PLC Assessment and Review

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Team: Level of Proficiency

4 We collaboratively established our norms, and we believe in them. We periodically assess and revisit our norms in team meetings. We have a process to hold ourselves accountable for our norms, and we feel empowered to use it. We have collaboratively established our norms, and we generally adhere to them. We have a process to hold ourselves accountable, but we seldom use it. We have norms but struggle to adhere to them. We rely on our facilitators to hold the team accountable for our norms. We do not have norms, and we do not have a process for holding ourselves accountable.
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Norms

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Level of Proficiency
4 We create materials together, and we collaborate about methods and approaches. As a team, we implement our common lessons/assessments with students, and we debrief our experiences together. We collectively analyze student work together, and we use the results to determine our next steps. We create materials together, and we collaborate about methods and approaches. As a team, we implement our common lessons/assessments with students, and we debrief our experiences together. We talk in team meetings about what we are teaching, and we exchange ideas/materials which are utilized by most of the team. We talk in team meetings about what we are teaching in our classrooms, but I continue to teach my way.
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Collaboration

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PLC Assessment and Review

Page 2

Level of Proficiency
4 We have collaboratively determined the essential learnings of our course. We have committed to every student learning each essential learning. We have eliminated some content in order to provide time to teach the essential learnings deeply. We have written these essential learnings in student-friendly language, and we have shared these with our students. We have collaboratively determined the essential learnings of our course. We have committed to every student learning each essential learning. We have a list of essential learnings that we use to guide our daily teaching. We have not committed to a set of essential learnings for our course.

Essential Learnings

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Level of Proficiency
4 We are using a balanced plan of frequent common formative assessments and summative assessments that help us to determine each students mastery of essential learnings, as well as the strengths and weaknesses of our program. We have established the proficiency standard we want each student to achieve on each skill and concept. We have developed common formative and summative assessments that help us to determine each students achievement of essential learnings, as well as the strengths and weaknesses of our program. We have developed some common assessments that help us to determine each students understanding of certain essential learnings. We have not developed or implemented common assessments of any kind.

Common Assessment

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PLC Assessment and Review

Page 3

Level of Proficiency
4 We collect and use student results from common assessments to make team decisions about curriculum, pace, intervention, and enrichment. We collectively take responsibility for our students by sharing the intervention and enrichment implementations. We have established SMART goals that we are working interdependently to achieve. We collect and use student results from common assessments to make classroom decisions about curriculum, pace, intervention, and enrichment. We have established goals that we are working to achieve. We collect data from our common assessments, but we seldom share our results with each other. We rarely use the data to make decisions to improve student learning. We do not collect data from our common assessments and share it with each other.

Data-Informed Decisions

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Comments