Ineffective Minimally Effective Effective Highly Effective 2B1 Speaks clearly and consistently about the values and beliefs that guide his/her leadership and service to students And works with the board, leadership team, and staff as appropriate, to examine their values and beliefs and how they influence their service to the district and its students And engages staff, parents, and community leaders in establishing shared values and beliefs to guide how the district serves students Demonstrates the value of inclusiveness in the ways he/she engages with the district community And works with the board, leadership team, and staff as appropriate, to demonstrate inclusiveness with the district community. And maintains a district of inclusiveness in working with both the internal and external district community Communicates the of a high quality, free, and equitable education for all students And works with the board, leadership team, and staff as appropriate, to pursue both high quality and equity in serving the learning needs of all students And works with both the internal and external district community to support both high quality and equity and serving the learning needs of all students Establishes and operates from a set of guiding principles for conduct and service as a district leader Works with the board, leadership team, and staff as appropriate, to establish and operate from a set of shared guiding principles of conduct and service to students And develops shared leadership for maintaining, communicating, and operating from a set of shared guiding principles of conduct and service to students Honors and celebrates diversity and the of every individual And assists the board, leadership team, and staff as appropriate, in honoring and celebrating diversity and the worth of every individual And inspires others in the district community to behave in ways that honor and celebrate diversity and the worth of every individual Demonstrates civility, respect, and dignity in personal and professional interactions And sets expectations for staff, parents, and students to treat each other with civility, respect, and dignity And monitors the district culture and environment to ensure that each person is treated with civility, respect, and dignity Domain 2: Leadership Factor B: Culture Characteristic 2: Language, Traditions, Celebrations, and Stories Ineffective Minimally Effective Effective Highly Effective
2B2 Is clear and consistent in communicating with internal and external stakeholders about the work of the district And works with the board, leadership team, and staff as appropriate, to develop a consistent shared language about the work of the district And works with the board, leadership team, and staff as appropriate, to establish clarity and consistency in the ways the district communicates with parents, students, and the community Uses a blend of language, symbols, graphics, and other communication tools to communicate about the work of the district And with the board, leadership team, and staff as appropriate, to develop and use shared language, symbols, graphics, and other communication tools to communicate about the work of the district And regularly solicits feedback from both the internal and external school community on the effectiveness of district communications Understands and honors district and community history and traditions And works with the board, leadership team, staff, students, parents, and community as appropriate, to celebrate district and community history and traditions And creates opportunities to capture and communicate stories that celebrate the district and community history and traditions opportunities to establish new traditions that assist the district in achieving its mission and vision And with the board, leadership team, staff, students, parents, and community as appropriate, to establish new traditions and celebrations that assist the district in achieving its mission and vision And creates opportunities to capture and communicate stories that illustrate and celebrate the district’s accomplishments, growth, evolution, and future aspirations in the service of students Domain 2: Leadership Factor C: Leadership Behavior Characteristic 1: Informed and Current Ineffective Minimally Effective Effective Highly Effective
Knows and utilizes computer and mobile communications devices, programs, and systems necessary for meeting job responsibilities And utilizes computer and mobile communications devices, programs, and systems to expand and enhance communication, information access, and work processes And abreast of emerging technologies and their potential to impact the school environment and/or personal leadership effectiveness Domain 3: Systems Factor A: High Quality and Reliability Instructional Program Characteristic 1: Guaranteed and Viable Curriculum Ineffective Minimally Effective Effective Highly Effective 3A1 Has knowledge of and understands the school/district core curriculum standards And works with the leadership team and staff to understand and adhere to both the horizontal and vertical alignment of the curriculum across grade levels, curriculum areas, and programs And works with the leadership team and staff to unpack and interpret state and district curriculum standards at the building and/or district level Works with the leadership team to ensure that all staff use district curriculum documents in planning, delivering, and assessing instruction And works with the leadership team to monitor the teaching of the district curriculum through classroom visits, engagements with teachers, and examination of student work And works with the leadership team and staff to identify and secure curriculum resources at the district and building level that align with and support the established curriculum standards Works with the leadership team and staff to identify priority or essential curriculum (power) standards And with the leadership team and staff to identify learning and performance standards, e.g. thinking skills, research skills, etc. And works with the leadership team and staff to ensure that the academic curriculum and extra-curricular programs are appropriate for the population the district serves And with the leadership team and staff to provide information on the core curriculum standards to students, parents, and the community And ensures that the schools provide students and parents assistance in understanding and working with the core curriculum standards
