Massachusetts Department of Elementary and Secondary Education Rubric for Assessing Alignment with the Massachusetts High Quality Professional Development Standards For Professional Development Programs 2.4.14 Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, MA 02148-4906 Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370
Massachusetts Rubric for Determining Alignment to the Massachusetts Standards of HQPD Content Standards. The knowledge and skills necessary to achieve high levels of student learning Standard Program Indicators Artifacts to Consider Look for... Rating Descriptors 0 1 2 3 1. HQPD has clear goals and objectives relevant to desired student outcomes. 1.1 Professional development program goals specify intended student outcomes. 1.2 Educator learning objectives specify changes in knowledge, skills, and practices necessary to achieve the intended student learning outcomes. 1.3 Objectives are written in S.M.A.R.T. format: Specific and Strategic Measureable Action Oriented Rigorous, Realistic, and Results Focused Timed and Tracked Explicitly stated outcomes, found in one or more of the following: Program description Program agendas Other handouts from the program The professional development program has... Vague or no Goals for student outcomes or learning objectives for educators. Goals or objectives stated in terms of processes rather than clearly specified outcomes for students or expected changes in educator knowledge, skills, or practices. Goals stated in terms of expected student outcomes and/or educator learning objectives stated in terms of expected changes in educator knowledge, skills, and practices. Clearly stated goals that specify intended student outcomes aligned with adopted curriculum and Clearly stated educator learning objectives, stated in S.M.A.R.T. format that identify the changes expected in educator knowledge, skills, or practices. Standard Program Indicators Artifacts to Consider Rating Descriptors 0 1 2 3
Look for... 2. HQPD aligns with state, district, school, and/or educator goals or priorities. 2.1 Professional development program goals align with educator performance standards; individual professional growth goals; and/or state, district, or school improvement priorities. 2.2 Professional development program prepares educators to address state, district, school, and individual goals or priorities. Alignment, demonstrated in one or more of the following: Alignment chart Presentation slides Strategic planning document Feedback form or survey results (questions about perceived alignment) Observation notes/records The professional development program… Does not align with State, District, School, or Educators’ individual goals and priorities. Loosely aligns with State, District, School, or Educators’ individual and priorities. Closely aligns with State, District, School, or Educators’ individual goals and priorities. Very closely aligns with State, District, School, or Educators’ individual and priorities and specifies what educators need to learn to meet those goals and priorities. Process Standards The planning, design, and delivery of staff development Standard Program Indicators Artifacts to Consider Look for... Rating Descriptors 0 1 2 3 The developer of the professional development program…
3. HQPD is designed based on analyzing data relevant to the identified goals, objectives, and audience. 3.1 Student data from multiple sources inform decisions about professional development program goals and learning objectives for the intended audience. 3.2 Educator data from multiple sources inform decisions about professional development program goals and learning objectives for the intended audience. Analysis of student and/or educator data and evidence of how that data was used, found in one or more of the following: assessment data Planning documents Presentation slides Other documents Uses neither educator nor student data to make decisions about goals, learning objectives, or audience. Uses student or educator data from a single source to make decisions about goals and learning objectives. Uses student or educator data from multiple sources to make decisions about goals and learning objectives. Uses student and educator data from multiple sources to make decisions about goals and learning objectives. Standard Program 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 using multiple sources of data measures progress toward professional development goals and learning objectives for the intended audience. 4.2 Summative evaluation measures the attainment of professional development goals Examples of how providers assess the effectiveness of professional development, assess teacher learning, and modify the program 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 The professional development program facilitator… Uses neither Formative assessment to measure progress toward goals and learning objectives nor Summative evaluation to measure attainment of professional development Uses either Formative assessment to measure progress toward goals and learning objectives or Summative evaluation to measure attainment of professional development Uses both Formative assessment using multiple data sources to measure progress toward goals and learning objectives and Summative evaluation to measure attainment of Uses Formative assessment multiple data sources to measure progress toward goals and learning objectives and Summative evaluation to measure attainment of professional
Standard Program 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 program… 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 apply learning within their daily work. Provides multiple and varied opportunities for learners to Practice and receive feedback on their learning and Identify ways to apply learning within their daily work. Standard Program Indicators Artifacts to Consider Look for... Rating Descriptors 0 1 2 3 The professional development program…
based 7. HQPD models good pedagogical practice and applies knowledge of adult learning theory to engage educators. 7.1 Professional development uses effective, 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 Fails to incorporate research-based adult learning strategies that promote active engagement. Incorporates adult learning strategies that promote active engagement. Incorporates adult learning strategies that promote active engagement and Modeling of practices and Choices in learning experiences. Incorporates adult learning strategies that promote active engagement and Modeling of practices and and differentiation to meet educators’ unique learning needs.
List of required and desired resources Context Standards. Organizational structure and support Standard Program Indicators Artifacts to Consider Look for... Rating Descriptors 0 1 2 3 9. HQPD is taught or facilitated by a professional who is 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 about the facilitator’s skills and knowledge) Observation notes and records Facilitator interview notes The professional development program facilitators… Lack skill and preparation; Lack sufficient content knowledge. Have sufficient content knowledge but insufficient skill or preparation; or Have sufficient facilitation skills 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 knowledge-able about the content; and Use feedback coaching, and other supports to refine their practice as leaders of learning. Standard Program Indicators Artifacts to Consider Look for... Rating Descriptors 0 1 2 3 Professional development program sessions…