Switzerland County School Corporation

Teacher Performance and Evaluation

This evaluation tool was adapted from the Indiana Department of Education RISE Model 05/12/2012.

Table of Contents

Introduction 3 Evaluation Process Overview 4 Rubric for Performance Level Evidence Examples 5 Rubric for Student Achievement & Growth 12 Observation Forms 13 Summary of Performance Levels 17 Remediation Plan Procedure 20 Remediation Plan 21 Glossary 22

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Introduction All teachers shall be evaluated annually on the performance of assigned duties.

1. All teachers will be assigned one administrator to be the primary evaluator. 2. All teacher performance evaluations may include information provided by any administrator. The

source of information shall be disclosed to the teacher. Representation An Association member may be afforded Association representation if they so choose during the evaluative process. Right to Reflection Anytime during the evaluation process a teacher has the right to submit a written reflection statement to be attached to any written evaluation document. Provision A teacher who negatively affects student achievement and growth cannot receive a rating of Highly Effective or Effective. (IC 20­28­11.5) Continued Discussion Continued discussions regarding these guidelines will be held with teacher representation as needed. Model Approved by Switzerland County Teachers Association, the Switzerland County Administration and the Switzerland County Board of Trustees to adopt the “SCSC Teacher Performance and Evaluation”. Ineffective Teacher Procedure A student may not be instructed for 2 consecutive years by ineffective teachers. If this situation was to occur, the principal will first take measures to correct the situation by reassigning the students or reassignment of the teacher or notify parents. Evaluators Switzerland County Administrators evaluating instructors have been trained and certified in the RISE Training for Primary and Secondary Evaluators Series.

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Evaluation Process Overview 1­3 Years of

Employment 4­5 Years of Employment

6+ Years of Employment

Introductory Performance Expectations Conference

Group meeting to be held prior to the first formal observation

Group meeting to be held prior to the first formal observation

Group meeting to be held prior to the first formal observation

Observation As needed to document attainment of performance expectations in any domain. A post­conference may be requested by the evaluator or the teacher after any observation.

As needed to document attainment of performance expectations in any domain. A post­conference may be requested by the evaluator or the teacher after any observation.

As needed to document attainment of performance expectations in any domain. A post­conference may be requested by the evaluator or the teacher after any observation.

Conferences Minimum 2 conferences per year (one each semester)

Minimum 1 conference per year (one first semester)

Minimum 1 conference per year

Evidence Evidence presented and reviewed as needed to document attainment of performance expectations

Evidence presented and reviewed as needed to document attainment of performance expectations

Evidence presented and reviewed as needed to document attainment of performance expectations

Summary of Performance Levels Conference

Teacher must receive summary document within 7 days following the conference (IC 20­28­11.5)

Teacher must receive summary document within 7 days following the conference (IC 20­28­11.5)

Teacher must receive summary document within 7 days following the conference (IC 20­28­11.5)

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RUBRIC FOR PERFORMANCE LEVEL EVIDENCE EXAMPLES

Domain 1: Preparation for Learning Rubric

Performance Level Range Ineffective: 0­7 Improvement Necessary: 8­10 Effective: 11­13 Highly Effective: 14­16

Teaching Area: Purposeful Planning Performance Expectations

1 Ineffective

2 Improvement Necessary

3 Effective

4 Highly Effective

1. Plans for a student program of instruction in accordance with adopted curriculum

Little or no evidence that the teacher plans quality lessons for instruction

Some evidence that the teacher plans quality lessons for instruction

Clear evidence that the teacher plans quality lessons for instruction

Consistent evidence that the teacher plans quality lessons for instruction

2. Reflects on practice, data, and student work to improve future instruction

Little or no evidence that the teacher engages in reflective thinking to improve future instruction

Some evidence that the teacher engages in reflective thinking to improve future instruction

Clear evidence that the teacher engages in reflective thinking to improve future instruction

Consistent evidence that the teacher engages in reflective thinking to improve future instruction

3. Uses a variety of planning resources

Little or no evidence that the teacher is utilizing district and school resources to plan for learning

Some evidence that the teacher is utilizing district and school resources to plan for learning

Clear evidence that the teacher is utilizing district and school resources to plan for learning

Consistent evidence that the teacher is utilizing district and school resources to plan for learning

4. Plans and prepares for the needs of all students

Little or no evidence that the teacher prepares lessons differentiated to the learning needs of students

Some evidence that the teacher prepares lessons differentiated to the learning needs of students

Clear evidence that the teacher prepares lessons differentiated to the learning needs of students

Consistent evidence that the teacher prepares lessons differentiated to the learning needs of students

Evidence: Teacher Resources and materials are ready prior to instruction Daily schedule/agenda is posted and reviewed Lessons utilize Indiana Academic standards and CCSS standards, pacing charts, technology

resources, media services resources, support staff, etc. Lessons contain planned differentiation for students who are English language learners, students

receiving special education services, high ability students, underperforming students, students who lack support for schooling, students with cultural needs

Lessons and materials are appropriate for the age level of the student *These are just possible examples and not a comprehensive list

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Domain 2: Effective Instruction Rubric

Performance Level Range Ineffective: 0­17 Improvement Necessary: 18­25 Effective: 26­30 Highly Effective: 31­36

Teaching Area: Climate

Performance Expectations

1 Ineffective

2 Improvement Necessary

3 Effective

4 Highly Effective

5. Develops and maintains a classroom climate that supports student learning

Little or no evidence that the teacher uses classroom management methods which support a positive classroom climate

Some evidence that the teacher uses classroom management methods which support a positive classroom climate

Clear evidence that the teacher uses classroom management methods which support a positive classroom climate

Consistent evidence that the teacher uses classroom management methods which support a positive classroom climate

6. Communicates high expectations for all students

Little or no evidence that the teacher provides a challenging learning environment

Some evidence that the teacher provides a challenging learning environment

Clear evidence that the teacher provides a challenging learning environment

Consistent evidence that the teacher provides a challenging learning environment

Instruction Performance Expectations

1 Ineffective

2 Improvement Necessary

3 Effective

4 Highly Effective

7. Knows subject knowledge/standards and how to teach content to students

Little or no evidence that the teacher knows subject knowledge and how to teach the subject to students

Some evidence that the teacher knows subject knowledge and how to teach the subject to students

Clear evidence that the teacher knows subject knowledge and how to teach the subject to students

Consistent evidence that the teacher knows subject knowledge and how to teach the subject to students

