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DRAFT – Revised November 28, 2011 Rubric for Evaluating Colorado’s Principals and Assistant Principals Standard I: Principals Demonstrate Strategic Leadership Not Evident Partially Proficient Proficient Accomplished Exemplary a. School Vision, Mission and Strategic Goals: Principals develop the vision, mission, values, beliefs and goals of the school, collaboratively determining the processes used to establish these attributes, and facilitating their integration into the life of the school community. . . . and . . . and . . . and Vision, mission, values, Vision, mission, values, Establishes strategic goals Staff incorporate Staff and other beliefs and goals of beliefs and strategic goals for students and staff that identified strategies stakeholders take school are: of school are: are: in their instructional leadership roles in Not evident or Developed through a Focused on student plans to assure that updating the school’s familiar to staff and collaborative process achievement. students achieve vision, mission, and other stakeholders. with staff and other Based on the analysis expected outcomes. strategic goals. Developed by stakeholder groups. of multiple sources of school Publicly available at information. Staff members administrators the school. Aligned with district assume responsibility working in relative Part of routine school priorities. for implementing the isolation. communications with Measurable. school’s vision, Not integrated into staff and other Rigorous. mission, and the life of the stakeholders. Concrete. strategic goals. school community. Routinely updated. b. School Improvement Plan*: Principals ensure that the unified improvement plan provides the structure for the vision, values, goals, and changes necessary for improved achievement and developmental outcomes for all students, and provides for tracking of progress based on data. . . . and . . . and . . . and Systems and Communicates effectively Establishes clear and School staff and other School staff accept processes for to staff and other consistent processes and stakeholders adhere to responsibility for: planning and stakeholders: systems to: established processes Tracking progress of managing change are Personal commitment Monitor progress and procedures to: all students. not evident. to continuous school toward achieving Fully and Developing, in and district school improvement conscientiously collaboration with Works primarily in improvement. goals and student implement all school isolation to develop Components of outcomes. aspects of the unified administrators, short- the unified school’s unified Regularly revise school improvement plan. term and long-term improvement plan. improvement plan. improvement goals and Identify and address plans to address Progress toward outcomes based on data barriers to achieving barriers to positive Tracking of student meeting school analysis and monitoring school’s vision, changes within the and school progress improvement goals efforts. mission, and school. toward achievement and outcomes. strategic goals. of school goals is limited to indicators needed to meet accountability requirements. *For the purpose of this evaluation, School Improvement Plan and Unified Improvement Plan are synonymous. DRAFT – Revised November 28, 2011 Not Evident Partially Proficient Proficient Accomplished Exemplary c. Leading Change: Principals collaboratively develop a vision and implementation strategies for improvements and changes which result in improved achievement and developmental outcomes for all students. . . . and . . . and . . . and Is resistant to Acknowledges the Establishes clear and Empowers and sets Staff accepts change. importance of effective systems and expectations for staff responsibility for: meaningful change. processes to: to: Leading change Addresses school Select the school’s Lead school wide efforts throughout the challenges without Provides support for leadership team. planning efforts. school. systems or processes in change efforts within Provide opportunities Anticipate, identify Identifying research place for: the school. for all staff to engage in and address barriers based instructional Planning. school change efforts. to positive change. strategies appropriate Prioritizing. Coaches others in Drive planning, Take action to for addressing school Managing change. leading change. monitoring, and address barriers to and student needs. Monitoring resource allocation achieving the Implementing progress. processes. school’s vision, research based Addressing barriers Manage change. mission and goals. instructional to change. strategies. d. Distributive Leadership: Principals create and utilize processes to distribute leadership and decision making throughout the school. . . . and . . . and . . . and Staff and other Assumes Staff and other Staff and other Staff and other stakeholders have responsibility for stakeholders are involved stakeholders take stakeholders: little involvement in decision making in: responsibility for: Participate in the school’s decision process and the Selecting and Selecting and meaningful leadership making processes. resulting decisions. implementing effective implementing activities throughout Makes decisions improvement strategies. effective the school. Collects input from unilaterally when Monitoring progress improvement Assume responsibility staff and other necessary. towards the mission, strategies. for making decisions stakeholders but does Includes parents, vision