Evaluative Models: A School Leaders Selection Guide

*Based on the book:

Allison, E. (2011). Activate: A Leader's Guide to People, Practices, and Processes. Englewood: Lead and Learn Press.

Evaluation conducted by school leaders must lend itself to focused strategy while
anticipating improvement. Consider each of the six identified evaluative models to connect
the hypothetical circumstances noted with your situational relevancy.
Highlight familiar circumstances or those you foresee (below) to help create a profile of
yourself as an evaluative leader in your current position. Where do you see the most
emphasis and why?
Sense Making Making sense of ones own theories and those of others
School improvement goal setting
Department meetingsstrategy sessions for raising assessment scores and passing
rates
Development of a school mission statement
Adopting research proven programs (i.e. PBIS or BISTschool-wide behavior
systems)
Prioritizing Ranking and establishing by critical needor clearly defined goal
Teaching and support staff assignments
Budgeting
Ancillary programs and extra-curricular activities
Time allocation for staff development
Equity Ensuring that multiple views are considered
Cultural proficiency initiatives
Creating opportunity for stakeholder input
Balancing competing needs (time, funding, facilities)
Teacher appraisal process
Coaching Giving advice and recommendation to see change through to successful
completion
Hosting an EDL practicum student or intern
New teacher mentoring program
Classroom walkthroughs with feedback
Leadership team meetings/staff meetings
Critical Social Scientist Asking and framing questionsand interpreting evidence
Oversight of PLC teams as a part of systems thinking
School profile development
Determination of grading policies for extra credit and extended time
Staff surveys
Reflexivity Awareness of the impact of self on students and staff
Visibility in building
Community partnerships