Year One
Clarifiying Leadership…. Scheduling Awareness…. Aligning Roles
Capacity-building, trust, shared language, and inquiry — not compliance or evaluation+
1. A-DART Administrator Orientation (1 Day)
Participants: Principals, Assistant Principals, and district leaders connected to the pilot
Purpose:
Prepare administrators to engage with A-DART as a system-level listening and support tool, not an evaluative instrument. This orientation establishes clear guardrails that protect teacher inquiry and student voice.
Core Focus Areas:
- A-DART purpose, design principles, and guardrails
- Appropriate vs. inappropriate uses of engagement data
- WEI training for administrative use:
- Interpreting mass engagement data
- Exploring individual student experience ethically
- Leadership practices that support inquiry without directing outcomes
- Development of a Leadership Reflection Brief capturing patterns, questions, and commitments
Key Guardrail:
Administrators commit not to use A-DART data for teacher evaluation or employment decisions and ensure teachers select Year 1 focus themes.
Outcome of Administrator Orientation:
- Clear understanding of role-specific data use
- Leadership Reflection Brief shared with Teacher Leadership Teams as input
- Administrative commitment to promoting the work for teacher growth, not evaluation
2. A-DART Teacher Leadership Team Summer Institute (2 Days)
Participants: Teacher Leadership Team members only
Purpose:
Prepare Teacher Leadership Team members to serve as local A-DART experts, capable of facilitating safe PLC inquiry, interpreting engagement data, listening to student voice, and guiding Year 1 focus.
Day 1 – Foundations & Fluency
- A-DART overview
- The six A-DART Universal Themes aligned to Marzano and Danielson (among others)
- WEI fluency training:
- “What am I seeing?”
- Pattern recognition vs. individual interpretation
- WEI interpretation:
- Framing inquiry questions
- Facilitation training for PLCs
Day 2 – Student Voice, Theme Focus, and Local Design
- Pedagogical training in introducing and listening to student voice
- Preparing Teacher Leadership Team members to support teacher–student dialogue
- Review of administrator Leadership Reflection Briefs
- Theme Focus Selection:
- Review of all six universal themes
- Selection of 2–4 Year 1 focus themes owned by teachers
- Theme Deep Dives (minimum 45 minutes per selected theme):
- Translating themes into student-centered language
- Drafting initial student-facing statements
- Drafting one open-ended question per theme
- Identifying learning questions for the year
Design Guardrail:
All student-facing language and tools created during the Institute are explicitly labeled as drafts and refined during the school year.
Outcome of Teacher Leadership Team Institute:
- Confident, prepared Teacher Leadership Team members
- 2–4 clearly identified Year 1 focus themes
- Draft student-facing statements and questions
- Shared understanding of facilitation roles and boundaries
Full-Staff In-Service Introduction
Full-Staff In-Service Introduction
Who Is Involved:
- Full teaching staff
- Teacher Leadership Team members (lead role)
- A-DART staff (support role)
- Administrators (opening framing, presence)
Teacher Leadership Team Role:
- Lead introduction
- Establish trust and pacing expectations
A-DART Role:
- Support clarity
- Reinforce guardrails
- Assist with alignment to universal theme frameworks
Administrator Role:
- Frame A-DART as inquiry (not evaluation)
- Reinforce protected space for teachers
4. Weeks 0–6: Student Introduction & Shared Language
Who Is Involved:
- Teachers
- Students
- Teacher Leadership Team (coaching/support role)
- A-DART staff (consultation as needed)
Teacher Role:
- Introduce engagement concepts
- Facilitate discussion
- Build shared language
- Explaining student confidentiality
Teacher Leadership Team Role:
- Support peers
- Share strategies
5. Data Collection #1 (Week 6)
Who Is Involved:
- Students (voice providers)
- Teachers (facilitators)
- Teacher Leadership Team (support)
- A-DART staff (technical/consultative)
Guardrail:
- No adult conclusions yet, merely setting a baseline
6. Early PLC (Practice-Oriented)
Who Is Involved:
- Teaching staff
- Teacher Leadership Team (facilitation)
- A-DART staff (optional support)
Purpose:
- Share experiences
- Build trust
- Normalize uncertainty
7. Data Collection #2 (Week 12)
Who Is Involved:
- Students
- Teachers
- Teacher Leadership Team
- A-DART staff
Shift:
- First point where adult-level analysis is appropriate
8. Full-Day PLC: Data Sensemaking
Who Is Involved:
- Full teaching staff
- Teacher Leadership Team (lead facilitation)
- A-DART staff (facilitation support)
- Administrators (limited, listening posture)
Focus:
- Learning how to interpret data
- Identifying patterns, strengths, and questions
- Translating insight into practice
9. Administrator Touchpoints (Fall)
Who Is Involved:
- Administrators
- Teacher Leadership Team representatives
- A-DART staff
Administrator Role:
- Listen for system-level feedback
- Reduce barriers they can influence
- Reinforce inquiry culture
Not Included:
- Classroom comparisons
- Evaluative judgmen
Refinement & Consolidation
10. Data Collection #3 (Week 18)
Who Is Involved:
- Students
- Teachers
- Teacher Leadership Team
- A-DART staff
11. PLC #3: Mid-Cycle Reflection (Week 20)
Who Is Involved:
- Teaching staff
- Teacher Leadership Team (facilitation)
- A-DART staff (consultation)
Purpose:
- Reflect on changes
- Share strategies
- Consolidate learning
Deepening & Professional Growth
2. Spring Re-Entry & Reinforcement
Who Is Involved:
- Teachers
- Students
- Teacher Leadership Team (support)
- Administrators (tone-setting)
13. Data Collection #4 (Spring Week 6)
14. PLC #4: Growth & Cultural Reflection
Who Is Involved:
- Teaching staff
- Teacher Leadership Team
- A-DART staff (support)
Focus:
- Growth
- Relationship shifts
- Cultural indicators
15. Data Collection #5 (Spring Week 12)
16. PLC #5: Deep Reflection, Evidence & Professional Growth (½ Day Minimum)
Who Is Involved:
- Teaching staff
- Teacher Leadership Team
- A-DART staff
- Administrators (supportive presence as appropriate)
Purpose:
- Reflect on Year 1 focus themes
- Update growth documentation
- Create PGP / Merit Pay-aligned artifacts
- Decide whether themes should continue or shift