all students to chart student learning outcomes. necessary to achieve student have access to the School climate learning outcomes. staff’s surveys Learning interventions are not Staff provided for learning Staff provided for learning Learning interventions are instructional School focus staffed with certified effective or interventions is effective interventions is effective staffed with effective or highly strengths groups highly effective teachers. teachers. teachers with specific content effective certified teachers, with knowledge in the assigned content knowledge and intervention. language proficiency required for success. Staff evaluations are not Staff evaluated below effective Each staff position has clear All staff are meeting or rigorous and inhibit the is identified and supports are performance expectations surpassing clear performance identification of staff that would provided through an aligned with the mission and expectations for instructions, benefit from improvement improvement plan. school wide expectations for student behavior and learning plans. instructional practice and outcomes. student behavior. There are neither the systems in There is some documentation on Staff identified as “not aligned” Struggling staff are quickly place nor the urgency to dismiss consistently underperforming and/or unskilled are put on identified and supported to chronically underperforming staff. improvement plans and meet standards for instructional teachers. appropriate support is provided; expectations. There are no there is extensive consistently underperforming documentation on consistently staff members. underperforming staff and an urgency to dismiss them. 5.5 Teachers are Professional development is not Professional development Teacher driven professional Staff shares a collective Professional provided focused on student learning. focuses on student learning. development focuses on student awareness of individual skills development professional learning, progress toward and growth areas. They plans development that student learning challenges and professional development School climate promotes progress toward student based on student achievement surveys independent, achievement goals. outcomes. School focus collaborative, and groups Professional development does Professional development may Professional development Professional development shared reflection not provide any time for teacher provide optional opportunities includes individual, collaborative includes observation opportunities for reflections. for reflection. and shared reflective protocol/practice that is not only professional opportunities. consistent with school-wide growth. expectations but promotes individual teacher development areas and the student of specific student sub-groups as identified by data. ENABLING THE EFFECTIVE USE OF DATA TURNAROUND Ensure the school-wide use of data focused on improving teaching and learning. PRINCIPLE 6 INDICATORS Sources of 1 2 3 4 Evidence Ineffective Improvement Necessary Effective/Implemented Highly Effective
all students to have access to the staff’s instructional strengths chart School climate surveys School focus groups student learning outcomes. necessary to achieve student learning outcomes. Learning interventions are not staffed with certified effective or highly effective teachers. Staff provided for learning interventions is effective teachers. Staff provided for learning interventions is effective teachers with specific content knowledge in the assigned intervention. Learning interventions are staffed with effective or highly effective certified teachers, with content knowledge and language proficiency required for success. Staff evaluations are not rigorous and inhibit the identification of staff that would benefit from improvement plans. Staff evaluated below effective is identified and supports are provided through an improvement plan. Each staff position has clear performance expectations aligned with the mission and school wide expectations for instructional practice and student behavior. All staff are meeting or surpassing clear performance expectations for instructions, student behavior and learning outcomes. There are neither the systems in place nor the urgency to dismiss chronically underperforming teachers. There is some documentation on consistently underperforming staff. Staff identified as “not aligned” and/or unskilled are put on improvement plans and appropriate support is provided; there is extensive documentation on consistently underperforming staff and an urgency to dismiss them. Struggling staff are quickly identified and supported to meet standards for instructional expectations. There are no consistently underperforming staff members. 5.5 Teachers are provided professional development that promotes independent, collaborative, and shared reflection opportunities for professional growth. Professional development plans School climate surveys School focus groups Professional development is not focused on student learning. Professional development focuses on student learning. Teacher driven professional development focuses on student learning, progress toward student learning challenges and progress toward student achievement goals. Staff shares a collective awareness of individual skills and growth areas. They professional development based on student achievement outcomes. Professional development does not provide any time for teacher reflections. Professional development may provide optional opportunities for reflection. Professional development includes individual, collaborative and shared reflective opportunities. Professional development includes observation protocol/practice that is not only consistent with school-wide expectations but promotes individual teacher development areas and the student of specific student sub-groups as identified by data. ENABLING THE EFFECTIVE USE OF DATA TURNAROUND PRINCIPLE 6 Ensure the school-wide use of data focused on improving teaching and learning. INDICATORS Sources of Evidence 1 Ineffective 2 Improvement Necessary 3 Effective/Implemented 4 Highly Effective
2d-attachment-4-2015-outreach-monitoring-handbook.docx