Office of New Schools Category

DESIGN & DEVELOPMENT Fall 2011

SY 2012

Relentless Achiever Self Aware

Critical Thinker

Ability to Prioritize Commitment to Students

what we teach

how we teach

Proficient Leader Holds self accountable for working with staff, students, families, and community to help all students achieve. Effectively holds others accountable for student learning and school goals. Demonstrates willingness to go above and beyond to support students and teachers. Committed to ongoing learning; always looking to integrate best practices. Demonstrated emotional fortitude and perseveres in the face of obstacles. Is open to and acts on performance feedback. Consistently demonstrates strong awareness of both impact on and perception by others. Regularly reflects on experiences and assesses own work. Proactively seeks and takes action to grow. Develops creative solutions to problems. Strategically aligns leadership behaviors with stated values and goals to drive required change. Analyzes and diagnoses problems. Develops, implements, and sustains strategic plans with effective solutions. Makes sound decisions based on students, vision, and data. Appropriately balances decisiveness & collaboration. Adapts appropriately to situation, audience, and needs. Works productively through ambiguity. Creates positive outcomes from changes caused by internal and external forces. Can think through multiple possible contingency plans. Maintains a laser-like focus on student achievement and improvement. Demonstrates and articulates belief that students from all backgrounds can achieve at high levels. Takes personal responsibility to serve all students with a special emphasis on students living in poverty, or with special needs. Forms deep lasting bonds with students and families. Has deep understanding of students lives and is acutely empathetic to their needs. Ability to engage typically disengaged students. Develops, implements, and evaluates rigorous curricula across the content areas to accelerate learning for all students. Ensures that curriculum is comprehensive, rigorous and engaging. Supports continuity and seamlessness across all grades and content areas. Supports teachers in using effective instructional strategies to meet students diverse learning needs. Guides teachers to differentiate instruction for all levels of learners. Identifies effective and rigorous instructional practices in the classroom Creates PD opportunities in response to changing individual needs with a focus on consistent instructional improvement and professional growth. Regularly assesses student learning and ensures the provision of specific, timely feedback to teachers and students.

LEADERSHIP RUBRIC

Instructional Leadership

Office of New Schools Category

DESIGN & DEVELOPMENT Fall 2011 Proficient Leader

SY 2012

Coherence of Instructional Vision

Team Leadership
Community Leadership & School Culture

Clear Expectations

Personal Relationships & Team Building School Community

Demonstrated experience leading a team of adults to implement a coherent plan to drive student achievement. Builds strong, effective relationships with diverse groups of people based on mutual respect, trust, and empathy. Motivates, influences, and mobilizes others to take actions and achieve results. Consistently models poise, confidence, and professionalism. Communicates clearly and appropriately for the audience and message. Builds strong teams, develops leadership capacity among staff, and shares responsibility appropriately. Maintains clear and consistent instructional, pedagogical, organizational, and behavioral expectations for all members of the school community. Holds all teachers, staff, and students accountable to meeting school-wide expectations. Perpetuates a physically and emotionally safe environment for all students and staff where everyone can be focused on the primary goal of student learning. Regularly and effectively communicates with, listens, and responds to families, students, and the school community. Fosters authentic, sustained, caring and respectful relationships among and between teachers, students, staff and/or families. Proactively engages the school community around the schools mission and learning goals Establishes clear school-wide goals that are aligned with the school mission and vision. Creates special occasions, rituals, ceremonies, and activities to reinforce the values and goals of the school. Demonstrates ability to understand and analyze qualitative and quantitative data from multiple sources. Consistently makes results-oriented, data-driven decisions to support strategic priorities. Consistently evaluates decisions for effectiveness. Develops school culture & practices that rely on data to inform adult learning, professional development, and decision-making. Uses data to identify student learning trends, set goals, monitor and modify instruction, and increase student achievement. Uses data to set high, concrete, measurable goals and benchmarks for all students. Creates a culture where students understand and regularly use data to manage their learning and progress. Develops and implements systems and processes to ensure effective operations that support student learning. Allocates and manages budgets and resources effectively in support of learning goals. Manages time in relation to student learning priorities. Establishes systems and structures that promote learning, collaboration, and communication throughout the school. Regularly manages projects effectively and brings projects to completion. Ensures that the school operates in compliance with local, state and federal policies and requirements. Creates a continuum of support services & academic interventions to meet students academic & personal development needs.

Aligns standards, curricula, instructional strategies, and assessment tools for post-secondary readiness. Understands and articulates instructional approach and effective implementation at the classroom level. Recruits and selects effective teachers. Improves classroom teaching by setting clear expectations and observing, coaching, and evaluating teachers and staff. Stimulates and retains high-performing teachers, mentors early-career teachers, challenges low-performing teachers to improve, and dismisses those who do not sufficiently improve.

Use of Data

Instructional Leadership

School Level

Classroom Level

Operations Management

Office of New Schools

DESIGN & DEVELOPMENT Fall 2011

SY 2012

APPLICATION RUBRIC
Category School model incorporates elements specifically designed to meet the needs of the hardest-to- serve students. The school uses innovative programming and staffing structures to capitalize on relationships between students and teachers, give teachers opportunities to collaborate and maximize student results. The school model implements sound instructional practices and an engaging culture, redefining the way students connect to school. Proficient

Innovation

Personalization & Support

Takes advantage of its small size to ensure that every student is well known by an adult who is accountable for their success. Presents a well-defined plan to support and challenge the full range of students in the community, including students with IEPs and ELLs. Outlines a detailed action plan for working with students who enter below grade level in core areas. Provides opportunities for teachers to be involved in key decision-making in order to a form a collaborative and transparent school community. Creates active roles for students and families that promote contributions to a positive school community. Establishes meaningful and authentic connections to the larger community.

Shared Ownership Overall Coherence

Articulates an established and driving mission that is apparent throughout the school evident in and supported by the overall instructional plan, classroom pedagogy, culminating projects and events, school-wide systems and structures, and the interactions among staff, students, and families. Provides evidence of a carefully crafted and realistic plan for executing the mission.