and goals. Assessing and related to not use it to inform families, and the larger The development and monitoring implementation of the decisions. school community in implementation of the progress towards unified improvement decision making school’s mission, achieving the plan. processes. vision, and goals. vision, mission, and strategic goals. Leading planning and monitoring efforts DRAFT – Revised November 28, 2011 Examples of Artifacts That May Be Used to Evidence Provided by Artifact: Support Rating: Unified Improvement Plan* Teacher Feedback* Parent Feedback Student Feedback Supervisor Feedback Meeting agendas, minutes, and rosters Quarterly Reports to SAC Teacher Lesson Plans Minutes of Planning Sessions Teacher Turnover Rates Emails and memos to staff Descriptions of processes and procedures ICAP Parent newsletters School vision, mission, and goals Business and/or community resource agreements Ratings: NE PP P A Ex Total 0 to 2 points = Not Evident (# points per rating at this level) (0) (1) (2) (3) (4) Points 3 to 6 points = Partially Proficient a. School Vision, Mission, and Strategic Goals 7 to 10 points = Proficient b. School Improvement Plan 11 to 14 points = Accomplished c. Leading Change 15 to 16 points = Exemplary d. Distributive Leadership Overall Rating for Standard I = Total Points _________________ Evaluator Comments: Response of Principal/Assistant Principal Being Evaluated: *Artifact is required for all principals and assistant principals. DRAFT – Revised November 28, 2011 Standard II: Principals Demonstrate Instructional Leadership Not Evident Partially Proficient Proficient Accomplished Exemplary a. Curriculum, Instruction, Learning and Assessment: Principals enable school-wide conversations about standards for curriculum, instruction, assessment and data on student learning based on research and best practices, and ensure that the ideas developed are integrated into the school’s curriculum and instructional approaches. . . . and . . . and . . . and Little or ineffective Articulates the Implements an Establishes clear and Staff and stakeholders: coaching and required or desired instructional approach consistent procedures that Initiate classroom development to assist school or district that is: engage staff in: based changes based instructional staff in: instructional Focused on Developing and on discussions with Differentiating initiatives to staff improving student implementing ideas for colleagues and results instruction. and other performance. improving student of data analysis. Analyzing student stakeholders. Aligned with student learning. Reflect on their work. performance Using research based performance and their Monitoring student Reinforces the standards. best practices. students’ progress. progress. instructional Supported by Collaborating on Make corrections to Using data to initiatives through research. school improvement their instructional redesign school wide Enhanced by the use issues. approaches based on instructional activities and the of appropriate Using ideas generated personal reflection. approaches. school’s curriculum. technologies. during collaborative Identifying Reflective of input discussions to inform appropriate research Supports some from staff with school improvement based strategies. coaching and expertise in content plans. Applying research development efforts areas. based strategies. to assist instructional Makes revisions to Aligning staff. Regularly evaluates curriculum, instruction, instructional the effectiveness of learning and assessment strategies with Uses data to curriculum, approaches based on student performance differentiate instruction, and school wide discussions standards. instruction and assessment strategies and idea generation. assessment. used with students. b. Instructional Time: Principals create processes and schedules which maximize instructional, collaborative and preparation time. . . . and . . . and . . . and Allows interruptions Limits Implements a master Implements procedures Staff members protect to instruction interruptions to schedule providing prohibiting unnecessary instructional time by: throughout the day. instruction. planning and interruptions to the Assuring that collaboration time for school day. students stay on Creates unnecessary Manages time so all teachers. task. interruptions during teaching and Limiting transitions the school day. learning are the Quickly and that can influence school’s top efficiently resolves time available. priority. issues that could potentially disrupt the school day. DRAFT – Revised November 28, 2011 Not Evident Partially Proficient Proficient Accomplished Exemplary c. Implementing High-quality Instruction: Principals support teachers through feedback and appropriate professional development in order to ensure that rigorous, relevant and appropriate instruction and learning experiences, aligned across P-20, are delivered to and for all students. . . . and . . . and . . . and Provides little or no Aligns professional Targets professional Staff members: Staff members: job embedded or development development toward Collaboratively plan Identify their standards based offerings with the improvement of: for effective professional professional school’s most critical Relevance of learning instruction. development needs. development. needs. experiences. Participate in Plan short- and long- Quality of classroom professional term professional Coaching of staff is Actively engages in instruction. development activities development limited