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What does successful leadership look like? It is often biased by gender and race, so asking teachers to teach for and assess these durable skills can be riddled with inherent bias if we are not careful.

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Durable skills need to have a place in the internalization documents

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How does this fit with standards-based grading? 

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How does this fit with standards-based grading? 

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The balance between assessment and grading practices? Is there a connection between the curriculum and the school?

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Teachers need a support team that are a team and all have common understandings. Principal, AP, and IC trainings don't seem to offer as much coherence as they could.

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Mandatory professional learning, grounding it in SEL work and supporting teachers, providing opportunities for underclassmen to get PSWFR that support durable skills

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Maintaining the same work at a deeper level.

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Maintaining the same work at a deeper level.

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What does this look like at specific grade levels?

Do we have consistency across schools about the goals, expectations, and how we are using these?

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Clear connection between Durable Skills and the work that we are doing. 

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Clear connection between Durable Skills and the work that we are doing. 

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Teachers need their own skill-building: how to translate what they are teaching and how those skills are actually feeding into durable skills. A better set of examples of what these durable skills look like in the classroom.

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Assessment piece still feels very ambiguous--how to assess durable skills and/or grading. Also, how is each skill aligned to the grade-level standard(s)?

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We need more examples of what this looks like in high school and specific content areas to imagine the possibilities.

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PLCs owning the data and being clear in what they as educators are looking for

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Examples on what it might look like to academic monitor for durable skills.

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Teachers do not need every component of internalization. Pick the focus with in grow from there.

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Content specific needs and what is the need outside of core contents? How does this look for individual teachers?

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Teachers need strategies and examples to help them better offer access and challenge to students. The earlier we can roll these out, the better.

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This aligns with PLC work and we haven't had district-wide training in 8 years.

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Professional latitude to find the right way for their class/subject.

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Continued clarity around HSR and what that looks like for the student experience.

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They need to understand the importance of internalization and that if they are confident in the what and why they are teaching, the students will have a higher possibility in being successful in learning content at grade level.

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Metacognition

Mindfulness

Relevance

Durable Skills

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Provide resources and examples of academic monitoring for durable skills.

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Teachers need copious amounts of examples in each subject area. It would be helpful to have a repository of examples housed somewhere on the Jeffco website.

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Teachers need to hear that there are several ways to engage with academic monitoring.

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Our team really wants a clear update and data on progress of HSR, our ALT team feels it has lost vision. They are not sure where the work is headed.

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A more locked in agenda to align PLC's and data talks. 

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A more locked in agenda to align PLC's and data talks. 

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examples of this work at the high school level in a wide array of classrooms (elective vs core, etc)

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Too often the examples shared are from primary or middle levels

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Ideas for what internalization looks like for teams who have not adopted a curriculum. All examples have been with curriculums (i.e. IM).

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Re-grounding in the dashboard and effectively using the Progress Monitoring Tool

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Systems and structures for teachers to intentional plan with internalization and then the walkthrough and feedback is connected. 

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Systems and structures for teachers to intentional plan with internalization and then the walkthrough and feedback is connected. 

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They have full plates, and are balancing other things than internalization.

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Re-launch of PLC practices with a lens of durable skills.

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There is a lot of assumed knowledge regarding PLCs. We haven't had formal training in 8 years. We've turned over a lot of staff during that time.

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Keep it simple, clear expectations with transparent communication.

SMART Goals that are supporting the entire school's goals

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Targeted PL for students with IEPs to ensure student success

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To clarify internalization we need to work deeper on the feedback portion of the process. 

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To clarify internalization we need to work deeper on the feedback portion of the process. 

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Please provide us with resources, rubrics, templates, etc. in August so teachers can begin the year using them. Once we start using our existing planning practices, it is hard to change course mid-year.

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Clarity of goals for the year.

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Please do not wait until Oct to provide resources and than plan walks to measure implementation right after.

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Examples of each skill by content including electives

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Where does this come from? Why this shift? What is NOT happening in the classroom that this needs so much attention?

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In order for teachers to plan for the year, they need the durable skills rubric and any other resources for the year in August.

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Clarity and purpose in messaging. Teachers working towards a goal.

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Excitement and powerful stories of success 

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Excitement and powerful stories of success 

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Part of what we've already been doing.