Course Rubric The course grade will be determined using the following criteria. A resource to assist in creating a rubric: Describe what is required for each Outcome and how many points are assigned to each proficiency level. Provide a clear and specific description of the criteria that will be used to evaluate student work. At the bottom of the rubric, state how many points are needed to earn each grade; weighting is accepted. Course Requirements (enter each criteria in the boxes below and assign a point value) Exemplary Demonstrates good understanding and skill Points: 4 Accomplished Demonstrates satisfactory understanding and skill Points: 3 Developing Demonstrates some understanding and skill Points: 2 Beginning Demonstrates little or no understanding or skill Points: 1 Not completed or not able to be scored Goal 1 Outcomes: The teacher leader implements coaching in his or her own school. Student learning directly and consistently informs coaching conversations. The teacher leader seamlessly guides conversations from student learning to instructional practice. Student learning informs coaching conversations. The teacher leader is working towards guiding conversations from student learning to instructional practice. The teacher leader is beginning to draw on student evidence in coaching sessions. The teacher leader hasn’t learned to focus on student learning and instructional practice in a seamless fashion. The teacher leader rarely draws upon student learning during coaching conversations. Coaching conversations are focused on instructional practice rather than on student learning. Did not attempt. Goal 2 Outcomes: The teacher leader implements coaching cycles throughout the school year. Coaching cycles are focused, consistent, and student centered. They include both individuals and groups of teachers and focused on a goal that was provided by the teacher The teacher leader is implementing coaching cycles with certain teachers but not others. Some of the teacher leader’s work is taken up with duties that don’t include coaching. The teacher leader is just getting started with coaching cycles. Some teachers or groups or teachers are participating. Much of the teacher leader’s work is taken up with duties that don’t include coaching. The teacher leader is not using coaching cycles. All of the teacher leader’s work is taken up with duties that don’t include coaching. Did not attempt. Goal 3 Outcomes: The teacher leader The teacher leader is The teacher leader The teacher leader does Did not attempt.
The teacher leader engages in rigorous dialogue and discourse with teachers. provides strengths-based feedback that is and focused on effective instructional practice. The teacher leader consistently uses the Seven Norms for Collaborative Work during coaching sessions. developing a comfort level and skill set with engaging in rigorous dialogue and discourse with teachers. The teacher leader uses some of the Seven Norms for Collaborative Work during coaching sessions. demonstrates less skill in the necessary practices for engaging in rigorous dialogue and discourse with teachers. There is less evidence of the Seven Norms for Collaborative Work during coaching sessions. not demonstrate skill in the necessary practices for engaging in rigorous dialogue and discourse with teachers. There is very little evidence of the Seven Norms for Collaborative Work during coaching sessions. Goal 4 Outcomes: The teacher leader uses tools and templates to document the impact of coaching on teacher and student learning. The teacher leader consistently uses a tool to document the impact of coaching cycles on teacher and student learning. The teacher leader is beginning to document the impact of coaching on teacher and student learning. The teacher leader is learning to document the impact of coaching on teacher and student learning. The teacher leader is not providing documentation of his or her impact. Did not attempt. Participation Requirement NOTE: Do not include attendance as criterion in the scoring; 100% attendance is required for all levels of credit. Reflects 15 collaborative hours completed per each credit. --------------This criterion is either met or not met. Does not reflect 15 collaborative hours completed per each credit. Participants taking the course for Relicensure credit are expected to complete all the outside work and earn an A or B to Pass. A = 90% to 100% B = 80% to 89% C = 70% to 79% D = 60% to 69% F = 59% or below