Central Office Leadership Framework - Supporting the Professional Growth of Central Office Leaders
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Washington Association of School Administrators
Central Office Leadership
Framework
Supporting the Professional Growth of Central
Office Leaders
Central Office Leadership Framework, Version 1.0
Central Office Leadership Framework, Version 1.0
CENTRAL OFFICE LEADERSHIP FRAMEWORK
TABLE OF CONTENTS
I. INTRODUCTION 1
II. FRAMEWORK CRITERIA 5
Criterion 1: Effective Leadership 6
Framework Considerations 6
Rubrics 7
Criterion 2: Quality Teaching and Learning Support 10
Framework Considerations 10
Rubrics 11
Criterion 3: System-wide Improvement 14
Framework Considerations 14
Rubrics 15
Criterion 4: Clear and Collaborative Relationships 18
Framework Considerations 18
Rubrics 19
APPENDIX 22
Appendix A: Professional Growth and Evaluation of 22
School Personnel, RCW 28A.405.100
NOTE: Current law for evaluating administrators does not require the use of this framework, the
rubrics, or rating system (see Appendix A for RCW 28A.405.100 reference). However, this
document may serve as guidance as districts begin to transition to a professional growth system
for all educators.
Copyright © 2014 by the Washington Association of School Administrators, Olympia, Washington.
The contents of this document may be reproduced and distributed for educational purposes without
permission.
Central Office Leadership Framework, Version 1.0
Central Office Leadership Framework, Version 1.0
CENTRAL OFFICE LEADERSHIP FRAMEWORK
I. INTRODUCTION
The core of central office functions is ensuring student learning, and this document is intended to
be used as a starting point for discussion and customizing. It is a framework that identifies the
primary responsibilities of central office staff as pivotal partners within schools in the work to
continually improve student learning.
The document was developed by a taskforce from the Washington Association of School
Administrators (WASA), based on leadership categories identified in research from OSPI’s
Characteristics of Improved School Districts: Categories and Themes (Shannon, G.S., & Bylsma,
P., October 2004). In creating rubrics for the central office leadership document, we used as a
framework a most valuable tool from OSPI: District Self-Assessment Handbook: Characteristics
of Improved Districts—Performance Rubric Review (OSPI, February 2011).
The format was chosen to be consistent with the tool, Evaluating Principal Leadership in a
Performance-Based School, developed by the Association of Washington School Principals
(AWSP), September 2010. The taskforce also drew ideas from the following:
McREL’s School District Leadership that Works: The Effect of Superintendent Leadership
on Student Achievement (Waters, J.T., & Marzano, R.J., September 2006)
Central Office Transformation for District-Wide Teaching and Learning Improvement
(Honig, M.I., Copland, M.A., Rainey, L., Lorton, J. A., & Newton, M., April 2010)
The New Central Office (Novak, D., Reilly, M., & Williams, D., June 2010)
Implications for All Central Office Leadership Roles
This framework is designed to support a common vision for instructional leadership and
professional growth. It emphasizes instructional leadership and does not encompass all evaluation
criteria for non-instructional administrators in areas such as business, food service, and
operations. However, every central office administrator, regardless of role, may be an
instructional leader supporting quality teaching and learning; and the framework may be tailored
for different districts and positions, serving as a catalyst for bringing clarity to roles. The
framework supports a shift from central office departments working in silos, toward working
together to develop assistance relationships with principals and schools. It allows central office
leaders to engage in reciprocal accountability, collaboration, alignment of efforts with principals
and teachers, and leading by example.
Central Office Leadership Framework, Version 1.0 Page 1As districts consider the use of this document, leaders may want to address the following
questions to determine how best to incorporate this framework in its overall staff development
and assessment system:
Are there different or additional examples of knowledge and skills that pertain to different
central office roles?
Are there different or additional examples of support to schools that pertain to different
central office roles?
Are there different or additional examples of evidence and measures that pertain to different
central office roles or that are specific to our district?
Are there skills that are a higher or lower priority depending upon the role of the central
office administrator?
Which skills are not on this list that our district feels should be?
These criterion examples were not meant as a checklist, but rather as a range of ways in which
knowledge and skills, support to skills, and evidence and measures could be demonstrated.
However, the examples set the context for evaluation performance of each criterion.
