Name: Core Practice #1: Getting Results in the Assigned Initiative Area/_________________ Unsatisfactory: Leader’s actions or impact of leader’s actions relevant to this core practice are minimal or are not occurring, or are having an adverse impact. New or current initiatives are not supported nor are there specific plans, actions, feedback, collaboration or monitoring. Needs Improvement: Leader’s actions or impact of leader’s actions relevant to this core practice are evident but are inconsistent or of insufficient scope or proficiency. Effective: Leader’s actions or impact of leader’s actions relevant to this core practice are sufficient and appropriate reflections of quality work with only normal variations. Highly Effective: Leader’s actions or impact of leader’s actions relevant to this core practice include and exceed effective levels and constitute models of proficiency for other leaders. In order to implement new initiatives and/or maintain current initiatives, there is limited planning and goal setting and collaboration is sporadic. In order to implement new initiatives and/or maintain current initiatives, there is evidence of planning, goal setting and collaboration. 1.2 Student growth/achievement is not considered and stakeholders are not aware of any correlation between the two. Monitoring is not completed. Student growth/achievement (direct or indirect) is considered but plays a role in the setting of initiative related goals/benchmarks, the correlation between the two is provided but only some stakeholders understand the correlation, both are monitored. 1.3 Initiative expectations are not appropriately benchmarked. Student growth/achievement and initiative related goals/benchmarks are considered as two separate sources of information. A correlation exists and is presented, but stakeholders do not understand the correlation between the two. Monitoring is done separately. Initiative expectations are benchmarked to the performance of the target group. 1.4 There are no monitoring systems for benchmarked expectations. Monitoring systems fail to appropriately monitor the benchmarked expectations. 1.5 Monitoring is not focused on stakeholder proficiency in the initiative area. Monitoring practices are consistently implemented in a supportive and constructive manner. 1.6 Feedback is rare, nonspecific, and not constructive. The manner in which monitoring is conducted is not generally perceived by stakeholders as supportive of their improvement in the initiative area. Feedback is viewed as a linear process; something provided to stakeholders rather than a collegial exchange. In order to implement new initiatives and/or maintain current initiatives, there is evidence of quality planning and goal setting and routine collaboration with other stakeholders (sharing of ideas, coaching, and technical assistance). Student growth/achievement (either direct or indirect) is examined and used when setting initiative related goals/benchmarked expectations, a correlation between the two is presented to and understood by stakeholders, and both are monitored in conjunction with each other. Initiative expectations are benchmarked to the performance of comparable stakeholder groups three-four levels beyond the target group (i.e. nation and world). Monitoring systems are created in collaboration with stakeholders, completed frequently, and stakeholders are empowered to complete their own monitoring of the benchmarked expectations. Monitoring systems are routinely shared with appropriate stakeholders to support the assigned initiative. 1.7 The district administrator has not taken decisive action to change time, resources or support to stakeholders in the assigned initiative. Problem solving efforts are unskillfully used to provide adequate time, resources, and support to stakeholders in the assigned initiative. Problem solving is implemented to provide adequate time, resources, and support to stakeholders in the assigned initiative. 1.8 When the target group is not successful in the initiative area, problem solving efforts or not employed to address the needs of the target group. When the target group is not successful in the initiative area, problem solving results in solutions that do not adequately address the needs of the target group. 1.9 The district administrator rarely or does not hold/attend meetings and/or professional development. Meeting topics do not focus on standards, target group’s work, target group’s needs, etc. Meetings and professional development are attended and/or held, but are not always timely or relevant to the target group. Initiative standards and achievement information are accessible, but are not typically the focus of the meeting. Target group’s work is collected and available, but not used. When the target group is not successful in the initiative area, problem solving is employed to identify and implement supplemental supports (data based interventions and progress monitoring.) Attends relevant meetings and/or holds professional development that focus on the initiative’s standards and target group’s performance, and the target group’s work is examined but may not always result in modification in the initiative. 