positively impact student learning and school culture. …and …and 2.2. Builds organizational capacity Makes organizational and Is aware of the impact that Consistently hires, trains and Builds a self-sustaining that collectively improves instructional decisions with hiring, training, and retaining retains professional staff that structure that provides for instructional practices and little regard to impact on professional staff has on collaboratively work to to actively participate in improve instructional improving instructional student outcomes. student outcomes. improving instructional practices and student practices and student practices and student outcomes. outcomes. outcomes by participating in hiring, training, and instructional decisions. Elements Unsatisfactory Developing Proficiency Proficient Distinguished 2.3. Builds a professional culture of Makes school decisions Frequently makes effort to …and …and openness and mostly in isolation and include others in sharing Builds a professional culture Sustains an ongoing collaboration, engaging informs others of these information, analyzing of trust, openness and professional culture of trust, teachers in sharing decisions. outcomes and planning collaboration, engaging openness and collaboration, information, analyzing improvement, but results do teachers in sharing engaging teachers in sharing outcomes, and planning not permeate the school information, analyzing information, analyzing improvement. culture. outcomes, and planning outcomes, and planning improvement. improvement. …and …and Provides feedback that Differentiates some of the 2.4. Uses data about teacher Provides very little Uses some clearly defined practice to identify and support feedback. sources of information as the includes multiple clearly data sources on feedback individual and team basis for feedback, and offers defined sources, delivers is based according to professional learning needs feedback on an unscheduled, feedback on a regular basis, individual needs and team and links data and feedback needs, and aggregates data to across a continuum of irregular basis. to improvement in teaching offer individual, school, and professional growth. and learning for individuals system- level feedback which and teams. supports a continuum of professional growth. …and …and Implements professional Organizes a long-term plan 2.5. Guides and supports quality Offers little or ineffective Initiates professional learning professional development that professional development opportunities that apply best learning with for continuous improvement results in improved teaching practices to classrooms, components and of quality professional
positively impact student learning and school culture. 2.2. Builds organizational capacity that collectively improves instructional practices and student outcomes. Makes organizational and instructional decisions with little regard to impact on student outcomes. Is aware of the impact that hiring, training, and retaining professional staff has on improving instructional practices and student outcomes. …and Consistently hires, trains and retains professional staff that collaboratively work to improve instructional practices and student outcomes. …and Builds a self-sustaining structure that provides for to actively participate in improving instructional practices and student outcomes by participating in hiring, training, and instructional decisions. Elements Unsatisfactory Developing Proficiency Proficient Distinguished 2.3. Builds a professional culture of openness and collaboration, engaging teachers in sharing information, analyzing outcomes, and planning improvement. Makes school decisions mostly in isolation and informs others of these decisions. Frequently makes effort to include others in sharing information, analyzing outcomes and planning improvement, but results do not permeate the school culture. …and Builds a professional culture of trust, openness and collaboration, engaging teachers in sharing information, analyzing outcomes, and planning improvement. …and Sustains an ongoing professional culture of trust, openness and collaboration, engaging teachers in sharing information, analyzing outcomes, and planning improvement. 2.4. Uses data about teacher practice to identify and support individual and team professional learning needs across a continuum of professional growth. Provides very little feedback. Uses some clearly defined sources of information as the basis for feedback, and offers feedback on an unscheduled, irregular basis. …and Provides feedback that includes multiple clearly defined sources, delivers feedback on a regular basis, and links data and feedback to improvement in teaching and learning for individuals and teams. …and Differentiates some of the data sources on feedback is based according to individual needs and team needs, and aggregates data to offer individual, school, and system- level feedback which supports a continuum of professional growth. 2.5. Guides and supports quality professional development that results in improved teaching Offers little or ineffective professional development Initiates professional learning opportunities that apply best practices to classrooms, …and Implements professional learning with components and …and Organizes a long-term plan for continuous improvement of quality professional