Reviewers: Julie Heath, Allyson Daly, Jesse Pittard, Jonathan Penailillo, Mary Ellen Hood, Tony Blair
Standard 3: The school's curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning across all grades and courses.
Standard 3 Narrative
Wayne School of Engineering sets a vision where all students have the skills necessary to succeed in the twenty-first century. Systems within the school support teacher effectiveness through staff development and collaboration, drawing from expertise within the school, including lesson tuning, rounds and purpose-driven PLCs. Wayne School of Engineering also invests in and supports teachers through staff development, bringing learning coaches to the school, or sending teachers to learn and share best practices and innovative solutions by attending and leading educational conferences. Student needs are supported through Adult Advocacy and Advisory as well as a curriculum that is vertically aligned and rigorous, inspiring students to excel and supporting those students who struggle to meet our vision of each student mastering growth and being twenty-first century ready. For these reasons, schools across the state and the nation come to observe our methods and culture of achievement.
The school's curriculum provides equitable and challenging learning experiences that
ensure all students have sufficient opportunities to develop learning, thinking, and life
skills that lead to success at the next level.
2015-2016 - Rating out 3.5 of 4. Testing proficiency and rigorous instructional techniques result in test scores that showed differentiated growth.
2014-2015- Rating 3.5 out of 4. Test scores increased substantially across all disciplines showing differentiate growth.
2013-2014-Rating: 3 out of 4. Testing proficiency and survey data suggests that our instructional techniques are what make us score well with this indicator; however, walkthrough data points to the fact that differentiated instruction is carried out as much as we would like.
Curriculum, instruction, and assessment throughout the system are monitored and
adjusted systematically in response to data from multiple assessments of student
learning and an examination of professional practice.
2015-2016 - Rating out 3 of 4: We consistently focus on evaluating assessment and data during Wednesday PLCs, as well as professional development, programs and software to monitor student progress.
2014-2015-Rating 3 out 4: See narrative below.
2013-2014-Rating 3 out of 4: With our focus on assessment and data during Wednesday PLC's, we feel that we do well with this. We do not, however, feel that data analysis is carried out as consistently as we would like. In the spring, however, we will be moving to the use of common assessments in some classes.
Teachers throughout the district engage students in their learning through instructional
strategies that ensure achievement of learning expectations.
2015-2016 - Rating 3 out of 4 Real-world, problem-based learning has created spaces where students 'publish' their work, raising rigor and expectations for mastery.
Rating 3 out of 4: Again, our differentiated instructional practices are what makes us good at this, but we are not as consistent as we would like to be. We have began utilizing technology more in the classroom in the form of webquests, which have been created by staff members in partnership with ECU.
System and school leaders monitor and support the improvement of instructional
practices of teachers to ensure student success.
2015-2016 - Rating 3.5 out of 4 In addition to Mr. Hales leadership, faculty have stepped into leadership roles within departments and PLC's.
Rating 3 out of 4: Mr. Hales informally and consistently monitors instructional practices. In addition, he supports instruction through staff development.
The system operates as a collaborative learning organization through structures that
support improved instruction and student learning at all levels.
2015-2016 - Rating 4 out of 4. See description below.
Rating 4 out of 4: Our daily PLC meetings ensure that teachers collaborate to improve instruction.
Teachers implement the system's instructional process in support of student learning.
2015-2016 - Rating 3.5 out of 4. Our consistent application of CIF strategies, lesson tuning, and collaborative reflective practice make WSE a STEM school of distinction.
Rating 3 out of 4: We know what to do, we just aren't as consistent with doing it.
Mentoring, coaching, and induction programs support instructional improvement
consistent with the systems values and beliefs about teaching and learning.
Rating 3 out of 4: Our instructional coach helps us with this, though she is only present a few times each month. Lesson plan tuning, observational rounds, and daily PLC meetings also help support instructional improvement.
The system and all of its schools engage families in meaningful ways in their childrens
education and keep them informed of their childrens learning progress.
Rating 3 out of 4: Parental involvement has always been an area of focus, and with the addition of the middle school, it is continuously improving.
The system designs and evaluates structures in all schools whereby each student is
well known by at least one adult advocate in the students school who supports that
students educational experience.
Rating 4 out of 4: Our advisory program ensures that all teachers and all students know each other so well positive, professional relationships can be fostered and nurtured.
Grading and reporting are based on clearly defined criteria that represent the
attainment of content knowledge and skills and are consistent across grade levels and
Rating 3 out of 4: Though we have common rubrics, implementation of these rubrics can be inconsistent.
All staff members participate in a continuous program of professional learning.
Rating 3 out of 4: Our weekly PLC schedule ensures that all faculty members are consistently learning and developing their teaching skills. PD has started to be differentiated among staff members so that all may find more benefit.
The system and its schools provide and coordinate learning support services to meet the unique learning needs of students.
Rating 2.5 out of 4: We rated ourselves at 2.5 out of 4 because we do not feel that we are doing as good of a job meeting the unique learning needs of AIG students. We have received some training with regards to meeting the needs of these students. Continued training and support will aid in meeting the needs of these students.