Instructional Leadership Checklist Step One: Establish, Implement, and Achieve Academic Standards

Indicator #1: Incorporates the Province and Division standards into the development and implementation of the local school's instructional programs.

1. No incorporation of Provincial or Division standards into program.

2. Belief in importance but permissive in supervision.

3. Belief in importance with expectations communicated.

4. Belief in importance, expectations communicated and assistance provided.

5.Belief in importance, expectation communicated, assistance provided and implementation monitored.

Indicator #1.2: Ensures that schoolwide and individual classroom instructional activities are consistent with Provincial, Division and School standards and are articulated and coordinated with one another.

1. Principal is unwilling to address a lack of consistency in many (more than half) classrooms or in the schools as a whole.

2. The principal expresses a verbal willingness to address a lack of consistency but fails to follow through with actions to ensure consistency.

3. The principal is willing to address a lack of consistency between standards and instruction but is marginally effective in doing so.

4. The principal is willing to ensure consistency between standards and instruction and is usually very effective in doing so.

5. The principal is highly effective in ensuring that instructional activities and outcomes match standards.

Indicator #1.3: Uses multiple sources of data, both qualitative and quantitative, to evaluate progress and plan for continuous improvement.

1. No testing program.

2. Standardized testing program with little use of results by either principal or teachers.

3. Standardized testing program with some use of results by principal and little use of results by teachers.

4. Well-rounded evaluation program with some use of results by both principal and teachers.

5. Well-rounded evaluation program with some use of results by both principal and teachers to modify and improve program.

Indicator #1.4: Instructional leadership efforts on the part of the principal result in meaningful and measurable achievement gains.

1. No instructional leadership toward school improvement.

2. Minimal effort given to instructional leadership, goal setting, and school improvement activities. No resources or support provided to teachers.

3. Some instructional leadership. Some goal-setting and school improvement activities. Limited resources and support.

4. Excellent instructional leadership. Meaningful goal-setting and school improvement activities. Provision of resources and support. Limited accountability for all teachers.

5. Strong instructional leadership. Meaningful goal-setting and school improvement activities. Provision of resources and support. Consistent accountability.

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Instructional Leadership Checklist Step One: Establish, Implement, and Achieve Academic Standards

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