Articulates consistently to all Ensures that time in the school day Does not consistently ensure that Does not make classroom stakeholders that time in the school is focused on classroom instruction time in the school day is focused instruction and student learning a day is focused on classroom and student learning. on classroom instruction and priority when planning the school instruction and student learning and learning. day. Matches the instructional makes this a priority when involved assignments to the strengths and Knows the strengths and/or Is unaware of the strengths and in any scheduling. certifications of staff. certifications of staff but does not certifications of staff when Involves staff members in ensuring consistently match these to the making instructional assignments. Develops the master schedule that their strengths and certifications instructional assignments. Develops the master schedule driven by student needs, curricular match instructional assignments to needs, and/or student requests. Develops the master schedule by without considering student needs enhance the overall instructional considering student needs and or curricular needs. Maintains the focus on program. curricular needs, but these are not instructional priorities when Does not maintain the focus on Involves staff in developing a master priorities. organizing the school day for instructional priorities when schedule that is driven by student special events. Does not consistently maintain the organizing the school day for needs, curricular needs, and student focus on instructional priorities special events. Makes appropriate use of the requests. when organizing the school day facilities and other resources, Develops schedules without Articulates consistently to all for special events. including technology, when considering appropriate use of stakeholders that the focus is on developing schedules to support Develops schedules that facilities and resources. instructional priorities when classroom instruction. minimally support classroom Classroom instruction is not organizing the school day for special instruction without consistently supported in this process. events and enforces this focus. considering the appropriate use of Involves stakeholders in assigning facilities and resources. the use of facilities and resources, including technology, to support and extend classroom instruction. Evidence of Implementation: instructional schedules, teacher assignments aligned to certification, memos, etc. Master schedules, teachers’ INSTRUCTION FOR STUDENT ACHIEVEMENT PRINCIPAL/ASSISTANT PRINCIPAL I-5 Promotes instruction that maximizes student learning. An instructional leader promotes the success and well-being of every student by promoting instruction that maximizes student learning. Highly Effective Effective Needs Improvement Ineffective
Articulates consistently to all stakeholders that time in the school day is focused on classroom instruction and student learning and makes this a priority when involved in any scheduling. Involves staff members in ensuring that their strengths and certifications match instructional assignments to enhance the overall instructional program. Involves staff in developing a master schedule that is driven by student needs, curricular needs, and student requests. Articulates consistently to all stakeholders that the focus is on instructional priorities when organizing the school day for special events and enforces this focus. Involves stakeholders in assigning the use of facilities and resources, including technology, to support and extend classroom instruction. Ensures that time in the school day is focused on classroom instruction and student learning. Matches the instructional assignments to the strengths and certifications of staff. Develops the master schedule driven by student needs, curricular needs, and/or student requests. Maintains the focus on instructional priorities when organizing the school day for special events. Makes appropriate use of the facilities and other resources, including technology, when developing schedules to support classroom instruction. Does not consistently ensure that time in the school day is focused on classroom instruction and learning. Knows the strengths and/or certifications of staff but does not consistently match these to the instructional assignments. Develops the master schedule by considering student needs and curricular needs, but these are not priorities. Does not consistently maintain the focus on instructional priorities when organizing the school day for special events. Develops schedules that minimally support classroom instruction without consistently considering the appropriate use of facilities and resources. Does not make classroom instruction and student learning a priority when planning the school day. Is unaware of the strengths and certifications of staff when making instructional assignments. Develops the master schedule without considering student needs or curricular needs. Does not maintain the focus on instructional priorities when organizing the school day for special events. Develops schedules without considering appropriate use of facilities and resources. Classroom instruction is not supported in this process. Evidence of Implementation: Master schedules, teachers’ instructional schedules, teacher assignments aligned to certification, memos, etc. INSTRUCTION FOR STUDENT ACHIEVEMENT PRINCIPAL/ASSISTANT PRINCIPAL I-5 Promotes instruction that maximizes student learning. An instructional leader promotes the success and well-being of every student by promoting instruction that maximizes student learning. Highly Effective Effective Needs Improvement Ineffective