Performance Expectation 2: Teaching And Learning Ensures Ach

Performance Expectation 2 Teaching And Learningensures Achievement An

Performance Expectation 2: Teaching and Learning Ensures achievement and success of all students by monitoring and continuously improving teaching and learning. 5. 1. Introduction/Rationale with supporting research (2-3 paragraphs). 2.

Steps for Implementation (Timeline: must include delivery of professional development; observation period; support for teachers) (1 page). 3. Professional Development PowerPoint (At least 8 slides; which includes an introduction and references slide). 6. Observation Rubric (You do not have to create from scratch; please cite where the original came from and highlight any updates made to reflect your look fors) (1 rubric).

PERFORMANCE EXPECTATION 3: Managing Organizational Systems and Safety Ensures the success of all students by managing organizational systems and resources for a safe, high-performing learning environment. 7. Proposed Plan of managing student expectations for implementation (Bell Schedule of Implementation; Schedule of Opportunity Proposed (ex. Schedule of Intervention Block; Expectations for students; Expectations of Teachers; if applicable). 2-3 pages.

PERFORMANCE EXPECTATION 4: Collaborating with Families and Stakeholders Ensures the success of all students by collaborating with families and stakeholders who represent diverse community interests and needs and mobilizing community resources that improve teaching and learning. 8. Proposed Plan for Community Involvement (i.e. Literacy Night, Training for Parents, Resources for Parents; Funding for Materials). 1-2 pages 9. Proposed Plan for Professionals working with students and expectations (SLPs, Special Education, Paraprofessionals). 1-2 pages

Paper For Above instruction

Introduction and Rationale

Effective teaching and learning are the foundational pillars for ensuring the academic success and holistic development of all students. In contemporary educational settings, continuous improvement in pedagogical practices is essential to adapt to diverse student needs and evolving educational standards. Research by Hattie (2009) emphasizes that the most significant gains in student achievement stem from effective teaching strategies, ongoing assessment, and responsive instructional modifications. This underscores the importance of monitoring and refining teaching practices to foster an environment where every student can succeed. Furthermore, the concept of Data-Driven Instruction (Marzano, 2007) supports the use of ongoing formative assessments to inform teaching decisions, enabling targeted interventions and personalized learning pathways. Thus, this plan focuses on establishing a cycle of continuous improvement in teaching and learning, grounded in evidence-based strategies to maximize student achievement.

Another crucial aspect is cultivating a professional learning community within schools, where teachers collaboratively analyze student data, share best practices, and reflect on instructional effectiveness (DuFour & DuFour, 2010). This collective approach fosters a culture of accountability and shared responsibility for student outcomes. Additionally, integrating technology into instruction, as highlighted by Means et al. (2010), can enhance engagement, provide immediate feedback, and differentiate learning experiences. This rationale underscores the necessity of structured professional development, ongoing observation, and support mechanisms to embed these strategies into daily practice, ultimately ensuring that all students have equitable access to high-quality education.

Steps for Implementation

The implementation plan spans an entire academic year, beginning with comprehensive professional development sessions designed to equip teachers with evidence-based instructional strategies aligned with best practices in formative assessment and differentiated instruction. The professional development will be delivered in three phases: initial training at the start of the year, follow-up workshops mid-year, and ongoing coaching support throughout the year. These sessions will emphasize data analysis skills, instructional modeling, and the integration of educational technology tools. The goal is to build teacher capacity for reflective practice and data-based decision-making.

Following the initial training, classroom observations will be scheduled bi-monthly, utilizing the Observation Rubric (see appendix) to monitor fidelity of implementation and identify areas for growth. The rubric will be adapted from the Marzano Teacher Evaluation Model (Marzano, 2013), with enhancements emphasizing formative assessment techniques and learner engagement strategies. Observations will be conducted by instructional coaches, who will provide constructive feedback and targeted coaching sessions to support teachers' professional growth.

Support for teachers extends beyond observations, including peer collaboration time embedded within the weekly schedule. Teachers will participate in Professional Learning Communities (PLCs) focused on analyzing student work, sharing instructional strategies, and co-developing interventions for struggling learners. To sustain momentum, leadership will establish a communication framework, including newsletters and data dashboards accessible to all staff, to promote transparency and celebrate successes.

