Artifacts to Rating Descriptors Standard Offering Indicators Consider 0 1 2 3 Look for... 2. HQPD aligns with 2.1 Professional Alignment, The professional development offering… state, district, demonstrated in one development with Does not align Loosely aligns Closely aligns Very closely school, and/or offering goals align or more of the with with aligns with  state, educator goals or with educator following:  state,  state,  state, priorities. performance  district,  Alignment standards;  district,  district,  district,  school, or  Presentation individual  school, or  school, or  school, or  educators’ slides professional  educators’  educators’ individual goals  educators’  Strategic planning growth goals; individual goals individual goals and priorities. individual goals document and/or state, and priorities and priorities. and priorities.  Feedback form or district, or school and specifies survey results improvement what educators (questions about priorities. need to learn to perceived 2.2 Professional meet those goals alignment) development and priorities.  Observation offering prepares educators to address district, school, and individual goals or priorities.
Standard Offering Indicators Artifacts to Consider Look for... Rating Descriptors 0 1 2 3 2. HQPD aligns with state, district, school, and/or educator goals or priorities. 2.1 Professional development offering goals align with educator performance standards; individual professional growth goals; and/or state, district, or school improvement priorities. 2.2 Professional development offering prepares educators to address district, school, and individual goals or priorities. Alignment, demonstrated in one or more of the following:  Alignment  Presentation slides  Strategic planning document  Feedback form or survey results (questions about perceived alignment)  Observation The professional development offering… Does not align with  state,  district,  school, or  educators’ individual goals and priorities. Loosely aligns with  state,  district,  school, or  educators’ individual goals and priorities. Closely aligns with  state,  district,  school, or  educators’ individual goals and priorities. Very closely aligns with  state,  district,  school, or  educators’ individual goals and priorities and specifies what educators need to learn to meet those goals and priorities.