• I-C-2: Sharing Conclusions With Colleagues
    Unsatisfactory
    Needs Improvement
    Proficient
    Exemplary
    Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback. Only occasionally shares with colleagues conclusions about student progress and/or only occasionally seeks feedback from them about practices that will support improved student learning. Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning. Establishes and implements a schedule and plan for regularly sharing with all appropriate colleagues conclusions and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learning. Is able to model this element
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    What instructional practices should be observed? What student impacts should be expected?
    For TEACHERS this may look like.
    1. Teacher rarely shares conclusions about student progress with colleagues.

    1. Teacher occasionally shares accurate conclusions about student progress on standards and/or learning goals with colleagues.

    1. Teacher regularly shares accurate conclusions about student progress on standards and learning goals with grade level, subject area, and learning specialist colleagues.  

    1. Teacher establishes and implements a schedule and plan to share accurate conclusions about student progress on standards and learning goals with grade level, subject area, and learning specialist colleagues.

    1. Teacher rarely seeks feedback on instruction and student assessment data from colleagues.

    1. Teacher occasionally seeks feedback on instruction and student assessment data from colleagues.

    1. Teacher actively seeks feedback on instruction and a wide range of student assessment data from grade level, subject area, and learning specialist colleagues.

    1. Teacher establishes and implements a schedule and plan to seek feedback on instruction and a wide range of student assessment data from grade level, subject area, and learning specialist colleagues.

     
    1. Teacher rarely seeks out information about student progress on standards or learning goals in other learning contexts.

    1. Teacher regularly seeks out information on student progress on standards and learning goals in other learning contexts.

    1. Teacher establishes and implements a schedule and plan to seek out information on student progress on standards and learning goals in other learning contexts.  

     
    1. Teacher rarely collaborates with colleagues to adjust curriculum, planning, or assessment based on conclusions about student progress.  

    1. Teacher regularly collaborates with grade level, subject area, and learning specialist colleagues to develop targeted remediation and enhancements for students based on conclusions about student progress.   

    1. Teacher regularly collaborates with grade level, subject area, and learning specialist colleagues to implement targeted remediation and enhancements that are aligned across multiple learning contexts.  

       
    1. Teacher sometimes applies of the feedback from grade level, subject area, and learning specialist colleagues to make appropriate adjustments to instructional and assessment practices.  

    1. Teacher regularly applies feedback from grade level, subject area, and learning specialist colleagues to make appropriate adjustments to instructional and assessment practices.

    Coming Soon
    Coming Soon
    Resource Name Description Type
     
    Do you have a resource that you want to recommend for this element? Email us at eval@bostonpublicschools.org with the subject line "Interactive Rubric Resource Recommendation" in the email