PRINCIPAL CHALLENGE - Dallas Independent School … · Principal interview ... have a counselor and...

PRINCIPAL CHALLENGE

Mike Miles

August 2011

Revised 1 August 2011

Principal Gauntlet Scorecard

Exercise Weak Prog. Prof. Dist.

2 4 6 8

Principal priority exercise

Instructional video

Purposeful instruction

Principal interview

Team scenarios

Alignment scenario

Column subtotal

Prog I Prog II Prog III Prof I Prof II Prof III Exemp.

23 24 - 27 28 - 31 32 - 35 36 - 39 40 - 43 44 - 48

Total =


Principal Effectiveness Exercise1

It is 9:30 a.m. on a regular school day. You are a principal of an elementary

school with approximately 500 students. As is usually the case, several events add

to your already busy schedule. Your one assistant principal called in sick. You

have a counselor and literacy coach on your building leadership team. Numerous

planned and unplanned items are listed below (in no particular order). Describe

how you plan to proceed. Which items would you personally attend to and when?

Would you postpone any scheduled event? Would you delegate any item? Whom

would you call? Etc.

1. You have three teachers absent today. Only two substitutes have reported. The third

one was supposed to have arrived 30 minutes ago.

2. You have a post-observation scheduled with a first-year teacher in 10 minutes. This

teacher has been struggling.

3. A teacher stops by the office and tells the secretary that there is a “major leak” in the

back hallway. (It had rained pretty heavily the night before, and there has been a leak

there before.)

4. The counselor asks to see you about a possible case of physical abuse of a student.

She wants to know whether she should call the Department of Human Services.

5. You have a scheduled formal teacher observation at 11:00 a.m. This observation has

already been rescheduled one time.

6. A staff member has called the office requesting an administrator come to the room

because a student has threatened harm to another student.

7. There is a new student enrolling in the front office. An interpreter and the parents are

with the student. The interpreter lets you know that this is the student’s first day in

school in America.

8. You need to prepare for the building staff development which will be at 3:15 p.m.

1 This exercise is adapted from one designed by Anne Clark from Charlotte-Mecklenburg School District, March

2011


9. The pastor from a local church has arrived unannounced and wants to visit with you

to talk about establishing a stronger partnership.

10. The Superintendent called a few minutes ago and wants you to return his call when

you get a chance.

11. An irate parent has just arrived. Her son was sent to the office yesterday for

disruptive behavior. She claims the teacher was disrespectful, and she wants the

teacher fired or she will withdraw her student.

12. A Title One report was due yesterday and an email from the Title One Director

informs you that you need to turn in the report by noon.

13. You are trying to fill two teacher vacancies that you know you will have next year.

You have received several emails and phone calls over the last few days, but have yet

to respond.

14. You need to take a picture with the “Student Habits of Mind Council” (which

comprises five students) for the school newsletter.

15. The Assistant Principal usually makes “attendance calls” to parents whose students

have excessive absences. There are five such calls that should be made today.


Purposeful Instruction Scenario 1 – 6

th Grade Writing

Obj: Students will write the final draft of an SCR (short constructed response).

DOL: Students will turn in the draft.

Activity/ Lesson: In November, students had been given a prompt to write a short

constructed response. The topic was to write about someone the student admired and

explain why. Students in the class demonstrated very different skills and abilities in

writing. After 30 minutes a few of the students had written two paragraphs. Some had

finished their planning and were starting to write. Several students had skipped the

planning and their paragraphs lacked organization. Others had gotten as far as writing

“The person I admire most is ____, and here are some of the reasons I admire him/her.”

The teacher moved about the room, helping individual students.

Scenario 2 – 10th

Grade math

Obj: Students will evaluate numerical expressions by using the order of operations.

DOL: Given 8 numerical expressions, the student will correctly evaluate at least six of

the expressions by using the order of operations.

Activity/ Lesson: The teacher reviewed homework with the students. Two students had

had difficulty with problems 6 and 8, which were problems involving the quadratic

equation. The teacher did problem number 6 on the overhead projector, explaining how

to solve the equation to the entire class. Next, he asked for a student volunteer to solve

problem 8. The student worked at the board at the front of the room for 2 minutes. The

teacher then asked the student to explain her work to the rest of the class. Two other

students had more questions about the homework that the teacher then explained in turn.

