Principal/Administrator Focused Feedback Document Criterion 5: AWSP Leadership Framework The purpose of this document is to capture the progress over the course of the year and to facilitate a growth-focused conversation. Name: Principal Asst. Principal Date: Evaluator: District/School: School Year: Comprehensive Evaluation Score*: ________________ From School Year: *The focus summative rating will be the same as the last Comprehensive score unless it is a 3 and evidence during this evaluation period indicates a level 4 practice. Criterion 5: Monitoring, assisting, and evaluating effective instruction and assessment practices. Unsatisfactory Basic Proficient Distinguished 5.1 Monitors instruction and assessment practices Does not adequately monitor instruction and assessment practices of staff; untimely and irregular evaluations; provides insufficient feedback to staff regarding instruction and assessment practices; feedback given is ineffective in improving instruction and assessment practices Monitors instruction and assessment to meet the minimum frequency and procedural requirements; feedback to staff regarding instruction and assessment is generic and inconsistently effective in improving instruction and assessment practices Develops and uses observable systems and routines for regularly monitoring instruction and assessment; uses data consistently to provide staff meaningful, personal feedback that is effective for improving instruction and assessment practices Is proficient AND consistently demonstrates leadership in the practice of monitoring effective instruction and assessment practices; develops exemplary systems and routines for effective observation of staff; shares systems and routines with colleagues and stakeholders; regularly monitors, reflects on and develops or adjusts systems as needed to improve assessment practices
5.2 Assists staff in developing required student growth plan and identifying valid, reliable sources of evidence of effectiveness Does not meet with faculty members to develop, review and modify student growth plans; student growth plans do not meet minimum requirements; does not assist staff in the identification of performance indicators or performance indicators are not sufficient Meets minimum teachers’ contract requirements to develop, review and modify student growth plans (individual or group plans) based on identified areas of need; assists identification of performance indicators to monitor and benchmark progress Meets with faculty members regularly to develop, review and modify student growth plans (individual or group plans); assists identification of performance indicators to benchmark progress; planning and performance-linked goal setting strategies are used, allowing timely feedback to make corrections and improve teacher practice Is proficient AND consistently demonstrates leadership in the practice of developing comprehensive student growth plans; regularly meets with faculty members to reflect on student growth plans and progress 5.3 Assists staff in implementing effective instruction and assessment practices Does not fully support staff in their efforts to improve teaching and assessment; does not have knowledge or understanding of best instruction and assessment practices; does not make assisting staff in improved teaching and assessment a priority Facilitates staff in the implementation of effective instruction and assessment practices; emerging knowledge of applied learning theories to create a personalized and motivated learning environment Facilitates and supports staff in the implementation of effective instruction and assessment practices; has deep and thorough knowledge and understanding of best practices in instruction and assessment; devotes time and effort to the improvement of instruction and assessment; assists staff to use the most effective and appropriate technologies to support teaching and learning Is proficient AND serves as a driving force to build capacity for staff to initiate and implement improved instruction and assessment practices; encourages staff to conduct action research; seeks ways to extend influence of knowledge and contribute to the application of effective instruction and assessment practices
5.4 Evaluates staff in effective instruction and assessment practices Evaluations lack strong evidence yielding potentially unreliable staff evaluations; makes claims about staff performance that lack evidence; does not establish systems or routines that support improved instruction and assessment practices; little to no understanding of student diversity and its meaning in instruction and assessment Regularly and systematically evaluates all staff yielding valid and reliable results; recommendations lead staff to some improvement in instruction and assessment practices; developing understanding of student diversity (culture, ability, etc.) and its meaning in instruction and assessment Evaluates staff reliably and validly; provides data evidence to support claims; recommendations are effective and lead to consistently improved instruction and assessment practices; demonstrating knowledge of student diversity (culture, ability, etc.) and its meaning in instruction and assessment Is proficient AND consistently demonstrates leadership in the practice of thoroughly, reliably and validly evaluating in such a way that continuous improvement in instruction and assessment becomes the professional standard; provides detailed, formative assessment with exemplary feedback that leads to improvement; builds capacity in staff to accurately and validly assess self and others, promoting a culture of continual improvement due to ongoing evaluation of effective instruction and assessment practices Reflections of Student Growth 5.5 Provides evidence of student growth of selected teachers Multiple measures of student achievement of selected teachers show no academic growth Multiple measures of student achievement of selected teachers show minimal academic growth Multiple measures of student achievement of selected teachers show measurable academic growth Multiple measures of student achievement of selected teachers show significant academic growth