THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD SCHOOL BASED ADMINISTRATOR PERFORMANCE STANDARDS
DOMAIN I INSTRUCTIONAL LEADERSHIP
INSTRUCTIONAL LEADERSHIP
High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply best practices to
student learning, especially in the area of reading and other foundational skills.
Indicator
Unsatisfactory
Needs Improvement
Effective
Highly Effective
Leader
does
not
address
indicators
Staff
and
administration
meet
with
Leader
models
positive
This
designation
represents
Promotes a
of
a
negative
learning
culture
(i.e.,
a
focused
agenda
to
relationships
with
students
and
performance
that
not only meets
Positive
we are not responsible for student
collaboratively address
staff, is highly visible with a
the expectations of effective, but
Learning
learning, we prefer to work by
professional issues and school
warm, inviting front office. Leader means that the administrator has
Culture
ourselves, we must protect our
improvement. There is evidence of engages staff during faculty
gone beyond the requirements of
Demonstrates
Knowledge of
Curriculum and
Instruction
territory, we focus on activity
instead of results), nor is there
evidence of attempts to create a
positive one.
tangible efforts to recognize staff
and convey that they are valued.
Leader is unable to explain the
rationale or interrelatedness behind
major instructional initiatives.
Leader does not read professional
journals and does not voluntarily
attend professional development
opportunities (beyond what is
required) to extend his/her own
knowledge.
Leader assumes curriculum
alignment of instruction during
classroom walkthroughs. Leader
makes decisions to seek grants,
purchase and implement
instructional programs or establish
practices aligned with the mission
and SIP goals and with supporting
research and curriculum. Leader
acknowledges needed growth
areas in curriculum and
instruction, and demonstrates
efforts to improve knowledge
through a professional
development plan.
meetings and recognizes teachers
who set a positive tone in the
classroom. Students and teachers
work collaboratively. Leader
personally relates to staff with
rounding, thank you notes, and
phone calls. Professional learning
communities are deeply rooted in
the academic and social learning
goals of the school. Leader plays a
central role in promoting a climate
of respect and support for students
and teachers. The leader
recognizes and celebrates the
contributions of school community
members to school improvement
efforts.
Leader takes a leadership role in
the planning and/or implementing
of teacher professional
development opportunities. Leader
recognizes exemplary teaching and
reinforces elements of high quality
instruction including engagement,
alignment, rigor, relevance, and
relationships; is actively involved
with teachers in designing
curricular activities and in
addressing instructional issues.
Leader’s schedule demonstrates
that a high priority is set for
activities focused on the support
his/her position to build capacity
in others for the benefit of the
entire organization.
This designation represents
performance that not only meets
the expectations of effective, but
means that the administrator has
gone beyond the requirements of
his/her position to build capacity
in others for the benefit of the
entire organization.
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PER0153 Rev. 8/11
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD SCHOOL BASED ADMINISTRATOR PERFORMANCE STANDARDS
Applies Best
Practices to
Student
Learning,
especially in the
area of reading
and other
foundational
skills
Leader generally leaves
instructional practice to the
discretion of the teachers and
allows instructional practices that
research demonstrates do not have
a positive impact on student
learning (i.e., round robin reading,
writing as punishment). Leader
focuses on
procedural/management aspects of
the teaching process rather than
instructional strategies.
Leader sets expectations for
instructional classroom practices,
communicating the research-based
rationale for the practice.
Identification of instructional
practices during classroom
walkthroughs demonstrates clarity
on the appropriate use of the
classroom practice.
and monitoring of excellence in
teaching and learning. Leader
routinely talks to students about
what they are learning and to
teachers about what they are
teaching.
Leader applies knowledge about
curriculum and instructional best
practices through modeling,
collaborative curriculum and
lesson development, and
programmatic instructional
decisions; implements appropriate
strategies to improve instructional
program; provides guidance on
effective classroom practices; and
emphasizes success for all students
with research-based programs.
Leader conveys a clear expectation
that instruction in reading
comprehension strategies will be
incorporated in all content areas.
Leader actively addresses
pedagogical and/or content
instructional issues that can impact
student achievement using a
variety of strategies including
targeted professional development,
reflective questions for
collaborative teams and individual
performance improvement plans.
