Goal Alignment Becomes that goals are Sets long and short term student Sets long and short-term goals Sets long and short–term goals necessary for both student achievement goals for the school for student achievement and for student achievement and achievement and for and division that are aligned with professional practice (pedagogy professional practice (pedagogy professional practice (pedagogy the goals of the provincial and leadership) that are aligned and leadership) that are aligned and leadership). Education Sector Strategic Plan. with the goals of the provincial with the goals of the provincial Education Sector Strategic Plan. Education Sector Strategic Plan and that address student achievement data. Progress Becomes aware that progress in Initiates processes that monitor Ensures that frequent and Ensures that data from progress Monitoring both student achievement and progress toward achieving constructive progress monitoring monitoring is used to formatively professional practice (pedagogy and long-term student is in place for both student assess improvement plans and and leadership) should be achievement goals. The data achievement and for the growth make course corrections as monitored. generated is used to plan next of professional practice in necessary. steps. pedagogy and leadership. Resource Becomes aware of the need to Finds new resources for Finds new resources as well as Devotes new and existing Alignment find new or to reallocate existing priorities, including literacy reallocates existing resources resources (fiscal, time, resources to achieve priority improvement. toward achieving the priority professional development, etc.) goals. goals, including literacy to the priorities, including improvement. literacy improvement.
Goal Alignment Becomes that goals are necessary for both student achievement and for professional practice (pedagogy and leadership). Sets long and short term student achievement goals for the school and division that are aligned with the goals of the provincial Education Sector Strategic Plan. Sets long and short-term goals for student achievement and professional practice (pedagogy and leadership) that are aligned with the goals of the provincial Education Sector Strategic Plan. Sets long and short–term goals for student achievement and professional practice (pedagogy and leadership) that are aligned with the goals of the provincial Education Sector Strategic Plan and that address student achievement data. Progress Monitoring Becomes aware that progress in both student achievement and professional practice (pedagogy and leadership) should be monitored. Initiates processes that monitor progress toward achieving and long-term student achievement goals. The data generated is used to plan next steps. Ensures that frequent and constructive progress monitoring is in place for both student achievement and for the growth of professional practice in pedagogy and leadership. Ensures that data from progress monitoring is used to formatively assess improvement plans and make course corrections as necessary. Resource Alignment Becomes aware of the need to find new or to reallocate existing resources to achieve priority goals. Finds new resources for priorities, including literacy improvement. Finds new resources as well as reallocates existing resources toward achieving the priority goals, including literacy improvement. Devotes new and existing resources (fiscal, time, professional development, etc.) to the priorities, including literacy improvement.
app-c-formative-assessment-of-the-implementation-of-saskatchewan-reads-rubrics.docx