Resource Guide for the Standards and Rubric for School Improvement

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Standard One:
School and District Leadership



Standard Two:
Curriculum, Instruction, And Professional Development

2.1 Alignment With Standards
2.2 Monitoring Curriculum
2.3 Communication With Stakeholders
2.4 Common Academic Core
2.5 Monitoring and Evaluation
2.6 Instructional Planning
2.7 Instructional Materials
2.8 Technology Integration
2.9 Differentiated Instruction
2.10 Research-Based Strategies
2.11 Long-term Professional Growth
2.12 Teachers Role in Student Success
2.13 Continuous Professional Development
2.14 Evaluation Process
2.15 Content Knowledge



Standard Three:
Classroom And School Assessments



Standard Four:
School Culture, Climate, And Communication



ADE Calendar of Events



Best Practices Academies

2.11 Long-term Professional Growth

The long-term professional growth of individual staff members is required and focuses directly on increasing student achievement.

While pressure is necessary, we have to support people by providing the time and necessary human and material resources to get better. But the work has to be close to the kids and the real problems that teachers describe. That's what we haven’t done. We do millions of things that stop short of helping the teacher in his or her classroom. When teachers learn more, students will do better. There is no short cut here.

Ann Lieberman,
In Real-life view: An interview with Ann Lieberman by Dennis Sparks

Suggested Evidence
  • List of available trainings offered
  • Records of attendance
  • Needs assessment data
  • District and site professional development plans
  • Teacher growth plan
Level of Performance: Exceeds Standards
  • The district/school has developed a long-term plan for continuous support of professional growth needs. This plan is evaluated for effectiveness and revised as needed.
  • The district/school regularly monitors and evaluates the professional development plan to provide evidence of its impact on teacher practice and student achievement.
  • Professional development plans correlate with both national standards and the AZ Professional Teacher Standards.
  • Professional development opportunities model scientifically research-based teaching strategies to support student learning. Classroom practice of the strategies is supported.

Related Resources

Tools
NEW! Building Awareness through Self-Assessment   
Every Arizona public school can participate annually in the National Staff Development Council's (NSDC) Web-based survey on staff development, called the Standards Assessment Inventory (SAI). The survey assesses teachers' perceptions of how the NSDC Standards for Professional Development are being implemented in their schools.
Publisher: National Staff Development Council (NSDC)
Sponsor: Arizona Department of Education


Articles
NEW! Principal as Instructional Leader: Designing a Coaching Program That Fits   
This article from the Center for Comprehensive School Reform and Improvement describes ways to assess needs, select strategies, and implement a successful coaching program.
Author: Julie Kowal and Lucy Steiner
Publication Date: 2007
Publisher: Center for Comprehensive School Reform and Improvement

Critical Issue: Finding Time for Professional Development   
This issue investigates how to find the time and other resources that teachers need to develop new roles and change their teaching practices to help students achieve the goals of education reform.
Publication Date: 1997
Publisher: North Central Regional Educational Laboratory (NCREL)

Critical Issue: Terms of Engagement --Rethinking Teachers’ Independent Learning Traits   
Focused on the need for teachers to nurture lifelong learning amongst their students and within themselves, this article examines challenges to realizing a learning community (overcoming learned behavior, fostering motivation, and aligning pedagogy) and outlines the relevance of professional development and technology to meet those challenges.
Author: Beth Buchler
Publication Date: 2003
Publisher: North Central Regional Educational Laboratory (NCREL)

Instructional Coaching   
This article provides eight factors for realizing better classroom teaching through support, feedback and intensive, individualized professional learning.
Author: Jim Knight
Publication Date: 2006
Publisher: American Association of School Administrators

Longitudinal Assessment of Comprehensive School Reform Program Implementation and Outcomes: First-Year Report   
This report presents an evaluation of the Comprehensive School Reform (CSR) program, which advocates for the collaboration of schools with expert partners to implement whole-school reform models with a strong research base and successful replication record, in order to provide students with educational opportunities to meet high standards of learning. The evaluation focused on how CSR funds were being targeted; how comprehensive school reform was being implemented in schools receiving CSR funds, schools receiving Title I funds, and other schools; the relationship between CSR implementation and student achievement outcomes; and state- and district-level conditions that influence the implementation of comprehensive reform programs.
Publisher: U.S. Department of Education

No Choice but Success   
This article describes attitudes among teachers in two schools who believed that, regardless of conditions outside the school that might have impeded student learning, it was their responsibility in their classrooms for all students to succeed.

Note: The full-text article may be read for free on the ASCD Web site. Use the URL above to locate the article by date in the Archived Issues section of the Educational Leadership area.
Author: Dick Corbett, Bruce Wilson and Belinda Williams
Publication Date: 2005, March

On-the-job Learning   
This article discusses job-embedded learning as learning by doing, reflecting on the experience, and then generating and sharing new insights and learning with oneself and others.
Author: Frank McQuarrie, Jr and Fred Wood
Publication Date: 1999
Publisher: National Staff Development Council (NSDC)

Teachers Take Charge of Their Learning: Transforming Professional Development for Student Success   
This report presents findings based on two years of observations, interviews, surveys and other studies examining teachers’ priorities and what kind of professional development they need to effectively do their jobs.
Publication Date: 1996
Publisher: NEA Foundation for the Improvement of Education

Why New Teachers Leave   
This article discusses some of the issues new teachers face that eventually make them leave the teaching profession.
Author: Leslie Baldacci
Publication Date: 2006
Publisher: American Federation of Teachers (AFT)


Useful Links
Acronyms in Education   
This is a list, arranged alphabetically, defining education acronyms
Author: Schools Moving Up
Publication Date: 1995-2007
Publisher: WestEd

Arizona Department of Education Calendar of Events   
This calendar can be searched by date or by ADE unit/division.




©2005 WestEd. All rights reserved.

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