appropriate; establish personal deadlines for themselves and the entire organization; and use a transparent process for decisions and articulating who makes which decisions. Indicator 6.1- Prioritization Practices: The leader gives priority attention to decisions that impact the quality of student learning and teacher proficiency, gathering and analyzing facts and data, and assessing alignment of decisions with school vision, mission, and improvement priorities. HE E NI US HE E NI US HE E NI US Indicator 6.2 – Problem-Solving: The leader uses critical thinking and problem-solving techniques to define problems and identify solutions. HE E NI US HE E NI US HE E NI US Indicator 6.3 - Quality Control: The leader maintains recurring processes for evaluating decisions for effectiveness, equity, intended and actual outcome(s); implements follow-up actions revealed as appropriate by feedback and monitoring; and revises decisions or implements actions as needed. HE E NI US HE E NI US HE E NI US Indicator 6.4 - Distributive Leadership: The leader empowers others and distributes leadership when appropriate. HE E NI US HE E NI US HE E NI US Indicator 6.5 - Technology Integration: The leader employs effective technology integration to enhance decision making and efficiency throughout the school. The leader processes changes and captures opportunities available through social networking tools, accesses and processes information through a variety of online resources, incorporates data-driven decision making with effective technology integration to analyze school results, and develops strategies for coaching staff as they integrate technology into teaching, learning, and assessment processes. HE E NI US HE E NI US HE E NI US Proficiency Area 7 - Leadership Development: Effective school leaders actively cultivate, support, and develop other leaders within the organization, modeling trust, competency, and integrity in ways that positively impact and inspire growth in other potential leaders. HE E NI US HE E NI US HE E NI US Indicator 7.1 - Leadership Team: The leader identifies and cultivates potential and emerging leaders, promotes functions focused on instructional proficiency and student learning, and aligns leadership development practices with system objectives, improvement planning, leadership proficiency needs, and appropriate instructional goals. HE E NI US HE E NI US HE E NI US Indicator 7.2 – Delegation: The leader establishes delegated areas of responsibility for subordinate leaders and manages delegation and trust processes that enable such leaders to initiate projects or tasks, plan, implement, monitor, provide quality control, and bring projects and tasks to closure. HE E NI US HE E NI US HE E NI US
Reflection Questions for Indicator 2.1 Highly Effective Effective Needs Improvement Unsatisfactory Has your leadership resulted in people continually expanding their capacity to create the results they truly desire? Is there evidence that new and expansive patterns of thinking are nurtured? Are the people who make up your school community continually learning to see the whole together? Where the essential elements of a learning organization are in place and interacting, how do you monitor that what you are creating collectively is focused on student learning needs and making a difference for all students? What essential elements of a learning organization have supports in place and which need development? Understanding that systemic change does not occur unless all of the essential elements of the learning organization are in operation, interacting, and focused on student learning as their priority function, what gaps do you need to fill in your supporting processes and what leadership actions will enable all faculty and staff to get involved? What happens in schools that are effective learning organizations that does not happen in this school? How can you initiate work toward a learning organization by developing effective collaborative work systems (e.g., Data Teams, Professional Learning Communities, and Lesson Studies)?
Highly Effective: Leaders action’s or impact of leader’s actions relevant to this indicator exceed effective levels and constitute models of proficiency for other leaders. Effective: Leader’s actions or impact of leader’s actions relevant to this indicator are sufficient and appropriate reflections of quality work with only normal variations. Needs Improvement: Leader’s actions or impact of leader’s actions relevant to this indicator are evident but are inconsistent or of insufficient scope or proficiency. Unsatisfactory: Leader’s actions or impact of leader’s actions relevant to this indicator are minimal or are not occurring, or are having an adverse impact. How might you expand your influence within the district so that others achieve and sustain your high degree of ethical conduct? What might be some strategies you could pursue that would inspire others within the organization to demonstrate your level of ethical behavior? How might you be more overt in demonstrating that you abide by the spirit, as well as the intent, of policies, laws, and regulations that govern the school and the education profession in the state of Florida? In what ways are you demonstrating that you abide by the spirit, as well as the intent, of policies, laws, and regulations that govern the school and the education profession in the state of Florida?
