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School Leadership Team Self-Assessment Form

School Leadership Team Self-Assessment Form

  • 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.
  • Session 2 Spring 2017