and staff appropriately is a personnel and school Rationale for decision-making in priority for self and others. not always clear. Is transparent in all and involves others when appropriate for personnel and school decision making. INTERPERSONAL RELATIONSHIPS PUPIL PERSONNEL WORKER IR-2 Develops capacity of fellow professionals An educational leader provides professional development that is aligned with the Maryland Professional Development Standards that builds instructional and leadership capacity of staff. Highly Effective Effective Needs Improvement Ineffective Provides results-oriented Provides results-oriented Provides professional Does not demonstrate the ability professional development that is professional development that is development that lacks to execute a professional aligned with identified curricular, aligned with identified curricular, and is not connected to development plan for faculty and instructional, and assessment instructional, and assessment school improvement goals. staff. needs and is connected to school needs and is connected to school Provides professional Professional development improvement goals that are improvement goals. development that is partially activities are not differentiated. reviewed and responsive to Provides differentiated differentiated but does not take Collaborative planning is not changing needs of the school. professional development need into consideration. promoted. Provides differentiated according to career stages, needs Limited opportunities are Does not provide opportunities professional development based of staff, and student performance. provided for staff to engage in for staff members to assume on individual staff needs in order Provides opportunities for staff to collaborative planning and critical leadership role in school to achieve school improvement engage in collaborative planning reflection during the school day. initiatives. plan goals. and critical reflection during the Provides limited opportunities for Does not emphasize teamwork Provides opportunities for staff to school day. minimal staff members to take and teachers work mostly in engage in collaborative planning Provides opportunities for staff to leadership role in school isolation from colleagues. and critical reflection during the take leadership role in school initiatives. school day that is consistent and initiatives. Suggests that teacher teams work in alignment with the school Orchestrates regular teacher team together to address students’ improvement plan. meetings as the prime focus for learning problems. Provides opportunities for professional learning. multiple staff members to take
and staff appropriately is a priority for self and others. Is transparent in all and involves others when appropriate for personnel and school decision making. personnel and school Rationale for decision-making in not always clear. INTERPERSONAL RELATIONSHIPS PUPIL PERSONNEL WORKER IR-2 Develops capacity of fellow professionals An educational leader provides professional development that is aligned with the Maryland Professional Development Standards that builds instructional and leadership capacity of staff. Highly Effective Effective Needs Improvement Ineffective Provides results-oriented professional development that is aligned with identified curricular, instructional, and assessment needs and is connected to school improvement goals that are reviewed and responsive to changing needs of the school. Provides differentiated professional development based on individual staff needs in order to achieve school improvement plan goals. Provides opportunities for staff to engage in collaborative planning and critical reflection during the school day that is consistent and in alignment with the school improvement plan. Provides opportunities for multiple staff members to take Provides results-oriented professional development that is aligned with identified curricular, instructional, and assessment needs and is connected to school improvement goals. Provides differentiated professional development according to career stages, needs of staff, and student performance. Provides opportunities for staff to engage in collaborative planning and critical reflection during the school day. Provides opportunities for staff to take leadership role in school initiatives. Orchestrates regular teacher team meetings as the prime focus for professional learning. Provides professional development that lacks and is not connected to school improvement goals. Provides professional development that is partially differentiated but does not take need into consideration. Limited opportunities are provided for staff to engage in collaborative planning and critical reflection during the school day. Provides limited opportunities for minimal staff members to take leadership role in school initiatives. Suggests that teacher teams work together to address students’ learning problems. Does not demonstrate the ability to execute a professional development plan for faculty and staff. Professional development activities are not differentiated. Collaborative planning is not promoted. Does not provide opportunities for staff members to assume leadership role in school initiatives. Does not emphasize teamwork and teachers work mostly in isolation from colleagues.