Domain 2: Leadership Factor C: Leadership Behavior Characteristic 1: Informed and Current Ineffective Minimally Effective Effective Highly Effective 2C1 Ensures that district goals are based on evidence of need from district, school and student data And works with the board, administration, and staff to examine and interpret multiple sources of evidence from district, school and student data in setting district and school goals And with the board, administration, and staff to examine and interpret multiple sources of evidence from district, school and student data for determining priorities among district and school goals Ensures that the school adopts research supported practices and strategies to support district and school goals And works with the board, administration, and staff to evaluate research supported practices and strategies based on district and school and student data And works with the board, administration, and staff to set priorities among research supported practices and strategies before adopting and committing district resources to implementation; Uses reliable sources to stay informed on evidence based practices and strategies And, sets expectations for district personnel to use and share reliable sources of evidence based practice and strategy And contributes to a district culture of informed leadership through accessing and sharing reliable sources of evidence based practice and strategy Domain 2: Leadership Factor C: Leadership Behavior Characteristic 2: Strategic and Systemic Ineffective Minimally Effective Effective Highly Effective with the Board and administration to establish both short and long term leadership And ensures that individual administrators and staff establish both short and long term priorities for their And, ensures that the school maintains on a set of short and long term priorities based on district and school goals
Domain 3: Systems Alignment Factor A: High Quality and Reliability Instructional Program Characteristic 2: Research Based and Differentiated Instruction Ineffective Minimally Effective Effective Highly Effective 3A2 Has a working knowledge about evidence based (effective) instruction And works with district leaders and staff to identify and prioritize evidenced based instructional strategies and practices that improve student learning for the population the district serves. And, with district leaders and staff to monitor implementation and evaluate the effectiveness of instructional strategies based on evidence of student learning Visits buildings and classrooms to monitor and encourage quality instructional practices. And with principals and other district leaders to establish expectations and a system for conducting classroom visits and observations And, works with other district leaders to improve their collective ability to know and recognize effective and differentiated instructional practices Works with building principals to create opportunities for teachers to observe each other’s classrooms And works with building principals to assist teachers in using observation feedback from administrators and other teachers in planning for instructional improvement And assists building leaders in establishing regular times and places for teachers to collaboratively plan and review instruction based on observations and evidence of student learning Engages district leaders in discussing ways to differentiate instruction on student needs And works with district leaders and staff to identify student needs for differentiated learning and respond with differentiated instructional strategies to meet those needs. And, with district leaders and staff to evaluate how the differentiated instruction strategies in use are impacting student learning. Has a working knowledge of tiered intervention systems for student success (RTI) And with district leaders and staff to develop a system of interventions for students who do not make And works with district leaders and staff to evaluate and improve the district’s
Domain 3 – Systems Alignment Factor B: Safe, Effective, Efficient School Operations Characteristic 1: Policies and Laws Ineffective Minimally Effective Effective Highly Effective 3B1 Maintains current knowledge of changes in state and federal law that affect school operations and students And works with the board and district leaders to maintain a district policy system that aligns with state and federal laws And works with the board and district leaders to align district policies, regulations, and procedures with the district mission, vision, goals, improvement strategies, and programs Ensures that the district follows all district, state, and federal policies, laws, and procedures And establishes district routines and processes to carry out policies and laws And ensures that the district uses data to regularly monitor, evaluate, and improve school routines and processes to carry out policies and laws Monitors and tracks school safety and student well factors And works with district leaders and staff to make data informed decisions regarding the improvement of school safety and student well being factors And works with district leaders and staff to research, evaluate, and implement evidence based strategies to improve school safety and student well being Is familiar with and follows the provisions of employee contracts and other contractual agreements that pertain to the operations of the district And works with the board and district leaders to understand and follow provisions of employee contracts and other contractual agreements that pertain to them And works with the board and district and employee group leaders to establish processes for negotiations and contract maintenance Forms relationships with employee group leaders And with district leaders to establish a system for engaging with employee group leaders on a regular basis And works with district leaders and employee group leaders to anticipate and address potential employee issues
