05 5d Rubric With Notes Box

5D+ Teacher Evaluation Rubric
We know that building the capacity of teachers will lead to better instruction and greater learning for all students. Helping educators understand what good
teaching looks like is at the heart of the Center for Educational Leadership’s 5D+ Teacher Evaluation Rubric – a growth-oriented tool for improving instruction.
Dimensions of the 5D+ Teacher Evaluation Rubric Performance Levels

The 5D+ Teacher Evaluation Rubric is based on the 5 Dimensions Performance levels within each indicator are used to delineate
of Teaching and Learning (5D) instructional framework, which is teaching practice, from unsatisfactory to basic, proficient and
derived from an extensive study of research on the core elements distinguished. The sophistication of teaching practice and the role of
that constitute quality instruction. These core elements have been students increase across the levels of performance. The language
incorporated into the 5D framework and 5D+ rubric as five dimensions – describing each performance level has been carefully examined by a
Purpose, Student Engagement, Curriculum & Pedagogy, Assessment psychometrician to assure clarity, to avoid the risk of a teacher being
for Student Learning, and Classroom Environment & Culture – which rated more than once for similar teaching behavior, and to ensure
are divided into 13 subdimensions. The 5D+ rubric also includes that each indicator evaluates only one aspect of teaching practice. A
Professional Collaboration and Communication, which is based on careful analysis of instructional practice leads to the determination of a
activities and relationships that teachers engage in outside of teacher’s performance level on each indicator.
classroom instruction.
Resources and Support
Organization of the 5D+ Teacher Evaluation Rubric
This 5D+ Teacher Evaluation Rubric is available as a pdf on the
The 5D+ rubric is composed of 37 indicators of teacher performance, University of Washington Center for Educational Leadership website
each appearing on a separate page of the rubric. In the example at www.k-12leadership.org/teacher-eval. You will also find associated
below: the dimension is Purpose, the subdimension is Standards, resource materials and a description of the services CEL can provide
and the indicator is Connection to Standards, Broader Purpose and to support your implementation.
Transferable Skill. The pages are colored-coded by dimension.
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1
5D+™ Teacher Evaluation Rubric
P1 Purpose
Standards: Connection to standards, broader purpose and transferable skill
Unsatisfactory Basic Proficient Distinguished
The lesson is not based on grade level The lesson is based on grade level The lesson is based on grade level The lesson is based on grade level
standards. There are no learning standards and the learning target(s) standards and the learning target(s) standards and the learning target(s)
targets aligned to the standard. The align to the standard. The lesson is align to the standard. The lesson is align to the standard. The lesson is
lesson does not link to broader purpose occasionally linked to broader purpose frequently linked to broader purpose or consistently linked to broader purpose
or a transferable skill. or a transferable skill. a transferable skill. or a transferable skill.
COPYRIGHT ©2012 UNIVERSITY OF WASHINGTON, CENTER FOR EDUCATIONAL LEADERSHIP. TO ORDER COPIES OR REQUEST PERMISSION TO REPRODUCE MATERIALS, EMAIL EDLEAD@U.WASHINGTON.EDU, CALL
THE CENTER FOR EDUCATIONAL LEADERSHIP AT 206-221-6881, OR GO TO WWW.K-12LEADERSHIP.ORG. NO PART OF THIS PUBLICATION MAY BE REPRODUCED, STORED IN A RETRIEVAL SYSTEM, USED IN A
SPREADSHEET, OR TRANSMITTED IN ANY FORM OR BY ANY MEANS—ELECTRONIC, MECHANICAL, PHOTOCOPYING, RECORDING, OR OTHERWISE—WITHOUT PERMISSION OF THE CENTER FOR EDUCATIONAL
LEADERSHIP.
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Version 2 2 P1
P2 Purpose
Standards: Connection to previous and future lessons
The lesson is rarely or never linked to The lesson is clearly linked to previous The lesson is clearly linked to previous The lesson is clearly linked to previous
previous and future lessons. and future lessons. and future lessons. Lessons build on and future lessons. Lessons build on
each other in a logical progression. each other in ways that enhance
student learning. Students understand
how the lesson relates to previous
lesson.
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Version 2 3 P2
P3 Purpose
Teaching Point: Teaching point(s) are based on students’ learning needs
Teacher rarely or never bases the Teacher bases the teaching point(s) on Teacher bases the teaching point(s) on Teacher bases the teaching point(s) on
teaching point(s) on students’ learning limited aspects of students’ learning the learning needs – academic the learning needs – academic
needs – academic background, life needs – academic background, life background, life experiences, culture background, life experiences, culture
experiences, culture and language. experiences, culture and language. and language – for some groups of and language – for groups of students
students. and individual students.
Version 2 4 P3
P4 Purpose
Learning Target: Communication of learning target(s)
Teacher rarely or never states or Teacher states the learning target(s) at Teacher communicates the learning Teacher communicates the learning
communicates with students about the the beginning of each lesson. target(s) through verbal and visual target(s) through verbal and visual
learning target(s). strategies and checks for student strategies, checks for student
understanding of what the target(s) are. understanding of what the target(s) are
and references the target throughout
instruction.
Version 2 5 P4
P5 Purpose
Learning Target: Success criteria and performance task(s)
The success criteria for the learning The success criteria for the learning The success criteria for the learning The success criteria for the learning
target(s) are nonexistent or aren’t clear target(s) are clear to students. The target(s) are clear to students. The target(s) are clear to students. The
to students. performance tasks align to the success performance tasks align to the success performance tasks align to the success
criteria in a limited manner. criteria. criteria. Students refer to success
criteria and use them for improvement.
Version 2 6 P5
SE1 Student Engagement

Intellectual Work: Quality of questioning
Teacher rarely or never asks Teacher occasionally asks questions Teacher frequently asks questions to Teacher frequently asks questions to
questions to probe and deepen to probe and deepen students’ probe and deepen students’ probe and deepen students’
students’ understanding or uncover understanding or uncover understanding or uncover understanding or uncover
misconceptions. misconceptions. misconceptions. Teacher assists misconceptions. Teacher assists
students in clarifying their thinking with students in clarifying and assessing their
one another. thinking with one another. Students
question one another to probe for
deeper thinking.
Version 2 7 SE 1

Intellectual Work: Ownership of learning
Teacher rarely or never provides Teacher occasionally provides Teacher provides opportunities and Teacher consistently provides
opportunities and strategies for opportunities and strategies for strategies for students to take opportunities and strategies for
students to take ownership of their students to take ownership of their ownership of their learning. Some students to take ownership of their
own learning to develop, test and learning. Locus of control is with locus of control is with students in learning. Most locus of control is with
refine their thinking. teacher. ways that support students’ learning. students in ways that support students’
learning.
Version 2 8 SE 2

Engagement Strategies: High cognitive demand
Teacher expectations and strategies Teacher expectations and strategies Teacher expectations and strategies Teacher expectations and strategies
engage few or no students in work of engage some students in work of high engage most students in work of high engage all students in work of high
high cognitive demand. cognitive demand. cognitive demand. cognitive demand.
Version 2 9 SE 3

Engagement Strategies: Strategies that capitalize on learning needs of students
Teacher rarely or never uses strategies Teacher uses strategies that capitalize Teacher uses strategies that capitalize Teacher uses strategies that capitalize
based on the learning needs of and are based on learning needs of and are based on learning needs of and build upon learning needs of
students – academic background, life students – academic background, life students – academic background, life students – academic background, life
experiences, culture and language of experience and culture and language experiences, culture and language of experiences, culture and language of
students. of students – for the whole group. students – for the whole group and students – for the whole group, small
small groups of students. groups of students and individual
students.
Version 2 10 SE 4

