Standard 10

School Improvement

Act as agents of continuous improvement to promote each student’s academic success and well-being. Educational leaders foster an environment among stakeholders where data are analyzed and used to continuously improve the academic and social success of the students, staff, and the community of learners. Leaders ensure a systematic and collaborative process that promotes a culture of school improvement and accountability. This plan, do, check, act process is created with input from all stakeholders. The leader uses current and relevant research and effectively gathers, analyzes, and interprets student data from multiple sources to promote a shared vision for instructional improvement that engages all stakeholders in decision-making that drives and sustains school improvement for each student. Effective leaders are willing to make difficult decisions and confront adverse situations to promote student academic success and well-being. Effective leaders:

1. Use a systematic continuous improvement process to achieve the vision, fulfill the mission, and promote the core values of the school.
2. Create a continuous improvement culture within the school and community that promotes mutual commitment and accountability for student success.
3. Develop the capacity of staff to effectively lead strategic teams in a systematic process of school improvement.
4. Employ situationally-appropriate strategies for improvement, including transformational and incremental, adaptive approaches and attention to different phases of implementation.
5. Build the capacity of staff to assess the value and applicability of emerging educational trends and the findings of research for school improvement.
6. Develop systematic processes of data collection, management, and analysis to determine root causes and inform the decision-making process.
7. Adopt a systems perspective ensuring alignment among improvement efforts and within all aspects of school organization, programs, and services.
8. Manage uncertainty, risk, competing initiatives, and politics of change with courage and perseverance, providing support and encouragement, and openly communicating the need for, process for, and outcomes of improvement efforts.
9. Develop and promote leadership among teachers and staff for inquiry, experimentation and innovation, and initiating and implementing improvement.

Summary/Application of the Standard:

I am committed to ongoing growth—for myself, my staff, and the entire school. I’ll use data to inform decisions, reflect on what’s working, and make adjustments as needed. Improvement is not a one-time event but a mindset I’ll cultivate in our culture. Together, we will set ambitious goals, monitor progress, and celebrate meaningful change.

Clinical Artifacts

IB Learner Profiles

As an IB School, we focus on the learner profiles by posting them and highlighting them during morning announcements.

This is the bulletin board that I created to remind students of the profile names and what they mean.

Thinking Mindset

I focus on higher order thinking skills and using mathematical language in my classroom. By helping students to elevate their language, operating in their learning styles, and participate in random grouping, their mindsets are shifting from skills to concepts. They are able to apply conceptual understanding to the content regardless of the application.

This is a bulletin board in my classroom to keep the focus on thinking and learning.

Continuous Improvement

During the end of last semester, I retaught each learning expectation and reassessed the students to determine master. The process involved giving students 20-25 assessment level questions and allowing them to choose where they needed guidance. By using a personalized learning approach, students received the target help they needed and were able to perform better on the second assessment.

Coursework Artifacts

Maple - Standard 6 Improvement Plan.pdf

School Improvement Plan

As I thought about improving my school, I identified three needs: 1) students need to be able to effectively use higher order thinking and critical thinking skills, 2) to consistently engage students, content must be taught in a manner that is culturally relevant to the lived experiences of students, and 3) students should be the owners of their education. As I thought about potential root causes, I devised three goals for my improvement plan: 1) to create a culture of thinking, 2) to prepare teachers to engage students in learning that is meaningful to them now and in the future, and 3) to allow teachers to operate as student-centered facilitators of learning. The action steps included in my plan are predominately founded in the collaborative learning opportunities available through Project Zero.

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