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Questions are referenced to the School Keys Strands: Unlocking Excellence through the Georgia School Standards.

|Strands |Guiding Questions |Things to listen for |

| | |(not all inclusive) |

|Curriculum Planning |Describe your involvement in curriculum planning, |Shared understanding of expectations |

| |including documents used in planning. |Students with disabilities access to general curriculum|

| | |Monitoring of curriculum implementation |

|Assessment |Describe how various assessments are collected, |Types of assessments used (e.g. constructed response, |

| |analyzed, and used to improve instruction. |writing prompts, performance tasks, projects, etc.) |

| | |Common assessments |

| | |Assessment results used to adjust instruction |

| | |Assessment results used to provide feedback to students|

| | |Grading practices |

|Instruction |How do you plan for students to be successful and what |Orderly, well-managed learning environment |

| |do you do when they are not? |Students academically challenged |

| | |Higher-order thinking skills cultivated |

| | |Differentiated instruction/UDL strategies |

| | |Use of technology, including assistive technology for |

| | |students with disabilities |

| | |Students set goals and monitor their progress |

| | |Specific feedback to students |

| | |Increased learning time for students |

|Planning and Organization |Describe how facilities, resources, policies and |Safe, clean learning environment |

| |procedures contribute to student success. |Implementation of rules, policies, schedules, and |

| | |procedures |

| |Describe the process used to develop the school |Resources (personnel, time, facilities, equipment, and |

| |improvement plan. |materials) available and adequate, including resources |

| | |to meet the needs of students with disabilities |

| |How is the implementation of the school improvement | |

| |plan monitored? | |

|Family and Community Engagement |Describe how the school engages families and community |Organizational structures that encourage families and |

| |members to help the school continuously improve. |community to become involved |

| | |Methods teachers use to communicate with |

| | |parents/guardians about student expectations and |

| | |progress |

| | |Opportunities for parents to communicate with teachers |

| | |Communication with families about available school |

| | |interventions |

|Professional Learning |Describe the purposes and structures of professional |Purposes based on analysis of data |

| |learning. |Multiple professional learning designs, (e.g., |

| | |collaborative lesson study, analysis of student work, |

| |How is the impact of professional learning on teacher |problem solving sessions, curriculum development, |

| |practices and on student learning monitored and |coursework, action research, classroom observations, |

| |evaluated? |online networks, etc.) |

| | |Examples of how teachers have used what they learned |

| | |through professional learning provided by the school |

| | |Resources available and adequate |

| | |Participate in collaborative inquiry to enhance |

| | |performance |

|Leadership |Describe how the principal and other administrators |Role of principal and other school administrators in |

| |communicate with, engage, and support teachers to |leading the school’s work in curriculum, assessment, |

| |foster the success of all students. |instruction, and professional learning |

| | |Opportunities for teachers to participate in shared |

| |Describe the purpose of the school leadership team. |decision-making and problem-solving |

| |Who are the members? How often does the team meet? What|Ways principal and other school administrators provide |

| |types of data does the team analyze? |teachers with specific feedback on the performance of |

| | |their practices and responsibilities |

| |How do you use the feedback from classroom observations|Principal and other school administrators model and |

| |from the school administrators? |lead the analysis of data to improve student |

| | |achievement |

| | |Faculty perception of leadership |

|School Culture |Describe the culture and working environment at this |Safe and orderly learning environment |

| |school. |Culture of trust and respect for students and adults |

| | |encouraged |

| | |Support systems that promote the academic achievement |

| | |and career readiness of students (e.g., advisement, |

| | |career counseling, transition coaching, interventions, |

| | |re-teaching) |

| | |Support systems that promote the personal growth and |

| | |development of students (e.g., counseling, mentoring, |

| | |advisement, coaching, goal setting, time management, |

| | |problem-solving) |

| | |Examples of ways accomplishments of students recognized|

| | |and celebrated. Staff accomplishments recognized and |

| | |celebrated. |

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