Leadership Framework Professional Conversations Planning Form-Comprehensive
Evidence from Direct Observations
Criterion
Professional
Growth Criterion
(Goal) #
Possible Sources of Evidence/Artifacts
Notes, reflections, evidence to share:
Date:
Monthly Emphasis
1. Creating a
Culture
Creating a school culture
that promotes the
ongoing improvement of
learning and teaching for
students and staff.
Evidence from Direct Observations
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Positive interactions with students and staff
Staff Conversations focused on student and staff learning
Aligns school practices, messages, routines of the school with the school’s vision and
mission
Written values and beliefs reflect high student achievement goals
School mission is clearly articulated and understood by all staff
Mission and vision includes a focus on student academic excellence and healthy
social/emotional development
Learning (both academic and social/emotional) focused posters on school walls
CIP developed collaboratively and based on student performance data
Regular progress monitoring throughout the year of CIP benchmark goals and
adjustment of strategies as needed
Data is publicly shared with staff and community
Encourages shared leadership by allowing staff to assume leadership and decision
making roles
Structures are in place for job-embedded collaborative learning (Collaboration process
in place, protected time for grade level/content area)
Protocols to guide collaboration for systematic examination of practice are in place
Teacher teams have deep and frequent conversations about student learning and data
Possible Sources of Evidence/Artifacts
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Vision/Mission Statements
Survey Data (Staff, Parents, Students)
Leadership Team Meeting Minutes/Agendas
Staff Bulletins
Newsletter Articles focused on Learning
Staff development Feedback/Exit slips
CIP
Staff Development Plan
Learning Walks
Teacher Leadership Log/Spreadsheet
Team/Department meeting minutes
Processes for developing/reviewing mission/vision
Staff Meeting Minutes/Agendas
Data Analysis
Student Leadership Opportunities
In what ways do you communicate your schools’ mission and vision to all stakeholders?
What systems do you have in place to communicate and sustain your expectations and standards for ongoing improvement in teaching and learning?
How do you build capacity for meaningful collaboration (two-way) to take place across your community with students/staff/parents? (For both engaged stakeholders and less
visible stakeholders)
How do you provide opportunities for leadership and engagement for students, staff, and other stakeholders?
Evidence from Direct Observations
Criterion
Professional
Growth Criterion
(Goal) #
Possible Sources of Evidence/Artifacts
Notes, reflections, evidence to share:
Date:
Monthly Emphasis
2. Ensuring
School Safety
Providing for school
safety.
Evidence from Direct Observations
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Staff knows roles/plans for emergencies
Emergency/Safety plans up-to-date
Evidence of monitoring
Works in collaboration with community (e.g. Fire, Police, City) to ensure safety
systems are in place within school and greater community
Creates a network of resources to support staff/students/families in a crisis
Ensures that staff/student/ families are aware of school safety plan and able to
competently and automatically implement the plan through training and drills
Student interactions during lunch, passing periods, assemblies, classrooms, recess
are respectful and safe
Trains staff to teach habits of self-discipline and self-management on a daily basis
Creates clear rewards and consequences for how well individual students meet
conduct expectations and school values
There are a very low number of classroom interruptions/disruptions and referrals to
the office
Teachers’ responses to incidents in their classrooms look and feel similar across
classrooms
Possible Sources of Evidence/Artifacts
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Building Emergency Preparedness Plan
Safety Committee Notes/Agendas
Accident reports
Emergency planning Documents
Safety Drill and practice documentation
Crisis Action Plan
Training Agendas/Sign-ins
Safety Bulletin Board
Survey Data
Discipline plan and/or data
Discipline/Behavior Management Committee
Notes/Agendas
BART Team Notes
Incident review notes
Communication with parents regarding school safety
Discipline Data
Student/Parent Handbook
Healthy Youth Survey
How have you communicated your school safety plan to staff, students, parents, and first responders? How are you monitoring and assessing the plans effectiveness?
What systems do you have in place to monitor and support student and staff social/emotional needs as well as behavioral needs in your building?
How are you monitoring the systems that are in place, and allocating resources, to ensure effectiveness in providing for social, emotional, and intellectual safety?
Evidence from Direct Observations
Criterion
Professional
Growth Criterion
(Goal) #
Possible Sources of Evidence/Artifacts
Notes, reflections, evidence to share:
Date:
Monthly Emphasis
Evidence from Direct Observations
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3. Planning
With Data
Leading the
development,
implementation and
evaluation of a datadriven plan for
increasing student
achievement, including
the use of multiple
student data elements
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Systems are in place to collect and review data on attendance, behavior, interim
assessments
Encourages teacher teams to work together to analyze multiple data sources to set
measureable learning goals
School teams regularly review disaggregated data to track and monitor the progress
of all students
Continuous data review process in place to ensure students learned material (e.g.
aligning assessments, analyzing interim and formative assessment and taking action
on results)
Utilizes disaggregated state assessment data; Homeroom, OSPI Data, SBE
Instructional decisions throughout the year, including student
grouping/differentiation and targeting for interventions are based on interim and
formative assessments
Student data is examined using multiple lenses (e.g. overall grade level/subject area,
performance on individual standards, classroom level performance, individual
student performance)
CIP and priorities are in place and aligned to the analysis of data (addressing areas
with highest needs for the building and district)
All staff are familiar with priorities for improvement and details of the CIP
Leadership Team meets regularly and creates short and medium term action plans to
address areas of concern and recognize areas of success
Has systems to assess programs and adjusts strategies as needed (including specific
targets for sub-groups as well as grade cohorts)
Possible Sources of Evidence/Artifacts
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CIP Plan
Portfolio of evidence of progress toward goals and
activities in CIP
Master schedule and other evidence of differentiation for
high performing and struggling students
Course/Program Offerings
Interventions with enrollment/participation numbers and
results
Data Reports
Compilation of Classroom data
Homeroom Smart Group Reports
SMART Goal Examples
Observations
CIP/Leadership Team Agendas/Minutes
CIP Review
Professional Development Calendar
Individual Student Learning Plans/Goals
Department/Grade Level Team meeting agendas/notes
Newsletters/Web site
Staff Development Agendas/Minutes
Please share a recent conversation you’ve had with your staff that focused on the use of data/information to guide, modify, and improve instructional practice.
Share a recent conversation with an individual teacher that resulted in the teacher seeing the relationship between their own actions and the impact on their students’
achievement.
What types of data/information do you use to inform a variety of decisions at the building level, grade level, and classroom level?
How have you worked to build staff involvement, commitment, and engagement in the work of supporting and monitoring the CIP?
Evidence from Direct Observations
Criterion
Professional
Growth Criterion
(Goal) #
Possible Sources of Evidence/Artifacts
Notes, reflections, evidence to share
Date:
Monthly Emphasis
4. Aligning
Curriculum
Assisting instructional
staff with alignment of
curriculum, instruction
and assessment with
state and local district
learning goals.
Evidence from Direct Observations
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Formal and informal observations
Expectations regarding adopted curriculum can be articulated by instructional staff
Every teacher uses data that drives instruction – data linked to a bigger
department/grade level/building data plan
Principal supports all teachers in creating data resources for their classrooms
Curriculum is clearly aligned to the grade level expectations
Engages key staff in curriculum planning and implementation
Teaches and supports staff to align to CCSS and district initiatives
Effectively builds capacity of teachers to analyze and align standards, curricula,
instructional strategies and assessments
Evidence of district initiatives seen in classrooms-anchor charts, posters, student work
on display
Routines, instructional practices, and learning environment are consistent across
classrooms
Teachers receive feedback around progress with non-negotiables and instructional
practice
Teachers are taught how to use a variety of instructional strategies and are familiar
with the strategies outlined in the instructional framework
Staff are using formative/summative assessments for differentiated instruction
Data is frequently reviewed in team and/or subject area meetings
Possible Sources of Evidence/Artifacts
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Master schedules reflect student needs
Professional Development Calendar
Feedback contained in Comprehensive Evaluations
Post conferences notes, and plans to coach and assist
teachers
Leadership Team Agendas/Notes
Department/Grade Level Team Meetings
Department/Grade Level developed assessments
Learning Walks
Staff Development Trainings around TPEP, CCSS,
curriculum adoptions-Minutes, Agendas, PPTs
Teacher work samples
Feedback/Exit slips
Staff reflection journals
Clearly articulated expectations to staff via memos/staff
bulletins
Examples of classroom implementation of district
assessments
Examples of building/grade level/department created
classroom assessments
Grade level/Department student data
What systemic do you have in place to ensure alignment of curriculum, instruction and assessment?
