Caliber LER (Leadership Excellence Rubric)
The Caliber LER is a collaborative living tool providing a shared vision for leadership. The LER guides individualized leadership development to ensure that that all leaders embody our mission, vision, and values, and our students excel in Heart, Smart, Think, and Act
Caring + Restorative Leader / Personal Leadership
1. Models knowledge of, interest in and respect for diverse students, families, and staff.
- Demonstrates an asset-based perspective of students and families from diverse backgrounds, using their experiences as resources for learning
- Brings students, families, and staff identities into the school to represent a wide variety of culture and experience
- Coaches teachers and teams to fosters a motivational, respectful, and joyful classroom environment
- Coaches staff & teams about growth mindset with respect to themselves and their students/teachers
- Models & Coaches teachers around classroom (and school) management practices and creating a positive classroom (and school) culture
- Models encouragement, joy and enthusiasm throughout every classroom
2. Supporting & developing student culture
- Focuses on the positive behavior of students and intentionally recognizes positive behavior to reinforce expectations
- Sets high expectations for student behavior
- Creates clear rituals and routines to get students and staff invested and engaged
- Engaging students and staff to be culture keepers on campus
3. Effectively intervenes with individual and group challenges
- Keeps calm and positive when facing conflict
- Gives strategies to students and staff to assist with de-escalation
- Clear, timely and appropriate follow-through
- Anticipates and identifies problems in relationships and generates multiple approaches to redress
4. Caliber Leaders are fluent in the CASEL framework: Leaders have a clear understanding of the why behind social-emotional learning and can differentiate this from character-based education
- Self Awareness: Leaders know their strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.”
- Self Management: Leaders effectively manage stress, regulate impulses, and motivate self to set and achieve goals.
- Social Awareness: Leaders understand the perspectives of others and empathize with them, including those from diverse backgrounds and cultures.
- Relationship Skills: Leaders communicate clearly, listen well, cooperate with others, negotiate and resolve conflict constructively, and seek and offer help when needed.
- Responsible Decision Making: Leaders make constructive choices that support the individuals and teams they work alongside
5. Develops proactive, school-wide support systems to address tiered student needs
- Utilizes evidence-based interventions to address the socio-emotional needs of all students.
- Align the initiatives, supports, and resources that braid SEL and Academics together
- Supporting staff and teachers to ensure student needs of ALL students are being met
- Enable a paradigm shift for providing support and setting higher expectations for all students through intentional design and redesign of integrated services and supports (SEL, counseling, family partnerships) rather than selection of a few components of RtI and intensive interventions.
- Integrate instructional and intervention support so that systemic changes are sustainable and based on CCSS-aligned classroom instruction and SEL approaches.
6. Restorative practices
- Leaders recognize and prioritize the role mental health plays in human development and supporting the whole-child in the wrap around services in the school setting
- Leaders demonstrate an assets based perspective of students and families of diverse backgrounds and perspectives takes Leaders demonstrate having supported equitable access to opportunities for all stakeholders (meets the individual needs of different teams)
- Leaders show they can interact with all stakeholders by validating and affirming their unique identities and roles, in support of moving the organization forward
- Leaders address issues of inequity in the organization at all levels and bring teams together to problem solve and implement equitable practices
- Leader consistently stands by the core beliefs of restorative practices even when tested in challenging circumstances
- Leader demonstrates an understanding of the WHY behind Restorative Justice and executes in the school level practices of RJ (for all stakeholders: Students, staff, and families)
- Community Circles
- Repair-Harm Circles
- Affinity Circles
7. School culture
- Implements schoolwide and role-specific routines, systems, and structures by coaching, modeling and holding students and staff responsible for meeting expectations
- Develops proactive, school-wide support system of evidence-based interventions to address the socio-emotional needs of all students.
- Frequently reviews key student behavior data with staff members, parents, and students, as appropriate, to identify immediate challenges and equitable solutions to issues.
- Enlists the help of the leadership team and other key staff members to quickly and creatively address challenges highlighted by the data before they become larger concerns
Community & Family
1. Forms meaningful, supportive relationships with all stakeholders: Staff, students, and families
2. Creates structures for authentic stakeholder engagement
3. Upholds Caliber Values (FACE) with families, staff, and students
Relevant & Personalized Development
1. Coaches to uphold the Vision for Instructional Excellence (Ops: coaches teammates to clearly ___)
2. Leverages the LER as a rubric to develop teams in all indicators
3. Differentiates style, pace, and content in one on one and team meetings as needed
4. Observation & feedback
5. Supports teachers in setting appropriate short term and long term goals
6. Modeling CLRP through meeting & PD facilitation
Professional Responsibilities & Communications
1. Strong communication skills
2. Engages and encourages collaboration on campus
3. Open to giving and receiving feedback and and a belief in ability to grow and develop for for self, staff, and students
4. Models task and time management
Vision & Strategy
1. Strategizes and creates plans and priorities based on vision (school strategic plans for SLs, varies for other leaders depending on scope)
2. INvests stakeholders in school vision
3. Execute & iterate to improve student outcomes