Systemic Change Framework Rubrics ... - NIUSI Leadscape

4Professional Effort RubricsBeginning Developing At Standard leading Group Practice andProfessional Learning• Practitioners rely primarilyon outside experts forprofessional developmentthat is set by the district orschool administration.• Professional development isselected by individualteachers and not necessarilytied to the school goals.• Classroom practices aredeveloped primarily inisolation.• Conversations about inschoolexpertise areconducted.• The school communitydiscusses moving fromepisodic to job embeddedprofessional development.Instructional strengths andneeds are identified and tiedto student learning standards.• Grade level teams collaborateto study their practice andinvestigate co-teachingmodels.• Supports are in place forfostering a variety ofprofessional developmentopportunities within theschool. Practitioners identifyneeds based on group inquiry.• Practitioners consistently usea variety of embeddedprofessional developmentprocesses, including studygroups, inquiry teams, andteam teaching. Risk-taking isencouraged.• Improved student learning isthe primary focus of anyprofessional developmentconversation.• Collaborative networks are inplace that support and createa coherent and seamlessinstructional program forstudents.• Professional developmentprograms for staff focusdirectly on the knowledgeand skills required to fulfillthe performance expectationsof their roles and tocontribute to theachievement of the goals forimprovement.• A “teaching as inquiry” stanceis evident across the schooland community wideconversations focus onstudent and learning.