Domain 3: Systems Factor A: High Quality and Reliability Instructional Program Characteristic 2: Evidence based and Differentiated Instruction Ineffective Minimally Effective Effective Highly Effective 3A2 Has a working knowledge about evidence based effective instruction And works with the leadership team and staff to identify and prioritize evidenced based instructional strategies and practices that improve student learning for the population the district serves And with the leadership team 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 works with the leadership team to establish expectations and a system for conducting classroom visits and observations And works with the leadership team 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 the leadership team in discussing ways to differentiate instruction based on student needs And works with the leadership team and staff to identify student needs for differentiated learning and respond with differentiated instructional strategies to meet those needs And works with the leadership team 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 works with the leadership team and staff to develop a system of interventions for students who do not make adequate progress in achieving curriculum performance standards And works with the leadership team and staff to evaluate and improve the district’s system of interventions based on evidence of student learning
Domain 3: Systems Alignment Factor 3: High Quality and Reliability Instructional Program Characteristic 4: Technology to Expand Learning Opportunity Ineffective Minimally Effective Effective Highly Effective 3A4 Ensures that the district has an up to date improvement and/or strategic plan that includes both the use of technology for teaching and learning and the use of technology for school and district operations And ensures that the district improvement and/or strategic plan includes goals and strategies for expanding, extending, and enhancing student learning And ensures that the technology goals and strategies for expanding, extending, and enhancing student learning draw from both research supported practices and evidence based models Encourages and solicits innovative ideas for using technology for better student results (achievement, behavior, attendance, engagement, etc.) And connects the leadership team and staff to sources where they can learn about best practices with instructional technology and emerging innovations And establishes a process for field testing and evaluating innovative ideas for using technology to improve student results Provides direction, training, and support to and the leadership team and for using district technology resources And, provides the leadership for expanding the integration of technology in the district’s processes, daily routines, communications, and instruction And ensures that the district improvement and/or strategic plan is technology rich with goals and strategies that align with and complement other strategic and/or improvement goals Encourages the use of technology to expand learning opportunity beyond the normal school day And works with the leadership team and staff to use instructional technology to expand learning access (any time; anywhere; any way) and learning opportunity (any legitimate and student appropriate learning purpose) And advocates at the district, community, and state levels for policies, programs, and resources that support the use of technology to better serve students and increase/expand student learning Domain 3 – Systems
Encourages and solicits innovative ideas for using technology to improve non-instructional school and district functions And connects the leadership team and staff to sources models, systems, and practices for using technology to manage district non-instructional And establishes a process for field testing and evaluating innovative ideas for using technology to improve school and district non-instructional functions Works with the leadership team and staff to maintain up-to-date web-based resources, and telecommunications resources And with the leadership team and staff to utilize the district and school web sites, web-based resources, and telecommunication resources to support the district mission, vision, and goals And works with the leadership team and staff to evaluate and improve utilization of district/school web sites, web-based resources and telecommunications resources to support the district mission, vision, and goals 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 board And assists board members in developing or enhancing relationships, rapport, and respectful interactions between themselves And works 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
