AISC Professional Growth for Excellence Handbook 2025 - 2026
❖ STANDARD 1: Embraces Responsibility for
(# Embraces Responsibility)
❖ STANDARD 2: Models Personal and Professional Growth (#Models Growth)
❖ STANDARD 3: Leads Others Outside the Classroom (#Leads Others)
❖ STANDARD 4: Innovates Practices and Programs (#Innovates)
❖ STANDARD 5: Collaborates with All Community Members (#Collaborates)
❖ STANDARD 6: Communicates with All Community Members (#Communicates)
❖ STANDARD 7: Builds Community Through Action (#Builds Community)
❖ STANDARD 8: Embeds Wellbeing (#Embeds Wellbeing)
❖ STANDARD 9: Demonstrates Ethics and Integrity in All Interactions (#Demonstrates Integrity)
❖ Glossary
INTRODUCTION
The Professional Growth for Excellence Process at the American International School Chennai (AISC) is designed to support continuous improvement among professionals—improvement that ultimately enhances student learning In an increasingly complex and dynamic world, educators must continually refine their instructional practices to meet the diverse learning needs of students.
To achieve this, we engage in meaningful, reflective dialogue about teaching, learning, and professional growth. As a learning community, we commit to allocating the necessary time and resources to support ongoing development.
This process is grounded in the belief that professional standards provide a structure for growth, and that reflection, data, dialogue, inquiry, and goal-setting are essential tools for sustained improvement. The Professional Growth for Excellence Process provides a framework to ensure professionals have the time, support, and resources they need to thrive.
At the heart of this process are the nine AISC Professional Standards, which define the talents, knowledge, and skills needed to be a fulfilled and successful professional at AISC. Each year, guided by their supervisor, professionals engage with three of the nine standards by identifying success indicators, gathering evidence, and reflecting on their growth.
This approach allows for personalization, meeting the unique needs of both new and experienced educators. If a professional encounters challenges with a particular standard, it may be revisited in the following year with supervisor approval. Likewise, if adequate progress is not made toward identified indicators, a supervisor may request that the standard be repeated.
In cases where a supervisor has significant, ongoing concerns related to one or more standards, the educator may be placed on the Professional Improvement Pathway, which provides a more structured and intensive level of support.
AISC CORE
The creation of the new core is a collective step forward in shaping how we learn and grow together at AISC. Developed with input from across our community, it identifies the essential knowledge, skills, and dispositions that guide teaching, learning, and professional growth for all of us students, faculty, parents, and partners.
The new core is both a shared vision and a practical guide, helping us align our work, personalize learning, and ensure that every member of our community is supported and challenged to thrive.
At its heart, the core reflects who we are and what we aspire to: a community where diverse paths meet, and learners chart their unique journeys with curiosity, purpose, and responsibility. It calls us to transform challenges into growth, to take knowledge and act with purpose, and to work toward meaningful change together. These are not just aspirations for our students—they are commitments we make as educators and as a learning community, shaping how we engage with each other and the world.
VISION FOR AN AISC LEARNER
Our vision for an AISC learner goes beyond academic success; it's about nurturing curious, compassionate, and capable individuals who can thrive in an interconnected world.
This vision applies to all of us students, faculty, parents, and partners as we each continue to learn and grow. An AISC learner, whether in the classroom or in professional practice, embraces discovery, builds a strong sense of belonging, and develops the skills and dispositions to innovate, collaborate, and lead with integrity.
Guided by our values and the new core, we commit to reflecting on our practice, adapting to new challenges, and taking purposeful action. In doing so, we create a culture where growth is shared, learning is lifelong, and every member of our community is empowered to make meaningful change together.
AISC
GROWTH FOR EXCELLENCE PROCESS ASSUMPTIONS
Professional Growth at AISC is built on a supportive, formative process that draws on multiple sources of input to promote ongoing, individualized growth for all employees. Relying solely on a supervisor’s observation and analysis provides only a partial picture. By incorporating both qualitative and quantitative data from a range of sources, we gain a broader and deeper understanding of professional practice
This data-informed, collaborative approach is grounded in the following assumptions:
● Professionals want to take an active role in their own development and value having choice in how they respond to formative feedback.
● Student feedback about classroom climate and learning can positively impact student outcomes (Price, 1990; Wilcox, 1995).
● Effective assessment uses a balanced blend of methods rather than a single approach.
● Professionals value receiving feedback from a variety of perspectives, including principals, students, parents, and other appropriate constituency groups.
● Research on multiple-input feedback shows a strong correlation between a professional’s self-assessment and student survey results, and both relate positively to student learning outcomes (Manatt, 1997).
● Annual goals, when paired with clear indicators of success and supported by multiple sources of evidence, are more meaningful and actionable.
By following the process outlined in this handbook, our aim is to:
Live out the AISC Mission, Vision, Values, and Definition of Learning in our daily professional practice.
Build mutual trust and shared responsibility among faculty, administration, peers, students, and parents.
Keep a clear focus on each professional’s role in advancing student learning and achievement.
Provide a transparent, supportive process for ongoing, individualized professional development and learning.
Create opportunities for colleagues to learn from and with one another.
Clearly communicate performance standards and criteria so expectations are well understood.
Use multiple sources of information to inform an accurate and balanced view of performance. Ensure fairness and uphold due process for all involved.
Offer performance information that can guide thoughtful personnel decisions, including assignments, transfers, and continued employment.
COLLECTING MULTIPLE-INPUT DATA
Multiple-input feedback is not a formal evaluation of an employee’s performance, it is a source of data that broadens and deepens our understanding of professional practice While the information gathered may assist a facilitator in determining whether a teacher should be placed on the Professional Improvement Pathway, the primary purpose of this process is formative: to support reflection, growth, and ongoing development.
INSTRUCTION MATTERS
At AISC, our daily work—whether in the classroom, in support roles, or in leadership—centers on delivering high-quality instruction and support for students. This handbook emphasizes that professional development and learning are ongoing, dynamic processes, embedded in the everyday life of a professional. These processes and practices are not separate from our work; they are integral to the continuous, life-long growth that defines excellence in our profession.
AMERICAN INTERNATIONAL SCHOOL CHENNAI STANDARDS OVERVIEW
What are these standards?
AISC’s Professional Standards provide a clear framework for success as a professional in our community. Grounded in research and best practice, they outline the key competencies that influence both student learning and professional fulfillment.
What will these standards be used for?
● Self-reflection and professional growth: Clearly stated expectations give professionals a broad set of indicators to reflect upon, identify strengths, and target areas for growth. These standards also encourage integrating feedback from multiple sources—such as students, parents, peers, and supervisors—into professional practice.
● Continuous improvement: When performance meets AISC’s standards, the focus is on sustaining and deepening professional growth. If a standard is not being met, the professional may be placed on the Professional Improvement Pathway In such cases, the supervisor works closely with the individual to outline a targeted improvement plan with clear, observable expectations and support strategies
By defining our expectations through these standards, we empower each professional to take greater ownership of their growth. This shared responsibility strengthens our culture of learning and ensures that professional development is responsive, meaningful, and aligned with our mission.
What are AISC’s standards?
The following are the broad definitions of AISC’s Professional Standards. An overview of the standards by year can be found in Appendix 1. Examples, success criteria, and sample evidence for each standard can be found in Appendix 2.
Standard 1: Embraces Responsibility
Professionals create a culture for learning in which students and colleagues are both nurtured and challenged. Professionals regularly use data to inform instruction and other decisions. Professionals remain responsive to input from community members.
Standard 2: Models Personal and Professional Growth
Professionals engage in lifelong learning by continually developing their craft in their areas of responsibility. Professionals focus on improving student learning as well as systems, processes, and structures that support student growth.
Standard 3: Leads Others Outside the Classroom
Professionals lead and/or mentor students, parents, and/or colleagues beyond the academic day. Professionals integrate with and support students and colleagues through engagement with community events.
Standard 4: Innovates Practices and Programs
Professionals engage in reading, networking, and learning related to their areas of responsibility as well as progressive and emerging trends. Professionals ideate, empathize, experiment, and refine. Professionals share their learning with others.
Standard 5: Collaborates with All Community Members
Professionals create, seek, and engage with opportunities to collaborate with parents, students, and/or community members on meaningful work. Professionals model AISC’s Norms of Collaboration, take responsibility for supporting balanced participation and practice inquiry before advocacy.
Standard 6: Communicates with All Community Members
Professionals meet all obligations by keeping current with school policies, procedures, and publications. Professionals ensure timely, proactive, and appropriate communication with all. Professionals share feedback and progress with team members, students, parents, and leaders.
Standard 7: Builds Community through Action
Professionals volunteer, participate, and engage with AISC initiatives, events, and programs to support building community. Professionals share expertise and passions through such participation.
Standard 8: Embeds Wellbeing
Professionals practice wellbeing with intention and leverage an explicit plan or approach. Professionals model and share their wellbeing practices with others.
Standard 9: Demonstrates Ethics and Integrity in All Interactions
Professionals exhibit high standards of integrity and honesty Professionals act in keeping with shared ethical practices within the organization. Professionals assume responsibility for outcomes, actions, and conversations Professionals admit mistakes, make amends, and commit to improvement.
THE PROFESSIONAL GROWTH FOR EXCELLENCE PROCESS Components, Timeline, Procedures, and Protocol
The American International School Chennai Professional Growth for Excellence Process provides for four performance review pathways. Each pathway, based on the professional’s tenure at AISC and performance, is described below.
Over their tenure at AISC, professionals will track their growth through a portfolio. The format of this portfolio is up to the employee and will be approved by their supervisor. Documentation can be as simple as maintaining data and reflection in the provided Standards Worksheet or as robust as building a website or blog over time.
I. YEAR ONE
THE TRANSITION PATHWAY
We recognize that teachers new to AISC face a variety of issues that relate to both their professional and personal lives. This pathway is designed to provide an appropriate level of support for new teachers as they transition into the School and their new home in India.
As such, professionals in their first year at AISC will focus on the following standards:
● Standard 1: Embraces Responsibility
● Standard 6: Communicates with All Community Members
● Standard 8: Embeds Wellbeing
❑ The AISC Professional Growth Process is introduced during the first weeks of school
❑ By September 19th, the professional will meet with their supervisor to identify two to three indicators of success for each of the three standards. Potential evidence and data to collect in support of these indicators will also be noted. The employee also selects the format desired for the feedback.
❑ During the first semester the supervisor will provide feedback and have “check-in” dialogues regarding progress toward the standards.
❑ Before winter vacation, the supervisor will draft a mid-year report and meet to discuss progress with the professional. After this meeting, the supervisor will finalize the progress report and provide a copy to the employee. If significant performance concerns are observed, by contract, the professional may be placed on a Professional Improvement Plan or their contract may not be renewed.
CYCLE PLANNER: YEAR ONE (TRANSITION)
Assessment Activity
New Faculty Frist Weeks of School
❑ Orientation to Professional Growth for Excellence Process.
❑ Review the handbook including standards, purpose, pathway, etc.
Collaborative Meeting between New Professional and the Supervisor
❑ Formalize success indicators and possible evidence in each of the three standards.
❑ Professional identifies support the supervisor can offer during the process
❑ Professional identifies format for data collection, reflection, and portfolio.
Supervisor Drafts Progress Report and Meets with Professional
❑ Supervisor drafts report, meets with teacher, and finalizes report based on discussion. Employee can reply to the report if desired.
❑ Decision regarding continued employment or placement on an alternative pathway
❑ Note: More than one informal observation will be completed before the mid-year meeting for all teaching staff.
Data Collection and Reflection
❑ Survey data collected as appropriate
❑ Informal and formal reflection on data collected.
❑ Note: Ongoing informal and/or scheduled classroom observations and discussions with supervisor
End of Year Reflection Meeting
❑ Professional submits written reflection and meets with supervisor to present data, reflections, and progress toward success indicators.
❑ Supervisor drafts documentation, meets with teacher, and finalizes report based on discussion. Employee can reply to the report if desired
August /September Supervisor
Completed by September 13th
Professional/ Supervisor
By the end of Semester One
Professional/ Supervisor
Draft success indicators and provide possible evidence to supervisor before meeting
Mid-year progress report
Throughout school year
Professional/ Supervisor
Data Reflections
April/May
Professional/ Supervisor
Completed Reflection and Documentation
II. YEAR TWO
THE TEACHING & LEARNING PATHWAY
We believe that teachers in their second year at AISC are prepared to focus on teaching and learning in a more robust way than during their transition. This pathway is designed to provide an appropriate level of support for second-year teachers as they settle into the community and begin to live AISC’s Mission more intentionally
In their second year at AISC, professionals will focus on the following:
Standard 8: Embeds Wellbeing (mandatory) and select two additional standards they have not yet focused on from the following options:
As such, professionals in their second year at AISC will focus on three standards the following standards:
● Standard 2: Models Growth
● Standard 3: Leads Others Outside the Classroom
● Standard 4: Innovates Practices and Programs
● Standard 5: Collaborates
● Standard 7: Builds Community
● Standard 9: Demonstrates Ethics and Integrity in All Interactions
❑ By October 15 th, the professional will meet with their supervisor to identify two to three indicators of success for each of the three standards. Potential evidence and data to collect in support of these indicators will also be noted.
