Staff Performance Evaluation Plan Submission Coversheet...evaluation plan, and conduct staff evaluations as a significant part of their responsibilities IC 20-28-11.5-1(2) 10 20-28-11.5-1(3)

DEPARTMENT OF EDUCATION

Staff Performance Evaluation Plan Submission Coversheet

SY 2018-19

CONTEXT: Indiana Code (iC) 20-28-11.5-8(d) requires each school corporation to submit its entire staff performance evaluation plan to thedepartment (IDOE) and requires the IDOE to publish the plans on its website. This coversheet is meant to provide a reference for IDOE staff and keystakeholders to view the statutory- and regulatory-required components of staff performance evaluation plans for each school corporation.

Furthermore, in accordance with IC 20-28-11.5-8{d), a school corporation must submit its staff performance evaluation plan to the department forapproval in order to qualify for any grant funding related to this chapter. Thus, it is essential that the reference page numbers included belowclearly demonstrate fulfillment of the statutory (IC 20-28-11.5) and regulatory {511 lAC 10-6) requirements.

INSTRUCTIONS:

Completion

In the chart below, please type the reference the page numbers in your staff performance evaluation document which clearly display compliancewith the requirements. If the plan contains multiple documents with duplicate page numbers, please refer to the documents by A, B, C, D, etc. withthe page number following. For example: A-23, 8-5, etc. Please note, your plan may include many other sections not listed below.

Submission

Once completed, please attach this coversheet to the staff performance evaluation plan document you will submit. The whole document needs tobe combined into one continuous PDF for submission.

School Corporation Name: Anderson Community School Corporation

School Corporation Number: 5275

Annual Evaluations

RequirementStatutory / Regulatory

AuthorityExamples of Relevant Information

Reference Page

Number(s)

□ Annual performance evaluations for eachcertificated employee

IC20-28-11.5-4(c}{l) Plan and metrics to evaluate all certificated employees, Including teachers,administrators, counselors, principals and superintendents

5

Objective Measures of Student Achievement and Growth



Reference PageNumber(s)

□ Objective measures of student achievementand growth significantly inform all certificatedemployees evaluations

IC20-28-11.5-4(c}(2} • Please indicate page numbers referencing the inclusion of objectivemeasures of student achievement and growth in all certificated employeeevaluations including but not limited to teachers, administrators, andsuperintendent

7-8

□ Student performance results from statewideassessments inform evaluations of employeeswhose responsibilities include teaching testedsubjects

IC20-28-11.5-4(c)(2KA)511 lAC 10-6-4(b)(l)

• Please note that per 511 lAC 10-6-4(b){l), Individual Growth Measure(IGM) must be the primary measure for E/LA and math teachers in grades4-8.

• For more information regarding IGM, click here.

7-8

□ Methods of assessing student growth inevaluations of employees who do not teachtested subjects

IC 20-28-11.5-4(c}(2}(B}511 lAC 10-6-4(b)(2)511 lAC 10-6-4(b)(3)

Examples include:o Student Learning Objectives (SLOs), SMART goalso Corporation- or classroom-level student learning measures for non-

tested grades and subjectso Other student learning measures for non-teaching staffo School-wide learning measures (e.g., A-F accountability grade) 7-8

Rigorous Measures of Effectiveness




□ Rigorous measures of effectiveness,including observations and other performanceindicators

IC20-28-11.5-4(c)(3) • Observation rubrics - for all certificated staff - with detailed descriptions ofeach level of performance for each domain and/or indicator

• Other measures used for evaluations (e.g., surveys)

4-5

4-5

Designation in Rating Categorv



Reference Page

Number(s)

□ A summative rating as one of the following:highly effective, effective, improvementnecessary, or ineffective

IC20-28-11.5-4(c}{4)511 lAC 10-6-2(c}

• Definition of performance categories• Summative scoring process that yields placement into each performance

category

12

□ A definition of negative impact forcertificated staff with statewide assessments

□ A definition of negative impact forcertificated staff without statewide

assessments

□ A final summative rating modification if andwhen a teacher negatively affects studentgrowth

IC20-28-11.5-4(c)(6)511 lAC 10-6-4(c)

• Definition of negative impact on student growth for grades and subjectsmeasured and not measured by statewide assessments

• Description of the process for modifying a final summative rating fornegative growth

• For more information regarding Negative Impact, click here.

3

□ All evaluation components, including but notlimited to student performance data andobservation results, factored into the finalsummative rating

IC 20-28-11.5-4(c)(4) • Summative scoring process that yields placement into each performancecategory

• Process for scoring student learning measures• Weighting (broken down by percentage} of all evaluation components

4-5

Evaluation Feedback


AuthorityExamples of Relevant information


□ An explanation of evaluator'srecommendations for improvement and thetime in which improvement is expected

IC20-28-11.5-4(c){5)511 lAC 10-6-5

♦ Process and timeline for delivering feedback on evaluations• Process for linking evaluation results with professional development

12

Evaluation Plan Discussion




□ Evaluation Plan must be in writing andexplained prior to evaluations are conducted.

IC20-28-11.5-4(e)(l)IC20-28-11.5-4(e)(2)

• Process for ensuring the evaluation plan is in writing and will be explainedto the governing body in a public meeting before the evaluations areconducted

• Before explaining the plan to the governing body, the superintendent ofthe school corporation shall discuss the plan with teachers or the teachers'representative, if there is one

15-17

Evaluators



Reference Page

Number(s)

□ Only individuals who have received trainingand support in evaluation skills may evaluatecertificated employees

IC 20-28-11.5-1

IC 20-28-11.5-5(b)IC20-28-11.5-8(a)(l)(D}

• Description of ongoing evaluator training• Description of who will serve as evaluators• Process for determining evaluators

5-6

□ Teachers acting as evaluators {optional)clearly demonstrate a record of effectiveteaching over several years, are approved bythe principal as qualified to evaluate under theevaluation plan, and conduct staff evaluationsas a significant part of their responsibilities

IC 20-28-11.5-1(2)10 20-28-11.5-1(3)511 lAC 10-6-3

• Description of who will serve as evaluators• Process for determining evaluators

n/a

□ All evaluators receive training and support inevaluation skills

IC20-28-11.5-5(b)511 lAC 10-6-3

Description of ongoing evaluator training 5

Feedback and Remediation Plans


Authority Examples of Relevant Information Reference PageNumber(s)

□ All evaluated employees receive completedevaluation and documented feedback withinseven business days from the completion of theevaluation.

IC 20-28-11.5-6(8) System for delivering summative evaluation results to employees 13

□ Remediation plans assigned to teachersrated as ineffective or improvement necessary

IC20-28-11.5-6(b) • Remediation plan creation and timeframe• Process for linking evaluation results with professional development

12-13

□ Remediation plans Include the use ofemployee's license renewal credits

IC20-28-11.5-6(b) Description of how employee license renewal credits and/or ProfessionalGrowth Points will be incorporated into remediation

12-13

□ Means by which teachers rated asIneffective can request a private conferencewith the superintendent

IC20-28-11.5-6(c) Process for teachers rated as ineffective to request conference withsuperintendent

12

Instruction Delivered by Teachers Rated Ine fective

Requirementstatutory / Regulatory

Authority Examples of Relevant Information Reference PageNumber(s)

□ The procedures established for avoidingsituations in which a student would beinstructed for two consecutive years by twoconsecutive teachers rated as ineffective

IC 20-28-11.5-7(c) Process for ensuring students do not receive instruction from ineffectiveteachers two years in a row

13

□ The procedures established to communicateto parents when student assignment toconsecutive teachers rated as ineffective is

unavoidable

IC20-28-11.5-7(d) Description of how parents will be informed of the situation 13

Anderson Community School Corporation

Certified Evaluation Plan

2018-2019

1

A Brief Summary of the Law: Teacher Evaluation/Compensation Page 2 Assessing Standard for Success Software Page 4 Guide for Certified Staff/Teacher Evaluations Page 5 Certified Categories for Evaluations Page 5 Components of Evaluation

Observations Page 6 Rubrics Page 6 School Grade Page 6 SMART Goal Page 7 Additional Guidance On SMART Goals Page 7 Examples of Data Tools for SMART Goals Page 8

Core Professionalism Rubric Page 10 PAR Referral via Evaluation

Referral Through Observation Page 11 Referral Through Summative Evaluation Page 11 Termination Page 11

Basic Timeline for Annual Evaluation Process Page 12 Teacher Rating Scale Page 12 Conference with the Superintendent Page 12 Evaluation Timeline Page 12 ACSC Grant Policy Page 16

2

A BRIEF SUMMARY OF THE LAW: TEACHER EVALUATION/COMPENSATION

Indiana law passed in 2011 directs the way that school districts will evaluate teachers and assign teacher compensation (IC 20-28-11.5). The Indiana Administrative Code contains additional procedures passed by the Indiana State Board of Education specifying how school districts will conduct teacher evaluation (511 IAC 10-6-1). Anderson also has to file its teacher evaluation plan (which outlines any local procedures and decisions) annually with the IDOE.

Schools have to meet the state requirements regarding teacher evaluation either by adopting the state teacher evaluation model annually provided by the IDOE as is, adopting another approved model (TAP, PAR), or developing a model on their own that complies with the law. Schools have to create a teacher compensation system following the new state law. This system must include four ratings for teachers and “pay for performance” to effective and highly effective teachers.

Here’s what the law specifically says… Each school corporation shall develop and implement a plan beginning with school year 2012-13. The school district can adopt the state plan OR it may develop its own staff performance evaluation plan or adopt one that meets these requirements:

Performance evaluations for all certificated employees, conducted at least annually. Objective measures of student achievement and growth to significantly inform the evaluation. The objective measures must include:

(A) student assessment results from statewide assessments for certificated employees whose responsibilities include instruction in subjects measured in statewide assessments; (B) methods for assessing student growth for certificated employees who do not teach in areas measured by statewide assessments; and (C) student assessment results from locally developed assessments and other test measures for certificated employees whose responsibilities may or may not include instruction in subjects and areas measured by statewide assessments.

Rigorous measures of effectiveness, including observations and other performance indicators. An annual designation of each certificated employee in one (1) of the following rating categories: (4) Highly effective (3) Effective (2) Improvement necessary (1) Ineffective. An explanation of the evaluator's recommendations for improvement, and the time in which improvement is expected. A provision that a teacher who negatively affects student achievement and growth cannot receive a rating of highly effective or effective.

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The evaluator shall discuss the evaluation with the certificated employee.

GUIDE FOR CERTIFIED STAFF/TEACHER EVALUATION PROCESS

Accessing Standard for Success Software

1. https://www.standardforsuccess.com/account-login/

2. Click login

a. login: email address

b. password (if you are a new teacher, your password

will be emailed to you)

*To change your password, choose the SUPPORT tab

Evaluation Categories

Category Observation

Effectiveness

Rubric

School

Grade

Data Component

Group 1 Classroom

Teachers /

Resource

Instruction

Teachers / Pull

Out

Instructional

Teachers

70% 6% 2 SMART Goals

24%

Group 2 Instructional &

Data Coaches,

Counselors,

Social Worker,

70% 6% 2 SMART Goals

24%

4

Secondary

Media

Specialist,

Psychologists,

Deans, PAR

Consulting

Teachers, ER&D

Group 3 Administrators 70% 6% 2 SMART Goals

24%

Observations: Most teachers will have a minimum of the two observations performed by

either a primary or secondary observer. The two observations consist of one

minimum of 30 minutes (Observation 1) and one a minimum of 45 minutes

(Observation 2). Tentative observation schedules will be provided to certified

staff at the beginning of the school year. The observation schedule will serve as

notification to the teacher but are subject to change. Evaluators will attempt to

complete observation 1 by December 1 and Observation 2 by April 1.

Speech, Special Ed Resource, Reading Specialist, ENL and other pull out resource teachers will have three minimum of 25 minute observations.

Most observations will be completed using the Teacher Effective Rubric based on

the Peer Assistance and Review Rubric. The remaining staff will use other rubrics

based off of modified RISE, through Standard For Success and have been

approved by ACSC and AFT. 70% of the certified staff evaluation is based on

observation and rubric performances.

A monthly schedule of observations will be created for staff in the building by

administration. Administration will make every effort to observe the teacher

during the assigned month. If the observation does not happen during the

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assigned month, the administrator will email the teacher and provide a one

week window early in the month that the teacher will be observed.

Rubrics Used: Most certified staff will use the Anderson Teacher Effectiveness Rubric. The

positions listed below will not.

Speech Anderson Speech Language Pathologist Evaluation

Rubric

Athletic Director NIAAA Athletic Director Effectiveness Rubric

AHS/HMS/D26 Counselors Indiana School Counselor Rubric

Corporation Elementary Instructional Coaches

Instructional Specialist Effectiveness Rubric -

Hamilton Heights

Elementary/Secondary Social Workers

Anderson Social Worker Effectiveness Rubric

Elementary/Secondary Deans Anderson Dean Effectiveness Rubric

Secondary Media Specialists Indiana School Librarian Evaluation Rubric

School Psychologists School Psychologist

Elementary Literacy Data Coaches Anderson Elementary Literacy Data Coach

Effectiveness Rubric

Corporation Technology Integration Specialist

Technology Integration Specialist

AHS/HMS Instructional/Data Coaches

Anderson Instructional Coach/Data Coach

Effectiveness Rubric – Secondary

ALL Other Staff Anderson Teacher Effectiveness Rubric

School Grade The Indiana Department of the Education assigns an accountability grade to all

Indiana schools and school districts. Grades will be used to determine 6% of the

overall teacher evaluation (with some exceptions) and 6% of overall principal

evaluation.

6

SMART Goals

SMART Goals Each ACSC certified employee will complete two SMART Goals. One SMART Goal

will be based on student data and the other will be on a teacher professional

growth. Teachers who teach state tested areas must use state assessment data

for one of their SMART Goals including Individual Growth Model Data. All

SMART Goals must be mutually agreed upon by the teacher and primary

evaluator. All SMART Goals must be complete by October 1.

Additional Guidance

On SMART Goals All teachers will be trained on SMART goals at the beginning of the year. First

through corporation distributed video presentation and secondly by building

level administration in the August staff meeting. Primary evaluator will

personally assist teachers in the developing SMART goals upon request.

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Individual buildings will set a timeline for teachers complete SMART goals.

SMART Goals must be complete and approved by October 1.

Examples of Data Tools for SMART Goals

Examples

Kindergarten TRC/DIBELS, NWEA READING or Math

First Grade TRC/DIBELS, NWEA READING or Math

Second Grade TRC/DIBELS, NWEA READING or Math

Third Grade ISTEP Math or ELA

4-8 ELA and Math ISTEP+ Growth Model Data

Elem Music Teacher Developed Pre/Post Assessment (1 Grade Level)

Elem Art Teacher Developed Pre/Post Assessment (1 Grade Level)

Elem Physical Education Teacher Developed Pre/Post Assessment (1 Grade Level)

Elem Media Center Teacher Developed Pre/Post Assessment (1 Grade Level)

6-12 Physical Education and Health

Teacher Developed Pre/Post Assessment (1 Class Period)

7th/8th Social Studies Teacher Developed Pre/Post Assessment, NWEA (1 Class Period)

7th/8th Science Teacher Developed Pre/Post Assessment, NWEA (1 Class Period)

Middle School Music Teacher Developed Pre/Post Assessment, NWEA (1 Class Period)

Middle School Art Teacher Developed Pre/Post Assessment, NWEA (1 Class Period)

8th Grade Spanish Teacher Developed Pre/Post Assessment, NWEA (1 Class Period)

7th Grade Tech Ed Teacher Developed Pre/Post Assessment, NWEA (1 Class Period)

8th Grade Personal Finance

Teacher Developed Pre/Post Assessment, NWEA (1 Class Period)

8th Grade Preparing for College and Career


8

HS Social Studies Teacher Developed Pre/Post Assessment, NWEA (1 Class Period)

HS Science Teacher Developed Pre/Post Assessment, NWEA (1 Class Period)

HS Business Teacher Developed Pre/Post Assessment, NWEA (1 Class Period)

HS World Languages Teacher Developed Pre/Post Assessment, NWEA (1 Class Period)

HS Performing Arts Teacher Developed Pre/Post Assessment, NWEA (1 Class Period)

HS Visual Arts Teacher Developed Pre/Post Assessment, NWEA (1 Class Period)

HS English (excluding ELA 10)

Teacher Developed Pre/Post Assessment, NWEA (1 Class Period) 9th Grade NWEA Lexile BOY-EOY

HS Math (excluding 10th Grade)


CTE Classes Teacher Developed Pre/Post Assessment, NWEA (1 Class Period)

CTE Block Classes Teacher Developed Pre/Post Assessment, NWEA (AM or PM)

Reading Specialists NWEA/Amplify BOY-EOY Reading Level and Lexiles

NWEA- NWEA will be administered two times during the school year for students in grades K-10.

Teachers may opt for a middle of year assessment. NWEA reports suite will generate growth model

data for each classroom, building, and the district. We will use this report to demonstrate student

growth as part of the data component of the evaluation SMART Goals.

Amplify-Teachers in grades K-2 will use Amplify TRC Composite benchmark assessments in addition to

NWEA. TRC provides an additional reading level assessment for teachers. TRC assessments will be

performed individual classroom teachers

Pre and Post Assessments-Teachers in non-tested subjects may create pre and post assessment as

their data point for their data driven SMART Goal . The pre and post must be approved by the primary

evaluator prior to administration. The pre and post assessment will be uploaded into a Google Form or

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Canvas. At the completion of the pretest the teacher and primary evaluator through mutual

agreement will select one class or class period (if needed) to use as a data point for the SMART Goal.

Student Pass Rate: Student pass rate is the percentage of students in a teacher’s class who pass

statewide assessments (ISTEP, ECA, AP). The percentage pass rate will be based on students in

attendance in the school for 162 days. The pass rate is generated by the Indiana Department of for

Education with the pass percentages converted to a 4 point scale (four point conversion scale below).

For goal development, teachers need to use PIVOT data warehouse to capture previous assessment

data to use developing SMART Goals. Secondary teachers will use data from one class period in the

content area they teach. Elementary teachers will use their classroom student data. Teacher and

evaluator must agree on the class selection by December 1.

Individual Growth Model: Individual growth model data determines the amount of growth each

student makes during the school year. The Indiana Department of Education provides this report to

the district. Growth model data is only for students who attend home schools 162 days.

Professionalism Rubric These indicators illustrate the minimum competencies expected in any profession. These are separate

from the other sections in the rubric because they have little to do with teaching and learning and

more to do with basic employment practice in any profession. Teachers are expected to meet these

standards. If they do not, it will affect their overall evaluation rating negatively.

Certified employee meets all standards in the Core Professionalism Rubric. Certified employee

receives a .5 bonus on their overall summative evaluation.

Certified employee does not meet one or more of the standards in the Core Professionalism Rubric.

Certified employee receives a negative .5 (-.5) on their overall summative evaluation.

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Before a negative .5 (-.5) is given to the certified employee two opportunities for corrective action

will be provided.

● One verbal warning

● Written reprimand with corrective action (letter sent to personnel office)

● Negative .5 (-.5)

Indicator Does Not Meet Standard Meets Standard

Attendance Individual demonstrates a pattern of unexcused absences

Individual has not demonstrated a pattern of unexcused absences. (Excused absences would include sick days, personal days, and other days allowed by contract or law for which a sub has been requested and the teacher’s supervisor notified of the absence.)

On-time Arrival

Individual demonstrates a pattern of unexcused late arrivals (late arrivals that are in violation of procedures set forth by local school policy and by the relevant collective bargaining agreement)

Individual has not demonstrated a pattern of unexcused late arrivals (late arrivals that are in violation of procedures set forth by local school policy and by the relevant collective bargaining agreement)

Policy and Procedures

Individual demonstrates a pattern of failing to follow state, corporation, and school policies and procedures (e.g. procedures for submitting discipline referrals, policies for appropriate attire, IEP compliance, etc)

Individual demonstrates a pattern of following state, corporation, and school policies and procedures (e.g. procedures for submitting discipline referrals, policies for appropriate attire, IEP compliance, etc)

Respect Individual demonstrates a pattern of failing to interact with students, colleagues, parents/guardians, and community members in a respectful manner

Individual demonstrates a pattern of interacting with students, colleagues, parents/guardians, and community members in a respectful manner

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PAR Referral via Evaluation Referral Through Observations:

Observations shall be performed by the principal or assistant principal. If one observation yields

“improvement necessary” or “ineffective” rating for the observation component of the annual

evaluation, the teacher’s name shall be submitted to the co-chairmen of the Board of Review (BOR)

which will initiate a Performance Review pursuant to Section 3.1 of the Anderson Peer Review and

Assistance Handbook. The performance review process will allow the BOR to determine whether a

teacher is placed in assistance or intervention. At the completion of the performance review,

assistance, and/or intervention process, the teacher’s consultant shall report to the BOR. The BOR

shall determine the teacher’s rating and the principal’s observation will be removed.

Referral Through Summative Evaluation:

The complete Summative Evaluation of any teacher includes observations, student data, and school

letter grade. Any teacher who is rated as “ineffective” will be submitted to the co-chairmen of the

Board of Review (BOR) which will initiate a Performance Review pursuant to Section 3.1 of the

Anderson Peer Review and Assistance Handbook.

Termination

Implementation of annual observation and evaluation program does not change the manner by which

decisions are made concerning teacher terminations. The decision whether to terminate a teacher’s

contract shall remain the responsibility of the Board of Review.

Rating Scale Ineffective Improvement

Necessary Effective Highly Effective

1.00-1.74 1.75-2.49 2.50-3.49 3.50-4.00

Conference with the Superintendent:

Any teacher rated Improvement Necessary or Ineffective in their summative evaluation my request a

conference with the superintendent. Teacher may bring AFT representation with them to the meeting

with the superintendent. To request a meeting the teacher should contact Diane Fredericks,

Administrative Assistant to the Superintendent at 765-641-2028 or by email [email protected].

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mailto:[email protected]

Safeguards for Students:

A student may not be instructed for two (2) consecutive years by two (2) consecutive teachers, each of

whom was rated as ineffective in the school year immediately before the school year in which the

student is placed in the respective teacher's class. If a teacher is rated ineffective and fails to improve

under the above PAR Guidelines the will be terminated.

If it is not possible for Anderson Community School Corporation to comply with this section, the school

will notify the parents of each applicable student indicating the student will be placed in a classroom of

a teacher who has been rated ineffective per guidelines in the handbook. The parent will be notified

before the start of the second consecutive school year.

Evaluations Timelines

Observation Feedback

Observation Feedback ● Within Four School Days

Artifact Upload

Artifact Upload For Evidence of Goal Progress and Attainment ● Add to goals section at anytime to demonstrate progress toward goals

Artifact Upload After Observations ● Teacher May Upload Artifacts At Anytime ● Evaluator Requested Artifacts Must Be Uploaded Within Four School

Days. Evaluator Must Request Artifacts From the Teacher By Email. ● No Limit To The Amount of Artifacts Uploaded By Teacher

○ Teachers are asked to clearly describe each artifact with the corresponding indicator labeled..(1.B.2 Skill in Delivering Instruction:

Activation of Prior Knowledge)

Conferences

Beginning of Year SMART Goal Conference ● Beginning of Year SMART Goal conferences between the evaluator and

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certified staff is encouraged, but not required.

Summative Conference ● Evaluators and certified staff will participate in one summative conference

at the end of the evaluation cycle.

Post Observation Conference ● Post Observation Conference may be requested by the evaluator or

certified staff member after any observation. ● The evaluator or certified staff member must request the conference by

email within four school days of finalizing an observation.

Lesson Plans

Lesson Plans ● May be requested if evidence of planning is needed ● Lesson Plans must be requested by the evaluator through email ● Teacher has two working days to provide lesson plans to the evaluator

after email sent.

Basic Timeline for Annual Evaluation Process (Primary Evaluator Schedule)

Month TO DO’S Documents

July/August -Review teacher data from previous

school year.

-Ensure that each certified

employee has been assigned a

primary/ secondary evaluator.

-Plan schedule for observations for

first and second semester .

-Note teachers on PAR.

-Set up SFS software for teachers

on your caseload.

-Consider necessary notification to

parents if students will be

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scheduled with Ineffective teachers

two years consecutively.

August -Preview the evaluation process

for the year with staff in

back-to-school meeting/training

for new staff.

-Review Evaluation Handbook

with BOE

-Schedule SMART Goal Conference

with Teachers (if desired)

-Training about SMART Goals

-Video for SMART Goals-With

Google Form

BOY Assessment Administered

Review of PIVOT Data from

previous year assessments

September

Continue SMART Goal Conferences

with teachers (if desired)

Begin Observation 1

Teachers load SMART Goals into

SFS

October

-Approve all Goals by 10/1.

-Observation 1 Continue

November

-Observation 1 Continue

December

Observation 1 Complete

15

-Data Coaches, Social Workers,

Deans should have completed their

first self evaluation along with the

evaluator completing the first one.

January

-Observation 2 Starts Mid Year Check of Goals-

February

Observation 2 Continues

-

March

Observation 2 Continues

Teacher must request additional

observation by emailing primary

evaluator on or before April 1.

April

Observation 2 Complete

-Complete any additional

observations requested.

-Data Coaches, Social Workers,

Deans should have completed their

second self evaluation along with

the evaluator completing a second

one.

May

-Review collected evidence for

each teacher and mark summative

rating on SFS Finalization

Worksheets.

Review goal artifacts and progress

in SFS. Finalize goal attainment if

possible.

-Explain to teachers the process for

reporting goals for end of year

results and set due dates.

-Complete end-of-year Evaluation

of Teachers in Groups 5 and 6.

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-Conduct optional end-of year

meeting with each teacher

Review Goals

Share final rubric scores with

the teacher

Finalize Summative Rating if

possible

Review available final data

June

-Finalize all summative ratings as

data becomes available and notify

teachers of final summative rating

in SFS (October of the next year)

-Meet with certified personnel to

complete the summative

evaluation.

-Teacher evaluation finalized in SFS

Teachers sign-off on completed

summative evaluation.

ACSC POLICY GRANTS The Anderson Community School Corporation ("ACSC" or "School

Corporation”) will distribute its Teacher Appreciation Grant monies received from the

Indiana Department of Education to the teachers who meet the following criteria:

1. Employed in the classroom or directly provided education in virtual classroom.

2. Received Highly Effective or an Effective rating on their most recently completed

performance evaluation; and

3. Employed on December 1st of the year the Corporation receives the Teacher

Appreciation Grant monies.

4. Monies will be a stipend and not added to base salary.

The allocation of the Teacher Appreciation Grant will be discussed by the ACSC and the

Anderson Federation of Teachers. The School Corporation will distribute its Teacher

Appreciation Grant monies, after any appropriate withholding and deductions for FICA and

INPRS, as one-time stipend as follows:

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Step 1: Determine the number of effective teachers who qualify pursuant to 1, 2, and

above;

Step 2: Determine the number of highly effective teachers who qualify pursuant to 1, 2,

and above;

Step 3: Multiply the number of effective teachers by 1;

Step 4: Multiply the number of highly effective teachers by 1.25;

Step 5: Add the results of Steps 3 and 4 together to get total;

Step 6: Divide the Indiana Department of Education grant amount by the total found in

Step 5, above, and that amount becomes the stipend amount given to each

qualifying effective teacher:

Step 7: Multiply the stipend amount given to highly effective teachers found in Step 6 by

1.25 to determine the stipend amount paid to each qualifying effective teacher.

Qualifying teachers employed on less than full-time contract will have the stipend amount

prorated in accordance to the ratio of their part-time contract to full-time contract. The

School Corporation will distribute the stipends within 20 business days of the distribution

date by the Indiana Department of Education of the Teacher Appreciation Grant monies to

the School Corporation.

LEGAL REFERENCE: I.C. 20-43-10-3.5

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Appendix 1 Observation Rubrics

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ANDERSON COMMUNITY SCHOOL CORPORATION

BOARD OF SCHOOL TRUSTEES MEETING

ADMINISTRATION CENTER

1600 HILLCREST AVENUE

AUGUST 14,2018

6:00 P.M.

The meeting site is fully-accessible. Any person requiring further accommodation should contact theSuperintendent, at the School Corporation's central office.

ORDER OF BUSINESS

1) Moment of Reflection

2) Pledge of Allegiance

3) Call to Order

4) Approval of Agenda (Additional Items)

5) Approval of Minutes (July 10,2018)

Dr. Hill

Dr. Hill

Dr. Hill

Dr. Smith

Dr. Smith

6) Superintendent's Comments:RecognitionTodd Callen, National Council of Teachers of English Excellence Award

7) Board President's Comments

8) **Comments from Patrons (Please state name and address andlimit comments to three (3) minutes.)

9) ** Anderson Federation of Teachers

10) '^^Topics for DiscussionPresentation to the Board

Certified Evaluation Plan

11) Board ActionsA. (Consent Items)

1. Financial Report, R-2018-362. Human Resources Report, R-2018-373. Field Trips and/or Conference Leaves, R-2018-38

12) Old Business:

13) New Business:

14) Items for Future Agendas:

15) Adjournment

^DENOTES CHANGES AND/OR ADDITIONAL ITEMS

**INTERACTIVE SESSIONS

Mr. Glaze

Mr. Glaze

Dr. Smith

Mr. Kevin Brown

Mr. Lennon Brown

Mr. Glaze

C:\Usen\SU(IVDocuinents\Board SludWIEETING AGENDAS\20l8\Board Agenda 8-l4-I8.doc

Domain 1: Job Performance1.1 Quality of Work

Work is consistently error-free.

(1.1.HE.1)

Work rarely contains errors. (1.1.E.1) Work frequently contains errors. (1.1.IN.1) Work frequently contains repeated errors.(1.1.I.1)

Work is considered a model for otheremployees (1.1.HE.2)

Work is to departmental standards.(1.1.E.2)

Work must be reviewed for departmentalstandards (1.1.IN.2)

Work frequently falls below departmentstandards. (1.1.I.2)

Demonstrates superior attention to detail.(1.1.HE.3)

Demonstrates good attention to detail.(1.1.E.3)

Work will frequently need reviewed for detail.(1.1.IN.3)

Work will frequently need correction to, oraddition of, details. (1.1.I.3)

Anticipates obvious needs of the department.(1.1.HE.4)

Responds to obvious needs of thedepartment. (1.1.E.4)

Fails to respond to needs of the departmentwithout direction (1.1.IN.4)

Fails to respond to the needs of thedepartment with direction. (1.1.I.4)

1.2 Professional Knowledge

Demonstrates advanced knowledge in theareas of responsibility. (1.2.HE.1)

Demonstrates working knowledge in theareas of responsibility. (1.2.E.1)

Demonstrates entry-level knowledge in theareas of responsibility. (1.2.IN.1)

Frequently demonstrates a lack of knowledgein the areas of responsibility. (1.2.I.1)

Takes the initiative to remain current in theprofessional field. (1.2.HE.2)

Remains current in the professional field withenthusiasm. (1.2.E.2)

Demonstrates no initiative to remain currentin the professional field. (1.2.IN.2)

Is not current in the professional field.(1.2.I.2)

Frequently advises supervisor on methods toimprove service. (1.2.HE.3)

Sometimes suggests to supervisor methodsto improve service. (1.2.E.3)

Demonstrates little interest in performance orservice improvement. (1.2.IN.3)

Frequently causes failures in providingservices as the corporation standard.(1.2.I.3)

Performs independently as the corporationSME in designated area. (1.2.HE.4)

Performs as the corporation SME indesignated area with supervision. (1.2.E.4)

Defers many duties as SME to the directsupervisor. (1.2.IN.4)

Fails to perform many duties as thecorporation SME (1.2.I.4)

1.3 Independence

Performs most duties with no directsupervision. (1.3.HE.1)

Performs most duties with minimalsupervision or direction. (1.3.E.1)

Performs most duties with regularsupervision and direction. (1.3.IN.1)

Frequently fails to perform duties withoutsupervision or direction. (1.3.I.1)

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Anderson Administrative Assistant Effectiveness RubricPrinted: September 04, 2018 at 12:16pm

Is self-motivated to perform all duties.(1.3.HE.2)

Is self-motivated to perform most duties(1.3.E.2)

Needs directions or supervision to performmany duties. (1.3.IN.2)

Needs direction and assistance fromsupervisor to perform most duties. (1.3.I.2)

Has professional input on performance ofduties. (1.3.HE.3)

Performs directed duties with fidelity.(1.3.E.3)

Performs duties with specific instructions.(1.3.IN.3)

Fails to perform duties. (1.3.I.3)

Frequently acts on own initiative when time iscritical. (1.3.HE.4)

Sometimes acts on own initiative when timeis critical. (1.3.E.4)

Will often wait for direction, even when a taskis time-critical. (1.3.IN.4)

Will not act without supervision or direction.(1.3.I.4)

1.4 Organization

Always has needed data and informationavailable. (1.4.HE.1)

Frequently has needed data and informationavailable. (1.4.E.1)

Sometimes has needed data and informationavailable. (1.4.IN.1)

Rarely has needed data and informationavailable. (1.4.I.1)

Always maintains a workplace wherematerials are accessible. (1.4.HE.2)

Frequently maintains a workplace wherematerials are accessible. (1.4.E.2)

Sometimes maintains a workplace wherematerials are accessible. (1.4.IN.2)

Rarely maintains a workplace wherematerials are accessible. (1.4.I.2)

Can plan and organize work prioritiesindependently. (1.4.HE.3)

Can organize work priorities with littledirection. (1.4.E.3)

Needs direction or instructions to organizework priorities. (1.4.IN.3)

Frequently fails to organize work priorities.(1.4.I.3)

Frequently initiates actions as indicated bythe sequence of work. (1.4.HE.4)

Always begins actions when specified as asequence of work. (1.4.E.4)

Sometimes begins actions when specified asa sequence of work. (1.4.IN.4)

Rarely begins actions when specified as asequence of work. (1.4.I.4)

1.5 Initiative

Always presents a self-motivated andfocused professional appearance.(1.5.HE.1)

Frequently presents a self-motivated andfocused professional appearance. (1.5.E.1)

Sometimes presents a self-motivated andfocused professional appearance.(1.5.IN.1)

Rarely presents a self-motivated and focusedprofessional appearance. (1.5.I.1)

Always explores different ways to deal withnew situations. (1.5.HE.2)

Frequently offers suggestions on ways todeal with new situations. (1.5.E.2)

Rarely offers suggestions on ways to dealwith new situations. (1.5.IN.2)

Cannot or will not deal with new situations orchanges to routines. (1.5.I.2)

Often offers to accept new responsibilities.(1.5.HE.3)

Sometimes offers to accept newresponsibilities. (1.5.E.3)

Does not offer to accept new responsibilities.(1.5.IN.3)

Will not accept new responsibilities.(1.5.I.3)

Often offers new solutions to recurringsituations. (1.5.HE.4)

Sometimes offers new solutions to recurringsituations. (1.5.E.4)

Rarely offers solutions to recurring situations.(1.5.IN.4)

Resists new solutions to recurring situations.(1.5.I.4)

1.6 Productivity

Frequently completes work to standard andahead of schedule (1.6.HE.1)

Frequently completes work to standard andon schedule (1.6.E.1)

Sometimes completes work to standard andon schedule (1.6.IN.1)

Rarely completes work to standard and onschedule (1.6.I.1)

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Frequently seeks improvement in efficiencyto increase productivity. (1.6.HE.2)

Is open to ideas for increased efficiency inorder to increase productivity. (1.6.E.2)

Will adapt new ideas for increased efficiencywhen directed. (1.6.IN.2)

Resists new ideas for increased efficiency,even when directed. (1.6.I.2)

Frequently transitions from one task toanother with minimal loss of time.(1.6.HE.3)

Often transitions from one task to anotherwith minimal loss of time. (1.6.E.3)

Transitions from one task to another oftenwaste time and effort. (1.6.IN.3)

Frequently fails to transition from one task toanother without disruptions. (1.6.I.3)

Routinely maximizes work time on essentialwork, prioritized efficiently. (1.6.HE.4)

Routinely utilizes work time on essential work(1.6.E.4)

Sometimes uses work time for personal ornon-essential tasks. (1.6.IN.4)

Frequently uses work time and resources forpersonal business. (1.6.I.4)

1.7 Reliability

Is on duty for the duration of the professionalobligations. (1.7.HE.1)

Is on duty for the proscribed period ofattendance. (1.7.E.1)

Frequently needs off-duty time. (1.7.IN.1) Frequently is off-duty without prior approval.(1.7.I.1)

Frequently plans for personal leaves to avoidconflicts with key professional duties.(1.7.HE.2)

Often plans for personal leaves to avoidconflicts with key professional duties.(1.7.E.2)

Plans for personal leaves without regard toconflict with professional duties. (1.7.IN.2)

Frequently fails to plan for personal leaves.(1.7.I.2)

Frequently works additional hours duringhigh-tempo periods. (1.7.HE.3)

Often works additional hours during high-tempo periods. (1.7.E.3)

Resists working additional hours but does ifrequested. (1.7.IN.3)

Refuses to work additional hours even ifrequested. (1.7.I.3)

Routinely schedules lunches and breaks tomaximize productions. (1.7.HE.4)

Frequently schedules lunches and breaks tomaximize production. (1.7.E.4)

Takes lunches and breaks without regard towork factors. (1.7.IN.4)

Abuses lunch and break periods to avoidwork. (1.7.I.4)

1.8 Adaptability

Consistently changes procedures to meetchanges in needs. (1.8.HE.1)

Can change procedures when directed tomeet changes in needs. (1.8.E.1)

Resists changing procedures when directed.(1.8.IN.1)

Refuses to change procedures whendirected. (1.8.I.1)

Contributes ideas for change andimprovement. (1.8.HE.2)

Is open to ideas for change andimprovement. (1.8.E.2)

Resists change and improvement.(1.8.IN.2)

Refuses to change or seek improvement.(1.8.I.2)

Is self-reflecting and provides input onpersonal and professional performance.(1.8.HE.3)

Is self-reflecting and provides input onpersonal and professional performance.(1.8.E.3)

Resists input on personal and professionalperformance. (1.8.IN.3)

Refuses to acknowledge input on personaland professional performance. (1.8.I.3)

Utilizes problem-solving approaches to findsolutions. (1.8.HE.4)

Independently attempts to find solutions toproblems. (1.8.E.4)

Focuses on blame rather than solutions whenfaced with problems. (1.8.IN.4)

Frequently offers criticism or avoidance ofresponsibility when faced with problems.(1.8.I.4)

1.9 Communication Skills

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Verbal and written communication is alwaysclear, accurate and complete. (1.9.HE.1)

Verbal and written communication isfrequently clear, accurate and complete.(1.9.E.1)

Verbal and written communication issometimes clear, accurate and complete.(1.9.IN.1)

vVerbal and written communication is rarelyclear, accurate and complete. (1.9.I.1)

Written communications are frequentlyproduced ahead of schedule. (1.9.HE.2)

Written communications are frequentlyproduced on schedule. (1.9.E.2)

Written communications are sometimesbehind schedule. (1.9.IN.2)

Written communications are frequentlybehind schedule. (1.9.I.2)

Communicates effectively through email.Knows how to send attachments, creategroup distribution lists and sets calendarappointment for self and staff. (1.9.HE.3)

Understands basic email systems functions.Can send and receive communications withlittle or no problem. (1.9.E.3)

Struggles to understand how to send files orforward communications through email.Needs further training to ensurecommunication to staff. (1.9.IN.3)

Does not understand email. Does not login inoften to check messages or forwardcommunications. (1.9.I.3)

Proficiently uses the computer and currentsoftware to execute job functions ensuringprompt, accurate and efficient deliver ofprojects. (1.9.HE.4)

Understands basic computer functions andcurrent software. Is eager to learn new skillsto help execute work faster. (1.9.E.4)

Knows basic steps of the computer andsoftware. Needs assistance with mostprojects. (1.9.IN.4)

Knows very little about current software orcomputer functions. Resistant to change orasking for help. (1.9.I.4)

1.10 Communication Skills

Customers are always treated with respectand given full attention with an emphasis onproviding solutions. (1.10.HE.1)

Customers are always treated with respectand given full attention. (1.10.E.1)

Customers are sometimes treated withrespect and given full attention. (1.10.IN.1)

Customers are rarely treated with respectand given full attention. (1.10.I.1)

Personal interactions are always conductedwith high regard and attention to courtesy.(1.10.HE.2)

Personal interactions are conducted withregard and attention to courtesy. (1.10.E.2)

Personal interactions are sometimesconducted with regard and attention tocourtesy. (1.10.IN.2)

Personal interactions are rarely conductedwith regard and attention to courtesy.(1.10.I.2)

Emails, phone calls, and documents arealways deferred in order to give full attentionto customers in person. (1.10.HE.3)

Emails, phone calls, and documents arefrequently deferred in order to give fullattention to customers in person. (1.10.E.3)

Emails, phone calls, and documents aresometimes deferred in order to give fullattention to customers in person.(1.10.IN.3)

Emails, phone calls, and documents arerarely deferred in order to give full attention tocustomers in person. (1.10.I.3)

Offers suggestions and methods to improvecustomer service and personalcommunication. (1.10.HE.4)

Is open to suggestions on ways to improvecustomer service and personalcommunication. (1.10.E.4)

Is not open to suggestions on ways toimprove customer service and personalcommunication. (1.10.IN.4)

Resists suggestions on ways to improvecustomer service and personalcommunication. (1.10.I.4)

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Domain 1: Basic Functions1.1 Complete excess cost applications/reapplications and write/oversee IEPs for the Indiana Department of Education forfunding for residential and day treatment programs for special education students in ACS that have extraordinary needs.

Highly Effective (1.1.HE) Effective (1.1.E) Improvement Necessary (1.1.IN) Ineffective (1.1.I)

1.2 Monitor alternative placement programs and facilities and the effectiveness . and appropriateness of their services forstudent placements.


1.3 Provide Staff Development Opportunities for Special Education Staff.


1.4 Provide and Coordinate Supports and disseminate important information to Special Education Staff in regards to theLearning Connection and (IIEP) Indiana Individual Education Plan Compliance.


1.5 Assist and support Director in working on current DOE Indicator reports and other related needs as they arise in SpecialEducation Department.


1.6 Oversee and support the technology needs of special education students and staff.


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Anderson Assistant Director of Special ServicesPrinted: September 04, 2018 at 10:39am

1.7 Oversee case conferences district wide, as needed, ensuring Article 7 compliance in all situations.


1.8 Oversee staff in regards to progress monitoring and provide feedback.


1.9 Complete all task in an organized and timely manner working in collaboration or independently while maintaining andcreating positive staff relationships.


