Learning Evaluation Assumptions

The Learning Evaluation Rubric is conceptualized in terms of collective and collaborative principles. The norms that should be established are

• Student learning-focused mission
• Contributions to collaborative teams
• Data utilization
• Goal setting
• Curriculum and pedagogy
• Improvement of practice
• Observation, examination, adaptation of practices

Learning Evaluation Assumptions

The learning evaluation assumptions are action-oriented for teachers and principals.

Educational professionals view themselves as learners

Respectful, honest communication is the norm

Solving problems is a team-oriented task

Educational professionals are strategically placed in teams for purposeful, deliberate, intentional, data-driven collaboration and problem solving

Educational administrators set up the processes, systems and procedures for professional teams to meet and collaborate

Educational Administrators facilitate the direction of the school and teams, setting goals, outcomes, action plans and fidelity to the process, and acting as a thinking partner for teachers.

Figure 6.3 Learning Evaluation assumptions

Learning Evaluation Rubric

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Indicators	Evidence Observed
Indicators	Impactful Contributor	Learning to Contribute	Inconsistent Contributor	Non-Contributor
Student Learning Focused Mission	The teacher embraces and believes that the mission of the school is to ensure that all students leam at high levels.			The teacher does not embrace and believe that the mission of the school is to ensure that all students learn at high levels.
Contributions to Collaborative School Teams	Teacher contributes to teams by sharing resources, ideas, strategies, data and best practices through processes of collective inquiry. The teacher consistently works within teams to increase their own effectiveness and the effectiveness of other professional educators, influencing adult professional learning and student achievement positively.	Teacher is learning to contribute to teams by sharing resources, ideas, strategies and best practices. Teacher benefits professionally from engaging in teams that have an impact on student achievement. Teacher is learning to contribute to the professional growth of their peers.	Teacher does not consistently contribute to teams, influencing inconsistent professional growth for themselves and/or others. Student achievement may be negatively impacted by the teacher’s inconsistent participation in school teams and processes of collective inquiry.	Teacher does not contribute to school teams or processes of collective inquiry and does not take responsibility for student learning, resulting in a negative impact on collective efficacy and student achievement.
Data Utilization	Teacher consistently uses data to address problems collectively, intentionally and strategically. Teacher uses data to examine and interpret individual and collective pedagogical impact on student achievement. Teacher works within teams to identify students who need additional support, students who need enrichment and to identify instructional strategies that increase student learning and achievement.	Teacher is learning to use data consistently, influencing identified pedagogical areas of improvement. Teacher is learning to use data in a more precise manner in order to influence their own and their team's professional learning and student needs.	Lack of consistency in data utilization has a neutral or negative effect on improving identified instructional weaknesses individually and collectively, as well as student identification for support or enrichment.	Teacher does not use data to improve pedagogical practices and identify student needs.
Goal Setting	Teacher consistently establishes class/ subject and individual goals of student achievement. Teacher develops action plans in collaboration with their team to meet those goals. Teacher works with their team to develop goals of professional learning based on the needs of the students according to data.	Teacher is learning to establish dass/subject and/or individual goals of student achievement based on the needs of his/her students. Teacher is learning to understand a clear link between adult professional learning goals and student achievement.	Teacher does not consistently establish dass/subject and/or individual goals of student achievement. Teacher does not understand the link between professional learning, goal setting and student achievement.	Teacher does not establish class/ subject goals of student achievement. Teacher does not facilitate individual goals of student achievement or action plans. Teacher does not understand the role of professional learning in raising student achievement and improving professionally.

Figure 6.4 Learning Evaluation 1

Learning Evaluation System

Indicators	Evidence Observed
Indicators	Impactful Contributor	Learning to Contribute	Inconsistent Contributor	Non-Contributor
Curriculum and Pedagogy	Teacher consistently works in collaborative teams to establish a guaranteed and viable curriculum for content areas and subjects; clarify essential learning, creating pacing guidelines, implementing summative, formative and imbedded assessments, and collaborates to try new and research-based instructional strategies with team members.	Teacher is learning to implement agreed-upon curriculum and pedagogical practices. Teacher is learning to use assessments to influence professional practices consistently.	Inconsistent adherence to curriculum and pedagogical practices is detrimental to the alignment of instructional and assessment practices, affecting anticipated professional growth and student learning.	Teacher does not contribute to the work of collaborative teams to establish a guaranteed and viable curriculum for content areas and subjects. Lack of contribution inhibits the discussion of new and researchbased instructional strategies with team members.
Improvement of Practice	Teacher consistently works within teams to maximize their own strengths, and improve on their own weaknesses. Teacher works within teams to assist in maximizing other team members' strengths and assist in helping them improve upon weaknesses.	Teacher is learning to work within teams to maximize their own strengths, improve on their own weaknesses. Teacher works within teams to assist in maximizing other team member’s strengths and assist in helping them improve upon weaknesses.	Teacher does not consistently work within PLCs to maximize strengths and/or improve upon weaknesses. Sporadic participation with teams limits improvement of practice collectively.	Teacher does not use his/her strengths to improve student learning or reflect on and improve upon weaknesses. Teacher does not understand how to work within PLCs contributing to the improvement of others or oneself.
Examination of Practices	Teacher consistently works within collaborative teams to: • Observe, examine and adapt practice • Assess advancement of goals (student and adult) • Reflect on results • Determine next steps	Teacher is learning to consistently work within collaborative teams to: • Observe, examine and adapt practice • Assess advancement of goals • Reflect on results • Determine next steps	Teacher inconsistently engages effectively in processes of collective inquiry, learning individually and as a team. Professional growth and student achievement does not increase as a result.	Teacher is unable to • Observe, examine and adapt practice • Assess advancement of goals • Reflect on results • Determine next steps

Figure 6.5 Learning Evaluation 2

¡ng Evaluation System

These norms are processes, not concepts, actions, meetings or strategies. They are processes to develop and choose strategies, programs, techniques, interventions and curriculums. Teachers are evaluated on their ability to engage in these processes and learn. These processes have their own underlying assumptions. It is the role of responsive leadership to ingrain these assumptions into the culture of the school.