| Core Area |
Characteristics |
Implementing a Standards-Referenced System
The purpose of a standards-referenced system is to ensure optimal learning for all students. Using standards as a guide and assessments for gathering evidence, educators can monitor student progress and provide appropriate learning opportunities. |
- All aspects of the teaching and learning process focus on the goal of students demonstrating their learning. The system places an emphasis on the learners, the products they produce, and the processes they use. Students are provided a coherent curriculum: there is vertical and horizontal articulation of the standards, assessments, and instructional materials K-12 Students are accountable for meeting standards and demonstrate achievement of standards in a variety of ways. Students are provided with ongoing feedback of progress and supports to meet standards. Teachers and administrators provide time and opportunity necessary for student success. System support ensures staff members have:
- A wide variety of instructional strategies for meeting the diverse learner needs. A deep understanding of the critical elements of a rich learning environment.
- A deep knowledge of the subject matter and research foundation in the areas they are responsible for.
- Teachers and administrators use data driven results to inform continuous school improvement.
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Teaching for Understanding The ultimate goal of teaching for understanding is to ensure students really understand what they learn. Teaching for understanding is a complex process that requires a depth of content knowledge and pedagogy. High quality teaching is essential to quality student learning. |
- Teachers communicate and support high expectations for learning. Teachers design, create, and invent high quality, intellectually demanding work for students - work that calls upon students to think, to reason, and to use their minds well (rigor and relevance). Teachers employ instructional best practices to actively engage students in learning. Teachers utilize a wide variety of instructional strategies to meet diverse learner needs. Teachers have a lifelong interest in refining their craft.
- A strong adult learning community raises the knowledge and skill of practitioners to a high level, resulting in high quality teaching and learning.
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Developing a Collaborative Culture
Building collaborative learning communities enhances the development of high quality teaching and is essential to improved student learning. Creating collaborative learning communities requires commitment and capacity for adults to think and problem solve together about how to improve instructional practice and student learning. Job embedded professional development focuses on building teacher leadership capacity in schools and gives teachers the opportunity to share the responsibility for teaching and learning. |
- Practitioners engaged in authentic work focused on the improvement of student achievement at the classroom and building level. There is a collective responsibility for supporting all students. Adults are committed to thinking and problem solving together about how to improve instructional practice and student learning. Teachers are involved with many opportunities to learn and grow, especially through professional sharing of practice.
- Leadership capacity within schools is enhanced though:
- Strengthening deeper understanding for curriculum/instructional planning and best practices. Examining instructional practice and student work using protocols and facilitation skills.
- Developed quality instructional models, mentorship programs, and content area leads.
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Strengthening the Learning Environment
The school is built on supportive human relationships that help students learn. A safe, civil, healthy, and intellectually stimulating atmosphere positively impacts student learning. |
- Every student is known, appreciated, and included in a diverse collaborative community. Every student feels respected and connected and their learning is personalized. Programs and facilities are organized and in ways that encourage the development of healthy student-adult relationships (the school is small or feels small). Both students and teachers exercise choice and make decisions in important elements of school life. The school supports student learning by providing nurturing, inclusive environment that recognizes individual student needs, strengths, and future goals. The school day and calendar provide flexible and variable blocks of learning time, with extended time when appropriate for the learner. The classroom teacher fits learning to the definable, developmental level of students.
- Classroom interactions are created that scaffold learning .
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