- Cedar Hill ISD
- Role Specific Behaviors
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Relationship-Centered
- Successfully builds positive and respectful relationships with all stakeholders.
- Supports creating and fostering a culture of accessibility, openness, and transparency with parents, students, and team members.
- Communicate effectively and timely with appropriate follow-through with all stakeholders and groups.
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Scholars First
- Believes in every student's potential to achieve at a high level and builds expectations for team members that success is achievable for all students; challenges low expectations.
- Aids teachers in creating safe & supportive learning environments by coordinating across classrooms, teams, and departments to enhance all students social, emotional, and academic learning.
- Devotes additional effort to creating high expectations among team members for the achievement and well-being of every student - particularly those who have struggled to be successful in school.
- Maintains a daily schedule that addresses the school's instructional priorities by supporting the continued development of teacher quality and effective teacher collaboration.
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Values Diversity
- Contributes to a district culture that embraces and celebrates all stakeholders' racial, ethnic, and cultural diversity by supporting greater multicultural awareness and inclusion practices across functional teams.
- Consistently exhibits sensitivity and respect for difference, creating an inclusive environment for people of all backgrounds, identities, and experiences.
- Rejects and confronts own bias and actively works to identify and eliminate both conscious and unconscious bias in themselves, team members, and the office environment.
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Achievement Oriented
- Understands multiple pedagogical strategies and practices; supports teachers and teams in evaluating priorities and effectively adapting instructional practices that meet students' needs and drive learning.
- Sets clear, meaningful, challenging, and attainable team goals and expectations aligned with those of the school; holds self and others accountable for results.
- Uses multiple disaggregated data sources with the team to evaluate instructional practices, identify trends, prioritize students' diverse needs, and inform appropriate differentiation and academic interventions.
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Pursues Learning
- Consistently seeks feedback and adjusts approach; provides transparent, direct, positive, and constructive feedback so team members can improve.
- Engages in learning opportunities aligned to individualized growth needs, the needs of students - and - team outcomes.
- Maximizes challenges as learning opportunities; shares lessons learned from challenges with team members and encourage this skill in them.
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Takes Ownership
- Demonstrates self-awareness by monitoring emotions and reactions, owning mistakes, and building others' capacity to do the same.
- Demonstrates resilience and adaptability to overcome obstacles, grows from setbacks, and shows courage to take the initiative to keep the work moving forward successfully.
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Builds Capacity
- Actively identifies high-potential leaders on their team and invests in their growth & development.
- Trusts and empowers team members with meaningful work and decisions.
- Coaches others to achieve their personal development goals; ensures that all team members have developmental goals and are actively working towards them.
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Celebrates Success
- Systematically, fairly, and publicly recognizes and celebrates the accomplishments of students, the team, and individual members.
- Consistently recognizes and rewards team members who work hard and achieve desired results; is specific in providing praise and recognition.
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Inspires Change
- Inspires students and others to do and achieve things that may initially seem beyond their grasp.
- Influences others to achieve district vision, key campus-level outcomes, and results.
- Supports others to navigate change; is a steward of change management initiatives from the campus or district levels.
