Standard 2 - Governance & Leadership

Transcription

1 Not Evident Emerging Operational Highly Functional Standard 2 - Governance & Leadership STANDARD: The system provides governance and leadership that promote student performance and system effectiveness. Impact Statement: A system is successful in meeting this standard when it has leaders who are advocates for the system's vision and improvement efforts. The leaders provide direction and allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders function with clearly defined authority and responsibility and encourage collaboration and shared responsibility for system and school improvement among stakeholders. The system's policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation. Indicators Rubric: Please indicate the degree to which the noted practices/processes are in place in the school system. The responses to the rubric should help the school system identify areas of strength and opportunities for improvement as well as guide and inform the school system's responses to the focus questions. Indicators Evidence: For each Indicator, click the (Add Evidence) link to provide examples of evidence that support the rubric response. Definitions of Indicators Rubric Not Evident Emerging practice Operational Highly Functional Little or no evidence exists Evidence indicates early or preliminary stages of implementation of Evidence indicates practices and procedures are actively implemented Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented INDICATORS In fulfillment of this standard, the system operates under the jurisdiction of a governing authority that: 2.1 Establishes and communicates policies and procedures that provide for the effective operation of the system

2 2.2 Recognizes and preserves the executive, administrative, and leadership authority of the administrative head of the system 2.3 Ensures compliance with applicable local, state, and federal laws, standards, and regulations 2.4 Implements policies and procedures that provide for the orientation and training of the governing board 2.5 Builds public support, secures sufficient resources, and acts as a steward of the system's resources 2.6 Maintains access to legal counsel to advise or obtain information about legal requirements and obligations 2.7 Maintains adequate insurance or equivalent resources to protect its financial stability and administrative operations In fulfillment of this standard, the system has leadership that: 2.8 Provides for systematic analysis and review of student performance and school and system effectiveness 2.9 Creates and supports collaborative networks of stakeholders to support system programs 2.10 Provides direction, assistance, and resources to align, support, and enhance all parts of the system in meeting organizational and student performance goals 2.11 Provides internal and external stakeholders meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership 2.12 Assesses and addresses community expectations and stakeholder satisfaction 2.13 Implements an evaluation system that provides for the professional growth of all personnel + INDICATORS EVIDENCE: List evidence and artifacts for each indicator. Add link and determine if it is an Artifact or a Practice. Indicator Evidence Type Establishes and communicates policies and procedures that provide for the effective 2.1 operation of the system eboard - Policy/Procedures/Local School Council Meetings/Governing Board Meetings System Website Organizational Charts Procedural Policies Emergency/Contact Information/Calling Tree/Discipline Procedures (See Geeke Hoffs) (Student Code of Conduct)

3 2.2 Recognizes and preserves the executive, administrative, and leadership authority of the administrative head of the system System Organizational Chart Roles and Responsibilities of Governing Board, LSC, and Superintendent s Advisory Councils (Policy BBA) and (Policy BBFA) (Superintendent s Teacher Advisory Council) (Superintendent s Student Advisory Council) Ensures compliance with applicable local, state, and federal laws, standards, and regulations AdvancEd Regulations for Accreditation Utilization of Curriculum Standards State and Federal Compliances and Assurances, including NCLB/Title I/EEO/Title I/Consolidated Application (Title I) (Title I) (EEO) (Consolidated Application) Password Protected Copyright Regulations Code of Ethics FERPA compliance Implements policies and procedures that provide for the orientation and training of the governing board Roles and Responsibilities of Governing Board, LSC, and Superintendent s Advisory Councils (Policy BBA) (Policy BBFA) (Superintendent s Teacher Advisory Council) (Superintendent s Student Advisory Council) Governing Board Training and Orientation (Valery Hall) 2.5 Builds public support, secures sufficient resources, and acts as a steward of the system's resources Adherence to Ethical Business Practices Long and Short Term Fiscal Planning

