Agree Agree Disagree Agree Applicable Strongly Disagree Disagree Moderately Moderately nor Neither Not Strongly 12. The principal/administrator implements effective ○ ○ ○ ○ ○ ○ programs that support students’ social and emotional competencies. 13. The principal/administrator works with staff to create ○ ○ ○ ○ ○ ○ meaningful opportunities for families from all backgrounds to participate in their students' learning. If the principal/administrator identifies an area for 14. ○ ○ ○ ○ ○ ○ improvement in my practice, there are effective supports in place to help me improve. The principal/administrator encourages teachers to question 15. ○ ○ ○ ○ ○ ○ existing practice and propose alternative instructional approaches to improve student learning. 16. My principal/administrator provides me with feedback ○ ○ ○ ○ ○ ○ about my practice that includes clear next steps and supports for improvement. 17. Teachers and the principal/administration work together to ○ ○ ○ ○ ○ ○ ensure that instructional units are adapted as needed to support student learning. 18. The principal/administrator seeks staff feedback to inform his ○ ○ ○ ○ ○ ○ or her own leadership practice. 19. When our school focuses on an area for improvement, the ○ ○ ○ ○ ○ ○ principal/administrator uses data to monitor progress toward meeting the intended outcome(s). 20. Staff meetings engage educators in productive ○ ○ ○ ○ ○ ○ conversations around important school matters. 21. The principal/administrator supports staff to use culturally ○ ○ ○ ○ ○ ○ diverse materials in their instruction. I have access to appropriate measures of student learning 22. ○ ○ ○ ○ ○ ○ to best assess my students' expected learning gains. 23. The principal/administrator communicates high ○ ○ ○ ○ ○ ○ expectations for the quality of student work. 24. The principal/administrator is skilled in clarifying teacher ○ ○ ○ ○ ○ ○ concerns and offering solutions. 25. The principal/administrator builds trusting relationships with ○ ○ ○ ○ ○ ○ 26. My evaluator uses data about my impact on student ○ ○ ○ ○ ○ ○ learning as part of the evaluation process. 27. The school leadership models effective data analysis for ○ ○ ○ ○ ○ ○ 28
Strongly Agree Moderately Agree Neither Agree nor Disagree Moderately Disagree Strongly Disagree Not Applicable 12. The principal/administrator implements effective programs that support students’ social and emotional competencies. ○ ○ ○ ○ ○ ○ 13. The principal/administrator works with staff to create meaningful opportunities for families from all backgrounds to participate in their students' learning. ○ ○ ○ ○ ○ ○ 14. If the principal/administrator identifies an area for improvement in my practice, there are effective supports in place to help me improve. ○ ○ ○ ○ ○ ○ 15. The principal/administrator encourages teachers to question existing practice and propose alternative instructional approaches to improve student learning. ○ ○ ○ ○ ○ ○ 16. My principal/administrator provides me with feedback about my practice that includes clear next steps and supports for improvement. ○ ○ ○ ○ ○ ○ 17. Teachers and the principal/administration work together to ensure that instructional units are adapted as needed to support student learning. ○ ○ ○ ○ ○ ○ 18. The principal/administrator seeks staff feedback to inform his or her own leadership practice. ○ ○ ○ ○ ○ ○ 19. When our school focuses on an area for improvement, the principal/administrator uses data to monitor progress toward meeting the intended outcome(s). ○ ○ ○ ○ ○ ○ 20. Staff meetings engage educators in productive conversations around important school matters. ○ ○ ○ ○ ○ ○ 21. The principal/administrator supports staff to use culturally diverse materials in their instruction. ○ ○ ○ ○ ○ ○ 22. I have access to appropriate measures of student learning to best assess my students' expected learning gains. ○ ○ ○ ○ ○ ○ 23. The principal/administrator communicates high expectations for the quality of student work. ○ ○ ○ ○ ○ ○ 24. The principal/administrator is skilled in clarifying teacher concerns and offering solutions. ○ ○ ○ ○ ○ ○ 25. The principal/administrator builds trusting relationships with ○ ○ ○ ○ ○ ○ 26. My evaluator uses data about my impact on student learning as part of the evaluation process. ○ ○ ○ ○ ○ ○ 27. The school leadership models effective data analysis for ○ ○ ○ ○ ○ ○ 28
StaffShortForm.docx