​Look-fors by indicator to be used during a campus visit

	Not PL Ready/ PL Ready	Consistent Practice / Personalized
Professional Development	PD is limited and follows district requirements. PD is generally presented as a whole group and does not necessarily align to PL. ​	PD is on-demand, blended, personalized, and data-driven.  PD is on-going and the format and mode is varied. There are regular opportunities for educators to take agency through teacher-facilitated PD, co-created PD plans, and peer coaching.
Observation + Feedback	Observations only meet minimum district expectations and may or may not include PL coaching tools for observation and support.	PL coaching tools are consistently used by the entire leadership team to observe and provide feedback on implementation. Observation data is used on a regular basis to inform individual teacher progress, needs, and to drive PD - the observations are carried out by all stakeholders and are not only used evaluatively. ​
Goal- Setting	Teachers and leaders set goals as required by the district in their professional development plan and through the Student Learning Objective (SLO) process. Teachers are supported in making progress towards their individual goal(s).	Teachers and leaders set short and long term goals using one of the PL coaching tools. Teachers use evidence to track progress towards their goals through regular peer and supervisor coaching cycles.
Learner Profile	Learner Profiles for staff either do not exist or are used only at the beginning of the year.  Learner Profiles do not include opportunities for collecting progress towards goals or growth towards campus priorities.	All staff have and use a Learner Profile to map out their needs, interests, and goals. Learner Profiles are used to inform coaching and opportunities for professional growth. Staff are given regular opportunities to reflect on progress and share their professional learning with colleagues and others.
Professional Learning Communities (PLCs)	PLCs generally occur on a weekly basis.  Collaboration structures exist, but participation may not be equally balanced among all participants. Student academic data is leveraged to inform planning, but there is minimal connection to PL practices during the alloted time for PLC.	PLCs occur regularly and support all participants' needs and interests.   All participants actively engage in collaboration and support each others’ growth during the PLC.  Student data is used to select the best fit BL model or PL practice to meet the needs of all learners. Student data is recent and might also include non-academic measures. Teachers plan for instruction with their BL model or PL practice in mind and practice facilitating these strategies when applicable. ​