NYSUT Teacher Practice Rubric (2014)
Developed by the New York State United Teachers, the NYSUT Teacher Practice Rubric is one of the approved observation rubrics for use in New York's APPR (Annual Professional Performance Review) system. It organizes effective teaching across seven standards with four performance levels.
The NYSUT Rubric is organized into 7 domains, 36 criteria, and a 4-level rating scale.
Approved for use in New York state as part of the APPR evaluation system.
Domains and Criteria
The NYSUT Rubric domains and criteria
Standard 1: Knowledge of Students and Student Learning
- Teachers demonstrate knowledge of child and adolescent development, including students' cognitive, language, social, emotional, and physical developmental levels.
- Teachers demonstrate research-based knowledge of learning and language acquisition theories and processes.
- Teachers demonstrate knowledge of and are responsive to diverse learning needs, strengths, interests, and experiences of all students.
- Teachers acquire knowledge of individual students from students, families, guardians, and/or caregivers to enhance student learning.
- Teachers demonstrate knowledge of and are responsive to the economic, social, cultural, linguistic, family, and community factors that influence their students' learning.
- Teachers demonstrate knowledge and understanding of technological and information literacy and how they affect student learning.
Standard II: Knowledge of Content and Instructional Planning
- Teachers demonstrate knowledge of the content they teach, including relationships among central concepts, tools of inquiry, structures and current developments within their discipline(s).
- Teachers understand how to connect concepts across disciplines and engage learners in critical and innovative thinking and collaborative problem-solving related to real world contexts.
- Teachers use a broad range of instructional strategies to make subject matter accessible.
- Teachers establish goals and expectations for all students that are aligned with learning standards and allow for multiple pathways to achievement.
- Teachers design relevant instruction that connects students' prior understanding and experiences to new knowledge.
- Teachers evaluate and utilize curricular materials and other appropriate resources to promote student success in meeting learning goals.
Standard III: Instructional Practice
- Teachers use research-based practices and evidence of student learning to provide developmentally appropriate and standards-driven instruction that motivates and engages students in learning.
- Teachers communicate clearly and accurately with students to maximize their understanding and learning.
- Teachers set high expectations and create challenging learning experiences for students.
- Teachers explore and use a variety of instructional approaches, resources, and technologies to meet diverse learning needs, engage students and promote achievement.
- Teachers engage students in the development of multi-disciplinary skills, such as communication, collaboration, critical thinking, and use of technology.
- Teachers monitor and assess student progress, seek and provide feedback, and adapt instruction to student needs.
Standard IV: Learning Environment
- Teachers create a mutually respectful, safe, and supportive learning environment that is inclusive of every student.
- Teachers create an intellectually challenging and stimulating learning environment.
- Teachers manage the learning environment for the effective operation of the classroom.
- Teachers organize and utilize available resources (e.g. physical space, time, people, technology) to create a safe and productive learning environment.
Standard V: Assessment for Student Learning
- Teachers design, select, and use a range of assessment tools and processes to measure and document student learning and growth.
- Teachers understand, analyze, interpret, and use assessment data to monitor student progress and to plan and differentiate instruction.
- Teachers communicate information about various components of the assessment system.
- Teachers reflect upon and evaluate the effectiveness of their comprehensive assessment system to make adjustments to it and plan instruction accordingly.
- Teachers prepare students to understand the format and directions of assessments used and the criteria by which the students will be evaluated.
Standard VI: Professional Responsibilities and Collaboration
- Teachers uphold professional standards of practice and policy as related to students' rights and teachers' responsibilities.
- Teachers engage and collaborate with colleagues and the community to develop and sustain a common culture that supports high expectations for student learning.
- Teachers communicate and collaborate with families, guardians, and caregivers to enhance student development and success.
- Teachers manage and perform non-instructional duties in accordance with school district guidelines or other applicable expectations.
- Teachers understand and comply with relevant laws and policies as related to students' rights and teachers' responsibilities.
Standard VII: Professional Growth
- Teachers reflect on their practice to improve instructional effectiveness and guide professional growth.
- Teachers set goals for and engage in ongoing professional development needed to continuously improve teaching competencies.
- Teachers communicate and collaborate with students, colleagues, other professionals, and the community to improve practice.
- Teachers remain current in their knowledge of content and pedagogy by utilizing professional resources.
Rating Levels
NYSUT Rubric rating levels
Giving feedback on the NYSUT Rubric
The slow part is the write-up
Aligning observation evidence to every NYSUT Rubric domain and standard by hand, for every teacher and every visit, is what eats a principal's week. Observation Copilot does that mapping for you.
How Observation Copilot Helps
AI-powered NYSUT Rubric feedback in seconds
Paste your observation notes. Copilot maps your evidence to the right NYSUT Rubric domains and drafts structured, rubric-aligned feedback - ready to review and share. Walkthrough notes return a focused single-indicator debrief; full lesson observations return a multi-domain rubric-aligned report.
- Organizes observation notes by the six NYSUT standards
- Generates APPR-ready feedback aligned to the NYSUT four-level rubric
- Maps evidence from your notes to specific NYSUT indicators
- Creates targeted next steps tied to specific NYSUT standards
- Reduces post-observation write-up time for New York principals
Frequently Asked Questions
NYSUT Rubric FAQ
- What is the NYSUT Teacher Practice Rubric?
- A teacher observation rubric developed by the New York State United Teachers and approved for use in New York's APPR (Annual Professional Performance Review) system. It organizes effective teaching across 7 standards rated on a 4-level scale.
- What are the standards of the NYSUT rubric?
- The rubric has 7 standards: Knowledge of Students and Student Learning; Knowledge of Content and Instructional Planning; Instructional Practice; Learning Environment; Assessment for Student Learning; Professional Responsibilities and Collaboration; and Professional Growth.
- What are the NYSUT rating levels?
- Practice is rated on a 4-level scale: Ineffective, Developing, Effective, and Highly Effective.
- What does NYSUT stand for?
- NYSUT stands for New York State United Teachers.
Used In
States Using NYSUT Rubric
Related Reading
NYSUT Rubric Resources for Principals
50 Teacher Observation Feedback Examples (Organized by Framework Domain)
50 specific teacher observation feedback examples organized by framework domain, each tied to evidence and a next step principals can use.
Read more
FFT, T-TESS, Marzano, or Your Own: How Observation Copilot Aligns to Any Framework
Whether you use Danielson FFT, T-TESS, Marzano, or a custom rubric, Observation Copilot aligns feedback to your framework.
Read more
Walkthroughs vs. Formal Observations: When Each One Helps and When It Hurts
Walkthroughs and formal observations serve different purposes. Here's how principals balance both in a coaching cycle that actually grows teachers.
Read more
Writing Better Observation Notes: Tips for Getting the Most Out of AI-Powered Feedback
AI-generated feedback is only as good as your observation notes. Practical tips for writing notes that produce better, more specific results.
Read more
The Post-Observation Conversation: How to Make the 15 Minutes After Feedback Count
Delivering feedback is only half the job. Here's how to structure the post-observation conversation so teachers grow from it.
Read more
Ready to streamline your NYSUT Rubric observations?
Start generating framework-aligned feedback in seconds.