STATE OF NORTHDAKOTA

DEPARTMENT OF PUBLICINSTRUCTION

Kirsten Baesler, StateSuperintendent600 East Boulevard Avenue, Dept.201

Bismarck, ND58505-0440

North DakotaPrincipalEvaluationTemplate

October2014

North Dakota Principal EvaluationTemplateForm andApplication

Table ofContents

Introduction to the North Dakota Principal Evaluation Template…...... 3

Purpose of the North Dakota Principal Evaluation Templete………………………………………………………..3ProfessionalStandards………………………………………………………………………………………………..4Levels for Defining PrincipalPerformance…………………………………………………………………………..4EvaluationMeasures………………………………………………………………………………………………….4Recording and Compiling Principal EvaluationDeterminations...…………………………….……. 7

Appendix A: Principal Evaluation Template DeterminationRubrics……………………………………………….11Appendix B: Principal Evaluation Template DeterminationForms 22

Appendix C: Examples of Artifacts that Could Provide Evidence forRubrics……………………………………..32Appendix D: Sample Principal EvaluationProcess………………………………………………………………...33Appendix E: Glossary ofTerms……………………………………………………………………………………..35Appendix F: State Principal and Teacher Evaluation Support System CommitteeMembers….....…………………36Appendix G: Adapting the StateTemplate…………………………………………………………………………..37

Introduction to the North Dakota Principal EvaluationTemplate

Few would argue with the statement that principals play a critical role in establishing and maintaining aschoolculture that supports teacher and student learning. The North Dakota Department of Public Instruction(NDDPI)created the North Dakota Principal Evaluation Guidelines (hereafter, Guidelines) to guide districtsindeveloping principal evaluation systems that support principals’ professional growth so that they are betterableto fulfill this and other leadership roles. As explained in the Guidelines, districts may adopt acommerciallyavailable principal evaluation model, adapt an existing model, or create their own model. Regardless oftheirapproach to selecting a model, districts must submit their proposed model to NDDPI for approvalbeforeimplementation, completing the online application process described in the Guidelines. To be approved, amodelmust meet the criteria outlined in the Guidelines. This document, the North Dakota PrincipalEvaluationTemplate (hereafter, State Template) is available to school districts as one of the approved options thatmeetsthosecriteria.

Use of this template is voluntary – districts may use it as they see fit to guide selection or development oftheirprincipal evaluation model. This template has been designed to offer a simple, straightforward methodofestablishing a principal evaluation system that is fully aligned to the state’s professional standardsandimplementation requirements. It incorporates all program elements into a district’s evaluation practices andhasbeen approved by the NDDPI as constituting a valid and reliable model for principal evaluation. As withotherapproved models, school districts that adopt the State Template will experience a streamlinedapplicationprocess.

The sections that follow explain the purpose of the State Template and its components, includingtheprofessional standards against which principal performance is measured, the levels used to describeprincipalperformance, the measures used to determine principal performance, and the method for recordingandcompilingperformance. Eachsectionincludesoneor more“InPractice”sidebarsthatprovideinformationaboutdifferent ways districts might address thecomponent.

Purpose of the North Dakota Principal EvaluationTemplate

Adistrict’sprincipalevaluationsystemshouldfostercontinualimprovementofschoolleadership,instruction, and student growth. To accomplish this purpose, the system:

  • Differentiatesperformance;
  • Uses multiple measures of professionalpractice;
  • Uses multiple valid measures of student growthdata;
  • Evaluates principals on a regularbasis;
  • Providesclear,timely,andusefulfeedbackthatidentifiesneedsandguidesprofessionaldevelopment;and
  • Usesresultstoinformthecontinualimprovementofaprincipal’soverallperformanceandpersonnel decisions, ifapplicable.

TheStateTemplatedescribesamodelforprincipalevaluationthatincorporatestheseimportantelementsofaprincipalevaluationsystem.Whenimplementedwithfidelity(i.e.,inaccordancewiththedistrict’sdefinedadministrativepracticesfortheprincipalevaluationsystem),theStateTemplatewillprovideamethodtoconductindividualprincipalevaluationsthataremeaningfultotheimprovementofinstructionandtheadvancementofeachprincipal’seffectiveleadershipefforts.Itisdesignedtoimprovethequality,uniformity, validity,andreliabilityofprincipalevaluation.

ProfessionalStandards

The State Template principal evaluation model is based on the Interstate School Leaders LicensureConsortium(ISLLC)StandardsforSchoolLeaders, whicharticulatethe commonprinciplesandfoundationsofeffectiveschoolleadership that are necessary to improve student achievement. These ISLLC 2008 standards, presented here,areorganized under six general headings, representing the broad, high-priority themes that education leadersmustaddress in order to promote the success of every student. In late fall ISLCC 2014 standards are beingadopted,which have an additional five standards. The state expects that districts will incorporate those standards astheyformulate their implementation of a principal evaluationmodel.

  • Standard 1: Shared Vision – A school administrator isaneducational leader who promotes the success ofallstudents by facilitating the development,articulation,implementation, and stewardship of a vision oflearningthat is shared and supported by the schoolcommunity.
  • Standard 2: Culture of Learning – Aneducationleader promotes the success of every studentbyadvocating, nurturing, and sustaining a schoolcultureand instructional program conducive to studentlearningand staff professionalgrowth.
  • Standard 3: Management – A school administratorisan educational leader who promotes the success ofallstudents by ensuring management of theorganization,operations, and resources for a safe, efficient,andeffective learningenvironment.
  • Standard 4: Family and Community – Aschooladministrator is an educational leader who promotesthesuccess of all students by collaborating withfamiliesand community members, responding todiversecommunity interests and needs, andmobilizingcommunityresources.
  • Standard 5: Ethics – An education leaderpromotesthe success of every student by acting withintegrity,fairness, and in an ethicalmanner.
  • Standard 6: Societal Context – A schooladministratoris an educational leader who promotes the success ofallstudents by understanding, responding to,andinfluencing the larger political, social, economic,legal,and cultural context.

Eachofthesestandardsisfurtherdefinedbyasetofindicators whichprovidemoredetail aboutthepracticesthatare important for exercising effective leadership in the area of thestandard.

The ISLLC standards present foundational principles upon which educational leadership is grounded.Embeddedwithinthesesixstandardsisa concernfortheacademicachievementandgrowthofallstudents.Toemphasizetheimportance of the principal’s role in supporting growth in student achievement, the State Template includesaseventhstandard:

  • Standard 7: Student Achievement Growth – An educational leader promotes the academicachievementand growth of every student and promotes an educational culture that understands and valuestheassessmentofgrowth,theanalysisofdata,andthedevelopmentofstudentlearningobjectivesthat matchthe expectations of the school’s highstandards.

The professional standards that undergird the State Template for principal evaluation are fully aligned withtheISLLC standards as required by the Guidelines. Six of the seven standards are the ISLLC standards andtheseventh standard is aligned with indicators associated with ISLLC Standard 2 and ISLLC Standard 4 as showninFigure1.

Standard2E
Develops assessmentandaccountability systems tomonitorstudentprogress / Standard7B
Data-driven leadership: evidences meaningful school-wideprofessionallearning that emphasizes all types and reporting levels ofstudentachievementdata.
Standard2I
Monitors and evaluates theimpactof the instructionalprogram / Standard7C
Instructional improvement: guides teachers to applystudentachievement data to frame and measure standards-basedcurricularclaims/student learningobjectives.
Standard4A
Collects and analyzes dataandinformation pertinent totheeducationalenvironment / Standard7A
Student achievement data literacy: evidences foundationalknowledgeand use of state-, district-, and school-level student achievementandgrowthdata.

Figure 1: Alignment of Standard 7 with ISLLC Standards 2 and4

The State Template measures principal performance against these seven standards and their associatedindicators,which are included in the rubrics provided in Appendix A. The Standards by design and through practiceprovideassurance that principals will guide teachers and teachers will teach students to the highest academic contentandachievement expectations. The Standards in the State Template articulate and foster sound professionalpracticesfully aligned to the ISLLC standards. Each Standard supports the advancement of educationalleadershipcompetenciesthatarelikelytoresultinmeaningfulstudentgrowthandacademicachievement.

Levels for Defining PrincipalPerformance

The Guidelines require that principal evaluation systems use at least four levels to differentiateprincipalperformance. The State Template uses the four performance levels described in the Guidelines,namely:

Level 1,Non-Proficient:

Individualprincipalperformancethatdoesnotmeetthelevelofperformancespecifiedwithinastandardorgeneralcategory,ismarkedbyunderperformanceoralackofcorecompetency,hasminimallycontributedtostudentgrowthorclosingachievementgaps,and/orrequiresintensivesupport to ensure professionalgrowth;

Level 2, DevelopingProficiency:

Individualprincipalperformancethatevidencesanemerginglevelofperformancespecifiedwithina standard or general category, is marked by irregular yet promising demonstration ofcorecompetency, and/or has demonstrated limited contributions to student growth orclosingachievementgaps;

Level 3,Proficient:

Individualprincipalperformancethatdemonstratesconsistentcompetenceorproficiencywithinastandardorgeneralcategoryand/orhascontributedtomeasurablestudentgrowthorclosingachievementgaps;

Level 4,Exemplary:

Individualprincipalperformancethatexemplifiescommendableorsuperlativeeffort,ismarkedbycreativityanduniquecontributionstotheprofession,and/orhascontributedtosignificantstudentgrowth or closing achievementgaps.

EvaluationMeasures

The Guidelines require that principal evaluation systems incorporate multiple valid measures that areclearlyrelated to increasing the leadership competencies expressed bythe

standards that are the basis of the evaluation system. TheStateTemplate includes measures that address studentacademicachievement, professional practice, and school culture, as describedinthissection.

a.Student growth and achievement. Student growthandachievement measures incorporate performancereportsfrom established standardized assessmentswithinsubjects and grades where such assessmentsareconducted, and incorporate appropriate othernon-standardizedassessmentsinothernon-testedsubjectsandgrades asfollows:

i.North Dakota State Assessment(requiredbut not more important thanothermeasures)

ii.School graduation rates (high schoolsonly)

iii.School attendancerate

iv.School ACT or SAT achievement data (high schoolsonly)

v.School Advanced Placement exams achievement and participation data (highschoolsonly)

vi.District/school interimassessmentachievement data (e.g.,NWEA)

vii.District benchmark assessmentdata

viii.School classroom orcurriculum-basedassessmentdata

ix.Other student growth andachievementmeasures (e.g., student learningobjectives)determined by theschool

Student growth and achievement informationisincorporated in the principal evaluation systemthroughthe inclusion of Standard 7. Principals mustprovideevidence (e.g., portfolio, agendas fromprofessionaldevelopment sessions, analysis of the studentassessmentdata listed in “a.” above) that they addressthecomponents of that standard which includestudentachievement data literacy, data-drivenleadership,instructional improvement, and student growth(seeAppendix A).Taken together, these componentsrequireprincipals to demonstrate that they know how tocollect,analyze, interpret, and use a variety ofstudentachievement and other data to improve instructionandstudentachievement.

b.Supervisoryobservation.Supervisoryobservationincludesavarietyofmeasuresthatprovideevidence of the principal’s professional practice and ability to establish a positive schoolculturethat supports teacher and student learning. These measuresinclude:

i.Supervisor’s performance observations (using the rubrics in AppendixA)

ii.Portfolio compiled by theprincipal

iii.School climatesurvey

iv.360° Surveys (direct feedback fromself-supervisor-peers-subordinates)

v.Artifactsthatdetailparentandcommunityoutreachefforts,includingevidenceofcommunication and consultations withparents

vi.School improvementplan

vii.Artifactsthatarerelatedtocurrentorpreviousgoals(seeAppendixCforexamples)

Recording and Compiling SummaryPerformance

Ahighqualityprincipalevaluationsystemallowsasupervisortoapplyacommonmeasureacrossvariouscriteriaandtorecordthesemeasuresinasuccinct,accessiblemannerforallprincipals,regardlessofschoolorganization.The State Template specifies four performance levels to record principal performance against theStandards.

