Four Domains District-Level Sample District
Four Domains CALL (FD CALL) District-Level Summary Report
2.1.10 Recognizing Principals for Innovation, Risk-Taking, and Experimentation
To what extent does your district recognize principals for innovations that involve taking risks or experimentation toward improved student learning?
| Total Respondents: 13 | |
|---|---|
District leaders discourage principals from taking risks for innovation. |
0% |
District leaders neither recognize nor discourage principals to takes risks for innovation. |
31% |
District leaders sometimes recognize principals to take risks for innovation. |
38% |
District leaders often recognize principals to take risks for innovation. |
15% |
District leaders almost always recognize principals to take risks for innovation. |
15% |
2.1.20 Process for Developing Teacher Leadership
Which of the following best describes the process for developing the leadership of teachers throughout your district?
| Total Respondents: 13 | |
|---|---|
A process to develop the leadership of teachers does not exist in our district. |
0% |
District-level leaders seek teachers willing to take on leadership responsibility and assign them more responsibility. |
31% |
District-level leaders encourage principals to identify and train teachers for leadership responsibilities. |
46% |
District-level leaders help school leaders identify the needs of schools and base their teachers leadership training based on those needs. |
8% |
The development of leadership of teachers is based on school-wide needs and a formal district strategy for school improvement. |
15% |
2.1.30 Using Shared Definition of Good Teaching for Selecting New Teachers
Which of the following best describes how school administrators in your district use a shared definition of good teaching to inform the hiring process for new teachers?
| Total Respondents: 13 | |
|---|---|
Administrators do not have a shared definition of good teaching to inform the hiring process for new teachers. |
8% |
Some administrators share a definition of good teaching, but it is not used to inform the hiring process for new teachers. |
23% |
Some administrators share a definition of good teaching and sometimes use it to inform the hiring process for new teachers. |
38% |
Some administrators share a definition of good teaching and consistently use it to inform the hiring process for new teachers. |
8% |
Most administrators share a definition of good teaching and consistently use it to inform the hiring process for new teachers. |
23% |
2.1.40 Process for Hiring New Principals
Which of the following best describes the process for hiring new principals in the district?
| Total Respondents: 13 | |
|---|---|
The process for hiring principals is unclear or seemingly arbitrary. |
8% |
Principals are hired based on popularity among stakeholders. |
23% |
Principals are hired based on perceived school needs and without input from teachers, parents, and/or community members. |
31% |
Principals are hired based on perceived school needs with input from teachers, parents, and/or community members. |
15% |
District leaders work with teachers, parents, and community members to review data and identify school needs before principal candidates go through a rigorous process to be hired. |
23% |
2.1.50 District Role in Process of Poor Teaching Performance
In the event that a principal has determined that a teacher should be removed from a teaching position due to poor performance, which of the following best describes districts leaders’ roles in this process?
| Total Respondents: 13 | |
|---|---|
District leaders work against principals’ recommendation to remove teachers with a record of poor performance. |
0% |
District leaders address the situation on their own without input from the principal. |
23% |
District leaders will reassign a teacher with a record of poor performance to another school in the district. |
54% |
District leaders require principals to meet with them to review case to remove teachers. |
8% |
District leaders ensure that the teachers with a record of poor performance have received support before they are dismissed from the district. |
15% |
2.1.60 School Leadership Succession Plans
To what extent has the district developed formal school leadership succession plans?
| Total Respondents: 13 | |
|---|---|
These plans have not been developed. |
8% |
These plans are currently being developed. |
23% |
These plans are developed but implemented inconsistently. |
31% |
These plans are developed and actively used. |
15% |
These plans are developed, actively used, and proven to be effective. |
23% |
2.1.88 Principal Feedback: Developing Teacher Leadership
To what extent do district-level leaders provide regular, ongoing feedback to principals on the following tasks?
Developing teacher leadership
| Total Respondents: 13 | |
|---|---|
Not at all |
8% |
A little |
23% |
Somewhat |
23% |
Quite a bit |
8% |
A great deal |
8% |
I don't know |
31% |
2.1.99 Evaluation: Developing Teacher Leadership
To what extent are the following tasks assessed as part of the principal evaluation?
Developing teacher leadership
| Total Respondents: 13 | |
|---|---|
Not at all |
0% |
A little |
8% |
Somewhat |
15% |
Quite a bit |
46% |
A great deal |
8% |
I don't know |
23% |