Tpep 2018 Cel Rubric Version3bywastatecriteria 1

CEL 5D+™ Rubric for Instructional Growth and Teacher Evaluation (2016), version 3
by Washington State Criteria
Criterion 1: Centering instruction on high expectations for student achievement.

P1 Learning target(s) connected to standards
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Lessons are based on grade level
Lessons are not based on Lessons are based on grade
Lessons are based on standards. The daily learning
grade level standards or level standards. The daily
grade level standards. target(s) align to the standard.
there are no learning learning target(s) align to
The daily learning Students can rephrase the learning
targets aligned to the the standard. Students can
target(s) align to the target(s) in their own words.
standard or the targets rephrase the learning
standard. Students can explain why the
do not change daily. target(s) in their own words.
learning target(s) are important.
P4 Communication of learning target(s)

Teacher states the Teacher communicates the Teacher communicates the learning
Teacher rarely states or learning target(s) once learning target(s) through target(s) through verbal and visual
communicates with during the lesson and verbal and visual strategies strategies, checks for student
students about the checks for student and checks for student understanding of the learning
learning target(s). understanding of the understanding of the target(s), and references the
learning target(s). learning target(s). target(s) throughout instruction.
P5 Success criteria
Success criteria are present
Success criteria are
and align to the learning Success criteria are present and
present but may lack
The success criteria for target(s). With prompting align to the learning target(s).
alignment to the learning
the learning target(s) are from the teacher, students Students use the success criteria to
target(s) and/or may not
nonexistent or vague. use the success criteria to communicate what they are
be used by students for
communicate what they are learning.
learning.
learning.
CEC2 Learning routines

Learning routines for Learning routines for discussion
discussion and Learning routines for and collaborative work are present,
collaborative work are discussion and collaborative and result in effective discourse.
Learning routines for
present but may not work are present, and result Students independently use the
discussion and
result in effective in effective discourse. routines during the lesson.
collaborative work are
discourse. Students are Students are held Students are held accountable for
absent.
held accountable for accountable for completing completing their work and for
completing their work their work and for learning. learning. Students support the
but not for learning. learning of others.
1 Washington State Teacher/Principal Evaluation Program (http://k12.wa.us/TPEP/)

(Updated 9/19/17) Improving Student Learning Through Improved Teaching and Leadership
5D+ Rubric for Instructional Growth and Teacher Evaluation © 2016 University of Washington Center for Educational Leadership. 5D, 5D+, “5 Dimensions of Teaching
and Learning” and other logos/identifiers are trademarks of the University of Washington Center for Educational Leadership.
5D+ Rubric for Instructional Growth and Teacher Evaluation (2016) by Washington State
Version 3
Criterion 2: Demonstrating effective teaching practices.

SE1 Quality of questioning
Teacher asks questions to
Teacher asks questions to probe and deepen student
Teacher does not ask probe and deepen student understanding or uncover
Teacher asks questions to
questions to probe and understanding or uncover misconceptions. Teacher
probe and deepen student
deepen student misconceptions. Teacher assists students in clarifying
understanding or uncover
understanding or uncover assists students in clarifying and assessing their thinking
misconceptions.
misconceptions. their thinking with one with one another. Students
another. question one another to
probe for deeper thinking.
SE4 Opportunity and support for participation and meaning making

Teacher sets expectations
Teacher sets expectations
Teacher does not use and provides support for
Teacher uses engagement and provides support for
engagement strategies and engagement strategies and
strategies and structures engagement strategies and
structures that facilitate structures that facilitate
that facilitate participation structures that facilitate
participation and meaning participation and meaning
and meaning making by participation and meaning
making by students. Few making by students. All
students. Some students making by students. Most
students have the students have the
have the opportunity to students have the
opportunity to engage in opportunity to engage in
engage in discipline-specific opportunity to engage in
discipline-specific meaning discipline-specific meaning
meaning making. discipline-specific meaning
making. making. Meaning making is
making.
often student-led.
SE5 Student talk

Student talk is
Student talk is a mix of predominantly student-to-
Student talk is directed to teacher-student and student. Talk reflects
the teacher. Talk reflects student-to-student. Talk discipline-specific knowledge
Talk is dominated by the
discipline-specific reflects discipline-specific and ways of thinking.
teacher and/or student talk
knowledge. Students do not knowledge and ways of Students provide evidence
is unrelated to the discipline.
provide evidence for their thinking. Students provide to support their thinking.
thinking. evidence to support their Students press on thinking
thinking. to expand ideas for
themselves and others.

