Turnaround and Priority School Guide (September 2014)

8/11/2019 Turnaround and Priority School Guide (September 2014)

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DELAWARE DEPARTMENT OF EDUCATION

TURNAROUND GUIDE

2014-15 SCHOOL YEAR

DEPARTMENT OF EDUCATIONThe Townsend Building

401 Federal Street Suite 2Dover, Delaware 19901-3639

DOE WEBSITE: http://www.doe.k12.de.us

Mark T. MurphySecretary of Education

Voice: (302) 735-4000FAX: 302 739-4654


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This Turnaround Guide and the contents herein is the product of the work of individualswithin the Delaware Department of Education, its partners, districts within the State of

Delaware, and schools across the country.


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TABLE OF CONTENTS

OVERVIEW AND INFORMATION .......................................................................................... 4

EXECUTIVESUMMARY .............................................................................................................................. 5

SUMMARY OFIMPLICATIONS ................................................................................................................... 7THEORY OFACTION .................................................................................................................................. 9TIMELINE ................................................................................................................................................ COMMUNITYENGAGEMENT INPLANNING.......................................................................................... 13

PLAN EXPECTATIONS ............................................................................................................ 15

SCHOOLPLANOVERVIEW ..................................................................................................................... 16SCORINGGUIDE ...................................................................................................................................... 1PRINCIPLES OFPRACTICE ..................................................................................................................... 19

Principle 1 ...............................................................................................................................................19 Principle 2 ...............................................................................................................................................30 Principle 3 ...............................................................................................................................................46 Principle 4 ...............................................................................................................................................75 Principle 5 ............................................................................................................................................106 Principle 6 ............................................................................................................................................133

APPENDIX............................................................................................................................... 144

INTRODUCTION................................................................................................................................... 145REFERENCES ....................................................................................................................................... 146


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PART I: OVERVIEW andINFORMATION


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EXECUTIVE SUMMARY

Students in Delaware have incredible potential and demonstrate clear successes each andevery day. We know that strong work is being done in classrooms across the state, in everydistrict and in every building. We also know that there are schools that want to do more for

their children: accelerate their learning, allocate more resources, provide for flexibility tomake classroom-based choices that are in the best interest of students, and engage familiesand the community in the work of the school. Our Title I schools face challenges thatrequire bold action and an unwavering commitment to student success. We believe thateducators share the desire and in many cases lead the charge for this bold action,because we know that despite poverty and other social conditions there is tremendouspromise, and that schools that have struggled in the past have the most potential todemonstrate significant improvements.

The Delaware Department of Education strives to support the growth of all of our schools.We recognize that some schools require greater attention as we collectively drive towards

much stronger outcomes for our children. As one of its core responsibilities, theDepartment must hold districts and schools accountable for student performance. Thestate annually evaluates the performance of districts and schools in an effort to advance theachievement of our students. Additionally, the state holds districts accountable for a varietyof other indicators and performance requirements, including those listed within theElementary and Secondary Education Act (ESEA) Flexibility guidelines.

This Turnaround Guide is intended to provide the lowest performing schools (PrioritySchools ) with specific guidelines. Recognizing that these schools require the supports, aswell as the conditions, to successfully address the needs of their students, the Departmentof Education has created this guide to help outline the components needed in a strongSchool Plan, and the timelines and resources required to guide that planning. This Guidedetails critical information for a Priority School as it develops a School Plan and is intendedto address accountability requirements, stakeholder roles, and programmatic needs of theschool and its community.

The State endeavors to provide greater autonomy and flexibility for Priority Schools, withthe subsequent balance of increased accountability. There is also a shift in the process forTurnaround: the expectations are clearly outlined and the standards are high. They arebased upon several primary conditions:

1. School Leadership : Leadership is a critically important element of schoolturnaround; without a high-quality leader schools will not improve. Expectationsaround the timeline, qualities, and selection of the school leader are referenced inthe MOU as well as in the Turnaround Guide. The School Leader must be selectedand approved by the Department as part of the overall School Plan proposal.

2. Autonomy and Accountability : Schools need autonomy to identify and buildprograms and capacity that address their specific needs. Decisions regardingcurriculum, instructional practices, and schedule should be made at the school levelas part of a comprehensive improvement plan.
http://www2.ed.gov/policy/eseaflex/approved-requests/deamendrequest2.pdfhttp://www2.ed.gov/policy/eseaflex/approved-requests/deamendrequest2.pdfhttp://www2.ed.gov/policy/eseaflex/approved-requests/deamendrequest2.pdfhttp://www2.ed.gov/policy/eseaflex/approved-requests/deamendrequest2.pdfhttp://www2.ed.gov/policy/eseaflex/approved-requests/deamendrequest2.pdfhttp://www2.ed.gov/policy/eseaflex/approved-requests/deamendrequest2.pdf


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SUMMARY OF IMPLICATIONS

Schools that are designated as Priority are the lowest-performing schools in Delawareaccording to the performance measures indicated, and are required to submit to theDepartment a School Plan for Turnaround. In the current framework, this methodology is

outlined in the ESEA Flexibility (2014) language. These schools make up the lowestperforming 5% of district schools in the state.

In order to ensure that Priority Schools make the level of progress that we know is neededfor our students, and in addition to being held accountable to the same standardrequirements as all district schools in the state, Priority Schools will also have a separateset of goals and deliverables required of them. These goals and deliverables will largely beoutlined in the School Plan, but will need to substantially address a Theory of Action,Human Capital, the School Program, and School Culture. Below is a summary of theadditional requirements, driven in large part by the shared need to more effectivelysupport our children.

District or SchoolRequirement

Planning Responsibility

MOU and TurnaroundGuide is Provided

District review of documents for purposes of understandingexpectations.

School Planning Staff The District will be given up to approximately $50,000 to hire a staffmember dedicated to supporting the development of each School Plan.This allocation is available for each School. This allocation must bedirected to a staff specifically responsible for the Plan as a solefunction of the position; it may not be used to subsidize otherpositions or in a split role capacity.

State and District MOU MOU is signed and remains in place through the Priority term. TheMOU may be sustained after the Turnaround period, upon mutualagreement of the state and the school.

Stakeholder Feedback For Priority Schools, the district must notify parents of the studentsenrolled in the school and the type of plan that is required, includingthe timeline for plan development and adoption. Meaningfulstakeholder feedback is critical to the process, and should be clearlyaddressed in the School Plan, per the rubric below. Stakeholdersshould be provided opportunities to give feedback on the School Plan,to be informed of and provided voice in the planning year, and to beincluded in events and celebrations at the school level.

Nominating a SchoolLeader

The District is strongly encouraged to begin creating a process forrecruiting and hiring excellent leaders for any Priority Schools thathave been named. These leaders must go through the District hiringprocess, as well as the nominee approval process at the State level.Multiple nominees may be considered and Districts are encouraged toplan ahead for that possibility and to thoughtfully consider the


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qualities and experiences of the nominees they recommend for theposition.

Development of aSchool Plan

The School Plan development process is expected to run from thepoint of announcement through December 31, 2014. This planningprocess will likely require multiple versions of the Plan to be

submitted.Internal Approval of aSchool Plan

Each School Plan will likely require dialogue with a variety ofstakeholder groups staff, School Board, and community. The Districtis encouraged to plan for these necessary engagement opportunities asthey build and develop their School Plans.

Submission of a SchoolPlan

The School Plan must be submitted by December 31, 2014. Latesubmissions will not be accepted and the most recent version of thePlan will be considered as final. Considering the holidays and eventsthat may be scheduled on District calendars, each District isencouraged to consider the critical benchmarks embedded within theprocess and plan accordingly.

Review of the SchoolPlan by DelawareDepartment ofEducation (DDOE)

DDOE will review the School Plans based on the scoring guidelinesprovided within this document. Plans may receive ongoing feedback atdesignated times throughout the submission window. If plans areincomplete and/or missing specific required components, Districtsmay find additional modifications will be required upon subsequentreviews (as there is more of the Plan to consider).

Parent Notification The district must notify parents that the Plan has been approved (asapplicable) and provide any next steps for families who have childrenenrolled in Priority Schools.


