District-Created Rubric Crosswalk
TEA®
Texas Education Agency
According to statute, if your district is not using T-TESS, Marzano's Teacher Evaluation Model, a rubric created by the
National Institute for Excellence in Teaching, or The Danielson Group, your district must ensure that your rubric is
aligned to 21.351 and 21.352. Below is a checklist to help you determine whether your district’s rubric is aligned. The
numbers (for example 1.1) correspond to T-TESS dimensions. Your rubric must contain each element listed below. It
must also describe what each element looks like at every level of teacher effectiveness. For example, what does
“alignment to state standards” look like at the lowest level of teacher effectiveness compared to the highest level?
Please email us at tia@tea.texas.gov if you have any questions.
District Rubric Name
How many levels of proficiency does the rubric include?
Planning
Is this element
present?
Exact wording
will vary
Is element
described at
each level of
teacher
effectiveness?
Where in the rubric can this element
be found?
Yes
No
1.1 - Alignment to state standards
1.1 - Lessons driven by objectives
1.1 - Pacing within a lesson
1.1 - Integration of technology
1.1 - Cross-discipline integration
1.1 - Strategic sequencing of lessons
and units
1.1 - Connection to students' prior
knowledge or understanding
1.2 - Collecting informal and formal
data to progress monitor
1.1 - Feedback to students and
families
1.3 - Adjustments to address strengths
and gaps in background
knowledge, life experience and
skills of students
1.2 - Plan for strategic questioning
1.3 – Use of strategic student
grouping
1.4 – Alignment of activities to lesson
purpose
TEA®
Texas Education Agency
District-Created Rubric Crosswalk
Instruction
Is this element
present?
Exact wording
will vary
Is element
described at
each level of
teacher
effectiveness?
Where in the rubric can this element
be found?
Yes
No
2.1 - Setting academic expectations
that challenge students.
2.1 - Persisting with the lesson until
there is evidence that students
demonstrate mastery of the objective.
2.1 & 2.3- Anticipating, preventing,
and responding to misconceptions
with an array of techniques
2.1 - Student agency: opportunities for
self-monitoring and initiative
2.2 Demonstrating content
knowledge
2.2 - Opportunities for students to use
different types of thinking
2.2 - Sequencing instruction that
allows students to understand how
the lesson fits within the structure of
the discipline and the state standards.
2.3 - Questioning strategies in the
moment
2.3 - Clear and accurate explanations
2.3 - Opportunities for students to
communicate with the teacher and
peers
2.4 - Adapting or differentiating lesson
to address individual needs of all
students
2.4 - Monitoring the quality of student
participation and performance
2.4 - Recognizing and responding
when students become confused or
disengaged
2.5 - Checks for engagement and
understanding
TEA®
Texas Education Agency
District-Created Rubric Crosswalk
Classroom
Environment and
Culture
Is this element
present?
Exact wording
will vary
Is element
described at
each level of
teacher
effectiveness?
Where in the rubric can this element
be found?
Yes No
3.1 - Clear and efficient routines,
transitions, and procedures
3.1 - Classroom is safe, inviting and
organized to support learning
objectives and is accessible to all
students
3.2 - Implementing campus/classroom
behavior system
3.3 - Students collaborating positively
with each other and the teacher
3.3 - Engaging all students with
relevant, meaningful learning,
sometimes adjusting lessons based on
student interests and abilities.
Professionalism
Is this element
present?
Exact wording
will vary
Is element
described at
each level of
teacher
effectiveness?
Where in the rubric can this element
be found?
Yes
No
4.1 - Modeling professional standards
(e.g., attendance, professional
appearance, and behaviors)
4.1 - Advocating for the needs of
students
4.2 - Commitment to professional
growth (setting and meeting goals)
4.3 - Collaboration with peers
4.3 - Participation in professional
development
4.4 - Communication with families
4.4 - Participation in school
community
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