Sample Principal Standards Assessment

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					River's Edge CUSD #150 Leadership Assessment Of Professional Standards

PRINCIPAL EVALUATOR'S ASSESSMENT                                                                                     Date:                            February 15, 2013

Principal:                            Benjamin Trout                                                            Evaluator:                                   B. G. Tuna

Assignment:                      Guppy Elementary School                                          Conference Date:

Principal Signature/Date:

Evaluator Signature/Date:

Principal Practice Rating:                    Proficient                                            Standards Rating Avg.:                                        3.36

Student Growth Rating:                        Meets Goals                                                   Growth Value:                                         3.00

Final Evaluation Rating:                      EXCELLENT                                              Final Numeric Rating:                                        3.27

                    Final Rating Values:

                    Unsatisfactory            0.00 - 1.99               The River's Edge CUSD #150 Principal's Performance Evaluation Program is a
                    Needs Improvement         2.00 - 2.74               locally developed leadership assessment model with the professional standards
                    Proficient                2.75 - 3.24               component comprising 75% of the overall rating (2012-13 and 2013-14 only
                    Excellent                 3.25 - 4.00               then 70% thereafter) and student growth as a significant factor in the evaluation
                                                                        making up 25% of the overall rating (2012-13 and 2013-2104, the 30%).

                    Standard I - Living a Mission, Vision, and Beliefs for Results                          3.25
                    Standard II - Leading and Managing Change                                               3.67
                    Standard III - Improving Teaching and Learning                                          3.09
                    Standard IV - Building and Maintaining Collaborative Relationships                      3.20
                    Standard V - Leading with Integrity and Professionalism                                 3.60
                    Standard VI - Creating and Sustaining a Culture of High Expectations                    3.33

                    Standards Rating Average:                                                              3.36
                    All Overall Standards Ratings must be "Needs Improvement" or better or the rating for the
                    Professional Standards component will be listed as "Unsatisfactory".
STANDARD I LIVING A MISSION, VISION, AND BELIEFS FOR RESULTS


       Element                   Distinguished (4)                  Proficient (3)                       Basic (2)                  Unsatisfactory (1)                         Examples of Evidence


I-a Coordinates efforts to create and implement a vision for the school and defines desired results and goals that align with the
   overall school vision and lead to school improvement for all learners.


Collaborates to           Co-creates a shared vision of    Involves staff and students in    Develops minimal                 Does not collaborate to create   1) There is a visible alignment between the vision
Develop and Maintain      high expectations with           developing, maintaining, and      opportunities for staff and      or maintain a vision of high     and the school goals (observations and artifacts: the
a Shared Vision of High   multiple stakeholders; builds    implementing a shared vision      students to learn about a        expectations and does not        School Improvement Plan, School Report Card, and
Expectations              staff capacity to maintain and   of high expectations, including   vision of high expectations,     attempt to ensure all staff to   grade level goals) 2) School vision and goals are
                          implement a shared vision for    college and career readiness      including college and career     have high academic               shared with stakeholder groups (observations and
                          high student achievement and     for all students.                 readiness, for all students;     expectations.                    artifacts: presentation to stakeholders) 3) Building
                          college and career readiness.                                      gives staff limited input into                                    level staff development plan supports and is aligned
                                                                                             the development and                                               to the School Improvement Plan (SIP) and the district
                                                                                             maintenance of the vision.                                        vision and mission (observations and artifacts: the
                                                                                                                                                               SIP and the building development plan. 4) Written
                                                                                                                                                               values and beliefs reflect high expectations for all
                                                                                                                                                               students (observations and artifacts: school level and
                                                                                                                                                               grade level goals.




                          Indicator Rating:                             2.00
                          Evaluator Comments:
       Element                 Distinguished (4)                  Proficient (3)                  Basic (2)                  Unsatisfactory (1)                       Examples of Evidence


I -b Ensures that the school's identity, vision, and mission drive the school.


Ensures vision and      Uses the vision and mission to   Uses the vision and mission to Refers to school vision when   Actions contradict the school   1. Building wide goals and vision are shared and
mission drive school    make all decisions, uses         make all decisions, creates    making decisions but may not   vision or demonstrate           widely known within the school community
decisions.              protocols for making decisions   and uses protocols aligned to be guided by that vision.       inconsistency between stated    (Observations and artifacts: posters and newsletters)
                        that refer staff and team        the vision and mission to                                     beliefs and actions.            2. Parents, staff, and others are clear about
                        decisions back to the vision     make decisions.                                                                               academic expectations and homework guidelines.
                        and mission to make                                                                                                            (Observations and artifacts: homework policy,
                        instructional decisions.                                                                                                       academic guidelines, parent handbook.) 3. Team
                                                                                                                                                       meetings focus on improving student achievement.
                                                                                                                                                       Observations and artifacts: team meeting agendas
                                                                                                                                                       and minutes)




                        Indicator Rating:                             3.00
                        Evaluator Comments:
      Element          Distinguished (4)                  Proficient (3)                     Basic (2)                 Unsatisfactory (1)                      Examples of Evidence


Confronts Low   Builds capacity of staff to       Consistently address staff who   Inconsistently addresses staff Does not confront staff who   1. Academic work and homework guidelines are
Expectations    address other staff or            contradict the vision by         who have low expectations;     have low expectations for     shared with parents, staff and others to ensure that
                stakeholders who contradict       displaying low expectations;     attempts to implement          some or all students.         expectations are clear to all (Observations and
                the vision by displaying low or   contests class offerings and     grading policies that support                                artifacts: homework policy and academic guidelines)
                negative expectations:            grading policies that            the vision and mission.                                      2. Builds effective professional learning communities
                contests or eliminates courses    contradict the vision.                                                                        within the building that use data to develop plans
                and grading policies that                                                                                                       and strategies to improve student achievement for
                contradict the vision and                                                                                                       all students. (Observations and artifacts: PLC
                mission.                                                                                                                        learning agendas and plans) 3. Rigorous course
                                                                                                                                                content is accessible to all students. (Observations
                                                                                                                                                and artifacts: student's course load, schedules, and
                                                                                                                                                sub-group data.




                Indicator Rating:                              4.00
                Evaluator Comments:
       Element                Distinguished (4)                 Proficient (3)                     Basic (2)                   Unsatisfactory (1)                     Examples of Evidence


I-c Conducts difficult but crucial conversations with individuals teams, and staff based on student performance data in a timely manner
   for the purpose of enhancing student learning and results.

Conducts Difficult     Builds the capacity of other     Addresses areas of              Inconsistently addresses areas   Does not address areas of     1. School staff development plan addresses difficult
Conversations To       leaders within the school to     underperformance in a timely    of underperformance and/or       underperformance with staff   conversations to improve and enhance student
Improve Student        address areas of                 manner with individuals, team   may only address concerns to     members; does not hold        learning. (Observations and artifacts: School
Results                underperformance with            and staff; proactively leads    a sub-set of the staff;          conversations on improving    Improvement Plan) 2. Teacher conversations and
                       individuals, teams, and staff;   difficult conversations with    inconsistently holds             and enhancing student         meeting are focused on improving student
                       models how to conduct            staff to improve and enhance    conversations on improving       learning results.             achievement and demonstrate high expectations.
                       difficult conversations with     student learning and results    and enhancing student                                          (Observations and artifacts: team meeting minutes
                       individuals, teams, and staff    as necessary.                   learning results.                                              or staff development plans) 3. Faculty meetings are
                       based on student                                                                                                                focused on improving results. (Observations and
                       performance data.                                                                                                               artifacts: meeting agendas and minutes.




