1.5 Creates Opportunities for Shared Leadership Offers no model or opportunity for shared leadership Makes decisions unilaterally Offers limited opportunities for staff to be in leadership roles Provides some processes for shared decision-making Uses some strategies to develop the capacity for shared leadership Provides continual opportunity and invitation for staff to develop leadership qualities Provides and consistently engages processes that support high participation in decision-making Assesses, analyzes, and anticipates emerging trends and initiatives in order to adapt shared leadership opportunities Is proficient and proactively cultivates leadership qualities in others Builds a sense of efficacy and empowerment among staff that results in increased capacity Actively involves staff in leadership roles that foster career development Expands opportunities for community stakeholders to engage in shared leadership Evidence: Tentative Rating/Date: Final Criteria 1 Score__________ Criterion 2 ensuring Compliance and Safety Elements Unsatisfactory Basic Proficient Distinguished 2.1 Provides for Physical Safety Neglects to consider the physical safety of students, staff, and others Maintains a site safety plan, as appropriate, monitored on a regular basis Minor safety and sanitary concerns in site or equipment problems are confronted and resolved in a timely manner Eager to improve knowledge about security and issues relating to the physical environment Implements appropriate safety plan that is based upon open communication systems and is effective and responsive to new threats and changing circumstances Proactively monitors and adjusts the plan in consultation with staff, students, and outside experts/consultants Staff proficiency in safety procedures as measured and monitored by group assessments followed by group reflection Is proficient and serves as a resource for others in leadership roles in developing safety systems including prevention, intervention, and crisis response Implements specific actions to ensure a culture of safety awareness Evidence: Tentative Rating/Date: Elements Unsatisfactory Basic Proficient Distinguished 2.2 Establishes an Ongoing Fails to demonstrate adequate knowledge of legal, policy, and fiscal responsibilities Demonstrates basic knowledge and understanding of legal, policy, and fiscal responsibilities Assumes responsibility for operating within the law and professional standards Is proficient and consistently demonstrates leadership for developing systems that communicate and support staff in upholding
Tentative Rating/Date: Elements Unsatisfactory Basic Proficient Distinguished 4.2 Assessment of Departmental Progress Ensures Alignment of Current Work Plans with District Strategic Directions Has incomplete or insufficient knowledge of district strategic directions, regulatory requirements, and best professional practices Does not effectively assist staff to align work plans accordingly Has fundamental knowledge and understanding of district strategic directions, regulatory requirements, and best professional practices Performs a limited review of work plan alignment Work plans are not adjusted effectively Has deep knowledge of district strategic directions, regulatory requirements, and best professional practices Reviews of progress compared to plan are being held at appropriate intervals to assesses progress, make course corrections, and provide needed resources Is proficient and provides leadership and support such that staff takes ownership of aligned processes Staff demonstrate and model ability to perform their own reviews and adjust work appropriately Evidence: Tentative Rating/Date: Elements Unsatisfactory Basic Proficient Distinguished 4.3 Implementation and Collaborative Development of Work Plans Aligned with District Strategic Directions Has incomplete or insufficient knowledge of best industry/professional practices across work activities Department activities are driven by day to day needs Work plans are not in place Has sufficient knowledge and understanding of best practices for creating work plans Some work plans are in place Has deep understanding of industry/professional practices required to create effective departmental work plans in support of strategic initiatives of the department Continually monitors and makes adjustments to work plan to ensure alignment Actively engages staff in developing cooperatively aligned work plans Reviews plans and provides constructive feedback Reads and shares research that fosters an ongoing, department wide discussion on best industry/professional practices related to work planning and implementation Is proficient and provides leadership and support such that staff understand the need and create work plans to accomplish departmental strategic initiatives that are aligned with the district’s strategic directions Takes ownership in and designs work plans that are coordinated throughout the department Ensure staff remain current on professional literature regarding the most current industry/professional practices Evidence:
Tentative Rating/Date: Final Criteria 4 Score__________ Criterion 5 Improving Departmental Performance Elements Unsatisfactory Basic Proficient Distinguished 5.1 Monitors Departmental Practices Does not adequately monitor department practices Untimely and inadequate staff evaluations Insufficient feedback regarding effective practices Develops and uses observable systems and routines for monitoring departmental practices Provides some feedback to staff Feedback is somewhat linked to departmental goals and operations Develops and uses observable systems and routines for monitoring departmental practices Uses data consistently to provide staff with meaningful, personal feedback that is effective to improve departmental practices Ensures that staff go beyond identifying shortcomings in departmental practices and delve into why (root causes) Is proficient and consistently demonstrates leadership in the practice of monitoring effective departmental practices Develops exemplary systems and routines for effective monitoring and evaluating of staff and departmental practices Shares systems and routines with colleagues, subordinates and stakeholders Regularly monitors, reflects on, and develops or adjusts systems as needed to improve departmental practices Evidence: Tentative Rating/Date: Elements Unsatisfactory Basic Proficient Distinguished 5.2 Assists Staff in Determining and Improving Effective Departmental Practices Does not meet with staff to develop, review and modify departmental