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THEORY OF ACTION

ContextIn developing the Theory of Action, the State recognizes that this is incredibly importantwork given the potentially powerful impact it can have on our most challenged schools

and most underserved children. This Guide kept the following best practices in mind whenconsidering this Theory of Action: schools must provide evidence-based plans, there mustbe a human capital strategy driven concurrently with the planning process, schools musttake bold actions towards removing barriers for success, and schools must foster anenvironment conducive to making choices that are going to be in the best interest ofstudents.

Based on what is successful in Turnaround, we have determined that the following theoryof action is the best fit for Delaware.

As seen, the requirements to execute a successful Turnaround effort are incrediblystraightforward. If a school has an exceptional leader with autonomy to make the bestchoices for his or her students, and the conditions that permit those choices are in place,excellence will ensue. The challenges embedded within this Theory of Action are to haveaccess to a strong pool of educators to draw from, and to create the right conditions forschool leaders to be successful.

The Theory of Action is rooted in the fundamental belief in school-site autonomy and theability for schools to incorporate best practices for their students. In order to do that,however, districts and schools must work together to ensure that distractions in the workdo not prevent these important choice from being made and enacted. The Statesresponsibility is one of accountability: if schools and districts are to work in conditions ofincreased local control, there must be greater accountability for outcomes and results. Inessence, the State can either put into place strong supports, recommendations, andmandates within the process, or the State must allow for the school community to makethese important decisions and then hold a strict bar on outcomes. This Theory of Actionallows for equally weighted autonomy and accountability to occur.

HumanCapital Conditions

StudentAchievement


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TIMELINE

Notification and PlanningTimeline

(approximate)Experience Description

August Release ofAccountabilitydata

DDOE releases the official accountability data andnotifies districts that have been assigned PrioritySchools (preliminary). This notification is accompaniedby preliminary documents that provide an overview toTurnaround for the Superintendent to share with hisor her board, as needed.

September 4 StateannouncesPriority Schools

DDOE releases the official names of Priority Schoolspublicly

September 5 MOU DDOE provides Districts that have Turnaround Schoolswith the official MOU

September 8 SchoolTurnaroundGuide

The School Turnaround Guide is available to Districts.Each District with a Turnaround School is assigned aDDOE performance manager. The performancemanager becomes the point of contact for all technicalassistance opportunities, and is the specific personwho receives iterations of the School Plan.

September 12 InformationMeeting

DDOE provides an informational meeting for Districts,individually, that walk through the Turnaround Guideand address initial questions about the School Plan.

September 26 TechnicalAssistanceMeeting

DDOE provides a second technical assistance meetingfor Districts, individually, in the form of a Q&A. Thismeeting is intended to answer any remainingquestions that Districts have about the planning andapproval process.

September 30 MOU Due The signed MOU is due on September 30.October 1 31 School Review An initial review of each Priority School will be

conducted by DDOE and/or external partners toinform both the Planning and the Review process. Thisreview will provide the School with an external set ofdata factors that should be considered whendeveloping the School Plan. It will also provide one

additional data point for the State to consider as itreviews the alignment, mission, and vision of the Plan.The School is welcome to provide additional metricsthat it would like considered and collected during thisReview Process. These metrics are due to the State nolater than October 1 st . The metrics may or may not beused and/or the data for these may or may not becollected during the review.


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October 1 November 30

ComprehensiveSuccess Review(CSR)

A team will come to each Priority School and conduct aComprehensive Success Review (CSR). Results will beshared in a meeting between the School, the District,and the State. The CSR will focus on supports that maybe needed, to inform what may be included in the Plan.

October 6 SubmissionWindow #1 Districts may submit drafts of their school plans on thedate listed in each submission window. The State willprovide feedback on a first-come, first served basis.

The District may submit Plans in as many submissionwindows as they choose. However, many of therequirements of the Plan reference the alignment ofdifferent components. So, the District should considersubmitting complete Plans to receive the mostaccurate level of feedback.

The submission window also includes submission ofSchool Leader nominees. School Leader nominees maybe submitted separately from the Plan, though bothneed to be approved as part of the Plan.

October 20 SubmissionWindow #2

November 3 SubmissionWindow #3

November 17 SubmissionWindow #4

November 17 School LeaderStatus

Informal: DDOE would expect that an approvableSchool Leader would be nominated by this point.Should there not be a School Leader approved, DDOEmay provide the District with a list ofrecommendations to support them in the process.

November 30 Plan Status Informal: DDOE would expect at least one version ofthe Plan to be submitted by this point. If there has notbeen a Plan submitted, or the quality of the Plan doesnot look to be approvable within the remainingtimeframe, DDOE may provide the District with a list ofrecommendations to support them in this process.

December 1 SubmissionWindow #5

Given the timeline, this is the last submission windowwhere comprehensive feedback will be provided onSchool Plans. Should the District receive an approvablescore on the rubrics, the State will make informalnotification of some recommended changes andsuggest that the District then submit as final.

December 15 SubmissionWindow #6

Final submission window in the process. The State willmake every attempt to provide feedback by December21 st , but the feedback in this submission window willnot include a rubric score and will provide moreconcrete statements about required changes.

December 31 Plan Deadline School Plans and final nominations of School Leaders(assuming a Leader has not already been approved)are due to the State.


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January 1-8 Final Review School Plans are placed into final review and anyremaining School Leader nominations are conducted.

January 9 Announcement The Secretary announces the School Plans that havebeen approved.

January -

February

DDOE Visits The Secretary and/or senior leadership will visit the

District and the School to provide any technicalassistance required to ensure the commitments madeto the Planning Year are fulfilled.

February -March

Planning YearMonitoring

DDOE staff will monitor the progress made in thePlanning Year, as committed to in the Plan. Thismonitoring will be in the form of bi-weekly updatessubmitted by the approved School Leader. The Districtpoint-person may also submit these updates on behalfof the School, if a School Leader has not yet been ableto begin.

March 31 DDOE Review#1

DDOE Staff will conduct a formal review of theprogress on the Plan, as it relates to meeting thecommitments outlined for the Planning Year.

April May Planning YearMonitoring

DDOE staff will monitor the progress made in thePlanning Year, as committed to in the Plan. Thismonitoring will be in the form of bi-weekly updatessubmitted by the approved School Leader. The Districtpoint-person may also submit these updates on behalfof the School, if a School Leader has not yet been ableto begin.

June 1-15 DDOE Review#2

DDOE Staff will conduct a formal review of theprogress on the Plan, as it relates to meeting thecommitments outlined for the Planning Year.

June 1-30 CapacityInterviews

DDOE will conduct two capacity interviews of theSchool and the District. The first capacity interviewwill be specific to the School Leader and focus on theLeaders ability to successfully implement theapproved School Plan.

The second capacity interview includes all members ofthe School Team that are currently in place. Thiscapacity interview is to monitor the Schools likelihoodfor success going into Implementation Year 1, and willfocus on staffing, resource allocation, professionaldevelopment, and other major components outlined inthe Plan.


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COMMUNITY ENGAGEMENT IN PLANNING

Each School Plan must include a description of how school stakeholders were included inthe planning process. The purpose is to ensure that meaningful community engagementoccurred and that families specifically had the ability to provide valuable and needed input.

While feedback does not necessarily equate to decision-making, the contributions solicitedduring this community engagement should be clearly narrated at the start of the plan,explicitly outlined in terms of what was heard, and notably included upon Plan review.Plans that do not reflect the expected community engagement (proficient or exemplary onthe rubric) will be returned with the request to deepen the level of engagement before thePlan can be reviewed.

The following rubric provides some guidelines on how community engagement on theSchool Plan will be reviewed and evaluated:

Below Standard

(1)

Approaching

(2)

Proficient

(3)

Exemplary

(4)Communication A limited or weakcommunications planis developed, though itmay be developed onceplanning is alreadywell underway. Theplan reflects a generalschool-wide goal fornumber ofrespondents. There area limited number ofstrategies in place, andthese do notdifferentiate bystakeholder group.

