California Department of Education
Taking Center Stage – Act II

Evidence Checklist

Recommendation 10—Professional Learning

This walk-through checklist is provided to help school teams informally gauge their progress in implementing the Recommendation on professional learning.


Evidence of recommendation implementation


Staff records show that only highly qualified teachers (HQT) are teaching their respective credentialed courses.


Teachers appear to reflect the school’s demographics and find ways to connect to all students.


Agendas and minutes of staff meetings show the focus is on intensive, high quality, ongoing professional learning that is specifically relevant to middle grades students.


Agendas and minutes of staff meetings show that the school’s teachers share best practices, strategies, and success stories.


Teachers, through proper training, are seen as being sensitive to young adolescents’ physical, intellectual, emotional, and ethical growth. They are trained to recognize age-related problems.


Every staff member can describe the content and the focus of ongoing professional development both in the school and from outside trainings.


Professional development agendas show commitment to learning about how to provide specific feedback to enhance student learning.


Staff meeting agendas show schoolwide professional development to help teachers learn how to tie lessons to grade-level standards.


All teaching team members can describe and report the benefits of the support and training they receive to function as a professional learning community, including coaching, mentoring, and peer observations.


Agendas from weekly team meetings show that members use the time to design and analyze results from common assessments, improve instructional strategies, design cross-curricular connections, plan interventions for struggling students, and coordinate community-building experiences.


There is evidence of peer observations used for coaching and mentoring with the goal of improving instructional methods.


The bell schedule shows that there is time built in the school day for teacher collaboration.


Staff agendas show that there is ongoing teacher collaboration by subject and by grade level.


Agendas from professional learning sessions throughout the year show continuous learning about how to help young adolescents learn standards-based content.


Students use academic language to talk about meeting their targets and goals, and ongoing progress in general with mastering the California Grade-Level Standards.


The school leadership team can describe the current year’s coordinated professional learning plan for each team and for the entire school staff, including the goals of the professional learning plan and the success of the previous year’s plan.

Evidence Checklists Index

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