Self-Assessment



3.1The school’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking and life skills that lead to success at the next IC1234CURRICULUM AND LEARNING EXPERIENCES PROVIDE CHALLENGING AND EQUITABLE OPPORTUNITIESCurriculum and learning experiences in each course/class provide few or no students with challenging and equitable opportunities to develop learning skills, thinking skills and life skills.Curriculum and learning experiences in each course/class provide most students with challenging and equitable opportunities to develop learning skills, thinking skills and life skills.Curriculum and learning experiences in each course/class provide all students with challenging and equitable opportunities to develop learning skills, thinking skills and life skills.Curriculum and learning experiences in each course/class provide all students with challenging and equitable opportunities to develop learning skills, thinking skills and life skills that align with the school’s purpose. EVIDENCE INDICATING STUDENT SUCCESS AT THE NEXT LEVELThere is no evidence to indicate how successful students will be at the next level.There is little evidence to indicate curriculum and learning experiences prepare students for success at the next level.There is some evidence to indicate curriculum and learning experiences prepare students for success at the next level.Evidence clearly indicates curriculum and learning experiences prepare students for success at the next level.LIKE COURSES / CLASSES HAVE THE SAME LEARNING EXPECTATIONSLike courses/classes do not always have the same learning expectations. Most like courses/classes have equivalent learning expectations.Like courses/classes have equivalent learning expectations.Like courses/classes have the same high learning expectations.INDIVIDUALIZED LEARNING ACTIVITIESNo individualization for students is evident.Little individualization for each student is evident.Some learning activities are individualized for each student in a way that supports achievement of expectations.Learning activities are individualized for each student in a way that supports achievement of expectations.[ √ ] EVIDENCE SUPPORTING OVERALL SCORE:_________OTHER:OTHER:CLEM (Marzano School Leadership Evaluation Model) DOMAINS AND ELEMENTS SUPPORTED BY THIS ACCREDITATION INDICATOR:D1A Data-Driven Focus On Student AchievementE5 The school leader ensures that appropriate school-level and classroom-level programs and practices are in place to help all students meet individual achievement goals when data indicate interventions are needed.D3A Guaranteed and Viable CurriculumE3The school leader ensures that all students have the opportunity to learn the critical content of the curriculum.3.2Curriculum, instruction and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional IC1234MONITORING AND ADJUSTING CURRICULUM TO ENSURE ALIGNMENT WITH GOALS FOR ACHIEVEMENTSchool personnel rarely or never monitor and adjust curriculum, instruction and assessment to ensure vertical and horizontal alignment or alignment with the school’s goals for achievement and instruction and statement of purpose.School personnel monitor and adjust curriculum, instruction and assessment to ensure for vertical and horizontal alignment and alignment with the school’s goals for achievement and instruction and statement of purpose.Using data from student assessments and an examination of professional practice, school personnel monitor and adjust curriculum, instruction and assessment to ensure vertical and horizontal alignment and alignment with the school’s goals for achievement and instruction and statement of purpose.Using data from multiple assessments of student learning and an examination of professional practice, school personnel systematically monitor and adjust curriculum, instruction and assessment to ensure vertical and horizontal alignment and alignment with the school’s goals for achievement and instruction and statement of purpose. A PROCESS ENSURING ALIGNMENT WHEN CURRICULUM, INSTRUCTION ASSESSMENTS ARE REVIEWEDNo process exists to ensure alignment when curriculum, instruction and/or assessments are reviewed or revised.A process is implemented sometimes to ensure alignment when curriculum, instruction and/or assessments are reviewed or revised.There is a process in place to ensure alignment each time curriculum, instruction and/or assessments are reviewed or revised.There is a systematic, collaborative process in place to ensure alignment each time curriculum, instruction and/or assessments are reviewed or revised. CONTINUOUS IMPROVEMENT PROCESS ENSURES ALIGNMENT WITH SCHOOL’S PURPOSE IN CURRICULUM, INSTRUCTION AND ASSESSMENTThere is little or no evidence that the continuous improvement process is connected with vertical and horizontal alignment or alignment with the school’s purpose in curriculum, instruction and assessment.There is limited evidence that the continuous improvement process ensures vertical and horizontal alignment and alignment with the school’s purpose in curriculum, instruction and assessment.The continuous improvement process ensures that vertical and horizontal alignment as well as alignment with the school’s purpose are maintained and enhanced in curriculum, instruction and assessment.The continuous improvement process has clear guidelines to ensure that vertical and horizontal alignment as well as alignment with the school’s purpose are maintained and enhanced in curriculum, instruction and assessment.