Fillable High Impact Practices Implementation Rubric: Leadership Team

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High Impact Practices Implementation Rubric: Leadership Team

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Georgia Department of Education
August 11, 2021 • Page 1 of 4
High Impact Practices Implementation Rubric: Leadership Team
CONCEPT NOT EVIDENT EMERGING OPERATIONAL EXEMPLARY
1. TEAM
COMPOSITION
☐
There is no evidence that a
leadership team exists.
Decisions that impact the
school community are made
primarily by the principal or
administrative team
members.
☐
A school leadership team exists
but is composed only of a limited
number of administrators or
instructional staff without
intentional selection of the team
members to reflect
representation of the school
community.
☐
Leadership team members are purposefully
and intentionally identified and selected based
on a set of criteria for an interdisciplinary and
inclusive team that represents a variety of
experiences, responsibilities, and the school
community.
☐
Team members are purposefully and
intentionally identified and selected based on a
set of criteria for an interdisciplinary and
inclusive team that represents a variety of
experiences, responsibilities, and the school
community. When appropriate, the team
involves a wider range of local education agency
representation and external community
stakeholders for relevant issues.
2. VISION, MISSION
and NORMS
☐
There is no evidence that
vision and mission
statements, specific to the
leadership team, exist to
guide the work of school
improvement.
Team norms have not been
established.
☐
The leadership team’s vision and
mission statements have been
established but are not aligned to
the team’s school improvement
work.
Team norms have been
established; however, they are
not consistently reviewed or
followed.
☐
Clear vision and mission statements have
been collaboratively established by the
leadership team. Evidence supports an
alignment with the team’s school
improvement work.
Team norms are established, consistently
followed, and randomly reviewed for
effectiveness.
☐
The vision and mission of the leadership team
are collaboratively established and guide the
work of school improvement. An annual review
process has been established.
Team norms are established, followed, and
reviewed for meeting effectiveness at the end of
each meeting.
3. MEETING
FREQUENCY
and PURPOSE
☐
The leadership team does
not meet.
No agenda is created.
☐
The leadership team meets as
needed.
Meetings are rarely scheduled in
advance.
Agendas are created for some
meetings.
Agendas provide topics to be
discussed and/or decided that
are mainly informational or
operational and are not focused
on student learning.
Minutes are recorded for some
meetings.
Minutes are sometimes
distributed to team members.
☐
The leadership team develops a year-long
schedule and meets a minimum of twice per
month.
Agendas are created for all meetings and
distributed prior to meetings.
Agendas are reviewed at the beginning of
meetings and revised, if necessary.
Agendas focus on student learning and show
a clear connection to the school improvement
plan.
Minutes are recorded for all meetings.
Minutes are distributed within 48 hours to
leadership team members.
☐
The leadership team develops a year-long
schedule and meets a minimum of one hour,
twice per month. Additional meetings are
convened as needed to monitor the school
improvement plan.
Agendas are shared with all staff members 24
hours in advance and focus on student learning
with action steps aligned to the school
improvement plan, data, and strategies to
improve student learning. Time frames and a
person responsible are outlined for each agenda
item.
Minutes and next steps are distributed within 48
hours to all staff members.
Georgia Department of Education
August 11, 2021 • Page 2 of 4
CONCEPT NOT EVIDENT EMERGING OPERATIONAL EXEMPLARY
4. ATTENDANCE
☐
The principal attends some
meetings.
☐
The principal attends most
meetings. Team members attend
sporadically.
☐
The principal attends every meeting.
Assistant principals attend most meetings.
Leadership team members are expected to be
present.
☐
The principal and all assistant principals attend
every meeting.
All leadership team members, or their
designees, are present at each meeting.
Leadership team meetings are a valued part of
the school’s culture and promotes inclusive
stakeholder engagement and participation
beyond the internal team (i.e., parents, students,
community members)
5. ROLES and
RESP
ONSIBILITI
ES
☐
Roles and responsibilities
are not defined or used
during meetings.
☐
The principal facilitates the
meeting.
Roles and responsibilities are
loosely defined and used.
☐
Leadership team meetings take place with or
without the principal serving as the facilitator.
Roles and responsibilities are strategically
assigned based on team member strengths.
(facilitator, timekeeper, recorder, chat monitor)
Team members play an active role in creating,
implementing, supporting, and monitoring
school improvement initiatives that support
student and staff achievement.
The team is open to modify actions,
strategies, and processes based on data.
☐
The role of facilitator alternates among core
team members.
Defined roles and responsibilities often rotate
among all team members to build capacity.
(facilitator timekeeper, recorder, chat monitor)
Team members clearly understand the
importance and role of the team and are actively
involved in creating, implementing, supporting,
and monitoring school improvement initiatives
that support student and staff achievement.
The team assumes ownership in the school
improvement process and initiates practices to
modify actions, strategies, and processes based
on data.
6.
COLLABORATIVE
PROCESSES and
PROTOCOLS
☐
School decisions are
centrally controlled and
distributed to the team with
no evidence of collaborative
decision making.
☐
The principal seldom promotes
active engagement of the
leadership team.
Attempts are made to implement
a protocol for conducting
business and an organized
framework to guide the work of
the leadership team.
Although most decisions remain
centrally controlled, there is
some evidence of a collaborative
decision-making process.
☐
The principal promotes active engagement
and builds a culture of collaboration with the
leadership team.
A protocol for conducting business and an
organized framework exists to guide the work
of the team.
The leadership team has a clearly defined
process for shared decision-making and
problem solving that guides the work of school
improvement.
There is evidence that decisions are made
collaboratively.
☐
The principal is consistent in promoting active
engagement and building a culture of
