In-Depth Seminar Assessing Leadership Performance · 1.5 Explicit improvement of specific...

In-Depth Seminar

Day 1—Morning Keynote



Day 1—Morning Breakout

Day 2—Morning Breakout

Day 3—In-Depth Seminar

Assessing Leadership Performance

Douglas Reeves

Douglas

Reeves

Douglas

Reeves

Douglas

Reeves

Douglas

Reeves

Douglas

Reeves

1

The

Lea

ders

hip

Perf

orm

ance

Mat

rix

Le

ader

ship

D

imen

sion

Ex

empl

ary

(S

yste

mw

ide I

mpa

ct)

Prof

icie

nt

(Loc

al Im

pact

) Pr

ogre

ssin

g

(Lea

ders

hip

Pot

enti

al)

Not

Mee

ting

Stan

dard

s

1.0

Res

ilien

ce

1.1

Con

stru

ctiv

e re

actio

n to

dis

appo

intm

ent a

nd

failu

re

Publ

ic re

ports

, inc

ludi

ng

acco

unta

bilit

y do

cum

ents

, pl

ans,

and

oral

pre

sent

atio

ns,

incl

ude

fran

k ac

know

ledg

men

t of

prio

r per

sona

l and

or

gani

zatio

nal f

ailu

res,

an

d cl

ear s

ugge

stio

ns fo

r sy

stem

wid

e le

arni

ng re

sulti

ng

from

thos

e le

sson

s.

Rea

dily

ack

now

ledg

es

pers

onal

and

org

aniz

atio

nal

failu

res.

Ack

now

ledg

es p

erso

nal a

nd

orga

niza

tiona

l fai

lure

whe

n co

nfro

nted

with

evi

denc

e.

Def

ensi

ve a

nd re

sist

ant t

o

the

ackn

owle

dgm

ent o

f err

or.

1.2

Will

ingn

ess t

o ad

mit

erro

r and

lear

n fr

om it

Sh

ares

cas

e st

udie

s of p

erso

nal

and

orga

niza

tiona

l err

ors i

n a

way

that

is u

sed

to g

uide

, in

spire

, and

teac

h co

lleag

ues

thro

ugho

ut th

e or

gani

zatio

n.

Bui

lds r

esili

ence

in c

olle

ague

s an

d th

roug

hout

the

orga

niza

tion

by h

abitu

ally

hi

ghlig

htin

g an

d pr

aisi

ng

“goo

d m

ista

kes”

whe

re ri

sks

wer

e ta

ken,

mis

take

s wer

e m

ade,

less

ons w

ere

lear

ned,

an

d bo

th th

e in

divi

dual

and

the

orga

niza

tion

lear

ned

for t

he

futu

re.

Adm

its fa

ilure

s qui

ckly

, ho

nest

ly, a

nd o

penl

y w

ith

dire

ct su

perv

isor

and

im

med

iate

col

leag

ues.

Evid

ence

of l

earn

ing

from

pa

st e

rror

s. N

onde

fens

ive

attit

ude

in a

ccep

ting

feed

back

and

dis

cuss

ing

erro

rs a

nd fa

ilure

s.

Abl

e to

acc

ept e

vide

nce

of

mis

take

s whe

n of

fere

d by

ot

hers

. Som

e ev

iden

ce o

f le

arni

ng fr

om m

ista

kes.

Unw

illin

g to

ack

now

ledg

e er

rors

. Whe

n co

nfro

nted

w

ith e

vide

nce

of m

ista

kes,

is

def

ensi

ve a

nd re

sist

ant

to le

arni

ng fr

om m

ista

kes.

N

OTE

: Bot

h th

e Le

ader

ship

Dim

ensi

ons

and

the

perf

orm

ance

des

crip

tions

that

follo

w a

re o

nly

mod

els.

It is

ess

entia

l tha

t eac

h or

gani

zatio

n es

tabl

ish

its o

wn

lead

ersh

ip d

omai

ns a

nd d

escr

ibe

in e

xplic

it te

rms

a co

ntin

uum

of l

eade

rshi

p pe

rfor

man

ce.

© Creative Leadership Solutions 2018. SolutionTree.comDo not duplicate.

2

Lead

ersh

ip

Dim

ensi

on

Exem

plar

y

(Sys

tem

wid

e Im

pact

) Pr

ofic

ient

(L

ocal

Impa

ct)

Prog

ress

ing

(L

eade

rshi

p P

oten

tial

) N

ot M

eetin

g St

anda

rds

1.3

Con

stru

ctiv

ely

hand

les

disa

gree

men

t w

ith l

eade

rshi

p an

d po

licy

deci

sion

s

In d

isag

reem

ents

with

pol

icy

and

lead

ersh

ip d

ecis

ions

, is

abl

e to

arti

cula

te th

e di

sagr

eem

ent a

nd a

dvoc

ate

fo

r a p

oint

of v

iew

bas

ed

on th

e be

st in

tere

sts o

f the

or

gani

zatio

n an

d is

will

ing

to

cha

lleng

e ex

ecut

ive

auth

ority

and

pol

icy

lead

ers

appr

opria

tely

with

evi

denc

e an

d co

nstru

ctiv

e cr

itici

sm,

but o

nce

the

deci

sion

is m

ade,

fu

lly su

ppor

ts a

nd

enth

usia

stic

ally

impl

emen

ts

orga

niza

tiona

l pol

icy

and

lead

ersh

ip d

ecis

ions

.

Acc

epts

and

impl

emen

ts

lead

ersh

ip a

nd p

olic

y de

cisi

ons.

Som

etim

es c

halle

nges

ex

ecut

ive

and

polic

y le

ader

ship

w

ithou

t brin

ging

thos

e co

ncer

ns to

app

ropr

iate

ex

ecut

ive

and

polic

y au

thor

ities

. Som

etim

es

impl

emen

ts u

npop

ular

pol

icie

s un

enth

usia

stic

ally

or b

ecau

se

“I’m

just

follo

win

g or

ders

, bu

t I d

on’t

like

it.”

Igno

res o

r sub

verts

exe

cutiv

e an

d po

licy

deci

sion

s tha

t are

un

popu

lar o

r dis

tast

eful

.

1.4

Con

stru

ctiv

ely

ha

ndle

s dis

sent

fr

om su

bord

inat

es

Cre

ates

con

stru

ctiv

e co

nten

tion,

ass

igni

ng ro

les

if ne

cess

ary

to d

elib

erat

ely

gene

rate

mul

tiple

per

spec

tives

an

d co

nsid

er d

iffer

ent s

ides

of

impo

rtant

issu

es. R

ecog

nize

s an

d re

war

ds th

ough

tful d

isse

nt.

Use

s dis

sent

ing

voic

es to

lear

n,

grow

, and

, whe

re a

ppro

pria

te,

ackn

owle

dge

the

lead

er’s

err

or.

Enco

urag

es c

onst

ruct

ive

diss

ent,

in w

hich

mul

tiple

vo

ices

are

enc

oura

ged

and

hear

d, a

nd th

e fin

al d

ecis

ion

is

mad

e be

tter a

nd m

ore

broa

dly

supp

orte

d as

a re

sult.

Lead

er u

ses d

isse

nt to

in

form

fina

l dec

isio

ns,

impr

ove

the

qual

ity o

f de

cisi

on m

akin

g, a

nd

broa

den

supp

ort f

or fi

nal

deci

sion

s.

Lead

er to

lera

tes d

isse

nt, b

ut

ther

e is

ver

y lit

tle o

f it i

n pu

blic

bec

ause

subo

rdin

ates

do

not

und

erst

and

the

lead

er’s

ph

iloso

phy

abou

t the

us

eful

ness

of d

isse

nt.

Dis

sent

is a

bsen

t due

to

a c

limat

e of

fear

and

in

timid

atio

n.


3

Lea

ders

hip

D

imen

sion

E

xem

plar

y

(Sys

tem

wid

e Im

pact

) Pr

ofic

ient

(L

ocal

Impa

ct)

Prog

ress

ing

(L

eade

rshi

p Po

tent

ial)

Not

Mee

ting

St

anda

rds

1.5

Exp

licit

impr

ovem

ent

of sp

ecifi

c pe

rfor

man

ce

area

s bas

ed o

n th

e pr

evio

us le

ader

ship

ev

alua

tion

Prev

ious

eva

luat

ions

are

co

mbi

ned

with

per

sona

l re

flect

ion

and

360-

degr

ee

feed

back

to fo

rmul

ate

an

actio

n pl

an th

at is

refle

cted

in

the

lead

er’s

dai

ly c

hoic

es

of p

riorit

ies a

s wel

l as i

n th

e or

gani

zatio

n’s p

riorit

ies.

The

influ

ence

of p

revi

ous

eval

uatio

ns h

as a

n im

pact

not

on

ly o

n th

e le

ader

, but

on

the

entir

e or

gani

zatio

n.

Prev

ious

eva

luat

ions

are

ex

plic

itly

refle

cted

into

pr

ojec

ts, t

asks

, and

prio

ritie

s. Pe

rfor

man

ce o

n ea

ch

eval

uatio

n re

flect

s spe

cific

an

d m

easu

rabl

e im

prov

emen

ts a

long

the

perf

orm

ance

con

tinuu

m

from

inef

fect

ive,

to

prog

ress

ing,

to p

rofic

ient

, to

exe

mpl

ary.

Lead

er is

aw

are

of p

revi

ous

eval

uatio

ns, b

ut h

as n

ot

trans

late

d th

em in

to a

n

actio

n pl

an.

No

evid

ence

of r

efer

ence

to

pre

viou

s lea

ders

hip

eval

uatio

ns in

the

lead

er’s

ch

oice

s of t

asks

and

prio

ritie

s.

2.0

Per

sona

l beh

avio

r

2.1

Inte

grity

Th

is le

ader

mee

ts

com

mitm

ents

—ve

rbal

, writ

ten,

an

d im

plie

d—w

ithou

t ex

cept

ion.

Com

mitm

ents

to

indi

vidu

als,

stud

ents

, co

mm

unity

mem

bers

, and

su

bord

inat

es h

ave

the

sam

e w

eigh

t as c

omm

itmen

ts to

su

perio

rs, b

oard

mem

bers

, or

oth

er p

eopl

e w

ith v

isib

ility

an

d au

thor

ity.

The

lead

er’s

com

mitm

ent t

o in

tegr

ity is

cle

ar th

roug

hout

th

e or

gani

zatio

n, a

s any

co

mm

itmen

t fro

m a

nyon

e

who

repo

rts to

this

lead

er is

as

goo

d as

a c

omm

itmen

t fr

om th

e le

ader

.

The

lead

er m

eets

co

mm

itmen

ts o

r neg

otia

tes

exce

ptio

ns w

here

the

com

mitm

ent c

anno

t be

met

. V

erba

l com

mitm

ents

hav

e th

e sa

me

wei

ght a

s writ

ten

com

mitm

ents

.

The

lead

er m

eets

exp

licit

writ

ten

com

mitm

ents

. The

ne

ed to

“ge

t it i

n w

ritin

g”

does

not

allo

w su

bord

inat

es o

r su

perio

rs to

mak

e as

sum

ptio

n th

at v

erba

l sta

tem

ents

hav

e th

e w

eigh

t of a

com

mitm

ent.

The

wor

ds “

I’m

wor

king

on

it”

or “

I’m

doi

ng th

e

best

I ca

n” a

re re

gard

ed a

s ac

cept

able

subs

titut

es fo

r co

mm

itmen

ts.

This

lead

er c

anno

t be

trust

ed

to fo

llow

thro

ugh

with

task

s, bu

dget

s, pr

iorit

ies,

or

perf

orm

ance

.


4

Lea

ders

hip

D

imen

sion

E

xem

plar

y

(Sys

tem

wid

e Im

pact

) Pr

ofic

ient

(L

ocal

Impa

ct)

Prog

ress

ing

(L

eade

rshi

p Po

tent

ial)

Not

Mee

ting

St

anda

rds

2.2

Em

otio

nal s

elf-

cont

rol

The

lead

er p

osse

sses

com

plet

e se

lf-co

ntro

l, ev

en in

the

mos

t di

ffic

ult a

nd c

onfr

onta

tiona

l si

tuat

ion,

but

als

o pr

ovid

es

assi

stan

ce to

col

leag

ues o

n

the

tech

niqu

es o

f em

otio

nal

inte

llige

nce.

N

ot o

nly

is th

e le

ader

an

exem

plar

of e

mot

iona

l in

telli

genc

e, b

ut th

e en

tire

orga

niza

tion

refle

cts t

his

com

mitm

ent t

o se

lf-co

ntro

l, em

path

y, a

nd re

spec

t.

The

lead

er c

an d

eal w

ith

sens

itive

subj

ects

and

pe

rson

al a

ttack

s with

di

gnity

and

self-

cont

rol.

Th

e le

ader

nev

er m

eets

an

ger w

ith a

nger

, but

de

fuse

s con

fron

tatio

nal

situ

atio

n w

ith e

mot

iona

l in

telli

genc

e, e

mpa

thy,

an

d re

spec

t.

Occ

asio

nal r

aise

d vo

ice

whe

n an

gry

or th

reat

ened

, lea

ding

to

a cl

imat

e in

whi

ch p

eopl

e ar

e re

luct

ant t

o ra

ise

sens

itive

is

sues

.

Lose

s tem

per a

nd e

mot

iona

lly

unst

able

. Con

vers

atio

ns o

n

any

sens

itive

topi

c ar

e br

ief

or n

onex

iste

nt.

2.3

Com

plia

nce

with

lega

l an

d et

hica

l req

uire

men

ts

in re

latio

nshi

ps w

ith

empl

oyee

s

Mee

ts th

e le

tter a

nd sp

irit o

f the

la

w, a

void

ing

both

the

fact

and

ap

pear

ance

of i

mpr

oprie

ty.

Incu

lcat

es th

e fo

unda

tions

of

mut

ual r

espe

ct fo

r col

leag

ues

and

for t

he la

w th

roug

hout

the

orga

niza

tion.

No

inst

ance

s of i

llega

l or

une

thic

al c

ondu

ct w

ith

empl

oyee

s, pr

ospe

ctiv

e em

ploy

ees,

or o

ther

co

nduc

t tha

t cro

sses

the

lin

e of

pol

icy

or la

w.

Ther

e is

no

“pro

gres

sing

”

in th

is c

ateg

ory—

one

strik

e an

d yo

u’re

out

. Fai

ling

to b

e pr

ofic

ient

is th

e sa

me

as b

eing

in

effe

ctiv

e.

Vio

late

s—ev

en ju

st o

ne

time—

the

lega

l and

pol

icy

requ

irem

ents

for t

he

rela

tions

hip

betw

een

lead

ers

and

empl

oyee

s.

2.4

Com

plia

nce

with

lega

l an

d et

hica

l req

uire

men

ts

in re

latio

nshi

p w

ith

stud

ents

Use

s lea

ders

hip

as a

n op

portu

nity

to te

ach

facu

lty

and

stud

ents

resp

ect f

or o

ne

anot

her,

crea

ting

a cl

imat

e fo

r m

utua

l tru

st a

nd re

spec

t. B

uild

s in

all e

mpl

oyee

s an

d fa

culty

mem

bers

an

envi

ronm

ent i

n w

hich

stud

ent

safe

ty is

par

amou

nt, a

nd

inap

prop

riate

con

tact

with

st

uden

ts n

ever

occ

urs.

Mee

ts a

ll le

gal

requ

irem

ents

for s

tude

nt

cont

act a

nd ta

kes s

wift

an

d ap

prop

riate

act

ions

w

hen

inap

prop

riate

con

tact

be

twee

n em

ploy

ees a

nd

stud

ents

has

bee

n de

tect

ed.

Ther

e is

no

prog

ress

ing

in

this

cat

egor

y. A

sing

le

viol

atio

n is

a c

aree

r kill

er.

Failu

re to

pro

tect

stud

ent

safe

ty b

y pe

rmitt

ing

or

enga

ging

in in

appr

opria

te

cont

act w

ith st

uden

ts.


5

Lea

ders

hip

D

imen

sion

E

xem

plar

y

(Sys

tem

wid

e Im

pact

) Pr

ofic

ient

(L

ocal

Impa

ct)

Prog

ress

ing

(L

eade

rshi

p Po

tent

ial)

Not

Mee

ting

St

anda

rds

2.5

Tol

eran

ce o

f diff

eren

t po

ints

of v

iew

with

in

the

boun

darie

s of t

he

valu

es a

nd m

issi

on o

f th

e or

gani

zatio

n

Act

ivel

y se

eks d

iffer

ence

s in

per

spec

tive,

enc

oura

ging

di

ffer

ence

scen

ario

s and

cu

rric

ula

in th

e co

ntex

t of

acad

emic

stan

dard

s.

Expl

icitl

y di

ffer

entia

tes

dive

rgen

t thi

nkin

g w

hen

it is

co

nstru

ctiv

e an

d fa

cilit

ates

a

trans

ition

to c

onve

rgen

t thi

nkin

g to

supp

ort o

rgan

izat

iona

l goa

ls.

Focu

ses e

valu

atio

n on

th

e ac

hiev

emen

t of m

issi

on

and

adhe

renc

e to

val

ues,

with

out p

enal

izin

g di

ffer

ence

s in

poin

ts o

f vi

ew th

at a

re w

ithin

the

fram

ewor

k of

or

gani

zatio

nal

requ

irem

ents

.

No

puni

shm

ent o

f alte

rnat

ive

poin

ts o

f vie

w, b

ut li

ttle

or n

o de

velo

pmen

t or e

ncou

rage

men

t of

thos

e vi

ews.

Supp

ress

es o

ther

poi

nts

of v

iew

and

dis

cour

ages

di

sagr

eem

ent o

r div

erge

nt

thin

king

.

2.6

Org

aniz

atio

n, in

clud

ing

cale

ndar

, des

k, o

ffic

e,

and

build

ing(

s)

Mai

ntai

ns a

dai

ly p

riorit

ized

ta

sk li

st th

at c

an b

e sp

onta

neou

sly

prod

uced

at a

ny

time.

Cle

an d

esk,

with

hig

hest

pr

iorit

y w

ork

on th

e de

sk a

nd

othe

r wor

k in

pen

ding

file

s. C

alen

dar i

s ope

nly

avai

labl

e,

free

of c

onfli

cts,

focu

sed

on th

e pr

iorit

ies o

f the

lead

er a

nd th

e or

gani

zatio

n. T

he b

uild

ing

is

spot

less

and

refle

cts t

he le

ader

’s

com

mitm

ent t

o a

pers

onal

sens

e of

prid

e.

Ever

y ad

min

istra

tor’

s and

te

ache

r’s d

esk

is c

lean

, ca

lend

ars a

re c

onsi

sten

t, ta

sk

lists

are

vis

ible

and

in p

riorit

y or

der.

Gro

unds

, bui

ldin

gs,

rest

room

s, lo

unge

s, pu

blic

ar

eas,

and

espe

cial

ly c

lass

room

s re

flect

the

lead

er’s

sens

e of

di

gnity

, ord

er, a

nd d

ecor

um.

Pers

onal

wor

k sp

ace

is

flaw

less

ly o

rgan

ized

, with

a

daily

prio

ritiz

ed ta

sk li

st

and

up-to

-dat

e ca

lend

ar

alw

ays a

vaila

ble.

Cal

enda

r and

task

list

can

be

ava

ilabl

e w

ith w

arni

ng.

Wor

k sp

ace

is to

lera

ble,

but

im

perf

ectly

org

aniz

ed. T

he

rest

of t

he b

uild

ing

does

not

re

flect

a c

omm

itmen

t to

orga

niza

tion

and

disc

iplin

e.

Mes

sy d

esk,

no

task

list

, ou

tdat

ed c

alen

dar.

The

build

ing,

pub

lic a

reas

, cl

assr

oom

s, an

d ot

her

phys

ical

faci

litie

s are

a

mes

s.


6

Lea

ders

hip

D

imen

sion

E

xem

plar

y

(Sys

tem

wid

e Im

pact

) Pr

ofic

ient

(L

ocal

Impa

ct)

Prog

ress

ing

(L

eade

rshi

p Po

tent

ial)

Not

Mee

ting

St

anda

rds

3.0

Stu

dent

Ach

ieve

men

t

3.1

Pla

nnin

g an

d go

al

setti

ng fo

r stu

dent

ac

hiev

emen

t

Rou

tinel

y sh

ares

exa

mpl

es o

f sp

ecifi

c le

ader

ship

, tea

chin

g, a

nd

curr

icul

um st

rate

gies

that

are

as

soci

ated

with

impr

oved

stud

ent

achi

evem

ent.

O

ther

lead

ers i

n th

e sy

stem

cre

dit

this

lead

er w

ith sh

arin

g id

eas,

coac

hing

teac

hers

and

lead

ers,

and

prov

idin

g te

chni

cal

assi

stan

ce to

impl

emen

t su

cces

sful

new

initi

ativ

es.

Goa

ls a

nd st

rate

gies

re

flect

a c

lear

rela

tions

hip

betw

een

the

actio

ns o

f te

ache

rs a

nd le

ader

s and

th

e im

pact

on

stud

ent

achi

evem

ent.

R

esul

ts sh

ow st

eady

im

prov

emen

ts b

ased

on

thes

e le

ader

ship

in

itiat

ives

.

The

lead

er h

as e

stab

lishe

d go

als r

elat

ed to

stud

ent

achi

evem

ent t

hat a

re sp

ecifi

c an

d m

easu

rabl

e, b

ut th

ese

effo

rts h

ave

yet t

o re

sult

in

impr

oved

stud

ent a

chie

vem

ent.

The

goal

s are

nei

ther

m

easu

rabl

e no

r spe

cific

. Th

e le

ader

focu

ses m

ore

on

stud

ent c

hara

cter

istic

s tha

n

on th

e ac

tions

of t

he te

ache

rs

and

lead

ers i

n th

e sy

stem

.

3.2

Stu

dent

ach

ieve

men

t re

sults

C

onsi

sten

t rec

ord

of im

prov

ed

stud

ent a

chie

vem

ent o

n m

ultip

le

indi

cato

rs o

f stu

dent

succ

ess.

