Drop Box for Domain 1 and 2 Students, here you will begin gathering information for your Six Domains Project. Domains 1 and 2 will be completed as one assignment. You will then be assigned Domains 3

The Full Protocols for the Marzano Focused School Leader Model

Domain I: A Data-Driven Focus on School Improvement

I (1): The school leader ensures the appropriate use of data to develop critical goals focused on improving student achievement at the school.

Desired Effect: Everyone understands the school’s most critical goals for improving student achievement.

Scale Value	Description
Innovating (4)	The school leader ensures adjustments are made or new methods are utilized so that all stakeholders sufficiently understand the critical goals.
Applying (3)	The school leader ensures the appropriate use of data to develop critical goals focused on improving student achievement at the school AND regularly monitors that everyone understands the critical goals for improving student achievement.
Developing (2)	The school leader ensures the appropriate use of data to develop critical goals focused on improving student achievement at the school.
Beginning (1)	The school leader attempts to use appropriate data to develop critical goals focused on improving student achievement at the school, but does not complete the task or is not successful.
Not Using (0)	The school leader does not attempt to use appropriate data to develop critical goals focused on improving student achievement at the school.

Sample Evidences for Element 1 of Domain I

Published goals focus on a plan for eliminating the achievement gap for each student
Goals support the vision and mission of the school
School improvement goals are established as a percentage of students who will score at a proficient or higher level on state assessments or benchmark assessments
Multiple sources of data are used to develop critical goals
School-wide achievement goals are posted and discussed regularly at faculty and staff gatherings
Written goals address the most critical and severe achievement deficiencies
Written timelines contain specific benchmarks for each goal including who provides support for achieving the goal
A school improvement or strategic plan delineates the critical goals
Faculty and staff can explain how goals support and eliminate differences in achievement for students
at different socioeconomic levels, English learners, and students with disabilities
Faculty and staff can describe why the identified school-wide achievement goals are the most critical
Data are available to identify how the most critical achievement goals of the school are supported

I (2): The school leader ensures appropriate analysis and interpretation of data are used to monitor the progress of each student toward meeting achievement goals.

Desired Effect: Data confirm students are making progress towards meeting their achievement goals.

Scale Value	Description
Innovating (4)	The school leader ensures that multiple sources of data are analyzed to provide the most relevant information and readdresses achievement goals using accrued achievement data.
Applying (3)	The school leader ensures appropriate analysis and interpretation of data are used to monitor the progress of each student toward meeting achievement goals AND monitors the extent to which student data are used to track progress toward goal.
Developing (2)	The school leader ensures appropriate analysis and interpretation of data are used to monitor the progress of each student toward meeting achievement goals.
Beginning (1)	The school leader attempts to ensure appropriate analysis and interpretation of data are used to monitor the progress of each student toward meeting achievement goals, but does not complete the task or is not successful.
Not Using (0)	The school leader does not attempt to ensure appropriate analysis and interpretation of data are used to monitor the progress of each student toward meeting achievement goals.

Sample Evidences for Element 2 of Domain I

Reports, charts, graphs, and other relevant data for each student are available for tracking status and growth
Data are routinely analyzed for learning gaps
Individual student results from multiple types of assessments are regularly reported and used (e.g. classroom formative, benchmark, summative/end of year)
Individual student reports, graphs, and charts are regularly updated to track the progress of each student
Teachers regularly meet to analyze school growth data for individual students
School leadership teams regularly meet to analyze individual student performance
Teachers utilize multiple sources of individual student data in planning to close achievement gaps
Teachers regularly analyze data of their individual students, including all subgroups
Students keep data logs regarding their individual goals and for tracking progress
Student-led conferences focus on the student’s achievement goals
Parents have access to student achievement data systems to track student progress
Parent-teacher conferences focus on individual student goals and progress
Teacher plans address the learning goals of their students
Each student has recorded achievement goals for classroom formative, benchmark, and summative assessments

I (3): The school leader ensures the appropriate implementation of interventions and supportive practices to help each student meet achievement goals.

Desired Effect: Data confirm interventions help each student meet achievement goals.

Scale Value	Description
Innovating (4)	The school leader continually examines and expands the options for individual students to make adequate progress towards meeting their achievement goals.
Applying (3)	The school leader ensures that appropriate interventions and supportive practices are implemented to help each student meet achievement goals AND monitors whether interventions help each student meet achievement goals.
Developing (2)	The school leader ensures the appropriate implementation of interventions and supportive practices to help each student meet achievement goals.
Beginning (1)	The school leader attempts to ensure the appropriate implementation of interventions and supportive practices to help each student meet achievement goals, but does not complete the task or is not successful.
Not Using (0)	The school leader does not attempt to ensure the appropriate implementation of interventions and supportive practices to help each student meet achievement goals.

