Staff edition. ShorewoodHighSchool. 9CharacteristicsofHighPerformingSchools State8CriteriaforEvaluationofTeachingandLearning. ShorelinePublicSchools

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1 9CharacteristicsofHighPerformingSchools State8CriteriaforEvaluationofTeachingandLearning IncludesCertificatedvs. Comparison Staff edition V ShorelinePublicSchools November2018 N=84

2 TheCenterforEducationalEffectiveness(CEE)isaservice,consulting,andresearchorganizationdedicatedtothemissionofpartneringwithK-12schoolstoimprovestudent learning. NOTICE TheCenterforEducationalEffectiveness,Inc.(CEE)makessubstantialefforttoensuretheaccuratescoring,analysis,andreportingoftheresultsoftheEducational EffectivenessSurvey.However,CEEmakesnowarrantyofanykindwithregardtothismaterial,including,butnotlimitedto,theimpliedwarrantiesofmerchantabilityand fitnessforaparticularpurpose.ceeshalnotbeliableforerrorscontainedhereinorforincidentalorconsequentialdamagesinconnectionwiththefurnishing,performance,or useofthismaterial. Nopartofthesematerialsmaybecopied,reproduced,republished,posted,modified,edited,transmitted,distributed,orusedtocreatederivativeworksinanyform orbyany meanswithoutthepriorwrittenconsentofcenterforeducationaleffectiveness,inc.thesematerialsarecopyrightprotectedunderu.s.andinternationalcopyrightlawsand treaties.violationoftheselawswilleadtoprosecution. Trademarknotice:CenterforEducationalEffectiveness andaffiliatedlogo,betterdata.betterdecisions.betterschools. andaffiliatedlogo,educationaleffectiveness Survey,EES-Leadership360 arealtrademarksofcenterforeducationaleffectiveness,inc.alothertrademarkscitedherearethepropertyoftheirrespectiveowners. Publishedby: CenterforEducationalEffectiveness,Inc CenterforEducationalEffectiveness,Inc.AlRightsReserved. PrintedintheU.S.A. ContactInformation: Phone: Fax:

3 Introduction EESStaff SurveyResearchFramework TheCenterforEducationalEffectivenessbringstogetherleadingresearchtocreatetheEducationalEffectivenessSurvey (EES) aformativeanddiagnostictooldesignedto stimulateandinform conversationsforimprovementwithinyourorganization.theresearchframeworkincludes: Effectiveorganizations Organizationaltrust Culturalyresponsiveteaching Districtsupportforimprovement Attributesofeffectiveinstructionalpractice StructureoftheEESStaff Report Thisresultsdocumentcontainsyourdataresultsfrom thesurveyyourecentlyadministered. ReadinessforChange ThisisthestartingpointforinterpretingyourEESStaff data.cee sresearchintoover200,000staff surveyresponseshasshowntheseitemsorattributestobefoundational toorganizationalchange.thissection,withyouruniquecharteddata,isthefirstsectioninthereport. 9CharacteristicsofHigh-PerformingSchools Whilethereisnosinglesolutionforalschools,researchoneffectiveschoolsidentifiedcommoncharacteristicsofhigh-performingschools.Successfulschoolsengagedin improvementactivitiesfocusonthesecharacteristicstocreateandimprovethesystem(s)thatultimatelyincreasestudentlearningandachievement. Comparisonbetweencertificatedstaff andnon-certificatedstaff Thissectionalowsthereadertounderstandthedifferenceinperceptionsbetweenthoseresponsibleattheclassroom level(certificated)forstudentlearningandthose responsibleforthesupportmechanismsoftheschool(non-certificated). State8CriteriaforEvaluationofTeachingandLearning Thedatainthisreportisameasureofthesystem ofsupportwithintheschoolanddistrictfordevelopmentofeffectiveinstructionalskils,asdefinedbythe State8 andthe district-selectedinstructionalframeworkmodelthatwilbemeasuredintheteacherevaluationprocess.datashownareexclusivelyfrom certificatedstaff responses. Page1

4 Page2 Demographics 0% 20% 60% 80% 100% #ofsurveyrespondents % 20% 60% 80% 100% % 20% 60% 80% 100% % 20% 60% 80% 100% 83 Position ClassifiedStaff Level HighSchool Other School- YrsofService <1year 1to3years 4to7years 8to11years 12to15years >15years Education- YrsofService <1year 1to3years 4to7years 8to11years 12to15years >15years 0% 20% 60% 80% 100% PercentageofQuestionsAnswered Avg.8 0% 100% Respondents Theheightshowsthepercentageofitemsansweredby respondent. Thecolorshowshow positiveeach respondentwas.