Leader gives extra attention and
support to new teachers relative to
their instructional practice. Leader
is able to apply research-based
strategies and frameworks (i.e.
Response to Intervention) in
learning situations including
faculty meetings, professional
learning communities, and other
professional development
opportunities.
This designation represents
performance that not only meets
the expectations of effective, but
means that the administrator has
gone beyond the requirements of
his/her position to build capacity
in others for the benefit of the
entire organization.
2
PER0153 Rev. 8/11
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD SCHOOL BASED ADMINISTRATOR PERFORMANCE STANDARDS
DOMAIN I INSTRUCTIONAL LEADERSHIP
MANAGING THE LEARNING ENVIRONMENT
High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the use of resources in
an instructional organization and promote a safe, efficient, legal, and effective learning environment.
Indicator
Unsatisfactory
Needs Improvement
Effective
Highly Effective
The
school
daily
schedule
does
The
leader
directs
staff
regarding
Leader
protects
instructional
time
This
designation
represents
Manages the
not
demonstrate
adequate
the
scheduling
of
instructional
to
ensure
that
students
have
performance
that
not only meets
Organization,
protection of instructional time.
time, the allocation of fiscal,
adequate opportunities to learn
the expectations of effective, but
Operations,
Staffing decisions are not
human, and material resources,
rigorous content; ensures that
means that the administrator has
Facilities and
responsive to identifiable
and the development of the budget teachers and staff have necessary
gone beyond the requirements of
Resources in
instructional needs and state
and related staffing. The leader
materials, equipment and staff
his/her position to build capacity
requirements (i.e., certification,
addresses problems related to
development opportunities; fairly
in others for the benefit of the
ways that
class
size).
Staff
generally
these
functions
as
they
become
allocates
fiscal,
human,
and
entire organization.
Maximize the use
perceives that the allocation of
apparent.
material resources and develops
of Resources in
fiscal, human and material
an efficient budget planning
an Instructional
resources is neither fair nor
process that provides for the input
Organization
equitable and is not linked to the
of staff and other stakeholders.
SIP. Instructional programs lack
adequate materials. The budget is
developed without an efficient
budget planning process.
Promotes a Safe,
Efficient, Legal
and Effective
Learning
Environment
Leader does not develop and
administer policies, rules, and
routines to provide a safe school
environment; does not ensure that
school is in compliance with state
mandates; takes and adversarial
approach to managing contractual
agreements; and does not apply
legal principles to promote
educational equity.
The leader develops rules,
procedures and routines to ensure
a safe environment. The leader
manages contractual agreements
and legal requirements related to
equity with demonstrated
understanding.
Leader seeks additional resources
(monetary, staff, time, and staff
development opportunities)
through grants and community
partnerships.
Leader establishes and enforces
clear rules, procedures, and
routines; ensures the school is a
safe environment and in
compliance with state mandates.
Leader actively monitors key
indicators of a safe environment
and develops procedures and
practices to address concerns as
they become evident. The leader
empowers all staff to proactively
address issues of school safety.
The leader effectively manages
contractual agreements, state and
federal compliance guidelines,
and addresses potential problems.
The leader understands how to
apply legal principles to promote
educational equity.
This designation represents
performance that not only meets
the expectations of effective, but
means that the administrator has
gone beyond the requirements of
his/her position to build capacity
in others for the benefit of the
entire organization.
3
PER0153 Rev. 8/11
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD SCHOOL BASED ADMINISTRATOR PERFORMANCE STANDARDS
DOMAIN I INSTRUCTIONAL LEADERSHIP
LEARNING, ACCOUNTABILITY, AND ASSESSMENT
High Performing Leaders monitor the success of all students in the learning environment, align the curriculum, instruction, and
assessment processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and feedback
measures to ensure accountability for all participants engaged in the educational process.
Indicator
Unsatisfactory
Needs Improvement
Effective
Highly Effective
The leader is unable to articulate
There is evidence that the leader
A monitoring system is
This designation represents
Monitors the
relevant school data, is not
articulates the data and monitors
constructed in ways that foster the performance that not only meets
Success of All
actively engaged in a plan to
the effectiveness of the
triangulation of data from
the expectations of effective, but
Students in the
involve all staff in student data,
curriculum, instruction and
multiple sources in order to arrive means that the administrator has
Learning
and makes little or no effort to
assessment. The leader visits
at judgments about the
gone beyond the requirements of
Environment
monitor and evaluate the
classrooms, is visible around the
effectiveness of curricular and
his/her position to build capacity
effectiveness of the curriculum,
instruction, and assessment. The
leader rarely visits classrooms; is
not visible around school; and/or
has little contact with students.
school and has some contact with
students.
