Ongoing Professional Learning

School Leaders 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 school leadership team. Use the guiding questions to discuss the item and estimate together where your school or classes are 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 Infusing Cultural Responsiveness Into Curriculum

Guiding Questions:

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

We rarely (around once per year) provide professional learning on ways to incorporate cultural responsiveness into curriculum, pedagogy, and supplemental materials.

Growing

We sometimes (about 3-4 times per year) provide professional learning on ways to incorporate cultural responsiveness into curriculum, pedagogy, and supplemental materials.

Utilizing

We provide ongoing (about 4+ times per year) professional learning and support on ways to incorporate cultural responsiveness into curriculum, pedagogy, and supplemental materials.

Transforming

We provide ongoing (about 4+ times per year) professional learning and support on ways to incorporate cultural responsiveness into curriculum, pedagogy, and supplemental materials, with particular attention on how to manage potentially sensitive discussions.

Selected Rating: None
Commitments

Professional Learning on Using a Range of Data

Guiding Questions:

What professional learning do we 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 marginalized students?
Exploring

We rarely (around once per year) provide professional learning on how to analyze a range of data (including academic and non-academic data) to better understand students and improve their educational experiences.

Growing

We provide some (about 3-4 times per year) professional learning on how to analyze a range of data to better understand students and improve their educational experiences.

Utilizing

We provide ongoing (about 4+ times per year) professional learning on how to analyze a range of data to better understand students and improve their educational experiences, with attention to subgroups to respond to the range of learners.

Transforming

We provide ongoing (about 4+ times per year) professional learning on how to analyze a range of data to better understand students, with attention to subgroups, and we share guidance on how to discuss the data with students and families to identify ways for improvement.

Selected Rating: None
Commitments

Familiarizing Staff with Community Context

Guiding Questions:

What are the different opportunities that we provide for staff to learn about the community?
Exploring

We provide few opportunities (around once per year) for staff to learn about the community (e.g., going on community walks, visiting community centers, attending community events, etc.).

Growing

We provide some opportunities (about 2-3 times per year) for staff to learn about the community.

Utilizing

We provide ongoing opportunities (about 3+ times per year) for staff to learn about the community and discuss ways to enrich our community connections.

Transforming

We provide ongoing opportunities (about 3+ times per year) for staff to learn about the community and discuss ways to enrich our community connections, and the school has a point person who arranges various ways for us to learn about and engage with the community.

Selected Rating: None
Commitments

Professional Learning on Incorporating Equity into Lessons

Guiding Questions:

What professional learning have we provided on how to incorporate ideas about , , and into lessons? How often do we make time for teacher discussion around these ideas and practices with colleagues?
Exploring

We provide little (around once per year) professional learning on how to incorporate ideas about privilege, equity, and justice into lessons.

Growing

We provide some (about 3-4 times per year) professional learning on how to incorporate ideas about privilege, equity, and justice into lessons.

Utilizing

We provide ongoing (about 4+ times per year) professional learning on how to incorporate ideas about privilege, equity, and justice into lessons, with attention to why these topics matter.

Transforming

We provide ongoing (about 4+ times per year) professional learning on how to incorporate ideas about privilege, equity, and justice into lessons, with attention to why these topics matter, and provide time for ongoing discussions for teachers to share ideas and practices.

Selected Rating: None

Empowerment

School practices include all stakeholder voices

Empowerment

Access to External Culturally Responsive Professional Learning

Guiding Questions:

What opportunities are there for staff to participate in -related professional learning outside of the building (e.g., conferences, workshops, presentations, etc.)? How do we provide opportunities for staff to share what they have learned and contribute to future staff development?
Exploring

We identify and offer few opportunities (around once per year) for staff to participate in culturally responsive-related professional learning outside of the building (e.g., conferences, workshops, presentations, etc.).

Growing

We identify and offer some opportunities (about 2-3 times per year) for staff to participate in culturally responsive-related professional learning outside of the building.

Utilizing

We identify and offer regular opportunities (about 3+ times per year) for staff to participate in culturally responsive-related professional learning outside of the building and provide time for them to share their learning with their colleagues.

Transforming

We identify and offer regular opportunities (about 3+ times per year) for staff to participate in culturally responsive-related professional learning outside of the building and provide time for them to share their learning with their colleagues and ask them to contribute to staff development ideas based on what they learned.

Selected Rating: None
Empowerment

Professional Learning on Enrichment & Remediation for Students

Guiding Questions:

To what extent do we provide ongoing training and support for conducting enrichment and/or remediation for students? Is the training we offer inclusive of students with a variety of learning needs?
Exploring

We rarely (around once per year) offer professional learning and support on conducting enrichment and/or remediation for students.

Growing

We sometimes (about 3-4 times per year) offer professional learning and support on conducting enrichment and/or remediation for students.

