Implementation Rubric Tables

<< Implementation Rubric Page One

The implementation rubric, found on the next few pages, was developed to assist teachers and administrators in measuring the level of GE implementation that occurs in classrooms. The rubric may be thought of as a sketch of the different stages involved in becoming a Model Implementer of Great Expectations. The rubric provides a tool for self-assessment, allowing a teacher/administrator to recognize growth in the implementation of specific classroom practices.

 Used wisely, with the understanding that the rubric is simply a sketch and not a complete description of model implementation, the specific observable "practice" characteristics can provide valuable feedback that helps guide efforts to implement the Great Expectations philosophy and methodology at a high level. The "practice" characteristics are offered in the spirit of providing constructive guidance and are not intended to be overly prescriptive.
  

Practice #1: The teacher models desired behaviors and attitudes such as those set forth in the Life Principles and the Eight Expectations for Living.
 

Implementation Characteristics Observable in a Classroom:
 

 

 "Practice"
 Characteristic 
 Model
 Implementer 
 Progressive
 Implementer 
 Transitional
 Implementer 
 Resistant
 Implementer 
Teacher arrives early to prepare classroom atmosphere and lessons.Almost alwaysUsuallySometimesRarely
Teacher meets and greets each student using the Magic Triad. Teacher consistently uses the Magic Triad all day.Almost alwaysUsuallySometimesRarely
Teacher extends a friendly, encouraging attitude to all students.Almost alwaysUsuallySometimesRarely
Teacher displays, models, and uses quotes, Eight Expectations for Living, Life Principles, creeds, and character-building poetry in daily dialogue with students.Almost alwaysUsuallySometimesRarely
Teacher models enthusiasm and a positive attitude.Almost alwaysUsuallySometimesRarely
Teacher establishes classroom procedures.Almost alwaysUsuallySometimesRarely
Teacher practices classroom procedures with students until they are mastered.Almost alwaysUsuallySometimesRarely
Teacher demonstrates respect for students and colleagues.Almost alwaysUsuallySometimesRarely
Teacher uses positive dialogue that promotes the idea that mistakes are okay because they provide opportunities for learning.Almost alwaysUsuallySometimesRarely

 

Practice #2: Students and teachers speak in complete sentences and address one another by name, demonstrating mutual respect and common courtesy.
 

Implementation Characteristics Observable in a Classroom:
 

 

 "Practice"
 Characteristic 
 Model
 Implementer 
 Progressive
 Implementer 
 Transitional
 Implementer 
 Resistant
 Implementer
 
Teacher establishes procedures for speaking in complete sentences and addressing one another by name.Almost alwaysUsuallySometimesRarely
Teacher models, encourages, and redirects students to use complete sentences.Almost alwaysUsuallySometimesRarely
Teacher models, encourages, and redirects students to address teachers and fellow classmates by name.Almost alwaysUsuallySometimesRarely
Teacher uses positive dialogue (in a coaching manner) to redirect students to rephrase incomplete sentences.Almost alwaysUsuallySometimesRarely
Teacher uses positive dialogue (in a coaching manner) to redirect students to rephrase grammatical errors within sentences.Almost AlwaysUsuallySometimesRarely
Teacher uses positive dialogue (in a coaching manner) to redirect students to address teachers and fellow students by name.Almost AlwaysUsuallySometimesRarely

 


Practice #3: Students are taught as a whole group, thoroughly and to mastery, with intensive and specific modifications ensuring success for all.
 

Implementation Characteristics Observable in a Classroom:
 

 

 "Practice"
 Characteristic 
 Model
 Implementer 
 Progressive
 Implementer 
 Transitional
 Implementer 
 Resistant
 Implementer
 
Teacher uses anticipatory activities that engage students, building on prior knowledge and emotionally connecting them to the content to be taught.Almost alwaysUsuallySometimesRarely
Teacher actively engages all students in all lessons.Almost alwaysUsuallySometimesRarely
Teacher provides instruction in whole-group setting.Almost alwaysUsuallySometimesRarely
Teacher provides frequent feedback keeping students encouraged, focused, and on-task.Almost alwaysUsuallySometimesRarely
Teacher assesses the knowledge level and collective/individual learning needs of students through questioning and processing activities.Almost alwaysUsuallySometimesRarely
Teacher revisits newly learned content/concepts frequently.Almost alwaysUsuallySometimesRarely
Teacher develops a variety of activities to assist students in processing new information.Almost alwaysUsuallySometimesRarely
Teacher provides numerous opportunities for students to participate in flexible groups based on individual modifications needed.Almost alwaysUsuallySometimesRarely
Teacher engages in positive dialogue with students.Almost alwaysUsuallySometimesRarely
Teacher uses proximity to keep students engaged and focused.Almost alwaysUsuallySometimesRarely

Practice #4: Lessons are integrated, related to the real world, reviewed consistently, and connected to subsequent curricula.
 

