Ongoing Professional Learning

School Leaders Rubric

Individual Version

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: Use the guiding questions below to estimate where your school is overall on the progression Be candid – all responses are reported in aggregate, and individual responses are never identified.  We recommend spending about 20 minutes completing the rubric. Your ratings and comments will not be saved until you click SUBMIT at the bottom of the page.

Progression of Engagement

Exploring

Cultural Responsiveness (CR) is in its initial phase

Growing

CR is practiced in some situations

Utilizing

CR is practiced in most situations

Transforming

CR 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 I provide on ways to incorporate into the curriculum and supplemental materials? How do these materials and support specifically account for including ?
Exploring

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

Growing

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

Utilizing

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

Transforming

I 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 I 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

I 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

I 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

I 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

I 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 I 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 I provide for staff to learn about the community?
Exploring

I 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

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

Utilizing

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

Transforming

I provide ongoing opportunities (about 3+ times per year) for staff to learn about the community and discuss ways to enrich community connections, and the school has a point person who arranges various ways 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 I provided on how to incorporate ideas about , , and into lessons? How often do I make time for teacher discussion around these ideas and practices with colleagues?
Exploring

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

Growing

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

Utilizing

I 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

I 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 I provide opportunities for staff to share what they have learned and contribute to future staff development?
Exploring

I 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

I 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

I 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

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

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

Growing

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

Utilizing

I 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.

Transforming

I 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 I provide and receive dedicated to understanding my and biases and how they influence my practice? Do I provide and participate in opportunities to debrief what I have learned and discuss its impact on my work?
Exploring

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

Growing

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

Utilizing

I provide and receive ongoing (about 4+ times per year) professional learning with colleagues focused on critically examining how identities, biases, and microaggressions might influence my interactions and practices.

Transforming

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

Selected Rating: None
Relationships

Leveraging Community Relationships

Guiding Questions:

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

I 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

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

Utilizing

I 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

I 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 I provide and receive on how to build relationships with students? Do I have ongoing opportunities to discuss how my approaches are improving my relationships with students and their learning?
Exploring

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

Growing

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

Utilizing

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

Transforming

I provide and receive ongoing (about 4+ times per year) professional learning on how to build relationships with students, look for the influence of my 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 I provide guidance and make space on how to discuss broad, important, and/or sensitive social issues with my students? When students raise concerns about social issues, do my teachers feel supported by school leaders on how to navigate these conversations?
Exploring

I 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

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

Utilizing

I 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

I 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 I work with teachers and community members to identify strong culturally responsive practices? Do I provide time for teachers to share their with colleagues?
Exploring

I 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

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

Utilizing

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

Transforming

I 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 I provide and participate in learning communities or affinity groups that support culturally responsive professional growth? In what ways do these communities or groups help me and the staff to identify and enact ways to improve the school climate?
Exploring

I 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

I 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

I 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

I 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

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