district self-assessment and planning template
TRANSCRIPT
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Building on the Principal Support Framework: District Self-Assessment and Planning Template
This planning tool builds on the Principal Support Framework (PSF), which captures the best think-ŝŶŐŽĨĞĚƵĐĂƚŽƌƐĂŶĚŽƚŚĞƌƐƚĂīŝŶƚŚĞWĂƌƚŶĞƌƐŚŝƉ^ŝƚĞƐƚŽŵƉŽǁĞƌīĞĐƟǀĞdĞĂĐŚŝŶŐƐƵƉƉŽƌƚĞĚďLJƚŚĞŝůůĂŶĚDĞůŝŶĚĂ'ĂƚĞƐ&ŽƵŶĚĂƟŽŶŽŶŚŽǁƚŽďĞƐƚƐƵƉƉŽƌƚĂŶĚĚĞǀĞůŽƉƉƌŝŶĐŝƉĂůƐĂƐŝŶƐƚƌƵĐ-ƟŽŶĂůůĞĂĚĞƌƐdŚĞĨŽůůŽǁŝŶŐƚĞŵƉůĂƚĞleads you through the key ideas in each of the framework’s ƚŚƌĞĞĂĐƟŽŶĂƌĞĂƐĂŶĚŚĞůƉƐLJŽƵƚŽ
ͻĂƐƐĞƐƐŚŽǁǁĞůůLJŽƵĐƵƌƌĞŶƚůLJƐƵƉƉŽƌƚLJŽƵƌƉƌŝŶĐŝƉĂůƐĂƐŝŶƐƚƌƵĐƟŽŶĂůůĞĂĚĞƌƐŝŶĞĂĐŚĂƌĞĂͻŝĚĞŶƟĨLJĞǀŝĚĞŶĐĞƚŽƐƵƉƉŽƌƚLJŽƵƌĂƐƐĞƐƐŵĞŶƚĂŶĚͻƉƌŝŽƌŝƟnjĞLJŽƵƌŶĞdžƚƐƚĞƉƐŝŶĞĂĐŚĂĐƟŽŶĂƌĞĂ
The template asks you to assess how completely each key idea statement describes the current real-ity in your district, from Not at all, (“Our current reality looks nothing like this”) through Somewhat (“Our current reality resembles this in part”) to Fully (“This statement accurately and completely ĚĞƐĐƌŝďĞƐŽƵƌĐƵƌƌĞŶƚƌĞĂůŝƚLJͿĞĨŽƌĞLJŽƵŵĂŬĞLJŽƵƌƌĂƟŶŐĨŽƌĞĂĐŚŬĞLJŝĚĞĂit will be most help-ĨƵůŝĨLJŽƵƐƉĞŶĚƐŽŵĞƟŵĞƌĞǀŝĞǁŝŶŐƚŚĞĞǀŝĚĞŶĐĞĨŽƌǁŚĞƌĞLJŽƵƐƚĂŶĚŝŶLJŽƵƌĚŝƐƚƌŝĐƚƵƐŝŶŐƚŚĞƉŽƐƐŝďůĞĞǀŝĚĞŶĐĞĨƌŽŵƚŚĞW^&ĂƐĂŐƵŝĚĞdŚĞƚĞŵƉůĂƚĞǁŝůůĂůƐŽƉƌŽŵƉƚLJŽƵƚŽďƌŝĞŇLJƐƚĂƚĞƚŚĞĞǀŝĚĞŶĐĞƚŚĂƚďĂĐŬƐƵƉLJŽƵƌƌĂƟŶŐ/ĨLJŽƵŶĞĞĚĂĚĚŝƟŽŶĂůƌŽŽŵĨŽƌLJŽƵƌƚŚŽƵŐŚƚƐLJŽƵŵĂLJǁĂŶƚƚŽĐĂƉƚƵƌĞƚŚĞŵŝŶĂƐĞƉĂƌĂƚĞĚŽĐƵŵĞŶƚ
COMPLETING THE TEMPLATE: dŚŝƐĚŽĐƵŵĞŶƚŝƐĚĞƐŝŐŶĞĚĂƐĂĮůůĂďůĞW&ĨŽƌŵzŽƵĐĂŶĞŝƚŚĞƌƉƌŝŶƚŝƚŽƵƚĂŶĚĮůůŝƚŝŶďLJŚĂŶĚŽƌĐŽŵƉůĞƚĞŝƚĞůĞĐƚƌŽŶŝĐĂůůLJŝŶĚŽďĞĐƌŽďĂƚdŽĮůůŝƚŝŶĞůĞĐƚƌŽŶŝ-ĐĂůůLJ ŵĂŬĞƐƵƌĞLJŽƵŚĂǀĞŽƉĞŶĞĚƚŚĞĚŽĐƵŵĞŶƚŝŶĐƌŽďĂƚ;zŽƵĐĂŶƌĞǀŝĞǁĂŶĚŵŽĚŝĨLJƚŚĞĚŽĐƵ-ŵĞŶƚŝŶWƌĞǀŝĞǁďƵƚLJŽƵǁŝůůŶŽƚďĞĂďůĞƚŽƐĂǀĞĂŶLJĐŚĂŶŐĞƐLJŽƵŵĂŬĞͿ/ŶĐƌŽďĂƚŵŽǀĞLJŽƵƌĐƵƌƐŽƌŽǀĞƌƚŚĞĐŚĞĐŬďŽdžĞƐŝŶĞĂĐŚƐĞĐƟŽŶĂŶĚĐůŝĐŬŝŶƚŚĞĂƉƉƌŽƉƌŝĂƚĞďŽdždŽƚLJƉĞŝŶƌĞƐƉŽŶƐĞƐƚŽƚŚĞƋƵĞƐƟŽŶƐĐůŝĐŬŝŶƚŚĞŽƉĞŶƐƉĂĐĞďĞůŽǁƚŚĞƋƵĞƐƟŽŶĂŶĚĂƚĞdžƚĞŶƚƌLJďŽdžǁŝůůĂƉƉĞĂƌĨŽƌLJŽƵƌĂŶƐǁĞƌ zŽƵŵĂLJƐĂǀĞLJŽƵƌƌĞƐƉŽŶƐĞƐďLJƐĂǀŝŶŐƚŚĞĐŽŵƉůĞƚĞĚƚĞŵƉůĂƚĞŝŶĐƌŽďĂƚKŶĐĞƚŚĞĚŽĐƵŵĞŶƚŚĂƐďĞĞŶĐŽŵƉůĞƚĞĚĂŶĚƐĂǀĞĚLJŽƵĐĂŶƉƌŝŶƚŝƚĨƌŽŵĞŝƚŚĞƌĐƌŽďĂƚŽƌWƌĞǀŝĞǁ
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!e school system has de"ned, clearly and in detail, what it expects principals to do as the instructional leaders of their schools, and it selects and evaluates principals based primarily on whether they can successfully execute those practices.
^ŚĂƌĞĚsŝƐŝŽŶŽĨWƌŝŶĐŝƉĂůƐĂƐ/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐ
To what extent does this statement describe our current reality?