                       Indicator Rating:                            4.00
                       Evaluator Comments:




STANDARD I Rating:                                                               3.25
STANDARD II LEADING AND MANAGING SYSTEMS CHANGES


       Element                Distinguished (4)             Proficient (3)                   Basic (2)                  Unsatisfactory (1)                         Examples of Evidence


II-a Develops, implements, and monitors the outcomes of the school improvement plan and school wide student achievement data results to improve student
    performance.


Assesses the Current   Completes a comprehensive    Assesses the school by using Uses limited data to assess      Does not ask the current state   1. Uses disaggregated student data to determine the
State of School        assessment of the school's   multiple forms of data (e.g.  current student achievement     of the school and/or does not    current state of the school. (Observations and
Performance            strengths/weaknesses         annual, interim and formative results and school practices.   use data to assess student       artifacts: analysis of data, RtI data and team
                       including an assessment of   data) and the previous year's                                 achievement or overall school    minutes, formative and summative assessment
                       the school practices and     school improvement plan to                                    performance.                     analysis, and the SIP. 2. SIP reflects current state of
                       student learning outcomes.   track and review progress.                                                                     the school developed through analysis of
                                                                                                                                                   disaggregated data. (Observations and artifacts:
                                                                                                                                                   grade level targets, analysis of data, RtI data and
                                                                                                                                                   team minutes, formative and summative assessment
                                                                                                                                                   analysis, and the SIP.


                       Indicator Rating:                        3.00
                       Evaluator Comments:
      Element              Distinguished (4)                 Proficient (3)                     Basic (2)                   Unsatisfactory (1)                       Examples of Evidence


Develops a School   Uses a comprehensive             Uses the outputs from a          Uses limited data to identify   Does not use data to identify   1. The SIP identifies strategies to reach school and
Improvement Plan    analysis of the school to        school-wide assessment to        priority areas for              priority areas or goals for     grade levels. (Observations and artifacts: the SIP,
                    determine appropriate grade      identify priority areas for      improvement and sets some       improvement; has no way to      presentation or materials on data and how data will
                    and content area targets and     improvement and to set           measureable school-wide         track progress; does not        be used. 2. Grade level targets are derived from the
                    priorities for improvement       measurable goals with specific   goals; names a few milestones   complete a SIP and/or creates   assessment of the current state and support the SIP.
                    with staff; organizes staff to   grade level and content areas'   and benchmarks of student       a plan that is not aligned to   (Observations and artifacts: grade level targets,
                    monitor, track, and review       targets; names milestones and    progress and develops a SIP     school priorities for           analysis of data, RtI data and team minutes,
                    progress and creates a           benchmarks of student            that identifies a limited       improvement.                    formative and summative analysis, and the SIP.
                    detailed SIP that identifies a   progress and develops a SIP      strategy to reach school-wide
                    strategy to reach school-wide    that identifies a strategy to    goals.
                    targets and goals.               reach school-wide targets and
                                                     goals.




                    Indicator Rating:                             3.00
                    Evaluator Comments:
      Element                 Distinguished (4)                Proficient (3)                     Basic (2)                    Unsatisfactory (1)                          Examples of Evidence


Maintains a Focus On   Remains focused on student      Demonstrates focus on           Inconsistently focuses on         Does not maintain focus on        1. Faculty assumes share accountability to reach
Results                achievement results at all      improving student               improving student                 improving results or meeting      goals (Observations and artifacts: staff goals aligned
                       times; builds staff ownership   achievement results; keeps      achievement results; refers to    school goals - rarely refers to   to school goals, school staff development plan, and
                       for the goals and builds        the school-wide goals present   goals on an inconsistent basis    goals and does not identify       team meetings focus on student results. 2. Staff
                       capacity of staff to monitor    for staff and stakeholders by   and does not concretely           and/or implement strategies       adjust strategies and plans if interim benchmarks are
                       benchmarks and milestones       referencing goals in all        connect the goals to the day-     to reach results.                 not met. (Observations and artifacts: grading
                       within specific grade or        meetings and planning           to-day work of the school and                                       systems that focus on meeting standards over time,
                       content areas including         sessions; tracks progress       implements a limited number                                         RtI data and meeting minutes, and analysis of
                       continuous review of            against milestones and          of strategies to reach results.                                     disaggregated data) 3. Student and staff successes
                       disaggregated data for          benchmarks to monitor, track,                                                                       are celebrated when milestones and benchmarks are
                       student groups who have         and review progress, and                                                                            met. (Observations and artifacts: assemblies and
                       traditionally not been          adjusts strategies.                                                                                 recognition programs)
                       successful in the school.



                       Indicator Rating:                           4.00
                       Evaluator Comments:
       Element                  Distinguished (4)                  Proficient (3)                      Basic (2)                   Unsatisfactory (1)                        Examples of Evidence


II-b Builds, evaluates, and develops a team of educators and support staff to ensure the learning environment is safe, clean, and orderly.


Creates a Safe, Clean,   Plans for and implements         Ensures learning environment      Ensures that the school          Does not ensure that the        1. Routines and procedures are in place, discussed,
and Orderly Learning     facility and equipment           is conducive to learning and is   environment is relatively safe   school is safe; does not        and implemented. (Observations and artifacts:
Environment              expansions and improvements      positive; supervises facilities   and is in basic compliance       comply with the School Safety   severe weather drill plans, school crisis plan,
                         and identifies creative          and equipment management          with the School Safety Act.      Act.                            completed Illinois drill documentation form, building
                         solutions to maximize space;     to enhance that the school                                                                         rules are posted, student handbooks/parent
                         complies with all components     environment is safe; complies                                                                      handbook, bus duty and hall duty schedules. 2.
                         of the safety drill and          with the Illinois Safety Drill                                                                     School is clean and safe - all basic facilities are in
                         conducts multiple trainings      Act.                                                                                               working order. (Observations and artifacts:
                         with staff and multiple drills                                                                                                      bathrooms, windows, sinks, locks.) 3. Physical plant
                         every year; builds staff                                                                                                            supports major academic priorities/initiatives.
                         capacity to lead and manage                                                                                                         (Observations and artifacts: reading nooks,
                         components of school safety.                                                                                                        improved library, enhanced computer lab,
                                                                                                                                                             comfortable staff lounge/meeting area.



                         Indicator Rating:                             4.00
                         Evaluator Comments:
       Element                 Distinguished (4)                   Proficient (3)                      Basic (2)                    Unsatisfactory (1)                       Examples of Evidence


II-c Collaborates with staff to allocate personnel, time, material, and adult learning resources appropriately to achieve the School Improvement Plan targets.


Allocates Resources to Continually assesses and           Allocates and maximizes           Sees the school's resources as    Unable to accurately assess    1. Resources support the core components of
Support Student        reassesses resources and           resources in alignment with       given and is not                  and/or leverage school and     academic, social, emotional, behavioral, physical
Learning               creatively utilizes and            mission and student learning      knowledgeable of possibilities    district resources; does not   development, educator quality, and learning
                       leverages existing school and      goals, and assesses external      for addressing alternate          effectively manage the         environment (Observations and artifacts: building
                       district resources and is          resources to fill gaps; ensures   human and fiscal resources;       building budget.               staff development plan, budget, professional
                       relentless in actively accessing   that staff have necessary         develops skills in planning and                                  learning structures, and the SIP. 2) Finances and
                       human and fiscal resources         materials, supplies, and          managing a budget that                                           other resources are aligned with strategic priorities.
                       that align to strategic            equipment; effectively plans      supports school's goals.                                         (Observations and artifacts: budget and run rate.) 3.
                       priorities to support the          and manages a fiscally                                                                             Support Staff (e.g. ELL, literacy and math teachers
                       achievement of the SIP             responsible budget that                                                                            and gifted and talented instructors) are strategically
                       targets; builds a capacity of      supports the schools goals,                                                                        utilized to support the implementation of the SIP
                       staff to have an appropriate       and ensures the school is                                                                          (Observations and artifacts: teacher schedules, the
                       role in the creation and           financially secure in the long                                                                     SIP, and school budget.
                       monitoring of budgets within       term.
                       their grade and content areas.



                        Indicator Rating:                              4.00
                        Evaluator Comments:
       Element                 Distinguished (4)                Proficient (3)                      Basic (2)                  Unsatisfactory (1)                          Examples of Evidence


Prioritizes Time        Prioritizes and monitors the    Prioritizes the use of school    Prioritizes the use of school   Does not manage time               1. Organizes adults into learning communities whose
                        use of school time to ensure    time to ensure that staff and    time to ensure that staff       effectively; does not prioritize   goals are aligned with those of the district and the
                        that staff and student          student activities focus on      activities sometimes focus on   activities that will improve       school. (Observations and artifacts: Building staff
                        activities focus on improving   improving student learning;      improving student learning;     student learning and is            development plan and calendar of professional
                        student learning; organizes     organizes professional time to   organizes majority of           frequently distracted by time-     learning.) 2. School time is focused on the
                        how professional time is used   ensure that high leverage        professional time to the        wasting or low impact              improvement of student achievement in alignment
                        and adjusts how time is spent   activities and school priority   school priorities, but may      activities.                        with the SIP and the district and school goals.
                        to support student learning     areas that focus on student      engage in time wasting                                             (Observations and artifacts: periodic assessments,
                        activities.                     learning are given adequate      activities.                                                        team meetings and team minutes, walk-through
                                                        time.                                                                                               data.)




                        Indicator Rating:                            4.00
                        Evaluator Comments:




Overall Standard II Rating:                                                       3.67
STANDARD IIi IMPROVING TEACHING AND LEARNING


       Element                Distinguished (4)               Proficient (3)                    Basic (2)                 Unsatisfactory (1)                      Examples of Evidence


III-a Works with and engages staff in the development and continuous refinement of a shared vision for effective teaching and learning by implementing a standards based
  curriculum, relevant to student needs and interests, research-based effective practice, academic rigor, and high expectations for student performance in every classroom.


Implements           Ensures year end goals and      Improves components of the Attempts to ensure scope and Does not or cannot ensure             1. Systems ensure the lesson and unit plans align to
Curriculum Scope and student needs are met by        instructional scope and        sequence are aligned with scope and sequence align to          the scope and sequence and prepare students to be
Sequence             using formative and interim     sequence to improve            year end goals.           year end goals.                      on a college and career readiness track.
                     assessments to modify the       alignment with year end goals.                                                                (Observations and artifacts: assessment calendar
                     instructional scope and                                                                                                       and grade and content curriculum guide. 2. Lesson
                     sequence.                                                                                                                     plans and curriculum materials produce explicit
                                                                                                                                                   evidence of curriculum coordination and alignment
                                                                                                                                                   to Common Core standards. (Observations and
                                                                                                                                                   artifacts: staff lesson plans.




                       Indicator Rating:                           4.00
                       Evaluator Comments:
       Element                 Distinguished (4)                 Proficient (3)                   Basic (2)                 Unsatisfactory (1)                      Examples of Evidence


Reviews Instructional   Regularly assesses               Assesses instructional         Measures the quality of       Does not attempt to assess     1. Staff have a broad repertoire of instructional
Practices               instructional practices and      practices, identifies a few    instructional practices and   instructional practices and is strategies that they reference in their lesson plans.
                        builds teacher capacity to       practices that are research-   attempts to articulate        unable to articulate clear     (Observations and artifacts: staff lesson plans,
                        implement a variety of           based, rigorous and relevant   research based and rigorous   strategies to improve          teacher observations, walk throughs and evaluations,
                        practices that are relevant to   that will be implemented       strategies for improving      instruction; does not use or   and instructional strategy professional development
                        student needs and interests,     school-wide and supports       instructional practices.      attempt to introduce research- session plan.) 2. Throughout the school classroom
                        research based, and based on     teacher development around                                   based instructional practices. activities are designed to engage students in
                        academic rigor and strategies    those practices.                                                                            cognitively challenging work that is aligned to the
                        that supports the learning of                                                                                                standards. (Observations and artifacts: staff lesson
                        all students.                                                                                                                plans, walkthroughs, teacher observations and
                                                                                                                                                     evaluations.) 3. Consistent practices are observable
                                                                                                                                                     across multiple classrooms. (Observations and
                                                                                                                                                     artifacts: lesson plans, walkthroughs and teacher
                                                                                                                                                     observations.)




                        Indicator Rating:                            4.00
                        Evaluator Comments:
       Element               Distinguished (4)                Proficient (3)                   Basic (2)                   Unsatisfactory (1)                    Examples of Evidence


III-b. Creates a continuous improvement cycle that uses multiple forms of data and student work samples to support individual, team, and school-wide improvement goals,
     identify and address areas of improvement, and celebrate successes.


Implements Data        Consistently uses and          Uses data sources to drive     Uses a few data sources to      Uses data inconsistently      1. Key data is reviewed at every meeting and all
Driven Decision        analyses multiple forms of     instructional decisions,       drive instructional direction   and/or is not clear how to    teachers are aware of school and grade targets
Making                 data to identify areas of      prioritize school wide areas   and uses data appropriately     use data to drive             and have aligned individual targets for their
                       instructional improvement,     of improvement and to          to identify school-wide         instructional strategies or   students. (Observations and artifacts: analysis
                       to refine and adapt            identify a few targeted        areas of improvement.           practices.                    of data, RtI data and team minutes, formative
                       instructional practice, and    school-wide strategies for                                                                   and summative assessment analysis, the SIP, and
                       to determine appropriate       instructional improvement.                                                                   evidence of how data is used.) 2. Uses
                       strategies across all grades                                                                                                disaggregated student data to determine adult
                       and content areas.                                                                                                          priorities, monitor progress, and help sustain
                                                                                                                                                   continuous improvement. (Observations and
                                                                                                                                                   artifacts: analysis of data, RtI data and team
                                                                                                                                                   minutes, formative and summative assessment
                                                                                                                                                   analysis, the SIP, and evidence of how data is
                                                                                                                                                   used. 3. Multiple analyses of student
                                                                                                                                                   performance data is examined to support
                                                                                                                                                   decision making. (Observations and artifacts:
                                                                                                                                                   grade level performance data, subject-area
                                                                                                                                                   performance data, individual student
                                                                                                                                                   performance data, student work and evidence
                                                                                                                                                   of data use in team meetings and planning.




                      Indicator Rating:                           2.00
                      Evaluator Comments:




       Element               Distinguished (4)                Proficient (3)                   Basic (2)                   Unsatisfactory (1)                    Examples of Evidence


III-b. Creates a continuous improvement cycle that uses multiple forms of data and student work samples to support individual, team, and school-wide improvement goals,
     identify and address areas of improvement, and celebrate successes.
Implements Data      Supports and develops staff   Multiple sources are used     Supports staff in using data    Unable to lead staff though   1. Continuous data review process is in place to
Driven Instruction   ability to analyze data to    to drive instructional        to identify/prioritize needs;   continuous data review or     ensure that students learned taught material.
                     identify and prioritize       decisions and uses data       data is used to drive school-   lacks consistency in          (Observations and artifacts: analyses of interim
                     needs, guide grouping, re-    appropriately to              wide practices.                 implementation                and formative assessments, classroom
                     teaching, and to              identify/prioritize school-                                                                 observations, and re-teaching based on results.)
                     identify/prioritize needs     wide areas of                                                                               2. Multiple analyses of student performance
                     and continuous                improvement; data is                                                                        data is examined to support informed decision
                     improvement; build staff      routinely used to identify                                                                  making. (Observations and artifacts: grade level
                     capacity to use data in       and adjust school-wide                                                                      performance data, subject-area performance
                     determining team and          priorities and to drive re-                                                                 data, classroom level performance data,
                     individual goals.             teaching plans and changes                                                                  individual student performance date, and
                                                   in practice for individual                                                                  evidence of data use in team meetings and
                                                   teachers.                                                                                   planning.) 3. Clear re-teaching plans are used
                                                                                                                                               to guide the work of individual teachers.
                                                                                                                                               (Observations and artifacts: re-teaching plan,
                                                                                                                                               teacher observations.)



                     Indicator Rating:                        2.00
                     Evaluator Comments:
      Element               Distinguished (4)              Proficient (3)                  Basic (2)                  Unsatisfactory (1)                      Examples of Evidence


III-c Implements student interventions that differentiate instruction based on student needs.

Uses Disaggregated Uses disaggregated data to      Uses disaggregated data to    Inconsistently uses data to    Does not effectively use        1. Differentiated classroom activities based on
Data               create structures for           support differentiation and   inform the implementation      data to identify students'      students reading or achievement levels are
                   differentiation with varied     re-teaching but does not      of differentiation and         learning gaps; does not         present in every classroom. (Observations and
                   instructional strategies that   ensure that instructional     interventions; introduces      attempt to ensure that          artifacts: classroom observations, lesson plans
                   meet all student needs;         strategies are matched to     staff to data, but may not     instruction is differentiated   student work.) 2. Disaggregated student data
                   focuses all staff on closing    the needs of all students;    engage staff in the analysis   based on student need or        informs instruction. (Observations and artifacts:
                   achievement gaps and uses       engages all staff in          of data.                       that students receive           analysis of data, RtI data and team minutes,
                   data to quickly determine       analyzing and utilizing                                      appropriate interventions.      formative and summative assessment analysis,
                   appropriate interventions       disaggregated data to                                                                        the SIP, and evidence of how data is used.) 3.
                   for students or subgroups       identify school-wide and                                                                     Students receive rapid, data-driven
                   not making progress.            individual students'                                                                         interventions matched to current needs, and
                                                   learning gaps and to                                                                         intervention assignments and schedules are
                                                   determine appropriate                                                                        frequently updated to reflect student needs and
                                                   interventions.                                                                               progress. (Observations and artifacts: individual
                                                                                                                                                student performance data, professional learning
                                                                                                                                                on differentiation, RtI team minutes and data,
                                                                                                                                                student work, classroom observations of
                                                                                                                                                differentiated instruction.) 4. Most effective
                                                                                                                                                teachers are teaching the students with the
                                                                                                                                                greatest needs for growth. (Observations and
                                                                                                                                                artifacts: student data, teacher evaluation data)




                     Indicator Rating:                         3.00
                     Evaluator Comments:




      Element               Distinguished (4)              Proficient (3)                  Basic (2)                  Unsatisfactory (1)                      Examples of Evidence


III-d Selects and retains teachers with the expertise to deliver instruction that maximizes student learning.
Select and Assigns   Implements a clear             Has a clear and articulated    Has a selection criteria and    Has no selection criteria    1. Selection processes focus on matching staff
Effective Teachers   selection criteria and         selection criteria in place    articulates the intention of    and the determination for    to specific position expectations. (Observations
                     strategically assesses and     and assesses staff skills to   selecting staff based on        why teacher selection        and artifacts: building staffing plan and
                     places teachers in grade       place teachers in grade        grade and content areas,        occurs is not transparent.   interview questions.)
                     level and content areas to     level and content areas.       but does not have detailed
                     create a balanced team                                        assessment of staff skills to
                     with a variety of strengths.                                  perform placement.



                     Indicator Rating:                          4.00
                     Evaluator Comments:
       Element             Distinguished (4)                 Proficient (3)                     Basic (2)                 Unsatisfactory (1)                       Examples of Evidence


Retains Effective   Uses multiple data sets         Identifies effective teachers     Implements a formal strategy Has no clear retention plan in   1. Retention of teachers and recommendations for
Teachers            including teacher evaluations   and moves them into               that uses teacher evaluations place.                          leadership are partly determined on the basis of
                    to inform a formal retention    leadership roles; implements      to determine which teachers                                   demonstrated effectiveness as measured by student
                    strategy that creates           a formal retention strategy       will be given retention offers,                               learning. (Observations and artifacts: school
                    opportunities for growth and    that recognizes effective staff   over time tracks tracks                                       retention data, new staff supports, staff climate
                    development including           through performance               retention rates.                                              survey, and exit interview data.) 2. High percentage
                    opportunities for growth and    evaluation and gives retention                                                                  of teachers rated effective stay in the school.
                    development including           offers based on effectiveness.                                                                  (Observations and artifacts: school retention data,
                    opportunities for staff to                                                                                                      new staff supports, staff climate survey, and exit
                    assume additional leadership                                                                                                    interview data.
                    roles.