The homework review took approximately 25 minutes.

Scenario 3 – 5th

Grade Social Studies

Obj: Students will make oral presentations on an engaging topic.

DOL: Students will make an oral presentation in front of the class. There will be a

rubric to score them.


Activity/ Lesson: Students had been given some instruction the day before on

developing PowerPoint slides and were given time in class to develop five slides. The

students spent 30 minutes finishing their slides from the day before. The presentation

started during the last half of the class (and would continue for the next day). Each

student was given five minutes to make a presentation in front of the class. The other

students were expected to listen attentively and then ask questions. The teacher scored

each student, using a rubric for oral presentations.

Scenario 4 -- 3rd Grade Reading

Obj: Students will practice reading comprehension.

DOL: Students will develop two questions from the books they are reading.

Activity/ Lesson: The teacher was working with a group of students at a table. They

were reading a story together. The teacher guided the students through the text, helping

them pronounce words and figure out the meaning of unfamiliar words. The rest of the

students were reading books individually. Two students were talking and giggling

quietly. They were reading two different 1st grade-level picture books. When asked

whether the books were too easy, they replied that the books were and that they had read

them several times.

Scenario 7 -- 4th

Grade Writing

Obj: Students will identify and write supporting details.

DOL: Students will turn in their rough draft of an ECR with supporting details.

Activity/ Lesson: Students were working individually at their desks. Students were

asked to think of a topic about which to write an ECR (extended constructed response).

The topic could be about anything. Some students were flipping through books, trying to

gather ideas for a topic. When asked, a few other students said they “were thinking.” A

couple of students had started to write. Approximately half the students “were thinking”

for more than 15 minutes as the teacher went around trying to help individual students.

There were no graphic organizers.


Principal Interview Scenarios

Read and discuss each scenario below. What are things to consider? What are

questions you would ask? Are there any implications for action (or inaction)? What

would you do given just the information that you have from the scenario? You will

have three minutes total for each scenario.

1. A fourth grade teacher comes to you, complaining that the item maps for the District

common assessment are not aligned. She tells you that the item maps do not include

many of the objectives outlined in the instructional calendars. She says that the

District common assessments are forcing her to narrow the curriculum. She wants to

know if she should tailor her lesson plans to the item maps.

2. In October, Mr. Smith tendered his resignation to be effective at the end of the school

year. He did so having reached an understanding with you that you would not place

him on an official remediation plan. Unfortunately, in the four weeks since Mr. Smith

submitted his resignation, the quality of his instruction has deteriorated and the results

of the assessment set administered during that time further show a decline in student

achievement. You call HR for help and they tell you to continue coaching. HR

would like to avoid a remediation plan, noting that since Mr. Smith has already

resigned, he is going to be gone in seven months, and there is no reason to risk legal

action by the union.

3. Half of your staff is probationary (not tenured). Per District directive, probationary

teachers require a minimum of eight spot observations with written feedback each

semester (non-probationary teachers require four spot observations each semester).

Your Assistant Principal is inexperienced and needs some coaching on providing

effective feedback. It is the end of September and you and your AP are already

behind.

4. You decide to attend a meeting of the elementary science curriculum committee,

which comprises eight teachers from the District. Two of the teachers are from your

school. The discussion turns to the recent budget cuts and the cancellation of the

planned science textbook adoption. As the committee sees it, they have two choices:

1) continue to use the old textbooks even though they are not well-aligned with the

new national core standards, or 2) phase in the new standards over the next two or

three years until the District has enough money to buy science resources.


5. You have one more position to fill due to a late resignation at the end of July. It is

now a week before the start of school. Two candidates have made it through the

paper screening and first round. Candidate A has a Master’s degree from Wichita

City College where she graduated in the top third of her class. Her English SAT score

was 520. Candidate A notes in her cover letter that she is passionate about helping all

students learn. She has twelve years of experience teaching in elementary school.

Her resume also notes numerous education courses she has taken to improve her

skills. She has also served on several school- and district-level committees over the

last four years.

Candidate B has a Bachelor’s degree from Brown University in Rhode Island. She

also graduated in the top third of her class. Her English SAT score was 730.

Candidate B has three years of experience and is moving here with her husband, who

has been assigned to Fort Carson. She successfully managed a large Starbucks prior

to pursuing a career in education. She was also the captain of her swim team in

college. Candidate B notes in her cover letter that she is competitive and wants to

have the highest scoring fourth-grade class.

