Rubric+Page


 * = ===CRITERIA / OBJECTIVE=== ||  ||= ===COMPLETE=== ||= ===INCOMPLETE=== ||= ===COMMENTS/===

FEEDBACK
|| LEARNING COMMITTEE || -mutually responsible -trust -respect -professionalism ||  ||   ||   || ROLE || -guide discussion and keep on track -opportunity for all to speak -outline goals for meeting -find connections between weekly submissions of all members -documentation of discussion ||  ||   ||   || WIKI PAGE || -submission of a resource or insight -timely submission of resource or insight -review peers submissions prior to meeting ||  ||   ||   ||
 * PROFESSIONAL
 * FACILITATOR(S)
 * < CONTRIBUTION TO
 * WEEKLY DISCUSSION || -willing to participate openly ||  ||   ||   ||

How we will approach this work together?

 * Rubric Design**

During our first week we started building our rubric by briefly discussing what defined a rubric and how we could design it to best serve the needs of our Professional Learning Community. Goodrich (1996) suggests that all rubrics have three common features. 1) It has a focus on a stated objective (performance, behaviour or quality). 2) It uses a range to rate performance. 3) It contains specific performance characteristics arranged in levels indicating the degree to which a standard has been met. After some dialogue, it became evident that having a range or degree of accomplishment was not a practical reflection and may even be a ‘disabling’ constraint of what we aimed to build as a community throughout of our weekly projects and meetings. We instead chose some principles and key responsibilities that we would either successfully meet each week or not, rather than gradations of quality. What we decided to be of highest importance to include in the design was an area where we could critique, comment and build on each week, therefore a feedback column for each objective was added. Our focus is not on a product or grade at the end of each week, rather the process of developing and expanding our Professional Learning Community.


 * Stated Objectives**

Our next step was to determine what we wanted to evaluate and reflect on each week. We decided on four factors of our group work that we needed to define expectations and establish norms for:

1. The Professional Learning Committee: Were the characteristics and qualities that we value in our PLC environment met?
 * Were all members mutually responsible?
 * Did all exhibit relational trust? Respect for one another and self?
 * Did all demonstrate professionalism. Appropriate behaviours, ethics, desire & participation.

2. The role of the facilitator(s). Facilitator takes leadership role in:
 * Guiding discussion and keeping dialogue on track
 * Ensuring the opportunity for all to speak
 * Finding any connections or themes from members submissions prior to meeting
 * Outlining the goals of the meeting
 * Organizing documentation of discussion

3. Contributing to the Wikipage:
 * Did all members submit a resource or insight of upcoming topic?
 * Did all members submit a resource or insight in a timely manner?
 * Did all members review their peer’s submissions prior the meeting?

4. Weekly Discussion/Meeting:
 * Are all members willing to participate openly?


 * Work in Progress**

Although we are expected to have a ‘final’ rubric prepared by February 2nd as per the course outline, we recognize that the rubric will be more valuable if we reflect on it at the end of each week and revise or expand it as needed.

Each week we will need to ask ourselves some reflective questions:

-How well did our process (including the rubric) work? -What did we learn this week and could our learning deepen if we did something different? -What counts as good learning and how do we know? Does our rubric reflect this? -What could we have learnt or explored more? What stopped us?

We also recognize that there is a shared accountability within our Professional Learning Community. We should trust our intuition when reflecting on ourselves and one another, asking “Was this our best work?”

At this time we feel that our rubric addresses the relevant content and performance objectives of our Professional Learning Committee. It is easy to use, understand and is applicable to our current shared values, vision and goals.

//Goodrich, H. (1996). “Understanding Rubrics.” Educational Leadership, 54 (4), 14-18.//