8. Utilizes instructional strategies and resources to teach for understanding

Little or no evidence that the teacher utilizes multiple, appropriate instructional strategies and resources to teach for understanding

Some evidence that the teacher utilizes multiple, appropriate instructional strategies and resources to teach for understanding

Clear evidence that the teacher utilizes multiple, appropriate instructional strategies and resources to teach for understanding

Consistent evidence that the teacher utilizes multiple, appropriate instructional strategies and resources to teach for understanding

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9. Differentiates instruction to meet the needs of all students

Little or no evidence that the teacher recognizes individual student differences and provides differentiated instruction to meet their needs

Some evidence that the teacher recognizes individual student differences and provides differentiated instruction to meet their needs

Clear evidence that the teacher recognizes individual student differences and provides differentiated instruction to meet their needs

Consistent evidence that the teacher recognizes individual student differences and provides differentiated instruction to meet their needs

10. Engages students in learning activities

Little or no evidence that the teacher provides learning activities that engages students

Some evidence that the teacher provides learning activities that engages students

Clear evidence that the teacher provides learning activities that engages students

Consistent evidence that the teacher provides learning activities that engages students

11. Helps student practice and deepen new knowledge by frequent checks for understanding

Little or no evidence that the teacher conducts frequent checks for understanding to adjust instruction

Some evidence that the teacher conducts frequent checks for understanding to adjust instruction

Clear evidence that the teacher conducts frequent checks for understanding to adjust instruction

Consistent evidence that the teacher conducts frequent checks for understanding to adjust instruction

Assessment Performance Expectations

1 Ineffective

2 Improvement Necessary

3 Effective

4 Highly Effective

12. Assess student learning levels and adjusts instructional practices for student success

Little or no evidence that the teacher understands and uses multiple methods of formative and summative assessments to engage learners in their own growth, to document learner progress and to guide ongoing planning and instruction

Some evidence that the teacher understands and uses multiple methods of formative and summative assessments to engage learners in their own growth, to document learner progress and to guide ongoing planning and instruction

Clear evidence that the teacher understands and uses multiple methods of formative and summative assessments to engage learners in their own growth, to document learner progress and to guide ongoing planning and instruction

Consistent evidence that the teacher understands and uses multiple methods of formative and summative assessments to engage learners in their own growth, to document learner progress and to guide ongoing planning and instruction

13. Provides evidence of student achievement/growth through multiple measures

Little or no evidence that the teacher collects data about student learning from a variety of sources and can show measurable individual and collective student achievement/growth over time

Some evidence that the teacher collects data about student learning from a variety of sources and can show measurable individual and collective student achievement/growth over time

Clear evidence that the teacher collects data about student learning from a variety of sources and can show measurable individual and collective student achievement/growth over time

Consistent evidence that the teacher collects data about student learning from a variety of sources and can show measurable individual and collective student achievement/growth over time

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Evidence: Teacher

Posted classroom expectations/rules Follows expected procedures Redirection of behaviors Body language, tone of voice Use of Bloom’s taxonomy Answers students’ content questions Checks often for student understanding Constantly gives the students feedback Various methods of instruction

*These are just possible examples and not a comprehensive list

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Domain 3: Professional

Practice Rubric

Performance Level Range Ineffective: 0­5 Improvement Necessary: 6­7 Effective: 8­10 Highly Effective: 11­12

Teaching Area: Participation in

Learning Communities Performance Expectations

1 Ineffective

2 Improvement Necessary

3 Effective

4 Highly Effective

14. Works with colleagues in a respectful manner in the on­going cycle of development, implementation, evaluation of curriculum and professional learning communities

Little or no evidence that the teacher contributes to school effectiveness by collaborating with other professionals

Some evidence that the teacher plans contributes to school effectiveness by collaborating with other professionals

Clear evidence that the teacher contributes to school effectiveness by collaborating with other professionals

Consistent evidence that the teacher contributes to school effectiveness by collaborating with other professionals

15. Communicates effectively to establish and maintain lines of communication with students and parents

Little or no evidence that the teacher accurately describes, analyzes, and evaluates student work and provides feedback to students and their families about their learning and development as learners

Some evidence that the teacher accurately describes, analyzes, and evaluates student work and provides feedback to students and their families about their learning and development as learners

Clear evidence that the teacher accurately describes, analyzes, and evaluates student work and provides feedback to students and their families about their learning and development as learners

Consistent evidence that the teacher accurately describes, analyzes, and evaluates student work and provides feedback to students and their families about their learning and development as learners

16. Participating in a professional community

Little or no evidence that the teacher participates in school events, school and district initiatives, or assumes a leadership role in promoting a culture of professional inquiry

Some evidence that the teacher participates in school events, school and district initiatives, or assumes a leadership role in promoting a culture of professional inquiry

Clear evidence that the teacher participates in school events, school and district initiatives, or assumes a leadership role in promoting a culture of professional inquiry

Consistent evidence that the teacher participates in school events, school and district initiatives, or assumes a leadership role in promoting a culture of professional inquiry

Evidence: Teacher Collaboration with peers Emails, websites, newsletters, phone logs with parents Membership in professional organizations Participation on committees Attendance at school functions and community functions PD 360 Webinar participation

*These are just possible examples and not a comprehensive list

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Domain 4: Core

Professionalism Rubric

Performance Level Range Ineffective: 0­7 Improvement Necessary: 8­10 Effective: 11­13 Highly Effective:14­16

Teaching Area:

Core Professionalism Expectations

1 Ineffective

2 Improvement Necessary

3 Effective

4 Highly Effective

17. Attendance The teacher has a habitual pattern of being absent. This may be exceeded in the event of absences which are for such leaves as paternity, FMLA, disability, etc.

The teacher demonstrates a pattern of absences. This may be exceeded in the event of absences which are for such leaves as paternity, FMLA, disability, etc.

Clear evidence that the teacher demonstrates regular attendance. This may be exceeded in the event of absences which are for such leaves as paternity, FMLA, disability, etc.

Consistent evidence that the teacher demonstrates exemplary attendance (two or fewer days)

18. On­Time Arrival and Departure

The teacher has a habitual pattern of being late or leaving early for assigned duties

The teacher demonstrates a pattern of being late or leaving early for assigned duties

Clear evidence that the teacher demonstrates a pattern of being on time to and from duties

Consistent evidence that the teacher exceeds expectations of being on time to and from duties

19. Policies and Procedures

Teacher fails to follow state, corporation, and school policies and procedures (e.g. procedures for submitting discipline referrals, policies for appropriate attire, etc.)

