Highly Effective Effective Needs Improvement Ineffective Engages all staff and diverse stakeholders in a cyclical process for the collection and analysis of qualitative and quantitative data pertinent to the educational environment, and uses it to identify school improvement goals and make related improvements. Promotes a culture of collective direction, shared engagement, and mutual accountability by utilizing two-way communication structures with diverse stakeholders. Engages teams in a cyclical process for the collection and analysis of qualitative and quantitative data pertinent to the educational environment, and uses it to identify school improvement goals and make related improvements. Promotes a culture of collective direction, shared engagement, and mutual accountability by utilizing two-way communication structures. Collects and analyzes limited sources of data and information pertinent to the educational environment. Makes rudimentary attempts to promote a culture of collective direction, shared engagement, and mutual accountability by sharing limited and/or incomplete information. Make decisions about whether or not to change the educational environment based on own impressions and beliefs. Does not promote a culture of collective direction, shared engagement, and mutual accountability. Evidence of Implementation: School improvement artifacts including (but not limited to) professional development plan, goals and objectives, agendas, minutes, and feedback. Data summary artifacts (discipline, intervention, attendance, and/or academic data) INSTRUCTION FOR STUDENT ACHIEVEMENT PRINCIPAL/ASSISTANT PRINCIPAL I-3 Uses the evaluation processes to ensure delivery of curriculum, high quality instruction, and aligned assessment. An instructional leader provides feedback, direction, and resources to ensure that the curriculum is delivered and assessed with fidelity. Additionally, a leader ensures that best instructional practices are being implemented to meet the needs of all students by setting high expectations for the academic growth of all students. Highly Effective Effective Needs Improvement Ineffective Conducts regular and purposeful observations that target school improvement initiatives and identify professional development needs. Exceeds the expectations for implementing the teacher evaluation system which may include more Conducts regular and purposeful observations that lead to the meaningful evaluation of teacher performance. Implements the teacher evaluation system in accordance with the Teacher Evaluation Handbook. Does not consistently conduct purposeful observations, and teacher evaluations are not meaningful. Does not consistently implement the teacher evaluation system in accordance with the Teacher Does not conduct regular and purposeful observations, and teacher evaluations are not meaningful. Does not meet the timelines or requirements of the teacher evaluation system.
Articulates consistently to all stakeholders that time in the school day is focused on classroom instruction and student learning and makes this a priority when involved in any scheduling. Involves staff members in ensuring that their strengths and certifications match instructional assignments to enhance the overall instructional program. Involves staff in developing a master schedule that is driven by student needs, curricular needs, and student requests. Articulates consistently to all stakeholders that the focus is on instructional priorities when organizing the school day for special events and enforces this focus. Involves stakeholders in assigning the use of facilities and resources, including technology, to support and extend classroom instruction. Ensures that time in the school day is focused on classroom instruction and student learning. Matches the instructional assignments to the strengths and certifications of staff. Develops the master schedule driven by student needs, curricular needs, and/or student requests. Maintains the focus on instructional priorities when organizing the school day for special events. Makes appropriate use of the facilities and other resources, including technology, when developing schedules to support classroom instruction. Does not consistently ensure that time in the school day is focused on classroom instruction and learning. Knows the strengths and/or certifications of staff but does not consistently match these to the instructional assignments. Develops the master schedule by considering student needs and curricular needs, but these are not priorities. Does not consistently maintain the focus on instructional priorities when organizing the school day for special events. Develops schedules that minimally support classroom instruction without consistently considering the appropriate use of facilities and resources. Does not make classroom instruction and student learning a priority when planning the school day. Is unaware of the strengths and certifications of staff when making instructional assignments. Develops the master schedule without considering student needs or curricular needs. Does not maintain the focus on instructional priorities when organizing the school day for special events. Develops schedules without considering appropriate use of facilities and resources. Classroom instruction is not supported in this process. Evidence of Implementation: Master schedules, teachers’ instructional schedules, teacher assignments aligned to certification, memos, etc. INSTRUCTION FOR STUDENT ACHIEVEMENT PRINCIPAL/ASSISTANT PRINCIPAL I-5 Promotes instruction that maximizes student learning. An instructional leader promotes the success and well-being of every student by promoting instruction that maximizes student learning. Highly Effective Effective Needs Improvement Ineffective
Develops, supports, and maintains a culture of high expectations and challenge for all students focused on county curriculum documents. Develops the capacity of staff to create individualized, authentic, relevant, and developmentally appropriate instruction. Develops the capacity of staff to extend their use of effective pedagogy and high-quality, research-based instructional strategies to challenge students and address learning gaps. Ensures use of pedagogy that is culturally congruent; students willingly take intellectual risks. Supports and maintains a culture of high expectations and challenge for most students focused on county curriculum documents. Ensures instruction is authentic, relevant, and developmentally appropriate. Ensures the use of effective pedagogy and high-quality, research-based instructional strategies to challenge students and address learning gaps. Ensures use of pedagogy that is culturally congruent; structures are in place to encourage students to take intellectual risks. Attempts to establish expectations to support the academic needs of some students. Inconsistently supports the use of student-centered, authentic, relevant, and/or developmentally appropriate instruction. Inconsistently