Domains and EPCs - Polk County School District

Report
The EPC Rating Rubrics
Polk County Public Schools
UNDERSTANDING THE EPC RATING RUBRICS
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)
WHAT WILL MY ADMINISTRATOR LOOK FOR?
LET’S TAKE A LOOK AT THE 15 OBSERVABLE EPCS!
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?
EPC 1 AND THE RUBRIC: 1a
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?
EPC 1 AND THE RUBRIC: 1b
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?
EPC 1 AND THE RUBRIC: 1d
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?
EPC 2 AND THE RUBRIC: 2a
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?
EPC 2 AND THE RUBRIC: 2b
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?
EPC 2 AND THE RUBRIC: 2c
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?
EPC 2 AND THE RUBRIC: 2d
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?
EPC 2 AND THE RUBRIC: 2e
DOMAIN 2: EPC f
• Do I use content area reading strategies that culminate with writing?
EPC 2 AND THE RUBRIC: 2f
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?
EPC 3 AND THE RUBRIC: 3a
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?
EPC 3 AND THE RUBRIC: 3b
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?
EPC 3 AND THE RUBRIC: 3c
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?
EPC 3 AND THE RUBRIC: 3d
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?
EPC 3 AND THE RUBRIC: 3e
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?
EPC 4 AND THE RUBRIC: 4a

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