to professional Ability of teachers to designed to develop activities to address addressing development meet the needs of all and sustain their identified needs. immediate issues activities along with students. leadership capacity. Monitor their without respect to staff. Alignment with P-20. performance long-term goals. Expands professional following Provides timely and Monitors teachers’ development professional useful feedback to use of instructional opportunities by development to teachers regarding strategies and creating job embedded ensure they apply their performance. approaches learned training activities. lessons learned. through professional development. Evaluates professional development activities to assure that they result in improved instructional and assessment practices. d. High Expectations for all Students: Principals hold all staff accountable for setting and achieving rigorous performance goals for all students, and empower staff to achieve these ambitious student outcomes. . . . and . . . and . . . and Student outcomes and Communicates a Holds staff Leads school efforts to Staff members take educator goals are: belief in high accountable for set individual responsibility for Weak. measurable goals achieving student learning/growth goals ensuring that all Stated and then outcomes for achievement goals. for students. students achieve the forgotten. students and staff. rigorous outcomes Not aligned with Personifies Assures that students, established for them. district priorities. Sets high, expectations for staff meet or exceed goals. Not based on measurable goals for and other multiple sources of student learning. stakeholders by information. conscientiously pursuing stated goals. DRAFT – Revised November 28, 2011 Examples of Artifacts That May Be Used to Evidence Provided by Artifact: Support Rating: Unified Improvement Plan* Teacher Feedback* Supervisor Feedback Parent Feedback Student Feedback Documentation of Progress Monitoring Master Schedule Student Achievement Data Teacher Turnover Rates Ratings: NE PP P A Ex Total 0 to 2 points = Not Evident (# points per rating at this level) (0) (1) (2) (3) (4) Points 3 to 6 points = Partially Proficient a. Curriculum, Instruction, Learning and 7 to 10 points = Proficient Assessment 11 to 14 points = Accomplished b. Instructional Time 15 to 16 points = Exemplary c. Implementing High-quality Instruction d. High Expectations for all Students Overall Rating for Standard II = Total Points _________________ Evaluator Comments: Response from Principal/Assistant Principal Being Evaluated: *Artifact is required for all principals and assistant principals. DRAFT – Revised November 28, 2011 Standard III: Principals Demonstrate School Culture and Equity Leadership Partially Not Evident Proficient Accomplished Exemplary Proficient a. Intentional and Collaborative School Culture: Principals articulate and model a clear vision of the school’s culture, and involve students, families and staff in creating a climate that supports it. . . . and . . . and . . . and School culture is Communicates to Establishes a school Families Parents and staff not welcoming to families and the culture based on participate in a seek opportunities visitors. community the collaboration among wide variety of to collaborate on importance of their and between meaningful school Communication with involvement in students, parents, activities and improvement and families and the support of student staff, and the decision making student learning community is: learning. community. processes related initiatives. Infrequent. to their children’s Not focused on Invites families and Consistently education. Parents have a sense including them in the community members into monitors school of ownership school’s activities. the school to participate culture to ensure regarding: in: that it is conducive Their children’s Decision making to student learning. education; processes related to Increasing the school operations. Engages staff, consistency and Parent conferences to parents, students, intensity of their set learning goals and and others in involvement in monitor/support meaningful student learning progress. discussions to initiatives. Activities to learn address issues Inviting other about how to help before they become parents to join students. challenging. them in school activities. b. Commitment to the Whole Child: Principals value the cognitive, physical, mental, social and emotional health and growth of every student. . . . and . . . and . . . and Does not understand Conveys an Implements a Ensures that all Staff members the understanding of the comprehensive staff are well implement an interconnectedness integration of approach to versed in approach to of students’ physical, students’ cognitive, learning that identifying and teaching that cognitive, social, and physical, social and integrates research addressing all addresses student emotional health. emotional health. based practices to student needs. needs in an address students’ integrated and cognitive, physical, Seeks advice of comprehensive social and psychologists, manner. emotional health nurses, social and welfare. workers, learning disabilities and Monitors and gifted and talented evaluates the specialists, speech school’s activities and language and initiatives to pathologists, and assure that all of the other experts who students’ needs are can help address addressed. student needs. DRAFT – Revised November 28, 2011 Partially Not Evident Proficient Accomplished Exemplary