PLC Collaboration Quality Rubric
 Share
The version of the browser you are using is no longer supported. Please upgrade to a supported browser.Dismiss

 
View only
 
 
ABCD
1
Critical Components of PLCHow can we improve?GoalHow are we exceeding that goal?
2
Culture of Collective ResponsibilityThe team uses formative and summative data to match individual students to appropriate placement, interventions and enrichments. Individual and team interventions and enrichments work seamlessly with school level efforts and they are flexible to meet the needs of every student. The team seeks professional learning opportunities to improve target professional practice, including the engagement and effectiveness of classroom instruction. The team identifies and works with parents to differentiate the rigor of learning activities to challenge all students and help them own their learning.
3
Evidence 1:
4
Evidence 2:
5
Evidence 3:
6
Question 1: What do we expect students to learn?The team refines learning outcomes, skill levels, and performance expectations (DOK) based on formative and summative achievement data. Teachers are able to help students clearly identify desired learning outcomes, by standard. Curriculum maps and content are fluid and refined based on team reflection and data analysis to address specific and individual student needs.
7
Evidence 1:
8
Evidence 2:
9
Evidence 3:
10
Question 2: How will we know what students have learned?The team administers and refines common assessments for all essential learning outcomes, skill levels, and performance expectations (DOK). The team has established a process for determining the validity and reliability of their assessments. The assessments generate clear and meaningful feedback that determines student intervention and enrichment strategies. The feedback informs and improves teacher and team curricula, instruction, and assessment. Additionally, feedback from the assessments informs and motivates the student about progress in reaching the learning outcomes.
11
Evidence 1:
12
Evidence 2:
13
Evidence 3:
14
Question 3-4: How will we respond to students who have not or have already learned?The team systematically directs individual students (not optional) to targeted (specific) interventions and extensions in a timely way, based on common assessment data. The team uses formative and summative data to match individual students to appropriate interventions. Individual and team nterventions work seamlessly with school level programs and are flexible to meet the needs of every student. The team identifies and works with parents to differentiate the rigor (DOK) of learning activities to challenge all students and help them own their learning.
15
Evidence 1:
16
Evidence 2:
17
Evidence 3:
18
Goal Setting – Continuous ImprovementThe team clearly articulates student learning goals and utilizes data to monitor the effectiveness of teaching, interventions, and practices associated with achieving the goals. Goals drive the conversations and work of the team.
19
Evidence 1:
20
Evidence 2:
21
Evidence 3:
Loading...
 
 
 
Sheet1