Elements Distinguished Proficient Professional Support Needed Unsatisfactory Ensures that teachers receive the assistance they need to improve teaching and learning; conditions that enhance the staff’s desire and willingness to focus energy on achieving educational excellence Consistently provides feedback, clarification, updates and collaborates with teachers/PLCs/IPST to continuously improve instructional strategies. Collaborative assistance is more than routine and is part of the culture. Feedback to teachers and assistance necessary to improve teaching and learning is evident through PLC meeting notes, faculty meetings, adherence and fidelity of any implemented PDAPs, etc. The implementation of BEST instructional strategies is a focus of the school. Very little interaction between the administration and teachers in an effort to increase student achievement is evident. Feedback and collaboration with teachers to improve instructional strategies is not consistently demonstrated. PLCs have not consistently been implemented throughout the teaching staff. Meetings with teachers are more perfunctory rather than a collaborative tool to increase and share instructional performance through BEST instructional strategies. No evidence of collaboration between teachers and administrator to improve instruction (e.g. PLCs have not been implemented.) When teachers are on PDAPs, adherence to the administrative assistance portion of the PDAP lacks fidelity in keeping with the assistance plan. Communicates with the community, and district personnel Efforts to engage stakeholders are numerous and successful. Families and stakeholders receive frequent (at least monthly) information about activities at the school and opportunities to engage in the instructional programs within the school. Multiple ways of communicating are utilized to ensure maximum understanding. Stakeholders receive information about activities at the school at least quarterly. Sensitivity to the needs of the community are taken into account when selecting modes of communication to ensure maximum delivery. Minimal evidence of attempts made to stakeholders to elicit their involvement in the instructional programs offered. More evidence of incorporating multiple modes of communication is necessary to ensure that stakeholders are made aware of the instructional program. Little or no attempts are made to engage stakeholders in the instructional programs at the school. Little evidence is shown that demonstrates communication with stakeholders.
Elements Distinguished Proficient Professional Support Needed Unsatisfactory Connects daily operations to student learning goals; builds of culture of learning at the school School clearly is characteristic of a high-performing learning culture. Student academic achievement is at the center of PLC meetings, SAC meetings, etc. Characteristics of a high-performing learning culture are evident. Administration and teachers have high expectations for all students. Lack of follow-up with teachers/staff to ensure that high-performing learning culture exists throughout the school (e.g. iObservations, PLCs.) Little or no evidence of high expectations for all students. Instructional focus lacks rigor, relevance and relationships. Identifies and organizes resources to achieve goals. Identifies and organizes resources to achieve goals Consistently demonstrates the ability to identify the appropriate resources and organize them to achieve curricular/instructional goals. Consistently demonstrates the ability to prioritize and utilize and/or save resources to meet long- term goals. Demonstrates the ability to identify appropriate resources and organizes them to achieve curricular/ instructional goals. Does not consistently demonstrate the ability to identify appropriate resources and organize them to achieve curricular/instructional goals. Little or no evidence of appropriate identification and organization of resources to meet instructional goals. Conforms to legal and ethical standards to achieve goals Consistently reviews and ethical standards to ensure compliance and conformity. Following legal and ethical standards is clearly modeled and part of the culture of the school (e.g. test security, confidentiality of records, input of data, accounting practices, etc.) Follows state and district policies to maintain all legal and ethical standards (e.g. test security, confidentiality of records, input of data, accounting practices, etc.) Inconsistency when following district policies to ensure compliance in and/or ethical standards. More attention to state and district policies is necessary to ensure compliance in legal and/or ethical standards. Lack of concern for conformity to legal and ethical standards. Consistent disregard for adhering to state/district requirements/policies.
Elements Distinguished Proficient Professional Support Needed Unsatisfactory Uses multiple sources of data to manage the accountability and instructional improvement processes (e.g., Student Desktop Data, A3, Data Dashboard, AP Potential, Student Assessment Record) Routinely (at least four times per school year) utilizes multiple sources of data to manage the accountability and instructional improvement processes (e.g. Desktop Student data System, A3; Data Dashboard, AP Potential, Student Assessment Record.) Models the use of with teachers. Multiple trainings and assistance are consistently offered regarding multiple sources of data. Utilizes multiple sources of data to manage the accountability and instructional improvement processes (e.g. Desktop Student Data System, A3, Data Dashboard, AP Potential, Student Assessment Record.) Training on how to utilize sources of data is provided, encouraged and modeled. Does not consistently utilize multiple sources of data to manage the accountability and instructional improvement processes. The importance of utilizing these sources of data is not regularly encouraged or demonstrated. Little or no evidence of utilizing multiple sources of data manage accountability and instructional improvement. Trainings on how to utilize sources of data to improve instruction is not offered and/or emphasized. Incorporates successful programs from other schools with similar demographics to identify strategies for improving student achievement Consistently collaborates with Principal Review Team (PRT) to share and problem-solve issues beyond the boundaries of one’s own school in an effort to strive for continuous improvement throughout the district. Collaborates effectively with Principal Review Team (PRT). Demonstrates the ability to identify successful instructional strategies for improving student achievement. Demonstrates the ability to incorporate successful program(s) from schools with similar demographics. Does not consistently collaborate with PRT. Does not regularly demonstrate the ability to identify strategies for improving student achievement. Little or no evidence of collaborating with PRT. Little or no evidence of ability to identify strategies for improving student achievement and/or ability to incorporate successful programs from schools with similar demographics.