Proficient c. Equity Pedagogy: Principals demonstrate a commitment to a diverse population of students by creating an inclusive and celebratory school culture, and provide direction in meeting the needs of diverse student talents, experiences, and challenges. . . . and . . . and . . . and Sets expectations Understands the Sets the expectation that Staff: Staff and community that are the same diversity of the all students will: Implement initiate actions that for all students school community. Achieve one year of culturally encourage an inclusive without growth for one year responsive climate of respect for recognition of Articulates the need of instruction. instructional student diversity. their unique for developing Graduate from high approaches. backgrounds, cultural school. Ensure that all Students: needs, or skills. understanding. Be college or career students are Accept and respect ready at time of high treated with students who are Recognizes that school graduation. respect and different from them. diversity is an asset dignity. Expect their peers to to the school. Demonstrates an Recognize value diversity. appreciation for and students for their Provides all sensitivity to unique talents and students diversity in the skills. opportunities to school community. showcase their skills and talents. Implements activities and services to assist students and families from diverse cultures. DRAFT – Revised November 28, 2011 Not Evident Partially Proficient Proficient Accomplished Exemplary d. Efficacy, Empowerment and a Culture of Continuous Improvement: Principals and their leadership team foster a school culture that encourages continual improvement through innovation, risk-taking, and an honest assessment of outcomes. . . . and . . . and . . . and Uses data and Communicates the Models appropriate Develops the Activates and sustains a assessments need for using data and consistent use of capacity of staff school wide system for infrequently to for decision making. data to monitor and other monitoring and monitor progress. performance and stakeholders to evaluating progress Student outcome inform decision use data for toward achieving Staff and other and assessment data making. decision making. school goals and stakeholders are used for student outcomes. rarely use data to monitoring progress Creates a culture of risk Engages staff, identify needed and decision making taking and learning other Staff and other improvements to within the school by stakeholders, and stakeholders teaching and continually: invited experts to recommend activities learning Developing new evaluate and initiatives for activities. initiatives and instructional elimination or scale monitoring their approaches and back. impact on student progress toward learning. achieving goals Eliminating and outcomes. ineffective activities and initiatives. Consistently and Fostering the use of effectively uses data to continually evaluation learn about the information to impact of school drive changes to initiatives. instructional approaches. Examples of Artifacts That May Be Used to Evidence Provided by Artifact: Support Rating: Unified Improvement Plan* Teacher Feedback* Supervisor Feedback Parent Feedback Student Feedback Teacher Turnover Rates High School Graduation Rates Disaggregated by Race/Ethnicity, Gender, SES, and ther factors DRAFT – Revised November 28, 2011 Ratings: NE PP P A Ex Total 0 to 2 points = Not Evident (# points per rating at this level) (0) (1) (2) (3) (4) Points 3 to 6 points = Partially Proficient a. Intentional and Collaborative School 7 to 10 points = Proficient Culture 11 to 14 points = Accomplished b. Commitment to the Whole Child 15 to 16 points = Exemplary c. Equity Pedagogy d. Efficacy, Empowerment and a Culture of Overall Rating for Standard III = Continuous Improvement __________________ Total Points Evaluator Comments: Response from Principal/Assistant Principal Being Evaluated: *Artifact is required for all principals and assistant principals. DRAFT – Revised November 28, 2011 Standard IV: Principals Demonstrate Human Resource Leadership Not Evident Partially Proficient Proficient Accomplished Exemplary a. Professional Development/Learning Communities: Principals ensure that the school is a professional learning community that provides opportunities for collaboration, fosters teacher learning and develops teacher leaders in a manner that is consistent with local structures, contracts, policies and strategic plans. . . . and . . . and . . . and Professional Provides professional Demonstrates a Assures that Staff take responsibility for development is: development that is: commitment to professional their own learning by: Of poor quality. Job embedded. professional development Participating in Not tailored to meet Research based. development by offerings enhance professional learning staff needs. Designed to meet participating in staff performance. communities. Not focused on student learning professional Assuming leadership student learning. needs. development that is Engages staff in: roles within professional Not research based. Aligned with the aligned with his or Reflection on learning communities. Not job embedded. school improvement her professional personal Collaborating with plan. needs. performance. colleagues to identify Identifying solutions to difficult Coaches staff to professional problems. assume leadership development needs Anticipating and roles within the based on personnel identifying their school. and program professional development evaluation