4 Maintains access to legal counsel to advise or obtain information about legal requirements and obligations Resolutions of any Complaints (Available upon Request) Access to Legal Counsel (Available upon Request) Maintains adequate insurance or equivalent resources to protect its financial stability and administrative operations Procedures for Protecting Assets and Financial Resources Procedures for Investments 2.8 Provides for systematic analysis and review of student performance and school and system effectiveness R4 Dashboard Student Information System (Data Profiles) and Class Profiles (secure access available upon request) Local School Council Agendas Meetings/Local School Council School Level AIMS Goals Select specific school/quick Links/School Data and Improvement Plan Benchmark Formative Assessments (Secure Access available upon request) Community Groups/2011 FCS-Intranet-Academics & Accountability/Content/ FCS Benchmark Project 2.9 Creates and supports collaborative networks of stakeholders to support system programs Website Provides forums for Feedback and Dialogue Accreditation Team Member List and Location Superintendent s Advisory Committee Meetings/Agendas (Student) (Parent/Community) (Teacher) Parent Compacts LSC PTO/PTA GAPPS Survey Data Partners in Education

5 2.10 Provides direction, assistance, and resources to align, support, and enhance all parts of the system in meeting organizational and student performance goals AIMS Plans Select specific school/quick Links/School Data and Improvement Plan CCGPS Expectations/Timeline (Secure Access available upon request) 2011 School Leaders Community Group/Content/Common Core State Standards Academics and Accountability Organizational Chart Who To Contact for Information Instructional and Staff Development Budget Quick Links/FY 11 Approved Budget Summary/Final Budget Approval/ Monthly Financial Reports R4 Dashboard IE2 Contracts RTI Desktop 2.11 Provides internal and external stakeholders meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership Local School Council Members Accreditation Team Member List and Location Parent Compacts Superintendent s Advisory Committee Meetings/Agendas (Student) (Parent/Community) (Teacher) 2.12 Assesses and addresses community expectations and stakeholder satisfaction Superintendent s Advisory Committee Meetings/Agendas (Student) (Parent/Community) (Teacher) GAPPS Survey Data Title I School Parent Surveys

6 2.13 Implements an evaluation system that provides for the professional growth of all personnel Salary Schedule Staff Evaluation Procedures (Leadership Appraisal Cycle) (Professional Appraisal Cycle) Professional Growth Opportunities (PD Express) (Professional Growth Opportunities from GDOE) (Professional Growth Opportunities FCSS Webpage) New Educator Orientation

7 Focus Questions Please respond to the following questions regarding the processes that are in place to support the school system's implementation of the research-based practices outlined in the indicators rubric. Responses to these questions should support the school system's self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity. 1. What is the process for establishing, communicating, and implementing policies and procedures for the effective operation of the system and its school? The Forsyth County School System operates under the policies and guidelines established by the Georgia State Board of Education and implemented by the Forsyth County School System, Superintendent and other system level staff. Each school within the system operates under the leadership of a principal, who along with the administrative team provides instructional leadership and support for teachers as they work with all students within the system. Schools are empowered to implement, review and recommend revisions of policies and procedures that ensure the successful daily operation of schools. In addition, the system monitors GSBA Policy Alerts to insure local policies are current with State Department of Education rules and legislation. Principals meetings are scheduled at least twelve times during the school year for providing information and seeking input on various issues. An on-line Administrative Handbook provides administrators with written procedures for the day-to-day operations of schools. 2. What process does the system s leadership use to evaluate system effectiveness and its impact on student performance? System leaders utilize a wide array of tools and processes to closely monitor student performance and system effectiveness. Data is easily attained and tracked through system sites such as the R4 Dashboard and the RTI Desktop. Additionally, leaders can easily access current information housed in Angel, Infinite Campus, and on system and state websites. State, district, and local comparative data grids are distributed through the use of Friday Notes, s, or at leadership meetings and then uploaded for future use. Leaders are encouraged to address school improvement efforts through professional learning, goal setting, benchmarking, and data collection. All schools are annually required to submit, monitor, and revise school improvement plans and professional learning plans. These plans are posted for all stakeholders to read and review. The system values learning for all and maintains an instructional focus for system wide professional development. Current professional learning initiatives spotlight data team development at the district and school level. These teams operate on the foundation of collaboration and shared responsibility for all learners. Their function is to collectively analyze current data, identify appropriate instructional strategies, and assess the effectiveness of the classroom practice. Goal setting is accomplished through system processes such as the setting and monitoring of A.I.M. (A+ Improvement Model) Goals, the monitoring of IE² Goals, and establishing appropriate school based goals. Benchmarking occurs throughout the year and provides leaders with meaningful and timely learning data. Benchmarking and progress monitoring tools include the Forsyth County Benchmark Tests and AIMSweb Testing. Leaders collect and are provided with survey information to measure the effectiveness of the school efforts. The system provides leaders and school personnel with data management systems, such as Edusoft, to help