Some evidence that the teacher demonstrates following state, corporation, and school policies and procedures (e.g. procedures for submitting discipline referrals, policies for appropriate attire, etc.)

Clear evidence that the teacher demonstrates following state, corporation, and school policies and procedures (e.g. procedures for submitting discipline referrals, policies for appropriate attire, etc.)

Consistent evidence that the teacher demonstrates following state, corporation, and school policies and procedures (e.g. procedures for submitting discipline referrals, policies for appropriate attire, etc.)

20. Respect Teacher fails to demonstrate positive interaction with students, colleagues, administration, parents/guardians, and community members in a respectful manner

Some evidence that the teacher demonstrates a pattern of interacting with students, colleagues, administration, parents/guardians, and community members in a respectful manner

Clear evidence that the teacher demonstrates a pattern of interacting with students, colleagues, administration, parents/guardians, and community members in a respectful manner

Consistent evidence that the teacher demonstrates a pattern of interacting with students, colleagues, administration, parents/guardians, and community members in a respectful manner

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Evidence: Teacher Picking students up from specials on time Faculty meeting sign in Panther Paws Harmony­attendance Teacher awards Lesson plans for substitutes Recording grades *These are just possible examples and not a comprehensive list

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Student Achievement & Growth

Teaching Area:

Primary Student Measure

1 Ineffective

2 Improvement Necessary

3 Effective

4 Highly Effective

Grades K­2 DIBELS (one subject) Grades 4­8 ISTEP+ Growth Data (4­8) Grades 7­12 ECA (Biology 1, English 10, Algebra 1) Final Exam one course) All Grades ISTAR LAS Links

Little or no evidence that the teacher collects data about student learning from a variety of sources and cannot show measurable individual and class student achievement or growth over time (less than 60% of students passing)

Some evidence that the teacher collects data about student learning from a variety of sources and can show some measurable individual and class student achievement or growth over time (60­74% of students passing)

Clear evidence that the teacher collects data about student learning from a variety of sources and can show measurable individual and class student achievement or growth over time (75­89% of students passing)

Consistent evidence that the teacher collects data about student learning from a variety of sources and can show measurable individual and class student achievement or growth over time (greater than 90% of students passing)

Secondary Student Measure

1 Ineffective

2 Improvement Necessary

3 Effective

4 Highly Effective

Grades K­6 STAR Assessment(one subject) Acuity(1 subject) Study Island (pre/post one subject) ISTEP+ overall passing rate (one subject) Grades 7­12 ISTEP+ overall passing rate (one subject) Final Exam (if ECA is used above­one course) All Grades IEP Goals

Little or no evidence that the teacher collects data about student learning from a variety of sources and cannot show measurable individual and class student achievement or growth over time (less than 60% of students passing)

Some evidence that the teacher collects data about student learning from a variety of sources and can show some measurable individual and class student achievement or growth over time (60­74% of students passing)

Clear evidence that the teacher collects data about student learning from a variety of sources and can show measurable individual and class student achievement or growth over time (75­89 % of students passing)

Consistent evidence that the teacher collects data about student learning from a variety of sources and can show measurable individual and class student achievement or growth over time (greater than 90% of students passing)

NOTE:

a. Each teacher will have one primary student measure and one secondary student measure linked to his/her evaluation b. Student measures will be used on students who have been enrolled in the school 90% of the semester or school year (semester course = 90%

of semester / year course = 90% of school year) c. All teachers will use 75% of students passing the assessment (i.e., score a Pass on ISTEP+, achieve a 60% on a final exam) as their

benchmark for an Effective Rating d. At the beginning of the school year, all middle school/high school teachers will designate the group of students to be used in the primary

and/or secondary student measure e. Teachers must achieve a minimum score of eleven points in this section in order to achieve an Effective or Highly Effective overall rating. f. SCORING: The primary measure will be measured as the point rating x 3 (total possible=12 points) and the secondary measure will be

measured as the point rating x 2 (total possible=8 points) for a grand total of 20 points g. Rubrics may be created to assess student growth for employees who do not teach tested subjects if agreed upon by the administrator. The

rubric must be performance based.

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Observation Form Identify Type of Evaluation

Teaching Area:

Teacher Name: Formal Evaluator Name:

Informal

Date: Participatory Domain 1

Preparation for Learning PURPOSEFUL PLANNING

1. Plans for a student program of instruction in accordance with adopted curriculum 2. Incorporates an understanding of how students develop and learn in the planning for student learning 3. Uses a variety of planning resources 4. Plans and prepares for the needs of all students

Evidence

Observation Form Identify Type of Evaluation Teaching Area:

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Teacher Name:

Formal

Evaluator Name:

Informal

Date: Participatory Domain 2

Effective Instruction CLIMATE

5. Develops and maintains a classroom climate that supports student learning 6. Communicates high expectations for all students

INSTRUCTION 7. Knows subject knowledge/standards and how to teach content to students 8. Utilizes instructional strategies and resources to teach for understanding 9. Differentiates instruction to meet the learning needs of all students 10. Engages students in learning activities 11. Helps students practice and deepen new knowledge by frequent checks for understanding

ASSESSMENT 12. Assesses student learning levels and adjust instructional practices for student success 13. Provides evidence of student achievement/growth through multiple measures

Evidence

Observation Form Identify Type of Evaluation Teaching Area:

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Teacher Name:

Formal

Evaluator Name:

Informal

Date: Participatory Domain 3

Professional Practice PARTICIPATING IN PROFESSIONAL LEARNING COMMUNITIES

14. Works with colleagues in a respectful manner in the on­going cycle of development, implementation, evaluation of curriculum and professional learning communities 15. Communicates effectively to establish and maintain lines of communication with students and parents 16. Participating in a professional community

Evidence

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Observation Form Identify type of Evaluation

Teaching Area:

Teacher Name:

Formal

Evaluator Name:

Informal

Date: Participatory Domain 4

Core Professionalism Rubric CORE PROFESSIONALISM EXPECTATIONS

17. Attendance 18. On­Time Arrival and Departure 19. Policies and Procedures 20. Respect

Evidence

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SUMMARY OF PERFORMANCE LEVEL

Teacher Name: Evaluator Name: Date:

Evaluation Status Per IC 20­28­7.5 Probationary

Professional

Established

HIGHLIGHT THE POINT VALUE RECEIVED FOR EACH STANDARD OF

PERFORMANCE (Points vary based on total points possible per Domain and the weight of the performance standard) Ineffective Improvement Effective Highly Necessary Effective

