| A. Articulates,
promotes, and models a focused vision for literacy.
Creates, supports, and participates in
continuous opportunities for shared literacy leadership to build capacity.
Focuses time and resources to team building
and collaboration efforts.
Ensures that decisions are based on a variety
of disaggregated data. |
B. Articulates
and promotes a vision for literacy.
Creates, supports, and sometimes participates
in opportunities for shared literacy leadership to build capacity.
Allocates time and resources to team building
and collaboration efforts.
Makes decisions based on a variety of disaggregated
data. |
C. Articulates
a vision for literacy.
Supports opportunities for literacy leadership.
Recognizes that time and resources are
necessary to team building and collaboration.
Acknowledges that decisions should be based
on disaggregated data. |
D. Acknowledges
a vision for literacy.
Offers inconsistent support for literacy
leadership.
Is aware that time and resources are necessary
but may not follow through.
Makes decisions based on short-term needs. |
E. Does not articulate
a clear vision for literacy.
Controls literacy decisions.
Maintains control of time and resources.
Makes unilateral decisions based on immediate
concerns. |
| A. Works with principal
and colleagues to develop plans for implementation of effective literacy
strategies, creates a system of follow-up to support implementation, coaches
and mentors classroom teachers, establishes a schedule that provides embedded
time for professional learning, and designs and implements an ongoing staff
development program based on assessed student and teacher needs.
Ensures that site level professional development
aligns with district and state goals. |
B. |
C. |
D. |
E. Other duties
get priority. |
| A. Focuses on the
learning of all students, extends content knowledge, refines instructional
practices, based on research-based instructional strategies, and focuses
on the appropriate use of various types of classroom assessment.
The school, as a learning community, participates
in planning, feedback, and problem-solving until new practices are used
consistently, effectively, and masterfully.
The learning community is engaged in multiple
experiences, including ongoing professional dialogue embedded within the
workday.
Example: university, RPDP, district, school-based. |
B. Focuses on student
learning, extends content knowledge, changes practices, and uses a variety
of classroom assessments.
Representatives from the school participate
in planning, feedback, and problem-solving until new practices are used
consistently and effectively.
The learning community is engaged in multiple
experiences, including ongoing professional dialogue embedded within the
workday. |
C. Experiments
with new practices in some classrooms and on an infrequent basis.
Externally selected representatives participate
in professional development opportunities. |
D. Opportunities
for professional development lack a literacy focus.
The school does not transfer knowledge
gained in professional development to the classroom. (new item?)
The school does not function as a learning
community. Any professional development offered at the school is disconnected,
random, and does not result in the implementation of effective literacy
instruction. |
E. |
