6.2 Managing receive inadequate Professional development plan Professional development plan has Is proficient AND has adopted opportunities for professional somewhat aligns to three to four areas of emphasis, job based strategies for evaluating the human resources development to meet students’ organization’s vision and plan; PD embedded, ongoing and linked to effectiveness of PD documenting (ongoing and staffs’ needs; professional is partly effective in leading to the organization’s vision and plan; growth in teacher knowledge to student professional development offered is not of minor improvements in staff systematic evaluation of the outcomes; can identify specific PD development) sufficient quality to be effective practice; little or no effectiveness of past PD offerings offerings of prior years that were documentation of effectiveness and outcomes; creates and systematically reviewed and either of past professional development supports informal professional eliminated or modified to support offerings and teacher outcomes development (i.e. professional organizational goals learning communities); offers PD that meets teachers’ needs and has elements of high-quality PD (sufficient duration, content, etc.) 6.3 Managing Does not make fiscal decisions Fiscal decisions occasionally Engages others in dialogue on Is proficient AND demonstrates that maximize resources in support some aspects of budget decisions on data, leadership in the design and successful fiscal resources support of improved teaching improved teaching and learning; School Improvement Plan, and enactment of uniquely creative and learning; provides little or no projects are managed district priorities that support approaches that regularly save time and evidence of lists of milestones or milestones and deadlines but not learning; makes fiscal decisions money; results indicate that deadlines in managing time or updated frequently; does not that maximize resources and strategically redirected resources have fiscal resources; does not work always meet project deadlines supports improved teaching and positive impact in achieving priorities; with teachers to establish goals and impact not frequently learning; uses defined process to guides decision-making such that for student achievement linked documented track expenditures; frequently efficacy grows among stakeholders for to individual teacher professional monitors data, documents and arriving at fiscal decisions for development evaluates results; uses findings to improvement of teaching and learning; improve fiscal decisions; augments resources by writing documented history reveals ability successful state and/or federal grants; to manage complex projects and seeks numerous external funding meet deadlines within budget; sources; consistently works with regularly works with teachers to teachers to establish goals for student establish goals for student achievement linked to individual achievement linked to individual teachers professional development teachers professional development
6.2 Managing human resources (ongoing professional development) receive inadequate opportunities for professional development to meet students’ and staffs’ needs; professional development offered is not of sufficient quality to be effective Professional development plan somewhat aligns to organization’s vision and plan; PD is partly effective in leading to minor improvements in staff practice; little or no documentation of effectiveness of past professional development offerings and teacher outcomes Professional development plan has three to four areas of emphasis, job embedded, ongoing and linked to the organization’s vision and plan; systematic evaluation of the effectiveness of past PD offerings and outcomes; creates and supports informal professional development (i.e. professional learning communities); offers PD that meets teachers’ needs and has elements of high-quality PD (sufficient duration, content, etc.) Is proficient AND has adopted strategies for evaluating the effectiveness of PD documenting growth in teacher knowledge to student outcomes; can identify specific PD offerings of prior years that were systematically reviewed and either eliminated or modified to support organizational goals 6.3 Managing fiscal resources Does not make fiscal decisions that maximize resources in support of improved teaching and learning; provides little or no evidence of lists of milestones or deadlines in managing time or fiscal resources; does not work with teachers to establish goals for student achievement linked to individual teacher professional development Fiscal decisions occasionally support some aspects of improved teaching and learning; projects are managed milestones and deadlines but not updated frequently; does not always meet project deadlines and impact not frequently documented Engages others in dialogue on budget decisions based on data, School Improvement Plan, and district priorities that support learning; makes fiscal decisions that maximize resources and supports improved teaching and learning; uses defined process to track expenditures; frequently monitors data, documents and evaluates results; uses findings to improve fiscal decisions; documented history reveals ability to manage complex projects and meet deadlines within budget; regularly works with teachers to establish goals for student achievement linked to individual teachers professional development Is proficient AND demonstrates leadership in the design and successful enactment of uniquely creative approaches that regularly save time and money; results indicate that strategically redirected resources have positive impact in achieving priorities; guides decision-making such that efficacy grows among stakeholders for arriving at fiscal decisions for improvement of teaching and learning; augments resources by writing successful state and/or federal grants; seeks numerous external funding sources; consistently works with teachers to establish goals for student achievement linked to individual teachers professional development
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