1.1 Self-Assessment 1 Initiative expectations are benchmarked to the performance of comparable stakeholder groups one-two levels beyond the target group (i.e. district and state). Monitoring systems are created and implemented to monitor the level of benchmarked expectations. Corrective and positive feedback is provided to the targeted group based on the initiative’s goals and is used to improve the performance of the targeted group. Feedback to appropriate stakeholders is timely, focused and specific, illustrating a clear vision of the initiative’s priority goals. Feedback is based on stakeholder input and collegial exchange. Problem solving is skillfully implemented (e.g., conceptualizing, applying, analyzing, synthesizing, and/or evaluating information) and completed in collaboration with others to ensure stakeholders have adequate time and support. When the target group is not successful in the initiative area, creative problem solving is employed and traditional barriers overcome in order to meet the unique needs of the targeted group. Attends relevant meetings and/or holds appropriate professional development, anticipates the target group’s needs, focuses on the initiative’s standards and the target group’s achievement of standards, and routinely reviews the target group’s work to evaluate and modify the initiative’s progress. Core Practice #2: Continuous Improvement of the Initiative Area /_______________ 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 Unsatisfactory: Leader’s actions or impact of leader’s actions relevant to this core practice are minimal or are not occurring, or are having an adverse impact. The leader expects teachers and school-level leaders to provide their own support in accessing, interpreting, and making use of evidence for their decisions about teaching and learning. Is conspicuously absent from schools. All of the interaction occurs at district meetings. Needs Improvement: Leader’s actions or impact of leader’s actions relevant to this core practice are evident but are inconsistent or of insufficient scope or proficiency. Effective: Leader’s actions or impact of leader’s actions relevant to this core practice are sufficient and appropriate reflections of quality work with only normal variations. Highly Effective: Leader’s actions or impact of leader’s actions relevant to this core practice exceed effective levels and constitute models of proficiency for other leaders. Provide assistance for teachers and school-level leaders in accessing, interpreting, and making use of evidence for their decisions about teaching and learning. Provide professional development in accessing, interpreting, and making use of evidence for their decisions about teaching and learning for teachers and schoollevel leaders. Using school-based data and evidence, district personnel provides specific support for decision making that impacts and engages educators in enhancing teaching and learning. Rarely visits stakeholders. Most of the interaction occurs at district meetings. Anticipates the need for visits and sustains them for the duration of the initiative. Time-management at the schools supervised provides inadequate time for professional learning. Has some knowledge of the initiative but cannot communicate it to others. Time-management at the schools supervised provides inconsistent scheduling of adequate time for professional learning. Able to communicate the initiative. Visits stakeholders several times throughout the year. Uses visits as well as district meetings to help build confidence in the initiative area. Time-management for the target group provides time for professional learning. Able to clarify and communicate the initiative information. Talks about the importance of collaborating but have yet to provide time to do so. Talks about the need for professional development opportunities stakeholders but have yet to provide. Inconsistently provides opportunities for stakeholders to collaborate on initiative. Provides professional development opportunities for stakeholders but they are loosely aligned to the district’s initiatives. Unaware of the support needed in providing stakeholders in the delegation of leadership roles. Does not gather data about how well district policies are working at the school level. Sporadically supports stakeholders in the delegation of leadership roles that build on existing strengths. Gather data about how well district initiatives are working but has yet to use the results to improve practice. Gather data about how well district initiatives are working. Progress monitors district policies, procedures, and practices aimed at guiding and supporting the district‘s initiatives. Does not understand the need to coordinate support for initiatives across different departments at the district level but has yet to act on this need. Understands the need to coordinate support for initiatives across different departments at the district level but has yet to act on this need. Routinely coordinates support for initiatives across different departments. Is visible, articulate, and works with others beyond the stakeholders so that they understand and support the initiative. Anticipates and schedules collaboration opportunities based on identified needs. Provide a wide range of intensive, unique, opportunities for stakeholders to develop the capacities they need to accomplish the district’s initiatives. Consistently supports target group, particularly team members new to the initiative, in the delegation of leadership roles that build on existing strengths. The district administrator routinely gathers data and shares professional learning success stories as well as missteps to continually to progress monitor district policies, procedures, and practices aimed at guiding, supporting, or adjusting the district‘s initiatives. Anticipate and ensure coordination and coherence in support for initiatives across different departments. Self-Assessment 2 Consistently provides opportunities for stakeholders to collaborate on the initiative. Provide a range of professional development opportunities for stakeholders to develop their capacity to accomplish the district’s initiatives. Support stakeholders in the delegation of leadership roles that build on existing strengths. Provides maximum, scheduled time for professional learning Core Practice #3: Building School Leaders’ Sense of Efficacy for School Improvement Initiative ____________________ Unsatisfactory: The district administrator’s actions or impact of the district administrator’s actions relevant to this core practice are minimal or are not occurring, or are having an adverse impact. 3.1 3.2 3.3 3.4 Evaluation Focus: The district administrator’s influence on stake-holders generates inconsistent results in achieving high energy positive attention by a majority of those leaders to school improvement priorities focused on district initiatives, school conditions, and student learning and corrective action plans to change those conditions are not evident. Attributes of the district administrator unsatisfactory on this core practice include: Feedback not given. Does not have feedback or awareness of school improvement plans. Does not support school improvement efforts of schools. Does not have a process to monitor school improvement efforts. Rarely provides individualized support for representative stake-holders, depending upon the challenges they face. Self-Assessment Needs Improvement: The district administrator’s actions or impact of the district administrator’s actions relevant to this core practice are evident but are inconsistent or of insufficient scope or proficiency. Effective: The district administrator’s actions or impact of the district administrator’s actions relevant to this core practice are sufficient and appropriate reflections of quality work with only normal variations. Highly Effective: The district administrator’s actions or impact of the district administrator’s actions relevant to this core practice exceed effective levels and constitute models of proficiency for other leaders. Evaluation Focus: The district administrator’s influence on stakeholders generates inconsistent results in achieving high energy positive attention by a majority of those leaders to school improvement priorities focused on district initiatives, school conditions, and student learning. Attributes of the district administrator needing improvement on this core practice include: Evaluation Focus: The district administrator’s influence on stakeholders results in high energy positive attention by those leaders to school improvement priorities focused on district initiatives, school conditions, and student learning. Attributes of the effective district administrator on this core practice include: Evaluation Focus: The district administrator’s influence on all stake-holders results in high energy positive attention by those leaders to school improvement priorities focused on district initiatives, school conditions, and student learning. Attributes of the highly effective district administrator on this core practice include: Provides feedback on school improvement plans, but feedback lacks specificity and relevance to initiative areas. Provides timely feedback on school improvement plans related to initiatives. Has feedback and awareness of school improvement plans, but support to schools inconsistently implemented. Uses feedback given to schools and knowledge of school improvement plans to actively support school improvement efforts at schools. Provides timely and specific feedback that aligns directly to major district initiatives and/or district administrator specific initiatives. Uses feedback and knowledge of school improvement plans to align school improvement efforts with other district initiatives, resources, professional development, etc. Develops a process to monitor initiative specific school improvement efforts and provides support to schools in school improvement efforts but both are sporadic rather than systematic. Develops and maintains a process to monitor initiative specific school improvement efforts and provides support to schools in school improvement efforts. Provides support for representative stake-holders, depending upon the challenges they face. Provides minimal individualized support for representative stake-holders, depending upon the challenges they face. 3 Develops and maintains a systematic process to monitor initiative specific school improvement efforts, anticipates school needs and provides aligned, relevant and timely support (resources, time, professional development, information, etc.) of school improvement efforts. Provides individualized support for schools, depending upon the challenges they face. Core Practice #4: Using Data as a Problem Solving Strategy in the Assigned Initiative Area __________________________ Unsatisfactory: Leader’s actions or impact of leader’s actions relevant to this core practice are minimal or are not occurring, or are having an adverse impact. Needs Improvement: Leader’s actions or impact of leader’s actions relevant to this core practice are evident but are inconsistent or of insufficient scope or proficiency. Effective: Leader’s actions or impact of leader’s actions relevant to this core practice are sufficient and appropriate reflections of quality work with only normal variations. Highly Effective: Leader’s actions or impact of leader’s actions relevant to this core practice include and exceed effective levels and constitute models of proficiency for other leaders. 4.1 Gathering and analyzing of assessment data from multiple available sources is not evident. Rudimentary gathering of assessment data from state, district, school, and/or classroom. Analysis is basic and not consistently used in decision making. Assessment data generated at the state, district, school and/or classroom level is gathered and analyzed. Proficient gathering of data within the initiative area from multiple available sources is evident with analysis and goal setting a regular basis. Results on accomplished goals are used to maintain gains and stimulate future goal setting. Examples of professional development efforts, curriculum alignment and recommended interventions exist. 