Teaching+and+Assessing+for+Learning


 * Standard 3: The school’s curriculum, instructional design and assessment practices guide and ensure teacher effectiveness and student learning. **

Possible Evidence Possible Evidence Possible Evidence Possible Evidence Possible Evidence Possible Evidence Possible Evidence Possible Evidence 3.9 ** The 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 experience. ** Possible Evidence Possible Evidence Possible Evidence Possible Evidence
 * 3.1 The 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 level. **
 * || 4 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. ||
 * || 3 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. ||
 * X || 2 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. ||
 * || 1 Curriculum 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. ||
 * || 4 Evidence clearly indicates curriculum and learning experiences prepare students for success at the next level. ||
 * X || 3 There is some evidence to indicate curriculum and learning experiences prepare students for success at the next level. ||
 * || 2 There is little evidence to indicate curriculum and learning experiences prepare students for success at the next level. ||
 * || 1 There is no evidence to indicate how successful students will be at the next level. ||
 * || 4 Like courses/classes have the same high learning expectations. ||
 * || 3 Like courses/classes have equivalent learning expectations. ||
 * X || 2 Most like courses/classes have equivalent learning expectations. ||
 * || 1 Like courses/classes do not always have the same learning expectations. ||
 * || 4 Learning activities are individualized for each student in a way that supports achievement of expectations. ||
 * X || 3 Some learning activities are individualized for each student in a way that supports achievement of expectations. ||
 * || 2 Little individualization for each student is evident. ||
 * || 1 No individualization for students is evident. ||
 * X || 3 Some learning activities are individualized for each student in a way that supports achievement of expectations. ||
 * || 2 Little individualization for each student is evident. ||
 * || 1 No individualization for students is evident. ||
 * * Descriptions of instructional techniques
 * Enrollment patterns for various courses
 * Graduate follow-up surveys
 * Course descriptions
 * Course schedules
 * Learning expectations for different courses
 * Representative samples of student work across courses
 * Posted learning objectives
 * Lesson plans
 * Survey results ||
 * 3.2 Curriculum, instruction and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice. **
 * || 4 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. ||
 * X || 3 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. ||
 * || 2 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. ||
 * || 1 School 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. ||
 * || 4 There is a systematic, collaborative process in place to ensure alignment each time curriculum, instruction and/or assessments are reviewed or revised. ||
 * || 3 There is a process in place to ensure alignment each time curriculum, instruction and/or assessments are reviewed or revised. ||
 * X || 2 A process is implemented sometimes to ensure alignment when curriculum, instruction and/or assessments are reviewed or revised. ||
 * || 1 No process exists to ensure alignment when curriculum, instruction and/or assessments are reviewed or revised. ||
 * || 4 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. ||
 * || 3 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. ||
 * X || 2 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. ||
 * || 1 There 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. ||
 * X || 2 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. ||
 * || 1 There 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. ||
 * * 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 maps
 * Common assessments
 * Surveys results
 * Standards-based report cards(K-2) ||
 * 3.3 Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations. **
 * || 4 Teachers are consistent and deliberate in planning and using instructional strategies that require student collaboration, self-reflection and development of critical thinking skills. ||
 * || 3 Teachers plan and use instructional strategies that require student collaboration, self-reflection and development of critical thinking skills. ||
 * X || 2 Teachers sometimes use instructional strategies that require student collaboration, self-reflection and development of critical thinking skills. ||
 * || 1 Teachers rarely or never use instructional strategies that require student collaboration, self-reflection and development of critical thinking skills. ||
 * || 4 Teachers personalize instructional strategies and interventions to address individual learning needs of each student. ||
 * X || 3 Teachers personalize instructional strategies and interventions to address individual learning needs of students when necessary. ||
 * || 2 Teachers personalize instructional strategies and interventions to address individual learning needs of groups of students when necessary. ||
 * || 1 Teachers seldom or never personalize instructional strategies. ||
 * || 4 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. ||
 * || 3 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. ||
 * X || 2 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. ||
 * || 1 Teachers 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. ||
 * X || 2 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. ||
 * || 1 Teachers 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. ||
 * * Teacher evaluation criteria