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Anderson Assistant Director of Special ServicesPrinted: September 04, 2018 at 10:39am

Domain 1: Purposeful Planning and Preparation1.1 Uses current and comprehensive knowledge base for planning support for students

Is able to clearly articulate, utilize andincorporate the following knowledge in theirplanning:

* Behavior Management Principals

* Child Development * Mental Health Diagnosis * Community resources(1.1.HE)

Is able to articulate, utilize and incorporatethe following knowledge in their planning: * Behavior Management Principles * Child Development * Mental Health Diagnosis (1.1.E)

Is able to articulate and incorporateknowledge in their planning. An examplemight be: * Behavior Management Principles * Child Development (1.1.IN)

Is unable to articulate and incorporateknowledge in their planning (1.1.I)

1.2 Collects Student Data for appropriate planning

Effectively coaches peers and local staff incollection methods utilizing innovative waysto enhance the collection of data and is ableto transfer the data into the classroomsetting. Some examples include:

* Behavior Management Principals

* Child Development * Mental Health Diagnosis * Community resources(1.2.HE)

Selects appropriate method of data collectionbased on type of information sought. Someexamples include: *Direct observation *Interview *Survey *Systematic (frequency, duration, intensity *Discipline/Incident records (1.2.E)

Selects appropriate data to enhance studentplanning. Some examples include: * Direct observation * Discipline/Incident records (1.2.IN)

Is unable to select appropriate data toenhance student planning (1.2.I)

1.3 Organizes, Analyzes and Presents Data

Utilizes innovative methods/tools to organize,analyze and present data (1.3.HE.1)

Selects appropriate methods to organize,analyze and present data.Example activities include: * Collect data * Summarize data * Graph data * Share data (1.3.E.1)

Selects methods to analyze and present data(1.3.IN.1)

Unable to analyze and present data (1.3.I.1)

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Anderson Behavior Specialist Effectiveness Rubric - newPrinted: September 04, 2018 at 12:17pm

Supervises and manages data collectionstaff (1.3.HE.2)

Plan/Modify interventions (1.3.HE.3)

1.4 Creates Culture of Respect and Collaboration

Facilitates collaborations between localschool staff and alternative placement stafffor better student outcomes and transitionsback to local school (1.4.HE.1)

Collaborates with teachers to developstrategies that work effectively within theframework of the classroom (1.4.E.1)

Some Collaboration with teachers to developstrategies that work effectively within theframework of the classroom (1.4.IN.1)

Collaboration with teachers to developstrategies that work effectively within theframework of the classroom are notdemonstrated (1.4.I.1)

Shares data and provides opportunities forfeedback from teacher/staff on theeffectiveness of interventions and listensopenly to suggestions and make thenecessary changes when needed from thecollaboration (1.4.HE.2)

Shares data and provides opportunities forfeedback from teachers/staff on theeffectiveness of interventions and listensopenly to suggestions (1.4.E.2)

Shares data and provides opportunities forfeedback from teacher/staff on theeffectiveness of interventions (1.4.IN.2)

Does not share data and provideopportunities for feedback from teachers/staffon the effectiveness of interventions (1.4.I.2)

Creates collaborations with communityagencies and peer professionals to enhancestudent success, implementation, or changesand implements suggestions from others(1.4.HE.3)

Creates collaborations with communityagencies and peer professionals to enhancestudent success, implementation or changes(1.4.E.3)

Creates collaborations with communityagencies to enhance student success,implementation, or changes (1.4.IN.3)

Does not use collaboration with communityagencies to enhance student success,implementation, or changes (1.4.I.3)

Domain 2: Effective Instruction, Treatment and/or Instructional Support2.1 Provides Consultative Services that Promote Positive Student Outcomes

Provides mentoring and coaching tocolleagues regarding consultative strategiesand skills beyond assigned responsibilities.(2.1.HE.1)

Consultative services are conducted withclarity, accuracy, and confidentiality (2.1.E.1)

Provides consultation services (2.1.IN.1) Does not provide consultation services(2.1.I.1)

Draws upon knowledge of availableresources (i.e. community, school based,ACSC, current research) to addressconcerns and make recommendationsfollowing through with stakeholders(2.1.HE.2)

Draws upon knowledge of availableresources (i.e. community, school based,ACSC, current research) to addressconcerns and make recommendations(2.1.E.2)

Draws upon knowledge of availableresources (i.e. community, school based,ACSC, current research) to addressconcerns (2.1.IN.2)

Does not have sufficient knowledge ofavailable resources (i.e. community, schoolbased, ACSC, current research) to addressconcerns (2.1.I.2)

2.2 Utilizes Information About Student Background and Student Diversitypage 2 of 6


Assists with staff professional developmentor mentoring/coaching to colleagues ondiversity factors while addressing strategies,or interventions, and/or appropriateprogramming (2.2.HE.1)

Demonstrates comprehensive understandingof diversity factors when recommendingstrategies, interventions, and/or appropriateprogramming (2.2.E.1)

Demonstrates some understanding ofdiversity factors when recommendingstrategies, interventions, and/or appropriateprogramming (2.2.IN.1)

Lacks an understanding of diversity factorswhen recommending strategies,interventions, and/or appropriateprogramming (2.2.I.1)

Apples comprehensive knowledge ininnovative ways to assist students andschools with diversity issues (2.2.HE.2)

Possesses general knowledge and skills thatto assist schools with student diversity issues(2.2.E.2)

Possesses some knowledge and skills that toassist schools with student diversity issues(2.2.IN.2)

Possesses insufficient knowledge and skillsthat assist schools with student diversityissues (2.2.I.2)

2.3 Oversees the implementation of Comprehensive, Assessments and Interventions to Improve Student Outcomes

Oversees the implementation ofassessments and interventions (such asFBAs, BIPs, etc.) that: * maintain congruence between needs/goalsand progress * are sensitive to ease of implementation topromote fidelity (2.3.HE.1)

Oversees the implementation ofassessments and interventions (such asFBAs, BIPs, etc.) that: * are based on current data * include appropriate monitoring of currentdata (2.3.E.1)

Oversees the implementation ofassessments and interventions (such asFBAs, BIPs, etc.) that: * are based on current data (2.3.IN.1)

Is unable to oversee the implementation ofassessments and interventions (2.3.I.1)

Is perceived as a leader and a valuableresource to the school district (2.3.HE.2)

Is perceived as a valuable resource to theschool (2.3.E.2)

Is perceived as a resource (2.3.IN.2) Is not perceived as a resource (2.3.I.2)

2.4 Contributes to Crisis Response and Intervention Practice

Assists with the development of crisisintervention plans and/or delivery of staffprofessional development on crisis responseand intervention practices, as requested(2.4.HE)

Contributes and provides information to thecrisis response and intervention practices ina manner that meets the expectation of theschool(s), as requested (2.4.E)

Contributes to the crisis response andintervention practices (2.4.IN)

Does not contribute to the crisis responseand intervention practices (2.4.I)

Domain 3: Leadership and Professional Responsibilities3.1 Advocates for Student Success

Seeks System level changes that will benefitall students and families (3.1.HE)

Demonstrates a strong concern for studentlearning and outcomes by consistentlyadvocating for changes in instruction andservices, when needed (3.1.E)

Demonstrates a concern for student learningand outcomes by advocating for a change ininstruction and services, when needed(3.1.IN)

Demonstrates a lack of concern for studentlearning and outcomes by not advocating fora change in instruction and services, whenneeded (3.1.I)

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3.2 Collaborates & Communicates Professionally to Promote Student Success

Consistently takes a leadership role incommunicating all necessary information toappropriate parties and community agenciesto ensure student success. (3.2.HE.1)

Consistently communicates all necessaryinformation to appropriate parties to ensurestudent success (3.2.E.1)

Communicates a minimal amount ofinformation to appropriate parties (3.2.IN.1)

Does not communicate necessaryinformation to appropriate parties (3.2.I.1)

Takes a leadership role in collaborating withpeers, parents and supervisors to developappropriate FBAs and effective behaviormanagement plans to promote studentsuccess (3.2.HE.2)

Initiates efforts to collaborate with peers todevelop appropriate FBAs and effectivebehavior management plans to promotestudent success (3.2.E.2)

Responds positively to the efforts of otherpeers to collaborate on the development ofappropriate FBAs and effective behaviormanagement plans for promoting studentsuccess (3.2.IN.2)

Makes no effort to collaborate with peers andis unable to develop appropriate FBAs andaffective behavior management plans topromote student success (3.2.I.2)

Communicates professionally to promotestudent success in a respectful and effectivemanner. (3.2.HE.3)

Communicates professionally to promotestudent success in a respectful manner(3.2.E.3)

Has difficulty communicating professionallyto promote student success in a respectfulmanner (3.2.IN.3)

Does not document activities andcorrespondence with parents (3.2.I.3)

3.3 Engages Families in Student Learning

Documents clearly and objectively all theactivities and communication with parents(3.3.HE)

Documents all activities and communicationwith parents (3.3.E)

Documents most activities andcommunication with parents (3.3.IN)

Does not document activities andcorrespondence with parents (3.3.I)

3.4 Contributes to the School, District, and/or Co-op

Takes a leadership role in planning orcontributing to the district in a manner that isconsistent with the district's expectations(3.4.HE.1)

Contributes to schools in a manner that isconsistent with the expectations of theschool(s) (3.4.E.1)

Contributes to a school in a manner that isconsistent with the expectations of the school(3.4.IN.1)

Does not contribute in a manner that isconsistent with the expectations of theschool(s) (3.4.I.1)

Provides guidance on behavior systems thatsupport the district (3.4.HE.2)

Provides guidance on behavior systems thatsupport the school (3.4.E.2)

Provides input on behavior systems thatsupport the school (3.4.IN.2)

Provides little to no contribution on behaviorsystems that support the school (3.4.I.2)

Assumes leadership role while serving oncommittees, teams, and/or task forces, etc.that contribute to the overall functioning ofthe school, district, co-op and/orprofession (3.4.HE.3)

Serves on committees, teams, and/or taskforces, etc. that contribute to the overallfunctioning of the school, district, co-opand/or profession (3.4.E.3)

Only attends meetings held during theworkday for committees, teams and/or taskforces, etc. (3.4.IN.3)

Does not serve on committees, teams,and/or task forces, etc. (3.4.I.3)

3.5 Advances Professional Skills & Knowledge

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Reflection on skills is highly accurate andperceptive, citing specific examples. Drawson an extensive repertoire to suggeststrategies. (3.5.HE.1)

Reflection provides an accurate andobjective description of skills, citing specificsuggestions as to how skills may beimproved (3.5.E.1)

Reflection on skills is moderately accurateand objective without citing specific examplesand with only global suggestion as to howthey might be improved (3.5.IN.1)

Does not reflect on skills or the reflectionsare inaccurate or self-serving (3.5.I.1)

Seeks opportunities to gain knowledge andto provide professional learning sessions forcolleagues and school staff (3.5.HE.2)

Shares newly learned knowledge andpractices with colleagues and school staff(3.5.E.2)

Seeks opportunities but does not share newknowledge (3.5.IN.2)

Has not gained new knowledge to share withcolleagues (3.5.I.2)

Maintains membership in professionalorganizations and participates in sponsoredactivities. (3.5.HE.3)

Actively participates in professionalorganization activities (3.5.E.3)

Only participates in professional organizationactivities that occur within the workday(3.5.IN.3)

Does not participate in professionalorganization activities (3.5.I.3)

Stays abreast of evidence based practicesand current research to improve studentsoutcomes and shares this information withcolleagues (3.5.HE.4)

Stays abreast of evidence based practiceand current research to improve studentoutcomes (3.5.E.4)

Demonstrates an awareness of evidencebased practices and current research(3.5.IN.4)

Demonstrates no awareness of evidencebased practices and current research(3.5.I.4)

Consistently apples evidence basedpractices and current research to improvestudent outcomes (3.5.HE.5)

Demonstrates some evidence basedpractices and current research to improvestudent outcomes (3.5.E.5)

Demonstrates few evidence based practicesand current research to improve studentoutcomes (3.5.IN.5)

No evidence of evidence based practices andcurrent research to improve studentoutcomes is demonstrated (3.5.I.5)

Domain 4: Core Professionalism4.1 Attendance

Individual has not demonstrated a pattern ofunexcused absences. (Excused absenceswould include sick days, personal days, andother days allowed by contract or law forwhich a sub has been requested and theteacher’s supervisor notified of the absence.)(4.1.MS)

Individual demonstrates a pattern ofunexcused absences (4.1.DNMS)

4.2 On-Time Arrival

Individual has not demonstrated a pattern ofunexcused late arrivals (late arrivals that arein violation of procedures set forth by localschool policy and by the relevant collectivebargaining agreement) (4.2.MS)

Individual demonstrates a pattern ofunexcused late arrivals (late arrivals that arein violation of procedures set forth by localschool policy and by the relevant collectivebargaining agreement) (4.2.DNMS)

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4.3 Policy and Procedures

Individual demonstrates a pattern of followingstate, corporation, and school policies andprocedures (e.g. procedures for submittingdiscipline referrals, policies for appropriateattire, IEP compliance, etc) (4.3.MS)

Individual demonstrates a pattern of failing tofollow state, corporation, and school policiesand procedures (e.g. procedures forsubmitting discipline referrals, policies forappropriate attire, IEP compliance, etc)(4.3.DNMS)

4.4 Respect

Individual demonstrates a pattern ofinteracting with students, colleagues,parents/guardians, and community membersin a respectful manner (4.4.MS)

Individual demonstrates a pattern of failing tointeract with students, colleagues,parents/guardians, and community membersin a respectful manner (4.4.DNMS)

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Domain 1: Student Discipline Manager1.1 The Dean of Students maintains accurate and timely discipline records

Records are always accurate and timely(1.1.HE)

Records are frequently accurate and timely(1.1.E)

Records are sometimes accurate and timely(1.1.IN)

Records are rarely accurate and timely(1.1.I)

1.2 The Dean of Students assigns appropriate and approved consequences for conduct

Consequences are always appropriate(1.2.HE)

Consequences are frequently appropriate(1.2.E)

Consequences are sometimes appropriate(1.2.IN)

Consequences are rarely appropriate (1.2.I)

1.3 The Dean of Students consistently follows the Students' Rights and Responsibilities Handbook in discipline issues

Always consistent with the handbook(1.3.HE)

Frequently consistent with the handbook(1.3.E)

Sometimes consistent with the handbook(1.3.IN)

Rarely consistent with the handbook (1.3.I)

1.4 The Dean of Students interacts with all students in an impartial and consistent manner

Always impartial and consistent with students(1.4.HE)

Frequently impartial and consistent withstudents (1.4.E)

Sometimes impartial and consistent withstudents (1.4.IN)

Rarely impartial and consistent with students(1.4.I)

1.5 The Dean of Students understands and applies appropriate due process

Always follows due process (1.5.HE) Frequently follows due process (1.5.E) Sometimes follows due process (1.5.IN) Rarely follows due process (1.5.I)

Domain 2: Student Supervisor2.1 The Dean of Students is visible and available during regular school hours

Always is visible and available (2.1.HE) Frequently is visible and available (2.1.E) Sometimes is visible and available (2.1.IN) Rarely is visible and available (2.1.I)

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Anderson Dean Effectiveness RubricPrinted: September 04, 2018 at 12:19pm

2.2 The Dean of Students models effective supervisory approaches in common areas such as the hallway, cafeteria, andother common areas

Always models effective approaches tosupervision in common areas (2.2.HE)

Frequently models effective approaches tosupervision in common areas (2.2.E)

Sometimes models effective approaches tosupervision in common areas (2.2.IN)

Rarely models effective approaches tosupervision in common areas (2.2.I)

2.3 The Dean of Students supervises students during extra-curricular and after-hours settings as designated by the jobdescription

Always supervises students in required after-hours settings (2.3.HE)

Frequently supervises students in requiredafter- hours settings (2.3.E)

Sometimes supervises students in requiredafter- hours settings (2.3.IN)

Rarely supervises students in required after-hours settings (2.3.I)

2.4 The Dean of Students supervises after- school suspension as scheduled

Always supervises ISS when scheduled(2.4.HE)

Frequently supervises ISS when scheduled(2.4.E)

Rarely supervises ISS when scheduled(2.4.IN)

Never supervises ISS when scheduled(2.4.I)

Domain 3: Professional Educator3.1 The Dean of Students actively supports School Wide Positive Behavior Support

Always supports SWPBS (3.1.HE) Frequently supports SWPBS (3.1.E) Sometimes supports SWPBS (3.1.IN) Rarely supports SWPBS (3.1.I)

3.2 The Dean of Students models high professional ethics and integrity to the staff, students, and community

Always models high professional ethics(3.2.HE)

Frequently models high professional ethics(3.2.E)

Sometimes models high professional ethics(3.2.IN)

Rarely models high professional ethics(3.2.I)

3.3 The Dean of Students communicates critical information to the administration, staff and students in a timely manner

Always communicates critical information in atimely manner (3.3.HE)

Frequently communicates critical informationin a timely manner (3.3.E)

Sometimes communicates critical informationin a timely manner (3.3.IN)

Rarely communicates critical information in atimely manner (3.3.I)

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3.4 The Dean of Students organizes time and responsibilities to maximize effectiveness

Always organizes time effectively (3.4.HE) Frequently organizes time effectively (3.4.E) Sometimes organizes time effectively(3.4.IN)

Rarely organizes time effectively (3.4.I)

Domain 4: Relationship Builder4.1 The Dean of Students avoids the appearance of favoritism when interacting with all students

Always avoids the appearance of favoritismwith students (4.1.HE)

Frequently avoids the appearance offavoritism with students (4.1.E)

Sometimes avoids the appearance offavoritism with students (4.1.IN)

Rarely avoids the appearance of favoritismwith students (4.1.I)

4.2 The Dean of Students remains impartial and avoids the appearance of favoritism when interacting with teachers and otherstaff

Always remains impartial with adult staff(4.2.HE)

Frequently remains impartial with adult staff(4.2.E)

Sometimes remains impartial with adult staff(4.2.IN)

Rarely remains impartial with adult staff(4.2.I)

4.3 The Dean of Students remains impartial and avoids the appearance of favoritism when interacting with parents

Always remains impartial with parents(4.3.HE)

Frequently remains impartial with parents(4.3.E)

Sometimes remains impartial with parents(4.3.IN)

Never remains impartial with parents (4.3.I)

4.4 The Dean of Students maintains a supportive and professional relationship with law enforcement

Always maintains a professional relationshipwith law enforcement (4.4.HE)

Frequently maintains a professionalrelationship with law enforcement (4.4.E)

Sometimes maintains a professionalrelationship with law enforcement (4.4.IN)

Rarely maintains a professional relationshipwith law enforcement (4.4.I)


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Individual demonstrates a pattern ofunexcused absences (5.1.DNM)

5.2 On-Time Arrival


Individual demonstrates a pattern ofunexcused late arrivals (late arrivals that arein violation of procedures set forth by localschool policy and by the relevant collectivebargaining agreement) (5.2.DNM)



Individual demonstrates a pattern of failing tofollow state, corporation, and school policiesand procedures (e.g. procedures forsubmitting discipline referrals, policies forappropriate attire, IEP compliance, etc)(5.3.DNM)

5.4 Respect


Individual demonstrates a pattern of failing tointeract with students, colleagues,parents/guardians, and community membersin a respectful manner (5.4.DNM)

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Domain 1: Assessment and Testing Services1.1 Plans and implements districtwide standardized and state testing programs

Uses two way communication mechanisms toinform stakeholder of timelines and importantchanges (1.1.HE)

Provides and communicates assessmenttimelines to all stakeholders, (1.1.E)

Provides, but fails to effectively communicateassessments timelines to stakeholders(1.1.IN)

Creates no assessment timelines tostakeholders (1.1.I)

1.2 Communication with Stakeholders

Uses mixed methods of communication (inperson, online, digital) from assessmentcompanies/IDOE to stakeholders (1.2.HE)

Communicates information from assessmentcompanies/IDOE to stakeholders (1.2.E)

Communicates information from assessmentcompanies/IDOE to stakeholders Communicates, but withholds informationthat could benefit stakeholders (1.2.IN)

No communication (1.2.I)

1.3 Assessment Professional Development

Develops an effective district-wideprofessional development program, includingsupport for newly hired educators (1.3.HE)

Develops an effective district-wideprofessional development program, includingsupport for newly hired educators (1.3.E)

Develops a limited professional developmentprogram (1.3.IN)

No professional development (1.3.I)

1.4 Districtwide Assessment Data

Provides detailed reports on district-wideassessment data to drive instruction on thedistrict level, school and individual studentlevel (1.4.HE)

Provides district-wide assessment dataanalysis (1.4.E)

Provides little district-wide data analysis(1.4.IN)

No data analysis (1.4.I)

1.5 Reporting

Proactively prepares the local, state, andfederal reports as required within timelineslocal, state, and federal reports as requiredwithin timelines (1.5.HE.1)

Prepares the local, state, and federal reportsas required within timelines (1.5.E.1)

Prepares the local, state, and federal reports,but outside timelines (1.5.IN.1)

Fails to prepare for local, state, and federalreports as required within timelines (1.5.I.1)

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Anderson Director of Assessment and Testing ServicesPrinted: September 04, 2018 at 12:19pm

All assessment materials are collected andreturned to the testing vendor on theappropriate due date (1.5.HE.2)

Most assessment materials are collected andreturned to the testing vendor on theappropriate due date (1.5.E.2)

Some assessment materials are collectedand returned to the testing vendor on theappropriate due date (1.5.IN.2)

No assessment materials are collected andreturned to the testing vendor on theappropriate due date (1.5.I.2)

1.6 Professional Learning

Creates and presents professionaldevelopment on current educational trends,literature, and developments in the field ofPK-12 education (1.6.HE)

Keeps current with educational trends,literature, and developments in the field ofPK-12 education (1.6.E)

Stays relatively current with educationaltrends, literature, and developments in thefield of PK-12 education (1.6.IN)

Does not stay current with educationaltrends, literature, and developments in thefield of PK-12 education (1.6.I)

1.7 Pivot Data Warehouse

Routinely uses and operates PIVOT DataWarehouse in order to assure all informationis complete and usable to stakeholders.Works with personnel to resolve issues(1.7.HE.1)

Maintains PIVOT Data Warehouse assuringinformation is complete and accurate throughtimely and accurate data uploads. Works withpersonnel to resolve issues (1.7.E.1)

Maintains PIVOT Data Warehouse assuringinformation is complete and accurate(1.7.IN.1)

Does not work with PIVOT Data Warehouse(1.7.I.1)

Completes PIVOT professional developmentmodules (including updates) to answerquestions and provide professionaldevelopment opportunities to stakeholders(1.7.HE.2)

Completes PIVOT professional developmentmodules (including updates) to answerquestions for stakeholders (1.7.E.2)

Completes some PIVOT professionaldevelopment modules (including updates) toanswer questions for stakeholders (1.7.IN.2)

Does not work to improve usage of PIVOTData Warehouse throughout the district(1.7.I.2)

1.8 Customer Service

Takes a hands-on approach to customerservice. Demonstrates a willingness to goabove and beyond (1.8.HE)

Respectful to colleagues, approachable tostaff, responds to communication in a timelymanner, proactive with information (1.8.E)

Provides minimal customer service. Little tono positive interactions with colleagues andstaff (1.8.IN)

No customer service (1.8.I)

1.9

All IDOE requirements and guidelines arefollowed and/or communicated to appropriateparties in a proactive manner. All necessarydocumentation is retained as needed (.HE)

Some IDOE requirements and guidelines arefollowed and/or communicated to appropriateparties and some documentation is retained(.E)

Compliance with IDOE requirements arehandled in a reactive manner anddocumentation can be manipulated to showsame (.IN)

No compliance with IDOE Requirements (.I)

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2.2 On-time Arrival



2.3 Policies and Procedures



2.4 Respect



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Domain 1: Professional Responsibilities1.1 The director provides consultative services that promote positive student outcomes

Provides mentoring and coaching tocolleagues regarding consultative strategiesand skills beyond assigned responsibilities(1.1.HE.1)

Consultative services are conducted withclarity, accuracy, and confidentiality (1.1.E.1)

Provides consultation services (1.1.IN.1) Does not provide consultation services(1.1.I.1)





1.2 The director utilizes information about student background and student diversity

Assists with staff professional developmentor mentoring/coaching to colleagues ondiversity factors while addressing strategies,or interventions, and/or appropriateprogramming (1.2.HE.1)

Demonstrates comprehensive understandingof diversity factors when recommendingstrategies, interventions, and/or appropriateprogramming (1.2.E.1)

Demonstrates some understanding ofdiversity factors when recommendingstrategies, interventions, and/or appropriateprogramming (1.2.IN.1)

Lacks an understanding of diversity factorswhen recommending strategies,interventions, and/or appropriateprogramming (1.2.I.1)

Applies comprehensive knowledge ininnovative ways to assist students andschools with diversity issues (1.2.HE.2)




1.3 The director oversees the implementation of comprehensive, assessments and interventions to improve studentoutcomes

Oversees the implementation ofassessments and interventions (such asFBAs, BIPs, etc.) that: * maintain congruencebetween needs/goals and progress * aresensitive to ease of implementation topromote fidelity (1.3.HE.1)

Oversees the implementation ofassessments and interventions (such asFBAs, BIPs, etc.) that: * are based on currentdata * include appropriate monitoring ofcurrent data (1.3.E.1)

Oversees the implementation ofassessments and interventions (such asFBAs, BIPs, etc.) that: * are based on currentdata (1.3.IN.1)

Is unable to oversee the implementation ofassessments and interventions (1.3.I.1)

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Anderson Director of Multiculutre Education and Behavior ServicesPrinted: September 04, 2018 at 10:40am

Is perceived as a leader and a valuableresource to the school district (1.3.HE.2)

Is perceived as a valuable resource to theschool (1.3.E.2)

Is perceived as a resource (1.3.IN.2) Is not perceived as a resource (1.3.I.2)

1.4 The director contributes to crisis response and intervention practice

Assists with the development of crisisintervention plans and/or delivery of staffprofessional development on crisis responseand intervention practices, as requested(1.4.HE)

Contributes and provides information to thecrisis response and intervention practices ina manner that meets the expectation of theschool(s), as requested (1.4.E)

Contributes to the crisis response andintervention practices (1.4.IN)

Does not contribute to the crisis responseand intervention practices (1.4.I)

Domain 2: Student Centered2.1 The director demonstrates the use of student achievement data to make instructional leadership decisions

The director can specifically documentexamples of decisions in teaching,assignment, curriculum, assessment, andintervention that have been made on thebasis of data analysis (2.1.HE.1)

The director uses multiple data sources,including state, corporation, school, andclassroom assessments, and has at leastthree years of data (2.1.E.1)

The director is aware of state, corporation,and school results and has discussed thoseresults with staff, but has not linked specificdecisions to the data (2.1.IN.1)

The director is unaware of or indifferent tothe data (2.1.I.1)

The director helps administrators to improvetheir data analysis skills (2.1.HE.2)

The director systemically examines data atthe subscale level to find strengths andchallenges (2.1.E.2)

The director empowers the team todetermine priorities from data (2.1.E.3)

Data insights are regularly the subject ofdivision meetings and professionaldevelopment sessions (2.1.E.4)

2.2 The director demonstrates evidence of student improvement through student achievement results

A consistent record of improved studentachievement exists on multiple indicators ofstudent success (2.2.HE.1)

The director reaches the targetedperformance goals for student achievement(2.2.E.1)

Some evidence of improvement exists, butthere is insufficient evidence of changes inleadership, teaching, and curriculum that willcreate the improvements necessary toachieve student performance goals(2.2.IN.1)

Indifference to the data, the director blamesstudents, families, and externalcharacteristics (2.2.I.1)

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Student success occurs not only on theoverall averages, but in each group ofhistorically disadvantaged students(2.2.HE.2)

The average of the student populationimproves, as does the achievement of eachgroup of students that has previously beenidentified as needing improvement (2.2.E.2)

The director does not believe that studentachievement can improve (2.2.I.2)

Explicit use of previous data indicates thatthe director has focused on improvingperformance. In areas of previous success,the director aggressively identifies newchallenges, moving proficient performanceto the exemplary level (2.2.HE.3)

The director has not taken decisive action tochange time, teacher assignment,curriculum, leadership practices, or othervariables in order to improve studentachievement (2.2.I.3)

Where new challenges emerge, the directorhighlights the needs, creates effectiveinterventions, and reports improved results(2.2.HE.4)

Successfully tracks student disciplinereferrals through the lense of equity andcommunicates concerns when necessary(2.2.HE.5)

Monitors student discipline referrals for equity(2.2.E.5)

2.3 The director actively solicits and uses feedback and help from all key stakeholders in order to drive student achievement

The director has a very open and support-seeking attitude towards all stakeholders inthe school corporation in regards to mattersrelated to the improvement in studentachievement (2.3.HE.1)

The director frequently seeks input fromvarious stakeholders in matters related tothe improvement in student achievement(2.3.E.1)

The director rarely seeks and solicitsfeedback in matters related to theimprovement in student achievement(2.3.IN.1)

The director is perceived by stakeholders asbeing top-down oriented in all decisionsrelated to the improvement in studentachievement (2.3.I.1)

The director regularly surveys staff and otherschool community groups in this arearegarding their views (2.3.HE.2)

2.4 The director establishes a culture of collaboration in which teamwork, reflection, conversation, sharing, openness, andproblem solving about student learning and achievement are aligned to clear instructional priorities

The director leads regular conversationsteam members and building administratorsto use data to assess the effectiveness ofinstructional practices and programs(2.4.HE.1)

The director schedules regular meetingtimes to facilitate conversations around bestinstructional practices (2.4.E.1)

The director includes items on meetingagendas around best instructional practices(2.4.IN.1)

The director looks at the data but does notuse that data to lead conversations aroundeffective and best instructional practices(2.4.I.1)

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The director leads book studies andconversations around best instructionalpractices in the areas they supervise(2.4.HE.2)

The director monitors student achievementdata to identify areas of concern (2.4.E.2)

The director monitors student achievementdata but has no specific plan for which datato monitor and what to do with it (2.4.IN.2)

There is no evidence that the director leadsregular and on-going systemic conversationsaround effective instructional practices(2.4.I.2)

The director leads conversations aroundareas of concern for student achievementand problem solving efforts to address thoseareas in order to improve student academicperformance (2.4.HE.3)

The director facilitates book studies aroundbest instructional practices and demonstratesinstructional leadership (2.4.E.3)

Domain 3: Human Capital Management3.1 The director demonstrates skillfully and clearly communicates district goals, needs, plans and successes (and failures) toall stakeholders (i.e., school board members, building leaders, students, teachers, families, central office, community andbusinesses) using a variety of means

There is clear evidence of parent- centeredand community-centered communication,including open forums, focus groups,surveys, personal visits, and effective use oftechnology (3.1.HE.1)

The director assumes leadership roles inimportant local organizations (e.g., servingon boards of directors, chairing importantcommittees or task forces, leading newcommunity initiatives) (3.1.E.1)

The director occasionally participates inlocal organizations but does not assume aleadership role in furthering communications(3.1.IN.1)

The director does not identify groups andpotential partners within the community(3.1.I.1)

Survey data suggest that parents andcommunity members feel empowered andsupportive of educational objectives(3.1.HE.2)

The director actively and effectively developscommunity trust in the school corporationthrough individual parent contact, speakingengagements, town hall meetings, publicforums, media outlets, events, and otherapproaches (3.1.E.2)

Initiative for communication more regularlycomes from outside entities and not from thedirector (3.1.IN.2)

The director fails to ensure that all parentaland community involvement activities honorthe cultures and traditions of the localcommunity (3.1.I.2)

The director uses relationships andschool/community partnerships to affectcommunity-wide change that improves boththe community and work of the schoolcorporation (3.1.HE.3)

The director seeks out and creates newopportunities for meaningful partnerships orcollaborative endeavors (3.1.E.3)

The director fails to interact with parents andcommunity groups that have a critical role indeveloping support for the schoolcorporation (3.1.I.3)

The director manages an ever broadeningportfolio of partnerships and collaborationsthat support and help to advance thestrategic plan of the school corporation(3.1.HE.4)

3.2 The director uses effective strategies to forge consensus for change, manage and monitor change, and securepage 4 of 7


cooperation from key stakeholders in planning and implementing change

The director uses effective strategies toachieve a consensus for change andimprovement (3.2.HE.1)

The director uses effective strategies to worktoward a consensus for change andimprovement (3.2.E.1)

The director occasionally identifies areaswhere consensus is necessary (3.2.IN.1)

The director fails to forge consensus forchange (3.2.I.1)

Guides others through change andaddresses resistance to that change(3.2.HE.2)

Directs change and improvement processesby identifying and securing the systems andallies necessary to support the process(3.2.E.2)

Has identified areas in which consensus isneeded but has yet to implement a processfor change and/or improvement (3.2.IN.2)

Fails to identify areas in which agreementand/or consensus is necessary (3.2.I.2)

Systemically monitors, implements andsustains the success of strategies forchange (3.2.HE.3)

Secures cooperation from key stakeholdersin planning and implementing change anddriving improvement (3.2.E.3)

Asks for feedback from stakeholders but isnot yet successful in securing cooperation(3.2.IN.3)

Rarely or never directs or develops aprocess for change and/or improvement(3.2.I.3)

Rarely or never seeks feedback or securescooperation and makes unilateral decisions(3.2.I.4)

3.3 The director successfully superivises and evaluates personnel

The director meets deadlines for mid-yearand end of year evaluations. Providesextensive feedback and support to assistpersonnel in continuous improvement.Works with personnel on the implementationof SMART Goals to insure meaningfuloutcomes (3.3.HE)

The director meets deadlines for mid-yearand end of year evaluations. Providesfeedback on areas of strength andimprovement (3.3.E)

The director meets deadlines for mid-yearand end of year evaluations (3.3.IN)

The director fails to meet evaluationsdeadlines (3.3.I)

Domain 4: Diversity Leadership4.1 The director coordinates and develops cultural activities and programs celebrating diversity

The director leads many activities throughoutthe school district and community celebratingthe rich diversity that thrives in greaterAnderson and Madision County (4.1.HE)

The director leads or participates in activitiesand programs within ACSC (4.1.E)

The director participates in cultural activitiesand programs within ACSC (4.1.IN)

The director fails to participate in anyactivities or programs (4.1.I)

4.2 The director facilitates training and workshops for all staff related to Multicultural Education and Poverty Simulations

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The director facilitates training andworkshops multiple times a year to assiststaff in better comprehension of multiculturalunderstanding and poverty (4.2.HE)

The director facilitates training andworkshops on Multicultural Education andPoverty on a limited basis (4.2.E)

The director provides little guidance in thearea of Multicultural Education and Poverty(4.2.IN)

The director provides no guidance in theareas of Multicultural Education and Poverty(4.2.I)

4.3 The director participates in the corporation Diversity Council

The director is a member as well as a leaderon the Anderson Community School'sDiversity Council (4.3.HE)

The director attends Anderson CommunitySchool's Diversity Council meetings (4.3.E)

The director attends meetings of theAnderson Community School's DiversityCouncil when convenient (4.3.IN)

The director rarely attends meetings of theAnderson Community School's DiversityCouncil (4.3.I)




5.2 On-Time Arrival



5.3 Policy and Procedure

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5.4 Respect



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Domain 1: Professional Responsibilities1.1 The Data Coach fulfills Title One duties Duties may include: •Planning, preparing and implementing Literacy Nights •Maintaining progress monitoring notebook •Communication with Title One families on activities, surveys •Collaborates with all Title One staff in building.

Fully involved in all assigned Title One duties(1.1.HE)

Mostly involved in assigned Title One duties(1.1.E)

Somewhat involved in assigned Title Oneduties (1.1.IN)

Never involved in assigned Title One duties(1.1.I)

1.2 The Data Coach helps coordinate the 8 Step Process at the building level May include: •Maintain spreadsheets •Communicates 8 Step calendars and assessments information •Attends all learning log meetings •Completes feedback and discussion forms in Google Docs

Fully involved in all assigned 8 Step Processduties (1.2.HE)

Mostly involved in assigned 8 Step Processduties (1.2.E)

Somewhat involved in assigned 8 StepProcess duties (1.2.IN)

Never involved in assigned 8 Step Processduties (1.2.I)

1.3 The Data Coach will maintain the assigned data bases May include: •mClass (all by data coach) •NWEA, ISTEP, IREAD, SRI (in conjunction with central office personnel) •Everyday Math •Benchmark •Big Universe

Fully involved in all assigned data baseduties (1.3.HE)

Mostly involved in assigned data base duties(1.3.E)

Somewhat involved in assigned data baseduties (1.3.IN)

Never involved in assigned data base duties(1.3.I)

1.4 The Data Coach will provide and maintain resources to support teacher instruction May include:

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Anderson Elementary Literacy Data Coach Effectiveness RubricPrinted: September 04, 2018 at 10:45am

•Benchmark leveled library •Read a-loud picture book library •Benchmark fluency tests •Other materials requested by teachers

Fully involved in all assigned duties involvingresources (1.4.HE)

Mostly involved in assigned duties involvingresources (1.4.E)

Somewhat involved in assigned dutiesinvolving resources (1.4.IN)

Never involved in assigned duties involvingresources (1.4.I)

1.5 The Data Coach will provide training for staff as needed on any online applications, retrieving reports, and testingprocedures as assigned

Fully involved in all assigned duties involvingtraining staff (1.5.HE)

Mostly involved in assigned duties involvingtraining staff (1.5.E)

Somewhat involved in assigned dutiesinvolving training staff (1.5.IN)

Never involved in assigned duties involvingtraining staff (1.5.I)

1.6 The Data Coach will provide appropriate technology support when possible to classroom teachers

Fully involved in all assigned duties involvingtechnology support (1.6.HE)

Mostly involved in assigned duties involvingtechnology support (1.6.E)

Somewhat involved in assigned dutiesinvolving technology support (1.6.IN)

Never involved in assigned duties involvingtechnology support (1.6.I)

1.7 The Data Coach is a member of the RtI team and completes assigned duties

Fully involved in all assigned duties involvingRtI (1.7.HE)

Mostly involved in assigned duties involvingRtI (1.7.E)

Somewhat involved in assigned dutiesinvolving RtI (1.7.IN)

Never involved in assigned duties involvingRtI (1.7.I)

1.8 The Data Coach will develop testing schedules for specific grade levels as assigned

Fully involved in all assigned duties involvingtesting schedules (1.8.HE)

Mostly involved in assigned duties involvingtesting schedules (1.8.E)

Somewhat involved in assigned dutiesinvolving testing schedules (1.8.IN)

Never involved in assigned duties involvingtesting schedules (1.8.I)

1.9 The Data Coach provides data reports to teachers, principal, or central office as requested

Fully involved in all assigned duties involvingdata reports (1.9.HE)

Mostly involved in assigned duties involvingdata reports (1.9.E)

Somewhat involved in assigned dutiesinvolving data reports (1.9.IN)

Never involved in assigned duties involvingdata reports(1.9.I)

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1.10 The Data Coach will participate in appropriate professional development activities, including webinars, which aligns withassigned duties when provided by the district or state

Fully participates in appropriate PD activitiesprovided by district and state (1.10.HE)

Mostly participates in appropriate PDactivities provided by district and state(1.10.E)

Somewhat participates in appropriate PDactivities provided by district and state(1.10.IN)

Never participates in appropriate PDactivities provided by district and state(1.10.I)

1.11 The Data Coach will help with inventory, distribution, and collection of ISTEP and IREAD materials

Fully involved in all assigned duties involvingtest material (1.11.HE)

Mostly involved in assigned duties involvingtest materials (1.11.E)

Somewhat involved in assigned dutiesinvolving test materials (1.11.IN)

Never involved in assigned duties involvingtest materials (1.11.I)

1.12 The Data Coach assists in data analysis and interpretation

Fully involved in all assigned duties involvingdata analysis and interpretation (1.12.HE)

Mostly involved in assigned duties involvingdata analysis and interpretation (1.12.E)

Somewhat involved in assigned dutiesinvolving data analysis and interpretation(1.12.IN)

Never involved in assigned duties involvingdata analysis and interpretation (1.12.I)

Domain 2: Professional Relationships2.1 The Data Coach maintains a supportive and professional relationship with staff

Always supportive and professional with staff(2.1.HE)

Frequently supportive and professional withstaff (2.1.E)

Sometimes supportive and professional withstaff (2.1.IN)

Rarely supportive and professional with staff(2.1.I)

2.2 The Data Coach shows professionalism including integrity and confidentiality

Always shows professionalism includingintegrity and confidentiality (2.2.HE)

Frequently shows professionalism includingintegrity and confidentiality (2.2.E)

Sometimes shows professionalism includingintegrity and confidentiality (2.2.IN)

Rarely shows professionalism includingintegrity and confidentiality (2.2.I)

2.3 The Data Coach communicates critical information to the staff and principal in a timely manner

Always communicates critical information tostaff and principal in a timely manner(2.3.HE)

Frequently communicates critical informationto staff and principal in a timely manner(2.3.E)

Sometimes communicates critical informationto staff and principal in a timely manner(2.3.IN)

Rarely communicates critical information tostaff and principal in a timely manner (2.3.I)

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2.4 The Data Coach collaborates with staff, other data coaches, principal, and other central office personnel.

