Rating (Based on Denver Public Schools’ Framework for Effective School Leadership): 1 Not meeting expectations 2 Approaching 3 Effective 4 Distinguished Key Indicators Evidence Collected During Interview Probes – Areas for Follow-up Rating (circle one for each category) Instructional Leadership, Indicator IL1: Drives instructional decisions with student achievement data 1 2 3 4 Domain School Leadership Expectation Instructional Leadership Indicator IL 1: Drives instructional decisions with student achievement data
Drives instructional decisions with student achievement data Leader regularly uses multiple sources of data to support urgency for change and celebration for success; leader’s use of data supports his/her “can do” attitude. How is your school doing in terms of meeting its goals? What information do you use to gauge its progress? Who collects this information and how is it shared out to various stakeholders (teachers, students, families, other community members)? How do you involve parents and students in the review of school achievement data? Do you feel there is a role for public, whole group events? If so, how would you organize them? Leader understands current research and adjusts decision-making based on research. What is important about the collection of data? What mistakes do you think are most common in the collection and dissemination of data in schools? Leader is a competent user of district data resources (principal/teacher portals). To your knowledge, what are the key metrics that are collected by the district data system? How do you access these resources? What are the best ways of ensuring that teachers are accessing and using data collected at the district and school level? Leader expects that teachers will likewise be competent users of district data and provides needed support and professional development to meet this expectation. How do you work with teachers and other staff to set targets for student learning in your school? How do these targets relate to your achievement goals? How do you ensure that the goals you set are data-driven and maintain a high bar for success? Leader uses progress-monitoring data to make incremental next steps in a continuous improvement cycle. What processes exist in your school to gather, analyze and share out student achievement data and other key metrics? How have you changed them over the past year? How do you think they can be improved?
Instructional Leadership, Indicator IL3: Actively supports teachers in implementing high quality instruction 1 2 3 4 Domain School Leadership Expectation Instructional Leadership Indicator IL 3: Actively supports teachers in implementing high quality 21st century* instruction Observable Evidence Not Meeting Approaching Effective Distinguished Principal Behaviors Leader does not create systems to allow for reflective feedback conversations; systems are not fully functional Leader attempts to create systems to allow for reflective feedback conversations regarding instructional best practices, but systems are not fully functional, and some teachers may not receive this opportunity Leader participates in conversations about instruction with groups of teachers and through ongoing reflective feedback conversations Leader understands the rigorous instruction required for the Common Core State In addition to “Effective”: Leader creates systems for teachers to engage in structured reflective feedback conversations with one another
Managerial Leadership, Indicator ML3 and External Leadership, Indicator EDL1: Systematically communicates with all stakeholders and leads family and community involvement and outreach 1 2 3 4 Domain School Leadership Expectation Managerial Leadership Indicator ML 3: Systematically communicates with all stakeholders Observable Evidence Not Meeting Approaching Effective Distinguished Principal Behaviors Leader rarely communicates with students, parents, Leader communicates with students, staff, parents, and community, but interactions Leader communicates with all staff members on both a personal and professional level in order to build a sense of community and belonging In addition to effective… Leader creates a school-wide culture in