Elementary Student Survey Crosswalk to Florida Principal Leadership Standards ****Note-The Elementary Student Survey is aligned to the standards highlighted in this matrix. Standard 1 is assessed in the student achievement portion of the evaluation; standard 10 is intended to be assessed by the supervisor. Learning is fun at my school. I like going to my school each day. I enjoy art, music and PE. My teacher cares about me. I feel safe at my school. School rules are fair. My school is clean. My principal is a good leader. Standard 1: Student Learning Results Standard 2: Student Learning as a Priority Standard 3: Instructional Plan Implementa- tion Standard 4: Faculty Development Standard 5: Learning Environment Standard 6: Decision Making Standard 7: Leadership Development Standard 8: School Management Standard 9: Standard 10: Professional and Ethical Behaviors Secondary Student Survey Crosswalk to Florida Principal Leadership Standards ****Note-The Secondary Student Survey is aligned to the standards highlighted in this matrix. Standard 1 is assessed in the student achievement portion of the evaluation; standard 10 is intended to be assessed by the supervisor. My learning is important at my school School rules/ discipline plans are enforced I regularly receive feedback from school staff My family is treated with respect at my school. I have opportuni- Special area classes add to my school experience I would recommend my school to others. I feel safe at school. I am recognized for good work My school is clean and well maintained The teachers, staff, and The principal at my school is
consistently at my school. about my academic progress ties to be successful at my school. and behavior at my school. at my school genuine concern. an effective leader Standard 1: Student Learning Results Standard 2: Student Learning as a Priority Standard 3: Instructional Plan Implementa- tion Standard 4: Faculty Development Standard 5: Learning Environment Standard 6: Decision Making Standard 7: Leadership Development Standard 8: School Management Standard 9: Standard 10: Professional and Ethical Behaviors Standard 1: Student Learning Results Standard 2: Student Learning as a Priority Standard 3: Instructional Plan Implementation Standard 4: Faculty Development Standard 5: Learning Environment Standard 6: Decision Making Standard 7: Leadership Development Standard 8: School Management Standard 9: Communication Standard 10: Professional and Ethical Behaviors My child’s learning is a high priority at this school. School rules/ discipline plans are enforced consistently at this school. I regularly receive feedback from school staff on how well my child is learning. My family is treated with respect at this school. My child has the opportunity to be successful at this school. My child has the necessary supplies and equipment to learn. I would recommend this school to other parents. The school provides a safe environment for my child to learn. My child is recognized for good work and behavior at this school. The school is clean and well maintained. The teachers, staff, and administration at this school demonstrate a genuine concern for my child. I am proud to say I have a child at this school. The principal at this school is approachable and reachable. The principal is an effective leader. I receive information about my child’s academic progress in school. I feel the special areas available at my child’s school help make my child’s educational experience well rounded. I receive information about the progress of my child’s school. I receive information about the school’s parent/guardian involvement policy. I receive information about the quality of my child’s teacher. I have opportunities for involvement at my child’s school Information in the Santa Rosa District Schools’ Family Guide helps me understand my child’s school work. Parent Satisfaction Survey Crosswalk Florida Educational Leadership Standards