results. needs. Provides Selecting most opportunities for appropriate methods staff to use for obtaining such leadership skills. instruction. b. Recruiting, Hiring, Placing, Mentoring, and Dismissal of Staff: Principals establish and effectively manage processes and systems that ensure a high-quality, high-performing staff, including an overall count and percentage of effective teachers that reflects the school’s improvement priorities. . . . and . . . and . . . and Makes personnel Adheres to district and Fosters positive Places staff where Places personnel in decisions and state policies and professional they are needed most positions to ensure activities such as procedures related to relationships with to address student that all students have recruiting, hiring, personnel activities. staff. learning needs. equal access to highly assigning, effective teachers. evaluating and Makes personnel Takes steps to address Recruits staff dismissing staff assignments within the low performing members with the Ensures that all without parameters of district teachers in ways that best qualifications to personnel decisions consideration of policy. will improve their address needs of support student strategic goals and performance. students. learning. student outcomes. Provides support for new teachers and staff Dismisses or does not Focuses mentoring members to help ensure rehire teachers when and coaching efforts their success. necessary. on teachers in most need of support and advice. DRAFT – Revised November 28, 2011 Partially Not Evident Proficient Accomplished Exemplary Proficient c. Teacher and staff evaluation: Principals evaluate staff performance using the district’s educator evaluation system in order to ensure that teachers and staff are evaluated in a fair and equitable manner with a focus on improving performance and, thus, student achievement. . . . and . . .and . . . and Allows lapses Conducts staff Provides on-going coaching Develops the Staff hold themselves in evaluation evaluation for staff who have capacity of staff to accountable for following and observation activities: performance in need of reflect on their own the district’s evaluation system. In line with improvement. practice for the process. district policies. purpose of Follow-up on On time. improving Staff reflect on personnel evaluation Using multiple performance. evaluation results and take process is measures. responsibility for inconsistent and Holds all staff improving performance infrequent. Uses evaluation members over time. results to accountable for identify student outcomes professional and school goals. development and growth needs of teachers and staff. Examples of Artifacts That May Be Evidence Provided by Artifact: Used to Support Rating: Unified Improvement Plan* Number and Percent of Ineffective, Effective, and Highly Effective Teachers* Teacher Feedback* Supervisor Feedback Parent Feedback Student Feedback Personnel Evaluation Records Teacher Turnover Rates Professional Development Plan for the School Agendas and Rosters for Professional Development Offerings Agendas and Rosters for Professional Learning Community Meetings Ratings: NE PP P A Ex Total 0 to 1 points = Not Evident (# points per rating at this level) (0) (1) (2) (3) (4) Points 2 to 4 points = Partially Proficient a. Professional Development/Learning 5 to 7 points = Proficient Communities 8 to 10 points = Accomplished b. Recruiting, Hiring, Placing, 11 to 12 points = Exemplary Mentoring, and Dismissal of Staff c. Teacher and staff evaluation Overall Rating for Standard IV = Total Points ___________________ DRAFT – Revised November 28, 2011 Evaluator Comments: Response from Principal/Assistant Principal Being Evaluated: *Artifact is required for all principals and assistant principals. DRAFT – Revised November 28, 2011 Standard V: Principals Demonstrate Managerial Leadership Not Evident Partially Proficient Accomplished Exemplary Proficient a. School Resources and Budget: Principals establish systems for marshaling all available school resources to facilitate the work that needs to be done to improve student learning, achievement and healthy development for all students. . . . and . . . and . . . and Does not follow School resources are: Manages and monitors Develops external Prioritizes school standard accounting Focused on teaching fiscal, physical, and partnerships that budget to ensure procedures in and learning. personnel resources support teaching and sustained support for managing the school’s Allocated according efficiently and learning. worthwhile budget. to priority needs. effectively. instructional activities, Allocated in ways Leverages resources professional Manages school’s that support the Creates management to fully fund development, and budget without respect attainment of structures to support instructional other school-based to district guidelines. strategic goals and the alignment of initiatives necessary improvement student outcomes. resource use with to achieve school strategies over time. Uses discretionary school goals and goals and student funds for activities student outcomes. outcomes. other than support for teaching and learning. Commits time and fiscal resources to: Management Continuous school structures to align improvement. resource use with Professional student and staff needs development. are not in place. b. Conflict Management and Resolution: Principals effectively and efficiently manage the complexity of human interactions and relationships, including those among and between