actionplan resource

8/13/2019 Actionplan Resource

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DESCRIPTION OF DUTIES, RESPONSIBILITIES AND CURRICULAR LINKAGES:

1. Understands and applies effective strategies and best practices to ensure student

success

2. Commit to obtain National Automotive Technician Education Foundation (NATEF)

and National Institute for Automotive Service Excellence (ASE) programs certificates

3. Participates in district and school-based professional development activities

4. Provides rigorous and relevant instruction on approved hands-on curriculum in the

content area and general work-place readiness

5. Administers a variety of student assessment tools

6. Prepares lessons that encourage and foster proficient oral and written expression,

critical thinking and applications

7. Develops and maintains positive and cooperative interactions and communications

with parents, colleagues and community

8. Takes all necessary and safety precautions to protect students, equipment, material,

and facilities

9. Maintains accurate and complete records as required by the district and state laws

10. Maintains and updates required industry certifications

11. Collaborates with core content teachers on common instructional objectives,

integration and alignment

12. Develops and maintains positive and cooperative interactions and communications

with parents, colleagues and community

13. Sponsor a student Career and Technical Student Organization

14. Prepare students to successfully pass the written and practical NOCTI test

Others responsibilities contain: Generates and performs project work procedures and modify as suitable to gather changing

requirements and necessities.

Classifying resources desired and allocates individual tasks.

Administers everyday set features of a project as well as scope.

Analysis deliverables arranged by team prior to conveying to client.

Efficiently pertains our methodology and enforces

Accomplish the necessities of district's course program, by expanding and applying lesson

strategies and demonstrate written proof of preparation.

Plan as well as organize open communication via carrying out conference among students,

teachers, parents and principals.

Held continuing assessment of student accomplishment by informal as well as formal testing.


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Serve up staff teams and be present at and participate into faculty meetings.

Learning ObjectivesHome:Assessment:Elementary Program Assessment:Learning Objectives

The Elementary Education Program subscribes to the Interstate New Teacher Assessment

and Support Consortium Standards. The following table lists the Standards and ELED

program components that address those standards.

Interstate New Teacher Assessment

and Support Consortium (INTASC)

Standards

Program Component

1. Content PedagogyThe teacher understands the central

concepts, tools of inquiry, and structures

of the disciplines he or she teaches andcan create learning experiences that makethese aspects of subject matter meaningful

for students.

Lesson Planning Unit Planning TeachingMethods/Strategies of inquiry Cooperative learning

Subject matter content, concepts Prior

knowledge/constructivist pedagogy Teaching frommultiple perspectives Making real-life connectionsEvaluating teaching resources and curriculum

Integrated and interdisciplinary curriculum

2. Student DevelopmentThe teacher understands how children

learn and develop, and can provide

learning opportunities that support achilds intellectual, social, and personal

development.

Learning theories Child development Zone ofProximal Development Assessment Group

discussion

3. Diverse LearnersThe teacher understands how studentsdiffer in their approaches to learning and

creates instructional opportunities that are

adapted to diverse learners.

Learning styles/intelligences Provisions forexceptionality Second language acquisition

Linguistic and cultural influences in learning

Linguistic and cultural influences in curriculumHigh expectations for all Conflict resolution Class

Meetings

4. Multiple Instructional StrategiesThe teacher understands and uses a

variety of instructional strategies to

encourage student development of critical

thinking, problem solving, andperformance skills within the social

studies.

Cognitive learning processes Multiple learning

tools and materials Responding to students and

adapting instruction accordingly

5. Motivation and ManagementThe teacher uses an understanding of

individual and group motivation and

Foundations of education Sociology of classroomClassroom management strategies Democratic

classroom values Intrinsic motivation Purposeful
http://teal.usu.edu/http://teal.usu.edu/htm/assessment/http://teal.usu.edu/htm/assessment/elementary-program-assessment/http://teal.usu.edu/htm/assessment/elementary-program-assessment/learning-objectives/http://teal.usu.edu/htm/assessment/elementary-program-assessment/learning-objectives/http://teal.usu.edu/htm/assessment/elementary-program-assessment/http://teal.usu.edu/htm/assessment/http://teal.usu.edu/


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behavior to create a learning environmentthat encourages positive social

interaction, active engagement in

learning, and self motivation.

lessons

6. Communication and TechnologyThe teacher uses knowledge of effective

verbal, nonverbal, and mediacommunication techniques to foster active

inquiry, collaboration, and supportive

interaction in the classroom.

