CASS Practice Standards: Reflective Tool and Rubric

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1 CASS Practice Standards: Reflective Tool and Rubric Revised January 2015 College of Alberta School Superintendents

2 Appendix D: CASS Practice Standard Reflective Tool Leadership Dimension 1: Visionary Leadership The CASS member provides exemplary leadership by ensuring the school system s culture is characterized by shared values and beliefs, and a collective vision that focuses on student learning. Notes / Reflections / Questions 1) the school system s culture is flexible, collaborative, innovative and supportive of efforts to improve student learning. 2) a collective vision of a preferred future, reflecting shared values and beliefs of the school system community, is clearly articulated. 3) high levels of student achievement and staff performance are promoted. 4) each student has the opportunity to develop a strong foundation for citizenship, employment and life-long learning. 5) school system planning is evidence-based.

3 CASS Practice Standard Reflective Tool Leadership Dimension 2: Instructional Leadership The CASS member provides exemplary leadership by ensuring each student has access to programs to meet provincial and school system goals. Notes / Reflections / Questions 1) each student has access to appropriate programming based on individual learning needs. 2) each teacher consistently meets the Alberta Teaching Quality Standard. 3) exemplary instructional practices are identified, implemented and supported. 4) opportunities are provided for teachers to share their practice and engage in reflective dialogue and collective inquiry about teaching and learning. 5) alignment of teaching and student assessment with the provincial curriculum. 6) student learning is assessed, evaluated and reported using a fair, appropriate and balanced program of multiple indicators and sources of evidence.

4 CASS Practice Standard Reflective Tool Leadership Dimension 2: Instructional Leadership (con t) The CASS member provides exemplary leadership by ensuring each student has access to programs to meet provincial and school system goals. Notes / Reflections / Questions 7) student assessment is used to inform and shape instruction. 8) school administrators provide effective instructional leadership. 9) student and staff accomplishments are recognized and celebrated.

5 CASS Practice Standard Reflective Tool Leadership Dimension 3: Human Resources Leadership The CASS member provides exemplary leadership by ensuring the sustained implementation of effective staff recruitment, selection, development, supervision and evaluation processes. Notes / Reflections / Questions 1) recruitment strategies lead to the selection of qualified and effective staff. 2) all staff members are supervised and evaluated in accordance with school system requirements. 3) staff development programs are aligned with provincial, school system, and school education plans. 4) the implementation of effective leadership development programs. 5) contractual obligations with staff are fulfilled.

6 CASS Practice Standard Reflective Tool Leadership Dimension 3: Human Resources Leadership (con t) The CASS member provides exemplary leadership by ensuring the sustained implementation of effective staff recruitment, selection, development, supervision and evaluation processes. Notes / Reflections / Questions 6) principles of fundamental justice are followed in dealing with all staff performance issues. 7) staff accomplishments are recognized and celebrated.

7 CASS Practice Standard Reflective Tool Leadership Dimension 4: Ethical Leadership The CASS member provides exemplary leadership by modeling and inspiring ethical behavior that honors the principles of integrity, objectivity, and protection of the public interest. Notes / Reflections / Questions 1) decisions are ethical and are in the best interests of students. 2) personal actions are consistent with the CASS Code of Professional Conduct.

8 CASS Practice Standard Reflective Tool Leadership Dimension 5: Effective Relationships The CASS member provides exemplary leadership by building trust and effective relationships within the school system community. Notes / Reflections / Questions 1) Board decisions and directional statements are communicated to the school system community in a timely and accurate manner. 2) trust and effective relationships are built and sustained with staff members, school councils, parents/guardians, Board members, Alberta Education, and other stakeholders. 3) parents/guardians and community members are meaningfully involved in the school system. 4) effective team-building, consensus-building, problem-solving, and conflict resolution.

9 CASS Practice Standard Reflective Tool Leadership Dimension 6: Organizational Leadership and Management The CASS member provides exemplary leadership by managing the operations and resources of the organization in a manner that creates a responsible and responsive environment. Descriptors Notes / Reflections / Questions 1) compliance with all statutory, regulatory, and Board requirements and timelines. 2) school plant, equipment and support systems operate safely, effectively and efficiently. 3) human, material and financial resources are secured, allocated and managed in an effective, responsible, fair, and accountable manner. 4) organizational structures and operational plans provide clear direction for all activities within the school system. 5) the financial management of the school system is in accordance with the terms and conditions of funding received under the School Act or any other applicable Act or regulation. 6) organizational performance is monitored and adjustments made when necessary.

10 CASS Practice Standard Reflective Tool Leadership Dimension 7: External Influences on Education The CASS member provides exemplary leadership by understanding and responding strategically to external influences in education. Notes / Reflections / Questions 1) consideration of the external political, economic, legal and cultural contexts affecting the school system. 2) consideration of provincial, national and global issues and trends affecting the school system. 3) strong advocacy for public education. 4) partnerships are used to enhance public education.

11 CASS Practice Standard Reflective Tool Leadership Dimension 8: Chief Executive and Chief Education Officer Leadership The Superintendent of Schools, as Chief Executive Officer of the Board and Chief Education Officer of the school system, ensures each student is provided the opportunity to achieve optimum learning. Notes / Reflections / Questions As a CASS member, the Superintendent of Schools ensures: a. each staff member is accountable to the Board through the Superintendent. b. the Board is provided with information, advice and support necessary to fulfil its governance role. c. his/her work with the Board is respectful, collegial and cooperative. d. appropriate processes are used to develop and review school system administrative procedures and educational initiatives. e. Board policies are translated into administrative procedures where required. f. service delivery and other operations comply with Board policies and school system administrative procedures. g. Board policies and school system administrative procedures are congruent with provincial and federal requirements.

12 CASS Practice Standard Rubrics Draft 3 September 2010 Professional Growth Supervision and Evaluation 1. Leadership Dimension: Visionary Leadership The CASS member provides exemplary leadership in the development of a school system culture characterized by shared values and beliefs, and a collective vision that focuses on student learning. 1. The school system s culture is flexible, collaborative, innovative and supportive of efforts to improve student learning. 2. A collective vision of a preferred future, reflecting shared values and beliefs of the school system community, is clearly articulated. 3. High levels of student achievement and staff performance are promoted. 4. Each student has the opportunity to develop a strong foundation for citizenship, employment and life-long learning. 5. School system planning is evidence-based. LEVEL OF PERFORMANCE EVIDENCE EXCELLENT PROFICIENT ADEQUATE LIMITED Demonstrates exemplary leadership. Develops district goals. Develops strategies to promote high achievement by staff and students. Facilitates change and promotes innovation. Models through words and action insightful leadership that inspires others to share a collective vision. Transforms school/ jurisdictional data insightfully into district goals. Develops and supports implementation of strategies that result in significant achievement. Takes informed risks to facilitate innovative change. Models through words and action relevant leadership that enables others to share a collective vision. Transforms school / jurisdictional data logically into district goals. Develops and supports implementation of strategies that result in relevant achievement. Takes informed risks to facilitate effective change. Models through words and action appropriate leadership that supports others to share a collective vision. Transforms school / jurisdictional data simplistically into district goals. Develops and supports implementation of strategies that result in predictable achievement. Takes informed risks to facilitate workable change. Models through words and action unfocused leadership that hinders others sharing a collective vision. Fails to transform school/ jurisdictional data into district goals. Develops and supports implementation of strategies that result in superficial achievement. Takes informed risks to facilitate ineffective change.

13 2. Leadership Dimension: Instructional Leadership The CASS member provides exemplary leadership by facilitating students access to programs to meet provincial and school system goals. 1. Each student has access to appropriate programming based on individual learning needs. 2. Each teacher meets the Alberta Teaching Quality Standard. 3. Exemplary instructional practices are identified, implemented and supported. 4. Opportunities are provided for teachers to share their practice and engage in reflective dialogue and collective inquiry about teaching and learning. 5. Teaching and student assessment are aligned with the provincial curriculum. 6. Student learning is assessed, evaluated and reported using fair, appropriate and balanced program of multiple indicators and sources of evidence. 7. Student assessment is used to inform and shape instruction. 8. School administrators provide effective instructional leadership. 9. Student and staff accomplishments are recognized and celebrated. LEVEL OF PERFORMANCE EVIDENCE EXCELLENT PROFICIENT ADEQUATE LIMITED Building capacity and supervision of school based administrators is based on sound research and practice. Monitors and assesses student learning. Implements and supports curriculum and aligned pedagogy Provides programming based on individual learning needs. Recognizes and celebrates staff and student accomplishments. Supervision includes a variety of collaborative and research based strategies to enhance and support the Alberta quality standards for teachers, school leaders and system leaders resulting in optimal professional growth. Regularly reflects on data from multiple sources, analyzes and implements strategies to support student learning and achievement, school improvement and district improvement. Strategically designs and supports curriculum implementation that embodies current research, best practice, collaboration and excellent communication to ensure pedagogy is aligned, embedded and sustained. Ensures a variety of differentiated programming in an inclusive setting to address individual student s diverse learning needs. Intentionally utilizes and recognizes strengths of individual staff, students and school system in planning future directions. Supervision includes a plan based on sound data and/ or evidence to support the Alberta quality standards for teachers, school leaders and system leaders resulting in sustained professional growth. Formal processes include involvement of the school community in collecting, analyzing and acting on data from multiple sources. Effectively designs and supports curriculum implementation that embodies current research, best practice, collaboration and excellent communication to ensure pedagogy is aligned, embedded and sustained. Supports the development and implementation of differentiated programming in an inclusive setting to address individual student s diverse learning needs. Utilizes and recognizes strengths of individual staff, students and school system in planning future directions. Supervision includes a plan consistent with the Alberta quality standards for teachers, school leaders and system leaders resulting in minimal professional growth. Formal processes in place for data collection, analysis and action. Manages and supports curriculum implementation and aligns pedagogy. Monitors programs to ensure strategies are differentiated to address individual student s diverse learning needs. Recognizes strengths of school system in planning future directions. Supervision is limited and/ or inconsistent with the Alberta quality standards for teachers, school leaders and system leaders resulting in little or no professional growth. Limited or no processes are evident for monitoring student learning. Ineffectively implements and supports curricular changes. Limited or no programming to address individual student s diverse needs. School system strengths are not recognized.

14 3. Leadership Dimension: Human Resources Leadership The CASS member provides exemplary leadership in the development and sustained implementation of effective staff recruitment, selection, development, supervision and evaluation processes. 1. Recruitment strategies lead to the selection of qualified and effective staff. 2. All staff members are supervised and evaluated in accordance with school system requirements. 3. Staff development programs are aligned with provincial, school system, and school education plans. 4. Effective leadership development programs are implemented. 5. Contractual obligations with staff are fulfilled. 6. Principles of fundamental justice are followed in dealing with all staff performance issues. 7. Staff accomplishments are recognized and celebrated. LEVEL OF PERFORMANCE EVIDENCE EXCELLENT PROFICIENT ADEQUATE LIMITED Recruitment processes in place for staff selection. Fair, open consistent processes are clearly articulated and consistently used in staff selection. Fair, open consistent processes are clearly articulated and used in staff selection. Fair and open processes are used in staff selection. Limited processes in place for staff selection Administrative Administrative procedures Administrative procedures Administrative procedures Limited administrative procedures and/or and/or policies for and/or policies for staff and/or policies in place for procedures and/or policies policies in place for staff on-going staff involvement involvement and staff growth, supervision, in place for staff growth, growth, supervision, and engagement in their engagement in their own evaluation and supervision. supervision, evaluation and evaluation and retention. own professional growth is professional growth is supervision. evidence based. evidence based. Mentors future leaders. Uses a variety of strategies Identifies leadership Identifies leadership Provides little or no and programs to mentor potential in others and potential in others and evidence of mentoring future leaders. provides opportunities for encourages development of others. development of leadership leadership abilities. abilities. Practices shared leadership. Recognizes and celebrates staff accomplishments. Recognizes and celebrates staff accomplishments. Distributed leadership practices are intentionally designed and clearly articulated to model exemplary research-based leadership practices. Strengths are intentionally utilized and recognized in planning future directions. School system and individual staff strengths are intentionally utilized and recognized in planning future directions. Distributed leadership practices are articulated to model exemplary leadership practices. Strengths are utilized and recognized in planning future directions. School system strengths are utilized and recognized in planning future directions. Distributed leadership practices are evident within school system structures. Strengths are evident and recognized in planning future directions. School system strengths are evident and recognized in planning future directions. Distributed learning practices are not evident. School system strengths are not recognized. School system strengths are not recognized.

15 4. Leadership Dimension: Ethical Leadership The CASS member provides exemplary leadership by modeling and inspiring ethical behavior that honors the principles of integrity, objectivity, and protection of the public interest. 1. Decisions are ethical and are in the best interests of students. 2. Personal actions are consistent with the CASS Code of Professional Conduct. LEVEL OF PERFORMANCE EVIDENCE EXCELLENT PROFICIENT ADEQUATE LIMITED Collaboratively-designed principles drive decision making. Consistently utilizes collaborative, principlebased decision making to make ethical decisions that are in the best interests of students. Often utilizes collaborative, principle-based decision making to make ethical decisions that are in the best interests of students. Sometimes utilizes collaborative, principlebased decision making to make ethical decisions that are in the best interest of students. Limited use of collaboration in decision making.

