Occasionally assigns staff to Assigns teachers and other Assigns teachers and other Assigns teachers and other positions for which they are not instructional staff to positions based instructional staff to positions based instructional staff to positions based qualified on qualifications, but may not on qualifications, student academic on qualifications, demonstrated consider student academic or learning and learning needs, and teacher effectiveness, and to support school needs, or teacher effectiveness effectiveness goals and maximize student Does not consider student learning, achievement teacher effectiveness or instructional team composition when making team Attempts to create instructional Assigns teachers and other staff to assignments teams (e.g., data teams, professional instructional teams (e.g., data teams, Assigns teachers and other staff to learning communities) but team professional learning communities) instructional teams based on member assignment is not based on based on individual and group individual and group strengths, with Rarely anticipates or plans for staff staff strengths strengths input from teacher leaders and group transitions members Anticipates some staff transitions, Identifies potential staff transitions but has inefficient plan for such and has strategies to fill positions Identifies potential staff transitions changes prior to school year and uses strategies resulting in almost all positions filled prior to school year Staff assignment process serves as a model for other schools and districts Rationale: Component: 1.1.3: Observation and Performance Evaluation Level 1: Unsatisfactory Level 2: Basic Level 3: Proficient Level 4: Distinguished arely observes teaching Periodically observes teaching Regularly observes teaching using Regularly observes teaching using different modalities (walkthroughs, different modalities classroom and team-level Gives staff infrequent or inaccurate Gives staff general or vague observations) feedback feedback Regularly gives staff timely, clear, and actionable feedback based on Regularly gives staff clear feedback observations, other evidence sources, Does not use evaluation process to Completes evaluations that may lack based on observations, other evidence and evaluation criteria identify accurate levels of differentiation or demonstrate sources, and evaluation criteria performance inaccurate appraisals Completes evaluations that Completes evaluations that identify consistently identify accurate levels of Fails to document or address weak Occasionally documents or accurate levels of performance and performance and regularly reviews performance inappropriately addresses weak results for reliability performance
Occasionally assigns staff to positions for which they are not qualified Does not consider student learning, teacher effectiveness or instructional team composition when making team assignments Rarely anticipates or plans for staff transitions Assigns teachers and other instructional staff to positions based on qualifications, but may not consider student academic or learning needs, or teacher effectiveness Attempts to create instructional teams (e.g., data teams, professional learning communities) but team member assignment is not based on staff strengths Anticipates some staff transitions, but has inefficient plan for such changes Assigns teachers and other instructional staff to positions based on qualifications, student academic and learning needs, and teacher effectiveness Assigns teachers and other staff to instructional teams (e.g., data teams, professional learning communities) based on individual and group strengths Identifies potential staff transitions and has strategies to fill positions prior to school year Assigns teachers and other instructional staff to positions based on qualifications, demonstrated effectiveness, and to support school goals and maximize student achievement Assigns teachers and other staff to instructional teams based on individual and group strengths, with input from teacher leaders and group members Identifies potential staff transitions and uses strategies resulting in almost all positions filled prior to school year Staff assignment process serves as a model for other schools and districts Rationale: Component: 1.1.3: Observation and Performance Evaluation Level 1: Unsatisfactory Level 2: Basic Level 3: Proficient Level 4: Distinguished arely observes teaching Gives staff infrequent or inaccurate feedback Does not use evaluation process to identify accurate levels of performance Fails to document or address weak performance Periodically observes teaching Gives staff general or vague feedback Completes evaluations that may lack differentiation or demonstrate inaccurate appraisals Occasionally documents or inappropriately addresses weak performance Regularly observes teaching using different modalities (walkthroughs, classroom and team-level observations) Regularly gives staff clear feedback based on observations, other evidence sources, and evaluation criteria Completes evaluations that identify accurate levels of performance and Regularly observes teaching using different modalities Regularly gives staff timely, clear, and actionable feedback based on observations, other evidence sources, and evaluation criteria Completes evaluations that consistently identify accurate levels of performance and regularly reviews results for reliability
PrincipalSummaryScoreRpt.docx