Leadership
This factor supports clear efforts to improve school effectiveness and student learning. The district is well organized in support of student priorities when the perceptions meet the value of 2.0. An analysis of the perception data for the LEADERSHIP correlate indicates that the 2.0 level of effectiveness is met by all three groups. The results: Parents: 1.945 Teachers: 1.881 Administrators: 1.576 Observations: The greatest concerns of all three groups in the area of Leadership are related to shared decision-making (elements G and L) and communication (element B). All groups give very positive marks to elements related to building administration and staff cooperation (elements D, J, and M). Taken together, these perceptions suggest the district can develop the collaborative teamwork necessary to improve communications and ensure all school system constituents are involved in decision-making processes. Overall Patterns: Parents and teachers perceive one element not to be established in the district:
Parents perceive an additional element not to be established, and teacher perceptions are
slightly above 2.0 on the same element:
Teachers perceive one other element not to be established, and parent perceptions are
slightly above 2.0 on the same element:
Areas of Greatest Effectiveness: All groups agree elements D and M are among the most effective areas of Leadership
within the district:
Parents and teachers identify element J as among the most effective areas of Leadership:
Areas of Greatest Concern: All three groups agree elements B and G are among the least effective elements of
Leadership (Although the administrators’ score achieves the effectiveness level):
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