4.1 LEARNING ENVIRONMENT
Assess, establish, monitor, and practice implementation of a cohesive and productive school culture focused on teaching and learning. Regularly observe in classrooms and address classroom practice that does not meet expectations.
4.1.1 EXPECTATIONS
Consistently communicate examples of high expectations and rigorous academic work for each student and classroom
Assess how expectations of instruction and practices align with the collective vision
Identify instructional successes and challenges to use as a springboard for whole school improvement
Assess the degree to which the current curriculum meets the full scope of student and adult learning, including academic, civic, social-emotional, arts, and health
Areas of strength:
Consistently communicate examples of high expectations and rigorous academic work for each student and classroom
Assess how expectations of instruction and practices align with the collective vision
Areas of challenge:
Identify instructional successes and challenges to use as a springboard for whole school improvement
Assess the degree to which the current curriculum meets the full scope of student and adult learning, including academic, civic, social-emotional, arts, and health
Next steps and action plan:
4.1.2 COURAGEOUS CONVERSATION
Engage in conversations about values and beliefs, patterns of interactions, student engagement, and responsiveness to students
Monitor effective lesson planning and implementation
Engage in quality contact and interactions with teachers based on their level of readiness
Engage in “hard” conversations about practice for the benefit of student outcomes and adult learning
Areas of strength:
Engage in “hard” conversations about practice for the benefit of student outcomes and adult learning
Engage in conversations about values and beliefs, patterns of interactions, student engagement, and responsiveness to students
Monitor effective lesson planning and implementation
Engage in quality contact and interactions with teachers based on their level of readiness
Areas of challenge:
Next steps and action plan:
4.1.3 KNOWLEDGE BASE
Identify the knowledge base that supports the connection of learning theory, standards, and pedagogy
Communicate and share examples of best practices and support the development of increasing capacity in using new knowledge
Distinguish between the more and less useful intervention strategies
Observe and provide feedback on innovations in practice
Encourage a climate of intellectual inquiry and use of research for changing practice
Assess the use of and incorporate appropriate technology in classrooms and professional development of teachers
Areas of strength:
Identify the knowledge base that supports the connection of learning theory, standards, and pedagogy
Communicate and share examples of best practices and support the development of increasing capacity in using new knowledge
Distinguish between the more and less useful intervention strategies
Observe and provide feedback on innovations in practice
Assess the use of and incorporate appropriate technology in classrooms and professional development of teachers
Areas of challenge:
Encourage a climate of intellectual inquiry and use of research for changing practice
Next steps and action plan:
4.2 STANDARDS, CURRICULUM AND PEDAGOGY
Align curricular standards and assessments as the basis for teaching and learning. Demonstrate extensive use of multiple and appropriate pedagogy that includes the contributions and the perspectives of different cultural traditions, family groupings, gender, sexual orientation, and multiple perspectives that make up the society. Observe and provide feedback about equitable classroom practice.
