backwards-design high- cooperatively plan curriculum quality, aligned units and units following a common lesson plans but not unit plans. plans. provides feedback on drafts. format. Expresses confidence that Gets strong staff commitment Builds staff support for a 3-4- one year at a time and student achievement will Target on a bold, ambitious 3-4-year year student achievement does not provide an improve each year through student achievement target. target. achievement target. hard work. Challenges colleagues by Motivates colleagues by Bemoans students’ low presenting the gap between comparing students’ current Presents data without a vision achievement and shows Gap current student data and a achievement with rigorous or a vision without data. fatalism about bringing about vision for college success. expectations. significant change. Regularly tracks progress, Periodically measures Occasionally focuses on key gives and takes feedback, and Is too caught up in daily crises Revision progress, listens to feedback, data points and prods continuously improves to focus on emerging data. and revises the strategic plan. colleagues to improve. performance. Ensures that all teams use Provides teacher teams with summative data from the Refers teachers to previous- previous-year test data and Does not provide historical test Baselines previous year and fresh year test data as a baseline for asks them to assess students’ data to teachers. diagnostic data to plan current-year instruction. current levels. instruction. Gets each grade-level/subject Works with grade-level and grade-level/subject teams Urges teachers to improve team invested in reaching subject-area teams to set to set measurable student student achievement, but Targets measurable, results-oriented measurable student goals for learning goals for the current without measurable outcome year-end goals. the current year. year. goals. Ensures that high-quality, Orchestrates common interim insist on common aligned, common interim Suggests that teacher give assessments to monitor interim assessments, allowing Interims assessments are given by all common interim assessments student learning several times teachers to use their own teacher teams at least four to check on student learning. a year. classroom tests. times each year. Evidence Options: Professional development evidence, both personal and for staff: PD plans, Teacher observation notes and feedback Schedules of classroom visits Lesson plans and unit planning Teacher leadership and actions they have taken to improve student learning
backwards-design high- quality, aligned units and provides feedback on drafts. cooperatively plan curriculum units following a common format. lesson plans but not unit plans. plans. Target Gets strong staff commitment on a bold, ambitious 3-4-year student achievement target. Builds staff support for a 3-4- year student achievement target. Expresses confidence that student achievement will improve each year through hard work. one year at a time and does not provide an achievement target. Gap Challenges colleagues by presenting the gap between current student data and a vision for college success. Motivates colleagues by comparing students’ current achievement with rigorous expectations. Presents data without a vision or a vision without data. Bemoans students’ low achievement and shows fatalism about bringing about significant change. Revision Regularly tracks progress, gives and takes feedback, and continuously improves performance. Periodically measures progress, listens to feedback, and revises the strategic plan. Occasionally focuses on key data points and prods colleagues to improve. Is too caught up in daily crises to focus on emerging data. Baselines Ensures that all teams use summative data from the previous year and fresh diagnostic data to plan instruction. Provides teacher teams with previous-year test data and asks them to assess students’ current levels. Refers teachers to previous- year test data as a baseline for current-year instruction. Does not provide historical test data to teachers. Targets Gets each grade-level/subject team invested in reaching measurable, results-oriented year-end goals. Works with grade-level and subject-area teams to set measurable student goals for the current year. grade-level/subject teams to set measurable student learning goals for the current year. Urges teachers to improve student achievement, but without measurable outcome goals. Interims Ensures that high-quality, aligned, common interim assessments are given by all teacher teams at least four times each year. Orchestrates common interim assessments to monitor student learning several times a year. Suggests that teacher give common interim assessments to check on student learning. insist on common interim assessments, allowing teachers to use their own classroom tests. Evidence Options: Professional development evidence, both personal and for staff: PD plans, Teacher observation notes and feedback Schedules of classroom visits Lesson plans and unit planning Teacher leadership and actions they have taken to improve student learning
ashland-administrator-handbook-final.docx