North Carolina School Executive



North Carolina School Executive

Self-Assessment Form

|School Executive Name:       |ID #       |

|School:       |School Year:       |

|Position/Assignment:       | |

|Evaluator:       |Title:       |

Standard 1: Strategic Leadership

School executives will create conditions that result in strategically re-imaging the school’s vision, mission, and goals in the 21st century. Understanding that schools ideally prepare students for an unseen but not altogether unpredictable future, the leader creates a climate of inquiry that challenges the school community to continually re-purpose itself by building on its core values and beliefs about its preferred future and then developing a pathway to reach it.

|School Vision, Mission and Strategic Goals: The school’s identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the |

|processes used to establish these attributes, and the ways they are embodied in the life of the school community. |

|Developing |Proficient |Accomplished |Distinguished |Not Evident/Not Demonstrated |

| | | | |(Comment Required) |

| |…and |…and |…and | |

| | | | |      |

|Develops his/her own vision of the |Leads and implements a |Creates with all stakeholders a vision|Ensures that the | |

|changing world in the 21st century |process for developing a |for the school that captures peoples’ |school’s identity | |

|that schools are preparing children to|shared vision and |attention and imagination. |(vision, mission, | |

|enter. |strategic goals for | |values, beliefs and | |

| |student achievement that |Designs and implements collaborative |goals) actually drive | |

| |reflect high expectations |processes to collect and analyze data,|decisions and inform | |

| |for students and staff. |including the Teacher Working |the culture of the | |

| | |Conditions survey, about the school’s |school. | |

| |Maintains a focus on the |progress for the periodic review and | | |

| |vision and strategic goals|revision of the school’s vision, |Initiates changes to | |

| |throughout the school |mission, and strategic goals. |vision and goals based | |

| |year. | |on data to improve | |

| | | |performance, school | |

| | | |culture and school | |

| | | |success. | |

|Leading Change: The school executive articulates a vision, and implementation strategies, for improvements and changes with result in improved achievement for |

|all students. |

|Developing |Proficient |Accomplished |Distinguished |Not Evident/ |

| | | | |Not Demonstrated (Comment |

| | | | |Required) |

| |…and |…and |…and | |

| | | | |      |

|Identifies changes necessary for the |Systematically considers |Adapts/varies leadership style |Is a driving force | |

|improvement of student learning. |new and better ways of |according to the changing needs of the|behind major | |

| |leading for improve |school and community. |initiatives that help | |

| |student achievement for | |students acquire 21st | |

| |all students and engages |Is comfortable with major changes in |century skills. | |

| |stakeholders in the change|implementing processes and | | |

| |process. |accomplishing tasks. |Systematically | |

| | | |challenges the status | |

| | |Routinely and systematically |quo by leading change | |

| | |communicates the impacts of change |with potentially | |

| | |processes to all stakeholders. |beneficial outcomes. | |

|School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all |

|students. |

|Developing |Proficient |Accomplished |Distinguished |Not Evident/ |

| | | | |Not Demonstrated (Comment |

| | | | |Required) |

| |…and |…and |…and | |

| | | | |      |

|Understands statutory |Facilitates the collaborative |Facilitates the successful |Incorporates principles of | |

|requirements regarding the |development of the annual School|execution of the School |continuous improvement and | |

|School Improvement Plan. |Improvement Plan to realize |Improvement Plan aligned to the |creative 21st century concepts | |

| |strategic goals and objectives. |mission and goals set by the |for improvement into the School | |

| | |State Board of Education, the |Improvement Plan. | |

| |Uses the NC Teacher Working |local Board of Education. | | |

| |Conditions Survey and other data| | | |

| |sources to develop the framework|Systematically collects, | | |

| |for the School Improvement Plan.|analyzes, and uses data | | |

| | |regarding the school’s progress | | |

| | |toward attaining strategic goals| | |

| | |and objectives. | | |

|Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision-making throughout the school. |

|Developing |Proficient |Accomplished |Distinguished |Not Evident/ |

| | | | |Not Demonstrated (Comment |

| | | | |Required) |

| |…and |…and |…and | |

| | | | |      |

|Seeks input from a variety of |Involves parents/guardians, the |Ensures that parent/guardians, |Encourages staff members to | |

|stakeholder groups, including |community, and staff members in |community members and staff |accept leadership | |

|teachers and parents/guardians. |decisions about school |members have autonomy to make |responsibilities outside of the | |

| |governance, curriculum and |decisions and supports the |school building. | |

|Understands the importance of |instruction. |decisions made as a part of the | | |

|providing opportunities for | |collective decision making |Incorporates teachers and | |

|teachers to assume leadership |Provides leadership development |process. |support staff into leadership | |

|and decision-making roles within|activities for staff members. | |and decision-making roles in the| |

|the school. | |Creates opportunities for staff |school in ways that foster the | |

| | |to demonstrate leadership skills|career development of | |

| | |by allowing them to assume |participating teachers. | |

| | |leadership and decision-making | | |

| | |roles. | | |

Artifacts:

