Indicator 4

Teachers, individually and collaboratively, improve their instructional practices by:

• using student achievement data from a variety of formative and summative
  assessments
• examining student work
• using feedback from a variety of sources, including students, other teachers,
   supervisors, and parents
• examining current research
• engaging in professional discourse focused on instructional practice.
 

What to Look for:

  • using student achievement data from a variety of formative and summative assessments
    • teachers have regular, formal time to meet to review assessment data through professional learning communities, critical friends’ groups, faculty/department meeting time purposefully designed for the review of assessments
    • teachers examine local assessment data -- including assessments which employ the school-wide rubrics, common-assessment data, individual teacher assessment data – and modify their teaching practices based on what they have learned from this examination of data
       
  • examining student work
    • teachers regularly meet within their content area and across content areas to look at student work, e.g., writing samples, projects, etc.
       
  • using feedback from a variety of sources, including students, other teachers, supervisors, and parents
    • teachers regularly gather feedback from parents and make adjustments in their instruction, if appropriate
    •  teachers regularly gather feedback from students and make adjustments in their instruction, if appropriate
    • department meetings regularly devote time for teachers to share and discuss instructional improvement
    • the use of feedback is accepted as an important part of instructional improvement and it permeates the culture of the school

       
  • examining current research
    • the entire faculty reads a journal article, or a book on current research and best practices and engages in discussion
    • the school's professional library provides books, journals, links to websites, on teaching pedagogy
    • teachers have formal time for the review and discussion of research and best practices
    • decisions in the school are reflective of this review of current research

 

  • engaging in professional discourse focused on instructional practice
    • teachers have formal time to discuss research and best practices related to instruction
    • school leadership communicates an expectation that improving instruction is important and professional discourse contributes to that improvement