DOMAIN I INSTRUCTIONAL LEADERSHIP INSTRUCTIONAL LEADERSHIP High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply best practices to student learning, especially in the area of reading and other foundational skills. Promotes a Positive Learning Culture Demonstrates Knowledge of Curriculum and Instruction Leader does not address indicators of a negative learning culture (i.e., we are not responsible for student learning, we prefer to work by ourselves, we must protect our territory, we focus on activity instead of results), nor is there evidence of attempts to create a positive one. Leader is unable to explain the rationale or interrelatedness behind major instructional initiatives. Leader does not read professional journals and does not voluntarily attend professional development opportunities (beyond what is required) to extend his/her own knowledge. Staff and administration meet with a focused agenda to collaboratively address professional issues and school improvement. There is evidence of tangible efforts to recognize staff and convey that they are valued. Leader assumes curriculum alignment of instruction during classroom walkthroughs. Leader makes decisions to seek grants, purchase and implement instructional programs or establish practices aligned with the mission and SIP goals and with supporting research and curriculum. Leader acknowledges needed growth areas in curriculum and instruction, and demonstrates efforts to improve knowledge through a professional development plan. Leader models positive relationships with students and staff, is highly visible with a warm, inviting front office. Leader engages staff during faculty meetings and recognizes teachers who set a positive tone in the classroom. Students and teachers work collaboratively. Leader personally relates to staff with rounding, thank you notes, and phone calls. Professional learning communities are deeply rooted in the academic and social learning goals of the school. Leader plays a central role in promoting a climate of respect and support for students and teachers. The leader recognizes and celebrates the contributions of school community members to school improvement efforts. Leader takes a leadership role in the planning and/or implementing of teacher professional development opportunities. Leader recognizes exemplary teaching and reinforces elements of high quality instruction including engagement, alignment, rigor, relevance, and relationships; is actively involved with teachers in designing curricular activities and in addressing instructional issues. Leader s schedule demonstrates that a high priority is set for activities focused on the support 1
Applies Best Practices to Student Learning, especially in the area of reading and other foundational skills THE SCHOOL BOARD OF ST. LUCIE COUNTY Leader generally leaves instructional practice to the discretion of the teachers and allows instructional practices that research demonstrates do not have a positive impact on student learning (i.e., round robin reading, writing as punishment). Leader focuses on procedural/management aspects of the teaching process rather than instructional strategies. Leader sets expectations for instructional classroom practices, communicating the research-based rationale for the practice. Identification of instructional practices during classroom walkthroughs demonstrates clarity on the appropriate use of the classroom practice. and monitoring of excellence in teaching and learning. Leader routinely talks to students about what they are learning and to teachers about what they are teaching. Leader applies knowledge about curriculum and instructional best practices through modeling, collaborative curriculum and lesson development, and programmatic instructional decisions; implements appropriate strategies to improve instructional program; provides guidance on effective classroom practices; and emphasizes success for all students with research-based programs. Leader conveys a clear expectation that instruction in reading comprehension strategies will be incorporated in all content areas. Leader actively addresses pedagogical and/or content instructional issues that can impact student achievement using a variety of strategies including targeted professional development, reflective questions for collaborative teams and individual performance improvement plans. Leader gives extra attention and support to new teachers relative to their instructional practice. Leader is able to apply research-based strategies and frameworks (i.e. Response to Intervention) in learning situations including faculty meetings, professional learning communities, and other professional development opportunities. 2
DOMAIN I INSTRUCTIONAL LEADERSHIP MANAGING THE LEARNING ENVIRONMENT High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning environment. Manages the Organization, Operations, Facilities and Resources in ways that Maximize the use of Resources in an Instructional Organization Promotes a Safe, Efficient, Legal and Effective Learning Environment The school daily schedule does not demonstrate adequate protection of instructional time. Staffing decisions are not responsive to identifiable instructional needs and state requirements (i.e., certification, class size). Staff generally perceives that the allocation of fiscal, human and material resources is neither fair nor equitable and is not linked to the SIP. Instructional programs lack adequate materials. The budget is developed without an efficient budget planning process. Leader does not develop and administer policies, rules, and routines to provide a safe school environment; does not ensure that school is in compliance with state mandates; takes and adversarial approach to managing contractual agreements; and does not apply legal principles to promote educational equity. The leader directs staff regarding the scheduling of instructional time, the allocation of fiscal, human, and material resources, and the development of the budget and related staffing. The leader addresses problems related to these functions as they become apparent. The leader develops rules, procedures and routines to ensure a safe environment. The leader manages contractual agreements and legal requirements related to equity with demonstrated understanding. Leader protects