16 5. Leadership Dimension: Effective Relationships The CASS member provides exemplary leadership by building trust and effective relationships within the school system community. 1. Board decisions and directional statements are communicated to the school system community in a timely and accurate manner. 2. Trust and effective relationships are built and sustained with staff members, school councils, parents / guardians, Board members, Alberta Education, and other stakeholders. 3. Parents / guardians and community members are meaningfully involved in the school system. 4. Effective team-building, consensus-building, problem-solving, and conflict resolution. LEVEL OF PERFORMANCE EVIDENCE EXCELLENT PROFICIENT ADEQUATE LIMITED Demonstrates effective conflict resolution skills. Effectively resolves conflict and demonstrates proactive conflict resolution skills that reduce future incidents. Has skills and strategies to resolve conflict. Has skills and strategies to manage conflict and prevent escalation. Lacks the ability to effectively resolve conflict. Demonstrates strong interpersonal communication skills. Demonstrates a variety of effective interpersonal communication strategies with the school system community. Has developed a variety of tools and strategies to effectively communicate with the school system community. Demonstrates effective communicating skills when carrying out the leadership role. Lacks the ability to effectively communicate with the school system community Seeks input and feedback from staff and school community to build effective relationships Uses multiple and varied strategies to seek input and feedback from staff and school system community and builds appropriate relationships. Discusses strategies used for seeking input and feedback from school system community to enhance relationships. Solicits input and feedback and responds appropriately. Discourages or disregards input or feedback. Effective communication planning is in place. Strategically uses multiple, varied and effective communication tools within the school system context. Effectively employs a variety of communication tools within the school system context. Appropriately uses effective communications tools within the school system context. Sometimes uses limited or ineffective communication tools. Collaborative planning process is in place. Consistently uses collaborative, consensusbuilding planning processes that involve students, parent, staff and extended community. Usually uses collaborative, consensus-building planning processes that involve students, parent, staff and extended community. Sometimes uses collaborative, consensusbuilding planning processes that involve students, parent, staff and extended community. Limited use of collaboration in planning.

17 6. Leadership Dimension: Organizational Leadership and Management The CASS member provides exemplary leadership by managing the operations and resources of the organization in a manner that creates a responsible and responsive environment. 1. System operations comply with all statutory, regulatory, and Board requirements and timelines. 2. School plant, equipment and support systems operate safely, effectively and efficiently. 3. Human, material and financial resources are secured, allocated and managed in an effective, responsible, and accountable manner. 4. Organizational structures and operational plans provide clear direction for all activities within the school system. 5. The financial management of the school system is in accordance with the terms and conditions of funding received under the School Act or any other applicable Act or regulation. 6. Organizational performance is monitored and adjustments made when necessary. LEVEL OF PERFORMANCE EVIDENCE EXCELLENT PROFICIENT ADEQUATE LIMITED Complies with legislative and policy frameworks. Effectively manages human, material and financial resources. Maintains safe and caring learning environments. Administrative procedures and/or policies provide direction for school system activities Organizational performance is monitored Consistently acts in accordance with regulations and, when appropriate, assumes an active role in policy development and implementation. Effectively creates and manages school system resources with school / community input that is responsive to the local context. Collects and reviews data to intentionally enhance school-wide strategies that ensure safe and caring learning environments. Collects and regularly uses school system data to develop and/or review administrative procedures and policies. Extensively utilizes varied data to regularly review and share results to inform future direction. Consistently acts in accordance with and promotes awareness in others of legislative and policy frameworks. Effectively manages school system resources with school / community input that is responsive to the local context. Collects and reviews data to enhance school-wide strategies that ensure safe and caring learning environments. Reviews data and develops administrative procedures and/or policies Regularly utilizes data to review and share results to inform future direction. Consistently complies and deliberately acts in accordance with regulations. Manages school system resources and is responsive to school system context. Provides school-wide programs and policies to ensure safe and caring learning environments. Utilizes administrative procedures and/or policies to provide clear direction to the school system. Reviews data and shares results to inform future direction. Limited knowledge or compliance with legislative and other policy frameworks. Limited or inadequate management of resources Fails to provide school-wide programs and policies to ensure safe and caring learning environments. Limited evidence of administrative procedures and/or policy development. Limited use of school system data and results to inform future direction.