Domain

1 Preparation

for Learning

Purposeful Planning

1. Plans for a student program of instruction in accordance with adopted curriculum

1 2 3 4

2. Reflects on practice, data, and student work to improve future instruction

1 2 3 4

3. Uses a variety of planning resources include technology

1 2 3 4

4. Plans and prepares for the learning needs of all student

1 2 3 4

Domain 1 Total Possible Points=16 Subtotal for Domain 1=

Domain 2

Effective Instruction

Climate 5. Develops and maintains a classroom climate that supports student learning in an organized/safe atmosphere. 6. Communicates high expectations for students

1 2 3 4

1 2 3 4

Instruction 7. Knows subject knowledge/standards and how to teach content to students 8. Utilizes instructional strategies and resources/technology to teach for understanding 9. Differentiates instruction/technology to meet the learning needs of all students 10. Engages students in learning activities 11. Helps students practice and deepen knowledge with the use such as Blooms or/and by frequent checks for understanding.

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Assessment 12. Assesses student learning levels and adjusts instructional practices for student success 13. Provides evidence of student achievement/growth through multiple measures

1 2 3 4 1 2 3 4

Domain 2 Total Possible Points=36 Subtotal for Domain 2=

Domain 3

Professional Practice

Participation in

Learning Communities

14. Works with colleagues in a respectful manner in the ongoing cycle of development, implementation, evaluation of curriculum and professional learning communities 15. Communicates effectively to establish and maintain lines of communication with students and parents 16. Participating in a professional community

1 2 3 4 1 2 3 4 1 2 3 4

Domain 3 Total Possible Points=12 Subtotal for Domain 3=

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Domain 4

Core Professionalism

Core Professionalism

17. Attendance 18. On­Time Arrival and Departure 19. Policies and Procedures 20. Respect (School Corporation)

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Domain Total Possible Points=16 Subtotal for Domain 4=

Student Growth &

Achievement

Primary Measure

ISTEP+ Growth Data (4­8) ECA (Biology 1, English 10, Algebra 1) Final Exam (1 or2 course(s) Pre/Post Test STAR Assessments/Early Literacy ISTAR,IREAD,IMAST LAS Links Pre K­K Entrance Exams

1 2 3 4

Student Growth & Achievement Total Possible Points=12 Subtotal for Student Growth & Achievement­ score x 3=

Student Growth &

Achievement

Secondary Measure

Pre/Post Tests (1 or2 course(s)) STAR Assessment/Early Literacy(one subject) Acuity(1 subject) 504 Plans ISTEP+ overall passing rate (3­8) Final Exam (if ECA is used above­one course) IEP Goals Other growth assessments with Rubric

1 2 3 4

Student Growth & Achievement Total Possible Points=8 Subtotal for Student Growth & Achievement­ score x 2=

Summary for Overall Performance Level Performance Level Category & Point Range Domain 1: Total Points Received Ineffective­Total Point Range 0­54 Domain 2: Total Points Received Improvement Necessary­Total Point Range 55­69

Domain 3: Total Points Received

Effective­Total Point Range 70­84 Domain 4: Total Points Received Highly Effective­Total Point Range 85­100 Student Achievement & Growth:

Total Points Received

Overall Performance Level (out of 100 points)

NARRATIVE SUMMARY DOMAIN 1: PREPARATION FOR LEARNING

COMMENTS:

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DOMAIN 2: EFFECTIVE INSTRUCTION COMMENTS:

DOMAIN 3: PROFESSIONAL PRACTICE COMMENTS:

DOMAIN 4: CORE PROFESSIONALISM COMMENTS:

STUDENT ACHIEVEMENT & GROWTH COMMENTS: For the next school year, I recommend this teacher for the following: Renewal Non­Renewal Remediation Plan for Improvement Necessary Remediation Plan for Ineffective Teacher’s Signature Date Primary Evaluator’s Signature Date Signature may not necessarily reflect agreement, but does reflect awareness of the content of the report. The teacher shall have an opportunity to attach a written reflection of any statements contained in this document.

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Remediation Plan Procedure for Improvement Necessary or Ineffective Performance Level (IC 20­28­11.5) If a teacher’s Summary Evaluation performance level is Improvement Necessary or Ineffective, the evaluator will meet with the teacher to determine a remediation plan. A remediation plan shall be established between the evaluator and the teacher to include the following:

1. Review the specific performance expectation(s) not being met using the Rubric for Performance Level page(s) that applies to the performance expectation(s) not being met

2. Adjust the teacher observation/evidence sections of the Rubric for Performance Level page(s) as the indicators needed to improve the level of performance

3. Determine a system for monitoring the teacher’s remediation plan

4. Determine resources and support needed

5. Determine the date by which the plan must be completed (no more than 90 school days)

6. Determine the use of the teacher’s license renewal credits to be used for professional development to

implement the remediation plan

7. Determine the date of the Conference for Improvement Necessary/Ineffective Performance Level If the evaluator and the teacher cannot jointly establish the Remediation Plan, the administrator shall do so unilaterally. The evaluator shall monitor the teacher’s progress in following the plan and hold a conference with the teacher mid­plan. At this conference (refer to Remediation Plan), the evaluator will make a judgment as to whether the teacher has progressed to a performance level of Effective or Highly Effective or will be required to have a remediation plan for either Improvement Necessary or Ineffective. Whenever a teacher is required to have a remediation plan for Improvement Necessary or Ineffective performance level, the evaluator will inform the Superintendent of Switzerland County School Corporation. Secondary Evaluator When a teacher has been categorized as Ineffective, at the option of the teacher or the evaluator, a second evaluator may be appointed by the Superintendent or designee. The secondary evaluator will be an administrator in the building of the teacher or another trained administrator of the corporation. The secondary evaluator shall review the Remediation Plan and previous evaluations. In addition to the evaluator, the secondary evaluator shall monitor the teacher’s progress on the plan and make a judgment on contract renewal. The secondary evaluator’s judgment is moot if the evaluator concludes that the objectives of the plan have been met. The secondary evaluator and primary evaluator will discuss the teacher’s progress and status with the final responsibility of determination of employment status resting with the building administrator.

