RUBRICS Core Practice #5: Engaging in Professional Learning to Improve Leadership Practices and Student Learning Outcomes Narrative: The district administrator engages in professional learning that improves professional practice in alignment with the needs of the district and schools, and demonstrates explicit improvement in specific performance area based on previous evaluations and formative feedback. The focus of this Core Practice is on the impact of the administrator’s professional learning – does the administrator’s learning result in continuous improvement in their performance? The district administrator practices and models deliberate practice by concentrating on a very few professional growth goals or targets in a set time period where the administrator strives for deep learning and personal mastery of a few “thin slices.” Rating Rubric Highly Effective: Evaluation Focus: The district administrator’s engagement in multidimensional deliberate practice growth targets directly related to capacity to support improvements in the school supervised consistently exceeds expectations. Effective: Evaluation Focus: The district administrator engagement in deliberate practice growth targets directly related to capacity to support improvements in the schools supervised consistently meets expectations. Needs Improvement: Evaluation Focus: The district administrator engagement in deliberate practice growth targets directly related to job responsibilities but has limited focus on improvements in the schools supervised inconsistently meets expectations. Unsatisfactory: Evaluation Focus: The district administrator engagement in deliberate practice growth targets directly related to job responsibilities is consistently below expectations. Attributes of the highly effective district administrator include: 5.1. The district administrator consistently models deliberate practice consistently engaging in deliberate practice to develop personal mastery of job related competencies. Attributes of the effective district administrator include: The district administrator models deliberate practice consistently engaging in deliberate practice to develop personal mastery of job related competencies. Attribute of the district administrator needing improvement include: The district administrator rarely models deliberate practice consistently engaging in deliberate practice to develop personal mastery of job related competencies. Attributes of the district administrator unsatisfactory include: The district administrator does not model deliberate practice consistently engaging in deliberate practice to develop personal mastery of job related competencies. 5.2. As a result of attending professional learning, knowledge and skills are shared throughout the organization and with other departments in the district. The district administrator personally attends and actively participates in the professional learning required of principals. The district administrator attends professional learning for principals but fails to actively engage becoming distracted with other responsibilities. The district administrator does not attend professional learning required of principals. Santa Rosa County District Schools District Leader Evaluation Plan
Santa Rosa County District Schools District Leader Evaluation Plan District Office Core Practice #1: Getting Results How does your district office evaluation system communicate, monitor, and evaluate expectations for the following: DISTRICT ADMINISTRATOR CORE PRACTICE RESEARCH RTTT MOU FLORIDA STATUTES FLORIDA SCHOOL LEADER ASSESSMENT FLORIDA EDUCATOR ACCOMPLISHED PRACTICES SANTA ROSA DISTRICT LEADER CORE PRACTICE Improving student achievement by focusing on leadership behaviors that influence the desired student results. SREB p. 2, Strategy 3 – Provide instructional coherence and support. DM pp. 7, 17, 18, 25 LET p. 4 #1 – District leaders have a shared agreement on instructional leadership. LET p. 4 #3 – A shared understanding of instructional leadership drives day-to-day work. LET p. 5 #5 – A shared understanding of instructional leadership drives evaluation. LET p. 5 #7 – District/Charter management organization and school leaders’ focus on continuous improvement in their practice. HON, pp. vi & ix ROB pp. 635-669 MOU (D) (2) Improving teacher and principal effectiveness based on performance (ii) bullet #4 pp. 13-14 Statute 1012.98 School community professional development act Statue 1012.985 Regional professional development academies Statute 1012.986 William Cecil Golden Professional Development Program for School Leaders. FSLA Domain 1 – Indicator 1.4 Academic Standards FSLA Domain 2 – Indicator 3.6 Faculty Effectiveness FEAPs 1-6 Core Practice # 1
