND, face-to-face conferences, etc. Teacher makes a good faith effort to provide communications through formats and languages that are accessible for families. For example, the teacher checks the home language spoken in eCST or Frontline and makes efforts to translate messages before emailing them or reaches out to a colleague who can translate to the families' language to make a phone call home.) Sources of evidence: emails, notes from parents/students, communication logs, teacher website, teacher blog, teacher newsletter, sign-in sheets | With few or no exceptions, the teacher uses various methods of communication to share current information about student's academic and behavior updates with parents/families/caregivers such as emails, phone calls, individual student progress reports, BLEND, face-to-face conferences, etc. Teacher typically provides communications through formats and languages that are accessible for families. For example, the teacher has communications translated to the home language of students and ensures communications are send in both the home language and English. The teacher realizes when parents' email addresses have not been shared and sends paper communications home with students, through the U.S. mail, or communicates with parents through phone calls or face-to-face meetings to ensure they have access to the information. Sources of evidence: emails, notes from parents/students, communication logs, teacher website, teacher blog, teacher newsletter, sign-in sheets | The teacher creates routines or systems to use various methods of communication to share up-to-date information about student's academic and behavior updates with parents/families/caregivers such as weekly emails, phone calls, individual student progress reports, BLEND, face-to-face conferences, etc. Teacher has created a system or routine to provide communications through formats and languages that are accessible for families. For example, the teacher has created a quick-reference list of students with home language, best contact method, contact information, and a schedule for weekly contacts to ensure that they use the correct mode and language for each family. The teacher always refers to their list and updates it often to systematically communicate with parents/families/caregivers. Sources of evidence: emails, notes from parents/students, communication logs, teacher website, teacher blog, teacher newsletter, sign-in sheets | |
8 | 4.3 Inclusive Environment | Teacher establishes and maintains a welcoming environment for parents/families/caregivers and the community that is healthy, safe, engaging, and supportive. Teacher establishes and maintains an identity-safe and inclusive environment that demonstrates understanding of and appreciation for various cultures, perspectives, languages, and values. | Teacher establishes and maintains a welcoming environment for parents/families/caregivers and the community that is healthy, safe, engaging, and supportive. Teacher establishes and maintains an identity-safe and inclusive environment that demonstrates understanding of and appreciation for various cultures, perspectives, languages, and values. Teacher provides opportunities for students and parents/families/caregivers to provide feedback and perspective for classroom incorporation, adjustments, and improvements. | Teacher establishes and maintains a welcoming environment for parents/families/caregivers and the community that is healthy, safe, engaging, and supportive. Teacher establishes and maintains an identity-safe and inclusive environment that demonstrates understanding of and appreciation for various cultures, perspectives, languages, and values. Teacher establishes a system for students and parents/families/caregivers to provide continuous feedback and perspective for classroom incorporation, adjustments, and improvements. | |
9 | 4.3 What This Might Look Like | Teacher creates a classroom that is neat and inclusive with student work posted on the walls and posters/images including people that look like their students and families. The teacher might send weekly newsletters or maintain a blog that invites parents/families/caregivers to be a part of the classroom community. Teacher ensures resources used in the classroom are representative of all students' family structures, cultures, and traditions. For instance, the teacher may ask families of their favorite books to add to the classroom library or research books from students' cultures/backgrounds to find high-quality diverse books to add to their classroom library that reflect their students. Sources of evidence: emails, notes from parents/students, meeting notes, communication logs, teacher website, teacher blog, teacher newsletter, gradebook, student records, student attendance, sign-in sheets, parent surveys, student surveys | Teacher creates a classroom that is neat and inclusive with student work posted on the walls and posters/images including people that look like their students and families. The teacher might send weekly newsletters or maintain a blog that invites parents/families/caregivers to be a part of the classroom community. Teacher ensures resources used in the classroom are representative of all students' family structures, cultures, and traditions. For instance, the teacher may ask families of their favorite books to add to the classroom library or research books from students' cultures/backgrounds to find high-quality diverse books to add to