practices Departmental practices do not meet minimum requirements Does not assist staff in identification of performance indicators or performance indicators are insufficient Departmental practices and performance do not improve Meets with staff to develop, review, and modify departmental practices based on limited information/feedback Assists in the identification of performance indicators to monitor and benchmark departmental progress, practices, and performance with minimal results Meets with staff regularly to develop, review, and modify departmental practices based on identified areas of need Assists in the identification of performance indicators to monitor and benchmark progress Research-based planning and performance-linked goal setting strategies are used allowing timely feedback for corrections and improved performance Is proficient and consistently demonstrates leadership in developing comprehensive departmental practices to improve performance Regularly meets with staff to reflect on departmental practices and progress Departmental practices and performance show consistent improvement
Departmental practices and performance show measurable and sustained improvement Evidence: Tentative Rating/Date: Elements Unsatisfactory Basic Proficient Distinguished 5.3 Assists Staff in Implementing Effective Departmental Practices Does not fully support staff in their efforts to improve departmental practices Does not have knowledge or understanding of best departmental practices Does not make assisting staff in improved practices a priority Limited support for staff in the implementation of some effective departmental practices Demonstrates some effort to improve practices Emerging knowledge and understanding of best departmental practices Facilitates and supports staff in the implementation of effective departmental practices Has thorough and deep knowledge and understanding of best departmental practices Devotes considerable time and effort to the improvement of departmental practices Assists staff to use the most effective and appropriate technologies and processes to support departmental practices Is proficient and serves as a driving force to build capacity for staff to initiate and implement improved departmental practices Encourages staff to develop improved practices Supports and participates in the exchange of ideas and knowledge in support of improved departmental practices Evidence: Tentative Rating/Date: Elements Unsatisfactory Basic Proficient Distinguished 5.4 Reliably and Validly Evaluates Staff in Effective Departmental Practices Evaluations lack strong evidence yielding potentially unreliable staff evaluations Makes claims about staff performance that are not valid or supported by evidence Does not establish systems or routines that support improved departmental practices Little to no understanding of leadership qualities (including the value of diversity) in improving staff performance Evaluates staff with varied results Recommendations lead staff to some improvement in practice and performance Developing understanding of leadership qualities (including the value of diversity) in improving staff performance Evaluates staff reliably and validly Regularly and systematically evaluates all staff Provides triangulated data and evidence to support points Recommendations are effective and lead to consistently improved departmental practices and performance Demonstrates understanding of leadership qualities (including the value Is proficient and consistently demonstrates leadership in the practice of thoroughly, reliably, and validly evaluating staff so that continuous improvement in departmental practices becomes the professional standard Provides detailed, formative assessment with exemplary feedback that leads to improvement Builds capacity in staff to accurately and validly assess themselves and others
of diversity) in improving staff performance Promotes a culture of continual improvement due to ongoing evaluation of effective departmental practices Evidence: Tentative Rating/Date: Final Criteria 5 Score__________ Criterion 6 Managing Staff and Fiscal Resources Elements Unsatisfactory Basic Proficient Distinguished 6.1 Managing Human Resources (assignment and retention) Does not adequately address issues in hiring, retention, and placement of staff for the benefit of supporting student achievement and legal responsibilities Does not put supporting student achievement and legal responsibilities at the forefront of human resource decisions Does not make an effort to ensure quality personnel is in each position Makes some effort, and with moderate effect, to align human resource decisions to support student achievement and legal responsibilities Possess some skills and knowledge required to recruit and retain highly qualified individuals Completes staff evaluations on time Maintains supporting students achievement and legal responsibilities at the center of human resource decisions including decisions regarding hiring, retention, and placement of staff Holds high performance expectations for staff and assists them in developing realistic goals for self-improvement Supports staff professional growth using appropriate plans and evaluation process Addresses performance and discipline issues when required Is proficient and optimizes human resources and assets of staff to maximize learning opportunities for students and adults Is distinguished in management of human resources and is called upon to share those successful processes with others Efforts produce a positive work environment that attracts outstanding talent Follows through with appropriate plans for improvement, probation, and termination when necessary Evidence: Tentative Rating/Date: Elements Unsatisfactory Basic Proficient Distinguished 6.2 Managing Human Resources (productivity and professional development) Staff receive inadequate opportunities for professional development to ensure they can perform their jobs effectively and within compliance with laws and district policies Professional development offered is not of sufficient quality to be effective Professional development plan somewhat aligns to the District’s strategic directions Professional development is partly effective in leading to minor improvements in staff practice Little or no documentation of Professional development plan has three or four areas of emphasis, is job embedded, ongoing and linked to the District’s strategic directions Systemic evaluation of past professional development offerings and outcomes Creates and supports informal Is proficient and has adopted research based strategies for evaluating the effectiveness of professional development, documenting growth in staff effectiveness, and support of District’s strategic directions Can identify specific professional development offerings of prior years that were systematically reviewed and eliminated