Stud

ent s

ucce

ss o

ccur

s not

onl

y on

the

over

all a

vera

ges,

but i

n ea

ch g

roup

of h

isto

rical

ly

disa

dvan

tage

d st

uden

ts.

Expl

icit

use

of p

revi

ous d

ata

indi

cate

s tha

t the

lead

er h

as

focu

sed

on im

prov

ing

perf

orm

ance

. In

are

as o

f pre

viou

s suc

cess

, th

e le

ader

agg

ress

ivel

y id

entif

ies

new

cha

lleng

es, m

ovin

g pr

ofic

ient

per

form

ance

to th

e ex

empl

ary

leve

l. W

here

new

ch

alle

nges

em

erge

, the

lead

er

high

light

s the

nee

d, c

reat

es

effe

ctiv

e in

terv

entio

n, a

nd

repo

rts im

prov

ed re

sults

.

The

lead

er h

its th

e nu

mbe

rs, m

eetin

g pe

rfor

man

ce g

oals

for

stud

ent a

chie

vem

ent.

The

aver

age

of th

e st

uden

t po

pula

tion

impr

oves

as

does

the

achi

evem

ent o

f ea

ch g

roup

of s

tude

nts

who

hav

e pr

evio

usly

bee

n id

entif

ied

as n

eedi

ng

impr

ovem

ent.

Ther

e is

som

e ev

iden

ce o

f im

prov

emen

t, bu

t ins

uffic

ient

ev

iden

ce o

f cha

nges

in

lead

ersh

ip, t

each

ing,

and

cu

rric

ulum

that

will

cre

ate

the

impr

ovem

ents

nec

essa

ry to

ac

hiev

e st

uden

t per

form

ance

go

als.

Indi

ffer

ent t

o th

e da

ta, t

his

lead

er b

lam

es st

uden

ts, f

amili

es,

and

exte

rnal

cha

ract

eris

tics.

This

lead

er d

oes n

ot b

elie

ve

that

stud

ent a

chie

vem

ent c

an

impr

ove.

Th

is le

ader

has

not

take

n de

cisi

ve a

ctio

n to

cha

nge

tim

e, te

ache

r ass

ignm

ent,

curr

icul

um, l

eade

rshi

p pr

actic

es,

or o

ther

var

iabl

es in

ord

er to

im

prov

e st

uden

t ach

ieve

men

t.


7

Lea

ders

hip

D

imen

sion

E

xem

plar

y

(Sys

tem

wid

e Im

pact

) Pr

ofic

ient

(L

ocal

Impa

ct)

Prog

ress

ing

(L

eade

rshi

p Po

tent

ial)

Not

Mee

ting

St

anda

rds

3.3

Stu

dent

ach

ieve

men

t re

porti

ng to

stud

ents

, pa

rent

s, te

ache

rs, a

nd

othe

r lea

ders

Rep

orts

at a

ll le

vels

ext

end

far

beyo

nd th

e re

port

card

, but

in

clud

e st

anda

rds a

chie

vem

ent

repo

rts, d

etai

ling

stud

ent

perf

orm

ance

on

the

mos

t im

porta

nt st

anda

rds i

nclu

ding

“p

ower

stan

dard

s” id

entif

ied

by

teac

hers

as t

hose

mos

t rel

ated

to

stud

ent p

erfo

rman

ce a

t the

nex

t in

stru

ctio

nal l

evel

. Fa

culty

mee

tings

and

pr

ofes

sion

al d

evel

opm

ent

mee

tings

are

focu

sed

on th

e lo

cally

pro

duce

d ac

adem

ic

repo

rts, a

nd th

ere

is c

lear

ev

iden

ce o

f cha

nges

in

lead

ersh

ip, t

each

ing,

and

cu

rric

ulum

as a

resp

onse

to

thes

e an

alys

es.

Rep

orts

of a

cade

mic

ach

ieve

men

t ca

n be

pro

duce

d at

any

tim

e, a

nd

for s

tude

nts w

ho re

quire

pa

rticu

lar a

ssis

tanc

e, th

e fr

eque

ncy

of a

cade

mic

ac

hiev

emen

t rep

ortin

g is

in

crea

sed.

Stud

ent a

chie

vem

ent

repo

rts in

clud

e no

t onl

y tra

ditio

nal r

epor

t car

ds a

nd

grad

es, b

ut a

lso

stan

dard

s ac

hiev

emen

t rep

orts

, de

taili

ng st

uden

t pe

rfor

man

ce o

n st

anda

rds,

as

a p

art o

f eac

h re

porti

ng

perio

d.

Req

uire

d re

port

card

s are

de

liver

ed in

a ti

mel

y an

d ac

cura

te m

anne

r.

Facu

lty m

embe

rs a

nd

adm

inis

trato

rs c

an e

xpla

in

the

rela

tions

hip

of g

rade

s to

stan

dard

s whe

re re

quire

d.

Stan

dard

repo

rt ca

rds w

ith

lette

r gra

des a

re p

rovi

ded.

A

ny re

latio

nshi

p be

twee

n gr

ades

and

stan

dard

s is a

mat

ter

of th

e te

ache

r’s i

ndiv

idua

l di

scre

tion.


8

Lea

ders

hip

D

imen

sion

E

xem

plar

y

(Sys

tem

wid

e Im

pact

) Pr

ofic

ient

(L

ocal

Impa

ct)

Prog

ress

ing

(L

eade

rshi

p Po

tent

ial)

Not

Mee

ting

St

anda

rds

3.4

Use

of s

tude

nt

achi

evem

ent d

ata

to

mak

e in

stru

ctio

nal

lead

ersh

ip d

ecis

ions

Ther

e is

cle

ar e

vide

nce

of th

e

use

of d

ata

from

stat

e, d

istri

ct,

build

ing,

and

cla

ssro

om d

ata

to

mak

e sp

ecifi

c an

d ob

serv

able

ch

ange

s in

teac

hing

, cur

ricul

um,

and

lead

ersh

ip d

ecis

ions

. Th

e le

ader

regu

larly

shar

es w

ith

othe

r lea

ders

and

teac

hers

bot

h su

cces

ses a

nd fa

ilure

s bas

ed o

n lo

cal d

ata

anal

ysis

. Th

e da

ta w

all i

s the

foca

l poi

nt

of b

oth

form

al a

nd in

form

al

lead

ersh

ip a

nd fa

culty

di

scus

sion

s.

Cle

ar e

vide

nce

of c

hang

es

in c

urric

ulum

, tea

chin

g,

and

lead

ersh

ip b

ased

on

data

. D

ata

wal

l in

evid

ence

and

bo

th le

ader

and

teac

hers

re

fer t

o it

in o

rder

to

info

rm in

stru

ctio

nal

deci

sion

s.

Parti

cipa

tion

in d

ata-

driv

en

deci

sion

-mak

ing

wor

ksho

ps,

and

limite

d ev

iden

ce o

f ch

ange

s bas

ed o

n da

ta.

Indi

ffer

ence

to d

ata,

no

chan

ges

in sc

hedu

le, i

nstru

ctio

n,

curr

icul

um, o

r lea

ders

hip

com

pare

d to

the

prev

ious

yea

r. Th

e da

ta sc

ream

s “ch

ange

!”

and

the

lead

er’s

act

ions

say,

“e

very

thin

g is

just

fine

.”

3.5

Und

erst

andi

ng o

f st

uden

t req

uire

men

ts

and

acad

emic

stan

dard

s

The

pow

er st

anda

rds a

re u

sed

and

shar

ed w

ith o

ther

bui

ldin

gs.

Ever

y fa

culty

mee

ting

and

staf

f de

velo

pmen

t for

um is

focu

sed

on

stud

ent a

chie

vem

ent,

incl

udin

g re

view

s of i

ndiv

idua

l stu

dent

w

ork

com

pare

d to

stan

dard

s.

Each

aca

dem

ic st

anda

rd

has b

een

anal

yzed

and

tra

nsla

ted

into

stud

ent-

acce

ssib

le la

ngua

ge.

Pow

er st

anda

rds a

re

wid

ely

shar

ed b

y fa

culty

m

embe

rs a

nd v

isib

le

thro

ugho

ut th

e bu

ildin

g.

The

link

betw

een

stan

dard

s and

stud

ent

perf

orm

ance

is in

evi

denc

e fr

om th

e po

stin

g of

pr

ofic

ient

stud

ent w

ork

thro

ugho

ut th

e bu

ildin

g.

Stan

dard

s are

pos

ted

and

requ

ired

train

ing

has b

een

cond

ucte

d.

Cla

ssro

om c

urric

ulum

is a

m

atte

r of i

ndiv

idua

l dis

cret

ion,

an

d th

e le

ader

is h

esita

nt to

in

trude

or i

ndiff

eren

t to

deci

sion

s in

the

clas

sroo

m

that

are

at v

aria

nce

from

the

requ

irem

ents

of a

cade

mic

st

anda

rds.


9

Lea

ders

hip

D

imen

sion

E

xem

plar

y

(Sys

tem

wid

e Im

pact

) Pr

ofic

ient

(L

ocal

Impa

ct)

Prog

ress

ing

(L

eade

rshi

p Po

tent

ial)

Not

Mee

ting

St

anda

rds

3.6

Und

erst

andi

ng o

f pr

esen

t lev

els o

f st

uden

t per

form

ance

ba

sed

on c

onsi

sten

t as

sess

men

ts th

at re

flect

lo

cal a

nd st

ate

acad

emic

stan

dard

s

Ther

e is

evi

denc

e of

dec

isiv

e ch

ange

s in

teac

her a

ssig

nmen

ts

and

curr

icul

um b

ased

on

stud

ent

perf

orm

ance

dat

a.

Cas

e st

udie

s of e

ffec

tive

and

inef

fect

ive

deci

sion

s are

shar

ed

wid

ely

with

oth

er le

ader

s and

th

roug

hout

the

dist

rict.

Evid

ence

of s

peci

fic

chan

ges b

ased

on

stud

ent

perf

orm

ance

dat

a.

Lead

er is

aw

are

of n

eed

to

chan

ge, b

ut c

hang

es h

ave

no

t yet

bee

n im

plem

ente

d.

Lead

er is

indi

ffer

ent t

o th

e ne

ed

for c

hang

e—un

able

or u

nwill

ing

to m

ake

diff

icul

t dec

isio

ns.

3.7

Dec

isio

ns in

teac

her

assig

nmen

t, co

urse

co

nten

t, sc

hedu

le,

and

stude

nt

curri

culu

m b

ased

on

spec

ific

need

s for

im

prov

ed s

tude

nt

achi

evem

ent

The

lead

er u

ses m

ultip

le d

ata

sour

ces,

incl

udin

g st

ate,

dis

trict

, sc

hool

, and

cla

ssro

om

asse

ssm

ents

, and

has

at l

east

3

year

s of d

ata.

Th

e le

ader

syst

emat

ical

ly

exam

ines

dat

a at

the

subs

cale

le

vel t

o fin

d st

reng

ths a

nd

chal

leng

es.

The

lead

er e

mpo

wer

s tea

chin

g an

d ad

min

istra

tive

staf

f to

draw

in

fere

nces

from

dat

a.

