<< 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 always Usually Sometimes Rarely
Teacher meets and greets each student using the Magic Triad. Teacher consistently uses the Magic Triad all day. Almost always Usually Sometimes Rarely
Teacher extends a friendly, encouraging attitude to all students. Almost always Usually Sometimes Rarely
Teacher displays, models, and uses quotes, Eight Expectations for Living, Life Principles, creeds, and character-building poetry in daily dialogue with students. Almost always Usually Sometimes Rarely
Teacher models enthusiasm and a positive attitude. Almost always Usually Sometimes Rarely
Teacher establishes classroom procedures. Almost always Usually Sometimes Rarely
Teacher practices classroom procedures with students until they are mastered. Almost always Usually Sometimes Rarely
Teacher demonstrates respect for students and colleagues. Almost always Usually Sometimes Rarely
Teacher uses positive dialogue that promotes the idea that mistakes are okay because they provide opportunities for learning. Almost always Usually Sometimes Rarely

 

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 always Usually Sometimes Rarely
Teacher models, encourages, and redirects students to use complete sentences. Almost always Usually Sometimes Rarely
Teacher models, encourages, and redirects students to address teachers and fellow classmates by name. Almost always Usually Sometimes Rarely
Teacher uses positive dialogue (in a coaching manner) to redirect students to rephrase incomplete sentences. Almost always Usually Sometimes Rarely
Teacher uses positive dialogue (in a coaching manner) to redirect students to rephrase grammatical errors within sentences. Almost Always Usually Sometimes Rarely
Teacher uses positive dialogue (in a coaching manner) to redirect students to address teachers and fellow students by name. Almost Always Usually Sometimes Rarely

 


Practice #3: Students are taught as a whole group, thoroughly and to mastery, with intensive and specific modifications insuring 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 always Usually Sometimes Rarely
Teacher actively engages all students in all lessons. Almost always Usually Sometimes Rarely
Teacher provides instruction in whole-group setting. Almost always Usually Sometimes Rarely
Teacher provides frequent feedback keeping students encouraged, focused, and on-task. Almost always Usually Sometimes Rarely
Teacher assesses the knowledge level and collective/individual learning needs of students through questioning and processing activities. Almost always Usually Sometimes Rarely
Teacher revisits newly learned content/concepts frequently. Almost always Usually Sometimes Rarely
Teacher develops a variety of activities to assist students in processing new information. Almost always Usually Sometimes Rarely
Teacher provides numerous opportunities for students to participate in flexible groups based on individual modifications needed. Almost always Usually Sometimes Rarely
Teacher engages in positive dialogue with students. Almost always Usually Sometimes Rarely
Teacher uses proximity to keep students engaged and focused. Almost always Usually Sometimes Rarely

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 Always Usually Sometimes Rarely
Teacher develops creative, meaningful, and useful content that builds an emotional link between students and learning. Almost Always Usually Sometimes Rarely
Teacher builds into each lesson adequate time for processing new information and making connections to past learning. Almost Always Usually Sometimes Rarely
Teacher accommodates different learning styles by including elements of visual, auditory, and tactile/kinesthetic styles. Almost Always Usually Sometimes Rarely
Teacher provides frequent feedback to keep students on right track while learning and encourages students to self-evaluate learning. Almost Always Usually Sometimes Rarely
Teacher connects what has already been learned with subsequent material to assist students in understanding the relevance and meaning of the new knowledge. Almost Always Usually Sometimes Rarely
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 Always Usually Sometimes Rarely
Teacher provides opportunities for students to demonstrate learning through creative alternatives to pencil/paper tests. Almost Always Usually Sometimes

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 Always Usually Sometimes Rarely
Teacher facilitates discussions by using open-ended questions. Almost always Usually Sometimes Rarely
Teacher develops procedures to insure students apply and analyze concepts, synthesize elements, and evaluate information. Almost always Usually Sometimes Rarely
Teacher designs integrated lessons that weave critical thinking strategies into the content and extension activities. Almost always Usually Sometimes Rarely
Teacher allows time for students to process information. Almost always Usually Sometimes Rarely
Teacher accommodates different learning styles. Almost Always Usually Sometimes Rarely
Teacher facilitates the development of different forms of intelligence. Almost Always Usually Sometimes Rarely
Teacher offers dynamic multi-disciplinary approaches to teaching and learning. Almost Always Usually Sometimes Rarely
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 Always Usually Sometimes Rarely
Teacher uses authentic assessments to check for student understanding. Almost Always Usually Sometimes Rarely

 

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 Always Usually Sometimes Rarely
Teacher demonstrates respect for students. Almost Always Usually Sometimes Rarely
Teacher using team building activities, etc. , to develop a feeling of community in the classroom. Almost Always Usually Sometimes Rarely
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 Always Usually Sometimes Rarely
Teacher is proactive in all things. Almost Always Usually Sometimes Rarely
Teacher uses music to create a non-threatening environment that is conducive to learning. Almost Always Usually Sometimes Rarely
Teacher affirms and redirects students through the use of quotes, positive phrases, and expressions. Almost Always Usually Sometimes Rarely
Teacher establishes classroom procedures using the Eight Expectations for Living. Almost Always Usually Sometimes Rarely
Teacher develops trust with students by teaching and modeling Covey's Eight Ways to Build Trust. Almost Always Usually Sometimes Rarely
Teacher removes all negative labels. Almost Always Usually Sometimes Rarely
Teacher empowers students with positive dialogue about their potential successes, rather than their failures. Almost Always Usually Sometimes Rarely
Teacher teaches with compassion, understanding, and flexibility. Almost Always Usually Sometimes Rarely
Teacher acknowledges and thanks students for their contributions. Almost Always Usually Sometimes Rarely
Teacher gives immediate, positive feedback and coaches students toward mastering their goals. Almost Always Usually Sometimes Rarely

 

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

 

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 Always Usually Sometimes Rarely
The teacher uses excerpts from wisdom literature to create the "stage" for new topics/concepts/lessons. Almost Always Usually Sometimes Rarely
The teacher introduces authors and how their writings relate to real life. Almost Always Usually Sometimes Rarely
The teacher allows students to create their own form of book report. Almost Always Usually Sometimes Rarely
The teacher creates units of study around a piece of literature. Almost Always Usually Sometimes Rarely
The teacher helps students develop an increased vocabulary by using a lexicon, word wall, word of the day, etc. Almost Always Usually Sometimes Rarely
The teacher facilitates discussion groups for reviewing and reflecting on a piece of literature. Almost Always Usually Sometimes Rarely
The teacher encourages the use of new vocabulary words in journal writing, discussion, and oral communications. Almost Always Usually Sometimes Rarely

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

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 Always Usually Sometimes Rarely
The teacher displays student work in various ways. Almost Always Usually Sometimes Rarely
The teacher displays student work throughout the school (hallways, cafeteria, etc.). Almost Always Usually Sometimes Rarely
The teacher omits grades on displayed work. Almost Always Usually Sometimes Rarely
The teacher uses positive captions to highlight group work. Almost Always Usually Sometimes Rarely
The teacher writes rich, positive comments on student work. Almost Always Usually Sometimes Rarely
The teacher always looks for positive attributes in student work and insures that comments reflect this. Almost Always Usually Sometimes Rarely

 

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 Always Usually Sometimes Rarely
The teacher routinely reviews sounds, diacritical marks, spelling patterns, and morphologies. Almost Always Usually Sometimes Rarely
The teacher creates a word wall as a resource for students. Almost Always Usually Sometimes Rarely
The teacher syllabicates new vocabulary in a variety of ways (stepping, clapping, etc.). Almost Always Usually Sometimes Rarely
The teacher develops a classroom lexicon, encouraging discussion and integration across the curricula. Almost Always Usually Sometimes Rarely
The teacher provides the decoding skills needed for students to read and comprehend rich vocabulary drawn from wisdom literature. Almost Always Usually Sometimes Rarely

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 Always Usually Sometimes Rarely
The teacher provides time to discuss and process the meaning of each of the Eight Expectations for Living and the Life Principles. Almost Always Usually Sometimes Rarely
The teacher redirects and encourages students by using the Eight Expectations for Living and the Life Principles. Almost Always Usually Sometimes Rarely
The teacher determines, jointly, with students, the natural/logical consequences for specific disruptions. Almost Always Usually Sometimes Rarely
The teacher empowers students by providing opportunities for choice. Almost Always Usually Sometimes Rarely

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 Always Usually Sometimes Rarely
The teacher facilitates in the research and discussion of the meanings of difficult words, phrases, or sentences within the creed. Almost Always Usually Sometimes Rarely
The teacher involves all students in reciting or reflecting upon the creed daily. Almost Always Usually Sometimes Rarely
The teacher uses language from within the creed to redirect or affirm behavior of students. Almost Always Usually Sometimes Rarely

 

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 Always Usually Sometimes Rarely
The teacher compares each student only to him/herself, not others. Almost Always Usually Sometimes Rarely
The teacher allows time during direct instruction to gauge student comprehension. Almost Always Usually Sometimes Rarely
The teacher encourages and affirms students throughout the learning process. Almost Always Usually Sometimes Rarely
The teacher acknowledges student input and provides positive feedback. Almost Always Usually Sometimes Rarely
The teacher finds creative ways to showcase every student. Almost Always Usually Sometimes Rarely
The teacher reaffirms students that mistakes are learning opportunities and that each day is a new day. Almost Always Usually Sometimes Rarely
The teacher reduces the level of negative competition in the classroom. Almost Always Usually Sometimes Rarely
The teacher encourages students to bond with one another and to become active contributing parts of a larger community. Almost Always Usually Sometimes Rarely

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 Always Usually Sometimes Rarely
The teacher stands or walks about the classroom consistently, monitoring and motivating all students. Almost Always Usually Sometimes Rarely
The teacher engages all students in direct communication, making eye contact, varying tone of voice, and providing immediate feedback. Almost Always Usually Sometimes Rarely
The teacher involves all students personally, encouraging active participation and risk-taking. Almost Always Usually Sometimes Rarely
The teacher holds high expectations of all students. Almost Always Usually Sometimes Rarely
The teacher notices and encourages individual student strengths. Almost Always Usually Sometimes Rarely
The teacher offers students limitless opportunities for academic and social growth. Almost Always Usually Sometimes Rarely

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 Always Usually Sometimes Rarely
The teacher teaches students to properly greet visitors. Almost Always Usually Sometimes Rarely
The teacher establishes procedures for designating a door greeter (daily, weekly, etc.). Almost Always Usually Sometimes Rarely
The teacher provides a script to establish if/when an introduction is to be made. Almost Always Usually Sometimes Rarely
The teacher provides a cue to signal when the introduction is to be made. Almost Always Usually Sometimes Rarely
The teacher provides designated chairs for visitors. Almost Always Usually Sometimes Rarely

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 Always Usually Sometimes Rarely
The teacher uses praise, acknowledgment, and affirmations to create feelings of specialness in students. Almost Always Usually Sometimes Rarely
The teacher assists students in appreciating others by acknowledging others' accomplishments. Almost Always Usually Sometimes Rarely
The teacher encourages students to take risks by creating a threat-free environment where new ideas are welcomed and celebrated. Almost Always Usually Sometimes Rarely

 

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