Elements Distinguished Proficient Professional Support Needed Unsatisfactory Ensures that teachers Consistently provides feedback, Feedback to teachers and Very little interaction between the No evidence of collaboration clarification, updates and assistance necessary to improve administration and teachers in an between teachers and administrator receive the assistance collaborates with teachers/PLCs/IPST teaching and learning is evident effort to increase student to improve instruction (e.g. PLCs they need to improve to continuously improve through PLC meeting notes, faculty achievement is evident. have not been implemented.) teaching and learning; instructional strategies. meetings, adherence and fidelity of Feedback and collaboration with When teachers are on PDAPs, conditions that Collaborative assistance is more than any implemented PDAPs, etc. teachers to improve instructional adherence to the administrative routine and is part of the culture. strategies is not consistently assistance portion of the PDAP lacks The implementation of BEST enhance the staff’s demonstrated. fidelity in keeping with the assistance instructional strategies is a focus of desire and willingness the school. PLCs have not consistently been plan. to focus energy on implemented throughout the achieving educational teaching staff. Meetings with teachers are more excellence perfunctory rather than a collaborative tool to increase and share instructional performance through BEST instructional strategies. Communicates with Efforts to engage stakeholders are Stakeholders receive information Minimal evidence of attempts made Little or no attempts are made to numerous and successful. about activities at the school at to stakeholders to elicit their engage stakeholders in the the community, Families and stakeholders receive least quarterly. involvement in the instructional instructional programs at the school. and district personnel frequent (at least monthly) Sensitivity to the needs of the programs offered. Little evidence is shown that information about activities at the community are taken into account More evidence of incorporating demonstrates communication with school and opportunities to engage when selecting modes of multiple modes of communication is stakeholders. in the instructional programs within communication to ensure necessary to ensure that the school. maximum delivery. stakeholders are made aware of the Multiple ways of communicating are instructional program. utilized to ensure maximum understanding.
Elements Distinguished Proficient Professional Support Needed Unsatisfactory Ensures that teachers receive the assistance they need to improve teaching and learning; conditions that enhance the staff’s desire and willingness to focus energy on achieving educational excellence Consistently provides feedback, clarification, updates and collaborates with teachers/PLCs/IPST to continuously improve instructional strategies. Collaborative assistance is more than routine and is part of the culture. Feedback to teachers and assistance necessary to improve teaching and learning is evident through PLC meeting notes, faculty meetings, adherence and fidelity of any implemented PDAPs, etc. The implementation of BEST instructional strategies is a focus of the school. Very little interaction between the administration and teachers in an effort to increase student achievement is evident. Feedback and collaboration with teachers to improve instructional strategies is not consistently demonstrated. PLCs have not consistently been implemented throughout the teaching staff. Meetings with teachers are more perfunctory rather than a collaborative tool to increase and share instructional performance through BEST instructional strategies. No evidence of collaboration between teachers and administrator to improve instruction (e.g. PLCs have not been implemented.) When teachers are on PDAPs, adherence to the administrative assistance portion of the PDAP lacks fidelity in keeping with the assistance plan. Communicates with the community, and district personnel Efforts to engage stakeholders are numerous and successful. Families and stakeholders receive frequent (at least monthly) information about activities at the school and opportunities to engage in the instructional programs within the school. Multiple ways of communicating are utilized to ensure maximum understanding. Stakeholders receive information about activities at the school at least quarterly. Sensitivity to the needs of the community are taken into account when selecting modes of communication to ensure maximum delivery. Minimal evidence of attempts made to stakeholders to elicit their involvement in the instructional programs offered. More evidence of incorporating multiple modes of communication is necessary to ensure that stakeholders are made aware of the instructional program. Little or no attempts are made to engage stakeholders in the instructional programs at the school. Little evidence is shown that demonstrates communication with stakeholders.
DLPASBookDistrictAdministratorsNew.docx