Dear Mann Community

:

I want to thank the Mann community again for sharing your thoughts regarding Mr. LeDeaux. As I stated
before, we always appreciate receiving feedback from our parents/guardians and staff.

There are several issues and concerns I want to address on behalf of the Board of Education.

Legal Obligations
The district administration and the board must follow our board policies (2:250 Access to District Public
Records, 5:130 Responsibilities Concerning Internal Information and 5:150 Personnel Records) and other legal
provisions (24A/7.1 of the Illinois School Code and the Personnel Record Review Act) concerning the
disclosure of information contained in personnel records or discussing details regarding personnel matters.

In this case, we are taking steps to respond so that people do not misinterpret our inability to answer specific
questions regarding this situation with a lack of transparency. We also hope you understand that we must
always weigh our legal obligations and the privacy rights of our employees against the benefit of responding to
rumors and speculation.

Evaluation Process
Several people have asked for information regarding the evaluation process. I have attached a blank copy of the
template we use for the summative evaluation of our principals and assistant principals. I have also enclosed a
copy of the Illinois Performance Standards for School Leaders, which districts throughout the state use as the
foundation for their evaluations of administrators. Our principals and assistant principals undergo at least two
formative observations and are given a summative evaluation in conjunction with the annual evaluation process,
which is conducted either by the superintendent or a designee that is a certified and trained evaluator. This does
not include any informal observations that may occur during the course of the year.

There has been some confusion regarding the role the March 1 deadline plays in the evaluation process. That is
the date by which we are required by state law (105 ILCS 5/24A-15) to complete evaluations of our principals
and assistant principals. The administration, more specifically the superintendent, is not required to make any
recommendations by this date, nor is the board required to take action by this date. In addition, as has been
stated on numerous occasions, no decisions regarding personnel for next year will be official until the board
takes action on the recommendations from the administration. These recommendations are discussed by the
board in executive session in compliance with the policies and laws that protect this information on behalf of
our employees. However, any formal action taken on the recommendations occurs in open session.

As for the comments regarding the perceived flaws in the evaluation process, I think it is critical to note that this
process was established and is governed by state law and regulations, and, as stated above, is performed by
individuals who are certified and trained in accordance with the law.

Lastly, some people have questioned the legality of the process we use to evaluate our principals and decide on
the renewal of their contacts. More specifically, a recent email sent to a group of parents/guardians stated the
following:


970 Madison ! Oak Park ! Illinois ! 60302 ! ph: 708.524.3000 ! fax: 708.524.3019 ! www.op97.org



“I would like to find out if Mr. LeDeaux is interested in being represented by an attorney to ensure the tactics
used with him during this contract renewal process are fair and legal.”

Many of the day-to-day personnel matters we deal with involve multiple complex legal issues. The district must
comply with the same laws that govern employment in the private sector, as well as the numerous special
requirements that apply to the public sector and/or to public schools in particular. That is why we work closely
and collaboratively with outside legal counsel to ensure that any action we take is carried out in complete
accordance with the law. This includes reviewing and providing guidance on any and all pertinent records.

Parent/Guardian and Staff Support
The members of the board and Superintendent Roberts have read all of the emails that have been sent regarding
this situation. We are also aware of the Facebook page that was launched, the proposed plan to attend the board
meeting on March 18, the outreach that was made to the local press, the mentions posted on Twitter, and the t-
shirts and yard signs that may be created.

While we realize how passionate you are about this matter, the members of our board are bound by our sworn
duties as public servants not to allow an individual or individuals to “feverishly influence” our actions. With
this in mind, we will take all of the available evidence, including your various messages and activities, into
account before making a final decision about Mr. LeDeaux’s employment status for the 2014-2015 school year.
We take this responsibility seriously, and will fulfill it in accordance with the laws that govern the process and
in the best overall interest of our district.

Meeting with the Board
Several people have contacted us the past few days to request a meeting with the board about this situation.
Many of those requests have referenced our board’s commitment to “engage in an ongoing two-way
conversation with the entire community….which enables the board to hear and understand the community's
educational aspirations and desires, to serve effectively as an advocate for district improvement and to inform
the community of the district's performance.”

During the past week, individual board members and Superintendent Roberts have answered the questions and
comments we have received via phone, email and in-person encounters. We have and will continue to listen to
the perspectives that have been offered on both sides of this issue, and will weigh them appropriately when
making our final decision. With that said, there is no additional information we can legally share about the
evaluation process at this time beyond what has already been presented in the responses we have issued up to
and including this letter. If that should change, we would gladly revisit the possibility of scheduling a meeting.
In the meantime, we encourage you to continue sharing feedback that you consider constructive and respectful
of the state-mandated process.

Once again, I want to state that the administration has not brought forth, nor has the board taken action on, any
recommendations regarding personnel for next year. We anticipate we will complete this annual process in
April, and will keep the community updated on the status of these efforts to the extent that we can in accordance
with the law.

Thank you for your time and attention on this important matter, and for your continued commitment to our
schools and the children we serve.

Sincerely,

Bob Spatz
Board President
!

"#$ %#&$ '()*)+,#&- ./011( 234,&3/, 56
.7**#,38) '8#(7#,31+
9((3+134 .,#+:#&:4 ;1& %&3+/3<#(=>4434,#+, %&3+/3<#( '8#(7#,31+


#$%&'%()*+,--%-.)&. #$%&'%()* /)012

34)*5).6$ /)017-82

9).1 6: ,');10%' <$6=.> ?1)-5$1- )&;
#$6:1--%6&)* <6)*- @6&:1$1&'12

9).1- 6: A6$0)* BC-1$4).%6&-2

9).1 6: D500).%41 34)*5).%6& @6&:1$1&'12

?@> %A"B'..9"C>D %A>EF9E' A>F9CGH

E6C
F1-(6&-%C%*%.%1-2
3G'1**1&.+9%-.%&H5%->1; #$6:%'%1&. /11;-
I0($64101&.+J)-%'
K&-).%-:)'.6$L
D.)&;)$; !

M%4%&H ) ?%--%6& )&; N%-%6& A6'5-1; 6& F1-5*.-

D.$1&H.>-2



,$1)- :6$
<$6=.>2




D.)&;)$; O

M1);%&H )&; ?)&)H%&H DL-.10- @>)&H1

D.$1&H.>-2




,$1)- :6$
<$6=.>2




D.)&;)$; P

I0($64%&H Q1)'>%&H )&; M1)$&%&H

D.$1&H.>-2
!



#$%&' ()$
*$)+,-.



/,&01&$1 2 34561507 &01 8&50,&50507 9)66&:)$&,5;% <%6&,5)0'-5='

/,$%07,-'


#$%&' ()$
*$)+,-.


/,&01&$1 >

?%&1507 +5,- @0,%7$5,A &01 B$)(%''5)0&65'C


/,$%07,-'.




#$%&' ()$
*$)+,-.


/,&01&$1 D

9$%&,507 &01 /4',&50507 & 946,4$% )( E57- FG=%H,&,5)0'

/,$%07,-'.




#$%&' ()$
*$)+,-.






3


18 SLLI ASSLSSMLN1 kA1ING:

1he pr|nc|pa| w||| use the Þrofess|ona| Þract|ce rubr|c to se|f-assess by Iebruary 1
st
.

Þrlnclpal raLed hlmself /herself _____________

LxcellenL/ulsLlngulshed ÞroflclenL needs lmprovemenL/8aslc unsaLlsfacLory


2. S1UDLN1 ACADLMIC GkCW1n ÞLkICkMANCL LLVLLS:

At |east two academ|c assessments, two measurements and two targets sha|| be |dent|f|ed by
by Cctober 1st.

ueflnlng SLudenL Academlc CrowLh Þerformance Levels:
• Lxceed Coal
• MeeLs Coal
• Mlnlmal CrowLh
• no growLh or negaLlve CrowLh

1arget 1:
uaLa/SlgnlflcanL lacLors:

.

Lxceeds

MeeLs

Mlnlmal

no CrowLh/negaLlve lmpacL

1arget 2:
uaLa/SlgnlflcanL lacLors:

Lxceeds

MeeLs

Mlnlmal

no CrowLh or negaLlve lmpacL
3. CVLkALL SUMMA1IVL kA1ING:
1he Þrlnclpal's SummaLlve performance raLlng ls deLermlned by Lhe followlng measures:

ÞracLlce SLandard 8aLlng 63°
Self-AssessmenL 8aLlng 10°
SLudenL Academlc
CrowLh Þerformance 23°
4


!"#$% '(% )*"+,-+% .$//",-0% "12 .%#34"..%../%1, *",-15 .(6$#2
7% "..-51%2 )%* ,(% 36##68-15 5$-2"1+%9
4 LxcellenL
3 ÞroflclenL
2 needs lmprovemenL
1 unsaLlsfacLory


!"#$% '(% .$//",-0% .,$2%1, "+"2%/-+ 5*68,( )%*36*/"1+%
*",-15. .(6$#2 7% "..-51%2 )%* ,(% 36##68-15 5$-2"1+%9
4
Lxceeds Coal: :;<= - growLh color change ln sLudenL performance
(red, yellow, green, blue) Lo a hlgher color. >"., >6*?6*29 More
Lhan 80° of sLudenLs showlng more Lhan Lyplcal growLh as
lndlcaLed by 2
nd
8Þl.
3
MeeLs Coal: :;<= - poslLlve change ln sLudenL performance wlLhln
Lhe same color (red, yellow, green, blue). >"., >6*?6*29 AL leasL
30° of sLudenLs showlng more Lhan Lyplcal growLh as lndlcaLed by
2
nd
8Þl.
2
Mlnlmal CrowLh: :;<= - negaLlve change ln sLudenL performance
wlLhln Lhe same color (red, yellow, green, blue) >"., >6*?6*29
8eLween 23° and 49° of sLudenLs showlng more Lhan Lyplcal
growLh as lndlcaLed by 2
nd
8Þl.
1
no CrowLh or negaLlve lmpacL: :;<= - growLh color change ln
sLudenL performance (red, yellow, green, blue) Lo a lower color.
>"., >6*?6*2: Less Lhan 23° of sLudenLs showlng more Lhan
Lyplcal growLh as lndlcaLed by 2
nd
8Þl.


@,"12"*2. <",-15
1
2
3
4
3
6
LvaluaLlon ÞracLlce Avg. !"#$% $#" ' $#"($)" *+ ,-. ,/$01$(1 #$%2",3
@%#34=..%../%1, <",-15 !,"%+ $#" 4 $#"($)" 5$,"1 *0 ,"%+ $,,",,6"0/3
@,$2%1, =+"2%/-+ A*68,(
1argeL 1
1argeL 2
Avg. !,/2 )( $#" ' $#"($)" *+ /$()"/ #$%2",3
'6,"# ( LvAL AvL x .63) +( SLLl AvL x .1) + ( S1u C8 AvL x .23)

3

!"#$%&#

Scale LxcellenL 3.23 - 4.00 needs lmprovemenL 2.00 - 2.74
ÞroflclenL 2.73 - 3.24 unsaLlsfacLory 1.00 - 1.99


()*%+ ,-..%/)"# 0%/)*&1

LxcellenL needs lmprovemenL

ÞroflclenL unsaLlsfacLory



School ?ear: 20xx-20xx



Þrlnclpal SlgnaLure: uaLe:



LvaluaLor(s) SlgnaLure(s): uaLe:






!""!#$!% '()*$)+,#-( %.,#/,)/% *$) %-0$$" "(,/()%
%1234254 !34672185 %1234254 !34672185
Ì. Living a Mission and Vision
Focused on Results

The principal works with the staff
and community to build a shared
mission, and vision of high
expectations that ensures all
students are on the path to
college and career readiness,
and holds staff accountable for
results
a. Coordinates efforts to create and implement a vision for the school and defines
desired results and goals that align with the overall school vision and lead to
student improvement for all learners
b. Ensures that the school's identity, vision, and mission drive school decisions
c. Conducts difficult but crucial conversations with individuals, teams, and staff
based on student performance data in a timely manner for the purpose of
enhancing student learning and results