Always collaborates with staff, other datacoaches, principal, and other central officepersonnel (2.4.HE)

Frequently collaborates with staff, other datacoaches, principal, and other central officepersonnel (2.4.E)

Sometimes collaborates with staff, other datacoaches, principal, and other central officepersonnel (2.4.IN)

Rarely collaborates with staff, other datacoaches, principal, and other central officepersonnel (2.4.I)




3.2 On-Time Arrival






3.4 Respect

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Domain 1: Planning and Preparation1.1 Demonstrates knowledge of current trends in specialty area and professional development

Knowledge of specialty area and trends inprofessional development are wide and deep;coach is regarded as an expert by colleagues(1.1.HE)

Demonstrates thorough knowledge ofspecialty area and trends in professionaldevelopment (1.1.E)

Demonstrates basic familiarity with specialtyarea and trends in professional development(1.1.IN)

Demonstrates little or no familiarity withspecialty area or trends in professionaldevelopment (1.1.I)

1.2 Demonstrates knowledge of the school’s program and levels of teacher skill in delivering that program

Deeply familiar with the school’s program.Works to shape program’s future directionand actively seeks information as to teacherskill in that program (1.2.HE)

Demonstrates thorough knowledge of theschool’s program and of teacher skill indelivering that program (1.2.E)

Demonstrates basic knowledge of theschool’s program and of teacher skill indelivering that program (1.2.IN)

Demonstrates little or no knowledge of theschool’s program or of teacher skill indelivering that program (1.2.I)

1.3 Establishes goals for the program appropriate to the setting and the teachers served

Goals for the support program are highlyappropriate to the situation and the needs ofthe staff. Goals have been developedfollowing consultations with administratorsand colleagues (1.3.HE)

Goals for the support program are clear andare suitable to the situation and the needs ofthe staff (1.3.E)

Goals for the support program arerudimentary and are partially suitable to thesituation and the needs of the staff (1.3.IN)

No clear goals for the support programand/or they are inappropriate for either thesituation or the needs of the staff (1.3.I)

1.4 Demonstrates knowledge of resources, both within and beyond the school and district

Actively seeks out new resources from awide range of sources to enrich teacher skillsin implementing the school’s program(1.4.HE)

Fully aware of resources available in theschool and district and in the largerprofessional community for teachers toadvance their skills (1.4.E)

Demonstrates basic knowledge of resourcesavailable in the school and district forteachers to advance their skills (1.4.IN)

Demonstrates little or no knowledge ofresources available in the school or districtfor teachers to advance their skills (1.4.I)

1.5 Plans support program integrated with the overall school program

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Anderson Instructional Coach/Data Coach Effectiveness Rubric – SecondaryPrinted: September 04, 2018 at 12:26pm

Plan is highly coherent, taking into accountthe competing demands of makingpresentations and consulting with teachers.Plan has been developed followingconsultation with administrators and teachers(1.5.HE)

Plan is well designed to support teachers inthe improvement of instructional skills(1.5.E)

Plan has a guiding principle and includes anumber of worthwhile activities, but some arenot conducive with broader goals (1.5.IN)

Plan consists of a random collection ofunrelated activities lacking coherence or anoverall structure (1.5.I)

1.6 Develops a plan to evaluate support program

Evaluation plan is highly sophisticated, withimaginative sources of evidence and a clearpath toward improving the program on anongoing basis (1.6.HE)

Plan to evaluate the program is organizedaround clear goals and the collection ofevidence to indicate the degree to which thegoals have been met (1.6.E)

Plan to evaluate is rudimentary in evaluatingthe support program (1.6.IN)

No plan to evaluate the program and/orresists suggestion that such an evaluation isimportant (1.6.I)

Domain 2: Environment2.1 Creates an environment of trust and respect

Relationships with the coach are highlyrespectful and trusting with many contactsinitiated by teachers (2.1.HE)

Relationships with the coach are respectful,with some contacts initiated by teachers(2.1.E)

Relationships with the coach are cordial;teachers don’t resist initiatives established bythe specialist (2.1.IN)

Teachers are reluctant to request assistancefrom the coach, fearing that such a requestwill be treated as a sign of deficiency (2.1.I)

2.2 Establishes a culture for ongoing instructional improvement

Established a culture of professional inquiryin which teachers initiate projects to beundertaken with the support of the coach(2.2.HE)

Promotes a culture of professional inquiry inwhich teachers seek assistance in improvingtheir instructional skills (2.2.E)

Teachers do not resist the offerings ofsupport from the coach (2.2.IN)

Conveys the sense that the work ofimproving instruction is externally mandatedand is not important to school improvement(2.2.I)

2.3 Establishes clear procedures for teachers to gain access to support

Procedures for access to support are clear toall teachers and have been developedfollowing consultation with administrators andteachers (2.3.HE)

Establishes clear procedures for teachers touse in gaining access to support (2.3.E)

Some procedures are clear to teachers,whereas others are not (2.3.IN)

When teachers want to access assistancefrom the coach they are not sure how to goabout it (2.3.I)

2.4 Establishes and maintains norms of behavior for professional interactionspage 2 of 5


Establishes and displays clear norms ofmutual respect for professional interaction(2.4.HE)

Establishes clear norms of mutual respect forprofessional interaction (2.4.E)

Efforts to establish norms of professionalconduct are partially successful (2.4.IN)

No norms of professional conduct have beenestablished (2.4.I)

2.5 Organizes physical space for workshops or training

Makes highly effective use of the physicalenvironment, with teachers contributing tothe physical arrangement (2.5.HE)

Makes good use of the physical environment,resulting in engagement of all participants inthe workshop activities (2.5.E)

The physical environment does not impedeworkshop activities (2.5.IN)

Makes poor use of the physical environment,resulting in poor access by someparticipants, time lost due to poor use oftraining equipment, or little alignmentbetween the physical arrangement and theworkshop activities (2.5.I)

Domain 3: Service Delivery3.1 Collaborates with teachers in the design of instructional programs

Initiates collaboration with classroomteachers in the design of instructionalprograms accessing outside resources whennecessary (3.1.HE)

Initiates collaboration with classroomteachers in the design of instructionalprograms (3.1.E)

Collaborates with classroom teachers in thedesign of instructional programs whenspecifically asked to do so (3.1.IN)

Declines to collaborate with classroomteachers in the design of instructionprograms (3.1.I)

3.2 Engages teachers in learning new instructional skills

Teachers are highly engaged in acquiringnew skills and take initiative in suggestingnew areas for growth (3.2.HE)

All teachers are engaged in acquiring newskills (3.2.E)

Efforts to engage teachers in professionallearning are partially successful with someparticipating (3.2.IN)

Teachers decline opportunities to engage inprofessional learning (3.2.I)

3.3 Shares expertise with staff

Quality of support and training provided tostaff is uniformly high and appropriate to theneeds of the teachers being served. Coachconducts extensive follow-up work withteachers (3.3.HE)

Quality of support and training provided tostaff is uniformly high and appropriate to theneeds of the teachers being served (3.3.E)

Quality of support and training provided tostaff is mixed, at times appropriate to theneeds of the teachers being served (3.3.IN)

Quality of support and training provided tothe staff is inappropriate to the needs of theteachers being served (3.3.I)

3.4 Locates resources for teachers to support instructional improvementpage 3 of 5


Highly proactive in locating resources forinstructional improvement for teachers,anticipating their needs (3.4.HE)

Locates resources for instructionalimprovement for teachers when asked to doso (3.4.E)

Efforts to locate resources for instructionalimprovement for teachers are partiallysuccessful, reflecting incomplete knowledgeof what is available (3.4.IN)

Fails to locate resources for instructionalimprovement for teachers, even whenspecifically requested to do so (3.4.I)

3.5 Demonstrates flexibility and responsiveness

Continually seeks ways to improve thesupport program and makes changes asneeded in response to student, parent, orteacher input (3.5.HE)

Makes revisions to the support programwhen it is needed (3.5.E)

Makes modest changes to the supportprogram when confronted with evidence ofthe need for change (3.5.IN)

Adheres to plan in spite of evidence of itsinadequacy (3.5.I)

Domain 4: Professional Responsibility4.1 Reflects on practice

Reflection is highly accurate and perceptive,citing specific examples. Demonstratesextensive repertoire to suggest alternativestrategies accompanied by a prediction of thelikely consequences of each (4.1.HE)

Reflection provides an accurate andobjective description of practice, citingspecific positive and negative characteristics.Makes some specific suggestions as to howthe program might be improved (4.1.E)

Reflection on practice is moderately accurateand objective without citing specific examplesand with only global suggestions as to how itmight be improved (4.1.IN)

Does not reflect on practice, or the reflectionsare inaccurate or self-serving (4.1.I)

4.2 Prepares and shares information and reports

Anticipates and responds to teacher needswhen preparing information and reports.Procedures are followed. Submissions aremade on time (4.2.HE)

Procedures are followed. Information andreports are submitted on time (4.2.E)

Efforts to prepare information and reports arepartially successful. Procedures aresometimes followed. Submissions aresometimes submitted on time (4.2.IN)

Does not follow established procedures forpreparing and sharing information andreports (4.2.I)

4.3 Coordinates work with other coaches

Takes a leadership role in coordinatingprojects with other coaches within andbeyond the district (4.3.HE)

Initiates efforts to collaborate with othercoaches within the district (4.3.E)

Responds positively to the efforts of othercoaches within the district to collaborate(4.3.IN)

Makes no effort to collaborate with othercoaches within the district (4.3.I)

4.4 Participates in a professional community

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Makes substantial contributions to schooland district events and projects and assumesa leadership role with colleagues (4.4.HE)

Participates actively in school and districtevents and projects and maintains positiveand productive relationships with colleagues(4.4.E)

Relationships with colleagues are cordial,and the coach participates in school anddistrict events and project when specificallyrequested (4.4.IN)

Relationships with colleagues are negative orself-serving, and the coach avoids beinginvolved in school and district events andprojects (4.4.I)

4.5 Engages in professional development

Actively pursues professional developmentopportunities and makes a substantialcontribution to the profession through suchactivities as participating in state or nationalconferences (4.5.HE)

Seeks out opportunities for professionaldevelopment based on an individualassessment of need (4.5.E)

Participation in professional developmentactivities is limited to those that areconvenient or required (4.5.IN)

Participation in professional developmentactivities is limited to those that areconvenient or required. Coach does notparticipate in professional developmentactivities that are needed for theenhancement of skills (4.5.I)

4.6 Shows professionalism, including integrity and confidentially

Can be counted on to hold the higheststandards of honesty and integrity and takesa leadership role with colleagues inrespecting the norms of confidentiality(4.6.HE)

Displays high standards of honesty andintegrity in interactions with colleagues andrespects norms of confidentially (4.6.E)

Honest in interactions with colleagues andrespects norms of confidentiality (4.6.IN)

Displays dishonesty in interactions withcolleagues and violates norms ofconfidentiality (4.6.I)

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Domain 1: Planning1.1 Referral Process

Follows district timelines for completion ofreferral process in addition to providinginformation to team (1.1.HE)

Follows district timelines for completion ofreferral process (1.1.E)

Inconsistently adheres to district timelines forcompletion of referral process (1.1.IN)

Fails to complete student referral informationand process to district timelines (1.1.I)

1.2 Review of Background Information

Seeks, reviews, and integrates relevantadditional information helpful to the planningprocess (1.2.HE)

Reviews relevant history and availablerecords during the planning process (1.2.E)

Review of prior information is limited in scope(1.2.IN)

Fails to review available records during theplanning process (1.2.I)

1.3 Evaluation of students

Uses a variety of best practice evaluationtools to support effective services for positivestudent outcome (1.3.HE)

Selects and administers a variety ofassessment data and uses themappropriately (1.3.E)

Demonstrates minimal knowledge and use ofassessment tools and procedures (1.3.IN)

Use of assessment tools are inadequate(1.3.I)

1.4 Able to effectively interpret assessment results to IEP team for therapeutic decision making

Demonstrates outstanding ability to interpret,synthesize, and effectively conveyassessment results and therapeuticconsiderations during decision makingprocess (1.4.HE)

Interprets and synthesizes data; effectivelyconveys results and contributes to teamunderstanding therapeutic considerationsduring the decision making process (1.4.E)

Ability to interpret data and convey results toteam is limited; Inconsistently providesinformation to team members to help teamunderstand therapeutic considerations(1.4.IN)

Data interpretation is inaccurate or unclearlyconveyed to team; Fails to participate withteam members to help understandtherapeutic considerations (1.4.I)

Domain 2: Service Delivery and Instruction2.1 Utilizes knowledge of OT and PT theory to develop effective therapeutic strategies in the educational environment

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Anderson Occupational Therapists and Physical Therapists PerformanceAppraisal RubricPrinted: September 04, 2018 at 10:55am

Knowledge of OT/PT theory is demonstratedwith individual student needs to developmeaningful therapeutic strategies in theeducational environment (2.1.HE)

Consistently demonstrates knowledge ofOT/PT theory in an educational environment(2.1.E)

Inconsistently applies knowledge to establishtherapeutic strategies in the educationalenvironment (2.1.IN)

Fails to apply knowledge to establishtherapeutic strategies in the educationalenvironment (2.1.I)

2.2 Student Transitions

Collaborates with staff and others and ishighly valued as a resource to help preparestudents for transitions (2.2.HE)

Collaborates with staff and others to preparestudent for transitions (2.2.E)

Inconsistently responds to requests forprofessional input during transition issues(2.2.IN)

Provides minimal information or no inputregarding student transitions when requested(2.2.I)

2.3 Therapy Techniques and Implementation

Demonstrates expertise in a wide range oftherapeutic strategies and actively seeksout/implements best practices with studentsand demonstrates to staff (2.3.HE)

Consistently demonstrates/implementsknowledge of a variety of effectivetherapeutic strategies while consideringeducational needs (2.3.E)

Demonstrates/implements a limitedknowledge of effective therapeutic strategieswith limited success (2.3.IN)

Lacks knowledge of and fails to implementeffective therapeutic strategies (2.3.I)

2.4 Written Reports/Records

Reports are individualized and provideinformation needed to effect positive studentoutcomes with highly organizeddocumentation that exceeds requirements(2.4.HE)

Reports are clear, organized, accurate, andindividualized; documents are maintained inaccordance with district policy (2.4.E)

Reports are generally accurate but lackimportant information relevant to the studentfunctioning; records are in accordance withdistrict policy but requires monitoring orreminders (2.4.IN)

Reports are poorly edited and/ordisorganized; fails to maintain documents inaccordance with district policy (2.4.I)

2.5 Selection/ Use of Assistive Technology

Uses best practices and collaborates withteam members in the selection and use ofmodifications, assistive technology, orequipment (2.5.HE)

Identifies appropriate modifications, assistivetechnology, or equipment and educatesinvolved team members in proper and safeequipment/assistive technology use andmaintenance (2.5.E)

Inconsistently identifies or provides assistivetechnology or equipment, education ortraining when requested regarding properand safe equipment/assistive technology useand maintenance (2.5.IN)

Does not identify or provide appropriateassistive technology or equipment; makesfew attempts to educate involved teammembers in proper and safeequipment/assistive technology use (2.5.I)

2.6 Professional Development

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Actively seeks out a variety of professionaldevelopment opportunities to support OT/PTbest practice in the school setting (2.6.HE)

Regularly participates in OT/PT professionaldevelopment when approved byadministration (2.6.E)

Participates in professional development ifrequired (2.6.IN)

Does not participate in professionaldevelopment (2.6.I)

Domain 3: Leadership/Teamwork/Collaboration3.1 Verbal Communication

Oral communication skills facilitate positiveoutcomes for student success (3.1.HE)

Oral communication is clear and concise(3.1.E)

Demonstrates inconsistent oralcommunication (3.1.IN)

Oral communication may be unclear orrambling (3.1.I)

3.2 Role in the School Setting

Contributes to development andimplementation of OT /PT role as a relatedservice in the school setting (3.2.HE)

Demonstrates knowledge of OT/PT roles asa related service in the school setting (3.2.E)

Inconsistently shows awareness of OT/PTroles as a related service in the schoolsetting (3.2.IN)

Lacks knowledge of OT/PT role as a relatedservice in the school setting (3.2.I)

3.3 Problem Solving

Is proactive and highly valued as a resourceto help solve problems (3.3.HE)

Demonstrates effective problem solving skills(3.3.E)

Inconsistently provides help to solveproblems (3.3.IN)

May be critical or rigid, ineffective in problemsolving (3.3.I)

3.4 Team Work

Is a valuable member of the team indeveloping consensus and cooperation(3.4.HE)

Works effectively as a team member (3.4.E) Inconsistently participates in the teamdecision making process (3.4.IN)

Impedes the process or fails to participate inthe team decision making process (3.4.I)

3.5 Expertise

Serves as a resource for disabling conditionson an ongoing and continuing basisthroughout the school environment (3.5.HE)

Serves as a resource to students, parents,and IEP team on disabling conditions andtheir effects on education (3.5.E)

Inconsistently demonstrate knowledge orattempt to seek resource information ondisabling conditions (3.5.IN)

Does not demonstrate knowledge or attemptto seek resource information on disablingconditions (3.5.I)

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4.2 On-Time Arrival






4.4 Respect



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Domain 1: Leadership Action1.1 Professionalism

At Level 4, the Preschool/ParaeducatorCoordinator fulfills the criteria for Level 3 andadditionally: (1.1.HE.1)

The Preschool/Paraeducator Coordinator:(1.1.E.1)

The Preschool/Paraeducator Coordinator:(1.1.IN.1)

The Preschool/Paraeducator Coordinator:(1.1.I.1)

Articulates and communicates appropriatebehavior to all stakeholders, includingparents and the community (1.1.HE.2)

Models professional, ethical, and respectfulbehavior at all times (1.1.E.2)

Fails to model professionalism at all times butunderstanding of professional expectationsas evidenced by not acting counter to theseexpectations (1.1.IN.2)

Fails to model professionalism at all times,and occasionally modeling behaviors counterto professional expectations (1.1.I.2)

Creates mechanisms, systems, and/orincentives to motivate students andcolleagues to display professional, ethical,and respectful behavior at all times(1.1.HE.3)

Expects students and colleagues to displayprofessional, ethical, and respectful behaviorat all times (1.1.E.3)

Occasionally holds students and colleaguesto professional, ethical, and respectfulbehavior expectations (1.1.IN.3)

Rarely or never holds students andcolleagues to professional, ethical, andrespectful behavior expectations (1.1.I.3)

1.2 Professionalism

The Preschool/ Paraeducator Coordinator isan exemplary role model of appropriateprofessional behavior to all and encourages apositive and professional response from allmembers of the school community (1.2.HE)

On a regular basis thePreschool/Paraeducator Coordinator hasdisplayed appropriate and professionalresponses to members of the schoolcommunity (1.2.E)

Occasionally the Preschool/ ParaeducatorCoordinator has not responded to the schoolcommunity members with acceptable levelsor professionalism (1.2.IN)

The Preschool/Paraeducator Coordinatordoes not display and use common courtesyregularly and respectful professionalresponses when dealing with the members ofthe school community (1.2.I)

1.3 Communication

At Level 4, the Preschool/ ParaeducatorCoordinator fulfills the criteria for Level 3 andadditionally: (1.3.HE.1)




To the extent possible, messages keyconcepts in real time (1.3.HE.2)

Messages key concepts, such as thedepartment’s goals, needs, plans, success,and failures (1.3.E.2)

Messages most, but not all, key concepts(1.3.IN.2)

Rarely or never messages key concepts(1.3.I.2)

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Anderson Preschool/Paraeducator Coordinator Effectiveness RubricPrinted: September 04, 2018 at 10:53am

Tracks the impact of interactions withstakeholders, revising approach andexpanding scope of communications whenappropriate (1.3.HE.3)

Interacts with a variety of stakeholders,including students, families, communitygroups, central office, teacher associations,etc. (1.3.E.3)

Interacts with a variety of stakeholders butnot yet reaching all invested groups andorganizations (1.3.IN.3)

Interacts with a limited number ofstakeholders and fails to reach several keygroups and organizations (1.3.I.3)

Monitors the success of different approachesto communicating to identify the mostappropriate channel of communicating inspecific situations (1.3.HE.4)

Utilizes a variety of means and approachesof communicating, such as face-to-faceconversations, newsletters, websites, etc.(1.3.E.4)

Utilizes a limited number of means andapproaches to communication (1.3.IN.4)

Does not utilize a variety of means orapproaches to communication ORineffectively utilizes several means ofcommunication (1.3.I.4)

1.4 Forging Consensus for Change and Improvement

At Level 4, the Preschool/ParaeducatorCoordinator fulfills the criteria for Level 3 andadditionally: (1.4.HE.1)





Uses effective strategies to work toward aconsensus for change and improvement(1.4.E.2)

Identifies areas where agreement isnecessary and has not yet begun toimplement strategies to achieve thatagreement (1.4.IN.2)


Monitors the success of strategies andrevises based on strengths and weaknesses(1.4.HE.3)

Systematically manages and monitoringchange processes (1.4.E.3)

Manages change and improvementprocesses without building systems andallies necessary to support the process(1.4.IN.3)

Rarely or never manages or develops aprocess for change and/or improvement(1.4.I.3)

Creates cultural changes that reflect andsupport building a consensus for change(1.4.HE.4)


Asks for feedback but not yet successful insecuring cooperation in delivering input fromall stakeholders (1.4.IN.4)

Rarely or never seeks out feedback orsecures cooperation – making unilateral,arbitrary decisions (1.4.I.4)

1.5 Time Management

The Preschool/Paraeducator Coordinatorpersonal organization allows the PreschoolParaeducator Coordinator to considerinnovations and be available to engage inleadership activities and collaborate withpeople at all levels (1.5.HE)

The Preschool/Paraeducator Coordinator theuse of organizational development tools isevident by supporting documentationprovided by the Preschool ParaeducatorCoordinator (1.5.E)

The Preschool/Paraeducator Coordinatorprojects are managed using lists ofmilestones and deadlines, but areinfrequently updated (1.5.IN)

The Preschool/Paraeducator Coordinatorproject management is haphazard or absentand there is little or no evidence of lists ofmilestones and deadlines (1.5.I)

1.6 Initiative and Persistence

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The Preschool/Paraeducator Coordinatorfulfills the criteria for Level 3 and additionallyexceeds typical expectations to accomplishambitious goals by regularly identifying,communicating, and addressing the school’smost significant obstacles to school success(1.6.HE)

The Preschool/Paraeducator Coordinatordisplays initiative and persistence byconsistently achieving expected goals andtaking on voluntary responsibilities thatcontribute to school success (1.6.E)

The Preschool/Paraeducator Coordinatordisplays initiative and persistence byoccasionally achieving expected goals andoccasionally taking on additional, voluntaryresponsibilities that contribute to schoolsuccess (1.6.IN)

The Preschool/Paraeducator Coordinatordoes not display initiative and persistence byrarely or never achieving expected goals orrarely or never taking on additional, voluntaryresponsibilities that contribute to schoolsuccess (1.6.I)

Domain 2: Building Relationships2.1 Communication with Staff

The Preschool/Paraeducator Coordinatorfulfills the criteria for Level 3 and additionallymonitors the success of different approachesto communicating to identify the mostappropriate channel of communicating inspecific situations (2.1.HE)

The Preschool/Paraeducator Coordinatorskillfully and clearly communicates bymessaging key concepts, such as theschool’s goals, needs, plans, success, andfailures and interacting with a variety ofstakeholders, including students, families,community groups, central office, staffassociations, etc. (2.1.E)

The Preschool/Paraeducator Coordinatorskillfully and clearly communicates bymessaging most, but not all, key conceptsand interacting with a variety of stakeholdersbut not yet reaching all invested groups andorganizations (2.1.IN)

The Preschool/Paraeducator Coordinatordoes not skillfully and clearly communicateby failing to Interact with a limited number ofstakeholders and failing to reach several keygroups and organizations (2.1.I)

2.2 Conflict Resolution in Community and at School

The Preschool/Paraeducator Coordinatorconsistently employs a variety of strategies toresolve conflicts and forge consensus in theschool community in a constructive andrespectful manner (2.2.HE)

The Preschool/Paraeducator Coordinatoremploys a non-confrontational approach toresolve conflicts and forges consensus in aconstructive and respectful manner (2.2.E)

The Preschool/Paraeducator Coordinatoremploys a limited number of strategies toresolve conflicts and forge consensus in theschool community with limited success(2.2.IN)

The Preschool/Paraeducator Coordinatordoes not respond to conflict in a solution-based and/or respectful manner andattempts at consensus building areunsuccessful (2.2.I)

Domain 3: Organizational and Operational Management3.1 Legal Requirement

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The Preschool/Paraeducator Coordinatordemonstrates an understanding of the legalstandards and board policy requirements ofthe school corporation and consistentlyadheres to those standards andrequirements like having para-educators(3.1.HE.1)

The Preschool/Paraeducator Coordinatordemonstrates an awareness of the legalstandards and board policy requirements ofthe school corporation and adheres to thosestandards and requirements (3.1.E.1)

The Preschool/Paraeducator Coordinator isnot respectful of legal standards and/or boardpolicy requirements (3.1.IN.1)

The Preschool/Paraeducator Coordinator isunaware of the legal standards and boardpolicy requirements (3.1.I.1)

Interviews and places all Para-educators, inopen positions in a timely manner. SeekingStaff's input to fill positions and placequalified candidates in a timely manner(3.1.HE.2)

Interviews, and places all Para-educators inopen positions in a timely manner (3.1.E.2)

Does not place and fill open positions in atimely manner (3.1.IN.2)

Does not place and fill all open positions(3.1.I.2)

Domain 4: Effective Instruction, Treatment and/or Instructional Support4.1 Provides Consultatie Services that Promote Positive Student Outcomes

The Preschool/Paraeducator Coordinatorprovides mentoring and coaching toParaeducators regarding consultativestrategies and skills beyond assignedresponsibilities (4.1.HE.1)

The Preschool/Paraeducator Coordinatorconsultative services are conducted withclarity, accuracy, and confidentiality (4.1.E.1)

The Preschool/Paraeducator Coordinatorprovides consultation services (4.1.IN.1)

The Preschool/Paraeducator Coordinatordoes not provide consultation services(4.1.I.1)





4.2 Utilizes Information About Student Background and Student Diversity

The Preschool/Paraeducator Coordinatorassists with staff professional development ormentoring/coaching to colleagues ondiversity factors while addressing strategies,or interventions, and/or appropriateprogramming (4.2.HE.1)

The Preschool/Paraeducator Coordinatordemonstrates comprehensive understandingof diversity factors when recommendingstrategies, interventions, and/or appropriateprogramming (4.2.E.1)

The Preschool/Paraeducator Coordinatordemonstrates some understanding ofdiversity factors when recommendingstrategies, interventions, and/or appropriateprogramming (4.2.IN.1)

The Preschool/Paraeducator Coordinatorlacks an understanding of diversity factorswhen recommending strategies,interventions, and/or appropriateprogramming (4.2.I.1)

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Applies comprehensive knowledge ininnovative ways to assist students andschools with diversity issues (4.2.HE.2)




Domain 5: Leasdership and Professional Responsibilities5.1 Collaborates & Communicates Professionally to Promote Student Success

The Preschool/Paraeducator Coordinatorconsistently takes a leadership role incommunicating all necessary information toappropriate parties and community agenciesto ensure student success (5.1.HE.1)

The Preschool/Paraeducator Coordinatorconsistently communicates all necessaryinformation to appropriate parties to ensurestudent success (5.1.E.1)

The Preschool/Paraeducator Coordinatorcommunicates a minimal amount ofinformation to appropriate parties (5.1.IN.1)

The Preschool/Paraeducator Coordinatordoes not communicate necessaryinformation to appropriate parties (5.1.I.1)

Takes a leadership role in collaborating withpeers, parents and supervisors to developappropriate FBAs and effective behaviormanagement plans to promote studentsuccess (5.1.HE.2)

Initiates efforts to collaborate with peers todevelop appropriate FBAs and effectivebehavior management plans to promotestudent success (5.1.E.2)

Responds positively to the efforts of otherpeers to collaborate on the development ofappropriate FBAs and effective behaviormanagement plans for promoting studentsuccess (5.1.IN.2)

Makes no effort to collaborate with peers andis unable to develop appropriate FBAs andaffective behavior management plans topromote student success (5.1.I.2)

Communicates professionally to promotestudent success in a respectful and effectivemanner (5.1.HE.3)

Communicates professionally to promotestudent success in a respectful manner(5.1.E.3)

Has difficulty communicating professionallyto promote student success in a respectfulmanner (5.1.IN.3)

Does not document activities andcorrespondence with parents (5.1.I.3)

5.2 Contribute to the School, District, and/or Co-op

The Preschool/Paraeducator Coordinatortakes a leadership role in planning orcontributing to the district in a manner that isconsistent with the district's expectations(5.2.HE.1)

The Preschool/Paraeducator Coordinatorcontributes to schools in a manner that isconsistent with the expectations of theschool(s) (5.2.E.1)

The Preschool/Paraeducator Coordinatorcontributes to a school in a manner that isconsistent with the expectations of the school(5.2.IN.1)

The Preschool/Paraeducator Coordinatordoes not contribute in a manner that isconsistent with the expectations of theschool(s) (5.2.I.1)

Provides guidance on behavior systems thatsupport the district (5.2.HE.2)

Provides guidance on behavior systems thatsupport the school (5.2.E.2)

Provides input on behavior systems thatsupport the school (5.2.IN.2)

Provides little to no contribution on behaviorsystems that support the school (5.2.I.2)

Assumes leadership role while serving oncommittees, teams, and/or task forces, etc.that contribute to the overall functioning ofthe school, district, co-op and/or profession(5.2.HE.3)

Serves on committees, teams, and/or taskforces, etc. that contribute to the overallfunctioning of the school, district, co-opand/or profession (5.2.E.3)

Only attends meetings held during theworkday for committees, teams and/or taskforces, etc. (5.2.IN.3)

Does not serve on committees, teams,and/or task forces, etc. (5.2.I.3)

5.3 Advances Professional Skills & Knowledgepage 5 of 6


The Preschool/Paraeducator Coordinatorreflection on skills is highly accurate andperceptive, citing specific examples. Drawson an extensive repertoire to suggeststrategies (5.3.HE.1)

The Preschool/Paraeducator Coordinatorreflection provides an accurate and objectivedescription of skills, citing specificsuggestions as to how skills may beimproved (5.3.E.1)

The Preschool/Paraeducator Coordinatorreflection on skills is moderately accurateand objective without citing specific examplesand with only global suggestion as to howthey might be improved (5.3.IN.1)

The Preschool/Paraeducator Coordinatordoes not reflect on skills or the reflections areinaccurate or self-serving (5.3.I.1)

Seeks opportunities to gain knowledge andto provide professional learning sessions forcolleagues and school staff (5.3.HE.2)

Shares newly learned knowledge andpractices with colleagues and school staff(5.3.E.2)

Seeks opportunities but does not share newknowledge (5.3.IN.2)

Has not gained new knowledge to share withcolleagues (5.3.I.2)

Maintains membership in professionalorganizations and participates in sponsoredactivities (5.3.HE.3)

Actively participates in professionalorganization activities (5.3.E.3)

Only participates in professional organizationactivities that occur within the workday(5.3.IN.3)

Does not participate in professionalorganization activities (5.3.I.3)

Stays abreast of evidence based practicesand current research to improve studentsoutcomes and shares this information withcolleagues (5.3.HE.4)

Stays abreast of evidence based practiceand current research to improve studentoutcomes (5.3.E.4)

Demonstrates an awareness of evidencebased practices and current research(5.3.IN.4)

Demonstrates no awareness of evidencebased practices and current research(5.3.I.4)

Consistently applies evidence basedpractices and current research to improvestudent outcomes (5.3.HE.5)

Demonstrates some evidence basedpractices and current research to improvestudent outcomes (5.3.E.5)

Demonstrates few evidence based practicesand current research to improve studentoutcomes (5.3.IN.5)

No evidence of evidence based practices andcurrent research to improve studentoutcomes is demonstrated (5.3.I.5)

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Domain 1: Professional Practice1.1 Teacher rarely or never participates in opportunities to work with others. Teacher works in isolation and is not a teamplayer.

Demonstrates exceptional commitment to thevalues and ethics of the social workprofession and abides by NASW’s CodeEthics as a guide to ethical decision making(1.1.HE)

Demonstrates commitment to the values andethics of the social work profession andabides by NASW Code of Ethics as guide toethical decision making (1.1.E)

Demonstrates inconsistent commitment tothe values and ethics of the social workprofessional and abides by NASW’s Code ofEthics as a guide to ethical decision making(1.1.IN)

Shows little or no regard for the values andethics of the social work profession andabides by NASW’s Code of Ethics as a guideto ethical decision making (1.1.I)

1.2 The SSW demonstrates an understanding of human behavior in the social environment.

Demonstrates superior knowledge of humanbehavior in the social environment (1.2.HE)

Demonstrates adequate knowledge ofhuman behavior in the social environment(1.2.E)

Demonstrates inconsistent knowledge ofhuman behavior in the social environment(1.2.IN)

Demonstrates an insufficient knowledge ofhuman behavior in the social environment(1.2.I)

1.3 The SSW implements various practice modalities to empower disadvantaged and oppressed populations.

Demonstrates superior skills in working withand empowering disadvantaged andoppressed populations (1.3.HE)

Uses various practice modalities to empowerdisadvantaged and oppressed populations(1.3.E)

Intermittently (inconsistently) uses variouspractice modalities to empowerdisadvantaged and oppressed populations(1.3.IN)

Seldom uses various practice modalities toempower disadvantaged and oppressedpopulations (1.3.I)

1.4 The SSW understands social policies related to service in schools, and advocates for policies that maximize studentsuccess.

Demonstrates above understanding of socialpolicies related to service in schools andexcels at advocating for policies thatmaximizes student success (1.4.HE)

Demonstrates understanding of socialpolicies related to service in schools andadvocates for policies that maximizes studentsuccess (1.4.E)

Demonstrates inconsistent understanding ofsocial policies related to service in schoolsand inconsistently advocates for policies thatmaximize student success (1.4.IN)

Shows little or no understanding of socialpolicies related to service in schools anddoes not advocate for policies that maximizesstudent success (1.4.I)

1.5 The SW demonstrates knowledge and understanding about how family dynamics, health, wellness, mental health andsocial welfare policies, programs, and resources in the community impact student’s success in the school environment.

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Demonstrates superior knowledge andunderstanding about how family dynamics,health, wellness, mental health, and socialwelfare policies, programs, and resources inthe community impact student’s success inthe school environment (1.5.HE)

Demonstrates adequate knowledge andunderstanding about how family dynamics,health, wellness, mental health, and socialwelfare policies, programs, and resources inthe community impact student’s success inthe school environment (1.5.E)

Demonstrates limited knowledge andunderstanding about how family dynamics,health, wellness, mental health, and socialwelfare policies, programs, and resources inthe community impact student’s success inthe school environment (1.5.IN)

Shows little or no understanding about howfamily dynamics, health, wellness, mentalhealth, and social welfare policies, programs,and resources in the community impactstudent’s success in the school environment(1.5.I)

1.6 The SSW works effectively with individuals and groups who have diverse interest, but whose common purpose is todevelop programs or systems of care that support and enhance the health, social and emotional well-being and safety ofstudents.

Proves leadership working with individualsand groups who have diverse interests, butwhose common purpose is to developprograms or systems of care that supportand enhance the health, social and emotionalwell-being and safety of students (1.6.HE)

Works effectively with individuals and groupswho have diverse interests, but whosecommon purpose is to develop programs orsystems of care that support and enhancethe health, social and emotional well-beingand safety of students (1.6.E)

Intermittently works with individuals andgroups who have diverse interests, butwhose common purpose is to developprograms or systems of care that supportand enhance the health, social and emotionalwell-being and safety of students (1.6.IN)

Does not work with individuals and groupswho have diverse interests, but whosecommon purpose is to develop programs orsystems of care that support and enhancethe health, social and emotional well-beingand safety of students (1.6.I)

1.7 The SSW is knowledgeable of Title I policies, procedures and requirements as it pertains to building level practices,including planning, preparation and implementation of Title I family involvement activities.

Demonstrates superior knowledge of Title Ipolicies, procedures and requirements as itpertains to building level practices, includingplanning, preparation and implementation ofTitle I family involvement activities (1.7.HE)

Demonstrates adequate knowledge of Title Ipolicies, procedures and requirements as itpertains to building level practices, includingplanning, preparation and implementation ofTitle I family involvement activities (1.7.E)

Demonstrates limited knowledge of Title Ipolicies, procedures and requirements as itpertains to building level practices, includingplanning, preparation and implementation ofTitle I family involvement activities (1.7.IN)

Show little or no knowledge of Title I policies,procedures and requirements as it pertainsto building level practices, including planning,preparation and implementation of Title Ifamily involvement activities (1.7.I)

1.8 The SSW demonstrates knowledge about child development and biological factors that affect students’ ability to functioneffectively in school.

Demonstrates superior knowledge aboutchild development and biological factors thataffect students’ ability to function effectivelyin school (1.8.HE)

Demonstrates knowledge about childdevelopment and biological factors that affectstudents’ ability to function effectively inschool (1.8.E)

Demonstrates inconsistent knowledge aboutchild development and biological factors thataffect students’ ability to function effectivelyin school (1.8.IN)

Shows little or no knowledge about childdevelopment and biological factors that affectstudents’ ability to function effectively inschool (1.8.I)

1.9 The SSW demonstrates knowledge of the influences of socio-economic status, gender, culture, disability and sexualorientation on educational opportunities or students.

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Demonstrates superior knowledge of theinfluences of socio-economic status, gender,culture, disability and sexual orientation oneducational opportunities or students(1.9.HE)

Demonstrates knowledge of the influences ofsocio-economic status, gender, culture,disability and sexual orientation oneducational opportunities or students (1.9.E)

Demonstrates inconsistent knowledge of theinfluences of socio-economic status, gender,culture, disability and sexual orientation oneducational opportunities or students(1.9.IN)

Demonstrates little or knowledge of theinfluences of socio-economic status, gender,culture, disability and sexual orientation oneducational opportunities or students (1.9.I)

1.10 The SSW demonstrates an understanding of how emphasizing student’s strengths and protective factors can enhanceeducational success.

Actively emphasizes student’s strengths andprotective factors to enhance educationalsuccess (1.10.HE)

Emphasizes student’s strengths andprotective factors to enhance educationalsuccess (1.10.E)

Demonstrates inconsistent understanding ofhow emphasizing student’s strengths andprotective factors can enhance educationalsuccess (1.10.IN)

Shows little or no understanding of howemphasizing student’s strengths andprotective factors can enhance educationalsuccess (1.10.I)

1.11 The SSW promotes a positive learning culture through positive behavior support (PBS), anti-bullying and Peacemakers.

Demonstrates above average skill andcommitment to making school a safe andpositive learning environment (1.11.HE)

Demonstrates understanding and desire tomake school a safe and positive learningenvironment (1.11.E)

Demonstrates inconsistent understanding ofprograms that make school a safe andpositive learning environment (1.11.IN)

Shows little or no understanding of programsthat make school a safe and positive learningenvironment (1.11.I)

1.12 The SSW supports the development and implementation of comprehensive school-based and school-linked programsthat promote student health and mental health.

Provides leadership in the development andimplementation of comprehensive school-based and school-linked programs thatpromote student health and mental health(1.12.HE)

Adequately supports the development andimplementation of comprehensive school-based and school-linked programs thatpromote student health and mental health(1.12.E)

Inconsistently supports the development andimplementation of comprehensive school-based and school-linked programs thatpromote student health and mental health(1.12.IN)

Does not support the development andimplementation of comprehensive school-based and school-linked programs thatpromote student health and mental health(1.12.I)

1.13 The SSW coordinates community resources that support students’ success.

Displays exceptional skills in coordinatingcommunity resources that support students’success (1.13.HE)

Adequately coordinates communityresources that support students’ success(1.13.E)

Occasionally coordinates communityresources that support students’ success(1.13.IN)

Does not coordinate community resources tosupport students’ success (1.13.I)

1.14 The SSW remains knowledgeable of reforms in education and best practice models in the social work profession anduses empirically supported interventions.

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Is exceptional in remaining knowledgeable ofreforms in education and best practicemodels in the social work profession and isexceptional in using empirically supportedinterventions (1.14.HE)

Is adequate in remaining knowledgeable ofreforms in education and best practicemodels in the social work profession andadequately uses empirically supportedinterventions (1.14.E)

Is inconsistent in remaining knowledgeable ofreforms in education and best practicemodels in the social work profession andinconsistently uses empirically supportedinterventions (1.14.IN)

Does not remain knowledgeable of reforms ineducation and best practice models in thesocial work profession and does not useempirically supported interventions (1.14.I)

1.15 The SSW demonstrates understanding of the local education agency as a system, including the roles and areas ofcompetence of various professionals in the local education agency.

Demonstrates superior knowledge andunderstanding of the local education agencyas a system, including the roles and areas ofcompetence of the various professionals inthe local education agency (1.15.HE)

Demonstrates knowledge and understandingof the local education agency as a system,including the roles and areas of competenceof the various professionals in the localeducation agency (1.15.E)

Demonstrates limited knowledge andunderstanding of the local education agencyas a system, including the roles and areas ofcompetence of the various professionals inthe local education agency (1.15.IN)

Shows little or no knowledge andunderstanding of the local education agencyas a system, including the roles and areas ofcompetence of the various professionals inthe local education agency (1.15.I)

1.16 The SSW participates in ongoing development of the profession of social work by engaging in higher learning activitiesincluding- but not limited tosupervision of social work practicum students, attending training and/or seminars that relate toschool social work practice.

Is exceptional in participating in ongoingdevelopment of the profession of social workby engaging in higher learning activitiesincluding-but not limited tosupervision ofsocial work practicum students, attendingtraining and/or seminars that relate to schoolsocial work practice (1.16.HE)

Is adequate in participating in ongoingdevelopment of the profession of social workby engaging in higher learning activitiesincluding-but not limited tosupervision ofsocial work practicum students, attendingtraining and/or seminars that relate to schoolsocial work practice (1.16.E)

Is inconsistent in participating in ongoingdevelopment of the profession of social workby engaging in higher learning activitiesincluding-but not limited tosupervision ofsocial work practicum students, attendingtraining and/or seminars that relate to schoolsocial work practice (1.16.IN)

Does not participate in ongoing developmentof the profession of social work by engagingin higher learning activities including-but notlimited tosupervision of social workpracticum students, attending training and/orseminars that relate to school social workpractice (1.16.I)




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2.2 On-Time Arrival






2.4 Respect



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Domain 1: Purposeful Planning 1.1 Uses current and comprehensive content/specialty area knowledge for planning

SLP displays solid content/skill knowledgeand makes connections between thecontent/skill and other parts of the disciplineor other disciplines (1.1.HE)

SLP displays knowledge of evidence-basedpractice related to the teaching assignmentand/or specialty area

SLP displays knowledge of performancelevels for each student, and plans for avariety of appropriate approaches to facilitatetheir learning

SLP displays knowledge of the socio-culturalbackground of students and applies thisknowledge to teaching (1.1.E)

SLP meets some of the Effective rubricelements (1.1.NI)

SLP meets none of the Effective rubricelements (1.1.I)

1.2 Utilizes current and appropriate practices and procedures for screening

Provides strategies/resources to parents forthose students who do not qualify

Or:

Develops a tracking system for follow-upscreenings for one year (1.2.HE)

Administers, scores, analyzes, and interpretsresults of screening protocols accurately

Makes appropriate recommendations withregard to future screenings or testing

Communicates results to parents andteachers in a timely manner (1.2.E)



1.3 Uses appropriate evaluation procedures

Supplements standardized measures with: - Observations - Present Level of Performance (PLOP) formcompleted by classroom teacher - Social & Developmental History formcompleted by parent/guard (1.3.HE)

Faithfully administers tests accurately andaccording to the directions outlined by thetest

Scores data from standardized assessmentsand other sources accurately

Appropriately analyzes and interpretsinformation from standardized assessmentsand other measures (1.3.E)



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1.4 Interprets results and makes placement/service recommendations

Provides information to classroom teachersand includes the potential impact onclassroom learning (1.4.HE)

Integrates all results from the evaluationprocess and develops clear diagnosticimpressions

Collaborates with members of the CaseConference Committee to: - synthesize evaluation information. - determine the presence and severity of adisability. - determines eligibility for speech andlanguage services

Clearly communicates results usingunderstandable terminology to all caseconference participants (1.4.E)



Domain 2: Effective Instruction, Treatment and/or Instructional Support 2.1 Manages scheduling of sessions and grouping of students

Attempts to group students by age/gradelevel and disorder (2.1.HE)

Efficiently manages schedules to minimallyinterrupt general education instruction

Appropriately groups students to maximizeinstructional time

Adjusts schedule as needed to meet timeprovisions of IEP (2.1.E)



2.2 Implements appropriate progress monitoring procedures

Includes student in review of data andmonitoring own progress (2.2.HE)

Collects, interprets, and uses data tomeasure progress and drive therapy

Matches appropriate interventions to data

Modifies instruction based on frequentprogress monitoring (2.2.E)



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2.3 Develops student understanding of therapy objectives

Students can explain what they are learningand why it is important, beyond repeating thestated objective

Strategies engage prior knowledge ofstudents in connecting to lesson. Studentsdemonstrate through work or comments thatthey understand this connection (2.3.HE)

Lesson objective is conveyed to students ineasy to understand terms, clearly articulatingwhat they will be able to do

Importance of the objective is explained sothat students understand why they arelearning what they are learning

Lessons are well organized and build onstudents’ prior knowledge of key concepts orskills and this connection is evident tostudents (2.3.E)



2.4 Uses strategies that promote student engagement

Integrates current therapeutic strategiesgained from professional developmentactivities

Or:

Uses and teaches with technology and/orAugmentative and AlternativeCommunication (AAC) devices (2.4.HE)

Provides lessons that progress at anappropriate pace to maintain engagement

Restates and rephrases instruction inmultiple ways and consistently usesappropriate cues and prompts to elicitdesired responses

Provides consistent feedback and providesmultiple opportunities for studentparticipation (2.4.E)



2.5 Creates culture of respect and collaboration

Students are invested in the success of theirpeers as evidenced by unpromptedcollaboration and assistance

Students reinforce positive character andbehavior and discourage negative behavioramongst themselves (2.5.HE)

Encourages collaboration and students arerespectful of the SLP and peers

Reinforces positive character and behaviorand uses consequences appropriately todiscourage negative behavior

Has a good rapport with students and showsgenuine interest in their thoughts andopinions (2.5.E)



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Domain 3: Leadership and Professional Responsibilities 3.1 Manages caseload appropriately

Mentors others in appropriate managementof caseload (3.1.HE)

Fulfills all Teacher of Record (TOR)responsibilities

Frequently monitors progress and goals andreconvenes case conferences as needed

Using progress monitoring and other data,makes appropriate recommendations forcontinuing in or dismissal from SpeechTherapy (3.1.E)



3.2 Fulfills all documentation/ paperwork requirements

IEP filing is completed in a timely manner inorder to be in compliance with state laws(3.2.HE)

Maintains files in an organized manner

Complies with the district's documentationprocedures including the completion of IEPsand the submission of Medicaid claims in atimely manner

Documents clearly and objectively, allactivities and correspondence (includingparent correspondence) relating to childrenon caseload (3.2.E)



3.3 Meaningfully participates in case conferences

Takes the lead when necessary to keep caseconference on track

Defuses contentious situations during thecase conference

As chair, runs the meeting efficiently whileallowing opportunity for all to participate(3.3.HE)

Brings all appropriate records anddocuments to case conference

Meaningfully, understandably, and efficientlyparticipates in the case conference

Facilitates parent participation

Assists with completing the IEP as needed

When chairing a Case Conference, followsagenda and all appropriate procedures;signatures collected as needed (3.3.E)



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3.4 Develops IEPS based on individual student needs and are completed using appropriate procedures

Volunteers to train and assist others in theuse of the IEP system

Volunteers to review and evaluate IEPs(3.4.HE)

Goals are measurable and clearly written andbased on present levels of performance

Services are aligned with goals

Recommended accommodations areappropriate and their use is clearly defined

Notes clearly and succinctly capture relevantdiscussions

Components of the IEP are accuratelycompleted (3.4.E)




Individual has not demonstrated a pattern ofunexcused absences

(Excused absences would include sick days,personal days, and other days allowed bycontract or law for which a sub has beenrequested and the teacher’s supervisornotified of the absence) (4.1.MS)


4.2 On-Time Arrival




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4.4 Respect



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Domain 1: Teaching Procedures1.A.1 Skill in Planning: Lesson

Teacher creates lessons that are appropriatefor the students and take into considerationlong range goals, including knowledge ofappropriate state standards. Lessons containclear objectives reflecting the 8-Step Processand state standards. Assessment of thelesson is included. The assessment or evaluation can be formalor informal (1.A.1.HE)

Teacher creates lessons that are appropriatefor the students and takes into considerationlong range goals including knowledge ofappropriate state standards. Objectives are stated (1.A.1.E)

Teacher shows evidence of creating planningwith little emphasis on long range goals.Clear objectives are not stated (1.A.1.IN)

Teacher does not create lesson plans thatinclude an objective or goals (1.A.1.I)

1.A.2 Skill in Planning: Techniques and Materials

Age and developmentally appropriatematerials are incorporated or used by bothstudents and teacher in order to enhance thelesson. Materials are ready in advance of the lessonand are easily accessible while teaching.Research based techniques reflect teacherknowledge of best practices for theclassroom. Materials and techniques used by theteacher reflect consideration of student ageand developmental level. Materials areprepared and ready in advance of the lesson.Some materials and techniques used reflectconsideration of student age anddevelopmental level (1.A.2.HE)

Materials and techniques used by theteacher reflect consideration of student ageand developmental level. Materials are prepared and ready in advanceof the lesson. Some materials andtechniques used reflect consideration ofstudent age and developmental level(1.A.2.E)

Some materials and techniques used reflectconsideration of student age anddevelopmental level (1.A.2.IN)

Materials and techniques were not ageand/or developmentally appropriate (1.A.2.I)

1.A.3 Skill in Planning: Instructional Time

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Transitions between activities result in noloss of instructional time. Students arealways engaged in meaningful work whilewaiting for the teacher. Students are on-taskand follow instructions of teacher withoutmuch prompting (1.A.3.HE)

Smooth transitions between activities andlessons result in little loss of instructionaltime. Students are engaged in meaningfulwork for brief periods of time. Most studentsare on-task and follow instructions of teacherwithout much prompting (1.A.3.E)

Much instructional time is lost due to thestudents’ need for redirection and furtherinstruction. Significant prompting from the teacher isnecessary for students to follow instructionsand remain on- task (1.A.3.IN)

Transitions are not smooth. Instructional timeis lost. Even with significant prompting,students frequently do not follow directionsand are off-task (1.A.3.I)

1.B.1 Skill in Delivering Instruction: Mastery of Lesson Objective

Objectives are stated and posted for thelesson. Standards, related to the lesson, areposted and referenced prior to beginning thelearning process. Students can explain whatthey are learning and why it is important,beyond repeating the stated objective. Taskpacing is appropriate and is adjustedaccording to student understanding(1.B.1.HE)

Teacher states the goal/objective to students.Teacher follows through with appropriatepacing for the task. Students are able to recall the objective(1.B.1.E)

Teacher sometimes states the objective ofthe lesson. Teacher does not clearlycommunicate the objective in a way that leads to student understanding.Pacing moves too quickly or slowly forstudent understanding (1.B.1.IN)

Teacher does not state the objective orstandards related to the lesson. Teacherpaces the lesson with no regard to studentunderstanding (1.B.1.I)

1.B.2 Skill in Delivering Instruction: Activation of Prior Knowledge

Teacher effectively engages prior knowledgeof students in connecting to lesson. Studentsdemonstrate through work or comments thatthey understand the connection (1.B.2.HE)

