Domain 1: Planning and Preparation for Professional Learning (20% of total rubric) Competencies: 1.1 Knowledge of trends in specialty area and professional development (6%) 1.2 Knowledge of curriculum, initiatives, and improvement plans (6%) 1.3 Establishing appropriate goals for the instructional support program (6%) 1.4 Knowledge of resources (2%)
Domain 2: The Environment for Professional Learning (30% of total rubric) Competencies: 2.1 Environment of trust and respect (9%) 2.2 Culture of ongoing instructional improvement (9%) 2.3 Norms of behavior for interactions (6%) 2.4 Organizing physical space for training (6%)
Domain 3: Delivery of Professional Learning Support (40% of total rubric) Competencies [Lead coaches only]: 3.1 Collaborating with teachers in the design of instructional units and lessons (10%) 3.2 Supporting new instructional skills (5%) 3.3 Sharing expertise with staff (10%) 3.4 Locating resources for instructional improvement (10%) 3.5 Demonstrating flexibility and responsiveness (5%) Competencies [iCats and eLearning coaches only]: 3.1.1 Collaborating technology integration (10%) 3.2.1 Supporting digital age learning environments (5%) 3.3 Sharing expertise with staff (10%) 3.4 Locating resources for instructional improvement (10%) 3.5 Demonstrating flexibility and responsiveness (5%)
Competencies [Data coaches only]: 3.2.2 Support data analysis and interpretation (8%) 3.3 Sharing expertise with staff (12%) 3.4 Locating resources for instructional improvement (12%) 3.5 Demonstrating flexibility and responsiveness (8%)
Domain 4: Professional Responsibilities (10% of total rubric) Competencies: 4.1 Reflective practice (3%) 4.2 Maintains professional responsibilities (2%) 4.3 Coordinating work with other coaches (2%) 4.4 Participating in a professional community (1%) 4.5 Engaging in professional development (1%) 4.6 Showing professionalism, including integrity and confidentiality (1%)
*There are no essential competencies in this rubric. Only those competencies for which evidence presents itself during the evaluation process will be scored. If a competency is not scored, it's weight will be proportionally distributed among the other competencies in that domain.