Characteristic of Improved Districts: Effective Leadership
Effective leadership, beginning with the superintendent, is one of the most predominant and consistent characteristics of improved districts. Effective leaders focus their
efforts on meeting the goal of high achievement for all students in their district, develop their own leadership capacity in collaboration with their leader colleagues and they
develop leadership at all levels of the organization, and develop and sustain continuous improvement processes based on student learning data.
Themes of This
Characteristic
Leads to Continuous Improvement and
Institutionalization
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Focus on
Student Learning
Leadership develops
and sustains a
commitment to the
district’s values, vision
and goals for high
achievement for all
students.
Dynamic and
Distributed
Leadership
With active modeling
and engagement from
the Superintendent,
leadership capacity is
developed at all levels
of the organization.
Roles and
responsibilities are
aligned to the goals of
the district to ensure
student learning.
Leads to Effective Implementation
Initial, Beginning, Developing
Minimal, Absent, or Ineffective
3
2
1
 The words and actions of all
stakeholders reflect the district’s vision,
mission, beliefs, and goals.
 Non-negotiable performance targets for
each level of the system are
established by the Board and
Superintendent.
 Commitment to high levels of learning
for all students leads to actions that
result in measurable increases in
improved practices and student
learning; achievement gaps are
closing.
 Meetings at all levels are deliberately
focused on instructional practice and
serve as models for adult learners.
 Commitment to the focus and beliefs
are fostered in staff and community.
 From the Board room to the
classroom, stakeholders are
committed to all students achieving at
high levels.
 Learning standards and performance
targets at each level of the system
form the basis for planning and
decision-making.
 Staff understand achievement data
and gaps; efforts to improve teaching
and learning are aligned with district
goals.
 Instructional issues comprise the
majority of meeting time at the district
and school levels.
 Vision, mission, beliefs, and
goals are public and
recognizable by staff.
 District and school staffs
examine disaggregated
achievement data at least
annually.
 Efforts are made to include
an instructional focus on
district and school meeting
agendas.
 Vision, mission, beliefs, and
goals are established and
known by central office
leadership.
 It is unclear or unknown if or
how many students are
achieving at high levels.
 District and school meetings
are operationally focused.
 Feedback from district leadership visits
is used collaboratively by leaders and
staff to improve instructional practice.
 Teacher leadership is valued and
cultivated in a systematic way in
alignment with district improvement
efforts.
 Leaders’ roles and responsibilities are
defined, aligned, and monitored to
maximize the effective implementation
of system practices.
 A shared moral purpose compels
leaders at all levels to take concrete
actions to ensure high-quality learning
for all students.
 District leaders regularly visit
classrooms using consistent protocols
that contribute to improved teaching
and learning.
 Professional leadership development
for administrators is provided in a
systematic manner in alignment with
district improvement efforts.
 Teacher leaders are identified and
provided opportunities for professional
growth and leadership.
 Leaders’ roles and responsibilities are
defined and aligned for the effective
implementation of system practices to
improve teaching and learning.
 Leaders occasionally visit
classrooms but observations
do not contribute to improved
instructional practice as a
district.
 Administrators are supported
in developing their individual
skills; minimal district
direction is evident.
 Roles and responsibilities are
assigned but not deliberately
aligned with the improvement
of student learning. People
may operate outside of their
areas of responsibility.
 District leaders infrequently visit
classrooms.
 Leaders develop skills
individually without district
direction beyond one annual
event.
 Traditional job descriptions
exist but individuals’
responsibilities for district
improvement efforts are not
clearly delineated.
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Sustained
Improvement
Efforts
As they keep a
relentless focus on the
district values, vision,
and goals, leaders
monitor, assess,
celebrate and adjust
for continuous
improvement at the
district level and at
each school.
 Written plans and leaders’ actions reflect
a sustained focus over time and
relentless commitment to continuous
improvement over time.
 District and school staff systematically
assess progress over time to celebrate
successes and make indicated
adjustments.
 Communication from leaders at all levels
continually reinforces the district’s
commitment to high levels of
achievement for all students.
 Central strategies for district
improvement are developed with a
long-range focus on implementation,
monitoring, and maintenance over
time.
 A high degree of coherence exists
between district and school
improvement plans.
 Regular school improvement plan
review processes provide schools
feedback and follow-up and enable
coordination of resources to meet
school needs.
 Monitoring fidelity of implementation
occurs as a key step prior to
evaluating the impact of improvement
efforts.
 The efforts of schools and individuals
in improving student learning are
recognized.
 Leaders, beginning with the School
Board and superintendent,
persistently communicate the district’s
commitment to high levels of
achievement for all students.
