1. California Standards for the Teaching Profession
Rubric for an Effective Teacher
Rio School District Dr. Patrick Faverty, Superintendent

2. Standard One Engaging and Supporting All Students in Learning
Exemplary
Each new assignment is intentionally shaped to build upon prior knowledge and experience.
Lesson plans use a variety of instructional strategies.
Rich multi-sensory, visual, audio, tactile, kinesthetic, and human, resources are available for student learning.
Teacher includes all students’ backgrounds, culture, language and past experience to establish learning goals.
All assignments engage all students in higher order thinking skills and reflection.
Effective
Most new assignments are intentionally shaped to build upon prior knowledge and experience.
Many multi-sensory, visual, audio, tactile, kinesthetic, and human, resources are available for student learning.
Adequate
Some new assignments are …...
Teacher is somewhat concerned about student background…..
Some assignments engage students….
Weak
Few new assignments are ……
Teacher rarely considers student background….
Connecting students prior knowledge, life experience, and interests with learning goals.
Using a variety of instructional strategies and resources to respond to students diverse needs.
Facilitating learning experiences that promote autonomy, interaction, and choice.
Engaging students in problem-solving, critical thinking, and other activities that make subject matter meaningful.
Promoting self-directed, reflective learning for all students.

3. Standard Two Creating and Maintaining Effective Environments for Student Learning
Exemplary
Within the highly attractive and appropriately stimulating environment, rich multi-sensory, visual, audio, tactile, kinesthetic, and human, resources are available for student learning.
All students participate in the establishment of the classroom culture, behavioral expectations, and written group ground rules.
The teacher always models and monitors reinforces appropriate behavior, including regular self-assessment opportunities for students.
Time is regarded as a highly valuable resource, structured so students remain engaged, motivated, and excited. All transitions are seamless.
Effective
Many resources are available……
All students participate…….
The teacher usually models and monitors…….
Most transitions are seamless……
Adequate
The teacher does little to consider the effect of environment on learning.
Students have little consideration in the development of classroom culture.
Students are usually engaged and motivated
Weak
Few of the above conditions apply
Creating a physical environment that engages all students.
Establishing a culture/climate that promotes fairness and respect.
Promoting social development and group responsibility.
Establishing and maintaining standards for student behavior.
Planning and implementing classroom procedures and routines that support student learning.
Using instructional time effectively.

4. Standard Three Understanding and Organizing Subject Matter for Student Learning
Exemplary
Teacher demonstrates superior knowledge and an infectious enthusiasm for fostering this love of learning in students.
All lesson plans challenge students to discover connections between and among subject matter topics.
All students are able to demonstrate understanding of their learning through developmentally appropriate products and/or performance.
All students have access to high level multi-media technologies, subject matter resources, and appropriate materials and tools.
Effective
Teacher demonstrates acceptable knowledge and enthusiasm
Most lesson plans challenge students…..
Most students are able to demonstrate understanding…..
Most students have access to technologies and resources…..
Adequate
Teacher demonstrates some knowledge and regular enthusiasm
Many lesson plans challenge students, but clearly need some adjustment…….
Some students have been given access to technology and other resources…….
Weak
Teacher demonstrates little knowledge and/or enthusiasm…..
Few lesson plans challenge students……
Few students can demonstrate their understanding…..
Demonstrating knowledge of subject matter content and student development.
Organizing curriculum to support student understanding of subject matter.
Interrelating ideas and information within and across subject matter areas.
Developing student understanding through instructional strategies that are appropriate to the subject matter.
Using materials, resources, and technologies to make subject matter accessible to students.

5. Standard Four Planning Instruction and Designing Learning Experiences for All Students
Exemplary
All lesson plans include differentiation to meet and value students’ backgrounds, interests and learning needs.
All lesson plans establish and articulate standards based goals for learning
All lesson plans develop and sequence instructional activities to support building meaning.
All lesson plans include long-term, standards-based focus along with short-term flexibility for differentiation
Effective
Most lesson plans include differentiation to meet and value students’ backgrounds, interests and learning needs.
Most lesson plans establish and articulate standards based goals for learning
Most lesson plans develop and sequence instructional activities to support building meaning.
Most lesson plans include long-term, standards-based focus along with short-term flexibility for differentiation
Adequate
Many lesson plans……. Clearly more work is needed in planning
Weak
Some/few lesson plans……. And teacher needs support for planning
Drawing on an valuing students’ backgrounds, interests, and developmental learning needs.
Establishing and articulating goals for student learning.
Developing and sequencing instructional activities and materials for student learning.
Designing short-term and long-term plans to foster student learning.
Modifying instructional plans to adjust for student needs,

6. Standard Five Assessing Student Learning
Exemplary
All instruction is based on multiple sources of student performance data.
The teacher has learning goals and objectives for every student.
All students know what their learning goals and objectives are.
All students have an opportunity to assess their own learning.
Effective
Most instruction is based on multiple sources of student performance data.
Most students know what their learning goals and objectives are.
Most students have an opportunity to assess their own learning.
Adequate
Some instruction is based on multiple sources
Some students know their learning goals and objectives.
Some students have an opportunity……
Weak
Little assessment takes place, neither the teacher nor the students have clear goals and objectives for instruction.
Establishing and communicating learning goals for all students.
Collecting and using multiple sources of information to assess student learning.
Involving and guiding all students in assessing their own learning.
Using the results of assessments to guide instruction.
Communicating with students, families, and other audiences about student progress.

7. Standard Six Developing as a Professional Educator
Exemplary
The teacher frequently demonstrates evidence of reflection and self-assessment.
The teacher has clearly defined goals and objectives for professional growth.
The teacher is seen as a professional and supportive colleague.
Effective
The teacher regularly demonstrates evidence of reflection and self-assessment.
The teacher is usually seen as a professional and supportive colleague
Adequate
The teacher sometimes demonstrates evidence of reflection and self-assessment.
The teacher has goals and objectives for professional growth although not very clear.
The teacher is mostly seen as a professional and supportive colleague
Weak
The teacher rarely demonstrates….
Teacher does not have clear goals/objectives
Teacher is rarely seen as a professional and supportive colleague
Reflecting on teaching practice and planning professional development.
Establishing professional goals and pursuing opportunities to grow professionally.
Working with communities to improve professional practice.
Working with families to improve professional practice.
Working with colleagues to improve professional practice.