Rarely uses evaluation results for periodically reviews results for individual or school growth reliability Inconsistently uses evaluation results Appropriately documents and to inform individual and school addresses weak performance, growth Appropriately documents and including intervention plans when addresses weak performance, needed, leading to improved including intervention plans when performance or other appropriate Encourages teachers to seek support needed outcomes of peers Consistently uses evaluation results Consistently uses evaluation results to inform individual growth for individual and school growth and to inform school improvement planning Provides opportunities for teachers to observe each other’s practice Creates systems for peer support, including growth-oriented observations, analysis, and reflection Rationale: Component: 1.1.4: Professional Development and Learning Level 1: Unsatisfactory Level 2: Basic Level 3: Proficient Level 4: Distinguished Provides learning opportunities that Provides some general learning Consistently provides learning Implements collaborative learning are not informed by student, opportunities informed by current opportunities informed by current opportunities informed by classroom, or school data student, classroom, or school data student, classroom, and school data, comprehensive analysis of student, reflecting cultural, linguistic, and classroom, and school data, reflecting other learning needs cultural, linguistic, and other learning Learning opportunities are rarely Creates learning opportunities that needs tailored to meet educator needs or meet some educator needs and aligned with school improvement generally align with school Creates productive and engaging priorities improvement priorities learning opportunities that align with Creates productive and engaging educator learning needs and school learning opportunities that align with improvement priorities individual and school improvement Creates some learning opportunities priorities, and maximize use of time that are inflexible or adhere to a and resources predetermined schedule Encourages educators to take responsibility for improving their performance over time Cultivates systems to assess and adjust quality of learning structures
Rarely uses evaluation results for individual or school growth Inconsistently uses evaluation results to inform individual and school growth Encourages teachers to seek support of peers periodically reviews results for reliability Appropriately documents and addresses weak performance, including intervention plans when needed Consistently uses evaluation results to inform individual growth Provides opportunities for teachers to observe each other’s practice Appropriately documents and addresses weak performance, including intervention plans when needed, leading to improved performance or other appropriate outcomes Consistently uses evaluation results for individual and school growth and to inform school improvement planning Creates systems for peer support, including growth-oriented observations, analysis, and reflection Rationale: Component: 1.1.4: Professional Development and Learning Level 1: Unsatisfactory Level 2: Basic Level 3: Proficient Level 4: Distinguished Provides learning opportunities that are not informed by student, classroom, or school data Learning opportunities are rarely tailored to meet educator needs or aligned with school improvement priorities Provides some general learning opportunities informed by current student, classroom, or school data Creates learning opportunities that meet some educator needs and generally align with school improvement priorities Creates some learning opportunities that are inflexible or adhere to a predetermined schedule Consistently provides learning opportunities informed by current student, classroom, and school data, reflecting cultural, linguistic, and other learning needs Creates productive and engaging learning opportunities that align with educator learning needs and school improvement priorities Encourages educators to take responsibility for improving their performance over time Implements collaborative learning opportunities informed by comprehensive analysis of student, classroom, and school data, reflecting cultural, linguistic, and other learning needs Creates productive and engaging learning opportunities that align with individual and school improvement priorities, and maximize use of time and resources Cultivates systems to assess and adjust quality of learning structures
PrincipalSummaryScoreRpt.docx