School Improvement Plan Statement of school vision, mission, values, beliefs and goals

NC Teacher Working Conditions Survey Evidence of stakeholder involvement in development of vision, mission, value, belief and goal statements

Evidence of School Improvement Team Evidence of shared decision-making and distributed leadership

Student achievement and testing data

Standard 2: Instructional Leadership

School executives set high standards for the professional practice of 21st century instruction and assessment that result in a no nonsense accountable environment. The school executive must be knowledgeable of best instructional and school practices and must use this knowledge to cause the creation of collaborative structures within the school for the design of highly engaging schoolwork for students, the on-going peer review of this work, and the sharing of this work throughout the professional community.

|Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and |

|assessment based on research and best practices in order to establish and achieve high expectations for students. |

|Developing |Proficient |Accomplished |Distinguished |Not Evident/ |

| | | | |Not Demonstrated (Comment |

| | | | |Required) |

| |…and |…and |…and | |

| | | | |      |

|Collects and analyzes student |Systematically focuses on the |Ensures that the alignment of |Ensures that knowledge of | |

|assessment data in adherence |alignment of learning, teaching,|learning, teaching, curriculum, |teaching and learning serves as | |

|with instructional legal |curriculum, instruction, and |instruction, and assessment is |the foundation for the schools | |

|requirements. |assessment to maximize student |focused to maximize student |professional learning community.| |

| |learning. |learning. | | |

|Provides students access to a | | |Encourages and challenges staff | |

|variety of 21st century |Organizes targeted opportunities|Creates a culture that it is the|to reflect deeply on, and | |

|instructional tools, including |for teachers to learn how to |responsibility of all staff to |define, what knowledge, skills | |

|technology. |teach their subjects well with |make sure that students are |and concepts are essential to | |

| |engaging lessons. |successful. |the complete educational | |

| | | |development of students. | |

| |Utilizes multiple sources of | | | |

| |data, including the Teacher | | | |

| |Working Conditions survey, for | | | |

| |the improvement of instruction. | | | |

| | | | | |

| |Ensures that students are | | | |

| |provided opportunities to learn | | | |

| |and utilize best practices in | | | |

| |the integrated use of 21st | | | |

| |century instructional tools, | | | |

| |including technology, to solve | | | |

| |problems. | | | |

|Focus on Instructional Time: The school executive creates processes and schedules with protect teachers from disruption of instructional preparation time. |

|Developing |Proficient |Accomplished |Distinguished |Not Evident/ |

| | | | |Not Demonstrated (Comment |

| | | | |Required) |

| |…and |…and |…and | |

| | | | |      |

|Understands the need for |Adheres to legal requirements |Ensures that teachers have the |Structures the school schedule | |

|teachers to have daily planning |for planning and instructional |legally required amount of daily|to enable all teachers to have | |

|and duty-free lunch periods. |time. |planning and lunch periods. |individual and team | |

| | | |collaborative planning time. | |

|Is knowledgeable of legal |Designs scheduling processes and|Routinely and conscientiously | | |

|requirements regarding teacher |protocols that maximize staff |implements processes to protect |Systematically monitors the | |

|planning time and duty-free |input and address diverse |instructional time from |effect of the master schedule on| |

|lunch periods. |student learning needs. |interruptions. |collaborative planning and | |

| | | |student achievement. | |

|Develops a master schedule to | | | | |

|maximize student learning by | | |Ensures that district leadership| |

|providing for individual and | | |is informed of the amounts and | |

|on-going collaborative planning | | |scheduling of individual and | |

|for every teacher. | | |team planning time. | |

| | | | | |

|Is knowledgeable of designs for | | | | |

|age-appropriate school schedules| | | | |

|which address the learning needs| | | | |

|of diverse student populations. | | | | |

Artifacts:

School Improvement Plan Documented use of formative assessment instruments to impact instruction

NC Teacher Working Conditions Survey Development and communication of goal-oriented personalized education plans for identified students