Language development Role of language inlearning Non-verbal communication techniques

Verbal communication techniques Culturally

responsive communication Responsive listeningMedia and technology communication techniques

7. PlanningThe teacher plans social studies

instruction based upon knowledge of

subject matter, students, the community,and curriculum goals.

Learning theories to plan instruction Long term

planning Short term planning Team planningLearning objectives Aligning objectives and goals

with standards Teachable moments

8. AssessmentThe teacher understands and uses formaland informal assessment strategies to

evaluate and ensure the continuous

intellectual, social, and physicaldevelopment of the learner.

Reflective practice strategies Action researchProfessional literature Professional associations and

conferences Professional development Licensure

Collegiality Research on teaching

9. Reflective Practice: Professional

GrowthThe teacher is a reflectivepractitioner who continually evaluates the

effects of his or her choices and actionson others (students, parents, and other

professionals in the learning community)and who actively seeks out opportunities

to grow professionally.

Reflective practice strategies Action research

Professional literature Professional associations andconferences Professional development Licensure

Collegiality Research on teaching

10. School and Community

InvolvementThe teacher fosters

relationships with school colleagues,

parents, and agencies in the larger

community to support students' learning

and well-being.

School system structures Community resources

Child protection and laws Student privacy

Professional collaboration Advocacy for students

School imp

Student Learning Objectives

A vital component of the Teacher Keys Effectiveness System is Student Growth and AcademicAchievement. For teachers of tested subjects, this component consists of a student growth percentile


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measure. Tested subjects include reading, English language arts, mathematics, science, and socialstudies for grades 4-8 and all high school courses for which there is an End-of-Course Test (EOCT).

Non-tested subjects include all courses not listed as tested subjects. Approximately 70-75% of allteachers teach non-tested subjects for at least some portion of the instructional day. For teachers ofnon-tested subjects, this component consists of the Georgia Department of Education approvedStudent Learning Objectives (SLOs) utilizing district-identified achievement growth measures.

Student Learning Objective OverviewWhat is a Student Learning Objective SLO)?A vital component of the Teacher Keys Effectiveness System is Student Growth and AcademicAchievement. For teachers of tested subjects, this component consists of a student growth percentilemeasure. Tested subjects include reading, English language arts, mathematics, science, and socialstudies for grades 4-8 and all high school courses for which there is an End-of-Course Test (EOCT).

Non-tested subjects include all courses not listed as tested subjects. Approximately 70-75% of allteachers teach non-tested subjects for at least some portion of the instructional day. For teachers ofnon-tested subjects, this component consists of the Georgia Department of Education (GaDOE)-approved Student Learning Objectives (SLOs) utilizing district-identified achievement growthmeasures.

District determined SLOs are content-specific, grade level learning objectives that are measureable,focused on growth in student learning, and aligned to curriculum standards. As a measure of teachers

impact on student learning, SLOs give educators, school systems, and state leaders an additionalmeans by which to understand, value, and recognize success in the classroom.

Purpose of SLOsThe primary purpose of SLOs is to improve student achievement at the classroom level. An equallyimportant purpose of SLOs is to provide evidence of each teachers instructional impact on studentlearning. The process of setting and using SLOs requires teachers to use assessments to measurestudent growth. This allows teachers to plan for student success by ensuring that every minute ofinstruction is moving students, teachers, and schools toward the common vision of exemplaryinstruction and high levels of student academic growth.

Essential SLO ComponentsFocus on student learning

By focusing on student learning, SLOs help teachers, principals, and districts pay close attention to theannual academic progress made by students (particularly those in non-tested subjects and grade

levels). District-determined objectives are set using baseline data and are written with the expectationthat student learning in each classroom will be measured against baseline data. Only those topics thatclearly state expectations for student learning growth are to be included in objective setting. Ateachers professional growth objectives are not to be included.