[ √ ] EVIDENCE SUPPORTING OVERALL SCORE:_________Curriculum writing process A description of the systematic review process for curriculum, instruction and assessment Curriculum guides Lesson plans aligned to the curriculum Products – scope and sequence, curriculum mapsCommon assessmentsSurveys resultsStandards-based report cardsOTHER:OTHER:CLEM (Marzano School Leadership Evaluation Model) DOMAINS AND ELEMENTS SUPPORTED BY THIS ACCREDITATION INDICATOR:D1A Data-Driven Focus On Student AchievementE3 The school leader ensures that data are analyzed, interpreted, and used to regularly monitor progress toward school achievement goals.E4 The school leader ensures that data are analyzed, interpreted, and used to regularly monitor progress toward achievement goals for individual students.D2Continuous Improvement of InstructionE4The school leader ensures that teachers are provided with clear, ongoing evaluations of their pedagogical strengths and weaknesses that are based on multiple sources of data and are consistent with student achievement data.3.3Teachers engage students in their learning through instructional strategies that ensure achievement of learning IC1234TEACHERS USE STRATEGIES REQUIRING COLLABORATION, REFLECTION, AND CRITICAL THINKINGTeachers rarely or never use instructional strategies that require student collaboration, self-reflection and development of critical thinking skills.Teachers sometimes use instructional strategies that require student collaboration, self-reflection and development of critical thinking skills. Teachers plan and use instructional strategies that require student collaboration, self-reflection and development of critical thinking skills.Teachers are consistent and deliberate in planning and using instructional strategies that require student collaboration, self-reflection and development of critical thinking skills.TEACHERS PERSONALIZE INSTRUCTIONTeachers seldom or never personalize instructional strategies.Teachers personalize instructional strategies and interventions to address individual learning needs of groups of students when necessary.Teachers personalize instructional strategies and interventions to address individual learning needs of students when necessary.Teachers personalize instructional strategies and interventions to address individual learning needs of each student.TEACHERS USE INSTRUCTIONAL STRATEGIES REQUIRING STUDENTS TO APPLY KNOWLEDGE AND SKILLSTeachers rarely or never use instructional strategies that require students to apply knowledge and skills, integrate content and skills with other disciplines and use technologies as instructional resources and learning tools.Teachers sometimes use instructional strategies that require students to apply knowledge and skills, integrate content and skills with other disciplines and use technologies as instructional resources and learning tools.Teachers use instructional strategies that require students to apply knowledge and skills, integrate content and skills with other disciplines and use technologies as instructional resources and learning tools.Teachers consistently use instructional strategies that require students to apply knowledge and skills, integrate content and skills with other disciplines and use technologies as instructional resources and learning tools.[ √ ] EVIDENCE SUPPORTING OVERALL SCORE:_________Teacher evaluation criteriaFindings from supervisor walk-thrus and observationsStudent work demonstrating the application of knowledgeExamples of teacher use of technology as an instructional resourceExamples of student use of technology as a learning toolInterdisciplinary projects Authentic assessmentsProfessional development focused on these strategiesAgenda items addressing these strategiesSurveys resultsOTHER:OTHER:CLEM (Marzano School Leadership Evaluation Model) DOMAINS AND ELEMENTS SUPPORTED BY THIS ACCREDITATION INDICATOR:D1A Data-Driven Focus On Student AchievementE3 The school leader ensures that data are analyzed, interpreted, and used to regularly monitor progress toward school achievement goals.E4 The school leader ensures that data are analyzed, interpreted, and used to regularly monitor progress toward achievement goals for individual students.D2Continuous Improvement of InstructionE3The school leader is aware of predominant instructional practices throughout the school.D3A Guaranteed and Viable CurriculumE2The school leader ensures that the school curriculum is focused enough that it can be adequately addressed in the time available to teachers.E3The school leader ensures that all students have the opportunity to learn the critical content of the curriculum.3.4School leaders monitor and support the improvement of instructional practices of teachers to ensure student IC1234SCHOOL LEADERS MONITOR INSTRUCTIONAL PRACTICES TO ENSURE…School leaders occasionally or randomly monitor instructional practices through supervision and evaluation procedures to ensure that they…School leaders monitor instructional practices through supervision and evaluation procedures to ensure that they… School leaders formally and consistently monitor instructional practices through supervision and evaluation procedures to ensure that they…School leaders formally and consistently monitor instructional practices through supervision and evaluation procedures beyond classroom observation to