Ongoing Professional Learning
Teachers Rubric
Team 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: Meet with the other members of the team that your school has asked to participate in the rubric pilot (check with your school point person if you are unsure of the team members). Use the guiding questions below to estimate together where your grade level(s) fall overall on each element of the rubric. Be candid – this activity is most valuable as a formative learning experience. We recommend spending about 45 minutes on the rubric. Save your notes and ratings for future discussions.
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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 school community members’ dedication to culturally responsive practices across the school experience
Commitments
Professional Learning on Cultural Responsiveness
Guiding Questions:
What professional learning have we received from the school or district that is focused on improving our cultural responsiveness (e.g., developing cultural awareness, building on students’ cultural strengths, identifying disproportionality, managing microaggressions, racial literacy, etc.)? How are we supported to implement what we learn?
Exploring
We rarely have school or district sponsored professional learning focused on cultural responsiveness.
Growing
We sometimes have school or district sponsored professional learning activities focusing on cultural responsiveness.
Utilizing
We regularly have school or district sponsored professional learning activities focusing on cultural responsiveness.
Transforming
We regularly have school or district sponsored professional learning activities focusing on cultural responsiveness and receive support to apply what we have learned in our classrooms.
Selected Rating:
None
Commitments
Professional Learning on Infusing Cultural Responsiveness into Curriculum
Guiding Questions:
What professional learning and support have we received on ways to incorporate cultural responsiveness into our curriculum and supplemental materials? How do we account for traditionally marginalized perspectives? What supports do we receive on how to manage potentially controversial materials?
Exploring
We receive little professional learning and support on ways to incorporate cultural responsiveness into our curriculum and supplemental materials.
Growing
We receive some professional learning and support on ways to incorporate cultural responsiveness into our curriculum and supplemental materials.
Utilizing
We receive ongoing professional learning and support on ways to incorporate cultural responsiveness into our curriculum and supplemental materials with a focus on marginalized perspectives.
Transforming
We receive ongoing professional learning and support on ways to incorporate cultural responsiveness into our curriculum and supplemental materials with a focus on marginalized perspectives and strategies for managing the consequences of potentially controversial materials.
Selected Rating:
None
Commitments
Professional Learning on using range of data
Guiding Questions:
What professional learning have we received on how to analyze and disaggregate a range of data including standardized assessment data, classroom assessment data, and non-academic data? [Note: Examples of standardized assessment data include state tests, district assessments, benchmarks; Examples of classroom data include quizzes, exit tickets, portfolios, teacher made tests; Examples of non-academic data include social-emotional, attendance, behavioral.]
Exploring
We have limited professional learning on how to analyze and disaggregate a range of data including standardized assessment data, classroom assessment data, and non-academic data to better understand our students and improve their educational experiences.
Growing
We have an appropriate amount of professional learning on how to analyze and disaggregate a range of data to better understand our students and improve their educational experiences.
Utilizing
We have an appropriate amount of professional learning on how to analyze a range of data to better understand our students and improve their educational experiences with attention to understanding and responding to the needs of a range of learners.
Transforming
We have an appropriate amount of professional learning on how to analyze a range of data to better understand our students and improve their educational experiences with attention to understanding and responding to the needs of a range of learners and learn 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:
How is learning about, and engaging with, the community embedded into professional development in the school? Do our leaders provide us with ways to learn about the community (e.g. community walks, visiting community centers, attending community events)?
Exploring
We have few opportunities to learn about the community.
Growing
Our leaders sometimes arrange for us to learn about the community.
Utilizing
Our leaders arrange a variety of ways for us to learn about the community as a regular part of our professional development.
Transforming
We have a point person that looks for and arranges a variety of ways for us to continually 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 received on how to incorporate ideas about privilege, equity and justice into our lessons? Do we have opportunities to engage in discussion around these ideas and practices with our colleagues?
Exploring
We receive little professional learning on how to incorporate ideas about privilege, equity, and justice into our lessons.
Growing
We have some professional learning on how to incorporate ideas about privilege, equity and justice into our lessons.
Utilizing
We have ongoing professional learning on how to incorporate ideas about privilege, equity, and justice into our lessons.
Transforming
We have ongoing professional learning on how to incorporate ideas about privilege, equity, and justice into our lessons and have ongoing discussions in our learning teams to share ideas and practices.
Selected Rating:
None
Empowerment
School practices include all school community member voices
Empowerment
Access to External CRS Professional Learning
Guiding Questions:
To what extent do our leaders encourage and provide us with time and support to identify and participate in outside opportunities (e.g. conferences, presentations, etc.) to deepen our understanding of CRS? What is the expectation for us to share what we have learned with our colleagues?
Exploring
Leaders rarely encourage us to identify and participate in outside opportunities to deepen our understanding of CRS.
