I-B-3. Diverse Learners’ Needs Does not look for evidence of and/or cannot accurately identify ways that principals identify effective teaching strategies and practices that are appropriate for diverse learners. While the superintendent may observe principal practice, s/he only occasionally looks for evidence that principals are identifying effective teaching strategies and practices that are appropriate for diverse learners when they observe practices and review unit plans. While observing principal practice, ensures that principals look for and identify a variety of teaching strategies and practices that are effective with diverse learners when they observe practices and review unit plans. Employs strategies that ensure that principals know and consistently identify teaching strategies and practices that are meeting the needs of diverse learners while teaching their content. Is able to model this element. Indicator I-C. Assessment: Ensures that all principals and administrators facilitate practices that propel personnel to use a variety of formal and informal methods and assessments to measure student learning, growth, and understanding and make necessary adjustments to practice when students are not learning. I-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary I-C-1. Variety of Assessments Does not communicate or monitor a strategy for assessments, leaving it up to administrators to design and implement their own strategies. Provides administrators with some formal assessment options and suggests that they coordinate assessment practices within their teams and include a variety of assessments but does not monitor this practice. Supports administrator to use a variety of formal and informal methods and assessments, including common interim assessments that are aligned across grade levels and subject areas. Leads administrator teams to develop and implement a comprehensive assessment strategy that includes ongoing informal assessment and common interim assessments that are aligned across grade levels and subject areas. Is able to model this element. I-C-2. Adjustment to Practice Does not encourage or facilitate administrator teams to review assessment data. Suggests that administrator teams meet to review data and plan for adjustments and interventions but inconsistently monitors this practice. Provides the resources for planning time and effective support for administrator to review assessment data and identify appropriate interventions and adjustments to practice. Monitors administrators’ efforts and successes in this area. Leads, plans, facilitates, and supports administrator team review meetings after each round of assessments. Monitors teams’ plans, adjustments to instruction, and outcomes and shares lessons learned with others. Is able to model this element. Indicator I-D. Evaluation: Provides effective and timely supervision and evaluation of all in alignment with state regulations and contract provisions. I-D. Elements Unsatisfactory Needs Improvement Proficient Exemplary
Indicator III-A. Engagement: Actively ensures that all families are welcome members of the classroom and school community and can contribute to the effectiveness of the classroom, school, district and community. III-A. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-A-1. Family Engagement Does little to welcome families as members of the district, classroom or school community or tolerates an environment that is unwelcoming to some families. May provide some resources and support and make some attempts to welcome families as members of the district, classroom and school community but does not consistently use culturally sensitive practices and/or work to identify and remove barriers to family involvement. Provides resources and support for all personnel to use culturally sensitive practices to ensure that all families are welcome and can contribute to the district, classroom, school and community’s effectiveness. with administrators to identify and remove barriers to families’ involvement, including families whose home language is not English. Provides resources and support for all personnel to use culturally sensitive practices and successfully engages most families, ensuring that all families are welcome and can contribute to district, classroom, school, and community effectiveness. Works with administrators, families, and organizations to identify and remove barriers to family involvement, including families whose home language is not English. Is able to model this element. III-A-2. Community and Business Engagement Limits work to the immediate context of the schools. Does not make efforts to reach out to community organizations, community members, or businesses that could otherwise contribute to district effectiveness. Engages some community organizations, community members, and/or businesses in annual district events but does not make efforts to increase their involvement to maximize community contributions for district effectiveness. Establishes ongoing relationships with community organizations, community members, and businesses. Engages them to increase their involvement to maximize community contributions for district effectiveness. Establishes strategic partnerships with community organizations, community members, and businesses that improve district effectiveness. Works to increase the types and number of organizations with whom the district partners in order to deepen relationships and increase partner contribution. Is able to model this element. Indicator III-B. Sharing Responsibility: Continuously collaborates with families and community stakeholders to support student learning and development at home, school, and in the community. III-B. Elements Unsatisfactory Needs Improvement Proficient Exemplary
III-C-2. Culturally Proficient Does not set clear expectations for or provide support to administrators regarding culturally sensitive communication and/or allows inappropriate disrespectful communication with families that ignores different family cultural norms. May set expectations for administrators regarding culturally sensitive communication but does not provide support to them; and/or occasionally communicates in ways that are culturally insensitive to some families’ home language, culture, and values. Sets clear expectations for and provides support to administrators regarding culturally sensitive communication. Ensures that district-wide communication with families is always respectful and demonstrates understanding of and sensitivity to different families’ home language, culture, and values. Sets clear expectations for, models, and provides differentiated support regarding culturally sensitive communication. Ensures that communication with families is always respectful and demonstrates understanding and appreciation of different families’ home language, culture, and values. Is able to model this element. Indicator III-D. Family Concerns: Addresses family and community concerns in an equitable, effective, and efficient manner. III-D. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-D-1. Family Concerns Fails to provide systems and support for personnel to consistently reach out to families in response to concerns, and agreed-upon solutions are often not in the best interest of students. May systems and support to address concerns with families as they arise, but agreed-upon solutions are not always in the best interest of students. Provides systems, and support for administrators to reach out to families as concerns arise and works to reach equitable solutions in the best interest of students. Provides system and support for all school personnel to out to families proactively, as soon as concerns arise. Effectively reaches equitable solutions that satisfy families, faculty, and staff and are in the best interest of students. Is able to model this element. Standard IV: Professional Culture. Promotes success for all students by nurturing and sustaining a school culture of reflective practice, high expectations, and continuous learning for Indicator IV-A. Commitment to High Standards: Fosters a shared commitment to high standards of service, teaching and learning with high expectations for achievement for all. IV-A. Elements Unsatisfactory Needs Improvement Proficient Exemplary
