Professional development for the This indicator will ensure a clear focus on effective teaching whole faculty includes assessment of practices and on planning professional development based on strengths and areas in need of review of classroom data and teacher observations. The focus of improvement from classroom this indicator is on providing targeted professional development, observations of indicators of effective not on formal evaluation of teachers, to improve practice in the teaching. (72) areas of greatest need. Units of instruction include This indicator will ensure that teachers plan of instruction standards-based objectives and that include standards-based objectives and criteria for mastery. criteria for mastery. (89) Schools can include work that is being done to address the Common Core State Standards into their plans for this indicator. Units of instruction include pre- This indicator will ensure that all teachers have a and to assess student mastery test system in place for all students, in order to track mastery and of standards-based objectives. (91) to make adjustments to instruction as needed. The school tests each student at least These three indicators will ensure that regular assessment of 3 times each year to determine student progress toward standards-based objectives is taking progress toward standards-based place and that the School Leadership Team and Instructional objectives. (100) Teams are reviewing the results and using those results to drive instructional planning, including providing specific interventions The Leadership Team monitors student learning data. for a specific student or a group of students based on data. (105) Instructional Teams review the results of unit pre-/post-tests to make decisions about the curriculum and instructional plans and to identify students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of their early mastery of objectives). (2623) All teachers differentiate This indicator ensures that all teachers in a school differentiate assignments (individualize instruction on pre-test data or other student performance instruction) in response to individual data. The School Leadership Team will document how this is student performance on pre-tests happening or what plans are being made to ensure that it begins and other methods of assessment. to happen. (116)
Professional development for the whole faculty includes assessment of strengths and areas in need of improvement from classroom observations of indicators of effective teaching. (72) This indicator will ensure a clear focus on effective teaching practices and on planning professional development based on review of classroom data and teacher observations. The focus of this indicator is on providing targeted professional development, not on formal evaluation of teachers, to improve practice in the areas of greatest need. Units of instruction include standards-based objectives and criteria for mastery. (89) This indicator will ensure that teachers plan of instruction that include standards-based objectives and criteria for mastery. Schools can include work that is being done to address the Common Core State Standards into their plans for this indicator. Units of instruction include to assess student mastery of standards-based objectives. (91) This indicator will ensure that all teachers have a pre- and system in place for all students, in order to track mastery and to make adjustments to instruction as needed. The school tests each student at least 3 times each year to determine progress toward standards-based objectives. (100) These three indicators will ensure that regular assessment of student progress toward standards-based objectives is taking place and that the School Leadership Team and Instructional Teams are reviewing the results and using those results to drive instructional planning, including providing specific interventions for a specific student or a group of students based on data. The Leadership Team monitors student learning data. (105) Instructional Teams review the results of unit pre-/post-tests to make decisions about the curriculum and instructional plans and to identify students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of their early mastery of objectives). (2623) All teachers differentiate assignments (individualize instruction) in response to individual student performance on pre-tests and other methods of assessment. (116) This indicator ensures that all teachers in a school differentiate instruction on pre-test data or other student performance data. The School Leadership Team will document how this is happening or what plans are being made to ensure that it begins to happen. test
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