<z/ϭŝƐƚƌŝĐƚůĞĂĚĞƌƐŚĂǀĞĂƐŚĂƌĞĚĂŐƌĞĞŵĞŶƚŽŶŝŶƐƚƌƵĐƟŽŶĂůůĞĂĚĞƌƐŚŝƉ
ACTION AREA 1
Not at all Somewhat Fully
WHERE ARE WE NOW?
tŚĂƚƐŽƵƌĞǀŝĚĞŶĐĞƚŚĂƚǁĞŚĂǀĞƐŚĂƌĞĚĂŐƌĞĞŵĞŶƚŽŶŝŶƐƚƌƵĐƟŽŶĂůůĞĂĚĞƌƐŚŝƉ;ŐǁƌŝƩĞŶĐŽŶƐĞŶƐƵƐĚŽĐƵŵĞŶƚƐůĞĂĚĞƌƐĂďŝůŝƚLJƚŽĂƌƟĐƵůĂƚĞĂŐƌĞĞĚƵŶĚĞƌƐƚĂŶĚŝŶŐƉƌŝŶĐŝƉĂůƐĂďŝůŝƚLJƚŽƐƚĂƚĞƉƌĂĐƟĐĞƐĨŽƌǁŚŝĐŚƚŚĞLJĂƌĞĂĐĐŽƵŶƚĂďůĞŽƚŚĞƌͿ
WƌŝŶĐŝƉĂůƐĂŶĚĐĞŶƚƌĂůŽĸĐĞůĞĂĚĞƌƐŚĂǀĞĚĞǀĞůŽƉĞĚĂŶĂŐƌĞĞĚͲƵƉŽŶƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨƚŚĞƐƵĐĐĞƐƐĨƵůƉƌĂĐƟĐĞƐŽĨŝŶƐƚƌƵĐƟŽŶĂůůĞĂĚĞƌƐŝŶĐůƵĚŝŶŐƚŚĞŽǀĞƌĂůůŵĂŶĂŐĞ-ŵĞŶƚŽĨŚƵŵĂŶĐĂƉŝƚĂůŝŶƚŚĞŝƌƐĐŚŽŽůƐ
District Self-Assessment and Planning Template for Principal Support
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To what extent does this statement describe our current reality?
Not at all Somewhat Fully
WHERE ARE WE NOW?
To what extent does this statement describe our current reality? Not at all Somewhat Fully
WHERE ARE WE NOW?
dŚŝƐƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨƚŚĞƐƵĐĐĞƐƐĨƵůƉƌĂĐƟĐĞƐŽĨŝŶƐƚƌƵĐƟŽŶĂůůĞĂĚĞƌƐĚƌŝǀĞƐƚŚĞĚĂLJͲƚŽͲĚĂLJǁŽƌŬŽĨƉƌŝŶĐŝƉĂůƐ
ACTION AREA 1, Continued
<z/Ϯ>ĞĂĚĞƌƐŚŝƉƉƌĂĐƟĐĞŝƐĞǀŝĚĞŶĐĞͲďĂƐĞĚ
The agreed-upon understanding of successful instruc-ƟŽŶĂůůĞĂĚĞƌƐŚŝƉƉƌĂĐƟĐĞƐŝƐďĂƐĞĚŽŶĞǀŝĚĞŶĐĞŽĨǁŚĂƚŝŵƉƌŽǀĞƐƚĞĂĐŚŝŶŐĂŶĚůĞĂƌŶŝŶŐĞŝƚŚĞƌƚŚƌŽƵŐŚĂŶĂŶĂůLJƐŝƐŽĨƚŚĞƉƌĂĐƟĐĞƐŽĨƐƵĐĐĞƐƐĨƵůƉƌŝŶĐŝƉĂůƐŝŶƚŚĞƐĐŚŽŽůƐLJƐƚĞŵĂŶĚŽƌĂƌĞǀŝĞǁŽĨƚŚĞĐƵƌƌĞŶƚƌĞƐĞĂƌĐŚŽŶŝŶƐƚƌƵĐƟŽŶĂůůĞĂĚĞƌƐŚŝƉ
What evidence about teaching and learning are we using to support our consensus understanding? ;ŐƌĞƐĞĂƌĐŚƌĞǀŝĞǁƐĂŶĂůLJƐŝƐŽĨƐĐŚŽŽůƐǁŚĞƌĞŽƵƌƚĞĂĐŚĞƌƐĂƌĞŝŵƉƌŽǀŝŶŐĂƐĂƌĞƐƵůƚŽĨƉƌŝŶĐŝƉĂůƉƌĂĐƟĐĞͿ
<z/ϯƐŚĂƌĞĚƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨŝŶƐƚƌƵĐƟŽŶĂůůĞĂĚĞƌƐŚŝƉĚƌŝǀĞƐĚĂLJͲƚŽͲĚĂLJǁŽƌŬ
tŚĂƚƐŽƵƌĞǀŝĚĞŶĐĞĨŽƌŽƵƌĐůĂŝŵƐĂďŽƵƚƉƌŝŶĐŝƉĂůƐĚĂLJͲƚŽͲĚĂLJǁŽƌŬ;ŐĂƌĞǀŝĞǁŽĨƉƌŝŶĐŝƉĂůƐĐĂůĞŶĚĂƌƐͿ
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To what extent does this statement describe our current reality?
Not at all Somewhat Fully
WHERE ARE WE NOW?
To what extent does this statement describe our current reality? Not at all Somewhat Fully
WHERE ARE WE NOW?
tŚĂƚƐŽƵƌĞǀŝĚĞŶĐĞƚŚĂƚŽƵƌĐŽĂĐŚŝŶŐŵĞŶƚŽƌŝŶŐĂŶĚĞǀĂůƵĂƟŽŶĂƌĞĂůŝŐŶĞĚǁŝƚŚƚŚĞƐŬŝůůƐǁĞĞdžƉĞĐƚŽĨƉƌŝŶĐŝƉĂůƐĂƐŝŶƐƚƌƵĐƟŽŶĂůůĞĂĚĞƌƐ;ŐĞǀĂůƵĂƟŽŶƐLJƐƚĞŵƚŚĂƚƉƵƚƐƉƌŝŵĂƌLJĞŵƉŚĂƐŝƐŽŶŝŶƐƚƌƵĐƟŽŶĂůůĞĂĚĞƌƐŚŝƉĂŶĚĞǀĂůƵĂƚĞƐƉƌŝŶĐŝƉĂůƐďĂƐĞĚŽŶĞǀŝĚĞŶĐĞŽĨƐƵĐĐĞƐƐĨƵůƉƌĂĐƟĐĞĞƚĐͿ
WƌŝŶĐŝƉĂůĐŽĂĐŚŝŶŐŵĞŶƚŽƌŝŶŐĂŶĚĞǀĂůƵĂƟŽŶĂƌĞĂůŝŐŶĞĚǁŝƚŚƚŚĞƐŬŝůůƐĞdžƉĞĐƚĞĚŽĨƉƌŝŶĐŝƉĂůƐĂƐŝŶƐƚƌƵĐ-ƟŽŶĂůůĞĂĚĞƌƐ
ACTION AREA 1, Continued
<z/ϰƐŚĂƌĞĚƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨŝŶƐƚƌƵĐƟŽŶĂůůĞĂĚĞƌƐŚŝƉĚƌŝǀĞƐƚŚĞŚŝƌŝŶŐƉƌŽĐĞƐƐ
WƌŝŶĐŝƉĂůƌĞĐƌƵŝƚŵĞŶƚƐĐƌĞĞŶŝŶŐĂŶĚƐĞůĞĐƟŽŶŝŶĐůƵĚŝŶŐǁƌŝƩĞŶƉŽƐŝƟŽŶĚĞƐĐƌŝƉƟŽŶƐƉůĂĐĞƉƌŝŵĂƌLJemphasis on choosing principals who demonstrate ƚŚĞƐƵĐĐĞƐƐĨƵůƉƌĂĐƟĐĞƐ
tŚĂƚƐƉĞĐŝĮĐƚĂƐŬƐĂƌĞǁĞƌĞƋƵŝƌŝŶŐĚƵƌŝŶŐƉƌŝŶĐŝƉĂůŚŝƌŝŶŐƚŽĞŶƐƵƌĞĂůŝŐŶŵĞŶƚǁŝƚŚŽƵƌĐŽŶƐĞŶƐƵƐŽŶŝŶƐƚƌƵĐƟŽŶĂůůĞĂĚĞƌƐŚŝƉ;ŐƌĞƋƵŝƌŝŶŐƉƌŝŶĐŝƉĂůƐƚŽŽďƐĞƌǀĞĐůĂƐƐƌŽŽŵƉƌĂĐƟĐĞƌŽůĞͲƉůĂLJĐŽŶǀĞƌ-ƐĂƟŽŶǁŝƚŚĂƚĞĂĐŚĞƌ ĚĞůŝǀĞƌĂŵŽĐŬƉƌŽĨĞƐƐŝŽŶĂůĚĞǀĞůŽƉŵĞŶƚƐĞƐƐŝŽŶĞƚĐͿ
<z/ϱƐŚĂƌĞĚƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨŝŶƐƚƌƵĐƟŽŶĂůůĞĂĚĞƌƐŚŝƉĚƌŝǀĞƐĞǀĂůƵĂƟŽŶ
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ACTION AREA 1, Continued
To what extent does this statement describe our current reality? Not at all Somewhat Fully
WHERE ARE WE NOW?
