Standards (Includes Proficient) 2 D. Supervise instruction N/A The leader ......… Fails to fully implement/support district policies and procedures for supervising/evaluating instruction The leader ......… Implements/supports district policies and procedures regarding supervision and evaluation of instruction Monitors/supports classroom instruction but inconsistently provides feedback to assist staff in their efforts to improve instructional practices The leader ......… Monitors/supports classroom instruction formally and informally on a frequent basis Provides/supports staff with timely, detailed feedback to assist them in their efforts to improve instructional practices The leader ......… Assists staff in becoming reflective practitioners (i.e. collects and utilizes data to enhance their own teaching and classroom environment) Implements/supports a program of peer coaching/instructional facilitation 2 E. Develop assessment and accountability systems to monitor student progress N/A The leader ......… Fails to ensure/support that staff develop and use formative assessments that are aligned with standards to monitor student progress and guide instruction The leader ......… Ensures/supports the use and development of formative assessments that are aligned with standards to monitor student progress and guide instruction Encourages staff to improve instructional practices based on assessment results The leader ......… Collaborates with staff to analyze student performance data and use results to inform programmatic and instructional decisions Encourages development and analysis of frequent formative assessments, aligned to state assessments, to monitor student progress and to diagnose efficacy of teaching practices Ensures/supports that staff is substantiating quality of their instructional practices with evidence of student mastery on well-developed assessments The leader ......… Facilitates through distributed leadership the development and utilization of rigorous, authentic, performance-based, interdisciplinary assessments of student learning Standard 2 – Teaching and Learning - Continued Functions Not Meeting Progressing Proficient Exemplary
Standards (Includes Proficient) 2 F. Develop the instructional and leadership capacity of staff N/A The leader ......… Neglects to provide support of opportunities for staff to develop their instructional or leadership capacities The leader ......… Supports staff opportunities to access research-based practices focusing on enhancement of their instructional and leadership capacities The leader ......… Encourages and supports staff participation in job-embedded opportunities to access research-based practices that focus on enhancement of their instructional and leadership capacities The leader ......… Ensures sustainability or leadership and empowers staff to seek opportunities to demonstrate skills as instructional leaders at building, district, and state levels 2 G. Maximize time spent on quality instruction N/A The leader ......… Has no evidence to support the use of maximizing time spent on quality instruction The leader...... Designs/supports processes and practices to protect instructional time from interruptions Recognizes the impact and value of instructional time for quality instruction and student learning The leader ......… Implements/supports processes and practices to protect instructional time from interruptions and maximizes time spent on quality instruction Emphasizes/supports the expectation for bell-to-bell learning that is engaging and varied to ensure learner involvement. The leader ......… Systematically analyzes impact of time spent on quality instruction to improve student achievement Standard 2 – Teaching and Learning - Continued Functions Not Meeting Standards Progressing Proficient Exemplary (Includes Proficient)
Description: Education leaders need a systems approach in complex organizations of schools and districts. In order to ensure the success of all students and provide a high performing, orderly and safe learning environment, education leaders manage daily operations and environments through efficiently and effectively aligning resources with vision and goals. Valuable resources include financial, human, time, materials, technology, physical plant, and other system components. Functions Not Meeting Standards Progressing Proficient Exemplary (Includes Proficient) 3 A. Monitor & evaluate the management and operational systems N/A The leader ......… Ignores management of budget, technology, personnel, facilities, and transportation to the point where fiscal management, cleanliness, human resources, and safety issues are a concern The leader ......… Maintains budget, technology, personnel, facilities, and transportation to minimal standards of fiscal management, human resources, safety, and cleanliness The leader ......… Supervises budget, technology, personnel, facilities, and transportation to maximize student learning Following regular reviews, modifications reflect changes indicated from the review of budget, technology, facilities, and transportation reports The leader ......… Establishes, updates, and ensures a systematic program for ensuring the management and operational systems are functioning for the benefit of the school/district. 3 B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources N/A The leader ......… Lacks knowledge of relevant budget(s), facilities, personnel, and technological resources The leader ......… Demonstrates knowledge of budget(s), facilities, personnel, and technological resources The leader ......… Manages the budget(s) and determines staff assignments and distribution of materials and resources, including technological resources to effectively address student learning needs Obtains and allocates funds based on student needs within the framework of federal, state, and district policies and works with staff to determine how school financial resources can be equitably and effectively allocated to support student learning needs The leader ......… Works with all appropriate stakeholders to ensure strategic and equitable allocation and effective use of financial, human, and technological resources to meet instructional goals and support teacher needs to maximize student learning Standard 3 – Managing Organizational Systems and Safety – Continued
Functions Not Meeting Standards Progressing Proficient Exemplary (Includes Proficient) 3 C. Promote and protect the welfare and safety of students and staff The leader ......… Neglects to implement/support district policies and procedures The leader ......… Inconsistently implements/supports policies and procedures that provides a safe, healthy, orderly learning and working environment The leader ......… Implements/participates in developing policies and procedures that maintain a supportive, safe, healthy, orderly learning and working environment The leader ......… Initiates a continuous review of policies and procedures that maintain a supportive, safe, healthy, orderly learning and working environment 3 D. Develop the capacity for distributed leadership N/A The leader ......… Neglects to facilitate use of distributed leadership in management of the organization The leader ......… Recognizes the need for distributed leadership in management of the organization but provides limited opportunities for staff leadership development Inconsistently delegates management of specified responsibilities to appropriate staff The leader ......… Provides leadership development opportunities for staff Delegates management of specified responsibilities to appropriate staff The leader ......… Provides leadership development opportunities for staff designed to enhance management of the organization and to foster career development of staff Effectively matches the strengths of individual leaders to their delegated areas of responsibility and seeks methods to enhance areas identified for growth. Standard 3 – Managing Organizational Systems and Safety – Continued Functions Not Meeting Standards Progressing Proficient Exemplary (Includes Proficient) 3 E. Ensure teacher and organizational time is focused to The leader ......… Neglects to consider scheduling that maximizes student learning The leader ......… Monitors schedules to maximize student learning but does not ensure time is spent by staff planning and implementing The leader ......… Supports planning and instructional time by developing/supporting schedules and staffing that maximize student learning and The leader ......… Systematically evaluates the effect of scheduling on collaborative planning
ethical manner. Description: Local and state education agencies and professional organizations hold educators to codes of ethics, with attention to personal conduct, fiscal responsibilities, and other types of ethical requirements. Ethics and integrity mean leading from a position of caring, modeling care and belonging in educational settings, personally in their behavior and professionally in concern about students, their learning, and their lives. Leaders demonstrate and sustain a culture of trust, openness, and reflection about values and beliefs in education. They model openness about how to improve the learning of every student. They engage others to share decisions and monitor consequences of decisions and actions on students, educators, and communities. Functions Not Meeting Standards Progressing Proficient Exemplary (Includes Proficient) 5 A. Ensure a system of accountability for every student’s academic and social success The leader ......… Fails to implement a data-based system of accountability to make decisions that focus on the success of every student The leader ......… Implements a data-based system of accountability to fulfill the professional obligation to regularly monitor progress of each student’s and subpopulation’s progress in meeting school standards with limited results The leader ......… Utilizes a data-based system to create and implement a school improvement plan that fulfills ethical obligations to: regularly monitor progress of each student’s and subpopulation’s progress in meeting school/district’s academic standards promote social success by monitoring standards of student behavior that are collaboratively developed and clearly communicated to stakeholders and equitably applied to all students Ensures legal and equitable allocation of fiscal, human, and material resources to meet students’ academic and social needs The leader ......… Frequently collaborates with internal and external stakeholders to ensure a culture that promotes a data-driven system supporting every child through the implementation of practices emphasizing legal and ethical treatment of all students. Standard 5 – Ethics and Integrity – Continued Functions Not Meeting Standards Progressing Proficient Exemplary (Includes Proficient)
5 B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior The leader ......… Demonstrates a lack of self-control characterized by a frequent loss of temper and continual reluctance to discuss sensitive topics Does not reflect about his/her professional efficacy The leader ......… Generally maintains self-control but occasionally exhibits anger and defensiveness when dealing with sensitive subjects and personal attacks Engages in reflective practice through active listening, observing, questioning, and sharing multiple perspectives The leader ......… Exerts self-control consistently as characterized by dignity, empathy, respect, reflection, self-evaluation, and self-control even when dealing with sensitive subjects and personal attacks Identifies his/her professional strengths and weaknesses by engaging in reflective practice on his/her own work through active listening, observing, questioning, sharing multiple perspectives, and hypothesis testing The leader ......… Is an exemplar of emotional intelligence characterized by exerting self-control, treating self and others with dignity, empathizing with others, respecting self and others, and collaborating in making substantive decisions Consistently exerts self-control in dealing with sensitive subjects and personal attacks even in the most difficult and confrontational situations Enhances professional efficacy of self and staff by modeling reflective practice through active listening, observing, finding capacities, questioning, and sharing multiple perspectives, and hypothesis testing 5 C. Safeguard the values of democracy, equity, and diversity The leader ......… Allows personal preferences, beliefs, and/or biases to trump impartiality, sensitivity to student diversity, dedication to equality and equitable treatment in interactions with stakeholders The leader ......… Occasionally allows personal preferences, beliefs and/or biases to interfere with attempts to employ impartiality, sensitivity to student diversity, dedication to equality and equitable treatment in interactions with stakeholders The leader ......… Models impartiality, sensitivity to student diversity, dedication to equality and equitable treatment in interactions with stakeholders The leader ......… Uses leadership as an opportunity to empower stakeholders with opportunities to create and nurture a learning community characterized by mutual respect, individuality, and pursuit of individual and common good Standard 5 – Ethics and Integrity – Continued Functions Not Meeting Standards Progressing Proficient Exemplary (Includes Proficient)
Functions Not Meeting Standards Progressing Proficient Exemplary (Includes Proficient) 6 A. Advocate for children, families, and caregivers. N/A The leader ......… Fails to advocate within the district, school, community, state, and/or national levels to meet needs of children and their families or caregivers The leader ......… Advocates on behalf of children, families, and caregivers within the district, school, community, state, and/or national levels to meet needs of children and their families or caregivers as situations arise The leader ......… In addition to advocating on behalf of children, families and caregivers, the leader develops and/or participates in the development of a plan of action to advocate within the district, school community, state and/or national levels to meet needs of children, their families or caregivers The leader ......… Builds systems of support and advocacy within the school, community, state, and/or national levels to meet needs of children and their families or caregivers. Models and encourages other faculty members to proactively and regularly interact with children, families, and caregivers and engage them in understanding economic and political support needs of the school and district 6 B. Act to influence local, district, state, and national decisions affecting student learning N/A The leader ......… Neglects development of relationships with policymakers who impact issues related to student learning or school/district work The leader ......… Develops limited relationships with policymakers who impact issues related to student learning or school/district work The leader ......… Develops relationships with a range of stakeholders and policymakers Actively participates in appropriate professional organizations which influence policy decisions The leader ......… Identifies, responds to, and influences issues, trends, and potential changes that affect the context of education and the way it is conducted at the local, district, state and/or national levels Standard 6 – The Education System – Continued Functions Not Meeting Standards Progressing Proficient Exemplary (Includes Proficient)