B3.1.3

B3.1.3   LeadershipàInstructional LeadershipàAchievement orientation

Rating
A	Not Demonstrated	Low student achievement orientation, no goal-setting, no appreciation practices The school head has made no attempt to discuss previous performances, set future targets for academic and extra-curricular activities. Either there is no practice of appreciating student achievements, or only top performances in annual examinations are acknowledged.
B	Developing	Minimal student achievement focus, performance in only scholastic areas targeted Lack of a system to analyze past performances. The target-setting efforts are more directed towards scholastic achievements of minimum levels of learning. Student appreciation practices are minimal (e.g. restricted to small gifts distributed on annual functions or special days).
C	Proficient	Performance in both scholastic and co-scholastic areas is targeted feedback given to students and teachers, achievements are recognized and appreciated through various means. Efforts are made to better the performance at individual and school level in both scholastic and co-scholastic areas. Feedback given to students and teachers regarding performance level and improvement areas, achievements in scholastic and co-scholastic areas are identified, and appreciated through awards, certificates, trophies and various other ways. No attempts made to set future targets in co-scholastic areas.
D	Accomplished	Strong student achievement orientation, stakeholder collaboration in revising and improvising targets and devising action plans The school head has managed to implement a very good achievement orientation in teachers and students. The performance tracks are analyzed in close co-ordination with all relevant stakeholders, improvement areas are identified, targets are set and revised as per the requirements and changing needs, and further action plans to achieve the targets are outlined.
E	Distinguished	Commendable achievements in scholastic and co-scholastic areas, very high achievement orientation as evident in the specific targets and timelines and nurturing of talent The school has notable achievements in both scholastic and co-scholastic areas. The school head has a unique, focused approach towards result-oriented performance that distinguishes it from other schools. Delegation of clearly defined and specific responsibilities to teachers with well set timelines, strict monitoring and continuous analysis of students’ and teachers’ performance targets and achievement levels. The achievements, both individual and school level, are extensively promoted through various publication media and appreciation practices, to instill a sense of pride and to give motivation for continuous improvement in performance. Successful efforts to showcase the unique approach towards result-oriented performance to other schools.