Written reflection Site visits/observation Student discipline data (re. subgroup referrals or bullying in the school) Professional development workshops in this area and action plan PERFORMANCE EXPECTATION 6: Socio-Political Context An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. Educational Leaders: Advocate for children, families and caregivers Act to influence local, district, state and national decisions affecting student learning Assess, analyze and anticipate emerging trends and initiatives in order to adapt leadership strategies Level 4 3 2 1 Consistently exceeds Consistently meets Making sufficient Does not meet standard expectations for good expectations for good progress toward meeting performance under this performance un der this the standard standard standard Successfully communicates Uses a variety of means (e.g., Has a limited communication Is not an effective to all constituencies by face-to-face, newsletters, repertoire and some key communicator, and others are Communication skillfully using a variety of websites) to communicate stakeholders are not aware of often left guessing about channels. goals to others. school goals. policies and direction. Develops strong relationships Building relationships to Occasionally works with local, Rarely works with local, to influence district, state influence local, district, state district, state and national district, state and national Outreach and national decisions affecting and national decisions affecting decisions affecting student decisions affecting student student learning. student learning. learning. learning. Is highly effective getting Focuses mainly on discipline Identifies struggling students Tries to get crisis counseling counseling, mentoring, and and punishment with highly Support and works to get support for highly disruptive and other supports for high-need disruptive and troubled services to meet their needs. troubled students. students. students. Provides effective programs Provides programs for most Provides ad hoc, occasional Does not provide assistance for Safety-net for all students with students parents do not support for students who are students with inadequate inadequate home support. provide adequate support. not adequately supported at home support.
Written reflection Site visits/observation Student discipline data (re. subgroup referrals or bullying in the school) Professional development workshops in this area and action plan PERFORMANCE EXPECTATION 6: Socio-Political Context An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. Educational Leaders: Advocate for children, families and caregivers Act to influence local, district, state and national decisions affecting student learning Assess, analyze and anticipate emerging trends and initiatives in order to adapt leadership strategies Level 4 Consistently exceeds expectations for good performance under this standard 3 Consistently meets expectations for good performance un der this standard 2 Making sufficient progress toward meeting the standard 1 Does not meet standard Communication Successfully communicates to all constituencies by skillfully using a variety of channels. Uses a variety of means (e.g., face-to-face, newsletters, websites) to communicate goals to others. Has a limited communication repertoire and some key stakeholders are not aware of school goals. Is not an effective communicator, and others are often left guessing about policies and direction. Outreach Develops strong relationships to influence district, state and national decisions affecting student learning. Building relationships to influence local, district, state and national decisions affecting student learning. Occasionally works with local, district, state and national decisions affecting student learning. Rarely works with local, district, state and national decisions affecting student learning. Support Is highly effective getting counseling, mentoring, and other supports for high-need students. Identifies struggling students and works to get support services to meet their needs. Tries to get crisis counseling for highly disruptive and troubled students. Focuses mainly on discipline and punishment with highly disruptive and troubled students. Safety-net Provides effective programs for all students with inadequate home support. Provides programs for most students parents do not provide adequate support. Provides ad hoc, occasional support for students who are not adequately supported at Does not provide assistance for students with inadequate home support.