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Rubric for collaboration by xiaopangnv


									                                                               Organizational Efficiency

    Indicator                               1                                  2                                    3                     Evidence/Artifacts
    1st X   2nd X   3rd X

                                                                                                  Teams meet consistently every
                            Teams meet inconsistently          Teams meet on most                 Wednesday during early release or
                            during Wednesday early             Wednesdays during early            late start in a designated area. The
                            release or late start.             release or late start in a         proximity of grade level and
                            Collaboration is not the primary   designated area. Collaboration     department personnel allows for
                            purpose. Other activities are      may be a primary purpose during    ease of accessing colleagues for
A                           predominant.                       this time.                         the purpose of collaborating.

                                                                                                  Teachers function as a team
                                                              Teams are more congenial as         working together and learning from
                            Teachers work primarily as        opposed to collegial. There is an   one another. Unlike a work group,
                            individuals in isolation with few effort to discuss students, but     they are characterized by common
                            common goals or shared            little discussion regarding         goals and interdependent efforts to
B                           efforts.                          teaching practices.                 achieve those goals.

                                                          Teams establish norms and               Teams establish norms and
                            Teams do not establish or use protocols, but use them                 protocols and use them
C                           norms and protocols.          inconsistently.                         consistently.

                                                                                                  Teams consist of teachers and
                                                                                                  ancillary staff (Counselors, nurses,
                                                                                                  facilitators, prevention specialists,
                                                               Teams consist of teachers and      etc.) and are highly valued
                            Teams are formed based on          ancillary staff (Counselors,       members. There is membership
                            compliance issues. Questions       nurses, facilitators, prevention   across the school, including grade
                            of power are a source of           specialists,, etc.) Teams are      levels, content areas and
                            controversy. Membership is         primarily static. Leadership is    departments. Leadership is
D                           sometimes adversarial.             evolving.                          promoted and nurtured.

                                                                                                 A site specific system is in place to
                            A system does not exist to         Some level of integration of new effectively and efficiently integrate
                            assist new staff. It's sink or     staff exists. It is random rather new staff, i.e. mentors, support
E                           swim.                              than systematic.                  groups.
                                                             Organizational Efficiency

    Indicator                             1                                  2                                     3                    Evidence/Artifacts
    1st X   2nd X   3rd X

                            There are few policies,
                            structures and resources in
                            place to support the             Some of the necessary policies,The necessary policies, structures
                            development of the               structures and resources are inand resources are in place to
                            collaborative process.                                          support the collaborative process.
                                                             place to support the collaborative
                            Resource and structural issues                                  Resource and structural issues are
                                                             process. Resource and structural
F                           are not dealt with.              issues may be dealt with.      dealt with swiftly and actively.   School and district policies
                                                                                                                               "Routine for Team Collaboration"
                            Collaborative teams do not      Collaborative teams sometimes                                      form (Sunnyside, 2006),
                            document or produce             document and produce artifacts, Collaborative teams document and "Sunnyside's Strategic
                            materials, artifacts or         materials, and instruments to   produce materials, artifacts or    Collaboration" form (Escarcega),
                            instruments to guide or monitor guide and monitor the           instruments to guide and monitor   "Critical Issues for Team
G                           the collaborative work.         collaborative work.             the collaborative work.            Consideration" form (DuFour)
                                                            The process, progress and
                            The process, progress and       impact of the collaborative
                            impact of the collaborative     groups are evaluated by teams The process, progress and impact
                            groups are not evaluated by     once a year. Using the rubric   of the collaborative groups are
                            teams. Using the rubric, teams teams create a plan to address evaluated by teams at least three
                            do not create a plan to address the elements in need of         times per year. Using the rubric,
                            elements in need of             improvement the subsequent      teams create a plan to address the
H                           improvement.                    year.                           elements in need of improvement.

                                                                                                  Additional opportunities and
                                                            Additional opportunities and          structures provide for collective
                            Collaboration is for compliance structures are sometimes              learning through open dialogue that
I                           purposes only.                  considered.                           lead to continued inquiry.

