iRubric: School Quality rubric

small class size, arrangement of desks in small groups, wall displays are current, wall displays incorporate lessons and credit students' work, variety of projects and teaching methods to include all learning styles, strong student input and choice, a busy hum of activity, students conversations outside of class include global thinking and use of skills in discussing real world problem

medium class size, flexability in arranging desks, wall displays are out of date or of little lesson value, moderate variety in lessons involving some critical thinking, moderate student input, mostly quiet or unfocused chatter, conversations not relating to bigger issues

overcrowded classrooms, rigid rows of desks, lack of displays, displays relating to non-achedemic subjects, no variety in lessons, lessons wrote memorization and testing, no student input or choice, quiet enforced, conversations outside of class are not related to bigger issues and may interfere with student learning

Principal: engaged with students and faculty on a daily basis, protects teachers and gives them freedom to control curiculum, listens democratically

Teachers: have high expectations for their students, know how and make learning happen, work with students, push students to do their best, maintains students self-esteme, knows students personally, do extra work when needed, tend to arrive early and leave late, care and respect their students and other faculty

Principal: available and present at school but not engaged, supports teachers, gives teachers some room, listens with an open ear

Teachers: expect progress, attempt to help students but may lack skills to do so, encourage students but have trouble relating classwork and building self esteem, knows names of all students but doesn't take the time to know them all personally, arrives on time for work, respects other adults but expects a higher respect from students than given to students

Principal: absent from daily interaction, occupies an office, reluctant to engage with others, is not supportive of the teachers, regulates teachers from afar

Teachers: have low expectations for their students, little or no attempt to help struggling students, give up easily on students, not knowledgable in teaching methods that may help students, may know students names but very little about them personally, arrives late or unprepared

extracurricular activities are offered the engage the student intellectually, activities outside the classroom provide leadership opportunities for students, challenge the student physically and mentally, provide an outlet for self expression and personal interest, community involvement is encouraged, activities and volunteer work that provide an opportunity to develop empathy and feelings of accomplishment

extracurricular activities not necessarily intellectually stimulating, activities provide a variety of roles for students, involves mental and physical activities, opportunities for creative expression for those students who make the extra effort, some community involvement, activities that encourage self-development and feelings of belonging

little or no extracurricular activities outside of sports, range of roles limited, leadership roles seldom available to students, may provide physical or mental activities but not both, unchallenging, little or no self expression, activities already mapped out with little opportunity for invention, no leeway for creating new clubs, little community involvement, don't benefit students' development much, focus on individual rather than community at large

school facilities accessible for students with physical disabilities, teachers encouraged to identify learning disabilities early and instill measures to ensure student is able to learn in the best way possible, school nurse, alternative tools and processes are accepted (computer aided speech, oral exams, presentations vs written work), teachers work with students on what is appropriate behavior and individualize discipline for those with behavior problems, aids are welcome in the classroom

basic access to school provided, leaning disabilities identified, some modification in teaching methods, students with disabilities can keep up, special ed classes available, some tools provided at parents' request, emergency procedures in place, teachers knowledgeable about behavior modification methods, teacher works with disability specialist to gain knowledge

facilities inaccessible for those with physical disabilities, learning problems seldom identified, students go without much specialized help, special ed classes do not provide adequate challenges for students, emergency first aid kits accessible, alternative tools not provided, bad behavior is disciplined without reflection, students with disabilities tend to "fall through the cracks"