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Coraggio Group 503.493.1452 | coraggiogroup.com 360-Evaluation for the Forest Grove School District Superintendent December 2017
Coraggio Group503.493.1452 | coraggiogroup.com
360-Evaluation for the Forest Grove School District Superintendent December 2017
Objectives Oregon School Boards Association (OSBA) has developed a three-part evaluation tool for school district superintendents. In its evaluation workbook, OSBA defines a good evaluation process as one that “helps develop good board/superintendent relationships, clarifies roles, creates mutual understanding of the leadership being provided and provides a mechanism for public accountability.”
One element in that tool is a 360-evaluation, which aims to get more subjective information from staff, the school board, community members, and peers. Due to its subjective nature, a 360-evaluation synthesizes the perceptions of respondents, which may not always reflect objective fact. This tool should be used primarily to help identify development opportunities. This report summarizes the findings of the 360-evaluation of the Forest Grove Superintendent.
ApproachCoraggio Group developed this 360-evaluation based on three inputs: (1) 346 responses to a survey of all current staff and School Board members as well as a sampling of former staff, parents, community members, and peers; (2) a self-evaluation by the superintendent; and (3) 11 one-on-one interviews.
Both the survey and interview discussion guide asked questions about the Superintendent’s performance against the following performance standards in the OSBA Superintendent Evaluation Workbook:
Report OrganizationThis report begins with a summary of performance by performance standard. It concludes with a discussion of development opportunities.
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Approach
1. Visionary Leadership2. Policy and Governance3. Communications and Community Relations4. Effective Management
5. Curriculum Planning / Development6. Instructional Leadership7. Resource Management8. Ethical Leadership
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Rating Scale
N/A-No Basis for Evaluation – I have no experience with the Superintendent that would allow me to accurately rate her performance in this area. Questions answered in this way will have no impact, good or bad, on the overall rating of the Superintendent.
4-Agree – In my experience the Superintendent consistently and effectively demonstrates this behavior. There is limited opportunity for the Superintendent to improve in this area.
3-Somewhat Agree – In my experience the Superintendent effectively demonstrates this behavior more often than not. There is some opportunity for the Superintendent to improve in this area, but her performance is not deficient.
2-Somewhat Disagree – In my experience the Superintendent only occasionally demonstrates this behavior effectively. There is opportunity for the Superintendent to improve in this area and it requires attention.
1-Disagree – In my experience the Superintendent very rarely and/or ineffectively demonstrates this behavior. This area is a significant improvement opportunity for the Superintendent.
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How to Use This Report
The District may use the report toward two ends: (1) to provide feedback to the Superintendent, which she may use to identify personal development opportunities; and (2) to identify development opportunities for the District as a whole.
Superintendent FeedbackThis material should be presented to the Superintendent in confidential non-threatening setting. Those who share the report with the Superintendent should keep in mind the following:
• This 360° evaluation should not be used to replace a holistic performance review process. Rather, this report should be used in conjunction with other tools, such as outcomes based performance metrics and targets.
• Keep in mind that respondents often focus on the negative aspects of the Superintendent’s performance and it can be easy to follow that line of thinking. It is important to also emphasize strengths
• The focus of the conversation should be on what can be learned from this feedback and how the feedback, both positive and negative, can inform development plans.
District DevelopmentThe Board may use this report to identify areas in which staff and stakeholders perceive opportunities for improvement. It may work with the Interim Superintendent and other staff to further explore these perceptions and develop improvement plans, as necessary.
StrengthsFocuses on District goals – The Superintendent is focused on the achievement of District goals. She develops initiatives to achieve District goals, and regularly reviews progress against goals with her Cabinet.
Builds strong cabinet relationships – The Superintendent meets regularly with her cabinet and received positive feedback on her support of and interaction with this team.
Development OpportunitiesLead with a vision – The District does not have a clear vision for the future. As the leader of the District, the Superintendent is responsible for leading a process to develop a vision for the District.
