Assessment 3 (Required) Assessment of candidate’s ability to facilitate a collaborative learning culture. 1. The Professional Learning Community Project. This capstone assignment will be completed over the course of all three quarters in the coursework and in the practicum. 2. Standards and indicators are noted on the scoring guide. 3. Data. Professional Learning Community Project Indicators and Performance Levels 2009-10 2010-11 Evidence-based principles of effective leadership 0 Not addressed 1 Implementation rudimentary at all levels. 2 3 0 Implementation is adequate. All facets are addressed; however, analysis may not delve deeply enough into the issues. This influences decision making potential at one or more levels. 1.2 Candidates demonstrate skill in managing the change process by assisting and supporting teacher learning through professional development through the effective implementation of a PLC (section 3a of assignment). In part, implementations are effective when appropriate data are collected, analyzed, and used to inform decision making at appropriate levels. Not addressed. 1 Reflection is superficial, suggestive of “just doing the assignment” 2 Reflection is structured using the Bullock and Hawk model. Reflections are mostly insightful. 3 1.5 Candidates engage in reflective practice concerning leadership roles and responsibilities, and encourage reflective practice in others using the guidelines of the Bullock and Hawk model (3b). Reflections are insightful and will likely promote differences in future action. 0 Not addressed. 1 The goal plan is at the rudimentary level. Most sections are underdeveloped. 2 The goal plan is adequate. One or more sections of the plan are underdeveloped or unclear. 2011-12 1 (4.2%) 27 (100%) 23 (95.8%) 3 (11.1%) 1 (4.2%) 24 (88.9%) 23 (95.8%) 3 (11.1%) 24 (100%) 24 (100%) 1 (4.2%) 3 0 1 1.6 Candidates assume leadership roles at the school, district, state or national levels and in professional organizations through thoughtful facilitation of the development of the goal plan (1a). The purpose of the PLC is clearly central to the needs of the community. Steps and goals are clearly articulated. There is abundant evidence of distributed leadership embedded in the goal plan, and a final product is clearly articulated. Not addressed 24 (88.9%) 24 (100%) 23 (95.8%) Teachers’ experiences and readiness for a PLC is inadequately addressed in the scope plan. Little evidence is presented on these two concepts. Consideration of teachers’ experience and readiness for a PLC is adequately addressed in 2 the scope plan. The rationale is mostly linked to these concepts. Evidence is somewhat weak or limited. 1.7 Candidates facilitate the development of efficacy among other teachers in their school and district through developing a scope plan for a PLC that effectively considers teachers’ 3 experiences and readiness related to the topic (2a). Evidence is provided, and the rationale for scope selection is clearly linked to these concepts. Data-based decision making 0 1 Rubrics are inadequately developed. They may lack cohesion or fail to offer the possibility of continuous improvement. 2 Rubrics are adequately developed. The cohesive or continuous improvement aspects are underdeveloped. 3 2.1 Candidates serve as building leaders in the development, implementation, and continuous improvement of a comprehensive, cohesive, and integrated school assessment plan grounded in multiple measures and data sources including development of rubrics to assess the PLC’s goal plan (section 1b) and scope plan (section 2b.) Effective rubrics assess the PLC’s development of shared goals to guide the process and evaluate the success of distributed leadership in deciding and evaluating outcomes. They are cohesive and offer the possibility of continuous improvement. 0 Not addressed 6 (22.2%) 21 (77.8%) 27 (100%) 24 (100%) 24 (100%) 24 (100%) 1 Collection and analysis of student learning is inadequate to address differentiation of instruction. Analysis links indirectly linked to differentiation. 2 Collection and analysis of student learning is adequate to address differentiation of instruction. Analysis mostly leads to relevant (i.e., actionable) information. 3 2.2 Candidates collaboratively analyze assessment data to plan and implement differentiated instruction to meet student needs reflected by the effective collection and analysis of PLC data related to student learning outcomes (section 1d). Analyses (3a) should provide information relevant to differentiation. 0 Not addressed 1 Classroom assessments at either grade-level or content area are inadequately addressed in the goal plan. 2 Classroom assessments at either grade-level or content area are adequately addressed in the goal plan. 3 2.3 Candidates lead collaborative efforts to develop high quality classroom assessments among grade-level and content-area teachers as is effectively articulated in the scope plan (2a). 4 (16.7%) 27 (100%) 24 (100%) 20 (83.3%) 1 (4.2%) 27 (100%) 24 (100%) 23 (95.8%) 27 (100%) 24 (100%) 24 (100%) Facilitation of Collaborative Learning Culture 0 Not addressed 1 Knowledge sharing is addressed but inadequate. 2 How knowledge will be shared is adequately addressed; however, what’s articulated requires more explanation. 3 3.1 Candidates coach and model collaborative efforts to share knowledge and demonstrate interdisciplinary instruction among teachers by explaining how and to what extent the results of the PLC Project will be shared (section 2a.). The plan is explicit and doable. 