Aspire Must Achieves in a continuous way AND uses a variety of formal and 1 formal observation aligned with informal methods to provide the TCRP AIR teachers with timely feedback (written and verbal) aligned to Aspire AIR beyond 3 mini observations and 1 formal observation Lesson plan feedback Notes from planning meetings Participates in planning with Participates in planning with teachers, but does so teachers regularly; Does not participate in planning inconsistently or does not make Participates in planning with consistently provides B) Provides support to with teachers; does not provide a valuable contribution to the teachers regularly; consistently teachers in developing feedback on lesson plans to teachers with feedback on planning process; inconsistently provides meaningful feedback on instructional plans advance teacher lesson plans provides feedback on lesson lesson effectiveness on the Aspire plans or does not provide Instructional Rubric (AIR) meaningful feedback PD Newsletters All staff, faculty, families and Establishes written achievement School Site Council 3.3 Attempts to establish written students are aware of goals at the school level and Agendas A) Establishes for Uses data to achievement goals at the school Establishes written achievement student achievements goals overall student regularly refers to these goals and Action plans, including increase student level but does not complete the goals at the school level including times when goals achievement reminds faculty and staff of these revisions for each data task or does so partially are refined as data is achievement goals collection accumulated Leadership Team Agendas and
1 formal observation aligned with the TCRP AIR Aspire Must Achieves in a continuous way AND uses a variety of formal and informal methods to provide teachers with timely feedback (written and verbal) aligned to Aspire AIR beyond 3 mini observations and 1 formal observation B) Provides support to teachers in developing instructional plans Does not participate in planning with teachers; does not provide teachers with feedback on lesson plans Participates in planning with teachers, but does so inconsistently or does not make a valuable contribution to the planning process; inconsistently provides feedback on lesson plans or does not provide meaningful feedback Participates in planning with teachers regularly; consistently provides meaningful feedback on lesson Participates in planning with teachers regularly; consistently provides feedback on lesson plans to advance teacher effectiveness on the Aspire Instructional Rubric (AIR) Lesson plan feedback Notes from planning meetings 3.3 Uses data to increase student achievement A) Establishes for overall student achievement Attempts to establish written achievement goals at the school level but does not complete the task or does so partially Establishes written achievement goals at the school level Establishes written achievement goals at the school level and regularly refers to these goals and reminds faculty and staff of these goals All staff, faculty, families and students are aware of student achievements goals including times when goals are refined as data is accumulated PD Newsletters School Site Council Agendas Action plans, including revisions for each data collection Leadership Team Agendas and
1.2._aspire_principalrubric_revised_3_8_13_with_evidence_2_0.docx