Lesson builds on prior knowledge or keyconcepts and skills and makes thisconnection evident to students (1.B.2.E)

Lesson generally does not build on priorknowledge of students or students fail tomake connections.No effort is made toconnect objectives of the lesson to priorknowledge of students (1.B.2.IN)

No effort is made to connect objectives of thelesson to prior knowledge of students(1.B.2.I)

1.B.3 Skill in Delivering Instruction: Direct Instruction

Teacher fully explains concepts in as directand efficient a manner as possible, while stillachieving student understanding. Contenttaught is comprehensible and well organized.Teacher demonstrates a high level ofunderstanding related to lessoncontent/topic. Content is factually correct.Teacher uses teaching aids, examples, andrelevant instructional strategies to improveunderstanding and engage students. Teacherexplanation sparks student interest in thecontent (1.B.3.HE)

Teacher explains concepts in a directmanner. Content is organized and theteacher remains on topic. Teacherdemonstrates understanding of the lessoncontent/topic. Content is factually correct. Teacheremphasizes key points or main ideas incontent. Teacher restates and rephrasesinstruction in multiple ways to increaseunderstanding (1.B.3.E)

Teacher delivers content that is factuallycorrect. Content occasionally lack clarity andis not as well organized as it could be.Teacher may fail to restate or rephraseinstruction in multiple ways to increaseunderstanding. Teacher does not adequatelyemphasize main ideas, and students aresometimes confused about key concepts(1.B.3.IN)

Teacher may deliver content that is factuallyincorrect. Explanations may be unclear orincoherent and fail to build student understanding of key concepts.Teacher does not emphasize main ideas, andstudents are often confused about content(1.B.3.I)

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1.B.4 Skill in Delivering Instruction: Guided Practice/Checking for Understanding

Teacher provides multiple opportunities ofdifferentiated content for studentengagement. Practice sparks student interestin the content. Teacher works with studentsto gain understanding of the concept throughpractice, examples, with students engaged inthe process. Teacher checks forunderstanding at higher levels by askingpertinent scaffold questions that pushthinking throughout the lesson and at theend. Teacher prompts high quality studentresponses (1.B.4.HE)

Teacher provides opportunities ofdifferentiated content for studentengagement. More than 3?4 of the studentsare engaged and on-task. Students areencouraged to work through examples withthe teacher. ELL and IEP students have theappropriate accommodations to be engagedin content. Teacher uses a variety of methodsto check for understanding that aresuccessful in capturing an accurate “pulse”on the class’s understanding. Teachersystematically assesses every student’smastery of the objective and contentthroughout and at the end of the lesson(1.B.4.E)

Teacher may miss opportunities to provideways of differentiating content for studentengagement. Fewer that 3?4 of the studentsare engaged and many are off-task. Teacher sometimes assess for mastery at theend of the lesson. ELL and IEP students aresometimes given appropriateaccommodations to be engaged in content. Teacher sometimes allows students to “opt-out” of checks for understanding withoutcycling back to theses students (1.B.4.IN)

Teacher continues with planned instruction,even when it is obvious that students do notunderstand content. Less than 1?2 of thestudents are engaged and many are off-task. Teacher never assesses for mastery at theend of the lesson. ELL and IEP students are not provided withaccommodations to engage in content.Teacher uses only one ineffective methodrepeatedly to check for understanding.Teacher frequently moves on before studentsdemonstrate understanding, or teacher givesstudents the answer rather than allowing thestudents time to think through the answer(1.B.4.I)

1.B.5 Skill in Delivering Instruction: Independent Practice

Lesson is appropriately challenging tostudents. Students are able to answer higher-level questions with meaningful responses.Teacher highlights examples of recentstudent work that meets high expectations.Students are encouraged to excel throughopportunities for enrichment assignments(1.B.5.HE)

Lesson is challenging to most students.Lessons are differentiated when appropriatebased on student levels of understanding.Students have opportunities to practice,apply, and demonstrate their learning.Teacher shows patience and helps studentsmove toward mastery of the objective and topersist when faced with difficult tasks(1.B.5.E)

Lesson is not always challenging forstudents. Lessons push some studentsforward, but miss other students due to lackof differentiation based on student levels ofunderstanding. While students may havesome opportunities to practice and applyconcepts, instruction is more teacher-directed than appropriate. Teacher mayencourage students to work hard, but maynot persist in efforts to have students keeptrying (1.B.5.IN)

Lesson is not aligned with the developmentallevel of students. The tasks may be too hardor too easy. Lesson rarely pushed anystudent forward. Teacher does notdifferentiate instruction based on studentlevels of understanding. Practice is almostalways teacher directed. Students have few opportunities to practiceor apply concepts (1.B.5.I)

1.B.6 Skill in Delivering Instruction: Clear Directions

Teacher directions are clear. Tasks areorganized in a way that makes follow througheasy for students. Teacher checks forunderstanding before students are expectedto independently complete tasks (1.B.6.HE)

Teacher directions are clear to moststudents. Directions contain enough detail todevelop understanding (1.B.6.E)

Teacher directions are clear to somestudents. Few students are able to follow thedirections without further teacher assistance(1.B.6.IN)

Teacher directions are not clear to moststudents. Directions do not contain enoughdetail to develop understanding. Students are not able tofollow through without considerable teacherfollow up (1.B.6.I)

1.C.1 Skill in Motivating: Teacher Enthusiasm

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Teacher exhibits enthusiasm and physicalpresence to engage students learning.Students display a high level of participationand enthusiasm for the subject matter. Explanation sparks student excitement aboutinterest in the content (1.C.1.HE)

Teacher exhibits some enthusiasm orexcitement about the lesson topic. Studentsdisplay a moderate level of participation andenthusiasm for the subject matter (1.C.1.E)

Teacher exhibits a low level of enthusiasmabout the topic. Most students are notengaged or display a low level of participation. Students do not appearinterested in the content (1.C.1.IN)

Teacher is not enthusiastic when presentingthe lesson. Students are not engagedresulting in little participation (1.C.1.I)

1.C.2 Skill in Motivating - High Standards of Work

Teacher takes into consideration the needs ofall students. Teacher work expectations arehigh for all students. Teacher knows theabilities of students and encourages them to strive for success (1.C.2.HE)

The teacher work expectations areappropriate for the student. Teacherreinforces positive character and behaviorand uses consequences appropriately anddiscourages negative behavior. Teacher hasa good rapport with students, and showsgenuine interest in their thoughts andopinions (1.C.2.E)

Teacher work expectations are appropriatefor some but not all students based onspecific needs. Teacher may praise positivebehavior OR reinforce negative behavior, butnot both. Teacher may focus on the behaviorof a few students, while ignoring the behavior(positive and negative) of others (1.C.2.IN)

Teacher does not have appropriate workexpectations for students. Teacher rarely ornever praises positive behavior. Teacher rarely or never addresses negativebehavior (1.C.2.I)

1.D.1 Skill in Questioning Techniques - Encourages High Level Thinking

Questions are closely related to studentlevels of comprehension and are appropriateto the purpose of the lesson. Teacherscaffolds questions for higher level thinking. Because of the questioning, students canmake connections independently,demonstrating that they understand thecontent at a higher level (1.D.1.HE)

Teacher asks questions that can beunderstood by the students and relate to thepurpose of the lesson. Questions promoteparticipation and relevant discussion.Teacher asks some higher order questions(1.D.1.E)

Teacher asks questions that areinconsistently understood by students. Fewquestions relate to the topic of the lesson(1.D.1.IN)

Teacher does not ask questions that areunderstood by a majority of the students. Thequestions do not relate to the purpose of thelesson. The teacher rarely asks higher orderquestions (1.D.1.I)

1.D.2 Skill in Questioning Techniques- Reinforcement For Further Understanding

Teacher consistently incorporatesparaphrasing, positive feedback andconfirmation of response. Teacher is able toeffectively assist students based on theirresponses (1.D.2.HE)

Teacher uses some paraphrasing, positivefeedback, and confirmation of response toreinforce student learning and to help thosewho need assistance. Teacher offersreinforcement of students’ responses(1.D.2.E)

Teacher uses little paraphrasing, positivefeedback, or confirmation of responses.Reinforcement is inconsistent. There is little reinforcement of studentlearning and/or assistance given (1.D.2.IN)

Teacher does not use paraphrasing, positivefeedback, and/or confirmation of response.There is no reinforcement of student learningand/or assistance given (1.D.2.I)

Domain 2: Classroom Managementpage 4 of 6


2.A.1 Effective Classroom Management and Control: Reasonable Rules, Consequences and Procedures

Classroom procedures are evident.Classroom rules and consequences areclearly posted and followed. Consequences are appropriate andprogressively implemented (2.A.1.HE)

Classroom procedures are in place.Classroom rules and consequences areposted. Consequences are appropriate butnot always progressively implemented(2.A.1.E)

Classroom procedures are inconsistent.Classroom rules and consequences areinconsistent. Consequences are not alwaysappropriate and not always progressivelyimplemented (2.A.1.IN)

Classroom procedures are not in place.Classroom rules and consequences are notposted and followed. Consequences are notappropriate and not progressivelyimplemented (2.A.1.I)

2.A.2 Effective Classroom Management and Control: Fair and Respectful Manner

Teacher treats all students in a fair andrespectful manner. Teacher consistently usespositive reinforcement. Teacher consistently uses corrective feedback whenaddressing negative behaviors. Teacherdemonstrates good rapport with students(2.A.2.HE)

Teacher treats students in a fair andrespectful manner. The teacher uses positivereinforcement and/or corrective feedback.Teacher is friendly and caring (calls studentsby name, converses in an appropriatemanner, makes eye contact, smiles)(2.A.2.E)

Teacher does not treat all students in a fair orrespectful manner. Some students mayappear to be favored. Teacher may focus onthe behaviors of a few students, wholeignoring the behavior (positive or negative) ofothers. Teacher may praise positive behaviorOR enforce consequences for negativebehavior, but not both (2.A.2.IN)

Teacher does not treat students in a fairand/or respectful manner. Teacher does notuse positive reinforcement with students.Teacher does not provide correctivefeedback. Teacher is not friendly. Teacher rarely ornever addresses negative behavior (2.A.2.I)

2.A.3 Effective Classroom Management and Control: Monitoring Students and use of Proximity

Teacher is aware of where students are andwhat they are doing. Teacher moves freelyaround the room in order to assist andengage students in the learning process(2.A.3.HE)

Teacher is aware of where students are andwhat they are doing most of the time.Teacher movement patterns enhance thelearning process. Teacher gives passes tostudents when leaving the room (2.A.3.E)

Teacher leaves students unattended for shortperiods of time (one to three minutes).Teacher allows some students to leave theclassroom without a pass, while others areprovided one. Teacher sometimes walksaround the classroom, but often sits(2.A.3.IN)

Teacher does not monitor students inside theclassroom and during activities outside theclassroom. Teacher leaves the classroomunattended. Teacher allows students to comeand go from the classroom without a pass.Teacher sits or does not walk around tomonitor students or to enhance the learningprocess (2.A.3.I)


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3.2 On-Time Arrival






3.4 Respect



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Domain 1: Leadership Action1.1 Professionalism

At Level 4, the Title I Coordinator fulfills thecriteria for Level 3 and additionally:(1.1.HE.1)

The Title I Coordinator: (1.1.E.1) The Title I Coordinator: (1.1.IN.1) The Title I Coordinator: (1.1.I.1)

Articulates and communicates appropriatebehavior to all stakeholders, includingparents and the community (1.1.HE.2)

Models professional, ethical, and respectfulbehavior at all times (1.1.E.2)

Fails to model professionalism at all times butunderstanding of professional expectationsas evidenced by not acting counter to theseexpectations (1.1.IN.2)

Fails to model professionalism at all times,and occasionally modeling behaviors counterto professional expectations (1.1.I.2)

Creates mechanisms, systems, and/orincentives to motivate students andcolleagues to display professional, ethical,and respectful behavior at all times.(1.1.HE.3)

Expects students and colleagues to displayprofessional, ethical, and respectful behaviorat all times (1.1.E.3)

Occasionally holds students and colleaguesto professional, ethical, and respectfulbehavior expectations (1.1.IN.3)

Rarely or never holds students andcolleagues to professional, ethical, andrespectful behavior expectations (1.1.I.3)

1.2 Using Feedback to Improve Student Performance

The Title I Coordinator fulfills the criteria forLevel 3 and: (1.2.HE.1)


Develops and implementing systems andmechanisms that generate feedback andadvice from students, teachers, parents,community members, and other stakeholdersto improve student performance (1.2.HE.2)

Actively solicits feedback and help from allkey stakeholders (1.2.E.2)

Accepts feedback from any stakeholder whenit is offered but does not actively seek outsuch input (1.2.IN.2)

Regularly avoids or devalues feedback(1.2.I.2)

Identifies the most efficient means throughwhich feedback can be generated(1.2.HE.3)

Acts upon feedback to shape strategicpriorities to be aligned to studentachievement (1.2.E.3)

Occasionally acts upon feedback to shapestrategic priorities aligned to studentachievement (1.2.IN.3)

Establishes “feedback loops” in which thosewho provide feedback are kept informed ofactions taken based on that feedback(1.2.HE.4)

1.3 Culture of Urgency

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Anderson Title I Coordinator Effectiveness RubricPrinted: September 04, 2018 at 12:23pm

The Title I Coordinator fulfills the criteria forLevel 3 and additionally: (1.3.HE.1)


Ensures the culture of urgency is sustainableby celebrating progress while maintaining afocus on continued improvement (1.3.HE.2)

Aligns the efforts of students, parents,teachers, and other stakeholders to a sharedunderstanding of academic and behavioralexpectations (1.3.E.2)

Aligns major efforts of students and teachersto the shared understanding of academic andbehavioral expectations, while failing toinclude other stakeholders (1.3.IN.2)

Fails to align efforts of students and teachersto a shared understanding of academic andbehavior expectations (1.3.I.2)

Leads a relentless pursuit of theseexpectations (1.3.E.3)

Occasionally leads a pursuit of theseexpectations (1.3.IN.3)

Fails to identify the efforts of students andteachers, thus unable to align these efforts(1.3.I.3)

1.4 Communication



To the extent possible, messages keyconcepts in real time (1.4.HE.2)

Messages key concepts, such as thedepartment’s goals, needs, plans, success,and failures (1.4.E.2)

Messages most, but not all, key concepts(1.4.IN.2)

Rarely or never messages key concepts(1.4.I.2)

Tracks the impact of interactions withstakeholders, revising approach andexpanding scope of communications whenappropriate (1.4.HE.3)

Interacts with a variety of stakeholders,including students, families, communitygroups, central office, teacher associations,etc. (1.4.E.3)

Interacts with a variety of stakeholders butnot yet reaching all invested groups andorganizations (1.4.IN.3)

Interacts with a limited number ofstakeholders and fails to reach several keygroups and organizations (1.4.I.3)

Monitors the success of different approachesto communicating to identify the mostappropriate channel of communicating inspecific situations (1.4.HE.4)

Utilizes a variety of means and approachesof communicating, such as face-to-faceconversations, newsletters, websites, etc.(1.4.E.4)

Utilizes a limited number of means andapproaches to communication (1.4.IN.4)

Does not utilize a variety of means orapproaches to communication ORineffectively utilizes several means ofcommunication (1.4.I.4)

1.5 Forging Consensus for Change and Improvement




Uses effective strategies to work toward aconsensus for change and improvement(1.5.E.2)

Identifies areas where agreement isnecessary and has not yet begun toimplement strategies to achieve thatagreement (1.5.IN.2)


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Monitors the success of strategies andrevises based on strengths and weaknesses(1.5.HE.3)

Systematically manages and monitoringchange processes (1.5.E.3)

Manages change and improvementprocesses without building systems andallies necessary to support the process(1.5.IN.3)

Rarely or never manages or develops aprocess for change and/or improvement(1.5.I.3)

Creates cultural changes that reflect andsupport building a consensus for change(1.5.HE.4)


Asks for feedback but not yet successful insecuring cooperation in delivering input fromall stakeholders (1.5.IN.4)

Rarely or never seeks out feedback orsecures cooperation – making unilateral,arbitrary decisions (1.5.I.4)

1.6 High Expectations



Incorporates community members and otherpartner groups into the establishment andsupport of high academic and behaviorexpectations (1.6.HE.2)

Empowers teachers and staff to set high anddemanding academic and behaviorexpectations for every student (1.6.E.2)

Benchmarks expectations to the performanceof the state’s highest performing departments(1.6.HE.3)

Empowers students to set high anddemanding expectations for themselves(1.6.E.3)

Sets expectations but fails to empowerstudents and/or teachers to set highexpectations for student academic andbehavior (1.6.IN.3)

Fails to set high expectations or setsunrealistic or unattainable goals (1.6.I.3)

Creates systems and approaches to monitorthe level of academic and behaviorexpectations (1.6.HE.4)

Ensures that students are consistentlylearning, respectful, and on task (1.6.E.4)

Encourages a culture in which students areable to clearly articulate their diversepersonal academic goals (1.6.HE.5)

Sets clear expectations for studentacademics and behavior and establishesconsistent practices across classrooms(1.6.E.5)

Sets clear expectations for studentacademics and behavior but occasionallyfails to hold students to these expectations(1.6.IN.5)

Accepts poor academic performance and/orstudent behavior (1.6.I.5)

Ensures the use of practices with proveneffectiveness in creating success for allstudents, including those with diversecharacteristics and needs (1.6.E.6)

Domain 2: Personal Behavior2.1 Professionalism

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The Title I Coordinator is an exemplary rolemodel of appropriate professional behavior toall and encourages a positive andprofessional response from all members ofthe school community (2.1.HE)

On a regular basis the Title I Coordinator hasdisplayed appropriate and professionalresponses to members of the schoolcommunity (2.1.E)

Occasionally the Title I Coordinator has notresponded to the school communitymembers with acceptable levels orprofessionalism (2.1.IN)

The Title I Coordinator does not display anduse common courtesy regularly andrespectful professional responses whendealing with the members of the schoolcommunity (2.1.I)

2.2 Time Management

Personal organization allows the Title ICoordinator to consider innovations and beavailable to engage in leadership activitiesand collaborate with people at all levels(2.2.HE)

The use of organizational development toolsis evident by supporting documentationprovided by the Title I Coordinator (2.2.E)

Projects are managed using lists ofmilestones and deadlines, but areinfrequently updated (2.2.IN)

Project management is haphazard or absentand there is little or no evidence of lists ofmilestones and deadlines (2.2.I)

2.3 Initiative and Persistence

The Title I Coordinator fulfills the criteria forLevel 3 and additionally exceeds typicalexpectations to accomplish ambitious goalsby regularly identifying, communicating, andaddressing the school’s most significantobstacles to school success. (2.3.HE)

The Title I Coordinator displays initiative andpersistence by consistently achievingexpected goals and taking on voluntaryresponsibilities that contribute to schoolsuccess (2.3.E)

The Title I Coordinator displays initiative andpersistence by occasionally achievingexpected goals and occasionally taking onadditional, voluntary responsibilities thatcontribute to school success (2.3.IN)

The Title I Coordinator does not displayinitiative and persistence by rarely or neverachieving expected goals or rarely or nevertaking on additional, voluntary responsibilitiesthat contribute to school success (2.3.I)

Domain 3: Building Relationships3.1 Communication with Staff

The Title I Coordinator fulfills the criteria forLevel 3 and additionally monitors the successof different approaches to communicating toidentify the most appropriate channel ofcommunicating in specific situations (3.1.HE)

The Title I Coordinator skillfully and clearlycommunicates by messaging key concepts,such as the school’s goals, needs, plans,success, and failures and interacting with avariety of stakeholders, including students,families, community groups, central office,staff associations, etc. (3.1.E)

The Title I Coordinatorskillfully and clearlycommunicates by messaging most, but notall, key concepts and interacting with avariety of stakeholders but not yet reachingall invested groups and organizations(3.1.IN)

The Title I Coordinator does not skillfully andclearly communicate by failing to Interact witha limited number of stakeholders and failingto reach several key groups andorganizations (3.1.I)

3.2 Communication with School Board

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The Title I Coordinator fulfills the criteria forLevel 3 and additionally creates anenvironment where input and feedback fromall board members are both sought andencouraged (3.2.HE)

The Title I Coordinator communicates andseeks input from all board members on afrequent basis (3.2.E)

The Title I Coordinator communicates andseeks input from a few board members whenneeded (3.2.IN)

The Title I Coordinator rarely communicatesand seeks input with the school board andtends to make unilateral decisions (3.2.I)

3.3 Role of the Assistant Superintendent Regarding Controversial Issues

The Title I Coordinator consistently employsa variety of strategies to resolve conflicts andforge consensus in the school community ina constructive and respectful manner(3.3.HE)

The Title I Coordinator employs a non-confrontational approach to resolve conflictsand forges consensus in a constructive andrespectful manner (3.3.E)

The Title I Coordinator employs a limitednumber of strategies to resolve conflicts andforge consensus in the school communitywith limited success (3.3.IN)

The Title I Coordinator does not respond toconflict in a solution-based and/or respectfulmanner and attempts at consensus buildingare unsuccessful (3.3.I)

Domain 4: Organizational and Operational Management4.1 Responsible Fiscal Stewardship

The Title I Coordinator fulfills the criteria forLevel 3 and additionally saves fiscalresources for the corporation and reallocatesthose resources to help the corporationachieve its strategic priorities (4.1.HE)

The Title I Coordinator leverages knowledgeof the budgeting process, categories, andfunding sources to maximize all availabledollars to achieve strategic priorities (4.1.E)

The Title I Coordinator limited proficiency inusing the budget to focus on strategicpriorities (4.1.IN)

The Title I Coordinator has little proficiency insound budgetary practices (4.1.I)

4.2 Principles of School Finance

The Title I Coordinator fulfills the criteria forLevel 3 and additionally projects the impacton the school corporation of increases ordecreases in revenue and expenditures aswell recognizing significant social,demographic, and economic changes(4.2.HE)

The Title I Coordinator understands and theprinciples of school finance by consistentlyanalyzing and identifying major sources ofrevenue and consistently estimating andidentifying expenditures (4.2.E)

The Title I Coordinator understands anddemonstrates the principles of school financeby occasionally analyzing and identifyingmajor sources of revenue and occasionallyestimating and identifying expenditures(4.2.IN)

The Title I Coordinator rarely or neveridentifies or analyzes the major sources ofrevenue for public schools and rarely or neverapplies various techniques for estimating andidentifying expenditures (4.2.I)

4.3 Budgeting and Financial Planning

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The Title I Coordinator fulfills the criteria forLevel 3 and additionally interprets andidentifies internal and external influences onthe budget and prepares a school budgetbased on hypothetical data (4.3.HE)

The Title I Coordinator understands theprinciples of public school budgeting byestablishing a budget calendar, analyzingenrollment and personnel projections, andcomplying with the deadlines established forpublishing purposes (4.3.E)

The Title I Coordinator understands theprinciples of public school budgeting byestablishing a budget calendar, analyzingenrollment and personnel projections(4.3.IN)

The Title I Coordinator rarely or neverdevelops a budget calendar to meet the timerestraints of budget preparation nor does heanalyze the various approaches toenrollment and personnel projections (4.3.I)

4.4 Legal Requirement

The Title I Coordinatordemonstrates anunderstanding of the legal standards andboard policy requirements of the schoolcorporation and consistently adheres tothose standards and requirements (4.4.HE)

The Title I Coordinator demonstrates anawareness of the legal standards and boardpolicy requirements of the school corporationand adheres to those standards andrequirements (4.4.E)

The Title I Coordinator is not respectful oflegal standards and/or board policyrequirements (4.4.IN)

The Title I Coordinator is unaware of thelegal standards and board policyrequirements (4.4.I)




5.2 On-Time Arrival




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5.4 Respect



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Domain 1: Purposeful Planning1.1 Provides direction for the district's technology program

Involves appropriate staff and patrons of thedistrict in developing program (1.1.HE.1)

Usually involves appropriate staff andpatrons of the district in developing program(1.1.E.1)

Rarely involves appropriate staff and patronsof the district in developing program(1.1.IN.1)

Does not seek input from appropriate staffand patrons of the district in developingprogram (1.1.I.1)

Uses objective data for determining goals(1.1.HE.2)

Develops goals for the district (1.1.E.2) Develops and suggests ideas with no goalsin mind or limited research (1.1.IN.2)

Does not participate in the development ofgoals based on data or research (1.1.I.2)

Assists the superintendent in development oflong and short-range goals (1.1.HE.3)

Assists the superintendent with ideas of longand short-range goals (1.1.E.3)

Rarely gives the superintendent ideas in thedevelopment of long and short-range goals(1.1.IN.3)

Does not assists the superintendent in thedevelopment of long and short-range goals(1.1.I.3)

1.2 Provides for the organization and management of the technology program

Ensures that objectives are identified in thedistrict and schools' technology plans andprepares for future changes (1.2.HE.1)

Ensures that objectives are identified in thedistrict and schools' technology plans(1.2.E.1)

Is aware that objectives are identified in thedistrict and schools' technology plans(1.2.IN.1)

Is not aware of the objectives that areidentified in the district and schools'technology plans (1.2.I.1)

Coordinates the development of a flexibleplan for incorporating technology into theinstructional and administrative processes throughout the district with anunderstanding of the needs of all parties (1.2.HE.2)

Coordinates the development of a flexibleplan for incorporating technology into theinstructional and administrative processes through-out the district (1.2.E.2)

Is aware of a plan for incorporatingtechnology into the instructional andadministrative processes through-out the district (1.2.IN.2)

Does not participate in the development of aflexible plan for incorporating technology intothe instructional and administrative processes through-out the district (1.2.I.2)

Promotes the uses of technology to insurethat the primary focus of technology isstudent learning so initiatives are learninginitiatives and not technology initiatives(1.2.HE.3)

Promotes the uses of technology to insurethat the primary focus of technology isstudent learning (1.2.E.3)

Promotes the uses of technology without theprimary focus of technology being studentlearning (1.2.IN.3)

Does not promotes the uses of technology toinsure that the primary focus of technology isstudent learning (1.2.I.3)

Monitors progress toward the achievement ofobjectives while revising and modifying asneeded (1.2.HE.4)

Monitors progress toward the achievement ofobjectives (1.2.E.4)

Does not monitor progress toward theachievement of objectives (1.2.IN.4)

Is not aware of the objectives (1.2.I.4)

1.3 Communicates information to the superintendent and all other necessary personnel

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Certified Technology Personnel Evaluation RubricPrinted: September 04, 2018 at 10:48am

Proactively communicates accurate andtimely information about district's technologyprogram to the superintendent (1.3.HE.1)

Communicates accurate and timelyinformation about district's technologyprogram to the superintendent (1.3.E.1)

Communicates minimal information aboutdistrict's technology program to thesuperintendent (1.3.IN.1)

Communicates little or no information aboutdistrict's technology program to thesuperintendent (1.3.I.1)

Proactively communicates information,policies, and procedures about technology tothe district personnel (1.3.HE.2)

Communicates information, policies, andprocedures about technology to the districtpersonnel (1.3.E.2)

Communicates minimal information, policies,and procedures about technology to thedistrict personnel (1.3.IN.2)

Communicates little or no information,policies, and procedures about technology tothe district personnel (1.3.I.2)

1.4 Provides for the implementation of processes involved in the technology program

Insures that the total district staff is wellinformed about the implementation ofprocesses (1.4.HE.1)

Works so the district staff is well informedabout the implementation of processes(1.4.E.1)

Attempts to inform the total district staff aboutthe implementation of processes (1.4.IN.1)

Makes little attempt to inform total districtstaff about the implementation of processes(1.4.I.1)

Maintains and contributes to the knowledgeof instructional research, trends, innovationsand resources concerning the use oftechnology in the schools (1.4.HE.2)

Maintains knowledge of instructionalresearch, trends, innovations and resourcesconcerning the use of technology in theschools (1.4.E.2)

Is aware of instructional research, trends,innovations and resources concerning theuse of technology in the schools (1.4.IN.2)

Has little or no knowledge of instructionalresearch, trends, innovations and resourcesconcerning the use of technology in theschools (1.4.I.2)

Leads the planning of technology relatedprofessional development for administrators,teachers, and support personnel (1.4.HE.3)

Cooperates in the planning of technologyrelated professional development foradministrators, teachers, and supportpersonnel (1.4.E.3)

Is aware of the planning of technologyrelated professional development foradministrators, teachers, and supportpersonnel (1.4.IN.3)

Has little or no input in the planning oftechnology related professional developmentfor administrators, teachers, and supportpersonnel (1.4.I.3)

Leads school technology leaders indeveloping and implementing school leveltechnology plans (1.4.HE.4)

Assists school technology leaders indeveloping and implementing school leveltechnology plans (1.4.E.4)

Participates in developing and implementingschool level technology plans (1.4.IN.4)

Assists or participates little or none indeveloping and implementing school leveltechnology plans (1.4.I.4)

1.5 Provides positive direction and leadership to administrative and supervisory staff

Respects the role of administrators andsupervisors and has gained their confidence(1.5.HE.1)

Respects the role of administrators andsupervisors and strives to gain theirconfidence (1.5.E.1)

Respects the role of administrators andsupervisors but does not strive to gain theirconfidence (1.5.IN.1)

Has little or no knowledge of the role ofadministrators and supervisors and does notstrive to gain their confidence (1.5.I.1)

Keeps administrators and supervisors fullyinformed on issues, needs, and operations oftechnology program at the local and statelevel (1.5.HE.2)

Keeps administrators and supervisorsinformed on issues, needs, and operations oftechnology program at the local level(1.5.E.2)

Sometimes keeps administrators andsupervisors fully informed on issues, needs,and operations of technology program(1.5.IN.2)

Does not keep administrators andsupervisors fully informed on issues, needs,and operations of technology program(1.5.I.2)

Ensures the participation of staff inprofessional development training(1.5.HE.3)

Encourages participation of staff inprofessional development training (1.5.E.3)

Sometimes encourages participation of staffin professional development training(1.5.IN.3)

Does not encourage participation of staff inprofessional development training (1.5.I.3)

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Domain 2: Program Management2.1 Develops and implements the technology budget based upon established priorities and consistent with fiscal practicesand ensures that appropriate accounting and control procedures are applied to all fiscal transactions

Involves other school personnel in developingbudget (2.1.HE.1)

Usually Involves other school personnel indeveloping budget (2.1.E.1)

Rarely involves other school personnel indeveloping budget (2.1.IN.1)

Does not involves other school personnel indeveloping budget (2.1.I.1)

Ensures that all fiscal transactions occurthrough a budget encumbered process offiscal management (2.1.HE.2)

Usually ensures that all fiscal transactionsoccur through a budget encumbered processof fiscal management (2.1.E.2)

Rarely ensures that all fiscal transactionsoccur through a budget encumbered processof fiscal management (2.1.IN.2)

Does not ensures that all fiscal transactionsoccur through a budget encumbered processof fiscal management (2.1.I.2)

Monitors the month-to-month expenditures inaccordance with budgeted amounts andworks with the CFO or Treasurer on anydiscrepancies (2.1.HE.3)

Usually Monitors the month-to-monthexpenditures in accordance with budgetedamounts (2.1.E.3)

Monitors the month-to-month expendituresbut is NOT aware of budgeted amounts(2.1.IN.3)

Does not monitor the month-to-monthexpenditures in accordance with budgetedamounts (2.1.I.3)

Maintains appropriate inventories for allsystems in department (2.1.HE.4)

Maintains appropriate inventories for mostitems (2.1.E.4)

Maintains sporadic inventories (2.1.IN.4) Does not maintain appropriate inventories(2.1.I.4)

Ensures all fiscal transactions occuraccording to legally defined policies andprocedures (2.1.HE.5)

Helps to ensure all fiscal transactions occuraccording to legally defined policies andprocedures (2.1.E.5)

Does not ensure all fiscal transactions occuraccording to legally defined policies andprocedures (2.1.IN.5)

Is not aware of the legally defined policiesand procedures for fiscal transactions(2.1.I.5)

Assists in the development of the system'sreporting procedure to keep thesuperintendent informed about school districttechnology transactions (2.1.HE.6)

Usually assists in the development of thesystem's reporting procedure to keep thesuperintendent informed about school districttechnology transactions (2.1.E.6)

Rarely assists in the development of thesystem's reporting procedure to keep thesuperintendent informed about school districttechnology transactions (2.1.IN.6)

Does not assist in the development of thesystem's reporting procedure to keep thesuperintendent informed about school districttechnology transactions (2.1.I.6)

2.2 Ensures compliance with statutes, rules, and regulations relating to technology programs

Reviews all federal and state technologyrules and regulations (2.2.HE.1)

Reviews most federal and state technologyrules and regulations (2.2.E.1)

Reviews some federal and state technologyrules and regulations (2.2.IN.1)

Does not review federal and state technologyrules and regulations (2.2.I.1)

Interprets all statutes, rules and regulationsrelating to technology (2.2.HE.2)

Interprets most statutes, rules andregulations relating to technology (2.2.E.2)

Interprets few statutes, rules and regulationsrelating to technology (2.2.IN.2)

Does not interpret statutes, rules andregulations relating to technology (2.2.I.2)

Advises program administrators andprincipals of new and/or changing statutesrules and regulations (2.2.HE.3)

Notifies program administrators andprincipals of new and/or changing statutesrules and regulations (2.2.E.3)

Sometimes notifies program administratorsand principals of new and/or changingstatutes rules and regulations (2.2.IN.3)

Does not notify program administrators andprincipals of new and/or changing statutesrules and regulations (2.2.I.3)

Accurately compiles, submits and notifiesnecessary staff of all required reports at leastannually (2.2.HE.4)

Accurately compiles and submits mostrequired reports at least annually (2.2.E.4)

Compiles and submits some required reportsat least annually (2.2.IN.4)

Does not compile and submit requiredreports at least annually (2.2.I.4)

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2.3 Demonstrates effective administrative skills

Proactively reviews federal and statetechnology rules and regulations (2.3.HE.1)

Reviews federal and state technology rulesand regulations (2.3.E.1)

Rarely reviews federal and state technologyrules and regulations (2.3.IN.1)

Does not review federal a state technologyrules and regulations (2.3.I.1)

Ensures all fiscal transactions occuraccording to legally defined policies andprocedures (2.3.HE.2)

Ensures most fiscal transactions occuraccording to legally defined policies andprocedures (2.3.E.2)

Ensures some fiscal transactions occuraccording to legally defined policies andprocedures (2.3.IN.2)

Does not ensure fiscal transactions occuraccording to legally defined policies andprocedures (2.3.I.2)

Assists in the development of the system'sreporting procedure and keeps thesuperintendent informed about school districttechnology reporting procedures andtransactions (2.3.HE.3)

Keeps the superintendent informed aboutschool district technology reportingprocedures and transactions (2.3.E.3)

Rarely keeps the superintendent informedabout school district technology reportingprocedures and transactions (2.3.IN.3)

Does not keep the superintendent informedabout school district technology reportingprocedures and transactions (2.3.I.3)

2.4 Demonstrates effective problem-solving and decision-making skills

Researches, identifies and analyzes allcritical elements in a problem situation(2.4.HE.1)

Researches, identifies and analyzes mostcritical elements in a problem situation(2.4.E.1)

Researches, identifies and analyzes somecritical elements in a problem situation(2.4.IN.1)

Does not research, identify nor analyzecritical elements in a problem situation(2.4.I.1)

Establishes priorities and seeks relevant datafrom all resources (2.4.HE.2)

Establishes priorities and seeks relevant datafrom most resources (2.4.E.2)

Establishes priorities and seeks relevant datafrom some resources (2.4.IN.2)

Does not establish priorities nor seekrelevant data from resources (2.4.I.2)

Considers all alternative solutions andimpacts before making a decision(2.4.HE.3)

Considers most alternative solutions andimpacts before making a decision (2.4.E.3)

Considers some alternative solutions andimpacts before making a decision (2.4.IN.3)

Does not consider alternative solutionsbefore making a decision (2.4.I.3)

Makes the logical decision based upon all ofthe above criteria (2.4.HE.4)

Makes a fairly logical decision based upon allof the above criteria (2.4.E.4)

Makes a weak logical decision based uponall of the above criteria (2.4.IN.4)

Makes a poor decision based upon all of theabove criteria (2.4.I.4)

Follows up with all parties as to theeffectiveness of the resolution (2.4.HE.5)

Follows up with most parties as to theeffectiveness of the resolution (2.4.E.5)

May follow up with some parties as to theeffectiveness of the resolution (2.4.IN.5)

Does not follow up as to the effectiveness ofthe resolution (2.4.I.5)

Domain 3: Leadership – Professional Relationship and Responsibility3.1 Demonstrates positive, professional relationships with administrators, central office personnel, and other districtemployees

Technology Leader displays a commitment tobeing visible and accessible (3.1.HE.1)

Technology Leader displays a commitment tobeing visible and accessible (3.1.E.1)

Technology Leader sometimes displays acommitment to being visible and accessible(3.1.IN.1)

Technology Leader rarely displays acommitment to being visible and accessible(3.1.I.1)

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Technology Leader communicatesexpectations to staff (3.1.HE.2)

Technology Leader communicatesexpectations to staff (3.1.E.2)

Technology Leader sometimescommunicates expectations to staff(3.1.IN.2)

Technology Leader rarely communicatesexpectations to staff (3.1.I.2)

Technology Leader demonstratesconsistently proactive, positive behaviorwhen dealing with staff (3.1.HE.3)

Technology Leader maintains consistentpositive behavior when dealing with staff(3.1.E.3)

Technology Leader sometimes maintainsconsistent positive behavior when dealingwith staff (3.1.IN.3)

Technology Leader does not maintainconsistent positive behavior when dealingwith staff (3.1.I.3)

Technology Leader proactively seeks staffopinions and concerns regarding schoolrelated issues in a respectful, open andfriendly manner (3.1.HE.4)

Technology Leader seeks staff opinions andconcerns regarding school related issues in arespectful, open and friendly manner(3.1.E.4)

Technology Leader sometimes seeks staffopinions and concerns regarding schoolrelated issues in a respectful, open andfriendly manner (3.1.IN.4)

Technology Leader rarely seeks staffopinions and concerns regarding schoolrelated issues in a respectful, open andfriendly manner (3.1.I.4)

3.2 Advocate for student success

Technology Leader will display commitmentto the education of all students in theschool/district (3.2.HE.1)

Technology Leader will display commitmentto the education of a broadly targeted groupor groups of students in the school/district(3.2.E.1)

Technology Leader will sometimes displaycommitment to the education of a group ofstudents within a school (3.2.IN.1)

Technology Leader rarely or never displayscommitment to the education of students(3.2.I.1)

Technology Leader will make changes andtake risks to ensure student success andadvocate for students’ individualized needs(3.2.HE.2)

Technology Leader will attempt to remedyobstacles around student achievement andwill advocate for students’ individualizedneeds (3.2.E.2)

Technology Leader defends the status quoand rarely advocates for students’ needs(3.2.IN.2)

Technology Leader accepts failure as par forthe course and does not advocate forstudents’ needs (3.2.I.2)

3.3 Communicating with the larger community

Technology Leader proactively reaches out toparents and establishes contacts with othertechnology leaders or businesses,coordinating efforts for mutual benefit(3.3.HE)

Technology Leader engages in outreachefforts to parents and the larger community(3.3.E)

Technology Leader makes sporadic efforts toengage in outreach to parents or the largercommunity (3.3.IN)

Technology Leader makes no effort toengage in outreach to parents or the largercommunity (3.3.I)

3.4 Participating In a Professional Community

Technology Leader makes a substantialcontribution to school and district events andprojects and assumes leadership withcolleagues (3.4.HE.1)

Technology Leader participates actively inschool and district events and projects andmaintains positive and productiverelationships with colleagues (3.4.E.1)

Technology Leader’s relationships withcolleagues are cordial but not effectivelybuilding and expanding relationships(3.4.IN.1)

Technology Leader’s relationships withcolleagues are negative, self-serving, ornonexistent (3.4.I.1)

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Technology Leader participates, develops,and takes on leadership roles in a widerprofessional community that includes local,state, or national events (3.4.HE.2)

Technology Leader will participate in a widerprofessional community that includes local,state, or national contacts (3.4.E.2)

The Technology Leader participates in schooland district events when specificallyrequested (3.4.IN.2)

The Technology Leader avoids beinginvolved in school and district events andprojects (3.4.I.2)

3.5 Seek Professional Skills and Knowledge

Technology Leader actively pursuesprofessional development opportunities andmakes a substantial contribution to theprofession through such activities as sharingnewly learned knowledge and practices withothers and seeking out opportunities to leadprofessional development sessions (3.5.HE)

Technology Leader actively pursuesopportunities to improve knowledge andpractice and seeks out ways to implementnew practices where applicable. Constructivefeedback to improve practices is welcomed(3.5.E)

Technology Leader’s participation inprofessional development activities is limitedto those that are mandatory (3.5.IN)

Technology Leader does not participate inprofessional development activities, andshows little or no interest in new ideas,programs, or classes to improve teachingand learning (3.5.I)


Individual has not demonstrated a pattern ofunexcused absences. (Excused absenceswould include sick days, personal days, andother days allowed by contract or law forwhich a sub has been requested and theteacher’s supervisor notified of the absence.)(4.1.M)


4.2 On-Time Arrival

Individual has not demonstrated a pattern ofunexcused late arrivals (late arrivals that arein violation of procedures set forth by localschool policy and by the relevant collectivebargaining agreement) (4.2.M)



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Individual demonstrates a pattern of followingstate, corporation, and school policies andprocedures (e.g. procedures for submittingdiscipline referrals, policies for appropriateattire, etc.) (4.3.M)

Individual demonstrates a pattern of failing tofollow state, corporation, and school policiesand procedures (e.g. procedures forsubmitting discipline referrals, policies forappropriate attire, etc.) (4.3.DNM)

4.4 Respect

Individual demonstrates a pattern ofinteracting with students, colleagues,parents/guardians, and community membersin a respectful manner (4.4.M)


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Domain 1: Academic Achievement1.1 The School Counselor Utilizes Data To Monitor Student Achievement And Works Collaboratively With Stakeholders ToEnhance Student Success.

The school counselor effectively utilizes datato monitor student achievement and workscollaboratively with stakeholders to enhancestudent success. (1.1.HE)

The school counselor monitors studentachievement and sometimes utilizes the datato enhance student success throughcollaboration. (1.1.E)

The school counselor monitors studentachievement but does not utilize the data toenhance student success. (1.1.IN)

The school counselor does not monitoracademic achievement. (1.1.I)

1.2 The School Counselor Demonstrates Knowledge Of Current Trends In Student Development And Academic Achievement.

The school counselor regularly engages inprofessional development (e.g., attendsrelevant conferences, webinars, courses, in-services, reads professional journals, etc.)and incorporates new knowledge in her/hisdaily work. (1.2.HE)

The school counselor regularly engages inprofessional development. (1.2.E)

The school counselor sporadically engagesin professional development. (1.2.IN)

The school counselor does not engage inprofessional development. (1.2.I)

1.3 The School Counselor Supports All Students In Making Decisions, Setting Goals And Taking Appropriate Action ToAchieve Goals.

The school counselor encourages allstudents in using a decision-making/problemsolving model and in developing effectivecoping skills for dealing with problems. Thecounselor assists all students in identifyingshort-term and long-term goals and indeveloping appropriate action plans.(1.3.HE)

The school counselor generally encouragesstudents in using a decision-making/problemsolving model and in developing effectivecoping skills for dealing with problems. Thecounselor assists some students inidentifying short-term and long-term goalsand in developing appropriate action plans.(1.3.E)

The school counselor rarely encouragesstudents in using a decision-making/problemsolving model and in developing effectivecoping skills for dealing with problems. Thecounselor rarely assists students inidentifying short-term and long-term goals orin developing appropriate action plans.(1.3.IN)

The school counselor does not encouragestudents in using a decision-making/problemsolving model and in developing effectivecoping skills for dealing with problems. Thecounselor does not assist students inidentifying short-term and long-term goals orin developing appropriate action plans.(1.3.I)

1.4 The School Counselor Engages All Students In Problem Solving, Critical Thinking, And Other Activities.

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Indiana School Counselor RubricPrinted: September 04, 2018 at 12:25pm

The school counselor consistently providesopportunities and support for all students toengage in problem solving and ininvestigating and analyzing concepts andquestions. (1.4.HE)

The school counselor regularly providesopportunities and support for students toengage in problem solving and ininvestigating and analyzing concepts andquestions. (1.4.E)

The school counselor rarely providesopportunities and support for students toengage in problem solving and ininvestigating and analyzing concepts andquestions. (1.4.IN)

The school counselor does not provideopportunities and support for students toengage in problem solving and ininvestigating and analyzing concepts andquestions. (1.4.I)

1.5 The School Counselor Utilizes And Sequences Guidance Activities And Materials To Impact All Students’ AcademicAchievement.

