Understanding the Rubric Presenters: Rhonda Pitts and Bridgette Blue June 18, 2012

Outcomes Participants will develop an understanding of the importance of rubrics in observing teacher’s performance Participants will dig deeper in their understanding of the language of the 8 component areas of the FFT rubric Participants will define the language of the rubric as it applies to teachers and students levels of performance

Warm-up Activity- Restaurant Rubric Fun Think about the criteria or performance levels that would cause a restaurant to be unsatisfactory, basic, proficient or distinguished. Let’s list those criteria. Place the restaurants that you go to in the correct category based on your criteria. Let’s talk about the data.

What is a Rubric? Read “The Advantages of a Rubric” article, individually In your reading, find the following: One sentence One phrase One word that speaks to you about rubrics. Let’s share.

Analyzing the Expectations Each table has been assigned a component: Read the performance levels for your assigned component and element. Using Hand-out # 1, record your understanding of the performance of the teacher and student based on the level (Unsatisfactory, Basic, Proficient and Distinguished) Share your notes with your tablemates. Chart the big idea for each level of performance at the component level. Be prepared to share out.

Think Abouts As we begin the next school year, what is important for teachers and administrators to communicate in regards to understanding the expectations and language of the Framework for Teaching Rubrics/Performance Levels? Can teachers and administrators identify the differences between each performance level and how do we ensure that teachers achieve at the highest levels of performance consistently?