| INDICATORS
|
| A. VISION IS ARTICULATED AND
SUPPORTED. |
| DESCRIPTORS
|
- Leadership has a vision that is
focused on student achievement and articulated to all students, parents, staff, and
community members.
- Leaders involve stakeholders in
vision development.
- Vision statement posted throughout
facility.
- Decisions are made in alignment with
vision.
- Other
|
| INDICATORS
|
| B. HIGH EXPECTATIONS ARE SET FOR
SELF, TEAMS, AND UNITS. |
| DESCRIPTORS
|
- Leaders monitor achievement of
expected results by individuals, self, and unit.
- Leaders have expectations that all
students can learn and monitor the progress of each student.
- Leaders set high expectations for
self, unit and others, and model those expectations.
- Other
|
| INDICATORS
|
| C. PARTICIPATIVE LEADERSHIP IS
EVIDENT IN ORGANIZATIONAL DECISION MAKING. |
| DESCRIPTORS
|
- Leaders involve stakeholders in the
review of unit data including School Quality Reviews, School Profiles, and other
information.
- Leaders involve staff in setting
goals.
- Leaders plan time for input and
dialog from stakeholders before decisions are made.
- Leadership Teams meet regularly for
planning, managing, and assessing program and student needs.
- Leadership Teams include students, 2
teachers, educational support staff, 2 parents, an administrator, and community members.
- Other
|
| INDICATORS
|
| D. RESPONSIBLE RISK-TAKING IS
MODELED. |
| DESCRIPTORS
|
- Leader assumes role of learner,
teacher, decision maker, follower, and facilitator as demonstrated by his/her
participating in professional development activities, classroom visits, leadership teams
and committees.
- Leaders plan and implement innovative
programs that are based on successful models.
- Leaders and staff plan flexible
schedule to meet needs of students.
- Leaders and staff plan for learning
that expands beyond classroom and incorporates community.
- Principal provides opportunities for
staff to assume leadership roles.
- Other
|
| INDICATORS
|
| E. TRUST IS ESTABLISHED AND
MAINTAINED. |
| DESCRIPTORS
|
Leaders ensure that student
and staff strengths, talents, and abilities are utilized, recognized, and rewarded.
Collaboration is demonstrated by
grade level/cross grade level/ department planning.
Learning is open and conducive to
innovation as demonstrated by collaborative planning, sharing effective program research,
willingness to implement new methods of instruction, and creation of multiple options for
problem resolution.
Leaders provide regular opportunities
for discussions and input from staff, students, and parents.
Other
|
| INDICATORS
|
| F. CURRENT EDUCATIONAL LITERATURE
IS REVIEWED AND USED AS A CATALYST FOR CHANGE. |
| DESCRIPTORS
|
- Leaders provide educational
literature at staff meetings and facilitate discussions regarding educational practices
and theory.
- Leaders incorporate research in
program planning and decision making.
- Other
|
| INDICATORS
|
| G. COMMUNITY MEMBERS AND STAFF
PARTICIPATE ON LEADERSHIP TEAMS AND IN DECISION MAKING USING A VARIETY OF GROUP PROCESSES.
|
| DESCRIPTORS
|
- Leadership Team membership includes a
minimum of 2 parents, 2 teachers, administrator, community members, educational support
staff, and students.
- Committees representing all
stakeholders review data for input.
- Leaders communicate decisions with
stakeholders through newsletter/communication documents.
- Leaders ensure that school/business
collaborations exist.
- Leaders keep parent/community logs to
document involvement in decision making process.
- Leadership Teams develop
guidelines/by laws for team operation.
- Other
|
| INDICATORS
|
| H. ORGANIZATIONAL FOCUS IS ON
SYSTEMIC CHANGE, DEVELOPMENT, AND RESULTS. |
| DESCRIPTORS
|
- Leadership Teams review available
data and MAPS regularly to determine effectiveness.
- Professional development
opportunities are made available to unit members.
- Leadership Teams review student goals
for future decision-making.
- Leadership Team develops individual
MAP plans focused on areas in need of improvement.
- Leaders supervise and evaluate staff
for individual growth, development, and results.
- Staff develops self management plans
for setting goals and achieving results.
- Other
|
| INDICATORS
|
| I. PROBLEM SOLVING STRATEGIES
INCORPORATE A VARIETY OF TECHNIQUES TO EXPLORE SOLUTIONS. |
| DESCRIPTORS
|
- Leaders incorporate brainstorming and
group strategies as techniques for community problem solving.
- Leaders involve educational support
staff in group process/problem solving.
- Leaders provide students
opportunities for group planning, brainstorming, and problem solving.
- Leaders provide team
building/consensus building training for unit.
- Other
|
| INDICATORS
|
| J. VISIBILITY, ACCESSIBILITY,
EFFECTIVE COMMUNICATION, AND MOTIVATIONAL STRATEGIES ARE DEMONSTRATED BY THE LEADER. |
| DESCRIPTORS
|
- Principal frequently visits
classrooms/sites/buildings.
- Principal supervises staff members
with goal of continuous professional development.
- Principal utilizes an open door
policy.
- Principal uses personal communication
with stakeholders as well as written communiqués, newsletters, and other forums for
providing information.
- Principal attends staff meetings,
parent/community activities.
- Principal establishes relationships
and visits community businesses/agencies.
- Other
|
| INDICATORS
|
| K. TEAM BUILDING AND GROUP
PROCESSES ARE USED IN PROBLEM SOLVING AND DECISION MAKING. |
| DESCRIPTORS
|
- Leaders provide time for group
communication/discussions and input.
- Leaders organize study groups to
research issues and solutions.
- Commitment to the organization is
demonstrated.
- Leadership Teams utilize a variety of
group strategies for building consensus and conflict resolution.
- Leadership Teams set timelines for
discussions, input and decision making.
- Leadership Teams develop
guidelines/by laws for team operation
- Leadership Teams take issues/plans to
entire faculty for discussion and input.
- Other
|
| INDICATORS
|
| L. PROFESSIONAL DEVELOPMENT,
CONSISTENT WITH RESEARCH, IS COLLABORATIVELY DESIGNED AND IMPLEMENTED. |
| DESCRIPTORS
|
- Leaders identify critical elements of
successful professional development programs and utilize them in designing staff
development.
- Leaders conduct a needs assessment to
direct professional development.
- Staff has opportunities for
professional development.
- Professional development activities
are consistent with goals and objectives, are focused and evaluated.
- Other
|
| DATA
SOURCES |
- School Quality Survey Lists
- Leadership Training Records
- School Profiles
- Personnel Membership in
Internal/External Organizations
- Student Council Participation Lists
- Professional Development Activity
Records
- APEX Membership Lists
- Surveys and Interviews
- Observation Information
- Collaboration Meetings (Minutes)
|
For more information contact: