Georgia Department of Education School Keys: Unlocking Excellence through the Georgia School Standards

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2 April 17, 2013 Page 2 of 77

3 Table of Contents Introduction... 5 School Keys History...5 School Keys Structure...6 School Keys Uses...7 GaDOE Contacts...8 Curriculum Planning Strand... 9 Assessment Strand Instruction Strand Planning and Organization Strand Family and Community Engagement Strand Professional Learning Strand Leadership Strand School Culture Strand Glossary April 17, 2013 Page 3 of 77

4 April 17, 2013 Page 4 of 77

5 Introduction School Keys History Since 2005, School Keys has served as the foundation for Georgia s comprehensive data-driven system of school improvement and support. Initially titled the Georgia Standards for School Performance, the tool was correlated to several well-known and respected research frameworks and aligned with the 2003 meta-analysis of Robert Marzano, What Works in Schools. Soon after, the Georgia School Performance Review was designed to provide educators with a process for conducting a diagnostic, onsite school assessment. By analyzing data from student achievement, classroom observations, a staff survey, teacher interviews, and curriculum documents, an external team scored the rubrics and provided commendations and recommendations regarding school performance. At that time, the rubrics allowed scoring along a continuum ranging from beginning to full implementation. In 2006, the Georgia Standards for School Performance underwent a revision that provided more detail to the rubrics and allowed scoring on a four-point scale from Not Addressed to Emergent to Operational to Fully Operational. The name was also shortened to the Georgia School Standards, and the standards were aligned with the 2005 meta-analysis, School Leadership that Works by Marzano, Waters, and McNulty. By the fall of 2007, the Georgia School Standards had become School Keys and had become part of the Keys to Quality, a set of three companion guides that also included the revised school review process or Georgia Assessment of Performance on School Standards (GAPSS) and the Implementation Resource (IR), a collection of effective performance actions with examples of artifacts and evidence to support school improvement initiatives. In addition, an external validation study of the School Keys was conducted by the Georgia Partnership for Excellence in Education. This external validation included responses from and critiques by a national panel of experts in school improvement. This 2013 revision not only represents a major upgrade and streamlining of the standards and rubrics, but also aligns School Keys with current Georgia initiatives in professional learning and family engagement and with the new teacher and leader effectiveness systems, Teacher Keys and Leader Keys. Just as the original version of School Keys accompanied the rollout of a new curriculum, the Georgia Performance Standards (GPS), this upgrade strategically coincides with the implementation of the Common Core GPS. April 17, 2013 Page 5 of 77

6 School Keys Structure School Keys is divided into eight broad strands: Curriculum Planning, Assessment, Instruction, Planning and Organization, Family and Community Engagement, Professional Learning, Leadership, and School Culture. The eight strands have been further developed and defined into performance standards and rubrics with four performance levels. Below is a graphic that shows this basic structure. A clear understanding of the four performance levels shown is essential to the effective use of School Keys. Not Evident: The specific standard has not been implemented, or the implementation has generated little or no evidence of progress. Emerging: Initial steps in implementation of the specific standard have occurred, or the implementation has generated some early evidence of progress. Operational: The specific standard has been implemented, and the implementation has generated considerable evidence of progress. Exemplary: The specific standard has been implemented to a very high level, and the school can serve as a model for this standard for other schools. April 17, 2013 Page 6 of 77

7 School Keys Uses The intent is that School Keys will serve as a tool for all schools in Georgia. The Georgia Department of Education (GaDOE) encourages the use of School Keys by teams of professional educators at schools, districts, and Regional Educational Service Agencies as a tool to assist in measuring, guiding, and facilitating the constant growth that occurs as a school strives for continuous improvement. School Keys has been extensively utilized with the Georgia Assessment of Performance on School Standards (GAPSS Analysis) process for school reviews by external teams. The GAPSS Analysis provides tools for collecting quantitative and qualitative data from classroom observations, an online certified staff survey, student achievement results, and interviews with individuals and groups of teachers, administrators, support staff, and students. The collected data can be applied to the School Keys standards to determine strengths, identify areas of need, and chart the progress of the school. School Keys serves as the summary document to identify a school s level of implementation on each of the standards. The GAPSS Analysis employed by Georgia Department of Education staff follows a very detailed, structured process that allows the external team to reach a high level of professional consensus and consistency. Perhaps one of the most powerful uses of School Keys can occur at the school level with a leadership team. This specialized, collaborative team of teachers and building leaders may use the standards and rubrics to assess their school s current level of performance. By collecting artifacts and evidence, analyzing data, and collaboratively scoring the rubric for each standard, the leadership team can reach consensus about their progress on school improvement. By viewing and discussing what is required to reach the next level of growth, the leadership team can set goals and plan their next action steps. In this manner, School Keys can be a valuable tool that creates staff ownership as it guides leaders and teachers as they implement and monitor key initiatives and make adjustments based upon data. A Memorandum of Agreement with AdvancED-Georgia (formerly the Southern Association of Colleges and Schools Council on Accreditation and School Improvement) details conditions under which the School Keys and a GAPSS Analysis may count for a Quality Assurance Review for accreditation. Additional information regarding the use of School Keys for accreditation purposes can be obtained by contacting the Division of School Improvement at the Georgia Department of Education. April 17, 2013 Page 7 of 77

