LAC 28:CXLVI.507. Performance Expectation 3: Capacity Building

A. Education leaders consistently and effectively reflect on their leadership practice resulting in strategic action plans that lead to significant increase in student achievement and teacher proficiency. Leaders self-reflect to determine areas of growth and set rigorous goals routinely to strengthen their own leadership practice. Education leaders implement and adjust school wide action plans based on feedback and data collected in order to enhance student achievement and teacher effectiveness. Leaders collaborate with colleagues at the school and system levels to implement local and school wide initiatives that consistently result in gains in student achievement. The indicators in expectation 3 are designed to describe the degree to which educational leaders believe in, value, and are committed to: 1. guided collaboration for all stakeholders; 2. induction, support, and development of new staff; 3. providing continuous professional growth and developmental support opportunities for future and current teacher leaders; 4. demonstrating lifelong learning; and 5. leading and implementing professional learning aligned to multiple data sources and guided by adult learning principles. B. Indicator A—Reflective Practice. 1. Reflects on their own leadership practice resulting in actions to increase student achievement and teacher proficiency. 2. Determines areas of growth and sets goals to strengthen his/her own leadership practice. 3. Implements school wide activities/action steps based on feedback and data. 4. Collaborates with colleagues at the school and system district levels to implement district local initiatives that result in gains in student achievement. C. Indicator B—Leadership Development. 1. Utilizes teacher and student observational data with school leaders resulting in adjustments to the support that is provided for teachers and to ensure student growth. 2. Provides coaching support and collaborative opportunities for teacher leaders based on professional development, classroom support and observations, teacher evaluation data, and student achievement data. 3. Develops the leadership skills of others by establishing a career pipeline for mentor teachers, content leaders, and other instructional leaders to assume additional responsibilities. 4. Provides opportunities for teachers and staff members to gain new learning. D. Indicator C—Collaborative Practices. 1. Provides ongoing collaborative opportunities structures for teachers to strengthen instructional practice by examining evidence of student learning and making instructional adjustments. 2. Provides for meaningful contribution from teachers that includes significant student or teacher data to inform decisions, build teacher capacity, and increase student achievement. 3. Monitors the quality of content within teacher collaboration so that it is a logical continuum that increases student learning. E. Indicator D—Continuous Improvement. 1. Prepares and plans for new staff by providing induction and mentoring systems and support. 2. Systematically fosters and empowers the continuous learning and improvement of teachers and staff to the highest levels of practice through job-embedded professional learning opportunities. 3. Ensures individualized professional learning, aligned to the coaching plan/PGP, is provided to support teachers’ and staff members’ skills, is guided by understanding of adult learning principles, and is measured with student data.