ÌV. Building and Maintaining
Collaborative Relationships
The principal creates a col-
laborative school community
where the school staff, families,
and community interact regularly
and share ownership for the
success of the school
a. Creates, develops and sustains relationships that result in
active student engagement in the learning process
b. Utilizes meaningful feedback of students, staff, families,
and community in the evaluation of instructional programs
and policies
c. Proactively engages families and communities in
supporting their child's learning and the school's learning
goals
d. Demonstrates an understanding of the change process
and uses leadership and facilitation skills to manage it
effectively
ÌÌ. Leading and Managing
Systems Change
The principal creates and
implements systems to ensure a
safe, orderly, and productive
environment for student and
adult learning toward the
achievement of school and
district improvement priorities
a. Develops, implements, and monitors the outcomes of the school improvement
plan and school wide student achievement data results to improve student
achievement
b. Creates a safe, clean and orderly learning environment
c. Collaborates with staff to allocate personnel, time, material, and adult learning
resources appropriately to achieve the school improvement plan targets
d. Employs current technologies






V. Leading with Ìntegrity and
Professionalism
The principal works with the
school staff and community to
create a positive context for
learning by ensuring equity,
fulfilling professional responsi-
bilities with honesty and integrity,
and serving as a model for the
professional behavior of others
a. Treats all people fairly, equitably, and with dignity and
respect
b. Demonstrates personal and professional standards and
conduct that enhance the image of the school and the
educational profession. Protects the rights and
confidentiality of students and staff
c. Creates and supports a climate that values, accepts and
understands diversity in culture and point of view
ÌÌÌ. Ìmproving Teaching and
Learning
The principal works with the
school staff and community to
develop a research-based
framework for effective teaching
and learning that is refined
continuously to improve
instruction for all students
a. Works with staff to develop a consistent framework for effective teaching and
learning that includes a rigorous and relevant standards-based curriculum,
research-based instructional practices, and high expectations for student
performance
b. Creates a continuous improvement cycle that uses multiple forms of data and
student work samples to support individual, team, and school-wide improvement
goals, identify and address areas of improvement and celebrate successes
c. Ìmplements student interventions that differentiate instruction based on student
needs
d. Selects and retains teachers with the expertise to deliver instruction that
maximizes student learning
e. Evaluates the effectiveness of instruction and of individual teachers by
conducting frequent formal and informal observations providing timely feedback
on instruction as part of the district teacher appraisal system
f. Ensures the training, development, and support for high-performing instructional
teacher teams to support adult learning and development to advance student
learning and performance
g. Develops systems and structures for staff professional development and sharing
of effective practices including providing and protecting time allotted for
development
h. Advances Ìnstructional Technology within the learning environment















VÌ. Creating and Sustaining a
Culture of High Expectations
The principal works with staff and
community to build a culture of
high expectations and aspirations
for every student by setting clear
staff and student expectations for
positive learning behaviors and by
focusing on students' social-
emotional learning
a. Builds a culture of high aspirations and achievement and
for every student
b. Requires staff and students to demonstrate consistent
values and positive behaviors aligned to the school's
vision and mission
c. Leads a school culture and environment that successfully
develops the full range of students' learning capacities-
academic, creative, social-emotional, behavioral and
physical



!!"#$"% '()*$)+,#-( %.,#/,)/% *$) %-0$$! !(,/()% )12)"-
(3,!1,."#4 '),-."-( $* ')"#-"',!%


"5 !"3"#4 , +"%%$#6 3"%"$#6 ,#/ 2(!"(*% *$) )(%1!.%7.89 ':;<=;>?@ AB:CD A;E8 E89 DE?FF ?<G =BHHI<;EJ EB KI;@G ? D8?:9G
H;DD;B<6 ?<G L;D;B< BF 8;M8 9N>9=E?E;B<D E8?E 9<DI:9D ?@@ DEIG9<ED ?:9 B< E89 >?E8 EB =B@@9M9 ?<G =?:99: :9?G;<9DD6 ?<G 8B@GD DE?FF
?==BI<E?K@9 FB: :9DI@ED5

(@9H9<E /;DE;<MI;D89G ':BF;=;9<E 2?D;= 1<D?E;DF?=EB:J (N?H>@9D BF (L;G9<=9
?5 -BB:G;<?E9D 9FFB:ED EB =:9?E9 ?<G ;H>@9H9<E ? L;D;B< FB: E89 D=8BB@ ?<G G9F;<9D G9D;:9G :9DI@ED ?<G MB?@D E8?E ?@;M< A;E8 E89 BL9:?@@ D=8BB@ L;D;B< ?<G @9?G EB DEIG9<E ;H>:BL9H9<E FB: ?@@
@9?:<9:D
CollaboraLes Lo
uevelop and
MalnLaln a Shared
vlslon of Plgh
LxpecLaLlons

Co-creaLes a shared vlslon of
hlgh expecLaLlons wlLh
mulLlple sLakeholders, bullds
sLaff capaclLy Lo malnLaln and
lmplemenL a shared vlslon for
hlgh sLudenL achlevemenL
and college and career
readlness

lnvolves sLaff and sLudenLs
ln developlng, malnLalnlng,
and lmplemenLlng a shared
vlslon of hlgh expecLaLlons,
lncludlng college and career
readlness, for all sLudenLs

uevelops mlnlmal
opporLunlLles for
sLaff and sLudenLs Lo
learn abouL a vlslon
of hlgh expecLaLlons,
lncludlng college and
career readlness, for
all sLudenLs, glves
sLaff llmlLed lnpuL
lnLo Lhe
developmenL and
malnLenance of Lhe
vlslon
uoes noL collaboraLe Lo creaLe
or malnLaln a vlslon of hlgh
expecLaLlons and does noL
aLLempL Lo ensure all sLaff Lo
have hlgh academlc
expecLaLlons

! 1here ls vlslble allgnmenL beLween Lhe vlslon and Lhe school goals
[observaLlons and arLlfacLs: Lhe School lmprovemenL Þlan, School
8eporL Card, and grade level goals]
! School vlslon and goals are shared wlLh sLakeholder groups
[observaLlons and arLlfacLs: presenLaLlon Lo sLakeholders]
! 8ulldlng level sLaff developmenL plan supporLs and ls allgned Lo Lhe
School lmprovemenL Þlan and Lhe dlsLrlcL vlslon and mlsslon
[observaLlons and arLlfacLs: Lhe School lmprovemenL Þlan and Lhe
bulldlng sLaff developmenL plan]
! WrlLLen values and bellefs reflecL hlgh expecLaLlons for all sLudenLs
[observaLlons and arLlfacLs: school level and grade level goals]
K5 (<DI:9D E8?E E89 D=8BB@OD ;G9<E;EJ6 L;D;B<6 H;DD;B<6 G:;L9 D=8BB@ G9=;D;B<D
Lnsures vlslon and
mlsslon drlve
school declslons
uses Lhe vlslon and mlsslon
Lo make all declslons, uses
proLocols for maklng
declslons LhaL refer sLaff and
Leam declslons back Lo Lhe
vlslon and mlsslon, bullds
sLaff capaclLy Lo use Lhe
vlslon and mlsslon Lo make
lnsLrucLlonal declslons
uses Lhe vlslon and mlsslon
Lo make all declslons,
creaLes and uses proLocols
allgned Lo Lhe vlslon and
mlsslon Lo make declslons
8efers Lo school
vlslon when maklng
declslons buL may
noL be gulded by Lhe
vlslon
AcLlons conLradlcL Lhe school
vlslon or demonsLraLe lnconsls-
Lency beLween sLaLed bellefs
and acLlons
! 8ulldlng wlde goals and vlslon are shared and wldely known wlLhln
Lhe school communlLy [observaLlons and arLlfacLs: posLers and
newsleLLers]
! ÞarenLs, sLaff and oLhers are clear abouL academlc expecLaLlons and
homework guldellnes [observaLlons and arLlfacLs: homework pollcy,
academlc guldellnes, parenL handbook]
! 1eam meeLlngs focus on lmprovlng sLudenL achlevemenL
[observaLlons and arLlfacLs: Leam meeLlng agendas and mlnuLes]
ConfronLs Low
LxpecLaLlons

8ullds capaclLy of sLaff Lo
address oLher sLaff or
sLakeholders who conLradlcL
Lhe vlslon by dlsplaylng low
or negaLlve expecLaLlons,
conLesLs or ellmlnaLes
courses and gradlng pollcles
LhaL conLradlcL Lhe vlslon and
mlsslon
ConslsLenLly addresses sLaff
who conLradlcL Lhe vlslon by
dlsplaylng low expecLaLlons,
conLesLs class offerlngs and
gradlng pollcles LhaL
conLradlcL Lhe vlslon and
mlsslon

lnconslsLenLly
addresses sLaff who
have low
expecLaLlons,
aLLempLs Lo
lmplemenL gradlng
pollcles LhaL supporL
Lhe vlslon and
mlsslon
uoes noL confronL sLaff who
have low expecLaLlons for some
or all sLudenLs
! Academlc work and homework guldellnes are shared wlLh parenLs,
sLaff and oLhers Lo ensure LhaL expecLaLlons are clear Lo all
[observaLlons and arLlfacLs: homework pollcy and academlc
guldellnes]
! 8ullds effecLlve professlonal learnlng communlLles wlLhln Lhe
bulldlng LhaL use daLa Lo develop plans and sLraLegles Lo lmprove
sLudenL achlevemenL for all sLudenLs [observaLlons and arLlfacLs:
ÞLC learnlng agendas and plans]
! 8lgorous course conLenL ls accesslble Lo all sLudenLs [observaLlons
and arLlfacLs: sLudenL's course load, schedules, and sub-group daLa]
!" $%&'(!)* '+,,+!(-) .() !/(!+0- !%&12/*0)+%&* 3+)4 +&'+1+'(0-*5 )206*5 0&' *)0,, .0*2' %& *)('2&) 72/,%/60&!2 '0)0 +& 0 )+62-8 60&&2/ ,%/ )42 7(/7%*2 %, 2&40&!+&9 *)('2&) -20/&+&9 0&' /2*(-)*"
ConducLs dlfflculL
ConversaLlons Lo
lmprove SLudenL
8esulLs
8ullds Lhe capaclLy of oLher
leaders wlLhln Lhe school Lo
address areas of
underperformance wlLh
lndlvlduals, Leams and sLaff,
models how Lo conducL
dlfflculL conversaLlons wlLh
lndlvlduals, Leams, and sLaff
based on sLudenL
performance daLa
Addresses areas of
underperformance ln a
Llmely manner wlLh
lndlvlduals, Leams and sLaff,
proacLlvely leads dlfflculL
conversaLlons wlLh sLaff Lo
lmprove and enhance
sLudenL learnlng and resulLs
as necessary
lnconslsLenLly
addresses areas of
underperformance
and/or may only
address concerns Lo
a sub-seL of Lhe sLaff,
lnconslsLenLly holds
conversaLlons on
lmprovlng and
enhanclng sLudenL
learnlng resulLs
uoes noL address areas of
underperformance wlLh sLaff
members, does noL hold
conversaLlons on lmprovlng and
enhanclng sLudenL learnlng
resulLs
! School sLaff developmenL plan addresses dlfflculL conversaLlons Lo
lmprove and enhance sLudenL learnlng [observaLlons and arLlfacLs:
school developmenL plan]
! 1eacher conversaLlons and meeLlngs are focused on lmprovlng
sLudenL achlevemenL and demonsLraLe hlgh expecLaLlons
[observaLlons and arLlfacLs: Leam meeLlng mlnuLes or sLaff
developmenL plans]
! laculLy meeLlngs are focused on lmprovlng resulLs [observaLlons
and arLlfacLs: meeLlng agendas and mlnuLes]


























!!" $%&'!() &(' *&(&)!() +,+-%*+ ./&()%0-12 345675389 7428:2; 86< 5=392=26:; ;>;:2=; :? 26;@42 8 ;8A2B ?4<249>B 86<
34?<@7:5C2 26C54?6=26: A?4 ;:@<26: 86< 8<@9: 9284656D :?E84< :12 87152C2=26: ?A ;71??9 86< <5;:457: 5=34?C2=26: 345?45:52;"

