LM Sept. 2018

Framework ... cont’d.

appropriate then scanned in and included in a Google folder organized by Standard. (see Figure 2) As the team examined each piece of evidence by indicator, they worked to come to consensus on a self-assessment rating (Ineffective, Emerging, Accomplished, Exemplary). By the end of the meeting, the self-assessment for the Standard was complete based on the evidence that was produced. Step5: SummaryMeeting Once the examination of evidence and self-assessment had occurred for each Standard, the entire team reconvened in order to draft a summary paragraph describing our work for context. This was done as a part of the pilot work for our own purposes. The completion of the Quality Framework does not require this step, but we found it helpful in summarizing our thoughts. An example is below. Standard III Shared Leadership: In successful districts and schools, leaders create and sustain organizational direction, expectations and a system that promotes excellence, efficiency and leadership from within. District #96 provides a rich and ongoing professional development plan that includes job embedded learning during the school day, early release days, professional development half days and institute days. The Illinois 5Essentials results indicate that students and staff members perceive the learning and working environment in a positive light. As evidenced by the links in the document, the district has a well thought out and strategic professional development plan with opportunities for feedback each year for all levels of staff, including certified teachers, administrators, paraprofessionals, instructional coaches and related services personnel. Opportunities for professional development also exist outside the school day and school year as staff members are offered district sponsored and facilitated summer learning opportunities and workshops.

District #96 also has a strong focus on results-oriented decision making. The district goal process referenced in the rubric requires teachers to look at student data with a balcony view. This goal-setting process allows teachers to hone their focus in on the students who need it the most. However, as evidenced by the links on the rubric, teachers have a structure to examine student data throughout the year in order to drive instruction. In order to more effectively examine student data, District #96 affords teachers collaborative scoring opportunities multiple times a year. The processes ensure that student data is used within the schools on a daily basis to monitor student progress and develop instructional practice. The students of District #96 are also brought into the equation through the goal-setting process and Principal Advisory Committee. Through the goal-setting process students set goals around their own achievement and monitor their own progress throughout the year. The Principal Advisory Committee allows students a voice in the non- academic aspects of their schools like culture and climate. Furthermore, the student values activity linked to the rubric details the process by which students were able to declare what they stood for and what their values are as a larger student body. These opportunities give students a voice and role outside of the traditional passive role of student and instead make them active participants with their own education and school culture. Step6: Useof Results inGoal Setting After completing the process, we discussed how this information would influence our district goal setting for the upcoming school year. We identified two particular areas that we wanted to focus on. The first was Standard 3: Shared Leadership under Indicator D: Student Leadership. We found that we were able to produce a plethora of evidence around administrative and teacher leadership and district and school level teams. When

Youcanalso listentoanewIASAPodcastwithDr. TadEverett, superintendentof SterlingCUSD#5, aboutwhathe learned frompilotingtheQualityFramework inhisdistrict.

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