CW Magazine-Winter Edition November 2014 | Page 15

Close to Proficient
(Skill is emerging, but not
yet to ideal proficiency.
Coaching is
recommended.)

Far from Proficient
(Follow-up professional
development and coaching is
critical.)

Monthly agendas and
minutes show some but
not all of the four items
are addressed.

Monthly agenda and
minutes show none of the
items are addressed.

Agendas/Minutes from
each CDT indicate areas
of focus addressed

Meetings occur regularly
as scheduled, but for
less than 45 minutes or
occur alternating weeks.

Meeting times are irregular,
infrequent, and/or often
cancelled.

Building schedule for CDT
meetings, as well as
minutes confirming fidelity
to schedule

Evidence

Agenda include most
recommended items, but
not all.

Agendas include a few
recommended items, no
recommended items, or are
not developed.

Agendas/Minutes from
each CDT indicate areas
of focus addressed

Minutes include most
recommended items, but
not all.

Minutes include a few
recommended items, no
recommended items, or are
not developed.

CDT Minutes are archived
and Communication
structure is established

Norms are developed,
but not used routinely.

Norms are not developed.

Roles are usually
assigned, but not
always.

Roles are seldom or not
assigned.

< 80% of team
meetings, problemsolving and sharing
involves < 5 of the
following collaborative
behaviors. (See module
handout for detailed
description of each)

The collaborative behaviors
do not occur during team
meetings.

Collaborative data teams
allow educators to problem
solve collaboratively to
determine common purposes
and goals for improved
student outcomes for all
students. These teams set the
stage for data inquiry, during
which the focus shifts from
how students work to how
students think.

CDT Meeting documents
indicate norms are
utilized in meetings
CDT Meeting documents
indicate roles are agreed
on and utilized in
meetings

Team Functioning
Checklist

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