Governance+and+Leadership


 * Standard 2: The school operates under governance and leadership that promote and support student performance and school effectiveness. **

Possible Evidence Possible Evidence Possible Evidence
 * 2.1 The governing body establishes policies and support practices that ensure effective administration of the school. **
 * || 4 Policies and practices clearly and directly support the school’s purpose and direction and the effective operation of the school. ||
 * x || 3 Policies and practices support the school’s purpose and direction and the effective operation of the school. ||
 * || 2 Policies and practices generally support the school’s purpose and direction and the effective operation of the school. ||
 * || 1 Little connection exists between policies and practices of the governing board and the purpose, direction and effective operation of the school. ||
 * || 4 Policies and practices require and have mechanisms in place for monitoring effective instruction and assessment that produce equitable and challenging learning experiences for all students. ||
 * || 3 Policies and practices promote effective instruction and assessment that produce equitable and challenging learning experiences for all students. ||
 * x || 2 Most policies and practices promote effective instruction and assessment that produce equitable and challenging learning experiences for all students. ||
 * || 1 Policies and practices seldom or never address effective instruction and assessment that produce equitable and challenging learning experiences for students. ||
 * || 4 There are policies and practices requiring and giving direction for professional growth of all staff. ||
 * x || 3 There are policies and practices regarding professional growth of all staff. ||
 * || 2 There are policies and practices regarding professional growth of staff. ||
 * || 1 There are few or no policies and practices regarding professional growth of staff. ||
 * || 4 Policies and practices provide clear requirements, direction for and oversight of fiscal management. ||
 * x || 3 Policies and practices provide requirements, direction for and oversight of fiscal management. ||
 * || 2 Policies and practices provide requirements and oversight of fiscal management. ||
 * || 1 Policies provide requirements of fiscal management. ||
 * x || 3 Policies and practices provide requirements, direction for and oversight of fiscal management. ||
 * || 2 Policies and practices provide requirements and oversight of fiscal management. ||
 * || 1 Policies provide requirements of fiscal management. ||
 * * Governing body policies, procedures and practices
 * School handbooks
 * Staff handbooks
 * Student handbooks
 * Communications to stakeholder about policy revisions ||
 * 2.2 The governing body operates responsibly and functions effectively. **
 * x || 4 The governing body has implemented a process to evaluate its decisions and actions to ensure they are in accordance with defined roles and responsibilities, a formally adopted code of ethics and free of conflict of interest. ||
 * || 3 The governing body has a process to ensure that its decisions and actions are in accordance with defined roles and responsibilities, a code of ethics and free of conflict of interest. ||
 * || 2 The governing body ensures that its decisions and actions are in accordance with defined roles and responsibilities, are ethical and free of conflict of interest. ||
 * || 1 The governing body has no method for or does not ensure that decisions and actions are free of conflict of interest, are ethical and in accordance with defined roles and responsibilities. ||
 * || 4 Governing body members are required to participate in a systematic, formal professional development process regarding the roles and responsibilities of the governing body and its individual members. The professional development curriculum also includes conflict resolution, decision-making, supervision and evaluation and fiscal responsibility. ||
 * x || 3 Governing body members participate in a systematic, formal professional development process regarding the roles and responsibilities of the governing body and its individual members. ||
 * || 2 Governing body members participate in professional development regarding the roles and responsibilities of the governing body and its individual members. ||
 * || 1 Governing body members rarely or never participate in professional development regarding the roles and responsibilities of the governing body and its individual members. ||
 * || 4 Members comply with all policies, procedures, laws and regulations and function as a cohesive unit for the benefit of student learning. ||
 * x || 3 The governing body complies with all policies, procedures, laws and regulations and functions as a cohesive unit. ||
 * || 2 The governing body complies with all policies, procedures, laws and regulations. ||
 * || 1 Evidence indicates the governing body does not always comply with policies, procedures, laws and regulations. ||
 * || 2 The governing body complies with all policies, procedures, laws and regulations. ||
