1. November 1, 2011 with Dawn Shannon and Barb Phillips

2.  To compare and contrast teacher rubrics  To define criteria for selection within our district  To describe advantages/disadvantages of “common rubrics”

3. If there were no mandate to improve teacher evaluation processes, what would you do? If one response was to clearly define and describe quality teaching, how would you begin?

4. What is a “rubric”? ru·bric noun 1. a title, heading, direction, or the like, in a manuscript, book, statute, etc., written or printed in red or otherwise distinguished from the rest of the text. 2. a direction for the conduct of divine service or the administration of the sacraments, inserted in liturgical books. 3. any established mode of conduct or procedure; protocol. 4. an explanatory comment 5. a class or category

5. Why a rubric and not simply criteria?

6. Do other administrators and teachers value the same things? Why is this important?

7.  Clearly describe desired actions  Clearly distinguishes between “levels”  Thoroughly and completely defines the necessary actions

8.  Length  Complexity  Values/orientations/emphasis of the rubric designers  Cost  Alignment with local values  “Scorability”

9. See summary of current rubrics.

10. What are engaged learners? What do teachers DO to engage learners?

11.  Pink: Danielson’s Framework for Teaching (ASCD)  Orange: Danielson (2011 Revised Edition)  Tan: Marshall’s Teacher Evaluation Rubric  Green: Marzano’s Causal Teacher Evaluation  Blue: NYSTCE Framework for the Observation of Effective Teaching (Pearson)  White: NYSUT’s Teacher Practice Rubric  Purple: Thoughtful Classroom Teacher Effectiveness (Silver Strong & Associates)

12. Take a look!

15.  Relationship to principals’ rubric  Role of principals on the selection process  Designing inter-rater agreement and reliability

16. THANK YOU!!!! Dawn and Barb