#4: Professional Capacity
INSTRUCTIONAL LEADERSHIP: Cultivate high expectations and ensure equitable and durable academic, civic, and social-emotional learning outcomes for students and adults.
Develop the professional and leadership capacity of school personnel to achieve the school’s equity vision.
- Recruitment: Recruit, hire, onboard, and induct culturally-conscious and caring educators.
- Observation and feedback: Provide frequent, individualized, actionable feedback based on formal and informal observation of educator practice.
- Professional development: Develop and implement professional learning focused on equitable outcomes for all students.
- Differential retention: Retain effective, culturally-conscious, and caring educators through effective support, development, strategic placement, and evaluation.
- Instructional leadership team: Build and nurture a diverse, effective, aligned leadership team to oversee instructional improvement work.
Evidence of Impact
- The school’s educator recruitment and selection processes align to the school’s equity vision and needs, involve stakeholders from the school community, and include opportunities to demonstrate professional skills.
- The school has a multi-year professional development plan grounded in adult learning theory, aligned with school goals for target student populations and informed by classroom observations.
- The school has consistent processes to induct, onboard, and mentor new staff and provide ongoing coaching as needed.
- Staff members are frequently observed and receive feedback on instructional practices, with follow up to ensure improvement and completion of a formal evaluation.
- Progressive discipline and personnel investigations are completed in alignment with district standards and expectations and in a student-centered way.
- The instructional leadership team monitors improvements in educator practice and makes necessary adjustments to professional development strategies.
- The school retains educators who demonstrate effective instructional practice and improved student learning.
This page was last updated on August 5, 2019