CCPS Leadership Framework Indicator Rubrics Domain 1: Leading the Vision Lenders re ftrefozsd and can communica shared vision tht provides members wi conpeling purpose or mission other work, The vison Becomes he diving ore fo productive and meaning change ‘UNSATIFACTORY. BASIC | _—_- PROFICIENT ‘DISTINGUISHED. “writen vision doe ot exist. | A von exns however ti not | The we vison a] decisions suecesrina diverse and global | community that reflects the cenmanity ‘lgest standards for excellence td sehisverent “The vison commaniaad oy | The viion le communicated byte | Staffcomest iasmucion and | and ‘he principal but not eieulated | pencil and erased by staff | devison making the vision | The sebool community by tTmenbers otter lite connection | on regular basis fetvely involved ia sappoting Instrustional decisions end proces the tea’ vision “Theres minimal evidence of | Danae shared md wed wi) | Datawe wedio ln ared [and iv the vison | dats wsed to support the vison, | limited connections mede othe | commimea! for he succes of | Dat ar sed to promote ‘monk progres. sod set achove the vsion. "Tre sna evidence that” AT ines, resource allcains | All decisions ensue the oy econ regarding resources suport te vision, bt the Staepelloaton of resources | Fesdback und dia wre wed 0 fealgnedtotbevision | eligumenttathe visio not | tneuding budget, sag, | assess the succes of fundingalas, copii, wad) Thre minimal evideoe of] Sates and waar Thdivihals we owing at ‘albrate the secomplisiments of | recngntion for stents ad | someiesveogninnd for | recone far I postive cute of ‘Soden and salt raeusaccomplishneats | sccompliahmentsbaredoa_|celtbration and high ‘which may ormay ote | exublshed eerla ‘expectation i evident in dally ‘based on estblbed ere betavions Domain 3: Aligiing the Curricilam ‘Lenders are commited fo ensuring equal sces forall students othe guaranteed and ible carum. They ae eens ian fot to maximize ning opportunites forever sient INDICATOR UNSATISFACTORY BASIC _ PROFICIENT DISTINGUISHED A Monitor aligineat of | There is minimal evidence af | Curiam, istrocton, and | Curiculum,lsiructon, nd | and ‘rica insta, and | alignmeatamoogcuricalum, | assesment ae aliged in some | esesarents ae eligoed with | The principal ba broad Sscsment lnsvction and asesiment and | areas bt aot al, Theres some | CCPS curiculum wit ongoing | understanding ofall conteat line evidence of collaboration | collabeation wih content| collaboration with eunicuum | areas andthe relationship to it content supervisor Superior ‘sipervisor, tach other 'B. Tae wd mites | Toes nial evidence of | Conversion’ about cancun | Regular a orp ‘agoing conversations with | euricuum based ‘cer occasionally orf Conventions ae hel witha | Golaortve cavertions teaches tense the ‘conventions decd fnong aches tat promae | promote tansdxiplinry {plementation of curisln {he implementation of Ararningopporanites or standards nto daly aseuction cream standards iat dally | students : €, Promeies soni hat | Tasrcion shows wlll | Taran owe evideace of Insiucion sows vHenee of | a joorous, perposful ad | evidence of rigorous, eogaging. | rigorous coping oh igor engsging. sd iascton a high levels of ‘engaging ad ences stident | and purposeful mehodolopes. | purpossfil mehodcogis in| purpsefl methodologies inal | rig prodces consistently high ‘chieverest Some classrooms. cleans levels ofrtadent achievement 'B. Develop procedure, | Proce, rons or ‘Soa, bar natal proved, | Seustures and programe a | and outs ead strates to | srucres we not linked to | routines, or structures are | periodically reviewed and | New and inovaive structures ensue shden achievement | ude achievement established to suppor stadem | ndjusted to support high levels or pograns that result Achievers ofstudent atlevement Inprovedsadet achievers see continuously developed, piled, and inplemented.Domain 4 Improving Instruction Leaders st high expectations fr eaching and leerng. They wse the observation sod evaaton process to communes tnd reinforce their expectations for tacher evtrmarce INDICATOR | UNSATISFACTORY. Basic |) PROMICIENT. |)‘ DISTINGUISHED” ase payor ‘Obras are aot ‘bservatosare competed | Quy edbuck provided | and hocvaton oftachesto | conducted as requed sequel bt oe ee Ging observation