Aligns
Assessment
Processes with
Curriculum and
Instruction to
Promote Effective
Student
Performance
The leader cannot delineate
systems to assess curriculum
needs and the impact of
instructional practices. The leader
is unaware of how assessments
practices in the classroom are
used to focus instruction and
direct the use of instructional
resources.
Uses a Variety of
Benchmarks,
Learning
Expectations, and
Feedback
Measures to
The leader does not provide
constructive feedback regarding
individual performance of staff
and generally does not use
supervisory and coaching models
to improve teaching and learning
and to establish individual
Formative and summative
assessment tools that are aligned
to district and state curriculum
expectations are used throughout
the school. The leader supports
the direct connection between
elements of the assessment results
and instructional practice. There is
evidence that the leader uses the
skills of the data and literacy
coach to identify and address
instructional concerns.
The leader sets clear expectations
for student learning in
collaboration with staff with some
attention to progress monitoring.
Supervisory models tend to be
focused on staff members with
attention to improving satisfactory
instructional programs and
organizational operations. The
leader shares the information with
all staff and facilitates
adjustments in the educational
program if necessary. The leader
makes frequent visits to
classrooms, collecting data related
to teaching and learning.
The leader systematically aligns
formative and summative
assessment tools and protocols to
analyze the curriculum needs
based on state standards and the
needs and goals of the students.
The leader publicly connects
elements of the assessment results
with instructional practice. The
leader meets with others to
analyze the results of assessments
and impact on instruction.
in others for the benefit of the
entire organization.
The leader promotes and participates
in multiple strategies with staff and
students that sets clear learning
expectations and provides periodic
feedback on progress toward those
outcomes. Appropriate supervisory
and coaching models are used to
improve teaching and learning.
This designation represents
performance that not only meets
the expectations of effective, but
means that the administrator has
gone beyond the requirements of
his/her position to build capacity
in others for the benefit of the
This designation represents
performance that not only meets
the expectations of effective, but
means that the administrator has
gone beyond the requirements of
his/her position to build capacity
in others for the benefit of the
entire organization.
4
PER0153 Rev. 8/11
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD SCHOOL BASED ADMINISTRATOR PERFORMANCE STANDARDS
Ensure
Accountability
for All
Participants
Engaged in the
Educational
Process
accountability.
performance.
Teachers are engaged in professional
development focused on student
achievement. The leader promotes a
culture of individual accountability
with recognition of specific
contributions so faculty and staff feel
ownership with the vision and goals
of the school.
entire organization.
5
PER0153 Rev. 8/11
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD SCHOOL BASED ADMINISTRATOR PERFORMANCE STANDARDS
DOMAIN II OPERATIONAL LEADERSHIP
COMMUNICATION
High Performing Leaders express ideas clearly and correctly, orally, in writing, and in multi-media presentations for different
audiences – students, teachers, colleagues, parents, community members, and others.
Indicator
Unsatisfactory
Needs Improvement
Effective
Highly Effective
There is a lack of focus and clarity Writing and verbal skills show a
Leader possesses verbal and
This designation represents
Expresses Ideas
central idea or focus with relevant written skills to communicate with performance that not only meets
Clearly Orally, in in verbal and written
communication. There may be
supporting information. There is
clarity, conciseness and
the expectations of effective, but
Writing and in
errors of grammar and/or
evidence of adaptability to the
appropriateness to multiple
means that the administrator has
Multi-Media
conventions.
intended audience.
audiences. Leader effectively uses gone beyond the requirements of
Presentations for
a variety of visuals to enhance the his/her position to build capacity
delivery of the message. Multiin others for the benefit of the
a Variety of
media
presentations
use
a
variety
entire organization.
Audiences
Provides
Opportunities for
two-way
Communication
with Students,
Staff, Parents
and Community
Members
Little or no evidence of
interaction with students, staff,
and parents for the purpose of
feedback, decision-making, or
positive relationship building.
