MCSD Rubric to Evaluate CPDL Humanities Required Application Materials
If we effectively compensate teachers; recruit and promote excellent teachers and provide support as they collaborate reflectively to refine their practice; create broad community support and
understanding necessary to elevate the status of the teaching profession; give all teachers opportunities to grow, refine, and share their expertise; and develop a clear system with fidelity of
implementation, then…student learning will increase, student outcomes will improve, achievement gaps will be reduced, and students will be prepared to succeed in a globally competitive environment.
Strong Application
Weak Application
Résumé/Cover Letter
● Experience*
To what extent does this
candidate have experiences
relevant to the CPDL Humanities
role.
Résumé/Cover Letter
●
Evidence of
Professional Growth
To what extent has the candidate
grown professionally during
her/his career.
Question 1a
Please describe any leadership
positions you have filled, both
inside and outside the district...
Question 1b
...including your experience
leading professional development
in Humanities fields with other
teachers.
4
3
2
1
The candidate...
The candidate...
The candidate...
The candidate...
…has diverse experiences that
include all of the following in
Humanities at the secondary level:
classroom data analysis, building data
analysis (e.g., through service on the
leadership team), leading teams in
action planning related to
improvement, facilitation of
professional development with
colleagues (groups), presentation of
findings/results to stakeholders.
…has diverse experiences that
include 4 of the following in
Humanities at the secondary level:
classroom data analysis, building data
analysis (e.g., through service on the
leadership team), leading teams in
action planning related to
improvement, facilitation of
professional development with
colleagues (groups), presentation of
findings/results to stakeholders.
…has diverse experiences that
include 3 of the following in
Humanities at the secondary level:
classroom data analysis, building data
analysis (e.g., through service on the
leadership team), leading teams in
action planning related to
improvement, facilitation of
professional development with
colleagues (groups), presentation of
findings/results to stakeholders.
…has experiences that include 2 or
fewer of the following in Humanities
at the secondary level: classroom data
analysis, building data analysis (e.g.,
through service on the leadership
team), leading teams in action
planning related to improvement,
facilitation of professional
development with colleagues
(groups), presentation of
findings/results to stakeholders.
...has clearly evidenced substantial
professional growth with multiple
examples of engaging in growth
opportunities provided both by the
district as well as through continuing
education; evidence displays growth
well above and beyond peers.
...has evidence of professional growth
including examples of engaging in
growth opportunities provided both
by the district as well as through
continuing education; evidence
exceeds growth beyond her/his peers.
...has some evidence of engaging in
professional growth but experiences
are limited to either district-provided
opportunities or continuing education
outside of district opportunities;
evidence does not exceed growth
beyond her/his peers.
...has little or no evidence of
engaging in professional growth
opportunities.
...has extensive experience serving on
the school leadership team,
curriculum committees, and other
applicable in-school leadership roles
or has commensurate examples of
leadership outside of school;
evidence of the above documents
broad (district) impact.
...has multiple examples of assuming
leadership positions inside or outside
the district; evidence of the above is
limited primarily to building rather
than district impact.
...has evidence of assuming
leadership positions inside or outside
the district, however, evidence is
limited to circumstantial leadership
(ad hoc) opportunities rather than
consistently assuming leadership
positions.
...has little or no evidence of
assuming leadership positions inside
or outside the district.
...documents evidence of leading
professional development in
Humanities with peers citing at least
3-4 examples; must include at least
two examples of leading professional
development at the district level.
...documents evidence of leading
professional development in
Humanities with peers citing at least
2-3 examples; must include at least
one example of leading professional
development at the district level.
...documents evidence of leading
professional development in
Humanities with peers citing 1-2
specific examples; examples are
limited to the building level.
...documents little or no evidence of
leading professional development in
Humanities with peers.
MCSD Rubric to Evaluate CPDL Humanities Required Application Materials
If we effectively compensate teachers; recruit and promote excellent teachers and provide support as they collaborate reflectively to refine their practice; create broad community support and
understanding necessary to elevate the status of the teaching profession; give all teachers opportunities to grow, refine, and share their expertise; and develop a clear system with fidelity of
implementation, then…student learning will increase, student outcomes will improve, achievement gaps will be reduced, and students will be prepared to succeed in a globally competitive environment.
Strong Application
Weak Application
Question 2
What prior knowledge and/or
experience do you have with
aligning curriculum, instruction,
and assessments with the Iowa
Core in Humanities fields at the
secondary level?
Question 3
Please describe what experience
you have working within a
Professional Learning
Community to analyze student
achievement data.
Question 4
Please describe your experience
working in and/or leading a team
of teachers to improve
instructional practice and/or
student achievement in a
Humanities field.
Question 5
4
3
2
1
The candidate...
The candidate...
The candidate...
The candidate...
...has extensive knowledge and
experience working with alignment
of Humanities curriculum at the
secondary level; has extensive
knowledge and experience working
with research-/evidence-based
instructional practices in Humanities
at the secondary level; has extensive
knowledge and experience working
with Humanities assessment
development at the secondary level;
knowledge and experience of all of
the above are deep and broad.
...has good knowledge and
experience working with alignment
of Humanities curriculum at the
secondary level; has good knowledge
and experience working with
research-/evidence-based
instructional practice in Humanities
at the secondary level; has good
knowledge and experience working
with Humanities assessment
development at the secondary level;
knowledge and experience of all of
the above are deep but not broad.
