ON THE SAME PAGE EFFECTIVE IMPLEMENTATION OF COLLEGE- AND CAREER-READY STANDARDS THROUGH LABOR-MANAGEMENT COLLABORATION

Size: px
Start display at page:

Download "ON THE SAME PAGE EFFECTIVE IMPLEMENTATION OF COLLEGE- AND CAREER-READY STANDARDS THROUGH LABOR-MANAGEMENT COLLABORATION"

Transcription

1 TM ON THE SAME PAGE EFFECTIVE IMPLEMENTATION OF COLLEGE- AND CAREER-READY STANDARDS THROUGH LABOR-MANAGEMENT COLLABORATION

2 This publication has been adapted from Assessing Implementation of the Common Core State Standards published by the American Federation of Teachers and may be used and reproduced without permission.

3 INTRODUCTION This document is intended to serve as a tool that will assist teams of labor and management working collaboratively at the district and state levels in their implementation efforts by providing guidance that can drive the development of a high-quality implementation plan. This plan can be used to support efforts to make the standards a reality in their schools and classrooms. This self-assessment tool can help teams of labor and management determine: Whether the labor-management teams current implementation efforts address critical components of a high-quality implementation plan; Whether critical components of implementation are missing from the plan and what components will need to be developed as implementation continues; One or more high-priority goals to work on collaboratively in pursuit of effective implementation of college- and careerready standards. The components in this document are not all-inclusive. We have attempted to include critical components to take into consideration when implementing the standards. However, local or state circumstances may require the adjustment or addition of components to address those issues to ensure a successful implementation process. IMPLEMENTATION PLANNING This tool is designed to be used with labor and management teams at all levels to set direction and determine supports for implementing standards through regularly scheduled meetings with cross-functional leadership teams representing all stakeholders. Whether implementation efforts support goals that are aligned with current reform efforts in the district or state; and ON THE SAME PAGE 1

4 COLLEGE- AND CAREER-READY STANDARDS PLANNING TO SUCCEED The College- and Career-Ready Standards provide an unprecedented opportunity and challenge. In advancing standards for mathematics and English language arts, the standards have the potential to help transform the very DNA of teaching and learning. As you review implementation note the following questions and components that should be addressed. KEY QUESTIONS TO CONSIDER: What is the current awareness level of teachers, administrators, parents and the broader community? Are stakeholders building a culture that supports the implementation of the standards? Are state and local resources allocated equitably across the district? Do educators have access to high-quality professional development? The chart indicates steps that should be taken chronologically but not independently. No step should ever be deemed complete. On going awareness campaigns and planning sessions should occur even while soliciting feedback on previous initiatives. 1 AWARENESS 2 PLANNING PROFESSIONAL 3 DEVELOPMENT 4 IMPLEMENTATION AND FEEDBACK Create broad stakeholder awareness of the standards through regular communications Collaboratively develop a sustainable plan for implementation, to include: Calendar of events and actions Expectations for all stakeholders Regular communication with stakeholders Process for identifying and developing teacher leaders Process for training staff to build capacity to sustain the work Detailed budget Identify and train teacher leaders as advocates and as trainers for other educators Create a Resource Review Team that will: Align existing instructional resources to the standards Research additional support resources and materials Examine implementation for: Opportunities for common planning time Reallocating resources toward professional development (PD) across all grades and all schools Opportunities for ongoing PD Opportunities for additional time for collegial conversations and looking at student work Provide job-embedded PD (e.g., teacher leaders, coaches, specialists) Use staff meetings for PD learning opportunities Provide opportunities for educators to deconstruct the standards to develop common understanding of their meaning and to examine student work Build assessment literacy of teachers and students Build internal capacity to sustain high-quality implementation Create opportunities to practice and refine instructional practices Include a system for evaluating effectiveness of the plan, receiving feedback from educators and modifying as necessary Review and update resources Tailor professional development offerings to address educators and students needs Use data to inform instruction, school practice, and implementation policy ONGOING COMMUNICATION WITH STAKEHOLDERS STAKEHOLDERS: Parents, students, teachers, business, community, labor, civic leaders, media, higher education faculty

5 A. ONGOING COMMUNICATION TO STAKEHOLDERS Identifying and communicating with stakeholders builds the awareness, knowledge, skills and commitment of those who are vital for the implementation of the standards. Communication with stakeholders should be ongoing and two-way as implementation progresses. DISCUSS AND PROVIDE EVIDENCE THAT THE FOLLOWING ELEMENTS ARE IN PLACE: 1. Identified key stakeholders, for example: Parents, students, educators, civic leaders, faith-based leaders, politicians, labor, school board members, superintendents, media, business people, chamber of commerce members, university partners, legislators, state leaders and so forth. 2. Determined the messages that need to be communicated. There are readily available resources and messaging for educators and key stakeholders that address misinformation and communicate that the standards are excellent for education because there are fewer and deeper standards, there was and continues to be educator involvement in reviewing and teaching the standards, and effective implementation of the standards demands increased student responsibility as well as high expectations for all. There are established collaborative partnerships with parents/guardians, community leaders and other stakeholders to build consistent messaging on the standards. Accomplished educators and examples of instruction aligned to the standards are provided to media outlets. 3. Determined the methods for communication. Educators consistently utilize multiple formats of communication to reach and inform all stakeholders of the school s effective standards implementation (students, teachers, parents, community and leadership). 4. Determined how often messages are revised and/or updated. Policy is reviewed and updated to support standards implementation. Educators consistently ensure that a systematic, cross-functional process and structure is in place for communication that is ongoing, two-way and fluid to keep all stakeholders abreast of standards implementation and challenges that need to be addressed. ON THE SAME PAGE 3

6 EVIDENCE OF EACH COMPONENT Jointly discuss, determine and record below what is currently in place for each component. A-1 A-2 A-3 A-4 4 ON THE SAME PAGE

7 B. AWARENESS BUILDING A SUPPORTIVE CULTURE Building on the foundation of stakeholder awareness, collaboratively developing a sustainable plan for implementation helps to ensure the presence of a culture that supports the implementation of the standards. DISCUSS AND PROVIDE EVIDENCE THAT THE FOLLOWING ELEMENTS ARE IN PLACE: 1. Collaboratively developed a sustainable plan for implementation that includes the following elements: Timeline for completing activities. The tools/processes for monitoring progress. Responsible parties for components and cross-team coordination. Information channels. Process for updating and reviewing the plan, including adjustments based on feedback, monitoring data and student work samples. 2. Collaboratively set expectations for stakeholders to: Understand the definition of the phrase college and career readiness. 1 Know the importance of the major shifts and what they look like for teachers and students. Advocate the importance of having proper standards implementation supports in place and the time needed to get this right to a variety of stakeholders. 3. Established a collaboratively developed process for identifying and developing teacher leaders and other stakeholders, which includes: A systematic approach for recruiting and selecting teacher leaders, involving both an administrator and a peer review process. A written statement of the knowledge and skills teacher leaders are to demonstrate. 1. What is College- And Career-Ready?, Achieve, ON THE SAME PAGE 5

8 Continuous professional development aligned to the knowledge and skills you have prioritized. A plan for expanding training to educators. 4. Created a detailed budget that reflects, within the appropriate local or state context, an assessment of resources needed for effective standards implementation and which: Identifies and prioritizes what resources and knowledge educators are going to need for successful implementation but don t currently have. Identifies compensation for professional development (monetary, credits, time, etc.). Provides transparency. Reflects a collaborative approach. Assesses need for realignment of allocated dollars. Allows for two-way communication about the quality of implementation and the level of student education. Allows educators to consistently engage all staff in professional development and collaboration on activities such as: Unpack and interpret the standards and shifts, unit development and assessment development; Conduct gap analysis to evaluate lesson plans/units and have conversations about raising the level of student work; Align and pilot new resources/materials; Revise/create curriculum guides and pacing guides; Increase teacher proficiency in using instructional technology to support instruction in all content areas; and Reflect on and refine new practices. 6 ON THE SAME PAGE

9 EVIDENCE OF EACH COMPONENT Jointly discuss, determine and record evidence of what is currently in place for each component. B-1 B-2 B-3 B-4 ON THE SAME PAGE 7

10 C. PLANNING Building on the systems, structures and processes in place for building awareness of standards implementation, this planning stage establishes the materials, structures, knowledge, skills and people that will be necessary to implement the standards. DISCUSS AND PROVIDE EVIDENCE THAT THE FOLLOWING ELEMENTS ARE IN PLACE: 1. Selected a change management model. 2. Identified and provided professional development to teacher leaders and stakeholders as standards advocates. 3. Provided copies of the standards to every educator and engaged all staff in understanding their value, structure and implications for teaching and learning. 4. Developed a professional development plan that ensures sustainability and includes all educators. 5. Created a resource review team, or supported a district or network of districts that created one, that includes teachers and cross-functional team members who use alignment resources (e.g., AFT alignment tools for ELA and mathematics, Student Achievement Partners Instructional Materials Evaluation Tool (IMET), and Achieve s EQuiP rubric) to ensure that: Existing instructional resources and classroom lessons/units are fully aligned to the standards, and that fully aligned instructional practices are demonstrated in curricular, instructional and assessment pieces; A process is established for communicating results to educators, including gaps that exist in the current materials; and Work is being done to research and identify resources that are better aligned to the standards. 6. Collaboratively examined, or supported a district or network of districts that examined, school/district infrastructure for opportunities for common planning time with school and district staff, such as: Master schedule; Creative ways to structure the school day for time for staff to work collaboratively; and Requesting a waiver from the state for delayed start or early release once a month Finding Time for Collaboration, by Mary Anne Raywid, Educational Leadership, vol. 51, no. 1, September ON THE SAME PAGE

11 7. Reallocated, or supported a district or network of districts that reallocated, professional development resources to focus on the instructional shifts in all grades at every school: Supports and integrated professional development that help teachers seamlessly include all students in mastering the standards. 8. Identified, or supported a district or network of districts that identified, instructional and social/emotional supports for all students and put in place a system to monitor their effectiveness. 9. Coordinated, or supported a district or network of districts that coordinated, teacher development and evaluation policies to align with the implementation of the standards. 10. Created, or supported a district or network of districts that created, school leadership teams that consistently utilize a variety of metrics to determine if standards implementation is on track and working, such as: Conduct periodic needs assessments and analyze results with school community; Conduct teacher surveys; Consistently monitor metrics determining how well standards implementation is working. The monitoring is supported through a variety of feedback loops providing accountability at all levels of the implementation; Consistently ensure that individual school s implementation plan empowers educators to take part in shared decision-making and is aligned to district/state implementation plans; Work with PLCs and the school community to gather evidence of impact of the standards implementation and shifts on student learning and the quality of their work products; and Ensure that formative and interim assessments are created to consistently align to the mathematics and ELA shifts and the standards, are consistently implemented by all educators, and are utilized to assist in driving the instructional cycle to strengthen Tier 1 instruction and identify and address student needs. ON THE SAME PAGE 9

12 EVIDENCE OF EACH COMPONENT Jointly discuss, determine and record evidence of what is currently in place for each component. C-1 C-2 C-3 C-4 C-5 10 ON THE SAME PAGE

13 C-6 C-7 C-8 C-9 C-10 ON THE SAME PAGE 11

14 D. PROFESSIONAL DEVELOPMENT Professional development builds capacity to implement the standards in ways that meet student needs and leads to their mastery of the standards. Professional development needs to be differentiated for various audiences. Additionally, professional development should include deliberate links between educator development and evaluation and the standards. Linking together the components used in instructional evaluations helps educators to become more thoughtful practitioners and builds on the foundation of effective practices. DISCUSS AND PROVIDE EVIDENCE THAT THE FOLLOWING ELEMENTS ARE IN PLACE: 1. Developed plans or supported districts or networks of districts to develop plans for job-embedded professional development, which includes modeling of instructional practices fully aligned with instructional shifts. 2. Built capacity internally for successful use of teacher leaders, coaches and specialists. 3. Restructured staff meetings for standards-based professional development, using internal cross-functional capacity, such as having teacher leaders visibly leading content sessions. 4. Provided opportunities to deconstruct the standards and develop common understanding of their meaning using a variety of tools and approaches, such as the mathematics progressions and developing shared understanding of aspects of student work that demonstrate progress toward and mastery of grade-level standards as they apply in every content area. 5. Strengthened the assessment literacy of educators, students, parents and leaders at the school, district and state levels, which should include: Understanding sound assessment practices; Describing the different types of assessment used to generate dependable student achievement information; Using data for intended purposes; and Knowing and using effective ways to address student needs revealed by the data. 6. Identified methods for assessing the effectiveness of professional development on educator capacity and the quality of student work. 7. Ensured professional development is sustainable. 8. Ensured professional development is accessible to all educators through a variety of delivery models. 12 ON THE SAME PAGE

15 9. Provided staff in non-tested grades and subject areas with supports and professional development to implement standards-based strategies as a shared responsibility for student progress across grade levels. 10. Included professional development opportunities to engage in unit and lesson plan development. 11. Put in place multiple professional development structures to support standards implementation. 12. Clarified through structures and activities that standards implementation is a priority; i.e. Classroom time is protected to focus on aligned instruction for all students and increasing facility and effectiveness in using the major shifts; Feedback is productive, timely and constructive and leads to enhanced practices at all levels of the organization; Embedded supports and collaboration are in place; and Improving the quality of student work is central to the implementation discussion. EVIDENCE OF EACH COMPONENT Jointly discuss, determine and record evidence of what is currently in place for each component. D-1 D-2 ON THE SAME PAGE 13

16 D-3 D-4 D-5 D-6 D-7 14 ON THE SAME PAGE

17 D-8 D9 D-10 D-11 D-12 ON THE SAME PAGE 15

18 E. IMPLEMENTATION AND FEEDBACK Model that this is a continuous improvement process that evolves over time. This process will never be completed because the issues that need to be addressed will change. DISCUSS AND PROVIDE EVIDENCE THAT THE FOLLOWING ELEMENTS ARE IN PLACE: 1. Developed a process for collaboratively reviewing and revising the plan on an ongoing basis. 2. Created opportunities for educators and stakeholders to refine skills and strategies by observing and sharing quality instructional practices to reach all learners, including strategies for differentiation and intervention. 3. Requested continuous feedback on plans, processes and materials from all educators and other stakeholders. 4. Developed a secure process for gathering, analyzing and sharing contextual data (data related to all aspects of the classroom, staffing, school and students and their work) that informs decision making around school and district policies and instruction, and incorporates supports for sustainability. 5. Developed a secure process for gathering, analyzing and sharing student assessment data (summative and formative) and student work that informs decision making around school and district policies and instruction, and incorporates supports for sustainability. EVIDENCE OF EACH COMPONENT Jointly discuss, determine and record evidence of what is currently in place for each component. E-1 16 ON THE SAME PAGE

19 E-2 E-3 E-4 E-5 ON THE SAME PAGE 17

20 IMPLEMENTATION PREPARATION AND PLANNING GUIDING QUESTIONS Assess: Where are we now? Goal Setting: Where do we want to be? Using the guiding questions, prioritize areas and develop a work plan that we jointly implement from the self-assessment document. Build on current strengths and natural short term opportunities as you identify action items. Identify Needs: What is necessary to get to our goals? Determine Feasibility: Given current capacity, structures, policies, and resources how feasible is this goal? Action Item Steps Timeline Coordinator/Person Responsible 1. Deliverables or Outcome Measures 2. Supports & Resources 18 ON THE SAME PAGE

21 Action Item Steps Timeline Coordinator/Person Responsible Deliverables or Outcome Measures Supports & Resources ON THE SAME PAGE 19

22 20 ON THE SAME PAGE NOTES

23 National Education Association Dennis Van Roekel, President Council of Chief State School Officers - Chris Minnich, Executive Director The School Superintendents Association - Daniel A. Domenech, Executive Director Council of the Great City Schools Michael Casserly, Executive Director National School Boards Association - Thomas Gentzel, Executive Director American Federation of Teachers Randi Weingarten, President

24 TM

FRAMEWORK OF SUPPORT: SCHOOL-LEVEL PRACTICE PROFILE

FRAMEWORK OF SUPPORT: SCHOOL-LEVEL PRACTICE PROFILE FRAMEWORK OF SUPPORT: SCHOOL-LEVEL PRACTICE PROFILE S The Framework of Supports are a set of Practice Profiles that serve as an implementation overview of Support for Personalized Learning (SPL). Practice

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data

More information

San Francisco Unified School District San Francisco County Office of Education Master Plan for Educational Technology 2012-2015 DRAFT May 22, 2012

San Francisco Unified School District San Francisco County Office of Education Master Plan for Educational Technology 2012-2015 DRAFT May 22, 2012 San Francisco Unified School District San Francisco County Office of Education Master Plan for Educational 2012-2015 DRAFT May 22, 2012 Purpose of the Master Plan: The San Francisco Unified School District

More information

Members of the Alabama State Board of Education. Governor Bob Riley President of the State Board of Education. District

Members of the Alabama State Board of Education. Governor Bob Riley President of the State Board of Education. District 2 Members of the Alabama State Board of Education Governor Bob Riley President of the State Board of Education District I Mr. Randy McKinney President Pro Tem II Mrs. Betty Peters III Mrs. Stephanie Bell

More information

2013 Marzano School Leader Evaluation Model Rubric

2013 Marzano School Leader Evaluation Model Rubric 2013 Marzano School Leader Evaluation Model Rubric Exclusive partners with Dr. Robert J. Marzano for the Teacher Evaluation Model and School Leader Evaluation Model Learning Sciences International 175

More information

Principal Practice Observation Tool

Principal Practice Observation Tool Principal Performance Review Office of School Quality Division of Teaching and Learning Principal Practice Observation Tool 2014-15 The was created as an evidence gathering tool to be used by evaluators

More information

Section Two: Ohio Standards for the Teaching Profession

Section Two: Ohio Standards for the Teaching Profession 12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how

More information

Alabama Standards for Instructional Leaders

Alabama Standards for Instructional Leaders Alabama Standards for Instructional Leaders To realize the mission of enhancing school leadership among principals and administrators in Alabama resulting in improved academic achievement for all students,

More information

SCHOOL IMPROVEMENT GRANT: TIER I AND TIER II SCHOOL APPLICATION

SCHOOL IMPROVEMENT GRANT: TIER I AND TIER II SCHOOL APPLICATION SCHOOL IMPROVEMENT GRANT: TIER I AND TIER II SCHOOL APPLICATION Section 1003 (g) of the Elementary and Secondary Education Act FY 2012 Mail to: Alabama Department of Education Federal Programs 5348 Gordon

More information

Illinois Center for School Improvement Framework: Core Functions, Indicators, and Key Questions

Illinois Center for School Improvement Framework: Core Functions, Indicators, and Key Questions Framework: Core Functions, Indicators, and Key Questions The Core Functions and Indicators, which form the structure for the delivery and execution of (Illinois CSI) services, describe the big ideas or

More information

Indiana s Department of Education STEM Education Implementation Rubric

Indiana s Department of Education STEM Education Implementation Rubric Indiana s Department of Education STEM Education Rubric The rubric that follows provides an outline for the implementation of STEM attributes in schools. The rubric is designed to show varying levels of

More information

Teacher and Leader Evaluation Requirements An Overview

Teacher and Leader Evaluation Requirements An Overview Teacher and Leader Evaluation Requirements An Overview Teacher and Leader Evaluation Requirements: An Overview The Office of the State Superintendent of Education (OSSE) believes that all District of Columbia

More information

New York State Professional Development Standards (PDF/Word) New York State. Professional Development Standards. An Introduction

New York State Professional Development Standards (PDF/Word) New York State. Professional Development Standards. An Introduction New York State Professional Development Standards New York State Professional Development Standards (PDF/Word) Background on the Development of the Standards New York State Professional Development Standards

More information

The Massachusetts Tiered System of Support

The Massachusetts Tiered System of Support The Massachusetts Tiered System of Support Chapter 1: Massachusetts Tiered System of Support (MTSS) Overview Massachusetts has developed a blueprint outlining a single system of supports that is responsive

More information

Rubric for Evaluating North Carolina s Instructional Technology Facilitators

Rubric for Evaluating North Carolina s Instructional Technology Facilitators Rubric for Evaluating North Carolina s Instructional Technology Facilitators Standard 1: Instructional Technology Facilitators demonstrate leadership. Not Demonstrated Developing Proficient Accomplished

More information

Section Three: Ohio Standards for Principals

Section Three: Ohio Standards for Principals Section Three: Ohio Standards for Principals 1 Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals. Principals lead the process

More information

New Hampshire Farmington High School 40 Thayer Drive Farmington NH 03836 603-755-2811. Interventions Annual Form by Federal Requirement

New Hampshire Farmington High School 40 Thayer Drive Farmington NH 03836 603-755-2811. Interventions Annual Form by Federal Requirement New Hampshire Farmington High School 40 Thayer Drive Farmington NH 03836 603-755-2811 Interventions Annual Form by Federal Requirement Instructions: When SIG Implementation begins, complete the descriptions

More information

Strategic Plan 2011-2016

Strategic Plan 2011-2016 Maricopa County Regional School District The District of Miracles Strategic Plan 2011-2016 Vision: Empowering students to take control of their future by providing an education that inspires and enables

More information

Kentucky: Taking the Lead on Next-Generation Teaching and Learning

Kentucky: Taking the Lead on Next-Generation Teaching and Learning Kentucky: Taking the Lead on Next-Generation Teaching and Learning David Baird Associate Executive Director, Kentucky School Boards Association Mary Ann Blankenship Executive Director, Kentucky Education

More information

Oregon Framework for Teacher and Administrator Evaluation and Support Systems

Oregon Framework for Teacher and Administrator Evaluation and Support Systems Oregon Framework for Teacher and Administrator Evaluation and Support Systems Revised for 2014 2015 State Guidelines for ESEA Waiver & SB 290 OREGON DEPARTMENT OF EDUCATION 255 Capitol St, NE, Salem, OR

More information

TEACHNJ ACT. New Evaluation Implementation 2013-14 School Year Required by State of NJ

TEACHNJ ACT. New Evaluation Implementation 2013-14 School Year Required by State of NJ TEACHNJ ACT New Evaluation Implementation 2013-14 School Year Required by State of NJ Charles Maranzano, Jr., Superintendent Hopatcong Borough Public Schools 1 Evaluation Reform in NJ Evaluation Reform

More information

Standards for Professional Development

Standards for Professional Development Standards for Professional Development APRIL 2015 Ohio Standards for Professional Development April 2015 Page 1 Introduction All of Ohio s educators and parents share the same goal that Ohio s students

More information

To expand teachers use of a variety of resources to improve instruction

To expand teachers use of a variety of resources to improve instruction Tool 5.1 Coaching roles Role Purpose Example Resource provider To expand teachers use of a variety of resources to improve instruction Gathers information and/or resources (articles, materials, etc.) for

More information

Colorado Professional Teaching Standards

Colorado Professional Teaching Standards Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their

More information

Committee On Public Secondary Schools. Standards for Accreditation

Committee On Public Secondary Schools. Standards for Accreditation Committee On Public Secondary Schools Standards for Accreditation Effective 2011 New England Association of Schools & Colleges 3 Burlington Woods Drive, Suite 100 Burlington, MA 01803 Tel. 781-425-7700

More information

2014-2015 CITE Speech Language Pathologist 8/1/14

2014-2015 CITE Speech Language Pathologist 8/1/14 2014-2015 CITE Speech Language Pathologist 8/1/14 Changes Tailored to Speech Language Pathologist Rubric Standard 1 Outcomes: Speech Language Pathologist purposefully plans outcomes using the District

More information

Principles to Actions

Principles to Actions Principles to Actions Executive Summary In 1989 the National Council of Teachers of Mathematics (NCTM) launched the standards-based education movement in North America with the release of Curriculum and

More information

Educational Technology

Educational Technology Educational Technology 0 How can we design effective instruction using technology, media, and learning theory? 0 How Educational Technology facilitates e-learning, and promotes discovery and higher order

More information

Position Statement on English Language Arts Education Connecticut State Board of Education December 3, 2008

Position Statement on English Language Arts Education Connecticut State Board of Education December 3, 2008 Position Statement on English Language Arts Education Connecticut State Board of Education December 3, 2008 The Connecticut State Board of Education believes a high-quality, comprehensive prekindergarten-12

More information

CALIFORNIA PRELIMINARY ADMINISTRATIVE CREDENTIAL EXAMINATION (CPACE)

CALIFORNIA PRELIMINARY ADMINISTRATIVE CREDENTIAL EXAMINATION (CPACE) Education Code section 44270.5 allows an examination alternative to the Administrative Services preparation program as long as the examination is aligned with the current Administrative Services Program

More information

Key Principles for ELL Instruction (v6)

Key Principles for ELL Instruction (v6) Key Principles for ELL Instruction (v6) The Common Core State Standards (CCSS) in English Language Arts and Mathematics as well as the soon-to-be released Next Generation Science Standards (NGSS) require

More information

NC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS

NC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses

More information

A Guide for Professional Development/Transition Planning for Implementation of the College- and Career-Ready Standards

A Guide for Professional Development/Transition Planning for Implementation of the College- and Career-Ready Standards A Guide for Professional Development/Transition Planning for Implementation of the College- and Career-Ready Standards Alabama State Department of Education January 2013 Forward: Professional Learning

More information

Instructional Technology Initiative Task Force: Vision, Mission, & Core Values

Instructional Technology Initiative Task Force: Vision, Mission, & Core Values Instructional Technology Initiative Task Force: Vision, Mission, & Core Values Our Vision: All schools use technology as a tool to differentiate and personalize instruction, increase academic rigor, and

More information

www.thinkcollegenow.org

www.thinkcollegenow.org A Small, Public, College-Prep Elementary School in the Oakland Unified School District Vision: All Think College Now students will have the tools to choose their life s path and desired occupation with

More information

UTAH. ESEA Flexibility Request

UTAH. ESEA Flexibility Request UTAH ESEA Flexibility Request 1 TABLE OF CONTENTS CONTENTS PAGE Cover Sheet for ESEA Flexibility Request 4 Waivers 5 Assurances 6 Consultation 8 Evaluation 13 Overview of SEA s ESEA Flexibility Request

More information

EXPERTISE & EXCELLENCE. A Systematic Approach to Transforming Educator Practice

EXPERTISE & EXCELLENCE. A Systematic Approach to Transforming Educator Practice EXPERTISE & EXCELLENCE A Systematic Approach to Transforming Educator Practice School improvement is most surely and thoroughly achieved when teachers engage in frequent, continuous, and increasingly concrete

More information

North Carolina Professional Teaching Standards

North Carolina Professional Teaching Standards North Carolina Professional Teaching Standards For every student in North Carolina, a knowledgeable, skilled compassionate teacher...a star in every classroom. As Approved by the State Board of Education

More information

State Transition to High-Quality, College/Career-Ready Assessments: A Workbook for State Action on Key Policy, Legal, and Technical Issues

State Transition to High-Quality, College/Career-Ready Assessments: A Workbook for State Action on Key Policy, Legal, and Technical Issues State Transition to High-Quality, College/Career-Ready Assessments: A Workbook for State Action on Key Policy, Legal, and Technical Issues Updated as of November 14, 2013 Page 1 Table of Contents Part

More information

Stronge Teacher Effectiveness Performance Evaluation System

Stronge Teacher Effectiveness Performance Evaluation System Stronge Teacher Effectiveness Performance Evaluation System Overview Teacher Effectiveness Student Achievement Student Achievement Stronge Evaluation System Effectiveness is the goal. Evaluation is merely

More information

VERMONT Multi-tiered System of Supports Response to Intervention and Instruction (MTSS-RtII) Self-Assessment

VERMONT Multi-tiered System of Supports Response to Intervention and Instruction (MTSS-RtII) Self-Assessment VERMONT Multi-tiered System of Supports Response to Intervention and Instruction (MTSS-RtII) Self-Assessment Vermont Reads Institute at UVM and Vermont Statewide Steering Committee on RTII 2014 Vermont

More information

Holland Elementary School Local Stakeholder Group Recommendations to the Commissioner Submitted January 6, 2014

Holland Elementary School Local Stakeholder Group Recommendations to the Commissioner Submitted January 6, 2014 Holland Elementary School Local Stakeholder Group Recommendations to the Commissioner Submitted January 6, 2014 Holland Elementary School was designated by Commissioner Chester as chronically underperforming

More information

FREQUENTLY ASKED QUESTIONS ABOUT ALABAMA COLLEGE AND CAREER STANDARDS

FREQUENTLY ASKED QUESTIONS ABOUT ALABAMA COLLEGE AND CAREER STANDARDS FREQUENTLY ASKED QUESTIONS ABOUT ALABAMA COLLEGE AND CAREER STANDARDS ALABAMA DEPARTMENT OF EDUCATION Thomas R. Bice, State Superintendent of Education Frequently Asked Questions The Standards What are

More information

Hiawatha Academies School District #4170

Hiawatha Academies School District #4170 Hiawatha Academies School District #4170 World s Best Workforce Plan All Hiawatha Academies scholars will be empowered with the knowledge, character and leadership skills to graduate from college and serve

More information

Delaware Performance Appraisal System

Delaware Performance Appraisal System Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Principals) Principal Practice Rubric Updated July 2015 1 INEFFECTIVE A. DEVELOPS

More information

School Improvement Grants Online Tool

School Improvement Grants Online Tool School Improvement Grants Online Tool Monitoring and Evaluating Transformations by FEDERAL REQUIREMENTS Center on Innovation & Improvement Mid-Atlantic Comprehensive Center Appalachia Regional Comprehensive

More information

IOWA DEPARTMENT OF EDUCATION

IOWA DEPARTMENT OF EDUCATION IOWA DEPARTMENT OF EDUCATION Guidance on the Iowa Teacher Leadership and Compensation System July 15, 2013 Overview Division VII of House File 215 establishes the Teacher Leadership and Compensation System,

More information

08X540. School For Community Research and Learning 1980 Lafayette Avenue School Address: Bronx, NY 10473

08X540. School For Community Research and Learning 1980 Lafayette Avenue School Address: Bronx, NY 10473 NYSED/NYCDOE JOINT INTERVENTION TEAM REPORT AND RECOMMENDATIONS BEDS Code/DBN: 08X540 School Name: School For Community Research and Learning 1980 Lafayette Avenue School Address: Bronx, NY 10473 Principal:

More information

Professional Development: A 21st Century Skills Implementation Guide

Professional Development: A 21st Century Skills Implementation Guide Professional Development: A 21st Century Skills Implementation Guide Produced by To succeed in college, career and life in the 21st century, students must be supported in mastering both content and skills.

More information

Chapter 6: Develop a Stakeholder Engagement Strategy

Chapter 6: Develop a Stakeholder Engagement Strategy Chapter 6: Develop a Stakeholder Engagement Strategy Questions from Diagnostic Tool Have we created core messages for our adoption and implementation plan? Have we identified the stakeholders whose support

More information

Submitted for Review and Approval Florida Department of Education 5/1/2012

Submitted for Review and Approval Florida Department of Education 5/1/2012 2012 INSERT DISTRICT NAME HERE SCHOOL LEADER EVALUATION SYSTEM Observation and Evaluation Forms and Procedures for Leadership Practice Effective July 1, 2012 A Comprehensive System for Professional Development

More information

Springfield Public Schools English Language Learner Recommended Actions and Implementation Plans

Springfield Public Schools English Language Learner Recommended Actions and Implementation Plans Springfield Public Schools English Language Learner Recommended Actions and Implementation Plans Dr Alan J Ingram, Superintendent September 2010 Prepared for Springfield Public Schools by Rosann Tung,

More information

PRO-NET. A Publication of Building Professional Development Partnerships for Adult Educators Project. April 2001

PRO-NET. A Publication of Building Professional Development Partnerships for Adult Educators Project. April 2001 Management Competencies and Sample Indicators for the Improvement of Adult Education Programs A Publication of Building Professional Development Partnerships for Adult Educators Project PRO-NET April 2001

More information

Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University

Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University A. A description of how the proposed program has been revisioned to reflect

More information

Principal Appraisal Overview

Principal Appraisal Overview Improving teaching, leading and learning T e x a s P r i n c i p a l E va l u a t i o n S y s t e m Principal Appraisal Overview Design and Development a collaborative effort McREL International Texas

More information

Frequently Asked Questions Contact us: RAC@doe.state.nj.us

Frequently Asked Questions Contact us: RAC@doe.state.nj.us Frequently Asked Questions Contact us: RAC@doe.state.nj.us 1 P a g e Contents Identification of a Priority, Focus, or Reward School... 4 Is a list of all Priority, Focus, and Reward Schools available to

More information

Ohio Standards for School Counselors

Ohio Standards for School Counselors Adopted by state board of education of ohio October, Ohio Standards for School Counselors Ohio Standards for School Counselors ii Contents Section I: Overview of the Ohio Standards for School Counselors...

More information

Massachusetts Department of Elementary and Secondary Education. Professional Development Self- Assessment Guidebook

Massachusetts Department of Elementary and Secondary Education. Professional Development Self- Assessment Guidebook Massachusetts Department of Elementary and Secondary Education Professional Development Self- Assessment Guidebook For Teacher Professional Development Offerings Modified for use by the District and School

More information

North Carolina TEACHER. evaluation process. Public Schools of North Carolina State Board of Education Department of Public Instruction

North Carolina TEACHER. evaluation process. Public Schools of North Carolina State Board of Education Department of Public Instruction North Carolina TEACHER evaluation process Public Schools of North Carolina State Board of Education Department of Public Instruction Rubric for Evaluating North Carolina Teachers ( This form should be

More information

The Leader in K 12 Professional Development

The Leader in K 12 Professional Development The Leader in K 12 Professional Development INTRODUCING... ASCD PROFESSIONAL LEARNING SERVICES ASCD PROFESSIONAL LEARNING SERVICES enable educators to receive customized professional development programs

More information

ADEPT Performance Standards. for. Classroom-Based Teachers

ADEPT Performance Standards. for. Classroom-Based Teachers ADEPT Performance Standards for Classroom-Based Teachers Revised ADEPT Performance Standards for Classroom-Based Teachers Introduction Central to the ADEPT system is a set of expectations for what teaching

More information

DENVER PUBLIC SCHOOLS. EduStat Case Study. Denver Public Schools: Making Meaning of Data to Enable School Leaders to Make Human Capital Decisions

DENVER PUBLIC SCHOOLS. EduStat Case Study. Denver Public Schools: Making Meaning of Data to Enable School Leaders to Make Human Capital Decisions DENVER PUBLIC SCHOOLS EduStat Case Study Denver Public Schools: Making Meaning of Data to Enable School Leaders to Make Human Capital Decisions Nicole Wolden and Erin McMahon 7/19/2013. Title: Making Meaning

More information

Technology Curriculum Standards

Technology Curriculum Standards Technology Curriculum Standards Catholic Schools Office Diocese of Erie August, 2014 Table of Contents PHILOSOPHY STATEMENT... 2 TECHNOLOGY CURRICULUM FOUNDATION... 2 TECHNOLOGY FOUNDATION STANDARDS FOR

More information

ELEMENTARY AND SECONDARY EDUCATION ACT

ELEMENTARY AND SECONDARY EDUCATION ACT ELEMENTARY AND SECONDARY EDUCATION ACT Comparison of the No Child Left Behind Act to the Every Student Succeeds Act Congress passed the Every Student Succeeds Act (ESSA) 1 to replace the No Child Left

More information

Arkansas Teaching Standards

Arkansas Teaching Standards Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace

More information

Masters of Science in Curriculum & Instruction Core Alignment of Summative Assessments to Standards

Masters of Science in Curriculum & Instruction Core Alignment of Summative Assessments to Standards Masters of Science in Curriculum & Instruction Core Alignment of Summative Assessments to Standards Standards ED 601 Summative Assignment 1 NBPTS Proposition 1: Teachers are Committed to Students and Learning

More information

Strategy Brainstorm. Recognize teachers' accomplishments (e.g., Golden Apple awards, TN teacher ambassador) Stop negative narration

Strategy Brainstorm. Recognize teachers' accomplishments (e.g., Golden Apple awards, TN teacher ambassador) Stop negative narration Mentoring Establish a mentoring program that builds on Indiana's former program and incorporates broadened partnerships with IHEs to foster new teacher development and nurture the reflective practitioner.

More information

Hudson City School District

Hudson City School District Hudson City School District Region: Capital Region Motto: Destination Graduation, Get on Board Awards: Strengthening Teacher and Leader Effectiveness 1 and 3 Superintendent: Ms. Maria Suttmeier 1. Preparation

More information

Hawaii Teacher Standards Board Teacher Leader Work Group Report

Hawaii Teacher Standards Board Teacher Leader Work Group Report Hawaii Teacher Standards Board Teacher Leader Work Group Report Workgroup members: NBPTS Certified Teacher from the Field: Dr. Jonathan Gillentine, Special Education Teacher, Rev. Benjamin Parker Elementary

More information

Illinois State Board of Education. Student Assessment Inventory for School Districts

Illinois State Board of Education. Student Assessment Inventory for School Districts Illinois State Board of Education Student Assessment Inventory for School Districts April 2015 Assessment and Accountability Illinois State Board of Education 110 North First Street Springfield, IL 62777

More information

Wendell Smith Elementary School

Wendell Smith Elementary School Lake Calumet Elementary Network 744 E 103rd St Chicago, IL 60628 ISBE ID: 150162990252768 School ID: 609978 Oracle ID: 23641 Mission Statement Our mission is to provide a safe and respectful environment

More information

MINNETONKA PUBLIC SCHOOLS. Policy #603: INSTRUCTIONAL AND CURRICULAR PROGRAM REVIEW AND IMPROVEMENT

MINNETONKA PUBLIC SCHOOLS. Policy #603: INSTRUCTIONAL AND CURRICULAR PROGRAM REVIEW AND IMPROVEMENT MINNETONKA PUBLIC SCHOOLS Policy #603: INSTRUCTIONAL AND CURRICULAR PROGRAM REVIEW AND IMPROVEMENT I. PURPOSE The purpose of this policy is to provide direction to parents, students, staff, and interested

More information

MARZANO SCHOOL LEADERSHIP EVALUATION MODEL

MARZANO SCHOOL LEADERSHIP EVALUATION MODEL TEACHER & LEADERSHIP EVALUATION MARZANO SCHOOL LEADERSHIP EVALUATION MODEL Prepared by Learning Sciences Marzano Center Center for Teacher and Leadership Evaluation April 2012 1 TEACHER & LEADERSHIP EVALUATION

More information

WIDA ELD Standards Implementation in Boston Public Schools 2.0

WIDA ELD Standards Implementation in Boston Public Schools 2.0 WIDA ELD Standards Implementation in Boston Public Schools 2.0 Frances Esparza Ed.D., Daphne Germain, and Joelle Gamere Office of English Language Learners * Session Objectives 1. Attendees will analyze

More information

DRAFT. Denver Plan 2014. Every Child Succeeds

DRAFT. Denver Plan 2014. Every Child Succeeds Denver Plan 2014 Every Child Succeeds 100 80 Introduction Every child takes that first step into their first day of school with butterflies and talent, potential and dreams. It s the day that the door

More information

Essential Principles of Effective Evaluation

Essential Principles of Effective Evaluation Essential Principles of Effective Evaluation The growth and learning of children is the primary responsibility of those who teach in our classrooms and lead our schools. Student growth and learning can

More information

Cobb Keys School Counselor Evaluation System Performance Rubric with Examples of School Counselor Evidence

Cobb Keys School Counselor Evaluation System Performance Rubric with Examples of School Counselor Evidence Foundation Standard (F): The professional school counselor plans and organizes the foundation of a standards-based, data-driven comprehensive school counseling program that is aligned with the school strategic

More information

St. Charles School District. Counselor Growth Guide and. Evaluation Documents

St. Charles School District. Counselor Growth Guide and. Evaluation Documents St. Charles School District Growth Guide and Evaluation Documents 2014-2015 City of St. Charles School District MISSION The City of St. Charles School District will REACH, TEACH, and EMPOWER all students

More information

Student Achievement and School Accountability Programs (SASA) Monitoring Plan for School Improvement Grants October 1, 2010 to September 30, 2011

Student Achievement and School Accountability Programs (SASA) Monitoring Plan for School Improvement Grants October 1, 2010 to September 30, 2011 Student Achievement and School Accountability Programs (SASA) Monitoring Plan for School Improvement Grants October 1, 2010 to September 30, 2011 January 12, 2011 Table of Contents I. INTRODUCTION...

More information

North Carolina New Schools Design Principle 1: Ready for College. Beginning Early Steps Growing Innovations New Paradigms

North Carolina New Schools Design Principle 1: Ready for College. Beginning Early Steps Growing Innovations New Paradigms North Carolina New Schools Design Principle 1: Ready for College (High School) Course of Study Students are tracked according to past performance into regular and honors level courses. Students are allotted

More information

The Principal as Assessment Leader. Study Guide

The Principal as Assessment Leader. Study Guide The Principal as Assessment Leader Edited by Thomas R. Guskey Study Guide This study guide is a companion to the book The Principal as Assessment Leader, edited by Thomas R. Guskey. The eleven contributors

More information

Leadership has a relatively indepth understanding of digital

Leadership has a relatively indepth understanding of digital Leadership L1 Shared Vision Leadership has the basic awareness of the potential of digital learning in education to lead to personalized learning for students. Staff and leadership are exploring different

More information

Massachusetts Model System for Educator Evaluation

Massachusetts Model System for Educator Evaluation Massachusetts Model System for Educator Evaluation Part III: Guide to Rubrics and Model Rubrics for Superintendent, Administrator, and Teacher Appendix B. January 2012 Massachusetts Department of Elementary

More information

Kentucky Teaching Conditions Standards

Kentucky Teaching Conditions Standards Kentucky Teaching Conditions Standards Kentucky Teaching Conditions Standards TELL Kentucky Survey District 180 Priority Schools Developed in collaboration with the TELL Kentucky Coalition of Partners.

More information

Technical Review Coversheet

Technical Review Coversheet Status: Submitted Last Updated: 8/6/1 4:17 PM Technical Review Coversheet Applicant: Seattle Public Schools -- Strategic Planning and Alliances, (S385A1135) Reader #1: ********** Questions Evaluation Criteria

More information

RISS RtI Needs Assessment and Planning Process

RISS RtI Needs Assessment and Planning Process RISS RtI Needs Assessment and Planning Process RISS RtI Project Summary The RISS (Response to Intervention Support System) project was funded in August 2009 with a Maine Department of Education IDEA professional

More information

The 20 Non-Negotiable Characteristics of Higher Performing School Systems

The 20 Non-Negotiable Characteristics of Higher Performing School Systems The 20 Non-Negotiable Characteristics of Higher Performing School Systems Aligning District Practices to Support High-Quality Instruction Report Published: April 2011 Authored by: National Center for Educational

More information

Rubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers

Rubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers Rubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers Definition of an Effective School Social Worker Effective school social workers are vital members of the education

More information

Job Title: Executive Director of Organizational and Professional Learning

Job Title: Executive Director of Organizational and Professional Learning Equal Opportunity Employer Job Description Job Title: Executive Director of Organizational and Professional Learning Reports to: Chief Academic Officer Department: Teaching and Learning Number of Days:

More information

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Speech-Language Pathologists

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Speech-Language Pathologists 2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Speech-Language Pathologists Definition of an Effective Speech-Language Pathologist Effective speech-language pathologists are

More information

B. Public School Partners Involvement in the Revisioning of the Program and Continued Involvement in the Delivery and Evaluation of the Program

B. Public School Partners Involvement in the Revisioning of the Program and Continued Involvement in the Delivery and Evaluation of the Program Re-Visioning Graduate Teacher Education in North Carolina MA in History, Secondary Education with Licensure in History and Social Studies Appalachian State University A. Description of how the Proposed

More information

School Committee Members. From: Jeffrey M. Young Superintendent of Schools. Additional FY2016 Budget Information. Date: April 10, 2015

School Committee Members. From: Jeffrey M. Young Superintendent of Schools. Additional FY2016 Budget Information. Date: April 10, 2015 To: School Committee Members From: Jeffrey M. Young Superintendent of Schools Re: Additional FY2016 Budget Information Date: April 10, 2015 This memo is written in response to questions and comments raised

More information

INNOVATION CONFIGURATION. Broward County Public Schools. Instructional Technology for. 21st Century Teaching and Learning. July 2015 June 2018

INNOVATION CONFIGURATION. Broward County Public Schools. Instructional Technology for. 21st Century Teaching and Learning. July 2015 June 2018 INNOVATION CONFIGURATION Broward County Public Schools Instructional Technology for 21st Century Teaching and Learning July 2015 June 2018 CABINET MEMBER: Elisa Calabrese OWNER OF PLAN: Kathryn Sullivan

More information

GEORGIA DEPARTMENT OF EDUCATION Introduction and Overview Formative Instructional Practices Professional Learning. www.gadoe.

GEORGIA DEPARTMENT OF EDUCATION Introduction and Overview Formative Instructional Practices Professional Learning. www.gadoe. GEORGIA DEPARTMENT OF EDUCATION Introduction and Overview Formative Instructional Practices Professional Learning www.gadoe.org/georgiafip 1 Goals of the Session Share an overview the GaDOE Assessment

More information

Office of Curriculum, Instruction, and Assessment:

Office of Curriculum, Instruction, and Assessment: Office of Curriculum, Instruction, and Assessment: Presentation to the School Committee ~ January 2014, Dr. Jessica Huizenga We can t solve problems by using the same kind of thinking we used when we created

More information

SCHOOL LEADERSHIP COMPETENCIES

SCHOOL LEADERSHIP COMPETENCIES SCHOOL LEADERSHIP COMPETENCIES Core Competency Personal Leadership Fosters a culture of excellence through personal leadership Data Uses data to set high learning goals and increase student achievement

More information

Class of 2020: Action Plan for Education

Class of 2020: Action Plan for Education Class of 2020: Action Plan for Education Student Bill of Rights I. Each student has the right to feel safe in and proud of a school. II. Each student deserves an engaging educational experience that provides

More information

Pennsylvania Department of Education

Pennsylvania Department of Education Pennsylvania Department of Education COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION 333 MARKET STREET HARRISBURG, PA 17126-0333 Professional Education Plan Thursday, August 16, 2007 Entity: Fleetwood

More information

ESEA Reauthorization Update 113 th Congress

ESEA Reauthorization Update 113 th Congress ESEA Reauthorization Update 113 th Congress Status H.R.5 Latest Title: Student Success Act Sponsor: Rep Kline, John [MN-2] (introduced 6/6/2013) Cosponsors (12) Latest Major Action: 6/19/2013. Ordered

More information

TUSD STRATEGIC PLAN

TUSD STRATEGIC PLAN Tucson Unified School District TUSD STRATEGIC PLAN 2014-2019 Table of Contents Curriculum Strategic Priority #1: Curriculum TUSD will design an aligned, articulated and well administered curriculum that

More information