 * || 1 Evidence indicates the governing body does not always comply with policies, procedures, laws and regulations. ||
 * * Governing body policies on roles and responsibilities, conflict of interest
 * Governing code of ethics
 * Communication plan to inform all staff on code of ethics, responsibilities, conflict of interest
 * Governing body minutes relating to training
 * Governing body training plan
 * Assurances, certifications
 * Proof of legal counsel
 * List of assigned staff for compliance
 * Historical compliance data
 * Communications about program regulations
 * Findings of internal and external reviews of compliance with laws, regulations and policies ||
 * 2.3 The governing body ensures that the school leadership has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively. **
 * x || 4 The governing body consistently protects, supports and respects the autonomy of school leadership to accomplish goals for achievement and instruction and to manage day-to-day operations of the school. ||
 * || 3 The governing body protects, supports and respects the autonomy of school leadership to accomplish goals for improvement in student learning and instruction and to manage day-to-day operations of the school. ||
 * || 2 The governing body generally protects, supports and respects the autonomy of school leadership to accomplish goals for improvement in student learning and instruction and to manage day-to-day operations of the school. ||
 * || 1 The governing body rarely or never protects, supports and respects the autonomy of school leadership to accomplish goals for improvement in student learning and instruction and to manage day-to-day operations of the school. ||
 * || 4 The governing body maintains a clear distinction between its roles and responsibilities and those of school leadership. ||
 * x || 3 The governing body maintains a distinction between its roles and responsibilities and those of school leadership. ||
 * || 2 The governing body usually maintains a distinction between its roles and responsibilities and those of school leadership. ||
 * || 1 The governing body does not distinguish between its roles and responsibilities and those of school leadership or frequently usurps the autonomy of school leadership. ||
 * || 1 The governing body does not distinguish between its roles and responsibilities and those of school leadership or frequently usurps the autonomy of school leadership. ||
 * * School improvement plan developed by the school
 * Agendas and minutes of meetings
 * Roles and responsibilities of school leadership
 * Maintenance of consistent academic oversight, planning and resource allocation
 * Survey results regarding functions of the governing body
 * Stakeholder input and feedback
 * Social media
 * Communications regarding board actions ||
 * 2.4 Leadership and staff foster a culture consistent with the school’s purpose and direction. **
 * || 4 Leaders and staff deliberately and consistently align their decisions and actions toward continuous improvement to achieve the school’s purpose. ||
 * x || 3 Leaders and staff align their decisions and actions toward continuous improvement to achieve the school’s purpose. ||
 * || 2 Leaders and staff make some decisions and take some actions toward continuous improvement. ||
 * || 1 Decisions and actions seldom or never support continuous improvement. ||
 * || 4 They encourage, support and expect all students to be held to high Standards in all courses of study. ||
 * || 3 They expect all students to be held to high Standards in all courses of study. ||
 * x || 2 They expect all students to be held to Standards. ||
 * || 1 School leaders and staff may or may not expect students to learn. ||
 * || 4 All stakeholders are collectively accountable for student learning. ||
 * || 3 All leaders and staff are collectively accountable for student learning. ||
 * x || 2 Leaders and staff express a desire for collective accountability for student learning. ||
 * || 1 There is no evidence of or desire for collective accountability for student learning. ||
 * || 4 School leaders actively and consistently support and encourage innovation, c ollaboration, shared leadership and rigorous professional growth. ||
 * x || 3 School leaders support innovation, collaboration, shared leadership and professional growth. ||
 * || 2 School leaders sometimes support innovation, collaboration, shared leadership and professional growth. ||
 * || 1 School leaders seldom or never support innovation, collaboration, shared leadership and professional growth. ||
 * || 4 The culture is characterized by collaboration and a sense of community among all stakeholders. ||
 * || 3 The culture is characterized by collaboration and a sense of community. ||
 * x || 2 The culture is characterized by a minimal degree of collaboration and limited sense of community. ||
 * || 1 The culture is characterized by a minimal degree of collaboration and little or no sense of community. ||
 * || 4 The culture is characterized by collaboration and a sense of community among all stakeholders. ||
