I-B-3. Does not look for evidence of and/or While the superintendent may While observing principal Employs strategies that ensure that Diverse Learners’ cannot accurately identify ways that observe principal practice, s/he only practice, ensures that principals principals know and consistently Needs principals identify effective teaching occasionally looks for evidence that look for and identify a variety of identify teaching strategies and strategies and practices that are principals are identifying effective teaching strategies and practices practices that are meeting the appropriate for diverse learners. teaching strategies and practices that are effective with diverse needs of diverse learners while that are appropriate for diverse learners when they observe teaching their content. Is able to learners when they observe practices and review unit plans. model this element. practices and review unit plans. Indicator I-C. Assessment: Ensures that all principals and administrators facilitate practices that propel personnel to use a variety of formal and informal methods and assessments to measure student learning, growth, and understanding and make necessary adjustments to practice when students are not learning. Unsatisfactory Needs Improvement Exemplary I-C. Elements Proficient I-C-1. Does not communicate or monitor a Provides administrators with some Supports administrator to use Leads administrator teams to develop Variety of strategy for assessments, leaving it up formal assessment options and a variety of formal and informal and implement a comprehensive Assessments to administrators to design and suggests that they coordinate methods and assessments, assessment strategy that includes implement their own strategies. assessment practices within their ongoing informal assessment and including common interim teams and include a variety of assessments that are aligned common interim assessments that are assessments but does not monitor this across grade levels and subject aligned across grade levels and practice. areas. subject areas. Is able to model this element. I-C-2. Does not encourage or facilitate Suggests that administrator teams Provides the resources for Leads, plans, facilitates, and supports Adjustment to administrator teams to review meet to review data and plan for planning time and effective support administrator team review meetings Practice assessment data. adjustments and interventions but after each round of assessments. for administrator to review inconsistently monitors this practice. assessment data and identify Monitors teams’ plans, adjustments to appropriate interventions and instruction, and outcomes and shares adjustments to practice. Monitors lessons learned with others. Is able to administrators’ efforts and model this element. successes in this area. Indicator I-D. Evaluation: Provides effective and timely supervision and evaluation of all in alignment with state regulations and contract provisions. Unsatisfactory Needs Improvement Exemplary I-D. Elements Proficient
I-B-3. Diverse Learners’ Needs Does not look for evidence of and/or cannot accurately identify ways that principals identify effective teaching strategies and practices that are appropriate for diverse learners. While the superintendent may observe principal practice, s/he only occasionally looks for evidence that principals are identifying effective teaching strategies and practices that are appropriate for diverse learners when they observe practices and review unit plans. While observing principal practice, ensures that principals look for and identify a variety of teaching strategies and practices that are effective with diverse learners when they observe practices and review unit plans. Employs strategies that ensure that principals know and consistently identify teaching strategies and practices that are meeting the needs of diverse learners while teaching their content. Is able to model this element. Indicator I-C. Assessment: Ensures that all principals and administrators facilitate practices that propel personnel to use a variety of formal and informal methods and assessments to measure student learning, growth, and understanding and make necessary adjustments to practice when students are not learning. I-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary I-C-1. Variety of Assessments Does not communicate or monitor a strategy for assessments, leaving it up to administrators to design and implement their own strategies. Provides administrators with some formal assessment options and suggests that they coordinate assessment practices within their teams and include a variety of assessments but does not monitor this practice. Supports administrator to use a variety of formal and informal methods and assessments, including common interim assessments that are aligned across grade levels and subject areas. Leads administrator teams to develop and implement a comprehensive assessment strategy that includes ongoing informal assessment and common interim assessments that are aligned across grade levels and subject areas. Is able to model this element. I-C-2. Adjustment to Practice Does not encourage or facilitate administrator teams to review assessment data. Suggests that administrator teams meet to review data and plan for adjustments and interventions but inconsistently monitors this practice. Provides the resources for planning time and effective support for administrator to review assessment data and identify appropriate interventions and adjustments to practice. Monitors administrators’ efforts and successes in this area. Leads, plans, facilitates, and supports administrator team review meetings after each round of assessments. Monitors teams’ plans, adjustments to instruction, and outcomes and shares lessons learned with others. Is able to model this element. Indicator I-D. Evaluation: Provides effective and timely supervision and evaluation of all in alignment with state regulations and contract provisions. I-D. Elements Unsatisfactory Needs Improvement Proficient Exemplary
PartIII_AppxA.docx