8 Georgia Department of Education Contacts: Avis King Deputy Superintendent Office of School Improvement Barbara Lunsford Associate Superintendent Office of School Improvement Cayanna Good Division Director Office of School Improvement April 17, 2013 Page 8 of 77

9 CURRICULUM PLANNING A system for aligning, facilitating and monitoring consensusdriven content, performance standards, assessments, and resources to maximize student learning April 17, 2013 Page 9 of 77

10 Curriculum Planning Standard 1: Ensures that teachers have a shared understanding of expectations for standards, curriculum, assessment, and instruction Across all content areas or grade levels, teachers, support staff, and leaders have a shared understanding of expectations for standards, curriculum, assessment, and instruction. This shared understanding ensures consistency of rigor, practice, and content. Across most content areas or grade levels, teachers have a shared understanding of expectations for standards, curriculum, assessment, and instruction. Some teachers or groups of teachers within the school have common expectations for standards, curriculum, assessment, and instruction. Among teachers little or no consensus exists regarding expectations for standards, curriculum, assessment, and instruction. April 17, 2013 Page 10 of 77

11 Curriculum Planning Standard 2: Builds curriculum documents and aligns resources with the required standards Extensive curriculum documents (e.g., lesson plans, unit plans, performance tasks, curriculum maps, scope and sequence documents, and guides) are the products of a systematic, collaborative process. These curriculum documents and resources are used and continuously revised by teachers and support staff to ensure an alignment between the intended, taught, and tested standards. Curriculum documents have been designed, and resources are aligned with the required standards. These curriculum documents and resources guide the work of teachers and instructional support staff. Some curriculum documents and resources exist, but they are not complete in all content areas or grade levels or do not address all of the required standards. Few, if any, curriculum documents and resources exist to support the implementation of the required standards. April 17, 2013 Page 11 of 77

12 Curriculum Planning Standard 3: Monitors curriculum implementation and revises, as needed, based on data analysis Administrators, teacher leaders, and teachers systematically monitor curriculum implementation across all content areas or grade levels by analyzing data from a variety of sources (e.g., review of performance data, review of student work, lesson/unit plans, formal and informal observations, learning walks, peer observations, and action research). The curriculum implementation is continuously revised in all content levels and grade levels, as needed, based on data analysis. Administrators and teacher leaders monitor curriculum implementation in most content areas and grade levels to ensure that the curriculum is aligned to the intended standards. Collected data is analyzed, and the curriculum implementation is revised, as needed, in the monitored content areas or grade levels. Administrators make intermittent attempts to monitor curriculum implementation. Little, if any, monitoring of curriculum implementation takes place. April 17, 2013 Page 12 of 77

13 ASSESSMENT The collecting and analyzing of student performance data to identify patterns of achievement and underachievement in order to design and implement appropriate instructional interventions April 17, 2013 Page 13 of 77

14 Assessment Standard 1: Uses a balanced system of assessment including diagnostic, formative, and summative to monitor learning and inform instruction Teachers throughout the school consistently use a balanced system of assessments including diagnostic, formative, and summative to monitor learning and to inform instruction. Teachers consistently use a variety of assessment item types including, but not limited to, constructed response, writing prompts, performance tasks, and culminating projects. Teachers throughout the school use a balanced system of assessment including diagnostic, formative, and summative assessments to monitor learning and to inform instruction. Teachers in some content areas or grade levels are making use of diagnostic, formative, and summative assessments to monitor learning and inform instruction. Most assessment types are summative in purpose and have little or no impact on the next steps of instruction. April 17, 2013 Page 14 of 77

15 Assessment Standard 2: Aligns assessments with the required curriculum standards A systematic process is in place to fully align all assessments with the required curriculum standards. Assessments are reviewed regularly during the school year to ensure alignment. Assessments are aligned with the required curriculum standards. Some assessments are aligned with the required curriculum standards. Few, if any, assessments are aligned with the required curriculum standards. April 17, 2013 Page 15 of 77

16 Assessment Standard 3: Uses common assessments to monitor student progress, inform instruction, and improve teacher practices Teachers consistently use common assessments in nearly all content areas and/or grade levels for diagnostic, summative, and formative purposes. The data from the common assessments are analyzed down to the item level, and the results are used to inform instruction and improve teacher practices. Teachers use common assessments in most content areas to monitor student progress, inform instruction, and improve teacher practices. Teachers use some common assessments in a few content areas with a limited amount of data analysis to monitor student progress, inform instruction, or improve teacher practices. Teachers rarely, if ever, use common assessments to monitor student progress, inform instruction, or improve teacher practices. April 17, 2013 Page 16 of 77

17 Assessment Standard 4: Analyzes assessment results to provide feedback to students and to adjust instruction Teachers across all content areas and grade levels consistently provide specific, descriptive feedback to students regarding their performance relative to standards. Adjusting instruction based on assessment data is common practice across the school. Most teachers provide descriptive feedback from assessments to students and adjust instruction, as needed, based on data. Some teachers provide a limited amount of feedback to students from assessments. Instruction is sometimes adjusted based on the analysis of assessment results. Assessment results are primarily used for grade reporting purposes with little or no analysis of results. April 17, 2013 Page 17 of 77

18 Assessment Standard 5: Implements assessment practices that provide an accurate indication of student progress on the required standards The grading practices of teachers across all content areas/grade levels consistently provide an accurate indication of student progress on the required standards. The grading practices of teachers in most content areas/grade levels provide an accurate indication of student progress on the required standards. The grading practices used by teachers in some content areas/grade levels provide an accurate indication of student progress on the required standards. The grading practices used by teachers seldom provide an accurate indication of student progress on the required standards. April 17, 2013 Page 18 of 77

19 INSTRUCTION Designing and implementing teaching - learning - assessment tasks to ensure that all students increase their learning and achieve proficiency on curriculum standards April 17, 2013 Page 19 of 77

20 Instruction Standard 1: Provides an orderly, well-managed learning environment Teachers throughout the school provide an orderly, wellmanaged environment that is conducive to learning and free from interruptions. Students consistently stay on task and take responsibility for their own behavior. Most teachers provide an orderly, well-managed learning environment that is conducive to learning and free from interruptions. Some teachers have established clear expectations for student behavior. An orderly, well-managed environment that is conducive to learning is in place in some classrooms. Expectations for student behavior are not effectively established. An orderly, well-managed environment that is conducive to learning is not in place. April 17, 2013 Page 20 of 77

21 Instruction Standard 2: Creates an academically-challenging environment that cultivates higher-order thinking skills and processes Academically-challenging environments that cultivate higher-order thinking skills and processes are pervasive in the school. Students frequently work independently and on teams to solve real-world problems that require advanced effort, decision-making, and critical and creative thinking. Most teachers create an academically-challenging environment that cultivates higher-order thinking skills and processes. Some teachers create academically-challenging environments by emphasizing the use of higher-order thinking skills and processes. Few, if any, teachers emphasize and encourage students to use higher-order thinking skills and processes. April 17, 2013 Page 21 of 77

22 Instruction Standard 3: Implements research-based instructional strategies Across the school, teachers consistently demonstrate a repertoire of highly effective research-based instructional strategies (e.g., providing feedback, cooperative learning, advance organizers, questioning techniques, similarities and differences, reinforcing effort, goal setting, summarizers, graphic representations, and reciprocal teaching). In most classrooms and other learning environments, appropriate research-based instructional strategies are used. In some classrooms and other learning environments, research-based instructional strategies are used. Instruction in classrooms and other learning environments lacks evidence of researchbased strategies. April 17, 2013 Page 22 of 77

23 Instruction Standard 4: Enables students to attain higher levels of learning through differentiated instruction Nearly all teachers consistently differentiate instruction to enable students to attain higher levels of learning. Teachers plan and implement multiple means of representation, engagement, action, and expression to meet the learning needs of the students. Most teachers differentiated instruction based upon data to enable students to attain higher levels of learning. Evidence of differentiated instruction is sporadic with a few teachers making adjustments and providing choices based upon readiness levels, interests, or needs. Little or no evidence of differentiated instruction is apparent in classrooms or learning environments. April 17, 2013 Page 23 of 77

24 Instruction Standard 5: Engages students in setting learning targets aligned to curriculum standards Teachers continuously engage students in setting learning targets which are aligned to the curriculum standards. Students display a clear understanding of their learning targets and responsibilities. Teachers engage students in setting learning targets aligned to the curriculum standards. Some teachers engage students in setting learning targets aligned to the curriculum standards. Few, if any, teachers engage students in setting learning targets aligned to the required curriculum standards. April 17, 2013 Page 24 of 77

25 Instruction Standard 6: Establishes high expectations with students playing an active role in monitoring their own progress High expectations are established by teachers and students working in partnership throughout the school. Students demonstrate a high degree of personal efficacy and responsibility and take an active role in monitoring their own learning with tools such as rubrics, checklists, exemplars, models, feedback, and learning targets. High expectations are evident in most classrooms and learning environments with students using tools such as rubrics, checklists, and exemplars to actively monitor their own progress. High expectations are evident in some select classrooms and learning environments with students engaged in some selfmonitoring activities. High expectations for learning are not evident with a majority of students engaged in low-level tasks with few, if any, opportunities given for selfmonitoring. April 17, 2013 Page 25 of 77

26 Instruction Standard 7: Integrates appropriate current technology into teaching and learning Appropriate current technology is fully integrated into teaching and learning throughout the school and is heavily used by teachers and students to facilitate communication, collaboration, research, design, creativity, and problem solving. Appropriate current technology is integrated into teaching and learning by most teachers. Technology is used by both teachers and students to increase learning. Some current technology is present and is in use by a few teachers. Most technology use is restricted to teachers and is used to facilitate old practices, such as using a projector and interactive board as a white board to dispense information. Current technology is not available or not in use throughout most of the school for teaching and learning purposes. April 17, 2013 Page 26 of 77

27 Instruction Standard 8: Provides feedback to students on their performance on the standards or learning targets The provision of specific, timely, descriptive feedback to students is a pervasive practice within the school. Students are also engaged in providing specific, descriptive feedback to their peers. Most teachers provide specific, timely, descriptive feedback to students on their performance on the standards or learning targets. Some teachers provide specific, descriptive feedback to students on their performance on the standards or learning targets. Few, if any, teachers provide feedback to students on their performance on the standards or learning targets, or the feedback that is provided is not specific, timely, or understandable. April 17, 2013 Page 27 of 77

28 Instruction Standard 9: Provides timely, systematic, data-driven interventions Students are provided timely, systematic, data-driven interventions both within and outside the classroom to support their learning needs. The effectiveness of those interventions is frequently monitored and adjustments are made. Most students are provided timely, systematic, data-driven interventions to support their learning needs. Some students are provided extra assistance or needed support in a timely manner. Few, if any, students are provided extra assistance or effective support in a timely manner. Sometimes the interventions provided do not align with student needs. April 17, 2013 Page 28 of 77

29 PLANNING AND ORGANIZATION The processes, procedures, structures, and products that focus the operations of a school on ensuring high levels of learning for all students April 17, 2013 Page 29 of 77

30 Planning and Organization Standard 1: Maintains the school building, campus, and equipment to ensure a safe, clean, and inviting learning environment The school and campus reflect a very high state of maintenance that demonstrates the commitment of the school to provide a quality learning environment for all staff and students. A proactive maintenance process is in place, and repairs, when needed, are completed in a satisfactory and timely manner. The school and campus are clean, well-maintained, and inviting. Repairs to facilities and equipment and upkeep of grounds are addressed in a timely manner. The school and campus reflect a state of maintenance that requires greater attention. Repairs to facilities and equipment and the upkeep of grounds are erratic. The school and campus reflect a low state of maintenance with some safety issues. Repairs to facilities and equipment are slow in coming or do not occur. April 17, 2013 Page 30 of 77

31 Planning and Organization Standard 2: Shares a common vision/mission that defines the school culture and guides the continuous improvement process A common vision/mission has been collaboratively developed, communicated, and implemented. The culture of the school has been deeply defined over time by that vision/mission which is updated regularly. The daily work and practices of staff consistently demonstrate a sustained commitment to continuous improvement. A common vision/mission has been developed through a collaborative process, communicated to the staff, and implemented. This mission/vision defines the culture of the school and guides the continuous improvement process. A common vision/mission has been developed but has not been effectively communicated and implemented so that it guides the practices of the school staff. A common vision/mission has not been developed or updated or does not define the culture of the school or guide the continuous improvement process. April 17, 2013 Page 31 of 77

