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iRubric: Domain Four: Professional Responsibilities rubric

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Domain Four: Professional Responsibilities This is an adaptation of the Framework for Professional Development and teacher evaluation created by Charlotte Danielson. The Framework provides a common language for professional educators to discuss practice as it relates to student achievement and well being. The School District of West Allis West Milwaukee focuses feedback mostly for the purposes of improvement of practice. While this can and ultimately is an evaluation tool, the main function is to focus conversations about practice as it relates to student achievement. It is expected that all teachers, regardless of years of experience or level of expertise, have clearly identified practice improvement goals that relate to student achievement. Rubric Code: Y73W58 By WestAllis Ready to use Public Rubric Subject: Education Type: Assessment Grade Levels: Undergraduate, Graduate

Professional Responsibilities Enter rubric description
	Unsatisfactory 1 pts	Basic 2 pts	Proficient 3 pts	Distinguished 4 pts
Reflecting on Teaching
4A Reflecting on Teaching Accuracy	Unsatisfactory Teacher does not know if a lesson was effective or achieved its goals, or profoundly misjudges the success of a lesson.	Basic Teacher has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional goals were met.	Proficient Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its goals and can cite general references to support the judgment.	Distinguished Teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its goals, citing many specific examples from the lesson and weighing the relative strength of each.
4A Reflecting on Teaching Use in future teaching	Unsatisfactory Teacher has no suggestions for how a lesson may be improved another time.	Basic Teacher makes general suggestions about how a lesson may be improved.	Proficient Teacher makes a few specific suggestions of what she may try another time.	Distinguished Drawing on an extensive repertoire of skills, the teacher offers specific alternative actions, complete with probable successes of different approaches.
Maintaining Accurate Records
4B Maintaining Accurate Records Student Completion of Assignment	Unsatisfactory Teacher’s system for maintaining information on student completion of assignments is in disarray.	Basic Teacher’s system for maintaining information on student completion of assignments is rudimentary and only partially effective.	Proficient Teacher’s system for maintaining information on student completion of assignments is fully effective	Distinguished Teacher’s system for maintaining information on student completion of assignments is fully effective. Students participate in the maintenance of records.
4B Maintaining Accurate Records Student Progress in Learning	Unsatisfactory Teacher has no system for maintaining information on student progress in learning or the system is in disarray.	Basic Teacher’s system for maintaining information on student progress in learning is rudimentary and partially effective.	Proficient Teacher’s system for maintaining information on student progress in learning is fully effective.	Distinguished Teacher’s system for maintaining information on student progress in learning is fully effective. Students contribute information and interpretation.
4B Maintaining Accurate Records Non-instructional records	Unsatisfactory Teacher’s records for non-instructional activities are in disarray, resulting in errors and confusion.	Basic Teacher’s records for noninstructional activities are adequate, but they require frequent monitoring to avoid error.	Proficient Teacher’s system for maintaining information on student progress in learning is fully effective. Teacher’s system for maintaining information on noninstructional activities is fully effective.	Distinguished Teacher’s system for maintaining information on noninstructional activities is effective and students contribute to its maintenance.
Communicating with Families
4C Communicating with Families Information about the instructional program	Unsatisfactory Teachers provides minimal information about the instructional program to families.	Basic Teacher participates in the school’s activities for parent communication but offers little additional information.	Proficient Teacher provides frequent information to parents, as appropriate, about the instructional program.	Distinguished Teacher provides frequent information to parents, as appropriate, about the instructional program. Students participate in preparing materials for their families.
4C Communicating with Families Information about Individual Students	Unsatisfactory Teacher provides minimal information to parents and does not respond or responds insensitively to parent concerns about students.	Basic Teacher adheres to the school’s required procedures for communicating to parents. Responses to parent concerns are minimal.	Proficient Teacher communicates with parents about student’s progress on a regular basis and is available as needed to respond to parent concerns.	Distinguished Teacher provides information to parents frequently on both positive and negative aspects of student progress. Response to parent concerns is handled with great sensitivity.
4C Communicating with Families Engagement of Families in the Instructional program	Unsatisfactory Teacher makes no attempt to engage families in the instructional program, or such attempts are inappropriate.	Basic Teacher makes modest and inconsistently successful attempts to engage families in the instructional program.	Proficient Teacher’s efforts to engage families in the instructional program are frequent and successful.	Distinguished Teacher’s efforts to engage families in the instructional program are frequent and successful. Students contribute ideas for projects that will be enhanced by family participation.
Participating in a PLC
4D Participate in PLC Relationships with colleagues	Unsatisfactory Teacher’s relationships with colleagues are negative or self serving.	Basic Teacher maintains cordial relationships with colleagues to fulfill the duties that the school or district requires.	Proficient Support and cooperation characterize relationships with colleagues.	Distinguished Support and cooperation characterize relationships with colleagues. Teacher takes initiative in assuming leadership among the faculty.
4D Participate in PLC Service to the school	Unsatisfactory Teacher avoids becoming involved in school events.	Basic Teacher participates in school events when specifically asked.	Proficient Teacher volunteers to participate in school events, making a substantial contribution.	Distinguished Teacher volunteers to participate in school events, making a substantial contribution, and assumes a leadership role in at least some aspect of school life.
4D Participate in PLC Participation in school and district projects	Unsatisfactory Teacher avoids becoming involved in school and district projects.	Basic Teacher participates in school and district projects when specifically asked.	Proficient Teacher volunteers to participate in school and district projects, making a substantial contribution.	Distinguished Teacher volunteers to participate in school and district projects, making a substantial contribution, and assumes a leadership role in a major school or district project.
Professional Growth and Development
4E Professional Growth Enhancement of content knowledge and pedagogical skill	Unsatisfactory Teacher engages in no professional development activities to enhance knowledge or skill.	Basic Teacher participates in professional activities to a limited extent when they are convenient.	Proficient Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill.	Distinguished Teacher seeks out opportunities for professional development and makes a systematic attempt to conduct action research in his classroom.
En4E Professional Growth Service to the profession	Unsatisfactory Teacher makes no effort to share knowledge with others or to assume professional responsibilties.	Basic Teacher finds limited ways to contribute to the profession.	Proficient Teacher participates actively in assisting other educators.	Distinguished Teacher initiates important activities to contribute to the profession, such as mentoring new teachers, writing articles for publication, and making presentations.
Showing Professionalism
4F Showing Professionalism Service to Students	Unsatisfactory Teacher is not alert to students’ needs.	Basic Teacher’s attempts to service students are inconsistent.	Proficient Teacher is moderately active in serving students.	Distinguished Teacher is highly proactive in serving students, seeking out resources when necessary.
4F Showing Professionalism Advocacy	Unsatisfactory Teacher contributes to school practices that result in some students being ill served by the school.	Basic Teacher does not knowingly contribute to some students being ill served by the school.	Proficient Teacher works within the context of a particular team or department to ensure that all students receive a fair opportunity to succeed.	Distinguished Teacher makes a particular effort to challenge negative attitudes and helps ensure that all students, particularly those traditionally underserved, are honored in the school.
4F Showing Professionalism Decision making	Unsatisfactory Teacher makes decisions based on self-serving interests.	Basic Teacher’s decisions are based on limited through genuinely professional considerations.	Proficient Teacher maintains and open mind and participates in team or departmental decision making.	Distinguished Teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards.

Keywords:

reflecting on teaching, parent communication, collaboration, reporting

Subjects:

Education

Types:

Assessment

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