Domain 4: Processes Factor B: Evidence Improvement Characteristic 1: Collaborative Inquiry Ineffective Minimally Effective Effective Highly Effective Raises questions about why and works with the board, leadership develops shared leadership to raise And And how student achievement results team, and staff as appropriate, as questions about student learning and are what they are appropriate to identify and challenge challenge assumptions collaboratively 4B1 assumptions about student raise questions about school and district achievement and raise questions about results school and district results Creates district routines that engage works with the board, leadership develops shared leadership to refine And And the board, leadership team, and team, and staff as appropriate, as district routines for collaborative inquiry staff as appropriate, in examining appropriate in refining district and and examination of student results to student achievement results across school routines to establish develop evidence based improvement the district examination of student results goals and strategies Establishes leadership and staff works with the leadership team to develops shared leadership to And And teams to conduct collaborative provide training, facilitation, and support the work of collaborative inquiry inquiry support for teacher teams (e.g. PLCs, teams utilizing SMART Goals, Action Data Teams, etc.) to conduct Research, or other evidence based team collaborative inquiry processes Domain 4: Processes Factor B: Evidence Improvement Characteristic 2: Systematic Use of Multiple Data Sources Ineffective Minimally Effective Effective Highly Effective
Domain 4: Processes Factor B: Evidence Improvement Characteristic 1: Collaborative Inquiry Ineffective Minimally Effective Effective Highly Effective 4B1 Raises questions about why and how student achievement results are what they are And works with the board, leadership team, and staff as appropriate, as appropriate to identify and challenge assumptions about student achievement and raise questions about school and district results And develops shared leadership to raise questions about student learning and challenge assumptions collaboratively raise questions about school and district results Creates district routines that engage the board, leadership team, and staff as appropriate, in examining student achievement results across the district And works with the board, leadership team, and staff as appropriate, as appropriate in refining district and school routines to establish examination of student results And develops shared leadership to refine district routines for collaborative inquiry and examination of student results to develop evidence based improvement goals and strategies Establishes leadership and staff teams to conduct collaborative inquiry And works with the leadership team to provide training, facilitation, and support for teacher teams (e.g. PLCs, Data Teams, etc.) to conduct collaborative inquiry And develops shared leadership to support the work of collaborative inquiry teams utilizing SMART Goals, Action Research, or other evidence based team processes Domain 4: Processes Factor B: Evidence Improvement Characteristic 2: Systematic Use of Multiple Data Sources Ineffective Minimally Effective Effective Highly Effective
District%20Leader%20Formative%20Rubric%208.17.18.docx