5 CapacityforImprovement Page3

6 ReadinessforChange Thethreechartsbelow aredataaboutyourschoolstaff,whomustdefine,embrace,implement,andsustainchange.ifyourprofessionalstaff believesthereisaweaknessin theproblem-solvingabilityorintheabilitytoresolveconflictwithinthisbuilding,ordoesnotseetheurgencytoimprove,youmustaddressthoseissuestosuccessfuly navigateandsustainchange.thedatacontainedwithintheeeswilalow conversationsaboutthoseandotherissuestobeginbyusing thestaff voice. Youwilfindthesedataandtherestofthe readinessforchange datainthefolowingreportsection. Problem Solving Whenthereisaproblem inmyschool, wetalkabouthow tosolveit 4% 2 20% 2 Conflict Resolution Thereisawilingnesstoaddress conflictinthisschool 22% 2 23% 2 2 ASenseof Urgencyto Improve Staff shareahighsenseofurgency aroundtheneedtoimprove 1 3% 2 5 Page4

7 ReadinessforChange Ivs.TheyPerspectives Gapsover20% inelementaryandover2 insecondaryshouldbeinvestigated.whydostaff seedifferentattitudesintheir coleagues? How largeisthegapbetween Ivs.They? Wilingness toworkat Change Iam wilingtoworkat changingmyschoolforthe better Mycoleaguesarewilingto workatchangingthisschool forthebetter 22% % 1 Certificated Staff Iam wilingtoworkat changingmyschoolforthe better Mycoleaguesarewilingto workatchangingthisschool forthebetter % 20% Iam wilingtoworkat changingmyschoolforthe better Mycoleaguesarewilingto workatchangingthisschool forthebetter 62% 3 Opennessto New Ideas Iwelcomenew ideasand change Mycoleagueswelcomenew ideasandchange % 4 Certificated Staff Iwelcomenew ideasand change Mycoleagueswelcomenew ideasandchange 34% 4 51% 4 Iwelcomenew ideasand change Mycoleagueswelcomenew ideasandchange % 4 Page5

8 ReadinessforChange Ivs.TheyPerspectives Gapsover20% inelementaryandover2 insecondaryshouldbeinvestigated.whydostaff seedifferentattitudesintheir coleagues? How largeisthegapbetween Ivs.They? Wilingnessto beheld Accountable Iam wilingtobeheld accountableforstudentlearning Mycoleaguesarewilingtobe heldaccountableforstudent learning 3 Iam wilingtobeheld accountableforstudentlearning Mycoleaguesarewilingtobe heldaccountableforstudent learning 3 3 Iam wilingtobeheld accountableforstudentlearning 6 5 Mycoleaguesarewilingtobe heldaccountableforstudent learning 44% 44% Page6

9 Page7 OrganizationalTrust Trust-Benevolence/Caring Trust-Competence Trust-Integrity Trust-Openness Trust-Reliability 1 34% 1 3% 4% 3% 4 4 2% 34% % 4% 3 42% 1 1 2% 2% 3%

10 Page8 9CharacteristicsofHigh-PerformingSchools Curriculum,Instruction& Assessment Clear&SharedFocus SupportiveLearning Environment MonitoringofTeaching& Learning Colaboration& Communication EffectiveLeadership FocusedProfessional Development HighStandards&Expectations Parent&Community Involvement % 1 3% 3% 3% 2 22% 44% 44% % 3% 3 42% 3% 3% 42% 42% 3% 2% 3 1 4% % 3 2 4% 4% 34%

11 Comparison-MeanScores How doesyourschoolcompareto: MeanScore Characteristics C Colaboration&Communication CSF Clear&SharedFocus HSE HighStandards&Expectations EL EffectiveLeadership SLE SupportiveLearningEnvironment PCI Parent&CommunityInvolvement CIA Curriculum,Instruction&Assessment MTL MonitoringofTeaching&Learning FPD FocusedProfessionalDevelopment CLTR CulturalResponsiveness D DistrictSupportforImprovement C CSF HSE EL SLE PCI CIA MTL FPD CLTR D Page9

12 Comparison-PercentPositiveScores 100% 9 How doesyourschoolcompareto: 90% 8 80% 7 70% CombinedPositive 6 60% 5 50% C CSF HSE EL SLE PCI CIA MTL FPD CLTR D Characteristics C Colaboration&Communication CSF Clear&SharedFocus HSE HighStandards&Expectations EL EffectiveLeadership SLE SupportiveLearningEnvironment PCI Parent&CommunityInvolvement CIA Curriculum,Instruction&Assessment MTL MonitoringofTeaching&Learning FPD FocusedProfessionalDevelopment CLTR CulturalResponsiveness D DistrictSupportforImprovement Page10

