Communicates with staff through formal, planned processes on a regular schedule. Occurs at the building level.

Size: px

Start display at page:

Download "Communicates with staff through formal, planned processes on a regular schedule. Occurs at the building level."

Bathsheba Flowers
5 years ago
Views:

1 Category Component Short Indicator Relationships Staff Collaboration Among Staff No Evidence Implementing Transitioning Modeling Provides professional learning to all district staff that focuses on collaboration and learning communities Provides professional learning to all district staff for collaboration and learning communities. Conducts survey to ascertain professional learning needs. Provides a structural model to facilitate collaboration and learning communities during ongoing, protected, designated times. Conducts survey and evaluates results of PLC work to ascertain professional learning needs. Relationships Staff Communication with District Staff Communicates with staff through formal, planned processes on a regular schedule. Occurs at the building level. Communicates with staff through formal, planned processes on a regular schedule. Occurs at all levels throughout the district and in a buildings. Communicates with staff through formal, planned processes on a regular schedule based on survey of staff's communication needs. Occurs at all levels throughout the district and in all buildings. Relationships Communities Community: A Resource Identifies and involves community members in the school improvement planning process. Identifies and involves Identifies and involves members in the community members in the school improvement and long-range school improvement and longrange planning processes. of community partnerships to share planning processes. Documents the role Documents the role of resources and support students' interests community partnerships to and aptitudes. Identifies and involves share resources and support community members in the school students' interests and improvement planning and longrange aptitudes. processes. Integrates community resources into improvement plans. Documents the role of community partnerships to share resources and support students' interests and aptitudes Relationships Students Planning for Safe Environment Adopts and implements Kansas Social, Emotional, and Character Development Model Standards. Adopts & implements Kansas Social, Emotional and Character Development Model Standards. Social Emotional, & Character Development Standards in long range planning goals Adopts and implements Kansas Social, Emotional, and Character Development Model Standards. Shows evidence of Kansas Social, Emotional, and Character Development Model Standards in longrange planning goals. Collects and evaluates data on impact across district. Relationships Families Vision & Goals for Family Engagement Discusses shared vision and goal(s) for systemic family engagement by the district Board of Education. Adopts shared vision and goal (s) for systemic family engagement by the district Board of Education Adopts shared vision and goal(s) for systemic family engagement by the district Board of Education based on the PTA National Family School Partnership Standards (endorsed by KSBE in 2008).

2 Relationships Families Communicating with Families Relevance Curriculum Kansas College & Career Ready Standards: Implementation Discusses infrequent, meaningful, two-way communication with familes about programs, meetings, and other events that promote partnerships between families and the district. Communication is provided in a single format. There is little provision for translation/interpretation. Provides evidence of implementation of Kansas College and Career Ready Standards at district and school levels. Demonstrates use Kansas College and Career Ready Standards to create two of the following: district curriculum, vertical alignment, student learning outcomes, scope and sequence for teaching and learning, and implemented research-based strategies. Establishes frequent, meaningful, two-way communication with families about programs, meetings, and other events that promote partnerships between families and the district. Not all communication is provided in multiple formats or in language all families can understand. Provides evidence of implementation of Kansas College and Career Ready Standards at district and school levels. Implementation is reviewed on an annual basis according to a process. Demonstrates use Kansas College and Career Ready Standards to create three of the following: district curriculum, vertical alignment, student learning outcomes, scope and sequence for teaching and learning, and implemented research-based strategies. Evaluates frequent, meaningful, two-way communication with families about programs, meetings, and other events tha promote partnerships between families and the district. Communication is provided in multiple formats or in language all families can understand. Provides evidence of implementaiton of Kansas College and Career Ready Standards at district and school levels. Implementation is reviewed throughout the academic year according to a process. Demonstrates use of Kansas College and Career Ready Standards to create all of the following: district curriculum, vertical alignment, student learning outcomes, scope and swquence for teaching and learning, and implemented researchbased strategies.