supports the use of effective pedagogy and research-based instructional strategies to challenge students and address learning gaps. Inconsistently supports the use of pedagogy that is culturally congruent; some opportunities may exist for students to take intellectual risks. Does not establish instructional expectations to support academic needs of students. Does not support the use of student-centered, authentic, relevant, and/or developmentally appropriate instruction. Does not support the use of effective pedagogy and research-based instructional strategies to challenge students and address learning gaps. Does not support the use of pedagogy that is culturally congruent; opportunities for students to take intellectual risks are stifled. Evidence of Implementation: Observations, professional development plans, data documents, data collection systems, etc. MANAGEMENT OF SCHOOL ENVIRONMENT PRINCIPAL/ASSISTANT PRINCIPAL M-1 Establishes and maintains a safe and orderly environment A An instructional leader promotes the success and well-being of every student by developing an inclusive school climate and by ensuring positive interactions between staff and students for the purpose of improving student learning. Highly Effective Effective Needs Improvement Ineffective
the community. Implements county policies and procedures fairly and consistently with conviction and ownership of responsibilities. Takes multiple opportunities to reinforce the connections between school and system needs, and the local, state, and federal initiatives implemented in the school system by analyzing and anticipating emerging trends. procedures fairly and consistently. Presents a collaborative approach to local, state, and federal initiatives currently implemented in the school system. procedures inconsistently. Presents limited partnership with local, state, and federal initiatives currently implemented in the school system. knowledge/understanding of county policies and procedures. Demonstrates little/no awareness of local, state, and federal initiatives affecting the school system. Evidence of Implementation: Meeting minutes/agendas, correspondence, attendance at events, etc. C-3 Ensures the development of an equitable and culturally responsive school. PRINCIPAL/ASSISTANT PRINCIPAL An instructional leader promotes the success and well-being of every student by ensuring the development of an equitable and culturally responsive school. Highly Effective Effective Needs Improvement Ineffective Promotes understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources. Nurtures a sense of approachability and sustains positive relationships with families and caregivers. Provides ongoing professional development to all staff and school community to increase culturally responsive practices that positively impact student learning. Anticipates and corrects intolerant views directed at members of the school community. Has an understanding of the community’s diverse cultural and social resources. Builds and maintains positive relationships with families and caregivers. Provides professional development to staff to increase culturally responsive practices that positively impact student learning. Corrects intolerant statements directed at members of the school community. Demonstrates limited understanding of the community’s diverse cultural, social and intellectual resources Attempts to build positive relationships with families and caregivers with limited success. Provides limited professional development to staff to promote culturally responsive practices that positively impact student learning. Demonstrates an awareness of intolerant statements directed at members of the school community, but inconsistently addresses them. Unwilling to understand the community's diverse cultural, social and intellectual resources. Allows relationships with families and caregivers to be negative. Does not provide professional development to staff to increase culturally responsive practices. Ignores or is unaware of intolerant statements directed at members of the school community.
Provides ongoing supervision of staff according to position, makes necessary changes based on the needs of the school, and proactively develops professional growth plans. Consistently enforces CCPS policies, coordinates with Administrative Services and implements employee disciplinary procedures. needs of the school, and initiates improvement plans. Enforces CCPS policies, coordinates with Administrative Services and implements employee disciplinary procedures. Minimally enforces CCPS policies and employee disciplinary procedures. policies and employee disciplinary procedures. Evidence of Implementation: Observation and evaluation documents, disciplinary documents, etc. ADHERES TO ETHICAL PRINCIPLES AND PROFESSIONAL NORMS PRINCIPAL/ASSISTANT PRINCIPAL P-1 Acts honestly and ethically An instructional leader is expected to exhibit strong interpersonal skills with a diverse group of people while being honest, accurate, and ethical in communications and actions. The leader must also monitor the language and action of others to ensure this same level of ethical behavior. Information is held in confidence and only used as intended and appropriate. Highly Effective Effective Needs Improvement Ineffective Ensures that staff is informed and follow relevant school laws, policies and procedures, and addresses concerns directly. Demonstrates and holds others to same standard of fairness and respect in actions and communications with all students, staff, and parents. Maintains confidential information regarding students and staff Ensures that staff is informed and follow relevant school laws, policies, and procedures. Demonstrates fairness and respect in actions and communications with all students, staff, and parents. Uses confidential information regarding students and staff appropriately. Acts in an open and transparent manner. Demonstrates awareness of relevant school laws, policies, and procedures. Whether intended or not, actions and decisions are occasionally made with disparate, unfair impact on select students, staff, or parents. Shares confidential information inadvertently and/or inappropriately. Acts in a manner that is not Acts without knowledge or regard for school laws, policies, and procedures. Actions and decisions reflect favoritism or preferential treatment of select students, staff, or parents. Divulges confidential information to inappropriate audiences. Acts in a manner that is not
