Issue link: http://www.e-digitaleditions.com/i/169194
OUR Indicators of Progress Wewillholdourselvesaccountablebycontinuouslymeasuringprogresstowardourgoals.Byclosely monitoring student achievement, our own professional growth, and our districtwide culture, we will be able to MEASURE and COMMUNICATE progress, continually IMPROVE the quality of instruction, ENSURE accountability, and CELEBRATEoursuccesses. STUDENT Indicators of Progress CRITICAL THINKING AND APPLICATION OF LEARNING • Students justify a position with supportingevidence. • Students analyze, question, and consider multiple perspectives to solveauthenticproblems. • Students form conclusions by generatingandtestinghypotheses. INTERNAL MOTIVATION AUTHENTIC AND RELEVANT WORK • Increase percentage of students who "feel valued as a member of the learningcommunity." • Students apply knowledge to solve real-worldproblemsinnewsituations. • Studentsareproficientintheprocess of setting goals, creating plans, monitoring progress, and celebrating accomplishments. • Students engage in learning that is meaningful and connected to their livesandinterests. TEACHING Indicators of Progress BUILDING AND UTILIZING STUDENT RELATIONSHIPS RELEVANT, ENGAGING, AND RIGOROUS LEARNING ACTIVITIES COMMON EXPECTATIONS AND PRACTICES • Teachers co-create rubrics with students and provide feedback to monitor their own work against establishedcriteria. • Teachers include daily instructional activities with high levels of rigor based ontheCommonCorestandards. • Teachers/grade levels/departments set explicit measurable learning goals, using Common Core exemplars, implementing a data-driven cycle ofinquirywithfidelity. • Teachers communicate caring for and interest in students' welfare and learning with high academic and behavioralexpectations. • Teachers utilize students' prior knowledge, interests, skills, and/or past experiencestoenhancenewlearning. • Teachers/grade levels/departments implement core instructional and assessmentpracticeswithfidelity. LEADERSHIP Indicators of Progress TEACHER LEADERSHIP AND GROWTH • Principals consistently identify, utilize, and support teachers as leaders within abuilding. • Principals co-develop individual growth plans with each teacher and provide ongoing and timely support andmonitoring. INSTRUCTIONAL GUIDANCE AND MODELING PROFESSIONAL LEARNING ALIGNED TO PRIORITIES AND VISION • Principals spend at least 50% of their time working directly with staff to support professional growth and improveinstruction. • Principals allocate resources (time, fiscal,staff,material)inalignmentwith thevisionandgoals. • School leadership team facilitates ongoing, collaborative analysis of data on student learning and professional practices. • School leadership team creates and monitors a differentiated, professional development plan aligned to the school'sinstructionalfocus. ORGANIZATIONAL Indicators of Progress RESOURCES ALIGNED TO PRIORITIES ALIGNED DISTRICT OFFICE SUPPORTS POSITIVE SCHOOL-HOME SUPPORTS • School district funds are equitably allocated to support Highline Public Schools'2017Goals. • All staff have equitable access to training and support in order to grow professionally and meet established districtpriorities. • Parents are contacted frequently in their preferred language and receive more positive updates than negative ones. • All parts of the organization are aligned and in service of schools and a culture ofperformanceandresults. • Parents are partners in students' problemsolvingandgoalsetting. • District recruits, retains, and promotes adiverse,highlyqualifiedstaffatevery leveloftheschooldistrict. 22