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Formal Teacher Evaluation Rubric 
Rubric Code: BAXW3
By katemart
Ready to use
Public Rubric
Subject: (General)  
Type: (Other)  
Grade Levels: (none)

Powered by iRubric Formal Teacher Evaluation Rubric
  Deficient

1 pts

Basic

2 pts

Proficient

3 pts

Exemplary

4 pts

Classroom Organization

Deficient

The classroom is cluttered with furniture and/or supplies, supplies are inaccessible for students, table configurations are not conducive to learning, safety hazards are present.
Basic

The classroom is somewhat cluttered with furniture and/or supplies, some supplies are accessible for students, table configurations are not conducive to learning, some safety hazards are present.
Proficient

The classroom is slightly cluttered with furniture and/or supplies, most supplies are accessible for students, table configurations are conducive to learning, no safety hazards present.
Exemplary

The classroom is clutter-free, all supplies are accessible for students, table configurations are conducive to learning, no safety hazards present.
Behavior Management

Deficient

Teacher is constantly shouting at students, there is no visible behavior plan in place, the teacher is using a lot of negative comments when addressing students, students are behaving in an unsafe manner.
Basic

Teacher has to use a shouting voice some of the time to get student attention, there is a visible behavior plan, but is not being implemented consistently, the teacher uses both negative and positive comments when addressing students, some unsafe behaviors are present among students.
Proficient

Teacher rarely uses a shouting voice to get student attention, there is a visible behavior plan and is consistently followed, the teacher uses mostly positive comments when addressing students, no unsafe behaviors are present among students.
Exemplary

The teacher never uses a shouting voice to get student attention, there is a visible behavior plan and is flawlessly implemented, the teacher uses only positive comments when addressing students, no unsafe behaviors are present among students.
Teacher Preparedness

Deficient

Teacher has no visible lesson plans with no evidence of state standard correlation, no materials are out, teacher is not fully prepared to teach lesson and content, and lessons are not able to be differentiated.
Basic

Teacher has visible lesson plans that are not directly correlated with state standards and district curriculum, some materials are out and accessible to teacher and students, teacher is not fully prepared to teach lesson and content, and lessons are not able to be differentiated.
Proficient

Teacher has visible lesson plans that are directly correlated with state standards and district curriculum, most materials are out and accessible to teacher and students, teacher is fully prepared to teach lesson and content, and lessons are able to be differentiated.
Exemplary

Teacher has visible detailed lesson plans that are directly correlated with state standards and district curriculum, all materials are out and accessible to teacher and students, teacher is fully prepared to teach lesson content, and lessons are able to be differentiated.
Student Engagement

Deficient

Students are not making eye contact with teacher, students are talking while the teacher is talking, students are not participating in activities or instruction, and students are up wandering around the room.
Basic

Most students are not making eye contact with the teacher, most students are talking while the teacher is talking, most students are not participating in activities or instruction, and few students are up wandering around the room.
Proficient

Few students are not making eye contact with the teacher, few students are talking while the teacher is talking, few students are not participating in activities or instruction, and no students are up wandering around the room.
Exemplary

All students are making eye contact with the teacher, no students are talking while the teacher is talking, all students are participating in activities or instruction, and no students are up and wandering around the room.
Lesson Implementation

Deficient

Teacher is not engaging students, activities are not age appropriate, presentation of materials is not differentiated, teacher is not enthusiastic, and teacher does not move around the room during the lesson.
Basic

Teacher is engaging some students, activities are somewhat age-appropriate, presentation of materials is somewhat differentiated, teacher shows some enthusiasm, and teacher rarely moves around the room as required by the lesson.
Proficient

Teacher is engaging most students, activities are age-appropriate, presentation of materials is differentiated, teacher shows enthusiasm, and the teacher moves around the room adequately as required by the lesson.
Exemplary

Teacher is engaging all students, activities are age-appropriate, presentation of materials is differentiated, teacher shows enthusiasm, and teacher moves around the room as required by the lesson.
Student Evaluation

Deficient

Teacher asks no higher order thinking questions (according to Bloom's Taxonomy) as well as no questions that check for understanding in the context area, few students are able to complete an assigned task with ease.
Basic

Teacher asks few higher order thinking questions (according to Bloom's Taxonomy) as well as few questions that check understanding in the content area, few students are able to complete an assigned task with ease.
Proficient

Teacher asks some higher order thinking questions (according to Bloom's Taxonomy) as well as some questions that check for understanding in the content area, most students are able to complete an assigned task with ease.
Exemplary

Teacher asks several higher order thinking questions (according to Bloom's Taxonomy) as well as several questions that check for understanding in the content area, students are able to complete an assigned task with ease.




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