School Leadership Team Self-Assessment Form

Head Master’s Name:*
Names of Team Members:*
Name of School:*
Focus Point 1: Data, learning goals and dialogue
Session 1 Fall 2016
Using the following practices and statements, discuss your team leadership practices within this Focus Point.
Practice 1:1 Building a shared vision
Statements to assist your reflection: we
- establish, in collaboration with staff, students, and other stakeholders, an overall sense of purpose or vision for work in their school to which they are all strongly committed.
- build understanding of the specific implications of the school’s vision for its programs and the nature of classroom instruction.
- encourage the development of organizational norms that support openness to change in the direction of the school’s vision.
- help staff and diverse stakeholders understand the relationship between the school’s vision and jurisdiction’s policy initiatives and priorities.
Practice 1:2 Building staff members’ sense of internal accountability
Statements to assist your reflection: we
- regularly engage staff in analyzing data on the learning progress of all students.
- insist on the use of data that is of high quality (reliable, valid, collected using systematic collection processes, available in its original form, and has been subjected to collaborative interpretation).
- promote collective responsibility and accountability for student achievement and well-being.
- help staff make connections between school goals and jurisdiction goals in order to strengthen commitment to school improvement efforts.
- assess our contributions to school achievements and take into account feedback from others on our performance.
- participate actively in our personal performance appraisals and make adjustments to better meet expectations and goals.
Practice 1:3 Meeting the demands for external accountability
Statements to assist your reflection: we
- clearly define accountability for individual staff in terms that are mutually understood and agreed to and that can be rigorously reviewed and evaluated.
- measure and monitor teacher and leader effectiveness using data about changes in student achievement.
- align school targets with jurisdictional targets.
- provide an accurate and transparent account of the school’s performance  to all school stakeholders (e.g., jurisdiction, board, parents, community).
- create an organizational structure that reflects the school’s values and  enables management systems, structures and processes to work effectively within legal requirements.
Practice 1:4 Identifying specific, shared short-term goals
Statements to assist your reflection: we
- facilitate stakeholder engagement in processes for identifying specific school goals.
- build consensus among students, staff, and diverse stakeholders about the school’s goals.
- ensure the goals are clearly communicated to all stakeholders.
- regularly encourage staff to evaluate their progress toward achieving the  school’s goals.
- encourage staff to develop and periodically review individual goals for  professional growth, as well as the relationship between their individual  goals and the school’s goals.
- refer frequently to the school’s goals when engaged in decisions about  school programs and directions.
Practice 1:5 Creating high expectations Communicating the vision and goals
Statements to assist your reflection: we
- have high expectations for teachers, students and ourselves.
- devote additional effort to creating high expectations among staff for the  achievement of students who have traditionally struggled to be successful  at school.
- encourage staff to be innovative in helping students meet those
- encourage staff to assume responsibility for achieving the school’s vision  and goals for all students.
- make our expectations known through words and actions.
What is your evidence of these practices?
How effective are you in enacting these leadership practices?
How often do you demonstrate this leadership practices?
What are your next steps for the Focus Point?
Comments from your collaborative friend
Session 2 Spring 2017
What has changed?
What are your next steps?
Comments from your collaborative friend

