gsu principal performance–based evaluation: strengthening...

GSU Principal Performance–Based Evaluation:Strengthening the Power of WE

MILE/TQP and the College of Education

© The Principal Performance-Based Evaluation was developed by Governors State University, through its College of Education and Metropolitan Institute for Leadership in Education (MILE) program under the Federal Teacher Quality Partnership Grant U405A100045.

The Principal Performance-Based Evaluation may not be copied, emailed, or otherwise shared, and can be used only with the prior agreement and consent of Governors State University.

Governors State University Principal Performance-Based Evaluation Plan

Strengthening the Power of WE

Governors State University (GSU) is proud to partner with your school district on the Principal Performance-Based Evaluation. This evaluation model was designed in response to the Performance Evaluation Reform Act (PERA) 2010 by over thirty educators, which included public school principals and superintendents, as well as University faculty.

The design team was facilitated by Dr. Joseph Murphy of Vanderbilt University who is nationally recognized for his work in school leadership. Dr. Murphy was named in 2014 by Education Week as one of the ten top educational scholars in the country.

Dr. Murphy continues to be involved with the GSU Principal Evaluation initiative as a consultant to Governors State University and its partner school districts.

This document is the Principal Performance-Based Evaluation plan for your district. It should be filed and available for review by community members, media, the Illinois State Board of Education, and other interested parties.

Governors State University is excited to partner with you as we work together to continue to provide and develop strong leadership in each of your schools. It is through our joint efforts and commitment that your students can be provided Learning-Centered Leadership.

A special thanks to Dr. Karen Peterson and Dr. Pamela Guimond, Co-Directors of the Teacher Quality Partnership Grant, and Mrs. Alicia McCray, Director of the Metropolitan Institute for Leadership in Education (MILE), whose vision and belief in the important collaboration of superintendents, principals, and teachers to strengthen the power of “WE” and to have the greatest impact on high quality public education and student learning.

Dr. Donna Joy Project Leader Metropolitan Institute for Leadership in Education (MILE) Teacher Quality Partnership Grant (TQP)

Principal Performance-Based Evaluation Plan

Table of Contents

I. Overview of Principal Performance-Based Evaluation Plan 1

II. Evaluation Sample 9

III. Evaluation Instrument 30

IV. Evaluation Rubric 45

PEAC Guidance Documents

1. Joint Committee Guidebook 57 Implementing the Student Growth Component in Teacher and Principal Evaluation Systems 2. Measuring Student Growth for First-Year Principals in Principal Evaluation 95

Systems 3. Using Illinois 5Essentials Survey Data in Principal Evaluation 100

4. GSU Evaluation Alignment with PEAC 101

Resources

A. Alignment of Three State Factors and VAL-ED in Principal Evaluation 105

B. Illinois Performance Standards for School Leaders 123

C. PEAC and Growth Through Learning Links 138

D. Vanderbilt Assessment of Leadership in Education (VAL-ED) 139

E. Sample Job Description 142

F. LiveText – www.LiveText.com 144

Principal Evaluation Leadership Team

Team members and contact information 146

http://www.livetext.com/

Governors State University and District _____’s Overview of Principal Performance-Based Evaluation Plan

CONTEXT The state of Illinois, under PERA 2010, required that all principals be evaluated with a performance-based assessment beginning with the 2012-2013 school year. Governors State University, through a Teacher Quality Partnership (TQP) Grant under the administration of the Metropolitan Institute for Leadership in Education (MILE), worked in consultation with Dr. Joseph Murphy from Vanderbilt University, regional administrators, and University faculty and administrators to create a pilot for the 2011-12 school year. More than forty districts (189 principals) participated in the pilot.

Reflecting the development team’s guiding principles, this evaluation model was designed to be rigorous, with an emphasis on ease of use and sensitivity to individual district and school considerations. It creates an ongoing conversation between the superintendent (evaluator) and principal regarding student growth. It is designed for both formative and summative assessment, in a process of ongoing principal leadership development, which serves as a strong model for principals’ work with the teacher evaluation process.

This GSU and District Principal Performance-Based Evaluation Plan is based on final state guidelines and the input of the pilot participants.

RATIONALE The Foundations of the Evaluation System:

● Include student growth in achievement as a significant factor● Highlight teaching and learning● Are standards-based: ISLLC and Illinois Performance Standards for School Leaders● Underscore learning-centered leadership

The Process: ● Is evidence-based● Has set benchmarks agreed upon in advance● Is transparent● Fosters a culture of collaboration between the principal and the supervisor● Is valid and reliable● Is comprehensive but not overly complex● Is both formative and summative● Includes multiple measures● Relies on input from multiple constituents● Has well-defined timelines● Provides ongoing feedback to the principal● Is site specific, connected to the needs of the specific school● Is flexible enough to allow for adjustments

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The Outcomes: Using the Evaluation System should:

• Motivate principals to improve• Promote targeted professional growth opportunities• Promote school improvement• Enhance academic and social learning of students• Result in positive or negative consequences

COMPONENTS OF THE EVALUATION SYSTEM Consistent with the national standards for personnel evaluation and the “guiding principles” presented above, the design is an evaluation system for principals that include multiple measures of performance including:

Student Growth Component: (30%) One goal based on measures of student growth in achievement (30%) Professional Practice Component: (70%) One organizational goal (25%) One professional growth goal (15%) The Vanderbilt Assessment for Leadership in Education (VAL-ED) (30%)

The system includes three goals and the VAL-ED. Districts may reconfigure the weighting of the system with the following considerations:

• Student Growth should remain at a minimum of 30%• Professional Practice must be at least 50%• Organizational goal may be developed from the 5Essential Survey data

Source of Goals: Goals can emanate from a variety of sources, such as: • District and school improvement plans• Board of education and superintendent objectives• Surveys (e.g., school climate, parent satisfaction, and so forth)• Previous evaluations (e.g., data from assessments of components in the evaluation

system)• Accreditation reports• 5Essentials Survey Data• VAL-ED Assessment results

As the District convenes its Joint Committee, principals must be aware of the decisions made by the Joint Committee.

Principals are strongly encouraged to consider their faculty’s student growth targets and assessments as they develop their own student growth goals.

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Characteristics of Effective Goals:

• Produce measureable student growth change in outcomes between two points in time • Align/support decisions made by the Joint Committee • Are linked to the Illinois Performance Standards for School Leaders and ISLLC

Standards (Review GSU Principal Performance-Based Evaluation Rubric) • Are organizationally grounded and emphasize the direct contributions of the leader • Are mutually determined through collaborative dialogue • Are collaboratively reviewed in an ongoing formative process

Rubric: The state guidelines require a rubric for principal evaluation. GSU has developed a rubric which aligns the VAL-ED with the Illinois Performance Standards for School Leaders (Document five attached). All Illinois Standards are addressed in the VAL-ED. Document three shows the alignment of the VAL-ED with the Illinois Standards. In the GSU and District Principal Performance-Based Evaluation Plan, the rubric is designed to assist with goal development, the various formative assessments, as well as the rankings in the summative assessment. The GSU rubric was designed to focus on the language of the VAL-ED, as well as to provide a rubric that is aligned with our ease-of-use commitment of the evaluation system. Student Growth Component (30%) Student Growth Goal – 30% Student growth should serve as the motivating principle of a school leader’s work. The goal should be crafted to assess growth, over two points in time. In the GSU plan, the student growth component comprises 30% of the evaluation. As the District convenes its Joint Committee, principals must be aware of the decisions made by the Joint Committee. Principals are strongly encouraged to consider their faculty’s student growth targets and assessments as they develop their own student growth goals. The following Student Growth assessment guidelines from ISBE/PERA provide information on the Type I, II, and III Assessments: At least two weighted Type I, Type II Assessments, or a combination of Type I and II, must be used in the performance evaluation to determine student growth. Type III Assessments may only be used for schools serving a majority of students who are not administered a Type I or Type II Assessment. In those limited situations, Type III Assessments can be used.

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Type I: An assessment that measures a certain group of students in the same manner with the same potential assessment items, is scored by a non-district entity, and is widely administered beyond Illinois

Type II: An assessment developed or adopted and approved by the school district and used on a district-wide basis that is given by all teachers in a given grade or subject area

Type III: An assessment that is rigorous, aligned with the course’s curriculum, and that the evaluator and teacher determine measures student learning in a course

Examples: Northwest Evaluation Association (NWEA) MAP tests, Scantron Performance Series

Examples: Collaboratively developed common assessments, curriculum tests, assessments designed by textbook publishers

Examples: Teacher-created assessments, assessments of student performance

“Understanding the State Requirements for Principal Evaluation” – Reference Guide: Module I Growth through Learning Note:

• A state assessment may be used in the evaluation of a principal/assistant principal as a Type I Assessment. (50.310(b)(1)(A)

• Type III Assessments may be used for schools serving a majority of students who are not administered a Type I or Type II Assessment. In these situations, the qualified evaluator and principal may identify at least two Type III Assessments to be used to determine growth. (50.310(b)(1)(B)

• Students must have been enrolled for a sufficient time to have results from at least two points in time on a comparable assessment. (50.310(b)(2)

• The results from the most recent administration of a selected assessment shall be used as the ending point at which the level of student growth is calculated. (50.310(b)(3)

• For an assistant principal, a qualified evaluator may select student growth measures that align to the specific duties of the assistant principal. (50310(c)

• The district shall consider how the data of certain characteristics (subgroups such as Sp Ed, ELL, low income will be used). (50.130.(d)

Professional Practice Component (70%) Organizational Goal (25%) This goal’s focus is designed to strengthen organizational accomplishment in the school setting. The data from the 5Essentials survey may be used to develop the organizational goal. Principal Professional Growth Goal (15%) This goal is designed with a focus on improving the administrator’s skills in a mutually agreed upon area with an outcome which is measurable. The VAL-ED (30%) Research on the principalship concludes that the effect of a school leader on student achievement is primarily indirect. That is, the principal influences conditions and factors that more directly impact student performance, for example the quality of instruction in classrooms and the culture in the school.

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For this reason, an effective and fair evaluation system will need to assess how skillful the principal is in shaping these conditions and factors. This should be done using valid and reliable instruments that tap into the judgment of multiple stakeholders with first-hand knowledge of the action of the principal. According to the 2010 report by Learning Point Associates, “Measuring Principal Performance: How Rigorous are Commonly Used Principal Performance Instruments?” the best available tool, that meets these criteria, is the Vanderbilt Assessment of Leadership in Education (VAL-ED). VAL-ED is scaffolded on the ISLLC Standards and the research base that undergirds those standards. In the GSU Principal Performance-Based Evaluation Plan, the VAL-ED is aligned with the Illinois Performance Standards for School Leaders. VAL-ED collects the judgments of relevant parties pertaining to the skills of the principal on the six most critical factors that result in student learning (e.g., professional accountability for student results). It also provides feedback on the behaviors of the principal across six processes (e.g., communicating) that are used to engage those six factors. Based on survey responses by all certified non-administrative staff members in a school, the principal himself/herself, and the principal’s supervisor, VAL-ED provides three sets of scores that can be used to assess performance: (1) measures of how the three parties judge the instructional leadership skills of the principal; (2) a nationally benchmarked proficiency (criterion) score (below basic, basic, proficient, or distinguished); and (3) nationally normed percentile rankings for each of the six factors and six processes, as well as a composite ranking.

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THE EVALUATION PROCESS While the components of the evaluation system are critical, they are not the entire story. Indeed, as the guiding principles presented above reveal, if evaluation content is not enveloped by a highly productive process, the system will fail to produce expected benefits. Principals are strongly encouraged to consider their faculty’s student growth targets and assessments as they develop their own student growth goals. Below is the timeline of the process and a description of the specific tasks that are linked to the evaluation components. The evaluation instrument contains templates for each step of the process.

Goal Setting By August 31, the evaluator and principal will meet to develop specific goals with appropriate outcome measures and an action plan for achieving each of the goals. Steps:

1. Prior to the meeting, the principal will be presented with a copy of the GSU/District Evaluation Plan.

2. Before meeting, the principal and evaluator will review the Evaluation Rubric and multiple data sources from which goals should be developed.

3. Principal and evaluator will bring relevant data to the meeting. 4. Evaluator and principal will review and attach principal job description, including

specific duties, responsibilities, management and competency. 5. Evaluator will document both strengths and areas of growth (including evidence).

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6. Principal and evaluator will discuss the data, agree on goals, sources of evidence, and performance measures for three areas:

• Growth in student achievement • Organizational accomplishments • Principal’s professional growth

VAL-ED data should be considered for determination of organizational and professional goals. Targets for VAL-ED outcomes will also be determined. If the principal and evaluator cannot agree upon the goals and criteria, the evaluator will make the final determination. A principal new to the position or district will participate in a goal-setting meeting within the first 30 days of employment, using as much of the content outlined above as possible. VAL-ED for those principals who are new to the process VAL-ED is scheduled to be completed by the principal, evaluator, and teachers no later than January 15. It is recommended that if this is the first time the principal has been evaluated with VAL-ED, he/she take the VAL-ED in September to familiarize himself/herself with the survey and its professional language. The cost for VAL-ED allows for two administrations per year. Formal Observations The state requires at least two formal observations. The GSU/District Evaluation timeline sets observation dates; the first by October 15 and the second by January 15. Each must be scheduled in advance and include at least one objective. The evaluator shall observe interactions and activities during the principal’s workday. Written feedback is required within 10 days of the formal observation and must include evidence that may have a negative impact on the final evaluation rating. There is no limit to the number of informal observations. Evidence gathered during informal observations may be used in the final performance evaluation rating, as long as it was documented in writing. (This section adapted from Growth Through Learning, Training Module I). Formative Conference By November 30, the principal and evaluator will meet to discuss progress and make adjustments, if necessary. Steps:

1. Examine evidence and discuss the progress on target measures. 2. Review any new data available. 3. Make adjustments to the action plans or goals as necessary. 4. Add resources and supports to make goals attainable.

VAL-ED By January 15, the supervisor, the principal, and teachers will complete VAL- ED. Evaluators and principals should work with teachers to assure they have an understanding of the survey, including logistics to assure confidentiality. It is recommended that work time be set aside for teachers to complete the survey (i.e., faculty meeting, institute day).

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Principal’s Pre-Summative Self-Evaluation By February 1, the principal will self-assess on target measures. Steps:

1. Principal gathers evidence. 2. Principal reflects on progress aligned with the Evaluation Rubric. 3. Principal provides a written self-assessment, including supporting evidence, to the

evaluator.

Summative Evaluation By March 1, the principal and evaluator will meet to discuss the final evaluation. Steps:

1. Principal and evaluator will meet and discuss the self-reflection of the principal. 2. The evaluator will share his or her reflections on the principal’s self-evaluation and

provide specific feedback to the principal, noting strengths and areas of growth needed aligned with the Evaluation Rubric.

3. The principal and evaluator will discuss and sign off on the summative evaluation. Scoring System A final rating will be made for each of the components of the evaluation system, with rankings designed to facilitate formative assessment in the process (exceeds expectations, basic, proficient, or does not meet expectations). The summative evaluation aligns with the state prescribed rankings (excellent, proficient, needs improvement, or unsatisfactory). A four point rating scale is used. Because each of the components is weighted differently in the evaluation system, i.e., VAL-ED counts 30%, the organizational goal 25%, the professional growth goal 15%, and the student growth goal 30%, rating scores will need to be multiplied by the weight and then divided by 100 to arrive at a composite rating. A principal or assistant principal who receives a score of one (i.e., does not meet expectations) in any of the four areas cannot receive a final PERA ranking higher than ‘Needs Improvement’.

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Year _____2012__________2012__________2012__________2013__________2013_____

GSU Principal Performance-Based Evaluation Instrument

District: Oak 121 School: Leaf Principal: Mr. Gardner Evaluator: Dr. Strong Fill in the year each was completed: Evaluator successfully completed state prequalification training: Evaluator completed GSU evaluation model orientation: Evaluator completed GSU VAL-ED training: Principal completed GSU evaluation model orientation: Principal completed GSU VAL-ED training: (50.32)(a)*

Task Date

Completed Evaluator Sign-off

Principal/ Assistant Principal Sign-off

Review and attach principal job description, including specific duties, responsibilities, management and competency (50.300(a)(1)* 8-15 Dr. S Mr. G Review and attach evaluator report of administrator strengths and weaknesses with supporting reasons (50.300 (a)(2)* 8-27 Dr. S Mr. G Copy of evaluation plan presented to principal before goal setting conference (by the start of the school year) (50.300(d)* 8-15 Dr. S Mr. G Goal setting conference by August 31 8-27 Dr. S Mr. G Completion of first formal observation with feedback by October 15 10-5 Dr. S Mr. G Formative conference by November 30 11-15 Dr. S Mr. G Completion of VAL-ED by evaluator, principal and faculty by January 15 1-8 Dr. S Mr. G Completion of second formal observation with feedback by January 15 1-11 Dr. S Mr. G Principal submission of self-assessment to evaluator by February 1 2-1 Dr. S Mr. G Summative conference by March 1, including documentation of principal strengths and areas of growth (50.300)* 2-25 Dr. S Mr. G

*Article 24A of the Illinois School Code, 105 ILC55/24A

© The Principal Performance-Based Evaluation was developed by Governors State University through its College of Education and Metropolitan Institute for Leadership in Education (MILE) program under the Federal Teacher Quality Partnership Grant U405A100045. The Principal Performance-Based Evaluation may not be copied, emailed, or otherwise shared, and can be used only with the prior agreement and consent of Governors State University.

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All items above should be submitted with this checklist as part of the final summative conference. Principal Evaluation: Leadership Strands

• Living a Mission and Vision Focused on Results • Leading and Managing Systems Change • Improving Teaching and Learning • Building and Maintaining Collaborative Relationships • Leading with Integrity and Professionalism • Creating and Sustaining a Culture of High Expectations

Based on 2008 Interstate School Leaders Licensure Consortium /IL Educational Leadership Policy Standards/Design Team 2007, National Board Standards for Accomplished Principals/National Board Principal Certification, and PEAC, Principal & Teacher Evaluation in Illinois: Past, Present & Future, Updated 6/1/11.


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GOAL SETTING CONFERENCE (to be completed by August 31)

Principal Mr. Gardner Evaluator Dr. Strong Date August 27

Strengths (including evidence) The VAL-ED Assessment identified strength in the area of Culture of Learning and Professional Behavior (VAL-ED - IV). A proficient ranking indicates there is a strong culture of professionalism, with a focus on ongoing learning and continuous improvement. Substantial improvement in sub-group scores for ELL students in four classes and only one class with limited improvement, indicates strength in High Standards for Student Learning (VAL- ED - I) and Creating and Sustaining a Culture of High Expectations (IL PSSL- VI) in this area of focus for last year.

Areas of Growth (including evidence) Third grade reading comprehension scores documented limited gains last year. There needs to be specific focus with fourth graders this year, utilizing the MAP assessment to monitor ongoing progress. Suspension rate has increased in the last two years – 7% increase last year and 5% increase previous year. Need to focus on stronger implementation of PBIS and strengthen climate of building by addressing the Illinois Social Emotional Learning Standards to assure that students are out of class less often and students are less disruptive in class. In the VAL-ED Assessment, you and teachers noted a need to strengthen parent involvement. Connections to External community (VAL-ED - V) identified as an area needing strengthening with a VAL-ED ranking at low range of Basic. Skill enhancement in this area recommended; designed to strengthen the culture in this important area.

Goals – Developed collaboratively with evaluator and principal Review multiple data sources for development of goals. • Bring relevant data to the meeting. • Discuss data; agree on goals, sources of evidence, and performance measure


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STUDENT GROWTH

COMPONENT 30%

LEADERSHIP STRANDS

(Check all that apply)

AT LEAST TWO AGREED-UPON

MEASURES (with specified weighting)

Type I or Type II; Type III in special circumstances

ACTION PLAN

Growth in Student Achievement Goal: 30% Improve 4th grade reading comprehension scores by 20% from August to January.

X Living a Mission and Vision Focused on Results _ Leading and Managing Systems Change X Improving Teaching and Learning _ Building and Maintaining Collaborative Relationships __ Leading with Integrity and Professionalism X Creating and Sustaining a Culture of High Expectations

• NWEA Map scores (80%) • Running Records

Data (20%)

• Aware of your district’s Joint Committee’s decisions

• Consider faculty’s student growth targets and assessments

• Monitor running record data and common assessments bi-weekly.

• Active involvement in RtI. • Walk-throughs to monitor

reading instruction. • Extended observations to

assure reading comprehension curriculum implementation.

• Documentation of bi-monthly meetings to discuss reading comprehension progress and strategies with 4th grade teachers, including coordination with reading coaches and ELL teachers.

A student growth goal could also focus on a subgroup of students.

For example:

STUDENT GROWTH

COMPONENT 30%

LEADERSHIP STRANDS





ACTION PLAN

4th grade ELL reading comprehension scores by 20% from August to January.

X Living a Mission and Vision Focused on Results _ Leading and Managing Systems Change X Improving Teaching and Learning _ Building and Maintaining Collaborative Relationships __ Leading with Integrity and Professionalism

• NWEA Map scores (80%) • Running Records Data (20%)

• Aware of your district’s Joint Committee’s decisions

• Consider faculty’s student growth targets and assessments

• Monitor running record data and common assessments bi-weekly.

• Active involvement in RtI. • Walk-throughs to monitor

reading instruction. • Extended observations to


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X Creating and Sustaining a Culture of High Expectations

assure reading comprehension curriculum implementation.

• Documentation of bi-monthly meetings to discuss reading comprehension progress and strategies with 4th grade teachers, including coordination with reading coaches and ELL teachers.

• Teachers of ELLs attend an 8-week inservice on ELL Reading Comprehension, provided by the Illinois Resource Center.


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GOAL SETTING CONFERENCE continued (to be completed by August 31)

PROFESSIONAL

PRACTICE COMPONENTS 70%

LEADERSHIP STRANDS


AGREED-UPON MEASURES

ACTION PLAN

Organizational Goal 25% Reduce suspensions by 10% from September to January, by strengthening implementation of PBIS and focus on IL Social Emotional Learning Standards

___Living a Mission and Vision Focused on Results X Leading and Managing

Systems Change ___Improving Teaching and Learning ___Building and Maintaining Collaborative Relationships ___Leading with Integrity and Professionalism ___Creating and Sustaining a Culture of High Expectations

• Suspension data

• Review IL Social Emotional Learning Standards at faculty meeting and develop an implementation plan for school wide use.

• Monitor PBIS program components as prescribed by PBIS trainers.

• Analyze SWIS Data weekly. Analyze suspension data weekly.

Principal’s Professional Growth Goal 15% Demonstrates improved professional skills in parent involvement by documenting an increase on parent participation from 30% to 50% from September to January.

X Living a Mission and Vision Focused on Results X Leading and Managing

Systems Change ___Improving Teaching and Learning X Building and Maintaining Collaborative Relationships ___Leading with Integrity and Professionalism ___Creating and Sustaining a Culture of High Expectation

• Parent sign-ins from various events

• Attendance at newly established Parent Advisory Group meeting

• Documentation of professional development attendance on strengthening parent involvement

• Attend professional development on Strategies to Strengthen Parent Involvement.

• Research models to strengthen parent involvement.

• Establish a Parent Advisory Group.

• Work with teachers to establish goals to foster parent involvement.


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LEADERSHIP STRANDS*

SCORING

OUTCOMES

VAL-ED 30%

X Living a Mission and Vision Focused on Results X Leading and Managing

Systems Change X Improving Teaching and Learning X Building and Maintaining Collaborative Relationships X Leading with Integrity and Professionalism X Creating and Sustaining a Culture of High Expectations

Review VAL-ED Reports.

Complete VAL-ED Assessment. Develop plan to share data with faculty.

*By design, VAL-ED addresses each IL Leadership Strand (Refer to alignment of VAL-ED to IL Leadership Strands in the GSU/District Evaluation Plan).


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FIRST FORMAL OBSERVATION (to be completed by October 15)

Principal Mr. Gardner Evaluator Dr. Strong Date October 5

• Formal observation will be scheduled in advance and must include at least one objective (reviewing classrooms, observing leadership team meetings, etc.). (50.320(c)(1)(B)

• Feedback from formal observation must be provided within 10 principal workdays. (50.320)©(1)©

Objective(s): • Observe the initial Parent Advisory Group meeting (Action Plan Item: Establish a Parent Advisory

Group).

Feedback: Comments:

• Twelve parents attended, representing a cross section of the building demographics. • Signage was clearly visible, directing me to the meeting location in the media center. • The session was well organized; sign-in sheet, agenda and other materials were readily available. • Greetings and introductions were friendly and welcoming. • Collaborative ground rules were established and respected. • Steps for the next meeting could have been more clearly identified. • Encourage individual parents to take leadership roles.


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FIRST FORMAL OBSERVATION Another Example

(to be completed by October 15)

Principal Mr. Gardner Evaluator Dr. Strong Date October 5



Objective(s): • Attend planning meeting with 4th grade ELL teachers to develop an action plan to increase reading

comprehension.

Feedback: Comments:

• Reading Comprehension data were available for the ELL teachers and ELL Director. • Discussion and plans to develop teacher leaders from the ELL teachers to continue the ongoing

professional development on reading comprehension. • Your plan to continue the professional development with the fifth grade ELL teachers will continue

the growth in English reading comprehension. • Include the parents in a workshop to inform them on reading strategies being used. • Steps for the next meeting could have been more clearly identified such as addressing parents who

have limited or no English.


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FORMATIVE CONFERENCE (to be completed by November 30)

Principal Mr. Gardner Evaluator Dr. Strong Date November 15

Goal – Growth in Student Achievement – 30% Briefly State Goal: Improve 4th grade reading comprehension scores by 20% From September to January. Action Plan Progress: Action Plan Progress: • Reviewed District’s Joint Committee’s decisions regarding:

o Growth targets o Assessments o Student population

• Monitor running record data and common assessments bi-weekly. Monitoring of running record data and common assessments demonstrate comprehension scores have improved by 8% by November 15.

• Active involvement in RtI – Have attended all RtI meetings involving 4th grade students thus far. • Walk-throughs to monitor reading instruction – Am walking through all fourth grade classes weekly,

and multiple times per week in classes taught by two new teachers. • Extended observations to assure reading comprehension curriculum implementation - Have

scheduled formal observations for fourth grade teachers during reading timeframes. • Documentation of bi-monthly meetings with 4th grade teachers on reading comprehension and

strategies, including coordination with reading coaches - Have had September and October conferences with all fourth grade teachers to discuss strategies to strengthen reading comprehension and to monitor progress. Have worked with reading coaches to identify particular students to receive extra assistance and to work with selected fourth grade teachers on specific comprehension strategies.

Evaluator and principal will discuss progress on action plan and goals and make any needed adjustments. They will: • Examine evidence and discuss the progress on target measures. • Review available new data. • Make adjustments to the action plan and agreed upon goals as needed based on unanticipated

circumstances. Note: Goals may be adjusted downward but should not be raised. • Consider additional supports to make goals attainable.


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FORMATIVE CONFERENCE continued (to be completed by November 30)

Adjustments to the plan and goal as needed: Does not apply (DNA) Additional supports to make goal attainable: In order to meet the plan target, additional reading support will be provided by the reading coach for identified students.


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Principal Mr. Gardner Evaluator Dr. Strong Date November 15 Organizational Goal - 25% Briefly State Goal: Reduce suspensions by 10% from September to January by strengthening implementation of PBIS and focus on IL Social Emotional Learning Standards. Action Plan Progress: Examine evidence and discuss progress on target measures:

• Review IL Social Emotional Learning Standards at faculty meeting and develop an implementation plan for school-wide use Share agendas from all faculty meetings to document progress on work with IL SEL Standards. Teachers are incorporating SEL strategies in their classrooms and a committee is working on planning for school-wide initiatives.

• Monitor program components as prescribed by trainers from PBIS I have been meeting regularly with assistant principal to monitor implementation of various components. We are reviewing teacher participation by department.

• Analyze SWIS Data weekly Data indicate ‘School-wide Information System’ (SWIS) problems occur before start of school day. We have communicated with teachers to ensure they are monitoring hallways before school starts. The assistant principal and I have analyzed each classroom’s SWIS data and shared it with teachers. We have discussed results at faculty meetings and discussed strategies to improve implementation. We have seen progress with more focused attention to PBIS implementation, but we have asked the trainer to return for supportive follow-up at our January faculty meeting.

• Analyze suspension data monthly September suspensions were 8% less and October was 12% lower. We anticipate that we will be able to meet our goal as we are seeing continuous progress with these additional resources and supports.

Adjustments to the plan and goal as needed: DNA Additional supports to make goal attainable: In addition to faculty monitoring hallways, the social worker will pay particular attention to his/her students and focus on appropriate bus/hallway behavior in regular sessions.


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Principal Mr. Gardner Evaluator Dr. Strong Date November 15 Principal’s Professional Growth Goal - 15% Briefly State Goal: Demonstrate improved professional skills in parent involvement by documenting an increase in parent participation from 30% to 50% from September to January. Action Plan Progress:

• Attend professional development on Strategies to Strengthen Parent Involvement. I attended the Parent Involvement professional development on September 13, and shared strategies at faculty meetings.

• Establish a Parent Advisory Group. The newly established Parent Advisory Group is developing a schedule of events for the second semester. They have asked to have more teacher representation so that it is a strong joint committee.

• Work with teachers to establish goals to foster parent involvement. Teachers have been asked to give suggestions to establish a formal strategic plan for the next year. This will coordinate with the newly established Advisory Group.

We have already seen an increase by 10% from last year’s participation at this point. Adjustments to the plan and goal as needed: DNA Additional supports to make goal attainable: DNA


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Principal Mr. Gardner Evaluator Dr. Strong Date November 15 VAL-ED – 30% (to be completed by teachers, principal and evaluator – by January 15) Discuss VAL-ED Components: In preparation for the initial evaluation conference, the following strengths and areas of growth were identified aligned with VAL-ED. VAL-ED assessment identified strength in the area of Culture of Learning and Professional Behavior (VAL-ED - IV). A proficient ranking indicates there is a strong culture of professionalism, with a focus on ongoing learning and continuous improvement. In VAL- ED assessment, you and teachers noted a need to strengthen parent involvement. Connections to External community (VAL-ED-V) identified as an area needing strengthening with a VAL-ED ranking at low range of Basic. Skill enhancement in this area recommended; designed to strengthen the culture in this important component. Review your VAL- ED Assessment and focus on:

• Areas identified above and written into your goals. • Specific language of VAL- ED to highlight with your teachers. • Reflect on, identify, and share evidence demonstrating key components of VAL-ED. • Review GSU Principal Performance-Based Evaluation VAL-ED and Illinois Standards for School

Leaders Rubric. • Develop a plan to share data with faculty after receiving the VAL-ED results.


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SECOND FORMAL OBSERVATION (to be completed by January 15)

Principal Mr. Gardner Evaluator Dr. Strong Date January 11

• Formal observation will be scheduled in advance and must include at least one objective (reviewing classrooms, observing leadership team meetings, etc.) (50.320(c)(1)(B)

• Feedback from formal observation must be provided within 10 principal workdays. (50.320)(c)(1)(C)

Objective(s): Attend fourth grade teacher reading comprehension progress meeting (Action Plan Item: Documentation bi-weekly meetings to discuss reading comprehension progress and strategies with 4th grade teachers, including coordinating with reading coaches). Feedback: Comments:

• Reading Comprehension assessment data was available to all teachers, coaches and ELL Director. • You communicated and documented a structured schedule for ongoing monitoring. • All teachers present were actively involved in analyzing data. • It was clear that conditions had been established that supported teachers’ free expression of ideas. • As special needs students were discussed, you advocated strategies to provide additional support. • Should an emergency arise, is there a teacher leader identified to lead the meeting in your

absence? • Has there been discussion of the parent role in strengthening comprehension?


23

SECOND FORMAL OBSERVATION Another Example

(to be completed by January 15)

Principal Mr. Gardner Evaluator Dr. Strong Date January 11



Objective(s): Attend fourth grade teacher reading comprehension progress meeting (Action Plan Item: Documentation bi-weekly meetings to discuss reading comprehension progress and strategies with 4th grade teachers, including coordinating with reading coaches and ELL Director). Feedback: Comments:

• Reading Comprehension assessment data was available to all teachers, coaches and ELL Director. • You communicated and documented a structured schedule for ongoing monitoring. • All teachers present were actively involved in analyzing data. • It was clear that conditions had been established that supported teachers’ free expression of ideas. • As special needs students were discussed, you advocated strategies to provide additional support. • Should an emergency arise, is there a teacher leader identified to lead the meeting in your

absence? • Has there been discussion of the parent role in strengthening comprehension? • Have you thought about how you will address parents who have limited or non-English speaking?


24

PRINCIPAL PRE-SUMMATIVE SELF-EVALUATION (to be completed by February 1)

Principal Mr. Gardner Evaluator Dr. Strong Date February 1

Principal’s self-assessment (attached)

Sample Guiding Questions: In preparing the self-assessment according to the guidelines above, the following guiding questions are provided to assist with the process:

• Are the goals on target to be reached? • If yes, what can you do to get even better results? • If not, what can you do to strengthen your plan in order to attain goals?

Goal 1: Improve 4th grade reading comprehension scores by 20%. The local assessment given on December 2, indicates that the overall gains for the fourth grade students have been 18% since the beginning of the year. This 18% gain was accomplished by working closely with the fourth grade teachers and the reading coaches. The target of 20% is obtainable. As outlined in the bi-weekly fourth grade reading progress meetings, the reading coaches are working with the teachers to determine ways for additional instructional time for students with special needs as well as other targeted students. Goal 2: Reduce suspensions by 10% by strengthening implementation of PBIS and focus on IL Social Emotional Learning Standards. Currently, suspensions are down by 9% overall compared to this time last year. We have been making progress on utilizing PBIS data which has been helpful, particularly with before-school incidents. We are just starting to make progress on incorporating IL SEL Standards work.

The principal will provide a self-assessment on the progress meeting the target measures on the goals. The self-assessment will require the principal to: 1. Know decisions by the district’s Joint Committee regarding:

o Student Growth targets o Assessments o Student population

2. Gather evidence, including VAL-ED results 3. Reflect on progress of attaining goals with supporting evidence


25

PRINCIPAL PRE-SUMMATIVE SELF-EVALUATION continued (to be completed by February 1)

Although PBIS had been previously implemented at Leaf School, there had not been effective use of data. This year we have been monitoring SWIS data on a weekly basis. After our first eight week, data revealed 23 of the 45 behavior concerns occurred prior to the start of the school day. To date, we’ve had two faculty meetings with particular focus on incorporating the SEL standards into classroom practice. We will have at least two school-wide assemblies linked to these standards this semester. At this point, it is not clear if we will make the 10% goal. We need to now make adjustments to new problem areas as we did with the morning incidents, as indicated by the PBIS data. Those areas are lunchroom and restrooms.

Goal 3: Demonstrate improved professional skills in parent involvement by documenting an increase in parent participation from 30% to 50% from September to January. We anticipate that we will meet this goal. The Parent Advisory Group has done a tremendous job focusing on improving parent involvement. The Group is now comprised of 17 parents of diverse demographics and five teachers. They have been meeting monthly. They have developed a schedule for the second semester with multiple events for both parents, as well as parents with students. My work with them has been in supporting their initiatives and providing ideas, many of which were gleaned from the Strategies to Strengthen Parent Involvement professional development. The VAL-ED data indicated that I have improved my skills in this area. VAL-ED Reflective Analysis:

• The goal related to VAL-ED (V- Strengthening Connections to External Community) enhanced my performance on this year’s administration of the VAL-ED Assessment. My overall ranking grew from basic to proficient this year.

• This year, I was more aware of the VAL-ED terminology and therefore included this terminology as we discussed various items on our agendas.

• We are incorporating this research-based terminology more naturally into our daily practice. • VAL-ED identified a need to strengthen our work with the external community. Although we have

partnerships, there needs to be more focus on how these partnerships can have impact on student learning.

• I have developed a plan to share this year’s VAL-ED Assessment data with my faculty at the February Faculty meeting.


26

PRINCIPAL SUMMATIVE EVALUATION (Required by March 1)

Principal Mr. Gardner Evaluator Dr. Strong Date February 25 Strengths (including evidence) Goal I: Improve 4th grade reading comprehension scores by 20% from August to January. Your ongoing work monitoring the data and communicating and supporting teachers and coaches contributed to meeting your student growth goal. Goal 2: Reduce suspensions by 10% by strengthening implementation of PBIS and focus on IL Social Emotional Learning Standards. You came close to meeting this goal by reducing suspensions by 9%. This was accomplished by monitoring the data more closely and beginning to focus on the Illinois Social Emotional Learning Standards. Goal 3: Demonstrate improved professional skills in parent involvement by documenting an increase in parent participation from 30% to 50% from September to January. Establishing a Parent Advisory Committee helped facilitate more growth in parental involvement. Your focus on developing your skills in this area strengthened this initiative and made reaching this goal attainable. VAL-ED (See GSU VAL-ED/Illinois Performance Standards for School Leaders Rubric)

• Focusing on strengthening your skills in the area of parent involvement contributed to growing from an overall ranking of basic to proficient in the area of Strengthening Connection to the External Community.

• Your continued reflection on the VAL-ED research-based terminology being incorporated into your daily work with your teachers increased your overall score on the assessment.

• You shared the VAL-ED data at your February meeting highlighting strengths, areas of improvement and growth areas.

• You need to focus on implementing activities and procedures to meet standards for student learning which includes: stating expectations for faculty, meeting deadlines, ongoing monitoring that procedures are followed.

• You need to coordinate teacher collaboration to ensure the implementation of a rigorous curriculum for all students.

• Although you scheduled professional development for faculty, it was not targeted at the established goals.


27

Areas of Growth (including evidence)

• As you did not meet the target for goal two, start the year with more focus on the Social Emotional Learning Standards. You have established groundwork from which to build. Consider getting the social worker more involved in working in the classroom. You may need to look at a classroom behavior program such as CHAMPS.

• VAL-ED identified that you moved from an overall ranking of basic to proficient in working with the external communities. You need to continue to develop your skills in this area. Focus your efforts in creating partnerships that will impact student learning.

• Based on my observations and VAL-ED data I identified a need to strengthen your organizational skills as a building manager. You must establish clear expectations and ensure that deadlines are met by yourself and your faculty.

• Evidence suggests that your collaborative planning and implementation to improve the fourth grade comprehension scores should be replicated with grades two and three based on needs identified in the data from the NWEA and MAP scores.


28

PRINCIPAL SUMMATIVE EVALUATION continued

Does Not Meet Exceeds Expectations (1) Basic (2) Proficient (3) Expectations (4) Score Weight Subtotal

STUDENT GROWTH COMPONENT (30%)

• STUDENT GROWTH GOAL (30%) MISSES Significantly the target by a APPROACHES MEETS EXCEEDS considerable margin the target the target the target ____________ ________ ___x____ 3 X 30 = 90

PROFESSIONAL PRACTICE COMPONENT (70%)

• ORGANIZATIONAL PERFORMANCE GOAL (25%) MISSES Significantly the target by a APPROACHES MEETS EXCEEDS considerable margin the target the target the target ____________ x 2 X 25 = 50

• PROFESSIONAL GROWTH GOAL (15%) MISSES Significantly the target by a APPROACHES MEETS EXCEEDS considerable margin the target the target the target ___________ x 3 X 15 = 45

• VAL-ED (30%) Below Basic Basic Proficient Distinguished ___________ x 3 X 30 = 90

SUBTOTAL 275 ÷ 100 = FINAL SCORE 2.75 Dr. Strong February 25 Evaluator Signature Date Mr.Gardner February 25 Principal Signature Date

PRINCIPAL RATING ALIGNED WITH PERA 2010

3.3 – 4.0 Excellent ____ 2.5 – 3.2 Proficient _ X_ 1.7 – 2.4 Needs Improvement ____ 1.0 – 1.6 Unsatisfactory ____ A principal or assistant principal who receives a score of one in any of the four areas, cannot receive a final PERA ranking higher than ‘Needs Improvement’.