 District improvement
strategies are selected year
to year.
 An annual review of school
improvement plans occurs,
with Board approval.
 School plans are in place but
are not affecting the
improvement of student
learning.
 Actions in improvement plans
are not monitored for fidelity
of implementation.
 Processes are not in place to
assure the alignment of
resources with district and
school improvement
priorities.
 Leaders, beginning with the
School Board and
superintendent,
inconsistently communicate
the district’s commitment to
high levels of achievement
for all students.
 District departments operate
independently, without a
connection to a systemic
improvement process.
 School improvement plans do
not exist or exist only as
compliance documents.
 Little coherence exists between
school and district planning
efforts.
 District communications show
little emphasis on a priority of
high levels of achievement for
all students.
Characteristic of Improved Districts: Quality Teaching and Learning
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Every adult in an improving district recognizes and acts upon the responsibility of continuously improving instructional practice. A vision for quality instructional practice,
aligned curriculum and assessment, and ongoing and job-embedded professional development, enable educators to provide quality instruction in every classroom across
the district.
Themes of This Characteristic
Quality Classroom
Instruction
Clearly defined quality
instructional practice is guided,
supported, and monitored at
multiple levels of the
organization. Tiered
intervention systems meet the
instructional needs of students
in each school.
Leads to Continuous Improvement
and Institutionalization
Leads to Effective
Implementation
Initial, Beginning, Developing
Minimal, Absent, or Ineffective
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3
2
1
 The district’s vision of effective
instruction is used in multiple
ways, supporting individual and
collaborative understanding.
 Guidance and oversight for
effective instructional practice
are provided in multiple ways,
involving central and schoolbased administrators and
teachers in reflection and
analysis.
 Tiered intervention systems,
staffed by the most qualified
practitioners, are in place at the
building level to differentiate
instruction to meet the needs of
student.
 Formative assessment
determines the focus, intensity
and duration of interventions for
students.
 The district’s vision for effective
instruction is provided for staff in
written form.
 Guidance and oversight for
improving teaching and learning
are provided by a supervisor with
individual teachers.
 Grade-level or building teams
begin to collaborate to
differentiate instruction to meet
the needs of a range of learners.
 Quality instructional practice is not
defined by the district.
 Decisions on instructional practice
are left to individual teachers.
 Individual teachers are left to
independently differentiate
instruction to meet the needs of
students in their classrooms.
 All adults, from the board room to
the classroom, demonstrate
personal accountability for high
levels of learning for all students.
 As they engage in continuous
improvement, every adult seeks
frequent feedback to improve their
practice in support of the highest
levels of teaching and learning
 Quality staff seek out opportunities
to work in the district. Retention of
quality staff contributes to
continuity in high expectations for
instructional practice and student
achievement.
 The superintendent articulates and
models the expectation of
excellence from every district
employee and holds staff
accountable for performance.
 Throughout the system staff goals
and actions demonstrate
responsibility for high levels of
learning for all students.
 Monitoring practices provide
frequent feedback aligned with
district expectations for instructional
practice and student achievement.
Ineffective and mediocre
practitioners are held accountable.
 Recruiting and hiring practices
ensure the selection and retention of
staff accountable to high levels of
student performance.
 The superintendent
communicates high expectations
for student performance.
 Staff have an awareness of
expectations for student learning.
 Monitoring of performance and
giving feedback is infrequent
and/or lacks a focus on
instructional practice and high
levels of learning for all students.
 District or building leaders
identify the shortcomings of
personnel practices in attracting
and retaining quality staff.
 The superintendent does not
communicate expectations for
student performance.
 Staff work independent of a
commitment and accountability to
clear, shared expectations for
student learning.
 Supervision and evaluation
processes do not reinforce high
expectations for student learning
and for quality practice. Ineffective
and mediocre practice is tolerated.
 Recruiting and hiring practices do
not focus intentionally on
identifying and keeping staff who
have high expectations of all
students and hold themselves
accountable for student learning.
 Core skills and processes that
contribute to college and
 District documentation
articulates vertical alignment of
 Processes are underway to
document learning targets and
 There is not a district document
that articulates expectations for
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High Expectations and
Accountability for
Adults
Through accountable behavior,
individual staff members
demonstrate commitment to
the achievement of all
students. Systems for hiring,
retaining, and developing staff
contribute to the development
of a workforce committed to
high levels of learning for
every student.
Classroom staff can articulate the
district’s vision of effective
instruction.
Classroom instructional practice
aligns with the district’s vision of
effective practice.
Guidance and oversight for
effective instructional practice lead
to continuous improvement of the
district’s vision for teaching and
learning.