13 HighLevelsofColaborationandCommunication % Answered 50% 100% Classified/ 7 Staff inourschooldonotmanipulateotherstoachieve theirgoals 3 23% N=57 9 Staff atthisschoolcolaboratetoimprovestudent learning 52% 24% N=69 N=13 N=59 83% Staff inourschoolareconsistentlytruthful 23% 50% N=11 9 Ourstaff sharesnew ideasandstrategieswithone another 51% 2 N=13 N=69 N=66 8 Teacherscolaborativelyplanlessons 44% 83% Ourschoolmeetsregularlytomonitorimplementationof ourschoolimprovementplan 3 4% N=63 8 Parentsandcommunityunderstandtheexpectations andstandardsofthisschool 4 N=60 N=11 N=69 9 Thereisawilingnesstoaddressconflictinthisschool 22% 2 N=14 9 Whenthereisaproblem inmyschool,wetalkabouthow tosolveit 2 N=69 N=14 0% 20% 60% 80% 100% CombinedPositive MissingCertsorOtherbarmeanstheN<10 Page11

14 ClearandSharedFocus % Answered 50% 100% Classified/ N=69 9 Iknow andunderstandthegoalsofthisschool % N=13 N=63 8 Myperformancegoalsaresetbasedonthegoalsofthis school 2 42% 1 N=10 N=67 9 Importantdecisionsherearebasedonthegoalsofthis school 54% N=13 N=69 9 Staff Iworkwithdemonstratecommitmenttoschool goals 44% 2 N=13 N=65 83% Thisschoolhasadata-drivenimprovementplanwith measureablegoals 44% N=64 8 Staff shareahighsenseofurgencyaroundtheneedto improve N=11 0% 20% 60% 80% 100% CombinedPositive MissingCertsorOtherbarmeanstheN<10 Page12

15 HighStandardsandExpectations % Answered 50% 100% Classified/ 9 Inourschoolweexpectalstaff toperform responsibilitieswithahighlevelofexcelence 4 1 N=14 N=69 92% Weholdoneanotheraccountableforbehaviorthatis respectfulofdiversity 1 2 N=65 N=12 N=68 94% Ibelievethatalstudentscanmeetstatestandards 1 3 N=11 9 Studentsunderstandtheexpectationsandstandardsof thisschool 44% N=68 N=14 82% Ourstaff believesthatalstudentscanmeetstate standards N=60 N=65 83% Weholdoneanotheraccountableforstudentlearning 8 Thisdistrictplacesemphasisonsocialemotional learninginadditiontocoreacademiclearning 4 24% N=66 0% 20% 60% 80% 100% CombinedPositive MissingCertsorOtherbarmeanstheN<10 Page13

16 EffectiveLeadership % Answered 50% 100% Classified/ % % % % Myprincipaliscommittedtoqualityeducation Iactivelyparticipateintheprocessofmyperformanceevaluation Theschoolleadershipteam iscomfortablepresentingnew ideasto thestaff Myprincipalcaresaboutmeasaperson Theschoolleadershipteam demonstratesasharedcommitmentto ourimprovementplan Myprincipalcolaborateswithpeopleandorganizationsoutsidethis schooltosupportteachersandstudents Myprincipalfacilitatessystems/processestosupportschool improvement Iam comfortablepresentingnew ideastomyschoolleadershipteam Staff atallevelsaretreatedfairlyhere Theschoolleadershipteam listenstomyideasandconcerns Theleadershipteam demonstratesthechangedbehaviorandpractice necessarytoachieveourschoolimprovementplangoals Myprincipal(orsupervisor)regularlytalkstomeaboutmy instructionalimprovement(orprofessionalgrowth) Staff areheldaccountableforthenew behaviorsandpractices neededtoachieveourschoolimprovementplangoals Theleadershipteam clearlycommunicateshow behaviorandpractice wilbedifferentwhenweachieveourschoolimprovementplangoals Iregularlytalkwithmyprincipal/supervisoraboutprogresson instructionalimprovementgoals % % 20% 4 52% 34% 3 52% % 42% 44% % 20% 2 N=68 N=14 N=69 N=11 N=64 N=66 N=13 N=65 N=10 N=60 N=11 N=67 N=12 N=68 N=14 N=68 N=14 N=61 N=12 N=63 N=68 N=13 N=62 N=64 N=64 0% 20% 60% 80% 100% CombinedPositive MissingCertsorOtherbarmeanstheN<10 Page14

