All core teachers have access to and effectively use vetted CCRS-aligned curricular materials for ELA and math including scope and sequence, unit plans, daily lesson plans, and student work exemplars.
Common interim assessments are aligned with CCRS/end-of-year goals and administered by all same-subject teachers in a grade at least 4-6 times per year.
All teachers have access to and regularly use rigorous informal formative assessment tasks aligned to the CCRS and the curriculum.
School leaders and teachers have collective ownership over a clearly articulated instructional vision which defines their approach to teaching and learning, includes subject-specific practices, and is informed by rigorous expectations for excellent teaching.
Timely, useful data reports from interim assessments are made available to staff and used to adjust instruction.
Teaching teams are organized to collaboratively design rigorous CCRS-aligned instruction, target supports for students, improve culture, and deepen teachers' understanding of professional growth topics.
Feedback systems with calibrated observation measures and tools ensure teachers receive specific, actionable, sustained coaching from qualified instructional experts.
Professional growth and teaming is supported by qualified instructional experts who focus on specific subjects and grade bands and who are continuously building upon their own content knowledge and skills in order to support teachers in planning and teaching to college and career ready standards.
Teachers and instructional leaders are deliberately assigned to teams to maximize the collective learning and teaching potential of the group.
Schoolwide professional growth is focused on a few topics informed by student and teacher data, aligned to a CCRS-informed instructional vision, and realized through a comprehensive, yearlong professional growth plan to ensure sufficient learning and practice time to achieve mastery.
Individual professional growth support is differentiated based on teacher need, as measured through multiple data sources
Sufficient time is scheduled for collaborative work and professional growth.
Clear and fair evaluation processes accurately recognize and support the retention of the most effective teachers as well as the persistent exit of low performers.
A rigorous interview process, as early as possible in the district's hiring cycle, guides hiring and assignment decisions, and includes demonstration lessons, faculty interviews and reference checks.
The school vision and assets (i.e. what makes this school an excellent place to work) are defined and marketed to attract great teachers who fit hiring priorities.
Staff assignment is based on the school's needs and individual’s strengths.
Clear lines of supervision support the growth and development of all staff members.
Teacher leader roles extend the reach and support the retention of highly effective teachers
Instructional strategies and supports are differentiated in all courses to ensure students have the right supports to meet academic goals.
Supports, interventions, and student groupings are adjusted frequently based on data of student progress.
All students are enrolled in learning environments that meed their needs while maximizing opportunities for heterogeneous settings.
School resources are deliberately matched to student needs to ensure sufficient time, expertise, and attention for content mastery for all students.
Core content course provide rigorous grade-level instruction for all students using CCRS-aligned curriculum and materials.
Consistent expectations for behavior and school-wide routines are grounded in a vision for school values fully shared by the students, families, and staff.
Students who need more intensive support are identified and linked to effective services quickly, using outside providers when necessary.
Students have developmentally appropriate opportunities to learn and practice core social and emotional learning competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
A feedback loop exists between classroom teachers, external and school-based social and emotional learning support providers and students' families
Students have the opportunity to connect with their school's community on the basis of personal interests and motivations.
Each student is known deeply by adults in the school.
Students have deep and respectful personal relationships with other students.
Colleagues and leaders solves problems together and work in a collaborative envrionment
There is collective agreement over school improvement goals and visibility into progress against these goals over time.
Colleagues and leaders are open to difficult conversations and engage in constructive conflict.
Colleagues and leaders have a shared commitment to the continuous learning of adults and students
Colleagues and leaders trust each other
There is collective ownership among faculty and staff over a vision for what effective teaching and learning looks like. *This refers to shared ownership over the instructional vision for what teachers can and should do in their classrooms on a daily basis.
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