Descriptors on Evaluation: Superintendent Rubric Indicator I-D. Evaluation: Provides effective and timely supervision and evaluation of all staff in alignment with state regulations and contract provisions. I-D. Elements Unsatisfactory Needs Improvement Proficient Exemplary I-D-1. Educator Goals Does not support administrators to develop professional practice, student learning and/or district/school improvement goals, review the goals for quality, and/or support administrators in attaining goals. Supports administrators and administrator teams to develop professional practice, student learning and, where appropriate, district/school improvement goals but does not consistently review them for quality and/or monitor progress. Supports administrators and administrator teams to develop and attain meaningful, actionable, and measurable professional practice, student learning, and where appropriate, district/school improvement goals. Supports administrators and administrator teams to develop and attain meaningful, actionable, and measurable professional practice, student learning and district/school improvement goals and models this process through the superintendent’s own evaluation process and goals. Is able to model this element. I-D-2. Observations and Feedback Rarely conducts visits to observe principal practice and/or does not provide honest feedback to administrators who are not performing proficiently. Makes infrequent unannounced visits to schools to observe principal practice, rarely provides feedback that is specific and constructive for administrators, and/or critiques struggling administrators without providing support to improve their performance. Typically makes at least three unannounced visits to each school to observe principal practice every year and provides targeted constructive feedback to all administrators. Acknowledges effective practice and provides redirection and support for those whose practice is less than Proficient. Makes unannounced visits to schools throughout the year to observe administrator practice and provides targeted constructive feedback to all administrators. Engages with all in conversations with all administrators about improvement, celebrates effective practice, and provides targeted support to administrators whose practice is less than Proficient. Is able to model this element.
Descriptors on Evaluation: Principal/School-Level Administrator Rubric Indicator I-D. Evaluation: Provides effective and timely supervision and evaluation in alignment with state regulations and contract provisions I-D. Elements Unsatisfactory Needs Improvement Proficient Exemplary I-D-1. Educator Goals Does not support educators to develop professional practice and/or student learning goals, review the goals for quality, and/or support educators in attaining goals. Supports educators and educator teams to develop professional practice and student learning goals but does not consistently review them for quality and/or monitor progress. Supports educators and educator teams to develop and attain meaningful, actionable, and measurable professional practice and student learning goals. Supports educators and educator teams to develop and attain meaningful, actionable, and measurable professional practice and student learning goals and models this process through the leader’s own evaluation process and goals. Is able to model this element. I-D-2. Observations and Feedback Observes educators only in formal observation visits and/or does not provide honest feedback to educators who are not performing proficiently. Makes infrequent unannounced visits to classrooms, rarely provides feedback that is specific and constructive, and/or critiques struggling educators without providing support to improve their performance. Typically makes at least two unannounced visits to classrooms every day and provides targeted constructive feedback to all educators. Acknowledges effective practice and provides redirection and support for those whose practice is less than Proficient. Makes multiple unannounced visits to classrooms every day and provides targeted constructive feedback within 48 hours. Engages with all educators in conversations about improvement, celebrates effective practice, and provides targeted support to educators whose practice is less than Proficient. Is able to model this element.