Rubrics are designed to help educators and evaluators (1) develop a consistent, shared understanding of what Proficient performance looks like in practice, (2) develop a common terminology and structure to organize evidence, and (3) make informed professional judgments about Formative and Summative Performance Ratings on each Standard and overall. As a result, rubrics play a part in all five components of the cycle.
Learn more about the 2018-19 Rubric Refinement project and planned updates for 2021-22.
Guide to Rubrics and Model Rubrics
Guide to Role-Specific Indicators & Alternative Resources
MASCA Role-Specific Indicators for School Counselors
MASBO Adapted Rubric for School Business Officials
MSNO School Nurses' Resource Document to Support Implementation of SISP Rubric
MSPA School Psychologist Rubric with Role-Specific Elements (I.C.4. Intervention Monitoring and Evaluation, and III.C.3. Community Connections)
MSLA School Librarians' Resource Document to Support Implementation of Teacher Rubric
MAOT/APTA of MA Occupational and Physical Therapists Resource Document to Support Implementation of SISP Rubric
MSHA Speech Language Pathologists Resource Document to Support Implementation of SISP Rubric
Classroom Teacher RubricThis rubric describes teaching practice. It is intended to be used throughout the 5 step evaluation cycle for all teachers, including teachers of whole classrooms, small groups, individual students, or any combination of the above. The rubric is designed to be applicable to general education teachers from pre-K through Advanced Placement, as well as teachers with specialized classes or knowledge, including teachers of English Language Learners, and special education teachers; districts may also choose to use this rubric for educators in other roles such as specialists.
Specialized Instructional Support Personnel (SISP) RubricThe SISP Rubric describes practice that is common across educators in professional support roles such as school counselors, school psychologists, school nurses, and others defined in the recognition clause of the appropriate collective bargaining agreement. It is intended to be used throughout the 5-step evaluation cycle for educators who provide direct services such as education, therapy, counseling, assessment, and diagnosis to a caseload of students, as well as educators who may provide indirect support to students through consultation to and collaboration with teachers, administrators, and other colleagues.
School Level Administrator RubricThis rubric describes administrative leadership practice at the school level. It is intended to be used throughout the 5-step evaluation cycle for the evaluation of principals by the superintendent (or the superintendent's designee). The rubric can also be used in the evaluation of other school based leaders (such as assistant principals, department heads, deans, etc.) by the principal or other district administrator.
Superintendent and District Administrator RubricThis rubric describes administrative leadership practice at the district level. It is intended to be used throughout the 5-step evaluation cycle for the evaluation of the superintendent by the school committee. This rubric can also be used by the superintendent for the evaluation of other district level administrators, such as assistant superintendents, directors of curriculum and instruction, school business administrators, and directors of special education.
Indicator Rubric for Superintendents (2019-20 draft rubric)Based on the Model Rubric for Superintendents, the Indicator Rubric describes practice at a higher level and is specific to the superintendent position. The rubric describes practice in full accordance with the Standards and Indicators of Effective Administrative Leadership. This rubric is being piloted during the 2019-20 school year to study its implementation and impact. Districts interested in piloting the Indicator Rubric may register their intent to do so.
Last Updated: September 21, 2021
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