appropriately as a priority for self and others. Acts in an open and transparent manner with diverse stakeholders in all aspects of the school. transparent. transparent and may be illegal. Evidence of Implementation: School Improvement Team created surveys, meeting feedback, anecdotal documentation (emails, conference summaries, letters), etc. ADHERES TO ETHICAL PRINCIPLES AND PROFESSIONAL NORMS PRINCIPAL/ASSISTANT PRINCIPAL P-2 Demonstrates a positive work ethic and professionalism An instructional leader creates an environment conducive to learning by demonstrating task perseverance, loyalty to the district, and adherence to its policies and expectations. This is reflected in regular on-time attendance and a positive attitude toward performing assigned and requested duties. Highly Effective Effective Needs Improvement Ineffective Is reliable and consistent about personal attendance and fulfillment of responsibilities, and regularly attends outside activities and events to support the system and the community. Accepts appointment to district work groups and contributes to the task of the committee while providing oversight and guidance for activities. Anticipates and adapts to changing conditions and expectations with the best interest of students in mind. Establishes a school culture that assists staff and students to engage in reflection and personal goal setting. Contributes to district development of school policies and procedures that are Is reliable and consistent about personal attendance and fulfillment of responsibilities. Accepts appointment to district work groups and contributes to the task of the committee. Adapts to changing conditions and expectations with the best interest of students in mind. Reflects upon personal effectiveness to establish personal improvement goals. Stays informed on and adheres to relevant school laws, policies, and procedures. Models district expectations for professional appearance, appropriate language, and Is most often reliable and consistent about personal attendance, but may not post absences as they occur. Serves on district work groups but is not a consistent contributor. Adapts to changing conditions and expectations without regard for best interest of students. Reflects upon personal effectiveness without establishing personal improvement goals. Is aware of relevant school laws, policies, and procedures but does not adhere to practices. Is unreliable or inconsistent about regular, on-time attendance AND/OR does not register personal absences accurately or promptly. Inconsistent attendance for district work groups and does not contribute when present. Does not adapt to changing conditions and expectations. Reflection and goal setting do not occur. Does not remain updated and informed on relevant school laws, policies, and procedures. Disregards expectations and allows for others to not uphold expectations.
INSTRUCTION FOR STUDENT ACHIEVEMENT COORDINATOR/PROGRAM FACILITATOR I-1 Promotes the district vision. [MD Framework 1: Facilitates the development of a school vision] An instructional leader articulates, supports, and promotes the school system’s vision for quality teaching and learning. Highly Effective Effective Needs Improvement Ineffective Demonstrates flexibility and innovative leadership in responding to current national standards in order to develop an instructional vision. Communicates current trends to system leadership. Develops an instructional vision that is articulated, implemented, shared, and supported by all stakeholders to address the values, challenges, and opportunities for the academic, social, and emotional development of students. Develops procedures to embed the instructional vision in the school system culture and frequently reviews the relevance of the vision. Recommends and prioritizes resources to maximize their impact on the implementation of the instructional vision. Develops an instructional vision aligned with national standards and by collaborating with system leadership. Develops an instructional vision that actively works to address the values, challenges, and opportunities for the academic, social, and emotional development of students. Develops procedures for the implementation and periodic review of an instructional vision. Ensures that resources are aligned to support the instructional vision by providing guidance to system and building leaders. Develops an instructional vision that minimally addresses the current national standards and/or with minimal collaboration with system leadership. Develops an instructional vision but this vision is not implemented to address the current academic, social and emotional development of students. Develops procedures for the implementation of an instructional vision but does not provide opportunities for periodic review. Provides minimal guidance on the selection of resources to support the instructional vision. Does not collaborate with system leadership or address the current national standards to develop an instructional vision. Develops an instructional vision that does not reflect the current academic, social and emotional development of students. Does not develop procedures for implementation and does not provide for review of an instructional vision. Does not provide guidance on the selection of resources to support the instructional vision. INSTRUCTION FOR STUDENT ACHIEVEMENT COORDINATOR/PROGRAM FACILITATOR
I-2 Develops and implements a strategic instructional plan [MD Framework 6: Uses technology and multiple data sources to improve instruction] An instructional leader utilizes data analysis to determine system needs and works collaboratively to develop and implement instructional plans that enable students to reach academic, social, and emotional goals. The instructional leader will ensure that the strategic instructional plan aligns with the Cecil County Public Schools’ Strategic Plan. Highly Effective Effective Needs Improvement Ineffective Demonstrates flexibility in responding to current trends to create and implement a specific strategic instructional plan with collaborative stakeholder input. Utilizes technology in a variety of formats to inform multiple stakeholder groups of progress toward system improvement goals. Ensures that research based strategies are utilized by highly qualified professionals to address the needs of all students. Provides opportunities for stakeholders to regularly analyze data and monitor the effectiveness of the plan. Collaborates to make adjustments accordingly to continue progress toward meeting the goals. Creates and implements a specific strategic instructional plan through collaborative stakeholder input. Collects and analyzes data to identify goals, assess program effectiveness, and promote learning. Utilizes technology in this process. Ensures that strategies are developed and implemented to address the needs of all students. Analyzes data regularly to monitor the effectiveness of the plan and makes adjustments accordingly to continue progress toward meeting the goals. Utilizes technology in this process. Creates a strategic instructional plan but does not implement all of the specific strategies in the plan. Collects and analyzes data but does not use it purposefully to identify goals, assess program effectiveness, and promote learning. Ensures that strategies are developed but these strategies are not effectively implemented to address the needs of all students. Collects and analyzes data but does not use it purposefully to make adjustments accordingly to continue progress toward meeting the goals. Creates a strategic instructional plan without collaboration and/or fails to implement the plan. Does not use data to inform system improvement decisions. Does not develop nor implement strategies to address the needs of all students. Displays no evidence of data analysis and does not monitor the progress of the plan toward meeting the goals. INSTRUCTION FOR STUDENT ACHIEVEMENT COORDINATOR/PROGRAM FACILITATOR I-3 Develops, adapts, and evaluates curriculum and assessments [MD Framework 3: Monitor the alignment of curriculum, instruction, and assessment] [MD Framework 4: Improve instruction through observation and evaluation of teachers]