%92=26: '5;:56D@5;12< F4?A57526: G8;57 H6;8:5;A87:?4> %I8=392; ?A %C5<2672
8" '2C29?3;B 5=392=26:;B 86< =?65:?4; :12 ?@:7?=2; ?A :12 ;71??9 5=34?C2=26: 3986 86< ;71??9 E5<2 ;:@<26: 87152C2=26: <8:8 42;@9:; :? 5=34?C2 ;:@<26: 87152C2=26:
Assesses Lhe
CurrenL SLaLe
of School
Þerformance
CompleLes a comprehenslve
assessmenL of Lhe school's
sLrengLhs/weaknesses lncludlng an
assessmenL of Lhe school pracLlces
and sLudenL learnlng ouLcomes
Assesses Lhe school by uslng
mulLlple forms of daLa (e.g.
annual, lnLerlm and formaLlve
daLa) and Lhe prevlous years'
school lmprovemenL plan Lo
Lrack, and revlew progress
uses llmlLed daLa Lo assess
currenL sLudenL
achlevemenL resulLs and
school pracLlces
uoes noL assess Lhe
currenL sLaLe of Lhe
school and/or does noL
use daLa Lo assess
sLudenL achlevemenL or
overall school
performance
! uses dlsaggregaLed sLudenL daLa Lo deLermlne Lhe currenL sLaLe of
Lhe school [observaLlons and arLlfacLs: analysls of daLa, 81l daLa
and Leam mlnuLes, formaLlve and summaLlve assessmenL analysls,
and Lhe School lmprovemenL Þlan]
! School lmprovemenL Þlan reflecLs currenL sLaLe of Lhe school
developed Lhrough analysls of dlsaggregaLed daLa [observaLlons
and arLlfacLs: grade level LargeLs, analysls of daLa, 81l daLa and
Leam mlnuLes, formaLlve and summaLlve assessmenL analysls, and
Lhe School lmprovemenL Þlan]
uevelops a
School
lmprovemenL
Þlan
uses a comprehenslve analysls of
Lhe school Lo deLermlne approprlaLe
grade and conLenL area LargeLs and
prlorlLles for lmprovemenL wlLh
sLaff, organlzes sLaff Lo monlLor,
Lrack, and revlew progress and
creaLes a deLalled school
lmprovemenL plan LhaL ldenLlfles a
sLraLegy Lo reach school-wlde
LargeLs and goal
uses Lhe ouLpuLs from a
school-wlde assessmenL Lo
ldenLlfy prlorlLy areas for
lmprovemenL and Lo seL
measurable goals wlLh
speclflc grade level and
conLenL areas LargeLs, names
mllesLones and benchmarks
of sLudenL progress and
develops a school
lmprovemenL plan LhaL
ldenLlfles a sLraLegy Lo reach
school-wlde LargeLs and goals
uses llmlLed daLa Lo ldenLlfy
prlorlLy areas for
lmprovemenL and seLs some
measurable school-wlde
goals, names a few
mllesLones and benchmarks
of sLudenL progress and
develops a school
lmprovemenL plan LhaL
ldenLlfles a llmlLed sLraLegy
Lo reach school-wlde goals

uoes noL use daLa Lo
ldenLlfy prlorlLy areas or
goals for lmprovemenL,
has no way Lo Lrack
progress, does noL
compleLe a school
lmprovemenL plan
and/or creaLes a plan
LhaL ls noL allgned Lo
school prlorlLles for
lmprovemenL

! 1he School lmprovemenL Þlan ldenLlfles sLraLegles Lo reach school
and grade level goals [observaLlons and arLlfacLs: Lhe School
lmprovemenL Þlan, presenLaLlon or maLerlals on daLa and how
daLa wlll be used]
! Crade level LargeLs are derlved from Lhe assessmenL of Lhe currenL
sLaLe and supporL Lhe School lmprovemenL Þlan [observaLlons and
arLlfacLs: grade level LargeLs, analysls of daLa, 81l daLa and Leam
mlnuLes, formaLlve and summaLlve assessmenL analysls, and Lhe
School lmprovemenL Þlan]
MalnLalns a
locus on
8esulLs

"#$%&'( )*+,(#- *' (.,-#'.
%+/&#0#$#'. 1#(,2.( %. %22 .&$#(3
4,&2-( (.%)) *5'#1(/&6 )*1 ./#
7*%2( %'- 4,&2-( +%6%+&.8 *) (.%))
.* $*'&.*1 4#'+/$%19( %'-
$&2#(.*'#( 5&./&' (6#+&)&+ 71%-#
*1 +*'.#'. %1#%( &'+2,-&'7 +*':
.&',*,( 1#0&#5 *) -&(%771#7%.#-
-%.% )*1 (.,-#'. 71*,6( 5/* /%0#
.1%-&.&*'%228 '*. 4##' (,++#((),2
&' ./# (+/**2
uemonsLraLes focus on
lmprovlng sLudenL
achlevemenL resulLs, keeps
Lhe school-wlde goals presenL
for sLaff and sLakeholders by
referenclng goals ln all
meeLlngs and plannlng
sesslons, Lracks progress
agalnsL mllesLones and
benchmarks Lo monlLor,
Lrack, and revlew progress,
and ad[usLs sLraLegles
lnconslsLenLly focuses on
lmprovlng sLudenL achleve-
menL resulLs, refers Lo goals
on an lnconslsLenL basls and
does noL concreLely connecL
Lhe goals Lo Lhe day-Lo-day
work of Lhe school and
lmplemenLs a llmlLed
number of sLraLegles Lo
reach resulLs
uoes noL malnLaln focus
on lmprovlng resulLs or
meeLlng school goals -
rarely refers Lo goals and
does noL ldenLlfy and/or
lmplemenL sLraLegles Lo
reach resulLs
! laculLy assume shared accounLablllLy Lo reach goals [observaLlons
and arLlfacLs: sLaff goals allgned Lo school goals, school sLaff
developmenL plan, and Leam meeLlngs focus on sLudenL resulLs]
! SLaff ad[usL sLraLegles and plans lf lnLerlm benchmarks are noL meL
[observaLlons and arLlfacLs: gradlng sysLems LhaL focus on meeLlng
sLandards over Llme, 81l daLa and meeLlng mlnuLes, and analysls of
dlsaggregaLed daLa]
!

SLudenL and sLaff successes are celebraLed when mllesLones and
benchmarks are meL [observaLlons and arLlfacLs: assemblles and
recognlLlon programs]





!" $%&'(&) ' *'+&, $-&'. './ 0%/&%-1 2&'%.3.4 5.63%7.8&.(
8ullds,
evaluaLes and
develops a
Leam of
educaLors and
supporL sLaff
Lo ensure Lhe
learnlng
envlronmenL
ls safe, clean,
and orderly
Þlans for and lmplemenLs faclllLy
and equlpmenL expanslons &
lmprovemenLs and ldenLlfles
creaLlve soluLlons Lo maxlmlze and
share space, complles wlLh all
componenLs of Lhe safeLy drlll and
conducLs mulLlple Lralnlngs wlLh
sLaff and mulLlple drllls every year,
bullds sLaff capaclLy Lo lead and
manage componenLs of school
safeLy
!"#$%&# (&)%"*"+
&",*%-".&"/ *# 0-"1$0/*,&
/- (&)%"*"+ )"1 2-#*/*,&3
#$2&%,*#&# 4)0*(*/*&# )"1
&5$*2.&"/ .)")+&.&"/ /-
&"6)"0& (&)%"*"+ )"1
&"#$%&# /6)/ /6& #06--(
&",*%-".&"/ *# #)4&3
0-.2(*&# 7*/6 /6& 8((*"-*#
9)4&/: ;%*(( <0/
Lnsures LhaL Lhe school
envlronmenL ls relaLlvely
safe and ls ln baslc
compllance wlLh Lhe school
safeLy acL
uoes noL ensure LhaL Lhe
school ls safe, does noL
comply wlLh Lhe school
safeLy acL
! 8ouLlnes and procedures are ln place, dlscussed, and lmplemenLed
[observaLlons and arLlfacLs: severe weaLher and drlll plans, school
crlsls plan, compleLed llllnols drlll documenLaLlon form, bulldlng
rules are posLed, sLudenL handbooks/parenL handbook, bus duLy
hall duLy schedules]
! School bulldlng ls clean and safe-all baslc faclllLles are ln worklng
order [observaLlons and arLlfacLs, baLhrooms, wlndows, slnks,
locks]
!Þhyslcal planL supporLs ma[or academlc prlorlLles/lnlLlaLlves
[observaLlons and arLlfacLs: readlng nooks, lmproved llbrary,
enhanced compuLer lab, comforLable sLaff lounge/meeLlng area]
9" $7--'!7%'(&) :3(; )('++ (7 '--79'(& <&%)7..&-, (38&, 8'(&%3'-, './ '/=-( -&'%.3.4 %&)7=%9&) '<<%7<%3'(&-1 (7 '9;3&6& (;& )9;77- 38<%76&8&.( <-'. ('%4&()
AllocaLes
8esources Lo
SupporL
SLudenL
Learnlng
ConLlnually assesses and
reassesses resources and creaLlvely
uLlllzes and leverages exlsLlng
school and dlsLrlcL resources, and
ls relenLless ln acLlvely accesslng
human and flscal resources LhaL
allgn Lo sLraLeglc prlorlLles Lo
supporL Lhe achlevemenL of school
lmprovemenL plan LargeLs, bullds
capaclLy of sLaff Lo have an
approprlaLe role ln Lhe creaLlon
and monlLorlng of budgeLs wlLhln
Lhelr grade and conLenL areas
AllocaLes and maxlmlzes
resources ln allgnmenL wlLh
mlsslon and sLudenL learnlng
goals, and assesses exLernal
resources Lo flll gaps, ensures
LhaL sLaff have necessary
maLerlals, supplles, and
equlpmenL, effecLlvely plans and
manages a flscally responslble
budgeL LhaL supporLs Lhe school's
goals, and ensures school ls
flnanclally secure ln Lhe long-
Lerm
Sees Lhe school's
resources as glven and ls
noL knowledgeable of
posslblllLles for accesslng
alLernaLe human and flscal
resources, develops skllls
ln plannlng and managlng
a budgeL LhaL supporLs
school's goals
unable Lo accuraLely
assess and/or leverage
school and dlsLrlcL
resources, does noL
effecLlvely manage
budgeL
! 8esources supporL Lhe core componenLs of academlc, soclal,
emoLlonal, behavloral, physlcal developmenL, educaLor quallLy,
and learnlng envlronmenL [observaLlons and arLlfacLs: bulldlng
sLaff developmenL plan, budgeL, professlonal learnlng sLrucLures,
and Lhe School lmprovemenL Þlan]
! llnances and oLher resources are allgned wlLh sLraLeglc prlorlLles
[observaLlons and arLlfacLs: budgeL and run raLe]
! SupporL SLaff (e.g. LLL, llLeracy and maLh Leachers, and glfLed and
LalenLed lnsLrucLors) are sLraLeglcally uLlllzed Lo supporL Lhe
lmplemenLaLlon of Lhe School lmprovemenL Þlan [observaLlons
and arLlfacLs: Leacher schedules, Lhe School lmprovemenL Þlan,
and school budgeL]
ÞrlorlLlzes
1lme
ÞrlorlLlzes and monlLors Lhe use of
school Llme Lo ensure LhaL sLaff
and sLudenL acLlvlLles focus on
lmprovlng sLudenL learnlng,
organlzes how professlonal Llme ls
used and ad[usLs how Llme ls spenL
Lo supporL sLudenL learnlng
acLlvlLles
ÞrlorlLlzes Lhe use of school Llme
Lo ensure LhaL sLaff and sLudenL
acLlvlLles focus on lmprovlng
sLudenL learnlng, organlzes
professlonal Llme Lo ensure LhaL
hlgh leverage acLlvlLles and
school prlorlLy areas LhaL focus
on sLudenL learnlng are glven
adequaLe Llme
ÞrlorlLlzes Lhe use of
school Llme Lo ensure LhaL
sLaff acLlvlLles someLlmes
focus on lmprovlng
sLudenL learnlng, organlzes
ma[orlLy of professlonal
Llme Lo Lhe school
prlorlLles, buL may engage
ln Llme wasLlng or low-
lmpacL acLlvlLles
uoes noL manage Llme
effecLlvely, does noL
prlorlLlze acLlvlLles LhaL
wlll lmprove sLudenL
learnlng and ls frequenLly
dlsLracLed by Llme-
wasLlng or low lmpacL
acLlvlLles
! Crganlzes adulLs lnLo learnlng communlLles whose goals are
allgned wlLh Lhose of Lhe dlsLrlcL and Lhe school [observaLlons and
arLlfacLs: 8ulldlng sLaff developmenL plan and calendar of
professlonal learnlng]
! School Llme ls focused on Lhe lmprovemenL of sLudenL
achlevemenL ln allgnmenL wlLh Lhe School lmprovemenL Þlan and
Lhe dlsLrlcL and school goals [observaLlons and arLlfacLs: perlodlc
assessmenLs, Leam meeLlngs and Leam mlnuLes, walk Lhrough
daLa]
"# $%&'&()* +,--).% %)+/.0'01&)* %0 *,220-% ')3")-*/&2 3." 43.31)4).% 5,.+%&0.*
Lmploys CurrenL
1echnologles
Models conLlnuous learnlng by applylng
new Lechnologles for Lhe purpose of
lmprovlng Lhe learnlng envlronmenL and
communlcaLlon wlLh sLudenLs, sLaff and
parenLs.
ldenLlfles and conslsLenLly applles
new Lechnologles Lo lmprove
and supporL leadershlp and
managemenL funcLlons
uemonsLraLes llmlLed
knowledge and appllcaLlon of
currenL Lechnologles Lo
supporL leadershlp and
managemenL funcLlons
uoes noL uLlllze currenL
Lechnology Lo supporL
leadershlp and
managemenL funcLlons
!
!
CommunlcaLlon among leadershlp, sLaff, sLudenLs and parenLs uLlllzlng
currenL Lechnologlcal Lools
Models lncorporaLlon of varlous currenL Lechnologlcal hardware and
sofLware resources/Lools.



