A Rubric for Achieving the Gold Standard

Transcription

1 A Rubric for Achieving the Gold Standard Role and Understands and Live your mission, vision, values, and goals Board doesn t have an articulated, strategic vision and direction to guide work toward achieving focused organizational goals. Board sets an articulated strategic vision and direction that result in clear, precise, and focused organizational goals by which to guide work. Board collaboratively sets an articulated strategic vision, and direction utilizing extensive stakeholder input. This results in clear, precise, and focused organizational goals by which to guide work. Data alone dictate strategic priorities with little or no context provided for those data. Goals are connected to data. Goals and data are both aligned to Board ignores cultural needs or expectations. Board considers cultural needs in determining Strategic priorities account for cultural needs. Some board energy is focused on strategic priorities, but most of the board s energy is spent elsewhere. Most of the board s energy is spent on Build a collaborative culture through shared leadership. Board reacts to and focuses upon individual acts of improvement that are not aligned with other district initiatives or desired outcomes. Board has a commitment to continuous improvement of the school district. Board creates and sustains a culture of ongoing change and continuous improvement. 148

2 Build a collaborative culture through shared leadership. Role and Board s existing structures and processes are unclear and inconsistently deployed. Board-superintendent relationship isn t secure because a lack of trust by each side in the other doesn t allow for unity of purpose. The lack of collaboration and trust among the strategic, tactical, and operational roles results in independent silos of unaligned efforts. Board infrequently utilizes input groups; when it does, it usually doesn t follow the group s recommendations. Board doesn t assume the responsibility of being visionary because of the community s desire for stability, or it ignores the desire of stability in order to promote rapid changes. Understands and Board uses structures and processes to keep it strategically focused. Board recognizes that a strong partnership with the superintendent is essential to organizational success, but doesn t consistently act as a partner in making decisions. Board recognizes that collaboration and mutual trust are necessary to form a sustained partnership among the three roles, but doesn t consistently make decisions based upon this recognition. Board utilizes staff and community input groups to help set its strategic priorities, but might not fulfill their expectations of future shared decision-making. Board recognizes that its responsibility for visionary change may conflict with the community s desire for ongoing stability. Board structures and processes are systematic and deployed through all levels of the school district. Board-superintendent partnership reflects a high degree of trust and collaboration, which allows the district to fulfill its vision and mission. Board consistently expects and promotes collaboration and mutual trust across the three roles. Board charges to staff and community input groups account for engagement of those groups in future collaborative and role-appropriate decision-making. Board effectively and collaboratively balances organizational stability with visionary change. 149

3 Have data drive decision-making. Role and Board has insufficient data to guide its Board has no district performance scorecard to identify and track progress toward achieving strategic priorities, or has a scorecard and uses it to micromanage. Board is process-driven rather than outcomes-driven. Processes are random and inconsistent. Board decisions are personal and subjective. Understands and Board systematically uses data to focus on its strategic priorities, but the data determined for collection are defined mainly by the board. Board utilizes a scorecard to identify and track key strategic priority indicators and report progress to the community but occasionally acts independently from its scorecard data. Board uses data to assess both processes and outcomes. Board decisions are impersonal, objective, and professional. Board recognizes the need for research to inform decision-making and takes on the task of researching desired standards of rigor. Board systematically uses data from learners, classrooms, and schools to focus upon its Board utilizes a scorecard to identify and monitor key strategic priority indicators and reports progress to the community. It consistently bases its actions on its analysis of scorecard data. Board continually ensures that organizational processes yield outcome measurements. Board decisions reflect a selfless visionary perspective. 150

4 Have data drive decision-making. Align board responsibilities and behaviors with school district goals and actions. Role and Board either performs its own research independent of staff or fails to establish rigorous standards for research. Board has difficulty consistently staying within a strategic role. Board meddles in other role responsibilities by not staying within the limits of the strategic role. Board ignores role expertise at other levels of the system. Board doesn t collaboratively set realistic timeframes, thereby imposing its timeframes on tacticians and operationalists. Understands and Board sets rigorous standards for research but allows staff to perform or arrange for research. Board willingly embraces a strategic role. Board actively promotes and follows a collaborative, formal decision-making cycle. Board understands and adheres to the limits of the strategic role with occasional reminders to do so from administration. Board members consistently self-monitor in adhering to the limits of the strategic role. Board recognizes that there are different levels of role expertise within the system. Board actively encourages collaborative efforts that tap into levels of expertise found at each role. Board sets timelines for district goals that realistically account for the needs of administrators and teachers. Board solicits realistic strategic, tactical, and operational timeframes as part of its strategic planning and recognizes that timeframes need to be set collaboratively. 151

5 Align board responsibilities and behaviors with school district goals and actions. Build system accountability at Role and Board members take partisan positions rather than addressing the merits of issues, or don t support split-vote decisions based on the merits of the issues. Board has insufficient data to be accountable to the community for organizational progress. Board either doesn t have the appropriate data for the goal it s assessing or doesn t know how to properly analyze the appropriate data to guide continuous improvement. Board evaluates staff members subjectively, absent utilizing objective and rigorous standards for performance. Understands and Board members vote individually based upon the merits of the issues and agree to support split-vote decisions. Board has the data it needs to be accountable to the community for organizational progress but doesn t consistently share them. Board has the right data to make strategic decisions. Board knows the difference between monitoring and evaluating organizational performance. Board members reach consensus upon the merits of issues prior to voting. Board uses appropriate data for strategic decision-making and is accountable to the community for continuous improvement. Board knows how to analyze the right data to guide continuous improvement. Board monitors organizational performance while allowing evaluation of individual performance to occur at the tactical and operational levels. 152

6 Build system accountability at Communicate at Role and Board confuses the evaluation of individual performance with the monitoring of organizational performance. Board micromanages by establishing action plans that drive strategic priorities represented in the scorecard. Board hasn t established a relationship between its budget and Board doesn t distinguish between strategic, tactical, and operational data and micromanages as a result. Board s scorecard backup data either insufficiently explain scorecard metrics used or are too detailed for reporting. Understands and Board sets the standards of rigor for evaluation of performance, but still monitors evaluation processes. Board doesn t link scorecard priorities and action plans. Board directs fiscal resources toward Board understands that some data it receives aren t essential to its strategic decision-making role; rather, existing data inform the board of data that other stakeholders need. Board s scorecard backup data accurately explain scorecard metrics but are too detailed because they have gone beyond the scorecard s purpose. Board sets the standards of rigor for evaluating staff performance, which is done by tacticians and operationalists. Board allows tacticians to determine the plans required to reach the strategic goals represented in the scorecard. Board budget is based upon its strategic priorities. Board consistently distinguishes between data needed for strategic decision-making and data needed for tactical and operational decision-making. Board s scorecard backup data accurately explain scorecard metrics without utilizing data that are more appropriate for the tactical and operational levels. 153

7 Communicate at Role and Board lacks bridge structures with community, administration, and union groups and fails to communicate effectively. Board members don t follow the complaint process and address complaints inappropriate to their strategic role. Board doesn t articulate clear, challenging, and rigorous targets, nor does it acknowledge or celebrate success at all levels of the organization. Board doesn t recognize that different roles and audiences require different communication strategies. Understands and Board understands that bridge structures are required to effectively communicate with community, administration, and union audiences. Board has a formalized complaint process and follows it, but still wants to determine outcomes when it doesn t agree with the outcomes the complaint process and board policies describe. Board takes responsibility for articulating challenge and rigor expected of the organization and for celebrating success at all levels of the system that improves organizational performance, but doesn t always make this a priority. Board members recognize that communicating with other roles and audiences is more difficult than communicating with each other. Board utilizes communication bridges to community, administration, and union groups, and refrains from establishing such bridges to operational staff. Board doesn t leave its strategic role in following its formal complaint process. Board consistently and effectively promotes challenging and rigorous goals for the school district, while recognizing and celebrating success at Board uses a variety of strategies to appropriately communicate with different roles and stakeholders while remaining within its strategic role. 154

8 Communicate at Role and Board either doesn t respond to an individual s needs within a reasonable time or responds too quickly, without confirming whether that need is validated by objective data. Board isn t aware that its use of a scorecard might be threatening to some groups or is aware and still uses the scorecard without accounting for or being concerned with the threat or its impact on the group. Board seldom, if ever, addresses its strategic priorities by placing the scorecard on its public meeting agenda or discussing those priorities in any other public way. Board is so busy listening to the public that it fails to complete its business, or spends insufficient time listening to the public before completing its business. Understands and Board responds to an individual s needs within a reasonable timeframe. Board understands a scorecard s message can be appropriate for the community and at the same time be threatening to staff. Board regularly uses its scorecard to publicly focus upon its Board understands that its need to conduct its business might occasionally be in conflict with the public s need to interface with the board. Board understands that responding to an individual s needs requires a balance between taking time to validate those needs and responding in a timely fashion. Board ensures that staff isn t threatened by board s use of a scorecard to report progress to the community. Board uses a scorecard at each public meeting to focus upon its strategic priorities and measurable results. Board balances its need to conduct its business with the public s need to be heard. 155

9 Communicate at Focus on stakeholder (parent, student, teacher, community) satisfaction. Role and Board doesn t understand how its decision-making process affects the public s acceptance of board decisions. Board isn t concerned with stakeholder opinions or needs as it makes decisions. Board doesn t collect stakeholder perception data, fails to use what it collects, or uses them in isolation, thereby making inappropriate assumptions and decisions. Board acts in isolation based upon an individual s need without first validating that need. Understands and Board understands that its decisionmaking process, as publicly modeled, will affect whether the public accepts the decisions it makes. Board cares about stakeholder opinions but only intermittently utilizes perception surveys as an objective way to identify those opinions. Board uses perception surveys to identify stakeholder desires. Board understands it shouldn t act upon an individual s need alone but doesn t always have objective data to rely upon in determining the validity of that individual s need. Board understands that its public modeling of an effective decision-making process is as important as any of the decisions it makes. Board uses a specific schedule for the collection and analysis of perception survey data. Board regularly combines perception data with other indicators of success to determine long-term and short-term district priorities. Board links an individual s need with more objective data to determine its validity. 156