[MD Framework 5: Ensure integration of appropriate assessment into daily instruction] An instructional leader develops, adapts, evaluates, and updates curriculum and assessments that promote the success and well-being of every student in alignment with national, state, and system expectations. An instructional leader also makes recommendations to building leaders for the allocation, alignment, and efficient utilization of human, facility, and technology resources. Highly Effective Effective Needs Improvement Ineffective Involves multiple stakeholders in the development of curriculum and assessments based on current national, state, and system standards. Works with national, state, and regional teams to develop curriculum and assessments. Ensures that curriculum writers are trained in the principles of the system’s philosophical framework in order to develop curriculum and assessments. Routinely reviews student performance data to evaluate the effectiveness of the curriculum and assessments. Uses this information for revisions and updates as needed. Communicates these findings to stakeholders. Analyzes feedback from multiple stakeholders to identify trends and areas of success/needs. Uses this analysis to inform revisions and updates to the curriculum and assessments. Involves staff members in ensuring that their strengths and certifications match instructional assignments to enhance the Involves multiple stakeholders in the development of curriculum and assessments based on current national, state, and system standards. Develops curriculum and assessments that are aligned with the system’s philosophical framework. Periodically reviews student performance data to evaluate the effectiveness of the curriculum and assessments. Uses this information for revisions and updates as needed. Involves multiple stakeholders in providing feedback to inform revisions and updates to the curriculum and assessments. Recommends that instructional assignments are aligned to the strengths and certifications of staff. Develops curriculum and assessments without representation of a variety of stakeholders. Inconsistently uses the system’s philosophical framework in the development of curriculum and assessments. Reviews student performance data but does not use this information consistently for revisions and updates to curriculum and assessments. Involves few stakeholders in providing feedback to inform revisions and updates to the curriculum and assessments. Knows the strengths and/or certifications of staff but does not consistently make recommendations to match these to the instructional assignments. Does not use current national, state, and system standards in the development of curriculum and assessments. Does not use the system’s philosophical framework to develop curriculum and assessments. Does not use student performance data to inform revisions and updates to curriculum and assessments. Does not request feedback from stakeholders to inform revisions and updates to the curriculum and assessments. Is unaware of the strengths and certifications of staff when making instructional recommendations.
overall instructional program. INSTRUCTION FOR STUDENT ACHIEVEMENT COORDINATOR/PROGRAM FACILITATOR I-4 Uses the evaluation processes to ensure curriculum implementation and high quality instruction [MD Framework 2: Align all aspects of a school culture to student and adult learning] An instructional leader provides feedback, direction, and resources to ensure that the curriculum is implemented with fidelity and that high quality instructional practices are being utilized to meet the needs of all students. An instructional leader ensures that high expectations are set for the academic growth of all students. Highly Effective Effective Needs Improvement Ineffective Conducts regular and purposeful observations that target school improvement initiatives and identify professional development needs. Exceeds the expectations for implementing the teacher evaluation system which may include more frequent evaluations. Provides formal constructive feedback during observation and evaluation conferences as well as during ongoing informal visits, meetings, and conversations with teachers regarding curriculum and instruction. Collaborates with school and system personnel to provide appropriate resources that maximize classroom instruction and student learning. Actively searches for technology Conducts regular and purposeful observations that lead to the meaningful evaluation of teacher performance. Implements the teacher evaluation system in accordance with the Teacher Evaluation Handbook. Provides formal constructive feedback during observation and evaluation conferences. This feedback clearly addresses each domain of the observation and evaluation forms. Ensures that appropriate resources are provided to support classroom instruction and student learning. Promotes the most appropriate use of technology to support classroom instruction and student learning. Ensures the alignment of curriculum, instruction, and assessment in the specific content Does not consistently conduct purposeful observations, and teacher evaluations are not meaningful. Does not consistently implement the teacher evaluation system in accordance with the Teacher Evaluation Handbook. Provides feedback during observation and evaluation conferences but this feedback may not be constructive and may not address each domain of the observation and evaluation forms. Provides minimal resources to support classroom instruction and student learning. Does not provide for equitable allocation of resources. Promotes the use of technology but this technology does not support classroom instruction and student learning. Does not conduct regular and purposeful observations, and teacher evaluations are not meaningful. Does not meet the timelines or requirements of the teacher evaluation system. Does not provide formal constructive feedback during observation and evaluation conferences. Does not provide appropriate resources to support classroom instruction and student learning. Use of technology is not valued as a tool to support classroom instruction and student learning. Does not ensure the alignment of curriculum, instruction, and assessment. Does not seek resources to understand this alignment.
resources to maximize classroom instruction and student learning. Collaborates with school and system personnel to ensure the alignment of curriculum, instruction, and assessment in the specific content area and seeks opportunities to keep current with changes and updates. area. Is mindful of the alignment of curriculum, instruction, and assessment but does not ensure the alignment in the specific content area. MANAGEMENT OF RESOURCES COORDINATOR/PROGRAM FACILITATOR M-1 Complies with federal, state, and local policies and regulations An instructional leader crafts and connects management operations, policies and resources to the federal, state and local policies and regulations Highly Effective Effective Needs Improvement Ineffective Is aware of emerging trends and proactively seeks ways to review and revise processes so that programs are advanced. Proactively implements federal, state, and local policies and procedures. Enables others to understand, adhere to and support relevant laws, and policies. Ensures that programs are aligned with current federal, state, and local policies and regulations. Understands, adheres to and supports relevant laws and policies. Programs are not consistently aligned with federal, state, and local policies and regulations. Does not consistently adhere to relevant laws and policies. Does not ensure that programs are aligned with federal, state, and local policies and regulations. Does not adhere to relevant laws and policies. MANAGEMENT OF RESOURCES COORDINATOR/PROGRAM FACILITATOR M-2 Manages fiscal resources The instructional leader uses good fiscal management skills and bases decisions on student and program needs.
of members of the school community to address program/system concerns. Uses multiple data resources during multi-media presentations to engage stakeholders and to support decisions made for programs and initiatives. program/system initiatives. Utilizes multiple resources and styles of presentation to engage stakeholders and incorporates data to support program/system initiatives. about program/system initiatives. Relies on one or two methods/times to communicate with stakeholders using data that does not directly support the system/program initiative. system initiatives. Relies on one or two methods/times to communicate with stakeholders without using supportive data. COMMUNITY OUTREACH AND STAKEHOLDER ENGAGEMENT COORDINATOR/PROGRAM FACILITATOR C-2 Seeks and responds to stakeholder input during decision making processes The instructional leader ensures that all stakeholder needs are considered when developing program changes. Highly Effective Effective Needs Improvement Ineffective Actively builds and sustains the program with input from stakeholder regarding needs before implementing change. Anticipates needs and addresses those needs through all stakeholder groups. The education leader ensures collaboration with stakeholder and considers and respects needs when developing and or sustaining program changes. Responds to input regarding stakeholder needs before implementing change. Responds appropriately to input given from stakeholder groups. Reacts inconsistently to the needs of stakeholder groups. Responds to stakeholder input inconsistently. Demonstrates no reaction to the known needs of stakeholder groups. Responds in a manner that is inconsistent with county policies and procedures when working with stakeholder groups. COMMUNITY OUTREACH AND STAKEHOLDER ENGAGEMENT COORDINATOR/PROGRAM FACILITATOR C-3 Advocates for public education/ school system
communications and joint observations. Provides multiple opportunities for teacher leaders within schools and across the county to develop and facilitate county initiatives. observations. Developing teacher leaders within schools to facilitate county initiatives. observations. Provides limited development of teacher leaders within schools to facilitate county initiatives. Does not develop or utilize teacher leaders within schools to facilitate county initiatives. HUMAN RESOURCES DEVELOPMENT COORDINATOR/PROGRAM FACILITATOR HR-3 Manages human resources The instructional leader promotes the success of all students through effective hiring practices and management of the system’s human resources. Highly Effective Effective Needs Improvement Ineffective Assists in the recruiting, interviewing, and hiring of highly qualified teachers. Promotes, advocates, and recruits culturally diverse applicants. Regularly reviews and provides feedback about the policies for the hiring and training of staff. Serves as a resource for others with regards to the language of the negotiated agreements. Trains and supports administrative/clerical staff, allowing them to take initiative and act independently to maintain program operations. Assists in the interviewing and hiring of highly qualified teachers. Promotes the interviewing and hiring of culturally diverse applicants. Follows and stays current with changes to the Cecil County Public Schools’ policies regarding the hiring and training of staff. Is knowledgeable of and adheres to all negotiated agreements. Trains and supports administrative/clerical staff, allowing them to contribute to program operations. Does not offer support with interviewing and hiring teacher candidates. Inconsistently promotes the interviewing and hiring of culturally diverse applicants. Follows perceived policies for hiring and training of staff without staying current with policy changes. Does not consistently adhere to the negotiated agreements. Inconsistently trains and supports administrative/clerical staff allowing minimal independent actions in support of program operations. Does not assist with interviewing teacher candidates. Makes no effort to include culturally diverse applicants in the interview process. Demonstrates a lack of knowledge and disregard for the hiring and training policies. Disregards negotiated agreements. Inadequately trains or supports administrative/ clerical staff, resulting in minimal understanding or support of program operations.