29

GSU Principal Performance-Based Evaluation Instrument

District: School: Principal: Evaluator:

Fill in the year each was completed: Evaluator successfully completed state prequalification training: Evaluator completed GSU evaluation model orientation: Evaluator completed GSU VAL-ED training: Principal completed GSU evaluation model orientation: Principal completed GSU VAL-ED training (50.32)(a)*

Task Date

Completed Evaluator Sign-off

Principal/ Assistant Principal Sign-off

Review and attach principal job description, including specific duties, responsibilities, management and competency (50.300(a)(1)* Review and attach evaluator report of administrator strengths and weaknesses with supporting reasons (50.300 (a)(2)* Copy of evaluation plan presented to principal before goal setting conference (by the start of the school year) (50.300(d)* Goal setting conference by August 31 Completion of first formal observation with feedback by October 15 Formative conference by November 30 Completion of VAL-ED by evaluator, principal and faculty by January 15 Completion of second formal observation with feedback by January 15 Principal submission of self-assessment to evaluator by February 1 Summative conference by March 1, including documentation of principal strengths and areas of growth (50.300)*

*Article 24A of the Illinois School Code, 105 ILC55/24A

Year ______________________________________________________________________


30

All items above should be submitted with this checklist as part of the final summative conference. Principal Evaluation: Leadership Strands

• Living a Mission and Vision Focused on Results • Leading and Managing Systems Change • Improving Teaching and Learning • Building and Maintaining Collaborative Relationships • Leading with Integrity and Professionalism • Creating and Sustaining a Culture of High Expectations

Based on 2008 Interstate School Leaders Licensure Consortium /IL Educational Leadership Policy Standards/Design Team 2007, National Board Standards for Accomplished Principals/National Board Principal Certification, and PEAC, Principal & Teacher Evaluation in Illinois: Past, Present & Future, Updated 6/1/11.


31

GOAL SETTING CONFERENCE (to be completed by August 31)

Principal ___ _______ Evaluator _____ Date___ _______

Strengths (including evidence)

Areas of Growth (including evidence)

Goals – Developed collaboratively with evaluator and principal Review multiple data sources for development of goals. • Bring relevant data to the meeting. • Discuss data; agree on goals, sources of evidence, and performance measure

STUDENT GROWTH

COMPONENT 30%

LEADERSHIP STRANDS (Check all that apply)




ACTION PLAN

Growth in Student Achievement Goal: 30%

_ Living a Mission and Vision Focused on Results _ Leading and Managing Systems Change _ Improving Teaching and Learning _ Building and Maintaining Collaborative Relationships __ Leading with Integrity and Professionalism _Creating and Sustaining a Culture of High Expectations


32


PROFESSIONAL

PRACTICE COMPONENTS 70%

LEADERSHIP STRANDS


AGREED-UPON MEASURES

ACTION PLAN

Organizational Goal 25%

Living a Mission and Vision Focused on Results Leading and Managing

Systems Change Improving Teaching and Learning Building and Maintaining Collaborative Relationships Leading with Integrity and Professionalism Creating and Sustaining a Culture of High Expectations

Principal’s Professional Growth Goal 15%




33


LEADERSHIP STRANDS*

SCORING

OUTCOMES

VAL-ED 30%



Review VAL-ED Reports

Not Applicable

*By design, VAL-ED addresses each IL Leadership Strand (Refer to alignment of VAL-ED to IL Leadership Strands in the GSU/District Evaluation Plan).


34

FIRST FORMAL OBSERVATION (to be completed by October 15)

Principal _______ ___ Evaluator ____ Date



Objective(s):

Feedback:


35

FORMATIVE CONFERENCE (to be completed by November 30)


Goal – Growth in Student Achievement – 30% Briefly State Goal: Action Plan Progress: Adjustments to the plan and goal as needed: Additional supports to make goal attainable:

Evaluator and principal will discuss progress on action plan and goals and make any needed adjustments. They will: • Examine evidence and discuss the progress on target measures. • Review available new data. • Make adjustments to the action plan and agreed upon goals as needed based on unanticipated

circumstances. Note: Goals may be adjusted downward but should not be raised. • Consider additional supports to make goals attainable.


36


Principal _______ ___ Evaluator ____ Date _____ Organizational Goal - 25% Briefly State Goal: Action Plan Progress: Adjustments to the plan and goal as needed: Additional supports to make goal attainable:


37


Principal _______ ___ Evaluator ____ Date Principal’s Professional Growth Goal - 15% Briefly State Goal: Action Plan Progress: Adjustments to the plan and goal as needed: Additional supports to make goal attainable:


38


Principal _______ ___ Evaluator ____ Date VAL-ED – 30% (to be completed by teachers, principal and evaluator – by January 15) Discuss VAL-ED Components:


39

SECOND FORMAL OBSERVATION (to be completed by January 15)




Objective(s): Feedback:


40

PRINCIPAL PRE-SUMMATIVE SELF-EVALUATION (to be completed by February 1)


Principal’s self-assessment (attached)

Sample Guiding Questions: In preparing the self-assessment according to the guidelines above, the following guiding questions are provided to assist with the process:

• Are the goals on target to be reached? • If yes, what can you do to get even better results? • If not, what can you do to strengthen your plan in order to attain goals?

The principal will provide a self-assessment on the progress meeting the target measures on the goals. The self-assessment will require the principal to: 1. Know decisions by the district’s Joint Committee regarding:

o Student Growth targets o Assessments o Student population

2. Gather evidence, including VAL-ED results 3. Reflect on progress of attaining goals with supporting evidence


41

PRINCIPAL PRE-SUMMATIVE SELF-EVALUATION continued (to be completed by February 1)

VAL-ED Reflective Analysis:


42

PRINCIPAL SUMMATIVE EVALUATION (Required by March 1)

Principal _______ ___ Evaluator ____ Date Strengths (including evidence) Areas of Growth (including evidence)


43

PRINCIPAL RATING ALIGNED WITH PERA 2010

3.3 – 4.0 Excellent ____ 2.5 – 3.2 Proficient _ __ 1.7 – 2.4 Needs Improvement ____ 1.0 – 1.6 Unsatisfactory ____ A principal or assistant principal who receives a score of one in any of the four areas, cannot receive a final PERA ranking higher than ‘Needs Improvement’.

PRINCIPAL SUMMATIVE EVALUATION continued

Does Not Meet Exceeds Expectations (1) Basic (2) Proficient (3) Expectations (4) Score Weight Subtotal

STUDENT GROWTH COMPONENT (30%)

• STUDENT GROWTH GOAL (30%) MISSES Significantly the target by a APPROACHES MEETS EXCEEDS considerable margin the target the target the target ____________ ________ ___ ____ X 30 = ___

PROFESSIONAL PRACTICE COMPONENT (70%)

• ORGANIZATIONAL PERFORMANCE GOAL (25%) MISSES Significantly the target by a APPROACHES MEETS EXCEEDS considerable margin the target the target the target ____________ X 25 = _ _ __

• PROFESSIONAL GROWTH GOAL (15%) MISSES Significantly the target by a APPROACHES MEETS EXCEEDS considerable margin the target the target the target ___________ X 15 = _ _ __

• VAL-ED (30%) Below Basic Basic Proficient Distinguished ___________ X 30 = __ _ _

SUBTOTAL ____ ___ ÷ 100 FINAL SCORE ________

PRINCIPAL RATING ________________________________________ Evaluator Signature Date ________________________________________ Principal Signature Date


44

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the

bel

ow

bas

ic le

vel o

f p

rofi

cien

cy

exh

ibit

s le

ader

ship

beh

avio

rs r

egar

din

g

Rig

oro

us

Cu

rric

ulu

m a

t

leve

ls o

f e

ffec

tive

nes

s

that

ove

r ti

me

are

un

like

ly t

o in

flu

ence

teac

her

s to

bri

ng

the

sch

oo

l to

a p

oin

t th

at

resu

lts

in a

ccep

tab

le

valu

e-a

dd

ed t

o s

tud

ent

ach

ieve

men

t an

d s

oci

al

lear

nin

g fo

r st

ud

ents

.

A le

ader

at

the

bas

ic

leve

l of

pro

fici

ency

exh

ibit

s le

ader

ship

beh

avio

rs r

egar

din

g

Rig

oro

us

Cu

rric

ulu

m a

t

leve

ls o

f e

ffec

tive

nes

s

that

ove

r ti

me

are

likel

y

to in

flu

ence

tea

cher

s to

bri

ng

the

sch

oo

l to

a

po

int

that

res

ult

s in

acce

pta

ble

val

ue

-ad

ded

to s

tud

ent

ach

ieve

men

t

and

so

cial

lear

nin

g fo

r

som

e su

b-g

rou

ps

of

stu

den

ts, b

ut

no

t al

l.

A p

rofi

cien

t le

ader

exh

ibit

s le

ader

ship

beh

avio

rs r

egar

din

g

Rig

oro

us

Cu

rric

ulu

m a

t

leve

ls o

f e

ffec

tive

nes

s

that

ove

r ti

me

are

likel

y

to in

flu

ence

tea

cher

s to

bri

ng

the

sch

oo

l to

a

po

int

that

res

ult

s in

acce

pta

ble

val

ue

-ad

ded

to s

tud

ent

ach

ieve

men

t

and

so

cial

lear

nin

g fo

r al

l

stu

den

ts.

A d

isti

ngu

ish

ed le

ader

exh

ibit

s le

ader

ship

beh

avio

rs r

egar

din

g

Rig

oro

us

Cu

rric

ulu

m

at le

vels

of

effe

ctiv

enes

s th

at

ove

r ti

me

are

virt

ual

ly

cert

ain

to

infl

uen

ce

teac

her

s to

bri

ng

the

sch

oo

l to

a p

oin

t th

at

resu

lts

in s

tro

ng

valu

e-a

dd

ed t

o

stu

den

t ac

hie

vem

ent

and

so

cial

lear

nin

g fo

r

all s

tud

ents

.

46

GSU

VA

L-ED

/ILL

INO

IS P

ERFO

RM

AN

CE

STA

ND

AR

DS

FOR

SC

HO

OL

LEA

DER

S R

UB

RIC

VA

L-ED

Lea

der

ship

B

ehav

iors

Illin

ois

Per

form

ance

St

and

ard

s fo

r Sc

ho

ol

Lead

ers

Do

es

no

t m

eet

Exp

ecta

tio

ns

(Bel

ow

Bas

ic)

Bas

ic

Pro

fici

ent

Exce

eds

Exp

ecta

tio

ns

(Dis

tin

guis

hed

) im

ple

men

t a

rigo

rou

s cu

rric

ulu

m.

f.

Co

ord

inat

es a

rig

oro

us

curr

icu

lum

acr

oss

gr

ade

leve

ls.

g.

Sup

po

rts

par

tici

pat

ion

in

pro

fess

ion

al

dev

elo

pm

ent

that

d

eep

ens

teac

her

s’

un

der

stan

din

g o

f a

rigo

rou

s cu

rric

ulu

m.

h.

Secu

res

the

teac

hin

g m

ater

ials

nec

essa

ry

for

a ri

goro

us

curr

icu

lum

. i.

Pro

vid

es t

each

ers

wit

h

tim

e to

wo

rk o

n

dev

elo

pin

g an

d

stre

ngt

hen

ing

the

curr

icu

lar

pro

gram

. j.

Pro

vid

es o

pp

ort

un

itie

s fo

r te

ach

ers

to w

ork

to

geth

er t

o d

eliv

er a

ri

goro

us

curr

icu

lum

. k.

M

on

ito

rs t

he

curr

icu

lum

th

rou

gh

freq

uen

t vi

sits

to

cl

asse

s.

l. Ev

alu

ates

th

e ri

gor

of

the

curr

icu

lum

. m

. Ev

alu

ates

th

e e

xte

nt

to w

hic

h a

ll st

ud

ents

and

cel

ebra

te

succ

esse

s.

c.

Imp

lem

ents

stu

den

t in

terv

enti

on

s th

at

dif

fere

nti

ate

inst

ruct

ion

bas

ed o

n

stu

den

t n

eed

s.

d.

Sel

ects

an

d r

etai

ns

teac

her

s w

ith

th

e ex

per

tise

to

del

iver

in

stru

ctio

n t

hat

m

axim

izes

stu

den

t le

arn

ing.

e.

E

valu

ate

s th

e ef

fect

iven

ess

of

teac

hin

g an

d h

old

s in

div

idu

al t

eac

her

s ac

cou

nta

ble

fo

r m

eeti

ng

thei

r go

als

by

con

du

ctin

g fr

equ

ent

form

al a

nd

info

rmal

o

bse

rvat

ion

s in

ord

er

to p

rovi

de

tim

ely,

w

ritt

en f

eed

bac

k o

n

inst

ruct

ion

, p

rep

arat

ion

an

d

clas

sro

om

en

viro

nm

ent

as p

art

of

the

dis

tric

t te

ach

er a

pp

rais

al t

eam

. f.

En

sure

s th

e tr

ain

ing,

d

evel

op

men

t, a

nd

su

pp

ort

fo

r h

igh

-

47

GSU

VA

L-ED

/ILL

INO

IS P

ERFO

RM

AN

CE

STA

ND

AR

DS

FOR

SC

HO

OL

LEA

DER

S R

UB

RIC

VA

L-ED

Lea

der

ship

B

ehav

iors

Illin

ois

Per

form

ance

St

and

ard

s fo

r Sc

ho

ol

Lead

ers

Do

es

no

t m

eet

Exp

ecta

tio

ns

(Bel

ow

Bas

ic)

Bas

ic

Pro

fici

ent

Exce

eds

Exp

ecta

tio

ns

(Dis

tin

guis

hed

) co

mp

lete

a r

igo

rou

s cu

rric

ula

r p

rogr

am.

n.

Use

s d

isag

greg

ate

d

stu

den

t ac

hie

vem

ent

dat

a to

mo

nit

or

the

rigo

r o

f al

l cu

rric

ulu

m

pro

gram

s.

o.

Mo

nit

ors

stu

den

t w

ork

pro

du

cts

to

asse

ss t

he

rigo

r o

f th

e cu

rric

ulu

m.

per

form

ing

inst

ruct

ion

al t

eac

her

te

ams

to s

up

po

rt a

du

lt

lear

nin

g an

d

dev

elo

pm

ent

to

adva

nce

stu

den

t le

arn

ing

and

p

erfo

rman

ce.

g. D

evel

op

s sy

stem

s an

d

stru

ctu

res

for

staf

f p

rofe

ssio

nal

d

evel

op

men

t an

d

shar

ing

of

eff

ecti

ve

pra

ctic

es in

clu

din

g p

rovi

din

g an

d

pro

tect

ing

tim

e al

lott

ed f

or

dev

elo

pm

ent.

h

. A

dva

nce

s In

stru

ctio

nal

Te

chn

olo

gy w

ith

in t

he

lear

nin

g e

nvi

ron

men

t.

III.

Qu

alit

y In

stru

ctio

n

(Pe

dag

ogy

) Th

ese

are

effe

ctiv

e in

stru

ctio

nal

pra

ctic

es

that

max

imiz

e st

ud

ent

acad

emic

an

d s

oci

al

lear

nin

g.

a.

Pla

ns

op

po

rtu

nit

ies

for

teac

her

s to

im

pro

ve t

hei

r in

stru

ctio

n t

hro

ugh

III.

Imp

rovi

ng

Teac

hin

g an

d

Lear

nin

g a.

W

ork

s w

ith

an

d

enga

ges

staf

f in

th

e d

evel

op

men

t an

d

con

tin

uo

us

refi

nem

ent

of

a sh

ared

vis

ion

fo

r ef

fect

ive

teac

hin

g an

d

lear

nin

g b

y im

ple

men

tin

g a

stan

dar

ds-

bas

ed

A le

ader

at

the

bel

ow

bas

ic le

vel o

f p

rofi

cien

cy

exh

ibit

s le

ader

ship

beh

avio

rs r

egar

din

g

Qu

alit

y In

stru

ctio

n a

t

leve

ls o

f e

ffec

tive

nes

s

that

ove

r ti

me

are

un

like

ly t

o in

flu

ence

teac

her

s to

bri

ng

the

A le

ader

at

the

bas

ic

leve

l of

pro

fici

ency

exh

ibit

s le

ader

ship

beh

avio

rs r

egar

din

g

Qu

alit

y In

stru

ctio

n a

t

leve

ls o

f e

ffec

tive

nes

s

that

ove

r ti

me

are

likel

y

to in

flu

ence

tea

cher

s to

bri

ng

the

sch

oo

l to

a

A p

rofi

cien

t le

ader

exh

ibit

s le

ader

ship

beh

avio

rs r

egar

din

g

Qu

alit

y In

stru

ctio

n a

t

leve

ls o

f e

ffec

tive

nes

s

that

ove

r ti

me

are

likel

y

to in

flu

ence

tea

cher

s to

bri

ng

the

sch

oo

l to

a

po

int

that

res

ult

s in

A d

isti

ngu

ish

ed le

ader

exh

ibit

s le

ader

ship

beh

avio

rs r

egar

din

g

Qu

alit

y In

stru

ctio

n a

t

leve

ls o

f e

ffec

tive

nes

s

that

ove

r ti

me

are

virt

ual

ly c

erta

in t

o

infl

uen

ce t

each

ers

to

bri

ng

the

sch

oo

l to

a

48

GSU

VA

L-ED

/ILL

INO

IS P

ERFO

RM

AN

CE

STA

ND

AR

DS

FOR

SC

HO

OL

LEA

DER

S R

UB

RIC

VA

L-ED

Lea

der

ship

B

ehav

iors

Illin

ois

Per

form

ance

St

and

ard

s fo

r Sc

ho

ol

Lead

ers

Do

es

no

t m

eet

Exp

ecta

tio

ns

(Bel

ow

Bas

ic)

Bas

ic

Pro

fici

ent

Exce

eds

Exp

ecta

tio

ns

(Dis

tin

guis

hed

) o

bse

rvin

g ea

ch o

ther

’s

inst

ruct

ion

al p

ract

ices

. b

. P

lan

s o

pp

ort

un

itie

s fo

r te

ach

ers

to im

pro

ve

thei

r in

stru

ctio

n

thro

ugh

pro

fess

ion

al

dev

elo

pm

ent.

c.

P

lan

s a

sch

edu

le t

hat

en

able

s q

ual

ity

inst

ruct

ion

. d

. P

lan

s h

igh

qu

alit

y in

stru

ctio

n t

hat

fo

cuse

s sp

ecif

ical

ly o

n

stu

den

t le

arn

ing.

effe

ctiv

e p

ract

ice,

ac

adem

ic r

igo

r, a

nd

h

igh

exp

ecta

tio

ns

for

stu

den

t p

erfo

rman

ce in

ev

ery

clas

sro

om

. b

. C

reat

es a

co

nti

nu

ou

s im

pro

vem

ent

cycl

e th

at u

ses

mu

ltip

le

form

s o

f d

ata

and

st

ud

ent

wo

rk s

amp

les

to s

up

po

rt in

div

idu

al,

team

, an

d s

cho

ol-

wid

e im

pro

vem

ent

goal

s,

iden

tify

an

d a

dd

ress

ar

ea o

f im

pro

vem

ent

and

cel

ebra

te

succ

esse

s.

c.

Imp

lem

ents

stu

den

t in

terv

enti

on

s th

at

dif

fere

nti

ate

inst

ruct

ion

bas

ed o

n

stu

den

t n

eed

s.

d.

Sel

ects

an

d r

etai

ns

teac

her

s w

ith

th

e ex

per

tise

to

del

iver

in

stru

ctio

n t

hat

m

axim

izes

stu

den

t le

arn

ing.

e.

E

valu

ate

s th

e ef

fect

iven

ess

of

teac

hin

g an

d h

old

s in

div

idu

al t

eac

her

s

sch

oo

l to

a p

oin

t th

at

resu

lts

in a

ccep

tab

le

valu

e-a

dd

ed t

o s

tud

ent

ach

ieve

men

t an

d s

oci

al

lear

nin

g fo

r st

ud

ents

.

po

int

that

res

ult

s in

acce

pta

ble

val

ue

-ad

ded

to s

tud

ent

ach

ieve

men

t

and

so

cial

lear

nin

g fo

r

som

e su

b-g

rou

ps

of

stu

den

ts, b

ut

no

t al

l.

acce

pta

ble

val

ue

-ad

ded

to s

tud

ent

ach

ieve

men

t

and

so

cial

lear

nin

g fo

r al

l

stu

den

ts.

po

int

that

res

ult

s in

stro

ng

valu

e-a

dd

ed t

o

stu

den

t ac

hie

vem

ent

and

so

cial

lear

nin

g fo

r

all s

tud

ents

.

49

GSU

VA

L-ED

/ILL

INO

IS P

ERFO

RM

AN

CE

STA

ND

AR

DS

FOR

SC

HO

OL

LEA

DER

S R

UB

RIC

VA

L-ED

Lea

der

ship

B

ehav

iors

Illin

ois

Per

form

ance

St

and

ard

s fo

r Sc

ho

ol

Lead

ers

Do

es

no

t m

eet

Exp

ecta

tio

ns

(Bel

ow

Bas

ic)

Bas

ic

Pro

fici

ent

Exce

eds

Exp

ecta

tio

ns

(Dis

tin

guis

hed

) ac

cou

nta

ble

fo

r m

eeti

ng

thei

r go

als

by

con

du

ctin

g fr

equ

ent

form

al a

nd

info

rmal

o

bse

rvat

ion

s in

ord

er

to p

rovi

de

tim

ely,

w

ritt

en f

eed

bac

k o

n

inst

ruct

ion

, p

rep

arat

ion

an

d

clas

sro

om

en

viro

nm

ent

as p

art

of

the

dis

tric

t te

ach

er a

pp

rais

al t

eam

. f.

En

sure

s th

e tr

ain

ing,

d

evel

op

men

t, a

nd

su

pp

ort

fo

r h

igh

-p

erfo

rmin

g in

stru

ctio

nal

te

ach

er

team

s to

su

pp

ort

ad

ult

le

arn

ing

and

d

evel

op

men

t to

ad

van

ce s

tud

ent

lear

nin

g an

d

per

form

ance

. g.

D

evel

op

s sy

stem

s an

d

stru

ctu

res

for

staf

f p

rofe

ssio

nal

d

evel

op

men

t an

d

shar

ing

of

eff

ecti

ve

pra

ctic

es in

clu

din

g p

rovi

din

g an

d

pro

tect

ing

tim

e al

lott

ed f

or

50

GSU

VA

L-ED

/ILL

INO

IS P

ERFO

RM

AN

CE

STA

ND

AR

DS

FOR

SC

HO

OL

LEA

DER

S R

UB

RIC

VA

L-ED

Lea

der

ship

B

ehav

iors

Illin

ois

Per

form

ance

St

and

ard

s fo

r Sc

ho

ol

Lead

ers

Do

es

no

t m

eet

Exp

ecta

tio

ns

(Bel

ow

Bas

ic)

Bas

ic

Pro

fici

ent

Exce

eds

Exp

ecta

tio

ns

(Dis

tin

guis

hed

) d

evel

op

men

t.

h.

Ad

van

ces

Inst

ruct

ion

al

Tech

no

logy

wit

hin

th

e le

arn

ing

en

viro

nm

ent.

IV. C

ult

ure

of

Lear

nin

g an

d P

rofe

ssio

nal

Beh

avio

r Th

ere

are

inte

grat

ed

co

mm

un

itie

s o

f p

rofe

ssio

nal

pra

ctic

e in

th

e se

rvic

e o

f st

ud

ent

acad

emic

an

d s

oci

al

lear

nin

g. T

her

e is

a

hea

lth

y sc

ho

ol

envi

ron

men

t in

wh

ich

st

ud

ent

lear

nin

g is

th

e ce

ntr

al f

ocu

s.

a.

Pla

ns

for

a cu

ltu

re in

w

hic

h h

igh

sta

nd

ard

s o

f p

rofe

ssio

nal

b

ehav

ior

are

exp

ecte

d.

b.

Pla

ns

stra

tegi

es t

o

dev

elo

p s

har

ed b

elie

fs

abo

ut

pro

fess

ion

al

pra

ctic

e.

c.

Bu

ilds

a cu

ltu

re o

f co

nti

nu

ou

s im

pro

vem

ent.

d

. B

uild

s o

pp

ort

un

itie

s fo

r te

ach

ers

to w

ork

I. L

ivin

g a

Mis

sio

n, V

isio

n,

and

Bel

iefs

fo

r R

esu

lts

a.

Co

ord

inat

es e

ffo

rts

to

crea

te a

nd

imp

lem

ent

a vi

sio

n f

or

the

sch

oo

l an

d d

efin

es d

esir

ed

goal

s th

at a

lign

wit

h

the

ove

rall

sch

oo

l vi

sio

n a

nd

lead

to

st

ud

ent

imp

rove

men

t fo

r al

l lea

rner

s.

b.

En

sure

s th

at t

he

sch

oo

l’s id

enti

ty,

visi

on

, mis

sio

n, d

rive

sc

ho

ol d

ecis

ion

s.

c.

Co

nd

uct

s d

iffi

cult

bu

t cr

uci

al c

on

vers

atio

ns

wit

h in

div

idu

als,

te

ams,

an

d s

taff

bas

ed o

n

stu

den

t p

erfo

rman

ce

dat

a in

a t

imel

y m

ann

er f

or

the

pu

rpo

se o

f e

nh

anci

ng

stu

den

t le

arn

ing

and

re

sult

s.

A le

ader

at

the

bel

ow

bas

ic le

vel o

f p

rofi

cien

cy

exh

ibit

s le

ader

ship

beh

avio

rs r

egar

din

g

Cu

ltu

re o

f Le

arn

ing

and

Pro

fess

ion

al B

eh

avio

r at

leve

ls o

f e

ffec

tive

nes

s

that

ove

r ti

me

are

un

like

ly t

o in

flu

ence

teac

her

s to

bri

ng

the

sch

oo

l to

a p

oin

t th

at

resu

lts

in a

ccep

tab

le

valu

e-a

dd

ed t

o s

tud

ent

ach

ieve

men

t an

d s

oci

al

lear

nin

g fo

r st

ud

ents

.

A le

ader

at

the

bas

ic

leve

l of

pro

fici

ency

exh

ibit

s le

ader

ship

beh

avio

rs r

egar

din

g

Cu

ltu

re o

f Le

arn

ing

and

Pro

fess

ion

al B

eh

avio

r at

leve

ls o

f e

ffec

tive

nes

s

that

ove

r ti

me

are

likel

y

to in

flu

ence

tea

cher

s to

bri

ng

the

sch

oo

l to

a

po

int

that

res

ult

s in

acce

pta

ble

val

ue

-ad

ded

to s

tud

ent

ach

ieve

men

t

and

so

cial

lear

nin

g fo

r

som

e su

b-g

rou

ps

of

stu

den

ts, b

ut

no

t al

l.

A p

rofi

cien

t le

ader

exh

ibit

s le

ader

ship

beh

avio

rs r

egar

din

g

Cu

ltu

re o

f Le

arn

ing

and

Pro

fess

ion

al B

eh

avio

r at

leve

ls o

f e

ffec

tive

nes

s

that

ove

r ti

me

are

likel

y

to in

flu

ence

tea

cher

s to

bri

ng

the

sch

oo

l to

a

po

int

that

res

ult

s in

acce

pta

ble

val

ue

-ad

ded

to s

tud

ent

ach

ieve

men

t

and

so

cial

lear

nin

g fo

r al

l

stu

den

ts.

A d

isti

ngu

ish

ed le

ader

exh

ibit

s le

ader

ship

beh

avio

rs r

egar

din

g

Cu

ltu

re o

f Le

arn

ing

and

Pro

fess

ion

al

Be

hav

ior

at le

vels

of

effe

ctiv

enes

s th

at

ove

r ti

me

are

virt

ual

ly

cert

ain

to

infl

uen

ce

teac

her

s to

bri

ng

the

sch

oo

l to

a p

oin

t th

at

resu

lts

in s

tro

ng

valu

e-a

dd

ed t

o

stu

den

t ac

hie

vem

ent

and

so

cial

lear

nin

g fo

r

all s

tud

ents

.

51

GSU

VA

L-ED

/ILL

INO

IS P

ERFO

RM

AN

CE

STA

ND

AR

DS

FOR

SC

HO

OL

LEA

DER

S R

UB

RIC

VA

L-ED

Lea

der

ship

B

ehav

iors

Illin

ois

Per

form

ance

St

and

ard

s fo

r Sc

ho

ol

Lead

ers

Do

es

no

t m

eet

Exp

ecta

tio

ns

(Bel

ow

Bas

ic)

Bas

ic

Pro

fici

ent

Exce

eds

Exp

ecta

tio

ns

(Dis

tin

guis

hed

) to

geth

er o

n s

har

ed

goal

s an

d v

alu

es.

e.

Bu

ilds

a sc

ho

ol

envi

ron

men

t th

at is

sa

fe a

nd

ord

erly

fo

r al

l st

ud

ents

. f.

Allo

cate

s re

sou

rces

to

b

uild

a c

ult

ure

fo

cuse

d o

n s

tud

ent

lear

nin

g.

g.

Sup

po

rts

colla

bo

rati

ve

team

s to

imp

rove

in

stru

ctio

n.

h.

Pro

vid

es f

or

the

nee

ds

of

all s

tud

ents

wh

en

bu

ildin

g a

sch

oo

l cu

ltu

re.

i. En

cou

rage

s te

ach

ers

to le

arn

fro

m t

hei

r m

ost

eff

ecti

ve

colle

agu

es.

j. P

rovi

des

fe

edb

ack

to

facu

lty

on

pro

fess

ion

al

beh

avio

r.

IV. B

uild

ing

and

M

ain

tain

ing

Co

llab

ora

tive

R

ela

tio

nsh

ips

a.

Cre

ates

, dev

elo

ps,

an

d

sust

ain

s re

lati

on

ship

s th

at r

esu

lt in

act

ive

stu

den

t e

nga

gem

ent

in

the

lear

nin

g p

roce

ss.

b.

Uti

lizes

mea

nin

gfu

l fe

edb

ack

of

stu

den

ts,

staf

f, f

amili

es, a

nd

co

mm

un

ity

in t

he

eval

uat

ion

of

sch

oo

l p

rogr

ams

and

po

licie

s.

c.

Pro

acti

vely

en

gage

s fa

mili

es a

nd

co

mm

un

itie

s in

su

pp

ort

ing

thei

r ch

ild’s

le

arn

ing

and

th

e sc

ho

ol

lear

nin

g go

als.

d

. D

emo

nst

rate

s an

u

nd

erst

and

ing

of

the

chan

ge p

roce

ss a

nd

u

ses

lead

ersh

ip a

nd

fa

cilit

atio

n s

kills

to

m

anag

e it

eff

ecti

vely

. V

. Le

adin

g w

ith

Inte

grit

y an

d P

rofe

ssio

nal

ism

a.

T

reat

s al

l peo

ple

fai

rly,

eq

uit

ably

, an

d w

ith

d

ign

ity

and

res

pec

t.

52

GSU

VA

L-ED

/ILL

INO

IS P

ERFO

RM

AN

CE

STA

ND

AR

DS

FOR

SC

HO

OL

LEA

DER

S R

UB

RIC

VA

L-ED

Lea

der

ship

B

ehav

iors

Illin

ois

Per

form

ance

St

and

ard

s fo

r Sc

ho

ol

Lead

ers

Do

es

no

t m

eet

Exp

ecta

tio

ns

(Bel

ow

Bas

ic)

Bas

ic

Pro

fici

ent

Exce

eds

Exp

ecta

tio

ns

(Dis

tin

guis

hed

) P

rote

cts

the

righ

ts a

nd

co

nfi

den

tial

ity

of

stu

den

ts a

nd

sta

ff.

b.

Dem

on

stra

tes

per

son

al

and

pro

fess

ion

al

stan

dar

ds

and

co

nd

uct

th

at e

nh

ance

th

e im

age

of

the

sch

oo

l an

d t

he

edu

cati

on

al p

rofe

ssio

n.

Pro

tect

s th

e ri

ghts

an

d

con

fid

enti

alit

y o

f st

ud

ents

an

d s

taff

. c.

C

reat

es a

nd

su

pp

ort

s a

clim

ate

that

val

ues

, ac

cep

ts a

nd

u

nd

erst

and

s d

ive

rsit

y in

cu

ltu

re a

nd

po

int

of

view

.

V. C

on

nec

tio

ns

To

Ex

tern

al C

om

mu

nit

ies

Ther

e ar

e lin

kage

s to

fa

mily

an

d/o

r o

ther

p

eop

le a

nd

inst

itu

tio

ns

in

the

com

mu

nit

y th

at

adva

nce

aca

dem

ic a

nd

so

cial

lear

nin

g.

a.

Pla

ns

fam

ily e

du

cati

on

p

rogr

ams

con

sist

ent

wit

h in

stru

ctio

nal

go

als.

b

. D

evel

op

s a

pla

n f

or

com

mu

nit

y o

utr

each

IV. B

uild

ing

and

M

ain

tain

ing

Co

llab

ora

tive

R

ela

tio

nsh

ips

a.

Cre

ates

, dev

elo

ps

and

su

stai

ns

rela

tio

nsh

ips

that

res

ult

in a

ctiv

e st

ud

ent

en

gage

men

t in

th

e le

arn

ing

pro

cess

. b

. U

tiliz

es m

ean

ingf

ul

feed

bac

k o

f st

ud

ents

, st

aff,

fam

ilies

, an

d

com

mu

nit

y in

th

e ev

alu

atio

n o

f sc

ho

ol

pro

gram

s an

d p

olic

ies.

A le

ader

at

the

bel

ow

bas

ic le

vel o

f p

rofi

cien

cy

exh

ibit

s le

ader

ship

beh

avio

rs r

egar

din

g

Co

nn

ect

ion

s to

Ext

ern

al

Co

mm

un

itie

s at

leve

ls o

f

effe

ctiv

enes

s th

at o

ver

tim

e ar

e u

nlik

ely

to

infl

uen

ce t

each

ers

to

bri

ng

the

sch

oo

l to

a

po

int

that

res

ult

s in

acce

pta

ble

val

ue

-ad

ded

A le

ader

at

the

bas

ic

leve

l of

pro

fici

ency

exh

ibit

s le

ader

ship

beh

avio

rs r

egar

din

g

Co

nn

ect

ion

s to

Ext

ern

al

Co

mm

un

itie

s a

t le

vels

of

eff

ecti

ven

ess

that

ove

r ti

me

are

like

ly t

o

infl

uen

ce t

each

ers

to

bri

ng

the

sch

oo

l to

a

po

int

that

res

ult

s in

acce

pta

ble

val

ue

-ad

ded

A p

rofi

cien

t le

ader

exh

ibit

s le

ader

ship

beh

avio

rs r

egar

din

g

Co

nn

ect

ion

s to

Ext

ern

al

Co

mm

un

itie

s a

t le

vels

of

eff

ecti

ven

ess

that

ove

r ti

me

are

like

ly t

o

infl

uen

ce t

each

ers

to

bri

ng

the

sch

oo

l to

a

po

int

that

res

ult

s in

acce

pta

ble

val

ue

-ad

ded

to s

tud

ent

ach

ieve

men

t

A d

isti

ngu

ish

ed le

ader

exh

ibit

s le

ader

ship

beh

avio

rs r

ega

rdin

g

Co

nn

ect

ion

s to

Exte

rnal

Co

mm

un

itie

s

at le

vels

of

effe

ctiv

enes

s th

at

ove

r ti

me

are

virt

ual

ly

cert

ain

to

infl

uen

ce

teac

her

s to

bri

ng

the

sch

oo

l to

a p

oin

t th

at

resu

lts

in s

tro

ng

53

GSU

VA

L-ED

/ILL

INO

IS P

ERFO

RM

AN

CE

STA

ND

AR

DS

FOR

SC

HO

OL

LEA

DER

S R

UB

RIC

VA

L-ED

Lea

der

ship

B

ehav

iors

Illin

ois

Per

form

ance

St

and

ard

s fo

r Sc

ho

ol

Lead

ers

Do

es

no

t m

eet

Exp

ecta

tio

ns

(Bel

ow

Bas

ic)

Bas

ic

Pro

fici

ent

Exce

eds

Exp

ecta

tio

ns

(Dis

tin

guis

hed

) p

rogr

ams

con

sist

ent

wit

h in

stru

ctio

nal

go

als.

c.

P

lan

s ac

tivi

ties

wit

h

volu

nte

ers

to

ad

van

ce

soci

al a

nd

aca

dem

ic

goal

s.

d.

Pla

ns

acti

viti

es t

o

enga

ge f

amili

es in

st

ud

ent

lear

nin

g.

e.

Dev

elo

ps

a p

lan

fo

r sc

ho

ol/

com

mu

nit

y re

lati

on

s th

at r

evo

lve

aro

un

d t

he

acad

emic

m

issi

on

. f.

Dis

cuss

es t

he

resu

lts

of

stu

den

t ac

hie

vem

ent

test

s w

ith

par

ents

. g.

C

om

mu

nic

ate

s go

als

nee

ds,

an

d

acco

mp

lish

men

ts w

ith

co

mm

un

ity

gro

up

s.

h.

Co

mm

un

icat

es

wit

h

par

ents

ab

ou

t th

e ed

uca

tio

nal

pro

gram

. i.

List

ens

to f

amili

es

rega

rdin

g th

e so

cial

an

d a

cad

emic

lear

nin

g o

f th

eir

child

ren

. j.

Dis

cuss

es in

form

atio

n

on

pro

gres

s to

war

d

c.

Pro

acti

vely

en

gage

s fa

mili

es a

nd

co

mm

un

itie

s in

su

pp

ort

ing

thei

r ch

ild’s

le

arn

ing

and

th

e sc

ho

ol

lear

nin

g go

als.

d

. D

emo

nst

rate

s an

u

nd

erst

and

ing

of

the

chan

ge p

roce

ss a

nd

u

ses

lead

ersh

ip a

nd

fa

cilit

atio

n s

kills

to

m

anag

e it

eff

ecti

vely

.

to s

tud

ent

ach

ieve

men

t

and

so

cial

lear

nin

g fo

r

stu

den

ts.

to s

tud

ent

ach

ieve

men

t

and

so

cial

lear

nin

g fo

r

som

e su

b-g

rou

ps

of

stu

den

ts, b

ut

no

t al

l.

and

so

cial

lear

nin

g fo

r al

l

stu

den

ts.

valu

e-a

dd

ed t

o

stu

den

t ac

hie

vem

ent

and

so

cial

lear

nin

g fo

r

all s

tud

ents

.

54

GSU

VA

L-ED

/ILL

INO

IS P

ERFO

RM

AN

CE

STA

ND

AR

DS

FOR

SC

HO

OL

LEA

DER

S R

UB

RIC

VA

L-ED

Lea

der

ship

B

ehav

iors

Illin

ois

Per

form

ance

St

and

ard

s fo

r Sc

ho

ol

Lead

ers

Do

es

no

t m

eet

Exp

ecta

tio

ns

(Bel

ow

Bas

ic)

Bas

ic

Pro

fici

ent

Exce

eds

Exp

ecta

tio

ns

(Dis

tin

guis

hed

) ac

hie

vin

g sc

ho

ol g

oal

s w

ith

fam

ilies

. k.

Li

sten

s to

fee

db

ack

fro

m t

he

com

mu

nit

y.

VI.

Per

form

ance

A

cco

un

tab

ility

Le

ader

ship

ho

lds

itse

lf a

nd

o

ther

s re

spo

nsi

ble

fo

r re

aliz

ing

hig

h s

tan

dar

ds

of

per

form

ance

fo

r st

ud

ent

acad

emic

an

d s

oci

al

lear

nin

g.

Ther

e is

ind

ivid

ual

an

d

colle

ctiv

e re

spo

nsi

bili

ty

amo

ng

the

pro

fess

ion

al

staf

f an

d s

tud

ents

: a.

A

rtic

ula

tes

pla

ns

iden

tify

ing

spec

ific

re

spo

nsi

bili

ties

fo

r fa

cult

y so

th

at

stu

den

ts a

chie

ve h

igh

st

and

ard

s.

b.

Pla

ns

dat

a co

llect

ion

to

ho

ld s

cho

ol l

ead

er

acco

un

tab

le f

or

stu

den

t ac

adem

ic a

nd

so

cial

lear

nin

g.

c.

Dev

elo

ps

a p

lan

fo

r in

div

idu

al a

nd

co

llect

ive

II. L

ead

ing

and

Man

agin

g Sy

ste

ms

Ch

ange

a.

D

evel

op

s, im

ple

men

ts,

and

mo

nit

ors

th

e o

utc

om

es o

f th

e sc

ho

ol

imp

rove

men

t p

lan

an

d

sch

oo

l wid

e st

ud

ent

ach

ieve

men

t d

ata

resu

lts

to im

pro

ve

stu

den

t ac

hie

vem

ent.

b.

Cre

ates

a s

afe,

cle

an

and

ord

erly

en

viro

nm

ent.

c.

Co

llab

ora

tes

wit

h s

taff

to

allo

cate

per

son

nel

, ti

me,

mat

eria

ls, a

nd

ad

ult

lear

nin

g re

sou

rces

ap

pro

pri

ate

ly t

o

ach

ieve

th

e sc

ho

ol

imp

rove

men

t p

lan

ta

rget

s.

d.

Em

plo

ys c

urr

ent

tech

no

logi

es.

A le

ader

at

the

bel

ow

bas

ic le

vel o

f p

rofi

cien

cy

exh

ibit

s le

ader

ship

beh

avio

rs r

egar

din

g

Pe

rfo

rman

ce

Acc

ou

nta

bili

ty a

t le

vels

of

eff

ecti

ven

ess

that

ove

r ti

me

are

un

likel

y to

infl

uen

ce t

each

ers

to

bri

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Illinois State Board of Education

February 2014

Joint Committee Guidebook

Implementing the Student Growth Component in Teacher and Principal Evaluation Systems

57

Joint Committee Guidebook: Implementing the Student Growth Component in Teacher and Principal Evaluation Systems

February 2014

Prepared by the Performance Evaluation Advisory Council

3698_02/14

58

Contents Page

About This Guidebook .....................................................................................................................1

Guidebook Audience .................................................................................................................1

Introduction ......................................................................................................................................2

Definitions of Assessment Types...............................................................................................2

Student Learning Objectives ......................................................................................................3

Illinois Administrative Code Part 50: Evaluation of Certified Employees Under Articles 24a and 34 of the School Code ........................................................................................................4

Using This Guidebook .....................................................................................................................6

About the Timeline for Student Growth Discussions and Decisions ........................................6

About the Framework for Timeline Implementation .................................................................6

Context for Guidance and Continuous Improvement ................................................................7

Framework for Timeline Implementation ......................................................................................10

Period 1: February–March 2014 ..............................................................................................10

Period 2: April–June 2014 .......................................................................................................12

Period 3: July–August 2014 .....................................................................................................18

Period 4: September–December 2014 .....................................................................................22

Period 5: January–June 2015 ...................................................................................................25

Period 6: July–August 2015 .....................................................................................................28

Period 7: September–December 2015 .....................................................................................31

Period 8: January–March 2016 ................................................................................................33

Period 9: April–June 2016 .......................................................................................................34

Period 10: July–August 2016; and Full Implementation of Student Growth Model: September 2016 ......................................................................................................................35

Appendix A. SLO Guidelines (ISBE will provide more information in spring 2014) Appendix B. State Model for Student Growth (ISBE will provide more information in spring 2014) Appendix C. Glossary of Terms (ISBE will provide more information in spring 2014)

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About This Guidebook This guidebook gives in-depth guidance on the topic of including student growth in educator evaluations. In contrast to other guidance materials approved by the Performance Evaluation Advisory Council (PEAC), the information is presented as a guidebook rather than a basic guidance document. Because of the complexity of including student growth in an evaluation system, this guidebook provides more specific information than is typical of a guidance document. However, it cannot provide all of the answers for all districts, and there is still much to be determined by Joint Committees.

PEAC has spent many months grappling with questions about student growth measures in educator evaluation and has prepared this guidebook for Joint Committees as a detailed starting point on this specific aspect of an evaluation system. Joint Committees that want guidance about overall evaluation system development and decision making should consult PEAC’s Guidance on District Decision Making (released February 2013) and available online at http://www.isbe.state.il.us/peac/pdf/guidance/13-3-dist-dec-making.pdf. It is outside the scope of this guidebook to provide support to Joint Committees on how to plan their overall work―including budgeting for the work, timing for the work, finding time for discussions, and establishing a foundation of common goals and values that will support the work through challenging decision making and implementation.

Joint Committees and districts should feel free to reject, modify, adapt, or use any of the guidance provided in this guidebook. All examples are intended as resources to stimulate discussion and are not intended as exemplars.

Guidebook Audience

The intended audience for this guidebook is the approximately 75 percent of Illinois school districts that will be fully implementing the student growth component in their educator evaluation systems in the 2016–17 school year.

School districts that are on a faster implementation timeline may find this guidebook of use as well, but they will need to adjust the suggested timelines.

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http://www.isbe.state.il.us/peac/pdf/guidance/13-3-dist-dec-making.pdf

Introduction In 2010, Illinois Governor Pat Quinn signed the Performance Evaluation Reform Act (PERA), which changed how teachers’ and principals’ performance is measured in the state. Research has shown that some current evaluation systems fall short by not accurately or objectively measuring how educators are doing, as well as not identifying their strengths and areas for growth. Moreover, most current evaluations do not formally connect student growth measures with educator performance. The new evaluation systems in Illinois school districts will combine multiple measures of student growth and professional practice. The new evaluation systems also will provide clear descriptions of professional excellence, so everyone understands what great teaching and school leadership mean. The evaluations will be based on standards of effective teaching, with evaluators trained and prequalified to conduct observations, collect evidence, and provide helpful feedback in a timely way. Hand-in-hand with the new evaluations, school systems will be expected to strengthen their professional development offerings so that educators get the support they need to help their students improve.

PERA requires, among other things, that upon the implementation date applicable to a school district or other covered entity, performance evaluations of the principals, assistant principals, and teachers of that school district or other covered entity must include data and indicators of student growth as a “significant factor.” Illinois Administrative Code Part 50 provides more details about the student growth components of the performance evaluation system, including a definition of significant factor and the types of assessments to be used.

Definitions of Assessment Types

Understanding the types of assessments is critical to including the student growth component in the evaluation system. As detailed on pages 4–5, Illinois Administrative Code Part 50 requires that “the performance evaluation plan shall identify at least two types of assessments for evaluating each category of teacher (e.g., career and technical education, grade 2) and one or more measurement models to be used to determine student growth that are specific to each assessment chosen. The assessments and measurement models identified shall align to the school’s and district’s school improvement goals.”

“The evaluation plan shall include the use of at least one Type I or Type II assessment and at least one Type III assessment.”

“The evaluation plan shall require that at least one Type III assessment be used for each category of teacher. If the Joint Committee determines that neither a Type I nor a Type II assessment can be identified, then the evaluation plan shall require that at least two Type III assessments be used.”

The Illinois Administrative Code Part 50 defines assessment as any instrument that measures a student’s acquisition of specific knowledge and skills. Assessments used in the evaluation of teachers, principals, and assistant principals are to be aligned to one or more instructional areas articulated in the Illinois Learning Standards (see 23 Ill. Adm. Code 1, Appendix D) or the Illinois Early Learning and Development Standards—Children Age 3 to Kindergarten Enrollment Age (see 23 Ill. Adm. Code 235, Appendix A), as applicable. For the purposes of Part 50, three types of assessments are defined (see Figure 1).

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Figure 1. Assessment Types

Type I Assessment Definition: An assessment that (a) measures a certain group of students in the same

manner with the same potential assessment items, (b) is scored by a nondistrict entity, and (c) is widely administered beyond Illinois

Examples: Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) tests, Scantron Performance Series, ACT

Type II Assessment Definition: An assessment adopted or approved by the school district and used on a

districtwide basis (i.e., administered by all teachers in a given grade or subject area)

Examples: Collaboratively developed common assessments, curriculum tests, assessments designed by textbook publishers

Type III Assessment Definition: An assessment that is (a) rigorous, (b) aligned with the course’s curriculum,

and (c) determined by the evaluator and teacher to measure student learning

Examples: Teacher-selected assessments, teacher-created assessments, performance assessments

Student Learning Objectives

PEAC recommends that student learning objectives (SLOs) be used as a measurement model for Type III assessments. PEAC finds that SLOs are the best available option for encouraging teacher collaboration while measuring student growth through a reliable and fair process. The SLO process has the potential to improve educator practice in both assessment and instruction. Nationally, SLOs are used with assessments that Illinois defines as Type III assessments because SLOs are set for the classroom level and thus measured with a classroom-based assessment.

PEAC has included SLOs in the Model System for Teacher Evaluation as the measurement model for Type III assessments. PEAC has developed and released the following resources for SLOs, which can be found on the PEAC website (http://www.isbe.net/peac/):

Model Teacher Evaluation System—Measuring Student Growth Using Type III Assessments

Guidance on Student Learning Objectives for Type III Assessments Guidance on Student Learning Objectives in Teacher Evaluation: Fact Sheet

Joint Committees are not required to use SLOs to measure student growth for teacher evaluation, but they can choose to do so. The Illinois State Board of Education (ISBE) is working to create the SLO template and additional documents that can be used and modified by districts that choose to implement SLOs.

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http://www.isbe.net/peac/

Illinois Administrative Code Part 50: Evaluation of Certified Employees Under Articles 24a and 34 of the School Code

Section 50.110 Student Growth Components (Retrieved from ftp://www.ilga.gov/JCAR/AdminCode/023/023000500B01100R.html)

Each school district, when applicable (see Section 50.20 of this Part), shall provide for the use in the performance evaluation plan of data and indicators on student growth as a significant factor in rating teacher performance. (Section 24A-4(b) of the School Code) For the purpose of this Subpart B, “significant factor” shall represent at least 30 percent of the performance evaluation rating assigned, except as otherwise provided in subsection (a) of this Section. In situations in which a joint committee cannot reach agreement on one or more aspects of student growth within the timeline established under Section 24A-4(b) of the School Code, the school district shall adopt the State model plan contained in Subpart C of this Part with respect to those aspects of student growth upon which no agreement was reached.

a) Student growth shall represent at least 25 percent of a teacher’s performance evaluation rating in the first and second years of a school district’s implementation of a performance evaluation system under Section 50.20 of this Part (for example, 2012–13 and 2013–14 school years for a school district with a 2012–13 implementation date). Thereafter, student growth shall represent at least 30 percent of the rating assigned.

b) The performance evaluation plan shall identify at least two types of assessments for evaluating each category of teacher (e.g., career and technical education, grade 2) and one or more measurement models to be used to determine student growth that are specific to each assessment chosen. The assessments and measurement models identified shall align to the school’s and district’s school improvement goals.

1) The joint committee shall identify a measurement model for each type of assessment that employs multiple data points. The evaluation plan shall include the use of at least one Type I or Type II assessment and at least one Type III assessment. Assessments used for each data point in a measurement model may be different provided that they address the same instructional content.

Highlights About the Student Growth Component of Teacher Evaluation From the Illinois Administrative Code: By the third year of

implementation of the new evaluation system, student growth measure(s) shall represent at least 30 percent of the performance evaluation rating assigned to each teacher.

The performance evaluation plan shall identify at least two types of assessments for evaluating each category of teacher.

The evaluation plan shall include the use of at least one Type I or Type II assessment and at least one Type III assessment.

If the joint committee determines that neither a Type I nor a Type II assessment can be identified, then the evaluation plan shall require that at least two Type III assessments be used.

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ftp://www.ilga.gov/JCAR/AdminCode/023/023000500B01100R.html

2) The joint committee shall identify the specific Type I or Type II assessment to be used for each category of teacher.

3) The evaluation plan shall require that at least one Type III assessment be used for each category of teacher. If the joint committee determines that neither a Type I nor a Type II assessment can be identified, then the evaluation plan shall require that at least two Type III assessments be used.

A) The plan shall state the general nature of any Type III assessment chosen (e.g., teacher-created assessments, assessments designed by textbook publishers, student work samples or portfolios, assessments of student performance, and assessments designed by staff who are subject or grade-level experts that are administered commonly across a given grade or subject area in a school) and describe the process and criteria the qualified evaluator and teacher will use to identify or develop the specific Type III assessment to be used.

B) A school district required to use two Type III assessments for any category of teachers may delay the use of the second Type III assessment until the second year of implementation.

4) The plan shall identify student growth expectations consistent with the assessments and measurement model to be used, as appropriate.

5) Each plan shall identify the uniform process (to occur at the midpoint of the evaluation cycle) by which the teacher will collect data specific to student learning. The data to be considered under this subsection (b)(5) shall not be the same data identified for use in the performance evaluation plan to rate the teacher’s performance.

A) The data the teacher collects shall not be used to determine the performance evaluation rating.

B) The teacher should use the data to assess his or her progress and adjust instruction, if necessary.

c) The joint committee shall consider how certain student characteristics (e.g., special education placement, English language learners, low-income populations) shall be used for each measurement model chosen to ensure that they best measure the impact that a teacher, school, and school district have on students’ academic achievement. [105 ILCS 5/24A-7]

d) If the rating scale to be used for student growth does not correspond to the performance evaluation ratings required under Section 24A-5(e) or 34-85c of the School Code, then the plan shall include a description of the four rating levels to be used and how these are aligned to the required performance evaluation ratings.

e) CPS may adopt, when applicable, one or more State assessments administered pursuant to Section 2-3.64 of the School Code as its sole measure of student growth for purposes of teacher evaluations. (Section 24A-7 of the School Code) In circumstances in which the school district determines that the State assessment is not appropriate for measuring student growth for one or more grade levels or categories of teachers, it shall identify other assessments to be used in the manner prescribed in this Section.

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Using This Guidebook This section of the guidebook provides practical information for implementing the student growth component in educator evaluation systems. The information is presented in two parts:

Timeline for Student Growth Discussions and Decisions (see pages 8–9)

Framework for Timeline Implementation (see page 10)

About the Timeline for Student Growth Discussions and Decisions

This guidebook was built around the timeline shown in Figure 2 (on pages 8–9), which presents an overview of discussion topics and decisions that Joint Committees will need to address. The timeline is divided into five components: foundations, operating rules, training, data systems, and pilot testing. (Each component is explored in further detail in the Framework for Timeline Implementation, following the timeline.)

Because this guidebook focuses on the student growth aspect of educator evaluation systems, the timeline is focused on that aspect alone. Of course, there are many other discussions and decisions that Joint Committees need time to address, including evaluating teacher professional practice and implementing new standards. (For more information, see PEAC’s Guidance on District Decision Making at http://www.isbe.state.il.us/peac/pdf/guidance/13-3-dist-dec-making.pdf.)

When Joint Committees are unable to come to agreement about decisions related to including student growth in teacher evaluation, the district will default to the State Model in the areas about which the Joint Committee cannot agree. PEAC strongly encourages Joint Committees to make decisions collaboratively, rather than defaulting to the State Model, because collaboratively made decisions reflect the district context and are more sustainable.

About the Framework for Timeline Implementation

The Framework for Timeline Implementation, which appears directly after the Figure 2 timeline, provides specific details relating to the timeline. As with the timeline, this framework is divided into five components: foundations, operating rules, training, data systems, and pilot testing. Each of these components is broken down into elements, considerations (including questions to consider), and resources―if applicable.

Each elements section indicates the applicable types of student assessments. (Refer to Figure 1 on page 3 for descriptions and examples of each type.) Because these three types of student assessments may require different considerations by Joint Committees, the framework provides icons identifying the assessment type (I, II, or III). In some cases, the subtopics apply to more than one assessment type, in which case all applicable numbers are displayed.

For example, a reader might see icons that indicate appropriate individual assessments:

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Or icons that indicate a combination of appropriate assessments:

The Framework for Timeline Implementation covers all of the key content and decisions needed and also plots them on a suggested timeline. The tables provided on pages 10–35 expand nearly all of these elements; however, as a district gets closer to full implementation in September 2016, the decisions and actions are about implementation―and these decisions and actions will be different for every district. After the pilot-testing phase has concluded, the remaining big step is to fully implement the student growth model. At this stage, there are relatively few overall guiding questions to consider or resources to provide because the task is simply about implementing a refined system.

Context for Guidance and Continuous Improvement

The Framework for Timeline Implementation provides guidance on when Joint Committees might convene and what they might address and decide. It uses September 2016 as a key target date because the majority of Illinois school districts will first be fully implementing the student growth component of the evaluation system in the 2016–17 school year.

Joint Committees can use this framework and build around it all of the other meetings, decisions, and discussion topics they need to address in creating or revising an educator evaluation system in their districts. Regardless of when the Joint Committee meetings take place and the overall timeline, it is strongly recommended that ongoing collaboration take place while working through the topics identified in this guidebook.

It is worth noting that all of the elements and decisions in this framework should happen within a context of continuous improvement. For presentation purposes, the elements and decisions presented here are shown as progressing in a linear fashion, but Joint Committees should expect and plan to revisit and refine decisions and measures throughout the process. This work also is intertwined with the overall teacher evaluation system and the implementation of new standards. Therefore, decisions should be considered across these larger initiatives.

As Joint Committees work through this guidebook, they might find it helpful to divide the topics among smaller groups or subcommittees. There are many considerations related to student growth, and this process will take significant time and energy.

Note: This guidebook goes into more depth than other PEAC guidance documents. The information may seem overwhelming; however, PEAC notes that it is critical to present all of the components, elements, and decisions necessary for including student growth in evaluation systems and implementing that component with fidelity.

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Figure 2. Timeline for Student Growth Discussions and Decisions

67

Figure 2. Timeline for Student Growth Discussions and Decisions (continued)

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Framework for Timeline Implementation

Period 1: February–March 2014

Table 1.1. Foundations

Element Considerations Resources Execute inventory of Joint Committee knowledge and needs.

Assessment types:

The Joint Committee members should conduct a self-assessment of their knowledge about student growth to identify what additional resources they need. The Joint Committee also should clarify its core values related to adding student growth to teacher evaluation.

Questions to consider: Do the members of the Joint Committee have the

expertise necessary to make informed decisions? (See Table 1.2. Training on page 11.)

Can other district staff serve as resources to the Joint Committee?

Is external support or expertise needed?

Execute inventory of teacher types and assessments.

Assessment types:

It is important that each Joint Committee identify all teachers in its district who need to be evaluated and what courses they teach. Then, the Joint Committee should determine what assessments are used in those courses. The next step in the inventory is to determine if the assessments are aligned to the Illinois Learning Standards and the Common Core State Standards. Finally, the Joint Committee should determine whether these assessments are appropriate for measuring student growth for each grade and subject in which they are offered. The inventory should categorize Type I, Type II, and Type III assessments. Assessments used to measure student growth for teacher evaluation should be integrated into the instructional process.

Questions to consider: Are the assessments currently in use in your

district aligned to standards and course content? Have these assessments been reviewed for quality

for all grades and subjects in which they are used? Can assessments that do not meet the standard be

revised to improve their quality or alignment, or can they be replaced?

What, if any, additional information does the Joint Committee need to gather on selected assessments?

(ISBE will provide guidance and resources for assessment viability in spring 2014.)

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Table 1.2. Training

Element Considerations Resources Identify Joint Committee training needs.

Assessment types:

The Joint Committee should identify training needs.

Questions to consider: What training does the Joint Committee need on

assessments and assessment types? What training does the Joint Committee need on

assessment literacy? What training does the Joint Committee need about

measurement models?

Table 1.3. Data Systems

Element Considerations Resources Develop an inventory of needs for the current data system(s).

Assessment types:

The Joint Committee should consider if teacher evaluation data on student growth can and should be housed in the district’s existing data system. Teacher evaluation system will generate at least three types of data: Observation evidence Data on student growth Links between students and their teacher(s) of record

Test items from both Type II and III assessments also might be collected with the goal of analyzing item quality, keeping the good questions, and discarding or improving the bad questions.

Questions to consider: Can the existing data systems meet student growth

data needs? If more functionality is needed, can the district add

that functionality?

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Period 2: April–June 2014


Element Considerations Resources Decide to develop, acquire, or purchase assessments for each category of teachers.

Assessment types:

After the district has conducted an assessment inventory and determined the subjects and grades in which assessments may be needed, the district will need to determine how to obtain these assessments. The best and most realistic options include developing new assessments or acquiring assessments that other districts already may have designed or used. Local regional offices of education (ROEs) may play a useful role in connecting local districts with each other to share quality assessments. Different approaches may be needed for assessments in different areas. A last option to be considered only if the first two have been exhausted would be to purchase commercially available assessments.

In its discussions about selecting appropriate assessments, the Joint Committee might think about the following questions.

If the Joint Committee has decided to purchase assessments, these questions also should be considered.

As the Joint Committee members make these decisions about new assessments, they also should think about which assessments are no longer needed and discuss how to phase them out or eliminate them altogether.

Massachusetts Department of Elementary and Secondary Education Technical Guide B: Measuring Student Growth and Piloting District-Determined Measures: http://www.doe.mass.edu/edeval/ddm/TechnicalGuideB.pdf

An assessment inventory of the state of Massachusetts: http://www.doe.mass.edu/edeval/ddm/

Ohio Department of Education Student Growth Measures for Teachers: http://education.ohio.gov/Topics/Teaching/Educator-Evaluation-System/Ohio-s-Teacher-Evaluation-System/Student-Growth-Measures

New York State Education Department list of state-approved assessments: http://usny.nysed.gov/rttt/teachers-leaders/assessments/assess_sd_boces.html (ISBE will insert Illinois Shared Learning Environment link.)

Developing and Acquiring: Selecting Appropriate Assessments

Does the assessment match the content that the teacher(s) intend to teach?

Do a majority of the items on the assessment align with the curriculum standards identified?

Does the assessment measure growth over the interval of instruction? How?

Will the data from the assessment be beneficial to teachers? Students? The district? How?

Are the assessments administered in the same way (allowing for accommodations for special education students)?

Are the assessments scored the same way?

Adapted from Technical Guide B: Measuring Student Growth and Piloting District-Determined Measures (2013) by the Massachusetts Department of Elementary and Secondary Education. Available at http://www.doe.mass.edu/edeval/ddm/TechnicalGuideB.pdf.

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http://www.doe.mass.edu/edeval/ddm/TechnicalGuideB.pdf


http://www.doe.mass.edu/edeval/ddm/


http://education.ohio.gov/Topics/Teaching/Educator-Evaluation-System/Ohio-s-Teacher-Evaluation-System/Student-Growth-Measures






http://usny.nysed.gov/rttt/teachers-leaders/assessments/assess_sd_boces.html





Element Considerations Resources

More questions to consider: Who has the necessary content and technical

expertise to develop or evaluate assessments that the district may choose?

Are the chosen assessments valid and reliable? How do you know?

If unable to develop or acquire assessments and purchasing is the last best option, does the timeline fit your current budget cycle?

Which assessments are no longer necessary and can be eliminated?

72

Element Considerations Resources Decide SLO process and template.

Assessment types:

Many decisions will need to be made about the process of implementing SLOs. For example, depending on the interval of instruction, the SLO approval process could be once a year or could be an ongoing process throughout the year. But all of these decisions are dependent on what is included on the SLO template.

ISBE has a SLO template that can be used with any assessment. However, some Joint Committees may want to include additional components or exclude other components in order to meet district needs. The rules surrounding the SLO template should be created so there are no misunderstandings about what is included in each of the template components. Many districts publish a guidebook or manual explaining each component step-by-step.

Questions to consider: Will the district use the state-approved SLO template

or adapt it to meet local requirements? Will the district use the same SLO template for all

teachers, or does the template need to be adapted for different teachers?

What are the operational rules for each of the SLO template components?

How many SLOs will be required? Is there a minimum number of students that must be

included in the SLO? How will student growth be measured over the

two-year cycle of tenured teachers who score proficient or excellent on their previous evaluation?

Will teachers be able to choose their student population, or will there be requirements about which students are included?

How will SLOs be scored? How will the SLOs be tracked and managed? Will teachers be able to make midyear adjustments

to their SLOs?

(PEAC SLO guidance document will be provided by ISBE in spring 2014.)

(More information about the ISBE balanced assessment and SLO process will be made available by ISBE in spring 2014.)

Rhode Island Department of Education guidebooks on SLOs: http://www.ride.ri.gov/TeachersAdministrators/EducatorEvaluation/GuidebooksForms.aspx

Wisconsin Department of Public Instruction toolkit on SLOs: http://www.livebinders.com/play/play?id=950308&backurl=/shelf/my#anchor (On the Welcome page, click on Module 1: SLO Process Overview. )

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http://www.ride.ri.gov/TeachersAdministrators/EducatorEvaluation/GuidebooksForms.aspx




http://www.livebinders.com/play/play?id=950308&backurl=/shelf/my%23anchor



Table 2.2. Operating Rules

Element Considerations Resources Develop teaching assignment rules.

Assessment types:

Some teachers have multiple teaching assignments, which could include a mixture of core courses and noncore courses. Joint Committees will need to determine rules that explain how teachers are to determine which measures or assessment types apply to them individually. Joint Committees also should refer to the Administrative Code Part 50 (pages 4–5) regarding assessment type selection.

Questions to consider: What are the general guidelines around which

courses teachers should use to measure student growth? Will teachers be required to measure student growth in all subjects/courses they teach or just a select number? (Consider how the question will be answered at the elementary, middle, and high school levels.)

Who makes the final decision about the measures and assessments for a teacher with multiple assignments?

How will roster verification be done to ensure that student scores are connected with the correct teacher(s)?

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Table 2.3. Data Systems (April–August 2014)

Element Considerations Resources Consider data system options.

Assessment types:

Joint Committees have many options when it comes to data systems. Data systems can be locally developed and maintained without the use of commercially available products or vendors; districts with more complex data needs may need to rely on a vendor.

Consider that a data system for student growth will need to collect student assessment scores, match scores to students, match students to teachers, collect test items from Type II and III assessments, and possibly calculate final scores at the end of the year, especially for Type I and Type II assessments. If there will be a separate system for the other components of the teacher evaluation system, it is important to understand how the information will be combined to calculate a final summative rating.

Districts that can manage and house a local data system (e.g. Microsoft Excel) should understand the parameters of the data system. For example, depending on the measurement model (see Table 3.1. Foundations on page 18) that is selected, it may be necessary to be able to store assessment data over time or to be able to link students with multiple teachers. Teachers also will need to know how to use the system so they are able to enter and pull data into the system. If it is an option to utilize a data system already in use, the district should check that the current system does not need any upgrades to allow for all the functionalities that will be required and the data that will need to be collected.

However, for districts that require a system to house extensive amounts of data or need to build data relationships, Joint Committees should spend some time researching and inviting vendors to share their product in person. It also could be helpful to pair up with other nearby districts or the local ROE to build understanding and knowledge of what is available; such a collaboration could identify systems to implement or be a significant cost savings if a vendor is even an option.

(ISBE will provide resources in spring 2014.)

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Element Considerations Resources

Questions to consider without the use of a vendor: Can existing data systems meet the need? Can our data system store results over time? Does our data system provide information in an

easily understood format? Do teachers have the skills needed to use the data

system? If not, how will we provide training to them?

What is the funding source for the data system? Is a procurement process necessary? How are teacher and student data stored? Where are student and teacher data stored? What security measures are in place? What security audits occur and at what intervals? What are the encryption levels? What protections are in place against data breaches? What are the consequences and actions in the event

of data breaches? What level of transparency exists around reporting of

data breaches?

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Period 3: July–August 2014


Element Considerations Resources Execute develop, acquire, or purchase assessments.

Assessment types:

With a large range of assessment types, it is important to understand the type of assessment that best suits what is being measured. For example, if a district would like to develop an assessment for physical education, it would be helpful to design an assessment that includes ways for students to demonstrate their level of fitness. Although a paper-and-pencil test could be used, a performance-based assessment would provide more information to the teacher about students’ fitness levels.

It could be helpful to devise a plan to review the validity and reliability of an assessment. The district may consider convening a group of practitioners to develop the assessments, utilizing their content and pedagogical expertise. The district also could collaborate with neighboring districts, perhaps through their ROE, to build any necessary assessments. It also is possible that practitioners are already using assessments that could be revised and implemented. (ISBE will insert information about Illinois Shared Learning Environment/ThinkGate, when it is available.)

As districts connect with each other and share assessments, there may be assessment acquiring (or borrowing). An efficient way to make sure that assessments are established is to utilize assessments that are already in use, either in part or in whole. Some assessments might be too long or contain content that is outside of the standards being assessed. Joint Committees can use the “develop, acquire, or purchase” criteria (see Table 2.1. Foundations on page 12) to pick and choose what is aligned, valid, and beneficial.

For districts that opt to purchase assessments, a good place to start is consulting with ISBE, the local ROE, or other districts to find out what is being used across the state. There may be opportunities for bundle pricing or utilization of available technology grants to assist with the cost. If a bidding process will be necessary, start early enough to ensure that a product is purchased, tested, and ready to use during the pilot.

Questions to consider: Who will manage the process of developing, acquiring

or purchasing assessments? In addition to communication about this decision, what

other ways could the Joint Committee engage

Massachusetts Department of Elementary and Secondary Education Technical Guide B: Measuring Student Growth and Piloting District-Determined Measures: http://www.doe.mass.edu/edeval/ddm/TechnicalGuideB.pdf

An assessment inventory of the state of Massachusetts: http://www.doe.mass.edu/edeval/ddm/

North Carolina Department of Public Instruction resources on building assessments: http://www.dpi.state.nc.us/curriculum/introduction

(ISBE will provide resources for using SLO in spring 2014 upon completion of the Local Assessment Support [LAS] project.)

(Guidance for early childhood, ELL, and special education teachers is forthcoming from ISBE.)

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http://www.dpi.state.nc.us/curriculum/introduction

http://www.dpi.state.nc.us/curriculum/introduction

Element Considerations Resources stakeholders in this work?

How will the Joint Committee gather information and feedback on these decisions from teachers?

Decide assessment review criteria (for developed or acquired assessments).

Assessment types:

Reviewing assessments that have been developed or acquired will provide confidence that the assessments are of high technical quality and will yield beneficial data.

Joint Committees should consider consulting with a vendor or assessment expert to collaboratively develop an assessment quality checklist. As the assessments are being piloted, districts can begin to review the quality of the assessments. Gathering feedback from users—both students and teachers—also would be helpful to assess the benefit of the assessment.

Questions to consider: How do you build a school culture of using

assessments for learning about student progress to improve instruction?

How can you support assessment literacy among educators in your district?

Who will be part of the assessment review team? Are there other characteristics that should be included

in the criteria? How will teachers be involved?

Massachusetts Department of Elementary and Secondary Education Technical Guide A: Considerations Regarding District-Determined Measures: http://www.doe.mass.edu/edeval/ddm/TechnicalGuide.pdf (In this guide, view Appendix A: Assessment Quality Checklist and Tracking Tool.)

Rhode Island Department of Education online training on assessment literacy: http://www.ride.ri.gov/TeachersAdministrators/EducatorEvaluation/OnlineModules.aspx

Stanford Center for Opportunity Policy in Education Criteria for High-Quality Assessment: http://edpolicy.stanford.edu/sites/default/files/publications/criteria-higher-quality-assessment_0.pdf

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http://www.doe.mass.edu/edeval/ddm/TechnicalGuide.pdf



http://www.ride.ri.gov/TeachersAdministrators/EducatorEvaluation/OnlineModules.aspx




http://edpolicy.stanford.edu/sites/default/files/publications/criteria-higher-quality-assessment_0.pdf




Element Considerations Resources Decide measurement model.

Assessment types:

After assessments are selected, the next step is to determine how to use those assessments to measure student growth. A number of different approaches to measuring growth are available. There are strengths and weaknesses to all approaches, including a cost for implementing complex statistical models. To determine an appropriate approach, districts may need more discussion and possibly training on the benefits and drawbacks of each model, so that Joint Committees can make an informed decision.

Questions to consider: What types of data will the assessment produce? For

example, assessments scored using a rubric with only a few performance levels may necessitate the use of a value-table type of approach where change in performance levels is evaluated.

Does the district require setting student growth targets/expectations up front? If so, an SLO or value-table type of approach may be most appropriate. If not, a district may wish to consider measuring student growth through a simple growth approach or an adjusted growth approach, in which student starting performance is taken into consideration.

What technical capacity and data structures are in place in the district to measure growth? What financial resources are available, if any, to access expertise in measuring student growth?

Center for Educator Compensation Reform Understanding the Basics of Measuring Student Achievement: http://cecr.ed.gov/pdfs/Understanding_Basics.pdf

Center on Great Teachers and Leaders webinar on State Approaches to Measuring Student Growth for the Purpose of Teacher Evaluation: http://www.gtlcenter.org/products-resources/state-approaches-measuring-student-growth-purpose-teacher-evaluation

Approve SLO template and process.

Assessment type:

After stakeholder engagement occurs and input is received, Joint Committees are ready to approve the revised SLO template(s) and process.

Question to consider: Do the drafted operating rules align with the template

and process? (See Table 2.2. Operating Rules, on page 15.)

PEAC SLO guidance document: (ISBE will insert link.)

More information about ISBE’s balanced assessment and SLO process: (ISBE will insert link.)

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http://cecr.ed.gov/pdfs/Understanding_Basics.pdf

http://cecr.ed.gov/pdfs/Understanding_Basics.pdf

http://www.gtlcenter.org/products-resources/state-approaches-measuring-student-growth-purpose-teacher-evaluation





Table 3.2. Training

Element Considerations Resources Develop materials, and deliver assessment development training.

Assessment types:

If districts are building assessments, teams of developers will need to be identified and trained. The main focus of the training materials should be on building assessment literacy. Background information on the types of assessment, growth models being used, and the SLO process also can be included; however, the majority of the content should be focused on building participant knowledge of assessments that measure growth and determining the appropriate assessment type that will allow students to demonstrate mastery in the most appropriate way.

Questions to consider: What in-house expertise does the district have? What

expertise needs to be procured? When does training on developing assessments need

to occur to ensure that assessments are developed in time to check their quality and use them for measuring student growth?

Massachusetts Department of Education Assessment Literacy Webinar series: http://www.doe.mass.edu/edeval/ddm/webinar.html

Colorado Department of Education training resources on assessment development: http://www.cde.state.co.us/educatoreffectiveness/studentgrowthguide

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http://www.doe.mass.edu/edeval/ddm/webinar.html

http://www.doe.mass.edu/edeval/ddm/webinar.html

http://www.cde.state.co.us/educatoreffectiveness/studentgrowthguide



Period 4: September–December 2014


Element Considerations Resources Execute quality review of assessments (for developed or acquired assessments only).

Assessment types:

The same considerations and questions from the “Decide assessment review criteria” element (from Table 3.1. Foundations; see page 19) apply here. In this phase, Joint Committees would move forward with their decisions and implement those decisions and next steps.


Element Considerations Resources Develop SLO process rules.

Assessment type:

After the SLO process is selected and approved, the Joint Committee will need to develop rules associated with the process. A Joint Committee can consider several rules, such as the timeline for the process; the frequency of SLOs; and who will participate in the review, scoring, and approval process.

Question to consider:

Will teachers be required to write one SLO that focuses on one course?

Rhode Island Department of Education SLO documents: http://www.ride.ri.gov/TeachersAdministrators/EducatorEvaluation/StudentLearningOutcomeObjectives.aspx

New York State Education Department SLO documents: http://www.engageny.org/resource/student-learning-objectives

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http://www.ride.ri.gov/TeachersAdministrators/EducatorEvaluation/StudentLearningOutcomeObjectives.aspx




http://www.engageny.org/resource/student-learning-objectives



Table 4.3. Training

Element Considerations Resources Provide a training delivery plan for student growth implement-tation.

Assessment types:

Many levels of training can be considered. The training delivery plan can be made before the official decisions about models and assessments are finalized. An initial training that grounds the work and builds a basic understanding is a good place to start. Developing a plan will increase the quality of the training and ensure that stakeholders have been included. After identifying who needs training and on what specific topics, districts and Joint Committees should collaborate on the design of a training plan with stakeholders, soliciting their needs and wants. A training plan can include the following: Goals and purpose of training Target audience information and needs Content: purpose, type, development of assessments,

using assessment data for SLOs, growth model, SLOs Training format: online, in-person, blended Frequency of training Logistics

After initial training, Joint Committees will need to think about how to embed the student growth processes into professional learning opportunities of all kinds. For example, using assessment data throughout the year is a great topic for professional learning communities, collegial conversations, and lesson planning. Making the connections to everyday classroom practice will increase buy-in and support districtwide coherence.

Questions to consider: What training do teachers need? Do teachers in different roles need different levels of

training or training on different topics? What training do evaluators need? Does training need to occur over multiple sessions or

over the school year? Will training on student growth be included in the

overall teacher evaluation system training, or will it be a separate training?

Will training be timed with assessment/SLO milestones and access to data?

How can you engage with stakeholders to make connections and embed these practices into their work?

Do other nearby districts or ROEs have resources or training materials to share?

How do we make connections to the students?

New York State Education Department webinar videos: http://www.engageny.org/resource/student-learning-objectives

Sullivan County (New York) Board of Cooperative Educational Services training on data-driven instruction: http://scboces.org/Page/666

Wisconsin Department of Public Instruction online training: http://www.livebinders.com/play/play?id=950308&backurl=/shelf/my%20-%20anchor

Rhode Island Department of Education online training: http://www.ride.ri.gov/TeachersAdministrators/EducatorEvaluation/OnlineModules.aspx

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http://scboces.org/Page/666

http://www.livebinders.com/play/play?id=950308&backurl=/shelf/my%20-%20anchor







Element Considerations Resources OPTIONAL: Procure data system (necessary only if the district has decided to purchase a new system, which is not required).

Assessment types:

After deciding to purchase a data system (necessary only if the district has decided to purchase a new system, which is not required), Joint Committees and districts should plan out the procurement process by developing the requirements and timeline from start to finish. It is also recommended that districts identify the procurement review team members and calibrate their scoring process.

Questions to consider: Does the Joint Committee want to consider

developing or procuring a data system that can meet all of the educator evaluation needs, including student growth measures and professional practice measures?

Does the procurement timeline match the district budget cycle?

Who else needs to approve this process, and how long does that approval take?