                    Indicator Rating:                            3.00
                    Evaluator Comments:
III-e Evaluates the effectiveness of teaching and holds individual teachers accountable for meeting their goals by conducting frequent formal and informal
    observations in order to provide timely, written feedback on instruction, preparation and classroom environment as part of the district teacher appraisal system.

Observes Staff and   Ensures that systems from      Provides frequent and          Adheres to and completes      Observations are            1. Observation protocol/practice includes not
Give Feedback        observations occur multiple    regular observations and       required observations, but    infrequent and              only consistent school-wide expectations but
                     times a year with staff        actionable feedback and/or     does not differentiate        inconsistent; feedback is   individual teacher development areas and study
                     getting regular, consistent,   has systems in place so that   frequency of observation or   vague and general.          of specific student sub-groups as identified by
                     and actionable feedback        staff receive specific         feedback based on teacher                                 data. (Observations and artifacts: schedule of
                     that is specific to each       feedback from multiple         skill and/or need.                                        teacher observations, and teacher goal setting
                     individual's development       observers.                                                                               worksheets.) 2. Teachers receive frequent
                     plan from multiple                                                                                                      observations and actionable feedback.
                     observers.                                                                                                              (Observations and artifacts: classroom
                                                                                                                                             observations, observation records, teacher goal
                                                                                                                                             setting worksheets and written feedback.)



                     Indicator Rating:                          3.00
                     Evaluator Comments:
      Element            Distinguished (4)              Proficient (3)                Basic (2)             Unsatisfactory (1)                    Examples of Evidence


Evaluates Staff   Completes all aspects of a     Implements a goal setting   Attempts to implement     Does not have a clear or     1. Performance expectations are clear and
                  rigorous evaluation process    process, mid-year           and communicate a clear   consistent evaluation        aligned with district's policies, the school
                  that includes goal setting,    formative and summative     evaluation process that   process; does not complete   mission and school-wide expectations.
                  mid-year formative and         ratings based on            includes limited          evaluation.                  (Observations and artifacts: schedule of teacher
                  summative ratings based        observations and student    observation and student                                observations, and teacher goal setting
                  on observations and            outcome results;            outcome data.                                          worksheet.) 2. Teachers receive frequent
                  multiple metrics of student    communicates clear and                                                             observations and actionable feedback.
                  results; ensures that          transparent evaluation                                                             (Observation and artifacts: evaluation
                  evaluation processes are       processes.                                                                         documentation and consistency between
                  clear and transparent to all                                                                                      proactive ratings and student outcomes over
                  staff and includes                                                                                                time.)
                  assessment of student
                  outcomes, learning
                  environment, quality of
                  instruction and planning
                  and preparation.


                  Indicator Rating:                         4.00
                  Evaluator Comments:
      Element               Distinguished (4)            Proficient (3)               Basic (2)              Unsatisfactory (1)                   Examples of Evidence


III-f Ensures the training, development, and support for high-performing instructional teacher teams to support adult learning and development to advance
    student learning and performance.

Develops an          Implements a strategy to     Ensures that effective    Introduces common team Does not create consistent      1. Structures are established for job-embedded
Instructional Team   build the capacity of        teacher teams use student structures and expectations teacher team structures.   collaborative learning. (Observations and
                     teacher teams to lead        learning data and student for teacher teams.                                     artifacts: professional learning communities,
                     effective meetings focused   work to advance student                                                          common planning time, protocols for
                     on student learning data     outcomes.                                                                        examination of practice designed to guide
                     and student work.                                                                                             collaboration.) 2. Instructional teams support
                                                                                                                                   adult learning and student achievement.
                                                                                                                                   (Observations and artifacts: teacher team
                                                                                                                                   conversations about formative student data,
                                                                                                                                   teacher team meetings about instructional
                                                                                                                                   strategies, instructional consistency,
                                                                                                                                   instructional development of staff, building staff
                                                                                                                                   development, evaluation data.)



                     Indicator Rating:                       3.00
                     Evaluator Comments:
       Element                 Distinguished (4)                   Proficient (3)                    Basic (2)                Unsatisfactory (1)                     Examples of Evidence


III-g. Supports the system for providing data-driven professional development and sharing of effective practice by thoughtfully providing and protecting
     staff time intentionally allocated for this purpose.


Implements              Implements a job-                   Creates multiple structures    Relies on whole group        Does not offer professional    1. Teacher-driven professional development
Professional            embedded professional               for teacher learning           development sessions         development and support        focuses on student learning challenges and
Learning                learning system for                 including large group          including trainings on how   that is timely, relevant, or   progress toward student achievement goals.
                        consistent support,                 professional development,      data should be used, with    differentiated.                (Observations and artifacts: teacher team
                        development, coaching,              grade level and content        some specific supports.                                     meetings, building staff development plan, and
                        and peer learning                   team specific development;                                                                 peer visitations.) 2. Staff develop a broad
                        opportunities; allocates            protects staff time for                                                                    repertoire of instructional strategies that they
                        regular time for whole              development                                                                                reference in their lesson plans.) 3. Structures
                        group and individual staff          opportunities.                                                                             are established for job-embedded collaborative
                        development and learning                                                                                                       learning. (Observation and artifacts:
                        opportunities.                                                                                                                 professional learning communities, common
                                                                                                                                                       planning time, protocols for examination of
                                                                                                                                                       practice designed to guide collaboration.)



                        Indicator Rating:                              2.00
                        Evaluator Comments:




STANDARD III Rating:                                                                3.09
STANDARD IV BUILDING AND MAINTAINING COLLABORATIVE RELATIONSHIPS

       Element                Distinguished (4)                 Proficient (3)                   Basic (2)                 Unsatisfactory (1)                   Examples of Evidence


IV-a Creates, develops and sustains relationships that result in active student engagement in the learning process.


Builds On-Going        Develops school-wide            Enhances and maintains         Articulates a belief that       Does not develop positive   1. Processes are place to insure multiple
Relationships          capacity to establish           trusting relationships         building and maintaining        relationships and/or        opportunities for school staff to meet, interact
                       trusting relationships and      among and between a            relationships are important,    undermines positive         and work with families and members of the
                       supports positive               variety of stakeholder         but may not be able to          relationships that exist.   community. (Observations and artifacts:
                       relationships among and         groups.                        establish or enhance                                        building climate community results, community
                       between all stakeholder                                        relationships.                                              and university partnerships.) 2. Staff and
                       groups.                                                                                                                    community members reports are positive with
                                                                                                                                                  the principals and other members of the school.
                                                                                                                                                  (Observations and artifacts: school climate
                                                                                                                                                  survey.)


                       Indicator Rating:                            3.00
                       Evaluator Comments:
      Element               Distinguished (4)             Proficient (3)                 Basic (2)               Unsatisfactory (1)                 Examples of Evidence


IV-b Utilizes meaningful feedback of students, staff, family, and community in the evaluation of the school program and policies.

