LEAD:
Leader’s Evaluation
of
Accomplishments and
Development
LEAD Guide Book
2011-2012 ONLY
Revised August 2011
St. Lucie County School District
TABLE OF CONTENTS
Introduction
………………………………………………………..
Description of LEAD
………………………………………………………..
LEAD Performance Criteria
………………………………………………………..
LEAD Procedures
………………………………………………………..
LEAD Evaluation Rating Criteria ……….………..……………………………………..
LEAD Conferences and Procedures………………………………………………………
Implications of Unsatisfactory Rating….….……………………………………………..
LEAD Forms
………………………………………………………..
Florida Principal Leadership Standards…………………………………………………..
Domain I–Instructional Leadership………………………………………………………..
Domain II-Operational Leaderhsip………………………………………………………..
Domain III-School Leaderhsip
………………………………………………………..
LEAD Site based Administrator Appraisal System Evaluation…………………………..
LEAD Learning Plan
…………………………………………….………….
LEAD Site Based Administrator Performance Standards Rubric……….………………..
LEAD District Administrator Appraisal System Evaluation………………….…………..
LEAD District Administrator Performance Standards Rubric……….…………………..
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INTRODUCTION
St. Lucie County School System is committed to continuous improvement of student
achievement and in the success of each individual. As such, it is important to engage employees
in collegial conversations with their supervisors and peers regarding their performance and
development throughout their career.
This document defines the performance appraisal system known as LEAD (Leader’s Evaluation
of Accomplishments and Development) adopted by the School Board of St. Lucie County. It
includes the purposes and procedures and is intended for use by those responsible for evaluating
the performance of school and district-level administrators.
Description of LEAD
Purposes
LEAD accomplishes three (3) major purposes
1. LEAD stimulates performance among administrators to improve student achievement.
2. LEAD aligns the performance of administrators to the district’s vision, mission and
beliefs which will result in the district’s transformation to a learning organization.
3. LEAD provides decision making information on assignment, training, remediation,
promotion, recognition, compensation and rewards.
Guiding Principles
The following principles guide the implementation of LEAD. These ensure uniform practices
across the district and equal employment opportunity.
1. Administrators are accountable for their performance.
2. Administrator performance is assessed in relation to the performance of students assigned
to their school(s).
3. Administrator performance contributes to high performing schools and student
achievement.
4. Administrators engage in professional development for continuous improvement.
5. Administrators are accountable for moving the district closer to the vision of becoming a
learning organization.
6. Administrators participate in collegial conversations regarding their performance.
7. Information on administrator performance is derived from a variety of data sources.
8. Staff and school family members have opportunities to offer their perspective on the
performance of respective administrators.
9. Administrators are not discriminated against based on sex, race, ethnic origin, religion,
disability or age.
1
LEAD Performance Criteria
The performance of the administrator is appraised according to several performance criteria
including Student Performance Results, The Florida Principal Leadership Standards, Learning
Plan, and Statutory Requirements.
Student Learning Growth Results are included as part of the appraisal ratings of school
administrators. For school administrators, the student learning growth portion of the
evaluation (50 percent ) must include growth data for students assigned to the school over
the course of at least three years. If less than three years of data are available, the years
for which data are available will be used and the percentage of the evaluation based upon
student learning growth will be reduced to 40 percent.
The Florida Principal Leadership Standards were adopted under the provisions of
SBE Rule 6B-5.0012, and approved April 19, 2005. While these standards provide a
framework for the appraisal of administrators the work of a leader in a learning
community is the driving force behind the appraisal. In addition, these standards, with
minor modifications are applicable to district level administrators.
Statutory Requirements must be addressed in the appraisal of administrator. These
requirements include: student learning growth for school administrators, evaluation of
administrators as evaluators of others, continuous self improvement, school
improvement, family perspective on administrator’s performance and the Code of Ethics.
LEAD Procedures
LEAD procedures apply to all administrators employed by the district.
All administrators participate in LEAD training.
Principals participate in a 90 day review to discuss progress of their School Improvement
Plans.
The Learning Plan is developed each year for an identified area aligned to the
development of the administrator’s leadership skills. The plan is intended to improve
student achievement through increased leadership skills.
During the first three years, administrators who are new to their positions will receive
feedback on their performance twice during the school year via the LEAD Evaluation
Form.
2
LEAD Evaluation Rating Criteria
The administrator performance evaluation system differentiates among four levels of
performance.
Highly Effective
Effective
Needs Improvement
Unsatisfactory
The administrator performance evaluation system differentiates among four levels of overall
performance that defines the summative rating:
Highly Effective: Final Score of 3.5- 4.0
Effective: Final Score of 2.5-3.4
Needs Improvement: Final Score of 1.5 -2.4
Unsatisfactory: Final Score of 1.0 -1.4
For school administrators the summative rating is based on the aggregation of data from the
leadership component and the student growth component. Using the state growth model for
student performance a rating for the site administrator will be determined using a four point
scale. The cut points will be determined once the data is reviewed. The leadership component
with a weight of 50% will be averaged with the Student Growth score with a weight of 50%
resulting in a final overall rating for the school administrator.
For district administrators the summative rating is based on the aggregation of data from the
leadership component resulting in a final rating for the district administrator.
3
LEAD Conferences and Procedures
Initial Conference: The supervisor initiates an initial conference. During the initial conference
the previous year’s school achievement and administrator’s performance is reviewed. A
Learning Plan is developed for each administrator aligned to the greatest needs of the school,
based on data. (The Learning Plan guides the professional development and job-embedded
activities to support professional growth in the identified area(s).