Student achievement and testing data Evidence of team development and evaluation of classroom lessons

Student drop-out data Use of research-based practices and strategies in classrooms

Teacher retention data Master school schedule documenting individual and collaborative planning for every teacher

Standard 3: Cultural Leadership

School Executives will understand and act on the understanding of the important role a school’s culture plays in contributing to the exemplary performance of the school. School executives must support and value the traditions, artifacts, symbols and positive values and norms of the school and community that result in a sense of identity and pride upon which to build a positive future. A school executive must be able to “re-culture” the school if needed to align with school’s goals of improving student and adult learning and to infuse the work of the adults and students with passion, meaning and purpose. Cultural leadership implies understanding the school and the people in it each day, how they came to their current state, and how to connect with their traditions in order to move them forward to support the school’s efforts to achieve individual and collective goals.

|Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative work environment |

|can play in the school’s culture. |

|Developing |Proficient |Accomplished |Distinguished |Not Evident/ |

| | | | |Not Demonstrated (Comment |

| | | | |Required) |

| |…and |…and |…and | |

| | | | |      |

|Understands characteristics of a|Designs elements of a |Utilizes a collaborative work |Establishes a collaborative work| |

|collaborative work environment |collaborative and positive work |environment predicated on |environment which promotes | |

|within the school. |environment within the school. |site-based management and |cohesion and cooperation among | |

| | |decision-making, a sense of |staff. | |

|Understands the importance of |Participates in and relies upon |community, and cooperation | | |

|data gained from the Teacher |the School Improvement Team and |within the school. |Facilitates the collaborative | |

|Working Conditions Survey and |other stakeholder voices to make| |(team) design, sharing, | |

|other data sources from parents,|decisions about school policies.|Monitors the implementation and |evaluation, and archiving of | |

|students, teachers and | |response to school policies and |rigorous, relevant, and engaging| |

|stakeholders that reflect on the|Utilizes data gained from the |provides feedback to the School |instructional lessons that | |

|teaching and learning |Teacher Working Conditions |Improvement Team for their |ensure students acquire | |

|environment within the school. |Survey and other sources to |consideration. |essential knowledge and skills. | |

| |understand perceptions of the | | | |

| |work environment. |Initiates changes resulting from| | |

| | |data gained from the Teacher | | |

| | |Working Conditions Survey and | | |

| | |other sources. | | |

|School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school. |

|Developing |Proficient |Accomplished |Distinguished |Not Evident/ |

| | | | |Not Demonstrated (Comment |

| | | | |Required) |

| |...and |…and |…and | |

| | | | |      |

|Understands the importance of |Systematically develops and uses|Establishes a culture of |Ensures that the school’s | |

|developing a shared vision, |shared values, beliefs and a |collaboration, distributed |identity and changing culture | |

|mission, values, beliefs and |shared vision to establish a |leadership and continuous |(vision, mission, values, | |

|goals to establish a school |school culture and identity. |improvement in the school which |beliefs and goals) actually | |

|culture and identify. | |guides the disciplined thought |drives decisions and informs the| |

| | |and action of all staff and |culture of the school. | |

| | |students. | | |

|Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to |

|define the identity, culture and performance of the school. |

|Developing |Proficient |Accomplished |Distinguished |Not Evident/ |

| | | | |Not Demonstrated (Comment |

| | | | |Required) |

| |…and |…and |…and | |

| | | | |      |

|Recognizes the importance of |Uses established criteria for |Systematically recognizes |Utilizes recognition of reward | |

|acknowledging failures and |performance as the primary basis|individuals for reward and |and advancement as a way to | |

|celebrating accomplishments of |for reward and advancement. |advancement based on established|promote the accomplishments of | |

|the school and staff. | |criteria |the school. | |

| | | | | |

| | |Recognizes individual and |Utilizes recognition of failure | |

| | |collective contributions toward |as an opportunity to improve. | |

| | |attainment of strategic goals. | | |

|Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture and |

|performance. |

|Developing |Proficient |Accomplished |Distinguished |Not Evident/ |

| | | | |Not Demonstrated (Comment |

| | | | |Required) |

| |…and |…and |…and | |

| | | | |      |

|Understands the importance of |Identifies strategies for |Utilizes a variety of |Builds a sense of efficacy and | |

|building a sense of efficacy and|building a sense of efficacy and|activities, tools and protocols |empowerment among staff that | |

|empowerment among staff. |empowerment among staff. |to develop efficacy and |results in increased capacity to| |

| | |empowerment among staff. |accomplish substantial outcomes.| |

|Understands the importance of |Identifies strategies for | | | |

|developing a sense of well-being|developing a sense of well-being|Actively models and promotes a |Utilizes a collective sense of | |

|among staff, students and |among staff, students and |sense of well-being among staff,|well-being among staff, students| |

|parents/guardians. |parents/guardians. |students and parents/guardians. |and parents/guardians to impact | |

| | | |student achievement. | |

Artifacts:

School Improvement Plan Documented use of School Improvement Team in decision-making

School Improvement Team Student achievement and testing data

NC Teacher Working Conditions Survey Existence and work of professional learning communities

Evidence of shared decision-making and distributed leadership Teacher retention data Recognition criteria and structure utilized

Standard 4: Human Resource Leadership

School executives will ensure that the school is a professional learning community. School executives will ensure that process and systems are in place which result in recruitment, induction, support, evaluation, development and retention of high performing staff. The school executives must engage and empower accomplished teachers in a distributive manner, including support of teachers in day-to-day decisions such as discipline, communication with parents/guardians, and protecting teachers from duties that interfere with teaching, and must practice fair and consistent evaluations of teachers. The school executive must engage teachers and other professional staff in conversations to plan their career paths and support district succession planning.

|Professional Development/Learning Communities: The school executive ensures that the school is a professional learning community. |

|Developing |Proficient |Accomplished |Distinguished |Not Evident/ |

| | | | |Not Demonstrated (Comment |

| | | | |Required) |

| |…and |…and |…and | |

| | | | |      |

|Understands the importance of |Provides structures for, and |Facilitates opportunities for |Ensures that professional | |

|developing effective |implements then development of |effective professional learning |development within the school is| |

|professional learning |effective professional learning |communities aligned with the |aligned with curricular, | |

|communities and results-oriented|communities and results-oriented|school improvement plan, focused|instructional, and assessment | |

|professional development. |professional development. |on results, and characterized by|needs, while recognizing the | |

| | |collective responsibility for |unique professional development | |

|Understands the importance of |Routinely participates in |instructional planning and |needs of individual staff | |

|continued personal learning and |professional development focused|student learning. |members. | |

|professional development. |on improving instructional | | | |

| |programs and practices. | | | |

|Recruiting, Hiring, Placing and Mentoring of staff: The school executive establishes processes and systems in order to ensure a high-quality, high performing |

|staff. |

|Developing |Proficient |Accomplished |Distinguished |Not Evident/ |

| | | | |Not Demonstrated (Comment |

| | | | |Required) |

| |…and |…and |…and | |

| | | | |      |

|Identifies school needs in |Creates and implements processes|Supports, mentors and coaches |Continuously searches for staff | |

|recruiting new teachers and |for recruiting new teachers and |staff members who are new or |with outstanding potential as | |

|staff. |staff. |emerging leaders or who need |educators and provides the best | |

| | |additional support. |placement and utilization of | |

|Identifies school needs in |Creates and implements processes| |both new and existing staff to | |

|hiring new teachers and staff. |for hiring new teachers and | |fully benefit from their | |

| |staff. | |strengths in meeting the needs | |

|Identifies school needs in | | |of a diverse student population.| |

|mentoring new teachers and |Creates and implements processes| | | |

|staff. |for placing new teachers and | |Ensures that professional | |

| |staff. | |development is available for | |

| | | |staff members with potential to | |

| |Creates and implements processes| |serve as mentors and coaches. | |

| |for mentoring new teachers and | | | |

| |staff. | | | |

|Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, |

|thus, student achievement. |

|Developing |Proficient |Accomplished |Distinguished |Not Evident/ |

| | | | |Not Demonstrated (Comment |

| | | | |Required) |

| |…and |…and |…and | |

| | | | |      |

|Adherers to legal requirements |Creates processes to provide |Utilizes multiple assessments to|Analyzes the results of teacher | |

|for teacher and staff |formal feedback to teachers |evaluate teachers and other |and staff evaluations | |

|evaluation. |concerning the effectiveness of |staff members |holistically and utilizes the | |

| |their classroom instruction and | |results to direct professional | |

| |ways to improve their |Evaluates teachers and other |development opportunities in the| |

| |instructional practice. |staff in a fair and equitable |school. | |

| | |manner and utilizes the results | | |

| |Implements district and state |of evaluations to improve | | |

| |evaluation policies in a fair |instructional practice. | | |

| |and equitable manner. | | | |

Artifacts:

