Standard III: Family and Community Engagement. The teacher promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations. Indicator Elements Description The professional development teaches educators how to… Indicator III-A. Engagement: Welcomes and encourages every family to become active participants in the classroom and school community. III-A-1. Parent/Family Engagement Use a variety of strategies to support every family to participate actively and appropriately in the classroom and school community. Indicator III-B. Collaboration: Collaborates with families to create and implement strategies for supporting student learning and development both at home and at school. III-B-1. Learning Expectations Consistently provide parents with user-friendly expectations for student learning and behavior. III-B-2. Curriculum Support Regularly update parents on curriculum throughout the year and suggest strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Indicator III-C. Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning and performance. III-C-1. Two-Way Communication Regularly use two-way communication with families about student performance and learning and respond promptly and carefully to communications from families. III-C-2. Culturally Proficient Communication Always communicate respectfully with families and demonstrate understanding of and sensitivity to different families’ home language, culture, and values.
Standard Offering Indicators Artifacts to Consider Look for... Rating Descriptors 0 1 2 3 4. HQPD is assessed to ensure that it is meeting the targeted goals and objectives. 4.1 Formative assessment multiple sources of data2 measures progress toward professional development goals and learning objectives for the intended audience. 4.2 Summative evaluation measures the attainment of professional development goals and learning objectives. 4.3 Data from formative assessment and summative evaluations inform efforts to improve the quality and results of professional development. Examples of how providers assess the effectiveness of the professional development, assess teacher learning, and modify the offering in response to data, found in one or more of the following:  Knowledge-based pre- and post-assessments  Formative and summative assessments  Feedback forms or surveys  Follow-up classroom observations or walkthroughs  Facilitator’s guides that include formative assessments  Copies of materials that have been revised based on data analysis  Annotated agenda showing adjustments made “on the fly”  External offering evaluation report The professional development offering facilitator… Uses neither  Formative assessment to measure progress toward goals and learning objectives nor  Summative evaluation to measure attainment of professional development goals and learning objectives. Uses either  Formative assessment to measure progress toward goals and learning objectives or  Summative evaluation to measure attainment of professional development goals and learning objectives. Uses both  Formative assessment multiple data sources to measure progress toward goals and learning objectives and  Summative evaluation to measure attainment of professional development goals and learning objectives. Uses  Formative assessment using multiple data sources to measure progress toward goals and learning objectives and  Summative evaluation to measure attainment of professional development and learning objectives and  Findings from formative and summative evaluations to improve the quality and results of professional development. 2 Multiple sources of formative data can be multiple formative assessments or the same formative assessment administered multiple times. In some cases, formative assessments can be easily observed (e.g., sticky notes posted during an activity), while in others they are print material (e.g., exit tickets).
Standard Offering Indicators Artifacts to Consider Look for... Rating Descriptors 0 1 2 3 5. HQPD promotes 5.1 Professional Descriptions or outlines The professional development offering facilitator… collaboration educators to encourage sharing of ideas and working together to achieve identifiable goals and objectives. development includes collaboration among educators to generate relevant, role-specific applications of their learning. 5.2 Skillful, prepared facilitators use protocols, processes, and strategies to facilitate collaboration during and after professional development to support implementation of learning. of collaborative strategies or work, found in one or more of the following:  Agenda  Presentation slides  Facilitator guide  Activity handouts  Course syllabus  Feedback form or survey results  of Does not integrate collaboration into the learning session to support implementation. Recommends that educators collaborate. Incorporates loosely structured collaboration to support relevant, role-specific implementation of learning. Uses protocols, processes, and strategies to engage educators in highly structured collaboration to support relevant, role-specific implementation of learning.
Standard Offering Indicators Artifacts to Consider Look for... Rating Descriptors 0 1 2 3 6. HQPD advances an educator’s ability to apply learning from the professional development to the learner’s particular content and context. 6.1 Professional development includes multiple opportunities for educators to practice their learning and receive feedback. 6.2 Professional development supports educators in identifying multiple applications of their learning within their everyday workplace responsibilities. Descriptions of activities or follow-up opportunities to apply learning, found in one or more of the following:  Agenda  Presentation slides  Facilitator guide  Activity handouts  Course syllabus  Feedback form or survey results  Observation notes and records The professional development offering… Does not include opportunities for learners to  Practice their learning or  Identify ways to apply their learning. Provides limited opportunities for learners to  Practice their learning or  Identify ways to apply their learning. Provides some opportunities for learners to  Practice and receive feedback on their learning and  Identify ways to learning within their daily work. Provides multiple and varied opportunities for learners to  Practice and receive high- quality feedback3 on their learning and  Identify ways to apply learning within their daily work. 3 For the purposes of this rubric, high-quality feedback on educators’ practice of their learning is specific, timely, usable, and based on authentic evidence (such as observations of practice, student achievement data, measures of student engagement, etc.). It consists of information on an educator’s progress toward accomplishing the professional learning goals and offers actionable information for continued improvement. High-quality feedback moreover involves effective questioning and professional conversation, rather than simply a one-way transfer of information or recommendations.
