T. Collective Planning for Some Instructional staff teams and Sustained and Responsibility AND/OR characteristics of individuals take active roles in supported by Implementation of this indicator are creating and leading professional district policies, Guiding Question: some of the being learning. systems and characteristics of implemented Instructional staff holds one practices. How do we define this indicator has with fidelity; another accountable for collective however, one or implementing what is learned responsibility for more from professional learning. learning and the characteristics Instructional staff holds one actions needed to are not fully another accountable for the support it? implemented. improved student performance OR that should result from the All characteristics implementation of professional of this indicator learning. are implemented to some degree, but not consistently throughout the school. Sample Evidence The following are examples of evidence that could 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. Staff meeting agendas that show teachers leading professional learning Walk-through data that shows evidence of the implementation of professional learning Evidence of peer-to-peer coaching (protocols, feedback, etc.) Evidence of teacher teams recommending professional learning based on school needs (e.g. surveys, school improvement activities) Documentation of vertical team meetings that focus on the impact of collaborative professional learning Samples of teacher lessons for discussion/review Evidence of teacher leaders sharing promising practices and receiving feedback Rounds” training provided to staff “Instructional Program Evaluation implementation data Description of new teacher induction and mentoring programs 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 U. Purposeful Planning for Some Student and instructional staff Sustained and Planning AND/OR characteristics of outcome, demographic, process supported by Implementation this indicator are and perception data are used to district policies, Guiding Question: of some of the being implemented identify and align professional systems and characteristics of with fidelity; learning priorities. practices. How do we use this indicator has however, one or Professional learning outcomes data and the more are developed specifically to school characteristics are address school improvement improvement strategy areas.
T. Collective Responsibility Guiding Question: How do we define collective responsibility for learning and the actions needed to support it? Planning for AND/OR Implementation of some of the characteristics of this indicator has Some characteristics of this indicator are being implemented with fidelity; however, one or more characteristics are not fully implemented. OR All characteristics of this indicator are implemented to some degree, but not consistently throughout the school. Instructional staff teams and individuals take active roles in creating and leading professional learning. Instructional staff holds one another accountable for implementing what is learned from professional learning. Instructional staff holds one another accountable for the improved student performance that should result from the implementation of professional learning. Sustained and supported by district policies, systems and practices. Sample Evidence The following are examples of evidence that could 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. Staff meeting agendas that show teachers leading professional learning Walk-through data that shows evidence of the implementation of professional learning Evidence of peer-to-peer coaching (protocols, feedback, etc.) Evidence of teacher teams recommending professional learning based on school needs (e.g. surveys, school improvement activities) Documentation of vertical team meetings that focus on the impact of collaborative professional learning Samples of teacher lessons for discussion/review Evidence of teacher leaders sharing promising practices and receiving feedback “Instructional Rounds” training provided to staff Program Evaluation implementation data Description of new teacher induction and mentoring programs 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 U. Purposeful Planning Guiding Question: How do we use data and the school improvement Planning for AND/OR Implementation of some of the characteristics of this indicator has Some characteristics of this indicator are being implemented with fidelity; however, one or more characteristics are Student and instructional staff outcome, demographic, process and perception data are used to identify and align professional learning priorities. Professional learning outcomes are developed specifically to address school improvement strategy areas. Sustained and supported by district policies, systems and practices.
School_Systems_Review_Template_475177_7.docx