3.4 Assists staff Does not assist staff to use Occasionally assists staff to use Regularly assists staff to use multiple Is proficient AND demonstrates data to reflect on effectiveness multiple types of data to reflect on types of data to reflect on leadership by routinely and to use data to of lessons, guide lesson and teaching to determine whether effectiveness of lessons, guide lesson consistently leading teachers to use guide, modify assessment development, practice or moving and assessment development, multiple types of data to reflect on and improve differentiate instruction, and forward is appropriate; strategies differentiate instruction (highly effectiveness of lessons, guide lesson classroom to determine whether result in incomplete relationship achieving as well as non-proficient) and assessment development, teaching and practice or moving between the actions of teachers and to determine whether re-teaching, differentiate instruction, and to student learning forward is appropriate and the impact on student practice or moving forward with determine whether re-teaching, achievement instruction is appropriate at both the practice or moving forward with group and individual level; strategies instruction is appropriate at both the result in clear relationship between the group and individual level actions of teachers and the impact on student achievement Reflections of Student Growth 3.5 Provides School improvement planning School improvement planning School improvement planning process School improvement planning process process results in no process results in minimal results in measurable improvement in results in significant improvement in evidence of improvement in student improvement in student academic student academic growth student academic growth student growth academic growth growth that results from the school improvement planning process
3.4 Assists staff to use data to guide, modify and improve classroom teaching and student learning Does not assist staff to use data to reflect on effectiveness of lessons, guide lesson and assessment development, differentiate instruction, and to determine whether practice or moving forward is appropriate Occasionally assists staff to use multiple types of data to reflect on teaching to determine whether practice or moving forward is appropriate; strategies result in incomplete relationship between the actions of teachers and the impact on student achievement Regularly assists staff to use multiple types of data to reflect on effectiveness of lessons, guide lesson and assessment development, differentiate instruction (highly achieving as well as non-proficient) and to determine whether re-teaching, practice or moving forward with instruction is appropriate at both the group and individual level; strategies result in clear relationship between the actions of teachers and the impact on student achievement Is proficient AND demonstrates leadership by routinely and consistently leading teachers to use multiple types of data to reflect on effectiveness of lessons, guide lesson and assessment development, differentiate instruction, and to determine whether re-teaching, practice or moving forward with instruction is appropriate at both the group and individual level Reflections of Student Growth 3.5 Provides evidence of student growth that results from the school improvement planning process School improvement planning process results in no improvement in student academic growth School improvement planning process results in minimal improvement in student academic growth School improvement planning process results in measurable improvement in student academic growth School improvement planning process results in significant improvement in student academic growth