C) Designs and utilizes effective of formal and informal communication Does not convey information to staff in a timely manner; is a poor listener; does not express ideas clearly Disseminates clear, concise information in a timely manner using appropriate media; demonstrates attention to others’ comments Disseminates clear, concise information in a timely manner using appropriate media; targets communication to suit the audience; actively listens Models effective two-way communication with all stakeholders; is able to inspire as well as convey information Newsletters Responsive to emails in a timely manner Family all calls Daily talk Staff meeting notes Shout outs emails 1.3 Ensures that students demonstrate consistent values and behaviors aligned to school’s vision and mission A) Effectively fosters a safe and environment Student discipline policy is handled inconsistently or not at all. School environment does not feel safe and respectful. Student discipline policy is handled inconsistently, but student behavior is orderly most of the time. School environment feels safe and respectful. Student discipline policy is handled consistently. School environment feels safe and respectful. Student discipline policy is handled consistently. Student behavior is reflective of an effective learning community. School environment is not only safe and respectful, but also reflects a rigorous academic focus. Student surveys Family surveys OnCourse data (including suspensions) Observations during different times of day, including recess and lunch Office referrals Family Handbook RTI Behavior System Counseling groups and interventions Social-Emotional Support Groups Cleanliness B) Establishes a culture of respect and rapport supports students’ emotional safety Interactions with some students are negative, demeaning, or inappropriate to the age and needs of the students OR students exhibit disrespect for the principal. Interactions with students inconsistently demonstrate respect and positivity, or are not consistently appropriate for the age and needs of students OR students inconsistently exhibit respect for the principal. Interactions with students are respectful, positive and appropriate for the age and of students AND students exhibit respect for the principal. Interactions with students are respectful, positive and appropriate for the age and of student. AND Students exhibit respect for the principal AND The principal's interactions demonstrate a positive rapport with individual students. Student surveys Area Superintendent Observations from students Student interactions with Principal Behavior Support Plans Collaboration between family and school SST’s
C) Manages conflict Has little awareness of potential problems and/or areas of conflict with the school; does not have processes to resolve problems or Demonstrates awareness of potential problems and/or of conflict with the school; has some processes in place to resolve problems and/or areas of conflict Is aware of potential problems and areas of conflict within the school; establishes processes to resolve problems and conflicts and does so Is aware of potential problems and areas of conflict within the school; establishes processes to resolve problems and conflicts skillfully and does so Principal survey Time frame for addressing conflict in a timely manner Support plans
1 formal observation aligned with the TCRP AIR Aspire Must Achieves in a continuous way AND uses a variety of formal and informal methods to provide teachers with timely feedback (written and verbal) aligned to Aspire AIR beyond 3 mini observations and 1 formal observation B) Provides support to teachers in developing instructional plans Does not participate in planning with teachers; does not provide teachers with feedback on lesson plans Participates in planning with teachers, but does so inconsistently or does not make a valuable contribution to the planning process; inconsistently provides feedback on lesson plans or does not provide meaningful feedback Participates in planning with teachers regularly; consistently provides meaningful feedback on lesson Participates in planning with teachers regularly; consistently provides feedback on lesson plans to advance teacher effectiveness on the Aspire Instructional Rubric (AIR) Lesson plan feedback Notes from planning meetings 3.3 Uses data to increase student achievement A) Establishes for overall student achievement Attempts to establish written achievement goals at the school level but does not complete the task or does so partially Establishes written achievement goals at the school level Establishes written achievement goals at the school level and regularly refers to these goals and reminds faculty and staff of these goals All staff, faculty, families and students are aware of student achievements goals including times when goals are refined as data is accumulated PD Newsletters School Site Council Agendas Action plans, including revisions for each data collection Leadership Team Agendas and
Student-Led Conferences Data Analysis, data binders, data collection system Data talks RTI Agendas B) Regularly analyzes data and engages in data talks Does not use data in making decisions or coaching teachers; does not make data available to staff; does not engage in regular data talks Periodically reviews data provided by the state or Home Office; reviews and discusses school-wide data with staff Analyzes a wide range of student and teacher data; aggregates and disaggregates data; trains staff to collect and use data on a regular basis to improve teaching and regularly conducts Cycles of Inquiry Incorporates the use of data into the daily life of the school, consistently tracking and analyzing a variety of metrics against goals to continually improve teaching in the school; analyzes data in aggregate by subgroups to reinforce school goals and guide daily activities AND regularly conducts and participates in Cycles of Inquiry Data Analysis, data binders, data collection system Data talks Follows assessment calendar Data driver Use of data dashboard RTI Agendas Action Plans Cycles of Inquiry Data Benchmark analysis School-wide rewards 3.4 Provides effective data driven professional development aligned with staff needs and goals A) Provides professional development related to growth goals Attempts to ensure that professional development is provided to teachers but does not complete the task or does so partially Ensures that job-embedded professional development is provided to teachers Ensures that job-embedded professional development is provided to teachers that is directly related to their growth goals Ensures that job-embedded professional development is provided to teachers that is directly related to their growth goals AND continually re-evaluates the professional development program to ensure that it remains job-embedded and focused on teacher growth goals PD calendar PD Agendas Purple Planet Teacher surveys Leadership Team Agendas Use of AIR growth guides Area Superintendent Observation of PD (using Bambrick Rubric) Surveys after PD
