Resource Guide Overview
To support fair and consistent evaluations, CDE is developing tools to promote common interpretations of teacher quality. One tool is The Resource Guide for Deepening the Understanding of Teacher's Professional Practices. The resource guide is meant to support Colorado school district employees, administrators and teachers in developing an understanding of the Colorado State Model Evaluation System Teacher Rubric.
As individuals apply the rubric to their own teaching and to that of others, the resource guide can support observers and coaches in accurately identifying evidence for the professional practices. The research, examples provided and the glossary can be used to support the development of a common language for Colorado school district employees to analyze, reflect and plan instruction.
We want to encourage your feedback and submission of examples and resources for the continued development of this resource. Please contact Educator_Effectiveness@cde.state.co.us with your feedback, questions or additional resources.
About the Standards and Elements
Teacher Quality Standards and Elements sections:
Also included are the following sections:
- External resources for additional information
- Internal resources for additional information
- Classroom examples
- Planning/coaching questions
For the elements within each standard, you will find explanations of the professional practices under three rating levels: Level I, Level II, Level III.
The content at the practice or element level presents research related to the practice and ideas for implementing it. Related research provides a rationale for the professional practices in the rubric and can be useful to principals, assistant principals, or others who provide training on an element or who provide feedback to a teacher.
Using research to illustrate a specific practice increases understanding of why that practice is considered a best practice. Ideas for implementation are suggestions for teachers to consider when planning for instruction. Additionally, evaluators can refer to them when providing feedback or ongoing support to teachers.
Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary Teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary Teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).
Teachers provide instruction that is aligned with the Colorado Academic Standards and their district’s organized plan of instruction.
Teachers develop and implement lessons that connect to a variety of content areas/disciplines and emphasize literacy and mathematical practices.
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.
Teachers demonstrate an awareness of, a commitment to, and a respect for multiple aspects of diversity, while working toward common goals as a community of learners.
Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students.
Teachers work collaboratively with the families and/or significant adults for the benefit of students.
Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social, and emotional development of their students.
Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.
Teachers integrate and utilize appropriate available technology to engage students in authentic learning experiences.
Teachers establish and communicate high expectations and use processes to support the development of critical-thinking and problem-solving skills.
Teachers provide students with opportunities to work in teams and develop leadership.
Teachers model and promote effective communication.