IC Maps: Levels of Implementation

The maps below present descriptions of educator practices, by role, across four categories of systemic impact. In contrast to many progressions, the practices begin on the left with the highest degree of impact and descend to Level 4. Level 1 (Ideal) practices most fully embody the intent of the correlated Standards for Professional Learning. Learn more about IC maps here.

First, which role would you like to see?

System/Central Office

Principal

Coach

External Provider

Second, which standard will you examine?

Equity Practices

Curriculum, Assessment, and Instruction

Professional Expertise

Culture of Collaborative Inquiry

Leadership

Resources

Coach > Equity Practices

Third, select a construct for the Equity Practices standard.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3
Builds own and all colleagues' understanding of local, national, and global history and culture of students, families, and communities.	Builds own and select colleagues' understanding of local, national, and global history and culture of students, families, and communities.	Builds own understanding of local, national, and global history and culture of students, families, and communities.
Builds own and all colleagues' understanding of racism, colonization, misogyny, poverty, ableism, and other historical, cultural, and societal factors that have impacted access to learning.	Builds own and select colleagues' understanding of racism, colonization, misogyny, poverty, ableism, and other historical, cultural, and societal factors that have impacted access to learning.	Builds own understanding of racism, colonization, misogyny, poverty, ableism, and other historical, cultural, and societal factors that have impacted access to learning.
Builds own and all colleagues' understanding of how students' identities affect their lives and contexts for learning.	Builds own and select colleagues' understanding of how students' identities affect their lives and contexts for learning.	Builds own understanding of how students' identities affect their lives and contexts for learning.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Develops own and all colleagues' knowledge, skills, and dispositions to identify connections between students' identities and contexts for learning.	Develops own and select colleagues' knowledge, skills, and dispositions to identify connections between students' identities and contexts for learning.	Develops own knowledge, skills, and dispositions to identify connections between students' identities and contexts for learning.
Develops own and all colleagues' capacity to talk openly about race, culture, and other aspects of student identities in service of each student.	Develops own and select colleagues' capacity to talk openly about race, culture, and other aspects of student identities in service of each student.	Develops own capacity to talk openly about race, culture, and other aspects of student identities in service of each student.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Builds own and others' understanding of the lived experiences and needs of the students, families, and communities they serve.	Builds own and staff's understanding of the lived experiences and needs of the students, families, and communities they serve.	Builds own and colleagues' understanding of the lived experiences and needs of the students, families, and communities they serve.	Build own and clients' understanding of the lived experiences and needs of the students, families, and communities they serve.
Improves students' access to learning by understanding how students' identities affect their lives and contexts for learning.	Improves students' access to learning by understanding how students' identities affect their lives and contexts for learning.	Contributes to improving students' access to learning by understanding how students' identities affect their lives and contexts for learning.	Contributes to improving students' access to learning by understanding how students' identities affect their lives and contexts for learning.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3
Builds own and all colleagues' capacity to deepen knowledge of students' identities, cultures, and interests and integrate into instruction.	Builds own and select colleagues' capacity to deepen knowledge of students' identities, cultures, and interests and integrate into instruction.	Builds own capacity to deepen knowledge of students' identities, cultures, and interests and integrate into instruction.
Builds own and all instructional colleagues' capacity to identify and integrate students' individual and collective social and emotional strengths and needs into instruction.	Builds own and select instructional colleagues' capacity to identify and integrate students' individual and collective social and emotional strengths and needs into instruction.	Builds own capacity to identify and integrate students' individual and collective social and emotional strengths and needs into instruction.
Builds own and all colleagues' capacity to identify aspects of students' identities, cultures, and interests as assets.	Builds own and select colleagues' capacity to identify aspects of students' identities, cultures, and interests as assets.	Builds own capacity to identify aspects of students' identities, cultures, and interests as assets.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3
Builds own and all colleagues' capacity to convene groups representing diverse perspectives to collaborate on recognizing and embracing students' assets.	Builds own and select colleagues' capacity to convene groups representing diverse perspectives to collaborate on recognizing and embracing students' assets.	Builds own capacity to convene groups representing diverse perspectives to collaborate on recognizing and embracing students' assets.
Contributes to convening diverse internal and external stakeholders to deepen collective knowledge on strategies for integrating student assets, identities, and cultures into curriculum, instruction, and environment.	Contributes to convening diverse internal stakeholders to deepen collective knowledge on strategies for integrating student assets, identities, and cultures into curriculum, instruction, and environment.	Contributes to convening internal stakeholders to deepen collective knowledge on strategies for integrating student assets, identities, and cultures into curriculum, instruction, and environment.
Supports all colleagues to implement strategies to embrace and integrate students' assets, identities, and cultures into curriculum, instruction, and environment.	Supports select colleagues to implement strategies to embrace and integrate students' assets, identities, and cultures into curriculum, instruction, and environment.	Implements strategies to embrace and integrate students' assets, identities, and cultures into curriculum, instruction, and environment.
Monitors, daily, that student identities, assets, interests, cultures, and social and emotional strengths and needs are integrated into curriculum, instruction, and environment.	Monitors, weekly, that student identities, assets, interests, cultures, and social and emotional strengths and needs are integrated into curriculum, instruction, and environment.	Monitors, monthly, that student identities, assets, interests, cultures, and social and emotional strengths and needs are integrated into curriculum, instruction, and environment.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Provides ongoing professional learning and coaching for specialized staff to meet the needs of students with diverse abilities, strengths, talents, and assets.	Provides professional learning and coaching for specialized staff to meet the needs of students with diverse abilities, strengths, talents, and assets.	Provides professional learning for specialized staff to meet the needs of students with diverse abilities, strengths, talents, and assets.	Recommends meeting the needs of students with diverse abilities, strengths, talents, and assets.
Collaborates with colleagues to create classroom environments for equitable opportunities for students with diverse abilities to succeed.	Shares resources with colleagues to create classroom environments for equitable opportunities for students with diverse abilities to succeed.	Recommends the creation of classroom environments for equitable opportunities for students with diverse abilities to succeed.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Collaborates with diverse colleagues to develop guidelines and expectations for student voice, agency, and safety.	Collaborates with colleagues to develop guidelines and expectations for student voice, agency, and safety.	Collaborates with colleagues to develop guidelines and expectations for student agency and safety.	Collaborates with colleagues to develop guidelines and expectations for student safety.
Provides ongoing professional learning and coaching on the rationale and strategies for elevating student voice, agency, and social and emotional safety in instruction and extracurricular activities.	Provides professional learning and coaching on the rationale and strategies for elevating student voice, agency, and social and emotional safety in instruction and extracurricular activities.	Provides professional learning on the rationale and strategies for elevating student voice, agency, and social and emotional safety in instruction and extracurricular activities.	Explains the rationale and strategies for elevating student voice, agency, and social and emotional safety in instruction and extracurricular activities.
Monitors, continually, classroom implementation of strategies to elevate student voice, agency, and social and emotional safety within instruction and extracurricular activities.	Monitors, frequently, classroom implementation of strategies to elevate student voice, agency, and social and emotional safety within instruction and extracurricular activities.	Monitors, occasionally, classroom implementation of strategies to elevate student voice, agency, and social and emotional safety within instruction and extracurricular activities.
Celebrates individual and collective success related to student voice, agency, and social and emotional safety.	Celebrates individual or collective success related to student voice, agency, and social and emotional safety.	Identifies individual or collective success related to student voice, agency, and social and emotional safety.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Builds own and others' capacity to identify and embrace aspects of students' identities as assets.	Builds own and staff's capacity to identify and embrace aspects of students' identities as assets.	Builds own and colleagues' capacity to identify and embrace aspects of students' identities as assets.	Builds own and clients' capacity to identify and embrace aspects of students' identities as assets.
Builds capacity in all instructional staff to personalize instruction and classroom environment in consideration of each student's assets, interests, culture, identities, and social and emotional strengths and needs.	Builds capacity in all instructional staff to personalize instruction and classroom environment in consideration of each student's assets, interests, culture, identities, and social and emotional strengths and needs.	Builds capacity in all instructional staff to personalize instruction and classroom environment in consideration of each student's assets, culture, identity, interests, and social and emotional needs and strengths.	Contributes to building capacity in all instructional staff to personalize instruction and classroom environment in consideration of each student's assets, culture, identity, interests, and social and emotional needs and strengths.
Builds own and others' capacity to serve students with diverse physical, social, academic, and behavioral abilities, assets, and needs.	Builds own and staff's capacity to serve students with diverse physical, social, academic, and behavioral abilities, assets, and needs.	Builds own and colleagues' capacity to serve students with diverse physical, social, academic, and behavioral abilities, assets, and needs.	Builds own and clients' capacity to serve students with diverse physical, social, academic, and behavioral abilities, assets, and needs.
Builds own and others' capacity to foster student voice, agency, and safety.	Builds own and staff's capacity to foster student voice, agency, and safety.	Builds own and colleagues' capacity to foster student voice, agency, and safety.	Builds own and clients' capacity to foster student voice, agency, and safety.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3
Contributes to the development of expectations for relationships with students, families, caretakers, community members, and their representatives.	Advocates for the development of expectations for relationships with students, families, caretakers, community members, and their representatives.	Maintains awareness of expectations for relationships with students, families, caretakers, community members, and their representatives.
Builds own and all colleagues' capacity to understand the rationale for and develop and maintain community relationships.	Builds own and select colleagues' capacity to understand the rationale for and develop and maintain community relationships.	Builds own capacity to understand the rationale for and develop and maintain community relationships.
Contributes qualitative data, more than 3 times per year, on the effectiveness of relationships with families and their representatives.	Contributes qualitative data, 2-3 times per year, on the effectiveness of relationships with families and their representatives.	Contributes qualitative data, annually, on the effectiveness of relationships with families and their representatives.
Contributes to identifying strengths, surfacing gaps, and adapting strategies and approaches to relationships with families and their representatives, based on data gathered.	Contributes to identifying strengths, surfacing gaps, and adapting strategies and approaches to relationships with families and their representatives.	Contributes to identifying strengths and surfacing gaps in relationships with families and their representatives.
Celebrates individual AND collective success related to relationships with students, families, caretakers, community members, and their representatives.	Celebrates individual OR collective success related to relationships with students, families, caretakers, community members, and their representatives.	Identifies individual and collective success related to relationships with students, families, caretakers, community members, and their representatives.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Builds own and all colleagues' capacity to engage students, families, and community organizations as partners.	Builds own and all colleagues' capacity to engage students and families as partners.	Builds own and all colleagues' capacity to engage students as partners.
Builds own and colleagues' capacity to identify and engage partners representing diverse inclusive voices to participate in building educator understanding of cultural assets of students, families, and the communities they serve.	Builds own and colleagues' capacity to identify and engage partners to participate in building educator understanding of cultural assets of students, families, and the communities they serve.	Builds own capacity to identify and engage partners to participate in building educator understanding of cultural assets of students, families, and the communities they serve.	Builds own or colleagues' capacity to identify partners to participate in building educator understanding of cultural assets of students, families, and the communities they serve.
Contributes to establishing and maintaining communication systems between and among partners to share information, seek input, report on progress, and celebrate success.	Contributes to establishing and maintaining communication systems between and among partners to share information, seek input, and report on progress.	Contributes to establishing and maintaining communication systems between and among partners to share information and seek input.	Contributes to establishing and maintaining communication systems between and among partners to share information.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Builds own and all colleagues' capacity to prepare and support students to contribute to decisions about issues affecting students within the school and system.	Builds own and select colleagues' capacity to prepare and support students to contribute to decisions about issues affecting students within the school and system.	Builds own capacity to prepare and support students to contribute to decisions about issues affecting students within the school and system.
Contributes to establishing schoolwide guidelines and procedures for engaging a diverse representation of students in decision making and communicating decisions with all students.	Recommends colleagues engage a diverse representation of students in decision-making and communicating decisions with all students.	Recommends colleagues engage students in decision making and communicating decisions with all students.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Builds own and others' capacity to develop and sustain relationships with families, caretakers, community members, corporations, state, ministry, and local social service organizations that advocate student and family well-being.	Builds own and staff's capacity to develop and sustain relationships with students, families, caretakers, community members, corporations, state, ministry, and local social service organizations that advocate student and family well-being.	Builds own and colleagues' capacity to develop and sustain relationships with families, caretakers, community members, corporations, state, ministry, and local social service organizations that advocate student and family well-being.	Builds own and clients' capacity to develop and sustain relationships with families, caretakers, community members, corporations, state, ministry, and local social service organizations that advocate student and family well-being.
Builds own and others' capacity to leverage relationships with families and community organizations to gain understanding of cultural assets of the students, families, and communities they serve.	Builds own and staff's capacity to leverage relationships with families and community organizations to gain understanding of cultural assets of the students, families, and communities they serve.	Builds own and colleagues' capacity to leverage relationships with families and community organizations to gain understanding of cultural assets of the students, families, and communities they serve.	Builds own and clients' capacity to leverage relationships with families and community organizations to gain understanding of cultural assets of the students, families, and communities they serve.
Builds own and others' capacity to include student representation in school and system decisions affecting students.	Builds own and staff's capacity to include student representation in school and system decisions affecting students.	Builds own and colleagues' capacity to include student representation in school and system decisions affecting students.	Builds own and clients' capacity to include student representation in school and system decisions affecting students.

