Our group chose to make a single point rubric that focuses on the skills of a teacher leader. We chose the single point rubric because they are clear for students and teachers to understand. They focus on the success criteria and give room for specific feedback on both strengths and areas for growth.
| Grow | Domains and Functions of the Teacher Leader | Glow |
| Fostering a Collaborative Culture Models communication and problem solving skills and provides opportunities for others to do so.Gathers ideas and resources from all members of a PLCUses knowledge of different backgrounds, ethnicities, cultures, and languages to create an inclusive culture among colleagues | ||
| Accessing and Using Research to Improve Practice Works with others to collect and analyze data to aid in the selection of appropriate learning strategies to improve learningSupports others in discussions of key challengesUses up to date resources and platforms to drive teaching and learning | ||
| Promoting Professional Learning Uses appropriate technology to support collaboration and shared professional learningPlan professional learning around the diverse needs of all colleagues that is team based, goal oriented, and can be sustained over time.Plans for collaboration and professional learning while using information about emerging trends affecting the school community. | ||
| Facilitating Improvements in Instruction Collects and analyzes data to find opportunities to improve learning and cultureProvides opportunity to reflect on classroom practices and strategies to promote learning for all students.Works collaboratively to promote professional learningImplements technology to support best practice Aids in the selection of strategies to promote diversity and equity in classrooms | ||
| Promoting the Use of Assessments and Data for School and District ImprovementCollaborates with colleagues in the identification, design, and use of multiple assessment tools in order to interpret student data to improve learningCreates a climate of trust in order to engage colleagues in difficult decisions around student learning data with the goal of promoting changes in instructional practices or organizational structures | ||
| Improving Outreach and Collaboration with Families and CommunityRecognizes the diverse population in the school community in an effort to promote effective communication to attain equitable achievement for all members of the learning community. Supports colleagues self-examination of the cultural diversity of the community to understand the diverse educational needs of families and the community. | ||
| Advocating for Student Learning and the ProfessionShares information about trends and policies with in and beyond the district that impact learning.Advocates for resources to support learning for all students with in the buildingUses knowledge of policies and practices outside of the district to advocate for teaching and learning within the community. |