 * Findings from supervisor walk-thrus and observations
 * Student work demonstrating the application of knowledge
 * Examples of teacher use of technology as an instructional resource
 * Examples of student use of technology as a learning tool
 * Interdisciplinary projects
 * Authentic assessments
 * Professional development focused on these strategies
 * Agenda items addressing these strategies
 * Surveys results ||
 * 3.4 School leaders monitor and support the improvement of instructional practices of teachers to ensure student success. **
 * || 4 School leaders formally and consistently monitor instructional practices through supervision and evaluation procedures beyond classroom observation to ensure that they 1) are aligned with the school’s values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning and 4) use content-specific Standards of professional practice. ||
 * X || 3 School leaders formally and consistently monitor instructional practices through supervision and evaluation procedures to ensure that they 1) are aligned with the school’s values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning and 4) use content-specific Standards of professional practice. ||
 * || 2 School leaders monitor instructional practices through supervision and evaluation procedures to ensure that they 1) are aligned with the school’s values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning and 4) use content-specific Standards of professional practice. ||
 * || 1 School leaders occasionally or randomly monitor instructional practices through supervision and evaluation procedures to ensure that they 1) are aligned with the school’s values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning and 4) use content-specific Standards of professional practice. ||
 * * Supervision and evaluation procedures
 * Curriculum maps
 * Peer or mentoring opportunities and interactions© AdvancED® 2012 Self Assessment Workbook for Schools – Concept Maps 7/13/2012
 * Recognition of teachers with regard to these practices
 * Administrative classroom observation protocols and logs
 * Examples of improvements to instructional practices resulting from the evaluation process
 * Documentation of collection of lesson plans and grade books
 * Surveys results ||
 * 3.5 Teachers participate in collaborative learning communities to improve instruction and student learning. **
 * || 4 All members of the school staff participate in collaborative learning communities that meet both informally and formally on a regular schedule. ||
 * X || 3 All members of the school staff participate in collaborative learning communities that meet both informally and formally. ||
 * || 2 Some members of the school staff participate in collaborative learning communities that meet both informally and formally. ||
 * || 1 Collaborative learning communities randomly self-organize and meet informally. ||
 * || 4 Frequent collaboration occurs across grade levels and content areas. ||
 * || 3 Collaboration often occurs across grade levels and content areas. ||
 * X || 2 Collaboration occasionally occurs across grade levels and content areas. ||
 * || 1 Collaboration seldom occurs across grade levels and content areas. ||
 * || 4 Staff members implement a formal process that promotes productive discussion a bout student learning. ||
 * X || 3 Staff members have been trained to implement a formal process that promotes discussion about student learning. ||
 * || 2 Staff members promote discussion about student learning. ||
 * || 1 Staff members rarely discuss student learning. ||
 * || 4 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. ||
 * || 3 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. ||
 * X || 2 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. ||
 * || 1 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 rarely occur among school personnel. ||
 * || 4 School personnel can clearly link collaboration to improvement results in instructional practice and student performance. ||
 * || 3 School personnel indicate that collaboration causes improvement results in instructional practice and student performance. ||
 * X || 2 School personnel express belief in the value of collaborative learning communities. ||
 * || 1 School personnel see little value in collaborative learning communities. ||
 * || 4 School personnel can clearly link collaboration to improvement results in instructional practice and student performance. ||
 * || 3 School personnel indicate that collaboration causes improvement results in instructional practice and student performance. ||
 * X || 2 School personnel express belief in the value of collaborative learning communities. ||
 * || 1 School personnel see little value in collaborative learning communities. ||
 * * Agendas and minutes of collaborative learning committees
 * Calendar/schedule of learning community meetings
 * Common language, protocols and reporting tools
 * Examples of improvements to content and instructional practice resulting from collaboration
 * Examples of cross curricular projects, interdisciplinary instruction and classroom action research project
 * Peer coaching guidelines and procedures
 * Survey results ||
 * 3.6 Teachers implement the school’s instructional process in support of student learning. **
 * || 4 All teachers systematically use an instructional process that clearly informs students of learning expectations and Standards of performance. ||
 * || 3 All teachers use an instructional process that informs students of learning e xpectations and Standards of performance. ||
 * X || 2 Most teachers use an instructional process that informs students of learning expectations and Standards of performance. ||
 * || 1 Few teachers use an instructional process that informs students of learning expectations and Standards of performance. ||
 * || 4 Exemplars are provided to guide and inform students. ||
 * || 3 Exemplars are often provided to guide and inform students. ||
 * X || 2 Exemplars are sometimes provided to guide and inform students. ||
 * || 1 Exemplars are rarely provided to guide and inform students. ||
 * || 4 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. ||
 * X || 3 The process includes multiple measures, including formative assessments, to inform the ongoing modification of instruction and provide data for possible curriculum revision. ||
 * || 2 The process may include multiple measures, including formative assessments, to inform the ongoing modification of instruction. ||
 * || 1 The process includes limited measures to inform the ongoing modification of instruction. ||
 * || 4 The process provides students with specific and immediate feedback about their learning. ||
 * X || 3 The process provides students with specific and timely feedback about their learning. ||
 * || 2 The process provides students with feedback about their learning. ||
 * || 1 The process provides students with minimal feedback of little value about their learning. ||
 * X || 3 The process provides students with specific and timely feedback about their learning. ||
 * || 2 The process provides students with feedback about their learning. ||
 * || 1 The process provides students with minimal feedback of little value about their learning. ||
 * * Samples of exemplars used to guide and inform student learning
 * Examples of learning expectations and Standards of performance
 * Examples of assessments that prompted modification in instruction
 * Survey results ||
 * 3.7 Mentoring, coaching and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and learning. **
 * || 4 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. ||
 * || 3 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. ||
 * || 2 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. ||
 * X || 1 Few 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. ||
 * || 4 These programs set high expectations for all school personnel and include valid and reliable measures of performance. ||
 * || 3 These programs set expectations for all school personnel and include measures of performance. ||
 * || 2 These programs set expectations for school personnel. ||
 * X || 1 Limited or no expectations for school personnel are included. ||
 * X || 1 Limited or no expectations for school personnel are included. ||
 * * Descriptions and schedules of mentoring, coaching and induction programs with references to school beliefs and values about teaching and learning
 * Professional learning calendar with activities for instructional support of new staff
 * Personnel manuals with information related to new hires including mentoring, coaching and induction practices
 * Records of meetings and walk thrus/feedback sessions
 * Survey results ||
 * 3.8 The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning progress. **
 * || 4 Programs that engage families in meaningful ways in their children’s education are designed, implemented and evaluated. ||
 * || 3 Programs that engage families in meaningful ways in their children’s education are designed and implemented. ||
 * X || 2 Programs that engage families in their children’s education are available. ||
 * || 1 Few or no programs that engage families in their children’s education are available. ||
 * X || 4 Families have multiple ways of staying informed of their children’s learning progress. ||
 * || 3 School personnel regularly inform families of their children’s learning progress. ||
 * || 2 School personnel provide information about children’s learning. ||
 * || 1 School personnel provide little relevant information about children’s learning. ||
 * || 1 School personnel provide little relevant information about children’s learning. ||
 * * Volunteer program with variety of options for participation
 * Parental/family/caregiver involvement plan including activities, timeframes and evaluation process
 * Calendar outlining when and how families are provided information on child’s progress
 * List of varied activities and communications modes with families, e.g., info portal, online, newsletters, parent centers, academic nights, open house, early release days
 * Survey results ||
 * || 4 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. ||
 * X || 3 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. ||
 * || 2 School personnel participate in a structure that gives them interaction with individual students, allowing them to build relationships over time with the student. ||
 * || 1 Few or no opportunities exist for school personnel to build long-term interaction with individual students. ||
 * X || 4 All students participate in the structure. ||
 * || 3 All students may participate in the structure. ||
 * || 2 Most students participate in the structure. ||
 * || 4 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. ||
 * X || 3 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. ||
 * || 2 The structure allows the school employee to gain insight into the student’s needs regarding learning skills, thinking skills and life skills. ||
 * || 1 Few or no students have a school employee who advocates for their needs regarding learning skills, thinking skills and life skills. ||
 * || 2 The structure allows the school employee to gain insight into the student’s needs regarding learning skills, thinking skills and life skills. ||
 * || 1 Few or no students have a school employee who advocates for their needs regarding learning skills, thinking skills and life skills. ||
