STANDARD 3

CULTURE, COMMUNITY AND RELATIONSHIP BUILDING

A quality school cultivates effective relationships with and among its stakeholders including effective communication, openness and actively seeking opportunities to collaborate insuring shared accountability for student achievement and positive, productive community relations. Download the full rubric and scoring documents here.

School Support

3.1: SCHOOL SUPPORT

The Governing Authority promotes and supports the school in the community.

KEY QUESTIONS
  • Does the Governing Authority have a strategic plan that addresses the promotion or support of the school in the community?
  • Is there a review of the strategic plan to determine the progress of the plan and make revisions if necessary?
  • Are Governing Authority members aware of the expectation that they promote and support their school in the community?
  • Do members understand the ways they can promote and support their school in the community?
  • Are there opportunities for members to communicate their activities to the Board and the public during public meetings?
  • Does the agenda template for Governing Authority meetings allow for member updates?
EVIDENCE
  • Copy of the strategic plan that addresses the expectations of Governing members in supporting their school
  • Evidence of promotional and support activities, i.e., letters, fliers, agendas from community forums or programs
  • Governing Authority agendas that provides time for members to communicate their promotional and supporting activities
  • Governing Authority minutes from meetings, specifically minutes from annual review of the strategic plan
  • Identification of appropriate activities for Governing members to participate

Communicating Mission and Vision

3.2: COMMUNICATING MISSION AND VISION 

Leaders engage in regular professional development and reflective practice.

KEY QUESTIONS
  • Does the leader have a plan to communicate the school’s mission, vision and values?
  • Was this plan developed in collaboration with stakeholders?
  • Does this plan identify various methods and opportunities to communicate this information?
  • Is there evidence that the leader is implementing the communication plan?
  • Does the leader evaluate the effectiveness of the methods that are being used and the opportunities that are identified?
  • Is there evidence that stakeholders understand the school’s vision, mission and values?
  • Does the school appear to operate with a unity of purpose?
  • How does the school engage families and stakeholders in the education of their children?
  • How does the school encourage, support, and facilitate family/community participation? Whose responsibility is it to engage parents and stakeholders?
EVIDENCE
  • A communication plan for the school’s mission, vision and values.
  • Various communication methods, i.e., direct mailings, handouts, print ads, etc. are identified in the plan and used by the leader.
  • The leader implements a variety of opportunities for stakeholder engagement -Back to School events, PTO meetings, hosted meetings with principal.
  • Evaluation of the effectiveness of the methods that are being used survey results, focus groups/discussions indicate stakeholders understand school mission, vision, and values?
  • Documentation of consistency of practice by teachers and other adults in the school
  • Documentation off parent involvement activities, i.e., newsletters, flyers, website etc.
  • Policies that foster the participation of parents and community members in all aspects of the learning environment
  • Welcoming environment for families and community members
  • Documentation of strong school-parent collaboration i.e., parent teacher conferences, email, minutes of meetings with parents and the leader

School Culture

3.3: SCHOOL CULTURE

The school generates and sustains a school culture reflective of the charter’s mission and vision that is conducive to the learning and growth of students, staff, faculty and stakeholders.

KEY QUESTIONS
  • What expectations are communicated to students, teachers and the community about the learning environment of the school? Are all students and teachers expected to meet high standards?
  • Are students and teachers actively engaged in learning opportunities that are purposeful?
  • What structures in place that foster or facilitate collaboration among teachers?
  • How do teachers engage in professional learning?
  • What products and/or outcomes are teachers expected to create based on their collaboration?
  • How does the school utilize the continuous improvement model?
  • How does the leader monitor the implementation of the improvement plan?
  • What data is used to track and report the accomplishment of the school’s goals?
  • How does the leader use historical data to make adjustments to the school improvement plan?
  • What types of rituals or celebrations does the staff engage in when goals are met?
  • How does the leader communicate with stakeholder the results of the improvement process, the data monitoring and outcomes?
EVIDENCE
  • Announcements, posters, school motto, celebrations for academic achievements emphasize high expectations.
  • Memos, minutes from staff meetings, teacher handbook, coaching and support, etc.
  • Classroom walk through observations, samples of student work from grade level or content areas indicate consistency of practice
  • Documentation of essential learning outcomes by team, creation of common assessments to monitor progress, implementation of intervention and enrichment based on data
  • Rigorous curriculum units that emphasize deep understanding of important concepts and the development of essential skills
  • Use of interdisciplinary approaches to reinforce concepts
  • Flexible groupings of students for intervention and enrichment with the most effective teachers for that skill
  • Master schedule that provides time for instructional team members to work together to support student achievement
  • Designated time for teacher collaboration- formalized by the leader
  • Use of a formal improvement model to support student achievement with aligned curriculum, instruction and assessment, i.e., Performance Management, Consolidated Plan, School Improvement Plan etc.
  • Evidence of data analysis and reporting to stakeholders, i.e., data walls, reports, memos, minutes from data team meetings, etc.
  • Survey data from teachers, students, parents and the community regarding school culture

