Why Core Proposition 3?
As our leadership team (principal, director of instruction, instructional coach, and two teachers) began to discuss the strengths and opporunities for growth at Southern, we realized the same two ideas kept popping up: consistency and expectations. At the end of the previous year, our teachers asked (via a survey) for greater instructional consistency. We also knew that a problem was low or inconsistent expectations for students and teachers across the building. With these issues in mind, we took a look at the Core Propositions that we were originally drawn to: 2, 3, and 4. We placed stickers in the green book next to each "indicator" or subheading that we thought would get us the most "bang for our buck." When we debriefed this activity, we realized that overwhelmingly, our stickers were in Core Proposition 3. We then felt confident that CP3 would be our focus as a school this year.
Key Areas and Resources
TEACHER PROFESSIONAL GROWTH AND LEARNING PROCESS
We introduced the Green Book and Core Proposition 3 at our summer staff retreat. As part of this, teachers selected specific indicators from CP3 that will be the focus of their PGP.
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PLC PROCESS
During our two-day PLC Institute for teachers at the beginning of the year, we rolled out how we will use the Architecture of Accomplished Teaching to focus our PLCs around the analysis of student work. We structure our PLC meetings into 6-week "Helix Cycles" that model the helix used in the AAT. We also began the work of digging in to the NB Standards in each content area that align with CP3.
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FORMATIVE FEEDBACK PROCESS
Every two weeks, teachers at SHS are are visited by their evaluating administrator, the director of instruction, and their resource teacher. The walk-thru forms we use incorporate the CP3 indicator each teacher chose as his or her growth area. These documented walk-thrus then inform formative feedback conversations with administrators and the resource team held during each 6-week helix cycle.
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For more detailed information click about NBPLS at Southern High School, click here:
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If you're in the Kentucky NBPLS Community and would like access to the resources, materials, and documents used, contact Kate Grindon here:
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