Sample Evidences for Element 3 of Domain I

Processes are in place to identify students who need interventions
Interventions take place during the school day or in extended day programs (e.g. Saturday school, summer school)
Response to intervention measures and/or multi-tiered systems of support are in place and routinely measured for producing results
Enrichment programs are in place
Intervention, including enrichment, programs are constantly monitored to measure their effect on student achievement
Completion rates of programs designed to enhance academic achievement are monitored (e.g. gifted and talented, advanced placement, STEM, etc.)
Processes for ongoing progress monitoring are used to appropriately place students and, when appropriate, redirect students into intervention support groups
Push-in or other in-class interventions are utilized when appropriate
Interventionist and classroom teachers regularly work together to track student progress
Teachers can explain how implemented interventions help individual students meet their goals
Students and/or parents can identify how interventions helped close their achievement gap

Domain II: Instruction of a Viable and Guaranteed Curriculum

II (1): The school leader provides a clear vision for how instruction should be addressed in the school.

Desired Effect: Teachers use the instructional model.

Scale Value	Description
Innovating (4)	The school leader continually examines and provides updates so that all teachers use the instructional model.
Applying (3)	The school leader provides a clear vision for how instruction should be addressed in the school AND monitors the extent to which the teachers use the instructional model.
Developing (2)	The school leader provides a clear vision for how instruction should be addressed in the school.
Beginning (1)	The school leader attempts to provide a clear vision for how instruction should be addressed in the school, but does not complete the task or is not successful.
Not Using (0)	The school leader does not attempt to provide a clear vision for how instruction should be addressed in the school.

Sample Evidences for Element 1 of Domain II

A written document articulating the school-wide model of instruction is in place
The school-wide language of instruction is used regularly by faculty in their professional learning communities and in faculty and/or department meetings
The school-wide language of instruction is used regularly by faculty in their informal conversations
Professional development opportunities are provided for new and experienced teachers regarding the school-wide model of instruction
Implementation of the instructional model is evident in daily classroom instruction
Intentional planning to use the instructional model is evident in teacher lesson plans
New initiatives are prioritized and limited in number to support the instructional model
Teachers can describe the major components of the school-wide model of instruction
Teachers can explain how strategies in the instructional framework promote learning for the school’s diverse population
Data are available to support teacher implementation of the instructional model (e.g. lesson plans, observations, PLC notes)
The vision for instruction is shared throughout the school and community

II (2): The school leader uses knowledge of the predominant instructional practices in the school to improve teaching.

Desired Effect: Teachers improve instructional practices when leader provides feedback regarding predominant instructional practices.

Scale Value	Description
Innovating (4)	The school leader regularly intervenes to ensure that ineffective instructional practices are corrected and effective instructional practices are implemented.
Applying (3)	The school leader uses knowledge of the predominant instructional practices in the school to improve teaching AND monitors the extent to which teachers improve their instructional practices.
Developing (2)	The school leader uses knowledge of the predominant instructional practices in the school to improve teaching.
Beginning (1)	The school leader attempts to use knowledge of the predominant instructional practices in the school to improve teaching, but does not complete the task or is not successful.
Not Using (0)	The school leader does not attempt to use knowledge of the predominant instructional practices in the school to improve teaching.

Sample Evidences for Element 2 of Domain II

Walk-through or other observation data are aggregated to disclose predominant instructional practices in the school
Accurate feedback is provided to each teacher regarding instructional practices
Systems are in place to monitor the effect of predominant instructional practices for each subgroup
Feedback is provided to each teacher regarding instructional practices needed to address learning gaps and diverse

student populations

Predominant instructional practices and trends are documented and regularly shared with teachers
Effective instructional practices and problems of practice are accurately described by the school leader
Data shows teachers implement new instructional strategies when provided feedback
Data regarding predominant instructional practices are used to inform professional development opportunities
Observation data confirm that teachers improve instructional practices
Student achievement data improves as teachers improve in the use of instructional strategies
Teachers can describe the predominant instructional practices used in the school and how they affect student achievement

II (3): The school leader ensures that the school curriculum and accompanying assessments align with state and district standards.