Engagement Strategies: Expectation, support and opportunity for participation and meaning making
Teacher rarely or never uses Teacher uses engagement strategies Teacher sets expectation and provides Teacher sets expectation and provides
engagement strategies and structures and structures that facilitate support for a variety of engagement support for a variety of engagement
that facilitate participation and meaning participation and meaning making by strategies and structures that facilitate strategies and structures that facilitate
making by all students. Few students students. Some students have the participation and meaning making by participation and meaning making by
have the opportunity to engage in opportunity to engage in quality talk. students. Most students have the students. All students have the
quality talk. opportunity to engage in quality talk. opportunity to engage in quality talk.
Routines are often student-led.
Version 2 11 SE 5

Talk: Substance of student talk
Student talk is nonexistent or is Student talk is directed to teacher. Talk Student-to-student talk reflects Student-to-student talk reflects
unrelated to content or is limited to associated with content occurs knowledge and ways of thinking knowledge and ways of thinking
single-word responses or incomplete between students, but students do not associated with the content. Students associated with the content. Students
sentences directed to teacher. provide evidence for their thinking. provide evidence to support their provide evidence to support their
thinking. arguments and new ideas.
Version 2 12 SE 6
CP1 Curriculum & Pedagogy

Curriculum: Alignment of instructional materials and tasks
Instructional materials and tasks Instructional materials and tasks align Instructional materials and tasks align Instructional materials and tasks align
rarely or never align with the purpose with the purpose of the unit and lesson. with the purpose of the unit and lesson. with the purpose of the unit and lesson.
of the unit and lesson. Materials and tasks frequently align Materials and tasks consistently align
with student’s level of challenge. with student’s level of challenge.
Version 2 13 CP 1

Teaching Approaches and/or Strategies: Discipline-specific conceptual understanding
Teacher rarely or never uses discipline- Teacher occasionally uses discipline- Teacher frequently uses discipline- Teacher consistently uses discipline-
specific teaching approaches and specific teaching approaches and specific teaching approaches and specific teaching approaches and
strategies that develop students’ strategies that develop students’ strategies that develop students’ strategies that develop students’
conceptual understanding. conceptual understanding. conceptual understanding. conceptual understanding.
Version 2 14 CP 2

Teaching Approaches and/or Strategies: Pedagogical content knowledge
Instruction is rarely or never consistent Instruction is occasionally consistent Instruction is frequently consistent with Instruction is always consistent with
with pedagogical content knowledge with pedagogical content knowledge pedagogical content knowledge and pedagogical content knowledge and
and does not support students in and supports students in discipline- supports students in discipline-specific supports students in discipline-specific
discipline-specific habits of thinking. specific habits of thinking. habits of thinking. habits of thinking.
Version 2 15 CP 3

Teaching Approaches and/or Strategies: Teacher knowledge of content
Teacher demonstrates a lack of Teacher demonstrates a basic Teacher demonstrates a solid Teacher demonstrates an in-depth
knowledge of discipline-based knowledge of how discipline-based understanding of how discipline-based understanding of how discipline-based
concepts by making content errors. concepts relate to or build upon one concepts relate to or build upon one concepts relate to or build upon one
another. another. Teacher identifies and another. Teacher identifies and
addresses student misconceptions in addresses student misconceptions that
the lesson or unit. impact conceptual understanding over
time.
Version 2 16 CP 4

Teaching Approaches and/or Strategies: Differentiated instruction
Teacher rarely or never uses strategies Teacher occasionally uses strategies Teacher frequently uses strategies that Teacher consistently uses strategies
that differentiate for individual learning that differentiate for individual learning differentiate for individual learning that differentiate for individual learning
strengths and needs. strengths and needs. strengths and needs. strengths and needs.
Version 2 17 CP 5

Scaffolds for Learning: Scaffolds the task
Teacher rarely or never provides Teacher provides limited scaffolds and Teacher provides scaffolds and Teacher provides scaffolds and
scaffolds and structures that are related structures that may or may not be structures that are clearly related to structures that are clearly related to
to and support the development of the related to and support the develop- and support the development of the and support the development of the
targeted concepts and/or skills. ment of the targeted concepts and/or targeted concepts and/or skills. targeted concepts and/or skills.
skills. Students use scaffolds across tasks
with similar demands.
Version 2 18 CP 6