tŚĂƚƐŽƵƌĞǀŝĚĞŶĐĞƚŚĂƚŽƵƌĞǀĂůƵĂƟŽŶƐLJƐƚĞŵŝƐƉƌŽŵŽƟŶŐƉƌŝŶĐŝƉĂůƐƵƉĞƌǀŝƐŽƌƌĞŇĞĐƟŽŶĂŶĚprofessional growth? ;ŐůĞĂƌŶŝŶŐƉůĂŶƐĂƌĞĚĞǀĞůŽƉĞĚĨŽƌĞĂĐŚƉƌŝŶĐŝƉĂůďĂƐĞĚŽŶƚŚĞƐƵĐĐĞƐƐĨƵůŝŶƐƚƌƵĐƟŽŶĂůůĞĂĚĞƌƐŚŝƉƉƌĂĐƟĐĞƐŝŶĐůƵĚĞĚŝŶƚŚĞĞǀĂůƵĂƟŽŶƌƵďƌŝĐĞƚĐͿ
WƌŝŶĐŝƉĂůƐĂŶĚƚŚĞŝƌƐƵƉĞƌǀŝƐŽƌƐƵƐĞĞǀĂůƵĂƟŽŶƌƵďƌŝĐƐƚŽƌĞŇĞĐƚŽŶƉƌŝŶĐŝƉĂůƐƉƌĂĐƟĐĞƐĂŶĚƚŽĚĞǀĞůŽƉƉƌŽ-ĨĞƐƐŝŽŶĂůŐƌŽǁƚŚŐŽĂůƐ
<z/ϲƐŚĂƌĞĚƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨŝŶƐƚƌƵĐƟŽŶĂůůĞĂĚĞƌƐŚŝƉĚƌŝǀĞƐƉƌŽĨĞƐƐŝŽŶĂůĚĞǀĞůŽƉŵĞŶƚ
To what extent does this statement describe our current reality? Not at all Somewhat Fully
WHERE ARE WE NOW?
tŚĂƚƐŽƵƌĞǀŝĚĞŶĐĞƚŚĂƚǁĞĂƌĞĐŽŶƟŶƵĂůůLJŝŵƉƌŽǀŝŶŐŽƵƌƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨƐƵĐĐĞƐƐĨƵůŝŶƐƚƌƵĐͲƟŽŶĂůůĞĂĚĞƌƐŚŝƉƉƌĂĐƟĐĞƐŽǀĞƌƟŵĞ;ŐĐĞŶƚƌĂůŽĸĐĞůĞĂĚĞƌƐƵƐĞĚĂƚĂŐĂƚŚĞƌĞĚŽŶŝŶƐƚƌƵĐ-ƟŽŶĂůůĞĂĚĞƌƐŚŝƉƉƌĂĐƟĐĞƚŽĚƌŝǀĞŽŶŐŽŝŶŐĐŽĂĐŚŝŶŐĂŶĚƉƌŽĨĞƐƐŝŽŶĂůĚĞǀĞůŽƉŵĞŶƚĨŽƌŝŶĚŝǀŝĚƵĂůƐĂŶĚŐƌŽƵƉƐĞƚĐͿ
dŚĞƐĐŚŽŽůƐLJƐƚĞŵĞŶŐĂŐĞƐŝŶĐŽŶƟŶƵŽƵƐŵĞĂƐƵƌĞ-ŵĞŶƚƌĞŇĞĐƟŽŶĂŶĚŝŵƉƌŽǀĞŵĞŶƚƚŽĞǀŽůǀĞŝƚƐƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨƐƵĐĐĞƐƐĨƵůŝŶƐƚƌƵĐƟŽŶĂůůĞĂĚĞƌƐŚŝƉƉƌĂĐƟĐĞƐŽǀĞƌƟŵĞ
<z/ϳŝƐƚƌŝĐƚĐŚĂƌƚĞƌŵĂŶĂŐĞŵĞŶƚŽƌŐĂŶŝnjĂƟŽŶĂŶĚƐĐŚŽŽůůĞĂĚĞƌƐĨŽĐƵƐŽŶĐŽŶƟŶƵŽƵƐŝŵͲƉƌŽǀĞŵĞŶƚŝŶƚŚĞŝƌƉƌĂĐƟĐĞ
6
EĞdžƚ^ƚĞƉƐĨŽƌĐƟŽŶƌĞĂϭ
>ŽŽŬŝŶŐĂƚŽƵƌĐƵƌƌĞŶƚƉŽƐŝƟŽŶŝŶĞĂĐŚŽĨƚŚĞŬĞLJŝĚĞĂƐĂďŽǀĞǁŚĞƌĞĚŽǁĞƐƚĂŶĚŝŶƚŚŝƐĂĐƟŽŶĂƌĞĂtŚĞƌĞŝƐŽƵƌǁŽƌŬŵŽƐƚĚĞǀĞůŽƉĞĚ>ĞĂƐƚ
'ŝǀĞŶŽƵƌĐƵƌƌĞŶƚƉŽƐŝƟŽŶǁŚĂƚĂƌĞƚŚĞƌŝŐŚƚŶĞdžƚƐƚĞƉƐĨŽƌƵƐŝŶƚŚŝƐĂĐƟŽŶĂƌĞĂtŚLJ
,ŽǁǁŝůůǁĞƉƌŝŽƌŝƟnjĞŽƵƌŶĞdžƚƐƚĞƉƐŽǀĞƌƚŚĞĐŽŵŝŶŐLJĞĂƌtŚŝĐŚƐƚĞƉƐǁŝůůǁĞĐĂƌƌLJŽƵƚ
ϭKǀĞƌƚŚĞŶĞdžƚϯŵŽŶƚŚƐ
ϮϯͲϲŵŽŶƚŚƐĨƌŽŵŶŽǁ
ϯϲͲϭϮŵŽŶƚŚƐĨƌŽŵŶŽǁ
7
!e school system has created a system of supports for principals, at the forefront of which are dedicated central o#ce leaders—“Instructional Leadership Directors” (ILDs)1 —who are responsible for helping principals grow as instructional leaders.