How are you providing assistance to staff in alignment of best instructional practices to state and district learning goals? How are you monitoring implementation?
How do you provide feedback to teams or individuals when alignment in curriculum, instruction or assessment is not occurring? How do you go about having difficult conversations
with less than proficient teachers
How are you providing assistance to staff in alignment of assessment practices to best instructional practices? What practices have you seen that are highly effective?
Evidence from Direct Observations
Criterion
Professional
Growth Criterion
(Goal) #
Possible Sources of Evidence/Artifacts
Notes, reflections, evidence to share:
Date:
Monthly Emphasis
5. Improving
Instruction
Monitoring, assisting,
and evaluating effective
instruction and
practices.
Evidence from Direct Observations
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Clearly communicates effective instructional and assessment practices
Each staff member has clear performance expectations aligned with school's goals and
expectations for instruction
Routines, instructional practices, and learning environments are consistent across
classrooms
Actively engages grade level and content areas teams in successful planning processes,
and continuously monitors process
PLCs/Dept./Grade levels are focusing discussions on the instructional framework,
best practices, and evidence of student learning
Building Leadership team discussions are focused on improved instruction and
student learning
Principals facilitate professional development on best practices, CCSS and the
instructional framework
Engages in difficult conversations with below-proficient teachers, helping them
improve
Monitor levels of performance data over time of both teachers and students
Possible Sources of Evidence/Artifacts
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Professional Development Calendar
Staff Development training Agendas/Minutes/PPTs
Staff Bulletins, Monday Memos
Staff Feedback/Exit slips
Staff reflection journals
Teacher evaluation documents include goals, evidence of
use of the instructional model, specific feedback, teacher
reflections
Observation/Accountability
System
Observation Data
Teacher work Samples
Student achievement data
BERC STAR Reports
Teacher improvement plans
Achievement Data
What systems, and/or practices have you put in place to more effectively, monitor and evaluate instruction and assessment practices?
How do you assist teachers in using data to inform the development of their student growth plans?
When, and how often, do you meet with teachers to monitor progress and adjust plans?
Give an example, or share specific effective feedback you have given a staff member that has led to improved instruction and assessment practices.
How do you go about gaining knowledge regarding student diversity in your building? How do you use this knowledge to assist staff in using differentiation to improve
instruction?
Evidence from Direct Observations
Criterion
Professional
Growth Criterion
(Goal) #
Possible Sources of Evidence/Artifacts
Notes, reflections, evidence to share:
Date:
Monthly Emphasis
6. Managing
Resources
Managing both staff
and fiscal resources to
support student
achievement and legal
responsibilities.
Evidence from Direct Observations
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Staffing focus is on matching staff to specific position expectations
Continuously searches for staff with outstanding potential and provides the best
placement of both new and existing staff to fully benefit from their strengths
School has intensive selection, induction, and mentoring processes for any new staff
Counsels out, places on plan of improvement or dismisses some ineffective teachers,
following contractual requirements
All new teachers and teachers with specific needs are mentored by highly skilled peers
Is effective in bringing additional human resources into the school
Taps all possible financial resources to support the school's goals and school CIP
Budget-ensures the strategic allocation and equitable use of financial resources to
maximize student achievement and staff growth
Organizes workshops/trainings for both students and staff (e.g. bullying, CPS) to
ensure staff and students are knowledgeable of and in full compliance with legal
responsibilities
Budgets are well-managed and reports are accurate
Manages bureaucratic, contractual, and legal issues effectively
Possible Sources of Evidence/Artifacts
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Staffing sheets reflecting reassignments
Interview questions/process
Evaluation Write-Ups and documents
Plans of Improvement
List of School Volunteer/tutoring groups
VOICE Mentor assignments
PTSA Gifts and grants
ISF Grants
Community Business Partnerships
Budget priorities and expenditures
Student assemblies-Anti-bullying
Staff Training Agendas
Master Schedule
EA Schedule
Resource Room/BEL Schedule
Overview of budgeting process and expenditures
What systems do you have in place to engage in dialogue with stakeholders to ensure prudent fiscal decisions?
What data do you use to make decisions regarding allocation of resources-assignment and hiring, master schedule, and directing funds?