32 Planning and Organization Standard 3: Develops, communicates, and implements rules, policies, schedules, and procedures to maximize student learning and staff effectiveness Rules, policies, schedules, and procedures are developed with stakeholder input, effectively communicated, and consistently implemented across the school to maximize student learning and staff effectiveness. These rules, policies, schedules, and procedures are periodically reviewed and systematically revised as needed. Rules, policies, schedules, and procedures are developed, communicated, and implemented across the school to maximize student learning and staff effectiveness. Rules, policies, schedules, and procedures are developed but are not effectively communicated or implemented with consistency across the school. Rules, policies, or procedures are not developed, are poorly communicated, or are ineffectively implemented. In some cases, rules, policies, schedules, or procedures are out of date or have become barriers to student learning or staff effectiveness. April 17, 2013 Page 32 of 77

33 Planning and Organization Standard 4: Uses a data-driven and consensus-oriented process to develop and implement a school improvement plan that is focused on student performance A data-driven and consensusoriented process for continuous improvement pervasively guides the development and implementation of an up-to-date, well-articulated school improvement plan that has a strong focus on student achievement. This process and plan consistently guide the work of the school staff down to the grade or departmental levels. A data-driven and consensusoriented process among stakeholders to develop and implement a school improvement plan is in place. The plan has appropriate goals and strategies with a strong focus on increasing student achievement. A school improvement plan has been developed by a few individuals with limited input from stakeholders or incomplete data analysis. An up-to-date, data-driven school improvement plan focused on student achievement is not in place. April 17, 2013 Page 33 of 77

34 Planning and Organization Standard 5: Allocates and monitors available resources to support continuous improvement Resources are effectively allocated and monitored across the school and campus on a regular basis to ensure that they fully meet the needs of the staff and students and support the continuous improvement of the school. School schedules and processes that are in place make effective use of personnel, time, materials, and equipment. Available resources personnel, time, facilities, equipment, and materials are effectively allocated to meet the identified needs of the school and are monitored to support continuous improvement. Some classrooms and other school areas could benefit from a more equitable allocation and monitoring of resources. Most classrooms and other school areas could benefit from a more effective allocation and monitoring of resources. April 17, 2013 Page 34 of 77

35 Planning and Organization Standard 6: Monitors implementation of the school improvement plan and makes adjustments as needed The goals and strategies of the school improvement plan are continually monitored by school leaders throughout the year to determine their impact upon student performance. Adjustments are made on an ongoing basis, as needed, based on various performance, process, and perception data. The goals and strategies of the school improvement plan are monitored during the school year by school leaders to determine their impact upon student performance. Adjustments are made to the plan, as needed, based on the analysis of data. A limited amount of monitoring by school leaders of the school improvement plan occurs to determine the impact upon student performance. The implementation of the school improvement plan is viewed as an annual event rather than a process, and little or no monitoring of goals or strategies takes place. April 17, 2013 Page 35 of 77

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37 FAMILY AND COMMUNITY ENGAGEMENT Engaging families and community members as active participants to help the school achieve its continuous improvement goals April 17, 2013 Page 37 of 77

38 Family and Community Engagement Standard 1: Creates an environment that welcomes, encourages, and connects family and community members to the school The school has a wellestablished, inviting learning environment that welcomes, encourages, and connects family and community members to the school. Numerous opportunities are given to family members to become actively engaged in school-related events as participants, event managers, and workers. The school has created an environment that welcomes, encourages, and connects family and community members to the school. The school has made some progress toward creating an environment that welcomes, encourages, and connects family and community members to the school. The school has not created an environment that welcomes, encourages, or connects family and community members to the school. April 17, 2013 Page 38 of 77

39 Family and Community Engagement Standard 2: Establishes partnerships and decision-making processes that build capacity for family and community engagement in the success of students A variety of effective decisionmaking processes and partnerships (e.g., business partnerships, school councils, parent or family organizations, academic and extra-curricular booster clubs, civic organizations, tutoring services, and post-secondary partnerships) are highly functional in promoting student success and well being. Effective partnerships and decision-making processes are in place to promote family and community engagement in the success of students. A few limited partnerships and decision-making processes have been initiated by the school to build capacity for family and community engagement. Partnerships and decisionmaking processes for families and the community are non-existent, or those that do exist contribute minimally to student success. April 17, 2013 Page 39 of 77

40 Family and Community Engagement Standard 3: Cultivates meaningful two-way communication between the school and families as well as the school and the community Two-way communication between the school and the family and the school and the community is meaningful, consistent, and timely. This two-way communication leads to collaboration and cooperation that facilitate individual student achievement and overall school improvement. Regular, meaningful two-way communication exists between the school and families and the school and community. Communication between the school and families and the school and the community is confined to a few isolated events or is initiated by a limited number of staff members. Little, if any, communication exists between the school and families other than during problem situations such as student discipline or attendance issues. Communication with the community is largely confined to annual events or fund raisers. April 17, 2013 Page 40 of 77