90 Day Principal Review: The 90 Day Principal Review occurs midyear. The focus of the 90
Day Principal Review is to share the status of the current year’s School Improvement Plan and
the progress on the Learning Plan. Administrators meet with a group of peers and the
supervising administrator. A protocol will be used to guide the conversations and to gain
feedback and a perspective on the work completed.
Mid-Year Appraisal Conference for New Administrators: Administrators who have been in
their positions for three years or less will participate in a midyear progress review conference
with their supervisor to review the performance to date.
The Instructional Leadership
Standard’s Rubric will frame this conference.
The supervisor will complete the midyear performance appraisal. Prior to the conference the
administrator will complete the self-assessment portion of the form and prepare to discuss the
Learning Plan activities and professional development.
End of Year Performance Appraisal Conference: A final conference will occur near the end
of the performance appraisal cycle with the supervising administrator. At this conference the
administrator reviews the outcomes of the School Improvement Plan and the Learning Plan.
The Instructional Leadership Standard’s Rubric will frame this conference.
The supervisor will complete the end of the appraisal at this conference. Prior to the conference
the administrator will complete the self-assessment portion of the form and prepare to discuss the
impact of Learning Plan activities and professional development.
4
Implications of Unsatisfactory Rating
If the performance of an administrator falls to the unsatisfactory level, steps will be taken to
support the restoration of expected performance. Actions are initiated early in the annual
performance period and/or soon after the performance deficiency is identified. Performance
deficiencies may be detected at any point in the school year.
1. The supervisor advises the administrator of specific performance areas which are
unsatisfactory.
2. A conference is conducted with the administrator.
The administrator is advised of the deficiency in writing.
Incidents of deficient behavior are documented and shared with the administrator.
The supervisor and administrator prepare a Performance Improvement Plan to
guide improvement efforts.
The supervisor advises the administrator that they may not be re-appointed to the
current position, if improvement is not satisfactory.
Forms
The following forms will be used for LEAD. A copy of each form is included in the LEAD
Guide and can be found online.
Principals and Assistant Principals
LEAD School Based Administrator Appraisal Form
LEAD Learning Plan (Required by Florida Statute)
LEAD Instructional Leadership Standards Rubric
Comments Page
Performance Improvement Plan (if needed)
District Administrators
LEAD District Administrator Appraisal Form
LEAD District Administrator Standards Rubric
Comments Page
LEAD Learning Plan (Optional)
Performance Improvement Plan (if needed)
5
Florida Principal Leadership Standards
Florida’s school leaders must possess the abilities and skills necessary to perform their
designated tasks in a high-performing manner. The school leader, commensurate with job
requirements and delegated authority, shall demonstrate competence in the following 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.
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.
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.
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.
Technology
High Performing Leaders plan and implement the integration of technological and electronic
tools in teaching, learning, management, research, and communication responsibilities.
Human Resource Development
High Performing Leaders 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 – paid and volunteer.
Ethical Leadership
High Performing Leaders act with integrity, fairness, and honesty in an ethical manner.
6
Domain III: School Leadership
Vision
High Performing leaders have a personal vision for their school 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.
Community and Stakeholder Partnerships
High Performing Leaders collaborate with families, business, and community members, respond
to diverse community interests and needs, work effectively within the larger organization and
mobilize community resources.
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.
SBE Rule 6B-5.0012, Approved April 19, 2005
7
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD School-Based Administrator Appraisal System
School Year:
Supervisor:
Instructional Leadership
Promotes a Positive Learning Culture
Demonstrates Knowledge of Curriculum and Instruction
Applies Best Practices to Student Learning, especially in the area of reading, math, and other foundational skills
Managing the Learning Environment
Manages the Organization, Operations, Facilities and Resources in ways that Maximize the use of Resources in an instructional organization
Promotes a Safe, Efficient, Legal, and Effective Learning Environment
Learning, Accountability and Assessment/Student Performance
Monitors the Success of All Students in the Learning Environment
Aligns Assessment Processes with Curriculum and Instruction to Promote Effective Student Performance
Uses a Variety of Benchmarks, Learning Expectations and Feedback Measures to Ensure Accountability for All Participants Engaged in the
Educational Process
Communication
Expresses Ideas Clearly Orally, in Writing, and in Multi-Media Presentations for a Variety of Audiences
Provides Opportunities for two-way Communication with Students, Staff, Parents and Community Members
Decision Making Strategies
Plans Effectively, Using Critical Thinking and Problem Solving Techniques
Collects and Analyzes Data as the basis for Decisions related to Continuous School Improvement
Technology
Plans and Implements the Integration of Technological and Electronic Tools in Teaching and Learning
Plans and Implements the Integration of Technological and Electronic Tools in Management and Research
Plans and Implements the Integration of Technological and Electronic Tools in Communication
Human Resource Development
Recruits, Selects, Develops and Retains Effective Personnel
Develops Teacher Mentors and Partnership Programs
Designs and Implements an Individual Professional Development Plan for all Teachers
Develops and Mentors Assistant Principal(s) and Aspiring Leaders
Ethical Leadership
Acts with Integrity, Fairness and Honesty in an Ethical Manner
Change
Is Reflective, Resilient and Self-Aware in the role of a Change Agent
Fulfills Responsibilities for Change Agent and Situational Awareness and Pacing of Various Change Initiatives
Vision
Has a Vision for the School that is Aligned and Supported by the District Vision and the School Community
Has the Knowledge, Skills and Dispositions to Develop, Articulate and Implement a Shared Vision
Community and Stakeholder Partnerships
Collaborates with Families, Businesses and Community Members
Responds to Diverse Community Interests and Needs
Works Effectively with the Larger Organization
Mobilizes Community Resources
Diversity
Understands, Responds to and Influences the Personal, Political, Social, Economic, Legal and Cultural Relationships in the Classroom, School
and the local Community
Leadership Summary Rating
Student Performance/Learning Growth
Overall Summary Rating:
(50% of overall rating):
(50% of overall rating):
Supervisor’s Signature:
Date:
Administrator’s Signature:
Date:
PER0150 Revised 07/2011 Page 1 of 2
8
Highly Effective (4)
School:
Effective (3)
Position:
Needs
Improvement (2)
End of Year
Unsatisfactory (1)
Mid Year
Self-Assessment
Learning Plan
Learning Plan
Area of Focus
Name:
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD School-Based Administrator Appraisal System
Supervisor’s Comments:
Employee’s Comments:
Supervisor’s Signature:
Date:
District Administrator’s Signature:
Date:
PER0150 Revised 07/2011 Page 2 of 2
9
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD SCHOOL BASED ADMINISTRATOR PERFORMANCE STANDARDS
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD LEARNING PLAN
Name_____________________________________
School Year__________
1. Name the Standard(s) and Indicator(s) identified as an area of focus.
Standard
Indicator
Description of Focus Area Need
2. Describe the proposed activities and professional development that are aligned to the area of focus.
Administrator’s Signature
Supervisor’s Signature
Date
Date
3. List the activities and/or professional development completed and the impact on the area of focus.
Name of Activity/PD
Date(s)
Impact
Administrator’s Signature
Supervisor’s Signature
Date
Date
PER0152
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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.
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.
12
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.
13
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.
14
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.
15
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.
16
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.
17
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.
18
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
Growth Plans for
The leader does not promote a
learning community and there is
little evidence that quality schoollevel professional development is
occurring. The leader does not
regularly attend staff development
The leader works with faculty to
create opportunities for
participation in professional
development aligned with the
IPDPs. IPDPs are evaluated
annually to determine the effect
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
IPDP. The leader collaborates
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
his/her position to build capacity
19
All Staff
activities.
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.
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.
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.
20
DOMAIN II OPERATIONAL LEADERSHIP
ETHICAL LEADERSHIP
High Performing Leaders act with integrity, fairness, and honesty in an ethical manner.
Indicator
Unsatisfactory
Needs Improvement
Effective
There is evidence that the leader
The leader acts in a manner
The leader serves as a role model
Acts with
has
taken
actions
that
call
to
consistent
with
stated
values
and
through such actions as taking
Integrity,
question the commonly accepted
beliefs related to integrity, fairness responsibility for school
Fairness and
tenets of integrity, fairness and/or
and honesty, and is sensitive to
operations, opening the school to
Honesty in an
honesty. Verbal or written
how actions may be perceived
public scrutiny, considering the
Ethical Manner commitments are not always met. differently by others.
impact of one’s administrative
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.
Highly Effective
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.
21
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.
22
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.
23
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
assistance to influence higher
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.
24
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.
25
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
26
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD District Administrator Appraisal System
School Year:
Supervisor:
Highly Effective (4)
School:
Effective (3)
Position:
Needs
Improvement (2)
End of Year
Unsatisfactory (1)
Mid Year
Self-Assessment
Learning Plan
Learning Plan
Area of Focus
Name:
Leadership in Assigned Area of Responsibility
Promotes a positive work culture
Demonstrates knowledge and applies best practices in assigned area(s) of responsibility
Inspires confidence, trust, and generates commitment to the vision and mission
Managing the Work Environment in Assigned Area of Responsibility
Manages the organization, operations, facilities, and resources in ways that maximize the use of resources
Promotes a safe, efficient, legal, and effective working environment
Productivity/Accountability
Productively and efficiently manages volume of work assigned to area
Builds individual accountability so staff feels ownership and alignment with the vision and goals of the school district
Uses a variety of benchmarks and feedback measures to ensure accountability for all direct reports
Communication
Actively listens and expresses ideas clearly orally, in writing, and in multi-media presentations for a variety of audiences
Provides opportunities for two-way communication with internal and external customers (students, staff, parents and community members)
Decision Making Strategies
Plans effectively, using critical thinking and problem solving techniques
Collects and analyzes data as the basis for decisions to support continuous improvement
Technology
Researches and evaluates technological enhancements applicable to assigned areas
Uses and promotes technology and electronic tools in assigned areas of responsibility
Human Resource Development
Recruits, selects, and retains effective personnel
Monitors and coaches employee performance and takes action as needed
Designs and implements comprehensive professional growth plans for him/herself and all direct reports
Ethical Leadership
Acts with integrity, fairness and honesty in an ethical manner
Change
Systematically considers more effective ways of doing things
Is reflective and resilient in the role of a change agent
Leads the change process based upon situational awareness and pacing of various change initiatives
Vision
Has a vision for the assigned area of responsibility that is aligned with and supports the District’s vision
Has the knowledge, skills and dispositions to develop, articulate, and implement a shared vision
Community and Stakeholder Partnerships
Collaborates with and mobilizes internal and external stakeholders as appropriate
Creates and maintains a culture of quality service within the larger organization
Diversity
Understands and promotes a culture of inclusivity and acceptance of everyone
Overall Summary Rating:
Supervisor’s Signature:
Date:
Administrator’s Signature:
Date:
PER0151 Revised 07/2011 Page 1 of 2
27
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD District Administrator Appraisal System
Supervisor’s Comments:
Employee’s Comments:
Supervisor’s Signature:
Date:
District Administrator’s Signature:
Date:
PER0151 Revised 07/2011 Page 2 of 2
28
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD DISTRICT LEADERSHIP STANDARDS
LEADERSHIP IN ASSIGNED AREA OF RESPONSIBILITY
High Performing Leaders promote a positive work culture, demonstrate knowledge and apply best practices in assigned areas of
responsibility, and inspire confidence, trust, and generate commitment to the vision and mission of the District.
