Domain I: School Vision

Component A – Sets ambitious, data-driven goals and a vision for achievement; invests teachers, students, and other stakeholders in that vision.

• The principal creates an atmosphere for achievement of high academic expectations for all students; providing a clear picture of the school’s future.
• The principal ensures that the school vision is lived in practice, encouraging behaviors that support the vision and addressing behaviors that undermine the vision; enlisting the support, ownership, and institutionalization of the vision from various perspectives and lenses.
• The principal places data driven school level goals into the vision which describe how the vision will be attained; adjusting the goals as needed, using student learning outcomes, needs assessments, observations of teacher practices, and participation from skateholders to ensure they are driving improvement in achievement.

Domain II: School Culture

Component A – Facilitates Collaboration between teams of teachers.

• The principal develops a school culture that allows effective teaching and learning to occur through the use of effective and frequent collaboration between teams of teachers.
• The principal reinforces the school culture, along with the teachers, students and stakeholders, through practices and actions that say: every child, every day and is it good for kids.
• The principal establishes a culture of learning, wherein teachers identify and teach core academic skills across the curriculum and implement shared instructional practices to improve student achievement; using work that is rigorous and aligned with the Compass rubric.

Component B – Provides opportunities for professional growth and develops a pipeline of teacher leaders.

• The principal expects professional growth from all members of the teaching staff that is aligned with the vision of the school and the Compass rubric.
• The principal facilitates meaningful, targeted professional development opportunities aligned to teacher needs and designed to improve instructional practice.
• The principal cultivates a pipeline of teacher leaders and develops their leadership skills to provide additional support to teach in the school and allows them to take on additional leadership opportunities.

Component C – Creates and upholds systems that result in a safe and orderly school environment.

• The principal ensures that the school building is clean and safe; all basic facilities are in working order and that the physical plant fosters major academic priorities and initiatives.
• The principal consistently implements and discusses across all classrooms, an age appropriate code of conduct with written values and beliefs that is aligned with district and school priorities.
• The principal utilizes all support staff, including certified and non-certified employees, to strategically support the achievement of school goals.

Domain III: Instruction

Component A – Observes teachers and provides feedback on instruction regularly.

• The principal observes teachers to provide on-going actionable, clear and transparent feedback on instruction; these observations will become a part of both formative and summative assessments of teacher effectiveness.
• The principal ensures that all instruction is focused on the development and implementation of goals and objectives that are aligned with the Common Core Standards.

Component B – Ensures teachers set clear, measurable objectives aligned to Common Core.

• The principal guarantees that all instruction is grounded in and guided by the Common Core Standards.
• The principal implements a curricular scope and sequence that fosters rigorous instruction and activities that are designed to cognitively challenge students using the Common Core Standards.
• The principal supplies supporting curricular materials that allow teachers to implement the curriculum with fidelity.

Component C – Ensures teachers use assessments reflective of Common Core rigor.

• The principal facilitates and supports staff use of aggregate and disaggregated data to identify and prioritize students’ needs in relation to the Common Core Standards.
• The principal will ensure that all assessments are Common Core aligned and will maintain teacher accountability for on-going analysis of student data to provide rigor, differentiation, rapid interventions and updated intervention assignments to reflect student needs and progress.

Work Environment: The principal will work in a climate-controlled environment adhering to the Board energy policy. The length of the workday consists of principal hours at the assigned school and may vary as the result of meetings, evening activities, or emergencies.

Communication Skills: The principal must be able to effectively communicate in English both orally and in writing. Must have the ability to accurately give and receive information via telecommunication devices and must be able to communicate successfully with students, teachers, parents, school personnel, and the general community.

Equipment Used: The principal must be able to effective operate a telephone, cell phone, fax machine, scanner, audio-visual equipment, computers, computer hardware/software, copy machine, laminator, calculator, and other appropriate machines.

Physical and Mental Involvement: The principal should be able to perform these physical activities: standing, walking, reaching, bending, and lifting 10 pounds unassisted. The principal must be able to plan and implement appropriate educational programs for staff. Must be able to understand and interpret written and verbal instructions. Must keep accurate and up-to-date records. Must be able to comply with state and parish regulations.

Human Relations: Principal must be able to work cooperatively with district personnel and the community. Must be able to respond appropriately to supervision and accept commendations and recommendations. Must demonstrate sensitivity/understanding in interpersonal relations with persons of diverse cultures/backgrounds