Tiered intervention systems meet
the needs of all students who need
them.
Opportunities are provided to
extend the performance of
students who meet grade-level
standards.
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Coordinated and
Aligned Curriculum
and Assessment
District curriculum,
accompanying instructional
resources, and district and
classroom assessment
practices ensure students from
school to school and grade to
grade experience a rigorous
curriculum leading to college
and workplace readiness as
students exit the system.
Coordinated and
Embedded
Professional
Development
The learning needs of students
drive professional
development programming in
the district. The continuous
improvement of practice is
expected, supported, and
monitored through ongoing,
job-embedded professional
development.
workplace readiness are evident
throughout written curriculum
documents PK-12 in all content
areas. Documents are reviewed
and updated regularly.
 Expected instructional resources
and strategies are used
consistently and effectively in all
classrooms across the system.
 Implemented instructional
resources and strategies are
closing achievement gaps across
the system.
 Systems of collaboration contribute
to the use, revision, and
effectiveness of aligned formative
assessments.
 Evidence of implementation and
impact shows a clear relationship
between professional adult
learning and improved student
achievement.
 Structures and resources are in
place to continually implement and
refine professional collaboration
and inquiry, instructional and
leadership coaching.
 Through formal and informal
coaching, all staff are engaged in
learning conversations to
continuously improve practice.
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content and rigor in the core
areas of literacy, math, and
science.
Horizontal alignment is evident
classroom to classroom, across
all schools.
Actions ensure all students have
equity of access to rigorous
curriculum across the system.
Research-based instructional
resources and strategies in core
subject areas are closely
coordinated, used, and
monitored for progress in
closing achievement gaps.
Formative assessment
measures used in core subject
area classrooms are aligned
with state standards and
assessments in content,
cognitive demand, and context.
 There is a long-term, datadriven plan based on school and
district goals.
 District structures enable
professional collaboration,
inquiry, and learning for
educators at the district and
school levels.
 Teachers in new roles and
substitutes are engaged in a
multi-year program enabling
their successful implementation
of district curriculum and
instructional practice.
 Expected changes in practice
and expected effects on student
learning are clarified and
monitored systemically.
 Over time, all staff receive
coaching from trained leaders
and/or coaches to improve
content knowledge and
practices that result in improved
student achievement.
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expectations for instruction
establishing vertical alignment
PK-12 in select core subjects.
Levels of horizontal alignment
vary team by team or building by
building.
The district monitors for and
recognizes gaps in access to
rigorous coursework for all
students.
Processes are underway to
coordinate the selection of
instructional resources and
strategies in core subject areas.
The district uses periodic districtwide assessments, in addition to
state testing, to monitor student
progress.
 Professional development plans
are made independent of student
achievement results.
 The relationship among
individual, school, and district
professional development plans
and activities is unclear.
 Teachers new to the profession
are assisted in their first year
through beginning-of-the-year
induction training and a
relationship with an experienced
teacher.
 Expectations for changes in
practice are stated but not
closely monitored.
 Coaching is provided
intermittently on a voluntary
basis as follow up to professional
development activities.
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students or instructional direction
for teachers.
District practices fail to provide
vertical or horizontal alignment of
content and rigor.
The district does not monitor for
equity of access to rigorous
curriculum.
Choices of instructional resources
and strategies are not researchbased and are not coordinated
across the system.
The district lacks an aligned
assessment system beyond
reliance on required state
assessments.
 There is no long-term plan, based
on data, that guides the content
and process of professional
development.
 There is no clear plan for induction
and mentoring of teachers new to
the profession.
 Implementation following
professional development activities
is left to the discretion of the
individual.
 Coaching for improved instructional
and leadership practice is not a
part of the professional
development program.
Characteristic of Improved Districts: Support for System-wide Improvement
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Service and support for student learning affect all parts of improving districts. District leadership strategically allocates resources to support equity of learning outcomes for
all students, with policies and practices aligned to improve learning for all students. Timely access to comprehensive data drives the allocation of resources and program
planning at the school and district levels.
Themes of This
Characteristic
Leads to Continuous Improvement
and Institutionalization
Leads to Effective Implementation
Initial, Beginning, Developing
Minimal, Absent, or Ineffective
3
2
1
 Ongoing training and time are
provided to sustain data analysis
teams at district and school levels.
 District provides resources or
services to customize data reports
at the program, school, and
classroom levels in response to
staff-generated queries.
 Systems for the ongoing
examination of summative and
formative assessment measures,
along with demographic,
perception, and program data,
inform continuous improvement
planning for improved student
learning.
