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Equityrubric

Rigor is evident when standards-based instruction is clearly taught and students practice higher-order thinking skills daily to meet grade-level standards. Instruction should be relevant to students' backgrounds and aligned to standards. Students should be actively engaged, able to demonstrate understanding verbally and in writing through classwork and assessments. The document provides a list of "look fors" or things to observe in several areas: learning and teaching, inclusion, and teacher expectations of students. It suggests ensuring standards-based learning and culturally relevant lessons for students of color, as well as evidence of high expectations, participation, and respect for all students.

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123 views2 pages

Equityrubric

Rigor is evident when standards-based instruction is clearly taught and students practice higher-order thinking skills daily to meet grade-level standards. Instruction should be relevant to students' backgrounds and aligned to standards. Students should be actively engaged, able to demonstrate understanding verbally and in writing through classwork and assessments. The document provides a list of "look fors" or things to observe in several areas: learning and teaching, inclusion, and teacher expectations of students. It suggests ensuring standards-based learning and culturally relevant lessons for students of color, as well as evidence of high expectations, participation, and respect for all students.

Uploaded by

api-320727157
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Equity Walk Observations

LOOK FORS

Rigor is when standards-based classroom instruction is clearly and


explicitly evident. As a result, students practice higher order
thinking skills each day to meet and exceed grade level standards.
Classroom instruction is relevant to students cultural and linguistic
experiences and aligned to subject matter/grade level standards and
classroom grading. Students are actively engaged and able to
demonstrate their academic understanding and knowledge (verbal
and written) through classroom interaction, grade level assignments,
and assessments aligned to standards.

School:

Date:

Learning and Teaching


Standards-based learning is visible for Students of Color.
Classroom lessons reflect the experiences of Students of Color.
Teacher routinely checks for understanding with Students of
Color.
Evidence of a positive, respectful learning environment for
Students of Color.
Evidence of caring, respectful relationships between Students of
Color.

(From Edwin Javius, EdEquity, Inc.)


Inclusion
Routines and rituals are visible and understood by all.
Rituals that help Students of Color feel a sense of belonging are
evident in the classroom.
There is evidence of opportunities for Students of Color and their
teacher(s) to learn about each other, and their unique
backgrounds.
Classroom agreements, rules, and consequences for violating
agreements are negotiated.
The system of discipline is understood by all students and applied
fairly and equitably.
Students of Color are equitably and actively participating in all
classroom interactions.
Teacher attention is directed equitably (not equally).
Teacher regularly calls on, encourages, and sets high
expectations for participation and engagement by Students of
Color.
Students of Color talk with/engage with white students in small
groups.
Student work, reflecting all students, is displayed in the classroom
and routinely updated.
(Adapted from Margery Ginsberg, Motivational Framework)

Teacher Expectations and Student Achievement


Teacher works in close proximity to Students of Color within the
classroom.
Students of Color are actively engaged in classroom
activities/tasks/lessons.
Teacher frequently calls on Students of Color (equitably, not
equally)
Teacher provides individual, learning-based attention and
assistance to Students of Color.
Teacher provides appropriate wait time/think time for Students
of Color, and encourages them to respond.
Teacher uses probing, delving, rephrasing strategies to
encourage Students of Color engagement.
Teacher uses high level questioning and calls for Students of
Color to offer opinions, explanations, and evaluations.
When praising Students of Color, teachers offer specific,
learning-centered reasons for praise.
Teacher listens attentively to Students of Color.
Teacher expresses respect for the Students of Color.
Teacher takes a personal interest in the lives of Students of
Color, outside of school, and infuses that information in classroom
lessons.
Teacher corrects the behavior in a calm, courteous manner for all
students, including Students of Color.

Equity Walk Observations

LOOK FORS

School:

Date:

(Adapted from Teacher Expectations Student Achievement (TESA))

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