their classroom library that reflect their students. Teacher might send surveys to students and parents/families/caregivers to gather feedback on ways to make the classroom environment more supportive and inclusive. Sources of evidence: emails, notes from parents/students, meeting notes, communication logs, teacher website, teacher blog, teacher newsletter, gradebook, student records, student attendance, sign-in sheets, parent surveys, student surveys | Teacher creates a classroom that is neat and inclusive with student work posted on the walls and posters/images including people that look like their students and families. The teacher might send weekly newsletters or maintain a blog that invites parents/families/caregivers to be a part of the classroom community. Teacher ensures resources used in the classroom are representative of all students' family structures, cultures, and traditions. For instance, the teacher may ask families of their favorite books to add to the classroom library or research books from students' cultures/backgrounds to find high-quality diverse books to add to their classroom library that reflect their students. Teacher creates a system to ensure students and parents/families/caregivers to gather feedback on ways to make the classroom environment more supportive and inclusive. For instance, the teacher might create a schedule to request feedback on their classroom environment throughout the year and follow that schedule to reach out and survey specific students and parents/families/caregivers. They might also set up a padlet that is open all year and linked to all communications and newsletters where parents/families/caregivers and students can share their perspectives at any time. Sources of evidence: emails, notes from parents/students, meeting notes, communication logs, teacher website, teacher blog, teacher newsletter, gradebook, student records, student attendance, sign-in sheets, parent surveys, student surveys | |
1 | The What This Might Look Like supplemental resources provide examples of how the rubric expectations might be applied. This is not a checklist, or the only possible examples and should not be used in place of the PPfT Professional Growth and Responsibilities Rubric. | ||||
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2 | Professional Growth and Responsibilities Strand 5: Professional Standards | ||||
3 | 3- Meets Expectations | 4- Exceeds Expectations | 5- Mastery | ||
4 | 5.1 Legal and Professional Standards | Teacher complies with all state and federal laws and district policies and procedures. Teacher exhibits professional standards of attendance, behavior, and actions across the campus and district without exception. | |||
5 | 5.1 What This Might Look Like | Teacher follows all applicable state and federal laws and AISD policies and procedures (including code of conduct and health and safety guidelines). Teacher follows all PPfT Operational Procedures and completes all PPfT Appraisal requirements. Without exception, teacher complies with professional standards of attendance, behavior, and actions by dressing in a professional manner appropriate for their campus role and duties, arriving on time and being present and accessible during campus hours, submitting required paperwork and lesson plans on time, attending assigned duty stations, attending team/department/faculty meetings, keeping diligent student behavior, academic, and attendance records, following AESOP and gradebook policies, helping with assessment proctoring and turning in test materials on time, following STAAR or othr assessment guidelines, and returning parent phone calls and/or e-mails within 48 hours. Teacher follows district level directives for their position, including administering content or grade level specific assessments or practice tests (including CLI Engage, district SCAs, TELPAS, etc). Sources of evidence: complete PPfT Appraisal in the HCP, discipline files, observations , interactions with teachers outside the classroom, gradebook, lesson plans, student attendance, eCST records, AESOP records, LPAC records, 504 records, notes/products from AISD Advisory Bodies, committee and faculty meetings. | |||
6 | 5.2 Attendance | Teacher frequently arrives on time and is present and accessible during campus hours. Teacher prepares clear, standards-driven lesson plans when absent so student learning continues with minimal disruption. | Teacher consistently arrives on time and is present and accessible during campus hours. Teacher prepares clear, standards-driven lesson plans when absent so student learning continues without disruption. | Teacher arrives on time and is present and accessible during campus hours, with few or no exceptions. Teacher prepares clear, standards-driven lesson plans, interventions, and extensions when absent so student learning continues without disruption. | |