Santa Rosa County District Schools District Leader Evaluation Plan DISTRICT ADMINISTRATOR CORE PRACTICE RESEARCH RTTT MOU FLORIDA STATUTES FLORIDA SCHOOL LEADER ASSESSMENT FLORIDA EDUCATOR PRACTICES SANTA ROSA DISTRICT LEADER CORE PRACTICE Improving the percentage of effective and highly effective principals and teachers in the district focusing on whether the accumulated impact of the district leader’s actions result in positive trend lines on principal and teacher effectiveness. DM pp. 5, 7, 18 HON, pp. 33 & 121 ZAV, p. 284 MOU (D) (2) Improving teacher and principal effectiveness based on performance (ii) bullet #2 p. 13 Statute 1012.34 Personnel evaluation procedures and criteria FSLA Domain 2 – Indicator 4.7 Actual Improvement FSLA Domain 2 – Indicator 3.6 Faculty Effectiveness FEAPs 1-6 Core Practices 1 & 3
Santa Rosa County District Schools District Leader Evaluation Plan DISTRICT ADMINISTRATOR CORE PRACTICE RESEARCH RTTT MOU FLORIDA STATUTES FLORIDA SCHOOL LEADER ASSESSMENT FLORIDA EDUCATOR ACCOMPLISHED PRACTICES SANTA ROSA DISTRICT LEADER CORE PRACTICE Statute 1003.32 Authority of teacher; responsibility for control of students; district school board and principal duties Statute 1013.12 Casualty, safety, sanitation, and fire-safety standards and inspection of property. Building consensus about core expectations for professional practice (Florida College and Career Ready Standards, NGSSS, teaching, leadership). SREB p. iv #3 – Develop tools and processes that principals and teachers can use to ensure that instruction for all groups of students is aligned with college-and career readiness standards. SREB p. 1, Strategy 1 – Establish a clear focus and a strategic framework of core beliefs, effective practices and goals for improving student achievement. Statute 1008.31 Florida’s K-20 Education Performance Accountability System; legislative Intent; mission, goals, and measures; data quality improvements Statute 1003.41 Next Generation Sunshine State Standards FSLA Domain 2 – All Indicators under Proficiency Area 4 Faculty Development 4.1 through 4.7 FSLA Domain 3 – Indicators 6.1 Prioritization Practices, 6.2 Problem Solving, 6.3 Quality Control FSLA Domain 4 – Indicator 10.4 Professional Conduct FEAPs 1-6 Core Practice 2
Santa Rosa County District Schools District Leader Evaluation Plan DISTRICT ADMINISTRATOR CORE PRACTICE RESEARCH RTTT MOU FLORIDA STATUTES FLORIDA SCHOOL LEADER ASSESSMENT FLORIDA EDUCATOR ACCOMPLISHED PRACTICES SANTA ROSA DISTRICT LEADER CORE PRACTICE CORE PRACTICE HON, p. ix ZAV, p. 284 SEA, p. 197 Directing energy, influence, and resources toward data analysis for instructional improvement, development and implementation of quality curricula to achieve the district’s learning goals. SREB p. v #6 – Give school principals real authority in the areas of staff selection, school scheduling, instructional programs, and use of and redirection of new and existing resources. SREB p. 2, Strategy 5 – Provide high-quality data that link student achievement to school and classroom practices, and assist schools to use data effectively. SREB p. 2, Strategy 6 – Optimize the use of resources to improve student learning. DM p. 5 HON, p. ix MOU (C) (3) (ii) Professional development on use of data pp. 8-9 Statute 1012.34 Personnel evaluation procedures and criteria Statute 1012.98 School community professional development act Statue 1012.985 Regional professional development academies Statute 1012.986 William Cecil Golden Professional Development Program for School Leaders FSLA Domain 1 – All Indicators under Proficiency Area 1 Student Learning Results 1.1 through 1.4 FSLA Domain 3 – Indicator 6.1 Prioritization Practices FEAPs Quality Instruction # 4 and Continuous Improvement 1 Core Practice 2
Santa Rosa County District Schools District Leader Evaluation Plan DISTRICT ADMINISTRATOR CORE PRACTICE RESEARCH RTTT MOU FLORIDA STATUTES FLORIDA SCHOOL LEADER ASSESSMENT FLORIDA EDUCATOR ACCOMPLISHED PRACTICES SANTA ROSA DISTRICT LEADER CORE PRACTICE ZAV, pp. 284-285 ROB p. 661 – Establishing goals and expectations ROB p. 661 – Resourcing strategically ROB pp. 661-663 – Planning, coordinating, and evaluating teaching and the curriculum. Differentiating support to principals in relation to evidence of compliance and skill in implementing the expectations, with flexibility for innovation. SREB p. 2, Strategy 2 – Organize and engage the school board and district office in support of each school. SREB p. 2, Strategy 6 – Optimize the use of resources to improve student learning. SREB p. 21 DM p. 30 LET p. 6 #3 – Instructional Leadership Directors differentiate support for principals. MOU (D) (2) Improving teacher and principal effectiveness based on performance p. 10 MOU (D) (2) Improving teacher and principal effectiveness based on performance (iii) Bullet #4 (iv) (a) p. 14 Statute 1012.98 School community professional development act Statue 1012.985 Regional professional development academies Statute 1012.986 William Cecil Golden Professional Development Program for School Leaders. FSLA Domain 2 – Indicators 4.4 Instructional Initiatives, 4.5 Facilitating and Leading Professional Learning, 4.6 Faculty Development Core Practice 2
