NYSUTís Teacher Practice Rubric Aligned with the New York State Teaching Standards

Element I.1:A
In addition to accurate
knowledge of the typical developmental characteristics of the age group, and exceptions to the general patterns, teacher describes orally and
in writing the extent to
which individual students follow the general patterns and how 21st Century Skills fit into this knowledge base.
Element I.1:B
Teacher creates lesson
plans that are appropriate to the developmental needs of students and meet the student learning differences and needs of each individual student.
Element I.2: A
Teacher designs lessons to include several instructional strategies that support the learning and language acquisition needs of each student. Teacher is able to adjust instruction by adapting and/or adding strategies to meet the needs of specific students. Students suggest specific strategies that help them achieve the outcomes of the lesson and teacher supports the studentsí suggestions.
Element I.2: B
Teacher cites
current research to explain instructional decisions and seeks out additional research to inform practice.
Element I.3:A
Teacher varies or modifies instruction to meet the diverse learning needs of each student. Students suggest ways in which the lesson might be modified to advance their own learning and teacher acknowledges the suggestion.

Element I.3:B
Teacher plans
instruction to address the strengths, interests, and experiences of each student and is able to adapt the lesson as needed.
Element I.4:A

Teacher communicates directly with studentís parents, guardians, and/or caregivers to enhance student learning. Multiple modes of contact are used to accommodate
the needs of the family. Students and parents/guardians initiate communication.
Element I.5:A
Teacher incorporates detailed and specific knowledge of the school community when planning and implementing instruction, reflecting a deep understanding of
the school community. Teacher continuously seeks additional information to impact instruction.
Element I.5:B
Teacher considers studentsí personal and family experiences when discussing content by ncorporating multiple perspectives. Students are supported by the
teacher to share their personal perspective as it relates to the content.
Element I.6:A Teacher uses available technological tools and communication strategies to engage each student. Teacherís knowledge of 21st Century Skills is current
and embedded in the communication strategies. Students contribute to the variety of technological strategies used to engage them in their own learning and become
critical users of quality information.

Element II.1:A
Teacher understands key concepts and themes in the discipline and how they relate within and outside of the discipline.
Element II.1:B
Teacher understands the importance of students being cognitively engaged in the use and comprehension of key disciplinary language in order to enrich learning experiences in the discipline.
Element II.1:C
Teacher understands current content- related pedagogy and seeks out new developments to enhance practice.
Element II.1:D
Teacher understands the learning standards, relates standards to one another, and connects them to 21st Century skills.
Element II.2:A
Teacher plans all instruction to facilitate studentsí ability to develop diverse social and cultural perspectives. The perspectives are connected to a sequence of learning both in the discipline and related disciplines and align with 21st Century Skills.
Element II.2:B
Teacher provides ongoing opportunities for students to engage in individual and collaborative critical thinking and problem solving that align with 21st Century Skills. The teacher models and encourages effective use of interpersonal skills to build student capacity for collaboration.
Element II.2:B
Teacher creates regular opportunities for students to apply disciplinary and cross disciplinary knowledge to personal experiences and real world problems. Teacher
seeks student input prior to planning such learning experiences.

Element II.3:A
Teacher uses several differentiated instructional strategies to design learning experiences that reflect the experiences, strengths, and learning needs of all students.
Instruction is differentiated, as appropriate, for  individual learners and incorporate 21st Century Skills. Teacher plans alternate strategies to adapt instruction in anticipation of various levels of student understanding.
Element II.3:B
Teacher makes frequent and appropriate connections between the content and studentsí life experiences. Teacher includes suggestions offered by students.
Element II.3:C
Teacher designs frequent learning experiences that engage students in challenging, self-directed learning. Teacher seeks student input in the design of such experiences.

Element II.4:A
Teacher designs all learning experiences that are aligned with learning standards.
Element II.4:B
Teacher is able to articulate how the learning objectives are aligned with learning standards and includes several different opportunities for students to achieve the
learning goals including application of 21st Century Skills. Students suggest additional ways in which to demonstrate their learning.

