School Improvement - Louisiana Department of Education
School Improvement - Louisiana Department of Education
School Improvement - Louisiana Department of Education
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Leadership<br />
Standard<br />
Level 4<br />
No Application<br />
<strong>of</strong> Standard<br />
In this school/district:<br />
Level 3<br />
Minor Application<br />
<strong>of</strong> Standard<br />
In this school/district:<br />
Level 2<br />
Substantial (Not Total)<br />
Application <strong>of</strong> Standard<br />
In this school/district:<br />
Level 1<br />
Total Application<br />
<strong>of</strong> Standard<br />
In this school/district:<br />
EVIDENCE<br />
Documentation<br />
For Recommended<br />
Level<br />
Staff development that<br />
improves the learning <strong>of</strong><br />
all students requires skillful<br />
school and district leaders<br />
who guide continuous<br />
instructional improvement.<br />
a. Negotiated<br />
agreements, daily<br />
schedules, and<br />
incentive systems are<br />
developed without<br />
regard to staff<br />
development.<br />
b. <strong>School</strong>‐year calendars<br />
include no allocated<br />
time for staff<br />
development.<br />
c. <strong>School</strong> improvement<br />
planning and staff<br />
development<br />
planning typically are<br />
handled<br />
independently.<br />
d. There is no formal<br />
mechanism for<br />
administrators and<br />
teachers to play<br />
leadership roles in<br />
staff development.<br />
a. Negotiated<br />
agreements, daily<br />
schedules, and<br />
incentive systems are<br />
designed with little<br />
consideration to the<br />
on‐going pr<strong>of</strong>essional<br />
development needs<br />
<strong>of</strong> the staff.<br />
b. Yearly calendars<br />
contain some<br />
allocated time for<br />
staff development.<br />
c. Staff development is<br />
considered necessary,<br />
but is seldom in<br />
alignment with school<br />
improvement goals.<br />
d. Administrators and<br />
teacher leaders direct<br />
staff development,<br />
but apparently with<br />
little leadership<br />
training or skills.<br />
a. Negotiated<br />
agreements, daily/<br />
yearly schedules, and<br />
incentive systems are<br />
designed with some<br />
consideration to the<br />
pr<strong>of</strong>essional<br />
development needs<br />
<strong>of</strong> individual staff.<br />
b. Time has been set<br />
aside in the school’s<br />
daily schedule for<br />
staff development,<br />
but is scheduled<br />
irregularly.<br />
c. Leaders recognize<br />
that staff<br />
development is one<br />
strategy for<br />
supporting school<br />
improvement.<br />
d. Administrators and<br />
teacher leaders<br />
occasionally share<br />
responsibility for<br />
purposefully<br />
developing their own<br />
knowledge and skills<br />
in the area <strong>of</strong> staff<br />
development.<br />
a. Small learning groups<br />
are the primary<br />
component <strong>of</strong> the<br />
staff development<br />
plan.<br />
b. All teachers<br />
participate in<br />
ongoing, schoolbased<br />
teams that<br />
meet several times<br />
each week to plan<br />
instruction, examine<br />
student work, and/or<br />
solve problems.<br />
c. <strong>School</strong> and/or district<br />
goals drive all staff<br />
development at this<br />
school.<br />
d. All administrators and<br />
teacher leaders<br />
consistently share<br />
responsibility for<br />
purposefully<br />
developing their own<br />
staff development<br />
knowledge and skills.<br />
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