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Faculty continuously reflect and improve upon the best instructional practices to drive toward a shared vision of effective personalized learning via faculty collaboration, coaching, and skill-building.
Faculty continuously reflect and improve upon the best instructional practices to drive toward a shared vision of effective personalized learning via faculty collaboration, coaching, and skill-building.
a. The Instructional Look Fors paired with the Educator and Leadership Mindsets Inquiry, or adapted instructional frameworks, establish a common language and shared vision of effective instruction.
b. The Instructional Look Fors paired with the Educator and Leadership Mindsets Inquiry, or adapted instructional frameworks, are used to observe and analyze teaching practices to systematically assess, coach, and improve teaching practices.
c. Professional learning opportunities (e.g., site-wide faculty PDs, grade-level team meetings) are based on data from classroom observations and/or learner work and are designed to hone instructional practices (outlined in the Instructional Look Fors) and deepen implementation capacities (e.g., capacities for instruction or Educator and Leadership Mindsets Inquiry required).
d. Every faculty member is able to name their own personal growth goal/s on the Instructional Look Fors and educators regularly reflect on growth and set new goals using ongoing feedback, professional development, job-embedded coaching and professional learning communities.
e. Targeted supports (e.g., additional professional development and coaching, lesson planning templates, protocols for reflection and action planning) are in place for novice implementers of personalized learning. (See also Purposeful Use of Time E.)
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