EXPECTATIONS
1. The school committee has formalized and negotiated a range of incentives and strategies to recruit, hire, and retain highly qualified district and school personnel for all schools, paying particular attention to staffing low performing schools with highly qualified and experienced staff.
2. The school committee retains only high quality district and school personnel who have demonstrated an adequate level of performance as determined by district standards.
3. The central office creates a cohesive system of high quality professional development, including setting priorities, supporting and evaluating school-based professional development plans, and providing opportunities for all school personnel to participate.
4. The central office requires all instructional and supervisory staff to participate in professional development that is curriculum-focused, research-based, and designed to address areas of low student achievement.
INDICATORS
• Staff performance/evaluation criteria set by the district reflect school and district mission statements, student performance objectives, and improvement plans.
• District-sponsored professional development opportunities focus on instruction of reading, writing, and mathematics. Professional development planning shows a direct connection to an analysis of student achievement data.
• Teachers report that they receive helpful feedback from formal observations at least twice per school year.
• The district’s systems for staff evaluation, mentoring, and professional development are integrated.
• Individual professional growth plans for all staff reference school and district improvement plans.
• Applicant pools for administrative and instructional positions include qualified individuals from which to select. The district retains only qualified staff.
• The proportion of staff who are highly effective increases annually. Schools with higher percentages of students in poverty have proportionately as many highly qualified staff as other schools in the district.
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