Descriptors on Evaluation: Superintendent Rubric Indicator I-D. Evaluation: Provides effective and timely supervision and evaluation of all staff in alignment with state regulations and contract provisions. I-D. Unsatisfactory Needs Improvement Exemplary Proficient Elements I-D-1. Does not support administrators Supports administrators and Supports administrators and Supports administrators and to develop professional practice, administrator teams to develop administrator teams to develop administrator teams to develop Educator student learning and/or professional practice, student and attain meaningful, and attain meaningful, actionable, Goals district/school improvement goals, learning and, where appropriate, actionable, and measurable and measurable professional review the goals for quality, and/or district/school improvement goals professional practice, student practice, student learning and support administrators in attaining but does not consistently review district/school improvement goals learning, and where goals. them for quality and/or monitor appropriate, district/school and models this process through progress. improvement goals. the superintendent’s own evaluation process and goals. Is able to model this element. I-D-2. Rarely conducts visits to observe Makes infrequent unannounced Typically makes at least three Makes unannounced visits to principal practice and/or does not visits to schools to observe unannounced visits to each schools throughout the year to Observations provide honest feedback to principal practice, rarely provides school to observe principal observe administrator practice and administrators who are not feedback that is specific and practice every year and and provides targeted Feedback performing proficiently. constructive for administrators, provides targeted constructive constructive feedback to all and/or critiques struggling feedback to all administrators. administrators. Engages with all in administrators without providing Acknowledges effective conversations with all support to improve their practice and provides administrators about performance. redirection and support for improvement, celebrates effective those whose practice is less practice, and provides targeted than Proficient. support to administrators whose practice is less than Proficient. Is able to model this element.
Descriptors on Evaluation: Superintendent Rubric Indicator I-D. Evaluation: Provides effective and timely supervision and evaluation of all staff in alignment with state regulations and contract provisions. I-D. Elements Unsatisfactory Needs Improvement Proficient Exemplary I-D-1. Educator Goals Does not support administrators to develop professional practice, student learning and/or district/school improvement goals, review the goals for quality, and/or support administrators in attaining goals. Supports administrators and administrator teams to develop professional practice, student learning and, where appropriate, district/school improvement goals but does not consistently review them for quality and/or monitor progress. Supports administrators and administrator teams to develop and attain meaningful, actionable, and measurable professional practice, student learning, and where appropriate, district/school improvement goals. Supports administrators and administrator teams to develop and attain meaningful, actionable, and measurable professional practice, student learning and district/school improvement goals and models this process through the superintendent’s own evaluation process and goals. Is able to model this element. I-D-2. Observations and Feedback Rarely conducts visits to observe principal practice and/or does not provide honest feedback to administrators who are not performing proficiently. Makes infrequent unannounced visits to schools to observe principal practice, rarely provides feedback that is specific and constructive for administrators, and/or critiques struggling administrators without providing support to improve their performance. Typically makes at least three unannounced visits to each school to observe principal practice every year and provides targeted constructive feedback to all administrators. Acknowledges effective practice and provides redirection and support for those whose practice is less than Proficient. Makes unannounced visits to schools throughout the year to observe administrator practice and provides targeted constructive feedback to all administrators. Engages with all in conversations with all administrators about improvement, celebrates effective practice, and provides targeted support to administrators whose practice is less than Proficient. Is able to model this element.
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