master principal criteria and rubrics jan 21

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  • 8/7/2019 MASTER Principal Criteria and Rubrics Jan 21

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    February 2, 2011

    PPRRIINNCCIIPPAALL CCRRIITTEERRIIAA AANNDD RRUUBBRRIICCSS

    CRITERION 1: Creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff: influence, establish, and

    sustain a school culture conducive to continuous improvement for students and staff.

    INDICATOR(S)

    TIER 1

    KEY WORDS/PHRASES:

    DOES NOT SHOW

    COMPETENCE

    TIER 2

    KEY WORDS/PHRASES:

    SELDOM; INCONSISTENTLY

    TIER 3

    KEY WORDS/PHRASES:

    REGULARLY; CONSISTENTLY

    TIER 4

    KEY WORDS/PHRASES:

    CONSISTENTLY EXCEEDS;

    MOST EFFECTIVELY

    Improvement and highexpectations

    Principal inconsistently orincompetently articulates a

    vision for continuous

    improvement, high expectations,

    and lifelong learning within the

    entire school community.

    Principal articulates a vision forcontinuous improvement, high

    expectations, and lifelong

    learning within the entire school

    community.

    Principal collaborativelydevelops a shared vision for

    continuous improvement, high

    expectations, and lifelong

    learning within the entire school

    community.

    Principal empowers and inspiresstaff in their development of a

    shared vision for continuous

    improvement, high expectations,

    and motivation of lifelong

    learning within the entire school

    community.

    School atmosphere Principal does not showcompetence in communicating

    and modeling an atmosphere of

    trust and respect with

    stakeholders. Behavior is

    divisive and allows staff and

    students to engage in divisive

    behavior.

    Principal communicates andmodels an inclusive and trusting

    environment is inconsistent.

    He/she recognizes divisive

    behaviors and attempts to

    correct these behaviors.

    Principal regularly uses a varietyof strategies to communicate

    and model inclusiveness and

    trust. He/she quickly and

    efficiently addresses issues

    relating to behavior that is

    divisive.

    Principals communication andmodeling is regular and frequent

    and uses a variety of methods.

    He/she takes a leadership role in

    cultivating a diverse and

    inclusive school community.

    NEWESD 101 Consortium

    Almira Pullman

    Davenport Reardan-Edwall

    Liberty Ritzville

    Medical Lake Wilbur

    Teacher-Principal Evaluation Pilot

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    CRITERION 2: Providing for school safety: The principal leads the development and annual update of a comprehensive safe schools plan that includes

    prevention, intervention, crisis response and recovery.

    INDICATOR(S)

    TIER 1

    KEY WORDS/PHRASES:DOES NOT SHOW

    COMPETENCE

    TIER 2

    KEY WORDS/PHRASES:SELDOM; INCONSISTENTLY

    TIER 3

    KEY WORDS/PHRASES:REGULARLY; CONSISTENTLY

    TIER 4

    KEY WORDS/PHRASES:CONSISTENTLY EXCEEDS;

    MOST EFFECTIVELY

    School safety and crisis plans Principal does not demonstrate

    competence in analyzing and/or

    implementing school safety and

    discipline crisis plans and

    utilizing community resources.

    Principal analyzes and

    implements school safety and

    discipline crisis plans based on

    school data and utilizing

    community resources.

    The principal collaboratively

    analyzes and implements school

    safety and discipline crisis plans

    based on school data and

    utilizing community resources.

    The principal consistently

    analyzes and systematically

    implements school safety and

    discipline crisis plans based on

    school data and utilizing

    community resources.

    Safe classroom environment Principal does not effectively

    supervise teachers instructional

    practices, classroom

    management and discipline to

    ensure a safe classroom

    environment.

    Principal supervises teachers

    instructional practices,

    classroom management and

    discipline to ensure a safe

    classroom environment.

    Principal effectively supervises

    and provides feedback that

    shapes teachers instructional

    practices, classroom

    management and discipline to

    ensure a safe classroom

    environment.