A communicationsplan is developed atthe start of the schoolplanning process thatreflects specificstrategies and targetsfor the greater schoolcommunity. Thestrategies reflected inthe engagement planallow for eachstakeholder group tobe contacted andprovided theopportunity toparticipate.

A communicationsplan is developed atthe start of the schoolplanning process thatreflects specificstrategies for eachsubgroup (grade level,race, language, etc.), aswell as participationtargets for eachsubgroup. Thestrategies reflected inthe engagement planallow for eachstakeholder group tobe contacted andencouraged toparticipate.

A communicationsplan is developed atthe start of the schoolplanning process thatreflects specificstrategies for eachsubgroup (grade level,race, language, etc.), aswell as participationtargets for eachsubgroup. Thestrategies reflected inthe engagement planallow for multipleways that eachstakeholder groupcould be contacted andencouraged toparticipate.

Participation Stakeholders are givenvery limited, andinconvenient,opportunities toparticipate such as an

information sessionoccurring during theday, a notice that asksfor feedback but doesnot provide follow-up,no translation services,etc.

Stakeholders are givenlimited opportunitiesto participate thatinclude one date for aninformation night and

one take home survey(or similar).

Stakeholders are givenmultiple opportunitiesto participateincluding: town halls,surveys, information

nights, individual calls,and/or take-homenotices. Theseopportunities exist atthe school and asmaterials for studentsto take home andreturn.

Stakeholders are givenmultiple methods andopportunities toparticipate including:town halls, surveys,

information nights,individual calls, andtake-home notices.These opportunitiesexist at the school, asmaterials to take homeand return, and atmajor meeting placesin the community.


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Reporting The school does notreport on the targets aswell as the responserate, or may onlyinclude averagenumbers that dilute

the diversity ofperspectives provided.

The results do notreflect a proportionalresponse rate of theschool community.

The school reports onthe target as well asthe actual responserates for each of thesubgroups.

The results reflect aproportional responserate of the schoolcommunity, within15%.

The school reports onthe target as well asthe actual responserates for each of thesubgroups, narratingwhat strategies were

utilized and successful.

The results reflect aproportional responserate of the schoolcommunity, within10%.

The school clearlyreports on the target aswell as the actualresponse rates for eachof the subgroups,narrating what steps

were taken to increaseparticipation, and whatstrategies wereutilized.

The results reflect aproportional responserate of the schoolcommunity, within 5%


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SCORING GUIDE OVERVIEW

This guide provides a clear overview for how the plans will be scored. Throughout theguide, there is the direct intention to provide as much clarity and transparency as possible,

as it relates to the expectations of the district planning team.

The scoring is divided into six principles: School Model and Planning Leadership Human Capital School Program School Culture Budget and Operations

Each of these six principles contains a variety of indicators, each of which has its ownrubric. Within each principle, the indicators are weighted. Additionally, the principlesthemselves are weighted as a group to provide a final score out of a total of 100 points.

In order for a school plan to be approved, the plan must achieve at least 85 out of 100points. For schools who are in their second consecutive round of Priority (re-namedschools), the Plan must score at least 90 out of 100 points. Each plan must also ensure thatevery indicator scores at least proficient on the rubric. For a school plan to reach anapprovable point value, the plan must excel on some of rubric rows. In essence, a plan thatscores proficient on every indicator would not meet the 85-point benchmark. The plantherefore must shows exceptional strength in some areas, as opposed to simply meeting aminimum bar.

The weights are distributed in a way that prioritizes key levers of implementation, asopposed to compliance related pieces. As an example, there are basic requirements andexpectations clearly stated for the school calendar and schedule. As such, the weight of thatrequirement is lower, as the work going into it is related more to putting a structure inplace. Professional development, on the other hand, requires a more nuanced perspectiveof the school community and is a key lever in the success of the school. As a result, itreceives more weight in the scoring. Districts may look to the heavier weighted items forexcellence in order to most strategically meet the baseline for plan approval, and moreimportantly to focus on the indicators that will substantially impact the achievement of ourstudents.


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SCORING PROCESS

PRINCIPLE INDICATOR WEIGHTSchool Model and Planning 5%

1.1 Executive Summary 20%1.2 Theory of Action 20%1.3 Plan to Address Subgroups 20%1.4 Goals 20%1.5 Reporting Template 20%

Leadership* 15%2.1 Leadership Recruitment 15%2.2 Leadership Hiring 15%2.3 Leadership Professional Development 30%2.4 Leadership Evaluation 30%2.5 Leadership Succession 10%

Human Capital 25%3.1 Staffing Plan 20%3.2 Staff Recruitment 10%3.3 Staff Hiring 10%3.4 Staff Evaluation 10%3.5 Staff Rewards and Incentives 5%3.6 Staff Support 10%3.7 Professional Development Plan 20%3.8 PLCs and Collaboration 5%3.9 Staff Culture 10%

School Program 25%4.1 School Calendar 5%4.2 School Schedule 5%4.3 Curriculum 15%4.4 Long-term, Unit, and Lesson Planning 15%4.5 Social-Emotional Learning 10%4.6 Additional Programs 5%4.7 Assessment and Assessment Schedule 15%4.8 Grading Policy 5%4.9 Special Education, Student Supports and RTI 10%

4.10 Data Plan 15%School Culture 20%

5.1 Building a Culture of Achievement 15%5.2 Structural Expectations and Learning Environment 10%5.3 Discipline and Management 20%5.4 Family and Community Engagement 20%5.5 School Advisory Team 5%5.6 Communications Plan 20%5.7 School Partnerships 10%

Budget and Operations 10%6.1 Long-term School Plan and Likelihood of Success 20%6.2 Budget 40%6.3 Governance and Management 30%6.4 External Providers Assessment Sheet 10%

TOTAL 100 POINTS


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PRINCIPLE ONE:

SCHOOL MODEL AND PLANNING


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Principle One: School Model and Planning

Statement of PracticeExecutive Summary

DDOE Indicator 1.1: The school provides a clearly articulated summary of the schoolsPlan that meaningfully links the work of staff, program, and community towards a commonmission and vision.

Impact Statement: A strong mission and vision will anchor the school community in aculture of achievement and growth and provide clear direction in the work.

Plan Components: Mission and Vision: The school drafts a mission and vision that identifies the goals of

the school community as well as the way in which those goals will be achieved. Meaningful Summary: The philosophical and visionary components of the school

plan are clearly identified in a condensed (no more than two pages) and accessibleformat that can be easily reviewed and communicated by school stakeholders.

The following strategies should be considered when creating an Executive Summary: Clear emphasis is placed on students throughout the mission and the vision, in a

way that drives a student-centered, achievement-oriented culture. There is an emphasis on change and growth that clearly highlights the results from

the current system and the ways in which the school will make changes to thoseapproaches to drive student outcomes.

There is an emphasis on coherence and alignment with the mission and vision, aswell as the Plan, to root the school in its primary purpose, its core values, its goals,and its program.

The most critical components of the School Plan are included in the summary in away that demonstrates what is being prioritized and how it will be executed withinthe daily program.


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RUBRIC: PRINCIPLE 1.1

Below Standard(1)

Approaching(2)

Proficient(3)

Exemplary(4)

ExecutiveSummary

The ExecutiveSummary does notinclude key pieces ofstaffing, program,and/or goals and mayalso describe contentnot seen elsewhere orin direct conflict withwhat is in the plan.

The ExecutiveSummary includesinformation onstaffing, program, andgoals, but the sectionsdo not align with oneanother or may notalign with the rest ofthe plan.

The ExecutiveSummary clearlydiscusses staffing,program, and goalsthat align with thecontent outlined in theplan.

The ExecutiveSummarycomprehensivelyaddresses the goals,implementation, andvision for staffing andprogram. Thesesections clearly alignwith the plan andsuccessfullyinterweave with oneanother in a methodthat paints a clearpicture of what wouldbe expected at theschool.

Mission A mission is provided,but it may beembedded or confusedwith another part ofthe plan.

The school outlines adistinct missionthough it may notprovide direction orpurpose for the plan orschool.

The mission providesfor a clear direction forthe school.

