Improvement of Instructional Practice 4D™ INSTRUCTIONAL LEADERSHIP GROWTH CONTINUUM

Shared Vision of Effective Instruction

NOVICE EMERGING ACCOMPLISHED EXPERT

• Has a vision for classroom • Uses an instructional framework • Uses an instructional framework to • Engages teachers collaboratively in the use of
instruction that is based primarily to collect and analyze observation establish and communicate a common an instructional framework to collect and analyze
upon personal experience and data during some classroom language and shared vision for effective observation data. Conducts conversations with
the principal’s understanding of visits. Principal and teacher instructional practice. Principal and teacher teachers that reveal shared understanding
the district’s teacher evaluation conversations reveal differences conversations reveal similarities in the way and common language of quality instructional
system. Principal and teacher in the descriptions of what the they describe what teachers and students practice that provides equitable learning
interactions reveal that teachers principal and teachers saw and should be saying and doing. experiences for all students.
are unaware of the principal’s heard as well as differences in the
vision for instruction. language they use to describe
what was observed.

• Has limited knowledge of state • Uses knowledge of state standards to • Understands state standards and ensures • Engages teachers in the discussion of the
standards or how to use them to ensure student learning is aligned with student learning is aligned with grade- instructional practices driven by standards to
drive instruction. grade-level standards in some content level standards that drive instruction for build and sustain a shared vision and common
areas and/or for some students. all students. language about quality instruction.

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Management of Systems and Processes 4D™ INSTRUCTIONAL LEADERSHIP GROWTH CONTINUUM
Professional Growth

NOVICE EMERGING ACCOMPLISHED EXPERT

• Provides optional opportunities • Provides time and space for both • Creates and maintains a supportive • Creates and maintains a supportive working
for teachers to collaborate. content and grade-level teacher working environment. Provides the time, environment. Provides the flexible time, space
collaboration. space and resources for ongoing, genuine and resources for ongoing, genuine and
and meaningful teacher collaboration. meaningful teacher collaboration around student
and teacher learning needs.

• Models individual decision-making • Attempts to model effective • Models and facilitates effective • Models and facilitates effective collaboration
and primarily independent ways of collaboration. collaboration. that is reflected in teachers’ work and
working. the school’s collaborative structures and
processes.

• Provides opportunities • Provides opportunities for teacher • Develops and implements a process to • Using the ongoing analysis of data,
for teacher professional professional development through identify multiple types of professional implements a collaborative process to
development to comply with the whole-staff presentations. development (observing each other’s identify differentiated types of professional
district plan priorities. practice, coaching, modeling, lesson development (observing each other’s practice,
study, cycle of inquiry, peer-to-peer coaching, modeling, lesson study, cycle of
teaming, etc.) based on individual inquiry, peer-to-peer teaming, etc.) based on
needs of teachers aligned to the vision identified needs of each individual teacher
and mission of academic success for aligned to the vision and mission of academic
every student. success for every student.

• Provides whole-group presentations • Professional development is • Implements a comprehensive approach • Provides opportunities for teachers to take
as the primary form of professional planned as one-day or multi-day for supporting and developing staff using ownership for ensuring their own continuous
development. workshops. appropriate modes and structures. professional growth by reflecting on their
instructional practice data and student
performance and setting professional
growth goals using differentiated modes and
structures.

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