41 Family and Community Engagement Standard 4: Communicates the grade-level/course expectations and the current student achievement status to families The school staff provides families with ongoing, clear, detailed grade-level/course expectations during each of the grading periods. The current status of individual students is frequently communicated through progress reports, parent conferences, report cards, reading level reports, state test reports, schoolbased assessment reports, and an online reporting system. The school staff communicates clear gradelevel/course expectations throughout the year. The current achievement level of individual students is communicated to families. The school staff communicates some gradelevel/course expectations at the start of the year. The current achievement of individual students is communicated by way of progress reports, report cards, and state-required test reports. The school staff does little to inform families of gradelevel/course expectations. Communication of the current achievement level of individual students is confined to report cards and state test reports. April 17, 2013 Page 41 of 77

42 Family and Community Engagement Standard 5: Collaborates about available school interventions as well as support strategies that can be used at home to enhance academic achievement The school continually collaborates with families to ensure that the academic interventions provided by the school are fully utilized and maximized. The school offers training to parents regarding support strategies that can be used at home for the various content areas. The school collaborates with families about the academic interventions offered by the school and effective strategies that can be used at home to support student learning. The school communicates with families regarding the academic interventions offered by the school or strategies that can be used at home to support student learning. The school seldom, if ever, communicates with families regarding the academic interventions offered at the school or strategies that could be used at home to support student learning. April 17, 2013 Page 42 of 77

43 Family and Community Engagement Standard 6: Connects families with agencies and resources in the community to meet the needs of students The school has a systematic process in place to connect families with an array of agencies and resources (e.g., Y- Clubs, after-school programs, health and counseling services, community service agencies, civic organizations, and tutoring services) to meet the needs of students. The school regularly connects families to agencies and resources in the community to meet the needs of students. The school sometimes connects families to agencies and resources in the community to meet the needs of students. The school does little to connect families with agencies and resources in the community to meet the needs of students. April 17, 2013 Page 43 of 77

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45 PROFESSIONAL LEARNING The means by which teachers, administrators, and other staff acquire, enhance, and refine the knowledge, skills, practices, and dispositions necessary to create and support high levels of learning for all students April 17, 2013 Page 45 of 77

46 Professional Learning Standard 1: Aligns professional learning with needs identified through analysis of a variety of data School and district leaders and other staff collaboratively analyze relevant data from multiple sources (including, but not limited to, student achievement data, examination of student work, process data, teacher/leader effectiveness data, action research data, and perception data from students, staff, and families) on an ongoing basis to determine professional learning needs. School and district leaders collaboratively analyze a variety of data on a regular basis to determine professional learning needs. Administrators, working in isolation at the school or district levels, largely determine the professional learning needs of the staff through a limited analysis of data. Professional learning needs are largely determined by the personal perceptions or opinions of school or district leaders and are often disconnected from the school improvement plan. April 17, 2013 Page 46 of 77

47 Professional Learning Standard 2: Uses multiple professional learning designs to support the various learning needs of the staff Staff members actively participate in in-depth professional learning that engages collaborative teams in a variety of appropriate learning designs. Many of the various designs are job-embedded and are consistently aligned with the intended improvement expectations. These designs include extensive follow-up with feedback and coaching. Staff members actively participate in professional learning that includes multiple designs (e.g., collaborative lesson study, analysis of student work, problem solving sessions, curriculum development, coursework, action research, classroom observations, and online networks) to support their various learning needs. Some staff members are engaged in professional learning that makes use of more than one learning design to address their indentified needs. Staff members receive single, stand-alone professional learning events that are informational and mostly large group presentation designs. April 17, 2013 Page 47 of 77

48 Professional Learning Standard 3: Allocates resources and establishes a support structure to ensure the effectiveness of professional learning Resources (e.g., substitute teachers, materials, handouts, tools, stipends, facilitators, and technology) are allocated for professional learning. A comprehensive infrastructure of support including conducive schedules, adequate collaborative time, and model classrooms is in place to support and sustain professional learning. Opportunities to practice skills, receive follow-up, feedback, and coaching are provided to ensure the effectiveness of professional learning. Adequate resources are allocated to support professional learning. A support structure including a conducive schedule with collaborative time is in place to ensure the effectiveness of professional learning. Some resources and supports are allocated to sustain professional learning. Few, if any, resources and supports are provided to sustain professional learning. April 17, 2013 Page 48 of 77