17 SupportiveLearningEnvironment % Answered 50% 100% Classified/ 90% Thedevelopmentofstudents'socialemotionallearning enhancesthelearningenvironmentinourclassrooms 4 2 4% N=66 N=10 9 Ourstaff cancountononeanotherforhelpwhenneeded 23% 54% 1 N=69 N=14 9 Thisschoolisorderlyandsupportslearning 5 2 N=69 N=13 92% Wehonoragreementsmadewitheachother 53% 2 N=65 N=12 9 Staff atthisschoolvalueandrespectalstudents 3 N=68 N=14 90% Staff enforcethebulying/harassmentpolicyofthis school 24% N=64 N=12 9 Studentsbelievetheadultsinthisschoolgenuinelycare aboutthem 51% N=69 N=12 93% Studentsinthisschoolareengagedinlearning 4 44% N=66 N=12 94% Studentsbelievethisschoolisasafeplace 4 N=65 N=14 8 Thisschoolproactivelyaddressesissuesofdiversity (race,ethnicity,culture,gender,andsexualorientation) inatimelyandeffectivemanner 3 N=12 N=63 90% Wehaveasystem forcelebratingstudentsuccess 4% N=65 N=11 92% Staff membersenforceconsistentbehaviorexpectations andconsequencesintheirclassrooms 1 N=11 N=66 7 Wecelebrateprogresstowardimprovementplangoals % N=60 0% 20% 60% 80% 100% CombinedPositive MissingCertsorOtherbarmeanstheN<10 Page15

18 ParentandCommunityInvolvement % Answered 50% 100% Classified/ 90% Teachersregularlyandeffectivelycommunicatestudent progresstoparents 51% N=67 9 Thisschoolencouragesparentinvolvementintheir child'slearning 4 2 N=68 N=12 9 Thisschoolhasactivitiestocelebratethediversityof thiscommunity 4 N=67 N=14 N=61 83% Withimportantdecisionsweseekinputfrom parents andthecommunity 3 8 Thisschoolcommunicateseffectivelywithfamiliesofal cultures 1 N=61 N=13 8 Thecurriculum weteachreflectsthediversityofthe communityweserve N=65 0% 20% 60% 80% CombinedPositive MissingCertsorOtherbarmeanstheN<10 Page16

19 HighQualityCurriculum,Instruction,andAssessment % Answered 50% 100% Classified/ 8 Lessonsaredesignedtosupportinstructionaloutcomes 3 53% N=66 8 Thecurriculaweteacharealignedwithstatelearning standards 51% N=64 8 Studentsareprovidedtasksthatrequirehigher-level thinkingskils 2 5 N=64 80% Teacherscommunicatetheexpectationthatalstudents wilparticipate 2 51% 1 N=60 83% Lessonpurposeisclearlycommunicatedtostudents 23% 5 1 N=64 83% Regularformativeassessmentsareusedtomonitor studentprogresstowardstandards 63% N=64 92% Thisschoolprovidescurriculum thatisrelevantand meaningful 60% 2 N=10 N=67 82% Thisschoolusesassessmentsalignedtostandardsand instruction 62% 1 N=63 8 Ourstaff demonstratesathoroughunderstandingofthe statelearningstandards 52% N=63 83% Commonbenchmarkassessmentsareusedtoinform instruction 1 N=65 8 Iunderstandinstructionalstrategiestosupportsocial emotionallearningobjectives 34% N=65 93% Instructionispersonalizedtomeettheneedsofeach student 53% N=66 N=12 6 Ourdistricthasasocialemotionalframework (standards) 2 20% N=50 0% 20% 60% 80% 100% CombinedPositive MissingCertsorOtherbarmeanstheN<10 Page17

20 FrequentMonitoringofTeachingandLearning % Answered 50% 100% Classified/ 92% Iparticipateinaprofessionallearningcommunity focusedonimprovingstudentlearning,e.g.,analysisof studentwork,formativeassessment 42% N=70 8 Teachersprovideregularfeedbacktostudentsabout theirlearning 22% 4 2 N=64 81% Wereflectuponinstructionalpracticetoinform our conversationsaboutimprovement 4 2 N=64 81% Studentsareencouragedtoself-reflectandtrack progresstowardgoals 4 2 4% N=62 8 Iincorporatesocialemotionalinstructionintomydaily instructionaldelivery 3 44% N=67 8 Assessmentdataareusedtoidentifystudentneedsand appropriateinstructionalintervention 50% N=67 8 Wemonitortheeffectivenessofinstructional interventions 3 4% N=64 92% Strugglingstudentsreceiveearlyinterventionand remediationtoacquireskils 3 N=67 N=10 8 Peerobservation/coachingandfeedbackisatoolweuse toimproveinstruction % N=64 7 Feedbackfrom classroom observationsleadsto meaningfulchangeininstructionalpractice 34% N=62 0% 20% 60% 80% 100% CombinedPositive MissingCertsorOtherbarmeanstheN<10 Page18

21 FocusedProfessionalDevelopment % Answered 50% 100% Classified/ 8 Ourteachersengageinprofessionaldevelopment activitiestolearnandapplynew skilsandstrategies 2 52% 1 N=65 N=10 90% Wehaveopportunitiestolearneffectiveteaching strategiesforthediversityrepresentedinourschool 50% 3 N=67 92% Weareprovidedtrainingtomeettheneedsofadiverse studentpopulationinourschool 4% N=10 N=67 8 Ourteachersengageinclassroom-basedprofessional developmentactivities(e.g.peercoaching)thatfocuson improvinginstruction N=66 8 Appropriatedataareusedtoguideschool-directed professionaldevelopment 3 N=67 8 Wereceivetrainingoninstructiontosupportsocial emotionallearning 1 1 N=66 0% 20% 60% 80% 100% CombinedPositive MissingCertsorOtherbarmeanstheN<10 Page19

22 CulturalResponsiveness % Answered 50% 100% Classified/ 9 Thisschoolhasactivitiestocelebratethediversityof thiscommunity 4 N=67 N=14 N=68 9 Staff atthisschoolvalueandrespectalstudents 3 N=14 90% Wehaveopportunitiestolearneffectiveteaching strategiesforthediversityrepresentedinourschool 50% 3 N=67 8 Thisschoolcommunicateseffectivelywithfamiliesofal cultures 1 N=61 N=13 8 Thecurriculum weteachreflectsthediversityofthe communityweserve N=65 8 Thisschoolproactivelyaddressesissuesofdiversity (race,ethnicity,culture,gender,andsexualorientation) inatimelyandeffectivemanner 3 N=12 N=63 92% Weholdoneanotheraccountableforbehaviorthatis respectfulofdiversity 1 2 N=65 N=12 92% Weareprovidedtrainingtomeettheneedsofadiverse studentpopulationinourschool 4% N=10 N=67 0% 20% 60% 80% CombinedPositive MissingCertsorOtherbarmeanstheN<10 Page20

23 DistrictSupportforImprovement % Answered 50% 100% Classified/ 8 Thisdistrictencouragesandwelcomescommunityand parentinvolvement 1 51% 2 N=10 N=63 8 Districtadministratorsdemonstratecommitmentto improvedstudentlearning 3 N=65 90% Thisdistrictfacilitatessystemsandprogramstosupport schoolimprovement 3 N=10 N=66 8 Thereisaconsistentvisionofschoolimprovement throughoutthisdistrict 3 N=62 7 Thisdistrictfacilitatesthealignmentofcurriculum acrossgradesandschools 3 N=61 8 Districtadministratorscommunicateaclearvisionof goodinstructionandessentialcurriculum 34% N=67 93% Colaborationbetweendistrictandschoolsisbasedupon trustandrespect 2 4 N=66 N=12 8 Districtleadershipcommunicateseffectivelywithmy school N=64 N=10 80% Thisdistrictactivelycultivatespartnershipstoenhance studentlearning 4 1 4% N=58 0% 20% 60% 80% CombinedPositive MissingCertsorOtherbarmeanstheN<10 Page21

24 Page22 State8CriteriaforEvaluationofTeachingandLearning September2010 July2011 BetweenAugust2010andJune2011,theTPEPdistrictsdefinedthenew teacherevaluationcriteria(rcw28a (b).thisworkwas publishedinthejuly2011tpeplegislativereport( TheTPEPdistrictscontinuedtobuildtheirmodelsbymappingtheirchoseninstructionalframeworkbacktothe8WashingtonStateCriteria.Thisalignmentofeachframework backtothe State8 wasdonewiththeinputoftheinstructionalframeworkauthorsandtpepdistricts involvement. TheEESmeasuresthepresenceofskilsorsystemsinthe organization asreportedbytheindividualswithintheorganization.assuch,thedatacontainedwithinthisreportis notapartoftheevaluationofindividualteachers.thedatainthisreportisameasureofthesystem ofsupportwithintheschoolanddistrictfordevelopmentofeffective instructionalskils,asdefinedbythe State8 andthedistrict-selectedinstructionalframeworkmodelthatwilbemeasuredintheteacherevaluationprocess. 1.Centeringinstructiononhighexpectations forstudentachievement. EXPECTATIONS Theteachercommunicateshighexpectationsforstudentlearning. 2.Demonstratingeffectiveteachingpractices.INSTRUCTION Theteacherusesresearch-basedinstructionalpracticestomeettheneedsofalstudents. 3.Recognizingindividualstudentlearning needsanddevelopingstrategiestoaddress thoseneeds. DIFFERENTIATION Theteacheracquiresandusesspecificknowledgeaboutstudents?cultural,individualintelectualandsocialdevelopmentand usesthatknowledgetoadjusttheirpracticebyemployingstrategiesthatadvancestudentlearning. 4.Providingclearandintentionalfocuson subjectmattercontentandcurriculum. CONTENTKNOWLEDGE Theteacherusescontentareaknowledge,learningstandards,appropriatepedagogyandresourcestodesignanddeliver curriculaandinstructiontoimpactstudentlearning. 5.Fosteringandmanagingasafe,positive learningenvironment. LEARNINGENVIRONMENT Theteacherfostersandmanagesasafeandinclusivelearningenvironmentthattakesintoaccount:physical,emotional,and intelectualwel-being. 6.Usingmultiplestudentdataelementsto modifyinstructionandimprovestudent learning. ASSESSMENT Theteacherusesmultipledataelements(bothformativeandsummative)toplan,inform,andadjustinstructionandevaluate studentlearning. 7.Communicatingandcolaboratingwith parentsandschoolcommunity. FAMILIESANDCOMMUNITY Theteachercommunicatesandcolaborateswithstudents,families,andaleducationalstakeholdersinanethicaland professionalmannertopromotestudentlearning. 8.Exhibitingcolaborativeandcolegial practicesfocusedonimprovinginstructional practiceandstudentlearning. PROFESSIONALPRACTICE Theteacherparticipatescolaborativelyintheeducationalcommunitytoimproveinstruction,advancetheknowledgeand practiceofteachingasaprofession,andultimatelyimpactstudentlearning. WashingtonStateTeacherCriteria (RCW 28A (b) WashingtonStateTeacherCriteriaDefinitions

25 Page23 Expectations Thecurriculaweteacharealigned withstatelearningstandards Studentsareprovidedtasksthat requirehigher-levelthinkingskils Teacherscommunicatethe expectationthatalstudentswil participate Lessonpurposeisclearly communicatedtostudents Studentsareencouragedto self-reflectandtrackprogress towardgoals Ibelievethatalstudentscanmeet statestandards Studentsunderstandthe expectationsandstandardsofthis school Wehaveasystem forcelebrating studentsuccess Ourstaff believesthatalstudents canmeetstatestandards % 5 51% % % 1 4% Framework 5D+CEL Danielson Marzano STUDENTENGAGEMENT: Ownershipoflearning Workofhighcognitivedemand Substanceofstudenttalk PURPOSE: Connectiontostandardsandbroaderpurpose Communicationofstandardsandlearningtarget CLASSROOM ENVIRONMENT: 2b:Establishingacultureforlearning INSTRUCTION: 3a:CommunicatingwithStudents 3c:Engagingstudentsinlearning 1.1:Theteacherdevelops,aligns,andcommunicatesclearlearning targets(daily)andgoalswithscales(longterm)thatcommunicate highexpectationsforlearning. 1.2:Theteacherprovidesopportunitiesforstudentstoself-reflect andtrackprogresstowardlearninggoals. 1.3:Theteachercelebratesstudentsuccess. ResponsesOnly Criterion1:Centeringinstructiononhighexpectationsforstudentachievement.

26 Instruction Criterion2:Demonstratingeffectiveteachingpractices. Framework 5D+CEL STUDENTENGAGEMENT: Qualityofquestioning Participationandmeaningmaking Accesstoqualitytalk Iactivelyparticipateinthe processofmyperformance evaluation 3 CURRICULUM ANDPEDAGOGY: Disciplinespecifichabitsofthinkingandcommunication Wereflectuponinstructional practicetoinform our conversationsabout improvement 4 2 Danielson INSTRUCTION: 3b:Usingquestioning/promptsanddiscussion PROFESSIONALRESPONSIBILITIES: 4a:Reflectingonteaching Studentsinthisschoolare engagedinlearning 4 44% Marzano 2.1:Theteacherhelpsstudentsinteractwithnew knowledge. 2.2:Theteacherhelpsstudentspracticeanddeepentheirunderstandingofnew knowledge. 2.3:Theteacherhelpsstudentsexperimentwithandtestnew knowledge. 2.4:Theteacherasksquestionsofalstudentswiththesamefrequencyanddepth. 2.5:Theteacherprobesincorrectanswersofalstudentsinthesamemanner. 2.6:Theteacherusesvariousmethodstoengagestudents. 2.7:Theteacheridentifiesappropriateacademicvocabularyalignedtothelearningtargetand usesvariousstrategiesforstudentacquisition. 2.8:Theteacherreflectsandevaluatestheeffectivenessofinstructionalperformance. Ourteachersengagein classroom-basedprofessional developmentactivities(e.g. peercoaching)thatfocuson improvinginstruction ResponsesOnly Page24