4.2 Leader does not use assessment data from state, district, school, and classroom, whether unaware of or indifferent to the data about student and adult performance, or fails to use such data as a basis for making decisions. Awareness of state and district results is evident and discussion of those results with others occurs, but there is no evidence of specific decisions linked to the data. Strengths and challenges are not identified and targeted. Explicit use of previous data to focus on improving performance, and systematic examination of data at the subscale level to find strengths and challenges. Use of data is evident in decision making to improve student learning outcomes. Gathering of Evidence: Assessment data generated at the national, state, district, school and/or classroom level is consistently gathered and analyzed. Leader is highly skilled at researching and accessing data independently. Examples of decisions impacting teaching, curriculum alignment with standards, assessment alignment with standards, professional development supports aligned to personnel evaluation results, or interventions that have been made on the basis of problem solving using data analysis are specifically documented. Use of data: Explicit use of previous data indicating a focus on improving performance is apparent. In areas of previous success, there is evidence of the leader aggressively identifying new challenges, moving proficient performance to the exemplary level. Where new challenges emerge, the need is highlighted and effective interventions are implemented. 4.3 Little knowledge and/or skills of assessment literacy and data analysis demonstrated in the routine performance of initiative area tasks. Systematically seeks, synthesizes, and applies knowledge and skills of assessment literacy and data analysis. 4.4 Little or no evidence of sharing knowledge of assessment data within the initiative area with individual stakeholders of collegial groups with the goal of increasing student achievement or teacher or administrator performance. There is little or no evidence of interaction with other administrators, principals and teachers concerning data on student and adult performance. Haphazardly application of rudimentary knowledge and skills of assessment literacy and does not routinely demonstrate knowledge of how to build knowledge and develop skills of assessment literacy and data analysis. Inconsistently shares knowledge of assessment data within the initiative area with individual stakeholders or collegial groups to increase student achievement or teacher or administrator performance. An understanding of data on student and adult performance and its use in decision making is evident, but that knowledge is seldom shared with teaching and administrative staff. Empowers teaching and administrative staff to determine priorities using data on student and adult performance. Data insights are regularly included as part of meetings and professional development sessions. All 4.5 Self-Assessment Routinely shares knowledge of assessment data with individual stakeholders or collegial groups within the initiative area to increase student achievement or teacher or administrator performance. 4 Understanding of Assessment Literacy: Consistently applying the knowledge and skills of assessment literacy, data analysis, and the use of state, district, school, and classroom assessment data to improve student achievement or teacher or administrator performance are implemented consistently. Sharing of Data: Provides understanding for others in data related to initiative area Consistently implements a variety of creative ways to provide professional learning for individual and collegial groups within the initiative area relative to assessment data, to improve student achievement or teacher or administrator performance. Professional Development/Stakeholder involvement: Leads others to improve their data analysis skills and to inform instructional decision making within the initiative area, by empowering teaching and administrative staff to determine priorities using student and adult data. Routinely shares examples of effective learning goals that are associated with improved student achievement or teacher or administrator performance. 4.6 4.7 4.8 4.9 4.10 Rating Rubric: SOME Unsatisfactory: Leader’s actions or impact of leader’s actions relevant to this core practice are minimal or are not occurring, or are having an adverse impact. There is minimal or no coordination of assessment practices in schools to provide ongoing data about student progress toward academic standards in the initiative area. Needs Improvement: Leader’s actions or impact of leader’s actions relevant to this core practice are evident but are inconsistent or of insufficient scope or proficiency. Effective: Leader’s actions or impact of leader’s actions relevant to this core practice are sufficient and appropriate reflections of quality work with only normal variations. Highly Effective: Leader’s actions or impact of leader’s actions relevant to this core practice include and exceed effective levels and constitute models of proficiency for other leaders. Formative assessment practices are inconsistently employed in schools as part of the instructional program within the initiative area. Formative assessment practices are employed routinely in schools as part of the instructional program in the initiative area. Use of formative or interim assessments in gathering data for decision making Formative assessment practices are part of the district culture and interim assessment data is routinely used to review and adapt plans and priorities in the targeted initiative area. Limits opportunities for all students to meet high expectations by allowing or ignoring practices in curriculum, instruction, and assessment that are culturally, racially, or ethnically insensitive and/or inappropriate. It is evident that student subgroups do not perceive the school or district as focused on or respectful of their learning needs or cultural, linguistic and family background. No data is collected on curricular and/or extracurricular student involvement. No processes are in use to analyze standards and identify assessment priorities. There are minimal or no leadership practices to monitor tracking of student progress on priority learning goals. Inconsistently acts on the belief that all students can learn at high levels by sometimes leading curriculum, instruction, and assessment that reflect and respect the