A Detailed Look at the Big Picture Process remind us that student achievement is best realized through a comprehensive, sustained, intensive, and collaborative approach to improving teachers’ and principals’ effectiveness. This definition is guided by seven standards. The leadership standard states any effort to increase educator effectiveness and raise student achievement requires skillful leaders who develop capacity, advocate, and create support systems for professional learning. A school leadership team (such as the ), as well as educators from grade-level and/or teams should participate in this process. The following materials are needed to properly complete this activity. Copy of the for each participant Chart Paper Colored note cards and tape, or Post-It notes (recommended) HAVE-TO-DO’S (REQUIRED BY STATE OR DISTRICT) What? What is the name of the initiative? Type? Assessment; Instructional Support; Meeting; PD; curriculum implementation; other Why? What’s the purpose of the initiative or activity? Outputs? What are the types of data, other insights or decisions produced by this initiative? How? What steps, preparation work, or follow-up work is required? When? What are the specific dates and/or frequency for key activities i.e. testing window, 6-week cycles of reading instruction, 2-week units of math topics, etc.? Student Growth Objectives Mandated measure of teacher and principal effectiveness To measure student growth, while measuring a teacher’s effectiveness Growth scores for students Follow the From beginning of school year until spring Math Model Curriculum assessments Assessment To measure student growth on standards, preparing students for PARCC Benchmark data to display how well students are progressing Administering the benchmark; data analysis and preparing lessons based upon results of the data Depending on the unit, roughly 8 weeks of instruction in the cycle WANT-TO-DO’S related
1 2 3 4 5 Activities (2 or more) Commonalities or Duplication Tensions or Conflicts Leverage Opportunities Alignment Actions SGOs Measures growth on standards Timelines Can measure long range growth on standards taught throughout the year Develop the SGO summative assessment based on standards measured during the model curriculum assessments. Model Curriculum Assessments Measures growth on standards Timelines Can serve as benchmarks toward growth on overall SGO. Can also be used to evaluate the new math program and resources being used Use Model Curriculum Assessment data to assist in determining student starting points as well as map growth on teacher’s overall SGO, as well as evaluating the new math program that is being piloted. New math program pilot Resources for teaching growth on math standards Time factor it to incorporate new programs Can be used to assess student progress as well as the effectiveness of the new program Use the resources to teach the material which will be measured in common benchmarks. Student data can reveal how well students are progressing as well as in evaluating the resources we are piloting. It does this in exposing the gaps in the resources we are using or the way they are being utilized. A Detailed Look at the Calendar Integration Activity One of the greatest challenges of working effectively in schools is managing time. As you make connections between your “Have-To-Dos” and High Priority “Want-To-Dos” lists, it can be useful to map out relevant dates for each activity on a calendar. This will help with integration. If you have school leadership in the room, and have the time, an important next step in this process is to work together to map out the full-year calendar. This activity can be done at a later date, but during Step 3 is when the Calendar Integration activity makes the most sense. Materials needed: Butcher block or chart paper A set of large, light-colored post-it notes,