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Indicator 2.1 - Collaborative Instructional Leadership
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Collaborative instructional leadership builds capacity to strengthen and enhance teaching and learning.

At the school:
  • School Improvement Planning:
  • involves all staff in planning, implementing, monitoring and refining the SIP, based on analysis of the current needs assessment that is drawn from a variety of data sources e.g., perceptual, demographic, program, achievement.
  • identifies areas requiring an instructional emphasis (e.g., through the development of a small number of goals based on current student         achievement data).
  • communicates progress in improving student achievement and meeting targets to parents and the school community (e.g., newsletters, school council agendas, school website).
  • informs the school budget.
  • is supported by school leaders through “open to learning” classroom visits and conversations.
  • includes the review of student achievement data, including evidence from collab-orative inquiries at specific times throughout the year, to ensure that schools can demonstrate progress in meeting the targets and goals in all classrooms and for every student
  • includes student input.
  • A school improvement team supports the principal/staff to collaboratively develop and monitor the goals in the school improvement plan and to complete the School Self-Assessment, based on the School Effectiveness Framework.
  • Collaborative planning, design of common assessments and unit plans, use of resources and culminating activities occurs within and across grade levels and courses of study.
  • Professional learning priorities are based on needs that emerge from the analysis of student work and are aligned with the goals in the SIP.
  • Structures are in place to ensure that school leaders actively co-learn with staff.
  • A collaborative learning culture (e.g., a commitment to continuous improvement, a collective focus on student learning for all, deprivatization of practice and reflective dialogue) is evident.
  • Parents are engaged through ongoing communication and dialogue to support a positive learning environment at home and at school.
In the classroom:
  • Planning, instruction and assessment align with goals identified in the SIP.
  • Student achievement data are used to identify and plan for instruction that continuously moves students from current levels of achievement to applying new knowledge and skills independently.
  • Evidence-based teaching practices, modelled in professional learning, are used in classrooms.
  • Collaborative learning, inquiry, co-planning and/or co-teaching inform instructional practices to meet the needs of students.
Students:
  • Confidently engage in the learning process by using accountable talk, being on task, self-advocating, demonstrating curiosity, self-regulating, persevering, and taking ownership for their learning/classroom.
  • Access and demonstrate the intended learning.

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© 2012 - Limestone District School Board