Dat

a in

sigh

ts a

re re

gula

rly th

e su

bjec

t of f

acul

ty m

eetin

gs a

nd

prof

essi

onal

dev

elop

men

t se

ssio

ns.

The

lead

er c

an sp

ecifi

cally

do

cum

ent e

xam

ples

of d

ecis

ions

in

teac

hing

, ass

ignm

ent,

curr

icul

um, a

sses

smen

t, an

d in

terv

entio

n th

at h

ave

been

mad

e on

the

basi

s of d

ata

anal

ysis

. Th

e le

ader

has

coa

ched

oth

er

scho

ol le

ader

s in

othe

r sch

ools

to

impr

ove

thei

r dat

a an

alys

is sk

ills.

The

lead

er u

ses m

ultip

le

data

sour

ces,

incl

udin

g st

ate

and

dist

rict

asse

ssm

ents

, and

has

at

leas

t 2 y

ears

of d

ata.

Th

e le

ader

syst

emat

ical

ly

exam

ines

dat

a at

the

subs

cale

leve

l to

find

stre

ngth

s and

cha

lleng

es.

The

lead

er c

an sp

ecifi

cally

do

cum

ent e

xam

ples

of

deci

sion

s in

teac

hing

, as

sign

men

t, cu

rric

ulum

, as

sess

men

t, an

d in

terv

entio

n th

at h

ave

been

mad

e on

the

basi

s of

dat

a an

alys

is.

The

lead

er is

aw

are

of st

ate

and

dist

rict r

esul

ts a

nd h

as

disc

usse

d th

ose

resu

lts w

ith

staf

f, bu

t has

not

link

ed

spec

ific

deci

sion

s to

the

data

.

The

lead

er is

una

war

e of

or

indi

ffer

ent t

o th

e da

ta.


10

Lea

ders

hip

D

imen

sion

E

xem

plar

y

(Sys

tem

wid

e Im

pact

) Pr

ofic

ient

(L

ocal

Impa

ct)

Prog

ress

ing

(L

eade

rshi

p Po

tent

ial)

Not

Mee

ting

St

anda

rds

4.0

Dec

isio

n M

akin

g

4.1

Fac

tual

bas

is fo

r de

cisi

ons,

incl

udin

g sp

ecifi

c re

fere

nce

to

inte

rnal

and

ext

erna

l da

ta o

n st

uden

t ac

hiev

emen

t and

ob

ject

ive

data

on

curr

icul

um, t

each

ing

prac

tices

, and

le

ader

ship

pra

ctic

es

Dec

isio

n m

akin

g is

nei

ther

by

cons

ensu

s nor

by

lead

ersh

ip

man

date

, but

con

sist

ently

bas

ed

on th

e da

ta.

This

adh

eren

ce to

the

rule

of

data

is re

flect

ed in

all

deci

sion

s, ra

ngin

g fr

om c

ours

e an

d cl

assr

oom

ass

ignm

ents

to th

e di

scon

tinua

tion

of p

rogr

ams.

Th

e le

ader

can

cite

spec

ific

exam

ples

of p

ract

ices

that

hav

e be

en c

hang

ed, d

isco

ntin

ued,

and

in

itiat

ed b

ased

on

data

ana

lysi

s. A

var

iety

of d

ata

sour

ces,

incl

udin

g qu

alita

tive

and

quan

titat

ive,

are

use

d. D

ata

sour

ces i

nclu

de st

ate,

dis

trict

, sc

hool

, and

cla

ssro

om.

Infe

renc

es fr

om d

ata

are

shar

ed

wid

ely

outs

ide

the

scho

ol

com

mun

ity in

ord

er to

shar

e th

e an

alys

is a

nd re

plic

ate

the

succ

ess o

f thi

s sch

ool l

eade

r.

The

reco

rds o

f dec

isio

n m

akin

g re

flect

a c

lear

re

lianc

e on

stat

e an

d di

stric

t st

uden

t ach

ieve

men

t dat

a.

Som

e de

cisi

ons a

re b

ased

on

data

, but

oth

ers a

re th

e re

sult

of p

erso

nal p

refe

renc

e an

d tra

ditio

n.

Dat

a ar

e ra

rely

use

d fo

r dec

isio

ns

and

the

pred

omin

ant d

ecis

ion-

mak

ing

met

hodo

logy

is e

ither

a

popu

larit

y co

ntes

t or a

n im

peria

l m

anda

te fr

om th

e le

ader

.


11

Lea

ders

hip

D

imen

sion

E

xem

plar

y

(Sys

tem

wid

e Im

pact

) Pr

ofic

ient

(L

ocal

Impa

ct)

Prog

ress

ing

(L

eade

rshi

p Po

tent

ial)

Not

Mee

ting

St

anda

rds

4.2

Cle

ar id

entif

icat

ion

of

dec

isio

n-m

akin

g st

ruct

ure,

incl

udin

g w

hich

dec

isio

ns a

re

mad

e by

con

sens

us

or b

y th

e st

aff

inde

pend

ently

, whi

ch

deci

sion

s are

mad

e by

th

e le

ader

afte

r get

ting

inpu

t fro

m th

e st

aff,

and

whi

ch d

ecis

ions

ar

e m

ade

by th

e le

ader

al

one

All

stak

ehol

ders

und

erst

and

the

diff

eren

ce b

etw

een

deci

sion-

m

akin

g le

vels

, whe

re L

evel

I re

pres

ents

a st

aff d

ecis

ion

by

cons

ensu

s or m

ajor

ity, L

evel

II

repr

esen

ts a

staf

f inp

ut th

at w

ill

sign

ifica

ntly

influ

ence

le

ader

ship

dec

isio

ns, a

nd

Leve

l III

repr

esen

ts a

uni

late

ral

lead

ersh

ip d

ecis

ion.

Th

e le

ader

use

s dat

a in

such

a

com

pelli

ng w

ay th

at th

e va

st

maj

ority

of d

ecis

ions

are

Lev

el I

deci

sion

s. St

aff s

urve

ys re

flect

a st

aff

feel

ing

of e

mpo

wer

men

t and

pe

rson

al re

spon

sibi

lity

for

orga

niza

tiona

l suc

cess

.

The

lead

er c

larif

ies t

he

deci

sion

-mak

ing

met

hod

for m

ajor

dec

ision

s and

sh

ares

dec

isio

ns w

ith th

e st

aff,

usin

g da

ta to

the

grea

test

ext

ent p

ossi

ble

to

supp

ort t

hose

dec

isio

ns.

The

lead

er u

ses b

oth

cons

ensu

s an

d un

ilate

ral d

ecis

ion

mak

ing,

bu

t the

reas

on fo

r cha

ngin

g de

cisi

on-m

akin

g st

ruct

ures

is

not c

onsi

sten

tly c

lear

.

The

lead

er lu

rche

s fro

m

auto

crac

y to

dem

ocra

cy w

ith

no c

lear

met

hod,

dem

oral

izin

g an

d be

wild

erin

g th

e st

aff.

4.3

Dec

isio

ns li

nked

to

visi

on, m

issi

on, a

nd

stra

tegi

c pr

iorit

ies

The

visi

on, m

issi

on, a

nd

stra

tegi

c pr

iorit

ies o

f the

lead

er

and

the

orga

niza

tion

are

visi

ble,

in

grai

ned

in th

e cu

lture

of t

he

orga

niza

tion,

and

rout

inel

y

used

as a

refe

renc

e po

int f

or

deci

sion

s. Th

e us

e of

stra

tegi

c gu

idel

ines

fo

r dec

isio

n-m

akin

g fil

ters

m

akes

man

y de

cisi

ons s

elf-

evid

ent a

nd a

void

s tim

e w

aste

d on

unp

rodu

ctiv

e ar

gum

ents

.

The

deci

sion

s of t

he le

ader

ar

e co

nsis

tent

with

the

visi

on, m

issi

on, a

nd

stra

tegi

c pr

iorit

ies o

f the

or

gani

zatio

n.

Whi

le th

e vi

sion

, mis

sion

, and

pr

iorit

ies m

ay b

e vi

sibl

e, th

ey

are

not c

onsi

sten

tly li

nked

to

the

lead

er’s

dec

isio

ns.

The

lead

er is

una

war

e of

or

dis

conn

ecte

d fr

om th

e or

gani

zatio

n’s v

isio

n, m

issi

on,

and

stra

tegi

c pr

iorit

ies.

Ther

e is

littl

e or

no

evid

ence

of

the

rela

tions

hip

of le

ader

ship

de

cisi

ons t

o th

ese

orga

niza

tiona

l gu

idep

osts

.


12

Lea

ders

hip

D

imen

sion

E

xem

plar

y

(Sys

tem

wid

e Im

pact

) Pr

ofic

ient

(L

ocal

Impa

ct)

Prog

ress

ing

(Lea

ders

hip

Pote

ntia

l) N

ot M

eetin

g

Stan

dard

s

4.4

Dec

isio

ns e

valu

ated

fo

r eff

ectiv

enes

s an

d re

vise

d w

here

ne

cess

ary

The

lead

er c

an p

rovi

de c

lear

and

co

nsis

tent

evi

denc

e of

dec

isio

ns

that

hav

e be

en c

hang

ed b

ased

on

new

dat

a.

The

lead

er h

as a

regu

lar p

atte

rn

of d

ecis

ion

revi

ews a

nd “

sun

setti

ng”

in w

hich

pre

viou

s de

cisi

ons a

re re

eval

uate

d in

lig

ht o

f the

mos

t cur

rent

dat

a.

Ther

e is

a c

ultu

re o

f “ho

nest

bad

ne

ws”

in w

hich

the

lead

er a

nd

ever

yone

in th

e or

gani

zatio

n ca

n di

scus

s wha

t is n

ot w

orki

ng

with

out f

ear o

f em

barr

assm

ent

or re

pris

al.

The

lead

er h

as a

reco

rd

of e

valu

atin

g an

d re

visi

ng

deci

sion

s bas

ed o

n ne

w

info

rmat

ion.

The

lead

er h

as n

ew

info

rmat

ion

and

appe

ars t

o be

w

illin

g to

reco

nsid

er p

revi

ous

deci

sion

s, bu

t doe

s not

hav

e a

clea

r rec

ord

of m

akin

g ch

ange

s.

The

lead

er is

mire

d in

old

de

cisi

ons,

accu

mul

atin

g ea

ch

one

as if

dec

isio

ns w

ere

etch

ed

in st

one.

Th

ere

is li

ttle

or n

o ev

iden

ce

of re

flect

ion

and

reev

alua

tion

of

pre

viou

s dec

isio

ns.

5.0

Com

mun

icat

ion

5.1

Tw

o-w

ay

com

mun

icat

ion

w

ith st

uden

ts

In a

dditi

on to

all

of th

e “p

rofic

ient

” ch

arac

teris

tics,

th

e le

ader

goe

s to

exce

ptio

nal

leng

ths t

o lis

ten

to st

uden

ts.

The

liste

ning

stra

tegi

es m

ay

incl

ude

focu

s gro

ups,

surv

eys,

stud

ent a

dvis

ory

com

mitt

ees,

and

num

erou

s one

-to-o

ne

stud

ent c

onve

rsat

ions

. D

iscu

ssio

ns w

ith st

uden

ts re

veal

th

at th

ey k

now

that

the

lead

er

will

list

en to

them

and

trea

t th

em w

ith re

spec

t.