System of Support for Developing Principals as /ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐ
KEY IDEAS
<z/ϭdŚĞƐĐŚŽŽůƐLJƐƚĞŵŚŝƌĞƐ/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐƚŽƌƐ;/>ƐͿǁŝƚŚƉƌŽǀĞŶĂďŝůŝƚLJ
District Self-Assessment and Planning Template for Principal Support
ACTION AREA 2
1,ŽŶŝŐĞƚĂůĚĞĮŶĞ/>ƐĂƐĞdžĞĐƵƟǀĞͲůĞǀĞůƐƚĂīǁŚŽƐƉĞŶĚĂƐĐůŽƐĞĂƐƉŽƐƐŝďůĞƚŽϭϬϬйŽĨƚŚĞŝƌƟŵĞŚĞůƉŝŶŐƉƌŝŶĐŝƉĂůƐŐƌŽǁĂƐŝŶƐƚƌƵĐƟŽŶĂůůĞĂĚĞƌƐďLJǁŽƌŬŝŶŐǁŝƚŚƉƌŝŶĐŝƉĂůƐŽŶĞͲŽŶͲŽŶĞĂŶĚŝŶƉƌŝŶĐŝƉĂůŶĞƚǁŽƌŬƐ;,ŽŶŝŐD/ŽƉůĂŶĚDZĂŝŶĞLJ >>ŽƌƚŽŶ:ΘEĞǁƚŽŶD;ϮϬϭϬƉƌŝůͿĞŶƚƌĂůŽĸĐĞƚƌĂŶƐĨŽƌŵĂƟŽŶĨŽƌĚŝƐƚƌŝĐƚͲǁŝĚĞƚĞĂĐŚŝŶŐĂŶĚůĞĂƌŶŝŶŐŝŵƉƌŽǀĞŵĞŶƚƌĞƉŽƌƚƚŽƚŚĞtĂůůĂĐĞ&ŽƵŶĚĂƟŽŶ^ĞĂƩůĞtdŚĞĞŶƚĞƌĨŽƌƚŚĞ^ƚƵĚLJŽĨdĞĂĐŚŝŶŐĂŶĚWŽůŝĐLJͿ
To what extent does this statement describe our current reality? Not at all Somewhat Fully
WHERE ARE WE NOW?
tŚĂƚƐŽƵƌĞǀŝĚĞŶĐĞƚŚĂƚǁĞĂƌĞƐĞůĞĐƟŶŐ/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐƚŽƌƐďĂƐĞĚŽŶƉƌŽǀĞŶability to help principals in these ways?;ŐĂƐƉĂƌƚŽĨƚŚĞŚŝƌŝŶŐƉƌŽĐĞƐƐĐĂŶĚŝĚĂƚĞƐĚĞŵŽŶƐƚƌĂƚĞƚŚĞŝƌĂďŝůŝƚLJƚŽĚĞǀĞůŽƉƉƌŝŶĐŝƉĂůƐƵƐŝŶŐƉƌŝŶĐŝƉĂůĐĂƐĞƐƚƵĚŝĞƐĚĞǀĞůŽƉŝŶŐĂŶĚŵŽĚĞůŝŶŐƚŚĞƵƐĞŽĨƚŽŽůƐĂŶĚĐƌĞĂƟŶŐƉůĂŶƐŽĨƐƵƉƉŽƌƚĨŽƌƉƌŝŶĐŝƉĂůƐĞƚĐͿ
/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐƚŽƌƐĞůĞĐƟŽŶƉůĂĐĞƐƉƌŝŵĂƌLJĞŵƉŚĂƐŝƐŽŶƉƌŽǀĞŶĂďŝůŝƚLJƚŽŚĞůƉƉƌŝŶĐŝƉĂůƐŝŵƉƌŽǀĞŽŶƚŚĞƐĐŚŽŽůƐLJƐƚĞŵ ƐĂŐƌĞĞĚͲƵƉŽŶƉƌĂĐƟĐĞƐŽĨŝŶƐƚƌƵĐƟŽŶĂůůĞĂĚĞƌƐƚŚƌŽƵŐŚĂĐŽĂĐŚŝŶŐĂŶĚƚĞĂĐŚ-ŝŶŐƐƚĂŶĐĞ
8
<z/ϯ/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐƚŽƌƐĚŝīĞƌĞŶƟĂƚĞƐƵƉƉŽƌƚĨŽƌƉƌŝŶĐŝƉĂůƐ
<z/Ϯ/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐƚŽƌƐĨŽĐƵƐŽŶĚĞǀĞůŽƉŝŶŐƉƌŝŶĐŝƉĂůƐ
To what extent does this statement describe our current reality? Not at all Somewhat Fully
WHERE ARE WE NOW?
tŚĂƚƐŽƵƌĞǀŝĚĞŶĐĞƚŚĂƚ/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐƚŽƌƐƉƌŝŵĂƌLJũŽďŝƐƚŽƉƌŽǀŝĚĞƐƵƉƉŽƌƚƚŽprincipals?;ŐũŽďĚĞƐĐƌŝƉƟŽŶƐƚŚĂƚĨŽĐƵƐƉƌŝŵĂƌŝůLJŽŶƚŚĞĚĞǀĞůŽƉŵĞŶƚŽĨƉƌŝŶĐŝƉĂůƐĂƐŝŶƐƚƌƵĐ-ƟŽŶĂůůĞĂĚĞƌƐĂŶĚĞīĞĐƟǀĞŵĂŶĂŐĞƌƐŽĨŚƵŵĂŶĐĂƉŝƚĂůĐĂůĞŶĚĂƌƐƌĞŇĞĐƟŶŐƚŚĂƚĂƚůĞĂƐƚϴϬйŽĨ/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐƚŽƌƐƟŵĞŝƐƐƉĞŶƚƉůĂŶŶŝŶŐĞdžĞĐƵƟŶŐĂŶĚƌĞŇĞĐƟŶŐŽŶƉƌŽĨĞƐƐŝŽŶĂůĚĞǀĞůŽƉŵĞŶƚĂŶĚĐŽĂĐŚŝŶŐĨŽƌƉƌŝŶĐŝƉĂůƐŽƚŚĞƌͿ
dŚĞĚĂLJͲƚŽͲĚĂLJǁŽƌŬŽĨ/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐ-ƚŽƌƐŝƐƚŽƉƌŽǀŝĚĞƐƵƉƉŽƌƚƚŽƉƌŝŶĐŝƉĂůƐ
To what extent do these statements describe our current reality? Not at all Somewhat Fully
WHERE ARE WE NOW?
