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iRubric: Professional Development Administrator Evaluation Tool rubric

iRubric: Professional Development Administrator Evaluation Tool rubric

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Professional Development Administrator Evaluation Tool 
Evaluating Professional Development Teacher Evaluation Tool
An administrator rubric to complete at the end of a professional development in-service all-day conference to provide valuable feedback for an instructional coach and determine relevance from the administration's perspective.
Rubric Code: D2XBBC3
By gildncr
Draft
Public Rubric
Subject: Education  
Type: Survey  
Grade Levels: (none)

Powered by iRubric PD Administrator Evaluation Rubric Survey Tool
  5

5 pts

4

4 pts

3

3 pts

2

2 pts

1

1 pts

Planning Process of PD Activities and Resources

5

The administration is part of all the planning processes in regards to activities and resources presented during the professional development in-service training to enhance teacher skills in their profession
4

The administration is mostly part of all the planning processes in regards to activities and resources presented during the professional development in-service training to enhance teacher skills in their profession
3

The administration is somewhat part of all the planning processes in regards to activities and resources presented during the professional development in-service training to enhance teacher skills in their profession
2

The administration has little to do with the planning processes in regards to activities and resources presented during the professional development in-service training to enhance teacher skills in their profession
1

The administration is not part of the planning processes in regards to activities and resources presented during the professional development in-service training to enhance teacher skills in their profession
Learning Community Collaboration

5

The administration collaborates with all members of the learning community during professional development in-service training to provide guidance with developing teaching strategies and practices to promote student academic growth across all content areas.
4

The administration collaborates with most members of the learning community during professional development in-service training to provide guidance with developing teaching strategies and practices to promote student academic growth across all content areas.
3

The administration collaborates with some of the members of the learning community during professional development in-service training to provide guidance with developing teaching strategies and practices to promote student academic growth across all content areas.
2

The administration collaborates with only a couple members of the learning community during professional development in-service training to provide guidance with developing teaching strategies and practices to promote student academic growth across all content areas.
1

The administration collaborates with no members of the learning community during professional development in-service training to provide guidance with developing teaching strategies and practices to promote student academic growth across all content areas.
Establishing Learning Outcomes

5

The administration establishes positive learning outcomes for the instructional leader through partaking in all activities during the professional development in-service sessions for the day.
4

The administration establishes positive learning outcomes for the instructional leader through partaking in most of the activities during the professional development in-service sessions for the day.
3

The administration establishes some positive learning outcomes for the instructional leader through partaking in some of the activities during the professional development in-service sessions for the day.
2

The administration establishes a couple positive learning outcomes for the instructional leader through partaking in only a couple activities during the professional development in-service sessions for the day.
1

The administration establishes negative learning outcomes for the instructional leader through partaking in none of the activities during the professional development in-service sessions for the day.
Active Learning Mentor

5

The administration encourages all staff members to be more active in the designing, creating and planning processes involved with a professional development in-service which includes activities and strategy implementation for the learning community.
4

The administration encourages most of the staff members to be more active in the designing, creating and planning processes involved with a professional development in-service which includes activities and strategy implementation for the learning community.
3

The administration encourages some of the staff members to be more active in the designing, creating and planning processes involved with a professional development in-service which includes activities and strategy implementation for the learning community.
2

The administration encourages a couple of the staff members to be more active in the designing, creating and planning processes involved with a professional development in-service which includes activities and strategy implementation for the learning community.
1

The administration does not encourages any of the staff members to be more active in the designing, creating and planning processes involved with a professional development in-service which includes activities and strategy implementation for the learning community.
Self-Reflection

5

The administration promotes all staff members to self-reflect to enhance problem-solving and critical thinking skills and encourage mentoring of teachers to improve their craft through implementing effective strategies and provide collaborative experiences to maintain high achievement for the learning community.
4

The administration promotes most of the staff members to self-reflect to enhance problem-solving and critical thinking skills and encourage mentoring of teachers to improve their craft through implementing effective strategies and provide collaborative experiences to maintain high achievement for the learning community.
3

The administration promotes some of the staff members to self-reflect to enhance problem-solving and critical thinking skills and encourage mentoring of teachers to improve their craft through implementing effective strategies and provide collaborative experiences to maintain high achievement for the learning community.
2

The administration promotes a couple of the staff members to self-reflect to enhance problem-solving and critical thinking skills and encourage mentoring of teachers to improve their craft through implementing effective strategies and provide collaborative experiences to maintain high achievement for the learning community.
1

The administration does not promote any of the staff members to self-reflect to enhance problem-solving and critical thinking skills and encourage mentoring of teachers to improve their craft through implementing effective strategies and provide collaborative experiences to maintain high achievement for the learning community.




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