Coach > Curriculum, Assessment, and Instruction

Third, select a construct for the Curriculum, Assessment, and Instruction standard.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Develops own and all colleagues' understanding of the importance of high-quality curriculum as identified by research.	Develops own, all team leaders', and diverse colleagues' understanding of the importance of high-quality curriculum as identified by research.	Develops own, all team leaders', and select colleagues' understanding of the importance of high-quality curriculum as identified by research.	Develops own and all team leaders' understanding of the importance of high-quality curriculum as identified by research.
Contributes, by collaborating with colleagues, to developing school-based guidelines aligned with system's policy for high-quality curriculum that includes the definition of, criteria for, rationale for, and responsibilities for high-quality curriculum and instructional materials and meets the needs of school's student population.	Contributes, by sharing and interpreting research, to developing school-based guidelines aligned with system's policy for high-quality curriculum that includes the definition of, criteria for, rationale for, and responsibilities for high-quality curriculum and instructional materials and meets the needs of school's student population.	Contributes, by offering recommendations, to developing school-based guidelines aligned with system's policy for high-quality curriculum that includes the definition of, criteria for, rationale for, and responsibilities for high-quality curriculum and instructional materials and meets the needs of school's student population.
Contributes, by collaborating with colleagues, to developing school-based guidelines for high-quality curriculum, aligned to the system's policy, that mitigate biases in identifying, adopting, or developing high-quality instructional materials.	Contributes, by sharing and interpreting research, to developing school-based guidelines for high-quality curriculum, aligned to the system's policy, that mitigate biases in identifying, adopting, or developing high-quality instructional materials.	Contributes, by offering recommendations, to developing school-based guidelines for high-quality curriculum, aligned to the system's policy, that mitigate biases in identifying, adopting, or developing high-quality instructional materials.
Builds own and all colleagues' understanding of the system's and school's high-quality curriculum policy and guidelines.	Builds own, all team leaders', and diverse colleagues' understanding of the system's and school's high-quality curriculum policy and guidelines.	Builds own, all team leaders', and select colleagues' understanding of the system's and school's high-quality curriculum policy and guidelines.	Builds own and all team leaders' understanding of the system's and school's high-quality curriculum policy and guidelines.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Builds own and all colleagues' capacity to analyze curriculum for alignment to standards, cultural relevance, usability, accessibility, and diversity of representation.	Builds own, all team leaders', and diverse colleagues' capacity to analyze curriculum for alignment to standards, cultural relevance, usability, accessibility, and diversity of representation.	Builds own, all team leaders', and select colleagues' capacity to analyze curriculum for alignment to standards, cultural relevance, usability, accessibility, and diversity of representation.	Builds own and all team leaders' capacity to analyze curriculum for alignment to standards, cultural relevance, usability, accessibility, and diversity of representation.
Builds own and all colleagues' capacity to apply system's criteria and school's guidelines for high-quality curriculum to select or develop high-quality instructional materials for use with all students.	Builds own, all team leaders', and diverse colleagues' capacity to apply system's criteria and school's guidelines for high-quality curriculum to select or develop high-quality instructional materials for use with all students.	Builds own, all team leaders', and select colleagues' capacity to apply system's criteria and school's guidelines for high-quality curriculum to select or develop high-quality instructional materials for use with all students.	Builds own and all team leaders' capacity to apply system's criteria and school's guidelines for high-quality curriculum to select or develop high-quality instructional materials for use with all students.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Builds own and others' capacity to develop and implement policy and guidelines on high-quality curriculum to promote equitable learning opportunities for all students.	Builds own and staff's capacity to develop and implement school-based guidelines on high-quality curriculum, aligned with system policy, to promote equitable learning opportunities for all students.	Builds own and colleagues' capacity to implement school-based guidelines on high-quality curriculum, aligned with system policy, to promote equitable learning opportunities for all students.	Builds own and clients' capacity to develop and implement policy and guidelines on high-quality curriculum to promote equitable learning opportunities for all students.
Builds own and others' capacity to select high-quality curriculum and instructional materials using established criteria.	Builds school leaders', staff's, and community members' capacity to contribute to the selection of high-quality curriculum and instructional materials using established criteria.	Contributes, by building the capacity of colleagues, to the selection of high-quality curriculum and instructional materials, using established criteria.	Builds own and clients' capacity to select high-quality curriculum and instructional materials using established criteria.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Facilitates systemwide or school-based professional learning for all colleagues on student assessment purposes (including of learning and for learning), approaches (including formative and summative, and common assessments), and alignment to high-quality curriculum.	Facilitates school-based professional learning for diverse colleagues on student assessment purposes (including of learning and for learning), approaches (including formative and summative, and common assessments), and alignment to high-quality curriculum.	Facilitates school-based professional learning for select colleagues on student assessment purposes (including of learning and for learning), approaches (including formative and summative, and common assessments), and alignment to high-quality curriculum.
Develops own and all colleagues' capacity to determine alignment and design and revise student assessments to align to high-quality curriculum.	Develops own and diverse colleagues' capacity to determine alignment and design and revise student assessments to align to high-quality curriculum.	Develops own and select colleagues' capacity to determine alignment and design and revise student assessments to align to high-quality curriculum.	Develops own capacity to determine alignment and design and revise student assessments to align to high-quality curriculum.
Contributes, by analyzing data and evidence, to monitoring and measuring the effectiveness of professional learning on the approaches to and purposes of student assessments aligned with high-quality curriculum.	Contributes, by gathering educator data and evidence, to monitoring and measuring the effectiveness of professional learning on the approaches to and purposes of student assessments aligned with high-quality curriculum.	Contributes, by recommending data sources, to monitoring and measuring the effectiveness of professional learning on the approaches to and purposes of student assessments aligned with high-quality curriculum.
Contributes to adjusting, based on data and in collaboration with school leaders and diverse colleagues, school-based professional learning for student assessment approaches, purposes, and alignment to high-quality curriculum.	Contributes to adjusting, based on data and in collaboration with school leaders and select colleagues, school-based professional learning for student assessment approaches, purposes, and alignment to high-quality curriculum.	Contributes to adjusting, based on data and in collaboration with school leaders, school-based professional learning for student assessment approaches, purposes, and alignment to high-quality curriculum.	Adjusts, based on data, school-based professional learning for student assessment approaches, purposes, and alignment to high-quality curriculum.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3
Builds, by providing tools, modeling, and active collaboration, own and all colleagues' capacity to identify gaps in curriculum and instruction based on data and evidence (student work, classroom observations, student assessments).	Builds, by providing tools and modeling examination of data, own and all colleagues' capacity to identify gaps in curriculum and instruction based on data and evidence (student work, classroom observations, student assessments).	Builds, by providing tools and resources, own and all colleagues' capacity to identify gaps in curriculum and instruction based on data and evidence (student work, classroom observations, student assessments).
Contributes to identifying, more than 3 times per school year, needed adjustments in curriculum and instruction by analyzing systemwide or school-based student assessment data and evidence.	Contributes to identifying, 2-3 three times per school year, needed adjustments in curriculum and instruction by analyzing systemwide or school-based student assessment data and evidence.	Contributes to identifying, once per year, needed adjustments in curriculum and instruction by analyzing systemwide or school-based student assessment data and evidence.
Contributes, through active collaboration, to designing and implementing systemwide or school-based support to address curriculum and instruction needs based on student assessment results.	Contributes, by sharing and interpreting research, to designing and implementing systemwide or school-based support to address curriculum and instruction needs based on student assessment results.	Contributes, by offering recommendations, to designing and implementing systemwide or school-based support to address curriculum and instruction needs based on student assessment results.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Builds own and others' capacity to understand a range of student assessment purposes and approaches and to determine their alignment to high-quality curriculum.	Builds own and all instructional staff's understanding of student assessment purposes, approaches, and their alignment to high-quality curriculum.	Builds own and colleagues' understanding of student assessment purposes, approaches, and their alignment to high-quality curriculum.	Builds own and clients' capacity to understand a range of student assessment purposes and approaches and to determine their alignment to high-quality curriculum.
Builds own and others' capacity to use student assessment data to inform decisions about curriculum and instruction.	Builds own and staff's capacity to use student formative and summative assessment data to inform decisions about curriculum and instruction.	Builds own and colleagues' capacity to use student formative and summative assessment data to inform decisions about curriculum and instruction.	Builds own and clients' capacity to use student formative and summative assessment data to inform decisions about curriculum and instruction.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Develops own and all colleagues' understanding of the requirements of curriculum-based professional learning.	Develops own and diverse colleagues' understanding of the requirements of curriculum-based professional learning.	Develops own and select colleagues' understanding of the requirements of curriculum-based professional learning.	Develops own understanding of the requirements of curriculum-based professional learning.
Contributes, by collaborating with colleagues, to developing a plan for systemwide or school-level curriculum-based professional learning including covering the overall arc, scope, and sequence of the curriculum and engaging with materials in the same way students will engage.	Contributes, by sharing and interpreting research, to developing a plan for systemwide or school-level curriculum-based professional learning including covering the overall arc, scope, and sequence of the curriculum and engaging with materials in the same way students will engage.	Contributes, by offering recommendations, to developing a plan for systemwide or school-level curriculum-based professional learning including covering the overall arc, scope, and sequence of the curriculum and engaging with materials in the same way students will engage.
Builds own capacity to facilitate job-embedded, curriculum-based professional learning for all instructional colleagues.	Builds own capacity to facilitate job-embedded, curriculum-based professional learning for instructional colleagues in select content areas.	Builds own capacity to facilitate job-embedded, curriculum-based professional learning.	Builds own capacity to facilitate job-embedded professional learning.
Engages all instructional colleagues in job-embedded curriculum-based professional learning for high-quality curriculum implementation, reflective of student learning experiences with content, materials, and assessment.	Engages diverse instructional colleagues in job-embedded curriculum-based professional learning for high-quality curriculum implementation, reflective of student learning experiences with content, materials, and assessment.	Engages select instructional colleagues in job-embedded curriculum-based professional learning for high-quality curriculum implementation, reflective of student learning experiences with content, materials, and assessment.
Adjusts systemwide or school-level curriculum-based professional learning, based on analysis of data and in collaboration with school leaders and diverse colleagues.	Adjusts systemwide or school-level curriculum-based professional learning, based on analysis of data and in collaboration with school leaders and select colleagues.	Adjusts systemwide or school-level curriculum-based professional learning, based on analysis of data and in collaboration with school leaders.	Adjusts systemwide or school-level curriculum-based professional learning, based on analysis of data.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Builds own and all instructional colleagues' capacity to use knowledge of the whole child to recognize strengths and gaps in curriculum and instructional materials.	Builds own and diverse instructional colleagues' capacity to use knowledge of the whole child to recognize strengths and gaps in curriculum and instructional materials.	Builds own and select instructional colleagues' capacity to use knowledge of the whole child to recognize strengths and gaps in curriculum and instructional materials.	Builds own capacity to use knowledge of the whole child to recognize strengths and gaps in curriculum and instructional materials.
Develops own and all instructional colleagues' capacity to adjust instructional content, products, and processes based on knowledge of each student (using student identity, assets, and assessment results).	Develops own and diverse instructional colleagues' capacity to adjust instructional content, products, and processes based on knowledge of each student (using student identity, assets, and assessment results).	Develops own and select instructional colleagues' capacity to adjust instructional content, products, and processes based on knowledge of each student (using student identity, assets, and assessment results).	Develops own capacity to adjust instructional content, products, and processes based on knowledge of each student (using student identity, assets, and assessment results).
Develops own and all instructional colleagues' capacity to ensure alignment between grade-level student content standards and modified instruction and instructional materials.	Develops own and diverse instructional colleagues' capacity to ensure alignment between grade-level student content standards and modified instruction and instructional materials.	Develops own and select instructional colleagues' capacity to ensure alignment between grade-level student content standards and modified instruction and instructional materials.	Develops own capacity to ensure alignment between grade-level student content standards and modified instruction and instructional materials.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Supports all colleagues to integrate recommended technology resources (tools, platforms, and personnel) to support implementation of high-quality curriculum.	Supports diverse colleagues to integrate recommended technology resources (tools, platforms, and personnel) to support implementation of high-quality curriculum.	Supports select colleagues to integrate recommended technology resources (tools, platforms, and personnel) to support implementation of high-quality curriculum.
Models, continually, the use of appropriate digital tools and platforms to build all colleagues' capacity to implement high-quality curriculum.	Models, frequently, the use of appropriate digital tools and platforms to build all colleagues' capacity to implement high-quality curriculum.	Models, occasionally, the use of appropriate digital tools and platforms to build all colleagues' capacity to implement high-quality curriculum.
Builds own and all colleagues' capacity to appropriately align digital tools and platforms with curriculum to achieve intended outcomes of high-quality curriculum implementation in a variety of learning contexts including in-person, blended, remote, and hybrid.	Builds own and diverse colleagues' capacity to appropriately align digital tools and platforms with curriculum to achieve intended outcomes of high-quality curriculum implementation in a variety of learning contexts including in-person, blended, remote, and hybrid.	Builds own and select colleagues' capacity to appropriately align digital tools and platforms with curriculum to achieve intended outcomes of high-quality curriculum implementation in a variety of learning contexts including in-person, blended, remote, and hybrid.	Builds own capacity to appropriately align digital tools and platforms with curriculum to achieve intended outcomes of high-quality curriculum implementation in a variety of learning contexts including in-person, blended, remote, and hybrid.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3
Contributes, by collaborating with colleagues, to developing the system's or school's plan for monitoring and measuring the impact of curriculum-based professional learning on the implementation of high-quality curriculum.	Contributes, by sharing and interpreting research, to developing the system's or school's plan for monitoring and measuring the impact of curriculum-based professional learning on the implementation of high-quality curriculum.	Contributes, by offering recommendations, to developing the system's or school's plan for monitoring and measuring the impact of curriculum-based professional learning on the implementation of high-quality curriculum.
Contributes to analyzing, more than 3 times per school year, systemwide or school-based data gathered during monitoring and measuring to evaluate the impact of school-level curriculum-based professional learning on the implementation of high-quality curriculum.	Contributes to analyzing, 2-3 times per school year, systemwide or school-based data gathered during monitoring and measuring to evaluate the impact of school-level curriculum-based professional learning on the implementation of high-quality curriculum.	Contributes to analyzing, once per school year, systemwide or school-based data gathered during monitoring and measuring to evaluate the impact of school-level curriculum-based professional learning on the implementation of high-quality curriculum.
Adjusts, based on analyzed data and in collaboration with school leaders and diverse colleagues, systemwide or school-level curriculum-based professional learning support for implementation of high-quality curriculum.	Adjusts, based on analyzed data and in collaboration with school leaders and select colleagues, systemwide or school-level curriculum-based professional learning support for implementation of high-quality curriculum.	Adjusts, based on analyzed data and in collaboration with school leaders, systemwide or school-level curriculum-based professional learning support for implementation of high-quality curriculum.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Builds own and others' capacity to understand and implement high-quality curriculum.	Builds own and staff's capacity to understand and implement high-quality curriculum.	Builds own and colleagues' capacity to understand and implement high-quality curriculum.	Builds own and clients' capacity to understand and implement high-quality curriculum.
Builds own and others' capacity to adapt instruction and use of instructional materials based on knowledge of students.	Builds own and staff's capacity to adapt instruction and use of instructional materials based on knowledge of students.	Builds own and colleagues' capacity to adapt instruction and use of instructional materials based on knowledge of students.	Builds own and clients' capacity to adapt instruction and use of instructional materials based on knowledge of students.
Facilitates the use of technology to support systemwide implementation of high-quality curriculum.	Facilitates the use of technology to support school-level implementation of high-quality curriculum.	Facilitates the use of technology to support implementation of high-quality curriculum.	Facilitates the use of technology to support implementation of high-quality curriculum.
Monitors and measures the impact of systemwide curriculum-based professional learning on the implementation of high-quality curriculum.	Monitors and measures the impact of school-level curriculum-based professional learning on the implementation of high-quality curriculum.	Contributes to monitoring and measuring the impact of curriculum-based professional learning on the implementation of high-quality curriculum.	Contributes to monitoring and measuring the impact of curriculum-based professional learning on the implementation of high-quality curriculum.

