viewed as a way to achieve development of student improved outcomes for learning and growth goals. students. Student learning and growth goals lead to improved student growth in all student populations. STANDARD 3 Effective Management (Professional Practice & Student Learning & Growth) – The instructional leader has the knowledge, ability and cultural competence to improve learning and achievement to ensure success of all students by managing the organization, operations and resources in a way that promotes a safe, efficient and effective learning environment. RSD Leadership Unsatisfactory (1) Developing (2) Proficient (3) Distinguished (4) Standard Obtains, allocates, aligns and Resource allocations may not Resource allocations are Resource allocations are Resource allocations and efficiently uses fiscal and align with the vision for the aligned with the vision for the prioritized to align with the expenditures enhance and technological resources. school. school. school’s vision. promote the school’s vision. Resources are not used Resources are used effectively Resources are efficiently and The instructional leader builds effectively and responsibly. and responsibly. responsibly used. and promotes staff capacity to The instructional leader is obtain additional resources innovative as it relates to which directly impact student stretching allocating resources growth. to the greatest extent. Promotes and protects the Communicates safety and Clearly communicates safety Clearly and consistently Clearly communicates and welfare and safety of students behavior expectations and behavior expectations to communicates safety and collaborates with staff and and staff. inconsistently to staff and staff and students. behavior expectations to staff students in establishing students. Reinforces expectations. and students. building safety plans and Creates systems to reinforce behavior guidelines that expectations. promote student growth. Staff and students can articulate the importance of expectations. Ensures teacher and Instructional time for core Instructional time for core Ensures that instructional time Ensures that all teacher and organizational time is focused content varies from classroom content is consistent from is focused and protected to instructional time is focused to support quality instruction to classroom. classroom to classroom. support quality, instruction and protected to support and student learning. and student learning. quality instruction and student learning. Engages staff in planning instruction in order to
viewed as a way to achieve improved outcomes for students. development of student learning and growth goals. Student learning and growth goals lead to improved student growth in all student populations. STANDARD 3 – Effective Management (Professional Practice & Student Learning & Growth) The instructional leader has the knowledge, ability and cultural competence to improve learning and achievement to ensure success of all students by managing the organization, operations and resources in a way that promotes a safe, efficient and effective learning environment. RSD Leadership Standard Unsatisfactory (1) Developing (2) Proficient (3) Distinguished (4) Obtains, allocates, aligns and efficiently uses fiscal and technological resources. Resource allocations may not align with the vision for the school. Resources are not used effectively and responsibly. Resource allocations are aligned with the vision for the school. Resources are used effectively and responsibly. Resource allocations are prioritized to align with the school’s vision. Resources are efficiently and responsibly used. The instructional leader is innovative as it relates to stretching allocating resources to the greatest extent. Resource allocations and expenditures enhance and promote the school’s vision. The instructional leader builds and promotes staff capacity to obtain additional resources which directly impact student growth. Promotes and protects the welfare and safety of students and staff. Communicates safety and behavior expectations inconsistently to staff and students. Clearly communicates safety and behavior expectations to staff and students. Reinforces expectations. Clearly and consistently communicates safety and behavior expectations to staff and students. Creates systems to reinforce expectations. Clearly communicates and collaborates with staff and students in establishing building safety plans and behavior guidelines that promote student growth. Staff and students can articulate the importance of expectations. Ensures teacher and organizational time is focused to support quality instruction and student learning. Instructional time for core content varies from classroom to classroom. Instructional time for core content is consistent from classroom to classroom. Ensures that instructional time is focused and protected to support quality, instruction and student learning. Ensures that all teacher and instructional time is focused and protected to support quality instruction and student learning. Engages staff in planning instruction in order to
redmond-principal-evaluation-handbook.docx