ensure that they… ALIGNMENT TO VALUES AND BELIEFS ABOUT TEACHING1) are aligned with the school’s values and beliefs about teaching and learning1) are aligned with the school’s values and beliefs about teaching and learning,1) are aligned with the school’s values and beliefs about teaching and learning1) are aligned with the school’s values and beliefs about teaching and learning, APPROVED CURRICULUM2) are teaching the approved curriculum,2) are teaching the approved curriculum,2) are teaching the approved curriculum2) are teaching the approved curriculum,ENGAGEMENT WITH STUDENTS3) are directly engaged with all students in the oversight of their learning and3) are directly engaged with all students in the oversight of their learning and3) are directly engaged with all students in the oversight of their learning and3) are directly engaged with all students in the oversight of their learning andUSE OF CONTENT-SPECIFIC STANDARDS4) use content-specific Standards of professional practice.4) use content-specific Standards of professional practice.4) use content-specific Standards of professional practice4) use content-specific Standards of professional practice.[ √ ] EVIDENCE SUPPORTING OVERALL SCORE:_________Supervision and evaluation proceduresCurriculum mapsPeer or mentoring opportunities and interactionsRecognition of teachers with regard to these practicesAdministrative classroom observation protocols and logsExamples of improvements to instructional practices resulting from the evaluation process Documentation of collection of lesson plans and grade books Surveys resultsOTHER:OTHER:CLEM (Marzano School Leadership Evaluation Model) DOMAINS AND ELEMENTS SUPPORTED BY THIS ACCREDITATION INDICATOR:D2Continuous Improvement of InstructionE1The school leader provides a clear vision as to how instruction should be addressed in the school.E3The school leader is aware of predominant instructional practices throughout the school.E4The school leader ensures that teachers are provided with clear, ongoing evaluations of their pedagogical strengths and weaknesses that are based on multiple sources of data and are consistent with student achievement data.D3A Guaranteed and Viable CurriculumE1The school leader ensures that the school curriculum and accompanying assessments adhere to state and district standards.3.5Teachers participate in collaborative learning communities to improve instruction and student IC1234STAFF PARTICIPATION IN COLLABORATIVE LEARNING COMMUNITIESCollaborative learning communities randomly self-organize and meet informally.Some members of the school staff participate in collaborative learning communities that meet both informally and formally. All members of the school staff participate in collaborative learning communities that meet both informally and formally.All members of the school staff participate in collaborative learning communities that meet both informally and formally on a regular schedule. COLLABORATION ACROSS GRADE LEVELSCollaboration seldom occurs across grade levels and content areas.Collaboration occasionally occurs across grade levels and content areas. Collaboration often occurs across grade levels and content areas.Frequent collaboration occurs across grade levels and content areas.STAFF DISCUSSIONS ABOUT STUDENT LEARNINGStaff members rarely discuss student learning.Staff members promote discussion about student learning.Staff members have been trained to implement a formal process that promotes discussion about student learning.Staff members implement a formal process that promotes productive discussion about student learning.LEARNING AND USING RESULTS OF INQUIRY PRACTICES OCCURS AMONG SCHOOL PERSONNELLearning from, using and discussing the results of inquiry practices such as action research, the examination of student work, reflection, study teams and peer coaching rarely occur among school personnel.Learning from, using and discussing the results of inquiry practices such as action research, the examination of student work, reflection, study teams and peer coaching sometimes occur among school personnel.Learning from, using and discussing the results of inquiry practices such as action research, the examination of student work, reflection, study teams and peer coaching occur regularly among most school personnel.Learning from, using and discussing the results of inquiry practices such as action research, the examination of student work, reflection, study teams and peer coaching are a part of the daily routine of school staff members. SCHOOL PERSONNEL VALUE COLLABORATIVE LEARNING COMMUNITIESSchool personnel see little value in collaborative learning communities.School personnel express belief in the value of collaborative learning communities.School personnel indicate that collaboration causes improvement results in instructional practice and student performance.School personnel can clearly link collaboration to improvement results in instructional practice and student performance.