Central Office Leadership Framework, Version 1.0 Page 2Framework Alignment for Student Achievement
The Central Office Leadership Framework is intentionally aligned to the frameworks being
adopted and used in districts throughout the state of Washington with student growth and
achievement as the common goal for all of the frameworks. (Table 1)
Central Office
Leadership
Framework
Principal
Leadership
Framework
Instructional
Framework
Student Growth &
Achievement
Central Office Leadership Framework, Version 1.0 Page 3THEORY OF ACTION
Our theory of action in creating and using the Central Office Leadership Framework centers on the
believe that if districts provide and develop effective leaders equipped to ensure a focus on quality
teaching and learning, supported by system-wide improvements with data and other resources,
through clear and collaborative relationships within and outside of our systems, then central office
leaders will support excellent instructional leaders and ensure quality teaching with high levels of
student achievement. (Table 2)
If we develop…
Criterion 2:
Quality Criterion 3:
teaching and System-wide
learning improvement
support
Criterion 4:
Criterion 1:
Effective Then we will ensure… Clear and
collaborative
leadership
relationships
Excellent
instructional
leadership
Quality
teaching
Student
growth &
achievement
Central Office Leadership Framework, Version 1.0 Page 4II. FRAMEWORK CRITERIA*
Each criterion is further defined by themes referred to as elements in this document.
1. EFFECTIVE LEADERSHIP
1.1 Focus on Student Learning
1.2 Dynamic and Distributive Leadership
1.3 Sustained Improvement Efforts
2. QUALITY TEACHING AND LEARNING SUPPORT
2.1 Quality Classroom Instruction
2.2 Coordinated and Aligned Curriculum and Assessment
2.3 Coordinated and Job-Embedded Professional Development
3. SYSTEM-WIDE IMPROVEMENT
3.1 Effective Use of Data
3.2 Strategic Allocation of Resources
3.3 Policy and Program Coherence
4. CLEAR AND COLLABORATIVE RELATIONSHIPS
4.1 Professional Culture and Collaborative Relationships
4.2 Clear Understanding of School and District Roles and Responsibilities
4.3 Engaging the Community and Managing the External Environment
* Office of Superintendent of Public Instruction, Characteristics of Improved Districts: Themes from
Research. Bylsma and Shannon, 2004
CENTRAL OFFICE LEADERSHIP FRAMEWORK
FRAMEWORK CRITERIA
CRITERION 1 CRITERION 2 CRITERION 3 CRITERION 4
EFFECTIVE LEADERSHIP QUALITY TEACHING AND SYSTEM-WIDE IMPROVEMENT CLEAR AND COLLABORATIVE
LEARNING SUPPORT RELATIONSHIPS
1.1 Focus on Student Learning 2.1 Quality Classroom 3.1 Effective Use of Data 4.1 Professional Culture and
Instruction Collaborative Relationships
Elements
1.2 Dynamic and Distributive 2.2 Coordinated and Aligned 3.2 Strategic Allocation of 4.2 Clear Understanding of
Leadership Curriculum and Resources School and District Roles and
Assessment Responsibilities
1.3 Sustained Improvement 2.3 Coordinated and 3.3 Policy and Program 4.3 Engaging the Community
Efforts Job-Embedded Professional Coherence and Managing the External
Development Environment
Central Office Leadership Framework, Version 1.0 Page 5CRITERION 1
EFFECTIVE LEADERSHIP
Central Office administrators foster and promote a vision focused on student learning
outcomes, implemented through dynamic leadership across the organization, which
results in sustained student improvement efforts.
1.1 Focus on Student Learning
1.2 Dynamic Distributive Leadership
1.3 Sustaining Improvement Efforts
FRAMEWORK CONSIDERATIONS
Examples of Examples of Examples of
Knowledge/Skills Support to Schools Evidence and Measures
Articulates the district’s shared Participates and helps facilitate building Improvement plans, meeting agendas,
vision/beliefs/values with a clear focus leadership team meetings as needed. meeting minutes, and feedback.
on student learning.
Visits schools and departments with a Reviews or summaries of improvement
Understands the primary responsibility focus on improving practice. and professional development plans.
of central office is to promote increased
student achievement. Practices reflective feedback with Notes and records of decisions or results
school leaders and teams. of coaching or planning conversations.
Engages in courageous and challenging
conversations and decisions. Facilitates experiences that create Interviews with principals, teachers,
consensus and commitment to the staff, and other leaders.
Develops the professional capacity of district vision, beliefs, and values.
staff to serve as leaders. District and community documents
Establishes processes for realigning depict vision of district.
Models behaviors that are consistent priorities and practices.
with district vision, beliefs, and values. Reviews of staff evaluations.
Removes barriers to assist building
Holds self and staff responsible and principals to focus improved Evidence of removal of ineffective
accountable for maintaining high instructional practice. programs and practices or
expectations and achieving learning implementation of improvements.
goals.