collaboration with the leadership team.
Protocols and an organized framework for
conducting business are consistently
implemented. Protocols keeps the work of the
leadership team focused and maximizes the
talents of the team members involved.
The leadership t
eam has flexible but clearly
defined processes for shared decision-making
and problem-solving.
There is strong evidence that decisions are
made collaboratively.
Georgia Department of Education
August 11, 2021• Page 3 of 4
CONCEPT NOT EVIDENT EMERGING OPERATIONAL EXEMPLARY
7. DATA-DRIVEN
PRACT
ICE
S
☐
There is little or no evidence of
the use of data to guide and
inform decision-making and
problem-solving tasks.
Data is rarely used to develop,
implement, and monitor school
improvement processes.
☐
The school leadership team
gathers some data to make
decisions and solve problems,
but it tends to be summative and
is not necessarily timely.
Annual school improvement
goals are based on summative
data.
☐
The school leadership team shares in
decisions of real substance pertaining to
curriculum, instruction, assessment, and
professional development.
The school leadership team gathers
diagnostic, process, formative, and summative
assessment data in a timely manner to make
decisions, solve problems, and implement the
school improvement process.
Adjustments are made to the school
improvement plan, through short-term action
plans of 45-days or less, to address data-
based needs.
☐
The school leadership team is highly data-
driven; acquiring, analyzing, and displaying
useful and current data and identifying relevant
data patterns to make decisions and solve
problems at the student level.
The team understands that being data driven is
a cyclical process that leads to new ideas,
questions, and possibly the need for more data.
The team develops an annual calendar to
monitor formative data points throughout the
year.
Adjustments are made to the school
improvement plan, through 30-day short-term
actions plans, to address data-based needs.
8. CONTINUOUS
IMPROVEM
ENT
CYCLE
☐
There is little or no evidence of
a systematic process for
continuous improvement.
Topics relate to operations
only with no clear purpose.
Discussions focus on issues
and concerns in random
fashion with the principal
fielding these and attempting
to address them rather than
engaging the team in
collaborative problem solving.
☐
Topics extend beyond
operational issues.
There is some evidence that
improvement processes exist,
but these processes are
unsystematic and do not
intentionally target issues directly
impacting student achievement
or instructional practices.
☐
Leadership team
meetings are focused on
student achievement and continuous school
improvement. The leadership team addresses:
Where are we now?
Where are we going?
How will we get there?
How do you know?
The school improvement cycle includes
monitoring the implementation of initiatives
and using data to evaluate the impact of
curriculum, instruction, assessment,
interventions, and professional development.
The school improvement cycle ensures a
direct impact on student achievement,
instructional practices, and organizational
effectiveness.
☐
Leadership team
meetings are focused on
student achievement and continuous school
improvement. The leadership team continuously
addresses:
Where are we now?
Where are we going?
How will we get there?
How do you know?
The school improvement cycle includes
monitoring the im
plementation of initiatives and
using data to evaluate the impact of curriculum,
instruction, assessment, interventions, and
professional development.
The team reflects on improvement needs,
identifies desired outcomes, analyzes barriers to
achievement, and adjusts the school
improvement plan monthly.
Georgia Department of Education
August 11, 2021• Page 4 of 4
CONCEPT NOT EVIDENT EMERGING OPERATIONAL EXEMPLARY
9. SCHOOL and
ST
AKEHOL
DER
COMMUNICATION
☐
There is no process in place to
ensure the flow of information
and exchange of idea.
☐
A process for communication
exists that allows information to
be distributed to some
stakeholders.
A process for two-way
communication exists but has not
been effectively implemented.
Input form stakeholders pertains
primarily to operational matters.
☐
A process for communication exists that
allows information to be distributed to all
stakeholders.
A process is in place that ensures the flow of
information and communication is two-way.
All stakeholders have an opportunity to
engage in the exchange of ideas and provide
input regarding important decisions pertaining
to school improvement initiatives.
☐
There is a systematic process in place to
engage the entire school staff in distributive
decision-making on school improvement
initiatives.
The leadership team actively communicates,
seeks input, and encourages multiple
stakeholder perspectives through a formal
process regarding important decisions.
The leadership team reviews and considers the
input before relevant decisions are made. This
two-way communication process supports a
shared vision in the school and cultivates an
environment of trust and collaboration.
10. DEVELOPING
LEADE
RSHI
P
CAPA
CIT
Y
☐
Team members rarely receive
professional learning to build
leadership capacity or
enhance personal growth.
Efforts to build leadership
capacity within th
e school do
not exist.
☐
Team members sporadically
receive training to develop
leadership capacity, but topics
are often isolated and not
embedded in the work of the
team.
Leadership team members
attempt to form a variety of
schoolwide teams with limited
professional learning to support
implementation.
☐
Team members are provided with, and
pursue, professional learning opportunities to
enhance their personal growth and capacity
as a school leader.
Professional learning is ongoing and
embedded in the
work of the team.
Leadership team members ensure the
establishment and training of a variety of
schoolwide teams, whose members perform
essential tasks aligned to the school vision
and goals.
☐
The principal ensures a succession plan is in
place for the leadership team.
The principal builds the capacity of the
leadership team through ongoing professional
learning and consequential tasks embedded in
the work.
Team members exhibit a sense of collective
responsibility and have the mindset of
empowering all personnel in the school to lead
where they operate.
The leadership team involves and encourages
all personnel to lend themselves to meaningful
work tied to the school vision and goals.
Leadership team members provide professional
learning to support the function of a variety of
schoolwide teams to build the leadership
capacity of staff members.
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Completed 9 November 2021

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