The

lead

er k

now

s stu

dent

na

mes

, reg

ular

ly g

reet

s st

uden

ts b

y na

me,

and

is

proa

ctiv

e in

talk

ing

with

an

d lis

teni

ng to

stud

ents

. Th

e le

ader

is p

artic

ular

ly

visi

ble

at th

e be

ginn

ing

and

end

of th

e sc

hool

day

and

du

ring

all o

ther

tim

es w

hen

stud

ents

are

pre

sent

.

The

lead

er k

now

s mos

t st

uden

t nam

es, i

s vis

ible

and

of

ten

gree

ts st

uden

ts b

y na

me,

an

d ta

lks w

ith st

uden

ts

freq

uent

ly.

The

lead

er d

oes n

ot k

now

stud

ent

nam

es, a

void

s stu

dent

con

tact

ex

cept

whe

re le

ader

ship

pre

senc

e is

requ

ired,

and

retre

ats t

o th

e of

fice

durin

g m

ost o

ccas

ions

w

here

stud

ents

are

like

ly to

be

pres

ent.

Man

y st

uden

ts d

o no

t kno

w th

e le

ader

’s n

ame

or re

cogn

ize

the

lead

er o

n si

ght.


13

Lea

ders

hip

D

imen

sion

E

xem

plar

y

(Sys

tem

wid

e Im

pact

) Pr

ofic

ient

(L

ocal

Impa

ct)

Prog

ress

ing

(L

eade

rshi

p Po

tent

ial)

Not

Mee

ting

St

anda

rds

5.2

Tw

o-w

ay

com

mun

icat

ion

with

fa

culty

and

staf

f

In a

dditi

on to

all

of th

e “p

rofic

ient

” be

havi

ors,

the

lead

er a

ctiv

ely

enga

ges i

n ac

tive

liste

ning

to th

e fa

culty

and

staf

f. Th

e le

ader

’s c

alen

dar r

efle

cts

num

erou

s ind

ivid

ual a

nd sm

all

grou

p m

eetin

gs w

ith st

aff a

t ev

ery

leve

l, no

t jus

t with

the

dire

ct re

ports

. B

us d

river

s, ca

fete

ria w

orke

rs,

first

-yea

r tea

cher

s all

repo

rt co

nfid

ence

in th

eir a

bilit

y to

ga

in a

resp

ectfu

l hea

ring

from

th

e le

ader

.

Facu

lty m

eetin

gs in

clud

e op

en d

iscu

ssio

ns w

ith tw

o-w

ay d

iscu

ssio

ns.

Facu

lty m

embe

rs re

gula

rly

have

the

oppo

rtuni

ty fo

r on

e-to

-one

mee

tings

with

th

e le

ader

. Th

e le

ader

kno

ws a

ll st

aff

mem

bers

and

mak

es

an e

ffor

t to

reco

gniz

e th

e pe

rson

al a

nd in

divi

dual

co

ntrib

utio

n ea

ch o

ne

mak

es.

Typi

cally

lim

its li

sten

ing

to

que

stio

ns d

urin

g fa

culty

m

eetin

gs.

Facu

lty m

eetin

gs c

onsi

st o

f th

e re

adin

g of

ann

ounc

emen

ts

with

littl

e or

no

inte

ract

ion.

5.3

Tw

o-w

ay

com

mun

icat

ion

with

pa

rent

s and

com

mun

ity

Cle

ar e

vide

nce

of p

aren

t an

d co

mm

unity

-cen

tere

d co

mm

unic

atio

n, in

clud

ing

open

fo

rum

s, fo

cus g

roup

s, su

rvey

s, pe

rson

al v

isits

, and

ext

ensi

ve

use

of te

chno

logy

. D

ecis

ions

in c

urric

ulum

, le

ader

ship

, sta

ffin

g, a

sses

smen

t, an

d sc

hool

app

eara

nce

refle

ct

pare

nt a

nd c

omm

unity

in

volv

emen

t. Su

rvey

dat

a su

gges

ts th

at

pare

nts a

nd c

omm

unity

m

embe

rs fe

el e

mpo

wer

ed a

nd

supp

ortiv

e of

edu

catio

nal

obje

ctiv

es.

Con

duct

s fre

quen

t in

tera

ctio

ns w

ith p

aren

ts

and

com

mun

ity m

embe

rs,

incl

udin

g ne

wsl

ette

rs,

pers

onal

brie

fings

, per

sona

l vi

sits

and

cal

ls, a

nd th

e us

e of

tech

nolo

gy (v

oice

mai

l, ho

t lin

es, e

mai

l, W

eb si

tes)

w

here

app

ropr

iate

. C

lear

evi

denc

e of

dec

isio

ns

base

d on

inpu

t fro

m p

aren

t an

d co

mm

unity

mem

bers

.

Pare

nts a

nd c

omm

unity

m

embe

rs re

ceiv

e a

resp

ectfu

l he

arin

g w

hen

they

initi

ate

the

conv

ersa

tion.

Pare

nts a

nd c

omm

unity

m

embe

rs h

ave

little

or n

o ro

le

to p

lay

in le

ader

ship

dec

isio

n m

akin

g.


14

Lea

ders

hip

D

imen

sion

E

xem

plar

y

(Sys

tem

wid

e Im

pact

) Pr

ofic

ient

(L

ocal

Impa

ct)

Prog

ress

ing

(L

eade

rshi

p Po

tent

ial)

Not

Mee

ting

St

anda

rds

6.0

Fac

ulty

Dev

elop

men

t

6.1

Und

erst

andi

ng o

f fa

culty

pro

ficie

ncie

s an

d ne

eds f

or fu

rther

de

velo

pmen

t

In a

dditi

on to

the

“pro

ficie

nt”

crite

ria, t

he le

ader

has

als

o de

mon

stra

ted

a re

cord

of t

ailo

r-m

ade

prof

essi

onal

dev

elop

men

t op

portu

nitie

s lin

ked

to th

e ne

eds

of e

ach

staf

f mem

ber,

incl

udin

g ce

rtifie

d an

d no

ncer

tifie

d st

aff.

The

lead

er p

erso

nally

pa

rtici

pate

s in

prof

essi

onal

de

velo

pmen

t to

dem

onst

rate

a

com

mitm

ent t

o lif

elon

g le

arni

ng.

The

lead

er ro

utin

ely

shar

es

prof

essi

onal

dev

elop

men

t op

portu

nitie

s with

oth

er

scho

ols,

depa

rtmen

ts, d

istri

cts,

and

orga

niza

tions

in o

rder

to

build

the

prof

essi

onal

kn

owle

dge

oppo

rtuni

ties

of th

e en

tire

com

mun

ity.

The

lead

er h

as c

reat

ed

indi

vidu

aliz

ed le

arni

ng

plan

s for

eac

h fa

culty

an

d st

aff m

embe

r, an

d pr

ofes

sion

al d

evel

opm

ent

activ

ities

refle

ct th

e pr

iorit

ized

nee

ds o

f the

se

plan

s.

The

lead

er is

aw

are

of

diff

eren

tiate

d ne

eds o

f fac

ulty

an

d st

aff m

embe

rs, a

nd th

ere

are

a fe

w in

stan

ces o

f di

ffer

entia

ted

prof

essi

onal

de

velo

pmen

t.

Prof

essio

nal d

evel

opm

ent i

s ty

pica

lly “

one

size

fits

all”

and

th

ere

is li

ttle

or n

o ev

iden

ce o

f re

cogn

ition

of i

ndiv

idua

l fac

ulty

ne

eds.


15

Lea

ders

hip

D

imen

sion

E

xem

plar

y

(Sys

tem

wid

e Im

pact

) Pr

ofic

ient

(L

ocal

Impa

ct)

Prog

ress

ing

(L

eade

rshi

p Po

tent

ial)

Not

Mee

ting

St

anda

rds

6.2

Per

sona

l par

ticip

atio

n in

lead

ing

prof

essi

onal

de

velo

pmen

t

In a

dditi

on to

mee

ting

the

crite

ria fo

r “pr

ofic

ient

,” th

e le

ader

is a

lso

an a

ctiv

e pa

rtici

pant

in te

ache

r-le

d pr

ofes

sion

al d

evel

opm

ent,

dem

onst

ratin

g w

ith a

co

mm

itmen

t of t

ime

and

inte

llect

that

the

lead

er is

a

lear

ner a

nd is

will

ing

to le

arn

from

col

leag

ues o

n a

regu

lar

basi

s. Th

e le

ader

rout

inel

y sh

ares

le

arni

ng e

xper

ienc

es w

ith o

ther

le

ader

s and

col

leag

ues

thro

ugho

ut th

e sy

stem

.

The

lead

er d

evot

es fa

culty

m

eetin

gs to

pro

fess

iona

l de

velo

pmen

t, no

t an

noun

cem

ents

. Th

e le

ader

per

sona

lly le

ads

prof

essi

onal

dev

elop

men

t se

vera

l tim

es e

ach

year

.

The

lead

er so

met

imes

dev

otes

fa

culty

mee

tings

to

prof

essi

onal

dev

elop

men

t and

oc

casi

onal

ly sh

ares

per

sona

l le

arni

ng e

xper

ienc

es w

ith

colle

ague

s.

The

lead

er g

ener

ally

stop

ped

acqu

iring

new

info

rmat

ion

afte

r co

mpl

etin

g gr

adua

te sc

hool

and

di

spla

ys li

ttle

or n

o ev

iden

ce o

r ne

w le

arni

ng o

r sha

ring

that

le

arni

ng w

ith c

olle

ague

s.

6.3

For

mal

and

info

rmal

fe

edba

ck to

col

leag

ues

with

the

excl

usiv

e pu

rpos

e of

impr

ovin

g in

divi

dual

and

or

gani

zatio

nal

perf

orm

ance

The

lead

er p

osse

sses

all

the

attri

bute

s of “

prof

icie

nt”

perf

orm

ance

and

als

o us

es

crea

tive

way

s of f

eedb

ack.

Ex

ampl

es a

re c

onsi

sten

t no

min

atio

n of

em

ploy

ees f

or

reco

gniti

on a

nd a

war

ds, l

ette

rs

of c

omm

enda

tion,

and

per

sona

l m

essa

ges o

f adm

iratio

n.

The

entir

e or

gani

zatio

n re

flect

s th

e le

ader

’s re

lent

less

ly p

ositi

ve

rein

forc

emen

t, an

d pe

rfor

man

ce

by in

divi

dual

s and

the

orga

niza

tion

refle

cts t

he le

ader

’s

focu

s on

reco

gniti

on th

at is

ac

cura

te, t

imel

y, a

nd sp

ecifi

c.

The

lead

er b

alan

ces i

ndiv

idua

l re

cogn

ition

with

team

and

or

gani

zatio

n-w

ide

reco

gniti

on.

The

lead

er p

rovi

des f

orm

al

feed

back

con

sist

ent w

ith

the

dist

rict p

erso

nnel

po

licie

s and

pro

vide

s in

form

al fe

edba

ck to

re

info

rce

good

per

form

ance

an

d hi

ghlig

ht th

e st

reng

ths

of c

olle

ague

s. Fe

edba

ck is

exp

licitl

y lin

ked

to o

rgan

izat

iona

l go

als a

nd b

oth

the

lead

er

and

empl

oyee

s can

cite

ex

ampl

es o

f whe

re

feed

back

is u

sed

to im

prov

e in

divi

dual

and

or

gani

zatio

nal p

erfo

rman

ce.

The

lead

er a

dher

es to

the

pers

onne

l pol

icie

s in

prov

idin

g fo

rmal

feed

back

, alth

ough

the

feed

back

is o

nly

occa

sion

ally

us

ed to

impr

ove

orga

niza

tiona

l pe

rfor

man

ce.

Form

al fe

edba

ck is

form

ulai

c an

d un

spec

ific.

In

form

al fe

edba

ck is

rare

and

m

ore

likel

y to

be

asso

ciat

ed

with

neg

ativ

e th

an p

ositi

ve

beha

vior

.


16

Lea

ders

hip

D

imen

sion

E

xem

plar

y

(Sys

tem

wid

e Im

pact

) Pr

ofic

ient

(L

ocal

Impa

ct)

Prog

ress

ing

(L

eade

rshi

p Po

tent

ial)

Not

Mee

ting

St

anda

rds

7.0

Lea

ders

hip

deve

lopm

ent

7.1

Stro

ng a

ssis

tant

ad

min

istra

tors

who

are

ca

pabl

e of

imm

edia

tely

as

sum

ing

lead

ersh

ip

resp

onsi

bilit

y in

this

sc

hool

or o

ther

bu

ildin

gs

The

lead

er h

as m

ultip

le a

ssis

tant

ad

min

istra

tors

who

are

read

y

to a

ssum

e le

ader

ship

re

spon

sibi

litie

s, an

d th

e le

ader

ha

s alre

ady

esta

blis

hed

a tra

ck

reco

rd o

f pla

cing

form

er

men

tees

in p

ositi

ons o

f le

ader

ship

. Th

e le

ader

con

tinue

s to

prov

ide

guid

ance

and

men

tors

hip

to

new

, dev

elop

ing,

and

em

ergi

ng

lead

ers e

ven

whe

n th

ey a

re

outs

ide

of th

e le

ader

’s p

erso

nal

span

of l

eade

rshi

p.

Mul

tiple

lead

ers t

hrou

ghou

t th

e sy

stem

cite

this

lead

er a

s a

men

tor a

nd re

ason

for t

heir

succ

ess.

The

lead

er h

as p

erso

nally

tra

ined

at l

east

one

ass

ista

nt

adm

inis

trato

r who

is

capa

ble

of re

plac

ing

the

lead

er to

day.

The

lead

er p

rovi

des s

ome

train

ing

to a

n as

sist

ant

adm

inis

trato

r who

may

, in

tim

e, b

e ca

pabl

e of

in

depe

nden

tly a

ssum

ing

a

lead

ersh

ip ro

le.

The

othe

r adm

inis

trato

rs u

nder

th

e le

ader

’s d

irect

ion

are

not

capa

ble

of a

ssum

ing

addi

tiona

l re

spon

sibi

litie

s and

ther

e do

es

not a

ppea

r to

be a

coh

eren

t and

co

nsis

tent

lead

ersh

ip tr

aini

ng

prog

ram

in p

lace

.


17

Lea

ders

hip

D

imen

sion

E

xem

plar

y

(Sys

tem

wid

e Im

pact

) Pr

ofic

ient

(L

ocal

Impa

ct)

Prog

ress

ing

(L

eade

rshi

p Po

tent

ial)

Not

Mee

ting

St

anda

rds

7.2

Con

sist

ent

iden

tific

atio

n of

po

tent

ial f

utur

e le

ader

s

The

lead

er ro

utin

ely

iden

tifie

s an

d re

crui

ts n

ew le

ader

s.

The

lead

er h

as sp

ecifi

cally

id

entif

ied

at le

ast t

wo

new

le

ader

s in

the

past

yea

r and

en

tere

d th

em in

to th

e ra

nks

of le

ader

ship

trai

ning

.

The

lead

er is

rem

arka

ble

for

iden

tifyi

ng le

ader

s fro

m

unex

pect

ed so

urce

s, in

clud

ing

help

ing

pote

ntia

l lea

ders

find

th

eir o

wn

lead

ersh

ip st

reng

ths

even

whe

n th

ey h

ad n

ot in

itial

ly

cons

ider

ed a

lead

ersh

ip c

aree

r. Th

e le

ader

hel

ps o

ther

lead

ers

to id

entif

y an

d re

crui

t pot

entia

l le

ader

ship

can

dida

tes.

The

lead

er h

as sp

ecifi

cally

id

entif

ied

and

recr

uite

d a

new

lead

er w

ithin

the

past

12

mon

ths.

The

lead

er fo

llow

s per

sonn

el

guid

elin

es fo

r acc

eptin

g ap

plic

atio

ns fo

r new

lead

ers.

The

lead

er a

ppea

rs to

be

indi

ffer

ent t

o th

e ne

ed fo

r le

ader

ship

in th

e sy

stem

.

7.3

Evi

denc

e of

del

egat

ion

and

trust

in su

bord

inat

e le

ader

s

Peop

le th

roug

hout

the

orga

niza

tion

are

empo

wer

ed

in fo

rmal

and

info

rmal

way

s.

Facu

lty m

embe

rs p

artic

ipat

e

in th

e fa

cilit

atio

n of

mee

tings

an

d ex

erci

se le

ader

ship

in

com

mitt

ees a

nd ta

sk fo

rces

; ot

her e

mpl

oyee

s, in

clud

ing

nonc

ertif

ied

staf

f, ex

erci

se

appr

opria

te a

utho

rity

and

assu

me

lead

ersh

ip ro

les w

here

ap

prop

riate

.

The

clim

ate

of tr

ust a

nd

dele

gatio

n in

this

org

aniz

atio

n co

ntrib

utes

dire

ctly

to th

e id

entif

icat

ion

and

empo

wer

men

t of

the

next

gen

erat

ion

of

lead

ersh

ip.

Ther

e is

a c

lear

pat

tern

of

del

egat

ed d

ecis

ions

, w

ith a

utho

rity

to m

atch

re

spon

sibi

lity

at e

very

leve

l in

the

orga

niza

tion.

Ther

e is

a re

latio

nshi

p of

au

thor

ity a

nd re

spon

sibi

lity,

an

d de

lega

tion

of a

utho

rity

is

cle

ar in

per

sonn

el

docu

men

ts, s

uch

as

eval

uatio

ns, a

nd a

lso

in th

e da

ily c

ondu

ct o

f mee

tings

an

d or

gani

zatio

nal

busi

ness

.

The

lead

er so

met

imes

de

lega

tes,

but a

lso

mai

ntai

ns

deci

sion

-mak

ing

auth

ority

that

co

uld

be d

eleg

ated

to o

ther

s.

The

lead

er re

serv

es a

lmos

t al

l dec

isio

n-m

akin

g au

thor

ity,

even

on

imm

ater

ial m

atte

rs.

Subo

rdin

ates

are

unw

illin

g or

un

able

to e

xerc

ise

inde

pend

ent

judg

men

t.


18

Lea

ders

hip

D

imen

sion

E

xem

plar

y (S

yste

mw

ide

Impa

ct)

Prof

icie

nt

(Loc

al Im

pact

) Pr

ogre

ssin

g

(Lea

ders

hip

Pote

ntia

l) N

ot M

eetin

g St

anda

rds

8.0

Tim

e/Ta

sk/P

roje

ct

Man

agem

ent

8.1

Con

sist

ently

mai

ntai

ns

daily

prio

ritiz

ed ta

sk

list

The

lead

er’s

prio

ritiz

ed d

aily

ta

sk li

st is

a li

ving

doc

umen

t, up

date

d at

the

begi

nnin

g of

ev

ery

day

and

thro

ugho

ut th

e da

y as

task

s are

add

ed a

nd

com

plet

ed, a

nd a

s prio

ritie

s ch

ange

. Th

e le

ader

regu

larly

shar

es

the

task

list

with

col

leag

ues i

n or

der t

o m

odel

wha

t gre

at ti

me

man

agem

ent a

nd p

erso

nal

orga

niza

tion

look

s lik

e, a

nd a

lso

to c

onve

y an

app

ropr

iate

sens

e of

how

org

aniz

atio

nal p

riorit

ies

are

trans

late

d in

to in

divi

dual

ac

tion

plan

s and

task

s.

The

lead

er c

an p

rodu

ce,

with

out r

evis

ion,

an

accu

rate

and

up-

to-d

ate

prio

ritiz

ed ta

sk li

st th

at

refle

cts t

he p

riorit

ies o

f the

or

gani

zatio

n an

d th

at

incl

udes

task

s (no

t pro

ject

s)

that

are

app

ropr

iate

for t

hat

lead

er.

The

lead

er m

aint

ains

a ta

sk

list,

but i

t is n

ot u

pdat

ed d

aily

an

d so

met

imes

doe

s not

refle

ct

the

actu

al w

ork

done

by

the

lead

er d

urin

g th

e da

y.

The

lead

er’s

task

list

is

haph

azar

d an

d no

t prio

ritiz

ed.

Even

whe

n th

e lis

t is c

reat

ed,

it is

unl

ikel

y to

bea

r a c

lear

re

latio

nshi

p to

the

actu

al ta

sks

acco

mpl

ishe

d by

the

lead

er

durin

g th

e da

y.

8.2

Cho

ices

for t

ime

man

agem

ent r

efle

ct

a fo

cus o

n th

e m

ost

impo

rtant

prio

ritie

s

The

prio

ritie

s of t

he

orga

niza

tion

and

this

lead

er’s

ta

sk li

st c

reat

e a

mirr

or im

age.

B

y lo

okin

g at

this

lead

er’s

ca

lend

ar a

nd p

riorit

ized

task

lis

t, on

e w

ould

kno

w a

nd

unde

rsta

nd th

e pr

iorit

ies o

f th

e or

gani

zatio

n.

The

lead

er n

ot o

nly

rem

oves

di

vers

ions

and

obs

tacl

es fr

om

his o

r her

ow

n ta

sk li

st, b

ut a

lso

help

s to

focu

s the

ent

ire

orga

niza

tion

in th

e rig

ht w

ay

by c

aref

ully

mat

chin

g ta

sks t

o pr

iorit

ies.

The

prio

ritie

s of t

he

orga

niza

tion

and

the

prio

ritie

s on

the

task

list

ar

e cl

osel

y m

atch

ed.

The

lead

er re

gula

rly

rem

oves

task

s, or

del

egat

es

task

s, w

here

ther

e is

an

insu

ffic

ient

link

bet

wee

n th

e ta

sk a

nd th

e le

ader

’s

and

orga

niza

tion’

s prio

ritie

s

The

lead

er is

aw

are

of

orga

niza

tiona

l prio

ritie

s,

but t

he d

aily

em

erge

ncie

s fr

eque

ntly

seem

to in

trude

in

to a

focu

s on

the

prio

ritie

s.

The

lead

er is

una

war

e of

or

indi

ffer

ent t

o or

gani

zatio

nal

prio

ritie

s.