18 7. Leadership Dimension: External Influences on Education The CASS member provides exemplary leadership by understanding and responding strategically to external influences in education. 1. Consideration of the external political, economic, legal and cultural context affecting the school system. 2. Consideration of provincial, national and global issues and trends affecting the school system. 3. Strong advocacy for public education. 4. Partnerships are used to enhance public education LEVEL OF PERFORMANCE EVIDENCE EXCELLENT PROFICIENT ADEQUATE LIMITED Partnerships are used to engage and inform the public. Responds to issues and concerns. Advocates for the district in the community. Demonstrates knowledge of school, district, provincial, national and global issues and trends related to education and strategically plans to engage all stakeholders. Anticipates and/or addresses issues by developing proactive strategies working with stakeholders to reach resolution. Works with the community to implement varied and effective strategies to advocate for the district. Demonstrates knowledge of school, district, provincial, national and global issues and trends related to education and engages all stakeholders. Identifies issues and works with stakeholders to respond appropriately. Works with the community to implement effective strategies to advocate for the district. Demonstrates knowledge of school, district and provincial trends related to education and tries to engage stakeholders. Identifies an issue and responds appropriately. Uses basic strategies to advocate for district. Has a limited understanding of the school, district issues and trends related to education. Is unable to resolve issues or concerns. Limited or no evidence of advocating for the district. Service to the Profession. Initiates professional opportunities and makes a substantial contribution to the profession and encourages the involvement and growth of others. Supports and engages in professional opportunities and makes a substantial contribution to the profession and encourages the involvement and growth of others. Engages in personal professional growth opportunities. Limited engagement in professional opportunities and little contribution to the profession.

19 8. Leadership Dimension: Chief Executive and Chief Education Officer Leadership The Superintendent of Schools, as Chief Executive Officer of the Board and Chief Education Officer of the school system, provides exemplary leadership to ensure each student is provided the opportunity to achieve optimum learning. As a CASS member, the Superintendent of Schools ensures: 1. Each staff member is accountable to the Board through the Superintendent. 2. The Board is provided with information, advice and support necessary to fulfill its governance role. 3. The Superintendent s work with the Board is respectful, collegial and cooperative. 4. Appropriate processes are used to develop and review school system administrative procedures and educational initiatives. 5. Board policies are translated into administrative procedures where required. 6. Service delivery and other operations comply with Board policies and school system administrative procedures. 7. Board policies and school system administrative procedures are congruent with provincial and federal requirements. LEVEL OF PERFORMANCE EVIDENCE EXCELLENT PROFICIENT ADEQUATE LIMITED Advocacy represents the interests, expectations and challenges among all stakeholders in the District (students, parents, staff, administration, and governors). Monitors and evaluates implementation of district instructional programs, impact of instruction on achievement and impact of implementation for the purpose of reporting to the Board. Builds autonomous principals to lead District schools with the expectation of alignment on district goals and use of resources for professional development. Establishes communication links and builds relationships and trust with a all internal and external stakeholders. Leverages government initiatives in the interests of the jurisdictions priorities. Clearly articulates the interests of all stakeholder groups when engaged in decision making process with the governors. Individuals are empowered to make effective changes. Extensively provides timely reports regarding the performance indicators of school system administrative procedures and educational initiatives. Significant evidence that district school leaders align their practice with well articulated district goals and expectations regarding alignment and effectiveness of professional development. Compelling communication plan effectively creates links and builds trust and support among internal and external stakeholder groups. Demonstrates an in depth knowledge of the decisions and directions of government and influences their actions to address the jurisdiction s needs and priorities. Reasonably articulates the interests of all stakeholder groups when engaged in decision making process with the governors. Individuals are encouraged to make effective changes. Substantially provides timely reports regarding the performance indicators of school system administrative procedures and educational initiatives. Meaningful evidence that district school leaders align their practice with well articulated district goals and expectations regarding alignment and effectiveness of professional development. Effective communication plan creates links and builds trust and support among internal and external stakeholder groups. Demonstrates a thorough knowledge of the decisions and directions of government and influences their actions to address the jurisdiction s needs and priorities. Partially articulates the interests of all stakeholder groups when engaged in decision making process with the governors. Cursory reports regarding the performance indicators of school system administrative procedures and educational initiatives. Predictable evidence that district school leaders align their practice with well articulated district goals and expectations regarding alignment and effectiveness of professional development. Straight forward communication plan creates links and builds trust and support among internal and external stakeholder groups. Demonstrates generally accurate knowledge of the decisions and directions of government and influences their actions to address the jurisdiction s needs and priorities. Seldom articulates the interests of all stakeholder groups when engaged in decision making process with the governors. Rarely shares administrative school system procedures and educational initiatives with the Board. Superficial evidence that district school leaders align their practice with well articulated district goals and expectations regarding alignment and effectiveness of professional development. Ineffective communication plan fails to create links and builds trust and support among internal and external stakeholder groups. Demonstrates a sketchy knowledge of the decisions and directions of government and influences their actions to address the jurisdiction s needs and priorities.

20 Notes

21 For more information, please contact: Del Litke Director of Leadership Learning College of Alberta School Superintendents

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