CHAPTER 2 - PROTOCOL 7

Look For’s Integration Map

TIME75-90 minutes

OWNERPrincipal and instructional leadership team

ARTIFACTLook For’s integration map + ownership plan

SUCCESS CRITERIA

The map connects each Look For to learning, planning, observation, feedback, and development systems.
Gaps, duplication, and conflicting messages are visible.
Each integration point has an owner and cadence.
The team identifies one system change and a review date.

IMPLEMENTATION STEPS

Name the core connection

Restate the Look For, its student-learning purpose, and the evidence that makes it observable.

Map current touchpoints

Trace where the Look For appears in PLTs, coaching, walkthroughs, professional learning, resources, and communication.

Identify gaps and overload

Locate missing connections, duplicative tools, unclear ownership, and mixed messages.

Design the integration move

Choose one high-leverage system adjustment, assign ownership, and schedule an evidence review.

WORKING ORGANIZER

Run the protocol.

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01Name the core connectionRestate the Look For, its student-learning purpose, and the evidence that makes it observable.What instructional promise is this Look For meant to protect?02Map current touchpointsTrace where the Look For appears in PLTs, coaching, walkthroughs, professional learning, resources, and communication.Where does the system currently reinforce—or contradict—this expectation?03Identify gaps and overloadLocate missing connections, duplicative tools, unclear ownership, and mixed messages.What is absent, redundant, or working against coherence?04Design the integration moveChoose one high-leverage system adjustment, assign ownership, and schedule an evidence review.What will change first, who owns it, and what evidence will show stronger coherence?

Evidence to bring backReturn date

Your protocol can be complete here. Save or share the artifact and use it for the need in front of you.

REFLECTION PROMPTS

Would a new teacher encounter the same expectation across systems?
Which system currently sends the strongest contradictory message?
Where are teachers asked to produce evidence that no one uses?

EQUITY GUARDRAILS

Integration should reduce fragmentation, not add another layer of documentation.
Audit the burden placed on teachers and teams.
Ensure Look For’s and observation tools represent equitable, inclusive instruction.