Emphasize student needs – The Superintendent regularly puts adult needs first when it comes to resource allocation. Respondents would like to see a more transparent decision-making process that puts students first.
Own the work of a Superintendent – The Superintendent delegates many facets of District operations to District staff. Once delegated, the Superintendent does not adequately track and support initiatives. Some of these responsibilities would typically be owned by a Superintendent. Others, a Superintendent may delegate and support.
Be present and engaged – The Superintendent spends a lot of time “out of the District.” When she is in the District, she does not spend sufficient time engaging with staff outside of her Cabinet. Respondents would like to see her more present and engaged in District buildings, at staff meetings, and at District events.
Improve communication – Outside of her Cabinet, the Superintendent does not communicate effectively with District staff and stakeholders. Respondents cited specific challenges around the frequency and mode of communication, as well as the inability to provide feedback.
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Executive Summary – Superintendent Performance
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Executive Summary – Superintendent Performance
StandardWeighted Average Response by Group
DeltaSuperintendent All Other
Respondents1 Visionary Leadership 3.6 2.6 -1.0
2 Policy and Governance 4.0 2.9 -1.1
3 Communications and Community Relations 3.6 2.6 -1.0
4 Executive Management 4.0 2.7 -1.3
5 Curriculum Planning and Development 3.8 2.9 -0.9
6 Instructional Leadership 4.0 2.5 -1.5
The Superintendent responded Agree or Somewhat Agree to all statements in the survey. She rated herself highest in Policy and Governance, Executive Management, and Instructional Leadership. She rated herself lowest in Visionary Leadership and Communications and Community Relations
The Superintendent rated herself higher in each standard area than the typical respondent. All other respondents also rated her highest in Policy and Governance. They ranked her lowest in Instructional Leadership – an area in which the Superintend rated herself the highest.
The results of this 360-evaluation suggest several areas in which there may be an opportunity for the District to improve performance, be it actual performance or the perception thereof.
Leadership DevelopmentThere is a strong perception that the District needs improved leadership in a number of areas: the development and communication of a shared vision, effective and transparent decision-making and resource management, staff support, communication and feedback, and instructional leadership. The results of the survey suggest that an emphasis on leadership and leadership development may be an important priority throughout the District.
Communication Staff would like to see improved communication from the Superintendent’s office. Specific requests include: more in-person communication, a focus on feedback, and a genuine desire to build healthy relationships.
A Focus on Student NeedsRespondents perceive that the District emphasizes adult needs in how it allocates resources and responds to issues. Opportunities for improvement include: a budget process led by an assessment of student needs, more organizational time dedicated to student learning, and a deliberate effort to listen and respond to the feedback of teaching and learning staff.
A Cohesive Student ExperienceSome respondents report that the student experience differs from school to school and classroom to classroom. Their comments suggest that the District may want to evaluate the consistency of curriculum and best practice implementation across schools and within classrooms.
TrustSurvey and interview responses indicate that there is a lack of trust of leadership and a culture of fear in the district. Toimprove the culture and build trust, district leadership should focus on improving transparency and communication about decisions and the why behind them. Allowing opportunities for staff to provide feedback and demonstrating that the feedback will be heard and used constructively is another important step to reestablishing trust.
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Executive Summary – District Development
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Evaluation Results by Standard
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1 Visionary Leadership: Key Findings
Performance Indicators1.1 Collaboratively develops and implements a shared vision and mission
1.2 Collects and uses data to identify goals, assess organizational effectiveness, and promote organizational learning
1.3 Creates and implements plans to achieve goals
1.4 Promotes continuous and sustainable improvement
1.5 Monitors and evaluates progress and revises plans
StrengthsCreates initiatives to make progress on District Goals
Tracks progress on the District Goals with the Cabinet
Opportunities for ImprovementHas not effectively developed and communicated a shared vision and mission for the District – respondents perceive that the District is drifting aimlessly
Does not collaborate effectively – delegates work, but does not assist with implementation. Often takes credit for successes and does not share responsibility when efforts fall short. This impedes a culture of trust and continuous and sustainable improvement
When initiatives do not immediately go well, does not assist with course correction and own the issue
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1 Visionary Leadership: Supporting Information
“The superintendent does not appear to have a clear vision for what we’re doing.”