Version 3
Criterion 2: Demonstrating effective teaching practices.

CP5 Use of scaffolds
Teacher provides scaffolds
that are clearly related to
Teacher provides scaffolds
Teacher provides scaffolds and support the
that are clearly related to
Teacher does not provide that are clearly related to development of the targeted
and support the
scaffolds that are related to and support the concepts and/or skills. Using
development of the targeted
or support the development development of the targeted scaffolds, the teacher
concepts and/or skills. Using
of the targeted concepts concepts and/or skills. Using gradually releases
scaffolds, the teacher
and/or skills. If teacher uses scaffolds, the teacher responsibility to students to
gradually releases
scaffolds, he or she does not gradually releases promote learning and
responsibility to students to
release responsibility to responsibility to students to independence. Students
promote learning and
students. promote learning and expect to be self-reliant.
independence. Students
independence. Students use scaffolds
expect to be self-reliant.
across tasks with similar
demands.

Version 3
Criterion 3: Recognizing individual student learning needs and developing strategies to address those
needs.
SE2 Ownership of learning
Teacher provides
Teacher provides Teacher provides opportunities
Teacher rarely provides opportunities and strategies
opportunities and and strategies for students to
opportunities and for students to take
strategies for students to take ownership of their learning.
strategies for students to ownership of their learning.
take ownership of their Most locus of control is with
take ownership of their Some locus of control is with
learning. Most locus of students in ways that support
learning. students in ways that support
control is with teacher. student learning.
student learning.
SE3 Capitalizing on students’ strengths

Teacher has knowledge
Teacher has little
of students’ strengths Teacher capitalizes on
knowledge of how Teacher capitalizes on students’
(academic background, students’ strengths (academic
students’ strengths strengths (academic background,
life experiences and background, life experiences
(academic background, life experiences and
culture/language) and and culture/language) and
life experiences and culture/language) and applies this
applies this knowledge in applies this knowledge in
culture/language) could knowledge in a variety of ways
limited ways not limited ways connected to the
be used as an asset for connected to the unit goals.
connected to the unit unit goals.
student learning.
goals.
CP4 Differentiated instruction for students

Teacher uses one Teacher uses multiple strategies –
Teacher uses multiple
Teacher does not use strategy – such as time, such as time, space, structure and
strategies – such as time,
strategies that space, structure or materials – to differentiate for
space, structure and materials
differentiate for materials – to individual learning strengths and
– to differentiate for
individual learning differentiate for needs. Teacher provides targeted
individual learning strengths
strengths and needs. individual learning and flexible supports within the
and needs.
strengths and needs. strategies.
A4 Teacher use of formative assessments

Teacher uses formative Teacher uses formative
Teacher uses formative
Teacher does not use assessments to modify future assessments to modify future
assessments to modify
formative assessments to lessons, makes in-the- lessons, makes in-the-moment
future lessons or makes
modify future lessons, moment instructional instructional adjustments based
in-the-moment
make instructional adjustments based on student on student understanding, and
instructional adjustments
adjustments, or give understanding, and gives gives targeted feedback aligned
based on completion of
feedback to students. general feedback aligned with with the learning target(s) to
task(s).
the learning target(s). individual students.

Version 3
Student Growth Criterion 3: Recognizing individual student learning needs and developing strategies to
address those needs.
Student Growth 3.1: Establish Student Growth Goal(s)
Does not establish student Establishes appropriate
Establishes appropriate
growth goal(s) or establishes Establishes appropriate student growth goal(s) for
student growth goal(s) for
inappropriate goal(s) for student growth goal(s) for subgroups of students not
subgroups of students not
subgroups of students not subgroups of students not reaching full potential in
reaching full learning
reaching full learning reaching full learning collaboration with students,
potential. Goal(s) do not
potential. Goal(s) do not potential. Goal(s) identify parents, and other school
identify multiple, high-
identify multiple, high- multiple, high-quality staff. Goal(s) identify
quality sources of data to
quality sources of data to sources of data to monitor, multiple, high-quality
monitor, adjust, and
monitor, adjust, and adjust, and evaluate sources of data to monitor,
evaluate achievement of
evaluate achievement of achievement of goal(s). adjust, and evaluate
goal(s).
goal(s). achievement of goal(s).
Student Growth 3.2: Achievement of Student Growth Goal(s)

