Ongoing Professional Learning

District Leaders and Administrators Rubric

Group Version

Facilitating a Group Discussion Guide (opens in new tab)

Ongoing Professional Learning creates continual opportunities for school community members to develop and sharpen a critically conscious lens toward instruction, curriculum, assessment, history, culture, and institutions.

Instructions: Meet with the participating district group. Use the guiding questions to discuss the item and estimate together where your district is overall on the progression. Be candid – this activity is most valuable as a formative learning experience. If you cannot come to agreement, add comments and go to the next item. We recommend spending about 45 minutes discussing and completing the rubric. If needed, use the CRS Facilitation Guide for Adult Group Rubrics. Your ratings and comments will not be saved until you click SUBMIT at the bottom of the page. ​

Progression of Engagement

Exploring

Cultural Responsiveness is in its initial phase

Growing

Cultural Responsiveness is practiced in some situations

Utilizing

Cultural Responsiveness is practiced in most situations

Transforming

Cultural Responsiveness is continuously practiced and promoted

Commitments

The extent of stakeholder dedication to culturally responsive practices across the school experience

Commitments

Professional Learning on Using a Range of Data

Guiding Questions:

What professional learning does the district provide on how to analyze a range of academic (e.g., state tests, district assessments, benchmarks, quizzes, exit tickets, portfolios, and teacher-made tests, etc.) and non-academic data (e.g., attendance, discipline, social-emotional information, etc.)? How much attention is paid to data analysis based on student subgroups (e.g., race, gender, disability status, English language learners, etc.) to account for  students?
Exploring

Our district rarely provides professional learning for school staff on how to analyze a range of data – including both academic data (e.g., state tests, district assessments, benchmarks, quizzes, exit tickets, portfolios, teacher-made tests, etc.) and non-academic data (e.g., attendance, behavior, engagement, etc.) – to better understand the range of learners and improve their educational experiences.

Growing

Our district sometimes provides (about 1-2 times per year) professional learning for school staff on how to analyze a range of data – including both academic and non-academic data – with attention to subgroups, to better understand the range of learners and improve their educational experiences.

Utilizing

Our district provides ongoing (about 3+ times per year) professional learning for school staff on how to analyze a range of data – including both academic and non-academic data – with attention to subgroups, and we expect and support them to regularly discuss the data to better understand the range of learners and improve their educational experiences.

Transforming

Our district provides ongoing (about 3+ times per year) professional learning for school staff on how to analyze a range of data – including both academic and non-academic data – with attention to subgroups, we expect and support them to regularly discuss the data, and we share guidance on how to discuss the data with students and families to improve their educational experiences.

Selected Rating: None
Commitments

Professional Learning on Infusing Cultural Responsiveness Into Curriculum

Guiding Questions:

What professional learning and support do we provide on ways to incorporate into our curriculum and supplemental materials? How do these materials and support specifically account for including ?
Exploring

Our district rarely provides professional learning for school and district staff on ways to incorporate cultural responsiveness into curriculum, instruction, assessments, and supplemental materials. 

Growing

Our district sometimes (about 1-2 times per year) provides professional learning on ways to incorporate cultural responsiveness into curriculum, instruction, assessments, and supplemental materials

Utilizing

Our district provides ongoing (about 3+ times per year) professional learning and supports school personnel on ways to incorporate cultural responsiveness into curriculum, instruction, assessments, and supplemental materials.

Transforming

Our district provides ongoing (about 3+ times per year) professional learning and supports school personnel on ways to incorporate cultural responsiveness into curriculum, instruction, assessments, and supplemental materials, with particular attention to managing potentially sensitive discussions. 

Selected Rating: None
Commitments

Sharing Research-Based Culturally Responsive Practices

Guiding Questions:

What systems do we (as a district) have in place to formally disseminate research on culturally responsive-sustaining curriculum, instruction, and assessment to all stakeholders (e.g., teachers, school leaders, staff, families, etc.)? How are these practices shared and supported to improve teaching and learning?
Exploring

Our district rarely identifies and disseminates research on strong culturally responsive practices.

Growing

Our district sometimes identifies and disseminates research on strong culturally responsive practices.

