40 Performance Indicators. I: Teaching for Learning ST 1: Curriculum BE A: Aligned, Reviewed and...
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Transcript of 40 Performance Indicators. I: Teaching for Learning ST 1: Curriculum BE A: Aligned, Reviewed and...
![Page 1: 40 Performance Indicators. I: Teaching for Learning ST 1: Curriculum BE A: Aligned, Reviewed and Monitored.](https://reader030.fdocuments.in/reader030/viewer/2022032604/56649e6c5503460f94b6bf26/html5/thumbnails/1.jpg)
40 Performance Indicators
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I: Teaching for LearningST 1: Curriculum
BE A: Aligned, Reviewed and Monitored
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a) How does the school curriculum align with, & reference the Michigan Curriculum Framework & Standard?
b) How does the school curriculum align, & reference, the benchmarks & Content Expectations for English Language Arts, Mathematics, Science, Health Education, Physical Education, Technology, and World Languages?
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KC 2: Standards Alignment
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I: Teaching for LearningST 1: Curriculum
BE B: Communicated
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a) In what ways are the curriculum clear, concise, and discussed by staff?b) How do teachers know what they are expected to teach in
their grade/course?c) How do teachers know the curriculum for the grade(s)/
course(s) that precede and follow their current assignment?
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KC 1: Staff
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How are the curriculum expectations communicated to the students in a manner they can understand?
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KC 2: Students
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I: Teaching for LearningST 2: Instruction
BE A: Planning
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a) How are classroom lessons aligned to the school’s/ district’s written curriculum?
b) How are the planned instructional processes & practices appropriate for the content?
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KC 1: Content Appropriateness
1. Getting Started2. Partially Implemented3. Implemented4. Exemplary
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a) How are the planned instructional processes & practices appropriate for the levels & needs of all students?
b) How are the planned instructional processes & practices engaging for all students?
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KC 2: Developmental Appropriateness
1. Getting Started2. Partially Implemented3. Implemented4. Exemplary
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How are the planned instructional processes reviewed and refined to meet the needs of all students?
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KC 3: Reflection and Refinement
1. Getting Started2. Partially Implemented3. Implemented4. Exemplary
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I: Teaching for LearningST 2: Instruction
BE B: Delivery
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a) How does best practice inform the delivery of the curriculum?
b) To what extent is the planned instruction implemented?
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KC 1: Delivered Curriculum
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a) How is research-based instructional practices being used across the curriculum?
b) How is instruction differentiated to meet the needs ofindividual learners?
c) How are the teaching for learning standards from the Michigan Curriculum Framework implemented?
d) How do teachers use available technology to support student learning?
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KC 2: Best Practice
1. Getting Started2. Partially Implemented3. Implemented4. Exemplary
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How does instructional delivery engage the students?
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KC 3: Student Engagement
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I: Teaching for LearningST 3: Assessment
BE A: Aligned to Curriculum and Instruction
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a) How are assessments aligned with the curricula and instruction (written & aligned)?
b) To what extent are assessments aligned with assessment standards in the Michigan Curriculum Framework?
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KC 1: Alignment/Content Validity
1. Getting Started2. Partially Implemented3. Implemented4. Exemplary
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a) How are multiple measures used to evaluate student learning (classroom assessments, district assessments, MEAP, student portfolios, behavioral, measures other than achievement, etc.)?
b) How are students enrolled in pre-Kindergarten through 12th grade assessed?
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KC 3: Multiple Measures
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II: LeadershipST 1: Instructional Leadership
BE A: Educational Program
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a) How knowledgeable are school leaders about curriculum?b) How knowledgeable are school leaders about instruction?c) How knowledgeable are school leaders about assessment?
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KC 1: Knowledge of Curriculum, Instruction, and Assessment
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How do school leaders apply adult learning theory?
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KC 5: Knowledge of Adult Learning
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In what ways do school leaders focus on student results to inform curriculum, instruction, and assessment?
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KC 7: Focus on Student Results
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II: LeadershipST 1: Instructional Leadership
BE B: Instructional Support
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How do school leaders monitor programs and practices on a regular basis?
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KC 1: Monitoring
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In what ways do leaders clearly communicate expectations?
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KC 4: Clear Expectations
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II: LeadershipST 2: Shared Leadership
BE A: School Culture and Climate
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How do staff engage in dialogue and reflection about teaching for learning?
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KC 4: Collaborative Inquiry
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a) How do staff use data to measure the effectiveness of the school and its processes?
b) How do staff use data continuously, collaboratively, and effectively to improve teaching for learning?
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KC 5: Data-Driven Culture
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a) How do staff engage in making decisions that impact the school community?
b) How do staff take ownership for the decisions that are made?
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KC 6: Collaborative Decision-Making Process
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II: LeadershipST 2: Shared Leadership
BE B: Continuous Improvement
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How is the plan for improvement continuously monitored and adjusted at least annually?
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KC 4: Monitored
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II: LeadershipST 3: Operational and Resource
Management
BE A: Resource Allocation
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How do school leaders allocate time to support teaching for learning goals?
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KC 4: Time
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III: Personnel and Professional Learning
ST 1: Personnel Qualifications
BE A: Skills, Knowledge, and Dispositions
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How do school leaders assure that staff have substantial content knowledge in their assigned areas?
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KC 1: Content Knowledge
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III: Personnel and Professional Learning
ST 2: Professional LearningBE A: Collaboration
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In what ways does the school have structures in place where teachers/staff work in learning teams?
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KC 1: Staff Participates in Learning Teams
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III: Personnel and Professional Learning
ST 2: Professional LearningBE B: Content and Pedagogy
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a) How does professional learning use examples of best practice to increase teachers’ understanding of how students learn?
b) How does professional learning model effective constructive strategies to improve student achievement?c) How does professional learning model best practice to
help teachers better differentiate instruction?
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KC 1: Uses Best Practices
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How are new teachers inducted and supported in a manner that helps them be successful?
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KC 3: Induction/Mentoring/Coaching
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III: Personnel and Professional Learning
ST 2: Professional LearningBE C: Alignment
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a) How are professional learning opportunities provided to meet individual/group staff needs?
b) How is professional learning aligned with the school improvement plan, Michigan Curriculum Framework and National Staff Development Council Standards?
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KC 1: Aligned
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a) In what ways are professional learning opportunities embedded within the regular work day?
b) In what ways are professional learning opportunities structured to meet adult learning needs?
c) How do teachers/staff apply learning?
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KC 2: Job-embedded
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a) How do colleagues observe one another and provide feedback regarding application of learning?
b) How are student results analyzed to determine the impact of professional learning?
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KC 3: Results-driven
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IV: School and Community RelationsST 1: Parent/Family Involvement
BE A: Communication
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How does the communication system address issues of family diversity, including language, culture, economic status, and
belief systems?
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KC 2: Diversity
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IV: School and Community RelationsST 1: Parent/Family Involvement
BE B: Engagement
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a) How does the school create opportunities for parents/ families to learn about, and become involved in,
curricular and instructional activities in school?b) How is information provided about how parents/ families can foster learning at home by giving appropriate assistance, monitoring homework, and giving feedback to teachers?
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KC 2: Extended Learning Opportunities
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a) How does the school engage parents/families in school improvement planning and policy-making?
b) How does the school engage parents/families in understanding lifelong needs and consequences of a student’s academic plan, K-12, and how best to make decisions for that plan for their students.
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KC 3: Decision-Making
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IV: School and Community RelationsST 2: Community Involvement
BE A: Communication
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How does the communication system address issues of community diversity, including language, culture, economic
status, and belief systems?
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KC 2: Diversity
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IV: School and Community RelationsST 2: Community Involvement
BE B: Engagement
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In what ways does the school partner with community agencies to coordinate social services for students and
families?
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KC 3: Community Agencies
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V: Data and Information ManagementST 1: Data Management
BE A: Data Generation, Identification, and Collection
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a) To what extent does the school have a process to determine the data to be collected?
b) How does the school ensure the collection of all needed data?
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KC 2: Systematic
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a) How is each type of data collected from multiple sources?b) How are multiple years of data available from any
given source?
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KC 4: Multiple Sources
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V: Data and Information ManagementST 1: Data Management
BE C: Data Support
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a) How are data organized, summarized, and formatted for analysis?
b) Does staff have the skills, knowledge, and disposition to analyze data?
c) How are opportunities provided by the school/district for collaborative analysis of data?
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KC 1: Process
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V: Data and Information ManagementST 2: Information Management
BE A: Analysis and Interpretation
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a) How well does the data help staff understand comparisons across groups? Over time?
b) How well does the analysis of multiple types and sources of data help staff understand comparisons over time?
c) How are multiple years of data aggregated and disaggregated?d) In what ways do schools use benchmark data to improve
student achievement?
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KC 1: Analysis
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a) How do staff discuss the data they have, what it means, and what action it implies?b) Is there a process in place to interpret/explain data
that involves multiple members of the school community?c) How have various interpretations and explanations
been considered?
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KC 2: Dialogue about Meaning
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V: Data and Information ManagementST 2: Information Management
BE B: Applications
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a) How does the school share what it has learned from data analysis and interpretation?
b) How does the school determine the audience for its data analysis and interpretation results?
c) How does the school use information to build support for decisions?
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KC 1: Dissemination
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a) How is information derived from the data used to make decisions and determine actions at the classroom and student level?b) How is information derived from the data used to make decisions and determine actions at the school level?c) How is information derived from the data used to monitor and
evaluate the effectiveness of decisions and actions?
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KC 2: Data-driven Decision Making