Purpose+and+Direction


 * Standard 1: The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and beliefs about teaching and learning. **

Possible Evidence
 * 1.1 The school engages in a systematic, inclusive and comprehensive process to review, revise and communicate a school purpose for student success. **
 * || 4 The process for review, revision and communication of the school’s purpose is clearly documented, and a record of the use and results of the process is maintained. ||
 * || 3 The school’s process for review, revision and communication of the purpose statement is documented. ||
 * X || 2 The school has a process for review, revision and communication of its purpose. ||
 * || 1 No process to review, revise or communicate a school purpose exists. ||
 * || 4 The process is formalized and implemented with fidelity on a regular schedule. ||
 * || 3 The process is formalized and implemented on a regular schedule. ||
 * X || 2 The process has been implemented. ||
 * || 4 The process includes participation by representatives selected at random from all stakeholder groups. ||
 * || 3 The process includes participation by representatives from all stakeholder groups. ||
 * X || 2 The process includes participation by representatives from stakeholder groups. ||
 * || 1 Stakeholders are rarely asked for input regarding the purpose of the school. ||
 * X || 4 The purpose statement clearly focuses on student success. ||
 * || 3 The purpose statement focuses on student success. ||
 * || 2 The purpose statement focuses primarily on student success. ||
 * X || 4 The purpose statement clearly focuses on student success. ||
 * || 3 The purpose statement focuses on student success. ||
 * || 2 The purpose statement focuses primarily on student success. ||
 * * Purpose statements - past and present
 * Copy of strategic plan referencing the school purpose and direction and its effectiveness
 * Written External Review procedures and documents that monitor its schools’ adherence to the system purpose and direction
 * Minutes from meetings related to development of the school’s purpose
 * Documentation or description of the process for creating the school’s purpose including the role of stakeholders
 * Communication plan to stakeholders regarding the school’s purpose
 * Examples of communications to stakeholders about the school’s purpose (i.e. website, newsletters, annual report, student handbook)
 * Survey results ||

Possible Evidence
 * 1.2 The school leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking and life skills. **
 * || 4 Commitment to shared values and beliefs about teaching and learning is clearly evident in documentation and decision making. ||
 * || 3 Commitment to shared values and beliefs about teaching and learning is evident in documentation and decision making. ||
 * X || 2 Commitment to shared values and beliefs about teaching and learning is sometimes evident in documentation. ||
 * || 1 Minimal or no evidence exists that indicates the culture of the school is based on shared values and beliefs about teaching and learning. ||
 * || 4 This commitment is always reflected in communication among leaders and staff. ||
 * || 3 This commitment is regularly reflected in communication among leaders and staff. ||
 * X || 2 This commitment is sometimes reflected in communication among leaders and most staff. ||
 * || 4 Challenging educational programs and equitable learning experiences are implemented in a measurable way so that all students achieve learning, thinking and life skills necessary for success. ||
 * X || 3 Challenging educational programs and equitable learning experiences are implemented so that all students achieve learning, thinking and life skills necessary for success. ||
 * || 2 Some challenging educational programs and equitable learning experiences are implemented so that all students achieve some degree of learning, thinking and life skills. ||
 * || 1 Educational programs challenge few or no students and are provided in a way that few students achieve the learning, thinking and life skills necessary for success. ||
 * || 4 Evidence indicates a strong commitment to instructional practices that include active student engagement, a focus on depth of understanding and the application of knowledge and skills. ||
 * X || 3 Evidence indicates a commitment to instructional practices that include active student engagement, a focus on depth of understanding and the application of knowledge and skills. ||
 * || 2 Evidence indicates some commitment to instructional practices that include active student engagement, a focus on depth of understanding and the application of knowledge and skills. ||
 * || 1 Learning experiences for students are rarely equitable. Instructional practices rarely include active student engagement, a focus on depth of understanding and the application of knowledge and skills. ||
 * || 4 School leadership and staff hold one another accountable to high expectations for professional practice. ||
 * X || 3 School leadership and staff share high expectations for professional practice. ||
 * || 2 School leadership maintains high expectations for professional practice. ||
 * || 1 Little or no commitment to high expectations for professional practice is evident. ||
 * || 4 School leadership and staff hold one another accountable to high expectations for professional practice. ||
 * X || 3 School leadership and staff share high expectations for professional practice. ||
 * || 2 School leadership maintains high expectations for professional practice. ||
 * || 1 Little or no commitment to high expectations for professional practice is evident. ||
 * * The school’s statement of purpose
 * Written External Review procedures and documents that monitor the school's adherence to the system purpose and direction and that of the school
 * Agendas and/or minutes that reference a commitment to the components of the school’s statement of purpose
 * Examples of written stakeholder communications or marketing materials that portray the school purpose and direction
 * Survey results
 * APL
 * Walk-through data
 * New Evaluation Plan
 * Teacher/Principal Evaluation Pilot
 * PLC Groups ||

