in content-specific professional professional learning, but there analysis of school, student and teacher data. professional learning learning. is no evidence of opportunities to address school There is clear evidence of implementation of implementation of professional needs and based on analysis of the professional learning resulting from these learning. school and student data. There is opportunities. some evidence of implementation of the professional learning. To what extent do world language teachers participate in and implement content-specific professional learning? World language teachers do not World language teachers are World language teachers actively World language teachers take on a leadership participate in professional members of professional role in professional learning communities to participate in professional learning communities. learning communities but are learning communities to address address issues related to instructional practices, minimally active participants. issues related to instructional data analysis and improving student practices, data analysis and achievement and share this information school improving student achievement. wide. To what extent do world language teachers actively participate in professional learning communities to address issues related to instructional practices, data analysis and improving student achievement? World language teachers are not World language teachers are World language teachers exhibit World language teachers exhibit leadership in members of professional members of professional leadership in professional professional organizations, the school and organizations. organizations. organizations and the school. community. To what extent do world language teachers exhibit leadership in professional organizations and the school? World language teachers have no World language teachers have World language teachers regularly World language teachers are provided time contact with external partners. limited contact with external with community, within the school schedule, a stipend, or collaborate partners. business and postsecondary partners professional growth credit for collaboration through advisory committees, work with community, business and postsecondary exchange programs and/or partners through advisory committees, work community groups with a focus on exchange programs and/or community groups. language proficiency and global competency. To what extent do the world language teachers collaborate with community, business and postsecondary partners through advisory committees, work exchange programs and/or community groups focusing on language proficiency and global competency? No teachers receive professional Some teachers in the school Most teachers in the school receive All teachers in the school receive and learning opportunities to enhance receive professional learning and implement professional implement professional learning to enhance the the integration of world language opportunities to enhance the learning to enhance the integration of world language and global
in content-specific professional learning. professional learning, but there is no evidence of implementation of professional learning. professional learning opportunities to address school needs and based on analysis of school and student data. There is some evidence of implementation of the professional learning. analysis of school, student and teacher data. There is clear evidence of implementation of the professional learning resulting from these opportunities. To what extent do world language teachers participate in and implement content-specific professional learning? World language teachers do not participate in professional learning communities. World language teachers are members of professional learning communities but are minimally active participants. World language teachers actively participate in professional learning communities to address issues related to instructional practices, data analysis and improving student achievement. World language teachers take on a leadership role in professional learning communities to address issues related to instructional practices, data analysis and improving student achievement and share this information school wide. To what extent do world language teachers actively participate in professional learning communities to address issues related to instructional practices, data analysis and improving student achievement? World language teachers are not members of professional organizations. World language teachers are members of professional organizations. World language teachers exhibit leadership in professional organizations and the school. World language teachers exhibit leadership in professional organizations, the school and community. To what extent do world language teachers exhibit leadership in professional organizations and the school? World language teachers have no contact with external partners. World language teachers have limited contact with external partners. World language teachers regularly collaborate with community, business and postsecondary partners through advisory committees, work exchange programs and/or community groups with a focus on language proficiency and global competency. World language teachers are provided time within the school schedule, a stipend, or professional growth credit for collaboration with community, business and postsecondary partners through advisory committees, work exchange programs and/or community groups. To what extent do the world language teachers collaborate with community, business and postsecondary partners through advisory committees, work exchange programs and/or community groups focusing on language proficiency and global competency? No teachers receive professional learning opportunities to enhance the integration of world language Some teachers in the school receive professional learning opportunities to enhance the Most teachers in the school receive and implement professional learning to enhance the All teachers in the school receive and implement professional learning to enhance the integration of world language and global
2014%20World%20Language%20Program%20Review.docx