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Youcanalso listentoanew withDr. TadEverett,
superintendentof SterlingCUSD#5, aboutwhathe learned
frompilotingtheQualityFramework inhisdistrict.
appropriate then scanned in and included in a Google folder
organized by Standard. (see Figure 2)
As the team examined each piece of evidence by indicator,
they worked to come to consensus on a self-assessment
rating (Ineffective, Emerging, Accomplished, Exemplary). By
the end of the meeting, the self-assessment for the Standard
was complete based on the evidence that was produced.
Step5: SummaryMeeting
Once the examination of evidence and self-assessment had
occurred for each Standard, the entire team reconvened in
order to draft a summary paragraph describing our work for
context. This was done as a part of the pilot work for our own
purposes. The completion of the Quality Framework does not
require this step, but we found it helpful in summarizing our
thoughts. An example is below.
Standard III
Shared Leadership: In successful districts and schools,
leaders create and sustain organizational direction,
expectations and a system that promotes excellence,
efficiency and leadership from within.
District #96 provides a rich and ongoing professional
development plan that includes job embedded learning during
the school day, early release days, professional development
half days and institute days. The Illinois 5Essentials results
indicate that students and staff members perceive the
learning and working environment in a positive light. As
evidenced by the links in the document, the district has a
well thought out and strategic professional development
plan with opportunities for feedback each year for all
levels of staff, including certified teachers, administrators,
paraprofessionals, instructional coaches and related services
personnel. Opportunities for professional development
also exist outside the school day and school year as staff
members are offered district sponsored and facilitated
summer learning opportunities and workshops.
District #96 also has a strong focus on results-oriented
decision making. The district goal process referenced in the
rubric requires teachers to look at student data with a balcony
view. This goal-setting process allows teachers to hone their
focus in on the students who need it the most. However,
as evidenced by the links on the rubric, teachers have a
structure to examine student data throughout the year in
order to drive instruction. In order to more effectively examine
student data, District #96 affords teachers collaborative
scoring opportunities multiple times a year. The processes
ensure that student data is used within the schools on a
daily basis to monitor student progress and develop
instructional practice.
The students of District #96 are also brought into the
equation through the goal-setting process and Principal
Advisory Committee. Through the goal-setting process
students set goals around their own achievement and
monitor their own progress throughout the year. The Principal
Advisory Committee allows students a voice in the non-
academic aspects of their schools like culture and climate.
Furthermore, the student values activity linked to the rubric
details the process by which students were able to declare
what they stood for and what their values are as a larger
student body. These opportunities give students a voice
and role outside of the traditional passive role of student
and instead make them active participants with their own
education and school culture.
Step6: Useof Results inGoal Setting
After completing the process, we discussed how this
information would influence our district goal setting for the
upcoming school year. We identified two particular areas that
we wanted to focus on.
The first was Standard 3: Shared Leadership under Indicator
D: Student Leadership. We found that we were able to
produce a plethora of evidence around administrative and
teacher leadership and district and school level teams. When
Framework...cont’d.