Scaffolds for Learning: Gradual release of responsibility
Teacher rarely or never uses strategies Teacher occasionally uses strategies Teacher frequently uses strategies for Teacher consistently uses strategies
for the purpose of gradually releasing for the purpose of gradually releasing the purpose of gradually releasing for the purpose of gradually releasing
responsibility to students to promote responsibility to students to promote responsibility to students to promote responsibility to students to promote
learning and independence. learning and independence. learning and independence. learning and independence. Students
expect to be self-reliant.
Version 2 19 CP 7
A1 Assessment for Student Learning

Assessment: Self-assessment of learning connected to the success criteria
Students are rarely or never given an Students are occasionally given an Students frequently assess their own Students consistently assess their own
opportunity to assess their own opportunity to assess their own learning in relation to the success learning in relation to the success
learning in relation to the success learning in relation to the success criteria for the learning target. criteria and can determine where they
criteria for the learning target. criteria for the learning target. are in connection to the learning target.
Version 2 20 A1

Assessment: Demonstration of learning
Assessments are not aligned with the Assessment tasks are partially aligned Assessment tasks are aligned with the Assessment tasks are aligned with the
learning targets. with the learning targets, allowing learning targets, allowing students to learning targets and allow students to
students to demonstrate some demonstrate their understanding and/or demonstrate complex understanding
understanding and/or skill related to the skill related to the learning targets. and/or skill related to the learning
targets. targets.
Version 2 21 A2

Assessment: Formative assessment opportunities
Teacher rarely or never provides Teacher only provides formative Teacher provides formative Teacher provides a variety of strategies
formative assessment opportunities assessment opportunities to determine assessment opportunities that align for formative assessment that align with
during the lesson. students’ understanding of directions with the learning target(s). the learning target(s).
and task.
Version 2 22 A3

Assessment: Collection systems for formative assessment data
Teacher rarely or never uses an Teacher has an observable system Teacher has an observable system Teacher has an observable system and
observable system and/or routines for and routines for recording formative and routines for recording formative routines for recording formative
recording formative assessment data. assessment data and occasionally assessment data, uses multiple assessment data, uses multiple sources
uses the system for instructional sources and frequently uses the and consistently uses the system for
purposes. system for instructional purposes. instructional purposes.
Version 2 23 A4

Assessment: Student use of assessment data
Students rarely or never use Students occasionally use assessment Students frequently use assessment Students consistently use assessment
assessment data to assess their data to assess their own learning, data to assess their own learning, data to assess their own learning,
own learning. determine learning goals and monitor determine learning goals and monitor determine learning goals and monitor
progress over time. progress over time. progress over time.
Version 2 24 A5

Adjustments: Teacher use of formative assessment data
Teacher rarely or never uses formative Teacher uses formative assessment Teacher uses formative assessment Teacher uses formative assessment
assessment data to make instructional data to modify future lessons. data to make in-the-moment data to make in-the-moment
adjustments, give feedback to students instructional adjustments, modify future instructional adjustments, modify future
or modify lessons. lessons and give general feedback lessons and give targeted feedback
aligned with the learning target. aligned with the learning target to
individual students.
Version 2 25 A6
CEC1 Classroom Environment & Culture

Use of Physical Environment: Arrangement of classroom
Physical environment of the room The physical environment is safe but The physical environment is safe, and The physical environment is safe, and
is unsafe and the arrangement gets the arrangement neither supports nor the arrangement supports student the arrangement supports student
in the way or distracts from student distracts from student learning or the learning and the purpose of the learning and the purpose of the lesson.
learning and the purpose of the purpose of the lesson. lesson. Teacher and students use the physical
lesson. arrangement for learning.
Version 2 26 CEC 1

Use of Physical Environment: Accessibility and use of materials
The resources, materials and The resources, materials and The resources, materials and The resources, materials and
technology in the classroom do not technology in the classroom relate to technology in the classroom relate to technology in the classroom relate to
relate to the content or current units the content or current unit studied and the content or current unit studied, are the content or current unit studied, are
studied, or are not accessible to all are accessible to all students but are accessible to all students and are accessible to all students and are
students to support their learning not referenced by teacher. intentionally used by teacher to intentionally used by both teacher and
during the lesson. support learning. student to support learning. Students
are familiar and comfortable with using
the available resources.
Version 2 27 CEC 2