Appendix A presents the four-level rubric against which a principal’s performance might be determined in termsofeachoftheStandards.Therubricsguidetheuserthroughthe variousperformancelevelsthatreflectacontinuumof

adherence to the indicators associated with each Standard.Theserubrics help the user interpret the Standards in a manner that isbothrespectful to the performance of the principal and the levelofperformance implied within the Standards. As such, theStateTemplate’s rubrics are the primary reference definitions that ensureavalid and reliableevaluation.

PerformanceDeterminationforStandards.AppendixBpresentsasetofforms(oneforeachStandard)thatisusedtoguidethereviewandinterview aspects of the evaluation process and to record actualperformancedeterminationsforeachoftheStandards.Supervisorsassign a performance level to each of the indicators associated with

theStandard,usingvarioussourcesofevidence.EachindicatorisweightedequallyinarrivingatanoverallperformancedeterminationfortheStandard.Figure2providesanexampleofacompletedformforStandard1:SharedVision.

Standard 1: SharedVision
An education leader promotes the success of everystudent by facilitating the development, articulation,implementation,andstewardshipofavisionoflearningthat is shared and supported by all stakeholders. / PerformanceLevel / Measure Weighting Percentage / Measure Weighted Value / Cumulative DeterminationLabel
A.Collaborativelydevelopsandimplementsasharedvision andmission. / 3.0 / 20% / 0.6 / Proficient
B.Collectsandusesdatatoidentifygoals,assessorganizational effectiveness, andpromote organizationallearning. / 4.0 / 20% / 0.8 / Exemplary
C. Creates and implements plans to achievegoals. / 2.0 / 20% / 0.4 / DevelopingProficiency
D.Promotescontinuousandsustainableimprovement. / 3.0 / 20% / 0.6 / Proficient
E.Monitors and evaluates progress and revises plans. / 4.0 / 20% / 0.8 / Exemplary
Standard 1: Shared Vision Combined Determination / 100% / 3.2 / Proficient
Evidence:
Comments:

Figure 2: Example of Completed Performance Determination Form for Standard 1

SummaryPerformanceReport.TheStateTemplatesummaryperformancereportform(Figure3)istherecordingtoolusedduringtheevaluationprocess.ThesummaryperformancereportformlistseachoftheStandards,emphasizingthattheStandardsarefrontandcenterwithintheevaluationprocessandarethereferenceforalldiscussionsregardingperformancecriteria.ThesummaryperformancereportformguidestheuserthroughthecontentofeachoftheStandards,organizesandtabulatesthedeterminationsforeachStandard,andefficientlyaggregatesallfinaldeterminationsandsupportingcomments.Thus,itprovidesawayforanevaluatortodiscernbothanaggregatedanddetailedassessmentofaprincipal’soverallperformance.Thesummaryperformancereportformalsooffersreadyreferencetoanyevidencethatmightneedtobereferencedtosupporttheproperadministration of the evaluation effort.

Theschooldistricthasseveraloptionsforpreparingthesummaryperformancereport.TheoptionprovidedinFigure3reportstheperformancedeterminationforeachStandard,withoutcombiningthosedeterminationsintoasinglescore.TheStateTemplatecanalsobeusedtocompiletheperformanceleveldeterminationsforthesevenstandardsintoasinglescore(seeAppendixGforvariousoptions),assigningeachindicatoraweight.1TheStateTemplateusesafour-pointscale(i.e.,1,2,3,or4)whencalculatingasinglescoreforaprincipal’ssummaryperformancereport.2

Summary Performance Report / PerformanceLevel
Standard 1: SharedVision
Standard 2: Culture of Learning
Standard 3:Management
Standard 4: Family and Community
Standard 5:Ethics
Standard 6: SocietalContext
Standard 7: Student Achievement Growth
Evidence:
Comments:

1DistrictsmayselectivelyweighttheimportanceoremphasisofanyoftheStandardswhenreachingasingledetermination.ThisoptionoffersschooldistrictscompletelatitudetoplacegreaterimportanceonsomeStandardsversusothers,basedonlocalprogramgoals.Weightedtargetsareenteredintothecompilationformforuseinfinaltabulations.TheNDDPIencourageslocalschooldistrictstousetheelectronicspreadsheetversionoftheweightedcompilationformtosimplifyandensuretheaccuracy of the tabulation process.

2Districts mayuseleveldescriptors(i.e.,Non-Proficient,DevelopingProficiency,Proficient,orExemplary)whenrecordingaprincipal’sfinaldetermination.Districtsmayalsouseascalethatincludesvaluessetatthetenthsdecimallevel(e.g.,3.5).Nodetermination score may exceed 4.0 in value.

Figure 3: Summary ReportForm

Aprimaryaimofanyprincipalevaluationsystemistoadvancecontinualimprovementofleadershipcompetenciesthat willresultinanurturingschoolenvironment,high-qualityinstruction,andimprovedstudentoutcomes.WithitsfocusedattentiontotheStandards,theStateTemplateprovidesprincipalswithanevaluationoftheir performancethatcandirecteffortstodevelopandmonitoranappropriate improvementplan3thatbalancesconsiderationofthevariousleadershipskillsofaprincipal.

The State Template provides a means for reliably recording and compiling principal evaluation determinationsforinternalqualityassurancetrackingandexternalcompliancemonitoringwithinthelocaldistrict.Itoffersabalancedassessmentofaprincipal’sperformance,whichprovidesacommonreferencepointforsupervisorstodiscernaprincipal’soverallsuccessesandanyareasthatmightrequireimprovement.

EvaluationManagement,Training,andStakeholderInvolvement

Districtsareresponsibleformanagingtheimplementationoftheirprincipalevaluationmodels;providingappropriatetrainingonthepurposeandprocessoftheevaluationsystem;andengagingvariousstakeholdersinthedevelopment,implementation,andevaluationoftheoverallevaluationmodel.TheStateTemplatedoesnotaddresstheseaspectsoftheevaluationsystem.Districtsshouldconvenetheappropriatestakeholderstodeterminetheadministrativepracticesthatareappropriatefortheirprincipalevaluationsystem.DistrictsareencouragedtocontactNDDPIiftheyneedassistancewithanyaspectofdevelopingtheirprincipalevaluationsystem.

3ThedesignanduseoflocalprofessionalimprovementplansforprincipalsisadecisionforlocalschooldistrictsandliesoutsidetheStateTemplate’spurpose.TheNDDPIencourageslocalschooldistrictstocarefullyconsiderthepurposeofaqualityprincipalevaluationsystembasedontheStandardsandprovideimprovementsupportstoallprincipalsaspartoftheevaluationexperience.

Appendix A:

District Principal Evaluation Template Performance DeterminationRubrics

North Dakota Principal EvaluationTemplate Performance Determination Rubrics: Standard 1 - SharedVision