6. The Superintendent often says that principals are paid for leadership, vision, and

making the tough decisions no one else wants to make. Do you have what it takes to

be a principal in a district that is transforming education?


Leadership Academy -- Team Scenarios

Your group will receive five scenarios. For each scenario, there are two decisions from

which to choose. You are not allowed to come up with a third option. Your group

must come to consensus and decide on the action it would take for each scenario

within 35 minutes. Be prepared to defend your collective decision.

1. Mr. Greene, the counseling secretary, is well-known and well-liked by most of the

staff. He has been in Tender Night Middle School for 20 years and has a ready ear for

personal or work-related problems. Staff members drop by the office and share

concerns and rumors. Mr. Greene listens well and is very empathetic. However, he

has a negative attitude about the principal and administrators in general. He advises

teachers to “keep your head low,” “just nod, and then do what you need to do,” “don’t

fill out any ‘anonymous’ survey,” or “you should just wait it out.”

The counselor comes to you and tells you that yesterday Mr. Greene said he wanted to

get “reenergized” and had asked to attend the Support Staff Leadership Academy in

order to give the new district administration a chance. Later, on the same day, he was

overheard telling a teacher that the principal only implements district initiatives

because he doesn’t want to get fired.

a. Decision one: provide a leadership opportunity for Mr. Greene.

b. Decision two: write a letter of concern about spreading negativity.

2. You oversee five large box stores in Oakland. The stores are part of a national chain.

When products arrive at a store, a four-person team scans the products for inventory

and then places price labels on them. After visiting the stores you notice that

numerous items on the shelves are priced incorrectly. When the product has an

overpriced label, it doesn’t sell well. If it has an underpriced label, the store loses

money. You demand that each store hire an auditor whose sole job would be to check

and correct price labels.

Mr. Thomas, manager of Store Five, quietly ignores your instruction and instead of

hiring an auditor, fires two of the persons on the four-person intake team and hires

two others. He outlines goals and expectations for them.

A month after your directive, all the stores have improved a little; that is there are

fewer incorrectly priced items on the shelves. The auditors are saving thousands of

dollars. Store Five has improved the least. It is however paying out less in salaries.


a. Decision one: reprimand Mr. Thomas.

b. Decision two: revisit the directive; consider Mr. Thomas’ method.

3. Mrs. Phalon’s husband is in Iraq. Her husband’s unit took some casualties recently

although he has not been injured. Nonetheless, Mrs. Phalon is upset and has taken a

few days off. Mrs. Phalon will return on Monday. She is a second-year teacher and

is due for a spot observation and is scheduled for a formal observation on Wednesday.

a. Decision one: postpone the spot and formal until the following week.

b. Decision two: conduct the spot and formal as planned.

4. You are the regional director of a large marketing company and need to hire a deputy

director. The choice comes down to Amanda or Marilyn. Amanda is a go-getter.

She has only been working for the company for three years, but has already shown

that she can bring in business, winning employee incentives for sales. She takes the

initiative and has impressed corporate executives with her innovative ideas. She

currently heads a small department and is known for her no-nonsense style of

leadership. Some of her staff complain that she lacks interpersonal skills and never

tries to get to know her employees.

Marilyn has been a loyal employee of the company for 12 years. Marilyn is a solid

executive, but lately her department has not performed well. She is a team player and

gets along well with her staff and with people at the corporate level. She is not

particularly innovative, but has had no problem learning new practices once they are

explained to her. She admits that she has trouble with technology media, but has

hired staff who make dealing with technology easier for her.

Decision one: promote Amanda.

Decision two: promote Marilyn.

5. It is October and you have been observing a teacher in his last year (he has already

submitted a letter of resignation to be effective in June). Once again, students are

doing worksheets and the teacher is sitting at the desk watching them. Student

engagement is poor. Both lesson objectives and demonstrations of learning are

posted, but the activities are not aligned. No parent has complained and student

progress monitoring scores are only slightly lower than the school average.

a. Decision one: let him finish the year without any formal corrective action.

b. Decision two: begin a remediation or improvement plan.


Building Curriculum Alignment Scenario 2

Jackson Browne has been the principal of Tender Night Middle School for two years. He

is generally satisfied that his school’s curriculum is aligned. There has been a push by

the district for all of the schools in the district to complete the alignment process that was

started three years ago.

All of Jackson’s teachers have attended alignment workshops. At the beginning of the

year, he ensured all of the teachers had key resources: assessment frameworks, grade

level expectations, item maps, and student test data. The standards are posted in every

classroom, and most of the teachers write the standard and benchmark number on the

board every day. The school administers a monthly assessment for every grade in

reading and math. These assessments, purchased from a private vendor, generally align

with the standards. Every month, Jackson and the assistant principals talk about teaching

to the standards and using student test data.

Although alignment seems strong, lately Jackson has been concerned that there is more

work to be done. Test data show there are persistent weak areas; some benchmarks aren’t

being addressed. Notebooks with the key resources seem to be gathering dust.

Comment on the strengths and weaknesses of the school with regard to curriculum

alignment. What should Jackson do (if anything) to improve curriculum alignment at

Tender Night Middle School?

Revised 20 June 2011

Instructional Feedback Rubric Name: _____________ Benchmark low Weak high low Proficient high low Advanced high

Establishes a

culture of

feedback

The administrator explains the concept,

goals, and rationale behind instructional

feedback. However, she is not purposeful

about garnering staff support or

understanding. The feedback process is

designed without staff input. Staff

members do not believe the instructional

feedback they receive is helpful or feel that

the classroom observations are conducted to

catch them being unsuccessful.

The administrator takes steps to explain the

concept, goals, and rationale behind

instructional feedback. She persuades the

staff that “what gets feedback gets done

better.” She solicits input regarding the

type of feedback that is needed to improve

instruction. She involves the staff in

designing the feedback process and the

creation of the instructional feedback form.

The staff believes instructional feedback

will help them improve their performance.

The administrator ensures every person in

the organization receives feedback,

including the leadership team.

The administrator takes steps to explain the

concept, goals, and rationale behind

instructional feedback. She solicits input

regarding the type of feedback that is

needed to improve instruction. She

involves the staff in designing the feedback

process and the creation of the feedback

form. She adjusts the degree of guidance

and staff involvement based on the staff’s

level of experience and the maturity of the

feedback processes already in place. The

staff understands the role of feedback in

improving instruction and welcomes

constructive feedback. The administrator

develops a process for staff to express

concerns and provide input on instructional

priorities, school goals, and objectives. She

conducts climate surveys to help assess

philosophy and receive feedback.

Benchmark low Weak high low Proficient high low Advanced high

Develops

effective and

systemic

feedback

processes

Feedback is tied to the action plan, but it is

not focused or the indicators of success are

not clear. The feedback process is ad hoc or

is focused on compliance rather than

improving instructional behavior.

The administrator focuses feedback on the

instructional behavior the school values

most. The feedback is tied to instructional

priorities and key actions. Instructional

feedback is provided in multiple ways –

verbally, written, formal, informal, etc.

Feedback is based on observable behavior

or other objective evidence. The standards

and indicators of success are clear to those

receiving feedback. All observers use

similar criteria for assessing instruction and

provide consistent feedback. Feedback is

provided regularly. [For walkthroughs, 4

times each semester for non-probationary

teachers; 8 times each semester for

probationary.]

The administrator focuses feedback on the

key actions and the instructional behaviors

the school values most. Feedback is based

on observable behavior or other objective

evidence. The standards and indicators of

success are clear to those receiving

feedback. The administrator ties the

feedback process to staff development; she

provides coaching and professional

development on the practices she is

assessing. All observers use similar criteria

for assessing instruction and provide

consistent feedback. Feedback is provided

regularly. The frequency of the

walkthroughs is differentiated to take into

account experience level and proven

performance.



Develops an

effective

instructional

feedback

instrument

The feedback instrument is not easy to use

or is not easy to understand. The form does

not outline criteria for effective instruction

or does not clearly let staff members know

what is being assessed.

The written feedback instrument is easy to

use and easy to understand. Administrators

and mentors are able to provide constructive

feedback in 5 to 15 minutes. The form

includes measurable indicators of success or

criteria for effective instruction. The form

indicates whether staff members performed

at the proficient level or not. The form has

room for written comments.

