teach for America Interim Certification Program
Program Rubric
Overview: The Teach for America Interim Certification Program Rubric was designed to provide formative and summative feedback to TFA corps members during their first two to three years of teaching. A group of University of Michigan faculty and graduate students, in addition to teachers and administrators came together to create a content driven rubric to inform Corp Members of their progress. The rubric is separated into 9 distinct, but overlapping outcomes that we believe are necessary tools and skills a teacher should develop in their first few years of teaching. Each outcome is then broken up into one to 3 indicators that provide “look-fors” for seminar and field instructors to guide individualized feedback to CM’s. Finally, each indicator can be scored on 3-point scale or continuum performance expected of novice teaching professionals, where 1 = “emerging” and 3 =”exemplary”. Corps members are expected to attain a mean-score of
Program Outcomes and Indicators:
University of Michigan School of Education, Teach For America Interim Certification Program 1
- Design Intentional Teaching and Learning Units (p. 2)
- Unit plans
- Lesson development
- Facilitate an Environment that Supports Student Learning (p. 4)
- Classroom management
- Physical space
- Norms, routines and procedures
- Build Positive Rapport and Relationships with Students to Support Learning (p. 6)
- Positive interpersonal relationships
- Student investment, interest and autonomy
- Deliver Effective Instruction that Results in Student Learning (p. 8)
- Teacher preparation
- Active facilitation
- Checks for understanding
- Instructional format
- Student engagement
- Engage Literacies as Way of Learning Discipline/Content (p. 10)
- Effective reading strategies
- Vocabulary instruction and academic language
- Discipline specific resources
- Make Effective Instructional Decisions (p. 12)
- Modifies instruction
- Scaffolded Instruction
- Assess Student Learning (p. 14)
- Multiple forms of assessment
- Criterion for assessment
- Data Tracking
- Relate and Communicate Effectively with Parents, Families and Community (p. 16)
- Communicates with families and communities
- Reflect on Practice and Leadership, and Contribute Professionally to the Learning Community (p. 17)
- Reflect on lessons and practice
- Builds relationships with colleagues
- Professional development
University of Michigan School of Education, Teach For America Interim Certification Program 1
Program Outcome 2: Facilitate an Environment that Supports Student Learning
Insufficient /
Emerging /
Proficient /
Exemplary
2A: Classroom Management / All or almost all class time is spent on management, rather than instruction. / Time spent on management outweighs time spent on instruction. The teacher is using mostly reactive strategies. / Significant time and attention is given to classroom management, but it does not outweigh or detract from teaching or learning. The teacher is using mostly proactive strategies. / Instruction is highly engaging and effective, therefore, minimizing student misbehavior and disruption.
Instruction and management are one in the same; the difference is indistinguishable.
Teacher mostly ignores misbehavior, or uses mostly ineffective strategies. / Teacher uses a mix of both effective an ineffective teaching strategies. / Teacher uses effective classroom strategies, in which the teacher has to minimally address misbehavior in the classroom. / Teacher has empowered students to manage themselves. Students are capable of resolving interpersonal issues together
2B: Physical space / The physical space is unsafe and/or inappropriate for the lesson ‘s activities. / The physical space is safe and appropriate for the lesson’s activities. The space is highly cluttered and/or visually distracting. / The physical space is safe, inviting and appropriate for the lesson’s activities. The space seems thoughtfully planned to facilitate the type of methods employed. / The physical space is safe, inviting and highly appropriate for the lesson’s activities. The space is carefully and thoughtfully planned to facilitate the types of methods employed.
Little is on the classroom walls. / Classroom walls focus on behavioral expectations of the classroom. Little student work is shown in the classroom. / Classroom walls focus both on investing students in the classroom through behavioral expectations and mottos, but also classroom content is also represented. / Classroom walls focus on investing students, and displays the work that occurs in the classroom. It is set up in a way that presents a story of the work that is occurring (themes, graphic organizers, common definitions, etc).
Transitions between activities are poorly organized, lengthy, and disruptive to learning or invite student misbehavior. / Transitions between activities take some time, albeit minimal, away from learning. They may require significant redirection by the teacher. / Transitions between activities are quick and occur in an orderly fashion with little re-direction by the teacher. / Transitions between activities are orderly, rapid, effortless, and seamless.
2C: Norms, Routines and Procedures / Teacher doesn't express or signify expectations for student behavior. S/he may use coercive or demeaning techniques (e.g. yelling, threatening, etc.) to attempt to gain student compliance. These techniques are highly detracting from learning and may even diminish student affective development. / Teacher has established standards for conduct and behavior. They may, however, be unclear, too numerous, or completely teacher generated. Teacher monitoring focuses mostly on those who are misbehaving. The classroom management system is behaviorist in nature (e.g. rewards and consequences). / Teacher has established standards for conduct and behavior that are attainable and understood by students. Students are largely responsible for performing routines. Teacher uses some verbal praise or encouragement for positive behaviors to ensure students are making appropriate decisions. The instruction accounts for anticipated times that maintaining behavioral expectations may be difficult or challenging for students. / The standards for conduct and behavior are co-developed by teacher and students. Students have substantive responsibility for performing routines. Students self- and peer- monitor their behavior in ways that are mutually respectful. Teacher monitoring is seamless, subtle, and preventative. Teacher uses empowering tools (e.g. specific praise, etc.) to help students identify appropriate behavior.
There are no evident routines Students are not able to describe classroom procedures. / There is some evidence of loosely normalized routines. Students need a lot of guidance and instruction to follow the routines that exist. Students have trouble describing classroom procedures. / Normalized routines exist for most every process that requiring them. Most of may be highly effective. Students are able to follow them with little guidance. Most students are able to describe the routines. / Highly effective routines to organize learning are normalized.Little detailed instruction is needed for students to follow suit. Students are readily able to describe classroom procedures.
Program Outcome 3: Build Positive Rapport and Relationships with Students to Support Learning
Insufficient /
Emerging /
Proficient /
Exemplary
3A: Positive Interpersonal Relationships / Shows a lack of attempt or action to get to know and/or build a relationship with students (e.g. does not refer to students by name, look them in eye, ask questions). / Some teacher interactions are inappropriate (e.g., unfriendly, sarcastic, etc.). Teacher does not strike a balance between friendly and professional in his/her interactions with students. / Teacher’s interactions are friendly, and generally show concern and respect for individual students, but may inconsistent between students. There is balance between being friendly and professional. / Teacher’s interactions are genuine, showing concern and respect for individual students (e.g., greets every student in morning, holds side conversations with students). There is balance between being friendly and professional.
The teacher does not seem to like his/her student or seems unhappy to be with them. Students dislike him/her and are frequently disrespectful / Students like the teacher sometimes, but also show signs of disrespect. Teachers generally show signs of a flat affect. / Students generally trust the teacher, but may not feel comfortable taking academic risks or divulging pertinent personal information. There is a general positive affect in the classroom with shared enthusiasm between teacher and students. / Students trust the teacher, including with sensitive information (e.g., the teacher brings in personal stories that students can connect to). There is positive affect in the room where everyone enjoys each other and the work in the classroom.
Students do not interact with one another or their interactions result in disputes. / Students work together, but it does not appear that they enjoy it. Students are friendly with each other most of the time, but have some disagreements. At times, some students show positive support and encouragement of their peers. / Students are friendly with each other, and attempt to monitor each other’s behavior. Most students show positive support and encouragement / Students demonstrate genuine care for one another and monitor one another’s behavior respectfully. Students are consistently supportive of each other.
Teacher does not attempt to motivate students to learn. / Teacher wants to get students to believe they can and want to learn classroom material (which may or may not be ambitious), but is unsuccessful in his/her attempts. / Teacher employs strategies (e.g. class mantras/chants, affirmative and specific praise, etc) that are effective in getting most students to believe that they can and want to learn ambitious classroom material. / Teacher uses specific knowledge of students to get them to know that they can and want to accomplish ambitious learning objectives. Teacher employs strategies (e.g. class mantras/chants, affirmative and specific praise, etc) that are effective in getting virtually all students to believe that they can and want to learn ambitious classroom material.
3B: Student investment, interest and autonomy / Teacher does not know enough about students or otherwise draw upon their interests, experiences, or prior knowledge. / Teacher knows to bring in students’ interests, experiences and prior knowledge, but does not have systems in place that allow for this. Consequently, attempts do not seem intentional or planned. / Teacher brings in most students’ interests, experiences and prior knowledge in order to connect students to the content of study and learning in general. / Teacher intentionally brings in virtually all students’ interests, experiences and prior knowledge in order to connect students to school. S/he also finds extemporaneous opportunities to incorporate students’ prior knowledge (e.g. ‘teachable moment’)
Teacher creates a very rigid classroom, in which students are not able to demonstrate autonomy or leadership. / The structure of the classroom is predominately teacher directed, while there are some unintentional or unplanned attempts at providing student independence and autonomy. / Teacher incorporates a few opportunities to demonstrate autonomous behavior and leadership skills (e.g. making responsible decisions, providing choices, a relaxed structure in the classroom, etc.) / Teacher provides multiple opportunities for students to demonstrate autonomous behavior and leadership skills (e.g. making responsible decisions, providing choices, a relaxed structure in the classroom, etc.)
Makes no reference, seems to have no knowledge, and/or misses an obvious opportunity to reference a community need during the lesson to exemplify a point. / Mentions a community need (e.g., demographic, challenges or resource (e.g., museums, libraries, churches, etc) during lesson in an attempt to emphasize a point. / Uses an example in lesson based on a major community needs (e.g., demographic, challenges), or resource (e.g., museums, libraries, churches, etc). / Highly integrates a community problem or need or resource as a basis for learning in the unit or lesson.
