1 Daggett System for Effective Instruction Rubric DSEI Element Beginning Developing Effective Sustained Organizational Leadership involves a mentality, structure, focus, and commitment to create the environment in which learning is optimized Create a culture o Expectations for students are low o Staff are aware of state and local standards o State tests are seen as finish line o Few staff are actively involved in individual student success o There is little or no parent involvement o Staff understand importance of holding high expectations for student success o Staff use state and local standards in their teaching o State tests are seen as a part of student profile o Students perceive staff are concerned about them o Parent involvement is encouraged o Reference to high expectations for rigor, relevance and relationships appears in vision and mission statements o Most students meet state and local standards o Students are encouraged to “go the extra mile” o Students have a caring and concerned adult advocate o School conditions and personnel are welcoming to parents o All staff members, including bus drivers, cafeteria workers, custodians, and office personnel actively contribute to the mission of the school o Teachers and staff are committed to helping every student meet state and local standards o Every student is expected to do his/her best work and is rewarded appropriately for the effort o Each student has an adult advocate and maintains a personal plan for progress o Achievements of students and faculty are routinely celebrated by the district, parents, and community
DESI Rubric
May 12, 2015
Teacher Leaders: Leading Change in Difficult Times
What will schools look like 20 years from now? What role should teacher leaders play in this process? Come hear a national presenter discuss lessons learned from the nations’ most rapidly improving schools. This presentation looks at moving to CCSS using high levels of rigor for student learning and preparing classrooms for high student engagement.
Presenter: Bobby Ashley - Jefferson, NC
What will schools look like 20 years from now? What role should teacher leaders play in this process? Come hear a national presenter discuss lessons learned from the nations’ most rapidly improving schools. This presentation looks at moving to CCSS using high levels of rigor for student learning and preparing classrooms for high student engagement.
Presenter: Bobby Ashley - Jefferson, NC
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1
Daggett System for Effective Instruction Rubric
DSEI Element Beginning Developing Effective SustainedOrganizational Leadership
involves a mentality, structure, focus, and commitment to create the environment in which learning is optimized
Create a culture
o Expectations forstudents are low
o Staff are aware ofstate and localstandards
o State tests are seen asfinish line
o Few staff are activelyinvolved in individualstudent success
o There is little or noparent involvement
o Staff understandimportance of holdinghigh expectations forstudent success
o Staff use state and localstandards in theirteaching
o State tests are seen as apart of student profile
o Students perceive staffare concerned about them
o Parent involvement isencouraged
o Reference to highexpectations for rigor,relevance andrelationships appearsin vision and missionstatements
o Most students meetstate and localstandards
o Students areencouraged to “go theextra mile”
o Students have a caringand concerned adultadvocate
o School conditions andpersonnel arewelcoming to parents
o All staff members, includingbus drivers, cafeteriaworkers, custodians, andoffice personnel activelycontribute to the mission ofthe school
o Teachers and staff arecommitted to helping everystudent meet state and localstandards
o Every student is expected todo his/her best work and isrewarded appropriately forthe effort
o Each student has an adultadvocate and maintains apersonal plan for progress
o Achievements of studentsand faculty are routinelycelebrated by the district,parents, and community
2
DSEI Element Beginning Developing Effective Sustained
Establish ashared vision
o Few students orparents are aware ofthe district/schoolvision
o Little or no evidenceof commitment toproviding a rigorousand relevanteducation is seen indistrict/school vision
o Little or no evidenceof the importance ofcreating relationshipsbetween students,parents, andfaculty/staff is seen inthe district/schoolvision
o Student achievementis measured solely bystate test results
o Little or no evidenceof students’ futureplanning
o Some students andparents can articulate thedistrict/school vision
o Some attempt is made thedistrict/school vision toshare the importance of arigorous and relevanteducation with faculty,staff, and students