RELATED PROFESSIONAL RESPONSIBILITIES COORDINATOR/PROGRAM FACILITATOR P-1 Communicates and acts honestly and ethically The instructional leader is expected to exhibit strong interpersonal skills with a diverse group of people while being honest, accurate, and ethical in communications and actions. The instructional leader must also monitor the language and action of others to ensure this same level of ethical behavior. Information is held in confidence and only used as intended and appropriate. Highly Effective Effective Needs Improvement Ineffective Ensures that staff is informed and follow relevant school laws, policies, and procedures and addresses concerns directly. Demonstrates and holds others to same standard of fairness and respect in actions and communications with all students, staff, and parents. Maintains confidential information regarding students and staff appropriately; is a priority for self and others. Is transparent in all and involves others when appropriate for personnel, district and school decision making. Ensures that staff is informed and follow relevant school laws, policies, and procedures. Demonstrates fairness and respect in actions and communications with all students, staff, and parents. Uses confidential information regarding students and staff appropriately. Maintains transparency in personnel and school decision making. Evaluates the potential moral and legal consequences of decision making. Demonstrates awareness of relevant school laws, policies, and procedures. Whether intended or not, actions and decisions are occasionally made with disparate, unfair impact on select students, staff, or parents. Confidential information may be inadvertently shared inappropriately. Rationale for decision-making in not always clear. Acts without knowledge or regard for school laws, policies, and procedures. Actions and decisions reflect favoritism or preferential treatment of select students, staff, or parents. Divulges confidential information to inappropriate audiences. Rationale is self-serving and not in best interest of school. RELATED PROFESSIONAL RESPONSIBILITIES COORDINATOR/PROGRAM FACILITATOR P-2 Respects diversity in the school community The instructional leader is aware of the diverse cultures represented in the community and is sensitive to issues and events that affect the community. When appropriate, the leader designs and executes a course of action to address issues or incidents that have the potential of negatively impacting members of the
community. Highly Effective Effective Needs Improvement Ineffective Works in the community to form external partnerships that support the school’s efforts to identify and meet diverse needs. Works in collaboration with stakeholders to implement, adjust, and evaluate educational programming to meet the needs of diverse constituents. Creates an infrastructure that helps to monitor and ensure equitable district practices and programming. Demonstrates the ability to build community consensus Demonstrates ability to develop, implement, and evaluate, and adapt educational programming to meet the needs of diverse constituents. Sets district-wide expectations for the fair treatment of all persons. Reviews and critiques district policies, programs, and practices to ensure that student needs inform all aspects of schooling. Is aware of diverse community membership but may not consistently adjust programs to meet the diverse needs of the various constituencies. Recognizes the need of educational programming for diverse constituents. Recognizes the need for fair treatment but fails to establish clear expectations. Is unaware or does not consider diverse needs of the community subgroups. Acts with insensitivity or disregard for unique needs of community members. Does not recognize the inequity and treatment of others. RELATED PROFESSIONAL RESPONSIBILITIES COORDINATOR/PROGRAM FACILITATOR P-3 Demonstrates a positive work ethic The instructional leader creates an environment conducive to learning by demonstrating task perseverance, loyalty to the district, and adherence to its policies and expectations. This is reflected in regular on-time attendance and a positive attitude toward performing assigned and requested duties. Highly Effective Effective Needs Improvement Ineffective Is reliable and consistent about personal attendance and fulfillment of responsibilities, and regularly attends outside activities and events to support the system and the community. Accepts appointment to district work groups and contributes to the task of the committee while Is reliable and consistent about personal attendance and fulfillment of responsibilities. Accepts appointment to district work groups and contributes to the task of the committee. Adapts to changing conditions and expectations with the best interest of students in mind. Is most often reliable and consistent about personal attendance, but may not post absences as they occur. Serves on district work groups but is not a consistent contributor. Adapts to changing conditions and expectations without regard for the best interest of students. Is unreliable or inconsistent about regular, on time attendance, AND/OR does not register personal absences accurately or promptly. Inconsistent attendance for district work groups and does not contribute when present. Does not adapt to changing
LEADERSHIP PUPIL PERSONNEL WORKER L-3 Demonstrates oral and written communication skills An education leader promotes the success of all students through effective communication with all stakeholder groups including school leaders, teachers, families, and community members. An education leader encourages open communication with members of diverse cultural and social groups. Highly Effective Effective Needs Improvement Ineffective Provides multiple opportunities to communicate with stakeholder groups to celebrate successes and to address concerns regarding program/system initiatives. Actively seeks and responds to input from a cross representation of members of the school community to address program/system concerns. Uses multiple data resources during multi-media presentations to engage stakeholders and to support decisions made for programs and initiatives. Provides multiple opportunities to communicate with stakeholder groups regarding program/system initiatives. Encourages input from members of the school community to be active in supporting program/system