instructional time to ensure that students have adequate opportunities to learn rigorous content; ensures that teachers and staff have necessary materials, equipment and staff development opportunities; fairly allocates fiscal, human, and material resources and develops an efficient budget planning process that provides for the input of staff and other stakeholders. Leader seeks additional resources (monetary, staff, time, and staff development opportunities) through grants and community partnerships. Leader establishes and enforces clear rules, procedures, and routines; ensures the school is a safe environment and in compliance with state mandates. Leader actively monitors key indicators of a safe environment and develops procedures and practices to address concerns as they become evident. The leader empowers all staff to proactively address issues of school safety. The leader effectively manages contractual agreements, state and federal compliance guidelines, and addresses potential problems. The leader understands how to apply legal principles to promote educational equity. 3
DOMAIN I INSTRUCTIONAL LEADERSHIP LEARNING, ACCOUNTABILITY, AND ASSESSMENT High Performing Leaders monitor the success of all students in the learning environment, align the curriculum, instruction, and assessment processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all participants engaged in the educational process. Monitors the Success of All Students in the Learning Environment Aligns Assessment Processes with Curriculum and Instruction to Promote Effective Student Performance Uses a Variety of Benchmarks, Learning Expectations, and Feedback Measures to The leader is unable to articulate relevant school data, is not actively engaged in a plan to involve all staff in student data, and makes little or no effort to monitor and evaluate the effectiveness of the curriculum, instruction, and assessment. The leader rarely visits classrooms; is not visible around school; and/or has little contact with students. The leader cannot delineate systems to assess curriculum needs and the impact of instructional practices. The leader is unaware of how assessments practices in the classroom are used to focus instruction and direct the use of instructional resources. The leader does not provide constructive feedback regarding individual performance of staff and generally does not use supervisory and coaching models to improve teaching and learning and to establish individual There is evidence that the leader articulates the data and monitors the effectiveness of the curriculum, instruction and assessment. The leader visits classrooms, is visible around the school and has some contact with students. Formative and summative assessment tools that are aligned to district and state curriculum expectations are used throughout the school. The leader supports the direct connection between elements of the assessment results and instructional practice. There is evidence that the leader uses the skills of the data and literacy coach to identify and address instructional concerns. The leader sets clear expectations for student learning in collaboration with staff with some attention to progress monitoring. Supervisory models tend to be focused on staff members with attention to improving satisfactory A monitoring system is constructed in ways that foster the triangulation of data from multiple sources in order to arrive at judgments about the effectiveness of curricular and instructional programs and organizational operations. The leader shares the information with all staff and facilitates adjustments in the educational program if necessary. The leader makes frequent visits to classrooms, collecting data related to teaching and learning. The leader systematically aligns formative and summative assessment tools and protocols to analyze the curriculum needs based on state standards and the needs and goals of the students. The leader publicly connects elements of the assessment results with instructional practice. The leader meets with others to analyze the results of assessments and impact on instruction. The leader promotes and participates in multiple strategies with staff and students that sets clear learning expectations and provides periodic feedback on progress toward those outcomes. Appropriate supervisory and coaching models are used to improve teaching and learning. 4
Ensure Accountability for All Participants Engaged in the Educational Process THE SCHOOL BOARD OF ST. LUCIE COUNTY accountability. performance. Teachers are engaged in professional development focused on student achievement. The leader promotes a culture of individual accountability with recognition of specific contributions so faculty and staff feel ownership with the vision and goals of the school. 5
DOMAIN II OPERATIONAL LEADERSHIP COMMUNICATION High Performing Leaders express ideas clearly and correctly, orally, in writing, and in multi-media presentations for different audiences students, teachers, colleagues, parents, community members, and others. Expresses Ideas Clearly Orally, in Writing and in Multi-Media Presentations for a Variety of Audiences Provides Opportunities for two-way Communication with Students, Staff, Parents and Community Members There is a lack of focus and clarity in verbal and written communication. There may be errors of grammar and/or conventions. Little or no evidence of interaction with students, staff, and parents for the purpose of feedback, decision-making, or positive relationship building. Leader is frequently unavailable for concerns and/or questions. Writing and verbal skills show a central idea or focus with relevant supporting information. There is evidence of adaptability to the intended audience. Students, staff, parents and community members receive a respectful hearing when they initiate a conversation with the leader. Leader possesses verbal and written skills to communicate with clarity, conciseness and appropriateness to multiple audiences. Leader effectively uses a variety of visuals to enhance the delivery of the message. Multimedia presentations use a variety of elements that are purposefully selected to enhance the impact. The leader conducts frequent interactions with students, staff, parents and community members, including newsletters, personal visits and calls, and the use of technology where appropriate.. The leader actively engages in active listening with the staff and uses reflective questioning strategies to seek feedback. 6