    Principal supervises, guides, and

    develops teachers instructional

    practices, classroom

    management and discipline to

    ensure a safe classroom

    environment.

    Policy and law requirements Policy and law requirements

    regarding discipline and safety

    are not being met.

    Principal is aware of policy and

    law requirements regarding

    discipline and safety and

    addresses concerns as they arise.

    Principal proactively and

    systematically applies legal and

    district policy requirements

    regarding discipline and safety.

    NA

    School-wide discipline plan No evidence of a school-wide

    discipline plan.

    The school-wide discipline plan is

    developed and communicated.

    The school-wide discipline plan is

    developed, communicated and

    applied.

    A systematic, self-sustaining,

    proactive approach to a

    school-wide discipline plan is

    observable.

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    CRITERION 4: Aligning curriculum: assisting instructional staff with alignment of curriculum, instruction and assessment with state and local district learning

    goals.

    INDICATOR(S)

    TIER 1

    KEY WORDS/PHRASES:DOES NOT SHOW

    COMPETENCE

    TIER 2

    KEY WORDS/PHRASES:SELDOM; INCONSISTENTLY

    TIER 3

    KEY WORDS/PHRASES:REGULARLY; CONSISTENTLY

    TIER 4

    KEY WORDS/PHRASES:CONSISTENTLY EXCEEDS;

    MOST EFFECTIVELY

    Assessment, data and

    interventions

    Assessments and data have no

    connection to intervention.

    Assessments and data are used

    to design interventions.

    Assessments and data are used

    to design and monitor

    effectiveness of interventions.

    Assessments and data are used

    collaboratively to design,

    individualize and monitor

    effectiveness of interventions.

    Improving instruction Principal does not demonstrateevidence of knowledge, coaching

    or observation of best

    instructional and assessment

    practices.

    Principal uses knowledge of bestpractices to give feedback about

    classroom instruction.

    Principal uses knowledge of bestpractices to give constructive

    feedback and provides

    professional development

    opportunities to improve

    classroom instruction.

    Principal uses knowledge of bestpractices of instruction and

    assessment to give feedback to

    improve classroom instruction.

    Engages staff in frequent

    conversations and reflection

    about classroom practices.

    Curriculum alignment Principal does not demonstrate

    understanding of curriculumalignment and its importance.

    Principal can talk to staff about

    curriculum alignment at asuperficial level.

    Principal can engage staff in the

    curriculum alignment process.

    Principal deeply understands

    curriculum alignment and itsimportance and can lead the

    staff through the process as well

    as follow-up.

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    CRITERION 5: Improving instruction: The principal is fundamental to the monitoring, assisting and evaluating effective instruction and assessment practices.

    INDICATOR(S)

    TIER 1

    KEY WORDS/PHRASES:

    DOES NOT SHOWCOMPETENCE

    TIER 2

    KEY WORDS/PHRASES:

    SELDOM; INCONSISTENTLY

    TIER 3

    KEY WORDS/PHRASES:

    REGULARLY; CONSISTENTLY

    TIER 4

    KEY WORDS/PHRASES:

    CONSISTENTLY EXCEEDS;MOST EFFECTIVELY

    Evaluation

    The evaluation process is

    primarily formative, transparent,

    timeliness, multiple forms of

    data collection and policy

    driven/compliant.

    Principal does not demonstrate

    an understanding of or

    competence in assisting teachers

    in developing effective

    instruction/assessment

    practices.

    NOTE FROM HELENE: I dont

    believe Im capturing your

    thinking hereplease help! Is

    this really about evaluating

    them? Sorry and thanks!

    Principal demonstrates a shallow

    understanding of or competence

    in assisting teachers in

    developing effective instruction/

    assessment practices.

    Principal effectively assists

    teachers in developing effective

    instruction/assessment practices

    Principal is fundamental to the

    development of effective

    instruction/assessment practices

    throughout the school

    Staff Development

    Indicators: SIP and district goal

    alignment, resources, follow-

    through.

