Santa Rosa County District Schools District Leader Evaluation Plan District Office Core Practice #5: Ensuring Productive Leadership Succession How does your district office evaluation system communicate, monitor, and evaluate expectations for the following research-based best FLORIDA SANTA ROSA practices: DISTRICT RTTT EDUCATOR DISTRICT FLORIDA SCHOOL RESEARCH FLORIDA STATUTES ADMINISTRATOR CORE MOU ACCOMPLISHED LEADER CORE LEADER ASSESSMENT PRACTICE PRACTICES PRACTICE Recognizing the Statute 1012.27 Public FSLA Domain 2 – Core Practice 3 DM pp. 5, 10, importance of stable school personnel; powers Indicator 4.1 29 leadership in the schools and duties of district Recruitment and to minimize the effects of school superintendent Retention HON p. 118 frequent principal Statute 1012.34 turnover. Personnel evaluation SEA, p. 178 procedures and criteria. Ensuring that principals Statute 1012.27 Public Core Practice 3 DM pp. 29, 30 FSLA Domain 3 – effectively distribute school personnel; powers Indicators 6.4 leadership to mitigate at and duties of district Distributive Leadership, ZAV p. 287 least some of the negative school superintendent. 7.1 Leadership Team, 7.2 consequences of principal Delegation, SEA, p. 178 turnover. 7.3 Succession Planning Ensuring principals’ newly SREB p. 2, Strategy FSLA Domain 3 – Core Practice 3 assigned to schools 4 – Invest heavily Indicator 7.4 initially work within the in Relationships existing culture of their professional FSLA Domain 3 – schools, rather than learning for Indicators 9.1 attempting to quickly and principals, Constructive substantially change it, to and district Conversations, 9.2 Clear avoid negative turnover staff. Goals and Expectations, effects. 9.3 Accessibility Ensuring a smooth SREB p. 2, Strategy Statute 1012.27 Public FSLA Domain 2 – Core Practice 3 transition from one 4 – Invest heavily school personnel; powers Indicator 4.1 principal to the next by in and duties of district Recruitment and clarifying the district’s professional school superintendent. Retention expectations for the job to learning for be done by the incoming principals, FSLA Domain 3 – principals, and by and district Indicator 7.3 Succession participating with teachers staff. Planning and the new principal in initial discussions.
Santa Rosa County District Schools District Leader Evaluation Plan District Office Core Practice #5: Ensuring Productive Leadership Succession How does your district office evaluation system communicate, monitor, and evaluate expectations for the following research-based best practices: DISTRICT ADMINISTRATOR CORE PRACTICE RESEARCH RTTT MOU FLORIDA STATUTES FLORIDA SCHOOL LEADER ASSESSMENT FLORIDA EDUCATOR ACCOMPLISHED PRACTICES SANTA ROSA DISTRICT LEADER CORE PRACTICE Recognizing the importance of stable leadership in the schools to minimize the effects of frequent principal turnover. DM pp. 5, 10, HON p. 118 SEA, p. 178 Statute 1012.27 Public school personnel; powers and duties of district school superintendent Statute 1012.34 Personnel evaluation procedures and criteria. FSLA Domain 2 – Indicator 4.1 Recruitment and Retention Core Practice 3 Ensuring that principals effectively distribute leadership to mitigate at least some of the negative consequences of principal turnover. DM pp. 29, 30 ZAV p. 287 SEA, p. 178 Statute 1012.27 Public school personnel; powers and duties of district school superintendent. FSLA Domain 3 – Indicators 6.4 Distributive Leadership, 7.1 Leadership Team, 7.2 Delegation, 7.3 Succession Planning Core Practice 3 Ensuring principals’ newly assigned to schools initially work within the existing culture of their schools, rather than attempting to quickly and substantially change it, to avoid negative turnover effects. SREB p. 2, Strategy 4 – Invest heavily in professional learning for principals, and district staff. FSLA Domain 3 – Indicator 7.4 Relationships FSLA Domain 3 – Indicators 9.1 Constructive Conversations, 9.2 Clear Goals and Expectations, 9.3 Accessibility Core Practice 3 Ensuring a smooth transition from one principal to the next by clarifying the district’s expectations for the job to be done by the incoming principals, and by participating with teachers and the new principal in initial discussions. SREB p. 2, Strategy 4 – Invest heavily in professional learning for principals, and district staff. Statute 1012.27 Public school personnel; powers and duties of district school superintendent. FSLA Domain 2 – Indicator 4.1 Recruitment and Retention FSLA Domain 3 – Indicator 7.3 Succession Planning Core Practice 3 29