Table 4.5. Pilot Testing (September 2014–August 2015)

Element Considerations Resources Conduct prepilot item testing.

Assessment types:

From assessments that are available in September 2014, conduct a no-stakes pilot of items to check their usefulness and reliability.

Questions to consider: What aspects of the system will the district pilot? Which schools and teachers will participate in the

pilot? What training is needed for teachers and evaluators

participating in the pilot? What data will the Joint Committee collect from the

pilot? How will the Joint Committee use the information

from the pilot to inform the teacher evaluation system?

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Period 5: January–June 2015


Element Considerations Resources Decide goals and participants of pilot (pilot parameters).

Assessment types:

It is strongly recommended that a pilot be conducted prior to full implementation. The goals of the pilot need to be identified; they should align with the larger teacher evaluation system goals and be grounded in a continuous improvement cycle. The participants for the pilot should be a range of teacher types and could include all the teachers in the district, but these participants certainly should include a sample of the largest groups of teachers in the district. However, the groups of teachers not in the pilot still should be working to develop and test the appropriate assessments for the full implementation.

Determining what is to be learned from the pilot will guide the development of the parameters. It is important to align this topic with the operational rules that will accompany the parameters.

Questions to consider: How do you engage all stakeholders, even if they are

not selected to participate in the pilot? Will the pilot testing test only the student growth

component of the performance evaluation plan? Or will it also test other components, such as the practice rubrics?

Would there be additional costs to running a pilot? If so, how the pilot be funded?

Washington Office of Superintendent of Public Instruction educator evaluation pilot plan overview: http://tpep-wa.org/about-tpep/

Massachusetts Department of Elementary and Secondary Education district-determined measures pilot plan: http://www.doe.mass.edu/news/news.aspx?id=7640

Approve pilot training plan.

Assessment types:

For any pilot, the district and Joint Committee will need to develop training for all participants (see Table 3.2. Training on page 21). Training might include information on measures and data collection processes, for example. The plan should outline the training, identify the outcomes for the training, and provide participants with clear information about the pilot. The plan also should provide a timeline, list the participants, explain how communication with the participants will take place, and include the overall outcomes for the training.

Questions to consider: Who will provide training? What is the backup plan for participants who do not

attend the training? Will the training materials be available publicly?

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http://tpep-wa.org/about-tpep/

http://tpep-wa.org/about-tpep/

http://www.doe.mass.edu/news/news.aspx?id=7640

http://www.doe.mass.edu/news/news.aspx?id=7640


Element Considerations Resources Develop rules for student attribution.

Assessment types:

No matter which approach is taken to measuring student growth, a number of decisions must be made about which students count for which teachers under what conditions. When it comes to student attribution, several things must be considered: Student absence Student mobility Teacher absence Teacher mobility Minimum number of students Coteaching Involvement of a student teacher Teachers who share students One example might include using student growth data only from those students who are present for at least the district average attendance rate or some standardized percentage of time, such as 90 percent.

Questions to consider: Are students required to be present a certain number

of days or a percentage of the time for their scores to be included in a teacher’s student growth score?

If chronically absent students are excluded from a teacher’s student growth score, how will the teacher be held accountable for them?

How will pretest scores follow students who move between schools in the district? When do transferring students from other districts need to be in the district for their scores to be included in a teacher’s student growth score?

What happens if a teacher goes on a leave of absence or is hired late in the school year?

What happens if a teacher transfers between schools within a year? How does that affect the teacher’s evaluation? Can the new school use information from the initial school?

Is there a minimum number of students that must be met for a certain type of student growth measure to be used?

What happens in situations where students have more than one teacher or teachers coteach a class?

For shared attribution, does each student contribute to every teacher equally?

What technology is needed to support teacher-student linkage?

American Institutes for Research Determining Attribution: Holding Teachers Accountable for Student Growth: http://www.air.org/files/Determining_Attribution.pdf

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http://www.air.org/files/Determining_Attribution.pdf

http://www.air.org/files/Determining_Attribution.pdf

Element Considerations Resources What happens when a teacher has a student teacher

in his or her classroom for a portion of the year?

Table 5.3. Training

Element Considerations Resources Develop pilot training materials.

Assessment types:

Materials for the training sessions will need to be developed and reviewed. Joint Committees should use the training plan to confirm complete and thorough materials. The overall content of the training should include assessment types, scoring, measurement models, operating rules, and training on the data system that will be used to collect and store the data. Prior to implementation, a group of reviewers can be identified to provide critical feedback on the quality and usefulness of the training.

Question to consider: How will the pilot materials be different from the

full-scale implementation materials?


Element Considerations Resources Install, test, and customize data system.

Assessment types:

The data collection and storage system has been identified and acquired and now needs to be installed and tested. A small group of system testers can try out the system and provide feedback on the functionalities and user friendliness of the system. During testing, the Joint Committee should monitor the issues and gather feedback to inform the customization process.

This data system testing can be part of the overall pilot plan and can be pilot-tested to determine how well the data collection process works. The Joint Committee should ensure that the system is tested in a variety of situations and types of classrooms.

Question to consider: How does the system integrate with the other data

systems in the district?

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Period 6: July–August 2015


Element Considerations Resources Decide data collection requirements.

Assessment types:

Data used for teacher evaluation purposes should be collected and stored in a manageable system. For some districts, this approach may mean a data warehouse or data system; for other districts, this approach may mean simpler methods for collecting data and generating reports.

Before deciding on a data system, the Joint Committee should create a list of requirements for how the district will use data and what must be stored.

Questions to consider: What data do the district and schools need to carry

out evaluations? How will these data be stored? What parts of data collection will be electronic? What

parts will be hard copies? How will these data, or this data system, be

integrated with other data systems in the district?

Decide SLO scoring process.

Assessment type:

Scoring SLOs can be done in different ways. Scoring methods are usually established at the local level and are combined with the practice ratings for a summative rating of excellent, proficient, needs improvement, and unsatisfactory. If the rating scale to be used for student growth does not correspond to the performance evaluation ratings required under Section 24A-5(e) or 34-85c of the School Code, the plan must include a description of the four rating levels to be used and how they are aligned to the required performance evaluation ratings. Joint Committees need to determine the ways in which an SLO will be scored and how that corresponds to the four rating levels for teaching practice.

Questions to consider: How many levels of performance should be

included? Who will complete the scoring process? How much structure versus flexibility does the Joint

Committee want with the scoring process? What are the pros and cons of a more flexible or more structured scoring process?

Rhode Island Department of Education Teacher Evaluation & Support System: http://www.ride.ri.gov/Portals/0/Uploads/Documents/Teachers-and-Administrators-Excellent-Educators/Educator-Evaluation/Education-Eval-Main-Page/Teacher-Model-GB-Edition-II-FINAL.pdf (View page 43 of the report for guidance on scoring SLOs.)

Rhode Island Scoring SLOs: Guidance for the Evaluator: http://providenceschools.org/media/237690/slo%20scoring%20guidance%20for%20evaluators%20(teacher%20and%20administrator%20evaluation).pdf

Ohio Department of Education A Guide to Using SLOs as a Locally-

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http://www.ride.ri.gov/Portals/0/Uploads/Documents/Teachers-and-Administrators-Excellent-Educators/Educator-Evaluation/Education-Eval-Main-Page/Teacher-Model-GB-Edition-II-FINAL.pdf








http://providenceschools.org/media/237690/slo%20scoring%20guidance%20for%20evaluators%20(teacher%20and%20administrator%20evaluation).pdf






Element Considerations Resources Determined Measure of Student Growth: http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/New-Learning-Standards/Student-Learning-Objective-Examples/041113-Guidance-on-Scoring-SLOs.pdf.aspx

New York State Education Department Guidance on the New York State District-Wide Growth Goal-Setting Process for Teachers: Student Learning Objectives: http://www.engageny.org/sites/default/files/resource/attachments/slo-guidance.pdf

Approve SLO training plan for scoring.

Assessment type:

Consistent scoring is crucial to a fair and credible system that provides useful evaluation results. The training plan for SLO scoring will drive the level of accuracy and consistency that is needed for teachers to feel confident in their student growth scores. Districts should consider how much training and retraining may be needed in order to ensure consistent scoring. They also should determine how formalized the training will be.

Questions to consider: What format makes the most sense for this training? Does there need to be a certification associated with

being a scorer? If so, how will scorers be recertified? How will the calibration of scores across scorers be

measured? How much structure versus flexibility does the Joint

Committee want in the scoring process?

Reform Support Network A Quality Control Toolkit for Student Learning Objectives (guidance on training at the district level): http://www2.ed.gov/about/inits/ed/implementation-support-unit/tech-assist/slo-toolkit.pdf

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http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/New-Learning-Standards/Student-Learning-Objective-Examples/041113-Guidance-on-Scoring-SLOs.pdf.aspx







http://www.engageny.org/sites/default/files/resource/attachments/slo-guidance.pdf



http://www2.ed.gov/about/inits/ed/implementation-support-unit/tech-assist/slo-toolkit.pdf




Table 6.2. Training

Element Considerations Resources Conduct pilot training.

Assessment types:

Pilot participants should be trained on the student growth system.

Questions to consider: Besides pilot participants, who else should be

included in the training? Who is responsible for logistics?


Element Considerations Resources Recommend pilot data-collection requirements.

Assessment types:

In order to test the data system during the pilot, it will be important to identify the pilot participants’ data collection requirements, which will need to be incorporated into the necessary training.

Questions to consider: Will the pilot test all functionalities in the system? If not, how will all system functionalities be tested?

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Period 7: September–December 2015

Table 7.1. Training

Element Considerations Resources Develop training materials for SLO scoring.

Assessment type:

Practitioners who will be SLO scorers will need to receive adequate training on how to review and evaluate the SLOs at the end of the evaluation cycle.

Questions to consider: Who is eligible to evaluate SLOs? What is the process to select SLO scorers?

New York State Education Department guidance on scoring SLOs: http://www.engageny.org/resource/student-learning-objectives

Ohio Department of Education online module on SLO scoring calibration: http://education.ohio.gov/Topics/Teaching/Educator-Evaluation-System/Ohio-s-Teacher-Evaluation-System/Student-Growth-Measures/Student-Learning-Objective-Examples

Table 7.2. Data Systems (September 2015–June 2016)

Element Considerations Resources Collect pilot data, identify glitches, and implement solutions.

Assessment types:

During the pilot, participants will add information to the data system to test its functionality and run test reports. As issues arise during the pilot, districts will log and troubleshoot solutions. As issues are identified, districts will create a monitoring system to track problems and solutions.

Questions to consider: What reports need to be run through the system?

90




http://education.ohio.gov/Topics/Teaching/Educator-Evaluation-System/Ohio-s-Teacher-Evaluation-System/Student-Growth-Measures/Student-Learning-Objective-Examples







Table 7.3. Pilot Testing (September 2015–June 2016)

Element Considerations Resources Conduct formal pilot of growth measures.

Assessment types:

Districts will implement a full pilot (no stakes), utilizing the assessments determined by the Joint Committee for use in the evaluation system. During the pilot, the districts will collect feedback on the assessments, training, operational rules, and stakeholder engagement. Then, districts will use the results from the feedback to make adjustments prior to full implementation in September 2016.

Questions to consider: What data will the district collect from the pilot? How will the Joint Committee use the

information from the pilot to inform the teacher evaluation system?

Who will manage the pilot?

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Period 8: January–March 2016

Table 8.1. Training

Element Considerations Resources Train SLO scorers.

Assessment type:

Timing the SLO scoring training will be important. The scorers will need basic information on the SLO process before learning about the scoring process. A training session in the late fall or winter would provide that opportunity.

Questions to consider: • How can this training build upon and avoid

redundancy with other trainings attended by SLO scorers?

• Will the district review a sample of SLO scores to check for consistency?

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Period 9: April–June 2016


Element Considerations Resources Decide and approve refinements.

Assessment types:

After the pilot, districts and Joint Committees will need to determine the changes that need to be made to the assessments, measurement model, or overall student growth approach. The decisions should be rooted in evidence from the pilot through input from stakeholders and through systems analysis. Adjustments to the operational rules, training materials, communication, and overall implementation should be considered and discussed.

Questions to consider: What did we learn from the pilot? What went well?

What can we do better? What changes are necessary? What training is necessary? What do we need to communicate before full

implementation?


Element Considerations Resources Refine operating rules.

Assessment types:

As decisions are made to adjust and modify the rules around student growth, a checklist or tracking mechanism to implement the changes should be created and maintained. This approach will keep the changes on track, identify what was learned and how it is being reworked, and demonstrate transparency to all stakeholders.

Question to consider: Who will be responsible for monitoring progress of

the changes?

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Table 9.3. Training

Element Considerations Resources Revise training materials.

Assessment types:

Districts will review feedback from all training sessions and determine the appropriate revisions. During this process, districts should keep two things in mind: The audience will expand, and the stakes will increase after the pilot. As feedback from the pilot is collected, districts should consider including questions about the training so the revisions are on target with participants’ needs.

Questions to consider: Will training on student growth be included in the

overall teacher evaluation system training or in a separate training?

Will larger sessions negatively impact the content or format of the training?

Period 10: July–August 2016; and Full Implementation of Student Growth Model: September 2016

After the pilot-testing phase has concluded, the Joint Committee must plan to fully implement the student growth model.

Before implementation, the Joint Committee also should consider how it will gather data on implementation with the following goals:

To ensure that the system is being implemented with fidelity.

To ensure that the system is providing useful information to teachers and evaluators.

To consider necessary revisions to the system.

To identify additional training and resource needs. As previously noted, there are relatively few overall guiding questions to consider or resources to provide for these last two stages because the task is simply about implementing a refined system. As a district gets closer to full implementation in September 2016, the decisions and actions will be about implementation―and these decisions and actions will be different for every district.

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February 2013

Guidance Document

Guidance on Measuring Student Growth for First-Year Principals in

Principal Evaluation Systems

95

Guidance on Measuring Student Growth for First-Year Principals in Principal Evaluation Systems

Subject

Approaches to measuring student growth for first-year principals in Illinois school districts

Type of Guidance

Sec. 24A-15(c)(3) of the Performance Evaluation Reform Act (PERA) requires districts to develop an evaluation plan for principals and assistant principals by September 1, 2012, that includes measures of student growth as a significant factor in rating performance. The plan must be based on an evaluation cycle that ends on March 1 each year (Sec. 24A-15[a][1]–[2]) and must identify assessments and measurement models that satisfy the definitions and rules articulated in the Administrative Code (Title 23, Part 50, Subparts A and C).

Specifically, the Administrative Code requires that at least 25 percent of principal and assistant principal evaluations be composed of student growth measures based on academic assessments in 2012–13 and 2013–14, and at least 30 percent in 2014–15 and beyond. Information about assessments, data, growth targets, and weights that will be used in assessing student growth for the principal must be made available to the principal by October 1. The State Model for Principal Evaluation provides recommended combinations of assessment types, weighting, and measures for principals in elementary or middle schools and principals in high schools (see page 5 in the State Model for Principal Evaluation).

Explanation

As noted in the State Model for Principal Evaluation, the requirement to report a principal’s summative evaluation score by March 1 poses a particular challenge for developing student growth measures for first-year principals because measurement of student growth must happen within a period of less than a year into the principal’s leadership of the school. In addition, state testing data (from Illinois Standards Achievement Test or the Educational Planning and Assessment System) that cover a principal’s first year of leadership will not be available until after March 1 on any given year. As a result, measuring student growth for first-year principals will require identifying alternative sources of growth data. Definition: In Illinois, a principal should be considered a “first-year” principal if he or she is:

• New to the profession and leading a school for the first time in his or her career.

• New to the district but served as a principal in another district or state for at least one year.

• New to the school but served as a principal in another school within the district for at least one year.

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http://www.isbe.state.il.us/peac/word/peac_prin_eval_model.pdf

http://www.isbe.state.il.us/peac/word/peac_prin_eval_model.pdf

data from previous years. Their analysis and discussion of the data reveal that students consistently perform below the state average in writing. Analysis of student writing by the school’s ELA teachers suggests that students understand the essentials of grammar; however, they struggle with adapting their writing structure and style for different writing purposes and audiences. In addition, during the past three years, ninth-grade students’ scores on the district’s reading comprehension assessment have demonstrated a stagnant or negative trend, which continues as they move into Grades 10 and 11. Together, based on their analysis of the data, Mrs. Miller and her team select two assessments: (1) the district’s benchmark writing assessment, which is scored using a common rubric and administered to all ninth- and 11th-grade students; and (2) the district’s benchmark reading comprehension assessment, which is scored using a common rubric and administered to all 10th- and 12th-grade students. They set the following targets for the school improvement plan. Growth Target for Assessment 1: District’s Winter Writing Assessment Taking into account each student’s entry level of skill, all high school students in Grades 9 and 11 will meet their target score on the February benchmark assessment:

Pre-Assessment Baseline Score Range

Target Score Range on Post-Assessment

41–60 70 or increase score by 15 points, whichever is greater

61–80 85 or increase score by 15 points, whichever is greater

81–90 95 or increase score by 7 points, whichever is greater, plus 85 or higher on a significant writing project in a relevant English course

91–100 97 plus 90 or higher on a significant writing project in a relevant English course

Growth Target for Assessment 2: District’s Winter Reading Comprehension Assessment Taking into account each student’s entry level of skill, all high school students will meet their target score on the February benchmark assessment:

Pre-Assessment Baseline Score Range

Target Score Range on Post-Assessment

41–60 70 or increase score by 15 points, whichever is greater 61–80 85 or increase score by 15 points, whichever is greater

81–90 95 or increase score by 7 points, whichever is greater, plus 85 or higher on a significant class project in a relevant English course

91–100 97 plus 90 or higher on a significant class project in a relevant English course

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Recommendation: The Performance Evaluation Advisory Council (PEAC) recommends that districts use benchmark assessments and student growth targets to measure student growth for first-year principals. In September, the first-year principal should identify (in collaboration with the supervisor and school leadership team) two benchmark assessments and develop student growth targets for each that can be achieved by February. Growth targets should be set using the standards or expectations associated with the assessment and current or historical information about school performance. The growth targets should be aligned with district initiatives, as reflected in the school’s improvement plan. To comply with state requirements to complete each principal’s evaluation by March 1, teachers should administer the pretest assessments before September 15; posttest assessments should be administered by February 15. In setting growth targets, the superintendent, principal, and school leadership team should review district and school priorities in light of previous school performance data and work collaboratively to identify key areas for student learning improvement. The growth targets should be rigorous (e.g., aligned with achieving the school improvement plan and district goals) but attainable (e.g., represent a level of growth that can be achieved between September and February in order to meet the state requirement to complete the principal’s evaluation by March 1. In documenting the growth target, the principal should include the following information:

• Interim benchmark assessment(s) that will be used, the dates that the assessment will be given, and a rationale for its use indicating the assessment’s relevance to school and district goals.

• Student population (e.g., all Grade 8 students in mathematics).

• Courses that will be included in the growth target.

• Rationale for growth target (e.g., an explanation of why this target is rigorous, how it connects to district and school initiatives and priorities, and why it is attainable in the time frame established). The principal should describe any contextual factors that may impact student growth and indicate how previous school performance data informed the growth target development.

Example In District A, first-year principals are serving in one elementary school, one middle school, and one high school in 2013–14. The district selects AIMSweb, Academy of Reading Auto Skills, SRI, and several district-developed exams that principals should use as benchmark assessments. In August, after reviewing the school’s improvement plan and related district initiatives, each first-year principal meets with his or her supervisor and school leadership team, selects two assessments, and sets a student growth target for each assessment. Following is an illustrative scenario of this process in the high school. Scenario. As the new principal at Parkview High School, Mrs. Miller knows that improving high school students’ English language arts (ELA) skills is a key priority for her district and critical to the school improvement plan. In August, Mrs. Miller meets with her supervisor and the school leadership team to review schoolwide data from the previous year and to look at trends in the

Growth Targets Should Not Focus on Attainment: Rather, a growth target must reference both the students’ starting points (baseline scores) and the students’ ending points (benchmark scores).

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To ensure that Mrs. Miller meets her student growth targets, these targets are integrated into the school improvement benchmarks. Assistant Superintendent Miles, who supervises principals, also includes the growth measures in Mrs. Miller’s professional objectives. Between September and February, Mrs. Miller monitors and makes adjustments to the plan as she receives feedback and gathers information from the teachers on student progress. After the winter benchmark data are available, Mrs. Miller collaborates with her supervisor and the teacher teams to review the results and begin collaborative planning for the spring semester.

Frequently Asked Questions

1. Who sets the principal’s growth target? The principal’s supervisor should review and approve the principal’s growth target; however, this step should be completed through a collaborative, supportive process. For first-year principals who are new to the profession, additional mentorship and coaching should be provided by the district. For first-year principals who are experienced but may be new to the state or district, the superintendent and school leadership team should participate in setting the growth target to ensure that district, school, and student contexts are given appropriate consideration.

2. Our new principal taught at a similar school last year. Can we use the test scores at her previous school as baseline data in assessing student growth during her first year at our school? No. The principal’s previous school and students should not be compared with the students in the principal's new school. Measuring student growth requires comparing the same group of students at two points in time. Moreover, the performance of the principal is now being evaluated by the district or school in which she is employed, and all evidence used in her evaluation should be based on her performance in that district or school.

3. We are using a pretest/posttest model. Should pretests be identical to the posttest? Where appropriate, the pre-assessment should mirror the post-assessment in terms of the content and skill attainment tested, but the two test forms should not be identical.

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Using Illinois 5Essentials Survey Data in Principal Evaluation

Senate Bill 7 requires a survey of learning conditions in all public schools in Illinois beginning 2013. Principals and superintendents with questions or concerns about their 2014 data, including any suspected misuse, may contact the 5Essentials helpdesk at (866) 440-1874 or [email protected]. Pursuant to recent changes in statute (105 ILCS 5/2-3.153), school districts will have the option to select an alternative to the 5Essentials from a pre-approved pool for next year’s administration. Selection of an alternative will require school board and local union approval and would be at the district’s own expense. The statute specifies that the alternative surveys meet the following criteria:

• be able to provide summary reports for each district and attendance center intended for parents and community stakeholders • meet scale reliability requirements using accepted testing measures; • provide research-based evidence linking instrument content to one or more improved student outcomes • have undergone and documented testing to prove validity

Details on this process will be announced in August and the pool of 2-3 alternative surveys will be announced in September.

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mailto:[email protected]

GSU Evaluation Alignment with PEAC Guidelines

Section 50.300 Plan Components Required for the Evaluation of Principals and Assistant Principals* Each school district shall implement a performance evaluation plan for its principals and assistant

principals no later than September 1, 2012. [50.20(a)] The district’s plan may be locally developed or it may be the state model. [50.300(a)]

The plan shall consider specific duties, responsibilities, management, and competence. [50.300(a)(1 GSU Evaluation Instrument, p. 1 The plan must consider the principal’s/assistant principal’s strengths and weaknesses with supporting reasons. [50.300(a)(2)] GSU Evaluation Instrument, p. 1 & p. 3 The plan shall consider performance goals developed for any principal. [50.300(f)] GSU Evaluation Instrument, pp. 3 & 4 Evaluators must identify strengths of the principal [50.300(g)] GSU Evaluation Instrument, p. 1 & p. 13 Evaluators must identify area of growth [50.300(g) GSU Evaluation Instrument, p. 1 & p. 13

Section 50.310 Student Growth Components

Each school district shall provide for the use of data and indicators on student growth as a significant factor in rating the principal.

For school years 2012-13 and 2013-14, student growth shall represent at least 25 percent of a principal’s or assistant principal’s performance evaluation rating in the first and second years of implementation (for example, 2012-13 and 2013-14 school years for a school district with a 2012-13 implementation date). Thereafter, student growth shall represent at least 30 percent of the rating assigned.” (Significant factor for the state model = 50%.) [50.310(a)] GSU Evaluation Instrument, p. 3 No later than October 1 of each school year, the qualified evaluator shall inform the principal or assistant principal of the assessments and, for the assessments identified the metrics and targets to be used. [50.310(b)] GSU Evaluation Instrument, p. 1 & p. 3 The qualified evaluator shall specify the weights of each assessment and target to be used.” [50.310(b)] GSU Evaluation Instrument, p. 3 The school district will identify at least two assessments (either Type I or Type II) capable of providing data that meets the definition of student growth. [50.310(b)] GSU Evaluation Instrument, p. 3 A state assessment may be used in the evaluation GSU Evaluation Narrative, p. 3

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of a principal/assistant principal as a Type I assessment. [50.310(b)(1)(A)] “Type III assessments may be used for schools serving a majority of students who are administered a Type I or Type II assessment. In these situations, the qualified evaluator and principal may identify at least two Type III assessments to be used to determine growth.” [50.310(b)(1)(B)] GSU Evaluation Narrative, pp. 3 & 4 Students must have been enrolled sufficient time to have results from at least two points in time on a comparable assessment. [50.310(b)(2)] GSU Evaluation Narrative, p. 4 The plan shall identify who will evaluate the principal(s). [50.300(b)] GSU Evaluation Instrument, p. 1

Evaluators must hold an administrative certificate or superintendent’s endorsement and must have completed prequalification training. [50.300(b)]

GSU Evaluation Instrument, p. 1 (prequalification training information) and certification and endorsement information

must be available upon request. The plan will provide for the completion of all components of the evaluation by March 1 annually. [50.300(c)] GSU Evaluation Instrument, p. 1 & pp.13 & 14 A written notice of the evaluation shall be provided to the principal at the start of the school year. [50.300(d)] It shall include: A copy of the rubrics to be used to rate students growth and professional practice of the principal. [50.300(d)(1)]

All components of the GSU Principal Performance-Based Evaluation

A summary of the manner in which student growth and professional practice will be used to relate to the performance evaluation ratings of “excellent”, “proficient”, “needs improvement”, or “unsatisfactory”. [50.300(d)(2)] GSU Evaluation Instrument, p. 14 On or before October 1 of each year, the qualified evaluator and principal shall meet to set student growth metrics and targets. Failure to agree on metrics and targets will then be determined by the evaluator. [50.300(e)] GSU Evaluation Instrument, pp. 1 & 3 On or before October 1 of each year shall establish professional growth goals based upon the results of the performance evaluation conducted in the previous year, if applicable. Failure to agree on metrics and targets will then be determined by the evaluator. [50.300(f)] GSU Evaluation Instrument, p. 1 & pp. 4 & 5

When the evaluation is completed, the evaluator and principal shall meet to discuss: The rating GSU Evaluation Instrument, pp. 13 & 14

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given for student growth and professional practice [50.300(g)] The final performance rating [50.300(g)] GSU Evaluation Instrument, p. 14 Evidence used in arriving at these ratings [50.300(g) GSU Evaluation Instrument, p. 13 The results from the most recent administration of a selected assessment shall be used as the ending point at which the level of student growth is calculated. [50.310(b)(3)] GSU Evaluation Narrative, p. 4 For an assistant principal, a qualified evaluator may select student growth measures that align to the specific duties of the assistant principal. [50.310(c)] GSU Evaluation Narrative, p. 4 The district shall consider how the data of certain characteristic (subgroups such as Sp. Ed., ELL, low income will be used. [50.310(d)] GSU Evaluation Narrative, p. 4

Section 50.320 Professional Practice Components for Principals and Assistant Principals

Professional practice of the principal shall comprise a minimum of 50% of the rating. [50.320] GSU Evaluation Instrument, pp. 4 & 5 & p. 14 Instruments and rubrics used to evaluate professional practice shall align to the Illinois Standards for Principal Evaluation. [50.320(a)]

GSU/VAL-ED/IL Performance Standards for School Leaders Rubric

The rubric shall state the indicators for each standard and provide a clear description of at least four performance levels to be considered for each indicator. [50.320(a)(1)]

GSU/VAL-ED/IL Performance Standards for School Leaders Rubric

The district may adopt the rubric of the state model. Any other rubric used will require training for principals, assistant principals and evaluators specific to that rubric. “Any school district that uses a rubric other that the rubric contained in the State model shall establish a process to ensure that all principals, assistant principals, and principal evaluators are familiar with and understand the content of the rubric, the different levels of performance used for professional practice, and how the overall practice rating will be determine.” [50.320(a)(2)] GSU Evaluation Instrument, p. 1

No later than February 1 of each year each principal shall complete a self-assessment that is GSU Evaluation Instrument, p.1 & p. 12

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aligned to the rubric used in the assessment of professional practice. This self-assessment shall be used as input in determining a principal’s or assistant principal’s professional practice rating. [50.320(b)] The plan shall provide for a minimum of two formal observations at the school of the principal/assistant principal [50.320(c)(1)] GSU Evaluation Instrument, p. 1, p. 6 & p. 11 The evaluator shall observe interactions and activities during the principal’s work day. [50.320(c)(1)(A)] GSU Evaluation Narrative, p.6 Formal observations will be scheduled in advance and must include at least one objective (reviewing classrooms, observing leadership team meetings. etc.). [50.320(c)(1)(B)] GSU Evaluation Narrative, p. 6 Feedback from formal observations must be provided within 10 principal work days. [50.320(c)(1)(C)] GSU Evaluation Narrative, p. 6 Any evidence to be used in the evaluation must be shared within the 10 principal work day timeline. [50.320(c)(1)(D)] GSU Evaluation Narrative, p. 6 There is no limit to the number of informal observations with information included in the evaluation rating. Information to be included in the principal’s evaluation from informal observations will be shared with the principal and instrumented in writing. [50.320(c)(2)] GSU Evaluation Narrative, p. 6 Districts that choose different professional practice ratings must ensure that they align with the state ratings. [50.320(d)] GSU Evaluation Instrument, p. 14 The qualified evaluator shall inform the principal how evidence of professional practice will be used to determine a professional practice rating. [50.320(e)] GSU Evaluation Instrument, p. 1, pp. 4 & 5, p. 14

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Alignment of Three State Factors and VAL-ED in Principal Evaluation

The Performance Evaluation Advisory Committee (PEAC) requested information on the alignment of three key documents used in principal evaluation: Rising Star Indicators, Illinois 5Essentials Survey, and Illinois Performance Standards for School Leaders Rubric. To address this request, members of the Illinois State Board of Education (ISBE), the DuPage County Regional Office of Education, University of Chicago, and American Institutes for Research (AIR) conducted an analysis of how these indicators align with the Principal Evaluation. Governors State University’s (GSU) Principal Evaluation Team enhanced the original chart by adding the six components and processes measured on the Vanderbilt Assessment of Educational Leadership (VAL-ED). The GSU’s enhanced chart aligns Illinois Rising Star Indicators, Illinois Performance Standards for School Leaders, and VAL-ED to the five supports specified in the Illinois 5Essentials Survey:

• Ambitious instruction • Supportive environment • Effective school leaders • Collaborative teachers • Involved families

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3a

IID

06, I

E07

II –

a,b,

c

109

5Ess

entia

ls S

urve

y –

Supp

ortiv

e E

nvir

onm

ent

R

isin

g St

ar In

dica

tors

Il

linoi

s Per

form

ance

Sta

ndar

ds fo

r Sc

hool

Lea

ders

V

AL

-ED

U

of C

Que

stio

n Pr

ompt

/Ite

m T

ext

Ter

tiary

Se

cond

ary

Prim

ary

Ter

tiary

Se

cond

ary

Prim

ary

Ter

tiary

Se

cond

ary

Prim

ary

Peer

Sup

port

for

Aca

dem

ic W

ork

St

uden

t’s p

eers

: Th

ink

doin

g ho

mew

ork

is

impo

rtant

Non

e

6a

I-a

Stud

ent’s

pee

rs:

Feel

it is

im

porta

nt to

pay

atte

ntio

n in

cla

ss

N

one

6a

I-a

St

uden

t’s p

eers

: Fe

el it

is

impo

rtant

to c

ome

to sc

hool

ev

ery

day

N

one

6a

I-a

St

uden

t’s p

eers

: Tr

y ha

rd

to g

et g

ood

grad

es

N

one

6a

I-a

A

cade

mic

Per

sona

lism

Stud

ent’s

teac

her:

Not

ices

if

I hav

e tro

uble

lear

ning

so

met

hing

IIC

01,

IIIA

07

3c

II-d

. III

-c

Stud

ent’s

teac

her:

Is

will

ing

to g

ive

extra

hel

p on

ho

mew

ork

if I n

eed

it

IIC

01,

IIIA

07

3c

II-d

. III

-c

Stud

ent’s

teac

her:

Hel

ps

me

catc

h up

if I

am b

ehin

d

IIC

01,

IIIA

07

3c

II-d

. III

-c

Stud

ent’s

teac

her:

Rea

lly

liste

ns to

wha

t I h

ave

to sa

y

IIC

01,

IIIA

07

3c

II-d

. III

-c

Stud

ent’s

teac

her:

Bel

ieve

s I c

an d

o w

ell i

n sc

hool

IIC

01,

IIIA

07

3c

II-d

. III

-c

Stud

ent’s

teac

her:

Giv

es

me

spec

ific

sugg

estio

ns

abou

t how

I ca

n im

prov

e m

y w

ork

in c

lass

IIC

01,

IIIA

07

3c

II-d

. III

-c

110

R

isin

g St

ar In

dica

tors

Il

linoi

s Per

form

ance

Sta

ndar

ds fo

r Sc

hool

Lea

ders

V

AL

-ED

U

of C

Que

stio

n Pr

ompt

/Ite

m T

ext

Ter

tiary

Se

cond

ary

Prim

ary

Ter

tiary

Se

cond

ary

Prim

ary

Ter

tiary

Se

cond

ary

Prim

ary

Stud

ent’s

teac

her:

Exp

lain

s th

ings

in a

diff

eren

t way

if I

don’

t und

erst

and

som

ethi

ng

in c

lass

IIC

01,

IIIA

07

3c

II-d

. III

-c

Aca

dem

ic P

ress

Stud

ent’s

teac

her:

Exp

ects

m

e to

do

my

best

all

the

time

IID

06,

IE07

N

one

3a

6a

II-b

,c

I-a

Stud

ent’s

teac

her:

Exp

ects

ev

eryo

ne to

wor

k ha

rd

IID

06,

IE07

N

one

3a

6a

II-b

,c

I-a

Stud

ent’s

teac

her:

Do

you

find

the

wor

k di

ffic

ult?

IID06

, IE

07

Non

e

3a

6a

II

-b,c

I-a

St

uden

t’s c

lass

: A

re y

ou

chal

leng

ed?

IID

06,

IE07

N

one

3a

6a

II-b

,c

I-a

Stud

ent’s

cla

ss: D

oes t

he

teac

her a

sk d

iffic

ult

ques

tions

on

test

s?

IID

06,

IE07

N

one

3a

6a

II-b

,c

I-a

Stud

ent’s

cla

ss: D

oes t

he

teac

her a

sk d

iffic

ult

ques

tions

in c

lass

?

IID06

, IE

07

Non

e

3a

6a

II

-b,c

I-a

St

uden

t’s c

lass

: Do

you

have

to w

ork

hard

to d

o w

ell?

IID06

, IE

07

Non

e

3a

6a

II

-b,c

I-a

Sa

fety

How

safe

do

you

feel

?

N

one

2b

IV-e

St

uden

t fee

ls sa

fe:

Out

side

ar

ound

scho

ol?

Non

e

2b

IV

-e

Stud

ent f

eels

safe

: Tr

avel

ing

betw

een

hom

e an

d sc

hool

?

N

one

2b

IV-e

St

uden

t fee

ls sa

fe:

In th

e ha

llway

s and

bat

hroo

ms o

f th

e sc

hool

?

N

one

2b

IV-e

111

R

isin

g St

ar In

dica

tors

Il

linoi

s Per

form

ance

Sta

ndar

ds fo

r Sc

hool

Lea

ders

V

AL

-ED

U

of C

Que

stio

n Pr

ompt

/Ite

m T

ext

Ter

tiary

Se

cond

ary

Prim

ary

Ter

tiary

Se

cond

ary

Prim

ary

Ter

tiary

Se

cond

ary

Prim

ary

Stud

ent f

eels

safe

: In

you

r cl

asse

s?

Non

e

2b

IV

-e

Stud

ent-

Tea

cher

Tru

st

St

uden

t: M

y te

ache

rs re

ally

ca

re a

bout

me.

CL1

0,

CL1

1 C

L15

5a

4a

IV-a

IV

-f,h

Stud

ent:

My

teac

her a

lway

s ke

eps h

is/h

er p

rom

ises

.

CL1

0,

CL1

1 C

L15

5a

4a

IV-a

IV

-f,h

Stud

ent:

My

teac

her a

lway

s tri

es to

be

fair.

CL1

0,

CL1

1 C

L15

5a

4a

IV-a

IV

-f,h

Stud

ent:

I fe

el sa

fe a

nd

com

forta

ble

with

my

teac

her a

t th

is sc

hool

.

CL1

0,

CL1

1 C

L15

5a

4a

IV-a

IV

-f,h

Stud

ent:

Whe

n m

y te

ache

r te

lls m

e no

t to

do so

met

hing

, I

know

he/

she

has a

goo

d re

ason

. C

L10

CL1

0,

CL1

1 C

L15

6b

5a

4a

I-a,c

,d,e

IV

-a

IV-f,

h St

uden

t: M

y te

ache

r tre

ats m

e w

ith re

spec

t.

CL1

0,

CL1

1 C

L15

5a

4a

IV-a

IV

-f,h

Post

seco

ndar

y E

xpec

tatio

ns

H

S te

ache

r’s s

choo

l: T

each

ers

expe

ct m

ost s

tude

nts i

n th

is sc

hool

to g

o to

col

lege

.

Non

e C

C02

, C

II1

6a

1a

I-a

IV-a

,b,c

H

S te

ache

r’s s

choo

l: T

each

ers

at th

is sc

hool

hel

p st

uden

ts

plan

for c

olle

ge o

utsi

de o

f cl

ass t

ime.

Non

e C

C02

, C

II1

6a

1a

I-a

IV-a

,b,c

H

S te

ache

r’s s

choo

l: T

he

curr

icul

um a

t thi

s sch

ool i

s fo

cuse

d on

hel

ping

stud

ents

get

re

ady

for c

olle

ge

N

one

CC

02,

CII1

6a

1a

I-a

IV

-a,b

,c

112

R

isin

g St

ar In

dica

tors

Il

linoi

s Per

form

ance

Sta

ndar

ds

for

Scho

ol L

eade

rs

VA

L-E

D

U o

f C Q

uest

ion

Prom

pt/It

em

Tex

t T

ertia

ry

Seco

ndar

y Pr

imar

y T

ertia

ry

Seco

ndar

y Pr

imar

y T

ertia

ry

Seco

ndar

y Pr

imar

y H

S te

ache

r’s s

choo

l: M

ost o

f the

st

uden

ts in

this

scho

ol a

re

plan

ning

to g

o to

col

lege

.

Non

e

C

C02

, C

II1

6a

1a

I-a

IV-a

,b,c

H

S te

ache

r’s s

choo

l: Te

ache

rs in

th

is sc

hool

feel

that

it is

a p

art o

f th

eir j

ob to

pre

pare

stud

ents

to

succ

eed

in c

olle

ge.

N

one

C

C02

, C

II1

6a

1a

I-a

IV-a

,b,c

Sc

hool

wid

e Fu

ture

Ori

enta

tion

I-a

IV

-a,b

,c

HS

stud

ent’s

scho

ol: T

each

ers

mak

e su

re th

at a

ll st

uden

ts a

re

plan

ning

for l

ife a

fter g

radu

atio

n.