The

task

list

, if i

t exi

sts,

is

mor

e ab

out p

uttin

g ou

t fire

s th

an a

bout

impl

emen

ting

orga

niza

tiona

l prio

ritie

s.


19

Lea

ders

hip

D

imen

sion

E

xem

plar

y

(Sys

tem

wid

e Im

pact

) Pr

ofic

ient

(L

ocal

Impa

ct)

Prog

ress

ing

(L

eade

rshi

p Po

tent

ial)

Not

Mee

ting

St

anda

rds

8.3

Com

plex

pro

ject

s ha

ve c

lear

obj

ectiv

es

and

cohe

rent

pla

ns

In a

dditi

on to

mee

ting

all o

f the

cr

iteria

for p

rofic

ient

pro

ject

m

anag

emen

t, th

e le

ader

als

o us

es p

roje

ct m

anag

emen

t as a

te

achi

ng d

evic

e, h

elpi

ng o

ther

s in

the

orga

niza

tion

unde

rsta

nd

the

inte

rrel

atio

nshi

p of

com

plex

pr

ojec

t mile

ston

es th

roug

hout

th

e or

gani

zatio

n.

The

lead

er u

ses c

ompl

ex p

roje

ct

man

agem

ent t

o bu

ild sy

stem

s th

inki

ng th

roug

hout

the

orga

niza

tion.

Pr

ojec

t pla

ns a

re v

isib

le in

he

avily

traf

ficke

d ar

eas s

o th

at

acco

mpl

ishm

ents

are

pub

licly

ce

lebr

ated

and

pro

ject

ch

alle

nges

are

ope

n fo

r inp

ut

from

a w

ide

varie

ty o

f sou

rces

.

Proj

ects

are

man

aged

usi

ng

clea

r and

writ

ten

lists

of

mile

ston

es, d

eadl

ines

, an

d pe

rson

s res

pons

ible

. Pr

ojec

t man

agem

ent

docu

men

ts a

re re

vise

d

and

upda

ted

as m

ilest

ones

ar

e ac

hiev

ed o

r dea

dlin

es

are

chan

ged.

Th

e le

ader

und

erst

ands

th

e im

pact

of a

cha

nge

in

a m

ilest

one

or d

eadl

ine

on

the

entir

e pr

ojec

t,

and

com

mun

icat

es th

ose

chan

ges t

o th

e ap

prop

riate

pe

ople

in th

e or

gani

zatio

n.

The

lead

er’s

task

list

ca

refu

lly d

iffer

entia

tes

betw

een

a ta

sk a

nd a

pr

ojec

t.

Proj

ects

are

man

aged

usi

ng

lists

of m

ilest

ones

and

de

adlin

es, b

ut a

re in

freq

uent

ly

upda

ted.

Th

e im

pact

s of c

hang

es in

one

ta

sk a

re n

ot c

lear

and

are

rare

ly

docu

men

ted.

Th

e le

ader

’s p

riorit

ized

task

lis

t inc

lude

s tas

ks th

at a

re, i

n ac

tual

ity, p

roje

cts c

ompo

sed

of

mul

tiple

task

s.

Proj

ect m

anag

emen

t is

haph

azar

d or

non

exis

tent

. Th

ere

is li

ttle

or n

o ev

iden

ce

of li

sts o

f mile

ston

es a

nd

dead

lines

.

8.4

His

tory

of c

ompl

etio

n of

pro

ject

s on

sche

dule

an

d w

ithin

bud

get

In a

dditi

on to

mee

ting

the

crite

ria fo

r pro

ficie

nt

perf

orm

ance

, thi

s lea

der

regu

larly

save

s res

ourc

es

of ti

me

and

mon

ey fo

r the

or

gani

zatio

n an

d pr

oact

ivel

y re

depl

oys t

hose

reso

urce

s to

help

the

orga

niza

tion

achi

eve

its

stra

tegi

c pr

iorit

ies.

The

lead

er h

as a

do

cum

ente

d hi

stor

y

of m

anag

ing

com

plex

pr

ojec

ts, m

eets

dea

dlin

es,

and

keep

s bud

get

com

mitm

ents

.

The

lead

er so

met

imes

mee

ts

dead

lines

, but

onl

y at

the

expe

nse

of b

reak

ing

the

budg

et, o

r mee

ts b

udge

ts,

but f

ails

to m

eet d

eadl

ines

.

The

lead

er h

as li

ttle

or

no re

cord

of k

eepi

ng

com

mitm

ents

for s

ched

ules

an

d bu

dget

s.


20

Lea

ders

hip

D

imen

sion

E

xem

plar

y

(Sys

tem

wid

e Im

pact

) Pr

ofic

ient

(L

ocal

Impa

ct)

Prog

ress

ing

(L

eade

rshi

p Po

tent

ial)

Not

Mee

ting

St

anda

rds

9.0

Tec

hnol

ogy

9.1

Dem

onst

rate

d us

e of

te

chno

logy

to im

prov

e te

achi

ng a

nd le

arni

ng

In a

dditi

on to

mee

ting

the

crite

ria fo

r pro

ficie

nt

perf

orm

ance

, the

lead

er se

rves

as

a m

odel

for t

echn

olog

y im

plem

enta

tion

to o

ther

or

gani

zatio

ns.

The

links

bet

wee

n te

chno

logy

im

plem

enta

tion

and

lear

ning

su

cces

s are

cle

ar a

nd p

ublic

. Th

e le

ader

coa

ches

the

entir

e st

aff o

n th

e re

sults

of t

he

linka

ge b

etw

een

tech

nolo

gy

and

orga

niza

tiona

l suc

cess

, cr

eatin

g ne

w w

ays t

o sa

ve

reso

urce

s and

impr

ove

orga

niza

tiona

l eff

ectiv

enes

s.

The

lead

er u

ses t

echn

olog

y pe

rson

ally

in a

com

pete

nt

man

ner a

nd li

nks

tech

nolo

gy in

itiat

ives

of

the

orga

niza

tion

to sp

ecifi

c te

achi

ng a

nd le

arni

ng

obje

ctiv

es.

The

lead

er is

per

sona

lly

prof

icie

nt in

tech

nolo

gy

and

appe

ars t

o be

an

advo

cate

fo

r the

use

of i

nstru

ctio

nal

tech

nolo

gy, b

ut d

oes n

ot

alw

ays d

iffer

entia

te b

etw

een

tech

nolo

gy im

plem

enta

tion

and

a cl

ear i

mpa

ct o

n te

achi

ng

and

lear

ning

.

The

lead

er d

oes n

ot d

ispl

ay

pers

onal

com

pete

nce

in

tech

nolo

gy a

pplic

atio

ns.

The

lead

er d

oes n

ot li

nk th

e in

stal

latio

n of

tech

nolo

gy to

sp

ecifi

c te

achi

ng a

nd le

arni

ng

obje

ctiv

es.

9.2

Per

sona

l pro

ficie

ncy

in

ele

ctro

nic

com

mun

icat

ion

In a

dditi

on to

the

skill

s req

uire

d of

the

prof

icie

nt le

ader

, the

le

ader

cre

ates

new

opp

ortu

nitie

s fo

r lea

rnin

g an

d us

es th

e or

gani

zatio

n as

an

exam

ple

of

eff

ectiv

e te

chno

logy

im

plem

enta

tion.

Le

adin

g by

exa

mpl

e, th

e le

ader

pr

ovid

es a

mod

el o

f new

le

arni

ng.

Pers

onal

ly u

ses e

mai

l, w

ord

proc

essi

ng, s

prea

dshe

ets,

pres

enta

tion

softw

are,

dat

a ba

ses,

and

dist

rict s

oftw

are.

Pe

rson

al st

udy

and

prof

essi

onal

dev

elop

men

t re

flect

a c

omm

itmen

t to

cont

inue

d le

arni

ng.

Mas

tere

d so

me,

but

not

all

of

the

softw

are

requ

ired

for

prof

icie

nt p

erfo

rman

ce.

Take

s ini

tiativ

e to

lear

n ne

w

tech

nolo

gy.

Not

tech

nolo

gica

lly li

tera

te.

Littl

e or

no

evid

ence

of t

akin

g pe

rson

al in

itiat

ive

to le

arn

new

te

chno

logy

.


21

Lea

ders

hip

D

imen

sion

E

xem

plar

y

(Sys

tem

wid

e Im

pact

) Pr

ofic

ient

(L

ocal

Impa

ct)

Prog

ress

ing

(L

eade

rshi

p Po

tent

ial)

Not

Mee

ting

St

anda

rds

10.0

Lea

rnin

g

10.1

Per

sona

l un

ders

tand

ing

of

rese

arch

tren

ds in

ed

ucat

ion

and

lead

ersh

ip

In a

dditi

on to

per

sona

l rea

ding

th

at is

wid

e an

d de

ep in

the

field

of

edu

catio

nal r

esea

rch,

the

lead

er c

ontri

bute

s dire

ctly

to

rese

arch

, pro

vidi

ng c

ase

stud

ies,

expe

rimen

tal r

esul

ts, a

nd

rese

arch

que

stio

ns to

serv

e th

e in

tere

sts o

f oth

er le

ader

s and

ed

ucat

iona

l org

aniz

atio

ns.

Pers

onal

read

ing,

lear

ning

, an

d te

achi

ng o

f edu

catio

nal

rese

arch

tren

ds.

Occ

asio

nal e

duca

tiona

l re

sear

ch re

adin

g an

d so

me

inte

rest

in p

erso

nal r

eadi

ng

and

lear

ning

.

Littl

e or

no

evid

ence

of

per

sona

l lea

rnin

g an

d

rese

arch

.

10.2

Per

sona

l pro

fess

iona

l d e

velo

pmen

t pla

n In

add

ition

to m

eetin

g th

e re

quire

men

ts fo

r pro

ficie

nt

perf

orm

ance

, thi

s lea

der

appr

oach

es e

very

pro

fess

iona

l de

velo

pmen

t opp

ortu

nity

with

a

view

tow

ard

mul

tidim

ensi

onal

im

pact

. K

now

ledg

e an

d sk

ills a

re sh

ared

th

roug

hout

the

orga

niza

tion

and

with

oth

er d

epar

tmen

ts, s

choo

ls,

and

dist

ricts

. R

athe

r tha

n m

erel

y ad

optin

g th

e to

ols o

f ext

erna

l pro

fess

iona

l de

velo

pmen

t, th

is le

ader

cre

ates

sp

ecifi

c ad

apta

tions

so th

at

lear

ning

tool

s bec

ome

part

of

the

cultu

re o

f the

org

aniz

atio

n an

d ar

e “h

ome-

grow

n” ra

ther

th

an e

xter

nally

gen

erat

ed.

Enga

ges i

n pr

ofes

sion

al

deve

lopm

ent t

hat i

s dire

ctly

lin

ked

to o

rgan

izat

iona

l ne

eds.

Th

e pr

iorit

y is

giv

en to

bu

ildin

g on

per

sona

l le

ader

ship

stre

ngth

s.

The

lead

er p

erso

nally

at

tend

s and

act

ivel

y pa

rtici

pate

s in

the

prof

essi

onal

dev

elop

men

t th

at is

requ

ired

of o

ther

le

ader

s in

the

orga

niza

tion.

