| (ii) In schools with effective culture leaders, staff
believe in and are inspired by the school vision and have high expectations
for all students. Staff take responsibility for communicating the
vision in their classrooms and for implementing behavioral expectations
throughout the building, not only in their own classrooms. Teachers
regularly communicate with the families of their students to provide
updates on progress and actively work with families to support learning
at home. Members of the broader community regularly engage with the
school community.
(B) Indicators.
(i) Shared vision of high achievement. The principal
develops and implements a shared vision of high expectations for students
and staff.
(ii) Culture of high expectations. The principal establishes
and monitors clear expectations for adult and student conduct and
implements social and emotional supports for students.
(iii) Intentional family and community engagement.
The principal engages families and community members in student learning.
(iv) Safe school environment. The principal creates
an atmosphere of safety that encourages the social, emotional, and
physical well-being of staff and students.
(v) Discipline. The principal oversees an orderly environment,
maintaining expectations for student behavior while implementing a
variety of student discipline techniques to meet the needs of individual
students.
(5) Standard 5--Strategic Operations. The principal
is responsible for implementing systems that align with the school's
vision and improve the quality of instruction.
(A) Knowledge and skills.
(i) Effective leaders of strategic operations:
(I) assess the current needs of their schools, reviewing
a wide set of evidence to determine the schools' priorities and set
ambitious and measurable school goals, targets, and strategies that
form the schools' strategic plans;
(II) with their leadership teams, regularly monitor
multiple data points to evaluate progress toward goals, adjusting
strategies that are proving ineffective;
(III) develop a year-long calendar and a daily schedule
that strategically use time to both maximize instructional time and
to create regular time for teacher collaboration and data review;
(IV) are deliberate in the allocation of resources
(e.g., staff time, dollars, and tools), aligning them to the school
priorities and goals, and work to access additional resources as needed
to support learning; and
(V) treat central office staff as partners in achieving
goals and collaborate with staff throughout the district to adapt
policies as needed to meet the needs of students and staff.
(ii) In schools with effective leaders of strategic
operations, staff have access to resources needed to meet the needs
of all students. Staff understand the goals and expectations for students,
have clear strategies for meeting those goals, and have the capacity
to track progress. Members of the staff collaborate with the principal
to develop the school calendar. Teacher teams and administrator teams
meet regularly to review and improve instructional strategies and
analyze student data. Throughout the year, all staff participate in
formal development opportunities that build the capacity to identify
and implement strategies aligned to the school's improvement goals.
(B) Indicators.
(i) Strategic planning. The principal outlines and
tracks clear goals, targets, and strategies aligned to a school vision
that improves teacher effectiveness and student outcomes.
(ii) Maximized learning time. The principal implements
daily schedules and a year-long calendar that plan for regular data-driven
instruction cycles, give students access to diverse and rigorous course
offerings, and build in time for staff professional development.
(iii) Tactical resource management. The principal aligns
resources with the needs of the school and effectively monitors the
impact on school goals.
(iv) Policy implementation and advocacy. The principal
collaborates with district staff to implement and advocate for district
policies that meet the needs of students and staff.
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