N

one

C

C02

, C

II1

6a

1a

I-a

IV-a

,b,c

HS

stud

ent’s

scho

ol: T

each

ers

wor

k ha

rd to

mak

e su

re th

at a

ll st

uden

ts a

re le

arni

ng.

N

one

C

C02

, C

II1

6a

1a

I-a

IV-a

,b,c

H

S st

uden

t’s sc

hool

: H

igh

scho

ol

is se

en a

s pre

para

tion

for t

he

futu

re.

N

one

C

C02

, C

II1

6a

1a

I-a

IV-a

,b,c

HS

stud

ent’s

scho

ol:

All

stud

ents

ar

e en

cour

aged

to g

o to

col

lege

.

Non

e

C

C02

, C

II1

6a

1a

I-a

IV-a

,b,c

HS

stud

ent’s

scho

ol: T

each

ers p

ay

atte

ntio

n to

all

stud

ents

, not

just

th

e to

p st

uden

ts.

N

one

C

C02

, C

II1

6a

1a

I-a

IV-a

,b,c

H

S st

uden

t’s sc

hool

: Te

ache

rs

wor

k ha

rd to

mak

e su

re th

at

stud

ents

stay

in sc

hool

.

Non

e C

C02

, C

II1

6a

1a

I-a

IV-a

,b,c

113

5Ess

entia

ls S

urve

y –

Eff

ectiv

e Le

ader

s

R

isin

g St

ar In

dica

tors

Il

linoi

s Per

form

ance

Sta

ndar

ds

for

Scho

ol L

eade

rs

VA

L-E

D

U o

f C Q

uest

ion

Prom

pt/It

em

Tex

t T

ertia

ry

Seco

ndar

y Pr

imar

y T

ertia

ry

Seco

ndar

y Pr

imar

y T

ertia

ry

Seco

ndar

y Pr

imar

y T

each

er-P

rinc

ipal

Tru

st

Te

ache

r: T

he p

rinci

pal h

as

conf

iden

ce in

the

expe

rtise

of t

he

teac

hers

. C

L10,

C

L11

CL1

5

IB09

, IB

10,

IE09

5a

4a

2f

IV

-a,b

,d,j

IV-c

,g,h

V

I-a,b

,c,d

Teac

her:

I tru

st th

e pr

inci

pal a

t hi

s or h

er w

ord.

C

L10,

C

L11

CL1

5

IB09

, IB

10,

IE09

5a

4a

2f

IV

-a,b

,d,j

IV-c

,g,h

V

I-a,b

,c,d

Te

ache

r: It

’s O

K in

this

scho

ol to

di

scus

s fee

lings

, wor

ries,

and

frus

tratio

ns w

ith th

e pr

inci

pal.

CL1

0,

CL1

1 C

L15

IB09

, IB

10,

IE09

5a

4a

2f

IV

-a,b

,d,j

IV-c

,g,h

V

I-a,b

,c,d

Te

ache

r: T

he p

rinci

pal t

akes

a

pers

onal

inte

rest

in th

e pr

ofes

sion

al d

evel

opm

ent o

f te

ache

rs.

CL1

0,

CL1

1 C

L15

IB09

, IB

10,

IE09

5a

4a

2f

IV

-a,b

,d,j

IV-c

,g,h

V

I-a,b

,c,d

Te

ache

r: T

he p

rinci

pal l

ooks

out

fo

r the

per

sona

l wel

fare

of t

he

facu

lty m

embe

rs.

CL1

0,

CL1

1 C

L15

IB09

, IB

10,

IE09

5a

4a

2f

IV

-a,b

,d,j

IV-c

,g,h

V

I-a,b

,c,d

Te

ache

r: T

he p

rinci

pal p

lace

s the

ne

eds o

f chi

ldre

n ah

ead

of

pers

onal

and

pol

itica

l int

eres

ts.

CL1

0,

CL1

1 C

L15

IB09

, IB

10,

IE09

5a

4a

2f

IV

-a,b

,d,j

IV-c

,g,h

V

I-a,b

,c,d

Te

ache

r: T

he p

rinci

pal a

t thi

s sc

hool

is a

n ef

fect

ive

man

ager

w

ho m

akes

the

scho

ol ru

n sm

ooth

ly.

CL1

0,

CL1

1 C

L15

IB09

, IB

10,

IE09

5a

4a

2f

IV

-a,b

,c,d

,j IV

-a,b

,d,e

, f,g

,h,k

,l V

I-a,b

,c,d

T

each

er In

fluen

ce

Te

ache

r has

influ

ence

in:

Hiri

ng

new

pro

fess

iona

l per

sonn

el

CC

02,

CII1

IE

13

IA10

,CL2

, C

L3,ID

13

1a

4b

2c

IV-a

,b,c

,d,j

IV-a

,b,d

,f V

I-e,f,

g Te

ache

r has

influ

ence

in:

Plan

ning

how

dis

cret

iona

ry

scho

ol fu

nds s

houl

d be

use

d C

C02

, C

II1

IE13

IA

10,C

L2,

CL3

,ID13

2d

,1a

4b

2c

IV-a

,b,c

, d,

i,j

VI-c

IV

-a,b

,d,f

VI-e

,f,g

114

R

isin

g St

ar In

dica

tors

Il

linoi

s Per

form

ance

Sta

ndar

ds

for

Scho

ol L

eade

rs

VA

L-E

D

U o

f C Q

uest

ion

Prom

pt/It

em

Tex

t T

ertia

ry

Seco

ndar

y Pr

imar

y T

ertia

ry

Seco

ndar

y Pr

imar

y T

ertia

ry

Seco

ndar

y Pr

imar

y Te

ache

r has

influ

ence

in:

Det

erm

inin

g bo

oks a

nd o

ther

in

stru

ctio

nal m

ater

ials

use

d in

cl

assr

oom

s C

C02

, C

II1

IE13

IA

10,C

L2,

CL3

,ID13

1a

4b

2c

IV

-a,b

,c,

d,i,j

V

-a,b

,d,e

, f,g

,h,i,

j V

I-e,f,

g Te

ache

r has

influ

ence

in:

Esta

blis

hing

the

curr

icul

um a

nd

inst

ruct

iona

l pro

gram

C

C02

, C

II1

IE13

IA

10,C

L2,

CL3

,ID13

1a

4b

2c

IV

-a,b

, c,

d,j

VI-c

,d,e

V

I-e,f,

g Te

ache

r has

influ

ence

in:

Det

erm

inin

g th

e co

nten

t of i

n-se

rvic

e pr

ogra

ms

CC

02,

CII1

IE

13

IA10

,CL2

, C

L3,ID

13

6b,1

a 4b

2c

IV

-a,b

, c,

d,j

VI-c

,d,e

V

I-e,f,

g Te

ache

r has

influ

ence

in:

Setti

ng

stan

dard

s for

stud

ent b

ehav

ior

VI-e

,f,g

Prog

ram

Coh

eren

ce

Te

ache

r: O

nce

we

star

t a n

ew

prog

ram

, we

follo

w u

p to

mak

e su

re th

at it

’s w

orki

ng.

Non

e IE

13

CC

02,

CII1

4b

1a

V

I-c,d

,e

IV-a

,b,c

d,

g Te

ache

r: W

e [d

on’t]

hav

e so

m

any

diff

eren

t pro

gram

s in

this

sc

hool

that

I ca

n’t k

eep

track

of

them

all.

IE

13

Non

e C

C02

, C

II1

4b

1a

V

I-c,d

,e

IV

-a,b

, c,

d,g

Teac

her:

Man

y sp

ecia

l pro

gram

s [d

on’t]

com

e an

d go

at t

his

scho

ol.

IE13

N

one

CC

02,

CII1

4b

1a

VI-c

,d,e

IV-a

,b,

c,d,

g Te

ache

r: Y

ou c

an se

e re

al

cont

inui

ty fr

om o

ne p

rogr

am to

an

othe

r at t

his s

choo

l.

IID06

, IE

07

CC

02,

CII1

3a

1a

II

-a,b

,c,

f,h,i

IV-a

,b,

c,d,

g Te

ache

r: C

urric

ulum

, ins

truct

ion,

an

d le

arni

ng m

ater

ials

are

wel

l co

ordi

nate

d ac

ross

the

diff

eren

t gr

ade

leve

ls a

t thi

s sch

ool.

IID

06,

IE07

C

C02

, C

II1

3a

1a

II-a

,b,c

, f,h

,i IV

-a,b

, c,

d,g

115

R

isin

g St

ar In

dica

tors

Il

linoi

s Per

form

ance

Sta

ndar

ds

for

Scho

ol L

eade

rs

VA

L-E

D

U o

f C Q

uest

ion

Prom

pt/It

em

Tex

t T

ertia

ry

Seco

ndar

y Pr

imar

y T

ertia

ry

Seco

ndar

y Pr

imar

y T

ertia

ry

Seco

ndar

y Pr

imar

y Te

ache

r: T

here

is c

onsi

sten

cy in

cu

rric

ulum

, ins

truct

ion,

and

le

arni

ng m

ater

ials

am

ong

teac

hers

in

the

sam

e gr

ade

leve

l at t

his

scho

ol.

IID

06,

IE07

C

C02

, C

II1

3a

1a

II-a

,b,c

, f,h

,i IV

-a,b

, c,

d,g

Prin

cipa

l Ins

truc

tiona

l L

eade

rshi

p

IV

-a,b

, c,

d,g

Teac

her’

s prin

cipa

l: M

akes

cle

ar

to th

e st

aff h

is o

r her

exp

ecta

tions

fo

r mee

ting

inst

ruct

iona

l goa

ls

IB

08,

IB12

C

C02

, C

II1

1b

1a

IV-b

,f,h

IV-a

,b,

c,d,

g Te

ache

r’s p

rinci

pal:

C

omm

unic

ates

a c

lear

vis

ion

for

our s

choo

l

IB08

, IB

12

CC

02,

CII1

1b

1a

IV

-b,f,

h IV

-a,b

, c,

d,g

Teac

her’

s prin

cipa

l: S

ets h

igh

stan

dard

s for

teac

hing

IB08

, IB

12

CC

02,

CII1

1b

1a

IV

-b,f,

h IV

-a,b

, c,

d,g

Teac

her’

s prin

cipa

l: U

nder

stan

ds

how

chi

ldre

n le

arn

N

one

CC

02,

CII1

1a

IV

-a,b

, c,

d,g

Teac

her’

s prin

cipa

l: S

ets h

igh

stan

dard

s for

stud

ent l

earn

ing

N

one

CC

02,

CII1

1a

IV

-a,b

, c,

d,g

Teac

her’

s prin

cipa

l: P

ress

es

teac

hers

to im

plem

ent w

hat t

hey

have

lear

ned

in p

rofe

ssio

nal

deve

lopm

ent

CC

02,

CII1

1e

1a

II

-g,i

IV-a

,b,

c,d,

g Te

ache

r’s p

rinci

pal:

Car

eful

ly

track

s stu

dent

aca

dem

ic p

rogr

ess

IE06

,IA07

,ID

01,ID

10

IB08

, IB

12

CC

02,

CII1

3b

,2a

1b

1a

V

I-b,c

,d,f

IV-b

,f,h

IV-a

,b,

c,d,

g Te

ache

r’s p

rinci

pal:

Act

ivel

y m

onito

rs th

e qu

ality

of t

each

ing

in

this

scho

ol

IE06

,IA07

,ID

01,ID

10

C

C02

, C

II1

2a

1e

1a

VI-b

,c,d

,f II

-k,l,

n,o

IV-a

,b,

c,d,

g Te

ache

r’s p

rinci

pal:

Kno

ws

wha

t’s g

oing

in m

y cl

assr

oom

IE

06,IA

07,

ID01

,ID10

CC

02,

CII1

3a

,2a

1e

1a

V

I-b,c

,d,f

II-k

,l.n,

o IV

-a,b

, c,

d,g

116

5Ess

entia

ls S

urve

y –

Col

labo

rativ

e Te

ache

rs

R

isin

g St

ar In

dica

tors

Il

linoi

s Per

form

ance

Sta

ndar

ds

for

Scho

ol L

eade

rs

VA

L-E

D

U o

f C Q

uest

ion

Prom

pt/It

em

Tex

t T

ertia

ry

Seco

ndar

y Pr

imar

y T

ertia

ry

Seco

ndar

y Pr

imar

y T

ertia

ry

Seco

ndar

y Pr

imar

y T

each

er-T

each

er T

rust

Teac

her’

s col

leag

ues:

Rea

lly c

are

abou

t eac

h ot

her?

IB09

, IB

10,

IE09

C

L15

5a

4a

IV-a

,b,d

,j IV

-c,d

,e

Teac

her:

To

wha

t ext

ent d

o yo

u fe

el re

spec

ted

by o

ther

teac

hers

?

CL1

0,C

L11

CL1

5

5a

4a

IV

-a,b

,d,j

IV-c

,d,e

Te

ache

r: T

each

ers i

n th

is sc

hool

tru

st e

ach

othe

r.

CL1

0,C

L11

CL1

5

5a

4a

IV

-a,b

,d,j

IV-c

,d,e

Te

ache

r: It

’ OK

in th

is sc

hool

to

disc

uss f

eelin

gs, w

orrie

s, an

d fr

ustra

tions

with

oth

er te

ache

rs.

C

L10,

CL1

1 C

L15

5a

4a

IV-a

,b,d

,j IV

-c,d

,e

Teac

her:

Tea

cher

s res

pect

oth

er

teac

hers

who

take

the

lead

in

scho

ol im

prov

emen

t eff

orts.

CL1

0,C

L11

CL1

5

5a

4a

IV

-a,b

,d,j

IV-c

,d,e

Te

ache

r: Te

ache

rs a

t thi

s sch

ool

resp

ect t

hose

col

leag

ues w

ho a

re

expe

rt at

thei

r cra

ft.

C

L10,

CL1

1 C

L15

5a

4a

IV-a

,b,d

,j IV

-c,d

,e

Qua

lity

Prof

essi

onal

D

evel

opm

ent

IV

-a,b

,d,j

IV-c

,d,e

Te

ache

r’s s

choo

l: O

vera

ll, m

y pr

ofes

sion

al d

evel

opm

ent

expe

rienc

es th

is y

ear h

ave

been

su

stai

ned

and

cohe

rent

ly fo

cuse

d,

rath

er th

an sh

ort-t

erm

an

unre

late

d.

IA

10,C

L2,

CL3

,ID13

IF

05,C

L16

2c

3g

IV-f,

g,i,j

, II

-g,i,

j Te

ache

r’s s

choo

l: In

clud

ed

enou

gh ti

me

to th

ink

care

fully

ab

out,

try, a

nd e

valu

ate

new

idea

s

IA10

,CL2

, C

L3,ID

13

IF05

,CL1

6

2c

3g

IV

-f,g,

i,j

II-g

,i,j

117

R

isin

g St

ar In

dica

tors

Il

linoi

s Per

form

ance

Sta

ndar

ds

for

Scho

ol L

eade

rs

VA

L-E

D

U o

f C Q

uest

ion

Prom

pt/It

em

Tex

t T

ertia

ry

Seco

ndar

y Pr

imar

y T

ertia

ry

Seco

ndar

y Pr

imar

y T

ertia

ry

Seco

ndar

y Pr

imar

y Te

ache

r’s s

choo

l: B

een

clos

ely

conn

ecte

d to

my

scho

ol’s

im

prov

emen

t pla

n

IA

10,C

L2,

CL3

,ID13

IF

05,C

L16

2c

3g

IV-f,

g,i,j

II

-g,i,

j Te

ache

r’s s

choo

l: In

clud

ed

oppo

rtuni

ties t

o w

ork

prod

uctiv

ity

with

col

leag

ues i

n m

y sc

hool

IA10

,CL2

, C

L3,ID

13

IF05

,CL1

6

2c

3g

IV

-f,g,

i,j

II-g

,i,j

Teac

her’

s sch

ool:

Incl

uded

op

portu

nitie

s to

wor

k pr

oduc

tivel

y w

ith te

ache

rs fr

om

othe

r sch

ools

IA

10,C

L2,

CL3

,ID13

IF

05,C

L16

2c

3g

IV-f,

g,i,j

II

-g,i,

j C

olle

ctiv

e R

espo

nsib

ility

Teac

her’s

col

leag

ues:

Hel

p m

aint

ain

disc

iplin

e in

the

entir

e sc

hool

, not

just

thei

r cla

ssro

om?

IE

08

IE06

, IA

07

3f

2a

II

-g,i,

j II

I-a,b

V

I-b,c

,d,f

Teac

her’s

col

leag

ues:

Tak

e re

spon

sibi

lity

for i

mpr

ovin

g th

e sc

hool

?

IE08

ID

01,

ID10

3f

2a

II

-g,i,

j II

I-a,b

V

I-b,c

,d,f

Teac

her’s

col

leag

ues:

Set

hig

h st

anda

rds f

or th

emse

lves

?

IE08

ID

01,

ID10

3f

2a

II

-g,i,

j II

I-a,b

V

I-b,c

,d,f

Teac

her’s

col

leag

ues:

Fee

l re

spon

sibl

e to

hel

p ea

ch o

ther

do

thei

r bes

t?

IE

08

ID01

, ID

10

3f

2a

II

-g,i,

j II

I-a,b

V

I-b,c

,d,f

Teac

her’s

col

leag

ues:

fee

l re

spon

sibl

e th

at a

ll st

uden

ts le

arn?

IE08

ID

01,

ID10

3f

2a

II

-g,i,

j II

I-a,b

V

I-b,c

,d,f

Teac

her’s

col

leag

ues:

Fee

l re

spon

sibl

e fo

r hel

ping

stud

ents

de

velo

p se

lf-co

ntro

l?

IE

08

ID01

, ID

10

3f

2a

II

-g,i,

j II

I-a,b

V

I-b,c

,d,f

Teac

her’s

col

leag

ues:

Fee

l re

spon

sibl

e w

hen

stud

ents

in th

is

scho

ol fa

il?

IE

08

ID01

, ID

10

3f

2a

II

-g,i,

j II

I-a,b

V

I-b,c

,d,f

118

R

isin

g St

ar In

dica

tors

Il

linoi

s Per

form

ance

Sta

ndar

ds

for

Scho

ol L

eade

rs

VA

L-E

D

U o

f C Q

uest

ion

Prom

pt/It

em

Tex

t T

ertia

ry

Seco

ndar

y Pr

imar

y T

ertia

ry

Seco

ndar

y Pr

imar

y T

ertia

ry

Seco

ndar

y Pr

imar

y Sc

hool

Com

mitm

ent

Te

ache

r: I

usua

lly lo

ok fo

rwar

d to

eac

h w

orki

ng d

ay a

t thi

s sc

hool

.

Non

e N

one

Teac

her:

I w

ould

n’t w

ant t

o w

ork

in a

ny o

ther

scho

ol.

Teac

her:

I fe

el lo

yal t

o th

is

scho

ol.

Teac

her:

I w

ould

reco

mm

end

this

sc

hool

to p

aren

ts se

ekin

g a

plac

e fo

r the

ir ch

ild.

119

5Ess

entia

ls S

urve

y –

Invo

lved

Fam

ilies

R

isin

g St

ar In

dica

tors

Il

linoi

s Per

form

ance

Sta

ndar

ds

for

Scho

ol L

eade

rs

VA

L-E

D

U o

f C Q

uest

ion

Prom

pt/It

em

Tex

t T

ertia

ry

Seco

ndar

y Pr

imar

y T

ertia

ry

Seco

ndar

y Pr

imar

y T

ertia

ry

Seco

ndar

y Pr

imar

y T

each

er-P

aren

t Tru

st

Te

ache

r: H

ow m

any

teac

hers

in

this

scho

ol fe

el g

ood

abou

t par

ents

’ su

ppor

t for

thei

r wor

k?

C

L10,

C

L11

CL1

5

5a

4a

IV

-a,b

,d,j

V-c

,d,e

Te

ache

r: T

o w

hat e

xten

t do

you

feel

resp

ecte

d by

the

pare

nts o

f you

r st

uden

ts?

C

L10,

C

L11

CL1

5

5a

4a

IV

-a,b

,d,j

V-c

,d,e

Te

ache

r; st

uden

ts’ p

aren

ts:

Supp

ort

your

teac

hing

eff

orts

?

CL1

0,

CL1

1 C

L15

5a

4a

IV-a

,b,d

,j V

-c,d

,e

Teac

her;

stud

ents

’ par

ents

: D

o th

eir

best

to h

elp

thei

r chi

ldre

n le

arn?

CL1

0,

CL1

1 C

L15

5a

4a

IV-a

,b,d

,j V

-c,d

,e

Teac

her;

stud

ents

’ par

ents

: A

t thi

s sc

hool

, it i

s diff

icul

t to

over

com

e th

e cu

ltura

l bar

riers

bet

wee

n te

ache

rs a

nd p

aren

ts.

C

L10,

C

L11

CL1

5

5a

4a

IV

-a,b

,d,j

V-c

,d,e

Te

ache

r; st

uden

ts’ p

aren

ts:

Teac

hers

and

par

ents

thin

k of

eac

h ot

her a

s par

tner

s in

educ

atin

g ch

ildre

n.

C

L10,

C

L11

CL1

5

5a

4a

IV

-a,b

,d,j

V-c

,d,e

Te

ache

r; st

uden

ts’ p

aren

ts:

Pare

nts

have

con

fiden

ce in

the

expe

rtise

of

the

teac

hers

.

CL1

0,

CL1

1 C

L15

5a

4a

IV-a

,b,d

,j V

-c,d

,e

Teac

her;

stud

ents

’ par

ents

: St

aff a

t th

is sc

hool

wor

k ha

rd to

bui

ld

trusti

ng re

latio

nshi

ps w

ith p

aren

ts.

C

L10,

C

L11

CL1

5

5a

4a

IV

-a,b

,d,j

V-c

,d,e

Pa

rent

Invo

lvem

ent i

n th

e Sc

hool

Teac

her;

stud

ents

’ par

ents

:

Atte

nded

par

ent-t

each

er

conf

eren

ces w

hen

you

requ

este

d th

em

IVD

002,

IV

D03

, C

L6

4c

V-a

,b,c

, d,

e,g,

h

120

R

isin

g St

ar In

dica

tors

Il

linoi

s Per

form

ance

Sta

ndar

ds

for

Scho

ol L

eade

rs

VA

L-E

D

U o

f C Q

uest

ion

Prom

pt/It

em

Tex

t T

ertia

ry

Seco

ndar

y Pr

imar

y T

ertia

ry

Seco

ndar

y Pr

imar

y T

ertia

ry

Seco

ndar

y Pr

imar

y

Teac

her;

stud

ents

’ par

ents

:

Vol

unte

er to

hel

p in

the

clas

sroo

m

IVD

002,

IV

D03

, C

L6

4c

V-a

,b,c

, d,

e,g,

h Te

ache

r; st

uden

ts’ p

aren

ts:

Pi

cked

up

thei

r chi

ld’s

last

repo

rt ca

rd

IVD

002,

IV

D03

, C

L6

4c

V-a

,b,c

, d,

e,g,

h O

utre

ach

to P

aren

ts

Te

ache

r’s s

choo

l: P

aren

ts a

re

invi

ted

to v

isit

clas

sroo

ms t

o ob

serv

e th

e in

stru

ctio

nal p

rogr

am.

4c

4a

V

-a,b

,c,

d,e,

g,h

V-c

,d,e

Te

ache

r’s s

choo

l: T

he p

rinci

pal

push

es te

ache

rs to

com

mun

icat

e re

gula

rly w

ith p

aren

ts.

4c

4a

V

-a,b

,c,

d,e,

g,h

V-c

,d,e

Te

ache

r’s s

choo

l: W

e en

cour

age

feed

back

from

par

ents

and

the

com

mun

ity.

4c

4a

V

-a,b

,c,

d,e,

g,h

V-c

,d,e

Te

ache

r’s s

choo

l: T

each

ers r

eally

try

to u

nder

stan

d pa

rent

s’ p

robl

ems

and

conc

erns

.

4c

4a

V-a

,b,c

, d,

e,g,

h V

-c,d

,e

Teac

her’

s sch

ool:

Par

ents

are

gr

eete

d w

arm

ly w

hen

they

cal

l or

visi

t the

scho

ol.

4c

4a

V

-a,b

,c,

d,e,

g,h

V-c

,d,e

Te

ache

r’s s

choo

l: T

each

ers w

ork

clos

ely

with

par

ents

to m

eet

stud

ents

’ nee

ds.

4c

4a

V

-a,b

,c,

d,e,

g,h

V-c

,d,e

Te

ache

r’s s

choo

l: W

e w

ork

at

com

mun

icat

ing

to p

aren

ts a

bout

su

ppor

t nee

ded

to a

dvan

ce th

e sc

hool

mis

sion

.

4c

4a

V-a

,b,c

, d,

e,g,

h V

-c,d

,e

Teac

her’

s sch

ool:

Thi

s sch

ool

regu

larly

com

mun

icat

es w

ith

pare

nts a

bout

how

they

can

hel

p th

eir c

hild

ren

lear

n.

4c

4a

V

-a,b

,c,

d,e,

g,h

V-c

,d,e

121

R

isin

g St

ar In

dica

tors

Il

linoi

s Per

form

ance

Sta

ndar

ds

for

Scho

ol L

eade

rs

VA

L-E

D

U o

f C Q

uest

ion

Prom

pt/It

em

Tex

t T

ertia

ry

Seco

ndar

y Pr

imar

y T

ertia

ry

Seco

ndar

y Pr

imar

y T

ertia

ry

Seco

ndar

y Pr

imar

y H

uman

and

Soc

ial R

esou

rces

in

the

Com

mun

ity

Stud

ent’s

nei

ghbo

rhoo

d: T

here

are

ad

ults

in th

is n

eigh

borh

ood

that

ch

ildre

n ca

n lo

ok u

p to

.

4c

V-a

,b,c

, d,

e,g,

h St

uden

t’s n

eigh

borh

ood:

Adu

lts in

th

is n

eigh

borh

ood

know

who

the

loca

l chi

ldre

n ar

e.

4c

V

-a,b

,c,

d,e,

g,h

Stud

ent’s

nei

ghbo

rhoo

d: Y

ou c

an

coun

t on

adul

ts in

this

nei

ghbo

rhoo

d to

see

that

chi

ldre

n ar

e sa

fe a

nd d

o no

t get

into

trou

ble.

4c

V-a

,b,c

, d,

e,g,

h St

uden

t’s n

eigh

borh

ood:

Dur

ing

the

day,

it is

safe

for c

hild

ren

to

play

in th

e lo

cal p

ark

or p

layg

roun

d.

4c

V

-a,b

,c,

d,e,

g,h

122

ILLI

NO

IS P

ERFO

RMAN

CE S

TAN

DAR

DS

FOR

SCH

OO

L LE

ADER

S St

anda

rd

Indi

cato

r

Stan

dard

In

dica

tor

I. Li

ving

a M

issi

on a

nd V

isio

n Fo

cuse

d on

Res

ults

The

prin

cipa

l wor

ks w

ith th

e st

aff

and

com

mun

ity to

bui

ld a

sha

red

mis

sion

, and

vis

ion

of h

igh

expe

ctat

ions

that

ens

ures

all

stud

ents

are

on

the

path

to

colle

ge a

nd c

aree

r re

adin

ess,

an

d ho

lds

staf

f acc

ount

able

for

resu

lts

a. C

oord

inat

es e

ffort

s to

cre

ate

and

impl

emen

t a v

isio

n fo

r the

sch

ool a

nd d

efin

es

desi

red

resu

lts a

nd g

oals

that

alig

n w

ith th

e ov

eral

l sch

ool v

isio

n an

d le

ad to

st

uden

t im

prov

emen

t for

all

lear

ners

b. E

nsur

es th

at th

e sc

hool

’s id

entit

y, v

isio

n, a

nd m

issi

on d

rive

scho

ol d

ecis

ions

c. C

ondu

cts

diffi

cult

but c

ruci

al c

onve

rsat

ions

with

indi

vidu

als,

team

s, a

nd s

taff

base

d on

stu

dent

per

form

ance

dat

a in

a ti

mel

y m

anne

r for

the

purp

ose

of

enha

ncin

g st

uden

t lea

rnin

g an

d re

sults

IV

. Bui

ldin

g an

d M

aint

aini

ng

Col

labo

rativ

e R

elat

ions

hips

The

prin

cipa

l cre

ates

a c

ol-

labo

rativ

e sc

hool

com

mun

ity

whe

re th

e sc

hool

sta

ff, fa

mili

es,

and

com

mun

ity in

tera

ct r

egul

arly

an

d sh

are

owne

rshi

p fo

r the

su

cces

s of

the

scho

ol

a. C

reat

es, d

evel

ops

and

sust

ains

rel

atio

nshi

ps th

at r

esul

t in

activ

e st

uden

t eng

agem

ent i

n th

e le

arni

ng p

roce

ss

b. U

tiliz

es m

eani

ngfu

l fee

dbac

k of

stu

dent

s, s

taff,

fam

ilies

, an

d co

mm

unity

in th

e ev

alua

tion

of in

stru

ctio

nal p

rogr

ams

and

polic

ies

c. P

roac

tivel

y en

gage

s fa

mili

es a

nd c

omm

uniti

es in

su

ppor

ting

thei

r ch

ild’s

lear

ning

and

the

scho

ol’s

lear

ning

go

als

d. D

emon

stra

tes

an u

nder

stan

ding

of t

he c

hang

e pr

oces

s an

d us

es le

ader

ship

and

faci

litat

ion

skill

s to

man

age

it ef

fect

ivel

y

II. L

eadi

ng a

nd M

anag

ing

Sys

tem

s C

hang

e

The

prin

cipa

l cre

ates

and

im

plem

ents

sys

tem

s to

ens

ure

a sa

fe, o

rder

ly, a

nd p

rodu

ctiv

e en

viro

nmen

t for

stu

dent

and

ad

ult l

earn

ing

tow

ard

the

achi

evem

ent o

f sch

ool a

nd

dist

rict i

mpr

ovem

ent p

riorit

ies

a. D

evel

ops,

impl

emen

ts, a

nd m

onito

rs th

e ou

tcom

es o

f the

sch

ool i

mpr

ovem

ent

plan

and

sch

ool w

ide

stud

ent a

chie

vem

ent d

ata

resu

lts to

impr

ove

stud

ent

achi

evem

ent

b. C

reat

es a

saf

e, c

lean

and

ord

erly

lear

ning

env

ironm

ent

c. C

olla

bora

tes

with

sta

ff to

allo

cate

per

sonn

el, t

ime,

mat

eria

l, an

d ad

ult l

earn

ing

reso

urce

s ap

prop

riate

ly to

ach

ieve

the

scho

ol im

prov

emen

t pla

n ta

rget

s

d.

Em

ploy

s cu

rren

t tec

hnol

ogie

s

V. L

eadi

ng w

ith In

tegr

ity a

nd

Pro

fess

iona

lism

The

prin

cipa

l wor

ks w

ith th

e sc

hool

sta

ff an

d co

mm

unity

to

crea

te a

pos

itive

con

text

for

lear

ning

by

ensu

ring

equi

ty,

fulfi

lling

pro

fess

iona

l res

pons

i-bi

litie

s w

ith h

ones

ty a

nd in

tegr

ity,

and

serv

ing

as a

mod

el fo

r th

e pr

ofes

sion

al b

ehav

ior o

f oth

ers

a. T

reat

s al

l peo

ple

fairl

y, e

quita

bly,

and

with

dig

nity

and

re

spec

t

b. D

emon

stra

tes

pers

onal

and

pro

fess

iona

l sta

ndar

ds a

nd

cond

uct t

hat e

nhan

ce th

e im

age

of th

e sc

hool

and

the

educ

atio

nal p

rofe

ssio

n. P

rote

cts

the

right

s an

d co

nfid

entia

lity

of s

tude

nts

and

staf

f

c. C

reat

es a

nd s

uppo

rts a

clim

ate

that

val

ues,

acc

epts

and

un

ders

tand

s di

vers

ity in

cul

ture

and

poi

nt o

f vie

w

III. I

mpr

ovin

g Te

achi

ng a

nd

Lear

ning

The

prin

cipa

l wor

ks w

ith th

e sc

hool

sta

ff an

d co

mm

unity

to

deve

lop

a re

sear

ch-b

ased

fra

mew

ork

for e

ffect

ive

teac

hing

an

d le

arni

ng th

at is

ref

ined

co

ntin

uous

ly to

impr

ove

inst

ruct

ion

for

all s

tude

nts

a. W

orks

with

sta

ff to

dev

elop

a c

onsi

sten

t fra

mew

ork

for

effe

ctiv

e te

achi

ng a

nd

lear

ning

that

incl

udes

a r

igor

ous

and

rele

vant

sta

ndar

ds-b

ased

cur

ricul

um,

rese

arch

-bas

ed in

stru

ctio

nal p

ract

ices

, and

hig

h ex

pect

atio

ns fo

r stu

dent

pe

rfor

man

ce

b. C

reat

es a

con

tinuo

us im

prov

emen

t cyc

le th

at u

ses

mul

tiple

form

s of

dat

a an

d st

uden

t wor

k sa

mpl

es to

sup

port

indi

vidu

al, t

eam

, and

sch

ool-w

ide

impr

ovem

ent

goal

s, id

entif

y an

d ad

dres

s ar

eas

of im

prov

emen

t and

cel

ebra

te s

ucce

sses

c. Im

plem

ents

stu

dent

inte

rven

tions

that

diff

eren

tiate

inst

ruct

ion

base

d on

stu

dent

ne

eds

d. S

elec

ts a

nd r

etai

ns te

ache

rs w

ith th

e ex

perti

se to

del

iver

inst

ruct

ion

that

m

axim

izes

stu

dent

lear

ning

e. E

valu

ates

the

effe

ctiv

enes

s of

inst

ruct

ion

and

of in

divi

dual

teac

hers

by

cond

uctin

g fre

quen

t for

mal

and

info

rmal

obs

erva

tions

pro

vidi

ng ti

mel

y fe

edba

ck

on in

stru

ctio

n as

par

t of t

he d

istri

ct te

ache

r ap

prai

sal s

yste

m

f. E

nsur

es th

e tra

inin

g, d

evel

opm

ent,

and

supp

ort f

or h

igh-

perf

orm

ing

inst

ruct

iona

l te

ache

r tea

ms

to s

uppo

rt a

dult

lear

ning

and

dev

elop

men

t to

adva

nce

stud

ent

lear

ning

and

per

form

ance

g. D

evel

ops

syst

ems

and

stru

ctur

es fo

r st

aff p

rofe

ssio

nal d

evel

opm

ent a

nd s

harin

g of

effe

ctiv

e pr

actic

es in

clud

ing

prov

idin

g an

d pr

otec

ting

time

allo

tted

for

deve

lopm

ent

h. A

dvan

ces

Inst

ruct

iona

l Tec

hnol

ogy

with

in th

e le

arni

ng e

nviro

nmen

t

VI.

Cre

atin

g an

d S

usta

inin

g a

Cul

ture

of H

igh

Exp

ecta

tions

The

prin

cipa

l wor

ks w

ith s

taff

and

com

mun

ity to

bui

ld a

cul

ture

of

high

exp

ecta

tions

and

asp

iratio

ns

for

ever

y st

uden

t by

setti

ng c

lear

st

aff a

nd s

tude

nt e

xpec

tatio

ns fo

r po

sitiv

e le

arni

ng b

ehav

iors

and

by

focu

sing

on

stud

ents

’ soc

ial-

emot

iona

l lea

rnin

g

a. B

uild

s a

cultu

re o

f hig

h as

pira

tions

and

ach

ieve

men

t and

fo

r ev

ery

stud

ent

b. R

equi

res

staf

f and

stu

dent

s to

dem

onst

rate

con

sist

ent

valu

es a

nd p

ositi

ve b

ehav

iors

alig

ned

to th

e sc

hool

’s

visi

on a

nd m

issi

on

c. L

eads

a s

choo

l cul

ture

and

env

ironm

ent t

hat s

ucce

ssfu

lly

deve

lops

the

full

rang

e of

stu

dent

s’ le

arni

ng c

apac

ities

—ac

adem

ic, c

reat

ive,

soc

ial-e

mot

iona

l, be

havi

oral

and

ph

ysic

al

12

3

LLIN

OIS

PER

FOR

MAN

CE S

TAN

DAR

DS

FOR

SCH

OO

L LE

ADER

S R

UBR

IC

EVAL

UAT

ING

PRAC

TICE

OF

PRIN

CIPA

LS

I.

LIVI

NG

A M

ISSO

N, V

ISIO

N, A

ND

BEL

IEFS

FO

R RE

SULT

S—Th

e Pr

inci

pal w

orks

wit

h th

e st

aff a

nd c

omm

unit

y to

bui

ld a

sha

red

mis

sion

, and

vis

ion

of h

igh

expe

ctat

ions

that

ens

ures

all

stud

ents

are

on

the

path

to c

olle

ge a

nd c

aree

r re

adin

ess,

and

hol

ds s

taff

acco

unta

ble

for

resu

lts.