7 | 5.2 What This Might Look Like | Teacher typically arrives to assigned locations on time. Teacher is typically available and in assigned locations (classroom, duty locations, meeting locations) during assigned or scheduled times. Teacher remains present and is available to engage with/teach/assist students throughout the assigned work day. If the teacher has scheduled office hours or invited students to come during an advisory periond, the teacher is typically accessible during those office hours to support students. If the teacher will be absent from the classroom, the teacher typically sets up clear, easy-to-implement lesson plans that align to the standards of the course and leaves plans in a location that is easy for a substitute to access. Teacher leaves necessary materials for students to participate in the lesson with a substitute so there is minimal disruption in their learning. | Teacher regularly arrives to assigned locations on time. The teacher is regularly available and in assigned locations (classroom, duty locations, meeting locations) during assigned or scheduled times. Teacher remains present and is available to engage with/teach/assist students throughout the assigned work day. If the teacher has scheduled office hours or invited students to come during an advisory periond, the teacher is accessible during those office hours to support students. If the teacher will be absent from the classroom, with few exceptions the teacher sets up clear, easy-to-implement lesson plans that align to the standards of the course and leaves plans in a location that is easy for a substitute to access. Teacher organizes and leaves necessary materials for students to participate in the lesson with a substitute so there is no disruption in student learning. | With few or no exceptions, teacher arrives to assigned locations on time. With few or no exceptions, the teacher is available and in assigned locations (classroom, duty locations, meeting locations) during assigned or scheduled times. Teacher remains present and is available to engage with/teach/assist students throughout the assigned work day. If the teacher has scheduled office hours or invited students to come during an advisory periond, the teacher is accessible during those office hours to support students with few or no exceptions. If the teacher will be absent from the classroom, with few or no exceptions the teacher sets up clear, easy-to-implement lesson plans that align to the standards of the course and leaves plans in a location that is easy for a substitute to access. Along with the general lesson plans, teacher sets up differenitated tasks along with clear instructions to allow a substitute to reteach or extend the lesson for students who need those supports. Teacher organizes and leaves necessary materials for students to participate in the lesson with a substitute so there is no disruption in student learning. | |
8 | 5.3 Professional Standards | Teacher frequently exhibits processional standards of behavior and actions across the campus and district. | Teacher consistently exhibits processional standards of behavior and actions across the campus and district. | Teacher exhibits processional standards of behavior and actions across the campus and district without exception. | |
9 | 5.3 What This Might Look Like | Teacher follows all AISD policies and procedures (including code of conduct and health and safety guidelines). Teacher follows all PPfT Operational Procedures and completes all PPfT Appraisal requirements. Teacher typically complies with professional standards of behavior and actions by dressing in a professional manner appropriate for their campus role and duties, submitting required paperwork and lesson plans on time, monitoring assigned duty stations, participating in a professional manner in team/department/faculty meetings, keeping diligent student behavior, academic, and attendance records, following AESOP and gradebook policies, helping with assessment proctoring and turning in test materials on time, following STAAR guidelines, and returning parent phone calls and/or e-mails within 48 hours. Sources of evidence: complete PPfT Appraisal in the HCP, discipline files, observations , interactions with teachers outside the classroom, gradebook, lesson plans, student attendance, eCST records, AESOP records, LPAC records, 504 records, notes/products from AISD Advisory Bodies, committee and faculty meetings. | Teacher follows all AISD policies and procedures (including code of conduct and health and safety guidelines). Teacher follows all PPfT Operational Procedures and completes all PPfT Appraisal requirements. With few exceptions, teacher complies with professional standards of behavior and actions by dressing in a professional manner appropriate for their campus role and duties, submitting required paperwork and lesson plans on time, monitoring assigned duty stations, participating in a professional manner in team/department/faculty meetings, keeping diligent student behavior, academic, and attendance records, following AESOP and gradebook policies, helping with assessment proctoring and turning in test materials on time, following STAAR guidelines, and returning parent phone calls and/or e-mails within 48 hours. Sources of evidence: complete PPfT Appraisal in the HCP, discipline files, observations , interactions with teachers outside the classroom, gradebook, lesson plans, student attendance, eCST records, AESOP records, LPAC records, 504 records, notes/products from AISD Advisory Bodies, committee and faculty meetings. | Teacher follows all AISD policies and procedures (including code of conduct and health and safety guidelines). Teacher follows all PPfT Operational Procedures and completes all PPfT Appraisal requirements. Without exception, teacher complies with professional standards of behavior and actions by dressing in a professional manner appropriate for their campus role and duties, submitting required paperwork and lesson plans on time, monitoring assigned duty stations, participating in a professional manner in team/department/faculty meetings, keeping diligent student behavior, academic, and attendance records, following AESOP and gradebook policies, helping with assessment proctoring and turning in test materials on time, following STAAR guidelines, and returning parent phone calls and/or e-mails within 48 hours. Sources of evidence: complete PPfT Appraisal in the HCP, discipline files, observations , interactions with teachers outside the classroom, gradebook, lesson plans, student attendance, eCST records, AESOP records, LPAC records, 504 records, notes/products from AISD Advisory Bodies, committee and faculty meetings. | |