diversity of students and staff. Systematically acts on the belief that all students can learn at high levels by leading curriculum, instruction, and assessment that reflect and respect the diversity of students and staff. Power (high priority) standards are developed, but not widely known or used, and/or are not aligned with assessment data on student progress. Power (high priority) standards are widely shared with principals and teachers and are promoted throughout the district. Assessments on student progress on them are a routine event. Inconsistently applies the process of inquiry and/or has enabled only limited efforts to develop of processes that generate greater understanding of the district’s current systems and their impact on sub-group academic achievement. Inconsistently applies the process of inquiry and/or has enabled only limited efforts to develop of processes that generate greater understanding of the district’s current systems and their impact on sub-group academic achievement. Usually applies the process of inquiry and/or has enabled only limited efforts to develop of processes that generate greater understanding of the district’s current systems and their impact on sub-group academic achievement. Processes to minimize achievement gaps within all impacted subsgroups are employed. High Expectations for Student Achievement Shares with others throughout the district strategies to put into action the belief that all students can learn at high levels by leading curriculum, instruction, and assessment that reflect and respect the diversity of students and staff. Respect for students’ cultural, linguistic, and family background is evident in the leader’s conduct and expectations for students and faculty. Policies and implementation reflect that climate of respect. Data is collected from schools and community regarding curricular and/or extra-curricular student involvement to assure equal opportunity for student participation. Example include but are not limited to academic fairs, teams, or contests. Address student improvement through standards based assessment Power (high priority) standards are widely shared with principals and teachers and are promoted throughout the district. Assessments on student progress on them are a routine event, with established leadership practices to monitor tracking of student progress on priority learning goals. Specifically address performance of subgroups in data Consistently applies the process of inquiry and/or has enabled development of processes that generate greater understanding of the district’s current systems and their impact on sub-group academic achievement. Processes to minimize achievement gaps within all impacted sub-groups are employed. Some actions to minimize the gaps have been implemented but either do not reach all sub-group students or have inconsistent or minimal results. Self-Assessment A climate of respect for students’ cultural, linguistic, and family background is encouraged by the administrator. Data is collected on curricular and/or extra-curricular student involvement to assure equal opportunity for student participation. Some practices promote respect for students’ cultural, linguistic, and family background, but there are discernible subgroups who do not perceive the school or district climate as supportive of their needs. Some data is collected on curricular and/or extracurricular student involvement. No changes in practices or processes have been implemented under the leader’s direction that are designed to address achievement gaps. 5 Core Practice #5: Harnessing Family and Community Energies for School /_________ Improvement Unsatisfactory: Leader’s actions or impact of leader’s actions relevant to this core practice are minimal or are not occurring, or are having an adverse impact. 5.1 Evaluation Focus: Communications to stakeholders provide infrequent or ineffective opportunities for sharing information focused on understanding of priority school needs and priority improvement initiatives and few or no opportunities for engagement in support for their success. Attributes of the district administrator unsatisfactory on this core practice include: Communication: The district administrator’s actions demonstrate a lack of understanding of the importance of engaging schools, families and the community. 5.2 Accessibility & Visibility: The district administrator is not visible or accessible to schools and/or families and/or the community. 5.3 Use of Technology: The district administrator avoids or delegates the use of all technology to expand access to stakeholders and involvement of stakeholders. Self-Assessment Needs Improvement: Leader’s actions or impact of leader’s actions relevant to this core practice are evident but are inconsistent or of insufficient scope or proficiency. Effective: Leader’s actions or impact of leader’s actions relevant to this core practice are sufficient and appropriate reflections of quality work with only normal variations. Highly Effective: Leader’s actions or impact of leader’s actions relevant to this core practice exceed effective levels and constitute models of proficiency for other leaders. Evaluation Focus: Communications to stakeholders provide occasional opportunities for passive information focused on understanding of priority school needs and priority improvement initiatives and limited opportunities for engagement in support for their success. Attributes of the district administrator needing improvement on this core practice include: Evaluation Focus: Communications to stakeholders provide recurring opportunities for deepening understanding of priority school needs and engagement in priority improvement initiatives and engagement in support for their success. Attributes of the effective district administrator on this core practice include: Evaluation Focus: Communications to stakeholders provide frequent opportunities in multiple forms for active engagement in deepening understanding of school