Fillable Leadership Team Self-Assessment Reflection Tool

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Leadership Team Self-Assessment Reflection Tool

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Georgia Department of Education
August 24, 2021 • Page 1 of 3
High Impact Practices Implementation Rubric:
Leadership Team Self-Assessment Reflection Tool
Directions: Using the data and information contained within the leaders
hip team review summary report,
lead the leadership team in completing the self-assessment reflection tool. Guide the team in developing
agreed upon statements for all ten concepts of the high impact practices (HIP) implementation rubric.
Include milestones for assessing progress toward implementation of action steps (How will we achieve our
goal?) and target dates for full implementation (Where are we going?).
Exemplary
Criteria
Where we are now?
Where are we going?
How we will
achieve our goal?
1. TEAM COMPOSITION:
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 ed
ucation agency
representation and external community
stakeholders for relevant issues.
2. VISION, MISSION and NORMS:
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 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.
4. ATTENDANCE:
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)
Georgia Department of Education
August 24, 2021 • Page 2 of 3
Exemplary Criteria
Where we are now?
How we will
achieve our goal?
5. ROLES and RESPONSIBILITIES:
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:
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 team has flexible b
ut
clearly defined processes for shared
decision
-making and problem-
solving.
There is strong evidence that decisions
are made collaboratively.
7. DATA-DRIVEN PRACTICES:
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
po
ssibly 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.
Georgia Department of Education
August 24, 2021 • Page 3 of 3
Exemplary Criteria
Where we are now?
Where are we going?
How we will
achieve our goal?
8. CONTINUOUS IMPROVEMENT
CYCLE:
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 implementation 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.
9. SCHOOL and STAKEHOLDER
COMMUNICATION:
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 stakehol
der
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 env
ironment of trust and
collaboration.
10. DEVELOPING LEADERSHIP
CAPACITY:
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 encour
ages 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 25 October 2021

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