Understands the change process and
perseveres for continuous improvement.
Involves and facilitates staff from across
the system to participate with shared
leadership opportunities.
Central Office Leadership Framework, Version 1.0 Page 6CRITERION 1
EFFECTIVE LEADERSHIP
RUBRIC
1.1 Focus on Student Learning
Leadership develops and sustains a commitment to the district’s values, vision, and goals for
high achievement for all students.
Unsatisfactory Basic Proficient Distinguished
Does not communicate the Makes vision, mission, Develops staff and Embeds the vision, mission,
vision, mission, beliefs, and beliefs, and goals public so community’s commitment to beliefs, and goals across the
goals beyond central office. that staff are familiar with the vision, mission, beliefs, system, so the stakeholders’
them. and goals. actions and words reflect
Is not aware of student them.
achievement data. Supports district and school Ensures staff members
staffs to examine understand data, achievement Supports each level of the
Focuses only on operations disaggregated achievement gaps, and aligns efforts to system in establishing goals
and management items during data at least annually. improve teaching and learning aligned to the non-negotiable
meetings. with district goals. performance targets set by
Includes student achievement the board and superintendent.
Fails to connect department focus in meetings and Develops commitment from
goals and work with student presentations. stakeholders for high levels of Deliberately focuses on
achievement. achievement for all students. effective student achievement
Connects departmental goals practices in meetings and
and agenda items to student Focuses on student serves as a model of quality
achievement. achievement for the majority instruction for adult learners.
of time in meetings.
Takes action that results in
Plans and makes decisions measurable increases in
based on standards and non- improved practices, student
negotiable performance learning, and closing the
targets. achievement gap, stemming
from a commitment to high
levels of learning for all
students.
Central Office Leadership Framework, Version 1.0 Page 7CRITERION 1
EFFECTIVE LEADERSHIP
RUBRIC
1.2 Dynamic and Distributed Leadership
Leadership capacity is developed at all levels of the organization, with active modeling and
engagement from administrators throughout the system. Roles and responsibilities are aligned
to the goals of the district to ensure student achievement.
Unsatisfactory Basic Proficient Distinguished
Visits schools and other Visits schools and other Regularly visits schools and Provides feedback from
departments infrequently. departments occasionally, but other departments and school and department visits
visits do not contribute to develops consistent use of that is used collaboratively by
Does not provide district improved practice as a protocols that contribute to leaders and staff to improve
direction for developing district. improved learning and practice.
leaders’ skills beyond a single practice.
event. Supports leaders in Values and cultivates
developing their individual Develops and uses observable leadership, including teacher
Provides traditional job skills, yet provides minimal systems for monitoring leadership, in a systematic
descriptions, but does not district direction. departmental practices. way in alignment to district
clearly delineate individuals’ improvement efforts.
responsibilities for district Assigns roles and Provides systematic
improvement efforts. responsibilities; does not professional leadership Defines, aligns, and monitors
deliberately align roles and development that is in roles and responsibilities to
Tolerates behaviors that responsibilities with the alignment with district maximize the effective
impede collaboration among improvement of student improvement efforts. implementation of system
staff. learning. practices.
Identifies leaders, including
teacher leaders, and provides Develops and uses a shared
opportunities for professional moral purpose to compel
growth and leadership. leaders at all levels to take
concrete actions to ensure
Defines and aligns high-quality learning for all
responsibilities for the students.
effective implementation of
system practices to improve
student achievement.
Central Office Leadership Framework, Version 1.0 Page 8CRITERION 1
EFFECTIVE LEADERSHIP
RUBRIC
1.3 Sustained Improvement Efforts
As they keep a relentless focus on the district values, vision, and goals, leaders monitor, assess,
celebrate, and adjust for continuous improvement at the district and department level and at
each school.
Unsatisfactory Basic Proficient Distinguished
Does not connect district Selects various improvement Develops a long-range focus Sustains focus and relentlessly
departments to each other or strategies year to year. on implementation, commits to continuous
to a systemic improvement monitoring, and maintenance improvement over time
process. Annually reviews of strategies for district through maintaining written
improvement plans. improvement. plans and aligning actions to
Does not expect or support it.
development of school Supports development of Tightly aligns district,
improvement plans. improvement plans with department, and school Systematically assesses
minimal feedback. improvement plans. progress over time with
Does not align department, district and school staff to
school, and district planning Minimally aligns school, Conducts regular celebrate successes and make
efforts. department, and district improvement plan review indicated adjustments.
planning efforts. processes to provide feedback,
Fails to promote high follow-up, and enable Communicates and ensures
expectations for student Sometimes promotes the coordination of resources to that communication at all
achievement in department district’s commitment to high meet school needs. levels continually reinforces
and district communications. levels of achievement for all the district’s commitment to
students. Monitors the fidelity of high levels of achievement for
implementation as a key step all students.
prior to evaluating the impact
of improvement efforts.
