School Improvement - Louisiana Department of Education

Standard
Level 4
No Application
of Standard
In this school/district:
Level 3
Minor Application
of Standard
In this school/district:
Level 2
Substantial (Not Total)
Application of Standard
In this school/district:
Level 1
Total Application
of Standard
In this school/district:
EVIDENCE
Documentation
For Recommended
Level
Learning
Staff development that
improves the learning of
all students applies
knowledge about human
learning and change.
a. Staff development
methods assist
educators with only
surface features of a
new idea. No
attention is paid to
active learning
processes that
promote reflection
and problem solving.
b. Educators are given
no opportunity to
practice new skills
and receive feedback.
c. No attempt is made
to identify and
address educators’
individual concerns in
order to plan
appropriate follow‐up
support.
a. Several staff
development
methods are used to
help educators
develop an in‐depth
understanding of
innovations. Some
active learning
opportunities are
provided.
b. Follow‐up activities
are used sporadically
to provide educators
an opportunity to
practice new skills.
Feedback is available
but insufficient.
c. Information on
educator concerns is
occasionally
collected, but few if
any follow‐up
interventions result.
a. Educators benefit
from a number of
staff development
methods that mirror
the methods that
teachers are
expected to use with
students. These
include active
learning that
promotes reflection
and problem solving.
b. Many (but not all)
educators have the
opportunity to
practice new skills
and receive feedback
on performance.
c. Information on
educator concerns is
often collected and
used to design
interventions and
follow‐up strategies.
a. The staff
development
methods used to
support educator
learning consistently
mirror the teaching
methods that have
proven effective in
promoting student
learning.
b. Participants have
regular opportunities
to practice new skills
and consistently
receive feedback on
their performance.
c. Information on
educator concerns is
routinely gathered
and used to tailor
interventions and
follow‐up strategies
to the participant’s
individual learning
needs.
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