Indicator
Promotes a
Positive Work
Culture
Demonstrates
Knowledge and
Applies Best
Practices in
Assigned Areas
of
Responsibility.
Unsatisfactory
Needs Improvement
Effective
Highly Effective
Leader does not address indicators
of a negative work culture (i.e. we
prefer to work by ourselves, we
must protect our territory, we focus
on activity instead of results, we do
not connect our work to student
learning), nor is there evidence of
attempts to create a positive work
culture.
Leader and staff occasionally meet
with a focused agenda to
collaboratively address department
issues and improvement. There is
some evidence of tangible efforts to
recognize staff and convey that
they are valued.
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.
Leader is unable to explain the
rationale or interrelatedness behind
major department initiatives.
Leader does not keep abreast of
current trends in assigned area and
does not participate in professional
development opportunities to
enhance his/her own knowledge.
On occasion, leader makes
decisions to purchase and/or
implement programs without fully
determining the alignment with the
mission and department goals.
Leader acknowledges needed
growth in knowledge of job
responsibilities. There is a need for
the leader to increase knowledge of
assigned areas of responsibility
through the completion of a
professional development plan.
Leader models positive
relationships with staff and
customers, and is highly visible
with a warm, inviting office.
Leader engages staff during
meetings and sets a positive tone in
the workplace. Staff, direct reports,
and leader work collaboratively.
Leader personally relates to staff
with rounding, thank you notes, and
phone calls. Leader plays a central
role in promoting a climate of
respect and support for everyone.
The leader recognizes and
celebrates the contributions of staff.
Leader takes a leadership role in the
planning and/or implementation of
professional development
opportunities for him/herself and
staff.
Leader recognizes exemplary
performance of staff. Leader is
actively involved with staff in
identifying and implementing ideas
for continuous improvement.
Leader demonstrates a high priority
for activities focused on the support
and monitoring of excellence in
assigned areas.
Leader routinely talks to customers
about what is working and what is
not. Leader takes initiative to
address problem areas.
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.
29
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD DISTRICT LEADERSHIP STANDARDS
Inspires
confidence, trust
and generates
commitment to
the vision and
mission.
Leader is not trusted by his/her staff
and/or customers. Leader’s actions
do not align to the District’s vision
and mission. Leader does not
inspire staff to accomplish the
department objectives and there is
little or no evidence of commitment
of staff to department objectives.
Leader sets expectations for
subordinates without consistently
communicating how the
expectations relate to the
department’s objectives.
Leader understands the District’s
vision/mission, and is able to
communicate it to staff with some
coaching from supervisor. Leader is
moving toward the development of
trust and confidence of staff.
Leader has earned the trust and
confidence of staff and customers.
Leader conveys clear expectations
and inspires staff to achieve results
that support the District’s vision
and goals. Leader actively
addresses performance issues that
impact department productivity.
Leader gives attention and support
to employees as they develop.
Leader models commitment to
vision and mission so that others
are motivated to do the same.
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.
30
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD DISTRICT LEADERSHIP STANDARDS
MANAGING THE WORK ENVIRONMENT IN ASSIGNED AREA OF RESPONSIBILITY
High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the use of resources
and promote a safe, efficient, legal, and effective work environment.
Indicator
Manages the
Organization,
Operations,
Facilities and
Resources in
Ways that
Maximize the
Use of Resources
Promotes a Safe,
Efficient, Legal
and Effective
Work
Environment
Unsatisfactory
Needs Improvement
Effective
Highly Effective
The daily work schedule does not
demonstrate appropriate utilization
of resources. Staffing decisions are
not responsive to identifiable
department productivity needs.
Staff generally perceives that the
allocation of fiscal, human and
material resources is neither fair
nor equitable. Programs lack
adequate materials. The budget is
developed without an efficient
budget planning process.
Leader does not develop and
administer policies, rules, and
routines to provide a safe work
environment; does not ensure that
workplace is in compliance with
state mandates; takes an adversarial
approach to managing contractual
agreements; and does not apply
legal principles to promote
workplace equity.
The leader directs staff regarding
the scheduling of work schedules,
the allocation of fiscal, human, and
material resources, and the
development of the budget and
related staffing. The leader
addresses problems related to these
functions as they become apparent
but does not develop adequate
systems that prevent the recurrence
of the problems.
Leader ensures that staff has the
necessary materials, equipment and
opportunities for development;
fairly allocates fiscal, human, and
material resources and develops an
efficient budget planning process
that provides for the input of staff
and other stakeholders. Leader
solicits ideas from staff to improve
utilization of all resources.
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.
Leader has developed some rules,
procedures and routines to ensure a
safe environment; however, the
leader does not consistently
reinforce and monitor these rules
and procedures. The leader’s
management and application of
contractual agreements, legal
requirements, and/or equity issues
demonstrates the need for further
understanding.
Leader establishes and enforces
clear rules, procedures, and
routines; ensures the workplace is a
safe environment and in
compliance with state and federal
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
workplace 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
workplace 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.
31
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD DISTRICT LEADERSHIP STANDARDS
PRODUCTIVITY/ACCOUNTABILITY
High Performing Leaders productively and efficiently manage the volume of work assigned to the area, build individual accountability
so staff feels ownership and alignment with the vision and goals of the school district, and use a variety of benchmarks and feedback
measures to ensure accountability for all direct reports.
