1.3 Vision/ School leaders have a School leaders have a defined School leaders have a School leaders and most staff Theory of Action loosely defined theory theory of action or vision along defined and communicated members understand the theory and Buy-In of action or vision with established goals, and theory of action or vision of action or vision driving the along with established interim benchmarks have been along with established goals priorities related to turnaround goals and interim communicated to some staff. A and interim benchmarks to efforts, are familiar with the benchmarks to guide common sense of urgency and drive priorities related to goals and interim benchmarks dramatic school shared ownership for the turnaround efforts, and these used to consistently monitor improvement, but the success of all students exists goals and benchmarks are progress (e.g., at least once a goals and benchmarks among some staff and leaders, understood and month), and identify and are not used to inform but not all staff members share implemented consistently by prioritize the next level of work. the school’s work. this responsibility. most staff. A common sense A common sense of urgency and There is little to no of urgency and purpose for ownership for the success of all sense of urgency or improvement is evident students is shared among most collective among a majority of staff staff, as demonstrated through responsibility for members, but ownership and staff discourse and actions. realizing school responsibility for success of improvement. all students may still be centralized at the principal or leadership team level. 1.4 Monitoring School leaders rarely School leaders prioritize School leaders prioritize School leaders are actively Implementation prioritize improvement initiatives for improvement initiatives; engaged in monitoring and School Progress improvement implementation; however, processes and protocols for implementation of turnaround initiatives for processes and protocols for systemic implementation are efforts, use this information to implementation nor systemic implementation are well defined. A majority of prioritize initiatives and are there processes or emerging or not well defined. members are aware of strategies, communicate protocols in place for the priorities, and some progress and challenges and systemic monitoring of these seek input from staff, and implementation. initiatives takes place. continuously and systematically monitor progress.
1.3 Vision/ Theory of Action and Buy-In School leaders have a loosely defined theory of action or vision along with established goals and interim benchmarks to guide dramatic school improvement, but the goals and benchmarks are not used to inform the school’s work. There is little to no sense of urgency or collective responsibility for realizing school improvement. School leaders have a defined theory of action or vision along with established goals, and interim benchmarks have been communicated to some staff. A common sense of urgency and shared ownership for the success of all students exists among some staff and leaders, but not all staff members share this responsibility. School leaders have a defined and communicated theory of action or vision along with established goals and interim benchmarks to drive priorities related to turnaround efforts, and these goals and benchmarks are understood and implemented consistently by most staff. A common sense of urgency and purpose for improvement is evident among a majority of staff members, but ownership and responsibility for success of all students may still be centralized at the principal or leadership team level. School leaders and most staff members understand the theory of action or vision driving the priorities related to turnaround efforts, are familiar with the goals and interim benchmarks used to consistently monitor progress (e.g., at least once a month), and identify and prioritize the next level of work. A common sense of urgency and ownership for the success of all students is shared among most staff, as demonstrated through staff discourse and actions. 1.4 Monitoring Implementation and School Progress School leaders rarely prioritize improvement initiatives for implementation nor are there processes or protocols in place for systemic implementation. School leaders prioritize improvement initiatives for implementation; however, processes and protocols for systemic implementation are emerging or not well defined. School leaders prioritize improvement initiatives; processes and protocols for systemic implementation are well defined. A majority of members are aware of the priorities, and some monitoring of these initiatives takes place. School leaders are actively engaged in monitoring implementation of turnaround efforts, use this information to prioritize initiatives and strategies, communicate progress and challenges and seek input from staff, and continuously and systematically monitor progress.
monitor-site-visits-protocol.docx