Encourages and solicits innovative ideas for using technology to improve non-instructional school and district functions And connects district leaders and staff to sources models, systems, and practices for using technology to manage district non-instructional And establishes a process for testing and evaluating innovative ideas for using technology to improve school and district non-instructional functions Ensures that the district and schools maintain up-to-date web-sites, resources, and telecommunications resources And works with district leaders and staff to fully utilize the district and school web sites, web-based resources, and telecommunication resources And works with district leaders and staff to evaluate and improve utilization of district/school web sites, web-based resources and telecommunications resources Domain 4: Processes Factor A: Community Building Characteristic 1: Board Relations Ineffective Minimally Effective Effective Highly Effective 4A1 Develops relationships, rapport, and respectful interactions with the And assists board members in developing or enhancing relationships, rapport, and respectful interactions between themselves And with the board in developing or enhancing relationships, rapport, and respectful interactions with both the internal and external school community Works with the board and school community to develop and implement the district mission, vision, and strategic plan And assists the board in establishing, monitoring, and achieving district strategic goals And with the board to communicate with both the internal and external school community regarding district strategic goals and progress in achieving those goals Works with the board to follow board established routines and processes for conducting board business (meetings, agendas, work sessions, etc.) And assists the board in maintaining and using board routines and processes effectively to achieve district goals And works with the board to evaluate and refine board routines and processes as needed to conduct board business in an effective, efficient, and ethical manner
engaging with internal and external stakeholders (administration, staff, parents, students, community, and lawmakers) processes for working with and engaging with internal and external stakeholders with internal and external stakeholders to achieve district goals and maintain effective, efficient, and ethical district operations Domain 4: Processes Factor A: Community Building Characteristic 3: Internal and External Stakeholder Relations Ineffective Minimally Effective Effective Highly Effective 4A3 Develops relationships, rapport, and respectful interactions with stakeholders (administrators, staff, students, parents, community members, and lawmakers) And maintains high visibility with stakeholders by engaging both formally and informally, attending school, district and community functions, and scheduling time in schools And establishes processes for collecting regular feedback from stakeholders on district programs and services and their interactions with district personnel Reviews and uses needs assessment and feedback from stakeholders And uses needs assessment and feedback data to engage the board, administration and staff in improvement focused dialogue And works with the board, administration and staff to interpret and respond to needs/concerns of stakeholders in making strategic and improvement plan decisions Welcomes and invites parents and community members to participate in the schools and district work And works with the board and district leaders to enlist parents and community members for district and/or school organizations, committees, and governance And ensures that a diverse representation of parents and community members actively participate in school organizations, committees, and governance Responds to parent and community members’ concerns with respect and empathy And works with the board and district leaders to engage parents and community members in dialogue about issues of common concern And works with the board and district leaders to mobilize parents and community members in addressing issues of common concern
Domain 4: Processes Factor B: School and District Improvement Characteristic 1: Collaborative Inquiry Ineffective Minimally Effective Effective Highly Effective 4B1 Raises questions about why and how student achievement results are what they are And identifies and challenges assumptions about student achievement with multiple sources of evidence And trains district leaders to raise questions about student learning and challenge assumptions collaboratively Creates district routines that engage that school leaders in examining student achievement results across the district And assists district leaders in refining district and school routines to establish examination of student results as an important school routine And works with the leadership team and staff to establish a collaborative inquiry process for examining student results and developing evidence based improvement goals and strategies Establishes leadership and staff teams to examine district student results And works with the leadership team to train, facilitate, and support teacher teams (e.g. PLCs, Data Teams, etc.) to create evidence based instructional plans And establishes SMART Goals, Action Research, or other team processes to carry out and assess improvement strategies
Uses student and school process data to assess his or her personal performance and impact And works with district leaders to use student and school process data to assess their personal performance and impact And works with district leaders to assist staff in using student and school data to assess their personal performance and impact Domain 4: Processes Factor B: School and District Improvement Characteristic 3: Data Systems Ineffective Minimally Effective Effective Highly Effective 4B3 Has a working knowledge of the data collection, storage, security, retrieval, and analysis systems for the district And ensures that all district leaders have a working knowledge of the district’s data systems And provides support and training for teachers and other staff in the use of the district’s data systems Provides district leaders and with clear expectations regarding the use of the district’s data systems And establishes a process to monitor and support appropriate use of the district’s data systems And works with district leaders and staff to improve utilization of the district’s data system to support school improvement goals Establishes expectations for tracking individual student achievement And works with district leaders to help staff use the school’s data system for classroom assessments and other classroom level generated data And with district leaders to assist staff in using the school’s data systems to create individual student learning profiles Collects feedback on the effectiveness of the district data systems And uses district personnel and data system providers to evaluate and recommend improvements to the district’s data systems And works with the board to respond to district needs for improving or replacing the district’s data systems Domain 4: Processes
