k North Carolina Principal Standards Name First Last School School Year Describe the activity that you are documenting.Standards Alignment(Required) Standard I: Strategic Leadership Standard II: Instructional Leadership Standard III: Cultural Leadership Standard IV: Human Resource Leadership Standard V: Managerial Leadership Standard VI: External Development Leadership Standard VII: Micro-political Leadership The activity may support more than one Standard. Select the standard with which the activity is best aligned.Domain(Required) School Vision, Mission and Strategic Goals Leading Change School Improvement Plan Distributive Leadership Domain(Required) Focus on Learning and Teaching, Curriculum, Instruction and Assessment Focus on Instructional Time Domain(Required) Focus on Collaborative Work Environment School Cultural and Identity Acknowledges Failures; Celebrates Accomplishments and Rewards Efficacy and Empowerment Domain(Required) Professional Development/Learning Communities Recruiting, Hiring, Placing and Mentoring of staff Teacher and Staff Evaluation Domain(Required) School Resources and Budget Conflict Management and Resolution Systematic Communication School Expectations for Students and Staff Domain(Required) Parent and Community Involvement and Outreach Federal, State and District Mandates Domain(Required) School Executive Micro-political Leadership Objectives Develops his/her own vision of the changing world in the 21st century that schools are preparing children to enter. Leads and implements a process for developing a shared vision and strategic goals for student achievement that reflect high expectations for students and staff. Maintains a focus on the vision and strategic goals throughout the school year. Creates with stakeholders a vision for the school that captures peoples’ attention and imagination. Designs and implements collaborative processes to collect and analyze data about the school’s progress. Ensures that the school’s identity (vision, mission, values, beliefs and goals) actually drive decisions and inform the culture of the school. Initiates changes to vision and goals based on data to improve performance, school culture and school success. Objectives Identifies changes necessary for the improvement of student learning Systematically considers new and better ways of leading for improved student achievement and engages stakeholders in the change process Adapts/varies leadership style according to the changing needs of the school and community Is comfortable with major changes in implementing processes and accomplishing tasks Routinely and systematically communicates the impacts of change processes to all stakeholders Is a driving force behind major initiatives that help students acquire 21st century skills Systematically challenges the status quo by leading change with potentially beneficial outcomes Objectives Understands statutory requirements regarding the School Improvement Plan Facilitates the collaborative development of the annual School Improvement Plan to realize strategic goals and objectives Uses the NC Teacher Working Conditions Survey and other data sources to develop the framework for the School Improvement Plan Facilitates the successful execution of the School Improvement Plan aligned to the mission and goals set by the State Board of Education, the local Board of Education Systematically collects, analyzes, and uses data regarding the school’s progress toward attaining strategic goals and objectives Incorporates principles of continuous improvement and creative 21st century concepts for improvements to the School Improvement Plan Objectives Seeks input from a variety of stakeholder groups, including teachers and parents/guardians Understands the importance of providing opportunities for teachers to assume leadership and decision-making roles within the school Involves parents/ guardians, the community, and staff members in decisions about school governance, curriculum and instruction. Provides leadership development activities for staff members Ensures that parents/ guardians, community members and staff members have autonomy to make decisions and supports the decisions made as a part of the collective decision-making process Creates opportunities for staff to demonstrate leadership skills by allowing them to assume leadership and decision-making roles Encourages staff members to accept leadership responsibilities outside of the school building Incorporates teachers and support staff into leadership and decision-making roles in the school in ways that foster the career development of participating teachers Objectives Collects and analyzes student assessment data in adherence with instructional and legal requirements Provides students access to a variety of 21st century instructional tools, including technology Systematically focuses on the alignment of learning, teaching, curriculum, instruction, and assessment to maximize student learning Organizes targeted opportunities for teachers to learn how to teach their subjects well Ensures that students are provided opportunities to learn and utilize best practices in the integrated use of 21st century instructional tools, including technology, to solve problems Ensures that the alignment of learning, teaching, curriculum, instruction, and assessment is focused to maximize student learning Creates a culture that it is the responsibility of all staff to make sure that all students are successful Ensures that knowledge of teaching and learning serves as the foundation for the school’s professional learning community Encourages and challenges staff to reflect deeply on, and define, what knowledge, skills and concepts are essential to the complete educational development of students Objectives Understands the need for teachers to have daily planning time and duty-free lunch periods Is knowledgeable of designs for age-appropriate school schedules which address the learning needs of diverse student populations Adheres to legal requirements for planning and instructional time Develops a master schedule to maximize student learning by providing for individual and on-going collaborative planning for every teacher Designs scheduling processes and protocols that maximize staff input and address diverse student learning needs Ensures that teachers have the legally required amount of daily planning and lunch periods Routinely and conscientiously implements processes to protect instructional time from interruptions Structures the school schedule to enable all teachers to have individual and team collaborative planning time Systematically monitors the effect of the master schedule on collaborative planning and student achievement Ensures that district leadership is informed of the amounts and scheduling of individual and team planning time Objectives Understands characteristics of a collaborative work environment within the school Understands the importance of data gained from the Teacher Working Conditions Survey and other data sources from parents, students, teachers and stakeholders that reflect on the teaching and learning environment within the school. Designs elements of a collaborative and positive work environment within the school Participates in and relies upon the School Improvement Team and other stakeholder voices to make decisions about school policies Utilizes data gained from the Teacher Working Conditions Survey and other sources to understand perceptions of the work environment Utilizes a collaborative work environment predicated on site-based management and decision making, a sense of community, and cooperation within the school Monitors the implementation and response to school policies and provides feedback to the School Improvement Team for their consideration Initiates changes resulting from data gained from the Teacher Working Conditions Survey and other sources Establishes a collaborative work environment which promotes cohesion and cooperation among staff Facilitates the collaborative (team) design, sharing, evaluation, and archiving of rigorous, relevant, and engaging instructional lessons that ensure students acquire essential knowledge and skills Objectives Understands the importance of developing a shared vision, mission, values, beliefs and goals to establish a school culture and identity Systematically develops and uses shared values, beliefs and a shared vision to establish a school culture and identity Establishes a culture of collaboration, distributed leadership and continuous improvement in the school which guides the disciplined thought and action of all staff and students Ensures that the school’s identity and changing culture (vision, mission, values, beliefs and goals) actually drives decisions and informs the culture of the school Objectives Recognizes the importance of acknowledging failures and celebrating accomplishments of the school and staff Uses established criteria for performance as the primary basis for reward and advancement Systematically recognizes individuals for reward and advancement based on established criteria Recognizes individual and collective contributions toward attainment of strategic goals Utilizes recognition, reward, and advancement as a way to promote the accomplishments of the school Utilizes recognition of failure as an opportunity to improve Objectives Understands the importance of building a sense of efficacy and empowerment among staff Understands the importance of developing a sense of well-being among staff, students and parents/guardians Identifies strategies for building a sense of efficacy and empowerment among staff Identifies strategies for developing a sense of well-being among staff, students and parents/guardians Utilizes a variety of activities, tools and protocols to develop efficacy and empowerment among staff Actively models and promotes a sense of well-being among staff, students and parents/guardians Builds a sense of efficacy and empowerment among staff that results in increased capacity to accomplish substantial outcomes Utilizes a collective sense of well-being among staff, students and parents/guardians to impact student achievement Objectives Understands the importance of developing effective professional learning communities and results-oriented professional development Understands the importance of continued personal learning and professional development Provides structures for, and implements the development of effective professional learning communities and results-oriented professional development Routinely participates in professional development focused on improving instructional programs and practices Facilitates opportunities for effective professional learning communities aligned with the school improvement plan, focused on results, and characterized by collective responsibility for instructional planning and student learning Ensures that professional development within the school is aligned with curricular, instructional, and assessment needs, while recognizing the unique professional development needs of individual staff members Objectives Understands the school’s need to recruit, hire, appropriately place, and mentor new staff members At the school level, creates and implements processes for: Recruiting new teachers and staff, Hiring new teachers and staff, Placing new teachers and staff, Mentoring new teachers and staff Supports, mentors and coaches staff members who are new or emerging leaders or who need additional support Continuously searches for staff with outstanding potential as educators and provides the best placement of both new and existing staff to fully benefit from their strengths in meeting the needs of a diverse student population Ensures that professional development is available for staff members with potential to serve as mentors and coaches Objectives Adheres to legal requirements for teacher and staff evaluation Creates processes to provide formal feedback to teachers concerning the effectiveness of their classroom instruction and ways to improve their instructional practice Implements district and state evaluation policies in a fair and equitable manner Utilizes multiple assessments to evaluate teachers and other staff members Evaluates teachers and other staff in a fair and equitable manner and utilizes the results of evaluations to improve instructional practice Analyzes the results of teacher and staff evaluations holistically and utilizes the results to direct professional development opportunities in the school Objectives Is knowledgeable of school budget and accounting procedures Utilizes input from staff to establish funding priorities and a balanced operational budget for school programs and activities Incorporates the input of the School Improvement Team in budget and resource decisions Uses feedback and data to assess the success of funding and program decisions Designs transparent systems to equitably manage human and financial resources Ensures the strategic allocation and equitable use of financial resources to meet instructional goals and support teacher needs Objectives Demonstrates awareness of potential problems and/or areas of conflict within the school Creates processes to resolve problems and/or areas of conflict within the school Resolves school-based problems/conflicts in a fair, democratic way Provides opportunities for staff members to express opinions contrary to those of authority or in relation to potentially discordant issues Discusses with staff and implements solutions to address potentially discordant issues Monitors staff response to discussions about solutions to potentially discordant issues to ensure that all interests are heard and respected Resolves conflicts to ensure the best interest of students and the school result Objectives Understands the importance of open, effective communication in the operation of the school Designs a system of open communication that provides for the timely, responsible sharing of information to, from, and with the school community Routinely involves the school improvement team in school wide communications processes Utilizes a system of open communication that provides for the timely, responsible sharing of information within the school community Provides information in different formats in multiple ways through different media in order to ensure communication with all members of the community Ensures that all community stakeholders and educators are aware of school goals for instruction and achievement, activities used to meet these goals, and progress toward meeting these goals Objectives Understands the importance of clear expectations, structures, rules and procedures for students and staff Understands district and state policy and law related to student conduct, etc. Collaboratively develops clear expectations, structures, rules and procedures for students and staff through the School Improvement Team Effectively implements district rules and procedures Communicates and enforces clear expectations, structures, and fair rules and procedures for students and staff Systematically monitors issues around compliance with expectations, structures, rules and expectations. Utilizes staff and student input to resolve such issues Regularly reviews the need for changes to expectations, structures, rules and expectations Objectives Interacts with, and acknowledges that parents/guardians and community members have a critical role in developing community engagement, support and ownership of the school Identifies the positive, culturally-responsive traditions of the school and community Proactively creates systems that engage parents/ guardians and all community stakeholders in a shared responsibility for student and school success reflecting the community’s vision of the school Implements processes that empower parents/guardians and all community stakeholders to make significant decisions Proactively develops relationships with parents/guardians and the community so as to develop good will and garner fiscal, intellectual and human resources that support specific aspects of the school’s learning agenda Objectives Is knowledgeable of applicable federal, state and district mandates Is aware of district goals and initiatives directed at improving student achievement Designs protocols and processes to comply with federal, state and district mandates Implements district initiatives directed at improving student achievement Ensures compliance with federal, state and district mandates Continually assesses the progress of district initiatives and reports results to district-level decision makers. Interprets federal, state and district mandates for the school community so that such mandates are viewed as an opportunity for improvement within the school Actively participates in the development of district goals and initiatives directed at improving student achievement Objectives Maintains high visibility and is easily accessible throughout the school Is aware of the expertise, power and influence of staff members, and demonstrates sensitivity to their personal and professional needs Builds systems and relationships that utilize the staff’s diversity, ideological