Standard1:SharedVision:Aschooladministratorisaneducationalleaderwhopromotesthesuccessofallstudentsbyfacilitatingthedevelopment,articulation,implementation,and stewardship of a vision of learning that is shared and supported by the schoolcommunity.
Indicator / Exemplary /4 / Proficient /3 / Developing Proficiency /2 / Non-Proficient /1
A.Collaborativelydevelopsand implements asharedvision andmission. / The school’s vision andmissionare clear and havebeen developed with allstakeholdersinvolved. The wholeschoolcommunity is involved inschool improvementefforts. / The school’s vision and missionareclear and have been developedwithsome stakeholders involved. Partsof the school community are involvedin school improvementefforts. / The school’s vision andmissionis clear and have beendeveloped with a fewstakeholdersinvolved. Limited parts ofthe
school community are involvedin school improvementefforts. / The school’s vision andmission, is unclear. The schoolcommunity is not involved inschool improvementefforts.
B.Collects and uses data toidentify goals,assess organizational effectiveness, andpromote organizationallearning. / All yearly goals havebeen developed using datawith objectives and strategies designed to achieve thevision.All or most barriers to achieving the visionare identified andaddressed. / Yearly goals have been developedusing data with some objectivesand strategies designed to achievethe vision. Some barriers to achievingthe vision are identified andaddressed. / Yearly goals have beendeveloped using data with a fewobjectivesand strategies designed toachieve the vision. A few barriersto achieving the vision areidentified andaddressed. / Yearly goals areunderdeveloped. Barriers to achieving thevision have been identified oraddressed.
C.Creates andimplements plans to achievegoals. / Plans are designed toaddress specific barriers to achievingthe vision and schoolimprovement goals. Creative plansare implemented withschool support and consistentfollow- through. / Plans are created and implementedto specifically addressschool improvement goals andvision. / Improvement plansonly partially address specificschool improvementgoals.
Plans are onlypartially implemented. / Plans are not createdand/or implemented to addressschool improvementgoals.
D.Promotes continuousand sustainable improvement. / Uses an advanced understanding of thesystemic change process toemploy strategies that result inconsistent and sustainableimprovement.
Organizational capacityis enhanced and the use ofthe capacity results insignificant buildingimprovement. / Uses an understanding of thesystemicchange process to develop andmonitor strategies to ensurecontinuous improvement.
Employs strategies tobuild organizationalcapacity, / Demonstrates anincompleteunderstanding of thesystemic changeprocess
Improvement strategies donot consistently focus oncontinuous improvement or onthe development oforganizational capacity / Demonstrates little orno understanding of thesystemic changeprocess.
Improvement efforts do notfocus on continuous improvement orthe development oforganizational capacity
E. Monitors andevaluatesprogress andrevise plans. / Goals are regularlymonitored and supported withnecessary resources. Goals areregularly evaluated and revisedas necessary. / Goals are monitored andsupported with necessary resources. Goalsmay be evaluated and revised asnecessary. / Goals areinfrequently monitored and supportedwith necessary resources. Goalsmay be evaluated at the end ofthe year. / Goals are not monitoredand supported with necessary resources. Goals arenot evaluated
SampleEvidence:

North Dakota Principal EvaluationTemplate Performance Determination Rubrics: Standard 2 – Culture ofLearning

Standard2:CultureofLearning:Aneducationleaderpromotesthesuccessofeverystudentbyadvocating,nurturing,andsustainingaschoolcultureandinstructionalprogram conducive to student learning and staff professionalgrowth.
Indicator / Exemplary /4 / Proficient /3 / Developing Proficiency /2 / Non-Proficient /1
A.Nurtures and sustainsaculture ofcollaboration, trust, learning, andhigh expectations. / High expectations forself, students and staff dominatethe culture in theschool.
Organizational supportsystemseffectively align resourcesfor maximum student growthand development. / High expectations for self, studentsand staff are part of the culture in theschool. Organizational support systemsalign resources for student growthand development. / High expectations forself, students, and staff are part ofthe culture in theschool.
Organizational supportsystems align some resources forstudent growth anddevelopment. / Expectations for self,students, and staff are not high.Resourcesare not aligned and organizedto support studentgrowth.
B.Creates acomprehensive, rigorous, andcoherent curricularprogram. / Leads a collaborativeprocessto enhance and improveexisting curriculum, ensuringa comprehensive, rigorousand coherentprogram / Provides professional developmentand other school improvementactivities designed to help teachers ensurerigor and to enhance and improveexisting curriculum / Allows individual teachersto enhance and improveexisting curriculum. / Follows existingdistrict curricularprogram
C.Creates a personalizedand motivatinglearning environmentfor students. / Templates a genuine interestin the personal success ofevery student. Creates aschool culture that is motivatingfor staff andstudent
Ensures that schoolresources, processes, structuresand capacity are aligned tomeet individual studentneeds. / Creates an environment inthe building that allows forpersonalized learning, including aligningresources, building capacity, developingprocesses andstructures.
Develops a building wide focusonpersonalizedlearning / Supports individualteacher efforts to develop- andsustain personalized learning.Provides professional developmentto support the developmentof personalized andmotivating learningenvironments / Inconsistently monitorsthe learning environment forstudents. Inconsistent efforts to createa personalized and motivating environment
D.Supervisesinstruction. / Organizes building to allowformultiple observersof classroom instruction,and multiple opportunitiesfor frequent constructiveand meaningfulfeedback / Consistently monitorsclassroom instruction and provides consistentandfrequent constructivefeedback / Inconsistent observationsof classroominstruction.
Observations resultin meaningful feedback toteachers / Infrequent orinconsistent observations ofclassroom instruction. Inconsistentfeedback to teachers. Feedback isnot useful ormeaningful
E. Develops assessmentandaccountability systemstomonitor studentprogress. / Facilitates use of theassessment and accountability systemsby teachers, students and parentsto monitor student progressand improve teaching andlearning. Assists others inestablishing / Uses assessment andaccountability systems to monitor student progressand identify patterns and trends instudent performance. The systemsinclude multiple sources of data thatprovide information about progresstoward improvement goals. Data fromthe / Develops assessmentand accountability systemsthat include several sources of datato monitor student progress.Data from one system does notinform the other. Data from thesystems are not used to make changesthat / Does not establish aformal assessment oraccountabilitysystem. Uses a single sourceof data to monitor studentprogress. Focuses accountabilityon compliance ratherthan improvement.
effective assessmentand accountabilitysystems. / systems are used to improveteaching andlearning. / will lead to improvedstudent learning.
F. Developsthe instructionaland leadership capacityof staff. / Professional developmentisfocused on the school’sspecificstudent learningneeds.
Lifelong learning isencouraged andmodeled. / Professional development is plannedto consider student learningneeds.
Lifelong learning isencouraged. / Professional developmentis rarely planned toconsider student learning needs.Lifelong learning is rarelyencouraged. / Professional developmentdoes not address the studentlearning needs. Lifelong learning isnot modeled orencouraged.
G.Maximizes time spenton
qualitylearning. / Demonstrates anadvanced understanding ofquality teaching.Providesindividualized supportfor teachers. High qualityteachingis evident throughoutthe building / Demonstrates acomplete understanding of qualityteaching. Reinforces quality teaching inthe building through frequentobservation, feedback, modeling, professional development and support ofteachers / Demonstrates aninconsistent understanding ofquality teaching. Actionspartially support qualityteaching throughout thebuilding / Demonstrateslittle understanding ofquality teaching. Actions do notsupport quality teaching throughoutthe building
H.Promotes the use ofthe most effectiveandappropriate technologies tosupport teaching andlearning. / Student learning throughoutthe school isconsistently supported by bestpractices, the use of data andappropriate technologies in teachingand learning. Barriers tostudent learning aresystematically identified, clarified,and address. / Student learning is often supportedby best practices, the use of dataand technologies in teaching andlearning. Barriers to student learning areoften identified andaddressed. / Student learningmay occasionally be supportedby best practices, the use of dataand technologies in teachingand learning. Barriers tostudent learning are rarely identifiedand addressed. / Best practices, the use of dataand technologies are not usedto support learning. Barriersto student learning are notidentified.
I. Monitors andevaluates the impact ofthe instructionalprogram. / Engages staff and students inthe continuous improvement ofthe instructional programthrough the monitoring process.Works with staff to identifyadditional sources of data that willprovide information aboutthe effectiveness of theinstructional program. / Uses multiple sources of data,including perception data from staff, students,and parents, to monitor and evaluatethe impact of the instructionalprogram.
Ensures that monitoring issystematic and occurs frequently.Provides guidance to staff and time for themto work together to use datafor monitoring, evaluating, andimproving the instructionalprogram. / Monitors theinstructional program and promotes the useof disaggregation of data onan irregular basis. Usesonly standardized assessmentsto evaluate the impact ofthe instructionalprogram. / Does not promote use of datafor monitoring purposes. Usesown opinion or the opinions ofothers, rather than data, to evaluatethe impact of theinstructional program.
SampleEvidence: