What implication(s) does Performance Management have at the building and teacher level? Based on the district’s goals, building and teacher teams will also be monitoring data. Each building and the district need to know:
- What does student and teacher performance look like this month?
- What does high-quality instruction look like this month? And,
- To what extent are we meeting students’ non-academic needs?
What might this look like for teachers? If you’re thinking, hmmmm, Teacher Collaborative Routines may play an important part . . . you are absolutely right! Not only do teachers regularly spend time collaborating with their instructional colleagues around lesson design and instructional strategies as they relate to the visions of high-quality instruction, teachers also regularly collaborate to collect and analyze formative, interim, and summative data on student learning (performance management) using their problem-solving driver system. Teachers then use this data (and action plans) to modify and adjust their instruction. So if one would think through the impact of these collegial conversations and how these actions impact overall instruction, one might believe that grade-level/subject-area instructional walkthrough data would improve which will then impact the conversations that building networks are having which then impacts the supports that the district provides.
So as you can see, our shared vision anchored in our Outer Ring of adult collective accountability, and grounded in a safe, orderly, respectful environment for students is paramount. Contemplate for a moment; collective ownership for greater student achievement led by the Superintendent dedicated to data literacy (the ability to collect, analyze, communicate and use multiple measures of data to continuously improve all systems of the learning organization, especially teaching and learning) and data use (the ability to transform data into information, and then into action to improve all aspects of the learning organization), are all designed to mobilize structures, strategies, practices, and resources throughout the District in service of the ongoing evaluation and dramatic improvement of student, teacher and leader performance. This is PERFORMANCE MANAGEMENT IN ACTION.