Guidance activities and materials areappropriate for students, designed to makecontent and concepts relevant, and engageall students in appropriate decision making.Activities are logically sequenced withinindividual lessons. (1.5.HE)

Guidance activities and materials aregenerally appropriate for students, designedto make content and concepts relevant, andengage most students in appropriatedecision making. The majority of activitiesare logically sequenced within individuallessons. (1.5.E)

Guidance activities and materials arepartially appropriate for students and engagesome students in appropriate decisionmaking. Some activities are logicallysequenced within individual lessons.(1.5.IN)

Guidance activities and materials are notappropriate for students and do not engagestudents in appropriate decision making.Activities are not logically sequenced withinindividual lessons. (1.5.I)

1.6 The School Counselor Supports All Students In Developmentally Appropriate Academic Preparation Essential For A WideVariety Of Post Secondary Options.

The school counselor consistently guides allstudents in establishing challengingacademic goals and understandingassessment results. The counselor assists allstudents in applying knowledge of aptitudesand interests to goal setting and identificationof postsecondary options consistent withstudents’ interests and abilities. (1.6.HE)

The school counselor generally guidesstudents in establishing challengingacademic goals and understandingassessment results. The counselor assistssome students in applying knowledge ofaptitudes and interests to goal setting andidentification of postsecondary optionsconsistent with students’ interests andabilities. (1.6.E)

The school counselor rarely guides studentsin establishing challenging academic goalsand understanding assessment results. Thecounselor rarely assists students in applyingknowledge of aptitudes and interests to goalsetting and identification of postsecondaryoptions consistent with students’ interestsand abilities. (1.6.IN)

The school counselor does not supportstudents in academic preparation essentialfor a wide variety of post-secondary options.(1.6.I)

Domain 2: Student Assistance Services2.1 The School Counselor Assists All Students In Acquiring The Attitudes, Knowledge And Interpersonal Skills To Help ThemUnderstand And Respect Self And Others.

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The school counselor consistentlyencourages students to acquire the attitudes,knowledge or interpersonal skills so that theycan understand and respect self and othersand effectively models appropriate behaviors.(2.1.HE)

The school counselor often encouragesstudents to acquire the attitudes, knowledgeor interpersonal skills so that they canunderstand and respect self and others andmodels appropriate behaviors. (2.1.E)

The school counselor rarely encouragesstudents to acquire the attitudes, knowledgeor interpersonal skills so that they canunderstand and respect self and others andrarely models appropriate behaviors.(2.1.IN)

The school counselor does not encouragestudents to acquire the attitudes, knowledgeor interpersonal skills so that they canunderstand and respect self and others anddoes not model appropriate behaviors.(2.1.I)

2.2 The School Counselor Facilitates All Students’ Understanding Of Safety And Survival Skills And Implements PreventionProgramming To Support Students’ Healthy Physical, Social, Emotional, And Academic Development Including StakeholderCollaboration.

The school counselor consistently explainsthe students’ right to a safe and secureschool environment; helps students todifferentiate situations that require peersupport; provides adult assistance andprofessional help; assists students to identifyresources; and implements preventionprogramming for students or stakeholders.(2.2.HE)

The school counselor often explains thestudents’ right to a safe and secure schoolenvironment; helps students to differentiatesituations that require peer support; providesadult assistance and professional help;assists students to identify school andcommunity resources; and implements anyprevention programming for students.(2.2.E)

The school counselor rarely explains thestudents’ right to a safe and secure schoolenvironment, helps students to differentiatesituations that require peer support, adultassistance and professional help, assistsstudents to identify school and communityresources, or implements any preventionprogramming for students. (2.2.IN)

The school counselor does not explain thestudents’ right to a safe and secure schoolenvironment, help students to differentiatesituations that require peer support, adultassistance and professional help, helpstudents to identify school and communityresources, or implement any preventionprogramming for students. (2.2.I)

2.3 The School Counselor Provides Individual Counseling, Group Counseling, Classroom Guidance, Consultation, CrisisIntervention, And Referrals.

The school counselor consistently addressesthe diverse needs of students by providingindividual counseling, group counseling,classroom guidance, consultation, crisisintervention, and referrals as appropriate.(2.3.HE)

The school counselor often addresses thediverse needs of students by providingindividual counseling, group counseling,classroom guidance, consultation, crisisintervention, and referrals as appropriate.(2.3.E)

The school counselor rarely addresses thediverse needs of students by providingindividual counseling, group counseling,classroom guidance, consultation, crisisintervention, and referrals as appropriate.(2.3.IN)

The school counselor does not provideindividual counseling, group counseling,classroom guidance, consultation, crisisintervention, or referrals. (2.3.I)

2.4 The School Counselor Provides Services To All Students, Fostering A Clear Understanding Of Diversity, Ethnicity, AndCulture.

The school counselor consistently providesservices to all students, fostering a clearunderstanding and appreciation of diversity,ethnicity, and culture. (2.4.HE)

The school counselor takes a multicultural ordiverse perspective into consideration whenproviding services to students. (2.4.E)

The school counselor sometimes providesservices to students from a multicultural ordiverse perspective and fosters a clearunderstanding of diversity, ethnicity, andculture. (2.4.IN)

The school counselor never takes amulticultural or diverse perspective intoconsideration when providing services tostudents. (2.4.I)

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Domain 3: Career Development3.1 The School Counselor Facilitates A Comprehensive Career Program That Is Age Appropriate And Aligned With Local,State, And National Standards.

The school counselor facilitates age-appropriate career development, aligned withlocal, state, and national standards, utilizingoutside resources (i.e. family, community,work force), to expand career knowledge andexperiences. (3.1.HE)

The school counselor facilitates age-appropriate career development, aligned withlocal, state, and national standards. Outsideresources are occasionally used. (3.1.E)

The school counselor rarely facilitates age-appropriate career development, aligned withlocal, state, and national standards.(3.1.IN)

The school counselor does not facilitate age-appropriate career development. (3.1.I)

3.2 The School Counselor Facilitates All Students’ Understanding Of The Relationship Between Academics, PersonalQualities, Education And Training, And The World Of Work.

The school counselor helps all studentsunderstand the relationship betweeneducational achievement and careersuccess, explains how work can helpstudents achieve personal success andsatisfaction, and demonstrates knowledge ofstudents’ background, skills, and interests.Data include age-appropriate assessments,increasing awareness of interests, abilities,aptitude, and values. The counselor usesthis knowledge to meet students’ needs andassist in career development, promotinglifelong learning and employability skills.(3.2.HE)

The school counselor helps all studentsunderstand the relationship betweeneducational achievement and career successand explains how work can help studentsachieve personal success and satisfaction.The counselor promotes lifelong learning andemployability skills. Some data is utilized.(3.2.E)

The school counselor rarely helps studentsunderstand the relationship betweeneducational achievement and career successand rarely explain how work can helpstudents achieve personal success andsatisfaction. The counselor rarely promoteslifelong learning and employability skills.Data is rarely utilized. (3.2.IN)

The school counselor does not help studentsunderstand the relationship betweeneducational achievement and career successand does not explain how work can helpstudents achieve personal success andsatisfaction. The counselor does notpromote lifelong learning and employabilityskills. Data is not used. (3.2.I)

3.3 The School Counselor Supports All Students In The Application Of Strategies To Achieve Future Success AndSatisfaction.

The counselor consistently helps studentsapply decision-making skills to careerawareness, career planning, course selectionand career transitions. Students areencouraged to use multiple research andinformational resources to obtain careerinformation. (3.3.HE)

The counselor helps students apply decision-making skills to career awareness, careerplanning, course selection and careertransitions. Students are encouraged to usemultiple research and informationalresources to obtain career information.(3.3.E)

The counselor rarely helps students applydecision-making skills to career awareness,career planning, course selection or careertransitions. Students are rarely encouragedto use research and informational resourcesto obtain career information. (3.3.IN)

The counselor does not help students applydecision-making skills to career awareness,career planning, course selection or careertransitions. Students are not encouraged touse research and informational resources toobtain career information. (3.3.I)

3.4 The School Counselor Collaboratively Analyzes Data, Utilizes Research Based Interventions And Develops Programming

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To Assist Students In Acquiring The Attitudes, Knowledge, And Skills Necessary For Lifelong Learning And CareerReadiness.

The school counselor consistentlycollaborates to analyze data, utilize research-based interventions and developprogramming to assist students in acquiringthe attitudes, knowledge, and skillsnecessary for lifelong learning and careerreadiness. (3.4.HE)

The school counselor often collaborates toanalyze data, utilize research-basedinterventions and develop programming toassist students in acquiring the attitudes,knowledge, and skills necessary for lifelonglearning and career readiness. (3.4.E)

The school counselor rarely collaborates toanalyze data, utilize research-basedinterventions and develop programming toassist students in acquiring the attitudes,knowledge, and skills necessary for lifelonglearning and career readiness. (3.4.IN)

The school counselor does not analyze data,utilize research-based interventions ordevelop programming to assist students inacquiring the attitudes, knowledge, and skillsnecessary for lifelong learning and careerreadiness. (3.4.I)

Domain 4: Professional Leadership4.1 The School Counselor Establishes Professional Goals And Pursues Opportunities To Grow Professionally.

The counselor’s professional goals areevidenced in improved personal,professional, and program development.(S)he is an active member of one or moreprofessional organizations or networks.(4.1.HE)

Professional goals are developed, and theschool counselor often pursues applicableopportunities to acquire knowledge andenhance skills and participates in theprofessional community. (4.1.E)

Professional goals are sometimesestablished. The school counselorinfrequently or indiscriminately pursuesopportunities to acquire new knowledge andskills and rarely participates in theprofessional community. (4.1.IN)

Professional goals are not established. Theschool counselor does not pursueopportunities to acquire new knowledge andskills and rarely participates in theprofessional community. (4.1.I)

4.2 The School Counselor Takes A Leadership Role As An Advocate Within The Counseling Department, The School Setting,And The Community.

The school counselor provides consistentand effective leadership in the schoolcounseling program, the school, and thecommunity in a way that directly benefitsstudents, families, educational personnel,and/or community stakeholders. (4.2.HE)

The school counselor provides consistentand effective leadership in the schoolcounseling program and the school. (4.2.E)

The school counselor inconsistently providesleadership, but may not follow throughappropriately or may not demonstrate aneffective leadership style. (4.2.IN)

The school counselor provides noleadership—either formal or informal—in thecounseling department, the school setting, orthe community. (4.2.I)

4.3 The School Counselor Collaborates With Teachers, Parents, And The Community To Advocate For The Success Of AllStudents And Increase Awareness Of Students’ Needs.

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The school counselor demonstrates effectivecommunication skills and collaboration withteachers, families, and communitystakeholders from a variety of backgrounds.The school counselor demonstrates a directimpact of these collaborative activities onstudents. (4.3.HE)

The school counselor demonstrates effectivecommunication skills and collaboration withteachers, families, and communitystakeholders from a variety of backgrounds.(4.3.E)

The school counselor is inconsistent incommunication and community engagement,OR is effective with only a very smallpopulation to the detriment of others.(4.3.IN)

The school counselor is an ineffectivecommunicator and is disengaged withteachers, the parents and communitystakeholders. (4.3.I)

4.4 The School Counselor Adheres To Ethical Standards Of The Counseling Profession, Respects Student Confidentiality,And Follows The Laws, Policies, And Procedures, Which Govern School Programs.

The school counselor always demonstratesprofessional conduct and integrity; seeksappropriate intervention services for studentconsultation, and/or (clinical) supervision;abides by ethical and legal codes and seeksconsultation and supervision as needed.(4.4.HE)

The school counselor typically demonstratesprofessional conduct and integrity; seeksappropriate intervention services for studentconsultation, and/or (clinical) supervision;abides by ethical and legal codes and seeksconsultation and supervision as needed.(4.4.E)

The school counselor typically holds to theethical code of the American SchoolCounselor Association but may fall short ofthe highest ethical standards. Thecounselor’s consistency in law, policy andprocedure is questionable. (4.4.IN)

The school counselor has breachedconfidentiality. The counselor demonstratesdisregard for laws, policies, and proceduresin a manner that could have led to harm tostudents, families, or the educational missionof the school. (4.4.I)

4.5 The School Counselor Plans, Organizes And Delivers An Effective Comprehensive School Counseling Program (WithinThe Resources Of The School And Corporation).

The school counseling program iscomprehensive in addressing the academic,career, and personal/social development ofall students. The school counselordemonstrates student outcome data that aredirectly attributable to the school counselingprogram. (4.5.HE)

The school counseling program consistentlybuilds the academic, career, andpersonal/social development of moststudents in the school, supporting at leastsome of this with student outcome data.(4.5.E)

The school counseling program serves somestudents and lacks data to supporteffectiveness. The school counselor is notdemonstrating initiative to improve the schoolcounseling program. (4.5.IN)

The school counseling program is ineffectiveand the school counselor has demonstratedno attempts to make improvement to thedelivery systems, increase the studentsserved, or evaluate areas of particularstrength or weakness. (4.5.I)

4.6 The School Counselor Provides Systems Support By Effectively Managing The School Counseling Program, As Well AsSupporting Other Educational Programs And Student Services.

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The school counselor serves as a collegialleader and positive role model to providemanagement activities that support thecounseling program, advocate for allstudents, and promote ethical standards withstudents, school personnel, parents, andcommunity agencies. (4.6.HE)

The school counselor provides managementactivities that support the program’sguidance, counseling, and advocacyinitiatives in a way that advocates for allstudents; assists teachers with theintegration of guidance activities into thecurriculum; and shares ethically appropriateinformation about students with schoolpersonnel, parents, and communityagencies. (4.6.E)

The school counselor provides some, but notadequate, program management to theschool counseling program. The schoolcounselor is inconsistent in supporting othereducational or student services programs.(4.6.IN)

The school counselor does not support theschool counseling program with any programmanagement activities. The school counseloris not involved—or is minimally involved—inproviding support to other educational orstudent services programming throughpartnerships. (4.6.I)




5.2 On-Time Arrival






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5.4 Respect



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Domain 1: Purposeful Planning1.1 Demonstrating Knowledge Of Literature And Current Trends In Library Practice And Information Technology

Drawing on extensive professionalresources, school librarian demonstratesrich understanding of literature and ofcurrent trends in information technology.(1.1.HE.1)

School librarian demonstrates thoroughknowledge of literature and of current trendsin practice and information technology.(1.1.E.1)

School librarian demonstrates limitedknowledge of literature and current trends inpractice and information technology.(1.1.IN.1)

School librarian demonstrates little or noknowledge of literature and of current trendsin practice and information technology.(1.1.I.1)

- Librarian maintains a network ofprofessional contacts and resources to staycurrent with trends (this includes readingcurrent journals, blogs, and using socialmedia) and shares with staff and students.(1.1.HE.2)

- Librarian maintains a professional networkto stay current with trends. This includesreading current journals, blogs, and usingsocial media. (1.1.E.2)

- Librarian reads journals to learn aboutcurrent trends. (1.1.IN.2)

1.2 Establishing And Successfully Implementing Goals For The School Library Program Appropriate To The Setting And TheStudents Served

School librarian’s goals for the mediaprogram are highly appropriate to thesituation in the school and to the age of thestudents and have been developedfollowing consultations with students andcolleagues. (1.2.HE.1)

School librarian’s goals for the mediaprogram are clear and appropriate to thesituation in the school and to the age of thestudents. (1.2.E.1)

School librarian’s goals for the mediaprogram are rudimentary and are partiallysuitable to the situation in the school and theage of the students. (1.2.IN.1)

School librarian has no clear goals for themedia program or they are inappropriate toeither the situation in the school or the ageof the students. (1.2.I.1)

-The goal for the program is communicatedwith appropriate stakeholders with regularassessments to determine if goal is beingmet. (1.2.HE.2)

-The goal for the program is communicatedwith appropriate stakeholders. (1.2.E.2)

- The goal for the program is established butnot communicated with appropriatestakeholders. (1.2.IN.2)

1.3 Demonstrating Knowledge Of Resources, Both Within And Beyond The School And District

School librarian shows evidence ofresources available for students andteachers and actively seeks out newresources from a wide range of sources toenrich the school’s program. (1.3.HE)

School librarian shows evidence ofresources available for students andteachers in the school, in other schools inthe district, and in the larger community toenrich the school’s program. (1.3.E)

School librarian demonstrates basicknowledge of resources available forstudents and teachers in the school, inother schools in the district, and in the largercommunity to enrich the school’s program.(1.3.IN)

School librarian demonstrates little or noknowledge of resources available forstudents and teachers in the school, inother schools in the district, and in the largercommunity to enrich the school’s program.(1.3.I)

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1.4 Developing And Implementing A Plan To Evaluate The Library Program

School librarian’s evaluation plan is highlysophisticated, with imaginative sources ofevidence and a clear path toward improvingthe program on an ongoing basis.(1.4.HE.1)

School librarian’s plan to evaluate theprogram is organized around clear goalsand the collection of evidence to indicate thedegree to which the goals have been met.(1.4.E.1)

School librarian has a rudimentary plan toevaluate the library program. (1.4.IN.1)

School librarian has no plan to evaluate theprogram or resists suggestions that such anevaluation is important. (1.4.I.1)

- The librarian proactively responds to theevidence of the evaluation. (1.4.HE.2)

1.5 Establishing A Culture For Investigation And Love Of Literature

In interactions with both students andcolleagues, the school librarian conveys theessential nature of seeking information andreading literature. (1.5.HE)

In interactions with both students andcolleagues, the school librarian conveys theimportance of seeking information andreading literature. (1.5.E)

School librarian goes through the motions ofperforming the work of the position, butwithout any real commitment to it. (1.5.IN)

School librarian conveys that the work ofseeking information and reading literature isnot worth the time and energy required.(1.5.I)

1.6 Establishing And Maintaining Library Procedures

Library routines and procedures (forexample, circulation of materials, collectiondevelopment policy, challenged materialsform, students working independent withinthe library) are seamless in their operation.(1.6.HE)

Library routines and procedures (forexample, circulation of materials, collectiondevelopment policy, challenged materialsform, students working independent withinthe library) have been established andfunction smoothly. (1.6.E)

Library routines and procedures (forexample, circulation of materials, collectiondevelopment policy, challenged materialsform, students working independent withinthe library) have been established butfunction sporadically. (1.6.IN)

Library routines and procedures (forexample, circulation of materials, collectiondevelopment policy, challenged materialsform, students working independent withinthe library) are either non- existent orinefficient, resulting in general confusion.(1.6.I)

1.7 Organize Physical Space To Enable Smooth Flow

School librarian makes highly effective useof the physical environment, resulting inclear signage, excellent traffic flow, andadequate space devoted to work areas andcomputer use. In addition, book displays areattractive and inviting. (1.7.HE)

School librarian makes effective use of thephysical environment, resulting in goodtraffic flow, clear signage, and adequatespace devoted to work areas and computeruse. (1.7.E)

School librarian’s efforts to make use of thephysical environment are uneven, resultingin occasional confusion by users. (1.7.IN)

School librarian makes poor use of thephysical environment, resulting in poortraffic flow, confusing signage, inadequatespace devoted to work areas and computeruse, and general confusion. (1.7.I)

1.8 Maintaining And Extending The Library Collection In Accordance With The Schools’ Needs And Within BudgetLimitations

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School librarian adheres to district orprofessional guidelines in selectingmaterials for the collection. The collection isperiodically purged of outdated materials. Avirtual collection is maintained and updatedfrequently by the librarian is vibrant andwell-used. All processes are done inconsultation with teaching colleagues orpatron needs in mind. (1.8.HE)

School librarian adheres to district orprofessional guidelines in selectingmaterials for the collection and periodicallypurges the collection of outdated materials.A virtual collection is maintained by thelibrarian. This is done in some consultationwith teaching colleagues or patron needs inmind. (1.8.E)

School librarian is partially successful inattempts to adhere to district or professionalguidelines in selecting materials and inweeding the collection. A virtual presencemay not be maintained. This is done inlimited consultation with teaching colleaguesor with patron needs in mind. (1.8.IN)

School librarian fails to adhere to district orprofessional guidelines in selecting materialsfor the collection and does not periodicallypurge the collection of outdated material.There is no virtual presence. This is donewithout consultation with teachingcolleagues or with patron needs in mind.(1.8.I)

Domain 2: Effective Instruction2.1 Creating An Environment Conducive To Learning

Interactions among the school librarian,individual students, and the classroomteachers are highly respectful, reflectinggenuine warmth and caring and sensitivity tostudents’ learning needs, cultures and levelsof development. (2.1.HE)

Interactions between the school librarian,students, and the classroom teachers, arepolite and respectful, reflecting generalwarmth and caring, and are appropriate tothe learning needs, cultural anddevelopmental differences among students.(2.1.E)

Interactions between the school librarian,students, and the classroom teachers aregenerally appropriate and free from conflictbut may be characterized by occasionaldisplays of insensitivity or lack ofresponsiveness to learning needs, culturaland developmental differences amongstudents. (2.1.IN)

Interactions between the school librarian,students, and the classroom teachers arenegative, inappropriate, or insensitive tostudents’ learning needs, cultural anddevelopmental differences and arecharacterized by sarcasm, put-downs orconflict. (2.1.I)

2.2 Demonstrate And Clearly Communicate Content Knowledge To Students

School librarian is highly effective atdemonstrating and clearly communicatingcontent knowledge to students.(2.2.HE.1)

School librarian is effective at demonstratingand clearly communicating contentknowledge to students. Librariandemonstrates content knowledge anddelivers content that is factually correct.(2.2.E.1)

School librarian needs improvement atdemonstrating and clearly communicatingcontent knowledge to students. Librariandelivers content that is factually correct(2.2.IN.1)

School librarian is ineffective atdemonstrating and clearly communicatingcontent knowledge to students. (2.2.I.1)

For Level 4, all of the evidence listed underLevel 3 is present, as well as some of thefollowing: (2.2.HE.2)

- Content is clear, concise and well-organized (2.2.E.2)

- Content occasionally lacks clarity and isnot as well organized as it could be(2.2.IN.2)

-Librarian may deliver content that isfactually incorrect (2.2.I.2)

- Librarian fully explains concepts in asdirect and efficient a manner as possible,while still achieving student understanding(2.2.HE.3)

- Librarian restates and rephrasesinstruction in multiple ways to increaseunderstanding (2.2.E.3)

- Librarian may fail to restate or rephraseinstruction in multiple ways to increaseunderstanding (2.2.IN.3)

- Explanations may be unclear or incoherentand fail to build student understanding ofkey concepts (2.2.I.3)

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- Librarian effectively connects content toother content areas, students' experiencesand interests, or current events in order tomake content relevant and build interest(2.2.HE.4)

- Librarian emphasizes key points or mainideas in content (2.2.E.4)

- Librarian does not adequately emphasizemain ideas, and students are sometimesconfused about key takeaways (2.2.IN.4)

- Librarian continues with plannedinstruction, even when it is obvious thatstudents are not understanding content(2.2.I.4)

- Explanations spark student excitement andinterest in the content (2.2.HE.5)

- Librarian uses developmentallyappropriate language and explanations(2.2.E.5)

- Explanations sometimes lackdevelopmentally appropriate language(2.2.IN.5)

- Librarian does not emphasize main ideas,and students are often confused aboutcontent (2.2.I.5)

- Students participate in each others'learning of content through collaborationduring the lesson (2.2.HE.6)

- Librarian implements relevant instructionalstrategies learned via professionaldevelopment (2.2.E.6)

- Librarian does not always implement newand improved instructional strategieslearned via professional development(2.2.IN.6)

- Librarian fails to use developmentallyappropriate language (2.2.I.6)

- Students ask higher-order questions andmake connections independently,demonstrating that they understand thecontent at a higher level (2.2.HE.7)

2.3 Engage Students In Academic Content

Librarian is highly effective at engagingstudents in academic content. (2.3.HE.1)

Librarian is effective at engaging students inacademic content. (2.3.E.1)

Librarian needs improvement at engagingstudents in academic content. (2.3.IN.1)

Librarian is ineffective at engaging studentsin academic content. (2.3.I.1)


-More than 3/4 of students are activelyengaged in content at all times and not off-task (2.3.E.2)

- Fewer than 3/4 of students are engaged incontent and many are off- task (2.3.IN.2)

- Fewer than 1/2 of students are engaged incontent and many are off-task (2.3.I.2)

- Librarian provides ways to engage withcontent that significantly promotes studentmastery of the objective (2.3.HE.3)

-Librarian provides multiple ways, asappropriate, of engaging with content, allaligned to the lesson objective (2.3.E.3)

- Librarian may provide multiple ways ofengaging students, but perhaps not alignedto lesson objective or mastery of content(2.3.IN.3)

- Librarian may only provide one way ofengaging with content OR Librarian mayprovide multiple ways of engaging studentsthat are not aligned to the lesson objectiveor mastery of content (2.3.I.3)

- Librarian provides differentiated ways ofengaging with content specific to individualstudent needs (2.3.HE.4)

- Librarian sustains the attention of the classby maintaining a dynamic presence(2.3.E.4)

- Librarian may miss opportunities to provideways of differentiating content for studentengagement (2.3.IN.4)

- Librarian does not differentiate instructionto target different learning modalities(2.3.I.4)

- The lesson progresses at an appropriatepace so that students are never disengaged,and students who finish early havesomething else meaningful to do(2.3.HE.5)

- Ways of engaging with content reflectdifferent learning modalities or intelligences(2.3.E.5)

- Some students may not have theprerequisite skills necessary to fully engagein content and Librarian's attempt to modifyinstruction for these students is limited or notalways effective (2.3.IN.5)

- Most students do not have the prerequisiteskills necessary to fully engage in contentand Librarian makes no effort to adjustinstruction for these students (2.3.I.5)

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- Librarian effectively integrates technologyas a tool to engage students in academiccontent (2.3.HE.6)

- Librarian adjusts lesson accordingly toaccommodate for student prerequisite skillsand knowledge so that all students areengaged (2.3.E.6)

- Students may appear to actively listen, butwhen it comes time for participation aredisinterested in engaging (2.3.IN.6)

- ELL and IEP students are not provided withthe necessary accommodations to engagein content (2.3.I.6)

- ELL and IEP students have the appropriateaccommodations to be engaged in content(2.3.E.7)

- Students work hard and are deeply activerather than passive/receptive (See Notesbelow for specific evidence of engagement)(2.3.E.8)

2.4 Check For Understanding

School librarian is highly effective atchecking for understanding. (2.4.HE.1)

School librarian is effective at checking forunderstanding. (2.4.E.1)

School librarian needs improvement atchecking for understanding. (2.4.IN.1)

School librarian is ineffective at checking forunderstanding. (2.4.I.1)


- Librarian checks for understanding atalmost all key moments (when checking isnecessary to inform instruction goingforward) and gets an accurate "pulse" of theclass's understanding (2.4.E.2)

- Librarian sometimes checks forunderstanding of content, but misses severalkey moments (2.4.IN.2)

- Librarian rarely or never checks forunderstanding of content, or misses nearlyall key moments (2.4.I.2)

- Librarian checks for understanding athigher levels by asking pertinent, scaffoldquestions that push thinking; accepts onlyhigh quality student responses (those thatreveal understanding or lack thereof)(2.4.HE.3)

- Librarian gains enough information duringchecks for understanding to modify thelesson and respond accordingly (2.4.E.3)

- Librarian mostly gets an accurate "pulse" ofthe class's understanding, but may not gainenough information to modify the lessonaccordingly (2.4.IN.3)

- Librarian rarely or never gets an accurate"pulse" of the class's understanding fromchecks and therefore cannot gain enoughinformation to modify the lesson (2.4.I.3)

- Librarian uses open-ended questions tosurface common misunderstandings andassess student mastery of material at arange of both lower and higher- orderthinking (2.4.HE.4)

- Librarian uses a variety of methods tocheck for understanding (2.4.E.4)

- Librarian may not use a variety of methodsto check for understanding when doing sowould be helpful (2.4.IN.4)

- Librarian frequently moves on with contentbefore students have a chance to respond toquestions or frequently gives students theanswer rather than helping them thinkthrough the answer (2.4.I.4)

- Librarian uses wait time effectively bothafter posing a question and before helpingstudents think through a response(2.4.E.5)

- Librarian may not provide enough wait timeafter posing a question for students to thinkand respond before helping with an answeror moving forward with content (2.4.IN.5)

- Librarian frequently allows students to "opt-out" of checks for understanding and doesnot cycle back to these students (2.4.I.5)

- Librarian doesn't allow students to "opt-out"of checks for understanding and cycles backto these students (2.4.E.6)

- Librarian sometimes allows students to"opt-out" of checks for understandingwithout cycling back to these students(2.4.IN.6)

- Librarian rarely or never assesses formastery at the end of the lesson (2.4.I.6)

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- Librarian systematically assesses everystudent's mastery of the objective(s) at theend of each lesson through formal orinformal assessments (see note forexamples) (2.4.E.7)

- Librarian may assess student mastery atthe end of the lesson through formal orinformal assessments, but may not use thisinformation to drive subsequent lessonplanning (2.4.IN.7)

2.5 Modify Instruction As Needed

School librarian is highly effective atmodifying instruction as needed.(2.5.HE.1)

School librarian is effective at modifyinginstruction as needed. (2.5.E.1)

School librarian needs improvement atmodifying instruction as needed.(2.5.IN.1)

School librarian is ineffective at modifyinginstruction as needed. (2.5.I.1)


- Librarian makes adjustments to instructionbased on checks for understanding that leadto increased understanding for most students(2.5.E.2)

- Librarian may attempt to make adjustmentsbased on checks for understanding, butthese attempts may be misguided and maynot increase understanding for all students(2.5.IN.2)

- Librarian rarely or never attempts to adjustinstruction based on checks forunderstanding, and any attempts at doing sofrequently fail to increase understanding forstudents (2.5.I.2)

- Librarian anticipates studentmisunderstandings and preemptivelyaddresses them (2.5.HE.3)

- Librarian differentiates delivery ofinstruction based on checks forunderstanding and assessment data to meetdiverse student needs (2.5.E.3)

- Librarian may primarily respond tomisunderstandings by using teacher-drivenscaffolding techniques (for example, re-explaining a concept), when student-driventechniques could have been more effective(2.5.IN.3)

- Librarian only responds tomisunderstandings by using teacher-drivenscaffolding techniques (2.5.I.3)

- Librarian is able to modify instruction torespond to misunderstandings without takingaway from the flow of the lesson or losingengagement (2.5.HE.4)

- Librarian responds to misunderstandingswith effective scaffolding techniques(2.5.E.4)

- Librarian may persist in using a particulartechnique for responding to amisunderstanding, even when it is notsucceeding (2.5.IN.4)

- Librarian repeatedly uses the sametechniques to respond tomisunderstandings, even when it is notsucceeding (2.5.I.4)

- Librarian doesn't give up, but continues totry to address misunderstanding withdifferent techniques if the first try is notsuccessful (2.5.E.5)

2.6 Maximize Instructional Time

School librarian is highly effective atmaximizing instructional time. (2.6.HE.1)

School librarian is effective at maximizinginstructional time. (2.6.E.1)

School librarian needs improvement atmaximizing instructional time. (2.6.IN.1)

School librarian is ineffective at maximizinginstructional time. (2.6.I.1)

For Level 4, all of the evidence listed underLevel 3 is present, as well as the following:(2.6.HE.2)

- Routines, transitions, and procedures arewell executed. (2.6.E.2)

- Routines, transitions, and procedures are inplace. (2.6.IN.2)

- There are few or no evident routines orprocedures in place. (2.6.I.2)

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- All students are on-task and followinstructions of Librarian without muchprompting (2.6.HE.3)

- Almost all students are on- task and followinstructions of librarian without muchprompting (2.6.E.3)

- Significant prompting from the librarian isnecessary for students to follow instructionsand remain on task (2.6.IN.3)

- Even with significant prompting, studentsfrequently do not follow directions and areoff-task (2.6.I.3)

- Disruptive behaviors and off-taskconversations are rare; when they occur, theyare almost always addressed without majorinterruption to the lesson (2.6.E.4)

- Disruptive behaviors and off taskconversations sometimes occur; they maynot be addressed in the most effectivemanner and Librarian may have to stop thelesson frequently to address the problem(2.6.IN.4)

- Disruptive behaviors and off-taskconversations are common and frequentlycause the librarian to have to makeadjustments to the lesson (2.6.I.4)

- Classroom management is generally poorand wastes instructional time (2.6.I.5)

2.7 Assisting Students In The Use Of Technology In The Media Center

School librarian proactively initiates sessionsto assist students and teachers in the use oftechnology. (2.7.HE)

School librarian institutes sessions to assiststudents and teachers in the use oftechnology. (2.7.E)

School librarian assists students andteachers in the use of technology whenspecifically asked to do so. (2.7.IN)

School librarian declines to assist studentsand teachers in the use of technology.(2.7.I)

2.8 Collaborating With Teachers In The Design Of Instructional Units And Lessons

School librarian initiates collaboration withclassroom teachers in the design ofinstructional lessons, locating additionalresources from sources outside of theschool. (2.8.HE)

School librarian initiates collaboration withclassroom teachers in the design ofinstructional lessons. (2.8.E)

School librarian collaborates with classroomteachers in the design of instructionallessons. (2.8.IN)

School librarian declines to collaborate withclassroom teachers in the design ofinstructional lessons. (2.8.I)

2.9 Engaging Students In Enjoying Literature And In Learning Multiple Literacy Skills

Students are highly engaged in enjoyingliterature and in learning information skillsbecause of effective design of activities,grouping strategies, and appropriatematerials. (2.9.HE)

Students are engaged in enjoying literatureand in learning information skills because ofeffective design of activities, groupingstrategies, and appropriate materials.(2.9.E)

Only some students are engaged in enjoyingliterature and in learning information skillsbecause of uneven design of activities,grouping strategies, or partially appropriatematerials. (2.9.IN)

Students are not engaged in enjoyingliterature and in learning information skillsbecause of poor design of activities, poorgrouping strategies, or inappropriatematerials. (2.9.I)

Domain 3: Leadership3.1 Contribute To School Culture

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School librarian seeks out leadership roleswithin the school, aimed at improving schoolefforts. Librarian goes above and beyond indedicating time for students and peersoutside of class. (3.1.HE)

School librarian contributes ideas andexpertise aimed at improving school efforts.Librarian dedicates time efficiently, whenneeded, to helping students and peersoutside of class. (3.1.E)

School librarian will rarely contribute ideasand expertise aimed at improving schoolefforts. Librarian rarely dedicates timeoutside of class to helping students andpeers. (3.1.IN)

School librarian never contributes ideasaimed at improving school efforts. Little orno time outside of class is dedicated tohelping students and peers. (3.1.I)

3.2 Collaborate With Peers

School librarian will go above and beyond inseeking out opportunities to collaborate.Librarian will coach peers through difficultsituations and take on leadership roleswithin collaborative groups such asProfessional Learning Communities.(3.2.HE)

School librarian will seek out and participatein regular opportunities to work with andlearn from others. Librarian will ask forassistance, when needed, and provideassistance to others in need. (3.2.E)

School librarian will participate in occasionalopportunities to work with and learn fromothers and ask for assistance when needed.Librarian will not seek to provide otherteachers with assistance when needed orwill not regularly seek out opportunities towork with others. (3.2.IN)

School librarian rarely or never participatesin opportunities to work with others.Librarian works in isolation and is not a teamplayer. (3.2.I)

3.3 Establishing, Evaluating, And Maintaining Library Procedures In Regards To Staffing, Student Or Parent Volunteers

Library assistants, students, orparent/community volunteers workindependently and contribute to the successof the library. -The librarian will proactivelyevaluate procedures. (3.3.HE)

Library assistants, students, orparent/community volunteers are clear as totheir roles. (3.3.E)

Library assistants, students, orparent/community volunteers are partiallysuccessful. (3.3.IN)

Library assistants, students, orparent/community volunteers are confusedas to their role. (3.3.I)

3.4 Advocate For Student Success

School librarian will display commitment tothe education of the students in the school,not just his/her own students. Librarian willmake changes and take risks to ensurestudent success and advocate for students’individualized needs. (3.4.HE)

School librarian will display commitment tothe education of his/her students. Librarianwill attempt to remedy obstacles aroundstudent achievement and will advocate forstudents’ individualized needs. (3.4.E)

School librarian will display commitment tothe education of his/her students. Schoollibrarian will not advocate for students’needs. (3.4.IN)

School librarian rarely or never displayscommitment to the education of his/herstudents. Librarian accepts failure as par forthe course and does not advocate forstudents’ needs. (3.4.I)

3.5 Preparing And Submitting Reports And Budgets

School librarian anticipates student andteacher needs when preparing requisitionsand budgets, follows establishedprocedures, and suggests improvements tothose procedures. Inventories and reportsare submitted on time. (3.5.HE)

School librarian honors student and teacherrequests (if appropriate) when preparingrequisitions and budgets and followsestablished procedures. Inventories andreports are submitted on time. (3.5.E)

School librarian’s efforts to prepare budgetsare partially successful, respondingsometimes to student and teacher requests(if appropriate) and following procedures.Inventories and reports are sometimessubmitted on time. (3.5.IN)

School librarian ignores student and teacherrequests (if appropriate) when preparingrequisitions and budgets or does not followestablished procedures. Inventories andreports are routinely late (3.5.I)

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3.6 Communicating With The Larger Community

School librarian proactively reaches out toparents and establishes contacts with otherlibraries or businesses, coordinating effortsfor mutual benefit. (3.6.HE)

School librarian engages in outreach effortsto parents and the larger community.(3.6.E)

School librarian makes sporadic efforts toengage in outreach to parents or the largercommunity. (3.6.IN)

School librarian makes no effort to engage inoutreach to parents or the larger community.(3.6.I)

3.7 Participating In A Professional Community

School librarian makes a substantialcontribution to school and district events andprojects and assumes leadership withcolleagues. Librarian participates anddevelops leadership roles in a widerprofessional community that includes local,state, or national events. (3.7.HE)

School librarian participates actively inschool and district events and projects andmaintains positive and productiverelationships with colleagues. Librarian willparticipate in a wider professionalcommunity that includes local, state, ornational contacts. (3.7.E)

School librarian’s relationships withcolleagues are cordial, and the librarianparticipates in school and district eventswhen specifically requested. (3.7.IN)

School librarian’s relationships withcolleagues are negative or self-serving, andthe librarian avoids being involved in schooland district events and projects. (3.7.I)

3.8 Seek Professional Skills And Knowledge

School librarian actively pursuesprofessional development opportunities andmakes a substantial contribution to theprofession through such activities as sharingnewly learned knowledge and practices withothers and seeking out opportunities to leadprofessional development sessions.(3.8.HE)

School librarian actively pursuesopportunities to improve knowledge andpractice and seeks out ways to implementnew practices where applicable.Constructive feedback to improve practicesis welcomed. (3.8.E)

School librarian’s participation inprofessional development activities islimited to those that are mandatory. (3.8.IN)

School librarian does not participate inprofessional development activities, andshows little or no interest in new ideas,programs, or classes to improve teachingand learning. (3.8.I)




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4.2 On Time Arrival



4.3 Policy And Procedures

Individual demonstrates a pattern of followingstate, corporation, and school policies andprocedures (e.g. procedures for submittingdiscipline referrals, policies for appropriateattire, IEP compliance, etc) (4.3.M)


4.4 Respect



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Domain 1: Planning and Preparation1.1 Demonstrates knowledge of current trends in specialty area and professional development

Instructional specialist’s knowledge ofspecialty area and trends in professionaldevelopment is wide and deep; specialist isregarded as an expert by colleagues(1.1.HE.1)

Instructional specialist demonstratesthorough knowledge of specialty area andtrends in professional development (1.1.E.1)

Instructional specialist demonstrates basicfamiliarity with specialty area and trends inprofessional development (1.1.IN.1)

Instructional specialist demonstrates little orno familiarity with specialty area or trends inprofessional development (1.1.I.1)

1.2 Demonstrates knowledge of the school’s program and levels of teacher skill in delivering that program

Instructional specialist is deeply familiar withthe school’s program and works to shape itsfuture direction and actively seeksinformation as to teacher skill in thatprogram. (1.2.HE.1)

Instructional specialist demonstratesthorough knowledge of the school’s programand of teacher skill in delivering that program(1.2.E.1)

Instructional specialist demonstrates basicknowledge of the school’s program and ofteacher skill in delivering that program(1.2.IN.1)

Instructional specialist demonstrates little ofno knowledge of the school’s program or ofteacher skill in delivering that program(1.2.I.1)

1.3 Establishes goals for the instructional support program appropriate to the setting and the teachers served

Instructional specialist’s goals for theinstructional support program are highlyappropriate to the situation and the needs ofthe staff. They have been developedfollowing consultations with administratorsand colleagues (1.3.HE.1)

Instructional specialist’s goals for theinstructional support program are clear andare suitable to the situation and the needs ofthe staff (1.3.E.1)

Instructional specialist’s goals for theinstructional support program arerudimentary and are partially suitable to thesituation and the needs of the staff (1.3.IN.1)

Instructional specialist has no clear goals forthe instructional support program, or they areinappropriate to either the situation or theneeds of the staff (1.3.I.1)

1.4 Demonstrates knowledge of resources, both within and beyond the school and district, and access to such resources asinterlibrary loan

Instructional specialist actively seeks out newresources from a wide range of sources toenrich teacher’s skills in implementing theschool’s program (1.4.HE.1)

Instructional specialist is fully aware ofresources available in the school and districtand in the larger professional community forteachers to advance their skills (1.4.E.1)

Instructional specialist demonstrates basicknowledge of resources available in theschool and district for teachers to advancetheir skills (1.4.IN.1)

Instructional specialist demonstrates little orno knowledge of resources available in theschool or district for teachers to advancetheir skills (1.4.I.1)

1.5 Plans the instructional support program, integrated with the overall school programpage 1 of 6

Instructional Specialist Effectiveness Rubric - Hamilton HeightsPrinted: September 04, 2018 at 12:23pm

Instructional specialist’s plan is highlycoherent, taking into account the competingdemands of making presentations andconsulting with teachers, and has beendeveloped following consultation withadministrators and teachers (1.5.HE.1)

Instructional specialist’s plan is well designedto support teachers in the improvement oftheir instructional skills (1.5.E.1)

Instructional specialist’s plan has a guidingprinciple and includes a number ofworthwhile activities, but some of them don’tfit with the broader goals (1.5.IN.1)

Instructional specialist’s plan consists of arandom collection of unrelated activities,lacking coherence or an overall structure(1.5.I.1)

1.6 Develops a plan to evaluate the instructional support program

Instructional specialist’s evaluation plan ishighly sophisticated, with imaginativesources of evidence and a clear path towardimproving the program on an ongoing basis(1.6.HE.1)

Instructional support specialist’s plan toevaluate the program is organized aroundclear goals and the collection of evidence toindicate the degree to which the goals havebeen met (1.6.E.1)

Instructional specialist has a rudimentaryplan to evaluate the instructional supportprogram (1.6.IN.1)

Instructional specialist has no plan toevaluate the program or resists suggestionsthat such an evaluation is important (1.6.I.1)

Domain 2: Environment2.1 Creates an environment of trust and respect

Relationships with the instructional specialistare highly respectful and trusting, with manycontacts initiated by teachers (2.1.HE.1)

Relationships with the instructional specialistare respectful, with some contacts initiatedby teachers (2.1.E.1)

Relationships with the instructional specialistare cordial; teachers don’t resist initiativesestablished by the instructional specialist(2.1.IN.1)

Teachers are reluctant to request assistancefrom the instructional specialist, fearing thatsuch a request will be treated as a sign ofdeficiency (2.1.I.1)

2.2 Establishes a culture for ongoing instructional improvement

Instructional specialist has established aculture of professional inquiry in whichteachers initiate projects to be undertakenwith the support of the specialist (2.2.HE.1)

Instructional specialist promotes a culture ofprofessional inquiry in which teachers seekassistance in improving their instructionalskills (2.2.E.1)

Teachers do not resist the offerings ofsupport from the instructional specialist(2.2.IN.1)

Instructional specialist conveys the sensethat the work of improving instruction isexternally mandated and is not important toschool improvement (2.2.I.1)

2.3 Establishes clear procedures for teachers to gain access to instructional support

Procedures for access to instructionalsupport are clear to all teachers and havebeen developed following consultation withadministrators and teachers (2.3.HE.1)

Instructional specialist has established clearprocedures for teachers to use in gainingaccess to support (2.3.E.1)

Some procedures (for example, registeringfor workshops) are clear to teachers,whereas others (for example, receivinginformal support) are not (2.3.IN.1)

When teachers want to access assistancefrom the instructional specialist, they are notsure how to go about it (2.3.I.1)

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2.4 Establishes and maintains norms of behavior for professional interactions

Instructional specialist has established clearnorms of mutual respect for professionalinteraction. Teachers ensure that theircolleagues adhere to these standards ofconduct (2.4.HE.1)

Instructional specialist has established clearnorms of mutual respect for professionalinteraction (2.4.E.1)

Instructional specialist’s efforts to establishnorms of professional conduct are partiallysuccessful (2.4.IN.1)

No norms of professional conduct have beenestablished; teachers are frequentlydisrespectful in their interactions with oneanother (2.4.I.1)

2.5 Organizes physical space for workshops or training

Instructional specialist makes highly effectiveuse of the physical environment, withteachers contributing to the physicalarrangement (2.5.HE.1)

Instructional specialist makes good use ofthe physical environment, resulting inengagement of all participants in theworkshop activities (2.5.E.1)

The physical environment does not impedeworkshop activities (2.5.IN.1)

Instructional specialist makes poor sue of thephysical environment, resulting in pooraccess by some participants, time lost due topoor use of training equipment, or littlealignment between the physical arrangementand the workshop activities (2.5.I.1)

Domain 3: Service Delivery3.1 Collaborates with teachers in the design of instructional units and lessons

Instructional specialist initiates collaborationwith classroom teachers in the design ofinstructional lessons and units, locatingadditional resources from sources outsidethe school (3.1.HE.1)

Instructional specialist initiates collaborationwith classroom teachers in the design ofinstructional lessons and units (3.1.E.1)

Instructional specialist collaborates withclassroom teachers in the design ofinstructional lessons and units whenspecifically asked to do so (3.1.IN.1)

Instructional specialist declines to collaboratewith classroom teachers in the design ofinstructional lessons and units (3.1.I.1)

3.2 Engages teachers in learning new instructional skills

Teachers are highly engaged in acquiringnew instructional skills and take initiative insuggesting new areas for growth (3.2.HE.1)

All teachers are engaged in acquiring newinstructional skills (3.2.E.1)

Instructional specialist’s efforts to engageteachers in professional learning are partiallysuccessful, with some participating(3.2.IN.1)

Teachers decline opportunities to engage inprofessional learning (3.2.I.1)

3.3. Shares expertise with staff

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The quality of the instructional specialist’smodel lessons and workshops is uniformlyhigh and appropriate to the needs of theteachers being served. The instructionalspecialist conducts extensive follow-up workwith teachers (.HE)

The quality of the instructional specialist'smodel lessons and workshops is uniformlyhigh and appropriate to the needs of theteachers being served (.E)

The quality of the instructional specialist’smodel lessons and workshops is mixed, withsome of them being appropriate to the needsof the teachers being served (.IN)

Instructional specialist’s model lessons andworkshops are of poor quality or are notappropriate to the needs of the teachersbeing served (.I)

3.4 Locates resources for teachers to support instructional improvement

Instructional specialist is highly proactive inlocating resources for instructionalimprovement for teachers, anticipating theirneeds (3.4.HE.1)

Instructional specialist locates resources forinstructional improvement for teachers whenasked to do so (3.4.E.1)

Instructional specialist’s efforts to locateresources for instructional improvement forteachers are partially successful, reflectingincomplete knowledge of what is available (3.4.IN.1)

Instructional specialist fails to locateresources for instructional improvement forteachers, even when specifically requested todo so (3.4.I.1)

3.5 Demonstrates flexibility and responsiveness

Instructional specialist is continually seekingways to improve the support program andmakes changes as needed in response tostudent, parent, or teacher input (3.5.HE.1)

Instructional specialist makes revisions to thesupport program when it is needed (3.5.E.1)

Instructional specialist makes modestchanges in the support program whenconfronted with evidence of the need forchange (3.5.IN.1)

Instructional specialist adheres to his plan, inspite of evidence of its inadequacy (3.5.I.1)

Domain 4: Professional Responsibility4.1 Reflects on practice

Instructional specialist’s reflection is highlyaccurate and perceptive, citing specificexamples. Instructional specialist draws onan extensive repertoire to suggest alternativestrategies, accompanied by a prediction ofthe likely consequences of each (4.1.HE.1)

Instructional specialist’s reflection providesan accurate and objective description ofpractice, citing specific positive and negativecharacteristics. Instructional specialist makessome specific suggestions as to how thesupport program might be improved(4.1.E.1)

Instructional specialist’s reflection on practiceis moderately accurate and objective withoutciting specific examples and with only globalsuggestions as to how it might be improved(4.1.IN.1)

Instructional specialist does not reflect onpractice, or the reflections are inaccurate orself-serving (4.1.I.1)

4.2 Prepares and submits reports and budgets

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Instructional specialist anticipates andresponds to teacher needs when preparingbudgets, following established proceduresand suggesting improvements to thoseprocedures. Reports are submitted on time(4.2.HE.1)

Instructional specialist’s budgets arecomplete, anticipating all expenditures andfollowing established procedures. Reportsare always submitted on time (4.2.E.1)

Instructional specialist’s efforts to preparebudgets are partially successful, anticipatingmost expenditures and following establishedprocedures. Reports are sometimessubmitted on time (4.2.IN.1)

Instructional specialist does not followestablished procedures for preparing budgetsand submitting reports. Reports are routinelylate (4.2.I.1)

4.3 Coordinates work with other instructional specialists

Instructional specialist takes a leadership rolein coordinating projects with otherinstructional specialists within and beyondthe district (4.3.HE.1)

Instructional specialist initiates efforts tocollaborate with other instructional specialistswithin the district (4.3.E.1)

Instructional specialist responds positively tothe efforts of other instructional specialistswithin the district to collaborate (4.3.IN.1)

Instructional specialist makes no effort tocollaborate with other instructional specialistswithin the district (4.3.I.1)


Instructional specialist makes a substantialcontribution to school and district events andprojects and assumes a leadership role withcolleagues (4.4.HE.1)

Instructional specialist participates actively inschool and district events and projects andmaintains positive and productiverelationships with colleagues (4.4.E.1)

Instructional specialist’s relationships withcolleagues are cordial, and the specialistparticipates in school and district events andprojects when specifically requested(4.4.IN.1)

Instructional specialist’s relationships withcolleagues are negative or self-serving, andthe specialist avoids being involved in schooland district events and projects (4.4.I.1)

4.5 Engages in professional development

Instructional specialist actively pursuesprofessional development opportunities andmakes a substantial contribution to theprofession through such activities asparticipating in state or national conferencesfor other specialists (4.5.HE.1)

Instructional specialist seeks outopportunities for professional developmentbased on an individual assessment of need(4.5.E.1)

Instructional specialist’s participation inprofessional development a activities islimited to those that are convenient or arerequired (4.5.IN.1)

Instructional specialist’s participation inprofessional development a activities islimited to those that are convenient or arerequired.Instructional specialist does notparticipate in professional developmentactivities are clearly needed for theenhancement of skills. (4.5.I.1)

4.6 Shows professionalism, including integrity and confidentiality

Instructional specialist can be counted on tohold the highest standards of honesty andintegrity and takes a leadership role withcolleagues in reporting the norms ofconfidentiality (4.6.HE.1)

Instructional specialist displays highstandards of honesty and integrity ininteractions with colleagues and respectsnorms of confidentiality (4.6.E.1)

Instructional specialist is honest ininteractions with colleagues and respectsnorms of confidentiality (4.6.IN.1)

Instructional specialist displays dishonesty ininteractions with colleagues and violatesnorms of confidentiality (4.6.I.1)

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5.2 On-Time Arrival






5.4 Respect



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Domain 1: Professionalism1.1 Implements a written philosophy statement outlining the principles and educational goals of the program.

