teaching writing and communication skills. initiative to build the skills and practice of colleagues through job-embedded peer coaching while addressing the learning needs of staff. b) Writing and communication goals b) Teacher leaders develop school-wide b) Teacher leaders work with staff to are not developed, or if developed, writing and communication goals and develop school-wide writing and are non-specific, or rarely addressed. annually revisit those goals. communication goals and revisit those goals on an ongoing basis, both formally and informally. c) Teacher leaders are not utilized c) Teacher leaders support the professional c) Teacher leaders support the professional within the school to support the development action plan through facilitating development action plan through professional development action learning and modeling best practices for facilitating learning and modeling best plan or the writing program. instruction in writing and communication skills. practices for instruction in writing and communication skills, as identified from formative and summative assessments. d) Leadership and teacher leaders d) Teacher leaders are engaged in d) Teacher leaders collectively gather data, do not engage in collaborative collaborative decision-making, and follow up make decisions, and follow up to support decision-making regarding the writing on leadership decisions to support teacher ongoing progress in goals-driven writing and program or the professional develop writing and communications instruction. communications initiatives. action plan. e) Schools rarely utilize internal or e) Teacher leaders utilize outside experts and e) Teacher leaders collaborate with internal external experts and/or resources to resources as appropriate to support the and external experts to share expertise support the professional professional development action plan. related to writing and communications. development action plan. 5 0 0 Points Rationale, Demonstrator 3. Teacher Leadership- Needs Improvement based on the following reasons: including a There is no evidence that PLC’s are functioning in the capacity to support a systematic approach to detailed list of writing and communication development. evidence There is a component in the CSIP to develop writing or communication goals; however, no monitoring supporting system. judgments There are no teacher leaders in our school. We do not have Department chairs. There is a representative from the District office, but they are not on site.
b) Writing and communication goals are not developed, or if developed, are non-specific, or rarely addressed. c) Teacher leaders are not utilized within the school to support the professional development action plan or the writing program. d) Leadership and teacher leaders do not engage in collaborative decision-making regarding the writing program or the professional develop action plan. e) Schools rarely utilize internal or external experts and/or resources to support the professional development action plan. teaching writing and communication skills. b) Teacher leaders develop school-wide writing and communication goals and annually revisit those goals. c) Teacher leaders support the professional development action plan through facilitating learning and modeling best practices for instruction in writing and communication skills. d) Teacher leaders are engaged in collaborative decision-making, and follow up on leadership decisions to support teacher writing and communications instruction. e) Teacher leaders utilize outside experts and resources as appropriate to support the professional development action plan. initiative to build the skills and practice of colleagues through job-embedded peer coaching while addressing the learning needs of staff. b) Teacher leaders work with staff to develop school-wide writing and communication goals and revisit those goals on an ongoing basis, both formally and informally. c) Teacher leaders support the professional development action plan through facilitating learning and modeling best practices for instruction in writing and communication skills, as identified from formative and summative assessments. d) Teacher leaders collectively gather data, make decisions, and follow up to support ongoing progress in goals-driven writing and communications initiatives. e) Teacher leaders collaborate with internal and external experts to share expertise related to writing and communications. Points 5 0 0 Rationale, including a detailed list of evidence supporting judgments Demonstrator 3. Teacher Leadership- Needs Improvement based on the following reasons: There is no evidence that PLC’s are functioning in the capacity to support a systematic approach to writing and communication development. There is a component in the CSIP to develop writing or communication goals; however, no monitoring system. There are no teacher leaders in our school. We do not have Department chairs. There is a representative from the District office, but they are not on site.
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