In

the

case

of b

uild

ing

prin

cipa

ls, t

he le

ader

pe

rson

ally

atte

nds a

nd

activ

ely

parti

cipa

tes i

n th

e pr

ofes

sion

al d

evel

opm

ent

requ

ired

of te

ache

rs.

The

lead

er a

ctiv

ely

parti

cipa

tes

in p

rofe

ssio

nal d

evel

opm

ent,

but i

t is r

efle

ctiv

e of

a p

erso

nal

agen

da ra

ther

than

the

stra

tegi

c ne

eds o

f the

org

aniz

atio

n.

The

lead

er a

ttend

s pro

fess

iona

l de

velo

pmen

t for

col

leag

ues,

but d

oes n

ot fu

lly e

ngag

e in

it

and

set a

n ex

ampl

e of

act

ive

parti

cipa

tion.

This

lead

er m

ight

intro

duce

a

prof

essi

onal

dev

elop

men

t pr

ogra

m, b

ut q

uick

ly le

aves

th

e ro

om, s

endi

ng th

e si

gnal

to

col

leag

ues t

hat “

this

real

ly

is n

ot w

orth

my

time.

”

Whe

n th

e le

ader

doe

s eng

age

in p

erso

nal p

rofe

ssio

nal

deve

lopm

ent,

it is

like

ly to

be

a

natio

nal c

onfe

renc

e se

lect

ed

for i

ts lo

catio

n ra

ther

than

its

con

tent

or t

he st

rate

gic

rela

tions

hip

to o

rgan

izat

iona

l ne

eds.


22

Lea

ders

hip

D

imen

sion

E

xem

plar

y

(Sys

tem

wid

e Im

pact

) Pr

ofic

ient

(L

ocal

Impa

ct)

Prog

ress

ing

(L

eade

rshi

p Po

tent

ial)

Not

Mee

ting

St

anda

rds

10.3

Pro

fess

iona

l de

velo

pmen

t foc

us

Can

iden

tify

spec

ific

prof

essi

onal

dev

elop

men

t of

ferin

gs o

f pas

t yea

rs th

at h

ave

been

syst

emat

ical

ly re

view

ed

and

term

inat

ed b

ecau

se th

ey

faile

d to

supp

ort o

rgan

izat

iona

l go

als.

H

as a

pro

cess

for p

rior r

evie

w

of n

ew p

rofe

ssio

nal

deve

lopm

ent p

rogr

ams a

nd

rigor

ousl

y ap

plie

s its

ap

plic

atio

ns fo

r tim

e an

d fu

ndin

g. C

an p

rovi

de e

xam

ples

of

hav

ing

disa

ppro

ved

appl

icat

ions

for p

rofe

ssio

nal

deve

lopm

ent t

hat f

aile

d to

mee

t th

ese

crite

ria.

Cho

oses

one

or t

wo

focu

s are

as

for p

rofe

ssio

nal d

evel

opm

ent,

with

ext

ensi

ve ti

me

in fa

culty

m

eetin

gs, g

rade

-leve

l mee

tings

, de

partm

ent m

eetin

gs, a

nd st

aff

deve

lopm

ent m

eetin

gs a

ll fo

cuse

d on

inte

nsiv

e im

plem

enta

tion

of a

few

are

as

of le

arni

ng.

Prof

essio

nal d

evel

opm

ent

plan

has

no

mor

e th

an si

x ar

eas o

f em

phas

is a

nd e

ach

of th

ose

area

s is l

inke

d to

th

e or

gani

zatio

n’s s

trate

gic

obje

ctiv

es.

Prof

essio

nal d

evel

opm

ent

oppo

rtuni

ties a

re so

mew

hat

rela

ted

to th

e or

gani

zatio

nal

obje

ctiv

es, b

ut th

ere

is n

o w

ay

of sy

stem

atic

ally

ass

essi

ng

thei

r im

pact

. Pa

rtici

pant

eva

luat

ions

are

the

prim

ary

crite

ria fo

r sel

ectio

n,

so p

rogr

ams t

hat a

re p

opul

ar

but i

neff

ectiv

e te

nd to

be

the

norm

.

By

pers

onal

exa

mpl

e, th

is

lead

er e

ndor

ses t

he b

utte

rfly

ap

proa

ch to

pro

fess

iona

l de

velo

pmen

t. O

nce

a su

bjec

t has

bee

n su

perf

icia

lly a

ddre

ssed

, the

n

a ne

w fa

d is

cha

sed.

Fac

ulty

re

ques

ts a

re ro

utin

ely

appr

oved

w

heth

er o

r not

they

are

rela

ted

to st

uden

t ach

ieve

men

t. Si

mila

rly, t

he le

ader

’s p

erso

nal

prof

essi

onal

dev

elop

men

t ag

enda

is b

ased

on

whi

m a

nd

pref

eren

ce, n

ot o

rgan

izat

iona

l ne

eds.


23

Lea

ders

hip

D

imen

sion

E

xem

plar

y

(Sys

tem

wid

e Im

pact

) Pr

ofic

ient

(L

ocal

Impa

ct)

Prog

ress

ing

(L

eade

rshi

p Po

tent

ial)

Not

Mee

ting

St

anda

rds

10.3

Pro

fess

iona

l de

velo

pmen

t foc

us

Can

iden

tify

spec

ific

prof

essi

onal

dev

elop

men

t of

ferin

gs o

f pas

t yea

rs th

at h

ave

been

syst

emat

ical

ly re

view

ed

and

term

inat

ed b

ecau

se th

ey

faile

d to

supp

ort o

rgan

izat

iona

l go

als.

H

as a

pro

cess

for p

rior r

evie

w

of n

ew p

rofe

ssio

nal

deve

lopm

ent p

rogr

ams a

nd

rigor

ousl

y ap

plie

s its

ap

plic

atio

ns fo

r tim

e an

d fu

ndin

g. C

an p

rovi

de e

xam

ples

of

hav

ing

disa

ppro

ved

appl

icat

ions

for p

rofe

ssio

nal

deve

lopm

ent t

hat f

aile

d to

mee

t th

ese

crite

ria.

Cho

oses

one

or t

wo

focu

s are

as

for p

rofe

ssio

nal d

evel

opm

ent,

with

ext

ensi

ve ti

me

in fa

culty

m

eetin

gs, g

rade

-leve

l mee

tings

, de

partm

ent m

eetin

gs, a

nd st

aff

deve

lopm

ent m

eetin

gs a

ll fo

cuse

d on

inte

nsiv

e im

plem

enta

tion

of a

few

are

as

of le

arni

ng.

Prof

essio

nal d

evel

opm

ent

plan

has

no

mor

e th

an si

x ar

eas o

f em

phas

is a

nd e

ach

of th

ose

area

s is l

inke

d to

th

e or

gani

zatio

n’s s

trate

gic

obje

ctiv

es.

Prof

essio

nal d

evel

opm

ent

oppo

rtuni

ties a

re so

mew

hat

rela

ted

to th

e or

gani

zatio

nal

obje

ctiv

es, b

ut th

ere

is n

o w

ay

of sy

stem

atic

ally

ass

essi

ng

thei

r im

pact

. Pa

rtici

pant

eva

luat

ions

are

the

prim

ary

crite

ria fo

r sel

ectio

n,

so p

rogr

ams t

hat a

re p

opul

ar

but i

neff

ectiv

e te

nd to

be

the

norm

.

By

pers

onal

exa

mpl

e, th

is

lead

er e

ndor

ses t

he b

utte

rfly

ap

proa

ch to

pro

fess

iona

l de

velo

pmen

t. O

nce

a su

bjec

t has

bee

n su

perf

icia

lly a

ddre

ssed

, the

n

a ne

w fa

d is

cha

sed.

Fac

ulty

re

ques

ts a

re ro

utin

ely

appr

oved

w

heth

er o

r not

they

are

rela

ted

to st

uden

t ach

ieve

men

t. Si

mila

rly, t

he le

ader

’s p

erso

nal

prof

essi

onal

dev

elop

men

t ag

enda

is b

ased

on

whi

m a

nd

pref

eren

ce, n

ot o

rgan

izat

iona

l ne

eds.

Lea

ders

hip

D

imen

sion

E

xem

plar

y

(Sys

tem

wid

e Im

pact

) Pr

ofic

ient

(L

ocal

Impa

ct)

Prog

ress

ing

(L

eade

rshi

p Po

tent

ial)

Not

Mee

ting

St

anda

rds

10.4

App

licat

ion

of

lear

ning

In

add

ition

to m

eetin

g al

l th

e cr

iteria

for p

rofic

ient

pe

rfor

man

ce, t

his l

eade

r pr

ovid

es e

vide

nce

of th

e pr

inci

ple

of le

vera

ge, t

akin

g ea

ch le

arni

ng o

ppor

tuni

ty a

nd

appl

ying

it th

roug

hout

the

orga

niza

tion.

Th

is le

ader

cre

ates

form

s, ch

eckl

ists

, sel

f-as

sess

men

ts,

and

othe

r lea

rnin

g to

ols s

o th

at

conc

epts

lear

ned

in p

rofe

ssio

nal

deve

lopm

ent a

re a

pplie

d in

the

daily

live

s of t

each

ers a

nd

lead

ers t

hrou

ghou

t the

or

gani

zatio

n.

In a

dditi

on, t

his l

eade

r reg

ular

ly

shar

es th

ese

appl

icat

ion

tool

s w

ith o

ther

scho

ols,

depa

rtmen

ts,

or d

istri

cts i

n or

der t

o m

axim

ize

the

impa

ct o

f the

lead

er’s

pe

rson

al le

arni

ng e

xper

ienc

e.

Ther

e is

cle

ar e

vide

nce

of

the

actu

al a

pplic

atio

n of

pe

rson

al le

arni

ng in

the

orga

niza

tion.

W

here

lear

ning

has

not

be

en a

pplie

d w

ithin

the

orga

niza

tion,

this

lead

er

rigor

ousl

y an

alyz

es th

e ca

use

for t

his a

nd d

oes

not c

ontin

ue in

vest

ing

time

and

mon

ey in

pro

fess

iona

l de

velo

pmen

t pro

gram

s tha

t la

ck c

lear

evi

denc

e of

su

cces

s whe

n ap

plie

d in

th

e or

gani

zatio

n.

The

lead

er h

as g

iven

in

telle

ctua

l ass

ent t

o so

me

impo

rtant

lear

ning

exp

erie

nces

, bu

t can

giv

e on

ly a

few

sp

ecifi

c ex

ampl

es o

f ap

plic

atio

n to

the

orga

niza

tion.

Even

on

thos

e ra

re o

ccas

ions

w

hen

this

lead

er e

ngag

es in

pr

ofes

sion

al d

evel

opm

ent,

the

purp

ose

appe

ars t

o be

mer

ely

colle

ctin

g in

form

atio

n ra

ther

th

an re

flect

ing

on it

and

ap

plyi

ng it

to th

e or

gani

zatio

n.

Prof

essio

nal d

evel

opm

ent i

s an

exp

ense

, not

an

inve

stm

ent

in c

onst

ruct

ive

impr

ovem

ents

.


In-Depth Seminar Assessing Leadership Performance · 1.5 Explicit improvement of specific...

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