teacher focus on student achievement not clearly reflected in daily clearly reflected in daily instruction clear, high and demanding academic expectations instruction or the School and the School Improvement Plan and behavior expectations for every Improvement Plan student that are reflected in daily instruction and the School Cannot articulate or does not monitor Leads and regularly monitors a Improvement Plan curricular and instructional program Articulates the curricular and coherent standards-based curricular instructional program, but some and instructional program to deliver aspects lack coherence rigorous academic content to all Develops systems to assess level of Does not provide access to students academic and behavior expectations differentiated student supports and takes actions to strengthen those Inconsistently monitors curriculum expectations and instructional program Provides multi-tiered support system (such as Response to Intervention) to analyze student needs and target Leads, as well as empowers others, in Provides limited access to resources for student success regular monitoring of coherent differentiated student supports standards-based curricular and instructional program to deliver rigorous academic content to all students Provides multi-tiered support system that is a model for targeting resources and yielding student success Rationale: Component: 1.2.3: Staff Collaboration Level 1: Unsatisfactory Level 2: Basic Level 3: Proficient Level 4: Distinguished Fails to establish or support Encourages collaboration, but does Establishes and supports ongoing Creates conditions and expectations opportunities for collaboration not assess collaborative work for development of collaborative work for collaborative work groups that are focus on instruction and teacher and groups owned by teachers student learning Acts as a barrier to collaboration Assesses collaboration to keep focus Workgroups self-assess collaboration Collaborative work focuses mainly on instruction as well as teacher and to maximize focus on instruction as on administrative issues student learning well as teacher and student learning Uses informal/ad hoc common Provides consistent, common planning periods planning periods
teacher focus on student achievement expectations Cannot articulate or does not monitor curricular and instructional program Does not provide access to differentiated student supports not clearly reflected in daily instruction or the School Improvement Plan Articulates the curricular and instructional program, but some aspects lack coherence Inconsistently monitors curriculum and instructional program Provides limited access to differentiated student supports clearly reflected in daily instruction and the School Improvement Plan Leads and regularly monitors a coherent standards-based curricular and instructional program to deliver rigorous academic content to all students Provides multi-tiered support system (such as Response to Intervention) to analyze student needs and target resources for student success clear, high and demanding academic and behavior expectations for every student that are reflected in daily instruction and the School Improvement Plan Develops systems to assess level of academic and behavior expectations and takes actions to strengthen those expectations Leads, as well as empowers others, in regular monitoring of coherent standards-based curricular and instructional program to deliver rigorous academic content to all students Provides multi-tiered support system that is a model for targeting resources and yielding student success Rationale: Component: 1.2.3: Staff Collaboration Level 1: Unsatisfactory Level 2: Basic Level 3: Proficient Level 4: Distinguished Fails to establish or support opportunities for collaboration Acts as a barrier to collaboration Encourages collaboration, but does not assess collaborative work for focus on instruction and teacher and student learning Collaborative work focuses mainly on administrative issues Uses informal/ad hoc common planning periods Establishes and supports ongoing development of collaborative work groups Assesses collaboration to keep focus on instruction as well as teacher and student learning Provides consistent, common planning periods Creates conditions and expectations for collaborative work groups that are owned by teachers Workgroups self-assess collaboration to maximize focus on instruction as well as teacher and student learning
PrincipalSummaryScoreRpt.docx