School Culture and Leadership

Overview:The school culture is equitable and inclusive, and it embodies the school's foundational core values and beliefs about student learning. It is characterized by reflective, collaborative, and constructive dialogue about research-based practices that support high expectations for the learning of all students. The leadership of the school fosters a safe, positive culture by promoting learning, cultivating shared leadership, and engaging all members of the school community in efforts to improve teaching and learning.

To jump to each indicator's guiding question, click on the corresponding numbered bullet

Indicator 1:  The school community consciously and continuously builds a safe, positive, respectful, and supportive culture that fosters student responsibility for learning and results in shared ownership, pride, and high expectations for all.

Indicator 2:  The school is equitable, inclusive, and fosters heterogeneity where every student over the course of the high school experience is enrolled in a minimum of one heterogeneously grouped core course (English/language arts, social studies, math, science, or world languages).

Indicator 3:  There is a formal, on-going program(s) or process(es) through which each student has an adult in the school, in addition to the school counselor, who knows the student well and assists the student in achieving the school’s 21st century learning expectations.

Indicator 4:  In order to improve student learning through professional development, the principal and professional staff:

  • engage in professional discourse for reflection, inquiry, and analysis of teaching and learning
  • use resources outside of the school to maintain currency with best practices
  • dedicate formal time to implement professional development
  • apply the skills, practices, and ideas gained in order to improve curriculum, instruction, and assessment.

Indicator 5:  School leaders regularly use research-based evaluation and supervision processes that focus on improved student learning.

Indicator 6:  The organization of time supports research-based instruction, professional collaboration among teachers, and the learning needs of all students.

Indicator 7:  Student load and class size enable teachers to meet the learning needs of individual students.

Indicator 8:  The principal, working with other building leaders, provides instructional leadership that is rooted in the school’s core values, beliefs, and learning expectations.

Indicator 9:  Teachers, students, and parents are involved in meaningful and defined roles in decision-making that promote responsibility and ownership.

Indicator 10:  Teachers exercise initiative and leadership essential to the improvement of the school and to increase students’ engagement in learning.

Indicator 11:  The school board, superintendent, and principal are collaborative, reflective, and constructive in achieving the school’s 21st century learning expectations.

Indicator 12:  The school board and superintendent provide the principal with sufficient decision-making authority to lead the school.