The written feedback instrument is easy to

use and easy to understand. The form

includes measurable indicators of success or

criteria for effective instruction and

differentiates levels of proficiency with

regard to specific instructional behaviors or

practices. The form has room for written

comments. Criteria on the walkthrough

instrument are consistent with competencies

on the staff evaluation instrument.


Delivers

feedback

constructively

and

professionally

Instructional feedback is vague or unclear.

Staff members do not know how to use the

feedback to improve. The administrator

only comments on negative aspects of the

staff member’s performance. Written

feedback is perfunctory, not regularly

provided, or not provided within 24 hours

of the observation.

The administrator provides positive

comments to reinforce good instruction or

practices, questions or comments that invite

reflection, and helpful suggestions for

improvement. Written or oral feedback is

given in a way that is constructive and

respectful. Feedback is also clear, specific,

and provided in a way that will help

improve instructional behavior. Comments

focus on instructional behaviors and

practices and the impact they have on

student proficiency. Staff members receive

feedback within 24 hours of the

observation. More significant concerns are

addressed face-to-face.

The administrator provides positive

comments to reinforce good instruction or

practices, questions or comments that invite

reflection, and helpful suggestions for

improvement. Written or oral feedback is

given in a way that is constructive and

respectful. Feedback is also clear, specific,

and provided in a way that will help

improve instructional behavior. Staff

members receive feedback within 24 hours

of the observation. More significant

concerns are addressed face-to-face. The

manner of delivery is differentiated to take

into account the teacher’s personality

inventory. The various types of feedback

are consistent and reinforcing.



Uses feedback

data to improve

school

effectiveness

The administrator collects data from the

feedback instrument. However, the data are

not used to adjust professional

development. Data are analyzed in a

cursory way. Instructional feedback data

are not shared with the staff.


feedback instrument. The data are easy to

record and input into a database.

Instructional feedback data are shared with

the staff. The leadership team analyzes the

data and uses the data to determine

professional learning needs.


feedback instrument. The data are easy to

record and input into a database. The

leadership team analyzes the data and uses

the data to determine professional learning

needs. Feedback data are shared with the

staff. The staff analyzes the data and helps

develop additional professional

development and coaching strategies.


Classroom Curriculum Alignment Rubric School: ______________________ Date: _________

Weak Progressing Proficient Strong

Cla

ssro

om

Alig

nm

en

t

Utilize Curriculum Map

The curriculum map is not used or is used perfunctorily. Instruction is not focused or does not reflect curricular priorities.

Teachers use and follow curriculum maps to plan instruction. Instruction focuses on curricular priorities.

Teachers develop their own lesson plans from the curriculum maps and diagnostic data. Instruction focuses on curricular priorities.

Lesson Planning

Planning is done as the unit unfolds – not before instruction takes place. Unit or common assessments do not guide the planning of instruction.

Units of instruction reflect purposeful “backward planning” from common assessments or unit assessments. However, there may be some pacing issues or too much time is devoted to less important objectives

Units of instruction reflect purposeful “backward planning” from common assessments, diagnostic data, and/or unit assessments that are aligned with sections of the curriculum map. Pacing is rigorous.

Unpacking Standards

Teachers do not attempt to unpack the standards.

Teachers have difficulty unpacking the standards. Teachers can unpack evidence outcomes or frameworks into essential skills or focused objectives.

Lesson Objectives

Lesson objectives are posted daily. However, the objectives do not meet the criteria for effective objectives or the teacher cannot specifically articulate what students are supposed to learn. Students cannot explain what they are

supposed to learn.

Lesson objectives are posted daily for each distinct area of study and meet the characteristics of effective lesson objectives. The lesson or activity is tightly aligned with the

objectives. In some cases, ineffective strategies or teaching weakens the purpose of the lesson.

In some cases, the activity or lesson does not support the rigor required.

The majority of students can explain what they are supposed to learn.

Lesson objectives are posted daily for each distinct area of study and meet the characteristics of effective lesson objectives. The lesson or activity is tightly aligned with the

objectives and is rigorous. Students can explain what they are supposed to

learn and how they will be able to demonstrate that they have learned the objective.

DOLs

Demonstrations of learning are not posted or do not meet the criteria for effective DOLs. Students do not consistently

demonstrate what they have learned.

Demonstrations of learning are posted daily and provide a tight “bookend” for the instruction. Students demonstrate what they have learned

almost daily (at least 80% of the time). Teachers can articulate how students will

demonstrate what they have been asked to learn. At least 80% of the DOLs meet the criteria for

effective DOLs.