Multiple sources of growth
Multiple sources of growth Multiple sources of growth
Growth or achievement data or achievement data from at
or achievement data from at or achievement data from at
from at least two points in least two points in time
least two points in time least two points in time
time shows no evidence of show evidence of high
show some evidence of show clear evidence of
growth for most students. growth for all or nearly all
growth for some students. growth for most students.
students.

Version 3
Criterion 4: Providing clear and intentional focus on subject matter content and curriculum.
P2 Lessons connected to previous and future lessons, broader purpose and transferable skill
Lessons are rarely linked Lessons are clearly linked Lessons are clearly linked to Lessons are clearly linked to
to previous and future to previous and future previous and future lessons. previous and future lessons.
lessons. lessons. Lessons link to a broader Lessons link to a broader
purpose or a transferable skill. purpose or a transferable skill.
Students can explain how
lessons build on each other in a
logical progression.
CP1 Alignment of instructional materials and tasks

Instructional materials Instructional materials and Instructional materials and Instructional materials and tasks
and tasks do not align tasks align with the tasks align with the purpose of align with the purpose of the
with the purpose of the purpose of the unit and the unit and lesson. Teacher unit and lesson. Teacher makes
unit and lesson. lesson. makes intentional decisions intentional decisions about
about materials to support materials to support student
student learning of content learning of content and
and transferable skills. transferable skills. Materials and
tasks align with students’ levels
of challenge.
CP2 Teacher knowledge of content

Teacher demonstrates a Teacher demonstrates an Teacher demonstrates an Teacher demonstrates an
lack of knowledge of understanding of how understanding of how understanding of how
discipline-based concepts discipline-based concepts discipline-based concepts and discipline-based concepts and
and habits of thinking by and habits of thinking habits of thinking relate to habits of thinking relate to one
making content errors. relate to one another or one another or build upon another or build upon one
build upon one another one another over the course another over the course of an
within a unit. of an academic year. academic year as well as in
previous and future years.
CP3 Discipline-specific teaching approaches

Teacher rarely uses Teacher uses discipline- Teacher uses discipline- Teacher uses discipline-specific
discipline-specific specific teaching specific teaching approaches teaching approaches and
teaching approaches and approaches and strategies and strategies that develop strategies that develop
strategies that develop that develop students’ students’ conceptual students’ conceptual
students’ conceptual conceptual understanding understanding and discipline- understanding and discipline-
understanding and and discipline-specific specific habits of thinking specific habits of thinking on a
discipline-specific habits habits of thinking at one or throughout the unit, but not daily basis.
of thinking. two points within a unit. daily.

Version 3
Criterion 4: Providing clear and intentional focus on subject matter content and curriculum.
P3 Design of performance task
Performance tasks do not Performance tasks require Performance tasks require a Performance tasks require a
require a demonstration a demonstration of demonstration of thinking demonstration of thinking
of thinking connected to thinking connected to the connected to the learning connected to the learning
the learning target. learning target. target. Performance tasks target. Performance tasks
require application of require application of
discipline-specific concepts or discipline-specific concepts or
skills. skills. Students are able to use
prior learnings/understandings
to engage in new performance
tasks.

Version 3
Criterion 5: Fostering and managing a safe, positive learning environment.