Classroom Routines and Rituals: Discussion, collaboration and accountability
Routines for discussion and Routines for discussion and Routines for discussion and Routines for discussion and
collaborative work are absent, poorly collaborative work are present, but may collaborative work have been taught, collaborative work have been explicitly
executed or do not hold students not result in effective discourse. are evident, and result in effective taught, are evident, and result in
accountable for their work and learning. Students are held accountable for discourse related to the lesson purpose. effective discourse related to the lesson
completing their work but not for With prompts, students use these purpose. Students independently use
learning. routines during the lesson. Students are the routines during the lesson. Students
held accountable for their work and are held accountable for their work,
learning. take ownership for their learning and
support the learning of others.
Version 2 28 CEC 3

Classroom Routines and Rituals: Use of learning time
Teacher or students frequently disrupt Teacher or students occasionally Learning time is mostly maximized in All available time is maximized in
or interrupt learning activities, which disrupt or interrupt learning activities, service of learning. Transitions are service of learning. Transitions are
results in loss of learning time. which results in some loss of learning teacher-dependent and maximize student-managed, efficient, and
Transitions are disorganized and time. Some transitions are instructional time. maximize instructional time.
result in loss of instructional time. disorganized and result in loss of
instructional time.
Version 2 29 CEC 4

Classroom Routines & Rituals: Managing student behavior
Teacher rarely or never responds to Teacher responds to student Teacher responds to student Teacher responds to student
student misbehavior by following misbehavior by following classroom misbehavior by following classroom misbehavior by following classroom
classroom routines and/or building routines and/or building discipline routines and building discipline routines and building discipline
discipline procedures. Student procedures, but with uneven student procedures. Student misbehavior is procedures. Student behavior is
behavior does not change or may behavior results. rare. appropriate. Students manage
escalate. themselves, assist each other in
managing behavior, or there is no
student misbehavior.
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Version 2 30 CEC 5

Classroom Culture: Student status
Teacher does not develop Teacher demonstrates appropriate Teacher and students demonstrate Teacher and students demonstrate
appropriate and positive teacher- teacher-student relationships that appropriate teacher-student and appropriate teacher-student and
student relationships that attend to foster students’ well-being. Patterns student-student relationships that student-student relationships that
students’ well-being. Patterns of of interaction between teacher and foster students’ well-being and adapt foster students’ well-being and adapt
interaction or lack of interaction students may send messages that to meet individual circumstances. to meet individual circumstances.
promote rivalry and/or unhealthy some students’ contributions are Patterns of interaction between Patterns of interaction between
competition among students or some more valuable than others. teacher and students and among teacher and students and among
students are relegated to low status students indicate that all are valued students indicate that all are valued
positions. for their contributions. for their contributions. Teacher
creates opportunities for students’
status to be elevated.
Version 2 31 CEC 6

Classroom Culture: Norms for learning
Classroom norms are not evident Classroom norms are evident and Classroom norms are evident and Classroom norms are evident and
and/or do not address risk taking, encourage risk taking, collaboration, encourage risk taking, collaboration, encourage risk taking, collaboration,
collaboration, respect for divergent respect for divergent thinking and respect for divergent thinking and respect for divergent thinking and
thinking or students’ culture. students’ culture. Teacher and student students’ culture. Teacher and student students’ culture. Teacher and
interactions occasionally align with interactions frequently align with students refer to the norms and/or
the norms. the norms. interactions consistently align with the
norms. Students remind one another
of the norms.
Version 2 32 CEC 7
PCC1 Professional Collaboration & Communication

