iRubric: Developmentally Appropriate Practice rubric

Teacher do not see the importance of forming relationships with children and families.

Large class sizes make it very difficult for teachers to know children and families well.

Teacher devotes time and attention to those children who present challeging behaviors, while others are overlooked. Some children are repeatedly singled out for discipline. Others receive little attention because they are quiet or speak limited English.

Teacher is warm, caring, and responsive. They are encouraging to children and respectful to their families.

Teacher is warm, caring, and responsive. They are encouraging to children and respectful to their families. They come to know children well.

Teacher is warm, caring, and responsive. They are encouraging to children and respectful to their families. They come to know children well and make reaching out to families a priority.

Teacher include some children in the social aspects of the classroom.

Children who need assistance interacting with others lack support, resulting in social isolation. Interaction with children who have special needs is largely left to specialist.

Teacher includes some children in the social aspects of the classroom. For example, children with special needs and children with limited social skills are provided with resources and encouragement. Theachers act to promote a sense of poistive self-identify for all children in the classroom.

Teacher includes all children in the social aspects of the classroom. For example, children with special needs and children with limited social skills are provided with resources and encouragement. Theachers act to promote a sense of poistive self-identify for all children in the classroom.

Teacher includes all children in the social aspects of the classroom. For example, children with special needs and children with limited social skills are provided with resources and encouragement. Theachers act to promote a sense of poistive self-identify for all children in the classroom.

The classroom environment and tone are rigid and diorganized.

The classroom limits children's interaction with one another. Childen are required to stay in their seats throughout much of the day.

Teacher acts to create a community of learners by establishing common ground in the classroom.

Teacher acts to create a community of learners by establishing common ground in the classroom. Children have opportunities to act as leaders and helpers with specific tasks.

Teacher acts to create a community of leasrners by establishing common ground in the classroom. Children have opportunities to aact as leaders and helpers with specific tasks; all children are given a chance to participate and are drawn into class activities in a variety of ways. Class meeting are used to solve and prevent problems and provide a forum for discussion.

Diversity in the classroom is ignored, as is cultural variety in the larger society. Teacher does not make an effort to avoid presenting stereotypes in teh classroom and does not adequately intervene when teasing or rejection occurs. No thought is given to fostering positive self-identity.

Diversity is addressed but in ways that single out individual children in the classroom as respresentative of entire cultures or groups. This leads children to see themelves as outsiders to the class as a whole.

The class explores similarities and differences among people in ways that engender respect and appreciaton without singling out individual children.

Teacher respects the diversity of the classroom community, providing activities and initiating discussions that explore the cultures and language represented in both the class and the larger society.

Teacher respects the diversity of the classroom community, providing activities and initiating discussions that explore the culutes and language represented in both the class and thte larger society. The class explores similarities and differences among people in ways that engender respect and appreciaton without singling out individual children. The environment promotes all children's positive self-identity including cultural identity.