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REMEDIATION PLAN FOR IMPROVEMENT NECESSARY/INEFFECTIVE PERFORMANCE LEVEL

If a teacher’s summary performance level is Improvement Necessary/Ineffective, the evaluator will meet with the teacher to determine a remediation plan. A remediation plan shall be established between the evaluator and the teacher to include the following: Plan Components Action 1. Review the specific performance expectation(s) not being met using the Rubric for Performance Levels page(s) that applies to the performance expectation(s) not being met

2. Adjust the teacher observation/evidence sections of the Rubric for Performance Levels page(s) as the indicators needed to improve the level of performance.

3. Determine a system for monitoring the teacher’s plan of assistance

4. Determine resources and support needed (including the possible assignment of a consulting teacher)

5. Determine the date by which the plan must be completed

6. Determine the use of the teacher’s license renewal credits to be used for professional development to implement the plan of assistance

7. Determine the date of the Conference for Improvement Necessary/Ineffective Performance Level

If the evaluator and the teacher cannot jointly establish the remediation plan, the administrator shall do so unilaterally. The evaluator shall monitor the teacher’s progress in following the plan and hold a conference with the teacher mid­plan. At this conference, the evaluator will make a judgment as to whether the teacher has progressed to a performance level of Effective or Highly Effective or will be required to have a remediation plan for either Improvement Necessary or Ineffective. Whenever a teacher is required to have a Remediation Plan for Improvement Necessary or Ineffective performance level, the building principal will inform the Superintendent of Switzerland County School Corporation.

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A teacher rated as ineffective may request a private conference with the superintendent. Final summative ratings can be modified if the teacher is determined to have had a negative impact on student growth as determined by the DOE for statewide assessments or according to the following local definition for teachers whose classes are not measured by statewide assessments: If a teacher scores a 1 (Ineffective) on BOTH his/her SLO (class SLO and targeted SLO) measures in the first year of implementation, then the primary evaluator should review student learning data available for all of the teacher’s students. If 90% or more of students failed to show achievement of standards (70% or higher on the SLO assessments or pass rate on other major student assessments such as NWEA/ECA/ISTEP+/IREAD), then the teacher shall be determined to be having a negative impact on student learning. If the teacher’s other summative data (rubric and schoolwide learning) together with the SLO summative data should yield a summative rating score in the Effective or Highly Effective range, the summative score would then be reduced to Needs Improvement.

Glossary Established Teacher­a teacher who serves under contract for Switzerland County School Corporation before July 1, 2012 Evaluation­process of conferencing with the teacher to discuss the summative results of the classroom observations Evidence­materials that relate to or affect instruction (e.g. lesson plans, assessments, unit planning materials, study guides, homework assignments, student work, professional development documentation, technology integration, student intervention documentation, newsletters, communication logs, discipline logs, emails, agendas, professional development presentations, IB portfolios, and other materials of a similar nature) Formal Observation­ an extended classroom visit by an evaluator to view the instructional activities of the teacher Informal Observation­ a short classroom visit (duration usually 10­15 minutes) to observe the teacher in any of the domain areas (to be used as needed to document attainment of performance expectations). A post­informal observation conference may be requested by the evaluator or the teacher. Participatory Observation­ is an extended classroom visit where the evaluator is actively involved in the learning activities but still able to observe the actions of the teacher Probationary Teacher­ a teacher who serves under contract after June 30, 2012, and does not have 3 summary performance levels of Effective or Highly Effective within a 5­year period OR a professional teacher who receives and Ineffective performance level Professional Teacher­ a teacher who serves under contract after June 30, 2011, that receives 3 summary performance levels of Effective or Highly Effective within a 5­year period Student Achievement & Growth­ provides evidence of student achievement/growth through multiple measures (20% of evaluation)

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Summary of Evaluation Conference­conference held to discuss the Summary of Performance Level Summary of Performance Level­ document shared with the teacher during their summary conference covering four domains (80% of evaluation) Teacher­any certified staff member

Principal Evaluation Rubrics

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Rationale and suggestions for implementation

1. These rubrics are organized around six domains covering all aspects of a principal’s job performance: A. Diagnosis and Planning B. Priority Management and Communication C. Curriculum and Data D. Supervision, Evaluation, and Professional Development E. Discipline and Parent Involvement F. Management and External Relations The rubrics use a four­level rating scale with the following labels: 4 – Highly Effective 3 – Effective 2 – Improvement Necessary 1 – Ineffective 2. The rubrics are designed to give principals and other school­based administrators a mid­year and end­of­the­year assessment of where they stand in all performance areas – and detailed guidance for improvement. To knowledgeably fill out the rubrics, a supervisor needs to have been in the school frequently throughout the year based on daily dialog. 3. The Effective level describes solid, expected professional performance; any administrator should be pleased with scores at this level. The Highly Effective level is reserved for truly outstanding leadership as described by very demanding criteria; there will be relatively few scores at this level. Improvement Necessary indicates that performance has real deficiencies and must improve (although some novice administrators might start here). And performance at the Ineffective level is clearly unacceptable and will lead to dismissal if it is not improved immediately. 4. To score, read across the four levels of performance for each criterion, find the level that best describes the principal’s performance, and circle or highlight it. On each page, this will create a clear graphic display of overall performance, areas for commendation, and areas that need work. Write the overall score at the bottom of each page with brief comments, and then record all the scores and overall comments on the summary page. 5. Evaluation conferences are greatly enhanced if the supervisor and administrator fill out the rubrics in advance and then meet and compare one page at a time. Of course, the supervisor has the final say, but the discussion should aim for consensus based on actual evidence of the most accurate score for each criterion. Supervisors should go into evaluation process with some humility since they can’t possibly know everything about an administrator’s complex world. Similarly, administrators should be open to feedback from someone with an outside perspective – all revolving around whether the school is producing learning gains for all students. Note that student achievement is not explicitly included in these rubrics, but clearly it’s directly linked to school leadership. Student achievement is 50% (30% SLO/20% A­F) of the evaluation process. This rubric being the remaining 50 percent. A-F6.

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The principal:

a. Team

Recruits a strong leadership team and develops its skills and commitment to a high level.

Recruits and develops a leadership team with a balance of skills.

Enlists one or two like­minded colleagues to provide advice and support.

Works solo with little or no support from colleagues.

b. Diagnosis

Involves stakeholders in a comprehensive diagnosis of the school’s strengths and weaknesses.

Carefully assesses the school’s strengths and areas for development.

Makes a quick assessment of the school’s strengths and weaknesses.

Is unable to gather much information on the school’s strong and weak points.

c. Gap

Challenges colleagues by presenting the gap between current student data and a vision for college success.