tŚĂƚƐŽƵƌĞǀŝĚĞŶĐĞƚŚĂƚ/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐƚŽƌƐĂƌĞƉƌŽǀŝĚŝŶŐĚŝīĞƌĞŶƟĂƚĞĚƐƵƉƉŽƌƚĂŶĚƚŚĂƚĂĚĚŝƟŽŶĂůĐŽŽƌĚŝŶĂƚĞĚƐƵƉƉŽƌƚƐĂƌĞŝŶƉůĂĐĞĨŽƌŶŽǀŝĐĞĂŶĚƐƚƌƵŐŐůŝŶŐƉƌŝŶĐŝƉĂůƐ;ŐƉƌŝŶĐŝƉĂůƐƉƌŽĨĞƐƐŝŽŶĂůŐƌŽǁƚŚƉůĂŶƐƌĞŇĞĐƟŶŐƚŚĞŝƌƵŶŝƋƵĞŶĞĞĚƐƉƌŝŶĐŝƉĂůŝŶĚƵĐƟŽŶƉƌŽŐƌĂŵĨŽŶĞǁƉƌŝŶĐŝƉĂůƐĐŽĂĐŚĞƐĂŶĚŵĞŶƚŽƌƐĨŽƌŶŽǀŝĐĞĂŶĚƐƚƌƵŐŐůŝŶŐƉƌŝŶĐŝƉĂůƐŽƚŚĞƌͿ
/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐƚŽƌƐƉƌŽǀŝĚĞĚŝīĞƌ-ĞŶƟĂƚĞĚƐƵƉƉŽƌƚƚŽƉƌŝŶĐŝƉĂůƐďĂƐĞĚŽŶƉƌŝŶĐŝƉĂůƐŝŶĚŝǀŝĚƵĂůŶĞĞĚƐĂƐǁĞůůĂƐƚŚĞƐƚƌĞŶŐƚŚƐĂŶĚŶĞĞĚƐŽĨƚŚĞƐĐŚŽŽůƐ
ĚĚŝƟŽŶĂůĐŽŽƌĚŝŶĂƚĞĚƐƵƉƉŽƌƚƐĂƌĞŝŶƉůĂĐĞĨŽƌŶŽǀŝĐĞĂŶĚƐƚƌƵŐŐůŝŶŐƉƌŝŶĐŝƉĂůƐ
ACTION AREA 2, Continued
9
<z/ϰĞŶƚƌĂůŽĸĐĞůĞĂĚĞƌƐůĞĂĚƉƌŝŶĐŝƉĂůŶĞƚǁŽƌŬƐ
<z/ϱ/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐƚŽƌƐĐŽůůĂďŽƌĂƚĞǁŝƚŚŽƚŚĞƌĐĞŶƚƌĂůŽĸĐĞdepartments on principal professional development.
To what extent does this statement describe our current reality? Not at all Somewhat Fully
WHERE ARE WE NOW?
tŚĂƚƐŽƵƌĞǀŝĚĞŶĐĞƚŚĂƚƉƌŝŶĐŝƉĂůƐŚĂǀĞŽƉƉŽƌƚƵŶŝƟĞƐƚŽůĞĂƌŶĨƌŽŵĞĂĐŚŽƚŚĞƌĂŶĚƚŽƐŽůǀĞƐŚĂƌĞĚƉƌŽďůĞŵƐŽĨƉƌĂĐƟĐĞĐŽůůĂďŽƌĂƟǀĞůLJƚŚƌŽƵŐŚŶĞƚǁŽƌŬƐ;ŐƉƌŝŶĐŝƉĂůƐƐƚĂƟŶŐƚŚĂƚƐŽŵĞŽĨƚŚĞŝƌŬĞLJůĞĂƌŶŝŶŐĐŽŵĞƐĨƌŽŵĐŽůůĞĂŐƵĞƐŝŶƚŚĞŝƌŶĞƚǁŽƌŬƚĞĐŚŶŽůŽŐLJĞŶĂďůŝŶŐƚŚĞŵƚŽĐŽŵŵƵ-nicate online and to share digitally, other)
/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐƚŽƌƐůĞĂĚŶĞƚǁŽƌŬƐĨŽƌƉƌŝŶĐŝƉĂůůĞĂƌŶŝŶŐƚŚĂƚƉƌŽǀŝĚĞƉƌŝŶĐŝƉĂůƐǁŝƚŚŽƉƉŽƌ-ƚƵŶŝƟĞƐƚŽůĞĂƌŶĨƌŽŵĞĂĐŚŽƚŚĞƌĂŶĚƚŽƐŽůǀĞƐŚĂƌĞĚƉƌŽďůĞŵƐŽĨƉƌĂĐƟĐĞĐŽůůĂďŽƌĂƟǀĞůLJ
To what extent does this statement describe our current reality? Not at all Somewhat Fully
WHERE ARE WE NOW?
tŚĂƚƐŽƵƌĞǀŝĚĞŶĐĞƚŚĂƚĐĞŶƚƌĂůŽĸĐĞƉƌŽĨĞƐƐŝŽŶĂůĚĞǀĞůŽƉŵĞŶƚƐƚĂīǁŽƌŬŝƐĐŽŽƌĚŝŶĂƚĞĚďĂƐĞĚon principals’ needs, with principals’ input? ;ŐƌĞŐƵůĂƌƐƚĂīĐŽŽƌĚŝŶĂƟŽŶŵĞĞƟŶŐƐƌĞŐƵůĂƌƉƌŝŶĐŝƉĂů/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐƚŽƌĐŽŵŵŝƩĞĞŵĞĞƟŶŐƐƚŽƉƌŽǀŝĚĞŝŶƉƵƚĞƚĐͿ
ůůĐĞŶƚƌĂůŽĸĐĞƐƚĂīǁŚŽƉƌŽǀŝĚĞƉƌŽĨĞƐƐŝŽŶĂůĚĞǀĞůŽƉŵĞŶƚƚŽƉƌŝŶĐŝƉĂůƐĚŽƐŽŝŶĐŽŽƌĚŝŶĂƟŽŶǁŝƚŚŽŶĞĂŶŽƚŚĞƌ ďĂƐĞĚƵƉŽŶƚŚĞ/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐƚŽƌƐĂŶĚƉƌŝŶĐŝƉĂůƐĂƌƟĐƵůĂƟŽŶŽĨƉƌŝŶĐŝƉĂůƐŶĞĞĚƐ
WƌŝŶĐŝƉĂůƐŚĂǀĞĨŽƌŵĂůŽƉƉŽƌƚƵŶŝƟĞƐƚŽƉƌŽǀŝĚĞŝŶƉƵƚinto planning professional learning that will help them ŝŵƉƌŽǀĞĂƐŝŶƐƚƌƵĐƟŽŶĂůůĞĂĚĞƌƐ
ACTION AREA 2, Continued
10
<z/ϳĞŶƚƌĂůŽĸĐĞĞǀĂůƵĂƚĞƐ/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐƚŽƌƐŽŶƉƌŝŶĐŝƉĂůƐŐƌŽǁƚŚand performance.