Possible Evidence
 * 1.3 The school’s leadership implements a continuous improvement process that provides clear direction for improving conditions that support student learning. **
 * X || 4 School leaders require the use of a documented, systematic continuous improvement process for improving student learning and the conditions that support learning. ||
 * || 3 School leaders implement a documented, systematic continuous improvement process for improving student learning and the conditions that support learning. ||
 * || 2 School leaders implement a continuous improvement process for improving student learning and the conditions that support learning. ||
 * || 1 A continuous improvement process for improving student learning and the conditions that support learning is used randomly and/or ineffectively. ||
 * || 4 All stakeholder groups work collaboratively and consistently in authentic and meaningful ways that build and sustain ownership of the school’s purpose and direction. ||
 * || 3 All stakeholder groups are engaged in the process. ||
 * X || 2 Some stakeholder groups are engaged in the process. ||
 * || 4 School personnel systematically maintain, use and communicate a profile with current and comprehensive data on student and school performance. ||
 * X || 3 School personnel maintain a profile with current and comprehensive data on student and school performance. ||
 * || 2 School personnel maintain a profile with data on student and school performance. ||
 * || 1 The profile is rarely updated or used by school personnel and contains little or no useful data. ||
 * || 4 The profile contains thorough analyses of a broad range of data used to identify goals for the improvement of achievement and instruction that are aligned with the school’s purpose. ||
 * X || 3 The profile contains analyses of data used to identify goals for the improvement of achievement and instruction that are aligned with the school’s purpose. ||
 * || 2 The profile contains data used to identify goals for the improvement of achievement and instruction that are aligned with the school’s purpose. ||
 * X || 4 All improvement goals have measurable performance targets. ||
 * || 3 Improvement goals have measurable performance targets. ||
 * || 1 Goals selected for improvement, if they exist, reflect the minimum required by governmental or organizational oversight agencies. ||
 * X || 4 The process includes action planning that identifies measurable objectives, strategies, activities, resources and timelines for achieving all improvement goals. ||
 * || 3 The process includes action planning that identifies measurable objectives, strategies, activities, resources and timelines for achieving improvement goals. ||
 * || 2 The process includes action planning that identifies measurable objectives, strategies, activities, resources and timelines for achieving improvement goals. ||
 * || 1 Few or no measurable objectives, strategies or activities are implemented with fidelity. ||
 * || 4 School personnel hold one another accountable for and evaluate the overall quality of the implementation of all interventions and strategies. ||
 * || 3 School leaders hold all school personnel accountable for and evaluate the overall quality of the implementation of all interventions and strategies. ||
 * X || 2 Most interventions and strategies are implemented with fidelity. ||
 * X || 4 The process is reviewed and evaluated regularly. ||
 * || 3 The process is reviewed and evaluated. ||
 * || 4 Documentation that the process is implemented with fidelity and yields improved student achievement and instruction is available and communicated to stakeholders. ||
 * || 3 Documentation that the process yields improved student achievement and instruction is available and communicated to stakeholders. ||
 * X || 2 Some documentation that the process yields improved student achievement and instruction is available. ||
 * || 1 Documentation linking the process to improved student achievement and instruction is unclear or non-existent. ||
 * X || 4 The process is reviewed and evaluated regularly. ||
 * || 3 The process is reviewed and evaluated. ||
 * || 4 Documentation that the process is implemented with fidelity and yields improved student achievement and instruction is available and communicated to stakeholders. ||
 * || 3 Documentation that the process yields improved student achievement and instruction is available and communicated to stakeholders. ||
 * X || 2 Some documentation that the process yields improved student achievement and instruction is available. ||
 * || 1 Documentation linking the process to improved student achievement and instruction is unclear or non-existent. ||
 * X || 2 Some documentation that the process yields improved student achievement and instruction is available. ||
 * || 1 Documentation linking the process to improved student achievement and instruction is unclear or non-existent. ||
 * * Statements of shared values and beliefs about teaching and learning
 * Statements or documents about ethical and professional practices
 * Communication plan and artifacts that show two-way communication to staff and stakeholders about educational programs and equitable learning experiences
 * External Review plans that document two-way communication on system and school effectiveness and learning, thinking and life skills
 * Examples of schools’ continuous improvement plans
 * The system strategic plan
 * Professional development plans and implementation timelines on topics related to equity, organizational effectiveness and improved instruction and programs (Write Tools training)
 * Survey results
 * Agenda, minutes from continuous improvement planning meetings
 * The school data profile
 * PLC SMART Goals ||