​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.