Use data to make decisions for school and student improvement.
Use data to make decisions for school and student improvement. 1
Use data to make decisions for school and student improvement. 2
Use data to make decisions for school and student improvement. 3
Use data to make decisions for school and student improvement. 4
Use data to make decisions for school and student improvement. 5
Use data to determine impact on learning.
Use data to determine impact on learning. 1
Use data to determine impact on learning. 2
Use data to determine impact on learning. 3
Use data to determine impact on learning. 4
Use data to determine impact on learning. 5
Set targets that indicate high expectations.
Set targets that indicate high expectations. 1
Set targets that indicate high expectations. 2
Set targets that indicate high expectations. 3
Set targets that indicate high expectations. 4
Set targets that indicate high expectations. 5
Identify high-impact assessment and instructional practices.
Identify high-impact assessment and instructional practices. 1
Identify high-impact assessment and instructional practices. 2
Identify high-impact assessment and instructional practices. 3
Identify high-impact assessment and instructional practices. 4
Identify high-impact assessment and instructional practices. 5
Monitor improvement by “Walking” in classrooms to look for evidence of School Improvement Plans and Collaborative Inquiry.
Monitor improvement by “Walking” in classrooms to look for evidence of School Improvement Plans and Collaborative Inquiry. 1
Monitor improvement by “Walking” in classrooms to look for evidence of School Improvement Plans and Collaborative Inquiry. 2
Monitor improvement by “Walking” in classrooms to look for evidence of School Improvement Plans and Collaborative Inquiry. 3
Monitor improvement by “Walking” in classrooms to look for evidence of School Improvement Plans and Collaborative Inquiry. 4
Monitor improvement by “Walking” in classrooms to look for evidence of School Improvement Plans and Collaborative Inquiry. 5
Have coaching conversations by “Talking” with teachers about their practice.
Have coaching conversations by “Talking” with teachers about their practice. 1
Have coaching conversations by “Talking” with teachers about their practice. 2
Have coaching conversations by “Talking” with teachers about their practice. 3
Have coaching conversations by “Talking” with teachers about their practice. 4
Have coaching conversations by “Talking” with teachers about their practice. 5
Foster learning for everyone.
Foster learning for everyone. 1
Foster learning for everyone. 2
Foster learning for everyone. 3
Foster learning for everyone. 4
Foster learning for everyone. 5
Work within the co-planning, co-teaching, co-debriefing and co-reflecting cycle.
Work within the co-planning, co-teaching, co-debriefing and co-reflecting cycle. 1
Work within the co-planning, co-teaching, co-debriefing and co-reflecting cycle. 2
Work within the co-planning, co-teaching, co-debriefing and co-reflecting cycle. 3
Work within the co-planning, co-teaching, co-debriefing and co-reflecting cycle. 4
Work within the co-planning, co-teaching, co-debriefing and co-reflecting cycle. 5
Make data visible.
Make data visible. 1
Make data visible. 2
Make data visible. 3
Make data visible. 4
Make data visible. 5
Give and receive feedback.
Give and receive feedback. 1
Give and receive feedback. 2
Give and receive feedback. 3
Give and receive feedback. 4
Give and receive feedback. 5
Open classroom doors to make teaching public.
Open classroom doors to make teaching public. 1
Open classroom doors to make teaching public. 2
Open classroom doors to make teaching public. 3
Open classroom doors to make teaching public. 4
Open classroom doors to make teaching public. 5
Create a trusting and respectful learning environment where students and teachers feel safe to take risks, make mistakes.
Create a trusting and respectful learning environment where students and teachers feel safe to take risks, make mistakes. 1
Create a trusting and respectful learning environment where students and teachers feel safe to take risks, make mistakes. 2
Create a trusting and respectful learning environment where students and teachers feel safe to take risks, make mistakes. 3
Create a trusting and respectful learning environment where students and teachers feel safe to take risks, make mistakes. 4
Create a trusting and respectful learning environment where students and teachers feel safe to take risks, make mistakes. 5
Model the belief that all students can participate in the workplace and society and achieve their own personal potential.
Model the belief that all students can participate in the workplace and society and achieve their own personal potential. 1
Model the belief that all students can participate in the workplace and society and achieve their own personal potential. 2
Model the belief that all students can participate in the workplace and society and achieve their own personal potential. 3
Model the belief that all students can participate in the workplace and society and achieve their own personal potential. 4
Model the belief that all students can participate in the workplace and society and achieve their own personal potential. 5
Take calculated risks informed by research and lead where no one has gone before.
Take calculated risks informed by research and lead where no one has gone before. 1
Take calculated risks informed by research and lead where no one has gone before. 2
Take calculated risks informed by research and lead where no one has gone before. 3
Take calculated risks informed by research and lead where no one has gone before. 4
Take calculated risks informed by research and lead where no one has gone before. 5
Try alternative approaches to achieving increased student success for all when no one else believes there is a problem that requires a solution.
Try alternative approaches to achieving increased student success for all when no one else believes there is a problem that requires a solution. 1
Try alternative approaches to achieving increased student success for all when no one else believes there is a problem that requires a solution. 2
Try alternative approaches to achieving increased student success for all when no one else believes there is a problem that requires a solution. 3
Try alternative approaches to achieving increased student success for all when no one else believes there is a problem that requires a solution. 4
Try alternative approaches to achieving increased student success for all when no one else believes there is a problem that requires a solution. 5
Identify opportunities for all students and teachers and acts on them thoughtfully.
