Drives instructional decisions with student achievement data Leader regularly uses multiple sources of data to How is your school doing in terms of meeting its goals? What information support urgency for change and celebration for do you use to gauge its progress? Who collects this information and how success; leader’s use of data supports his/her “can is it shared out to various stakeholders (teachers, students, families, other do” attitude. community members)? How do you involve parents and students in the review of school achievement data? Do you feel there is a role for public, whole group events? If so, how would you organize them? Leader understands current research and adjusts What is important about the collection of data? What mistakes do you decision-making based on research. think are most common in the collection and dissemination of data in schools? Leader is a competent user of district data To your knowledge, what are the key metrics that are collected by the resources (principal/teacher portals). district data system? How do you access these resources? What are the best ways of ensuring that teachers are accessing and using data collected at the district and school level? Leader expects that teachers will likewise be How do you work with teachers and other staff to set targets for student competent users of district data and provides learning in your school? How do these targets relate to your achievement needed support and professional development to goals? How do you ensure that the goals you set are data-driven and meet this expectation. maintain a high bar for success? Leader uses progress-monitoring data to make What processes exist in your school to gather, analyze and share out incremental next steps in a continuous student achievement data and other key metrics? How have you changed improvement cycle. them over the past year? How do you think they can be improved?
Drives instructional decisions with student achievement data Leader regularly uses multiple sources of data to support urgency for change and celebration for success; leader’s use of data supports his/her “can do” attitude. How is your school doing in terms of meeting its goals? What information do you use to gauge its progress? Who collects this information and how is it shared out to various stakeholders (teachers, students, families, other community members)? How do you involve parents and students in the review of school achievement data? Do you feel there is a role for public, whole group events? If so, how would you organize them? Leader understands current research and adjusts decision-making based on research. What is important about the collection of data? What mistakes do you think are most common in the collection and dissemination of data in schools? Leader is a competent user of district data resources (principal/teacher portals). To your knowledge, what are the key metrics that are collected by the district data system? How do you access these resources? What are the best ways of ensuring that teachers are accessing and using data collected at the district and school level? Leader expects that teachers will likewise be competent users of district data and provides needed support and professional development to meet this expectation. How do you work with teachers and other staff to set targets for student learning in your school? How do these targets relate to your achievement goals? How do you ensure that the goals you set are data-driven and maintain a high bar for success? Leader uses progress-monitoring data to make incremental next steps in a continuous improvement cycle. What processes exist in your school to gather, analyze and share out student achievement data and other key metrics? How have you changed them over the past year? How do you think they can be improved?
1.8-dps-principal-selection-question-bank-with-instructional-leadership-rubric.docx