Motivates colleagues by comparing students’ current achievement with rigorous expectations.

Presents data without a vision or a vision without data.

Bemoans students’ low achievement and shows fatalism about bringing about significant change.

d. Vision

Wins staff and student buy­in for a succinct, inspiring, results­oriented mission statement.

Produces a memorable, succinct, results­oriented mission statement that's known by all staff.

Distributes a boiler­plate mission statement that few colleagues remember.

Does not share a mission statement.

e. Target

Gets strong staff commitment on 2­3 specific, ambitious 3­4­year student achievement target (SLO).

Builds staff support for a 3­4­ year student achievement target.

Expresses confidence that student achievement will improve each year through hard work.

Takes one year at a time and does not provide an achievement target.

f. Theory

Wins staff ownership for a robust, research­based

Researches and writes a convincing school improvement plan

Accepts colleagues' current notions of

Says that hard work improves achievement – but shows doubts that

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school improvement plan of action for improving achievement.

of action for improving achievement.

how student achievement is improved.

progress can be made.

g. Support

Fosters a sense of urgency and responsibility among all stakeholders for achieving annual goals.

Builds ownership and support among stakeholders for achieving annual goals.

Presents the annual plan to stakeholders and asks them to support it.

Gets the necessary signatures for the annual plan, but there is little ownership or support.

h. Enlisting

Masterfully wins over resistant staff members who feared change and/or harbored low expectations.

Manages resistance, low expectations, and fear of change.

Works on persuading resistant staff members to get on board with the plan.

Is discouraged and immobilized by staff resistance, fear of change, and low expectations.

i. Revision

Regularly tracks progress, gives and takes feedback, and continuously improves performance.

Periodically measures progress, listens to feedback, and revises the strategic plan.

Occasionally focuses on key data points and prods colleagues to improve.

Is too caught up in daily crises to focus on emerging data.

Additional Comments

Necessary

B. Priority Management and Communication

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a. Planning

Plans for the year, month, week, and day, relentlessly getting the highest­leverage activities done.

Plans for the year, month, week, and day, keeping the highest­leverage activities front and center.

Comes to work with a list of tasks that need to be accomplished that day but is often distracted from them.

Has a list in his or her head of tasks to be accomplished each day, but often loses track.

b. Communication

Successfully communicates goals to all constituencies by skillfully using a variety of channels.

Uses a variety of means (e.g., face­to­face, newsletters, websites) to communicate goals to others.

Has a limited communication repertoire and some key stakeholders are not aware of school goals.

Is not an effective communicator, and others are often left guessing about policies and direction.

c. Outreach

Frequently solicits and uses feedback and help from staff, students, parents, and external partners.

Regularly reaches out to staff, students, parents, and external partners for feedback and help.

Occasionally asks staff, students, parents, or external partners for feedback.

Rarely or never reaches out to others for feedback or help.

d. Follow­Up

Has a foolproof system for capturing key information, remembering, prioritizing, and following up.

Writes down important information, remembers, prioritizes, and almost always follows up.

Writes things down but is swamped by events and sometimes doesn’t follow up.

Trusts his or her memory to retain important information, but often forgets and fails to follow up.

e. Expectations

Has total staff buy­in on exactly what is expected for management procedures and discipline.

Makes sure staff know what is expected for management procedures and discipline.

Periodically reminds teachers of policies on management procedures and discipline.

Is constantly reminding staff what they should be doing in management and discipline.

f. Delegation

Has highly competent people in all key roles and is able to entrust them with maximum responsibility.

Delegates appropriate tasks to competent staff members and checks on progress.

Doesn't delegate some tasks that should be done by others.

Does almost everything him­ or herself.

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g. Meetings

Successfully gets all key teams meeting regularly and taking responsibility for productive agendas.

Ensures that key teams (e.g., leadership, grade­level, student support) meet regularly.

Needs to call key team meetings because they are not in people’s calendars.

Convenes grade­level, leadership, and other teams only when there is a crisis or an immediate need.

h. Prevention

Takes the initiative so that time­wasting activities and crises are almost always prevented or deflected.

Is effective at preventing and/or deflecting many time­ wasting crises and activities.

Tries to prevent them, but crises and time­wasters sometimes eat up lots of time.

Finds that large portions of each day are consumed by crises and time­wasting activities.

i.

Efficiency

Deals quickly and decisively with the highest­priority e­ mail and paperwork, delegating the rest.

Has a system for dealing with e­mail, paperwork, and administrative chores.

Tries to stay on top of e­mail, paperwork, and administrative chores but is often behind.

Is way behind on e­mail, paperwork, and administrative chores, to the detriment of the school's mission.

Additional Comments

The principal:

4 Highly Effective

3

Effective

2 Improvement Necessary

1

Ineffective

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a. Expectations

Gets all teachers to buy into clear, manageable, standards­ aligned grade­level goals with exemplars of proficient work.

Tells teachers exactly what students should know and be able to do by the end of each grade level.

Refers teachers to district or national scope­and­sequence documents for curriculum direction.

Leaves teachers without clear direction on student learning outcomes for each grade level.

b. Baselines

Ensures that all teams use summative data from the previous year and fresh diagnostic data to plan instruction.

Provides teacher teams with previous­year test data and asks them to assess students’ current levels.

Refers teachers to previous­ year test data as a baseline for current­year instruction.

Does not provide historical test data to teachers.

c. Materials

Ensures that all teachers have high­quality curriculum materials, technology, and training on how to use them.

Gets teachers effective literacy, math, science, and social studies materials and technology.

Works to procure good curriculum materials in literacy and math.

Leaves teachers to fend for themselves with curriculum materials.

d. Interims

Ensures that high­quality, aligned, common interim assessments are given by all teacher teams at least four times each year.

Orchestrates common interim assessments to monitor student learning several times a year.

Suggests that teacher teams give common interim assessments to check on student learning.

Doesn't insist on common interim assessments, allowing teachers to use their own classroom tests.

e. Analysis

Orchestrates high­quality data/action team meetings after each round of assessments.

Monitors teacher teams as they analyze interim assessment results and formulate action plans.

Suggests that teacher teams work together to draw lessons from the tests they give.

Does not see the value of analyzing tests given during the year.

f. Causes

Gets data meetings engaged in a no­blame, highly productive search for

Asks that data meetings go beyond what

Suggests that teachers focus on the areas in which

Does not exercise leadership in looking for

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root causes and hypothesis­testing.

students got wrong and delve into why.

students had the most difficulty.

underlying causes of student difficulties.

g. Follow­Up

Gets teams invested in following up assessments with effective reteaching, tutoring, and other interventions.

