Week 4 – Getting Ready for Online Survey or School ‘snapshot’

Domain Community Parents Leadership School Vision Team Building Professional Development Professional Development Time Management Cycle Organization Pedagogy Evaluation Technology Click on one of the topics to go directly to the topic. Or use navigation guide below to navigate:

Community Sees School as the place where learning occurs Is aware of the shared responsibility for learning Occasionally visible in schools offering help and expertise, participating in extracurricular activities Visible participates in school based learning activities and in community based learning activities Does NOT incorporate principles of the QEP Demonstrates Understanding of SOME of the principles of QEP Understands and incorporates MANY principles of the QEP Toward FULL integration of the principles of QEP

Parents  Have an “arms-length” involvement in pedagogy  Regularly informed about pedagogical direction  Asks to contribute to some decision making around on pedagogical decisions  Actively engaged in pedagogical decisions.  Does NOT incorporate principles of the QEP  Demonstrates Understanding of SOME of the principles of QEP  Understands and incorporates MANY principles of the QEP  Toward FULL integration of the principles of QEP

Leadership  Principal makes decisions and occasionally consults  Decisions are reached by vote and /or consensus  Leadership is occasionally shared in various areas  Teachers and community take ownership of change.  Does NOT incorporate principles of the QEP  Demonstrates Understanding of SOME of the principles of QEP  Understands and incorporates MANY principles of the QEP  Toward FULL integration of the principles of QEP

School Vision  Goals are established without vision-making  Vision-making has some impact on setting goals  Shared visions used in establishing many goals  A shared vision drives all activities in the school.  Does NOT incorporate principles of the QEP  Demonstrates Understanding of SOME of the principles of QEP  Understands and incorporates MANY principles of the QEP  Toward FULL integration of the principles of QEP

Team Building  Teachers work individually most of the time  Teachers work in teams but not within the classroom  Teachers work effectively in small interdisciplinary or cycle teams.  Everyone is part of a team, sharing and planning tasks, involved in the realization of shared goals and vision.  Does NOT incorporate principles of the QEP  Demonstrates Understanding of SOME of the principles of QEP  Understands and incorporates MANY principles of the QEP  Toward FULL integration of the principles of QEP

Professional Devleopment  Expertise and decision making around PD comes from outside the school  Some use of in-house expertise and some internal decision making in PD  Teachers personal professional growth contributes to strengthening the shared internal expertise; which is supported by external expertise.  Teachers’ personally directed professional expertise and strategic use of external expertise aligns with the needs and vision of the school.  Does NOT incorporate principles of the QEP  Demonstrates Understanding of SOME of the principles of QEP  Understands and incorporates MANY principles of the QEP  Toward FULL integration of the principles of QEP

Time Management  No time for teamwork is built into workloads  Funding grants are used to create team time  Most team time is built into workloads  Teams contribute to shared strategic decision making around their own time and workloads.  Does NOT incorporate principles of the QEP  Demonstrates Understanding of SOME of the principles of QEP  Understands and incorporates MANY principles of the QEP  Toward FULL integration of the principles of QEP

Cycle Organization  Teachers teach students by single grade levels  Teaching in teams with various groupings.  One teacher stays with a group for two years  Cycle team manages all students in that cycle.  Does NOT incorporate principles of the QEP  Demonstrates Understanding of SOME of the principles of QEP  Understands and incorporates MANY principles of the QEP  Toward FULL integration of the principles of QEP

Pedagogy Learning is organized around disciplinary content, is teacher focused and program driven. Some learning is may be integrated across disciplines and may “touch on” the cross curricular competencies or is linked to a focus drawn from the broad areas of learning. Learning is often organized around student inquiry; the teacher relates the learning to the broad area of learning throughout the process; the teacher aims explicitly at the development of cross curricular and subject specific competencies. It is the shared responsibility of a team of teachers. Learning is driven by student inquiry, which arises from the focuses of development of the Broad Areas of Learning; teacher teams share the responsibility of promoting the aims of the QEP through explicit development of cross-curricular and subject area competencies.  Does NOT incorporate principles of the QEP  Demonstrates Understanding of SOME of the principles of QEP  Understands and incorporates MANY principles of the QEP  Toward FULL integration of the principles of QEP

Evaluation  End-of-grade tests defined by disciplinary content and objectives  Use of some complex tasks in some discipline; use of some descriptive tools and tools allowing for observation, however criteria are not drawn from the program.  Use of a range of tools and methods (portfolios, complex tasks) in all disciplines; pertinent evaluation criteria are drawn from the program. Use of observation and descriptive tools; use of portfolios and complex situations integrating multiples competencies. All criteria are pertinent and are drawn from the program, stated in observable terms; students are active in the process.  Does NOT incorporate principles of the QEP  Demonstrates Understanding of SOME of the principles of QEP  Understands and incorporates MANY principles of the QEP  Toward FULL integration of the principles of QEP

Technology  Taught as a set of skills to be mastered.  Occasionally built into learning activities  Regularly integrated into learning situations  Used as a continuous resource within class  Does NOT incorporate principles of the QEP  Demonstrates Understanding of SOME of the principles of QEP  Understands and incorporates MANY principles of the QEP  Toward FULL integration of the principles of QEP