Professional Learning and Collaboration: Collaboration with peers and administrators to improve student learning
Teacher rarely or never collaborates Teacher collaborates and engages in Teacher collaborates and engages in Teacher collaborates and engages in
with peers or engages in reflective reflective inquiry with peers and reflective inquiry with peers and reflective inquiry with peers and
inquiry for the purpose of improving administrators for the purpose of administrators for the purpose of administrators for the purpose of
instructional practice or student improving instructional practice and improving instructional practice and improving instructional practice, and
learning. student learning. Teacher provides student learning. Teacher contributes student and teacher learning. Teacher
minimal contributions. to collaborative work. occasionally leads collaborative work.
Version 2 33 PCC 1

Professional Learning and Collaboration: Professional and collegial relationships
Teacher rarely or never develops or Teacher develops limited professional Teacher develops and sustains Teacher develops and sustains
sustains professional and collegial and collegial relationships for the professional and collegial relationships professional and collegial relationships
relationships for the purpose of purpose of student, staff or district for the purpose of student, staff or for the purpose of student, staff or
student, staff or district growth. growth. district growth. district growth. Teacher serves as a
Teacher may subvert professional mentor for others’ growth and
and collegial relationships. development.
Version 2 34 PCC 2

Communication and Collaboration: Parents and guardians
Teacher rarely or never Teacher occasionally communicates Teacher communicates with all Teacher communicates with all
communicates in any manner with with all parents and guardians about parents and guardians about goals of parents and guardians about goals of
parents and guardians about student goals of instruction and student instruction and student progress and instruction and student progress using
progress. progress, but usually relies on only uses multiple tools to communicate in multiple tools to communicate in a
one method for communication or a timely and positive manner. timely and positive manner. Teacher
requires support or reminders. Teacher effectively engages in two- considers the language needs of
way forms of communication and is parents and guardians. Teacher
responsive to parent and guardian effectively engages in two-way forms
insights. of communication and is responsive to
parent and guardian insights.
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Communication and Collaboration: Communication within the school community about student progress
Teacher maintains minimal student Teacher communicates student Teacher maintains accurate and Teacher maintains accurate and
records. Teacher rarely progress information to relevant systematic student records. Teacher systematic student records. Teacher
communicates student progress individuals within the school communicates student progress communicates student progress
information to relevant individuals community; however, performance information to relevant individuals information to relevant individuals
within the school community. data may have minor flaws or be within the school community in a timely within the school community in a
narrowly defined (e.g., test scores way, accurately, and in an organized timely way. Teacher and student
only). manner, including both successes and communicate accurately and
challenges. positively about student successes
and challenges.
Version 2 36 PCC 4

Professional Responsibilities: Supports school, district, and state curriculum, policy and initiatives
Teacher is unaware of or does not Teacher supports and has a basic Teacher supports and has solid Teacher supports and looks for
support school, district, or state understanding of school, district, and understanding of school, district, and opportunities to take on leadership
initiatives. Teacher violates a district state initiatives. Teacher follows state initiatives. Teacher follows roles in developing and implementing
policy or rarely or never follows district policies and curriculum/pacing district policies and implements district school, district, and state initiatives.
district curriculum/pacing guide. guide. curricula and policy. Teacher makes Teacher follows district policies and
pacing adjustments as appropriate, to implements district curricula and policy.
meet whole group needs without Teacher makes pacing adjustments as
compromising an aligned curriculum. appropriate to meet whole group and
individual needs, without compromising
an aligned curriculum.
Version 2 37 PCC 5