[ √ ] EVIDENCE SUPPORTING OVERALL SCORE:_________Agendas and minutes of collaborative learning committeesCalendar/schedule of learning community meetings Common language, protocols and reporting toolsExamples of improvements to content and instructional practice resulting from collaborationExamples of cross curricular projects, interdisciplinary instruction and classroom action research project Peer coaching guidelines and procedures Survey resultsOTHER:OTHER:CLEM (Marzano School Leadership Evaluation Model) DOMAINS AND ELEMENTS SUPPORTED BY THIS ACCREDITATION INDICATOR:D2Continuous Improvement of InstructionE5The school leader ensures that teachers are provided with job-embedded professional development that is directly related to their instructional growth goals.D4Cooperation and CollaborationE1The school leader ensures that teachers have opportunities to observe and discuss effective teaching.E3The school leader ensures that teacher teams and collaborative groups regularly interact to address common issues regarding curriculum, assessment, instruction, and the achievement of all students.3.6Teachers implement the system’s instructional process in support of student IC1234TEACHERS INFORM STUDENTS OF LEARNING EXPECTATIONSFew teachers use an instructional process that informs students of learning expectations and Standards of performance. Most teachers use an instructional process that informs students of learning expectations and Standards of performance.All teachers use an instructional process that informs students of learning expectations and Standards of performance.All teachers systematically use an instructional process that clearly informs students of learning expectations and Standards of performance.EXEMPLARS ARE PROVIDED TO GUIDE STUDENTSExemplars are rarely provided to guide and inform students.Exemplars are sometimes provided to guide and inform students.Exemplars are often provided to guide and inform students.Exemplars are provided to guide and inform students.MEASURES USED TO INFORM MODIFICATIONS TO INSTRUCTIONThe process includes limited measures to inform the ongoing modification of instruction.The process may include multiple measures, including formative assessments, to inform the ongoing modification of instruction.The process includes multiple measures, including formative assessments, to inform the ongoing modification of instruction and provide data for possible curriculum revision.The process requires the use of multiple measures, including formative assessments, to inform the ongoing modification of instruction and provide data for possible curriculum revision.PROCESS PROVIDES STUDENTS FEEDBACK ABOUT THEIR LEARNINGThe process provides students with minimal feedback of little value about their learning.The process provides students with feedback about their learning.The process provides students with specific and timely feedback about their learning.The process provides students with specific and immediate feedback about their learning.[ √ ] EVIDENCE SUPPORTING OVERALL SCORE:_________Samples of exemplars used to guide and inform student learningExamples of learning expectations and Standards of performanceExamples of assessments that prompted modification in instructionSurvey resultsOTHER:OTHER:CLEM (Marzano School Leadership Evaluation Model) DOMAINS AND ELEMENTS SUPPORTED BY THIS ACCREDITATION INDICATOR:D2Continuous Improvement of InstructionE1The school leader provides a clear vision as to how instruction should be addressed in the school.E3The school leader is aware of predominant instructional practices throughout the school.CTEM Design Question 1: Communicating Learning Goals and FeedbackE1Providing Rigorous Learning Goals and Performance ScalesE2Tracking Student Progress3.7Mentoring, coaching and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and IC1234SYSTEM PERSONNEL ARE ENGAGED IN MENTORINGFew or no school personnel are engaged in mentoring, coaching and induction programs that are consistent with the school’s values and beliefs about teaching, learning and the conditions that support learning. Some school personnel are engaged in mentoring, coaching and induction programs that are consistent with the school’s values and beliefs about teaching, learning and the conditions that support learning.School personnel are engaged in mentoring, coaching and induction programs that are consistent with the school’s values and beliefs about teaching, learning and the conditions that support learning.All school personnel are engaged in systematic mentoring, coaching and induction programs that are consistent with the school’s values and beliefs about teaching, learning and the conditions that support learning.EXPECTATIONS FOR SYSTEM PERSONNELLimited or no expectations for school personnel are included.These programs set expectations for school personnel.These programs set expectations for all school personnel and include measures of performance.These programs set high expectations for all school personnel and include valid and reliable measures of performance.