4.2.1 CORE CONTENT STANDARDS
Use observation of teachers to ensure implementation of grade level and standards-aligned instruction
Monitor grade level appropriate use of curricular materials
Purposefully augment curricular content to ensure standards-based grade level and culturally relevant learning
Advocate for the arts, technology, and health as key components of the learning core
Areas of strength:
Monitor grade level appropriate use of curricular materials
Purposefully augment curricular content to ensure standards-based grade level and culturally relevant learning
Areas of challenge:
Use observation of teachers to ensure implementation of grade level and standards-aligned instruction (doing a lot of behavior)
Advocate for the arts, technology, and health as key components of the learning core
Next steps and action plan:
4.2.2 OPPORTUNITY TO LEARN STANDARDS
Facilitate conversations and professional development that address implementation of standards and pedagogical practices, support the highest level of cognitive development and access to learning, and represent multiple perspectives
Provide feedback to teachers about how to increase time on task and address the learning needs of all students
Identify and interrupt inequitable and harmful practices
Areas of strength:
conversations and professional development that address implementation of standards and pedagogical practices, support the highest level of cognitive development and access to learning, and represent multiple perspectives
Provide feedback to teachers about how to increase time on task and address the learning needs of all students
Identify and interrupt inequitable and harmful practices
Areas of challenge:
Next steps and action plan:
4.2.3 EQUITABLE CONTENT OF CURRICULUM
Implement a rigorous curriculum for classrooms, professional development, and school activities that include the contributions and the perspectives of multiple cultural traditions
Provide space for both students and educators to bring personal experiences and perspectives into the curriculum
Encourage constructivist and project-based learning in classrooms that supports social action
Areas of strength:
Provide space for both students and educators to bring personal experiences and perspectives into the curriculum
Areas of challenge:
Implement a rigorous curriculum for classrooms, professional development, and school activities that include the contributions and the perspectives of multiple cultural traditions
Encourage constructivist and project-based learning in classrooms that supports social action
Next steps and action plan:
4.2.4 EVIDENCE-BASED PRACTICE
Use quantitative and qualitative, formal and informal, and summative and formative evidence/data to inform daily teacher adjustments and ongoing professional development needs of staff
Design and implement structures for regular classroom observations and collaboration among staff
Use evidence to improve teacher practice, including peer conversations about teaching and learning
Areas of strength:
Use quantitative and qualitative, formal and informal, and summative and formative evidence/data to inform daily teacher adjustments and ongoing professional development needs of staff
Design and implement structures for regular classroom observations and collaboration among staff
Use evidence to improve teacher practice, including peer conversations about teaching and learning
Areas of challenge:
Next steps and action plan:
4.3 PROFESSIONAL DEVELOPMENT
Consistently demonstrate the value of informal and formal professional development for improving teacher practice and support staff outcomes. Model and facilitate exemplary professional development practices.
4.3.1 ADULT LEARNING
Facilitate and enhance an organizational structure and small and large group meetings that supports formal and informal professional development
Identify and use the processes of overlapping to make effective use of time in meetings
Co-develop systems to allocate time and resources to address professional development needs
Provide opportunities for formal learning for individual, grade/department/team levels, parents, staff, and whole school development and informal structures for learning from one another
Model best practices for learning in adult meetings and professional development
Areas of strength:
Provide opportunities for formal learning for individual, grade/department/team levels, parents, staff, and whole school development and informal structures for learning from one another
Model best practices for learning in adult meetings and professional development
Areas of challenge:
Facilitate and enhance an organizational structure and small and large group meetings that supports formal and informal professional development
Identify and use the processes of overlapping to make effective use of time in meetings
Co-develop systems to allocate time and resources to address professional development needs
Next steps and action plan:
4.3.2 FORMATIVE FEEDBACK
Be intentional about a plan for effective informal communication and formal feedback for engaging in teaching and learning conversations
Demonstrate strategic use of walkthroughs, informal conversations, and small group meetings
Use coaching practices that support teachers at appropriate stage of their careers
Assess the effectiveness of the leader’s role in cross-pollination of ideas and practices
Areas of strength:
Use coaching practices that support teachers at appropriate stage of their careers
Areas of challenge:
Be intentional about a plan for effective informal communication and formal feedback for engaging in teaching and learning conversations
Demonstrate strategic use of walkthroughs, informal conversations, and small group meetings
Assess the effectiveness of the leader’s role in cross-pollination of ideas and practices
Next steps and action plan:
4.3.3 TEACHER OUTCOMES
Engage teachers in implementing an instructional program using a collaborative and recursive analysis to ensure professional growth resulting in student outcomes
Employ appropriate observation, coaching, and conferencing strategies appropriate to individual or situation
Develop systems for sharing and discussing range of teaching practices aligned with a social justice lens
Use observation evidence as content for professional development
Areas of strength:
Engage teachers in implementing an instructional program using a collaborative and recursive analysis to ensure professional growth resulting in student outcomes
Employ appropriate observation, coaching, and conferencing strategies appropriate to individual or situation
Use observation evidence as content for professional development
Areas of challenge:
Develop systems for sharing and discussing range of teaching practices aligned with a social justice lens
Next steps and action plan: