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Coherent processes and structures are in place; understanding those processes and structures are just what we do because it's research-based best practices.

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Inviting teachers to join in webinars/network meetings. Lead together!

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Sustainability encompasses consistency across the board moving across grade bands. Once a student moves across the grade bands, they will continue to have the high expectations set before them.

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Sustainability- being able to function as a regular part of the job as in not needing the outside support/resources. Having the capacity built within the schools

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Sustainability: The independent continuation of what has been implemented. School leaders provide consistent IPG walks and feedback which then drive productive PLCs. Teachers internalizing feedback to improve lesson preparation which focuses on student ownership of learning. Students responding to high expectations and doing the thinking in the classroom.

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Sustainability encompasses shared ownership of consistent data review to drive lesson preparation and collaboration towards understanding the needs of students to meet the demands of academic standards and effectively understanding HQIM.

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All stakeholders need a clear understanding of the improvement cycle and their specific purpose and role. School leaders being instructional leaders in the school is necessary.

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Sustainability: Everyone staying the course. Teachers facilitating and leading discussion, students digging into text and having discussions, HQIM still being used consistently across all classrooms. Having PD for new teachers and administrators so they can continue the process seamlessly.

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District-level expectations to ensure consistency and coherence across grade levels. Regular walks with admin create a cycle of feedback, work analysis in PLCs and lesson prep.

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Continue work with the continuous improvement cycle - lesson prep,student work analysis

Process for inducting new teachers into the work - Catching them up

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Instructional leaders need structures for differentiated support in place so that all staff can be supported, regardless of their ability. These structures should lead toward building capacity so teachers can lead themselves.

In order to reach a large goal, smaller goals need to be made AND CELEBRATED! Progress over perfection!

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Discussions must continue each year surrounding goals and directional planning because, as new staff enter leadership, the goals can shift if the central theme is not constantly reviewed and planned for.

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Principals will continue to be active learners and leaders of learning in cycles of improvement and professional learning, extending the work between district visits with TNTP and/or district leaders.

School leaders create collaborative structures and engage alongside teachers in IP and SWA sessions

Engage teacher feedback cycles using guiding questions that prompt teachers to consider effective teacher moves to support all learners.

Sustain expectations around the implementation of HQIM and efforts to accelerate learning for all students.

Capture, understand, and share trends at the school and district level

We believe that principals are key levers in creating a sense of purpose and meaning within the work of a school and promoting strong relationships with teachers that lead to positive student outcomes.

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Shared ownership of the process through productive data review and teacher input/retention.

It is important that teachers see the student success to sustain the process.

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Coherence; connections between initiatives; preparation for changes.

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Sustainability looks like consistent structures and coherence across all stakeholders anchored in mindsets aligned to the purpose and vision.

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Belief from admin. Admin has understanding of curriculum and in classrooms/prep often whether formal or informal settings. Structures in school for intellectual prep, sw analysis, and walks. Individual coaching for new hires.

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For sustainability, we must have shared ownership in our clearly defined purpose and vision.