LM3

Clear accountabilities and monitoring, closely focused on impact on student outcomes

Outstanding
6

LM3 Clear accountabilities and monitoring, closely focused on impact on student outcomes
Very Good
Good
Acceptable
Weak
5
4
3
2

Very Weak
1

Distributed leadership is
fully effective in
achieving high level goals
and targets. Staff are
motivated and
empowered with very
clear goals and targets,
and have both the
authority and resources
to act. The school/
department/section
operate effectively with
collective responsibility
and support.
The entire staff / team
effectively analyse and
use data to successfully
plan and evaluate the
impact of improvement
strategies.

Distributed leadership is
evident and effective in
achieving goals and
targets. Responsibilities
are effectively delegated
with clear goals and
targets. Staff have both
the authority and
resources to act. There
is significant evidence of
collective responsibility
and support.

Strands of distributed
leadership are evident
and support the
achievement of the
majority of goals and
targets.
The leader consistently
shares responsibilities
with staff/team. Staff
have a common purpose
and work proactively and
efficiently.

Some members of staff/

team have clear roles
and responsibilities but
there is an inconsistent
approach to achieving
goals and targets.
There is adequate
capacity to work
efficiently.

The leader makes most

of the decisions and
there is little evidence of
distributed leadership
throughout the rest of
the school/department/
section. The majority of
staff lack motivation and
authority and do not
share in a common
purpose.

The school/department/
section works
ineffectively due to the
leaders poor
Leadership,
empowerment and
delegation Staff / the
team feel demotivated
and unsupported.

The staff / team are

skilful users of data and
action planning to
determine the impact of
improvement strategies.

Action plans have clear

connections to data
analysis and findings and
are aligned to goals and
targets as a means for
measuring effectiveness.

Data analysis occurs at a

basic level. The leader
monitors the progress of
the action steps by
analysing data and
progress toward goals
and targets, reporting
out to staff/team on the
results.

Data analysis and action

planning rarely occurs
within the
school/department/
section.

The leader ensures a

high level of
understanding and
compliance with school
and regulatory body
policies by all members
of staff. This is evident
throughout the
school/department/secti
on and is reinforced

The leader ensures a

level of understanding
and compliance with
school and regulatory
body policies by most
members of staff. This is
evident throughout the
school/department/secti
on.

The leader ensures a

level of understanding
and compliance with
school and regulatory
body policies by most
staff. This is evident
throughout the
school/department/sec
tion.

The leader monitors

general compliance with
school and regulatory
body policies.
Compliance by most
staff is evident.

Staff /team are unsure of

how to analyse data and
create subsequent
action plans regarding
teaching and student
performance/ outcomes.
Action steps lack
alignment with data
systems to follow
through and monitor
identified goals and
targets.
The leader monitors
general compliance with
school and regulatory
body policies.
Compliance by the
majority of staff is
evident.

The leader does not

ensure that school and
regulatory body policies
are complied with by
most staff.

through decisions and

actions of the leader.