Central Office Leadership Framework - Supporting the Professional Growth of Central Office Leaders

 
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Central Office Leadership Framework - Supporting the Professional Growth of Central Office Leaders
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 - Supporting the Professional Growth of Central Office Leaders
Central Office Leadership Framework, Version 1.0
Central Office Leadership Framework - Supporting the Professional Growth of Central Office Leaders
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 - Supporting the Professional Growth of Central Office Leaders
Central Office Leadership Framework, Version 1.0
Central Office Leadership Framework - Supporting the Professional Growth of Central Office Leaders
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 1
As 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 2
Framework 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 3
THEORY 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 4
II.           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 5
CRITERION 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 6
CRITERION 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 7
CRITERION 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 8
CRITERION 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 9
CRITERION 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 10
CRITERION 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 11
CRITERION 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 12
CRITERION 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 13
CRITERION 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 14
CRITERION 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 15
CRITERION 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 16
CRITERION 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 17
CRITERION 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 18
CRITERION 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 19
CRITERION 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 20
CRITERION 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 21
APPENDIX

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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