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Hybrid Learning Guide: Self Evaluation Rubric - Domain I

Self Evaluation Rubric for Domain I

Domain I: Research & Reflection -- 1. Preconditions

Organizations looking to move to Hybrid Learning should organize a team to manage the complexity of the transition to the new instructional model. The rationale behind having the team is to provide more perspective, build a sense of shared investment, and to manage workload. It also allows for the distribution of responsibility and expertise, to ensure Federal, State, and other requirements are met, manage essential aspects of planning, and to mitigate problems if there is a need to rapidly modify the program plan. 

Self-Assessment Indicator: I. 1 - Preconditions

1: Disagree

2: Slightly Disagree

3: Slightly Agree

4: Agree

*I.1.a. Our school/organization has a Hybrid Learning Transition Team that represents an adequate cross section of our stakeholders and has decision making authority over related purchasing, scheduling, instructional program design, and professional development, program success metrics, grading policy, and crisis management.

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4

*I.1.b. Our Transition Team has established decision making processes and team members understand their responsibilities.

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4

**I.1.c. Our Transition team has reviewed and confidently addressed concerns related to the current CDE Guidance.

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*I.1.d. Our school reviewed and confidently addressed concerns related to their current district initiatives and resources to support Hybrid and Online Learning.

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*I.1.e. Our Transition Team has identified or eliminated other concerns not covered by CDE or district guidance, such as new teacher on-boarding and development, community concerns, unique individual learner needs, hardware and software selection, etc..

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*Reference/Resource:Site-Based 

**Reference/Resources: CDE 2020-21 Planning Resources, CDE Instructional Policy Instructional Time, CDE 2020-21 Safe Schools (COVID-19) Resources, CDE Getting Started at Home, CDE Remote Learning Supports, CDE Pupil Count

Additional Resources and Exemplars

The primary goal in this section is build a Transition Team to 1) broaden perspectives to ideally include all stakeholders, 2) distribute leadership and workload, and 3) capitalize on expertise of specialists. It will be essential that this team be able to effective monitor, understand, and adjust to the wide breadth of information and needs of a complex organization.

Useful Tools:

Potential Reads:

  • Leverage Leadership 2.0 by Paul Bambrick-Santoyo: (See chapter on Team Management)


Domain I: Research & Reflection -- 2. Access & Infrastructure

Hybrid Learning programs are distinct from strictly remote programs in their dependence on digital tools. As such, it is essential to establish that access to digital curriculum and online learning sessions is equitable and safe, as well as consistent with non-digital materials and resources. 

Self Assessment Indicator: I. 2 - Access & Infrastructure

1: Disagree

2: Slightly Disagree

3: Slightly Agree

4: Agree

*I.2.a. All students have easily accessible and reliable internet outside the school. (This indicator must be a 4 for successful hybrid learning to occur)

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*I.2.b. Students have a reliable Wi-Fi equipped device outside the school. (This indicator must be a 4 for successful hybrid learning to occur)

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*I.2.c. Our organization has an effective plan for how required software updates will be made, how software will be deployed, and how technical assistance for students will be handled.

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**I.2.d. All staff understand what needs to be done to maintain student internet safety and data security.

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4

*I.2.e. Non-digital materials (e.g. curriculum consumables) are aligned to digital content and available for any student.

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4

*Reference/Resource:Site-Based

**Reference/Resources: CDE Data Privacy Office, CDE Learning From Home, US DoE: Privacy

Additional Resources and Exemplars

The essential objectives of this section is to ensure that students will have usable digital tools. Much of this work will require schools to collaborate with local broadband providers and district/school level technology teams to ensure seamless digital access.

Exemplars:

Useful Tools:

Potential Reads:

  • The New One-Page Project Manager by Clark and Mick Campbell: This text offers both project management practice and simplified design and can be useful for planning deployment and purchasing.

Domain I: Research & Reflection -- 3. Capacity & Resources

To support a vision for Hybrid Learning, organizations will need to be nimble enough to make local decisions over people, time and money, and to ensure that they have an action plan that anticipates resource needs, knowledge gaps, and change management processes. 

Self Assessment Indicator: I. 3 - Capacity & Resources

1: Disagree

2: Slightly Disagree

3: Slightly Agree

4: Agree

*I.3.a. Our school/organization has an action plan to support the transition to Hybrid Learning.

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*I.3.b. Our school/organization is confident technology services and educational technology personnel can support students, parents and educators adequately.

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**I.3.c. The instructional practices needed for our school/organization's Hybrid Learning program are consistent with state teacher effectiveness standards.

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*I.3.d. Funds are budgeted for hardware repair, replacement, and refurbishment.

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*I.3.e. Where needed, funds are budgeted for personnel to manage hardware, software, and other technical support.

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*I.3.f. Personnel are assigned to maintain and manage software updates, hardware management, and software licensing.

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4

*Reference/Resource: Site-Based

**Reference/Resources: CDE Teacher Effectiveness Rubric, CDE COVID-19 Principal Resources

Additional Resources and Exemplars

Shifting to a different mode of instruction is complex, and it requires change management planning for success. This section is dependent on the development of an action plan to manage that change. It is important to be able to articulate plans with an alignment of vision to how people, time, and money will be used to support it.

Exemplars:

Useful Tools:

Potential Reads:

  • Better Together, by Vander Ark and Dobyns: Useful information on program scaling, advocacy, and change management and an extensive list of schools curated that serve as potential exemplars of innovation promise points.

Domain I: Research & Reflection -- 4. Philosophical Alignment


Successful programs using online and remote learning options often have shared understanding around program purpose and direction. Looking to larger shared philosophical beliefs of the community not only speaks to purpose, but they also add to the general clarity and shared investment in program direction. 

Self-Assessment Indicator: I. 4 - Philosophical Alignment

1: Disagree

2:
Slightly Disagree

3:
Slightly Agree

4: Agree

*I.4.a. There is a shared understanding between stakeholders as to the purpose of education and how it connects with the mission and vision of the educational organization.

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**I.4.b. Organizational leadership and staff have a mindset supportive of the use of digital tools.

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**I.4.c. Our school/organization is confident that Hybrid Learning is the best direction for our educational program, and we can explain through comparison to other options why Hybrid Learning is the best option for our setting.

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**I.4.d. Parents, guardians, and community members understand their roles in supporting the vision and needs of the educational organization.

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*Resource/Reference: Site-Based

**Reference/Resources: I-4B- ISTE Leadership Standards, ISTE Educator Standards, I.4b &d-CDE Teacher, Family, & Staff Preparation 

Additional Resources and Exemplars

To have philosophical alignment within a program and between stakeholders requires that all involved be able to speak to “Why” the program is designed the way it is. The goal is to have commonality in purpose and shared agreements on process.

Exemplars:

  • The Beacon Network  in Denver, CO has an articulated purpose which answers the "why" for their program.
  • Iris Center learning module: For parents to support learning and accommodations from home during the COVID-19 closures serves as an example of active outreach for parental involvement in fulfilling a vision and purpose for education.

Useful Tools:

Potential Reads: