process to identify not fully Professional learning is designed professional implemented. to be continuous, job-embedded, learning needs? OR and aligned with adult learning All characteristics theory. of this indicator Professional learning is are differentiated to meet the implemented to individual needs of instructional some degree, but staff. not consistently Professional learning is designed throughout the to include a process to monitor school. and evaluate implementation and impact. Sample Evidence The following are examples of evidence that demonstrate implementation of this Indicator. All of these examples do not have to be in place for full implementation; a school may have other evidence that is not listed here. Team meeting agendas, minutes that indicate discussion of alignment between professional learning and school improvement initiatives School Improvement Plan showing the relationship between data analysis (student achievement data, survey data, student demographic data), professional learning initiatives, and instructional strategies Results of teacher surveys that reflect related to professional learning Professional learning calendar including team time/staff meetings Documentation that coaches and teacher leaders are trained in adult learning theory Description of job-embedded professional learning opportunities provided to teachers (peer coaching, etc.) Documentation of District-Provided Professional Learning (DPPL) that is aligned with school’s School Improvement Plan includes evidence of resource allocation to support implementation of professional learning Evidence of differentiated professional learning to meet staff needs Completion of MDE Program Evaluation Tool Other Standard 8: Professional Learning System Professional learning is systemic, data-driven, differentiated, and aligns with the School Improvement Plan. It is supported by the school and district and occurs within a collaborative culture. School Indicator Beginning Partial Full Implementation of All Sustained Implementation Implementation Characteristics of this Indicator Implementation Planning for Some Instructional understands and Sustained and V. Impact of Professional AND/OR characteristics of can articulate the professional supported by Learning Implementation this indicator are learning outcomes and expectations. district policies, of some of the implemented Instructional staff implements skills systems and Guiding Question: characteristics of with fidelity; learned in professional learning, as practices. this indicator has however, one or intended. How do we begun. more Instructional staff receives feedback ensure that characteristics are and support to fully implement new professional not fully learning. learning is implemented. School leaders monitor the extent to implemented with OR which professional learning impacts fidelity and All characteristics adult instructional practices. positively impacts of this indicator School leaders monitor the impact of student are changed adult instructional practices achievement? implemented to on student achievement. some degree, but
process to identify professional learning needs? not fully implemented. OR All characteristics of this indicator are implemented to some degree, but not consistently throughout the school. Professional learning is designed to be continuous, job-embedded, and aligned with adult learning theory. Professional learning is differentiated to meet the individual needs of instructional staff. Professional learning is designed to include a process to monitor and evaluate implementation and impact. Sample Evidence The following are examples of evidence that demonstrate implementation of this Indicator. All of these examples do not have to be in place for full implementation; a school may have other evidence that is not listed here. Team meeting agendas, minutes that indicate discussion of alignment between professional learning and school improvement initiatives School Improvement Plan showing the relationship between data analysis (student achievement data, survey data, student demographic data), professional learning initiatives, and instructional strategies Results of teacher surveys that reflect related to professional learning Professional learning calendar including team time/staff meetings Documentation that coaches and teacher leaders are trained in adult learning theory Description of job-embedded professional learning opportunities provided to teachers (peer coaching, etc.) Documentation of District-Provided Professional Learning (DPPL) that is aligned with school’s School Improvement Plan includes evidence of resource allocation to support implementation of professional learning Evidence of differentiated professional learning to meet staff needs Completion of MDE Program Evaluation Tool Other Standard 8: Professional Learning System Professional learning is systemic, data-driven, differentiated, and aligns with the School Improvement Plan. It is supported by the school and district and occurs within a collaborative culture. School Indicator Beginning Implementation Partial Implementation Full Implementation of All Characteristics of this Indicator Sustained Implementation V. Impact of Professional Learning Guiding Question: How do we ensure that professional learning is implemented with fidelity and positively impacts student achievement? Planning for AND/OR Implementation of some of the characteristics of this indicator has begun. Some characteristics of this indicator are implemented with fidelity; however, one or more characteristics are not fully implemented. OR All characteristics of this indicator are implemented to some degree, but Instructional understands and can articulate the professional learning outcomes and expectations. Instructional staff implements skills learned in professional learning, as intended. Instructional staff receives feedback and support to fully implement new learning. School leaders monitor the extent to which professional learning impacts adult instructional practices. School leaders monitor the impact of changed adult instructional practices on student achievement. Sustained and supported by district policies, systems and practices.
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