Miami-Dade County Public Schools Non-School site MEP Evaluation System & Leadership Practice Guide

Transcription

1 2014 Miami-Dade County Public Schools Non-School site MEP Evaluation System & Leadership Practice Guide A Comprehensive System for Professional Development and Annual Evaluation of Non-school site MEP Employees with Instructional Oversight Responsibilities. Reviewed and Approved by the Florida Department of Education (Pending) Submitted for Review and Approval Florida Department of Education 3/31/2014

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3 TABLE OF CONTENTS Page Evaluation System Overview 1 Components of Evaluation System 2 Annual Procedures for the Evaluation System 3 Additional Metric: Deliberate Practice 6 M-DCPS Non-School site MEP With Instructional Oversight Responsibilities Assessment 7 Scoring Guide for M-DCPS Non-School site MEP With Instructional Oversight Responsibilities Assessment 8 Scoring Guide for deliberate Practice 10 Calculating a Final Summative Evaluation Rating 11 M-DCPS Non-School site MEP With Instructional Oversight Responsibilities Assessment (NSMA) Proficiency Rubrics for Domain I, II, III, and IV 11 Domain I: Getting Results 12 Domain II: Professional Development 21 Domain III: Leadership Development and Support 30 Domain IV: Parent and Community Engagement 45 M-DCPS NSMA Evaluation System forms 49

4 Miami-Dade County Public Schools Non-school site MEP Evaluation System Overview Miami-Dade County Public Schools (M-DCPS) significantly revised its School Administrator Performance Management System in 2010 as part of the District s participation in Florida s Race to the Top (RTTT) grant. The grant-funded state reform effort focuses on key goals including reducing the achievement gap by half and doubling the number of students who graduate high school and attend college. M-DCPS participation in Race to the Top and Florida s passing of the Student Success Act accelerated the District s efforts to redesign evaluation systems to integrate the required student performance measures. The new, state-adopted Miami-Dade County Public Schools Non-School site MEP with Instructional Oversight Evaluation System is the latest iteration and refinement of one of the State s and District s efforts to provide a top -quality education to every student in Florida. Florida Statutes Section (1) (a) states that the purpose of increasing student learning growth by improving the quality of instructional, administrative, and supervisory services in the public schools of the state, the district school superintendent shall establish procedures for evaluating the performance of duties and responsibilities of all instructional, administrative, and supervisory personnel employed by the school district. What does this mean? To accomplish the purpose defined in law, a district evaluation system for non-school site administrators with instructional oversight responsibilities must: Be focused on leadership actions that impact student learning; and Support professional learning on performance of duties and responsibilities that matter most for student learning, faculty and leadership development. The evaluation system adopted by M-DCPS is: Based on contemporary research that indicates educational leadership behaviors that, when done correctly and in appropriate circumstances, have a positive impact on student learning and faculty development. This evaluation system is designed to support school leaders through three processes: Self-reflection by the assessee on current proficiencies and growth needs (What am I good at? What can I do better?) Feedback from the assessor and others on what needs improvement. An annual summative evaluation that assigns one of the four performance levels required by law (i.e., Highly Effective, Effective, Needs Improvement, or Unsatisfactory). The processes and forms outlined in this manual are focused on the collection and reflection of data pertinent to the on-going assessment and final evaluation process. Page 1 of 57

5 Components of the M-DCPS Non-School site MEP with Instructional Oversight Evaluation System The M-DCPS Non-School site MEP Evaluation System is comprised of three components: 1. Student Growth Measures 2. Leadership/Instructional Oversight Practice 3. Deliberate Practice (replaces the Individual Leadership Development Plan) Component #1: Student Growth Measure The student growth measure component of the M-DCPS Non-school site MEP Evaluation System is the school-wide value-added score determined by the Florida Department of Education. Florida s Value Added Model (VAM) was adopted by the Commissioner of Education on recommendation of the Student Growth Implementation Committee in July Florida s VAM includes data from the present year as well as up to two prior years. More detailed information on Florida s VAM is available at Component #2: Leadership/Instructional Oversight Practice The leadership practice/instructional oversight component of the M-DCPS Non-School site MEP Evaluation System (NSMA) is based on the current research. The evaluation system consists of four domains, nine core practices, and 33 indicators. Component #3: Deliberate Practice The deliberate practice component of the M-DCPS Non-School site MEP Evaluation System provides non-school site administrators with a tool to plan, document, and reflect upon professional targets. A minimum of two Deliberate Practice Professional Growth Targets must be established annually. These two targets must focus on: 1. An issue that addresses a strategic school-reform need related to student learning. This goal must be selected by the district or approved by the assessee s assessor. 2. An issue related to research, evaluation and information services relevant to school leadership. This goal may be selected by the assessee but must also be approved by the assessor. Scoring of the M-DCPS Non-School site MEP with Instructional Oversight Responsibilities Evaluation System In order to arrive at a final unified summative evaluation rating, the three components of the M-DCPS School-site MEP Evaluation System are weighted as follows: Component Weight Student Growth Measure 50% Leadership/Instructional Practice Measure Non-site Administrator Assessment Score 80%* 50% Deliberate Practice Measure 20%* Page 2 of 57

6 Annual Procedures for Implementation of the M-DCPS Non-School site MEP with Instructional Oversight Responsibilities Evaluation System Orientation: Orientation can occur at the start of a new work year, school year, (or new assignment) as a leader. District-provided orientation and training on the M-DCPS Non-School site MEP with Instructional Oversight Responsibilities indicators and district-specific expectations that are reflected in the evaluation system should be reviewed so that all assessees and assessors have the same information about the content and processes of the evaluation system. This may be provided by the assessee s review of district evaluation documents, mentor sessions, or by faceto-face training where district processes and expectations are reviewed. Initial self-assessment occurs in the orientation step. Each administrator is expected to engage in personal reflection on the connection between his/her practice, the district evaluation indicators, and Deliberate Practice Growth Targets. Pre-evaluation Planning and Establishment of Deliberate Practice Professional Growth Targets: The assessee will complete a self-assessment using the indicators and establish his/her Deliberate Practice Growth Targets. This process will include one or more discussion meetings between the MEP assessee and his/her direct supervisor who will be the assessor. The assessee will: Identify performance improvement priorities. These may be student achievement priorities or performance management priorities. Data reviewed may include School Improvement Plan (SIP), student achievement data, prior evaluations, and evidence of systemic processes that need work. Together with the assessor, analyze the school goals and the assessee s pre-evaluation planning priorities and translate these into what their staff needs to know and be able to do. Establish a minimum of two Deliberate Practice Growth Targets focused on: 1. An issue that addresses a strategic school reform need related to student learning chosen by the district or approved by the assessee s assessor. Review District Strategic Plan and the School Improvement Plan to provide focus areas for target development. 2. An issue related to research, evaluation and information services relevant to instructional leadership as selected by the assessee. Review District Strategic Plan and the School Improvement Plan to provide focus areas for target development. Review previous school performance data to provide focus for target development. Determine performance baselines against which progress will be measured. Identify and review Domains, Core practices and pertinent Indicators from the evaluation system that are prominent areas to be strengthened. Discuss relationship of evaluation indicators to the School Improvement Plan (SIP) and districtsupported initiatives. Page 3 of 57

7 Ongoing Monitoring, Data Collection, and Application to Practice: Evidence that provides insights on the assessee s proficiency on the issues in the evaluation system is gathered throughout the evaluation cycle by those with input into the assessee s evaluation. The assessee shares with assessor evidence on indicators on which the assessee seeks feedback or wants the assessor to be informed. The assessor acquires data and evidence on assessee s engagement or impact of assessee s engagement during the school year. Such data and evidence may come from site visits from formal or informal observations, or from evidence, artifacts or input provided by others. The acquired information is analyzed using the demographics of the evaluation system indicators. As evidence and observations are obtained that generate specific and actionable feedback, it is provided to the assessee immediately. Feedback may be provided face-to-face, via indicator forms, via or telephone, or via memoranda (informally). Any alacrity or no alacrity which might result in a Needs Improvement (NI) on a domain or proficiency area that has not improved is communicated to the assessee at this time. Collegial groups, mentors, communities of practice (CoPs), professional learning communities (PLCs), and lesson study groups in which the assessee participates may provide specific and actionable feedback for proficiency improvement. These monitoring actions occur before and continue after the Mid-Year Progress Check (Step 5). Mid-year Progress Review between assessee and assessor: conducted in order to review and discuss the following: At mid-year a Progress Review is Priority items identified in the Initial Meeting; Data and evidence related to the core practices and a review of all performance indicators; Status and progress on the established Deliberate Practice Growth Targets; Accomplishments and achievements; Essential priority needs; Any areas/issues of concern; and Evidence log as requested by the assessor to support an appropriate progress rating. At mid-year or at any time during the assessment and evaluation period when performance is determined to be below expected standards, a Progress Review is conducted. When there is insufficient evidence related to an indicator and a determination has been made that limited or no improvement has been achieved, a plan of action is required. If the assessor determines that a rating of Needs Improvement (NI) is appropriate, the assessee is advised that he/she is responsible for taking corrective action to improve performance on the identified performance indicators. The assessee is advised that a determination of Needs Improvement (NI) on any performance indicator(s) in the Mid-Year Progress Review may result in a domain rating of Needs Improvement (NI) or Unsatisfactory (U) in the End-of-Year Summative Assessment. If the available evidence indicates that the assessee will be receiving an Unsatisfactory (U) rating on any performance indicator, a Performance Intervention Plan (PIP) must be developed. Page 4 of 57

8 Prepare a consolidated performance assessment: The summative evaluation form is initiated and prepared based on evidence incorporating all meetings, data, and artifacts collected throughout the school year and a performance rating is assigned. In developing the performance rating the assessor will: Consider including relevant and appropriate evidence by any party entitled to provide input into the assessee s evaluation; Review evidence of assessee s proficiency on indicators; Use all types of evidence and rating on the indicators to rate each proficiency area; Consolidate the ratings on core practices into domain ratings; and Consolidate Domain ratings to calculate a FSLA score. Year-End Meeting between assessee and assessor: The year-end summative meeting addresses the FSLA score, the Deliberate Practice Score and Student Growth Measures. The assessee should complete a self-assessment by scoring each of the FSLA indicators. The assessor will also score each of the indicators. In the end-of the year conference, their respective ratings are shared and discussed. The assessor then determines a final rating for each indicator and, using the procedures in this scoring guide, calculates an FSLA score. The NSMA score is explained to the assessee by the assessor. An evidence log may be requested by the assessor to support an appropriate rating on specific performance indicators. The assessee s growth on the Deliberate Practice Growth Targets is reviewed and a Deliberate Practice Score is assigned. The NSMA Score and Deliberate Practice Score are combined (as per weighting formula) to generate a Leadership Practice Score. If the Student Growth Measurement (SGM) score is known, the assessor will inform the assessee how the Leadership Practice Score and SGM Score combine to a summative performance level of Highly Effective, Effective, Needs Improvement, or Unsatisfactory. If the SGM score is not known, it is not addressed at this time. If achievements or employment consequences are possible based on performance level, the assessor must inform the assessee of corresponding district processes and next steps. The assessor and assessee review future priority growth issues that should be considered and addressed. A domain rating of Needs Improvement (NI) or Unsatisfactory (U) in the End-of-Year Summative Assessment may result in a recommendation for Non-Reappointment. Page 5 of 57