The mission of theschool works in clearunity towards drivinga culture ofachievement andsuccess for students.

Vision The school lists vision,but may not include amission from which todraw, or it is notpossible to clearlydelineate between thetwo.

The school clearlyoutlines a distinctvision, but that visiondoes not align orclearly connect withthe stated mission.

The school presents avision that clearlyaligns with the schoolsmission, in a way thatoutlines both the goalsas well as the way inwhich the goals will beachieved.

The vision of theschool works in clearunity with the missionand towards driving aculture of achievementand success forstudents. It expressesboth the big picturegoals of the school, aswell as the way inwhich, thematicallyand programmatically,those goals will beachieved.


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Statement of PracticeTheory of Action

DDOE Indicator 1.2: The school details a comprehensive and explicit theory of action that supports a culture of achievement and will lead to greater results for children.

Impact Statement: A strong and aligned theory of action provides a clear guide towardsachieving strong results for children.

Plan Components: Approach to School Turnaround: The school develops a theory of action that clearly

addresses the methods and philosophy by which it will grow student achievement,improve school culture, and build sustainability for continued performance.

The following strategies should be considered when creating a Theory of Action andcommunicating high expectations for all students, staff, and stakeholders:

Frame the technical work of change through the dual lens of building a college andcareer ready culture in academics, as well as a culture of celebrating success.

Prioritize the use of goal-setting and benchmarking progress towards goals as a wayto ensure continued feedback in the alignment with the Theory of Action.

Focus on systems-thinking, evidence-based best practices, and prioritization ofresources in order to drive strong outcomes for students.

A plan to regularly revisit and make adjustments to the Theory of Action in order toensure constant reflection and the incorporation of best practices.

A clear consideration of the development of the Theory of Action using atransparent framework that outlines the thinking behind it, and the progression thatstakeholders could expect broadly, in terms of Turnaround.

Clear consideration is taken regarding the emotional side of education change andthe Theory of Action addresses the way in which adult learners and stakeholderscan best be supported in their work towards supporting students.

Clear alignment between the Theory of Action and the mission and vision of theSchool should be present, to ensure unquestionable direction for schoolstakeholders.


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Below Standard(1)

Approaching(2)

Proficient(3)

Exemplary(4)

Alignment There is minimalalignment betweenthe Theory of Actionand the mission andvision of the school.

There are points ofalignment betweenthe Theory of Actionand the missions andvision of the school, insuch a manner thatthere are clearlyidentifiable points atwhich the Theory ofAction could direct theschool away fromsuccessfully meetingits mission.

Clear alignment ispresent between theTheory of Action andthe mission and visionoutlined in theExecutive Summary.

The Theory of Actionclearly drives thevision of the schoolforward, both throughthe systems listed aswell as in the narrativeprovided. The Theoryof Action is rooted inthe belief that themission of the schoolwill be achieved.

Actionable The Theory of Actionis rooted inphilosophy anddescriptors, but is notactionable.

The Theory of Actionhas some systemsthinking built into it,but there are cleargaps between stages.

The Theory of Actionclearly considers asystemic andmethodicalunderstanding of howa School Turnaroundwould likely progress,within the modeloutlined in theprogram.

The Theory of Actionhas a cycle of revisionand reflection builtinto it, allowing forimprovement andchange based on thelearning that takesplace within theprogram.

The Theory of Actionspecifically listsand/or describes thestages that buildtowards achieving themission of the school,driven by measurableor observableoutcomes that matchthe vision of the work.

Likelihoodfor

Success

The Theory of Actionis not likely to producethe intendedoutcomes.

The Theory of Actionhas the potential to besuccessful, butpresents clearbarriers.

The Theory of Actionis likely to besuccessful.

The Theory of Actionis highly likely to besuccessful.


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Statement of PracticePlan to Address Subgroups

DDOE Indicator 1.3: The school details a specific plan for how it will address the needs of subgroups, regardless of current performance, using strategies that are more likely to besuccessful and that align with the mission, vision, and Theory of Action.

Impact Statement: Ensuring that all students are included in the achievement plan of theschool will ensure an aligned, comprehensive, and interwoven picture of how the schoolwill achieve its goals.

Plan Components: Subgroups of Students: The school considers the performance (proficiency, growth,

and trend data) for all of the ethnic, racial, gender, language, and special needs

groups at the school, and develops a strategy that will promote gains for each ofthem and is aligned to the Theory of Action.

Required Subgroups to Address: The school should address the needs of anysubgroup that has a population of more than 15 students at the school in theplanning year. Subgroups to consider include those listed above, as well as specialpopulations of students (e.g., Foster, homeless, migrant).

The following strategies should be considered when creating a plan to address theneeds of all subgroups:

Formal structures should be established to build the knowledge and skills of theteam to address each subgroup at the school.

Each of the following questions should be addressed, as it relates to subgroups atthe school:

o How will the school address an engagement plan for each subgroup?o How will the school know if each subgroup is learning the skills, concepts,

and habits of mind deemed the most essential?o How will the school respond if a specific subgroup is not showing the

intended or desired progress?o How will the school enrich and extend the learning for subgroups when they

meet and exceed the stated targets? Strategies through which the school can celebrate the successes and unique

contributions of each subgroup to the school in a way that is inclusive andsupportive.


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Below Standard(1)

Approaching(2)

Proficient(3)

Exemplary(4)

Addressingthe Needs ofSubgroups:

Engagement

School addresses lessthan half of therequired subgroupsand does not provideany additional oradequate explanationas to how thesubgroups will beengaged within theschool community

School adequatelyaddresses some, 75%of the requiredsubgroups in thefollowing area: How each

subgroup will beengaged in theclassroom andschoolcommunity

School adequatelyaddresses all requiredsubgroups in thefollowing area: How each


Schoolcomprehensivelyaddresses all requiredsubgroups in thefollowing area: How each


Addressingthe Needs of

Subgroups:Monitoring

School addresses lessthan half of therequired subgroupsand does not provideany additional oradequate explanationas to how thesubgroups will bemonitored in terms ofperformance

School adequatelyaddresses some, 75%of the requiredsubgroups in thefollowing area:. How the school

will determineand monitorsuccess

School adequatelyaddresses all requiredsubgroups in thefollowing area: How the school


Schoolcomprehensivelyaddresses all requiredsubgroups in thefollowing area: How the school


Addressingthe Needs ofSubgroups:

Lack ofProgress

School addresses lessthan half of therequired subgroupsand does not provideany additional oradequate explanationas to how thesubgroups will besupported if theydemonstrate a lack ofprogress.


will respond if asubgroup doesnot showprogress





Addressingthe Needs ofSubgroups:Enrichment

School addresses lessthan half of therequired subgroupsand does not provideany additional oradequate explanationas to how thesubgroups will beprovided withenrichmentopportunities


will provideenrichment andextensionopportunitieswhen subgroupsexceed targets






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Statement of PracticeGoals

DDOE Indicator 1.4: The school outlines specific goals for student achievement and school success that are measurable, ambitious, and achievable.

Impact Statement: Clear goals that are aligned to a school mission and vision will provideunquestionable direction and an outcomes-orientation that center on student outcomesand priorities.

Plan Components:Measurable, Ambitious and Feasible Goals: The school names specific leading and laggingacademic, cultural, and operational goals that will meaningfully lead to strong gains instudent achievement.

The following strategies should be considered when developing school goals forstudent performance:

Goals are clearly derived from the performance of the school and the trend data ofthe students in a way that demonstrates a strong sense of possibility in studentgrowth and achievement

The school leader uses a data-driven plan to develop goals Goals are clearly aligned with the mission and vision in a way that is transparent to

all stakeholders Goals reflect school location, student and family characteristics, grade band, size,

and history towards developing a path to meeting the mission of the school goalsare both realistic and ambitious in nature, as well as include measures that align tothe demographics listed

Goals are achievable over time and should be benchmarked over several years, bothto demonstrate the expected progress as well as to reflect an ultimate end goal

Goals should include all of the necessary outcomes to be measured, but also theinputs and leading indicators that provide critical information and may contributeto the bigger goals stated


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Below Standard(1)

Approaching(2)

Proficient(3)

Exemplary(4)

Quality The school provides alist of goals over a oneor two year period

The school provides alist of goals that coversa three-year period.

The school provides alist of goals thatcovers a five-yearperiod.

The school provides acomprehensive list ofgoals that covers afive-year period.

AcademicGoals

Goals are in place foracademics

Goals are in place foracademics (all contentareas) and somebehavioral data points

Goals are in place foracademics (all contentareas), culture anddiscipline, as well asschool operations.

Robust goals are inplace for academics(all content areas),culture and discipline,staff indicators, as wellas school operations.

Alignment Goals are not alignedto the rest of the planand may actually focuson areas nototherwise referencedor described withinthe plan

Goals are generallyaligned to the areas offocus within the plan,though specific andexplicit connectionsare not easily made

Goals are aligned tothe mission and visionof the school, are tiedto staff evaluations,and clearly connect tothe data that is beingregularly reported

Goals are aligned tothe mission and visionof the school, are tiedto staff evaluations,and clearly connect tothe data that is beingregularly reported

Ambitious The goals are notrigorous or robustenough to drivesubstantial changewithin the schoolcommunity and willlikely not lead tostrong growth instudent outcomes

The goals are alignedto a growth mentality,but may not providefor the level of changein studentperformance possiblewithin a turnaroundmodel and may notlook to the outcomesof success stories insimilar schools

The goals areambitious and drivetowards a culture ofachievement andgrowth

The goals areincredibly ambitiousand drive towards aculture ofachievement andrapid growth

There is a clear plan inplace to reflect uponand adjust the goals.

Measurable The goals cannot beclearly measured andcould easily lead tosubjective oranecdotal values beingused.

The goals areobjective, but cannotbe clearly measured,or the data would bechallenging to collectobjectively.

The goals can bemeasured and the datacan be objectivelycollected andreported.

The goals can beclearly measured, thedata can be objectivelycollected andreported, and eachpiece can bedisaggregated bysubgroup.


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Statement of PracticeReporting Template

DDOE Indicator 1.5: The school provides a dashboard template through which it willregularly report, review and evaluate its progress towards the stated goals .

Impact Statement: utilizing a consistent and shared dashboard to communicate theprogress of the school provides a platform from which to base conversations rooted in theprogress and achievement of students.

Plan Components: Reporting Template: The school develops a clear dashboard that measures the

progress of the school on regular intervals. This dashboard will serve as the primarymonitoring template of both the SEA and the LEA, and should reflect the mission,

vision, and goals of the school.

The following strategies should be considered when developing a school dashboard: The reporting template (dashboard) monitors the primary goals of the school

explicitly and regularly throughout the year. The reporting template reflects leading indicators that are likely to lead to strong

performance on the goals. The dashboard includes information on all areas of school performance including

academics, culture and behavior, staffing, and operations. The dashboard is easily reviewed and public in nature.


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Below Standard(1)

Approaching(2)

Proficient(3)

Exemplary(4)

Monitoring The dashboard doesnot monitor schoolgoals, or may onlyfocus on academic orbehavioral indicators

The dashboardmonitors the goals ofthe school

The dashboardmonitors the goals ofthe school thatincludes all-school aswell as subgroup

The dashboardmonitors the goals ofthe school, as well asclear breakdowns bysubgroup and grade

PredictiveIndicators

The dashboard doesnot include leadingindicators or mayinclude leadingindicators that arenot aligned to theplan

The dashboardmeasures leadingindicators of theschool, though theseindicators may notclearly connect to oralign with the overallschool goals

The dashboardmeasures leadingindicators of the schoolthat are most likely tocontribute to thesuccess of the primarygoals

The dashboardmeasures leadingindicators of the schoolthat are most likely tocontribute to thesuccess of the primarygoals, and breaks thoseindicators down bysubgroup

Presentationand Ease of

Use

The dashboard ismostly narrative or isnot easy to use

The dashboard issomewhat confusing inlayout andpresentation

The dashboard isclearly presented andeasily referenced

The dashboard isclearly presented andeasily referenced

Informationon Use

There is noadditionalinformation beyondthe dashboard tool

There is limitedinformation providedaround the use of thedashboard

The dashboardincludes someannotation around use,and frequency of datacollection

The dashboardincludes a clear way totrack progress overtime as well as thesnapshot of when thedata was collected

The dashboardincludes someannotation around use,and frequency of datacollection, as well asthe rationale behindwhy and how it wasdeveloped


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PRINCIPLE TWO:

SCHOOL LEADERSHIP


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Below Standard(1)

Approaching(2)

Proficient(3)

Exemplary(4)

Pipeline It is unclear where

leadership talentwill be found

Only includesdistricts traditionalrecruitmentstrategies

The school

identifies a singlepipeline that arelikely to produceexcellent leaders

The school

identifies a varietyof pipelines that arelikely to produceexcellent leaders

Proficient criteria

and:plan outlines aprocess andtimeline for tappinginto those talentpipelines

Partnership Vague mentioningof partnershipdevelopment

The partnershipprocess is weaklyformulated if at all

The schoolidentifies a partnerto create only 1additional pipeline

There are fewactions to outlinedin order to establishpartnership

The schoolidentifies multiplestrategies to forgepartnerships with

multiple pipelinesand expounds onthe specific actionstaken in order to doso

Proficient criteriaand:pipelines arerepresentative of

the diversity of theschool community

Strategy There is no clearlyoutlined strategy

There is no explicituse of diverseresources in thepursuit of idealleadershipcandidates

A clear strategyexists but is limitedin its scope andreach.

Few qualitycandidates can becreated using thisunique strategy

There is only a planto recyclepreviously existingrecruitmentstrategies

The school allocatesresources andprioritizes bothpipelines as well astargeted andproactiverecruitment ofspecific individuals,according to whatwill most likelyyield productiveoutcomes and anexcellent pool ofcandidates

Proficient criteriaand: strategy ismapped outaccording to hiringtimeline

Alternatives No contingency planis identified

Contingency plan isidentified,

There are at most 2viable optionsidentified

Contingency plan isidentified that listsspecific and alignedpartners

Multiple optionsidentified

Plan does notidentify specific

Proficient criteriaand:Contingency plan isdescriptive of boththe alternativealigned pipelines aswell as theprocedures fordevelopingrelationships


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strategies forcultivatingnecessaryrelationships

quickly with thesepartners,

There are timelinesoutlined for thisprocess


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Principle Two: Leadership

Statement of PracticeLeadership Hiring

DDOE Indicator 2.2: The school has a comprehensive plan that covers the hiring process from applicant pool to nomination, that focuses equally on experience knowledge and skills,capacity to do the work, and alignment with the vision of exceptional studentachievement and success for all children in the school community.

Impact Statement: Great schools require great school leaders. Hiring for an effectiveacademic and organizational leader is critical to school improvement efforts. Getting theright leader on board is indispensable to innovation and is essential for shaping theprofessional community among teachers.

Plan Components: Vision: The purpose and philosophy of the hiring process is easily noted and clearly

aligned to the mission and vision. Hiring Systems: There is an established process to be used for hiring a school leader. Interview Strategy: Best practices for identifying strong leaders, including multiple

points of knowledge and skill assessment, are used. Selection Criteria: The key levers in what will be used to hire the leader are clearly

outlined and aligned to the mission of the school.

The following strategies should be considered when hiring highly effective schoolleaders:

Repeated patterns of success and evidence of high achievement should be exploredwhen screening and interviewing candidates.

The interview process should focus on matching the school's culture and thecandidate's personality,

The interview process should focus on finding a candidate with the right mix oftechnical skills and experience for the position.

Consider using a panel of interviewers to have a variety of perspectives on eachcandidates capacity and fit.

Interviewers should ask candidates to describe specific examples of their skills.

