Demonstrator 4. Career Education Students have equitable access to high quality, rigorous career education curriculum. CHARACTERISTIC D STEP 1: ANSWER THE FOLLOWING QUESTIONS To what extent does the school ensure students routinely engage in grade level appropriate, career-related problem solving within the classroom? What evidence can be triangulated? Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement. STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS No Implementation Needs Improvement Proficient Distinguished Students do not engage in career-related problem solving. Students have limited opportunities to engage in career-related problem solving. Students routinely engage in grade level appropriate, career-related problem solving within the classroom. Students routinely engage in grade level appropriate, career-related problem solving and apply these concepts through real-world entrepreneurial experiences, school based enterprises, and/or work based learning.
Demonstrator 5. ILP Schools containing grades 6-12 implement the ILP as an effective tool for career planning and continue using the tool to track a student’s progress throughout their secondary school experience. CHARACTERISTIC E STEP 1: ANSWER THE FOLLOWING QUESTIONS To what extent does the school ensure at the high school level, all students select and note in their ILP at least 4 courses related to their career major and one of the state’s 16 Career Clusters? What evidence can be triangulated? Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement. STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS No Implementation Needs Improvement Proficient Distinguished At the high school level, students do not select courses related to a career major and/or career cluster. N/A – Elementary & Middle At the high school level, only Career and Technical Education students select courses based on their career major and/or cluster. N/A – Elementary & Middle At the high school level, all students select and note in their ILP at least 4 courses related to their career major and one of the state’s 16 Career Clusters. N/A – Elementary & Middle At the high school level, all students select and note in their ILP at least 4 courses related to their career major and one of the state’s 16 Career Clusters, with opportunities to earn AP, dual and articulated credit, as well as industry-recognized certifications. N/A – Elementary & Middle
Demonstrator 1. Opportunity Professional learning opportunities are planned according to the Standards for Professional Learning and with the teachers’ learning needs in mind in response to data available about current teacher practice and student learning In the context of the components and indicators of effectiveness in The Framework for Teaching. CHARACTERISTIC C STEP 1: ANSWER THE FOLLOWING QUESTIONS To what extent does the school ensure that job embedded professional learning opportunities (teacher learning that is grounded in day-to-day teaching practice and is designed to enhance teachers’ content-specific instructional practices with the intent of improving student learning; is school or classroom based and integrated in the workday) are available? What evidence can be triangulated? Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement. STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS No Implementation Needs Improvement Proficient Distinguished The school does not provide access to job embedded professional learning opportunities to teachers. The school provides limited access to job embedded professional learning opportunities to only a few teachers. The school offers job embedded professional learning opportunities that are integrated in the work day to all teachers. The school provides a variety of job embedded professional learning opportunities (tailored to meet teachers’ individual needs) all teachers.
Demonstrator 2. Participation Teachers participate in program-specific professional learning opportunities focused on 21st Century Skills and designed to meet their needs. CHARACTERISTIC B STEP 1: ANSWER THE FOLLOWING QUESTIONS To what extent do teachers participate in professional learning communities addressing issues related to instructional practices, data analysis and increased student learning? What evidence can be triangulated? Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement. STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS No Implementation Needs Improvement Proficient Distinguished Teachers are not members of professional learning communities. Teachers are members of professional learning communities but do not actively participate to address issues related to instructional practices, data analysis and improving student achievement. Teachers are members of professional learning communities within the school/district and participate actively to address issues related to instructional practices, data analysis and increased student learning. Teachers are members and leaders within their professional learning organizations ,actively participate to address issues related to instructional practices, data analysis and improving student achievement As a result contribute to school and community life.