0 Not addressed 1 Communication plans are inadequately addressed in the scope of work. 2 Communication plans are adequately addressed in the scope of work. 3 3.2 Candidates nurture open and effective lines of communication with students, parents, other educators, administrators, and the community through professional learning communities as effectively reflected in the scope plan for the PLC (section 2). Communication plans with others are clearly delineated within the scope of work (e.g., immediately, later in the process). 0 1 Not addressed Resource needs are inadequately addressed. Resource needs is adequate in scope. Some areas of need are not well developed or omitted. 3.3 Candidates work with stakeholders to identify appropriate resources for enhancing 3 collaboration as articulated in the scope plan (section 3b). The list is comprehensive; all areas of need are addressed. 0 Not addressed A PLC is inadequately developed and 1 implemented. A PLC is adequately developed and 2 implemented. 3.4 Candidates facilitate collaborative professional learning activities for educators, 3 families, and the community through the effective development and implementation of a PLC. Develop/support shared vision 0 Not addressed 1 Shared goals are inadequately assessed. 2 Shared goals are adequately assessed. 27 (100%) 24 (100%) 24 (100%) 27 (100%) 24 (100%) 24 (100%) 2 3 4.1 Candidates participate in developing a shared vision for short-term and long term goals for ongoing school reform, and continuous improvement through effectively assessing the development of shared goals to assess community progress (section 1a). 0 Not addressed 1 The goal plan inadequatley addresses how teamwork will be achieved 2 The goal plan adequately addresses how teamwork will be achieved. 24 (100%) 27 (100%) 24 (100%) 24 (100%) 3 4.2 Candidates advocate for and initiate increased opportunities for teamwork to promote and support student achievement and other school goals through a well-articulated goal plan (section 1). The goal plan explicitly addresses how opportunities for teamwork in service of student learning will be achieved. 0 Not addressed 1 The scope plan inadequately connects topics, resources, and stakeholders. Feedback is barely, if at all, addressed. 2 The scope plan is adequately developed to connect topics with resources for stakeholders. Feedback is addressed perhaps not fully. 3 4.3 Candidates participate in designing practices and structures that create and maintain an effective learning culture through articulation of a well-developed scope plan for the PLC that connects topics, resources, and stakeholders that includes a feedback mechanism (2a). 0 Not addressed 1 Candidate’s support of others in advocating and communicating school vision is inadequately described. 2 Candidate’s support of others in advocating and communicating school vision is adequately described. 27 (100%) 24 (100%) 1 (4.2%) 27 (100%) 24 (100%) 1 (3.7%) 1 (4.2%) 4.4 Candidates support other school leadership team members in advocating and 26 23 3 communicating the school's vision and goals (96.3%) (95.8%) through a thorough explanation of the PLC’s goal plan (section 1a). Promotes and models ongoing professional learning and improved practice 0 Not addressed Candidates inadequately implement a PLC based 1 upon participant feedback (low ratings on rubric). Candidates adequately implement a PLC based 2 upon participant feedback (middling ratings on rubric). 3 5.4 Candidates develop, implement, and evaluate professional development activities for teachers reflected in an effective PLC Project based upon participant feedback (high participant ranking on rubric). 24 (100%) 27 (100%) 24 (100%) 23 (95.8%) 24 (100%) 24 (100%) Assessment documentation including: (a) description of the assignment; (b) scoring rubric. Professional Learning Community Project 1. Plan a PLC (developed first quarter during CI 756P).Select a professional learning community or create a new learning community to use for the capstone project, which concludes the practicum experience. Authentic learning communities include examples such as the following: school improvement teams, academic department teams, grade level teams, critical friends’ teams, etc. a. Develop a goal plan for the PLC using the following model. Goal Plan 1. What is the guiding topic for the Professional Learning Community? 2. What is the purpose of the Learning Community Collaboration? (The purpose for forming the learning community should be central to your discipline, school, or district and challenging for the participants.) 3. What are the goals of the project? (What do you want to accomplish?) Which steps will you take first to reach each goal, and when will this step be done? Goal 1: Step 1 Step 2 Goal 2: Step 1 Step 2 4. Who is the individual or group responsible for initiating and/or sustaining each step toward achieving the goal? 5. What final product will be accomplished through the Learning Community collaboration? b. Develop a rubric assessment to evaluate the goal plan. A professional learning community should be able to assess its progress. Teamwork should be authentic, measurable, observable, and replicable. In this case, the learning community is assessing its effectiveness in developing shared goals to guide the community progress (Resource: http://www.rubistar.com). 2. Develop a scope plan for your PLC (developed 2nd quarter during practicum). Decide the scope (length of time) of the project. The scope ensures that the learning community can accomplish its goals in the length of time available. a. Describe the scope of your project (small or large) by discussing each element below. Decisions on the scope of activities, meetings, etc. in the project are made before the project begins and are based on participants’ experience and readiness, their schedule, and the topic of the project. The scope should include a plan to address classroom indicators either at grade levels or content areas of performance. Scope Plan: Using the definitions of small and large projects in the columns to the right, develop a Scope Plan for the learning community project. Small Project Large Project Duration of the learning community project. 