3 Relevance Instruction Strategies Demonstrates that educators are using structures and processes for data-gathering and analysis, including formative assessments, in order to determine instructional strategies that will meet students' learning needs. Demonstrates that educators are using structures and processes for data-gathering and analysis, including formative assessments, in order to determine appropriate instructional strategies that will meet students' learning needs. Shows how selected strategies align with curriculum. Demonstrates that educators are using structures and processes for datagathering and analysis, including formative assessments, in order to determine appropriate instructional strategies that will meet students learning needs. Shows how selected strategies align with curriculum. Demonstrates process for determining effectiveness of instructional strategies and curriculum, and for determining student interventions based on data. Relevance Instruction Presents and uses data at the classroom, school, and district levels to inform professional learning about instruction, student engagement, and learning. Presents and uses data at the classroom, school, and district levels to inform professional learning needs about instruction. Documents work of Uses formalized process to analyze data at the classroom, school, and district levels to inform professional learning needs about instruction. Documents work of how learning communities are how learning communities are reviewing and addressing instruction, addressing instruction, student student engagement, and learning. engagement, and learning. Relevance Student Engagement Teacher to Student Reviews methods/documents teachers utilize to evaluate students' knowledge and application of content. Shows evidence of how students' knowledge and application of content is being used by teachers to adjust instruction as lessons progress Responsive Culture Leadership DIstrict Vision Demonstrates that district Demonstrates that district leaders speak to the district educators and leaders speak vision of learning and success. to the district vision of learning and success. Evaluates and proposes new/ additional strategies on how to better adjust instruction based upon students' demonstration of content knowledge. Demonstrates that all levels of the organization (students, stakeholders, educators, administrators, Board of Education) speak to the district vision of learning and success, putting student learning first. Responsive Culture Leadership Expectations for Results Discusses how expectations of Provides evidence, through results will be communicated at district communications, of the district level. expectations for results. Provides evidence, through district communications, of clear expectations for results. Responsive Culture Leadership Strategic Plan Identifies the strategic plan. Communicates the indicators in the strategic plan. Communicates the indicators in the strategic plan as measures of learning, putting students first.

4 Responsive Culture Leadership Resource Allocation Discusses how district leaders and the BOE allocate, prioritize, monitor, and coordinate comprehensive resources (fiscal, human, time, materials) to support the priorities listed in the strategic plan. Demonstrates how district leaders and the BOE allocate, prioritize, monitor, and coordinate comprehensive resources (fiscal, human, time, materials) to support the priorities listed in the strategic plan. Provides examples of how district leaders and the BOE allocate, prioritize, monitor, and coordinate comprehensive resources (fiscal, human, time, materials) to support the priorities listed in the strategic plan. Responsive Culture Leadership Culture of Collaboration Discusses how to build a culture of collaboration and shared leadership at district and building levels with a focus on learning and teaching. Demonstrates a culture of collaboration and shared leadership at building levels with a focus on learning and teaching Demonstrates a culture of collaboration and shared leadership at district and building levels with a focus on learning and teaching. Responsive Culture Leadership Data Analysis Provides evidence that district Provides evidence of formal and building data are being meetings to analyze district analyzed. Plans are discussed and building data. for initiation of a formal process. Provides evidence of formal problem solving using district and building data allowing data-based decision making to occur for addressing student learning/success. Responsive Culture Leadership Results Driven Leadership Responsive Culture Leadership District Leader Roles & Responsibilities Discusses how results driven leadership will begin at all levels. Identifies roles and responsibilities of district leaders. Demonstrates how results driven leadership is expected at the building level. Demonstrates how results driven leadership is expected and supported at all levels. Identifies roles and Identifies and demonstrates agreed upon responsibilities of district roles and responsibilities of district leaders. Structures (agendas, leaders. Structures (agendas, norms, norms, decision making rules, decision making rules, collaborative skills, collaborative skills, etc.) are in etc.) are in place and understood by all place and understood by all. Responsive Culture Leadership District Leader Expectations & Accountability Discusses how the Identifies the expectations for expectations and accountabilitydistrict leaders. methods for district leaders will be established Identifies the expectations and accountability methods for district leaders. Responsive Culture Leadership Leadership Teams Identifies formal leadership teams exist at all levels (e.g., district, building, and site) and including representation from District Leaders and District Educators. Identifies formal leadership teams exist at all levels (e.g., district, building, and site) and including representation from District Leaders, District Educators, Students, and Families Identifies formal leadership teams exist at all levels (e.g., district, building, and site) and including representation from District Leaders, District Educators, Students, Families, Community Stakeholders.

5 Responsive Culture Leadership Collaboration Conversations Responsive Culture Leadership Culture of Teaching & Discusses how all leadership Demonstration of cooperative teams are learning cooperative skills in all leadership teams and collaborative skills as they as they participate in learning participate in learning focused focused conversations. conversations. Discusses how a culture for teaching and learning is being built for teaching and learning; plans for supporting innovation and risk-taking are included. Demonstrates how a positive culture for teaching and learning exists. Plans for supporting innovation and risktaking are addressed. Demonstration of collaborative skills in all leadership teams as they participate in learning focused conversations. Demonstrates how a positive culture for teaching and learning exist that supports innovation and risk-taking. Responsive Culture Leadership Indicators of Success Discusses indicators of progress results of student assessment data as the primary indicator of success. Identifies multiple indicators of Identifies and implements clear success in the strategic plan expectations and accountability in multiple and is beginning to understandindicators for student and organization how to use those indicators as success in the strategic plan measures of learning. Responsive Culture Leadership Communication with Stakeholders Shows how communication within the leadership occurs regarding services available as needed. Shows how communication is occurring to provide information and data to communicate with district, buildings and community collaborators. Shows how planned communications provide information and data on a formal and frequent basis and are utilized to communicate with district, buildings and community collaborators Responsive Culture Leadership Common Language Identifies an instructional mode Demonstrates how district Demonstrates how all district educators as a starting place to leaders are using a common use a common language to build and collaborate about instruction language to build and maintain maintain a collaborative framework for and build a common language. a collaborative framework for instruction which includes intentional instructional planning for all learners, research based instructional practices to engage 21st instruction which includes intentional instructional planning for all learners, research based instructional practices to engage 21st Century learners, and planned adjustments in instruction based on students needs. century learners, and planned adjustments in instruction based on students needs. Responsive Culture Leadership Teacher Leadership Shows that teacher leadership is beginning to be promoted and supported. Shows that teacher leadership Shows that teacher leadership is is promoted and supported. expected, valued and supported.