School Improvement Plan Master school schedule documenting individual and collaborative planning for every teacher

NC Teacher Working Conditions Survey Number of National Board Certified Teachers

Student Achievement and testing data Number of teachers pursuing advanced degrees

Teacher retention data Record of professional development provided staff

National Board certification Impact of professional development of student learning

Teacher professional growth plans Mentor records and beginning teacher feedback

Standard 5: Managerial Leadership

School executives will ensure that the school has processes and systems in place for budgeting, staffing, problem-solving, communicating expectations and scheduling that result in organizing the work routines in the building. The school executive must be responsible for monitoring of the school budget and the inclusion of all teachers in the budget decision so as to meet the 21st century needs of every classroom. Effectively and efficiently managing the complexity of every day like is critical for staff to be able to focus its energy on improvement.

|School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result in, improved student achievement. |

|Developing |Proficient |Accomplished |Distinguished |Not Evident/ |

| | | | |Not Demonstrated (Comment |

| | | | |Required) |

| |…and |…and |…and | |

| | | | |      |

|Is knowledgeable of school |Incorporates the input of the |Designs transparent systems to |Ensures the strategic allocation| |

|budget and accounting |School Improvement Team in |equitably manage human and |and equitable use of financial | |

|procedures. |budget and resource decisions. |financial resources. |resources to meet instructional | |

| | | |goals and support teacher needs.| |

|Utilizes input from staff to |Uses feedback and data to assess| | | |

|establish funding priorities and|the success of funding and | | | |

|a balanced operational budget |program decisions. | | | |

|for school programs and | | | | |

|activities. | | | | |

|Conflict Management and Resolution: The school executive effectively and efficiently manages the complexity of human interactions so that the focus of the school |

|can be on improved student achievement. |

|Developing |Proficient |Accomplished |Distinguished |Not Evident/ |

| | | | |Not Demonstrated (Comment |

| | | | |Required) |

| |…and |…and |…and | |

| | | | |      |

|Demonstrates awareness of |Creates processes to resolve |Resolves school-based |Monitors staff response to | |

|potential problems and/or areas |problems and/or areas of |problems/conflicts in a fair, |discussions about solutions to | |

|of conflict within the school |conflict within the school. |democratic way. |potentially discordant issues to| |

| | | |ensure that all interests are | |

| | |Provides opportunities for staff|heard and respected. | |

| | |members to express opinions | | |

| | |contrary to those of authority |Resolves conflicts to ensure the| |

| | |or in relation to potentially |best interest of students and | |

| | |discordant issues. |the school result. | |

| | | | | |

| | |Discusses with staff and | | |

| | |implements solutions to address | | |

| | |potentially discordant issues. | | |

|Systemic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on |

|improved student achievement. |

|Developing |Proficient |Accomplished |Distinguished |Not Evident/ |

| | | | |Not Demonstrated (Comment |

| | | | |Required) |

| |…and |…and |…and | |

| | | | |      |

|Understands the importance of |Designs a system of open |Utilizes a system of open |Ensures that all community | |

|open, effective communication in|communication that provides for |communication that provides for |stakeholders and educators are | |

|the operation of the school. |the timely, responsible sharing |the timely responsible sharing |aware of school goals for | |

| |of information to, from, and |of information within the school|instruction and achievement, | |

| |with the school community. |community. |activities used to meet these | |

| | | |goals, and progress toward | |

| |Routinely involves the school |Provides information in |meeting these goals. | |

| |improvement team in school wide |different formats in multiple | | |

| |communications processes. |ways through different medium in| | |

| | |order to ensure communication | | |

| | |with all members of the | | |

| | |community. | | |

|School Expectations for Students and Staff: The school executive develops and enforces expectations, structures, rules and procedures for students and staff. |

|Developing |Proficient |Accomplished |Distinguished |Not Evident/ |

| | | | |Not Demonstrated (Comment |

| | | | |Required) |

| |…and |…and |…and | |

| | | | |      |

|Understands the importance of |Collaboratively develops clear |Communicates and enforces clear |Systematically monitors issues | |

|clear expectations, structures, |expectations, structures, rules |expectations, structures, and |around compliance with | |

|rules and procedures for |and procedures for students and |fair rules and procedures for |expectations, structures, rules | |

|students and staff. |staff through the School |students and staff. |and expectations. Utilizes staff| |

| |Improvement Team. | |and student input to resolve | |

|Understands district and state | | |such issues. | |

|policy and law related to |Effectively implements district | | | |

|student conduct, etc. |rules and procedures. | |Regularly reviews the need for | |

| | | |changes to expectations, | |

| | | |structures, rules and | |

| | | |expectations. | |

Artifacts:

