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Planning TAL
- 2. Planning and Execution actions are widely seen as too “high altitude” and become far more helpful when interpreted and tied to specific content areas and grade levels.
- 3. Most staff members note that this is the pillar used most regularly and reliably with corps members, particularly P-1 and P-2.
- 4. The incorporation of SAMS, and valid benchmarkable assessments, suggests needed evolutions to P-1 (assessments.)
- 5. There is a sense that the planning pillar is associated with the types of plans needed to lead students toward academic achievement, but does not support corps members in creating the plans necessary to pursue broader aspirations and outcomes.
- 6. The early indicators of the success of content pilots with ELA, ECE, and SPED indicate real benefits for presenting planning (and execution) rows in ways that are specific to grade-level and content area.
- 7. Interviews with MTLDs and Institute Staff Members have suggested a trending opinion that P-5, P-6 (rules, procedures) along with the strategies provided in aligned resource bundles, may only be sufficient in building towards a compliant culture, but not an urgent and joyful one.
- 8. Differentiating plans (P-4) is often cited as one of the more difficult actions for corps members to understand; this may be tied to a lack of content specificity.
- 9. MTLDs have noted that numbers of their corps members struggle with organization and classroom systems (e.g. grading with a quick turn-around and providing meaningful feedback to students) and TAL currently does not speak to this.