Coach > Professional Expertise

Third, select a construct for the Professional Expertise standard.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Develops own and all colleagues' understanding of relevant national, state, or provincial content, professional, and performance standards.	Develops own, team leaders', AND select colleagues' understanding of relevant national, state, or provincial content, professional, and performance standards.	Develops own and team leaders' OR select colleagues' understanding of relevant national, state, or provincial content, professional, and performance standards.	Develops own understanding of relevant national, state, or provincial content, professional, and performance standards for all staff.
Embeds relevant national, state, or provincial content, professional, AND performance standards into the design of other system-level or school-based professional learning.	Embeds relevant national, state, or provincial content AND professional OR performance standards into the design of other system-level or school-based professional learning.	Embeds relevant national, state, or provincial content OR professional OR performance standards into the design of other system-level or school-based professional learning.	Embeds relevant national, state, or provincial content standards into the design of other system-level or school-based professional learning.
Develops own and all colleagues' understanding of the relationship among professional and performance standards, student content standards, learning outcomes, and daily responsibilities of educators in various roles.	Develops own, team leaders', AND select colleagues' understanding of the relationship among professional and performance standards, student content standards, learning outcomes, and daily responsibilities of educators in various roles.	Develops own and team leaders' OR select colleagues' understanding of the relationship among professional and performance standards, student content standards, learning outcomes, and daily responsibilities of educators in various roles.	Develops own understanding of the relationship among professional and performance standards, student content standards, learning outcomes, and daily responsibilities of educators in various roles.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Contextualizes, in collaboration with diverse colleagues, information from recent, relevant research and reports about content, professional, and performance standards for integration into daily work.	Contextualizes, in collaboration with colleagues, information from recent, relevant research and reports about content, professional, and performance standards for integration into daily work.	Contextualizes, for colleagues, information from recent, relevant research and reports about content, professional, and performance standards for integration into daily work.	Integrates information from recent, relevant research and reports about content, professional, and performance standards into daily work.
Facilitates professional learning for all colleagues on relevant content, professional, and performance standards.	Facilitates professional learning for team leaders AND select colleagues on relevant content, professional, and performance standards.	Facilitates professional learning for team leaders OR select colleagues on relevant content, professional, and performance standards.	Facilitates own learning for relevant content, professional, and performance standards.
Supports all colleagues in adjusting practices to align with relevant content, professional, and performance standards and research.	Supports team leaders AND select colleagues in adjusting practices to align with relevant content, professional, and performance standards and research.	Supports team leaders OR select colleagues in adjusting practices to align with relevant content, professional, and performance standards and research.	Adjusts own practices to align with relevant content, professional, and performance standards and research.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Builds own and others' capacity to understand relevant content, professional, and performance standards.	Builds own and staff's capacity to understand relevant content, professional, and performance standards.	Builds own and colleagues' capacity to understand relevant content, professional, and performance standards.	Builds own and clients' capacity to understand relevant content, professional, and performance standards.
Builds own and others' capacity to apply relevant standards and research to daily work.	Builds own and staff's capacity to apply relevant standards and research to daily work.	Builds own and colleagues' capacity to apply relevant standards and research to daily work.	Builds own and clients' capacity to apply relevant standards and research to daily work.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Interprets systemwide or school-based guidance, in collaboration with diverse colleagues, for role- or discipline-specific professional learning, based on content, professional, and performance standards and aligned with system's priorities.	Interprets systemwide or school-based guidance, in collaboration with colleagues, for role-or discipline-specific professional learning, based on content, professional, and performance standards and aligned with system's priorities.	Interprets systemwide or school-based guidance on content, professional, and performance standards for role- or discipline-specific professional learning and aligned with system's priorities.	Maintains awareness of systemwide or school-based guidance on role- or discipline-specific professional learning.
Facilitates, for all colleagues, differentiated professional learning aligned with respective role- or discipline-specific content.	Facilitates, for team leaders AND select staff, differentiated professional learning aligned with respective role- or discipline-specific content.	Facilitates, for team leaders OR select staff, differentiated professional learning aligned with respective role- or discipline-specific content.
Evaluates, quarterly, the impact of role- or discipline-specific professional learning on system- or school-level educator growth and professional learning outcomes.	Evaluates, semi-annually, the impact of role- or discipline-specific professional learning on system- or school-level educator growth and professional learning outcomes.	Evaluates, annually, the impact of role- or discipline-specific professional learning on system- or school-level educator growth and professional learning outcomes.
Contributes, by sharing and interpreting research and literature and through active collaboration with leaders and colleagues, to modifying the systemwide or school-based guidance for building role- or discipline-specific expertise based on data and evidence.	Contributes, by sharing and interpreting research and literature, to modifying the systemwide or school-based guidance for building role- or discipline-specific expertise based on data and evidence.	Contributes, by sharing research and literature, to modifying the systemwide or school-based guidance for building role- or discipline-specific expertise based on data and evidence.	Contributes, by offering recommendations, to modifying the systemwide or school-based guidance for building role- or discipline-specific expertise based on data and evidence.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Establishes a process for building role- or discipline-specific expertise.	Establishes a school-based process for building role- or discipline-specific expertise.	Builds own and colleagues' role- or discipline-specific knowledge.	Builds own and clients' role- or discipline-specific knowledge.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Contributes, by sharing and interpreting research and through active collaboration with colleagues, to establishing guidelines for tracking and evaluating individual and collective growth in professional expertise over time to inform decisions about professional learning.	Contributes, by sharing and interpreting research, to establishing guidelines for tracking and evaluating individual and collective growth in professional expertise over time to inform decisions about professional learning.	Contributes, by sharing research, to establishing guidelines for tracking and evaluating individual and collective growth in professional expertise over time to inform decisions about professional learning.	Contributes, by offering a review, to establishing guidelines for tracking and evaluating individual and collective growth in professional expertise over time to inform decisions about professional learning.
Equips self and team leaders to support educators with making informed decisions about individual and collective professional growth aligned with content, professional, and performance standards and system and school priorities.	Equips self and select individuals to support educators with making informed decisions about individual and collective professional growth aligned with content, professional, and performance standards and system and school priorities.	Recommends supporting educators with making informed decisions about individual and collective professional growth aligned with content, professional, and performance standards and system and school priorities.
Contributes to collecting data and evidence over 2-3 years from diverse stakeholders in various roles about the system- or school-level process for planning, tracking, and evaluating individual and collective growth in professional expertise.	Contributes to collecting data and evidence over 1-2 years from diverse stakeholders in various roles about the process for planning, tracking, and evaluating individual and collective growth in professional expertise.	Contributes to collecting data and evidence throughout the year from diverse stakeholders in various roles about the process for planning, tracking, and evaluating individual and collective growth in professional expertise.	Contributes to collecting data and evidence from diverse stakeholders in various roles about the system- or school-level process for planning, tracking, and evaluating individual and collective growth in professional expertise.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Builds all colleagues' capacity to use data and evidence collected over time to identify opportunities to deepen professional expertise aligned with content, professional, and performance standards and system and school priorities.	Builds team leaders' AND select colleagues' capacity to use data and evidence collected over time to identify opportunities to deepen professional expertise aligned with content, professional, and performance standards and system and school priorities.	Builds team leaders' OR select colleagues' capacity to use data and evidence collected over time to identify opportunities to deepen professional expertise aligned with content, professional, and performance standards and system and school priorities.	Builds own capacity to use data and evidence collected over time to identify opportunities to deepen professional expertise aligned with content, professional, and performance standards and system and school priorities.
Uses data and evidence collected over 2-3 years to revise system- or school-based professional learning to deepen professional expertise aligned with content, professional, and performance standards and system and school priorities.	Uses data and evidence collected over 1-2 years to revise system- or school-based professional learning to deepen professional expertise aligned with content, professional, and performance standards and system and school priorities.	Uses data and evidence collected throughout the year to revise system- or school-based professional learning to deepen professional expertise aligned with content, professional, and performance standards and system and school priorities.	Uses data and evidence to revise system- or school-based professional learning to deepen professional expertise aligned with content, professional, and performance standards and system and school priorities.
Contributes to modifying, in collaboration with diverse colleagues, the school-based process for planning, monitoring, and evaluating individual and collective growth in professional expertise based on data and evidence collected over time.	Contributes to modifying, in collaboration with colleagues, the school-based process for planning, monitoring, and evaluating individual and collective growth in professional expertise based on data and evidence collected over time.	Contributes to modifying, by sharing research, the school-based process for planning, monitoring, and evaluating individual and collective growth in professional expertise based on data and evidence collected over time.	Contributes to modifying, by offering a review of the school-based process for planning, monitoring, and evaluating individual and collective growth in professional expertise based on data and evidence collected over time.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Establishes support for educators in planning, tracking, and evaluating their own growth in professional expertise aligned with content, professional, and performance standards and system and school priorities.	Establishes support for educators in planning, tracking, and evaluating their own growth in professional expertise aligned with content, professional, and performance standards and system and school priorities.	Contributes to establishing support for educators in planning, tracking, and evaluating their own growth in professional expertise aligned with content, professional, and performance standards and system and school priorities.	Contributes to establishing support for educators in planning, tracking, and evaluating their own growth in professional expertise aligned with content, professional, and performance standards and system and school priorities.
Sustains coherence among individual and collective professional growth, content, professional, or performance standards and system priorities to deepen professional expertise.	Sustains coherence among individual and collective professional growth, content, professional, and performance standards and system priorities to deepen educators' professional expertise.	Contributes to sustaining coherence among individual and collective professional growth, content, professional, and performance standards and system priorities to deepen professional expertise.	Supports clients in sustaining coherence among system-based professional learning content, professional, and performance standards and system priorities to deepen educators' professional expertise.

Coach > Equity Drivers

Third, select a construct for the Equity Drivers standard.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Models, for all colleagues, use of research to deepen knowledge on the importance of equity.	Models, for all team leaders and select colleagues, use of research to deepen knowledge on the importance of equity.	Models, for team leaders, use of research to deepen knowledge on the importance of equity.	Models, for select team leaders, use of research to deepen knowledge on the importance of equity.
Develops own and all colleagues' capacity to analyze, synthesize, and share research to deepen knowledge on the importance of equity.	Develops own and all team leaders' and select colleagues' capacity to analyze, synthesize, and share research to deepen knowledge on the importance of equity.	Develops own and team leaders' capacity to analyze, synthesize, and share research to deepen knowledge on the importance of equity.	Develops own capacity to analyze, synthesize, and share research to deepen knowledge on the importance of equity.
Develops own and all colleagues' capacity to analyze and interpret national, state, local, provincial, and ministry policies that govern equity, including policies that perpetuate inequities, biases, power dynamics, and prevalent mindsets, expectations, and misconceptions.	Develops own and all team leaders' and select colleagues' capacity to analyze and interpret national, state, local, provincial, and ministry policies that govern equity, including policies that perpetuate inequities, biases, power dynamics, and prevalent mindsets, expectations, and misconceptions.	Develops own and team leaders' capacity to analyze and interpret national, state, local, provincial, and ministry policies that govern equity, including policies that perpetuate inequities, biases, power dynamics, and prevalent mindsets, expectations, and misconceptions.	Develops own capacity to analyze and interpret national, state, local, provincial, and ministry policies that govern equity, including policies that perpetuate inequities, biases, power dynamics, and prevalent mindsets, expectations, and misconceptions.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3
Develops own and all colleagues' capacity to identify professional learning practices that demonstrate bias or disenfranchise any learner.	Develops own and select colleagues' capacity to identify professional learning practices that demonstrate bias or disenfranchise any learner.	Develops own capacity to identify professional learning practices that demonstrate bias or disenfranchise any learner.
Engages in and encourages colleagues to engage in professional learning to deepen knowledge and skills around designing inclusive professional learning.	Engages in professional learning to deepen knowledge and skills around designing inclusive professional learning.	Encourages others to engage in professional learning to deepen knowledge and skills around designing inclusive professional learning.
Supports, for all colleagues, implementation of inclusive professional learning strategies (e.g. incorporating diverse perspectives, creating inclusive climates).	Supports, for all team leaders and select staff, implementation of inclusive professional learning strategies (e.g. incorporating diverse perspectives, creating inclusive climates).	Supports, for team leaders, implementation of inclusive professional learning strategies (e.g. incorporating diverse perspectives, creating inclusive climates).
Contributes to collecting, analyzing, and interpreting, more than 3 times per school year, qualitative feedback on equity of access and outcomes in professional learning practices.	Contributes to collecting, analyzing, and interpreting, 2-3 times per school year, qualitative feedback on equity of access and outcomes in professional learning practices.	Contributes to collecting, analyzing, and interpreting, once per school year, qualitative feedback on equity of access and outcomes in professional learning practices.
Identifies and models use of protocols (e.g. Five Whys, Circle Map, Fishbone) to determine the cause(s) of any discrepancies in professional learning outcomes.	Identifiesprotocols (e.g. Five Whys, Circle Map, Fishbone) to determine the cause(s) of any discrepancies in professional learning outcomes.	Recommends the use of protocols to determine the cause(s) of any discrepancies in professional learning outcomes.
Identifies, continually, and discontinues professional learning practices that demonstrate bias or disenfranchise educators.	Identifies, frequently, and discontinues professional learning practices that demonstrate bias or disenfranchise educators.	Identifies, occasionally, and discontinues professional learning practices that demonstrate bias or disenfranchise educators.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Builds own and others' capacity to use professional learning to cultivate knowledge, practices, and beliefs around equity.	Builds own and staff's capacity to use professional learning to cultivate knowledge, practices, and beliefs around equity.	Builds own and colleagues' capacity to use professional learning to cultivate knowledge, practices, and beliefs around equity.	Builds own and clients' capacity to use professional learning to cultivate knowledge, practices, and beliefs around equity.
Implements a systemwide process for fostering inclusive professional learning experiences.	Implements a school-based process for fostering inclusive professional learning experiences.	Contributes to implementing a process for fostering inclusive professional learning experiences.	Supports clients in implementing a process to foster inclusive professional learning experiences.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3
Supports the use of specific resources available to support individual and collective reflection on personal identity.	Shares specific resources available to support individual and collective reflection on personal identity.	Maintains awareness of resources available to support individual and collective reflection on personal identity.
Contributes to analyzing, synthesizing, and sharing research and literature on the impact of identity, beliefs, and assumptions on teaching and learning and vice versa.	Contributes to analyzing and sharing research and literature on the impact of identity, beliefs, and assumptions on teaching and learning and vice versa.	Contributes to sharing research and literature on the impact of identity, beliefs, and assumptions on teaching and learning and vice versa.
Contributes to developing own and all colleagues' expertise at combining a culture of safety with frameworks and protocols (e.g. critical friends, reflective writing, clinical supervision) to facilitate open and objective conversations on unconscious bias and its impact on learners.	Contributes to developing own and select colleagues' expertise at combining a culture of safety with frameworks and protocols (e.g. critical friends, reflective writing, clinical supervision) to facilitate open and objective conversations on unconscious bias and its impact on learners.	Develops own expertise at combining a culture of safety with frameworks and protocols (e.g. critical friends, reflective writing, clinical supervision) to facilitate open and objective conversations on unconscious bias and its impact on learners.
Builds own and colleagues' capacity to reflect on formative experiences and past and present influences (media, information, social interactions, daily lived experiences, etc.) to surface beliefs and assumptions.	Builds own and select colleagues' capacity to reflect on formative experiences and past and present influences (media, information, social interactions, daily lived experiences, etc.) to surface beliefs and assumptions.	Builds own capacity to reflect on formative experiences and past and present influences (media, information, social interactions, daily lived experiences, etc.) to surface beliefs and assumptions.
Contributes to using data-gathering protocols and processes to illuminate the connection among beliefs, assumptions, and professional practice.	Gathers data to illuminate the connection among beliefs, assumptions, and professional practice.	Assumes connections among beliefs, assumptions, and professional practice.
Builds own and all colleagues' capacity to identify individual and collective strategies to tighten alignment among beliefs, assumptions, and practices, and personal, school, and system goals for equity.	Builds own and select colleagues' capacity to identify individual and collective strategies to tighten alignment among beliefs, assumptions, and practices, and personal, school, and system goals for equity.	Builds own capacity to identify individual and collective strategies to tighten alignment among beliefs, assumptions, and practices, and personal, school, and system goals for equity.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Builds own and others' capacity to examine personal identity, beliefs, and assumptions and identify how those beliefs and assumptions impact educator practice.	Builds own and staff's capacity to examine personal beliefs and assumptions and identify how those beliefs and assumptions impact educator practice.	Builds own and colleagues' capacity to examine personal identity, beliefs, and assumptions and identify how those beliefs and assumptions impact educator practice.	Builds own and clients' capacity to examine personal identity, beliefs, and assumptions and identify how those beliefs and assumptions impact educator practice.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Models, with every professional learning design, respect for individuals' identities such as gender, culture, race, and other aspects of identity.	Models, with more than half of the professional learning designs, respect for individuals' identities such as gender, culture, race, and other aspects of identity.	Models, with fewer than half of the professional learning designs, respect for individuals' identities such as gender, culture, race, and other aspects of identity.	Recommends modeling respect for individuals' identities such as gender, culture, race, and other aspects of identity.
Implements, more than 3 times per school year, strategies to engage diverse stakeholders in safe and productive processes to contribute to decision-making about professional learning.	Implements, 2-3 times per school year, strategies to engage diverse stakeholders in safe and productive processes to contribute to decision-making about professional learning.	Implements, once per school year, strategies to engage diverse stakeholders in safe and productive processes to contribute to decision-making about professional learning.
Captures, more than 3 times per school year, progress toward outcomes for engaging diverse stakeholders in safe and productive collaboration regarding professional learning.	Captures, 2-3 times per school year, progress toward outcomes for engaging diverse stakeholders in safe and productive collaboration regarding professional learning.	Captures, once per school year, progress toward outcomes for engaging diverse stakeholders in safe and productive collaboration regarding professional learning.
Adjusts, in collaboration with stakeholders representing diverse perspectives, practices to strengthen engagement of diverse stakeholders in safe and productive collaboration regarding professional learning.	Adjusts, in collaboration with stakeholders, practices to strengthen engagement of diverse stakeholders in safe and productive collaboration regarding professional learning.	Adjusts practices to strengthen engagement of diverse stakeholders in safe and productive collaboration regarding professional learning.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3
Engages all colleagues in defining norms considering a range of cultural and personal backgrounds.	Engages select colleagues in defining norms considering a range of cultural and personal backgrounds.	Defines norms considering a range of cultural and personal backgrounds.
Uses, more than 3 times per school year, protocols for dialogue designed to acknowledge assumptions and eliminate biases.	Uses, 2-3 times per school year, protocols for dialogue designed to acknowledge assumptions and eliminate biases.	Uses, once per school year, protocols for dialogue designed to acknowledge assumptions and eliminate biases.
Contributes by using research and literature to collaborate on a plan for rotating roles and responsibilities throughout the school year to provide equity of opportunity during collaboration.	Contributes by sharing research and literature on interrupting bias to provide equity of opportunity during collaboration.	Recommends establishing a plan for rotating roles and responsibilities, throughout the year to provide equity of opportunity during collaboration.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Builds own and others' capacity to engage diverse colleagues in conversations to cultivate cultural competence and responsiveness.	Builds own and staff's capacity to engage diverse colleagues in conversations to cultivate cultural competence and responsiveness.	Builds own and colleagues' capacity to engage diverse colleagues in conversations to cultivate cultural competence and responsiveness.	Builds own and clients' capacity to engage diverse colleagues in conversations to cultivate cultural competence and responsiveness.
Develops and implements a process for mitigating privilege and unconscious bias during collaboration for professional learning.	Implements processes for mitigating privilege and unconscious bias during collaboration for professional learning.	Supports colleagues to implement processes to mitigate privilege and unconscious bias during collaboration.	Supports clients to implement processes to mitigate privilege and unconscious bias during collaboration.

