High Impact Practices Implementation Rubric: Collaborative Teams - Team Reflection

School

• J. D. Dickerson
• Sally D. Meadows
• J.R. Trippe
• Vidalia High School

Name of Collaborative Team

Mission

• Not Evident - No evidence of a mission statement for academic success.
• Emerging - A mission statement for academic success is created for schoolwide collaborative teams, or for some collaborative teams.
• Operational - The mission statement for academic success describes the general purpose and function of each collaborative team. The team mission statement is aligned to the schoolwide mission.
• Exemplary - The mission statement for academic success describes specific actions that teachers will implement to focus and direct the work to support student learning. This mission statement is aligned to the schoolwide mission.

Vision

• Not Evident - No evidence of a vision statement for academic success.
• Emerging - A vision statement for academic success is created for school wide collaborative teams, or for some collaborative teams.
• Operational - The vision statement for academic success visualizes the future of each collaborative planning team. The vision statement is aligned to the schoolwide mission.
• Exemplary - The vision statement for academic success describes achievable goals for what the collaborative team would like to become and possible student outcomes in the future. The vision statement is aligned to the schoolwide statement.

Needs Assessment *SWOT - Strengths, Weaknesses, Opportunities, Threats

• Not Evident - No evidence of a needs assessment (i.e., SWOT analysis, reviewing process) to determine what is working and what is not working with collaborative teams.
• Emerging - A SWOT analysis or review process is used at least every two years to determine the components of collaborative teams that are working well and the components that need revising.
• Operational - A SWOT analysis or review process is used annually to determine the components of collaborative teams that are working well and the components that need revising.
• Exemplary - A SWOT analysis or review process that assesses the strengths, weaknesses, opportunities, and threats is used at least once a year to determine the components of collaborative teams that are working well and the components that need revising.

Team Leadership & Facilitation: Structures

• Not Evident - No evidence of leadership, expectations, schedules, or norms within the collaborative team.
• Emerging - School leadership establishes collaborative team schedules for teacher teams but not for administrators. School leadership establishes expectations, collegial norms, or responsibilities for team leaders; or teams utilize the expectations, collegial norms, and responsibilities for team leaders inconsistently.
• Operational - School leadership establishes collaborative team schedules for both teacher teams and administrators and are followed weekly by most of the teams. School leadership establishes expectations, collegial norms, and responsibilities for team leaders are implemented at each meeting by most of the teams.
• Exemplary - School leadership establishes collaborative team schedules for both teacher teams and administrators and are followed weekly. School leadership establishes expectations, collegial norms, assessment calendars, and responsibilities for team leaders, including giving and receiving peer feedback, and are implemented at each meeting.

Team Leadership & Facilitation: Tools

• Not Evident - No evidence of a schoolwide template for agendas and minutes. No evidence of teachers utilizing protocols to understand the expectations of GSE standards or analyze data.
• Emerging - Teams create agendas and minutes for most meetings but with inconsistent components. All teachers do not have access to appropriate curriculum documents and the process for using protocols to understand GSE standards and analyze both student and teacher data is inconsistent.
• Operational - Most teams use a schoolwide template for both agendas and minutes, including next steps. Most teachers have access to appropriate curriculum documents and use protocols for understanding GSE standards and analyzing both student and teacher data.
• Exemplary - All teams use a schoolwide template for both agendas and minutes, including next steps. All teachers have access to appropriate curriculum documents and use protocols for understanding GSE standards and analyzing both student and teacher data.

Standards-Based Instructional Planning: Standards Analysis What do we want our students to learn?

• Not Evident - Teachers depend solely on textbooks or performance tasks that may or may not be aligned to GSE. Teachers may discuss student learning targets for unit or quarterly standards.
• Emerging - Teachers embed the GSE in the creation of curriculum documents and performance tasks. Teachers discuss student learning targets for unit or quarterly standards prior to instruction
• Operational - Teachers analyze the GSE to determine the intent of the standards to clarify what students are expected to know, understand, and do. Teachers embed the GSE in the creation of pacing guides and curriculum documents. Teachers analyze and agree upon student learning targets and assessments for unit and quarterly standards prior to instruction.
• Exemplary - Teachers deeply discuss the GSE, resulting in prioritized content standards, to create pacing guides and curriculum documents. Analysis of standards lead to the identification of teacher misconceptions, resulting in research and content knowledge development, and clarification of what students are expected to know, understand, and do. Teachers identify end of unit and quarterly student learning targets, create standards-based common assessments, utilizing unpacked GSE, and ensure students learning targets clearly align to prioritized standards.

Standards-Based Instructional Planning: Reflective Teaching Practices What do we want our students to learn?

• Not Evident - Teachers lack understanding of student learning gaps.
• Emerging - Teachers participate in limited discussions about teaching practices with partial connection to students learning gaps. Some evidence of anticipation of student responses to instruction.
• Operational - Teachers are reflective within their discussions about teaching practices connected to students learning gaps related to the content standards. Teachers anticipate student responses and misconceptions to assist students with overcoming barriers to learning. Teachers engage in deep, collective inquiry and shared responsibility for enabling students to master standards.
• Exemplary - Teachers are reflective within their discussions about teaching practices connected to students learning gaps related to the content standards. Teachers anticipate student responses and misconceptions to assist students with overcoming barriers to learning. Teachers engage in deep collective inquiry on (1) understanding underlying skills that students must master; (2) connecting previous and current topics of study; and (3) vocabulary students need to know and understand to discuss the concept comfortably. Teachers take shared responsibility for enabling students to master standards.

Standards-Based Instructional Planning: Lesson Plans What do we want our students to learn?

• Not Evident - Teachers talk about ideas for lesson plans that are not clearly aligned to the GSE. A common lesson plan format has not been established or implemented.
• Emerging - Teachers create lesson plans that are sometimes aligned to the GSE and may incorporate components of the instructional framework. A common lesson plan protocol is evident. Although components of a good lesson plan may be present, there is little evidence of collaboration in the development of the lesson plans (i.e., teacher's jigsaw lesson components or contents).
• Operational - Teachers create lesson plans that are aligned to the GSE, developed collaboratively, and include clear learning targets within and instructional framework. Formative assessment align to the learning targets. Vocabulary development, differentiated instructional strategies, technology integration, and opportunities for guided and independent practice are embedded into the lesson plans.
• Exemplary - Teachers create lesson plans that are aligned to the GSE, developed collaboratively based on common assessment data, and includes clear learning targets involving a high level of rigor as aligned to the standards and unit of instruction. Real-world connections, vocabulary development, differentiated instructional strategies, teacher and student technology integration, opportunities for guided and independent practices, the use of multiple resources, and higher-level questioning are embedded throughout the lesson.