Standard 5: Technology High performing leaders plan and implement the integration of technological and electronic tools in teaching, learning, management, research, and communication responsibilities. (5 points for total standard) Elements Distinguished Proficient Professional Support Needed Unsatisfactory Implements technology to enrich curriculum instruction and assessment Manages the staff and teachers in their use of technology, telecommunications and information systems. Obtains whatever resources are necessary and available to increase access to technologies for the school. Incorporates the use of telecommunications and information systems to enhance instruction and promote student achievement. Struggles to use technology, telecommunication and information systems for all stakeholders. Does not utilize technology, telecommunication and informational systems to enhance curriculum and instruction. Promotes effective technology integration Monitors the instructional use and encourages exploration of innovative technology. Creates and communicates a clear vision of integrating technology for the school and community. Promotes the effective use of technology integration in the classroom. Increases access and supports the educational technology efforts of staff and teachers. Inconsistent promotion and use of technology. Occasionally communicates technology integration to the school community. Does not encourage the use of technology in an instructional setting. Understands laws and policies Shares laws and policies related to educational technology with all stakeholders. Monitors the implementation of these laws and policies. Understands the laws and policies regarding educational technology. Disregards laws and policies regarding educational technology. Disregards laws and policies regarding educational technology. Uses technology to make data-driven decisions Creates and communicates a clear vision of technology integration for the school community. Monitors and encourages instructional staff to use data to drive instruction through the use of technology. Uses technology for student assessment and the evaluation of the impact of instructional initiatives. Inconsistent use of technology to make data-driven decisions. Inability to use technology to make data-driven decisions. Models the use of technology as a tool Demonstrates and encourages instructional to use technology as a tool to support both educational and community activities. Models the use of technology as a tool in support of both educational and community activities. Occasionally demonstrates the use of technology as a tool to support both educational and community activities. Does not model the use of technology as a tool in support of both educational and community activities.
High performing leaders act with integrity, fairness, and honesty in an ethical manner. (5 points for standard) Elements Distinguished Proficient Professional Support Needed Unsatisfactory Models and monitors district organizational values Demonstrates well-reasoned educational beliefs upon an understanding of teaching and learning. Understands ethical and legal concerns educators face when using technology throughout the teaching and learning environment. Models and monitors district organizational values. Displays open, honest communication about the school/department and district. Demonstrates ability to make decisions within an ethical context. Inconsistent support of district organizational values. Violates district organizational values. Develops a personal code of ethics Manifests a professional code of ethics and values. Understands the impact of his/her actions on the school community during and outside school hours. Makes decisions based on the legal, moral, and ethical implications of policy options and political strategies. Develops a personal code of ethics embracing diversity, integrity, and the dignity of all people. Makes decisions based on the legal, moral, and ethical implications of policy options and political strategies. Unaware of consequences and liability for not making ethically decisions. Ignores consequences and liability for not making ethically sound decisions. Acts in accordance with federal and constitutional provisions Educates faculty and and acts in accordance with federal and state constitutional provisions, statutory standards, and regulatory applications. Acts in accordance with federal and state constitutional provisions, statutory standards, and regulatory applications. Selectively adheres to the federal and state constitutional provisions, statutory standards, and regulatory applications. Disregards federal and state constitutional provisions, statutory standards, and regulatory applications.
District Leadership Performance Appraisal System Name School Year Last First MI School/Dept Name & Number A district Leadership Professional Development Assistance Form is required for each standard performance is rated below the effective level Leadership Component: 50 % (5 pts per dimension): Highly Effective 5 pts Effective 4 pts Needs to Improve 2 pts Unsatisfactory 0 pts Instructional Leadership (FLS 3) Highly Effective Effective Improvement Unsatisfactory Resource Development (FLS 4,7) Highly Effective Effective Improvement Unsatisfactory Managing the Learning Environment (FLS 2,5,8) Highly Effective Effective Improvement Unsatisfactory Ethical Leadership (FLS 10) Highly Effective Effective Improvement Unsatisfactory Learning, Accountability, and Assessment (FLS 1) Highly Effective Effective Needs Improvement Unsatisfactory Vision Highly Effective Effective Improvement Unsatisfactory Decision Making Strategies (FLS 6) Highly Effective Effective Needs Improvement Unsatisfactory Community and Stakeholder Partnerships (FLS 9) Highly Effective Effective Needs Improvement Unsatisfactory Technology Highly Effective Effective Needs Improvement Unsatisfactory Diversity Highly Effective Effective Needs Improvement Unsatisfactory Sub Total: The Leadership Portfolio shall include data and information from the Strategic Plan, Organizational Values, the Code of Ethics, collaboration with peers, and other appropriate, job-specific documentation. Documentation must be provided to demonstrate the administrator’s ability to improve teacher effectiveness, recruit and retain high-performing teachers, and manage time and material resources effectively. If the employee evaluates instructional personnel, does s/he use the assessment criteria and evaluation procedures effectively? Yes No N/A Completes annual performance evaluations and development discussions for all direct reports on time? Yes No N/A Evaluator Signature (Blue Ink Only) Date My signature indicates that this evaluation has been discussed with me Evaluatee Signature (Blue Ink Only) Date ILPAS Appendix: Page 21 Our Mission is to Serve Every Student with Excellence as the Standard Assignment _________
Performance Appraisal –– Computation Example Highly Effective Sub Total= 40 Effective Sub Total= Needs Improvement Sub Total= 28 Professional Practices 50 points – Professional Practices 50% Sub 42 Sub Total= 37 Sub Total= 32 Student Achievement 50 points –VAM 50% Total points=86 Total points=73 Total points= 64 ILPAS Appendix: Page 27 Our Mission is to Every Student with Excellence as the Standard!