o The importance ofcreating relationshipsbetween students,parents, and faculty/staffis shared by some in thedistrict/school community
o State test results are animportant focus of facultyand student work
o Some students have aclear picture of theirfuture plans
o District/school visionis evident inconversations withstudents and parents
o Many opportunitiesexist for faculty, staff,students, and parentsto share the philosophybehind and importanceof a vision of rigor andrelevance for students
o Creating meaningfulrelationships betweenstudents andfaculty/staff andbetween district/schoolpersonnel and parentsis a vision shared byall
o A few importantpriorities are thecommon focusthroughout school
o Students understandthe importance of aclear plan for thefuture
o Students and parentsunderstand thedistrict/school vision andhave a role in developing it
o Faculty, staff, students, andparents come togetherperiodically to review andstrengthen the district/schoolvision of a rigorous andrelevant education for everystudent
o A foundational part of thedistrict/school vision is theimportance of establishingand nurturing strongrelationships between allmembers of the schoolcommunity to ensure studentachievement
o All staff, students, andparents focus on importantpriorities and play a role inidentifying them
o All students have a clear andambitious plan for future
3
DSEI Element Beginning Developing Effective Sustainedo Very little evidence
of emphasis onlearning is displayedin the school
o Assessment data areavailable by requestof faculty and staff
o Some evidence ofemphasis on learning indisplays, postedmaterials, etc
o Assessment data areshared with faculty andstaff
o Evidence of emphasison learning is seen indisplays, postedmaterials, and awards
o Assessment data areshared in waysunderstandable toparents and students
o There is a system in place toshow emphasis on learningas an ongoing commitment
o Assessment data are used byschool community tosupport vision
Alignorganizationalstructure and
systems
o Processes andprocedures oftenremain in placebecause of routine
o Teachers have fewopportunities to plantogether
o Academicdepartments operateindependently withinthe school
o Some attempt is made toalign systems withdistrict/school vision
o Some teachers make timeto plan together
o Department headsoccasionally work andplan together
o Changes to systemsand structures, such asthe bell schedule,calendar, or looping ofclasses are made toalign withdistrict/school vision
o Schedules are built toprovide commonplanning time forteachers
o Department headsoften plan acrossdisciplines to increaserelevancy in content
o Systems, structures, andprocedures are routinelyreviewed with faculty, staff,students, and parents toensure they promoteincreased studentachievement
o Small learning communitiesexist to support studenttransitions, nurturerelationships, and allowteachers to work and plantogether for rigorous andrelevant instruction
o District/school hasimplementedinterdisciplinary departmentheads to ensure more real-world instruction to preparestudents to be college and
4
DSEI Element Beginning Developing Effective Sustained
o Existing structuresseldom focus onmaking instructionand experiencesrelevant to students
o Little input fromparents andcommunity isencouraged
o Many parents andcommunity membersare unfamiliar withthe district/schoolvision
o Goals and vision areinconsistently related
o Some systems andstructures are in place tomake instruction andexperiences relevant tostudents
o Input from parents andcommunity is requestedon occasion
o District/school vision andgoals are available toparents and community
o Some goals are tied todistrict/school vision
o Curriculum,instruction, andextracurricularactivities focus onrigor and relevance
o Satisfaction surveys,focus groups, andother relationship-building activities areconducted for parentsand community
o District vision for highexpectations for rigor,relevance, andrelationships isreflected in a variety ofways
o Measurable goals,including buildingrelationships andholding highexpectations, are tiedto vision
career ready
o Structures are in place (e.g.,9th grade electives) to ensurethat students are engagedthrough rigorous andrelevant opportunities
o Routine procedures are inplace to conduct satisfactionsurveys, focus groups, andother relationship-buildingactivities for parents andcommunity
o District vision for highexpectations for rigor,relevance, and relationshipsis reflected in studenthandbooks, on website, innewsletters and reports, atschool events, and in parentconferences
o Reports, including a schoolreport card, are prepared andshared that reflect results ofgoals and learning results instudent engagement, stretch,and personal skilldevelopment
5
DSEI Element Beginning Developing Effective Sustained
Build leadershipcapacity
o District/schoolleadership is top-down and positional
