RUBRICS Core Practice #5: Engaging in Professional Learning to Improve Leadership Practices and Student Learning Outcomes Narrative: The district administrator engages in professional learning that improves professional practice in alignment with the needs of the district and schools, and demonstrates explicit improvement in specific performance area based on previous evaluations and formative feedback. The focus of this Core Practice is on the impact of the administrator’s professional learning – does the administrator’s learning result in continuous improvement in their performance? The district administrator practices and models deliberate practice by concentrating on a very few professional growth goals or targets in a set time period where the administrator strives for deep learning and personal mastery of a few “thin slices.” Rating Rubric Highly Effective: Effective: Needs Improvement: Unsatisfactory: Evaluation Focus: The Evaluation Focus: The Evaluation Focus: The district Evaluation Focus: The district administrator’s district administrator administrator engagement in district administrator engagement in engagement in deliberate deliberate practice growth engagement in deliberate multidimensional deliberate practice growth targets targets directly related to job practice growth targets practice growth targets directly related to capacity responsibilities but has limited directly related to job directly related to capacity to to support improvements in focus on improvements in the responsibilities is support improvements in the the schools supervised schools supervised consistently below school supervised consistently consistently meets inconsistently meets expectations. exceeds expectations. expectations. expectations. Attributes of the highly Attributes of the Attribute of the district Attributes of the effective district effective district administrator needing district administrator administrator include: administrator include: improvement include: unsatisfactory include: 5.1. The district administrator The district administrator The district administrator rarely The district administrator consistently models deliberate models deliberate practice models deliberate practice does not model deliberate practice consistently engaging consistently engaging in consistently engaging in practice consistently in deliberate practice to deliberate practice to deliberate practice to develop engaging in deliberate develop personal mastery of develop personal mastery personal mastery of job related practice to develop job related competencies. of job related competencies. personal mastery of job competencies. related competencies. 5.2. As a result of attending The district administrator The district administrator The district administrator professional learning, personally attends and attends professional learning does not attend knowledge and skills are actively participates in the for principals but fails to professional learning shared throughout the professional learning actively engage becoming required of principals. organization and with other required of principals. distracted with other departments in the district. responsibilities. Santa Rosa County District Schools District Leader Evaluation Plan
RUBRICS Core Practice #5: Engaging in Professional Learning to Improve Leadership Practices and Student Learning Outcomes Narrative: The district administrator engages in professional learning that improves professional practice in alignment with the needs of the district and schools, and demonstrates explicit improvement in specific performance area based on previous evaluations and formative feedback. The focus of this Core Practice is on the impact of the administrator’s professional learning – does the administrator’s learning result in continuous improvement in their performance? The district administrator practices and models deliberate practice by concentrating on a very few professional growth goals or targets in a set time period where the administrator strives for deep learning and personal mastery of a few “thin slices.” Rating Rubric Highly Effective: Evaluation Focus: The district administrator’s engagement in multidimensional deliberate practice growth targets directly related to capacity to support improvements in the school supervised consistently exceeds expectations. Effective: Evaluation Focus: The district administrator engagement in deliberate practice growth targets directly related to capacity to support improvements in the schools supervised consistently meets expectations. Needs Improvement: Evaluation Focus: The district administrator engagement in deliberate practice growth targets directly related to job responsibilities but has limited focus on improvements in the schools supervised inconsistently meets expectations. Unsatisfactory: Evaluation Focus: The district administrator engagement in deliberate practice growth targets directly related to job responsibilities is consistently below expectations. Attributes of the highly effective district administrator include: 5.1. The district administrator consistently models deliberate practice consistently engaging in deliberate practice to develop personal mastery of job related competencies. Attributes of the effective district administrator include: The district administrator models deliberate practice consistently engaging in deliberate practice to develop personal mastery of job related competencies. Attribute of the district administrator needing improvement include: The district administrator rarely models deliberate practice consistently engaging in deliberate practice to develop personal mastery of job related competencies. Attributes of the district administrator unsatisfactory include: The district administrator does not model deliberate practice consistently engaging in deliberate practice to develop personal mastery of job related competencies. 5.2. As a result of attending professional learning, knowledge and skills are shared throughout the organization and with other departments in the district. The district administrator personally attends and actively participates in the professional learning required of principals. The district administrator attends professional learning for principals but fails to actively engage becoming distracted with other responsibilities. The district administrator does not attend professional learning required of principals. Santa Rosa County District Schools District Leader Evaluation Plan