Systemic Change Framework Rubrics ... - NIUSI Leadscape

6School Organizational Effort RubricsBeginning Developing At Standard leading Structure andUse of Time• The school is organizedaround traditionalstructures; schedule andassignments makecollaboration within theschool day difficult.• Support services maintaintheir traditional roles asproviders of a particularservice, with littleintegration into classroominstruction.• Traditional policies existthat maintain isolationamong teachers during theworkday.• Grade level planning timeis incorporated into theschool day and processesfor effective use of thistime are developed.• Leadership team developsa plan for integratingsupport services intoclassroom instruction time;study groups meet outsideof the workday to assesscurrent use of supportservices.• Leadership team studiesexisting policies related tostructure and use of timeto assess how they mightbetter facilitate improvedstudent learning.• Organization of the schoolday provides time forcollaboration within andacross grade levels.• Processes for effective use oftime are honed and revised,with input from all staff.• School implements the planfor integration of supportservices staff into theclassroom; study groups meetwithin the workday to assessthe effectiveness of theimplementation.• Leadership team developspolicies that support flexibleuse of schedules andassignments.• Leadership team supportimplementation of nontraditionalschedules(extended day or year roundschool) as needed.• The school is effectivelyorganized to maximize teachercollaboration across grade levelsand feeder schools. Planning andreflection time are incorporatedinto the workday and focus on theimprovement of student and adultlearning.• All support services staff are anintegral part of the planningprocess among teams and theirexpertise is honored and valued.• Policies document the school’sbelief that schedules andassignments must be flexible toensure effective use of schoolpersonnel and time in order tomaximize student learning.Governance andLeadership• A shared decision makingstructure is put into placeand discussions begin onhow to achieve a schoolvision. Most decisions arefocused on solvingproblems and are reactive.• School values and beliefsare identified; the purposeof school is defined; aschool mission and studentlearning standards aredeveloped.• A structure for studyingapproaches to achievingstudent learning standardsis established.• Leadership team iscommitted to continuousimprovement. Leadershipseeks inclusion of allschool sectors and supportsstudy team by making timeprovisions for their work.• Leadership team is activeon student teams andintegratesrecommendations from theteams’ research andanalyses to form acomprehensive plan forcontinuous improvementwithin the context of theschool mission. Everyone iskept informed.• Some data are collected onstudent background andtrends. Learning gaps arenoted to directimprovement ofinstruction. It is knownthat student learningstandards must beidentified.• Leadership team represents atrue shared-decision makingstructure. Study teams arereconstructed for theimplementation of acomprehensive continuousimprovement plan.• Decisions about budget andimplementation of the visionare made within teams, bythe principal, by theleadership team, and by thefull staff as appropriate. Alldecisions are communicatedtot the leadership team andto the full staff.• There is a systematic relianceon hard data (including datafor subgroups) as a basis fordecision-making at theclassroom level as well as atthe school level. Changes arebased on the study of data tomeet the needs of studentand teachers.• A comprehensive, effective,continuous improvementstructure exists that supportsparticipation from all sectors ofthe school, district, andcommunity, enduring strongcommunication, flexibility, andrefinement of approach andbeliefs.• The vision is implemented andarticulated across all grade levelsand into feeder schools. Qualitystandards are reinforcedthroughout the school. Allmembers of the schoolcommunity understand and applythe quality standards.• Leadership team has systematicinteractions and involvement withdistrict administrators, teachers,parents, community, and studentsabout the school’s direction.• School makes an effort to exceedstudent achievementexpectations. Innovativeinstructional changes are made toanticipate learning needs andimprove student achievement.Teachers are able to predictcharacteristics impacting studentachievement and to know how toperform from a small set ofinternal quality measures.