Demonstrator 1. Policies and Monitoring School leadership establishes and monitors implementation of policies, provides adequate resources, facilities, space and instructional time to support highly effective PLCS instructional programs. CHARACTERISTIC B STEP 1: ANSWER THE FOLLOWING QUESTIONS To what extent does school leadership ensure that protected time is allocated in the schedule so that all students can receive all PLCS disciplines and instruction? What evidence can be triangulated? Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement. STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS No Implementation Needs Improvement Proficient Distinguished Time is not allocated in the school schedule for all students to receive instruction in all PLCS disciplines instruction. Time in the school schedule is not adequately allocated for all students to receive instruction in all PLCS disciplines and instruction. Protected time is allocated in the schedule so that all students can receive instruction in all PLCS disciplines and instruction. Time allocated extends beyond usual implementation, demonstrating a strong school commitment to the PLCS and needs of students.
Demonstrator 1. Policies and Monitoring School leadership establishes and monitors implementation of policies, provides adequate resources, facilities, space and instructional time to support highly effective PLCS instructional programs. CHARACTERISTIC D STEP 1: ANSWER THE FOLLOWING QUESTIONS To what extent does school leadership ensure that PLCS teachers are assigned manageable class loads based on course and facilities? What evidence can be triangulated? Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement. STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS No Implementation Needs Improvement Proficient Distinguished Student-teacher ratios are unmanageable for PLCS courses based on course and facilities. PLCS teachers are assigned adequate and appropriate facilities with unmanageable class loads. PLCS teachers are assigned manageable class loads based on course and facilities. PLCS teachers are assigned equitable class loads based on course and facilities as compared to other teachers in the building.
Demonstrator 1. Policies and Monitoring School leadership establishes and monitors implementation of policies, provides adequate resources, facilities, space and instructional time to support highly effective PLCS instructional programs. CHARACTERISTIC F STEP 1: ANSWER THE FOLLOWING QUESTIONS To what extent do the principal and program teacher leaders collaborate to allocate equitable time, appropriate facilities and resources to implement the PLCS programs? What evidence can be triangulated? Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement. STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS No Implementation Needs Improvement Proficient Distinguished School leadership does not allocate time and resources to implement the PLCS programs. School leadership allocates time and resources to implement the PLCS programs, but are not equitable to other content areas. School leadership and program teacher leaders collaborate to allocate time and resources to implement the PLCS programs. School leadership collaborates with program teachers when planning for the allocation of time and resources to implement the PLCS programs, and acts upon the recommendations.
Demonstrator 1. Policies and Monitoring School leadership establishes and monitors implementation of policies, provides adequate resources, facilities, space and instructional time to support highly effective PLCS instructional programs. CHARACTERISTIC H STEP 1: ANSWER THE FOLLOWING QUESTIONS To what extent does school leadership ensure that Committees (Coordinated School Health committees, CTE program advisory committees) meet a minimum of twice per school year to ensure quality PLCS programming policies? What evidence can be triangulated? Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement. STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS No Implementation Needs Improvement Proficient Distinguished Advisory Committees do not exist. Advisory Committees are implemented but do not collaborate to ensure quality PLCS programming policies. Committees (Coordinated School Health committees, CTE program advisory committees) meet a minimum of twice per school year to ensure quality PLCS programming policies. Advisory Committees (Coordinated School Health committees, CTE program advisory committees) meet at least quarterly throughout the school year to ensure quality PLCS programming policies.
Demonstrator 2. Principal Leadership Principals are the primary leaders of all PLCS program efforts and support teacher leadership through shared leadership strategies and actions. CHARACTERISTIC B STEP 1: ANSWER THE FOLLOWING QUESTIONS To what extent does the principal initiate and participate in professional learning regarding the school’s PLCS programs? What evidence can be triangulated? Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement. STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS No Implementation Needs Improvement Proficient Distinguished The principal does not participate in professional learning regarding the school’s PLCS programs. The principal initiates professional learning regarding the school’s PLCS programs. The principal initiates and participates in professional learning regarding the school’s PLCS programs. The principal participates in, models and leads professional learning regarding the school’s PLCS programs through collaboration with staff and shared