Indicator
Unsatisfactory
Needs Improvement
Effective
Highly Effective
The leader is unable to articulate
There is evidence that the leader
A monitoring plan is constructed
This designation represents
Productively
relevant department data/measures
can articulate the effectiveness of
that supports using data from
performance that not only meets the
and Efficiently
of work volume, is not actively
the relevant department
multiple sources in order to
expectations of effective, but means
Manages
engaged in a plan to involve all
data/measures of work volume, but
evaluate the effectiveness of
that the administrator has gone
Volume of Work staff in department productivity,
the data is not always fully
organizational operations. The
beyond the requirements of his/her
Assigned to
and makes little or no effort to
integrated into the decision making leader shares the information with
position to build capacity in others
monitor or evaluate workplace
process. The leader is visible in the
all staff and facilitates adjustments
for the benefit of the entire
Area
Builds
Individual
Accountability
so Staff Feels
Ownership and
Alignment with
the Vision and
Goals of the
School District
Uses a Variety
of Benchmarks
and Feedback
Measures to
Ensure
Accountability
for All Direct
Reports
productivity. The leader is not
visible in the department; and/or
has little contact with staff and
customers.
department and has some contact
with staff and customers.
The leader cannot delineate systems
to assess department needs and the
impact on productivity/work
volume. The leader is unaware of
how to build individual
accountability or staff
ownership/alignment with
department goals.
The leader occasionally promotes
or supports the direct connection
between individual accountability
and work productivity. There is
some evidence that the leader uses
coaching to identify and address
productivity concerns.
The leader does not provide
constructive feedback regarding
individual performance of staff and
generally does not use supervisory
and coaching models to establish
individual accountability.
The leader sets clear expectations
for employees. Supervisory models
tend to be focused on deficiency
areas of some staff members with
little attention to improving
satisfactory performance.
in work processes as necessary. The
leader is highly visible and has
frequent interactions with staff,
collecting data related to
productivity and work volume.
The leader systematically aligns
individual and collective
productivity to meet the goals of
the department. The leader
effectively builds staff commitment
to department goals and the
District’s vision. The leader meets
frequently with staff and customers
to analyze productivity/work
volume and the impact on goal
achievement.
The leader promotes and
participates in multiple strategies
with staff that set clear expectations
and provides periodic feedback on
progress toward those outcomes.
Appropriate supervisory and
coaching models are used to
improve performance. Staff is
engaged in professional
development. The leader promotes
a culture of individual
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 his/her
position to build capacity in others
for the benefit of the entire
organization.
32
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD DISTRICT LEADERSHIP STANDARDS
accountability with recognition of
specific contributions so staff feels
ownership of the department’s
vision and goals.
33
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD DISTRICT LEADERSHIP STANDARDS
COMMUNICATION
High Performing Leaders actively listen and express ideas clearly orally, in writing, and in multi-media presentations for a variety of
audiences and provide opportunities for two-way communication with internal and external customers (students, staff, parents, and
community members).
Indicator
Actively Listens
and Expresses
Ideas Clearly
Orally, in
Writing, and in
Multi-Media
Presentations for
a Variety of
Audiences
Provides
Opportunities for
two-way
Communication
with Internal and
External
Customers
(Students, Staff,
Parents, and
Community
Members)
Effective
Highly Effective
There is a lack of focus and clarity
in verbal and written
communication. There may be
errors of grammar and/or
conventions.
Unsatisfactory
Writing and verbal skills show a
central idea or focus with relevant
supporting information. There is
evidence of inconsistent
adaptability to the intended
audience and efforts to solicit
feedback.
Needs Improvement
Leader possesses verbal and
written skills to communicate with
clarity, conciseness and
appropriateness to multiple
audiences. Leader effectively uses
a variety of visuals to enhance the
delivery of the message. Multimedia presentations use a variety
of elements that are purposefully
selected to enhance the impact.
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.
Little or no evidence of interaction
with internal/external customers for
the purpose of feedback, decisionmaking, or positive relationship
building. Leader is frequently
unavailable for concerns and/or
questions.
Internal and external customers
receive a respectful hearing when
they initiate a conversation with the
leader. Limited time and/or
willingness for open discussion are
afforded to internal and external
customers.
The leader conducts frequent
interactions with internal and
external customers including
personal visits and calls, and the
use of technology where
appropriate. Staff meetings include
open, two-way discussions. The
leader engages in active listening
with internal and external
customers 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.
34
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD DISTRICT LEADERSHIP STANDARDS
DECISION-MAKING STRATEGIES
High Performing Leaders plan effectively, using critical thinking and problem solving techniques, and collect and analyze data as the
basis for decisions to support continuous improvement.
Indicator
Plans Effectively,
Using Critical
Thinking and
Problem Solving
Techniques
Collects and
Analyzes Data as
the Basis for
Decisions to
Support
Continuous
Improvement
Unsatisfactory
Needs Improvement
Effective
Highly Effective
Ineffective planning procedures are
employed by the leader such as
planning done in isolation, reactive
rather than proactive, delegating
tasks without clear outcomes. The
lack of effective planning
techniques may lead to decisions
and actions with unintended
consequences.
The leader varies in the application
of effective planning techniques
which may result in decisions and
actions that are perceived as
arbitrary, reactive or less than
positive. The leader is sometimes
late in meeting required deadlines.
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.
Important work
volume/productivity data is not
collected on a routine basis.
Decisions impacting productivity
do not appear to be related to
department goals.
Some decisions related to
continuous improvement are based
on work volume and productivity
data, but many decisions are the
result of personal preference,
tradition or the opinions of others.
