Policy Inventory, Page 5

Recommendation Area V:
Create schools that are organized for student and teacher success

A. To what extent does the system allocate resources to the core functions of teaching and learning?

1. How are resources allocated to schools and within schools?
2. What share of the total budget goes to support regular classroom instruction? To teachers?
3. What is the allocation of staff by type and function? What percent are classroom teachers?
4. How much is being invested in technology for instructional purposes?

     Indicators/ Data Sources

• % of budget allocated to instruction
• Teachers' salaries as a % of budget
• % of staff by assignment
• Investment in technology
• Ratios of total staff, instructional staff, regular classroom teachers, and students
  
  
  

B. Are there supports and incentives for schools to rethink time, staffing, and uses of technology?

1. Are there efforts to redesign staffing and scheduling to support teaming, personalization and continuity of instruction, on-the-job training, etc. How many schools are involved in such efforts?
2. What are average class sizes and teaching loads? By level? Variation by districts?
3. How much time do teachers have for planning? For collaborative work? For professional development?
4. How much training is being provided in use of new technologies? Who gets it?

     Indicators/ Data Sources

• Average class size by level and district
• Teaching loads
• Teacher work hours, in and out of school (SASS)
• % of time spent planning/ working with other teachers
• % of time and $ for professional development
  
  
  

C. Are there state supports and incentives for schools to identify and work on areas of improvement?

1. Are there state programs or incentives for schools to identify and work on areas needing improvement? Do they support individual and organizational learning?
2. What kind of guidance and support is being provided for school improvement? Are they consistent with national professional standards?
3. How selective is the state in offering guidance or supporting new initiatives? Is evidence of impact on performance viewed as critical?
4. Do the selection and/or training of state or regional technical assistance personnel reflect national standards of good teaching?
5. Have these efforts changed practice and/or improving performance?
6. Are teachers and school rewarded for success? What kind of rewards? How are they distributed? What evidence is there about their consequences?

     Indicators/ Data Sources

• State policy documents
• # of school involved
• Changes in student performance
• Interviews
  
  
  

D. Are principals prepared, selected, and developed to lead high-performance schools?

1. How are principals prepared and selected?
• Is preparation keyed to professional standards? To student standards?
• Does preparation and licensing include knowledge of teaching and learning?
• Is licensing performance based?
• Does school organization allow for principals to teach part time?
2. How are principals selected?
• What tools and criteria are used? Who is involved?
• Are principals recruited from ranks of accomplished teachers? How?
• How well supported are new principals?
3. How are principals evaluated and rewarded?
4. What kinds of professional development opportunities are offered to principals? How are these determined? Are they linked to special needs?
5. To what extent are principals' compensation and rewards linked to specific knowledge, skills, and performance for leading redesigned schools?

     Indicators/ Data Sources

• State policy documents
• Analysis of local policies
• Analysis of backgrounds of principals