10 | 5.4 Norms and Values | Teacher is guided by ethics and core values. Teacher is frequently respectful of the norms, values, and culture of the school community and the staff, students, and parents/families/caregivers. | Teacher is guided by ethics and core values. Teacher is consistently respectful of the norms, values, and culture of the school community and the staff, students, and parents/families/caregivers. Teacher engages in opportunities to identify needs, inequities, and/or areas for campus or system-wide change. | Teacher is guided by ethics and core values. Teacher is consistently respectful of the norms, values, and culture of the school community and the staff, students, and parents/families/caregivers. Teacher leads opportunities to identify needs, inequities, and/or areas for campus or system-wide change. | |
11 | 5.4 What This Might Look Like | Teacher adheres to TEA's Educators Code of Ethics. Teacher is often respectful of campus and distruct norms, values, and culture by greeting others in and outside of the school building to help create a welcoming, respectful environment, incoproating activities/materoals related to the campus' core values into their classroom, such as using restorative practices, implementing SEL strategies, having students engage in CLI practices, highlighting the school song, mascot, or motto when appropriate. Teacher may include information about other campus/community events in their classroom newsletter. | Teacher adheres to TEA's Educators' Code of Ethics. With few or no exceptions, teacher is respectful of campus and district norms by greeting others in and outside the school building to help create a welcoming, respectful environment, incorporating activities/materials related to the campus' core values into their classroom, such as using restorative practices, implementing SEL strategies, having students engage in CLI practices, highlighting the school song, mascot, or motto when appropriate. Teacher may include information about other campus/community events in their classroom newsletter. Engaging in opportunities to identify needs, inequities, and/or areas for campus or system-wide change might look like the teacher participating in Campus Advisory Council meetings, PTA meetings, engaging in conversations around campus data and possible changes with their team, department, or campus leaders. | Teacher adheres to TEA's Educators' Code of Ethics. With few or no exceptions, teacher is respectful of campus and district norms by greeting others in and outside the school building to help create a welcoming, respectful environment, incorporating activities/materials related to the campus' core values into their classroom, such as using restorative practices, implementing SEL strategies, having students engage in CLI practices, highlighting the school song, mascot, or motto when appropriate. Teacher may include information about other campus/community events in their classroom newsletter. Leading opportunities to identify needs, inequities, and/or areas for campus or system-wide change might look like the teacher chairing committees on their campus related to campus improvement, being an active member of their Campus Advisory Counsel, being an active member of their campus PTA and volunteering to lead activities, starting and continuously engaging in conversations around campus data with their team, department, or campus leaders and taking action to make changes when needs are identified. | |
12 | 5.5 Content Knowledge | Teacher demonstrates strong content knowledge in multiple contexts. Teacher applies content knowledge to enhance student mastery of objectives. | Teacher demonstrates extensive content knowledge of all aspects of subjects they instruct. Teacher incorporates content knowledge through differentiated explanations to enhance student mastery of objectives. | Teacher demonstrates extensive content knowledge of all aspects of subjects they instruct. Teacher incorporates content knowledge through differentiated explanations to enhance student mastery of objectives. Teacher incorporates content knowledge through cross-curricular learning opportunities that connect student experiences and real-world applications to enhance student mastery of objectives. | |
