HRS Level 1 Leadership Scales

HRS Level 1 Leadership Scales

Leading Indicator 1.1 The faculty and staff perceive the school as safe and orderly.
Sustaining	Applying	Developing	Beginning	Not Attempting
The school continually cultivates information through quick data sources to monitor faculty and staff perceptions of the safety, supportiveness, and orderliness of the school environment, and it takes proper actions to intervene when quick data indicate a potential problem.	The school has developed and implemented well-defined schoolwide routines and procedures that lead to faculty and staff perceptions of a safe, supportive, and orderly environment, and it can produce lagging indicators to show the desired effects of these actions.	The school has developed and implemented well-defined schoolwide routines and procedures that lead to faculty and staff perceptions of a safe, supportive, and orderly environment.	The school is in the beginning, yet incomplete, stages of developing and implementing well-defined schoolwide routines and procedures that lead to faculty and staff perceptions of a safe, supportive, and orderly environment.	The school has not attempted to develop and implement well-defined schoolwide routines and procedures that lead to faculty and staff perceptions of a safe, supportive, and orderly environment.

Leading Indicator 1.2 Students, parents, and the community perceive the school environment as safe and orderly.
Sustaining	Applying	Developing	Beginning	Not Attempting
The school continually cultivates information through quick data sources to monitor student, parent, and community perceptions of the safety, supportiveness, and orderliness of the school environment, and it takes proper actions to intervene when quick data indicate a potential problem.	The school has developed and implemented well-defined schoolwide routines and procedures that lead to student, parent, and community perceptions of a safe, supportive, and orderly environment, and it can produce lagging indicators to show the desired effects of these actions.	The school has developed and implemented well-defined schoolwide routines and procedures that lead to student, parent, and community perceptions of a safe, supportive, and orderly environment.	The school is in the beginning, yet incomplete, stages of developing and implementing well-defined schoolwide routines and procedures that lead to student, parent, and community perceptions of a safe, supportive, and orderly environment.	The school has not attempted to develop and implement well-defined schoolwide routines and procedures that lead to student, parent, and community perceptions of a safe, supportive, and orderly environment.

Leading Indicator 1.3 Teachers have formal roles in the decision-making process.
Sustaining	Applying	Developing	Beginning	Not Attempting
The school continually cultivates information through quick data sources to monitor teachers’ formal roles and involvement in decision-making processes, and it takes proper actions to intervene when quick data indicate a potential problem.	For specific types of decisions, the school has implemented formal processes to involve teachers in the decision-making process for school initiatives, and it can produce lagging indicators to show the desired effects of these actions.	For specific types of decisions, the school has implemented formal processes to involve teachers in the decision-making process for school initiatives.	The school is in the beginning, yet incomplete, stages of implementing formal processes to involve teachers in the decision-making process for school initiatives.	The school has not attempted to implement formal processes to involve teachers in the decision-making process for school initiatives.

Leading Indicator 1.4 Collaborative teams regularly interact to address common issues regarding curriculum, assessment, instruction, and the achievement of all students.
Sustaining	Applying	Developing	Beginning	Not Attempting
The school continually cultivates information through quick data sources to monitor the work of teacher teams and collaborative groups relative to their work on curriculum, instruction, assessment, and student achievement, and it takes proper actions to intervene when quick data indicate a potential problem.	The school has established formal, schoolwide processes for teacher teams and collaborative groups to meet regularly to address issues regarding curriculum, instruction, assessment, and student achievement, and it can produce lagging indicators to show the desired effects of these actions.	The school has established formal, schoolwide processes for teacher teams and collaborative groups to meet regularly to address issues regarding curriculum, instruction, assessment, and student achievement.	The school is in the beginning, yet incomplete, stages of establishing schoolwide processes for teacher teams and collaborative groups to meet regularly to address issues regarding curriculum, instruction, assessment, and student achievement.	The school has not attempted to establish schoolwide processes for teacher teams and collaborative groups to meet regularly to address issues regarding curriculum, instruction, assessment, and student achievement.

Leading Indicator 1.5 Teachers and staff have formal ways to provide input regarding the optimal functioning of the school.
Sustaining	Applying	Developing	Beginning	Not Attempting
The school continually cultivates information through quick data sources to monitor formal structures for teachers and staff to provide input regarding optimal school functioning, and it takes proper actions to intervene when quick data indicate a potential problem.	The school has implemented formal processes for teachers and staff to provide input regarding optimal school functioning, and it can produce lagging indicators to show the desired effects of these actions.	The school has implemented formal processes for teachers and staff to provide input regarding optimal school functioning.	The school is in the beginning, yet incomplete, stages of implementing formal processes for teachers and staff to provide input regarding optimal school functioning.	The school has not attempted to implement formal processes for teachers and staff to provide input regarding optimal school functioning.

Leading Indicator 1.6 Students, parents and the community have formal ways to provide input regarding the optimal functioning of the school.
Sustaining	Applying	Developing	Beginning	Not Attempting
The school continually cultivates information through quick data sources to monitor formal structures for students, parents, and the community to provide input regarding optimal school functioning, and it takes proper actions to intervene when quick data indicate a potential problem.	The school has implemented formal processes for students, parents, and the community to provide input regarding optimal school functioning, and it can produce lagging indicators to show the desired effects of these actions.	The school has implemented formal processes for students, parents, and the community to provide input regarding optimal school functioning.	The school is in the beginning, yet incomplete, stages of implementing formal processes for students, parents, and the community to provide input regarding optimal school functioning.	The school has not attempted to implement formal processes for students, parents, and the community to provide input regarding optimal school functioning.

Leading Indicator 1.7 The school acknowledges the success of the whole school as well as individuals within the school.
Sustaining	Applying	Developing	Beginning	Not Attempting
The school continually cultivates information through quick data sources to monitor the extent to which people feel acknowledged and celebrated for their contributions, and it takes proper actions to intervene when quick data indicate a potential problem.	The school has protocols and practices in place to acknowledge and celebrate the accomplishments of the whole school and individuals within the school, and it can produce lagging indicators to show the desired effects of these actions.	The school has protocols and practices in place to acknowledge and celebrate the accomplishments of the whole school and individuals within the school.	The school is in the beginning, yet incomplete, stages of drafting protocols and practices to acknowledge and celebrate the accomplishments of the whole school and individuals within the school.	The school has not attempted to acknowledge and celebrate the accomplishments of the whole school and individuals within the school.

Leading Indicator 1.8 The school manages its fiscal, operational, and technological resources in a way that directly supports teachers.

Sustaining

Applying

Developing

Beginning

Not Attempting

The school continually cultivates information through quick data sources to monitor the extent to which fiscal, operational, and technological resources support teachers, and it takes proper actions to intervene when quick data indicate a potential problem.

The school manages fiscal, operational, and technological resources in a way that supports teachers, and it can produce lagging indicators to show the desired effects of these actions.

The school manages fiscal, operational, and technological resources in a way that supports teachers.

The school is in the beginning, yet incomplete, stages of managing fiscal, operational, and technological resources in a way that supports teachers.

The school has not attempted to manage fiscal, operational, and technological resources in a way that supports teachers.