o Aspiring leaders lackopportunities forgrowth
o Some administrators arewilling to delegate andshare responsibilities
o Some opportunities existfor aspiring leaders
o Administrators dependon leadership teams forplanning and goal-setting
o Administrators sharethe belief that aspiringleaders are a criticalcriterion for success
o Many opportunities areprovided for all members ofthe school community todemonstrate leadership
o Aspiring leaders areacknowledged, celebrated,and encouraged to establishhigh expectations forthemselves
6
DSEI Element Beginning Developing Effective Sustained
Align teacher andadministrator
selection, support,evaluation
o Staffing needs aredetermined byschedule and attrition
o Little or no support isoffered to teachers
o Required annualteacher evaluationsare conducted
o Professionaldevelopmentopportunities areinfrequent and/or notaligned to districtvision
o Some staffing needs aredetermined by schoolimprovement data
o Periodic professionaldevelopment is offered toteachers
o Annual teacherevaluations are conductedwith some attempt atgrowth plans and ongoingsupport offered
o Many professionaldevelopmentopportunities are alignedto district vision
o Hiring practices arerigorous and related todistrict/school visionmission
o Professionaldevelopment isprovided for teachersto stay current withlatest content,pedagogy, technology
o Evaluation practicesare transparent andbased on data fromseveral areas (e.g., testscores, classroompractice, professionalgrowth
o Professionaldevelopment isfocused on data,technology, andinstructional strategiesto support districtvision
o Hard decisions about newhires and existing staff arebased on studentachievement data
o Professional learningcommunities, ongoingsupport (walk-throughs,etc.), and mentoring of newteachers are aligned withstrengths and challenges
o Through collaboration withstakeholders, evaluationsystems are fair, equitable,and aligned to studentachievement
o Faculty, staff, andadministrators have input oncreating professionaldevelopment that supportsdistrict vision and advancesrigorous and relevantlearning for all students
o Instructionaldecisions are basedexclusively on datafrom state test scores
o Initial steps are in placeto use data for a varietyof purposes, includingmeasuring studentprogress, developing
o A wide variety of datais provided to teachersin a format that allowsthem to make informedinstructional decisions
o Teachers and administratorsregularly review individualand subgroup data(including test scores andstudent work) to determine
7
DSEI Element Beginning Developing Effective Sustained
Support decisionmaking with data
systems
o Little or no databeyond test scores arecollected andreviewed
school improvementplans, and monitoringprogress
o Student work and testscores are used by someteachers to guideinstructional decisions
about student progressin literacy as well asother content areas
o Additional data,beyond test scores,including studentsatisfaction and parentsurveys, are collectedand used for schoolimprovement plans
trends, measure progress,assess amount of high-rigor/high-relevanceinstruction, and alignmentwith students’ goals
o Administrators use multipleindicators to informprogram, monitor progress,plan professionaldevelopment, and increaseparent involvement andsupport
Instructional Leadershipis directly focused on instructional effectiveness and ultimately student achievement
Use research toestablish urgency
for higherexpectations
o Teachers know thevalue of highexpectations for allstudents but areunsure how toimplement
o Student expectationsand/or achievementtargets are availablefor some subjects
o There is little or noevidence of research-based best practicesbeing used inclassrooms
o Teachers are encouragedto hold high expectationsfor all students
o There is agreementamong teachers aboutstudent expectations andachievement targets
o Evidence of best practicesis seen in someclassrooms andleadership actions
o Specific strategies arein place and practicedto ensure highexpectations for everystudent
o Grade level academicand behavioralexpectations arereviewed and revisedregularly
o Administrators andteachers activelyresearch andimplement bestpractices on anongoing basis
o Continuous support tomaintain high expectationsis offered through ongoingprofessional development
o All students, includingstruggling students, are ableto establish individualachievement targets basedon academic and behavioralexpectations
o Administrators and teachersare encouraged to conductaction research in their areas
8
DSEI Element Beginning Developing Effective Sustained
Align curriculumto standards
o Staff knowledgeabout standards andstandardizedassessments isinconsistent
o Curriculum resourcesare limited or notused by all teachers
o Little or nointegration betweencore content and non-core courses (CTE,arts, etc.)
