Collaborative Learning Teams Continuum Assess the current reality of your school’s implementation of each indicator listed below. Consider what evidence supports your assessment of each. Communication: The leaders in the school communicate purpose and priorities through modeling, allocation of resources, what they celebrate, and what they are willing to confront. Pre-initiating Initiating Implementing Developing Sustaining There is no sense of Leaders can articulate The school has begun People throughout the The purpose and purpose and priorities. the purpose and to alter the structures, school are changing priorities of the school Different people in the priorities of the school resources, and behavior to align are evident by the school seem to have with a consistent rewards to better align with the priorities. They everyday behavior of different pet projects, voice, but their with the stated are seeking new people throughout and it is difficult to behavior is not priorities. Staff strategies for using the school. Time, acquire the resources congruent with their members who openly resources more money, materials, to support those words. The structures, oppose the initiative effectively to support people, and resources different projects. resources, and may be confronted, the initiative, and are have been rewards of the school but those confronting willing to reallocate strategically allocated have not been them are likely to time, money, to reflect priorities. altered to align with explain they are doing materials, and people Processes are in place the professed someone else’s in order to move to recognize and priorities. bidding. forward. Small celebrate improvements are commitment to the recognized and priorities. People celebrated. Leaders throughout the school confront incongruent confront those who behavior. disregard the priorities. Short Term Goal(s): Steps to accomplish: Who is responsible? Timeline: Long Term Goal(s): Steps to accomplish: Who is responsible? Timeline:
Collaborative Learning Teams Continuum Assess the current reality of your school’s implementation of each indicator listed below. Consider what evidence supports your assessment of each. Communication: The leaders in the school communicate purpose and priorities through modeling, allocation of resources, what they celebrate, and what they are willing to confront. Pre-initiating Initiating Implementing Developing Sustaining There is no sense of purpose and priorities. Different people in the school seem to have different pet projects, and it is difficult to acquire the resources to support those different projects. Leaders can articulate the purpose and priorities of the school with a consistent voice, but their behavior is not congruent with their words. The structures, resources, and rewards of the school have not been altered to align with the professed priorities. The school has begun to alter the structures, resources, and rewards to better align with the stated priorities. Staff members who openly oppose the initiative may be confronted, but those confronting them are likely to explain they are doing someone else’s bidding. People throughout the school are changing behavior to align with the priorities. They are seeking new strategies for using resources more effectively to support the initiative, and are willing to reallocate time, money, materials, and people in order to move forward. Small improvements are recognized and celebrated. Leaders confront incongruent behavior. The purpose and priorities of the school are evident by the everyday behavior of people throughout the school. Time, money, materials, people, and resources have been strategically allocated to reflect priorities. Processes are in place to recognize and celebrate commitment to the priorities. People throughout the school confront those who disregard the priorities. Short Term Goal(s): Steps to accomplish: Who is responsible? Timeline: Long Term Goal(s): Steps to accomplish: Who is responsible? Timeline:
Communication2SelfAssessment.docx