Staff know how effectively current practices work and continuously seek to find new methods to improve student performance. 1 2 3 4 5 6 7 8 9 10 Staff does not talk Staff occasionally Staff regularly reflect about instruction, look at how they’re on and assess the results or doing and make impact of their improvements. adjustments/ instruction and make improvements. revisions based on the results. COLLABORATION There is a high degree of trust among individuals. 1 2 3 4 5 6 7 8 9 10 Low trust and We generally trust Trust and openness conflict characterize each other but are characterize the way our school’s working not always open as we work. relationships. we could be. The structure of the day and year provide flexibility and time for people to work together. 1 2 3 4 5 6 7 8 9 10 There are no specific Time is arranged but The school day and arrangements made it is either year have been to create time for inadequate or structured so as to school improvement inconsistent. make collaborative team’s interaction. decision-making and team learning the way we do business. LEADERSHIP CAPACITY There is full participation in leadership. Staff, faculty, administrators, community members, parents and students all have important and defined leadership roles. 1 2 3 4 5 6 7 8 9 10 is one leader in Leadership is an All members of the the school. assignment based on school community a specific task, take leadership action committee for improving school appointment or results. position. Individuals have well-developed leadership skills and consistently use them in collaborative ways. 1 2 3 4 5 6 7 8 9 10 The development of skillful Leadership skills are leadership skills is leadership is valued developed, valued and limited to a few but not systemically consistently applied leaders. developed. across a wide variety “positional” of stakeholders. TOTAL Add the circled numbers and record the total: ____
Staff know how effectively current practices work and continuously seek to find new methods to improve student performance. 1 2 3 4 5 6 7 8 9 10 Staff does not talk about instruction, results or improvements. Staff occasionally look at how they’re doing and make adjustments/ improvements. Staff regularly reflect on and assess the impact of their instruction and make revisions based on the results. COLLABORATION There is a high degree of trust among individuals. 1 2 3 4 5 6 7 8 9 10 Low trust and conflict characterize our school’s working relationships. We generally trust each other but are not always open as we could be. Trust and openness characterize the way we work. The structure of the day and year provide flexibility and time for people to work together. 1 2 3 4 5 6 7 8 9 10 There are no specific arrangements made to create time for school improvement team’s interaction. Time is arranged but it is either inadequate or inconsistent. The school day and year have been structured so as to make collaborative decision-making and team learning the way we do business. LEADERSHIP CAPACITY There is full participation in leadership. Staff, faculty, administrators, community members, parents and students all have important and defined leadership roles. 1 2 3 4 5 6 7 8 9 10 is one leader in the school. Leadership is an assignment based on a specific task, committee appointment or position. All members of the school community take leadership action for improving school results. Individuals have well-developed leadership skills and consistently use them in collaborative ways. 1 2 3 4 5 6 7 8 9 10 The development of leadership skills is limited to a few “positional” leaders. skillful leadership is valued but not systemically developed. Leadership skills are developed, valued and consistently applied across a wide variety of stakeholders. TOTAL Add the circled numbers and record the total: ____
RPS-SMART-School-Academy-Process-Tab-61515.docx