What types of professional development opportunities are you providing your staff? How are they linked to your building’s vision and PD plan?
What systems do you have in place to ensure that staff are aware of, and upholding appropriate legal standards and expectation?
Evidence from Direct Observations
Criterion
Professional
Growth Criterion
(Goal) #
Possible Sources of Evidence/Artifacts
Notes, reflections, evidence to share:
Date:
Monthly Emphasis
7. Engaging
Communities
Partnering with the
school community to
promote student learning.
Evidence from Direct Observations
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Consistent communication between families and school are present
Parents are included and invested in the school community
Families are actively involved in key student learning demonstrations
Structures are in place for family/community voice and participation in the school
Makes families/community members feel welcome, listens to their concerns, and are
included and invested in the school community (e.g. parent engagement and survey
data)
Implements processes that empower families/community stakeholders to participate
in significant decisions
Has consistent communication and ensures teachers have regular channels of
communication of their own
Possible Sources of Evidence/Artifacts
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Newsletters, eNews, School Messenger
Web site information
Parent 9 Characteristics Survey
Student-parent conference data
PTSA participation
PTSA Principal Report
Site Council Meeting Agendas/Minutes
Parent Education Nights
Watchdogs-Parent Volunteers
VOICE Mentors
Tutoring volunteers
Parent Volunteer Logs
Business Partnerships
Press releases
Parent/Principal emails
Activity log of school events designed to engage
community/parents
Booster membership, meeting notes, activities
Principal attendance/membership in community group(s)
Staff Bulletins, Monday Memos, meeting minutes
In reviewing the multi formats you use to communicate with stakeholders, which methods serve as two-way communication tools?
Have you elicited feedback from stake holders on the effectiveness of communication conduits? What information can you share and what adjustments have you made based
on feedback?
What community resources and partnerships are you currently utilizing to support your vision for improving student learning?
How are you partnering with families and your community to garner input/feedback, and be part of the vision of improving teaching and learning?
Evidence from Direct Observations
Criterion
Professional
Growth Criterion
(Goal) #
Possible Sources of Evidence/Artifacts
Notes, reflections, evidence to share:
Date:
Monthly Emphasis
8. Closing the Gap
Demonstrating
commitment to closing
the achievement gap.
Evidence from Direct Observations
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Principal leads data analysis training or sessions
Teachers lead Professional Development sessions, instructional groups and
intervention classes
Principal and staff are consistently monitoring student progress
The use of research-based instructional practices is evident throughout the school
Staff promotes active parent involvement of low performing students
Principal and staff create a building schedule and programs that reflect the academic
needs of the students
Motivates staff to follow up assessments with re-teaching, tutoring, and other
interventions
Uses data on grades, attendance, behavior and other variables to monitor and drive
continuous improvement to reduce achievement gap
Boosts morale and a sense of efficacy by getting colleagues to celebrate and own
measurable student gains
Planning meetings engage in a no-blame, highly productive search for root causes
and hypothesis-testing
Ensures a welcoming experience for parents, visitors and other stakeholders
Is knowledgeable of and responsive to diversity issues in school and community
Promotes and models an atmosphere of inclusiveness, equity and respect
Possible Sources of Evidence/Artifacts
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CIP Plan
Assessment data – Measure of Student Progress (MSP), High
School Proficiency Exam (HSPE), Endo of Course exam (EOC),
Benchmark assessments, etc.
Surveys of students, parents, staff
Documentation of the use of common assessments with
reflections from collaborative discussions
Data on low performing students
Agendas and minutes of meetings where data is shared with
instructional staff
Progress monitoring of low performing students
Schedules that reflect the lowest performing students are
assigned to the highest performing teachers
Data Reports
Master Schedule
Intervention placement process/criteria
Student Monitoring Processes
Individual and group learning plans
Homeroom SMART groups
Title 1 resources allocation and plans
Staff Development Agendas/Minutes
Guidance Team/Teachers Support Team Notes
What barriers or challenges to closing the gap have you identified in your learning community?
What is your plan to communicate/articulate the gaps to your staff in order for them to gain a deep understanding of why these gaps exist?
What actions or interventions will you and your staff take to address these gaps?
Who have you engaged to support your efforts in closing the gap(s)?
What data will you collect, and how will you know, if interventions are effective in closing the gap(s)?