leadsec

Collected and Sufficient	Collected but needs Revision	Not Collected	Component
X			A. Insert a list of who is on the leadership team and their position, for example: principal, secretary, custodian, parent, ASQ member, students, community or business representative.
X			B. How does the entire leadership team participate in school-wide decision-making?
X			A. Insert a copy of the school’s vision, values, performance expectations, goals, and objectives.
X			B. How are the school’s values, performance expectations, goals and objectives established?
	X		B. How are the school’s values, goals and objectives used to guide decision-making and set strategic directions?
X			C. How does the school’s leadership communicate and reinforce the values, performance expectations, goals, and objectives to faculty, staff and students?
X			A. Insert a copy of the school’s mission statement.
X			A. How do the school’s goals and objectives align with the district’s goals and objectives?
X			B. How are data and information used to evaluate achievement of goals and decision-making?
	X		B. How does the leadership team systematically review schoolwide performance to ensure processes are flexible and responsive to changing opportunities and requirements? What information is used?
	X		A. Insert a list of key partnerships.
	X		B. How does the school’s leadership establish partnerships?
	X		C. How are the school’s partnerships utilized to gain such information as current and future trends that will impact the school, the school in the community, and skills needed by students?
X			B. How does the leadership team model and support a vulture of quality?
X			C. How does leadership create a culture of excellence?
X			C. How is the leadership system improved?

The Starke School Instructional Leadership Team is made up of teachers, support staff, specialists, principal, and parents. The team meets monthly throughout the school year. Each grade level is represented by teacher who serves a two year term on the leadership team. The team is chaired by a facilitator who is chosen from the active SILT representatives. The SILT facilitator serves in the team leadership role for two years.

SILT decisions are one of four decision types that are made at Starke School. Some SILT decisions are made with full staff input and other are made through representative input of the active team members. School issues and input are communicated through the SILT representatives for consideration. The agenda for each meeting is cooperatively developed by the SILT facilitator and the principal. The SILT meeting summaries are distributed to each staff member via email and posted on our school website.

Starke school uses a cyclical school improvement planning process. The process begins with collecting relevant data and analyzing it to determine areas in need of attention. Once an area in need of improvement is identified a school-wide goal setting process is initiated. The goal setting process is aligned from the district level to the classroom level. The school goal is established after staff members come to consensus with regard changes and/or trends in student achievement. A long standing SILT action team, the School Improvement Planning Team (SIP), drafts the action plan to support the school goal based on the staff's interpretation of the data. Each staff member is responsible for establishing a goal and detailed action plan that mutually supports the school and district goal.

Data and information is gathered at the school level and classroom level throughout the goal implementation period and school improvement cycle. The action plan for all staff goals includes the identification of targets/actions that support the goal and specific indicators that are the criteria for measuring progress on the goal.

The principal and leadership team works collaboratively to cultivate the capacity for a broad base of leadership throughout the school. Faculty and and staff are encouraged to participate in four different decision types. Teachers have the opportunity to take responsibility for making decisions that most closely affect their work, as well as, those which establish the cultural norms of the school. Leadership issues and decision making on all levels is driven by facts such as student achievement data and other relevant information. A team of teachers is being trained on the use of quality tools. When appropriate the quality tools are modeled for staff members through the planning, implementation, and evaluation processes in the school improvement cycle.

At the close of each school year the staff is surveyed to provide input regarding the leadership team process. The survey provides information that helps improve the Instructional Leadership Team processes.