Highly Effective (1.1.HE) Effective (1.1.E) Improvement Necessary (1.1.IN) Ineffective (1.1.I) NA (1.1.)

1.2 Cooperates with the staff and school administration in establishing, implementing and supporting school policies.


1.3 Acts impartially in the execution of basic policies, and the enforcement of the conference, county, and state high schoolassociation rules and regulations; implements and maintains all health and sport medical requirements and regulations.


1.4 Implements prudent legal procedures. - Maintains proper records; Verifies coaches' qualifications and certification asnecessary; Maintains a perpetual inventory of facility safety evaluations; Maintains a file of all athletic disciplinary actions;Interprets rules and regulations regarding academic eligibility.


1.5 Develops and maintains a comprehensive athletic program which seeks the highest development of all participants, andwhich respects the individual dignity of every athlete.


1.6 Considers the well-being of the entire student body as fundamental in all decisions and actions.


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NIAAA Athletic Director Effectiveness RubricPrinted: September 04, 2018 at 12:26pm

1.7 Supports the principle of due process and protects the civil and human rights of all individuals; is knowledgeable andcompliant with legal regulation of athletics. Insures the district is well informed and the athletic program is managedaccording to legal regulations applicable to athletics.


1.8 Organizes, directs and promotes an interscholastic athletic program that is an integral part of the total educationalprogram.


1.9 Fulfills professional responsibilities with honesty and integrity.


1.10 Upholds the honor of the profession in all relations with students, colleagues, coaches, administrators, and the generalpublic.


1.11 Improves the professional status and effectiveness of the position through participation in local, state and national in-service programs and conferences.


1.12 Promotes high standards of ethics, sportsmanship and personal conduct by encouraging administration, coaches, staff,student athletes and community to commit to these high standards.


Domain 2: Administrative Responsibilitiespage 2 of 9


2.1 Provides leadership for the athletic department and places it in the proper educational perspective.


2.2 Assists the District and school administrator in securing competent personnel for the athletic staff. Assists, coordinates,and participates as determined by the school administrator, in scheduling and conduct of all athletic staff interviews.


2.3 Prepares and keeps a calendar of school athletic events. Communicates this calendar and a list of activities to all facetsof the board.


2.4 Facilitates schedules and coordinates with school and district administration for all school athletic practices, activitiesand community usage.


2.5 Makes sure specific criteria are issued to students explaining the awards given for participation.


2.6 Transmits all pertinent information for state association conferences to the principals, coaches, and districtadministrators.


2.7 Arranges school board approved transportation for athletic events.


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2.8 Resolves conflicts that develop from time to time within the ranks of the athletic department.


2.9 Acts as a tournament manager for all county, conference, and state tournament playoff activities that are assigned to theschool district.


2.10 Provides a system to maintain permanent records for each sport, such as wins and losses, outstanding records,letterpersons, etc.


2.11 Establishes procedures for the supervision and use of the training room.


2.12 Plans, organizes and supervises all special programs with the cooperation of the booster club, coaches, school anddistrict administrators. - Coordinates award programs, fund raising, pep rallies, gymnasium assemblies, contest intermissionactivities, special events, some community event activities.


2.13 Coordinates with district administrators, the repair and maintenance of varsity athletic fields, track and gymnasiums,including physical education facilities.


2.14 Coordinates the organization and operation of the press boxes.


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2.15 Attends and serves as school liaison at athletic booster club meetings.


2.16 Assists the district administrator in the preparation and distribution of complimentary passes for the school district.


2.17 Assists in the annual review of the athletic policy and staff handbook and makes it available to students and parents.


2.18 Evaluates the program, always seeking ways to improve interscholastic athletics.


2.19 Prepares and obtains signed game contracts.


2.20 Emphasizes to coaches the need for proper player appearance, athletic dress code. Manages use of electronic devices.Enforces sportsmanship and language requirements.


2.21 Completes accurate financial records.


2.22 Makes sure all programs receive equal consideration in determining the athletic budget preparation and distribution.


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2.23 Keeps informed of the rules and regulations of the total athletic program.


2.24 Informs the school board about program directions, problems and achievements.


2.25 Creates and updates written job descriptions for staff members involved with the sports program, clearly explainingresponsibilities.


2.26 Performs other duties as the principal and/or district administrator may direct.


Domain 3: Sport Specific Duties3.1 Attends as many contests, meets and events as possible (home and away).


3.2 Examines all equipment and facilities before use.


3.3 Provides dressing rooms for visiting teams and game officials.


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3.4 Prepares eligibility lists, rosters as required by the state association, regular game eligibility lists as required by the stateassociation.


3.5 Evaluates each athlete's grades at the end of each grading period.


3.6 Secures parent consent cards, physical cards and medical forms from all participants.


3.7 Informs all coaches of all conference and state rules and regulations.


3.8 Prepares all reports to state and conference associations and all entry lists for tournaments and meets within the propertime limits.


3.9 Supervises and observes coaching and maintains proper rapport with coaches.


3.10 Provides a system of evaluation and professional growth of coaches.


3.11 Secures all needed personnel for the operation of the athletic program. - Including: game officials, announcers,timekeepers, scorekeepers, ticket sellers, ticket takers, security guards, supervisors, custodians, concessions, support

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personnel, medical coverage.


3.12 Develops the operational budget and financial procedures for each sport. - Includes: Directs the sale of tickets for allathletic contests; collects all monies from athletic contests and deposits in appropriate accounts; prepares and issues allvouchers for disbursement of funds from the athletic budget.


3.13 Procures and maintains equipment. - Provides a system for the purchase, storage, repair, cleaning, distribution andcollection of athletic equipment in cooperation with the coaches; establishes procedures for proper use of materials,supplies, and equipment.


3.14 Develops community relations. - Creates publicity for all interscholastic sports brochures, press releases and radioairplay, etc. for all schools at athletic events; Supervises radio and television broadcasts; Assists or coordinates the use ofall facilities by groups outside the school; Arranges for emergency personnel and procedures for all home athletic events;Sends reminders of upcoming events to schools, game officials and news media; Supervises and coordinates activities ofcheerleaders with the athletic program; Coordinates participation of school band with the athletic program.



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Individual has not demonstrated apattern of unexcused absences.(Excused absences would includesick days, personal days, and otherdays allowed by contract or law forwhich a sub has been requestedand the teacher’s supervisornotified of the absence.) (4.1.MS)

Individual demonstrates a patternof unexcused absences(4.1.DNMS)

4.2 On-Time Arrival

Individual has not demonstrated apattern of unexcused late arrivals(late arrivals that are in violation ofprocedures set forth by local schoolpolicy and by the relevant collectivebargaining agreement) (4.2.MS)

Individual demonstrates a patternof unexcused late arrivals (latearrivals that are in violation ofprocedures set forth by local schoolpolicy and by the relevant collectivebargaining agreement)(4.2.DNMS)


Individual demonstrates a patternof following state, corporation, andschool policies and procedures(e.g. procedures for submittingdiscipline referrals, policies forappropriate attire, IEP compliance,etc) (4.3.MS)

Individual demonstrates a patternof failing to follow state,corporation, and school policiesand procedures (e.g. proceduresfor submitting discipline referrals,policies for appropriate attire, IEPcompliance, etc) (4.3.DNMS)

4.4 Respect

Individual demonstrates a patternof interacting with students,colleagues, parents/guardians, andcommunity members in a respectfulmanner (4.4.MS)

Individual demonstrates a patternof failing to interact with students,colleagues, parents/guardians, andcommunity members in a respectfulmanner (4.4.DNMS)

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Domain 1.1: Teacher Effectiveness-Mission and Vision1.1.1 Contributes to the achievement of the mission & vision

In addition to Level 3, the assistant principal:(1.1.1.HE.1)

The assistant principal: (1.1.1.E.1) The assistant principal: (1.1.1.IN.1) The assistant principal: (1.1.1.I.1)

Catalyzes commitment to and vigorouspursuit of the school’s vision & mission(1.1.1.HE.2)

Works through complex issues in ways thatenergize stakeholder commitment(1.1.1.E.2)

Contributes individual capabilities to achieveessential objectives (1.1.1.IN.2)

Prioritizes personal gain over the attainmentof organizational goals in pursuit of themission and vision (1.1.1.I.2)

Contributes individual capabilities andleading group initiatives that consistentlyachieve essential objectives (1.1.1.E.3)

Organizes people and resources towards thepursuit of key objectives, but the results ofthese ventures are inconsistent (1.1.1.IN.3)

Exhibits actions or behaviors that negativelyaffect stakeholder commitment (1.1.1.I.3)

Translates the vision and mission into dailyschool practices (1.1.1.E.4)

1.1.2 Assists the principal in hiring, developing and retaining effective teachers



Provides the student management and/or instructional support necessary todevelop and retain effective early careerteachers (1.1.2.HE.2)

Bases hiring recommendations primarily onthe teacher’s level of effectiveness(1.1.2.E.2)

Examines a teacher's level of effectiveness,but does not use it as the primary factor inhiring recommendations (1.1.2.IN.2)

Disregards or fails to examine teacher's levelof effectiveness when making hiringrecommendations (1.1.2.I.2)

Takes specific actions to facilitate thedevelopment and retention of effective staffmembers (1.1.2.E.3)

Takes action steps that have a limitedeffective on the development and/or retentionof effective teachers (1.1.2.IN.3)

Fails to take consistent steps to facilitate thedevelopment and/or retention of effectiveteachers (1.1.2.I.3)

Aligns personnel recommendations with thevision and mission of the school(1.1.2.E.4)

Occasionally aligns the school’svision/mission to hiring recommendations(1.1.2.IN.4)

Fails to align hiring recommendations to themission and vision of the school (1.1.2.I.4)

Domain 1.2: Teacher Effectiveness - Capital Management

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RISE 2.0 Assistant Principal with Optional CompetenciesPrinted: September 04, 2018 at 12:27pm

1.2.1 Observes professional practice



Systematically tracks the number ofobservations, type of feedback delivered, andwhether the feedback was implemented(1.2.1.HE.2)

Examines prior performance and studentachievement data to inform observations andwalkthroughs (1.2.1.E.2)

Frequently categorizes instructional practiceinaccurately (1.2.1.IN.2)

Fails to conduct an adequate number ofobservations (1.2.1.I.2)

Differentiates the number of observationsbased on observed levels of teachereffectiveness (1.2.1.HE.3)

Accurately categorizes observed instructionalpractice (1.2.1.E.3)

Conducts the minimum number of requiredobservations, despite observed deficienciesin professional practice (1.2.1.IN.3)

Fails to implement a system to track thenumber of observations and/or the type offeedback offered to teachers (1.2.1.I.3)

Tracks the number of observations and typeof feedback delivered and regularlycommunicates observed deficiencies inteacher practice to the principal (1.2.1.E.4)

Tracks the number of observations and typeof feedback delivered, but fails tocommunicate observation results to theprincipal (1.2.1.IN.4)

1.2.2 Provides actionable feedback



Models desired actions or schedules opportunities for the teacher tolearn from other teachers (1.2.2.HE.2)

Develops bite-sized action plans focused onthe highest leverage teacher actions(1.2.2.E.2)

Develops action plans, but fails toconsistently focus the plans on the highestleverage teacher actions (1.2.2.IN.2)

Provides limited, high-level feedback toteachers or fails to provide post-observationfeedback altogether (1.2.2.I.2)

Assists the teacher in rewriting lesson plans,unit plans, assessments, etc. (1.2.2.HE.3)

Provides clear directions for how to do themost important tasks well (1.2.2.E.3)

Leaves implementation of feedback tochance by failing to consistently follow up(1.2.2.IN.3)

Fails to develop action plans with teachers(1.2.2.I.3)

Frequently follows up to ensure feedback isimplemented with fidelity (1.2.2.E.4)

1.2.3 Monitors student performance



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Develops teachers’ collective ability to positively impact student learning(1.2.3.HE.2)

Regularly analyzes student-level results fromclassroom and formative assessments inpost- observation or other 1:1 teachermeetings to identify instructional andachievement gaps (1.2.3.E.2)

Discusses results from formativeassessments in broad terms, but fails toexamine student-level data with teachers(1.2.3.IN.2)

Primarily analyzes data only after statewideachievement tests are complete (1.2.3.I.2)

Collaborates with teachers to identifystudents that may benefit from the school’sacademic support or high ability programs(1.2.3.HE.3)

Collaboratively develops concrete actionsteps aligned with student and teacher needs(1.2.3.E.3)

Allows teachers to establish action steps thatlack clarity or alignment to performance data(1.2.3.IN.3)

Fails to identify action steps that are alignedwith interim or classroom assessment data(1.2.3.I.3)

Frequently follows up to ensure action plansare implemented with fidelity (1.2.3.E.4)

Fails to frequently follow up to ensure properimplementation (1.2.3.IN.4)

1.2.4 Demonstrates commitment to improve teacher performance



Identifies and facilitates opportunities for teachers to share bestpractices (1.2.4.HE.2)

Facilitates frequent differentiatedopportunities for teachers to engage inprofessional learning to increase theireffectiveness as instructors (1.2.4.E.2)

Facilitates general opportunities for teachersto engage in professional learning toincrease their effectiveness as instructors(1.2.4.IN.2)

Disregards the need for individualizedassistance/coaching (1.2.4.I.2)

Demonstrates the ability to increase theteachers' effectiveness as evidenced bypositive gains in student achievement(1.2.4.HE.3)

Facilitates frequent 1:1 assistance orcoaching to ensure proper implementation ofnew instructional strategies (1.2.4.E.3)

Provides individual assistance/coaching thatis infrequent (1.2.4.IN.3)

Provides limited opportunities for teachers toengage in professional learning (1.2.4.I.3)

Domain 1.3: Teacher Effectiveness- Talent Review1.3.1 Assists the principal with the evaluation of teachers



Uses knowledge of teacher strengths andweaknesses to assist the principal withstrategic planning (1.3.1.HE.2)

Ensures all evaluation processes andexpectations are transparent and clear(1.3.1.E.2)

Follows corporation policies and procedures,but fails to make these explicit to staffmembers evaluated (1.3.1.IN.2)

Fails to allocate the necessary time andresources to complete teacher evaluations asevidenced by inconsistent or nonexistentdocumentation (1.3.1.I.2)

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Allocates necessary time and resources tocomplete thorough, accurate and defensibleevaluations (1.3.1.E.3)

Allocates necessary time and resources tocomplete thorough evaluation, but summativeratings fail to differentiate teachereffectiveness (1.3.1.IN.3)

Incorporates limited student data andevidence of teacher practice in evaluationratings (1.3.1.I.3)

Demonstrates the ability to identify individualteacher strengths and weaknesses(1.3.1.E.4)

Uses all available data to assign summativeratings that clearly differentiate theeffectiveness of teachers (1.3.1.E.5)

Domain 2.1: Leadership Actions - Professional Leadership2.1.1 Effectively communicates



Uses communication to build commitment forand establish a pressing sense of urgency toachieve organizational goals (2.1.1.HE.2)

Communicates well with appropriateaudiences and responds in a timely mannerto resolve expressed concerns (2.1.1.E.2)

Maintains inconsistent lines ofcommunication and/or selectscommunication methods or media that havelimited effectiveness (2.1.1.IN.2)

Fails to keep appropriate audiencesinformed. Uses methods of communicationthat are ineffective or inappropriate for thecircumstance/audience (2.1.1.I.2)

Maintains high visibility, accessibility, andestablishes strong lines of communication(2.1.1.HE.3)

Uses appropriate communication methodsand media (2.1.1.E.3)

Responds in an inconsistent manner toresolve expressed concerns (2.1.1.IN.3)

Maintains appropriate visibility andaccessibility to staff (2.1.1.E.4)

2.1.2 Reflects on practice and continually learns



Promotes a culture of self-reflection andcontinuous improvement (2.1.2.HE.2)

Expresses willingness to learn and openlyacknowledges areas for growth (2.1.2.E.2)

Expresses willingness to learn from others,but is reluctant to admit own shortcomings(2.1.2.IN.2)

Resists changes to personal or leadershipbehaviors (2.1.2.I.2)

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Engages self and others in professionalgrowth experiences that translate into ademonstrable impact on student culture andachievement (2.1.2.HE.3)

Learns from personal experiences and theactions/insights of others (2.1.2.E.3)

Establishes and achieves most personaland/or professional growth goals, butrequires significant input from the principal inestablishing priorities and action steps(2.1.2.IN.3)

Fails to consistently achieve professionalgrowth goals as outlined in professionalgrowth plan (2.1.2.I.3)

Establishes priorities and and achievesaction plans focused on high-leverageleadership competencies (2.1.2.E.4)

2.1.3 Demonstrates resiliency and persistence



Engages staff and self in a continuouspursuit of professional growth and schoolimprovement (2.1.3.HE.2)

Uses challenges and setbacks to inspirecreative problem solving and renewedcommitment to accomplish ambitious goals(2.1.3.E.2)

Demonstrates the desire to produce greatresults, but fails to properly prioritize actionsteps or leverage available resources toachieve ambitious goals (2.1.3.IN.2)

Reacts with visible frustration to challengingproblems or setbacks (2.1.3.I.2)

Anticipates problems and confronts and solves problems that have yetto be successfully addressed (2.1.3.HE.3)

Identifies action steps and leveragesavailable resources to confront difficultproblems (2.1.3.E.3)

Easily loses focus on improving studentachievement (2.1.3.I.3)

2.1.4 Monitors time and task management



Prioritizes being an instructional leader above all else (2.1.4.HE.2)

Consistently allocates the time and resourcesnecessary to achieve ambitious goals(2.1.4.E.2)

Establishes and monitors progress towardsgoals, but fails to shield highest leverageactivities from low-level distractions(2.1.4.IN.2)

Rarely protects time for instructionalleadership priorities (2.1.4.I.2)

Is a model of punctuality and timeliness indischarging his/her professionalresponsibilities (2.1.4.HE.3)

Spends time on high leverage activities(2.1.4.E.3)

Delegates applicable responsibilities to otherstaff, but doesn’t consistently provide thesupport necessary for them to achievesuccess in these activities (2.1.4.IN.3)

Is frequently distracted by activities that couldbe delegated to others or that are unrelatedto achieving the school’s goals (2.1.4.I.3)

Delegates applicable responsibilities to otherstaff and helps them achieve success inthese activities (2.1.4.E.4)

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Domain 2.2: Leadership Actions - School Leadership2.2.1 Maintains a culture of excellence



Instills the daily habits necessary to create aculture of excellence (2.2.1.HE.2)

Contributes to the maintenance and/ordevelopment of a student-centered culturethat instills excellence and promotes learning(2.2.1.E.2)

Possesses positive beliefs and assumptionsabout the potential of students and staff tolearn and grow, but fails to contributeconsistently to the maintenance and/ordevelopment of a student-centered culture(2.2.1.IN.2)

Fails to take the initiative to identify andrecognize the accomplishments of others(2.2.1.I.2)

Is unwavering in maintaining high expectations for everyone (2.2.1.HE.3)

Provides students and staff the support, time,and structures necessary to be successful(2.2.1.E.3)

Recognizes and celebrates theaccomplishments of others, but allowssmaller performance issues to gouncorrected (2.2.1.IN.3)

Consistently ignores staff or studentperformance issues (2.2.1.I.3)

Celebrates the accomplishments of othersand proactively resolves performance issues(2.2.1.E.4)

2.2.2 Enhances teacher collaboration



Assists the principal in establishing a cultureof collaboration that drives positive gains instudent achievement (2.2.2.HE.2)

Facilitates teacher collaboration to designand implement student- centered initiativesaligned to the mission and vision of theschool (2.2.2.E.2)

Supports and encourages teamwork andcollaboration on student-centered initiatives,but fails to hold teams to high performancestandards (2.2.2.IN.2)

Fails to provide teacher teams the supportand/or resources necessary to achievedesired results (2.2.2.I.2)

Holds collaborating teams accountable forachieving desired results (2.2.2.E.3)

Fails to develop group relationships thatpromote teamwork, openness, and/orcollective problem solving (2.2.2.I.3)

2.2.3 Supports a universal code of conduct



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Facilitates the creation of student and staffculture that self-monitors and correctsinappropriate behaviors (2.2.3.HE.2)

Coaches a culture of excellence throughrepeated practice and modeling of desiredbehaviors (2.2.3.E.2)

Supports the maintenance of routines,procedures, and policies, but is primarilyreactive (2.2.3.IN.2)

Sends inconsistent messages about schoolpolicy (2.2.3.I.2)

Consistently and fairly applies positive andnegative consequences for behavior(2.2.3.E.3)

Fails to consistently apply either positiveand/or negative consequences for behavior(2.2.3.IN.3)

Tolerates discipline violations and allowspositive student and staff behavior to gounrecognized (2.2.3.I.3)

Promotes a predictable, safe learningenvironment through consistency of actions(2.2.3.E.4)

2.2.4 Engage families and the community in student learning



Demonstrates steadfast commitment to engaging parents who aretraditionally uninvolved in their children’seducation (2.2.4.HE.2)

Fosters partnerships with families,community agencies and/or the corporatesector (2.2.4.E.2)

Establishes relationships with keystakeholders, but does not capitalize upontheir strengths to enhance student learning(2.2.4.IN.2)

Rarely connects with stakeholders aboutstudent learning or to build commitment tokey school improvement efforts (2.2.4.I.2)

Capitalizes on the strengths of stakeholdersin the community to provide interventions,supports and resources to meet studentneeds (2.2.4.E.3)

Inconsistently engages established parents(2.2.4.IN.3)

Assists the principal in securing cooperationfrom family and community members tosupport school improvement initiatives(2.2.4.E.4)

Domain 3: Professional Development3.1 Oversees school-wide professional development

In addition to Level 3, the assistant principal:(3.1.HE.1)

The assistant principal: (3.1.E.1) The assistant principal: (3.1.IN.1) The assistant principal: (3.1.I.1)

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Leverages teacher leaders to providedifferentiated professional developmentopportunities based on individual need(3.1.HE.2)

Uses student performance data and teacherevaluation results to develop a systemic planfor professional development (3.1.E.2)

Provides generalized learning opportunitiesaligned to the professional needs of someteachers, based on student academicperformance data and teacher evaluationresults (3.1.IN.2)

Fails to provide regular professionaldevelopment opportunities aligned to the staff’s learning needs (3.1.I.2)

Facilitates differentiated professionaldevelopment that consistently promoteimprovements in observed teacher practiceand/or student achievement (3.1.HE.3)

Assists the principal in providing teachersand administrative team membersdifferentiated professional developmentopportunities (3.1.E.3)

Fails to effectively monitor the impact ofprofessional development on student learningand/or teacher effectiveness (3.1.IN.3)

Monitors the impact of professionaldevelopment on student learning and teachereffectiveness (3.1.E.4)

3.2 Builds productive professional learning communities



Builds a systemic culture of inquiry into bestpractice that has a demonstrable impact onteacher practice and student achievement(3.2.HE.2)

Strategically assigns teachers to each teamand ensures teachers have well-definedleadership roles and expectations (3.2.E.2)

Strategically assigns teachers to each team,but fails to provide well-defined leadershiproles and/or expectations (3.2.IN.2)

Places little emphasis on team composition(3.2.I.2)

Assists teams in establishing priorities anddeveloping ambitious and measurable goals(3.2.E.3)

Assists the teams in establishing prioritiesand developing goals, but those goals oftenlack rigor and/or measurability (3.2.IN.3)

Fails to hold teams accountable forestablishing clear goals (3.2.I.3)

Provides each team with theresources/support necessary for them toachieve their goals (3.2.E.4)

Provides inconsistent support to teams(3.2.IN.4)

Provides little or no support to teams(3.2.I.4)

3.3 Addresses teachers rated ineffective or improvement necessary



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Proactively assists teachers with achievingthe goals outlined in the teacher’s remediation plan (3.3.HE.2)

Assists the principal with the development ofa remediation plan for teachers that o Focuses on highest leverage teacheractions o Includes measurable goals and actionsteps o Contains a timeline and system to monitorimplementation o Outlines consequences for failure toimprove performance (3.3.E.2)

Assists with the development of aremediation plan that fails to provide the toolsand/or assistance/coaching necessary toimprove performance (3.3.IN.2)

Fails to develop a remediation plan, ordevelops a plan that is not compliant withlocal or state policy (3.3.I.2)

Provides tools and the assistance/coaching necessary to improveperformance (3.3.E.3)

Establishes goals or action steps that areeither immeasurable or fail to address thehighest leverage teacher actions (3.3.IN.3)

Where appropriate, recommends terminationof underperforming teachers usingperformance-based evidence (3.3.E.4)

3.4 Assists the principal with talent & leadership development



Capitalizes on the strengths of emergingleaders to positively impact student and/orstaff performance (3.4.HE.2)

Collaboratively establishes ambitiousprofessional learning goals with effective andhighly effective teachers (3.4.E.2)

Uses summative evaluations and otheravailable information to identify teachers withleadership potential, but provides limitedsupport to ensure their success (3.4.IN.2)

Bases talent management decisions onpersonal preference rather than availabledata or demonstrated ability (3.4.I.2)

Uses performance data to identify andrecommend emerging leaders for increasedteacher leadership roles (3.4.E.3)

Fails to provide meaningful support toemerging leaders (3.4.I.3)

Provides meaningful support to emergingleaders in new teacher leadership roles(3.4.E.4)

Domain 4: Curriculum and Instructional Leadership4.1 Oversees aligned curricula, instruction and assessments



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Uses common interim assessments to define the rigor of theacademic program (4.1.HE.2)

Collaborates with teachers to ensure that thecurriculum, instructional strategies, andinterim assessments align with each otherand with state standards and end-goalassessments in all subject areas (4.1.E.2)

Ensures that curriculum, instructionalstrategies, and interim assessments alignwith each other and with state standards andend-goal assessments in most, but not allsubjects (4.1.IN.2)

Supports teacher use of a curriculum that isnot aligned to state standards, instructionalstrategies, or assessments (4.1.I.2)

Builds the capacity of the leadership team to analyze standards,curricula, and aligned assessments toimprove teaching and learning (4.1.HE.3)

Facilitates inter-grade level meetings toensure vertical articulation of the curriculum(4.1.E.3)

Utilizes some available interim assessments,but fails to implement interim assessments inall courses (4.1.IN.3)

Resists revisions to the curriculum, evenwhen supported by student learningoutcomes (4.1.I.3)

Engages teams of teachers in a systematicanalysis of student learning outcomes andcurriculum revisions (4.1.E.4)

Allows time for teachers to analyze andrevise their curriculum, but does not take asystematic approach to this process(4.1.IN.4)

4.2 Supports the development and implementation of rigorous student learning objectives



Builds the capacity of the leadership team to provide teachers witheffective feedback on establishing andmonitoring rigorous SLOs (4.2.HE.2)

Develops and monitors systems andprocesses to ensure the development ofrigorous SLOs aligned to state or nationalstandards (4.2.E.2)

Develops and monitors systems andprocesses to ensure the development ofSLOs, but fails to ensure they are implantedwith fidelity (4.2.IN.2)

Diminishes the value of SLOs by allowing forextreme variation in the rigor and/oralignment of SLOs with state or nationalstandards (4.2.I.2)

Leads collaborative work sessions to developand revisit SLOs with teachers throughoutthe year as necessary (4.2.E.3)

Fails to facilitate opportunities to the rigorand/or alignment with state or nationalstandards varies (4.2.IN.3)

4.3 Uses data to drive instruction



Develops teacher leaders’ capacity to drivedata-driven instruction and decision making(4.3.HE.2)

Ensures the availability of clear and intuitivedata reports for teacher analysis (4.3.E.2)

Trains teachers in the use of data, but doesnot develop, purchase, or institute systems tomake team or individual analysis of data anefficient and teacher friendly process(4.3.IN.2)

Limits analysis of data to year-end autopsies(4.3.I.2)

Facilitates the development of a culture ofdata-driven decision making that has ademonstrable impact on curriculum designand student achievement (4.3.HE.3)

Orchestrates frequent and timely teacherteam collaboration for data analysis(4.3.E.3)

Inadequately supports staff’s use of data toguide instruction (4.3.I.3)

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Provides teachers with the knowledge andskills necessary to use data to driveinstructional improvements (4.3.E.4)

4.4 Implements appropriate academic interventions



Implements interventions that have a proven ability to increase studentperformance (4.4.HE.2)

Ensures appropriate school-level andclassroom-level programs are in place to helpstudents meet their academic goals(4.4.E.2)

Ensures school-level and classroom-levelprograms are in place to help most studentsmeet their academic goals (4.4.IN.2)

Fails to properly utilize and/or developappropriate academic interventions forstudents that fail to make adequate progress(4.4.I.2)

Facilitates the development of a culture in which students take the lead role intracking and communicating theirperformance (4.4.HE.3)

Frequently analyzes student data to informthe need for, or effectiveness of, academicinterventions, and responds in a timelymanner to students that fail to makeadequate progress (4.4.E.3)

Examines student data, but fails to placestudents and/or respond in a timely mannerto students struggling to make adequateprogress (4.4.IN.3)

Fails to implement procedures for makingparents aware of their child’s placementand/or progress in an academic supportprogram (4.4.I.3)

Ensures parents are aware and provided theopportunity to be actively involved inmonitoring progress toward academic goals(4.4.E.4)

Makes certain parents are aware of theirchild’s need and current academic supports,but fails to ensure parents receive regularupdates on progress (4.4.IN.4)

4.5 Implements and monitors instructional technology



Successfully promotes the use ofinstructional technology that drives greaterlevels of student achievement (4.5.HE.2)

Identifies and implements the most effectiveinstructional technology (4.5.E.2)

Develops most, but not all, teachers’ abilitiesto implement available instructionaltechnology (4.5.IN.2)

Fails to provide teachers with the supportnecessary to integrate technology into lessonand/or unit design (4.5.I.2)

Develops teachers’ ability to utilizeinstructional technologies to support studentlearning (4.5.E.3)

Pursues the implementation of cutting edgetechnology, but does not monitor its impacton student learning (4.5.IN.3)

Regularly monitors and reports the impact ofinstructional technology on student learning(4.5.E.4)

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Domain 5: Student Culture, Management, and Support Services5.1 Implements effective school policies



Institutes operational procedures designedand managed to maximize opportunities forsuccessful student learning (5.1.HE.2)

Collaboratively establishes, implements, andsystematically reinforces school policies,processes and routines in a firm, fair, andconsistent manner (5.1.E.2)

Establishes and implements school policies,processes, and routines, but enforcement isinconsistent (5.1.IN.2)

Inadequately develops stakeholders'understanding of school policies and/orconsequences (5.1.I.2)

Handles student discipline and attendanceproblems with a level of responsivenessappropriate to the severity of the problem(5.1.E.3)

Handles student discipline and attendanceproblems, but occasionally responds in amanner inappropriate for the circumstance(5.1.IN.3)

Fails to establish and/or enforce a set ofstandard operating procedures and routinesto ensure the safe and efficient operation ofthe school (5.1.I.3)

Develops all stakeholders’ understanding ofschool policies and their consequences(5.1.E.4)

Develops student and staff understanding ofschool policies and their consequences(5.1.IN.4)

Consistently fails to handle student disciplineand/or attendance problems in anappropriate manner (5.1.I.4)

5.2 Monitors school culture



Builds capacity of the staff to engage in aprocess of continuous improvement,ensuring classroom policies and proceduresreflect best practices (5.2.HE.2)

Institutes systems to assess theeffectiveness of policy and detect minorproblems before larger issues emerge.Tracks referral data to evaluate theeffectiveness of interventions (5.2.E.2)

Implements tracking systems to monitortrends in student behavior and effectivenessof interventions and support systems, butfails to engage teachers in a process ofcontinuous improvement (5.2.IN.2)

Rarely uses data to evaluate effectiveness ofinterventions (5.2.I.2)

Uses the data to engage stakeholders in aprocess of continuous improvement(5.2.E.3)

5.3 Enhances a positive school culture



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Provides additional behavioral interventions and/or supports to students andteachers who demonstrate an unwillingnessto comply with policy (5.3.HE.2)

Implements systems, and/or incentives, tomotivate students to display appropriate,ethical, and respectful behavior at all times(5.3.E.2)

Consistently applies positive and negativeconsequences for behavior (5.3.IN.2)

Inconsistently implements the student codeof conduct (5.3.I.2)

Demonstrates the ability to positively impactstudent achievement and culture (5.3.HE.3)

Challenges low expectations and holds allpersons accountable for observing agreedupon procedures (5.3.E.3)

Occasionally engages with teachers indiscussions that reflect low expectations forstudent achievement and/or behavior(5.3.IN.3)

Allows irresponsible student behavior(5.3.I.3)

Assists teachers with the implementation ofeffective classroom management plans(5.3.E.4)

5.4 Provides effective supervision



Volunteers to assist at school events and orfunctions to which he/she is not directlyassigned (5.4.HE.2)

Knows the students by name, regularlygreets students by name, and is proactive intalking and listening to students (5.4.E.2)

Knows the students by name, regularlygreets students by name, and is proactive intalking and listening to students (5.4.IN.2)

Rarely engages with students, parents, andor community members (5.4.I.2)

Maintains high visibility at all supervisoryfunctions and is proactive in engaging inpositive conversation with both students andparents (5.4.E.3)

Maintains high visibility at all supervisoryfunctions and is proactive in engaging inpositive conversation with both students andparents (5.4.IN.3)

Fails to maintain high visibility at supervisoryfunctions (5.4.I.3)

5.5 Supports student services



Proactively works with teams of teachers toidentify students that may benefit fromadditional academic, behavioral, social, oremotional support services (5.5.HE.2)

Ensures all students have access toeducational opportunities/services that meet theirlearning needs (5.5.E.2)

Ensures all students have access toeducational opportunities/services that meet theirlearning needs, but fails to ensure theseservices are made available in a timelymanner (5.5.IN.2)

Fails to ensure all students have access toeducational opportunities that meet theirneeds (special education, 504, etc) (5.5.I.2)

Works with all school staff to ensure thesocial, emotional, and behavioral needs ofeach student are met (5.5.E.3)

Works with most school staff to ensure thesocial, emotional, and behavioral needs ofmost students are met (5.5.IN.3)

Fails to ensure the social, emotional,academic, and behavioral needs of eachstudent are met (5.5.I.3)

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Collaborates with service agencies in thecommunity to support student needs thatrequire interventions or additional supports(5.5.E.4)

Collaborates with some service agencies inthe community to support some studentneeds that require interventions or additionalsupports (5.5.IN.4)

Rarely or never collaborates with serviceagencies in the community to supportstudent needs that require interventions oradditional supports (5.5.I.4)




6.2 On-Time Arrival






6.4 Individual demonstrates a pattern of interacting with students, colleagues, parents/guardians, and community membersin a respectful manner

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Domain 1.1: Teacher Effectiveness-Mission and Vision1.1.1 Contributes to the achievement of the mission & vision



Catalyzes commitment to and vigorouspursuit of the school’s vision & mission(1.1.1.HE.2)

Works through complex issues in ways thatenergize stakeholder commitment(1.1.1.E.2)

Contributes individual capabilities to achieveessential objectives (1.1.1.IN.2)

Prioritizes personal gain over the attainmentof organizational goals in pursuit of themission and vision (1.1.1.I.2)

Contributes individual capabilities andleading group initiatives that consistentlyachieve essential objectives (1.1.1.E.3)

Organizes people and resources towards thepursuit of key objectives, but the results ofthese ventures are inconsistent(1.1.1.IN.3)

Exhibits actions or behaviors that negativelyaffect stakeholder commitment(1.1.1.I.3)

Translates the vision and mission into dailyschool practices (1.1.1.E.4)

1.1.2 Assists the principal in hiring, developing and retaining effective teachers



Provides the student management and/or instructional support necessary todevelop and retain effective early careerteachers (1.1.2.HE.2)

Bases hiring recommendations primarily onthe teacher’s level of effectiveness(1.1.2.E.2)

Examines a teacher's level of effectiveness,but does not use it as the primary factor inhiring recommendations (1.1.2.IN.2)

Disregards or fails to examine teacher's levelof effectiveness when making hiringrecommendations (1.1.2.I.2)

Takes specific actions to facilitate thedevelopment and retention of effective staffmembers (1.1.2.E.3)

Takes action steps that have a limitedeffective on the development and/or retentionof effective teachers (1.1.2.IN.3)

Fails to take consistent steps to facilitate thedevelopment and/or retention of effectiveteachers (1.1.2.I.3)

Aligns personnel recommendations with thevision and mission of the school(1.1.2.E.4)

Occasionally aligns the school’svision/mission to hiring recommendations(1.1.2.IN.4)

Fails to align hiring recommendations to themission and vision of the school(1.1.2.I.4)

Domain 1.2: Teacher Effectiveness - Capital Managementpage 1 of 8

RISE 2.0 Assistant PrincipalPrinted: September 04, 2018 at 12:28pm

1.2.1 Observes professional practice



Systematically tracks the number ofobservations, type of feedback delivered, andwhether the feedback was implemented(1.2.1.HE.2)

Examines prior performance and studentachievement data to inform observations andwalkthroughs (1.2.1.E.2)

Frequently categorizes instructional practiceinaccurately (1.2.1.IN.2)

Fails to conduct an adequate number ofobservations (1.2.1.I.2)

Differentiates the number of observationsbased on observed levels of teachereffectiveness (1.2.1.HE.3)

Accurately categorizes observed instructionalpractice (1.2.1.E.3)

Conducts the minimum number of requiredobservations, despite observed deficienciesin professional practice (1.2.1.IN.3)

Fails to implement a system to track thenumber of observations and/or the type offeedback offered to teachers (1.2.1.I.3)

Tracks the number of observations and typeof feedback delivered and regularlycommunicates observed deficiencies inteacher practice to the principal (1.2.1.E.4)

Tracks the number of observations and typeof feedback delivered, but fails tocommunicate observation results to theprincipal (1.2.1.IN.4)

1.2.2 Provides actionable feedback



Models desired actions or schedules opportunities for the teacher tolearn from other teachers (1.2.2.HE.2)

Develops bite-sized action plans focused onthe highest leverage teacher actions(1.2.2.E.2)

Develops action plans, but fails toconsistently focus the plans on the highestleverage teacher actions (1.2.2.IN.2)

Provides limited, high-level feedback toteachers or fails to provide post-observationfeedback altogether (1.2.2.I.2)

Assists the teacher in rewriting lesson plans,unit plans, assessments, etc. (1.2.2.HE.3)

Provides clear directions for how to do themost important tasks well (1.2.2.E.3)

Leaves implementation of feedback tochance by failing to consistently follow up(1.2.2.IN.3)

Fails to develop action plans with teachers(1.2.2.I.3)

Frequently follows up to ensure feedback isimplemented with fidelity (1.2.2.E.4)

1.2.3 Monitors student performance



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Develops teachers’ collective ability to positively impact student learning(1.2.3.HE.2)