ACTION AREA 2, Continued
<z/ϲĞŶƚƌĂůŽĸĐĞƉƌŽǀŝĚĞƐƐƵƉƉŽƌƚĨŽƌ/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐƚŽƌƐ
To what extent do these statements describe our current reality? Not at all Somewhat Fully
WHERE ARE WE NOW?
tŚĂƚƐŽƵƌĞǀŝĚĞŶĐĞƚŚĂƚ/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐƚŽƌƐƌĞĐĞŝǀĞĐŽŶƐŝƐƚĞŶƚĂŶĚƐLJƐƚĞŵĂƟĐƉƌŽĨĞƐƐŝŽŶĂůĚĞǀĞůŽƉŵĞŶƚĂŶĚƚŚĂƚƚŚĞLJĂƌĞĂďůĞƚŽŵĞĞƚƚŚĞĚŝīĞƌĞŶƟĂƚĞĚŶĞĞĚƐŽĨƉƌŝŶĐŝƉĂůƐ ;Ő/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐƚŽƌƐŵĞĞƚƌĞŐƵůĂƌůLJƚŽĚŝƐĐƵƐƐƉƌŽďůĞŵƐŽĨƉƌĂĐƟĐĞŐĞƚƌĞŐƵůĂƌĐŽĂĐŚŝŶŐĨŽƌĚŝīĞƌĞŶƟĂƚĞĚŶĞĞĚƐŽƚŚĞƌͿ
/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐƚŽƌƐƌĞĐĞŝǀĞĐŽŶƐŝƐƚĞŶƚĂŶĚƐLJƐƚĞŵĂƟĐƉƌŽĨĞƐƐŝŽŶĂůĚĞǀĞůŽƉŵĞŶƚƚŽƉĞƌĨŽƌŵƚŚĞĨƵŶĐƟŽŶƐŽĨĂŶ/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐƚŽƌ
/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐƚŽƌƐũŽďƌĞƐƉŽŶƐŝďŝůŝƟĞƐand their span of control (number of principals per /ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐƚŽƌͿĂůůŽǁƚŚĞŵƚŽŵĞĞƚƚŚĞĚŝīĞƌĞŶƟĂƚĞĚŶĞĞĚƐŽĨƉƌŝŶĐŝƉĂůƐ
To what extent do these statement describe our current reality?
Not at all Somewhat Fully
WHERE ARE WE NOW?
tŚĂƚƐŽƵƌĞǀŝĚĞŶĐĞƚŚĂƚ/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐƚŽƌƐĂƌĞĞǀĂůƵĂƚĞĚŽŶƚŚĞƋƵĂůŝƚLJŽĨƚŚĞŝƌƉƌŝŶĐŝƉĂůƐƵƉƉŽƌƚŵĞĂƐƵƌĞĚŐƌŽǁƚŚŝŶƉƌŝŶĐŝƉĂůƉĞƌĨŽƌŵĂŶĐĞŐƌŽǁƚŚŝŶƚĞĂĐŚĞƌĞīĞĐƟǀĞŶĞƐƐand student outcomes?;ŐĞǀĂůƵĂƟŽŶƵƐĞƐŵĞĂƐƵƌĞƐŽĨƐƵĐĐĞƐƐĨƵůůĞĂĚĞƌƐŚŝƉƉƌĂĐƟĐĞƐĨŽƌďŽƚŚƉƌŝŶĐŝƉĂůƐĂŶĚ/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐƚŽƌƐŝŶĐůƵĚĞƐƌƵďƌŝĐƐĨŽƌŐƌŽǁƚŚŝŶƐƚƵĚĞŶƚŽƵƚĐŽŵĞƐĂŶĚŐƌŽǁƚŚŝŶƚĞĂĐŚŝŶŐĞīĞĐƟǀĞŶĞƐƐŽƚŚĞƌ Ϳ
dŚĞĞǀĂůƵĂƟŽŶŽĨ/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉŝƌĞĐƚŽƌƐŝƐĐŚŝĞŇLJďĂƐĞĚŽŶƚŚĞƋƵĂůŝƚLJŽĨƐƵƉƉŽƌƚƚŚĞLJƉƌŽǀŝĚĞto principals and on measured growth in principal ƉĞƌĨŽƌŵĂŶĐĞ
/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐŚŝƉĚŝƌĞĐƚŽƌƐĂƌĞĞǀĂůƵĂƚĞĚŝŶƉĂƌƚŽŶŐƌŽǁƚŚŝŶƚĞĂĐŚĞƌĞīĞĐƟǀĞŶĞƐƐĂŶĚƐƚƵĚĞŶƚŽƵƚĐŽŵĞƐ
11
<z/ϴĞŶƚƌĂůŽĸĐĞůĞĂĚĞƌƐĂƌĞŚĞůĚĂĐĐŽƵŶƚĂďůĞĨŽƌŐƌŽǁƚŚŝŶƉƌŝŶĐŝƉĂůƐŝŶƐƚƌƵĐƟŽŶĂůůĞĂĚĞƌƐŚŝƉƐŬŝůůƐ
To what extent does this statement describe our current reality? Not at all Somewhat Fully
WHERE ARE WE NOW?
tŚĂƚƐŽƵƌĞǀŝĚĞŶĐĞƚŚĂƚĐĞŶƚƌĂůŽĸĐĞƉƌŽĨĞƐƐŝŽŶĂůĚĞǀĞůŽƉŵĞŶƚƐƚĂīĂƌĞďĞŝŶŐŚĞůĚĂĐĐŽƵŶƚͲable for principals’ improvement?;ŐƐƵƌǀĞLJƐƐŚŽǁŝŶŐƚŚĂƚƉƌŝŶĐŝƉĂůƐďĞůŝĞǀĞƚŚĞLJĂƌĞŐĞƫŶŐƚŚĞƐƵƉƉŽƌƚƐƚŚĞLJŶĞĞĚƚŽŝŵƉƌŽǀĞƚŚĞŝƌƉƌĂĐƟĐĞĞƚĐͿ
ůůĐĞŶƚƌĂůŽĸĐĞƐƚĂīǁŚŽƉƌŽǀŝĚĞƉƌŽĨĞƐƐŝŽŶĂůĚĞ-ǀĞůŽƉŵĞŶƚƚŽƉƌŝŶĐŝƉĂůƐĂƌĞŚĞůĚĂĐĐŽƵŶƚĂďůĞĨŽƌƚŚĞŝŵƉƌŽǀĞŵĞŶƚŽĨƉƌŝŶĐŝƉĂůƐŝŶƐƚƌƵĐƟŽŶĂůůĞĂĚĞƌƐŚŝƉŬŶŽǁůĞĚŐĞĂŶĚƐŬŝůůƐ
ACTION AREA 2, Continued
12
EĞdžƚ^ƚĞƉƐĨŽƌĐƟŽŶƌĞĂϮ
>ŽŽŬŝŶŐĂƚŽƵƌĐƵƌƌĞŶƚƉŽƐŝƟŽŶŝŶĞĂĐŚŽĨƚŚĞŬĞLJŝĚĞĂƐĂďŽǀĞǁŚĞƌĞĚŽǁĞƐƚĂŶĚŝŶƚŚŝƐĂĐƟŽŶĂƌĞĂtŚĞƌĞŝƐŽƵƌǁŽƌŬŵŽƐƚĚĞǀĞůŽƉĞĚ>ĞĂƐƚ
'ŝǀĞŶŽƵƌĐƵƌƌĞŶƚƉŽƐŝƟŽŶǁŚĂƚĂƌĞƚŚĞƌŝŐŚƚŶĞdžƚƐƚĞƉƐĨŽƌƵƐŝŶƚŚŝƐĂĐƟŽŶĂƌĞĂtŚLJ
,ŽǁǁŝůůǁĞƉƌŝŽƌŝƟnjĞŽƵƌŶĞdžƚƐƚĞƉƐŽǀĞƌƚŚĞĐŽŵŝŶŐLJĞĂƌtŚŝĐŚƐƚĞƉƐǁŝůůǁĞĐĂƌƌLJŽƵƚ
ϭKǀĞƌƚŚĞŶĞdžƚϯŵŽŶƚŚƐ
ϮϯͲϲŵŽŶƚŚƐĨƌŽŵŶŽǁ
ϯϲͲϭϮŵŽŶƚŚƐĨƌŽŵŶŽǁ
13
!e school system has made it possible for instructional leadership to be the primary job of principals.
DĂŬŝŶŐŝƚWŽƐƐŝďůĞĨŽƌWƌŝŶĐŝƉĂůƐƚŽĞ/ŶƐƚƌƵĐƟŽŶĂů>ĞĂĚĞƌƐ
'ĂƚĞƐ&ŽƵŶĚĂƟŽŶ<ŶŽǁůĞĚŐĞWƌŽũĞĐƚ
<z/ϭ^ĐŚŽŽůƐƚĂĸŶŐƉĂƩĞƌŶƐĂŶĚƉƌŝŶĐŝƉĂůƐƐƉĂŶŽĨĐŽŶƚƌŽůĨĂĐŝůŝƚĂƚĞƚŚĞƉƌŝŶĐŝƉĂůƐŝŶƐƚƌƵĐƟŽŶĂůǁŽƌŬ
District Self-Assessment and Planning Template for Principal Support
ACTION AREA 3
To what extent does this statement describe our current reality? Not at all Somewhat Fully
WHERE ARE WE NOW?
tŚĂƚƐŽƵƌĞǀŝĚĞŶĐĞƚŚĂƚƐĐŚŽŽůƐƚĂĸŶŐĂŶĚƉƌŝŶĐŝƉĂůƐƐƉĂŶŽĨĐŽŶƚƌŽůĂůůŽǁƚŚĞŵƚŽĨŽĐƵƐŽŶŝŶƐƚƌƵĐƟŽŶĂůůĞĂĚĞƌƐŚŝƉ;ŐƐƚƵĚĞŶƚĞŶƌŽůůŵĞŶƚƚŚƌĞƐŚŽůĚƐĨŽƌŚŝƌŝŶŐĂĚĚŝƟŽŶĂůĂĚŵŝŶŝƐƚƌĂƟǀĞƐĐŚŽŽůƐƚĂīŚĂǀĞďĞĞŶůŽǁĞƌĞĚĚĞĚŝĐĂƚĞĚƐĐŚŽŽůƐƚĂīƐƵƉƉŽƌƚĚĂLJͲƚŽͲĚĂLJŽƉĞƌĂƟŽŶƐĞŶĂďůŝŶŐƉƌŝŶĐŝƉĂůƐƚŽĨŽĐƵƐŽŶŝŶƐƚƌƵĐƟŽŶŽƚŚĞƌͿ
^ĐŚŽŽůƐƚĂĸŶŐĂŶĚƉƌŝŶĐŝƉĂůƐƐƉĂŶŽĨĐŽŶƚƌŽůƉƌŽǀŝĚĞƟŵĞĂŶĚƐƵƉƉŽƌƚĨŽƌƉƌŝŶĐŝƉĂůƐƚŽĨŽĐƵƐŽŶŝŶƐƚƌƵĐƟŽŶ-ĂůůĞĂĚĞƌƐŚŝƉĂƐƚŚĞŝƌƉƌŝŵĂƌLJũŽďĨƵŶĐƟŽŶ
14
ACTION AREA 3, Continued
<z/ϮdŚĞƐLJƐƚĞŵƉƌŽƚĞĐƚƐƉƌŝŶĐŝƉĂůƐƟŵĞ
<z/ϯĞŶƚƌĂůŽĸĐĞĨƵŶĐƟŽŶƐĂƐĂƐĞƌǀŝĐĞĐĞŶƚĞƌĨŽƌƐĐŚŽŽůƐ
To what extent does this statement describe our current reality? Not at all Somewhat Fully
WHERE ARE WE NOW?
What’s our evidence that principals are able to remain in their schools during the school day and ĚƵƌŝŶŐƚĞĂĐŚĞƌƉƌŽĨĞƐƐŝŽŶĂůĚĞǀĞůŽƉŵĞŶƚƟŵĞ;ŐƉƌŝŶĐŝƉĂůƐĐĂůĞŶĚĂƌƐŝŶĚŝĐĂƚĞƚŚĂƚƚŚĞLJůĞĂǀĞƚŚĞŝƌƐĐŚŽŽůŶŽŵŽƌĞƚŚĂŶŽŶĞĚĂLJƉĞƌŵŽŶƚŚĨŽƌŶŽŶͲŝŶƐƚƌƵĐƟŽŶĂůƐĐŚŽŽůƐLJƐƚĞŵĂĐƟǀŝƟĞƐĐĞŶƚƌĂůŽĸĐĞůĞĂĚĞƌƐǁŽƌŬǁŝƚŚƉƌŝŶĐŝƉĂůƐƚŽŚĞůƉƚŚĞŵŝĚĞŶƟĨLJƚŚŝŶŐƐƚŚĞLJĐĂŶůĞƚŐŽŽĨŽƚŚĞƌͿ
ĞŶƚƌĂůŽĸĐĞůĞĂĚĞƌƐůŝŵŝƚƌĞƋƵŝƌĞŵĞŶƚƐĨŽƌƉƌŝŶĐŝƉĂůƐto be away from their schools during the school day ĂŶĚĚƵƌŝŶŐƚĞĂĐŚĞƌƉƌŽĨĞƐƐŝŽŶĂůĚĞǀĞůŽƉŵĞŶƚƟŵĞ
To what extent does this statement describe our current reality? Not at all Somewhat Fully
WHERE ARE WE NOW?