CEC1 Classroom arrangement and resources
Physical environment of The physical environment The physical environment is The physical environment is
the classroom is unsafe is safe. The resources, safe. The resources, materials safe. The resources, materials
or resources are not materials and technology and technology in the and technology in the classroom
accessible to all students in the classroom relate to classroom relate to the relate to the content or current
to support their learning the content or current unit content or current unit and unit and are accessible to all
during the lesson. and are accessible to all are accessible to all students. students. The arrangement of
students. The arrangement of the room the room supports and scaffolds
supports and scaffolds student learning and the
student learning and the purpose of the lesson. Students
purpose of the lesson. use resources and the
arrangement of the room for
learning.
CEC3 Use of learning time

Instructional time is Some instructional time is Instructional time is Instructional time is maximized
frequently disrupted. lost through inefficient maximized in service of in service of learning through
transitions or management learning through efficient efficient transitions,
routines. Teacher responds transitions, management management routines and
to student misbehavior routines and positive student positive student discipline.
with uneven results. discipline. Student Students manage themselves,
misbehavior is rare. assist each other in managing
behavior, or exhibit no
misbehavior.
CEC4 Student status

Teacher does not Teacher demonstrates Teacher and students Teacher and students
develop positive teacher- positive teacher-student demonstrate positive teacher- demonstrate positive teacher-
student relationships relationships that foster student and student-student student and student-student
that attend to students’ students’ well-being. relationships that foster relationships that foster
well-being. Patterns of Patterns of interaction students’ well-being and students’ well-being and
interaction or lack of between teacher and develop their identity as develop their identity as
interaction promote students and among learners. Patterns of learners. Patterns of interaction
rivalry and/or unhealthy students may send interaction between teacher between teacher and students
competition among messages that some and students and among and among students indicate
students or some students’ contributions are students indicate that all are that all are valued for their
students are relegated to more valuable than others. valued for their contributions. contributions. Teacher creates
low status positions. opportunities for student status
to be elevated.

Version 3
Criterion 5: Fostering and managing a safe, positive learning environment.

CEC5 Norms for learning
Classroom norms are not Classroom norms are Classroom norms are evident Classroom norms are evident
evident and/or do not evident but result in and result in patterns of and result in patterns of
address risk-taking, uneven patterns of interaction that encourage interaction that encourage risk-
collaboration, respect for interaction that do not risk-taking, collaboration, taking, collaboration, respect for
divergent thinking or encourage risk-taking, respect for divergent thinking divergent thinking and students’
students’ cultures. collaboration, respect for and students’ cultures. cultures. Students self-monitor
divergent thinking and or remind one another of the
students’ cultures. norms.

Version 3
Criterion 6: Using multiple student data elements to modify instruction and improve student learning.
A1 Student self-assessment
Teacher does not provide Teacher provides an Teacher provides an Teacher provides an
an opportunity for opportunity for students to opportunity for students to opportunity for students to
students to assess their assess their own learning assess their own learning in assess their own learning in
own learning in relation in relation to the success relation to the success criteria relation to the success criteria
to the success criteria for criteria for the learning for the learning target(s) in for the learning target(s) in
the learning target(s). target(s) in ways that may ways that deepen student ways that deepen student
not deepen student understanding of progress understanding of progress
understanding of progress toward the target(s). toward the target(s). Students
toward the target(s). use success criteria for
improvement.
A2 Student use of formative assessments over time

Students do not use Students use formative Students use formative Students use formative
formative assessments to assessments at least two assessments at least two to assessments at least two to
assess their own to three times per three times per year/course and three times per year/course
learning. year/course to assess their use formative assessments and use formative
own learning, determine within a unit or two to assess assessments within each unit
learning goals, and their own learning, determine to assess their own learning,
monitor progress over learning goals, and monitor determine learning goals, and
time. progress over time. monitor progress over time.
A3 Quality of formative assessment methods

Assessment tasks are not Assessment tasks allow Assessment tasks allow Assessment tasks allow
aligned with the learning students to demonstrate students to demonstrate students to demonstrate
target(s). learning. The quality of the learning. The quality of the learning. The quality of the
assessment methods assessment methods provides assessment methods provides
provides no information limited information about comprehensive information
about student thinking and student thinking and needs. about student thinking and
needs. needs.
A5 Collection systems for formative assessment data

Teacher does not have Teacher has an Teacher has an observable Teacher has an observable
routines for recording observable system and system and routines for system and routines for
formative assessment data. routines for recording recording formative assessment recording formative
formative assessment data and periodically uses the assessment data and uses the
data but does not use system to inform instructional system to inform day-to-day
the system to inform practice. instructional practice.
instructional practice.

