IV-F-1. Does not respond to disagreement or May respond respectfully to Employs a non-confrontational Models a variety of strategies for Response to dissent and/or does not use disagreement and dissent, but approach for responding responding respectfully and effectively Disagreement appropriate, respectful, responds inconsistently and does not to disagreement and dissent, using respectfully and appropriately to approaches. always employ a non-confrontational disagreement and dissent, using both as opportunities for learning. approach both as opportunities for learning. Provides professional development for Models this practice for the the administrator team to build these administrator team. conflict resolution strategies. Is able to model this element. IV-F-2. Does not address conflicts in a May attempt to respectfully resolve Consistently employs a variety of Consistently employs a variety of Conflict solution-oriented and/or respectful conflicts as they arise, but employs strategies to resolve conflicts in a strategies to resolve conflicts in a Resolution manner. only a limited range of strategies. constructive and respectful constructive and respectful manner manner. Models this behavior for and empowers and supports the administrator team. administrators to use these approaches. Is able to model this element. IV-F-3. Does not attempt to build consensus Employs a limited number of Employs a variety of strategies to Builds consensus within the school Consensus within the district community, or strategies to build consensus within district community around critical build consensus within the school Building attempts at consensus-building the school district community, with school decisions, employing a district community around critical around critical school decisions are varying degrees of success. variety of strategies. school decisions, while encouraging unsuccessful. dialogue and different points of view. Is able to model this element.
IV-F-1. Response to Disagreement Does not respond to disagreement or dissent and/or does not use appropriate, respectful, approaches. May respond respectfully to disagreement and dissent, but responds inconsistently and does not always employ a non-confrontational approach Employs a non-confrontational approach for responding respectfully and appropriately to disagreement and dissent, using both as opportunities for learning. Models this practice for the administrator team. Models a variety of strategies for responding respectfully and effectively to disagreement and dissent, using both as opportunities for learning. Provides professional development for the administrator team to build these conflict resolution strategies. Is able to model this element. IV-F-2. Conflict Resolution Does not address conflicts in a solution-oriented and/or respectful manner. May attempt to respectfully resolve conflicts as they arise, but employs only a limited range of strategies. Consistently employs a variety of strategies to resolve conflicts in a constructive and respectful manner. Models this behavior for the administrator team. Consistently employs a variety of strategies to resolve conflicts in a constructive and respectful manner and empowers and supports administrators to use these approaches. Is able to model this element. IV-F-3. Consensus Building Does not attempt to build consensus within the district community, or attempts at consensus-building around critical school decisions are unsuccessful. Employs a limited number of strategies to build consensus within the school district community, with varying degrees of success. Builds consensus within the school district community around critical school decisions, employing a variety of strategies. Employs a variety of strategies to build consensus within the school district community around critical school decisions, while encouraging dialogue and different points of view. Is able to model this element.
PartIII_AppxA.docx