Manteca Unified School District

Houghton Mifflin Implementation Rubric "Site Based Professional Development"

Mark only one answer per set of statements.

School

Principal

Date

Key Element 4: Site-based Professional Development

The school engages in content-specific, site-based professional development with coaching and technical support. Activities are developed using the data generated by the on-going program-specific assessment system and are focused on improving instruction for all students.

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View of Professional Development

Professional development is viewed as on-going collegial activities that are expected to result in improving teaching/student learning in classrooms and across the school for all student groups.

Professional development is viewed as an individual activity that is understood as assisting in improving teaching for some teachers.

Professional development is viewed as an individual activity and does not necessarily result in changes or refinements in teaching.

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Use of Coach or Technical Support Personnel

All teachers use the coach or technical support personnel to assist in refining practice in the classroom. The principal reinforces these actions by providing time and sharing this work with others.

Some teachers use the coach or technical support personnel to assist in refining practice in the classroom. The principal reinforces these actions by providing time and sharing this work with others.

The teachers/principal do not use the coach or technical support personnel to assist in refining practice in the classroom.

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Data Used to Plan Professional Development

Data related to student learning are used each assessment cycle to plan professional development that is content/program specific and meets the needs of grade levels and the whole school.

Data related to student learing is used to plan professional development that is content/program specific.

Data related to student learning is not used to plan professional development that is content/program specific.

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Professional Development at Staff Meetings

Most staff meetings include opportunities for teacher learning based on input from the teachers and includes practice of learned techniques back in the classroom with coaching and feedback.

Most staff meetings include opportunities for teacher learning based on input from the teachers.

Most staff meetings are used to communicate business and are not opportunities for teacher learning.

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Grade Level Team Meetings

All teachers work in grade level teams to increase their skills in fully implementing the the adopted reading program.

Most teachers work in grade level teams to increase their skills in the adopted reading program.

Some teachers work in grade level teams to increase their skills in the adopted reading program.

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Professional Development Plan

The professional development plan at the school is designed to be connected to the content of the reading/language arts program, the on-going learning needs of students, and unit specific data.

The professional development plan at the school is designed to be connected to the content of the reading/language arts program and the learning needs of students.

The professional development plan at the school is designed at the start of the school year and may or may not be connected to the content of the reading/language arts program and the learning needs of students.

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Attendance At District Professional Development

Teachers attend professional development events sponsored by the district that are purposefully designed around emerging trends in student achievement data using the unit/theme tests and input from technical support providers, coaches, and other experts.

Teachers attend a variety of professional development events sponsored by the district that are purposefully connected to the needs of the students in their classes.

Teachers attend a variety of professional development events sponsored by the district that may or may not be connected to the needs of the students in their classes.

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Coaches and Other Support Providers

The coach and other support providers work with all teachers to reinforce the program-specific training with follow-up actions at the school/classroom level.

The coach and other support providers work with some teachers to reinforce the program-specific training with follow-up actions at the school.

The coach and other support providers seldom reinforce the program-specific training with follow-up training at the school.

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Follow-up Activities

Most content/program specific professional development follow-up activities are delivered at the school by the coach and other teachers.

Some content/program specific professional development follow-up activities are delivered at the school by the coach and other teachers.

Professional development is associated only with attendance at training that is usually delivered away from the school with little or no follow-up activities at the school.

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Mark the position of the answer given the majority of the time.

One

Two

Three


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