Assessment 3 culture.

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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
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