parents/guardians, students and staff. . . . and . . . and . . . and Limits involvement Interacts with Resolves issues as Coaches students and Staff and students accept in relationship students, staff and they arise to prevent staff and other responsibility for their building and conflict other stakeholders on potential problems. stakeholders to own relationships by: management to an as needed basis in manage conflict and Anticipating problems defusing tense or order to defuse Models fairness and build relationships. and adjusting problematic potentially stressful consistency when behaviors to avoid situations. situations. dealing with students Empowers students, negative situations. and staff. staff, and others to Engaging parents, engage each other in students, and relationship building colleagues in activities designed to discussions designed avoid conflict and to build positive maintain a positive relationships. school culture. Defining operational norms and adhering to Establishes counseling them in their interventions. professional learning communities. DRAFT – Revised November 28, 2011 Not Evident Partially Proficient Proficient Accomplished Exemplary c. Systematic Communication: Principals facilitate the design and utilization of various forms of formal and informal communication with all school stakeholders. . . . and . . . and . . . and Communications with Communications with Communicates with Promotes frequent and Develops effective students, parents and students, staff, and students, staff, parents meaningful strategies to sustain the community are the community are and other stakeholders communication among positive meaningful infrequent. focused on immediate frequently. students, staff, and the communications activities or problems. community by: with parents, Responses to contact Responds Creating students, and the from parents and Responses to contact meaningfully and opportunities for community. community members from parents and promptly to contact discussions are neither timely nor community members from families and Using existing meaningful. address specific needs community members. communication or issues. structures such as Offers a variety of newsletters and Prioritizes venues for blogs. communication as a communication. high need area for the school. Invites parents and the community to lead Invites parents and communication the community to activities. share ideas and concerns. d. School-wide Expectations for Students and Staff: Principals understand the importance of clear expectations, structures, rules and procedures for students and staff. . . . and . . . and . . . and School rules and School rules and Establishes and Engages students and Staff: procedures are not in procedures include clearly articulates high staff members in Monitor their own evidence. primarily those expectations for all developing performance. required by district students and staff. expectations for Strive to achieve Expectations for administration. learning and improved high school-wide students and staff are Creates and revises performance. expectations. unclear. Communicates rules and procedures expectations for to maintain a safe and Encourages students Students: students and staff. positive school culture and staff to reach Monitor their conducive to student higher levels of performance. Enforces rules and learning. performance. Strive to achieve procedures for expectations set by students and staff. Demonstrates values, Monitors progress their teachers, beliefs and attitudes toward achieving parents and Routinely reviews that inspire students expectations. themselves. and revises rules and and staff to higher procedures to assure levels of performance. their continued relevance and utility. DRAFT – Revised November 28, 2011 Not Evident Partially Proficient Proficient Accomplished Exemplary e. Supporting Policies and Agreements: Principals familiarize themselves with state and federal laws, and districts and board policies, including negotiated agreements, and establish processes to ensure they are consistently met. . . . and . . . and . . . and Does not comply Understands and Efficiently and Conscientiously and Expands his/her sphere with all policies complies with effectively manages routinely studies of influence to provide and negotiated district and board school or district changes to laws and meaningful and timely agreements. policies and state contractual arrangements. policies to maintain input into the and federal laws. the school’s development of district Is familiar with Establishes procedures to compliance. and board policy. state and federal Inquires about protect the confidentiality laws and district policies/laws prior of staff and student and state policies. to making information. decisions. Examples of Artifacts That May Be Used to Evidence Provided by Artifact: Support Rating: Unified Improvement Plan* Teacher Feedback* # and % of Highly Effective, Effective, and Ineffective Teachers Parent Feedback Student Feedback School Handbook School Policies and Procedures Manual Emails to staff, parents, students, and the community Minutes of Parent and Community Meetings Rosters of Meeting Attendees Faculty Meeting Minutes School Budget Discipline Referrals Communication logs Teacher Turnover Rate Ratings: NE PP P A Ex Total 0 to 3 points = Not Evident (# points per rating at this level) (0) (1) (2) (3) (4) Points 4 to 8 points = Partially Proficient a. School Resources and Budget 9 to 13 points = Proficient b. Conflict Management and Resolution 