9 Additional Metric: Deliberate Practice Guidelines Deliberate Practice: The assessee s work on specific improvements in mastery of educational leadership is a separate metric and is combined with the NSMA Domain Scores to determine a summative leadership/instructional oversight practice score. Deliberate Practice (DP) Proficiency Area(s) and Target(s) for Administrator Growth Deliberate Practice Priorities: The assessee and the assessor identify one to two specific and measurable priority learning goals related to teaching, learning, or school leadership practices that impact student learning growth. Two targets are recommended. The target of a deliberate practice process describes an intended result and will include scales or progress points that guide the assessee toward highly-effective levels of personal mastery; The assessee takes actions to make discernible progress on those priority goals; monitors progress towards them, uses the monitoring data to make adjustments to practice, and provides measurable evidence of growth in personal mastery of the targeted priorities. The assessor monitors progress and provides feedback. The targets are thin slices of specific gains sought not broad overviews or long-term goals taking years to accomplish. Deliberate practices ratings are based on comparison of proficiency at a start point and proficiency at a designated evaluation point. The start-point data can be based on a preceding year FSLA evaluation data on a specific indicator or proficiency area, or determined by school assessee and assessor either at the end of the preceding work year or at the start of the new work year in which the Deliberate Practice targets will be used for evaluation. Selecting Growth Targets: Growth Target 1: An issue that addresses a strategic school-reform need related to student learning and either selected by the district or approved by assessee s assessor. The focus should be on complex issues that take some time to master such as providing observation and feedback of high-effect-size instructional practices. Growth Target 2: An issue related to research, evaluation and information services relevant to instructional leadership (selected by assessee). Growth Target 3-4: Optional: additional issues as appropriate at the discretion of the assessee and assessor. The addition of more targets should involve estimates of the time needed to accomplish targets one and two. Where targets one and two are projected for mastery in less than half of a school year, identify additional target(s). The description of a target should be modeled along the lines of learning goals: A concise description (rubric) of what the assessee will know or be able to do Of sufficient substance to take at least six weeks to accomplish Includes scales or progressive levels of progress that mark progress toward mastery of the goal Rating Scheme: Unsatisfactory = no significant effort to work on the targets Needs Improvement = evidence that some of the progress points were accomplished but not all of the targets Effective = target accomplished Highly Effective = exceeded the targets and able to share what was learned with others Page 6 of 57

10 M-DCPS Non-School site MEP with Instructional Oversight Responsibilities Assessment (NSMA) The M-DCPS Non-School site MEP With Instructional Oversight Responsibilities Assessment (NSMA) comprises 40% of administrators summative performance level on the School-Site MEP Evaluation System. The NSMA consists of four domains, nine core practices, and 33 indicators. Each indicator is supported by a rating rubric, guidelines for evaluating evidence of proficiency, and reflection questions to support continuous professional growth for school leaders. The following section of this document provides detailed information on the domains, core practices, indicators, and applicable rubrics. The diagram below demonstrates how the NSMA is incorporated into a cycle of continuous reflection and improvement. Page 7 of 57

11 Scoring Guide for the M-DCPS Non-School site MEP with Instructional Oversight Responsibilities Evaluation System This section provides information on the scoring of each component of the Non-School site MEP with Instructional Oversight Responsibilities Evaluation System, the computation of a final score, and determination of the Annual Performance Level. Scoring Guide for the M-DCPS Non-School site MEP with Instructional Oversight Responsibilities Assessment (NSMA) About the NSMA Scoring Process Four performance labels are used to summarize feedback on domains, core practices, and indicators. This are the same labels defined in Section , F.S. for summative performance levels: o Highly Effective (HE) o Effective (E) o Needs Improvement (NI) o Unsatisfactory (U) The NMSA score is based on ratings for each indicator with in its core practice and domain. o Domain I: Getting Results: 25% 2 core practices 8 indicators o Domain II: Professional Development: 25% 2 core practices 8 indicators o Domain III: Leadership Development and Support: 35% 4 core practices 14 indicators o Domain IV: Parental and Community Engagement: 15% 1 core practice 3 indicators To determine a rating for each indicator in a core practice and domain: Indicators in each Proficiency Area are rated as HE, E, NI, or U based on accumulated evidence and the application of the indicator-specific rubrics to guide the rating decision, illustrative examples of leadership actions and illustrative examples of impacts of leadership actions are provided. Applying Rating Labels When assigning ratings to indicators, the assessor should begin by reviewing the indicator rubrics. These are word-picture descriptions of leadership behaviors in each of the four levels of leadership behavior Highly Effective, Effective, Needs Improvement, and Unsatisfactory. The assessor finds the level that best describes performance related to the indicator. The rating rubrics provide criteria that distinguish among the proficiency levels on the indicator. The illustrative examples of and for each indicator provide direction on the range of evidence to consider. The rating for each indicator is the lowest rating for which the word-picture descriptors are appropriate and representative descriptions of what was observed about the leader s performance. Page 8 of 57

12 The ratings on the indicators aggregate to a rating on the Core practices based on tables in this guide. The ratings on the core practices within a Domain aggregate to a domain rating, using tables and formulas in this scoring guide. The rubrics are designed to give leaders a formative as well as a summative assessment of where they stand in all leadership performance areas and detailed guidance on how to improve. While they are not checklists for school visits by the leader s assessor, they do reflect the key behaviors about which leaders and assessors should be conversing frequently throughout the year. Moreover, these behavioral leadership descriptions will form the basis for leader and assessor coaching and mentoring sessions. Distinguishing between proficiency ratings The Highly Effective level is reserved for truly outstanding leadership as described by very demanding criteria. Performance at this level is dramatically superior to Effective in its impact on students, staff members, parents, and the school district. Highly effective leadership results from recurring engagement with deliberate practice. In brief, the Highly Effective leader helps every other element within the organization become as good as they are. In normal distributions, some leaders will be rated highly effective on some indicators, but very few leaders will be rated highly effective as a summative performance level. The Effective level describes leadership performance that has local impact (i.e., within the school) and meets organizational needs. It is adequate, necessary, and clearly makes a significant contribution to the school. The majority of the leadership workforce will be in the effective area once they have a clear understanding of what the FPLS requires and have made the adjustments and growth necessary to upgrade performance. The previous rating system of satisfactory and unsatisfactory does not provide any guidance as to where those who repeat past performance levels will fall in the shift to research and standards-based assessments. Both school leaders and assessors should reflect on performance based on the new FPLS and the rubrics of the FSLA. The Needs Improvement level describes leaders who understand what is required for success, are willing to work toward that goal, and, with coaching and support, can become proficient. Needs improvement rating will occur where expectations have been raised and standards made more focused and specific. Professional behavior and focused professional learning will guide school leaders toward increasingly effective performance. Performance at the Unsatisfactory level describes leaders who do not understand what is required for proficiency or who have demonstrated through their actions and/or inactions that they choose not to become proficient on the strategies, knowledge bases, and skills sets needed for student learning to improve and faculties to develop. Page 9 of 57

13 Scoring Guide for Deliberate Practice Deliberate Practice Score The DPGT score is 20% of the Leadership/Instructional Oversight Practice Score. The DPGT metric will have 1 to 4 specific growth targets. Each target will have progress points. The targets will have equal weight. Each DPGT will be assessed as: o Highly Effective: 100% of possible points o Effective: 80% of possible points o Needs Improvement: 50% of possible points o Unsatisfactory: 0% of possible points DPGT Rating Highly Effective Effective Needs Improvement Unsatisfactory Rating Rubric/Criteria Target met, all progress points achieved, and verifiable improvement in leader s performance Target met, progress points achieved...impact not yet evident Target not met, but some progress points met Target not met, nothing beyond 1 progress point A DP Score has an upper limit of 10 points (20% of final summative rating). Each target is assigned an equal proportion of the total points. Therefore the points for each target will vary based on the number of targets (see chart below). DPGT Scoring Limits Number of growth targets Maximum points per target Maximum Point Range One Target Two Targets 10 (10/2) 20 (10 X 2) Three Targets 6.7 (10/3) 20 (6.7 X 3) Four Targets 5 (10/4) 20 (5 X 4) Possible ratings based on number of targets and each target s rating Rating Point values If 1 target If 2 targets If 3 targets If 4 targets HE max points (see table above) E.80 of max NI.5 of max U.0 of max A DP score is based on ratings of the targets and the points earned for each rating. Summary 80% of the Leadership/Instructional Oversight Practice Score is based on the NSMA score. 20% of the Leadership/Instructional Oversight Practice Score is based on the DPGT Score. These scores together make up 50% of the final summative evaluation rating. (See chart on page 2) Page 10 of 57

14 Calculating a Final Summative Evaluation Rating In order to determine the final summative evaluation rating for a particular year, fill in and compute a final total score using the table below to guide calculations. Component Score Weight Subtotals Student Growth Measure X.5 Leadership/Instructional Practice Measure Sum Wt. Non-site Administrator Assessment Score 80% X.8 Deliberate Practice Measure 20% X.2 X.5 Summative Total: M-DCPS Non-School site MEP with Instructional Oversight Responsibilities Assessment (NSMA) Proficiency Rubric for Domains I, II, III and IV This section provides guidance to school leaders and assessors on what is expected regarding each indicator. This document may be used as a long-form format for recording performance levels or the short form provided in Appendix A may be used to summarize the findings. This section provides: The text of all core practices and NSMA indicators Rubrics to distinguish among proficiency levels o A generic rubric that applies to each indicator and o An indicator specific rubric that applies to the individual indicator Narratives to assist in understanding the focus and priorities embedded in the FSLA Illustrative examples of Leadership Actions and Impacts on Others of Leadership Action that assist in understanding how the issue(s) in an indicator are observed on the job Page 11 of 57

15 Domain I: Core Practice #1: Getting Results Getting Results Performance Indicators 1.1 Implements district initiatives 1.2 Makes effective decisions 1.3 Ensures improved student achievement 1.4 Provides specific corrective and positive feedback Core Practice #4: Using Data as a Problem Solving Strategy Performance Indicators 4.1 Facilitates ongoing training 4.2 Provides resources or services to schools and/or programs 4.3 Uses data to differentiate support as needed for district priorities 4.4 Empowers instructional and administrative personnel to determine priorities based on results Page 12 of 57

16 Domain I: Getting Results Core Practice #1 Core Practice #1 Getting Results: Core Practice #1 focuses on actual results in improving desired student learning growth and achievement. Priority attention is on the district administrators leadership behaviors that influence the school site instructional leadership, faculty development, and school operations that impact the quality of the learning environment; it also addresses supporting processes that result in improving the percentage of effective and highly effective principals and teachers in the supervised school s by focusing on whether the accumulated impact of the district leader s actions result in positive trend lines on principal and teacher effectiveness on behaviors that impact student results. 1.1 Implements all District initiatives across schools, grades, and subjects with fidelity core practice exceed effective levels and constitute models of proficiency for other leaders. All initiatives are implemented across the schools, grades and subjects as appropriate with full fidelity to the components of each initiative. The focus and specificity of feedback creates a clear vision of what the priority instructional goals are for the school and the cause and effective relationship between practice and student achievement on those priority goals. core practice are sufficient and appropriate reflections of quality work with only normal variations. core practice are evident but are inconsistent or of insufficient scope or proficiency. Evaluation Focus: Student results for which the leader is responsible consistently exceed expectations. Most of the district and state Some initiatives are initiatives are implemented implemented across the some of across the schools, grades and the schools, grades and subjects subjects as appropriate with full as appropriate with work in fidelity to the components of progress to implement the each initiative. components of each initiative. Corrective and positive feedback is linked to organizational goals and both the district administrator and school employees can cite examples of where feedback is used to improve individual and organizational performance tends to view feedback as a linear process; something they provide principals and teachers rather than a collegial exchange of perspectives on proficiency. core practice are minimal or are not occurring, or are having an adverse impact. is unaware of what state and district initiatives are expected to be implemented at the district and/or school levels. No actions other than use of slogans and exhortations to succeed are taken by the district administrator to address practices and process that actually enable success. Other: Other: Other: Other: Analyses of trends and patterns in student performance over Feedback to principals and/or teachers, over the course of the time are reflected in presentations to principals and teachers on instructional improvement needs. year, is based on multiple sources of information (e.g. observations, walkthroughs, videos, self-reflections, lesson studies, PLCs, assessment data,) and from more than one person. Data files and analyses on a wide range of student performance assessments are in routine use by the leader. Data and feedback from the district administrator s walkthroughs and observations are used by principals and teachers to revise instructional practices. Online resources and technology supports that deepened understanding of the initiatives are used by staff/principals. Records or notes indicate the frequency of formal and informal observations. Other: Other: Indicator Highly Effective Effective Needs Improvement Unsatisfactory rating: Page 13 of 57