Aligned with curriculum standards

SLOs must correlate with the Georgia Performance Standards (GPS), Common Core GeorgiaPerformance Standards (CCGPS), or other national standards for the course being taught. District-


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selected standards should warrant the year-long or course-long focus of the students and teachers.They should be rigorous, measureable, and should deepen and extend knowledge for all students inthe class/group/course. Each SLO must specify the exact course, subject, grade level, and set ofstandards for which it was designed.

Interval of instructional time

The interval of instruction is the length of time during which the SLO will be completed. Districtsshould determine the pre and post-assessment administration windows for each SLO. The majority ofSLOs should be written for the entire length of the course being taught. However, the nature ofspecific courses may require that the pre-assessment not be given at the very first of the instructionalperiod but should be administered a short time into the instructional period. For example, in a

beginning band class, students may need to learn to position and use their instruments before theprogress on music standards can be pre assessed. For the majority of teachers, the instructionalperiod is the full academic year. However, for teachers with courses that span only part of theacademic, year, the instructional period will be the duration of that course, (e.g., a semester). Theinterval cannot change once approved.

Scope of SLOs

It is a district decision as to whether the SLO comprehensively addresses all standards taught in eachcourse or if it addresses a prioritized set of standards. If a district chooses a set of prioritizedstandards, teachers are expected to address the entire curriculum and not exclude standards notassessed in the SLO.

Measureable objective

A measureable objective is one that quantifies growth in student learning, typically based upon theresults of administration of pre- and post-assessments. Pre and post assessment scores are reportedfor each student in each teachers class.

Assessments and measures

An assessment is the instrument used to measure student learning of the objectives chosen. Each SLO

must have a pre-assessment and post-assessment measure. Appropriate measures of student learninggains differ substantially based on the learners grade level, content area, and ability level. Thereforethe type and format of assessments will vary based on the standards to be measured. Carefulattention must be paid to how progress in relation to a given set of standards can most effectively bemeasured.

Integrity of SLO process and results

Opportunities to misrepresent student data or inappropriate interactions with students to affect preand post-assessment results may be minimized by:

1- The use of signed assurances (SLO Manual - Appendix A)

2- On-going, systematic triangulation of formal and informal data by administrators/evaluators(observations, report card grades, tests, walk-throughs, documentation of teacher work). SLO datashould be somewhat consistent with other student data.

3- Collaborative planning of groups of teachers around SLOs results/implementation

4- Utilization of Georgia Public Domain SLOs and assessments


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5- Use of electronic item bank (under development)

6- Use of interchangeable passages, scenarios, numbers, etc. in assessment items

7- Increased use of performance tasks

8- Checking for inter-rater reliability of ratings; employ the use of sampling to ensure consistency ofraters

Student Learning Objectives Resources2013 Student Learning Objectives Operations Manual

SLO Measures - Frequently Asked Questions 2013

SLOs for Teachers - Frequently Asked Questions 2013

Pre-K SLOs - Frequently Asked Questions 2013

SLOs for Collaborative and CTEA Teachers - Frequently Asked Questions 2013

SLO Roles and Responsibilities 2013

Addressing SLO Challenges and Concerns 2013

Superintendent's Reference Guide to TKES and LKES

SLO: A Guide for District Leaders 2013-2014

SLO: A Guide for Principals 2013-2014

SLO: A Guide for Teachers 2013-2014

Student Learning Objectives Tools2013-2014 List of Courses with Assessment Support

2013 SLO Template for Districts and Teachers

2013-2014 SLO Statement Example

Teacher Data Submission Form



program components that address thosestandards.Interstate New Teacher Assessment and

Support Consortium (INTASC) StandardsProgram Component1. Content Pedagogy
http://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20SLO%20Manual.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20SLO%20Manual.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20SLO%20Measures%20FAQ.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20SLO%20Measures%20FAQ.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20SLO%20Teachers%20FAQ.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20SLO%20Teachers%20FAQ.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20PreK%20SLO%20FAQ.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20PreK%20SLO%20FAQ.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20Collaborative-CTAE%20FAQ.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20Collaborative-CTAE%20FAQ.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20SLO%20Roles-Responsibilities.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20SLO%20Roles-Responsibilities.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20Addressing%20SLO%20Challenges-Concerns.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20Addressing%20SLO%20Challenges-Concerns.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/Superintendent's%20Reference%20Guide%20to%20TKES%20and%20LKES%20FINAL%2012-7-2012.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/Superintendent's%20Reference%20Guide%20to%20TKES%20and%20LKES%20FINAL%2012-7-2012.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013-2014%20SLOs%20A%20Guide%20for%20Districts%209-25-2013.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013-2014%20SLOs%20A%20Guide%20for%20Districts%209-25-2013.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013-2014%20SLOs%20%20A%20Guide%20for%20Principals%209-25-2013.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013-2014%20SLOs%20%20A%20Guide%20for%20Principals%209-25-2013.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013-2014%20SLOs%20A%20Guide%20for%20Teachers%209-25-2013.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013-2014%20SLOs%20A%20Guide%20for%20Teachers%209-25-2013.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20List%20of%20Courses%20with%20Assessment%20Supports.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20List%20of%20Courses%20with%20Assessment%20Supports.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20SLO%20Template_District-Teacher.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20SLO%20Template_District-Teacher.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20SLO%20Statement%20Example%209-25-2013.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20SLO%20Statement%20Example%209-25-2013.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/Teacher%20Student%20Learning%20Objective%20Data%20Submission%20Form.xlshttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/Teacher%20Student%20Learning%20Objective%20Data%20Submission%20Form.xlshttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/Teacher%20Student%20Learning%20Objective%20Data%20Submission%20Form.xlshttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20SLO%20Statement%20Example%209-25-2013.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20SLO%20Template_District-Teacher.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20List%20of%20Courses%20with%20Assessment%20Supports.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013-2014%20SLOs%20A%20Guide%20for%20Teachers%209-25-2013.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013-2014%20SLOs%20%20A%20Guide%20for%20Principals%209-25-2013.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013-2014%20SLOs%20A%20Guide%20for%20Districts%209-25-2013.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/Superintendent's%20Reference%20Guide%20to%20TKES%20and%20LKES%20FINAL%2012-7-2012.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20Addressing%20SLO%20Challenges-Concerns.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20SLO%20Roles-Responsibilities.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20Collaborative-CTAE%20FAQ.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20PreK%20SLO%20FAQ.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20SLO%20Teachers%20FAQ.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20SLO%20Measures%20FAQ.pdfhttp://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/2013%20SLO%20Manual.pdf


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The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or

she teaches and can create learning experiences that make these aspects of subject matter

meaningful for students.Lesson Planning Unit Planning Teaching Methods/Strategies of inquiry

Cooperative learning Subject matter content, concepts Prior knowledge/constructivist pedagogy

Teaching from multiple perspectives Making real-life connections Evaluating teaching resources and

curriculum Integrated and interdisciplinary curriculum2. Student Development

The teacher understands how children learn and develop, and can provide learning opportunities thatsupport a childs intellectual, social, and personal development.Learning theories Child development

Zone of Proximal Development Assessment Group discussion3. Diverse Learners

The teacher understands how students differ in their approaches to learning and creates instructional

opportunities that are adapted to diverse learners.Learning styles/intelligences Provisions for

exceptionality Second language acquisition Linguistic and cultural influences in learning Linguistic and

cultural influences in curriculum High expectations for all Conflict resolution Class Meetings4. Multiple

Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage student

development of critical thinking, problem solving, and performance skills within the social

studies.Cognitive learning processes Multiple learning tools and materials Responding to students and

adapting instruction accordingly5. Motivation and Management

The teacher uses an understanding of individual and group motivation and behavior to create alearning environment that encourages positive social interaction, active engagement in learning, and

self motivation.Foundations of education Sociology of classroom Classroom management strategies