differences and expertise to realize the school’s goals Creatively employs an awareness of staff’s professional needs, issues and interests to build cohesion and to facilitate distributed governance and shared decision-making Developing Develops his/her own vision of the changing world in the 21st century that schools are preparing children to enter. Proficient: Leads and implements a process for developing a shared vision and strategic goals for student achievement that reflect high expectations for students and staff Maintains a focus on the vision and strategic goals throughout the school year Accomplished: Creates with stakeholders a vision for the school that captures peoples’ attention and imagination Designs and implements collaborative processes to collect and analyze data about the school’s progress for the periodic review and revision of the school’s vision, mission, and strategic goals Distinguished: Ensures that the school’s identity (vision, mission, values, beliefs and goals) actually drive decisions and inform the culture of the school Initiates changes to vision and goals based on data to improve performance, school culture and school success Developing Identifies changes necessary for the improvement of student learning Proficient: Systematically considers new and better ways of leading for improved student achievement and engages stakeholders in the change process Accomplished: Adapts/varies leadership style according to the changing needs of the school and community Is comfortable with major changes in implementing processes and accomplishing tasks Routinely and systematically communicates the impacts of change processes to all stakeholders Distinguished: Is a driving force behind major initiatives that help students acquire 21st century skills Systematically challenges the status quo by leading change with potentially beneficial outcomes Developing Understands statutory requirements regarding the School Improvement Plan Proficient: Facilitates the collaborative development of the annual School Improvement Plan to realize strategic goals and objectives Uses the NC Teacher Working Conditions Survey and other data sources to develop the framework for the School Improvement Plan Accomplished: Facilitates the successful execution of the School Improvement Plan aligned to the mission and goals set by the State Board of Education, the local Board of Education Systematically collects, analyzes, and uses data regarding the school’s progress toward attaining strategic goals and objectives Distinguished: Incorporates principles of continuous improvement and creative 21st century concepts for improvement into the School Improvement Plan Developing Seeks input from a variety of stakeholder groups, including teachers and parents/guardians Understands the importance of providing opportunities for teachers to assume leadership and decision-making roles within the school Proficient: Involves parents/guardians, the community, and staff members in decisions about school governance, curriculum and instruction. Provides leadership development activities for staff members Accomplished: Ensures that parents/ guardians, community members and staff members have autonomy to make decisions and supports the decisions made as a part of the collective decision-making process Creates opportunities for staff to demonstrate leadership skills by allowing them to assume leadership and decision-making roles Distinguished: Encourages staff members to accept leadership responsibilities outside of the school building Incorporates teachers and support staff into leadership and decision-making roles in the school in ways that foster the career development of participating teachers. Developing Collects and analyzes student assessment data in adherence with instructional and legal requirements Provides students access to a variety of 21st century instructional tools, including technology Proficient: Systematically focuses on the alignment of learning, teaching, curriculum, instruction, and assessment to maximize student learning Organizes targeted opportunities for teachers to learn how to teach their subjects well Ensures that students are provided opportunities to learn and utilize best practices in the integrated use of 21st century instructional tools, including technology, to solve problems Accomplished: Ensures that the alignment of learning, teaching, curriculum, instruction, and assessment is focused to maximize student learning Creates a culture that it is the responsibility of all staff to make sure that all students are successful Distinguished: Ensures that knowledge of teaching and learning serves as the foundation for the school’s professional learning community Encourages and challenges staff to reflect deeply on, and define, what knowledge, skills and concepts are essential to the complete educational development of students Developing Understands the need for teachers to have daily planning time and duty-free lunch periods Is knowledgeable of designs for age-appropriate school schedules which address the learning needs of diverse student populations Proficient: Adheres to legal requirements for planning and instructional time Develops a master schedule to maximize student learning by providing for individual and on-going collaborative planning for every teacher Designs scheduling processes and protocols that maximize staff input and address diverse student learning needs Accomplished: Ensures that teachers have the legally required amount of daily planning and lunch periods Routinely and conscientiously implements processes to protect instructional time from interruptions Distinguished: Structures the school schedule to enable all teachers