The following key indicators should be considered:o Ability to engage all stakeholders o Ability to clearly create and communicate goals and expectations o Ability to direction set and implement coherent policies and procedures


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Below Standard(1)

Approaching(2)

Proficient(3)

Exemplary(4)

Vision Little clarity around

process

Selection criteria isundeveloped

Unclear flow ofnecessary actions

Some expectations

for a multipleprocesses

Identifies severalkey components inprocesses

Names aninterviewer

The school

articulates a clearlydefined set ofdesired behaviors.qualities, skills, andmindsets in a leader

Outlinesexpectations forentire process

Outlines example ofselection team thus

identifying whoshould be involvedin selection process

Proficient criteria

and:

Provides a vividprofile of the perfectcandidate

Provides timeline forhiring mechanisms

HiringSystem

Provides only abasic single tieredscreening andhiring process

Multiple tiers ofscreening by at mosttwo staff members

Considers jobknowledge andabilities

Provides no formalassessment

Clear expectationsfor process flow

Includes multiplestaff members inscreening process

Includesassessments andsimulations thatmeasure jobknowledge andabilities.

Proficient criteriaand:a step-by-stepapproach that buildsconfidence throughoutthe hiring process

Provides detailed andefficient timeline forscreening process

Assessments andsimulations aredesigned with schoolneeds and targetoutcomes in mind.

Assesses candidatemotivation

InterviewStrategy

Basic interviewframework

No descriptiveoverview ofinterview process

Multi-faceted

Clearly defined listof questions alignedto each leadershipcompetency

The school creates aplan to ensure thatinterviews areconsistently andeffectivelyconducted

Multiple interviewtypes included inprocess

Proficient criteriaand:

Identifies tools toreduce the number ofinterviews withoutlimiting the quality oftalent being attracted


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Multiple teammembers involved

SelectionCriteria

Only providesvague description ifany of the selectioncriteria

Providesdescriptions of somehiring criteriawithoutconsideration ofleadershipcompetency model

Aligns to leadershipcompetencyframework

Incorporatesassessments thatpredict candidatescapacity andresponses in variousscenarios

Includesperformance onsimulations thatgauge specific job-related abilities andskills

Includesperformance inbehavior basedinterviews


Detailed examples ofselection criteria

A comprehensivetimeline for managingthe entire selectionprocess

Presents a clearlydefined criteria forsuccess (CFS)


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Statement of PracticeLeadership - Professional Development

DDOE Indicator 2.3: The school develops a comprehensive plan, aligned to the programmatic focus of the school, that provides the proposed leader with the professionaldevelopment required to drive strong student achievement results, positive and productive school culture, clear operating strategies, and an outcomes oriented strategic vision .

Impact Statement: Great leadership development is a strategy and culture . Effectiveleadership is one of the most critical aspects of school success. Therefore, a holistic planthat fosters the growth of a leaders skills, strengths, and talent is invaluable. Leadershipprofessional development helps to promote an environment of professional learning andinnovation that empowers educators to enhance student learning. Leader professionaldevelopment planning helps to create a culture of continuous learning. Just as teachersneed training to become their best, school leaders greatly benefit from professionaldevelopment designed specifically for them.

Plan Components: Framework: The way in which the leader will approach the professional

development is logical and will likely lead to growth. Leadership Assessment: The Plan articulates how the leader will determine the most

necessary areas for growth and development, linked to the goals of the school andthe culture the school hopes to achieve, aligned with the mission and vision.

Strategy: The order and organizations that are included in the leaders professionalgrowth are highly likely to produce stronger leadership qualities.

Evaluation and Feedback: There is a plan to provide ongoing opportunities to growand learn through both an informal feedback and formal evaluation process.

The following strategies should be considered when developing highly effectiveprofessional development for school leaders:

Successful plans will treat professional development as an ongoing series ofmeaningful events completed with and not to the leader.

Providing 1 on 1 leadership coaching and mentorship is highly recommended.

Leadership development should be value-filled, evidence-based, and practical. Communication and other interpersonal skills should be an essential componentpart of any leadership development strategy.

Leadership development should be collaborative allowing participant to networkand exchange solutions and ideas in conversations with other like-minded leaders.

To build peer support, accountability and creativity; leaders should be assigned tosmall groups (4 to 6 members) who meet periodically (especially post training) toshare their application of new learning.


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Leadership development should have scaffolding and rich opportunities for practice,which allows leaders to grow from solely knowing something, to doing it , to beingit and transferring their learning for lasting change.


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Below Standard(1)

Approaching(2)

Proficient(3)

Exemplary(4)

Framework There are fewdevelopmentalcompetenciesidentified

Not focused onstudent outcomes

Parts of aframework areprescribed

It is unclear whetherframework isresearch based

Evidence ofalignment withsome studentoutcomes

Articulates a clearlydefined frameworkfor excellentleadershipcomprised of coreleadershipcompetencies

Focused on drivingstudent achievement

Specific studentoutcomes are

identified andtargeted indevelopment

Integrates teacherdevelopmentcompetencies


Consideration ofallotment of timenecessary fortraining

Leadership Assessment

Unaligned to aspecific competencymodel

Focuses on only one

mode of inquiry intoleadership capacity

Aligns to severalelements ofleadershipcompetencyframework

Focuses on at most 2modes of inquiry

Articulates plan toassess leadersstrengths anddeficits acrosscompetencies

prescribedframework toidentify areas foron- goingdevelopment.

Multiple modes ofinquiry, i.e., self -assessment, staffsurveys, or a skillsdiagnostic.

Fully aligns toleadershipcompetencies

Quantifiable:Provides clearmetrics forevaluating talent

Proficient criteriaand:Includes assessmenttimeline ofopportunities

mapped acrossannual calendar

Includes apersonality orleadership styleassessment, i.e. TheMyers-Briggs TypeIndicator(MBTI)


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capabilities andleadershipcompetencydevelopment

Includes 360 assessment, ormulti-raterassessment basedon leadershipcompetencies.

Strategy Professionaldevelopmentopportunities arelimited andhomogenous

At most, 2professionaldevelopmentopportunities areoffered

Learning focusesprimarily onleadership theoryrather than action

Some goals,objectives, andmethods areresearch based

School identifies themethods that bestfacilitate leadershipgrowth in corecompetencies.

Learning isexperiential

All goals, objectives,and methods areresearch based

A list of potentialcoaches is evident

3 or moreprofessionaldevelopmentactivities offering avariety of learningopportunities areidentified

Includes criticalskills developmentspecific to the needs

of the schoolcommunity


A leadership coachis identified

A timeline forimplementation ofstrategy is provided

Includes multiplebest practices forleadershipdevelopment

Includes both acohort learningexperience and anindividualleadership coachassignment

Provides severalmethods fordeliveringprofessional

development, i.e.Blended learningwith onlinemodules; classroomtraining sessions;stretch projects;coursework andvideos or face-to-face workshops


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EvaluationandFeedback

Lacks a process forconsistentevaluation andfeedback

Outlines process forsingular (annual)review process

Clearly identifiessystem for ensuringthat growth andlearning ishappening and isimpacting studentperformance.

Feedback structuresto provide leaderswith insight on theirown growth anddevelopment.


There is a calendaroutliningcomponents offeedback and theevaluation process

Evaluator is named

Type of feedbackprotocol is identified


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Statement of PracticeLeadership Evaluation

DDOE Indicator 2.4: The school develops a comprehensive, data driven, and specificevaluation of the leader that focuses on the performance outcomes of the school (includingstudent achievement, culture, and operations) and utilizes data collected over time and in avariety of ways.

Impact Statement: Leadership evaluation, conducted on a regular basis, can greatlyimprove the management and effectiveness of the school and its programming. Evaluationis key to providing appropriate interventions at the school. Evaluation is crucial fortailoring growth opportunities for ongoing school leader professional development.

Plan Components: Framework: There are multiple measures to indicate the level of success of theschool leader and these indicators present a clear picture of performance.

Alignment: The leaders evaluation is demonstrably linked and aligned to themission and vision of the school.

Calendar: The calendar provides a clear sequence of events for the evaluationprocess, including all steps needed and data required.

The following strategies should be considered when providing a plan for LeadershipEvaluation:

During an evaluation of leadership development, it is best to use a combination ofmethods so that you can assess outcomes at different levels.