!!!" !$%&'(!)* +,-./!)* -)0 1,-&)!)*2+34 5678975:; <=6>? <7@3 @34 ?93==; ?@:AA :8B 9=CCD87@E @= B4F4;=5 : 64?4:693GH:?4B
A6:C4<=6> A=6 4AA49@7F4 @4:9378I :8B ;4:6878I @3:@ 7? 64A784B 9=8@78D=D?;E @= 7C56=F4 78?@6D9@7=8 A=6 :;; ?@DB48@?"

,;4C48@ 07?@78ID7?34B %6=A79748@ J:?79 K8?:@7?A:9@=6E ,L:C5;4? =A ,F7B4894
:" M=6>? <7@3 :8B 48I:I4? ?@:AA 78 @34 B4F4;=5C48@ :8B 9=8@78D=D? 64A784C48@ =A : ?3:64B F7?7=8 A=6 4AA49@7F4 @4:9378I :8B ;4:6878I HE 7C5;4C48@78I : ?@:8B:6B? H:?4B 9D6679D;DCN 64;4F:8@ @=
?@DB48@ 844B? :8B 78@464?@?N 64?4:693GH:?4B 4AA49@7F4 56:9@794N :9:B4C79 67I=6N :8B 37I3 4L549@:@7=8? A=6 ?@DB48@ 546A=6C:894 78 4F46E 9;:??6==C"
lmplemenLs
Currlcular
Scope and
Sequence
Lnsures year end goals and
sLudenL needs are meL by
uslng formaLlve and lnLerlm
assessmenLs Lo modlfy Lhe
lnsLrucLlonal scope and
sequence
lmproves componenLs of Lhe
lnsLrucLlonal scope and sequence
Lo lmprove allgnmenL wlLh year-
end goals
ALLempLs Lo ensure
scope and sequence
are allgned wlLh
year- end goals
uoes noL or cannoL ensure scope
and sequence allgn Lo year end
goals
! SysLems ensure LhaL lesson and unlL plans allgn Lo Lhe scope and
sequence and prepare sLudenLs Lo be on a college and career
readlness Lrack [observaLlons and arLlfacLs: assessmenL calendar and
grade and conLenL currlculum gulde]
! Lesson plans and currlculum maLerlals produce expllclL evldence of
currlculum coordlnaLlon and allgnmenL Lo Common Core sLandards
[observaLlons and arLlfacLs: sLaff lesson plans]
8evlews
lnsLrucLlonal
ÞracLlces
8egularly assesses
lnsLrucLlonal pracLlces and
bullds Leacher capaclLy Lo
lmplemenL a varleLy of
pracLlces LhaL are relevanL Lo
sLudenL needs and lnLeresLs,
research based, and based on
academlc rlgor and sLraLegles
LhaL supporLs Lhe learnlng of
all sLudenLs
!""#""#" %&"'()*'%+&,- .(,*'%*#"/
%0#&'%1%#" , 1#2 .(,*'%*#" '3,'
,(# (#"#,(*345,"#0/ (%6+(+)"
,&0 (#-#7,&' '3,' 2%-- 5#
%8.-#8#&'#0 "*3++-42%0# ,&0
")..+('" '#,*3#( 0#7#-+.8#&'
,(+)&0 '3+"# .(,*'%*#"
Measures Lhe quallLy
of lnsLrucLlonal
pracLlces and
aLLempLs Lo
arLlculaLe research
based and rlgorous
sLraLegles for
lmprovlng
lnsLrucLlonal
pracLlces
uoes noL aLLempL Lo assess
lnsLrucLlonal pracLlces and ls
unable Lo arLlculaLe clear
sLraLegles Lo lmprove lnsLrucLlon,
does noL use or aLLempL Lo
lnLroduce research-based
lnsLrucLlonal pracLlces
! SLaff have a broad reperLolre of lnsLrucLlonal sLraLegles LhaL Lhey
reference ln Lhelr lesson plans [observaLlons and arLlfacLs: sLaff
lesson plans, Leacher observaLlons, walkLhroughs and evaluaLlons
and lnsLrucLlonal sLraLegy professlonal developmenL sesslon plan]
! 1hroughouL Lhe school classroom acLlvlLles are deslgned Lo engage
sLudenLs ln cognlLlvely challenglng work LhaL ls allgned Lo Lhe
sLandards [observaLlons and arLlfacLs: sLaff lesson plans,
walkLhroughs, Leacher observaLlons and evaluaLlons]
! ConslsLenL pracLlces are observable across mulLlple classrooms
[observaLlons and arLlfacLs: lesson plans, walkLhroughs and Leacher
observaLlons
H" .64:@4? : 9=8@78D=D? 7C56=F4C48@ 9E9;4 @3:@ D?4? CD;@75;4 A=6C? =A B:@: :8B ?@DB48@ <=6> ?:C5;4? @= ?D55=6@ 78B7F7BD:;N @4:CN :8B ?93==;G<7B4 7C56=F4C48@ I=:;?N 7B48@7AE :8B :BB64?? :64:?
=A 7C56=F4C48@ :8B 94;4H6:@4 ?D994??4?
98.-#8#&'"
:,', :(%7#&
:#*%"%+&
;,<%&6
ConslsLenLly uses and analyzes
mulLlple forms of daLa Lo
ldenLlfy areas of lnsLrucLlonal
lmprovemenL, Lo reflne and
adapL lnsLrucLlonal pracLlce,
and Lo deLermlne approprlaLe
sLraLegles across all grades and
conLenL areas
uses daLa sources Lo drlve
lnsLrucLlonal declslons, prlorlLlze
school wlde areas of
lmprovemenL and Lo ldenLlfy a
few LargeLed school wlde
sLraLegles for lnsLrucLlonal
lmprovemenL
uses a few daLa
sources Lo drlve
lnsLrucLlonal
dlrecLlon and uses
daLa approprlaLely Lo
ldenLlfy school wlde
areas of
lmprovemenL
uses daLa lnconslsLenLly and/or ls
noL clear how Lo use daLa Lo drlve
lnsLrucLlonal sLraLegles or
pracLlces
! key daLa ls revlewed aL every meeLlng and all Leachers are aware of
school and grade LargeLs and have allgned lndlvldual LargeLs for
Lhelr sLudenLs [observaLlons and arLlfacLs: analysls of daLa, 81l daLa
and Leam mlnuLes, formaLlve and summaLlve assessmenL analysls,
Lhe School lmprovemenL Þlan, and evldence of how daLa ls used]
! uses dlsaggregaLed sLudenL daLa Lo deLermlne adulL prlorlLles,
monlLor progress, and help susLaln conLlnuous lmprovemenL
[observaLlons and arLlfacLs: analysls of daLa, 81l daLa and Leam
mlnuLes, formaLlve and summaLlve assessmenL analysls, Lhe School
lmprovemenL Þlan, and evldence of how daLa ls used]
!

MulLlple analyses of sLudenL performance daLa ls examlned Lo
supporL lnformed declslon maklng [observaLlons and arLlfacLs:
grade-level performance daLa, sub[ecL-area performance daLa,
classroom level performance daLa, lndlvldual sLudenL performance
daLa, sLudenL work and evldence of daLa use ln Leam meeLlngs and
plannlng]
lmplemenLs
uaLa urlven
lnsLrucLlon
SupporLs and develops sLaff
ablllLy Lo analyze daLa Lo
ldenLlfy and prlorlLlze needs,
gulde grouplng, re-Leachlng,
and Lo ldenLlfy/prlorlLlze needs
and conLlnuous lmprovemenL,
bulld sLaff capaclLy Lo use daLa
ln deLermlnlng Leam and
lndlvldual goals
MulLlple sources are used Lo
drlve lnsLrucLlonal declslons and
uses daLa approprlaLely Lo
ldenLlfy/prlorlLlze school wlde
areas of lmprovemenL, daLa ls
rouLlnely used Lo ldenLlfy and
ad[usL school-wlde prlorlLles and
Lo drlve re-Leachlng plans and
changes ln pracLlce for lndlvldual
Leachers
SupporLs sLaff ln
uslng daLa Lo
ldenLlfy/prlorlLlze
needs, daLa ls used
Lo drlve school-wlde
pracLlces
unable Lo lead sLaff Lhrough
conLlnuous daLa revlew or lacks
conslsLency ln lmplemenLaLlon
! ConLlnuous daLa revlew process ls ln place Lo ensure LhaL sLudenLs
learned LaughL maLerlal [observaLlons and arLlfacLs: analyses of
lnLerlm and formaLlve assessmenLs, classroom observaLlons, and re-
Leachlng based on resulLs]
! MulLlple analyses of sLudenL performance daLa ls examlned Lo
supporL lnformed declslon maklng [observaLlons and arLlfacLs:
grade-level performance daLa, sub[ecL-area performance daLa,
classroom level performance daLa, lndlvldual sLudenL performance
daLa, and evldence of daLa use ln Leam meeLlngs and plannlng]
! Clear re-Leachlng plans are used Lo gulde Lhe work of lndlvldual
Leachers [observaLlons and arLlfacLs: re-Leachlng plan, Leacher
observers]
!" $%&'(%()*+ +*,-()* .)*(/0()*.1)+ *23* -.44(/()*.3*( .)+*/,!*.1) 53+(- 1) +*,-()* )((-+
uses
ulsaggregaLe
d uaLa
!"#" %&"'(()#('*#% %'*' *+
,)#'*# "*)-,*-)#" .+)
%&..#)#/*&'*&+/ 0&*1 2')&#%
&/"*)-,*&+/'3 "*)'*#(&#" *1'*
4##* '33 "*-%#/* /##%"5
.+,-"#" '33 "*'.. +/ ,3+"&/(
',1&#2#4#/* ('6" 7#*0##/
"-7()+-6" +. "*-%#/*" '/%
-"#" %'*' *+ 8-&,93:
%#*#)4&/# '66)+6)&'*#
&/*#)2#/*&+/" .+) "*-%#/*" +)
"-7()+-6" /+* 4'9&/(
6)+()#""
uses dlsaggregaLed daLa Lo
supporL dlfferenLlaLlon and re-
Leachlng buL does noL ensure LhaL
lnsLrucLlonal sLraLegles are
maLched Lo Lhe needs of all
sLudenLs, engages all sLaff ln
analyzlng and uLlllzlng
dlsaggregaLed daLa Lo ldenLlfy
school wlde and lndlvldual
sLudenLs' learnlng gaps and Lo
deLermlne approprlaLe
lnLervenLlons

lnconslsLenLly uses
daLa Lo lnform Lhe
lmplemenLaLlon of
dlfferenLlaLlon and
lnLervenLlons,
lnLroduces sLaff Lo
daLa, buL may noL
engage sLaff ln Lhe
analysls of daLa
uoes noL effecLlvely use daLa Lo
ldenLlfy sLudenLs' learnlng gaps,
does noL aLLempL Lo ensure LhaL
lnsLrucLlon ls dlfferenLlaLed based
on sLudenL need or LhaL sLudenLs
recelve approprlaLe lnLervenLlons