needs and improvement initiatives and engagement in support for their success. Attributes of the highly effective district administrator on this core practice include: Communication: The district administrator designs a system of open communication that provides for the timely, responsible sharing of information with schools, families and community on meaningful school, family and community engagement, but it is inconsistently implemented. Accessibility & Visibility: The district administrator’s actions to be visible and accessible to schools and/or families and/or the community are inconsistent or limited in scope. Communication: The district administrator utilizes a system of open communication that provides for the timely, responsible sharing of information with schools and the community using a variety of media in order to maximize school, family and community engagement. Accessibility & Visibility: The district administrator is consistently visible and accessible to the schools and/or families and/or the community focusing attention on the importance of school, family and community engagement. Communication: The district administrator initiates media processes that promotes access to all information and delivers a strong voice advocating for meaningful school, family and community engagement. Use of Technology: There is a limited use of technology to expand access to stakeholders and to expand involvement of stakeholders. Use of Technology: Stakeholders have access to the administrators office via technology tools (e.g., emails, websites & social networking such as Facebook, Instagram and Twitter) Use of Technology: The district administrator mentors stakeholders on using technologies to expand the impact of communication. 6 Accessibility & Visibility: The district administrator is consistently visible and accessible and takes the initiative with sharing ideas, coaching, and providing technical assistance to implement successful new initiatives to support school leaders’ efforts in maximizing contributions from the schools and/or families and/or the community in improving student learning. Core Practice #6: Engaging in Professional Learning to Improve Leadership Practices and Student Learning Outcomes _________________________ Unsatisfactory: Leader’s actions or impact of leader’s actions relevant to this core practice are minimal or are not occurring, or are having an adverse impact. 6.1 Evaluation Focus: The district administrator has no to minimal engagement in deliberate practice growth targets directly related to job responsibilities Attributes of the district administrator unsatisfactory on this core practice include: The district administrator might attend a professional learning, but has yet to participate in the learning activities along with key district leaders. 6.2 The district administrator does not attend professional learning required of principals. 6.3 The district administrator is not aware of research based high effect size practices. 6.4 The district administrator does not seek out feedback from principals to improve their own practices. Self-Assessment Needs Improvement: Leader’s actions or impact of leader’s actions relevant to this core practice are evident but are inconsistent or of insufficient scope or proficiency. Effective: Leader’s actions or impact of leader’s actions relevant to this core practice are sufficient and appropriate reflections of quality work with only normal variations. Highly Effective: Leader’s actions or impact of leader’s actions relevant to this core practice exceed effective levels and constitute models of proficiency for other leaders. Evaluation Focus: The district administrator has limited engagement in deliberate practice growth targets directly related to job responsibilities but has limited focus on improvements in the schools supervised. Attributes of the district administrator needing improvement on this core practice include: The district administrator participates in professional learning communities, but the learning experiences tend to be more individual than collective in addressing the strategic needs of the organization. The district administrator attends professional learning for principals, but fails to actively engage becoming distracted with other responsibilities Evaluation Focus: The district administrator is engaged in deliberate practice growth targets directly related to capacity to support improvements in the schools supervised. Attributes of the effective district administrator on this core practice include: Evaluation Focus: The district administrator is engaged in multidimensional deliberate practice growth targets directly related to capacity to support improvements in the schools supervised. Attributes of the highly effective district administrator on this core practice include: The district administrator actively participates in professional learning communities in which key district leaders have common learning experiences aligned to district priorities and organizational needs. The district administrator approaches and attends relevant professional learning opportunity with a view toward impacting all stakeholders. The district administrator personally attends and actively participates in the professional learning required of principals as appropriate. The district administrator is aware of the research on high effect size practices, but has yet to apply them to improve their personal leadership effectiveness. The district administrator seeks out feedback from principals, but may or may not regularly use the data to differentiate their leadership for individual schools. The district administrator implements prioritized researched based high effect size practices to improve personal leadership effectiveness. The district administrator actively seeks out and strategically utilizes feedback from principals to direct differentiated leadership for schools. As a result of attending professional learning the knowledge and skills are shared throughout the organization, including principals and with other departments in the district. The district administrator monitors their use of research based high effect size practices and uses the data to support the learning of other district leaders. The district administrator utilizes multiple sources of data and seeks feedback from school leaders to differentiate support based on prioritized needs. 