El

emen

t D

isti

ngui

shed

Pr

ofic

ient

Ba

sic

Uns

atis

fact

ory

Exam

ples

of E

vide

nce

a. C

oord

inat

es e

ffort

s to

cre

ate

and

impl

emen

t a v

isio

n fo

r th

e sc

hool

and

def

ines

des

ired

res

ults

and

goa

ls th

at a

lign

wit

h th

e ov

eral

l sch

ool v

isio

n an

d le

ad to

stu

dent

impr

ovem

ent f

or a

ll le

arne

rs

Colla

bora

tes t

o De

velo

p an

d M

aint

ain

a Sh

ared

Vi

sion

of H

igh

Expe

ctat

ions

Co-c

reat

es a

shar

ed v

ision

of

high

exp

ecta

tions

with

m

ultip

le st

akeh

olde

rs; b

uild

s st

aff c

apac

ity to

mai

ntai

n an

d im

plem

ent a

shar

ed v

ision

for

high

stud

ent a

chie

vem

ent

and

colle

ge a

nd c

aree

r re

adin

ess

Invo

lves

staf

f and

stud

ents

in

dev

elop

ing,

mai

ntai

ning

, an

d im

plem

entin

g a

shar

ed

visio

n of

hig

h ex

pect

atio

ns,

incl

udin

g co

llege

and

car

eer

read

ines

s, fo

r all

stud

ents

Deve

lops

min

imal

op

port

uniti

es fo

r st

aff a

nd st

uden

ts to

le

arn

abou

t a v

ision

of

hig

h ex

pect

atio

ns,

incl

udin

g co

llege

and

ca

reer

read

ines

s, fo

r al

l stu

dent

s; g

ives

st

aff l

imite

d in

put

into

the

deve

lopm

ent a

nd

mai

nten

ance

of t

he

visio

n

Does

not

col

labo

rate

to c

reat

e or

mai

ntai

n a

visio

n of

hig

h ex

pect

atio

ns a

nd d

oes n

ot

atte

mpt

to e

nsur

e al

l sta

ff to

ha

ve h

igh

acad

emic

ex

pect

atio

ns

• Th

ere

is vi

sible

alig

nmen

t bet

wee

n th

e vi

sion

and

the

scho

ol g

oals

[obs

erva

tions

and

art

ifact

s: th

e Sc

hool

Impr

ovem

ent P

lan,

Sch

ool

Repo

rt C

ard,

and

gra

de le

vel g

oals]

• Sc

hool

visi

on a

nd g

oals

are

shar

ed w

ith st

akeh

olde

r gro

ups

[obs

erva

tions

and

art

ifact

s: p

rese

ntat

ion

to st

akeh

olde

rs]

• Bu

ildin

g le

vel s

taff

deve

lopm

ent p

lan

supp

orts

and

is a

ligne

d to

the

Scho

ol Im

prov

emen

t Pla

n an

d th

e di

stric

t visi

on a

nd m

issio

n [o

bser

vatio

ns a

nd a

rtifa

cts:

the

Scho

ol Im

prov

emen

t Pla

n an

d th

e bu

ildin

g st

aff d

evel

opm

ent p

lan]

• W

ritte

n va

lues

and

bel

iefs

refle

ct h

igh

expe

ctat

ions

for a

ll st

uden

ts

[obs

erva

tions

and

art

ifact

s: sc

hool

leve

l and

gra

de le

vel g

oals]

b. E

nsur

es th

at th

e sc

hool

’s id

enti

ty, v

isio

n, m

issi

on, d

rive

sch

ool d

ecis

ions

Ensu

res v

ision

and

m

issio

n dr

ive

scho

ol d

ecisi

ons

Use

s the

visi

on a

nd m

issio

n to

mak

e al

l dec

ision

s, u

ses

prot

ocol

s for

mak

ing

deci

sions

that

refe

r sta

ff an

d te

am d

ecisi

ons b

ack

to th

e vi

sion

and

miss

ion;

bui

lds

staf

f cap

acity

to u

se th

e vi

sion

and

miss

ion

to m

ake

inst

ruct

iona

l dec

ision

s

Use

s the

visi

on a

nd m

issio

n to

mak

e al

l dec

ision

s,

crea

tes a

nd u

ses p

roto

cols

alig

ned

to th

e vi

sion

and

miss

ion

to m

ake

deci

sions

Refe

rs to

scho

ol

visio

n w

hen

mak

ing

deci

sions

but

may

no

t be

guid

ed b

y th

e vi

sion

Actio

ns c

ontr

adic

t the

scho

ol

visio

n or

dem

onst

rate

inco

nsis-

tenc

y be

twee

n st

ated

bel

iefs

an

d ac

tions

• Bu

ildin

g w

ide

goal

s and

visi

on a

re sh

ared

and

wid

ely

know

n w

ithin

th

e sc

hool

com

mun

ity [o

bser

vatio

ns a

nd a

rtifa

cts:

pos

ters

and

ne

wsle

tter

s]

• Pa

rent

s, st

aff a

nd o

ther

s are

cle

ar a

bout

aca

dem

ic e

xpec

tatio

ns a

nd

hom

ewor

k gu

idel

ines

[obs

erva

tions

and

art

ifact

s: h

omew

ork

polic

y,

acad

emic

gui

delin

es, p

aren

t han

dboo

k]

• Te

am m

eetin

gs fo

cus o

n im

prov

ing

stud

ent a

chie

vem

ent

[obs

erva

tions

and

art

ifact

s: te

am m

eetin

g ag

enda

s and

min

utes

]

Conf

ront

s Low

Ex

pect

atio

ns

Build

s cap

acity

of s

taff

to

addr

ess o

ther

staf

f or

stak

ehol

ders

who

con

trad

ict

the

visio

n by

disp

layi

ng lo

w

or n

egat

ive

expe

ctat

ions

; co

ntes

ts o

r elim

inat

es

cour

ses a

nd g

radi

ng p

olic

ies

that

con

trad

ict t

he v

ision

and

m

issio

n

Cons

isten

tly a

ddre

sses

staf

f w

ho c

ontr

adic

t the

visi

on b

y di

spla

ying

low

exp

ecta

tions

; co

ntes

ts c

lass

offe

rings

and

gr

adin

g po

licie

s tha

t co

ntra

dict

the

visio

n an

d m

issio

n

Inco

nsist

ently

ad

dres

ses s

taff

who

ha

ve lo

w

expe

ctat

ions

; at

tem

pts t

o im

plem

ent g

radi

ng

polic

ies t

hat s

uppo

rt

the

visio

n an

d m

issio

n

Does

not

con

fron

t sta

ff w

ho

have

low

exp

ecta

tions

for s

ome

or a

ll st

uden

ts

• Ac

adem

ic w

ork

and

hom

ewor

k gu

idel

ines

are

shar

ed w

ith p

aren

ts,

staf

f and

oth

ers t

o en

sure

that

exp

ecta

tions

are

cle

ar to

all

[obs

erva

tions

and

art

ifact

s: h

omew

ork

polic

y an

d ac

adem

ic

guid

elin

es]

• Bu

ilds e

ffect

ive

prof

essio

nal l

earn

ing

com

mun

ities

with

in th

e bu

ildin

g th

at u

se d

ata

to d

evel

op p

lans

and

stra

tegi

es to

impr

ove

stud

ent a

chie

vem

ent f

or a

ll st

uden

ts [o

bser

vatio

ns a

nd a

rtifa

cts:

PL

C le

arni

ng a

gend

as a

nd p

lans

]

124

• Ri

goro

us c

ours

e co

nten

t is a

cces

sible

to a

ll st

uden

ts [o

bser

vatio

ns

and

artif

acts

: stu

dent

’s c

ours

e lo

ad, s

ched

ules

, and

sub-

grou

p da

ta]

c. C

ondu

cts

diffi

cult

but

cru

cial

con

vers

atio

ns w

ith

indi

vidu

als,

team

s, a

nd s

taff

base

d on

stu

dent

per

form

ance

dat

a in

a ti

mel

y m

anne

r fo

r th

e pu

rpos

e of

enh

anci

ng s

tude

nt le

arni

ng a

nd r

esul

ts.

Cond

ucts

diff

icul

t Co

nver

satio

ns to

Im

prov

e St

uden

t Re

sults

Build

s the

cap

acity

of o

ther

le

ader

s with

in th

e sc

hool

to

addr

ess a

reas

of

unde

rper

form

ance

with

in

divi

dual

s, te

ams a

nd st

aff;

mod

els h

ow to

con

duct

di

fficu

lt co

nver

satio

ns w

ith

indi

vidu

als,

team

s, a

nd st

aff

base

d on

stud

ent

perf

orm

ance

dat

a

Addr

esse

s are

as o

f un

derp

erfo

rman

ce in

a

timel

y m

anne

r with

in

divi

dual

s, te

ams a

nd st

aff;

proa

ctiv

ely

lead

s diff

icul

t co

nver

satio

ns w

ith st

aff t

o im

prov

e an

d en

hanc

e st

uden

t lea

rnin

g an

d re

sults

as

nec

essa

ry

Inco

nsist

ently

ad

dres

ses a

reas

of

unde

rper

form

ance

an

d/or

may

onl

y ad

dres

s con

cern

s to

a su

b-se

t of t

he st

aff;

inco

nsist

ently

hol

ds

conv

ersa

tions

on

impr

ovin

g an

d en

hanc

ing

stud

ent

lear

ning

resu

lts

Does

not

add

ress

are

as o

f un

derp

erfo

rman

ce w

ith st

aff

mem

bers

; doe

s not

hol

d co

nver

satio

ns o

n im

prov

ing

and

enha

ncin

g st

uden

t lea

rnin

g re

sults

• Sc

hool

staf

f dev

elop

men

t pla

n ad

dres

ses d

iffic

ult c

onve

rsat

ions

to

impr

ove

and

enha

nce

stud

ent l

earn

ing

[obs

erva

tions

and

art

ifact

s:

scho

ol d

evel

opm

ent p

lan]

• Te

ache

r con

vers

atio

ns a

nd m

eetin

gs a

re fo

cuse

d on

impr

ovin

g st

uden

t ach

ieve

men

t and

dem

onst

rate

hig

h ex

pect

atio

ns

[obs

erva

tions

and

art

ifact

s: te

am m

eetin

g m

inut

es o

r sta

ff de

velo

pmen

t pla

ns]

• Fa

culty

mee

tings

are

focu

sed

on im

prov

ing

resu

lts [o

bser

vatio

ns

and

artif

acts

: mee

ting

agen

das a

nd m

inut

es]

12

5

II.

LEAD

ING

AND

MAN

AGIN

G SY

STEM

S CH

ANGE

—Th

e pr

inci

pal c

reat

es a

nd im

plem

ents

sys

tem

s to

ens

ure

a sa

fe, o

rder

ly, a

nd

prod

ucti

ve e

nvir

onm

ent f

or s

tude

nt a

nd a

dult

lear

ning

tow

ard

the

achi

evem

ent o

f sch

ool a

nd d

istr

ict i

mpr

ovem

ent p

rior

itie

s.

Elem

ent

Dis

ting

uish

ed

Prof

icie

nt

Basi

c U

nsat

isfa

ctor

y Ex

ampl

es o

f Evi

denc

e

a. D

evel

ops,

impl

emen

ts, a

nd m

onit

ors

the

outc

omes

of t

he s

choo

l im

prov

emen

t pla

n an

d sc

hool

wid

e st

uden

t ach

ieve

men

t dat

a re

sult

s to

impr

ove

stud

ent a

chie

vem

ent

Asse

sses

the

Curr

ent S

tate

of

Sch

ool

Perf

orm

ance

Com

plet

es a

com

preh

ensiv

e as

sess

men

t of t

he sc

hool

’s

stre

ngth

s/w

eakn

esse

s inc

ludi

ng a

n as

sess

men

t of t

he sc

hool

pra

ctic

es

and

stud

ent l

earn

ing

outc

omes

Asse

sses

the

scho

ol b

y us

ing

mul

tiple

form

s of d

ata

(e.g

. an

nual

, int

erim

and

form

ativ

e da

ta) a

nd th

e pr

evio

us y

ears

’ sc

hool

impr

ovem

ent p

lan

to

trac

k, a

nd re

view

pro

gres

s

Use

s lim

ited

data

to a

sses

s cu

rren

t stu

dent

ac

hiev

emen

t res

ults

and

sc

hool

pra

ctic

es

Does

not

ass

ess t

he

curr

ent s

tate

of t

he

scho

ol a

nd/o

r doe

s not

us

e da

ta to

ass

ess

stud

ent a

chie

vem

ent o

r ov

eral

l sch

ool

perf

orm

ance

• U

ses d

isagg

rega

ted

stud

ent d

ata

to d

eter

min

e th

e cu

rren

t sta

te o

f th

e sc

hool

[obs

erva

tions

and

art

ifact

s: a

naly

sis o

f dat

a, R

TI d

ata

and

team

min

utes

, for

mat

ive

and

sum

mat

ive

asse

ssm

ent a

naly

sis,

and

the

Scho

ol Im

prov

emen

t Pla

n]

• S

choo

l Im

prov

emen

t Pla

n re

flect

s cur

rent

stat

e of

the

scho

ol

deve

lope

d th

roug

h an

alys

is of

disa

ggre

gate

d da

ta [o

bser

vatio

ns

and

artif

acts

: gra

de le

vel t

arge

ts, a

naly

sis o

f dat

a, R

TI d

ata

and

team

min

utes

, for

mat

ive

and

sum

mat

ive

asse

ssm

ent a

naly

sis, a

nd

the

Scho

ol Im

prov

emen

t Pla

n]

Deve

lops

a

Scho

ol

Impr

ovem

ent

Plan

Use

s a c

ompr

ehen

sive

anal

ysis

of

the

scho

ol to

det

erm

ine

appr

opria

te

grad

e an

d co

nten

t are

a ta

rget

s and

pr

iorit

ies f

or im

prov

emen

t with

st

aff;

orga

nize

s sta

ff to

mon

itor,

trac

k, a

nd re

view

pro

gres

s and

cr

eate

s a d

etai

led

scho

ol

impr

ovem

ent p

lan

that

iden

tifie

s a

stra

tegy

to re

ach

scho

ol-w

ide

targ

ets a

nd g

oal

Use

s the

out

puts

from

a

scho

ol-w

ide

asse

ssm

ent t

o id

entif

y pr

iorit

y ar

eas f

or

impr

ovem

ent a

nd to

set

mea

sura

ble

goal

s with

sp

ecifi

c gr

ade

leve

l and

co

nten

t are

as ta

rget

s; n

ames

m

ilest

ones

and

ben

chm

arks

of

stud

ent p

rogr

ess a

nd

deve

lops

a sc

hool

im

prov

emen

t pla

n th

at

iden

tifie

s a st

rate

gy to

reac

h sc

hool

-wid

e ta

rget

s and

goa

ls

Use

s lim

ited

data

to id

entif

y pr

iorit

y ar

eas f

or

impr

ovem

ent a

nd se

ts so

me

mea

sura

ble

scho

ol-w

ide

goal

s; n

ames

a fe

w

mile

ston

es a

nd b

ench

mar

ks

of st

uden

t pro

gres

s and

de

velo

ps a

scho

ol

impr

ovem

ent p

lan

that

id

entif

ies a

lim

ited

stra

tegy

to

reac

h sc

hool

-wid

e go

als

Does

not

use

dat

a to

id

entif

y pr

iorit

y ar

eas o

r go

als f

or im

prov

emen

t; ha

s no

way

to tr

ack

prog

ress

; doe

s not

co

mpl

ete

a sc

hool

im

prov

emen

t pla

n an

d/or

cre

ates

a p

lan

that

is n

ot a

ligne

d to

sc

hool

prio

ritie

s for

im

prov

emen

t

• T

he S

choo

l Im

prov

emen

t Pla

n id

entif

ies s

trat

egie

s to

reac

h sc

hool

an

d gr

ade

leve

l goa

ls [o

bser

vatio

ns a

nd a

rtifa

cts:

the

Scho

ol

Impr

ovem

ent P

lan,

pre

sent

atio

n or

mat

eria

ls on

dat

a an

d ho

w

data

will

be

used

]

• Gr

ade

leve

l tar

gets

are

der

ived

from

the

asse

ssm

ent o

f the

cur

rent

st

ate

and

supp

ort t

he S

choo

l Im

prov

emen

t Pla

n [o

bser

vatio

ns a

nd

artif

acts

: gra

de le

vel t

arge

ts, a

naly

sis o

f dat

a, R

TI d

ata

and

team

m

inut

es, f

orm

ativ

e an

d su

mm

ativ

e as

sess

men

t ana

lysis

, an

d th

e Sc

hool

Impr

ovem

ent P

lan]

Mai

ntai

ns a

Fo

cus o

n Re

sults

Rem

ains

focu

sed

on st

uden

t ac

hiev

emen

t res

ults

at a

ll tim

es;

build

s sta

ff ow

ners

hip

for t

he

goal

s and

bui

lds c

apac

ity o

f sta

ff to

mon

itor b

ench

mar

ks a

nd

mile

ston

es w

ithin

spec

ific

grad

e or

cont

ent a

reas

incl

udin

g co

n-tin

uous

revi

ew o

f dis

aggr

egat

ed

data

for s

tude

nt g

roup

s who

hav

e tr

aditi

onal

ly n

ot b

een

succ

essf

ul

in th

e sc

hool

Dem

onst

rate

s foc

us o

n im

prov

ing

stud

ent

achi

evem

ent r

esul

ts; k

eeps

th

e sc

hool

-wid

e go

als p

rese

nt

for s

taff

and

stak

ehol

ders

by

refe

renc

ing

goal

s in

all

mee

tings

and

pla

nnin

g se

ssio

ns; t

rack

s pro

gres

s ag

ains

t mile

ston

es a

nd

benc

hmar

ks to

mon

itor,

trac

k, a

nd re

view

pro

gres

s,

and

adju

sts s

trat

egie

s

Inco

nsist

ently

focu

ses o

n im

prov

ing

stud

ent a

chie

ve-

men

t res

ults

; ref

ers t

o go

als

on a

n in

cons

isten

t bas

is an

d do

es n

ot c

oncr

etel

y co

nnec

t th

e go

als t

o th

e da

y-to

-day

w

ork

of th

e sc

hool

and

im

plem

ents

a li

mite

d nu

mbe

r of s

trat

egie

s to

reac

h re

sults

Does

not

mai

ntai

n fo

cus

on im

prov

ing

resu

lts o

r m

eetin

g sc

hool

goa

ls -

rare

ly re

fers

to g

oals

and

does

not

iden

tify

and/

or

impl

emen

t str

ateg

ies t

o re

ach

resu

lts

• Fa

culty

ass

ume

shar

ed a

ccou

ntab

ility

to re

ach

goal

s [ob

serv

atio

ns

and

artif

acts

: sta

ff go

als a

ligne

d to

scho

ol g

oals,

scho

ol st

aff

deve

lopm

ent p

lan,

and

team

mee

tings

focu

s on

stud

ent r

esul

ts]

• St

aff a

djus

t str

ateg

ies a

nd p

lans

if in

terim

ben

chm

arks

are

not

met

[o

bser

vatio

ns a

nd a

rtifa

cts:

gra

ding

syst

ems t

hat f

ocus

on

mee

ting

stan

dard

s ove

r tim

e, R

TI d

ata

and

mee

ting

min

utes

, and

ana

lysis

of

disa

ggre

gate

d da

ta]

• Stud

ent a

nd st

aff s

ucce

sses

are

cel

ebra

ted

whe

n m

ilest

ones

and

be

nchm

arks

are

met

[ob

serv

atio

ns a

nd a

rtifa

cts:

ass

embl

ies a

nd

reco

gniti

on p

rogr

ams]

12

6

b. C

reat

es a

Saf

e, C

lean

and

Ord

erly

Lea

rnin

g En

viro

nmen

t

Build

s,

eval

uate

s and

de

velo

ps a

te

am o

f ed

ucat

ors a

nd

supp

ort s

taff

to e

nsur

e th

e le

arni

ng

envi

ronm

ent

is sa

fe, c

lean

, an

d or

derly

Plan

s for

and

impl

emen

ts fa

cilit

y an

d eq

uipm

ent e

xpan

sions

&

impr

ovem

ents

and

iden

tifie

s cr

eativ

e so

lutio

ns to

max

imize

and

sh

are

spac

e; c

ompl

ies w

ith a

ll co

mpo

nent

s of t

he sa

fety

dril

l and

co

nduc

ts m

ultip

le tr

aini

ngs w

ith

staf

f and

mul

tiple

dril

ls ev

ery

year

; bu

ilds s

taff

capa

city

to le

ad a

nd

man

age

com

pone

nts o

f sch

ool

safe

ty

Ensu

res l

earn

ing

envi

ronm

ent i

s con

duct

ive

to le

arni

ng a

nd p

ositi

ve;

supe

rvis

es fa

cilit

ies a

nd

equi

pmen

t man

agem

ent t

o en

hanc

e le

arni

ng a

nd

ensu

res t

hat t

he sc

hool

en

viro

nmen

t is s

afe;

co

mpl

ies w

ith th

e Ill

inoi

s Sa

fety

Dri

ll Ac

t

Ensu

res t

hat t

he sc

hool

en

viro

nmen

t is r

elat

ivel

y sa

fe a

nd is

in b

asic

co

mpl

ianc

e w

ith th

e sc

hool

sa

fety

act

Does

not

ens

ure

that

the

scho

ol is

safe

; doe

s not

co

mpl

y w

ith th

e sc

hool

sa

fety

act

• Ro

utin

es a

nd p

roce

dure

s are

in p

lace

, disc

usse

d, a

nd im

plem

ente

d [o

bser

vatio

ns a

nd a

rtifa

cts:

sev

ere

wea

ther

and

dril

l pla

ns, s

choo

l cr

isis p

lan,

com

plet

ed Il

linoi

s dril

l doc

umen

tatio

n fo

rm, b

uild

ing

rule

s are

pos

ted,

stud

ent h

andb

ooks

/par

ent h

andb

ook,

bus

dut

y ha

ll du

ty sc

hedu

les]

• Sc

hool

bui

ldin

g is

clea

n an

d sa

fe-a

ll ba

sic fa

cilit

ies a

re in

wor

king

or

der [

obse

rvat

ions

and

art

ifact

s; b

athr

oom

s, w

indo

ws,

sink

s,

lock

s]

•Phy

sical

pla

nt su

ppor

ts m

ajor

aca

dem

ic p

riorit

ies/

initi

ativ

es

[obs

erva

tions

and

art

ifact

s: re

adin

g no

oks,

impr

oved

libr

ary,

en

hanc

ed c

ompu

ter l

ab, c

omfo

rtab

le st

aff l

oung

e/m

eetin

g ar

ea]

c. C

olla

bora

tes

wit

h st

aff t

o al

loca

te p

erso

nnel

, tim

e, m

ater

ial,

and

adul

t lea

rnin

g re

sour

ces

appr

opri

atel

y to

ach

ieve

the

scho

ol im

prov

emen

t pla

n ta

rget

s

Allo

cate

s Re

sour

ces t

o Su

ppor

t St

uden

t Le

arni

ng

Cont

inua

lly a

sses

ses a

nd

reas

sess

es re

sour

ces a

nd c

reat

ivel

y ut

ilize

s and

leve

rage

s exi

stin

g sc

hool

and

dist

rict r

esou

rces

, and

is

rele

ntle

ss in

act

ivel

y ac

cess

ing

hum

an a

nd fi

scal

reso

urce

s tha

t al

ign

to st

rate

gic

prio

ritie

s to

supp

ort t

he a

chie

vem

ent o

f sch

ool

impr

ovem

ent p

lan

targ

ets;

bui

lds

capa

city

of s

taff

to h

ave

an

appr

opria

te ro

le in

the

crea

tion

and

mon

itorin

g of

bud

gets

with

in

thei

r gra

de a

nd c

onte

nt a

reas

Allo

cate

s and

max

imize

s re

sour

ces i

n al

ignm

ent w

ith

miss

ion

and

stud

ent l

earn

ing

goal

s, a

nd a

sses

ses e

xter

nal

reso

urce

s to

fill g

aps;

ens

ures

th

at st

aff h

ave

nece

ssar

y m

ater

ials,

supp

lies,

and

eq

uipm

ent;

effe

ctiv

ely

plan

s and

m

anag

es a

fisc

ally

resp

onsib

le

budg

et th

at su

ppor

ts th

e sc

hool

’s

goal

s, a

nd e

nsur

es sc

hool

is

finan

cial

ly se

cure

in th

e lo

ng-

term

Sees

the

scho

ol’s

re

sour

ces a

s giv

en a

nd is

no

t kno

wle

dgea

ble

of

poss

ibili

ties f

or a

cces

sing

alte

rnat

e hu

man

and

fisc

al

reso

urce

s; d

evel

ops s

kills

in

pla

nnin

g an

d m

anag

ing

a bu

dget

that

supp

orts

sc

hool

’s g

oals

Una

ble

to a

ccur

atel

y as

sess

and

/or l

ever

age

scho

ol a

nd d

istric

t re

sour

ces;

doe

s not

ef

fect

ivel

y m

anag

e bu

dget

• Re

sour

ces s

uppo

rt th

e co

re c

ompo

nent

s of a

cade

mic

, soc

ial,

emot

iona

l, be

havi

oral

, phy

sical

dev

elop

men

t, ed

ucat

or q

ualit

y,

and

lear

ning

env

ironm

ent [

obse

rvat

ions

and

art

ifact

s: b

uild

ing

staf

f dev

elop

men

t pla

n, b

udge

t, pr

ofes

siona

l lea

rnin

g st

ruct

ures

, an

d th

e Sc

hool

Impr

ovem

ent P

lan]

• Fi

nanc

es a

nd o

ther

reso

urce

s are

alig

ned

with

stra

tegi

c pr

iorit

ies

[obs

erva

tions

and

art

ifact

s: b

udge

t and

run

rate

]

• Su

ppor

t Sta

ff (e

.g. E

LL, l

itera

cy a

nd m

ath

teac

hers

, and

gift

ed a

nd

tale

nted

inst

ruct

ors)

are

stra

tegi

cally

util

ized

to su

ppor

t the

im

plem

enta

tion

of th

e Sc

hool

Impr

ovem

ent P

lan

[obs

erva

tions

an

d ar

tifac

ts: t

each

er sc

hedu

les,

the

Scho

ol Im

prov

emen

t Pla

n,

and

scho

ol b

udge

t]

Prio

ritize

s Ti

me

Prio

ritize

s and

mon

itors

the

use

of

scho

ol ti

me

to e

nsur

e th

at st

aff

and

stud

ent a

ctiv

ities

focu

s on

impr

ovin

g st

uden

t lea

rnin

g;

orga

nize

s how

pro

fess

iona

l tim

e is

used

and

adj

usts

how

tim

e is

spen

t to

supp

ort s

tude

nt le

arni

ng

activ

ities

Prio

ritize

s the

use

of s

choo

l tim

e to

ens

ure

that

staf

f and

stud

ent

activ

ities

focu

s on

impr

ovin

g st

uden

t lea

rnin

g; o

rgan

izes

prof

essio

nal t

ime

to e

nsur

e th

at

high

leve

rage

act

iviti

es a

nd

scho

ol p

riorit

y ar

eas t

hat f

ocus

on

stud

ent l

earn

ing

are

give

n ad

equa

te ti

me

Prio

ritize

s the

use

of

scho

ol ti

me

to e

nsur

e th

at

staf

f act

iviti

es so

met

imes

fo

cus o

n im

prov

ing

stud

ent l

earn

ing;

org

anize

s m

ajor

ity o

f pro

fess

iona

l tim

e to

the

scho

ol

prio

ritie

s, b

ut m

ay e

ngag

e in

tim

e w

astin

g or

low

-im

pact

act

iviti

es

Does

not

man

age

time

effe

ctiv

ely;

doe

s not

pr

iorit

ize a

ctiv

ities

that

w

ill im

prov

e st

uden

t le

arni

ng a

nd is

freq

uent

ly

dist

ract

ed b

y tim

e-w

astin

g or

low

impa

ct

activ

ities

• O

rgan

izes a

dults

into

lear

ning

com

mun

ities

who

se g

oals

are

alig

ned

with

thos

e of

the

dist

rict a

nd th

e sc

hool

[obs

erva

tions

and

ar

tifac

ts:

Build

ing

staf

f dev

elop

men

t pla

n an

d ca

lend

ar o

f pr

ofes

siona

l lea

rnin

g]

• Sc

hool

tim

e is

focu

sed

on th

e im

prov

emen

t of s

tude

nt

achi

evem

ent i

n al

ignm

ent w

ith th

e Sc

hool

Impr

ovem

ent P

lan

and

the

dist

rict a

nd sc

hool

goa

ls [o

bser

vatio

ns a

nd a

rtifa

cts:

per

iodi

c as

sess

men

ts, t

eam

mee

tings

and

team

min

utes

, wal

k th

roug

h da

ta]

d. U

tiliz

es c

urre

nt te

chno

logi

es to

sup

port

lead

ersh

ip a

nd m

anag

emen

t fun

ctio

ns

Empl

oys C

urre

nt

Tech

nolo

gies

M

odel

s con

tinuo

us le

arni

ng b

y ap

plyi

ng

new

tech

nolo

gies

for t

he p

urpo

se o

f im

prov

ing

the

lear

ning

env

ironm

ent a

nd

com

mun

icat

ion

with

stud

ents

, sta

ff an

d pa

rent

s.

Iden

tifie

s and

con

siste

ntly

app

lies

new

tech

nolo

gies

to im

prov

e an

d su

ppor

t lea

ders

hip

and

man

agem

ent f

unct

ions

Dem

onst

rate

s lim

ited

know

ledg

e an

d ap

plic

atio

n of

cu

rren

t tec

hnol

ogie

s to

supp

ort l

eade

rshi

p an

d m

anag

emen

t fun

ctio

ns

Does

not

util

ize c

urre

nt

tech

nolo

gy to

supp

ort

lead

ersh

ip a

nd

man

agem

ent f

unct

ions

• •

Com

mun

icat

ion

amon

g le

ader

ship

, sta

ff, s

tude

nts a

nd p

aren

ts u

tiliz

ing

curr

ent t

echn

olog

ical

tool

s M

odel

s inc

orpo

ratio

n of

var

ious

cur

rent

tech

nolo

gica

l har

dwar

e an

d so

ftw

are

reso

urce

s/to

ols.

12

7

III.

IMPR

OVI

NG

TEAC

HIN

G AN

D L

EARN

ING—

The

prin

cipa

l wor

ks w

ith

the

scho

ol s

taff

and

com

mun

ity

to d

evel

op a

res

earc

h-ba

sed

fram

ewor

k fo

r ef

fect

ive

teac

hing

and

lear

ning

that

is r

efin

ed c

onti

nuou

sly

to im

prov

e in

stru

ctio

n fo

r al

l stu

dent

s.

Elem

ent

Dis

ting

uish

ed

Prof

icie

nt

Basi

c U

nsat

isfa

ctor

y Ex

ampl

es o

f Evi

denc

e

a. W

orks

wit

h an

d en

gage

s st

aff i

n th

e de

velo

pmen

t and

con

tinu

ous

refin

emen

t of a

sha

red

visi

on fo

r ef

fect

ive

teac

hing

and

lear

ning

by

impl

emen

ting

a s

tand

ards

bas

ed c

urri

culu

m, r

elev

ant t

o st

uden

t nee

ds a

nd in

tere

sts,

res

earc

h-ba

sed

effe

ctiv

e pr

acti

ce, a

cade

mic

rig

or, a

nd h

igh

expe

ctat

ions

for

stud

ent p

erfo

rman

ce in

eve

ry c

lass

room

.

Impl

emen

ts

Curr

icul

ar

Scop

e an

d Se

quen

ce

Ensu

res y

ear e

nd g

oals

and

stud

ent n

eeds

are

met

by

usin

g fo

rmat

ive

and

inte

rim

asse

ssm

ents

to m

odify

the

inst

ruct

iona

l sco

pe a

nd

sequ

ence

Impr

oves

com

pone

nts o

f the

in

stru

ctio

nal s

cope

and

sequ

ence

to

impr

ove

alig

nmen

t with

yea

r-

end

goal

s

Atte

mpt

s to

ensu

re

scop

e an

d se

quen

ce

are

alig

ned

with

ye

ar- e

nd g

oals

Does

not

or c

anno

t ens

ure

scop

e an

d se

quen

ce a

lign

to y

ear e

nd

goal

s

• Sy

stem

s ens

ure

that

less

on a

nd u

nit p

lans

alig

n to

the

scop

e an

d se

quen

ce a

nd p

repa

re st

uden

ts to

be

on a

col

lege

and

car

eer

read

ines

s tra

ck [o

bser

vatio

ns a

nd a

rtifa

cts:

ass

essm

ent c

alen

dar a

nd

grad

e an

d co

nten

t cur

ricul

um g

uide

]

• Le

sson

pla

ns a

nd c

urric

ulum

mat

eria

ls pr

oduc

e ex

plic

it ev

iden

ce o

f cu

rric

ulum

coo

rdin

atio

n an

d al

ignm

ent t

o Co

mm

on C

ore

stan

dard

s [o

bser

vatio

ns a

nd a

rtifa

cts:

staf

f les

son

plan

s]

Revi

ews

Inst

ruct

iona

l Pr

actic

es

Regu

larly

ass

esse

s in

stru

ctio

nal p

ract

ices

and

bu

ilds t

each

er c

apac

ity to

im

plem

ent a

var

iety

of

prac

tices

that

are

rele

vant

to

stud

ent n

eeds

and

inte

rest

s,

rese

arch

bas

ed, a

nd b

ased

on

acad

emic

rigo

r and

stra

tegi

es

that

supp

orts

the

lear

ning

of

all s

tude

nts

Asse

sses

inst

ruct

iona

l pra

ctic

es,

iden

tifie

s a fe

w p

ract

ices

that

ar

e re

sear

ch-b

ased

, rig

orou

s an

d re

leva

nt th

at w

ill b

e im

plem

ente

d sc

hool

-wid

e an

d su

ppor

ts te

ache

r dev

elop

men

t ar

ound

thos

e pr

actic

es

Mea

sure

s the

qua

lity

of in

stru

ctio

nal

prac

tices

and

at

tem

pts t

o ar

ticul

ate

rese

arch

ba

sed

and

rigor

ous

stra

tegi

es fo

r im

prov

ing

inst

ruct

iona

l pr

actic

es

Does

not

att

empt

to a

sses

s in

stru

ctio

nal p

ract

ices

and

is

unab

le to

art

icul

ate

clea

r st

rate

gies

to im

prov

e in

stru

ctio

n;

does

not

use

or a

ttem

pt to

in

trod

uce

rese

arch

-bas

ed

inst

ruct

iona

l pra

ctic

es

• St

aff h

ave

a br

oad

repe

rtoi

re o

f ins

truc

tiona

l str

ateg

ies t

hat t

hey

refe

renc

e in

thei

r les

son

plan

s [ob

serv

atio

ns a

nd a

rtifa

cts:

staf

f le

sson

pla

ns, t

each

er o

bser

vatio

ns, w

alkt

hrou

ghs

and

eval

uatio

ns

and

inst

ruct

iona

l str

ateg

y pr

ofes

siona

l dev

elop

men

t ses

sion

plan

]

• Th

roug

hout

the

scho

ol c

lass

room

act

iviti

es a

re d

esig

ned

to e

ngag

e st

uden

ts in

cog

nitiv

ely

chal

leng

ing

wor

k th

at is

alig

ned

to th

e st

anda

rds [

obse

rvat

ions

and

art

ifact

s: st

aff l

esso

n pl

ans,

w

alkt

hrou

ghs,

teac

her o

bser

vatio

ns a

nd e

valu

atio

ns]

• Co

nsist

ent p

ract

ices

are

obs

erva

ble

acro

ss m

ultip

le c

lass

room

s [o

bser

vatio

ns a

nd a

rtifa

cts:

less

on p

lans

, wal

kthr

ough

s and

teac

her

obse

rvat

ions

b. C

reat

es a

con

tinu

ous

impr

ovem

ent c

ycle

that

use

s m

ulti

ple

form

s of

dat

a an

d st

uden

t wor

k sa

mpl

es to

sup

port

indi

vidu

al, t

eam

, and

sch

ool-w

ide

impr

ovem

ent g

oals

, ide

ntify

and

add

ress

are

as

of im

prov

emen

t and

cel

ebra

te s

ucce

sses

Impl

emen

ts

Data

Dri

ven

Deci

sion

M

akin

g

Cons

isten

tly u

ses a

nd a

naly

zes

mul

tiple

form

s of d

ata

to

iden

tify

area

s of i

nstr

uctio

nal

impr

ovem

ent,

to re

fine

and

adap

t ins

truc

tiona

l pra

ctic

e,

and

to d

eter

min

e ap

prop

riate

st

rate

gies

acr

oss a

ll gr

ades

and

co

nten

t are

as

Use

s dat

a so

urce

s to

driv

e in

stru

ctio

nal d

ecisi

ons,

prio

ritize

sc

hool

wid

e ar

eas o

f im

prov

emen

t and

to id

entif

y a

few

targ

eted

scho

ol w

ide

stra

tegi

es fo

r ins

truc

tiona

l im

prov

emen

t

Use

s a fe

w d

ata

sour

ces t

o dr

ive

inst

ruct

iona

l di

rect

ion

and

uses

da

ta a

ppro

pria

tely

to

iden

tify

scho

ol w

ide

area

s of

impr

ovem

ent

Use

s dat

a in

cons

isten

tly a

nd/o

r is

not c

lear

how

to u

se d

ata

to d

rive

inst

ruct

iona

l str

ateg

ies o

r pr

actic

es

• Ke

y da

ta is

revi

ewed

at e

very

mee

ting

and

all t

each

ers a

re a

war

e of

sc

hool

and

gra

de ta

rget

s and

hav

e al

igne

d in

divi

dual

targ

ets f

or

thei

r stu

dent

s [ob

serv

atio

ns a

nd a

rtifa

cts:

ana

lysis

of d

ata,

RTI

dat

a an

d te

am m

inut

es, f

orm

ativ

e an

d su

mm

ativ

e as

sess

men

t ana

lysis

, th

e Sc

hool

Impr

ovem

ent P

lan,

and

evi

denc

e of

how

dat

a is

used

]

• U

ses d

isagg

rega

ted

stud

ent d

ata

to d

eter

min

e ad

ult p

riorit

ies,

m

onito

r pro

gres

s, a

nd h

elp

sust

ain

cont

inuo

us im

prov

emen

t [o

bser

vatio

ns a

nd a

rtifa

cts:

ana

lysis

of d

ata,

RTI

dat

a an

d te

am

min

utes

, for

mat

ive

and

sum

mat

ive

asse

ssm

ent a

naly

sis, t

he S

choo

l Im

prov

emen

t Pla

n, a

nd e

vide

nce

of h

ow d

ata

is us

ed]

• Mul

tiple

ana

lyse

s of s

tude

nt p

erfo

rman

ce d

ata

is ex

amin

ed to

su

ppor

t inf

orm

ed d

ecisi

on m

akin

g [o

bser

vatio

ns a

nd a

rtifa

cts:

gr

ade-

leve

l per

form

ance

dat

a, su

bjec

t-ar

ea p

erfo

rman

ce d

ata,

cl

assr

oom

leve

l per

form

ance

dat

a, in

divi

dual

stud

ent p

erfo

rman

ce

data

, stu

dent

wor

k an

d ev

iden

ce o

f dat

a us

e in

team

mee

tings

and

pl

anni

ng]

128

Impl

emen

ts

Data

Driv

en

Inst

ruct

ion

Supp

orts

and

dev

elop

s sta

ff ab

ility

to a

naly

ze d

ata

to

iden

tify

and

prio

ritize

nee

ds,

guid

e gr

oupi

ng, r

e-te

achi

ng,

and

to id

entif

y/pr

iorit

ize n

eeds

an

d co

ntin

uous

impr

ovem

ent;

build

staf

f cap

acity

to u

se d

ata

in d

eter

min

ing

team

and

in

divi

dual

goa

ls

Mul

tiple

sour

ces a

re u

sed

to

driv

e in

stru

ctio

nal d

ecisi

ons a

nd

uses

dat

a ap

prop

riate

ly to

id

entif

y/pr

iorit

ize sc

hool

wid

e ar

eas o

f im

prov

emen

t; da

ta is

ro

utin

ely

used

to id

entif

y an

d ad

just

scho

ol-w

ide

prio

ritie

s and

to

driv

e re

-tea

chin

g pl

ans a

nd

chan

ges i

n pr

actic

e fo

r ind

ivid

ual

teac

hers

Supp

orts

staf

f in

usin

g da

ta to

id

entif

y/pr

iorit

ize

need

s; d

ata

is us

ed

to d

rive

scho

ol-w

ide

prac

tices

Una

ble

to le

ad st

aff t

hrou

gh

cont

inuo

us d

ata

revi

ew o

r lac

ks

cons

isten

cy in

impl

emen

tatio

n

• Co

ntin

uous

dat

a re

view

pro

cess

is in

pla

ce to

ens

ure

that

stud

ents

le

arne

d ta

ught

mat

eria

l [ob

serv

atio

ns a

nd a

rtifa

cts:

ana

lyse

s of

inte

rim a

nd fo

rmat

ive

asse

ssm

ents

, cla

ssro

om o

bser

vatio

ns, a

nd re

-te

achi

ng b

ased

on

resu

lts]

• M

ultip

le a

naly

ses o

f stu

dent

per

form

ance

dat

a is

exam

ined

to

supp

ort i

nfor

med

dec

ision

mak

ing

[obs

erva

tions

and

art

ifact

s:

grad

e-le

vel p

erfo

rman

ce d

ata,

subj

ect-

area

per

form

ance

dat

a,

clas

sroo

m le

vel p

erfo

rman

ce d

ata,

indi

vidu

al st

uden

t per

form

ance

da

ta, a

nd e

vide

nce

of d

ata

use

in te

am m

eetin

gs a

nd p

lann

ing]