! ulfferenLlaLed classroom acLlvlLles based on sLudenLs readlng or
achlevemenL levels are presenL ln every classroom [observaLlons
and arLlfacLs: classroom observaLlons, lesson plans, sLudenL work]
! ulsaggregaLed sLudenL daLa lnforms lnsLrucLlon [observaLlons and
arLlfacLs: analysls of daLa, 81l daLa and Leam mlnuLes, formaLlve and
summaLlve assessmenL analysls, Lhe School lmprovemenL Þlan, and
evldence of how daLa ls used]
! SLudenLs recelve rapld, daLa-drlven lnLervenLlons maLched Lo
currenL needs, and lnLervenLlon asslgnmenLs and schedules are
frequenLly updaLed Lo reflecL sLudenL needs and progress [obser-
vaLlons and arLlfacLs: lndlvldual sLudenL performance daLa, profes-
slonal learnlng on dlfferenLlaLlon, 81l 1eam mlnuLes and daLa,
sLudenL work, classroom observaLlons of dlfferenLlaLed lnsLrucLlon]
! MosL effecLlve Leachers are Leachlng Lhe sLudenLs wlLh Lhe greaLesL
needs for growLh [observaLlons and arLlfacLs: sLudenL daLa, Leacher
evaluaLlon daLa]
-" 6('(!*+ 3)- /(*3.)+ *(3!2(/+ 7.*2 *2( (8&(/*.+( *1 -('.0(/ .)+*/,!*.1) *23* %38.%.9(+ +*,-()* '(3/).):
SelecLs and
Asslgns
LffecLlve
1eachers
lmplemenLs a clear selecLlon
crlLerla and sLraLeglcally
assesses and places Leachers
ln grade level and conLenL
areas Lo creaLe a balanced
Leam wlLh a varleLy of
sLrengLhs
;'" ' ,3#') '/% ')*&,-3'*#%
"#3#,*&+/ ,)&*#)&' &/ 63',# '/%
'""#""#" "*'.. "9&33" *+ 63',#
*#',1#)" &/ ()'%# 3#2#3 '/%
,+/*#/* ')#'"
Pas a selecLlon
crlLerla and
arLlculaLes Lhe
lnLenLlon of selecLlng
sLaff based on grade
and conLenL needs,
buL does noL have
deLalled assessmenL
of sLaff skllls Lo
lnform placemenL
Pas no selecLlon crlLerla and Lhe
deLermlnaLlon for why Leacher
selecLlon occurs ls noL
LransparenL
! SelecLlon processes focus on maLchlng sLaff Lo speclflc poslLlon
expecLaLlons [observaLlon and arLlfacLs: bulldlng sLafflng plan and
lnLervlew quesLlons]
8eLalns
LffecLlve
1eachers
uses mulLlple daLa seLs
lncludlng Leacher evaluaLlons
Lo lnform a formal reLenLlon
sLraLegy LhaL creaLes
opporLunlLles for growLh and
developmenL lncludlng
ldenLlfles effecLlve Leachers and
moves Lhem lnLo leadershlp
roles, lmplemenLs a formal
reLenLlon sLraLegy LhaL
recognlzes effecLlve sLaff
Lhrough performance evaluaLlon
lmplemenLs a formal
reLenLlon sLraLegy
LhaL uses Leacher
evaluaLlons Lo
deLermlne whlch
Leachers wlll be
Pas no clear reLenLlon plan ln
place

! 8eLenLlon of Leachers and recommendaLlons for leadershlp are
parLly deLermlned on Lhe basls of demonsLraLed effecLlveness as
measured by sLudenL learnlng [observaLlon and arLlfacLs: school
reLenLlon daLa, new sLaff supporLs, sLaff cllmaLe survey, and exlL
lnLervlew daLa]
!""!#$%&'$'() +!# )$,++ $!
,))%-( ,..'$'!&,/ /(,.(#)0'"
#!/()
,&. 1'2() #($(&$'!& !++(#) 3,)(.
!& (++(4$'2(&())
1'2(& #($(&$'!&
!++(#)5 !2(#$'-(
$#,46) #($(&$'!& #,$()
! 7'10 "(#4(&$,1( !+ $(,40(#) #,$(. (++(4$'2( )$,8 '& $0( )40!!/
9!3)(#2,$'!& ,&. ,#$'+,4$): )40!!/ #($(&$'!& .,$,5 &(; )$,++
)%""!#$)5 )$,++ 4/'-,$( )%#2(85 ,&. (<'$ '&$(#2'(; .,$,=
!" $%&'(&)!* )+! !,,!-).%!/!** 0, )!&-+./1 &/2 +0'2* ./2.%.2(&' )!&-+!3* &--0(/)&4'! ,03 5!!)./1 )+!.3 10&'* 46 -0/2(-)./1 ,3!7(!/) ,035&' &/2 ./,035&' 04*!3%&).0/* ./ 032!3 )0 830%.2! ).5!'69
:3.))!/ ,!!24&-; 0/ ./*)3(-).0/9 83!8&3&).0/ &/2 -'&**3005 !/%.30/5!/) &* 8&3) 0, )+! 2.*)3.-) )!&-+!3 &883&.*&' *6*)!5"
>3)(#2()
?$,++ ,&.
@'2()
A((.3,46
B&)%#() $0,$ )8)$(-) +!#
!3)(#2,$'!&) !44%# -%/$'"/(
$'-() , 8(,# ;'$0 )$,++ 1($$'&1
#(1%/,#5 4!&)')$(&$5 ,&.
,4$'!&,3/( +((.3,46 $0,$ ')
)"(4'+'4 $! (,40 '&.'2'.%,/C)
.(2(/!"-(&$ "/,& +#!-
-%/$'"/( !3)(#2(#)
D#!2'.() +#(E%(&$ ,&. #(1%/,#
!3)(#2,$'!&) ,&. ,4$'!&,3/(
+((.3,46 ,&.F!# 0,) )8)$(-) '&
"/,4( )! $0,$ )$,++ #(4('2( )"(4'+'4
+((.3,46 +#!- -%/$'"/( !3)(#2(#)
G.0(#() $! ,&.
4!-"/($() #(E%'#(.
!3)(#2,$'!&)5 3%$
.!() &!$
.'++(#(&$',$(
+#(E%(&48 !+
!3)(#2,$'!& !#
+((.3,46 3,)(. !&
$(,40(# )6'// ,&.F!#
&((.
>3)(#2,$'!&) ,#( '&+#(E%(&$ ,&.
'&4!&)')$(&$H +((.3,46 ') 2,1%(
,&. 1(&(#,/
! >3)(#2,$'!& "#!$!4!/F"#,4$'4( '&4/%.() &!$ !&/8 4!&)')$(&$ )40!!/I
;'.( (<"(4$,$'!&) 3%$ '&.'2'.%,/ $(,40(# .(2(/!"-(&$ ,#(,) ,&.
)$%.8 !+ )"(4'+'4 )$%.(&$ )%3I1#!%") ,) '.(&$'+'(. 38 .,$,
9!3)(#2,$'!& ,&. ,#$'+,4$): )40(.%/( !+ $(,40(# !3)(#2,$'!& ,&.
+((.3,46 -(($'&1)H ;#'$$(& $(,40(# (2,/%,$'!&)5 ,&. $(,40(# 1!,/
)($$'&1 ;!#6)0(($)=
! J(,40(#) #(4('2( +#(E%(&$ !3)(#2,$'!&) ,&. ,4$'!&,3/( +((.3,46
9!3)(#2,$'!& ,&. ,#$'+,4$): 4/,))#!!- !3)(#2,$'!&)5 !3)(#2,$'!&
#(4!#.)5 $(,40(# 1!,/ )($$'&1 ;!#6)0(($) ,&. ;#'$$(& +((.3,46=
B2,/%,$()
?$,++
K!-"/($() ,// ,)"(4$) !+ ,
#'1!#!%) (2,/%,$'!& "#!4())
$0,$ '&4/%.() 1!,/ )($$'&15 -'.I
8(,# +!#-,$'2( ,&. )%--,$'2(
#,$'&1) 3,)(. !& !3)(#2,$'!&)
,&. -%/$'"/( -($#'4) !+
)$%.(&$ #()%/$)H (&)%#() $0,$
(2,/%,$'!& "#!4())() ,#( 4/(,#
,&. $#,&)",#(&$ $! ,// )$,++ ,&.
'&4/%.() ,))())-(&$ !+ )$%.(&$
!%$4!-()5 /(,#&'&1
(&2'#!&-(&$5 E%,/'$8 !+
'&)$#%4$'!& ,&. "/,&&'&1 ,&.
"#(",#,$'!&
L-"/(-(&$) , 1!,/ )($$'&1
"#!4())5 -'.I8(,# +!#-,$'2( ,&.
)%--,$'2( #,$'&1) 3,)(. !&
!3)(#2,$'!&) ,&. )$%.(&$
!%$4!-( #()%/$)H 4!--%&'4,$()
4/(,# ,&. $#,&)",#(&$ (2,/%,$'!&
"#!4())()
G$$(-"$) $!
'-"/(-(&$ ,&.
4!--%&'4,$( , 4/(,#
(2,/%,$'!& "#!4())
$0,$ '&4/%.() /'-'$(.
!3)(#2,$'!& ,&.
)$%.(&$ !%$4!-(
.,$,
M!() &!$ 0,2( , 4/(,# !#
4!&)')$(&$ (2,/%,$'!& "#!4())()H
.!() &!$ 4!-"/($( (2,/%,$'!&

