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Teacher's Effectiveness Rubric

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Introduction

Here teachers are called to use frequency, recency, and intensity to ensure that students are being thoroughly exposed to the concepts and skills they are required to learn, and are assessed on. They are required to prepare students for an increasingly technological world. 

 

Principle 1: Teachers are Designers of Learning

 

The teacher is tasked with thoughtfully designing lesson plans and effectively implementing them. The rubric makes a distinction between academic engagement, which is on-task behaviours, and intellectual engagement, which is how absorbed the students are in their own learning. The rubric also suggests three strategies for intellectually engaging students:

• Start with students' prior knowledge

• Organize and use knowledge conceptually

• Build assessment into the fabric of study

These strategies help students to make meaningful connections to their lives and to the world around them. This principle also stresses the importance of using problem-based or inquiry-based learning to spark the interest and curiosity of your students.

 

 

Principle 2: Work Students are Asked to Undertake is Worth Their Time and Attention

 

Teachers have the responsibility to design summative and formative assessments that are authentic for students and promote deep learning. This can be achieved by:

• Giving students tasks that are personally meaningful and allow them to connect their knowledge to the world

• Providing opportunities for students to converse and collaborate

• Giving assignments that allow students to consider and critique a variety of viewpoints, rather than simply regurgitate information. 

 

 

Principle 3: Assessment Practices Improve Students Learning and Guide Teaching 

 

Teachers must begin their learning designs by first considering what the final formative assessment is, and what it assesses. Backward design begins with this assessment in mind.

Further, assessment should be happening all day, every day. Teachers need to know where their students are so that they know what needs to be focused on. Teachers should also: 

• Include a variety of assessments such as portfolios, reflections, critical writing, videos, etc. 

• Make the goals and expectations clear

 

 

Principle 4: Teachers Foster A Variety of Interdependent Relationships

 

Teachers should foster the following interdependent relationships:

• Pedagogical: Teaching/Student

• Peer: Student/Student

• Community: Student/Community

• Student to subject disciplines

 

 

Principle 5: Teachers Improve Their Practice in The Company of Their Peers

 

Teachers need to be learning alongside students in order to keep their knowledge current and relevant. Also, a teacher's colleagues are a great resource. Teachers can collaborate and provide each other with feedback. Further, teachers can participate in online communities to connect with other teachers. 

 

 

 

Reference

Friesen, S. (2009). What did you do in school today? Teaching Effectiveness: A Framework and   Rubric. Toronto: Canadian Education