School Improvement Plan Master School schedule documenting individual and collaborative planning for every teacher

NC Teacher Working Conditions Survey Evidence of formal and informal systems of communication;

School financial information Dissemination of clear norms and ground rules

School safety and behavioral Expectations Evidence of ability to confront ideological conflict and then reach consensus

Standard 6: External Development Leadership

A school executive will design structures and processes that result in community engagement, support, and ownership. Acknowledging that schools no longer reflect byt, in fact, build community, the leader proactively creates with staff, opportunities for parents/guardians, community and business representatives to participate as “stockholders” in the school such that continued investment of resources and good will are not left to chance.

|Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community engagement, support and |

|ownership for the school. |

|Developing |Proficient |Accomplished |Distinguished |Not Evident/ |

| | | | |Not Demonstrated (Comment |

| | | | |Required) |

| |…and |…and |…and | |

| | | | |      |

|Interacts with, and acknowledges|Proactively creates systems that|Implements processes that |Proactively develops | |

|that parents/guardians and |engage parents/guardians and all|empower parents/guardians and |relationships with | |

|community members have a |community stakeholders in a |all community stakeholders to |parents/guardians and the | |

|critical role in developing |shared responsibility for |make significant decisions. |community so as to develop good | |

|community engagement, support |student and school success | |will and garner fiscal, | |

|and ownership of the school. |reflecting the community’s | |intellectual and human resources| |

| |vision of the school. | |that support specific aspects of| |

|Identifies the positive, | | |the school’s learning agenda. | |

|culturally-responsive traditions| | | | |

|of the school and community. | | | | |

|Federal, State and District Mandates: The school executive designs protocols and processes in order to comply with federal, state, and district mandates. |

|Developing |Proficient |Accomplished |Distinguished |Not Evident/ |

| | | | |Not Demonstrated (Comment |

| | | | |Required) |

| |…and |…and |…and | |

| | | | |      |

|Is knowledgeable of applicable |Designs protocols and processes |Ensures compliance with federal,|Interprets federal, state and | |

|federal, state and district |to comply with federal, state |state and district mandates. |district mandates for the school| |

|mandates. |and districts mandates. | |community so that such mandates | |

| | |Continually assesses the |are viewed as an opportunity for| |

|Is aware of district goals and |Implements district initiatives |progress of district initiatives|improvement within the school. | |

|initiatives directed at |directed at improving student |and reports results to | | |

|improving student achievement. |achievement. |district-level decision-makers. |Actively participates in the | |

| | | |development of district goals | |

| | | |and initiatives directed at | |

| | | |improving student achievement. | |

Artifacts:

Parent involvement in School Improvement Team Evidence of business partners and projects involving business partners

NC Teacher Working conditions Survey Plan for shaping the school’s image throughout the community

PTSA/Booster club operation and participation Evidence of community support

Parent survey results Number and use of school volunteers

Standard 7: Micro-political Leadership

School executives will build systems and relationships that utilize the staff’s diversity, encourage constructive ideological conflict in order to leverage staff expertise, power and influence in order to realize the school’s vision for success. The executive will also creatively employ an awareness of staff’s professional needs, issues, and interests to build cohesion and to facilitate distributed governance and shared decision-making.

|School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence in order to realize |

|the school’s vision for success. The executive will also creatively employ an awareness of staff’s professional needs, issues, and interests to build cohesion and |

|to facilitate distributed governance and shared decision-making. |

|Developing |Proficient |Accomplished |Distinguished |Not Evident/ |

| | | | |Not Demonstrated (Comment |

| | | | |Required) |

| |…and |…and |…and | |

| | | | |      |

|Maintains high visibility and is|Is aware of the expertise, power|Builds systems and relationships|Creatively employs an awareness | |

|easily accessible throughout the|and influence of staff members, |that utilize the staff’s |of staff’s professional needs, | |

|school. |and demonstrates sensitivity to |diversity, ideological |issues and interests to build | |

| |their personal and professional |differences and expertise to |cohesion and to facilitate | |

| |needs. |realize the school’s goals. |distributed governance and | |

| | | |shared decision-making. | |

Artifacts:

NC Teacher Working Conditions Survey Evidence of visibility and accessibility

Teacher retention data Evidence of shared decision-making and distributed leadership

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download