administrator is slow to in key areas but compliance is key state and federal key state and federal respond to address issues. not always timely or thorough. requirements. When an audit requirements. When an audit reveals a problem the leader reveals a problem the leader responds to the correction of responds to the correction of the problem. Leader has a the problem. Demonstrates a sufficient understanding of key strong understanding of federal state and federal requirements. and state requirements. Suggested Evidence: District Reports; Fire Marshall Inspections; Monthly Fire Drills; Site Visits; Observations; Balanced Leadership Survey 3.5 Behavior Expectations Does not articulate or facilitate Facilitates the setting of Facilitates and implements a Facilitates and implements a expectations for behavior of behavior expectations, school wide behavior/discipline school wide behavior/discipline students, staff and the school however they are not clearly plan where behavior plan where behavior community. Behavior data is understood by all of the school expectations are clear, expectations are clear, not used. community, and are supported and followed by supported and followed by inconsistently administered. school community – staff, school community – staff, Interventions are more punitive students and parents. students and parents. than instructive and preventive. Behavioral data is monitored Behavioral data is monitored and evaluated regularly. and evaluated regularly. Behavior data is inconsistently monitored and evaluated only Interventions are well Interventions are well Suggested Evidence: periodically. established to ensure student established to ensure student Student Discipline Data; success. success. Plans are in place or Referral Information; implemented for recognition of Schoolwide Discipline and behavior accomplishments. Behavior Plan; Site Visits; Observations; Balanced Leadership Survey 3.6 Use of Instructional Does not engage staff in Ensures that instructional time Ensures that instruction is Ensures that all instruction is Time planning effective use of meets state requirements, but focused, and time is protected focused and protected to instructional time. it is not necessarily protected to support quality, intensity support quality instruction and Instructional time for core and/or staff are not engaged to and student learning. Engages student learning, engages staff content varies from classroom maximize its use. staff in planning instruction in in planning instruction in order to maximize time available
administrator is slow to respond to address issues. in key areas but compliance is not always timely or thorough. key state and federal requirements. When an audit reveals a problem the leader responds to the correction of the problem. Leader has a sufficient understanding of key state and federal requirements. key state and federal requirements. When an audit reveals a problem the leader responds to the correction of the problem. Demonstrates a strong understanding of federal and state requirements. Suggested Evidence: District Reports; Fire Marshall Inspections; Monthly Fire Drills; Site Visits; Observations; Balanced Leadership Survey 3.5 Behavior Expectations Does not articulate or facilitate expectations for behavior of students, staff and the school community. Behavior data is not used. Facilitates the setting of behavior expectations, however they are not clearly understood by all of the school community, and are inconsistently administered. Interventions are more punitive than instructive and preventive. Behavior data is inconsistently monitored and evaluated only periodically. Facilitates and implements a school wide behavior/discipline plan where behavior expectations are clear, supported and followed by school community – staff, students and parents. Behavioral data is monitored and evaluated regularly. Interventions are well established to ensure student success. Facilitates and implements a school wide behavior/discipline plan where behavior expectations are clear, supported and followed by school community – staff, students and parents. Behavioral data is monitored and evaluated regularly. Interventions are well established to ensure student success. Plans are in place or implemented for recognition of behavior accomplishments. Suggested Evidence: Student Discipline Data; Referral Information; Schoolwide Discipline and Behavior Plan; Site Visits; Observations; Balanced Leadership Survey 3.6 Use of Instructional Time Does not engage staff in planning effective use of instructional time. Instructional time for core content varies from classroom Ensures that instructional time meets state requirements, but it is not necessarily protected and/or staff are not engaged to maximize its use. Ensures that instruction is focused, and time is protected to support quality, intensity and student learning. Engages staff in planning instruction in Ensures that all instruction is focused and protected to support quality instruction and student learning, engages staff in planning instruction in order to maximize time available