AR TESS Classroom Teacher Rubric
1
AR TESS Rubric in EdReflect
9/29/2020
Domain 1: Planning and Preparation
1a - Demonstrating Knowledge of Content and Pedagogy
INEFFECTIVE
The teacher's plans and practice
display little knowledge of the
content, prerequisite relationships
between different aspects of the
content, or the instructional
practices specific to that
discipline.
PROGRESSING
The teacher's plans and practice
reflect some awareness of the
important concepts in the discipline,
prerequisite relationships between
them, and the instructional practices
specific to that discipline.
EFFECTIVE
The teacher's plans and practice reflect
solid knowledge of the content,
prerequisite relationships between
important concepts, and the instructional
practices specific to that discipline.
HIGHLY EFFECTIVE
The teacher's plans and practice reflect
extensive knowledge of the content and the
structure of the discipline. The teacher actively
builds on knowledge of prerequisites and
misconceptions when describing instruction or
seeking causes for student misunderstanding.
1b - Demonstrating Knowledge of Students
INEFFECTIVE
The teacher demonstrates little
or no knowledge of students'
backgrounds, cultures, skills,
language proficiency,
interests, and special needs,
and does not seek such
understanding.
PROGRESSING
The teacher indicates the
importance of understanding
students' backgrounds, cultures,
skills, language proficiency,
interests, and special needs, and
attains this knowledge for the
class as a whole.
EFFECTIVE
The teacher actively seeks
knowledge of students' backgrounds,
cultures, skills, language proficiency,
interests, and special needs, and
attains this knowledge for groups of
students.
HIGHLY EFFECTIVE
The teacher actively seeks knowledge of
students' backgrounds, cultures, skills,
language proficiency, interests, and
special needs from a variety of sources,
and attains this knowledge for individual
students.
AR TESS Classroom Teacher Rubric
2
AR TESS Rubric in EdReflect
9/29/2020
1c - Setting Instructional Outcomes
INEFFECTIVE
Instructional outcomes are
unsuitable for students,
represent trivial or low-level
learning, or are stated only as
activities. They do not permit
viable methods of assessment.
PROGRESSING
Instructional outcomes are of
moderate rigor and are suitable
for some students, but consist of
a combination of activities and
goals, some of which permit
viable methods of assessment.
They reflect more than one type
of learning, but the teacher
makes no attempt at
coordination or integration.
EFFECTIVE
The teacher's plans and practice
reflect solid knowledge of the
content, prerequisite relationships
between important concepts, and the
instructional practices specific to that
discipline.
HIGHLY EFFECTIVE
Instructional outcomes are stated as
goals that can be assessed, reflecting
rigorous learning and curriculum
standards. They represent different types
of content, offer opportunities for both
coordination and integration, and take the
needs of individual students into account.
1d - Demonstrating Knowledge of Resources
INEFFECTIVE
The teacher demonstrates little
or no familiarity with resources
to enhance own knowledge, to
use in teaching, or for students
who need them. The teacher
does not seek such
knowledge.
PROGRESSING
The teacher demonstrates some
familiarity with resources
available through the school or
district to enhance own
knowledge, to use in teaching, or
for students who need them. The
teacher does not seek to extend
such knowledge.
EFFECTIVE
The teacher is fully aware of the
resources available through the
school or district to enhance own
knowledge, to use in teaching, or for
students who need them.
HIGHLY EFFECTIVE
The teacher seeks out resources in and
beyond the school or district in
professional organizations, on the
Internet, and in the community to enhance
own knowledge, to use in teaching, and
for students who need them.
AR TESS Classroom Teacher Rubric
3
AR TESS Rubric in EdReflect
9/29/2020
1e - Designing Coherent Instruction
INEFFECTIVE
The series of learning
experiences is poorly aligned
with the instructional outcomes
and does not represent a
coherent structure. The
experiences are suitable for
only some students.
