Domain 2: Leadership Factor A: Vision for Learning and Achievement Characteristic 1: Personal Ineffective Minimally Effective Effective Highly Effective 2A1 Has established and regularly shares his or her personal vision for students and the school And demonstrates how his or her vision is informed by research and evidence models or examples And inspires staff, parents and students to formulate their own personal vision for learning, service to students, and the school Holds a personal vision that honors and celebrates diversity and the worth of every individual And carries out his/her role as principal in ways that honor and celebrate diversity and the worth of every individual And inspires others in the school community to behave in ways that honor and celebrate diversity and the worth of every individual Seeks out opportunities to learn and grow personally and professionally And engages staff in seeking out opportunities to learn and grow personally and professionally And establishes a culture of continuous learning among the staff, parents, and students of the school Demonstrates civility, respect, and dignity in personal and professional interactions And sets expectations for staff, parents, and students to treat each other with civility, respect, and dignity And monitors the school culture and environment to insure that each person is treated with civility, respect, and dignity
Domain 2: Leadership Factor A: Vision for Learning and Achievement Characteristic 2: Shared Ineffective Minimally Effective Effective Highly Effective 2A2 Solicits and includes parents, students, and community input in creating a shared vision for the school And develops and maintains collaborative processes to achieve commitment from all stakeholders to a shared vision for the school And uses the shared school vision to set goals, shape dialogue and decisions, focus effort, and allocate resources Ensures that the school vision is clear in setting learning expectations for all students And is persistent in helping the school achieve its vision of learning for all students And maintains consistent monitoring of progress in achieving the vision of learning for all students the focus on the evidence of student learning for staff, parents, and students And ensures that the school uses measures of student learning based on established performance standards And ensures that students receive regular feedback through valid measures of student learning based on established performance standards Maintains a current perspective to inform the school’s vision And engages parents, and students with current information to inform the school’s vision And engages, staff, parents, and students with innovative ideas to inform the school’s vision
And works with staff to ensure differentiation in the curriculum and extracurricular programs to respond to the full range of student characteristics (including cultural) for the student populations the school serves And provides information on the core curriculum standards to students, parents, and the community And ensures that the school provides students and parents assistance in understanding and working with the core curriculum standards Domain 3 – Programs Factor A: High Quality/Fidelity/Reliability Instructional Program Characteristics 2: Instruction Ineffective Minimally Effective Effective Highly Effective 3A2 Has a working knowledge about evidence based instruction And has clear goals and expectations for classroom instruction based on student needs And collaborates with staff to identify and prioritize evidenced based instructional strategies and practices that improve student learning And models and promotes evidenced based instructional strategies and practices with staff And works with staff to monitor implementation and evaluate the effectiveness of instructional strategies based on evidence of student learning Makes classroom observations to monitor and encourage quality instructional practices And establishes regular times and places for teachers to collaboratively plan and review instruction based on observations and evidence of student learning And with other district administrators to improve their collective ability to know and recognize effective and differentiated instructional practices Engages staff in discussing ways to differentiate instruction based on student needs And works with staff to identify student needs for differentiated learning and respond with differentiated instructional strategies to meet those needs And works with staff to evaluate how the differentiated instruction strategies in use are impacting student learning
And works with staff to develop a system of interventions for students who do not make adequate progress in achieving curriculum performance standards And works with staff to evaluate and improve the school’s system of interventions based on evidence of student learning And for/gathers evidence of active student engagement and student learning behaviors when making classroom observations And works with the staff to balance student- directed and teacher directed learning activities so as to increase student learning empowerment and autonomy Domain 3 – Programs Factor A: High Quality/Fidelity/Reliability Instructional Program Characteristics 3: Assessment Ineffective Minimally Effective Effective Highly Effective 3A3 Has a working knowledge of different kinds of assessments, their purposes, and the types of information they yield to inform teaching and learning. Formative/summative Achievement Aptitude/ability Attitude/perception And has a working knowledge of the construction of different types of assessments and the appropriate uses of the data from those assessments And works with staff to choose, develop, administer, analyze, and interpret the results of both externally produced and teacher-produced assessments And with staff to increase their knowledge and improve their assessment practices And works with staff to increase their knowledge and improve their ability to interpret and use assessment data to achieve better student results Works with staff to develop and consistently utilize assessments to monitor and report on student learning And provides training for staff in assessment literacy and practices And works with staff to ensure that common assessments are administered And develops staff leaders in assessment literacy and practices And develops team processes for teachers to work together to analyze and interpret