49 Professional Learning Standard 4: Cultivates collaborative inquiry and learning that enhance individual and collective performance Collaborative inquiry is viewed as foundational practice at the school as administrators and staff continually engage with colleagues to construct knowledge, acquire skills, refine practice, examine dispositions, and provide feedback that will enhance individual and collective performance. Administrators and staff engage with colleagues to construct knowledge, acquire skills, refine practice, examine dispositions and provide feedback that will enhance individual and collective performance. Administrators and staff sometimes engage with colleagues to construct knowledge, acquire skills, refine practice, and examine dispositions that enhance individual and collective performance. Administrators and staff rarely engage with colleagues to construct knowledge or to acquire skills. April 17, 2013 Page 49 of 77

50 Professional Learning Standard 5: Communicates implementation expectations regarding teacher and staff practices and curriculum standards Expectations for the implementation of professional learning are clearly and explicitly communicated to all appropriate staff and support staff, along with details regarding the stages of implementation and how monitoring will occur as implementation progresses. Expectations for the implementation of professional learning are clearly communicated to appropriate staff regarding teacher and staff practices and curriculum standards. Some expectations for the implementation of professional learning are communicated, but they lack specificity. Expectations for the implementation of professional learning are not communicated or are unclear. April 17, 2013 Page 50 of 77

51 Professional Learning Standard 6: Monitors and evaluates the impact of professional learning on staff practices and student learning The administrators and other school leaders have developed and implemented a comprehensive process for the ongoing monitoring and evaluation of professional learning based on changes in educator practices and increases in student learning. The administrators and other school leaders monitor and evaluate the impact of professional learning on educator practices and student learning. Limited monitoring of the impact of professional learning on educator practices occurs. Monitoring of the impact of professional learning on educator practices is ineffective or non-existent. April 17, 2013 Page 51 of 77

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53 LEADERSHIP The practice through which individuals and groups engage others to foster the success of all students through the development, communication, implementation, and evaluation of a shared vision of learning that leads to school improvement April 17, 2013 Page 53 of 77

54 Leadership Standard 1: Builds and sustains relationships to improve student achievement Administrators have systematically built positive internal and external relationships to improve student achievement. The school staff is fully engaged in relationship building through collaboration, internal and external communication, and cooperation with each other, students, families, and community stakeholders. Administrators build and sustain internal and external relationships to improve student achievement. Administrators have built some initial relationships with isolated pockets of staff or community stakeholders. Administrators have communication, collaboration, or trust issues that impede the development of relationships. April 17, 2013 Page 54 of 77

55 Leadership Standard 2: Guides the school s work in curriculum, assessment, instruction, and professional learning The principal and other administrators actively lead and are directly involved with the school s implementation of curriculum, assessment, instruction, and professional learning. Administrators have a comprehensive knowledge and understanding of the best practices for curriculum, assessment, instruction, and professional learning. The principal and other administrators guide the school s work in curriculum, assessment, instruction, and professional learning. Administrators attempt to take an active role in some areas of curriculum, assessment, instruction, and professional learning. Administrators do not take an active role in guiding the school s work in curriculum, assessment, instruction, and professional learning. April 17, 2013 Page 55 of 77

56 Leadership Standard 3: Establishes and supports a data-driven school leadership team that is focused on student learning A highly effective, data-driven leadership team, focused on student learning, is in place. The leadership team takes a proactive role in all areas of student and staff learning and school leadership including the development, implementation, and regular monitoring of the school improvement plan. A data-driven leadership team, focused on student learning, has been established and is supported by the administration. The leadership team meets regularly, has strong teacher representation, and uses norms and protocols to work effectively and efficiently. The school leadership team is established but is focused chiefly on operational rather than student learning issues. An active school leadership team does not exist or does not have adequate teacher representation. April 17, 2013 Page 56 of 77

57 Leadership Standard 4: Implements collaborative, distributed leadership Leadership is efficiently distributed across the school. Administrators collaborate regularly with staff members to gather input and to provide opportunities for shared decision-making and problemsolving. Staff members are provided numerous opportunities to build their leadership capacities. School management reflects implementation of distributed leadership with structures in place to allow for shared decision-making and problemsolving. Staff members have opportunities to provide input and to assume leadership roles. Some aspects of school management reflect elements of distributed leadership to allow for shared decisionmaking or problem-solving. Little evidence of distributed leadership is present with few, if any, opportunities for the staff to engage in shared decision-making, problem solving, or leadership roles. April 17, 2013 Page 57 of 77