“When there are problems, or things do go as planned, she tends to just let it go and hope it dies (e.g., technology implementation) or
she blames others”
“I feel like the Superintendent is very focused on goals and is data driven and cares about student growth.”
“I question the depth to which she understands some of the major aspects of day-to-day teaching and learning around the district.
Even if other personnel are directly responsible for a particular area or program, the superintendent needs to ensure all these areas and programs are connected under the mission, vision, and goals of the
district, and be able to articulate these connections.”
“Opportunities for collaboration with her for those of us who are not admin are few, and when those opportunities have arisen, I did not
feel that staff were actually heard or that their input was truly valued. It felt as if it were a hoop she was jumping through but that
the action outcome had already been predetermined.”
“I think she works extremely hard with the goals. I think that she’s done a better job getting from big to focused in the past few years.”
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1 Visionary Leadership: Supporting Information
sx
11%
21%25%
29%
14%
0%
10%
20%
30%
40%
Perc
ent o
f Res
pons
es
Relative strength: Aligns District priorities and initiatives to achieve strategic goals
31%
21%
16%
24%
8%
0%
10%
20%
30%
40%
Perc
ent o
f Res
pons
es
Relative weakness: Nurtures and sustains a culture of collaboration, trust, learning, and
continuous improvement
The Superintendent received her lowest score in the survey for nurturing a healthy culture. It was the only activity for which more than 50% of respondents disagreed with her ability to do this effectively.
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2 Policy and Governance: Key Findings
Performance Indicators2.1 Understands and articulates the system of public school governance and differentiates between policy-making and administrative roles
2.2 Establishes procedures for superintendent/board interpersonal and working relationships
2.3 Understands and interprets the role of federal, state, and regional governments, policies and politics, and their relationships to local districts and schools
2.4 Uses legal council in governance and procedures to avoid civil and criminal liabilities
StrengthsReceived the highest marks in this standard with a weighted-average rating of 2.95
Understands and effectively uses laws, policies, and legal counsel
Opportunities for ImprovementDoes not always maintain the separation between policymaking and administration
Has not effectively developed strong interpersonal and working relationships with all school board members
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2 Policy and Governance: Supporting Information
“She needs to get on board with the direction of the new school board, if she continues to work against them, it cannot end well.”
“I think Dr. Curtis works very hard for our district and advocates for FGSD at a variety of levels in the region and state.”
3.42 3.29
2.912.63 2.57
1
2
3
4
Uses legal council
Applies laws and policies
Implements Board policy
Maintains Board
relationship
Maintains policy-admin separation
Weighted average scores for policy and governance activities
This Standard had the highest percentages of N/A responses (28 to 49% for individual activities).
The Superintendent received her two highest scores in the survey for uses legal council effectively and applies laws and policies appropriately.
Agre
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3 Communications and Community Relations: Key Findings
Performance Indicators3.1 Develops formal and informal techniques to gain internal and external perceptions of district
3.2 Demonstrates effective communication skills
3.3 Promotes stakeholder involvement, engagement, and participation in the process of schooling
3.4 Establishes effective school/community relations, school/business partnerships, and public services
3.5 Understands the role of media in shaping opinions as well as how to work with the media
StrengthsReceived relatively high survey marks on her demonstration of effective communication skills
Communicates most effectively with her Cabinet
Opportunities for ImprovementDoes not effectively communicate with non-Cabinet staff, the Board, or the community
Communications style is perceived as infrequent and impersonal – “tells,” but does not listen
Disengaged from the community
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3 Communications and Community Relations: Supporting Information
“She is absent during school activities, the school day and support our teachers and students.”
“Our superintendent has been in this position for more than eight years. I'm still waiting to feel like she has even joined our
community, let alone provided healthy leadership for our school district. At this point in time, she should be entrenched.”
“I have not found Dr. Curtis effective at communicating with the school board or with the community. In my experience and my
observations of her, she is either unwilling or unable to communicate directly with or show empathy toward those impacted
by her decisions.”
“Superintendent Curtis does a great job at giving public speeches and saying the right things in public venues.”
“She comes across as impersonal and judgmental. Teachers will come to her with challenges, and she responds with something like,
‘I had more kids my classroom so I don’t see the problem.’ She doesn’t offer guidance or constructive help.”
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3 Communications and Community Relations: Supporting Information
Aside from engaging stakeholders, respondents rated the Superintendent relatively high in this Standard.
2.91 2.862.71
2.38
1
2
3
4
Effectively communicates
Works with media
Builds partnerships
Engages stakeholders
Weighted average scores for communications activities
Agre
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isag
ree
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4 Effective Management: Key Findings
Performance Indicators4.1 Monitors and evaluates the management of operational systems
4.2 Obtains, allocates, aligns, and efficiently uses human, fiscal, and technological resources
4.3 Promotes and protects the welfare and safety of students and staff
4.4 Develops the capacity for adaptive leadership
4.5 Ensures teacher and organizational time is focused to support quality instruction/student learning
StrengthsReceived high survey scores for effectively protecting the welfare and safety of students and staff
Opportunities for ImprovementIs too reliant on data – to the exclusion of qualitative information from staff – in the evaluation and management of operational systems
Too focused on adult needs, as opposed to student needs, when making resource allocation decisions – shifts resources away from quality instruction and student learning
Outside of her Cabinet, does not work to develop adaptive leadership skills in others
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4 Effective Management: Supporting Information
“I do not feel that she has the best interests of students as the driving force and it does not feel like her first priority with the budget
is student focused”
“Our classes sizes are bigger than they have ever been and it creates and environment that is not conducive to learning and engagement of students. We need to reprioritize spending to
address this issue and get our classes back to manageable sizes at all levels.”
“The superintendent also misuses the budget, consuming way too much for professional development, sub costs, trainings, etc., while
consistently taking teachers out of the classroom rather than supporting people in positions who work directly with kids.”
”We rolled out a lot of new technology. But, there’s no accountability on how it’s used. For example, we gave kids iPads,
and now some sit in classrooms playing with them.”
2.90 2.82 2.752.46 2.39
1
2
3
4
Protects student welfare
Delegates Gives credit to others
Is present in the District
Effeciently uses resources
Weighted average scores for management activities
Dis
agre
eAg
reeAverage survey
scores and qualitative survey and interview responses diverged (i.e., high scores, but relatively negative comments) for this Standard, specifically with respect to student welfare, delegation, sharing credit.
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5 Curriculum Planning/Development: Key Findings
Performance Indicators5.1 Develops core curriculum design and delivery systems based on content and assessment standards and best practices
5.2 Establishes curriculum planning to anticipate occupational trends, school-to-career needs and college preparation
5.3 Uses child development and learning theories in the creation of developmentally appropriate curriculum and instruction
5.4 Includes the use of computers, the internet, distance learning, and other technologies in educational programming
5.4 Assesses student progress using a variety of appropriate techniques
5.5 Involves faculty and stakeholders in enhancement and renewal of curriculum to ensure alignment of curriculum, instruction, and assessment
StrengthsReceived the second highest marks in this standard with a weighted-average rating of 2.95
Has procured substantial technological resources for the District
Opportunities for ImprovementThe Superintendent does not participate in curriculum development and renewal – the positive perception of outcomes in this standard may not accurately reflect the Superintendent’s performance
Has not effectively monitored technological use in the classroom and course-corrected when necessary
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5 Curriculum Planning/Development: Supporting Information
“Getting new curriculum, that is aligned, in the last few years has been greatly appreciated throughout the district.” “The superintendent rarely reviews past policies or curriculum
changes to gauge their effectiveness. This should be a mandatory part of policy changes and curriculum changes.”
“I appreciate our superintendent's role in the expansion of FDSD's pre-k programs.”
67%59%
46% 46% 43%
0%
10%
20%
30%
40%
50%
60%
70%
Leverages technology
Supports curriculum
development
Facilitates renewal process
Uses data in renewal process
Uses theory to develop
curriculum
Percent of respondents who agree that the Superintendent does the activity well
The Superintendent received the largest percentage of “agree” responses for effectively leverages technology and supports a quality curriculum development process.
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6 Instructional Leadership: Key Findings
Performance Indicators
StrengthsPromotes professional development opportunities for staff
Opportunities for ImprovementReceived the lowest marks in this standard with a weighted-average rating of 2.5
Over half of survey respondents say that the superintendent neither nurtures and sustain a culture of collaboration, trust, learning, and high expectations nor creates a personalized and motivating learning environment for students
Inconsistently implements curricula
6.1 Nurtures and sustains a culture of collaboration, trust, learning, and high expectations
6.2 Creates a comprehensive, rigorous, and coherent curricular program
6.3 Creates a personalized and motivating learning environment for students
6.4 Supervises and supports instruction
6.5 Develops assessment and accountability systems to monitor student progress
6.7 Develops the instructional and leadership capacity of staff
6.8 Promotes the use of the most effective and appropriate technologies to support teaching/learning
6.9 Monitors and evaluates the impact of instruction
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6 Instructional Leadership: Supporting Information
“I understand this is a controversial topic, but to say class size does not matter is crazy. (Anyone who says that need only spend a day teaching a larger class to change their mind). The result of having
kinder classes over 30 (with traumatized students who are not safe to themselves or others) are being seen in the upper grades.
These classes have behavior and academic issues.
“Her attitude about classroom teachers is not supportive . I have heard her more than once say that "class size doesn't matter if you
are an engaging teacher." I find that offensive and ridiculous.”
“She needs to focus on holding the WHOLE system accountable for what’s best for students and supporting staff to succeed even in
difficult situations and then have their backs through out.”
“I appreciate the opportunities for continuing education and the recent emphasis on trauma based practice.”
“I know we’ve rolled out curriculum programs (e.g., reading and math). I think the curriculum align with best practices and student
needs. But, the breakdown occurs in implementation and evaluation. Someone will come train teachers on the new
curriculum program, but then I see that it’s implemented (or not implemented) totally differently from classroom to classroom. It
seems like there’s no clear expectation that everyone adhere to the change, and no accountability that it happens.”
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6 Instructional Leadership: Supporting Information
2.68 2.672.57
2.432.30
1
2
3
4
Focuses organizational
time on learning
Develops teaching and learning staff
Develops accountability
systems
Creates a positive learning
environment
Nurtures a positive culture
Weighted average scores for instructional leadership activities
The Superintendent received the lowest weighted average score overall for this Standard, as she received consistently moderate to low scores in this Standard.
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7 Resource Management: Key Findings
Performance Indicators7.1 Demonstrates use of system and staff evaluation data for personnel policies, decision-making, promotion of career growth, and professional development
7.2 Identifies and applies appropriate policies, criteria and processes for the recruitment, selection, induction, compensation, and separation of personnel with attention to issues of equity and diversity
7.3 Makes sound fiscal decisions, in line with the organization’s strategic goals, and establishes clear and transparent systems of fiscal control and accountability
StrengthsDeveloped appropriate hiring policies
Developed a staff leadership program with Cabinet staff
Supports the professional development of staff
Opportunities for ImprovementInconsistently applies hiring policies
Has not been transparent about the development of the leadership program, leading to a perception among some staff that leadership development is not a priority
Does not conduct regular evaluations for her direct reports
Does not provide transparency on fiscal decisions
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7 Resource Management: Supporting Information
“One concern I have had regarding the senior leadership of the Forest Grove School District is around transparency of business and the resulting culture of mistrust and unprofessionalism that
permeates the district office.”
