the community. procedures fairly and consistently. procedures inconsistently. knowledge/understanding of county policies and procedures. Implements county policies and Presents a collaborative approach Presents limited partnership with procedures fairly and consistently to local, state, and federal local, state, and federal initiatives Demonstrates little/no awareness with conviction and ownership of initiatives currently implemented currently implemented in the of local, state, and federal responsibilities. in the school system. school system. initiatives affecting the school system. Takes multiple opportunities to reinforce the connections between school and system needs, and the local, state, and federal initiatives implemented in the school system by analyzing and anticipating emerging trends. Evidence of Implementation: Meeting minutes/agendas, correspondence, attendance at events, etc. C-3 Ensures the development of an equitable and culturally responsive school. PRINCIPAL/ASSISTANT PRINCIPAL An instructional leader promotes the success and well-being of every student by ensuring the development of an equitable and culturally responsive school. Highly Effective Effective Needs Improvement Ineffective Promotes understanding, Has an understanding of the Demonstrates limited Unwilling to understand the appreciation, and use of the diverse cultural and understanding of the community's diverse cultural, community’s community’s diverse cultural, social resources. diverse cultural, social and social and intellectual resources. community’s social, and intellectual resources. intellectual resources Builds and maintains positive Allows relationships with families Nurtures a sense of approachability relationships with families and Attempts to build positive and caregivers to be negative. and sustains positive relationships caregivers. relationships with families and Does not provide professional with families and caregivers. caregivers with limited success. Provides professional development development to staff to increase Provides ongoing professional to staff to increase culturally Provides limited professional culturally responsive practices. development to all staff and school responsive practices that positively development to staff to promote Ignores or is unaware of intolerant community to increase culturally impact student learning. culturally responsive practices that statements directed at members of responsive practices that positively positively impact student learning. Corrects intolerant statements the school community. impact student learning. directed at members of the school Demonstrates an awareness of Anticipates and corrects intolerant community. intolerant statements directed at views directed at members of the members of the school community, school community. but inconsistently addresses them.
the community. Implements county policies and procedures fairly and consistently with conviction and ownership of responsibilities. Takes multiple opportunities to reinforce the connections between school and system needs, and the local, state, and federal initiatives implemented in the school system by analyzing and anticipating emerging trends. procedures fairly and consistently. Presents a collaborative approach to local, state, and federal initiatives currently implemented in the school system. procedures inconsistently. Presents limited partnership with local, state, and federal initiatives currently implemented in the school system. knowledge/understanding of county policies and procedures. Demonstrates little/no awareness of local, state, and federal initiatives affecting the school system. Evidence of Implementation: Meeting minutes/agendas, correspondence, attendance at events, etc. C-3 Ensures the development of an equitable and culturally responsive school. PRINCIPAL/ASSISTANT PRINCIPAL An instructional leader promotes the success and well-being of every student by ensuring the development of an equitable and culturally responsive school. Highly Effective Effective Needs Improvement Ineffective Promotes understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources. Nurtures a sense of approachability and sustains positive relationships with families and caregivers. Provides ongoing professional development to all staff and school community to increase culturally responsive practices that positively impact student learning. Anticipates and corrects intolerant views directed at members of the school community. Has an understanding of the community’s diverse cultural and social resources. Builds and maintains positive relationships with families and caregivers. Provides professional development to staff to increase culturally responsive practices that positively impact student learning. Corrects intolerant statements directed at members of the school community. Demonstrates limited understanding of the community’s diverse cultural, social and intellectual resources Attempts to build positive relationships with families and caregivers with limited success. Provides limited professional development to staff to promote culturally responsive practices that positively impact student learning. Demonstrates an awareness of intolerant statements directed at members of the school community, but inconsistently addresses them. Unwilling to understand the community's diverse cultural, social and intellectual resources. Allows relationships with families and caregivers to be negative. Does not provide professional development to staff to increase culturally responsive practices. Ignores or is unaware of intolerant statements directed at members of the school community.