13 | 5.5 What This Might Look Like | Teacher is able to accurately answer most student questions on their content topics related to the objectives of the course taught without needing to research the answer. Teacher is able to plan lessons or activities that address all of the content standards of the topic they are teaching to ensure mastery of the lesson/course objectives. | Teacher is able to accurately answer student questions on their content topics without needing to research the answer. Teacher is able to share knowledge of content topics beyond what is required by the objectives of the course taught. Teacher is able to plan lessons or activities that address all of the content standards of the topic and, when needed, is able to teach the same objectives in different ways to ensure mastery of the lesson/course objectives. | Teacher is able to accurately answer student questions on their content topics without needing to research the answer. Teacher is able to share knowledge of content topics beyond what is required by the objectives of the course taught. Teacher is able to plan lessons or activities that address all of the content standards of the topic and, when needed, is able to teach the same objectives in different ways to ensure mastery of the lesson/course objectives. Teacher plans lesson activities that intentionally address standards/learning objectives from other content areas that incorporate real world applications and student experiences. | |
14 | 5.6 Student Records | Teacher frequently maintains accurate, timely, and up-to-date academic and non-academic records such as grades, attendance, IEP/504/LPAC/ECST documentation, and anecdotal notes. Teacher frequently communicates progress with students, parents/families/caregivers, and colleagues. Teacher provides opportunities for students to engage in records/documentation management. | Teacher consistently maintains accurate, timely, and up-to-date academic and non-academic records such as grades, attendance, IEP/504/LPAC/ECST documentation, and anecdotal notes. Teacher consistently and proactively communicates progress with students, parents/families/caregivers, and colleagues. Teacher guides students to engage in management of records/documentation. | Teacher systematically maintains accurate, timely, and up-to-date academic and non-academic records such as grades, attendance, IEP/504/LPAC/ECST documentation, and anecdotal notes. Teacher systematically and proactively communicates progress with students, parents/families/caregivers, and colleagues. Teacher creates systems to ensure students engage in management of records/documentation system. | |
15 | 5.6 What This Might Look Like | Teacher often updates Frontline, BLEND, eCST, and other record-keeping systems with attendance, academic, and behavior records and anecdotal notes. Teacher often reaches out to students and families to share students' progress. This might look like the teacher emailing progress reports to students/families, having individual conferences with students about their grades/behavior, and meeting with colleagues who have an educational interest in the student to share student scores/progress and other pertinent academic or behavioral information. Teacher creates times for students to review, add to, and otherwise manage their own records. For instance, the teacher might have students work with partners to complete fluency checks and allow time for students to add notes to their reading folders. Sources of evidence: gradebook, communication logs, emails, ARD/504/LPAC paperwork, eCST, student behavior/academic logs, progress monitoring data | With few or no exceptions, teacher maintains Frontline, BLEND, eCST, and other record-keeping systems up-to-date with attendance, academic, and behavior records and anecdotal notes. For instance, the teacher may score and enter assignments grades daily to keep the gradebook updated. With few or no exceptions, teacher communicates with students and families to share students' progress and or share concerns. This might look like the teacher sending weekly progress reports and behavior notes every Friday to keep students students/families updated on academic/behavior progress, scheduling weekly individual conferences with students to discuss grades/behavior, and meeting regularly with colleagues who have an educational interest in the student to share student scores/progress and other pertinent academic or behavioral information. Teacher supports students to students review, add to, and otherwise manage their own records. For instance, the teacher might plan a daily routine involving a check-in survey, returning graded work, and filing work for future reference. Sources of evidence: gradebook, communication logs, emails, ARD/504/LPAC paperwork, eCST, student behavior/academic logs, progress monitoring data | Teacher creates a routine to ensure Frontline, BLEND, eCST, and other record-keeping systems up-to-date with attendance, academic, and behavior records and anecdotal notes. For instance, the teacher may score and enter assignments grades daily to keep the gradebook updated. Teacher creates a system to communicate with students and families to share students' progress and or share concerns. This might look like the teacher sending weekly progress reports and behavior notes every Friday to keep students students/families updated on academic/behavior progress, scheduling weekly individual conferences with students to discuss grades/behavior, and meeting regularly with colleagues who have an educational interest in the student to share student scores/progress and other pertinent academic or behavioral information. Teacher creates systems to ensure students review, add to, and otherwise manage their own records. For instance, the teacher might plan a daily routine involving a check-in survey, returning graded work, and filing work for future reference. Sources of evidence: gradebook, communication logs, emails, ARD/504/LPAC paperwork, eCST, student behavior/academic logs, progress monitoring data | |