Newsletters Responsive to emails in a Disseminates clear, concise Disseminates clear, concise C) Designs and utilizes Does not convey information to Models effective two-way timely manner information in a timely manner information in a timely manner Family all calls effective of formal staff in a timely manner; is a poor communication with all using appropriate media; using appropriate media; targets Daily talk and informal listener; does not express ideas stakeholders; is able to inspire as demonstrates attention to communication to suit the Staff meeting notes communication clearly well as convey information others’ comments audience; actively listens Shout outs emails Student surveys Family surveys OnCourse data (including suspensions) Student discipline policy is Observations during Student discipline policy is handled consistently. Student different times of day, Student discipline policy is handled inconsistently, but Student discipline policy is behavior is reflective of an A) Effectively fosters a including recess and lunch handled inconsistently or not at student behavior is orderly handled consistently. School effective learning community. safe and Office referrals all. School environment does most of the time. School environment feels safe and School environment is not only environment Family Handbook 1.3 not feel safe and respectful. environment feels safe and respectful. safe and respectful, but also RTI Behavior System Ensures that respectful. reflects a rigorous academic Counseling groups and students focus. interventions demonstrate Social-Emotional Support consistent values Groups and behaviors Cleanliness aligned to Interactions with students are Student surveys respectful, positive and Area Superintendent school’s vision Observations Interactions with students appropriate for the age and and mission Interactions with some from students inconsistently demonstrate Interactions with students are of student. students are negative, B) Establishes a culture Student interactions with respect and positivity, or are respectful, positive and AND demeaning, or inappropriate to of respect and rapport Principal not consistently appropriate for appropriate for the age and Students exhibit respect for the supports students’ the age and needs of the Behavior Support Plans the age and needs of students of students AND students principal emotional safety students OR students exhibit Collaboration between OR students inconsistently exhibit respect for the principal. AND disrespect for the principal. family and school exhibit respect for the principal. The principal's interactions SST’s demonstrate a positive rapport with individual students.
C) Designs and utilizes effective of formal and informal communication Does not convey information to staff in a timely manner; is a poor listener; does not express ideas clearly Disseminates clear, concise information in a timely manner using appropriate media; demonstrates attention to others’ comments Disseminates clear, concise information in a timely manner using appropriate media; targets communication to suit the audience; actively listens Models effective two-way communication with all stakeholders; is able to inspire as well as convey information Newsletters Responsive to emails in a timely manner Family all calls Daily talk Staff meeting notes Shout outs emails 1.3 Ensures that students demonstrate consistent values and behaviors aligned to school’s vision and mission A) Effectively fosters a safe and environment Student discipline policy is handled inconsistently or not at all. School environment does not feel safe and respectful. Student discipline policy is handled inconsistently, but student behavior is orderly most of the time. School environment feels safe and respectful. Student discipline policy is handled consistently. School environment feels safe and respectful. Student discipline policy is handled consistently. Student behavior is reflective of an effective learning community. School environment is not only safe and respectful, but also reflects a rigorous academic focus. Student surveys Family surveys OnCourse data (including suspensions) Observations during different times of day, including recess and lunch Office referrals Family Handbook RTI Behavior System Counseling groups and interventions Social-Emotional Support Groups Cleanliness B) Establishes a culture of respect and rapport supports students’ emotional safety Interactions with some students are negative, demeaning, or inappropriate to the age and needs of the students OR students exhibit disrespect for the principal. Interactions with students inconsistently demonstrate respect and positivity, or are not consistently appropriate for the age and needs of students OR students inconsistently exhibit respect for the principal. Interactions with students are respectful, positive and appropriate for the age and of students AND students exhibit respect for the principal. Interactions with students are respectful, positive and appropriate for the age and of student. AND Students exhibit respect for the principal AND The principal's interactions demonstrate a positive rapport with individual students. Student surveys Area Superintendent Observations from students Student interactions with Principal Behavior Support Plans Collaboration between family and school SST’s
1.2._aspire_principalrubric_revised_3_8_13_with_evidence_2_0.docx