From our work with the course, the CLE has identified the following topics as most critical:

• Using standards (indicators) to drive instruction
• Developing a monitoring plan for student progress that is aligned with the indicators
• Using teacher-developed assessments for making daily instructional decisions
• Examining and analyzing student work
• Leading a problem clarification process and completing a data-based needs assessment

These parts are described in more detail, and resources are provided to help facilitators work with groups on these topics in the sections Possible Focus Areas. Other workshops in the on-line course may be considered equally or more important, given the current situation in your system. In addition, the "Leading the School Improvement" section of the www.mdk12.org web site is particularly useful in helping principals with the leadership of this comprehensive process. A thorough analysis of staff needs should precede the training.

2. Provide detailed training and follow-up for the parts of the course that are identified for facilitation.

Our training days included both face-to-face instruction on the identified topics as well as opportunities for school team members to explore relevant workshops and resources on the web site on their own. This provided the opportunity for participants to raise issues with the facilitators that they encountered as they worked with the site and to have them addressed before the end of the session. It also helps the teams refer to key areas in the course or on the www.mdk12.org web site as they work together in their own school, setting, thereby helping to promote the job-embeddedness of the training.

3. As with any new initiative, it is important to prepare faculties carefully (particularly for new activities such as the walk-throughs).

As alignment assumes greater urgency, new ways will be need to be identified to gather data about the ongoing instructional program in schools. Walk-throughs provide one way to assemble data while, at the same time, cultivating in the school the characteristics of a learning community in which teachers, local school administrators, and central office staff see themselves and are viewed by others as continual learners.

Walk-throughs collect and analyze the evidence which is revealed in student work that:

• There is alignment of classroom work in the school with the state indicators or those that are embedded in the system’s curriculum.
• Students are using appropriate materials and equipment in the different content areas.
• Students are acquiring the basic skills they need to be successful.
• Students are acquiring the problem solving skills they need to apply their knowledge in real-life contexts.
• There is consistency in the quality of student performance within grades.
• There is appropriate development of student knowledge and skills (continuity and increasing rigor) from grade to grade.

Walk-throughs can enable staff members to:

• Obtain an overall "feel" for student work in the school

The purpose of this type of walk-through is for participants to obtain a general feel for the type and quality of student work being produced in the school. Work from several subjects and grades may be collected during the walk-through and discussed. Follow-up discussion may center on the extent to which the various instructional programs of the school are aligned and consistent with school improvement plan initiatives and state standards.

• Analyze student work from one particular grade

The purpose of this type of walk-through is for participants to focus on student work in one particular grade. Work may be compared from classroom to classroom. Follow-up discussion may center on the extent to which there is consistency in the quality of student performance within grades.

• Analyze student work from one particular subject

The purpose of this type of walk-through is for participants to focus on student work in one particular subject area (such as reading or mathematics). Work may be compared from grade to grade. Follow-up discussion may center on the extent to which there is appropriate development of student knowledge and skills as students progress through the grades. The subject selected for analysis may reflect a focus area from the school improvement plan.

As with any new initiative, however, it is essential that faculties be prepared for walk-throughs. Our experience suggests that a "practice" or "sample" walk-through be conducted prior to the first actual walk-through. The main purpose of this type of walk-through is for participants to become more comfortable in visiting in teachers’ classrooms and in focusing on student work instead of teacher behavior and all the other areas of attention that are possible. Another purpose is to help teachers become more comfortable having classroom visitors focus on student work. Follow-up discussion may center on the logistics of the walk-through and how it may be made a non-threatening learning experience for all involved.