Here is the Rubric for Healthy Relationships
| Vulnerability | Beginning | Emerging | Developed | Well Developed |
| Student Learning | • In learning tasks or discussions, students do not use the language of growth and learning to address the typical emotional highs and lows of learning. • Unproductive feedback discourages students in the face of mistakes or perceived failures rather than offering constructive strategies to improve and grow. | • Students are exposed to the language of growth and learning through discussion and/or feedback and indicate some use of it on their own. • Students begin to reframe perceived failures or setbacks as an opportunity for growth and learning. | • Students understand the language of growth and learning and verbalize how it influences their self perceptions as learners and motivates them to meet high expectations. • Students feel safe and validated expressing or honoring their feelings about learning, particularly their frustrations and the joys of overcoming challenges. | • Students voluntarily express how they felt as they struggled, made mistakes, and turned setbacks into learning opportunities; students can identify and explain their emotions. • Students demonstrate a positive self-perception as learners with unlimited potential and believe their teachers perceive them similarly. Read more: Objective Setting: A Philosophical Information to Setting and Attaining Targets |
| Instructional Design | • Lesson plans include questions that ask students only what they learned, not also how they felt as they learned, precluding opportunities for teachers to validate and normalize students’ emotional experiences. • Teacher uses fixed-mindset language (e.g. “You’re smart,” or “This is hard for you”) and/or promotes low student learning expectations. | • Using the language of growth and learning in feedback or conversation, the teacher shares personal stories of learning struggles and how she turned setbacks into growth. • At least some learning tasks incorporate students’ emotions and leave space and time for students to overcome challenges and practice bouncing back. | • Lesson plans include flexible and tailored SEL strategies to incorporate the language of learning and growth into conversation; the teacher is careful to acknowledge and validate students’ emotional experiences as they are shared. • Teacher integrates multiple and varied opportunities for students to reflect on their learning and progress towards meeting high expectations, e g. through journaling, self-assessment, goal setting, etc. | • Teacher allows students’ natural emotions to emerge and is prepared with a broad knowledge of flexible SEL strategies to address and validate them in real time, such that social and emotional learning skills are seamlessly integrated into all learning. • Teacher makes a point to celebrate when students overcome challenges, meet high expectations, take risks, and discover new potential, demonstrating her belief in their potential as whole people. |
| Connection | Beginning | Emerging | Developed | Well Developed |
| Student Learning | • Student learning artifacts and how students talk about their work show no evidence that they understand how their interests, passions, culture, and/or personal/family lives can be relevant to learning and foster connection with teachers and classmates. • Students are not given opportunities to and/or do not share details of their personal interests and lives. | • Students occasionally incorporate their interests, passions, culture, and/or personal/family lives into their learning. • Some students can identify some of their strengths and talents and/or indicate feeling safe asking for help when learning stretches beyond current strengths. | • Students can identify some strengths and talents and are encouraged to apply them in their learning, particularly when it aligns with their interests, passions, culture and/or personal/family lives. • When prompted, students demonstrate feeling safe asking for help or sharing struggle, personal or academic, with their teacher. | • Students feel safe volunteering their interests, passions, culture, and/or details of their personal/family life with peers for the sake of sharing with, learning from, and connecting with each other. • Students show their trust for their teacher by initiating questions, asking for clarity when need it, and vocalizing personal or academic struggles. |
| Instructional Design | • Learning tasks do not yet regularly involve student interests, passions, culture and/or personal/family lives. • Teacher and student interactions are centered primarily on academic content; there is little evidence of interactions based on students’ interests, passions, culture, and/or personal family lives. | • The teacher devotes some time to getting to know each student on a personal level to foster trust; begin to discern students’ strengths and weaknesses; and learn about students’ interests, passions, culture and/or personal/family lives. • Some time is devoted to delivering personalized, scaffolded instruction to connect individually with students and meet their current learning needs. | • Teacher habitually asks students what interests them and helps them incorporate this into their learning in a way that leverages their strengths. • Teacher intentionally plans multiple opportunities within a lesson to ask students if they need help or support and scaffolds and/or personalizes instruction as needed. | • Lesson plans, learning tasks, and tools empower students to self-direct learning based on their interests, passions, culture, and/or personal/family life and encourage family involvement whenever possible. • Instruction is scaffolded and personalized whenever possible to meet each student where he or she is. |
| Compassion | Beginning | Emerging | Developed | Well Developed |
| Student Learning | • Student behavioral issues and high stress/tension are common in the classroom. • Disproportionalities are evident in classroom participation, disciplinary issues, and some or most students appear to hold biases towards each other. | • Student behavioral issues (and their punitive responses) and interruptions can sometimes derail learning. • Productive and positive engagement is evident in more than one student demographic group. | • Students demonstrate support and/or sympathy for peers, particularly in moments of stress or misbehavior, and attempt to de-escalate stress and tension as it arises. • Students demonstrate a lack of exclusionary behavior, judgmental attitudes, or stereotype-based thinking towards peers and are open to learning from and with every classmate. | • Students have a set of productive stress reduction and coping mechanisms they apply on their own as needed, both for themselves and as suggestions to classmates. • Students self-regulate behaviors and contribute to a cohesive, positive, and compassionate classroom where every student has the opportunity to be seen, heard, and understood. |
| Instructional Design | • The teacher opts to punish a misbehaving student (punitive approach) rather than trying to understand and address the root cause with compassion (empathetic approach). • Teacher biases are evident in instructional delivery, expectations of students, learning structures, and/or interactions with students. | • The teacher occasionally uses flexible SEL instructional strategies to cope with and mitigate social-emotional, stress-related, or behavioral issues in real time. • The teacher makes an effort to engage students from all backgrounds and identities in classroom discussion and learning tasks. | • Teacher applies strategies to prevent behavioral issues from derailing instruction and holds private, appropriate conversations with disruptive students to understand and address the root cause and uses punitive measures infrequently. • Lessons are designed to cultivate empathy, foster understanding and teach the value of compassion in the classroom. | • Teacher has cultivated a compassionate learning environment such that students self-mediate disruptions before teacher gets involved. • Teacher embodies and models empathy, and seizes opportunities for growing compassion for classmates and the culture at large. |