The leaders is aware of district and
department results and has
discussed those results with staff,
but has not linked specific
decisions to the data.
The leader demonstrates strategic
planning using effective groupprocess and consensus-building
skills. The leader clarifies the
decision-making method for major
decisions and shares decisions with
staff, using data to the greatest
extent possible to support those
decisions. The leader provides time
for problem solving and promotes
the development of collaborative
skills with staff.
The leader can specifically
document examples of decisions to
support continuous improvement
that have been made on the basis of
data analysis. The leader engages
all staff in the analysis of data and
facilitates the identification of
priority needs and the continuous
refinement of improvement efforts
based on the data. There is clear
evidence of the use of data in
making leadership decisions.
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.
35
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD DISTRICT LEADERSHIP STANDARDS
TECHNOLOGY
High Performing Leaders research and evaluate technology enhancements applicable to assigned area, use and promote technology
and electronic tools in assigned areas of responsibility.
Indicator
Researches and
Evaluates
Technology
Enhancements
Applicable to
Assigned Areas.
Unsatisfactory
Needs Improvement
Effective
Highly Effective
The leader does not use
new/enhanced technology to assist
in the management of the
department.
The leader relies on others to use
technology tools. Most
communication in the department
is handled through paper.
The leader is able to use
technology tools to manipulate and
analyze data and conduct targeted
searches for information.
The leader uses email, electronic
phone messaging and some
presentation software to
communicate to internal and
external customers.
The leader uses technology tools to
access, collect and analyze data,
interpret results, and communicate
findings. Department productivity
and efficiency are enhanced as a
result of technology. In addition,
the leader actively sets expectations
with staff that technology tools be
used. The leader uses technology
tools (i.e., email, presentation
software, electronic phone
messaging) to communicate with
internal and external customers.
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 is knowledgeable in the
operational use of technological
resources and tools in the
department with limited focus on
productivity impacts. The leader is
aware of how staff is using
technology to achieve the
department mission.
The leader actively plans for,
monitors, and supports the use of
technological resources and tools
throughout the department to
enhance productivity and
efficiency. The leader models the
use of technology for staff. The
leader actively seeks technology
resources and tools to enhance
productivity/efficiency and
collaborates with others to evaluate
effectiveness of the technology.
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 does not integrate the
Uses and
use of technological tools to
Promotes
achieve the department mission.
Technology and
Electronic Tools
in Assigned Areas
of Responsibility
36
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD DISTRICT LEADERSHIP STANDARDS
HUMAN RESOURCE DEVELOPMENT
High Performing Leaders recruit, select, and retain effective personnel, monitor and coach employee performance and take action as
needed. High Performing Leaders design and implement comprehensive professional growth plans for themselves and all direct
reports.
Indicator
Unsatisfactory
Needs Improvement
Effective
Highly Effective
The
leader
elects
to
have
little
or
The
leader
identifies
staffing
needs
The
leader
proactively
participates
This
designation
represents
Recruits, Selects,
no
involvement
in
the
selection
and
through
the
staffing
process
and
in
the
identification
of
staffing
performance
that
not only meets
and Retains
retention of staff. Selection and
implements selection/hiring
needs and facilitates the plan to
the expectations of effective, but
Effective
hiring 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 than staff provides basic information
procedures. Staff induction is
gone beyond the requirements of
normal levels of resignations
and/or voluntary transfers, no effort
is made to analyze the situation.
and there is occasional follow-up
with new staff.
Monitors and
Coaches
Employee
Performance and
Takes Action as
Needed
There is little evidence of
mentorship or other partnership
programs designed to improve
individual performance.
The leader demonstrates support
for mentor programs that may
result in varied levels of
effectiveness. Reactionary
employee coaching is evident.
Designs and
Implements
Comprehensive
Professional
Growth Plans for
Him/Herself and
all Direct Reports
The leader does not promote a
learning environment, and there is
little evidence that professional
development is occurring. The
leader does not routinely
participate in staff development
activities.
The leader works with staff to
create opportunities for
participation in development
experiences following district
requirements. Input is collected
from staff and consideration is
given to staff feedback in the
development of the professional
development plans.
embedded in the specific
department culture, is linked to
district procedures, and sets an
expectation for the staff member’s
success. The leader systematically
collects information about staff
members that supports a
personalized approach to the
creation of a positive work
environment.
The leader demonstrates deliberate
support for new department hires.
The leader provides opportunities
for staff to seek successful
practices from other employees and
departments.
The leader proactively coaches
employees for successful
outcomes.
The leader ensures that all staff is
afforded opportunities for
professional development and
growth in their area of job
responsibility. The leader
collaborates with staff to create
varied opportunities for internal
growth. The leader actively
participates in staff development.
The leader coaches employees on
advancement opportunities and
position requirements.
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
his/her position to build capacity in
others for the benefit of the entire
organization.
37
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD DISTRICT LEADERSHIP STANDARDS
ETHICAL LEADERSHIP
High Performing Leaders act with integrity, fairness, and honesty in an ethical manner.
Indicator
Acts with
Integrity,
Fairness and
Honesty in an
Ethical Manner
Unsatisfactory
There is evidence that the leader
has taken actions that call to
question the commonly accepted
tenets of integrity, fairness and/or
honesty.
Needs Improvement
Effective
Highly Effective
The leader acts in a manner
consistent with stated values and
beliefs related to integrity, fairness
and honesty. The leader is aware of
how his/her actions may be
perceived by others.
The leader serves as a role model
by taking responsibility for
department operations and
considering the impact of his/her
actions on others. The leader treats
all people fairly, equitably, and
with dignity and respect, and using
the influence of his/her position to
enhance the District’s reputation.
