Baldrige Comparison with School Executive Standards Baldrige category 1.

Leadership has processes in place for monitoring and communicating the school mission, goals, and action plans, work with stakeholders to help create the mission to support a high-performing organization based on continuous improvement 2. Strategic Planning has processes in place for the development of strategic, measurable goals based on students needs and expectations and students and stakeholders levels of satisfaction school executive standards 1. Strategic Leadership create conditions that result in strategically re-imaging the schools vision, mission, and goals in the 21st century. School Vision, Mission, and Strategic Goals Leading Change School Improvement Plan Distributive Leadership 1. Strategic Leadership create conditions that result in strategically re-imaging the schools vision, mission, and goals in the 21st century. School Vision, Mission, and Strategic Goals Leading Change School Improvement Plan Distributive Leadership AND 2. Instructional Leadership set high standards for the professional practice of 21st century instruction and assessment that result in a no nonsense accountable environment Focus on Learning and Teaching, Curriculum, Instruction, and Assessment Focus on Instructional Time 3. Cultural Leadership understand and act on the understanding of the important role a schools culture plays in contributing to the exemplary performance of the school Focus on Collaborative Work Environment School Culture and Identity Acknowledges Failures; Celebrates Accomplishments and Rewards Efficacy and Empowerment AND 6. External Development Leadership design structures and processes that result in community engagement, support, and ownership Parent and Community Involvement and Outreach Federal, State, and District Mandates 2. Instructional Leadership set high standards for

3. Student and Stakeholder Focus has processes in place for determining students academic needs and levels of satisfaction among its students and stakeholders as a basis for developing goals, building positive student and stakeholder relationships, and setting goals for the school

4. Measurement, Analysis, and

Knowledge Management has processes in place for the ongoing collection and analysis of formative data to drive fact-based decision making and to initiate a rapid response, as required, to support continuous improvement of student achievement

5. Faculty and Staff Focus has processes in place to determine education and training needs for all staff members to support strategic goals and action plans, also includes the evaluation of training, well-being and level of satisfaction of all staff members

6. Process Management has welldefined, well-designed, and well-

the professional practice of 21st century instruction and assessment that result in a no nonsense accountable environment Focus on Learning and Teaching, Curriculum, Instruction, and Assessment Focus on Instructional Time AND 5. Managerial Leadership ensure that the school has processes and systems in place for budgeting, staffing, and problem-solving, communicating expectations and scheduling that result in organizing the work routines in the building School Resources and Budget Conflict Management and Resolution Systematic Communication School Expectations for Students and Staff 3. Cultural Leadership understand and act on the understanding of the important role a schools culture plays in contributing to the exemplary performance of the school Focus on Collaborative Work Environment School Culture and Identity Acknowledges Failures; Celebrates Accomplishments and Rewards Efficacy and Empowerment AND 4. Human Resource Leadership ensure that the school is a professional learning community, ensure that systems are in place which result in recruitment, induction, support, evaluation, development and retention of high performing staff Professional Development/Learning Communities Recruiting, Hiring, Placing, and Mentoring of Staff Teacher and Staff Evaluation AND 7. Micro-Political Leadership build systems and relationships that utilize the staffs diversity, encourage constructive ideological conflict in order to leverage staff expertise, power, and influence in order to realize the schools vision for success School Micro-Political Leadership 5. Managerial Leadership ensure that the school has processes and systems in place for budgeting,

deployed process, enhanced by the PDSA staffing, and problem-solving, communicating cycle and quality tools, to monitor and expectations and scheduling that result in analyze key components of the school organizing the work routines in the building improvement plan School Resources and Budget Conflict Management and Resolution Systematic Communication School Expectations for Students and Staff AND 6. External Development Leadership design structures and processes that result in community engagement, support, and ownership Parent and Community Involvement and Outreach Federal, State, and District Mandates 7. Organizational Performance Results 7. Micro-Political Leadership build systems and has processes and summative measures in relationships that utilize the staffs diversity, place that allow all stakeholders to encourage constructive ideological conflict in order determine how well the school is doing in to leverage staff expertise, power, and influence in relation to student, staff, and stakeholder order to realize the schools vision for success needs, strategic goals, and the School Micro-Political Leadership performance of other systems