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Elements
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Framework Objectives:
What Would Be Present at a Uniquely Effective Learning Teams School |
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Goals that are set and shared |
- School-wide academic achievement goals are identified, and the goals are specific, concrete, and published.
- Teachers think the goals are important, and new teachers are explicitly introduced to the goals.
- Teachers (& others) helped develop or adapt the goals.
- Teachers use the goals individually and collectively in planning instruction.
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Indicatorsthat measure success |
- Specific school-wide indicators/assessments are used to determine the extent to which students are meeting identified goals.
- Most teachers think the indicators/assessments are important and view the information they provide as valid and useful.
- Most teachers use the indicators/assessments individually and collectively to refine instruction and curriculum.
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Assistancefrom capable others |
- Regular, ongoing, school-wide opportunities exist for assistance by someone with relevant experience and expertise who has or gains the respect of most teachers.
- The assistance is focused directly on meeting identified school-wide achievement goals.
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Leadershipthat supports and pressures
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Leadership:
- Focuses on meeting identified achievement goals school-wide;
- Helps establish concrete plans and, over time, continues to identify next steps;
- Provides encouragement and resources; and
- Clarifies and holds people mutually accountable for their individual and collective responsibilities.
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Settings
that allow staff to get important things done |
- Time outside of the classroom is dependably scheduled and consistently used to get important things done related to achieving academic goals.
- Teachers and administrators value time to meet, collaborate, and get things done as an important part of their work.
- Meetings are consistently scheduled, planned, and carried out efficiently and effectively.
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