initiatives. Utilizes multiple resources and styles of presentation to engage stakeholders and incorporates data to support program/system initiatives. Attempts to communicate with stakeholder groups regarding program/system initiatives with varied results. Encourages few members of the school community to provide feedback regarding concerns about program/system initiatives. Relies on one or two methods/times to communicate with stakeholders using data that does not directly support the system/program initiatives. Few opportunities are provided for stakeholder groups to discuss and support program/system initiatives. Little or inappropriate responses are provided to members of the school community on program/ system initiatives. Relies on one or two methods/times to communicate with stakeholders without using supportive data. LEADERSHIP PUPIL PERSONNEL WORKER L-4 Provides support to students, home, and community An education leader ensures that all stakeholder needs are represented within school decision making. Highly Effective Effective Needs Improvement Ineffective Maintains processes to actively seek input from a Routinely and effectively solicits input from internal and Makes rudimentary and insufficient contact with Makes little or no effort to solicit input from concerned stakeholders when making
An education leader adheres to and communicates all governmental policies and regulations to stakeholders. Highly Effective Effective Needs Improvement Ineffective Is aware of emerging trends and seeks ways to respond to these changing expectations so that programs are advanced. Serves as a resource for others with regard to the language of COMAR regulations. Ensures that programs are aligned with federal, state, and local policies and regulations. Is knowledgeable of and adheres to all COMAR regulations. Programs are not consistently aligned with federal, state, and local policies and regulations. Does not adhere to COMAR regulations. Does not ensure that programs are aligned with federal, state, and local policies and regulations. Disregards COMAR regulations. MANAGEMENT PUPIL PERSONNEL WORKER M-2 Manages fiscal resources An education leader uses good fiscal management skills and bases decisions on students and school needs. Highly Effective Effective Needs Improvement Ineffective Involves all stakeholders in the budget process, makes adjustments as needed, and implements budget in a fiscally responsible manner. Develops a culture of financial responsibility with all stakeholders while providing for all needs within the school community. Communicates appropriate purchasing practices to all stakeholders and ensures these procedures are being adhered to by all stakeholders. Maintains accurate, organized and easily accessible financial records. Involves all stakeholders in the budget process, and implements budget in a fiscally responsible manner. Uses school, county, state, and federal funds judicially. Adheres to CCPS purchasing procedures and ensures that all staff members follow the CCPS policies and procedures. Ensures that procedures are in place to accurately maintain all financial records. Implements a budget that is not developed with stakeholder input. Fails to spend funds in accordance with county, state, and federal regulations. Adheres to CCPS purchasing procedures, but does not ensure that staff members adhere to these expectations. Maintains financial records inaccurately. Develops budget without stakeholder input and fails to implement the budget. Misappropriates funds or overspends accounts and fails to maintain a healthy fund balance. Fails to regularly follow or disregards the CCPS financial procedures and policies. Does not have procedures in place to guarantee accuracy of financial records.
and staff appropriately is a priority for self and others. Is transparent in all and involves others when appropriate for personnel and school decision making. personnel and school Rationale for decision-making in not always clear. INTERPERSONAL RELATIONSHIPS PUPIL PERSONNEL WORKER IR-2 Develops capacity of fellow professionals An educational leader provides professional development that is aligned with the Maryland Professional Development Standards that builds instructional and leadership capacity of staff. Highly Effective Effective Needs Improvement Ineffective Provides results-oriented professional development that is aligned with identified curricular, instructional, and assessment needs and is connected to school improvement goals that are reviewed and responsive to changing needs of the school. Provides differentiated professional development based on individual staff needs in order to achieve school improvement plan goals. Provides opportunities for staff to engage in collaborative planning and critical reflection during the school day that is consistent and in alignment with the school improvement plan. Provides opportunities for multiple staff members to take Provides results-oriented professional development that is aligned with identified curricular, instructional, and assessment needs and is connected to school improvement goals. Provides differentiated professional development according to career stages, needs of staff, and student performance. Provides opportunities for staff to engage in collaborative planning and critical reflection during the school day. Provides opportunities for staff to take leadership role in school initiatives. Orchestrates regular teacher team meetings as the prime focus for professional learning. Provides professional development that lacks and is not connected to school improvement goals. Provides professional development that is partially differentiated but does not take need into consideration. Limited opportunities are provided for staff to engage in collaborative planning and critical reflection during the school day. Provides limited opportunities for minimal staff members to take leadership role in school initiatives. Suggests that teacher teams work together to address students’ learning problems. Does not demonstrate the ability to execute a professional development plan for faculty and staff. Professional development activities are not differentiated. Collaborative planning is not promoted. Does not provide opportunities for staff members to assume leadership role in school initiatives. Does not emphasize teamwork and teachers work mostly in isolation from colleagues.