The leader acknowledges decision
making challenges that raise issues
of fairness and equity and seeks
input from others before making a
final decision.
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.
38
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD DISTRICT LEADERSHIP STANDARDS
CHANGE
High Performing Leaders systematically consider more effective ways of doing things, are reflective and resilient in the role of change
agent, and lead the change process based upon situational awareness and pacing of various change initiatives.
Indicator
Systematically
Considers More
Effective Ways of
Doing Things
Effective
Highly Effective
The leader is unable/unwilling to
articulate the impact of change
within or outside the organization.
The leader is not always open to
consider more effective ways of
doing things.
Unsatisfactory
Leader considers more effective
ways of doing things but may not
fully understand the impact the
change will have or how to
implement the change.
Needs Improvement
Leader effectively and
systematically implements
continuous improvements in the
department and is able to facilitate
the change that results in successful
outcomes.
Is Reflective and
Resilient in the
Role of Change
Agent
The leader demonstrates a lack of
perseverance and is generally
unwilling to continue when
occasional setbacks occur.
The leader consistently seeks
feedback from others,
demonstrating a willingness to
improve. The leader is aware of
how he/she is perceived by others
in the role of change agent. The
leader exhibits a resilience to
persevere and overcome setbacks.
Leads the Change
Process Based
Upon Situational
Awareness and
Pacing of Various
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”. When change is required
because of state or district
requirements, 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 seeks opportunities to
reflect with colleagues and staff.
The leader may change a course of
action when confronted with a
setback or obstacle. The leader
strives to develop an accurate
understanding of how he/she is
viewed by others and the impact
this perception has relative to
change initiatives.
The leader addresses change and
demonstrates an awareness of
situational factors and the pace that
individuals can accommodate new
ways of working. There is evidence
of a plan or strategy to affect the
required change.
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.
The leader systematically considers
more effective and efficient ways
of doing things. Processes that
support the pace of change
implementation and
internal/external feedback are
clearly evident. The leader
recognizes the interconnectedness
of all dimensions of department
operations and the fact that changes
in one dimension will influence all
others.
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.
39
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD DISTRICT LEADERSHIP STANDARDS
VISION
High Performing Leaders have a vision for the assigned area of responsibility that is aligned with and supports the District’s vision
and have the knowledge, skills, and dispositions to develop, articulate, and implement a shared vision.
Indicator
Has a Vision for
the Assigned
Area of
Responsibility
that is Aligned
with and
Supports the
District’s Vision.
Has the
Knowledge,
Skills, and
Dispositions to
Develop,
Articulate, and
Implement a
Shared Vision
Unsatisfactory
Needs Improvement
The leader has not facilitated the
development and communication of
ideals that direct the work of the
department. The leader is unaware
of or disconnected from the
District’s vision, mission and
strategic priorities.
The leader communicates relevant
visions to stakeholders. The
leader’s decisions are linked to the
vision, mission and priorities of the
District.
The leader deliberately aligns
relevant visions to the vision and
goals of the department. The
leader’s decisions are consistent
with and support the vision,
mission, and strategic priorities of
the District.
Effective
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.
Highly Effective
The leader does not communicate a
compelling purpose for the
department. There is little or no
alignment between the District’s
stated priorities and the direction of
the department. There is little or no
sense of ownership and active
engagement in addressing
department goals.
There is evidence of a cohesive
staff in taking ownership of the
department’s goals and
improvement efforts. There are
links between department and
district goals. The leader shares a
personal commitment to internal
and external customers.
The leader creates a vision that
becomes the reality for the
department and demonstrates
his/her personal commitment to the
vision. Every staff member
understands his/her role in
achieving the vision. The leader
secures commitment from the staff
in support of department’s goals.
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.
40
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD DISTRICT LEADERSHIP STANDARDS
COMMUNITY AND STAKEHOLDER PARTNERSHIPS
High Performing Leaders collaborate with and mobilize internal and external stakeholders as appropriate and create and maintain a
culture of quality service within the larger organization.
Indicator
Collaborates
with and
Mobilizes
Internal and
External
Stakeholders as
appropriate
Creates and
Maintains a
Culture of
Quality Service
Within the
Larger
Organization
Unsatisfactory
Needs Improvement
Effective
Highly Effective
The leader fails to involve
stakeholders in decisions affecting
the department. There is little or no
evidence of structures in place for
stakeholders to offer input in
department operations. The leader
ignores or responds ineffectively to
diverse community interests and
needs.
The leader develops a plan to
interact with stakeholders to ensure
success of department operations.
There are structures in place for
stakeholders to offer input and
feedback in department operations.
The leader responds to diverse
community interests and needs.
The leader collaborates with key
stakeholders in the planning,
development, and implementation
of activities which affect the
department. There are effective
structures in place that are routinely
utilized by stakeholders to offer
input and feedback in department
operations. The leader is responsive
to this feedback. The leader
establishes partnerships with others
that support the accomplishment of
department goals.
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 ignores or poorly
handles policy decisions from
superiors. The leader ignores or is
apathetic to feedback from internal
and external stakeholders.
The leader keeps his/her superior
aware of significant issues,
challenges, and accomplishments to
influence quality service. The
leader demonstrates the ability to
bring together resources to
positively impact department
operations.
The leader is open to customer
service feedback.
The leader and all staff members
are aligned with the customer
service vision for organizational
excellence. The leader
systematically measures customer
service and holds staff accountable
to those measures. The leader
responds to customer service
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.
41
THE SCHOOL BOARD OF ST. LUCIE COUNTY
LEAD DISTRICT LEADERSHIP STANDARDS
DIVERSITY
High Performing Leaders understand and promote a culture of inclusivity and acceptance of everyone.