 Institutionalized, documented
practices sustain data-driven
differentiated support and
allocation models despite changes
in leadership.
 Time and training for data analysis
and resulting program adjustments
are provided to administrators and
teacher leaders.
 District provides data on state and
local assessment results in
manageable and usable formats.
 Disaggregated state and local
assessment results, along with
demographic, perception, and
program data, inform ongoing
adjustments in district and school
continuous improvement plans.
 Multiple data points are monitored
regularly to assure equity of access
and benefit in district programs for
students regardless of race, gender,
and socioeconomic level.
 Principals are encouraged to
lead staff in analyzing
disaggregated state and district
assessment results to inform
school improvement planning.
 State assessment data is used
to make adjustments in
improvement plan goals.
 The results of periodic district
assessments and state
assessment inform professional
development or program
development decisions.
 State assessment reports are
provided to schools.
 State assessment data is
reviewed annually to
determine areas of concern.
 A systematic process is used to
coordinate all available basic and
categorical resources to build a
budget targeted to improve student
performance across the system.
 Acquisitions of additional
resources and partnerships are
used to greatest advantage in
reaching academic improvement
goals.
 The allocation process is
continuously reviewed and
adjusted to assure every student
receives the resources necessary
to achieve at high levels of
learning.
 Central office and building
administrators work together to
analyze, coordinate, and blend all
available resources to provide a
continuum of services in all
buildings.
 Analysis of demographic,
contextual, and student
achievement data drives a
differentiated resource allocation
model.
 Acquisitions of additional resources
and partnerships are carefully
considered, coordinated, and
aligned with district improvement
efforts.
 Budget managers seek input
from central and building
administrators on budget
allocations.
 The fixed allocation model for
budget and staffing is
communicated clearly.
 Acquisitions of additional
resources or partnerships are
encouraged but lack clear
parameters and coordination.
 Categorical dollars are
allocated per guidelines to
target academic improvement
in qualified buildings.
 The finance office prepares
and distributes budget
allocations without central
office and building
administrative input.
 The allocation model for
budget and staffing is known
only by budget managers.
 Budget development focuses
on maintaining operational
needs rather than improving
academic achievement.
 Managers of various budget
resources operate
independently.
 Results of the flexible use
 Struggling students are provided
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Effective Use of
Data
District tools, systems,
and practices support
the use of data to drive
district, school, and
classroom decision
making.
Strategic
Allocation of
Resources
The learning needs of
students drive a
coordinated, flexible,
and aligned resource
allocation model in the
district.
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Policy and
Program
Coherence
District policies enable
the work of moving all
students to high levels
of learning. District
programs and practices
are coordinated and
aligned with this goal.
of resources at the building level
inform improved practice across the
system.
the time, space, staff, and programs
necessary for accelerating
improvement.
 Processes allow building-based
flexibility to allocate resources with
accountability for improved student
learning.
 A strong relationship exists
between policy and program
coherence and student success.
 Individual staff understand and
contribute to the alignment of
practice with the district’s vision
and policies.
 All students graduate college
ready.
 A high level of commitment to and
consistency in identified district
improvement practices is evident
across schools.
 Policies and procedures are aligned
with the district’s vision of high
levels of achievement for all
learners leading to all students
graduating college and work ready.
 An annual review and revision of
Board policies related to teaching
and learning result in language
reflective of current best practices
and a commitment to equity.
 Regular monitoring reveals systemwide alignment of programs and
practices with the district’s policies
and vision.
 The district monitors the number
and demographics of students
graduating college and work ready.
 Intentional, frequent communication
between the superintendent and
staff builds clarity, commitment, and
consistency in identified district
practices across schools.
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 Policies and procedures exist
but do not advance the
improvement of teaching and
learning.
 Alignment between practice
and policy is monitored in
specific program areas.
 Pockets of coordinated and
aligned practice are found in
schools and the central office.
 Policies and procedures are
outdated and do not support
the improvement of teaching
and learning.
 Staff members operate
independent of the district’s
vision and policy.
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Characteristic of Improved Districts: Clear and Collaborative Relationships
Improved school districts are characterized by effective collaborative relationships inside and outside the organization. Acting with respect and understanding, stakeholders
across the system mutually support success in the work of school and district improvement. Central office and school staff recognize their shared interests and
interdependence in realizing high levels of learning for each student in the district.
Themes of This
Characteristic
Professional
Culture and
Collaborative
Relationships
Relationships among
stakeholders at all
levels of the
organization are
characterized by trust
and developed through
intentional structures
and processes
supporting data-driven
collaboration.