Element II.5:A
Teacher uses individual studentsí responses to questions, discussion, and other work, and routinely considers common misconceptions when planning instruction.
Element II.5:B
Teacher designs learning experiences that connect prior content knowledge to new learning. Teacher plans opportunities for students themselves to make connections to prior learning within and across disciplines.

Element II.6:A
Teacher plans the use of physical space to meet all learner needs and curricular goals. Teacher acknowledges student suggestions for physical space.
Element II.6:B
Teacher regularly incorporates available technology in lessons to enhance student learning. Technology is used to support complex understanding of subject matter.
Element II.6:C
Teacher assigns reasonable time allocations to achieve the learning goals and adjusts if students need more or less time. Students may request additional or less time to achieve learning goals.
Element II.6:D
Teacher selects a variety of curricular materials and resources that align with student learning standards. Teacher regularly adapts materials to meet diverse learning needs and seeks out additional materials and resources to support student learning.

Element III.1:A
Teacher implements all learning experiences that are aligned with learning standards.
Element III.1:B
Teacher uses multiple research-based instructional practices. Teacher seeks out the newest research to deepen and expand instruction.
Element III.1:C
Teacherís instructional practices engage students at an appropriately high level of cognitive challenge. Students have regular and ongoing opportunities to interact with the teacher and with peers. Students initiate interactions to deepen cognitive engagement.

Element III.2:A
Teacher directions and procedures are clear, complete, and anticipate possible student misunderstanding. Teacher adjusts explanations to meet the needs of individual students.
Element III.2:B
Teacherís questions are open in nature and challenge students to think and demonstrate reasoning. Students formulate many questions to advance their understanding.
Element III.2:C
Teacher and students respond to studentsí questions/comments. Responses challenge all studentsí thinking.
Element III.2:D
Teacherís spoken and written language is correct and expressive. Graphic methods are used regularly to enhance content understanding. Students offer their own graphic representation of the content.

Element III.3:A
Teacher articulates high expectations for all students, and differentiates instruction to ensure that all students meet the expectations.
Element III.3:B
Teacher articulates how success will be measured. Students can articulate how their success will be measured and have scoring criteria and exemplars as models.
Students have created or analyzed the success criteria with the teacher.
Element III.3:C
Teacher persists in seeking approaches to challenge and support all students, drawing on a broad repertoire of strategies, experiences, and resources, soliciting additional resources from colleagues and/or the community.

Element III.4:A
Teacher uses instructional strategies that motivate and engage all students in high level cognitive activitiesthat reflect instructional outcomes, 21st Century Skills, and are differentiated, as appropriate, for individual and diverse learners.
Element III.4:B
Teacher seamlessly incorporates instructional approaches and technologies to allow students to demonstrate mastery of learning outcomes. Students suggest instructional strategies that will help them demonstrate their own learning.

Element III.5:A
The teacher provides regular opportunities for students to collaborate with others from diverse groups and with opposing points of view. Students themselves ensure that all voices and ideas are heard in the discussion.
Element III.5:B
Teacher provides regular opportunities in written or oral format for students to synthesize, think critically, problem solve and use available technology in alignment with 21st Century Skills. Students initiate collaborative, problem-solving opportunities.


Element III.6:A
Teacher always uses formative assessment to immediately inform instruction. Teacher monitors the progress of individual students and uses a variety of formative
assessments to adjust and differentiate instruction to meet individual needs.
Element III.6:B
Teacherís feedback to students is timely, frequent, and relevant. Feedback consistently advances student learning. Students make use of the feedback in their learning.
Element III.6:
Teacher uses student progress to immediately adjust the pace, focus, or delivery of instruction. Students self assess progress and suggest adjustments to instruction.