Identify opportunities for all students and teachers and acts on them thoughtfully. 1
Identify opportunities for all students and teachers and acts on them thoughtfully. 2
Identify opportunities for all students and teachers and acts on them thoughtfully. 3
Identify opportunities for all students and teachers and acts on them thoughtfully. 4
Identify opportunities for all students and teachers and acts on them thoughtfully. 5
Set the collaborative conditions to enable students and teachers to develop a sense of “what is possible” from the perspective of multiple collaborators and stakeholders.
Set the collaborative conditions to enable students and teachers to develop a sense of “what is possible” from the perspective of multiple collaborators and stakeholders. 1
Set the collaborative conditions to enable students and teachers to develop a sense of “what is possible” from the perspective of multiple collaborators and stakeholders. 2
Set the collaborative conditions to enable students and teachers to develop a sense of “what is possible” from the perspective of multiple collaborators and stakeholders. 3
Set the collaborative conditions to enable students and teachers to develop a sense of “what is possible” from the perspective of multiple collaborators and stakeholders. 4
Set the collaborative conditions to enable students and teachers to develop a sense of “what is possible” from the perspective of multiple collaborators and stakeholders. 5
Advocate for change in the status quo to influence policy decisions that will result in equity and excellences in student outcomes.
Advocate for change in the status quo to influence policy decisions that will result in equity and excellences in student outcomes. 1
Advocate for change in the status quo to influence policy decisions that will result in equity and excellences in student outcomes. 2
Advocate for change in the status quo to influence policy decisions that will result in equity and excellences in student outcomes. 3
Advocate for change in the status quo to influence policy decisions that will result in equity and excellences in student outcomes. 4
Advocate for change in the status quo to influence policy decisions that will result in equity and excellences in student outcomes. 5
Reinforce shared beliefs and understandings about student and staff success.
Reinforce shared beliefs and understandings about student and staff success. 1
Reinforce shared beliefs and understandings about student and staff success. 2
Reinforce shared beliefs and understandings about student and staff success. 3
Reinforce shared beliefs and understandings about student and staff success. 4
Reinforce shared beliefs and understandings about student and staff success. 5
Build consensus on what specific areas for collaborative learning stand out through the analysis of student data.
Build consensus on what specific areas for collaborative learning stand out through the analysis of student data. 1
Build consensus on what specific areas for collaborative learning stand out through the analysis of student data. 2
Build consensus on what specific areas for collaborative learning stand out through the analysis of student data. 3
Build consensus on what specific areas for collaborative learning stand out through the analysis of student data. 4
Build consensus on what specific areas for collaborative learning stand out through the analysis of student data. 5
Determine clear learning goals and their success criteria for learning through collaborative discourse and analysis.
Determine clear learning goals and their success criteria for learning through collaborative discourse and analysis. 1
Determine clear learning goals and their success criteria for learning through collaborative discourse and analysis. 2
Determine clear learning goals and their success criteria for learning through collaborative discourse and analysis. 3
Determine clear learning goals and their success criteria for learning through collaborative discourse and analysis. 4
Determine clear learning goals and their success criteria for learning through collaborative discourse and analysis. 5
Solidify a commitment to employing an inquiry approach to collaborative work.
Solidify a commitment to employing an inquiry approach to collaborative work. 1
Solidify a commitment to employing an inquiry approach to collaborative work. 2
Solidify a commitment to employing an inquiry approach to collaborative work. 3
Solidify a commitment to employing an inquiry approach to collaborative work. 4
Solidify a commitment to employing an inquiry approach to collaborative work. 5
Establish and implement norms and protocols for collaborative engagement.
Establish and implement norms and protocols for collaborative engagement. 1
Establish and implement norms and protocols for collaborative engagement. 2
Establish and implement norms and protocols for collaborative engagement. 3
Establish and implement norms and protocols for collaborative engagement. 4
Establish and implement norms and protocols for collaborative engagement. 5
Support learning with ongoing scheduled time, resources and time for reflection.
Support learning with ongoing scheduled time, resources and time for reflection. 1
Support learning with ongoing scheduled time, resources and time for reflection. 2
Support learning with ongoing scheduled time, resources and time for reflection. 3
Support learning with ongoing scheduled time, resources and time for reflection. 4
Support learning with ongoing scheduled time, resources and time for reflection. 5
Project a growth mind-set by modelling a belief in the capacity of others to learn.
Project a growth mind-set by modelling a belief in the capacity of others to learn. 1
Project a growth mind-set by modelling a belief in the capacity of others to learn. 2
Project a growth mind-set by modelling a belief in the capacity of others to learn. 3
Project a growth mind-set by modelling a belief in the capacity of others to learn. 4
Project a growth mind-set by modelling a belief in the capacity of others to learn. 5
Model responsibility and accountability for individual and collective learning.
Model responsibility and accountability for individual and collective learning. 1
Model responsibility and accountability for individual and collective learning. 2
Model responsibility and accountability for individual and collective learning. 3
Model responsibility and accountability for individual and collective learning. 4
Model responsibility and accountability for individual and collective learning. 5
Enabling teaching team conversations around school data sets.
Enabling teaching team conversations around school data sets. 1
Enabling teaching team conversations around school data sets. 2
Enabling teaching team conversations around school data sets. 3
Enabling teaching team conversations around school data sets. 4
Enabling teaching team conversations around school data sets. 5
Engage and include many voices in the work.
Engage and include many voices in the work. 1
Engage and include many voices in the work. 2
Engage and include many voices in the work. 3
Engage and include many voices in the work. 4
Engage and include many voices in the work. 5