...has some knowledge and
experience working with alignment
of the Humanities curriculum in one
level; has some knowledge and
experience working with research/evidence-based instructional practice
in Humanities in one level or one or
subject area; has some knowledge
and experience working with
Humanities assessment development
in one level or one subject area.
...has limited knowledge and/or
experience in any of the following:
alignment of Humanities curriculum,
working with research-/evidencebased instructional practice, or
assessment development in
Humanities.
...demonstrates a deep understanding
of PLCs as evidenced by multiple
examples of working with a team to
actualize the PLC process; it is clear
the candidate understands PLCs well
enough to teach the process to
someone else.
...demonstrates a deep understanding
of PLCs and offers at least 1-2
examples of working with a team to
actualize the PLC process.
...demonstrates some understanding
of PLCs but has limited evidence of
actualizing the PLC process.
...demonstrates a superficial
understanding of PLCs by only
addressing what has been read or
shared.
...cites examples of working with and
leading teams at multiple levels or in
multiple Humanities subject areas to
improve instructional practice and
student achievement.
...cites examples of working with and
leading teams at at one level or in one
Humanities subject area to improve
instructional practice and student
achievement.
...cites examples of working on a
team to improve instructional
practice and student achievement in a
Humanities subject area, but does not
cite examples of actually leading a
team of teachers in the same process.
...cites examples of working on a
team or leading a team that are not
clearly connected to improving
professional practice or student
achievement in a Humanities area.
...demonstrates a strong
...demonstrates a strong
...demonstrates an understanding of
...demonstrates limited understanding
MCSD Rubric to Evaluate CPDL Humanities Required Application Materials
If we effectively compensate teachers; recruit and promote excellent teachers and provide support as they collaborate reflectively to refine their practice; create broad community support and
understanding necessary to elevate the status of the teaching profession; give all teachers opportunities to grow, refine, and share their expertise; and develop a clear system with fidelity of
implementation, then…student learning will increase, student outcomes will improve, achievement gaps will be reduced, and students will be prepared to succeed in a globally competitive environment.
Strong Application
Weak Application
Describe a time when you have
had to confront a difficult
professional issue with a
colleague. Please explain how
you approached the matter, and
how it was resolved.
understanding of how to address a
colleague about a professional issue;
cites an example that specifically
answers how the issue was
approached and how it was resolved;
evidences the courage to confront
challenging matters and documents
the specific action(s) taken.
understanding of how to address a
colleague about a professional issue;
cites an example that answers how
the issue was approached and how it
was resolved; evidences the courage
to confront challenging matters.
how to address a colleague about a
professional issue but the example
cited lacks the depth necessary to
evidence the ability to address
challenging matters.
of how to address a colleague about a
professional issue.
Question 6
...documents specific experiences
working with the leadership team and
has taken on additional
responsibilities leading goal-setting
efforts and communicating goals and
the action plan to achieve those goals
to the whole staff.
...documents specific experiences
working with the leadership team to
set and achieve goals; the experiences
clearly evidence the candidate’s
participation in setting, monitoring,
and communicating building goals to
the whole staff.
...has demonstrated a willingness to
serve on the leadership team to set
and achieve building goals and can
cite experiences doing so.
...has little or no experience working
with the leadership team to set and
achieve building goals.
...has extensive knowledge and
experience in utilizing the IPDM
framework and can cite direct
experience of using the whole IPDM
cycle to make adjustments in
professional practice in collaboration
with colleagues.
...has knowledge and experience in
utilizing the IPDM framework to
make adjustments in professional
practice and can cite direct
experience of using at least 3 of the
components, 1 of which includes the
use of data in collaboration with
colleagues.
...has knowledge or experience in
working with the IPDM but
experience is limited to using 1-2
components of the IPDM in
professional practice; experience is
limited to individual performance
with little or no focus on
collaboration.
...has little knowledge or experience
in working with the IPDM;
understanding of the IPDM does not
go beyond what is easily obtainable
by reading.
...shows a deep level of
understanding and has crafted a series
of actions that address all of the
obvious and non-obvious factors; the
actions described address all of the
challenges involved in the situation,
at the very least including the
alignment of curriculum, the use of
common formative and common
summative assessments, and the
inclusion of data-driven processes
through PLCs; a long-term plan is
evident, including on-going support
of the principal or other instructional
leader.
...shows a deep level of
understanding and describes a
resolution that addresses the obvious
issues; the actions described address
all of the challenges involved in the
situation, at the very least including
the alignment of curriculum and the
use of common formative and
common summative assessments; a
long-term plan is evident.
...shows some level of understanding
but the resolution lacks specificity or
does not articulate actions that speak
to all of the challenges involved in
the situation.
...shows a lack of understanding of
the underlying issues by not
articulating a clear path forward that
will lead necessarily to a resolution.
Please describe your experience
working with the building
principal and/or building
leadership team to achieve
building goals.
Question 7
Describe how you have used the
Iowa Professional Development
Model (IPDM) to improve
professional practice.
Question 8
Hypothetical: As a new CPDL,
you have observed that the
curriculum being taught for US
Government is different in each
classroom at the high school. In
addition, common assessments
are not being used. How do you
handle this situation?