District Office 

Develop, implement and monitor a data-supported, district-wide instructional process that addresses curriculum, instruction, and assessment to 1) clearly inform students of expectations that must be met to advance to the next grade level, 2) individualize instruction to meet the unique needs of each student and 3) provide equitable and challenging learning experiences so students become college and career ready. The process should include the use of exemplars of high-quality work, formative assessment of learning to guide modification of instruction and a system of assessment that measures student achievement. (Primary Indicator 3.1, Secondary Indicators 3.2, 3.3, 3.4, 3.6)

Develop, implement and monitor a leadership plan and process that ensures decisions and actions focused on continuous improvement are aligned to the district’s purpose. This plan and process should also define, support and expect that all personnel maintain high-performance standards and hold high-performance expectations for all students, and hold all leaders individually and collectively accountable for improving conditions that support student learning. Communicate with appropriate stakeholder groups, solicit feedback and work collaboratively on district improvement efforts. (Primary Indicator 2.4, Secondary Indicator 2.5)

Develop, implement and evaluate a systematic process to recruit, employ and retain a sufficient number of qualified professional and support staff to fulfill their roles and responsibilities and support individual schools and educational programs. (Indicator 4.1)

Review and adhere to all board policies, procedures and laws and regulations pertaining to the roles and conduct of the board. Implement defined strategies to allow the board to function as a cohesive unit whose primary focus is on student learning. Implement a process to evaluate board decisions and actions to ensure that they adhere to the following: 1) are in accordance with defined roles and responsibilities, 2) comply with the adopted code of ethics, 3) are free of conflict of interest, 4) are supportive and respectful of the autonomy of both district and school leadership and 5) benefit student learning. (Primary Indicator 2.2, Secondary Indicators 2.1, 2.3)