 

Implementation Characteristics Observable in a Classroom:
 

 

 "Practice"
 Characteristic 
 Model
 Implementer 
 Progressive
 Implementer 
 Transitional
 Implementer 
 Resistant
 Implementer 
Teacher provides a "hook" or "thread" to connect content & learning.Almost AlwaysUsuallySometimesRarely
Teacher develops creative, meaningful, and useful content that builds an emotional link between students and learning.Almost AlwaysUsuallySometimesRarely
Teacher builds into each lesson adequate time for processing new information and making connections to past learning.Almost AlwaysUsuallySometimesRarely
Teacher accommodates different learning styles by including elements of visual, auditory, and tactile/kinesthetic styles.Almost AlwaysUsuallySometimesRarely
Teacher provides frequent feedback to keep students on right track while learning and encourages students to self-evaluate learning.Almost AlwaysUsuallySometimesRarely
Teacher connects what has already been learned with subsequent material to assist students in understanding the relevance and meaning of the new knowledge.Almost AlwaysUsuallySometimesRarely
Teacher provides constant and consistent review of newly learned skills to assist students in maximizing internalization and to assist in the movement of knowledge from short-term to long-term memory.Almost AlwaysUsuallySometimesRarely
Teacher provides opportunities for students to demonstrate learning through creative alternatives to pencil/paper tests.Almost AlwaysUsuallySometimes

Rarely


Practice #5: Critical thinking skills are taught.

 

Implementation Characteristics Observable in a Classroom:
 

 

"Practice"
 Characteristic
Model
 Implementer
Progressive
 Implementer
Transitional
 Implementer
Resistant
 Implementer
Teacher uses movement/actions, and music to engage students' brains.Almost AlwaysUsuallySometimesRarely
Teacher facilitates discussions by using open-ended questions.Almost alwaysUsuallySometimesRarely
Teacher develops procedures to insure students apply and analyze concepts, synthesize elements, and evaluate information.Almost alwaysUsuallySometimesRarely
Teacher designs integrated lessons that weave critical thinking strategies into the content and extension activities.Almost alwaysUsuallySometimesRarely
Teacher allows time for students to process information.Almost alwaysUsuallySometimesRarely
Teacher accommodates different learning styles.Almost AlwaysUsuallySometimesRarely
Teacher facilitates the development of different forms of intelligence.Almost AlwaysUsuallySometimesRarely
Teacher offers dynamic multi-disciplinary approaches to teaching and learning.Almost AlwaysUsuallySometimesRarely
Teacher uses wisdom literature that causes students to draw conclusions, analyze cause and effect, examine opposite points of view, evaluate circumstances, weigh consequences, etc.Almost AlwaysUsuallySometimesRarely
Teacher uses authentic assessments to check for student understanding.Almost AlwaysUsuallySometimesRarely

 

Practice # 6: A non-threatening environment, conducive to risk-taking, is evident. Mistakes are okay. Students are taught to learn from their mistakes and to correct them.
 

Implementation Characteristics Observable in a Classroom:
 

 

 "Practice"
 Characteristic 
 Model
 Implementer 
 Progressive
 Implementer 
 Transitional
 Implementer 
 Resistant
 Implementer 
Teacher establishes rapport with students.Almost AlwaysUsuallySometimesRarely
Teacher demonstrates respect for students.Almost AlwaysUsuallySometimesRarely
Teacher using team building activities, etc. , to develop a feeling of community in the classroom.Almost AlwaysUsuallySometimesRarely
Teacher uses appropriate wisdom literature as models or patterns for students to follow as they learn from mistakes and accept responsibility for their own decisions/actions.Almost AlwaysUsuallySometimesRarely
Teacher is proactive in all things.Almost AlwaysUsuallySometimesRarely
Teacher uses music to create a non-threatening environment that is conducive to learning.Almost AlwaysUsuallySometimesRarely
Teacher affirms and redirects students through the use of quotes, positive phrases, and expressions.Almost AlwaysUsuallySometimesRarely
Teacher establishes classroom procedures using the Eight Expectations for Living.Almost AlwaysUsuallySometimesRarely
Teacher develops trust with students by teaching and modeling Covey's Eight Ways to Build Trust.Almost AlwaysUsuallySometimesRarely
Teacher removes all negative labels.Almost AlwaysUsuallySometimesRarely
Teacher empowers students with positive dialogue about their potential successes, rather than their failures.Almost AlwaysUsuallySometimesRarely
Teacher teaches with compassion, understanding, and flexibility.Almost AlwaysUsuallySometimesRarely
Teacher acknowledges and thanks students for their contributions.Almost AlwaysUsuallySometimesRarely
Teacher gives immediate, positive feedback and coaches students toward mastering their goals.Almost AlwaysUsuallySometimesRarely

 

Practice #7: Memory work, recitations, and/or writing occur daily. These enhance character development and effective communication skills while extending curricula. Recitations are exuberant and full of expression.
 

Implementation Characteristics Observable in a Classroom:
 

 

 "Practice"
 Characteristic 
 Model
 Implementer 
 Progressive
 Implementer 
 Transitional
 Implementer 
 Resistant
 Implementer 
Teacher assists students in memorizing quotes and poetry.Almost AlwaysUsuallySometimesRarely
Teacher provides opportunities for students to showcase in various ways.Almost AlwaysUsuallySometimesRarely
Teacher works with students to develop a school/class/personal creed which is recited or reflected upon daily and applied in daily dialogue.Almost AlwaysUsuallySometimesRarely
Teacher facilitates discussions and studies with students concerning challenging vocabulary from selected poetry, quotes, and recitations.Almost AlwaysUsuallySometimesRarely
Teacher engages students in journal writing each day.Almost AlwaysUsuallySometimesRarely
Teacher provides opportunities for students to memorize and recite character-building poetry, and quotes designed to build social competence.Almost AlwaysUsuallySometimesRarely
Teacher posts quotes and character-building poetry in the classroom.Almost AlwaysUsuallySometimesRarely
Teacher provides students with selections of quotations/poetry to use as resources.Almost AlwaysUsuallySometimesRarely
Teacher discusses and analyzes with students recitations, quotes, poetry to help them internalize ideas.Almost AlwaysUsuallySometimesRarely

 

Practice # 8: Enriched vocabulary is evident and is drawn directly from challenging writings and/or wisdom literature. Sources should include classic literature, myths, fables, poetry, proverbs, quotes, and other genres.
 

Implementation Characteristics Observable in a Classroom:
 

 

 "Practice"
 Characteristic 
 Model
 Implementer 
 Progressive
 Implementer 
 Transitional
 Implementer 
 Resistant
 Implementer 
The teacher selects meaningful classics, character-building poetry, myths, fables, proverbs, and quotes from various cultures as content for reading lessons.Almost AlwaysUsuallySometimesRarely
The teacher uses excerpts from wisdom literature to create the "stage" for new topics/concepts/lessons.Almost AlwaysUsuallySometimesRarely
The teacher introduces authors and how their writings relate to real life.Almost AlwaysUsuallySometimesRarely
The teacher allows students to create their own form of book report.Almost AlwaysUsuallySometimesRarely
The teacher creates units of study around a piece of literature.Almost AlwaysUsuallySometimesRarely
The teacher helps students develop an increased vocabulary by using a lexicon, word wall, word of the day, etc.Almost AlwaysUsuallySometimesRarely
The teacher facilitates discussion groups for reviewing and reflecting on a piece of literature.Almost AlwaysUsuallySometimesRarely
The teacher encourages the use of new vocabulary words in journal writing, discussion, and oral communications.Almost AlwaysUsuallySometimesRarely

Practice # 9: The Magic Triad, a positive and caring environment, and discipline with dignity and logic are evident.
 

 

Implementation Characteristics Observable in a Classroom:

 

