CHAPTER 2 - PROTOCOL 2

Instructional Alignment Audit

TIME60 minutes

OWNERInstructional leadership team

ARTIFACTAlignment findings + one priority gap

SUCCESS CRITERIA

The team studies more than one source of evidence.
Findings distinguish presence, quality, consistency, and student response.
The team names one priority gap without reducing it to teacher compliance.
A support or learning response is selected with a return date.

IMPLEMENTATION STEPS

Define the audit focus

Select one Look For and restate the intended teacher practice and student-learning connection.

Examine the evidence

Review walkthrough notes, student work, planning artifacts, teacher reflection, and relevant learning data.

Name the alignment gap

Identify where the expectation, practice, support, or student response is inconsistent.

Choose the response

Select one support, clarification, calibration, or system adjustment and define the next evidence cycle.

WORKING ORGANIZER

Run the protocol.

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01Define the audit focusSelect one Look For and restate the intended teacher practice and student-learning connection.Which Look For are we studying, and why does it matter now?02Examine the evidenceReview walkthrough notes, student work, planning artifacts, teacher reflection, and relevant learning data.What does each evidence source show—and what can it not tell us?03Name the alignment gapIdentify where the expectation, practice, support, or student response is inconsistent.Where is the most consequential gap between intent and lived practice?04Choose the responseSelect one support, clarification, calibration, or system adjustment and define the next evidence cycle.What response best matches the gap, and what will we examine next?

Evidence to bring backReturn date

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REFLECTION PROMPTS

Are we measuring implementation or impact—or confusing the two?
What support has the system actually provided?
What alternative explanation fits the evidence?

EQUITY GUARDRAILS

Use aggregated evidence for schoolwide learning unless individual feedback is explicitly appropriate.
Do not infer teacher intent from a brief observation.
Disaggregate evidence when averages may conceal unequal student experiences.