“The superintendent did not listen to overwhelming staff feedback last year regarding the hiring of a new director of special education. Because of her poor decisions and lack of collaboration the morale
in special education has suffered drastically and the department has had unnecessary setbacks including the interim director quitting three months into the school year, a director being
appointed who should have just been hired in the first place, and now there is a lack of support for the rest of the year as they are
down one administrator.”
“I’ve only had one evaluation in the years I’ve been here. The reason John took over the other principals was that she wasn’t
doing her piece on time.”
“She’s interested in helping to develop leaders in the District. She’s been working with me and principals to identify aspiring leaders in
the District. It’s not something we’ve broadcast widely – it’s something I’m constantly wondering about because I don’t want to
have a bunch of people raise their hands who don’t have the support of their own leaders. But, we’re looking to develop future
leaders as a means of succession planning.”26%
16% 15%
21%23%
0%
10%
20%
30%
Perc
ent o
f Res
pons
es
Effciently utilizes appropriate District resources
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8 Ethical Leadership: Key Findings
Performance Indicators8.1 Ensures a system of accountability for every student’s academic and social success
8.2 Models principles of self-awareness, reflective practice, transparency, and ethical behavior
8.3 Safeguards the values of democracy, equity, and diversity
8.4 Promotes social justice and ensures that individual student needs inform all aspects of schooling
StrengthsHas elevated equity as an important issue in the District
Opportunities for ImprovementDoes not seek and respond to feedback
Too focused on aggregate outcomes, to the detriment of individual needs
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8 Ethical Leadership: Supporting Information
“She is dedicated to being a voice for students of color.”
“The overall lack of transparency, honesty, and underhanded manipulation has created a climate of distrustfulness and low staff
morale by this superintendent.”
“There has been a climate of fear of retaliation for voicing concerns, or a difference of opinion.”
“Her two top priorities should be Board development and staff/admin evaluation and development. But, she’s been really
lacking. She has a real resistance to holding courageous conversations and providing honest and critical feedback. She
doesn’t do her evaluations. I’ve had maybe one.”
“She creates a climate of secrecy and distrust. She shares incorrect information about the workings and procedures of the school district and acts on her own behalf. Dr. Curtis does not
value the opinion of her employees.”“It seems as if the focus is on test scores rather than on educating
and caring for each student.”
“I admire that this district prioritizes and actively works towards building equity.”
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Appendix: Survey Question Responses
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1 Visionary Leadership
Activity 1Disagree
2Somewhat Disagree
3Somewhat
Agree
4Agree N/A Weighted
Average
Collaboratively develops and implements a shared vision and mission for the District. 17.63% 20.81% 23.70% 25.14% 12.72% 2.65
Aligns District priorities and initiatives to achieve strategic goals. 11.30% 21.16% 24.93% 28.70% 13.91% 2.82
Effectively communicates the goals of the District and ensures alignment on the importance of those goals.
17.97% 19.42% 26.67% 24.93% 11.01% 2.66
Uses data and information to revise initiatives when they do not achieve desired outcomes. 15.99% 17.73% 21.22% 20.35% 24.71% 2.61
Nurtures and sustains a culture of collaboration, trust, learning, and continuous improvement. 30.92% 21.39% 15.61% 23.70% 8.38% 2.35
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2 Policy and Governance
Activity 1Disagree
2Somewhat Disagree
3Somewhat
Agree
4Agree N/A Weighted
Average
Understands and maintains the separation between policymaking (the primary role of the School Board) and administration (the primary role of the Superintendent).
