overall instructional program. INSTRUCTION FOR STUDENT ACHIEVEMENT COORDINATOR/PROGRAM FACILITATOR I-4 Uses the evaluation processes to ensure curriculum implementation and high quality instruction [MD Framework 2: Align all aspects of a school culture to student and adult learning] An instructional leader provides feedback, direction, and resources to ensure that the curriculum is implemented with fidelity and that high quality instructional practices are being utilized to meet the needs of all students. An instructional leader ensures that high expectations are set 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 meaningful evaluation of teacher teacher evaluations are not teacher evaluations are not identify professional development performance. meaningful. meaningful. needs. Implements the teacher evaluation Does not consistently implement Does not meet the timelines or Exceeds the expectations for system in accordance with the the teacher evaluation system in requirements of the teacher implementing the teacher Teacher Evaluation Handbook. accordance with the Teacher evaluation system. evaluation system which may Evaluation Handbook. Provides formal constructive Does not provide formal include more frequent feedback during observation and Provides feedback during constructive feedback during evaluations. evaluation conferences. This observation and evaluation observation and evaluation Provides formal constructive feedback clearly addresses each conferences but this feedback conferences. feedback during observation and domain of the observation and may not be constructive and may Does not provide appropriate evaluation conferences as well as evaluation forms. not address each domain of the resources to support classroom during ongoing informal visits, observation and evaluation forms. Ensures that appropriate resources instruction and student learning. meetings, and conversations with are provided to support classroom Provides minimal resources to Use of technology is not valued teachers regarding curriculum and instruction and student learning. support classroom instruction and as a tool to support classroom instruction. student learning. Does not Promotes the most appropriate instruction and student learning. Collaborates with school and provide for equitable allocation of use of technology to support Does not ensure the alignment of system personnel to provide resources. classroom instruction and student curriculum, instruction, and appropriate resources that learning. Promotes the use of technology assessment. Does not seek maximize classroom instruction but this technology does not Ensures the alignment of resources to understand this and student learning. support classroom instruction and curriculum, instruction, and alignment. Actively searches for technology student learning. assessment in the specific content
overall instructional program. INSTRUCTION FOR STUDENT ACHIEVEMENT COORDINATOR/PROGRAM FACILITATOR I-4 Uses the evaluation processes to ensure curriculum implementation and high quality instruction [MD Framework 2: Align all aspects of a school culture to student and adult learning] An instructional leader provides feedback, direction, and resources to ensure that the curriculum is implemented with fidelity and that high quality instructional practices are being utilized to meet the needs of all students. An instructional leader ensures that high expectations are set 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 frequent evaluations. Provides formal constructive feedback during observation and evaluation conferences as well as during ongoing informal visits, meetings, and conversations with teachers regarding curriculum and instruction. Collaborates with school and system personnel to provide appropriate resources that maximize classroom instruction and student learning. Actively searches for technology 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. Provides formal constructive feedback during observation and evaluation conferences. This feedback clearly addresses each domain of the observation and evaluation forms. Ensures that appropriate resources are provided to support classroom instruction and student learning. Promotes the most appropriate use of technology to support classroom instruction and student learning. Ensures the alignment of curriculum, instruction, and assessment in the specific content 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 Evaluation Handbook. Provides feedback during observation and evaluation conferences but this feedback may not be constructive and may not address each domain of the observation and evaluation forms. Provides minimal resources to support classroom instruction and student learning. Does not provide for equitable allocation of resources. Promotes the use of technology but this technology does not support classroom instruction and student learning. 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. Does not provide formal constructive feedback during observation and evaluation conferences. Does not provide appropriate resources to support classroom instruction and student learning. Use of technology is not valued as a tool to support classroom instruction and student learning. Does not ensure the alignment of curriculum, instruction, and assessment. Does not seek resources to understand this alignment.