Clear
Understanding of
School and
District Roles
and
Responsibilities
Central office and
school-based staff
recognize their
Leads to Continuous Improvement
and Institutionalization
Leads to Effective
Implementation
4
3
 Staff members exhibit risk-taking
and courage in offering questions
and ideas to advance the work of
the district.
 Vertical and horizontal
collaboration results in the
development of a collective will
and aligned individual, school, and
system actions to improve learning
for all students.
 Professional relationships are
marked by authentic
collaboration around student
learning; stakeholders talk
safely and openly about
successes and concerns.
 Staff members report a high
degree of competence,
reliability, integrity, openness,
and caring in each other and
their leaders.
 Central office and building
staffs actively solicit input from
and involve each other in
problem-solving and shared
work of reform.
 Norms, structures, and
processes to foster data-driven
collaboration are evident
across all levels.
 The words and actions of staff
reveal ownership of the
success of all students in the
district.
 In their words and actions, all staff
demonstrate personal
responsibility for leading school
and district improvement.
 Formal decision-making guidelines
are collaboratively developed,
revised over time, and known by
all.
 Where parameters are negotiated
formally with the district, school
autonomy is resulting in improved
levels of student learning.
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 Staff members understand
respective roles and
responsibilities for advancing
school and district
improvement.
 Formal guidelines have been
developed and are consistently
followed for which decisions
are made at the district and
school levels.
Initial, Beginning, Developing
Minimal, Absent, or Ineffective
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 Staff members are congenial with
one another.
 Staff members respond to
expectations with respectful
compliance.
 Pockets of trust, respect, and
collaboration exist in the district.
 Efforts are made to address
divisiveness and sabotage.
 Norms, structures, and processes
to foster data-driven collaboration
are evident in some settings.
 Opportunity for central office and
building staff input in one
another’s work exists in some
programs or schools.
 Leaders and staff do not share a
common understanding of roles
and responsibilities for
improvement at the district and
school levels.
 Informal guidelines exist for which
decisions are made at the district
and school levels.
 District and school leaders lack a
shared understanding of
parameters for school autonomy
with accountability.
 Parking lot conversations are
prevalent.
 Acts of sabotage are evident.
 New ideas are ignored or put down.
 They/them versus I/me comments
are pervasive.
 Conversations focus on adult needs,
clarifying minimum requirements.
 Effort is expended to maintain the
status quo.
 Roles and responsibilities for district
improvement are assumed, often
based on past-practice.
 Decision-making practices are
situational, lacking consistency and
transparency.
 School autonomy is not allowed, or
schools acting autonomously do so
absent agreement with the district.
 Central office staff are not a part of
school improvement planning efforts.
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mutually reinforcing
roles and act to benefit
their respective efforts.
Centralized district
authority and school
autonomy are
balanced to advance
the continuous
improvement of
teaching and learning.
 School staff appreciate and seek
the expertise of central office in
supporting their efforts.
 District expectations and
processes are in place that
clearly link school flexibility to
responsibility for improved
levels of student learning.
 The support of central office
staff is apparent in all schools’
planning, improvement, and
problem-solving efforts to
improve teaching and learning.
 Central office staff are present at
meetings of school improvement
teams.
Interpreting and
Managing the
External
Environment
 Central office staff work to
influence state and federal policy
to best support district and school
improvement efforts.
 The district proactively identifies,
minimizes and eliminates barriers
to the improvement of teaching
and learning.
 The district’s community outreach
enables families to support
children in coming to school ready
to learn and achieving success in
their school careers.
 An increasing number of external
partners are contributing their
support to the district’s vision and
mission.
 Central office staff use their
knowledge of federal and state
policies and regulations to
leverage support for district and
school improvement efforts.
 Policies and actions protect the
priority of improving
instructional practice, keeping
internal and external
distractions at a minimum.
 District efforts lead to the
engagement of all families as
partners in raising student
achievement.
 The involvement of external
partners is targeted and
coordinated to support the
district’s efforts to reach high
levels of learning for all
students.
 Central office staff focus on
compliance with federal and state
policies.
 Practices that prioritize the
improvement of instructional
practice vary from school to
school.
 The district has a plan to engage
families in behaviors that
contribute to their children’s
achievement.
 External partners are solicited.
Families and
community partners
are engaged to
improve learning for all
students. External
pressures that distract
from the core work of
teaching and learning
are managed and
minimized.
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 Central office knowledge of federal
and state policies is limited.
 Internal and external distractions
negatively impact the improvement of
teaching and learning.
 Family involvement is left to chance
in the absence of a district strategy to
engage families.
 No district strategy exists for
engaging external partners.
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