B) Actively participates in providing professional development Displays little or no evidence of new learning or sharing that learning with colleagues Occasionally devotes faculty meetings to professional development and shares personal learning experience with colleagues but relies on others to lead each professional development opportunity Regularly engages in professional development AND personally leads professional development at various times throughout the school year Regularly engages staff in professional development AND is an active participant in professional development by leading or collaboratively conducting professional development with teachers or experts PD Agendas PD Calendar Observations of PD Teacher surveys Leadership Team Agendas Use of AIR growth guides Area Superintendent Observation of PD (using Bambrick Rubric) Surveys after PD 3.5 Implements programs and systems to meet individual student needs A) Ensures that appropriate school-level and classroom-level programs and practices are in place to help students meet individual achievement goals when data indicate interventions are needed Attempts to ensure that programs and practices, such as RTI, are in place for individuals who are not making adequate progress, but does not complete the task or does so partially Ensures that programs and practices are in place, such as RTI, for individual students who are not making adequate progress Ensures that programs and practices are in place, such as RTI, for individual students who are not making adequate progress and that students are successfully completing these programs Ensures that programs and practices are in place, such as RTI, for individual students who are not making adequate progress and that students are successfully completing these programs AND continually expands the options for individual students to make adequate progress RTI Meetings and Agendas Benchmark analysis SST’s After School Program IPass, Read 180 Intervention schedule B) Ensures that appropriate programs and practices are in place to help students with special needs meet individual achievement goals according to IEP or 504 Plan Attempts to ensure that programs and practices are in place for students with IEPs or 504s, but does not complete the task or does so partially; out of compliance Ensures that programs and practices are in place for students with IEPs or 504s; accommodations are implemented inconsistently Ensures that programs and practices are in place for students with IEPs or 504s and that students are successful in these programs; ensures that appropriate accommodations are implemented consistently Ensures that programs and practices are in place for students with IEPs or 504s and that students are successful in these programs AND continually expands the options for individual students to make adequate progress AND IEP’s 504s SPED Admin meetings Compliance
Standard Indicators Level I Level II Level III Level IV 4.1 Engage in critical reflection, constantly revising practice to increase effectiveness A) Acceptance of feedback The principal is resistant to feedback from supervisors or colleagues for use in improving practice. The principal accepts feedback from supervisors and colleagues for use in improving practice. The principal welcomes feedback from supervisors and colleagues for use in improving practice. The principal seeks out feedback from supervisors and colleagues for use in improving practice. 4.2 Engage in collaborative relationships with peers to learn and share best practices and ensure continuity in student learning A) Participation in a professional community The principal avoids participating in the professional community activities or has strained relationships with colleagues that negatively impact the learning community. The principal participates in professional community activities as required, maintaining cordial relationships with colleagues. The principal actively participates in the professional community by developing positive and productive professional relationships with colleagues. The principal makes a substantial contribution to the professional community by assuming appropriate leadership roles and promoting positive and professional relationships B) Professional development The principal resists applying learning gained from professional development activities, and does not knowledge with colleagues. The principal applies learning gained from professional development activities, and makes limited contributions to others or the profession. The principal welcomes professional development opportunities and applies the learning gained to practice based on an individual assessment of need. The teacher willingly shares expertise with others. The principal out professional development opportunities and applies the learning gained to practice. The teacher initiates activities that contribute to the profession. C) Shared commitment The principal demonstrates little commitment to supporting shared agreements that support student learning. The principal adheres to shared agreements that support student learning. The principal contributes to and actively endorses shared agreements that support student learning. The principal assumes a leadership role in contributing to, endorsing and encouraging others to embrace the shared agreements that support student learning.