Criterion 7 Engaging Internal and External Stakeholders Elements Unsatisfactory Basic Proficient Distinguished 7.1 Communicates with Relevant External Stakeholders to Promote Understanding of District Needs in Support of Learning Communication is infrequent and opportunities for involvement are not fully realized or made available Not active with relevant external stakeholders Communication in community is regular, yet is mainly informational rather than two-way Channels of communication are not accessible to all stake holders Practices some discretion when dealing with confidential district issues Builds effective communication systems between the department, the district, and stakeholders Uses multiple communication channels appropriate for cultural and language differences that exist Practices responsible discretion with district confidential information Is proficient and moves beyond typical communication practices to proactively develop relationships through participation in (membership in) groups, innovative technology, events Creates and promotes opportunities for staff and other leaders to share their departmental operations Establishes a feedback loop that is invitational, transparent, effective, and trusted, including open forums, focus groups, or surveys Employs successful models of district, business, community, government partnerships to promote input, understanding of, and support for district activities Evidence: Tentative Rating/Date: Elements Unsatisfactory Basic Proficient Distinguished 7.2 Partners with District Stakeholders Demonstrates little effort to engage the community in district activities Fails to share department goals beyond the department Does not identify and utilize district and community resources to advance the effectiveness of the department’s work Encourages and supports involvement of the district and community in some departmental work Shares department goals with some district departments and parts of the larger community Identifies and utilizes some district and community talent and resources in support of improving the department Limited district and community involvement in departmental decision making processes and engagement activities Encourages and supports the consistent and ongoing district and community engagement for stakeholders in departmental work Consistently implements effective plans for engaging district and community outside of the department to participate in departmental decision making Community resources are identified and utilized in support of improved department performance Actively monitors district and community involvement and adjusts, creating new opportunities for district and community to be a part of the department work Is proficient and consistently demonstrates leadership in the area of effectively engaging the district and the greater community in department work Is recognized within and outside of the district for developing and implementing programs that partner with the district and the community Programs are held as a model for other departments to adopt and follow Builds capacity in the district and community for initiating new and beneficial forms of involvement in the department Services are integrated through partnerships involving district, civic, business, and others to meet needs of the department Evidence:
Tentative Rating/Date: Final Criteria 7 Score__________ Criterion 8 Overcoming Systemic Barriers to Success Elements Unsatisfactory Basic Proficient Distinguished 8.1 Identifies Barriers to Departmental Success and Knows How to Overcome Them Is unaware of systemic barriers to success in the department and how traditional practices have played a role in perpetuating failures to improve Attributes failures to improve to external factors beyond the department’s control Does not devote resources to areas of needed improvement Demonstrates emerging awareness of specific barriers to success within the department Recognizes responsibility and has some confidence in the department’s ability to overcome these barriers Identifies and implements efforts to overcome the barriers Identifies and demonstrates complete knowledge and understanding of systemic barrier to success in the department Accepts responsibility for making progress in overcoming these barriers Creates innovation and uses leadership to stimulate effective responses to systemic barriers Is proficient and focuses attention of department staff, colleagues, and superiors on the goal of overcoming systemic barriers to improved departmental performance Systematically challenges the status quo by leading change, based on data and resulting in improved departmental performance Builds capacity in the department and district to support the elimination of systemic barriers to improved performance Evidence: Tentative Rating/Date: Elements Unsatisfactory Basic Proficient Distinguished 8.2 Demonstrates Commitment to Overcoming Systemic Barriers to Departmental Success Does not acknowledge the responsibility of the department to address barriers to success Does not consider underlying inefficiencies or poor practices if overall goals are met Does not have a plan to overcome systemic barriers to success. Performance data is accessible and shared with the department or other district leaders Attempts are made to overcome systemic barriers to success Uses research-based methodologies to overcome systemic barriers Demonstrates emerging progress in overcoming systemic barriers to departmental success Performance data is accessible to the department staff, other district leaders, and relevant stakeholders Constructs a plan with specific strategies to overcome systemic barriers Communicates, monitors and adjusts efforts to make effective progress toward reducing systemic barriers Models and builds the capacity of departmental staff to address systemic barriers to departmental success Demonstrates improvement in Is proficient and keeps the work of overcoming systemic barriers to departmental success at the forefront of the department’s work Assumes responsibility for overcoming systemic barriers Builds capacity in staff and others to overcome systemic barriers Has a deep knowledge and understanding of the nature of the systemic barriers facing the department