staff staff professional development school has a year-long, focused plan for whole Our rating: professional occurs regularly but is not tightly aligned staff professional development aligned to school-wide development to the school’s priorities. priorities and growth goals. 1 2 3 4 effectiveness or relevance of school has a method for continually monitoring professional development is not the effectiveness of all professional development Evidence found in: monitored. (including coaching and teacher collaboration). structures ensure that professional development is ongoing, job-embedded and relevant to teachers. meet regularly but it is focused collaborate in regular cycles: quarterly for Our rating: on a mix of activities—planning, long-term unit planning, weekly to analyze formative and/or course teams professional development, and data assessment data and plan weekly instruction. 1 2 3 4 analysis—that may change from week to and specialists meet approximately every week. six weeks to discuss progress-monitoring data for Evidence found in: do not have a regular students receiving intervention. opportunity to discuss progress monitoring teams share ownership for results in student data to track effectiveness of student learning. intervention. are inclusive of general education, special for student learning results lies education, bilingual teachers and other specialists. primarily with individual teachers. are supported by an ILT member, team leader, typically takes place with or as appropriate. “expert”, general education teachers only. Special have protocols or processes in place for education, bilingual or other specialists team collaboration. typically plan and meet separately or only join the group occasionally. are meeting agendas, but no clear protocols or norms for discussion. Instructional typically takes place through school has a coaching plan that identifies Our rating: coaching informal associations or is only focused on teacher needs, who provides the coaching, and how a smaller group of teachers. frequently. 1 2 3 4 support for new teachers comes teachers are provided with effective induction from district-sponsored induction. support. Evidence found in: development decisions are have individual professional development not systematized and left to teacher tailored to their needs. initiative/discretion. consistently receive quality feedback that occasionally receive quality supports individual growth. feedback to support individual growth. coaching and cross-classroom visitation is also observation and cross-classroom used as a form of coaching. visitation happens occasionally, but not as an integral part of the school’s plan for professional learning.
staff professional development staff professional development occurs regularly but is not tightly aligned to the school’s priorities. effectiveness or relevance of professional development is not monitored. school has a year-long, focused plan for whole staff professional development aligned to school-wide priorities and growth goals. school has a method for continually monitoring the effectiveness of all professional development (including coaching and teacher collaboration). structures ensure that professional development is ongoing, job-embedded and relevant to teachers. Our rating: 1 2 3 4 Evidence found in: and/or course teams meet regularly but it is focused on a mix of activities—planning, professional development, and data analysis—that may change from week to week. do not have a regular opportunity to discuss progress monitoring data to track effectiveness of student intervention. for student learning results lies primarily with individual teachers. typically takes place with general education teachers only. Special education, bilingual or other specialists typically plan and meet separately or only join the group occasionally. are meeting agendas, but no clear protocols or norms for discussion. collaborate in regular cycles: quarterly for long-term unit planning, weekly to analyze formative assessment data and plan weekly instruction. and specialists meet approximately every six weeks to discuss progress-monitoring data for students receiving intervention. teams share ownership for results in student learning. are inclusive of general education, special education, bilingual teachers and other specialists. are supported by an ILT member, team leader, or “expert”, as appropriate. have protocols or processes in place for team collaboration. Our rating: 1 2 3 4 Evidence found in: Instructional coaching typically takes place through informal associations or is only focused on a smaller group of teachers. support for new teachers comes from district-sponsored induction. development decisions are not systematized and left to teacher initiative/discretion. occasionally receive quality feedback to support individual growth. observation and cross-classroom visitation happens occasionally, but not as an integral part of the school’s plan for professional learning. school has a coaching plan that identifies teacher needs, who provides the coaching, and how frequently. teachers are provided with effective induction support. have individual professional development tailored to their needs. consistently receive quality feedback that supports individual growth. coaching and cross-classroom visitation is also used as a form of coaching. Our rating: 1 2 3 4 Evidence found in: