TEACHER COLLABORATION ASSESSMENT RUBRIC1

Beginning Developing Proficient

Dialogue is often related to swapping curriculum Dialogue is usually related to instructional practice Dialogue is focused on the structured examination
ideas or strategies and student performance and analysis of instructional practice and student
work
Dialogue

Tensions exist among team members, but are not
discussed or resolved
Unequal participation in dialogue
Professional tension exists but disagreements
and/or conflicts are rare
For the most part members participate equally,
though some members may ‘hibernate’ or
‘dominate’
Professional tensions are resolved as soon as
possible
All members participate equally with no
‘hibernators’ or ‘dominators’

Team
Team members
members take
do notminimal action as adata
share evaluative result of
about The
The team
team occasionally makescollect
does not regularly decisions about
and/or what
analyze Team regularly
The team makes
regularly decisions
collects about what
and analyzes
group decision-making.
the merits of their instructional practices with one pedagogical practices they will initiate, maintain,
qualitative and quantitative information about individual and collective pedagogical
qualitative and quantitative information practices
about
another develop
member and/or discontinue
teaching practices and student learning they will initiate, maintain, develop and/or
teaching practices and student learning, including
discontinue
peer observations
Action
Evaluation

Team decisions
The team aresystematically
does not minimally informed
collectby
or group
analyze Most teammay
The team decisions are informed
rely more by group
on “hearsay,” All
Thedecisions
team usesare informed
student by team dialogue
performance data to
dialogue
information about instructional practices and dialogue
“anecdotes,” or “recollections” to evaluate the evaluate the merit of individual and collective
Most team
student actions are unrelated to the
learning Actions
merit of are
theirgenerally
practicesrelated to instructional Actions are directly
pedagogical practicesrelated to the improvement of
improvement of instructional practice and the practice and student learning instructional practice and the cultivation of student
The team relies
cultivation exclusively
of student on “hearsay,”
learning Evaluative information is usually shared publicly Evaluation
learning data and findings are shared publicly
“anecdotes,” or “recollections” to form the basis of and forms the basis for dialogue and decision- and form the basis for team dialogue and decision-
their dialogue and decision-making making making

1
Modified from: Gajda, R. & Koliba, C. (2008). “Evaluating and Improving the Quality of Teacher Collaboration: A Field-Test Framework for School Leaders,” NASSP Bulletin, Volume 92,
Number 2