School Improvement Indicators

Transcription

1 Education and Early Childhood Development School Improvement Indicators August Revision New Brunswick School Improvement Service

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3 Table of Contents The Vision... 1 Descriptors... 2 Vision, Mission and Goals... 3 Shared Focus... 3 School Improvement Planning... 4 Educational Leadership... 5 Commitment to Improvement... 5 Empowering Others... 6 Staff Performance... 7 Instructional Practice & Curriculum... 8 Continuous Monitoring of Progress Learning Environments Professional Learning Relationships Student Relationships Parent Relationships Local, Regional & Global Relationships Staff Relationships... 24

4 The Vision This document presents a synthesis of current research on school effectiveness geared to helping schools make the shift to 21C learning environments. It is meant to be the core of the school improvement process - with your relevant performance data pulled into the discussion constantly. This document is intended as a formative tool for fostering individual and collective professional growth. It will continue to evolve as new research becomes available and as we hear from you. It is a vehicle for introducing new concepts and initiating dialogue at planning tables, within professional communities, and with school partners. This document is meant to challenge; to ensure every school is a place where the needs of 21 st century learners are met. 1

5 Descriptors The labels for the ratings are: Very Evident, Mostly Evident, Somewhat Evident and Not Evident. In attempting to establish a balance between providing sufficient guidance to ensure uniformity of ratings and avoiding inflexible rubrics, the following is proposed as a guide for determining which rating applies. Only Very Evident is defined. Very Evident The evidence indicates that this look-for is consistently demonstrated, well-established, and sustainable (processes, knowledge, skills, data, etc. required for this are in place). Questions to consider when using the ratings Is this part of the way we do business (pervasive, routine, part of the school culture)? Would this survive if the leadership changed? Is there a process for induction of new staff members? Is this a school-wide approach? Is it consistently demonstrated by all staff or just pockets of staff, or certain groups of staff? Is it documented with data or artifacts? Would your staff be able to explain/speak to this practice? Perception survey references are included at the end of some of the indicators: [T] = Teacher; [S] = Student; [P] = Parent survey. To access the indicators electronically and find supporting resources, visit the New Brunswick School Improvement portal site at: This site is in its first phase of development. 2

6 Vision, Mission and Goals The continuing work of successful schools is anchored in their vision, mission and goals. All improvement efforts intentionally originate from, and are linked to, these three foundational elements. Everyone throughout the school community shares a clear and common vision focused on the inclusion and success of every student. The school s improvement plan is informed by data and is the vehicle for putting the mission into practice Shared Focus VE ME SE NE Observations The school has a clear vision and mission focused on meeting the needs of 21 st century learners*. [T1, 2] The school vision*, mission,* and school improvement goals are shared with students, staff, parents, and the community. [P27] Collaborative processes are in place to regularly review the vision, mission, and school improvement plan with staff members, students and the PSSC to ensure continuity and ownership. [T3] Staff members are committed to, know their roles in, and work toward the realization of the school vision, mission and goals. [T5] The School Improvement Plan is developed to achieve the school s vision and mission. 3

7 School Improvement Planning VE ME SE NE Observations The School Improvement Plan is based on the review of student achievement and other data. [T6] The School Improvement Plan includes objectives which are strategic, measureable, and achievable, results oriented and timely (SMART). The School Improvement Plan is monitored regularly to gauge progress and adjust strategies accordingly. 4

8 Educational Leadership Leaders in successful schools persistently focus on learners, their needs and subsequent teaching and assessment practices. School leaders have a commitment to strive for continuous improvement and support change management. Shared and collaborative leadership is embedded in the culture of the school Commitment to Improvement VE ME SE NE Observations The school has a core leadership team* in place to facilitate continuous improvement. The school leaders demonstrate continuous improvement through research, understanding of current pedagogy and methodology, planning, and evaluation. [T7] The school leaders work with teachers in gathering and interpreting data on student performance to inform decisions including setting targets to close achievement gaps. The school leaders create an atmosphere of high expectations collaboratively with teachers, staff, parents and students. [P23] [S22] The school leaders are committed to bringing about an inclusive school culture*. The school leaders ensure that initiatives are focused on the impact they have on student learning. Teaching assignment and scheduling decisions are based on teacher expertise, competencies, and experience. [T47] 5

9 Empowering Others VE ME SE NE Observations 7 16 The principal is visible in the school and models quality interactions with teachers and students There is effective two-way communication between the principal and teachers. [T9] The principal encourages, welcomes and employs feedback from teachers, students and parents. [T10] Shared decision-making*is an established practice in the school. [T12] The principal encourages staff members to assume leadership roles The school leaders provide support to staff members. [T8] The school leaders provide teachers with specific feedback, thanks and other recognition for contributions and accomplishments. [T11] 6

10 Staff Performance VE ME SE NE Observations School leaders are knowledgeable about, and work with individual teachers and teams on curriculum planning, instruction, and assessment. [T7] School leaders monitor the implementation of curricula School leaders monitor the effectiveness of team practices and their impact on student learning The principal ensures structures are in place to monitor the effectiveness of teaching practices and their impact on student learning through the use of available look-fors and classroom observations with feedback. [T13] PL11 27 Supports are in place for staff members new to a subject area or assignment, or who are struggling There is a formal process at the school that provides all teachers with regular feedback on a predetermined cycle. This includes observations and conferencing using a structured format. [T14] 7

11 Instructional Practice & Curriculum Successful schools are characterized by instructional practices and strategies designed to meet the diverse needs of students. These practices are continually modified according to existing data and engage the learner. Learning outcomes are focused on the application of information and depth of understanding drawing upon a mastery of foundational skills and content knowledge. Consistent and high expectations for student achievement are clearly communicated Instruction VE ME SE NE Observations Teacher planning is based on the New Brunswick curriculum outcomes, achievement standards/indicators, and available look-fors. Instruction of curriculum outcomes is differentiated to meet the diversity of learners needs. [T16] [S 14, 16] Teachers use strategies and provide resources to strengthen students literacy levels in their subject area. Student Services team members collaborate with classroom teachers to determine methodologies that best suit student skills and needs. Teachers consult with experts such as learning specialists and mentors to help determine methodologies that best suit student skills and needs. [T45] Educational plans for students with exceptionalities are collaboratively developed and used by classroom teachers for lesson planning Classroom teachers take primary responsibility for teaching students with exceptionalities and ensuring appropriate 8

12 accommodations and interventions are in place. [T21] Instruction Continued VE ME SE NE Observations Learning opportunities are designed to maximize relevance for students, and real world connections are evident. [S19, 62] High academic expectations are held for each student and students know these expectations. [P21, 22, 23] [S22] Learning experiences include higher order thinking skills such as: Comparing and classifying Generating and testing hypotheses Engaging in-depth analysis and synthesis of information (e.g., note making) Evaluating text* (i.e., using developmentally appropriate critical literacy* skills) [S56, 57, 58, 59] Teachers use a variety of questioning techniques (e.g., use of open-ended questions, probing) to engage student thinking Students engage in purposeful discussion and formal and informal sharing (e.g., to gain a deeper understanding of their learning, to respect and build on the ideas of others, and to articulate their views effectively) There is evidence of short- and long-term planning based on data from ongoing assessment. [T17] 4 42 Teachers plan for ongoing assessment in their instruction. [T18] 9

13 13 43 Flexible instructional groupings* are varied, inclusive, datainformed and appropriate for learning Instruction Continued VE ME SE NE Observations Teachers communicate learning outcomes to students in student-friendly language. [S15] Teachers explicitly teach students strategies for analyzing their own learning (see metacognitive* strategies). [T19] [S61] New information is linked to existing and personal knowledge and concepts previously learned Cross-curricular connections are used in planning and instruction. [T46] Learning experiences include problem-based* opportunities that allow students to collaboratively plan and design authentic learning experiences. [S59, 62] Learning experiences include project-based* opportunities. [S55-60] Students use non-linguistic representations (e.g., graphic organizers, pictures, pictographs, concrete representations and kinesthetic activity) in their learning Teachers incorporate strategies into their instructional practice to support literacy development in their subject area. [T22] [S50, 51] 10

14 Instruction Continued VE ME SE NE Observations Teachers incorporate strategies into their instructional practice in their subject area to support numeracy development. [T24] [S52] Numeracy and science concepts are initially introduced using concrete models before progressing to pictorial and symbolic representations Instruction in French and additional language classes is conducted in the target language. [S53, 54] Learners of French and additional languages apply language skills in authentic contexts in and out of the classroom. [S53, 54] Learning experiences, before, during and after instruction, are varied, provide choice, foster problem-solving and emphasize thinking. [S16, 26] Teachers model expectations for, and provide examples of quality work. [S18] Students participate in independent practice and application of learning. Teachers provide opportunities for students to work collaboratively and co-operatively. [S55] 11

15 Instruction Continued VE ME SE NE Observations Materials of many types and genres are purposefully used in instruction. Students with diverse needs have the supports and assistive technology needed to participate fully in the learning environment. [P20] [T28] [S63, 64] Students are engaged* in their learning. [P18] [S17, 19] Teachers teach students to assess their own and others learning. [T19] [S61] Teachers are aware of how students learn best and help students to identify their own learning needs. Interventions to support curriculum outcomes are applied in classrooms. 12