to have individual and team collaborative planning time Systematically monitors the effect of the master schedule on collaborative planning and student achievement Ensures that district leadership is informed of the amounts and scheduling of individual and team planning time Developing Understands characteristics of a collaborative work environment within the school Understands the importance of data gained from the Teacher Working Conditions Survey and other data sources from parents, students, teachers and stakeholders that reflect on the teaching and learning environment within the school. Proficient: Designs elements of a collaborative and positive work environment within the school Participates in and relies upon the School Improvement Team and other stakeholder voices to make decisions about school policies Utilizes data gained from the Teacher Working Conditions Survey and other sources to understand perceptions of the work environment Accomplished: Utilizes a collaborative work environment predicated on site-based management and decision making, a sense of community, and cooperation within the school Monitors the implementation and response to school policies and provides feedback to the School Improvement Team for their consideration Initiates changes resulting from data gained from the Teacher Working Conditions Survey and other sources Distinguished: Establishes a collaborative work environment which promotes cohesion and cooperation among staff Facilitates the collaborative (team) design, sharing, evaluation, and archiving of rigorous, relevant, and engaging instructional lessons that ensure students acquire essential knowledge and skills Developing Understands the importance of developing a shared vision, mission, values, beliefs and goals to establish a school culture and identity Proficient: Systematically develops and uses shared values, beliefs and a shared vision to establish a school culture and identity Accomplished: Establishes a culture of collaboration, distributed leadership and continuous improvement in the school which guides the disciplined thought and action of all staff and students Distinguished: Ensures that the school’s identity and changing culture (vision, mission, values, beliefs and goals) actually drives decisions and informs the culture of the school Developing Recognizes the importance of acknowledging failures and celebrating accomplishments of the school and staff Proficient: Uses established criteria for performance as the primary basis for reward and advancement Accomplished: Systematically recognizes individuals for reward and advancement based on established criteria Recognizes individual and collective contributions toward attainment of strategic goals Distinguished: Utilizes recognition, reward, and advancement as a way to promote the accomplishments of the school Utilizes recognition of failure as an opportunity to improve Developing Understands the importance of building a sense of efficacy and empowerment among staff Understands the importance of developing a sense of well-being among staff, students and parents/guardians Proficient: Identifies strategies for building a sense of efficacy and empowerment among staff Identifies strategies for developing a sense of well-being among staff, students and parents/guardians Accomplished: Utilizes a variety of activities, tools and protocols to develop efficacy and empowerment among staff Actively models and promotes a sense of well-being among staff, students and parents/guardians Distinguished: Builds a sense of efficacy and empowerment among staff that results in increased capacity to accomplish substantial outcomes Utilizes a collective sense of well-being among staff, students and parents/guardians to impact student achievement Developing Understands the importance of developing effective professional learning communities and results-oriented professional development Understands the importance of continued personal learning and professional development Proficient: Provides structures for, and implements the development of effective professional learning communities and results-oriented professional development Routinely participates in professional development focused on improving instructional programs and practices Accomplished: Facilitates opportunities for effective professional learning communities aligned with the school improvement plan, focused on results, and characterized by collective responsibility for instructional planning and student learning Distinguished: Ensures that professional development within the school is aligned with curricular, instructional, and assessment needs, while recognizing the unique professional development needs of individual staff members Developing Understands the school’s need to recruit, hire, appropriately place, and mentor new staff members Proficient: At the school level, creates and implements processes for: Recruiting new teachers and staff, Hiring new teachers and staff, Placing new teachers and staff, Mentoring new teachers and staff Accomplished: Supports, mentors and coaches staff members who are new or emerging leaders or who need additional support Distinguished: Continuously searches for staff with outstanding potential as educators and provides the best placement of both new and existing staff to fully benefit from their strengths in meeting the needs of a diverse student population Ensures that professional development is available for staff members with potential to serve as mentors and coaches Developing Adheres to legal requirements for teacher and staff evaluation Proficient: Creates processes to provide formal feedback to teachers concerning the effectiveness of their classroom