Instructional Leader’s Name: Grade Level and Subject: Date of Evaluation:
NORTH STAR ACADEMY INSTRUCTIONAL LEADER EVALUATION RUBRIC 2011-2012
Leading Feedback/ Planning Meetings
/- Meets with teacher(s) every week
- Effectively follows NSA Feedback & Planning Meeting Agenda, excellently integrating observation feedback with lesson planning
- Thoughtfully adjusts planning meeting model in conjunction with the principal to fully meet the needs of the teacher
- Consistently holds teachers accountable to using Meeting Binder and bringing it to meetings.
- Teacher(s) “strongly agree” on mid-year survey that instructional leader “provides helpful planning and curriculum development support.”
- Meets with teacher(s) every week
- Regularly follows NSA Feedback & Planning Meeting Agenda, integrating observation feedback with lesson planning
- Occasionally adjusts planning meeting model in conjunction with the principal to fully meet the needs of the teacher
- Consistently holds teachers accountable to using Meeting Binder and bringing it to meetings.
- Teacher(s) “agree” on mid-year survey that instructional leader “provides helpful planning and curriculum development support.”
- Meets with teacher(s) almost every week
- Intermittently follows NSA Feedback & Planning Meeting Agenda, sometimes focusing on observation feedback and other times on lesson planning
- Does not adjust planning meeting model to meet needs of the teacher or does not do so in conjunction with the principal
- Inconsistently holds teachers accountable to using Meeting Binder and bringing it to meetings.
- Teacher(s) “do not agree” on mid-year survey that instructional leader “provides helpful planning and curriculum development support.”
- Does not meet consistently with teacher(s) during the school year
- Does not lead formal planning meetings or does so sporadically
- Rarely holds teachers accountable to using Meeting Binder and bringing it to meetings.
- Teacher(s) “strongly disagree” on mid-year survey that instructional leader “provides helpful planning and curriculum development support.”
Lesson Plans
/- 100% of lesson plans are reviewed weekly and sent on to principal
- Lesson plans are highly effective in answering the following three questions:
- What do my students need to know or be able to do by the end of the unit/class?
- What is the most effective way for me to teach students these important concepts?
- How do I make sure that students have really learned the concepts that I wanted them to learn?
- Each lesson plan includes quality Do Nows, rigorous Heart of the Matters, and checking for understanding that correspond to the answers to the questions above
- 90% of recommendations on lesson plans are actionable and represent the most important feedback for driving student learning (as evaluated during bi-monthly reviews by campus principal/supervisor )
- Teacher has made dramatic gains towards proficiency in the lesson planning process, requiring much less critical feedback later in the year
- 90% of lessons are turned in on time and reviewed punctually by instructional leader
- Lesson plans effectively answer the following three questions:
- What do my students need to know or be able to do by the end of the unit/class?
- What is the most effective way for me to teach students these important concepts?
- How do I make sure that students have really learned the concepts that I wanted them to learn?
- 90% of lesson plans includes quality Do Nows, rigorous Heart of the Matters, and checking for understanding that correspond to the answers to the questions above
- 90% of recommendations on lesson plans are actionable and are important feedback for driving student learning (as evaluated during bi-monthly reviews by campus principal/supervisor )
- Teacher has made significant gains towards proficiency in the lesson planning process, requiring less critical feedback later in the year
- 60-90% of lessons are turned in on time and reviewed punctually by instructional leader
- Lesson plans effectively answer 1-2 of the following three questions:
- What do my students need to know or be able to do by the end of the unit/class?
- What is the most effective way for me to teach students these important concepts?
- How do I make sure that students have really learned the concepts that I wanted them to learn?
- Lesson plans sporadically include quality Do Nows, rigorous Heart of the Matters, and checking for understanding that correspond to the answers to the questions above
- Recommendations on lesson plans are helpful for driving student learning, but they lack clarity and/or proper prioritization (as evaluated during bi-monthly reviews by campus principal/supervisor )
- Teacher has made inconsistent gains towards proficiency in the lesson planning process, and still requires significant critical feedback
- Lessons are not turned in on time nor reviewed punctually by instructional leader
- Lesson plans do not address the three core planning questions
- Lessons plan are not sufficiently rigorous nor thoughtful and do not include all essential elements
- Recommendations are not helpful for student learning
- Teacher has not made gains towards proficiency in the lesson planning process and requires significant critical feedback to bring lessons up to the standard
Observing Teachers & Providing Feedback
/- Observes teacher every week and maintains observation tracker consistently during the year
- 90% of feedback is aligned to identified PD goals
- Recommendations in the tracker are actionable, measurable, and the right levels for driving student achievement
- IL consistently monitors growth towards PD goals and identifies new goals as necessary
- Teacher(s) “strongly agree” on mid-year survey that instructional leader “provides helpful instructional feedback.”
- Observes teachers 3 times per month and maintains 90% of observations in observation tracker
- 80-90% of feedback is aligned to identified PD goals
- 90% of recommendations are actionable, measurable and the right levers for driving student achievement
- IL consistently monitors growth towards PD goals and identifies new goals as necessary
- Teacher(s) “agree” on mid-year survey that IL “provides helpful instructional feedback.”
- Observes teachers 2 times per month and maintains 50-90% of observations in observation tracker
- 60-90% of feedback is aligned to identified PD goals
- Recommendations are periodically actionable, measurable and the right levers for driving student achievement
- IL inconsistently monitors growth towards PD goals and identifies new goals when previous ones are met
- Teacher(s) “disagree” on mid-year survey that instructional leader “provides helpful instructional feedback.”
- Does not maintain regular observations of teachers and/or record in observation tracker
- Less than 60% of feedback is aligned to identified PD goals
- Recommendations are not actionable and measurable nor are they the right levers for driving student achievement
- Does not monitor growth towards PD goals nor set new goals when previous ones are met
- Teacher(s) “strongly disagree” on mid-year survey IL “provides helpful instructional feedback.”
Results: Effectiveness of Instructional Feedback
/- Teacher(s) meet all 3 PD goals established at the beginning of each semester
- Teacher(s) implement 90% of leader feedback (as recorded in observation tracker and measured in bimonthly review of teacher progress with campus principal/supervisor)
- Teacher(s) meet 2 of 3 PD goals established at the beginning of each semester, making notable progress throughout the year
- Teacher(s) implement feedback (as recorded in observation tracker and measured in bimonthly review of teacher progress with campus principal/supervisor)
- Teacher(s) meet 1 of 3 PD goals established at the beginning of the year, and notable areas of improvement remain in their teaching
- Teacher(s) struggle to effectively implement feedback (as recorded in observation tracker and measured in bimonthly review of teacher progress with campus principal/supervisor)
- Teacher(s) do not meet PD goals
- Teacher(s) do not implement feedback (as recorded in observation tracker and measured in bimonthly review of teacher progress with campus principal/supervisor)
Data-Driven Instruction /
- All teacher materials (Do Nows, HW, in-class assessments) meet or exceed the rigor of the interim assessments, showing tight alignment to assessed standards
- Teacher adeptly uses data outside the IA cycle collected from in-class assignments to adapt instruction
- Interim assessment analysis is teacher-owned and deep
- 100% of teacher’s post-assessment action plans drive future lesson planning
- Teachers reach 75% or higher on interim assessment and make effective plans for remediation for those students who do not meet the standard
- Teacher(s) “strongly agree” on mid-year survey that instructional leader “helps me to use data to drive instruction.”
- Most teacher materials (Do Nows, HW, in-class assessments) meet the rigor of the interim assessments, showing alignment to assessed standards
- Teacher uses some data outside the IA cycle collected from in-class assignments to adapt instruction
- IA analysis is mostly teacher-owned and fairly thoughtful
- Teacher implements most of strategies from post-assessment action plans and connects them to lesson planning
- Teachers come close to reaching 75% on interim assessment and make effective plans for remediation for those students who do not meet the standard
- Teacher(s) “agree” on mid-year survey that IL “helps me to use data to drive instruction.”
- Teacher materials sporadically meet the rigor of the interim assessments, showing periodic alignment to assessed standards
- Teacher inconsistently uses data outside the IA cycle collected from in-class assignments to adapt instruction
- Interim assessment analysis is superficial and/or not completely teacher-owned
- Teacher action plans do not influence lesson planning
- Students are not meeting proficiency on interim assessments and remediation plans are ineffective
- Teacher(s) “disagree” on mid-year survey that instructional leader “helps me to use data to drive instruction.”
- Teacher materials do not meet the rigor of the interim assessments, showing little/no alignment to assessed standards
- Teacher does not use data outside the IA cycle to adapt instruction
- Interim assessment analysis is superficial and not teacher-owned
- Teacher action plans do not influence lesson planning
- Students are not meeting proficiency on interim assessments and remediation plans are non-existent
- Teacher(s) “strongly disagree” on mid-year survey that instructional leader “helps me to use data to drive instruction.”
Professional Development
(When Applicable) /
- Session notes are always submitted at least one week in advance for feedback from Principal
- Session notes are fully detailed and use the Living The Learning Framework effectively
- All observed PD sessions achieve rating of “proficient” or “advanced” on PD rubric
- Teachers rate presenter as “highly effective” on PD survey (when applicable)
- Session notes are sometimes submitted at least one week in advance for feedback from Principal
- Session notes are fully detailed and use the Living The Learning Framework effectively:
- All observed PD sessions achieve rating of “proficient” on PD rubric
- Teachers rate presenter as “effective” on PD survey (when applicable)
- Session notes are rarely submitted at least one week in advance for feedback from Principal
- Session notes attempt to use parts of the Living The Learning Framework effectively
- Observed PD sessions achieve rating of “working towards” on PD rubric
- Teachers rate presenter as “effective” or “ineffective” on PD survey (when applicable
- Session notes are never submitted at least one week in advance for feedback from Principal
- Session notes do not use the Living The Learning Framework
- Observed PD sessions achieve rating of “needs improvement” on PD rubric
- Teachers rate presenter as “ineffective” or “very ineffective” on PD survey (when applicable)
Growing from Teacher to Leader / Embodies all of the core beliefs of North Star instructional leaders:
- 100% committed to the students and the school
- Humble and reflective in openness to feedback and own areas of growth
- Do whatever it takes
- Optimistic and caring and responsible for positivity of the community
- Own teachers’ results as his/her own
- Openly communicates concerns to school leaders
- Always models appropriate use of school systems
- 100% committed to the students and the school
- Humble and reflective in openness to feedback and own areas of growth
- Do whatever it takes
- Optimistic and caring and responsible for positivity of the community
- Own teachers’ results as his/her own
- Openly communicates concerns to school leaders
- Almost always models appropriate use of school systems
- 100% committed to the students and the school
- Humble and reflective in openness to feedback and own areas of growth
- Do whatever it takes
- Optimistic and caring and responsible for positivity of the community
- Own teachers’ results as his/her own
- Sometimes communicates concerns to school leaders
- Inconsistently models appropriate use of school systems
- 100% committed to the students and the school
- Humble and reflective in openness to feedback and own areas of growth
- Do whatever it takes
- Optimistic and caring and responsible for positivity of the community
- Own teachers’ results as his/her own
- Does not communicates concerns to school leaders
- Does not model appropriate use of school systems
Time/Task Management /
- Meets all required deadlines
- Successfully manages responsibilities of teaching and instructional leadership, maintaining the highest quality in both areas
- Successfully completes stretch assignments included in instructional leader job description, exceeding expectations in their completion
- Responds within 48 hours to all requests from school leaders and teacher supervisee(s)
- Always uses weekly action plan to manage tasks
- Meets 90% of required deadlines
- Manages responsibilities of teaching and instructional leadership, maintaining quality in both areas
- Successfully completes stretch assignments included in instructional leader job description
- Responds in a timely manner to all requests from school leaders and teacher supervisee(s)
- Consistently uses weekly action plan to manage tasks
- Meets 75% of required deadlines
- Struggles to manage responsibilities for both teaching and instructional leadership, letting one or the other slip at times throughout the year
- Struggles to complete stretch assignments given all other responsibilities
- Responds inconsistently to requests from school leaders and teacher supervisee(s)
- Inconsistently uses weekly action plan to manage tasks
- Meets less than 75% of required deadlinesMeets less than 75% of required deadlines
- Fails to manages responsibilities of teaching and instructional leadership, letting both suffer considerably
- Does not complete stretch assignments
- Does not responds to requests from school leaders and teacher supervisee(s)
- Does not use action plan to manage tasks
Narrative
Overall Strengths:
Areas of Growth/Goals:
Key Action Steps to Meet those Goals:
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Signature of SupervisorDateSignature of TeacherDate
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