Framework for Leadership - Pennsylvania Department of ...

1 Framework for Leadership Date _____. _____ Leader Self-Assessment _____ Evaluator Assessment Domain 1: Strategic/Cultural Leadership Principals/ school leaders systemically and collaboratively develop a positive culture to promote student growth and staff development. They articulate and model a clear vision of the school 's culture that involves students, families, and staff. Component Failing Needs Improvement Proficient Distinguished 1a: Creates an The principal/ school leader fails The principal/ school leader The principal/ school leader and Organizational Vision, to satisfy the component as develops school wide vision, implements a process that Mission, and Strategic Goals: defined.

2 Mission, and strategic goals includes stakeholders for The principal/ school leader based on his/her own individual developing a shared vision and designs, initiates, and The principal/ school leader The principal/ school leader fails beliefs regarding future needs of strategic goals for student implements collaborative plans strategically and creates to develop a school wide vision, student performance, with achievement that results in rigor processes to collect and analyze an organizational vision, mission, or strategic goals. limited evidence of stakeholder and relevance for students and data about the school 's progress mission, and goals around involvement.

3 Staff. for the periodic review and personalized student success The principal/ school leader fails revision of the school 's vision, that is aligned to LEA goals. to demonstrate the involvement The principal/ school leader mission, and strategic goals. of staff and stakeholders in a maintains a focus on the vision strategic process that leads to and strategic goals throughout The principal/ school leader the development of the school 's the school year. systematically ensures that the vision, mission, and goals. school 's vision, mission, values, The principal/ school leader beliefs and goals drive decisions ensures that staff incorporates that positively influence the the school 's vision, mission, and culture of the school .

4 Strategic goals in their instructional plans to assure that students achieve expected outcomes. Framework for Leadership (07/01/14): Pennsylvania Department of Education, 2014 1. Domain 1: Strategic/Cultural Leadership Principals/ school leaders systemically and collaboratively develop a positive culture to promote student growth and staff development. They articulate and model a clear vision of the school 's culture that involves students, families, and staff. Component Failing Needs Improvement Proficient Distinguished 1b: Uses Data for Informed The principal/ school leader fails The principal/ school leader The principal/ school leader and Decision Making: to satisfy the component as infrequently uses data and collects, analyzes, monitors, and The principal/ school leader defined.

5 Assessments to monitor uses data systematically The principal/ school leader analyzes and uses multiple progress. regarding the school 's progress activates and sustains a school data sources to drive effective The principal/ school leader fails in driving informed decision- wide system for monitoring and decision-making. to demonstrate the ability to The principal/ school leader making for the attainment of evaluating progress toward analyze or use data to drive exhibits the inability to develop strategic goals and objectives. achieving school goals and effective decision-making. the capacity of staff and other student outcomes.

6 Stakeholders to use data for The principal/ school leader decision-making. develops the capacity of staff and The principal/ school leader other stakeholders to use data listens, evaluates, and considers for decision-making. staff and other stakeholders input regarding recommended activities and initiatives. 1c: Builds a Collaborative and The principal/ school leader fails The principal/ school leader The principal/ school leader and Empowering Work to satisfy the component as frequently makes unilateral creates a collaborative work Environment: defined. decisions (uses distributive environment predicated upon The principal/ school leader Leadership infrequently).

7 Cooperation among and between empowers staff and other The principal/ school leader The principal/ school leader fails students, parents, staff, and the stakeholders to assume develops a culture of to demonstrate the involvement The principal/ school leader community. responsibility for making collaboration, distributive of staff and stakeholders in inconsistently includes parents, decisions regarding the school Leadership , and continuous discussions and decisions families, and the larger school The principal/ school leader culture and student improvement conducive to regarding school issues. community in the decision- consistently engages in shared achievement.

8 Student learning and making processes. decision-making and distributive professional growth. Leadership . The principal/ school leader The principal/ school leader establishes an environment The principal/ school leader articulates the importance of The principal/ school leader where staff and other empowers staff in the building a sense of actively models behaviors that stakeholders: development and successful empowerment among staff, but promote a sense of Select and implement implementation of initiatives only sporadically incorporates empowerment among staff and effective improvement that better serve students, activities, tools, and protocols to stakeholders.

9 Strategies. staff, and the school . develop empowerment among staff. Assess and monitor progress towards achieving the vision, mission, and strategic Framework for Leadership (07/01/14): Pennsylvania Department of Education, 2014 2. Domain 1: Strategic/Cultural Leadership Principals/ school leaders systemically and collaboratively develop a positive culture to promote student growth and staff development. They articulate and model a clear vision of the school 's culture that involves students, families, and staff. Component Failing Needs Improvement Proficient Distinguished goals. Lead planning and monitoring efforts.

10 1d: Leads Change Efforts for The principal/ school leader fails The principal/ school leader The principal/ school leader and Continuous Improvement: to satisfy the component as articulates the importance of the implements a change process to defined. change process; however, when ensure continuous school The principal/ school leader The principal/ school leader change occurs, it is only through improvement. drives major initiatives that help systematically guides staff The principal/ school leader fails random processes. students become college and through the change process to to identify the importance of the career ready.