58 Leadership Standard 5: Initiates and manages change to improve staff performance and student learning Administrators create a sense of urgency for change and effectively communicate the right vision to engage the staff and create ownership and buy-in for strategically selected initiatives. Administrators utilize change theory to successfully manage change efforts. Administrators adjust change strategies based on their situational awareness and the ongoing analysis of results. Administrators initiate and sustain change to improve staff performance and student learning. Administrators provide an appropriate balance of pressure and support and manage the change process for desired results. Administrators start change efforts, but they lack the skills to sustain the change, to remove barriers that arise, or to overcome resistance. Administrators work to maintain the status quo with little or no emphasis on making second-order changes that impact staff performance and student learning. April 17, 2013 Page 58 of 77

59 Leadership Standard 6: Provides ongoing performance feedback and support to teachers and other staff A comprehensive system is in place to provide teachers and staff with ongoing, accurate, timely, detailed performance feedback on their teaching practices and their key responsibilities. Ongoing support is provided through differentiated professional learning. Teachers and staff are given accurate, ongoing performance feedback on their teaching practices and key responsibilities during the year. Support to teachers and other staff is timely and targeted to individual needs. Teachers and staff are given minimal performance feedback on some of their teaching and key responsibilities during the year. Support for teachers and staff is limited, inconsistent, or not timely. Teachers and staff receive little or no effective feedback related to their performance on their teaching and key responsibilities during the year. Support for teachers and staff is not timely or effective. April 17, 2013 Page 59 of 77

60 Leadership Standard 7: Leads the data analysis efforts of the school to improve student achievement Administrators lead the comprehensive, ongoing data analysis efforts of the school to drive decision making and school improvement planning. Administrators consistently lead the analysis of classroom, grade level, departmental, and subgroup data to improve student performance, organizational effectiveness, and to address the professional learning needs of the staff. Administrators regularly lead the data analysis efforts of the school during the year to improve student achievement. Administrators annually lead a limited analysis of summative data from state or national tests or course grades. Administrators have little or no involvement with the data analysis efforts of the school. April 17, 2013 Page 60 of 77

61 Leadership Standard 8: Monitors and evaluates the performance of teachers and other staff through observations, data, and documentation The monitoring of the performance of teachers and other staff through observations, surveys, data, and documentation is consistent and comprehensive and results in highly accurate evaluations of performance. Administrators effectively monitor and evaluate the performance of teachers and other staff through observations, data, and documentation. The monitoring of the performance of teachers and other staff is inconsistent, incomplete, or lacks data or documentation, and sometimes does not result in accurate evaluations of performance. Administrator monitoring of the performance of teachers and other staff is inadequate or often results in inaccurate evaluations of performance. April 17, 2013 Page 61 of 77

62 April 17, 2013 Page 62 of 77

63 SCHOOL CULTURE The norms, values, standards, and practices associated with the school as a learning community committed to ensuring student achievement and organizational effectiveness April 17, 2013 Page 63 of 77

64 School Culture Standard 1: Develops, communicates, and implements rules, practices, and procedures that ensure a safe, orderly learning environment Rules, practices, and procedures that ensure a safe orderly learning environment are systematically developed, effectively communicated, and consistently implemented across the school. These rules, practices, and procedures are continually monitored and revised as needed. Rules, practices, and procedures that ensure a safe, orderly learning environment are developed, communicated, and implemented. Rules, practices, and procedures are developed and communicated, but are not effectively or consistently implemented across the school. Rules, practices, and procedures that ensure a safe, orderly, learning environment are not developed, updated, or are poorly communicated. April 17, 2013 Page 64 of 77

65 School Culture Standard 2: Cultivates and sustains a culture of trust and respect that ensures positive interactions and promotes a sense of community The school staff continuously cultivates and sustains a culture of trust and respect for students and adults that ensures positive interactions and reinforces a sense of community for all stakeholders. An active commitment exists to instill the appreciation of diversity and to encourage tolerance and understanding. The school staff cultivates and sustains a culture of trust and respect for students and adults that ensures positive interactions and promotes a sense of community. Some members of the school staff attempt to establish an environment that ensures positive interactions, but there is a limited commitment to building a sense of community. The school is characterized by frequent conflicts and lacks a sense of community. April 17, 2013 Page 65 of 77

66 School Culture Standard 3: Promotes the academic achievement and career readiness of all students School staff provides a comprehensive, effective support system (e.g., advisement, career counseling, transition coaching, interventions, and re-teaching) for all students that ensures that individual achievement needs and strengths are addressed to prepare students for success with post-secondary education and career readiness. The school staff provides effective support to promote the academic achievement and career readiness of all students. Some school staff members express a commitment to the academic growth and career readiness of students, but the current practices and organizational structures do not fully support this commitment. The beliefs and practices of the school staff do not support a culture that promotes the academic achievement and career readiness of all students. April 17, 2013 Page 66 of 77

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