Coach > Evidence

Third, select a construct for the Evidence standard.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3
Promotes, to all colleagues, the expectation of data collection and use to plan, monitor, and assess professional learning.	Promotes, to diverse colleagues, the expectation of data collection and use to plan, monitor, and assess professional learning.	Promotes, to select colleagues, the expectation of data collection and use to plan, monitor, and assess professional learning.
Builds own and diverse other system- or school-based professional learning designers' and facilitators' understanding of the types of data available to inform professional learning, including formative and summative; qualitative and quantitative; student, educator, school, and system data.	Builds own and select other system- or school-based professional learning designers' and facilitators' understanding of the types of data available to inform professional learning, including formative and summative; qualitative and quantitative; student, educator, school, and system data.	Builds own understanding of the types of data available to inform professional learning, including formative and summative; qualitative and quantitative; student, educator, school, and system data.
Builds own and diverse other system- or school-based professional learning designers' and facilitators' capacity to use data, including how to access, organize, analyze, and make meaning of data from multiple sources.	Builds own and select other system- or school-based professional learning designers' and facilitators' capacity to use data, including how to access, organize, analyze, and make meaning of data from multiple sources.	Builds own capacity to use data, including how to access, organize, analyze, and make meaning of data from multiple sources.
Builds own and diverse other system- or school-based professional learning designers' and facilitators' understanding of the limitations of data collection and subsequent effects on data analysis and interpretation.	Builds own and select other system- or school-based professional learning designers' and facilitators' understanding of the limitations of data collection and subsequent effects on data analysis and interpretation.	Builds own understanding of the limitations of data collection and subsequent effects on data analysis and interpretation.
Provides, in collaboration with system or school leaders and diverse school-based individuals and teams, ongoing support for use of data in professional learning.	Provides, in collaboration with system or school leaders, and select school-based individuals and teams, ongoing support for use of data in professional learning.	Provides, in collaboration with system or school leaders, ongoing support for use of data in professional learning.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Models, for diverse other professional learning designers and facilitators and colleagues, the use of evidence to plan, monitor, and assess professional learning.	Models, for diverse other professional learning designers and facilitators and select colleagues, the use of evidence to plan, monitor, and assess professional learning.	Models, for diverse other professional learning designers and facilitators, the use of evidence to plan, monitor, and assess professional learning.	Models, for select other professional learning designers and facilitators, the use of evidence to plan, monitor, and assess professional learning.
Shares, with diverse other professional learning designers and facilitators and colleagues, evidence of own professional learning and resulting impact on students and staff.	Shares, with diverse other professional learning designers and facilitators and select colleagues, evidence of own professional learning and resulting impact on students and staff.	Shares, with diverse other professional learning designers and facilitators, evidence of own professional learning and resulting impact on students and staff.	Shares, with select other professional learning designers and facilitators, evidence of own professional learning and resulting impact on students and staff.
Builds own, diverse other professional learning designers' and facilitators', and colleagues' capacity to use evidence to share the impact of their own learning.	Builds own and diverse other professional learning designers' and facilitators' capacity to use evidence to share the impact of their own learning.	Builds own and select other professional learning designers' and facilitators' capacity to use evidence to share the impact of their own learning.	Builds own capacity to use evidence to share the impact of their own learning.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Builds own and others' capacity to use data to plan, monitor, and assess professional learning.	Builds own and staff's capacity to use data to plan, monitor, and assess professional learning.	Builds own and colleagues' capacity to use data to plan, monitor, and assess professional learning.	Builds own and clients' capacity to use data to plan, monitor, and assess professional learning.
Fosters a systemwide culture of transparency with data use.	Fosters a schoolwide culture of transparency with data use.	Contributes to fostering a culture of transparency with data use.	Contributes to fostering a culture of transparency with data use.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3
Contributes to identifying and collecting, in collaboration with system or school leaders and diverse other professional learning designers and facilitators, formative and summative, qualitative and quantitative, student and educator, and school and system data to identify needs for professional learning.	Contributes to identifying and collecting, in collaboration with system or school leaders and select other professional learning designers and facilitators, formative and summative, qualitative and quantitative, student and educator, and school and system data to identify needs for professional learning.	Contributes to identifying and collecting, in collaboration with school leaders, formative and summative, qualitative and quantitative, student and educator, and school and system data to identify needs for professional learning.
Analyzes, in collaboration with diverse individuals and teams, formative and summative, qualitative and quantitative, student and educator, and school and system data to inform decisions about professional learning.	Analyzes, in collaboration with select individuals and teams, formative and summative, qualitative and quantitative, student and educator, and school and system data to inform decisions about professional learning.	Analyzes, in collaboration with select individuals, formative and summative, qualitative and quantitative, student and educator, and school and system data to inform decisions about professional learning.
Interprets, in collaboration with diverse individuals and teams, findings from analyzed data to identify needs and inform decisions about professional learning goals, content, and design.	Interprets, in collaboration with select individuals and teams, findings from analyzed data to identify needs and inform decisions about professional learning goals, content, and design.	Interprets, in collaboration with select individuals, findings from analyzed data to identify needs and inform decisions about professional learning goals, content, and design.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Uses research, in collaboration with school leaders, other professional learning designers and facilitators, and diverse colleagues, to make predictions, identify trends, and inform decisions about professional learning.	Uses research, in collaboration with school leaders, other professional learning designers and facilitators, and select colleagues, to make predictions, identify trends, and inform decisions about professional learning.	Uses research, in collaboration with school leaders, to make predictions, identify trends, and inform decisions about professional learning.	Uses research to make predictions, identify trends, and inform decisions about professional learning.
Contributes to aligning, in collaboration with school leaders and diverse other professional learning designers and facilitators, research on learning approaches with desired outcomes for professional learning.	Contributes to aligning, in collaboration with school leaders and select other professional learning designers and facilitators, research on learning approaches with desired outcomes for professional learning.	Contributes to aligning, in collaboration with school leaders, research on learning approaches with desired outcomes for professional learning.

Desired Outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Uses a range of data, evidence, and research to identify needs and plan, implement, and assess systemwide professional learning.	Uses a range of data, evidence, and research to identify needs and plan, implement, and assess school-based professional learning.	Engages colleagues in using a range of data, evidence, and research to identify needs and plan, implement, and assess systemwide or school-based professional learning.	Uses a range of data, evidence, and research to support clients in identifying needs and planning, implementing, and assessing clients' professional learning.
Uses research to create an evidence-based rationale for professional learning approaches.	Uses research to create an evidence-based rationale for professional learning approaches.	Builds understanding of the evidenced-based rationale for professional learning approaches.	Builds understanding of the evidenced-based rationale for professional learning approaches.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Contributes to establishing, by sharing and interpreting research and literature and through active collaboration with colleagues, a plan for monitoring progress toward professional learning goals.	Contributes to establishing, by sharing and interpreting research and literature, a plan for monitoring progress toward professional learning goals.	Contributes to establishing, by sharing research and literature, a plan for monitoring progress toward professional learning goals.	Contributes to establishing, by sharing recommendations, a plan for monitoring progress toward professional learning goals.
Contributes, by sharing and interpreting research and literature and through active collaboration with colleagues, to creating a process for collecting and analyzing multiple sources of formative and summative, qualitative and quantitative, student and educator, and system and school data to monitor progress toward professional learning goals.	Contributes, by sharing and interpreting research and literature, to creating a process for collecting and analyzing multiple sources of formative and summative, qualitative and quantitative, student and educator, and system and school data to monitor progress toward professional learning goals.	Contributes, by sharing research and literature, to creating a process for collecting and analyzing multiple sources of formative and summative, qualitative and quantitative, student and educator, and system and school data to monitor progress toward professional learning goals.	Contributes, by sharing recommendations, to creating a process for collecting and analyzing multiple sources of formative and summative, qualitative and quantitative, student and educator, and system and school data to monitor progress toward professional learning goals.
Contributes to identifying, in collaboration with system or school leaders, diverse other professional learning designers and facilitators, and diverse colleagues, data sources to be used to measure progress toward benchmarks and goals for professional learning.	Contributes to identifying, in collaboration with system or school leaders, diverse other professional learning designers and facilitators, data sources to be used to measure progress toward benchmarks and goals for professional learning.	Contributes to identifying, in collaboration with system or school leaders, data sources to be used to measure progress toward benchmarks and goals for professional learning.
Implements, in collaboration with system or school leaders, professional learning designers and facilitators, and diverse internal stakeholders, the plan for measuring progress toward systemwide or school-based professional learning goals.	Implements, in collaboration with system or school leaders and professional learning designers and facilitators, the plan for measuring progress toward systemwide or school-based professional learning goals.	Implements, in collaboration with system or school leaders, the plan for measuring progress toward systemwide or school-based professional learning goals.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Develops, in collaboration with system or school leaders and diverse colleagues, an evaluation plan for professional learning that includes benchmarks, data sources, data collection methods, and analysis approaches.	Develops, in collaboration with system or school leaders and select colleagues, an evaluation plan for professional learning that includes benchmarks, data sources, data collection methods, and analysis approaches.	Develops, in collaboration with system or school leaders, an evaluation plan for professional learning that includes benchmarks, data sources, data collection methods, and analysis approaches.	Develops an evaluation plan for professional learning that includes benchmarks, data sources, data collection methods, and analysis approaches.
Contributes, by sharing and interpreting research and literature and through active collaboration with colleagues, to creating a process for analyzing multiple sources of formative and summative, qualitative and quantitative, student and educator, and system and school data to measure the effectiveness and impact of systemwide or school-based professional learning.	Contributes, by sharing and interpreting research and literature, to creating a process for analyzing multiple sources of formative and summative, qualitative and quantitative, student and educator, and system and school data to measure the effectiveness and impact of systemwide or school-based professional learning.	Contributes, by sharing research and literature, to creating a process for analyzing multiple sources of formative and summative, qualitative and quantitative, student and educator, and system and school data to measure the effectiveness and impact of systemwide or school-based professional learning.	Contributes, by offering recommendations, to creating a process for analyzing multiple sources of formative and summative, qualitative and quantitative, student and educator, and system and school data to measure the effectiveness and impact of systemwide or school-based professional learning.
Contributes, by sharing and interpreting research and literature and through active collaboration with colleagues, to identifying data sources to be used to measure the effectiveness and impact of professional learning.	Contributes, by sharing and interpreting research and literature, to identifying data sources to be used to measure the effectiveness and impact of professional learning.	Contributes, by sharing research and literature, to identifying data sources to be used to measure the effectiveness and impact of professional learning.	Contributes, by offering recommendations, to identifying data sources to be used to measure the effectiveness and impact of professional learning.
Implements, in collaboration with system or school leaders, professional learning designers and facilitators, and diverse internal stakeholders, the plan for evaluating the effectiveness and impact of systemwide or school-based professional learning on educator practice and student outcomes.	Implements, in collaboration with system or school leaders and professional learning designers and facilitators, the plan for evaluating the effectiveness and impact of systemwide or school-based professional learning on educator practice and student outcomes.	Implements, in collaboration with system or school leaders, the plan for evaluating the effectiveness and impact of systemwide or school-based professional learning on educator practice and student outcomes.
Shares, with diverse internal and external stakeholders, impact of systemwide or school-based professional learning on educator practice and student outcomes.	Shares, with diverse internal stakeholders, impact of systemwide or school-based professional learning on educator practice and student outcomes.	Shares, with select internal stakeholders, impact of systemwide or school-based professional learning on educator practice and student outcomes.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3
Builds own and all colleagues' awareness of engagement in formal and informal professional learning.	Builds own and diverse colleagues' awareness of engagement in formal and informal professional learning.	Builds own and select colleagues' awareness of engagement in formal and informal professional learning.
Models routine use of strategies and tools to document investments in professional learning.	Models frequent use of strategies and tools for tracking time and resources invested in professional learning.	Models occasional use of strategies and tools for tracking time and resources invested in professional learning.
Contributes, through active collaboration with system or school leaders, to implementing a data system to track individual and systemwide or school-based engagement in professional learning.	Contributes, by sharing resources, to implementing a data system to track individual and systemwide or school-based engagement in professional learning.	Contributes, by offering recommendations, to implementing a data system to track individual and systemwide or school-based engagement in professional learning.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Develops a process for monitoring progress toward systemwide professional learning goals.	Develops a process for monitoring progress toward school-based professional learning goals.	Contributes to developing a process for monitoring progress toward systemwide or school-based professional learning goals.	Contributes to developing a process for monitoring progress toward clients' professional learning goals.
Develops a process for evaluating the effectiveness and impact of systemwide professional learning.	Develops a process for evaluating the effectiveness and impact of school-based professional learning.	Contributes to developing a process for evaluating the effectiveness and impact of systemwide or school-based professional learning.	Contributes to developing a process for evaluating the effectiveness and impact of clients' professional learning.
Builds capacity to document investments in professional learning.	Builds capacity to document investments in professional learning.	Builds capacity to document time and resources invested in professional learning.	Builds capacity to document time and resources invested in professional learning.

