Leading Feedback/ Planning Meetings

Instructional Leader’s Name: Grade Level and Subject: Date of Evaluation:
NORTH STAR ACADEMY INSTRUCTIONAL LEADER EVALUATION RUBRIC 2011-2012

LEADERSHIP / Advanced / Proficient / Working Towards / Needs Improvement

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

/ Implements the core beliefs of North Star instructional leaders 90% of the time:

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

/ Implements most of the core beliefs of North Star instructional leaders most of the time:

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

/ Does not implement all of the core beliefs of North Star instructional leaders and is not aligned on all beliefs:

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:

______

Signature of SupervisorDateSignature of TeacherDate

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