❑ Before February, the supervisor will provide feedback and have at least one “check-in” dialogue regarding progress toward the standards. Professionals can request more regular “check-ins” to support their growth as needed.
CYCLE PLANNER: YEAR TWO
Assessment Activity
Collaborative Meeting between New Professional and the Supervisor
● Formalize success indicators and possible evidence in each of the three standards.
● Professional identifies support the supervisor can offer during the process
Supervisor Check In
● Supervisor meets with professional at least once to hear about progress and give feedback.
Data Collection and Reflection
● Survey data collected as appropriate.
● Informal and formal reflection on data collected
Completed by October 15th
Professional/ Supervisor
Draft success indicators and provide possible evidence to supervisor before meeting
By the end of February
Professional/ Supervisor None
Throughout school year
Professional/ Supervisor Data Reflections
● Note: Ongoing informal classroom observations can be expected by teaching staff.
End of Year Reflection Meeting
● Professional submits written reflection and meets with supervisor to present data, reflections, and progress toward success indicators.
● Supervisor drafts documentation, meets with teacher, and finalizes report based on discussion. Employee can reply to the report if desired. Supervisor files it with Business Office.
April/May
Professional/ Supervisor Completed Reflection and Documentation
III. YEAR THREE AND BEYOND
THE PROFESSIONAL GROWTH PATHWAY
To support continued professional growth, employees in their third and fourth years at AISC will continue to focus on Standard 8: Embeds Wellbeing as a mandatory standard. In addition, they will choose two other standards they have not yet addressed, in consultation with their supervisor.
This structure enables professionals to build on prior experience while maintaining a consistent emphasis on wellbeing and engaging with standards that enhance their growth and contributions to the school community. By the fourth year at AISC, each professional will have addressed all nine standards at least once, ensuring a comprehensive approach to their development. Employees are encouraged to challenge themselves to engage with all standards throughout their tenure at AISC, fostering well-rounded growth.
❑ By October 15th, the professional will meet with their supervisor to identify two to three indicators of success for each of the three standards. Potential evidence and data to collect in support of these indicators will also be noted.
❑ Before February, the supervisor will provide feedback and have at least one “check-in” dialogue regarding progress toward the standards. Professionals can request more regular “check-ins” to support their growth as needed.
CYCLE PLANNER: YEAR THREE AND BEYOND
Assessment Activity Calendar
Collaborative Meeting between New Professional and the Supervisor
● Formalize success indicators and possible evidence in each of the three standards.
● Professional identifies support the supervisor can offer during the process.
Supervisor Check-In
● Supervisor meets with professional at least once to hear about progress and give feedback.
Data Collection and Reflection
● Survey data collected as appropriate
● Informal and formal reflection on data collected.
● Note: Ongoing informal classroom observations can be expected by teaching staff.
End of Year Reflection Meeting
● Professional submits written reflection and meets with supervisor to present data, reflections, and progress toward success indicators.
● Supervisor drafts documentation, meets with teacher, and finalizes report based on discussion Employee
Completed by October 15th
Professional/ Supervisor
By the end of February
Professional/ Supervisor
Throughout school year
Professional/ Supervisor
Product(s)
Draft success indicators and provide possible evidence to supervisor before meeting
None
Data Reflections
April/May
Professional/ Supervisor Completed Reflection and Documentation
can reply to the report if desired. Supervisor files it with Business Office.
IV. PROFESSIONAL IMPROVEMENT PATHWAY FOR TEACHERS
This pathway is designed to address significant concerns the supervisor has with the performance of a professional related to one or more standards.
A professional who does not meet an acceptable level of performance on one or more of the standards may be placed on the Professional Improvement Pathway by their supervisor in collaboration with the Head of School.
Professionals may begin the school year on the Professional Improvement Pathway or they may be placed on this pathway at any time during the academic year.
❑ The supervisor arranges a conference with the employee The supervisor provides written notice, also signed by the Head of School, with an explanation and reasons why the professional is being placed on the Professional Improvement Pathway (PIP).
❑ An employee may request a peer advocate at any time during the process.
❑ An employee placed on the PIP will be given at least 90 calendar days to address concerns before a non-renewal decision can be made.
❑ The professional also receives a letter in which they acknowledge written notification being received as to placement on the Professional Improvement Pathway. This letter must be returned to the supervisor within five working days.
❑ Within two weeks of being notified, the supervisor will meet with the Principal and create a Professional Improvement Plan to address performance concerns.
❑ The plan must address the specific concerns, based on the standards that arise from collected data and must contain actions that are measurable by the supervisor and rationales for desired results.
❑ The employee implements the plan and begins to collect data into a Professional Improvement Plan Portfolio.
❑ At least every two weeks, the employee will meet with the supervisor to review progress associated directly to the actions prescribed in the plan. Written suggestions for improvement aligned with standards will be provided at each meeting. This written feedback will be signed by the employee and supervisor.
❑ At the end of the prescribed intensive assistance timeline, a formal review will take place. At this time a decision concerning renewal of contract or placement on a specific performance growth pathway will be made. The supervisor makes a written recommendation to the Head of School.
❑ A contract for the next work year will not be offered until performance concerns are resolved. Refusal to be placed on Professional Improvement or refusal to acknowledge the standards-based concerns raised by the supervisor as significant professional improvement issues will result in non-renewal of contract.
❑ An employee whose performance does not meet teaching standards with a prior placement on the Professional Improvement Pathway may face contract non-renewal.
PROFESSIONAL IMPROVEMENT PATHWAY CYCLE PLANNER
Elements
Orientation to Intervention and Assistance Pathway
● Written notice and explanation (signed by supervisor, employee, and Head of School)
● Conference
● Sign a document stating that notification and explanation has been given and that there is an assistance plan and set amount of time to solve the concerns, with the knowledge that a contract will not be offered until performance concerns are resolved
Create a Professional Improvement Plan: goal(s), actions, assistance, evaluation, timeline
● Professional Improvement Plan conference
● Sign off on plan by employee and supervisor
● Employee may request a peer advocate anytime within the process
Teacher implements strategies as outlined in improvement plan and meets with the facilitator at least every two weeks to review progress
Formal Review
● Analyze information
● Written report
● Review conference
● Decision - Renewal of Contract
● Supervisor makes recommendation to Head of School regarding possible non-renewal of contract or placement on a specific pathway
Upon designation to pathway
Professional/ Supervisor/ Head of School
Signed Notice
Within fourteen days of designation
Professional/ Supervisor Professional Improvement Plan
Throughout Professional Improvement Plan
Professional/ Supervisor
At conclusion of 90 days
Professional/ Supervisor/ Head of School
Data-Written Feedback
Written notice of placement on other than Professional Improvement Pathway or non-renewal of contract
Professionals, in consultation with their supervisor, select two standards per year. Embeds wellbeing is always a standard. All standards are addressed over four years.
This process continues in cycles of four years for the remaining tenure of the professional
Process for Professional Growth for Excellence
AISC’s Professional Growth for Excellence process offers one pathway with infinite possibilities for personalization Ultimately professionals will be asked to show growth in the nine professional standards which represent the talents, knowledge and skills identified as necessary to be a fulfilled and successful professional at AISC.
Should a professional find a particular standard challenging, it can be repeated for consecutive years with approval of the supervisor. Further, a supervisor can request that a standard be repeated if adequate progress toward success indicators was not made. Finally, should a supervisor have a specific, ongoing, concern about performance in one or more standards, the professional may be moved to the Professional Improvement Pathway for more intensive support
The form for annual initial and final submission can be found here
Embraces Responsibility for Student Learning (# Embraces Responsibility)
Professionals create a culture for learning in which students and colleagues are both nurtured and challenged Professionals regularly use data to inform instruction and other decisions Professionals remain responsive to input from community members.
What might this look like?
● Having an awareness of each student’s strengths and areas of growth as evidenced by photos of artifacts or videos of classroom interactions that illustrate nurture and challenge
● Using a system for collecting, reviewing and acting on student input with student testimonials, exit tickets and survey data as support
● Considering and acting on student feedback with evidence of actions taken as a result
● Using the ATLAS protocol to consider student data with annotated student work, reflections and action steps for improvement.
● Using data to pivot at the lesson, unit and course level to improve student learning
● Other as determined in consultation with your supervisor
What is your success criteria? (2 - 3 statements)
Sample success criteria:
● To offer differentiated instruction as a means of providing individualized levels of challenge and support
● To use student feedback data to measure perceived levels of challenge and support
What evidence might you collect? (2 - 3 pieces of evidence)
Sample evidence:
● Student feedback data (exit tickets, other surveys, etc )
● Reflection on feedback, next steps I identified, action taken and impact of the action
● Student feedback survey results indicating a positive change from semester one to semester two in relevant questions
STANDARD 2: Models Personal and Professional Growth (#Models Growth)
Professionals engage in lifelong learning by continually developing their craft in their areas of responsibility. Professional focus on improving student learning as well as systems, processes and structures that support student growth
What might this look like?
● Engaging in professional learning (eg: strand, webinar, conference) with evidence of putting learning into action in the classroom.
● Engaging in a coaching cycle to improve an aspect of teaching
● Refining of an aspect of curriculum, instruction or assessment with reflections and evidence (eg: photos, video, documentation) of improvement
● Identifying and taking action for improvement of collective and/or individual learners with reflections and evidence (eg: before and after annotated student work)
● Using the ATLAS protocol to consider student data with annotated student work, reflections and action steps for improvement.
● Other as determined in consultation with your supervisor.
What is your success criteria? (2 - 3 statements)
Sample success criteria:
● To learn about differentiating instruction.
● To identify areas of strength and growth in students in mathematics
● To differentiate instruction to maximize individual and collective student growth
What evidence might you collect? (2 - 3 pieces of evidence)
Sample evidence:
● Reflections from professional development strand of data & differentiation.
● Summary of individual student strengths/growth areas
● An annotated list of differentiation moves used in the classroom
● A reflection on MAP growth in mathematics from fall to spring
STANDARD 3: Leads Others Outside the Classroom (#Leads Others)
Professionals lead and/or mentor students, parents and/or colleagues beyond the academic day Professionals integrate with and support students and colleagues through engaging with community events
What might this look like?
● Leading an ASA, sport, club or extracurricular activity as evidenced by the Activity Office log, goals and reflection
● Serving as an HOD, GTL or Council lead with explicit facilitation, mentorship or leadership goals and supporting evidence
● Supporting professional learning for students, parents or colleagues (eg: coffees, meeting sessions, strand, book clubs, etc.) as evidenced by the development of materials, session outcomes and participant feedback
● Other as determined in consultation with your supervisor
What is your success criteria?
(2 - 3 statements)
Sample success criteria:
● To ensure balanced participation on your team
● To facilitate the collective growth of your team in the understanding of using data
What evidence might you collect? (2 - 3 pieces of evidence)
Sample evidence:
● Research and reflection notes on moves to ensure balanced participation
● Session plans for teaching teammates about data use.
● Survey data and reflection on feedback from colleagues about both product and process.
STANDARD 4: Innovates Practices and Programs (#Innovates)
Professionals engage in reading, networking and learning related to their areas of responsibility as well as progressive and emerging trends. Professionals ideate, empathize, experiment and refine. Professionals share their learning with others
What might this look like?
● Engaging in professional learning specific to innovative practices (eg: strand, webinar, conference) with reflection notes and possible next steps.
● Engaging with one new research based practice with evidence of putting learning into action in the classroom
● Modeling innovation in the classroom through peer observation, feedback and reflection
● Engaging in an “iLab” as evidenced by contribution to the group.
● Other as determined in consultation with your supervisor
What is your success criteria?
(2 - 3 statements)
Sample success criteria:
● To develop student capacities for peer feedback in your classroom
● To improve student self-direction and academic achievement through a more developed understanding of classroom assessments, rubrics and success indicators
What evidence might you collect? (2 - 3 pieces of evidence)
Sample evidence:
● Developed peer feedback protocols with video footage of their use
● Student reflection data regarding peer feedback and its impact on clarity of understanding.
● Student data on academic achievement, learning habits and exit ticket comments analyzed and reflected on through the lens of self-direction and achievement
STANDARD 5: Collaborates with All Community Members (#Collaborates)
Professionals create, seek and engage with opportunities to collaborate with parents, students and/or community members on meaningful work Professionals model AISC’s Norms of Collaboration, take responsibility for supporting balanced participation and practice inquiry before advocacy
What
might
this look like?
● Co-planning, co-teaching, co-assessing and co-reflecting with a team member (eg: EAL co-teacher, grade team member, department member, etc ) with supporting unit development and documentation
● Engaging with parent, student or community volunteers to enhance classroom experiences with evidence of pre- and post- planning and reflection
● Focuses on the development or refinement of one or two aspects of collaborative behavior as evidenced by reflection, testimonials or visual/video evidence
● Other as determined in consultation with your supervisor.
What is your success criteria? (2 - 3 statements) What evidence might you collect? (2 - 3 pieces of evidence)
Sample success criteria:
● To include authentic professional voices in the science classroom.
● To co-create classroom experiences with identified experts to make them both relevant to the curriculum but inspiring and engaging for students.
Sample evidence:
● A list of potential professionals from inside and outside our communities.
● Meeting and planning notes from conversations with experts
● Video recording(s) of expert visits
● Student data from exit tickets measuring level of engagement and understanding
STANDARD 6: Communicates with All Community Members (#Communicates)
Professionals meet all obligations by keeping current with school policies, procedures and publications. Professionals ensure timely, proactive and appropriate communication with all. Professionals share feedback and progress with team members, students, parents and leaders
What might this look like?
● Reading all newsletters and publications, making note of upcoming events and deadlines in personal calendars and planning documents.
● Answering emails, submitting required documentation and communicating with colleagues, students and parents without prompting or reminders
● Raising awareness of events and initiatives by contributing to communication bulletins and newsletters.
● Clarifying understanding of achievement by sharing annotated student work/exemplars
● Other as determined in consultation with your supervisor
What is your success criteria?
(2 - 3 statements)
Sample success criteria:
● To increase direct communication with parents
● To balance the communication of positive achievement and areas of growth
● To celebrate the collective progress of your class monthly.
What evidence might you collect? (2 - 3 pieces of evidence)
Sample evidence:
● Sample emails to parents
● A log of connection points with parents (emails, calls, etc ) with at least one separate positive contact for each concern.
STANDARD 7: Builds Community Through Action (#Builds Community)
Professionals volunteer, participate and engage with AISC initiatives, events and programs to support building community. Professionals share expertise and passions through such participation.
What might this look like?
● Shows support for the community by volunteering in support of various events (eg: Raptorthon, International Day, Diwali Mela, etc.).
● Shows investment in school improvement by serving on and contributing to school initiatives (eg: community planning team, councils, HRT, etc )
● Shows interest in community development by attending and contributing to optional community education events (eg: inspiration conversations, portal project dialogues, etc.).
● Shares interests by offering sessions to colleagues, students or parents (eg: wellness academy, discovery days, India month, etc )
● Other as determined in consultation with your supervisor.
What is your success criteria? (2 - 3 statements)
Sample success criteria:
● To indicate your investment in our community by attending all sectional events.
● To indicate your investment in our community by volunteering for 2 all-school events in the year.
What evidence might you collect? (2 - 3 pieces of evidence)
Sample evidence:
● A list of sectional events attended (as chaperone, participant, etc.) for the academic year.
● An outline of duties performed during the two all-school events (MC at Raptorthon and Australian representative at International Day booth)
● A reflection on your experiences
STANDARD 8: Embeds Wellbeing (#Embeds Wellbeing)
Professionals practice wellbeing with intention and leverage an explicit plan or approach
Professionals model and share their wellbeing practices with others
What might this look like?
● Modeling a wellbeing practice by leading a wellness academy or wellbeing afternoon session
● Sharing an interest or passion by facilitating a book club or learning series (eg: mindfulness, diversity book club, etc )
● Practicing personal wellbeing by developing a plan and tracking progress
● Other as determined in consultation with your supervisor
What is your success criteria? (2 - 3 statements)
Sample success criteria:
● To cultivate a mindfulness practice to support your personal wellbeing
● To introduce a mindful moment to your class before each in-class assessment to support student learning
What evidence might you collect? (2 - 3 pieces of evidence)
Sample evidence:
● A log of learning, research and reflection of your personal mindfulness journey
● Sample scripts from classroom mindful moments
● Reflections on comparative survey data from students from the start and end of the year regarding mindful moments.
STANDARD 9: Demonstrates Ethics and Integrity in All Interactions (#Demonstrates Integrity)
Professionals exhibit high standards of integrity and honesty. Professionals act in keeping with shared ethical practices within the organization Professionals assume responsibility for outcomes, actions and conversations Professionals admit mistakes, make amends and commit to improvement
What might this look like?
● Embraces constructive feedback of all kinds.
● Meets professional obligations regarding all submissions, deadlines and expectations without redirection or correction
● Admits mistakes, apologizes and takes action not to repeat mistakes with colleagues, students and parents
● When disagrees with decisions, seeks to understand and process with grace
● Fosters growth by engaging with data honestly and without excuses
● Other as determined in consultation with your supervisor.
What is your success criteria? (2 - 3 statements)
Sample success criteria:
● To reflect on, accept and act on feedback that may make me feel uncomfortable or push me to grow
● To see opportunities for growth in difficult conversations, even when in disagreement.
What evidence might you collect? (2 - 3 pieces of evidence)
Sample evidence:
● Evidence of embracing constructive feedback from a student, colleague, parent, or supervisor by adapting practice
● Documentation of and reflection on a meeting to discuss a decision you disagreed with.
GLOSSARY
Accountability
To be answerable for; to act in a credible manner.
Assessment
Processes that are focused on quantitative and/or testing approaches and less on judgment.
Assistance Teams Log
A diary maintained by the Principal of an assistance team detailing activities and resources provided in the assistance effort. Dates, meeting times, and funds expended are included.
Authentic Assessment
Sometimes called nontraditional assessment, it is an act or procedure that is nearer to measuring the real ability and achievement of a student than traditional, especially multiple-choice, tests. Examples might be products, portfolios, performances, and personal communication.
Due Process
Protection for an employee for proper procedure and fair treatment. In the case of performance improvement plan it includes notice, explanation, assistance, and time.
Ethical Behavior
Behavior that displays commitment to treat the welfare of others as comparable to one’s own. Ethical behavior includes obligations to scientific practice, prudence, family, culture, and nation.
Evaluation
The process of determining the merit, worth or value of something, appropriately based on measures and synthesis of other valid evidence.
Excellence
Ever increasing quality of programs and products.
Formative
The on-going collection of data used in the professional growth process.
Informal Observation
This casual, day-to-day observation can be of any length; doesn’t require conferences.
Improvement Plan
A plan to assist a teacher whose performance does not meet AISC teaching standards.
Professional Improvement Pathway
The process used when an employee has not met certain specific performance standards The employee is provided with assistance for improvement of teaching performance.
Multiple Sources of Input
Acquiring data about teaching performance from members of various stakeholder groups– students, parents, colleagues, and supervisors
New Teacher Pathway
Ongoing for a 120-day probationary period (formative/summative).
Peer Advocate
A teacher, requested by a teacher who is placed on the Professional Improvement Pathway, who assists intensive assistance colleagues to meet performance improvement goals, clarifies performance expectations and helps to assure due process.
Post-observation Conference
This conference is held following a scheduled observation for the purpose of discussing the observation and other factors relevant to the staff member’s performance of responsibilities as listed in the teaching standards.
Professional Growth Portfolio
A portfolio of supporting data about teaching performance. The examples may include, but not be limited to, work samples, student’s work, student, peer and parent feedback, assessments samples, growth plans, etc.
Professional Growth Plan
A plan with goal(s), methods for achieving them, designed to stimulate on-going professional growth for a staff member.
Professional Growth Pathway
The emphasis of this pathway is on setting goal(s) that are linked to the AISC teaching standards and then assessing achievement of the goal(s), after collecting multiple input data throughout the year.
Professionalism
To meet the teaching standards, to have strong and current content knowledge, to take initiative, to take risks, and take responsibility for continuously improving instructional practices to add value for our students, colleagues and our school.
Scheduled Observation
A process comprised of pre-observation, conf. class visit, and post-observation, goal(s), timeline, and assessment of goal(s).
Self-Assessment
Self-rating by an employee based on AISC teaching standards.
Self-Assessment Pathway
While the process for the Self-Assessment Pathway is similar to the Performance Growth Pathway, the key difference is that on this pathway the teacher is responsible for assessing their performance against all fifteen of the AISC teaching standards In a majority of the cases, a teacher would follow this pathway every three years.
Stakeholders
All persons in the school who have a stake in quality education; students, parents, teachers, staff members, supervisors, board of education, and community members.
Student/Parent Surveys
Feedback instruments to determine client satisfaction.
School Values
Honesty, Respect, Responsibility, and Kindness (may be modified after strategic planning).
Supervisor/Goal Setting Facilitator
The principal, assistant principal, coordinator or upper school department chair who is assigned to set goals and monitor attainment of goals with the teacher.
Teaching Standard
Statements that describe observable behaviors which, when performed, indicate fulfillment of teaching responsibilities.
Teaching Assessment Conference
This conference is held following an announced observation for the purpose of discussing the observation and other factors relevant to the staff member's performance of responsibilities as listed in the position description.
Unscheduled Observation
This casual, day-to-day observation can be of any length; its purposes are to validate and support effective performance and to monitor overall performance.
