Not PL Ready/ PL Ready 

• Leadership does little to no modeling of PL practices themselves and rely on teachers to implement practices in their classrooms, i.e., PD does not utilize PL practices with teachers, learner profiles are not used by teachers or leadership, etc.
• School culture is shaped by leadership and there is no evidence of stakeholder involvement in shaping which initiatives and priorities the campus will pursue.
• The PL advisory group either doesn’t exist or is only made up of leadership team members and does not include any teachers, students or community members.
• PL advisory meets irregularly throughout the year and/or makes decisions about instruction or school priorities in isolation from other leadership decision making processes.

Consistent Practice/ Personalized 

• All constituents can voice why and how a transformation to PL is occuring or has occurred across campus.
• Decision making processes have tangible ways to implicate all stakeholder voices (empathy interview, observation, active participation, survey, etc)
• Artifacts of stakeholder engagement in school culture can be found through documentation of participation in events and activities.
• The PL advisory team is active and representation from all stakeholders are included and play an important role in campus wide decisions - evidence of that role can be seen through how the advisory functions on campus.
• The PL advisory is engaged in a continuous improvement cycle which includes progress monitoring and use of design thinking to ensure that decisions are leading to improvements in PL.

• Resources to Support:
• 5 Best Practices for Personalized Professional Development: This blog shares 5 best practices for how to model the way of PL through Professional Development.
• A Team-Based Approach for Instructional Decision Making: The principal at Sanders Elementary School discusses the School Transformation Team and its role in making decisions about new programs, use of student data, and student services. The team includes representatives from different grade levels and content areas as well as the superintendent and state implementation specialist. The team-based approach and the School Improvement Grant contributed to the school's growth and improvement.
• How Employers Can Create a Sustainable Culture of Empowerment: This blog shares 5 ways to empower stakeholders.
• What We Can Learn From Google’s Empowered Culture: This article shares some of the key components to Google’s successful culture.  
• Engaging Every Staff Member: This interview features the principal of an elementary school who is committed to making sure every staff member is engaged in the school improvement process. The staff at Laura MacArthur, empowered to take ownership over ideas for school improvement strategies, are committed to finding and following through on solutions to the problems they identify together.
• The 6 Core Principles of Improvement: This list shares 6 keys to a continuous improvement cycle in education.
• Continuous Improvement in Education: This white paper maps the landscape of continuous improvement in education by identifying and describing organizations engaged in continuous improvement, and by highlighting commonalities and differences among them.