Leader is frequently unavailable
for concerns and/or questions.
Students, staff, parents and
community members receive a
respectful hearing when they
initiate a conversation with the
leader.
of elements that are purposefully
selected to enhance the impact.
The leader conducts frequent
interactions with students, staff,
parents and community members,
including newsletters, personal
visits and calls, and the use of
technology where appropriate..
The leader actively engages in
active listening with the staff and
uses reflective questioning
strategies to seek feedback.
This designation represents
performance that not only meets
the expectations of effective, but
means that the administrator has
gone beyond the requirements of
his/her position to build capacity
in others for the benefit of the
entire organization.
6
PER0153 Rev. 8/11
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD SCHOOL BASED ADMINISTRATOR PERFORMANCE STANDARDS
DOMAIN II OPERATIONAL LEADERSHIP
DECISION-MAKING STRATEGIES
High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for
continuous school improvement.
Indicator
Unsatisfactory
Needs Improvement
Effective
Highly Effective
Ineffective
planning
procedures
The
leader
applies
effective
The
leader
demonstrates
strategic
This
designation
represents
Plans Effectively,
are
employed
by
the
leader
such
planning
techniques,
which
may
planning
using
effective
groupperformance
that
not only meets
Using Critical
as planning done in isolation,
result in proactive decisions and
process and consensus-building
the expectations of effective, but
Thinking and
reactive rather than proactive,
actions.
skills. The leader clarifies the
means that the administrator has
Problem Solving
delegating tasks without clear
decision-making method for
gone beyond the requirements of
Techniques
outcomes. The lack of effective
major decisions and shares
his/her position to build capacity
planning techniques may lead to
decisions and actions with
negative consequences. The
leader is often late in meeting
required deadlines.
Collects and
Analyzes Data as
the basis for
Decisions related
to Continuous
School
Improvement
Important school-based data is
rarely collected on a routine basis.
Decisions impacting instruction
rarely appear to be related to
student achievement data.
Decisions related to continuous
school improvement are based on
student achievement data. The
leader is aware of state, district
and school results, has discussed
those results with staff, and has
linked specific decisions to the
data.
decisions with staff, using data to
the greatest extent possible to
support those decisions. The
leader provides time for
collaborative problem solving and
promotes the development of
collaborative skills with staff.
The leader can specifically
document examples of decisions
in teaching, assignment,
curriculum, assessment and
intervention that have been made
on the basis of data analysis. The
leader engages all of the staff in
the analysis of student
achievement data and facilitates
the identification of priority needs
and the continuous refinement of
school improvement efforts based
on the data. There is clear
evidence of the use of data from
state, district, school and
classroom data to make specific
and observable changes in
teaching, curriculum, and
leadership decisions.
in others for the benefit of the
entire organization.
This designation represents
performance that not only meets
the expectations of effective, but
means that the administrator has
gone beyond the requirements of
his/her position to build capacity
in others for the benefit of the
entire organization.
7
PER0153 Rev. 8/11
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD SCHOOL BASED ADMINISTRATOR PERFORMANCE STANDARDS
DOMAIN II OPERATIONAL LEADERSHIP
TECHNOLOGY
High Performing Leaders plan and implement the integration of technological and electronic tools in teaching, learning,
management, research, and communication responsibilities.
Indicator
Unsatisfactory
Needs Improvement
Effective
Highly Effective
The
leader
is
aware
of
the
The
leader
describes
the
The
leader
actively
plans
for,
This
designation
represents
Plans and
technology
resources
and
tools
on
operational
use
of
technological
monitors
and
supports
the
use
of
performance
that
not only meets
Implements the
campus. However, the leader
resources and tools throughout the technological resources and tools
the expectations of effective, but
Integration of
cannot describe the instructional
school with a focus on the student throughout the school to enhance
means that the administrator has
Technological
impact of technological tools used learning impacts. The leader is
student learning and the
gone beyond the requirements of
and Electronic
in the school.
aware of how teachers are using
professional development of the
his/her position to build capacity
technology in the classroom.
staff. The leader models the use of in others for the benefit of the
Tools in Teaching
technology in staff development
entire organization.
and Learning
Plans and
Implements the
Integration of
Technological
and Electronic
Tools in
Management and
Research
The leader does not use
technology to assist in the
management of the school or to
conduct research.