Indicator
Understands
and Promotes a
Culture of
Inclusivity and
Acceptance of
Everyone
Unsatisfactory
The leader fails to enforce the
district’s policies prohibiting
discrimination and harassment.
The workplace culture does not
demonstrate inclusivity and
acceptance.
Needs Improvement
Effective
Highly Effective
The leader sets expectations to
ensure the district’s policies on
discrimination and harassment are
in place and enforced equitably
among all participants in the
department. The workplace culture
reflects inclusivity and acceptance.
The leader attracts, develops and
retains a diverse workforce by
creating a culture and climate of
respect and inclusion. The leader
promotes multicultural awareness,
gender sensitivity, and racial and
ethnic inclusiveness through
modeling and focused professional
development for all staff. There is
participation by and acceptance of
everyone in the workplace.
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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PERFORMANCE IMPROVEMENT PLAN
Performance Remediation
When a supervising administrator detects performance that is below expectation, they will advise the staff
member promptly and clearly explain the gap between actual performance and desired performance. This
notification shall be completed in writing (CWA Contract stipulates within 20 days and the CU Contract
stipulates within 10 days of identification of deficiency). In recognition that performance improvement can be
progressive, the administrator will carefully weigh the nature and impact of the performance gap. Where the
performance gap is small and/or of low significance, the administrator can initially intervene with informal
coaching or conferencing followed up by a Summary of Conference Memorandum. Where a performance gap
is large and/or of high significance, critical to the business of the school district the administrator will intervene
with the development of a Performance Improvement Plan or a formal notice as prescribed by Florida Statute.
It is important that the individual be advised of the deficiency upon detection. Further, it is important that both
the administrator and the staff member work together to remedy the situation with expectations of improved
performance.
With respect to performance improvement, these options are available to the administrator:
1. Informally advise the instructional member of a small or insignificance performance gap and the
expectation of improvement. Documenting the conference with a Summary of Conference Memorandum.
2. Formally, in writing using the Summary of Conference Memorandum, inform the staff member of the
performance gap and the expectation of improvement.
3. Rate performance as “Needs Improvement or Unsatisfactory” using the Evaluation Form.
4. Prepare a Performance Improvement Plan when unsatisfactory performance is detected.
Performance remediation interventions will not be selected in those cases where an instructional staff member
has violated law(s), policies, regulations, the Code of Ethics, and/or the Standards of Competent Professional
Performance. In these instances, the administrator will consult with the Division of Human Resources to
determine the most appropriate consequences.
When an instructional staff member’s performance gap is significant, the District may elect to initiate the
provisions of F.S. 1012.34 that require formal notification and intervention.
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Performance Improvement Process
PIP
Purpose
This process ensures that action is taken to remediate unsatisfactory performance when it is identified.
Further it ensures responsive action and due process.
Applicable Staff Members
Any staff member who has been identified with “Unsatisfactory” performance on one or more criteria.
Sequence of Appraisal Activities
1. Formal observation findings are reviewed for instructional staff. Observations/documentation are reviewed
for other staff members.
2. A Performance Improvement Plan is prepared.
3. The Performance Improvement Plan is reviewed with the staff member. Team members may be selected as
support for the staff member in need of improvement.
4. The plan is implemented.
5. A follow-up formal observation is conducted for instructional staff.
6. A post-observation conference is conducted within 10 days following a formal observation for an
instructional staff member.
7. If performance remains “Unsatisfactory” subsequent to the implementation of the Performance
Improvement Plan, then a rating of “Unsatisfactory” may be used on the appraisal form.
8. If performance improved to a level above “Unsatisfactory” then the performance is monitored and
documented formally and informally for the remainder of the school year.
Expected Products
Formal/Informal observations and documentation
Performance Improvement Plan
Performance Improvement Plan Support Team Meeting Log
Performance Improvement Plan Assessment Summary
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Performance Improvement Plan
Complete this form when “Unsatisfactory” performance is detected.
Name:
Position:
Location:
School Year:
Description of current performance (based on areas from evaluation instrument)
Description of expected performance
Actions and steps to be taken by the appraisee to improve performance
Persons/Resources to be supplied to support performance improvement
Timeline and Deadline for performance improvement activities
Summary of the actions taken and outcomes.
Notification Conference
Initials
Appraiser
Appraisee
Date
Progress Conference
Initials
Appraiser
Appraisee
Date
Outcomes
Conference
Initials
Appraiser
Date
Appraisee
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SUPPORT TEAM MEETING LOG
Complete one form per support team for each meeting held. Support Team Meeting should take place on
regular intervals bi-weekly or monthly for a period of no less than 9 weeks.
Meeting Date______________________________________Time__________Place__________
Members Present________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Teacher Comments: (Review of progress/activities since last meeting)
Observation/Comments from Team Regarding Areas Identified for Improvement:
Administrative Support, Feedback, Resources and Development Needed:
Next Meeting Date__________________________________Time__________Place__________
Submitted by_______________________________________Date________________________
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PERFORMANCE IMPROVEMENT PLAN OUTCOMES SUMMARY
To be completed by the Support Team and Staff Member at the end of the Performance Improvement Plan.
Name_________________________________________________Date____________________
Team Members_________________________________________________________________
What were the results of the Performance Improvement Plan; Be Specific Regarding Each Area of
Concern_____________________________________________________________________
Describe the activities that took place by the staff member______________________________
______________________________________________________________________________
Describe the current performance level of the staff member
_________________________________________________________________________________________
___________________________________________________________________
Next Steps for Staff Member
Submitted by__________________________________________________Date_____________
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