4.1a4.1a - There is leadership support for a safe, orderly, and equitable learning environment (e.g., culture audits/school opinion surveys).
4.1b4.1b - Leadership creates experiences that foster the belief that all children can learn at high levels in order to motivate staff to produce continuous improvement in student learning.
4.1c4.1c - Teachers hold high expectations for all students academically and behaviorally, and this is evidenced in their practice.
4.1d4.1d - Teachers and non-teaching staff are involved in both formal and informal decision-making processes regarding teaching and learning.
4.1e4.1e - Teachers recognize and accept their professional role in student success and failure.
4.1f4.1f - The school intentionally assigns staff to maximize opportunities for all students to have access to the staff's instructional strengths.
4.1g4.1g - Teachers communicate regularly with families about individual students' progress (e.g., engage through conversation).
4.1h4.1h - There is evidence that the teachers and staff care about students and inspire their best efforts.
4.1i4.1i - Multiple communication strategies and contexts are used for the dissemination of information to all stakeholders.
4.1j4.1j - There is evidence that student achievement is highly valued and publicly celebrated (e.g., displays of student work, assemblies).
4.1k4.1k - This school/district provides support for the physical, cultural, socio-economic, and intellectual needs of all students, which reflect a commitment to equity and an appreciation of diversity.
Scholastic Audit and Review ResourcesSuggested reading resources used by the scholastic audit and review process relative to 4.