Compelling Why Becomes aware of the power of Shares personal Compelling Why Has a Compelling Why that is Passionately articulates and each staff member having a with some staff. evident in daily practice. exemplifies personal Compelling Compelling Why. Why. Demonstrates a sense of urgency for students’ success. Shared Beliefs Becomes aware that shared Conducts conversations where Engages in conversations where Establishes a set of shared and beliefs regarding effective individuals share their beliefs teachers share their knowledge coherent beliefs and practices Regarding classroom and leadership and practices regarding literacy of appropriate pedagogy and about literacy development Literacy Learning practice helps to create a more development leadership practices and explore among the staff of a school or consistent and coherent the development of collective division. professional practice. instructional approaches. Self and Becomes aware that Initiates conversations among Engages in on-going Establishes the shared belief Collective professionals’ belief that their staff members regarding the role conversations about beliefs among teachers and leaders that Efficacy strong pedagogy and leadership of pedagogy and leadership in regarding improving students’ their professional collective practice can make a big students’ learning success. literacy development. knowledge and skill is the key difference (sense of efficacy) is a factor in improving students’ factor in student learning Challenges teachers’ and leaders’ reading success. success. beliefs that may be negative or that blame students and their parents/caregivers. Leading Professional Learning Rubric: In School/Central Leaders Beginning Developing Applying Refining
Compelling Why Becomes aware of the power of each staff member having a Compelling Why. Shares personal Compelling Why with some staff. Has a Compelling Why that is evident in daily practice. Passionately articulates and exemplifies personal Compelling Why. Demonstrates a sense of urgency for students’ success. Shared Beliefs Regarding Literacy Learning Becomes aware that shared beliefs regarding effective classroom and leadership practice helps to create a more consistent and coherent professional practice. Conducts conversations where individuals share their beliefs and practices regarding literacy development Engages in conversations where teachers share their knowledge of appropriate pedagogy and leadership practices and explore the development of collective instructional approaches. Establishes a set of shared and coherent beliefs and practices about literacy development among the staff of a school or division. Self and Collective Efficacy Becomes aware that professionals’ belief that their strong pedagogy and leadership practice can make a big difference (sense of efficacy) is a factor in student learning success. Initiates conversations among staff members regarding the role of pedagogy and leadership in students’ learning success. Engages in on-going conversations about beliefs regarding improving students’ literacy development. Challenges teachers’ and leaders’ beliefs that may be negative or that blame students and their parents/caregivers. Establishes the shared belief among teachers and leaders that their professional collective knowledge and skill is the key factor in improving students’ reading success. Leading Professional Learning Rubric: In School/Central Leaders Beginning Developing Applying Refining