o Conversations aboutdistrict standards andcompetencies are initiated
o Some teachers haveaccess to and usecurriculum maps
o Occasional conversationsoccur between core andnon-core teachers to shareinstructional ideas
o Teachers haveidentified how theirinstruction relates todistrict/schoolacademic priorities
o Teachers have inputinto development ofcurriculum maps
o Professionaldevelopment isprovided forintegration ofacademics into non-core areas and ofapplied skills into corecourses
o Achievement of standards isactively monitored andrevised/updated as needed
o Curriculum topics aresequenced, assigned tograde level and time of year,and revised vertically andhorizontally based on data
o Teachers in all content areasdeliver high-priorityacademic skills andknowledge to all students intheir classes
Integrate literacyand math acrossall content areas
o Literacy instructionoccurs mostly in ELAlessons and/orEnglish classes
o Knowledge ofindividual studentreading levels isinconsistent
o Books and other
o Students read and write inmany of their classes
o Some teachers rely ondata about studentreading levels
o Many teachers know the
o Pre-reading,vocabulary, and post-reading strategies areused in all contentareas
o Standard measures ofreading, such asLexiles, are used totrack readingachievement
o Teachers know and
o Student literacy levels aremeasured continuously.Data are compared toliteracy achievement goalsof the school
o Teachers use data topersonalize instruction toaccommodate differentreading levels in theclassroom
o Teachers regularly use a
9
DSEI Element Beginning Developing Effective Sustainedreading materials arechosen with little dataabout readingachievement goals
o Help for strugglingreaders is dependenton expertise ofindividual teachers
o Math instructionoccurs only during“math time” or inmath class
o Only math teachersreceive data aboutstudents’ mathachievement
o Math instructiondepends heavily onworksheets
reading levels reflected intextbooks and otherinstructional materials
o Students below targetreading levels are testedand some readingstrategies are shared
o Some math reasoningoccurs in other contentareas
o Many teachers haveaccess to data aboutstudents’ mathachievement
o Some math processes areincluded in performance-based assessments
address readingrequirements forpostsecondaryopportunities (college,employment, personal)
o Academic interventionservices are availableto provide additionalreading assistance tostruggling readers
o Math reasoning isoften integrated intoother content areas
o All teachers haveconvenient access todata about students’math achievement
o Students can articulatemath processesthrough reading andwriting strategies
variety of resourcesincluding school mediacenter/library andinternet/technology assource of materials tochallenge all studentsappropriately
o Instructional coaches areavailable to assist teachersin improving strategiesrelated to reading
o Clear, measurable goals formath achievement areunderstood and incorporatedby other content areasteachers
o Teachers personalizeinstruction to accommodatevarious math achievementlevels in the classroom
o CCSS Standards forMathematical Practice areincorporated into othercontent areas
o Data collection anduse is teacherdependent
o Some teachers use data tohighlight gaps betweenstudent performance andstudent goals
o School collects andanalyzes data for allstudents to determinethe amount of high-rigor/high-relevance
o School regularly reviewsdata to develop schoolimprovement plans andmonitor progress
10
DSEI Element Beginning Developing Effective Sustained
Facilitate data-driven decision
making to informinstruction
o Little or no alignmentbetween studentachievement data andprofessionaldevelopment
o Data from state testscores are sharedwith parents
o Data are seldomconsidered whenmaking day-to-dayinstructionaldecisions
o Student achievement dataare often used to planprofessional development
o Data beyond state testscores are shared withparents
o Some teachers usepretesting and other datato individualizeinstruction
instruction
o Student achievementdata, including allsubgroups, are focus ofprofessionaldevelopment
o Student achievementdata are provided toparents in a form theycan understand and inlanguages other thanEnglish
o Teachers use multipleindicators, includingstudent work, to makeinstructional decisionsto ensure all studentsreach theirperformance goals
o Student achievement dataare used to recognize andcelebrate teacher and staffperformance
o School tracks trends in dataover time, including studentsatisfaction and successbeyond school, and sharesinformation with parents andcommunity
o School report card datahighlight gaps that existbetween studentperformance and real-worldexpectations
Provideopportunities for
focusedprofessional
collaboration andgrowth
o Most teachers workindependently tolearn and grow
o Professionaldevelopmentprograms aligned