Utilizing

We offer ongoing (4+ times per year) professional learning and support on conducting enrichment and/or remediation for students that addresses the needs of all levels of learners.

Transforming

We offer ongoing (about 4+ times per year) professional learning and support on conducting enrichment and/or remediation for students that addresses the needs of all levels of learners, especially students in groups.

Selected Rating: None

Relationships

The quality of connections amongst stakeholders

Relationships

Exploring Self-Identity & Bias

Guiding Questions:

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

We provide and receive limited (around once per year) professional learning with colleagues focused on understanding identities, biases, and microaggressions and how they influence our interactions and practices.

Growing

We provide and receive some (about 3-4 times per year) professional learning with colleagues focused on understanding identities, biases, and microaggressions and how they might influence our interactions and practices.

Utilizing

We provide and receive ongoing (about 4+ times per year) professional learning with colleagues focused on critically examining how identities, biases, and microaggressions might influence our practices, and we adjust our behavior as needed.

Transforming

We provide and receive ongoing (about 4+ times per year) professional learning with colleagues 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
Relationships

Leveraging Community Relationships

Guiding Questions:

To what extent do we provide and/or facilitate opportunities to build relationships with community stakeholders? How do we help incorporate the resources of the local community into classroom content?
Exploring

We rarely (around once per year) provide and/or facilitate opportunities to interact with community stakeholders (e.g., youth group leaders, organization leaders, local government, local businesses, etc.).

Growing

We sometimes (about 2-3 times per year) provide and/or facilitate opportunities to interact with community stakeholders.

Utilizing

We provide and/or facilitate ongoing (about 3+ times per year) opportunities to build meaningful relationships with community stakeholders and help incorporate the resources of the local community into the curriculum.

Transforming

We provide and/or facilitate ongoing (about 3+ times per year) opportunities to build meaningful relationships with community stakeholders and help incorporate the resources of the local community into the curriculum in a way that mutually strengthens the relationship between the school and community.

Selected Rating: None
Relationships

Professional Learning on Building Relationships with Students

Guiding Questions:

What professional learning opportunities do we provide and receive on how to build relationships with students? Do we have ongoing opportunities to discuss how our approaches are improving our relationships with students and their learning?
Exploring

We rarely (around once per year) provide and receive professional learning on how to build relationships with students.

Growing

We sometimes (about 3-4 times per year) provide and receive professional learning on how to build relationships with students.

Utilizing

We provide and receive ongoing (about 4+ times per year) professional learning on how to build relationships with students, and we look for the influence of our approaches on students' social and academic progress.

Transforming

We provide and receive ongoing (about 4+ times per year) professional learning on how to build relationships with students, look for the influence of our approaches on students' social and academic progress, and reconvene with colleagues to discuss our approaches.

Selected Rating: None
Relationships

Leaders provide Support & Guidance on Discussing Social Issues with Students

Guiding Questions:

Do we provide guidance and make space on how to discuss broad, important, and/or sensitive social issues with students? When students raise concerns about social issues, do teachers feel supported by school leaders on how to navigate these conversations?
Exploring

We rarely provide guidance on having discussions with students on important and/or sensitive school or broader social issues (e.g., current events and political issues at the school, local, and global levels).

Growing

We sometimes provide guidance for discussion with students on important and/or sensitive school or broader social issues.

Utilizing

We regularly provide an intentional meeting space and guidance for how to respond when students raise important and/or sensitive school or broader social issues, and provide an intentional space to process the issues and responses with colleagues.

Transforming

We regularly provide intentional meeting space and guidance for how to respond when students raise important and/or sensitive school or broader social issues, provide an intentional space to process the issues and responses with colleagues, and follow up with teachers.

Selected Rating: None

Collaboration

The extent of cooperation between and amongst stakeholders

Collaboration

Sharing of Culturally Responsive Practices

Guiding Questions:

In what ways do we work with teachers and community members to identify strong culturally responsive practices? Do we provide time for teachers to share their with colleagues?
Exploring

We rarely (around once per year) identify and disseminate culturally responsive resources (e.g., books, articles, websites, videos, assignments, etc.) and practices (instructional and classroom management strategies, relationship-building techniques, etc.).

Growing

We sometimes (about 3-4 times per year) identify and disseminate culturally responsive resources and practices.

Utilizing

We regularly (about 4+ times per year) collaborate with teachers to identify and implement strong culturally responsive resources and practices.

Transforming

We regularly (about 4+ times per year) collaborate with teachers and community members to identify and implement strong culturally responsive resources and practices based on data and research.

Selected Rating: None
Collaboration

Opportunities to Grow as Culturally Responsive Professionals

Guiding Questions:

How often do we provide and 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 school 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

You can enter multiple separated by comma (,)