Teacher Evaluation - FAQs
Can you help us align the 5D+™ Rubric with our state’s criteria?
Yes, the Center for Educational Leadership (CEL) can do that. CEL has done it for Washington state and the aligned teacher evaluation rubric is available on our website. If you are from another state and are interested in using our teacher evaluation model, we would be happy to work with you. For information about our support for districts in other states, please contact Patty Maxfield at email@example.com or 206-221-6881.
What tools are available for developing teacher efficacy concerning the implementation of the model?
From online assessments to on-site, job-embedded professional development, CEL has tools and services to support the implementation of our teacher evaluation model. CEL works with districts individually to create plans to develop teacher efficacy and to help districts understand and apply both the 5 Dimensions of Teaching and Learning (5D™) instructional framework and the 5D+ Rubric. Each district has its own context, so we tailor the support that we give to the needs of the system. Our process is both inquiry-based and designed to support implementation within and across schools. We address the relationship between what teachers need to learn around the content of the framework and the rubric and the need for teachers to have conversations with colleagues about their practice in very precise and specific ways.
Where can we find the research base for the 5D design?
A bibliography documenting the research that supports both the 5D instructional framework and the 5D+ Rubric is posted on the Teacher Evaluation page of CEL’s website. The bibliography is broken down by dimension.
Are there districts that are using the 5D+ Rubric?
Yes, dozens of urban and rural school districts – with student populations up to 22,000 – across the state of Washington have selected CEL's 5D+ Rubric as their evaluation tool. CEL worked closely with the Anacortes School District in Washington for most of the 5D+ Rubric’s pilot development and implementation. CEL partner districts across the nation have also used portions of the 5D+ Rubric depending upon their specific needs.
When you say you support leaders, who do you mean by leaders?
We mean teacher leaders, we mean principals, and we mean central office. Essentially, we consider anyone who has a role in another adult’s learning in the effort to improve teaching practice in support of student learning to be an instructional leader.
How is the section on Professional Collaboration and Communication in the 5D+ Rubric different from the other dimensions?
Whereas the five dimensions of the 5D instructional framework address the important work that teachers do with students, the Professional Collaboration and Communication section of the 5D+ Rubric reflects the important work that teachers do when not with students. The Professional Collaboration and Communication section provides teachers with an opportunity to think about how they can grow as instructional leaders.
Will the Professional Collaboration and Communication section from the 5D+ Rubric be added to the 5D instructional framework?
The answer to that is no. The 5D instructional framework addresses the instructional core; that is, what teachers do when they are with students. The Professional Collaboration and Communication section addresses the context in which teachers are located and the professional work that they do outside of instruction.
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