 "Practice"
 Characteristic 
 Model
 Implementer 
 Progressive
 Implementer 
 Transitional
 Implementer 
 Resistant
 Implementer 
The teacher demonstrates, teaches, and models the Magic Triad.Almost AlwaysUsuallySometimesRarely
The teacher consistently greets students using the Magic Triad and models it throughout the day.Almost AlwaysUsuallySometimesRarely
The teacher takes time to speak to each student every day and allows students time to interact with one another.Almost AlwaysUsuallySometimesRarely
The teacher listens intently and empathetically to students.Almost AlwaysUsuallySometimesRarely
The teacher verbally affirms students daily.Almost AlwaysUsuallySometimesRarely
The teacher redirects any sarcasm/negativity heard from students.Almost AlwaysUsuallySometimesRarely
The teacher posts and uses quotes, proverbs, Eight Expectations for Living, Life Principles, creed, character-building poetry to affirm and/or redirect students.Almost AlwaysUsuallySometimesRarely
The teacher moves around the classroom, using proximity to monitor class activities.Almost AlwaysUsuallySometimesRarely
The teacher seeks to change behavior(s), not to punish students.Almost AlwaysUsuallySometimesRarely
The teacher uses positive dialog with everyone.Almost AlwaysUsuallySometimesRarely
The teacher creates an optimal learning environment of low stress and high challenge.Almost AlwaysUsuallySometimesRarely
The teacher builds good parent relationships.Almost AlwaysUsuallySometimesRarely

Practice # 10: Every student's work is displayed in some form. Teachers provide positive commentary through oral and/or written feedback.
 

 

Implementation Characteristics Observable in a Classroom:
 

 

 "Practice"
 Characteristic 
 Model
 Implementer 
 Progressive
 Implementer 
 Transitional
 Implementer 
 Resistant
 Implementer
 
The teacher develops a list of encouraging remarks to be used as positive commentary.Almost AlwaysUsuallySometimesRarely
The teacher displays student work in various ways.Almost AlwaysUsuallySometimesRarely
The teacher displays student work throughout the school (hallways, cafeteria, etc.).Almost AlwaysUsuallySometimesRarely
The teacher omits grades on displayed work.Almost AlwaysUsuallySometimesRarely
The teacher uses positive captions to highlight group work.Almost AlwaysUsuallySometimesRarely
The teacher writes rich, positive comments on student work.Almost AlwaysUsuallySometimesRarely
The teacher always looks for positive attributes in student work and insures that comments reflect this.Almost AlwaysUsuallySometimesRarely

 

Practice #11: Word identification skills are used as a foundation for expanding the use of the English language.
 

Implementation Characteristics Observable in a Classroom:
 

 

 "Practice"
 Characteristic 
 Model
 Implementer 
 Progressive
 Implementer 
 Transitional
 Implementer 
 Resistant
 Implementer 
The teacher displays and routinely uses grade-appropriate phonics cards.Almost AlwaysUsuallySometimesRarely
The teacher routinely reviews sounds, diacritical marks, spelling patterns, and morphologies.Almost AlwaysUsuallySometimesRarely
The teacher creates a word wall as a resource for students.Almost AlwaysUsuallySometimesRarely
The teacher syllabicates new vocabulary in a variety of ways (stepping, clapping, etc.).Almost AlwaysUsuallySometimesRarely
The teacher develops a classroom lexicon, encouraging discussion and integration across the curricula.Almost AlwaysUsuallySometimesRarely
The teacher provides the decoding skills needed for students to read and comprehend rich vocabulary drawn from wisdom literature.Almost AlwaysUsuallySometimesRarely

Practice #12: Students assume responsibility for their own behavior. Their choices determine consequences.
 

 

Implementation Characteristics Observable in a Classroom:
 

 

 "Practice"
 Characteristic 
 Model
 Implementer 
 Progressive
 Implementer 
 Transitional
 Implementer 
 Resistant
 Implementer 
The teacher displays, teaches, models the Eight Expectations for Living and the Life Principles.Almost AlwaysUsuallySometimesRarely
The teacher provides time to discuss and process the meaning of each of the Eight Expectations for Living and the Life Principles.Almost AlwaysUsuallySometimesRarely
The teacher redirects and encourages students by using the Eight Expectations for Living and the Life Principles.Almost AlwaysUsuallySometimesRarely
The teacher determines, jointly, with students, the natural/logical consequences for specific disruptions.Almost AlwaysUsuallySometimesRarely
The teacher empowers students by providing opportunities for choice.Almost AlwaysUsuallySometimesRarely

Practice #13: A school, class, or personal creed is recited or reflected upon daily to reaffirm commitment to excellence.
 

 

Implementation Characteristics Observable in a Classroom:
 

 

 "Practice"
 Characteristic 
 Model
 Implementer 
 Progressive
 Implementer 
 Transitional
 Implementer 
 Resistant
 Implementer 
The teacher involves all students in developing and memorizing a school/class/personal creed.Almost AlwaysUsuallySometimesRarely
The teacher facilitates in the research and discussion of the meanings of difficult words, phrases, or sentences within the creed.Almost AlwaysUsuallySometimesRarely
The teacher involves all students in reciting or reflecting upon the creed daily.Almost AlwaysUsuallySometimesRarely
The teacher uses language from within the creed to redirect or affirm behavior of students.Almost AlwaysUsuallySometimesRarely

 

Practice #14: All students experience success. The teacher guarantees it by comparing students to their own past performance, not the performance of others. Students are showcased, and past failures are disregarded.
 