! D(#+!#-,&4( (<"(4$,$'!&) ,#( 4/(,# ,&. ,/'1&(. ;'$0 .')$#'4$C)
"!/'4'()5 $0( )40!!/ -'))'!& ,&. )40!!/ ;'.( (<"(4$,$'!&)
9!3)(#2,$'!& ,&. ,#$'+,4$): ;#'$$(& $(,40(# (2,/%,$'!&) ,/'1&(. $!
)$%.(&$ ,40'(2(-(&$ 1!,/)5 '-"#!2(-(&$ "/,&) +!# %&.(#
"(#+!#-'&1 )$,++=
! N'1!#!%) 4!-"/($'!& !+ $0( +%// (2,/%,$'!& "#!4()) ') 4!-"/($(. +!#
(2(#8 $(,40(# 9!3)(#2,$'!& ,&. ,#$'+,4$): (2,/%,$'!& .!4%-(&$,$'!&
,&. 4!&)')$(&48 3($;((& "#,4$'4( #,$'&1) ,&. )$%.(&$ !%$4!-()
!2(# $'-(=
," $/*(3!* )+! )3&././19 2!%!'085!/)9 &/2 *(8803) ,03 +.1+<8!3,035./1 ./*)3(-).0/&' )!&-+!3 )!&5* )0 *(8803) &2(') '!&3/./1 &/2 2!%!'085!/) )0 &2%&/-! *)(2!/) '!&3/./1 &/2 8!3,035&/-!
M(2(/!") ,&
L&)$#%4$'!&,/
J(,-
L-"/(-(&$) , )$#,$(18 $! 3%'/.
$0( 4,",4'$8 !+ $(,40(# $(,-)
$! /(,. (++(4$'2( -(($'&1)
+!4%)(. !& )$%.(&$ /(,#&'&1
.,$, ,&. )$%.(&$ ;!#6
B&)%#() $0,$ (++(4$'2( $(,40(#
$(,-) %)( )$%.(&$ /(,#&'&1 .,$,
,&. )$%.(&$ ;!#6 $! ,.2,&4(
)$%.(&$ !%$4!-()
L&$#!.%4() 4!--!&
$(,- )$#%4$%#() ,&.
(<"(4$,$'!&) +!#
$(,40(# $(,-)
M!() &!$ 4#(,$( 4!&)')$(&$
$(,40(# $(,- )$#%4$%#()
! ?$#%4$%#() ,#( ()$,3/')0(. +!# O!3I(-3(..(. 4!//,3!#,$'2( /(,#&'&1
9!3)(#2,$'!& ,&. ,#$'+,4$): "#!+())'!&,/ /(,#&'&1 4!--%&'$'()5
4!--!& "/,&&'&1 $'-(5 "#!$!4!/) +!# (<,-'&,$'!& !+ "#,4$'4(
.()'1&(. $! 1%'.( 4!//,3!#,$'!&=
! L&)$#%4$'!&,/ $(,-) )%""!#$ ,.%/$ /(,#&'&1 ,&. )$%.(&$ ,40'(2(-(&$
9!3)(#2,$'!& ,&. ,#$'+,4$): $(,40(# $(,- 4!&2(#),$'!&) ,3!%$
+!#-,$'2( )$%.(&$ .,$,5 $(,40(# $(,- -(($'&1) ,3!%$ '&)$#%4$'!&,/
)$#,$(1'()5 '&)$#%4$'!&,/ 4!&)')$(&485 '&)$#%4$'!&,/ .(2(/!"-(&$ !+
)$,++5 3%'/.'&1 )$,++ .(2(/!"-(&$5 (2,/%,$'!& .,$,=
1" =(8803)* )+! *6*)!5 ,03 830%.2./1 2&)&<23.%!/ 830,!**.0/&' 2!%!'085!/) &/2 *+&3./1 0, !,,!-).%! 83&-).-! 46 )+0(1+),(''6 830%.2./1 &/2 830)!-)./1 *)&,, ).5! ./)!/).0/&''6 &''0-&)!2 ,03 )+.*
8(380*!
L-"/(-(&$)
D#!+())'!&,/
P(,#&'&1
L-"/(-(&$) , O!3I(-3(..(.
"#!+())'!&,/ /(,#&'&1 )8)$(-
+!# 4!&)')$(&$ )%""!#$5
.(2(/!"-(&$5 4!,40'&15 ,&.
"((# /(,#&'&1 !""!#$%&'$'()H
,//!4,$() #(1%/,# $'-( +!#
K#(,$() -%/$'"/( )$#%4$%#() +!#
$(,40(# /(,#&'&1 '&4/%.'&1 /,#1(
1#!%" "#!+())'!&,/ .(2(/!"-(&$5
1#,.( /(2(/ ,&. 4!&$(&$ $(,-
)"(4'+'4 .(2(/!"-(&$H "#!$(4$)
)$,++ $'-( +!# .(2(/!"-(&$
N(/'() !& ;0!/(
1#!%" .(2(/!"-(&$
)())'!&) '&4/%.'&1
$#,'&'&1) !& 0!;
.,$, )0!%/. 3( %)(.5
;'$0 )!-( )"(4'+'4
M!() &!$ !++(# "#!+())'!&,/
.(2(/!"-(&$ ,&. )%""!#$ $0,$ ')
$'-(/85 #(/(2,&$ !# .'++(#(&$',$(.
! J(,40(#I.#'2(& "#!+())'!&,/ .(2(/!"-(&$ +!4%)() !& )$%.(&$
/(,#&'&1 40,//(&1() ,&. "#!1#()) $!;,#. )$%.(&$ ,40'(2(-(&$ 1!,/)
9!3)(#2,$'!& ,&. ,#$'+,4$): $(,40(# $(,- -(($'&1)5 3%'/.'&1 )$,++
.(2(/!"-(&$ "/,&5 ,&. "((# 2')'$,$'!&)=
! ?$,++ .(2(/!" , 3#!,. #("(#$!'#( !+ '&)$#%4$'!&,/ )$#,$(1'() $0,$ $0(8
whole group and lndlvldual
sLaff developmenL and
learnlng opporLunlLles
opporLunlLles supporLs reference ln Lhelr lesson plans [observaLlon and arLlfacLs: sLaff
lesson plans, Leacher observaLlons, walkLhroughs and evaluaLlons
and lnsLrucLlonal sLraLegy professlonal developmenL sesslon plan]
! SLrucLures are esLabllshed for [ob-embedded collaboraLlve learnlng
[observaLlon and arLlfacLs: professlonal learnlng communlLles,
common plannlng Llme, proLocols for examlnaLlon of pracLlce
deslgned Lo gulde collaboraLlon]
"# $%&'()*+ ,(+-./)-01('2 3*)"(12145 60-"0( -"* 2*'.(0(4 *(&0.1(7*(-
ÞromoLlng
CrowLh of
1echnology
AcLlvely supporLs Lhe
lmplemenLaLlon of Lechnology
Lo enhance sLudenL growLh
undersLands and encourages
lmplemenLaLlon of Lechnology Lo
enhance sLudenL growLh
uemonsLraLes
llmlLed knowledge of
lnsLrucLlonal
Lechnology and lLs
promoLlon of
learnlng
uoes noL supporL Lhe use of
lnsLrucLlonal Lechnology wlLhln
Lhe learnlng envlronmenL
!
!
A culLure and expecLaLlon of employlng a creaLlve use of Lechnology
wlLhln Lhe school.
!
vlslble lncluslon of dlglLal-age Lools uLlllzed ln a varleLy of Lypes of
classrooms and learnlng envlronmenLs.
!
SLudenL engagemenL ls enhanced because of lnLegraLlon of dlglLal-age
Lools ln Lhe classrooms and school envlronmenL
lmplemenLs and evaluaLes Lechnologlcal resources and appllcable
uLlllzaLlons.

























!"# %&!'(!)* +)( ,+!)-+!)!)* ./''+%/0+-!"1 01'+-!/)23!425-67 89:;<:8=> <97=?7@ = <A>>=BA9=?:C7 @<6AA> <ADDE;:?F
G6797 ?67 @<6AA> @?=HH H=D:>:7@I =;J <ADDE;:?F :;?79=<? 97KE>=9>F =;J @6=97 AG;79@6:8 HA9 ?67 @E<<7@@ AH ?67 @<6AA>#

1>7D7;? (:@?:;KE:@67J 49AH:<:7;? %=@:< &;@=?:@H=<?A9F 1L=D8>7@ AH 1C:J7;<7
=# .97=?7@I J7C7>A8@ =;J @E@?=:;@ 97>=?:A;@6:8@ ?6=? 97@E>? :; =<?:C7 @?EJ7;? 7;K=K7D7;? :; ?67 >7=9;:;K 89A<7@@
8ullds Cn-
golng
8elaLlonshlps
uevelops school-wlde capaclLy
Lo esLabllsh LrusLlng
relaLlonshlps and supporLs
poslLlve relaLlonshlps among
and beLween all sLakeholder
groups
Lnhances and malnLalns LrusLlng
relaLlonshlps among and beLween
a varleLy of sLakeholder groups
ArLlculaLes a bellef
LhaL bulldlng and
malnLalnlng
relaLlonshlps are
lmporLanL, buL may
noL be able Lo
successfully esLabllsh
or enhance
relaLlonshlps
uoes noL develop poslLlve
relaLlonshlps and/or undermlnes
poslLlve relaLlonshlps LhaL exlsL
! Þrocesses are ln place Lo ensure mulLlple opporLunlLles for school
sLaff Lo meeL, lnLeracL and work wlLh famllles and members of Lhe
communlLy [observaLlons and arLlfacLs: bulldlng cllmaLe survey
resulLs, communlLy and unlverslLy parLnershlps]
! SLaff and communlLy members reporL are poslLlve relaLlonshlps wlLh
Lhe prlnclpals and oLher members of Lhe school [observaLlons and
arLlfacLs: school cllmaLe survey]
B# &?:>:M7@ D7=;:;KHE> H77JB=<N AH @?EJ7;?@I @?=HHI H=D:>:7@I =;J <ADDE;:?F :; ?67 7C=>E=?:A; AH @<6AA> 89AK9=D@ =;J 8A>:<:7@
lncludes
MulLlple
volces and
ÞerspecLlve
lncorporaLes many dlfferenL
perspecLlves and encourages
dlssenLlng volces Lo galn new
perspecLlves and Lo lmprove Lhe
school's lnsLrucLlonal program
lncorporaLes dlfferenL
perspecLlves lnLo declslons and
creaLes forums Lo hear mulLlple
and dlssenLlng vlew polnLs
Asks for feedback
Lo a developed
plan, buL does noL
seek lnpuL when
developlng Lhe
plan from
mulLlple volces
ls dlsrespecLful and/or excludes
volces from communlLy forums Lo
dlscuss school performance
! CommunlLy leaders and school sysLem managers are acLlve parLners
ln Lhe leader's declslon maklng process [observaLlons and arLlfacLs:
parenL advlsory agendas and mlnuLes, school leadershlp Leam
lncludes parenLs or communlLy members, Llmes and locaLlons for all
meeLlngs are known, school-wlde open door pollcy]
<# 49A=<?:C7>F 7;K=K7@ H=D:>:7@ =;J <ADDE;:?:7@ :; @E88A9?:;K ?67:9 <6:>JO@ >7=9;:;K =;J ?67 @<6AA>@ >7=9;:;K KA=>@
Lngages
lamllles
ConLlnuously creaLes Lwo-way llnks
beLween famlly presence ln Lhe
school envlronmenL and Lhe
lnsLrucLlonal program
8especLfully lnforms famllles of
learnlng expecLaLlons and
speclflc ways Lhey can supporL
Lhelr chlldren's learnlng
Shares Lhe school
values wlLh
famllles and wlLh
Lhe communlLy
uoes noL make Llme Lo meeL wlLh
famllles and ls openly
dlsrespecLful or dlsmlsslve of Lhe
role of famllles
! lamllles are lncluded and lnvesLed ln Lhe school communlLy
[observaLlons and arLlfacLs: parenL engagemenL and survey daLa,
Þ1C/Þ1A meeLlng aLLendance, sLudenL progress reporLs, parenL
access Lo grades, and parenL ouLreach sLraLegy]
! lamllles are aware of learnlng expecLaLlons and sLraLegles Lo
supporL sLudenL learnlng ouLslde Lhe school day [observaLlons and
arLlfacLs: parenL engagemenL and survey daLa, Þ1C/Þ1A meeLlng
aLLendance, sLudenL progress reporLs, parenL access Lo grades, and
parenL ouLreach sLraLegy]
J# (7DA;@?9=?7@ =; E;J79@?=;J:;K AH ?67 <6=;K7 89A<7@@ =;J E@7@ >7=J79@6:8 =;J H=<:>:?=?:A; @N:>>@ ?A D=;=K7 :? 7HH7<?:C7>F
8ullds
CapaclLy Lo
Manage
Change
CreaLes space for sLaff, sLudenLs,
and famllles Lo share feellngs
abouL change and supporLs Lhe
communlLy whlle descrlblng Lhe
posslblllLles presenL ln Lhe fuLure,
malnLalns focus on meeLlng school
goals when Lrylng Lo confronL and
supporL sLaff ln challenglng values,
bellefs, assumpLlons, and/or hablLs
of behavlor LhaL may noL maLch
ulrecLly addresses and helps
sLakeholders undersLand LhaL
change may ralse quesLlons,
doubL, and feellngs and
poslLlvely supporLs sLaff as Lhey
face challenges, balances Lhe
need Lo make change wlLhln Lhe
school qulckly whlle supporLlng
Lhe sLaff's ablllLy Lo learn and
develop new skllls
ArLlculaLes LhaL
change wlll ralse
emoLlons and
aLLempLs Lo sup-
porL sLaff, buL
does noL
effecLlvely
manage all needs,
sLruggles Lo
remaln focused
on school goals
uoes noL recognlze Lhe role LhaL
Lhe change process wlll have on
Lhe school communlLy, does noL
supporL sLaff ln changlng sLaff
values, bellefs, assumpLlons,
and/or hablLs of behavlor LhaL
may noL maLch Lhe school vlslon
! SLaff are supporLed Lhrough Lhe change process [observaLlons and
arLlfacLs: professlonal developmenL on Lhe research on change]
! School lmprovemenL ouLllnes mulLlple LacLlcs and sLraLegles and can
be adapLed Lo reach ldenLlfled goals [observaLlons and arLlfacLs: Lhe
School lmprovemenL Þlan, formaLlve and summaLlve evaluaLlon
daLa]
!"# %&"''( )*%*'+ ,"#+ !-.*+/ !'
&'+0-'+! 1+2
%344'-! %!100 *+
&"1((#+/*+/
)1(3#%5 6#(*#0%5
1%%374!*'+%5
1+28'- "16*!% '0
6#"1)*'- !"1! 71.
+'! 71!&" !"#
%&"''( )*%*'+
9#7'+%!-1!#%
:#-%'+1(
;#%'()# 1+2
;#%4'+%# !'
<"1((#+/#%
='&3%#% 1(( &'+)#-%1!*'+%5
*+*!*1!*)#% 1+2 4(1+% '+ *74-')*+/
%!32#+! 1&"*#)#7#+! 1+2 *%
-#(#+!(#%% *+ 43%"*+/ %!100 !'
71*+!1*+ 1+2 *74-')# !"#*- 0'&3%
'+ %!32#+! '3!&'7#%> 3%#% #)#-.
&"1((#+/# 1% 1+ '44'-!3+*!. !'
(#1-+ 1+2 2#)#('4 !"#7%#()#% 1+2
!"#*- %!100
9#7'+%!-1!#% 4#-%'+1( -#%'()#
1+2 71*+!1*+% %!100 0'&3% '+
%!32#+! 1&"*#)#7#+! /'1(% 1+2
2#7'+%!-1!#% 4#-%*%!#+&# 0'-
!"# %!100 *+ !"# 01&# '0
&"1((#+/#%
?'7#!*7#%
2#7'+%!-1!#%
-#%'()#5 63! 71.
('%# 0'&3% '-
71@# &'+&#%%*'+%
'+ %!32#+!
1&"*#)#7#+!
/'1(% *+ !"# 01&#
'0 4#-%*%!#+!
&"1((#+/#%
9'#% +'! 2#7'+%!-1!# 4#-%'+1(
-#%'()# '- 71*+!1*+ %!100 0'&3% '+
%!32#+! 1&"*#)#7#+! /'1(% 1+2
2'#% +'! &'+%!-3&!*)#(. -#%4'+2
!' &"1((#+/#%
! :-'&#%%#% 1-# *+ 4(1&# !' *2#+!*0. 1+2 122-#%% &"1((#+/#% ,"#+ !"#.
1-*%# A'6%#-)1!*'+% 1+2 1-!*01&!%B %!100 0##261&@ %3-)#. 21!15 63*(2*+/
&(*71!# %3-)#.5 1+2 %34#-*+!#+21+! '6%#-)1!*'+C