student and community characteristics in decision making on student and community characteristics informs the work of strategic planning Maintains a working knowledge of community based programs and services for students and families And works with the community to coordinate services for students and families And works with community leaders to develop external partnerships to address needs of students and families Domain 4: Processes Factor A: Community Building Characteristic 4: Communications and Relations Ineffective Minimally Effective Effective Highly Effective 4A4 Communicates regularly with both internal and external stakeholders And uses multiple communications tools; e.g. newsletters, surveys, letters, email, reports, phone calls, web-sites, social media, etc. And, creates frequent opportunities for two-way communication using multiple venues; e.g. face-to-face meetings, forums, web sites, social media, and other interactive or on-line engagements Provides information to parents and the community about district student achievement results And works with the board, leadership team, and staff as appropriate, to assist parents and the community in understanding and interpreting student achievement results And works with the board, leadership team, and staff as appropriate, to solicit parent and community feedback on student achievement results Encourages parents to be full partners in child’s education And works with the leadership team and staff to provide parent information about assisting their children in developing learning goals And works with the leadership team and staff to provide parent information about assisting their children in achieving academic and extra-curricular goals Spotlights school successes with the media And creates partnerships with the media (television, radio, newspaper, etc.) to tell the school’s story and cover important education issues And develops a process for working with the media in a crisis or other highly charged situation
Domain 4: Processes Factor B: Evidence 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 works with the board, leadership team, and staff as appropriate, as appropriate to identify and challenge assumptions about student achievement and raise questions about school and district results And develops shared leadership to raise questions about student learning and challenge assumptions collaboratively raise questions about school and district results Creates district routines that engage the board, leadership team, and staff as appropriate, in examining student achievement results across the district And works with the board, leadership team, and staff as appropriate, as appropriate in refining district and school routines to establish examination of student results And develops shared leadership to refine district routines for collaborative inquiry and examination of student results to develop evidence based improvement goals and strategies Establishes leadership and staff teams to conduct collaborative inquiry And works with the leadership team to provide training, facilitation, and support for teacher teams (e.g. PLCs, Data Teams, etc.) to conduct collaborative inquiry And develops shared leadership to support the work of collaborative inquiry teams utilizing SMART Goals, Action Research, or other evidence based team processes Domain 4: Processes Factor B: Evidence Improvement Characteristic 2: Systematic Use of Multiple Data Sources 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 works with the leadership team to develop a working knowledge of the district’s data systems And develops shared leadership to train and support staff and others as needed in the use of the school’s data system Sets and communicates expectations for how the leadership team and staff are to use the district data systems And establishes a process to monitor and support appropriate use of the district data systems And works with the leadership team and staff to improve utilization of the district’s data system to support district goals and improvement strategies Establishes and communicates expectations for tracking individual and classroom level student achievement And with the leadership team to help staff use the school’s data system for classroom assessments and other classroom level generated data And works with the leadership team to assist staff in using the school’s data systems to create classroom and individual student learning profiles Collects feedback on the effectiveness of the district data systems And works with district personnel and data system providers to evaluate and recommend improvements to the district 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, the leadership team, and staff as appropriate, to understand and use the school and district level improvement processes And works with the board, the leadership team, and staff as appropriate, to evaluate and select strategic planning and school improvement models And works with the board, the leadership team, and staff as appropriate, to ensure district strategic planning and school improvement processes are aligned and complementary Works with the board, the leadership team, and staff as appropriate, to understand follow And works with board, leadership team, and staff as appropriate, to develop and implement district and And works with the board, leadership team, and staff as appropriate, to ensure
Ineffective Minimally Effective Effective Highly Effective 5B2 Assists the board or supervisor in examining education issues and considering possible positions And assists the board as appropriate, in communicating and explaining positions on education issues to the internal and external school community And assists the board or supervisor advocating their positions to community leaders, and state and federal legislators, and government officials Provides direct to legislators on pending legislation And assists the board as appropriate, in providing input to legislators on pending legislation And assists parents, local community members, and community leaders in providing input to legislators on pending legislation Considers the best interests of students in developing positions on education policy and legislation And works with the board, the leadership team and staff as appropriate, to consider the best interests of students in developing district positions on education policy and legislation And educates parents, community members and local officials regarding critical concerns for students in developing positions on education policy and legislation