future professional development sessions. District Only School staff embed Professional development Professional development Professional development is School work together in professional development opportunities are opportunities occur ongoing and embedded into a professional learning into daily routines and disconnected from one infrequently, but are all school staff’s routines and community and contribute practices. another and are not embedded into school staff’s practicor es. to each other’s learning. Key embedded into school staff’s routines and practices. routines and practices. Instructional leader(s) There are no organized Some new teachers have All new teachers have access Instructional leader(s) coordinate mentoring to efforts to provide support to access to mentoring and to mentoring and support collaborate with mentors to support all new teachers in new teachers. support related to classroom related to classroom maintain continuity and to the development of management and management and differentiate professional instructional and classroom instructional skills. instructional skills. development for all new management skills. teachers. Sufficient time and Professional development Insufficient time and Sufficient time and resources Outside resources are used resources are allocated to resources are allocated for resources are allocated for are allocated toward to expand professional support professional activities that are not supporting the professional supporting the professional development opportunities development outlined in the outlined in the school development outlined in the development outlined in the and the effectiveness of the school improvement plan. improvement plan and/or school improvement plan. school improvement plan. professional development is resources intended for evaluated. professional development are not used. LEADERSHIP Indicator Ratings of Performance Domain 6.0- There is evidence Exemplary level of Fully functioning and that school administrative development and Little or no development Limited development or operational level of leaders focus on improving implementation and implementation partial implementation development and student achievement. Meets criteria for rating of a implementation plus: “3” Indicators 1 2 3 3+ Instructional leader uses a School improvement plan Instructional leader Instructional leader uses a Instructional leader team approach to facilitate does not exist. collaborates with staff to team approach to facilitate collaboratively structures the implementation of a create a school improvement the implementation of a and attends bi-weekly or continuous school plan that is not continuously continuous school monthly leadership meetings improvement planning monitored. improvement planning that focus on student data as
future professional development sessions. District Only School staff embed professional development into daily routines and practices. Key Professional development opportunities are disconnected from one another and are not embedded into school staff’s routines and practices. Professional development opportunities occur infrequently, but are embedded into school staff’s routines and practices. Professional development is ongoing and embedded into all school staff’s routines and practicor es. School work together in a professional learning community and contribute to each other’s learning. Instructional leader(s) coordinate mentoring to support all new teachers in the development of instructional and classroom management skills. There are no organized efforts to provide support to new teachers. Some new teachers have access to mentoring and support related to classroom management and instructional skills. All new teachers have access to mentoring and support related to classroom management and instructional skills. Instructional leader(s) collaborate with mentors to maintain continuity and to differentiate professional development for all new teachers. Sufficient time and resources are allocated to support professional development outlined in the school improvement plan. Professional development resources are allocated for activities that are not outlined in the school improvement plan and/or resources intended for professional development are not used. Insufficient time and resources are allocated for supporting the professional development outlined in the school improvement plan. Sufficient time and resources are allocated toward supporting the professional development outlined in the school improvement plan. Outside resources are used to expand professional development opportunities and the effectiveness of the professional development is evaluated. Domain 6.0- There is evidence that school administrative leaders focus on improving student achievement. LEADERSHIP Indicator Ratings of Performance Little or no development and implementation Limited development or partial implementation Fully functioning and operational level of development and implementation Exemplary level of development and implementation Meets criteria for rating of a “3” plus: Indicators 1 2 3 3+ Instructional leader uses a team approach to facilitate the implementation of a continuous school improvement planning School improvement plan does not exist. Instructional leader collaborates with staff to create a school improvement plan that is not continuously monitored. Instructional leader uses a team approach to facilitate the implementation of a continuous school improvement planning Instructional leader collaboratively structures and attends bi-weekly or monthly leadership meetings that focus on student data as
AKSTEPP_Domains_Indicators_Rubric_Schools.docx