Distinguished - Seven to ten slides including title and references slides are included and are free of excessive illustrations and text and include high contrast colors for readability. Title slide includes all members’ names. References slide includes at least one reference per topic and each are cited within the body of your slides.

Proficient - Seven to ten slides including title and references slides are included and are mostly free of excessive illustrations and text. Slides are mostly readable with the use of high contrast colors. Title and references slides contain required information. References for each required topic are not included and/or not cited within the body of the text.

Basic - Five to six slides including title and references slides are included and are mostly free of excessive illustrations and text. Slides are mostly readable with the use of high contrast colors. Title and references slides contain required information. References for each required topic are not included and/or not cited within the body of the text.

Below Expectations - Fewer than five slides including title and references slides are included and may contain excessive illustrations and/or text. Title and/or references slides do not contain all required information and references for each required topic are not included and/or not cited within the body of the text.

Non-Performance - The presentation slides significantly lack the required components described in the assignment instructions.

Distinguished - Clearly and succinctly creates a shared school vision that includes all three elements by Hirsch and Hord (2013, p. 58) and creates five to seven Guiding Principles of Professional Learning (Development) are described in one to two slides.

Proficient - Creates a moderately succinct shared school vision that includes all three elements by Hirsch and Hord (2013, p. 58) and creates five to seven Guiding Principles of Professional Learning (Development) are described in one to two slides.

Basic - Creates a shared school vision that includes the three elements by Hirsch and Hord (2013, p. 58) and creates five to seven Guiding Principles of Professional Learning (Development) are described but is either not succinct or off target.

Below Expectations - Creates a shared school vision that includes fewer than the three elements by Hirsch and Hord (2013, p. 58) and/or creates fewer than 5 Guiding Principles of Professional Learning (Development) are described.

Non-Performance - Dimension 2: Shared Beliefs and Vision is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - No more than five succinctly PLC norms are constructed and include considerations for respect, positive esteem, and shared trust amongst members.

Proficient - Between three and five PLC norms are constructed and include considerations for respect, positive esteem, and shared trust amongst members.

Basic - Fewer than three PLC norms are constructed. Some include considerations for respect, positive esteem, and shared trust amongst members.

Below Expectations - One to two PLC norms are constructed or greater than five are included. Few include considerations for respect, positive esteem, and shared trust amongst members.

Non-Performance - Dimension 3: Supportive Relational Conditions is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - In one to two slides, provides a clear and succinct explanation as to how your PLC will use a variety of assessments and other sources of student-data to determine student achievement as well as areas where improvement and attention are needed. 

Proficient - In one to two slides provides a general explanation on how the PLC will use a variety of assessments and other sources of student-data to determine student achievement as well as areas where improvement and attention are needed.

Basic - In one to two slides, provides a brief explanation that include some, but not all recommended types of student data sources to determine student achievement and areas needing improvement and attention. 

Below Expectations - Provides a minimal explanation that does not include a mixture of student data sources when determining student achievement and areas needing improvement and attention or information shared is excessive and goes beyond the two slide limit. 

Non-Performance - Dimension 4: Intentional, Collegial Learning is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - In one to two slides, devises a practical and succinctly described plan separate from pre-scheduled professional development for the purpose of PLC members and groups to share personal practices. Follow up, coaching, and observations are a part of the plan. 

Proficient - In one to two slides, devises a practical and clear plan separate from pre-scheduled professional development for the purpose of PLC members and groups to share personal practices. Follow up, coaching, and observations are a part of the plan.

Basic - In one to two slides, devises a plan that is vaguely described or is not considered as a separate part of the pre-scheduled professional development time. Follow up, coaching, and observations are not all included as part of the plan or are limited in detail. 

Below Expectations - The plan is either non descriptive or is impractical, failing to address a time separate from the pre-scheduled professional development time. Follow up, coaching, and observations are not part of the plan.

Non-Performance - Dimension 5: Shared Practice is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.

Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.

Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.

Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors. 

Basic - Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements. 

Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Proficient - Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Basic - Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.

Below Expectations - Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.