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: Educators and learners model 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: Educators and learners 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: Learners are taught thoroughly and to mastery, ensuring success for all. Whole group instruction is interwoven with flexible group instruction and individual instruction.
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: Learning experiences 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: The environment is non-threatening and conducive to risk-taking. Mistakes are viewed as opportunities to learn and grow.
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.
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, informational text, and/or wisdom literature.
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: Learner’s work is displayed in some form. Positive and timely feedback is provided 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: Learners assume responsibility for their own behavior. Their choices determine the 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 learners experience success. The educator guarantees it by comparing learners to their own past performance, not the performance of others. Learners 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: Educators teach on their feet, thus utilizing proximity.
They engage learners personally, hold high expectations of learners, and should not limit learners 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: Educators and learners employ effective interpersonal communication skills.
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: Educators and Learners 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 |