17 Domain I: Getting Results Core Practice #1 1.2 Makes effective decisions impacting teaching assignments, curriculum alignment, assessments, and professional development on the basis of teacher evaluation data and student achievement results can specifically document examples of decisions impacting teaching, assignment, curriculum alignment with standards, assessment alignment with standards, professional development supports aligned to personnel evaluation results, and interventions that have been made on the basis of problem solving using data analysis. Every principal meeting and staff development forum is focused on student achievement on Florida s academic standards, including periodic reviews of educator and student work that illustrate progress on standards-based instruction. A consistent record of improved student achievement exists on multiple indicators of student success. is able to recognize whether or not learning goals and student activities are related to standards in the course descriptions. The link between standards and student performance is in evidence from the alignment in lesson plans of learning goals, activities and assignments to course standards. The average of the student population improves, as does the achievement of each group of students who have previously been identified as needing improvement. is aware of state and district results and has discussed those results with staff, but has not linked specific decisions to the data. Florida s College and Career Ready Standards are accessible to principals, faculty and students. Required training on standards-based instruction has been conducted, but the link between standards and student performance is not readily evident to many principals. Some evidence of improvement exists, but there is insufficient evidence of using such improvements to initiate changes in leadership, teaching, and curriculum that will create the improvements necessary to achieve student performance goals. School/classroom learning goals and curriculum are not monitored for alignment to standards or are considered a matter of individual discretion regardless of course description requirements. is hesitant to intrude or is indifferent to decisions in the school/classroom that are at variance from the requirements of academic standards in the course descriptions. Evidence of student improvement is not routinely gathered and used to promote further growth. Other: Other: Other: Other: Data files and analyses on a wide range of student Principals and teachers make presentations to colleagues on uses performance assessments are in routine use by the leader. of performance data to modify instructional practices. Data from classroom walkthroughs is focused on high-effect School meetings reflect recurring attention to student size strategies. performance data. The schedule results in frequent walkthroughs and Learning goals routinely identify performance levels above the observations of teaching and learning. targeted implementation level. Other: Other: Needs Indicator rating: Highly Effective Effective Unsatisfactory Improvement Page 14 of 57

18 Domain I: Getting Results Core Practice #1 1.3 Ensures improved student achievement as evidenced by multiple indicators of student success Student success occurs not only on the overall averages, but in each group of historically disadvantaged students. benchmarks expectations to the performance of the state s, nation s, and world s highest performing schools. Through all grades and subjects a multi-tiered system of supports is operational providing core universal supports (research based, high quality, general education instruction and support; screening and benchmark assessments for all students, and continuous data collection continues to inform instruction). uses multiple data sources, including state, district, school, and classroom assessments, and systematically examines data at the subscale level to find strengths and challenges. systematically (e.g., has a plan, with goals, measurable strategies, and a frequent monitoring schedule) creates and supports high academic expectations by empowering principals and staff to set high and demanding academic expectations for every student. The percentage of principals and teachers rated effective or highly effective increases or remains stable within five percentage points of the prior year, but there is evidence of specific improvements in student growth measures or proficiency in high effect size strategies. Priorities for student growth are established in some areas, understood by some principals, and plans to achieve those priorities are aligned with the actual actions of some of the principals. sets expectations, but fails to empower principals and teachers to set high expectations for student academic performance. There is significant variation between teachers student growth measures and principals assessment of instructional practices. is unaware of or indifferent to the data about student and adult performance, or fails to use such data as a basis for making decisions. does not create or support high academic expectations by accepting poor academic performance. No changes in practices or processes have been implemented under the district administrator s direction that are designed to address achievement gaps. Other: Other: Other: Other: Data files and analyses on a wide range of student Supplemental supports are provided in schools. performance assessments are in routine use by the leader. develops district policies, practices, The percentage of effective and highly effective teachers and procedures that validate and value similarities and differences principals increases. among students. Statistical analyses identifying academic needs of sub-group Principals identify changes in practice within their teams or members are used effectively. departments based on performance data analyses. Agendas, memorandum, and other documents reflect recurring discussion with principals on continuous progress monitoring practice. Principal and department meetings minutes reflect attention to evidence of student improvements. Other: Other: Needs Indicator rating: Highly Effective Effective Unsatisfactory Improvement Page 15 of 57

19 Domain I: Getting Results Core Practice #1 1.4 Provides specific corrective and positive feedback to staff in order to improve performance The focus and specificity of feedback creates a clear vision of what the priority instructional goals are for the school and the cause and effective relationship between practice and student achievement on those priority goals. Corrective and positive feedback is linked to organizational goals and both the district administrator and school employees can cite examples of where feedback is used to improve individual and organizational performance tends to view feedback as a linear process; something they provide principals and teachers rather than a collegial exchange of perspectives on proficiency. No actions other than use of slogans and exhortations to succeed are taken by the district administrator to address practices and process that actually enable success. Where students are not successful on core instruction, problem solving is employed to identify and implement targeted supplemental supports (data based interventions and progress monitoring.) Problem solves skillfully (e.g., conceptualizing, applying, analyzing, synthesizing, and/or evaluating information) to provide adequate time, resources, and support to schools to deliver the district s curriculum to all students. Problem solving efforts are unskillfully used to provide adequate time, resources, and support to principals and teachers to deliver the district s curriculum and state s standards to students. does not apply the process of inquiry and/or develop processes that generate greater understanding of the district s current systems and their impact on sub-group academic achievement. Other: Other: Other: Other: Rubrics that distinguish among proficiency levels on Feedback to principals and teachers, over the course of the year, is evaluation indicators are used by the district administrator to focus feedback on needed improvements in instructional practice. based on multiple sources of information (e.g. observations, walkthroughs, videos, self-reflections, lesson studies, PLCs, assessment data,) and from more than one person. Samples of written feedback provided to principals/staff regarding prioritized instructional practices. The calendar reflects at least 2 work days a week spent on monitoring instructional issues (i.e. watching the game ) and providing specific and actionable feedback on instructional practices to principals and teachers. Principals and teachers have participated in professional development associated with the initiative and ensured implementation of the strategies learned. School-centered faculty led celebrations of student success identify causes of success. Other: Other: Needs Indicator rating: Highly Effective Effective Unsatisfactory Improvement Page 16 of 57

20 Domain I: Getting Results Core Practice #4 Core Practice #4 Using Data as a Problem Solving Strategy at the District and School Level This proficiency area focuses on four areas that involve use of data as a key tool for problem solving: 1). Helping principals and teachers use their data, transform the data into actionable evidence, and to help principals understand the implications of evidence for their improvement efforts; 2). Collecting and using data about local family educational cultures norms, beliefs, values, and practices reflecting families dispositions toward schooling and their role in it; 3). Working with school principals to systematically collect high quality data (evidence about the school and classroom conditions that would need to change) for their students (individual students and student populations) achievement to improve; and 4). Assisting all schools to increase the sophistication of their data use processes, to include processing their data in collaboration with their staffs, and calling on district staff members and others with special expertise to help them with data analysis and use. 4.1 Facilitates ongoing training to sustain systemic data analysis at the district and school levels core practice exceed effective levels and constitute models of proficiency for other leaders. core practice are sufficient and appropriate reflections of quality work with only normal variations core practice are evident but are inconsistent or of insufficient scope or proficiency. core practice are minimal or are not occurring, or are having an adverse impact. Evaluation Focus: Florida s problem solving methods are employed with data collection and analysis used to guide quality decision making. The district administrator and the leaders in schools supervised all employ data based problem solving to generate continuous improvement, has coached administrators in schools to improve their data analysis skills and to inform instructional decision making. A consistent record of improved student achievement exists on multiple indicators of student success. The average of the student population improves, as does the achievement of each group of students who have previously been identified as needing improvement Power (high priority) standards are developed, but not widely known or used by faculty, and/or are not aligned with assessment data on student progress. School level assessments are not monitored for alignment with the implementation level of the standards. can specifically document examples of decisions impacting teaching, assignment, curriculum alignment with standards, assessment alignment with standards, professional development supports aligned to personnel evaluation results, and interventions that have been made on the basis of problem solving using data analysis. is proactive in guiding faculty in adapting the learning environment to accommodate the differing needs and diversity of students. uses multiple data sources, including state, district, school, and classroom assessments, and systematically examines data at the subscale level to find strengths and challenges routinely shares knowledge with principals to increase students achievement. is aware of state and district results and has discussed those results with staff, but has not linked specific decisions to the data. inconsistently shares knowledge with principals and teachers to increase student achievement is unaware of or indifferent to the data about student and adult performance, or fails to use such data as a basis for making decisions. is indifferent to data and does not use data to change schedules, instruction, curriculum or leadership. Other: Other: Other: Other: Data files and analyses on a wide range of student Principals and teachers use performance data to make performance assessments are in routine use by the district instructional decisions. administrator. Analyses of trends and patterns in evaluation feedback on school proficiencies and professional learning needs are reflected in presentations to principals on instructional improvement needs. Agendas, memoranda, etc. reflect recurring attention to performance data and data analyses. The district administrator generates data that describes what improvements have occurred. Principals can describe interactions with the district administrator where effective assessment practices are promoted. Principals and teachers track student progress practices. Other: Other: Indicator Highly Effective Effective Needs Improvement Unsatisfactory rating: Page 17 of 57

21 Domain I: Getting Results Core Practice #4 4.2 Provides resources or services to schools or programs based on the results of data reviews consistently uses student performance data as a problem solving strategy and monitors the data practices at all schools supervised against student learning growth. empowers teaching and administrative staff to determine priorities using data on student and adult performance. Data insights are regularly the subject of meetings and professional development sessions. Data about adult performance are seldom used to inform instructional leadership decisions. Indifferent to the data about learning needs, the district administrator blames students, families, and external characteristics for insufficient progress. Explicit use of previous data indicates that the district administrator has focused on improving performance. In areas of previous success, the district administrator aggressively identifies new challenges, moving proficient performance to the exemplary level. Where new challenges emerge, the district administrator highlights the need, creates effective interventions, and reports improved results. Clearly stated learning goals accompanied by a scale or rubric that describes measurable levels of performance, aligned to the state s adopted student academic standards, is an instructional strategy in routine use in courses district wide. Processes that enable students, teachers, and principals to track progress toward mastery of priority learning goals are not widely implemented throughout the district. There is no or minimal coordination of assessment practices to provide on-going data about student progress toward academic standards. Other: Other: Other: Other: Agendas, memoranda, and other documents for principals Student folders and progress tracking records reflect use of communicate the progress made and relate that progress to formative data. teacher and student capacity to make further gains. Documents that support the use of diversity as an asset in the development and implementation of procedures and practices. Statistical analyses identify academic needs of sub-group members. Principals routinely inform students and parents on student progress on instructional goals. Posters and other informational signage on student improvements are distributed in the school and community Other: Other: Indicator rating: Highly Effective Effective Needs Improvement Unsatisfactory Page 18 of 57

22 Domain I: Getting Results Core Practice #4 4.3 Uses data to differentiate support to district and school levels routinely shares examples of effective learning goals that are associated with improved student achievement. collects data on curricular and extra-curricular student involvement to assure equal opportunity for student participation. haphazardly applies rudimentary knowledge and skills of assessment literacy and is unsure of how to build knowledge and develop skills of assessment literacy and data analysis. There is little or no evidence of interaction with principals and teachers concerning assessments. uses a variety of creative ways to provide professional learning for individual and collegial groups within the district focused on applying the knowledge and skills of assessment literacy, data analysis, and the use of state, district, school, and classroom assessment data to improve student achievement. systematically acts on the belief that all students can learn at high levels by leading curriculum, inconsistently acts on the belief that all students can learn at high levels by sometimes leading curriculum, instruction, and assessment that reflect and respect the diversity of students and staff. No changes in practices or processes have been implemented under the district administrator s direction that are designed to address achievement gaps. Other: Other: Other: Other: Analyses of trends and patterns in student performance over Principals and teacher leaders make presentations to colleagues time are reflected in presentations to principals and teachers on uses of performance data to modify instructional practices. on instructional improvement needs. Documents, charts, graphs, tables, and other forms of graphic displays reflecting students current levels of performance are routinely used to communicate current realities. Procedures are in place to monitor and promote principal and teacher collegial discussion on the implementation levels of learning goals to promote alignment with the implementation level of the associated state standards. Teachers assessments are focused on student progress on the standards of the course. Under-achieving sub-group students are enrolled in advanced classes and are presented with high expectations. Other: Other: Needs Indicator rating: Highly Effective Effective Unsatisfactory Improvement Page 19 of 57