5-10 days Depth of the learning community project. 1 topic Most of the quarter Multiple topics 1 expectation element Multiple expectation elements Technology needed for the learning community project Complexity of outreach the learning community will involve 1-3 element indicators Limited use Classroombased Partnerships the learning community will involve 1 teacher How and/or the extent to which the results of the learning community project will be shared Classroom or school 3-6 element indicators Extensive use Multiple stakeholders and/or communitybased Multiple teachers and community members Expert panel b. Compile a list of those resources related to professional learning communities that will be useful in this area. Resources might include applicable readings, materials, experts to consult, etc. c. Plan how to assess your PLC. Assess the shared accountability for results of the learning community participants. A professional learning community should assess its shared commitment to accomplishing the goals of the project (Resource: http://www.rubistar.com). Develop a rubric to evaluate the success of shared responsibilities that were distributed among the learning community for making collective decisions and evaluating actions and outcomes. In developing a rubric that assesses work team responsibility, consider such rubric categories as: contributions, quality of work, time-management, focus on the task, preparedness, and working with others. d. Research evidence suggests that student outcomes change only when they are emphasized. Specify how both teaching and learning outcomes will be measured as an outcome of the PLC process. 3. Implementation (completed third quarter during practicum). Implement the PLC and collect data around your efforts. a. Present data collected using the rubric you developed in step 2. Analyze those data, explaining what they reveal about each rubric item. b. Write a personal reflection on the application of building shared goals, managing shared work, and assessing for shared accountability. Write a personal reflection using the guidelines of the Bullock and Hawk model below. Description of the learning Analysis of where you’ve event been Summarize how the Analyze the evidence that experience of developing leads to selecting the and sustaining a topic or purpose of the professional learning learning community community aligns with the project. Standards for Ohio Identify the strengths of Teachers the evidence. Identify areas on which to improve. Why is it important that the learning community explore this topic? Planning where you go next (the most important stage) How has the evidence influenced you/your team? What are the implications for your future teaching based on this evidence? What do you do next to extend your professional learning? What do you do next to refine your learning? 2 3 1.2 Candidates demonstrate skill in managing the change process by assisting and supporting teacher learning through professional development through the effective implementation of a PLC (section 3a of assignment). In part, implementations are effective when appropriate data are collected, analyzed, and used to inform decision making at appropriate levels. Evidenced-based principals of effective leadership Data-based decision making Not addressed Implementation rudimentary at all levels. Not addressed. Reflection is superficial, suggestive of “just doing the assignment” Implementation is adequate. All facets are addressed; however, analysis may not delve deeply enough into the issues. This influences decision making potential at one or more levels. Reflection is structured using the Bullock and Hawk model. Reflections are mostly insightful. Not addressed. The goal plan is at the rudimentary level. Most sections are underdeveloped. The goal plan is adequate. One or more sections of the plan are underdeveloped or unclear. Teachers’ experiences and readiness for a PLC is inadequately addressed in the scope plan. Little evidence is presented on these two concepts. Consideration of teachers’ experience and readiness for a PLC is adequately addressed in the scope plan. The rationale is mostly linked to these concepts. Evidence is somewhat weak or limited. Not addressed Rubrics are inadequately developed. They may lack cohesion or fail to offer the possibility of continuous improvement. Rubrics are adequately developed. The cohesive or continuous improvement aspects are underdeveloped. 2.1 Candidates serve as building leaders in the development, implementation, and continuous improvement of a comprehensive, cohesive, and integrated school assessment plan grounded in multiple measures and data sources including development of rubrics to assess the PLC’s goal plan (section 1b) and scope plan (section 2b.) Effective rubrics assess the PLC’s development of shared goals to guide the process and evaluate the success of distributed leadership in deciding and evaluating outcomes. They are cohesive and offer the possibility of continuous improvement. Not addressed Collection and analysis of student learning is inadequate to address differentiation of instruction. Analysis links indirectly linked to differentiation. Classroom assessments at either grade-level or content area are inadequately addressed in the goal plan. Collection and analysis of student learning is adequate to address differentiation of instruction. Analysis mostly leads to relevant (i.e., actionable) information. Classroom assessments at either grade-level or content area are adequately addressed in the goal plan. 2.2 Candidates collaboratively analyze assessment data to plan and implement differentiated instruction to meet student needs reflected by the effective collection and analysis of PLC data related to student learning outcomes (section 1d). Analyses (3a) should provide information relevant to differentiation. 