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1. ADMINISTRATIVE LEADERSHIP

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* 1. Shallow Brook is a safe place to work.

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* 2. Physical facilities are kept clean.

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* 3. There is evidence of high staff morale.

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* 4. I treat students with fairness and consistency.

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* 5. Teachers exhibit a sense of pride in Shallow Brook.

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* 6. Student learning is the most important criteria used by me in decision–making.

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* 7. My classroom atmosphere is conducive to learning.

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* 8. Extra time for learning is provided for students who need it or who want it.

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* 9. Concerted attempts are made to avoid disruptions of learning time when scheduling events or activities

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* 10. Transitions between classes and/or activities are reasonably smooth and rapid.

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* 11. There is a willingness among the instructional staff to change teaching methods to increase student success.

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* 12. There is a clearly articulated mission through which the staff shares a commitment to learning goals.

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* 13. Administrators and teachers work together to effectively coordinate the instructional program components within and between grades.

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* 14. Generally, planning (activities, curriculum, problem-solving) is a collaborative process involving professional staff.

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* 15. Some forms of hard data (e.g. needs assessments, surveys, test scores, etc.) are used to determine planning priorities.

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* 16. Teachers have an opportunity to participate in planning and implementing school improvement activities.

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* 17. Academic goals are defined and focus on improving student performance.

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* 18. Academic goals at Shallow Brook are reviewed through some type of evaluative means.

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* 19. Our school creates a climate of expectation in which the staff believes that all students can reach extended levels of achievement.

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* 20. Clear relationships exist among learning goals, instructional activities, and student assessment.

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* 21. Students see learning as the most important reason for attending school.

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* 22. My classroom achievement expectations are communicated to all of my students.

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* 23. My classroom achievement expectations are communicated to all of my students’ parents.

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* 24. My students are treated in ways that emphasize potential and success rather than focusing on shortcomings and failures.

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* 25. Staff development opportunities exist that focus on the relationship between teacher expectations and student achievement .

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* 26. Staff members work collaboratively within teams on curriculum planning and decision-making.

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* 27. In curriculum planning, attention is given to continuity across grade levels.

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* 28. The curriculum is available for review by parents and community members.

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* 29. The curriculum document is easy for me to use in my daily planning.

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* 30. There is congruency between the written curriculum and instruction in my classroom.

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* 31. When pertinent, objective-based units or lessons are sequenced to facilitate student learning.

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* 32. Instructional materials, resources, and learning activities match objectives, student development levels, student learning styles, and student achievement potential.

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* 33. Opportunities for interdisciplinary instruction should be built into the curriculum.

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* 34. There is a school-wide commitment to assessment and accountability at Shallow Brook.

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* 35. There is a systematic, regular assessment of students’ basic skills in my classroom.

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* 36. Student assessment information is regularly used by instructional team members to plan appropriate instruction and curriculum priorities.

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* 37. Summaries of student performance are shared with all staff to assist in the development of action plans and alternatives.

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* 38. Student progress is measured through multiple methods ranging from teacher-produced tests and other types of classroom assessment to benchmark (e.g. 4Sight) and criterion-referenced (e.g. PSSA’s) tests.

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* 39. Student assessment results are reported to parents and the general public.

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* 40. All tests used for assessment purposes reflect the objectives of the written curriculum and what is actually taught in my classroom (e.g. classroom tests, PSSA’s, 4-Sight, etc).

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* 41. Teachers use classroom assessment results for instructional diagnosis (i.e. to find out if teaching methods are working) as well as student evaluation.

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* 42. A cooperative working relationship exists among staff members.

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* 43. I use a variety of teaching materials and media.

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* 44. I receive feedback on my performance in the classroom setting.

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* 45. Supervisor/evaluation procedures are written and are intended to facilitate professional growth.

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* 46. There exists an on-going program of staff development based on established needs for instructional improvement.

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* 47. My students have adequate opportunities for guided and independent practice with respect to new concepts and skills.

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* 48. I communicate with parents about the importance of homework, and I can advise them on how students may get assistance.

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* 49. I provide specific priorities for students on the use of class time.

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* 50. I review with students key concepts or skills previously taught/learned (retention check).

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* 51. Ongoing assessment of low, middle, and high achievers is part of my instructional planning process.

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* 52. Administrators communicate openly and candidly with staff members and students.

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* 53. Administrators expect all staff members to meet high instructional standards.

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* 54. Administrators, as instructional leaders, review performance data to monitor student progress.

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* 55. Administrators evaluate teachers based on criteria that focuses on instructional improvement.

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* 56. Learning time is protected from disruption as much as possible.

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* 57. Building administrators effectively run meetings which have a clear agenda, and they limit discussion to relevant topics.

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* 58. Staff members are encouraged to solve their own work-related problems, but may ask for assistance if needed.

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* 59. Administrators are visible throughout the school.

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* 60. Administrators visit classrooms to observe instruction.

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* 61. Administrators involve staff in reaching decisions that affect them.

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* 62. Administrators provide support to teachers on student discipline.

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