Leadership

== = = = = = = = = = = = LEADERSHIP PILLAR = = Paula Calabrese = = The Leader articulates a common vision of a preferred future. The Leader exhibits the knowledge and skills to think and plan strategically to create an organizational vision built on effective instructional practices that result in student achievement and a culture of continuous learning. = = = ||
 * =** Shared Vision **=
 * =** Focused Instruction **=
 * =** Distributed Leadership **=
 * = SHARED VISION =
 * ** COMPONENT ** || ** 1. STRIVING ** || ** 2. PROGRESSING ** || ** 3. ACHIEVING ** ||
 * ==** Articulates the Vision **==

|| == Has a vague proposal for a vision == || == Has a plan for establishing a shared vision ==

|| == Has a specific, written vision vetted by others and models it in words and actions ==

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 * ==** Thinks strategically **==

|| == Sometimes considers outcomes that may result from decisions == || == Frequently considers unintended outcomes before deciding == || == Identifies strategic, priority goals and measurable objectives and communicates action plans for achieving them ==

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 * ==** Promotes student achievement **==

|| == Has a vague idea of how to improve student achievement == || == Has a loosely organized plan for promoting student achievement == || == Has a written plan for promoting individual student achievement with specific roles and responsibilities for everyone involved ==

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 * ==** Creates a culture of continuous learning **==

|| == Talks about the ideal culture of learning == || == Demonstrates an interest in continuous learning ==

|| == Models lifelong learning in words and actions; mentors others and provides opportunities for professional growth ==

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 * ==** Engages the community **==

|| == Sometimes involves community in processes == || == Usually involves community in processes == || == Always ensures that community members are invited to fully participate in processes == ||

== The Leader promotes standards-based systems including theory, design and implementation and is able to transfer that knowledge to classroom observations, teacher supervision and the collection, monitoring and analysis of student achievement data. == ||
 * ** FOCUSED INSTRUCTION **
 * ** COMPONENT ** || ** 1. STRIVING ** || ** 2. PROGRESSING ** || ** 3. ACHIEVING ** ||
 * ** Promotes standards-based systems ** || == Understands the meaning of standards-based systems == || == Discusses standards-based systems with staff == || == Recognizes characteristics of standards-based systems in school and classrooms and acknowledges teachers involved. ==

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 * ==** Supervises staff **==

|| == Fulfills the letter of the law regarding supervision == || == Conducts more than minimal supervisory visits to classrooms == || == Visits classrooms informally and formally, conducts regular walk throughs and provides regular formative feedback to teachers; initiates differentiated supervisory practices ==

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 * ==** Evaluates staff **==

|| == Fulfills the letter of the law regarding evaluation == || == Conducts summative evaluations as required; helps teachers accumulate evidence of their satisfactory performance == || == Visits classrooms informally and formally, conducts regular walk throughs and provides regular summative feedback to teachers; initiates differentiated evaluative practices. ==

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 * ==** Recommends effective instructional practices **==

|| == Occasionally offers suggestions to improve instruction == || == Frequently suggests alternative, effective instructional practices == || == Always suggests age appropriate, alternative, effective, differentiated instructional practices ==

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 * ==** Monitors student achievement **==

|| == Has a vague idea of how to monitor student achievement == || == Has a loosely organized plan for monitoring student achievement == || == Has an organized plan for monitoring student achievement that includes specific roles and responsibilities for everyone involved == ||

==The Leader demonstrates an attitude of inclusivity that recognizes and embraces all members of the faculty and staff as experts in their own right – as uniquely important sources of knowledge, experience, and wisdom. The Leader shares and implements the school’s vision for the future across the entire school community. The Leader holds everyone responsible and accountable for personal leadership within their own area. Good ideas come from throughout the school, and many people cooperate in creating change. The Leader creates an environment where everyone feels free to develop and share new ideas as well as to be of mutual help to one another. The Leader promotes a shared purpose, teamwork and collegial respect among all. ==
 * ** DISTRIBUTED LEADERSHIP **

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 * == COMPONENT == || == 1. STRIVING == || == 2. PROGRESSING == || == 3. ACHIEVING == ||
 * ==**Demonstrates inclusivity **==

|| == I**ncludes some faculty, but not staff, students, parents or community members** ==

** In leadership roles **
|| ==** Includes faculty and staff, but not students, parents or community members in leadership roles **== || ==** Includes representatives of faculty, staff, students, parents and community members in leadership roles at various times and for different occasions **==

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 * ==**Promotes leadership **==

|| == Suggests leadership opportunities to various constituencies, with little follow-up ==

|| == Suggests leadership opportunities to various constituencies and follows-up with some and not others == || == Invites various constituencies to accept leadership roles, follows-up and has a plan for mentoring them for successful outcomes ==

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 * ==**Shares decision-making **==

|| == Talks about including others in decision-making == || == Discusses possible decisions with some individuals, but doesn’t gather everyone’s opinions ==

|| == Plans for shared decision-making by setting dates and times for discussion, review of recommendations and rationale for making the final decision ==

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 * ==**Defines expectations **==

|| == Suggests optional goals and objectives without specifics == || == Clearly identifies roles, responsibilities and expectations of others == || == Provides written description of roles, responsibilities and expectations of others as well as a plan for follow-up and mentoring ==

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 * ==**Recognizes success **==

|| == Occasionally comments on others’ success == || == Frequently comments on others’ success and sometimes follows-up formally == || == Always comments on others’ success and usually follows-up with verbal and written acknowledgement to other administrators and in personnel file == ||