process Observations are sed to make {nprove smcsonalpreties ‘mening nda roves acer withthe | formed decisions ide jpn oinrove sle-based profesional Insveoalpatice fevlopnent aia dato Tae inal ot] Foe wd samatve | Forive snd manne [a ‘upp sir inprove formative aod eummatve da |isclleted and ely etd eaiyar, nd ed | laches are empowered ‘soon inven ttarimpowsinseacion. | hore imtedpacatonto | guide fred irons! regublycolaboreo modior sro rutin, ‘ion {Eon progen ad st goals ierisoeing vid _Sieat achive Fever somaal and | Evans a ot completed | Evalations are Based alunos we iad on ad ectvecaaaonoftechec|inatiely mame Tied dns rom formal and | fequent foal od iafocmal | Evaloaons include a stone efor ‘omplinc with CCPS policies | infra observations rervtns incolabortin | element of sleltion and ‘dpacices. itksoperaers. Evelations | we shred responsibiy {Ee sapontd with sttent | bowen the peal cd fehievement dats od comply | teacher, with OCPS plies nd cts. “Bie tacer cosmos | Covers fr profesional” Convaaons Or pofesionl | Convernans or ofesionl | {dread conversations for | gro ob ockr (gover cee bulearand | grow occur cer and pei | Siffre empowered sx rofeiionl gow ‘per pan ae nt Plas arcollboravely | supported owe feedback to Shaledorimpmenet, | Ease mle ade acpi 0‘Domain 5: Planning With Data “za mbrsh proces of atdven decion mating the ay opto ip oll eyes td ens a pp ese ent lclivement and promote continuo "They a cl ia is on esol improvement proces eve purport ange. INDICATOR unsarisracrony | nasic | Prowictent | _pisriNGuisHep SA Porte laaenhipis | Tashi rizr of | Ties lepwrenex pn Te col inporenen an [sd eon implementing and. |Iaderipprovied ore | isdevelopedcolabraively bx | Sealaborateydeveoped, | Tine isa shared resposiy vlog the schoo relopmentorte shoot | inplemention andor ‘nplemeatd sod maitre s | and ovaestip ong itera improvement plan {prover plan ‘moatorngeforsare sat paaoed tod extemal sakeolers for ‘es the planing imple, ‘nd monitoring for ool improvement Tavlos ad cares ——~) Thee minimal evens of | Denaro sired among] Dizaprapiod tweed] and sggrgnted ata perocaly | the se of dan drive stcoldes wih itleorse | pera o wentor popes | Frofesnl developments monitor rogess and dive | lsrucnal ecisions foes on nstctina {dive instestinal deion | proved incease stat {ssrueonal ison mai inprorenent ali pac toeffecvely we dat {o gue nsrctina decison ‘aking 6, aes natal —— | Vinal vee of ao | Date ado mak TisiaetoelSoosaee —_—|-—aad decisions based oncareuland_ | data tomake insect | insrwcion ecsions elated | madetased one mls of | Longa! dat are sed thorough analy of stent | eins reed ose student performance witout | dent performance andthe | eat peters ed oter peformtoce td the undying | performance ieniVingunderjing rot | und agroutcuses tnveryng oot cases to otemsee ssaet [nfo action destons that coneoue o sueesshi serial ligament 5D, Sipps elie Misia evidence of Provides oppor fv | rover ce, sacs aod [nd collaboration woorgieaches | collaboraionamongieches | colloraion among aches ecu aod monitor the | Sa takes the inv {or smalying det work, | for du aac and stegie | fora aalyisand pe | olboraion among acon | colbots otal Yo aayae progres monitoring and” | peal hing feraaa alysis seeegle | dn, srtegialy pun, ad Steg ning sing ees tor progres rnd poups of densDomain 6: Building Capacity Leaders understand that he orgie Is nl as trong each of kx member od are posse in their efforts to ald the fv and colectve kil nd ‘sonnei ln cans They we cml nefits aing ith rcs tn ps bad fon standards fo eet InpicaTors | UNSATISFACTORY | BASIC _ © A, Provides difterentaied | Ther is minimal evidence that | Profesooal dvelopmext profcssional development tsed | profesional development opportunities ar lakedo | Unie neds ofthe saffand | Stviis we Hated o school seool improvement goal and linked to school improvement | improvement lnittver However, tbe we of ew eaing by sais ited ‘ornot evden. CE Frvide saadaristased | Profesional elopment Inds | Protsional developaeat my | Prosional development | and tod result oreted mewurnblestodariebesed | covain enable outcomes | activites are oucomestased | Thee iclew ligament ‘WRitesioel development tt | andcuvcleralgned gens and | bused on cameattnching | andrefectcureat insrctoal | between teacher individual Brlioed wit denied | oucames Droccn,curiclarandsideat | paces nd curiculs needs | profesional developmen ‘ural, neato, sd Echievenen needs: however, | felatedto sea! etfevement. | gal, schol improvement ‘sessment needs xpecatons fr . {oa and todo neds. AL hiovemest ofthe oueomes (pase inked tothe CCPS Tick cari, defaion, andlor Framework fr Teseiag. flows. 