What does effective teaching look like?

The College-Ready Promise believes that great teaching exists and is fostered at each CMO. The work of TCRP is to help build equitable and reliable systems for educators to receive feedback about their performance, in order to help inform areas for improvement. TCRP developed its own Teacher Observation framework, a rubric that defines the core competencies displayed by highly effective teachers. The framework houses the common language which guides teacher professional development, evaluation, and collaboration. The framework is comprised of four common areas across the CMOs:

  1. Data-Driven Planning and Assessment: planning for and monitoring of student learning
  2. Classroom Learning Environment: supportive classroom environment and culture
  3. Instruction: learning experiences provided to students to prepare them for college
  4. Professional Responsibilities: contributing to the professional community and personal growth

Within each domain, there are standards and indicators. There are a total of 29 indicators and 14 standards that are used across all CMOs. Teacher practice on each indicator is charted on a continuum from least to most effective, allowing teachers to benchmark their practice on each indicator and understand what would be required to progress to the next level of effectiveness. Across all indicators, the characteristics of performance are consistent at each level as follows:

  • Level I: The teacher fails to demonstrate effectively the specific indicator and student learning is negatively impacted.
  • Level II: The teacher is inconsistent or only partially successful in demonstrating the specific indicator; student learning is not maximized.
  • Level III: The teacher is consistent in demonstrating the specific indicatory; student learning is improved.
  • Level IV: The teacher is consistent in demonstrating the specific indicator and has created a classroom where students share in this responsibility; student learning is maximized.

Research to use when deciding on how to observe teacher’s practice: