A Detailed Look at the Big Picture Process remind us that student achievement is best realized through a comprehensive, sustained, intensive, and collaborative approach to improving teachers’ and principals’ effectiveness. This definition is guided by seven standards. The leadership standard states any effort to increase educator effectiveness and raise student achievement requires skillful leaders who develop capacity, advocate, and create support systems for professional learning. A school leadership team (such as the ), as well as educators from grade-level and/or related teams should participate in this process. The following materials are needed to properly complete this activity. Copy of the for each participant Chart Paper Colored note cards and tape, or Post-It notes (recommended) HAVE-TO-DO’S (REQUIRED BY STATE OR DISTRICT) What? Type? Why? Outputs? How? When? What is the Assessment; What’s the What are the What steps, What are the specific types of data, name of the Instructional purpose of the preparation work, or dates and/or frequency other insights initiative? Support; initiative or follow-up work is for key activities i.e. or decisions Meeting; PD; activity? required? testing window, 6-week produced by curriculum cycles of reading this initiative? implementation; instruction, 2-week units other of math topics, etc.? Student Mandated To measure Growth scores Follow the From beginning of Growth measure of student for students school year until Objectives teacher and growth, while spring principal measuring a effectiveness teacher’s effectiveness Math Model Assessment To measure Benchmark Administering the Depending on the Curriculum student data to benchmark; data unit, roughly 8 weeks assessments growth on display how analysis and of instruction in the standards, well students preparing lessons cycle preparing are based upon students for progressing results of the data PARCC WANT-TO-DO’S
A Detailed Look at the Big Picture Process remind us that student achievement is best realized through a comprehensive, sustained, intensive, and collaborative approach to improving teachers’ and principals’ effectiveness. This definition is guided by seven standards. The leadership standard states any effort to increase educator effectiveness and raise student achievement requires skillful leaders who develop capacity, advocate, and create support systems for professional learning. A school leadership team (such as the ), as well as educators from grade-level and/or teams should participate in this process. The following materials are needed to properly complete this activity. Copy of the for each participant Chart Paper Colored note cards and tape, or Post-It notes (recommended) HAVE-TO-DO’S (REQUIRED BY STATE OR DISTRICT) What? What is the name of the initiative? Type? Assessment; Instructional Support; Meeting; PD; curriculum implementation; other Why? What’s the purpose of the initiative or activity? Outputs? What are the types of data, other insights or decisions produced by this initiative? How? What steps, preparation work, or follow-up work is required? When? What are the specific dates and/or frequency for key activities i.e. testing window, 6-week cycles of reading instruction, 2-week units of math topics, etc.? Student Growth Objectives Mandated measure of teacher and principal effectiveness To measure student growth, while measuring a teacher’s effectiveness Growth scores for students Follow the From beginning of school year until spring Math Model Curriculum assessments Assessment To measure student growth on standards, preparing students for PARCC Benchmark data to display how well students are progressing Administering the benchmark; data analysis and preparing lessons based upon results of the data Depending on the unit, roughly 8 weeks of instruction in the cycle WANT-TO-DO’S related
BigPictureandCalendarIntegrationActivities.docx