advanced performance standards€¦ · 2 d z Ç u z } ( } the development and/or review of the...

for School Systems

AdvancED®

Performance Standards

Continuous improvement that results in success for all learners should be the goal of every

Improvement Journey

AdvancED Performance

Standards

hey remain relevant What will support the success of each

and every learner?

AdvancED Performance Standards

Anatomy of the AdvancED Performance Standards

Leadership Capacity

Learning Capacity

3 Resource Capacity



AdvancED®

PerformanceStandards

i

4

development and/or review of the purpose statement that

3

process for the development and/or review of the purpose statement that includes

2

the development and/or review of the purpose statement that includes input from some

1

process for the development and/or review of the purpose statement and the involvement of

Leadership Capacity Domain1

Standard 1.1:The system commits to a purpose statement that

4

that include shared beliefs about teaching and learning and is used to guide decisions about teaching

3

learning that include shared beliefs about teaching and learning and is used to guide decisions about teaching and

2

is used to guide decisions about

1

learning and may not guide decisions about teaching and

1

Georgia District

Performance Key

Standard - POM 1 Uses

a collaborative, data-

driven planning process...

2

Leadership Capacity Domain 1Standard 1.2:

of the system’s purpose and desired outcomes for

4

documented evidence of

groups and decisions aligned with the purpose in support of the achievement of desired

3

documented evidence

decisions aligned with the purpose in support of the achievement of desired

2


1


4

to collect and use data to evaluate the achievement of the purpose and desired

3

to evaluate the achievement of the purpose and desired

2

evaluate the achievement of the purpose and desired

1

data used to evaluate the achievement of the purpose and desired outcomes for

Georgia District

Performance Key




3


process that produces

4

planning process for

and monitors and revises the improvement plan based on evidence and results of

3

data-driven planning process

and monitors and revises the improvement plan based on evidence and results of

2

a planning process for

is based on some data and

1

4

and clearly communicated to

3

evaluated and communicated

2

1

Georgia District

Performance Key




4


4

process for the ongoing

3

a documented process for

2

a limited and inconsistent

1

not have a process for the

4

itself accountable to clearly

with applicable laws and

3

that comply with applicable

2

policies that comply with

1

unclear whether they comply with applicable laws and

Georgia District

Performance Key


protocols and processes

for problem solving,

decision-making, and

removing barriers.

5


adheres to a code of ethics and

4

and holds itself accountable

conduct and ethical standards for governance that include

provide leadership the autonomy for day-to-day

3

and ethical standards for governance that include

provide leadership the autonomy for day-to-day

2

governance that include policies that provide leadership the autonomy for day-to-day

1

vague code of ethics or does not have a code of ethics and does not provide leadership the autonomy for day-to-day

4

itself accountable to policies

engages in ongoing professional learning to enable it to stay current and informed regarding

and the use of evidence to

3

adopts and updates policies

in professional learning to enable it to stay current and informed regarding roles and

2

engages in limited professional learning to enable it to stay current regarding roles and

1

not maintain policies or has

rarely engages in professional learning to enable it to be

Georgia District

Performance Key


protocols and processes

for problem solving,

decision-making, and

removing barriers.

6


4

performance and use the results to inform and improve

3

for performance and use the results to inform and improve

2

that includes general criteria for performance and provides limited results for improving

1

has a vague or unclear process

4

by evaluators who have

and training and includes mechanisms for ongoing

3

implemented by evaluators

includes mechanisms for

2

implemented by trained evaluators and includes a

1

is implemented without consistency and provides

Georgia District

Performance Key


processes to monitor

and provide timely

guidance, support...

7


processes and procedures to

4

3

2

1

4

including the performance

inform the review and revision

3

inform the review and revision

2

1

Georgia District

Performance Key



and provide timely


8


4

Leaders at all levels implement a formal program that provides for meaningful

of internal and external

3

Leaders at all levels provide

2

Leaders at all levels engage

1

Leaders rarely or never engage internal and external

4

Leaders at all levels consistently and deliberately enact strategies that provide

3

Leaders at all levels enact strategies that provide

2

Leaders at all levels

1

Leaders rarely or never enact strategies that

Georgia District

Performance Key




9


4

program designed to build

coaching and team-building

3

that are designed to improve

2

to individuals to engage in

to improve leadership

1

designed to build leadership

4

3

support a culture that includes

2

shared leadership among

1

for shared leadership among

Georgia District

Performance Key

Standard - LTSE 1

Develops and implements

processes that recruit,

hire, and retain highly

effective teachers,

leaders, and staff.

10


4

comprehensive system for

including internal and external

3

internal and external

2

1

4

decisions that clearly result

progress and improvement are regularly communicated to

3

to inform decisions that result in improvement and regularly communicates decisions to

2

improvement process and

1

Georgia District

Performance Key




11


assurance process for its

4

policies and procedures for

and monitors and revises its improvement plan based on evidence and results of

3

for ensuring each of its

data-driven planning process

and monitors and revises its improvement plan based on evidence and results of

2

planning process for each of

some data and monitors the

1

4

and clearly communicated to

3

evaluated and communicated

2

1

Georgia District

Performance Key



and provide timely


Standard 2.2:

L2

Standard 2.1:4

culture and permeates teaching

3

2

1

4

Alignment between learning

3

2

1

12

Georgia District

Performance Key

Standard - LT 6 Guides

and supports schools in

the selections and

implementation of

effective strategies,

programs, and

interventions

to improve student

learning.

13

Learning Capacity Domain 2Standard 2.2:

4

the system purposefully plan and implement all learning

3

Most learning experiences

and implemented to promote

2

demonstrate learner

1

Few or no learning experiences demonstrate learner

4

embrace and consistently demonstrate a set of shared beliefs that focus on learner engagement and the

3

the system exhibit a set of shared beliefs that focus on learner engagement and the

2

some shared beliefs that focus on learner engagement and

1

exhibit shared beliefs that focus on learner engagement and the

Georgia District

Performance Key



the selections and

implementation of


programs, and

interventions

to improve student

learning.

14


4

Educators throughout the system consistently provide numerous and equitable experiences that teach learners

for their learning and monitor

3

Educators throughout the system frequently provide experiences that teach learners

encouraging them to set goals for their learning and monitor

2

Educators throughout the

experiences that teach learners

encouraging them to set goals for their learning and monitor

1

Educators rarely or never provide experiences to teach

4

consistently demonstrates

3

the explicit development of

2

some development of

1

or no explicit development of

Georgia District

Performance Key

Standard - LT 5

Assesses the impact of

professional learning

on staff practices and

student learning and

makes adjustments as

needed.

15


experiences.

4

regularly and comprehensively evaluates a formal structure for all learners to have frequent and consistent access to a

learners are fully supported

3

evaluates a formal structure for learners to have consistent access to an adult who ensures the learners are supported

2

minimal structure for learners to have access to an adult who ensures the learners are supported during their

1

learners to have access to an adult who ensures the learners are supported during their

4

ensures each learner has

develop strong and mutually

3

2

1

learners with limited or no

Georgia District

Performance Key

Standard - POM 3, LT 6

Uses processes to monitor and provide guidance ... / Guides and supports schools in the selections and implementation of effective strategies, programs, and interventions to improve student learning.

16


4

all educators consistently

and aligned curriculum across all grade levels and content

3

most educators consistently

and aligned curriculum across most grade levels and content

2

curriculum across some grade

few educators implement it

1

or no evidence of consistent

4

Educators expect all learners to

and prepares them to be

3

Educators expect most

curriculum that is based on

2

Educators expect some learners

learning and may prepare them

1

Educators engage learners in a curriculum that has

appear lower than would be expected and may or may not prepare them for their next

Georgia District

Performance Key

Standard - LT 1

Engages and supports

all schools in

systematic processes

for curriculum design

to align instruction

and assessments with

the required standards.

17


4

the curriculum is clearly aligned

3

a process to ensure the curriculum is aligned to a

2

a process to ensure the curriculum is aligned to a set of

1

ensures the curriculum is

4

aligned to research and

3

2

aligned to research or best

1

or no alignment to research or

Georgia District

Performance Key

Standard - LT 1

Engages and supports

all schools in

systematic processes

for curriculum design

to align instruction

and assessments with

the required standards.

18


4

Educators throughout the system consistently use current and relevant data and a clearly

3

Educators throughout the system frequently use current

content areas and a process to

2


data and a process to monitor

1

Educators rarely or never use data or a process to monitor

4

Educators throughout the system consistently implement

based on deliberate and

3

Educators throughout the system frequently implement

strategies that address each

2



1

Educators rarely or never engage in deliberate and purposeful planning to determine or implement


Georgia District

Performance Key

Standard - POM 1, POM 3

Uses a collaborative, data- driven planning process... / Uses processes to monitor and provide timely guidance, support...

19


4

implements comprehensive programs and services for all

and interests that support their career planning and/or

3

implements many programs and services for learners to

that support their career

2

implements some programs or

strengths and interests that support their career planning

1

or no programs or services for

and interests for career

4

All learners develop and

to support their success at the

3

Most learners develop and

plans and achievements to support their success at the

2

and plans and/or document some achievements to support

1

Few or no learners develop goals and plans to support their

Georgia District

Performance Key



the selections and

implementation of


programs, and

interventions

to improve student

learning.

20


4

consistently implement a

and referral of all students who

3

and referral of all students who

2

have some processes for the

1

and referral of students who

4

external resources and monitor and evaluate all programs and progress toward addressing the

and relevant data are regularly

3

resources and monitor and evaluate most programs and progress toward addressing

and data are used to modify

2

evaluate progress toward

1

resources and seldom or never monitors progress toward

Georgia District

Performance Key


Uses processes to monitor and provide timely guidance, support.../ Guides and supports schools in the selections and implementation of effective strategies, programs, and interventions to improve student learning.