6 Rigor Using Data to Determine Needs Demonstrates the process used for analyzing student learning needs. Discusses how data will be used to make decisions for staff's professional learning needs. Demonstrates the process used for analyzing student learning needs. Shows how data was used to guide some of the decisions made for staff's professional learning needs. Demonstrates the process used for analyzing student learning needs. Data is used to guide all decisions regarding staff professional learning needs. Rigor Communication Discusses the link between Shows how communication Demonstrates how the district clearly educator professional learning within the district has and increased student learning demonstrated a link between communicates to all stakeholders the critical link between educator professional and the plan for communicating educator professional learning learning and increased student learning. to other stakeholders. and increased student learning. Rigor Responsibility for Student Discusses a plan for collective responsibility for student learning. Demonstrates how collective Demonstrates how collective responsibility for student responsibility for student learning is being learning is being shared by all shared and modeled by all district staff. district staff Rigor Increased Student Discusses plans for linking Demonstrates the critical link Demonstrates the critical link between educator professional learning between educator and increased student learning professional learning and educator professional learning and increased student learning by recognizing and identifying how this will be increased student learning by and clearly communicating its importance communicated to stakeholders. recognizing and clearly to all stakeholders. communicating its importance to some stakeholders. Rigor Resources Documents how decisions are made about resources for professional learning and are based upon a thorough understanding of student and educator learning needs. Resources for professional learning remain static. Documents how decisions are made about resources for professional learning and are based upon a thorough understanding of student and educator learning needs and clear commitment to ensure equity in resource allocation. Resources for professional learning remain static. Documents how decisions are made about resources for professional learning and are based upon a thorough understanding of student and educator learning needs, clear commitment to ensure equity in resource allocation, and thoughtful consideration of what will achieve the intended outcomes for students and educators. Resources for professional learnin

7 Rigor Resources Prioritization Produces evidence that the district level staff identify resource priorities aligned with the district improvement plan. Evidence includes development of a clear and comprehensive plan about how resources are allocated. District level staff are aware of prioritization and allocation plans. Produces evidence that educators and the BOE identify resource priorities aligned with the district improvement plan. Evidence includes a clear and comprehensive plan about how resources are allocated. Educators and the BOE are aware of prioritization and allocation plans. Produces evidence that the district seeks and values input from all district stakeholders to identify resource priorities aligned with the district improvement plan. Evidence includes a clear and comprehensive plan about how resources are allocated. All stakeholders are aware of prioritization and allocation plans. Rigor Data Policies and Procedures Discusses how the district has begun development of policy and procedures that describe a clear and systematic process for data collection, analysis, use and reporting. Shows how district has created policy and procedures that describe a clear and systematic process for data collection, analysis, use and reporting, and is in the process of implementing the policy and procedures. Demonstrates how district has fully implemented policy and procedures that describe a clear and systematic process for data collection, analysis, use and reporting including a process for annual review and update of policy and procedures. Rigor Data Collecting & Monitoring Data Shows how the district has begun development of policies and procedures for timely data collection including ways to monitor the data. Shows how the district has developed policies and procedures for timely data collection and is implementing monitoring of the data. Shows how the district has policies and procedures in place for timely data collection and monitoring of the data. Rigor Data Timliness Shows the beginning creation of a consolidated district data calendar of relevant deadlines and district events. Shows completion of a consolidated district data calendar of relevant deadlines and district events, including a methodology to update the calendar. Shows a consolidated up-to-date district data calendar of relevant deadlines and district events and ensures that all staff members are aware of and have access to the district data calendar. Rigor Data Technical Support & Training Documents beginning development of training staff to collect, interpret and use data effectively and ethically. Documents training and technical support to staff to interpret and use data effectively and ethically, and encourages staff participation. Documents training and technical support for all pertinent staff to interpret and use data effectively and ethically differentiating between system use/data submission and interpreting data for instructional decisions.

8 Rigor Resources Identification Demonstrates how district leaders identify and pursue potential resources (funds, materials, facilities, time, people). Demonstrates how educators and the BOE identify and pursue potential resources (funds, materials, facilities, time, people). Demonstrates how all stakeholders (students, patrons, parents, educators, administrators, BOE) work together to identify and pursue potential resources (funds, materials, facilities, time, people).

California Professional Standards for Education Leaders (CPSELs)

California Professional Standards for Education Leaders (CPSELs) Standard 1 STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. Element