The Summary Page Will Give Each Member of the Team a General Sense of Each Component Or Phase

Summary The summary page will give each member of the team a general sense of each component or phase.

Mission/Vision

Mission statements establish the purpose for a school’s existence. Vision statements describe the desired future and embrace the school’s purpose.

“The mission challenges members of a group to question and reflect on the fundamental purpose of the organization, the very reason for its existence” -Rick DuFour, 1998

Below are a few of the elements that highly effective schools have in place regarding collaboration and these same aspects are reflected in ICM.

 Establishes a learning culture where the mission and vision serve as the guiding principles for all decisions made for the school

 Evaluates school policies and procedures to ensure adherence to the mission

 Keep the mission and vision a living part of the school evidenced by: o Ensuring the mission and vision serve as a guide when setting goals, solving problems, planning programs and making decisions o Ensuring new staff and students become familiar with the school’s mission and vision o Examining assumptions, values, attitudes, and beliefs to ensure they support and help the school move toward their articulated vision o Question and align their mission with what it looks like in practice o Question and determine what teaching and learning looks like if they honor their vision goals; for example, goals of transfer, responsible citizenship, and lifelong learning Summary The summary page will give each member of the team a general sense of each component or phase.

Collaboration A group of educators working effectively together to achieve results for student learning

“Collaboration enables group member to focus on students learning, apply skill and repertoire in forms of professional talk, have effective meetings, and use conflict constructively. Collaborative group members see diversity as a necessary resource and help subcultures to connect with and value another. “ -Wellman and Garmsston, 1999

Principal:  Provides ongoing feedback to staff around collaboration  Provides ongoing opportunities for staff to share feedback with colleagues about teaching, learning, and improved student achievement  Structures time for teacher reflection about their learning  Builds a culture that respects and encourages risk-taking  Empowers and supports teachers as they initiate using their own time and using structures for collaboration

Teachers:  Work in learning communities to solve problems, seek strategies, and develop interventions that result in increased student achievement throughout the Teaching Learning Cycle  Interact at highest levels of trust and collaboration o Benevolence - assuming positive intent in others o Honesty - accepting responsibility and avoiding manipulation o Openness - sharing decision making and sharing power o Reliability - demonstrating commitment and dedication o Competence - pressing for results and fostering conflict resolution Summary

The summary page will give each member of the team a general sense of each component or phase.

Collaborative planning teams (grade-level, vertical, departmental, or common course teams) critically examine and discuss the learning expectations and outcomes for all students based on the Essential Learnings and standards.

Principal:  Creates a variety of structures that provides teachers the time and opportunities to critically examine expectations, standards, and Essential Learnings  Expects clearly delineated performance levels for all grade levels by analyzing: o Essential Learnings o District Curriculum Frameworks and State Standards o Essential Learning Rubrics o Exemplar student work

Teachers:  Dialogue frequently with colleagues in vertical and horizontal articulation groups (e.g., K-6 team, elementary, middle, and high school feeder area group) in order to ensure shared understanding and application of: o Curriculum Frameworks and State Standards o Essential Learnings o Programs o Essential Learning Rubrics o Student work Summary

Select Collaborative planning teams research and select instructional strategies and resources for enhancing learning as described in the standard.

Principal  Implements a systematic approach to facilitate teacher learning and application of the most effective instructional strategies that benefit every student  Utilizes a systematic approach to provide teachers multiple, varied opportunities to collaboratively discuss standards, programs, and instructional practices to best meet student learning outcomes

Teachers:  Meet with district coaches regularly to collaboratively discuss standards, student data, the pacing of programs, and instructional practices to meet the needs of all recipient groups  Use multiple formative assessments throughout daily instruction to monitor progress of student learning. Through the use of strategically selected assessment methods instructional practices have closed the achievement gaps for all recipient groups  Use Essential Learning Rubrics to correlate the selection of strategies with the outcomes of the assessments Summary

Plan Collaborative planning teams work together to formally plan units and lessons incorporating strategically selected strategies and agree on the acceptable level of evidence of student learning.

Principal:  Provides daily collaborative opportunities for lesson plan development  Ensures that instruction supports high standards for all students  Examines and refines structures that are in place to support the continuous improvement in the teaching learning cycle

Teachers:  Use data consistently to effectively make decisions about instruction, curriculum and learning activities for groups and individuals  Ensure that students understand and can articulate what they are to learn each day and its relevance  Ensure students are able to transfer their learning to do it on their own from a varied repertoire  Communicate Language Objectives that enhance students’ understanding of what they will learn and how they are to respond Summary The summary page will give each member of the team a general sense of each component or phase.

Implement The collaboratively planned lesson is implemented. Throughout the lesson, teachers make note of the successes and challenges, make any needed adjustments during instruction, and gather the agreed-upon evidence of student learning.

Principal:  Has a deep understanding of instructional strategies that will be most effective for students in all recipient groups  Provides feedback to teachers that promotes teacher reflection regarding student learning and the instructional practices used  Uses data from classroom visits to determine trends for professional development and support for the classroom teacher  Provides support for instruction utilizing in-building and district coaches

Teachers:  Implement strategic lessons that lead to mastery of the Essential Learnings  Monitor learning frequently throughout class period  Provide feedback to students specific to content, performance and impact  Provide feedback to students on long term goals beyond the short term work for the day that promotes student reflection regarding their own learning  Make adjustments to instruction during lessons to ensure that all students are learning  Adapt delivery to maximize student engagement Summary

Analyze Teachers meet in collaborative teams to examine student data, study student learning examples, evaluate their level of instruction, and determine if instruction effectively meets the needs of all students

Principal:  Creates a collaborative data-rich culture that analyzes and confronts the gaps in student achievement and root causes  Utilizes the analysis for all future planning, professional development and improvement of student achievement

Teachers:  Analyze student work to ensure rigor and relevance  Lead students to monitor, reflect, and report on their progress toward mastery  Analyze pre-assessment data to determine students’ prior knowledge and to gain insight into anticipated misunderstandings  Challenge each other’s assumptions about students’ understanding

Summary The summary page will give each member of the team a general sense of each component or phase.

Adjust Collaborative teams reflect on the implications of the analysis of student work and discuss alternative instructional strategies or modifications that may be better suited to promoting student learning

Principal:  Creates structures that facilitate peer coaching  Promotes action research around instruction adjustment  Nurtures a reflective culture surrounding the answers to the questions: What are we going to do when they don’t learn? and What are we going to do when they have already learned it?

Teachers:  Collaboratively problem solve to find answers to the above questions  Are able to adjust seamlessly throughout lessons because of thorough knowledge of: o Material o Content o Essential Learnings o Students’ strengths and needs  Empower students to initiate adjustments to ensure their attainment of proficiency