Implementation Characteristics Observable in a Classroom:
 

 

 "Practice" Characteristic 
 Model
 Implementer 
 Progressive
 Implementer 
 Transitional
 Implementer 
 Resistant
 Implementer 
The teacher includes positive written or spoken commentary on all posted and non-posted student work.Almost AlwaysUsuallySometimesRarely
The teacher compares each student only to him/herself, not others.Almost AlwaysUsuallySometimesRarely
The teacher allows time during direct instruction to gauge student comprehension.Almost AlwaysUsuallySometimesRarely
The teacher encourages and affirms students throughout the learning process.Almost AlwaysUsuallySometimesRarely
The teacher acknowledges student input and provides positive feedback.Almost AlwaysUsuallySometimesRarely
The teacher finds creative ways to showcase every student.Almost AlwaysUsuallySometimesRarely
The teacher reaffirms students that mistakes are learning opportunities and that each day is a new day.Almost AlwaysUsuallySometimesRarely
The teacher reduces the level of negative competition in the classroom.Almost AlwaysUsuallySometimesRarely
The teacher encourages students to bond with one another and to become active contributing parts of a larger community.Almost AlwaysUsuallySometimesRarely

Practice #15: The teacher teaches on his/her feet, engages students personally, holds high expectations of students, and does not limit them to grade level or perceived ability.
 

 

Implementation Characteristics Observable in a Classroom:
 

 

 "Practice"
 Characteristic 
 Model
 Implementer 
 Progressive
 Implementer 
 Transitional
 Implementer 
 Resistant
 Implementer 
The teacher arranges the classroom in a manner that allows for mobility.Almost AlwaysUsuallySometimesRarely
The teacher stands or walks about the classroom consistently, monitoring and motivating all students.Almost AlwaysUsuallySometimesRarely
The teacher engages all students in direct communication, making eye contact, varying tone of voice, and providing immediate feedback.Almost AlwaysUsuallySometimesRarely
The teacher involves all students personally, encouraging active participation and risk-taking.Almost AlwaysUsuallySometimesRarely
The teacher holds high expectations of all students.Almost AlwaysUsuallySometimesRarely
The teacher notices and encourages individual student strengths.Almost AlwaysUsuallySometimesRarely
The teacher offers students limitless opportunities for academic and social growth.Almost AlwaysUsuallySometimesRarely

Practice #16: Each classroom has a student who greets visitors and makes them feel welcome and comfortable.
 

 

Implementation Characteristics Observable in a Classroom:
 

 

 "Practice"
 Characteristic 
 Model
 Implementer 
 Progressive
 Implementer 
 Transitional
 Implementer 
 Resistant
 Implementer 
The teacher processes with students why, how, and when the door greeter is beneficial.Almost AlwaysUsuallySometimesRarely
The teacher teaches students to properly greet visitors.Almost AlwaysUsuallySometimesRarely
The teacher establishes procedures for designating a door greeter (daily, weekly, etc.).Almost AlwaysUsuallySometimesRarely
The teacher provides a script to establish if/when an introduction is to be made.Almost AlwaysUsuallySometimesRarely
The teacher provides a cue to signal when the introduction is to be made.Almost AlwaysUsuallySometimesRarely
The teacher provides designated chairs for visitors.Almost AlwaysUsuallySometimesRarely

Practice # 17:Teachers and students celebrate the successes of others.
 

 

Implementation Characteristics Observable in a Classroom:
 

 

 "Practice"
 Characteristic 
 Model
 Implementer 
 Progressive
 Implementer 
 Transitional
 Implementer 
 Resistant
 Implementer 
The teacher celebrates the successes of students.Almost AlwaysUsuallySometimesRarely
The teacher uses praise, acknowledgment, and affirmations to create feelings of specialness in students.Almost AlwaysUsuallySometimesRarely
The teacher assists students in appreciating others by acknowledging others' accomplishments.Almost AlwaysUsuallySometimesRarely
The teacher encourages students to take risks by creating a threat-free environment where new ideas are welcomed and celebrated.Almost AlwaysUsuallySometimesRarely

 

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