Domain 3: Systems Factor A: High Quality and Reliability Instructional Program Characteristic 2: Evidence based and Differentiated Instruction Ineffective Minimally Effective Effective Highly Effective Has a working knowledge about works with the leadership team with the leadership team and And And evidence based effective instruction and staff to identify and prioritize staff to monitor implementation and evidenced based instructional evaluate the effectiveness of instructional strategies and practices that improve strategies based on evidence of student student learning for the population the learning district serves 3A2 Visits buildings and classrooms to works with the leadership team to works with the leadership team to And And monitor and encourage quality establish expectations and a system for improve their collective ability to know instructional practices conducting classroom visits and and recognize effective and differentiated observations instructional practices 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 the leadership team in works with the leadership team works with the leadership team and And And discussing ways to differentiate and staff to identify student needs for staff to evaluate how the differentiated instruction based 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 works with the leadership team works with the leadership team and And And intervention systems for student and staff to develop a system of staff to evaluate and improve the success (RTI) interventions for students who do not district’s system of interventions based make adequate progress in achieving on evidence of student learning curriculum performance standards
Domain 3: Systems Factor A: High Quality and Reliability Instructional Program Characteristic 2: Evidence based and Differentiated Instruction Ineffective Minimally Effective Effective Highly Effective 3A2 Has a working knowledge about evidence based effective instruction And works with the leadership team and staff to identify and prioritize evidenced based instructional strategies and practices that improve student learning for the population the district serves And with the leadership team 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 works with the leadership team to establish expectations and a system for conducting classroom visits and observations And works with the leadership team 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 the leadership team in discussing ways to differentiate instruction based on student needs And works with the leadership team and staff to identify student needs for differentiated learning and respond with differentiated instructional strategies to meet those needs And works with the leadership team 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 works with the leadership team and staff to develop a system of interventions for students who do not make adequate progress in achieving curriculum performance standards And works with the leadership team and staff to evaluate and improve the district’s system of interventions based on evidence of student learning
District%20Leader%20Formative%20Rubric%208.17.18.docx