The timeline also incorporates opportunities for student progress monitoring, formative assessments, and adjusting instructional practices accordingly. Regular data meetings will be convened each quarter to evaluate student performance trends, inform reteaching strategies, and celebrate improvement milestones. The entire implementation cycle is designed to be adaptive, with ongoing feedback loops to refine practices continuously.

Professional Development PowerPoint

(An 8-slide presentation will be prepared covering topics such as the importance of formative assessment, strategies for data-driven instruction, integrating technology, measuring instructional effectiveness, coaching models, and sustaining improvements. The presentation will include an introduction slide and a references slide citing sources such as Hattie (2009), Marzano (2007; 2013), and DuFour & DuFour (2010).)

Observation Rubric

The observation rubric utilized will be adapted from the Marzano Teacher Evaluation Model, highlighting specific look-fors such as clear learning goals, quality of questioning, student engagement, formative assessment practices, and feedback mechanisms. This rubric has been modified to emphasize practices related to ongoing assessment and instructional adjustments, with citations to the original framework. Supportive modifications include tailored indicators reflecting small-group instruction, use of formative assessment data, and differentiation strategies.

Managing Organizational Systems and Safety

A comprehensive plan will be implemented to manage student expectations through a structured bell schedule that maximizes instructional time and includes dedicated intervention periods. The schedule will be aligned with targeted intervention blocks, allowing for intensive support for struggling learners without disrupting core instruction. Teachers will be trained to set clear expectations for behavior, participation, and academic accountability, fostering a safe and supportive environment conducive to learning.

Key components include a systematic process for addressing behavioral issues through Positive Behavioral Interventions and Supports (PBIS), regular safety drills, and clear routines to promote predictability. The schedule will also incorporate opportunities for student leadership and involvement in maintaining a respectful classroom climate. The implementation will be monitored through walk-through observations, student feedback, and teacher reflection logs. Feedback from these multiple sources will guide continuous adjustments to enhance safety, engagement, and learning outcomes.

Community Involvement Strategies

A vibrant partnership with the community will be developed through initiatives such as Literacy Nights, family training workshops, and resource fairs aimed at increasing parental engagement and resource accessibility. These events will foster a collaborative environment where families are empowered to support student learning at home. Funding for materials, transportation, and promotional activities will be sought through grants, local fundraising, and community partnerships.

Additionally, the school will establish a Family Engagement Committee to plan and evaluate ongoing community involvement activities. This committee will also facilitate communication channels, including newsletters, social media updates, and multilingual information booths, to ensure inclusivity. To further mobilize community resources, partnerships with local nonprofits and businesses will be cultivated to provide tutoring, mentorship, and material support, aligning with the district’s strategic goal of family-school-community partnerships to improve educational outcomes.

Collaborating with Professionals and Stakeholders

The success of students relies heavily on effective collaboration between educators and ancillary support professionals, including Speech-Language Pathologists (SLPs), Special Education coordinators, and paraprofessionals. A collaboration framework will be developed to clearly delineate roles and expectations, emphasizing co-teaching models, shared planning time, and professional development focused on inclusive practices.

Regular team meetings will be scheduled to discuss student progress, adapt support strategies, and coordinate interventions. Paraprofessionals will receive targeted training aligned with instructional goals, enabling them to actively support differentiated instruction and behavioral management. SLPs and special education staff will participate in multidisciplinary team meetings to ensure accommodations and modifications are effectively implemented across classrooms. The overarching goal is to establish a cohesive support network that aligns resources and expertise, fostering an inclusive environment where all students can thrive academically and socially.

References

• DuFour, R., & DuFour, R. (2010). Professional learning communities at work: Best practices for enhancing student achievement. solution Tree Press.
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. ASCD.
• Marzano, R. J. (2013). The new art and science of teaching: More than 100 new lessons. Solution Tree Press.
• Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education.
• Schmoker, M. (2006). Results now: How to achieve sustained improvement in America's schools. ASCD.
• Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student achievement. Teaching and Teacher Education, 24(1), 80-91.
• Partnership for 21st Century Skills. (2009). P21 framework definitions. Alliance for Excellent Education.
• Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
• Sherer, M. (2012). Classroom management: A best practices approach. Pearson.