    Hiring

    Indicators: Policy and goal (SIP)

    alignment, retention,

    support/integration of new

    employee.

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    CRITERION 6: Managing both staff and fiscal resources to support student achievement and legal responsibilities. Principal, in collaboration with others, uses

    data to create, evaluate and manage school financial, human and time resources. Principal possesses knowledge of laws, policies and procedures related to

    financial, human and time resources. Principal brings new knowledge and resources to learning environments through coaching and models research-based best

    practices to broaden networks, increase resources and create effective professional development opportunities. Principal demonstrates knowledge and skills

    related to effective instructional practices, as well as, rules and regulations related to staff supervision, coaching and evaluations. Principal provides time,

    structure and opportunities for adults to plan, work, reflect and celebrate together to improve best practices

    INDICATOR(S)

    TIER 1

    KEY WORDS/PHRASES:

    DOES NOT SHOW

    COMPETENCE

    TIER 2

    KEY WORDS/PHRASES:

    SELDOM; INCONSISTENTLY

    TIER 3

    KEY WORDS/PHRASES:

    REGULARLY; CONSISTENTLY

    TIER 4

    KEY WORDS/PHRASES:

    CONSISTENTLY EXCEEDS;

    MOST EFFECTIVELY

    Manages within legal andaccepted practice

    Principal does not demonstrateknowledge of or competence in

    managing within legal and

    accepted practice.

    N/A N/A Principal possesses knowledge oflaws, policies and procedures

    related to financial, human and

    time resources. Principal brings

    new knowledge and resources to

    learning environments through

    coaching and models research-

    based best practices to broaden

    networks, increase resources

    and create effective professionaldevelopment opportunities.

    Manages collaboratively Principal, in collaboration with

    others, uses data to create,

    evaluate and manage school

    financial, human and time

    resources.

    Instructional leadership Principal does not demonstrate

    knowledge and skills necessary

    to lead teachers to use effective

    instructional practices

    Principal demonstrates

    knowledge and skills related to

    effective instructional practices,

    as well as, rules and regulations

    related to staff supervision,

    coaching and evaluations.

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    INDICATOR(S)

    TIER 1

    KEY WORDS/PHRASES:

    DOES NOT SHOW

    COMPETENCE

    TIER 2

    KEY WORDS/PHRASES:

    SELDOM; INCONSISTENTLY

    TIER 3

    KEY WORDS/PHRASES:

    REGULARLY; CONSISTENTLY

    TIER 4

    KEY WORDS/PHRASES:

    CONSISTENTLY EXCEEDS;

    MOST EFFECTIVELY

    Manages resources to provideprofessional development

    Principal does not demonstratecompetence in managing

    resources so that staff can

    engage in professional

    development

    Principal provides aninconsistent level of resources so

    that staff can participate in

    professional development.

    Principal provides an adequatelevel of resources so that staff

    can participate in professional

    development

    Principal provides time, structureand opportunities for staff to

    plan, work, reflect and celebrate

    together to improve best

    practices.

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    INDICATOR(S)

    TIER 1

    KEY WORDS/PHRASES:

    DOES NOT SHOW

    COMPETENCE

    TIER 2

    KEY WORDS/PHRASES:

    SELDOM; INCONSISTENTLY

    TIER 3

    KEY WORDS/PHRASES:

    REGULARLY; CONSISTENTLY

    TIER 4

    KEY WORDS/PHRASES:

    CONSISTENTLY EXCEEDS;

    MOST EFFECTIVELY

    Collaborator The principal does notdemonstrate competence in

    developing collaborative

    relationships with other

    administrators.

    The principal inconsistently (isdeveloping collaborative

    relationships with) partners and

    collaborates with other

    administrators.

    The principal partners andcollaborates with other

    administrators.

    The principal systematicallycollaborates with other

    administrators to solve problems

    of practice in his/her school and

    throughout the district.

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