PROGRESSING
The series of learning
experiences demonstrates
partial alignment with
instructional outcomes, and
some of the experiences are
likely to engage students in
significant learning. The lesson
or unit has a recognizable
structure and reflects partial
knowledge of students and
resources.
EFFECTIVE
The teacher coordinates knowledge
of content, of students, and of
resources to design a series of
learning experiences aligned to
instructional outcomes and suitable
for groups of students. The lesson or
unit has a clear structure and is likely
to engage students in significant
learning.
HIGHLY EFFECTIVE
The teacher coordinates knowledge of
content, of students, and of resources, to
design a series of learning experiences
aligned to instructional outcomes,
differentiated where appropriate to make
them suitable to all students and likely to
engage them in significant learning. The
lesson or unit structure is clear and allows
for different pathways according to
student needs.
1f - Designing Student Assessments
INEFFECTIVE
The teacher's plan for
assessing student learning
contains no clear criteria or
standards, is poorly aligned
with the instructional
outcomes, or is inappropriate
for many students. The results
of assessment have minimal
impact on the design of future
instruction.
PROGRESSING
The teacher's plan for student
assessment is partially aligned
with the instructional outcomes,
without clear criteria, and
inappropriate for at least some
students. The teacher intends to
use assessment results to plan
for future instruction for the class
as a whole.
EFFECTIVE
The teacher's plan for student
assessment is aligned with the
instructional outcomes, uses clear
criteria, and is appropriate to the
needs of students. The teacher
intends to use assessment results to
plan for future instruction for groups
of students.
HIGHLY EFFECTIVE
The teacher's plan for student
assessment is fully aligned with the
instructional outcomes, with clear criteria
and standards that show evidence of
student contribution to their development.
Assessment methodologies may have
been adapted for individuals, and the
teacher intends to use assessment results
to plan future instruction for individual
students.
AR TESS Classroom Teacher Rubric
4
AR TESS Rubric in EdReflect
9/29/2020
Domain 2: The Classroom Environment
2a - Creating an Environment of Respect and Rapport
INEFFECTIVE
Classroom interactions, both
between the teacher and
students and among students,
are negative, inappropriate, or
insensitive to students' cultural
backgrounds and are
characterized by sarcasm, put-
downs, or conflict.
PROGRESSING
Classroom interactions, both
between the teacher and
students and among students,
are generally appropriate and
free from conflict, but may be
characterized by occasional
displays of insensitivity or lack of
responsiveness to cultural or
developmental differences
among students.
EFFECTIVE
Classroom interactions between the
teacher and students and among
students are polite and respectful,
reflecting general warmth and caring,
and are appropriate to the cultural
and developmental differences
among groups of students.
HIGHLY EFFECTIVE
Classroom interactions between the
teacher and individual students are highly
respectful, reflecting genuine warmth and
caring and sensitivity to students' cultures
and levels of development. Students
themselves ensure high levels of civility
among members of the class.
2b - Establishing a Culture for Learning
INEFFECTIVE
The classroom environment
conveys a negative culture for
learning, characterized by low
teacher commitment to the
subject, low expectations for
student achievement, and little
or no student pride in work.
PROGRESSING
The teacher's attempt to create a
culture for learning is partially
successful, with little teacher
commitment to the subject,
modest expectations for student
achievement, and little student
pride in work. Both the teacher
and students appear to be only
"going through the motions."
EFFECTIVE
The classroom culture is
characterized by high expectations
for most students and genuine
commitment to the subject by both
teacher and students, with students
demonstrating pride in their work.
HIGHLY EFFECTIVE
High levels of student energy and teacher
passion for the subject create a culture for
learning in which everyone shares a belief
in the importance of the subject and all
students hold themselves to high
standards of performance--for example,
by initiating improvements to their work.
AR TESS Classroom Teacher Rubric
5
AR TESS Rubric in EdReflect
9/29/2020
2c - Managing Classroom Procedures
INEFFECTIVE
Much instructional time is lost
because of inefficient
classroom routines and
procedures for transitions,
handling of supplies, and
performance of
noninstructional duties.
