IV-A-1. Does not encourage high standards of May ask administrators for Fosters a shared commitment to Leads administrators in developing a Commitment teaching and learning or high commitment to high standards of high standards of teaching and shared commitment to high standards to High expectations for achievement with the teaching and learning with high of teaching and learning with high learning, for all administrators, with Standards administrator team, and/or may expectations for achievement for all high expectations for achievement expectations for achievement for all. demonstrate low expectations for but does not support and/or model it. for all. Revisits and renews commitment with faculty and staff. administrator team regularly. Is able to model this element. IV-A-2. Does not develop core values and May develop core values and mission Develops, promotes, and models Leads administrators to develop core Mission and mission statements for the school. statements but rarely uses them to commitment to core values that values and mission statements, share Core Values guide decision making. guide the development of a these statements with families and the succinct, results-oriented mission school district community, and use statement and ongoing decision them to guide decision making. Is able making. to model this element. IV-A-3. Leads administrator meetings that May lead administrator meetings that Plans and leads well-run and Plans and facilitates engaging Meetings lack clear purpose and/or are primarily include both one-way informational engaging administrator meetings administrator team meetings in which used for one-way informational updates and participatory activities small groups of administrators learn that have clear purpose, focus on updates. focused on matters of consequence, matters of consequence, and together and create solutions to but does not clearly establish engage participants in a thoughtful instructional leadership issues. Team and productive series of has established norms for behavior conversations and deliberations. and consistently adheres to them. Establishes clear norms for Consistently evaluates the administrator team behavior. effectiveness of the administrator team meetings. Is able to model this element. Indicator IV-B. Cultural Proficiency: Ensures that policies and practices enable members and students to interact effectively in a culturally diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected. IV-B. Unsatisfactory Needs Improvement Exemplary Proficient Elements
IV-A-1. Commitment to High Standards Does not encourage high standards of teaching and learning or high expectations for achievement with the administrator team, and/or may demonstrate low expectations for faculty and staff. May ask administrators for commitment to high standards of teaching and learning with high expectations for achievement for all but does not support and/or model it. Fosters a shared commitment to high standards of teaching and learning, for all administrators, with high expectations for achievement for all. Leads administrators in developing a shared commitment to high standards of teaching and learning with high expectations for achievement for all. Revisits and renews commitment with administrator team regularly. Is able to model this element. IV-A-2. Mission and Core Values Does not develop core values and mission statements for the school. May develop core values and mission statements but rarely uses them to guide decision making. Develops, promotes, and models commitment to core values that guide the development of a succinct, results-oriented mission statement and ongoing decision making. Leads administrators to develop core values and mission statements, share these statements with families and the school district community, and use them to guide decision making. Is able to model this element. IV-A-3. Meetings Leads administrator meetings that lack clear purpose and/or are primarily used for one-way informational updates. May lead administrator meetings that include both one-way informational updates and participatory activities focused on matters of consequence, but does not clearly establish Plans and leads well-run and engaging administrator meetings that have clear purpose, focus on matters of consequence, and engage participants in a thoughtful and productive series of conversations and deliberations. Establishes clear norms for administrator team behavior. Plans and facilitates engaging administrator team meetings in which small groups of administrators learn together and create solutions to instructional leadership issues. Team has established norms for behavior and consistently adheres to them. Consistently evaluates the effectiveness of the administrator team meetings. Is able to model this element. Indicator IV-B. Cultural Proficiency: Ensures that policies and practices enable members and students to interact effectively in a culturally diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected. IV-B. Elements Unsatisfactory Needs Improvement Proficient Exemplary
PartIII_AppxA.docx