instruction and ways to improve their instructional practice Implements district and state evaluation policies in a fair and equitable manner Accomplished: Utilizes multiple assessments to evaluate teachers and other staff members Evaluates teachers and other staff in a fair and equitable manner and utilizes the results of evaluations to improve instructional practice Distinguished: Analyzes the results of teacher and staff evaluations holistically and utilizes the results to direct professional development opportunities in the school Developing Is knowledgeable of school budget and accounting procedures Utilizes input from staff to establish funding priorities and a balanced operational budget for school programs and activities Proficient: Incorporates the input of the School Improvement Team in budget and resource decisions Uses feedback and data to assess the success of funding and program decisions Accomplished: Designs transparent systems to equitably manage human and financial resources Distinguished: Ensures the strategic allocation and equitable use of financial resources to meet instructional goals and support teacher needs Developing Demonstrates awareness of potential problems and/or areas of conflict within the school Proficient: Creates processes to resolve problems and/or areas of conflict within the school Accomplished: Resolves school-based problems/conflicts in a fair, democratic way Provides opportunities for staff members to express opinions contrary to those of authority or in relation to potentially discordant issues Discusses with staff and implements solutions to address potentially discordant issues Distinguished: Monitors staff response to discussions about solutions to potentially discordant issues to ensure that all interests are heard and respected Resolves conflicts to ensure the best interest of students and the school result Developing Understands the importance of open, effective communication in the operation of the school Proficient: Designs a system of open communication that provides for the timely, responsible sharing of information to, from, and with the school community Routinely involves the school improvement team in school wide communications processes Accomplished: Utilizes a system of open communication that provides for the timely, responsible sharing of information within the school community Provides information in different formats in multiple ways through different media in order to ensure communication with all members of the community Distinguished: Ensures that all community stakeholders and educators are aware of school goals for instruction and achievement, activities used to meet these goals, and progress toward meeting these goals Developing Understands the importance of clear expectations, structures, rules and procedures for students and staff Understands district and state policy and law related to student conduct, etc. Proficient: Collaboratively develops clear expectations, structures, rules and procedures for students and staff through the School Improvement Team Effectively implements district rules and procedures Accomplished: Communicates and enforces clear expectations, structures, and fair rules and procedures for students and staff Distinguished: Systematically monitors issues around compliance with expectations, structures, rules and expectations. Utilizes staff and student input to resolve such issues Regularly reviews the need for changes to expectations, structures, rules and expectations Developing Interacts with, and acknowledges that parents/guardians and community members have a critical role in developing community engagement, support and ownership of the school Identifies the positive, culturally-responsive traditions of the school and community Proficient: Proactively creates systems that engage parents/ guardians and all community stakeholders in a shared responsibility for student and school success reflecting the community’s vision of the school Accomplished: Implements processes that empower parents/guardians and all community stakeholders to make significant decisions Distinguished: Proactively develops relationships with parents/guardians and the community so as to develop good will and garner fiscal, intellectual and human resources that support specific aspects of the school’s learning agenda Developing Is knowledgeable of applicable federal, state and district mandates Is aware of district goals and initiatives directed at improving student achievement Proficient: Designs protocols and processes to comply with federal, state and district mandates Implements district initiatives directed at improving student achievement Accomplished: Ensures compliance with federal, state and district mandates Continually assesses the progress of district initiatives and reports results to district-level decision makers. Distinguished: Interprets federal, state and district mandates for the school community so that such mandates are viewed as an opportunity for improvement within the school Actively participates in the development of district goals and initiatives directed at improving student achievement Developing Maintains high visibility and is easily accessible throughout the school Proficient: Is aware of the expertise, power and influence of staff members, and demonstrates sensitivity to their personal and professional needs Accomplished: Builds systems and relationships that utilize the staff’s diversity, ideological differences and expertise to realize the school’s goals Distinguished: Creatively employs an awareness of staff’s professional needs, issues and interests to build cohesion and to facilitate distributed governance and shared decision-making PDF Preview
