Indicators Underdeveloped Developing Proficient Well Developed School leaders inconsistently School leaders consistently School leaders consistently School leaders consistently 3.4 Establish a culture for learning that communicate high expectations communicate high expectations communicate high expectations communicate high expectations communicates high expectations to (professionalism, instruction, (professionalism, instruction, (professionalism, instruction, (professionalism, instruction, staff, students, and families, and communication, and other elements of communication, and other elements of communication, and other elements of communication, and other elements of provide supports to achieve those the Danielson Framework for the Danielson Framework for the Danielson Framework for the Danielson Framework for expectations Teaching) to the entire staff Teaching) to the entire staff and are Teaching) to the entire staff and Teaching) to the entire staff, and developing training and a system of provide training and have a system of provide training, resulting in a culture accountability for those expectations accountability for those expectations of mutual accountability for those expectations School leaders and staff do not b) School leaders and staff are b) School leaders and staff School leaders and staff effectively have expectations that are clearly developing expectations that are consistently communicate communicate expectations connected connected to a path to college and connected to a path to college and expectations that are connected to a to a path to college and career career readiness career readiness and/or the school is path to college and career readiness readiness and successfully partner developing systems to provide and offer ongoing feedback to help with families to support student feedback to families regarding student families understand student progress progress toward those expectations progress toward meeting those toward those expectations expectations c) Teacher teams and staff do not c) Teacher teams and staff establish a c) Teacher teams and staff establish a c) Teacher teams and staff establish a establish a culture for learning that culture for learning that communicates culture for learning that consistently culture for learning that systematically communicates high expectations for high expectations for all students; communicates high expectations for communicates a unified set of high all students and/or are not developing feedback and guidance/advisement all students and offer ongoing and expectations for all students and feedback systems and supports are developing the level of detailed feedback and provide clear, focused, and effective guidance/advisement supports to help detail and clarity needed to help guidance/advisement supports that feedback and guidance/advisement prepare students for the next level prepare students for the next level prepare students for the next level supports to ensure that students, including high-need subgroups, own their educational experience and are prepared for the next level
Indicators Underdeveloped Developing Proficient Well Developed 3.4 Establish a culture for learning that communicates high expectations to staff, students, and families, and provide supports to achieve those expectations School leaders inconsistently communicate high expectations (professionalism, instruction, communication, and other elements of the Danielson Framework for Teaching) to the entire staff School leaders consistently communicate high expectations (professionalism, instruction, communication, and other elements of the Danielson Framework for Teaching) to the entire staff and are developing training and a system of accountability for those expectations School leaders consistently communicate high expectations (professionalism, instruction, communication, and other elements of the Danielson Framework for Teaching) to the entire staff and provide training and have a system of accountability for those expectations School leaders consistently communicate high expectations (professionalism, instruction, communication, and other elements of the Danielson Framework for Teaching) to the entire staff, and provide training, resulting in a culture of mutual accountability for those expectations School leaders and staff do not have expectations that are clearly connected to a path to college and career readiness b) School leaders and staff are developing expectations that are connected to a path to college and career readiness and/or the school is developing systems to provide feedback to families regarding student progress toward meeting those expectations b) School leaders and staff consistently communicate expectations that are connected to a path to college and career readiness and offer ongoing feedback to help families understand student progress toward those expectations School leaders and staff effectively communicate expectations connected to a path to college and career readiness and successfully partner with families to support student progress toward those expectations c) Teacher teams and staff do not establish a culture for learning that communicates high expectations for all students and/or are not developing feedback systems and guidance/advisement supports to help prepare students for the next level c) Teacher teams and staff establish a culture for learning that communicates high expectations for all students; feedback and guidance/advisement supports are developing the level of detail and clarity needed to help prepare students for the next level c) Teacher teams and staff establish a culture for learning that consistently communicates high expectations for all students and offer ongoing and detailed feedback and guidance/advisement supports that prepare students for the next level c) Teacher teams and staff establish a culture for learning that systematically communicates a unified set of high expectations for all students and provide clear, focused, and effective feedback and guidance/advisement supports to ensure that students, including high-need subgroups, own their educational experience and are prepared for the next level
quality-review-rubric-17-18.docx