Artifacts to Rating Descriptors Standard Offering Indicators Consider 0 1 2 3 Look for... 6. HQPD advances an 6.1 Professional Descriptions of The professional development offering… educator’s ability to development activities or follow-up Does not include Provides limited Provides some Provides apply learning from includes multiple opportunities to apply opportunities for opportunities for opportunities for multiple and the professional opportunities for learning, found in one learners to learners to learners to varied development to the educators to practice or more of the opportunities for learner’s particular their learning and following:  Practice their  Practice their  Practice and learners to content and receive feedback. learning or learning or receive  Agenda context. feedback on  Practice and 6.2 Professional  Identify ways  Identify ways  Presentation slides receive high- their learning development to apply their to apply their  Facilitator guide quality and supports educators learning. learning.  Activity handouts feedback3 on  Identify ways to in identifying multiple  Course syllabus their learning applications of their learning  and Feedback form or learning within their within their survey results  Identify ways to everyday workplace daily work.  apply learning Observation notes responsibilities. and records within their daily work. For the purposes of this rubric, high-quality feedback on educators’ practice of their learning is specific, timely, usable, and based on authentic evidence (such as observations 3 of practice, student achievement data, measures of student engagement, etc.). It consists of information on an educator’s progress toward accomplishing the professional learning goals and offers actionable information for continued improvement. High-quality feedback moreover involves effective questioning and professional conversation, rather than simply a one-way transfer of information or recommendations.
Standard Offering Indicators Artifacts to Consider Look for... Rating Descriptors 0 1 2 3 6. HQPD advances an educator’s ability to apply learning from the professional development to the learner’s particular content and context. 6.1 Professional development includes multiple opportunities for educators to practice their learning and receive feedback. 6.2 Professional development supports educators in identifying multiple applications of their learning within their everyday workplace responsibilities. Descriptions of activities or follow-up opportunities to apply learning, found in one or more of the following:  Agenda  Presentation slides  Facilitator guide  Activity handouts  Course syllabus  Feedback form or survey results  Observation notes and records The professional development offering… Does not include opportunities for learners to  Practice their learning or  Identify ways to apply their learning. Provides limited opportunities for learners to  Practice their learning or  Identify ways to apply their learning. Provides some opportunities for learners to  Practice and receive feedback on their learning and  Identify ways to learning within their daily work. Provides multiple and varied opportunities for learners to  Practice and receive high- quality feedback3 on their learning and  Identify ways to apply learning within their daily work. 3 For the purposes of this rubric, high-quality feedback on educators’ practice of their learning is specific, timely, usable, and based on authentic evidence (such as observations of practice, student achievement data, measures of student engagement, etc.). It consists of information on an educator’s progress toward accomplishing the professional learning goals and offers actionable information for continued improvement. High-quality feedback moreover involves effective questioning and professional conversation, rather than simply a one-way transfer of information or recommendations.
AppendixG.docx