Santa Rosa County District Schools District Leader Evaluation Plan DISTRICT ADMINISTRATOR CORE PRACTICE RESEARCH RTTT MOU FLORIDA STATUTES FLORIDA SCHOOL LEADER ASSESSMENT FLORIDA EDUCATOR ACCOMPLISHED PRACTICES SANTA ROSA DISTRICT LEADER CORE PRACTICE LET p. 7 #6 – Central office provides support for Instructional Leadership Director to meet the differentiated needs of principals. LET p. 10 #4 – Central office provides customized support to schools. HON, p. Dimension 1 & pp. vi & ix SEA, p. 197 Setting clear expectations for school leadership practices and establish leadership development systems to select, train, and assist principals and teacher leaders consistent with district expectations. SREB pp. 1-2, Strategy 1 – Establish a clear focus and a strategic framework of core beliefs, effective practices and goals for improving student achievement. SREB p. 2, Strategy 2- Organize and engage the school board and district office in support of each school. SREB p. 35 MOU (D) (2) Improving teacher and principal effectiveness based on performance (ii) Bullet #2, #2 p. 13 Statute 1012.28 Public school personnel; duties of school principal Statute 1012.34 Personnel evaluation procedures and criteria Statute 1012.55 Positions for which certificates required. Statute 1012.56 Educator certification requirements Statute 1003.32 Authority FSLA Domain 2 Indicators 4.1 Recruitment and Retention, 4.4 Instructional Initiatives, 4.5 Facilitating and Leading Professional Learning, 4.6 Faculty Development Alignments Core Practice 3
Santa Rosa County District Schools District Leader Evaluation Plan DISTRICT ADMINISTRATOR CORE PRACTICE RESEARCH RTTT MOU FLORIDA STATUTES FLORIDA SCHOOL LEADER ASSESSMENT FLORIDA EDUCATOR ACCOMPLISHED PRACTICES SANTA ROSA DISTRICT LEADER CORE PRACTICE LET p. 4 #1 – District leaders have a shared agreement of instructional leadership. HON, p. 121 ROB p. 659-661 – Establishing goals and expectations SEA, p. 197 of teacher; responsibility for control of students; district school board and principal duties Statute 1012.98 School community professional development act Statue 1012.985 Regional professional development academies Statute 1012.986 William Cecil Golden Professional Development Program for School Leaders Providing organized opportunities for teachers and principals to engage in school-to-school communication, focusing on the challenges of improving student learning and program implementation. SREB p. 28 DM p. 22 LET p. 7 #4 – Central office leaders’ lead principal networks. HON – Principal Networks, p. 47 ROB p. 663 – Promoting Statute 1008.345 Implementation of state system of school improvement and education accountability FSLA Domain 2 – Indicators 2.1 Learning Organization, 2.2 School Climate, 2.3 High Expectations FEAPs Continuous Improvement # 1 Continuous Professional Improvement Core Practice 2
Santa Rosa County District Schools District Leader Evaluation Plan DISTRICT ADMINISTRATOR CORE PRACTICE RESEARCH RTTT MOU FLORIDA STATUTES FLORIDA SCHOOL LEADER ASSESSMENT FLORIDA EDUCATOR ACCOMPLISHED PRACTICES SANTA ROSA DISTRICT LEADER CORE PRACTICE and participating in teacher learning and development ZAV p. 287 SEA, p. 197 Developing and model strategies and norms for local inquiry into challenges related to student learning and program implementation. SREB p. 2, Strategy 3 – Provide instructional coherence and support. DM p. 22 HON p. vi ZAV p. 285 SEA, p. 197 Statute 1008.345 Implementation of state system of school improvement and education accountability FSLA Domain 2 – Indicators 2.1 Learning Organization, 2.2 School Climate, 2.3 High Expectations FEAPs Continuous Improvement #1 Continuous Professional Improvement Core Practice 2 Coordinating district support for school improvement across organizational units (e.g., supervision, curriculum and instruction, staff development, human resources) in relation to district priorities, expectations for professional practice, and a shared understanding of the goals and needs of specific schools. SREB p. 2, Strategy 6 – Optimize the use of resources to improve student learning. SREB pp. 17, 19, 37, 40 LET p. 3 LET p. 6 #2 – Instructional Leadership Directors focus on developing principals. MOU (D) (2) Improving teacher and principal effectiveness based on performance (iii) Bullet #4 (iv) (a) Use evaluations to inform professional development p. 14 Statute 1008.345 Implementation of state system of school improvement and education accountability FSLA Domain 2 – All indicators under Proficiency Area 3 Instructional Plan Implementation 3.1 – through 3.6 FEAPs Continuous Improvement # 1 Continuous Professional Improvement Core Practice 2