[ √ ] EVIDENCE SUPPORTING OVERALL SCORE:_________Descriptions and schedules of mentoring, coaching and induction programs with references to school beliefs and values about teaching and learningProfessional learning calendar with activities for instructional support of new staffPersonnel manuals with information related to new hires including mentoring, coaching and induction practices Records of meetings and walk-throughs/feedback sessions Survey resultsOTHER:OTHER:CLEM (Marzano School Leadership Evaluation Model) DOMAINS AND ELEMENTS SUPPORTED BY THIS ACCREDITATION INDICATOR:D2Continuous Improvement of InstructionE1The school leader provides a clear vision as to how instruction should be addressed in the school.E5The school leader ensures that teachers are provided with job-embedded professional development that is directly related to their instructional growth goals.D4Cooperation and CollaborationE1The school leader ensures that teachers have opportunities to observe and discuss effective teaching.E3The school leader ensures that teacher teams and collaborative groups regularly interact to address common issues regarding curriculum, assessment, instruction, and the achievement of all students.3.8The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning IC1234PROGRAMS ENGAGE FAMILIES IN THEIR CHILDREN’S EDUCATIONFew or no programs that engage families in their children’s education are available.Programs that engage families in their children’s education are available.Programs that engage families in meaningful ways in their children’s education are designed and implemented.Programs that engage families in meaningful ways in their children’s education are designed, implemented and evaluated.PERSONNEL PROVIDE INFORMATION ABOUT CHILDREN’S LEARNINGSchool personnel provide little relevant information about children’s learning.School personnel provide information about children’s learning.School personnel regularly inform families of their children’s learning process.Families have multiple ways of staying informed of their children’s learning process.[ √ ] EVIDENCE SUPPORTING OVERALL SCORE:_________Volunteer program with variety of options for participationParental/family/caregiver involvement plan including activities, timeframes and evaluation processCalendar outlining when and how families are provided information on child’s progressList of varied activities and communications modes with families, e.g., info portal, online, newsletters, parent centers, academic nights, open house, early release daysSurvey resultsOTHER:OTHER:CLEM (Marzano School Leadership Evaluation Model) DOMAINS AND ELEMENTS SUPPORTED BY THIS ACCREDITATION INDICATOR:D4Cooperation and CollaborationE5The school leader ensures that students, parents, and community have formal ways to provide input regarding the optimal functioning of the school.D5School ClimateE4The school leader ensures that students, parents, and the community perceive the school environment as safe and orderly.3.9The school has a formal structure whereby each student is well known by at least one adult advocate in the school who supports that student’s educational IC1234STRUCTURE ALLOWING PERSONNEL TO INTERACT WITH INDIVIDUAL STUDENTS Few or no opportunities exist for school personnel to build long-term interaction with individual students.School personnel participate in a structure that gives them interaction with individual students, allowing them to build relationships over time with the student.School personnel participate in a structure that gives them long-term interaction with individual students, allowing them to build strong relationships over time with the student.School personnel participate in a structure that gives them long-term interaction with individual students, allowing them to build strong relationships over time with the student and related adults.STUDENTS PARTICIPATE IN THE STRUCTUREMost students participate in the structure.All students may participate in the structure.All students participate in the structure.STUDENTS HAVE A SCHOOL EMPLOYEE WHO ADVOCATES FOR THEIR NEEDSFew or no students have a school employee who advocates for their needs regarding learning skills, thinking skills and life skills.The structure allows the school employee to gain insight into the student’s needs regarding learning skills, thinking skills and life skills.The structure allows the school employee to gain insight into and serve as an advocate for the student’s needs regarding learning skills, thinking skills and life skills.The structure allows the school employee to gain significant insight into and serve as an advocate for the student’s needs regarding learning skills, thinking skills and life skills.[ √ ] EVIDENCE SUPPORTING OVERALL SCORE:_________Description of formal adult advocate structuresList of students matched to adult advocateCurriculum and activities of formal adult advocate structureMaster schedule with time for formal adult advocate structureSurvey resultsOTHER:OTHER:CLEM (Marzano School Leadership Evaluation Model) DOMAINS AND ELEMENTS SUPPORTED BY THIS ACCREDITATION INDICATOR:D1A Data-Driven Focus On Student AchievementE4 The school leader ensures that data are analyzed, interpreted, and used to regularly monitor progress toward achievement goals for individual students.D2Continuous Improvement of InstructionE2The school leader effectively supports and retains teachers who continually enhance their pedagogical skills through reflection and professional growth plans.E3The school leader is aware of predominant instructional practices throughout the school.3.10Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and IC1234TEACHERS USE COMMON GRADING AND REPORTING POLICIESFew or no teachers use common grading and reporting policies, processes and procedures.Most teachers use common grading and reporting policies, processes and procedures based on criteria that represent each student’s attainment of content knowledge and skills.Teachers use common grading and reporting policies, processes and procedures based on clearly defined criteria that represent each student’s attainment of content knowledge and skills.All teachers consistently use common grading and reporting policies, processes and procedures based on clearly defined criteria that represent each student’s attainment of content knowledge and skills.IMPLEMENTATION OF POLICIES, PROCESSES AND PROCEDURES ACROSS GRADE LEVELS AND COURSESPolicies, processes and procedures, if they exist, are rarely implemented across grade levels or courses, and… These policies, processes and procedures are implemented across grade levels and courses.These policies, processes and procedures are implemented consistently across grade levels and courses.These policies, processes and procedures are implemented without fail across all grade levels and all courses.STAKEHOLDERS’ AWARENESS AND UNDERSTANDING OF POLICIES…may not be well understood by stakeholders.Most stakeholders are aware of the policies, processes and procedures.Stakeholders are aware of the policies, processes and procedures.All stakeholders are aware of the policies, processes and procedures.PROCESS FOR EVALUATION OF GRADING AND REPORTING PROCESSESNo process for evaluation of grading and reporting practices is evident.The policies, processes and procedures may or may not be evaluated.The policies, processes and procedures are regularly evaluated.The policies, processes and procedures are formally and regularly evaluated.[ √ ] EVIDENCE SUPPORTING OVERALL SCORE:_________Policies, processes and procedures on grading and reportingSamples communications to stakeholders about grading and reportingSample report cards for each grade level and for all coursesEvaluation process for grading and reporting practices OTHER:OTHER:CLEM (Marzano School Leadership Evaluation Model) DOMAINS AND ELEMENTS SUPPORTED BY THIS ACCREDITATION INDICATOR:CTEM Design Question 1: Communicating Learning Goals and FeedbackE1Providing Rigorous Learning Goals and Performance ScalesE2Tracking Student Progress3.11All staff members participate in a continuous program of professional IC1234STAFF PARTICIPATION IN PROFESSIONAL LEARNINGFew or no staff members participate in professional learning.Most staff members participate in a program of professional learning that is aligned with the school’s purpose and direction.All staff members participate in a continuous program of professional learning that is aligned with the school’s purpose and direction.All staff members participate in a rigorous, continuous program of professional learning that is aligned with the school’s purpose and direction.PROFESSIONAL DEVELOPMENT IS BASED ON NEEDS OF THE SCHOOLProfessional development, when available, may or may not address the needs of the school or build capacity among staff members.Professional development is based on the needs of the school.Professional development is based on an assessment of needs of the school.Professional development is based on an assessment of needs of the school and the individual.BUILDING CAPACITY AMONG STAFFThe program builds capacity among staff members who participate.The program builds capacity among all professional and support staff.The program builds measurable capacity among all professional and support staff.PROFESSIONAL LEARNING PROGRAM IS EVALUATEDIf a program exists, it is rarely and/or randomly evaluated.The program is regularly evaluated for effectiveness.The program is systematically evaluated for effectiveness in improving instruction, student learning and the conditions that support learning.The program is rigorously and systematically evaluated for effectiveness in improving instruction, student learning and the conditions that support learning.[ √ ] EVIDENCE SUPPORTING OVERALL SCORE:_________Crosswalk between professional learning and school purpose and directionBrief explanation of alignment between professional learning and identified needsEvaluation tools for professional learningResults of evaluation of professional learning program.Survey resultsOTHER:OTHER:CLEM (Marzano School Leadership Evaluation Model) DOMAINS AND ELEMENTS SUPPORTED BY THIS ACCREDITATION INDICATOR:D2Continuous Improvement of InstructionE5The school leader ensures that teachers are provided with job-embedded professional development that is directly related to their instructional growth goals.3.12The school provides and coordinates learning support services to meet the unique learning needs of IC1234PERSONNEL USE DATA TO IDENTIFY LEARNING NEEDSSchool personnel identify special populations of students based on proficiency and/or other learning needs (such as second languages).School personnel use data to identify unique learning needs of special populations of students based on proficiency and/or other learning needs (such as second languages).School personnel use data to identify unique learning needs of all students at all levels of proficiency as well as other learning needs (such as second languages).School personnel systematically and continuously use data to identify unique learning needs of all students at all levels of proficiency as well as other learning needs (such as second languages).PERSONNEL PROVIDE LEARNING SUPPORT SERVICES TO STUDENTSSchool personnel provide or coordinate some learning support services to students within these special populations.School personnel are familiar with research related to unique characteristics of learning (such as learning styles, multiple intelligences, personality type indicators) and provide or coordinate related learning support services to students within these special populations.School personnel stay current on research related to unique characteristics of learning (such as learning styles, multiple intelligences, personality type indicators) and provide or coordinate related learning support services to all students.School personnel stay current on research related to unique characteristics of learning (such as learning styles, multiple intelligences, personality type indicators) and provide or coordinate related individualized learning support services to all students.