PROGRESSING
Some instructional time is lost
because classroom routines and
procedures for transitions,
handling of supplies, and
performance of noninstructional
duties are only partially effective.
EFFECTIVE
Little instructional time is lost
because of classroom routines and
procedures for transitions, handling
of supplies, and performance of
noninstructional duties, which occur
smoothly.
HIGHLY EFFECTIVE
Students contribute to the seamless
operation of classroom routines and
procedures for transitions, handling of
supplies, and performance of
noninstructional duties.
2d - Managing Student Behavior
INEFFECTIVE
There is no evidence that
standards of conduct have
been established and little or
no teacher monitoring of
student behavior. Response to
student misbehavior is
repressive or disrespectful of
student dignity.
PROGRESSING
It appears that the teacher has
made an effort to establish
standards of conduct for
students. The teacher tries, with
uneven results, to monitor
student behavior and respond to
student misbehavior.
EFFECTIVE
Standards of conduct appear to be
clear to students, and the teacher
monitors student behavior against
those standards. The teacher's
response to student misbehavior is
appropriate and respects the
students' dignity.
HIGHLY EFFECTIVE
Standards of conduct are clear, with
evidence of student participation in setting
them. The teacher's monitoring of student
behavior is subtle and preventive, and the
teacher's response to student
misbehavior is sensitive to individual
student needs. Students take an active
role in monitoring the standards of
behavior.
AR TESS Classroom Teacher Rubric
6
AR TESS Rubric in EdReflect
9/29/2020
2e - Organizing Physical Space
INEFFECTIVE
The physical environment is
unsafe, or some students don't
have access to learning.
Alignment between the
physical arrangement and the
lesson activities is poor.
PROGRESSING
The classroom is safe, and
essential learning is accessible
to most students; the teacher's
use of physical resources,
including computer technology,
is moderately effective. The
teacher may attempt to modify
the physical arrangement to suit
learning activities, with partial
success.
EFFECTIVE
The classroom is safe, and learning
is accessible to all students; the
teacher ensures that the physical
arrangement is appropriate to the
learning activities. The teacher
makes effective use of physical
resources, including computer
technology.
HIGHLY EFFECTIVE
The classroom is safe, and the physical
environment ensures the learning of all
students, including those with special
needs. Students contribute to the use or
adaptation of the physical environment to
advance learning. Technology is used
skillfully, as appropriate to the lesson.
Domain 3: Instruction
3a - Communicating with Students
INEFFECTIVE
Expectations for learning,
directions and procedures, and
explanations of content are
unclear or confusing to
students. The teacher's use of
language contains errors or is
inappropriate for students'
cultures or levels of
development.
PROGRESSING
Expectations for learning,
directions and procedures, and
explanations of content are
clarified after initial confusion;
the teacher's use of language is
correct but may not be
completely appropriate for
students' cultures or levels of
development.
EFFECTIVE
Expectations for learning, directions
and procedures, and explanations of
content are clear to students.
Communications are appropriate for
students' cultures and levels of
development.
HIGHLY EFFECTIVE
Expectations for learning, directions and
procedures, and explanations of content
are clear to students. The teacher's oral
and written communication is clear and
expressive, appropriate for students'
cultures and levels of development, and
anticipates possible student
misconceptions.
AR TESS Classroom Teacher Rubric
7
AR TESS Rubric in EdReflect
9/29/2020
3b - Using Questioning and Discussion Techniques
INEFFECTIVE
The teacher's questions are
low-level or inappropriate,
eliciting limited student
participation and recitation
rather than discussion.
PROGRESSING
Some of the teacher's questions
elicit a thoughtful response, but
most are low-level, posed in
rapid succession. The teacher's
attempts to engage all students
in the discussion are only
partially successful.
EFFECTIVE
Most of the teacher's questions elicit
a thoughtful response, and the
teacher allows sufficient time for
students to answer. All students
participate in the discussion, with the
teacher stepping aside when
appropriate.
