EDLD+5345+Professional+Development+Rubric

Week 3 Assignment, Part 4: Professional Development Rubric Review your responses to the Cultural Proficiency Receptivity Scale survey. Then, examine the comprehensive matrix, Cultural Proficiency Professional Development Rubric, located in your Resources section. Use the rubric to assess the level of professional development on your campus or workplace. From the Professional Development Rubric, identify and describe where and how your campus has responded to each of the elements of Cultural Proficiency. Assessing cultural knowledge – Where on the CP Continuum does your campus or workplace fall? Give example(s) to support this identification. My district stresses this with numerous trainings and strategies to help learners. Our district is becoming more and more diverse each year and administrators have recognized this fact. They also know that being able to reach all kinds of learners is important for these learners to be successful in the classroom and on standardized tests. For example with the black male student and the ways that they learn. We have had speakers that come and help us understand how to reach these learners. || || Valuing diversity – Where on the CP Continuum does your campus or workplace professional development fall? Give example(s) to support your answer. My district is just reaching this level. They are trying to reach all educators and administrators so that they are aware of the diversities that our students bring to our schools. Various trainings and in-service sessions are offered to inform about the differences in our schools. For example with the black male student and the ways that they learn. We have had speakers that come and help us understand how to reach these learners. || ||
 * Cultural Proficiency - ||  Professional learning helps staff close achievement gaps for underserved groups and anticipate changing community needs.
 * Cultural Proficiency - ||  Professional learning opportunities help participants anticipate, identify, and respond to changing demographics.

Managing the dynamics of difference? – Where on the CP Continuum does your campus or workplace professional development fall? Give example(s) to support your answer. Professional learning opportunities promote social action to better meet the needs of an ever-changing community. My district is trying to get this phase off and running. They promote the trainings and information’s in order to help our students to be more successful with their various backgrounds. There are quite a few educators that are not completely following these suggestions, but the information is making its way in various meetings and trainings. Looking at TAKS scores reminds us that we have a variety of learners and we have to reach each learner. || Adapting to diversity – Where on the CP Continuum does your campus or workplace professional development fall? Give example(s) to support your answer. Professional learning opportunities help staff anticipate the needs of a changing community and develop flexible policies and practices to meet current and future needs. Since my district is very diverse, the scores on the TAKS reflect that there are a variety of learners that need to be reached and helped. Another good example is how the English teachers are using more diverse novels and stories in their classrooms to help various student backgrounds understand the importance of their culture and other cultures. || <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Institutionalizing cultural knowledge – Where on the CP Continuum does your campus or workplace professional development fall? Give example(s) to support your answer. <span style="color: #000000; font-family: 'Helvetica','sans-serif'; font-size: 14.6667px;">Professional learning opportunities are encouraged, shared, and applied in classrooms, the school, and community for the purpose of improving student learning and achievement. <span style="font-family: 'Helvetica','sans-serif'; font-size: 14.6667px;">My district is trying to help teachers, administrators, and the community come together and help our students. My campus has an open house that not only allows the teachers and parents to meet, but there are colleges, junior colleges, and others that are present to help with the future of our students. Various learning strategies are also offered and some are even required of the teachers and administrators to help with student differences. ||
 * <span style="font-family: 'Helvetica','sans-serif'; font-size: 14.6667px;">Cultural Proficiency -
 * <span style="font-family: 'Helvetica','sans-serif'; font-size: 14.6667px;">Cultural Proficiency -
 * <span style="font-family: 'Helvetica','sans-serif'; font-size: 14.6667px;">Cultural Proficiency -
 * <span style="font-family: 'Helvetica','sans-serif'; font-size: 14.6667px;">Cultural Competence –

<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Review your score on the Cultural Proficiency Receptivity Scale and describe what areas, if any, you need to address in order to be a more culturally proficient leader.
 * <span style="font-family: 'Helvetica','sans-serif'; font-size: 14.6667px;">My district is impressive after looking at these scales. They are promoting diversity in many ways. They really don’t have a choice if they want to be successful as each campus has very diverse student groups. As a leader I would continue to keep teachers informed of the data so that they can see the relevance. I would require communication and collaboration in regards to how to continue to improve reaching all of our students. There are educators that are doing a wonderful job already and I would ask for their help to reach the hesitant teachers, to put it politely. We don’t have a choice as each learner needs to have an education that will benefit them and the community. I would have a follow-up interview or discussion at the end of each semester or year to check for ways that these items are being used and incorporated into their classrooms. ||