IDR Assessment of Schoolwide Achievement in Professional Development
 

Implementation of Essential 3:
Create a Targeted Professional Development Plan to Improve Instruction in Core Subjects

 

Explanation: The third essential element for Whole School Improvement is to create a targeted professional development plan that gives teachers and principals what they need to improve instruction in core subjects.

 

 

 

 

The school's level of accomplishment in identifying an instructional focus will be assessed in the following indicators (areas):

1. Ownership: The degree to which the staff understands and can articulate expectations for exemplary practice related to Professional Development (PD).

2. Evaluation A monitoring system is in place to evaluate the effectiveness of Professional Development.

3. Application: The degree to which the staff members are engaged in effective classroom practice learned through the Professional Development.

4. Leadership/Collaboration: The degree to which the instructional staff are engaged in collaborative dialogues with both the principal and colleagues which result in improved teaching practice.

 Accomplishment in each indicator will be scored as follows:

Level 1 = Little or No Accomplishment

Level 2 = Some Accomplishment

Level 3 = Substantial Accomplishment

Level 4 = Outstanding Accomplishment
 

 (cllick on each indicator below for more information)

 

 

 

 

 

 

 

Expectations for Planning in Professional Development
  • All staff & community have input into the Professional Development Plan and Budget.
  • Planning follows BPS PD Principles.
  • The action steps in SAS reflect identified adult and student learning needs.
  • Planning is reflective of BPS instructional foci.

 

Expectations for Implementation in Professional Development
  • Professional Learning Community exists.
  • Principal and ILT ensure full implementation of PD plan.
  • Adequate structured protected time exists for teachers to reflect and learn together.
  • Cross grade level teams

 

 

 

  

 

The following evidence must be included in each school's portfolio addressing their accomplishment in Professional Development:

  1. Approved School Assessment Summary (SAS)
  2. Approved Professional Development Plan and Budget (2 years)
  3. Schedule for Common Planning Time
  4. Student Work Samples

 

 

  

 

 

 

Ownership: The degree to which the staff understands and can articulate expectations for exemplary practice related to Professional Development (PD).

Questions to Answer for the Visiting Team

The following are questions each school should be prepared to answer for the Visiting Teams addressing accomplishment of this area of Essential 3:

1. How well do staff understand and articulate the rationale for instructional methods learned through the PD?

2. How well does the staff understand the specific instructional elements and expectations for their own classroom practices that were learned through PD.

 

 Outcome Rubrics for Ranking School Accomplishment

Visiting Teams will use the following rubric to assess the accomplishment in this area of Essential 3:

 

Ownership

 

Little or No

Accomplishment

(Level 1)

 

Some Accomplishment

(Level 2)

 

Substantial

Accomplishment

(Level 3)

 

Outstanding

Accomplishment

(Level 4)

Most or all staff are unaware of, or, misunderstand, the expectations for exemplary practice related to PD.

In general, staff have only a limited understanding of exemplary practice related to PD.

Staff understands and can articulate expectations for exemplary practice related to PD.

Staff can describe their own teaching with reference to the expectations for exemplary practice.

  

Evaluation: A monitoring system is in place to evaluate the effectiveness of PD.

Questions to Answer for the Visiting Team

The following are questions each school should be prepared to answer for the Visiting Teams addressing accomplishment of this area of Essential 3:

1. What is the school's monitoring system? How does the monitoring system operate?

2.Who is involved and what role (s) do they have?

3 .In what ways does the monitoring system collect information in a systematic and useful manner?

  • 4. How is the collected information analyzed and used for refining PD or instructional practices?
    •

     

    Outcome Rubrics for Ranking School Accomplishment

    Visiting Teams will use the following rubric to assess the accomplishment in this area of Essential 3:

     

    Evaluation

     

    Little or No

    Accomplishment

    (Level 1)

     

    Some Accomplishment

    (Level 2)

     

    Substantial

    Accomplishment

    (Level 3)

     

    Outstanding

    Accomplishment

    (Level 4)

    There is, at most, a limited monitoring system in place to evaluate the effectiveness of PD.

    The monitoring system is not fully operational.

    A monitoring system is in place to evaluate the effectiveness of PD .

    The monitoring system in the school works efficiently and plays a key role in providing direction for future PD.

     

     

     
    Application: The degree to which the staff members are engaged in effective classroom practice learned through the PD.

    Questions to Answer for the Visiting Team

    The following are questions each school should be prepared to answer for the Visiting Teams addressing accomplishment of this area of Essential 3:

    1. To what degree has each staff participated in PD?

    2. To what extent has the school administrator, ILT member or coach observed effective classroom practices that are derived from the PD?

    3. To what extent across the faculty are effective classroom practices being used routinely that are derived from PD?

     

    Outcome Rubrics for Ranking School Accomplishment

    Visiting Teams will use the following rubric to assess the accomplishment in this area of Essential 3:

     

    Application

     

    Little or No

    Accomplishment

    (Level 1)

     

    Some Accomplishment

    (Level 2)

     

    Substantial

    Accomplishment

    (Level 3)

     

    Outstanding

    Accomplishment

    (Level 4)

    In general, staff are not using the training from PD in their classrooms.

    Effectiveness of classroom practice learned through professional development varies widely among staff.

    Most staff are engaged in effective classroom practice learned through PD.

    In addition to the fact that most staff are engaged in effective classroom practice learned through PD, some of these staff are now experimenting with refinements.

     

     

    Leadership/Collaboration: The degree to which the instructional staff are engaged in collaborative dialogues with both the principal and colleagues which result in improved teaching practice.

    Questions to Answer for the Visiting Team

    The following are questions each school should be prepared to answer for the Visiting Teams addressing accomplishment of this area of Essential 3:

    1. How does the principal/headmaster work with individual instructional staff?

    2. To what degree and in which ways do staff feel that interactions with the principal/headmaster have affected their classroom practices?

    3. What mechanisms are in place to ensure that the school administration accurately targets those teachers in need of supportive intervention? What evidence is there to suggest that targeted teachers do receive supports?

     

    Outcome Rubrics for Ranking School Accomplishment

    Visiting Teams will use the following rubric to assess the accomplishment in this area of Essential 3:

     

    Leadership/Collaboration

     

    Little or No

    Accomplishment

    (Level 1)

     

    Some Accomplishment

    (Level 2)

     

    Substantial

    Accomplishment

    (Level 3)

     

    Outstanding

    Accomplishment

    (Level 4)

    Collaborative dialogues with the principal or colleagues either rarely occurs or it does not result in improved instruction.

    Collaborative dialogues with both the principal andcolleagues which result in improved teaching practice, occur infrequently.

    Most instructional staff frequently engage in collaborative dialogues with both the principal and colleagues which result in improved teaching practice.

    Collaborative dialogues with the principal and colleagues are routine for all faculty and they result in improved teaching

    Essential 4