DOMAIN II OPERATIONAL LEADERSHIP DECISION-MAKING STRATEGIES High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement. Plans Effectively, Using Critical Thinking and Problem Solving Techniques Collects and Analyzes Data as the basis for Decisions related to Continuous School Improvement Ineffective planning procedures are employed by the leader such as planning done in isolation, reactive rather than proactive, delegating tasks without clear outcomes. The lack of effective planning techniques may lead to decisions and actions with negative consequences. The leader is often late in meeting required deadlines. Important school-based data is rarely collected on a routine basis. Decisions impacting instruction rarely appear to be related to student achievement data. The leader applies effective planning techniques, which may result in proactive decisions and actions. Decisions related to continuous school improvement are based on student achievement data. The leader is aware of state, district and school results, has discussed those results with staff, and has linked specific decisions to the data. The leader demonstrates strategic planning using effective groupprocess and consensus-building skills. The leader clarifies the decision-making method for major decisions and shares decisions with staff, using data to the greatest extent possible to support those decisions. The leader provides time for collaborative problem solving and promotes the development of collaborative skills with staff. The leader can specifically document examples of decisions in teaching, assignment, curriculum, assessment and intervention that have been made on the basis of data analysis. The leader engages all of the staff in the analysis of student achievement data and facilitates the identification of priority needs and the continuous refinement of school improvement efforts based on the data. There is clear evidence of the use of data from state, district, school and classroom data to make specific and observable changes in teaching, curriculum, and leadership decisions. 7
DOMAIN II OPERATIONAL LEADERSHIP TECHNOLOGY High Performing Leaders plan and implement the integration of technological and electronic tools in teaching, learning, management, research, and communication responsibilities. Plans and The leader is aware of the The leader describes the Implements the technology resources and tools on operational use of technological campus. However, the leader resources and tools throughout the Integration of cannot describe the instructional school with a focus on the student Technological impact of technological tools used learning impacts. The leader is and Electronic in the school. aware of how teachers are using Tools in Teaching technology in the classroom. and Learning Plans and Implements the Integration of Technological and Electronic Tools in Management and Research Plans and Implements the Integration of Technological and Electronic Tools in Communication The leader does not use technology to assist in the management of the school or to conduct research. The leader relies on others to use technology tools to communicate with others. Most communication in the school is handled through paper. The leader is able to use technology tools to manipulate and analyze data and conduct targeted searches for information. The leader uses email, electronic phone messaging and some presentation software to communicate to staff and parents. The leader actively plans for, monitors and supports the use of technological resources and tools throughout the school to enhance student learning and the professional development of the staff. The leader models the use of technology in staff development activities. The leader actively seeks technology resources and tools to enhance teaching and learning and collaborates with others to develop plans to address and support training and evaluate effectiveness. The leader uses technology tools to access, collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. In addition, the leader actively sets expectation with staff that technology tools be used to access, collect and analyze data to inform instruction. The leader uses technology tools (i.e., email, presentation software, electronic phone messaging) to communicate with staff, colleagues and parents. 8
DOMAIN II OPERATIONAL LEADERSHIP HUMAN RESOURCE DEVELOPMENT High Performing Leader recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and partnership programs, and design and implement comprehensive professional growth plans for all staff. Recruits, Selects, Develops and Retains Effective Personnel Develops Teacher Mentor and Partnership Programs Designs and Implements Comprehensive Professional The leader has little or no involvement in the selection of staff. School selection and hiring practices may violate district procedures. If there are higher than normal levels of resignations and/or transfers, no effort is made to analyze the situation. There is very little evidence of teacher mentorship or other collaborations designed to improve the quality of the instructional program beyond the required district programs. The leader does not promote a learning community and there is little evidence that quality schoollevel professional development is occurring. The leader does not The leader identifies staffing needs through the staffing process and implements selection/hiring practices. The orientation of new staff provides basic information. The leader demonstrates support for the teacher mentor program that results in varied levels of effectiveness. Collaboration with other individuals or groups has a clear focus. The leader works with faculty to create opportunities for participation in professional development aligned with the IPDPs. IPDPs are evaluated The leader proactively participates in the identification of staffing needs and facilitates the plan to recruit/select staff using district procedures. Staff induction is embedded in the specific school structure and culture, is linked to district procedures, and sets an expectation for the staff member s success. The leader supports the induction of new staff and develops a personalized support plan throughout the school year. The leader systematically collects information about staff members that supports a personalized approach to the creation of a positive work environment. The leader demonstrates support for the teacher mentor program for new teachers through the recruitment of mentors and general oversight of the program throughout the school year. Collaborations are in evident that support the improvement of quality instruction. The leader provides opportunities for staff to seek successful practices from others. The leader ensures that all staff is provided opportunities for professional development and growth aligned to an area of student or school need in the 9