Focus Point 2: Teamwork focusing on professional learning and students’ development
Session 1 Fall 2016
Using the following practices and statements, discuss your team leadership practices within this Focus Point.
Practice 2.1 Providing support and demonstrating consideration for individual staff members
Statements to assist your reflection: we
- recognize the accomplishments of individual staff members.
- consider staff members’ opinions when initiating actions that affect their work.
- build upon and respond to individual staff members’ unique needs and expertise.
- treat individuals and groups among staff equitably.
Practice 2.2 Building collaborative cultures and distributing leadership
Statements to assist your reflection: we
- model collaboration in my our work.
- foster mutual respect and trust among those involved in collaboration.
- encourage the collaborative development of group processes and outcomes.
- help develop clarity about goals and roles related to collaborative work.
- encourage a willingness to compromise among collaborators.
- foster open and fluent communication toward building and sustaining professional communities.
- provide adequate and consistently available resources to support collaborative work.
- involve staff in the design and implementation of important school decisions and policies.
- provide staff with leadership opportunities and support them as they take on these opportunities.
Practice 2.3 Stimulating growth in the professional capacities of staff
Statements to assist your reflection: we
- encourage staff to reflect on what they are trying to achieve with students and how they are doing it.
- lead discussions about the relative merits of current and alternative practices.
- challenge staff to continually re-examine the extent to which their practices support the learning of all their students.
- facilitate opportunities for staff to learn from each other.
- suggest new ideas for staff learning.
- encourage staff to develop and review their own goals for professional growth and the relationship of those goals to school goals and priorities.
- encourage staff to try new practices that are consistent with both their interests and school goals.
Practice 2.4 Modeling the school’s values and practices
Statements to assist your reflection: we
- are highly visible in the school.
- are easily accessible to staff, parents and students.
- have frequent, meaningful interactions with teachers, students and parents in order to further the school goals.
- demonstrate the importance of continuous learning through visible engagement in our own professional learning.
- exemplify, through our actions, the school’s core values and its desired practices.
Practice 2.5 Establishing productive working relationships with teacher representatives
Statements to assist your reflection: we
- include representatives in processes for establishing goals for school improvement.
- encourage representatives to keep their members well informed about their work with school leaders.
- encourage representatives to collaborate in determining how to implement labour contract provisions in ways that support school improvement work.
What is your evidence of these practices?
How effective are you in enacting these leadership practices?
How often do you demonstrate these leadership practices?
What are your next steps?
Comments from your collaborative friend
Session 2 Spring 2017
What has changed?
What are your next steps?
Comments from your collaborative friend

Focus Point 3: Working with support systems (organization and development)
Session 1 Fall 2016
Using the following practices and statements, discuss your team leadership practices within this Focus Point.
Practice 3.1 Structuring the organization to facilitate collaboration
Statements to assist your reflection: we
- create timetables for teaching that maximize time on task for students.
- provide regular opportunities and structures that support teachers in working together on instructional improvement, and establish a system for monitoring their collaborative work.
- establish a structure of teams and groups that work together on problem solving.
- distribute leadership on selected tasks.
- engage teachers in making decisions that affect their instructional work.
Practice 3.2 Building productive relationships with families and community
Statements to assist your reflection: we
- create a school environment in which parents are welcomed, respected and valued as partners in their children’s learning.
- demonstrate the type of leadership that parents can trust – confident, systematic and attentive.
- help develop staff commitment to engaging parents in the school.
- work with staff and directly with families of diverse backgrounds to help them provide their children with support in the home that will contribute to their success at school.
- encourage staff to reach out to students with diverse viewpoints and experiences and help all students feel included.
- encourage staff to adopt a broad view of parental engagement and encourage more parents to be involved.
- help connect families to the wider network of services as needed.
Practice 3.3 Connecting the school to the wider environment
Statement to assist your reflection: we
- develop and maintain connections with other expert school and district leaders, policy experts, outreach groups, organizations and members of the educational research community.
What is your evidence of these practices?
How effective are you in enacting these leadership practices?
How often do you demonstrate these leadership practices?
What are your next steps?
Comments from your collaborative friend
Session 2 Spring 2017
What has changed?
What are your next steps?
Comments from your collaborative friend

Focus Point 4: Motivates, creates trust, keeps focus and sets the framework for the organizations development and direction
Session 1 Fall 2016
Using the following practices and statements, discuss your team leadership practices within this Focus Point.
Practice 4.1 Building trusting relationships with and among staff, students and parents
Statements to assist your reflection: we
- model responsibility, integrity and thoroughness in carrying out tasks.
- act in ways that consistently reflect the school’s core values and priorities in order to establish trust.
- demonstrate respect for staff, students and parents by listening to their ideas, being open to those ideas, and genuinely considering their value.
- encourage staff, students and parents to listen to one another’s ideas and genuinely consider their value.
- establish norms in the school that demonstrate appreciation for constructive debate about best practices.
- demonstrate respect, care and personal regard for students, staff and parents.
- encourage staff, students and parents to demonstrate respect, care and personal regard for one another.
Practice 4.2 Staffing the instructional program
Statements to assist your reflection:
- recruit and select teachers who have the interest and capacity to further the school’s vision and goals.
- retain skilled teachers by providing support and time for collaboration, sharing leadership, creating a shared vision and building trusting relationships.
Practice 4.3 Providing instructional support
Statements to assist your reflection: we
- actively oversee the instructional program.
- coordinate what is taught across subjects and grades to avoid unnecessary overlap while providing needed reinforcement and extension of learning goals.
- observe classroom instruction and provide constructive feedback to teachers.
- provide adequate preparation time for teachers.
- provide advice to teachers about how to solve classroom problems.
- provide teachers with the opportunity to observe effective instructional practices among colleagues in their own school as well as in other schools.
- participate with staff in their instructional improvement work.
Practice 4.4 Monitoring progress in student learning and school improvement
Statements to assist your reflection: we
- assist staff in understanding the importance of student assessment for, of, and as learning.
- collaborate with staff during the process of data interpretation.
- use multiple sources of evidence when analyzing student progress.
- give priority to identifying those students most in need of additional support.
- incorporate the explicit use of data when making decisions that relate to student learning and school improvement.
- examine trends in student achievement over time (one or more years), rather than just at one point in time, when analyzing student learning.
Practice 4.5 Buffering staff from distractions to their work
Statements to assist your reflection: we
- create and enforce consistent, school-wide discipline policies.
- minimize daily disruptions to classroom instructional time.
- implement a systematic procedure for deciding how best to respond to initiatives from outside the school.
- develop, with staff, guidelines to govern the amount of time teachers spend on non-instructional and out-of-school activities.
- regularly assess the contribution of all out-of-classroom activities to the learning priorities of students.
Practice 4.6 Allocating resources in support of the school
Statements to assist your reflection: we
- manage efficient budgetary processes.
- distribute resources in ways that are closely aligned with the school’s improvement priorities.
- ensure that sustained funding is directed to the school’s improvement priorities.
- secure resources as needed to support the instructional work of the school.
- revisit and adjust, as needed the nature, amount and alignment of resources as priorities for school improvement change.
- ensure effective oversight and accountability of resources to support priorities.
What is your evidence of these practices?
How effective are you in enacting these leadership practices?
How often do you demonstrate these leadership practices?
What are your next steps?
Comments from your collaborative friend
Session 2 Spring 2017
What has changed?
What are your next steps?
Comments from your collaborative friend

School Leadership Team Self-Assessment Form

School Leadership Team Self-Assessment Form

Focus Point 1: Data, learning goals and dialogue

Using the following practices and statements, discuss your team leadership practices within this Focus Point.

Practice 1:1 Building a shared vision

Practice 1:2 Building staff members’ sense of internal accountability

Practice 1:3 Meeting the demands for external accountability

Practice 1:4 Identifying specific, shared short-term goals

Practice 1:5 Creating high expectations Communicating the vision and goals

Focus Point 2: Teamwork focusing on professional learning and students’ development

Using the following practices and statements, discuss your team leadership practices within this Focus Point.

Practice 2.1 Providing support and demonstrating consideration for individual staff members

Practice 2.2 Building collaborative cultures and distributing leadership

Practice 2.3 Stimulating growth in the professional capacities of staff

Practice 2.4 Modeling the school’s values and practices

Practice 2.5 Establishing productive working relationships with teacher representatives

Focus Point 3: Working with support systems (organization and development)

Using the following practices and statements, discuss your team leadership practices within this Focus Point.

Practice 3.1 Structuring the organization to facilitate collaboration

Practice 3.2 Building productive relationships with families and community

Practice 3.3 Connecting the school to the wider environment

Focus Point 4: Motivates, creates trust, keeps focus and sets the framework for the organizations development and direction

Using the following practices and statements, discuss your team leadership practices within this Focus Point.

Practice 4.1 Building trusting relationships with and among staff, students and parents

Practice 4.2 Staffing the instructional program

Practice 4.3 Providing instructional support

Practice 4.4 Monitoring progress in student learning and school improvement

Practice 4.5 Buffering staff from distractions to their work

Practice 4.6 Allocating resources in support of the school

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