Life-Long Learning

TEACH Rubric for Evaluation

Success Categories	1 Awareness	2 Emerging	3 Developing	4 Accomplished
Classroom Structure	Classroom structure prohibits and/or limits student engagement.	There is evidence of a transition from a traditional classroom to a more flexible learning environment.	Classroom structure supports a flexible learning environment that allows for collaboration, hands-on activities, personal research, and inquiry.	Evidence of a positive classroom structure yields authentically engaged students.
Instructional Practices	There is no evidence of student engagement in collaborative, inquiry based, research focused, and standards driven activities.	There is evidence of minimal engagement in collaborative, inquiry based, research focused, and standards driven activities.	Students are engaged in collaborative, inquiry based, research focused, and standards driven activities that result in academic success.	Academic success is evidenced by ongoing growth in student achievement.
Emotional and Social Well-being	There is no organizational approach to ensuring emotional and social well-being.	Some administrators, teachers, and staff model supportive, kind, and respectful behavior. There is evidence of inconsistency in recognizing and responding to the emotional and social well-being of students and staff.	Administrators, teachers, and staff model supportive, kind, and respectful behavior. An effective system is also in place to recognize and respond to the emotional and social well-being of students and staff.	In addition to administrators, teachers and staff, there is evidence that students recognize and respond to the emotional and social well-being of others, as well as take a lead in establishing a respectful school environment.
Career Education and Planning	There is no evidence of a career education initiative.	There is evidence of a career education initiative; however, it lacks consistency.	There is evidence of a comprehensive career education initiative leading to selection of a graduation endorsement and participation in career preparation.	The comprehensive career education initiative serves as a model for other schools and districts.
Service Learning	There is no evidence of service-learning opportunities.	A plan is being developed to provide service-learning opportunities.	There is evidence of some service-learning opportunities.	Service learning is integrated into authentic classroom learning.
Experiential Learning (hands-on, interactive, and collaborative activities that result in authentic engagement and academic success)	There is no evidence of opportunities for experiential learning.	There is some planning in place for experiential learning, but it lacks consistency.	There is a systemic approach to providing experiential learning for some students.	There is a systemic approach to providing experiential learning for all students.
Technological Competency	There is no evidence of technology integration to enhance learning.	Students and teachers use technology; however, evidence is inconsistent that it increases learning achievement.	Students and teachers demonstrate effective use of technology integration to enhance learning.	Evidence of increased academic success exists because of effective technology integration.