The District teacher and District has not aligned the District’s evaluation process District’s teacher and District leaders facilitate principal evaluation teacher and principal has aligned the teacher and principal evaluation discussions with staff processes are aligned with evaluation processes with principal evaluation processes are fully aligned members about these the Alaska Professional the Alaska Professional processes with some of the with the Alaska Professional standards and what they Teacher Standards and the Teacher Standards and the Alaska Professional Teacher Teacher Standards and the look like in practice. Standards for Alaska’s Administrators. Standards for Alaska’s Standards and some of the Standards for Alaska’s Administrators. Standards for Alaska’s Administrators. Administrators. The district provides District leaders provide District leaders provide All district designed District designs consistent professional development professional development infrequent professional professional development professional development that is embedded into the experiences that are development experiences experiences are ongoing and for new teachers. daily routines and practices disconnected from one that are embedded into embedded into daily of school staff. another and are not daily routines and practices. routines and practices. embedded into daily routines and practices. The district provides District leaders do not District provides some All new teachers, District leaders collaborate mentoring to support new organize efforts to provide specialized support for new administrators, and with mentors to maintain teachers, administrators, support to new teachers, teachers, administrators, instructional leaders in the continuity and to and instructional leaders in administrators, and and instructional leaders district participate in a differentiate professional the development of instructional leaders through a mentoring mentoring program. development for all new instructional and classroom management skills. through a mentoring program, but not all new teachers, administrators, program. staff participates. and instructional leaders. District allocates sufficient Professional development Insufficient time and District leaders allocate District leaders regularly time and resources to resources are allocated for resources are allocated by sufficient time and allocate resources that support professional activities that are not District leaders for resources toward provide for school-based
The District teacher and principal evaluation processes are aligned with the Alaska Professional Teacher Standards and the Standards for Alaska’s Administrators. District has not aligned the teacher and principal evaluation processes with the Alaska Professional Teacher Standards and the Standards for Alaska’s Administrators. District’s evaluation process has aligned the teacher and principal evaluation processes with some of the Alaska Professional Teacher Standards and some of the Standards for Alaska’s Administrators. District’s teacher and principal evaluation processes are fully aligned with the Alaska Professional Teacher Standards and the Standards for Alaska’s Administrators. District leaders facilitate discussions with staff members about these standards and what they look like in practice. The district provides professional development that is embedded into the daily routines and practices of school staff. District leaders provide professional development experiences that are disconnected from one another and are not embedded into daily routines and practices. District leaders provide infrequent professional development experiences that are embedded into daily routines and practices. All district designed professional development experiences are ongoing and embedded into daily routines and practices. District designs consistent professional development for new teachers. The district provides mentoring to support new teachers, administrators, and instructional leaders in the development of instructional and classroom management skills. District leaders do not organize efforts to provide support to new teachers, administrators, and instructional leaders through a mentoring program. District provides some specialized support for new teachers, administrators, and instructional leaders through a mentoring program, but not all new staff participates. All new teachers, administrators, and instructional leaders in the district participate in a mentoring program. District leaders collaborate with mentors to maintain continuity and to differentiate professional development for all new teachers, administrators, and instructional leaders. District allocates sufficient time and resources to support professional Professional development resources are allocated for activities that are not Insufficient time and resources are allocated by District leaders for District leaders allocate sufficient time and resources toward District leaders regularly allocate resources that provide for school-based
AKSTEPP_Domains_Indicators_Rubric_Districts.docx