Research

According to NNSTOY (The National Network of State Teachers of the Year), the standard around Research falls in the second domain:

Domain II:   Accessing and using research to improve practice and student learning

The teacher leader understands how research creates new knowledge, informs policies and practices and improves teaching and learning. The teacher leader models and facilitates the use of systematic inquiry as a critical component of teachers’ ongoing learning and development.

For the purposes of my evaluation in the Fort Madison Community School District, Domain 2 is further broken down into two sub-domains, outlined with a three point rubric, illustrated below:

Domain 2: Assessing and using research to improve practice & student learning
Expectation: Accomplished

What it looks like…

Developing

What it looks like…

Aspiring

What it looks like…

2.1 Provide effective professional development sessions for staff The quality of professional development delivered is uniformly high, appropriate to the needs of the participants, with a variety of learning opportunities to fully engage participants. The quality of professional development delivered is appropriate to the needs of the participants, with some variety of learning opportunities provided.  The quality of professional development delivered is mixed, with only portions meeting the needs of the participants. There is very little variety of learning opportunities provided. 
2.2 Effective use of research to improve practice Teacher leader understands how research creates new knowledge, and assists colleagues in accessing and using research in order to select appropriate strategies to improve student learning. Teacher leader understands how research creates new knowledge, and is just beginning to  access and use research in order to select appropriate strategies to improve student learning. Teacher leader does not yet  access nor use research in order to select appropriate strategies to improve student learning.