21


4

Educators across all grades

the system consistently

and criteria to represent

ensure each learner improves and is prepared for the next level through consistent and

3

Educators throughout the system consistently use the

and criteria to represent the

are assessed based on a variety

assessment data to ensure each learner improves and is prepared for the next level through consistent and clear

2

the system use common

1

Few or no educators use

and criteria to represent the

4

Formal and informal

consistently and frequently provided to all appropriate

language that is clear and

3

Formal and informal

provided to appropriate


2

Formal and informal

provided to appropriate


1


Georgia District

Performance Key


Uses processes to monitor and provide timely guidance, support... / Engages and supports all schools in systematic processes for curriculum design...

22


4

All educators throughout the

lead to the demonstrable improvement of achievement and success of individual and

3

Most educators throughout

that lead to the demonstrable improvement of achievement and success of individual and

2

assessments that improve the achievement and success of

1

data from assessments that lead to improvement of achievement of individual and

4

All educators throughout the system consistently use data

transform learning experiences

3

Most educators throughout the system use data to modify

learning experiences for

2

the system occasionally use

and improve the learning

1

Few educators use data to

the learning experiences for

Georgia District

Performance Key




23


4

includes contextually based research and an ongoing and

and comparison data related to student learning across the

3

includes an ongoing analysis of trend and comparison data related to student learning in most academic areas and

2

that includes analysis of trend or comparison data related to student learning in some academic areas or

1

related to student learning or

4

3

2

1Georgia District

Performance Key


Uses processes to monitor and provide timely guidance, support... / Assesses the impact of professional learning on staff practices and student learning...

Standard 3.1:

Resource Capacity Domain3

24

4

Using data from a variety of

professional learning to

achievement and increase content and pedagogical

3

the system plans and

of professional learning to

achievement and increase content and pedagogical

2

plans professional learning

1

4

3

relevant professional learning

2

members related to their

1

members related to their

Georgia District

Performance Key

Standard - LT 5

Assesses

the impact of





needed.

25

3 Resource Capacity Domain

Standard 3.2: 4


their discussions on data analysis and use the results of their analyses to improve learner performance and

3

throughout the system

accountable professional

results of their analyses to

2

1

4

allocates ample resources to provide both formal and informal structures for

3

resources to provide formal and informal structures for

2

1

Georgia District

Performance Key

Standard - LT 5 Assesses

the impact of





needed.

26


Standard 3.3: 4

that include performance

3

mentoring programs for new

are designed to meet individual

2

1

4

coaching and modeling programs that address unique

3

monitors coaching and modeling programs that

2

and modeling programs for

1

modeling is rarely or never

Georgia District

Performance Key

Standard - LT 5, LT 6

Assesses the impact of





needed / Guides and

supports schools in the

selection and

implementation of

effective strategies...

27


Standard 3.4:

support the system’s purpose

4

evaluates a documented and ongoing process that uses data

which includes an assessment

3

process that uses data to

which includes an assessment

2

determine personnel needs

1

process or has no process to

4

evaluates a deliberate

recruit and retain personnel through meaningful learning

3

2

process to recruit and retain

1

or informal process to recruit Georgia District

Performance Key

Standard - LTSE 1

Develops and implements

processes that recruit,

hire, and retain highly

effective teachers,

leaders, and staff.

28


Standard 3.5: 4

the system engages in a comprehensive planning process that focuses on the

demonstrates improvements

3

the system engages in a comprehensive planning process that focuses on the

improvements in professional

2

planning process that focuses

1

or no planning focused on the

4

resources and monitors that these resources are appropriately used to

3

integrate digital resources

2

resources to integrate digital

1

no resources to integrate

Georgia District

Performance Key



the selections and

implementation of


programs, and

interventions

to improve student

learning.

29


Standard 3.6:

the system.

4

documented comprehensive process based on research

materials and resources aligned to curricular and

3

documented process for the

resources aligned to curricular

2

1

4

wide variety of high-quality resources that are easily

address the needs and interests

3

of high-quality resources that are easily accessible and address the needs and interests

2

of resources that are accessible and address the needs of

1

resources that address the

Georgia District

Performance Key

Standard - AMR 2

Allocates and monitors

the use of time,

materials, equipment,

and fiscal resources

to support learning

and teaching.

30


Standard 3.7: The system demonstrates

support of the system’s purpose

4

evaluates formal planning processes for long-range strategic resource management

3

planning process for long-range strategic resource management

2

process to manage

1

planning process to manage

4

3

strategic management of

2

1

vague and/or unclear

Georgia District

Performance Key

Standard - AMR 2


the use of time,



to support learning

and teaching.

31


Standard 3.8:

4

allocates and aligns resources

improvement designed to improve student learning and is equitably distributed to meet

3

for improvement designed to improve student learning and is equitably distributed to meet

2

for improvement designed to

1

aligns resources to address

designed to improve student

4

evaluates and demonstrates

3


2


1

evaluates or demonstrates Georgia District

Performance Key

Standard - AMR 2


the use of time,



to support learning

and teaching.

AdvancED®

9115 Westside ParkwayAlpharetta, GA 30009www.advanc-ed.org

advanced performance standards€¦ · 2 d z Ç u z } ( } the development and/or review of the...

Documents