Coach > Learning Designs

Third, select a construct for the Learning Designs standard.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Builds own and colleagues' capacity to define team and individual goals for professional learning based on student and educator evidence and system or school priorities.	Builds own and colleagues' capacity to define team and individual goals for professional learning based on student AND educator evidence.	Builds own and colleagues' capacity to define team and individual goals for professional learning based on student OR educator evidence.	Builds own and colleagues' capacity to define team and individual goals for professional learning.
Contributes to establishing systemwide or school-based professional learning goals by collaborating with teams and individuals to identify professional learning needs.	Contributes to establishing systemwide or school-based professional learning goals by collaborating with teams to identify professional learning needs.	Contributes to establishing systemwide or school-based professional learning goals by identifying professional learning needs.	Contributes to establishing systemwide or school-based professional learning goals by sharing research to inform professional learning goals.
Contributes, by collaborating with diverse colleagues, to defining the systemwide or school-based professional learning outcomes that address the types of change needed to achieve the learning goals.	Contributes, by sharing research, to defining the systemwide or school-based professional learning outcomes that address the types of change needed to achieve the learning goals.	Contributes, by offering a review, to defining the systemwide or school-based professional learning outcomes that address the types of change needed to achieve the learning goals.	Reads the systemwide or school-based professional learning outcomes.
Contributes, by collaborating with diverse colleagues, to contextualizing the system's theory of action to achieve systemwide or school-based learning goals.	Contributes, by collaborating with colleagues, to contextualizing the system's theory of action to achieve systemwide or school-based learning goals.	Contributes, by offering a review of the theory of action, to contextualizing the system's theory of action to achieve systemwide or school-based learning goals.	Reads the system's theory of action for achieving systemwide or school-based learning goals.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Establishes systemwide professional learning goals aligned with strategic priorities and identified needs.	Establishes school-based professional learning goals aligned with strategic priorities and identified needs.	Contributes to establishing systemwide or school-based professional learning goals aligned with strategic priorities and identified needs.	Contributes to establishing clients' professional learning goals aligned with strategic priorities and identified needs.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Studies and shares, with school-based team leaders and staff, research on human development and learning design to gain understanding about the science of learning.	Studies and shares, with school-based team leaders, research on human development and learning design to gain understanding about the science of learning.	Studies research on human development and learning design to gain understanding about the science of learning.
Builds own, team leaders', and other colleagues' capacity to apply the science of learning to professional learning design.	Builds own and team leaders' capacity to apply the science of learning to professional learning design.	Builds own capacity to apply the science of learning to professional learning design.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Builds own, team leaders', and other school-based professional learning designers' and facilitators' understanding of the connection among elements of effective design of learning, educator practices, and student outcomes.	Builds own and team leaders' understanding of the connection among elements of effective design of learning, educator practices, and student outcomes.	Builds own understanding of the connection among elements of effective design of learning, educator practices, and student outcomes.
Builds own, team leaders', and other school-based professional learning designers' and facilitators' capacity to design professional learning aligned with achieving the system's or school's goals.	Builds own and team leaders' capacity to design professional learning aligned with achieving the system's or school's goals.	Builds own capacity to design professional learning aligned with achieving the system's and school's goals.
Selects, using research and evidence, and in collaboration with diverse professional learning designers and facilitators, elements of effective professional learning design suited to achieving system or school-based goals and outcomes for professional learning.	Selects, using research and evidence, and in collaboration with professional learning designers and facilitators, elements of effective professional learning design suited to achieving system or school-based goals and outcomes for professional learning.	Selects, using research and evidence, elements of effective professional learning design suited to achieving system or school-based goals and outcomes for professional learning.	Selects elements of effective professional learning design suited to achieving system or school-based goals and outcomes for professional learning.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Builds own and colleagues' capacity to identify strengths AND limitations of technology resources to enhance and differentiate professional learning.	Builds own and colleagues' capacity to identify strengths OR limitations of technology resources to enhance and differentiate professional learning.	Builds own capacity to identify strengths in technology resources to enhance professional learning.	Builds own capacity to identify technology resources to enhance professional learning.
Builds own, team leaders', and other school-based professional learning designers' and facilitators' capacity to assess alignment between outcomes of technology use and goals for professional learning.	Builds own and team leaders' capacity to assess alignment between outcomes of technology use and goals for professional learning.	Builds own capacity to assess alignment between outcomes of technology use and goals for professional learning.	Builds own capacity to identify the outcomes of technology use.
Builds own, team leaders', and other professional learning designers' and facilitators' capacity to integrate in-person, online, and blended technology resources to enhance and differentiate professional learning.	Builds own and team leaders' capacity to integrate in-person, online, and blended technology resources to enhance and differentiate professional learning.	Builds own capacity to integrate in-person, online, and blended technology resources to enhance and differentiate professional learning.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Builds own and others' capacity to understand and apply the science of learning to design professional learning.	Builds own and staff's capacity to understand and apply the science of learning to design professional learning.	Builds own and colleagues' capacity to understand and apply the science of learning to design professional learning.	Builds own and clients' capacity to understand and apply the science of learning to design professional learning.
Selects learning designs appropriate for attaining professional learning goals and outcomes.	Selects learning designs appropriate for attaining professional learning goals and outcomes.	Selects learning designs appropriate for attaining professional learning goals and outcomes.	Selects learning designs appropriate for attaining professional learning goals and outcomes.
Leverages technology to support the design and implementation of professional learning.	Leverages technology to support the design and implementation of professional learning.	Leverages technology to support the design and implementation of professional learning.	Leverages technology to support the design and implementation of professional learning.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Builds own and other professional learning designers' and facilitators' capacity to understand the guidelines for implementing evidence-based professional learning designs.	Builds own capacity to understand the guidelines for implementing evidence-based professional learning designs.	Maintains awareness of the guidelines for implementing evidence-based professional learning designs.
Develops own, team leaders', and other school-based professional learning designers' and facilitators' capacity to implement the guidelines and evidence-based professional learning designs.	Develops own and team leaders' capacity to implement the guidelines and evidence-based professional learning designs.	Develops own capacity to implement the guidelines and evidence-based professional learning designs.	Recommends developing capacity to implement the guidelines and evidence-based professional learning designs.
Contributes to establishing, for all colleagues, systemwide or school-based support (collaboration time for learning designers and facilitators, ready-made resources to assist with learning designs, feedback process, coaching, etc.) for implementing professional learning designs.	Contributes to establishing, for team leaders, systemwide or school-based support (collaboration time for learning designers and facilitators, ready-made resources to assist with learning designs, feedback process, coaching, etc.) for implementing professional learning designs.	Contributes to establishing, for select colleagues, systemwide or school-based support (collaboration time for learning designers and facilitators, ready-made resources to assist with learning designs, feedback process, coaching, etc.) for implementing professional learning designs.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Supports team leaders and other professional learning designers and facilitators to adhere to expectations related to using appropriate in-person, blended, and online learning designs during professional learning.	Supports team leaders to adhere to expectations related to using appropriate in-person, blended, and online learning designs during professional learning.	Adheres to expectations related to using appropriate in-person, blended, and online learning designs during professional learning.	Maintains awareness of the expectations for using appropriate in-person, blended, and online learning designs during professional learning.
Models evidence-based in-person, blended, and online learning designs during meetings and professional learning.	Models evidence-based in-person and blended learning designs during meetings and professional learning.	Models evidence-based in-person learning designs during meetings and professional learning.
Implements selected learning designs by collaborating with team leaders and other professional learning designers and facilitators to enhance and differentiate professional learning.	Implements selected learning designs by collaborating with team leaders to enhance and differentiate professional learning.	Implements selected learning designs to enhance and differentiate professional learning.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Gathers evidence, quarterly, to assess alignment between evidence-based professional learning designs and the professional learning designs implemented by the system or school.	Gathers evidence, semiannually, to assess alignment between evidence-based professional learning designs and the professional learning designs implemented by the system or school.	Gathers evidence, annually, to assess alignment between evidence-based professional learning designs and the professional learning designs implemented by the system or school.
Gathers evidence, quarterly, about the effects of the systemwide or school-based professional learning designs implemented.	Gathers evidence, semiannually, about the effects of the systemwide or school-based professional learning designs implemented.	Gathers evidence, annually, about the effects of the systemwide or school-based professional learning designs implemented.
Contributes, by collaborating with diverse colleagues, to analyzing the evidence gathered about the professional learning designs implemented to measure the relationship between professional learning designs used and results achieved.	Contributes, by collaborating with colleagues, to analyzing the evidence gathered about the professional learning designs implemented to measure the relationship between professional learning designs used and results achieved.	Contributes, by offering a review, to analyzing the evidence gathered about the professional learning designs implemented to measure the relationship between professional learning designs used and results achieved.	Maintains awareness of the evidence gathered about the professional learning designs implemented to measure the relationship between professional learning designs used and results achieved.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Contributes to identifying strengths and opportunities to enhance professional learning designs, based on analysis and interpretation of evidence, and in collaboration with other professional learning designers and facilitators.	Contributes to identifying strengths and opportunities to enhance professional learning designs, based on analysis and interpretation of evidence.	Contributes to identifying strengths and opportunities to enhance professional learning designs.
Contributes to modifying learning designs, by collaborating with other professional learning designers and facilitators, to enhance and differentiate professional learning based on identified learning opportunities.	Contributes to modifying learning designs by sharing and interpreting research to enhance and differentiate professional learning based on identified opportunities.	Contributes to modifying learning designs by offering a review to enhance and differentiate professional learning based on identified opportunities.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Builds own and others' capacity to implement evidence-based professional learning designs.	Builds own and staff's capacity to contextualize and implement evidence-based professional learning designs.	Builds own and colleagues' capacity to implement evidence-based professional learning designs.	Builds own and clients' capacity to implement evidence-based professional learning designs.
Implements selected, evidence-based professional learning designs to achieve the identified systemwide professional learning goals and outcomes.	Implements selected, evidence-based professional learning designs to achieve the identified school-based professional learning goals and outcomes.	Implements selected, evidence-based professional learning designs to achieve the identified systemwide or school-based professional learning goals and outcomes.	Implements selected, evidence-based professional learning designs to achieve the identified systemwide or school-based professional learning goals and outcomes.
Measures the effectiveness of systemwide professional learning designs.	Measures the effectiveness of school-based professional learning designs.	Contributes to measuring the effectiveness of systemwide or school-based professional learning designs.	Contributes to measuring the effectiveness of systemwide or school-based professional learning designs.
Adjusts learning designs used for systemwide professional learning.	Adjusts learning designs used for school-based professional learning.	Contributes to adjusting learning designs used for systemwide or school-based professional learning.	Contributes to adjusting learning designs used for clients' professional learning.

Coach > Implementation

Third, select a construct for the Implementation standard.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Builds own and colleagues' capacity to study research to support implementation of professional learning.	Builds own and select colleagues' capacity to study research to support implementation of professional learning.	Builds own capacity to study research to support implementation of professional learning.
Synthesizes and shares research, with diverse internal stakeholders, on change to support implementation of systemwide or school-based professional learning.	Synthesizes and shares research, with internal stakeholders, on change to support implementation of systemwide or school-based professional learning.	Synthesizes research on change to support implementation of systemwide or school-based professional learning.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Assesses, using tools devised from change management research, colleagues' readiness for change.	Assesses colleagues' readiness for change.	Recommends assessing colleagues' readiness for change.
Uses change research-based tools, in collaboration with diverse internal or external stakeholders, to contribute to planning the strategy and supports for implementation of systemwide or school-based professional learning.	Uses change research-based tools, in collaboration with internal or external stakeholders, to contribute to planning the strategy and supports for implementation of systemwide or school-based professional learning.	Uses change research-based tools to contribute to planning the strategy and supports for implementation of systemwide or school-based professional learning.	Recommends using change research-based tools to contribute to planning the strategy and supports for implementation of systemwide or school-based professional learning.
Uses constructed knowledge of how systems, teams, and individuals experience change to guide the implementation of systemwide or school-based professional learning.	Uses constructed knowledge of how teams and individuals experience change to guide the implementation of systemwide or school-based professional learning.	Uses constructed knowledge of how individuals experience change to guide the implementation of systemwide or school-based professional learning.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Develops own and others' capacity to understand research on change to support implementation of systemwide professional learning.	Develops own and staff's capacity to understand research on change to support implementation of school-based professional learning.	Develops own and colleagues' capacity to understand research on change to support implementation of systemwide or school-based professional learning.	Develops own and clients' capacity to understand research on change to support implementation of clients' professional learning.
Applies research on change to plan and lead the initiation and implementation of systemwide professional learning.	Applies research on change to plan and lead the initiation and implementation of school-based professional learning.	Applies research on change to plan and lead the initiation and implementation of systemwide or school-based professional learning.	Applies research on change to plan and lead the initiation and implementation of clients' professional learning.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Develops own and colleagues' capacity to engage in feedback processes.	Develops own capacity to engage in feedback processes.	Recommends developing capacity to engage in feedback processes.
Provides opportunities for all colleagues to practice engaging in safe feedback processes.	Provides opportunities for select teams and individuals to practice engaging in safe feedback processes.	Provides opportunities for individuals to practice engaging in safe feedback processes.	Recommends providing opportunities for colleagues to practice engaging in safe feedback processes.
Models, for all colleagues, the use of feedback processes to implement, refine, and sustain systemwide or school-based professional learning.	Models, for select teams and individuals, the use of feedback processes to implement, refine, and sustain systemwide or school-based professional learning.	Models, for individuals, the use of feedback processes to implement, refine, and sustain systemwide or school-based professional learning.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3
Contributes to identifying, for all staff, in-person, blended, and technology-based strategies and tools to support feedback processes.	Contributes to identifying, for select teams, in-person, blended, and technology-based strategies and tools to support feedback processes.	Contributes to identifying, for select individuals, in-person, blended, and technology-based strategies and tools to support feedback processes.
Uses in-person, blended, and technology-based strategies and tools to support feedback processes.	Uses in-person and blended strategies and tools to support feedback processes.	Uses in-person strategies and tools to support feedback processes.
Exchanges, with diverse internal colleagues, perspectives and data on implementation of systemwide or school-based professional learning using tools and strategies for feedback processes.	Exchanges, with internal colleagues, perspectives and data on implementation of systemwide or school-based professional learning using tools and strategies for feedback processes.	Exchanges, with select individuals, perspectives and data on implementation of systemwide or school-based professional learning using tools and strategies for feedback processes.
Shares, with diverse internal colleagues, knowledge constructed from feedback processes about implementation of systemwide or school-based professional learning.	Shares, with internal colleagues, knowledge constructed from feedback processes about implementation of systemwide or school-based professional learning.	Shares, with select individuals, knowledge constructed from feedback processes about implementation of systemwide or school-based professional learning.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Analyzes, in collaboration with diverse colleagues, data and evidence gathered from feedback processes to inform adjustments to systemwide or school-based implementation support.	Analyzes, in collaboration with colleagues, data and evidence gathered from feedback processes to inform adjustments to systemwide or school-based implementation support.	Analyzes data and evidence gathered from feedback processes to inform adjustments to systemwide or school-based implementation support.
Adjusts, in collaboration with diverse stakeholders, support and implementation based on evidence and data.	Adjusts, in collaboration with stakeholders, support and implementation based on evidence and data.	Adjusts support and implementation based on evidence and data.	Adjusts support and implementation.
Celebrates systemwide or schoolwide, team, and individual success in progress toward professional learning implementation goals.	Celebrates team and individual success in progress toward professional learning implementation goals.	Celebrates individual success in progress toward professional learning implementation goals.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Fosters a culture of feedback within systemwide professional learning.	Fosters a culture of feedback within school-based professional learning.	Contributes to fostering a culture of feedback within systemwide or school-based professional learning.	Contributes to fostering a culture for feedback within clients' professional learning.
Facilitates systemwide feedback processes to accelerate and refine implementation of professional learning.	Facilitates schoolwide feedback processes to accelerate and refine implementation of professional learning.	Facilitates systemwide or school-based feedback processes to accelerate and refine implementation of professional learning.	Facilitates clients' feedback processes to accelerate and refine implementation of professional learning.
Monitors and adjusts implementation of systemwide professional learning based on knowledge constructed from feedback processes.	Monitors and adjusts school-based implementation of professional learning based on knowledge constructed from feedback processes.	Monitors and adjusts systemwide or school-based implementation of professional learning based on knowledge constructed from feedback processes.	Monitors and adjusts clients' implementation of professional learning based on knowledge constructed from feedback processes.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3
Solicits, more than 3 times per school year, system- or schoolwide, team, and individual educator input on needed support for implementation of new learning.	Solicits, 2-3 times per school year, system- or schoolwide, team, and individual educator input on needed support for implementation of new learning.	Solicits, once per school year, system- or schoolwide, team, and individual educator input on needed support for implementation of new learning.
Facilitates, in collaboration with diverse colleagues, cycles of planning, practice, reflection and adjustment to implement system- or school-based support for professional learning.	Facilitates, in collaboration with colleagues, cycles of planning, practice, reflection and adjustment to implement system- or school-based support for professional learning.	Facilitates cycles of planning, practice, reflection and adjustment to implement system- or school-based support for professional learning.
Builds own capacity to support implementation of system- or school-based professional learning for all staff through coaching, extended learning, refinement, feedback processes, etc.	Builds own capacity to support implementation of system- or school-based professional learning for select teams through coaching, extended learning, refinement, feedback processes, etc.	Builds own capacity to support implementation of system- or school-based professional learning for select individuals through coaching, extended learning, refinement, feedback processes, etc.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Designs differentiated supports to implement systemwide professional learning.	Designs differentiated supports to implement school-based professional learning.	Designs differentiated supports to implement systemwide or school-based professional learning.	Designs differentiated supports to implement clients' professional learning.

Coach > Equity Foundations

Third, select a construct for the Equity Foundations standard.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Aligns coaching practices, for all colleagues, with the system's or school's guarantee of access to high-quality professional learning for every educator.	Aligns coaching practices, for select colleagues, with the system's or school's guarantee of access to high-quality professional learning for every educator.	References the system's or school's policies on equity, professional learning, and the guarantee of access to high-quality professional learning for every educator.
Develops own and all colleagues' understanding of the alignment between the system and school policies on equity and professional learning, teams' and individuals' responsibilities to enact the policy on equity, and the connections among equity, professional learning, and student learning.	Develops own and select colleagues' understanding of the alignment between the system and school policies on equity and professional learning, teams' and individuals' responsibilities to enact the policy on equity, and the connections among equity, professional learning, and student learning.	Develops own understanding of the alignment between the system and school policies on equity and professional learning,, teams' and individuals' responsibilities to enact the policy on equity, and the connections among equity, professional learning, and student learning.
Coaches all colleagues to meet their responsibilities to align equity, professional learning, and student learning.	Coaches select colleagues to meet their responsibilities to align equity, professional learning, and student learning.	Meets own role responsibilities to align equity, professional learning, and student learning.	Understands own role responsibilities to align equity, professional learning, and student learning.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Researches and shares, with colleagues, strategies for professional learning with evidence of dismantling beliefs and practices that serve as barriers to student and professional learning.	Researches strategies for professional learning with evidence of dismantling beliefs and practices that serve as barriers to student and professional learning.	Refers during professional learning, to the research on the professional learning components necessary to dismantle knowledge, attitudes, skills, beliefs, and practices that serve as barriers to student and professional learning.	Understands the research on the professional learning components necessary to dismantle knowledge, attitudes, skills, beliefs, and practices that serve as barriers to student and professional learning.
Engages diverse colleagues in contributing to the design of a professional learning system that includes foundational beliefs, policies, funding, structures, and monitoring and measuring processes to provide equitable access for all educators.	Engages colleagues in contributing to the design of a professional learning system that includes foundational beliefs, policies, funding, structures, and monitoring and measuring processes to provide equitable access for all educators.	Contributes to the design of a professional learning system that includes foundational beliefs, policies, funding, structures, and monitoring and measuring processes to provide equitable access for all educators.	Develops own understanding of a professional learning system that includes foundational beliefs, policies, funding, structures, and monitoring and measuring processes to provide equitable access for all educators.
Facilitates individual, team, and schoolwide professional learning to dismantle barriers to student and professional learning.	Facilitates individual and team professional learning to dismantle barriers to student and professional learning.	Facilitates individual professional learning to dismantle barriers to student and professional learning.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Builds own and all colleagues' understanding of how structures, policies, beliefs, and practices have impeded learning for students and educators.	Builds own and select colleagues' understanding of how structures, policies, beliefs, and practices have impeded learning for students and educators.	Builds own understanding of how structures, policies, beliefs, and practices have impeded learning for students and educators.
Builds own and all colleagues' understanding of how to leverage professional learning to dismantle barriers to student and professional learning.	Builds own and select colleagues' understanding of how to leverage professional learning to dismantle barriers to student and professional learning.	Builds own understanding of how to leverage professional learning to dismantle barriers to student and professional learning.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Establishes systemwide policy that guarantees equitable access to professional learning.	Establishes schoolwide policy that guarantees equitable access to professional learning.	Enacts school and system policy for equitable access to professional learning.	Contributes to establishing clients' policy that guarantees equitable access to professional learning.
Designs and facilitates a professional learning system that dismantles barriers to student and professional learning.	Designs and facilitates a school-level professional learning system that dismantles barriers to student and professional learning.	Enacts the system's or school's professional learning system to dismantle barriers to student and professional learning.	Enacts clients' professional learning system to dismantle barriers to student and professional learning.
Builds systemwide capacity to leverage professional learning as a vehicle to dismantle barriers to student and professional learning.	Builds school-level capacity to leverage professional learning as a vehicle to dismantle barriers to student and professional learning.	Builds colleagues' capacity to leverage professional learning to dismantle barriers to equity in student and professional learning.	Builds clients' capacity to leverage professional learning to dismantle barriers to student and professional learning.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Contributes to using research on teacher and leader development to design and implement, in collaboration with diverse colleagues, systemwide or school-based professional learning structures to develop and retain a diverse workforce.	Contributes to using research on teacher and leader development to design and implement, in collaboration with colleagues, systemwide or school-based professional learning structures to develop and retain a diverse workforce.	Contributes to using research on teacher and leader development to design and implement systemwide or school-based professional learning structures to develop and retain a diverse workforce.	Maintains awareness of the research on teacher and leader development.
Serves, by collaborating with colleagues, as a resource for the designers and mentors of the systemwide or school-based induction and mentoring programs.	Serves, by sharing and interpreting research, as a resource for the designers and mentors of the systemwide or school-based induction and mentoring programs.	Serves, by offering recommendations, as a resource for the designers and mentors of the systemwide or school-based induction and mentoring programs.
Engages, as a mentor or mentee, in a culturally responsive mentoring program aligned with the system's equity policy and practices for professional learning.	Engages, by encouraging active participation of others, in a culturally responsive mentoring program aligned with the system's equity policy and practices for professional learning.	Maintains awareness of a culturally responsive mentoring program aligned with the system's equity policy and practices for professional learning.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3
Contributes, by collaborating with colleagues, to identifying three or more reliable and valid data sources to investigate equity of access to systemwide or school-based professional learning.	Contributes, by sharing recommendations, to identifying three or more reliable and valid data sources to investigate equity of access to systemwide or school-based professional learning.	Contributes, by reviewing choices, to identifying three or more reliable and valid data sources to investigate equity of access to systemwide or school-based professional learning.
Implements, in collaboration with diverse colleagues, system's (or contributes to developing school-based) guidelines for the analysis of data to investigate equity of access to professional learning.	Implements, in collaboration with colleagues, system's (or contributes to developing school-based) guidelines for the analysis of data to investigate equity of access to professional learning.	Implements system's (or contributes to developing school-based) guidelines for the analysis of data to investigate equity of access to professional learning.
Analyzes identified data and uses findings to advocate for equity of access to high-quality professional learning.	Analyzes identified data and uses findings to encourage equity of access to high-quality professional learning.	Analyzes identified data and uses findings to monitor equity of access to high-quality professional learning.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Builds systemwide capacity to leverage professional learning structures and resources to support the hiring, development, and retention of a diverse workforce.	Leverages school-based professional learning structures and resources to establish and retain a diverse workforce.	Leverages systemwide or school-based professional learning to contribute to establishing and retaining a diverse workforce.	Supports clients in leveraging systemwide professional learning structures and resources to establish and retain a diverse workforce.
Establishes structures to promote the investigation of equity of access to professional learning.	Establishes structures to promote the investigation of equity of access to school-based professional learning.	Promotes the investigation of equity of access to professional learning.	Contributes to establishing structures to promote the investigation of equity of access to professional learning.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3
Develops own and all colleagues' understanding of importance of trust in systems and schools as identified by research.	Develops own and and select colleagues' understanding of importance of trust in systems and schools as identified by research.	Develops own understanding of importance of trust in systems and schools as identified by research.
Builds own and all colleagues' capacity to foster trust among peers, students, and community members.	Builds own and select colleagues' capacity to foster trust among peers, students, and community members.	Builds own capacity to foster trust among peers, students, and community members.
Models, for all colleagues, research-based strategies for building trust with staff, students, and community members.	Models, for all colleagues, research-based strategies for building trust with staff and students.	Models, for all colleagues, research-based strategies for building trust with staff.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3
Advocates for and engages diverse representation in system or school decisions regarding professional learning and its supporting structures.	Advocates for diverse representation in system or school decisions regarding professional learning and its supporting structures.	Recommends diverse representation in system or school decisions regarding professional learning and its supporting structures.
Contributes, three or more times a year, to individual and team analysis of data on educators' equitable access to professional learning.	Contributes, 1-2 times per year, to individual and team analysis of data on educators' equitable access to professional learning.	Contributes, once per academic year, to individual and team analysis of data on educators' equitable access to professional learning.
Contributes to establishing a fair and transparent school process for addressing individual or group staff concerns related to equitable access to professional learning.	Contributes to establishing a fair school process for addressing individual or group staff concerns related to equitable access to professional learning.	Contributes to establishing a school process for addressing individual or group staff concerns related to equitable access to professional learning.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3
Contributes, by collaborating with diverse colleagues, to creating a plan for using data to evaluate the system structures that support equity in professional learning.	Contributes, by collaborating with colleagues, to creating a plan for using data to evaluate the system structures that support equity in professional learning.	Contributes to creating a plan for using data to evaluate the system structures that support equity in professional learning.
Contributes, by collaborating with colleagues, to auditing the system's and school's implementation of the professional learning system to identify gaps and strengths in the structures that support equity in professional learning.	Contributes, by sharing and interpreting research, to auditing the system's and school's implementation of the professional learning system to identify gaps and strengths in the structures that support equity in professional learning.	Contributes, by offering recommendations, to auditing the system's and school's implementation of the professional learning system to identify gaps and strengths in the structures that support equity in professional learning.
Uses the audit results, with diverse internal colleagues, to strengthen the system's or school's structures that support equity in professional learning.	Uses the audit results, with internal stakeholders, to strengthen the system's or school's structures that support equity in professional learning.	Uses the audit results to strengthen the system's or school's structures that support equity in professional learning.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Leverages professional learning to foster trust among staff, students, and community.	Leverages professional learning to foster trust among school staff, students, and community.	Leverages professional learning to foster trust among staff, students, and community.	Contributes to fostering trust within clients' systems.
Incorporates diverse perspectives in decisions regarding systemwide professional learning and the structures that support it.	Incorporates diverse perspectives in decisions regarding school-based professional learning and the structures that support it.	Advocates inclusion of diverse stakeholder perspectives in decisions related to professional learning and the structures that support it.	Advocates inclusion of diverse stakeholder perspectives in decisions regarding professional learning and the structures that support it.
Audits the professional learning system's capacity to achieve equity in professional learning.	Audits the professional learning system's capacity to achieve equity in school-based professional learning.	Contributes to auditing the professional learning system's capacity to achieve equity in professional learning.	Contributes to auditing clients' professional learning systems' capacity to achieve equity in professional learning.

