| It is apparent that the staff is building competency regarding the use of data to drive instruction focused on academic achievement. Continuing to offer professional learning about data-driven decision-making seems to have promise and as teachers gain expertise, it seems reasonable to expect opportunities to engage students and families in achievement based conversations. Families seem eager to increase their knowledge and understanding about the philosophy, approach, and efforts of educators. The momentum in this area appears to be a strength. | Collaboration with common frameworks (the 3 Seeds) leading to PLC focused meetings will ensure that the consistency is found across all grade levels. This would also allow the staff to help prioritize the needs as they see it from the trenches. |
| Evidence of professional learning based around the CROPS model is evident and is reflected in the classroom and with the parents. | Staff report a desire for continued professional improvement, though there is a perception that more differentiated professional learning for all staff members, in their identified areas of need, would strengthen the district’s instructional approach. Giving educators the opportunity to work with other educators who are in the same building or content area may help eliminate a reported feeling of isolation. |
| Sargent Educators seem eager to collaborate with administration and contribute to decision-making regarding next steps in professional learning. They may welcome the opportunity to more fully engage in planning and feedback loops moving forward. | Action Step: The creation of your vision statement will help you prioritize what your next steps will be in planning for professional development. With the creation of a timeline to focus the path forward you would be able to increase your level within the S-CAP rubric. |
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