14 to 17 points = Accomplished c. Systematic Communication 18 to 20 points = Exemplary d. School-wide Expectations for Students and Staff Overall Rating for Standard V = e. Supporting Policies and Agreements _____________________ Total Points DRAFT – Revised November 28, 2011 Evaluator Comments: Response of Principal/Assistant Principal Being Evaluated: *Artifact is required for all principals and assistant principals. DRAFT – Revised November 28, 2011 Standard VI: Principals Demonstrate External Development Leadership Not Evident Partially Proficient Proficient Accomplished Exemplary a. Family and Community Involvement and Outreach: Principals design structures and processes which result in family and community engagement, support and ownership of the school. . . . and . . . and . . . and Does not reach out Conducts community Encourages families and Establishes systems Ensures that families to the community to outreach activities. community members to that support family and community become involved in become engaged in and community members hold school activities. Families participate Student learning involvement for the responsible and in parent/teacher initiatives. benefit of student meaningful positions School culture does conferences and other School decision learning. on decision making not welcome parents activities specifically making processes. committees and task and community focused on their Maximizes the use of forces. members as visitors children. Models expectations community resources to the school or by inviting parents and agencies to Sustains meaningful individual and community provide health, social, parent and community classrooms. members to serve on and other services to involvement through decision making students and families. implementation of committees. strategies designed to sustain their involvement. b. Professional Leadership Responsibilities: Principals strive to improve the profession by collaborating with their colleagues, district leadership and other stakeholders to drive the development and successful implementation of initiatives that better serve students, teachers and schools at all levels of the education system. . . . and . . . and . . . and Understands the need Interacts with Understands the Maximizes the Leverages for strong community community agencies network of agencies impact of relationships with and organizational and key that provide health, community, district, external agencies, relationships. stakeholders. social, and other state and national organizations, and services to families. relationships to partners in ways that Adheres to all local, benefit the school. enable him/her to state, and federal Establishes and influence district, state laws, policies, and maintains strong and federal policies regulations. positive relationships and laws for the with key community benefit of teaching and stakeholders and learning. external agencies. Staff and parents Assures that all school provide activities meet all support/feedback to applicable rules, enhance the regulations, policies opportunities for all and laws. students to be successful and workforce ready. DRAFT – Revised November 28, 2011 Not Evident Partially Proficient Proficient Accomplished Exemplary c. Advocacy for the School: Principals develop systems and relationships to leverage the district and community resources available to them both within and outside of the school in order to maximize the school’s ability to serve the best interest of students and families. . . . and . . . and . . . and Community Solicits Recognizes that Advocates Expands personal members and key community input diversity is an asset throughout the reach and sphere of stakeholders are not and occasionally to the school school community influence throughout meaningfully uses the input to community. for activities and the district and engaged in the inform decisions. initiatives that beyond in order to school’s activities. Identifies and support teaching maximize support Involves engages key and learning. for school activities Has a superficial community community and initiatives and understanding of stakeholders in the stakeholders. Engages health, activities. the community and school’s activities. social, and other issues it is facing. Understands services to meet the Activates initiatives community values, needs of students to bring the interests, and needs. and families. community into the school facility to Maintains strong better understand its relationships with initiatives, culture, all key community and needs. stakeholders. Examples of Artifacts That May Be Used Evidence Provided by Artifact: to Support Rating: Unified Improvement Plan Number and Percent of Highly Effective, Effective, and Ineffective Teachers Teacher Feedback Supervisor Feedback Parent Feedback Student Feedback Community Feedback Teacher Turnover Rate Total 0 to 1 points = Not Evident Ratings: NE PP P A Ex Point 2 to 4 points = Partially Proficient (# points per rating at this level) (0) (1) (2) (3) (4) s 5 to 7 points = Proficient a. Family and Community Involvement 8 to 10 points = Accomplished and Outreach 11 to 12 points = Exemplary b. Professional Leadership Responsibilities c. Advocacy for the School Overall Rating for Standard VI = ___________________ Total Points Evaluator Comments: DRAFT – Revised November 28, 2011 Response of Principal/Assistant Principal Being Evaluated: *Artifact is required for all principals and assistant principals.
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