PROFESSIONAL DEVELOPMENT: DEVELOPING INTO A MATHEMATICS

SPECIALIST, PK-8 RUBRIC

Element Unacceptable (1) Acceptable (3) Target (5)

Evidence of A conceptual Demonstrates a Demonstrates a
Mathematical understanding of conceptual conceptual
Knowledge and content associated understanding of understanding of
Understanding with geometry or content associated content associated
measurement is not with geometry or with geometry or
demonstrated. More measurement. measurement.
than 2 mistakes are However, minor
made within the mistakes (No more
content presented. than 2) are made
within the content
presented.
Use of Innovative Utilizes traditional Somewhat engaging Active learning is
and Cultural learning models and and active; limited highlighted that
Responsive environments that are use of strategies that engages the teachers
Strategies to lecture based and are innovative and directly in trying out
Support Student have no direct culturally responsive the strategies
Learning connection to to support student presented, thus
teachers’ classrooms learning. providing them an
and students. opportunity to engage
in the same style of
learning they are
designing for their
students. Uses
authentic artifacts,
interactive activities,
and other strategies to
provide deeply
embedded, highly
contextualized
professional learning.
Addresses Needs of The needs of the Not all of the needs Provides teachers
Teachers and teachers and students of the teachers and with a clear vision
Students are not addressed. students are of what best
Best practices to addressed. Confusion practices look like
address the identified may still exist. in the context of the
needs are not
needs of teachers
highlighted.
and students
addressed.
Collaboration Opportunities for Opportunities for Provides
collaboration are not collaboration are opportunities (at least
provided. limited (at least 1). 2) for teachers to
 share ideas and
collaborate in their
learning.
Coaching and Guidance and expert Some coaching is Provides built-in time
Expert Support support are not highlighted, but not for teachers to think
evident. enough to incite about, receive input
change. on, and make changes
to their practice by
facilitating reflection
and soliciting
feedback. 

Score: _____
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