Professional development features
workshops on effective strategies for instruction and assessment.
Training may be somewhat episodic with limited teacher choice
or input. Explicit work on building a "professional learning
community" among the staff has begun. Time for collaborative
planning is limited or not widely available for all staff.
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Professional development is increasingly
data-driven and teacher-planned. Staff is building capacity
to reflect on their practice and implement solutions to improve.
A collaborative professional culture is emerging. Schedule
accommodates common planning time for teaching teams.
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• School builds teachers'
capacity to use data and research to inform instructional
practice and to guide professional learning priorities and
needs.
• School empowers instructional staff with
authority to define professional development needs and
to make decisions about curriculum, teaching methods, and
classroom environment.
• All staff trained to differentiate instruction
and provide supports to meet the learning needs of multiple
student populations.
• School works explicitly to build a collaborative
professional community where staff analyze student performance
data and their practice in order to improve results.
• School schedule accommodates common planning
time for collaborative development of curriculum and instruction,
assessment of student work, and analysis of student performance
data.
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