Understanding the EPC Rating rubrics

1. The EPC Rating Rubrics Polk County Public Schools Understanding the EPC Rating rubrics

2. EPC Rating Rubrics • Classroom teachers are rated by an evaluator on 23 specific Essential Performance Criteria (EPCs) • Clustered under four EPC Domains. • 15 EPCs are Observable • 8 EPCs are Non-Observable • The EPCs focus on evidence-based teaching practices and are linked to the Florida Educator Accomplished Practices (FEAPs)

3. What will my administrator look for?

4. Let’s take a look at the 15 Observable EPCs!

5. Domains and EPCs

6. Domain 1: EPC a. • How will an observer know that I know my content? • How would I evaluate the effectiveness of an instructional strategy? • How do students help demonstrate that my instructional strategy has been effective?

7. EPC 1 and the rubric: 1a

8. Domain 1: EPC b. • Do I give my students a variety of ways to accomplish an assignment? • Do I engage my students with discussion of data? • Do my students know that I differentiate? • How would I evaluate my abilities to differentiate and include data discussions in my classroom?

9. EPC 1 and the rubric: 1b

10. Domain 1: EPC d. • Is my use of technology purposeful to instruction? • Do I assign students purposeful assignments using technology? • Is the technology an enhancement to the lesson that could not be met without the technology?

11. EPC 1 and the rubric: 1d

12. Domains and EPCs

13. Domain 2: EPC a • Do I consistently refer my students to the Lesson Essential Question throughout the lesson? • How do I check for student understanding of my instruction throughout each lesson? • Are my students connecting their learning to what they already know and to real-life applications? • What can I do to convey high expectations throughout my instruction? • How would I evaluate each of these myself?

14. EPC 2 and the rubric: 2a

15. Domain 2: EPC b • Do I prepare HIGHER ORDER THINKING questions that will prompt my students to think at a higher level? • How do I use scaffolding to ensure that all students have the knowledge necessary before I move on? • Am I using sufficient wait time to give students time to think through my questions? • Have I prepared an engaging and challenging lesson that promotes active involvement with the content and strategies? • How do I evaluate my communication with students?

16. EPC 2 and the rubric: 2b

17. Domain 2: EPC c • Have I planned instruction to meet all students needs but also in an engaging manner? • How effective are my collaboration activities? • Do I provide adequately for distributive practice and summarizing? • Are my lessons paced well with ample opportunities for students to process learning and account for their learning?

18. EPC 2 and the rubric: 2c

19. Domain 2: EPC d • Do I check understanding by varying my questions to assess what my students have learned? • Is my feedback relevant and helpful to my students understanding? • Have I consistently used assessment prompts in my lessons?

20. EPC 2 and the rubric: 2d

21. Domain 2: EPC e • Am I using a variety of instructional strategies to meet the needs of my students? • Do I demonstrate flexibility in response to my students learning?

22. EPC 2 and the rubric: 2e

23. Domain 2: EPC f • Do I use content area reading strategies that culminate with writing?

24. EPC 2 and the rubric: 2f

25. Domains and EPCs

26. Domain 3: EPC a • Are my actions a positive role model for my students at all times? • Do I develop mutual respect from students for adults? • Do I foster mutual respect between students? • Am I consistently respectful of students and open to discussion and feedback during my lessons?

27. EPC 3 and the rubric: 3a

28. Domain 3: EPC b • Do I consistently respond to students in a positive manner and encourage student participation in learning? • Are my responses to students productive and helpful to student learning? • How do I convey high expectations to students in my lessons? • Is my feedback often and specific to students throughout my lessons?

29. EPC 3 and the rubric: 3b

30. Domain 3: EPC c • Are my rules and procedures consistently followed to ensure that everyone is aware of processes and expected behavior? • Have I developed routines and transitions in my classroom that are advantageous to my instruction and student learning?

31. Epc 3 and the rubric: 3c

32. Domain 3: EPC d • How will observers know that I have set standards for behavior? • Are my responses to misbehavior promoting timely and appropriate response from students?

33. EPC 3 and the rubric: 3d

34. Domain 3: EPC e • Have I used all of the space in my classroom in a safe and orderly manner that allows for maximum use of space for student learning?

35. EPC 3 and the rubric: 3e

36. Domains and EPCs

37. Domain 4: EPC a • Am I a role model of fairness and acceptance of all my students? • Do I provide an opportunity for all students in my classroom to learn?

38. EPC 4 and the rubric: 4a

39. Do you have any questions about the EPC Rating Rubrics or what evaluators will be looking for when observing in your classroom?