Standard Offering Indicators Artifacts to Consider Look for... Rating Descriptors 0 1 2 3 7. HQPD models good pedagogical practice and applies knowledge of adult learning theory to engage educators.4 7.1 Professional development uses effective, research- based, adult learning strategies. 7.2 Professional development incorporates strategies to actively engage learners. 7.3 Professional development facilitators model the practices needed to attain goals and learning objectives. 7.4 Professional development includes personalizing and differentiating to meet educators’ unique learning Evidence of how research-based adult learning practices were employed in the design and implementation of professional development, found in one or more of the following:  Feedback form or survey results (questions related to the quality of facilitator’s practice and the teacher’s perception of engagement)  Facilitator’s guides  Observation notes and records  External evaluation reports The professional development offering… to incorporate research-based adult learning strategies that promote active engagement. Incorporates  Research- adult learning strategies that promote active engagement. Incorporates  Research- adult learning strategies that promote active engagement and  Modeling of practices and  Choices in learning experiences. Incorporates  Research- based adult learning strategies that promote active engagement and  Modeling of practices and  Personaliza- tion and differentiation to meet educators’ unique learning needs. 4 Note that the difference between a 2 and 3 rating is whether learners are given a choice in content or activities based on either personal preference or their own understanding of their needs, or whether the offering was specifically designed to differentiate learning experiences based on a formal or informal assessment of learner needs (the latter s hould receive a 3 rating; the former should receive a 2).
Context Standards. Organizational structure and support Standard Offering Indicators Artifacts to Consider Look for... Rating Descriptors 0 1 2 3 8. HQPD uses 8.1 Sufficient Information on the Resources allocated to support the professional development offering… resources to ensure that the identified goals and objectives are met. resources (time, funding, staff, materials, facilities, technology, etc.) are available over time to attain professional development goals and learning objectives. 8.2 Professional development resources are allocated equitably to address high- priority needs. logistics of offerings, found in one or more of the following:  Feedback form or survey data (questions about resources)  Calendar of professional offerings  Professional development sign- up procedures  External offering evaluation reports  List of required and desired resources Are insufficient to attain identified and learning objectives. Are available and allocated to attain identified goals and learning objectives. Are available, allocated equitably, and based on high- priority needs to attain identified goals and learning objectives. Are sufficient, available, allocated equitably based on high-priority needs, and are sustained over time to attain and learning objectives.
Standard Offering Indicators Artifacts to Consider Look for... Rating Descriptors 0 1 2 3 9. HQPD is taught or facilitated by a professional who is knowledge- able about the identified objectives. 9.1 Skillful, prepared facilitators with content expertise lead professional development. 9.2 Facilitators of professional development seek and use feedback, coaching, and other supports to improve their knowledge, skills, and practice as leaders of learning. Information about the facilitator’s credentials and experience, found in one or more of the following:  Résumés, curricula vitae, or certification records  Feedback form or survey data (questions the facilitator’s skills and knowledge)  Observation notes and records  Facilitator interview notes The professional development offering facilitators…  Lack skill5 and preparation;  Lack sufficient content knowledge.  Have sufficient content knowledge but insufficient or preparation; or  Have sufficient skill and preparation but insufficient content knowledge.  Are skillful and prepared;  Are deeply knowledgeable about the content; and  Seek feedback, coaching, and other supports.  Are skillful and prepared;  Are deeply knowledgeable about the content; and  Use feedback, coaching, and other supports to refine their practice as leaders of learning. 5 The term “skill” in these rating descriptions refers to skill in facilitating professional learning.
Standard Offering Indicators Artifacts to Consider Look for... Rating Descriptors 0 1 2 3 10. HQPD sessions connect and on one another to provide a coherent and useful learning experience. 10.1 Professional development incorporates strategies to connect new learning with learners’ past learning and experiences. 10.2 Individual professional development sessions or meetings link together logically and sequentially to help educators attain goals and learning objectives. Demonstration of connections between professional learning and other experiences, shown in one or more of the following:  Professional development syllabus or scope and sequence  Webinar sequences  Agendas  Observation notes and records Professional development sessions… Do not connect with one another or with learners’ past learning or experiences. Include a review of previous sessions. Link logically and sequentially to one another to help learners attain the learning goals and objectives. Link logically and sequentially to one another and build on learners’ past learning and experiences to help them attain the goals and learning objectives.
Table 4. Interpretation of Total Ratings Rating Interpretation 30 The offering fully meets the standards of HQPD. 20–29 The offering needs minor improvement to meet the standards of HQPD. 10–19 The offering needs major improvement to meet the standards of HQPD. 0–9 The offering needs to be redesigned to meet the standards of HQPD. rating the professional development offering using the rubric, use the rubric to make recommendations for refining, adjusting, or changing the course or session.