tŚĂƚƐŽƵƌĞǀŝĚĞŶĐĞƚŚĂƚǁĞŚĂǀĞĐůĞĂƌĞdžƉĞĐƚĂƟŽŶƐĨŽƌĐĞŶƚƌĂůŽĸĐĞƐƚĂīƐƵƉƉŽƌƚƚŽƉƌŝŶĐŝƉĂůƐ;ŐƉƌŝŶĐŝƉĂůƐƵƉƉŽƌƚƚĞĂŵŚĞůƉƐƉƌŝŶĐŝƉĂůƐŚĂŶĚůĞƉĞƌƐŽŶŶĞůŝƐƐƵĞƐĞĸĐŝĞŶƚůLJĐĞŶƚƌĂůŽĸĐĞŐŝǀĞƐƐĐŚŽŽůƐƌĞĂĚLJĂĐĐĞƐƐƚŽĚĂƚĂƐLJƐƚĞŵƐĂŶĚŝŶĨƌĂƐƚƌƵĐƚƵƌĞǁƌŝƩĞŶĐƵƌƌŝĐƵůƵŵŝƐĂůŝŐŶĞĚƚŽƐƚĂŶ-ĚĂƌĚƐĂůůŝŶƐƚƌƵĐƟŽŶĂůŝŶŝƟĂƟǀĞƐĂůŝŐŶĞĚƚŽŵĂŬĞŝŵƉůĞŵĞŶƚĂƟŽŶĞĂƐŝĞƌŽƚŚĞƌͿ
ĞŶƚƌĂůŽĸĐĞƐƚĂīŵĞŵďĞƌƐŚĂǀĞĐůĞĂƌĞdžƉĞĐƚĂƟŽŶƐĨŽƌƉƌŽǀŝĚŝŶŐƐƚƌĂƚĞŐŝĐĂŶĚƟŵĞůLJƐƵƉƉŽƌƚƚŽƉƌŝŶĐŝƉĂůƐin the areas of curriculum, human resources, budget-ŝŶŐŽƉĞƌĂƟŽŶƐĂŶĚƉƵďůŝĐƌĞůĂƟŽŶƐ
15
<z/ϰĞŶƚƌĂůŽĸĐĞƉƌŽǀŝĚĞƐĐƵƐƚŽŵŝnjĞĚƐƵƉƉŽƌƚƚŽƐĐŚŽŽůƐ
KEY IDEA 5. Teacher leaders serve as partners with principals.
To what extent does this statement describe our current reality? Not at all Somewhat Fully
WHERE ARE WE NOW?
tŚĂƚƐŽƵƌĞǀŝĚĞŶĐĞƚŚĂƚĐĞŶƚƌĂůŽĸĐĞƵŶŝƚƐĂƌĞƉƌŽǀŝĚŝŶŐĐƵƐƚŽŵŝnjĞĚŽƉĞƌĂƟŽŶĂůĐĂƐĞŵĂŶĂŐĞͲment support to principals?;ŐĚŝƐƚƌŝĐƚ ƐƌĞƐĞĂƌĐŚĚĂƚĂĂŶĚĞǀĂůƵĂƟŽŶƵŶŝƚƐƵƉƉŽƌƚƐƉƌŝŶĐŝƉĂůƐĐŚŽŽůƌĞŇĞĐƟŽŶƐŽŶƐĐŚŽŽůƉĞƌĨŽƌŵĂŶĐĞĂƐŝƚƌĞůĂƚĞƐƚŽŝŵƉƌŽǀĞŵĞŶƚŐŽĂůƐĚĞƉĂƌƚŵĞŶƚƐƐƵĐŚĂƐ,ƵŵĂŶZĞƐŽƵƌĐĞƐĂƐƐŝŐŶĐĂƐĞŵĂŶĂŐĞƌƐƚŽƉƌŽǀŝĚĞƐƚƌĂƚĞŐŝĐƐƵƉƉŽƌƚƚŽŝŶĚŝǀŝĚƵĂůƐĐŚŽŽůƐŽƚŚĞƌͿ
ĞŶƚƌĂůŽĸĐĞƵŶŝƚƐĂƌĞŽƌŐĂŶŝnjĞĚƚŽƉƌŽǀŝĚĞĐƵƐƚŽŵ-ŝnjĞĚƐƵƉƉŽƌƚƚŽĐůƵƐƚĞƌƐŽĨƐĐŚŽŽůƐƚŽĞŶĂďůĞƉƌŝŶĐŝƉĂůƐƚŽĂĚĚƌĞƐƐŽƉĞƌĂƟŽŶĂůŝƐƐƵĞƐ;ƐŽŵĞƟŵĞƐĐĂůůĞĚĂĐĂƐĞŵĂŶĂŐĞŵĞŶƚĂƉƉƌŽĂĐŚͿĞĸĐŝĞŶƚůLJ
To what extent does this statement describe our current reality? Not at all Somewhat Fully
WHERE ARE WE NOW?
tŚĂƚƐŽƵƌĞǀŝĚĞŶĐĞƚŚĂƚƚŚĞƐĐŚŽŽůƐLJƐƚĞŵŝƐŝŶǀĞƐƟŶŐŝŶƚĞĂĐŚĞƌůĞĂĚĞƌƐ;ŐĚĞĚŝĐĂƚĞĚƟŵĞĨŽƌƚĞĂĐŚĞƌůĞĂĚĞƌƐƚŽŽďƐĞƌǀĞĂŶĚƉƌŽǀŝĚĞĨĞĞĚďĂĐŬƚŽĐŽůůĞĂŐƵĞƐĂŶĚƚŽŵĞĞƚƌĞŐƵůĂƌůLJǁŝƚŚƉƌŝŶ-ĐŝƉĂůĂŶĚƉƌŝŶĐŝƉĂůƐĂƐƐŝƐƚĂŶƚƚƌĂŝŶŝŶŐƐƚƌƵĐƚƵƌĞƐĨŽƌĂƐƐŝƐƚĂŶƚƉƌŝŶĐŝƉĂůƐĂĚŵŝŶŝƐƚƌĂƟǀĞĂƐƐŝƐƚĂŶƚƐƚĞĂĐŚĞƌůĞĂĚĞƌƐƉĂƌƚŶĞƌƐŚŝƉǁŝƚŚƐƚĂīŽŶƌĞĐƌƵŝƚŵĞŶƚĚĞǀĞůŽƉŵĞŶƚĂŶĚƌĞƚĞŶƟŽŶŽƚŚĞƌͿ
dŚĞƐĐŚŽŽůƐLJƐƚĞŵŝŶǀĞƐƚƐŝŶƚĞĂĐŚĞƌůĞĂĚĞƌƐĂƐƉĂƌƚŶĞƌƐĨŽƌƉƌŝŶĐŝƉĂůƐ
ACTION AREA 3, Continued
16
EĞdžƚ^ƚĞƉƐĨŽƌĐƟŽŶƌĞĂϯ
>ŽŽŬŝŶŐĂƚŽƵƌĐƵƌƌĞŶƚƉŽƐŝƟŽŶŝŶĞĂĐŚŽĨƚŚĞŬĞLJŝĚĞĂƐĂďŽǀĞǁŚĞƌĞĚŽǁĞƐƚĂŶĚŝŶƚŚŝƐĂĐƟŽŶĂƌĞĂtŚĞƌĞŝƐŽƵƌǁŽƌŬŵŽƐƚĚĞǀĞůŽƉĞĚ>ĞĂƐƚ
'ŝǀĞŶŽƵƌĐƵƌƌĞŶƚƉŽƐŝƟŽŶǁŚĂƚĂƌĞƚŚĞƌŝŐŚƚŶĞdžƚƐƚĞƉƐĨŽƌƵƐŝŶƚŚŝƐĂĐƟŽŶĂƌĞĂtŚLJ
,ŽǁǁŝůůǁĞƉƌŝŽƌŝƟnjĞŽƵƌŶĞdžƚƐƚĞƉƐŽǀĞƌƚŚĞĐŽŵŝŶŐLJĞĂƌtŚŝĐŚƐƚĞƉƐǁŝůůǁĞĐĂƌƌLJŽƵƚ
ϭKǀĞƌƚŚĞŶĞdžƚϯŵŽŶƚŚƐ
ϮϯͲϲŵŽŶƚŚƐĨƌŽŵŶŽǁ
ϯϲͲϭϮŵŽŶƚŚƐĨƌŽŵŶŽǁ