4D Guiding Questions How does the distribution of resources (i.e., time, money, technology, space, materials and expertise) relate to improved teaching and (What are the important learning in this school? What evidence do you have? questions ILDs try to ask themselves when How do school leaders use instructional coaches, mentors and other developing an teacher leaders to help improve instructional practice? understanding of those How are decisions made about staff allocation and student they lead in order to better interventions to ensure that the varying needs of students are met? teach them?) How do school leaders use staff time and collaborative structures to drive the instructional program? Potential Evidence for The principal’s documentation of the data that drive the equitable This Dimension allocation of financial, personnel, and instructional support resources (What might an ILD take The opportunities for staff collaboration on data analysis, student notice of or pay attention to work, and instructional and intervention planning leading to further while developing an instructional actions understanding of a The principal’s annual calendar with key dates for critical school principal’s current experiences such as interim assessments; topics and dates for capabilities and learning professional learning that reflect strategic use of resources needs?) Artifacts and documents to consider: School budget(s) School schedule Campus map with programs listed (utilization of space, proximity & location of special classes, etc.) Schedule of staff meetings and professional learning sessions Allocation of FTE and part time staffing positions (evidence of equitable distribution of teachers by qualification and experience across levels of coursework) Student achievement data disaggregated by student groups, particularly when specific interventions or specialists have been targeted for resources Faculty, staff, student, and parent survey data regarding the perceived needs of the school Records of professional learning investments (conference attendance, courses remunerated, professional development resourced) Memoranda of Understanding or strategic plans with community organizations or other partnerships Possible Observation Engage in a discussion with the principal about the school budget and
4D Guiding Questions (What are the important questions ILDs try to ask themselves when developing an understanding of those they lead in order to better teach them?) How does the distribution of resources (i.e., time, money, technology, space, materials and expertise) relate to improved teaching and learning in this school? What evidence do you have? How do school leaders use instructional coaches, mentors and other teacher leaders to help improve instructional practice? How are decisions made about staff allocation and student interventions to ensure that the varying needs of students are met? How do school leaders use staff time and collaborative structures to drive the instructional program? Potential Evidence for This Dimension (What might an ILD take notice of or pay attention to while developing an understanding of a principal’s current capabilities and learning needs?) The principal’s documentation of the data that drive the equitable allocation of financial, personnel, and instructional support resources The opportunities for staff collaboration on data analysis, student work, and instructional and intervention planning leading to further instructional actions The principal’s annual calendar with key dates for critical school experiences such as interim assessments; topics and dates for professional learning that reflect strategic use of resources Artifacts and documents to consider: School budget(s) School schedule Campus map with programs listed (utilization of space, proximity & location of special classes, etc.) Schedule of staff meetings and professional learning sessions Allocation of FTE and part time staffing positions (evidence of equitable distribution of teachers by qualification and experience across levels of coursework) Student achievement data disaggregated by student groups, particularly when specific interventions or specialists have been targeted for resources Faculty, staff, student, and parent survey data regarding the perceived needs of the school Records of professional learning investments (conference attendance, courses remunerated, professional development resourced) Memoranda of Understanding or strategic plans with community organizations or other partnerships Possible Observation Engage in a discussion with the principal about the school budget and
Principal-Supervisors-Instructional-Leadership.docx