One Size Does Not Fit All
With nearly a century as educators, we understand that every school and district is unique—and so is their evaluation process. That’s why Standard For Success is designed to work with multiple evaluation rubrics, including RISE and the Thoughtful Classroom Teacher Effectiveness Framework (TCTEF). To further enhance your evaluation process, Standard For Success can also be modified locally to fit your specific needs and requirements.
Contact your sales & training consultant today to begin customizing Standard For Success for your needs.
Here are a few of the frameworks and rubrics we help you implement:
RISE/Modified Rise Teacher
RISE was designed to provide a quality system that local corporations can adopt in its entirety, or use as a model as they develop evaluation systems to best suit their local contexts.
RISE was developed over the course of a year by the Indiana Teacher Evaluation Cabinet, a diverse group of educators and administrators from around the state, more than half of whom have won awards for excellence in teaching. These individuals dedicated their time to develop a system that represents excellence in instruction and serves to guide teacher development. To make sure that their efforts represented the best thinking from around the state, their work was circulated widely to solicit feedback from educators throughout Indiana.
A meaningful teacher evaluation system should reflect a set of core convictions about good instruction. From the beginning, the Indiana Teacher Evaluation Cabinet sought to design a model evaluation system focused on good instruction and student outcomes. RISE was designed to be fair, accurate, transparent and easy-to-use. IDOE staff and the Indiana Teacher Evaluation Cabinet relied on three core beliefs about teacher evaluation during the design of RISE:
- Nothing we can do for our students matters more than giving them effective teachers. Research has proven this time and again. We need to do everything we can to give all our teachers the support they need to do their best work, because when they succeed, our students succeed.
- Teachers deserve to be treated like professionals. Unfortunately, many evaluations treat teachers like interchangeable parts—rating nearly all teachers the same and failing to give teachers the accurate, useful feedback they need to do their best work in the classroom.
- The evaluation system will make a positive difference in teachers’ everyday lives. Novice and veteran teachers alike can look forward to detailed, constructive feedback, tailored to the individual needs of their classrooms and students. Teachers and principals will meet regularly to discuss successes and areas for improvement, set professional goals, and create an individualized development plan to meet those goals.
The Thoughtful Classroom Teacher Effectiveness Framework (TCTEF) is a comprehensive system for observing, evaluating and refining classroom practice.
Designed in partnership with over 250 teachers and administrators, the ultimate goal of the Framework is to create a common language for talking about high-quality teaching and how classroom practice can be improved. Aligned to key themes in the Common Core and various state teaching standards, the Framework makes the work of aligning teacher evaluation with standards easier than ever before.
State Approved Frameworks for Michigan, New York, and New Jersey – guidance documents below:
- Guidance Document for Section 1249(3) of PA 173
- Michigan Council for Educator Effectiveness (MCEE)
- MCEE Final Recommendations
Danielson 2007 or Modified Danielson
In this framework, the complex activity of teaching is divided into 22 components clustered into the following 4 domains of teaching responsibility.
- Domain 1: Planning and Preparation
- Domain 2: The Classroom Environment
- Domain 3: Instruction
- Domain 4: Professional Responsibilities
Each component defines a distinct aspect of a domain; two to five elements describe a specific feature of a component. For example, Domain 2, The Classroom Environment, contains five components. Component 2a is Creating an Environment of Respect and Rapport, which consists of two elements: “Teacher interaction with students” and “Student interactions with other students.” This component applies in some manner to all settings, as do all the other components. But although teachers at all levels and in all subjects establish rapport with and convey respect for their students, they do so in different ways.
NYSUT Teacher Practice Rubric
The rubric extends the standards set by New York State through clear and detailed descriptions of effective teaching practices, and provides educators with a vocabulary and structure for articulating the more complex and subtle dimensions of teaching practice.
This vocabulary establishes language for teacher self-reflection and goal-setting, and facilitates the essential conversations that must take place between teachers and evaluators as part of the TED system. The Teacher Practice Rubric is a critical tool for both teachers and evaluators and should be distributed early in the evaluation process to be used as the common reference throughout.
SFS recognizes a school’s need for evaluating staff beyond the classroom teacher. Therefore, we provide the following rubrics at minimal additional cost when you utilize our software for your instructional staff. Some of the specialized rubrics we currently house and can make readily available are:
- Asiistant Superintendnet
- Assistant Principal
- Behavior Specialist
- Behavioral Therapist
- Bus DriverCafeteria Manager
- Chief Financial Officer
- Chief Technology Officer
- Curriculum Director
- Data Coach
- E-Learning Coach
- Food Service
- Guidance Counselor
- Human Resource Director
- Instructional Coach
- Literacy Coach
- Media Specialist
- Occupational Therapist
- School Nurse
- Social Worker
- Special Education Teacher
- Speech Therapist
- Transportation Director
Alabama Quality Teaching Standards
The AQTS’ are incorporated into locally designed rubrics personalized by individual school districts. These standards provide a framework for teacher evaluation. SFS can import any local rubric based on the Alabama Quality Teaching Standards and assist schools in uploading survey data.
Based on the five Alabama Quality Teaching Standards (AQTS), the Continuum articulates a shared vision and common language of teaching excellence to guide an individual’s career-long development within an environment of collegial support. It serves as a guiding tool to support teachers in their own professional reflection, self-assessment, and goal setting for professional learning and growth. It is intended to support meaningful reflective conversations among teachers, mentors, coaches, and administrators and support them in setting professional goals and pursuing areas of professional development to reach those goals. It also serves as a focus for teacher preparation institutions and pre-service candidates. The Continuum is one component of a comprehensive process for supporting the ongoing development of teaching practice.