Program Outcome 4: Deliver Effective Instruction that Results in Student Learning
Insufficient /
Emerging /
Proficient /
Exemplary
4A. Teacher Preparation / The teacher is ill-prepared to deliver the lesson by not having necessary materials, knowledge, or abilities to support students’ content-related questions or other learning needs. / The teacher is mostly prepared for the lesson, but takes some time away from instruction in order to make last minute preparations. / The teacher is adequately prepared to deliver the lesson and has all necessary materials, knowledge, and abilities to support students’ content related questions or other learning needs. S/he has also adequately prepared for the unexpected. / The teacher is highly prepared to deliver the lesson and has all necessary materials, knowledge, and abilities to support students’ content related questions or other learning needs. S/he is prepared a plan for learning extensions, re-teaching, or unexpected.
4B: Active Facilitation / Teacher poses exclusively close-ended questions in IRE (initiate, respond, evaluate) format. Questions move quickly from one to the next. / Teacher poses mostly close-ended questions, but also includes some open-ended questions. Questions move quickly from one to the next. / Teacher poses both close-ended and open-ended questions, but creates dialogues around content. Most of these attempts are successful at creating an extended dialogue, while others are not. Teacher ensures most students are participating. / Teacher poses questions and uses facilitation strategies that encourage a dialogue among teachers and students around the content. Teachers and students are actively listening to one another and participate in an extended dialogue.
Questions do not help students gain an understanding of the learning objective. / Teacher uses questions that are fairly basic, but begin helping students gain an understanding of the learning objective. / Teacher uses questions that elicit student thinking at a variety of cognitive levels, moving students toward higher order thinking. Questions are meaningful to students (e.g., posing questions to teacher and students). / Questions move students toward higher order thinking. Students assume some responsibility asking questions. Questions are coherent, flexibly use student prior experiences, and help students gain understanding of the learning objective.
The teacher does not appear involved in the work of the students, or does not facilitate growth in student in learning. / Teacher appears involved in the work of the students, but at other times lacks sufficient facilitation strategies. / Teacher makes attempts that are mostly effective to facilitate student learning through questions, sufficient pacing and wait time, and an active interest in their work. / Teacher facilities student learning through highly effective questions, pacing and wait time. S/he takes an active interest in their work.
4C: Checks for understanding / The teacher makes no attempt to check for understanding throughout a lesson. / Attempts to use Informal assessments (e.g., questions, thumbs up/down. observations), but only one or a few students will answer the question or be observed for the majority of the informal assessment. / Uses informal assessments (e.g., questions, thumbs up/down. observations) to check for understanding throughout a lesson. Many students are represented, and the degree of all students’ understanding is somewhat assessed. / Uses informal assessments (e.g., questions, thumbs up/down.) to check for understanding throughout a lesson. Virtually all students are represented, in which the degree of understanding is easily assessed –a full picture of all students’ understanding occurs.
The lesson structure is illogical. / The sequence of lesson activities is structured with an opening, middle, and close, but may lack coherence or smooth transitions / The sequence of lesson activities is logical in its structure. The activities activate and build upon students’ prior knowledge, reinforce students’ deep understanding of the objective. / The sequence of lesson activities is logical in its structure. The activities activate prior knowledge and scaffold student learning. The designed activitiesare innovative, support deep learning of the objective, and are tied to the unit goals.
4D: Instructional Format / The teacher explains key ideas incoherently or inaccurately. / The teacher explains key ideas accurately. / The teacher seeks students' contributions in explaining key ideas in a coherent, accurate manner that builds upon students’ knowledge and experience. / The teacher seeks substantial students' contributions in explaining key ideas in a coherent, accurate manner that builds upon students’ knowledge and experience.
Learning activities focus on the transmission of knowledge through lecture, readings, and other didactic means that support rote memorization. They are teacher-centric and focus on one avenue of learning. / Learning activities are largely teacher-directed, though they attempt to engage students through two modes of learning (grouping, lectures, etc.) / Teacher has thoughtfully developed multiple grouping strategies, and activities that allow students to engage in the content in more than one-way. These activitiesmay not always purposefully build upon one another. / Learning activities are purposeful throughout. Teacher has thoughtfully developed multiple grouping strategies, and activities that allow students to engage in the content in more than one-way. These activities build upon each other throughout lesson.
The directions and procedures are unclear, and students do not receive appropriate clarification / The directions and procedures are unclear, and students receive appropriate clarification / The directions and procedures are clear to students and the teacher anticipates students’ possible misconceptions and misunderstandings when giving the directions/instructions. / The directions and procedures are clear to students and the teacher anticipates students’ possible misconceptions and misunderstandings when giving the directions/instructions. Students ask one another for clarification.
4E: Student Engagement / Students are not engaged in the lesson’s activities. / Students are minimally engaged in the lesson activities. They are passively engaged, watching or listening to the teacher. / There is a mix of engagement, with some of the students engaged (e.g., participating in discussion, answering questions, working on tasks), while a few are attentive, but passively engaged. / Students are engaged in the lesson. Not only are they participating in the class, they are excited and interested about the activities that occur in class.
University of Michigan School of Education, Teach For America Interim Certification Program 1