At WSA, we do not use the word "staff." We use the word "team." This is not a preference — it is a belief. A staff performs assigned functions. A team shares a mission, holds one another accountable, and succeeds or fails together.
The same conditions that allow scholars to thrive are the conditions that allow adults to thrive. The 3 Cs do not stop at the classroom door.
C
Connection
Every team member belongs. Seen, valued, and a meaningful part of a mission larger than any single classroom.
C
Contribute
Every team member actively contributes to the collective mission. Their work matters. Their voice matters. Their growth matters.
C
Capable
WSA invests in each team member's growth deliberately. Capability is developed — not assumed at hire and not left to chance.
The Hiring Standard
"We hire for character. We develop for skill. We evaluate for both. The right person in the wrong system will struggle. The wrong person in the right system will corrupt it."
Three questions every hiring decision is evaluated against:
1
Do they believe what we believe? Learning is a function of instruction — not the learner. We listen for this in how candidates talk about struggling scholars. Those who explain away failure with child or family characteristics are not a fit.
2
Are they a Technician first? WSA runs a specific model. The right candidate will execute with fidelity before attempting to extend it. We are not hiring innovators in the first year — we are hiring disciplined practitioners.
3
Do they see people? Using the Arbinger framing, the candidate must demonstrate a genuine orientation toward scholars and colleagues as people — not problems to manage. This shows up in how they describe previous students.
The Character Profile — what WSA hires for and evaluates throughout a career:
Ownership & Initiative
"You don't wait to be asked. You just handle it."
Takes responsibility for outcomes. Describes past problems in terms of what they did — not what others failed to do.
Growth Mindset
"You admit what you don't know, then learn fast."
Describes development with curiosity and openness. Has clear examples of changing practice based on feedback.
Solution-Oriented
"You stay out of drama and focus on solutions."
Talks about problems in terms of what they tried. Stays focused on moving forward — not assigning blame.
Emotional Intelligence
"You handle tough situations with emotional character."
Can describe de-escalation without losing composure. Demonstrates empathy for scholar and family perspectives.
Persistence
"You finish what you start."
Has examples of staying with a problem long after convenient to stop. Sees slow progress as information, not failure.
Supportive
"You make everyone's job easier, not harder."
Describes contributing to colleagues and carrying shared load. Interest in the broader team — not just their own classroom.
Teacher Beliefs & Character
Six non-negotiable beliefs — the foundation of WSA professional identity:
1
All children can and will learn. — DI Principle 1 · Growth Mindset
2
Accountability starts and ends with me. — WSA Core Belief
3
Differences among people exist, are acknowledged, and are valued. — Human-Centered Community
4
When there are problems, we find solutions. When a teammate needs help, we give it. When we need help, we ask. — Teamwork · Crucial Conversations
5
With deliberate practice, I can constantly become better. — Dreyfus Model · Covey Habit 7
6
We are a team and family. We teach in schools and communities — not just in classrooms. — Maxwell · Linda Albert 3 Cs
Beyond beliefs, WSA teachers demonstrate observable character commitments: grit and persistence, joy in the work, intentional relationships, scholar-centered decisions, self-control, keeping commitments, expressing gratitude, and optimism about scholar futures. The full character commitment set and five categories of teacher responsibility are in the document.
The Model Teacher Framework
WSA's definition of professional excellence — the expected destination of every teacher who commits to the Technician-first path. Three interlocking components:
Component 1
Direct Instruction Fidelity
Script followed precisely. Signals crisp. Error corrections immediate and followed by retest. Pacing brisk. Individual turns targeted. Lesson progress tracked. Fidelity is disciplined responsiveness within a proven framework — not rigidity.
Component 2
TLAC Technique Set
Cold Call · No Opt Out · Right is Right · Positive Framing · Least Invasive Intervention · Strong Voice · Every Minute Matters · Circulate · Radar. A Model Teacher has internalized these techniques to the point where they require no conscious deliberation.
Component 3
Five Elements of CEC
Discipline, Management, Influence, Control, and Engagement — maintained with consistency and precision in every period, every day. The Model Teacher's classroom is a place where scholars feel safe, valued, and capable. See
Section 04.
The Dreyfus Model of Skill Acquisition — WSA's coaching is differentiated by stage, not by years of service:
Novice
Rule-bound execution. Follows DI script precisely. Needs frequent modeling. Coaching is directive and supportive. Observation: weekly.
Adv. Beginner
Recognizes patterns. Begins to anticipate common errors. Executes routines with decreasing prompting. Coaching introduces reflective questioning. Observation: bi-weekly.
Competent
Manages multiple elements simultaneously. Makes real-time adjustments. Coaching shifts toward problem-solving together. Observation: bi-weekly to monthly.
Proficient
Reads the classroom holistically. Begins to ask why the model works — the beginning of engineering thinking. Coaching becomes peer dialogue. Observation: monthly.
Expert
Master Technician. Model is internalized. Execution is fluid, responsive, and nearly effortless. Positioned to mentor others and to extend the model with intention where principles point beyond current form.
Evaluation Framework — two instruments, same five-domain architecture:
| NCEES Standard (Teachers) | WSA IA Evaluation Domain | WSA Model Connection |
|---|
| Standard 1 — Demonstrate Leadership |
Leadership |
Team, Not Staff · Maxwell's Law of Significance · Contribute (3 Cs) |
| Standard 2 — Respectful Environment |
Environment & Culture |
Section 04 CEC Framework · SPARK Values · Human-Centered Community |
| Standard 3 — Know the Content |
Content |
DI Program Mastery · Dreyfus Stages · Results-Driven Excellence |
| Standard 4 — Facilitate Learning |
Instruction |
Model Teacher Framework · TLAC Techniques · Capable (3 Cs) |
| Standard 5 — Reflect on Practice |
Data-Driven Culture |
Coaching Cycle · Dreyfus Model · Systematic Accountability |
Evaluation at WSA is a confirmation of what we already know — not a discovery process. If the coaching cycle is working, there should be no surprises on an NCEES evaluation. The coaching cycle develops; the evaluation confirms. Full evaluation protocols, Character-Based Assessment criteria, and the IA & Interventionist framework are in the document.