Coach > Culture of Collaborative Inquiry

Third, select a construct for the Culture of Collaborative Inquiry standard.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Builds colleagues' capacity to understand the system's and school's definition, criteria, rationale, and responsibilities for continuous improvement.	Builds colleagues' capacity to understand the system's and school's definition, criteria, and rationale for continuous improvement.	Builds colleagues' capacity to understand the system's and school's definition and criteria for continuous improvement.	Builds colleagues' capacity to understand the system's and school's definition for continuous improvement.
Builds own and all colleagues' capacity to understand the framework for the system's cycle of continuous improvement.	Builds own and select colleagues' capacity to understand the framework for the system's cycle of continuous improvement.	Builds own capacity to understand the framework for the system's cycle of continuous improvement.
Builds own and all colleagues' capacity to implement and facilitate the cycle of continuous improvement individually and collectively.	Builds own and select colleagues' capacity to implement and facilitate the cycle of continuous improvement individually and collectively.	Builds own capacity to implement the cycle of continuous improvement individually and collectively.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Applies a cycle of continuous improvement to address systemwide or schoolwide, team, and individual problems of practice.	Applies a cycle of continuous improvement to address team and individual problems of practice.	Applies a cycle of continuous improvement to address individual problems of practice.	Recommends applying a cycle of continuous improvement to address problems of practice.
Facilitates cycles of continuous improvement for all system- or school-based colleagues.	Facilitates cycles of continuous improvement for select system- or school-based colleagues.	Recommends facilitation of cycles of continuous improvement for system- or school-based colleagues.
Contributes to monitoring and adjusting, in collaboration with diverse internal stakeholders, system- or school-based cycles of continuous improvement based on data and evidence.	Contributes to monitoring and adjusting, in collaboration with internal stakeholders, system- or school-based cycles of continuous improvement based on data and evidence.	Contributes to monitoring and adjusting system- or school-based cycles of continuous improvement based on data and evidence.	Contributes to monitoring and adjusting system- or school-based cycles of continuous improvement.
Monitors and adjusts, in collaboration with diverse internal stakeholders, system- or school-based support for continuous improvement based on data and evidence.	Monitors and adjusts, in collaboration with internal stakeholders, system- or school-based support for continuous improvement based on data and evidence.	Monitors and adjusts system- or school-based support for continuous improvement based on data and evidence.	Monitors and adjusts system- or school-based support for continuous improvement.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Establishes expectations for systemwide continuous improvement.	Establishes expectations for schoolwide continuous improvement.	Contributes to establishing expectations for individual and collective continuous improvement.	Supports practices that foster continuous improvement.
Builds own and others' capacity to engage in continuous improvement.	Builds own and staff's capacity to engage in continuous improvement.	Builds own and others' capacity to engage in continuous improvement.	Builds own and clients' capacity to engage in continuous improvement.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Facilitates, more than 3 times throughout the school year, system- or school-based professional learning to increase colleagues' understanding of benefits of and strategies for collaboration.	Facilitates, 2-3 times throughout the school year, system- or school-based professional learning to increase colleagues' understanding of benefits of and strategies for collaboration.	Facilitates, once per the school year, system- or school-based professional learning to increase colleagues' understanding of benefits of and strategies for collaboration.	Recommends facilitating system- or school-based professional learning to increase colleagues' understanding of benefits of and strategies for collaboration.
Measures, more than 3 times per school year, impact of system- or school-based professional learning on collaboration.	Measures, 2-3 times per school year, impact of system- or school-based professional learning on collaboration.	Measures, once per school year, impact of system- or school-based professional learning on collaboration.	Recommends measuring impact of system- or school-based professional learning on collaboration.
Contributes, as a member of a team, to modifying system- or school-based professional learning on collaboration based on data and evidence.	Contributes, by offering data, to modifying system- or school-based professional learning on collaboration based on data and evidence.	Recommends modifying system- or school-based professional learning on collaboration based on data and evidence.	Recommends modifying system- or school-based professional learning on collaboration.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Supports educators in collaboration, building capacity of team leaders and team members to assume responsibility for collaboration.	Supports educators in collaboration, building capacity of team leaders to assume responsibility for collaboration.	Supports educators in collaboration.
Establishes and implements, in collaboration with others, support for collaboration for all colleagues.	Establishes and implements, in collaboration with others, support for collaboration for select colleagues.	Recommends establishing support for collaboration.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Builds own and others' capacity to collaborate.	Builds own and staff's capacity to collaborate.	Builds own and colleagues' capacity to collaborate.	Builds own and clients' capacity to collaborate.
Establishes structures and support for systemwide collaboration.	Establishes structures and support for school-based collaboration.	Contributes to establishing and implementing support for collaboration.	Contributes to establishing structures and support for systemwide collaboration.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Explains, routinely, the rationale for engaging all stakeholders in contributing to the achievement of system- or schoolwide goals.	Explains, occasionally, the rationale for engaging all stakeholders in contributing to the achievement of system- or schoolwide goals.	Explains, seldom, the rationale for engaging all stakeholders in contributing to the achievement of system- or schoolwide goals.
Builds all colleagues' understanding of how their roles work in concert with other internal and external stakeholders to contribute to achieving system- or schoolwide goals.	Builds select colleagues' understanding of how their roles work in concert with other internal and external stakeholders to contribute to achieving system- or schoolwide goals.	Builds own understanding of how to work in concert with other internal and external stakeholders to contribute to achieving system- or schoolwide goals.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3
Supports all colleagues in aligning professional learning goals with system goals for student learning.	Supports select colleagues in aligning professional learning goals with system goals for student learning.	Aligns own professional learning goals with system goals for student learning.
Supports all colleagues in using a system for sharing responsibility for growth toward meeting student needs (tracking of individual and team growth toward system and school goals, progress toward student outcomes, etc.).	Supports select colleagues in using a system for sharing responsibility for growth toward meeting student needs (tracking of individual and team growth toward system and school goals, progress toward student outcomes, etc.).	Recommends that colleagues use a system for sharing responsibility for growth toward meeting student needs (tracking of individual and team growth toward system and school goals, progress toward student outcomes, etc.).
Holds self and colleagues responsible for progress toward shared goals for student learning, by monitoring progress more than 3 times per school year.	Holds self and colleagues responsible for progress toward shared goals for student learning, by monitoring progress 2-3 times per school year.	Holds self and colleagues responsible for progress toward shared goals for student learning, by monitoring progress once per school year.
Contributes to celebrating, publicly, system- or schoolwide, team and individual success, actions, and results of continuous improvement, collaboration, and shared responsibility.	Contributes to celebrating, with all staff, system- or schoolwide, team, and individual success, actions, and results of continuous improvement, collaboration, and shared responsibility.	Contributes to celebrating, with select staff, system- or schoolwide, team and individual success, actions, and results of continuous improvement, collaboration, and shared responsibility.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Advocates for shared responsibility.	Advocates for shared responsibility.	Advocates for shared responsibility.	Advocates for shared responsibility.
Fosters accountability of all staff in meeting the needs of all students.	Fosters accountability of all staff in meeting the needs of all students.	Fosters accountability of all colleagues in meeting the needs of all students.	Fosters accountability of all clients in meeting the needs of all students.

Coach > Leadership

Third, select a construct for the Leadership standard.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Contributes, as a member of a team, to developing a system or school vision for professional learning including expectations for continuous improvement, equity, and comprehensive, collaborative, and differentiated professional learning.	Contributes, by sharing and interpreting research, to developing a system or school vision for professional learning including expectations for continuous improvement, equity, and comprehensive, collaborative, and differentiated professional learning.	Contributes, by offering a review, to developing a system or school vision for professional learning including expectations for continuous improvement, equity, and comprehensive, collaborative, and differentiated professional learning.
Builds own and all colleagues' capacity to understand the system's or school's vision for professional learning.	Builds own and select colleagues' capacity to understand the system's or school's vision for professional learning.	Builds own capacity to understand the system's or school's vision for professional learning.
Builds own and all colleagues' capacity to implement the system's or school's vision for professional learning.	Builds team leaders' and select colleagues' capacity to implement the system's or school's vision for professional learning.	Builds team leaders' capacity to implement the system's or school's vision for professional learning.	Builds own capacity to implement the system's or school's vision for professional learning.
Contributes to monitoring, more than 3 times per school year, progress toward the vision for systemwide or school-based professional learning.	Contributes to monitoring, 2-3 times per school year, progress toward a vision for systemwide or school-based professional learning.	Contributes to monitoring, once per school year, progress toward a vision for systemwide or school-based professional learning.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Builds own and all colleagues' understanding of Standards for Professional Learning and their role in planning, implementing, and evaluating high-quality professional learning.	Builds own and team leaders' understanding of Standards for Professional Learning and their role in planning, implementing, and evaluating high-quality professional learning.	Builds own and colleagues' understanding of Standards for Professional Learning and their role in planning, implementing, and evaluating high-quality professional learning.	Builds own understanding of Standards for Professional Learning and their role in planning, implementing, and evaluating high-quality professional learning.
Adheres to Standards for Professional Learning in systemwide or school-based professional learning.	References Standards for Professional Learning in systemwide or school-based professional learning.	Understands Standards for Professional Learning	Maintains awareness of Standards for Professional Learning.
Builds own and all colleagues' capacity to use Standards for Professional Learning to guide the initiation, implementation, and evaluation of change in educator practice to increase student success.	Builds own, team leaders', and select colleagues' capacity to use Standards for Professional Learning to guide the initiation, implementation, and evaluation of change in educator practice to increase student success.	Builds own and team leaders' capacity to use Standards for Professional Learning to guide the initiation, implementation, and evaluation of change in educator practice to increase student success.	Builds own capacity to use Standards for Professional Learning to guide the initiation, implementation, and evaluation of change in educator practice to increase student success.
Builds own and all colleagues' capacity to understand how Standards for Professional Learning interact with other professional and performance standards to define a comprehensive system for professional learning.	Builds own, team leaders', and select colleagues' capacity to understand how Standards for Professional Learning interact with other professional and performance standards to define a comprehensive system for professional learning.	Builds own and team leaders' capacity to understand how Standards for Professional Learning interact with other professional and performance standards to define a comprehensive system for professional learning.	Builds own capacity to understand how Standards for Professional Learning interact with other professional and performance standards to define a comprehensive system for professional learning.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Contributes, by collaborating with diverse colleagues, to developing a system or school-based policy for professional learning that includes the definition, purpose, Standards for Professional Learning, goals, and roles and responsibilities.	Contributes, by sharing and interpreting research, to developing a system or school-based policy for professional learning that includes the definition, purpose, Standards for Professional Learning, goals, and roles and responsibilities.	Contributes, by offering a review, to developing a system or school-based policy for professional learning that includes the definition, purpose, Standards for Professional Learning, goals, and roles and responsibilities.
Builds own and colleagues' understanding of, commitment to, and capacity to implement the policy for professional learning.	Builds own and colleagues' understanding of and commitment to the policy for professional learning.	Builds own and colleagues' understanding of the policy for professional learning.	Builds own understanding of the policy for professional learning.
Contributes, by collaborating with diverse colleagues, to developing a school-specific policy or guidance related to school-based professional learning.	Contributes, by sharing and interpreting research, to developing a school-specific policy or guidance related to school-based professional learning.	Contributes, by offering a review, to developing a school-specific policy or guidance related to school-based professional learning.
Implements and supports others in implementing the school professional learning policy or guidance.	Implements the school professional learning policy or guidance.	Distributes the school professional learning policy or guidance.
Contributes to monitoring and adjusting, in collaboration with diverse internal stakeholders, implementation of policy based on evidence.	Contributes to monitoring and adjusting implementation of policy based on evidence.	Contributes to monitoring and adjusting implementation of policy.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Articulates a vision for systemwide professional learning inclusive of all staff and aligned with the system's strategic priorities and policies.	Articulates the school's vision for professional learning inclusive of all staff and aligned with the system's vision for professional learning, strategic priorities, and policies.	Advocates for the system and school visions for professional learning inclusive of all staff and aligned with the system's strategic priorities and policies.	Supports clients in articulating a vision for professional learning inclusive of all staff and aligned with strategic priorities and policies.
Adopts Standards for Professional Learning to guide the planning, implementation, and evaluation of professional learning.	Uses Standards for Professional Learning to plan, implement, and evaluate school-based professional learning.	Uses Standards for Professional Learning to plan, implement, and evaluate systemwide or school-based professional learning.	Adopts Standards for Professional Learning to plan, implement, and evaluate systemwide or school-based professional learning.
Establishes a systemwide policy for professional learning.	Establishes a schoolwide policy for professional learning aligned to the systemwide policy.	Enacts systemwide or schoolwide policy for professional learning.	Contributes to establishing clients' systemwide policy for professional learning.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Builds all colleagues' understanding of system- or schoolwide vision, plans, policies, and practices for professional learning.	Builds select colleagues' understanding of system- or schoolwide vision, plans, policies, and practices for professional learning.	Builds own understanding of system- or schoolwide vision, plans, policies, and practices for professional learning.
Implements, in collaboration with diverse colleagues, system- or schoolwide vision, plans, policies, and practices for professional learning.	Implements, in collaboration with colleagues, system- or schoolwide vision, plans, policies, and practices for professional learning.	Implements system- or schoolwide vision, plans, policies, and practices for professional learning.	Maintains awareness of system- or schoolwide vision, plans, policies, and practices for professional learning.
Contributes, by collaborating with diverse colleagues, to assessing the alignment among the system- or schoolwide vision, plans, policies, and practices.	Contributes, by offering a review, to assessing the alignment among the system- or schoolwide vision, plans, policies, and practices.	Assesses, independently, the alignment among the system- or schoolwide vision, plans, policies, and practices.
Contributes, by collaborating with diverse colleagues, to adjusting system- or schoolwide vision, plans, and practices based on evidence from alignment assessment.	Contributes, by offering recommendations, to adjusting system- or schoolwide vision, plans, and practices based on evidence from alignment assessment.	Maintains awareness of the adjustments to system- or schoolwide vision, plans, and practices based on evidence from alignment assessment.
Contributes, by collaborating with diverse colleagues, to decisions about abandoning or adjusting system- or school-based programs, activities, and initiatives for professional learning that do not align with the vision, practices, policy, priorities, and goals for professional learning.	Contributes, by offering recommendations, to decisions about abandoning or replacing system- or school-based programs, activities, and initiatives for professional learning that do not align with the vision, practices, policy, priorities, and goals for professional learning.	Maintains awareness of decisions about abandoning or replacing system- or school-based programs, activities, and initiatives for professional learning that do not align with the vision, practices, policy, priorities, and goals for professional learning.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3
Builds own capacity to lead, manage, and coordinate professional learning in collaboration with system or school leaders.	Builds own capacity to manage and coordinate professional learning in collaboration with system or school leaders.	Builds own capacity to coordinate professional learning in collaboration with system or school leaders.
Builds own and all colleagues' capacity to understand and fulfill responsibilities for professional learning.	Builds own and select colleagues' capacity to understand and fulfill responsibilities for professional learning.	Builds own capacity to understand and fulfill responsibilities for professional learning.
Contributes, more than 3 times per school year, to monitoring systems and structures for implementation of system- or schoolwide professional learning.	Contributes, 2-3 times per school year, to monitoring systems and structures for implementation of system- or schoolwide professional learning.	Contributes, once per school year, to monitoring systems and structures for implementation of system- or schoolwide professional learning.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Uses collaborative structures to engage self and colleagues in daily professional learning (e.g. educator teams, peer-to-peer observation, reflection, action research)	Uses collaborative structures to engage self and colleagues in weekly professional learning (e.g. educator teams, peer-to-peer observation, reflection, action research).	Uses collaborative structures to engage self and colleagues in monthly professional learning (e.g. educator teams, peer-to-peer observation, reflection, action research).
Uses structures and processes, daily, to engage colleagues in differentiated professional learning (e.g. coverage of classes, early release, flexible scheduling).	Uses structures and processes, weekly, to engage colleagues in differentiated professional learning (e.g. coverage of classes, early release, flexible scheduling).	Uses structures and processes, monthly, to engage colleagues in differentiated professional learning (e.g. coverage of classes, early release, flexible scheduling).

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Builds alignment and coherence among system strategic priorities, initiatives, and professional learning.	Builds alignment and coherence among school improvement strategic priorities, initiatives, and professional learning.	Contributes to building alignment and coherence among system or school improvement strategic priorities, initiatives, and professional learning.	Aligns services to clients' strategic priorities, initiatives, and professional learning.
Manages the systemwide systems and supports (e.g., resources, data, policies) necessary to sustain a comprehensive professional learning system.	Manages the school-level systems and supports (e.g., resources, data, policies) necessary to implement a comprehensive professional learning system.	Uses the systemwide or school-level systems and supports (e.g., resources, data, policies) to implement a comprehensive professional learning system.	Uses the clients' systems and supports (e.g., resources, data, policies) to implement a comprehensive professional learning system.
Embeds professional learning in day-to-day work for all staff in all departments, instructional and non-instructional.	Embeds professional learning in day-to-day work for all staff.	Embeds professional learning into day-to-day work of colleagues.	Engages clients in professional learning during the client workday.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Builds own and diverse colleagues' capacity to advocate for evidence-based professional learning for all educators including leaders, teachers, counselors, and support staff.	Builds own and select colleagues' capacity to advocate for evidence-based professional learning for all educators including leaders, teachers, counselors, and support staff.	Builds own capacity to advocate for evidence-based professional learning for all educators including leaders, teachers, counselors, and support staff.
Seeks and creates opportunities to engage diverse colleagues in advocacy.	Seeks and creates opportunities to engage select colleagues in advocacy.	Seeks and creates advocacy opportunities for self.	Seeks advocacy opportunities for self.
Contributes to creating an advocacy plan to influence professional learning policy and decision makers at the national, provincial or state, and local level.	Contributes to creating an advocacy plan to influence professional learning decision makers at the provincial or state and local level.	Contributes to creating an advocacy plan to influence professional learning decision makers at the local level.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Participates and invites others to participate in local, state, ministry, or national organizations that advocate for professional learning to advance student learning and educator practice (e.g. leader associations, unions, networks).	Participates in local, state, ministry, or national organizations that advocate for professional learning to advance student learning and educator practice (e.g. leader associations, unions, networks).	Maintains awareness of local, state, ministry, or national organizations that advocate for professional learning to advance student learning and educator practice (e.g. leader associations, unions, networks).
Serves as a leader in advocacy activities to advance policy for professional learning (i.e. speak to board of education about investment in professional learning).	Volunteers with an advocacy organization to advance policy for professional learning.	Becomes a member of an advocacy organization to advance policy for professional learning.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Advocates for results-oriented, evidence-based professional learning for all staff.	Advocates for results-oriented, evidence-based professional learning for all staff.	Advocates for results-oriented, evidence-based professional learning for all staff.	Advocates for results-oriented, evidence-based professional learning for all staff.
Models advocacy for professional learning to advance student learning and educator practice.	Models advocacy for professional learning to advance student learning and educator practice.	Models advocacy for professional learning to advance student learning and educator practice.	Models advocacy for professional learning to advance student learning and educator practice.

Coach > Resources

Third, select a construct for the Resources standard.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3
Contributes, as a member of a team, to determining resources needed for comprehensive systemwide or school-based professional learning.	Contributes, by sharing and interpreting research, to determining resources needed for comprehensive systemwide or school-based professional learning.	Contributes, by offering a review, to determining resources needed for comprehensive systemwide or school-based professional learning.
Contributes, as a member of a team, to identifying system- or school-based teams and individuals responsible for professional learning resources.	Contributes, by sharing and interpreting research, to identifying system- or school-based teams and individuals responsible for professional learning resources.	Contributes, by offering a review, to identifying system- or school-based teams and individuals responsible for professional learning resources.
Contributes, as a member of the team, to developing system- or schoolwide guidelines for the allocation and use of resources to implement professional learning.	Contributes, by sharing and interpreting research, to developing system- or schoolwide guidelines for the allocation and use of resources to implement professional learning.	Contributes, by offering a review, to developing system- or schoolwide guidelines for the allocation and use of resources to implement professional learning.
Contributes, as a member of a team, to developing a multiyear resource plan for system- or school-based professional learning aligned with system priorities and guidelines and based on data and evidence of need.	Contributes, by sharing and interpreting research, to developing a multiyear resource plan for system- or school-based professional learning aligned with system priorities and guidelines and based on data and evidence of need.	Contributes, by offering a review, to developing a multiyear resource plan for system- or school-based professional learning aligned with system priorities and guidelines and based on data and evidence of need.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3
Contributes, as a member of a team, to allocating resources for systemwide or school-based professional learning based on established priorities.	Contributes, by sharing and interpreting research, to allocating resources for systemwide or school-based professional learning based on established priorities.	Contributes, by offering a review, to allocating resources for systemwide or school-based professional learning based on established priorities.
Contributes, as a member of a team, to allocating resources to support collaboration in systemwide or school-based professional learning.	Contributes, by sharing and interpreting research, to allocating resources to support collaboration in systemwide or school-based professional learning.	Contributes, by offering a review, to allocating resources to support collaboration in systemwide or school-based professional learning.
Seeks external resources for professional learning, more than 3 times per school year, to enhance existing resources.	Seeks external resources for professional learning, 2 to 3 times per school year, to enhance existing resources.	Seeks external resources for professional learning, once per school year, to enhance existing resources.
Contributes, as a member of a team, to planning for strategic use of resources over multiple years to achieve system- and school-based professional learning goals.	Contributes, by sharing and interpreting research, to planning for strategic use of resources over multiple years to achieve system- and school-based professional learning goals.	Contributes, by offering a review, to planning for strategic use of resources over multiple years to achieve system- and school-based professional learning goals.
Contributes, as a member of a team, to creating an annual calendar for individual, team, and schoolwide professional learning.	Contributes, by sharing and interpreting research, to creating an annual calendar for individual, team, and schoolwide professional learning.	Contributes, by offering a review, to creating an annual calendar for individual, team, and schoolwide professional learning.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Establishes systemwide guidelines for allocating resources to support a comprehensive professional learning system.	Establishes schoolwide guidelines aligned to system guidelines for allocating resources to support a comprehensive professional learning system.	Contributes to establishing system- or schoolwide guidelines for allocating resources to support a comprehensive professional learning system.	Contributes to designing clients' guidelines for allocating resources to support a comprehensive professional learning system.
Prioritizes human, fiscal, material, technology, and time resources for systemwide and school-based professional learning.	Prioritizes human, fiscal, material, technology, and time resources for school-based professional learning.	Contributes to prioritizing human, fiscal, material, technology, and time resources for systemwide or school-based professional learning.	Contributes to prioritizing human, fiscal, material, technology, and time resources for systemwide professional learning.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3
Develops own and all colleagues' understanding of the relationship between resource allocation and equity.	Develops own and select colleagues' understanding of the relationship between resource allocation and equity.	Develops own understanding of the relationship between resource allocation and equity.
Develops the capacity of select teams AND individuals to make system- or school-level decisions regarding professional learning resources using data and research.	Develops the capacity of select teams OR individuals to make system- or school-level decisions regarding professional learning resources using data and research.	Develops own capacity to make system- or school-level decisions regarding professional learning resources using data and research.
Develops the capacity of select teams AND individuals to monitor and adjust professional learning resources to achieve equity in meeting identified needs and goals.	Develops the capacity of select teams OR individuals to monitor and adjust professional learning resources to achieve equity in meeting identified needs and goals.	Develops own capacity to monitor and adjust professional learning resources to achieve equity in meeting identified needs and goals.
Contributes, as a member of a team, to establishing a process to make and review system- or school-level professional learning resource decisions based on equity as a priority criterion.	Contributes, by sharing and interpreting research, to establishing a process to make and review system- or school-level professional learning resource decisions based on equity as a priority criterion.	Contributes, by offering a review, to establishing a process to make and review system- or school-level professional learning resource decisions based on equity as a priority criterion.
Contributes to the process, as a member of a team, to make and review system- or school-level professional learning resource decisions based on equity as a priority criterion.	Contributes to the process, by sharing and interpreting research, to make and review system- or school-level professional learning resource decisions based on equity as a priority criterion.	Contributes to the process, by offering a review, to make and review system- or school-level professional learning resource decisions based on equity as a priority criterion.
Contributes, as a member of a team, to allocating system or school resources to achieve equity in meeting professional learning needs and identified goals.	Contributes, by sharing and interpreting research, to allocating system or school resources to achieve equity in meeting professional learning needs and identified goals.	Contributes, by offering a review, to allocating system or school resources to achieve equity in meeting professional learning needs and identified goals.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Builds capacity of system- and school-based teams and individuals to prioritize equity and effectiveness in decision-making about resources for professional learning.	Builds capacity of school-based teams and individuals to prioritize equity and effectiveness in decision-making about resources for professional learning.	Builds capacity of colleagues to prioritize equity and effectiveness in decision-making about resources for professional learning.	Builds capacity of clients to prioritize equity and effectiveness in decision-making about resources for professional learning.

Finally, select a desired outcome on the left to see four levels of implementation that your team can use for clarification and self-evaluation.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3
Contributes to establishing a system- or school-based system for quarterly tracking and monitoring professional learning resource use.	Contributes to establishing a system- or school-based system for semiannual tracking and monitoring professional learning resource use.	Contributes to establishing a system- or school-based system for annual tracking and monitoring professional learning resource use.
Contributes to gathering, quarterly, data on funding, time, materials, staff, and technology use for professional learning.	Contributes to gathering, semiannually, data on funding, time, materials, staff, and technology use for professional learning.	Contributes to gathering, annually, data on funding, time, materials, staff, and technology use for professional learning.
Contributes to analyzing, quarterly, the effectiveness and impact of resources using data and evidence.	Contributes to analyzing, semiannually, the effectiveness and impact of resources using data and evidence.	Contributes to analyzing, annually, the effectiveness and impact of resources using data and evidence.
Contributes to sharing, with diverse internal and external stakeholders, the impact of resource use on educator practice and student learning.	Contributes to sharing, with internal AND external stakeholders, the impact of resource use on educator practice and student learning.	Contributes to sharing, with internal OR external stakeholders, the impact of resource use on educator practice and student learning.

Desired Outcome

Level 1 (Ideal)	Level 2	Level 3	Level 4 (Entry)
Contributes to realigning resources, based on data and evidence, to support identified needs AND goals.	Contributes to realigning resources, based on data and evidence, to support identified needs OR goals.	Contributes to realigning resources to support identified goals.
Adheres to decisions about discontinuing, realigning, or increasing professional learning resources based on data and evidence.	Understands decisions about discontinuing, realigning, or increasing professional learning resources based on data and evidence.	Maintains awareness of decisions about discontinuing, realigning, or increasing professional learning resources based on data and evidence.

Desired outcomes for multiple roles

System/Central Office	Principal	Coach	External Provider
Measures the impact of the allocation of professional learning resources on changes in educator practice and their effect on student learning.	Measures the impact of the allocation of school-level professional learning resources on changes in educator practice and their effect on student learning.	Contributes to measuring the impact of the allocation of professional learning resources on changes in educator practice and their effect on student learning.	Measures the impact of the allocation of professional learning resources on changes in educator practice and their effect on student learning.
Adjusts resource allocation for professional learning based on data gathered from measuring the effects of professional learning.	Adjusts school-level resource allocation for professional learning based on data gathered from measuring the effects of professional learning.	Contributes to adjusting resource allocation for professional learning based on data gathered from measuring the effects of professional learning.	Contributes to adjusting resource allocation for professional learning based on data gathered from measuring the effects of professional learning.