!" $%&'()* +(,- (),%*.(,/ &)' 0.12%33(1)&$(345,67 89:;<:8=> ?@9AB ?:C6 C67 B<6@@> BC=DD =;E <@FFG;:CH C@ <97=C7 =
8@B:C:I7 <@;C7JC D@9 >7=9;:;K LH 7;BG9:;K 7MG:CHN DG>D:>>:;K 89@D7BB:@;=> 97B8@;B:L:>:C:7B ?:C6 6@;7BCH =;E :;C7K9:CHN =;E B79I:;K =B =
F@E7> D@9 C67 89@D7BB:@;=> L76=I:@9 @D @C679B"

%>7F7;C ':BC:;KG:B67E 09@D:<:7;C O=B:< P;B=C:BD=<C@9H %J=F8>7B @D %I:E7;<7
=" ,97=CB =>> 87@8>7 D=:9>HN 7MG:C=L>HN =;E ?:C6 E:K;:CH =;E 97B87<C" 09@C7<CB C67 9:K6CB =;E <@;D:E7;C:=>:CH @D BCGE7;CB =;E BC=DD
Models LqulLy
and ulgnlLy
uevelops sLrucLures, ouLreach and
Lralnlng Lo ensure LhaL sLaff
develop Lhe sklll seL Lo LreaL all
people equlLably and wlLh respecL
upholds Lhe foundaLlons of
muLual respecL for all
sLakeholders and meeLs all legal
requlremenLs for work
relaLlonshlps, Lakes swlfL
approprlaLe acLlons when
lnapproprlaLe conducL ls
reporLed or observed
MeeLs all legal requlremenLs for
work relaLlonshlps, Lakes llmlLed
acLlons when lnapproprlaLe
conducL ls reporLed or observed
uoes noL LreaL and/or
ensure LhaL all sLakehold-
ers are LreaLed
respecLfully and does noL
meeL all legal
requlremenLs for work
relaLlonshlps, does noL
Lake swlfL approprlaLe
acLlons when
lnapproprlaLe conducL ls
reporLed or observed
! All sLaff are LreaLed wlLh respecL and confllcLs are dealL
wlLh qulckly and efflclenLly [observaLlons and arLlfacLs:
confllcL resoluLlon proLocol, bulldlng sLaff developmenL
plan, dlsclpllnary reporL daLa]
L" '7F@;BC9=C7B 879B@;=> =;E 89@D7BB:@;=> BC=;E=9EB =;E <@;EG<C C6=C 7;6=;<7 C67 :F=K7 @D C67 B<6@@> =;E C67 7EG<=C:@;=> 89@D7BB:@;" 09@C7<CB C67 9:K6CB =;E <@;D:E7;C:=>:CH @D BCGE7;CB =;E BC=DD
ÞroLecLs 8lghLs
and
ConfldenLlallLy
1eaches all sLaff abouL lL8ÞA and
develops sysLems Lo ensure LhaL
on-golng Lralnlng and monlLorlng
occur
lollows lL8ÞA by malnLalnlng
sLudenL's prlvacy by keeplng
sLudenL level daLa and sLudenL
records and all lnformaLlon
dlrecLly relaLed Lo sLudenLs (e.g.
counsellng, menLal healLh
supporLs, and/or deLalls of Lhe
sLudenL's home llfe
confldenLlal)
lmplemenLs mosL parLs of lL8ÞA
ln a manner conslsLenL wlLh Lhe
law, learns from mlsLakes and uses
Lhem as a personal learnlng
opporLunlLy Lo lmprove pracLlce
uoes noL follow lL8ÞA
proLocols or pollcles Lo
malnLaln and proLecL
sLudenL prlvacy and does
noL address sLaff who do
noL follow lL8ÞA
! SLaff are aware of Lhe laws, pollcles, procedures and
guldellnes around sLudenL confldenLlallLy [observaLlons
and arLlfacLs: lL8ÞA Lralnlng, volunLeer and sLaff
confldenLlallLy sLaLemenLs, and parenL noLlflcaLlon of
rlghLs]
! Paients aie awaie of theii iights |obseivations anu
aitifacts: paient hanubook, piotocols foi shaiing IEP
minutesj
<" Q97=C7 =;E BG88@9CB = <>:F=C7 C6=C I=>G7BN =<<78CB =;E G;E79BC=;EB E:I79B:CH :; <G>CG97 =;E 8@:;C @D I:7?
8ecognlzes Lhe
SLrengLhs of a
ulverse
ÞopulaLlon
8ecognlzes and lnLegraLes Lhe
learnlng opporLunlLles LhaL come
from a dlverse communlLy
Lxamlnes and addresses any
school sLrucLures or school
pracLlces LhaL llmlL Lhe
parLlclpaLlon of groups of
sLudenLs and famllles
uemonsLraLes personal comforL
Lalklng abouL dlverslLy and culLure
and Lakes Lhe sLeps Lo develop a
personal sklll seL
uemonsLraLes llmlLed
awareness of Lhe lmpacL
of dlverslLy on sLudenL
learnlng
! School acLlvely creaLes opporLunlLles for all communlLy
members Lo supporL dlverse sLudenL needs [observaLlons
and arLlfacLs: professlonal learnlng acLlvlLles bulld
capaclLy of sLaff Lo supporL dlverse sLudenL needs]
! CpporLunlLles exlsL for sLudenLs Lo be ln dlverse seLLlngs
and Lo learn abouL dlverse culLures [observaLlons and
arLlfacLs: parLnershlps wlLh schools LhaL may have
dlfferenL populaLlons, lnLra-school conversaLlons for
sLudenLs Lo explore culLure and dlverslLy]
CreaLes a
CulLurally
8esponslveness
CllmaLe
!"#$#%& &($)) *" +%$,"*"# $"-
$.(*/" 0+$""*"# $,/1"- (2% (,%$(3
4%"( /) $"- &100/,(& )/, -*5%,&%
#,/10& *" $"- /1(&*-% (2% &.2//+
Þrovldes dlfferenLlaLed
professlonal developmenL Lo
Leachers and sLaff Lo lmprove
Lhelr undersLandlng of how
Lhelr own world vlews lnform
Lhelr lnLerpreLaLlon of Lhe world
and addresses and correcL
momenLs of culLural
lncompeLence
Þrovldes whole group undlf-
ferenLlaLed professlonal
developmenL abouL worklng ln
and supporLlng a dlverse
communlLy and aLLempLs Lo
address momenLs of culLural
lncompeLence
uoes noL address or
correcL lnLoleranL or
culLurally lncompeLenL
sLaLemenLs and does noL
creaLe an envlronmenL
LhaL supporLs all sLudenLs
! SLaff parLlclpaLe ln and lead learnlng experlences where
Lhey explore Lhelr personal assumpLlons and Lhelr
approach Lo dlverslLy [observaLlons and arLlfacLs: bulldlng
sLaff developmenL plan]
Lngages ln
Courageous
ConversaLlons
abouL ulverslLy
uevelops sLaff capaclLy Lo engage
ln courageous conversaLlons abouL
dlverslLy and culLure-and how
Lhey lmpacL sLudenL learnlng
8ullds Lhe school's and
communlLy's collecLlve capaclLy
by lnlLlaLlng dlrecL con-
versaLlons abouL culLure and
dlverslLy, and how Lhey lmpacL
sLudenL learnlng
AcLlvely seeks opporLunlLles Lo
engage ln courageous
conversaLlons abouL dlverslLy and
culLure
uoes noL engage ln
courageous conversaLlons
abouL blases or has llmlLed
sklll seL ln addresslng
blased language and
behavlors
! CommunlLy conversaLlons abouL culLure and dlverslLy
occur regularly [observaLlons and arLlfacLs: Þ1A/Þ1C
meeLlngs, professlonal learnlng conversaLlons Lo develop
sLaff capaclLy Lo lnlLlaLe conversaLlons abouL culLure and
dlverslLy]


























VI. CkLA1ING AND SUS1AINING A CUL1UkL CI nIGn LkÞLC1A1ICNS¬1he pr|nc|pa| works w|th staff and commun|ty to bu||d a cu|ture of h|gh expectat|ons
and asp|rat|ons for every student by sett|ng c|ear staff and student expectat|ons for pos|t|ve |earn|ng behav|ors and by focus|ng on students' soc|a|-emot|ona|
|earn|ng.