Desired Effect: Assessments accurately measure student progress towards achieving the adopted standards.

Scale Value	Description
Innovating (4)	The school leader ensures that the assessment and reporting system focuses on state and district standards and intervenes with teachers who do not utilize adopted standards.
Applying (3)	The school leader ensures that the school curriculum and accompanying assessments align with state and district standards AND monitors the extent to which the assessments accurately measure student progress toward achieving the adopted standards.
Developing (2)	The school leader ensures that the school curriculum and accompanying assessments align with state and district standards.
Beginning (1)	The school leader attempts to ensure that the school curriculum and accompanying assessments align with state and district standards, but does not complete the task or is not successful.
Not Using (0)	The school leader does not attempt to ensure that the school curriculum and accompanying assessments align with state and district standards.

Sample Evidences for Element 3 of Domain II

An understanding of the alignment of curriculum and assessments is demonstrated by the school leader
Curriculum documents are in place that correlate the written curriculum to state and district standards
Resources to support curriculum align to standards
Rubrics or scales are in place that clearly delineate student levels of performance on essential standards
Classroom/formative, benchmark, and summative/end of year assessment data are consistently analyzed for alignment to standards
School teams regularly analyze the relationship between the written curriculum/standards, taught curriculum, and assessments, and makes adaptations when needed
Assessments accurately measure adopted standards
Interventions are in place when standards are required and not incorporated
Implemented assessments reflect knowledge of child development and learning theories
Teachers can describe the essential standards for their subject area and/or grade level

II (4): The school leader ensures that school curriculum is focused on essential standards so it can be taught in the time available to teachers.

Desired Effect: Teachers have time to teach the core or essential standards.

Scale Value	Description
Innovating (4)	The school leader ensures that essential standards are regularly examined and revised to ensure teachers have time to teach the essential standards.
Applying (3)	The school leader ensures that school curriculum is focused on essential standards so it can be taught in the time available to teachers AND monitors the extent to which the essential standards are few enough to allow adequate time for students to learn them.
Developing (2)	The school leader ensures that school curriculum is focused on essential standards so it can be taught in the time available to teachers.
Beginning (1)	The school leader attempts to ensure that the school curriculum is focused on essential standards so it can be taught in the time available to teachers, but does not complete the task or is not successful.
Not Using (0)	The school leader does not attempt to ensure that the school curriculum is focused on essential standards so it can be taught in the time available to teachers.

Sample Evidences for Element 4 of Domain II
A written list of essential standards is in place and available to each teacher Written curriculum has been unpacked in such a manner that essential elements/standards have been identified A curriculum audit has been conducted that delineates how much time it would take to adequately address the essential standards Teams regularly meet to discuss the progression and viability of documents that articulate essential content and timing of delivery (e.g. pacing guides, curriculum maps) Time available for specific classes and courses meets the state or district specifications for those classes and courses Schedules are protected to allow teachers time to teach the essential curriculum/standards A plan is in place to monitor that the essential curriculum is taught in the time available to teachers Teachers can describe which elements are essential and can be taught in the scheduled time Students report they have time to learn the essential curriculum/standards Processes are implemented at the school to ensure teachers teach the essential curriculum/standards Data are available to show that teachers teach the essential curriculum/standards Technology systems support essential standards

II (5): The school leader ensures that each student has equal opportunity to learn the critical content of the curriculum.

Desired Effect: Each teacher teaches the essential standards so every student has the opportunity to learn the essential standards

Scale Value	Description
Innovating (4)	The school leader intervenes with teachers who do not teach essential standards that guarantee students have equal access to learning the critical content of the curriculum.
Applying (3)	The school leader ensures that each student has equal opportunity to learn the critical content of the curriculum AND monitors the extent to which each teacher teaches the essential standards to each student.
Developing (2)	The school leader ensures that each student has equal opportunity to learn the critical content of the curriculum.
Beginning (1)	The school leader attempts to ensure that each student has equal opportunity to learn the critical content of the curriculum, but does not complete the task or is not successful.
Not Using (0)	The school leader does not attempt to ensure that each student has equal opportunity to learn the critical content of the curriculum.