7 Core Practice #7: Providing Quality Support Services to Principals and Teachers and Contributing to the Success of All Schools (Universal to all Central Office including non-instructional central leaders) __________________ Unsatisfactory: Leader’s actions or impact of leader’s actions relevant to this core practice are minimal or are not occurring, or are having an adverse impact. 7.1 Evaluation Focus: Use practices that interfere with school leaders’ consistent attention to school improvement priorities. Attributes of the leader unsatisfactory on this core practice include: Guidelines related to promptness, timeliness and courteousness when responding to schools are not followed. Needs Improvement: Leader’s actions or impact of leader’s actions relevant to this core practice are evident but are inconsistent or of insufficient scope or proficiency. Effective: Leader’s actions or impact of leader’s actions relevant to this core practice are sufficient and appropriate reflections of quality work with only normal variations. Evaluation Focus: Practices are used that distract school leaders from consistent attention to school improvement priorities. Attributes of the leader needing improvement on this core practice include: Evaluation Focus: Enabling leaders to prioritize time and capacities on school improvement priorities. Attributes of the effective district administrator on this core practice include: Guidelines related to promptness, timeliness and courteousness when responding to schools are inconsistent. Guidelines related to promptness, timeliness and courteousness are developed and followed when responding to schools. Guidelines related to promptness, timeliness and courteousness are followed when responding to schools, and demonstrates the ability to anticipate as well as respond to, schools’ needs and requests. Leader maintains this emphasis through ongoing training and monitoring. In order to provide quality support services, there is evidence that the leader communicates with others on their expectations for school sites, establishes practical priorities, coordinates due dates, implements, monitors and if needed, works to adjust district expectations in order to accommodate teacher and principal learning priories at the school site. Others call upon this leader for sharing ideas, coaching, and providing technical assistance to implement successful new initiatives supported by quality planning and goal setting to support school leaders’ efforts in improving teaching and learning. The link between district and school needs and the support, delivered by the leader, is in alignment with the district’s improvement plan (DIAP) which the leader contributes. Leader’s role in supporting teaching and learning in schools is clearly defined and impact of expertise, knowledge and qualifications needed in order to provide consistent quality support are evident. Initiative area are followed through with monitoring and fidelity. Knowledge of school needs and school issues are evident and specific practices and/or differentiated support services that have been effective in helping district or school leaders focus on teaching and learning are routinely shared. Leader maintains open lines of communication from and to schools in order to continuously monitor and update quality support services. 7.2 Established priorities and communication in order to improve support services for schools are not evident. In order to provide quality support services, there is limited evidence of communication, and setting priorities with others to improve support services for schools. In order to provide quality support services, there is evidence that district administrator communicates with others on their expectations for school sites, establish practical priorities, coordinate due dates and implements to accommodate teacher and principal learning priories at the school site. 7.3 The support, delivered by the leader, is not in alignment to the DIAP. 7.4 Leader’s role, expertise, knowledge and qualifications needed in order to provide quality support to schools are not evident. 7.5 Knowledge of school needs, school issues and communication to and from schools are lacking. The link between district and school needs and the support, delivered by the leader, has limited alignment to the district’s improvement plan (DIAP). Leader’s roles in supporting teaching and learning in schools is vague and there is limited evidence of expertise, knowledge and qualifications needed in order to provide consistent quality support. Knowledge of school needs, school issues and communication to and from schools are limited. The link between district and school needs and the support, delivered by the leader, is in alignment with the district’s improvement plan (DIAP). Leader’s role in supporting teaching and learning in schools is clearly defined and displays of expertise, knowledge and qualifications needed in order to provide consistent quality support, are evident. Knowledge of school needs and school issues are evident and leader maintains open lines of communication from and to schools in order to continuously monitor and update quality support services. Self-Assessment 8 Highly Effective: Leader’s actions or impact of leader’s actions relevant to this core practice include and exceed effective levels and constitute models of proficiency for other leaders. Evaluation Focus: Enabling leaders to maximize time and capacities on school improvement priorities. Attributes of the highly effective district administrator on this core practice include: