School Check: 2017

Based on a rigorous subject-specific evaluation tool and criteria (e.g., IMET, GIMET-QR, EdReports), core curriculum has been effectively vetted as CCRS-aligned and high-quality in:

Based on a rigorous subject-specific evaluation tool and criteria (e.g., EQUIP), individual unit and lesson plans have been effectively vetted as CCRS-aligned and high-quality in:

Based on a CCRS-aligned observation tool (e.g. IPG), the proportion of classrooms that display a high degree of high-quality CCRS-aligned instruction is:

Teachers consistently use CCRS-aligned curriculum and materials for the vast majority of their instruction:

Based on a rigorous subject-specific evaluation tool and criteria (e.g., AET, Assessment Quality Criteria Checklists), interim assessments have been effectively vetted as CCRS-aligned and high quality in:

Common interim assessments are administered by all same-subject teachers in a grade 4-6 times a year according to a set schedule:

High-quality rigorous student tasks are embedded in the curriculum and materials that teachers use:

Most teachers use informal assessment tasks to collect useful student data that informs instruction:

The school’s instructional vision includes expectations for student learning that:

The school's instructional vision includes expectations for teaching that are:

The proportion of school staff who can describe the school’s instructional vision and how it plays out in teaching and learning practices is:

The percentage of teachers who consistently and effectively enact the instructional vision is:

Data from all assessments is made available in a timely manner (no more than one week between administration of assessment and completion of grading):

Data from common interim assessments is made available to teachers in easy-to-use reports which facilitate question-level analysis:

Teaching teams are accountable for accomplishing specific purposes during collaborative planning time (CPT):

The percentage of core subject teachers who participate in shared content teams that collaboratively design rigorous CCRS-aligned instruction, including planning instruction, analyzing student work and data, and grouping students for targeted support is:

The percentage of core subject teachers who participate in vertical teams (teams with same content across grades) is:

The percentage of core subject teachers who participate in shared student teams (teams focused on RTI, culture, family engagement, etc.) is:

Productive CPT is supported through clear objective-driven agendas and protocols and tools for making decisions and completing work:

Time in teams is intentionally used for teachers to deepen their understanding of professional growth topics introduced in faculty or district PD and continued through to individual coaching:

Observation and coaching tools are specific to subject, grade band, and CCRS.

Observation and coaching tools are aligned with the school's/district's formal teacher evaluation tool:

During the school year, cycles of observation and coaching are provided to each teacher on average:

Coaching is specific, actionable and sustained on the target skill until proficiency is consistently observed:

The coaching and supervision structure ensures each instructional expert's span of review (i.e., number of people he/she is responsible for supporting) is no more than 12 to 1:

Prior to hiring and/or assignment, instructional experts demonstrate their expertise by subject and grade level, and in particular in the context of CCRS:

Instructional experts are assigned to facilitate teams and observe and coach teachers in the content areas and grade bands in which they have demonstrated expertise in the context of CCRS:

Instructional experts receive training, pursue ongoing professional learning, and formally support each other to continuously build both CCRS content knowledge and instructional application, and their effective coaching practices and tools:

School-wide, the percentage of shared content teams that have the necessary combination of CCRS knowledge and instructional expertise to collaboratively design CCRS-aligned instruction is:

School-wide, the proportion of shared content teams that include the special education and English learner teachers at all regularly scheduled CPT meetings is:

School-wide, the proportion of shared content teams that are consistently supported by an instructional expert with CCRS expertise in the related content and grade band is:

Student and teacher data and the CCRS instructional vision inform the selection of a few topics for sustained professional growth support annually:

The school's year-long professional growth plan:

Teachers receive enough support and coaching to practice a new skill until they attain mastery:

Individual professional growth goals linked to performance standards and school priorities are collaboratively developed at the start of the year.

Data is used to identify teachers’ professional growth needs and differentiate support needed:

New and struggling teachers receive more and targeted professional growth support from instructional experts:

Time scheduled for collaborative planning time for teaching teams that share content is:

Time scheduled for collaborative planning time for teaching teams that share content vertically is:

Time scheduled for collaborative planning time for teaching teams that share students is:

All faculty participate in the following number of days for professional growth before the start of the school year:

The school year calendar includes the following time for faculty professional development:

Instructional experts spend the following proportions of their time observing, coaching, and evaluating teachers; planning for and facilitating data-driven CPT meetings and other professional development; and improving their own CCRS knowledge and coaching skills:

Time allocated to support the professional learning of instructional experts, including instructional expert development meetings, group learning walks, outside/district professional development, and weekly principal supervision, is:

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.

Hiring decisions are made:

Regarding an interview process that includes a) demonstration lessons b) faculty interviews and c) reference checks, my school:

New hires are selected based on their belief in the school's core values and practices and ability to fill missing instructional content and skill gaps in teaching teams:

My school has deliberately defined assets (e.g., collaborative culture, frequent coaching) that attracts high-quality candidates to our highest priority positions:

My school leader and those who support recruitment and hiring consistently use updated print and online marketing materials that highlight school vision and assets, and uses these materials in outreach to candidates (e.g., job fairs):

My school has partnerships or internal structures (ie. Intern, apprenticeship programs) that consistently supply effective teachers:

In high-priority areas, the percentage of teachers who are effective or highly effective is approximately:

Teachers are assigned to specialized roles according to their strengths:

The supervision structure clearly documents each person's direct supervisor, who is accountable for his/her growth and development:

Each staff member's job responsibilities are clearly documented and updated as needed:

The supervision structure ensures each supervisor's span of review (i.e., number of people he/she is responsible for supporting) is no more than 12 to 1:

Teacher leader roles include different position descriptions, clear selection criteria (e.g. content expertise) and processes, as well as accountability systems:

Roles for highly effective teachers offer meaningful opportunities to extend their reach, including coaching other teachers, facilitating collaborative planning time, refining curriculum and/or leading professional development:

The compensation and/or additional time provided to teacher leaders matches the responsibilities for which they are accountable:

The teachers that teacher leaders directly support have high or improving student performance outcomes:

High performing teachers are more likely to stay at my school because they have access to leadership roles:

My school's values, grounded in a vision for how we should treat each other:

The percentage of parents/families who agree that school values are communicated clearly to them is:

The percentage of parents/families who feel welcomed and participate in school:

Expectations for behavior and routines are promoted through:

Structures exist that dedicate time and staff to upholding school values (e.g., professional development, morning meeting, Dean of Culture, etc.):

Relevant data on social-emotional indicators is used to inform interventions:

Students who need more intensive social-emotional support are referred to external providers:

A clear system to link students to external providers when necessary is:

A research-based, developmentally appropriate curriculum is used with fidelity:

Sufficient time is dedicated during the student day to learning and practicing these competencies (e.g., morning meeting or advisory):

A feedback loop among classroom teachers, external and school-based social and emotional learning support providers and students’ families is implemented:

Classroom teachers work with external and school-based social and emotional learning experts on how to better support high-needs students:

The percentage of students who feel personally connected to their school community on the basis of personal interests and motivations is:

The percentage of students who feel well known in my school is:

In high-priority areas, low loads (number of distinct students a teacher is responsible for knowing) are often used as a tool to support deep relationships between students and teachers. In high-priority areas in my school, teacher loads are:

Students have deep and respectful personal relationships with other students. The percent of students who agree that they have deep and respectful relationships with other students is:

Percentage of teachers agreeing with the following statement: Colleagues and leaders problem solve and work together in a collaborative environment.

Percentage of teachers agreeing with the following statement: There is collective agreement over school improvement goals and visibility into progress against these goals over time.

Percentage of teachers agreeing with the following statement: These measures of progress inform daily actions and decisions.

% of teachers agreeing with the following statement: Teachers and leaders are open to difficult conversations and engage in constructive conflict.

Percentage of teachers agreeing with the following statement: My school leader is committed to improving my instructional practice.

Percentage of teachers agreeing with the following statement: Teachers demonstrate a shared commitment to the continuous learning of adults and students.

Percentage of teachers agreeing with the following statement: Teachers receive feedback and coaching that can help them improve teaching.

% of teachers agreeing with the following statement: Teachers at my school are encouraged to reflect on their own practices.

Percentage of teachers agreeing with the following statement: Teachers in my school feel comfortable raising issues and concerns that are important to them.

Percentage of teachers agreeing with the following statement: Teachers are trusted to make sound professional decisions about instruction.

Percentage of teachers agreeing with the following statement: Teachers in my school feel safe taking instructional risks/innovating when they think it will benefit their students, and ask for help in doing so:

Percentage of teachers agreeing with the following statement: I feel that my school leadership genuinely listens to me and that my voice is heard.

Percentage of teachers agreeing with the following statement: Teachers at my school share a common vision for effective teaching and learning.