Sample Evidences for Element 5 of Domain II

Tracking systems are in place that examine each student’s access to the essential elements/standards of the curriculum
Parents are aware of their child’s current access to the essential/standards elements of the curriculum
Each student has equal access to advanced placement or other rigorous courses
Each student has a prescribed program of study that documents access to appropriate courses
Data are available to show teachers have completed appropriate content area training in their subject area courses
Each student has equal access to courses that directly address the essential elements/standards of the required curriculum
Data are available to verify student achievement in critical content and standards
Teachers can describe the content strategies that result in the highest student learning for specific courses and topics
Student data/feedback reveal that they are given the opportunity to learn the critical content of the curriculum
Data are available to show that students are ready to be contributing members of society and participate in a global community (e.g. graduation rates, CTE certifications, post-graduation enrollment)
Data are available to show that students are college and career ready
Appropriate technology is in place to support and enhance instruction and curriculum
The process in place to ensure that each student has an equal opportunity to learn the critical content/standards can be explained by the school leader

Domain III: Continuous Development of Teachers and Staff

III (1): The school leader effectively hires, supports, and retains personnel who continually demonstrate growth through reflection and growth plans.

Desired Effect: Teachers and staff continue to grow as they meet their growth goals.

Scale Value	Description
Innovating (4)	The school leader provides interventions and support for teachers and staff who are not meeting their growth goals.
Applying (3)	The school leader effectively hires, supports, and retains personnel who continually demonstrate growth through reflection and growth plans AND monitors the extent to which teachers and staff achieve their growth goals and continue to grow.
Developing (2)	The school leader effectively hires, supports, and retains personnel who continually demonstrate growth through reflection and growth plans.
Beginning (1)	The school leader attempts to effectively hire, support, and retain personnel who continually demonstrate growth through reflection and growth plans, but does not complete the task or is not successful.
Not Using (0)	The school leader does not attempt to effectively hire, support, and retain personnel who continually demonstrate growth through reflection and growth plans.

Sample Evidences for Element 1 of Domain III

Each teacher provides written pedagogical growth goals
Teachers regularly track their progress towards meeting pedagogical growth goals
Evaluation results, growth plans, and interventions for struggling personnel are available
Meetings are regularly scheduled with personnel regarding their growth goals and tracking progress
A teacher induction program is in place to support new teachers
Teacher leaders are identified, supported, and provided opportunities to develop
Personnel records reveal the leader hires and retains effective personnel
Standardized interview processes and/or protocols are utilized
Nondiscriminatory hiring practices are evident
Personnel records document that support system(s) are utilized to ensure personnel meet their goals
Teachers can describe their progress on their pedagogical growth goals
Staff members demonstrate continuous growth in their area of responsibility

III (2): The school leader uses multiple sources of data to provide teachers with ongoing evaluations of their pedagogical strengths and weaknesses that are consistent with student achievement data.

Desired Effect: Teacher observation/evaluation data are consistent with student achievement data.

Scale Value	Description
Innovating (4)	The school leader ensures that teacher evaluation processes are updated regularly to ensure the results are consistent with student achievement data.
Applying (3)	The school leader uses multiple sources of data to provide teachers with ongoing evaluations of their pedagogical strengths and weaknesses that are consistent with student achievement data AND monitors the extent to which teacher evaluations are consistent with student achievement data.
Developing (2)	The school leader uses multiple sources of data to provide teachers with ongoing evaluations of their pedagogical strengths and weaknesses that are consistent with student achievement data.
Beginning (1)	The school leader attempts to use multiple sources of data to provide teachers with ongoing evaluations of their pedagogical strengths and weaknesses that are consistent with student achievement data, but does not complete the task or is not successful.
Not Using (0)	The school leader does not attempt to use multiple sources of data to provide teachers with ongoing evaluations of their pedagogical strengths and weaknesses that are consistent with student achievement data.

Sample Evidences for Element 2 of Domain III

Specific evaluation scales are in place to provide teachers accurate feedback on their pedagogical strengths and weaknesses
Teacher feedback and evaluation data are based on multiple sources of information including but not limited to: direct observation, teacher self-report, analysis of teacher performance as captured on video, student reports on teacher effectiveness, and peer feedback to teachers
A schedule of teacher observations is in place to ensure all observations are completed in the designated timeframe
Teacher evaluation data are regularly used as the subject of conversation between school leaders and teachers
Data show the school leader provides frequent observations and meaningful feedback to teachers
Data are available to support that teacher evaluations are consistent with student achievement data
Achievement data from classroom formative, benchmark and/or summative/end of year assessments are consistent with teacher evaluation feedback
Teachers can describe how implementation of specific instructional strategies affects student achievement

III (3): The school leader ensures that teachers and staff are provided with job-embedded professional development to optimize professional capacity and support their growth goals.

Desired Effect: Teachers and staff improve their skills as a result of attending professional development.

Scale Value	Description
Innovating (4)	The school leader continually re-evaluates the professional development program to ensure that it remains job-embedded and focused on instructional growth goals and intervenes with personnel who are not making sufficient progress toward achieving growth goals.
Applying (3)	The school leader ensures that teachers and staff are provided with job-embedded professional development to optimize professional capacity and support their growth goals AND monitors the extent to which teachers and staff improve their skills.
Developing (2)	The school leader ensures that teachers and staff are provided with job-embedded professional development to optimize professional capacity and support their growth goals.
Beginning (1)	The school leader attempts to ensure that teachers and staff are provided with job-embedded professional development to optimize professional capacity and support their growth goals, but does not complete the task or is not successful.
Not Using (0)	The school leader does not attempt to ensure that teachers and staff are provided with job- embedded professional development to optimize professional capacity and support their growth goals.

Sample Evidences for Element 3 of Domain III

Teachers and staff have ongoing opportunities to participate in job-embedded professional development or training
Online professional development courses and resources are available to teachers and staff regarding their growth goals
Teachers and staff participation in professional development activities is recorded and tracked
Teacher-led professional development is available to teachers regarding their instructional growth goals
Instructional coaching is available to teachers to help them achieve their instructional growth goals
Data are collected linking the effectiveness of professional development/training to the improvement of teacher and/or staff practices
Data are available documenting how deliberate practice is improving teacher performance
Teachers and staff can describe how professional development supports attainment of growth goals
Teachers and staff implement new strategies after attending professional development

Domain IV: Community of Care and Collaboration

IV (1): The school leader ensures that teachers work in collaborative groups to plan and discuss effective instruction, curriculum, assessments, and the achievement of each student.

Desired Effect: Teachers working in collaborative groups enhance instruction and student achievement.

Scale Value	Description
Innovating (4)	The school leader ensures that group goals relative to curriculum, assessment, and instruction are regularly revised to reflect the changes in student achievement data and intervenes and supports teacher teams whose goals do not adequately address the achievement of all students.
Applying (3)	The school leader ensures that teachers work in collaborative groups to plan and discuss effective instruction, curriculum, assessments, and the achievement of each student AND monitors the extent to which working in collaborative groups enhances instruction and student achievement.
Developing (2)	The school leader ensures that teachers work in collaborative groups to plan and discuss effective instruction, curriculum, assessments, and the achievement of each student.
Beginning (1)	The school leader attempts to ensure that teachers work in collaborative groups to discuss and plan effective instruction, curriculum, assessment, and the achievement of each student, but does not complete the task or is not successful.
Not Using (0)	The school leader does not attempt to ensure that teachers work in collaborative groups to discuss and plan effective instruction, curriculum, assessment, and the achievement of each student.

Sample Evidences for Element 1 of Domain III

Professional Learning Communities (PLCs) are in place and meet regularly
PLCs have written goals
Progress of PLCs towards their goals is regularly examined by the school leader
Classroom assessments are created by PLCs
Formative student achievement and growth data are analyzed by PLCs
Teachers have opportunities to observe other teachers
Teachers work collaboratively to write standards-based unit plans and assessments
Teachers unpack standards and write learning targets demonstrating a progression of knowledge
Teachers routinely examine student work for alignment to standards

IV (2): The school leader ensures a workplace where teachers have roles in the decision-making process regarding school planning, initiatives, and procedures to maximize the effectiveness of the school.

Desired Effect: Through shared decision-making the school continues to improve its overall effectiveness.

Scale Value	Description
Innovating (4)	The school leader continually seeks new venues for teacher input regarding important decisions and the effectiveness of the school.
Applying (3)	The school leader ensures a workplace where teachers have roles in the decision-making process regarding school planning, initiatives, and procedures to maximize the effectiveness of the school AND monitors the extent to which the decision-making process improves the effectiveness of the school.
Developing (2)	The school leader ensures a workplace where teachers have roles in the decision- making process regarding school planning, initiatives, and procedures to maximize the effectiveness of the school.
Beginning (1)	The school leader attempts to ensure a workplace where teachers have roles in the decision- making process regarding school planning, initiatives, and procedures to maximize the effectiveness of the school, but does not complete the task or is not successful.
Not Using (0)	The school leader does not attempt to ensure a workplace where teachers have roles in the decision-making process regarding school planning, initiatives, and procedures to maximize the effectiveness of the school.

Sample Evidences for Element 2 of Domain IV

Teachers are made aware of the specific types of decisions in which they will have direct input
Data-gathering techniques are in place to collect information from teachers
Notes and reports are in place that describe how teacher input was used when making specific decisions or changes
Virtual tools are utilized to collect and report teacher opinions regarding specific decisions (e.g. online surveys)
Groups of teachers are selected and utilized to provide input regarding specific decisions
Teacher leaders are enabled to proactively initiate, plan, implement, and monitor projects
The school leadership team has critical roles in facilitating school initiatives
Data are available to show how input is used by the school leader
Teachers report that their input is valued and taken into consideration by the school leader
Data are available to reveal the school improves its overall effectiveness through a shared decision- making process
School leader can describe the systematic processes in place to solicit teacher input
Initiatives are analyzed to evaluate their effect on teaching and learning

IV (3): The school leader ensures equity in a child-centered school with input from staff, students, parents, and the community.

Desired Effect: Equity is evident for each student.

Scale Value	Description
Innovating (4)	The school leader intervenes and seeks assistance if the school does not provide equity for each student.
Applying (3)	The school leader ensures equity in a child-centered school with input from staff, students, parents, and the community AND monitors the extent to which the input creates equity for each student.
Developing (2)	The school leader ensures equity in a child-centered school with input from staff, students, parents, and the community.
Beginning (1)	The school leader attempts to ensure equity in a child-centered school with input from staff, students, parents, and the community, but does not complete the task or is not successful.
Not Using (0)	The school leader does not attempt to ensure equity in a child-centered school with input from staff, students, parents, and the community.

Sample Evidences for Element 3 of Domain IV

Data collection systems are in place to collect opinion data from staff, students, parents, and community regarding equity for each student
Use of input data is made transparent
Examples of how equity is ensured are available
Data are available to show that input from the school’s diverse population is valued and used
Use of interactive or social media is provided for staff, students, parents, and community to provide input
An inclusive culture is evident (e.g. student engagement in school-sponsored activities, attendance, behavior data, enrollment patterns)
Focus group meetings with students and parents are routinely scheduled
School leader hosts and/or speaks at community/business events
Examples of how input from the school community results in change and improvements are available
Processes are made available for how data gathered from subpopulations at the school is incorporated in school planning
Survey data indicates that the school is perceived as a child-centered school where equity is evident
Staff, students, parents, and community members report that their input is valued and used by the school leader to improve the functioning of the school

IV (4): The school leader acknowledges the successes of the school and celebrates the diversity and culture of each student.

Desired Effect: Each member of the school feels valued and honored.

Scale Value	Description
Innovating (4)	The school leader actively seeks a variety of methods for acknowledging individual and school- wide success that meet the unique needs of faculty and staff.
Applying (3)	The school leader acknowledges the successes of the school and celebrates the diversity and culture of each student AND monitors the extent to which people feel honored for their contributions.
Developing (2)	The school leader acknowledges the successes of the school and celebrates the diversity and culture of each student.
Beginning (1)	The school leader attempts to acknowledge the successes of the school and celebrates the diversity and culture of each student, but does not complete the task or is not successful.
Not Using (0)	The school leader does not attempt to acknowledge the successes of the school or celebrate the diversity and culture of each student.

Sample Evidences for Element 4 of Domain IV

Accomplishments of individual teachers, teams of teachers, and the whole school are celebrated in a variety of ways (e.g. faculty celebrations, newsletters to parents, announcements, websites, social media)
Incremental successes of students and teachers are routinely recognized
Successes of the diverse school community are celebrated
Faculty and staff report that accomplishments of the school and their individual accomplishments have been adequately acknowledged and celebrated
Perception inventories and other feedback data document that each member of the school feels valued and honored
Adaptations to current practices are made after analysis of feedback data
Staff, students, parents, and community report that their accomplishments are adequately acknowledged and celebrated
Actions of the school leader demonstrate that the leader accepts responsibility for the success of each student
Celebrations demonstrate understanding of the cultures represented in the school

Domain V: Core Values

V (1): The school leader is transparent, communicates effectively, and continues to demonstrate professional growth.

Desired Effect: The school leader is recognized in the school community as a leader who continues to enhance his/her leadership skills.

Scale Value	Description
Innovating (4)	The school leader actively seeks expertise/mentors for validation and feedback to enhance leadership skills.
Applying (3)	The school leader is transparent, communicates effectively, and continues to demonstrate professional growth AND monitors the extent to which the school community perceives that the leader continues to enhance his/her leadership skills.
Developing (2)	The school leader is transparent, communicates effectively, and continues to demonstrate professional growth.
Beginning (1)	The school leader attempts to be transparent, communicate effectively, and continue to demonstrate professional growth, but does not complete the task or is not successful.
Not Using (0)	The school leader does not attempt to be transparent, communicate effectively, and continue to demonstrate professional growth.

Sample Evidences for Element 1 of Domain III

Core values of the school are modeled by the school leader
Goals, mission, and vision of the school are clearly communicated
A published annual growth plan is in place to address how the school leader will address strengths and weaknesses
Professional development activities consistent with the leader’s growth plan have been identified
Evidence of leadership initiatives is available
Problem-solving and decision-making skills are demonstrated
Regular interactions with an identified mentor are documented
Communication is clear and accurate
Multiple media sources are utilized to communicate with staff and community
Faculty and staff identify the school administrator as the leader of the school
Faculty and staff describe the school leader as uncompromising regarding raising student achievement
Data indicate that school and community members perceive the leader as visible, welcoming, and approachable
Faculty and staff describe the school leader as an effective communicator of non-negotiable factors that have an impact on student achievement

V (2): The school leader has the trust of the staff and school community that all decisions are guided by what is best for each student.

Desired Effect: All decisions are measured by how they impact students.

Scale Value	Description
Innovating (4)	The school leader actively seeks for validation and feedback from multiple sources regarding perception in the school community.
Applying (3)	The school leader has the trust of the staff and school community that all decisions are guided by what is best for each student AND monitors how decisions impact students.
Developing (2)	The school leader has the trust of the staff and school community that all decisions are guided by what is best for each student.
Beginning (1)	The school leader attempts to have the trust of the staff and school community that all decisions are guided by what is best for each student, but does not complete the task or is not successful.
Not Using (0)	The school leader does not attempt to have the trust of the staff and school community that all decisions are guided by what is best for each student.

Sample Evidences for Element 2 of Domain V

Perception inventories and/or other data indicate that the school leader is recognized by the school community as one who is willing to “take on tough issues”
Ethical decisions and practices are evident in all aspects of the work performed by the leader
Student policies and procedures are fair, unbiased, and culturally responsive
Perception inventories and/or other data show that the school leader performs with integrity and in the best interest of each student
Data reveal that the school leader acknowledges when school goals have not been met or initiatives have failed and revises the plan to ensure success for each student
Faculty and staff describe the school leader as an individual whose actions are guided by a desire to ensure the well-being of each student and to help each student learn
Faculty and staff describe the school leader as an individual who will follow through with his/her initiatives
Faculty and staff describe the school leader as one whose actions support his/her talk and expectations
Positive relationships are developed with staff, faculty, students, parents, and community

V (3): The school leader ensures that the school is perceived as safe and culturally responsive.

Desired Effect: The school is safe and inclusive of each student.

Scale Value	Description
Innovating (4)	The school leader ensures that rules and procedures are regularly reviewed and updated as necessary to ensure a safe and culturally responsive environment.
Applying (3)	The school leader ensures that the school is perceived as safe and culturally responsive AND monitors the extent to which the school is safe and inclusive of each student.
Developing (2)	The school leader ensures that the school is perceived as safe and culturally responsive.
Beginning (1)	The school leader attempts to ensure that the school is perceived as safe and culturally responsive, but does not complete the task or is not successful.
Not Using (0)	The school leader does not attempt to ensure that the school is perceived as safe and culturally responsive.

Sample Evidences for Element 3 of Domain V

Each student is treated respectfully
Institutional practices are regularly analyzed to safeguard against any bias relating to individuality, culture, and/or diversity
Decision-making reflects cultural considerations and responsiveness
Clear and specific rules and procedures are in place
Faculty and staff are provided the means to communicate about the safety of the school
Emergency management procedures for specific incidents are practiced
Updates and communication to the faculty and staff regarding emergency management plans are available
Faculty and school community describe the school as a safe and orderly place
Faculty and school community describe the school as inclusive and focused on supporting learning
Social media is utilized so that students may anonymously report potential incidents
Students have choice, work in groups, feel empowered, and demonstrate self-efficacy
Systems are in place for mass communication to parents (e.g. a call out system, mass texting)
Teachers foster positive relationships with students and the community
Coordination with local law enforcement agencies regarding school safety issues is a routine event
Students, parents, and community provide input regarding issues of school safety

Domain VI: Resource Management

VI (1): The school leader ensures that management of the fiscal, technological, and physical resources of the school supports effective instruction and achievement of each student.

Desired Effect: Management of fiscal, technological, and physical resources support instruction and student achievement.

Scale Value	Description
Innovating (4)	The school leader ensures adjustments are made or new strategies are created so that all fiscal, technological, and physical resources support effective instruction and student achievement.
Applying (3)	The school leader ensures that management of the fiscal, technological, and physical resources of the school supports effective instruction and achievement of each student AND monitors the extent to which fiscal resources support effective instruction and student achievement.
Developing (2)	The school leader ensures that management of the fiscal, technological, and physical resources of the school supports effective instruction and achievement of each student.
Beginning (1)	The school leader attempts to ensure that management of the fiscal, technological, and physical resources of the school supports effective instruction and achievement of each student, but does not complete the task or is not successful.
Not Using (0)	The school leader does not attempt to ensure that management of the fiscal, technological, and physical resources of the school supports effective instruction and achievement of each student.

Sample Evidences for Element 1 of Domain VI

Budgets are clearly aligned and prioritized to support instruction and achievement
Resources and materials reflect the cultural assets and interests of students in the community
Effective management of human resources that provide support for instruction and achievement (i.e. support staff) is documented by the school leader
Faculty and staff report that they have adequate materials to teach effectively
Faculty and staff report that they have adequate time to plan, teach, and incorporate appropriate resources
Student achievement can be linked to effective use of resources
Technology improves the quality and efficiency of operational management
Analysis of utilized technology confirms how it supports effective teaching and improved learning

VI (2): The school leader utilizes systematic processes to engage school district and external entities in support of school improvement.

Desired Effect: Data confirms that use of resources supports school improvement.

Scale Value	Description
Innovating (4)	The school leader continually examines and expands options for utilizing systematic processes to engage school district and external entities in support of school improvement.
Applying (3)	The school leader utilizes systematic processes to engage school district and external entities in support of school improvement AND monitors data to determine if the resources support school improvement.
Developing (2)	The school leader utilizes systematic processes to engage school district and external entities in support of school improvement.
Beginning (1)	The school leader attempts to utilize systematic processes to engage school district and external entities in support of school improvement, but does not complete the task or is not successful.
Not Using (0)	The school leader does not attempt to utilize systematic processes to engage school district and external entities in support of school improvement.

Sample Evidences for Element 2 of Domain VI

Success with accessing and leveraging a variety of resources (e.g. grants, local, state, and federal funds) is evident
Budgets and projects, with plans and objectives, are organized in such a way that the focus on instruction is maintained
District resources are utilized to maximize improvement of the school (e.g. academic/curriculum support)
University partnerships are utilized to provide support for the school
Processes used by the leader to improve the school are evident and readily explained
Partnerships with external entities are actively pursued
Partnerships are monitored to determine how they impact the school
Documentation of how outside resources support school improvement is available

VI (3): The school leader ensures compliance to district, state, and federal rules and regulations to support effective instruction and achievement of each student.

Desired Effect: The compliance to rules and regulations supports effective instruction and student achievement.

Scale Value	Description
Innovating (4)	The school leader continually examines for compliance to district, state, and federal rules and regulations and implements interventions when compliance is not working to support effective instruction and the achievement of each student.
Applying (3)	The school leader ensures compliance to district, state, and federal rules and regulations to support effective instruction and achievement of each student AND monitors the extent to which compliance to rules and regulations supports effective instruction and student achievement.
Developing (2)	The school leader ensures compliance to district, state, and federal rules and regulations to support effective instruction and achievement of each student.
Beginning (1)	The school leader attempts to ensure compliance to district, state, and federal rules and regulations to support effective instruction and achievement of each student, but does not complete the task or is not successful.
Not Using (0)	The school leader does not attempt to ensure compliance to district, state, and federal rules and regulations to support effective instruction and achievement of each student.

Sample Evidences for Element 3 of Domain VI

Deadlines are managed to enhance overall instructional effectiveness
Operations and facility resources are managed effectively to provide support for instruction
Curriculum materials and other resources meet district, state, or federal specifications
Data reveal how compliance to rules and regulations supports instruction and student achievement
Adherence to district and state policies and procedures is evident
Compliance documents are available for each auditable department (e.g. Title funds, grants, special education)
When compliance to rules and regulations is not evident, interventions are put in place