o Faculty often reviewinstructional practicesand make modificationsto ensure relevancy
o Professional developmentprograms are becomingpart of the school culture
o Faculty sharestrategies to increaseachievement forstudents at differentlevels
o Professionaldevelopment programsprovide teachers time,
o Faculty work ininterdisciplinary teams tocreate learning experiencesfor all students linked tohigh-priority standards thatapply knowledge to real-world situations
o Professional developmentprograms are routinelyevaluated and modified
11
DSEI Element Beginning Developing Effective Sustainedinconsistently withdistrict/schoolmission and vision
opportunities, andincentives to reflectanalytically on whatthey are teaching, notteaching, and why
accordingly to ensurecontinuous improvement ofteachers and increasedstudent achievement
Teachingis well supported in addressing the often daunting challenges of the classroom
Embrace rigorousand relevant
expectations forall students
o Teachers holdvarying levels ofexpectations for theirstudents
o Teachers cover thecurriculum in theirclasses
o Some teachers sharetheir expectations forhigh quality work
o Many teachersunderstand that highexpectations for allstudents are attainedthrough rigorous andrelevant instruction
o Teachers ensure that allstudents have access tothe general educationcurriculum
o Teachers help studentsknow the meaning ofhigh quality work
o Teachers have clearexpectations for thelevel of rigor andrelevance using theRigor/RelevanceFramework
o Teachers takeresponsibility andownership fordelivering high-priority academicskills and knowledgeto all students
o Teachers ensure thatstudents and parentsunderstand highacademic expectationsand the meaning ofhigh quality work
o Teachers routinely provideall students with learningexperiences connected to theworld beyond school
o Teachers expect the work ofall students to be analyticalin research papers, projects,demonstrations,experiments, and extendedwriting
o Teachers communicate theneed for high expectationsfor rigor and relevance toparents and communitythrough newsletters, reports,school events, and parentconferences
o Some teachers knowthe interests of theirstudents
o Teachers know theirstudents’ academicinterests and theirinterests outside of school
o Teachers draw onstudents’ interests todesign relevant lessons
o Students perceive staff ascaring and concerned abouttheir academic achievement
12
DSEI Element Beginning Developing Effective Sustained
Build strongrelationships with
students
o Few teachersadvocate for theinterests/needs ofstudents
o Students move fromgrade to grade withlittle support for thetransition
o Some teachers advocatefor the interests/needs ofstudents
o Some teachers revieweach student’s folder atthe beginning of the yearto aid in their transition
o Every student has anadult advocate in theschool
o Pupil personnel staffprovide teachers withupdated informationon students
o There is a structuredteacher/student advocateprogram in the school
o Teachers participate instructured meetings todiscuss academic strengthsand needs of students tobetter support them as theytransition from grade levelor school
Possess depth ofcontentknowledge andmake it relevantto students
o Most teachers areknowledgeable abouttheir content area
o Some teachers aligntheir content with theCommon Core StateStandards (or statestandards)
o Some teachers takeopportunities toincrease theirknowledge in theirdiscipline or contentarea
o Most teachers are able tomake their content arearelevant to students
o Many teachers use theCommon Core StateStandards (or statestandards) as a guide fortheir instruction
o Many teachers continueto increase their contentknowledge
o Teachers remaincurrent with theircontent area and showthe relevancy of it totheir students
o Teachers useinterdisciplinaryprojects integratingstandards inreading/writing/mathto increase relevancy
o Teachers useprofessionalorganizations andlearning communitiesto increase theirknowledge of contentand strategies toincrease relevancy
o Teachers make their contentcome alive for students andinspire them to dig moredeeply into the topics
o Teachers routinely meetwith colleagues acrossdisciplines to ensurerigorous and relevantinstruction for all students
o Teachers actively seek outor create opportunities toincrease studentachievement by continuingto grow in their own contentarea and in the pedagogy oftheir discipline
13
DSEI Element Beginning Developing Effective Sustained
Facilitaterigorous and
relevantinstruction basedon how students
learn
o Many teachers focustheir instruction at themiddle third of theirstudents
o Some teachers applythe specific pedagogyof their discipline totheir instruction
o Occasionallyconnections are madeto experiencesoutside of school
o Little effort is madeto differentiateinstruction
o Referral of studentsfor interventionservices is oftensporadic