The leader is able to use
technology tools to manipulate
and analyze data and conduct
targeted searches for information.
Plans and
Implements the
Integration of
Technological
and Electronic
Tools in
Communication
The leader relies on others to use
technology tools to communicate
with others. Most communication
in the school is handled through
paper.
The leader uses email, electronic
phone messaging and some
presentation software to
communicate to staff and parents.
activities. The leader actively
seeks technology resources and
tools to enhance teaching and
learning and collaborates with
others to develop plans to address
and support training and evaluate
effectiveness.
The leader uses technology tools
to access, collect and analyze
data, interpret results, and
communicate findings to improve
instructional practice and
maximize student learning. In
addition, the leader actively sets
expectation with staff that
technology tools be used to
access, collect and analyze data to
inform instruction.
The leader uses technology tools
(i.e., email, presentation software,
electronic phone messaging) to
communicate with staff,
colleagues and parents.
This designation represents
performance that not only meets
the expectations of effective, but
means that the administrator has
gone beyond the requirements of
his/her position to build capacity
in others for the benefit of the
entire organization.
This designation represents
performance that not only meets
the expectations of effective, but
means that the administrator has
gone beyond the requirements of
his/her position to build capacity
in others for the benefit of the
entire organization.
8
PER0153 Rev. 8/11
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD SCHOOL BASED ADMINISTRATOR PERFORMANCE STANDARDS
DOMAIN II OPERATIONAL LEADERSHIP
HUMAN RESOURCE DEVELOPMENT
High Performing Leader recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and partnership
programs, and design and implement comprehensive professional growth plans for all staff.
Indicator
Unsatisfactory
Needs Improvement
Effective
Highly Effective
The
leader
has
little
or
no
The
leader
identifies
staffing
The
leader
proactively
participates
This
designation
represents
Recruits, Selects,
involvement
in
the
selection
of
needs
through
the
staffing
process
in
the
identification
of
staffing
performance
that
not only meets
Develops and
staff. School selection and hiring
and implements selection/hiring
needs and facilitates the plan to
the expectations of effective, but
Retains Effective practices may violate district
practices. The orientation of new
recruit/select staff using district
means that the administrator has
Personnel
procedures. If there are higher
staff provides basic information.
procedures. Staff induction is
gone beyond the requirements of
than normal levels of resignations
and/or transfers, no effort is made
to analyze the situation.
Develops Teacher
Mentor and
Partnership
Programs
There is very little evidence of
teacher mentorship or other
collaborations designed to
improve the quality of the
instructional program beyond the
required district programs.
The leader demonstrates support
for the teacher mentor program
that results in varied levels of
effectiveness. Collaboration with
other individuals or groups has a
clear focus.
Designs and
Implements
Comprehensive
Professional
The leader does not promote a
learning community and there is
little evidence that quality schoollevel professional development is
occurring. The leader does not
The leader works with faculty to
create opportunities for
participation in professional
development aligned with the
IPDPs. IPDPs are evaluated
embedded in the specific school
structure and culture, is linked to
district procedures, and sets an
expectation for the staff member’s
success. The leader supports the
induction of new staff and
develops a personalized support
plan throughout the school year.
The leader systematically collects
information about staff members
that supports a personalized
approach to the creation of a
positive work environment.
The leader demonstrates support
for the teacher mentor program
for new teachers through the
recruitment of mentors and
general oversight of the program
throughout the school year.
Collaborations are in evident that
support the improvement of
quality instruction. The leader
provides opportunities for staff to
seek successful practices from
others.
The leader ensures that all staff is
provided opportunities for
professional development and
growth aligned to an area of
student or school need in the
his/her position to build capacity
in others for the benefit of the
entire organization.
This designation represents
performance that not only meets
the expectations of effective, but
means that the administrator has
gone beyond the requirements of
his/her position to build capacity
in others for the benefit of the
entire organization.
This designation represents
performance that not only meets
the expectations of effective, but
means that the administrator has
gone beyond the requirements of
9
PER0153 Rev. 8/11
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD SCHOOL BASED ADMINISTRATOR PERFORMANCE STANDARDS
Growth Plans for
All Staff
regularly attend staff development
activities.
annually to determine the effect
on student achievement.
Develops and
Mentors
Assistant
Principal(s) and
Aspiring Leaders
The leader does not mentor the
assistant principal and provide
opportunities to develop the
necessary skills and capacity for
the principalship. The leader does
not work to develop others who
aspire to become leaders.
The leader demonstrates support
for the assistant principal’s
development that results in varied
levels of effectiveness.
The leader provides leadership
opportunities for those who
express an interest in becoming a
school leader.
IPDP. The leader collaborates
with faculty to create varied
opportunities for participation in
learning communities. The leader
actively participates in learning
communities and staff
development.
The leader works with assistant
principals to provide ample
leadership experiences across all
of the leadership standards and
mentors the assistant principal by
proving job-embedding
experiences with coaching and
feedback.
his/her position to build capacity
in others for the benefit of the
entire organization.
This designation represents
performance that not only meets
the expectations of effective, but
means that the administrator has
gone beyond the requirements of
his/her position to build capacity
in others for the benefit of the
entire organization.
The leader builds capacity of the
district by identifying, recruiting
and developing those individuals
who have the potential to become
school leaders.
10
PER0153 Rev. 8/11
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD SCHOOL BASED ADMINISTRATOR PERFORMANCE STANDARDS
DOMAIN II OPERATIONAL LEADERSHIP
ETHICAL LEADERSHIP
High Performing Leaders act with integrity, fairness, and honesty in an ethical manner.
Indicator
Unsatisfactory
Needs Improvement
Effective
Highly Effective
There is evidence that the leader
The leader acts in a manner
The leader serves as a role model
This designation represents
Acts with
has taken actions that call to
consistent with stated values and
through such actions as taking
performance that not only meets
Integrity,
question the commonly accepted
beliefs related to integrity, fairness responsibility for school
the expectations of effective, but
Fairness and
tenets of integrity, fairness and/or
and honesty, and is sensitive to
operations, opening the school to
means that the administrator has
Honesty in an
honesty. Verbal or written
how actions may be perceived
public scrutiny, considering the
gone beyond the requirements of
Ethical Manner commitments are not always met. differently by others.
impact of one’s administrative
his/her position to build capacity
practice on others, treating all
people fairly, equitably, and with
dignity and respect, and using the
influence of the office to enhance
the educational program rather
than for personal gain. The leader
openly acknowledges decision
making challenges that raise issues
of fairness and equity and seeks
the counsel of others in making a
final decision.
in others for the benefit of the
entire organization.
11
PER0153 Rev. 8/11
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD SCHOOL BASED ADMINISTRATOR PERFORMANCE STANDARDS
DOMAIN II OPERATIONAL LEADERSHIP
CHANGE
High Performing Leaders are reflective and fulfill responsibilities for change agent and situational awareness and the pacing of
various change initiatives – when to push, when to support, when to back off and encourage others to push.
Indicator
Unsatisfactory
Needs Improvement
Effective
Highly Effective
The
leader
is
not
able
to
articulate
The
leader
seeks
opportunities
to
The
leader
seeks
feedback
from
This
designation
represents
Is Reflective,
the
impact
of
change
within
or
reflect
with
colleagues
and
others
with
an
attitude
of
humility
performance
that
not only meets
Resilient, and
outside the school organization.
teachers and frequently changes a
and willingness to improve. The
the expectations of effective, but
Self-Aware in
The leader demonstrates a lack of
course of action when confronted
leader can articulate an awareness
means that the administrator has
the role of a
perseverance and is generally
with a setback or obstacle. The
of how he/she is perceived by
gone beyond the requirements of
Change Agent
unwilling to continue when
leader seeks an accurate
others in the role of a change
his/her position to build capacity
Fulfills
Responsibilities
for Change
Agent and
Situational
Awareness and
Pacing of
Various Change
Initiatives
occasional setbacks occur.
understanding of how he/she is
perceived by others and the impact
of this perception in the execution
of actions related to change
initiatives.
The leader demonstrates a
reluctance to challenge the status
quo and relies on the explanation
of “that’s the way we have always
done it” as a response to
individuals questioning the status
quo. When change is required
because of state or district
requirements, or obvious data
measures, the leader portrays the
changes negatively with a focus on
blaming outside groups. Actions
by the leader related to change
initiatives are reactive and
fragmented in nature.
