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

District/Central Office > Equity Practices

Third, select a construct for the Equity Practices standard.

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District/Central Office > Curriculum, Assessment, and Instruction

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

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District/Central Office > Professional Expertise

Third, select a construct for the Professional Expertise standard.

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District/Central Office > 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 system and school leaders and staff, use of research to deepen knowledge on the importance of equity.	Models, for all system and school leaders, use of research to deepen knowledge on the importance of equity.	Models, for select system and school leaders, use of research to deepen knowledge on the importance of equity.	Models, for system leaders, use of research to deepen knowledge on the importance of equity.
Develops own, system and school leaders', and staff's capacity to analyze, synthesize, and share research to deepen knowledge on the importance of equity.	Develops own and system and school leaders' capacity to analyze, synthesize, and share research to deepen knowledge on the importance of equity.	Develops own and system or school 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, system and school leaders', and staff's 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 system AND school 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 and system OR school 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	Level 4 (Entry)
Develops own, system and school leaders', professional learning designers' and facilitators', and all staff's capacity to identify professional learning practices that demonstrate bias or disenfranchise any educator.	Develops own, system and school leaders', and professional learning designers' and facilitators' capacity to identify professional learning practices that demonstrate bias or disenfranchise any educator.	Develops own and system and school leaders' capacity to identify professional learning practices that demonstrate bias or disenfranchise any educator.	Develops own capacity to identify professional learning practices that demonstrate bias or disenfranchise any educator.
Establishes, for system and school leaders and professional learning designers and facilitators, learning options to deepen knowledge, skills, and dispositions to design and implement inclusive professional learning.	Establishes, for system and school leaders, learning options to deepen knowledge, skills, and dispositions to design and implement inclusive professional learning.	Establishes, for system leaders, learning options to deepen knowledge, skills, and dispositions to design and implement inclusive professional learning.
Supports, for all schools and system leaders, implementation of inclusive professional learning strategies (such as incorporating diverse perspectives, creating inclusive climates).	Supports, for all schools, school-based implementation of inclusive professional learning strategies (i.e. incorporating diverse perspectives, creating inclusive climates).	Supports, for select schools, implementation of inclusive professional learning strategies (such as incorporating diverse perspectives, creating inclusive climates).
Collects, analyzes, and interprets, more than 3 times per school year, qualitative feedback on equity of access and outcomes in professional learning practices.	Collects, analyzes, and interprets, 2-3 times per school year, qualitative feedback on equity of access and outcomes in professional learning practices.	Collects, analyzes, and interprets, 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.	Identifies protocols (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 and discontinues, continually, systemwide practices that demonstrate bias or disenfranchise educators.	Identifies and discontinues, frequently, systemwide practices that demonstrate bias or disenfranchise any learner.	Identifies and discontinues, occasionally, systemwide practices that demonstrate bias or disenfranchise any learner.

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.

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

Read the remaining content with membership access. Join or log in below to continue. See a full sample.

District/Central Office > Evidence

Third, select a construct for the Evidence standard.

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District/Central Office > Learning Designs

Third, select a construct for the Learning Designs standard.

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District/Central Office > Implementation

Third, select a construct for the Implementation standard.

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District/Central Office > Equity Foundations

Third, select a construct for the Equity Foundations standard.

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District/Central Office > Culture of Collaborative Inquiry

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

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District/Central Office > Leadership

Third, select a construct for the Leadership standard.

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District/Central Office > Resources

Third, select a construct for the Resources standard.

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Standards

Standards

Standards

IC Maps: Levels of Implementation

First, which role would you like to see?

Second, which standard will you examine?

Third, select a construct for the Equity Practices standard.

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

Third, select a construct for the Professional Expertise standard.

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

Desired Outcome

Desired outcomes for multiple roles

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

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

Third, select a construct for the Evidence standard.

Third, select a construct for the Learning Designs standard.

Third, select a construct for the Implementation standard.

Third, select a construct for the Equity Foundations standard.

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

Third, select a construct for the Leadership standard.

Third, select a construct for the Resources standard.

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