Version 3
Student Growth Criterion 6: Using multiple student data elements to modify instruction and improve
student learning.
Student Growth 6.1: Establish Student Growth Goal(s)
Establishes appropriate
Does not establish student student growth goal(s) for
Establishes appropriate Establishes appropriate
growth goal(s) or establishes students in collaboration
student growth goal(s) for student growth goal(s) for
inappropriate goal(s) for with students and parents.
whole classroom. Goal(s) do whole classroom. Goal(s)
whole classroom. Goal(s) do These whole classroom goals
not identify multiple, high- identify multiple, high-
not identify multiple, high- align to school goal(s).
quality sources of data to quality sources of data to
quality sources of data to Goal(s) identify multiple,
monitor, adjust, and monitor, adjust, and
monitor, adjust, and high-quality sources of data
evaluate achievement of evaluate achievement of
evaluate achievement of to monitor, adjust, and
goal(s). goal(s).
goal(s). evaluate achievement of
goal(s).
Student Growth 6.2: Achievement of Student Growth Goal(s)

Multiple sources of growth
Multiple sources of growth Multiple sources of growth
Growth or achievement data or achievement data from at
or achievement data from at or achievement data from at
from at least two points in least two points in time
least two points in time least two points in time
time shows no evidence of show evidence of high
show some evidence of show clear evidence of
growth for most students. growth for all or nearly all
growth for some students. growth for most students.
students.

Version 3
Criterion 7: Communicating and collaborating with parents and the school community.
PCC2 Communication and collaboration with parents and guardians
Teacher rarely Teacher communicates Teacher communicates with Teacher communicates with all
communicates in any with all parents and all parents and guardians parents and guardians about
manner with parents and guardians about goals of about goals of instruction and goals of instruction and student
guardians about student instruction and student student progress using progress using multiple tools to
progress. progress, but usually relies multiple tools to communicate in a timely and
on one method for communicate in a timely and positive manner. Teacher
communication or requires positive manner. Teacher considers the language needs of
support or reminders. considers the language needs parents and guardians. Teacher
of parents and guardians. effectively engages in two-way
forms of communication and is
responsive to parent and
guardian insights.
PCC3 Communication within the school community about student progress

Teacher maintains Teacher maintains student Teacher maintains accurate Teacher maintains accurate and
student records. Teacher records. Teacher and systematic student systematic student records.
rarely communicates communicates student records. Teacher Teacher communicates student
student progress progress information to communicates student progress information – including
information to relevant relevant individuals within progress information – both successes and challenges –
individuals within the the school community; including both successes and to relevant individuals within
school community. however, performance challenges – to relevant the school community in a
data may have minor flaws individuals within the school timely, accurate and organized
or be narrowly defined community in a timely, manner. Teacher and student
(e.g., test scores only). accurate and organized communicate accurately and
manner. positively about student
successes and challenges.

Version 3
Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional practice
and student learning.
PCC1 Collaboration with peers and administrators to improve student learning
Teacher rarely Teacher collaborates and Teacher collaborates and Teacher collaborates and
collaborates with peers engages in inquiry with engages in inquiry with peers engages in inquiry with peers
or engages in inquiry for peers and administrators and administrators for the and administrators for the
the purpose of improving for the purpose of purpose of improving purpose of improving
instructional practice or improving instructional instructional practice and instructional practice, and
student learning. practice and student student learning. Teacher student and teacher learning.
learning. Teacher provides contributes to collaborative Teacher occasionally leads
minimal contributions. work. collaborative work and/or
teacher serves as a mentor for
others’ growth and
development.
PCC4 Support of school, district and state curricula, policies and initiatives
Teacher is unaware of or Teacher supports and has Teacher supports and has an Teacher supports and looks for
does not support school, an understanding of understanding of school, opportunities to take on
district or state school, district and state district and state initiatives. leadership roles in developing
initiatives. Teacher initiatives. Teacher follows Teacher follows district and implementing school,
violates a district policy district policies and policies and implements district and state initiatives.
or rarely follows district implements district district curricula/pacing guide. Teacher follows district policies
curricula/pacing guide. curricula/pacing guide. Teacher makes pacing and implements district
adjustments as appropriate to curricula/pacing guide. Teacher
meet whole-group needs makes pacing adjustments as
without compromising an appropriate to meet whole-
aligned curriculum. group and individual needs
without compromising an
aligned curriculum.
PCC5 Ethics and advocacy

