7.2 Partners with families and school community Demonstrates little effort to engage families or the community in school activities; fails to share the vision of improved teaching and learning beyond school; does not identify and utilize community resources in support of improved student learning Encourages and supports involvement of community and families in some school activities; shares the vision for improving teaching and learning with some families and communities; identifies and utilizes some community talent and resources in support of improved teaching and learning; limited family participation in some school decision-making processes and engagement activities Encourages and supports consistent and ongoing community and family engagement for stakeholders in school activities; consistently implements effective plans for engaging community outside of school to participate in school decision making to improve teaching and learning; community resources are identified and utilized in support of improved teaching and learning; actively monitors community involvement and adjusts, creating new opportunities for families and community to be a part of the vision of improving teaching and learning Is proficient AND consistently demonstrates leadership in the area of effectively engaging families and the greater community in support of students, staff and the vision of improved teaching and learning; is recognized outside of school for developing and implementing programs that partner with school, family and greater community, or programs are held as a model for other schools to adopt and follow; builds capacity in the community for initiating new and beneficial forms of community involvement in school; to the extent possible, facilitates access of community services to students in the school 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
8.3 Provides evidence of growth in student learning Achievement data from multiple sources or data points show no evidence of student growth toward the district’s learning goals; there are growing achievement gaps between student subgroups Achievement data from multiple sources or data points shows minimum evidence of student growth toward the district’s learning goals for identified subgroups of students Achievement data from multiple sources or data points show evidence of improving student growth toward the district’s learning goals; the average achievement of the student population improved as does the achievement of each subgroup of students identified as needing improvement Achievement data from multiple sources or data points show evidence of consistent growth toward the district’s learning goals; there is consistent record of improved student achievement, on multiple indicators, with identified subgroups of students Reflective Questions: As we look toward next year, do you feel that your practice would be enhanced by continuing with this criterion? Or, might it be time to consider further developing your skills with a different criterion? Given your response to the previous question, what supports can I, as your evaluator, provide for you to maximize your growth next year? Both signatures required. Signing of this instrument acknowledges participation in but not necessarily concurrence with the evaluation. (Attach Principal/Administrator comments if desired.) Evaluator Signature: Date: Employee Signature: Date: