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INDICATORS:
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Instruction is focused on high expectations that implements powerful teaching
and learning strategies including action inquiry, in-depth learning, and
performance assessments.
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Instruction is focused on high expectations that implements powerful teaching
and learning strategies including action inquiry, in-depth learning, and
performance assessments.
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Staff is consistent and purposeful in cross-grade-level conversations that
result in an alignment of the curriculum within and among the content areas.
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Staff focuses on commonalities that cut across grades and subjects.
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All students participate in and can master academically rigorous courses.
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There is a clear link between student assessment and instructional activities.
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Teachers focus on competence, not coverage.
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Students are aware of expectations, produce quality work, and present to real
audiences (Gates).
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Expectations connect to the real world, and students are role models and peer
educators (Partnership for Learning).
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Staff and students articulate their belief in their capacity for success.
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Instruction is personalized and encompasses a broad, concerted, and systematic
emphasis on motivation as well as knowledge and skills.
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All participants can articulate the common purpose.
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The use of time, materials, and professional development activities are aligned
with common focus.
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Learning goals are developed and prioritized according to district or building
guidelines.
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There is a commitment to long-range, continuous improvement.
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The common focus is directly related to assignment of staff time and resource
allocation.
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All staff can articulate how the school is improving student learning.
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Staff study test results and establish a plan to attack areas of weakness.
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Professional development reflects the National Staff Development Council
Standards.
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There is a sustained emphasis on learning.
RESOURCES:
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Research - U.S. Department of
Education Cross-Site Indexing Project
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Leadership
and Organizational Vitality
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effectiveschools.com
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Add It Up: Using Research to Improve
Education for Low-Income and Minority Students.
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Barth, R. S. (1990). Improving Schools from within: Teachers, parents, and
principals can make the difference. San Francisco, CA: Jossey-Bass Publishers.
See chapter 11, Visions of Good Schools.
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Conzemius, A. and O'Neill, J. (2001). Building Shared Responsibility for
Student Learning. Alexandria, VA: ASCD. See chapter 2, Focus.
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Cunningham, W. G. and Gresso, D. W. (1993). Cultural Leadership: The Culture of
Excellence in Education. Boston: Allyn and Bacon. See chapter 4, Vision, Not
Criticism, Supports Excellence.
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DuFour, R. and Eaker, R. (1998). Professional Learning Communities at Work.
Best Practices for Enhancing Student Achievement. Bloomington, Id.: National
Educational Service and Alexandria, VA:ASCD. See chapters 4-5 on Mission and
Vision/ Values and Goals.
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Glickman, C. D. (1993). Renewing America's Schools. San Francisco: Jossey-Bass
Publishers. See chapter 2, The Covenant: Establishing Common Principles of
Teaching and Learning.
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Holcomb, E. L. (2001). Asking the Right Questions. Techniques for Collaboration
and School Change. (2nd ed.) Thousand Oaks: Corwin Press.
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Louis, K. S. and Miles, M. B. (1990). Improving the Urban High School. What
Works and Why. New York: Teachers College Press. See chapter 9, Vision Building
in School Reform.
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Sagor, R. (1996). Local Control and Accountability. How to Get It, Keep It and
Improve School Performance. Thousand Oaks, CA: Corwin Press. See chapter 3, The
Three Building Blocks of Accountability: Vision Setting, Action Research, and
Performance Assessment.
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Senge, P. M. (1990). The Fifth Discipline. The Art and Practice of the Learning
Organization. New York: Doubleday Currency. See Part III, The Core Disciplines:
Building the Learning Organization.
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Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., and Kleiner,
A. (2000). Schools That Learn: A Fifth Discipline Fieldbook for Educators,
Parents, and Everyone Who Cares about Education. New York: Doubleday Currency.
See Part IX, School Vision.
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Schlechty. P. C. (2001). Shaking Up the School House. How to Support and
Sustain Educational Innovation. San Francisco, CA: Jossey-Bass. See chapters 2
and 8.
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Schmoker, M. (1999). Results:
The Key to Continuous School Improvement (2nd ed.).
Alexandria, VA: Association for Supervision and Curriculum
Development. See chapter 2, Goals, at
http://www.ascd.org/publications/books/1999schmoker/1999schmokertoc.html
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