Includes Multiple    Incorporates many            Incorporates different        Asks for feedback to a     Is disrespectful and/or    1. Community leaders and school system
Voices and           different perspectives and   perspectives into decisions   developed plan, but does   excludes voices from       mangers are active partners in the leader's
Perspectives         encourages dissenting        and creates forums to hear    not seek input when        community forums to        decision making process. (Observations and
                     voices to gain new           multiple and dissenting       developing the plan from   discuss school             artifacts: parent advisory agendas and minutes,
                     perspectives and to          viewpoints.                   multiple voices.           performance.               school leadership team includes parents and
                     improve the school's                                                                                             community members, times and locations for all
                     instructional program.                                                                                           meetings are known, school-wide open door
                                                                                                                                      policy.)

                     Indicator Rating:                        3.00
                     Evaluator Comments:
      Element               Distinguished (4)             Proficient (3)                 Basic (2)               Unsatisfactory (1)                 Examples of Evidence


IV-c Proactively engages families and communities in supporting their child's learning and the school's learning goals.

Engages Families     Continuously creates two-    Respectfully informs        Shares the school values     Does not make time to       1. Families are included and invested in the
                     way links between family     families of learning        with families and with the   meet with families and is   school community. (Observations and artifacts:
                     presence in the school       expectations and specific   community.                   openly disrespectful or     parent engagement and survey data, PTO/PTA
                     environment and the          ways they can support their                              dismissive of the role of   meeting attendance, student progress reports,
                     instructional program.       children's learning.                                     families.                   parent access to grades, and parent outreach
                                                                                                                                       strategy. 2. Families are aware of learning
                                                                                                                                       expectations and strategies to support student
                                                                                                                                       learning outside the school day. (Observations
                                                                                                                                       and artifacts: parent engagement and survey
                                                                                                                                       data, PTO/PTA meeting attendance, student
                                                                                                                                       progress reports, parent access to grades, and
                                                                                                                                       parent outreach strategy.
                     Indicator Rating:                        4.00
                     Evaluator Comments:
      Element               Distinguished (4)              Proficient (3)                   Basic (2)                 Unsatisfactory (1)                      Examples of Evidence


IV-d Demonstrates an understanding of the change process and uses leadership and facilitation skills to manage it effectively.

Builds Capacity to   Creates space for staff,      Directly addresses and         Articulates that change will   Does not recognize the role    1. Staff are supported through the change
Manage Change        students, and families to     helps stakeholders to          raise emotions and             that the change process will   process. (Observations and artifacts:
                     share feelings about change   understand that change         attempts to support staff,     have on the school             professional development on the research on
                     and supports the              may raise questions, doubt,    but does not effectively       community; does not            change.) 2. School improvement outlines
                     community while               and feelings and positively    manage all needs; struggles    support staff in changing      multiple tactics and strategies and can be
                     describing the possibility    supports staff as they face    to remain focused on           staff values, beliefs,         adapted to reach identified goals. (Observations
                     present in the future;        challenges; balances the       school goals when trying to    assumptions, and/or habits     and artifacts: the SIP, formative and summative
                     maintains focus on meeting    need to make change            confront and support staff     of behavior that may not       evaluation data.)
                     school goals when trying to   within the school quickly      in challenging values,         match the school vision.
                     confront and support staff    while supporting the staff's   beliefs, assumptions,
                     in challenging values,        ability to learn and develop   and/or habits of behavior
                     beliefs, assumptions,         new skills.                    that may not match the
                     and/or habits of behavior                                    school vision.
                     that may not match the
                     school vision.



                     Indicator Rating:                         3.00
                     Evaluator Comments:
      Element              Distinguished (4)              Proficient (3)                   Basic (2)               Unsatisfactory (1)                     Examples of Evidence


Demonstrates        Focuses all conversations,    Demonstrates personal           Sometimes demonstrates      Does not demonstrate          1. Processes are in place to identify and address
Personal Resolve    initiatives and plans on      resolve and maintains staff     resolve, but may not lose   personal resolve or           challenges when they arise. (Observations and
and Response to     improving student             focus on student                focus or make concessions   maintain staff focus on       artifacts: staff feedback survey data, building
Challenges          achievement and is            achievement goals and           on student achievement      student achievement goals     climate survey, and superintendent
                    relentless in pushing staff   demonstrates persistence        goals in the face of        and does not constructively   observations.)
                    to maintain and improve       for the staff in the face of    persistent challenges.      respond to challenges.
                    their focus on student        challenges.
                    outcomes; uses every
                    challenge as an opportunity
                    to learn and develop
                    themselves and their staff.



                    Indicator Rating:                         3.00
                    Evaluator Comments:




STANDARD IV Overall Rating:                                                3.20
STANDARD V LEADING WITH INTEGRITY AND PROFESSIONALISM


       Element                 Distinguished (4)                 Proficient (3)                     Basic (2)                  Unsatisfactory (1)                        Examples of Evidence


V-a Treat all people fairly, equitably, and with dignity and respect. Protects the rights and confidentiality of students and staff.

Models Equity and       Develops structures, outreach    Upholds the foundations of      Meets all legal requirements    Does not treat and/or ensure    1. All staff are treated with respect and conflicts are
Dignity                 and training to ensure that      mutual respect for all          for work relationships; takes   that all stakeholders are       dealt with quickly and efficiently. (Observations and
                        staff develop the skill set to   stakeholders and meets all      limited actions when            treated respectfully and does   artifacts: conflict resolution protocol, building staff
                        treat all people equitably and   legal requirements for work     inappropriate conduct is        not meet all legal              development plan, disciplinary report data.
                        with respect                     relationships; takes swift      reported or observed.           requirements for work
                                                         appropriate actions when                                        relationships; does not take
                                                         inappropriate conduct is                                        swift appropriate actions
                                                         reported or observed.                                           when inappropriate conduct is
                                                                                                                         reported or observed.




                        Indicator Rating:                             4.00
                        Evaluator Comments:
       Element                 Distinguished (4)                  Proficient (3)                     Basic (2)                   Unsatisfactory (1)                       Examples of Evidence


V-b Demonstrates personal and professional standards and conduct that enhances the image of the school and educational profession. Protects
  the rights and confidentiality of students and staff.

Protects Rights and    Teaches all staff about FERPA      Follows FERPA by maintaining     Implements most parts of        Does not follow FERPA          1. Staff are aware of the laws, policies, procedures
Confidentiality        and develops systems to            student's privacy by keeping     FERPA in a manner consistent    protocols or policies to       and guidelines around student confidentiality.
                       ensure that on-going training      student level data and student   with the law; learns from       maintain and protect student   (Observation and artifacts: FERPA training, volunteer
                       and monitoring occur.              records and all information      mistakes and uses them as a     privacy and does not address   and staff confidentiality statements, and parent
                                                          directly related to student      personal learning opportunity   staff who do not follow        notification of rights.) 2. Parents are aware of their
                                                          (e.g. counseling, mental         to improve practice.            FERPA.                         rights. (Observations and artifacts: parent
                                                          health supports, and/or                                                                         handbook, protocols for sharing IEP minutes.
                                                          details of the student's home
                                                          life) confidential.