23 Domain I: Getting Results Core Practice #4 4.4 Empowers instructional and administrative personnel to determine priorities using student achievement results and teacher performance data. Assessment data generated at the school level provides an ongoing perspective of the current reality of student proficiency on academic standards There is evidence of decisive changes in principals and teacher assignments and curriculum based on student and adult performance data. Formative assessment practices are employed routinely in the schools as part of the instructional program. systematically seeks, synthesizes, and applies knowledge and skills of assessment literacy and data analysis. There is rudimentary use of assessment data from state, district, school, and classroom. There is inconsistency in how assessment data are used to change schedules, instruction, curriculum, or leadership. is indifferent to data and does not use data to change schedules, instruction, curriculum or leadership. There are minimal or no leadership practices to monitor faculty practices on tracking student progress on priority learning goals. Other: Other: Other: Other: Documents, charts, graphs, tables, and other forms of graphic A multi-tiered system of supports that accommodates the differing displays reflect trend lines over time on student growth on needs and diversity of students is evident across all schools. learning priorities. Documents, charts, graphs, tables, and other forms of graphic displays reflecting students current levels of performance are routinely used to communicate current realities. Collaborative work systems (e.g., data teams, professional learning communities) agendas and minutes reflect recurring engagements with interim and formative assessment data. Principals meeting agendas and minutes reflect attention to formative and interim assessment processes. Students in all subgroups express a belief that the school responds to their needs and is a positive influence on their future well-being Principals attest to the district administrator s efforts to apply knowledge and skills of effective assessment practices Professional development opportunities are provided for new teachers regarding ways to adapt instruction to address diversity issues in the student body and community. Other: Other: Indicator rating: Highly Effective Effective Needs Improvement Unsatisfactory Page 20 of 57

24 Domain II: Core Practice #2: Professional Development Continuous Improvement of Teaching and Learning Performance Indicators 2.1 Promotes and supports district and school level professional learning 2.2 Develops a system of job-embedded professional learning 2.3 Provides evidence of implementation and alignment of professional learning and improved student achievement Core Practice #7: Engaging in Professional Learning to Improve Leadership and Student Achievement Performance Indicators 7.1 Implements a deliberate growth plan aligned to student learning 7.2 Uses research-based high-effect practices 7.3 Participates in PLC s aligned to district priorities 7.4 Provides coaching and mentoring 7.5 Utilizes ongoing feedback cycles to provide support Page 21 of 57

25 Domain II: Professional Development Core Practice #2 Core Practice #2 Continuous Improvement of Teaching and Learning Core Practice #2 is focused on continuous improvement of teaching and learning or what the district office leader does to engage school administrators and faculty in meaningful professional learning (which includes being involved in what the school level educators are learning). Professional learning on-the-job is an essential aspect of effective schools. District administrators who manage the school system in ways that support both individual and collegial professional learning get better outcomes than those who do not. The leader s personal participation in professional learning plays a major role in making professional learning efforts pay off. This core practice addresses the district administrator s role as a leader of learners. Promotes and supports district and school level professional learning cultures by maximizing the time and resources that engage 2.1 instructional and administrative personnel in deliberate practice. core practice exceed effective levels and constitute models of proficiency for other leaders. core practice are sufficient and appropriate reflections of quality work with only normal variations. core practice are evident but are inconsistent or of insufficient scope or proficiency. core practice are minimal or are not occurring, or are having an adverse impact. Evaluation Focus: s actions that result in professional learning cultures in the school supervised where all faculties are routinely engaged in collegial team learning processes and deliberate focused on the FEAPs or FPLS supports school level professional learning cultures by maximizing the time and resources employed at the school level that engage educators in deliverable practice. Support principals, particularly those new to the district or school, in providing aligned forms of leadership distribution that build on existing strengths Support principals in providing aligned forms of leadership distribution that build on existing strengths Unaware of the support principals need in providing aligned forms of leadership distribution that build on existing strengths. The leader has developed a system of job-embedded professional learning that differentiates training and implementation with mechanisms for monitoring of instructional priorities based on teacher and principal needs, which help retain effective and highly effective staff. Provide assistance for teachers and school-level leaders (especially secondary school staff) in accessing, interpreting, and making use of evidence for their decisions about teaching and learning. Provide assistance for teachers and school-level leaders in accessing, interpreting, and making use of evidence for their decisions about teaching and learning. The leader expects teachers and school-level leaders to provide their own support in accessing, interpreting, and making use of evidence for their decisions about teaching and learning. Other: Other: Other: Other: is able to produce samples of multiple forms of communication (i.e., meeting agendas, s, professional development documents, etc.) sent out to school Survey data from school leaders reflect a majority agreeing with the statement that district administrators clearly communicate the district s agenda for student learning principals communicating the district's agenda for student learning is able to provide reprints of their daily calendars spanning at least six months that support being visible within the schools for which they have oversight can produce numerous (4-5) examples (i.e., professional development offerings, agendas containing learning intentions and success criteria, etc.) of opportunities for administrators to collaborate on common work can produce several forms of documentation (i.e., teacher and school/leader self-assessment data, observational data, etc.) depicting the degree to which teachers and school-level leaders are implementing the professional development provided to develop the capacities they need to accomplish the district s student-learning agenda is able to provide multiple forms of evidence of their data gathering efforts indicating how well district policies are working at the school level and how they used that data to inform district leadership practice Other: Indicator rating: Survey data from school leaders reflect a majority agreeing with the statement that district administrators clearly communicate the district s agenda for student learning Teachers and school leaders track their progress toward Effective and higher implementation of prioritized professional development offerings Survey data from school leaders reflect a majority agreeing with the statement that district administrators clarify the steps that school administrators and teacher need to take to improve the quality of instruction Survey data from school leaders reflect a majority agreeing with the statement that district administrators provide increased opportunities for administrators to collaborate on common work Other: Highly Effective Effective Needs Improvement Unsatisfactory Page 22 of 57

26 Domain II: Professional Development Core Practice #2 2.2 Develops a system of job-embedded professional learning that differentiates training on the basis of student achievement results and teacher performance data core practice exceed effective levels and constitute models of proficiency for other leaders. core practice are sufficient and appropriate reflections of quality work with only normal variations. core practice are evident but are inconsistent or of insufficient scope or proficiency. core practice are minimal or are not occurring, or are having an adverse impact. Evaluation Focus: s actions that result in professional learning cultures in the school supervised where all faculties are routinely engaged in collegial team learning processes and deliberate focused on the FEAPs or FPLS participates either as a learner or provider in professional growth processes for school leaders and/or teachers focused on district priorities. The leader is crystal clear and repetitive when communicating the district's agenda for student learning. Effective leaders are visible and articulate, but they also work with others in the district office so that all conveys the message. The leader is clear when communicating the district's agenda for student learning. The leader rarely talks about the district's agenda for student learning. supports school level professional learning cultures by maximizing the time and resources employed at the school level that engage educators in deliverable practice. Provide a wide range of intensive, unique, in-school opportunities for teachers and school-level leaders to develop the capacities they need to accomplish the district s student-learning agenda Provide a range of professional development opportunities for teachers and school-level leaders to develop their capacity to accomplish the district s studentlearning agenda Provides professional development opportunities for teachers and school-level leaders but they are loosely aligned to the district s learning agenda. Other: Other: Other: Other: is able to produce samples of multiple forms of communication (i.e., meeting agendas, e- mails, professional development documents, etc.) sent out to Survey data from school leaders reflect a majority agreeing with the statement that district administrators clearly communicate the district s agenda for student learning school principals communicating the district's agenda for student learning is able to provide reprints of their daily calendars spanning at least six months that support being visible within the schools for which they have oversight can produce numerous (4-5) examples (i.e., professional development offerings, agendas containing learning intentions and success criteria, etc.) of opportunities for administrators to collaborate on common work can produce several forms of documentation (i.e., teacher and school/leader self-assessment data, observational data, etc.) depicting the degree to which teachers and school-level leaders are implementing the professional development provided to develop the capacities they need to accomplish the district s student-learning agenda is able to provide multiple forms of evidence of their data gathering efforts indicating how well district policies are working at the school level and how they used that data to inform district leadership practice Survey data from school leaders reflect a majority agreeing with the statement that district administrators clearly communicate the district s agenda for student learning Teachers and school leaders track their progress toward Effective and higher implementation of prioritized professional development offerings Survey data from school leaders reflect a majority agreeing with the statement that district administrators clarify the steps that school administrators and teacher need to take to improve the quality of instruction Survey data from school leaders reflect a majority agreeing with the statement that district administrators provide increased opportunities for administrators to collaborate on common work Other: Other: Indicator Highly Effective Effective Needs Improvement Unsatisfactory rating: Page 23 of 57

27 Domain II: Professional Development Core Practice #2 2.3 Provides evidence of program implementation and alignment between professional learning and improved student achievement core practice exceed effective levels and constitute models of proficiency for other leaders. core practice are sufficient and appropriate reflections of quality work with only normal variations. core practice are evident but are inconsistent or of insufficient scope or proficiency. core practice are minimal or are not occurring, or are having an adverse impact. Evaluation Focus: s actions that result in professional learning cultures in the school supervised where all faculties are routinely engaged in collegial team learning processes and deliberate focused on the FEAPs or FPLS contributes time and attention to focusing district provided professional development capacities on high quality professional development practices. participates either as a learner or provider in professional growth processes for school leaders and/or teachers focused on district priorities. Provide increased opportunities for administrators to collaborate on common work. Visits schools several times throughout the year. Use school visits as well as district meetings to help build principals sense of efficacy or confidence in their abilities to accomplish the priorities for student learning agreed on in the district Periodically provides opportunities for administrators to collaborate on common work. Rarely visits schools and the principals they evaluate. Most of the interaction between this leader and principals occurs at district meetings. Talks about the importance of collaborating but have yet to provide time to do so. The leader is conspicuously absent from schools. All of the interaction between this leader and principals occurs at district meetings. Other: Other: Other: Other: is able to produce samples of multiple forms of communication (i.e., meeting agendas, e- mails, professional development documents, etc.) sent out to Survey data from school leaders reflect a majority agreeing with the statement that district administrators clearly communicate the district s agenda for student learning school principals communicating the district's agenda for student learning is able to provide reprints of their daily calendars spanning at least six months that support being visible within the schools for which they have oversight can produce numerous (4-5) examples (i.e., professional development offerings, agendas containing learning intentions and success criteria, etc.) of opportunities for administrators to collaborate on common work can produce several forms of documentation (i.e., teacher and school/leader self-assessment data, observational data, etc.) depicting the degree to which teachers and school-level leaders are implementing the professional development provided to develop the capacities they need to accomplish the district s student-learning agenda is able to provide multiple forms of evidence of their data gathering efforts indicating how well district policies are working at the school level and how they used that data to inform district leadership practice Survey data from school leaders reflect a majority agreeing with the statement that district administrators clearly communicate the district s agenda for student learning Teachers and school leaders track their progress toward Effective and higher implementation of prioritized professional development offerings Survey data from school leaders reflect a majority agreeing with the statement that district administrators clarify the steps that school administrators and teacher need to take to improve the quality of instruction Survey data from school leaders reflect a majority agreeing with the statement that district administrators provide increased opportunities for administrators to collaborate on common work Other: Other: Indicator Highly Effective Effective Needs Improvement Unsatisfactory rating: Page 24 of 57