Santa Rosa County District Schools District Leader Evaluation Plan DISTRICT ADMINISTRATOR CORE PRACTICE RESEARCH RTTT MOU FLORIDA STATUTES FLORIDA SCHOOL LEADER ASSESSMENT FLORIDA EDUCATOR ACCOMPLISHED PRACTICES SANTA ROSA DISTRICT LEADER CORE PRACTICE LET p. 7 #5 – Instructional Leadership Directors collaborate with other central office departments on principal professional development. LET p. 9 #3 – Central office functions as a service center for schools. HON, p. vi ZAV, p. 287 SEA, p. 197
Santa Rosa County District Schools District Leader Evaluation Plan District Office Core Practice #3: Building School Leaders‘ Sense of Efficacy for School Improvement How does your district office evaluation system communicate, monitor, and evaluate expectations for the following research-based best practices: DISTRICT ADMINISTRATOR CORE PRACTICE RESEARCH RTTT MOU FLORIDA STATUTES FLORIDA SCHOOL LEADER ASSESSMENT FLORIDA EDUCATOR ACCOMPLISHED PRACTICES SANTA ROSA DISTRICT LEADER CORE PRACTICE Establishing and maintaining a district- wide focus on student achievement and instruction. SREB p. iv #4 – Invest in high-quality professional development for the district staff, school principals and teachers. SREB p. 2, Strategy 4 – Invest heavily in instruction-related professional learning for principals, and district staff. SREB pp. 27, 28 DM p. 5 LET p. 1 HON p. vi & 30-32 ROB pp. 657-658 ZAV p. 284-285 SEA, p. 148 MOU (D) (5) Providing effective support to teachers and principals p. 19 Statute 1012.98 School community professional development act Statue 1012.985 Regional professional development academies Statute 1012.986 William Cecil Golden Professional Development Program for School Leaders FSLA Domain 2 – Indicators 3.1 FEAPs, 3.2 Instruction, 3.5 Quality Assessments, 4.3 High-Effect Size Strategies, 4.5 Facilitating and Leading Professional Learning FEAPs Continuous Improvement # 1 Continuous Professional Improvement Core Practice 3 Based
Santa Rosa County District Schools District Leader Evaluation Plan DISTRICT ADMINISTRATOR CORE PRACTICE RESEARCH RTTT MOU FLORIDA STATUTES FLORIDA SCHOOL LEADER ASSESSMENT FLORIDA EDUCATOR ACCOMPLISHED PRACTICES SANTA ROSA DISTRICT LEADER CORE PRACTICE Hiring policies that allow principals to select teachers they believe to be outstanding choices for their own school contexts. DM p. 5 LET p. 5 #4 – A shared understanding of instructional leadership drives the hiring process. HON p. 118 ZAV p. 284 SEA, p. 148 Statute 1012.05 Teacher recruitment and retention. Statute 1012.34 Personnel evaluation procedures and criteria. Statute 1012.55 Positions for which certificates required Statute 1012.56 Educator certification requirements. FSLA Domain 2 – Indicator 4.1, Recruitment and Retention FEAPs Continuous Improvement # 2 Professional Responsibility and Ethical Conduct Core Practice 3 Requiring the development of improvement plans in all schools, with improvement goals expected to be clear and aligned with state and district standards, but with considerable discretion left to the school to determine the paths to goal achievement. SREB pp. 11 & 28 DM p. 34 HON p. vi, 118 & Principal Networks SEA, p. 148 MOU (D) (2) (iii) Bullet #4 (iv) (a) Use evaluations to inform professional development Bullet #3 p. 15 Statute 1012.98 School community professional development act Statue 1012.985 Regional professional development academies Statute 1012.986 William Cecil Golden Professional Development Program for School Leaders. FSLA Domain 1 – Indicator 2.1, Learning Organizations FSLA Domain 2 – Indicators 4.2 Feedback Practices, 4.3 High Effect Size Practices, 4.5 Facilitating and Leading Professional Development FSLA Domain 4 – Indicator 10.2 Professional Learning FSLA Deliberate Practice Plan FEAPs Continuous Improvement # 1 Continuous Professional Improvement, Continuous Improvement # 2 Professional Responsibility and Ethical Conduct Core Practices 2 & 3
