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Teacher Collaboration Assessment Rubric Authors Woodland (2016) Citation Woodland, R. H. (2016). Evaluating PK-12 Professional Learning Communities: An Improvement Science Perspective. American Journal of Education, 37(4), 505-521. Purpose This rubric operationalizes and measures the effectiveness of professional learning communities using an improvement science approach. Population The rubric was designed for PK-12 teachers participating in professional learning communities but may also be used as a tool to measure other collaborations. The article mentions multiple applications of TCAR but does not provide detail covering the number of participants. Administra tion Professional learning community participants respond to each item on the 26-item rubric. Each item includes three response options (2,1,0). The form is unique in that it asks participants to choose the process for administering the TCAR. It could be recollection and reflection by team members, a video observation, an in-person observation, a review of meeting agendas/minutes, or an administrator consultation with team members. Descriptio n The 26-item rubric assesses four aspects of professional learning communities: Dialogue, Decision-making, Action, Evaluation (DDAE). Reliabilit y Reliability data were not reported. Validity The rubric operationalizes professional learning communities and each aspect of DDAE. It appears to have face validity. Strengths This paper contributes an instrument for measuring professional learning communities which may be used as a measure of leadership or of the effectiveness of PLCs themselves. The rubric is trying to prevent “collaboration lite,” a trap common among PLCs in which participants gather and have congenial, imprecise conversations instead of conversations focused on improving instruction and student outcomes. The paper further describes how the rubric may be used in developmental, formative, and outcome evaluation. Weaknesses The paper mentions numerous applications of the instrument but does not provide reliability data that would indicate robustness.

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Teacher Collaboration Assessment RubricAuthors Woodland (2016)

Citation Woodland, R. H. (2016). Evaluating PK-12 Professional Learning Communities: An Improvement Science Perspective. American Journal of Education, 37(4), 505-521.

Purpose This rubric operationalizes and measures the effectiveness of professional learning communities using an improvement science approach.

Population

The rubric was designed for PK-12 teachers participating in professional learning communities but may also be used as a tool to measure other collaborations.

The article mentions multiple applications of TCAR but does not provide detail covering the number of participants.

Administration

Professional learning community participants respond to each item on the 26-item rubric. Each item includes three response options (2,1,0). The form is unique in that it asks participants to choose the process for administering the TCAR. It could be recollection and reflection by team members, a video observation, an in-person observation, a review of meeting agendas/minutes, or an administrator consultation with team members.

Description The 26-item rubric assesses four aspects of professional learning communities: Dialogue, Decision-making, Action, Evaluation (DDAE).

Reliability Reliability data were not reported.

Validity The rubric operationalizes professional learning communities and each aspect of DDAE. It appears to have face validity.

Strengths

This paper contributes an instrument for measuring professional learning communities which may be used as a measure of leadership or of the effectiveness of PLCs themselves. The rubric is trying to prevent “collaboration lite,” a trap common among PLCs in which participants gather and have congenial, imprecise conversations instead of conversations focused on improving instruction and student outcomes. The paper further describes how the rubric may be used in developmental, formative, and outcome evaluation.

Weaknesses The paper mentions numerous applications of the instrument but does not provide reliability data that would indicate robustness.