UNDERSTANDING THE EPC RATING RUBRICS

The EPC Rating RubricsPolk County Public Schools

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!

Domains

andEPCs

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

Domains

andEPCs

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

Domains

andEPCs

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

Domains

andEPCs

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

Do you have any questions about the EPC Rating

Rubrics or what evaluators will be looking for when

observing in your classroom?