2
2
Geometry Concepts Professional Development Rubric
1. Professional Development provides explicit explanation and illustration of the specific content knowledge and practice(s) to be learned
Sub-Component
Examples
Not Apparent Criteria (0)
Emerging criteria (1)
Evident criteria (2)
Score
1a. The outcomes are clear and can be evaluated (introduce)
Description and goals are provided
Agenda is provided
No agenda or training description provided
Training description provided with no detail
Agenda and training description provided
1b. Learning strategies align with intended outcomes, learner needs, and content
(introduce)
PD explains how the topic is related to the teaching and learning of geometry
No evidence of match between identified needs
and training related to the teaching and learning of geometry concepts
Some evidence of match between identified needs
and training related to the teaching and learning of geometry concepts
Training matches most identified needs related to the teaching and learning of geometry concepts
1c. References to evidence base and expected outcome of practice illustrate WHY concepts need to be articulated (illustrate)
PD provides a list of references supporting the content of the professional development
No references are provided to indicate why practices are better understood
At least two references are provided illustrating why practices are better understood
Multiple resources illustrating why practices are better
understood
1d. Links to outcomes and HOW the participant’s practice will be improved by using the new practice/process (Illustrate)
PD shares research and shows that the use of the practice(s) improve outcomes for teaching and learning geometry
No research is shared
Research is shared, but the practice is not linked to improved teaching and learning in geometry
Research is shared and linked to improved outcomes for teaching and learning Geometry
1e. Has narrow enough focus to allow for in-depth understanding of practices taught (illustrate)
Small number of practices/concepts are covered in multiple ways
Participants will be allowed to work together to formulate definitions of practices and then goes
over with the entire group
Many concepts covered however not in depth or detail
Some concepts covered in depth or detail
Most concepts covered in depth or detail
1f. Includes examples, demonstrations, and/or illustrations of what the practices looks like (illustrate)
PD includes authentic examples
No examples, demonstrations and/or illustrations
At least one example, demonstration and/or illustration
Many examples, demonstrations and/or illustrations are present throughout the PD offering
1g. Content and delivery of PD models aspects of quality teaching and essential element of effective instruction for adult learners
Facilitator allows for input from participants
Facilitator has a plan for checking for participant understanding
PD is engaging and authentic and tailored to adult learners
Does not model aspects of quality teaching or effective instruction in geometry
Somewhat models aspects of quality teaching or effective instruction in geometry
Facilitator matches many aspects of quality teaching and effective instruction in geometry
2. Professional development has explicit inclusion of different types of practices for engaging practitioners in reflection on their understanding and mastery
of practice
Sub-Component
Examples
Not Apparent Criteria (0)
Emerging criteria (1)
Evident criteria (2)
Score
2c. Includes performance- based group discussion (practice)
Participants will be allowed to strategize how to apply the knowledge from PD offering to their own practice
Participants discuss current practices and how it differs from new
practice
No group discussions during offering
At least one opportunity for group discussions
More than one opportunity for group discussions
2d. Includes collective participation, i.e. group reflection (practice)
In groups, participants will be allowed to share experiences related to using the practice
In a small or large group, participants will be allowed to engage in discussion and reflect on the material
No opportunity for reflection
At least one opportunity for reflection
More than one opportunity for reflection
2g. Includes journaling or self-reflection (evaluate)
Participants engage in journaling to reflect on
their use of practice(s)
No journaling/self- reflection
Optional journaling/self- reflection embedded in
offering
Journaling/self-reflection required for the offering
3. Professional development includes active and authentic job-embedded practitioner opportunities to learn to use targeted practice(s) and to engage in
evaluation of their experiences
Sub-Component
Examples
Not Apparent Criteria (0)
Emerging criteria (1)
Evident criteria (2)
Score
3a. Includes time for the participant to develop a plan for using the new material/content presented
(practice)
Participants develop action plan to use the new practice(s)
No opportunity to develop action plan
Optional opportunity to develop action plan
Action plan is required and embedded in the offering
3b. Includes opportunities for the participant to examine their OWN practices and how they differ from recommended practices
(evaluate)
Participants are given the opportunity to discuss current practice(s)
No opportunity provided
At least one opportunity provided in the offering
More than one opportunity provided during the offering
4. Ongoing follow-up supports by professional development specialists, coaches, supervisors, peers, and so forth, is available to reinforce in-service learning
sessions
Sub-Component
Examples
Not Apparent Criteria (0)
Emerging criteria (1)
Evident criteria (2)
Score
5b. Provides participants with additional online support/other resources (may not be referred to only in the reference section)
Participants are given supplemental resources that are available after training
e.g. websites, online trainings etc.
Participants are shown/given information about resources that can be explored outside of the
training
No supplemental packet provided
Supplemental packet provided
Supplemental packet provided along with resource guides including suggestions for where to find additional information
5. In-service professional development of sufficient duration and intensity to provide multiple opportunities to become proficient in the use of the practice or content being demonstrated
Sub-Component
Examples
Not Apparent Criteria (0)
Emerging criteria (1)
Evident criteria (2)
Score
PD description of the activity meets the time requirements specified for the assignment (no more than 20 minutes in length and PD can be completed in 3 hours or less)
Description of the PD is completed in 20 minutes and adequately communicates the components of the PD
Through the description of the PD, it can be determined that the PD can be completed in 1-3 hours, if presented to a group of Geometry teaching practitioners.
Description does not meet the time requirements of the assignment
Description somewhat meets the time requirement of the assignment
Description meets all time requirements of the assignment.
Appropriate time is allocated to teach segment in the PD
Transitions between topics are seamless and appropriate
Description does not meet the time requirements of the assignment
Description somewhat meets the time requirement of the assignment
Description meets all time requirements of the assignment.
References
Dunst, C. J. (2015). Improving the Design and Implementation of In-Service Professional Development in Early Childhood Intervention. Infants & Young Children, 28(3), 210-219.
Dunst, C. J., & Trivette, C. M. (2009). Letʼs Be PALS: An Evidence-Based Approach to Professional Development. Infants and Young Children, 22(3), 164-176.
Noonan, P., Gaumer Erickson, A.S., Brussow, J.A., & Langham, A. (2015). Observation checklist for high-quality professional development in education [Updated version]. Lawrence, KS: University of Kansas, Center for Research on Learning. Retrieved from http://researchcollaboration.org/page/high-quality- professional-development-checklist
University of Illinois Department of Education. (2020). Evidence-informed professional development rubric user guide. Retrieved from https://blogs.illinois.edu/files/7582/544007/116727.pdf