Regularly analyzes student-level results fromclassroom and formative assessments inpost- observation or other 1:1 teachermeetings to identify instructional andachievement gaps (1.2.3.E.2)

Discusses results from formativeassessments in broad terms, but fails toexamine student-level data with teachers(1.2.3.IN.2)

Primarily analyzes data only after statewideachievement tests are complete (1.2.3.I.2)

Collaborates with teachers to identifystudents that may benefit from the school’sacademic support or high ability programs(1.2.3.HE.3)

Collaboratively develops concrete actionsteps aligned with student and teacher needs(1.2.3.E.3)

Allows teachers to establish action steps thatlack clarity or alignment to performance data(1.2.3.IN.3)

Fails to identify action steps that are alignedwith interim or classroom assessment data(1.2.3.I.3)

Frequently follows up to ensure action plansare implemented with fidelity (1.2.3.E.4)

Fails to frequently follow up to ensure properimplementation (1.2.3.IN.4)

1.2.4 Demonstrates commitment to improve teacher performance



Identifies and facilitates opportunities for teachers to share bestpractices (1.2.4.HE.2)

Facilitates frequent differentiatedopportunities for teachers to engage inprofessional learning to increase theireffectiveness as instructors (1.2.4.E.2)

Facilitates general opportunities for teachersto engage in professional learning toincrease their effectiveness as instructors(1.2.4.IN.2)

Disregards the need for individualizedassistance/coaching (1.2.4.I.2)

Demonstrates the ability to increase theteachers' effectiveness as evidenced bypositive gains in student achievement(1.2.4.HE.3)

Facilitates frequent 1:1 assistance orcoaching to ensure proper implementation ofnew instructional strategies (1.2.4.E.3)

Provides individual assistance/coaching thatis infrequent (1.2.4.IN.3)

Provides limited opportunities for teachers toengage in professional learning (1.2.4.I.3)

Domain 1.3: Teacher Effectiveness- Talent Review1.3.1 Assists the principal with the evaluation of teachers



Uses knowledge of teacher strengths andweaknesses to assist the principal withstrategic planning (1.3.1.HE.2)

Ensures all evaluation processes andexpectations are transparent and clear(1.3.1.E.2)

Follows corporation policies and procedures,but fails to make these explicit to staffmembers evaluated (1.3.1.IN.2)

Fails to allocate the necessary time andresources to complete teacher evaluations asevidenced by inconsistent or nonexistentdocumentation (1.3.1.I.2)

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Allocates necessary time and resources tocomplete thorough, accurate and defensibleevaluations (1.3.1.E.3)

Allocates necessary time and resources tocomplete thorough evaluation, but summativeratings fail to differentiate teachereffectiveness (1.3.1.IN.3)

Incorporates limited student data andevidence of teacher practice in evaluationratings (1.3.1.I.3)

Demonstrates the ability to identify individualteacher strengths and weaknesses(1.3.1.E.4)

Uses all available data to assign summativeratings that clearly differentiate theeffectiveness of teachers (1.3.1.E.5)

Domain 2.1: Leadership Actions - Professional Leadership2.1.1 Effectively communicates



Uses communication to build commitment forand establish a pressing sense of urgency toachieve organizational goals (2.1.1.HE.2)

Communicates well with appropriateaudiences and responds in a timely mannerto resolve expressed concerns (2.1.1.E.2)

Maintains inconsistent lines ofcommunication and/or selectscommunication methods or media that havelimited effectiveness (2.1.1.IN.2)

Fails to keep appropriate audiencesinformed. Uses methods of communicationthat are ineffective or inappropriate for thecircumstance/audience (2.1.1.I.2)

Maintains high visibility, accessibility, andestablishes strong lines of communication(2.1.1.HE.3)

Uses appropriate communication methodsand media (2.1.1.E.3)

Responds in an inconsistent manner toresolve expressed concerns (2.1.1.IN.3)

Maintains appropriate visibility andaccessibility to staff (2.1.1.E.4)

2.1.2 Reflects on practice and continually learns



Promotes a culture of self-reflection andcontinuous improvement (2.1.2.HE.2)

Expresses willingness to learn and openlyacknowledges areas for growth (2.1.2.E.2)

Expresses willingness to learn from others,but is reluctant to admit own shortcomings(2.1.2.IN.2)

Resists changes to personal or leadershipbehaviors (2.1.2.I.2)

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Engages self and others in professionalgrowth experiences that translate into ademonstrable impact on student culture andachievement (2.1.2.HE.3)

Learns from personal experiences and theactions/insights of others (2.1.2.E.3)

Establishes and achieves most personaland/or professional growth goals, butrequires significant input from the principal inestablishing priorities and action steps(2.1.2.IN.3)

Fails to consistently achieve professionalgrowth goals as outlined in professionalgrowth plan (2.1.2.I.3)

Establishes priorities and and achievesaction plans focused on high-leverageleadership competencies (2.1.2.E.4)

2.1.3 Demonstrates resiliency and persistence



Engages staff and self in a continuouspursuit of professional growth and schoolimprovement (2.1.3.HE.2)

Uses challenges and setbacks to inspirecreative problem solving and renewedcommitment to accomplish ambitious goals(2.1.3.E.2)

Demonstrates the desire to produce greatresults, but fails to properly prioritize actionsteps or leverage available resources toachieve ambitious goals (2.1.3.IN.2)

Reacts with visible frustration to challengingproblems or setbacks (2.1.3.I.2)

Anticipates problems and confronts and solves problems that have yetto be successfully addressed (2.1.3.HE.3)

Identifies action steps and leveragesavailable resources to confront difficultproblems (2.1.3.E.3)

Easily loses focus on improving studentachievement (2.1.3.I.3)

2.1.4 Monitors time and task management



Prioritizes being an instructional leader above all else (2.1.4.HE.2)

Consistently allocates the time and resourcesnecessary to achieve ambitious goals(2.1.4.E.2)

Establishes and monitors progress towardsgoals, but fails to shield highest leverageactivities from low-level distractions(2.1.4.IN.2)

Rarely protects time for instructionalleadership priorities (2.1.4.I.2)

Is a model of punctuality and timeliness indischarging his/her professionalresponsibilities (2.1.4.HE.3)

Spends time on high leverage activities(2.1.4.E.3)

Delegates applicable responsibilities to otherstaff, but doesn’t consistently provide thesupport necessary for them to achievesuccess in these activities (2.1.4.IN.3)

Is frequently distracted by activities that couldbe delegated to others or that are unrelatedto achieving the school’s goals (2.1.4.I.3)

Delegates applicable responsibilities to otherstaff and helps them achieve success inthese activities (2.1.4.E.4)

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Domain 2.2: Leadership Actions - School Leadership2.2.1 Maintains a culture of excellence



Instills the daily habits necessary to create aculture of excellence (2.2.1.HE.2)

Contributes to the maintenance and/ordevelopment of a student-centered culturethat instills excellence and promotes learning(2.2.1.E.2)

Possesses positive beliefs and assumptionsabout the potential of students and staff tolearn and grow, but fails to contributeconsistently to the maintenance and/ordevelopment of a student-centered culture(2.2.1.IN.2)

Fails to take the initiative to identify andrecognize the accomplishments of others(2.2.1.I.2)

Is unwavering in maintaining high expectations for everyone (2.2.1.HE.3)

Provides students and staff the support, time,and structures necessary to be successful(2.2.1.E.3)

Recognizes and celebrates theaccomplishments of others, but allowssmaller performance issues to gouncorrected (2.2.1.IN.3)

Consistently ignores staff or studentperformance issues (2.2.1.I.3)

Celebrates the accomplishments of othersand proactively resolves performance issues(2.2.1.E.4)

2.2.2 Enhances teacher collaboration



Assists the principal in establishing a cultureof collaboration that drives positive gains instudent achievement (2.2.2.HE.2)

Facilitates teacher collaboration to designand implement student- centered initiativesaligned to the mission and vision of theschool (2.2.2.E.2)

Supports and encourages teamwork andcollaboration on student-centered initiatives,but fails to hold teams to high performancestandards (2.2.2.IN.2)

Fails to provide teacher teams the supportand/or resources necessary to achievedesired results (2.2.2.I.2)

Holds collaborating teams accountable forachieving desired results (2.2.2.E.3)

Fails to develop group relationships thatpromote teamwork, openness, and/orcollective problem solving (2.2.2.I.3)

2.2.3 Supports a universal code of conduct



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Facilitates the creation of student and staffculture that self-monitors and correctsinappropriate behaviors (2.2.3.HE.2)

Coaches a culture of excellence throughrepeated practice and modeling of desiredbehaviors (2.2.3.E.2)

Supports the maintenance of routines,procedures, and policies, but is primarilyreactive (2.2.3.IN.2)

Sends inconsistent messages about schoolpolicy (2.2.3.I.2)

Consistently and fairly applies positive andnegative consequences for behavior(2.2.3.E.3)

Fails to consistently apply either positiveand/or negative consequences for behavior(2.2.3.IN.3)

Tolerates discipline violations and allowspositive student and staff behavior to gounrecognized (2.2.3.I.3)

Promotes a predictable, safe learningenvironment through consistency of actions(2.2.3.E.4)

2.2.4 Engage families and the community in student learning



Demonstrates steadfast commitment to engaging parents who aretraditionally uninvolved in their children’seducation (2.2.4.HE.2)

Fosters partnerships with families,community agencies and/or the corporatesector (2.2.4.E.2)

Establishes relationships with keystakeholders, but does not capitalize upontheir strengths to enhance student learning(2.2.4.IN.2)

Rarely connects with stakeholders aboutstudent learning or to build commitment tokey school improvement efforts (2.2.4.I.2)

Capitalizes on the strengths of stakeholdersin the community to provide interventions,supports and resources to meet studentneeds (2.2.4.E.3)

Inconsistently engages established parents(2.2.4.IN.3)

Assists the principal in securing cooperationfrom family and community members tosupport school improvement initiatives(2.2.4.E.4)




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3.2 On-Time Arrival






3.4 Respect



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Domain 1.1: Teacher Effectiveness - Human Capital Management1.1.1 Hiring And Retention

At Level 4, a principal fulfills the criteria forLevel 3 and additionally: (1.1.1.HE.1)

Principal recruits, hires, and supportsteachers by: (1.1.1.E.1)

Principal recruits, hires, and supportseffective teachers by: (1.1.1.IN.1)

Principal does not recruit, hire, or supporteffective teachers who share the school’svision/mission by: (1.1.1.I.1)

Monitoring the effectiveness of the systemsand approaches in place used to recruit andhire teachers; (1.1.1.HE.2)

Consistently using teachers’ displayed levelsof effectiveness as the primary factor inrecruiting, hiring, and assigning decisions(1.1.1.E.2)

Occasionally using teachers’ displayed levelsof effectiveness as the primary factor inrecruiting, hiring, and assigning decisions ORusing displayed levels of effectiveness as asecondary factor; (1.1.1.IN.2)

Rarely or never using teacher effectivenessas a factor in recruiting, hiring, or assigningdecisions (1.1.1.I.2)

Demonstrating the ability to increase theentirety or significant majority of teachers’effectiveness as evidenced by gains instudent achievement and teacher evaluationresults; (1.1.1.HE.3)

Demonstrating ability to increase mostteachers’ effectiveness as evidenced bygains in student achievement and growth;(1.1.1.E.3)

Demonstrating ability to increase someteachers’ effectiveness; (1.1.1.IN.3)

Rarely or never demonstrating the ability toincrease teachers’ effectiveness by movingteachers along effectiveness ratings;(1.1.1.I.3)

Articulating, recruiting, and leveraging thepersonal characteristics associated with theschool’s stated vision (i.e. diligent individualsto fit a rigorous school culture). (1.1.1.HE.4)

Aligning personnel decisions with the visionand mission of the school. (1.1.1.E.4)

Occasionally applying the school’svision/mission to HR decisions. (1.1.1.IN.4)

Rarely or never applying the school’svision/mission to HR decisions. (1.1.1.I.4)

1.1.2 Evaluation Of Teachers


Principal prioritizes and applies teacherevaluations by: (1.1.2.E.1)

Principal prioritizes and applies teacherevaluations by: (1.1.2.IN.1)

Principal does not prioritize and applyteacher evaluations by: (1.1.2.I.1)

Monitoring the use of time and/or evaluationprocedures to consistently improve theevaluation process. (1.1.2.HE.2)

Creating the time and/or resourcesnecessary to ensure the accurate evaluationof every teacher in the building; (1.1.2.E.2)

Creating insufficient time and/or resourcesnecessary to ensure the accurate evaluationof every teacher in the building; (1.1.2.IN.2)

Failing to create the time and/or resourcesnecessary to ensure the accurate evaluationof every teacher in the building; (1.1.2.I.2)

Using teacher evaluations to crediblydifferentiate the performance of teachers asevidenced by an alignment between teacherevaluation results and building-levelperformance; (1.1.2.E.3)

Using teacher evaluations to partiallydifferentiate the performance of teacher;(1.1.2.IN.3)

Rarely or never using teacher evaluation todifferentiate the performance of teachers ;(1.1.2.I.3)

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RISE 2.0 Principal EffectivenessPrinted: September 04, 2018 at 12:29pm

Following processes and procedures outlinedin the corporation evaluation plan for all staffmembers (1.1.2.E.4)

Following most processes and proceduresoutlined in the corporation evaluation plan forall staff members. (1.1.2.IN.4)

Failing to follow all processes and processesoutlined in the corporation evaluation plan forstaff members. (1.1.2.I.4)

1.1.3 Professional Development


Principal orchestrates professional learningopportunities by: (1.1.3.E.1)

Principal orchestrates aligned professionallearning opportunities tuned to staff needsby: (1.1.3.IN.1)

Principal does not orchestrate alignedprofessional learning opportunities tuned tostaff needs by: (1.1.3.I.1)

Frequently creating learning opportunities inwhich highly effective teachers support theirpeers; (1.1.3.HE.2)

Providing learning opportunities to teachersaligned to professional needs based onstudent academic performance data andteacher evaluation results; (1.1.3.E.2)

Providing generalized learning opportunitiesaligned to the professional needs of someteachers based on student academicperformance data; (1.1.3.IN.2)

Providing generic or low-quality learningopportunities unrelated to or uninformed bystudent academic performance data;(1.1.3.I.2)

Monitoring the impact of implementedlearning opportunities on studentachievement; (1.1.3.HE.3)

Providing learning opportunities in a varietyof formats, such as instructional coaching,workshops, team meetings, etc. (1.1.3.E.3)

Providing learning opportunities with littlevariety of format; (1.1.3.IN.3)

Providing no variety in format of learningopportunities; (1.1.3.I.3)

Efficiently and creatively orchestratingprofessional learning opportunities in order tomaximize time and resources dedicated tolearning opportunities. (1.1.3.HE.4)

Providing differentiated learning opportunitiesto teachers based on evaluation results.(1.1.3.E.4)

Providing differentiated learning opportunitiesto teachers in some measure based onevaluation results. (1.1.3.IN.4)

Failing to provide professional learningopportunities based on evaluation results.(1.1.3.I.4)

1.1.4 Leadership And Talent Development


Principal develops leadership and talent by:(1.1.4.E.1)

Principal develops leadership and talent by:(1.1.4.IN.1)

Principal does not develop leadership andtalent by: (1.1.4.I.1)

Encouraging and supporting teacherleadership and progression on careerladders; (1.1.4.HE.2)

Designing and implementing successionplans (e.g. career ladders) leading to everyposition in the school; (1.1.4.E.2)

Designing and implementing successionplans (e.g. career ladders) leading to somepositions in the school; (1.1.4.IN.2)

Rarely or never designing and implementingsuccession plans (e.g. career ladders leadingto positions in the school; (1.1.4.I.2)

Systematically providing opportunities foremerging leaders to distinguish themselvesand giving them the authority to complete thetask; (1.1.4.HE.3)

Providing formal and informal opportunitiesto mentor emerging leaders; (1.1.4.E.3)

Providing formal and informal opportunitiesto mentor some, but not all, emerging leaders(1.1.4.IN.3)

Rarely or never provides mentorship toemerging leaders; (1.1.4.I.3)

Recognizing and celebrating emergingleaders. (1.1.4.HE.4)

Promoting support and encouragement ofleadership and growth as evidenced by thecreation of and assignment to leadershippositions or learning opportunities.(1.1.4.E.4)

Providing moderate support andencouragement of leadership and growth asevidenced by assignment to existingleadership positions without expandingpossible positions to accommodate emergingand developing leaders. (1.1.4.IN.4)

Providing no support and encouragement ofleadership and growth; (1.1.4.I.4)

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Frequently assigns responsibilities withoutallocating necessary authority. (1.1.4.I.5)

1.1.5 Delegation


Principal delegates tasks and responsibilitiesappropriately by: (1.1.5.E.1)

Principal delegates tasks and responsibilitiesappropriately by: (1.1.5.IN.1)

Principal does not delegate tasks andresponsibilities appropriately by: (1.1.5.I.1)

Encouraging and supporting staff membersto seek out responsibilities; (1.1.5.HE.2)

Seeking out and selecting staff members forincreased responsibility based on theirqualifications, performance, and/oreffectiveness; (1.1.5.E.2)

Occasionally seeking out and selecting staffmembers for increased responsibility basedon their qualifications, performance and/oreffectiveness; (1.1.5.IN.2)

Rarely or never seeking out and selectingstaff members for increased responsibilitybased on their qualifications, performance,and/or effectiveness; (1.1.5.I.2)

Monitoring and supporting staff in a fashionthat develops their ability to manage tasksand responsibilities. (1.1.5.HE.3)

Monitoring the progress towards success ofthose to whom delegations have been made;(1.1.5.E.3)

Monitoring completion of delegated tasksand/or responsibilities, but not necessarilyprogress towards completion; (1.1.5.IN.3)

Rarely or never monitoring completion of orprogress toward delegated task and/orresponsibility; (1.1.5.I.3)

Providing support to staff members asneeded. (1.1.5.E.4)

Providing support, but not always as needed.(1.1.5.IN.4)

Rarely or never providing support.(1.1.5.I.4)

1.1.6 Strategic Assignment

? At Level 4, a principal fulfills the criteria forLevel 3 and additionally: (1.1.6.HE.1)

Principal uses staff placement to supportinstruction by: (1.1.6.E.1)

Principal uses staff placement to supportinstruction by: (1.1.6.IN.1)

Principal does not use staff placement tosupport instruction by: (1.1.6.I.1)

Leveraging teacher effectiveness to furthergenerate student success by assigningteachers and staff to professional learningcommunities or other teams that complimentindividual strengths and minimizeweaknesses. (1.1.6.HE.2)

Strategically assigning teachers and staff toemployment positions based onqualifications, performance, anddemonstrated effectiveness (when possible)in a way that supports school goals andmaximizes achievement for all students;(1.1.6.E.2)

Systematically assigning teachers and staffto employment positions based on severalfactors without always holding studentacademic needs as the first priority inassignment when possible. (1.1.6.IN.2)

Assigning teachers and staff based toemployment positions purely onqualifications, such as license or education,or other determiner not directly related tostudent learning or academic needs.(1.1.6.I.2)

Strategically assigning support staff toteachers and classes as necessary tosupport student achievement. (1.1.6.E.3)

1.1.7 Addressing Teachers Who Are In Need Of Improvement Or Ineffective


Principal addresses teachers in need ofimprovement or ineffective by: (1.1.7.E.1)

Principal addresses teachers in need ofimprovement or ineffective by: (1.1.7.IN.1)

Principal does not address teachers in needof improvement or ineffective by: (1.1.7.I.1)

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Tracking remediation plans in order to informfuture decisions about effectiveness ofcertain supports. (1.1.7.HE.2)

Developing remediation plans with teachersrated as ineffective or in need ofimprovement; (1.1.7.E.2)

Occasionally, rarely or never developingremediation plans with teachers rated asineffective or in need of improvement;(1.1.7.I.2)

Staying in frequent communication withteachers on remediation plans to ensurenecessary support; (1.1.7.HE.3)

Monitoring the success of remediation plans;(1.1.7.E.3)

Occasionally monitoring the success ofremediation plans; (1.1.7.IN.3)

Rarely or never monitoring the success ofremediation plans; (1.1.7.I.3)

Following statutory and contractual languagein counseling out or recommending fordismissal ineffective teachers. (1.1.7.E.4)

Occasionally following statutory andcontractual language in counseling out orrecommending for dismissal ineffectiveteachers. (1.1.7.IN.4)

Rarely or never following statutory andcontractual language in counseling out orrecommending for dismissal ineffectiveteachers. (1.1.7.I.4)

Domain 1.2: Teacher Effectiveness - Instructional Leadership1.2.1 Mission And Vision


Principal supports a school-wide instructionalvision and/or mission by: (1.2.1.E.1)

Principal supports a school-wide instructionalvision and/or mission by: (1.2.1.IN.1)

Principal does not support a school-wideinstructional vision and/or mission by:(1.2.1.I.1)

Defining long, medium, and short-termapplication of the vision and/or mission;(1.2.1.HE.2)

Creating a vision and/or mission based on aspecific measurable, ambitious, rigorous, andtimely; instructional goal(s); (1.2.1.E.2)

Creating a vision and/or mission based on aspecific measurable, ambitious, rigorous, andtimely; instructional goal(s); (1.2.1.IN.2)

Failing to adopt a school-wide instructionalvision and/or mission; (1.2.1.I.2)

Monitoring and measuring progress towardthe school’s vision and/or mission;(1.2.1.HE.3)

Defining specific instructional and behavioralactions linked to the school’s vision and/ormission (1.2.1.E.3)

Making significant key decisions withoutalignment to the vision and/or mission;(1.2.1.IN.3)

Defining a school-wide instructional visionand/or mission that is not applied todecisions; (1.2.1.I.3)

Cultivating complete commitment to andownership of the school’s vision and/ormission fully within the school and thatspreads to other stakeholder groups.(1.2.1.HE.4)

Cultivating commitment to and ownership ofthe school’s vision and/or mission within themajority of the teachers and students, asevidenced by the vision/mission beingcommunicated consistently and in a varietyof ways, such as in classrooms andexpressed in conversations with teachersand students. (1.2.1.E.4)

Cultivating a level of commitment to andownership of the school’s vision and/ormission that encapsulates some, but not all,teachers and students. (1.2.1.IN.4)

Implementing a school-wide instructionalvision without cultivating commitment to orownership of the vision and/or mission, asevidenced by a lack of student and teacherawareness. (1.2.1.I.4)

Frequently revisiting and discussing thevision and/or mission to ensureappropriateness and rigor; (1.2.1.HE.5)

Ensuring all key decisions are aligned to thevision and/or mission; (1.2.1.E.5)

1.2.2 Classroom Observationspage 4 of 13



Principal uses classroom observations tosupport student academic achievement by:(1.2.2.E.1)

Principal uses classroom observations tosupport student academic achievement by:(1.2.2.IN.1)

Principal uses classroom observations tosupport student academic achievement by:(1.2.2.I.1)

Creating systems and schedules ensuring allteachers are frequently observed, and theseobservations are understood by the principal,teachers, and students to be an absolutepriority; (1.2.2.HE.2)

Visiting all teachers frequently (announcedand unannounced) to observe instruction;(1.2.2.E.2)

Occasionally visiting teachers to observeinstruction; (1.2.2.IN.2)

Rarely or never visiting teachers to observeinstruction; (1.2.2.I.2)

Monitoring the impact of feedback providedto teachers. (1.2.2.HE.3)

Frequently analyzing student performancedata with teachers to drive instruction andevaluate instructional quality; (1.2.2.E.3)

Occasionally analyzing student performancedata to drive instruction evaluate instructionalquality; (1.2.2.IN.3)

Rarely or never analyzing studentperformance data OR lacking ability to derivemeaning from analysis of data; (1.2.2.I.3)

Providing prompt and actionable feedback toteachers aimed at improving studentoutcomes based on observations andstudent performance data. (1.2.2.E.4)

Providing inconsistent or ineffective feedbackto teachers and/or that is not aimed atimproving student outcomes. (1.2.2.IN.4)

Rarely or never providing feedback toteachers or consistently providing feedbackto teachers that is completely unrelated tostudent outcomes. (1.2.2.I.4)

1.2.3 Teacher Collaboration


Principal supports teacher collaboration by:(1.2.3.E.1)

Principal supports teacher collaboration by:(1.2.3.IN.1)

Principal does not support teachercollaboration by: (1.2.3.I.1)

Monitoring collaborative efforts to ensure aconstant focus on student learning;(1.2.3.HE.2)

Establishing a culture of collaboration withstudent learning and achievement at thecenter as evidenced by systems such ascommon planning periods; (1.2.3.E.2)

Establishing a culture of collaboration withouta clear or explicit focus on student learningand achievement; (1.2.3.IN.2)

Failing to establish or support a culture ofcollaboration through not establishingsystems such as common planning periods;(1.2.3.I.2)

Tracking best collaborative practices to solvespecific challenges; (1.2.3.HE.3)

Encouraging teamwork, reflection,conversation, sharing, openness, andcollective problem solving; (1.2.3.E.3)

Supporting and encouraging teamwork andcollaboration in a limited number of ways;(1.2.3.IN.3)

Discouraging teamwork, openness, andcollective problem solving by failing toprovide staff with information pertaining toproblems and/or ignoring feedback;(1.2.3.I.3)

Holding collaborating teams accountable fortheir results. (1.2.3.HE.4)

Aligning teacher collaborative efforts to theschool’s vision/mission. (1.2.3.E.4)

Occasionally aligning teacher collaborativeefforts to instructional practices. (1.2.3.IN.4)

Rarely or never aligning teacher collaborativeefforts to instructional practices. (1.2.3.I.4)

Domain 1.3: Teacher Effectiveness - Leading Indicators of Student Learning1.3.1 Planning And Developing Student Learning Objectives

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Principal supports the planning anddevelopment of Student Learning Objectives(SLOs) by: (1.3.1.E.1)

Principal supports the creation of StudentLearning Objectives (SLOs) by: (1.3.1.IN.1)

Principal does not support the creation ofStudent Learning Objectives by: (1.3.1.I.1)

Utilizing SLOs as the basis of school-widegoals, and/or the vision and mission;(1.3.1.HE.2)

Organizing and leading opportunities forcollaboration within departments and acrossgrades in developing SLOs; (1.3.1.E.2)

Organizing, but only occasionally leading orparticipating in opportunities forcollaboration, or developing the systems andprocesses necessary for collaboration tooccur; (1.3.1.IN.2)

Failing to organize/provide opportunities forteacher collaboration; (1.3.1.I.2)

Communicating with community members,parents, and other stakeholders the purposeand progress towards SLOs; (1.3.1.HE.3)

Collaborating with teachers to identifystandards or skills to be assessed;(1.3.1.E.3)

Occasionally collaborating with teachers toidentify standards or skills to be assessed;(1.3.1.IN.3)

Failing to meet with teachers to look atbaseline data, select assessments, and setSLOs; (1.3.1.I.3)

Ensuring students are aware of and cancommunicate the academic expectationsinherent in teacher SLOs; (1.3.1.HE.4)

Collaborating with teachers to develop/selectassessments to evaluate overall studentprogress; utilizing assessments thataccurately and reliably measure studentlearning; (1.3.1.E.4)

Focusing on teachers with existing commonassessments, but failing to help those whoneed the most help in developingassessments; (1.3.1.IN.4)

Empowering teachers, staff, and students toparticipate in the monitoring of progresstowards SLOs; (1.3.1.HE.5)

Systematically working with teachers tomonitor and revisit SLOs throughout year asnecessary. (1.3.1.E.5)

Working with teachers only occasionallythroughout the year to measure progresstowards goals; (1.3.1.IN.5)

Not meeting with teachers throughout theyear to look at progress towards goals.(1.3.1.I.5)

Revisiting the use and design of teacher andschool-wide tracking tools. (1.3.1.HE.6)

Utilizing a tracking tool to monitor school-wide progress on SLOs; (1.3.1.E.6)

Occasionally ensuring most teachers utilize atracking tool to show student progress ORtracking tools utilized do not measureprogress towards SLOs. (1.3.1.IN.6)

Ensuring teachers utilize a tracking tool toshow student progress towards SLOs.(1.3.1.E.7)

1.3.2 Rigorous Student Learning Objectives


Principal creates rigor in SLOs by:(1.3.2.E.1)

Principal creates rigor in SLOs by:(1.3.2.IN.1)

Principal creates rigor in SLOs by:(1.3.2.I.1)

Utilizing rigorous SLOs to define and lead aschool’s culture and sense of urgency;(1.3.2.HE.2)

Ensuring teachers’ SLOs define desiredoutcomes; (1.3.2.E.2)

Allowing teachers to set lower expectationsfor the growth of some students than others,and this is reflected in SLOs; (1.3.2.IN.2)

Allowing for outcomes to be benchmarked toless than typical growth; (1.3.2.I.2)

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Establishing an on-going culture of looking atdata and progress towards SLOs involving allstaff members in the school regularlymeeting to talk about data and instructionalpractice. (1.3.2.HE.3)

Ensuring outcomes are benchmarked to highexpectations, such as international standardsand/or typical to high growth; (1.3.2.E.3)

Assessing baseline data that may not beeffectively used to assess students’ startingpoints; (1.3.2.IN.3)

Failing to assess baseline knowledge ofstudents; (1.3.2.I.3)

Ensuring assessments used correspond tothe appropriate state content standards;(1.3.2.E.4)

Selecting and allowing for assessments thatmay not be appropriately aligned to statecontent standards. (1.3.2.IN.4)

Failing to select assessments that areappropriately aligned to content standards.(1.3.2.I.4)

Ensuring an analysis of previous year’sstudent performance is included in thedevelopment of SLOs; (1.3.2.E.5)

Ensuring SLOs are focused on demonstrablegains in students’ mastery of academicstandards as measured by achievementand/or growth. (1.3.2.E.6)

1.3.3 Instructional Time


Principal supports instructional time by:(1.3.3.E.1)

? ?Principal supports instructional time by:(1.3.3.IN.1)

? ???Principal does not support instructionaltime by: (1.3.3.I.1)

Systematically monitors the use ofinstructional time to create innovativeopportunities for increased and/or enhancedinstructional time. (1.3.3.HE.2)

Removing all sources of distractions ofinstructional time; (1.3.3.E.2)

Removing major sources of distractions ofinstructional time; (1.3.3.IN.2)

Failing to establish a culture in whichinstructional time is the priority, as evidencedby discipline issues, attendance, interruptionsto the school day, etc; (1.3.3.I.2)

Promoting the sanctity of instructional time;(1.3.3.E.3)

Attempting to promote sanctity ofinstructional time but is hindered by issuessuch as school discipline, lack of highexpectations, etc; (1.3.3.IN.3)

Rarely or never promoting the sanctity ofinstructional time; (1.3.3.I.3)

Ensuring every minute of instructional time ismaximized in the service of student learningand achievement, and free from distractions.(1.3.3.E.4)

Occasionally allowing unnecessary non-instructional events and activities to interruptinstructional time. (1.3.3.IN.4)

Frequently allowing and/or encouragingunnecessary non-instructional events andactivities to interrupt instructional time.(1.3.3.I.4)

Domain 2.1: Leadership Actions - Personal Behavior2.1.1 Professionalism

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Principal displays professionalism by:(2.1.1.E.1)

Principal supports professionalism by:(2.1.1.IN.1)

Principal does not support professionalismby: (2.1.1.I.1)

Articulates and communicates appropriatebehavior to all stakeholders, includingparents and the community; (2.1.1.HE.2)

Modeling professional, ethical, and respectfulbehavior at all times; (2.1.1.E.2)

Failing to model professionalism at all timesbut understanding of professionalexpectations as evidenced by not actingcounter to these expectations; (2.1.1.IN.2)

Failing to model professionalism at all times,and occasionally modeling behaviors counterto professional expectations; (2.1.1.I.2)

Creates mechanisms, systems, and/orincentives to motivate students andcolleagues to display professional, ethical,and respectful behavior at all times(2.1.1.HE.3)

Expecting students and colleagues to displayprofessional, ethical, and respectful behaviorat all times. (2.1.1.E.3)

Occasionally holding students andcolleagues to professional, ethical, andrespectful behavior expectations.(2.1.1.IN.3)

Rarely or never holding students andcolleagues to professional, ethical, andrespectful behavior expectations. (2.1.1.I.3)

2.1.2 Time Managment


Principal manages time effectively by:(2.1.2.E.1)

Principal manages time effectively by:(2.1.2.IN.1)

Principal manages time effectively by:(2.1.2.I.1)

Monitoring progress toward establishedyearly, monthly, weekly, and daily prioritiesand objectives; (2.1.2.HE.2)

Establishing yearly, monthly, weekly, anddaily priorities and objectives; (2.1.2.E.2)

Establishing short-term and long-termobjectives that are not clearly aligned andconnected by intermediate objectives;(2.1.2.IN.2)

Rarely or never establishing timely objectivesor priorities; (2.1.2.I.2)

Monitoring use of time to identify areas thatare not effectively utilized; (2.1.2.HE.3)

Identifying and consistently prioritizingactivities with the highest-leverage on studentachievement. (2.1.2.E.3)

Occasionally prioritizes activities unrelated tostudent achievement. (2.1.2.IN.3)

Regularly prioritizing activities unrelated tostudent achievement; (2.1.2.I.3)

2.1.3 Using Feedback To Improve Student Performance


Principal uses feedback to improve studentperformance by: (2.1.3.E.1)

Principal uses feedback to improve studentperformance by: (2.1.3.IN.1)

Principal does not use feedback to improvestudent performance by: (2.1.3.I.1)

Developing and implementing systems andmechanisms that generate feedback andadvice from students, teachers, parents,community members, and other stakeholdersto improve student performance;(2.1.3.HE.2)

Actively soliciting feedback and help from allkey stakeholders; (2.1.3.E.2)

Accepts feedback from any stakeholder whenit is offered but does not actively seek outsuch input; (2.1.3.IN.2)

Regularly avoiding or devaluing feedback;(2.1.3.I.2)

Identifying the most efficient means throughwhich feedback can be generated.(2.1.3.HE.3)

Acting upon feedback to shape strategicpriorities to be aligned to studentachievement. (2.1.3.E.3)

Occasionally acting upon feedback to shapestrategic priorities aligned to studentachievement. (2.1.3.IN.3)

Rarely or never applying feedback to shapepriorities. (2.1.3.I.3)

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Establishing “feedback loops” in which thosewho provide feedback are kept informed ofactions taken based on that feedback.(2.1.3.HE.4)

2.1.4 Initiative And Persistence


Principal displays initiative and persistenceby: (2.1.4.E.1)

Principal displays initiative and persistenceby: (2.1.4.IN.1)

Principal does not display initiative andpersistence by: (2.1.4.I.1)

Exceeding typical expectations to accomplishambitious goals; (2.1.4.HE.2)

Consistently achieving expected goals;(2.1.4.E.2)

Achieving most, but not all expected goals;(2.1.4.IN.2)

Rarely or never achieving expected goals;(2.1.4.I.2)

Regularly identifying, communicating, andaddressing the school’s most significantobstacles to student achievement;(2.1.4.HE.3)

Taking on voluntary responsibilities thatcontribute to school success; (2.1.4.E.3)

Occasionally taking on additional, voluntaryresponsibilities that contribute to schoolsuccess; (2.1.4.IN.3)

Rarely or never taking on additional,voluntary responsibilities that contribute toschool success; (2.1.4.I.3)

Engaging with key stakeholders at the districtand state level, and within the localcommunity to create solutions to the school’smost significant obstacles to studentachievement. (2.1.4.HE.4)

Taking risks to support students in achievingresults by identifying and frequentlyattempting to remove the school’s mostsignificant obstacles to student achievement;(2.1.4.E.4)

Occasionally taking risks to support studentsin achieving results by attempting to removethe school’s most significant obstacles tostudent achievement; (2.1.4.IN.4)

Rarely or never taking risks to supportstudents in achieving results; (2.1.4.I.4)

Seeking out potential partnerships withgroups and organizations with the intent ofincreasing student achievement. (2.1.4.E.5)

Infrequently seeking out potentialpartnerships with groups and organizationswith the intent of increasing studentachievement. (2.1.4.IN.5)

Never seeking out potential partnerships.(2.1.4.I.5)

Domain 2.2: Leadership Actions - Building Relationships2.2.1 Culture Of Urgency


Principal creates an organizational culture ofurgency by: (2.2.1.E.1)

Principal creates an organizational culture ofurgency by: (2.2.1.IN.1)

Principal does not create an organizationalculture of urgency by: (2.2.1.I.1)

Ensuring the culture of urgency issustainable by celebrating progress whilemaintaining a focus on continuedimprovement; (2.2.1.HE.2)

Aligning the efforts of students, parents,teachers, and other stakeholders to a sharedunderstanding of academic and behavioralexpectations; (2.2.1.E.2)

Aligning major efforts of students andteachers to the shared understanding ofacademic and behavioral expectations, whilefailing to include other stakeholders;(2.2.1.IN.2)

Failing to align efforts of students andteachers to a shared understanding ofacademic and behavior expectations;(2.2.1.I.2)

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Leading a relentless pursuit of theseexpectations. (2.2.1.E.3)

Occasionally leading a pursuit of theseexpectations. (2.2.1.IN.3)

Failing to identify the efforts of students andteachers, thus unable to align these efforts.(2.2.1.I.3)

2.2.2 Communication


Principal skillfully and clearly communicatesby: (2.2.2.E.1)

Principal skillfully and clearly communicatesby: (2.2.2.IN.1)

Principal does not skillfully and clearlycommunicate by: (2.2.2.I.1)

To the extent possible, messaging keyconcepts in real time; (2.2.2.HE.2)

Messaging key concepts, such as theschool’s goals, needs, plans, success, andfailures; (2.2.2.E.2)

Messaging most, but not all, key concepts;(2.2.2.IN.2)

Rarely or never messaging key concepts;(2.2.2.I.2)

Tracking the impact of interactions withstakeholders, revising approach andexpanding scope of communications whenappropriate; (2.2.2.HE.3)

Interacting with a variety of stakeholders,including students, families, communitygroups, central office, teacher associations,etc; (2.2.2.E.3)

Interacting with a variety of stakeholders butnot yet reaching all invested groups andorganizations; (2.2.2.IN.3)

Interacting with a limited number ofstakeholders and failing to reach several keygroups and organizations; (2.2.2.I.3)

Monitoring the success of differentapproaches to communicating to identify themost appropriate channel of communicatingin specific situations. (2.2.2.HE.4)

Utilizing a variety of means and approachesof communicating, such as face-to-faceconversations, newsletters, websites, etc.(2.2.2.E.4)

Utilizing a limited number of means andapproaches to communication. (2.2.2.IN.4)

Not utilizing a variety of means orapproaches to communication ORineffectively utilizing several means ofcommunication. (2.2.2.I.4)

2.2.3 Forging Consensus For Change And Improvement


Principal creates a consensus for changeand improvement by: (2.2.3.E.1)

Principal creates a consensus for changeand improvement by: (2.2.3.IN.1)

Principal does not create a consensus forchange and improvement by: (2.2.3.I.1)

Guides others through change andaddresses resistance to that change;(2.2.3.HE.2)

Using effective strategies to work toward aconsensus for change and improvement;(2.2.3.E.2)

dentifying areas where agreement isnecessary and has not yet begun toimplement strategies to achieve thatagreement; (2.2.3.IN.2)

Failing to identify areas in which agreementand/or consensus is necessary; (2.2.3.I.2)

Monitors the success of strategies andrevises based on strengths and weaknesses;(2.2.3.HE.3)

Systematically managing and monitoringchange processes; (2.2.3.E.3)

Managing change and improvementprocesses without building systems andallies necessary to support the process;(2.2.3.IN.3)

Rarely or never managing or developing aprocess for change and/or improvement;(2.2.3.I.3)

Creates cultural changes that reflect andsupport building a consensus for change.(2.2.3.HE.4)

Securing cooperation from key stakeholdersin planning and implementing change anddriving improvement. (2.2.3.E.4)

Asking for feedback but not yet successful insecuring cooperation in delivering input fromall stakeholders. (2.2.3.IN.4)

Rarely or never seeking out feedback orsecuring cooperation – making unilateral,arbitrary decisions. (2.2.3.I.4)

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Domain 2.3: Leadership Actions - Culture of Achievement2.3.1 High Expectations


Principal creates and supports highacademic and behavior expectations by:(2.3.1.E.1)

Principal creates and supports highacademic and behavioral expectations by:(2.3.1.IN.1)

Principal does not create or support highacademic and behavior expectations by:(2.3.1.I.1)

Incorporating community members and otherpartner groups into the establishment andsupport of high academic and behaviorexpectations; (2.3.1.HE.2)

Empowering teachers and staff to set highand demanding academic and behaviorexpectations for every student; (2.3.1.E.2)

Setting clear expectations for studentacademics and behavior but occasionallyfailing to hold students to these expectations;(2.3.1.IN.2)

Accepting poor academic performanceand/or student behavior; (2.3.1.I.2)

Benchmarking expectations to theperformance of the state’s highest performingschools; (2.3.1.HE.3)

Empowering students to set high anddemanding expectations for themselves;(2.3.1.E.3)

Setting expectations but failing to empowerstudents and/or teachers to set highexpectations for student academic andbehavior. (2.3.1.IN.3)

Failing to set high expectations or setsunrealistic or unattainable goals (2.3.1.I.3)

Creating systems and approaches to monitorthe level of academic and behaviorexpectations; (2.3.1.HE.4)

Ensuring that students are consistentlylearning, respectful, and on task; (2.3.1.E.4)

Encouraging a culture in which students areable to clearly articulate their diversepersonal academic goals. (2.3.1.HE.5)

Setting clear expectations for studentacademics and behavior and establishingconsistent practices across classrooms;(2.3.1.E.5)

Ensuring the use of practices with proveneffectiveness in creating success for allstudents, including those with diversecharacteristics and needs. (2.3.1.E.6)

2.3.2 Academic Rigor


Principal establishes academic rigor by:(2.3.2.E.1)

Principal establishes academic rigor by:(2.3.2.IN.1)

Principal has not established academic rigorby: (2.3.2.I.1)

Creating systems to monitor the progresstowards rigorous academic goals, ensuringwins are celebrated when goals are met andnew goals reflect achievements.(2.3.2.HE.2)

Creating ambitious academic goals andpriorities that are accepted as fixed andimmovable. (2.3.2.E.2)

Creating academic goals that are nearing therigor required to meet the school’s academicgoals; (2.3.2.IN.2)

Failing to create academic goals or prioritiesOR has created academic goals andpriorities that are not ambitious; (2.3.2.I.2)

Creating academic goals but occasionallydeviates from these goals in the face ofadversity. (2.3.2.IN.3)

Consistently sets and abandons ambitiousacademic goals. (2.3.2.I.3)

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2.3.3 Data Usage In Teams

?At Level 4, a principal fulfills the criteria forLevel 3 and additionally: (2.3.3.HE.1)

Principal utilizes data by: (2.3.3.E.1) Principal utilizes data by: (2.3.3.IN.1) Principal does not utilize data by: (2.3.3.I.1)

Data used as basis of decision making istransparent and communicated to allstakeholders; (2.3.3.HE.2)

Orchestrating frequent and timely teamcollaboration for data analysis; (2.3.3.E.2)

Occasionally supporting and/or orchestratingteam collaboration for data analysis;(2.3.3.IN.2)

Rarely or never organizing efforts to analyzedata; (2.3.3.I.2)

Monitoring the use of data in formulatingaction plans to identify areas whereadditional data is needed. (2.3.3.HE.3)

Developing and supporting others informulating action plans for immediateimplementation that are based on dataanalysis. (2.3.3.E.3)

Occasionally developing and supportingothers in formulating action plans forimplementation that are based on dataanalysis. (2.3.3.IN.3)

Rarely or never applying data analysis todevelop action plans. (2.3.3.I.3)




3.2 On-Time Arrival




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3.4 Respect



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Domain 1: Purposeful Planning and Preparation1.01 Utilizes appropriate pre-referral data to address referral requests

As well as meeting all of the effectiveelements, the school professional:(1.0.HE.1)

The school professional: (1.0.E.1) The school professional meets most, but notall of the effective elements. (1.0.IN.1)

The school professional meets few or none ofthe effective elements. (1.0.I.1)

Provides strategies to staff/parents forstudents who will not continue in the referralprocess. (1.0.HE.2)

Uses assessment and data collectionmethods that:

Address referral question(s).

Administers, scores, and interprets testresults according to the manual. (1.0.E.2)

or (1.0.HE.3)

Continues to monitor student progress if noreferral is generated. (1.0.HE.4)

1.02 Contributes to school-wide assessment and data-based practices for academic, social-emotional, and behavioraldomains




Serves as a member of school level teams(i.e. school improvement team, interventionteam, etc.). (1.0.HE.2)

Contributes to school-wide assessmentpractices in a manner that meets theexpectations of the role/school(s). (1.0.E.2)

Assists with professional developmentactivities to support school-wide assessmentpractices and/or knowledge of the referralprocess. (1.0.HE.3)

Collects or assists with the collection, ofstudent data to inform core curriculum andinstructional practices. (1.0.E.3)

Researches and helps select assessmentsfor universal screening. (1.0.E.4)

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School PsychologistsPrinted: September 04, 2018 at 12:12pm

Summarizes universal screening and/or benchmarking data. (1.0.E.5)

Applies data to curricular decisions and/orinstructional practices. (1.0.E.6)

1.03 Contributes to progress monitoring and data-based decisions regarding intervention practices




Serves as a member of student level teams(i.e. intervention team, problem solving team,etc.). (1.0.HE.2)

Contributes to progress monitoring and data-based decisions regarding intervention practices that meet theexpectations of the school’s role by: -Collecting or assisting with collection, of student progress monitoring data. -Researching and helping selectassessments for progress Monitoring.

