Rivet Check

This diagnostic is divided into four sections to help you quickly assess if your professional learning meets the definition of curriculum-based professional learning. We recommend answering the diagnostic questions for one content area (math, science, or ELA). You can repeat the diagnostic as often as you want to measure multiple content areas.

There are 20 questions, which should take about 15 minutes to answer. You will receive a green, yellow, or red score for each section when you submit your responses.

First: About you

Please select your role.

Which of the following best describes your primary goal for the professional learning you provide for your educators? (There are no right or wrong answers; this question just helps us understand what you want to achieve through your professional learning.)

Which content area will you consider as you answer the questions in this diagnostic?

Do you engage an external professional learning provider to provide professional learning for teachers and/or leaders?

In what state do you currently work?

Section 1: What is the content of your professional learning?

Ahead of their first year of implementing a new HQIM, we provide teachers and leaders with professional learning focused on building an initial understanding of the HQIM’s approach, design principles, content, instructional strategies, and routines.

Teachers' workshops and PLCs are specific to their content area and/or grade band (e.g., K–2).

Our professional learning supports teachers and leaders in understanding why every student needs access to rigorous, grade-level content in their HQIM and how to ensure all students engage in rigorous, grade-level tasks.

Our teachers participate in professional learning that equips them to analyze student work and assessment data from the HQIM, and they learn how to use this data to support all students.

Our leaders participate in professional learning that equips them to collect and analyze HQIM-specific data, such as assessments and walkthrough observations, that they can use to monitor and support strong implementation.

Teachers experienced in using the HQIM have opportunities to participate in professional learning that deepens their initial understanding of the HQIM and how to leverage the embedded supports to help all students meet grade-level expectations.

Section 2: Who provides professional learning in your school system?

The people designing and facilitating our professional learning are content area experts

The people designing and facilitating our professional learning have deep expertise in our specific HQIM.

Section 3: How are you providing professional learning?

Teachers participate in grade- or content-level collaborative planning meetings focused on the HQIM.

School system- and school-planned workshops are grounded in the HQIM to support teachers’ and leaders' understanding of the HQIM's resources, materials, instructional strategies, and routines and how to incorporate them into instruction.

During their collaborative planning meetings (e.g., PLCs), teachers have time to study upcoming lessons and units deeply. They complete formative and summative assessments as students would, analyze the progression of learning in the lesson/unit, and discuss potential challenges with colleagues.

During their collaborative planning meetings, teachers have time to rehearse parts of a lesson that may be challenging for teachers or students.

Our collaborative planning meetings provide teachers with opportunities to observe others teaching model lessons, whether live or on video, from their HQIM.

Our teachers receive actionable feedback from a knowledgeable coach, mentor, or peer that helps them use their HQIM skillfully.

Our school and school system leaders have opportunities to meet with HQIM experts to support them in implementing the HQIM.

Section 4: How do you plan for professional learning?

We create a school system-wide professional learning plan focused on helping teachers and leaders skillfully implement their HQIM every year and differentiated by role (teacher, leader, etc.) and HQIM experience (new, previously used HQIM).

We use a system for soliciting input and feedback from teachers and school leaders to inform the school system-wide professional learning plan.

We collect data about the strength of our HQIM implementation, such as walkthroughs, teacher and leader feedback, and HQIM-embedded assessment data, and use the data to inform our professional learning plans.

When we need to use an external professional learning provider, we have a process for vetting them to ensure they have deep expertise in the HQIM and can meet the needs of school system teachers and leaders.

Our professional learning plan names the HQIM expert, whether it’s an individual or organization, responsible for leading each component.

Professional Learning Diagnostic

by Rivet Education