Asks teams to follow up each interim assessment with reteaching and remediation.

Suggests that teachers use interim assessment data to help struggling students.

Does not provide time or leadership for follow­up after tests.

h. Monitoring

Uses data on grades, attendance, behavior, and other variables to monitor and drive continuous improvement toward goals.

Monitors data in several key areas and uses them to inform improvement efforts.

Monitors attendance and discipline data to inform decisions.

Is inattentive to important school data.

i. Celebration

Boosts morale and a sense of efficacy by getting colleagues to celebrate and own measurable student gains.

Draws attention to student, classroom, and school­wide successes, giving credit where credit is due.

Congratulates individuals on successes.

Takes credit for improvements in school performance or misses opportunities to celebrate success.

Additional Comments

1. Additional

2.

3. Comments

The principal: Necessary

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a. Meetings

In all­staff meetings, gets teachers highly invested in discussing results, learning best strategies, and building trust and respect.

Uses all­staff meetings to get teachers sharing strategies and becoming more cohesive.

Uses staff meetings primarily to announce decisions, clarify policies, and listen to staff concerns.

Rarely convenes staff members and/or uses meetings for one­way lectures on policies.

b. Ideas

Ensures that the whole staff is current on professional literature and constantly exploring best practices.

Reads and shares research and fosters an on­going, schoolwide discussion of best practices.

Occasionally passes along interesting articles and ideas to colleagues.

Rarely reads professional literature or discusses best practices.

c. Development

Orchestrates aligned, high­ quality coaching, mentoring, workshops, school visits, and other professional learning tuned to staff needs.

Organizes aligned, on­going coaching and training that builds classroom proficiency.

Provides staff development workshops that rarely engage staff or improve instruction.

Provides occasional workshops, leaving teachers mostly on their own in terms of professional development.

d. Empowerment

Gets teams to take ownership for using data and student work to drive constant refinement of teaching.

Orchestrates regular teacher team meetings as the prime locus for professional learning.

Suggests that teacher teams work together to address students' learning problems.

Does not emphasize teamwork and teachers work mostly in isolation from colleagues.

e. Support

Gives teacher teams the training, facilitation, and resources they need to make their meetings highly effective.

Ensures that teacher teams have facilitators so meetings are focused and substantive.

Has teacher teams appoint a leader to chair meetings and file reports.

Leaves teacher teams to fend for themselves in terms of leadership and direction.

f. Units

Ensures that teachers backwards­design high­ quality, aligned units and provides feedback on drafts.

Asks teacher teams to cooperatively plan curriculum units following a common format.

Occasionally reviews teachers' lesson plans but not unit plans.

Does not review lesson or unit plans.

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g. Evaluation

Visits at least 1 classroom a day and gives helpful, face­to­face feedback to each teacher within 24 hours.

Makes unannounced visits to a few classrooms every day and gives helpful feedback to teachers.

Tries to get into classrooms but is often distracted by other events and rarely provides feedback.

Only observes teachers in annual or bi­annual formal observation visits.

h. Criticism

Courageously engages in difficult conversations with below­proficient teachers, helping them improve.

Provides redirection and support to teachers who are less than proficient.

Criticizes struggling teachers but does not give them much help improving their performance.

Shies away from giving honest feedback and redirection to teachers who are not performing well.

j. Hiring

Recruits, hires, and supports highly effective teachers who share the school’s vision.

Recruits and hires effective teachers.

Hires teachers who seem to fit his or her philosophy of teaching.

Makes last­minute appointments to teaching vacancies based on candidates who are available.

Additional Comments

The principal: Necessary

a. Expectations

Gets staff buy­in for clear, schoolwide student­behavior standards, routines, and consequences.

Sets expectations for student behavior and establishes schoolwide routines and consequences.

Urges staff to demand good student behavior, but allows different standards in different classrooms.

Often tolerates discipline violations and enforces the rules inconsistently.

b. Effectiveness

Deals effectively with any disruptions to teaching and

Deals quickly with disruptions to learning and looks

Deals firmly with students who are disruptive in classrooms, but

Tries to deal with disruptive students but is swamped by

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learning, analyzes patterns, and works on prevention.

for underlying causes.

doesn’t get to the root causes.

the number of problems.

c. Celebration

Publicly celebrates kindness, effort, and improvement and builds students’ pride in their school.

Praises student achievement and works to build school spirit.

Praises well­behaved students and good grades.

Rarely praises students and fails to build school pride.

d. Training

Ensures that staff are skilled in positive discipline and sensitive handling of student issues.

Organizes workshops and suggests articles and books on classroom management.

Urges teachers to get better at classroom management.

Does little to build teachers' skills in classroom management.

e. Support

Is highly effective getting counseling, mentoring, and other supports for high­need students.

Identifies struggling students and works to get support services to meet their needs.

Tries to get crisis counseling for highly disruptive and troubled students.

Focuses mainly on discipline and punishment with highly disruptive and troubled students.

f. Openness

Makes families feel welcome and respected, responds to concerns, and gets a number of them actively involved in the school.

Makes parents feel welcome, listens to their concerns, and tries to get them involved.

Reaches out to parents and tries to understand when they are critical.

Makes little effort to reach out to families and is defensive when parents express concerns.

g. Conferences

Orchestrates productive parent/teacher report card conferences in which parents and students get specific suggestions on next steps.

Works to maximize the number of face­to­face parent/ teacher report card conferences.

Makes sure that report cards are filled out correctly and provided to all parents.

Provides little or no monitoring of the report card process.

Sends home a weekly school newsletter, gets all

Sends home a periodic school

Suggests that teachers

Leaves parent contact and

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h. Communication

teachers sending substantive updates, and organizes a user­friendly electronic grading program.

newsletter and asks teachers to have regular channels of communication of their own.

communicate regularly with parents.

communication up to individual teachers.

i. Safety­net

Provides effective programs for all students with inadequate home support.

Provides programs for most students whose parents do not provide adequate support.

Provides ad hoc, occasional support for students who are not adequately supported at home.

Does not provide assistance for students with inadequate home support.

Additional Comments

The principal: Necessary Standards

a. Strategies

Implements proven macro strategies (e.g., looping, class size reduction) that boost student learning.

Suggests effective macro strategies (e.g., looping, team teaching) to improve student learning.

