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​Look-fors by indicator to be used during a campus visit
 Not PL Ready/ PL Ready
Consistent Practice / Personalized ​
Teacher Mindset 
  • Staff are not engaged in self-reflection and/or growth focused discourse is not the norm across campus.  
  • Reflection and feedback are used for accountability rather than support and development.
  • There is evidence of growth-focused discourse across campus - reflection, collaboration, and framing challenges as opportunities are the norm.
  • Teachers seek out opportunities for feedback and cycles of learning and coaching as a support for their professional development. ​
Student Voice
  • ​​There is no evidence of student voice in decision making and/or it is limited in scope (e.g., students are asked closed-ended questions, only given a survey, or are invited to participate but not given meaningful opportunities to engage).
  • Students are active participants in school decision making, both in their own learning and in schoolwide processes (e.g., participatory budgeting, student advisory groups, etc.).
  • Student input is gained through empathy interviews, active participation on campus teams, surveys, observations, etc.
Failure
  • Challenges and failure are seen as setbacks and staff demonstrate aversion to taking risks in order to realize PL vision. 
  • Students are not provided with meaningful opportunities to grow from failure. ​
  • There is tangible evidence of how failure is leveraged as opportunity across campus (e.g., through documentation of prototyping and design process, cycles of feedback with students, mastery-based learning approaches, restorative practices, etc.).
  • A growth mindset approach is present in classrooms and across the campus.
Contribution to Culture
  • School culture is shaped by leadership and there is no evidence of stakeholder involvement in shaping which initiatives and priorities the campus will pursue.
  • Stakeholders see the role of leadership as establishing culture and do not have an active contribution. ​
  • 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. 
  • Stakeholders are empowered to speak up when they have ideas or different opinions and there is evidence of their understanding of their contribution to culture. ​
Communication
  • Communication about innovation is shared, but innovation may not be aligned to messaging, i.e., campus is not yet walking the talk of innovation.
  • Efforts to establish a shared purpose for innovation are emerging but are not shared or understood by all groups.
  • There is tangible evidence of the innovation progress being shared with staff  (e.g., through documentation of prototyping and design process, through storytelling, in action in decision making processes, staff PD activities, etc.).
  • Innovation is tracked through measures of effectiveness (e.g., academic and non-academic measures, teacher effectiveness measures, etc.) and these data are shared transparently and help to drive strategic decision making.
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  • Home
  • About
    • Personalized Learning
    • Meet the Team
    • In the News
    • Impact Report
    • Sharing the Work
    • Blog
    • Flip the Switch
    • Resources for Families >
      • Personalized Learning for Families
      • Hybrid Learning for Families
  • The Rubric
    • Assessment and Data >
      • Data Driven Instruction
      • Student Feedback
      • Authentic Assessment
      • Choice in Assessment
    • Instructional Rigor >
      • Varied Learning Experiences
      • Differentiated Learning Objectives
      • Personalized Learning Pathways
      • Mastery Based Progression
    • Student Agency >
      • Rapport with Students
      • Self- Direction
      • Opportunities for Input
      • Advocacy Beyond Self
    • Classroom Culture >
      • Routines and Procedures
      • Peer Accountability
      • Growth Mindset
      • Sense of Purpose
    • Equity >
      • Self- Awareness
      • Diversity in Design
      • Collaborative Grouping
      • Access to Materials
    • Phases of PL
  • Readiness Continuum
    • 1 The PL Classroom
    • 2 Curriculum + Assessment
    • 3 Data Driven Instruction
    • 4 Social Emotional Learning
    • 5 The PL Graduate
    • 6 Principal/Leader
    • 7 Collaborative Design
    • 8 PL Campus Team
    • 9 Vision + Priorities
    • 10 Personalized PD + Supports
    • 11 Culture of Innovation
    • 12 Sustainability + Access
  • Progressions
    • Lab Rotation
    • Station Rotation
    • Individual Rotation
    • Flex Model
    • Flipped Classroom
    • Enriched Virtual
    • Distance Learning >
      • DLP | Establish a Learning Management System (LMS)
      • DLP | Engagement in Guided Learning
      • DLP | Engagement in Independent Learning
      • DLP | Feedback for Learning
    • Glossary
  • Fellowships
    • Innovation Showcase
    • Innovation in Teaching Fellowship >
      • 2020-2021 Fellows
      • 2019-2020 Fellows
      • 2018-2019 Fellows
      • 2017-2018 Fellows
      • 2016-2017 Fellows
    • School Retool
    • iDesign Central
  • At-Home Learning Webinars
  • Opportunities
    • Educator Tours
    • Winter Design Excursion Exhibition
    • Self-Paced Google Certification Courses
    • Google Certification
    • University Partnerships- Texas Tech
    • Edcamp
    • PL Homecoming 2022
  • The Lighthouse