3.5 The system operates as a All system participate in collaborative learning language, Level 4 •Common collaborative learning communities that meet both informally and formally protocols and reporting organization through on a regular schedule. Frequent collaboration structures that support occurs across grade levels, content areas, and improved instruction and other system divisions. Staff members implement and minutes of •Agendas student learning at all levels. a formal process system-wide that promotes collaborative learning productive discussion about student learning and committees the conditions that support student learning. Learning, using, and discussing the results of of •Calendar/schedule inquiry practices such as action research, the learning community examination of student work, reflection, study meetings teams, and peer coaching are a part of the daily routine of all staff members. System personnel can results •Survey clearly link collaboration to improvement results in instructional practice, development •Professional system effectiveness, and student performance. funding to promote professional learning communities coaching guidelines •Peer and procedures of informal •Evidence conversations that reflect collaboration about student learning Indicator Statement or Question Response Evidence Rating 3.6 Teachers implement the All teachers throughout the system use an results Level 3 •Survey system's instructional process instructional process that informs students of in support of student learning. learning expectations and standards of of assessments •Examples performance. Exemplars are provided to that prompted modification guide and inform students. The process includes in instruction multiple measures, including formative from State assessments, to inform the ongoing modification •Letter of instruction and provide data for possible Superintendent curriculum revision. The process provides students with specific and timely feedback about their learning. Indicator Statement or Question Response Evidence Rating 3.7 Mentoring, coaching, and System personnel are engaged in mentoring, results Level 3 •Survey induction programs support coaching, and induction programs that are instructional improvement consistent with the system's values and beliefs and schedules •Descriptions consistent with the system's about teaching, learning, and the conditions that of mentoring, coaching, and values and beliefs about support learning. These programs induction programs with teaching and learning. set expectations for all system personnel and references to district and include measures of performance. school beliefs and values about teaching and learning learning •Professional calendar with activities for instructional support of new staff manuals with •Personnel information related to new hires including mentoring, coaching, and induction practices
3.5 The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels. All system participate in collaborative learning communities that meet both informally and formally on a regular schedule. Frequent collaboration occurs across grade levels, content areas, and other system divisions. Staff members implement a formal process system-wide that promotes productive discussion about student learning and the conditions that support student learning. Learning, using, and discussing the results of inquiry practices such as action research, the examination of student work, reflection, study teams, and peer coaching are a part of the daily routine of all staff members. System personnel can clearly link collaboration to improvement results in instructional practice, system effectiveness, and student performance. •Common language, protocols and reporting •Agendas and minutes of collaborative learning committees •Calendar/schedule of learning community meetings •Survey results •Professional development funding to promote professional learning communities •Peer coaching guidelines and procedures •Evidence of informal conversations that reflect collaboration about student learning Level 4 Indicator Statement or Question Response Evidence Rating 3.6 Teachers implement the system's instructional process in support of student learning. All teachers throughout the system use an instructional process that informs students of learning expectations and standards of performance. Exemplars are provided to guide and inform students. The process includes multiple measures, including formative assessments, to inform the ongoing modification of instruction and provide data for possible curriculum revision. The process provides students with specific and timely feedback about their learning. •Survey results •Examples of assessments that prompted modification in instruction •Letter from State Superintendent Level 3 Indicator Statement or Question Response Evidence Rating 3.7 Mentoring, coaching, and induction programs support instructional improvement consistent with the system's values and beliefs about teaching and learning. System personnel are engaged in mentoring, coaching, and induction programs that are consistent with the system's values and beliefs about teaching, learning, and the conditions that support learning. These programs set expectations for all system personnel and include measures of performance. •Survey results •Descriptions and schedules of mentoring, coaching, and induction programs with references to district and school beliefs and values about teaching and learning •Professional learning calendar with activities for instructional support of new staff •Personnel manuals with information related to new hires including mentoring, coaching, and induction practices Level 3
District_Strategic_Plan_2013-18.docx