Factor B: School and District Improvement Characteristic 4: Aligned Improvement, Monitoring, and Reporting Ineffective Minimally Effective Effective Highly Effective 4B4 Works with the board, district leaders and staff to understand and use the school and district level improvement processes And works with the board, district leaders and staff to evaluate and select strategic planning and school improvement models And works with the board, district leaders and staff to insure district strategic planning and school improvement processes are aligned and complementary Works with the board, district leaders and staff to follow district improvement plans And works with board, administration, and staff to develop high fidelity district and school improvement implementation plans And, works with the board, administration, and staff to insure that district and school improvement plans are aligned and compatible Works with district leaders to follow the district and school improvement progress monitoring system And works with the board, district leaders and staff to refine and or adapt the district and school improvement progress monitoring system as needed And works with the board to provide adequate and appropriate data analysis systems to support the district progress monitoring system Works with district leaders to follow the district progress reporting process And works with the board, district leaders and staff to prepare improvement progress reports for all designated audiences And works with the board, district leaders, and staff to disseminate district improvement progress reports and engage designated audiences in feedback Works with the board and district leaders to provide basic training and support to district personnel on the district improvement, monitoring, and reporting processes And works with the board, district leaders and staff to train and support leaders for the district school improvement process And works with the board, to provide training and support to district leaders and staff for the preparation of high quality improvement progress reports for all designated audiences Domain 5: Capacity Building Factor A: Human Capacity Development Characteristic 1: Professional Learning Ineffective Minimally Effective Effective Highly Effective
5A1 Develops a personal professional growth plan on district improvement goals and evaluation feedback And updates and revises his/her personal professional growth plan on school/district improvement data and performance evaluation feedback And develops his/her professional growth plan based on evidenced-based practice for schools and school leaders Maintains active engagement with professional organizations and other sources of professional learning And contributes research or research findings to inform professional growth and learning for district personnel And contributes to local, state, or national professional learning projects or initiatives Ensures that district personnel develop professional growth plans through the district staff evaluation process And ensures that district personnel are engaged in differentiated professional leaning that address building and/or district school improvement plans And ensures that district personnel are engaged in differentiated professional learning that address their individual growth plans Actively participates in district and/or external professional learning activities And ensures that district personnel engage with and use educational research and best practice And with district leaders and staff to develop a professional learning system aligned with standards for professional learning* Collaborates with others to pursue professional learning And develops a collaborative professional learning culture in the district And with district leaders and staff to evaluate the effectiveness of district professional growth and learning efforts based performance evaluations and student achievement data opportunities for personal mentoring and coaching And works with district leaders and staff to design and implement an induction, mentoring, and coaching program for administrators and teachers And evaluates the effectiveness of the induction, mentoring, and coaching program based on performance evaluations and student achievement data Domain 5: Capacity Building Factor A: Human Development
Recognizes innovative and adaptive ideas offered by students, parents, and community members to achieve district goals And creates opportunities for students, parents, and community members to offer innovative and adaptive ideas to achieve district and school goals And engages district leaders and staff to work with students, parents, and community members in developing ideas for innovative and adaptive strategies to achieve district goals Seeks out and shares innovative and adaptive ideas from outside of the district And creates opportunities for district leaders and staff to explore outside the district for innovative and adaptive ideas for achieving district goals And works with the community, ISD/ESA, professional associations, and other public and private entities to explore and identify innovative and adaptive initiatives to achieve district and community goals Ensures that innovations and adaptations are evaluated And works with district leaders and staff to disseminate and sustain innovations and adaptations that work And works with the board to recognize and reward creators and implementers of innovations and adaptations that work Domain 5: Capacity Building Factor A: Human Development Characteristic 4: Performance Evaluation Ineffective Minimally Effective Effective Highly Effective 5A4 Ensures that the district follows and local procedures for staff and administrator performance evaluation And assists district leaders and staff in understanding and participating appropriately in state and local procedures for staff and administrator performance evaluation And establishes a system to monitor and evaluate district performance evaluation practices Ensures the district develops Individual Development Plans And works with district leaders to involve staff as partners in the creation And works with district leaders to empower staff through the use of performance portfolios, peer