Recognizes the efforts of
schools and individuals in
improving student learning.
Persistently communicates the
district’s commitment to high
levels of achievement for all
students.
Central Office Leadership Framework, Version 1.0 Page 9CRITERION 2
QUALITY TEACHING AND
LEARNING SUPPORT
Central Office administrators ensure the sustained implementation of the district
instructional framework which focuses on all students achieving high standards.
2.1 Quality Classroom Instruction
2.2 Coordinated and Aligned Curriculum and Assessment
2.3 Coordinated and Job-Embedded Professional Development
FRAMEWORK CONSIDERATIONS
Examples of Examples of Support Examples of Evidence
Knowledge/Skills to Schools and Measures
Understands the instructional Participates in and supports regular Artifacts communicating the
framework and its role to improve classroom walkthroughs and reflective instructional framework throughout the
instructional practice and increase practice. system.
student achievement.
Provides training for leaders, teachers, Classroom walkthrough processes, data,
Models effective instructional practices. and staff to ensure consistent video tapes, and classroom observations
Understands the state learning standards application of the instructional notes.
and curriculum alignment. framework.
Training schedules, lesson plans,
Ensures curriculum, instruction, and Reviews curriculum/assessment meeting notes.
assessment practices and policies are practices and board policies with
aligned and implemented. leadership teams. Annual professional development
schedule.
Coordinates and maintains curriculum Coordinates vertical teams and
and assessment practices to meet the curriculum committees. Updates, agendas, minutes.
needs of diverse student populations.
Systematically and clearly Examples of curriculum framework and
Provides and identifies professional communicates teaching and learning assessment system improvements.
development that has the greatest updates and expectations.
potential for high-leverage instructional Products created by vertical teams and
practice. Supports building leadership teams to curriculum committees.
implement professional development
Defines processes and procedures to plans. Data artifacts and feedback from
access resources for improving coaches and consultants.
instructional practice. Supports professional development for
improvement plans aligned with district Professional development evaluations
focus. and collected data on impact.
Supports innovation and responds to Budget documents and annual plan for
school needs. professional development.
Feedback from principals, teachers, and
community interviews or focus groups.
Central Office Leadership Framework, Version 1.0 Page 10CRITERION 2
QUALITY TEACHING AND LEARNING SUPPORT
RUBRIC
2.1 Quality Classroom Instruction
Communicates, guides, supports, and monitors clearly defined effective instruction at
multiple levels of the organization. Ensures tiered intervention systems meet the
instructional needs of students in each school.
Unsatisfactory Basic Proficient Distinguished
Fails to communicate district Communicates to Implements multiple ways to Sustains district-wide
vision for effective stakeholders the district’s support individual and commitment to the district’s
instruction. vision for effective collaborative understanding vision for effective
instruction. of the district’s vision of instruction, so staff can
Leaves decisions on effective instruction. articulate and implement the
instructional practice to Provides teachers with vision to improve student
individual buildings and guidance and oversight for Fosters and implements learning.
teachers. improving teaching and multiple ways to guide,
learning. support, and monitor Assures leadership,
Fails to provide a system for effective instructional guidance, and oversight for
tiered interventions so that Develops training, systems, practice involving central effective instructional
individual teachers are left to and routines for staff to and school-based practice leading to
independently differentiate collaborate to differentiate administrators, staff, and continuous improvement of
instruction to meet the needs instruction to meet the needs teachers in reflection and the district’s vision for
of students in their of a range of learners. analysis. teaching and learning.
classrooms.
Ensures tiered intervention Sustains a comprehensive
systems, staffed by the most tiered intervention system,
qualified practitioners, are in extension, and acceleration
place at the building level to opportunities that meet the
meet the needs of all needs of all students.
students.
Central Office Leadership Framework, Version 1.0 Page 11CRITERION 2
QUALITY TEACHING AND LEARNING SUPPORT
RUBRIC
2.2 Coordinated and Aligned Curriculum and Assessment
District curriculum, accompanying instructional resources, and district and classroom
assessment practices ensure students from school to school and grade to grade experience a
rigorous curriculum leading to college and workplace readiness as students exit the system.