Democratic classroom values Intrinsic motivation Purposeful lessons6. Communication and

Technology

The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to

foster active inquiry, collaboration, and supportive interaction in the classroom.Language development

Role of language in learning Non-verbal communication techniques Verbal communication techniques

Culturally responsive communication Responsive listening Media and technology communication

techniques7. Planning

The teacher plans social studies instruction based upon knowledge of subject matter, students, the

community, and curriculum goals.Learning theories to plan instruction Long term planning Short term

planning Team planning Learning objectives Aligning objectives and goals with standards Teachablemoments8. Assessment

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure

the continuous intellectual, social, and physical development of the learner.Reflective practice

strategies Action research Professional literature Professional associations and conferences

Professional development Licensure Collegiality Research on teaching9. Reflective Practice:

Professional GrowthThe teacher is a reflective practitioner who continually evaluates the effects of

his or her choices and actions on others (students, parents, and other professionals in the learning

community) and who actively seeks out opportunities to grow professionally.Reflective practice


Professional development Licensure Collegiality Research on teaching10. School and Community

InvolvementThe teacher fosters relationships with school colleagues, parents, and agencies in the

larger community to support students' learning and well-being.School system structures Communityresources Child protection and laws Student privacy Professional collaboration Advocacy for students

School improvement



program components that address thosestandards.Interstate New Teacher Assessment and

Support Consortium (INTASC) StandardsProgram Component1. Content Pedagogy


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The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or

she teaches and can create learning experiences that make these aspects of subject matter

meaningful for students.Lesson Planning Unit Planning Teaching Methods/Strategies of inquiry

Cooperative learning Subject matter content, concepts Prior knowledge/constructivist pedagogy

Teaching from multiple perspectives Making real-life connections Evaluating teaching resources and

curriculum Integrated and interdisciplinary curriculum2. Student Development

The teacher understands how children learn and develop, and can provide learning opportunities thatsupport a childs intellectual, social, and personal development.Learning theories Child development

Zone of Proximal Development Assessment Group discussion3. Diverse Learners

The teacher understands how students differ in their approaches to learning and creates instructional

opportunities that are adapted to diverse learners.Learning styles/intelligences Provisions for

exceptionality Second language acquisition Linguistic and cultural influences in learning Linguistic and

cultural influences in curriculum High expectations for all Conflict resolution Class Meetings4. Multiple

Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage student

development of critical thinking, problem solving, and performance skills within the social

studies.Cognitive learning processes Multiple learning tools and materials Responding to students and

adapting instruction accordingly5. Motivation and Management

The teacher uses an understanding of individual and group motivation and behavior to create alearning environment that encourages positive social interaction, active engagement in learning, and

self motivation.Foundations of education Sociology of classroom Classroom management strategies

Democratic classroom values Intrinsic motivation Purposeful lessons6. Communication and

Technology

The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to

foster active inquiry, collaboration, and supportive interaction in the classroom.Language development

Role of language in learning Non-verbal communication techniques Verbal communication techniques

Culturally responsive communication Responsive listening Media and technology communication

techniques7. Planning

The teacher plans social studies instruction based upon knowledge of subject matter, students, the

community, and curriculum goals.Learning theories to plan instruction Long term planning Short term

planning Team planning Learning objectives Aligning objectives and goals with standards Teachablemoments8. Assessment

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure

the continuous intellectual, social, and physical development of the learner.Reflective practice


Professional development Licensure Collegiality Research on teaching9. Reflective Practice:

Professional GrowthThe teacher is a reflective practitioner who continually evaluates the effects of

his or her choices and actions on others (students, parents, and other professionals in the learning

community) and who actively seeks out opportunities to grow professionally.Reflective practice


Professional development Licensure Collegiality Research on teaching10. School and Community

InvolvementThe teacher fosters relationships with school colleagues, parents, and agencies in the

larger community to support students' learning and well-being.School system structures Communityresources Child protection and laws Student privacy Professional collaboration Advocacy for students

School improvement