Teacher’s professional Teacher’s professional role Teacher’s professional role Teacher’s professional role
role toward adults and toward adults and toward adults and students is toward adults and students is
students is unfriendly or students is friendly, ethical friendly, ethical and friendly, ethical and
demeaning, crosses and professional and professional and supports professional and supports
ethical boundaries, or is supports learning for all learning for all students, learning for all students,
unprofessional. students, including the including the historically including the historically
historically underserved. underserved. Teacher underserved. Teacher advocates
advocates for fair and for fair and equitable practices
equitable practices for all for all students. Teacher
students. challenges adult attitudes and
practices that may be harmful
or demeaning to students.

Version 3
Student Growth Criterion 8: Exhibiting collaborative and collegial practices focused on improving
instructional practice and student learning.
Student Growth 8.1: Establish Team Student Growth Goal(s)
Does not collaborate or Does not consistently Consistently and actively
reluctantly collaborates with collaborate with other collaborates with other Leads other grade, school, or
other grade, school, or grade, school, or district grade, school, or district district team members to
district team members to team members to establish team members to establish establish goal(s), to develop
establish goal(s), to develop goal(s), to develop and goal(s), to develop and and implement common,
and implement common, implement common, high- implement common, high- high-quality measures, and
high-quality measures, and quality measures, and to quality measures, and to to monitor growth and
to monitor growth and monitor growth and monitor growth and achievement during the
achievement during the achievement during the achievement during the year.
year. year. year.


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CEL 5D+™ Rubric for Instructional Growth and Teacher Evaluation (2016), version 3

by Washington State Criteria

Criterion 1: Centering instruction on high expectations for student achievement.

P4 Communication of learning target(s)

CEC2 Learning routines

1 Washington State Teacher/Principal Evaluation Program (http://k12.wa.us/TPEP/)

Criterion 2: Demonstrating effective teaching practices.

SE4 Opportunity and support for participation and meaning making

SE5 Student talk

2 Washington State Teacher/Principal Evaluation Program (http://k12.wa.us/TPEP/)

Criterion 2: Demonstrating effective teaching practices.

3 Washington State Teacher/Principal Evaluation Program (http://k12.wa.us/TPEP/)

SE3 Capitalizing on students’ strengths

CP4 Differentiated instruction for students

A4 Teacher use of formative assessments

4 Washington State Teacher/Principal Evaluation Program (http://k12.wa.us/TPEP/)

Student Growth 3.2: Achievement of Student Growth Goal(s)

5 Washington State Teacher/Principal Evaluation Program (http://k12.wa.us/TPEP/)

CP1 Alignment of instructional materials and tasks

CP2 Teacher knowledge of content

CP3 Discipline-specific teaching approaches

6 Washington State Teacher/Principal Evaluation Program (http://k12.wa.us/TPEP/)

7 Washington State Teacher/Principal Evaluation Program (http://k12.wa.us/TPEP/)

Criterion 5: Fostering and managing a safe, positive learning environment.

CEC3 Use of learning time

CEC4 Student status

8 Washington State Teacher/Principal Evaluation Program (http://k12.wa.us/TPEP/)

Criterion 5: Fostering and managing a safe, positive learning environment.

9 Washington State Teacher/Principal Evaluation Program (http://k12.wa.us/TPEP/)

A2 Student use of formative assessments over time

A3 Quality of formative assessment methods

A5 Collection systems for formative assessment data

10 Washington State Teacher/Principal Evaluation Program (http://k12.wa.us/TPEP/)

Student Growth 6.2: Achievement of Student Growth Goal(s)

11 Washington State Teacher/Principal Evaluation Program (http://k12.wa.us/TPEP/)

PCC3 Communication within the school community about student progress

12 Washington State Teacher/Principal Evaluation Program (http://k12.wa.us/TPEP/)

PCC5 Ethics and advocacy

13 Washington State Teacher/Principal Evaluation Program (http://k12.wa.us/TPEP/)

14 Washington State Teacher/Principal Evaluation Program (http://k12.wa.us/TPEP/)

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