Click the links below to access tangible materials—such as templates and tools—that leaders in Fresno Unified School District created to guide their work.
These artifacts are organized around the three parts of Fresno's theory of action:
What is this? This fact sheet explains changes to teacher compensation for those working in Fresno Unified's Designated (extended-day) Schools.
How can you use it? Use as an example of how a district’s human resources department communicated with teachers about compensation changes.
What is this? This updated school supervisor job description focuses on helping school leaders analyze teacher and student data, grow teachers’ instructional practice, and lead PLC implementation.
How can you use it? Use as starting point for your district’s job descriptions when implementing a similar teacher PLC model.
What is this? These guides for each grade level and subject (developed with support from the New Teacher Project) help teachers guide their own professional learning and help school leaders and instructional superintendents assess teacher practice against common guidelines.
How can you use it? Compare this instructional practice guide to your system’s instructional standards or use as a starting point to create a parallel document.
What is this? These guidelines outline how Fresno Unified teachers should spend their PLC time based on best practices from “Professional Learning Communities at Work” and adapted to meet the district’s needs.
How can you use it? See a concise summary of PLC best practices to apply to your system’s teacher professional learning.
What is this? Central office shared a set of guidelines and best practices to inform school leadership teams’ scheduling decisions about how to distribute teacher professional learning time across the school year.
How can you use it? Use as an example for how to support and empower school-level decision-making around teacher professional learning.
What is this? This calendar shows how one school distributed 80 additional hours of professional learning time across the school year.
How can you use it? See a concrete example of how school in Fresno Unified implemented the extended teacher professional learning time.
What is this? Fresno Unified school leaders and instructional superintendents use this to assess teachers’ practice related to each of the district’s PLC Foundational Guidelines. One instructional superintendent keeps a rubric for each teacher team he oversees on a portable tablet and uses it to track progress over time.
How can you use it? See how Fresno Unified translated overarching professional learning guidelines into a concrete and portable tool for teachers, school leaders and central office staff to assess implementation.
What is this? School leaders work with instructional superintendents to identify goals and corresponding activities to support student and teacher learning for each 6-8 week period in the school year. This sample draft action plan includes feedback from an instructional superintendent.
How can you use it? See a concrete example of how Fresno Unified school leaders monitor teacher and student progress and create professional learning goals.
What is this? Fresno Unified school leaders work to make the PLC value of analyzing data for continuous improvement come to life in their school buildings using "data walls" that show student progress trends over time and are updated by teacher teams throughout the year.
How can you use it? See a concrete data wall example to apply a similar practice in your system’s schools.
The Districts at Work series of case studies shares specific examples of districts around the country that struggle with the same challenges as many urban systems—but are taking new approaches to school support and seeing exciting results.
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