2<\/p>\n
2<\/p>\n
Geometry Concepts Professional Development Rubric<\/p>\n
1. Professional Development provides explicit explanation and illustration of the specific content knowledge and practice(s) to be learned<\/p>\n
Sub-Component<\/p>\n
Examples<\/p>\n
Not Apparent Criteria (0)<\/p>\n
Emerging criteria (1)<\/p>\n
Evident criteria (2)<\/p>\n
Score<\/p>\n
1a. The outcomes are clear and can be evaluated (introduce)<\/p>\n
Description and goals are provided <\/p>\n
Agenda is provided <\/p>\n
No agenda or training description provided<\/p>\n
Training description provided with no detail<\/p>\n
Agenda and training description provided <\/p>\n
1b. Learning strategies align with intended outcomes, learner needs, and content<\/p>\n
(introduce)<\/p>\n
PD explains how the topic is related to the teaching and learning of geometry<\/p>\n
No evidence of match between identified needs<\/p>\n
and training related to the teaching and learning of geometry concepts<\/p>\n
Some evidence of match between identified needs<\/p>\n
and training related to the teaching and learning of geometry concepts<\/p>\n
Training matches most identified needs related to the teaching and learning of geometry concepts<\/p>\n
1c. References to evidence base and expected outcome of practice illustrate WHY concepts need to be articulated (illustrate)<\/p>\n
PD provides a list of references supporting the content of the professional development<\/p>\n
No references are provided to indicate why practices are better understood<\/p>\n
At least two references are provided illustrating why practices are better understood<\/p>\n
Multiple resources illustrating why practices are better<\/p>\n
understood<\/p>\n
1d. Links to outcomes and HOW the participant\u2019s practice will be improved by using the new practice\/process (Illustrate)<\/p>\n
PD shares research and shows that the use of the practice(s) improve outcomes for teaching and learning geometry<\/p>\n
No research is shared<\/p>\n
Research is shared, but the practice is not linked to improved teaching and learning in geometry<\/p>\n
Research is shared and linked to improved outcomes for teaching and learning Geometry<\/p>\n
1e. Has narrow enough focus to allow for in-depth understanding of practices taught (illustrate)<\/p>\n
Small number of practices\/concepts are covered in multiple ways<\/p>\n
Participants will be allowed to work together to formulate definitions of practices and then goes<\/p>\n
over with the entire group<\/p>\n
Many concepts covered however not in depth or detail<\/p>\n
Some concepts covered in depth or detail<\/p>\n
Most concepts covered in depth or detail<\/p>\n
1f. Includes examples, demonstrations, and\/or illustrations of what the practices looks like (illustrate)<\/p>\n
PD includes authentic examples <\/p>\n
No examples, demonstrations and\/or illustrations <\/p>\n
At least one example, demonstration and\/or illustration <\/p>\n
Many examples, demonstrations and\/or illustrations are present throughout the PD offering<\/p>\n
1g. Content and delivery of PD models aspects of quality teaching and essential element of effective instruction for adult learners<\/p>\n
Facilitator allows for input from participants<\/p>\n
Facilitator has a plan for checking for participant understanding<\/p>\n
PD is engaging and authentic and tailored to adult learners<\/p>\n
Does not model aspects of quality teaching or effective instruction in geometry<\/p>\n
Somewhat models aspects of quality teaching or effective instruction in geometry<\/p>\n
Facilitator matches many aspects of quality teaching and effective instruction in geometry<\/p>\n
2. Professional development has explicit inclusion of different types of practices for engaging practitioners in reflection on their understanding and mastery<\/p>\n
of practice<\/p>\n
Sub-Component<\/p>\n
Examples<\/p>\n
Not Apparent Criteria (0)<\/p>\n
Emerging criteria (1)<\/p>\n
Evident criteria (2)<\/p>\n
Score<\/p>\n
2c. Includes performance- based group discussion (practice)<\/p>\n
Participants will be allowed to strategize how to apply the knowledge from PD offering to their own practice<\/p>\n
Participants discuss current practices and how it differs from new<\/p>\n
practice<\/p>\n
No group discussions during offering<\/p>\n
At least one opportunity for group discussions<\/p>\n
More than one opportunity for group discussions<\/p>\n
2d. Includes collective participation, i.e. group reflection (practice)<\/p>\n
In groups, participants will be allowed to share experiences related to using the practice<\/p>\n
In a small or large group, participants will be allowed to engage in discussion and reflect on the material<\/p>\n
No opportunity for reflection<\/p>\n
At least one opportunity for reflection<\/p>\n
More than one opportunity for reflection<\/p>\n
2g. Includes journaling or self-reflection (evaluate)<\/p>\n
Participants engage in journaling to reflect on<\/p>\n
their use of practice(s)<\/p>\n
No journaling\/self- reflection<\/p>\n
Optional journaling\/self- reflection embedded in<\/p>\n
offering<\/p>\n
Journaling\/self-reflection required for the offering<\/p>\n
3. Professional development includes active and authentic job-embedded practitioner opportunities to learn to use targeted practice(s) and to engage in<\/p>\n
evaluation of their experiences<\/p>\n
Sub-Component<\/p>\n
Examples<\/p>\n
Not Apparent Criteria (0)<\/p>\n
Emerging criteria (1)<\/p>\n
Evident criteria (2)<\/p>\n
Score<\/p>\n
3a. Includes time for the participant to develop a plan for using the new material\/content presented<\/p>\n
(practice)<\/p>\n
Participants develop action plan to use the new practice(s)<\/p>\n
No opportunity to develop action plan<\/p>\n
Optional opportunity to develop action plan<\/p>\n
Action plan is required and embedded in the offering<\/p>\n
3b. Includes opportunities for the participant to examine their OWN practices and how they differ from recommended practices<\/p>\n
(evaluate)<\/p>\n
Participants are given the opportunity to discuss current practice(s) <\/p>\n
No opportunity provided<\/p>\n
At least one opportunity provided in the offering<\/p>\n
More than one opportunity provided during the offering<\/p>\n
4. Ongoing follow-up supports by professional development specialists, coaches, supervisors, peers, and so forth, is available to reinforce in-service learning<\/p>\n
sessions<\/p>\n
Sub-Component<\/p>\n
Examples<\/p>\n
Not Apparent Criteria (0)<\/p>\n
Emerging criteria (1)<\/p>\n
Evident criteria (2)<\/p>\n
Score<\/p>\n
5b. Provides participants with additional online support\/other resources (may not be referred to only in the reference section)<\/p>\n
Participants are given supplemental resources that are available after training<\/p>\n
e.g. websites, online trainings etc.<\/p>\n
Participants are shown\/given information about resources that can be explored outside of the<\/p>\n
training<\/p>\n
No supplemental packet provided<\/p>\n
Supplemental packet provided<\/p>\n
Supplemental packet provided along with resource guides including suggestions for where to find additional information<\/p>\n
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<\/p>\n
Sub-Component<\/p>\n
Examples<\/p>\n
Not Apparent Criteria (0)<\/p>\n
Emerging criteria (1)<\/p>\n
Evident criteria (2)<\/p>\n
Score<\/p>\n
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)<\/p>\n
Description of the PD is completed in 20 minutes and adequately communicates the components of the PD<\/p>\n
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. <\/p>\n
Description does not meet the time requirements of the assignment<\/p>\n
Description somewhat meets the time requirement of the assignment<\/p>\n
Description meets all time requirements of the assignment. <\/p>\n
Appropriate time is allocated to teach segment in the PD<\/p>\n
Transitions between topics are seamless and appropriate<\/p>\n
Description does not meet the time requirements of the assignment<\/p>\n
Description somewhat meets the time requirement of the assignment<\/p>\n
Description meets all time requirements of the assignment.<\/p>\n
References<\/p>\n
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.<\/p>\n
Dunst, C. J., & Trivette, C. M. (2009). Let\u02bcs Be PALS: An Evidence-Based Approach to Professional Development. Infants and Young Children, 22(3), 164-176.<\/p>\n
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<\/p>\n
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<\/p>\n","protected":false},"excerpt":{"rendered":"
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