Unsatisfactory Basic Proficient Distinguished
Lacks district documentation Provides processes to Creates district Creates district
that articulates expectations document learning targets documentation of content documentation of core skills
for students or instructional and expectations for and rigor in the core content and processes that contribute
direction for teachers. instruction establishing Pre- areas. to college and workplace
K–12 vertical alignment in readiness written curriculum
Fails to support practices core content areas. Develops systems for Pre-K–12 in all content
that provide vertical or horizontal alignment so that areas. Reviews and updates
horizontal alignment of Provides partial or it is evident classroom to documents regularly.
content and rigor. inconsistent leadership and classroom in all schools.
support for horizontal Demonstrates leadership,
Fails to monitor for equity of alignment with results Ensures students have equity training, and support so that
access to rigorous varying team by team or of access to rigorous instructional resources and
curriculum. building by building. curriculum across the strategies are used
system. consistently and effectively
Fails to ensure that choices Monitors for and recognizes in classrooms across the
of instructional resources gaps in access to rigorous Ensures that research-based system.
and strategies are research- coursework for all students. instructional resources and
based and coordinated strategies in core subject Demonstrates leadership,
across the system. Manages and begins to areas are closely coordinated, training, and support so that
process and coordinate the used, and monitored for implemented instructional
Fails to provide an aligned selection of instructional progress in closing resources and strategies are
assessment system beyond resources and strategies in achievement gaps. closing the achievement gaps
reliance on required state core subject areas. across the system.
assessments. Develops formative
Facilitates district use of assessment measures for core Provides systems of
periodic district-wide content areas that are aligned collaboration that contribute
assessments, in addition to with state standards in to use, revision, and
state testing, to monitor content, cognitive demand, effectiveness of aligned
student progress. and context. formative assessments.
Central Office Leadership Framework, Version 1.0 Page 12CRITERION 2
QUALITY TEACHING AND LEARNING SUPPORT
RUBRIC
2.3 Coordinated and Job-Embedded Professional Development
The learning needs of students drive professional development programming in the district.
The continuous improvement of practice is expected, supported, and monitored through
ongoing, job-embedded professional development.
Unsatisfactory Basic Proficient Distinguished
Fails to provide long-term Makes professional Develops a long-term, data- Provides evidence of
plan, based on data that development plans driven plan based on school implementation and impact
guides the content and independently from student and district goals. that shows a clear
process of professional achievement results. relationship between
development. Provides district structures to professional adult learning
Provides limited connections enable professional and improved student
Fails to provide clear plan for between relationship among collaboration, inquiry, and achievement.
induction and mentoring of individual, school, and learning for educators at the
teachers, leaders, and staff district professional district and school levels. Ensures structures and
new to the profession. development plans and resources are in place to
activities. Provides all staff in new continually implement and
Does not expect or follow roles and substitutes with a refine professional
through with implementation Provides assistance to multi-year program, enabling collaboration, inquiry,
of professional development teachers, leaders, and staff their successful instructional, and leadership
provided. new to the profession implementation of district coaching.
through beginning-of-the- curriculum and instructional
Fails to provide for coaching year induction training and a practices. Consistently provides for
to improve professional relationship with an formal and informal
practice. experienced colleague. Clarifies and systematically coaching so that all staff
monitors expected changes in members are engaged in
States expectations for practice and expected effects learning conversations to
changes in practice but does on student learning. continuously improve
not monitor closely. practice.
Ensures that over time all
Provides for intermittent staff members receive
coaching on a voluntary coaching from trained
basis as follow up to leaders and/or coaches to
professional development improve content knowledge
activities. and practices that result in
improved student
achievement.
Central Office Leadership Framework, Version 1.0 Page 13CRITERION 3
SYSTEM-WIDE IMPROVEMENT
Central Office administrators provide leadership, coordination, support, and resources
creating coherent, system-wide improvement efforts that result in high standards
of achievement for all students.
3.1 Effective Use of Data
3.2 Strategic Allocation of Resources
3.3 Policy and Program Coherence
FRAMEWORK CONSIDERATIONS
Examples of Examples of Support to Examples of Evidence
Knowledge/Skills Schools and Measures
Develops systematic coherence Provides just-in-time training content Tools, templates, and training plans,
between policies, programs, and to meet the learning needs of agendas, and calendars.
practices to advance district learning principals, coaches, teachers, leaders,
goals. and other staff. Data dashboard portfolios, reports, and
presentations.
Analyzes building and district Provides schools flexibility with
assessment data to communicate, accountability for the use of resources Department plan that reflects the use of
inform, and assist others in meeting in meeting needs of students. resources—people, time, and money—
achievement goals. that aligns with district improvement
Provides needed resources, time, and plan.
Facilitates staff in reflective, data- training.
driven conversations focused on Action plan with SMART goals.
increasing student achievement. Supports and models effective data
protocols and analysis at the building Conclusions drawn from data reports
Provides timely support to all buildings level. aligned with allocation of resources.
and departments regarding budget,
facilities, and personnel issues. Gathers input and feedback from Communication artifacts such as
district/building staff and community newsletters, staff memos, and graphics.
Develops procedures and processes members.
that ensure efficiency and alignment to Legal, contractual, and budgetary
the district mission. Explains legal and contractual documents.
parameters.
Allocates and manages resources— Evidence of differentiated support
time, personnel, materials, and Helps leaders develop plan for based on student needs in individual
facilities to meet the needs of district measuring impact of decisions. buildings.
mission.
Advocates for policies and programs Presentations to board and at
Develops, interprets, and implements that promote equitable learning administrative meetings regarding
policies and procedures with focus on opportunities for all students. policy implementation and program
learning. results.
Supports identification and
Collaborates as team member implementation of research-based
dedicated to supporting the needs of practices.
schools.
Central Office Leadership Framework, Version 1.0 Page 14CRITERION 3
SYSTEM-WIDE IMPROVEMENT
RUBRIC
3.1 Effective Use of Data
Tools, systems, and practices support the use of data to drive district, school, and
classroom decision making.
Unsatisfactory Basic Proficient Distinguished
Fails to use data in work to Inconsistently analyzes and Provides time and training Ensures and facilitates
make program decisions. shares different state and for data analysis and ongoing training to sustain
district assessment results. resulting program systemic data analysis teams
Provides data reports adjustments with other at district and school levels.
without discussion. Includes state assessment administrators.
data in program Provides resources or
Reviews data sporadically improvement goals. Provides relevant data on services to customize data
to determine areas of state and local assessment reports at the program,
concern. results in manageable and school, and classroom
usable formats. levels.
Disaggregates state and Embeds systems for the
local assessment results, ongoing examination of
along with demographic, summative and formative
perception, and program assessment measures, along
data to inform ongoing with demographic,
adjustments for continuous perception, and program
improvement plans. data, to inform continuous
improvement planning.
Systematically includes
multiple data points to Develops and sustains data-
ensure equity of access and driven differentiated support
benefit in district programs and allocation models.
for students regardless of
race, gender, and
socioeconomic level.
Central Office Leadership Framework, Version 1.0 Page 15CRITERION 3
SYSTEM-WIDE IMPROVEMENT
RUBRIC
3.2 Strategic Allocation of Resources
The learning needs of students drive a coordinated, flexible, and aligned resource
allocation model.
Unsatisfactory Basic Proficient Distinguished
Defers to the finance office Begins to seek input from Regularly works with other Provides a systematic
to prepare and distribute central office department central office departments process to coordinate all
budget allocations without and building administrators and building administrators available basic and
input. on budget allocations. to analyze, coordinate, and categorical resources to
blend all available build budgets targeted to
Fails to share or does not Communicates a fixed resources to provide a improve student
have an allocation model allocation model for budget continuum of services in performance across the
for budget and staffing. and staffing. all buildings. system.
Fails to focus budget Lacks clear coordination Utilizes analysis of Facilitates the acquisitions
development on improving with others while seeking demographic, contextual, of additional resources and
academic achievement over to acquire additional and student achievement partnerships to the greatest
maintaining operational resources. data to drive a advantage in reaching
needs. differentiated resource academic improvement
Provides categorical dollars allocation model. goals.
Does not coordinate various per guidelines to target
budget resources with academic improvement in Consistently considers and Actively sustains an
relevant departments. qualified buildings. coordinates acquisition of allocation process that
additional resources with continuously reviews and
Does not make fiscal all district improvement adjusts to assure every
decisions to maximize efforts. student receives the
resources. resources necessary to
Ensures struggling students achieve at high levels of
have necessary time, space, learning.
staff, and programs for
accelerating improvement. Ensures that results of the
flexible use of resources at
Encourages building- and the district, department,
department-based and building levels inform
flexibility to allocate improved practice across
resources with the system.
accountability for
improved student learning.
Central Office Leadership Framework, Version 1.0 Page 16CRITERION 3
SYSTEM-WIDE IMPROVEMENT
RUBRIC
3.3 Policy and Program Coherence
Policies and procedures enable the work of moving all students to high levels of learning.
Programs and practices are coordinated and aligned with this goal.
Unsatisfactory Basic Proficient Distinguished
Does not update policies and Accepts current policies and Consistently aligns policies, Sustains a strong
procedures to support the procedures but does not procedures, and legal relationship between policy
improvement of teaching advance the improvement of responses to the district’s and program coherence and
and learning and efficiency teaching and learning. vision of high levels of student success.
of department support. achievement for all.
Monitors alignment between Contributes to and sustains
Fails to hold self and other practice and policy in Actively participates in the importance of alignment
staff members accountable specific program areas with annual review and revision of practice with the district’s
to the district’s vision and federal, state, and local of board policies related to vision and policies as well
policies. requirements. teaching and learning. as federal, state, and local
program requirements.
Fails to attend to federal, Begins to coordinate and Regularly monitors system-
state, and local requirements align practices in schools wide alignment of programs Consistently promotes and
for program management. and the central office. and practices with the communicates a high level
district’s policies and vision of commitment to identified
as well as federal and state district improvement
requirements. practices as evident across
all schools and departments.
Intentionally and frequently
communicates clarity,
commitment, and
consistency in identified
district practices across
schools.
Central Office Leadership Framework, Version 1.0 Page 17CRITERION 4
CLEAR AND COLLABORATIVE
RELATIONSHIPS
Central office administrators foster community engagement that promotes and supports
student learning.
4.1 Professional Culture and Collaborative Relationships
4.2 Clear Understanding of School and District Roles and Responsibilities
4.3 Engaging the Community and Managing the External Environment
FRAMEWORK CONSIDERATIONS
Examples of Examples of Support Examples of Evidence
Knowledge/Skills to Schools and Measures
Contributes to a culture of mutual Demonstrates trust, openness, and Student, staff, principal surveys,
respect and trust recognizing and respect in all relationships and interviews, and focus groups evidence.
valuing the diversity of all stakeholders. processes.
360° feedback from schools and
Develops data-driven, collaborative Promotes access to high-functioning department climate measures.
learning communities at the central professional learning communities
office department and school levels. and/or inquiry-based practices using Celebration and recognition records and
effective protocols and processes. events.
Communicates effectively to inform and
build community support for schools Names and celebrates successes of Organizational charts and decision-
and the district. staff and students. making matrixes.
Facilitates collaborative work groups Facilitates difficult conversations and Artifacts of professional development
and uses conflict resolution strategies to maintains confidentiality. programs and samples of
reach solutions. communication instruments.
Reduces tasks from administrators that
Identifies and engages key are not directly related to achievement Analysis of communication plans and
communicators—parents, students, goals. artifacts.
civic, and business leaders.
Clarifies levels of decision-making Calendar of active participation in key
Communicates student learning goals authority. community organizations.
and progress to the community using a
variety of venues and strategies. Provides training for leadership teams in List of contacts with key leaders of
strategies to build and promote strong community.
Develops a district-wide system to school communities.
gather community and parent Documents of student progress and
information regarding the individual Supports community and school/district performance results (i.e., annual reports
schools and district performance. partnerships. of state and local assessments,
school/district improvement plans, and
Keeps abreast of the external factors Helps school leaders to navigate survey data).
(political, economic, and cultural) through political, economic, and cultural
shaping the school community. factors affecting the school community.
Central Office Leadership Framework, Version 1.0 Page 18CRITERION 4
CLEAR AND COLLABORATIVE RELATIONSHIPS
RUBRIC
4.1 Professional Culture and Collaborative Relationships
Relationships with stakeholders at all levels are characterized by trust and developed
through intentional structures and processes that support data-driven collaboration.
Unsatisfactory Basic Proficient Distinguished
Fails to foster trust and acts Interacts with staff members Establishes professional Exhibits risk-taking and
of sabotage are evident. in a congenial manner. relationships marked by courage in challenging
genuine collaboration around conventional thinking to
Disregards and ignores new Responds to expectations student learning. advance the work of the
ideas. with respectful compliance. district.
Freely communicates about
Neglects to foster a team Establishes pockets of trust, successes and concerns. Ensures effective vertical and
concept. respect, and collaboration in horizontal collaboration that
the district. Fosters a high degree of results in aligned individual,
Conversations focus on adult competence, reliability, school, and district actions to
needs and clarifying Engages in efforts to address integrity, openness, and improve learning for all
minimum requirements. divisiveness and sabotage. caring among staff. students.
Fails to expand efforts Develops norms, structures, Develops strategies for
beyond the status quo. and processes for fostering central office and school-
data-driven collaboration in based staff to successfully
Fosters a climate of some settings. problem-solve and share the
competition with unhealthy work of reform.
interactions among staff. Develops the opportunity for
central office and school- Develops norms, structures,
based staff to comment or and processes to foster data-
contribute to one another’s driven collaboration across
programs or schools. all levels.
