Six integrated leadership domains, framed as a roadmap for growth — not a compliance checklist. Each domain defines purpose, standards, observable behaviors, expectations, evidence, growth indicators, and coaching strategies. All content is illustrative sample material.
📋 How to read this framework
This framework treats evaluation as a developmental conversation, not a verdict. Every leader is mapped across the six domains so strengths can be amplified and growth areas can be paired with the right coaching support. The four performance levels — Emerging, Developing, Proficient, and Distinguished — describe a trajectory of growth, not a fixed label. Use the domains below to locate current practice, then move to the Leadership Self-Assessment to generate a personalized Leadership Performance Index and growth priorities.
Research base
Grounded in Dr. Franks' doctoral research
Dr. Barbara Z. Franks' doctoral research examined the link between intentional leadership growth and downstream outcomes for the people leaders serve. The pattern is consistent: when leaders grow in visionary clarity, instructional presence, and people-centered practice, schools see measurable gains in teacher satisfaction, organizational culture, and teacher retention. This framework operationalizes that research — every domain connects leadership behavior to the human conditions that keep great teachers in the building.
The Six Integrated Leadership Domains
A sample profile across the framework. Each domain is detailed below.
🔭 Visionary86%
📚 Instructional82%
🤝 People90%
🎯 Strategic74%
🏛️ Operational76%
⚖️ Ethical88%
🔭 Visionary Leadership
Domain 1 of 6 · Direction & shared purpose
Purpose
To co-create and sustain a compelling, inclusive vision that gives the community a shared sense of direction and possibility — and to keep that vision alive in daily decisions.
Leadership standards
Articulates a clear, values-aligned vision that connects to student success.
Engages stakeholders in shaping and owning the vision.
Translates vision into measurable, time-bound goals.
Observable behaviors
References the vision when explaining decisions and priorities.
Facilitates collaborative goal-setting with staff and families.
Celebrates progress toward the vision publicly and specifically.
Performance expectations
A proficient leader keeps the vision visible and actionable; a distinguished leader builds collective ownership so the vision drives the work even in their absence.
Evidence sources
Strategic plans and goal documents.
Staff and community survey data on shared purpose.
Meeting agendas and communications referencing the vision.
Growth indicators
Rising staff agreement that "we share a clear direction"; tighter alignment between stated goals and resource decisions.
Recommended coaching strategies
Vision-articulation rehearsal with a thinking partner.
Stakeholder listening tours to refine and co-own the vision.
Quarterly "vision-to-action" alignment reviews.
📚 Instructional Leadership
Domain 2 of 6 · Teaching & learning
Purpose
To keep teaching and learning at the center — building teacher capacity, protecting instructional time, and using evidence to improve practice.
Leadership standards
Maintains a coherent, standards-aligned instructional vision.
Conducts frequent walkthroughs with actionable feedback.
Builds and supports collaborative professional learning.
Observable behaviors
Spends regular, protected time in classrooms.
Gives specific, growth-oriented feedback to teachers.
Uses student data to guide instructional decisions.
Performance expectations
A proficient leader observes and coaches consistently; a distinguished leader develops teacher-leaders who carry instructional improvement forward.
Evidence sources
Walkthrough logs and feedback records.
Professional learning plans and PLC artifacts.
Student performance and growth data.
Growth indicators
More frequent feedback cycles; teacher-reported usefulness of feedback rising; tighter coupling between PD and classroom practice.
Recommended coaching strategies
Calibration walkthroughs with a coach to sharpen feedback.
Time-protection audit to free hours for instructional leadership.
Co-design of a teacher-leadership pipeline.
🤝 People Leadership
Domain 3 of 6 · Culture, trust & retention
Purpose
To build a culture of trust, belonging, and recognition where talented educators choose to stay, grow, and lead.
Leadership standards
Cultivates psychological safety and relational trust.
Recognizes and develops staff strengths intentionally.
Streamlines recurring processes to reduce friction.
Communicates systems and expectations clearly.
Anticipates and plans for operational risks.
Performance expectations
A proficient leader runs reliable operations; a distinguished leader builds systems so dependable they protect time for instructional leadership.
Evidence sources
Operational dashboards and process documentation.
Budget and facilities records.
Safety, compliance, and continuity plans.
Growth indicators
Fewer recurring operational fires; reclaimed leader time; staff confidence in systems rising.
Recommended coaching strategies
Process-mapping to remove low-value steps.
Delegation framework to distribute operational load.
Time-study to redirect hours toward instruction.
⚖️ Ethical Leadership
Domain 6 of 6 · Integrity & equity
Purpose
To lead with integrity, transparency, and an unwavering commitment to equity — so every decision is values-based and trustworthy.
Leadership standards
Makes transparent, values-aligned decisions.
Advances equity and access for all students and staff.
Models accountability and professional ethics.
Observable behaviors
Explains the values behind difficult decisions.
Surfaces and addresses inequities directly.
Owns mistakes and models repair.
Performance expectations
A proficient leader acts ethically and equitably; a distinguished leader makes values and equity visible enough to shape the whole culture.
Evidence sources
Equity data and access analyses.
Decision logs with stated rationale.
Stakeholder trust and fairness survey data.
Growth indicators
Narrowing equity gaps; rising trust and perceived fairness; more transparent decision-making.
Recommended coaching strategies
Values-clarification and decision-rationale practice.
Equity audit with a coaching debrief.
Transparent-communication routines for hard calls.
📝 Reflective Self-Evaluation
Leadership Self-Assessment
Rate yourself honestly on two indicators per domain. Generate a Leadership Performance Index, see your strengths, and get coaching-aligned growth priorities. Scale: 1 = Rarely … 5 = Consistently. This is a reflective tool — results are illustrative.
🔭 Visionary Leadership
I co-create a clear, compelling vision and connect daily decisions back to it.
I translate our vision into measurable, time-bound goals that staff can act on.
📚 Instructional Leadership
I conduct regular classroom walkthroughs and give specific, growth-oriented feedback.
I use student data to guide instructional priorities and professional learning.
🤝 People Leadership
I build trust and belonging through specific, frequent recognition and genuine support.
I act on staff feedback and lead with retention and well-being in mind.
🎯 Strategic Leadership
I focus the organization on a few high-leverage priorities and protect that focus.
I align budget, staffing, and time explicitly to our strategic goals.
🏛️ Operational Leadership
I design dependable systems and routines that reduce friction for staff.
I streamline operations to protect time for instructional leadership.
⚖️ Ethical Leadership
I make transparent, values-based decisions and explain the reasoning behind them.
I surface and address inequities directly and advance access for all.
Scale: 1 = Rarely · 2 = Occasionally · 3 = Sometimes · 4 = Often · 5 = Consistently.