28 Domain II: Professional Development Core Practice #7 Core Practice #7 Engaging in Professional Development to Improve Leadership Practices and Student Learning Outcomes Core Practice #7 is focused on engaging in professional learning that improves professional practice in alignment with the needs of the district and schools, and demonstrates explicit improvement in specific performance areas based on previous evaluations and formative feedback. Where Core Practice #2 is focused on impact on professional learning of those supervised, the focus of this Core Practice is on the impact of the administrator s professional learning does the administrator s learning result in continuous improvement in their performance? The district administrator practices and models deliberate practice by concentrating on a very few professional growth goals or targets in a set time period where the administrator strives for deep learning and personal mastery of a few thin slices. 7.1 Implements a deliberate growth practice plan aligned to student learning goals and prior evaluation results core practice exceed effective levels and constitute models of proficiency for other leaders. core practice are sufficient and appropriate reflections of quality work with only normal variations leader s actions relevant to this core practice are evident but are inconsistent or of insufficient scope or proficiency. leader s actions relevant to this core practice are minimal or are not occurring, or are having an adverse impact. Evaluation Focus: is engaged in multi-dimensional deliberate practice growth targets directly related to capacity to support improvements in the schools supervised. approaches and attends every professional learning opportunity with a view toward multidimensional impact. actively seeks out and strategically utilizes feedback from principals to direct differentiated leadership for schools. seeks out feedback from principals, but may or may not regularly use the data to differentiate their leadership for individual schools. does not seek out feedback from principals to improve their own practices. implements an individual deliberate practice plan aligned to priority student learning goals and results from ongoing feedback and prior evaluations and: Shares the results of their action research with other district leaders and how that learning will influence leadership practices in the future Shares the results of their action research along with some of the things they are learning about leadership practices and the connection to student achievement with other district departments to maximize the impact of their personal learning experiences implements an individual deliberate practice plan aligned to priority student learning goals and results from ongoing feedback and prior evaluations that: Demonstrates a positive relationship between the adult and the student anticipated gains Produces clear and consistent evidence that they are monitoring and measuring both the leadership strategy or strategies as well as the impact on student achievement monthly Documents the changes in leadership practice that is occurring monthly as a result of the monitoring Professional development records indicate active participation in professional learning with district and principal leaders. attempts to implement an individual deliberate practice plan aligned to priority student learning goals and results from ongoing feedback and prior evaluations that provides: Limited evidence of the Progress Points (student data) were monitored but not adult (cause) data Limited evidence that the district administrator is monitoring and measuring student effect data, and/or are inconsistent in monitoring and measuring leadership data. Consequently, it is difficult to determine the degree to which the specified leadership practices are impacting student achievement Minimal use of the action research process, and limited evidence of changes based on data s deliberate practice plan: Demonstrates no significant effort to work on the targets. Demonstrates an indifference to data, no changes in leadership practice compared to the previous year are evident. The data screams Change! and the leader s actions say, Everything is fine. Evidence that principal leaders are engaged in professional learning with the district administrator. Case studies of action research are shared with subordinates and/or colleagues. Forms, checklists, self-assessments, and other learning tools the administrator has created that help the leader apply concepts learned in professional development Evidence that professional learning is shared with other district and school leaders. Deliberate Practice plan includes professional learning targets that are directly linked to the needs of the district. Changes in student growth data, discipline data, etc., after the district administrator s professional development. Evidence of successful development and implementation of the district administrator s deliberate practice plan. Other: Other: Indicator Highly Effective Effective Needs Improvement Unsatisfactory rating: Page 25 of 57

29 Domain II: Professional Development Core Practice #7 7.2 Uses research-based high-effect-size practices to actively engage and support the learning of others core practice are sufficient and core practice exceed effective core practice are evident but are core practice are minimal or are appropriate reflections of levels and constitute models of inconsistent or of insufficient not occurring, or are having an quality work with only normal proficiency for other leaders. scope or proficiency. adverse impact. variations Evaluation Focus: is engaged in multi-dimensional deliberate practice growth targets directly related to capacity to support improvements in the schools supervised. monitors their use of research based high effect size practices and uses the data to support the learning of other district leaders. implements an individual deliberate practice plan aligned to priority student learning goals and results from ongoing feedback and prior evaluations and: Shares the results of their action research with other district leaders and how that learning will influence leadership practices in the future Shares the results of their action research along with some of the things they are learning about leadership practices and the connection to student achievement with other district departments to maximize the impact of their personal learning experiences implements prioritized researched based high effect size practices to improve personal leadership effectiveness implements an individual deliberate practice plan aligned to priority student learning goals and results from ongoing feedback and prior evaluations that: Demonstrates a positive relationship between the adult and the student anticipated gains Produces clear and consistent evidence that they are monitoring and measuring both the leadership strategy or strategies as well as the impact on student achievement monthly Documents the changes in leadership practice that is occurring monthly as a result of the monitoring Professional development records indicate active participation in professional learning with district and principal leaders. is aware of the research on high effect size practices, but has yet to apply them to improve their personal leadership effectiveness attempts to implement an individual deliberate practice plan aligned to priority student learning goals and results from ongoing feedback and prior evaluations that provides: Limited evidence of the Progress Points (student data) were monitored but not adult (cause) data Limited evidence that the district administrator is monitoring and measuring student effect data, and/or are inconsistent in monitoring and measuring leadership data. Consequently, it is difficult to determine the degree to which the specified leadership practices are impacting student achievement Minimal use of the action research process, and limited evidence of changes based on data is not aware of research based high effect size practices s deliberate practice plan: Demonstrates no significant effort to work on the targets. Demonstrates an indifference to data, no changes in leadership practice compared to the previous year are evident. The data screams Change! and the leader s actions say, Everything is fine. Evidence that principal leaders are engaged in professional learning with the district administrator. Case studies of action research are shared with subordinates and/or colleagues. Changes in student growth data, discipline data, etc., after the district administrator s professional development. Forms, checklists, self-assessments, and other learning tools the administrator has created that help the leader apply concepts learned in professional development Evidence that professional learning is shared with other district and school leaders. Principals share feedback data from district administrator that impacts their leadership practices Evidence the leader has applied lessons learned from the research to enhance personal leadership practices. Other: Other: Indicator rating: Highly Effective Effective Needs Improvement Unsatisfactory Page 26 of 57

30 Domain II: Professional Development Core Practice #7 7.3 Actively participates in professional learning communities aligned to district priorities and organizational needs core practice are sufficient and core practice exceed effective core practice are evident but are core practice are minimal or are appropriate reflections of levels and constitute models of inconsistent or of insufficient not occurring, or are having an quality work with only normal proficiency for other leaders. scope or proficiency. adverse impact. variations Evaluation Focus: is engaged in multi-dimensional deliberate practice growth targets directly related to capacity to support improvements in the schools supervised. As a result of attending professional learning with principals the knowledge and skills are shared throughout the organization and with other departments in the district. personally attends and actively participates in the professional learning required of principals attends professional learning for principals, but fails to actively engage becoming distracted with other responsibilities does not attend professional learning required of principals Other: Other: Other: Other: Professional development records indicate active participation in professional learning with district and principal leaders. Evidence that principal leaders are engaged in professional learning with the district administrator. Case studies of action research are shared with subordinates and/or colleagues. Forms, checklists, self-assessments, and other learning tools the administrator has created that help the leader apply concepts learned in professional development Evidence that professional learning is shared with other district and school leaders. Changes in student growth data, discipline data, etc., after the district administrator s professional development. Principals share feedback data from district administrator that impacts their leadership practices. Principals can articulate professional learning shared by the district administrator after the professional learning was implemented. Membership and participation in professional learning provided by professional organizations. Other: Other: Indicator Highly Effective Effective Needs Improvement Unsatisfactory rating: Page 27 of 57

31 Domain II: Professional Development Core Practice #7 7.4 Provides formal and informal coaching and mentoring opportunities for personnel to continuously improve practice core practice are sufficient and core practice exceed effective core practice are evident but are core practice are minimal or are appropriate reflections of levels and constitute models of inconsistent or of insufficient not occurring, or are having an quality work with only normal proficiency for other leaders scope or proficiency adverse impact. variations Evaluation Focus: is engaged in multi-dimensional deliberate practice growth targets directly related to capacity to support improvements in the schools supervised. approaches and attends every professional learning opportunity with a view toward multidimensional impact. actively participates in professional learning communities in which key district leaders have common learning experiences aligned to district priorities and organizational needs participates in professional learning communities, but the learning experiences tend to be more individual than collective in addressing the strategic needs of the organization might attend a professional learning, but has yet to participate in the learning activities along with key district leaders Other: Other: Other: Other: Professional development records indicate active participation in professional learning with district and principal leaders. Evidence that principal leaders are engaged in professional learning with the district administrator. Case studies of action research are shared with subordinates and/or colleagues. Forms, checklists, self-assessments, and other learning tools the administrator has created that help the leader apply concepts learned in professional development Evidence that professional learning is shared with other district and school leaders. Changes in student growth data, discipline data, etc., after the district administrator s professional development. Principals share feedback data from district administrator that impacts their leadership practices. Principals can articulate professional learning shared by the district administrator after the professional learning was implemented. Evidence the leader has applied lessons learned from the research to enhance personal leadership practices. Other: Other: Indicator Highly Effective Effective Needs Improvement Unsatisfactory rating: Page 28 of 57

32 Domain II: Professional Development Core Practice #7 7.5 Utilizes ongoing feedback cycles to make informed decisions and differentiate support to district and school leaders core practice are sufficient and core practice exceed effective core practice are evident but are core practice are minimal or are appropriate reflections of levels and constitute models of inconsistent or of insufficient not occurring, or are having an quality work with only normal proficiency for other leaders. scope or proficiency. adverse impact. variations Evaluation Focus: is engaged in multi-dimensional deliberate practice growth targets directly related to capacity to support improvements in the schools supervised. approaches and attends every professional learning opportunity with a view toward multidimensional impact. actively seeks out and strategically utilizes feedback from principals to direct differentiated leadership for schools. seeks out feedback from principals, but may or may not regularly use the data to differentiate their leadership for individual schools. does not seek out feedback from principals to improve their own practices. Other: Other: Other: Other: Professional development records indicate active participation in professional learning with district and principal leaders. Evidence that principal leaders are engaged in professional learning with the district administrator. Case studies of action research are shared with subordinates and/or colleagues. Forms, checklists, self-assessments, and other learning tools the administrator has created that help the leader apply concepts learned in professional development Evidence that professional learning is shared with other district and school leaders. Changes in student growth data, discipline data, etc., after the district administrator s professional development. Principals share feedback data from district administrator that impacts their leadership practices. Principals can articulate professional learning shared by the district administrator after the professional learning was implemented. Evidence the leader has applied lessons learned from the research to enhance personal leadership practices. Other: Other: Indicator Highly Effective Effective Needs Improvement Unsatisfactory rating: Page 29 of 57

33 Domain III: Core Practice #3: Leadership Development and Support Building School Leaders Sense of Efficacy for School Improvement Performance Indicators 3.1 Establishes and maintains a focus on student achievement and quality instruction 3.2 Monitors the implementation of school improvement initiatives 3.3 Monitors the development of school improvement plans 3.4 Builds the capacity of administrative personnel Core Practice #5: Ensuring Productive Leadership Succession Performance Indicators 5.1 Implements and/or monitors a succession management plan 5.2 Encourages and supports distributive leadership 5.3 Provides support leadership development programs Core Practice #8: Use Evaluation Systems to Effectively Support, Monitor, and Evaluate Leaders Performance Indicators 8.1 Utilizes multiple data measures to monitor and revise practice 8.2 Promoted and supports the growth of instructional leaders 8.3 Conducts formal and informal site visits focused on high effect strategies, FLPS, and FEAP. Core Practice #9: Providing Quality Support to Principal and Teachers Performance Indicators 9.1 Facilitates vertical and horizontal collaboration across locations 9.2 Shares effective leadership and instructional practice across locations 9.3 Provides technical assistance for the implementation of district priorities 9.4 Coordinates differentiated support services to schools Page 30 of 57

34 Domain III: Leadership Development & Support Core Practice #3 Core Practice #3: Building School Leaders Sense of Efficacy for School Improvement Core Practice #3 is focused on the district administrators impact on building principals and assistant principals sense of efficacy for school improvement. Efficacy is the belief about one s own ability (self-efficacy), or the ability of one s colleagues collectively (collective efficacy), to perform a task or achieve a goal. One of the most powerful ways in which districts influence teaching and learning is through the contribution they make to feelings of professional efficacy on the part of school principals and emerging school leaders. Principals possessed of strong efficacy beliefs will be more likely than others to undertake and persist in school-improvement projects. Principal efficacy provides a crucial link between district initiatives, school conditions, and student learning 3.1 Establishes and maintains a district-wide focus on student achievement and quality instruction core practice exceed effective levels and constitute models of proficiency for other leaders. core practice are sufficient and appropriate reflections of quality work with only normal variations leader s actions relevant to this core practice are evident but are inconsistent or of insufficient scope or proficiency. leader s actions relevant to this core practice are minimal or are not occurring, or are having an adverse impact Evaluation Focus: s influence on all school site leaders supervised results in high energy positive attention by those leaders to school improvement priorities focused on district initiatives, school conditions, and student learning. establishes and maintains a district-wide focus on student achievement and instruction at all schools. establishes and maintains a district-wide focus on student achievement and instruction at most schools. is attempting to establish a district-wide focus on student achievement and instruction but these two issues compete with other initiatives for is unaware of the need to establish a district-wide focus on student achievement and instruction priority. Other: Other: Other: Other: is able to produce samples of multiple forms of communication (i.e., meeting agendas, s, professional development documents, etc.) directed toward school principals establishing a clear sense of direction is able to provide documentation that school improvement plans are submitted by all schools and that the goals within the plans are clear and aligned with state and district standards provides recurring evidence that they are making available professional development opportunities to help build the instructional leadership capacities of principals Other: Indicator rating: Survey data from school leaders reflect a majority agreeing with the statement that district administrators provide a clear sense of direction through establishment of achievement standards and provision of district-wide curriculum and/or programs Teachers and school leaders track their progress toward Effective and higher implementation of prioritized professional development offerings Other: Highly Effective Effective Needs Improvement Unsatisfactory Page 31 of 57

35 Domain III: Leadership Development & Support Core Practice #3 3.2 Monitors the fidelity of implementation for district school improvement initiatives that impact student learning core practice exceed effective levels and constitute models of proficiency for other leaders. core practice are sufficient and appropriate reflections of quality work with only normal variations core practice are evident but are inconsistent or of insufficient scope or proficiency. core practice are minimal or are not occurring, or are having an adverse impact Evaluation Focus: s influence on all school site leaders supervised results in high energy positive attention by those leaders to school improvement priorities focused on district initiatives, school conditions, and student learning. The leader provides a wide range of professional development opportunities to help build the instructional leadership capacities of principals. The leader requires the development of improvement plans in all schools, with improvement goals expected to be clear and aligned with state and district standards, but with considerable discretion left to the school to determine the paths to goal achievement. is attempting to establish a districtwide focus on student achievement and instruction but these two issues compete with other initiatives for precious human and financial resources. The leader encourages principals to develop improvement plans in all schools that are aligned with state and district standards, but with little discretion left to the school to determine the paths to goal achievement. Other: Other: Other: Other: is able to produce samples of multiple forms of communication (i.e., meeting agendas, s, professional development documents, etc.) directed toward school principals establishing a clear sense of direction Survey data from school leaders reflect a majority agreeing with the statement that district administrators provide a clear sense of direction through establishment of achievement standards and provision of district-wide curriculum and/or programs is able to provide documentation that school improvement plans are submitted by all schools and that the goals within the plans are clear and aligned with state and district standards provides recurring evidence that they are making available professional development opportunities to help build the instructional leadership capacities of principals produces documents (i.e. meeting minutes, etc.) that establish opportunities for principals and teachers to participate in district-wide decisions that directly impact on their work Other: Indicator rating: Teachers and school leaders track their progress toward Effective and higher implementation of prioritized professional development offerings Other: Highly Effective Effective Needs Improvement Unsatisfactory Page 32 of 57

36 Domain III: Leadership Development & Support Core Practice #3 3.3 Monitors the development of school improvement plans with clear and specific goals aligned with state standards and district priorities, and address the needs evidenced in student achievement data and teacher performance evaluation data core practice exceed effective levels and constitute models of proficiency for other leaders. core practice are sufficient and appropriate reflections of quality work with only normal variations core practice are evident but are inconsistent or of insufficient scope or proficiency. core practice are minimal or are not occurring, or are having an adverse impact Evaluation Focus: s influence on all school site leaders supervised results in high energy positive attention by those leaders to school improvement priorities focused on district initiatives, school conditions, and student learning. The leader provides a wide range of professional development opportunities to help build the instructional leadership capacities of principals. The leader encourages teamwork and professional community by including both principals and teachers in district-wide decisions that directly impact their work. The leader occasionally includes principals and teachers in district-wide decisions that directly impact their work when it is convenient to do so. The leader makes little or no effort to provide stable district leadership. The leader provides individualized support for principals, depending upon the challenges they face in their school. The leader strives to provide stable district leadership as a contribution to principal efficacy. The leader appears to be unwilling or unable to provide stable district leadership. The leader makes little or no effort to provide stable district leadership. Other: Other: Other: Other: is able to produce samples of multiple forms of communication (i.e., meeting agendas, s, professional development documents, etc.) directed toward school principals establishing a clear sense of direction Survey data from school leaders reflect a majority agreeing with the statement that district administrators provide a clear sense of direction through establishment of achievement standards and provision of district-wide curriculum and/or programs is able to provide documentation that school improvement plans are submitted by all schools and that the goals within the plans are clear and aligned with state and district standards provides recurring evidence that they are making available professional development opportunities to help build the instructional leadership capacities of principals Teachers and school leaders track their progress toward Effective and higher implementation of prioritized professional development offerings Survey data from school leaders reflect a majority agreeing with the statement that district administrators provide principals and teachers opportunities to participate in district-wide decisions that have a direct impact on their work Other: Other: Indicator Highly Effective Effective Needs Improvement Unsatisfactory rating: Page 33 of 57

37 Domain III: Leadership Development & Support Core Practice #3 3.4 Focuses on building the instructional leadership capacity of district and school administrative personnel through job-embedded, sustained professional development core practice exceed effective levels and constitute models of proficiency for other leaders. core practice are sufficient and appropriate reflections of quality work with only normal variations core practice are evident but are inconsistent or of insufficient scope or proficiency. core practice are minimal or are not occurring, or are having an adverse impact Evaluation Focus: s influence on all school site leaders supervised results in high energy positive attention by those leaders to school improvement priorities focused on district initiatives, school conditions, and student learning. The leader has developed an effective system of monitoring, which holds principals accountable for implementing and following up on what is The leader provides targeted and phased focuses for principal s continuous improvement. The leader provides professional development for principal s continuous improvement however it lacks focus. The leader provides either an excessive amount of or too little professional development for principals. For this leader it is either feast or famine. learned during district sponsored professional development. Other: Other: Other: Other: is able to produce samples of multiple forms of communication (i.e., meeting agendas, s, professional development documents, etc.) directed toward school principals establishing a clear sense of direction is able to provide documentation that school improvement plans are submitted by all schools and that the goals within the plans are clear and aligned with state and district standards provides recurring evidence that they are making available professional development opportunities to help build the instructional leadership capacities of principals provides documentation (i.e., principal self-assessment and/or observational data) of the degree to which principals are implementing district-sponsored professional development Other: Indicator rating: Survey data from school leaders reflect a majority agreeing with the statement that district administrators provide a clear sense of direction through establishment of achievement standards and provision of district-wide curriculum and/or programs Teachers and school leaders track their progress toward Effective and higher implementation of prioritized professional development offerings Survey data from school leaders reflect a majority agreeing with the statement that district administrators provide principals and teachers opportunities to participate in district-wide decisions that have a direct impact on their work Survey data from school leaders reflect a majority agreeing with the statement that district administrators help build the instructional leadership capacity of school principals Other: Highly Effective Effective Needs Improvement Unsatisfactory Page 34 of 57

38 Domain III: Leadership Development & Support Core Practice #5 Core Practice #5: Ensuring Productive Leadership Succession Core Practice #5 emphasizes Succession planning as building relationships and preparation processes for involving others in ways that prepare them to move into key positions as they become vacant. Succession planning increases the availability of experienced and capable leaders that are prepared to assume roles as they become available. Through the succession planning process, district leaders recruit superior employees, develop their knowledge, skills, and abilities, and prepare them for advancement or promotion into ever more challenging roles. 5.1 Implements and monitors a succession management plan for positions supervised Leader s actions or impact of leader s actions relevant to this core practice exceed effective levels and constitute models of proficiency for other leaders. leader s actions relevant to this core practice are sufficient and appropriate reflections of quality work with only normal variations. Leader s actions or impact of leader s actions relevant to this core practice are evident but are inconsistent or of insufficient scope or proficiency. Leader s actions or impact of leader s actions relevant to this core practice are minimal or are not occurring, or are having an adverse impact. Evaluation Focus: Evidence of succession management practices for all district and school leader positions supervised is evident with viable successors in development for all types of positions supervised. The Superintendent (or designees) and the leaders supervisors) rely upon this district administrator to share highly successful succession planning practices with other district leaders throughout the system. systematically evaluates the success of the succession program, making adjustments as needed and engaging other leaders in succession management processes in their own areas of responsibility. Succession Management practices consistently result in qualified successors to most of the positions supervised. implements the district s succession plan for school leaders by: Ensuring principals effectively distribute leadership to mitigate at least some of the negative consequences of principal turnover Ensuring principals newly assigned to schools initially work to understand and work within the existing culture of their schools, before determining substantial change needs of the school, to avoid negative turnover effect Ensuring smooth transition from one principal to the next by clarifying the district s expectations for the job to be done by the incoming principals, and by participating with teachers and the new principal in initial discussions about expectations for the new principal s work Identifying (early in their careers) talented teachers and leaders who have the potential to become school principals and district administrators Succession Management practices result in qualified successors to some of the positions supervised. Inasmuch as the district administrator understands the district s succession plan, the administrator does not fully use the plan to minimize the effects of principal turnover. Succession Management practices not evident or seldom result in qualified successors to the majority of the positions supervised. The district administrator is either not aware of or ignores the district s succession plan. Other: Other: Other: Other: utilizes processes to monitor Select district/school leaders can attest to having been identified potential school leader departures. into applicant pools for leadership in key and hard-to-fill positions that may develop in the future. accesses district applicant pools to review options as soon as district processes permit. has documents or processes to inform potential leaders of the tasks and qualifications involved in moving into leadership roles. accesses the district succession management plan that identifies succession problems, key and hard-to-fill positions for which critical competencies have been identified, and key contacts within the school community. Other: Select district/school leaders report that the district administrator has identified various competency levels needed for key or hardto-fill leadership positions. School district/school leaders can understand the district s succession plan and can describe transparent processes for being considered for leadership positions within the district Sub-ordinate leaders engage other faculty in competency building tasks that prepare them for future leadership roles. Other: Indicator rating: Highly Effective Effective Needs Improvement Unsatisfactory Page 35 of 57

39 Domain III: Leadership Development & Support Core Practice #5 5.2 Encourages and supports clearly aligned forms of distributive leadership at district and school levels core practice exceed effective levels and constitute models of proficiency for other leaders. core practice are sufficient and appropriate reflections of quality work with only normal variations. core practice are evident but are inconsistent or of insufficient scope or proficiency. core practice are minimal or are not occurring, or are having an adverse impact. Evaluation Focus: Evidence of succession management practices for all district and school leader positions supervised is evident with viable successors in development for all types of positions supervised. provides support to school leader preparation programs. works to maintain stable leadership in schools to minimize the effects of frequent principal turnover understands the importance of stable leadership in schools however, little attention is given to minimizing principal turnover is unaware of the research about the importance of stable school leadership, thus no effort is given to minimizing principal turnover Other: Other: Other: Other: utilizes processes to monitor Select district/school leaders can attest to having been identified potential school leader departures. into applicant pools for leadership in key and hard-to-fill positions that may develop in the future. accesses district applicant pools to review options as soon as district processes permit. has documents or processes to inform potential leaders of the tasks and qualifications involved in moving into leadership roles. accesses the district succession management plan that identifies succession problems, key and hard-to-fill positions for which critical competencies have been identified, and key contacts within the school community. Other: Indicator rating: Select district/school leaders report that the district administrator has identified various competency levels needed for key or hardto-fill leadership positions. School district/school leaders can understand the district s succession plan and can describe transparent processes for being considered for leadership positions within the district Sub-ordinate leaders engage other faculty in competency building tasks that prepare them for future leadership roles. Other: Highly Effective Effective Needs Improvement Unsatisfactory Page 36 of 57

