STUDENT LEARNING AND GROWTH (35%): The evaluator’s evaluation of the student learning and growth goals established by the instructional leader will serve as evidence. PROFESSIONAL PRACTICE (35%): Observations by the evaluator of post-observation professional conversations with teachers or licensed specialists using the professional conversations rubric will serve as one type of observation. The evaluator will collect evidence through the annual professional conversations process described earlier. Feedback through professional conversations promotes awareness of growth that has occurred, and highlights professional growth needs. Observations of staff development or team meetings may serve as an opportunity for the evaluator to collect evidence. Observations of evaluation documents stored in the Talent Ed Perform evaluation system will serve as evidence of effectiveness. PROFESSIONAL RESPONSIBILITES (30%): The instructional leader will reflect on and assess their professional practice and analyze and analyze the learning and growth needs of their students in preparation for goal setting. The evaluator will use the self-reflection and assessment on the standards of professional practice. The evaluator will assess the professional growth goal and school performance plan as evidence of this component. Other sources of evidence of this component are as follows: Committee / Team meeting participation Parent and community involvement meetings or events Staff retention rates Shared leadership Collaborative relationships with staff Contributions to community surveys STEP 4: Formative Assessment The formative assessment occurs around the midpoint of the evaluation cycle. During the formative assessment the evaluator and educator review the progress towards the student learning and growth goals as well as the professional goal. This conversation is an opportunity for the educator and evaluator to not only monitor progress, but make any adjustments to strategies as well as determine professional learning needs. STEP 5: Summative Evaluation The summative evaluation is the culmination of multiple formative observations, reflections, professional conversations, etc. The evaluator assesses the educator’s
viewed as a way to achieve improved outcomes for students. development of student learning and growth goals. Student learning and growth goals lead to improved student growth in all student populations. STANDARD 3 – Effective Management (Professional Practice & Student Learning & Growth) The instructional leader has the knowledge, ability and cultural competence to improve learning and achievement to ensure success of all students by managing the organization, operations and resources in a way that promotes a safe, efficient and effective learning environment. RSD Leadership Standard Unsatisfactory (1) Developing (2) Proficient (3) Distinguished (4) Obtains, allocates, aligns and efficiently uses fiscal and technological resources. Resource allocations may not align with the vision for the school. Resources are not used effectively and responsibly. Resource allocations are aligned with the vision for the school. Resources are used effectively and responsibly. Resource allocations are prioritized to align with the school’s vision. Resources are efficiently and responsibly used. The instructional leader is innovative as it relates to stretching allocating resources to the greatest extent. Resource allocations and expenditures enhance and promote the school’s vision. The instructional leader builds and promotes staff capacity to obtain additional resources which directly impact student growth. Promotes and protects the welfare and safety of students and staff. Communicates safety and behavior expectations inconsistently to staff and students. Clearly communicates safety and behavior expectations to staff and students. Reinforces expectations. Clearly and consistently communicates safety and behavior expectations to staff and students. Creates systems to reinforce expectations. Clearly communicates and collaborates with staff and students in establishing building safety plans and behavior guidelines that promote student growth. Staff and students can articulate the importance of expectations. Ensures teacher and organizational time is focused to support quality instruction and student learning. Instructional time for core content varies from classroom to classroom. Instructional time for core content is consistent from classroom to classroom. Ensures that instructional time is focused and protected to support quality, instruction and student learning. Ensures that all teacher and instructional time is focused and protected to support quality instruction and student learning. Engages staff in planning instruction in order to