• Cl

ear r

e-te

achi

ng p

lans

are

use

d to

gui

de th

e w

ork

of in

divi

dual

te

ache

rs [o

bser

vatio

ns a

nd a

rtifa

cts:

re-t

each

ing

plan

, tea

cher

ob

serv

ers]

c. Im

plem

ents

stu

dent

inte

rven

tion

s th

at d

iffer

enti

ate

inst

ruct

ion

base

d on

stu

dent

nee

ds

Use

s Di

sagg

rega

ted

Data

Uses

dis

aggr

egat

ed d

ata

to

crea

te st

ruct

ures

for

diffe

rent

iatio

n w

ith v

arie

d in

stru

ctio

nal s

trat

egie

s tha

t m

eet a

ll st

uden

t nee

ds;

focu

ses a

ll st

aff o

n cl

osin

g ac

hiev

emen

t gap

s bet

wee

n su

bgro

ups o

f stu

dent

s and

us

es d

ata

to q

uick

ly

dete

rmin

e ap

prop

riat

e in

terv

entio

ns fo

r stu

dent

s or

subg

roup

s not

mak

ing

prog

ress

Use

s disa

ggre

gate

d da

ta to

su

ppor

t diff

eren

tiatio

n an

d re

-te

achi

ng b

ut d

oes n

ot e

nsur

e th

at

inst

ruct

iona

l str

ateg

ies a

re

mat

ched

to th

e ne

eds o

f all

stud

ents

; eng

ages

all

staf

f in

anal

yzin

g an

d ut

ilizin

g di

sagg

rega

ted

data

to id

entif

y sc

hool

wid

e an

d in

divi

dual

st

uden

ts’ l

earn

ing

gaps

and

to

dete

rmin

e ap

prop

riate

in

terv

entio

ns

Inco

nsist

ently

use

s da

ta to

info

rm th

e im

plem

enta

tion

of

diffe

rent

iatio

n an

d in

terv

entio

ns;

intr

oduc

es st

aff t

o da

ta, b

ut m

ay n

ot

enga

ge st

aff i

n th

e an

alys

is of

dat

a

Does

not

effe

ctiv

ely

use

data

to

iden

tify

stud

ents

’ lea

rnin

g ga

ps;

does

not

att

empt

to e

nsur

e th

at

inst

ruct

ion

is di

ffere

ntia

ted

base

d on

stud

ent n

eed

or th

at st

uden

ts

rece

ive

appr

opria

te in

terv

entio

ns

• Di

ffere

ntia

ted

clas

sroo

m a

ctiv

ities

bas

ed o

n st

uden

ts re

adin

g or

ac

hiev

emen

t lev

els a

re p

rese

nt in

eve

ry c

lass

room

[ob

serv

atio

ns

and

artif

acts

: cla

ssro

om o

bser

vatio

ns, l

esso

n pl

ans,

stud

ent w

ork]

• Di

sagg

rega

ted

stud

ent d

ata

info

rms i

nstr

uctio

n [o

bser

vatio

ns a

nd

artif

acts

: ana

lysis

of d

ata,

RTI

dat

a an

d te

am m

inut

es, f

orm

ativ

e an

d su

mm

ativ

e as

sess

men

t ana

lysis

, the

Sch

ool I

mpr

ovem

ent P

lan,

and

ev

iden

ce o

f how

dat

a is

used

]

• St

uden

ts re

ceiv

e ra

pid,

dat

a-dr

iven

inte

rven

tions

mat

ched

to

curr

ent n

eeds

, and

inte

rven

tion

assig

nmen

ts a

nd sc

hedu

les a

re

freq

uent

ly u

pdat

ed to

refle

ct st

uden

t nee

ds a

nd p

rogr

ess [

obse

r-va

tions

and

art

ifact

s: in

divi

dual

stud

ent p

erfo

rman

ce d

ata,

pro

fes-

siona

l lea

rnin

g on

diff

eren

tiatio

n, R

TI T

eam

min

utes

and

dat

a,

stud

ent w

ork,

cla

ssro

om o

bser

vatio

ns o

f diff

eren

tiate

d in

stru

ctio

n]

• M

ost e

ffect

ive

teac

hers

are

teac

hing

the

stud

ents

with

the

grea

test

ne

eds f

or g

row

th [o

bser

vatio

ns a

nd a

rtifa

cts:

stud

ent d

ata,

teac

her

eval

uatio

n da

ta]

d. S

elec

ts a

nd r

etai

ns te

ache

rs w

ith

the

expe

rtis

e to

del

iver

inst

ruct

ion

that

max

imiz

es s

tude

nt le

arni

ng

Sele

cts a

nd

Assig

ns

Effe

ctiv

e Te

ache

rs

Impl

emen

ts a

cle

ar se

lect

ion

crite

ria a

nd st

rate

gica

lly

asse

sses

and

pla

ces t

each

ers

in g

rade

leve

l and

con

tent

ar

eas t

o cr

eate

a b

alan

ced

team

with

a v

arie

ty o

f st

reng

ths

Has

a cl

ear a

nd a

rtic

ulat

ed

sele

ctio

n cr

iteri

a in

pla

ce a

nd

asse

sses

staf

f ski

lls to

pla

ce

teac

hers

in g

rade

leve

l and

co

nten

t are

as

Has a

sele

ctio

n cr

iteria

and

ar

ticul

ates

the

inte

ntio

n of

sele

ctin

g st

aff b

ased

on

grad

e an

d co

nten

t nee

ds,

but d

oes n

ot h

ave

deta

iled

asse

ssm

ent

of st

aff s

kills

to

info

rm p

lace

men

t

Has n

o se

lect

ion

crite

ria a

nd th

e de

term

inat

ion

for w

hy te

ache

r se

lect

ion

occu

rs is

not

tr

ansp

aren

t

• S

elec

tion

proc

esse

s foc

us o

n m

atch

ing

staf

f to

spec

ific

posit

ion

expe

ctat

ions

[obs

erva

tion

and

art

ifact

s: b

uild

ing

staf

fing

plan

and

in

terv

iew

que

stio

ns]

Reta

ins

Effe

ctiv

e Te

ache

rs

Use

s mul

tiple

dat

a se

ts

incl

udin

g te

ache

r eva

luat

ions

to

info

rm a

form

al re

tent

ion

stra

tegy

that

cre

ates

op

port

uniti

es fo

r gro

wth

and

de

velo

pmen

t inc

ludi

ng

Iden

tifie

s effe

ctiv

e te

ache

rs a

nd

mov

es th

em in

to le

ader

ship

role

s; im

plem

ents

a fo

rmal

re

tent

ion

stra

tegy

that

re

cogn

izes

effe

ctiv

e st

aff

thro

ugh

perf

orm

ance

eva

luat

ion

Impl

emen

ts a

form

al

rete

ntio

n st

rate

gy

that

use

s tea

cher

ev

alua

tions

to

dete

rmin

e w

hich

te

ache

rs w

ill b

e

Has n

o cl

ear r

eten

tion

plan

in

plac

e

• Re

tent

ion

of te

ache

rs a

nd re

com

men

datio

ns fo

r lea

ders

hip

are

part

ly d

eter

min

ed o

n th

e ba

sis o

f dem

onst

rate

d ef

fect

iven

ess a

s m

easu

red

by st

uden

t lea

rnin

g [o

bser

vatio

n an

d a

rtifa

cts:

scho

ol

rete

ntio

n da

ta, n

ew st

aff s

uppo

rts,

staf

f clim

ate

surv

ey, a

nd e

xit

inte

rvie

w d

ata]

129

oppo

rtun

ities

for s

taff

to

assu

me

addi

tiona

l lea

ders

hip

role

s

and

give

s ret

entio

n of

fers

bas

ed

on e

ffect

iven

ess

give

n re

tent

ion

offe

rs, o

vert

ime

trac

ks re

tent

ion

rate

s

• Hi

gh p

erce

ntag

e of

teac

hers

rate

d ef

fect

ive

stay

in th

e sc

hool

[o

bser

vatio

n an

d a

rtifa

cts:

scho

ol re

tent

ion

data

, new

staf

f su

ppor

ts, s

taff

clim

ate

surv

ey, a

nd e

xit i

nter

view

dat

a]

e. E

valu

ates

the

effe

ctiv

enes

s of

teac

hing

and

hol

ds in

divi

dual

teac

hers

acc

ount

able

for

mee

ting

thei

r go

als

by c

ondu

ctin

g fr

eque

nt fo

rmal

and

info

rmal

obs

erva

tion

s in

ord

er to

pro

vide

tim

ely,

w

ritt

en fe

edba

ck o

n in

stru

ctio

n, p

repa

rati

on a

nd c

lass

room

env

iron

men

t as

part

of t

he d

istr

ict t

each

er a

ppra

isal

sys

tem

.

Obs

erve

s St

aff a

nd

Give

s Fe

edba

ck

Ensu

res t

hat s

yste

ms f

or

obse

rvat

ions

occ

ur m

ultip

le

times

a y

ear w

ith st

aff g

ettin

g re

gula

r, co

nsist

ent,

and

actio

nabl

e fe

edba

ck th

at is

sp

ecifi

c to

eac

h in

divi

dual

’s

deve

lopm

ent p

lan

from

m

ultip

le o

bser

vers

Prov

ides

freq

uent

and

regu

lar

obse

rvat

ions

and

act

iona

ble

feed

back

and

/or h

as sy

stem

s in

plac

e so

that

staf

f rec

eive

spec

ific

feed

back

from

mul

tiple

obs

erve

rs

Adhe

res t

o an

d co

mpl

etes

requ

ired

obse

rvat

ions

, but

do

es n

ot

diffe

rent

iate

fr

eque

ncy

of

obse

rvat

ion

or

feed

back

bas

ed o

n te

ache

r ski

ll an

d/or

ne

ed

Obs

erva

tions

are

infr

eque

nt a

nd

inco

nsist

ent;

feed

back

is v

ague

an

d ge

nera

l

• O

bser

vatio

n pr

otoc

ol/p

ract

ice

incl

udes

not

onl

y co

nsist

ent s

choo

l-w

ide

expe

ctat

ions

but

indi

vidu

al te

ache

r dev

elop

men

t are

as a

nd

stud

y of

spec

ific

stud

ent s

ub-g

roup

s as i

dent

ified

by

data

[o

bser

vatio

n an

d a

rtifa

cts:

sche

dule

of t

each

er o

bser

vatio

n an

d fe

edba

ck m

eetin

gs; w

ritte

n te

ache

r eva

luat

ions

, and

teac

her g

oal

sett

ing

wor

kshe

ets]

• Te

ache

rs re

ceiv

e fr

eque

nt o

bser

vatio

ns a

nd a

ctio

nabl

e fe

edba

ck

[obs

erva

tion

and

artif

acts

: cla

ssro

om o

bser

vatio

ns, o

bser

vatio

n re

cord

s, te

ache

r goa

l set

ting

wor

kshe

ets a

nd w

ritte

n fe

edba

ck]

Eval

uate

s St

aff

Com

plet

es a

ll as

pect

s of a

rig

orou

s eva

luat

ion

proc

ess

that

incl

udes

goa

l set

ting,

mid

-ye

ar fo

rmat

ive

and

sum

mat

ive

ratin

gs b

ased

on

obse

rvat

ions

an

d m

ultip

le m

etric

s of

stud

ent r

esul

ts; e

nsur

es th

at

eval

uatio

n pr

oces

ses a

re c

lear

an

d tr

ansp

aren

t to

all s

taff

and

incl

udes

ass

essm

ent o

f stu

dent

ou

tcom

es, l

earn

ing

envi

ronm

ent,

qual

ity o

f in

stru

ctio

n an

d pl

anni

ng a

nd

prep

arat

ion

Impl

emen

ts a

goa

l set

ting

proc

ess,

mid

-yea

r for

mat

ive

and

sum

mat

ive

ratin

gs b

ased

on

obse

rvat

ions

and

stud

ent

outc

ome

resu

lts; c

omm

unic

ates

cl

ear a

nd tr

ansp

aren

t eva

luat

ion

proc

esse

s

Atte

mpt

s to

impl

emen

t and

co

mm

unic

ate

a cl

ear

eval

uatio

n pr

oces

s th

at in

clud

es li

mite

d ob

serv

atio

n an

d st

uden

t out

com

e da

ta

Does

not

hav

e a

clea

r or

cons

isten

t eva

luat

ion

proc

esse

s;

does

not

com

plet

e ev

alua

tion

• Pe

rfor

man

ce e

xpec

tatio

ns a

re c

lear

and

alig

ned

with

dist

rict’s

po

licie

s, th

e sc

hool

miss

ion

and

scho

ol w

ide

expe

ctat

ions

[o

bser

vatio

n an

d a

rtifa

cts:

writ

ten

teac

her e

valu

atio

ns a

ligne

d to

st

uden

t ach

ieve

men

t go

als,

impr

ovem

ent p

lans

for u

nder

pe

rfor

min

g st

aff]

• Ri

goro

us c

ompl

etio

n of

the

full

eval

uatio

n pr

oces

s is c

ompl

eted

for

ever

y te

ache

r [ob

serv

atio

n an

d ar

tifac

ts: e

valu

atio

n do

cum

enta

tion

and

cons

isten

cy b

etw

een

prac

tice

ratin

gs a

nd st

uden

t out

com

es

over

tim

e]

f. En

sure

s th

e tr

aini

ng, d

evel

opm

ent,

and

supp

ort f

or h

igh-

perf

orm

ing

inst

ruct

iona

l tea

cher

team

s to

sup

port

adu

lt le

arni

ng a

nd d

evel

opm

ent t

o ad

vanc

e st

uden

t lea

rnin

g an

d pe

rfor

man

ce

Deve

lops

an

Inst

ruct

iona

l Te

am

Impl

emen

ts a

stra

tegy

to b

uild

th

e ca

paci

ty o

f tea

cher

team

s to

lead

effe

ctiv

e m

eetin

gs

focu

sed

on st

uden

t lea

rnin

g da

ta a

nd st

uden

t wor

k

Ensu

res t

hat e

ffect

ive

teac

her

team

s use

stud

ent l

earn

ing

data

an

d st

uden

t wor

k to

adv

ance

st

uden

t out

com

es

Intr

oduc

es c

omm

on

team

stru

ctur

es a

nd

expe

ctat

ions

for

teac

her t

eam

s

Does

not

cre

ate

cons

isten

t te

ache

r tea

m st

ruct

ures

•

Stru

ctur

es a

re e

stab

lishe

d fo

r job

-em

bedd

ed c

olla

bora

tive

lear

ning

[o

bser

vatio

n an

d a

rtifa

cts:

pro

fess

iona

l lea

rnin

g co

mm

uniti

es,

com

mon

pla

nnin

g tim

e, p

roto

cols

for e

xam

inat

ion

of p

ract

ice

desig

ned

to g

uide

col

labo

ratio

n]

• In

stru

ctio

nal t

eam

s sup

port

adu

lt le

arni

ng a

nd st

uden

t ach

ieve

men

t [o

bser

vatio

n an

d a

rtifa

cts:

teac

her t

eam

con

vers

atio

ns a

bout

fo

rmat

ive

stud

ent d

ata,

teac

her t

eam

mee

tings

abo

ut in

stru

ctio

nal

stra

tegi

es, i

nstr

uctio

nal c

onsis

tenc

y, in

stru

ctio

nal d

evel

opm

ent o

f st

aff,

build

ing

staf

f dev

elop

men

t, ev

alua

tion

data

]

g. S

uppo

rts

the

syst

em fo

r pr

ovid

ing

data

-dri

ven

prof

essi

onal

dev

elop

men

t and

sha

ring

of e

ffect

ive

prac

tice

by

thou

ghtf

ully

pro

vidi

ng a

nd p

rote

ctin

g st

aff t

ime

inte

ntio

nally

allo

cate

d fo

r th

is

purp

ose

Impl

emen

ts

Prof

essio

nal

Lear

ning

Impl

emen

ts a

job-

embe

dded

pr

ofes

siona

l lea

rnin

g sy

stem

fo

r con

siste

nt su

ppor

t, de

velo

pmen

t, co

achi

ng, a

nd

peer

lear

ning

opp

ortu

nitie

s;

allo

cate

s reg

ular

tim

e fo

r

Crea

tes m

ultip

le st

ruct

ures

for

teac

her l

earn

ing

incl

udin

g la

rge

grou

p pr

ofes

siona

l dev

elop

men

t, gr

ade

leve

l and

con

tent

team

sp

ecifi

c de

velo

pmen

t; pr

otec

ts

staf

f tim

e fo

r dev

elop

men

t

Relie

s on

who

le

grou

p de

velo

pmen

t se

ssio

ns in

clud

ing

trai

ning

s on

how

da

ta sh

ould

be

used

, w

ith so

me

spec

ific

Does

not

offe

r pro

fess

iona

l de

velo

pmen

t and

supp

ort t

hat i

s tim

ely,

rele

vant

or d

iffer

entia

ted

• Te

ache

r-dr

iven

pro

fess

iona

l dev

elop

men

t foc

uses

on

stud

ent

lear

ning

cha

lleng

es a

nd p

rogr

ess t

owar

d st

uden

t ach

ieve

men

t goa

ls [o

bser

vatio

n an

d a

rtifa

cts:

teac

her t

eam

mee

tings

, bui

ldin

g st

aff

deve

lopm

ent p

lan,

and

pee

r visi

tatio

ns]

• St

aff d

evel

op a

bro

ad re

pert

oire

of i

nstr

uctio

nal s

trat

egie

s tha

t the

y

130

who

le g

roup

and

indi

vidu

al

staf

f dev

elop

men

t and

le

arni

ng o

ppor

tuni

ties

oppo

rtun

ities

su

ppor

ts

refe

renc

e in

thei

r les

son

plan

s [ob

serv

atio

n an

d a

rtifa

cts:

staf

f le

sson

pla

ns, t

each

er o

bser

vatio

ns, w

alkt

hrou

ghs

and

eval

uatio

ns

and

inst

ruct

iona

l str

ateg

y pr

ofes

siona

l dev

elop

men

t ses

sion

plan

]

• St

ruct

ures

are

est

ablis

hed

for j

ob-e

mbe

dded

col

labo

rativ

e le

arni

ng

[obs

erva

tion

and

art

ifact

s: p

rofe

ssio

nal l

earn

ing

com

mun

ities

, co

mm

on p

lann

ing

time,

pro

toco

ls fo

r exa

min

atio

n of

pra

ctic

e de

signe

d to

gui

de c

olla

bora

tion]

h. A

dvan

ces I

nstr

uctio

nal T

echn

olog

y w

ithin

the

lear

ning

env

ironm

ent

Prom

otin

g Gr

owth

of

Tech

nolo

gy

Activ

ely

supp

orts

the

impl

emen

tatio

n of

tech

nolo

gy

to e

nhan

ce st

uden

t gro

wth

Und

erst

ands

and

enc

oura

ges

impl

emen

tatio

n of

tech

nolo

gy to

en

hanc

e st

uden

t gro

wth

Dem

onst

rate

s lim

ited

know

ledg

e of

in

stru

ctio

nal

tech

nolo

gy a

nd it

s pr

omot

ion

of

lear

ning

Does

not

supp

ort t

he u

se o

f in

stru

ctio

nal t

echn

olog

y w

ithin

th

e le

arni

ng e

nviro

nmen

t

• •

A cu

lture

and

exp

ecta

tion

of e

mpl

oyin

g a

crea

tive

use

of te

chno

logy

w

ithin

the

scho

ol.

•

Visib

le in

clus

ion

of d

igita

l-age

tool

s ut

ilize

d in

a v

arie

ty o

f typ

es o

f cl

assr

oom

s and

lear

ning

env

ironm

ents

.

•

Stud

ent e

ngag

emen

t is e

nhan

ced

beca

use

of in

tegr

atio

n of

dig

ital-a

ge

tool

s in

the

clas

sroo

ms a

nd sc

hool

env

ironm

ent

Impl

emen

ts a

nd e

valu

ates

tech

nolo

gica

l res

ourc

es a

nd a

pplic

able

ut

iliza

tions

.

131

IV. B

UIL

DIN

G AN

D M

AIN

TAIN

ING

COLL

ABO

RATI

VE R

ELAT

ION

SHIP

S—Th

e pr

inci

pal c

reat

es a

col

labo

rati

ve s

choo

l com

mun

ity

whe

re th

e sc

hool

sta

ff fa

mili

es, a

nd c

omm

unit

y in

tera

ct r

egul

arly

and

sha

re o

wne

rshi

p fo

r th

e su

cces

s of

the

scho

ol.

Elem

ent

Dis

ting

uish

ed

Prof

icie

nt

Basi

c U

nsat

isfa

ctor

y Ex

ampl

es o

f Evi

denc

e

a. C

reat

es, d

evel

ops

and

sust

ains

rel

atio

nshi

ps th

at r

esul

t in

acti

ve s

tude

nt e

ngag

emen

t in

the

lear

ning

pro

cess

Build

s On-

goin

g Re

latio

nshi

ps

Deve

lops

scho

ol-w

ide

capa

city

to

est

ablis

h tr

ustin

g re

latio

nshi

ps a

nd su

ppor

ts

posit

ive

rela

tions

hips

am

ong

and

betw

een

all s

take

hold

er

grou

ps

Enha

nces

and

mai

ntai

ns tr

ustin

g re

latio

nshi

ps a

mon

g an

d be

twee

n a

varie

ty o

f sta

keho

lder

gro

ups

Artic

ulat

es a

bel

ief

that

bui

ldin

g an

d m

aint

aini

ng

rela

tions

hips

are

im

port

ant,

but m

ay

not b

e ab

le to

su

cces

sful

ly e

stab

lish

or e

nhan

ce

rela

tions

hips

Does

not

dev

elop

pos

itive

re

latio

nshi

ps a

nd/o

r und

erm

ines

po

sitiv

e re

latio

nshi

ps th

at e

xist

• Pr

oces

ses a

re in

pla

ce to

ens

ure

mul

tiple

opp

ortu

nitie

s for

scho

ol

staf

f to

mee

t, in

tera

ct a

nd w

ork

with

fam

ilies

and

mem

bers

of t

he

com

mun

ity [o

bser

vatio

ns a

nd a

rtifa

cts:

bui

ldin

g cl

imat

e su

rvey

re

sults

, com

mun

ity a

nd u

nive

rsity

par

tner

ship

s]

• St

aff a

nd c

omm

unity

mem

bers

repo

rt a

re p

ositi

ve re

latio

nshi

ps w

ith

the

prin

cipa

ls an

d ot

her m

embe

rs o

f the

scho

ol [o

bser

vatio

ns a

nd

artif

acts

: sch

ool c

limat

e su

rvey

]

b. U

tiliz

es m

eani

ngfu

l fee

dbac

k of

stu

dent

s, s

taff,

fam

ilies

, and

com

mun

ity

in th

e ev

alua

tion

of s

choo

l pro

gram

s an

d po

licie

s

Incl

udes

M

ultip

le

Voic

es a

nd

Pers

pect

ive

Inco

rpor

ates

man

y di

ffere

nt

pers

pect

ives

and

enc

oura

ges

diss

entin

g vo

ices

to g

ain

new

pe

rspe

ctiv

es a

nd to

impr

ove

the

scho

ol’s

inst

ruct

iona

l pro

gram

Inco

rpor

ates

diff

eren

t pe

rspe

ctiv

es in

to d

ecisi

ons a

nd

crea

tes f

orum

s to

hear

mul

tiple

an

d di

ssen

ting

view

poi

nts

Asks

for f

eedb

ack

to a

dev

elop

ed

plan

, but

doe

s not

se

ek in

put w

hen

deve

lopi

ng th

e pl

an fr

om

mul

tiple

voi

ces

Is d

isres

pect

ful a

nd/o

r exc

lude

s vo

ices

from

com

mun

ity fo

rum

s to

disc

uss s

choo

l per

form

ance

• Co

mm

unity

lead

ers a

nd sc

hool

syst

em m

anag

ers a

re a

ctiv

e pa

rtne

rs

in th

e le

ader

’s d

ecisi

on m

akin

g pr

oces

s [ob

serv

atio

ns a

nd a

rtifa

cts:

pa

rent

adv

isory

age

ndas

and

min

utes

, sch

ool l

eade

rshi

p te

am

incl

udes

par

ents

or c

omm

unity

mem

bers

, tim

es a

nd lo

catio

ns fo

r all

mee

tings

are

kno

wn,

scho

ol-w

ide

open

doo

r pol

icy]

c. P

roac

tive

ly e

ngag

es fa

mili

es a

nd c

omm

unit

ies

in s

uppo

rtin

g th

eir

child

’s le

arni

ng a

nd th

e sc

hool

s le

arni

ng g

oals

Enga

ges

Fam

ilies

Co

ntin

uous

ly c

reat

es tw

o-w

ay li

nks

betw

een

fam

ily p

rese

nce

in th

e sc

hool

env

ironm

ent a

nd th

e in

stru

ctio

nal p

rogr

am

Resp

ectf

ully

info

rms f

amili

es o

f le

arni

ng e

xpec

tatio

ns a

nd

spec

ific

way

s the

y ca

n su

ppor

t th

eir c

hild

ren’

s lea

rnin

g

Shar

es th

e sc

hool

va

lues

with

fa

mili

es a

nd w

ith

the

com

mun

ity

Does

not

mak

e tim

e to

mee

t with

fa

mili

es a

nd is

ope

nly

disr

espe

ctfu

l or d

ismiss

ive

of th

e ro

le o

f fam

ilies

• Fa

mili

es a

re in

clud

ed a

nd in

vest

ed in

the

scho

ol c

omm

unity

[o

bser

vatio

ns a

nd a

rtifa

cts:

par

ent e

ngag

emen

t and

surv

ey d

ata,

PT

O/P

TA m

eetin

g at

tend

ance

, stu

dent

pro

gres

s rep

orts

, par

ent

acce

ss to

gra

des,

and

par

ent o

utre

ach

stra

tegy

]

• Fa

mili

es a

re a

war

e of

lear

ning

exp

ecta

tions

and

stra

tegi

es to

su

ppor

t stu

dent

lear

ning

out

side

the

scho

ol d

ay [o

bser

vatio

ns a

nd

artif

acts

: par

ent e

ngag

emen

t and

surv

ey d

ata,

PTO

/PTA

mee

ting

atte

ndan

ce, s

tude

nt p

rogr

ess r

epor

ts, p

aren

t acc

ess t

o gr

ades

, and

pa

rent

out

reac

h st

rate

gy]

d. D

emon

stra

tes

an u

nder

stan

ding

of t

he c

hang

e pr

oces

s an

d us

es le

ader

ship

and

faci

litat

ion

skill

s to

man

age

it e

ffect

ivel

y

Build

s Ca

paci

ty to

M

anag

e Ch

ange

Crea

tes s

pace

for s

taff,

stud

ents

, an

d fa

mili

es to

shar

e fe

elin

gs

abou

t cha

nge

and

supp

orts

the

com

mun

ity w

hile

des

crib

ing

the

poss

ibili

ties p

rese

nt in

the

futu

re;

mai

ntai

ns fo

cus o

n m

eetin

g sc

hool

go

als w

hen

tryi

ng to

con

fron

t and

su

ppor

t sta

ff in

cha

lleng

ing

valu

es,

belie

fs, a

ssum

ptio

ns, a

nd/o

r hab

its

of b

ehav

ior t

hat m

ay n

ot m

atch

Dire

ctly

add

ress

es a

nd h

elps

st

akeh

olde

rs u

nder

stan

d th

at

chan

ge m

ay ra

ise q

uest

ions

, do

ubt,

and

feel

ings

and

po

sitiv

ely

supp

orts

staf

f as t

hey

face

cha

lleng

es; b

alan

ces t

he

need

to m

ake

chan

ge w

ithin

the

scho

ol q

uick

ly w

hile

supp

ortin

g th

e st

aff’s

abi

lity

to le

arn

and

deve

lop

new

skill

s

Artic

ulat

es th

at

chan

ge w

ill ra

ise

emot

ions

and

at

tem

pts t

o su

p-po

rt st

aff,

but

does

not

ef

fect

ivel

y m

anag

e al

l nee

ds;

stru

ggle

s to

rem

ain

focu

sed

on sc

hool

goa

ls

Does

not

reco

gnize

the

role

that

th

e ch

ange

pro

cess

will

hav

e on

th

e sc

hool

com

mun

ity; d

oes n

ot

supp

ort s

taff

in c

hang

ing

staf

f va

lues

, bel

iefs

, ass

umpt

ions

, an

d/or

hab

its o

f beh

avio

r tha

t m

ay n

ot m

atch

the

scho

ol v

ision

• St

aff a

re su

ppor

ted

thro

ugh

the

chan

ge p

roce

ss [o

bser

vatio

ns a

nd

artif

acts

: pro

fess

iona

l dev

elop

men

t on

the

rese

arch

on

chan

ge]

• Sc

hool

impr

ovem

ent o

utlin

es m

ultip

le ta

ctic

s and

stra

tegi

es a

nd c

an

be a

dapt

ed to

reac

h id

entif

ied

goal

s [ob

serv

atio

ns a

nd a

rtifa

cts:

the

Scho

ol Im

prov

emen

t Pla

n, fo

rmat

ive

and

sum

mat

ive

eval

uatio

n da

ta]

132

the

scho

ol v

ision

w

hen

tryi

ng to

co

nfro

nt a

nd

supp

ort s

taff

in

chal

leng

ing

valu

es, b

elie

fs,

assu

mpt

ions

, an

d/or

hab

its o

f be

havi

or th

at m

ay

not m

atch

the

scho

ol v

ision

Dem

onst

rate

s Pe

rson

al

Reso

lve

and

Resp

onse

to

Chal

leng

es

Focu

ses a

ll co

nver

satio

ns,

initi

ativ

es a

nd p

lans

on

impr

ovin

g st

uden

t ach

ieve

men

t and

is

rele

ntle

ss in

pus

hing

staf

f to

mai

ntai

n an

d im

prov

e th

eir f

ocus

on

stud

ent o

utco

mes

; use

s eve

ry

chal

leng

e as

an

oppo

rtun

ity to

le

arn

and

deve

lop

them

selv

es a

nd

thei

r sta

ff

Dem

onst

rate

s per

sona

l res

olve

an

d m

aint

ains

staf

f foc

us o

n st

uden

t ach

ieve

men

t goa

ls an

d de

mon

stra

tes p

ersis

tenc

e fo

r th

e st

aff i

n th

e fa

ce o

f ch

alle

nges

Som

etim

es

dem

onst

rate

s re

solv

e, b

ut m

ay

lose

focu

s or

mak

e co

nces

sions

on

stud

ent

achi

evem

ent

goal

s in

the

face

of

per

siste

nt

chal

leng

es

Does

not

dem

onst

rate

per

sona

l re

solv

e or

mai

ntai

n st

aff f

ocus

on

stud

ent a

chie

vem

ent g

oals

and

does

not

con

stru

ctiv

ely

resp

ond

to c

halle

nges

• Pr

oces

ses a

re in

pla

ce to

iden

tify

and

addr

ess c

halle

nges

whe

n th

ey

arise

[obs

erva

tions

and

art

ifact

s: st

aff f

eedb

ack

surv

ey d

ata,

bui

ldin

g cl

imat

e su

rvey

, and

sup

erin

tend

ant o

bser

vatio

n]

13

3

V. L

EAD

ING

WIT

H IN

TEGR

ITY

AND

PRO

FESS

ION

ALIS

M—

The

prin

cipa

l wor

ks w

ith

the

scho

ol s

taff

and

com

mun

ity

to c

reat

e a

posi

tive

con

text

for

lear

ning

by

ensu

ring

equ

ity,

fulfi

lling

pro

fess

iona

l res

pons

ibili

ties

wit

h ho

nest

y an

d in

tegr

ity,

and

ser

ving

as

a m

odel

for

the

prof

essi

onal

beh

avio

r of

oth

ers.

El

emen

t D

isti

ngui

shed

Pr

ofic

ient

Ba

sic

Uns

atis

fact

ory

Exam

ples

of E

vide

nce

a. T

reat

s al

l peo

ple

fair

ly, e

quit

ably

, and

wit

h di

gnit

y an

d re

spec

t. Pr

otec

ts th

e ri

ghts

and

con

fiden

tialit

y of

stu

dent

s an

d st

aff

Mod

els E

quity

an

d Di

gnity

De

velo

ps st

ruct

ures

, out

reac

h an

d tr

aini

ng to

ens

ure

that

staf

f de

velo

p th

e sk

ill se

t to

trea

t all

peop

le e

quita

bly

and

with

resp

ect

Uph

olds

the

foun

datio

ns o

f m

utua

l res

pect

for a

ll st

akeh

olde

rs a

nd m

eets

all

lega

l re

quire

men

ts fo

r wor

k re

latio

nshi

ps; t

akes

swift

ap

prop

riate

act

ions

whe

n in

appr

opria

te c

ondu

ct is

re

port

ed o

r obs

erve

d

Mee

ts a

ll le

gal r

equi

rem

ents

for

wor

k re

latio

nshi

ps; t

akes

lim

ited

actio

ns w

hen

inap

prop

riate

co

nduc

t is r

epor

ted

or o

bser

ved

Does

not

trea

t and

/or

ensu

re th

at a

ll st

akeh

old-

ers a

re tr

eate

d re

spec

tful

ly a

nd d

oes n

ot

mee

t all

lega

l re

quire

men

ts fo

r wor

k re

latio

nshi

ps; d

oes n

ot

take

swift

app

ropr

iate

ac

tions

whe

n in

appr

opria

te c

ondu

ct is

re

port

ed o

r obs

erve

d

• A

ll st

aff a

re tr

eate

d w

ith re

spec

t and

con

flict

s are

dea

lt w

ith q

uick

ly a

nd e

ffici

ently

[obs

erva

tions

and

art

ifact

s:

conf

lict r

esol

utio

n pr

otoc

ol, b

uild

ing

staf

f dev

elop

men

t pl

an, d

iscip

linar

y re

port

dat

a]

b. D

emon

stra

tes

pers

onal

and

pro

fess

iona

l sta

ndar

ds a

nd c

ondu

ct th

at e

nhan

ce th

e im

age

of th

e sc

hool

and

the

educ

atio

nal p

rofe

ssio

n. P

rote

cts

the

righ

ts a

nd c

onfid

enti

alit

y of

stu

dent

s an

d st

aff

Prot

ects

Rig

hts

and

Conf

iden

tialit

y

Teac

hes a

ll st

aff a

bout

FER

PA a

nd

deve

lops

syst

ems t

o en

sure

that

on

-goi

ng tr

aini

ng a

nd m

onito

ring

occu

r

Follo

ws F

ERPA

by

mai

ntai

ning

st

uden

t’s p

rivac

y by

kee

ping

st

uden

t lev

el d

ata

and

stud

ent

reco

rds a

nd a

ll in

form

atio

n di

rect

ly re

late

d to

stud

ents

(e.g

. co

unse

ling,

men

tal h

ealth

su

ppor

ts, a

nd/o

r det

ails

of th

e st

uden

t’s h

ome

life

conf

iden

tial)

Impl

emen

ts m

ost p

arts

of F

ERPA

in

a m

anne

r con

siste

nt w

ith th

e la

w; l

earn

s fro

m m

istak

es a

nd u

ses

them

as a

per

sona

l lea

rnin

g op

port

unity

to im

prov

e pr

actic

e

Does

not

follo

w F

ERPA

pr

otoc

ols o

r pol

icie

s to

mai

ntai

n an

d pr

otec

t st

uden

t priv

acy

and

does

no

t add

ress

staf

f who

do

not f

ollo

w F

ERPA

• St

aff a

re a

war

e of

the

law

s, p

olic

ies,

pro

cedu

res a

nd

guid

elin

es a

roun

d st

uden

t con

fiden

tialit

y [o

bser

vatio

ns

and

artif

acts

: FER

PA tr

aini

ng, v

olun

teer

and

staf

f co

nfid

entia

lity

stat

emen

ts, a

nd p

aren

t not

ifica

tion

of

right

s]

• Pa

rent

s are

aw

are

of th

eir r

ight

s [ob

serv

atio

ns a

nd

artif

acts

: pa

rent

han

dboo

k, p

roto

cols

for s

hari

ng IE

P m

inut

es]

c. C

reat

e an

d su

ppor

ts a

clim

ate

that

val

ues,

acc

epts

and

und

erst

ands

div

ersi

ty in

cul

ture

and

poi

nt o

f vie

w

Reco

gnize

s the

St

reng

ths o

f a

Dive

rse

Popu

latio

n

Reco

gnize

s and

inte

grat

es th

e le

arni

ng o

ppor

tuni

ties t

hat c

ome

from

a d

iver

se c

omm

unity

Exam

ines

and

add

ress

es a

ny

scho

ol st

ruct

ures

or s

choo

l pr

actic

es th

at li

mit

the

part

icip

atio

n of

gro

ups o

f st

uden

ts a

nd fa

mili

es

Dem

onst

rate

s per

sona

l com

fort

ta

lkin

g ab

out d

iver

sity

and

cultu

re

and

take

s the

step

s to

deve

lop

a pe

rson

al sk

ill se

t

Dem

onst

rate

s lim

ited

awar

enes

s of t

he im

pact

of

div

ersit

y on

stud

ent

lear

ning

• Sc

hool

act

ivel

y cr

eate

s opp

ortu

nitie

s for

all

com

mun

ity

mem

bers

to su

ppor

t div

erse

stud

ent n

eeds

[obs

erva

tions

an

d ar

tifac

ts: p

rofe

ssio

nal l

earn

ing

activ

ities

bui

ld

capa

city

of s

taff

to su

ppor

t div

erse

stud

ent n

eeds

]

• O

ppor

tuni

ties e

xist

for s

tude

nts t

o be

in d

iver

se se

ttin

gs

and

to le

arn

abou

t div

erse

cul

ture

s [ob

serv

atio

ns a

nd

artif

acts

: par

tner

ship

s with

scho

ols t

hat m

ay h

ave

diffe

rent

pop

ulat

ions

, in

tra-

scho

ol c

onve

rsat

ions

for

stud

ents

to e

xplo

re c

ultu

re a

nd d

iver

sity]

134

Crea

tes a

Cu

ltura

lly

Resp

onsiv

enes

s Cl

imat

e

Enga

ges s

taff

in le

arni

ng a

nd

actio

n pl

anni

ng a

roun

d th

e tr

eat-

men

t of a

nd su

ppor

ts fo

r div

erse

gr

oups

in a

nd o

utsi

de th

e sc

hool

Prov

ides

diff

eren

tiate

d pr

ofes

siona

l dev

elop

men

t to

teac

hers

and

staf

f to

impr

ove

thei

r und

erst

andi

ng o

f how

th

eir o

wn

wor

ld v

iew

s inf

orm

th

eir i

nter

pret

atio

n of

the

wor

ld

and

addr

esse

s and

cor

rect

m

omen

ts o

f cul

tura

l in

com

pete

nce

Prov

ides

who

le g

roup

und

if-fe

rent

iate

d pr

ofes

siona

l de

velo

pmen

t abo

ut w

orki

ng in

an

d su

ppor

ting

a di

vers

e co

mm

unity

and

att

empt

s to

addr

ess m

omen

ts o

f cul

tura

l in

com

pete

nce

Does

not

add

ress

or

corr

ect i

ntol

eran

t or

cultu

rally

inco

mpe

tent

st

atem

ents

and

doe

s not

cr

eate

an

envi

ronm

ent

that

supp

orts

all

stud

ents

• St

aff p

artic

ipat

e in

and

lead

lear

ning

exp

erie

nces

whe

re

they

exp

lore

thei

r per

sona

l ass

umpt

ions

and

thei

r ap

proa

ch to

div

ersit

y [o

bser

vatio

ns a

nd a

rtifa

cts:

bui

ldin

g st

aff d

evel

opm

ent p

lan]

Enga

ges i

n Co

urag

eous

Co

nver

satio

ns

abou

t Div

ersit

y

Deve

lops

staf

f cap

acity

to e

ngag

e in

cou

rage

ous c

onve

rsat

ions

abo

ut

dive

rsity

and

cul

ture

—an

d ho

w

they

impa

ct st

uden

t lea

rnin

g

Build

s the

scho

ol’s

and

co

mm

unity

’s c

olle

ctiv

e ca

paci

ty

by in

itiat

ing

dire

ct c

on-

vers

atio

ns a

bout

cul

ture

and

di

vers

ity, a

nd h

ow th

ey im

pact

st

uden

t lea

rnin

g

Activ

ely

seek

s opp

ortu

nitie

s to

enga

ge in

cou

rage

ous

conv

ersa

tions

abo

ut d

iver

sity

and

cultu

re

Does

not

eng

age

in

cour

ageo

us c

onve

rsat

ions

ab

out b

iase

s or h

as li

mite

d sk

ill se

t in

addr

essin

g bi

ased

lang

uage

and

be

havi

ors

• Co

mm

unity

con

vers

atio

ns a

bout

cul

ture

and

div

ersit

y oc

cur r

egul

arly

[obs

erva

tions

and

art

ifact

s: P

TA/P

TO

mee

tings

, pro

fess

iona

l lea

rnin

g co

nver

satio

ns to

dev

elop

st

aff c

apac

ity to

initi

ate

conv

ersa

tions

abo

ut c

ultu

re a

nd

dive

rsity

]

13

5

VI. C

REAT

ING

AN

D SU

STAI

NIN

G A

CULT

URE

OF

HIGH

EXP

ECTA

TIO

NS—

The

prin

cipa

l wor

ks w

ith st

aff a

nd co

mm

unity

to b

uild

a c

ultu

re o

f hig

h ex

pect

atio

ns

and

aspi

ratio

ns fo

r eve

ry st

uden

t by

sett

ing

clea

r sta

ff an

d st

uden

t exp

ecta

tions

for p

ositi

ve le

arni

ng b

ehav

iors

and

by

focu

sing

on

stud

ents

’ soc

ial-e

mot

iona

l le

arni

ng.

El

emen

t D

isti

ngui

shed

Pr

ofic

ient

Ba

sic

Uns

atis

fact

ory

Exam

ples

of E

vide

nce

a. B

uild

s a c

ultu

re o

f hig

h as

pira

tions

and

ach

ieve

men

t for

eve

ry st

uden

t

Link

s Asp

iratio

n to

Col

lege

and

Ca

reer

O

ppor

tuni

ties

Crea

tes s

truc

ture

s and

pro

cess

es

to m

ake

expl

icit

links

bet

wee

n st

uden

t asp

iratio

n, c

lass

es a

nd

cont

ent t

hey

are

lear

ning

in

scho

ol a

nd o

vera

ll ac

adem

ic

achi

evem

ent;

crea

tes

oppo

rtun

ities

for a

ll st

uden

ts to

le

arn

abou

t a ra

nge

of c

aree

rs so

th

at th

ey c

an c

reat

e th

eir o

wn

pers

onal

visi

ons a

nd c

aree

r as

pira

tions

Shap

es th

e en

viro

nmen

t to

mak

e ex

plic

it lin

ks b

etw

een

stud

ent a

spira

tion,

cla

sses

and

co

nten

t the

y ar

e le

arni

ng in

sc

hool

; cre

ates

stru

ctur

es th

at

expo

se a

ll st

uden

ts to

col

lege

an

d ca

reer

exp

erie

nces

; co

nnec

ts a

spira

tion

to c

olle

ge

and

care

er o

ppor

tuni

ties

Crea

tes a

few

del

iber

ate

rout

ines

th

at h

elp

stud

ents

con

nect

thei

r as

pira

tions

to c

lass

es a

nd c

onte

nt

they

are

lear

ning

in sc

hool

ac

hiev

emen

t; pr

ovid

es li

mite

d ex

posu

re to

col

lege

and

car

eer

oppo

rtun

ities

Does

not

hel

p st

uden

ts

link

thei

r asp

iratio

ns to

cl

asse

s and

con

tent

they

ar

e le

arni

ng in

scho

ol;

does

not

exp

ose

stud

ents

to

col

lege

or c

aree

r op

port

uniti

es

• Gr

owth

, not

just

att

ainm

ent i

s rec

ogni

zed

[obs

erva

tions

an

d ar

tifac

ts: p

aren

t edu

catio

n pr

ogra

mm

ing

on g

row

th

and

atta

inm

ent]

• Ef

fect

ive

effo

rt is

ack

now

ledg

ed a

nd c

eleb

rate

d [o

bser

vatio

ns a

nd a

rtifa

cts:

ass

embl

ies,

com

mun

ity

serv

ice

prog

ram

s, te

ache

r obs

erva

tion

and

wal

kthr

ough

da

ta, s

tude

nt re

cogn

ition

for e

ffort

]

• St

uden

ts a

nd fa

mili

es e

ngag

e in

rich

col

lege

-goi

ng a

nd

care

er a

cces

s exp

erie

nces

[obs

erva

tions

and

art

ifact

s:

colle

ge v

isits

, com

mun

ity p

artn

ersh

ips,

job

shad

owin

g,

inte

rnsh

ip, f

ield

trip

s, c

aree

r day

, fam

ily c

olle

ge a

nd

care

er a

war

enes

s pro

gram

min

g, a

nd ca

reer

pro

gram

s]

• St

uden

ts c

omm

unic

ate

thei

r asp

iratio

ns a

nd c

an id

entif

y co

nnec

tions

to c

urre

nt le

arni

ng g

oals

[obs

erva

tions

and

ar

tifac

ts: s

tude

nt g

oal s

heet

s]

Deve

lops

a

Stud

ent G

oal

Sett

ing

Proc

ess

Crea

tes s

yste

ms f

or st

uden

ts to

de

velo

p go

als,

cre

ate

a pl

an o

n ho

w th

ey w

ill re

ach

thei

r goa

ls,

benc

hmar

ks to

trac

k th

eir

prog

ress

, and

teac

hes s

tude

nts

how

to a

dapt

thei

r goa

ls an

d pl

ans a

s nec

essa

ry; c

reat

es

syst

ems f

or sh

arin

g go

als a

nd

lear

ning

Impl

emen

ts a

syst

em w

here

st

uden

ts c

reat

e sh

ort a

nd lo

ng

term

goa

ls; e

nsur

es th

at

stud

ents

revi

ew g

oals

at th

e en

d of

the

year

, but

may

not

ens

ure

that

goa

ls ar

e ad

apte

d an

d ad

just

ed th

roug

hout

the

year

Intr

oduc

es fo

rmal

goa

l set

ting

proc

ess w

here

stud

ents

iden

tify

goal

s and

cre

ate

a pl

an o

n ho

w

they

will

reac

h th

eir g

oals

Does

not

cre

ate

or su

ppor

t go

al se

ttin

g st

ruct

ures

for

stud

ents

•Stu

dent

s tra

ck th

eir o

wn

prog

ress

[obs

erva

tions

and

ar

tifac

ts:

stud

ent p

ortfo

lios,

evi

denc

e of

stud

ents

tr

acki

ng th

eir o

wn

prog

ress

, and

stud

ent s

urve

ys]

b. R

equi

res s

taff

and

stud

ents

to d

emon

stra

te c

onsi

sten

t val

ues a

nd p

ositi

ve b

ehav

iors

alig

ned

to th

e sc

hool

’s v

isio

n an

d m

issi

on

Tran

slate

s the

Sc

hool

Val

ues

into

Spe

cific

Be

havi

ors

Tran

slate

s the

scho

ol v

alue

s int

o sp

ecifi

c ag

e-ap

prop

riate

be

havi

ors a

nd e

nsur

es th

at a

ll st

aff a

nd st

uden

ts le

arn

the

expe

cted

beh

avio

rs; b

uild

s sta

ff an

d st

uden

t cap

acity

to d

eliv

er

clea

r and

con

siste

nt m

essa

ging

ab

out t

he v

alue

s and

beh

avio

rs to

al

l sta

keho

lder

s

Tran

slate

s the

scho

ol v

alue

s int

o sp

ecifi

c be

havi

ors a

nd e

nsur

es

that

all

staf

f and

stud

ents

lear

n th

e ex

pect

ed b

ehav

iors

; ens

ures

st

aff d

eliv

er c

lear

and

con

siste

nt

mes

sagi

ng a

bout

that

val

ues

and

beha

vior

s to

stud

ents

Atte

mpt

s to

tran

slate

the

scho

ol

valu

es in

to sp

ecifi

c be

havi

ors b

ut is

in

cons

isten

t in

ensu

ring

that

all

stud

ents

lear

n ex

pect

ed b

ehav

iors

Does

not

mak

e va

lues

or

beha

vior

al e

xpec

tatio

ns

clea

r to

staf

f or s

tude

nts

• Va

lues

and

beh

avio

rs a

re re

fere

nced

in d

aily

scho

ol

stru

ctur

es: [

obse

rvat

ions

and

art

ifact

s: S

choo

l Im

prov

emen

t Pla

n, P

BIS

build

ing

plan

, cod

e of

con

duct

, pa

rent

/stu

dent

han

dboo

k, a

nd re

ferr

al lo

gs -

disc

iplin

e,

tard

ies,

abs

ence

s]

• A sy

stem

of p

ositi

ve a

nd n

egat

ive

cons

eque

nces

is

cons

isten

t with

the

scho

ol v

alue

s (w

ith a

ge a

ppro

pria

te

diffe

rent

iatio

n) a

cros

s cla

ssro

oms,

gra

des a

nd c

onte

nt

area

s [ob

serv

atio

ns a

nd a

rtifa

cts:

PBI

S pl

an fo

r bui

ldin

g,

code

of c

ondu

ct, p

aren

t/st

uden

t han

dboo

k, re

ferr

al lo

gs

- disc

iplin

e, ta

rdie

s, a

bsen

ces]

136

• W

ritte

n va

lues

and

bel

iefs

refle

ct h

igh

expe

ctat

ions

for

all s

tude

nts [

obse

rvat

ions

and

art

ifact

s: sc

hool

leve

l and

gr

ade

leve

l goa

ls]

Deve

lops

a

Code

of

Cond

uct

Impl

emen

ts tr

acki

ng sy

stem

s to

asse

ss h

ow w

ell i

ndiv

idua

l st

uden

ts a

nd st

uden

t coh

ort

grou

ps m

eet c

ondu

ct

expe

ctat

ions

and

val

ues;

use

s m

ultip

le fo

rms o

f stu

dent

dat

a to

m

onito

r and

revi

se th

e co

de o

f co

nduc

t and

iden

tify

benc

hmar

ks

and

mile

ston

es to

gau

ge a

nd

mea

sure

ado

ptio

n of

beh

avio

rs

Deve

lops

cle

ar e

xpec

tatio

ns fo

r st

uden

t con

duct

bas

ed o

n th

e sc

hool

val

ues a

nd b

elie

fs a

nd

iden

tifie

s cle

ar p

ositi

ve a

nd

nega

tive

cons

eque

nces

; ens

ures

th

at e

very

adu

lt un

ders

tand

s th

eir r

ole

in im

plem

entin

g bo

th

posit

ive

and

nega

tive

cons

eque

nces

and

that

co

nseq

uenc

es a

re c

onsis

tent

ly

impl

emen

ted

Deve

lops

com

pone

nts o

f an

effe

ctiv

e sy

stem

of c

ondu

ct fo

r st

aff a

nd st

uden

ts a

nd b

uild

s sta

ff ag

reem

ent o

n th

e ty

pes o

f stu

dent

ac

tions

that

are

con

siste

nt w

ith

scho

ol v

alue

and

beh

avio

rs;

crea

tes c

onsis

tent

resp

onse

s and

co

nseq

uenc

es fo

r stu

dent

s who

ha

ve h

ad b

ehav

iora

l inf

ract

ions

in

the

past

Tole

rate

s disc

iplin

e vi

ola-

tions

and

enf

orce

s cod

e of

co

nduc

t inc

onsis

tent

ly

• Sc

hool

-wid

e co

de o

f con

duct

alig

ned

with

dist

rict a

nd

scho

ol p

riorit

ies i

s in

plac

e [o

bser

vatio

ns a

nd a

rtifa

cts:

co

nsist

ent c

ode

of c

ondu

ct a

cros

s cla

ssro

oms,

dat

a on

at

tend

ance

, tar

dies

, and

offi

ce re

ferr

als,

ana

lysis

of

stud

ents

mos

t fre

quen

tly re

ferr

ed]

• Co

de o

f con

duct

is c

onsis

tent

ly im

plem

ente

d ac

ross

all

clas

sroo

ms [

obse

rvat

ions

and

art

ifact

s: p

ositi

ve

reco

gniti

on o

f stu

dent

s and

staf

f who

con

siste

ntly

de

mon

stra

te p

ositi

ve b

ehav

iors

c. L

eads

a sc

hool

cul

ture

and

env

ironm

ent t

hat s

ucce

ssfu

lly d

evel

ops t

he fu

ll ra

nge

of st

uden

ts’ l

earn

ing

capa

citie

s-ac

adem

ic, c

reat

ive,

soci

al-e

mot

iona

l, be

havi

oral

and

phy

sica

l

Crea

tes a

Cu

lture

that

Su

ppor

ts S

ocia

l Em

otio

nal

Lear

ning

Build

s the

cap

acity

of a

dults

to

use

and

trai

n ot

hers

on

the

five

Illin

ois S

ocia

l-Em

otio

nal L

earn

ing

Com

pete

ncie

s (se

lf-aw

aren

ess;

se

lf- m

anag

emen

t; so

cial

aw

aren

ess;

rela

tions

hips

skill

s an

d re

spon

sible

dec

ision

mak

ing)

; us

es a

var

iety

of a

sses

smen

ts to

ga

uge

the

SEL

skill

s of s

tude

nts

and

uses

that

dat

a to

dev

elop

ad

ditio

nal c

urric

ulum

and

su

ppor

ts; b

uild

s the

cap

acity

of

all a

dults

to su

ppor

t the

pos

itive

gr

owth

of s

tude

nt e

mot

iona

l sk

ills

Trai

ns a

dults

on

how

to su

ppor

t po

sitiv

e st

uden

t gro

wth

thro

ugh

the

deve

lopm

ent o

f the

Illin

ois

Soci

al- E

mot

iona

l Lea

rnin

g Co

mpe

tenc

ies (

self-

aw

aren

ess;

se

lf-m

anag

emen

t; so

cial

aw

aren

ess;

rela

tions

hips

skill

s an

d re

spon

sible

dec

ision

m

akin

g); u

ses a

var

iety

of

asse

ssm

ents

to g

auge

the

SEL

skill

s of s

tude

nts a

nd u

ses t

hat

data

to d

evel

op a

dditi

onal

cu

rric

ulum

and

supp

orts

Shar

es th

e Ill

inoi

s Soc

ial-E

mot

iona

l Le

arni

ng C

ompe

tenc

ies (

self-

awar

enes

s; se

lf-m

anag

emen

t; so

cial

aw

aren

ess;

rela

tions

hips

sk

ills a

nd re

spon

sible

dec

ision

m

akin

g); u

ses a

lim

ited

amou

nt o

f to

ols a

nd a

sses

smen

ts to

gau

ge

the

SEL

skill

s of s

tude

nts

Does

not

shar

e or

im

plem

ent t

he Il

linoi

s So

cial

-Em

otio

ns L

earn

ing

Com

pete

ncie

s; d

oes n

ot

asse

ss st

uden

t SEL

skill

s an

d do

es n

ot su

ppor

t the

de

velo

pmen

t of S

EL sk

ills

• Ad

ults

supp

ort S

EL sk

ill d

evel

opm

ent [

obse

rvat

ions

and

ar

tifac

ts: r

efer

ral d

ata,

stud

ent s

urve

y]

• St

uden

ts d

emon

stra

te a

n in

crea

se in

SEL

skill

s [o

bser

vatio

ns a

nd a

rtifa

cts:

stud

ent r

efer

ral d

ata

and

posit

ive

rela

tions

hip]

• Ap

prop

riate

soci

o-em

otio

nal s

uppo

rts a

re p

rovi

ded

to a

ll st

uden

ts [o

bser

vatio

ns a

nd a

rtifa

cts:

Bui

ldin

g st

aff

deve

lopm

ent p

lan,

teac

her t

rain

ing

on S

EL, a

nd

obse

rvat

ion

and

wal

kthr

ough

dat

a]

• Co

re c

ompo

nent

s of s

ocia

l, em

otio

nal,

beha

vior

al

supp

orts

are

in p

lace

to su

ppor

t stu

dent

lear

ning

[o

bser

vatio

ns a

nd a

rtifa

cts:

teac

her l

esso

n pl

ans,

stud

ent

surv

ey d

ata,

pos

itive

pee

r, fa

mily

, and

wor

k re

latio

nshi

ps]

Crea

tes a

Cu

lture

that

Su

ppor

ts

Effe

ctiv

e Ef

fort

Crea

tes s

truc

ture

s tha

t sup

port

th

e de

velo

pmen

t of e

ffect

ive

effo

rt sk

ills f

or e

very

stud

ent

(team

wor

k, st

udy

skill

s,

orga

niza

tion,

tim

e m

anag

emen

t, re

silie

ncy,

val

uing

mist

akes

, se

ekin

g as

sista

nce;

per

siste

nce)

; in

corp

orat

es e

ffect

ive

effo

rt in

to

ever

y as

pect

of t

he sc

hool

cul

ture

Trai

ns a

dults

to su

ppor

t the

de

velo

pmen

t of e

ffect

ive

effo

rt

skill

s (te

amw

ork,

stud

y sk

ills,

or

gani

zatio

n, ti

me

man

agem

ent,

resil

ienc

y, v

alui

ng

mist

akes

, see

king

ass

istan

ce;

pers

isten

ce) f

or e

very

stud

ent

Intr

oduc

es th

e co

ncep

t of e

ffect

ive

effo

rt sk

ills (

team

wor

k, st

udy

skill

s,

orga

niza

tion,

tim

e m

anag

emen

t, re

silie

ncy,

val

uing

mist

akes

, se

ekin

g as

sista

nce;

per

siste

nce)

; pr

ovid

es li

mite

d de

velo

pmen

t for

st

aff o

n ho

w to

bui

ld st

uden

ts’

effe

ctiv

e ef

fort

skill

s

Does

not

intr

oduc

e or

su

ppor

t the

dev

elop

men

t of

effe

ctiv

e ef

fort

skill

s;

does

not

reco

gnize

the

role

of e

ffort

in im

prov

ing

stud

ent a

chie

vem

ent

• Ef

fect

ive

effo

rt is

ack

now

ledg

ed a

nd c

eleb

rate

d [o

bser

vatio

ns a

nd a

rtifa

cts:

ass

embl

ies,

com

mun

ity

serv

ice

prog

ram

s, te

ache

r obs

erva

tion

and

wal

kthr

ough

da

ta, s

tude

nt re

cogn

ition

for e

ffort

]

• St

uden

ts d

escr

ibe

and

dem

onst

rate

effe

ctiv

e ef

fort

be

havi

ors a

nd b

elie

fs a

cros

s cla

ssro

oms [

obse

rvat

ions

an

d ar

tifac

ts: c

omm

unic

atio

n se

rvic

e an

d st

uden

t wor

k]

| Ill

inoi

s Per

form

ance

Sta

ndar

ds fo

r Sch

ool L

eade

rs |

Deve

lope

d by

New

Lea

ders

for N

ew S

choo

ls &

ISBE

137

PEAC and Growth through Learning Links

Performance Evaluation Advisory Council (PEAC) http://www.isbe.state.il.us/peac/default.htm

Performance Evaluation Reform Act (PERA) http://www.isbe.state.il.us/PERA/default.htm

Growth through Learning http://growththroughlearningillinois.org/Home.aspx

138

http://www.isbe.state.il.us/peac/default.htm

http://www.isbe.state.il.us/PERA/default.htm

http://growththroughlearningillinois.org/Home.aspx

UJl

sco

very

ED

UC

AT

ION

•

The

Van

derb

iltA

sses

smen

tof

Lead

ersh

ipin

Edu

catio

nis

a

rese

arch

base

dev

alua

tion

tool

that

mea

sure

sttl

eef

fect

iven

ess

ofsc

hOO

llea

ders

bypr

ovid

ing

ade

taile

das

sess

men

tof

a

prin

cipa

l'sbe

havi

ors.

VA

L-E

Dfo

cuse

son

the

skill

san

d

beha

Vio

rsun

ique

toH

Iero

lean

dca

reer

ofa

prin

Cip

al.

prov

idin

g

eVid

ence

that

ttle

appr

opria

tean

dne

cess

ary

inst

ruct

iona

l

lead

ersh

ipbe

havi

ors

are

exhi

bite

dat

the

scho

ol.

The

valid

and

relia

ble

resu

ltsof

the

VA

L-E

Dsu

rvey

are

also

desi

gned

tohe

lp

the

prin

cipa

lbe

com

ea

bette

rle

ader

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scho

ol.

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nkY

ouFo

rC

hoos

ing

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D!

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ER

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ER

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ea

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ame

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asse

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ents

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ide

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use

they

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rpor

ate

inpu

tof

all

mem

bers

ofth

esc

tlOof

spr

ofes

sion

al

com

mun

ity.

Con

tinue

read

ing

Lin

ks

Per

form

ance

Rub

ric

Iden

tifie

sth

ose

lead

erst

llpbe

havi

ors

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arch

has

show

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ated

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oved

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esul

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ram

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ectio

nof

two

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dim

ensi

ons

ofle

ader

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beha

vior

s:co

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nent

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dke

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oces

ses.

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L-E

DH

andb

ook

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form

atio

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gan

din

terp

retin

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.

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ckst

art

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ake

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urve

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hey'

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ying

abou

tV

AL

-ED

"Our

dist

rict

sele

cted

VA

L-E

Das

part

ofou

rpr

inci

pal

eval

uatio

nsy

stem

due

toits

unpa

ralle

led

relia

bilit

yan

d

valid

ity.

and

for

the

com

preh

ensi

veda

tath

atit

prov

ides

.M

ost

impo

rtan

tly.

VA

L-E

Din

clud

esfe

edba

ckfr

om

the

entir

ete

ache

rfa

culty

-a

resp

onse

grou

pth

atis

best

able

topr

ovid

ein

sigh

ton

thei

rpr

inci

pal's

inst

ruct

iona

lle

ader

ship

.P

rinci

pals

rece

ive

deta

iled

data

onth

eir

perf

orm

ance

inor

der

togr

owan

dim

prov

eas

educ

atio

nal

lead

ers,

and

with

the

com

preh

ensi

veV

AL-

ED

data

.ou

rdi

stric

tis

able

tota

ilor

and

dire

ctou

r

limite

dpr

ofes

sion

alde

velo

pmen

tfu

nds

for

the

grea

test

impa

ct."

-K

aren

Kem

p,S

enio

rC

oord

inat

orof

Lead

ersh

ipD

evel

opm

ent,

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kC

ount

yP

ublic

Sch

ools

(FL)

139

Definitions of terms used on

VAL-ED (Vanderbilt Assessment of Leadership in Education) Survey

Kev Components-High Standardsfor Student Learning -There are individual, team, and school goals for rigorousstudent academic and social learning.-Rigorous Curriculum (content) -There is ambitious academic content provided to all students incore academic subjects.-Quality Instruction (pedagogy) -There are effective instructional practices that maximize studentacademic and social learning.-Culture of Learning & Professional Behavior -There are integrated communities of professionalpractice in the service of student academic and social learning. There is a healthy school environmentin which student learning is the central focus.-Connections to External Communities -There are linkages to family and/or other people andinstitutions in the community that advance academic and social learning.-Performance Accountability - Leadership holds itself and others responsible for realizing highstandards of performance for student academic and social learning. There is individual and colIectiveresponsibility among the professional staff and students.

Kev Processes-Planning-Articulate shared direction and coherent policies, practices, and procedures for realizing

high standards of student performance-Implementing-Engage people, ideas, and resources to put into practice the activities necessary torealize high standards for student performance.-Supporting-Create enabling conditions; secure and use the financial, political, technological, andhuman resources necessary to promote academic and social learning.-Advocating-Promotes the diverse needs of students within and beyond the school.-Communicating-Develop, utilize, and maintain systems of exchange among members of the schooland with its external communities.

-Monitoring-Systematically collect and analyze data to make judgments that guide decisions andactions for continuous improvement.

Sources of Evidence

>- Reports from others>- Personal observations>- School Documents

>- School projects and activities>- Other sources

No evidence (automatically rates principal as ineffective)

Reproduced with permission from VAL-ED (Vanderbilt Assessment of Leadership in Education) foruse with Principal Mentor Program at Governors State University.

140

Su

pp

ort

ing

Res

earc

h&

Pu

blic

atio

ns

Por

ter,

A.C

.,P

olik

off,

M.S

.,G

oldr

ing,

E.,

Mur

phy,

J.,

Elli

ott,

S.N

.,&

May

H.

(In

Pre

ss).

Dev

elop

ing

aps

ycho

met

rical

lyso

und

asse

ssm

ent

ofsc

hool

lead

ersh

ip:

The

VA

L-E

Das

aca

sest

udy.

Edu

catio

nal

Adm

inis

trat

ion

Qua

rter

ly.

Pol

ikof

f,M

.S.,

May

,H

.,P

orte

r,A

C.,

Elli

ott,

S.N

.,G

oldr

ing,

E.,

&M

urph

y,J.

(In

Pre

ss).

An

exam

inat

ion

ofdi

ffere

ntia

lite

mfu

nctio

ning

inth

eV

ande

rbilt

Ass

essm

ent

ofLe

ader

ship

inE

duca

tion.

Jour

nal

ofS

choo

lLe

ader

ship

.M

urph

y,J.

,G

oldr

ing,

E.,

Cra

vens

,X

.,E

lliot

t,S

.N.,

&P

orte

r,A

.C.

(In

Pre

ss).

The

Van

derb

iltA

sses

smen

tof

Lead

ersh

ipin

Edu

catio

n:M

easu

ring

lear

ning

-cen

tere

dle

ader

ship

.E

ast

Chi

naN

orm

alU

nive

rsity

Jour

nal.

Gol

drin

g,E

.,C

rave

ns,

X.,

Mur

phy,

J.P

orte

r,A

,E

lliot

t,S

.,&

Car

son,

B.

(200

9).

The

eval

uatio

nof

prin

cipa

ls:

Wha

tan

dho

wdo

stat

esan

dur

ban

dist

ricts

asse

ssle

ader

ship

?E

lem

enta

ryS

choo

lJo

urna

l,11

0(1)

,19

-39.

Gol

drin

g,E

.,C

rave

ns,

X.

C.,

Mur

phy,

J.,

Elli

ott,

S.

N.,

Por

ter,

A.

C.

&C

arso

n,B

.,(2

008)

.T

heev

alua

tion

ofpr

inci

pals

:W

hat

and

how

dost

ates

and

urba

ndi

stric

tsas

sess

lead

ersh

ip?

The

Ele

men

tary

Sch

ool

Jour

nal

(Acc

epte

d)

Gol

drin

~,

E.,

Por

ter,

AC

.,M

urph

y,J.

,E

lliot

t,S

.N.,

&C

rave

ns,

X.

(200

7,M

arch

).A

sses

sing

lear

ning

-cen

tere

dle

ader

ship

:C

onne

ctio

nsto

rese

arch

,pr

ofeS

Sio

nal

stan

dard

s,an

dcu

rren

tpr

actic

e.N

ewY

ork,

N.Y

.:W

alla

ceF

ound

atio

n.G

oldr

ing,

E.,

Por

ter,

A.,

Mur

phy,

J.,

Elli

ot,

S.,

&C

rave

ns,

X.

(In

Pre

ss).

Ass

essi

ngLe

arni

ng-C

ente

red

Lead

ersh

ip:

Con

nect

ions

toR

esea

rch,

Sta

ndar

dsan

dP

ract

ice.

Lead

ersh

ipan

dP

olic

yin

Sch

ools

.G

oldr

ing,

E.

Por

ter,

AP

ollik

off,

M(2

008)

.R

epor

ton

the

Stu

dyto

Eva

luat

eth

eP

erfo

rman

ceLe

vel

Des

crip

tors

for

the

VA

L-E

D.

New

Yor

k,N

Y:

Wal

lace

Fou

ndat

ion.

Mur

phy,

J.,

Elli

ott,

S.N

.,G

oldr

ing,

E.,

&P

orte

r,A

C.

(200

7).

Lead

ersh

ipfo

rle

arni

ng:

Are

sear

ch-b

ased

mod

elan

dta

xono

my

ofbe

havi

ors.

Sch

ool

Lead

ersh

ip&

Man

aaem

ent,

27(2

),17

9-20

1.

Mur

phy,

J.,

Elli

ott,

S.

N.,

Gol

drin

g,E

.,&

Por

ter,

AC

.(in

pres

s)Le

ader

sfo

rpr

oduc

tive

scho

ols.

Inte

rnat

iona

lE

ncyc

lope

dia

ofE

duca

tion

(3rd

ed.)

.O

xfor

d,E

lsev

ier.

Mur

phy,

J.,

Elli

ott,

S.N

.,G

oldr

ing,

E.B

.,&

Por

ter,

AC

.(2

006)

.Le

arni

ng-c

ente

red

lead

ersh

ip:

Aco

ncep

tual

foun

datio

n.N

ewY

ork,

NY

:W

alla

ceF

ound

atio

n.

Mur

phy,

J.F

.,G

oldr

ing,

E.B

.,C

rave

ns,

X.C

.,E

lliot

t,S

.N.,

Por

ter,

AC

.(2

007,

Aug

ust)

.T

heV

ande

rbilt

Ass

essm

ent

ofLe

ader

ship

inE

duca

tion:

Mea

surin

gLe

arni

ng-C

ente

red

Lead

ersh

ip.

Jour

nal

ofE

ast

Chi

naN

orm

alU

nive

rsity

.P

orte

r,A

.C.,

Gol

drin

g,E

.B.,

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Job Description/Responsibilities for Principal/Assistant Principal Evaluation

Developed from the Illinois Standards and Indicators for School Leaders

I. Living a Mission and Vision Focused on Results The school leader works with the staff and community to build a shared mission, and vision of high expectations that ensure all students are on the path to college and career readiness and hold staff accountable for results.

The school leader: A. coordinates efforts to establish and implement a shared mission and vision for the school that leads to academic growth for all learners B. ensures that the school’s identity, vision, and mission drive all school decisions C. conducts difficult but crucial conversations with individuals, teams, and staff based on student performance data in a timely manner for the purpose of enhancing student learning and achieving improved results

II. Leading and Managing Systems Change The school leader creates and implements systems to ensure a safe, orderly, and productive environment for student and adult learning for the purpose of achieving school and district improvement goals. The school leader: A. develops, implements, and monitors the outcomes of the school improvement plan which measure school wide academic achievement and school climate indicators B. establishes and maintains a safe, clean, orderly and effective learning environment C. collaborates with district and school staff to appropriately allocate personnel, time, material, and adult learning resources to achieve school improvement plan goals D. utilizes current technologies to support leadership and management functions

III. Improving Teaching and Learning

The school leader works with the school staff and community to develop a research-based framework for effective teaching and learning that is continuously refined to improve instruction for all students. The school leader: A. develops, in collaboration with staff, a consistent framework for effective teaching and learning that includes a rigorous and relevant standards-based curriculum, research-based instructional practices, and high expectations for student performance B. establishes a continuous improvement cycle that uses multiple forms of data and student work samples to support individual, team, and school-wide improvement goals, identify and address target areas for improvement, measure outcomes and celebrate successes C. ensures that differentiated instructional practices which address identified student needs are implemented with fidelity D. selects and retains teachers with the expertise to deliver instruction that maximizes student

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learning and respects the individual needs of all students E. evaluates the effectiveness of instruction and of individual teachers by conducting frequent formal and informal observations and provides timely, specific feedback on instruction as part of the district teacher appraisal system F. ensures the development of high performing instructional teacher teams by providing training and support grounded in best practices which are designed to advance student learning and the individual performance of each student G. develops systems and structures for professional development and teacher collaboration that provide and protect time allotted for development H. advances instructional technology within the learning environment I. ensures that professional growth plans are linked to data derived from school improvement plan results and teacher evaluations

IV. Building and Maintaining Collaborative Relationships The school leader creates a collaborative school community where the school staff, students, families, and community interact regularly and share ownership for the success of the school. The school leader: A. creates, develops and sustains relationships that result in active student engagement in the learning process B. utilizes meaningful feedback of students, staff, families, and community in the evaluation of instructional programs and school procedures C. proactively engages families and communities in supporting student learning and the school’s shared mission, vision and learning goals D. demonstrates the ability to understand, apply and monitor the change process

V. Leading with Integrity and Professionalism The school leader works with the staff and community to create a positive context for learning by ensuring equity, fulfilling professional responsibilities with honesty and integrity, and serving as a model for professional behavior of others. The school leader: A. treats all people fairly, equitably, and with dignity and respect B. demonstrates personal and professional standards and conduct that enhance the image of the school and the educational profession C. protects the rights and confidentiality of all students and staff D. creates and supports a climate that values, accepts and understands cultural diversity and multiple perspectives

VI. Creating and Sustaining a Culture of High Expectations The school leader works with staff and community to build a culture of high expectations and aspirations for every student by setting clear staff and student expectations for positive learning behaviors and by focusing on students’ social-emotional learning The school leader: A. establishes and monitors a culture of high aspirations and achievement for every student B. requires staff and students to demonstrate consistent values and positive behaviors aligned to the school’s vision and mission C. leads a school culture and environment that successfully develops the full range of students’ learning capacities – academic, creative, social-emotional, behavioral and physical

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1 S. La Grange Road, 2nd Floor, La Grange, IL 60525-2455 1-866-LiveText (1-866-548-3839) [email protected] www.livetext.com

LiveText’s Top Ten

Top ten reasons to consider LiveText as your learning assessment

and data reporting system…

Experience Reigns… LiveText has over ten years of successful assessment and accreditation experience with over 500 higher education institutions.

Proven Success… LiveText has assisted various programs, including general education, teacher education, business, healthcare, sciences, and even academic affairs, in successfully evaluating and reporting learning to demonstrate institutional effectiveness.

Superior Support… On site, via email, or over the phone, LiveText support is always at your fingertips, tailored to fit your needs.

Easy to Start, Easy to Maintain…Seamless integration with all major Student Management Systems, LiveText easily imports real-time program and department courses, rosters, and student demographic data.

Comprehensive Assessment… From Course-Embedded Assessment, Third-Party Assessment, Blind and Multiple Assessor, and Student-Learning Outcomes Assessment, to Peer and Self Assessments, LiveText offers the most complete assessment solution available.

Flexibility without Complexity… Our technology adapts to your program needs to help you successfully measure and showcase student learning and does not force you to change your program to meet the needs of technology.

Easy to Use… Need a solution to help rather than overload your instructors? Designed with faculty in mind, LiveText offers easy and clear capabilities for faculty members to effectively assess student work in just a few clicks of the mouse.

Connected through Partnerships… LiveText stays ahead of the trends and develops the tools and resources you need through active partnerships with accreditation, e-Portfolio, assessment, and higher education organizations.

Manage Field Experiences in One Place… Our integrated Field Experience Management Module allows you to manage, track, document, and place students into field studies, clinical practice, internships, and student teaching, as well as collect and report on assessments and supervising staff/mentor demographics, and progress.

Build a Learning Community… For over ten years, LiveText has hosted an annual assessment and collaboration conference where your peers present on the best practices and learning trends in their intuitions. The LiveText Collaborative Network of Users is the very pulse of LiveText, and the thousands of educators dedicated to sharing their goals, plans, and experiences is an invaluable resource only LiveText can offer.

Email [email protected] or visit www.livetext.com to request your demo today.

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1 S. La Grange Road, 2nd Floor, La Grange, IL 60525-2455 1-866-LiveText (1-866-548-3839) [email protected] www.livetext.com

©2012 LiveText, Inc. All rights reserved.

FOR STUDENTS

Develop professional and personal portfolios containing a variety of file types (audio, video, images, etc.) to track growth and development

Document all service learning, internship, and field experiences outside the classroom

Author reflective journals, projects, assignments, and other web-based documents for all learning experiences

Access thousands of standards-based videos, images, and audio resources

Connect to instructors, peers, and assessors for immediate feedback, coaching, mentoring, and team based collaboration

Share work samples and e-Portfolios with potential employers and track their views

Upload, store, and access all your files using the personal File Manager

Track internship hours and complete all field-based course requirements using the fully integrated Field Experience Management module

FOR FACULTY

Streamlined workspace to manage all assessment activity

Develop course-based assessments

Connect instantly to students to communicate feedback, coaching, and mentoring for improvement

Easily track goals with custom rubrics, surveys, and course evaluations

Create comprehensive, clear reports that reflect the assessment process and assist in making meaningful course improvements

Create and maintain professional and personal e-Portfolios to showcase scholarly work, service to the institution, and professional achievements

FOR ADMINISTRATORS

Assessment planning features allow customizable reporting on program, college, and institutional outcomes

Generate powerful data reports with aggregated summaries, as well as drill downs for detailed analysis, track program goals, and report annually or by term on outcomes and goals for departments, programs, majors, and both academic and non-academic divisions

Design a customized ExhibitCenter™ showcasing assessment evidence and continuous improvement plans for accreditation

Our Single Sign-On Technology allows for easy, seamless access with Blackboard® 9.1 SP4+ and 8.x, and Moodle™ 1.9 and 2.0 platforms. Instructors can use the Turnitin® plagiarism checker within LiveText

Enjoy seamless compatibility with Student Information System, including Datatel, Jenzabar, Oracle's PeopleSoft, and Sungard's Banner. Upload complete catalog, demographic profile, and student rosters easily

Supervisors & mentors can complete all field-based course requirements using the fully integrated Field Experience Management module

Track progress of Institutional or Programmatic Assessment Plans

The Benefits of LiveText

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Governors State University Principal Performance-Based Evaluation Plan

Leadership Team

Dr. Donna Joy Project Leader 708.534.1649

[email protected]

Margarite Crivellone Coordinator, Teacher Quality Partnership (TQP) 708.534.6989 [email protected] Dr. Dorothea Fitzgerald Coordinator, VAL-ED Graduate Cohort Director 708.534.4536 [email protected] Dr. Pamela Guimond Co-Director, Teacher Quality Partnership (TQP) 708.534.4546 [email protected] Lynne Hostetter Administrative Assistant 708.534.8043 [email protected] Alicia McCray Director, Metropolitan Institute for Leadership in Education (MILE) 708.534.4015 [email protected]

Jacquelyn McKenzie Administrative Assistant 708.235.7594 [email protected] Dr. Karen Peterson Co-Director, Teacher Quality Partnership (TQP) 708.534.4377 [email protected] Dr. Linda Proudfit LiveText Facilitator 219.928.3324 [email protected] Gabrielle Sutton Assistant to MILE Director 708.235.7591 [email protected] Patricia Welch VAL-ED Trainer 708.534.4948 [email protected]

Dr. Joseph Murphy - Consultant to the Initiative - Vanderbilt University - Nashville, Tennessee

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