Domain 3: Systems Alignment Factor A: High Quality and Reliability Instructional Program Characteristic 2: Research Based and Differentiated Instruction Ineffective Minimally Effective Effective Highly Effective Has a working knowledge about works with district leaders and with district leaders and staff to And And, evidence based (effective) staff to identify and prioritize monitor implementation and evaluate the instruction evidenced based instructional effectiveness of instructional strategies strategies and practices that improve based on evidence of student learning student learning for the population the 3A2 district serves. Visits buildings and classrooms to with principals and other works with other district leaders to And And, monitor and encourage quality district leaders to establish improve their collective ability to know instructional practices. expectations and a system for and recognize effective and differentiated conducting classroom visits and instructional practices observations Works with building principals to works with building principals to assists building leaders in And And create opportunities for teachers to assist teachers in using observation establishing regular times and places for observe each other’s classrooms feedback from administrators and teachers to collaboratively plan and other teachers in planning for review instruction based on observations instructional improvement and evidence of student learning Engages district leaders in works with district leaders and with district leaders and staff to And And, discussing ways to differentiate staff to identify student needs for evaluate how the differentiated instruction on student needs differentiated learning and respond instruction strategies in use are impacting with differentiated instructional student learning. strategies to meet those needs. Has a working knowledge of tiered with district leaders and staff works with district leaders and staff And And intervention systems for student to develop a system of interventions to evaluate and improve the district’s success (RTI) for students who do not make
Domain 3: Systems Alignment Factor A: High Quality and Reliability Instructional Program Characteristic 2: Research Based and Differentiated Instruction Ineffective Minimally Effective Effective Highly Effective 3A2 Has a working knowledge about evidence based (effective) instruction And works with district leaders and staff to identify and prioritize evidenced based instructional strategies and practices that improve student learning for the population the district serves. And, with district leaders and staff to monitor implementation and evaluate the effectiveness of instructional strategies based on evidence of student learning Visits buildings and classrooms to monitor and encourage quality instructional practices. And with principals and other district leaders to establish expectations and a system for conducting classroom visits and observations And, works with other district leaders to improve their collective ability to know and recognize effective and differentiated instructional practices Works with building principals to create opportunities for teachers to observe each other’s classrooms And works with building principals to assist teachers in using observation feedback from administrators and other teachers in planning for instructional improvement And assists building leaders in establishing regular times and places for teachers to collaboratively plan and review instruction based on observations and evidence of student learning Engages district leaders in discussing ways to differentiate instruction on student needs And works with district leaders and staff to identify student needs for differentiated learning and respond with differentiated instructional strategies to meet those needs. And, with district leaders and staff to evaluate how the differentiated instruction strategies in use are impacting student learning. Has a working knowledge of tiered intervention systems for student success (RTI) And with district leaders and staff to develop a system of interventions for students who do not make And works with district leaders and staff to evaluate and improve the district’s
SA%20DistrictLeaderForm%20Rubrics-9-16_0.docx