The leader’s attempts to address
change demonstrate awareness of
situational factors and the pace
that individuals can accommodate
new ways of working. The action
plans relative to a specific secondorder changes are thought through
with potential impacts of the
change on multiple areas of the
school. There is evidence of a plan
or strategy to carry the required
change past a “this too shall pass”
structure.
agent. The leader exhibits a
resilience to persevere and
overcome setbacks. The leader
intentionally promotes and
participates in reflection and
collegial interaction among
teachers and colleagues, focused
on teaching and learning and can
identify areas of change in
response to the reflection.
The leader systematically
considers more effective and
efficient ways of doing things.
Processes that support
collaboration, collective decision
making and shared responsibility
around change initiatives are
clearly evident, particularly for
second-order changes. The leader
demonstrates an understanding of
the interconnectedness of all
dimensions of educational practice
and is sensitive to the fact that
change in one dimension will
influence all others.
in others for the benefit of the
entire organization.
This designation represents
performance that not only meets
the expectations of effective, but
means that the administrator has
gone beyond the requirements of
his/her position to build capacity
in others for the benefit of the
entire organization.
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THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD SCHOOL BASED ADMINISTRATOR PERFORMANCE STANDARDS
DOMAIN III GLOBAL LEADERSHP
VISION
High Performing Leaders have a personal vision for their school/district and the knowledge, skills, and dispositions to develop,
articulate, and implement a shared vision that is supported by the larger organization and the school community.
Indicator
Unsatisfactory
Needs Improvement
Effective
Highly Effective
The
leader
has
not
facilitated
the
The
leader
communicates
relevant
The
leader
aligns
relevant
visions
This
designation
represents
Has a Vision for
development
and
communication
visions
(such
as
the
district
vision)
(such
as
the
district
vision)
to
the
performance
that
not only meets
their School
of ideals that direct the work of the to stakeholders.
vision and goals of the school. The the expectations of effective, but
that is aligned
school organization. The leader is
decisions of the leaders are
means that the administrator has
and supported
unaware of or disconnected from
consistent with the vision, mission, gone beyond the requirements of
by the District
the district’s vision, mission and
and strategic priorities of the
his/her position to build capacity
strategic priorities. There is little
district.
in others for the benefit of the
Vision and the
or
no
evidence
of
the
relationship
entire organization.
School
of leadership decisions to these
Community
guideposts.
Has the
Knowledge,
Skills, and
Dispositions to
Develop,
Articulate, and
Implement a
Shared Vision
The leader does not communicate
a compelling purpose for the
school. There is very little
congruence between the stated
priorities and what the staff
believes the priorities should be.
There is little sense of ownership
and active engagement in
addressing school goals and
student achievement efforts.
There is evidence of cohesion or
ownership among staff around the
school’s goals and improvement
efforts. The leader shares personal
commitment with stakeholders
within the school and in the
community.
The leader is attentive to the needs
and beliefs of others and creates
capacity for different points of
view relative to the vision of the
school. The leader engages
multiple groups including the
Building Level Planning Team, the
leadership team, and SAC in the
development and the actualizing of
a shared vision. The leader uses
collaborative practices to support
goal formation aligned to the
vision and the development and
implementation of action steps and
accountability procedures.
This designation represents
performance that not only meets
the expectations of effective, but
means that the administrator has
gone beyond the requirements of
his/her position to build capacity
in others for the benefit of the
entire organization.
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THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD SCHOOL BASED ADMINISTRATOR PERFORMANCE STANDARDS
DOMAIN III GLOBAL LEADERSHP
COMMUNITY AND STAKEHOLDER PARTNERSHIPS
High Performing Leaders collaborate with families, business, and community members, respond to diverse community interests and
needs, work effectively with the larger organization, and mobilize community resources.
Indicator
Unsatisfactory
Needs Improvement
Effective
Highly Effective
The
leader
fails
to
involve
The
leader
develops
a
plan
to
The
leader
involves
representatives
This
designation
represents
Collaborates
families,
businesses,
and
interact
and
collaborate
with
of
community
stakeholders
in
the
performance
that
not only meets
with Families,
community members in meeting
parents, families, and the
planning and development of
the expectations of effective, but
Businesses, and the needs of the school. There is
community to ensure success of
activities which affect the school.
means that the administrator has
Community
little or no evidence of structures
students and the school. There are
There are effective structures in
gone beyond the requirements of
Members
in place for students, families,
structures in place for students,
place for students, parents and
his/her position to build capacity in
Responds to
Diverse
Community
Interests and
Needs
Works
Effectively with
the Larger
Organization
parents and community
stakeholders to offer guidance in
school operations.
parents and community
stakeholders to offer guidance in
school operations.
The leader ignores or responds
ineffectively to diverse community
interests and needs (i.e., agreeing
to requests even if they deviate
from the school’s focus or require
excessive resources; making
commitments that cannot be
upheld because of
competing/conflicting interests;
inconsistent responsiveness that
gives the appearance of
favoritism).
The leader ignores or subverts
executive and policy decisions that
are unpopular or distasteful.
The leader responds to diverse
community interests and needs but
the method for communicating an
interest or need is unclear to some
constituents and the
responsiveness is not always clear
and/or timely.
The leader ensures that the district
office is aware of significant
issues, challenges and the school’s
accomplishments.
community stakeholders to offer
guidance in school operations. The
leader establishes partnerships
with area businesses, institutions
of higher education, and/or
community groups that support the
accomplishment of school goals.
Groups with different perspectives
are involved in the decisionmaking process, as appropriate,
and decisions are communicated to
the school community for the
purpose of garnering
understanding and support.
others for the benefit of the entire
organization.
The leader informs appropriate
district leadership and
constituencies about the school, its
functions and accomplishments
and specific needs. Leader accepts
and implements leadership and
policy decisions. The leader shares
the school’s student achievement
data with appropriate outside
audiences and enlists their
This designation represents
performance that not only meets
the expectations of effective, but
means that the administrator has
gone beyond the requirements of
his/her position to build capacity in
others for the benefit of the entire
organization.
This designation represents
performance that not only meets
the expectations of effective, but
means that the administrator has
gone beyond the requirements of
his/her position to build capacity in
others for the benefit of the entire
organization.
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THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD SCHOOL BASED ADMINISTRATOR PERFORMANCE STANDARDS
assistance to influence higher
student achievement.
Mobilizes
Community
Resources
The leader ignores the impact that
community agencies and
organizations can have on student
achievement.
The leader demonstrates the ability
to bring together the resources of
family members and the
community to positively impact
student learning.
The leader reflects an
understanding that schools are an
integral part of the larger
community by involving families,
community groups and agencies in
the school.
This designation represents
performance that not only meets
the expectations of effective, but
means that the administrator has
gone beyond the requirements of
his/her position to build capacity in
others for the benefit of the entire
organization.
15
PER0153 Rev. 8/11
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD SCHOOL BASED ADMINISTRATOR PERFORMANCE STANDARDS
DOMAIN III GLOBAL LEADERSHP
DIVERSITY
High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural
relationships in the classroom, the school, and the local community.
Indicator
Unsatisfactory
Needs Improvement
Effective
Highly Effective
The
leader
fails
to
enforce
district
The
leader
develops
procedures
The
leader
provides
leadership
to
This
designation
represents
Understands,
policy
prohibiting
discrimination
and
sets
expectations
that
ensure
attract,
develop
and
retain
a
performance
that
not only meets
Responds to
and harassment on the basis of
that district policy on
diverse workforce by creating a
the expectations of effective, but
and Influences
race, color, religion, sex, national
discrimination and harassment are
culture and climate of respect and
means that the administrator has
the Personal,
origin, age, disability, marital
in place and enforced equitably
inclusion. Leader assures that all
gone beyond the requirements of
Political, Social, status, or sexual orientation.
among all participants in the
students have equal access to all
his/her position to build capacity
school. The leader facilitates an
parts of the school’s curricular, co- in others for the benefit of the
Economic,
event to acknowledge and
curricular, and extra curricular
entire organization.
Legal and
celebrate the school’s and/or
offerings. The leader promotes
Cultural
community’s diversity.
multicultural awareness, gender
Relationships in
sensitivity, and racial and ethnic
the Classroom,
inclusiveness through modeling
and focused professional
School and the
development for all staff.
Local
Community
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