Professional Collaboration). For a full list of the practices and indicators implementation continuum, see Appendix A. Figure 1. Example of Indicators Within Turnaround Practice 1: Leadership, Shared Responsibility, and Professional Collaboration Turnaround Practice 1. Leadership, Shared Responsibility, and Professional Collaboration Item Indicators Limited Evidence Developing Providing Sustaining Number 1.4 Monitoring School leaders School leaders prioritize School leaders prioritize School leaders are actively Implementation rarely prioritize improvement initiatives for improvement initiatives; engaged in monitoring and School improvement implementation; however, processes and protocols implementation of Progress initiatives for processes and protocols for for systemic turnaround efforts, use this implementation systemic implementation implementation are well information to prioritize nor are are emerging or not well defined. A majority of initiatives and strategies, processes or defined. staff members are aware communicate progress and protocols in place of the priorities, and challenges and seek input for systemic some monitoring of from staff, and continuously implementation. these initiatives takes and systematically monitor place. progress. 1.54 Trusting Relationships Some relationships between Most relationships Most staff members share a Relationships between teachers teachers and instructional between teachers and relational, trust-focused and instructional supports (e.g., coaches) are instructional supports culture with each other and supports (e.g., guided by and some (e.g., coaches) are guided their instructional supports coaches) are not teachers feel instructional by trust, and most (e.g., coaches) that is guided by trust; support is nonjudgmental, teachers feel that solution oriented and teachers feel but this is inconsistent instructional support is focused on improvement as coaching and throughout the school. nonjudgmental. There is exemplified by frequent instructional Some groups of teachers evidence that most staff collaboration in developing support is may collaborate with at least occasionally use standards-based units, judgmental, and colleagues to share collegial relationships to examining student work, evidence of strategies, such as share strategies in such analyzing student collaboration developing standards-based work as developing performance, and planning among staff is units, examining student standards-based units, appropriate interventions. limited. work, analyzing student examining student work, Educators regularly share performance, and planning analyzing student their strengths and appropriate interventions. performance, and struggles, in the spirit of However, this is not planning appropriate helping each other consistent among all staff. interventions. continually improve their practice.
Professional Collaboration). For a full list of the practices and indicators implementation continuum, see Appendix A. Figure 1. Example of Indicators Within Turnaround Practice 1: Leadership, Shared Responsibility, and Professional Collaboration Turnaround Practice 1. Leadership, Shared Responsibility, and Professional Collaboration Item Number Indicators Limited Evidence Developing Providing Sustaining 1.4 Monitoring Implementation and School Progress School leaders rarely prioritize improvement initiatives for implementation nor are processes or protocols in place for systemic implementation. School leaders prioritize improvement initiatives for implementation; however, processes and protocols for systemic implementation are emerging or not well defined. School leaders prioritize improvement initiatives; processes and protocols for systemic implementation are well defined. A majority of staff members are aware of the priorities, and some monitoring of these initiatives takes place. School leaders are actively engaged in monitoring implementation of turnaround efforts, use this information to prioritize initiatives and strategies, communicate progress and challenges and seek input from staff, and continuously and systematically monitor progress. 1.54 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 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 standards-based 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 standards-based 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.
monitor-site-visits-protocol.docx