27 Page25 Differentiation Framework 5D+CEL Danielson Marzano STUDENTENGAGEMENT: Useofstudentbackgroundtoplanlessonsandunits PURPOSE: Useofdifferentiatedinstructionalapproaches CURRICULUM ANDPEDAGOGY: Scaffoldsforindividualandgrouplearningneeds PLANNINGANDPREPARATION: 1b:Demonstratingknowledgeofstudents INSTRUCTION: 3e:Demonstratingflexibilityandresponsiveness 3.1:Theteacherusesknowledgeofindividualstudentlearningneeds todesigninstruction. 3.2:Theteachermeetsindividualstudentlearningneeds. Wehaveopportunitiestolearn effectiveteachingstrategiesfor thediversityrepresentedinour school Thisschoolhasactivitiesto celebratethediversityofthis community Weareprovidedtrainingtomeet theneedsofadiversestudent populationinourschool Strugglingstudentsreceiveearly interventionandremediationto acquireskils Instructionispersonalizedtomeet theneedsofeachstudent Thecurriculum weteachreflects thediversityofthecommunitywe serve 3 53% 50% 4 3 ResponsesOnly Criterion3:Recognizingindividualstudentlearningneedsanddevelopingstrategiestoaddressthoseneeds.

28 ContentKnowledge Criterion4:Providingclearandintentionalfocusonsubjectmattercontentandcurriculum. Framework CURRICULUM ANDPEDAGOGY: Planningreflectsdisciplinehabitsofthinking Planningforstudentlearningandindependence Lessonsaredesignedtosupport instructionaloutcomes 3 53% 5D+CEL PURPOSE: Designoflearningtargets CLASSROOM ENVIRONMENTANDCULTURE: Relevanceofdisplayedmaterials Teachersprovideregular feedbacktostudentsabouttheir learning 22% 4 2 Danielson PLANNINGANDPREPARATION: 1a:DemonstratingKnowledgeofContentandPedagogy 1e:DesigningCoherentInstruction 1d:DemonstratingKnowledgeofResource Thisschoolprovidescurriculum thatisrelevantandmeaningful 60% 2 Marzano 4.1:Theteacherhasacomprehensiveunderstandingofthe subjects(s)taught. 4.2:Theteacherskilfulyusestheadoptedcurriculum. 4.3:Theteacherhasacomprehensiveunderstandingofthe standards. 4.4:Theteacherplansandpreparesforuseoftraditional instructionalmaterialsandtechnology. Ourstaff demonstratesa thoroughunderstandingofthe statelearningstandards 52% ResponsesOnly Page26

29 LearningEnvironment Criterion5:Fosteringandmanagingasafe,positivelearningenvironment. Framework 5D+CEL Routinesforaccountability Routinesforeffectivetransitions Accessibilityofclassroom materials Routinesfordiscussionandcolaboration Routinesforuseoflearningtime Routinesformanagingstudentmisbehavior Classroom norms StudentStatus Concernforstudentemotionalandphysicalwelbeing Approachabletowardsalstudents Physicalarrangementofclassroom. Thisschoolisorderlyandsupports learning Staff atthisschoolvalueandrespect alstudents Weholdoneanotheraccountablefor behaviorthatisrespectfulof diversity Danielson CLASSROOM ENVIRONMENT: 2c:Managingclassroom procedures 2d.ManagingStudentBehavior 2a:Creatinganenvironmentofrespectandrapport 2e:Organizingphysicalspace Studentsbelievetheadultsinthis schoolgenuinelycareaboutthem 51% Studentsbelievethisschoolisasafe place 4 Marzano 1.1:Theteacherdevelops,aligns,andcommunicatesclear learningtargets(daily)andgoalswithscales(longterm) thatcommunicatehighexpectationsforlearning. 1.2:Theteacherprovidesopportunitiesforstudentsto self-reflectandtrackprogresstowardlearninggoals. 1.3:Theteachercelebratesstudentsuccess. Thisschoolproactivelyaddresses issuesofdiversity(race,ethnicity, culture,gender,andsexual orientation)inatimelyandeffective manner Staff membersenforceconsistent behaviorexpectationsand consequencesintheirclassrooms 3 1 ResponsesOnly Page27

30 Page28 Assessment Regularformativeassessmentsare usedtomonitorstudentprogress towardstandards Thisschoolusesassessmentsaligned tostandardsandinstruction Assessmentdataareusedtoidentify studentneedsandappropriate instructionalintervention Wemonitortheeffectivenessof instructionalinterventions Commonbenchmarkassessmentsare usedtoinform instruction Feedbackfrom classroom observationsleadstomeaningful changeininstructionalpractice % 62% 50% 34% 4% Framework 5D+CEL Danielson Marzano PURPOSE: Self-assessmentoflearning ASSESSMENTFORSTUDENTLEARNING: Demonstrationoflearning Creationanduseofsummativeassessmentinformation Formativeassessmentopportunities Useofformativeassessmentinformation Colectionofformativeassessmentdata INSTRUCTION: 3d:UsingAssessmentinInstruction PLANNINGANDPREPARATION: 1f:DesigningStudentAssessments PROFESSIONALRESPONSIBILITIES: 4b:MaintainingAccurateRecords 6.1:Theteacherusesmultipledataelementstomodify instruction. 6.2:Theteacherusesmultipledataelementstodesignand modifyappropriatestudentassessments. 6.3:Theteachercanshow thatthestudentsinhis/her classroom havemadegrowthand/ormetcourseor grade-levelstandardsusingmultiplemeasures. ResponsesOnly Criterion6:Usingmultiplestudentdataelementstomodifyinstructionandimprovestudentlearning.

31 Page29 FamiliesandCommunity Teachersregularlyandeffectively communicatestudentprogressto parents Thisschoolencouragesparent involvementintheirchild's learning Withimportantdecisionsweseek inputfrom parentsandthe community Parentsandcommunity understandtheexpectationsand standardsofthisschool Thisschoolcommunicates effectivelywithfamiliesofal cultures % Framework 5D+CEL Danielson Marzano PROFESSIONALRESPONSIBILITIES: 4c:Communicatingwithfamilies COMMUNICATINGANDCOLLABORATING: Communicationaboutstudentprogresswithparentsandcaretakers Culturalyrelevantcommunicationwithparentsandcaretakers Goalsofinstructionarecommunicatedtoparentsandcaretakers Communicationaboutinstructionalprogramswithcommunity Communicationwithintheschoolcommunityaboutstudentprogress 7.1:Theteachercommunicatesandcolaborateswith parents/guardians/school/communityinatimelyandprofessional mannerregardingcourses,programs,schoolevents,andgradelevel expectations. 7.2:Theteachercommunicatesindividualstudentprogressto parents/guardiansinatimelyandprofessionalmannerand colaborateswithparentsinsupportofstudentlearning. 7.3:Theteachercolaborateswithfamiliesandschool/communityto supportstudentlearning ResponsesOnly Criterion7:Communicatingandcolaboratingwithparentsandschoolcommunity.

32 ProfessionalPractice Criterion8:Exhibitingcolaborativeandcolegialpracticesfocusedonimprovinginstructionalpracticeandstudentlearning. Framework Iam wilingtoworkatchangingmyschoolforthebetter 6 5D+CEL COLLABORATIVEANDCOLLEGIALPRACTICES: Colaborationwithpeerstoimprovestudent learning Colaborationwithpeerstoimproveinstructional practice Professionalandcolegialrelationships Supportsschool,district,orstateinitiatives Iparticipateinaprofessionallearningcommunityfocusedon improvingstudentlearning,e.g.,analysisofstudentwork,formativ. Iam wilingtobeheldaccountableforstudentlearning Inourschoolweexpectalstaff toperform responsibilitieswitha highlevelofexcelence Ourteachersengageinprofessionaldevelopmentactivitiestolearn andapplynew skilsandstrategies % % Mycoleaguesarewilingtoworkatchangingthisschoolforthe better 22% 5 20% Ourstaff cancountononeanotherforhelpwhenneeded 23% 54% 1 Danielson PROFESSIONALRESPONSIBILITIES: 4d:Participatinginaprofessionalcommunity 4e:Growinganddevelopingprofessionaly 4f:Showingprofessionalism Staff atthisschoolcolaboratetoimprovestudentlearning Ourstaff sharesnew ideasandstrategieswithoneanother 52% 51% 24% 2 Staff enforcethebulying/harassmentpolicyofthisschool 24% Marzano 8.1:Theteachercolaborateswithcoleaguesabout studentlearningandinstructionalpractices. 8.2:Theteacherdisplaysdependabilitythrough activeparticipation. 8.3:Theteacheradherestodistrictandschoolrules andprocedures. 8.4:Theteacherparticipatesindistrictandschool initiatives. 8.5:Theteacherpursuesprofessionaldevelopment. 8.6:Theteachermeetsgrowthtargetsasidentified inannualprofessionalgoals. Staff Iworkwithdemonstratecommitmenttoschoolgoals Teacherscolaborativelyplanlessons Mycoleaguesarewilingtobeheldaccountableforstudentlearning Peerobservation/coachingandfeedbackisatoolweusetoimprove instruction Weholdoneanotheraccountableforstudentlearning 44% 44% ResponsesOnly Page30