                         Professional Development:           Professional Development :           Professional Development:
                         Teams are provided with little      Teams are provided with some         Teams are provided with the
                         or no specific knowledge and        specific knowledge and skills to     specific knowledge and skills to
J                        skills to collaborate.              collaborate.                         effectively collaborate.
                    Revised 5/11/2009
                                                             Analysis & Use of Data
    Indicator                             1                           2                                             3                    Evidence/Artifacts
    1st X 2nd X   3rd X

                                                                                                   There is an ongoing cycle of
                                                             There is a cycle of gathering and     systematic gathering and
                                                             analysis of data by some teams        analysis of data school wide to:
                                                             or individuals: in the school to      -Identify discrepancies between
                                                             identify and monitor S.M.A.R.T.       actual and desired results.
                                                             goals. There is a tracking of         - Set S.M.A.R.T. goals to reduce
                          There is no system or cycle of general indicators of achievement         the discrepancies.
                          gathering and analyzing data including state tests. Positive             - Develop strategies to achieve the
                          that: enables either the school or trends are celebrated, negative       goals.
A                         individuals to track improvement. trends are suppressed.                 - Track improvement indicators.

                          There are multiple sources of
                          data available, but data are not   There are multiple sources of data Multiple sources of data are
                          analyzed or used to guide          available. Some are analyzed and analyzed and used in guiding
B                         decisions.                         used in guiding decisions.         decisions.
                                                              Results of common formative and
                                                              summative assessments are             Results of common formative and
                                                              reviewed. Some adjustments may       summative assessments are
                                                              be made based on the data.           studied to determine the necessary
                          Results of common formative         Individual student progress may be   adjustments. Each student's
                          and summative assessments are monitored, but it is not always            individual progress is closely
                          distributed, and then it's business timely. Non-academic areas           monitored on a timely basis. Non-
                          as usual. Non-academic areas        occasionally utilize attendance,     academic areas utilize attendance,
C                         do not use available data.          behavioral and/or graduation data.   behavioral and/or graduation data.
                                                            Teams gather and analyze data on       Teams actively engage in gathering
                                                            a quarterly basis. Conversations       and analyzing data on a weekly
                          Teams wait for data to be         are mostly about scheduling and        basis. Conversations are grounded
                          delivered. Conversations are not calendars. Some strategies are          in data and centered on student
                          centered on student learning or developed and implemented in             learning and performance.
                          performance. Little or no sharing order to impact student outcomes.      Strategies are developed and
                          of strategies. School             School improvement S.M.A.R.T.          implemented in order to impact
                          improvement S.M.A.R.T. goals      goals are reviewed when they           student outcomes. School
                          are distributed at the beginning need to be presented to a               improvement S.M.A.R.T. goals are
D                         of the school year.               community.                             routinely reviewed.
                                                            Analysis & Use of Data
    Indicator                            1                           2                                             3                      Evidence/Artifacts
    1st X 2nd X   3rd X

                          Professional development:
                          Teams are not trained in the                                           Professional development: Teams
                          structure and process for writing Professional development:            are trained in the structure and
                          and monitoring S.M.A.R.T.         Teams are trained in the structure   process for writing and effectively
E                         goals.                            for writing S.M.A.R.T. goals.        monitoring S.M.A.R.T. goals.

                      Professional development:            Professional development:             Professional development:
                      Teams are not trained to use the     Teams receive some training on        Teams are trained how to
                      various types of formative and       how to use various types of           effectively use various types of
                      summative assessments and            formative and summative               formative and summative
                      reports. They are not proficient     assessments and reports. They         assessments and reports. They are
                      at interpreting the data to          are becoming proficient at            proficient at interpreting the data in
                      address each student's individual    interpreting the data to address      order to address each student's
F                     progress.                            each student's individual progress.   individual progress.
                  Revised 5/11/2009
                                                                  Informing Instructional Practice

    Indicator                              1                                2                                     3                     Evidence/Artifacts
    1st X   2nd X   3rd X

                                                             Vision and Mission have been
                            Vision and Mission have been     developed and communicated,         Vision and Mission have been
                            developed, but most are          but they do not guide the focus     developed, communicated, and they
A                           unaware of them.                 of instruction.                     guide the focus of instruction.

