Texas Register, Volume 38, Number 35, Pages 5587-5800, August 30, 2013 Page: 5,662
5587-5800 p. ; 28 cm.View a full description of this periodical.
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(VI) create opportunities for effective teachers
and staff to take on a variety of leadership roles and delegate respon-
sibilities to staff and administrators on the leadership team; and
(VII) use data from multiple points of the year to
complete accurate evaluations of all staff, using evidence from regular
observations, student data, and other sources to rate the effectiveness
of teachers and staff.
(ii) In schools with effective leaders of human capi-
tal, staff understand how they are being evaluated and what the expecta-
tions are for their performance. They can identify areas of strength and
have opportunities to practice and receive feedback on growth areas
from the leadership team and peers. Staff evaluation data show varia-
tion based on effectiveness but also show improvement across years as
development and retention efforts take effect. Across the school, staff
support each other's development through regular opportunities for col-
laboration, and effective staff hold a variety of leadership roles in the
school.
(B) Indicators.
(i) Targeted selection, placement, and retention.
The leader selects, places, and retains effective teachers and staff.
(ii) Tailored development, feedback, and coaching.
The leader coaches and develops teachers by giving individualized
feedback and aligned professional development.
(iii) Staff collaboration and leadership. The leader
implements collaborative structures and provides leadership opportu-
nities for effective teachers and staff.
(iv) Systematic evaluation and supervision. The
leader conducts rigorous evaluations of all staff using multiple data
sources.
(3) Standard 3--Transformational Leadership. The leader
demonstrates a relentless focus and personal responsibility for improv-
ing student outcomes.
(A) Knowledge and skills.
(i) Effective transformational leaders:
(I) take personal responsibility for the success ofthe school;
(II) motivate the school community by modeling
a relentless pursuit of excellence;
(III) are reflective in their practice and strive to
continually improve, learn, and grow;
(IV) acknowledge mistakes while remaining
focused on solutions and are not stymied by challenges or setbacks.
When a strategy fails, these leaders analyze data, assess implementa-
tion, and talk with stakeholders to understand what went wrong and
how to adapt strategies moving forward;
(V) keep staff inspired and focused on the end
goal even as they support effective change management;
(VI) have strong communication skills;
(VII) understand how to communicate a message
in different ways to meet the needs of various audiences;
(VIII) are willing to listen to others and create op-
portunities for staff and stakeholders to provide feedback; and
(IX) treat all members of the community with re-
spect and develop strong, positive relationships with them.(ii) In schools with effective transformational lead-
ers, teachers and staff are motivated and committed to excellence. They
are vested in the school's improvement and participate in candid dis-
cussions of progress and challenges. They are comfortable providing
feedback to the principal and other school leaders in pursuit of ongo-
ing improvement, and they welcome feedback from students' families
in support of improved student outcomes.
(B) Indicators.
(i) Resiliency and change management. The leader
remains solutions-oriented, treats challenges as opportunities, and sup-
ports staff through changes.
(ii) Commitment to ongoing learning. The leader
proactively seeks and acts on feedback, reflects on personal growth
areas and seeks development opportunities, and accepts responsibility
for mistakes.
(iii) Communication and interpersonal skills. The
leader tailors communication strategies to the audience and develops
meaningful and positive relationships.
(4) Standard 4--School Culture. The leader is responsible
for establishing and implementing a shared vision and culture of high
expectations for all students.
(A) Knowledge and skills.
(i) Effective culture leaders:
(I) leverage school culture to drive improved
outcomes and create high expectations;
(II) establish and implement a shared vision of
high achievement for all students and use that vision as the foundation
for key decisions and priorities for the school. The vision is translated
into values and expectations for both adult and student behavior that
are consistently communicated and monitored;
(III) regularly reinforce expectations, holding
adults and students to consistent consequences when expectations are
not met and acknowledging when they are;
(IV) focus on students' social and emotional
development and help students develop resiliency and self-advocacy
skills; and
(V) treat families as key partners to support stu-
dent learning, creating structures for two-way communication and reg-
ular updates on student progress. Regular opportunities exist for both
families and the community to engage with the school and participate
in school functions.
(ii) In schools with effective culture leaders, staff
believe in and are inspired by the school vision and have high expecta-
tions for all students. They take responsibility for communicating the
vision in their classrooms and for implementing behavioral expecta-
tions throughout the building, not only in their own classrooms. Teach-
ers regularly communicate with the families of their students to provide
updates on progress and actively work with families to support learning
at home. Members of the broader community regularly engage with the
school community.
(B) Indicators.
(i) Shared vision of high achievement. The leader
develops and implements a shared vision of high expectations for stu-
dents and staff.38 TexReg 5662 August 30, 2013 Texas Register
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Texas. Secretary of State. Texas Register, Volume 38, Number 35, Pages 5587-5800, August 30, 2013, periodical, August 30, 2013; Austin, Texas. (https://texashistory.unt.edu/ark:/67531/metapth342086/m1/76/: accessed April 28, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting UNT Libraries Government Documents Department.