Community Partnerships

3.4: COMMUNITY PARTNERSHIPS

The school actively fosters collaboration with and solicits knowledge and skill of community entities and stakeholders to support student learning and achievement.

KEY QUESTIONS
  • Does the leader have an established list of community members and stakeholders with whom regular communication is maintained?
  • Does the leader monitor the amount and quality of the communication with community members and stakeholders?
  • How does the school engage the community in the education of children?
  • Does the school leader engage community members using established organizations, i.e., Rotary, etc.?
  • How are community members and businesses included as partners with the school?
  • Does the school encourage, support, and facilitate community participation?
  • How are new community members and businesses engaged in the life of the school?
  • Whose responsibility is it to engage the community?
  • How is the community used as a classroom to increase the rigor of student learning?
  • How effective is the leader in gathering resources and support from the community?
  • What types of opportunities are available for students to learn from community members either at school or in the field?
EVIDENCE
  • Community contacts list
  • Calendar of communications/tracking system
  • Journal/notes of conversations and outcomes
  • Policies that foster the participation of community members in all aspects of the learning environment
  • Evidence of a welcoming environment for community members
  • Memos and/or minutes of meetings where community involvement has been addressed
  • Evidence of all staff working to develop community partnerships, i.e., project based learning experiences created by teachers, mailings and letters from school staff, etc.
  • Evidence of resources and/or support received from the community, i.e., tax credits, donations, sponsorships of equipment or events, etc.
  • Internship programs available for students within the community
  • Learning opportunities that are done “in the field”, i.e., field trips, site visits of community locations, businesses, etc.
  • Attendance and participation in community organizations, i.e., Rotary, Boys and Girls Clubs, etc.

Communicating Results

3.5: COMMUNICATING SCHOOL IMPROVEMENT RESULTS

The school communicates the expectations for student learning and goals for improvement to all stakeholders in the spirit of open communication and transparency.

KEY QUESTIONS
  • How does the school communicate expectations to students, teachers, parents and the community about student learning and school improvement goals?
  • How frequently is this information shared with stakeholders?
  • What data is used to track and report the accomplishment of the school’s goals?
  • How is disaggregated data communicated and used to focus school improvement efforts?
  • How does the leader use historical data to make adjustments to the school improvement plan?
  • How are adjustments communicated to all stakeholders?
  • What types of rituals or celebrations does the staff, school or community engage in when goals are met?
  • How does the leader communicate with stakeholders the results of the improvement process, the data monitoring and outcomes?
  • Is there evidence that stakeholders understand the school’s school improvement goals and expectations of student learning?
  • What types of student achievement data are shared with students and parents?
  • What systems are in place to share student’s achievement and growth scores with students, teachers and parents?
  • Do students participate in setting academic goals and tracking their progress?
EVIDENCE
  • Evidence of communication about student learning and school improvement goals- both ongoing and related to specific changes to the improvement plan, i.e., letters, programs, fliers, newsletters, websites, meeting minutes, etc.
  • Evidence of data analysis and monitoring for student and school achievements, i.e., data notebooks, reports, meeting minutes, etc.
  • Evidence of adjustments to school improvement plans, as needed based on data, i.e., historical documents, changes to Title I plan), narratives and revisions to the Performance Management Plan and Annual Report (if applicable), etc.
  • Survey results/needs assessment data regarding the school improvement plan, focus, etc.
  • Evidence that teachers share student achievement data with students and parents, i.e., enabling online reporting of grades and/or test scores, teacher notices, newsletters, access to formative and summative results, student lead parent/teacher conferences, etc.
  • Student journals, data charts or portfolios establishing goals and tracking progress

 

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