expectations of the new Principals tend to run their the CCRS and are ready to Evidence that educator standards? observe and support teachers schools’ educator enrollment in PD and use of on the new standards Is this professional learning evaluation systems in instructional materials is The vast majority of principals changing the way that principals isolation from other CCRS being driven by feedback exercise instructional leadership in resources, including aligned and educator leaders are fully from the evaluation system their buildings? instructional materials and capable of integrating teacher Evidence of changed principal aligned professional evaluation systems with practice as a result of learning opportunities, CCRS-aligned instructional programs, as self-reported or because the resources materials and professional as observed in schools themselves are offered to learning programs to create a them in isolation comprehensive developmental Principals will have to rely experience for teachers mostly on properly trained There is clear evidence that content teachers for the vast majority of principals instructional leadership have developed new There is little to no structures to support educators’ collaboration, evidence that principals learning and growth focused have put the structures, on the CCRS, and that they resources, or school are monitoring CCRS cultures in place to implementation progress in facilitate CCRS their schools implementation in their schools, or that they have plans to do so Student Supports
expectations of the new standards? Is this professional learning changing the way that principals exercise instructional leadership in their buildings? Principals tend to run their schools’ educator evaluation systems in isolation from other CCRS resources, including aligned instructional materials and aligned professional learning opportunities, because the resources themselves are offered to them in isolation Principals will have to rely mostly on properly trained content teachers for instructional leadership There is little to no evidence that principals have put the structures, resources, or school cultures in place to facilitate CCRS implementation in their schools, or that they have plans to do so the CCRS and are ready to observe and support teachers on the new standards The vast majority of principals and educator leaders are fully capable of integrating teacher evaluation systems with CCRS-aligned instructional materials and professional learning programs to create a comprehensive developmental experience for teachers There is clear evidence that the vast majority of principals have developed new structures to support educators’ collaboration, learning and growth focused on the CCRS, and that they are monitoring CCRS implementation progress in their schools Evidence that educator enrollment in PD and use of instructional materials is being driven by feedback from the evaluation system Evidence of changed principal practice as a result of programs, as self-reported or as observed in schools Student Supports