                       Indicator Rating:                               4.00
                       Evaluator Comments:
       Element                Distinguished (4)                 Proficient (3)                   Basic (2)               Unsatisfactory (1)                     Examples of Evidence


V-c Creates and supports a climate that values, accepts, and understands diversity in culture and point of view.


Recognizes the         Recognizes and integrates the   Examines and addresses any     Demonstrates personal        Demonstrates limited         1. School actively creates opportunities for all
Strengths of a Diverse learning opportunities that     school structures or school    comfort talking about        awareness of the impact of   community members to support diverse student
Population             come from a diverse             practices that limit the       diversity and culture and    the impact of diversity on   needs. Observations and artifacts: professional
                       community.                      participation of groups of     takes the steps to develop   student learning.            learning activities build capacity of staff to support
                                                       students and families.         personal skill set.                                       diverse student needs. 2. Opportunities exist for
                                                                                                                                                students to be in diverse cultures. (Observations and
                                                                                                                                                artifacts: partnerships with schools that may have
                                                                                                                                                different populations, intra-school conversations for
                                                                                                                                                students to explore culture and diversity.




                       Indicator Rating:                            4.00
                       Evaluator Comments:
       Element                Distinguished (4)                Proficient (3)                     Basic (2)                  Unsatisfactory (1)                        Examples of Evidence


Creates a Culturally   Engages staff in learning and   Provides differentiated         Provides whole group            Does not address or correct     1. Staff participate in and lead learning experiences
Responsiveness         action planning around the      professional development to     undifferentiated professional   intolerant or culturally        where they explore their personal assumptions and
Climate                treatment of and supports for   teachers and staff to improve   development about working       incompetent statements and      their approach to diversity. (Observations and
                       diverse groups in and outside   their understanding of how      in and supporting a diverse     does not create an              artifacts: building staff development plan.)
                       the school.                     their own world views inform    community and attempts to       environment that supports all
                                                       their interpretation of the     address moments of cultural     students.
                                                       world and addresses and         incompetence.
                                                       corrects moments of cultural
                                                       incompetence.


                       Indicator Rating:                            2.00
                       Evaluator Comments:
      Element                 Distinguished (4)                 Proficient (3)                      Basic (2)                  Unsatisfactory (1)                         Examples of Evidence


Engages in Courteous   Develops staff capacity to      Builds the school's and           Actively seeks opportunities    Does not engage in               1. Community conversations about culture and
Conversations about    engage in courageous            community's collective            to engage in courageous         courageous conversations         diversity occur regularly. (Observations and artifacts:
Diversity              conversations about diversity   capacity by initiating direct     conversations about diversity   about biases or has limited      PTA/PTO meetings, professional learning
                       and culture - and how they      conversations about culture       and culture.                    skill set in addressing biased   conversations to develop staff capacity to initiate e
                       impact student learning.        and diversity, and how they                                       language and behaviors.          conversations about cultural diversity.)
                                                       impact learning.



                       Indicator Rating:                            4.00
                       Evaluator Comments:




STANDARD V Overall Rating:                                                        3.60
STANDARD VI CREATING AND SUSTAINING A CULTURE OF HIGH EXPECTATIONS


       Element                Distinguished (4)                  Proficient (3)                     Basic (2)                 Unsatisfactory (1)                         Examples of Evidence


VI-a Builds a culture of high expectations and achievement for every student.

Links Aspiration to    Creates structures and            Shapes the environment to       Creates a few deliberate       Does not help students link      1. Growth, no just attainment is recognized.
College and Career     processes to make explicit        make explicit links between     routines that help students    their aspirations to classes     (Observations and artifacts: parent education
Opportunities          links between student             student aspiration, classes     connect their aspirations to   and content they are learning    programming on growth and attainment.) 2.
                       aspiration, classes and           and content they are learning   classes and content they are   in school; does not expose       Effective effort is acknowledged and celebrated.
                       content they are learning in      in school; creates structures   learning in school; provides   students to college and career   (Observations and artifacts: assemblies, community
                       school and overall academic       that expose all students to     limited exposure to college    opportunities.                   service programs, teacher observation and
                       achievement; creates              college and career              and career opportunities.                                       walkthrough data, student recognition effort.) 3.
                       opportunities for all students    experiences; connects                                                                           Students and families engage in rich college-going
                       to learn about a range of         aspiration to college and                                                                       and career access experiences. (Observations and
                       careers so that they can          career opportunities.                                                                           artifacts: college visits, community partnerships, job
                       create their own personal                                                                                                         shadowing, internship, field trips, career day, family
                       visions and career aspirations.                                                                                                   college and career awareness programming, and
                                                                                                                                                         career programs. 4. Students communicate their
                                                                                                                                                         aspirations and can identify connections to current
                                                                                                                                                         learning goals. (Observations and artifacts: student
                                                                                                                                                         goal sheets.)




                       Indicator Rating:                              4.00
                       Evaluator Comments:
       Element                Distinguished (4)                  Proficient (3)                     Basic (2)                 Unsatisfactory (1)                     Examples of Evidence


Develops a Student     Creates systems for students      Implements a system where       Introduces formal goal setting Does not create or support    1. Students track their own progress. (Observations
Goal Setting Process   to develop goals, create a plan   students created short and      process where students         goal setting structures for   and artifacts: student portfolios, evidence of
                       on how they will reach their      long term goals; ensures that   identify goals and create a    students.                     students tracking their own progress, and student
                       goals, benchmarks to track        students review goals at the    plan on how they will reach                                  surveys.)
                       their progress, and teaches       end of the year, but may not    their goals.
                       students how to adapt their       ensure that goals are adapted
                       goals and plans as necessary;     and adjusted throughout the
                       creates systems for sharing       year.
                       goals and learning.




                       Indicator Rating:                             3.00
                       Evaluator Comments:
       Element                 Distinguished (4)                 Proficient (3)                    Basic (2)                  Unsatisfactory (1)                      Examples of Evidence


VI-b Requires staff and students to demonstrate consistent values and positive behaviors aligned to the school's vision and mission.


Translates the School   Translates the school values     Translates the school values   Attempts to translate the       Does not make values or       1. Values and behaviors are referenced in daily
Values into Specific    into specific age-appropriate    into specific behaviors and    school values into specific     behavioral expectations clear school structures. (Observations and artifacts: SIPs,
Behaviors               behaviors and ensures that all   ensures that all staff and     behaviors but is inconsistent   to staff or students.         PBIS building plan, code of conduct, parent/student
                        staff and students learn the     students learn the expected    in ensuring that all students                                 handbook, and referral logs - discipline, tardies,
                        expected behaviors; builds       behaviors; ensures staff       learn expected behaviors.                                     absences.) 2. A system of positive and negative
                        staff and student capacity to    deliver clear and consistent                                                                 consequences is consistent across classrooms, grades
                        deliver clear and consistent     messaging about values and                                                                   and content areas. (Observations and artifacts: PBIS
                        messaging about the values       behaviors to students.                                                                       building plan, code of conduct, parent/student
                        and behaviors to all                                                                                                          handbook, referral logs - discipline, tardies,
                        stakeholders.                                                                                                                 absences.) 3. Written values and beliefs reflect high
                                                                                                                                                      expectations for all students. (Observations and
                                                                                                                                                      artifacts: school level and grade level goals.)




                        Indicator Rating:                             3.00
                        Evaluator Comments:
       Element              Distinguished (4)                 Proficient (3)                     Basic (2)                 Unsatisfactory (1)                        Examples of Evidence


Develops a Code of   Implements tracking systems      Develops clear expectations     Develops components of an     Tolerates discipline violations   1. School-wide code of conduct aligned with district
Conduct              to assess how well individual    for student conduct based on    effective system of conduct   and enforces code of conduct      and school priorities is in place. (Observations and
                     students and student cohort      the school values and beliefs   for staff and students and    inconsistently.                   artifacts: consistent code of conduct across
                     groups meet conduct              and identifies clear positive   builds staff agreement on the                                   classrooms, data on attendance, tardies, and office
                     expectations and values; uses    and negative consequences;      types of student actions that                                   referrals, analysis of students most frequently
                     multiple forms of student data   ensures that every adult        are consistent with school                                      referred.) 2. Code of conduct is consistently
                     to monitor and revise the        understands their role in       value and behaviors; creates                                    implemented across all classrooms. (Observations
                     code of conduct and identify     implementing both positive      consistent responses and                                        and artifacts: positive recognition of students and
                     benchmarks and milestones to     and negative consequences       consequences for students                                       staff who consistently demonstrate positive
                     gauge and measure adoption       and that consequences are       who have had behavioral                                         behaviors.)
                     behaviors.                       consistently implemented.       infractions in the past.




                     Indicator Rating:                             4.00
                     Evaluator Comments:
       Element                 Distinguished (4)                  Proficient (3)                      Basic (2)                     Unsatisfactory (1)                        Examples of Evidence


VI-c Leads a school culture and environment that successfully develops the full range of students' learning capacities - academic, creative,
  social-emotional, behavioral, and physical.

Creates a Culture that Builds the capacity of adults to   Trains adults on how to          Shares the Illinois Social-        Does not share or implement     1. Adults support SEL skill development.
Supports Social        use and train others on the        support positive student         Emotional Learning                 the Illinois Social-Emotional   (Observations and artifacts: referral data, student
Emotional Learning     five Illinois Social-Emotional     growth through the               Competencies(self-awareness;       Learning Competencies; does     survey.) 2. Students demonstrate an increase in SEL
                       Learning Competencies (self-       development of the Illinois      self-management; social            not assess student SEL skills   skills. (Observations and artifacts: student referral
                       awareness; relationship skills     Social-Emotional Learning        awareness; relationships           and does not support the        data and positive relationships.) 3. Appropriate
                       and responsible decision           Competencies (self-              skills; and responsible decision   development of SEL skills.      socio-emotional supports are provided to all
                       making); uses a variety of         awareness; self-management;      making); uses a limited                                            students. (Observations and artifacts: building staff
                       assessments to gauge the SEL       social awareness;                amount of tools and                                                development plan, teacher training on SEL, and
                       skills of students and uses that   relationships skills and         assessments t gauge the SEL                                        observation walkthrough data.) 4. Core components
                       data to develop additional         responsible decision making);    skills of students.                                                of social, emotional, behavioral supports are in place
                       curriculum and supports;           uses a variety of assessments                                                                       to support learning. (Observations and artifacts:
                       builds the capacity of all         to gauge the SEL skills of                                                                          teacher lesson plans, student survey data, positive
                       adults to support the positive     students and uses that data to                                                                      peer, family, and work relationships.)
                       growth of student emotional        develop additional curriculum
                       skills.                            and supports.




                        Indicator Rating:                              4.00
                        Evaluator Comments:
       Element                 Distinguished (4)                    Proficient (3)                     Basic (2)                  Unsatisfactory (1)                          Examples of Evidence


Creates a Culture that Creates structures that             Trains adults to support the      Introduces the concept of      Does not introduce or support     1. Effective effort is acknowledged and celebrated.
Supports Effective     support the development of          development of effective          effective effort skills        the development of effective      (Observations and artifacts: assemblies, community
Effort                 effective effort skills for every   effort skills (teamwork, study    (teamwork, study skills,       effort skills; does not           service programs, teacher observation and
                       student (teamwork, study            skills, organization, time        organization, time             recognize the role of effort in   walkthrough data, student recognition for effort.) 2.
                       skills, organization, time          management, resiliency,           management, resiliency,        improving student                 Students describe and demonstrate effective effort
                       management, resiliency,             valuing mistakes, seeking         valuing mistakes, seeking      achievement.                      behaviors and beliefs across classrooms.
                       valuing mistakes, seeking           assistance, persistence) for      assistance; persistence);                                        (Observations and artifacts: communication service
                       assistance; persistence);           every student.                    provides limited development                                     and student work.)
                       incorporates effective effort                                         for staff on how to build
                       into every aspect of the school                                       students' effective efforts
                       culture.                                                              skills.




                        Indicator Rating:                               2.00
                        Evaluator Comments:




STANDARD VI Overall Rating:                                                           3.33
STUDENT GROWTH COMPONENT

Section 50.310 Student Growth Components


Each school district, when applicable, shall provide for the use in the performance evaluation plan of data and indicators of student growth
as a significant factor in rating principal or assistant principal performance.


For a school district implementing a performance evaluation plan incorporating student growth in school year 2012-13 or 2013-14, student gowth
shall repreent at least 25 percent of a principal's or assistant principal's performance evaluation rating in the first and second years of implementation.
Thereafter, student growth shall represent at least 30 percent of the assigned rating.


No later than October 1 of each school year, the qualified evaluator shall inform the principal or assistant principal of the assessments and, for the
assessments identified, the metrics and targets to be used. The qualified evaluator shall specifiy the weights of each assessment and target to be used.



Date of Growth Conference:


Student Growth Measures and Metrics Goals:




Student Growth Measures Goals Data:




Student Growth Measures Rating:                                     Meets Goals
Student Growth Numeric Rating:                                            3                (Populates on page 1.)




PRINCIPAL STANDARDS ASSESSMENT NARRATIVE COMMENTS:

Standards Ratings Avgerage                                                          3.36                                  Summatiove Rating:              Proficient
Standard I - Living a Mission, Vision, and Beliefs for Results               3.25        Standards Rating:     3.36
Standard II - Leading and Managing Change                                    3.67
Standard III - Improving Teaching and Learning                               3.09   Student Growth Rating:     3.00
Standard IV - Building and Maintaining Collaborative Relationships           3.20
Standard V - Leading with Integrity and Professionalism                      3.60        Numeric Average:      3.27
Standard VI - Creating and Sustaining a Culture of High Expectations         3.33
                                                                                        Summative Rating:    EXCELLENT
Standards Rating Average:                                                    3.36
All Professional Standards Overall Ratings must be "Needs Improvement" or better
or the Summative Rating for the evaluation will be listed as "Unsatisfactory".

Previous Evaluation Professional Practice Goals And Progress:




Areas Of Strength And Growth Opportunities Identified This Evaluation

				
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