C-5: Access learning experiences

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Teacher Action Pre-Novice Novice Beginning Proficiency Advanced Proficiency Exemplary
C-5 Access meaningful learning experiences that direct and inform teacher improvement Shows a lack of attempt or action In action…

Demonstrates attempt to engage in learning experiences aligned with the root cause In reflection…

Accurately describes a process for determining and accessing a resource or learning experience aligned with a root cause



Explains in a compelling way the importance of engaging in learning experiences aligned with a root cause



STRAND 1: The quality of the resources the teacher selects and their alignment to the teacher’s needs.
• Pursues resources or learning experiences that technically align with the underlying factor • Pursues credible and meaningful resources and learning experiences that align to the underlying factor • Pursues and/or creates varied and valuable resources and learning experiences (by consulting veteran teachers, reading articles, attending workshops, etc.) that are efficient, targeted and customized to align with the underlying factor
Teacher participates in a reasonably logical learning opportunity, though the resource might not meaningfully address the teacher’s root cause and will likely have a minimal impact on the teacher’s targeted knowledge, skills, or mindsets. Teacher chooses from a standard assortment of non-customized learning opportunities to select one that directly aligns with previously prioritized knowledge, skills, or mindsets and will likely have a significant impact on the teacher’s learning and practice. Teacher engages in an assortment of high-quality, challenging professional development activities (that directly and conclusively align with previously prioritized underlying factors), going so far as to facilitate and/or design his or her own learning opportunities to allow for customized, differentiated self-learning and to ensure a productive, rewarding experience that will likely impact the teacher’s practice substantially and holistically that the teacher may even share with others.
STRAND 2: The teacher’s frequency of and level of independent engagement in learning opportunities.
• Performs action when asked to do so • Performs action on regular occasions beyond staff-initiated formal interactions • Performs action continuously
The teacher participates in a professional development activity, but may view the process of accessing meaningful learning experiences as for others’ benefit rather than as a critical tool for increasing personal effectiveness. The teacher participates in professional development activities, actively engaging staff for suggestions and insight, reflecting independently, and/or collaborating with a partner to deepen the learning potential of these experiences. The teacher independently and pro-actively participates in professional development activities, by creating and conducting self-sustaining rituals and routines to integrate the lessons of the ongoing experiences into his or her daily execution.
STRAND 3: The teacher’s level of engagement in the learning experience s/he pursues and his/her commitment to getting the most out of the experience.
• Completes a learning experience that improves the teacher's knowledge, skill, or mindset to some degree • Maximizes a productive learning experience and masters the pursued knowledge, skill, or mindset • Masters the knowledge, skill, or mindset sought and extends opportunities to expand learning into other domains and needs
The teacher satisfies the minimal requirements of a learning opportunity and learns something of value (or limited value), but the activity does not completely or sufficiently provide the knowledge, skills or mindset that the teacher had sought to develop, and the teacher may lack a personal investment in the process. The teacher (a) invests himself or herself in the learning opportunity ( actively and fully digests all elements of the opportunity, asks follow-up questions, etc.), (b) works to understand the lessons of the experience and self-monitors comprehension, and (c) learns the intended knowledge, skills or mindset necessary to enhance the designated strength or to improve the designated deficiency. The teacher immerses himself or herself in multiple learning opportunities, following the most straight-forward time-saving approach, and tailoring the activities to best match the intended knowledge, skills or mindset, persisting until the learning is sufficient to maximize the designated strength or master the designated deficiency. The teacher seeks and seizes available optional and supplemental components of the experience to absorb as much benefit from the experience as possible. The experience may help the teacher master foundational skills that improve the teacher’s practice outside of the specific TAL teacher action identified.