5G Proves appara Tor] Tre anil evenee ot | Threesome evidence of | Teacher ropairiyengageTn | and teachers to engage io sitetused,jobenbedied | caliabornive plaaing snd job- | colaboratve planing and ob- | Feedeck and follow-up wed Cellzorasve plnning adjob- | profesional dvlopment | embedded profession ‘embedded profesional to enareimplemenstion and trnbedded proenioal ‘evelopment ‘Grclopnent at is aligned to | moator popes ofthe eansfer ‘evelopment ‘school improvement intiaives.| of profesional development EB Welles ad provides | Tha minimal evidence of | Sloss viedo ake | Poe and careat shoal | _ tad Profasionl development for | professional development for | leaderakiproles within the | leaders are kdenifiedand | Saf ender have a post Potaleland care schoo! | potential snd caren schoo!” | schoo; some professional | provided with edership | iflunce on school clue and | Ieaders fester ‘evelopment to build leaderslp | epportanies und the cox hoa ed tenDomain 7; Involving the Community Leader vale the unique contributions tht members othe community make ote school earnest, Thy crest an environment that welcomes te omni not ssp urs bt apr ine eso mang ces, Eli teh othe covey asa funy edge INDICATOR UNSATISFACTORY | _BASIC _ PROFICIENT DISTINGUISHED "TA Dewoasais that pares | The school is nota welcoming | Anvitesosrar tat ncade | Paras and caregivers el | ad cteargiert are weed | environment rarer sd | community ivasement at do | wilenmat, ax anceps tn | Gprontes ar rowied 2 the school cocoorgedto | caregivers ‘ot engage parents ‘arpa opportuni to | buld paca and caregiver partipte, and given resources farogiversintheleuning | prteipre and resources are | understandings of ep thei chile ears process ‘nde socesble tal files. | operon and instructional ‘lemens ofthe boo! 7 Demons thar pareas | Paros and carga we not | Parcs and cegivans are | Paras and caregiver ae at fadcargivrsareactve | acve members intbeschool | member ofthe school ave members ofthe school | Hfembers of he comunity at ‘member of tie school Improvement proces. improvement proces. Improvement process and. | large are lncloded inthe Schoot [provement proces preset the diversi ofthe | improvement process ‘hol community 7. Demons tat “Theresa parsipaon Communiy sakcholien wad Asategie plan implemeated | — and comunity stakeholders and | ty community sakebelders and | schoo purer parcyae in| tek np, suppor, and | There is mutual suppor, ‘Schoo parrsetvly shoe! paraerslnscinellife | some cement af school ie | partipaon of community | advocecy, and ongoing arpa in School fe Flakeolders and sco! involvemeet betwee the tes in choo life school an the comminiy akbolders. The schoo! ‘isle partes in community sexi, "7D Promotes a awarnass | Tiare minimal evince of | The lan awareness ofthe | Three ecopaon of he aod ‘fd respect forth diversity | mwarenes for diverse weeds of | diverse nerds ofthe school” | diverse needs of te schol | The sco! capes on ‘within the scool community | te school community ‘community butter ae | community sod adusonets are | diversity of Wel stages to ‘minimal adjstments madeto | mageo maxinioeawarscse | improve schoo nd comminity eet thse need and respect forall students | programs and meet the diverse Bowdsof al tudeatDomain 8: Managing Professional Responsibilities ‘Leaders mange profesions resources o that member of ter organization are empowered to mec expeced levels fperfomance. Thy st the mora and iulosptie foundation upon whch the rpaizationoperaes and thy mange ab resrctre resources to rmote productive change. Inaltny, and orderly Herning, | asfe, healthy, and orderly | generally sa, beakhy and cnvrcament « 5S Was wikia [Teal nowt o | Wars win oie rs, nw, and regulations Tefen regulations. | and regulations witht reped “ fo invites neds ‘ED. Mol ml espe, | There I mainal cow made | Tere a taro model rofisioal sls sd gow professicelly vies. Ne earning not