3B2 Establishes consistent systems, processes and procedures for the key work of the school not addressed through district systems, processes, and procedures And works with staff and students to regularly evaluate school-based systems, processes, and procedures based on relevant data And engages staff and students in designing and developing improved school-based systems, processes, and procedures based on data-identified needs Domain 3 – Programs Factor B: Safe, Effective, Efficient School Operations Characteristics 3: Resource Allocation and Management Ineffective Minimally Effective Effective Highly Effective 3B3 Ensures that the school establishes procedures for fiscal and resource management and accountability And establishes a process for aligning and realigning fiscal, human, and material resources as needed to support the school goals and sustain priority strategies to achieve those goals And works with staff and parents to seek out and secure additional sources of fiscal, human, and material support for priority strategies to achieve school goals
4A1 And ensures that the school responds to the needs and values of the diverse school community And develops external partnerships to support the needs and values of the diverse school community And raises resources through parents, businesses and other organizations to support the needs and values of the diverse school community And is involved in the community outside of the school And uses community involvement to connect the school to the broader community And is an advocate for the school in the community And establishes advocates for the school parents and other community leaders Domain 4 – Processes Factor A: Community Building Characteristic 2: Inclusion Ineffective Minimally Effective Effective Highly Effective
4A3 Communicates with parents and the community about the school And communicates frequently with parents and the community using multiple forms of communication such as newsletters, forums, surveys, phone calls, personal visits, and the use of technology And, creates frequent opportunities for two-way communication with parents and the community using multiple forms of communication such as web sites, social media, and other interactive media Provides information to parents and the community about student achievement And works with the Central Administration and Board of Education to understand and provide feedback on the school’s student achievement data And works with parent and community groups to understand and provide feedback on the school’s student achievement data Provides information to parents about individual student achievement And regularly informs parents of student achievement goals and how to support their children in achieving those goals And engages parents as full partners in helping their children master achievement goals Spotlights school successes with the media And provides the media with regular information and stories about the school mission, vision, and student success And creates partnerships with the media (television, radio, and newspaper) to tell the school’s story Domain 4 – Processes Factor B: Evidenced Based and Data Informed Decision Making Characteristic 1: Collaborative Inquiry
4B2 district assessment data school process data student background data district assessment data school process data student background data performance standard rubrics sub-group performance levels individual student performance profiles Works with staff to establish school improvement targets (goals) based on annual analysis for: state and district assessments student background data school process data And works with staff to revise school improvement targets (goals) as indicated by 3-5 year analyses of student background, school process, and student achievement data And works with staff to examine the interaction between multiple sources of student background, school process, and student achievement data to establish student achievement targets (goals) And works with staff to use student background, school process, and student achievement data to select strategies to achieve school improvement targets (goals) And works with staff to revise school improvement strategies as indicated by deeper levels of data analysis And works with staff to establish benchmarks for tracking the implementation of school improvement strategies And with staff to evaluate the impact of selected school improvement strategies And with staff to replace or revise school improvement strategies as needed to achieve school improvement targets (goals) Domain 4 – Processes Factor B: Evidenced Based and Data Informed Decision Making Characteristic 3: Data Systems Ineffective Minimally Effective Effective Highly Effective
Characteristic 3: Leadership for Technology Ineffective Minimally Effective Effective Highly Effective 5A3 out and shares information sources about using technology to increase learning opportunity and achievement And validates leadership decisions the role of technology in the school with relevant and research supported information sources And contributes to district decision making by providing/sharing relevant and research supported information sources about the use of technology to meet district goals Participates in building a shared vision for teaching and learning with technology at the district and/or building level And advocates at the building and district levels for evidenced based effective practices in the use of technology to increase learning achievement and increase student learning And advocates at the district, community, and state levels for policies, programs, and resources that support the use of technology to better serve students and increase/expand student learning Informs parents and the community about the role of technology in the school’s teaching and learning programs And holds teachers accountable for involving and informing students and parents in the use technology to achieve the full benefit of the school’s teaching and learning programs And fosters a culture of risk-taking for promoting innovation with technology And recognizes and rewards staff and student initiative in creating innovative ways to use technology to enhance, expand, and increase learning Domain 5 – Systems Factor B: Capacity Characteristics 1: Professional Development
And participates in professional learning to increase skills in performance evaluation And coaches other administrators in evaluation practices Domain 5 – Systems Factor B: Human Capacity Characteristic 4: Productivity Ineffective Minimally Effective Effective Highly Effective 5B4 Ensures that staff roles and responsibilities are communicated and understood And hires and/or assigns people to staff positions based on capacity to meet the expectations of those positions And differentiates roles and responsibilities as needed to meet the goals of the school And differentiates roles and responsibilities to make optimal use of staff knowledge, talents, and expertise Establishes regular and reliable school routines and procedures And communicates about school routines and procedures with staff, students, and parents And modifies school routines and procedures as needed to increase productivity and desired outcomes And elicits feedback from staff, students, and parents about school routines and procedures And engages staff, students, and parents in evaluating, modifying, and creating school routines and processes as needed to increase productivity and desired outcomes