Distinguished Educator Initiative. 2 Mission Statement The Mission of the Distinguished Educator is to build capacity in school districts to enable students.

Distinguished Educator Initiative

2

Mission Statement

The Mission of the Distinguished Educator

is to build capacityin school districtsto enable students

to achieve at high levelsby creating schools

that are safeacademically, socially,

emotionally and physically.

What It’s All About…

GOALS

RANDOM

ACTS OF

IMPROVEMENT

RANDOMPROCESSESPROGRAMS

INTERVENTIONS

GOALS

ALIGNED

ACTS OF

IMPROVEMENT

ALIGNEDPROCESSESPROGRAMS

INTERVENTIONS

Focus Area 1: Vision

Vision is a clear and compelling picture of school District effectiveness that includes proficiency for all students. Focused on student achievement, the vision inherently sets guidelines and boundaries for discussion, decision-making, policies, action, and performance at all levels throughout the school District. A clearly articulated, data-informed, lived vision of proficiency for all students and attainment of Adequate Yearly Progress guides all processes in the School District as a standards-based system.

Focus Area 1:Reflections on Vision

• How can we focus administration, faculty, staff and community on a shared vision for student achievement?

• How can we embed the PA academic standards and assessment anchors into effective teaching and learning practices?

• How can we build District capacity to create lasting systemic change in keeping with NCLB?

Focus Area 2: Data

Data drives decision-making, instructional design, delivery of instruction, and the professional development necessary to ensure student achievement. Individual student proficiency as measured by performance on PSSA and District attainment of Adequate Yearly Progress are at the forefront of data usage and contemplation.

Focus Area 2:Reflections on Data

• How can we consistently communicate data to all constituencies?

• How can data be analyzed, interpreted and applied to the design and delivery of instruction?

• How can we use technology to describe, design, deliver data and to develop people and document progress?

• How can we guide students in managing their own achievement data?

04/20/23 Wilkinsburg Borough School District Quality Review

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Focus Area 3: Quality Teaching

Quality Teaching results when qualified, effective teachers deliver rigorous curriculum and execute reliable assessments using standards-based instructional materials and research-proven methods. Evidence-based instruction (including data verifying student achievement) is routinely used to ensure all students learn. Targeted assistance is provided for individual students (or subgroups of students) who lack prior knowledge and understanding or who struggle with more traditional methods of instruction.

Focus Area 3:Reflections on Quality Teaching

• How can we collaborate to develop a consistent, unified strategy to improve student achievement?

• How can we develop curriculum guides that are standards-based, aligned with assessment anchors and articulated across the grade levels?

• How can we use differentiated instruction to include students with disabilities into regular education classrooms?

Focus Area 4: Quality Leadership

Leadership is strategic and deliberate in sustaining focus on student achievement and implementing a standards-based system to ensure teaching effectiveness. A strong and capable instructional leadership team builds a culture of trust, continuous improvement, and accountability for performance. The sequence of data-design-delivery-development-documentation is used to build consensus and a shared vision among teaching professionals to cultivate the relentless pursuit of individual student accomplishment.

Focus Area 4: Reflections on Quality Leadership

• How can we focus the leadership team on student achievement?

• How can we attract, retain, motivate and strengthen the leadership team?

• How can we help the leadership team to conduct formative and summative classroom observations?

Focus Area 5:Artful Use of Infrastructure

Artful use of infrastructure requires the strategic alignment and utilization of faculty, staff, facilities, time, fiscal resources, and available technology to realize the District vision of proficiency, achievement, and success for all students. Infrastructure plays a vital role in creating conditions that support effective teaching and learning, and assists faculty members in holding high expectations for one another. It provides intensive supports for students who may struggle and supports learning teams, staff members, or schools adjusting to a realigned District vision.

Focus Area 5: Reflections on Artful Use of Infrastructure

• How can we contribute to a plan for optimizing and improving District facilities?

• How can we structure data and galvanize resources to ensure student achievement?

• How can we maximize communication among all internal and external District constituents?

Focus Area 6:Continuous Learning Ethic

 A continuous learning ethic is exhibited in a school culture of standards and evidence-based, collaborative practice, continuous professional learning, and collective professional accountability. Teachers and staff are actively engaged while accepting responsibility for student success and demanding a high quality of work from one another. A problem-solving approach is evident when facing challenges; change is the norm as an anticipated component of continuous improvement; and adult learning is expected and embraced. 

Focus Area 6: Reflections on Continuous Learning Ethic

• How can we enhance teachers’ knowledge and skill in standards-based teaching and learning strategies?

• How can we develop customized, job-embedded professional development plans that support both individual and District goals?

• How can we use data in non-judgmental ways to inform teaching?

• How can we help ancillary staff recognize their role as District ambassadors to the community at large?

Focus Area 7:Community

Community partnerships are sought and engaged by teachers and school leaders. Authentic relationships with students, families, businesses, higher education institutions, and the community-at-large are cultivated and viewed as resources for the schools. A strategy and system for communicating with the community is in place. Community health and social services regularly interact with the schools or are invited and provided space in school buildings to work in partnership with the District.

Focus Area 7:Reflections on Community

• How can we strengthen collaboration between community agencies and the District?

• How can we maintain and improve the working relationship between municipal authorities and the school community?

• How can we enhance, communicate and promote the District’s positive aspects so that families keep their children enrolled?