1.5 Trusting Relationships Some relationships between Most relationships between Most staff members share a Relationships between teachers and teachers and instructional teachers and instructional relational, trust-focused culture instructional supports supports (e.g., coaches) are supports (e.g., coaches) are with each other and their (e.g., coaches) are not guided by trust, and some guided by trust, and most instructional supports (e.g., guided by trust; teachers feel instructional teachers feel that coaches) that is solution teachers feel coaching support is nonjudgmental, but instructional support is oriented and focused on and instructional this is inconsistent throughout nonjudgmental. There is improvement as exemplified by support is judgmental, the school. Some groups of evidence that most staff at frequent collaboration in and evidence of teachers may collaborate with least occasionally use developing standards-based collaboration among colleagues to share strategies, collegial relationships to units, examining student work, staff is limited. such as developing share strategies in such work analyzing student performance, units, examining student as developing and planning appropriate work, analyzing student units, examining interventions. Educators performance, and planning student work, analyzing regularly share their strengths appropriate interventions. student performance, and and struggles, in the spirit of However, this is not consistent planning appropriate helping each other continually among all staff. interventions. improve their practice. 1.6 Use of Time for The schedule includes The schedule does not include The schedule includes The schedule includes adequate Professional little or no time for adequate time for professional adequate time for time for professional Development and professional development opportunities, professional development development opportunities and Collaboration development or collaboration time for teachers opportunities and collaboration for most teachers. collaboration is limited, and/or the available collaboration for most There is a process in place for between teachers. time is not used effectively to teachers. Use of time is evaluating the schedule based improve teaching and learning. generally used well to on collected data to maximize improve teaching and opportunities for teacher learning. professional development and ensure it helps all educators continually improve their practice (e.g., targeted coaching, peer observations) and collaboration time.
1.5 Trusting Relationships Relationships between teachers and instructional supports (e.g., coaches) are not guided by trust; teachers feel coaching and instructional support is judgmental, and evidence of collaboration among staff is limited. Some relationships between teachers and instructional supports (e.g., coaches) are guided by trust, and some teachers feel instructional support is nonjudgmental, but this is inconsistent throughout the school. Some groups of teachers may collaborate with colleagues to share strategies, such as developing units, examining student work, analyzing student performance, and planning appropriate interventions. However, this is not consistent among all staff. Most relationships between teachers and instructional supports (e.g., coaches) are guided by trust, and most teachers feel that instructional support is nonjudgmental. There is evidence that most staff at least occasionally use collegial relationships to share strategies in such work as developing units, examining student work, analyzing student performance, and planning appropriate interventions. Most staff members share a relational, trust-focused culture with each other and their instructional supports (e.g., coaches) that is solution oriented and focused on improvement as exemplified by frequent collaboration in developing standards-based units, examining student work, analyzing student performance, and planning appropriate interventions. Educators regularly share their strengths and struggles, in the spirit of helping each other continually improve their practice. 1.6 Use of Time for Professional Development and Collaboration The schedule includes little or no time for professional development or collaboration between teachers. The schedule does not include adequate time for professional development opportunities, collaboration time for teachers is limited, and/or the available time is not used effectively to improve teaching and learning. The schedule includes adequate time for professional development opportunities and collaboration for most teachers. Use of time is generally used well to improve teaching and learning. The schedule includes adequate time for professional development opportunities and collaboration for most teachers. There is a process in place for evaluating the schedule based on collected data to maximize opportunities for teacher professional development and ensure it helps all educators continually improve their practice (e.g., targeted coaching, peer observations) and collaboration time.
monitor-site-visits-protocol.docx