Standard 1 Strategic Leadership-

• Systematically considers new ways of accomplishing tasks and is comfortable with major changes in how processes are implemented:

• Creates processes to ensure the school’s identity (vision, mission, values, beliefs and goals) actually drive decisions and inform the culture of the school:

Standard 2 Instructional Leadership

• Creates an environment of practiced, distributive leadership and teacher empowerment;

• Creates processes that protect teachers from issues and influences that would detract from their instructional time:

Standard 3 Cultural Leadership

• Creates a collaborative work environment predicated on site-based management that supports the “team” as the basic unit of learning and decision making within the school and promotes cohesion and cooperation among staff:

• Visibly supports the positive, culturally responsive traditions of the school community;

• Promotes a sense of well-being among staff, students and parents;

• Builds a sense of efficacy and empowerment among staff that result in a “can do” attitude when faced with challenges:

Standard 4 Human resource Leadership

• Models the importance of continued adult learning by engaging in activities to develop personal knowledge and skill along with expanded self-awareness;

• Communicates a positive attitude about the ability of staff to accomplish substantial outcomes to improve their efficacy:

Standard 5 Managerial Leadership

• Creates processes to identify and solve, resolve, dissolve or absolve school-based problems/conflicts in a fair, democratic way;

• Designs a system of communication that provides for the timely, responsible sharing of information to, from, and with school and district staff;

• Collaboratively develops and enforces clear expectations, structures, rules and procedures for students and staff;

Standard 7 Micropolitical Leadership

• Creates processes and protocols to buffer and mediate staff interests;

• Is easily accessible to teachers and staff;

• Designs transparent systems to equitably manage human and financial resources;

• Demonstrates sensitivity to personal needs of staff;

• Demonstrates awareness of informal groups and relationships among school staff and utilizes these as a positive resource;

• Demonstrates awareness of hidden and potentially discordant issues in the school;

• Encourages people to express opinions contrary to those of authority;

• Demonstrates ability to predict what could go wrong from day to day;

• Uses performance as the primary criterion for reward and advancement;

• Maintains high visibility throughout the school;

• Maintains open, vertical, and horizontal communications throughout the school community.

Domain I: Fostering a collaborative culture to support educator development and student learning