They do not reflect the instructional goals of the school.

They reflect the instructional goals of the school, but do not address needs for teacher learning.

They reflect the learning needs for some teachers, but are not differentiated to address the various learning needs of the teachers.

They are differentiated to address the various learning needs of teachers, but do not utilize teacher expertise.

They are differentiated to address the various learning needs of teachers and delivered using the expertise of teachers.