8 manage and manipulate the large quantity of data that schools acquire. Collection tools, such as SST audits or assessment audits, are utilized and provide leaders with crucial information regarding learning outcomes. Teacher and leader effectiveness is measured through the Professional Appraisal Cycle (PAC) and the Leadership Appraisal Cycle (LAC). These processes include reflection and dialog of best practices. The GAPSS School Analysis process is utilized to evaluate the effectiveness of school initiatives. District schools are visited and assessed by a team comprised of Forsyth County personnel. This team provides valuable information to the school regarding any weaknesses that might be identified. The GAPSS process is rooted in data collection and requires reflection, observation, and professional dialog. Collectively system personnel are empowered to provide feedback to schools in order to aid their improvement efforts. 3. What ways are stakeholders, including system and school staff, given opportunities to provide leadership and to contribute to the decision-making process? Stakeholders are given opportunities to provide leadership and to contribute to the decision making process in many ways throughout Forsyth County. Feedback and input can be given through interaction on the county web site and Superintendent s Blog. Staff and student surveys are given periodically to determine effectiveness of programs and perception data. In addition, stakeholders can participate at local board meetings, Parent Advisory Councils, Teacher Advisory Councils, Student Advisory Councils and Local School Councils (LSC). Within each school there are many opportunities for stakeholders to be involved in decision making. Each school has the leadership of the school principal along with his/her administrative team. This team provides instructional leadership and support for teachers as they work with all students in the system. In addition, the school has a leadership team (made up of various staff members), PTA or PTO board, and a Local School Council that helps to make decisions on implementing, reviewing and recommending revisions of policies and procedures that ensure the successful daily operation of the school. Finally, stakeholders are given opportunities to serve on various committees when writing curriculum, selecting materials and programs, changing the code of conduct, redistricting and school calendar suggestions.

9 4. What policies and processes are in place to ensure equity of learning opportunities and support for innovation? From the Forsyth County School Board s belief statement to board policies, Quality Learning and Superior Performance are the expectation for all. In each community meeting, professional development and classroom, the clear message is that everyone has the capacity to learn and that through high expectations and quality instruction, all students can be successful. Innovation is valued throughout our school system and there is a shared understanding of the need for change and that change creates opportunity. The school district and community display a common understanding of the transformational nature of change in informationprocessing technologies, and the district provides all students and adults who work in the school district the tools required for quality work. One example of our commitment to embracing innovation and state based flexibility, while remaining committed to student progress with high expectations, is the state s approval of the district s IE2 application. IE2, The Investing in Education Excellence contract, provides local school districts with greater governance and flexibility to increase student achievement. Board of Education members, the superintendent, district and school leaders as well as parent organizations, and community leaders understand the nature of the challenges and opportunities that our school system must confront and base their discussions and decisions on a common body of fact and information. Whether these decisions relate to instructional practice or the use of resources, the district develops a policy environment and management system that ensures that decisions are informed by a wide variety of data. This ensures that policies and procedures are put into place that will foster the flexibility necessary to responsively meet the needs of our students.

10 Overall Assessment for Governance & Leadership Not Evident Emerging Operational Highly Functional The school system has leaders who have not established or are currently establishing processes to develop the system's vision and improvement efforts. The leaders' process of allocating resources provides little support to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders do not encourage or promote collaboration and shared responsibility for system and school improvement among stakeholders. The system's policies, procedures, and organizational conditions have little influence and impact on equity of learning opportunities and support for innovation. The school system has leaders who have established processes to develop the system's vision and improvement efforts. The leaders allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders allow collaboration and shared responsibility for system and school improvement among stakeholders. The system's policies, procedures, and organizational conditions attempt to create equity of learning opportunities and support for innovation, but implementation of these processes and conditions is sporadic, and results are varied. The school system has leaders who are advocates for the system's vision and improvement efforts. The leaders provide direction and systematically allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders encourage collaboration and shared responsibility for system and school improvement among stakeholders. The system's policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation. While these processes and conditions are being implemented, the implementation is not systemic across the system, and the results are varied. The school system has leaders who are advocates for the system's vision and improvement efforts. The leaders provide direction, lend support, and systematically allocate resources for systemic and sustainable implementation of curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders ensure collaboration and shared responsibility for system and school improvement among stakeholders with clearly defined expectations for each stakeholder group. The leaders provide stakeholders meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership. The system's policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation and are deeply embedded in the way the system and its schools functions.