**Note-The Employee Engagement Survey is aligned to the standards highlighted in this matrix. Employee Engagement Crosswalk to Florida Principal Leadership Standards **Note-The Employee Engagement Survey is aligned to the standards highlighted in this matrix. Standard 1 is assessed in the student achievement portion of the evaluation; standard 10 is intended to be assessed by the supervisor. My principal/ supervisor provides me good processes and resources to do my job. My principal/ supervisor provides feedback on my strengths as an employee. Principal/ supervisor led meetings make efficient use of time and are productive. My principal/ supervisor recognizes good performance. My principal/ supervisor demonstrates a genuine concern for my welfare. My principal/ supervisor makes the best use of available funds. My principal/ supervisor consults me on decisions that affect my job. The expectations for judging my performance are clear. My principal/ supervisor provides the support needed to accomplish my work objectives. My principal/ supervisor provides feedback concerning areas for improving my performance. Standard 1: Student Learning Results Standard 2: Student Learning as a Priority Standard 3: Instructional Plan Implementa- tion Standard 4: Faculty Development Standard 5: Learning Environment Standard 6: Decision Making Standard 7: Leadership Development Standard 8: School Management Standard 9: Standard 10: Professional and Ethical Behaviors
Goal 1: Expected date of completion: ____________ Goal met by expected date? Yes No Goal 1: Expected date of completion: ____________ Goal met by expected date? Yes No Goal 2: Expected date of completion: ____________ Goal met by expected date? Yes No Goal 2: Expected date of completion: ____________ Goal met by expected date? Yes No Goal 3: Expected date of completion: ____________ Goal met by expected date? Yes No Goal 3: Expected date of completion: ____________ Goal met by expected date? Yes No Goal 4: Expected date of completion: ____________ Goal met by expected date? Yes No Goal 4: Expected date of completion: ____________ Goal met by expected date? Yes No Goal 5: Expected date of completion: ____________ Goal met by expected date? Yes No Goal 5: Expected date of completion: ____________ Goal met by expected date? Yes No Planning/Review Session(s) Planning Date Attendees: Manager Comment Regarding Progress: Administrator Comment Regarding Progress: Plan Completion Rating (Assessed by Manager) Professional Improvement Plan Goals Goal met by expected date? Yes No Date: Final Comments at Closing of Professional Improvement Plan Manager
Santa Rosa District Schools School Year______ Section III: Administrator Evaluation Instrument/Professional Development Plan The Department of Education Professional Development Protocol requires that all administrators write a professional development goal annually that reflects the needs of current year student assessment data The Goal should be tied to the School Improvement Plan and the district improvement plan (strategic plan). The PDP counts as 15% of each administrator’s total evaluation. Student Needs Goal Statement (Administrators must write a goal that addresses a need based on current state assessment, School Improvement Plan data, and district improvement plan needs. Administrator Needs Goal Statement (The administrator goal statement should identify Administrator needs to ensure that the student performance goal is met.) Projected Professional Development (should align with student needs, could include Administrator certification professional improvement needs) Deliberate Practice (include literacy practice related to school goal) (Deliberate Practice is the implementation of research-based strategies that are aligned with the projected professional development that has been identified.)
Student Performance Rating Effective This information is recorded in Section V where it is calculated as part of the total score. Administrator’s Comments: We are pleased with Reading scores. Writing and Science will be addressed next year in a different way. Administrator’s Signature: Principal Date: 07/01/XX Supervisor’s Comments: We will address skill deficits in a different way next year. Supervisor’s Signature: Supervisor___________________ Date: 07/01/XX Santa Rosa District School Annual School Leader/ Administrative Evaluation Instrument Section VI: Overall Rating Evaluation Ratings 65% Score Weight School District Weighted Score IIA Parent Satisfaction 3.0 .05 .05 .150 IIB Teacher Satisfaction 4.0 .05 .05 .200 IIC Student Satisfaction 3.0 .05 .150 IID Support Card Survey N/A .05 .000 III Professional Development Plan 3.0 .15 .450 IV Educator Accomplished Practices (25%) Proficiency Area 1 3.0 .03 .090 IV Proficiency Area 2 4.0 .03 .120 IV Proficiency Area 3 4.0 .05 .200 IV Proficiency Area 4 3.0 .05 .150 IV Proficiency Area 5 3.0 03 .090 IV Proficiency Area 6 4.0 .04 .160 IV Proficiency Area 7 1.0 .04 .040 IV Proficiency Area 8 3.0 .02 .060 IV Proficiency Area 9 4.0 .03 120