40 Domain III: Leadership Development & Support Core Practice #5 5.3 Provides support to district and school (local) leader preparation programs core practice exceed effective levels and constitute models of proficiency for other leaders. core practice are sufficient and appropriate reflections of quality work with only normal variations. core practice are evident but are inconsistent or of insufficient scope or proficiency. core practice are minimal or are not occurring, or are having an adverse impact. Evaluation Focus: Evidence of succession management practices for all district and school leader positions supervised is evident with viable successors in development for all types of positions supervised. provides support to school leader preparation programs. works to maintain stable leadership in schools to minimize the effects of frequent principal turnover primarily relies on other central office staff in identifying and evaluating applicant pools, the competency levels of employees in identified applicant pools, and the competency gaps. Staff are hired to fill vacancies in key positions who do not possess the critical instructional and leadership capabilities required of the school, which compromises the district s efforts to increase student academic achievement, and no processes to remedy the trend are taken. Other: Other: Other: Other: utilizes processes to monitor Select district/school leaders can attest to having been identified potential school leader departures. into applicant pools for leadership in key and hard-to-fill positions that may develop in the future. accesses district applicant pools to review options as soon as district processes permit. has documents or processes to inform potential leaders of the tasks and qualifications involved in moving into leadership roles. accesses the district succession management plan that identifies succession problems, key and hard-to-fill positions for which critical competencies have been identified, and key contacts within the school community. Other: Indicator rating: Select district/school leaders report that the district administrator has identified various competency levels needed for key or hardto-fill leadership positions. School district/school leaders can understand the district s succession plan and can describe transparent processes for being considered for leadership positions within the district Sub-ordinate leaders engage other faculty in competency building tasks that prepare them for future leadership roles. Other: Highly Effective Effective Needs Improvement Unsatisfactory Page 37 of 57

41 Domain III: Leadership Development & Support Core Practice #8 Core Practice #8: Using the District s Evaluation Systems Effectively to Support, Monitor and Evaluate the Effectiveness of School Leaders Core Practice #8 focuses on the District administrators effective monitoring of the subordinates evaluation system. This indicator addresses the proficiency and focus of the district administrators monitoring processes to maintain awareness of effectiveness and the use of monitoring data to improve performance. The focus is on how well the district administrator monitors use of strategies supported by contemporary research, principal proficiency on issues contained in the district s evaluation systems and the associated Florida standards. This indicator also focuses on the district administrators use of the monitoring process to provide quality and timely feedback. The feedback processes need to deepen understanding of the impact of their practices on school effectiveness and the effective use of high-effect size leadership and instructional practices. 8.1 Utilizes multiple data measures to monitor and revise leadership and instructional practices core practice exceed effective levels and constitute models of proficiency for other leaders. core practice are sufficient and appropriate reflections of quality work with only normal variations. core practice are evident but are inconsistent or of insufficient scope or proficiency. core practice are minimal or are not occurring, or are having an adverse impact. Evaluation Focus: uses evaluation indicators, rubrics, and monitoring processes to focus school site problem solving, faculty development, and school operations on continuous improvement of the learning environment s monitoring process generates a shared vision of high expectations for proficiency on the FPLS, FEAPs, researchbased instructional strategies, and the indicators in the principal evaluation system. shares productive monitoring methods with other district administrators to support district wide improvements. works with other district leaders to insure inter-rater reliability in the use of school leader evaluation indicators. s monitoring practices are consistently implemented in a supportive and constructive manner. The manner in which monitoring is conducted is not generally perceived by principals as supportive of their professional improvement. adheres to the personnel policies in providing formal feedback, although the feedback is just beginning to provide details that improve principal or organizational performance, or there are principals to whom feedback Is not timely or not focused on priority improvement needs. Monitoring is not focused on principal proficiency in research-based strategies, FPLS and the FEAPs Informal feedback is rare, nonspecific, and not constructive. Other: Other: Other: Other: Schedules for school visits document monitoring of principals. Principal meeting agendas or memoranda reflect follow-up actions based on feedback from leadership monitoring on FPLS, FEAPs, principal evaluation indicators, or research-based strategies. Records or notes indicate the frequency of formal and informal Lesson study, PLC, or teacher team work is initiated to address observations. issues arising from monitoring process. Data from school and classroom walkthroughs is focused on higheffect Principals can describe the high-effect size leadership and size strategies, FPLS, and FEAPs implementation. instructional strategies employed across the school Rubrics that distinguish among proficiency levels on evaluation Data and feedback from the district administrator s indicators are used by the leader to focus feedback on needed improvements in leadership practice. walkthroughs and observations are used by principals to revise leadership and instructional practices. The schedule reflects frequent school walkthroughs and Principals can attest to regularly scheduled formal and informal observations of teaching and learning school visits. Feedback to schools that describes ways to enhance performance and reach the next level of proficiency. Principals have opportunities to visit colleagues schools for sharing of best practices Feedback and evaluation data is used by principals to formulate their growth plans. Other: Other: Indicator rating: Highly Effective Effective Needs Improvement Unsatisfactory Page 38 of 57

42 Domain III: Leadership Development & Support Core Practice #8 8.2 Encourages and supports clearly aligned forms of distributive leadership at district and school levels core practice exceed effective levels and constitute models of proficiency for other leaders. core practice are sufficient and appropriate reflections of quality work with only normal variations. core practice are evident but are inconsistent or of insufficient scope or proficiency. core practice are minimal or are not occurring, or are having an adverse impact. Evaluation Focus: uses evaluation indicators, rubrics, and monitoring processes to focus school site problem solving, faculty development, and school operations on continuous improvement of the learning environment The effectiveness of schools reflects the district administrator s focus on accurate, timely, and specific recognition of proficiency and improvement in proficiency. uses a variety of creative ways to provide positive and corrective feedback. works with other district leaders to insure inter-rater reliability in the use of school leader evaluation indicators. has effectively implemented a system for collecting feedback from principals as to what they know, what they understand, where they make errors, and when they have misconceptions about high effect size leadership and instructional practices as part of an on-going inter-rater reliability process tends to view feedback as a linear process; something they provide principals rather than a collegial exchange of perspectives on proficiency where the district administrator learns from the principal s expertise. There is no or only minimal monitoring that results in feedback on proficiency. Formal feedback, when provided, is nonspecific. Other: Other: Other: Other: Schedules for school visits document monitoring of principals. Principal meeting agendas or memoranda reflect follow-up actions based on feedback from leadership monitoring on FPLS, FEAPs, principal evaluation indicators, or research-based strategies. Records or notes indicate the frequency of formal and Lesson study, PLC, or teacher team work is initiated to address informal observations. issues arising from monitoring process. Data from school and classroom walkthroughs is focused on Principals can describe the high-effect size leadership and high-effect size strategies, FPLS, and FEAPs implementation. instructional strategies employed across the school Rubrics that distinguish among proficiency levels on Data and feedback from the district administrator s walkthroughs evaluation indicators are used by the leader to focus feedback on needed improvements in leadership practice. and observations are used by principals to revise leadership and instructional practices. The schedule reflects frequent school walkthroughs and Principals can attest to regularly scheduled formal and informal observations of teaching and learning school visits. Feedback to schools that describes ways to enhance performance and reach the next level of proficiency.. Principals have opportunities to visit colleagues schools for sharing of best practices Feedback and evaluation data is used by principals to formulate their growth plans. Other: Other: Indicator Highly Effective Effective Needs Improvement Unsatisfactory rating: Page 39 of 57

43 Domain III: Leadership Development & Support Core Practice #8 8.3 Provides timely, specific, positive and corrective feedback to district and school level leaders to improve individual and/or organizational performance core practice exceed effective levels and constitute models of proficiency for other leaders. core practice are sufficient and appropriate reflections of quality work with only normal variations. core practice are evident but are inconsistent or of insufficient scope or proficiency. core practice are minimal or are not occurring, or are having an adverse impact. Evaluation Focus: uses evaluation indicators, rubrics, and monitoring processes to focus school site problem solving, faculty development, and school operations on continuous improvement of the learning environment s monitoring process generates a shared vision of high expectations for proficiency on the FPLS, FEAPs, researchbased instructional strategies, and the indicators in the evaluation system. s effectiveness monitoring process provides the subordinate with a realistic overview of the current reality of principal effectiveness on the FPLS, FEAPs, and indicators in the evaluation system, and high effect size strategies. The district evaluation system is being implemented, but the process is focused on procedural compliance rather than on improving principal proficiency on the FPLS and high effect size leadership strategies. Monitoring is not focused on principal proficiency in researchbased strategies, FPLS and the FEAPs. balances individual recognition with team and organizationwide recognition. Corrective and positive feedback is linked to organizational goals, and both the district administrator and school principals can cite examples of where feedback is used to improve individual and organizational performance. tends to view feedback as a linear process; something they provide principals rather than a collegial exchange of perspectives on proficiency where the district administrator learns from the principal s expertise. is not aware of the high effect size strategies expected to be used in district schools or fails to communicate them. Other: Other: Other: Other: Schedules for school visits document monitoring of principals. Principal meeting agendas or memoranda reflect follow-up actions based on feedback from leadership monitoring on FPLS, FEAPs, principal evaluation indicators, or research-based strategies. Records or notes indicate the frequency of formal and Lesson study, PLC, or teacher team work is initiated to address informal observations. issues arising from monitoring process. Data from school and classroom walkthroughs is focused on Principals can describe the high-effect size leadership and high-effect size strategies, FPLS, and FEAPs implementation. instructional strategies employed across the school Rubrics that distinguish among proficiency levels on Data and feedback from the district administrator s walkthroughs evaluation indicators are used by the leader to focus feedback on needed improvements in leadership practice. and observations are used by principals to revise leadership and instructional practices. The schedule reflects frequent school walkthroughs and Principals can attest to regularly scheduled formal and informal observations of teaching and learning school visits. Feedback to schools that describes ways to enhance performance and reach the next level of proficiency. Principals have opportunities to visit colleagues schools for sharing of best practices Feedback and evaluation data is used by principals to formulate their growth plans. Other: Other: Indicator Highly Effective Effective Needs Improvement Unsatisfactory rating: Page 40 of 57

44 Domain III: Leadership Development & Support Core Practice #9 Core Practice #9: Providing Quality Support Services to Principals and Teachers and Contributing to the Success of All Schools Core Practice #9 is based on research that clearly shows that in order for schools to meet their learning goals on rigorous state standards, they must have consistent, quality, coordinated, and differentiated support from all departments in the central office. District administrators need to know and understand the unique characteristics and challenges of each school, and they need to act in ways that contribute to the effective operations, organization, and school-wide improvement of teaching and learning. Facilitates vertical and horizontal collaboration among individual, school, and district to align priorities and actions focused on 9.1 improving performance of all schools core practice exceed effective levels and constitute models of proficiency for other leaders. core practice are sufficient and appropriate reflections of quality work with only normal variations. leader s actions relevant to this core practice are evident but are inconsistent or of insufficient scope or proficiency. leader s actions relevant to this core practice are minimal or are not occurring, or are having an adverse impact. Evaluation Focus: s enabling supervised school leaders to maximize time and capacities spent on school improvement priorities. District administrators communicate with each other on their expectations for school sites, establish practical priorities, coordinate due clearly defines his/her role in supporting teaching and learning in schools, and is able to describe the expertise, has taken some decisive actions to make some changes in their leadership practices, but additional actions are needed to generate consistent, high quality Evidence of consistent, high quality support to schools is not routinely gathered and used to promote further growth. dates, and adjust district expectations to accommodate teacher and principal learning priories at the school site. knowledge and qualifications needed in order to provide consistent quality support. support for all schools. Other: Other: Other: Other: Meeting agendas, presentations, and written messages reflect ways in which the district administrator builds the capacity of school leaders and staff members School walkthrough s, conference notes, written feedback and presentations reflect that the district administrator keeps wellinformed and anticipates and responds to school needs Meeting minutes, data reports and presentations reflect that the administrator communicates, cooperates, and collaborates with other departments in analyzing data to monitor and improve support services to schools Other: Indicator rating: Various operations in the school have shown improved efficiency and effectiveness due to the support from central office which may include; cafeteria routines, financial management, and bus arrival and departures. Principal and teacher practices have changed as a result of the feedback from central office visits and feedback for growth Principals and faculty talk about being part of a team with the central office and work in partnership with them to achieve their goals. Other: Highly Effective Effective Needs Improvement Unsatisfactory Page 41 of 57

45 Domain III: Leadership Development & Support Core Practice #9 9.2 Shares effective leadership and instructional practices across schools and district departments core practice exceed effective levels and constitute models of proficiency for other leaders. core practice are sufficient and appropriate reflections of quality work with only normal variations. core practice are evident but are inconsistent or of insufficient scope or proficiency. core practice are minimal or are not occurring, or are having an adverse impact. Evaluation Focus: s enabling supervised school leaders to maximize time and capacities spent on school improvement priorities. routinely shares examples of specific leadership practices and differentiated support services that have been effective in helping school leaders focus on teaching and learning. School leaders supervised are provided consistent guidance and support on balancing job responsibilities not related to instructional leadership and faculty development so that improvements in the learning environment do not take a secondary role. Some evidence of improvement exists, but there is insufficient evidence of using such improvements to initiate changes in leadership practices related to improving support services for schools. is indifferent to the data about school needs, the administrator blames others and external characteristics for insufficient progress. Other: Other: Other: Other: Meeting agendas, presentations, and written messages reflect ways in which the district administrator builds the capacity of school leaders and staff members Various operations in the school have shown improved efficiency and effectiveness due to the support from central office which may include; cafeteria routines, financial management, and bus arrival and departures. School walkthrough s, conference notes, written feedback and presentations reflect that the district administrator keeps wellinformed and anticipates and responds to school needs Meeting minutes, data reports and presentations reflect that the administrator communicates, cooperates, and collaborates with other departments in analyzing data to monitor and improve support services to schools Other: Indicator rating: Principal and teacher practices have changed as a result of the feedback from central office visits and feedback for growth Principals and faculty talk about being part of a team with the central office and work in partnership with them to achieve their goals. Other: Highly Effective Effective Needs Improvement Unsatisfactory Page 42 of 57

46 Domain III: Leadership Development & Support Core Practice #9 9.3 Provides technical assistance to implement district priorities and initiatives that support teaching and learning core practice exceed effective levels and constitute models of proficiency for other leaders. core practice are sufficient and appropriate reflections of quality work with only normal variations. core practice are evident but are inconsistent or of insufficient scope or proficiency. core practice are minimal or are not occurring, or are having an adverse impact. Evaluation Focus: s enabling supervised school leaders to maximize time and capacities spent on school improvement priorities. routinely shares examples of specific leadership practices and differentiated support services that have been effective in helping school leaders focus on teaching and learning. School leaders supervised are provided consistent guidance and support on balancing job responsibilities not related to instructional leadership and faculty development so that improvements in the learning environment do not take a secondary role. Some evidence of improvement exists, but there is insufficient evidence of using such improvements to initiate changes in leadership practices related to improving support services for schools. is indifferent to the data about school needs, the administrator blames others and external characteristics for insufficient progress. Other: Other: Other: Other: Meeting agendas, presentations, and written messages reflect ways in which the district administrator builds the capacity of school leaders and staff members Various operations in the school have shown improved efficiency and effectiveness due to the support from central office which may include; cafeteria routines, financial management, and bus arrival and departures. School walkthrough s, conference notes, written feedback and presentations reflect that the district administrator keeps wellinformed and anticipates and responds to school needs Meeting minutes, data reports and presentations reflect that the administrator communicates, cooperates, and collaborates with other departments in analyzing data to monitor and improve support services to schools Other: Indicator rating: Principal and teacher practices have changed as a result of the feedback from central office visits and feedback for growth Principals and faculty talk about being part of a team with the central office and work in partnership with them to achieve their goals. Other: Highly Effective Effective Needs Improvement Unsatisfactory Page 43 of 57

47 Domain III: Leadership Development & Support Core Practice #9 9.4 Coordinates differentiated support services to schools core practice exceed effective levels and constitute models of proficiency for other leaders. core practice are sufficient and appropriate reflections of quality work with only normal variations. core practice are evident but are inconsistent or of insufficient scope or proficiency. core practice are minimal or are not occurring, or are having an adverse impact. Evaluation Focus: s enabling supervised school leaders to maximize time and capacities spent on school improvement priorities. District administrators communicate with each other on their expectations for school sites, establish practical priorities, coordinate due dates, and adjust district expectations to accommodate teacher and principal learning priories at the school site. keeps well-informed about school needs and issues, and maintains open lines of communication from and to schools in order to continuously monitor and update supports to them. has taken some decisive actions to make some changes in their leadership practices, but additional actions are needed to generate consistent, high quality support for all schools. has not taken decisive action to change leadership practices, or other variables in order to support to schools. Other: Other: Other: Other: Meeting agendas, presentations, and written messages reflect ways in which the district administrator builds the capacity of school leaders and staff members Various operations in the school have shown improved efficiency and effectiveness due to the support from central office which may include; cafeteria routines, financial management, and bus arrival and departures. School walkthrough s, conference notes, written feedback and presentations reflect that the district administrator keeps wellinformed and anticipates and responds to school needs Meeting minutes, data reports and presentations reflect that the administrator communicates, cooperates, and collaborates with other departments in analyzing data to monitor and improve support services to schools Other: Indicator rating: Principal and teacher practices have changed as a result of the feedback from central office visits and feedback for growth Principals and faculty talk about being part of a team with the central office and work in partnership with them to achieve their goals. Other: Highly Effective Effective Needs Improvement Unsatisfactory Page 44 of 57

48 Domain IV: Core Practice #6: Parental and Community Engagement Harnessing Family and Community Energies for School Improvement Performance Indicators 6.1 Establishes relationships with community partners to support district vision 6.2 Advocated for the needs of children 6.3 Clearly communicates the district vision to all stakeholders Page 45 of 57

49 Domain IV: Parental & Community Engagement Core Practice #6 Core Practice #6 Harnessing Family and Community Energies for School Improvement This core practice focuses on the actions of district level administrators which lead to greater engagement and participation of the community in the schools. District leaders need to focus more sharply and energetically on collective leadership by engaging teachers, administrators, parents, and community members in ongoing, reflective discussions of what each party can and should contribute to students learning. District administrators support quality decisions of school leaders engaged in implementing district and state mandates and assist in communicating to stakeholders the rationale for such decisions. District administrators balance support for school leaders with consistent monitoring of the effectiveness of processes that allow school site leaders to understand and respond in a timely manner to community interests and concerns. 6.1 Establishes relationships within the community. core practice exceed effective levels and constitute models of proficiency for other leaders. core practice are sufficient and appropriate reflections of quality work with only normal variations. core practice are evident but are inconsistent or of insufficient scope or proficiency. core practice are minimal or are not occurring, or are having an adverse impact. Evaluation Focus: Florida s problem solving methods are employed with data collection and analysis used to guide quality decision making. The district administrator and the leaders in schools supervised all employ data based problem solving to generate continuous improvement, delivers a strong voice advocating for meaningful family and community engagement in the work of schools and the district. is consistently visible within the schools and community focusing attention on the importance of family and community engagement in the work to improve student achievement. s leadership is focused within the district office with minimal outreach to schools and the community. s actions demonstrate a lack of understanding of the importance of engaging families and the community in the works of schools and the district. routinely shares examples of specific leadership practices and differentiated support services that have been effective in helping school leaders and teachers engage their communities meaningfully in the work of improving student learning. Schools, families and community members have access to the administrators office via technology tools (e.g., s, websites & social networking such as Twitter) s actions and efforts to be visible and accessible to schools and community are inconsistent or limited in scope. is not accessible to principals, teachers, parents and / or community members and does not engage stakeholders in the work. Other: Other: Other: Other: Evidence of visibility and accessibility (e.g., agendas of Parents communications to the schools reflect understanding of meetings, newsletters, correspondence, appointment the goals and expectations that apply to their children. book, etc.) is provided. s work schedule reflects two or more work days a week in schools and classrooms interacting with principals, teachers, and parents on various initiatives to improve student achievement. School principals have enacted effective procedures for routing parents and stakeholders to appropriate parties for assistance. Participation in community events. School leaders involvement in community events where they actively enlist families and community members to the work of their school Other: Other: Indicator Highly Effective Effective Needs Improvement Unsatisfactory rating: Page 46 of 57

50 Domain IV: Parental & Community Engagement Core Practice #6 6.2 Advocates for the needs of children within the community core practice exceed effective levels and constitute models of proficiency for other leaders. core practice are sufficient and appropriate reflections of quality work with only normal variations. core practice are evident but are inconsistent or of insufficient scope or proficiency. core practice are minimal or are not occurring, or are having an adverse impact. Evaluation Focus: Florida s problem solving methods are employed with data collection and analysis used to guide quality decision making. The district administrator and the leaders in schools supervised all employ data based problem solving to generate continuous improvement, delivers a strong voice advocating for meaningful family and community engagement in the work of schools and the district. mentors other district leaders on quality processes for accessibility, engaging stakeholders, and using technologies to expand impact. is consistently visible within the schools and community focusing attention on the importance of family and community engagement in the work to improve student achievement. Schools, families and community members have access to the administrators office via technology tools (e.g., s, websites & social networking such as Twitter) designs a system of open communication that provides for the timely, responsible sharing of information to, from, and with the schools and community on meaningful family and community engagement, but it is inconsistently implemented. s actions and efforts to be visible and accessible to schools and community are inconsistent or limited in scope. s actions demonstrate a lack of understanding of the importance of engaging families and the community in the works of schools and the district. is not accessible to principals, teachers, parents and / or community members and does not engage stakeholders in the work. Other: Other: Other: Other: Evidence of formal and informal systems of communication Parents communications to the schools reflect understanding of that include a variety of formats (e.g., written, oral) in the goals and expectations that apply to their children. multiple ways through different media (e.g., newsletter, electronic) used to improve family and community engagement in the work of schools and the district. Meeting schedules reflect frequency of access by various stakeholders. School principals have enacted effective procedures for routing parents and stakeholders to appropriate parties for assistance. Participation in community events. School leaders involvement in community events where they actively enlist families and community members to the work of their school Other: Other: Indicator Highly Effective Effective Needs Improvement Unsatisfactory rating: Page 47 of 57

51 Domain IV: Parental & Community Engagement Core Practice #6 6.3 Clearly communicates the vision of the district to all stakeholders. core practice exceed effective levels and constitute models of proficiency for other leaders. core practice are sufficient and appropriate reflections of quality work with only normal variations. core practice are evident but are inconsistent or of insufficient scope or proficiency. core practice are minimal or are not occurring, or are having an adverse impact. Evaluation Focus: Florida s problem solving methods are employed with data collection and analysis used to guide quality decision making. The district administrator and the leaders in schools supervised all employ data based problem solving to generate continuous improvement, delivers a strong voice advocating for meaningful family and community engagement in the work of schools and the district. routinely shares examples of specific leadership practices and differentiated support services that have been effective in helping school leaders and teachers engage their communities meaningfully in the work of improving student learning. is consistently visible within the schools and community focusing attention on the importance of family and community engagement in the work to improve student achievement. Schools, families and community members have access to the administrators office via technology tools (e.g., s, websites & social networking such as Twitter) s leadership is focused within the district office with minimal outreach to schools and the community. s actions and efforts to be visible and accessible to schools and community are inconsistent or limited in scope. s actions demonstrate a lack of understanding of the importance of engaging families and the community in the works of schools and the district. is not accessible to principals, teachers, parents and / or community members and does not engage stakeholders in the work. Other: Other: Other: Other: Evidence of visibility and accessibility (e.g., agendas of Parents communications to the schools reflect understanding of meetings, newsletters, correspondence, appointment the goals and expectations that apply to their children. book, etc.) is provided. s work schedule reflects two or more work days a week in schools and classrooms interacting with principals, teachers, and parents on various initiatives to improve student achievement. School principals have enacted effective procedures for routing parents and stakeholders to appropriate parties for assistance. Participation in community events. School leaders involvement in community events where they actively enlist families and community members to the work of their school Other: Other: Indicator Highly Effective Effective Needs Improvement Unsatisfactory rating: Page 48 of 57

52 Miami-Dade County Public Schools Non-School Site Administrator with Instructional Oversight Responsibilities Evaluation System Assessee s Name: Assessee s Position/Title: Employee Number: Work Location Number and Name: Evaluator s Name: Evaluator s Position/Title: Assessment Period Covered: PLANNING PHASE Date: / / Self Assessment Deliberate Practice Growth Targets MID-YEAR PROGRESS REVIEW Date: / / Review of Practice Growth Targets Review of Performance Indicators END-OF-YEAR FINAL SUMMATIVE RATING Component Score Weight Weighted Score Non-Site Administrator Assessment & DPGT 50% Student Growth Measure 50% Total Page 49 of 57