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.
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.