Build understanding of what good teaching looks like with a growth-oriented tool for improving instruction based on the 5 Dimensions of Teaching and Learning™ instructional framework.
Note:For the 2021-22 school year, we are prioritizing professional learning for use of the 5D+ Rubric to current or recent partners. If you are outside of Washington and are interested in professional learning to support training for 5D+ Rubric evaluators or rater reliability, please contact the Michigan Association of Secondary School Principals. For more on Stage I and Stage II online learning, please see the bottom of this page.
Dimensions of the 5D+ Rubric for Instructional Growth and Teacher Evaluation (Version 3)
Version 3 of the 5D+ Rubric is based on the 5 Dimensions of Teaching and Learning (5D) instructional framework, which is derived from an extensive study of research on the core elements that constitute quality instruction. These core elements have been incorporated into the 5D Framework and 5D+ Rubric as five dimensions — Purpose, Student Engagement, Curriculum and Pedagogy, Assessment for Student Learning, and Classroom Environment and Culture — that are divided into 13 subdimensions. The 5D+ Rubric also includes Professional Collaboration and Communication, which is based on activities and relationships that teachers engage in outside of classroom instruction.
Organization of the 5D+ Rubric for Instructional Growth and Teacher Evaluation (Version 3)
Version 3 of the 5D+ Rubric is composed of 30 indicators of teacher performance, each appearing on a separate page of the rubric. In the example below, the dimension is Purpose, the subdimension is Standards and the indicator is Connection to Standards, Broader Purpose and Transferable Skill. The pages are color-coded by dimension.
Performance levels within each indicator are used to delineate teaching practice, from unsatisfactory to basic, proficient and distinguished. The sophistication of teaching practice and the role of students increase across the levels of performance. The language describing each performance level has been carefully examined by a psychometrician to assure clarity, to avoid the risk of a teacher being rated more than once for similar teaching behavior and to ensure that each indicator evaluates only one aspect of teaching practice. A careful analysis of instructional practice leads to the determination of a teacher’s performance level on each indicator.
This crosswalk of 5D 4.5 and 5D+ describes the changes from Version 4.0 to Version 4.5 of the 5D Framework, including new and revised vision statements and guiding questions, detailed reasoning for each update and how each aligns to the indicators in the 5D+ rubric. Learn more here.
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