o Some teachers recognizethe various learning stylesof their students
o Many teachers modelinstructional strategies foractive learning in theircontent area
o Some instruction showsrelevancy beyond school
o Some teachers provideaccommodations forstruggling learners
o Plans for academicintervention services andprocesses are initiated
o Teachers use a varietyof instructionalstrategies that matchthe varied learningstyles of students
o Teachers usequestioning, coaching,and feedback tostimulate studentreflection and access tospecific content
o Instruction is guidedby big ideas andessential questions thatgo beyond thetextbook
o Teachers use dataabout students’ priorexperiences andachievement levels toguide instruction
o Procedures are in placefor referring studentsto academicintervention servicesas well as forterminating services
o Teachers personalizeinstruction throughdifferentiation strategies,attention tot needs, progress,and learning styles, andrespect for diversity
o Teachers know and use thepedagogy of their disciplineto ensure rigorous andrelevant instruction
o Teachers work together inteams to align instructionand ensure rigor andrelevancy that goes beyondschool
o Teachers use Response toIntervention (RTI) strategiesthat provide students withintensive supports needed tobe successful
o Teachers and parents arewell informed on theprocedures for referringstudents for interventions aswell as the options availablefor students
o Some teachers usecomputers and
o Some teachers modeleffective instruction by
o Teachers usetechnology effectively
o Teachers routinely usemicroblogs, virtual
14
DSEI Element Beginning Developing Effective Sustained
Demonstrateexpertise in use of
instructionalstrategies,
technology, andbest practices
Internet conductivityto help students learn
o Many teachers relyon the textbook astheir maininstructional resource
o Few teachers varytheir instructionalpractice from class toclass or year to year
using presentationsoftware
o Some teachers use avariety of print resourcesas their main instructionalresources
o Some teachers are willingto experiment withtechnology and/orattempt a new strategywith their classes
to differentiateinstruction and as aresources for allstudents
o Teachers use manydifferent resources topromote studentunderstanding, such asaudio/video resources,Internet, and classdemonstrations
o Teachers selectstrategies designed toconnect learning tostudents’ experiencesand previous learning
communities, wikis, Googledocs, spreadsheets, etc. toensure rigorous and relevantlearning
o Teachers routinely use real-world resources such asmanuals, tools, primarysource documents, Internet,and people to help studentscomplete their work
o Teachers regularly discussand review instructionalpractices and makemodifications to ensure rigorand relevancy
Use assessmentsto guide anddifferentiateinstruction
o Teachers use end ofunit/chapter tests asthe main form ofstudent assessment
o Teachers use testscores as the mainmeasure of studentlearning
o Some teachersincorporate performance-based assessments intotheir instruction
o Some teachers useinformation from ongoingassessments to analyzestudent learning
o Teachers assessstudents usingportfolios,performance,presentations,interviews, and self-reflection
o Teachers analyze datafrom a variety ofassessment events orproducts todifferentiateinstruction
o Teachers meet frequently todiscuss the consistent use ofportfolios, performance,presentations, interviews,and self-reflection to assessstudents
o Teachers frequently meet todiscuss development and useof formative and summativeassessments
15
DSEI Element Beginning Developing Effective Sustained
o Teachers use classsets of materials forinstruction of allstudents together
o Few teachersdifferentiateinstruction based onassessment data
o Professionaldevelopment specificto assessments andassessment data isseldom offered
o Some teachers use data todetermine levels ofstudent learning and varymaterials accordingly
o Some teachersdifferentiate instructionfor some students,particularly thosereceiving specialeducation services andEnglish language learners
o Professional developmenton analyzing assessmentdata is mainly focused onstate assessment results
o Teachers chooseappropriateinstructional materialsbased on analysis ofstudent data
o Most teachersdifferentiateinstruction for all theirstudents based on datafrom multiple sources
o Teachers are providedwith professionaldevelopment on howto develop, administer,and analyzeassessments
o Teachers use Lexile andQuantile measures todetermine reading and mathlevels and chooseappropriate materials
o Structures are in place forteachers to use data todifferentiate instruction forall students and planinterventions as appropriate
o Teachers meet regularly tocontinue their professionaldevelopment on developing,administering, and analyzingassessments
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