16 Continuous Monitoring of Progress A fundamental characteristic of all successful schools is their embedded practice of routinely collecting, interpreting and using data to inform decisions. Data encompasses student growth in all areas of development. Student assessment is varied, including formative and summative practices, and ensures the student s personal best achievement and improvement is documented. The resulting data drive short- and long-term planning at the student, classroom, and school system levels Assessment and Monitoring Practices VE ME SE NE Observations Student achievement data are routinely gathered and monitored (i.e., school, district, provincial, and external data as available). [T17] Data on other areas of student development* (i.e., stretch learning, personal development, and student engagement) are gathered and monitored to support school goals and priorities. Classroom and common assessments* are aligned with curriculum outcomes and there is a strong correlation between student results on classroom and external assessments. There is a balanced use of formative and summative assessment (for learning*/ of learning*) to guide instructional practices. [T18] 7 70 Effective common assessment is in place. 13

17 Assessment and Monitoring Practices Continued VE ME SE NE Observations 8 71 Assessment techniques and formats are varied. [T18] [S20] Students are given descriptive feedback that is ongoing, timely, explicit, meaningful and constructive. [S13] Individual and class profiles are developed and shared with other teachers in order to monitor student learning (e.g., writing, learning style, behaviour, attendance, running records, student interest profiles). Teachers develop and use rubrics, indicators, exemplars and performance levels to create a common understanding of quality work with students. [S18] Data collected are available to all staff members and used on an ongoing basis for discussions on driving instructional strategies and instructional interventions for student learning. [T17] Examination and tracking of data related to behaviour has led to the development of strategies and interventions (e.g., pyramid of intervention). Students with Special Education Plans are meeting identified learning outcomes. Results from targeted improvement initiatives are shared and used to inform decisions. Provincial assessment results of students who receive accommodations for provincial assessments are comparable to the results of their non-accommodated peers. 14

18 Assessment and Monitoring Practices Continued VE ME SE NE Observations Special education plans for students with exceptionalities are monitored by teachers on an ongoing basis to ensure progress in meeting identified goals. [T21] Classroom observation data are collected by teachers or administrators, analyzed, and shared to inform and monitor school-wide growth. 15

19 Learning Environments Successful schools work attentively to create caring and engaging environments that are conducive to 21 st century learning. Members of the school community celebrate individual successes and respond to individual challenges. Routines, structures and procedures are in place to maximize learning time and opportunities for collaboration Learning Environments VE ME SE NE Observations IPC35 87 IPC36 88 The school leaders ensure that the learning environment is a healthy and safe place to be. [P5] [S1] [T37] Staff members are present and visible during unstructured time within the school day. Structures for pre-school, school-to-school, within school and school-to-life transitions are in place. The school ensures diverse experiences are provided to address the needs of the whole child*. [P2, 6] [T30] The school day is managed in a manner that maximizes time for learning. [P22] Teachers design and use instructional time to maximize learning. [S5] Curriculum-based samples of strong student work are on display Celebration of successes occurs in a variety of ways. [S10] 7 90 The school offers opportunities for students to develop and demonstrate leadership skills. 16

20 9 91 Staff members take an active role on school committees Learning Environments Continued VE ME SE NE Observations Regular opportunities for teams to meet are scheduled during the instructional day in order to share ideas and resources and to determine the best learning arrangements for students. Guidelines that communicate boundaries and expectations to students, parents and others in the school community are in place (e.g., school code of conduct, student handbook). [P10] [S21] A school-wide, systematic response with varied strategies for academic intervention is in place (i.e., a pyramid of intervention). The academic pyramid of interventions is developed and monitored based on data. A school-wide, systematic response with varied strategies for behaviour intervention is in place (i.e., a pyramid of intervention). The behavioural pyramid of interventions is developed and monitored based on data Data indicate bullying incidences are in decline. [S3] The school leaders ensure academic and behaviour intervention strategies are in place for vulnerable groups of students*. Staff members consistently respond to inappropriate behaviour whenever it is encountered. [P11] [S11] [T35] 17

21 Learning Environments Continued VE ME SE NE Observations IPC Protocols and processes are in place for resolution of conflict within the school community. Students participate fully in a common learning environment that is designed for all students, is typical for the student s age and grade, and is shared with his/her neighbourhood peers. The learning environment is planned from the outset to provide equitable access for all students (UDL). The school demonstrates innovative use of physical space and scheduling to maximize student learning experiences. When technology is applied, it is used to enhance learning. [T20, 27] Blended learning opportunities, which merge traditional classroom teaching and learning environments with selfdirected, online learning opportunities, are in place for students. A variety of programs, courses and other learning opportunities are provided to engage students in transitions to further learning. 18

22 Professional Learning High performing schools are learning communities where professional growth and a culture of inquiry are well-established. Professional development is embedded in the work of teaching, reflecting and refining. Professional development is connected to improving student learning and is differentiated to address both school-wide and individual needs. Professional learning empowers teachers to deepen their knowledge and skills, innovate, and inspire students to reach their full potential Professional learning VE ME SE NE Observations There is a culture of inquiry, innovation, and risk-taking towards improvement in student achievement Job-embedded* professional learning opportunities exist to respond to student learning needs on an ongoing basis R Teacher knowledge of subject area and teaching practices is current and enhanced by ongoing study and professional learning. Common language, understanding, and practices emerge from professional dialogue based on research literature and learning in the field. School personnel participate in observation, coaching, and structured feedback opportunities with peers Staff members take a leadership role in professional development. Staff members design, share, and work toward their professional growth plans which are aligned with the School 19

23 Improvement Plan Professional learning Continued VE ME SE NE Observations VMG8 115 Professional learning opportunities are aligned with the goals in the School Improvement Plan Administrators facilitate and support the engagement in professional learning activities for staff members There is an active school-based professional development committee which represents the needs of staff Staff professional development takes individual professional needs into account. [T50] Processes are in place for monitoring the impact of professional development opportunities for professional and paraprofessional staff members. Supports are in place for staff members new to subject area/assignment or who are struggling. 20

24 Relationships In successful schools there is a culture of caring, collegiality, trust and professionalism. Schools intentionally nurture relationships among staff, students, and the community. Collaboration, with its emphasis on goals, relationships and mutual interdependence is a way to build community as well as being a way of life within a school community Student Relationships VE ME SE NE Observations The learning environment encourages and supports the active involvement and inclusion of every student (physically, academically, and socially). [P6] [ S7, 40] [T30] Students have opportunities to be heard and to influence decisions made in the school. [S9] Students feel that teachers/staff assist them when they need help. [S12, 13] Students feel safe. [P5] [S1] Students feel like they belong in this school.[p2] [S7, 38, 39] Interactions among students are respectful. [P13] [S6] Interactions between students and teachers are respectful. [P4] [S4, 6, 34] Teachers know their students interests, talents, and backgrounds Teachers provide students with encouragement and recognition for their learning and for contributing to the 21

25 learning of others. [S10] Student Relationships Continued VE ME SE NE Observations Staff members build a strong relationship with individual students in order to foster connectedness. [P1] Adults model, teach and reinforce positive character traits. [P7, 12] Parent Relationships VE ME SE NE Observations Teachers make ongoing contact with parents about their child s academic and social progress using a variety of informative evidence of learning (e.g., portfolios, assessment results, report cards, work samples). [P31, 41, 43] The school communicates high academic and behavioural expectations to parents and the community. [P23] Parents receive ongoing information about what their children are expected to learn. [P28, 40] Communication with parents is audience appropriate (i.e. jargon free). Parent School Support Committee (PSSC) members are actively engaged in their role. A variety of opportunities are hosted by the school to enable parents to assist their children s learning (e.g., information sessions, workshops, guest speakers, etc.). [P32] Parents feel they are treated with respect by school personnel. 22

26 [P9] Parent Relationships Continued VE ME SE NE Observations Parents feel staff members are approachable and open. [P33, 34] Individual behaviour plans and SEPs are developed and reviewed in collaboration with parents. Meetings between teachers and parents focus on the student s academic and other development and result in strategies to assist students as required. [P29, 42] Schools expose students to and involve parents with student career and life goals Local, Regional and Global Relationships VE ME SE NE Observations Varied means of communication are in place to ensure parents and key stakeholders are well informed of school efforts. [P27, 31] Parents and community members are actively involved in the life of the school. [P39] Structures are in place to support all families to participate in the life of the school. Opportunities are provided for students to participate in realworld citizenship-building activities outside of instructional time The school collaborates with community groups to enhance 23

27 resources and find solutions and supports for students. Local, Regional and Global Relationships Continued VE ME SE NE Observations School goals, provincial curriculum, and 21C competencies are supported through partnerships with business and community organizations School facilities are used by the community Staff relationships VE ME SE NE Observations Teams meet regularly to discuss teaching methods and strategies, ideas, and innovations. [T40] Staff members meet regularly to discuss the progress of individual students. Staff members model professionalism in ethics, language and appearance. Staff members feel included and respected by colleagues and can rely on colleagues for assistance and support. [T38, 39, 43, 44] 24