Highly Effective Effective Needs Improvement Ineffective Engages all staff and diverse Engages teams in a cyclical process Collects and analyzes limited Make decisions about whether or stakeholders in a cyclical process for the collection and analysis of sources of data and information not to change the educational for the collection and analysis of qualitative and quantitative data pertinent to the educational environment based on own qualitative and quantitative data pertinent to the educational environment. impressions and beliefs. pertinent to the educational environment, and uses it to identify environment, and uses it to identify school improvement goals and make Does not promote a culture of Makes rudimentary attempts to school improvement goals and related improvements. collective direction, shared promote a culture of collective make related improvements. engagement, and mutual Promotes a culture of collective direction, shared engagement, and accountability. Promotes a culture of collective direction, shared engagement, and mutual accountability by sharing direction, shared engagement, and mutual accountability by utilizing limited and/or incomplete mutual accountability by utilizing two-way communication structures. information. two-way communication structures with diverse stakeholders. Evidence of Implementation: School improvement artifacts including (but not limited to) professional development plan, goals and objectives, agendas, minutes, and feedback. Data summary artifacts (discipline, intervention, attendance, and/or academic data) INSTRUCTION FOR STUDENT ACHIEVEMENT PRINCIPAL/ASSISTANT PRINCIPAL I-3 Uses the evaluation processes to ensure delivery of curriculum, high quality instruction, and aligned assessment. An instructional leader provides feedback, direction, and resources to ensure that the curriculum is delivered and assessed with fidelity. Additionally, a leader ensures that best instructional practices are being implemented to meet the needs of all students by setting high expectations for the academic growth of all students. Highly Effective Effective Needs Improvement Ineffective Conducts regular and purposeful Conducts regular and purposeful Does not consistently conduct Does not conduct regular and observations that target school observations that lead to the purposeful observations, and purposeful observations, and improvement initiatives and identify meaningful evaluation of teacher teacher evaluations are not teacher evaluations are not professional development needs. performance. meaningful. meaningful. Exceeds the expectations for Implements the teacher evaluation Does not consistently implement Does not meet the timelines or implementing the teacher evaluation system in accordance with the the teacher evaluation system in requirements of the teacher system which may include more Teacher Evaluation Handbook. accordance with the Teacher evaluation system.
Highly Effective Effective Needs Improvement Ineffective Engages all staff and diverse stakeholders in a cyclical process for the collection and analysis of qualitative and quantitative data pertinent to the educational environment, and uses it to identify school improvement goals and make related improvements. Promotes a culture of collective direction, shared engagement, and mutual accountability by utilizing two-way communication structures with diverse stakeholders. Engages teams in a cyclical process for the collection and analysis of qualitative and quantitative data pertinent to the educational environment, and uses it to identify school improvement goals and make related improvements. Promotes a culture of collective direction, shared engagement, and mutual accountability by utilizing two-way communication structures. Collects and analyzes limited sources of data and information pertinent to the educational environment. Makes rudimentary attempts to promote a culture of collective direction, shared engagement, and mutual accountability by sharing limited and/or incomplete information. Make decisions about whether or not to change the educational environment based on own impressions and beliefs. Does not promote a culture of collective direction, shared engagement, and mutual accountability. Evidence of Implementation: School improvement artifacts including (but not limited to) professional development plan, goals and objectives, agendas, minutes, and feedback. Data summary artifacts (discipline, intervention, attendance, and/or academic data) INSTRUCTION FOR STUDENT ACHIEVEMENT PRINCIPAL/ASSISTANT PRINCIPAL I-3 Uses the evaluation processes to ensure delivery of curriculum, high quality instruction, and aligned assessment. An instructional leader provides feedback, direction, and resources to ensure that the curriculum is delivered and assessed with fidelity. Additionally, a leader ensures that best instructional practices are being implemented to meet the needs of all students by setting high expectations for the academic growth of all students. Highly Effective Effective Needs Improvement Ineffective Conducts regular and purposeful observations that target school improvement initiatives and identify professional development needs. Exceeds the expectations for implementing the teacher evaluation system which may include more Conducts regular and purposeful observations that lead to the meaningful evaluation of teacher performance. Implements the teacher evaluation system in accordance with the Teacher Evaluation Handbook. Does not consistently conduct purposeful observations, and teacher evaluations are not meaningful. Does not consistently implement the teacher evaluation system in accordance with the Teacher Does not conduct regular and purposeful observations, and teacher evaluations are not meaningful. Does not meet the timelines or requirements of the teacher evaluation system.