KY PSEL Guidance for Growth and Evaluation

	A	B	C	D	E	F
1	Standard 1: Mission, Vision and Core Values					Print PSEL At A Glance
2	Effective educational leaders develop, advocate and enact a shared mission, vision and core values of high-quality education and academic success and well-being of each student.					Print Intro
3						Print All
4	Elements	Performance Levels				Print Standard 1
5	Elements	An Ineffective School Leader …	A Developing School Leader ...	An Accomplished School Leader ...	An Exemplary School Leader ...	Notes:
6	a.	Fails to develop an educational mission for the school.	Develops an educational mission for the school that only promotes academic success and well-being of some students.	Develops an educational mission for the school to promote the academic success and well-being of each student.	Ensures all school resources are aligned with the educational mission to promote the academic success and well-being of each student.
7	b.	Fails to collaborate with members of the school or community to create a vision for student success.	Inconsistently (collaborates with members of the school or community in using relevant data to develop a vision for the school on the successful learning and development of each child and on instructional and organizational practices that promote such success.	In collaboration with members of the school and the community and using relevant data, develops and promotes a vision for the school on the successful learning and development of each child and on instructional and organizational practices that promote such success.	Builds capacity of members of the school and community to use relevant data, develop and promote a transformative vision for the school on the successful learning and development of each child and on instructional and organizational practices that promote such success.
8	c.	Fails to articulates values that define the school’s culture and does not stress the imperative of child-centered education; high expectations and student support; equity, inclusiveness, and social justice; openness, caring, and trust; and continuous improvement.	Inconsistently articulates and/or advocates core values that define the school’s culture and attempts to stress the imperative of child-centered education; high expectations and student support; equity, inclusiveness, and social justice; openness, caring, and trust; and continuous improvement.	Articulates, advocates, and cultivates core values that define the school’s culture and stress the imperative of child-centered education; high expectations and student support; equity, inclusiveness and social justice; openness, caring and trust; and continuous improvement.	Consistently articulates, advocates and cultivates transformative core values that define the school’s culture and creates the conditions for the imperative of child-centered education; high expectations and student support; equity, inclusiveness and social justice; openness, caring and trust; and continuous improvement.
9	d.	Fails to develop, implement and evaluate actions taken to achieve the vision for the school.	Inconsistently develops, implements and/or evaluates actions to achieve the vision for the school.	Strategically develops, implements and evaluates actions to achieve the vision for the school.	Strategically and collaboratively develops, implements and evaluates actions to achieve an innovative and transformative vision for the school.
10	e.	Fails to review the school’s mission and vision.	Inconsistently reviews the school’s mission and vision and/or adjusts them to changing expectations and opportunities for the school and changing needs and situations of students.	Reviews the school’s mission and vision and adjusts them to changing expectations and opportunities for the school and changing needs and situations of students.	Reviews the school’s mission and vision annually and makes innovative and transformative adjustments based on changing expectations and opportunities for the school, along with needs and situations of students.
11	f.	Fails to demonstrate a sense of understanding and/or commitment by the leader to the mission, vision and/or core values within the school and the community.	Demonstrates a personal understanding of the mission, vision and core values, yet lacks an attempt to develop a shared understanding and commitment within members of the school community.	Develops shared understanding of and commitment to mission, vision and core values within the school and the community.	Demonstrates a culture where the mission, vision and core values are consistently accepted and integrated into the work of the school.
12	g.	Fails to model the school’s mission, vision or core values in their leadership of the school.	Inconsistently models and/or pursues the school’s mission, vision and/or core values.	Models and pursues the school’s mission, vision and core values in all aspects of leadership.	Models and exemplifies the school’s mission, vision and core values, particularly as an innovative and transformational leader, in all aspects of leadership.
13	Critical Attributes
14		The school leader provides no and/or minimal opportunities to engage stakeholders.	The school leader provides compliance driven opportunities to engage key stakeholder perspectives.	The school leader regularly collaborates with stakeholders, representing diverse roles, and validates their perspectives with action. (b, c, f, g)	The school leader prioritizes and works to retain and strengthen partnerships with diverse stakeholders to collaboratively address and assume responsibility for identified needs.
15		The school leader lacks conviction in activities related to vision/mission work.	The school leader communicates the importance of achieving the school’s mission and vision but has limited/inconsistent success related to school and community “buy-in.”	The school leader advocates the importance of achieving the school’s mission and vision and creates “buy-in” within the school and community. (c, f, g)	The school leader expects teachers to take responsibility for ALL students in collaborative planning, supervision and data analysis; not just those students in their own classrooms.
16		The school leader does not facilitate a data analysis process to develop the school’s mission and vision.	The school leader facilitates a data analysis process, using relevant and multiple sources to inform the school’s mission/vision action steps.	The school leader ensures school vision/mission includes a laser-like focus on student academic achievement and social/emotional development and instructional/organizational practices to promote this. (a, b, c, e, g)	Review and evaluate stakeholder (e.g. parents, teachers, students, community members) feedback and other data sets regularly and collaboratively to identify strengths, address challenges, and modify the school’s mission and vision, as needed.