                                                             Staff members have participated
                                                             in the process to establish
                            No effort has been made to       S.M.A.R.T. goals, but they are
                            engage staff members in          written broadly and difficult to     S.M.A.R.T. goals are aligned with
                            establishing S.M.A.R.T. goals. measure. The goals do not yet         the state standards, district scope
                            There is no evidence that there influence instructional decisions.   and sequence, district blueprint and
                            is alignment with state          There is some alignment with        benchmark assessments. They are
                            standards, district scope and    state standards, district scope     clearly communicated. Strategies
                            sequence, district blueprint and and sequence, district blueprint    are developed and implemented to
B                           benchmark assessments.           and benchmark assessments.          attain goals.
                                                                                             Teams review S.M.A.R.T. goal data
                                                                                             (academic and non-academic)
                                                                                             weekly to identify instructional needs
                                                                                             or attendance issues. Instructional
                            S.M.A.R.T. goal data (academic S.M.A.R.T. goal data (academic calendars/
                            and non-academic) are not      and non-academic) are reviewed attendance/dropout/graduation
C                           reviewed or monitored.         and monitored at least quarterly. targets are determined.

                            The results of interventions are Sometimes the results of     The results of the interventions are
                            not monitored and changes are interventions are monitored and monitored and changes are
D                           not implemented.                 changes may be implemented. implemented as needed.
                                                                     Informing Instructional Practice

    Indicator                               1                                   2                                      3                   Evidence/Artifacts
    1st X   2nd X   3rd X

                            Teams seldom or never plan
                            and work together to find           Sometimes teams plan and work        Teams plan and work together to
                            solutions to address diverse        together to find solutions to        find solutions to address diverse
                            student needs (ELL, SPED and        address diverse student needs        student needs (ELL, SPED and
E                           Gifted).                            (ELL, SPED and Gifted).              Gifted).

                            Teams seldom or never
                            investigate learning and            Sometimes teams investigate
                            teaching, using findings to         learning and teaching, using         Teams investigate learning and
                            inform and develop their            findings to inform and develop       teaching, using findings to inform
F                           practice.                           their practice.                      and develop their practice.

                            Teams have not agreed on            Teams are working toward
                            proficiency standards and           agreeing on proficiency              Teams have agreed on proficiency
                            applying criteria for judging the   standards and applying criteria      standards and apply criteria for
                            quality of student work on          for judging the quality of student   judging the quality of student work
                            common formative and                work on common formative and         on common formative and
G                           summative assessments.              summative assessments.               summative assessments.

                            Teams do not plan for engaging      Teams sometimes plan for
                            students in strategic               engaging students in strategic       Teams plan for engaging students
                            discussions based on student        discussions based on student         in strategic discussions based on
H                           performance.                        performance.                         student performance.
                                                                   Informing Instructional Practice

    Indicator                              1                                  2                                    3                  Evidence/Artifacts
    1st X   2nd X   3rd X

                            Teams do not evaluate or          Teams seldom evaluate and          Teams evaluate and modify
                            modify programs to enhance        modify programs in order to        programs in order to enhance
I                           learning.                         enhance learning.                  learning.

                                                              Evidence of practices is           Evidence of practices is made
                                                              sometimes made public. Teams       public. Teams regularly present
                            Evidence of practices is not      present results within team        results within school and district
J                           made public.                      settings.                          settings.

                            Professional Development :        Professional Development :         Professional Development :
                            Teams are not trained on how      Teams receive some training on     Teams receive the necessary
                            to address the needs of diverse   how to address the needs of        training on how to address the
K                           learners.                         diverse learners.                  needs of diverse learners.

                                                              Professional Development:          Professional Development:
                        Professional Development:             Teams receive some training        Teams receive the necessary
                        Teams receive no training that        that deepens content               training that deepens content
                        deepens content knowledge,            knowledge, provides them with      knowledge, provides them with
                        provides them with research           research based instructional       research based instructional
                        based instructional strategies to     strategies to assist students in   strategies to assist students in
                        assist students in meeting            meeting rigorous academic          meeting rigorous academic
L                       rigorous academic standards.          standards.                         standards.
                    Revised 5/11/2009

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