Santa Rosa County District Schools District Leader Evaluation Plan DISTRICT ADMINISTRATOR CORE PRACTICE RESEARCH RTTT MOU FLORIDA STATUTES FLORIDA SCHOOL LEADER ASSESSMENT FLORIDA EDUCATOR ACCOMPLISHED PRACTICES SANTA ROSA DISTRICT LEADER CORE PRACTICE ROB pp. 661-663 – Planning, coordinating, and evaluating teaching and the curriculum ZAV p. 285 SEA, p. 195 Collecting and using data about local Family educational cultures- norms, Beliefs, values, and practices reflecting families’ dispositions toward schooling and their role in it. SEA p. 195 Statue 1008.345 Implementation of state system of school improvement and education accountability FSLA Domain 2 – Indicator 5.4 Achievement Gaps FSLA Domain 3 – Indicator 5.3 Diversity FSLA Domain 3 – Indicator 9.1 Constructive Conversations Working with school principals to systematically collect high quality data (evidence about the school and classroom conditions that would need to change) for their students (individual students and student populations) achievement to improve. SREB p. v #5 – Lead schools to analyze a variety of data – beyond test scores – and discover the root causes behind student failure of dropping out. Statute 1008.345 Implementation of state system of school improvement and education accountability FSLA Domain 1 – Indicator 1.2 Performance Data FSLA Domain 3 – Indicator 9.1 Constructive Conversations FSLA Domain 2 – Indicator 5.4 Achievement Gaps FEAPs Quality of Instruction #4 Assessment Core Practice 2
Santa Rosa County District Schools District Leader Evaluation Plan District Office Core Practice #5: Ensuring Productive Leadership Succession How does your district office evaluation system communicate, monitor, and evaluate expectations for the following research-based best practices: DISTRICT ADMINISTRATOR CORE PRACTICE RESEARCH RTTT MOU FLORIDA STATUTES FLORIDA SCHOOL LEADER ASSESSMENT FLORIDA EDUCATOR ACCOMPLISHED PRACTICES SANTA ROSA DISTRICT LEADER CORE PRACTICE Recognizing the importance of stable leadership in the schools to minimize the effects of frequent principal turnover. DM pp. 5, 10, HON p. 118 SEA, p. 178 Statute 1012.27 Public school personnel; powers and duties of district school superintendent Statute 1012.34 Personnel evaluation procedures and criteria. FSLA Domain 2 – Indicator 4.1 Recruitment and Retention Core Practice 3 Ensuring that principals effectively distribute leadership to mitigate at least some of the negative consequences of principal turnover. DM pp. 29, 30 ZAV p. 287 SEA, p. 178 Statute 1012.27 Public school personnel; powers and duties of district school superintendent. FSLA Domain 3 – Indicators 6.4 Distributive Leadership, 7.1 Leadership Team, 7.2 Delegation, 7.3 Succession Planning Core Practice 3 Ensuring principals’ newly assigned to schools initially work within the existing culture of their schools, rather than attempting to quickly and substantially change it, to avoid negative turnover effects. SREB p. 2, Strategy 4 – Invest heavily in professional learning for principals, and district staff. FSLA Domain 3 – Indicator 7.4 Relationships FSLA Domain 3 – Indicators 9.1 Constructive Conversations, 9.2 Clear Goals and Expectations, 9.3 Accessibility Core Practice 3 Ensuring a smooth transition from one principal to the next by clarifying the district’s expectations for the job to be done by the incoming principals, and by participating with teachers and the new principal in initial discussions. SREB p. 2, Strategy 4 – Invest heavily in professional learning for principals, and district staff. Statute 1012.27 Public school personnel; powers and duties of district school superintendent. FSLA Domain 2 – Indicator 4.1 Recruitment and Retention FSLA Domain 3 – Indicator 7.3 Succession Planning Core Practice 3 29
Santa Rosa County District Schools District Leader Evaluation Plan DISTRICT ADMINISTRATOR CORE PRACTICE RESEARCH RTTT MOU FLORIDA STATUTES FLORIDA SCHOOL LEADER ASSESSMENT FLORIDA EDUCATOR ACCOMPLISHED PRACTICES SANTA ROSA DISTRICT LEADER CORE PRACTICE about expectations for the new principal’s work. SREB p. 27 DM pp. 5, 10, 17, 28 HON p. 118 SEA, p. 178 Implementing the district’s succession plan for school and district leaders by identifying (early in their careers) talented teachers and leaders who have the potential to become school principals and district administrators. SREB p. v #8 – Develop a succession plan for school principals. DM pp. 5, 13, 20, LET p. 10 #5 – Teacher leaders serve as partners with principals. ZAV p. 287 Statute 1012.27 Public school personnel; powers and duties of district school superintendent FSLA Domain 2 – Indicator 4.1 Recruitment and Retention FSLA Domain 3 – Indicator 7.3 Succession Planning Core Practice 3
Santa Rosa County District Schools District Leader Evaluation Plan District Office Core Practice #6: Harnessing Family and Community Energies for School Improvement How does your district office evaluation system communicate, monitor, and evaluate expectations for the following research-based best practices: DISTRICT ADMINISTRATOR CORE PRACTICE RESEARCH RTTT MOU FLORIDA STATUTES FLORIDA SCHOOL LEADER ASSESSMENT FLORIDA EDUCATOR ACCOMPLISHED PRACTICES SANTA ROSA DISTRICT LEADER CORE PRACTICE Engaging in dialogues with principals about the importance of being open to community and parental involvement by partnering with parents and community members in school improvement efforts, parents as vital partners in the learning process, the importance of shared leadership, and the critical role that the community plays in every child‘s life. SREB p. v #9 – Engage parents and the larger community in ongoing dialogue about the changes needed to prepare more students for success in high school, college, careers and citizenship. SREB p. iv #1 – Work with a cross-section of community and school leaders to create a strategic vision for graduating students who are prepared for a range of postsecondary options. SREB p. 2, Strategy 7 – Use open, credible processes to involve key school and community leaders in shaping a vision for improving schools. SREB p. 42 SEA, p. 126 Statute 1008.345 Implementation of state system of school improvement and education accountability FSLA Domain 3 – Indicators 9.1 Constructive Conversations, 9.2 Clear Goals and Expectations, 9.3 Accessibility FEAPs Continuous Improvement #1 Continuous Professional Improvement Core Practice 4
Santa Rosa County District Schools District Leader Evaluation Plan DISTRICT ADMINISTRATOR CORE PRACTICE RESEARCH RTTT MOU FLORIDA STATUTES FLORIDA SCHOOL LEADER ASSESSMENT FLORIDA EDUCATOR ACCOMPLISHED PRACTICES SANTA ROSA DISTRICT LEADER CORE PRACTICE Taking an active role in teaching parents and other community members how to be involved in education. These efforts should include providing informational and instructional sessions about shared governance. SREB p. v #9 – Engage parents and the larger community in ongoing dialogue about the changes needed to prepare more students for success in high school, college, careers and citizenship. SREB p. 2, Strategy 7 – Use open, credible processes to involve key school and community leaders in shaping a vision for improving schools. SREB p. 43 SEA, p. 126 Statute 1008.345 Implementation of state system of school improvement and education accountability FSLA Domain 3 – Indicators 9.1 Constructive Conversations, 9.2 Clear Goals and Expectations, 9.3 Accessibility Core Practice 4
Santa Rosa County District Schools District Leader Evaluation Plan District Office Core Practice #7: Engaging in Professional Learning to Improve Leadership Practices and Student Learning Outcomes How does your district office evaluation system communicate, monitor, and evaluate expectations for the following research-based best practices: DISTRICT ADMINISTRATOR CORE PRACTICE RESEARCH RTTT MOU FLORIDA STATUTES FLORIDA SCHOOL LEADER ASSESSMENT FLORIDA EDUCATOR ACCOMPLISHED PRACTICES SANTA ROSA DISTRICT LEADER CORE PRACTICE Participating in active professional learning communities in which key district and school leaders have common learning experiences aligned to district priorities. SREB p. 27 SREB p. 2, Strategy 4 – Invest heavily in instruction-related professional learning for principals, teacher-leaders and district staff. HON pp. vi & xi ROB pp. 663-64 – Promoting and participating in teacher learning and development FSLA Domain 2 – Indicator 4.5 Facilitating and Leading Professional Development FSLA Domain 4 – Indicator 10 .2 Professional Learning Core Practice 5 Implementing an individual deliberate practice plan aligned to priority student learning goals and results from ongoing feedback and prior evaluations. SREB p. 46 DM pp. 15, 18 LET p. 5 #6 – A shared understanding of instructional leadership drives professional development. HON p. viii ROB pp. 659-661- Establishing goals and expectations MOU (D) (2) Improving teacher and principal effectiveness based on performance (ii) Design and implement evaluation systems Bullet #2, #2 p. 13 MOU (D) (5) Providing effective support to teachers and principals (i) Quality professional development Bullet #8, p. 21 Statute 1012.98 School Community Professional Development Act FSLA Deliberate Practice Plan FSLA Domain 4 – Indicator 10.2 Professional Learning Core Practice 5
