Best Practice, Campus instructional leaders implement systems for teachers to analyze exit ticket data, review student work, and use formative assessments to identify learning gaps, plan targeted supports, and adjust instruction in alignment with high-quality instructional materials., Campus instructional leaders have clear, written, and transparent roles and responsibilities, and core leadership tasks are scheduled on weekly calendars (e.g. observations, feedback, coaching activities)., Campus leadership supports teachers in internalizing curriculum through structured individual planning time and PLC’s., Campus follows a consistent routine to monitor the implementation of district-adopted instructional materials, uses internalization guides and instructional planning tools, and campus leaders track adherence to the required scope and sequence and aligned assessments., Campus instructional leaders implement observation and feedback cycles with calibration aligned to high-quality instructional material delivery and strong instructional delivery practices leveraging action step trackers to provide clarity and track progress over time., Emerging Practice, Teachers have opportunities to review student assessment results and identify students who may be struggling., Campus instructional leaders share leadership responsibilities and complete various tasks, such as observations and teacher support, as the need arises., Teachers meet during a common period to plan collaboratively and discuss curriculum., Campus leaders communicate expectations and periodically monitor the use of district-adopted instructional materials and support teachers through planning and instructional conversations., Campus instructional leaders use a district approved platform to track the number of observations and provide written feedback.

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