Wasc/cde criteria Indicators and Prompts Based on wasc/cde tools, pp. 57–122


A3. Leadership and Staff Criterion



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A3. Leadership and Staff Criterion


Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence).

To what extent based on student achievement data, does the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected schoolwide learning results and academic standards?

To what extent does the school leadership and staff annually monitor and refine the single schoolwide action plan based on analysis of data to ensure alignment with student needs?

CRITERION A3 INDICATORS AND PROMPTS

Broad-Based and Collaborative

Indicator: The school’s planning process is broad-based, collaborative and has commitment of the shareholders, including the staff, students, and parents.

Prompt: Document that the school planning process is broad-based, collaborative and has commitment of the shareholders, including the staff, students, and parents.

Findings

Supporting Evidence

     

     

School Plan Correlated to Student Learning

Indicator: The school’s Single Plan for Student Achievement and analysis of student achievement of the critical academic needs, expected schoolwide learning results, and academic standards.

Prompt: What evidence supports that there is a correlation between the Single Plan for Student Achievement and analysis of student achievement of the critical academic needs, expected schoolwide learning results, and academic standards?

Findings

Supporting Evidence

     

     

Correlation between All Resources, ESLRs and Plan

Indicator: There is correlation between allocation of time/fiscal/personnel/material resources, expected schoolwide learning results, and the improvement schoolwide action plan.

Prompt: What evidence supports the correlation between allocation of time/fiscal/personnel/ material resources, expected schoolwide learning results, and the improvement schoolwide action plan?

Findings

Supporting Evidence

     

     

A3. Leadership and Staff: Additional Findings

Indicator: Consider other information that impacts the degree to which the school is meeting this criterion.

Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed?

Findings

Supporting Evidence

     

     

Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs.

Findings

Supporting Evidence

     

     

Suggested Areas to Analyze

Suggested areas to analyze in determining the degree to which the criterion is being met:



  • rosters, minutes of meetings, interview/survey data or other indicators of inclusion showing that the school planning process is broad-based, collaborative and has commitment of the stakeholders

  • the degree of correlation between the Single Plan for Student Achievement and analysis of student achievement of the critical academic needs, the expected schoolwide learning results, and academic standards

  • the degree of correlation between allocation of time/fiscal/personnel resources, improvement plans, and learning results

  • the specific benchmarks and accountability tools used in the monitoring process

  • indications of the number of staff involved in school action plans

  • evidence of student involvement in developing action plans

  • other evidence identified by the school

A4. Leadership and Staff Criterion


Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence).

To what extent does a qualified staff facilitate achievement of the academic standards and the expected schoolwide learning results through a system of preparation, induction, and ongoing professional development?

CRITERION A4 INDICATORS AND PROMPTS

Employment Policies/Practices

Indicator: The school has clear employment policies/practices related to qualification requirements of staff.

Prompt: Evaluate the clarity of the employment policies/ practices related to qualification/statutory requirements of staff.

Findings

Supporting Evidence

     

     

Qualifications of Staff

Indicator: The school has procedures to ensure that staff members are qualified based on staff background, training and preparation.

Prompt: Evaluate the procedures to ensure that staff are qualified based on staff background, training and preparation.

Findings

Supporting Evidence

     

     

Maximum Use of Staff Expertise

Indicator: The process to assign staff members in order to maximize the use of their expertise in accomplishing quality student learning is effective.

Prompt: How effective is the process to assign staff members in order to maximize the use of their expertise in accomplishing quality student learning?

Findings

Supporting Evidence

     

     

Defining and Understanding Practices/Relationships

Indicator: The school has clear administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff.

Prompt: Evaluate the administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. Determine the clarity and understanding of these by administration and faculty.

Findings

Supporting Evidence

     

     

Internal Communication and Planning

Indicator: The school has effective existing structures for internal communication, planning, and resolving differences.

Prompt: How effective are the existing structures for internal communication, planning, and resolving differences?

Findings

Supporting Evidence

     

     

Staff Actions/Accountability to Support Learning

Indicator: The school evaluates the effectiveness of the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning. This includes an evaluation of the kinds of collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentors, group presentations.

Prompt: How effective are the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning? Include comments on the kinds of collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentors, group presentations?

Findings

Supporting Evidence

     

     

Evaluation of Existing Processes

Indicator: The school leadership regularly reviews the existing processes to determine the degree to which actions of the leadership and staff focus on successful student learning.

Prompt: To what extent does the school leadership regularly review the existing processes to determine the degree to which actions of the leadership and staff focus on successful student learning?

Findings

Supporting Evidence

     

     

A4. Leadership and Staff: Additional Findings

Indicator: Consider other information that impacts the degree to which the school is meeting this criterion.

Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed?

Findings

Supporting Evidence

     

     

Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs.

Findings

Supporting Evidence

     

     

Suggested Areas to Analyze

Suggested areas to analyze in determining the degree to which the criterion is being met:



  • the degree to which the actions of the leadership are directly linked to student achievement of the academic standards and the expected schoolwide learning results; cite examples

  • administrator and faculty written policies, charts, and handbooks that define responsibilities and relationships

  • strategies for team building used at the school

  • the structures for internal communications and resolving differences

  • the leadership’s processes and procedures for involving staff in shared responsibilities and actions to support student learning

  • the level of actual staff involvement in actions focusing on successful student learning; obtained through interviews with staff and administration

  • descriptions of collaboration across the school

  • employment policies/practices related to qualification/statutory requirements

  • information on staff background, training and preparation

  • staff assignments to maximize use of their expertise

  • the kinds of collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentors, group presentations

  • other evidence identified by the school


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