Santa Rosa County District Schools District Leader Evaluation Plan DISTRICT ADMINISTRATOR CORE PRACTICE RESEARCH RTTT MOU FLORIDA STATUTES FLORIDA SCHOOL LEADER ASSESSMENT FLORIDA EDUCATOR ACCOMPLISHED PRACTICES SANTA ROSA DISTRICT LEADER CORE PRACTICE P Utilizing feedback from principals to direct differentiated leadership for schools. SREB p. 46 HON p. vi Statute 1012.98 School Community Professional Development Act FSLA Domain 2 – Indicator 4.2 Feedback Practices Core Practices 2 & 5 Implementing high- effect size practices to improve personal leadership effectiveness. SREB p. iv #4 – Invest in professional development for the district staff, school principals and teachers. SREB p. 2, Strategy 3 – Provide instructional coherence and support. HON pp. vii - viii Statute 1012.98 School community professional development act Statue 1012.985 Regional professional development academies Statute 1012.986 William Cecil Golden Professional Development Program for School Leaders. FSLA Domain 2 – Indicator 4.3 Size Practices FEAPs Quality of Instruction #3 Instructional Delivery and Facilitation Core Practice 5 Participating in the professional development required of principals. ROB pp. 663-64 – Promoting and participating in teacher learning and development. FSLA Domain 2 – Indicator 4.5 Facilitating and Leading Professional Development Core Practice 5
Santa Rosa County District Schools District Leader Evaluation Plan District Office Core Practice #8: Using the District’s School Administrator Evaluation System Effectively, to Support, Monitor and Evaluate the Effectiveness of School Leaders How does your district office evaluation system communicate, monitor, and evaluate expectations for the following research-based best practices: DISTRICT ADMINISTRATOR CORE PRACTICE RESEARCH RTTT MOU FLORIDA STATUTES FLORIDA SCHOOL LEADER ASSESSMENT FLORIDA EDUCATOR ACCOMPLISHED PRACTICES SANTA ROSA DISTRICT LEADER CORE PRACTICE Monitoring the effectiveness of principals and using contemporary research and the district’s principal evaluation system criteria and procedures to improve student achievement and leadership proficiency on the FPLS and FEAPs. DM pp. 5, 15, 17 LET p. 3 LET p. 5 #7 – District/Charter management organization and school leaders’ focus on continuous improvement in their practice. HON, p. vi ROB pp.635-669 Statute 1012.34 Personnel evaluation procedures and criteria FSLA Domain 2 – Indicators 3.1 FEAPs, 3.6 Faculty Effectiveness FEAPs Items 1-6 Core Practice 1 Providing and receiving timely and actionable feedback to and from leaders on the effectiveness of leadership on priority goals and the cause and effect relationships between professional practice and student achievement on those goals. DM pp. 10, 33 LET p. 5 # 7 – District/Charter management organization and school leaders’ focus on continuous improvement in their practice. LET p. 8 #7 – Central office evaluates Instructional Leadership Directors on principals’ growth and performance. FSLA Domain 1 – Indicator 1.2 Performance Data FSLA Domain 2 – Indicators 3.3 Learning Goals Alignments, 4.2 Feedback Practices FEAPs Quality of Instruction #4 Assessment Core Practice 1
Santa Rosa County District Schools District Leader Evaluation Plan DISTRICT ADMINISTRATOR CORE PRACTICE RESEARCH RTTT MOU FLORIDA STATUTES FLORIDA SCHOOL LEADER ASSESSMENT FLORIDA EDUCATOR ACCOMPLISHED PRACTICES SANTA ROSA DISTRICT LEADER CORE PRACTICE Providing and receiving timely and actionable feedback on principal’s proficiency on size leadership strategies related to effective instructional leadership. DM pp. 18, 33 LET p. 1 LET p. 5 #7 – District/Charter management organization and school leaders’ focus on continuous improvement in their practice. LET p. 8 #7 – Central office evaluates Instructional Leadership Directors on principals’ growth and performance. Statute 1012.34 Personnel evaluation procedures and criteria FSLA Domain 2 – Indicators 4.2 Feedback Practices, 4.3 High Effect Size Practices Core Practices 1,2 & 5
Santa Rosa County District Schools District Leader Evaluation Plan District Office Core Practice #9: Providing Quality Support Services to Principals and Teachers and Contributing to the Success of All Schools (Universal to all Central Office including non-instructional central office leaders) How does your district office evaluation system communicate, monitor, and evaluate expectations for the following research-based best practices: DISTRICT ADMINISTRATOR CORE PRACTICE RESEARCH RTTT MOU FLORIDA STATUTES FLORIDA SCHOOL LEADER ASSESSMENT FLORIDA EDUCATOR ACCOMPLISHED PRACTICES SANTA ROSA DISTRICT LEADER CORE Demonstrating the expertise, knowledge, and qualifications needed to provide high-quality support to the schools. HON p. 69-86. Reorganizing & Re- culturing All Other Central Office Units to Support Teaching and