Identifying the specific leadership behaviors that correlate with student growthshould be a crucial step in the process of providing outcomes driven evaluation.

By evaluating specific leadership skills schools should be able to provide cleardevelopment plans that positively impact what occurs in the school.

For purposes of consistency and alignment, the school leader evaluation frameworkshould correspond to the teacher evaluation framework to maximize the impact onstudent achievement.


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Below Standard(1)

Approaching(2)

Proficient(3)

Exemplary(4)

Framework No feedback process

identified

Does not align withcompetency model

There is a feedback

process named

Partially aligns tocompetency model

Single methoddeployed forevaluation

Incorporates

multiple sources ofdata systematicallycollected.

Includes multiplemethods, i.e.document analysis,interviews, dailyevaluation, or end ofinitiativeevaluations

Provides a cleardesign forleadershipevaluation.

Relates to school-wide goals

Fully aligns tocompetency model

Provides a

blueprint forexcellent leadership.

Proficient criteria

and:

Framework isevidence based anddata driven

Alignment Unclear alignment

No inclusion orreference to school-wide goals

Evidence of partialinclusion ofcompetency modelconsideration

Identifiescommunity needsand target outcomesas points of analyses

Incorporatesresults/data, whichaligns to eachcompetency in theleadershipframework.


Fully accounts foreach element of theleadershipcompetency model

Calendar There are neithertimelines nor targetsfor conducting theevaluation process.

There are fewplannedadministrations ofassessments forevaluation

Multiple plannedadministrations ofassessments/evaluation

A clearly articulatedtimeline for annual


Timeline is specificto the schoolcalendar andprincipal workflow.


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evaluation processfrom initial skillsassessment throughongoing training anddevelopment

Provides cleartimeline forconsistent on-goingevaluation andfeedback


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Statement of PracticeLeadership Succession

DDOE Indicator 2.5: Recognizing the importance of continuity in the school community,the school provides a leadership succession plan that ensures continuous leadershipaligned to the goals of the school community , and consistently driving success.

Impact Statement: Leadership succession planning must be intentional andsystematically identify, assess, and develop talent to ensure leadership continuity at theschool. Frequent recruitment of outside leadership talent is not an effective option. Thesmart way to combat leadership transitions is to develop the internal talent needed forthe school to continue on a path towards improvement. Leadership succession is anintegral process that begins long before the leader departs, and it presents anopportunity to move forward with an understanding of the complexities, challenges,

and changes the organization must address.

Plan Components: Pipeline Development: Clear plans are in place to train and grow leaders in the

building and present ready options for leader replacement over time. Talent Audit: There is a clear plan and process in place to determine the

strengths of all potential leaders in the school building and a proactive strategyfor how these staff members can be developed.

The following strategies should be considered for leadership succession:

Effective succession planning occurs when it is viewed as an integral part of theschool's talent development activities. Coaching by managers should be aligned to school needs and goals. Coaching should be aligned to key leadership competencies. Implementing strategies that facilitate self-examination and assessment should

promote continuous growth through ongoing feedback and evaluation. Schools should seek to provide development programs that are designed to

support leadership skill development at all levels of staff.


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Below Standard(1)

Approaching(2)

Proficient(3)

Exemplary(4)

LeadershipPipelineDevelopment

No potentialsuccessorsidentified

Lack of a coherentstrategy fordevelopment.

Lacking a formalprocess fordevelopingsuccessorcandidates.

Lacking clearlyarticulatedcandidates list toassume theleadership

Identifies possiblesuccessor

Vaguely outlines astrategy fordeveloping apipeline of viableleaders

A well-developedplan to strengthenleadership capacitythroughout theschool.

An outline forresource allocationand leadershipcoaching foraspiring leaders.

Plans for on-goingtraining align toschool leadershipcompetency model.


A coherent timelinefor creating thepipeline of futureleaders

Comprehensivelyoutlines for on-going training thepipeline that aligns

to designatedleadershipcompetency mode

Talent Audit Lacks formalprocess forcompleting talentaudit.

Lacks framework

for objectiveevaluation

Provides only oneform of evaluation,i.e. a staff self -assessment toinvestigatestrengths

Not comprehensiveof entire school staff

Identifies acomprehensiveprocess forassessing theleadership capacityof building

leadership teammembers leader.


Identifies roadmapof future leadershippotential acrossthe school byfunction, or by level


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PRINCIPLE 3:

HUMAN CAPITAL


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Principle Three: Human Capital

Statement of PracticeStaffing Plan

DDOE Indicator 3.1: The school has a staffing plan that strategically addresses the needs of the school community.

Impact Statement: By creating and using a staffing plan, a school can maximize efficiencyby ensuring it is staffed with the right number of people, possessing the relevant skill setsto meet critical student needs. A comprehensive strategic staffing plan provides the bestopportunity for maximizing personnel to meet targeted outcomes. This plan allows theschool to make informed staffing decisions that are consistent with meeting specific needs.A high-quality staffing plan is a key ingredient for creating school teams that are high

functioning with the capacity to improve learning outcomes.

Plan Components: Early Notification: Current staff are provided as much time as possible to

understand the changes, make decisions, and evaluate preferences. Recruitment and Retention of Diverse Staff: The school outlines a plan to promote a

diverse staff and a learning culture, proactively considering best practices andstrategies.

School-Specific/Mission Specific: The staffing plan should directly align to themission, vision, and theory of action of the school.

Selection and Onboarding: The plan includes best practices and clear thought aroundhow staff will be selected and placed into their roles, utilizing performanceoutcomes, data, and student-centered decision-making.

The following strategies should be considered when developing an effective staffingplan:

Identifying objective, performance-based criteria is recommended whenestablishing a staffing plan.

By developing mechanisms for determining gaps in current resources schools candevelop strategies to fill them through their staffing plan.

By assessing whether gaps can be filled with internal actions such as team shifts andcross trainings, schools can determine if there are additional recruitment needs.

Schools should consider developing staffing plans that can withstand/sustain long-term absences, medical leaves, retirement, and uncontrolled changes such asterminations.


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Below Standard(1)

Approaching(2)

Proficient(3)

Exemplary(4)

Early

Notification ofStaffingProcess

Structure for early

notification ofresignations is notevident.

Structure for earlynotification slated tooccur simultaneouslywith annual contractrenewal.

Structure for early

notification includesinformalassessments of staffintentions byNovember 31 st , suchas surveys or 1:1meetings.

Structure maycontain someincentives forpersonnel who notifyearly.

Structure for early

notification includesformal assessmentsof staff intentions byNovember 31 st .

Incentives for earlyresignees are inplace with a clearplan forcommunication.

Structure for early

notification includesformal assessmentsof staff intentions byNovember 31 st .

Incentives for earlyresignees are inplace with a clearplan for explicitcommunication.

Plan includescomprehensiveprocess forsuccession planningin whichinstructional andnon-instructionalpersonnel whoresign transferknowledge and plansto their successor.

Recruitmentand Retentionof Diverse,Top-PerformingStaff

Staffing plan has nostatement/indicationrelated to recruitinga diverse, high-potential staff.

Staffing plan isgeneric.

Staffing planincludes strategies toattract a diversegroup of high-potential applicantsthat reflect most orall subgroupsrepresented in theschool.

Staffing planaddressesdevelopment and/ormaintenance of aninclusiveenvironment for allstaff.

Staffing planincludes specificstrategies to activelyrecruit, attract,retain andincentivizeapplicants thatreflect the diversityof the student body.

Staffing planincludes strategies toretain high-performingeducators that reflectthe diversity andaspirations of thestudent body

Staffing plan createscompetitivecompensation


Staffing planincludes strategies toactively recruit,attract andincentivize high-performing andexperiencedapplicants thatreflect the diversityof the student body.

Staffing planencouragesdevelopment and/ormaintenance of aschool culture thatembraces andarticulates theimportance of


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opportunities foreducators choosingto serve in the school

Staffing planincludesdevelopment and/ormaintenance of aninclusiveenvironment for allstaff, specificallyaddressing culturalcompetencies.

diversity andculturalcompetencies.

Staffing planincludes strategies toactively retain andincentivize highperforming andexperiencedapplicants thatreflect the diversityof the student body

School-Specific/MissionSpecific

Positions allocatedby District Office.

Role descriptionsdefined by DistrictOffice.

The plan includesgeneric resourcedifferentiation forthe building, forexample, number ofunits or fundingallocated.

Turnaround focus ismessaged in roledescriptions andthroughout StaffingPlan.

Positions are drivenby the needs of theschool at thediscretion of theSchool Leader.

Turnaround focus ismessaged in roledescriptions andthroughout StaffingPlan.

The Staffing Planrelies heavily onstudent success dataand regular

assessment of staff.


Positions are tailoredspecifically to theschools needs andturnaround status.

Role descriptionsand the overallStaffing Planemphasizeleadership andstudent-focus.

The Staffing Plan

relies heavily onstudent success dataand staffaccountability.

All parts of staffingplan are tailored tothe schools specificacademic andcommunity needs.

Selection and

Onboarding

Selection plan is

Human Resourcesdriven.

Selection plan aresolely credentials-based.

Onboarding planfocuses on paper-

Selection may

include selection bythe School Leader,after generic HumanResources screeningfor credentials.

Selection and staffingdecisions are limitedby local legacy policy

Plan shows that

selection is driven bythe School Leader,and may have inputfrom contentexperts.

Onboarding planmay be uniform withthe districts

Proficient criteria

and:

Staffing planincludes measures toremove obstacles toideal hiringconditions, includingbut not limited toBoard and collective


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work, operations,and or generalexpectations.

requirements, (e.g.those favoringseniority fortransfers.)

Onboarding plan forschool-based staff isuniform with thedistricts generalonboarding plan.

onboarding planwith some additionsspecific toturnaround, butallows for someflexibility based onspecific school needs.

Selection iscompetency-basedand includestools/resources todrive selectiondecisions.

bargaining contractlimitations.

Plan shows thathiring decisions aredriven by the SchoolLeader, includingsignificantcollaboration withcontent experts.

Onboarding isspecific to aturnaroundsituation, andtargeted to thespecific academicand communityneeds of the school.


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Statement of PracticeStaff Recruitment

DDOE Indicator 3.2: The school has a comprehensive approach for recruiting and sustaininghigh-quality personnel that address the specific needs of the students and the schoolcommunity.

Impact Statement: Attracting, screening and selecting qualified people are essentialactivities in assembling an effective school team for improving student outcomes. Goodrecruitment is about finding the right people for the job and has strong implications forstudent performance.

Plan Components:Recruitment Strategies: Staff recruitment strategies are varied and utilize organizations andpipelines with strong track records of performance.Retention: Careful consideration is indicated to demonstrate how strong staff can beretained at the school in both the short and long term.

The following strategies should be considered when developing an effective staffrecruitment plan:

By creating consistent recruitment practices schools can streamline the process andgenerate efficiency.

Recruitment can be a team effort but always requires detailed planning,coordination, and a set of guidelines to ensure a streamlined workflow.

Recruiting techniques: Since there are no one size fit all models, schools must findunique ways that work to assess talent by being deliberately flexible.

Schools should include many different sourcing methods, which can include but arenot limited to online recruiting, job boards, job fairs, college recruiting, internshipprograms, and the development of employee referral incentive programs.
http://www.recruiter.com/recruitment-methods.htmlhttp://www.recruiter.com/recruitment-methods.html


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Below Standard(1)

Approaching(2)

Proficient(3)

Exemplary(4)

Recruitment Recruitmentstrategies within theplan are entirelypassive, eitherthrough websitebased applicationsystems, newspaper,or similar.

Recruitmentstrategies may belimited to and/ orfavor the local areaandnearby/convenientapplicant pools.

Recruitmentstrategies are active,including outreachto different applicantpools, includingseveral high-qualitypipelines and pools.

Recruitmentstrategies mayhighlight thebenefits of thedistrict, or benefitsof working with ahigh needspopulation, whileminimizing thechallenges.

Recruitmentstrategies may focuson quantity andcredentials ofcandidates rather

than quality and fitfor turn-aroundwork.

Recruitment is activeand targeted to thehighest qualitypipelines andcandidates based ondata collected since2010, with anemphasis onattracting a high-potential candidatepool reflective of thestudent body.

Recruitment istransparent andinspiring, clearlycommunicating thechallenges andopportunities ofserving in a high-needs school, andfocusing oncandidatesinterested in that

challenge.Recruitment coversa broad geographicarea, includingnation-widesearches whereverappropriate.


Recruitment planlays out a clearstrategy for activerecruitment ofdiverse candidatesfrom high-qualitypools and pipelines,including meaningfulincentives, such asmonetary bonusesand/ opportunitiesfor leadership andprofessionaldevelopment.

Retention Retention plan isinformal or notextensive in nature.

Retention planfocuses on strategiesemployed over thelast several decadesthat have notreversed trends.

Retention plan lacksan important

Retention planuniformly addressesall staff members.

Retention plan mayinclude leadershipand/ or financialincentives for allstaff members.

Retention effortsmay be based on

Retention plantargets highperforming staffmembers, and may

include staffmembers who aredeemed effectivebased upon factorsother than studentresults.

Retention planincludes


Retention plan also

specifically targetsthe highestperformers, as basedon studentperformance, forprofessionaldevelopment andleadershipopportunities which


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element ofsuccessful talentretention (culture,leadership,incentives).

participation ratherthan results.

opportunities forhigh performers toparticipate inbuilding and/ordistrict decisionmaking and otheractivities leading to afeeling of ownership.

Retention planincludes monetarycompensation forhigh performers onan annual basis.

are flexible andtailored to the careergoals of theindividual staffmember and districtneeds.

Monetarycompensation forhigh performance isclearly incorporatedand inter-connectedto all importantelements ofsuccessful talentretention (culture,leadership,incentives).


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Below Standard(1)

Approaching(2)

Proficient(3)

Exemplary(4)

Competency-

based hiring

Hiring will be

credential-based,with standardinterview processesthat may notincludeperformance tasks.

Hiring begins with

credentialscreening, includingnon-performancefactors such asseniority.

Hiring createsimproved processesbeyond standardinterview protocolsbut does not createsystems formanagingcompetency-basedreviews.

Hiring process

includes clearcompetency-basedmodel with asufficient processfor norming onterms/meaningwhile providingmutual consentprocesses for theschool leader andprospectiveapplicants.

Hiring includesdata-based factors,such as pastperformance, priorsuccess in a similarschool, and/orother measureableindicators ofsuccess asdemonstratedthroughperformance tasks.

Hiring is based oncompetenciesspecific to theschoo ls needProcess includesseveral touch pointsto collect variousand extensive dataon candidates.

Proficient criteria

and:

Staffing planincludes measuresto remove obstaclesto ideal mutualconsent hiring,including but notlimited to Boardand CollectiveBargaining contractlimitations.

Staffing planincludes data andcompetency-drivenhiring practices thatcan ascertainpotential forsuccess.

Plans includegathering and use ofperformance dataon hired candidatesto improve futurehiring.

Timely Hiringto Secure theBestCandidates

No specific plans tomake early offersaccording to aspecific timeline areevident in the plan.

Specific timing foroffers is included inthe plan, beginningApril 15 th .

Specific timing foroffers is included,beginning April15 th , with 90% ofhiring to becomplete by 6/15.


Recruitment effortspersist year-round,and includedevelopingrelationships with


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Projection data is tobe used to informhiring andrecruitment fromthe beginning of theyear.

high-potentialcandidates andpipelines, such aseducatorpreparationprograms, nationaleducatorassociations.


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Statement of PracticeStaff Evaluation

DDOE Indicator 3.4: The school develops a comprehensive, data-driven, and specificevaluation of the leader that focuses on the performance outcomes of the school (including student achievement, culture, and operations) and utilizes data collected over timeand in a variety of ways.

Impact Statement: Staff evaluation is a key process in a comprehensive school-wideapproach to pr

Turnaround and Priority School Guide (September 2014)

Documents

Transcript of Turnaround and Priority School Guide (September 2014)