HIGHLY EFFECTIVE
Questions reflect high expectations and
are culturally and developmentally
appropriate. Students formulate many of
the high-level questions and ensure that
all voices are heard.
3c - Engaging Students in Learning
INEFFECTIVE
Activities and assignments,
materials, and groupings of
students are inappropriate for
the instructional outcomes or
students' cultures or levels of
understanding, resulting in
little intellectual engagement.
The lesson has no structure or
is poorly paced.
PROGRESSING
Activities and assignments,
materials, and groupings of
students are partially appropriate
to the instructional outcomes or
students' cultures or levels of
understanding, resulting in
moderate intellectual
engagement. The lesson has a
recognizable structure, but that
structure is not fully maintained.
EFFECTIVE
Activities and assignments,
materials, and groupings of students
are fully appropriate for the
instructional outcomes and students'
cultures and levels of understanding.
All students are engaged in work of a
high level of rigor. The lesson's
structure is coherent, with
appropriate pace.
HIGHLY EFFECTIVE
Students, throughout the lesson, are
highly intellectually engaged in significant
learning, and make material contributions
to the activities, student groupings, and
materials. The lesson is adapted as
necessary to the needs of individuals, and
the structure and pacing allow for student
reflection and closure.
AR TESS Classroom Teacher Rubric
8
AR TESS Rubric in EdReflect
9/29/2020
3d - Using Assessment in Instruction
INEFFECTIVE
Assessment is not used in
instruction, either through
monitoring of progress by the
teacher or students, or through
feedback to students. Students
are unaware of the
assessment criteria used to
evaluate their work.
PROGRESSING
Assessment is occasionally used
in instruction, through some
monitoring of progress of
learning by the teacher and/or
students. Feedback to students
is uneven, and students are
aware of only some of the
assessment criteria used to
evaluate their work.
EFFECTIVE
Assessment is regularly used in
instruction, through self-assessment
by students, monitoring of progress
of learning by the teacher and/or
students, and high-quality feedback
to students. Students are fully aware
of the assessment criteria used to
evaluate their work.
HIGHLY EFFECTIVE
Assessment is used in a sophisticated
manner in instruction, through student
involvement in establishing the
assessment criteria, self-assessment by
students, monitoring of progress by both
students and teacher, and high-quality
feedback to students from a variety of
sources.
3e - Demonstrating Flexibility and Responsiveness
INEFFECTIVE
The teacher adheres to the
instruction plan, even when a
change would improve the
lesson or address students'
lack of interest. The teacher
brushes aside student
questions; when students
experience difficulty, the
teacher blames the students or
their home environment.
PROGRESSING
The teacher attempts to modify
the lesson when needed and to
respond to student questions,
with moderate success. The
teacher accepts responsibility for
student success, but has only a
limited repertoire of strategies to
draw upon.
EFFECTIVE
The teacher promotes the successful
learning of all students, making
adjustments as needed to instruction
plans and accommodating student
questions, needs, and interests.
HIGHLY EFFECTIVE
The teacher seizes an opportunity to
enhance learning, building on a
spontaneous event or student interests.
The teacher ensures the success of all
students, using an extensive repertoire of
instructional strategies.
AR TESS Classroom Teacher Rubric
9
AR TESS Rubric in EdReflect
9/29/2020
Domain 4: Professional Responsibilities
4a - Reflecting on Teaching
INEFFECTIVE
The teacher does not accurately
assess the effectiveness of the
lesson and has no ideas about how
the lesson could be improved.
PROGRESSING
The teacher provides a partially
accurate and objective description
of the lesson but does not cite
specific evidence. The teacher
makes only general suggestions as
to how the lesson might be
improved.
EFFECTIVE
The teacher provides an accurate
and objective description of the
lesson, citing specific evidence.
The teacher makes some specific
suggestions as to how the lesson
might be improved.
HIGHLY EFFECTIVE
The teacher's reflection on the
lesson is thoughtful and accurate,
citing specific evidence. The
teacher draws on an extensive
repertoire to suggest alternative
strategies and predicts the likely
success of each.