leadership roles in school initiatives. Develops teams to take ownership for using data and student work to drive constant refinement of teaching. INTERPERSONAL RELATIONSHIPS PUPIL PERSONNEL WORKER IR-3 Demonstrates professional demeanor An education leader serves as a model of professional behavior and demeanor in appearance, language usage, punctuality, and composure. The leader demonstrates respect for the opinions and interests of others in the organization, and accepts responsibility for one’s own actions and decisions. Highly Effective Effective Needs Improvement Ineffective Contributes to district development of school policies and procedures that are consistent, fair, legal, ethical, and in the best interests of students. Sets high standards for professional appearance, language, and relationships. Further, engages others in dialogue to reinforce those expectations with students and staff. Stays informed on and adheres to relevant school laws, policies, and procedures. Models district expectations for professional appearance, appropriate language, and respectful workplace relationships. Is aware of relevant school laws, policies, and procedures but does not adhere to practices. Is aware of expectations but is inconsistent in modeling and does not hold others responsible for behaviors. Does not remain updated and informed on relevant school laws, policies, and procedures. Disregards expectations and allows for others to not uphold expectations. INTERPERSONAL RELATIONSHIPS PUPIL PERSONNEL WORKER IR-4 Respects diversity in the school community An education leader is aware of the diverse cultures represented in the community and is sensitive to issues and events that affect that community. When appropriate, the leader designs and executes a course of action to address issues or incidents that have the potential of negatively impacting members of the community. Highly Effective Effective Needs Improvement Ineffective
Works in the community to form external partnerships that support the school’s efforts to identify and meet diverse needs. Demonstrates implements, adjusts, and evaluates educational programming to the needs of diverse constituents. Recognizes and rewards fairness and promotes a sense of school pride within the school community. Demonstrates the ability to build community consensus. Demonstrates ability to adapt educational programming to the needs of diverse constituents. Sets school-wide expectations for the fair treatment of all persons. Is aware of diverse community membership but may not adjust programs to meet the diverse needs of the various constituencies. Recognizes the need of educational programming for diverse constituents. Recognizes the need for fair treatment but fails to establish clear expectations. Is unaware or does not consider diverse needs of the community subgroups. Acts with insensitivity or disregard for unique needs of community members. Does not recognize the inequity and mistreatment of others.
CECIL COUNTY PUBLIC SCHOOLS Pupil Personnel Worker Annual Evaluation Name: Date: Assignment: DOMAIN 1 LEADERSHIP HE E NI InE NA L-1 Establishes and maintains high expectations L-2 Demonstrates organizational ability L-3 Demonstrates oral and written communication skills L-4 Provides support to students, home, and community L-5 Advocates for public education/school system Comments: DOMAIN 2 MANAGEMENT HE E NI InE NA M-1 Complies with federal, state, and local policies and regulations M-2 Manages fiscal resources M-3 Maintains flexibility in work schedule/time management M-4 Plans, prepares, and implements appropriate programs M-5 Conducts productive conferences Comments: DOMAIN 3 HUMAN RESOURCES DEVELOPMENT HE E NI InE NA H-1 Establishes and pursues appropriate goals for professional growth H-2 Manages human resources Comments: DOMAIN 4 INTERPERSONAL RELATIONSHIPS HE E NI InE NA IR-1 Demonstrates positive interpersonal relationships IR-2 Develops capacity of fellow professionals IR-3 Demonstrates professional demeanor IR-4 Respects diversity in the school community Comments: Name: Page 2 DOMAIN 5 HE E NI InE NA
When an administrator’s performance indicates a need to improve, the administrator and the next-in-line administrator will collaboratively develop goals and strategies to address the areas of focus that are less than effective. Using the Professional Improvement Plan form, the named parties will select specific objectives, identify means of achieving the objectives, agree to the method of measuring achievement of the objective, and set a timeline for achieving the objective. This Professional Improvement Plan process may be initiated at any point of the year, but must be initiated for any domain rating on the Mid-Year Formative or Annual Summative Evaluation that is less than effective. The timeline for achieving the objective(s) must be established to provide feedback prior to March 15 for non-tenured administrators and April 15 for tenured administrators. Before the end of the timeline established, the evaluated administrator and the next-in-line administrator will meet to discuss progress made toward addressing the selected objectives. The evaluator will reach a conclusion relative to the degree of attainment. That assessment will be one of the following: Fully Achieved Partially Achieved Not Achieved Cecil County Public Schools Administrative and Supervisory Personnel PROFESSIONAL IMPROVEMENT PLAN Name Assignment Evaluator AREAS OF FOCUS (Domain or component) OBJECTIVE MEANS OF ACHIEVING OBJECTIVE METHOD OF MEASURING ACHIEVEMENT OF OBJECTIVE TIMELINE/TARGET DATE(S) FOR ACHIEVING OBJECTIVE(S) – Including Completion Date of Plan
Evaluator’s Signature Date Evaluatee’s Signature Date Professional Improvement Plan Summary Degree of Attainment: ☐ Fully Achieved ☐ Partially Achieved ☐ Not Achieved Comments: Evaluator’s Signature Date Evaluatee’s Signature Date *A signature indicates a copy received – does not necessarily indicate agreement. APPENDIX A Mission Statement Our mission is to provide an excellent Pre-Kindergarten through graduation learning experience that enables ALL students to demonstrate the skills, knowledge and attitudes required for lifelong learning and productive citizenship in an ever changing global society. VISION of the Cecil County Public School System The Cecil County Public School System is a diverse learning community where all stakeholders are respected and valued and contribute to an excellent education program in an ever-changing global society. Students are caring citizens who take responsibility to demonstrate the skills, knowledge and attitudes required to excel academically and to be prepared for future challenges.