IV-A-1. Commitment to High Standards Does not encourage high standards of teaching and learning or high expectations for achievement with the administrator team, and/or may demonstrate low expectations for faculty and staff. May ask administrators for commitment to high standards of teaching and learning with high expectations for achievement for all but does not support and/or model it. Fosters a shared commitment to high standards of teaching and learning, for all administrators, with high expectations for achievement for all. Leads administrators in developing a shared commitment to high standards of teaching and learning with high expectations for achievement for all. Revisits and renews commitment with administrator team regularly. Is able to model this element. IV-A-2. Mission and Core Values Does not develop core values and mission statements for the school. May develop core values and mission statements but rarely uses them to guide decision making. Develops, promotes, and models commitment to core values that guide the development of a succinct, results-oriented mission statement and ongoing decision making. Leads administrators to develop core values and mission statements, share these statements with families and the school district community, and use them to guide decision making. Is able to model this element. IV-A-3. Meetings Leads administrator meetings that lack clear purpose and/or are primarily used for one-way informational updates. May lead administrator meetings that include both one-way informational updates and participatory activities focused on matters of consequence, but does not clearly establish Plans and leads well-run and engaging administrator meetings that have clear purpose, focus on matters of consequence, and engage participants in a thoughtful and productive series of conversations and deliberations. Establishes clear norms for administrator team behavior. Plans and facilitates engaging administrator team meetings in which small groups of administrators learn together and create solutions to instructional leadership issues. Team has established norms for behavior and consistently adheres to them. Consistently evaluates the effectiveness of the administrator team meetings. Is able to model this element. Indicator IV-B. Cultural Proficiency: Ensures that policies and practices enable members and students to interact effectively in a culturally diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected. IV-B. Elements Unsatisfactory Needs Improvement Proficient Exemplary
IV-B-1. Policies and Practices Develops and implements culturally insensitive or inappropriate policies, does not support administrators and staff in building cultural proficiency, and/or creates a culture that minimizes the importance of individual differences. Takes pride in having a diverse administration, faculty and/or student body, but some policies are not culturally sensitive; and/or provides limited resources for administrators to support the development of cultural proficiency. Develops and implements culturally sensitive policies that acknowledge the diverse backgrounds, identities, strengths, and challenges of administrators, students and staff. Provides administrators with relevant resources to support them in building cultural proficiency and promotes a culture that affirms individual differences. Leads stakeholders to develop and implement culturally sensitive policies that acknowledge the diverse backgrounds, identities, strengths, and challenges of administrators, students and staff. Empowers administrators with time, resources, and support to build cultural proficiency and collaborates with community members to create a culture that affirms individual differences. Is able to model this element. Indicator IV-C. Communications: Demonstrates strong interpersonal, written and verbal communication skills. IV-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-C-1. Skills Demonstrates ineffectual interpersonal, written, or verbal communication skills at times. May demonstrate adequate interpersonal, written, and verbal communication skills but sometimes makes grammatical errors or has difficulty expressing ideas to stakeholders. Demonstrates strong interpersonal, written, and verbal communication skills. Demonstrates strong context- and audience-specific interpersonal, written, and verbal communication skills. Is able to model this element. Indicator IV-D. Continuous Learning: Develops and nurtures a culture in which staff members are reflective about their practice and use student data, current research, best practices and theory to continuously adapt practice and achieve improved results. Models these behaviors in the administrator’s own practice. IV-D. Elements Unsatisfactory Needs Improvement Proficient Exemplary
IV-F-1. Response to Disagreement Does not respond to disagreement or dissent and/or does not use appropriate, respectful, approaches. May respond respectfully to disagreement and dissent, but responds inconsistently and does not always employ a non-confrontational approach Employs a non-confrontational approach for responding respectfully and appropriately to disagreement and dissent, using both as opportunities for learning. Models this practice for the administrator team. Models a variety of strategies for responding respectfully and effectively to disagreement and dissent, using both as opportunities for learning. Provides professional development for the administrator team to build these conflict resolution strategies. Is able to model this element. IV-F-2. Conflict Resolution Does not address conflicts in a solution-oriented and/or respectful manner. May attempt to respectfully resolve conflicts as they arise, but employs only a limited range of strategies. Consistently employs a variety of strategies to resolve conflicts in a constructive and respectful manner. Models this behavior for the administrator team. Consistently employs a variety of strategies to resolve conflicts in a constructive and respectful manner and empowers and supports administrators to use these approaches. Is able to model this element. IV-F-3. Consensus Building Does not attempt to build consensus within the district community, or attempts at consensus-building around critical school decisions are unsuccessful. Employs a limited number of strategies to build consensus within the school district community, with varying degrees of success. Builds consensus within the school district community around critical school decisions, employing a variety of strategies. Employs a variety of strategies to build consensus within the school district community around critical school decisions, while encouraging dialogue and different points of view. Is able to model this element.