Growth Plans for All Staff Develops and Mentors Assistant Principal(s) and Aspiring Leaders THE SCHOOL BOARD OF ST. LUCIE COUNTY regularly attend staff development activities. The leader does not mentor the assistant principal and provide opportunities to develop the necessary skills and capacity for the principalship. The leader does not work to develop others who aspire to become leaders. annually to determine the effect on student achievement. The leader demonstrates support for the assistant principal s development that results in varied levels of effectiveness. The leader provides leadership opportunities for those who express an interest in becoming a school leader. IPDP. The leader collaborates with faculty to create varied opportunities for participation in learning communities. The leader actively participates in learning communities and staff development. The leader works with assistant principals to provide ample leadership experiences across all of the leadership standards and mentors the assistant principal by proving job-embedding experiences with coaching and feedback. The leader builds capacity of the district by identifying, recruiting and developing those individuals who have the potential to become school leaders. 10
DOMAIN II OPERATIONAL LEADERSHIP ETHICAL LEADERSHIP High Performing Leaders act with integrity, fairness, and honesty in an ethical manner. Acts with Integrity, Fairness and Honesty in an Ethical Manner There is evidence that the leader has taken actions that call to question the commonly accepted tenets of integrity, fairness and/or honesty. Verbal or written commitments are not always met. The leader acts in a manner consistent with stated values and beliefs related to integrity, fairness and honesty, and is sensitive to how actions may be perceived differently by others. The leader serves as a role model through such actions as taking responsibility for school operations, opening the school to public scrutiny, considering the impact of one s administrative practice on others, treating all people fairly, equitably, and with dignity and respect, and using the influence of the office to enhance the educational program rather than for personal gain. The leader openly acknowledges decision making challenges that raise issues of fairness and equity and seeks the counsel of others in making a final decision. 11
DOMAIN II OPERATIONAL LEADERSHIP CHANGE High Performing Leaders are reflective and fulfill responsibilities for change agent and situational awareness and the pacing of various change initiatives when to push, when to support, when to back off and encourage others to push. Is Reflective, Resilient, and Self-Aware in the role of a Change Agent Fulfills Responsibilities for Change Agent and Situational Awareness and Pacing of Various Change Initiatives The leader is not able to articulate the impact of change within or outside the school organization. The leader demonstrates a lack of perseverance and is generally unwilling to continue when occasional setbacks occur. The leader demonstrates a reluctance to challenge the status quo and relies on the explanation of that s the way we have always done it as a response to individuals questioning the status quo. When change is required because of state or district requirements, or obvious data measures, the leader portrays the changes negatively with a focus on blaming outside groups. Actions by the leader related to change initiatives are reactive and fragmented in nature. The leader seeks opportunities to reflect with colleagues and teachers and frequently changes a course of action when confronted with a setback or obstacle. The leader seeks an accurate understanding of how he/she is perceived by others and the impact of this perception in the execution of actions related to change initiatives. The leader s attempts to address change demonstrate awareness of situational factors and the pace that individuals can accommodate new ways of working. The action plans relative to a specific secondorder changes are thought through with potential impacts of the change on multiple areas of the school. There is evidence of a plan or strategy to carry the required change past a this too shall pass structure. The leader seeks feedback from others with an attitude of humility and willingness to improve. The leader can articulate an awareness of how he/she is perceived by others in the role of a change agent. The leader exhibits a resilience to persevere and overcome setbacks. The leader intentionally promotes and participates in reflection and collegial interaction among teachers and colleagues, focused on teaching and learning and can identify areas of change in response to the reflection. The leader systematically considers more effective and efficient ways of doing things. Processes that support collaboration, collective decision making and shared responsibility around change initiatives are clearly evident, particularly for second-order changes. The leader demonstrates an understanding of the interconnectedness of all dimensions of educational practice and is sensitive to the fact that change in one dimension will influence all others. 12