4.3 Uphold and exhibit the CMO norms and expectations A) Ethics and professionalism The principal has little sense of ethics and professionalism, and contributes to practices that put adult interests ahead of students. The principal displays a moderate level of ethics and professionalism in dealing with colleagues. The principal displays a high level of ethics and professionalism in dealings with both colleagues and students. The principal displays the highest of ethics and professionalism, consistently working to support traditionally underserved students.
Standard Indicators Level I Level II Level III Level IV 5.1 Develop two-way communication with families about student learning and achievement A) Initiation of meaningful communication The principal provides minimal information to parents about individual students, and/or the communication is inappropriate to the cultures of the families. The principal adheres to the school’s required procedures for communicating with families with an awareness of cultural norms The principal initiates communication with parents about students’ progress on a regular basis, respecting cultural norms. The principal promotes frequent two-way communication with parents to improve student learning with students contributing to the design of the system. B) Responsiveness to parent inquiries and communication The principal does not respond, or regularly responds insensitively to parent concerns about students. The principal responds to parent concerns in a superficial or cursory manner, or responses may reflect occasional insensitivity The principal responds to parent concerns in a timely and culturally respectful manner. The principal responds to parent concerns in a pro-active, timely manner and handles this communication with great professional and cultural sensitivity. C) Inclusion of the family as a partner in learning decisions The principal makes no attempt to engage families in the instructional program, or such efforts are inappropriate. The principal makes modest and partially successful attempts to engage families in the instructional program. The principal efforts to engage families in the instructional program are frequent and successful. The principal’s efforts to engage families in the instructional program are frequent and successful. Students contribute ideas for projects that will be enhanced by family participation. 5.2 families with a variety of strategies to support their child's success and college readiness A) Provision of parent education efforts to support students The principal does not provide parents with strategies to support their child’s success and college- readiness. The principal provides parents with limited strategies to support their child’s success and college-readiness. The principal provides parents with several strategies to support their child’s success and college- readiness including resources outside of the school. The principal works collaboratively with parents to identify appropriate strategies to support their child’s success and college- readiness including resources outside of the school. Students initiate the use of strategies with their parents.
Standard Indicators Level I II Level III Level IV 5.3 Help students leverage resources in community that support their success in college and beyond B) Knowledge of community resources The principal is unaware of resources for students available through the school, CMO or community that students may access to about success in college and beyond. The principal demonstrates knowledge of resources for students available through the school or CMO, but has limited knowledge of resources available more broadly, or does not work to utilize the available resources to support student understanding of success in college and beyond. The principal displays awareness of resources for students available through the school or CMO, and familiarity with resources external to the school and on the Internet; available resources are utilized to increase relevance and student understanding of success in college and beyond. The principal demonstrates extensive knowledge of resources for students, including available through the school or CMO, in the community, and on the Internet. Students identify and incorporate resources relevant to them, and that increases their understanding of success in college and beyond. C) Support for students in accessing resources The principal is unaware of resources and therefore unable to support students accessing resources. The principal refers students to other adults in the school to support students in accessing resources. The principal supports and advocates for students in accessing resources within and outside of the school by providing information and facilitating personal contacts. The principal supports and advocates for students in accessing resources within and outside of the school by providing information and facilitating personal contacts. The teacher promotes the students in taking responsibility for identifying and maintaining contacts with resources.