2.3 Identifying and No formal data Formal strategies and processes Formal strategies and Formal teaming and Addressing Student collection process is in (e.g., instructional leadership processes (e.g., instructional collaboration strategies, Academic Needs for identifying team, collaborative planning, leadership team, processes (e.g., instructional individual students’ professional learning collaborative planning, leadership team, collaborative academic needs. communities) are in place, with professional learning planning, professional learning Specific protocols for protocols for using data and communities) and protocols communities), and protocols are using data and identifying actions to address for using data and identifying consistently used to address identifying actions to individual students’ academic actions to address individual individual students’ academic address student needs. However, the protocols students’ academic needs needs by: (1) using data, academic needs are may not be consistently used or are in place and consistently (2) identifying actions to address not in place. followed. used, but communication student learning needs, and among all staff about action (3) regularly communicating steps is limited. action steps among all staff and teams to build and sustain a professional culture of learning. 2.4 Classroom Instructional leaders Instructional leaders conduct Instructional leaders conduct Instructional leaders conduct Observation Data rarely or never occasional or routine classroom regular classroom weekly or daily classroom Use conduct class observations (e.g., learning observations (e.g., learning observations (e.g., learning observations (e.g., walkthroughs), primarily as a walkthroughs) to gauge the walkthroughs) focused on learning function of the principal role quality of instructional strengthening teachers’ walkthroughs). and with little to no timely practices and provide specific instructional practices and Evidence that specific feedback focused on and actionable feedback on provide specific and actionable and actionable strengthening teachers’ the quality and effectiveness feedback on the quality and feedback on the instructional practices. of instruction. However, this effectiveness of instruction to and Observation and feedback may information or data do not individual teachers and teacher effectiveness of be focused only on a few grades inform instructional teams. These data inform instruction is being or subject areas. conversations or the instructional conversations and provided to individual provision of targeted and the provision of targeted and teachers is limited or individualized supports (e.g., individualized supports (e.g., nonexistent. coaching) for teachers, as coaching) for teachers, as needed. needed.
2.3 Identifying and Addressing Student Academic Needs No formal data collection process is in for identifying individual students’ academic needs. Specific protocols for using data and identifying actions to address student academic needs are not in place. Formal strategies and processes (e.g., instructional leadership team, collaborative planning, professional learning communities) are in place, with protocols for using data and identifying actions to address individual students’ academic needs. However, the protocols may not be consistently used or followed. Formal strategies and processes (e.g., instructional leadership team, collaborative planning, professional learning communities) and protocols for using data and identifying actions to address individual students’ academic needs are in place and consistently used, but communication among all staff about action steps is limited. Formal teaming and collaboration strategies, processes (e.g., instructional leadership team, collaborative planning, professional learning communities), and protocols are consistently used to address individual students’ academic needs by: (1) using data, (2) identifying actions to address student learning needs, and (3) regularly communicating action steps among all staff and teams to build and sustain a professional culture of learning. 2.4 Classroom Observation Data Use Instructional leaders rarely or never conduct class observations (e.g., learning walkthroughs). Evidence that specific and actionable feedback on the and effectiveness of instruction is being provided to individual teachers is limited or nonexistent. Instructional leaders conduct occasional or routine classroom observations (e.g., learning walkthroughs), primarily as a function of the principal role and with little to no timely feedback focused on strengthening teachers’ instructional practices. Observation and feedback may be focused only on a few grades or subject areas. Instructional leaders conduct regular classroom observations (e.g., learning walkthroughs) to gauge the quality of instructional practices and provide specific and actionable feedback on the quality and effectiveness of instruction. However, this information or data do not inform instructional conversations or the provision of targeted and individualized supports (e.g., coaching) for teachers, as needed. Instructional leaders conduct weekly or daily classroom observations (e.g., learning walkthroughs) focused on strengthening teachers’ instructional practices and provide specific and actionable feedback on the quality and effectiveness of instruction to individual teachers and teacher teams. These data inform instructional conversations and the provision of targeted and individualized supports (e.g., coaching) for teachers, as needed.
monitor-site-visits-protocol.docx