STAGES: LEADERSHIP & CULTURE

USING THE ROADMAP
DOWNLOAD FULL REPORT
PLANNING
BUILDING
TRANSFORMING

Distributed Leadership

There is awareness that leadership is a shared responsibility requiring commitment among staff, from top to bottom, to the vision and mission. Teachers and education leaders play important roles in developing the vision, mission and planned implementation.

There is a developing consensus of shared responsibility for and commitment among staff, from top to bottom, for a 21st century vision and mission that can be embedded into planning and implementation documents and actions.

There is shared responsibility for and commitment among staff, from top to bottom, to the vision and mission, widely visible in strategic planning documents and improvement plans as well as in school activities, signage, slogans and other artifacts.

Engaged supportive community

Some community and business leaders express interest in partnering with districts and other educational organizations to support transformation. They voice support for the efforts and collaboratively share resources and expertise on a sporadic basis.

There is a growing number of community and business leaders who actively assist the district in building a new vision, providing needed expertise on community and workforce needs and assets more than once a year. Many parents as well as community leaders regularly participate with the district on projects, and are integral to the transformation process.

The communities of teachers, students, families, civic and community organizations, as well as leaders, businesses, other schools and colleges are engaged in deep and meaningful ways. The community’s unique needs, assets and support are powerful drivers in the district.

Focus on Students

The leadership begins to discuss what students need for the future and incorporate those needs into a broader vision and mission. Plans are developed that place a high priority on students’ needs.

The majority of education leaders demonstrate their commitment to meeting student needs for college, career and life readiness. District strategic plans, policies, and processes show a shift in focus to student learning that includes both content and skills.

Ensuring that students acquire not only the content knowledge they need, but also twenty-first century skills such as collaboration communication, creativity/innovation and critical thinking, and dispositions such as persistence, responsibility, social awareness.

Builds a trusting, safe and supportive environment

Education leaders begin to voice support for creating a more trusting and supportive environment. Some policies and/or practices are put in place to allow for innovative practices or pilot projects. Compliance plans and policies are examined for potential changes to allow for more risk-taking and for the shift to a learning organization.

Many education leaders voice support for risk taking and trust. Plans, strategies and tactics that encourage innovation rather than compliance become more prevalent. A growing consensus develops on the value of being a learning organization.

Allows for risk taking and relies less on compliance and more on becoming a learning organization.

Builds a collective vision

Efforts to build a collective vision begin with a structured process for planning. First steps often include a series of stakeholder meetings that discuss future student and community needs.

As the process for developing the collective vision continues, adoption grows as parents, community and education leaders incorporate it into their language. Initial policies and plans develop, and pilot projects emerge that assist in building a community specific vision to which all can commit.

Allows the organization to grow, evolve and adapt in an inclusive, forward thinking and open cultural environment. The vision is evident throughout the organization in the work, in policies, in plans, and in the everyday language.

Creates Policies and Practices structure

The creation and alignment of policies and practices begins with a full analysis of current practice and policies. A small amount (< 25%) of the current policies and practices are aligned to the collective vision and mission.

Approximately 25-75% of the policies and practices are being put into place to empower administrators and teachers to grow and develop as leaders and professionals in a continuous learning environment, and to fulfill the collective vision and mission.

Administrators and teachers are empowered to grow and develop as leaders and professionals in a continuous learning environment that aligns with the collective vision and mission.

Establishes an Environment of Student Agency

Students are empowered, excited and actively engaged in their own learning and in their community. A few learning environments support 21st century learning that emphasizes student engagement, global literacy, and mastery of content and skills, and encourages innovation and risk taking.

Students are empowered, excited and actively engaged in their own learning and in their community. Many of the learning environments support 21st century learning that emphasizes global literacy, mastery of content and skills, and encourages innovation and risk taking.

Students are empowered, excited and actively engaged in their own learning and in their community. Almost all learning environments support the mastery of content and skills, as well as encourage global literacy, innovation and risk taking.

Distributed Leadership

PLANNING

There is awareness that leadership is a shared responsibility requiring commitment among staff, from top to bottom, to the vision and mission. Teachers and education leaders play important roles in developing the vision, mission and planned implementation.

BUILDING

There is a developing consensus of shared responsibility for and commitment among staff, from top to bottom, for a 21st century vision and mission that can be embedded into planning and implementation documents and actions.

TRANSFORMING

There is shared responsibility for and commitment among staff, from top to bottom, to the vision and mission, widely visible in strategic planning documents and improvement plans as well as in school activities, signage, slogans and other artifacts.

Engaged supportive community

PLANNING

Some community and business leaders express interest in partnering with districts and other educational organizations to support transformation. They voice support for the efforts and collaboratively share resources and expertise on a sporadic basis.

BUILDING

There is a growing number of community and business leaders who actively assist the district in building a new vision, providing needed expertise on community and workforce needs and assets more than once a year. Many parents as well as community leaders regularly participate with the district on projects, and are integral to the transformation process.

TRANSFORMING

The communities of teachers, students, families, civic and community organizations, as well as leaders, businesses, other schools and colleges are engaged in deep and meaningful ways. The community’s unique needs, assets and support are powerful drivers in the district.

Focus on Students

PLANNING

The leadership begins to discuss what students need for the future and incorporate those needs into a broader vision and mission. Plans are developed that place a high priority on students’ needs.

BUILDING

The majority of education leaders demonstrate their commitment to meeting student needs for college, career and life readiness. District strategic plans, policies, and processes show a shift in focus to student learning that includes both content and skills.

TRANSFORMING

Ensuring that students acquire not only the content knowledge they need, but also twenty-first century skills such as collaboration communication, creativity/innovation and critical thinking, and dispositions such as persistence, responsibility, social awareness.

Builds a trusting, safe and supportive environment

PLANNING

Education leaders begin to voice support for creating a more trusting and supportive environment. Some policies and/or practices are put in place to allow for innovative practices or pilot projects. Compliance plans and policies are examined for potential changes to allow for more risk-taking and for the shift to a learning organization.

BUILDING

Many education leaders voice support for risk taking and trust. Plans, strategies and tactics that encourage innovation rather than compliance become more prevalent. A growing consensus develops on the value of being a learning organization.

TRANSFORMING

Allows for risk taking and relies less on compliance and more on becoming a learning organization.

Builds a collective vision

PLANNING

Efforts to build a collective vision begin with a structured process for planning. First steps often include a series of stakeholder meetings that discuss future student and community needs.

BUILDING

As the process for developing the collective vision continues, adoption grows as parents, community and education leaders incorporate it into their language. Initial policies and plans develop, and pilot projects emerge that assist in building a community specific vision to which all can commit.

TRANSFORMING

Allows the organization to grow, evolve and adapt in an inclusive, forward thinking and open cultural environment. The vision is evident throughout the organization in the work, in policies, in plans, and in the everyday language.

Creates Policies and Practices structure

PLANNING

The creation and alignment of policies and practices begins with a full analysis of current practice and policies. A small amount (< 25%) of the current policies and practices are aligned to the collective vision and mission.

BUILDING

Approximately 25-75% of the policies and practices are being put into place to empower administrators and teachers to grow and develop as leaders and professionals in a continuous learning environment, and to fulfill the collective vision and mission.

TRANSFORMING

Administrators and teachers are empowered to grow and develop as leaders and professionals in a continuous learning environment that aligns with the collective vision and mission.

Establishes an Environment of Student Agency

PLANNING

Students are empowered, excited and actively engaged in their own learning and in their community. A few learning environments support 21st century learning that emphasizes student engagement, global literacy, and mastery of content and skills, and encourages innovation and risk taking.

BUILDING

Students are empowered, excited and actively engaged in their own learning and in their community. Many of the learning environments support 21st century learning that emphasizes global literacy, mastery of content and skills, and encourages innovation and risk taking.

TRANSFORMING

Students are empowered, excited and actively engaged in their own learning and in their community. Almost all learning environments support the mastery of content and skills, as well as encourage global literacy, innovation and risk taking.