Utilizing

Our district regularly identifies and disseminates research on strong culturally responsive practices through multiple channels (e.g., district newsletters, professional learning communities, district-wide PD).

Transforming

Our district regularly identifies and disseminates research on strong culturally responsive practices using multiple channels, and provides ongoing resources and support to ensure they are applied in practice.

Selected Rating: None

Empowerment

School practices include all stakeholder voices

Empowerment

Training of Instructional Leaders

Guiding Questions:

How do we (district leaders) ensure that district and school-based instructional leaders can effectively coach teachers to design and deliver instruction that engages students as critical thinkers and active participants?
Exploring

Our district provides few opportunities for district and school-based instructional leaders to develop and improve their coaching skills focused on equity, critical thinking, and student empowerment.

Growing

Our district provides some opportunities (about 1-2 times per year) for district and school-based instructional leaders to develop and improve their coaching skills focused on equity, critical thinking, and student empowerment.

Utilizing

Our district regularly (about 3+ times per year) provides training and ongoing support for district and school-based instructional leaders to develop and improve their coaching skills, focused on equity, critical thinking, and student empowerment.

Transforming

Our district regularly (about 3+ times per year) provides training and ongoing support for district and school-based instructional leaders to develop and improve their coaching skills focused on equity, critical thinking, and student empowerment, and we ask for and implement feedback to continuously improve this training.

Selected Rating: None

Relationships

The quality of connections amongst stakeholders

Relationships

Providing Training on Self-Identity & Bias

Guiding Questions:

What professional learning opportunities do we provide dedicated to school personnel understanding and biases and how they influence their practice? Do we provide opportunities to debrief what they have learned and discuss its impact on their work?
Exploring

The district rarely provides professional learning focused on understanding identities, biases, and microaggressions and how they might influence interactions and practices.

Growing

The district provides some (about 1-2 times per year) professional learning focused on understanding identities, biases, and microaggressions and how they might influence interactions and practices.

Utilizing

The district provides ongoing (about 3+ times per year) professional learning focused on critically examining how identities, biases, and microaggressions might influence interactions and practices.

Transforming

The district provides ongoing (about 3+ times per year) professional learning focused on critically examining how identities, biases, and microaggressions might influence our interactions and practices, and we provide support and additional resources.

Selected Rating: None
Relationships

Exploring Self-Identity & Bias

Guiding Questions:

What professional learning opportunities do we receive dedicated to understanding our and biases and how they influence our practice? Do we receive opportunities to debrief what we have learned and discuss its impact on our work?
Exploring

We rarely receive professional learning focused on understanding identities, biases, and microaggressions and how they might influence our interactions and practices.

Growing

We receive some (about 1-2 times per year) professional learning focused on understanding identities, biases, and microaggressions and how they might influence our interactions and practices.

Utilizing

We receive ongoing (about 3+ times per year) professional learning focused on critically examining how identities, biases, and microaggressions might influence our interactions and practices.

Transforming

We receive ongoing (about 3+ times per year) professional learning focused on critically examining how identities, biases, and microaggressions might influence our interactions and practices, and we adjust our behavior, as needed. 

Selected Rating: None

Collaboration

The extent of cooperation between and amongst stakeholders

Collaboration

Opportunities to Grow as Culturally Responsive Professionals

Guiding Questions:

How often does the district participate in learning communities or affinity groups that support our growth as culturally responsive professionals? In what ways do these communities or groups help us to identify and enact ways to improve the district's climate? 
Exploring

We rarely (around once per year) provide opportunities to engage in learning communities and/or affinity groups that support staff growth as culturally responsive professionals.

Growing

We sometimes (about 2-3 times per year) provide opportunities to engage in learning communities and/or affinity groups that support staff growth as culturally responsive professionals.

Utilizing

We regularly (about 3+ times per year) provide and attend opportunities to engage in learning communities and/or affinity groups and facilitate and receive mentorship (e.g., modeling, teachbacks, observations, etc.) that supports our growth as culturally responsive professionals.

Transforming

We regularly (about 3+ times per year) provide and attend opportunities to engage in learning communities and/or affinity groups and facilitate and receive mentorship that both supports our growth as culturally responsive professionals and improves the school culture.

Selected Rating: None

Submitter Details

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