Explores macro strategies that might improve achievement.

Plays it safe and sticks with the status quo.

b. Scheduling

Creates an equitable schedule that maximizes learning, teacher collaboration, and smooth transitions.

Creates a schedule that provides meeting times for all key teams.

Creates a schedule with some flaws and few opportunities for team meetings.

Creates a schedule with inequities, technical flaws, and little time for teacher teams to meet.

c. Movement

Ensures efficient, friendly student entry, dismissal, meal times,

Supervises orderly student entry, dismissal, meals,

Intermittently supervises student entry, dismissal,

Rarely supervises student entry, dismissal, and common spaces and

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transitions, and recesses every day.

class transitions, and recesses.

transitions, and meal times.

there are frequent problems.

d. Custodians

Leads staff to ensure effective, creative use of space and a clean, safe, and inviting campus.

Supervises staff to keep the campus clean, attractive, and safe.

Works with custodial staff to keep the campus clean and safe, but there are occasional lapses.

Leaves campus cleanliness and safety to custodial staff and there are frequent lapses.

e. Transparency

Is transparent about how and why decisions were made, involving stakeholders whenever possible.

Ensures that staff members know how and why key decisions are being made.

Tries to be transparent about decision­making, but stakeholders sometimes feel shut out.

Makes decisions with little or no consultation, causing frequent resentment and morale problems.

f. Bureaucracy

Deftly handles bureaucratic, contractual, and legal issues so they never detract from, and sometimes contribute to, teaching and learning.

Manages bureaucratic, contractual, and legal issues efficiently and effectively.

Sometimes allows bureaucratic, contractual, and legal issues to distract teachers from their work.

Frequently mishandles bureaucratic, contractual, and legal issues in ways that disrupt teaching and learning.

g. Budget

Skillfully manages the budget and finances to maximize student achievement and staff growth.

Manages the school’s budget and finances to support the strategic plan.

Manages budget and finances with few errors, but misses opportunities to support the strategic plan.

Makes errors in managing the budget and finances and misses opportunities to further the mission.

h. Compliance

Fulfills all compliance and reporting requirements and creates new opportunities to support learning.

Fulfills compliance and reporting responsibilities to the district and beyond.

Meets minimum compliance and reporting responsibilities with occasional lapses.

Has difficulty keeping the school in compliance and district and other external requirements.

j. Resources

Taps all possible human and financial resources to support the school’s mission and strategic plan.

Is effective in bringing additional human and financial resources into the school.

Occasionally raises additional funds or finds volunteers to help out.

Is resigned to working with the standard school budget, which

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doesn’t seem adequate.

Additional Comments

The principal: Necessary Standards

Principal Effectiveness Rubric

Category Score

Highly Effective 4

Effective 3 or 3.5

Improvement Necessary

2 or 2.5

Ineffective 1 or 1.5

A­F Grade Category Score A Highly Effective 4

B Effective 3

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C Improvement Necessary

2

D or F Ineffective 1

Administrative SLO’s Category Points

Exceeds both goals Highly Effective 4

Meets both goals, may exceed one Effective 3

Meets only one goal Improvement Necessary

2

Meets neither goal Ineffective 1

Sources “Assessing and Developing Principal Instructional Leadership” by Philip Hallinger and Joseph Murphy,

Educational Leadership, September 1987 “Assessing Educational Leaders, Second Edition (Corwin, 2009) “Assessing the Instructional Management Behavior of Principals” by Phillip Hallinger and Joseph Murphy,

The Elementary School Journal, November 1985 “Assessing Principals” by Phyllis Durden and Ronald Areglado in Streamlined Seminar (Vol. 11, #3), December 1992

Building Teachers’ Capacity for Success by Pete Hall and Alisa Simeral (ASCD, 2008) “Getting Real About Leadership” by Robert Evans, Education Week, April 12, 1995 Getting Things Done by David Allen (Penguin, 2001) Good to Great by Jim Collins (HarperBusiness, 2001) “Grading Principals: Administrator Evaluations Come of Age by John Murphy and Susan Pimentel in Phi

Delta Kappan, September 1996 How to Make Supervision and Evaluation Really Work by Jon Saphier (Research for Better Teaching, 1993) It’s Being Done by Karin Chenoweth (Harvard Education Press, 2007) Improving Student Learning One Principal At a Time by James Pollock and Sharon Ford (ASCD, 2009) “Leadership Craft and the Crafting of School Leaders” by Samuel Krug, Phi Delta Kappan, November 1993

The Leadership Paradox: Balancing Logic and Artistry in Schools by Terrence Deal and Kent Peterson, Jossey­Bass, 2000

Results by Mike Schmoker (ASCD, 1999) Rethinking Teacher Supervision and Evaluation by Kim Marshall (Jossey­Bass, 2009) School Leadership That Works by Robert Marzano et al., (ASCD, 2005) Schooling by Design by Grant Wiggins and Jay McTighe (ASCD, 2007)

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Star Principals Serving Children in Povertyby Martin Haberman (Kappa Delta Pi, 1999) Supervision and Instructional Leadershipby Carl Glickman et al. (Allyn & Bacon, 2010) Supervision That Improves Teachingby Susan Sullivan and Jeffrey Glanz (Corwin, 2005) The Art of School Leadership by Thomas Hoerr (ASCD, 2005) The Daily Disciplines of Leadership by Douglas Reeves (Jossey­Bass, 2003) The Learning Leader by Douglas Reeves (ASCD, 2006) The Personnel Evaluation Standards by The Joint Committee on Standards for Educational Evaluation

(Corwin, 2009) The Results Fieldbook by Mike Schmoker (ASCD, 2001) The Skillful Leader: Confronting Mediocre Teaching by Alexander Platt et al. (Ready About Press, 2000) Understanding by Design by Grant Wiggins and Jay McTighe (ASCD, 2005)

“Using The Principal Profile to Assess Performance” by Kenneth Leithwood in Educational Leadership, September 1987

“Visions That Blind” by Michael Fullan, Educational Leadership, February 1992 What Works in Schools: Translating Research into Action by Robert Marzano (ASCD, 2003) Whatever It Takes by Richard DuFour et al. (National Educational Service, 2004) What’s Worth Fighting for in the Principalship by Michael Fullan (Teachers College Press, 1997)

Acknowledgements These rubrics are edited extension of the Principal Leadership Competencies developed in 2003­04 by New Leaders for New Schools (Kim Marshall was a lead author of that document).

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