Receive professional development that helps ☐ ☐ ☐ ☐ ☐ them engage in their work as teachers and learners. Have the support of the superintendent and ☐ ☐ ☐ ☐ ☐ other senior central office leaders who proactively protect their time for work on principals’ growth as instructional leaders. Are held accountable for helping principals grow ☐ ☐ ☐ ☐ ☐ as instructional leaders using specific, meaningful metrics of such performance. If you do not yet have staff dedicated to supporting the growth of all principals as Strongly Strongly Disagree Agree DK/NMI instructional leaders (referenced in question Disagree Agree #4): The superintendent and other key central office ☐ ☐ ☐ ☐ ☐ leaders are aware of the need to have executive-level staff dedicated to supporting the growth of all principals as instructional leaders. Our district has staff in other positions who ☐ ☐ ☐ ☐ ☐ could serve well in these dedicated principal instructional leadership support positions. Our district should be able to attract people to ☐ ☐ ☐ ☐ ☐ these positions who have the ready capacity to help principals grow as instructional leaders. Our principals are open to having a central ☐ ☐ ☐ ☐ ☐ office staff person working with them as a partner to strengthen their instructional leadership practice. Key central office staff are aware of the need to ☐ ☐ ☐ ☐ ☐ provide professional development and protection of staff time to help these staff be successful. Our principals are currently organized into ☐ ☐ ☐ ☐ ☐ subgroups whose composition can compromise a strong principal professional learning community. Learning-Focused Partnerships: Reflections and Next Which of the above issues rises to the top for you as a starting point for your work because you can — achieve clear gains in this area soon, because weakness in this area will jeopardize your broader effort, or because you otherwise believe that they relate to a key starting place for you?
Receive professional development that helps them engage in their work as teachers and learners. ☐ ☐ ☐ ☐ ☐ Have the support of the superintendent and other senior central office leaders who proactively protect their time for work on principals’ growth as instructional leaders. ☐ ☐ ☐ ☐ ☐ Are held accountable for helping principals grow as instructional leaders using specific, meaningful metrics of such performance. ☐ ☐ ☐ ☐ ☐ If you do not yet have staff dedicated to supporting the growth of all principals as instructional leaders (referenced in question #4): Strongly Disagree Disagree Agree Strongly Agree DK/NMI The superintendent and other key central office leaders are aware of the need to have executive-level staff dedicated to supporting the growth of all principals as instructional leaders. ☐ ☐ ☐ ☐ ☐ Our district has staff in other positions who could serve well in these dedicated principal instructional leadership support positions. ☐ ☐ ☐ ☐ ☐ Our district should be able to attract people to these positions who have the ready capacity to help principals grow as instructional leaders. ☐ ☐ ☐ ☐ ☐ Our principals are open to having a central office staff person working with them as a partner to strengthen their instructional leadership practice. ☐ ☐ ☐ ☐ ☐ Key central office staff are aware of the need to provide professional development and protection of staff time to help these staff be successful. ☐ ☐ ☐ ☐ ☐ Our principals are currently organized into subgroups whose composition can compromise a strong principal professional learning community. ☐ ☐ ☐ ☐ ☐ Learning-Focused Partnerships: Reflections and Next Which of the above issues rises to the top for you as a starting point for your work — because you can achieve clear gains in this area soon, because weakness in this area will jeopardize your broader effort, or because you otherwise believe that they relate to a key starting place for you?
Central-Office-Readiness-Assessment.docx