[ √ ] EVIDENCE SUPPORTING OVERALL SCORE:_________List of learning support services and student population served by such servicesData used to identify unique learning needs of studentsTraining and professional learning related to research on unique characteristics of learningSurvey resultsOTHER:OTHER:CLEM (Marzano School Leadership Evaluation Model) DOMAINS AND ELEMENTS SUPPORTED BY THIS ACCREDITATION INDICATOR:D1A Data-Driven Focus On Student AchievementE2 The school leader ensures clear and measureable goals are established and focused on critical needs regarding improving achievement of individual students within the school.E3 The school leader ensures that data are analyzed, interpreted, and used to regularly monitor progress toward school achievement goals.E4 The school leader ensures that data are analyzed, interpreted, and used to regularly monitor progress toward achievement goals for individual students.E5 The school leader ensures that appropriate school-level and classroom-level programs and practices are in place to help all students meet individual achievement goals when data indicate interventions are needed.CLEM (Marzano School Leadership Evaluation Model) DOMAINS AND ELEMENTS SUPPORTED BY THIS ACCREDITATION INDICATOR:D1A Data-Driven Focus On Student AchievementE1 The school leader ensures clear and measureable goals are established and focused on critical needs regarding improving overall student achievement at the school level.E2 The school leader ensures clear and measureable goals are established and focused on critical needs regarding improving achievement of individual students within the school.E3 The school leader ensures that data are analyzed, interpreted, and used to regularly monitor progress toward school achievement goals.E4 The school leader ensures that data are analyzed, interpreted, and used to regularly monitor progress toward achievement goals for individual students.E5 The school leader ensures that appropriate school-level and classroom-level programs and practices are in place to help all students meet individual achievement goals when data indicate interventions are needed.D2Continuous Improvement of InstructionE1The school leader provides a clear vision as to how instruction should be addressed in the school.E2The school leader effectively supports and retains teachers who continually enhance their pedagogical skills through reflection and professional growth plans.E3The school leader is aware of predominant instructional practices throughout the school.E4The school leader ensures that teachers are provided with clear, ongoing evaluations of their pedagogical strengths and weaknesses that are based on multiple sources of data and are consistent with student achievement data.E5The school leader ensures that teachers are provided with job-embedded professional development that is directly related to their instructional growth goals.D3A Guaranteed and Viable CurriculumE1The school leader ensures that the school curriculum and accompanying assessments adhere to state and district standards.E2The school leader ensures that the school curriculum is focused enough that it can be adequately addressed in the time available to teachers.E3The school leader ensures that all students have the opportunity to learn the critical content of the curriculum.D4Cooperation and CollaborationE1The school leader ensures that teachers have opportunities to observe and discuss effective teaching.E2The school leader ensures that teachers have formal roles in the decision-making process regarding school initiatives.E3The school leader ensures that teacher teams and collaborative groups regularly interact to address common issues regarding curriculum, assessment, instruction, and the achievement of all students.E4The school leader ensures that teachers and staff have formal ways to provide input regarding the optimal functioning of the school and delegates responsibilities appropriately.E5The school leader ensures that students, parents, and community have formal ways to provide input regarding the optimal functioning of the school.D5School ClimateE1The school leader is recognized as the leader of the school who continually improves his or her professional practice.E2 The school leader has the trust of the faculty and staff that his or her actions are guided by what is best for all student populations.E3The school leader ensures that faculty and staff perceive the school environment as safe and orderly.E4The school leader ensures that students, parents, and the community perceive the school environment as safe and orderly.E5The school leader manages the fiscal, operational, and technological resources of the school in a way that focuses on effective instruction and the achievement of all students.E6The school leader acknowledges the success of the whole school, as well as individuals within the school. ................
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