articulate the expectation that and/or protocols in place. analyze student data through develop common assessments, staff members collaborate on Professional Learning the use of common review data, and create instructional planning, Communities (PLCs) are assessments. Teachers leave interventions for students who Suggested Evidence: assessment and data work and beginning to develop. the collaboration with plans to need additional help. Teachers PLC Plans and Protocols; debrief of practice. further develop lessons and leave these collaborations with Observation of PLCs; create interventions for plans for further developing Observations; students needing additional lessons. PLC meetings operate Instructional Coach Model/Data; help. PLC meetings operate effectively under an agreed Mentor Model/Data; effectively under an agreed upon set of norms and Staff Professional Growth upon set of norms and protocols. Goal(s); protocols. Student achievement data Student Achievement Data; indicates an effective use of Peer Observations collaborative time. Plans professional development Attempts to provide staff with Links professional development Demonstrates investment in a 2.4 Effective Professional however it is a “one-size fits Professional Development to the CSIP plan based on continuous improvement Development all”, e.g. tends to be topical, activities that reflect current student and staff assessed process by addressing not always aligned to school best practices focused on needs especially the needs of identifying factors leading to improvement plan; data needs based on school wide identified subgroups. Training under-performance and/or or on best practices. student data. There is an is embedded in the day-to-day successes of students. Plans for intentional connection to the work of the school and professional development CSIP and the District Strategic instructional coaching is a address those factors and are Plan. Coaching is occurring, but functional model of support for differentiated to meet the does not follow an established most teachers. Administrator varying needs of the staff. instructional coaching model. and staff members regularly Instructional coaching is a dialogue about the staff valued model of support for member’s professional growth. teachers. Administrator and staff members regularly Suggested Evidence: dialogue about Professional Development personal/professional growth for Agenda; the staff. Academy of Teaching and Learning Records by Location; Balanced Leadership Survey; Site Visits; Observations; Coaching Log; Student Achievement Results; Aggregate Data – LEGENDS; Diagnostic Surveys
articulate the expectation that staff members collaborate on instructional planning, assessment and data work and debrief of practice. and/or protocols in place. Professional Learning Communities (PLCs) are beginning to develop. analyze student data through the use of common assessments. Teachers leave the collaboration with plans to further develop lessons and create interventions for students needing additional help. PLC meetings operate effectively under an agreed upon set of norms and protocols. develop common assessments, review data, and create interventions for students who need additional help. Teachers leave these collaborations with plans for further developing lessons. PLC meetings operate effectively under an agreed upon set of norms and protocols. Student achievement data indicates an effective use of collaborative time. Suggested Evidence: PLC Plans and Protocols; Observation of PLCs; Observations; Instructional Coach Model/Data; Mentor Model/Data; Staff Professional Growth Goal(s); Student Achievement Data; Peer Observations 2.4 Effective Professional Development Plans professional development however it is a “one-size fits all”, e.g. tends to be topical, not always aligned to school improvement plan; data or on best practices. Attempts to provide staff with Professional Development activities that reflect current best practices focused on needs based on school wide student data. There is an intentional connection to the CSIP and the District Strategic Plan. Coaching is occurring, but does not follow an established instructional coaching model. Links professional development to the CSIP plan based on student and staff assessed needs especially the needs of identified subgroups. Training is embedded in the day-to-day work of the school and instructional coaching is a functional model of support for most teachers. Administrator and staff members regularly dialogue about the staff member’s professional growth. Demonstrates investment in a continuous improvement process by addressing identifying factors leading to under-performance and/or successes of students. Plans for professional development address those factors and are differentiated to meet the varying needs of the staff. Instructional coaching is a valued model of support for teachers. Administrator and staff members regularly dialogue about personal/professional growth for the staff. Suggested Evidence: Professional Development Agenda; Academy of Teaching and Learning Records by Location; Balanced Leadership Survey; Site Visits; Observations; Coaching Log; Student Achievement Results; Aggregate Data – LEGENDS; Diagnostic Surveys
philomathadministratorhandbook.docx