16.52% 16.52% 13.86% 20.35% 32.74% 2.57
Effectively and faithfully implements School Board policies once they are adopted. 8.26% 16.22% 18.88% 26.55% 30.09% 2.91
Maintains an effective working relationship with the School Board. 13.31% 16.57% 18.34% 18.34% 33.43% 2.63
Is knowledgeable about federal, state, and regional laws and policies for school districts, and appropriately applies them in the District.
5.33% 7.40% 19.82% 39.05% 28.40% 3.29
Uses legal counsel to avoid civil and criminal liabilities. 2.37% 4.45% 13.35% 30.86% 48.96% 3.42
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3 Communications and Community Relations
Activity 1Disagree
2Somewhat Disagree
3Somewhat
Agree
4Agree N/A Weighted
Average
Demonstrates effective communication skills (written, verbal, non-verbal) in both formal and informal settings.
14.67% 15.87% 25.45% 36.83% 7.19% 2.91
Seeks and uses input and feedback. 29.64% 17.07% 17.37% 20.66% 15.27% 2.34
Empowers all stakeholders to fully participate in the process of education. 25.90% 23.19% 17.47% 21.08% 12.35% 2.38
Builds productive partnerships with businesses and community organizations to improve the quality of teaching and learning in the District.
13.81% 15.62% 20.12% 22.52% 27.93% 2.71
Works effectively with the media to portray the District positively. 11.21% 13.33% 22.73% 25.45% 27.27% 2.86
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4 Effective Management
Activity 1Disagree
2Somewhat Disagree
3Somewhat
Agree
4Agree N/A Weighted
Average
Efficiently utilizes appropriate District resources. 25.76% 16.06% 14.55% 20.61% 23.03% 2.39
Shares responsibility by delegating to others as appropriate. 11.85% 13.07% 22.19% 23.71% 29.18% 2.82
Recognizes and gives credit to others for their efforts by publicly acknowledging contributions and speaking of staff in positive terms.
17.82% 15.11% 21.45% 29.61% 16.01% 2.75
Maintains a regular presence in District buildings and at District events, and makes herself available to all staff.
25.68% 19.03% 19.34% 23.26% 12.69% 2.46
Effectively protects the welfare and safety of students and staff. 15.15% 13.03% 23.64% 34.55% 13.64% 2.9
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5 Curriculum Planning/Development
Activity 1Disagree
2Somewhat Disagree
3Somewhat
Agree
4Agree N/A Weighted
Average
Supports the development of a comprehensive and rigorous curriculum based on content and assessment standards as well as best practices.
8.79% 11.21% 26.36% 33.03% 20.61% 3.05
Uses child development and learning theories in the creation of curricula. 12.50% 10.98% 19.51% 23.78% 33.23% 2.82
Leverages technology in educational programming. 4.85% 9.70% 31.21% 35.76% 18.48% 3.2
Facilitates a productive curriculum renewal process that engages faculty and stakeholders and anticipates changes teaching and learning needs.
15.76% 11.82% 23.33% 22.73% 26.36% 2.72
Uses data on student outcomes to inform the curriculum renewal process. 10.30% 12.12% 21.52% 24.85% 31.21% 2.89
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6 Instructional Leadership
Activity 1Disagree
2Somewhat Disagree
3Somewhat
Agree
4Agree N/A Weighted
Average
Ensures teacher and organizational time is focused to support student learning. 16.41% 17.03% 23.84% 23.84% 18.89% 2.68
Develops the instructional and leadership capacity of teaching and learning staff. 16.98% 16.36% 23.77% 23.46% 19.44% 2.67
Creates a personalized and motivating learning environment for students. 22.15% 18.46% 17.54% 18.77% 23.08% 2.43
Develops appropriate assessment and accountability systems to monitor student progress. 15.69% 18.15% 19.69% 18.77% 27.69% 2.57
Nurtures and sustains a culture of collaboration, trust, learning, and continuous improvement. 34.46% 17.23% 14.77% 23.38% 10.15% 2.3
