Lead Learner Aware of Saskatchewan Reads Has read Saskatchewan Reads Has a strong understanding of Engages in reading focused and has accessed the document. and reflected on areas for Saskatchewan Reads and is action research and other growth. knowledgeable about current professional learning activities research in reading. with staff members. Seeks professional learning Spends time in classrooms and Models active participation in opportunities and connects with engages in discussions with professional learning as an reading experts in the teachers about effective essential part of professional division/FN education instructional practices, especially practice. organization to begin the work those identified in Saskatchewan of reading improvement within Reads. the school. Strongly encourages teachers to engage in effective professional learning related to achieving reading achievement goals. Building Capacity Organizes occasional Organizes some professional Provides regular professional Embeds professional learning professional learning learning aligned with and learning designed to address into the fabric of the school and opportunities on a wide variety focused on the school reading students’ learning needs. ensures that it aligns with of educational issues. plan. division and school goals. Engages in instructional walks Conducts instructional walks and Conducts instructional walks when time permits but does not engages in collaborative that inspire teachers to reflect engage with teachers in discussion with staff that on and refine their instructional feedback or discussion about provides feedback supporting practice. Engages in instructional practices. reflection about effective collaborative discussion with instructional practices. school teams focusing on school wide literacy improvement. Ensures that teachers’ professional learning is aligned with the research re: best practice in professional learning. Beginning Developing Applying Refining Job-Embedded Creates professional learning for Encourages teachers to apply The focus for teachers’ Ensures that professional Professional teachers in workshop settings what they have learned in professional learning moves learning is an everyday Learning with intended application to workshops to their actual from meetings and workshops to occurrence that is woven into classroom practice. classroom practice. the school and classroom. the fabric of the school.
Lead Learner Aware of Saskatchewan Reads and has accessed the document. Has read Saskatchewan Reads and reflected on areas for growth. Seeks professional learning opportunities and connects with reading experts in the division/FN education organization to begin the work of reading improvement within the school. Has a strong understanding of Saskatchewan Reads and is knowledgeable about current research in reading. Spends time in classrooms and engages in discussions with teachers about effective instructional practices, especially those identified in Saskatchewan Reads. Engages in reading focused action research and other professional learning activities with staff members. Models active participation in professional learning as an essential part of professional practice. Strongly encourages teachers to engage in effective professional learning related to achieving reading achievement goals. Building Capacity Organizes occasional professional learning opportunities on a wide variety of educational issues. Organizes some professional learning aligned with and focused on the school reading plan. Engages in instructional walks when time permits but does not engage with teachers in feedback or discussion about instructional practices. Provides regular professional learning designed to address students’ learning needs. Conducts instructional walks and engages in collaborative discussion with staff that provides feedback supporting reflection about effective instructional practices. Embeds professional learning into the fabric of the school and ensures that it aligns with division and school goals. Conducts instructional walks that inspire teachers to reflect on and refine their instructional practice. Engages in collaborative discussion with school teams focusing on school wide literacy improvement. Ensures that teachers’ professional learning is aligned with the research re: best practice in professional learning. Beginning Developing Applying Refining Job-Embedded Professional Learning Creates professional learning for teachers in workshop settings with intended application to classroom practice. Encourages teachers to apply what they have learned in workshops to their actual classroom practice. The focus for teachers’ professional learning moves from meetings and workshops to the school and classroom. Ensures that professional learning is an everyday occurrence that is woven into the fabric of the school.
app-c-formative-assessment-of-the-implementation-of-saskatchewan-reads-rubrics.docx