CHECKPOINT #3A:
CREATE FORMATIVE INSTRUCTIONAL PRACTICES (FIP) TEAM TO HELP GUIDE PLCS
Overview
Alone, the Formative Instructional Practices (FIP) Team is responsible for providing guidance to Professional Learning
Communities (PLCs) at the Building and Teacher-Level regarding Formative Instructional Practices (FIP) within the building
and classroom. In collaboration with the Data Team and District Administrative Leadership Team, the Formative
Instructional Practices (FIP) Team is also responsible for the integration and implement of the Balanced Assessment System
within and across the District, Building, and Teacher-Level.
In collaboration with the Data Team, the Formative Instructional Practices (FIP) Team is responsible for using Achievement
and Value-Added Data to help Identify Target Areas in Leadership, Instruction, Curriculum, and Assessment.
By Completing Online Formative Instructional Practices (FIP) Courses, the Formative Instructional Practices (FIP)
Team is equipped with the necessary resources to begin strategically Facilitate Formative Instructional Practices (FIP)
Discussions with the Professional Learning Communities (PLCs) at the Building and Teacher-Level.
In preparation to review Formative Instructional Practices (FIP) within and outside the Formative Instructional Practices (FIP)
Team, the Formative Instructional Practices (FIP) Team should access the Formative Instructional Practices (FIP) online
courses provided by Battelle for Kids. The Formative Instructional Practices (FIP) courses provide an outline of areas to
review Professional Learning Communities (PLCs) at the Building and Teacher-Level and then assigned as appropriate.
This process is monitored by the Formative Instructional Practices (FIP) Team with guidance from the District Administrative
Leadership Team to ensure efficient and effective roll out of the Balanced Assessment System.
©2011, Battelle for Kids
CHECKPOINT #3A:
CREATE FORMATIVE INSTRUCTIONAL PRACTICES (FIP) TEAM TO HELP GUIDE PLCS
Resources
Name
Link
Access
Professional Learning
Communities: Gap
Analysis

Insert link to document

Analyze building- and teacher-level
PLCs around learning, culture, and
collective inquiry
Ohio Leadership
Advisory Council
(OLAC): Case Study 1

http://www.ohioleadership.org/p
d/mod_view.php?nav_id=389

Case study 1 provides examples of how
a successful suburban school district at
the building and teacher levels
implemented formative assessment
Book: Assessment FOR
Learning: An Action
Guide for School
Leaders (Chappuis et al,
2006)

Refer to appropriate copyrighted
materials (ETS)

Book: Coaching:
Approaches and
Perspectives (Knight,
2009)

Refer to appropriate copyrighted
materials (Corwin)
Book: Visible Learning
(Hattie, 2009)

Refer to appropriate copyrighted
materials (Routledge)
©2011, Battelle for Kids
Schedule

When creating PLCs at the
building and teacher levels

When integrating and
implementing FIP with PLCs
at the building and teacher
levels
Book focusing on comprehensive
professional development program
around Formative Instructional
Practices for school leaders

When creating PLCs at the
Building and Teacher-Level

Book focusing on practical guidelines
for selecting the right types of coaching
for teachers and students

When creating PLCs at the
building and teacher levels

Synthesis of over 800 meta-analyses
relating to influences on achievement in
students

When creating PLCs at the
building and teacher levels