DOMAIN III GLOBAL LEADERSHP VISION High Performing Leaders have a personal vision for their school/district and the knowledge, skills, and dispositions to develop, articulate, and implement a shared vision that is supported by the larger organization and the school community. Has a Vision for their School that is aligned and supported by the District Vision and the School Community The leader has not facilitated the development and communication of ideals that direct the work of the school organization. The leader is unaware of or disconnected from the district s vision, mission and strategic priorities. There is little or no evidence of the relationship of leadership decisions to these guideposts. The leader communicates relevant visions (such as the district vision) to stakeholders. The leader aligns relevant visions (such as the district vision) to the vision and goals of the school. The decisions of the leaders are consistent with the vision, mission, and strategic priorities of the district. Has the Knowledge, Skills, and Dispositions to Develop, Articulate, and Implement a Shared Vision The leader does not communicate a compelling purpose for the school. There is very little congruence between the stated priorities and what the staff believes the priorities should be. There is little sense of ownership and active engagement in addressing school goals and student achievement efforts. There is evidence of cohesion or ownership among staff around the school s goals and improvement efforts. The leader shares personal commitment with stakeholders within the school and in the community. The leader is attentive to the needs and beliefs of others and creates capacity for different points of view relative to the vision of the school. The leader engages multiple groups including the Building Level Planning Team, the leadership team, and SAC in the development and the actualizing of a shared vision. The leader uses collaborative practices to support goal formation aligned to the vision and the development and implementation of action steps and accountability procedures. 13
DOMAIN III GLOBAL LEADERSHP COMMUNITY AND STAKEHOLDER PARTNERSHIPS High Performing Leaders collaborate with families, business, and community members, respond to diverse community interests and needs, work effectively with the larger organization, and mobilize community resources. Collaborates with Families, Businesses, and Community Members Responds to Diverse Community Interests and Needs Works Effectively with the Larger Organization The leader fails to involve families, businesses, and community members in meeting the needs of the school. There is little or no evidence of structures in place for students, families, parents and community stakeholders to offer guidance in school operations. The leader ignores or responds ineffectively to diverse community interests and needs (i.e., agreeing to requests even if they deviate from the school s focus or require excessive resources; making commitments that cannot be upheld because of competing/conflicting interests; inconsistent responsiveness that gives the appearance of favoritism). The leader ignores or subverts executive and policy decisions that are unpopular or distasteful. The leader develops a plan to interact and collaborate with parents, families, and the community to ensure success of students and the school. There are structures in place for students, parents and community stakeholders to offer guidance in school operations. The leader responds to diverse community interests and needs but the method for communicating an interest or need is unclear to some constituents and the responsiveness is not always clear and/or timely. The leader ensures that the district office is aware of significant issues, challenges and the school s accomplishments. The leader involves representatives of community stakeholders in the planning and development of activities which affect the school. There are effective structures in place for students, parents and community stakeholders to offer guidance in school operations. The leader establishes partnerships with area businesses, institutions of higher education, and/or community groups that support the accomplishment of school goals. Groups with different perspectives are involved in the decisionmaking process, as appropriate, and decisions are communicated to the school community for the purpose of garnering understanding and support. The leader informs appropriate district leadership and constituencies about the school, its functions and accomplishments and specific needs. Leader accepts and implements leadership and policy decisions. The leader shares the school s student achievement data with appropriate outside audiences and enlists their in others for the benefit of the entire organization. in others for the benefit of the entire organization. in others for the benefit of the entire organization. 14
assistance to influence higher student achievement. Mobilizes Community Resources The leader ignores the impact that community agencies and organizations can have on student achievement. The leader demonstrates the ability to bring together the resources of family members and the community to positively impact student learning. The leader reflects an understanding that schools are an integral part of the larger community by involving families, community groups and agencies in the school. in others for the benefit of the entire organization. 15
DOMAIN III GLOBAL LEADERSHP DIVERSITY High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural relationships in the classroom, the school, and the local community. Understands, The leader fails to enforce district The leader develops procedures The leader provides leadership to Responds to policy prohibiting discrimination and sets expectations that ensure attract, develop and retain a and harassment on the basis of that district policy on diverse workforce by creating a and Influences race, color, religion, sex, national discrimination and harassment are culture and climate of respect and the Personal, origin, age, disability, marital in place and enforced equitably inclusion. Leader assures that all Political, Social, status, or sexual orientation. among all participants in the students have equal access to all Economic, school. The leader facilitates an parts of the school s curricular, cocurricular, and extra curricular Legal and event to acknowledge and celebrate the school s and/or offerings. The leader promotes Cultural community s diversity. multicultural awareness, gender Relationships in sensitivity, and racial and ethnic the Classroom, inclusiveness through modeling School and the and focused professional Local development for all staff. Community 16