6.2 Managing human resources (ongoing professional development) receive inadequate opportunities for professional development to meet students’ and staffs’ needs; professional development offered is not of sufficient quality to be effective Professional development plan somewhat aligns to organization’s vision and plan; PD is partly effective in leading to minor improvements in staff practice; little or no documentation of effectiveness of past professional development offerings and teacher outcomes Professional development plan has three to four areas of emphasis, job embedded, ongoing and linked to the organization’s vision and plan; systematic evaluation of the effectiveness of past PD offerings and outcomes; creates and supports informal professional development (i.e. professional learning communities); offers PD that meets teachers’ needs and has elements of high-quality PD (sufficient duration, content, etc.) Is proficient AND has adopted strategies for evaluating the effectiveness of PD documenting growth in teacher knowledge to student outcomes; can identify specific PD offerings of prior years that were systematically reviewed and either eliminated or modified to support organizational goals 6.3 Managing fiscal resources Does not make fiscal decisions that maximize resources in support of improved teaching and learning; provides little or no evidence of lists of milestones or deadlines in managing time or fiscal resources; does not work with teachers to establish goals for student achievement linked to individual teacher professional development Fiscal decisions occasionally support some aspects of improved teaching and learning; projects are managed milestones and deadlines but not updated frequently; does not always meet project deadlines and impact not frequently documented Engages others in dialogue on budget decisions based on data, School Improvement Plan, and district priorities that support learning; makes fiscal decisions that maximize resources and supports improved teaching and learning; uses defined process to track expenditures; frequently monitors data, documents and evaluates results; uses findings to improve fiscal decisions; documented history reveals ability to manage complex projects and meet deadlines within budget; regularly works with teachers to establish goals for student achievement linked to individual teachers professional development Is proficient AND demonstrates leadership in the design and successful enactment of uniquely creative approaches that regularly save time and money; results indicate that strategically redirected resources have positive impact in achieving priorities; guides decision-making such that efficacy grows among stakeholders for arriving at fiscal decisions for improvement of teaching and learning; augments resources by writing successful state and/or federal grants; seeks numerous external funding sources; consistently works with teachers to establish goals for student achievement linked to individual teachers professional development
6.4 Fulfilling legal responsibilities Fails to demonstrate adequate knowledge of legal responsibilities; exhibits behaviors and policies that conflict with the law; tolerates behavior from self or staff that conflicts with the law Demonstrates basic knowledge and understanding of legal responsibilities; makes resource management decisions consistent with that knowledge; does not entertain behaviors and policies that conflict with the law Demonstrates a deep and thorough knowledge and understanding of the law and its intent; makes resource management decisions consistent with that knowledge ; operates with deep and thorough knowledge and understanding of district policies and collective bargaining agreements; consistently holds self and staff to legal standards Is proficient AND consistently demonstrates leadership for developing systems that communicate and support staff in upholding legal responsibilities; creates a culture of shared legal responsibility among students and staff; involves stakeholders in the creation of a school culture that thrives upon and benefits from addressing legal responsibilities Reflections of Student Growth 3.5 Provides evidence of student growth that results from the school improvement planning process School improvement planning process results in no improvement in student academic growth School improvement planning process results in minimal improvement in student academic growth School improvement planning process results in measurable improvement in student academic growth School improvement planning process results in significant improvement in student academic 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