Occasionally assigns staff to positions for which they are not qualified Does not consider student learning, teacher effectiveness or instructional team composition when making team assignments Rarely anticipates or plans for staff transitions Assigns teachers and other instructional staff to positions based on qualifications, but may not consider student academic or learning needs, or teacher effectiveness Attempts to create instructional teams (e.g., data teams, professional learning communities) but team member assignment is not based on staff strengths Anticipates some staff transitions, but has inefficient plan for such changes Assigns teachers and other instructional staff to positions based on qualifications, student academic and learning needs, and teacher effectiveness Assigns teachers and other staff to instructional teams (e.g., data teams, professional learning communities) based on individual and group strengths Identifies potential staff transitions and has strategies to fill positions prior to school year Assigns teachers and other instructional staff to positions based on qualifications, demonstrated effectiveness, and to support school goals and maximize student achievement Assigns teachers and other staff to instructional teams based on individual and group strengths, with input from teacher leaders and group members Identifies potential staff transitions and uses strategies resulting in almost all positions filled prior to school year Staff assignment process serves as a model for other schools and districts Rationale: Component: 1.1.3: Observation and Performance Evaluation Level 1: Unsatisfactory Level 2: Basic Level 3: Proficient Level 4: Distinguished arely observes teaching Gives staff infrequent or inaccurate feedback Does not use evaluation process to identify accurate levels of performance Fails to document or address weak performance Periodically observes teaching Gives staff general or vague feedback Completes evaluations that may lack differentiation or demonstrate inaccurate appraisals Occasionally documents or inappropriately addresses weak performance Regularly observes teaching using different modalities (walkthroughs, classroom and team-level observations) Regularly gives staff clear feedback based on observations, other evidence sources, and evaluation criteria Completes evaluations that identify accurate levels of performance and Regularly observes teaching using different modalities Regularly gives staff timely, clear, and actionable feedback based on observations, other evidence sources, and evaluation criteria Completes evaluations that consistently identify accurate levels of performance and regularly reviews results for reliability
Rarely uses evaluation results for individual or school growth Inconsistently uses evaluation results to inform individual and school growth Encourages teachers to seek support of peers periodically reviews results for reliability Appropriately documents and addresses weak performance, including intervention plans when needed Consistently uses evaluation results to inform individual growth Provides opportunities for teachers to observe each other’s practice Appropriately documents and addresses weak performance, including intervention plans when needed, leading to improved performance or other appropriate outcomes Consistently uses evaluation results for individual and school growth and to inform school improvement planning Creates systems for peer support, including growth-oriented observations, analysis, and reflection Rationale: Component: 1.1.4: Professional Development and Learning Level 1: Unsatisfactory Level 2: Basic Level 3: Proficient Level 4: Distinguished Provides learning opportunities that are not informed by student, classroom, or school data Learning opportunities are rarely tailored to meet educator needs or aligned with school improvement priorities Provides some general learning opportunities informed by current student, classroom, or school data Creates learning opportunities that meet some educator needs and generally align with school improvement priorities Creates some learning opportunities that are inflexible or adhere to a predetermined schedule Consistently provides learning opportunities informed by current student, classroom, and school data, reflecting cultural, linguistic, and other learning needs Creates productive and engaging learning opportunities that align with educator learning needs and school improvement priorities Encourages educators to take responsibility for improving their performance over time Implements collaborative learning opportunities informed by comprehensive analysis of student, classroom, and school data, reflecting cultural, linguistic, and other learning needs Creates productive and engaging learning opportunities that align with individual and school improvement priorities, and maximize use of time and resources Cultivates systems to assess and adjust quality of learning structures
teacher focus on student achievement expectations Cannot articulate or does not monitor curricular and instructional program Does not provide access to differentiated student supports not clearly reflected in daily instruction or the School Improvement Plan Articulates the curricular and instructional program, but some aspects lack coherence Inconsistently monitors curriculum and instructional program Provides limited access to differentiated student supports clearly reflected in daily instruction and the School Improvement Plan Leads and regularly monitors a coherent standards-based curricular and instructional program to deliver rigorous academic content to all students Provides multi-tiered support system (such as Response to Intervention) to analyze student needs and target resources for student success clear, high and demanding academic and behavior expectations for every student that are reflected in daily instruction and the School Improvement Plan Develops systems to assess level of academic and behavior expectations and takes actions to strengthen those expectations Leads, as well as empowers others, in regular monitoring of coherent standards-based curricular and instructional program to deliver rigorous academic content to all students Provides multi-tiered support system that is a model for targeting resources and yielding student success Rationale: Component: 1.2.3: Staff Collaboration Level 1: Unsatisfactory Level 2: Basic Level 3: Proficient Level 4: Distinguished Fails to establish or support opportunities for collaboration Acts as a barrier to collaboration Encourages collaboration, but does not assess collaborative work for focus on instruction and teacher and student learning Collaborative work focuses mainly on administrative issues Uses informal/ad hoc common planning periods Establishes and supports ongoing development of collaborative work groups Assesses collaboration to keep focus on instruction as well as teacher and student learning Provides consistent, common planning periods Creates conditions and expectations for collaborative work groups that are owned by teachers Workgroups self-assess collaboration to maximize focus on instruction as well as teacher and student learning
Responses to parents and community members are not timely or meaningful Occasionally responds to contact from parents and community members in a timely or meaningful way Consistently responds to contact from parents and community members in a timely and meaningful way Assesses effectiveness of different communication strategies and adapts as necessary (e.g., retooling message, expanding scope of communication) Solicits and responds to contacts from parents and community members in a timely and meaningful way Rationale: Component: 2.2.3: Conflict Management and Resolution Level 1: Unsatisfactory Level 2: Basic Level 3: Proficient Level 4: Distinguished Unaware of or contributes to conflicts Lacks fairness, self-control and consistency when dealing with difficult situations Limits involvement in relationship building and conflict management to defuse tense or problematic situations Acknowledges but avoids addressing some conflicts Inconsistently models fairness, and consistency when dealing with difficult situations Interacts with students, staff and other stakeholders on an as-needed basis to defuse potentially stressful situations Even if significant philosophical differences exist, accepts and supports district decisions when final Recognizes that conflict is inevitable, depersonalizes disagreement, and respects varying points of view Models fairness, self-control, and consistency when dealing with difficult situations and cultivates these characteristics in others Engages staff, parents, students and others in meaningful discussions to address issues before they become challenging When significant philosophical differences exist, uses appropriate venues to question district direction, but accepts and supports decisions when final Anticipates conflict and is proactive in defusing and resolving disagreements among stakeholders Models fairness, self-control and consistency when dealing with difficult situations and school community reflects shared commitment to empathy and respect Engages staff, parents, students and others in meaningful discussions to address issues before they become challenging Welcomes varying points of view as a force for positive change When significant philosophical differences exist, uses appropriate venues and evidence-based arguments to question district direction, but
Component: 2.3.3: Policy Management Level 1: Unsatisfactory Level 2: Basic Level 3: Proficient Level 4: Distinguished Does not comply with policies, procedures, laws and regulations Does not maintain appropriate documentation Does not communicate updated policies to staff Follows some policies, procedures, laws and regulations Inconsistently maintains appropriate documentation Inconsistently communicates updated policies to staff Does not communicate with local, state and federal policymakers on issues that directly impact school and leadership practice Follows all policies and procedures, laws and regulations, and seeks clarification when needed Consistently maintains appropriate documentation Communicates updated policies to staff Communicates with appropriate policymakers to influence policies that directly impact school and leadership practice Follows all policies, procedures, laws and regulations, and seeks clarification when needed Consistently maintains appropriate documentation Creates awareness and understanding among staff and other stakeholders of local, state and federal policies Communicates with appropriate policymakers to influence local, state, and federal policies that directly impact school and leadership practice Volunteers for state and national committees developing policy on issues central to school leadership Rationale: SLO Holistic Score Review the educator's SLO evidence collected throughout the Effectiveness Cycle: * educator's end-of-interval reflections from all SLOs * artifacts and evidence * educator's SLO self-score(s)