AWSP LEADERSHIP FRAMEWORK by Chad

1.3

william_warren8 — 2025-11-06 03:25:58 UTC

1. Shared commitment to action, assessment, and adjustment.

Intentional Collaboration
Relentless focus on Evidence

C4 - Aligning Curriculum

2025-11-06 03:26:14 UTC

Component 4.3 Assists staff in aligning assessment practices to state standards and district learning goals:

Proficient leadership establishes the importance of a balanced assessment system in directing the daily work of teaching and learning. Of equal or greater importance to summative assessment is formative assessment practices that drive daily instruction, including needed “in the moment” adjustments within the lesson to assure student knowledge and skills address identified learning goals. Diagnostic assessments are used to provide baseline and progress monitoring data to support or refine teacher developed assessments and identify ongoing adjustments to needed student supports within the building.

5.1: Improving instructions: Collecting formal and informal data based on teacher's evaluation to understand "HOW" of have best instructional practices. Monitor instruction and assessment to support their efforts to improve teaching and learning.

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5.2:COllecitng data year wise that is clearly anchored in the adopted instructional framework, revealing a consistent focus toward the desired improvement.

5.3: Consistently provides leadership and support such that staff take ownership for and use multiple types of data to consistently identify effective performance indicators in developing reliable gap-closing student growth goals.

Component 1.5 Creates and sustains a school culture that values and responds to the characteristics and needs of each learner (Street Data)

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Meets Unique Needs:

All staff are knowledgeable, sensitive, and effectively responsive to the unique economic, cultural, and societal influences on individual learners.

Component 2.2 Provides for social, emotional and intellectual safety (Street Data)

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Promotes Intellectual Safety:

Students and staff advocate for a diversity of ideas and opinions, respecting perspectives that arise and promote the open exchange of ideas. Classrooms promote mistakes and requests for help as an essential element of learning.

DW: Use stories to ignite curiosity

aroquegasp — 2025-11-06 03:30:44 UTC

AWSP Element: 7.1 Engage families, share the stories of underserved groups.

C8 Closing the Gap

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A Simple Protocol

Collecting data- Process of collecting data

Observer- What are you hearing from students

Interpret- What does the data reveal

Feel- what feelings does the data evoke

Reflect/Consider- What matters about the data? How does it stand up to the vision?

3.1

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Access a variety of data - 3.1 - recognize and seek out data. Proficient leader develops systems to collect data on each student and groups of students to inform plans to shrink opportunity gaps among students. Analyze it collaboratively - 3.3 - Distinguish leader spreads these same strategies throughout the staff. A school grows the most when individuals set goals, based on analyzed data, translated into thoughtful plans of improvement, connected to the school-wide improvement plans.

2.3 Confronts Disproportionality

william_warren8 — 2025-11-06 03:32:27 UTC

Data Wise Step 5: Examining our own practice

SD: No shortcut traps and tropes

aroquegasp — 2025-11-06 03:40:36 UTC

8.1 connection

Identify key barriers (stereotypes, microaggressions, -isms).