17		The school leader does not use a continuous improvement process to ascertain progress of vision/mission and core values to achieve goals.	The school leader sporadically utilizes a process to formally review and/or refine the vision, mission and core values to achieve goals.	The school leader uses a formalized process to develop and to ensure continuous review and refinement of vision, mission and core values to achieve goals. (a, b, c, d, e, g)	Multiple data points (based on school and student needs) are used to inform or revise the mission, vision and core values to achieve goals.
18	Possible Examples
19		Principal says, “I will just write this mission out when the teachers are in a PD session after school. It will be a lot faster that way.”	Principal says, “My special needs teachers already have to stay after school for so many meetings, I am not going to require them to attend this meeting about mission/vision. I will just send them the minutes of the meeting.”	The majority of stakeholders surveyed (80%) completed the school-developed survey about Core Values and their input guided the team’s planning.	Language of “we” and “our students” used by all stakeholders.
20		The mission/vision that is on the school webpage is different than the mission/vision that is printed on the cover of the Student Handbook.	Only end-of-the year benchmark data is reviewed to inform progress.	Students report that they had a voice in the development of the school’s educational mission.	Agenda items with notes that show a discussion or emphasis on “shared responsibility”
21		Parent survey results indicate the majority of respondents feel the school makes decisions based on the needs of adults instead of students.	Professional development funds are being used annually to provide teacher training in collaborative structures; however, no process is utilized to gauge impact.	Individual student data is analyzed regularly and used to inform the educational mission.	During a PLC session, teacher A suggests they attend a summer PD session together. Teacher B asks for clarification as to how the session aligns to the school’s mission, vision and core values.
22		School has a policy that does not permit student schedules to be changed after the first week of classes.	The principal provides SBDM council minutes documenting the review of the school's mission and vision.	Examples are provided of how staff members have used student achievement data to improve performance.	Students present to the local Chamber of Commerce about the school’s vision, mission and core values.
23		School leader does not follow through when instructed to collaborate with personnel from local postsecondary institutions regarding the performance of school graduates at these institutions.	The school leader provides sign-in sheets of committee meetings documenting work on mission and vision.	Minutes from the meeting reflect attendance and participation from an extensive group of stakeholders.	Survey of staff, parents, students and other stakeholders meet district or school targets for reported understanding of, and commitment to, the school’s mission, vision, core values and goals.
24		Master schedule does not prioritize collaborative planning time for teachers.	School leader provides copies of the CSIP linked to mission and vision.	Principal facilitates EL teachers in the building to observe highly effective EL instructional practices in neighboring districts.
25		School leader informs the faculty that the school has gotten a grant that requires all teachers to use a specific literacy strategy. A faculty member asks, “How do we know this strategy will work for our students?” The school leader responds, “All I know is that we get $10,000 for using the strategy.”		School webpage visibly and prominently communicates mission and vision.
26		Professional Development based solely on teacher interests.		Surveys of staff, parents, students, and other groups meet district or school participation targets for stakeholder involvement in the development of the school’s mission, vision, core values, and goals.
27				At-risk list of students is utilized and plans for strategic support are developed.
28				Intervention meeting notes reflect gaps identified through data analysis and a strategy developed to close them.
29				Calendar or schedule for staff shared practice time and written description of how this time is used to improve professional practice and student learning (may include agenda, protocols, etc.).
30				Results of schoolwide or student learning action research studies are utilized to inform targeted improvement efforts.
31				Master schedule documenting individual and collaborative planning time for every teacher.
32				Evidence of team development and evaluation of lessons demonstrated.
33				Written student outcome goals at the school, classroom, grade, subject, subgroup and student group that are clear, rigorous and based on standards.
34				When the teacher complains about schedule changes made after school started, the principal responds “The schedule wasn’t working for our students so it had to be changed.”
35				Routine communication with staff and stakeholders connects to vision, mission and core values.
36				Parents, staff and others are clear about academic expectations (observations and artifacts; homework policy; academic guidelines; parent handbook).
37				Building level staff development plan is aligned to the school’s mission, vision and goals.
38				There is visible alignment between the vision, school mission and identified goals (observations and artifacts; School Improvement Plan, School Report Card, grade level goals, individual student goals).
39				With passion and conviction, the principal presents often to stakeholder groups about the importance of achieving the school’s mission and vision.
40				Written values and beliefs reflect high expectations for all groups of students.
41				Mission/vision statement posters are evident everywhere (school/businesses).
42				Internal/external communication structures are in place to promote vision/mission (website, social media, newsletters, etc.).
43				Collaboratively developed mission/vision is shared with the board and feedback was solicited for ideas for improvement.
44				School newsletter and/or local newspaper partners with school leadership to promote stakeholder involvement in the development and refinement of the mission & vision.
45				There is 2-way communication with local community/service organizations about the vision for learning.
46				Professional reading log demonstrates study on best practice for developing and enacting a mission/vision.
47				Calendar reflects vision/mission meetings planned in conjunction with pertinent data release and review over the entire year.
48				Resources are allocated to support the implementation of learning activities to meet the mission, vision and core values.
49				Based on high referral rates and a recommendation from the juvenile court designee, the principal, in collaboration with the school guidance counselor, proposes to the SBDM council that an evaluation of the school’s discipline policies, with a focus on trauma-informed care led by a school social worker, be prioritized work for the group.
50				School leader utilizes advisory and steering committees to analyze data and develop, implement and evaluate Comprehensive School Improvement Plans (CSIP).