!"#$#%& ()*&)%+,)*-#. /012)3)#%& 45*)3 6%*5&)*253&107 !85$9"#* 12 !:).#%3#
a. 8u||ds a cu|ture of h|gh asp|rat|ons and ach|evement for every student
Llnks AsplraLlon
Lo College and
Career
CpporLunlLles
CreaLes sLrucLures and processes
Lo make expllclL llnks beLween
sLudenL asplraLlon, classes and
conLenL Lhey are learnlng ln
school and overall academlc
achlevemenL, creaLes
opporLunlLles for all sLudenLs Lo
learn abouL a range of careers so
LhaL Lhey can creaLe Lhelr own
personal vlslons and career
asplraLlons
Shapes Lhe envlronmenL Lo
make expllclL llnks beLween
sLudenL asplraLlon, classes and
conLenL Lhey are learnlng ln
school, creaLes sLrucLures LhaL
expose all sLudenLs Lo college
and career experlences,
connecLs asplraLlon Lo college
and career opporLunlLles
CreaLes a few dellberaLe rouLlnes
LhaL help sLudenLs connecL Lhelr
asplraLlons Lo classes and conLenL
Lhey are learnlng ln school
achlevemenL, provldes llmlLed
exposure Lo college and career
opporLunlLles
uoes noL help sLudenLs
llnk Lhelr asplraLlons Lo
classes and conLenL Lhey
are learnlng ln school,
does noL expose sLudenLs
Lo college or career
opporLunlLles
! CrowLh, noL [usL aLLalnmenL ls recognlzed [observaLlons
and arLlfacLs: parenL educaLlon programmlng on growLh
and aLLalnmenL]
! LffecLlve efforL ls acknowledged and celebraLed
[observaLlons and arLlfacLs: assemblles, communlLy
servlce programs, Leacher observaLlon and walkLhrough
daLa, sLudenL recognlLlon for efforL]
! SLudenLs and famllles engage ln rlch college-golng and
career access experlences [observaLlons and arLlfacLs:
college vlslLs, communlLy parLnershlps, [ob shadowlng,
lnLernshlp, fleld Lrlps, career day, famlly college and
career awareness programmlng, and career programs]
! SLudenLs communlcaLe Lhelr asplraLlons and can ldenLlfy
connecLlons Lo currenL learnlng goals [observaLlons and
arLlfacLs: sLudenL goal sheeLs]
uevelops a
SLudenL Coal
SeLLlng Þrocess
CreaLes sysLems for sLudenLs Lo
develop goals, creaLe a plan on
how Lhey wlll reach Lhelr goals,
benchmarks Lo Lrack Lhelr
progress, and Leaches sLudenLs
how Lo adapL Lhelr goals and
plans as necessary, creaLes
sysLems for sharlng goals and
learnlng
lmplemenLs a sysLem where
sLudenLs creaLe shorL and long
Lerm goals, ensures LhaL
sLudenLs revlew goals aL Lhe end
of Lhe year, buL may noL ensure
LhaL goals are adapLed and
ad[usLed LhroughouL Lhe year
lnLroduces formal goal seLLlng
process where sLudenLs ldenLlfy
goals and creaLe a plan on how
Lhey wlll reach Lhelr goals
uoes noL creaLe or supporL
goal seLLlng sLrucLures for
sLudenLs
!SLudenLs Lrack Lhelr own progress [observaLlons and
arLlfacLs: sLudenL porLfollos, evldence of sLudenLs
Lracklng Lhelr own progress, and sLudenL surveys]
b. kequ|res staff and students to demonstrate cons|stent va|ues and pos|t|ve behav|ors a||gned to the schoo|'s v|s|on and m|ss|on
1ranslaLes Lhe
School values
lnLo Speclflc
8ehavlors
1ranslaLes Lhe school values lnLo
speclflc age-approprlaLe
behavlors and ensures LhaL all
sLaff and sLudenLs learn Lhe
expecLed behavlors, bullds sLaff
and sLudenL capaclLy Lo dellver
clear and conslsLenL messaglng
abouL Lhe values and behavlors Lo
all sLakeholders
1ranslaLes Lhe school values lnLo
speclflc behavlors and ensures
LhaL all sLaff and sLudenLs learn
Lhe expecLed behavlors, ensures
sLaff dellver clear and conslsLenL
messaglng abouL LhaL values
and behavlors Lo sLudenLs
ALLempLs Lo LranslaLe Lhe school
values lnLo speclflc behavlors buL ls
lnconslsLenL ln ensurlng LhaL all
sLudenLs learn expecLed behavlors
uoes noL make values or
behavloral expecLaLlons
clear Lo sLaff or sLudenLs
! values and behavlors are referenced ln dally school
sLrucLures: [observaLlons and arLlfacLs: School
lmprovemenL Þlan, Þ8lS bulldlng plan, code of conducL,
parenL/sLudenL handbook, and referral logs - dlsclpllne,
Lardles, absences]
!

A sysLem of poslLlve and negaLlve consequences ls
conslsLenL wlLh Lhe school values (wlLh age approprlaLe
dlfferenLlaLlon) across classrooms, grades and conLenL
areas [observaLlons and arLlfacLs: Þ8lS plan for bulldlng,
code of conducL, parenL/sLudenL handbook, referral logs
- dlsclpllne, Lardles, absences]
! WrlLLen values and bellefs reflecL hlgh expecLaLlons for
all sLudenLs [observaLlons and arLlfacLs: school level and
grade level goals]
uevelops a
Code of
ConducL
lmplemenLs Lracklng sysLems Lo
assess how well lndlvldual
sLudenLs and sLudenL cohorL
groups meeL conducL
expecLaLlons and values, uses
mulLlple forms of sLudenL daLa Lo
monlLor and revlse Lhe code of
conducL and ldenLlfy benchmarks
and mllesLones Lo gauge and
measure adopLlon of behavlors
uevelops clear expecLaLlons for
sLudenL conducL based on Lhe
school values and bellefs and
ldenLlfles clear poslLlve and
negaLlve consequences, ensures
LhaL every adulL undersLands
Lhelr role ln lmplemenLlng boLh
poslLlve and negaLlve
consequences and LhaL
consequences are conslsLenLly
lmplemenLed
uevelops componenLs of an
effecLlve sysLem of conducL for
sLaff and sLudenLs and bullds sLaff
agreemenL on Lhe Lypes of sLudenL
acLlons LhaL are conslsLenL wlLh
school value and behavlors,
creaLes conslsLenL responses and
consequences for sLudenLs who
have had behavloral lnfracLlons ln
Lhe pasL
1oleraLes dlsclpllne vlola-
Llons and enforces code of
conducL lnconslsLenLly
! School-wlde code of conducL allgned wlLh dlsLrlcL and
school prlorlLles ls ln place [observaLlons and arLlfacLs:
conslsLenL code of conducL across classrooms, daLa on
aLLendance, Lardles, and offlce referrals, analysls of
sLudenLs mosL frequenLly referred]
! Code of conducL ls conslsLenLly lmplemenLed across all
classrooms [observaLlons and arLlfacLs: poslLlve
recognlLlon of sLudenLs and sLaff who conslsLenLly
demonsLraLe poslLlve behavlors
c. Leads a schoo| cu|ture and env|ronment that successfu||y deve|ops the fu|| range of students' |earn|ng capac|t|es-academ|c, creat|ve, soc|a|-emot|ona|, behav|ora| and phys|ca|
CreaLes a
CulLure LhaL
SupporLs Soclal
LmoLlonal
Learnlng
8ullds Lhe capaclLy of adulLs Lo
use and Lraln oLhers on Lhe flve
llllnols Soclal-LmoLlonal Learnlng
CompeLencles (self-awareness,
self- managemenL, soclal
awareness, relaLlonshlps skllls
and responslble declslon maklng),
uses a varleLy of assessmenLs Lo
gauge Lhe SLL skllls of sLudenLs
and uses LhaL daLa Lo develop
addlLlonal currlculum and
supporLs, bullds Lhe capaclLy of
all adulLs Lo supporL Lhe poslLlve
growLh of sLudenL emoLlonal
skllls
1ralns adulLs on how Lo supporL
poslLlve sLudenL growLh Lhrough
Lhe developmenL of Lhe llllnols
Soclal- LmoLlonal Learnlng
CompeLencles (self- awareness,
self-managemenL, soclal
awareness, relaLlonshlps skllls
and responslble declslon
maklng), uses a varleLy of
assessmenLs Lo gauge Lhe SLL
skllls of sLudenLs and uses LhaL
daLa Lo develop addlLlonal
currlculum and supporLs
Shares Lhe llllnols Soclal-LmoLlonal
Learnlng CompeLencles (self-
awareness, self-managemenL,
soclal awareness, relaLlonshlps
skllls and responslble declslon
maklng), uses a llmlLed amounL of
Lools and assessmenLs Lo gauge
Lhe SLL skllls of sLudenLs
uoes noL share or
lmplemenL Lhe llllnols
Soclal-LmoLlons Learnlng
CompeLencles, does noL
assess sLudenL SLL skllls
and does noL supporL Lhe
developmenL of SLL skllls
! AdulLs supporL SLL sklll developmenL [observaLlons and
arLlfacLs: referral daLa, sLudenL survey]
! SLudenLs demonsLraLe an lncrease ln SLL skllls
[observaLlons and arLlfacLs: sLudenL referral daLa and
poslLlve relaLlonshlp]
! ApproprlaLe soclo-emoLlonal supporLs are provlded Lo all
sLudenLs [observaLlons and arLlfacLs: 8ulldlng sLaff
developmenL plan, Leacher Lralnlng on SLL, and
observaLlon and walkLhrough daLa]
! Core componenLs of soclal, emoLlonal, behavloral
supporLs are ln place Lo supporL sLudenL learnlng
[observaLlons and arLlfacLs: Leacher lesson plans, sLudenL
survey daLa, poslLlve peer, famlly, and work
relaLlonshlps]
CreaLes a
CulLure LhaL
SupporLs
LffecLlve LfforL
CreaLes sLrucLures LhaL supporL
Lhe developmenL of effecLlve
efforL skllls for every sLudenL
(Leamwork, sLudy skllls,
organlzaLlon, Llme managemenL,
reslllency, valulng mlsLakes,
seeklng asslsLance, perslsLence),
lncorporaLes effecLlve efforL lnLo
every aspecL of Lhe school culLure
1ralns adulLs Lo supporL Lhe
developmenL of effecLlve efforL
skllls (Leamwork, sLudy skllls,
organlzaLlon, Llme
managemenL, reslllency, valulng
mlsLakes, seeklng asslsLance,
perslsLence) for every sLudenL
lnLroduces Lhe concepL of effecLlve
efforL skllls (Leamwork, sLudy skllls,
organlzaLlon, Llme managemenL,
reslllency, valulng mlsLakes,
seeklng asslsLance, perslsLence),
provldes llmlLed developmenL for
sLaff on how Lo bulld sLudenLs'
effecLlve efforL skllls
uoes noL lnLroduce or
supporL Lhe developmenL
of effecLlve efforL skllls,
does noL recognlze Lhe
role of efforL ln lmprovlng
sLudenL achlevemenL
! LffecLlve efforL ls acknowledged and celebraLed
[observaLlons and arLlfacLs: assemblles, communlLy
servlce programs, Leacher observaLlon and walkLhrough
daLa, sLudenL recognlLlon for efforL]
! SLudenLs descrlbe and demonsLraLe effecLlve efforL
behavlors and bellefs across classrooms [observaLlons
and arLlfacLs: communlcaLlon servlce and sLudenL work]
! #$$%&'%( )*+,'+-.&/* 01.&2.+2( ,'+ 0/3''$ 4*.2*+( ! 5*6*$'7*2 89 :*; 4*.2*+( ,'+ :*; 0/3''$( < #0=>

Sign up to vote on this title
UsefulNot useful

Master Your Semester with Scribd & The New York Times

Special offer for students: Only $4.99/month.

Master Your Semester with a Special Offer from Scribd & The New York Times

Cancel anytime.