 * || 3 The culture is characterized by collaboration and a sense of community. ||
 * x || 2 The culture is characterized by a minimal degree of collaboration and limited sense of community. ||
 * || 1 The culture is characterized by a minimal degree of collaboration and little or no sense of community. ||

Possible Evidence Possible Evidence Possible Evidence
 * * Examples of collaboration and shared leadership
 * Examples of decisions aligned with the school’s statement of purpose
 * Examples of decisions in support of the school’s continuous improvement plan
 * Survey results ||
 * 2.5 Leadership engages stakeholders effectively in support of the school’s purpose and direction. **
 * || 4 Leaders consistently communicate effectively with appropriate and varied representatives from stakeholder groups, provide opportunities for stakeholders to shape decisions, solicit feedback and respond to stakeholders, work collaboratively on school improvement efforts and provide and support meaningful leadership roles for stakeholders. ||
 * || 3 Leaders communicate effectively with appropriate and varied representatives from stakeholder groups, provide opportunities for stakeholders to shape decisions, solicit feedback and respond to stakeholders, work collaboratively on school improvement efforts and provide and support meaningful leadership roles for stakeholders. ||
 * x || 2 Leaders sometimes communicate effectively with stakeholder groups, provide opportunities for stakeholders to shape decisions, solicit feedback from stakeholders, work collaboratively on school improvement efforts and provide some leadership roles for stakeholders. ||
 * || 1 Little or no work on school improvement efforts is collaborative, and stakeholders h ave little or no opportunity for leadership. ||
 * || 4 School leaders’ proactive and persistent efforts result in measurable, active stakeholder participation; positive engagement in the school; a strong sense of community; and ownership. ||
 * || 3 School leaders’ efforts result in measurable, active stakeholder participation; engagement in the school; a sense of community; and ownership. ||
 * x || 2 School leaders’ efforts result in some stakeholder participation and engagement in the school. ||
 * || 1 Leaders rarely or never communicate with stakeholder groups. School leaders’ efforts result in limited or no stakeholder participation and engagement in the school. ||
 * || 1 Leaders rarely or never communicate with stakeholder groups. School leaders’ efforts result in limited or no stakeholder participation and engagement in the school. ||
 * * Survey responses
 * Copies of surveys or screen shots from online surveys
 * Communication plan
 * Minutes from meetings with stakeholders
 * Involvement of stakeholders in a school improvement plan ||
 * 2.6 Leadership and staff supervision and evaluation processes result in improved professional practice and student success. **
 * x || 4 The primary focus of the criteria and processes of supervision and evaluation is improving professional practice and ensuring student success. ||
 * || 3 The focus of the criteria and processes of supervision and evaluation is improving professional practice and improving student success. ||
 * || 2 The criteria and processes of supervision and evaluation include references to professional practice and student success. ||
 * || 1 The criteria and processes of supervision and evaluation have little or no focus on improving professional practice or student success. ||
 * x || 4 Supervision and evaluation processes are consistently and regularly implemented. ||
 * || 3 Supervision and evaluation processes are regularly implemented. ||
 * || 2 Supervision and evaluation processes are implemented at minimal levels. ||
 * || 1 Supervision and evaluation processes are randomly implemented, if at all. ||
 * || 4 The results of the supervision and evaluation processes are analyzed carefully and used to monitor and effectively adjust professional practice and ensure student learning. ||
 * x || 3 The results of the supervision and evaluation processes are used to monitor and effectively adjust professional practice and improve student learning. ||
 * || 2 The results of the supervision and evaluation processes are used sometimes to monitor and effectively adjust professional practice and improve student learning. ||
 * || 1 Results of the supervision and evaluation processes, if any, are used rarely or never. ||
 * || 2 The results of the supervision and evaluation processes are used sometimes to monitor and effectively adjust professional practice and improve student learning. ||
 * || 1 Results of the supervision and evaluation processes, if any, are used rarely or never. ||
 * * Job specific criteria
 * Supervision and evaluation documents with criteria for improving professional practice and student success noted
 * Representative supervision and evaluation reports
 * Governing body policy on supervision and evaluation
 * Examples of professional development offerings and plans tied specifically to the results from supervision and evaluation ||