4b - Maintaining Accurate Records
INEFFECTIVE
The teacher's systems for
maintaining both instructional and
noninstructional records are either
nonexistent or in disarray, resulting
in errors and confusion.
PROGRESSING
The teacher's systems for
maintaining both instructional and
noninstructional records are
rudimentary and only partially
effective.
EFFECTIVE
The teacher's systems for
maintaining both instructional and
noninstructional records are
accurate, efficient, and effective.
HIGHLY EFFECTIVE
The teacher's systems for
maintaining both instructional and
noninstructional records are
accurate, efficient, and effective,
and students contribute to its
maintenance.
AR TESS Classroom Teacher Rubric
10
AR TESS Rubric in EdReflect
9/29/2020
4c - Communicating with Families
INEFFECTIVE
The teacher's communication with
families about the instructional
program or about individual
students is sporadic or culturally
inappropriate. The teacher makes
no attempt to engage families in the
instructional program.
PROGRESSING
The teacher adheres to school
procedures for communicating with
families and makes modest
attempts to engage families in the
instructional program. But
communications are not always
appropriate to the cultures of those
families.
EFFECTIVE
The teacher communicates
frequently with families and
successfully engages them in the
instructional program. Information
to families about individual students
is conveyed in a culturally
appropriate manner.
HIGHLY EFFECTIVE
The teacher's communication with
families is frequent and sensitive to
cultural traditions; students
participate in the communication.
The teacher successfully engages
families in the instructional
program, as appropriate.
4d - Participating in a Professional Community
INEFFECTIVE
The teacher avoids participating in
a professional community or in
school and district events and
projects; relationships with
colleagues are negative or self-
serving.
PROGRESSING
The teacher becomes involved in
the professional community and in
school and district events and
projects when specifically asked;
relationships with colleagues are
cordial.
EFFECTIVE
The teacher participates actively in
the professional community and in
school and district events and
projects, and maintains positive and
productive relationships with
colleagues.
HIGHLY EFFECTIVE
The teacher makes a substantial
contribution to the professional
community and to school and
district events and projects, and
assumes a leadership role among
the faculty.
AR TESS Classroom Teacher Rubric
11
AR TESS Rubric in EdReflect
9/29/2020
4e - Growing and Developing Professionally
INEFFECTIVE
The teacher does not participate in
professional development activities
and makes no effort to share
knowledge with colleagues. The
teacher is resistant to feedback
from supervisors or colleagues.
PROGRESSING
The teacher participates in
professional development activities
that are convenient or are required,
and makes limited contributions to
the profession. The teacher
accepts, with some reluctance,
feedback from supervisors and
colleagues.
EFFECTIVE
The teacher seeks out opportunities
for professional development based
on an individual assessment of
need and actively shares expertise
with others. The teacher welcomes
feedback from supervisors and
colleagues.
HIGHLY EFFECTIVE
The teacher actively pursues
professional development
opportunities and initiates activities
to contribute to the profession. In
addition, the teacher seeks
feedback from supervisors and
colleagues.
4f - Showing Professionalism
INEFFECTIVE
The teacher has little sense of
ethics and professionalism and
contributes to practices that are
self-serving or harmful to students.
The teacher fails to comply with
school and district regulations and
time lines.
PROGRESSING
The teacher is honest and well
intentioned in serving students and
contributing to decisions in the
school, but the teacher's attempts
to serve students are limited. The
teacher complies minimally with
school and district regulations,
doing just enough to get by.
EFFECTIVE
The teacher displays a high level of
ethics and professionalism in
dealings with both students and
colleagues and complies fully and
voluntarily with school and district
regulations.
HIGHLY EFFECTIVE
The teacher is proactive and
assumes a leadership role in
making sure that school practices
and procedures ensure that all
students, particularly those
traditionally underserved, are
honored in the school. The teacher
displays the highest standards of
ethical conduct and takes a
leadership role in seeing that
colleagues comply with school and
district regulations.
