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- Eval Home
- Remote Evaluation
- The Interactive Rubric
- Standard I
- I-A-1: Subject Matter Knowledge
- I-A-2: Child and Adolescent Development
- I-A-3: Rigorous Standards-Based Unit Design
- I-A-4: Well-Structured Lessons
- I-B-1: Variety of Assessment Methods
- I-B-2: Adjustments to Practice
- I-C-1: Analysis and Conclusions
- I-C-2: Sharing Conclusions With Colleagues
- I-C-3: Sharing Conclusions With Students
- Standard II
- II-A-1: Quality of Effort and Work
- II-A-2: Student Engagement
- II-A-3: Meeting Diverse Needs
- II-B-1: Safe Learning Environment
- II-B-2: Collaborative Learning Environment
- II-B-3: Student Motivation
- II-C-1: Respects Differences
- II-C-2: Maintains Respectful Environment
- II-D-1: Clear Expectations
- II-D-2: High Expectations
- II-D-3: Access to Knowledge
- Standard III
- Standard IV
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Essentials for Instructional Equity and Teacher Rubric CrosswalkSee how Boston Public Schools’ Essentials for Instructional Equity (or just the “Essentials”) maps onto the DESE Teacher Rubric.
Essentials for Instructional Equity Rubric Elements
Why is this essential?
Students need to feel safe and supported in order to learn. Without safe, healthy and sustaining learning environments, the mind can struggle to focus on content, making learning nearly impossible (Parrett and Budge 2012; Hammond 2015).
Why is this essential?
Learning experiences must be designed to engage the brains of the learners present, tap into their existing schema, and offer opportunities for application and processing...In order for students to develop a sense of agency, they must have access to learning experiences that empower them to make choices, chose pathways and strategies, share ideas, make mistakes, revise their thinking.
Why is this essential?
To eliminate opportunity and achievement gaps every student must have the opportunity to engage with authentic, cognitively demanding tasks that are aligned to college and career readiness standards and that require them to develop and utilize 21st century skills, such as critical and creative thinking, communication, and collaboration.
Why is this essential?
Learning is an ongoing process. Assessing for learning is not about primarily about testing. When an educator assesses for learning he or she gathers information about student thinking and discusses that information with the student in order to make adjustments during the learning cycle (a new question, a deeper discussion, a link to prior learning, etc.) and to provide instructive feedback to students.
