Goals
#1 To increase
the number of teachers
observing
and collaborating with peers.
#2 To have more
staff share resources and
units of
study in a shared library.
North Carolina New Schools Design Principle 4: Redefine Professionalism |
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Beginning
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Early Steps
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Growing Innovations
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New Paradigms
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Collaborative Work Orientation
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Principals observe teachers.
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Teachers observe their
peers in
practice
for the purpose of giving and receiving feedback
for revision and
improvement.
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All staff members
solicit peer feedback
in
order to
advance their
own practice.
|
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Staff meetings and/or common
planning opportunities model collaboration among adults.
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Staff meetings and/or common
planning opportunities model inquiry among adults.
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Staff is engaged in inquiry around their
practice
through sharing their work,
student work, and professional dilemmas
for feedback
and support.
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Staff rarely collaborates, mostly
regarding behavioral
concerns and/or grades. For the most
part, teachers plan and reflect
independently.
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Staff regularly collaborates with peers,
shares expertise, and holds themselves
accountable for professional
learning and
improved practice.
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Staff regularly collaborates with peers,
shares expertise, and holds themselves
and peers accountable for professional
learning and improved practice.
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Staff, parents, and students collaborate on
recruitment, interview, and hiring processes to ensure alignment with the
school’s mission.
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Summary:
Evidence/Data Sources:
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Shared Responsibility and
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Teachers are developed as teacher-
counselors through
a common research- based
approach to student
development.
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Teachers lead
advisories that provide
consistent guidance and support, including the development of personal learning plans and support for emotional, social and academic needs.
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All adults in the school assume
responsibility for youth development and
each student’s
success.
|
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Students have an
overt and clearly
delineated mechanism for
participating in student development and
school success.
|
Students assume responsibility for
positive
school and community
engagement that contributes to
citizenship.
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Teachers share strategies for engaging challenging students.
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Teachers collaboratively create
flexible
solutions
for engaging challenging students.
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The school actively engages families
regarding successes and challenges that
their child faces
and works with families to
arrive at successful solutions.
|
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All staff work
together to make
decisions that advance the mission of
the school.
|
Individuals from all constituent groups
are engaged
in and can clearly articulate the school decision-making process and
the avenues for participation.
|
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Summary:
Evidence/Data Sources:
|
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Identify two
to three areas for further study and write a specific impact goal or goals for
each one.
1.
.
2.
.
North Carolina New Schools Design Principle 4: Redefine Professionalism
|
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Early Steps
|
Growing Innovations
|
New Paradigms
|
||
Sustainability
|
All staff share resources and units of
study with school-based peers.
|
All staff post
and use resources and
units
of study in a shared best-practice library.
|
All staff routinely vets individual and
shared resources
and units of study
posted in a shared best-practice library with
school-based
peers and with peers across
the NC
New Schools network.
|
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Teachers initiate participation in scheduled NC New Schools network events.
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Staff participates in peer networks for
the purpose of giving and receiving
feedback to advance specific practices.
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Staff convene and regularly network with
peers, employers, and experts beyond the
school.
|
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Staff members
routinely speak in
support
of the school with
internal and
external stakeholders.
|
Staff members
speak with confidence
to stakeholders about
collectively
made decisions with internal and external stakeholders.
|
Staff members
speak with confidence to
stakeholders about
collectively
made
decisions and their
alignment with the
school’s mission and vision.
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Schools have a mechanism for
disseminating resources and materials
garnered from NC New
Schools professional development experiences.
|
Schools secure
resources and
professional development experiences
aligned with
the school’s mission and
vision and NC New
Schools Design Principles.
|
Schools have a systematic, internal
process
for the on-boarding and
development of new staff and cross- training, capacity building, and continued acculturation of existing staff aligned with NC
New Schools Design Principles.
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Summary:
Evidence/Data Sources:
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Professional
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All teachers keep abreast of current
research
on student
learning and national standards in their content area and consider them in planning and
delivering instruction.
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Teachers in all content areas use
research-based tools aligned with
national standards to periodically assess and reflect on teaching
and
learning in their classrooms.
|
All teachers engage in a continuous
inquiry
cycle with
peers using
research- based tools aligned with national
standards to reflect on and improve their
practice.
|
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Summary:
Evidence/Data Sources:
|
||||
Identify two
to three areas for further study and write a specific impact goal or goals for
each one.
1.
.
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