 * * Description of formal adult advocate structures
 * List of students matched to adult advocate
 * Curriculum and activities of formal adult advocate structure
 * Master schedule with time for formal adult advocate structure
 * Survey results
 * SAT Process ||
 * 3.10 Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses. **
 * || 4 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. ||
 * || 3 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. ||
 * X || 2 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. ||
 * || 1 Few or no teachers use common grading and reporting policies, processes and procedures. ||
 * || 4 These policies, processes and procedures are implemented without fail across all grade levels and all courses. ||
 * || 3 These policies, processes and procedures are implemented consistently across grade levels and courses. ||
 * X || 2 These policies, processes and procedures are implemented across grade levels and courses. ||
 * || 1 Policies, processes and procedures, if they exist, are rarely implemented across grade levels or courses and may not be well understood by stakeholders. ||
 * || 4 All stakeholders are aware of the policies, processes and procedures. ||
 * || 3 Stakeholders are aware of the policies, processes and procedures. ||
 * X || 2 Most stakeholders are aware of the policies, processes and procedures. ||
 * || 4 The policies, processes and procedures are formally and regularly evaluated. ||
 * X || 3 The policies, processes and procedures are regularly evaluated. ||
 * || 2 The policies, processes and procedures may or may not be evaluated. ||
 * || 1 No process for evaluation of grading and reporting practices is evident. ||
 * X || 3 The policies, processes and procedures are regularly evaluated. ||
 * || 2 The policies, processes and procedures may or may not be evaluated. ||
 * || 1 No process for evaluation of grading and reporting practices is evident. ||
 * * Policies, processes and procedures on grading and reporting
 * Samples communications to stakeholders about grading and reporting
 * Sample report cards for each grade level and for all courses
 * Evaluation process for grading and reporting practices
 * Survey results ||
 * 3.11 All staff members participate in a continuous program of professional learning. **
 * || 4 All staff members participate in a rigorous, continuous program of professional learning that is aligned with the school’s purpose and direction. ||
 * X || 3 All staff members participate in a continuous program of professional learning that is aligned with the school’ purpose and direction. ||
 * || 2 Most staff members participate in a program of professional learning that is aligned with the school’s purpose and direction. ||
 * || 1 Few or no staff members participate in professional learning. ||
 * || 4 Professional development is based on an assessment of needs of the school and the individual. ||
 * X || 3 Professional development is based on an assessment of needs of the school. ||
 * || 2 Professional development is based on the needs of the school. ||
 * || 1 Professional development, when available, may or may not address the needs of the school or build capacity among staff members. ||
 * || 4 The program builds measurable capacity among all professional and support staff. ||
 * X || 3 The program builds capacity among all professional and support staff. ||
 * || 2 The program builds capacity among staff members who participate. ||
 * || 4 The program is rigorously and systematically evaluated for effectiveness in improving instruction, student learning and the conditions that support learning. ||
 * || 3 The program is systematically evaluated for effectiveness in improving instruction, student learning and the conditions that support learning. ||
 * X || 2 The program is regularly evaluated for effectiveness. ||
 * || 1 If a program exists, it is rarely and/or randomly evaluated. ||
 * || 3 The program is systematically evaluated for effectiveness in improving instruction, student learning and the conditions that support learning. ||
 * X || 2 The program is regularly evaluated for effectiveness. ||
 * || 1 If a program exists, it is rarely and/or randomly evaluated. ||
 * * Crosswalk between professional learning and school purpose and direction
 * Brief explanation of alignment between professional learning and identified needs
 * Evaluation tools for professional learning
 * Results of evaluation of professional learning program
 * Survey results ||
 * 3.12 The school provides and coordinates learning support services to meet the unique learning needs of students. **
 * || 4 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). ||
 * X || 3 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). ||
 * || 2 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). ||
 * || 1 School personnel identify special populations of students based on proficiency and/or other learning needs (such as second languages). ||
 * || 4 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. ||
 * || 3 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. ||
 * X || 2 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. ||
 * || 1 School personnel provide or coordinate some learning support services to students within these special populations. ||
 * || 1 School personnel provide or coordinate some learning support services to students within these special populations. ||
 * * List of learning support services and student population served by such services
 * Data used to identify unique learning needs of students
 * Training and professional learning related to research on unique characteristics of learning
 * Survey results ||