Focused Professional Development, continued Initial Stages Development Partial Implementation System-wide Coherence 7. Staff and/or schools recognize sig- 7. Staff implements instructional strate- 7. Professional development activities nificance of equity, inclusion and em- gies and building/classroom practices 7. Teachers receive training on pedagogy do not address the development of an powerment of students in addressing that foster equity, inclusion and that fosters equity, inclusion and em- equitable and inclusive learning envi- achievement gaps and request profes- empow- erment of students, including powerment of students. ronment. sional development to support their tradition- ally under-served efforts. populations. need to expand their practices and 8. Teachers receive training on provides the opportunity to learn 8. Professional development activities strate- gies to meet the needs of instruc- tional practices consistent and apply a framework for systematic do not include strategies to work with traditionally under-served populations with identi- fied needs of traditionally implemen- tation of practices traditionally under-served populations and request professional development under-served populations. consistent with identified needs of in varied classroom settings. to support their efforts. traditionally under- served populations. 8. Professional development 8. and/or schools recognize the 9. Staff and/or schools recognize the 9. Professional development provides 9. Professional development activities do need to expand their practices and 9. Teachers receive training on staff opportunity to learn and apply a not address meeting the curriculum, strategies to meet the needs of instruc- tional practices known to be framework for systematic implementa- instructional and assessment needs of traditionally served populations effective with traditionally tion of practices known to be effective traditionally under-served popula- and research best practices to support popula- tions. for traditionally under-served popula- tions. their efforts. tions.
Focused Professional Development, continued Initial Stages Development Partial Implementation System-wide Coherence 7. Professional development activities do not address the development of an equitable and inclusive learning envi- ronment. 7. Staff and/or schools recognize sig- nificance of equity, inclusion and em- powerment of students in addressing achievement gaps and request profes- sional development to support their efforts. 7. Teachers receive training on pedagogy that fosters equity, inclusion and em- powerment of students. 7. Staff implements instructional strate- gies and building/classroom practices that foster equity, inclusion and empow- erment of students, including tradition- ally under-served populations. 8. Professional development activities do not include strategies to work with traditionally under-served populations in varied classroom settings. 8. and/or schools recognize the need to expand their practices and strate- gies to meet the needs of traditionally under-served populations and request professional development to support their efforts. 8. Teachers receive training on instruc- tional practices consistent with identi- fied needs of traditionally under-served populations. 8. Professional development provides the opportunity to learn and apply a framework for systematic implemen- tation of practices consistent with identified needs of traditionally under- served populations. 9. Professional development activities do not address meeting the curriculum, instructional and assessment needs of traditionally under-served popula- tions. 9. Staff and/or schools recognize the need to expand their practices and strategies to meet the needs of traditionally served populations and research best practices to support their efforts. 9. Teachers receive training on instruc- tional practices known to be effective with traditionally popula- tions. 9. Professional development provides staff opportunity to learn and apply a framework for systematic implementa- tion of practices known to be effective for traditionally under-served popula- tions.
Title1.District-Improvement-SSIRGrubrics.docx