2.3 Candidates lead collaborative efforts to develop high quality classroom assessments among grade-level and content-area teachers as is effectively articulated in the scope plan (2a). Not addressed 1 1 unless otherwise noted 1.5 Candidates engage in reflective practice concerning leadership roles and responsibilities, and encourage reflective practice in others using the guidelines of the Bullock and Hawk model (3b). Reflections are insightful and will likely promote differences in future action. 1.6 Candidates assume leadership roles at the school, district, state or national levels and in professional organizations through thoughtful facilitation of the development of the goal plan (1a). The purpose of the PLC is clearly central to the needs of the community. Steps and goals are clearly articulated. There is abundant evidence of distributed leadership embedded in the goal plan, and a final product is clearly articulated. 1.7 Candidates facilitate the development of efficacy among other teachers in their school and district through developing a scope plan for a PLC that effectively considers teachers’ experiences and readiness related to the topic (2a). Evidence is provided, and the rationale for scope selection is clearly linked to these concepts. 2 Points 1 Weight 1 0 Facilitation of collaborative learning culture Develop/support shared vision Not addressed Knowledge sharing is addressed but inadequate. Not addressed Communication plans are inadequately addressed in the scope of work. Not addressed Resource needs are inadequately addressed. Not addressed A PLC is inadequately developed and implemented. Not addressed Shared goals are inadequately assessed. Shared goals are adequately assessed. Not addressed The goal plan inadequately addresses how teamwork will be achieved. The goal plan adequately addresses how teamwork will be achieved. Not addressed The scope plan inadequately connects topics, resources, and stakeholders. Feedback is barely, if at all, addressed. Candidate’s support of others in advocating and communicating school vision is inadequately described. Candidates inadequately implement a PLC based upon participant feedback (low ratings on rubric). The scope plan is adequately developed to connect topics with resources for stakeholders. Feedback is addressed perhaps not fully. Candidate’s support of others in advocating and communicating school vision is adequately described. 3.1 Candidates coach and model collaborative efforts to share knowledge and demonstrate interdisciplinary instruction among teachers by explaining how and to what extent the results of the PLC Project will be shared (section 2a.). The plan is explicit and doable. 3.2 Candidates nurture open and effective lines of communication with students, parents, other educators, administrators, and the community through professional learning communities as effectively reflected in the scope plan for the PLC (section 2). Communication plans with others are clearly delineated within the scope of work (e.g., immediately, later in the process). 3.3 Candidates work with stakeholders to identify appropriate resources for enhancing collaboration as articulated in the scope plan (section 3b). The list is comprehensive; all areas of need are addressed. 3.4 Candidates facilitate collaborative professional learning activities for educators, families, and the community through the effective development and implementation of a PLC. 4.1 Candidates participate in developing a shared vision for short-term and long term goals for ongoing school reform, and continuous improvement through effectively assessing the development of shared goals to assess community progress (section 1a). 4.2 Candidates advocate for and initiate increased opportunities for teamwork to promote and support student achievement and other school goals through a well articulated goal plan (section 1). The goal plan explicitly addresses how opportunities for teamwork in service of student learning will be achieved. 4.3 Candidates participate in designing practices and structures that create and maintain an effective learning culture through articulation of a welldeveloped scope plan for the PLC that connects topics, resources, and stakeholders that includes a feedback mechanism (2a). 4.4 Candidates support other school leadership team members in advocating and communicating the school's vision and goals through a thorough explanation of the PLC’s goal plan (section 1a). Candidates adequately implement a PLC based upon participant feedback (middling ratings on rubric). 5.4 Candidates develop, implement, and evaluate professional development activities for teachers reflected in an effective PLC Project based upon participant feedback (high participant ranking on rubric). Not addressed Promotes & models ongoing professional learning and improved practice Not addressed How knowledge will be shared is adequately addressed; however, what’s articulated requires more explanation. Communication plans are adequately addressed in the scope of work. Resource needs is adequate in scope. Some areas of need are not well developed or omitted. A PLC is adequately developed and implemented. total 2 /5 4