CDE Revised Rubric Information

The Colorado Department of Education Educator Effectiveness Office is in the process of revising all rubrics of the State Model Evaluation System including Teacher, Principal/Assistant Principal, and all nine Special Services Providers (SSPs)


Reduction in Quantity

The 2018-19 State Board approved State Model Teacher Rubric has undergone some small changes as a result of the feedback gathered during the 2017-18 Pilot year.

A primary goal of the pilot revision was to reduce redundancies and the length, clarify language, while maintaining the integrity of the rubric.

CDE's Technical Working Group reduced redundancies of similar practices by focusing on the high leverage practices identified in quantitative and qualitative data from the teacher pilot and incorporating feedback from educators.

The group focused on clarifying language, ensuring that practices appeared in the appropriate rating levels and considered current research on best practices to modify, add, or delete professional practices. Thus similar elements were combined and rewritten to reflect changes made to professional practices.

Category Labels Change

In addition to reducing and changing rubric content, feedback from the field also indicated a negative impression of the label “Basic” on the lowest rating level. With the help of focus group and Technical Working Group feedback, the five categories used to identify a rating have been changed to better reflect a focus on educator instructional practices. This shift in labeling will allow evaluators to better focus feedback conversations on instructional practices rather than “labeling” a teacher with a rating. The current teacher rubric rating levels of Basic, Partially Proficient, Proficient, Accomplished, and Exemplary, will still be utilized to determine element, standard, and overall professional practice ratings. The chart highlights these changes.


Professional Practice Scoring Revisions

In the 2014-2017 professional practice rubric, the scoring reflected a “rounding up” approach in that half of the elements in a Standard need to be of a certain rating in order to earn that rating. In the pilot and approved 2018-19 State Model Rubric there must be a “preponderance of evidence” in order for an educator to receive the higher of two ratings within a standard. If there are 4 elements in a standard, then the educator must receive 3 out of 4 elements at the higher rating in order to earn the higher rating. Previously only 2 of the 4 elements would have to be scored at the higher rating to earn that rating on the standard. This example is illustrated in the table.

The preponderance of evidence approach will be used for scoring at the standard level and the Overall Professional Practice Score. At the standard level, the educator will need to earn the higher rating on more than half of the elements to earn the higher rating on that standard. At the overall professional practice level, the educator will need to earn the higher rating on 3 of the 4 standards to earn the higher rating on the Overall Professional Practice Score. Note that the rating cut points were established based on the standards being weighted equally.

Final Effectiveness Rating Scoring Revisions

The 2017-18 Pilot and now approved 2018-19 State Model Evaluation System also involves an adjustment of cut points at the Final Effectiveness Rating level in order to set a higher expectation to earn a Highly Effective rating.

Previously, the minimum cut point for Highly Effective was determined by adding the minimum score for Accomplished (on Overall Professional Practice) to the minimum score for More than Expected (on Measures of Student Learning).

The minimum cut point for Highly Effective is now determined by adding the midpoint score for Accomplished to the minimum score for More than Expected. The current cut point is represented with the dashed line in the image here. The solid lines represent the cut points that are being used in the pilot.