Creates an atmosphere of
ownership for the success of
all students in the district.
Central Office Leadership Framework, Version 1.0 Page 19CRITERION 4
CLEAR AND COLLABORATIVE RELATIONSHIPS
RUBRIC
4.2 Clear Understanding of District and School Roles and Responsibilities
Acts and recognizes mutually reinforcing roles of central office staff and school staff to
benefit all students. Balances centralized authority and department/school autonomy to
advance continuous improvement of teaching and learning.
Unsatisfactory Basic Proficient Distinguished
Fails to understand roles and Begins to share a common Demonstrates a clear Demonstrates a powerful and
responsibilities for district understanding of roles and understanding of roles and consistent commitment to
improvement and continues responsibilities for responsibilities for advancing collaborative team
past practices. improvement at district and continuous district and leadership.
school levels. school improvement.
Does not use consistent and Consistently contributes to
transparent decision-making Begins to implement the Consistently implements the collaboratively improving the
practices. district decision-making district decision-making district decision-making
framework. framework. framework and
Fails to establish balance communicates it throughout
between district and Demonstrates a limited Ensures district decision- the system.
department/school autonomy. understanding of parameters making model clearly links
for department/school autonomy and accountability Consistently reviews
Fails to participate in school autonomy with to the improvement of identified indicators that the
improvement planning accountability. student learning at all levels. district decision-making
efforts. model is leading to improved
Attends department and Consistently supports learning for all students.
school improvement team planning, improvement, and
meetings. problem-solving efforts to Creates and promotes a
improve teaching and culture of mutual
learning. empowerment and
appreciation among and
between staff at all levels.
Central Office Leadership Framework, Version 1.0 Page 20CRITERION 4
CLEAR AND COLLABORATIVE RELATIONSHIPS
RUBRIC
4.3 Engaging the Community and Managing the External Environment
Families and community partners are engaged in district efforts to improve learning for all
students. Coordination takes place with local, state, and, federal officials to protect the
interests of children in the district. External pressures that distract from the core work of
teaching and learning are managed and minimized.
Unsatisfactory Basic Proficient Distinguished
Makes little effort to know Interacts with some Leads in the community and Assumes a leadership role
the community or to community members and communicates throughout advancing the vision of the
communicate with its attends some community the community. district advocating for the
citizens. activities. needs of children within the
Uses knowledge of federal local community.
Does not engage with local, Engages with some local, and state policies and
state, and federal officials to state, and federal officials as regulations to leverage Proactively identifies,
protect the interests of appropriate to protect the support for district and minimizes, and/or eliminates
children in the district. interest of children in the school improvement efforts. barriers to the improvement
district. of teaching and learning.
Unaware of external factors Implements positive conflict
and has no network of Assists principals and other resolution techniques to Actively promotes support
community contacts. administrators in identifying diffuse situations. for children coming to school
conflict within the school ready to learn and achieve.
Does not recognize conflict community and participates Protects the priority of
when apparent and does not in seeking solutions. improving instructional Successfully motivates
view his/her role to assist in practice and keeps internal external partners to
resolving it. Provides support for some and external distractions at a contribute their support to
families in behaviors that minimum. the district’s vision and
Does not recognize the need contribute to their children’s mission.
to engage key achievement. Provides leadership to
communicators or possess engage all families and Develops and engages in
the skills to assist in Begins to solicit external community partners in strategies to influence state
engaging them. partners in efforts to support raising student achievement. and federal policy.
raising student achievement.
Engages in positive,
mutually beneficial contacts
with local, state, and federal
agencies and other civic and
educational organizations to
promote the vision of the
district.
Central Office Leadership Framework, Version 1.0 Page 21APPENDIX Appendix A: Professional Growth and Evaluation of School Personnel RCW 28A.405.100 5.) Every board of directors shall establish evaluative criteria and procedures for all superintendents, principals, and other administrators. It shall be the responsibility of the district superintendent or his or her designee to evaluate all administrators. Except as provided in subsection (6) of this section, such evaluation shall be based on the administrative position job description. Such criteria, when applicable, shall include at least the following categories: Knowledge of, experience in, and training in recognizing good professional performance, capabilities and development; school administration and management; school finance; professional preparation and scholarship; effort toward improvement when needed; interest in pupils, employees, patrons, and subjects taught in school; leadership; and ability and performance of evaluation of school personnel. Central Office Leadership Framework, Version 1.0 Page 22
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