Evidence of Implementation: Survey, professional development plans, discipline data, student achievement data, etc. PROFESSIONAL CULTURE FOR TEACHERS AND STAF PRINCIPAL/ASSISTANT PRINCIPAL PC- 1 Develops instructional capacity in staff. An instructional leader provides professional development that is aligned with the Maryland Professional Development Standards that builds instructional capacity of staff. Highly Effective Effective Needs Improvement Ineffective Utilizes multiple sources of data to Utilizes multiple sources of data to Utilizes limited sources of data to Does not use data sources to determine group and individual determine professional determine professional determine professional professional development needs. development needs. development needs. development needs. Provides ongoing, results-oriented Provides ongoing, results-oriented Provides professional development Does not execute a professional professional development that is professional development that is that lacks follow-through and is development plan for faculty and aligned with identified curricular, aligned with identified curricular, not connected to school staff. instructional, and assessment needs instructional, and assessment needs improvement goals. Professional development activities and is connected to school and is connected to school Provides professional development are not differentiated to reflect staff improvement goals that are improvement goals. that is partially differentiated but and/or student need. reviewed and responsive to Provides differentiated does not take staff and/or student Collaborative planning is not changing needs of the school. professional development need into consideration. promoted. Provides differentiated according to needs of staff and Limited opportunities are provided Does not emphasize teamwork and professional development based on student performance. for staff to engage in collaborative teachers work mostly in isolation individual staff needs in order to Provides opportunities for staff to planning and critical reflection. from colleagues. achieve school improvement plan engage in collaborative planning Suggests that teacher teams work goals. and critical reflection. together to address students’ Provides opportunities for staff to Orchestrates regular teacher team learning problems. engage in collaborative planning meetings as the prime focus for and critical reflection during the professional learning. school day that is consistent and in alignment with the school improvement plan. Develops teams to take ownership for using data and student work to drive constant refinement of
Evidence of Implementation: Survey, professional development plans, discipline data, student achievement data, etc. PROFESSIONAL CULTURE FOR TEACHERS AND STAF PRINCIPAL/ASSISTANT PRINCIPAL PC- 1 Develops instructional capacity in staff. An instructional leader provides professional development that is aligned with the Maryland Professional Development Standards that builds instructional capacity of staff. Highly Effective Effective Needs Improvement Ineffective Utilizes multiple sources of data to determine group and individual professional development needs. Provides ongoing, results-oriented professional development that is aligned with identified curricular, instructional, and assessment needs and is connected to school improvement goals that are reviewed and responsive to changing needs of the school. Provides differentiated professional development based on individual staff needs in order to achieve school improvement plan goals. Provides opportunities for staff to engage in collaborative planning and critical reflection during the school day that is consistent and in alignment with the school improvement plan. Develops teams to take ownership for using data and student work to drive constant refinement of Utilizes multiple sources of data to determine professional development needs. Provides ongoing, results-oriented professional development that is aligned with identified curricular, instructional, and assessment needs and is connected to school improvement goals. Provides differentiated professional development according to needs of staff and student performance. Provides opportunities for staff to engage in collaborative planning and critical reflection. Orchestrates regular teacher team meetings as the prime focus for professional learning. Utilizes limited sources of data to determine professional development needs. Provides professional development that lacks follow-through and is not connected to school improvement goals. Provides professional development that is partially differentiated but does not take staff and/or student need into consideration. Limited opportunities are provided for staff to engage in collaborative planning and critical reflection. Suggests that teacher teams work together to address students’ learning problems. Does not use data sources to determine professional development needs. Does not execute a professional development plan for faculty and staff. Professional development activities are not differentiated to reflect staff and/or student need. Collaborative planning is not promoted. Does not emphasize teamwork and teachers work mostly in isolation from colleagues.