Professional Development (PD) Plan Self-Assessment Rubric

When reviewing a Professional Development Plan for the year, this Self-Assessment Rubric is used to ensure alignment to the Florida PD Standards. All schools can receive some degree of support from the Professional Development Support (PDS) Department with the creation and implementation of a PD Plan. Schools under the Differentiated Accountability Model must assess at the Evident Level and will receive direct support from HRD’s PDS Department.

PD Plan Component / Evident / Emerging / Notapparent
Professional Development Team / Team members are identified and represent the faculty. Inservice Facilitator as well as experts and teacher leaders are included on the team. / A PD team is identified but does not include key faculty. / There is no PD Team identified.
Needs Assessment
·  Student
·  Staff
/ Student needs as determined by classroom level disaggregated data, teacher needs from Professional Growth Plans (PGP), and SIP were used to determine focus / The school uses a needs assessment instrument but does not use classroom level disaggregated student data or teacher PGPs to determine focus. / Needs assessments are conducted informally and/or not used to determine focus. The program is not aligned to SIP.
Objectives / Program objectives are Specific, Measurable, Attainable, Relevant, and Timely. PD Plan objectives have a focus based on the needs data. / Objectives included but not expressed in SMART terms. / There is no clear PD objective and/or a method(s) to verify mastery.
Evaluation Strategies / Timely Program includes method(s) to verify 80% mastery. Planning, Formative and summative data collection tools are deployed throughout the PD program. Teachers conduct Action Research to evaluate effectiveness of newly learned practices. / Evaluation tools are used only at the end of training (80% mastery) and when coaching takes place. / The PD Plan does not include any type of evaluation tools and its effectiveness cannot be determined.
Focused and Sustained Time / PD Plan includes multiple hours and days of training over an extended period of time. / Multiple times are listed on a focus area but the entire faculty is scheduled to attend, regardless of their need. / Plan includes isolated events with no focus. One-day workshops are listed.
Resources / Trainers, coaches and materials are identified both from the faculty and from beyond the school. / On-site experts have not been identified as possible trainers/peer coaches. / Resources have not been identified.
Professional Development Strategies / Strategies are varied and appropriate to various staff needs. Professional Learning Communities (PLC) and Action Research are included in the plan.
The plan includes use of technology and alternative delivery methods. / Appropriate learning strategies and Adult Learning Principles are used in some training; others are mostly traditional workshops.
Technology is described as used occasionally. / Effective strategies and Adult Learning Principles are not used to deliver training. Workshops" are common.
Technology is not considered for use in training.
Follow-up / Job-embedded opportunities for practice and sufficient support is described (through peer coaching, action research, PLCs, study groups, etc) until mastery is attained. / Some coaching and support is included in the plan, but the support described is not inclusive of all faculty or widespread. / There is no evidence of support, coaching, or transfer of learning to the classroom in the professional development plan.