-Summarizing progress monitoring data

-Applying progress monitoring data todetermine course of action. (1.0.E.2)

Conducts evaluation of intervention practices and programs to ensure effectiveness and guidesystem modification. (1.0.HE.3)

Conducts supplemental diagnosticassessments to assist in interventionselection. (1.0.HE.4)

Assists with the development and/or delivery of staff professional development to supportintervention practices. (1.0.HE.5)

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1.04 Utilizes technology as part of data-based decision making practices

As well as meeting all of the effectiveelements, the school professional: (1.0.HE.1)



Utilizes technological tools and programs ininnovative ways to meet the needs ofschool(s) and/or enhance job performance (1.0.HE.2)

Utilizes technology tools to: -collect assessment data, when appropriate -score data -summarize data -share data and findings with others. (1.0.E.2)

Provides mentoring and coaching tocolleagues regarding the use of technologicaltools and programs. (1.0.HE.3)

1.05 Conducts special education evaluations to inform eligibility, service provision and program decisions


The school professional’s: (1.0.E.1) The school professional meets most, but notall of the effective elements. (1.0.IN.1)


Utilizes integrated report structure.(1.0.HE.2)

Educational Evaluations are completed bycompliance due dates. (1.0.E.2)

Provides mentoring and coaching tocolleagues regarding conducting educationalevaluations. (1.0.HE.3)

Educational Evaluations are compliant withminimum requirements of Article 7 andSSJCSS procedures. (1.0.E.3)

Educational Evaluations consider studentdiversity, culture and educational backgroundwhen determining evaluation appropriate forthe student. (1.0.E.4)

Educational Evaluations are informative forinstructional and/or programming purposes. (1.0.E.5)

Educational Evaluations effectivelycommunicate evaluation findings to schoolstaff through written reports and conferences. (1.0.E.6)

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Domain 2: Effective Instruction, Treatment and/or Instructional Support2.01 Exhibits knowledge of school-wide curricular and instructional practices




Assists with the development and/or deliveryof staff professional development to supportschool-wide practices. (2.0.HE.2)

Demonstrates understanding of school widecurricular and instructional practices bycomparing individual student performanceoutcomes to school-wide curricular andinstructional practices. (2.0.E.2)

Researches and helps select instructionalstrategies, approaches, or programs.(2.0.HE.3)

Considers school wide curricular andinstructional practice when formulatingindividual student recommendations.(2.0.E.3)

Assists staff in learning and implementingnew instructional strategies, approaches, orprograms. (2.0.HE.4)

Serves as a member of school level teams(i.e. school improvement team, interventionteam, etc.). (2.0.E.4)

2.02 Contributes to school-wide crisis response and intervention practices




Conducts evaluation of crisis response andintervention practices to assess effectivenessand guide continuous improvements.(2.0.HE.2)

Is responsive to opportunities to contribute tocrisis response and intervention practices by -Assisting in the development of crisisresponse and intervention plans. -Participating in school-wide crisis responseand intervention training. -Providing crisis intervention services tostudents, staff, and community if needed. (2.0.E.2)

Assists with the development and/or delivery of staff professional development on crisis responseand intervention. (2.0.HE.3)

2.03 Utilizes information about student background and diversity to inform instruction, intervention, and service deliverypage 4 of 12


decisions

As well as meeting all of the effectiveelements, the school professional: (2.0.HE.1)



Assists with the development and/or delivery of staff professional development on studentdiversity. (2.0.HE.2)

Demonstrates an understanding of theinfluence of diversity factors throughrecommended strategies, interventions, and/or programming. (2.0.E.2)

Provides mentoring and coaching to colleagues regarding issues of diversity and studentlearning. (2.0.HE.3)

Applies knowledge in innovative ways to assist students, schools,and/or corporations. (2.0.HE.4)

2.04 Exhibits knowledge of resources




Actively seeks other materials/resources toenhance instruction/therapy. (2.0.HE.2)

Is aware of resources available through theschool, district, and cooperative. (2.0.E.2)

Applies various combinations of resourceseffectively for individual students. (2.0.HE.3)

Is aware of resources for students and usesthem to help students gain access to thecurriculum. (2.0.E.3)

In addition to being aware of school, districtand co-op resources, is aware of resourcesavailable through the community. (2.0.E.4)

2.05 Engages in consultation and collaboration with school staff




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Assists with the development and/or deliveryof staff professional development on collaborationand consultation. (2.0.HE.2)

Effectively engages in consultation andcollaboration with school staff by:

-Assisting staff with identifying concerns totarget through intervention practices

-Supporting staff with interventionimplementation through coaching, providingfeedback, modeling, etc. -Working with others as part of a team (i.e.intervention team, problem solving team,multidisciplinary team, case conferencecommittee) -Utilizing facilitation and conflict resolutionskills and strategies. (2.0.E.2)

Provides mentoring and coaching tocolleagues regarding consultation strategies. (2.0.HE.3)

Applies knowledge in innovative ways to assist students, schools, and/or corporation. (2.0.HE.4)

2.06 Engages in consultation and collaboration with parents and families




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Assists with the development and/or delivery of staff professional development on collaborationand consultation. (2.0.HE.2)

Engages in consultation and collaboration with parents and families by:

-Discussing parent concerns and providingsuggestions for strategies to use at home

-Clearly explaining school wide assessmentdata and intervention strategies

-Explaining school procedures for servicessuch as special education, intervention, etc.

-Clearly explains evaluation procedures andfindings and answers questions clearly andcomprehensively. (2.0.E.2)

Provides mentoring and coaching to colleagues regarding consultation strategies. (2.0.HE.3)

Applies knowledge in innovative ways to assist students and families. (2.0.HE.4)

Conducts and/or assists with parenteducation sessions and trainings. (2.0.HE.5)

2.07 Engages in consultation and collaboration with community agencies and providers




Provides mentoring and coaching tocolleagues regarding consultation strategies.(2.0.HE.2)

Effectively engages in consultation andcollaboration with community agencies in amanner that meets the expectations of therole/school(s). (2.0.E.2)

Conducts professional development for community agencies andproviders. (2.0.HE.3)

Contacts community providers to obtaininformation. (2.0.E.3)

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Refers students and families to communityproviders for needed services. (2.0.E.4)

Communicates with community providers in aclear and ethical manner. (2.0.E.5)

Domain 3: Leadership and Professional Responsibilities3.01 Engages in professional growth that enhances practice




Reflects critically on own skills and identifiesprofessional learning needs. (3.0.HE.2)

Utilizes constructive feedback to develop aplan for professional growth. (3.0.E.2)

Seeks opportunities to provide professionallearning sessions for colleagues and schoolstaff. (3.0.HE.3)

Initiates attendance at optional professionallearning events. (3.0.E.3)

Earns additional hours or advanced degreesin the field. (3.0.HE.4)

Engages in professional reading of current research and practice. (3.0.E.4)

Demonstrates application of knowledge/skillsaddressed from attending professionallearning events. (3.0.E.5)

3.02 Contributes to school and/or profession of school psychology




Assumes leadership positions in professionalorganizations or school or districtcommittees. (3.0.HE.2)

Regularly contributes ideas and expertise toimprove the functioning of the school, district,or cooperative. (3.0.E.2)

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Mentors school psychology practicumstudents and interns. (3.0.HE.3)

Maintains membership in professional organizations and participates insponsored activities. (3.0.E.3)

Dedicates time for extracurricular activitiesand seeks such opportunities. (3.0.HE.4)

Is consistently involved in school/co-opactivities. (3.0.E.4)

3.03 Advocates for student success




Provides support and mentoring to colleagues who are less likely toadvocate on the behalf of students. (3.0.HE.2)

Demonstrates a concern for student learningand outcomes. (3.0.E.2)

Seeks systems level changes that will benefitall students and families. (3.0.HE.3)

Advocates for a change in instruction and services when needed. (3.0.E.3)

Advocates in a respectful and professionalmanner. (3.0.E.4)

3.04 Communicates professionally

As well as meeting all of the effectiveelements, the school professional’s:(3.0.HE.1)



Responses to communication and theprocessing of information occur within 24hours on a routine basis. (3.0.HE.2)

All communication, whether voice mail, e-mail, letter or phone is handled in aprofessional manner. (3.0.E.2)

Communication is handled withprofessionalism and sensitivity. (3.0.HE.3)

All responses to inquiries or requests arehandled in a timely manner, usually within 48hours. (3.0.E.3)

All appropriate personnel are properlyinformed about changes in students, staff orprogramming. (3.0.E.4)

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Communication is clearly written andgrammatically correct. (3.0.E.5)

3.05 Meaningfully participates in case conferences




Takes the lead when necessary to keep caseconference on track. (3.0.HE.2)

Brings all appropriate records anddocuments to case conference. (3.0.E.2)

Defuses contentious situations during thecase conference. (3.0.HE.3)

Meaningfully, understandably and efficientlyparticipates in the case conference. (3.0.E.3)

As chair, runs the meeting efficiently whileallowing opportunity for all to participate.(3.0.HE.4)

Facilitates parent participation. (3.0.E.4)

Assists with completing the IEP as needed.(3.0.E.5)

When chairing a case conference, followsagenda and all appropriate procedures;signatures collected as needed. (3.0.E.6)

3.06 Fulfills all documentation/paperwork requirements

As well as meeting all of the effectiveelements, the school professional’s:(3.0.HE.1)



Filing is completed weekly and organized in amanner that provides for immediateaccessibility. (3.0.HE.2)

Maintains files in an organized manner.(3.0.E.2)

Complies with SSJCSS documentationprocedures including the completion of IEPS,and the submission of CW1s. (3.0.E.3)

Documents clearly and objectively allactivities and correspondence (includingparent correspondence) relating to childrenon caseload. (3.0.E.4)

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3.07 Carries out all due process responsibilities May not be applicable to all staff evaluated through this rubric.


The school professional’s: (3.0.E.1) The school professional meets most, but notall of the effective elements. (3.0.IN.1)


Documents and testimony clearly support theschool’s position if warranted. (3.0.HE.2)

Documents required for due process aresubmitted to Supervisor within required timeframe. (3.0.E.2)

Documents submitted for due processcontain appropriate information. (3.0.E.3)

Testimony is factual, clear and without bias.(3.0.E.4)




4.2 On-Time Arrival




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4.4 Respect



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DOMAIN 1: PURPOSEFUL PLANNING1.1 Utilize Assessment Data To Plan

At Level 4, a teacher fulfills the criteria forLevel 3 and additionally incorporatesdifferentiated instructional strategies inplanning to reach every student at his/herlevel of understanding (1.1.HE.1)

Teacher uses prior assessment data toformulate achievement goals, unit plans,AND lesson plans

-Use multiple assessments to determinePLOP (1.1.E.1)

Teacher uses prior assessment data toformulate achievement goals, unit plans, ORlesson plans, but not all of the above(1.1.IN.1)

Teacher rarely or never uses priorassessment data when planning (1.1.I.1)

1.2 Set Ambitious And Measurable Achievement Goals

At Level 4, a teacher fulfills the criteria forLevel 3 and additionally: (1.2.HE.1)

Teacher develops an annual studentachievement goal that is: (1.2.E.1)

Teacher develops an annual studentachievement goal that is: (1.2.IN.1)

Plans an ambitious annual studentachievement goal (1.2.HE.2)

Aligned to content standards (1.2.E.2) Not aligned to content standards (1.2.IN.2) Teacher rarely or never developsachievement goals for the class OR goals aredeveloped, but are extremely general and nothelpful for planning purposes (1.2.I.2)

Includes benchmarks to help monitorlearning and inform interventions throughoutthe year (1.2.E.3)

Does not include benchmarks to help monitorlearning and inform interventions throughoutthe year (1.2.IN.3)

Measurable (1.2.E.4)

-Needs defined in PLOP are aligned to goals(1.2.E.5)

1.3 Develop Standards Based Unit Plans And Assessments


Based on achievement goals, teacher plansunits by: (1.3.E.1)

Based on achievement goals, teacher plansunits and: (1.3.IN.1)

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Creates well-designed unit assessments thatalign with an end of year summativeassessment (either state, district, or teachercreated) (1.3.HE.2)

Creating assessments before each unitbegins for backwards planning (1.3.E.2)

Does not create assessments before eachunit begins for backwards planning(1.3.IN.2)

Teacher rarely or never plans units byidentifying content standards that studentswill master in each unit OR there is little to noevidence that teacher plans units at all(1.3.I.2)

Anticipates student reaction to content;allocation of time per unit is flexible and/orreflects level of difficulty of each unit(1.3.HE.3)

Allocating an instructionally appropriateamount of time for each unit (1.3.E.3)

Does not allocate an instructionallyappropriate amount of time for each unit(1.3.IN.3)

Identifying content standards that studentswill master in each unit (1.3.E.4)

-IEP goals aligned to state standards(1.3.E.5)

1.4 Create Objective Driven Lesson Plans And Assessments


Based on unit plan, teacher plans dailylessons by: (1.4.E.1)

Based on unit plan, teacher plans dailylessons and: (1.4.IN.1)

Plans for a variety of differentiatedinstructional strategies, anticipating wherethese will be needed to enhance instruction(1.4.HE.2)

Design assignments that are meaningful orrelevant (1.4.E.2)

Does not design assignments that aremeaningful or relevant (1.4.IN.2)

Teacher rarely or never plans daily lessonsOR daily lessons are planned, but are throwntogether at the last minute, thus lackingmeaningful objectives, instructionalstrategies, or assignments (1.4.I.2)

Incorporates a variety of informalassessments/checks for understanding aswell as summative assessments wherenecessary and uses all assessments todirectly inform instruction (1.4.HE.3)

Designing formative assessments thatmeasure progress towards mastery andinform instruction (1.4.E.3)

Does not plan formative assessments tomeasure progress towards mastery or informinstruction (1.4.IN.3)

Identifying lesson objectives that are alignedto state content standards (1.4.E.4)

Matching instructional strategies andactivities/assignments to the lessonobjectives (1.4.E.5)

-Instruction based on IEP goals (1.4.E.6)

-Evidence that the IEP is being implementedacross all settings (1.4.E.7)

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1.5 Track Student Data And Analyze Progress


Teacher uses an effective data trackingsystem for: (1.5.E.1)

Teacher uses an effective data trackingsystem for: (1.5.IN.1)

Uses daily checks for understanding foradditional data points (1.5.HE.2)

Analyzing student progress towards masteryand planning future lessons/units accordingly(1.5.E.2)

Does not use data to analyze studentprogress towards mastery or to plan futurelessons/units (1.5.IN.2)

Teacher rarely or never uses a data trackingsystem to record studentassessment/progress data and/or has nodiscernable grading system (1.5.I.2)

Updates tracking system daily (1.5.HE.3) Maintaining a grading system aligned tostudent learning goals (1.5.E.3)

Does not have grading system thatappropriately aligns with student learninggoals (1.5.IN.3)

Uses data analysis of student progress todrive lesson planning for the following day(1.5.HE.4)

Recording student assessment/ progressdata (1.5.E.4)

-Teacher monitors progress on goals(1.5.E.5)

-Services are implemented as identified inIEP (1.5.E.6)

DOMAIN 2: EFFECTIVE INSTRUCTION2.1 Develop Student Understanding And Mastery Of Lesson Objectives

For Level 4, much of the Level 3 evidence isobserved during the year, as well as some ofthe following: (2.1.HE.1)

Lesson objective is specific, measurable, andaligned to standards. It conveys whatstudents are learning and what they will beable to do by the end of the lesson (2.1.E.1)

Lesson objective conveys what students arelearning and what they will be able to do bythe end of the lesson, but may not be alignedto standards or measurable (2.1.IN.1)

Lesson objective is missing more than onecomponent. It may not be clear about whatstudents are learning or will be able to do bythe end of the lesson (2.1.I.1)

Students can explain what they are learningand why it is important, beyond repeating thestated objective (2.1.HE.2)

Objective is written in a student-friendlymanner and/or explained to students in easy-to- understand terms (2.1.E.2)

Objective is stated, but not in a student-friendly manner that leads to understanding(2.1.IN.2)

There may not be a clear connectionbetween the objective and lesson, or teachermay fail to make this connection for students(2.1.I.2)

Teacher effectively engages prior knowledgeof students in connecting to lesson. Studentsdemonstrate through work or comments thatthey understand this connection (2.1.HE.3)

Importance of the objective is explained sothat students understand why they arelearning what they are learning (2.1.E.3)

Teacher attempts explanation of importanceof objective, but students fail to understand(2.1.IN.3)

Teacher may fail to discuss importance ofobjective or there may not be a clearunderstanding amongst students as to whythe objective is important (2.1.I.3)

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Lesson builds on students’ prior knowledgeof key concepts and skills and makes thisconnection evident to students (2.1.E.4)

Lesson generally does not build on priorknowledge of students or students fail tomake this connection (2.1.IN.4)

There may be no effort to connect objectiveto prior knowledge of students (2.1.I.4)

Lesson is well-organized to move studentstowards mastery of the objective (2.1.E.5)

Organization of the lesson may not always beconnected to mastery of the objective(2.1.IN.5)

Lesson is disorganized and does not lead tomastery of objective (2.1.I.5)

-Lesson plan that incorporates differentiatedinstruction for all levels of instruction/studentneeds. (2.1.E.6)

-Clearly identified objective (2.1.E.7)

-TOR identifies relationship between lessonand IEP goals (2.1.E.8)

2.2 Demonstrate And Clearly Communicate Content Knowledge To Students


Teacher demonstrates content knowledgeand delivers content that is factually correct(2.2.E.1)

Teacher delivers content that is factuallycorrect (2.2.IN.1)

Teacher may deliver content that is factuallyincorrect (2.2.I.1)

Teacher fully explains concepts in as directand efficient a manner as possible, while stillachieving student understanding (2.2.HE.2)

Content is clear, concise and well-organized(2.2.E.2)

Content occasionally lacks clarity and is notas well organized as it could be (2.2.IN.2)

Explanations may be unclear or incoherentand fail to build student understanding of keyconcepts (2.2.I.2)

Teacher effectively connects content to othercontent areas, students’ experiences andinterests, or current events in order to makecontent relevant and build interest (2.2.HE.3)

Teacher restates and rephrases instruction inmultiple ways to increase understanding(2.2.E.3)

Teacher may fail to restate or rephraseinstruction in multiple ways to increaseunderstanding (2.2.IN.3)

Teacher continues with planned instruction,even when it is obvious that students are notunderstanding content (2.2.I.3)

Explanations spark student excitement andinterest in the content (2.2.HE.4)

Teacher emphasizes key points or mainideas in content (2.2.E.4)

Teacher does not adequately emphasizemain ideas, and students are sometimesconfused about key takeaways (2.2.IN.4)

Teacher does not emphasize main ideas, andstudents are often confused about content(2.2.I.4)

Students participate in each others’ learningof content through collaboration during thelesson (2.2.HE.5)

Teacher uses developmentally appropriatelanguage and explanations (2.2.E.5)

Explanations sometimes lackdevelopmentally appropriate language(2.2.IN.5)

Teacher fails to use developmentallyappropriate language (2.2.I.5)

Students ask higher-order questions andmake connections independently,demonstrating that they understand thecontent at a higher level (2.2.HE.6)

Teacher implements relevant instructionalstrategies learned via professionaldevelopment (2.2.E.6)

Teacher does not always implement new andimproved instructional strategies learned viaprofessional development (2.2.IN.6)

Teacher does not implement new andimproved instructional strategies learned viaprofessional development (2.2.I.6)

2.3 Engage Students In Academic Contentpage 4 of 12



3/4 or more of students are actively engagedin content at all times and not off-task(2.3.E.1)

Fewer than 3/4 of students are engaged incontent and many are off-task (2.3.IN.1)

Fewer than 1/2 of students are engaged incontent and many are off-task (2.3.I.1)

Teacher provides ways to engage withcontent that significantly promotes studentmastery of the objective (2.3.HE.2)

Teacher provides multiple ways, asappropriate, of engaging with content, allaligned to the lesson objective (2.3.E.2)

Teacher may provide multiple ways ofengaging students, but perhaps not alignedto lesson objective or mastery of content(2.3.IN.2)

Teacher may only provide one way ofengaging with content OR teacher mayprovide multiple ways of engaging studentsthat are not aligned to the lesson objective ormastery of content (2.3.I.2)

Teacher provides differentiated ways ofengaging with content specific to individualstudent needs (2.3.HE.3)

Ways of engaging with content reflectdifferent learning modalities or intelligences(2.3.E.3)

Teacher may miss opportunities to provideways of differentiating content for studentengagement (2.3.IN.3)

Teacher does not differentiate instruction totarget different learning modalities (2.3.I.3)

The lesson progresses at an appropriatepace so that students are never disengaged,and students who finish early havesomething else meaningful to do (2.3.HE.4)

Teacher adjusts lesson accordingly toaccommodate for student prerequisite skillsand knowledge so that all students areengaged (2.3.E.4)

Some students may not have the prerequisiteskills necessary to fully engage in contentand teacher’s attempt to modify instructionfor these students is limited or not alwayseffective (2.3.IN.4)

Most students do not have the prerequisiteskills necessary to fully engage in contentand teacher makes no effort to adjustinstruction for these students (2.3.I.4)

Teacher effectively integrates technology asa tool to engage students in academiccontent (2.3.HE.5)

ELL and IEP students have the appropriateaccommodations to be engaged in content(2.3.E.5)

ELL and IEP students are sometimes givenappropriate accommodations to be engagedin content (2.3.IN.5)

ELL and IEP students are not provided withthe necessary accommodations to engage incontent (2.3.I.5)

Students work hard and are deeply activerather than passive/receptive (See Notesbelow for specific evidence of engagement)(2.3.E.6)

Students may appear to actively listen, butwhen it comes time for participation aredisinterested in engaging (2.3.IN.6)

Students do not actively listen and are overtlydisinterested in engaging (2.3.I.6)

-Evidence of use of Peer Reviewed and/orResearch based strategies (2.3.E.7)

2.4 Check For Understanding


Teacher checks for understanding at almostall key moments (when checking isnecessary to inform instruction goingforward) (2.4.E.1)

Teacher sometimes checks for understandingof content, but misses several key moments(2.4.IN.1)

Teacher rarely or never checks forunderstanding of content, or misses nearlyall key moments (2.4.I.1)

Teacher checks for understanding at higherlevels by asking pertinent, scaffold questionsthat push thinking; accepts only high qualitystudent responses (those that revealunderstanding or lack thereof) (2.4.HE.2)

Teacher uses a variety of methods to checkfor understanding that are successful incapturing an accurate “pulse” of the class’sunderstanding (2.4.E.2)

Teacher may use more than one type ofcheck for understanding, but is oftenunsuccessful in capturing an accurate “pulse”of the class’s understanding (2.4.IN.2)

Teacher does not check for understanding, oruses only one ineffective method repetitivelyto do so, thus rarely capturing an accurate(2.4.I.2)

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Teacher uses open-ended questions tosurface common misunderstandings andassess student mastery of material at arange of both lower and higher- orderthinking (2.4.HE.3)

Teacher uses wait time effectively both afterposing a question and before helpingstudents think through a response (2.4.E.3)

Teacher may not provide enough wait timeafter posing a question for students to thinkand respond before helping with an answeror moving forward with content (2.4.IN.3)

Teacher frequently moves on with contentbefore students have a chance to respond toquestions or frequently gives students theanswer rather than helping them thinkthrough the answer (2.4.I.3)

Teacher doesn’t allow students to “opt-out” ofchecks for understanding and cycles back tothese students (2.4.E.4)

Teacher sometimes allows students to "opt-out" of checks for understanding withoutcycling back to these students (2.4.IN.4)

Teacher frequently allows students to "opt-out" of checks for understanding withoutcycling back to these students (2.4.I.4)

Teacher systematically assesses everystudent’s mastery of the objective(s) at theend of each lesson through formal or informalassessments (see note for examples)(2.4.E.5)

Teacher may occasionally assess studentmastery at the end of the lesson throughformal or informal assessments (2.4.IN.5)

Teacher rarely or never assesses for masteryat the end of the lesson (2.4.I.5)

2.5 Modify Instruction As Needed


Teacher makes adjustments to instructionbased on checks for understanding that leadto increased understanding for most students(2.5.E.1)

Teacher may attempt to make adjustments toinstruction based on checks forunderstanding, but these attempts may bemisguided and may not increaseunderstanding for all students (2.5.IN.1)

Teacher rarely or never attempts to adjustinstruction based on checks forunderstanding, and any attempts at doing sofrequently fail to increase understanding forstudents (2.5.I.1)

Teacher anticipates studentmisunderstandings and preemptivelyaddresses them (2.5.HE.2)

Teacher responds to misunderstandings witheffective scaffolding techniques (2.5.E.2)

Teacher may primarily respond tomisunderstandings by using teacher-drivenscaffolding techniques (for example, re-explaining a concept), when student-driventechniques could have been more effective(2.5.IN.2)

Teacher only responds to misunderstandingsby using teacher-driven scaffoldingtechniques (2.5.I.2)

Teacher is able to modify instruction torespond to misunderstandings without takingaway from the flow of the lesson or losingengagement (2.5.HE.3)

Teacher doesn’t give up, but continues to tryto address misunderstanding with differenttechniques if the first try is not successful(2.5.E.3)

Teacher may persist in using a particulartechnique for responding to amisunderstanding, even when it is notsucceeding (2.5.IN.3)

Teacher repeatedly uses the same techniqueto respond to misunderstandings, even whenit is not succeeding (2.5.I.3)

2.6 Develop Higher Level Of Understanding Through Rigorous Instruction And Work


Lesson is accessible and challenging toalmost all students (2.6.E.1)

Lesson is not always accessible orchallenging for students (2.6.IN.1)

Lesson is not aligned with developmentallevel of students (may be too challenging ortoo easy) (2.6.I.1)

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Lesson is accessible and challenging to allstudents (2.6.HE.2)

Teacher frequently develops higher-levelunderstanding through effective questioning(2.6.E.2)

Some questions used may not be effective indeveloping higher-level understanding (toocomplex or confusing) (2.6.IN.2)

Teacher may not use questioning as aneffective tool to increase understanding.Students only show a surface understandingof concepts (2.6.I.2)

Students are able to answer higher-levelquestions with meaningful responses(2.6.HE.3)

Lesson pushes almost all students forwarddue to differentiation of instruction based oneach student's level of understanding(2.6.E.3)

Lesson pushes some students forward, butmisses other students due to lack ofdifferentiation based on students’ level ofunderstanding (2.6.IN.3)

Lesson rarely pushes any students forward.Teacher does not differentiate instructionbased on students’ level of understanding(2.6.I.3)

Students pose higher-level questions to theteacher and to each other (2.6.HE.4)

Students have opportunities to meaningfullypractice, apply, and demonstrate that theyare learning (2.6.E.4)

While students may have some opportunityto meaningfully practice and apply concepts,instruction is more teacher-directed thanappropriate (2.6.IN.4)

Lesson is almost always teacher directed.Students have few opportunities tomeaningfully practice or apply concepts(2.6.I.4)

Teacher highlights examples of recentstudent work that meets high expectations;Insists and motivates students to do it againif not great (2.6.HE.5)

Teacher shows patience and helps studentsto work hard toward mastering the objectiveand to persist even when faced with difficulttasks (2.6.E.5)

Teacher may encourage students to workhard, but may not persist in efforts to havestudents keep trying (2.6.IN.5)

Teacher gives up on students easily anddoes not encourage them to persist throughdifficult tasks (2.6.I.5)

Teacher encourages students’ interest inlearning by providing students with additionalopportunities to apply and build skills beyondexpected lesson elements (e.g. extra creditor enrichment assignments) (2.6.HE.6)

2.7 Maximize Instructional Time


Students arrive on-time and are aware of theconsequences of arriving late (unexcused)(2.7.E.1)

Some students consistently arrive late(unexcused) for class without consequences(2.7.IN.1)

Students may frequently arrive late(unexcused) for class without consequences(2.7.I.1)

Routines, transitions, and procedures arewell-executed. Students know what they aresupposed to be doing and when withoutprompting from the teacher (2.7.HE.2)

Class starts on-time (2.7.E.2) Class may consistently start a few minuteslate (2.7.IN.2)

Teacher may frequently start class late(2.7.I.2)

Students are always engaged in meaningfulwork while waiting for the teacher (forexample, during attendance) (2.7.HE.3)

Routines, transitions, and procedures arewell- executed. Students know what they aresupposed to be doing and when with minimalprompting from the teacher (2.7.E.3)

Routines, transitions, and procedures are inplace, but require significant teacher directionor prompting to be followed (2.7.IN.3)

There are few or no evident routines orprocedures in place. Students are unclearabout what they should be doing and requiresignificant direction from the teacher at alltimes (2.7.I.3)

Students share responsibility for operationsand routines and work well together toaccomplish these tasks (2.7.HE.4)

Students are only ever not engaged inmeaningful work for brief periods of time (forexample, during attendance) (2.7.E.4)

There is more than a brief period of timewhen students are left without meaningfulwork to keep them engaged (2.7.IN.4)

There are significant periods of time in whichstudents are not engaged in meaningful work(2.7.I.4)

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All students are on-task and followinstructions of teacher without muchprompting (2.7.HE.5)

Teacher delegates time between parts of thelesson appropriately so as best to leadstudents towards mastery of objective(2.7.E.5)

Teacher may delegate lesson timeinappropriately between parts of the lesson(2.7.IN.5)

Teacher wastes significant time betweenparts of the lesson due to classroommanagement (2.7.I.5)

Disruptive behaviors and off-taskconversations are rare; When they occur,they are always addressed without majorinterruption to the lesson (2.7.HE.6)

Almost all students are on-task and followinstructions of teacher without muchprompting (2.7.E.6)

Significant prompting from the teacher isnecessary for students to follow instructionsand remain on-task (2.7.IN.6)

Even with significant prompting, studentsfrequently do not follow directions and areoff- task (2.7.I.6)

Disruptive behaviors and off-taskconversations are rare; When they occur,they are almost always addressed withoutmajor interruption to the lesson (2.7.E.7)

Disruptive behaviors and off-taskconversations sometimes occur; they maynot be addressed in the most effectivemanner and teacher may have to stop thelesson frequently to address the problem(2.7.IN.7)

Disruptive behaviors and off-taskconversations are common and frequentlycause the teacher to have to makeadjustments to the lesson. (2.7.I.7)

-Master schedule of service delivery(2.7.E.8)

-Effectively manages instructional resources(2.7.E.9)

2.8 Create Classroom Culture Of Respect And Collaboration


Students are respectful of their teacher andpeers (2.8.E.1)

Students are generally respectful of theirteacher and peers, but may occasionally actout or need to be reminded of classroomnorms (2.8.IN.1)

Students are frequently disrespectful ofteacher or peers as evidenced bydiscouraging remarks or disruptive behavior(2.8.I.1)

Students are invested in the academicsuccess of their peers as evidenced byunprompted collaboration and assistance(2.8.HE.2)

Students are given opportunities tocollaborate and support each other in thelearning process (2.8.E.2)

Students are given opportunities tocollaborate, but may not always besupportive of each other or may needsignificant assistance from the teacher towork together (2.8.IN.2)

Students are not given many opportunities tocollaborate OR during these times do notwork well together even with teacherintervention (2.8.I.2)

Students reinforce positive character andbehavior and discourage negative behavioramongst themselves (2.8.HE.3)

Teacher reinforces positive character andbehavior and uses consequencesappropriately to discourage negativebehavior (2.8.E.3)

Teacher may praise positive behavior ORenforce consequences for negative behavior,but not both (2.8.IN.3)

Teacher rarely or never praises positivebehavior (2.8.I.3)

Teacher has a good rapport with students,and shows genuine interest in their thoughtsand opinions (2.8.E.4)

Teacher may focus on the behavior of a fewstudents, while ignoring the behavior(positive or negative) of others (2.8.IN.4)

Teacher rarely or never addresses negativebehavior (2.8.I.4)

-Evidence of instruction on behavior goalsacross all settings (2.8.E.5)

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-Evidence of implementation of positivebehavior management plan (2.8.E.6)

-Environmental supports are in place(2.8.E.7)

2.9 Set High Expectations For Academic Success


Teacher sets high expectations for studentsof all levels (2.9.E.1)

Teacher may set high expectations for some,but not others (2.9.IN.1)

Teacher rarely or never sets highexpectations for students (2.9.I.1)

Students participate in forming academicgoals for themselves and analyzing theirprogress (2.9.HE.2)

Students are invested in their work and valueacademic success as evidenced by theireffort and quality of their work (2.9.E.2)

Students are generally invested in their work,but may occasionally spend time off-task orgive up when work is challenging (2.9.IN.2)

Students may demonstrate disinterest or lackof investment in their work. For example,students might be unfocused, off-task, orrefuse to attempt assignments (2.9.I.2)

Students demonstrate high academicexpectations for themselves (2.9.HE.3)

The classroom is a safe place to take onchallenges and risk failure (students do notfeel shy about asking questions or bad aboutanswering incorrectly) (2.9.E.3)

Some students may be afraid to take onchallenges and risk failure (hesitant to ask forhelp when needed or give-up easily)(2.9.IN.3)

Students are generally afraid to take onchallenges and risk failure due to frequentlydiscouraging comments from the teacher orpeers (2.9.I.3)

Student comments and actions demonstratethat they are excited about their work andunderstand why it is important (2.9.HE.4)

Teacher celebrates and praises academicwork (2.9.E.4)

Teacher may praise the academic work ofsome, but not others (2.9.IN.4)

Teacher rarely or never praises academicwork or good behavior (2.9.I.4)

High quality work of all students is displayedin the classroom (2.9.E.5)

High quality work of a few, but not allstudents, may be displayed in the classroom(2.9.IN.5)

High quality work is rarely or never displayedin the classroom (2.9.I.5)

DOMAIN 3: TEACHER LEADERSHIP3.1 Contribute To School Culture

At Level 4, a teacher fulfills the criteria forLevel 3 and additionally may: (3.1.HE.1)

Teacher will: (3.1.E.1) Teacher does not: (3.1.IN.1)

Seek out leadership roles (3.1.HE.2) Dedicate time efficiently, when needed, tohelping students and peers outside of class(3.1.E.2)

Frequently dedicate time to help studentsand peers efficiently outside of class(3.1.IN.2)

Teacher rarely or never contributes ideasaimed at improving school efforts. Teacherdedicates little or no time outside of classtowards helping students and peers (3.1.I.2)

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Go above and beyond in dedicating time forstudents and peers outside of class(3.1.HE.3)

Contribute ideas and expertise to further theschools' mission and initiatives (3.1.E.3)

3.2 Collaborate With Peers



Go above and beyond in seeking outopportunities to collaborate (3.2.HE.2)

Ask for assistance, when needed, andprovide assistance to others in need(3.2.E.2)

Seek to provide other teachers withassistance when needed (3.2.IN.2)

Teacher rarely or never participates inopportunities to work with others. Teacherworks in isolation and is not a team player(3.2.I.2)

Coach peers through difficult situations(3.2.HE.3)

Seek out and participate in regularopportunities to work with and learn fromothers (3.2.E.3)

Regularly seek out opportunities to work withothers (3.2.IN.3)

Take on leadership roles within collaborativegroups such as Professional LearningCommunities (3.2.HE.4)

3.3 Seek Professional Skills And Knowledge



Regularly share newly learned knowledgeand practices with others (3.3.HE.2)

Actively pursue opportunities to improveknowledge and practice (3.3.E.2)

Actively pursue optional professionaldevelopment opportunities (3.3.IN.2)

Teacher rarely or never attends professionaldevelopment opportunities. Teacher showslittle or no interest in new ideas, programs, orclasses to improve teaching and learning(3.3.I.2)

Seek out opportunities to lead professionaldevelopment sessions (3.3.HE.3)

Seek out ways to implement new practicesinto instruction, where applicable (3.3.E.3)

Seek out ways to implement new practicesinto instruction (3.3.IN.3)

Welcome constructive feedback to improvepractices (3.3.E.4)

Accept constructive feedback well (3.3.IN.4)

Attend all mandatory professionaldevelopment opportunities (3.3.E.5)

3.4 Advocate For Student Success

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Display commitment to the education of allthe students in the school (3.4.HE.2)

Advocate for students' individualized needs(3.4.E.2)

Advocate for students' needs (3.4.IN.2) Teacher rarely or never displays commitmentto the education of his/her students. Teacheraccepts failure as par for the course anddoes not advocate for students’ needs(3.4.I.2)

Make changes and take risks to ensurestudent success (3.4.HE.3)

Display commitment to the education of allhis/her students (3.4.E.3)

Attempt to remedy obstacles around studentachievement (3.4.E.4)

-Appropriate Gen Ed teachers have copies ofIEP’s (3.4.E.5)

3.5 Engage Families In Student Learning



Strives to form relationships in which parentsare given ample opportunity to participate instudent learning (3.5.HE.2)

Proactively reach out to parents in a varietyof ways to engage them in student learning(3.5.E.2)

Proactively reach out to parents to engagethem in student learning (3.5.IN.2)

Teacher rarely or never reaches out toparents and/or frequently does not respondto contacts from parents (3.5.I.2)

Is available to address concerns in a timelyand positive manner, when necessary,outside of required outreach events(3.5.HE.3)

Respond promptly to contact from parents(3.5.E.3)

Engage in all forms of parent outreachrequired by the school (3.5.E.4)

DOMAIN 4: CORE PROFESSIONALISM4.1 Attendance

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Individual has demonstrated a pattern ofunexcused absences (4.1.DNM)

4.2 On-Time Arrival



4.3 Policy And Procedures



4.4 Respect



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Domain 1: Purposeful Planning1.1 Provides direction for development of school’s hardware and software applications

Lead/chair the development of the integrationof advanced features of district approvedsoftware and hardware applications (1.1.HE)

Develops the integration of advancedfeatures of district approved software andhardware applications (1.1.E)

Develops the basic/literacy features of districtapproved software and hardware applications(1.1.IN)

Does not adequately develop districtapproved software and hardware applications(1.1.I)

1.2 Provides knowledge and skill of school’s hardware and software applications

Demonstrates advanced knowledge ofdistrict approved software and hardwareapplications and instructional strategies(1.2.HE)

Demonstrates knowledge of district-approvedsoftware and hardware applications (1.2.E)

Is familiar with district approved software andhardware applications (1.2.IN)

Is not familiar with district-approved softwareand hardware (1.2.I)

1.3 Provides differentiated instruction and support for all other necessary personnel

Assesses and identifies teacher needs andimplements appropriate strategies to supportinstruction (1.3.HE)

Assesses and identifies teacher needs andrecommends appropriate strategies tosupport instruction (1.3.E)

Demonstrates an awareness of technologyresources and strategies to support thediverse needs of teacher learners (1.3.IN)

Lacks an awareness of technology resourcesand strategies to support the diverse needsof teacher learners (1.3.I)

1.4 Provides for the implementation of curriculum resources and strategies

Implements curriculum specific resourcesand practices at the school and district levels(1.4.HE.1)

Shares curriculum specific resources andpractices. Communicates with curriculumcoordinator (1.4.E.1)

Identifies curriculum specific resources andpractices (1.4.IN.1)

Does not identify curriculum specificresources and practices (1.4.I.1)

Implements created resources that supportteacher and student learning plans(1.4.HE.2)

Shares created resources that supportteacher and student learning (1.4.E.2)

Creates resources that support teacher andstudent learning (1.4.IN.2)

Does not create resources that supportteacher and student learning (1.4.I.2)

Domain 2: Instruction2.1 Develops and implements the strategies to manage students’ use of technology to support student learning

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Technology Integration SpecialistPrinted: September 04, 2018 at 10:53am

Supports teachers and coordinators with avariety of strategies designed to facilitatestudent learning in a technology-enhanced environment (2.1.HE.1)

Models a variety of strategies used tofacilitate student learning in a technology-enhanced environment (2.1.E.1)

Is familiar with a variety of strategies used tofacilitate student learning in a technology-enhanced environment (2.1.IN.1)

Lacks an awareness of strategies used tomanage student learning in a technology-enhanced environment (2.1.I.1)

Creates development and models theselection and application of appropriatetechnology resources to enable andempower learners with diverse backgrounds,characteristics, and abilities (2.1.HE.2)

Assists teachers in selecting and applyingappropriate technology resources to enableand empower learners with diversebackgrounds, characteristics, and abilities(2.1.E.2)

Is familiar with appropriate technologyresources to enable and empower learnerswith diverse backgrounds, characteristics,and abilities (2.1.IN.2)

Does not address application of technologyto the needs of diverse learners (2.1.I.2)

2.2 Ensures proper use of district instructional design principles

Coaches teachers in the identification and application of instructional design principlesassociated with the development oftechnology resources (2.2.HE.1)

Models the use of appropriate instructionaldesign principles associated with thedevelopment of technology resources(Shows appropriate technology with goodteacher strategies) (2.2.E.1)

Is familiar with instructional design principlesassociated with the development oftechnology resources (2.2.IN.1)

Is not familiar with appropriate instructionaldesign principles associated with thedevelopment of technology resources(2.2.I.1)

Interprets all statutes, rules and regulationsrelating to technology (2.2.HE.2)

Interprets most statutes, rules andregulations relating to technology (2.2.E.2)

Interprets few statutes, rules and regulationsrelating to technology (2.2.IN.2)

Does not interpret statutes, rules andregulations relating to technology (2.2.I.2)

2.3 Evaluates resources and strategies for instruction

Identifies, shares, and implements qualityinstructional resources and strategies (2.3.HE)

Identifies and shares quality instructionalresources and strategies (2.3.E)

Can identify instructional resources andstrategies (2.3.IN)

Does not identify resources and strategies(2.3.I)

2.4 Demonstrates the ability to assess instructional integration strategies

Conducts research on teaching and learningwith technology when planning learningenvironments and experiences (2.4.HE)

Models strategies reflecting current researchon teaching and learning with technology(2.4.E)

Is familiar with current research on teachingand learning with technology (2.4.IN)

Does not utilize current research on teachingand learning with technology (2.4.I)

Domain 3: Leadership – Professional Relationship and Responsibility3.1 Demonstrates positive, professional relationships with administrators, central office personnel, and other district

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employees

Displays a commitment to being visible andaccessible (3.1.HE.1)

Usually displays a commitment to beingvisible and accessible (3.1.E.1)

Sometimes displays a commitment to beingvisible and accessible (3.1.IN.1)

Rarely displays a commitment to beingvisible and accessible (3.1.I.1)

Demonstrates consistently proactive, positivebehavior when dealing with staff (3.1.HE.2)

Maintains consistent, positive behavior whendealing with staff (3.1.E.2)

Sometimes maintains consistent, positivebehavior when dealing with staff (3.1.IN.2)

Does not maintain consistent, positivebehavior when dealing with staff (3.1.I.2)

3.2 Displays professionalism

Sets an example for colleagues with theirbehavior, language, and dress, as well asalways observing appropriate professionalboundaries (3.2.HE)

Projects a professional image in behavior,language, and dress, as well as maintainingappropriate professional boundaries (3.2.E)

Occasionally projects an unprofessionalimage through behavior, language, or dress(3.2.IN)

Repeatedly projects an unprofessional imagethrough behavior, language, or dress (3.2.I)

3.3 Communicates with the larger community

Proactively reaches out to parents andestablishes contacts with other technologyleaders or businesses, coordinating effortsfor mutual benefit (3.3.HE)

Engages in outreach efforts to parents andthe larger community (3.3.E)

Makes sporadic efforts to engage in outreachto parents or the larger community (3.3.IN)

Makes no effort to engage in outreach toparents or the larger community (3.3.I)


Facilitates development of a shared vision forthe integration of technology and fosters anenvironment and culture conducive to therealization of the vision (3.4.HE)

Actively participates in the shared vision ofthe integration of technology (3.4.E)

Participates in a limited manner in the sharedvision of the integration of technology(3.4.IN)

Does not offer adequate professionalleadership (3.4.I)

3.5 Seeks professional skills and knowledge

Actively pursues professional developmentopportunities and makes a substantialcontribution to the profession through suchactivities as sharing newly learnedknowledge and practices with others andseeking out opportunities to lead professionaldevelopment sessions (3.5.HE)

Actively pursues opportunities to improveknowledge and practice and seeks out waysto implement new practices where applicable.Constructive feedback to improve practices iswelcomed (3.5.E)

Participation in professional developmentactivities is limited to those that aremandatory (3.5.IN)

Does not participate in professionaldevelopment activities, and shows little or nointerest in new ideas, programs, or classes toimprove teaching and learning (3.5.I)

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Individual has not demonstrated a pattern ofunexcused absences. (Excused absenceswould include sick days, personal days, andother days allowed by contract or law forwhich a sub has been requested and theteacher’s supervisor notified of the absence.)(4.1.MS) (4.1.MS)


4.2 On-Time Arrival






4.4 Respect



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