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In addition to bringing these stakeholders to the table for CLT and planning, creating practices and norms around quality co-teaching can help too. Norming expectations, focusing on relationship building among co-teaching teams, and utilizing high leverage co-teaching structures will foster richer ownership over the learning of all students.

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Once teachers know and understand the CIP, they can think about instructional moves they can make within their classrooms to support goal attainment. They can craft SMART goals that incorporate supportive instructional commitments.

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Administrators can meet with grade level teams individually to have a tailored conversation about the CIP. Together, teams and admin can build an instructional commitment plan. This will allow teams to explore what instructional commitments they can make to help meet the goals of the plan. Teams and leadership can meet throughout the year to review their plan and make adjustments as needed.

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Make sure to include ELL, Sped and GT teachers in the planning conversations. Making sure to embed scaffolds and supports into the unpacking process. Always address the four critical questions in planning/unpacking every time.

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Campus construction of a Canvas course for faculty is a great way to house resources, open up discussion topics with teachers etc. Good campus course design can keep all guests at the table talking and on the same path to goal attainment.

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The CIP should be reviewed at each faculty meeting to keep student achievement at the forefront of everything. In doing this, the strategies and resources can be continuously monitored and, if needed, adjusted.

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Include the resource teachers into the weekly planning or CLT meetings.  

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Include the resource teachers into the weekly planning or CLT meetings.  

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Transparency in the CIP with staff is important so that the vision is shared.

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Transparency in the CIP with staff is important so that the vision is shared.

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If teachers know what is in the CIP they can develop their own goals to surround the vision, mission and CIP goals for the school.  They have to see it...

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If teachers know what is in the CIP they can develop their own goals to surround the vision, mission and CIP goals for the school.  They have to see it...

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Reminding teachers that the building is ALL students, not just their own classrooms

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Reminding teachers that the building is ALL students, not just their own classrooms

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Making sure times work with all resource teachers and classroom teachers. 

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Making sure times work with all resource teachers and classroom teachers. 

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Talk about the CIP process.  Keep talking.  Ask the questions.  Value people's opinions and input.  

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Talk about the CIP process.  Keep talking.  Ask the questions.  Value people's opinions and input.  

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"What" questions are solution oriented, however can limit conversation. "How" questions solicit conversation which typically lead to strategy, innovation, and deeper thinking.

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Ask, "May I see our Continuous Improvement plan?"  Once you read through it, you can ask, "How can I help contribute?  Where do you need me to help?"  It might be as simple as that.  

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Ask, "May I see our Continuous Improvement plan?"  Once you read through it, you can ask, "How can I help contribute?  Where do you need me to help?"  It might be as simple as that.  

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Simply asking and answering this question can help:  HOW are we reaching ALL students?  

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Simply asking and answering this question can help:  HOW are we reaching ALL students?  

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Continue to talk about it.  Ask teachers if they know about their school's CIP plan.  

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Continue to talk about it.  Ask teachers if they know about their school's CIP plan.  

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and action for classroom and school improvement

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Tools & Talk: Data, Conversation, and Action for Classroom and School Improvement

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Tools & Talk: Data, Conversation, and Action for Classroom and School Improvement [By Michael Murphy] on Amazon.com. *FREE* shipping on qualifying offers. Tools & Talk: Data, Conversation, and Action for Classroom and School Improvement