Learning BUR p. entire report SEA p. 151-153.District Conditions Associated with Principal Efficacy MOU (D) (5) Providing effective support to teachers and principals p. 19 FSLA Domain 1 – Indicators 1.1 Academic Standards, 1.2 Performance Data, 1.3 Goal Setting FSLA Domain 2-Indicators 4.1 Recruitment and Retention, 4.3 High Effect Size Strategies Core Practice 3 Providing feedback, information, and support in a timely and courteous manner in ways that help build capacity at the school level and support school needs. HON p. 69-86. Reorganizing & Re- culturing All Other Central Office Units to Support Teaching and Learning BUR p. entire report SEA p. 151-153. District Conditions Associated with Principal Efficacy MOU (D) (5) Providing effective support to teachers and principals p. 19 FSLA Domain 2 – Indicators 4.2 Feedback Practices, 4.4 Instructional Initiatives, 4.5 facilitating and Leading Professional Learning, 4.6 Faculty Development Alignments Domain 3-6.3 Quality Control 8.1 Organizational Skills, 8.2 Strategic Instructional Resourcing Core Practice 3 Responding to school needs with differentiated support by providing HON p. 69-86. Reorganizing & Re-culturing MOU (D) (5) Providing effective support to FSLA Domain 2 – Indicators 4.2 Feedback Practices, 4.4 Core Practice 3
Santa Rosa County District Schools District Leader Evaluation Plan DISTRICT ADMINISTRATOR CORE PRACTICE RESEARCH RTTT MOU FLORIDA STATUTES FLORIDA SCHOOL LEADER ASSESSMENT FLORIDA EDUCATOR ACCOMPLISHED PRACTICES SANTA ROSA DISTRICT LEADER CORE PRACTICE direct services and support, serving as a broker of services and support, and/or building the capacity at the school level to provide themselves with the needed support. All Other Central Office Units to Support Teaching and Learning BUR p. entire report SEA p. District Conditions Associated with Principal Efficacy teachers and principals (i) Quality professional development Bullet #8, p. 21 MOU (D) (2) (iii) Bullet #4 (iv) (a) Use evaluations to inform professional development Bullet #3 p. 15 Instructional Initiatives, 4.5 Facilitating and Leading Professional Learning, 4.6 Faculty Development Alignments FSLA Domain 3 – Indicators 6.1 Prioritization Practices, 6.2 Problem Solving, 6.3 Quality Control, 6.5 Technology Integration Engaging in support of schools by communicating, cooperating, and collaborating in an effort to provide coordinated and planned support systems to schools. HON p. 69-86. Reorganizing & Re- culturing All Other Central Office Units to Support Teaching and Learning BUR p. entire report SEA p. District Conditions Associated with Principal Efficacy MOU (D) (5) Providing effective support to teachers and principals p. 19 MOU (D) (2) (iii) Bullet #4 (iv) (a) Use evaluations to inform professional development Bullet #3 p. 15 FSLA Domain 2 – Indicator 5.2 Success Oriented FSLA Domain 3 – Indicators 8.2 Strategic Instructional Resourcing, 9.3 Accessibility Core Practice 3
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 consistently at my school. I regularly receive feedback from school staff about my academic progress My family is treated with respect at my school. I have opportuni- ties to be successful at my school. 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 and behavior at my school. My school is clean and well maintained The teachers, staff, and administration at my school demonst-rate genuine concern. The principal at my school is 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
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
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 Accessibility: Can we reach a live person or use an electronic tool to reach someone? Accuracy: Did we receive the right product/service or was a variation communicated? Attitude: Was it a nice experience? Did you receive service with a smile? Operations: Do day to day operations run efficiently and effectively? Timeliness: Was the response or solution delivered when promised?
Job Title Job Code Assessment Must Total 35% Scales Used for Each Assessment District Administrator (All Students District Wide in Specific Assessments and Grade Levels will be Used to Calculate Scores of District Administrators) Director of Pre-K 12135 Evaluation Formula ID 124 VPK Assessment Early Literacy Early Math 14% 14% 4 – 3% or greater overall gain 3 – 2% - 2.9% overall gain 2 – 1% - 1.9% overall gain 1 – 0% - .9% overall gain Brigance Yellow 7% 4 – Average increase of 6 months across all domains 3 – Average increase of 4 – 5.11 months across all domains 2 – Average increase of 2 – 3.9 months across all domains 1 – Average increase of 0 – 1.9 months across all domains