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Consistency and centralized messages from the top to support instructional decisions.

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Steps to Remediate/Address "Tight" Expectations

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Steps to Remediate/Address "Tight" Expectations

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Obviously, we work with staff on a case-by-case basis based on their needs. I do think we need some common steps we take when our "tight" expectations do not happen. I have heard us compared as to how we handle them, so it would be good to be more unified.

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What are our expectations for Schoology usage/formatting?

I feel as though this was put to the side to address everything else (grading, retakes, W.I.N. , LaaG), but there is still an expectation for providing additional support in Schoology that we haven't necessarily addressed because of new goals.

What in Schoology should be "loose" and what should be "tight"?

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We can't achieve or cohesively communicate this unless we decide on the following factors:
- Tight...Lesson Plans, Clarity Statements, Recovery Learning.
- Future...PD to meet this goal. If we can't communicate how we collectively plan to achieve the goal, we won't be able to work toward results.

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We need to give teachers specific parameters on this that we all agree on and provide PD on.

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I believe this is something we can work with to reinvigorate the grading coalition. Dr. Hibbs' principles on grading hold mostly true with where we stand. We need to speak with him on where he wants to start...We solidify retakes and see how Dr. Hibbs reported Habits of Work separately.

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Tightening of lesson plans for consistency purposes for teachers and for simple access for administrators who observe in every department.  Details to follow.
RA

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Look for Learning Walk Feedback Form (3)

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What teachers communicate about clarity statements

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What teachers communicate about clarity statements

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ALL PARTS! What, why, and how

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Okay if posted on board, on chart paper, as a slide, etc.