Professional Responsibilities: Ethics and advocacy
Teacher’s professional role toward Teacher’s professional role toward Teacher’s professional role toward Teacher’s professional role toward
adults and students is unfriendly or adults and students is friendly, ethical, adults and students is friendly, ethical, adults and students is friendly, ethical,
demeaning, crosses ethical and professional and supports learning and professional and supports learning and professional and supports learning
boundaries, or is unprofessional. for all students, including the for all students, including the for all students, including the
historically underserved. historically underserved. Teacher historically underserved. Teacher
advocates for fair and equitable advocates for fair and equitable
practices for all students. practices for all students. Teacher
challenges adult attitudes and
practices that may be harmful or
demeaning to students.
COPYRIGHT ©2012 UNIVERSITY OF WASHINGTON, CENTER FOR EDUCATIONAL LEADERSHIP. TO ORDER COPIES OR REQUEST PERMISSION TO REPRODU CE MATERIALS, EMAIL EDLEAD@U.W ASHINGTON.EDU, CALL THE
CENTER FOR EDUCATIONAL LEADERSHIP AT 206-221-6881, OR GO TO WWW.K-12LEADERSHIP.ORG. NO PART OF THIS PUBLICATION MAY BE REPRODUCED, STORED IN A RETRIEVAL SYSTEM, USED IN A SPREADSHEET,
OR TRANSMITTED IN A NY FORM OR BY ANY MEAN S —ELE CTRONI C, MECH ANICA L, PHOTOCOPYING, RE CORDIN G, OR OTHERW ISE —W ITHOUT PERMISSION OF THE CENTER FOR E DUC ATIONAL LEA DER SHIP.
5D, “5 DIMENSIONS OF TEACHING AND LEARNING” AND OTHER LOGOS/IDENTIFIERS ARE TRADEMARKS OF THE UNIVERSITY OF WASHINGTON CENTER FOR EDUCATIONAL LEADE RSH IP.
Version 2 38 PCC 6
Thank you for your interest in the Center for Educational Leadership and the 5D+ Teacher Evaluation Rubric (5D+ Rubric) that we have developed as a tool for
collaborative inquiry and professional learning. The following terms of use protect the integrity and reliability of the 5D+ Rubric. If you do not agree to these terms,
please do not download or otherwise use the 5D+ Rubric.
Terms of Use
1. You and your institution (collectively “You”) may distribute (electronically or in print) the 5D+ Rubric internally to your institution, provided that
recipients understand and abide by the conditions of these terms.
2. You must always provide proper attribution/notice to the source of the 5D+ Rubric: ©2012 University of Washington Center for Educational
Leadership. Used under license with the University of Washington.
3. You do not have permission to modify the 5D+ Rubric or to incorporate the 5D+ Rubric into any software system or other materials or to make
booklets or other materials using/incorporating the 5D+ Rubric.
4. You may not post the pdf or the pdf link on any non-internal website or server.
Contact us at edlead@uw.edu for additional permission, a commercial license, or if you are unsure whether your intended use is authorized by these terms.
Thank you.

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05 5d Rubric With Notes Box

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5D+ Teacher Evaluation Rubric

Dimensions of the 5D+ Teacher Evaluation Rubric Performance Levels

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SE1 Student Engagement

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SE2 Student Engagement

Unsatisfactory Basic Proficient Distinguished

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SE3 Student Engagement

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SE4 Student Engagement

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SE5 Student Engagement

Unsatisfactory Basic Proficient Distinguished

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SE6 Student Engagement

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CP1 Curriculum & Pedagogy

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CP2 Curriculum & Pedagogy

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CP3 Curriculum & Pedagogy

Unsatisfactory Basic Proficient Distinguished

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CP4 Curriculum & Pedagogy

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CP5 Curriculum & Pedagogy

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CP6 Curriculum & Pedagogy

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CP7 Curriculum & Pedagogy

Unsatisfactory Basic Proficient Distinguished

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A1 Assessment for Student Learning

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A2 Assessment for Student Learning

Unsatisfactory Basic Proficient Distinguished

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A3 Assessment for Student Learning

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A4 Assessment for Student Learning

Unsatisfactory Basic Proficient Distinguished

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A5 Assessment for Student Learning

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A6 Assessment for Student Learning

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CEC1 Classroom Environment & Culture

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CEC2 Classroom Environment & Culture

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CEC3 Classroom Environment & Culture

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CEC4 Classroom Environment & Culture

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CEC5 Classroom Environment & Culture

COPYRIGHT ©2012 UNIVERSITY OF WASHINGTON, CENTER FOR EDUCATIONAL LEADE RSHIP

CEC6 Classroom Environment & Culture

COPYRIGHT ©2012 UNIVERSITY OF WASHINGTON, CENTER FOR EDUCATIONAL LEADERSHIP