Indicator 4

In order to improve student learning through professional development, the principal and professional staff:
  •  engage in professional discourse for reflection, inquiry, and analysis of teaching and learning
  •   use resources outside of the school to maintain currency with best practices
  •   dedicate formal time to implement professional development 
  •   apply the skills, practices, and ideas gained in order to improve curriculum, instruction, and  assessment.
     

What to Look for:


  • a collaborative spirit of reflection and inquiry exists within the faculty evidenced by ongoing conversations, both formal (e.g., within departments and across departments, professional learning communities, critical friends groups, data teams, common planning time, meetings of teams, peer-coaching sessions, study groups, etc.) and informal (e.g., at lunch tables, over coffee in the faculty room, in the hallways between classes, etc.)
  • teachers routinely engage in conversations about learning expectations, consistent grading standards, quality of student work, instructional practices, and curriculum revision
  • teachers have available professional readings and routinely discuss current research and best practice
  • a faculty reads the same professional book and has a book-club style discussion of its merits
  • teachers seek each other out for discussion about topics related to teaching and learning
  • school leaders promote discussion of student learning and well-being by sharing literature on best practices, providing regular opportunities for professional development, providing meeting time for teachers
  • teachers visit other schools to observe programs of interest
  • teachers attend conferences and programs which enhance their teaching strategies in specific content areas