TEACH Rubric for Evaluation
| Success Categories | 1 Awareness | 2 Emerging | 3 Developing | 4 Accomplished |
|---|---|---|---|---|
| Culturally Responsive Instruction | There is no evidence of a research-based curricula and culturally responsive instruction. | District provides research-based culturally focused curricula. | Using the research-based curricula, the instruction is culturally responsive as evidenced by adjusting the teaching to meet the needs and experiences of the students resulting in satisfactory student performance. | Using the research-based curricula, the instruction is culturally responsive as evidenced by adjusting the teaching to meet the needs and experiences of the students resulting in exemplary student performance. |
| Cultural Biases | Faculty and staff are not aware of their cultural biases. | Faculty and staff are aware of their cultural biases. | Faculty and staff recognize and monitor their cultural biases in order to make learning more relevant and effective. | In addition, faculty and staff help students recognize and monitor their cultural biases. |
| Instructional Resources | Curriculum resources that include multicultural materials are rarely used in daily instruction. | Curriculum resources that include multicultural materials are sometimes used in daily instruction. | Curriculum resources that include multicultural materials are consistently integrated into their daily instruction. | In addition to consistently integrating multicultural materials into daily instruction, there is evidence that the district and campuses incorporate community activities and multicultural experiences. |
| Celebrations | There is no evidence that different cultures are recognized and celebrated. | There is minimal evidence that different cultures are recognized and celebrated. | There is strong evidence that different cultures are consistently recognized and celebrated through campus events and activities embedded in every day instruction. | The events and embedded instructional activities to recognize and celebrate different cultures are serving as models for other educators. |
| Equity | Based on campus/district population distribution, data indicates large discrepancies between and among subpopulation or culture. | Based on campus/district population distribution, data indicates minimal discrepancies between and among subpopulation or culture. | Based on campus/district population distribution, data indicates equitable results with no subpopulation or culture negatively impacted and student achievement at a satisfactory level. | Based on campus/district population distribution, data indicates equitable results with no subpopulation or culture negatively impacted and student achievement at an exemplary level. |
| Respect and Appreciation of Differences | There is strong evidence through climate surveys, discipline data, teacher retention rates and student achievement that students and staff do not respect and appreciate different cultures. | There is minimal evidence through climate surveys, discipline data, teacher retention rates and student achievement that students and staff respect and appreciate different cultures. | There is strong evidence through climate surveys, discipline data, teacher retention rates and student achievement that students and staff respect and appreciate different cultures. | The campus/district serves as a model for establishing a positive climate. |