Element IV.1:A
Teacher-student interactions reflect genuine respect, caring, and cultural understanding for individuals as well as groups of students. Teacher creates a safe learning environment where all students feel accepted and free taking learning risks.
Element IV.1:B
Teacher acknowledges student diversity and uses it as an opportunity to enrich the learning environment. Students take initiative to respect and support diversity.
Element IV.1:C
Teacher ensures that students demonstrate respect for one another and monitor one anotherís treatment of peers. Students correct classmates respectfully when needed, and assume and demonstrate personal responsibility.


Element IV.2:A
Teacher creates an environment where all students are expected to express their ideas, take initiative and have high expectations for their own learning and
achievement. Students monitor their own progress as they strive to meet challenging learning goals.
Element IV.2:B
Teacher conveys genuine enthusiasm for learning. Studentsó through their curiosity, initiative, and active participationó demonstrate enthusiasm for learning. Students are cognitively engaged and striving to meet challenging learning goals.
Element IV.2:C
Teacher consistently promotes a sense of pride in student work or accomplishment. Student work demonstrates innovation, flexibility, originality, and perseverance in their work.

Element IV.3:A
The teacher and students have established standards of conduct. They are clear to all students and appear to be internalized.
Element IV.3:B
Teacherís routines, procedures, and transitions are seamless, with students assuming responsibility in ensuring their efficient operation.
Element IV.3:C
Teacherís grouping results in small group work being well organized and students are productively engaged at all times, with students assuming responsibility for
productivity. Students work independently and collaboratively to accomplish goals. Student behavior is consistently polite and respectful.


Element IV.4:A
Teacher has organized the physical environment to accommodate all student learning needs. Available resources and technologies are equally accessible to all students. Students adjust the resources to advance their learning.
Element IV.4:B
Teacher effectively uses the services and skills of available paraprofessionals and/or volunteers, and supports their contributions to a productive learning environment.
Element IV.4:C
Teacher knows and implements classroom safety procedures consistently. Students have internalized the safety procedures.

Element V.1:A
Teacher regularly and skillfully uses appropriate diagnostic and ongoing formative assessment to establish learning goals and inform instruction.
Element V.1:B
Teacher uses multiple measures to determine a summative assessment of student achievement. Teacher consistently uses multiple formats, including available technology, to document student performance. Students participate in documenting their own performance.
Element V.1:C
Teacher designs all assessments to align with curricular and instructional goals and to accurately determine mastery of each studentís skills and knowledge.
Element V.1:
Teacher consistently implements required testing accommodations. Teacher works with specialists as necessary to ensure accommodations meet student needs.

Element V.2:A
Teacher analyzes data accurately to monitor student progress and design differentiated instruction.
Element V.2:B
Teacher regularly uses feedback and assessment data to set goals with students and to design differentiated instruction; students self-monitor their progress towards their goals.
Element V.2:C
Teacher regularly engages students in self assessment of their learning goals, strategies, and outcomes and suggests next steps for achieving the learning goals.


Element V 3:A
Teacher provides appropriate information about and accurate interpretation of various assessment data. Students contribute information and interpretation of data.

Element V.4:A
Teacher demonstrates understanding of student assessment measures and grading procedures as means of monitoring progress for individual students.
Element V.4:B
Teacher develops a comprehensive plan for an overall assessment system in which formative and summative data is used to inform instruction. The system is reviewed regularly, and adjustments are made as needed.

Element V.5:A
Teacher communicates purposes of assessments, the assessment criteria, and the parameters for success clearly to all students. Students are able to explain purposes and criteria to others.
Element V.5:B
Teacher prepares students for assessment formats using authentic curriculum and provides appropriate accommodations including accommodations in testing conditions for students with exceptional learning needs. Teacher consistently seeks out specialists/resources to ensure accommodations meet individual student needs.
Element V.5:C
Teacher equips students with multiple assessment skills and strategies. Students independently apply the skills and strategies.