5.4 Evaluates staff Evaluations lack strong evidence Regularly and systematically Evaluates staff reliably and Is proficient AND consistently yielding potentially unreliable staff evaluates all staff yielding valid validly; provides data evidence demonstrates leadership in the in effective evaluations; makes claims about staff and reliable results; to support claims; practice of thoroughly, reliably and instruction and performance that lack evidence; does recommendations lead staff to recommendations are effective validly evaluating in such a way assessment not establish systems or routines that some improvement in instruction and lead to consistently that continuous improvement in practices support improved instruction and and assessment practices; improved instruction and instruction and assessment becomes assessment practices; little to no developing understanding of assessment practices; the professional standard; provides understanding of student diversity student diversity (culture, ability, demonstrating knowledge of detailed, formative assessment with and its meaning in instruction and etc.) and its meaning in student diversity (culture, exemplary feedback that leads to assessment instruction and assessment ability, etc.) and its meaning in improvement; builds capacity in staff instruction and assessment to accurately and validly assess self and others, promoting a culture of continual improvement due to ongoing evaluation of effective instruction and assessment practices Reflections of Student Growth 5.5 Provides Multiple measures of student Multiple measures of student Multiple measures of student Multiple measures of student achievement of selected teachers achievement of selected achievement of selected achievement of selected teachers show evidence of show no academic growth teachers show minimal academic teachers show measurable significant academic growth student growth of growth academic growth selected teachers
5.4 Evaluates staff in effective instruction and assessment practices Evaluations lack strong evidence yielding potentially unreliable staff evaluations; makes claims about staff performance that lack evidence; does not establish systems or routines that support improved instruction and assessment practices; little to no understanding of student diversity and its meaning in instruction and assessment Regularly and systematically evaluates all staff yielding valid and reliable results; recommendations lead staff to some improvement in instruction and assessment practices; developing understanding of student diversity (culture, ability, etc.) and its meaning in instruction and assessment Evaluates staff reliably and validly; provides data evidence to support claims; recommendations are effective and lead to consistently improved instruction and assessment practices; demonstrating knowledge of student diversity (culture, ability, etc.) and its meaning in instruction and assessment Is proficient AND consistently demonstrates leadership in the practice of thoroughly, reliably and validly evaluating in such a way that continuous improvement in instruction and assessment becomes the professional standard; provides detailed, formative assessment with exemplary feedback that leads to improvement; builds capacity in staff to accurately and validly assess self and others, promoting a culture of continual improvement due to ongoing evaluation of effective instruction and assessment practices Reflections of Student Growth 5.5 Provides evidence of student growth of selected teachers Multiple measures of student achievement of selected teachers show no academic growth Multiple measures of student achievement of selected teachers show minimal academic growth Multiple measures of student achievement of selected teachers show measurable academic growth Multiple measures of student achievement of selected teachers show significant academic growth
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