Demonstrations of learning are posted daily and provide a tight “bookend” for the instruction. Students demonstrate what they have learned

daily. Students can articulate how they will demonstrate

what they have been asked to learn. DOLs meet the criteria for effective DOLs.

Progress Monitoring and Assessments

Teachers rely on school and district leadership to align progress monitoring and common assessments.

Teachers rely on school and district leadership to align progress monitoring and common assessments.

Teacher developed assessments and progress monitoring assessments are aligned to the curriculum and guide instruction.

Use of Data Teachers do not use data to improve

alignment or instruction. Teachers use data to improve alignment. Teachers use data and work with others to improve

alignment and differentiate instruction.


Weak Progressing Proficient Strong

Le

ader

Re

spo

nsi

bili

tie

s

Leading Curriculum Alignment

Waits for the district or others to implement curriculum alignment. Does not seek information or training

on curriculum alignment. Lacks knowledge of the curriculum at

various grade levels or for various disciplines.

Does not help staff understand the research or rationale for curriculum alignment.

Demonstrates a willingness to learn curriculum alignment and become the school’s leader on alignment. Seeks necessary information and training on

alignment. Maintains strong knowledge of the curriculum at

each grade level and for each subject. However, has to continuously refer to curriculum maps.

Relies on the District to explain and reinforce the research and rationale around the implementation of alignment.

Takes charge of and implements curriculum alignment in the school. Seeks necessary information and training to

become the school’s leader on curr. alignment. Maintains strong knowledge of the curriculum at

each grade level and for each subject. Explains and reinforces research and rationale

around the implementation of alignment.

Providing Resources

May provide resources such as instructional calendars or assessment frameworks, but provides little training to staff on the effective use of resources.

Provides necessary resources such as instructional calendars, assessment frameworks, item maps, etc., however sometimes there little follow-up with staff development. Trains teachers on the use of alignment resources

and on classroom curriculum alignment.

Provides necessary resources such as instructional calendars, assessment frameworks, item maps, etc. Trains teachers on the use of alignment resources

and on classroom curriculum alignment. Focuses on on-the-job training of alignment.

Providing Feedback

Provides little feedback on curriculum alignment. Does not complete the requisite

number of spot observations.

Provides effective written and verbal feedback on alignment. Conducts at least 8 spot observations each

semester for each probationary teacher (4 each semester for non-probationary).

Provides effective written and verbal feedback on alignment. Conducts at least 8 spot observations each

semester for each probationary teacher (4 each semester for non-probationary).

Conducts follow-up observation with the expectation that “next steps” have been implemented and instruction is improved.

Classroom Observation

Forms

School observation forms are not aligned with district priorities or the teacher evaluation system.

Relies on the District to ensure alignment among the spot observation form, alignment indicators, and the teacher evaluation instrument.

Develops a building specific SPOT that includes alignment criteria and ensures congruence among the spot observation form, alignment indicators, and the teacher evaluation instrument.

Monitor Objectives

Monitors lesson objectives. However, objectives are not effective or activities are not aligned.

Monitors lesson objectives, ensuring objectives are posted and meet the criteria for effectiveness.

Monitors lesson objectives, ensuring objectives are posted and meet the criteria for effectiveness and result in an aligned lesson.

Monitor DOLs Monitors DOLs. However, DOLs are not

effective or are not tied to objectives. Monitors the use of DOLs and ensures their alignment

with lesson objectives. Monitors the use of DOLs and ensures their alignment

with lesson objectives and meets all criteria for an effective DOL.

Vertical Articulation

Most subjects are not vertically articulated.

Some subjects are not vertically articulated. Ensures strong articulation of standards and objectives among the grades in the school (vertical articulation).

Unit/Assessment Alignment

Does not help staff align unit and common assessments with curriculum maps.

Trains staff to analyze alignment of the unit and common assessments with the curriculum maps.

Facilitates continued analysis of alignment of the unit and common assessments with the curriculum maps.


Utilizing Data Does not use data to improve alignment. Uses data to improve alignment. Regularly uses significant data to improve alignment.

Common Assessments

Administers district common assessments.

Administers district common assessments and helps staff create building level assessments.

Ensures an effective balance between district common assessments, building level assessments, and instructional time.

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