Growing
Leaders sometimes encourage us to identify and participate in outside opportunities to deepen our understanding of CRS.
Utilizing
Leaders often encourage us to identify and participate in outside opportunities to deepen our understanding of CRS, and provide us with time and support to do so.
Transforming
Leaders often encourage us to identify and participate in outside opportunities to deepen our understanding of CRS, and provide us with time and support to do so, as well as space to share what we learn with our colleagues.
Selected Rating:
None
Empowerment
Connecting Curriculum to Community
Guiding Questions:
To what extent do we receive ongoing training and support on how to utilize the resources of the community and the broader world and incorporate them into our classroom content? How often do we get to discuss our approaches with colleagues?
Exploring
We receive little professional learning and support on how to utilize the resources of the community and the broader world and incorporate them into classroom content.
Growing
We receive some professional learning and support on how to utilize the resources of the community and the broader world and incorporate them into classroom content.
Utilizing
We receive ongoing professional learning and support on how to utilize the resources of the community and the broader world and incorporate them into classroom content.
Transforming
We receive ongoing professional learning and support on how to utilize the resources of the community and the broader world and incorporate them into classroom content and have opportunities to discuss approaches with colleagues.
Selected Rating:
None
Empowerment
Professional Learning on enrichment and remediation for students
Guiding Questions:
To what extent do we receive ongoing training and support for conducting enrichment and/or remediation for students? Is the training we receive inclusive of students with a variety of learning needs?
Exploring
We receive little professional learning and support on conducting enrichment and/or remediation for students.
Growing
We receive some professional learning and support on conducting enrichment and/or remediation for students.
Utilizing
We receive ongoing professional learning and support on conducting enrichment and/or remediation for students.
Transforming
We receive ongoing professional learning and support on conducting enrichment and/or remediation for students that addresses the needs of all levels of learners.
Selected Rating:
None
Relationships
The quality of connections amongst school community members
Relationships
Exploring Self Identity and Bias
Guiding Questions:
What professional learning opportunities do we have with our colleagues dedicated to understanding our identities and biases and how they influence our practices? Do we have space to debrief what we have learned and discuss its impact on our work?
Exploring
We have limited professional learning time with our colleagues dedicated to understanding our identities and biases and how they influence our practices.
Growing
We have some professional learning time with our colleagues dedicated to understanding our identities and biases and how they influence our practices.
Utilizing
We have ongoing professional learning time with our colleagues dedicated to understanding our identities and biases and how they influence our practices.
Transforming
We have ongoing professional learning time dedicated to critically examining our identities and biases alongside our colleagues and how these influence our practice and we often reconvene to debrief the impact of our learning on our practices.
Selected Rating:
None
Relationships
Communicating with Students and Families in their Languages
Guiding Questions:
What opportunities and support do we receive to learn at least the basic terms of the languages represented in our school community for the purpose of increasing accessibility and comfort of students and families?
Exploring
We receive few professional learning opportunities and support in learning at least the basic terms of the languages represented in our school community.
Growing
We receive some professional learning opportunities and support in learning at least the basic terms of the languages represented in our school community.
Utilizing
We receive regular professional learning opportunities and support in learning at least the basic terms of the languages represented in our school community.
Transforming
We receive regular professional learning opportunities and support in learning at least the basic terms of the languages represented in our school community and are encouraged to use the terms in academic and nonacademic situations.
Selected Rating:
None
Relationships
Professional Learning on Building Relationships with Students
Guiding Questions:
What professional learning opportunities do we have with our colleagues 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 have limited professional learning on how to build relationships with our students.
Growing
We have some professional learning on how to build relationships with our students.
Utilizing
We have ongoing professional learning on how to build relationships with our students.
Transforming
We have ongoing professional learning on how to build relationships with our students and often reconvene in learning communities to discuss our approaches and how they are improving our relationships with students and their learning.
Selected Rating:
None
Collaboration
The extent of cooperation amongst school community members
Collaboration
Opportunities to Engage in Learning Communities to Grow as Culturally Responsive Professionals
Guiding Questions:
What opportunities do we have to engage 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? Are we provided with mentorship (e.g. modeling, teachbacks, observations) to support our growth?
Exploring
We have limited opportunities to engage in learning communities or affinity groups that support our growth as culturally responsive professionals.
Growing
We have regular opportunities to engage in learning communities or affinity groups that support our growth as culturally responsive professionals.
Utilizing
We have regular opportunities to engage in learning communities or affinity groups that support our growth as culturally responsive professionals and help us to identify and enact ways to improve the school climate.
Transforming
We have regular opportunities to engage in learning communities or affinity groups that support our growth as culturally responsive professionals and help us to identify and enact ways to improve the school climate as well as provides us with mentorship.
Selected Rating:
None
