The Daily Goal of Thomasville City Schools

is to Establish and Monitor the Quality of Instructional Delivery and Ensure a Rigorous and

Relevant Education for Every Student.

Exhibit mastery of thestandardsUtilize a variety of assessments toguide instruction

Communicate clearlyDemonstrate a spirit of collaboration

Teachers

Students

Administrators

Adapted from NCSB Policy GCS-f-016(Policy keyword: Rigor)

Build positive relationships and supportwhich encourage risk-taking

Commit to Professional Learning Communities leading to student engagement, collaboration, and understanding

Provide critical thinking scenarios whichinclude complex, real-world, multi-tieredproblemsReflect throughout for continuous improvement

StudentCommunicate clearly what they are learning to peers, teachers, andadministratorsCommunicate areas where they struggle to peers, teachers, and administrators

InstructionalStaffClearly state what students should be able to know and demonstrateto students, peers, and administratorsIdentify area of personal struggles and feel comfortable articulatingthem to peers and administrators

AdministratorClearly articulate observable strengths and weaknesses from class-room walk-throughsArticulate personal weaknessesTea

ching

& Lear

ning

StudentInstructionalStaff

Administrator

Accountable and on a growth trajectoryApply first-rate professional behaviors in each classroom, each schooland throughout the districtProvide clear, explicit feedback among all stakeholders (administrators, teachers, students, and within peer groups)Exp

ectation

s

StudentInstructionalStaff

Administrator

Create a respectful atmosphere to ensure students speak & listenwith integrityApproach thinking as open-ended and solution drivenProbing and facilitativeApply methods to appropriate to situations and audiences

Qualit

y, Tone

, Me

thod

Clear Communication

StudentUse academic vocabulary during discussion.Perform tasks at ability levelAccept responsibility for learning based on gradual release of responsibilityEffectively use ‘turn and talk’ & focus on student conversation patterns

InstructionalStaff

Provide opportunities for purposeful conversation and use of academic languageProvide differentiation based-on student needsUse oracy to promote thinking and learningProvide purposeful selection and organization of activitiesProvide questions which require students to discuss what they havelearned

AdministratorMonitor teacher vs. student talkCreate structures to encourage academic discourseEnsure all 5 Domains of Literacy are being taught -

Speaking, Listening, Reading, Writing, Language

Spirit of Collaboration

Reflection Throughout for Continuous ImprovementStudent Instructional Staff Administrator

Apply Opportunities forReflection:ACTIONS:

journalingdebatingcollaboratingquality conversationsgoal setting & reviewdata charts

Create Opportunities for Reflection:ACTIONS:

analysis of what works and what does not

individual and collaborative reflection conversations journaling revision of plansuse of PDPuse of NCEES

Monitor Opportunities for Reflection:ACTIONS:

analysis of what works and what does not district school subject grade-level class teacher

Conversation with stakeholders Use of goal setting plan

Mastery of the StandardsStudent Instructional Staff Administrator

Reflect on proficiency onformative and summative assessmentsDevelop the ability totransfer and apply knowledge

Ability to unpack standards and develop effective lesson plansAbility to deliver and assess the effectiveness of lesson plansAbility to adjust and differentiateinstruction as deemed necessary (visualize activities)

Access and monitor the quality oflesson plans, IFCs, and instructionaldeliveryFacilitate active participation in PLCsMonitor assessment timelinesCreate a basic working knowledge of StandardsAbility to provide productive feedback to staff/teachers

StudentPositively gives and receives feedbackEngage in discussions, conversations, debates, etc.Is enthusiastic about learningTake ownership in learning

InstructionalStaff

Set tone and high expectations for a safe, free-thinking environment;models the desired behaviorsUse higher-level questioning to clarify and deepen understandingMonitor for appropriate student discussionRecognize and embrace teachable moments

AdministratorDedicate specific time for teachers to collaborateSet tone and expectations for collaborationCelebrate risk-taking and provide support and encouragement forimprovement.

Positive Relationships and Support Which Encourage Risk-taking

StudentUnderstand and use learning targetsReflect and evaluate their own progress and next stepsBe confident learners who demonstrate resiliency, goal-setting, self-monitors of their own learning

InstructionalStaff

Clearly communicate learning goalsGive students strategies to ensure accuracyProvide specific feedbackProvide structures and supports for student self-assessment: checklists, rubricBecome actively engaged in the learning processUse effective questioning techniquesParticipate as a continual learner: PD is research-based vs. beliefsAdjust instruction during the lesson to deepen understanding

Administrator

Introduce conversation about instructionDispel myths of what formative assessments are and are notPromote systematic and intentional inquiries about classroom in-structionRecognize what formative assessments look like and recommendstrategiesDecipher collegial vs. supervisory role to improve communication and instruction

Variety of Assessments to Guide Instruction

Student Instructional Staff AdministratorConduct conversations aroundreal-world tasksMaintain a high level of understanding around complexthoughtsEngage in rigorous, product-based outcomesApply a variety of Bloom’s levelsto complete multi-tiered problems

Plan opportunities for student interaction to include real-worldtasksCreate a structure for questioningto address all level of BloomsAllow students to engage in real-world, complex problems throughresearch and collaborationProvide support for students toexplain their understandingUtilize rubrics and alternative assessments to monitor masteryof standards

Monitor and provide specificfeedback addressing the 3 components of rigorConsistently review walk-through data to ensure evidenceof critical thinkingUse teacher/student impactstatements to determine the effectiveness of the level(s) ofquestioning

Critical Thinking that Includes Complex, Real-world, Multi-tiered Problems

Professional Learning Communities which lead tostudent engagement, collaboration, and understandingStudent Instructional Staff Administrator

Possess ability to influence peersCreate opportunities for leadershipEngage in discussionTake risks, try new thingsTransitioning from simple tocomplex

Ability to influence students, relationships, students feel thatthe teacher likes themEncourage and build studentleadersFlexibility to changeArticulate thoughts through questioningModel critical thinking, problem-solving, communication skillsProvide opportunity for trial anderrorStart with end in mind of whatthe students should know and beable to perform

Demonstrate ability to influencestaffEncourage and builds teacherleadersSupport staff with trial and error

Thomasville City Schools is an equal opportunity employer and does not discriminate against any person on the basis of sex, race, color, religion, national origin, age, parental status or disability in any of its educational or employment programs or activities.

Our MissionIt is our mission in Thomasville City Schools to partner with parents, community, and staff to nurture and

prepare our students for success in the 21st Century. Educating the whole child and providing them with thetools needed for success in life is paramount. Expectations for a positive learning environment along withrigor, relevance, and relationship building will ensure success for all students.

Our BeliefWE BELIEVE in every child and celebrate their worth and value.WE BELIEVE parents are a critical component of each student’s success.WE BELIEVE in high expectations for all students and staff, and expect our students to be challenged to reach their greatest academic potential.WE BELIEVE in working collaboratively to enhance student learning. WE BELIEVE all students learn differently and therefore require instructional methods to be tailored to their needs. WE BELIEVE that diversity is a valuable and vital asset to our school community. WE BELIEVE that learning is a lifelong process for both students and staff.WE BELIEVE that all students and staff will incorporate innovative 21st Century technology in the learning process.WE BELIEVE in promoting the health and well-being of our students and staff: emotional, physical, and nutritional.

Dr. Maria Pitre-Martin, Superintendent of SchoolsCeretha Mitchell, Executive Director of Curriculum, K-12400 Turner Street Thomasville, North Carolina 27360www.tcs.k12.nc.us

© April 2014 all rights reserved

Where are we going? School accountability measures that are above the state average in all grade levels.

A graduation rate that is above the state average. ACT scores that increase each year. Stakeholder engagement that increases each year.

How do we get there? Having a laser-like focus on classroom instruction Doing fewer things well and at a higher level of execution Involving more stakeholders in the work Monitoring our work for continuous improvement Exhibiting “first-rate” professional behaviors

“Excellence Is the Standa

rd!”