http://www.rockdaleschools.org/

Standards Assessment Inventory (SAI)

 

The Learning  Forward Standards for Professional Learning  as designed with a focus on educator learning that relates to successful student learning. When school systems, schools and education leaders align their professional learning with the standards it increases their effectiveness thereby increasing student learning.

Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.

Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.

Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring and coordinating resources for educator learning.

Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.

Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.

Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long-term change.

Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.

The chart below shows the results for the last five years from the administering of Learning Forward’s Standards Assessment Inventory (SAI). The ratings reflect our district’s performance at the school level on a five-point scale. The schools and district use the data from the online assessment to improvement professional learning. The SAI consists of fifty statements which teachers are asked to rate on a scale of zero to five. This provides information on teachers’ perceptions of professional learning, as well as, the degrees of success or challenges as defined by the Standards for Professional Learning. These results help schools focus on actions that contribute to high-quality professional learning that produces student results.


Learning Forward Standards Assessment Inventory (SAI Data)

Standard

SY14

SY15

SY16

SY17

SY18

SY19

Learning Communities

4

4

4

4

4.2


Leadership

4.2

4.1

4

4.2

4.3


Resources

3.8

3.7

3.7

3.8

3.9


Data

3.9

3.8

3.7

3.8

4


Learning Designs

3.7

3.5

3.5

3.6

3.7


Implementation

4.1

4

4

4.1

4.2


Outcomes

4.1

4

3.9

4.1

4.1


 

 

Based on the results from the last five years of administrating the SAI survey, two standards have been identified as areas of need in our schools. The standard on Learning Design was rated our lowest standard with the rating fluctuating very little. These low ratings indicate a need for teacher input and personalized learning. The district acknowledges there are inconsistencies from building to building and works to provide additional support for inexperienced administrators. A strong district-wide instructional framework is being rolled out to ensure consistency in guiding the work.  Resources is a lower rated standard although the rating showed a slight improvement from last year.

 

The following is a breakdown of each standard listing the statement(s) scoring 3.8 or lower. The district has identified these standards/statements in need of additional focus:

Learning Communities: This standard has consistently scored proficient with increasing from 4.0 to 4.2. The only area of concern was with the rating for the following:

  • ·    Statement 4. "In my school, some of the learning community members include non-staff members, such as students, parents, community members." 3.7
  • Leadership: This standard has scored 4.2 for three of the past five years with an increase to 4.3 and is shown as proficient.  None of the statements were rated below 4.2 in this standard.

Resources: This standard increased from 3.8 to 3.9, but had two statements that were of concern.

·     Statement 17: "Professional learning expenses, such as registration and consultant fees, staff, and 
 materials, are openly discussed in my school." 3.3

·    Statement 19: "Teachers in my school are involved with the decision-making about how professional 
 learning resources are allocated." 3.4

Data: This standard has increased from 3.8 to 4.0. A statement of concern is:

  • ·    Statement 23: "In my school, teachers have an opportunity to evaluate each professional learning experience to determine its value and impact on student learning." 3.7

The district has improved on requesting feedback and will continue to work on this area.

Learning Designs: the results for this standard have fluctuated between 3.5 and 3.7. The current rating is 3.7. The areas showing the greatest need for improvement are:

  • ·    Statement 35: "In my school, teachers have opportunities to observe each other as one type of job-embedded professional learning." 3.3
  • ·    Statement 36: "Teachers' input is taken into consideration when planning school-wide professional learning." 3.5
  • ·    Statement 34: "In my school, participation in online professional learning opportunities is considered as a way to connect with colleagues, and to learn from experts in education." 3.6
  • ·    Statement 30: "In my school, teachers' backgrounds, experience levels, and learning needs are considered when professional learning is planned and designed." 3.7

Implementation: This standard has remained at the proficient level.

Outcomes: This standard has remained at the proficient level.

 

Click here to go back to Professional Learning page