School Improvement - Louisiana Department of Education
School Improvement - Louisiana Department of Education
School Improvement - Louisiana Department of Education
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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 />
Quality Teaching<br />
Staff development that<br />
improves the learning for<br />
all students deepens<br />
educators’ content<br />
knowledge, provides them<br />
with research‐based<br />
instructional strategies to<br />
assist students in meeting<br />
rigorous standards, and<br />
prepares them to use<br />
various types <strong>of</strong> classroom<br />
assessments<br />
appropriately.<br />
a. No opportunities are<br />
available for<br />
participants to<br />
develop deeper<br />
content knowledge or<br />
acquire related<br />
instructional skills.<br />
b. There is no evidence<br />
that the staff<br />
development<br />
activities that focus<br />
on teaching present<br />
research‐based<br />
instructional<br />
strategies to help<br />
students meet high<br />
standards.<br />
c. No opportunities are<br />
available for<br />
educators to develop<br />
their knowledge and<br />
skills in the area <strong>of</strong><br />
classroom<br />
assessment.<br />
a. Some effort is being<br />
made to help<br />
participants deepen<br />
their content<br />
knowledge and skills<br />
as well as explore<br />
related instructional<br />
skills.<br />
b. Some (but not all) <strong>of</strong><br />
the staff<br />
development<br />
activities that focus<br />
on teaching include<br />
research‐based<br />
instructional<br />
strategies.<br />
Participants are given<br />
few opportunities to<br />
build their knowledge<br />
and skills in the area<br />
<strong>of</strong> classroom<br />
assessment or<br />
classroom<br />
assessment is a<br />
frequent staff<br />
development topic,<br />
but is addressed in a<br />
very limited fashion.<br />
a. Most staff<br />
development<br />
activities are<br />
designed to deepen<br />
the participants’<br />
content knowledge,<br />
and introduce them<br />
to some related<br />
instructional skills.<br />
b. Research‐based<br />
instructional<br />
strategies are a key<br />
component <strong>of</strong> many<br />
(but not all) <strong>of</strong> the<br />
staff development<br />
activities that focus<br />
on teaching.<br />
c. Classroom<br />
assessment is a<br />
regular topic <strong>of</strong> staff<br />
development, and<br />
some staff take<br />
multiple approaches<br />
to assessing student<br />
learning.<br />
a. All staff development<br />
activities are<br />
designed to help<br />
participants (1)<br />
deepen their content<br />
knowledge and (2)<br />
acquire and practice a<br />
variety <strong>of</strong> related<br />
instructional skills.<br />
b. Those staff<br />
development<br />
activities that focus<br />
on teaching<br />
consistently<br />
supplement deep<br />
content with<br />
appropriate researchbased<br />
instructional<br />
strategies.<br />
c. Through staff<br />
development, all<br />
teachers learn<br />
multiple methods <strong>of</strong><br />
classroom<br />
assessment, and use<br />
that knowledge to<br />
regularly monitor<br />
gains in student<br />
learning.<br />
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