Observation & Feedback is intended to provide campus and district leaders opportunities to develop proficiency in establishing and coaching toward effective instructional practices in every classroom. It introduces a paradigm shirt in the way we view teacher observation and suggests that the primary purpose of observation and feedback is not to evaluate a teacher but to develop them.

In Observation & Feedback, educators grow by practicing the See It, Name IT, and Do It feedback structure.

• See it. See a model of success.

• Name it.  Name the bite-sized, yet highest leverage steps that lead to growth.

• Do it.  Practice doing those steps to develop skill. 

Lesson alignment is designed to support campus and district leaders practice to practice high leverage instructional planning strategies.  

In Lesson Alignment, leaders are trainined to guide teachers in planning for and assessing student learning by answering the questions:

• What are students supposed to be learning?

• How do I know if they are learning it?

Upon completion of Lesson Alignment, leaders will engage in Formative Assessment to utilize the data collected to determine student mastery and identify gaps.  In order to better build teacher capacity, leaders will learn to develop aligned formative assessments and reteach plans to address the identified gaps. 

In Formative Assessments, leaders will learn how to guide their teachers in the following:

• Crafting rigorous and aligned daily and weekly assessments that will support the analysis of student mastery and gaps.

• Utilizing modeling or guided discourse to reteach student misconceptions and instructional gaps.

• Creating strong weekly assessments to ensure student learning after reteach.

Data-Driven Instruction focuses on a deeper analysis of student data utilizing research-based practices that enable teachers to look at student work to identify the gap between what students show and what they need to know.  As a result, teachers spend less time teaching students what they already know and more time on what students need. 

Data-Driven Instruction answers these questions:

• How do I know if my students are learning?

• If they aren't, what do I do?

eaders of schools with strong student culture develop a vision for each part of the school day, and then brings that vision to life by building systems that enable leaders, teachers, students, and anyone else on campus to know what they should be doing and when throughout the day with a high level of detail.  Culture is not formed by motivational speeches or statems of values on the wall.  It is formed by the repeated practice of good habits, beginning with a vision of what a positive, inclusive culture looks like minute-by-minute.   

Schoolwide culture is formed by the repeated practice of good habits.  Leaders will engage in:

• Creating a vision of what a positive, inclusive culture looks like minute-by-minute.  

• Establishing plans to rollout the vision to staff, and then students.

• Leading with consistency and by modeling for staff how to maintain emotional constancy and reset expectations when procedures breakdown.

Effective teacher internalization of high-quality instructional materials leads to high-quality, impactful instruction that is grounded in research-based instructional strategies.  The purpose of Materials Internalization and Alignment is to build the capacity of school leaders to invest and coach teachers in the effective internalization of HQIM units and lessons.  

In Materials Internalization and Alignment, leaders grow by: 

• Learning the importance of using HQIM and establishing strong internalization practices.

• Effectively internalizing ELAR, Math, and Foundational Reading Skills units and lessons.

• Creating conditions for successful instruction using HQIM with strong implementation and support of teachers.